March 18, 2009 Wednesday A Block Two Day

Wednesday, March 18, 2009, a Block Two Day



Independent Study Japanese

This class does not meet on Block Two Days


Japanese 1

Negative past tense verb sentences collected – examples written on board by students.
Sentence order important “VERB COMES LAST.” Don’t put です after another verb!


Distribution handout showing verb forms below:

Te form simple past aff. 　　 English simple past neg.

たって たちました stood たちませんでした

すわって すわりました sat すわりませんでした

たべて たべました ate たべませんでした

のんで のみました drank のみませんでした

みて みました saw みませんでした

よんで よみました read (did read) みませんでした

｛かいもの　を｝
して しました did しませんでした

｛やきゅう　を｝
して しました played しませんでした
(baseball)


Sentences　dictated in English in class, translated into Japanese. Had to be careful about relational particles．Finish typing for homework:
1. Eat the sushi, please.
2. I don’t like sushi.
3. I didn’t eat the sushi.
4. Look at the picture, please.
5. I don’t like the picture.
6. I didn’t look at the picture.

Work in computer lab 114 on word processing in Japanese. Type the dialogue twice, with different choices where choice is possible. Students save to their own network files with following label : 1k6.dialogue.typing.practice

Friday: check workbook pages 104 and 105　




Japanese 3

Azriel Washintgon, Jenny Jara and Amy Zhuang attended the Japanese theater lecture yesterday, though they did not sign in on the right sheet.

Counting in Japanese: days of month and minutes

Handout reading for ch 7 y読みましょう、第七課
Finish for homework. Write English translation on a separate sheet. Answer questions on the handout itself.

Checked pp. 88 and 89, and 87 and 93 (at least 12 sentences) in workbook

聞きましょう：C and D in class



Japanese 2

Alisa Amorntheerakul and Xindi Song attended Humanities Festival presentation on Japanese theater, even though their names did not appear on the sign-in sheet.

Students worked in pairs to finish twelve-sentence connected narrative (illustrated) 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

Collected at end of period.





Japanese 4 and AP

Gladys Wu and Helen Lai attended Humanities Festival presentation in Japanese Theater, even though their names didn’t appear on the sign-in sheet.

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 ****
Pun – Saitama City



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

Driving tour of Chicago—Each student will talk about chosen locales below

Cerda

Brookfield Zoo
Kiddieland
Riis Park
El Ranchito
All-State Arena

Feuer

Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park


Hoogstraten

Belmont Harbor
Wrigley Field
Museum of Science and Industry
Bucktown
Willis Tower


Imoka

MBT
Gale Street Inn
Museum of Contemporary Art
Chicago Cultural Center
Briar Street Theatre


Krogh

1. Zaca Tacos
2. Millennium Park
3. Rockefeller Chapel
4. Robie House
5. Promontory Point


Lee

Chinatown Square
Hellenic Museum and Cultural Center
United Center
Orchestra Hall
Hancock Observatory


Liu

Ping Tom park
Field Museum
Punky’s
Lincoln Park Zoo
Shedd Aquarium


Mui

Art Institute
Northerly Island
Tokyo Marina
35th Street Beach
Bank of America Theatre


Williams

Washington Park
EPSN Zone
Harpo Studios
Buckingham Fountain
Soldier Field


Wu

Greektown, Navy Pier, Grant Park, Water Tower, Devon - Little India


Handout from “An Introduction to Japanese Grammar and Communication Strategies” by Senko Maynard --- pages 287-291 – further material regarding
よう　だ、よう　な、　よう　に

AP and Japanese 4 students answered, verbally, questions in section A, page 67, in “An Encounter with Japan.” AP students had to answer the more difficult questions; and Japanese 4 students had to answer the easier ones. Only one student gave answers of more than one sentence.

The class as a whole should have produced longer, more complete answers. In future, longer and more grammatical answers will be necessary, especially for the AP exam. Some students said they didn’t know more than one sentence would be necessary. In answer to that we must realize something important. In doing high school assignments or college assignments or tasks out in the world, everyone of us should be trying to do the best and most complete work possible, not the least possible.


Translation (semi-literal) of NTND Ch 6: Writing a Letter -- Number 1

Several weeks passed. During that time (she) was very busy, and Amy sent only short letters to her parents. Finally she got one (free) hour, and Amy decided to write a long letter. Amy put out her cushion and (sat) facing her desk. While gazing at the tile roofs outside the window, she though (about) how to explain Japanese life to her parents.


(Dear) Father, Mother

Are you well? I am fine. I enjoy Japanese life very much and the Yamashita family is very kind. I want you to meet them sometime.

In Japanese towns there are many houses everywhere. The streets are narrow, and cars and people are numerous, so it happens that (often) walking is awful(ly difficult).

When children see foreigners, it happens that they get scared. However, there are also children who come near and try to touch me and children who follow along behind me. There were children who said things like “Hallo,” “Foreigner,” and “Giant.” It’s interesting; however there are times when I get to hating it.

Father, do you remember that you were worried whether or not I would be able to eat Japanese cuisine? Japanese cuisine is delicious! Furthermore, it’s very pretty (to look at). By the way, there are also a lot of American fast food shops; so when I think I want a hamburger, I can buy one any time -- therefore don’t worry.

Uh, let’s see, what other kinds of interesting things are there? Oh yes, yes. I shall writing about shopping because Mother loves shopping. This thing (shopping) is truly great! The other day Akiko took me to a shopping market underground and to two department stores alongside the station.

In the (shopping) center there are various stores and restaurants. On the top floor there are even things like a waterfall and a fountain, and it is (all) very pretty.

After we saw the shopping center, we went to a department store. In the department store there is anything and everything. On the first floor, just as in American department stores, there are things like perfume and neckties. A difference [from American department stores] is that there are women store employees wearing uniforms around the entrance and the elevators who give guidance (information).

On other floors are furniture, eating utensils (tableware), toys, Western-style clothing, Japanese kimono, and such things. Other than that, there is an exhibit of art objects and even a playground for kids on the roof. However, the basement is greater than anything. There are food products collected from all over the world. There are free sample foods; so I ate American chocolate, Chinese buns with sweet bean paste, and, furthermore, French sweets. Both of you, Father and Mother, will surely get to like (this) [“when you come to visit” is the idea here].



Be sure to continue to work with kanji-learning website

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