March 23, 2009 Monday An Eight Period Day

Monday, March 23, 2009, an Eight Period Day



Independent Study Japanese


Students worked on Samurai Triplets story -- due tomorrow
Students will do oral presentation – driving tour of Chicago – tomorrow　――　
運転の見物のツアー

Target vocabulary for upcoming test on Chapter 6

手紙、 てがみ

生活、 せいかつ

外国人、 がいこくじん

同じ、 おなじ

食料品、 しょくりょうひん

ただ、

先日、 せんじつ

道路、 どうろ

近寄る、 ちかよる

美術品、 びじゅつひん

屋上、 おくじょう

机に向かう、 つくえ　に　むかう

親切な、 しんせつな

滝、 たき

多い、 おおい

覚える、 おぼえる

家具、 かぐ

忙しい、 いそがしい

こわがる

向かう、 むかう

地下街、 ちかがい

食品、 しょくひん

さぶとん




Japanese 1

TEST　on chapter 6

Checked workbook pages 104 and 105

Homework: manga of chapter 7　




Japanese 3

Students took a test TEST　on　三着物：第七課

Vocab from chapter and verb conjugations and kanji


We re-filmed the Todai restaurant dialogue since the student who filmed them last time lost the data from her flash drive.

Homework: first photo story in Ch 8 – in English.



Japanese 2

Students finished showing their art work and reading their pair/group stories to the class.

Important corrections to the stories:

1. Use past tense CONSISTENTLY in narrative.
2. わたし　は　人　に　あいました。I met a person.
3. ぼく　は　おふろ　に　はいりました。I entered the bath.
4. ライト・セーバー　で　あそびました。I played with a light saber.
5. ライト・セーバー　で　けんか　｛を｝　しました。ライト・セーバー　で　戦いました｛たたかいました｝。 Two ways of saying “I fought with a light saber.”
6. ライト・セーバー　を　つかいました。 I used a light saber.
7. お父さん　は　釣り｛つり｝しました。Father did fishing.
8. バトル、フィシング　should be avoided.


Addressed questions regarding the chapter , with a view to a test tomorrow.

On board:
Colors あかい、くろい、しろい、あおい、きいろい、―――

Special uses of relational particle　 に　with certain verbs

1. わたし　は　プール　に　はいりました。

2. わたし　は　まち　で　ともだち　に　あいました。

3. みんな　は　シカゴ　に　すんで　いました。


Don’t mix up あります exists、with あいます meets、

“together” as a sort of adverbial phrase:

せんせい　は　せいと　と　いっしょ　に　えいが　を　見ました。

Homework: Write 5 sentences for a projected test on this chapter that YOU couldn’t answer without looking at the book.

Have you made flash cards for the vocabulary？





Japanese 4 and AP

AP students and Jpn 4 students work in pairs to write a new letter for Amy, based on the chapter, but recipient is her Japanese language teacher back home. Hand in at end of period.

Homework for Wednesday:　 AP oral presentation, driving tour of Chicago and 4th year Japanese city posters. See more details below.

Warning: vocab test on this chapter coming up next week.
Target vocabulary chosen by 4th year students –
手紙、 てがみ

生活、 せいかつ

外国人、 がいこくじん

同じ、 おなじ

食料品、 しょくりょうひん

ただ、

先日、 せんじつ

道路、 どうろ

近寄る、 ちかよる

美術品、 びじゅつひん

屋上、 おくじょう

机に向かう、 つくえ　に　むかう

親切な、 しんせつな

滝、 たき

多い、 おおい

覚える、 おぼえる

家具、 かぐ

忙しい、 いそがしい

こわがる

向かう、 むかう

地下街、 ちかがい

食品、 しょくひん

さぶとん


Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.

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. Written portion must be made up of complete sentences regarding the following information: population; location in Japan; famous features and landmarks (for example, Chicago has Lake Michigan); history; famous products (for example, Hershey, PA, has chocolate; destinations for sight-seeing; any associated famous writers, artists, scientists, politicians; art forms (for example, New York has the Broadway theaters).

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—pretend you are driving your Japanese guest around to show him the sights of the city　
運転の見物のツアー
1.日本語でspeak from notes, not text, for 5 minutes, notes to be handed in afterwards
2. choose 5 places
3. be sure to mention streets, but you don’t have to give complete directions unless you want to.
4. doesn’t have to be realistic in terms of time taken getting from place to place
5. hand in note cards after presentation

Each student has chosen to 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

On Wednesday, after school, Japanese 4 students Potter, Reyes, Lai, and Edwards will answer, verbally, questions in section A, page 67, in “An Encounter with Japan.”

REMINDER: we must realize something important. In doing high school assignments or college assignments or tasks out in the world, every　one of us should be trying to do the best and most complete work possible, not the least possible.


Be sure to continue to work with kanji-learning website

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