March 17, 2009 Tuesday A Block One

Tuesday, March 17, 2009, a Block One Day



Independent Study Japanese

Students work on upcoming oral presentation, driving tour of Chicago, pointing out landmarks to visiting Japanese guest. See rubric posted March 17th. Due date March 24, 2009.

Barch chose the following 5 locales: Civic Opera, Planetarium, Soldier Field, University of Chicago, and Lincoln Park Zoo.

Homework: translate the following story into English—note review of giving and receiving verbs.

キメル先生の日本語の授業
２ようこそ：Continuing… 第二課
あげる、くれる、もらう


むかし　むかし　かまくら　に　侍（さむらい）さん　が　三人　いた。

友だち　で　は　なくて　兄弟　（きょうだい）　だった。

じつ　は、　三っ子　だった。　お名前　は　平家（へいけ）さま　だった。

一番　上　は　ちょうなん　の　一郎　で、一番　下　の　は　さんなん　の 三郎　で、間　に　はさまれ　じなん　の　次郎　だった。

もちろん、　三っ子　　だった　の　で　みんな　の　たんじょう日　は　おなじ　日　だった。

二十日　の　たんじょう日　の　パーテイー　は　たいせつな　パーテイー　だった。

元禄（げんろく）十年二月二十日　に　兄弟　は　家　の　客間　で　パーテイー　を　ひらいた。

お隣さん　は　一郎　に　すばらしい　馬　を　くれた。

大名（だいみょう）　は　次郎　に　かたな　を　くれた。

三郎　は　一郎　に　も　次郎　に　も　てぶくろ　を　あげた。

兄弟　の　みんな　は　先生　から　ふで　と　ふでばこ　を　もらった。

パーテイー　で　兄弟　と　お客さん は　おさけ　を　飲んだり　おもち　を　食べたり　した。

でも　三っ子　の　お父さん　と　お母さん　は　お茶　の　方　が　{日本酒にほんしゅう}おさけ　より　好き　だった。

お父さん　は　茶道　（さどう）の　エクスパート で　お茶　を　飲まなければ　ならなかった。

お茶 ばかり 　飲んだ


Grammar points from Yookoso: Continuing…
Pages 191 and 201 – “seems” using よう　な、よう　だ、よう　に
Above material can be used in homework assignment, that was due today but will be collected Friday.宿題｛しゅくだい｝：六十七ページ、II、十　の　文書、日本のデパートに買い物へに行くとしたら、どんな物を買いますか。



Japanese 1


Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.


This class does not meet on Block One days.

Wednesday: check workbook pages 104 and 105　




Japanese 3


Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Counting in Japanese: days of month

Wednesday Sensei MUST check pp. 88 and 89, and 87 and 93 (at least 12 sentences) in workbook

Students handed in JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!

Each student spoke orally about his or her author and work. Many surprising aspects reported.

No explicit homework for tomorrow, but of course students should be reviewing and studying nightly.




Japanese 2

Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Students reported orally from their writing “ twelve-sentence connected narrative of New story – elements below.”

Characters: 登場人物｛とうじょうじんぶつ｝
ピンクのイルカ、ねこ、とら、白熊　｛しろくま｝、

小道具｛こどうぐ｝props ライト　セーバー　｛かたかな｝

所｛ところ｝Locales：　ディズニーワールド、　だいどころ、うみ　の　ワールド

In class, worked in pairs at combining their stories into a pair narrative.

Homework: Tomorrow, bring paper and materials to produce (minimum) 15 sentence combined story, with illustrations. Each pair will hand in one story, with both names at the bottom.





Japanese 4 and AP

This class does not meet on Block One days.

However, see reminders below.

Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Jpn 4 students research project on Japanese cities. Prepare for visual project on chosen city. Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で. Check with Sensei on written portion.
Christian - Tokyo
Rosario - Nara
Charlie - Osaka
Tim - Yokohama
Scott - Kyoto
Brigid - Nagasaki
Keith - Hokkaido
Helen - Kobe
Jordan – Nagoya ****Due date Wed. March 25 ****




Reminder regarding upcoming AP Japanese Oral Project:　****Due date Wed. March 25 ****

Chicago Sight-seeing by Car　車でのシカゴ見物
1.日本語でspeak from notes, not text, for 5 minutes
1. choose 5 places
2. be sure to mention streets, but you don’t have to give complete directions unless you want to.
3. doesn’t have to be realistic in terms of time taken getting from place to place
4. hand in note cards after presentation

Yookoso: Continuing … pages 191 and 201 – uses of
よう　だ、よう　な、　よう　に

Homework: Be able to answer, verbally, questions in section A, page 66, in “An Encounter with Japan.”


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html