March 25, 2009 Wednesday A Block Two Day

Wednesday, March 25, 2009, A Block Two Day



Independent Study Japanese


This class does not meet on Block Two days.　　　　　　





Japanese 1

Introduction of new animal, fox, with song and “fox-cough” sound effect
きつね、ゴホン、ゴホン

Video of kabuki play with fox as main character – cultural explanation of fox in Japanese folklore and filial piety of fox (and humans) as ideal of Asian culture

Listen and repeat to opening manga of chapter 7 – introduce new verbs:
いきました　（いって）　　Went
かいました　　（かって）　Bought (reference　かいもの　を　しました)

Students as players of frog　かえる　And fox　きつね：Delan and Betty

Where did you go? What did you buy?
For example: went to Japan, bought green tea; went to Toguri’s, bought book

Work in pairs on worksheet.


かえる 　と　きつね　の　かいもの
Frog and Fox (Went) Shopping
(Oh, the places they’ll go)


どこ　に　いきました　か。

なに　を　かいました　か。

Three to five answers to each question.

Then switch to new katakana:　ハ、ヒ、フ、ヘ、ホ、With maru and dakuten additions. Also ファ、フィ、フェ、フォ　Combinations with vowels
Demonstrate with notebook/laptop handwriting shown on screen.

Then list of カタカナ　Words to practice for homework


Can you figure out what these words are えい語で？

ピザ、 オイスター
_______________________________________________
アケード、 ビザ
_______________________________________________
ポテトチップ、 カット
_______________________________________________
ビデオ、 アイスコーヒー
_______________________________________________
オーバー、 カヌ
_______________________________________________
チーズ、 データ
_______________________________________________
カセットテープ、 ステーキ
_______________________________________________
タクシー、 バター
_______________________________________________
バケツ、 ピーナッツ
_______________________________________________
テキスト、 ハイカー
_______________________________________________
ビスケット、 カプチーノ
_______________________________________________




Japanese 3

Refilm Kamihachi Restaurant conversation – student performances.

Show extract from Kabuki – Yoshitsune no Sanbon Zakura
Written handout on Kabuki – homework is 1 page typewritten summary.

This assignment postponed to Thursday.
第八課　を　聞いて、言いました。
それから、こくばん　で　先生　は　あたらしい　かんじ　を　かきました。

馬、鳥、島、駅: horse, bird, island, station



Japanese 2

Look at page 94 in the text -- stores and places of business are listed there. You will need to pick out a store and a partner because we will be getting ready to do our stores-and-shopping project. In addition to the ones in the chapter, here are some others.　We will be using traditional Japanese store categories.


ペット屋、Hershfang、pet store
くだもの屋、Goldberg and Pairs　fruit store
おもちゃ屋　toy store
でんき屋　small electrical appliances
店、みせ、テン,　character for store that can stand by itself　
　（but 屋　exists only in compounds）
デパート、Department store
スーパー、Supermarket
くすり屋,　Pharmacy
ゆうびんきょく,　Post Office
金もの屋,　Hardware Store
ようふく屋、　Clothing store



九十一ページ　から　九十四　ページ　に　よんで　下さい。えい語　で　かいて　下さい。


TEST　Was Today　！！！！.





Japanese 4 and AP

This class does not meet on Block One days. However, see information below:

AP oral presentation, driving tour of Chicago . Evaluation process by students. See rubric on earlier blog.

4th year Japanese city posters. Evaluation process by students –
.
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 , Pun – Saitama City
****Due date Wed. March 25 ****

Student evaluation of each project

Name of City ___________________Name of Creator of Poster__________________

Physical appearance of poster ______________________ give a letter grade

Visual elements ____________________________ give a letter grade

Written elements (completeness, correctness, legibility) _______________________
give a letter grade


Student evaluators 1. _______________________ 2. ________________________




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.



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