Friday, May 29, 2009 An Eight Period Day
INDEPENDENT STUDY JAPANESE
No students were present – day of senior prom.
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Autobiographies will be read aloud at 9:48 a.m.
JAPANESE 1
Students took first part of scantron final today.
Important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 9:48 a.m. BE SURE TO BRING BACK YOUR TEXTBOOK!
JAPANESE 3
Students took the first part of the scantron final today.
Important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
And our oral exam at 11.22 a.m.
Earlier this week, handed out AP Kanji sheet from website to students who will take AP next year.
http://gatoh.marinebat.com/ap/index.number_index.html
Rules for Final Dialogues:
1. One Place
2. One time
3. same characters
4. each student must hand in a bi-lingual script
5. use plain forms of verbs, since they were central to this year’s curriculum
6. use as much of this year’s vocab and grammar as possible
One second (in time)—一秒 ｛いちびょう｝
JAPANESE 2
Students took first half of scantron final today.
Important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 8:00 a.m.
Rules for Dialogues:
1. One place
2. One time
3. Same characters
4. Each individual must hand in a bi-lingual script
5. use as of this year’s grammar and vocab as possible
Some dialogue locals and characters reported so far:
1. two hunters in a forest
2. a teacher interviews for a job at a school
3. farm and farm workers
4. sushi bar, customer and owner
5. Husband and wife arguing
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala、Amorntheerakul, Cambron, Mine, Yamasaki, Mascarenas, Diallo, Jackson
Pairs, Thimsuwan, Santoyo, and Tenorio were also interviewed Wednesday, May 27th. Class as a whole was notified last Friday. Be sure to see Kimmel Sensei after school to be interviewed, if you have not been interviewed yet. This is a graded oral exercise.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Most students were absent today because of Senior Prom, but those who attended (Cerda, Lee, Liu, Dow) continued to work on their final project films.
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Thursday, June 4 – films will be shown at 9:48 a.m.
Requested grammar review material from “An Adventure in Japan”, chapters 1-7, plus correlative grammar material from Yookoso: Continuing… now appears as a separate entry on the blog.
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Wenesday, Dow, Howell, Potter, and Reyes were called upon.
Today, Pasidparchya and Curran answered questions.
Those students who have not answered, now have a zero in GradeQuick for that assignment. The zero will remain until the assignment is performed.
Friday, May 29, 2009
May 28, 2009 Thursday A Block Two Day
Thursday, May 28, 2009 A Block Two Day
INDEPENDENT STUDY JAPANESE
This class does not meet on Block Two days.
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Autobiographies will be read aloud at 9:48 a.m.
Yesterday students continued working on final autobiography project: 自伝
Handed out requested summary of grammar points, Chapters 1-7, “An Encounter with Japan” and associated information from Yookoso: Continuing…
Appears as a separate post on the blog
See material in Japanese 4/AP section, below
JAPANESE 1
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 9:48 a.m.
Today’s pre-final review included:
1. review of family words (a.k.a. kinship terms)
2. adjectives, present and past tense
3. katakana practice sheet, ル through ン
4. time words, on a timeline on the board, as follows
----Past-------Now-------Future----
-------------- いま
-------きのう----きょう----あした
---Yesterday---today----Tomorrow
--せんしゅうーーーこんしゅうーーーーらいしゅう
ーLast wkーーーThis wkーーーーーNext wk
せんげつーーーーーこんげつーーーーーーーーらいげつ
せん月ーーーーーーこん月ーーーーーーーーーーらい月
Last monthーーThis MonthーーーーーNext Month
Friday’s Handout was an abbreviated First Year Japanese June Review.
1. verb and adj. tenses and vocabulary--active verbs, traveling verbs
2. vocab (categories)
food, places (destinations), activities, family members, means of transport, classroom objects
3. how to do self-intro
name, age, phone, address, birthday, astrological year
4. astrological animals and other animals
5. time
hours of day, months, days of week
today, tomorrow, yesterday, next week, summer vacation
6. relational particles
7. hiragana, katakana, kanji, ROMAji
8. sentence structure
9. kanji: 1-100, sun, moon, fire, water, wood/tree, gold/money, dirt/earth, days of week, months of year, rice field, river, mountain, forest, Japan, Japanese language
Students worked on final dialogues in class, with input by teacher:
Possible locales suggested by students: train, park, phone call, Koopa Village, cruise ship, downtown Chicago, tour bus, car, garden, the beach (ocean), spaceship
Possible characters suggested by students: grandchild and grandfather, Oprah and fan, Mario and Luigi, astronaut, spaceman, alien from another planet, …
Dialogue should be 5 pages long, running about 3 minutes, memorized.
Each student must hand in a copy of the dialogue in Japanese, and its translation in English.
Try to use as much of the vocabulary and grammar structures we’ve learned as possible.
JAPANESE 3
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
And our oral exam at 11.22 a.m.
Comprehensive kanji handout, from this year’s Japanese 3 class and past years’ Japanese 3 class.
Earlier this week, handed out AP Kanji sheet from website to students who will take AP next year.
http://gatoh.marinebat.com/ap/index.number_index.html
Worked on Final Dialogues, in groups.
Rules:
1. One Place
2. One time
3. same characters
4. each student must hand in a bi-lingual script
5. use plain forms of verbs, since they were central to this year’s curriculum
6. use as much of this year’s vocab and grammar as possible
One second (in time)—一秒 ｛いちびょう｝
JAPANESE 2
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 8:00 a.m.
Handout of “Lilo and Stitch” story for review’’
1。ステイッチ は ロケット に うまれました が ハワイ に すんで います。
2。(ステイッチ は) あおくて せ が ひくい です。
3。 手(て) が 四つ あります。
4。ステイッチ は リロ と リロ の ハワイ の ごかぞく が すき です。
5。リロ の おねえさん は ステイッチ が すき じゃ ない です。
6。ステイッチ は はしたい｛Wants to run｝ と 言いました。
7。ステイッチ は 『スケートボード が ほしい｛Wants｝ です』
と 言いました。
8。(ステイッチ は) スケートボード が じょうず です。
9。ステイッチ は ロケット の うちゅうじん が きらい です。
Rules for Dialogues:
1. One place
2. One time
3. Same characters
4. Each individual must hand in a bi-lingual script
5. use as of this year’s grammar and vocab as possible
Some dialogue locals and characters reported so far:
1. two hunters in a forest
2. a teacher interviews for a job at a school
3. farm and farm workers
4. sushi bar, customer and owner
5. Husband and wife arguing
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala、Amorntheerakul, Cambron, Mine, Yamasaki, Mascarenas, Diallo, Jackson
Pairs, Thimsuwan, Santoyo, and Tenorio were also interviewed Wednesday, May 27th. Class as a whole was notified last Friday. Be sure to see Kimmel Sensei after school to be interviewed, if you have not been interviewed yet. This is a graded oral exercise.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Students continued to work on their final project films. The Mui/Reyes/Potter/Williams were shooting today.
Some corrections to scripts were discussed, for example:
みわたす Or みて わたる、But not みてわたす
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Thursday, June 4 – films will be shown at 9:48 a.m.
Requested grammar review material from “An Adventure in Japan”, chapters 1-7, plus correlative grammar material from Yookoso: Continuing… now appears as a separate entry on the blog.
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Wenesday, Dow, Howell, Potter, and Reyes were called upon.
Today, Pasidparchya and Curran answered questions.
Those students who have not answered, now have a zero in GradeQuick for that assignment. The zero will remain until the assignment is performed.
INDEPENDENT STUDY JAPANESE
This class does not meet on Block Two days.
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Autobiographies will be read aloud at 9:48 a.m.
Yesterday students continued working on final autobiography project: 自伝
Handed out requested summary of grammar points, Chapters 1-7, “An Encounter with Japan” and associated information from Yookoso: Continuing…
Appears as a separate post on the blog
See material in Japanese 4/AP section, below
JAPANESE 1
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 9:48 a.m.
Today’s pre-final review included:
1. review of family words (a.k.a. kinship terms)
2. adjectives, present and past tense
3. katakana practice sheet, ル through ン
4. time words, on a timeline on the board, as follows
----Past-------Now-------Future----
-------------- いま
-------きのう----きょう----あした
---Yesterday---today----Tomorrow
--せんしゅうーーーこんしゅうーーーーらいしゅう
ーLast wkーーーThis wkーーーーーNext wk
せんげつーーーーーこんげつーーーーーーーーらいげつ
せん月ーーーーーーこん月ーーーーーーーーーーらい月
Last monthーーThis MonthーーーーーNext Month
Friday’s Handout was an abbreviated First Year Japanese June Review.
1. verb and adj. tenses and vocabulary--active verbs, traveling verbs
2. vocab (categories)
food, places (destinations), activities, family members, means of transport, classroom objects
3. how to do self-intro
name, age, phone, address, birthday, astrological year
4. astrological animals and other animals
5. time
hours of day, months, days of week
today, tomorrow, yesterday, next week, summer vacation
6. relational particles
7. hiragana, katakana, kanji, ROMAji
8. sentence structure
9. kanji: 1-100, sun, moon, fire, water, wood/tree, gold/money, dirt/earth, days of week, months of year, rice field, river, mountain, forest, Japan, Japanese language
Students worked on final dialogues in class, with input by teacher:
Possible locales suggested by students: train, park, phone call, Koopa Village, cruise ship, downtown Chicago, tour bus, car, garden, the beach (ocean), spaceship
Possible characters suggested by students: grandchild and grandfather, Oprah and fan, Mario and Luigi, astronaut, spaceman, alien from another planet, …
Dialogue should be 5 pages long, running about 3 minutes, memorized.
Each student must hand in a copy of the dialogue in Japanese, and its translation in English.
Try to use as much of the vocabulary and grammar structures we’ve learned as possible.
JAPANESE 3
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
And our oral exam at 11.22 a.m.
Comprehensive kanji handout, from this year’s Japanese 3 class and past years’ Japanese 3 class.
Earlier this week, handed out AP Kanji sheet from website to students who will take AP next year.
http://gatoh.marinebat.com/ap/index.number_index.html
Worked on Final Dialogues, in groups.
Rules:
1. One Place
2. One time
3. same characters
4. each student must hand in a bi-lingual script
5. use plain forms of verbs, since they were central to this year’s curriculum
6. use as much of this year’s vocab and grammar as possible
One second (in time)—一秒 ｛いちびょう｝
JAPANESE 2
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 8:00 a.m.
Handout of “Lilo and Stitch” story for review’’
1。ステイッチ は ロケット に うまれました が ハワイ に すんで います。
2。(ステイッチ は) あおくて せ が ひくい です。
3。 手(て) が 四つ あります。
4。ステイッチ は リロ と リロ の ハワイ の ごかぞく が すき です。
5。リロ の おねえさん は ステイッチ が すき じゃ ない です。
6。ステイッチ は はしたい｛Wants to run｝ と 言いました。
7。ステイッチ は 『スケートボード が ほしい｛Wants｝ です』
と 言いました。
8。(ステイッチ は) スケートボード が じょうず です。
9。ステイッチ は ロケット の うちゅうじん が きらい です。
Rules for Dialogues:
1. One place
2. One time
3. Same characters
4. Each individual must hand in a bi-lingual script
5. use as of this year’s grammar and vocab as possible
Some dialogue locals and characters reported so far:
1. two hunters in a forest
2. a teacher interviews for a job at a school
3. farm and farm workers
4. sushi bar, customer and owner
5. Husband and wife arguing
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala、Amorntheerakul, Cambron, Mine, Yamasaki, Mascarenas, Diallo, Jackson
Pairs, Thimsuwan, Santoyo, and Tenorio were also interviewed Wednesday, May 27th. Class as a whole was notified last Friday. Be sure to see Kimmel Sensei after school to be interviewed, if you have not been interviewed yet. This is a graded oral exercise.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Students continued to work on their final project films. The Mui/Reyes/Potter/Williams were shooting today.
Some corrections to scripts were discussed, for example:
みわたす Or みて わたる、But not みてわたす
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Thursday, June 4 – films will be shown at 9:48 a.m.
Requested grammar review material from “An Adventure in Japan”, chapters 1-7, plus correlative grammar material from Yookoso: Continuing… now appears as a separate entry on the blog.
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Wenesday, Dow, Howell, Potter, and Reyes were called upon.
Today, Pasidparchya and Curran answered questions.
Those students who have not answered, now have a zero in GradeQuick for that assignment. The zero will remain until the assignment is performed.
Wednesday, May 27, 2009
May 27, 2009 Wednesday A Block One Day
Wednesday, May 27, 2009 A Block One Day
INDEPENDENT STUDY JAPANESE
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Autobiographies will be read aloud at 9:48 a.m.
Today students continued working on final autobiography project: 自伝
Handed out requested summary of grammar points, Chapters 1-7, “An Encounter with Japan” and associated information from Yookoso: Continuing…
Appears as a separate post on the blog
See material in Japanese 4/AP section, below
JAPANESE 1
This class does not meet on Block One days.
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 9:48 a.m.
Friday’s Handout was an abbreviated First Year Japanese June Review.
1. verb and adj. tenses and vocabulary--active verbs, traveling verbs
2. vocab (categories)
food, places (destinations), activities, family members, means of transport, classroom objects
3. how to do self-intro
name, age, phone, address, birthday, astrological year
4. astrological animals and other animals
5. time
hours of day, months, days of week
today, tomorrow, yesterday, next week, summer vacation
6. relational particles
7. hiragana, katakana, kanji, ROMAji
8. sentence structure
9. kanji: 1-100, sun, moon, fire, water, wood/tree, gold/money, dirt/earth, days of week, months of year, rice field, river, mountain, forest, Japan, Japanese language
Students worked on final dialogues in class, with input by teacher:
Possible locales suggested by students: train, park, phone call, Koopa Village, cruise ship, downtown Chicago, tour bus, car, garden, the beach (ocean), spaceship
Possible characters suggested by students: grandchild and grandfather, Oprah and fan, Mario and Luigi, astronaut, spaceman, alien from another planet, …
Dialogue should be 5 pages long, running about 3 minutes, memorized.
Each student must hand in a copy of the dialogue in Japanese, and its translation in English.
Try to use as much of the vocabulary and grammar structures we’ve learned as possible.
JAPANESE 3
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
And our oral exam at 11.22 a.m.
Katakana Practice Handout:
カタカナ: ラ から
ン まで
1・ラーク
2・リア王
3・リアーシート
4・リアリズム
5・ルイジアナ
6・ロシア
7・ルージュ
8・ベーブ・ルース
9・ループ・ヤーン
10・ルーブル
11・ルームメート
12・ルレット
13・レアーメタル
14・レイーアップ
15・レインコート
16・ロイヤル・
アカデミー
17・ローイング
18・ワークアウト
Also, hand out AP Kanji sheet from website to students who will take AP next year.
http://gatoh.marinebat.com/ap/index.number_index.html
On Board: 王、王さま、玉、国
おう、おうさま、たま、くに｛コク｝
Worked on Final Dialogues, in groups.
Rules:
1. One Place
2. One time
3. same characters
4. each student must hand in a bi-lingual script
5. use plain forms of verbs, since they were central to this year’s curriculum
6. use as much of this year’s vocab and grammar as possible
Reminder of Pattern sentences from final chapter of 3 Kimono:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
JAPANESE 2
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 8:00 a.m.
Relational Particle Review and Practice
Some Sentence Patterns:
1. T T P O V (active verb) 2. T T T D V(traveling verb) 3. は/が pattern
Time, topic, place, object, verb/active time, topic, transport, destination, verb/traveling
4. sentences with existence verbs [います、あります]
Place の position に subject が います // あります。
5. sentences that ask or give permission
Verbて も いい です か。
Verbて は いい です。 【Verbて は だめ です】
Relational Particles:
は 1. indicates topic/subject
2. after verb-te form when giving or refusing permission.
か makes a question out of a statement--end of sentence
を indicates direct object--receives action of the verb--is "victim" of verb
よ audible exclamation point at end of sentence
で 1. indicates by-means-of transport in sentence with traveling verb
先生 は でんしゃ で 学校 に 行きます。
2. indicates by-means-of tool in sentence with active verb
生と は フォーク で スパゲッティー を 食べました。
3. indicates place where action of active verb happens
に 1. indicates destination in sentence with traveling verb:
行きます、出ます、きます、かえります、出かけます、
はしります、あるきます、およぎます
2. indicates specific time (with a name or a number)
3. special idioms
わたし は ともだち に あいます。
おふろ に 入って 下さい。
はい
の indicates possession, like "apostrophe s" 兄 の じてんしゃ
can mean "of" or "from" フランス の チーズ
が 1. used in wa/ga pattern sentences
先生 は やきそば が すき です。
2. means "but" between two independent clauses
3. indicates direct object in sentences with verbs in potential tense of を)
と 1. "and" between nouns (closed series)
2. "with/accompanying"
や like と, means "and" between nouns, but suggests that there are more items than the ones mentioned in the sentence (open series)
ね asks for confirmation, agreement
"right?" at end of sentence
も 1. also, too
2. after verb- te form, when asking permission
1. Tomorrow I will go to a big restaurant. 2. I will go by bus.
あした____ ぼく は 大きい レストラン ______ 行きます。
バス _____ 行きます。
3. My friend will go by bicycle 4. I will meet my friend at 1:30 p.m.
うち ____ ともだち は じてんしゃ で 行きます。
一じ はん ____ ぼく は ともだち _____ あいます。
5. I will be late. 6. My friend also will be late.
ぼく _____ おくれます。 【ぼく _____ おそく _____ なります。】
ともだち _____ おくれます。
7. My friend and I like sushi. 8. My friend likes tenpura, too.
ともだち _____ わたし _____ おすし _____ すき です。
ともだち ______ てんぷら ______ すき です。
9. Sushi is delicious, isn't it? 10. Do you like green tea?
おすし は おいしいい です ____。
おちゃ _____ すき です _____。
11. My mother loves green tea! 12. Mother will drink green tea with my friend.
うち____母 _____ おちゃ _____ 大すき です。
母 _____ ともだち _____ おちゃ ______ のみます。
13. My father loves coffee. . 14. My father will drink coffee with my grandfather at the restaurant.
うち _____ 父 _____ コーヒー _____ 大すき です。
父 ______ そふ ______ レストラン ______ コーヒー を のみます。
15. There is green tea and coke (etc.) at the big restaurant. 16. There are also mice under the table!
大きい レストラン ____ おちゃ や コーラ _____ あります。
テーブル _____ 下 ______ ねずみ ______ います。
17." Mother, may I play with the cute white mice?" 18. "No, playing with white mice is bad/forbidden."
『お母さん、かわい____ しろい ねずみ _____ あそんで ____ いい です ____。』
『いいえ、しろい ねずみ ____ あそんで _____ だめ です。』
19." Eat your sushi with chopsticks, please." 20. At home I eat with chopsticks, but at school
I eat with fork, knife, and spoon.
『おはし _____ おすし _____ 食べて ください。』
うち【じたく】 で わたし は おはし ____ 食べます ____ こうこう ____
フォーク ____ ナイフ _____スプーン _____ 食べます。
Rules for Dialogues:
1. One place
2. One time
3. Same characters
4. Each individual must hand in a bi-lingual script
5. use as of this year’s grammar and vocab as possible
Some dialogue locals and characters reported so far:
1. two hunters in a forest
2. a teacher interviews for a job at a school
3. farm and farm workers
4. sushi bar, customer and owner
5. Husband and wife arguing
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala、Amorntheerakul, Cambron, Mine, Yamasaki, Mascarenas, Diallo, Jackson
Pairs, Thimsuwan, Santoyo, and Tenorio were interviewed today. Wednesday, May 27th. Class as a whole was notified last Friday.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
This class does not meet on Block One days.
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Thursday, June 4 – films will be shown at 9:48 a.m.
Requested grammar review material from “An Adventure in Japan”, chapters 1-7, plus correlative grammar material from Yookoso: Continuing… now appears as a separate entry on the blog.
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Wenesday, Dow, Howell, Potter, and Reyes were called upon.
Today, Pasidparchya and Curran answered questions.
Those students who have not answered, now have a zero in GradeQuick for that assignment. The zero will remain until the assignment is performed.
INDEPENDENT STUDY JAPANESE
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Autobiographies will be read aloud at 9:48 a.m.
Today students continued working on final autobiography project: 自伝
Handed out requested summary of grammar points, Chapters 1-7, “An Encounter with Japan” and associated information from Yookoso: Continuing…
Appears as a separate post on the blog
See material in Japanese 4/AP section, below
JAPANESE 1
This class does not meet on Block One days.
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 9:48 a.m.
Friday’s Handout was an abbreviated First Year Japanese June Review.
1. verb and adj. tenses and vocabulary--active verbs, traveling verbs
2. vocab (categories)
food, places (destinations), activities, family members, means of transport, classroom objects
3. how to do self-intro
name, age, phone, address, birthday, astrological year
4. astrological animals and other animals
5. time
hours of day, months, days of week
today, tomorrow, yesterday, next week, summer vacation
6. relational particles
7. hiragana, katakana, kanji, ROMAji
8. sentence structure
9. kanji: 1-100, sun, moon, fire, water, wood/tree, gold/money, dirt/earth, days of week, months of year, rice field, river, mountain, forest, Japan, Japanese language
Students worked on final dialogues in class, with input by teacher:
Possible locales suggested by students: train, park, phone call, Koopa Village, cruise ship, downtown Chicago, tour bus, car, garden, the beach (ocean), spaceship
Possible characters suggested by students: grandchild and grandfather, Oprah and fan, Mario and Luigi, astronaut, spaceman, alien from another planet, …
Dialogue should be 5 pages long, running about 3 minutes, memorized.
Each student must hand in a copy of the dialogue in Japanese, and its translation in English.
Try to use as much of the vocabulary and grammar structures we’ve learned as possible.
JAPANESE 3
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
And our oral exam at 11.22 a.m.
Katakana Practice Handout:
カタカナ: ラ から
ン まで
1・ラーク
2・リア王
3・リアーシート
4・リアリズム
5・ルイジアナ
6・ロシア
7・ルージュ
8・ベーブ・ルース
9・ループ・ヤーン
10・ルーブル
11・ルームメート
12・ルレット
13・レアーメタル
14・レイーアップ
15・レインコート
16・ロイヤル・
アカデミー
17・ローイング
18・ワークアウト
Also, hand out AP Kanji sheet from website to students who will take AP next year.
http://gatoh.marinebat.com/ap/index.number_index.html
On Board: 王、王さま、玉、国
おう、おうさま、たま、くに｛コク｝
Worked on Final Dialogues, in groups.
Rules:
1. One Place
2. One time
3. same characters
4. each student must hand in a bi-lingual script
5. use plain forms of verbs, since they were central to this year’s curriculum
6. use as much of this year’s vocab and grammar as possible
Reminder of Pattern sentences from final chapter of 3 Kimono:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
JAPANESE 2
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 8:00 a.m.
Relational Particle Review and Practice
Some Sentence Patterns:
1. T T P O V (active verb) 2. T T T D V(traveling verb) 3. は/が pattern
Time, topic, place, object, verb/active time, topic, transport, destination, verb/traveling
4. sentences with existence verbs [います、あります]
Place の position に subject が います // あります。
5. sentences that ask or give permission
Verbて も いい です か。
Verbて は いい です。 【Verbて は だめ です】
Relational Particles:
は 1. indicates topic/subject
2. after verb-te form when giving or refusing permission.
か makes a question out of a statement--end of sentence
を indicates direct object--receives action of the verb--is "victim" of verb
よ audible exclamation point at end of sentence
で 1. indicates by-means-of transport in sentence with traveling verb
先生 は でんしゃ で 学校 に 行きます。
2. indicates by-means-of tool in sentence with active verb
生と は フォーク で スパゲッティー を 食べました。
3. indicates place where action of active verb happens
に 1. indicates destination in sentence with traveling verb:
行きます、出ます、きます、かえります、出かけます、
はしります、あるきます、およぎます
2. indicates specific time (with a name or a number)
3. special idioms
わたし は ともだち に あいます。
おふろ に 入って 下さい。
はい
の indicates possession, like "apostrophe s" 兄 の じてんしゃ
can mean "of" or "from" フランス の チーズ
が 1. used in wa/ga pattern sentences
先生 は やきそば が すき です。
2. means "but" between two independent clauses
3. indicates direct object in sentences with verbs in potential tense of を)
と 1. "and" between nouns (closed series)
2. "with/accompanying"
や like と, means "and" between nouns, but suggests that there are more items than the ones mentioned in the sentence (open series)
ね asks for confirmation, agreement
"right?" at end of sentence
も 1. also, too
2. after verb- te form, when asking permission
1. Tomorrow I will go to a big restaurant. 2. I will go by bus.
あした____ ぼく は 大きい レストラン ______ 行きます。
バス _____ 行きます。
3. My friend will go by bicycle 4. I will meet my friend at 1:30 p.m.
うち ____ ともだち は じてんしゃ で 行きます。
一じ はん ____ ぼく は ともだち _____ あいます。
5. I will be late. 6. My friend also will be late.
ぼく _____ おくれます。 【ぼく _____ おそく _____ なります。】
ともだち _____ おくれます。
7. My friend and I like sushi. 8. My friend likes tenpura, too.
ともだち _____ わたし _____ おすし _____ すき です。
ともだち ______ てんぷら ______ すき です。
9. Sushi is delicious, isn't it? 10. Do you like green tea?
おすし は おいしいい です ____。
おちゃ _____ すき です _____。
11. My mother loves green tea! 12. Mother will drink green tea with my friend.
うち____母 _____ おちゃ _____ 大すき です。
母 _____ ともだち _____ おちゃ ______ のみます。
13. My father loves coffee. . 14. My father will drink coffee with my grandfather at the restaurant.
うち _____ 父 _____ コーヒー _____ 大すき です。
父 ______ そふ ______ レストラン ______ コーヒー を のみます。
15. There is green tea and coke (etc.) at the big restaurant. 16. There are also mice under the table!
大きい レストラン ____ おちゃ や コーラ _____ あります。
テーブル _____ 下 ______ ねずみ ______ います。
17." Mother, may I play with the cute white mice?" 18. "No, playing with white mice is bad/forbidden."
『お母さん、かわい____ しろい ねずみ _____ あそんで ____ いい です ____。』
『いいえ、しろい ねずみ ____ あそんで _____ だめ です。』
19." Eat your sushi with chopsticks, please." 20. At home I eat with chopsticks, but at school
I eat with fork, knife, and spoon.
『おはし _____ おすし _____ 食べて ください。』
うち【じたく】 で わたし は おはし ____ 食べます ____ こうこう ____
フォーク ____ ナイフ _____スプーン _____ 食べます。
Rules for Dialogues:
1. One place
2. One time
3. Same characters
4. Each individual must hand in a bi-lingual script
5. use as of this year’s grammar and vocab as possible
Some dialogue locals and characters reported so far:
1. two hunters in a forest
2. a teacher interviews for a job at a school
3. farm and farm workers
4. sushi bar, customer and owner
5. Husband and wife arguing
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala、Amorntheerakul, Cambron, Mine, Yamasaki, Mascarenas, Diallo, Jackson
Pairs, Thimsuwan, Santoyo, and Tenorio were interviewed today. Wednesday, May 27th. Class as a whole was notified last Friday.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
This class does not meet on Block One days.
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Thursday, June 4 – films will be shown at 9:48 a.m.
Requested grammar review material from “An Adventure in Japan”, chapters 1-7, plus correlative grammar material from Yookoso: Continuing… now appears as a separate entry on the blog.
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Wenesday, Dow, Howell, Potter, and Reyes were called upon.
Today, Pasidparchya and Curran answered questions.
Those students who have not answered, now have a zero in GradeQuick for that assignment. The zero will remain until the assignment is performed.
Japanese 4 June Grammar Review (work in progress)
A Homestay in Japan Chapters 1-7 and
Yookoso: Continuing…
CHAPTER 1
Grammar, bunpou 文法：
｛人に｝---て ほしい ｛です｝ wants (someone else) to do
どうしte form
--- かどうか whether or not to do
どうしdict. Form
―― の こと about (noun)
めいし
―― に ついて regarding (noun)
めいし
―― 時 (time) when verb action took place
Plain past どうし
―― の時 time (when) noun
めいし
References and example sentences --
｛人に｝---て ほしい ｛です｝ wants (someone else) to do
どうしte form
Yookoso! Continuing with Contemporary Japanese page 299-301
1. 先生 は せいと に べんきょう して ほしい と 言いました。
Sensei said she wants the students to study.
2. お母さん、私 に かえって ほしい です か。
Mother, do you want me to return home?
--- かどうか whether or not
どうしdict. Form
1. オペラ の うた が うたえる かどうか 分かりません。
I don’t know whether or not I can sing the operatic song.
2. ともだち は あの 人 が パーテイー に 行く かどうか しりません。
My friend doesn’t know whether or not that person over there will go to the party.
―― の こと (things) about (noun)
めいし
1. けんちくか は たてもも の こと の エクスパート です。
Architects are experts about buildings.
2. 兄 は スポーツ の こと を 何も しりません。
(My) older brother doesn’t know anything about sports.
―― に ついて regarding (noun)
めいし
１． ぎんこういん は お金 に ついて はっぴょう しました。
The bank employee made an announcement regarding money.
2. 学生 は ドイツ の れきし に ついて の さくぶん を 書きました。
The (university) student wrote an essay regarding German history.
―― 時 (time) when verb action took place
Plain past どうし
1. パリ に 行った 時 フランス語 を 話しました。
(The time) when I went to Paris, I spoke French.
2. 初めて ごうや を 食べた 時 とても まずい と 思って いました。
When I ate bitter melon for the first time, I was thinking it was very yucky-tasting.
―― の時 time (when) noun
めいし
1. 大学 の 時 せんもん は イギリス の 文学 でした。
When at the University, my major was English literature.
2. りょかん の 時 うち の おば は おふろ に 入りました。
When she was at the Japanese inn, my aunt entered the bath.
See Yookoso! An Invitation to Contemporary Japanese (2nd edition) pages 442 and 443 for general discussion of adverbial clauses using 時. You can also use adjectives and present tense plain verbs with 時.
Grammar Example Sentences
かどうか
1。大川さん が けっこん した かどうか 知って います か。
_______________________________________________________________________
2。フォークナー が おもしろい かどうか 知らない。
__________________________________________________________________________
3。山口 先生 が お元気 【で ある】 かどうか 聞いた こと が ありますか。
_______________________________________________________________________
4。しごと を やめる かどうか もんだい だった。
_______________________________________________________________________
5。大学 に 行く かどうか を かんがえて います。
_______________________________________________________________________
【人】 に ーーーて ほしい 【です】
1。先生、だれ に 来て ほしい です か。
_______________________________________________________________________
2。私 は 子供 に 私 と いっしょ に すんで ほしい です。
_______________________________________________________________________
3。あなた は 私 に 英語 を おしえて ほおし の？
_______________________________________________________________________
の こと
1。 ブラウン さん は 日本 の 大学 の こと を よく 知って います。
_______________________________________________________________________
2。 みなさん、 しけん の こと を わすれない、ね。
_______________________________________________________________________
3。 あの 人 は ピアノ の こと を 全部【ぜんぶ】 はなしました。
_______________________________________________________________________
CHAPTER 2
Grammar, bunpou 文法：
いそがしいそう｛な｝ looks (adjective)
しかる・しかられる conjugation of passive form (see also Chapter 7)
しなければ なりません・いけません must…/should…/have to…
運んで行く、来る to carry and come (or go)
持って行く、来る to bring or take (a thing)
帰って行く、来る to go home or to come home
―た こと が ある to have had the experience of
(plain past verb)
Plain verb form + こと gerund – verb form used as noun
―しか ない・ありません There is only/merely…(neg. verb)
CHAPTER 3
連れて + 行く・来る to (lead) take or bring a person
・て くれる to do something for (me or mine)
verb te form
・ て ある to have been done (a sort of passive form)
verb te form (Yookoso:Continuing … 140-151
Plain form verb + と Whenever X happens (と)
Y (always) happens
(Yookoso:Continuing…pp36-39)
Exercises for Chapter 3
A. Write/speak the 6 sentences below into the negative.
B. Then rewrite each sentence, lengthening each so that it is followed by a conjunction and a following independent clause. Conjunctions:
1.ので、から、(indicating cause/effect)
2.けれども、が(indicating contrasting meaning)
C. Choose 3 of the longest sentences in the lesson. Write them down, and then write the content as 3 separate, shorter sentences. (see examples at the end of this handout)
Sentences to work with:
お母さん が エイミー に も スリッパ を くれた。
エイミー は ねっしん に それ を 見て いた。
明子 が エイミー を 二階 の 部屋 を 案内 して くれた。
エイミー は 四つ の スーツケース を 持って きて いた。
その うち の 一つ は おみやげ で いっぱい だった。
こんなに 小さい まくら を 見た こと が あります。
{Now try the same operations with this last sentence.じゃ、下 へ 行きましょう か。}
Long sentences to be broken down into shorter components:
1. 階段 が とても 急 だった の で、 エイミー は こわかった。
階段 は 急 だった。
とても 急 だった。
エイミー は こわかった。
2. エイミー の ため に 特別 に 用意 したん です よ。
まくら や ふとん は 特別 でした。
山下一家 は まくら と ふとん を 用意 した。
エイミー に 用意 して くれた。
エイミー の ため でした。
3. 私達が 今 使って いる まくら は ほとんど アメリカ式 の なん です よ。
明子達 は まくら を 使って いる。
その まくら は 日本式 の で は ない。
明子達 の まくら は アメリカ式 の まくら だ。
Combining Sentences
1. Ａ．高山（たかやま）に 行く。 Ｂ．お城（しろ） を 見る。
２．A. 中国（ちゅうごく）の レストラン に いる。 Ｂ・とうふ を 食べる。
３．Ａ．ラジオ を 使う（つかう）。 Ｂ．きれいな 音楽 を 聞く。
４・A. パリ に いる。 B. ワイン を 飲む。
On a separate piece of paper that you will hand in, combine each A - B pair above into one sentence. Make necessary adjustments to verb tenses. Translate each resulting A – B complex or compound sentence into English. Use the following items and patterns:
一．A 時 Ｂ: WHEN (a specific point in time) A, B
二．A と Ｂ: ＷＨＥＮＥＶＥＲ A, (always, inevitably) B
三．Ａ から （ので） Ｂ: A ＴＨＥＲＥＦＯＲＥ （ＳＯ） B
四．Ａ けれども （が）B: A ＨＯＷＥＶＥＲ （ＢＵＴ） B
五．Ｂ ため に Ａ ＩＮ ＯＲＤＥＲ ＴＯ: In order to B, A
The result will be a total of 20 sentences in Japanese and 20 sentences in English.
CHAPTER 4
Verb stem + やすい is/was easy to [verb] Yookoso: Inv. P. 468
Verb stem + にくい is/was hard to [verb
Adjective stem + がる to seem/appear [adjective]
Plain verb or adj. + し and
Family members が ある to have family members
Plain form verb + と… When X happens (と) Y always happens
(repeated in this chapter)
Review of “and” in various grammatical situations
Between nouns:
１．と 雨 と 雪 が ふりました。
あめ ゆき all items listed, closed series
Rain and snow fell.
２．や クラス の けん や みえ子 が 来ました。
こ き
Mieko and Ken (but there were others) came.
all items not listed, open series
Between adjectives:
１．i adjective is first
take off い and add くて あおくて しろい 本 です。
It’s a blue and white book.
２．na adjective is first
take off な add で べんりで きれいな ペン です。
It’s a useful and pretty pen.
Between verbs：
１． Use te form with all but last verb
in sentence. 家 で 食べて 飲みました。
I ate and drank at home.
2. start a new sentence with そして 家 で 食べた。そして 飲んだ。
I ate at home. And I drank.
3. Use stem for all but last verb in
sentence 家 で 食べ 、飲みました。
At home I ate, and I drank.
4. use し 家 で 食べた し 飲んだ。
Emphasizes “and” I ate AND FURTHERMORE I drank at home.
あの 人 は 先生 だ し かしゅ です。
That person over there is a teacher AND FURTHERMORE a singer.
シカゴ は なつ が あつい ｛です｝し ふゆ が さむい です。
As for Chicago, summer is hot AND FURTHERMORE winter is cold. (い adj. can be thought of as including verb “to be”)
この せいと は しずか だ し よく 勉強 します。。
This student is quiet AND studies a lot.
なおみ の お母さん は しんせつに 聞いた し 話して くれました。
Naomi’s mother kindly listened AND spoke (to me).
“Giving and receiving” practice
―――て あげます
―――て くれます
1. I cleaned the room for my mother.
2. The sensei explained math (to us).
3. Father bought a TV (for me).
4. The waiter carried soba (to us).
5. Akiko spread out the futon for Amy.
6. Friend made coffee and cake (for us).
7. We sang a song for the team.
8. Ichiro wrote a letter in Japanese (for me).
Yookoso: Continuing… Workbook page 138-139 (and consult map on page 140)
“While”—stem + ながら vs ――verb form て いる間
Meaning: actions taking place simultaneously
Examples from A Homestay in Japan {a.k.a.日本との出会い}
Chapter 4:チョコレートを食べながらみんながお礼を言った。
Everyone ate chocolate while saying (their) thanks.
Use ながらwhen the subject/actor in the sentence remains the same for both activities.
Think back to Chapter 3, also:玄関で、エイミーが靴を脱いでいる間に、他の人はスリッパにはきかえた。While Amy was taking off her shoes in the entry-way, the other people changed into slippers.
Use --ている間｛に｝when one subject/actor is doing one thing, while a different subject/actor does something else.
Practice sentences:
1. Don’t talk on the phone while doing homework.
2. I like to read while my younger sister is doing cleaning.
3. Do you listen to music while making cookies?
4. While I was sleeping, my big brother left the house.
5. The student took a walk while his friends were studying.
6. My mother sang while playing the piano.
7. (Be careful. This one is a trick question.) I’m tall, while my brother is short.
CHAPTER 5
Grammar, bunpou 文法：
Verb stem + ながら while doing (actions are simultaneous)
While eating, I read the book.
食べながら私は本を読みました。
Verb stem + 方｛かた｝ “the way to” verb （乗り方 the way to get on or ride）
Question word + か indefinite pronoun—see examples
Dareka someone, itsuka sometime
Yookoso: Invitation… pp 297-298
なのさ＝なのだ
Adjective stem + さ becomes noun …ness (bigness, size 大きさ)
起きる、起こす to get up (onself), to get (someone else) upお お intransitive vs. transitive verbs Yookso p. 141-148
Verb plain form + そう another form of reported speech [NOT “looks like”]
End of sentence + かしら one way of saying “perhaps”
Embedded questions
Seeようこそ：Continuing … workbook pages 174-175
Then, write the questions you would ask, using the embedded question construction, “do you know? “ [answers follow]
1. where your instructor was born
先生 は どこ で うまれた か しって います か。
2. what your instructor’s office phone number is
先生 の 電話ばんごう は 何か しって います か。
3. where some famous person of your choice lives
みやざき はやお は どこ に すんで いる か しって います か。
4. what this famous person’s phone number is
みやざき はやお の 電話ばんごう は 何か しって います か。
5. what kind of car the famous person drives
みやざき はやお は どんな 車 を うんてん する か しって います か。
6. what one of your classmates (you choose) ate for lunch yesterday
きのう けん くん は 何 を 食べた か しって います か。
7. what time one of your classmates woke up this morning
けさ けん くん は 何時 に おきた か しって います か。
CHAPTER 6
Grammar, bunpou 文法：
To decide to do something --
plain/aff verb + koto ni shite imasu こと に して います・して いる
see Yookoso: Continuing… pages 24 and 25
…でしょう = …だろう (Review plain volitional, too)
何か、だれか、いつか something, someone, sometime
何もない より better than nothing
何よりも “better (or other comparative adj.) than anything”
何よりも まず 今 働かなければ ならない。
First of all, you have to work now, more than anything else.
何でも、いつでも anything, any time
お金があれば何でも買える。
If you have money, you can buy anything.
いつでも 来て下さい Come see me any time.
CHAPTER 7
Grammar, bunpou 文法：
Honorific/humilific language くださる ｛さしあげる、いただく｝
Review “giving and receiving”With honorific/humilific forms
オバマ大統領｛だいとうりょう｝と 私
もちろん、大統領の方が私より目上のかたです。
お隣さん 私
１． 私 に オバマ大統領 は 果物 を
下さいました。President Obama gave me fruit.
隣のともだち は 私 に 果物 を
くれました。My friend next door gave me fruit.
２． オバマ大統領 に 私 は 果物 を
さしあげました。I gave fruit to President Obama.
私 は 隣のともだち に 果物 を あげました。I gave fruit to my friend next door.
３． 私 は オバマ大統領 から｛に｝
果物 を いただきました。I received fruit from President Obama.
私 は 隣のともだち から 果物 を
もらいました。 I received fruit from my friend next door.
Passive voice for verbs (うけみ) 決められる pp 270-274 Yookoso: Continu..
Duty, obligation, must, have to… (review)
ようこそ: Continuing...
Ch 1: pp. 51ー52, activity 34 on page 53
Expressing obligation, as in must/should/have to...
We can begin by reviewing what we've learned about getting/giving permission:
食べて は いい です。It's OK to eat.
The negative te-form verb can be used/permitted here too, with the negative te-form being derived from the plain present negative [いreplaced with くて as if it were an adjective]
Examples: 食べない 食べなくて は いい です。 It's OK not to eat
おきない おきなくて は いい です。It's OK not to get up.
立たない 立たなくて は いい です It's OK not to stand up.
If, instead of receiving permission, the permission is refused, we remember the use of だめ. 食べて は だめ です。 Eating is bad. You may not eat.
立って は だめ です。 Standing is bad. You may not stand.
おきて は だめ です。 Getting up is bad. You may not get up.
Just as we used the negative te-form with いい, so we can use the negative te-form with は だめ です。 The resulting translation into English might read something like, "If you don't do it, it's bad." But idiomatically, in Japanese, the implication is that we have to do it.
食べなくて は だめ です。 If you don't eat, it's bad. i.e. You have to eat.
立たなくて は だめ です。 If you don't stand, it's bad. i.e. You have to stand.
おきなくて は だめ です。If you don't get up, it's bad. i.e. You have to stand.
Now, that は だめ です expression has a couple of equivalents that can be used in the same position in the sentence, and they are いけません and なりません。You might think of these as helping verbs, without independent meaning, but if it helps you, you can also think of them as meaning "it can't go" and "it won't become."
食べなくて いけません / なりません。
If you won't eat, it can't go. or If you won't eat, it won't become.
立たなくて いけません / なりません。
If you don't stand, it can't go. or If you don't stand, it won't become.
おきなくて いけません / なりません。
If you don't get up, it can't go. or If you don't stand, it won't become.
Yookoso: Continuing…
CHAPTER 1
Grammar, bunpou 文法：
｛人に｝---て ほしい ｛です｝ wants (someone else) to do
どうしte form
--- かどうか whether or not to do
どうしdict. Form
―― の こと about (noun)
めいし
―― に ついて regarding (noun)
めいし
―― 時 (time) when verb action took place
Plain past どうし
―― の時 time (when) noun
めいし
References and example sentences --
｛人に｝---て ほしい ｛です｝ wants (someone else) to do
どうしte form
Yookoso! Continuing with Contemporary Japanese page 299-301
1. 先生 は せいと に べんきょう して ほしい と 言いました。
Sensei said she wants the students to study.
2. お母さん、私 に かえって ほしい です か。
Mother, do you want me to return home?
--- かどうか whether or not
どうしdict. Form
1. オペラ の うた が うたえる かどうか 分かりません。
I don’t know whether or not I can sing the operatic song.
2. ともだち は あの 人 が パーテイー に 行く かどうか しりません。
My friend doesn’t know whether or not that person over there will go to the party.
―― の こと (things) about (noun)
めいし
1. けんちくか は たてもも の こと の エクスパート です。
Architects are experts about buildings.
2. 兄 は スポーツ の こと を 何も しりません。
(My) older brother doesn’t know anything about sports.
―― に ついて regarding (noun)
めいし
１． ぎんこういん は お金 に ついて はっぴょう しました。
The bank employee made an announcement regarding money.
2. 学生 は ドイツ の れきし に ついて の さくぶん を 書きました。
The (university) student wrote an essay regarding German history.
―― 時 (time) when verb action took place
Plain past どうし
1. パリ に 行った 時 フランス語 を 話しました。
(The time) when I went to Paris, I spoke French.
2. 初めて ごうや を 食べた 時 とても まずい と 思って いました。
When I ate bitter melon for the first time, I was thinking it was very yucky-tasting.
―― の時 time (when) noun
めいし
1. 大学 の 時 せんもん は イギリス の 文学 でした。
When at the University, my major was English literature.
2. りょかん の 時 うち の おば は おふろ に 入りました。
When she was at the Japanese inn, my aunt entered the bath.
See Yookoso! An Invitation to Contemporary Japanese (2nd edition) pages 442 and 443 for general discussion of adverbial clauses using 時. You can also use adjectives and present tense plain verbs with 時.
Grammar Example Sentences
かどうか
1。大川さん が けっこん した かどうか 知って います か。
_______________________________________________________________________
2。フォークナー が おもしろい かどうか 知らない。
__________________________________________________________________________
3。山口 先生 が お元気 【で ある】 かどうか 聞いた こと が ありますか。
_______________________________________________________________________
4。しごと を やめる かどうか もんだい だった。
_______________________________________________________________________
5。大学 に 行く かどうか を かんがえて います。
_______________________________________________________________________
【人】 に ーーーて ほしい 【です】
1。先生、だれ に 来て ほしい です か。
_______________________________________________________________________
2。私 は 子供 に 私 と いっしょ に すんで ほしい です。
_______________________________________________________________________
3。あなた は 私 に 英語 を おしえて ほおし の？
_______________________________________________________________________
の こと
1。 ブラウン さん は 日本 の 大学 の こと を よく 知って います。
_______________________________________________________________________
2。 みなさん、 しけん の こと を わすれない、ね。
_______________________________________________________________________
3。 あの 人 は ピアノ の こと を 全部【ぜんぶ】 はなしました。
_______________________________________________________________________
CHAPTER 2
Grammar, bunpou 文法：
いそがしいそう｛な｝ looks (adjective)
しかる・しかられる conjugation of passive form (see also Chapter 7)
しなければ なりません・いけません must…/should…/have to…
運んで行く、来る to carry and come (or go)
持って行く、来る to bring or take (a thing)
帰って行く、来る to go home or to come home
―た こと が ある to have had the experience of
(plain past verb)
Plain verb form + こと gerund – verb form used as noun
―しか ない・ありません There is only/merely…(neg. verb)
CHAPTER 3
連れて + 行く・来る to (lead) take or bring a person
・て くれる to do something for (me or mine)
verb te form
・ て ある to have been done (a sort of passive form)
verb te form (Yookoso:Continuing … 140-151
Plain form verb + と Whenever X happens (と)
Y (always) happens
(Yookoso:Continuing…pp36-39)
Exercises for Chapter 3
A. Write/speak the 6 sentences below into the negative.
B. Then rewrite each sentence, lengthening each so that it is followed by a conjunction and a following independent clause. Conjunctions:
1.ので、から、(indicating cause/effect)
2.けれども、が(indicating contrasting meaning)
C. Choose 3 of the longest sentences in the lesson. Write them down, and then write the content as 3 separate, shorter sentences. (see examples at the end of this handout)
Sentences to work with:
お母さん が エイミー に も スリッパ を くれた。
エイミー は ねっしん に それ を 見て いた。
明子 が エイミー を 二階 の 部屋 を 案内 して くれた。
エイミー は 四つ の スーツケース を 持って きて いた。
その うち の 一つ は おみやげ で いっぱい だった。
こんなに 小さい まくら を 見た こと が あります。
{Now try the same operations with this last sentence.じゃ、下 へ 行きましょう か。}
Long sentences to be broken down into shorter components:
1. 階段 が とても 急 だった の で、 エイミー は こわかった。
階段 は 急 だった。
とても 急 だった。
エイミー は こわかった。
2. エイミー の ため に 特別 に 用意 したん です よ。
まくら や ふとん は 特別 でした。
山下一家 は まくら と ふとん を 用意 した。
エイミー に 用意 して くれた。
エイミー の ため でした。
3. 私達が 今 使って いる まくら は ほとんど アメリカ式 の なん です よ。
明子達 は まくら を 使って いる。
その まくら は 日本式 の で は ない。
明子達 の まくら は アメリカ式 の まくら だ。
Combining Sentences
1. Ａ．高山（たかやま）に 行く。 Ｂ．お城（しろ） を 見る。
２．A. 中国（ちゅうごく）の レストラン に いる。 Ｂ・とうふ を 食べる。
３．Ａ．ラジオ を 使う（つかう）。 Ｂ．きれいな 音楽 を 聞く。
４・A. パリ に いる。 B. ワイン を 飲む。
On a separate piece of paper that you will hand in, combine each A - B pair above into one sentence. Make necessary adjustments to verb tenses. Translate each resulting A – B complex or compound sentence into English. Use the following items and patterns:
一．A 時 Ｂ: WHEN (a specific point in time) A, B
二．A と Ｂ: ＷＨＥＮＥＶＥＲ A, (always, inevitably) B
三．Ａ から （ので） Ｂ: A ＴＨＥＲＥＦＯＲＥ （ＳＯ） B
四．Ａ けれども （が）B: A ＨＯＷＥＶＥＲ （ＢＵＴ） B
五．Ｂ ため に Ａ ＩＮ ＯＲＤＥＲ ＴＯ: In order to B, A
The result will be a total of 20 sentences in Japanese and 20 sentences in English.
CHAPTER 4
Verb stem + やすい is/was easy to [verb] Yookoso: Inv. P. 468
Verb stem + にくい is/was hard to [verb
Adjective stem + がる to seem/appear [adjective]
Plain verb or adj. + し and
Family members が ある to have family members
Plain form verb + と… When X happens (と) Y always happens
(repeated in this chapter)
Review of “and” in various grammatical situations
Between nouns:
１．と 雨 と 雪 が ふりました。
あめ ゆき all items listed, closed series
Rain and snow fell.
２．や クラス の けん や みえ子 が 来ました。
こ き
Mieko and Ken (but there were others) came.
all items not listed, open series
Between adjectives:
１．i adjective is first
take off い and add くて あおくて しろい 本 です。
It’s a blue and white book.
２．na adjective is first
take off な add で べんりで きれいな ペン です。
It’s a useful and pretty pen.
Between verbs：
１． Use te form with all but last verb
in sentence. 家 で 食べて 飲みました。
I ate and drank at home.
2. start a new sentence with そして 家 で 食べた。そして 飲んだ。
I ate at home. And I drank.
3. Use stem for all but last verb in
sentence 家 で 食べ 、飲みました。
At home I ate, and I drank.
4. use し 家 で 食べた し 飲んだ。
Emphasizes “and” I ate AND FURTHERMORE I drank at home.
あの 人 は 先生 だ し かしゅ です。
That person over there is a teacher AND FURTHERMORE a singer.
シカゴ は なつ が あつい ｛です｝し ふゆ が さむい です。
As for Chicago, summer is hot AND FURTHERMORE winter is cold. (い adj. can be thought of as including verb “to be”)
この せいと は しずか だ し よく 勉強 します。。
This student is quiet AND studies a lot.
なおみ の お母さん は しんせつに 聞いた し 話して くれました。
Naomi’s mother kindly listened AND spoke (to me).
“Giving and receiving” practice
―――て あげます
―――て くれます
1. I cleaned the room for my mother.
2. The sensei explained math (to us).
3. Father bought a TV (for me).
4. The waiter carried soba (to us).
5. Akiko spread out the futon for Amy.
6. Friend made coffee and cake (for us).
7. We sang a song for the team.
8. Ichiro wrote a letter in Japanese (for me).
Yookoso: Continuing… Workbook page 138-139 (and consult map on page 140)
“While”—stem + ながら vs ――verb form て いる間
Meaning: actions taking place simultaneously
Examples from A Homestay in Japan {a.k.a.日本との出会い}
Chapter 4:チョコレートを食べながらみんながお礼を言った。
Everyone ate chocolate while saying (their) thanks.
Use ながらwhen the subject/actor in the sentence remains the same for both activities.
Think back to Chapter 3, also:玄関で、エイミーが靴を脱いでいる間に、他の人はスリッパにはきかえた。While Amy was taking off her shoes in the entry-way, the other people changed into slippers.
Use --ている間｛に｝when one subject/actor is doing one thing, while a different subject/actor does something else.
Practice sentences:
1. Don’t talk on the phone while doing homework.
2. I like to read while my younger sister is doing cleaning.
3. Do you listen to music while making cookies?
4. While I was sleeping, my big brother left the house.
5. The student took a walk while his friends were studying.
6. My mother sang while playing the piano.
7. (Be careful. This one is a trick question.) I’m tall, while my brother is short.
CHAPTER 5
Grammar, bunpou 文法：
Verb stem + ながら while doing (actions are simultaneous)
While eating, I read the book.
食べながら私は本を読みました。
Verb stem + 方｛かた｝ “the way to” verb （乗り方 the way to get on or ride）
Question word + か indefinite pronoun—see examples
Dareka someone, itsuka sometime
Yookoso: Invitation… pp 297-298
なのさ＝なのだ
Adjective stem + さ becomes noun …ness (bigness, size 大きさ)
起きる、起こす to get up (onself), to get (someone else) upお お intransitive vs. transitive verbs Yookso p. 141-148
Verb plain form + そう another form of reported speech [NOT “looks like”]
End of sentence + かしら one way of saying “perhaps”
Embedded questions
Seeようこそ：Continuing … workbook pages 174-175
Then, write the questions you would ask, using the embedded question construction, “do you know? “ [answers follow]
1. where your instructor was born
先生 は どこ で うまれた か しって います か。
2. what your instructor’s office phone number is
先生 の 電話ばんごう は 何か しって います か。
3. where some famous person of your choice lives
みやざき はやお は どこ に すんで いる か しって います か。
4. what this famous person’s phone number is
みやざき はやお の 電話ばんごう は 何か しって います か。
5. what kind of car the famous person drives
みやざき はやお は どんな 車 を うんてん する か しって います か。
6. what one of your classmates (you choose) ate for lunch yesterday
きのう けん くん は 何 を 食べた か しって います か。
7. what time one of your classmates woke up this morning
けさ けん くん は 何時 に おきた か しって います か。
CHAPTER 6
Grammar, bunpou 文法：
To decide to do something --
plain/aff verb + koto ni shite imasu こと に して います・して いる
see Yookoso: Continuing… pages 24 and 25
…でしょう = …だろう (Review plain volitional, too)
何か、だれか、いつか something, someone, sometime
何もない より better than nothing
何よりも “better (or other comparative adj.) than anything”
何よりも まず 今 働かなければ ならない。
First of all, you have to work now, more than anything else.
何でも、いつでも anything, any time
お金があれば何でも買える。
If you have money, you can buy anything.
いつでも 来て下さい Come see me any time.
CHAPTER 7
Grammar, bunpou 文法：
Honorific/humilific language くださる ｛さしあげる、いただく｝
Review “giving and receiving”With honorific/humilific forms
オバマ大統領｛だいとうりょう｝と 私
もちろん、大統領の方が私より目上のかたです。
お隣さん 私
１． 私 に オバマ大統領 は 果物 を
下さいました。President Obama gave me fruit.
隣のともだち は 私 に 果物 を
くれました。My friend next door gave me fruit.
２． オバマ大統領 に 私 は 果物 を
さしあげました。I gave fruit to President Obama.
私 は 隣のともだち に 果物 を あげました。I gave fruit to my friend next door.
３． 私 は オバマ大統領 から｛に｝
果物 を いただきました。I received fruit from President Obama.
私 は 隣のともだち から 果物 を
もらいました。 I received fruit from my friend next door.
Passive voice for verbs (うけみ) 決められる pp 270-274 Yookoso: Continu..
Duty, obligation, must, have to… (review)
ようこそ: Continuing...
Ch 1: pp. 51ー52, activity 34 on page 53
Expressing obligation, as in must/should/have to...
We can begin by reviewing what we've learned about getting/giving permission:
食べて は いい です。It's OK to eat.
The negative te-form verb can be used/permitted here too, with the negative te-form being derived from the plain present negative [いreplaced with くて as if it were an adjective]
Examples: 食べない 食べなくて は いい です。 It's OK not to eat
おきない おきなくて は いい です。It's OK not to get up.
立たない 立たなくて は いい です It's OK not to stand up.
If, instead of receiving permission, the permission is refused, we remember the use of だめ. 食べて は だめ です。 Eating is bad. You may not eat.
立って は だめ です。 Standing is bad. You may not stand.
おきて は だめ です。 Getting up is bad. You may not get up.
Just as we used the negative te-form with いい, so we can use the negative te-form with は だめ です。 The resulting translation into English might read something like, "If you don't do it, it's bad." But idiomatically, in Japanese, the implication is that we have to do it.
食べなくて は だめ です。 If you don't eat, it's bad. i.e. You have to eat.
立たなくて は だめ です。 If you don't stand, it's bad. i.e. You have to stand.
おきなくて は だめ です。If you don't get up, it's bad. i.e. You have to stand.
Now, that は だめ です expression has a couple of equivalents that can be used in the same position in the sentence, and they are いけません and なりません。You might think of these as helping verbs, without independent meaning, but if it helps you, you can also think of them as meaning "it can't go" and "it won't become."
食べなくて いけません / なりません。
If you won't eat, it can't go. or If you won't eat, it won't become.
立たなくて いけません / なりません。
If you don't stand, it can't go. or If you don't stand, it won't become.
おきなくて いけません / なりません。
If you don't get up, it can't go. or If you don't stand, it won't become.
Tuesday, May 26, 2009
May 26, 2009 Tuesday An Eight Period Day
Tuesday, May 26, 2009 An Eight Period Day
INDEPENDENT STUDY JAPANESE
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Autobiographies will be read aloud at 9:48 a.m.
Today students continued working on final autobiography project: 自伝
Requested summary of grammar points, Chapters 1-4, “An Encounter with Japan”
See material in Japanese 4/AP section, below
JAPANESE 1
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 9:48 a.m.
Projected (through laptop/notebook) katakana review:
カタカナ：
ピザ
テレビ
オレンジ・ジュース
プール
アイス・クリーム
ホット・ドッグ
スパゲッティー
カレーライス
ハンバーガー
ミルク
ケーキ
コーラ
コーヒー
けしゴム
プレゼント
バレーボール
テニス
サッカー
スポーツ
サイクリング
キャンプ
レストラン
ゲーム
バス
ペン
ドア
ラーメン
ホセ
アマンダ
ジアング
テリー
タワー
マクドナルド
ウイルソン
ウィークエンド
スケートボード
コート
パーティー
バイバイ
ラジオ
カセットテープ
バスケットボール
アメフット
Friday’s Handout was an abbreviated First Year Japanese June Review.
1. verb and adj. tenses and vocabulary--active verbs, traveling verbs
2. vocab (categories)
food, places (destinations), activities, family members, means of transport, classroom objects
3. how to do self-intro
name, age, phone, address, birthday, astrological year
4. astrological animals and other animals
5. time
hours of day, months, days of week
today, tomorrow, yesterday, next week, summer vacation
6. relational particles
7. hiragana, katakana, kanji, ROMAji
8. sentence structure
9. kanji: 1-100, sun, moon, fire, water, wood/tree, gold/money, dirt/earth, days of week, months of year, rice field, river, mountain, forest, Japan, Japanese language
Students worked on final dialogues in class, with input by teacher:
Possible locales suggested by students: train, park, phone call, Koopa Village, cruise ship, downtown Chicago, tour bus, car, garden, the beach (ocean), spaceship
Possible characters suggested by students: grandchild and grandfather, Oprah and fan, Mario and Luigi, astronaut, spaceman, alien from another planet, …
Dialogue should be 5 pages long, running about 3 minutes, memorized.
Each student must hand in a copy of the dialogue in Japanese, and its translation in English.
Try to use as much of the vocabulary and grammar structures we’ve learned as possible.
JAPANESE 3
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
And our oral exam at 11.22 a.m.
Dependent adjectival clause practice --
The dog who is singing…
The person who ate bugs …
The spider who wrote a novel …
The boy who can play the cello…
The monster who ate New York …
The girl who will wear the new t-shirt…
The fish who swam to Europe…
The elephant who became king …
The grad student who drank beer…
The teacher who studied in Yokohama…
Examples on board:
うたえる ねこ は 私 の 友達｛ともだち｝です。
カルフォル二ア に 走った｛はしった｝男 の 人 ――
大さま King
Worked on Final Dialogues
Rules:
1. One Place
2. One time
3. same characters
4. each student must hand in a bi-lingual script
5. use plain forms of verbs, since they were central to this year’s curriculum
6. use as much of this year’s vocab and grammar as possible
Reminder of Pattern sentences from final chapter of 3 Kimono:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
JAPANESE 2
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 8:00 a.m.
On Board:
きらいな トマト を 食べません。
すきな ケーキ を 食べます。
つかいます 、つかえます Uses, can use
つくります、 つくります Makes, can make
Verb Practice
A: Let’s eat natto (or some other food that lots of people dislike).
Won’t you eat natto?
B. I hate natto.
I am not eating natto now.
I will not ever eat any natto.
A: I was eating natto yesterday. Is it OK to eat natto today?
B. You may eat natto. I cannot eat natto.
A: Please eat natto.
B. No, it’s bad. I hate natto. However, I will eat cheese.
A. Cheese? I hate cheese. I can’t eat cheese. I will never eat cheese.
Rules for Dialogues:
1. One place
2. One time
3. Same characters
4. Each individual must hand in a bi-lingual script
5. use as of this year’s grammar and vocab as possible
Some requested vocabulary:
歩道、ほどう、Sidewalk, footpath
おなか が すきました ｛I｝ am hungry
わたしたち We
たいいくかん、こうてい Gymnasium, school yard
Some dialogue locals and characters reported so far:
1. two hunters in a forest
2. a teacher interviews for a job at a school
3. farm and farm workers
4. sushi bar, customer and owner
5. Husband and wife arguing
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala、Amorntheerakul, Cambron, Mine, Yamasaki, Mascarenas, Diallo, Jackson
Teacher will interview the others, as well, on Wednesday, May 27th. Class as a whole was notified Friday.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Thursday, June 4 – films will be shown at 9:48 a.m.
Requested grammar review material from “An Adventure in Japan”, chapters 1-4.
A Homestay in Japan
Chapters 1-4
Chapter 1
Grammar, bunpou 文法：
｛人に｝---て ほしい ｛です｝ wants (someone else) to do
どうしte form
--- かどうか whether or not to do
どうしdict. Form
―― の こと about (noun)
めいし
―― に ついて regarding (noun)
めいし
―― 時 (time) when verb action took place
Plain past どうし
―― 時 time (when) noun
めいし
References and example sentences --
｛人に｝---て ほしい ｛です｝ wants (someone else) to do
どうしte form
Yookoso! Continuing with Contemporary Japanese page 299-301
1. 先生 は せいと に べんきょう して ほしい と 言いました。
Sensei said she wants the students to study.
2. お母さん、私 に かえって ほしい です か。
Mother, do you want me to return home?
--- かどうか whether or not
どうしdict. Form
1. オペラ の うた が うたえる かどうか 分かりません。
I don’t know whether or not I can sing the operatic song.
2. ともだち は あの 人 が パーテイー に 行く かどうか しりません。
My friend doesn’t know whether or not that person over there will go to the party.
―― の こと (things) about (noun)
めいし
1. けんちくか は たてもも の こと の エクスパート です。
Architects are experts about buildings.
2. 兄 は スポーツ の こと を 何も しりません。
(My) older brother doesn’t know anything about sports.
―― に ついて regarding (noun)
めいし
１． ぎんこういん は お金 に ついて はっぴょう しました。
The bank employee made an announcement regarding money.
2. 学生 は ドイツ の れきし に ついて の さくぶん を 書きました。
The (university) student wrote an essay regarding German history.
―― 時 (time) when verb action took place
Plain past どうし
1. パリ に 行った 時 フランス語 を 話しました。
(The time) when I went to Paris, I spoke French.
2. 初めて ごうや を 食べた 時 とても まずい と 思って いました。
When I ate bitter melon for the first time, I was thinking it was very yucky-tasting.
―― の時 time (when) noun
めいし
1. 大学 の 時 せんもん は イギリス の 文学 でした。
When at the University, my major was English literature.
2. りょかん の 時 うち の おば は おふろ に 入りました。
When she was at the Japanese inn, my aunt entered the bath.
See Yookoso! An Invitation to Contemporary Japanese (2nd edition) pages 442 and 443 for general discussion of adverbial clauses using 時. You can also use adjectives and present tense plain verbs with 時.
Grammar Example Sentences
かどうか
1。大川さん が けっこん した かどうか 知って います か。
_______________________________________________________________________
2。フォークナー が おもしろい かどうか 知らない。
__________________________________________________________________________
3。山口 先生 が お元気 【で ある】 かどうか 聞いた こと が ありますか。
_______________________________________________________________________
4。しごと を やめる かどうか もんだい だった。
_______________________________________________________________________
5。大学 に 行く かどうか を かんがえて います。
_______________________________________________________________________
【人】 に ーーーて ほしい 【です】
1。先生、だれ に 来て ほしい です か。
_______________________________________________________________________
2。私 は 子供 に 私 と いっしょ に すんで ほしい です。
_______________________________________________________________________
3。あなた は 私 に 英語 を おしえて ほおし の？
_______________________________________________________________________
の こと
1。 ブラウン さん は 日本 の 大学 の こと を よく 知って います。
_______________________________________________________________________
2。 みなさん、 しけん の こと を わすれない、ね。
_______________________________________________________________________
3。 あの 人 は ピアノ の こと を 全部【ぜんぶ】 はなしました。
_______________________________________________________________________
Chapter 2
Grammar, bunpou 文法：
いそがしいそう｛な｝ looks (adjective)
しかる・しかられる conjugation of passive form
しなければ なりません・いけません must…/should…/have to…
運んで行く、来る to carry and come (or go)
持って行く、来る to bring or take (a thing)
帰って行く、来る to go home or to come home
―た こと が ある to have had the experience of
(plain past verb)
Plain verb form + こと gerund – verb form used as noun
―しか ない・ありません There is only/merely…(neg. verb)
Chapter 3
連れて + 行く・来る to (lead) take or bring a person
・て くれる to do something for (me or mine)
verb te form
・ て ある to have been done (a sort of passive form)
verb te form (Yookoso:Continuing … 140-151
Plain form verb + と Whenever X happens (と)
Y (always) happens
(Yookoso:Continuing…pp36-39)
Exercises for Chapter 3
A. Write/speak the 6 sentences below into the negative.
B. Then rewrite each sentence, lengthening each so that it is followed by a conjunction and a following independent clause. Conjunctions:
1.ので、から、(indicating cause/effect)
2.けれども、が(indicating contrasting meaning)
C. Choose 3 of the longest sentences in the lesson. Write them down, and then write the content as 3 separate, shorter sentences. (see examples at the end of this handout)
Sentences to work with:
お母さん が エイミー に も スリッパ を くれた。
エイミー は ねっしん に それ を 見て いた。
明子 が エイミー を 二階 の 部屋 を 案内 して くれた。
エイミー は 四つ の スーツケース を 持って きて いた。
その うち の 一つ は おみやげ で いっぱい だった。
こんなに 小さい まくら を 見た こと が あります。
{Now try the same operations with this last sentence.じゃ、下 へ 行きましょう か。}
Long sentences to be broken down into shorter components:
1. 階段 が とても 急 だった の で、 エイミー は こわかった。
階段 は 急 だった。
とても 急 だった。
エイミー は こわかった。
2. エイミー の ため に 特別 に 用意 したん です よ。
まくら や ふとん は 特別 でした。
山下一家 は まくら と ふとん を 用意 した。
エイミー に 用意 して くれた。
エイミー の ため でした。
3. 私達が 今 使って いる まくら は ほとんど アメリカ式 の なん です よ。
明子達 は まくら を 使って いる。
その まくら は 日本式 の で は ない。
明子達 の まくら は アメリカ式 の まくら だ。
Combining Sentences
1. Ａ．高山（たかやま）に 行く。 Ｂ．お城（しろ） を 見る。
２．A. 中国（ちゅうごく）の レストラン に いる。 Ｂ・とうふ を 食べる。
３．Ａ．ラジオ を 使う（つかう）。 Ｂ．きれいな 音楽 を 聞く。
４・A. パリ に いる。 B. ワイン を 飲む。
On a separate piece of paper that you will hand in, combine each A - B pair above into one sentence. Make necessary adjustments to verb tenses. Translate each resulting A – B complex or compound sentence into English. Use the following items and patterns:
一．A 時 Ｂ: WHEN (a specific point in time) A, B
二．A と Ｂ: ＷＨＥＮＥＶＥＲ A, (always, inevitably) B
三．Ａ から （ので） Ｂ: A ＴＨＥＲＥＦＯＲＥ （ＳＯ） B
四．Ａ けれども （が）B: A ＨＯＷＥＶＥＲ （ＢＵＴ） B
五．Ｂ ため に Ａ ＩＮ ＯＲＤＥＲ ＴＯ: In order to B, A
The result will be a total of 20 sentences in Japanese and 20 sentences in English.
Chapter 4
Verb stem + やすい is/was easy to [verb] Yookoso: Inv. P. 468
Verb stem + にくい is/was hard to [verb
Adjective stem + がる to seem/appear [adjective]
Plain verb or adj. + し and
Family members が ある to have family members
Plain form verb + と… When X happens (と) Y always happens
(repeated in this chapter)
Review of “and” in various grammatical situations
Between nouns:
１．と 雨 と 雪 が ふりました。
あめ ゆき all items listed, closed series
Rain and snow fell.
２．や クラス の けん や みえ子 が 来ました。
こ き
Mieko and Ken (but there were others) came.
all items not listed, open series
Between adjectives:
１．i adjective is first
take off い and add くて あおくて しろい 本 です。
It’s a blue and white book.
２．na adjective is first
take off な add で べんりで きれいな ペン です。
It’s a useful and pretty pen.
Between verbs：
１． Use te form with all but last verb
in sentence. 家 で 食べて 飲みました。
I ate and drank at home.
2. start a new sentence with そして 家 で 食べた。そして 飲んだ。
I ate at home. And I drank.
3. Use stem for all but last verb in
sentence 家 で 食べ 、飲みました。
At home I ate, and I drank.
4. use し 家 で 食べた し 飲んだ。
Emphasizes “and” I ate AND I drank at home.
あの 人 は 先生 だ し かしゅ です。
That person over there is a teacher AND a singer.
シカゴ は なつ が あつい ｛です｝し ふゆ が さむい です。
As for Chicago, summer is hot AND winter is cold. (い adj. can be thought of as
including verb “to be”)
この せいと は しずか だ し よく 勉強 します。。
This student is quiet AND studies a lot.
なおみ の お母さん は しんせつに 聞いた し 話して くれました。
Naomi’s mother kindly listened AND spoke (to me).
“Giving and receiving” practice
―――て あげます
―――て くれます
1. I cleaned the room for my mother.
2. The sensei explained math (to us).
3. Father bought a TV (for me).
4. The waiter carried soba (to us).
5. Akiko spread out the futon for Amy.
6. Friend made coffee and cake (for us).
7. We sang a song for the team.
8. Ichiro wrote a letter in Japanese (for me).
Yookoso: Continuing… Workbook page 138-139 (and consult map on page 140)
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Wenesday, Dow, Howell, Potter, and Reyes were called upon.
Today, Pasidparchya and Curran answered questions.
Those students who have not answered, now have a zero in GradeQuick for that assignment. The zero will remain until the assignment is performed.
INDEPENDENT STUDY JAPANESE
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Autobiographies will be read aloud at 9:48 a.m.
Today students continued working on final autobiography project: 自伝
Requested summary of grammar points, Chapters 1-4, “An Encounter with Japan”
See material in Japanese 4/AP section, below
JAPANESE 1
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 9:48 a.m.
Projected (through laptop/notebook) katakana review:
カタカナ：
ピザ
テレビ
オレンジ・ジュース
プール
アイス・クリーム
ホット・ドッグ
スパゲッティー
カレーライス
ハンバーガー
ミルク
ケーキ
コーラ
コーヒー
けしゴム
プレゼント
バレーボール
テニス
サッカー
スポーツ
サイクリング
キャンプ
レストラン
ゲーム
バス
ペン
ドア
ラーメン
ホセ
アマンダ
ジアング
テリー
タワー
マクドナルド
ウイルソン
ウィークエンド
スケートボード
コート
パーティー
バイバイ
ラジオ
カセットテープ
バスケットボール
アメフット
Friday’s Handout was an abbreviated First Year Japanese June Review.
1. verb and adj. tenses and vocabulary--active verbs, traveling verbs
2. vocab (categories)
food, places (destinations), activities, family members, means of transport, classroom objects
3. how to do self-intro
name, age, phone, address, birthday, astrological year
4. astrological animals and other animals
5. time
hours of day, months, days of week
today, tomorrow, yesterday, next week, summer vacation
6. relational particles
7. hiragana, katakana, kanji, ROMAji
8. sentence structure
9. kanji: 1-100, sun, moon, fire, water, wood/tree, gold/money, dirt/earth, days of week, months of year, rice field, river, mountain, forest, Japan, Japanese language
Students worked on final dialogues in class, with input by teacher:
Possible locales suggested by students: train, park, phone call, Koopa Village, cruise ship, downtown Chicago, tour bus, car, garden, the beach (ocean), spaceship
Possible characters suggested by students: grandchild and grandfather, Oprah and fan, Mario and Luigi, astronaut, spaceman, alien from another planet, …
Dialogue should be 5 pages long, running about 3 minutes, memorized.
Each student must hand in a copy of the dialogue in Japanese, and its translation in English.
Try to use as much of the vocabulary and grammar structures we’ve learned as possible.
JAPANESE 3
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
And our oral exam at 11.22 a.m.
Dependent adjectival clause practice --
The dog who is singing…
The person who ate bugs …
The spider who wrote a novel …
The boy who can play the cello…
The monster who ate New York …
The girl who will wear the new t-shirt…
The fish who swam to Europe…
The elephant who became king …
The grad student who drank beer…
The teacher who studied in Yokohama…
Examples on board:
うたえる ねこ は 私 の 友達｛ともだち｝です。
カルフォル二ア に 走った｛はしった｝男 の 人 ――
大さま King
Worked on Final Dialogues
Rules:
1. One Place
2. One time
3. same characters
4. each student must hand in a bi-lingual script
5. use plain forms of verbs, since they were central to this year’s curriculum
6. use as much of this year’s vocab and grammar as possible
Reminder of Pattern sentences from final chapter of 3 Kimono:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
JAPANESE 2
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 8:00 a.m.
On Board:
きらいな トマト を 食べません。
すきな ケーキ を 食べます。
つかいます 、つかえます Uses, can use
つくります、 つくります Makes, can make
Verb Practice
A: Let’s eat natto (or some other food that lots of people dislike).
Won’t you eat natto?
B. I hate natto.
I am not eating natto now.
I will not ever eat any natto.
A: I was eating natto yesterday. Is it OK to eat natto today?
B. You may eat natto. I cannot eat natto.
A: Please eat natto.
B. No, it’s bad. I hate natto. However, I will eat cheese.
A. Cheese? I hate cheese. I can’t eat cheese. I will never eat cheese.
Rules for Dialogues:
1. One place
2. One time
3. Same characters
4. Each individual must hand in a bi-lingual script
5. use as of this year’s grammar and vocab as possible
Some requested vocabulary:
歩道、ほどう、Sidewalk, footpath
おなか が すきました ｛I｝ am hungry
わたしたち We
たいいくかん、こうてい Gymnasium, school yard
Some dialogue locals and characters reported so far:
1. two hunters in a forest
2. a teacher interviews for a job at a school
3. farm and farm workers
4. sushi bar, customer and owner
5. Husband and wife arguing
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala、Amorntheerakul, Cambron, Mine, Yamasaki, Mascarenas, Diallo, Jackson
Teacher will interview the others, as well, on Wednesday, May 27th. Class as a whole was notified Friday.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Thursday, June 4 – films will be shown at 9:48 a.m.
Requested grammar review material from “An Adventure in Japan”, chapters 1-4.
A Homestay in Japan
Chapters 1-4
Chapter 1
Grammar, bunpou 文法：
｛人に｝---て ほしい ｛です｝ wants (someone else) to do
どうしte form
--- かどうか whether or not to do
どうしdict. Form
―― の こと about (noun)
めいし
―― に ついて regarding (noun)
めいし
―― 時 (time) when verb action took place
Plain past どうし
―― 時 time (when) noun
めいし
References and example sentences --
｛人に｝---て ほしい ｛です｝ wants (someone else) to do
どうしte form
Yookoso! Continuing with Contemporary Japanese page 299-301
1. 先生 は せいと に べんきょう して ほしい と 言いました。
Sensei said she wants the students to study.
2. お母さん、私 に かえって ほしい です か。
Mother, do you want me to return home?
--- かどうか whether or not
どうしdict. Form
1. オペラ の うた が うたえる かどうか 分かりません。
I don’t know whether or not I can sing the operatic song.
2. ともだち は あの 人 が パーテイー に 行く かどうか しりません。
My friend doesn’t know whether or not that person over there will go to the party.
―― の こと (things) about (noun)
めいし
1. けんちくか は たてもも の こと の エクスパート です。
Architects are experts about buildings.
2. 兄 は スポーツ の こと を 何も しりません。
(My) older brother doesn’t know anything about sports.
―― に ついて regarding (noun)
めいし
１． ぎんこういん は お金 に ついて はっぴょう しました。
The bank employee made an announcement regarding money.
2. 学生 は ドイツ の れきし に ついて の さくぶん を 書きました。
The (university) student wrote an essay regarding German history.
―― 時 (time) when verb action took place
Plain past どうし
1. パリ に 行った 時 フランス語 を 話しました。
(The time) when I went to Paris, I spoke French.
2. 初めて ごうや を 食べた 時 とても まずい と 思って いました。
When I ate bitter melon for the first time, I was thinking it was very yucky-tasting.
―― の時 time (when) noun
めいし
1. 大学 の 時 せんもん は イギリス の 文学 でした。
When at the University, my major was English literature.
2. りょかん の 時 うち の おば は おふろ に 入りました。
When she was at the Japanese inn, my aunt entered the bath.
See Yookoso! An Invitation to Contemporary Japanese (2nd edition) pages 442 and 443 for general discussion of adverbial clauses using 時. You can also use adjectives and present tense plain verbs with 時.
Grammar Example Sentences
かどうか
1。大川さん が けっこん した かどうか 知って います か。
_______________________________________________________________________
2。フォークナー が おもしろい かどうか 知らない。
__________________________________________________________________________
3。山口 先生 が お元気 【で ある】 かどうか 聞いた こと が ありますか。
_______________________________________________________________________
4。しごと を やめる かどうか もんだい だった。
_______________________________________________________________________
5。大学 に 行く かどうか を かんがえて います。
_______________________________________________________________________
【人】 に ーーーて ほしい 【です】
1。先生、だれ に 来て ほしい です か。
_______________________________________________________________________
2。私 は 子供 に 私 と いっしょ に すんで ほしい です。
_______________________________________________________________________
3。あなた は 私 に 英語 を おしえて ほおし の？
_______________________________________________________________________
の こと
1。 ブラウン さん は 日本 の 大学 の こと を よく 知って います。
_______________________________________________________________________
2。 みなさん、 しけん の こと を わすれない、ね。
_______________________________________________________________________
3。 あの 人 は ピアノ の こと を 全部【ぜんぶ】 はなしました。
_______________________________________________________________________
Chapter 2
Grammar, bunpou 文法：
いそがしいそう｛な｝ looks (adjective)
しかる・しかられる conjugation of passive form
しなければ なりません・いけません must…/should…/have to…
運んで行く、来る to carry and come (or go)
持って行く、来る to bring or take (a thing)
帰って行く、来る to go home or to come home
―た こと が ある to have had the experience of
(plain past verb)
Plain verb form + こと gerund – verb form used as noun
―しか ない・ありません There is only/merely…(neg. verb)
Chapter 3
連れて + 行く・来る to (lead) take or bring a person
・て くれる to do something for (me or mine)
verb te form
・ て ある to have been done (a sort of passive form)
verb te form (Yookoso:Continuing … 140-151
Plain form verb + と Whenever X happens (と)
Y (always) happens
(Yookoso:Continuing…pp36-39)
Exercises for Chapter 3
A. Write/speak the 6 sentences below into the negative.
B. Then rewrite each sentence, lengthening each so that it is followed by a conjunction and a following independent clause. Conjunctions:
1.ので、から、(indicating cause/effect)
2.けれども、が(indicating contrasting meaning)
C. Choose 3 of the longest sentences in the lesson. Write them down, and then write the content as 3 separate, shorter sentences. (see examples at the end of this handout)
Sentences to work with:
お母さん が エイミー に も スリッパ を くれた。
エイミー は ねっしん に それ を 見て いた。
明子 が エイミー を 二階 の 部屋 を 案内 して くれた。
エイミー は 四つ の スーツケース を 持って きて いた。
その うち の 一つ は おみやげ で いっぱい だった。
こんなに 小さい まくら を 見た こと が あります。
{Now try the same operations with this last sentence.じゃ、下 へ 行きましょう か。}
Long sentences to be broken down into shorter components:
1. 階段 が とても 急 だった の で、 エイミー は こわかった。
階段 は 急 だった。
とても 急 だった。
エイミー は こわかった。
2. エイミー の ため に 特別 に 用意 したん です よ。
まくら や ふとん は 特別 でした。
山下一家 は まくら と ふとん を 用意 した。
エイミー に 用意 して くれた。
エイミー の ため でした。
3. 私達が 今 使って いる まくら は ほとんど アメリカ式 の なん です よ。
明子達 は まくら を 使って いる。
その まくら は 日本式 の で は ない。
明子達 の まくら は アメリカ式 の まくら だ。
Combining Sentences
1. Ａ．高山（たかやま）に 行く。 Ｂ．お城（しろ） を 見る。
２．A. 中国（ちゅうごく）の レストラン に いる。 Ｂ・とうふ を 食べる。
３．Ａ．ラジオ を 使う（つかう）。 Ｂ．きれいな 音楽 を 聞く。
４・A. パリ に いる。 B. ワイン を 飲む。
On a separate piece of paper that you will hand in, combine each A - B pair above into one sentence. Make necessary adjustments to verb tenses. Translate each resulting A – B complex or compound sentence into English. Use the following items and patterns:
一．A 時 Ｂ: WHEN (a specific point in time) A, B
二．A と Ｂ: ＷＨＥＮＥＶＥＲ A, (always, inevitably) B
三．Ａ から （ので） Ｂ: A ＴＨＥＲＥＦＯＲＥ （ＳＯ） B
四．Ａ けれども （が）B: A ＨＯＷＥＶＥＲ （ＢＵＴ） B
五．Ｂ ため に Ａ ＩＮ ＯＲＤＥＲ ＴＯ: In order to B, A
The result will be a total of 20 sentences in Japanese and 20 sentences in English.
Chapter 4
Verb stem + やすい is/was easy to [verb] Yookoso: Inv. P. 468
Verb stem + にくい is/was hard to [verb
Adjective stem + がる to seem/appear [adjective]
Plain verb or adj. + し and
Family members が ある to have family members
Plain form verb + と… When X happens (と) Y always happens
(repeated in this chapter)
Review of “and” in various grammatical situations
Between nouns:
１．と 雨 と 雪 が ふりました。
あめ ゆき all items listed, closed series
Rain and snow fell.
２．や クラス の けん や みえ子 が 来ました。
こ き
Mieko and Ken (but there were others) came.
all items not listed, open series
Between adjectives:
１．i adjective is first
take off い and add くて あおくて しろい 本 です。
It’s a blue and white book.
２．na adjective is first
take off な add で べんりで きれいな ペン です。
It’s a useful and pretty pen.
Between verbs：
１． Use te form with all but last verb
in sentence. 家 で 食べて 飲みました。
I ate and drank at home.
2. start a new sentence with そして 家 で 食べた。そして 飲んだ。
I ate at home. And I drank.
3. Use stem for all but last verb in
sentence 家 で 食べ 、飲みました。
At home I ate, and I drank.
4. use し 家 で 食べた し 飲んだ。
Emphasizes “and” I ate AND I drank at home.
あの 人 は 先生 だ し かしゅ です。
That person over there is a teacher AND a singer.
シカゴ は なつ が あつい ｛です｝し ふゆ が さむい です。
As for Chicago, summer is hot AND winter is cold. (い adj. can be thought of as
including verb “to be”)
この せいと は しずか だ し よく 勉強 します。。
This student is quiet AND studies a lot.
なおみ の お母さん は しんせつに 聞いた し 話して くれました。
Naomi’s mother kindly listened AND spoke (to me).
“Giving and receiving” practice
―――て あげます
―――て くれます
1. I cleaned the room for my mother.
2. The sensei explained math (to us).
3. Father bought a TV (for me).
4. The waiter carried soba (to us).
5. Akiko spread out the futon for Amy.
6. Friend made coffee and cake (for us).
7. We sang a song for the team.
8. Ichiro wrote a letter in Japanese (for me).
Yookoso: Continuing… Workbook page 138-139 (and consult map on page 140)
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Wenesday, Dow, Howell, Potter, and Reyes were called upon.
Today, Pasidparchya and Curran answered questions.
Those students who have not answered, now have a zero in GradeQuick for that assignment. The zero will remain until the assignment is performed.
Friday, May 22, 2009
May 22, 2009 Friday An Eight Period Day
Friday, May 22, 2009 An Eight Period Day
INDEPENDENT STUDY JAPANESE
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Autobiographies will be read aloud at 9:48 a.m.
Today students continued working on final autobiography project: 自伝
Work emailed in was printed out with suggestions for improvement and correction.
Year に Place で 生めまれ増した｛うまれました｝。
二才｛にさい｝の 時
わかい 時
こまって います・困りました｛こまりました｝Is upset, was upset
幼稚園｛ようちえん｝Kindergarten
保育園｛ほいくえん｝Pre-school
私 が 生まれた 時 ・・・
JAPANESE 1
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 9:48 a.m.
Projected kanji review:
日 にち, Sun, day
月 つき,Moon, month
火 か Fire
水 お・みず,Water
木 き,Tree,wood
金 お・かね, Money,gold
土 つち, Dirt, earth
林 はやし,Woods
森 もり, Forest
山 やま、さん ,Mountain
川 かわ, River
田 た、だ, Rice Field
百 ひゃく
火山 かざん,Volcano
日本、日本語
In class, we went over these sentences:
Here is a slightly weird week with kanji. Can you figure out what these sentences mean?
日よう日 の 日 は あつかった です。
hi
____________________________________________________
月よう日 の お月さん は すごかった です。
tsuki
_______________________________________________
火よう日 に わたし は うち の 火 じ を みました。
ka
__________________________________________
水よう日 に わたし は お水 を のみました。
mizu
_____________________________________
木よう日 に せんせい は さくら (cherry) の 木 を みました。
ki
__________________________________________
金よう日 に ともだち は お金 を つかいました (spent)。
kane
_____________________________________
土よう日 に にわ の 土 は きたなかった です。
tsuchi
__________________________________________
Handout: an abbreviated First Year Japanese June Review
1. verb and adj. tenses and vocabulary--active verbs, traveling verbs
2. vocab (categories)
food, places (destinations), activities, family members, means of transport, classroom objects
3. how to do self-intro
name, age, phone, address, birthday, astrological year
4. astrological animals and other animals
5. time
hours of day, months, days of week
today, tomorrow, yesterday, next week, summer vacation
6. relational particles
7. hiragana, katakana, kanji, ROMAji
8. sentence structure
9. kanji: 1-100, sun, moon, fire, water, wood/tree, gold/money, dirt/earth, days of week, months of year, rice field, river, mountain, forest, Japan, Japanese language
Discussion of final dialogue:
Possible locales suggested by students: train, park, phone call, Koopa Village, cruise ship, downtown Chicago, tour bus, car, garden, the beach (ocean), spaceship
Possible characters suggested by students: Oprah and fan, Mario and Luigi, astronaut, spaceman, alien from another planet, …
Dialogue should be 5 pages long, running about 3 minutes, memorized.
Each student must hand in a copy of the dialogue in Japanese, and its translation in English.
Try to use as much of the vocabulary and grammar structures we’ve learned as possible.
JAPANESE 3
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
And our oral exam at 11.22 a.m.
Worked on Final Dialogues
Rules:
1. One Place
2. One time
3. same characters
4. each student must hand in a bi-lingual script
5. use plain forms of verbs, since they were central to this year’s curriculum
6. use as much of this year’s vocab and grammar as possible
Reminder of Pattern sentences from final chapter of 3 Kimono:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
JAPANESE 2
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 8:00 a.m.
Rules for Dialogues:
1. One place
2. One time
3. Same characters
4. Each individual must hand in a bi-lingual script
5. use as of this year’s grammar and vocab as possible
Some requested vocabulary:
歩道、ほどう、Sidewalk, footpath
おなか が すきました ｛I｝ am hungry
わたしたち We
たいいくかん、こうてい Gymnasium, school yard
Some dialogue locals and characters reported so far:
1. two hunters in a forest
2. a teacher interviews for a job at a school
3. farm and farm workers
4. sushi bar, customer and owner
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala
Teacher will interview the others, as well, on Tuesday, May 26th. Class as a whole was notified today.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Thursday, June 4 – films will be shown at 9:48 a.m.
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu – this group sent in script material today.
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Wenesday, Dow, Howell, Potter, and Reyes were called upon.
Today, Pasidparchya and Curran answered questions.
Those students who have not answered, now have a zero in GradeQuick for that assignment. The zero will remain until the assignment is performed.
INDEPENDENT STUDY JAPANESE
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Autobiographies will be read aloud at 9:48 a.m.
Today students continued working on final autobiography project: 自伝
Work emailed in was printed out with suggestions for improvement and correction.
Year に Place で 生めまれ増した｛うまれました｝。
二才｛にさい｝の 時
わかい 時
こまって います・困りました｛こまりました｝Is upset, was upset
幼稚園｛ようちえん｝Kindergarten
保育園｛ほいくえん｝Pre-school
私 が 生まれた 時 ・・・
JAPANESE 1
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 9:48 a.m.
Projected kanji review:
日 にち, Sun, day
月 つき,Moon, month
火 か Fire
水 お・みず,Water
木 き,Tree,wood
金 お・かね, Money,gold
土 つち, Dirt, earth
林 はやし,Woods
森 もり, Forest
山 やま、さん ,Mountain
川 かわ, River
田 た、だ, Rice Field
百 ひゃく
火山 かざん,Volcano
日本、日本語
In class, we went over these sentences:
Here is a slightly weird week with kanji. Can you figure out what these sentences mean?
日よう日 の 日 は あつかった です。
hi
____________________________________________________
月よう日 の お月さん は すごかった です。
tsuki
_______________________________________________
火よう日 に わたし は うち の 火 じ を みました。
ka
__________________________________________
水よう日 に わたし は お水 を のみました。
mizu
_____________________________________
木よう日 に せんせい は さくら (cherry) の 木 を みました。
ki
__________________________________________
金よう日 に ともだち は お金 を つかいました (spent)。
kane
_____________________________________
土よう日 に にわ の 土 は きたなかった です。
tsuchi
__________________________________________
Handout: an abbreviated First Year Japanese June Review
1. verb and adj. tenses and vocabulary--active verbs, traveling verbs
2. vocab (categories)
food, places (destinations), activities, family members, means of transport, classroom objects
3. how to do self-intro
name, age, phone, address, birthday, astrological year
4. astrological animals and other animals
5. time
hours of day, months, days of week
today, tomorrow, yesterday, next week, summer vacation
6. relational particles
7. hiragana, katakana, kanji, ROMAji
8. sentence structure
9. kanji: 1-100, sun, moon, fire, water, wood/tree, gold/money, dirt/earth, days of week, months of year, rice field, river, mountain, forest, Japan, Japanese language
Discussion of final dialogue:
Possible locales suggested by students: train, park, phone call, Koopa Village, cruise ship, downtown Chicago, tour bus, car, garden, the beach (ocean), spaceship
Possible characters suggested by students: Oprah and fan, Mario and Luigi, astronaut, spaceman, alien from another planet, …
Dialogue should be 5 pages long, running about 3 minutes, memorized.
Each student must hand in a copy of the dialogue in Japanese, and its translation in English.
Try to use as much of the vocabulary and grammar structures we’ve learned as possible.
JAPANESE 3
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
And our oral exam at 11.22 a.m.
Worked on Final Dialogues
Rules:
1. One Place
2. One time
3. same characters
4. each student must hand in a bi-lingual script
5. use plain forms of verbs, since they were central to this year’s curriculum
6. use as much of this year’s vocab and grammar as possible
Reminder of Pattern sentences from final chapter of 3 Kimono:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
JAPANESE 2
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
At 8:00 a.m.
Rules for Dialogues:
1. One place
2. One time
3. Same characters
4. Each individual must hand in a bi-lingual script
5. use as of this year’s grammar and vocab as possible
Some requested vocabulary:
歩道、ほどう、Sidewalk, footpath
おなか が すきました ｛I｝ am hungry
わたしたち We
たいいくかん、こうてい Gymnasium, school yard
Some dialogue locals and characters reported so far:
1. two hunters in a forest
2. a teacher interviews for a job at a school
3. farm and farm workers
4. sushi bar, customer and owner
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala
Teacher will interview the others, as well, on Tuesday, May 26th. Class as a whole was notified today.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Upcoming important dates:
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Thursday, June 4 – films will be shown at 9:48 a.m.
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu – this group sent in script material today.
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Wenesday, Dow, Howell, Potter, and Reyes were called upon.
Today, Pasidparchya and Curran answered questions.
Those students who have not answered, now have a zero in GradeQuick for that assignment. The zero will remain until the assignment is performed.
Wednesday, May 20, 2009
May 20, 2009 Wednesday A Block Two Day
Wednesday, May 20, 2009 A Block Two Day
INDEPENDENT STUDY JAPANESE
This class does not meet on Block Two days.
Yesterday students continued working on final autobiography project: 自伝
Year に Place で 生めまれ増した｛うまれました｝。
二才｛にさい｝の 時
わかい 時
こまって います・困りました｛こまりました｝Is upset, was upset
幼稚園｛ようちえん｝Kindergarten
保育園｛ほいくえん｝Pre-school
私 が 生まれた 時 ・・・
JAPANESE 1
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
Projected kanji review:
日 にち, Sun, day
月 つき,Moon, month
火 か Fire
水 お・みず,Water
木 き,Tree,wood
金 お・かね, Money,gold
土 つち, Dirt, earth
林 はやし,Woods
森 もり, Forest
山 やま、さん ,Mountain
川 かわ, River
田 た、だ, Rice Field
百 ひゃく
火山 かざん,Volcano
日本、日本語
Katakana reading-practice handout—write ROMAji, and then think what the English meaning might be。Finish for HOMEWORK:
1・ラーク 2・リア王 3・リアーシート
4・リアリズム 5・ルイジアナ 6・ロシア
7・ルージュ 8・ベーブ・ルース 9・ループ・ヤーン
10・ルーブル 11・ルームメート 12・ルレット
13・レアーメタル 14・レイーアップ 15・レインコート
16・ロイヤル・アカデミー 17・ローイング 18・ワークアウト
Katakana: some rules for writing
1. Write katakana words so that they fit the pronunciation of the word, not its spelling in English (or any other language).
Example: Chicago シカゴ
2. Long vowels are indicated by a dash.
Example: news ニュース
3. Write "L" with syllables from the "r" line.
Examples: Walter ワルター
loan ローン
Italy (Italia) イタリア
4. Most double consonants are indicated by a small "tsu." However, double "m" or "n" (if audible) are indicated by the "n(g)" symbol.
Examples: spaghetti スパゲッテイ
hot dog ホット ドッグ
5. Final consonant sounds are usually represented with a katakana from the "u" line. Exceptions are "t" and "d" where the "o" line is used.
Examples: hub ハブ
France フランス
coat コート
skate board スケート ボード
6. Vowel+r combinations like "er," "or," "ar," "ir," and "ur," are indicated by a dash.
Examples: hamburger ハンバーガー
Robert ロバート
7. Words beginning with "ka" or "ca" are usually represented by "kya" in katakana. One exception to this rule is the word for "camera" in Japanese: カメラ
Example: casserole キャセロール
8. "V" is sometimes represented by the" h+dakuten" line, and sometimes by katakana "u+dakuten.
Examples: television テレビ[ジョン]
Venice (Venezia) ヴェニス、ヴェネズィア
We finished watching 「千と千尋の神隠し」
｛せん と ちひろ の かみがくし｝
JAPANESE 3
Many students were absent because junior biology students were watching open heart surgery in the DL lab.
We went over the tests from chapter eight.
We also handed out a hard copy of the Japanese 3 final review packet, and made some more additions.
Reminder of Pattern sentences:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
Partial review of Japanese 3 for June projected through laptop/notebook. Additions made according to student input. See separate blog entry.
JAPANESE 2
We collected the letters written by the students in traditional Japanese form (see below). We’ll send some of these to Osaka City Senior High School
前略｛ぜんりゃく｝
１． Comments about the season
２． Questions about health and well-being of person or people you are writing to
３． Main body of letter -- news, information you want to share, questions you want to ask
４． お気をつけて、ね｛It’s an informal letter｝
草々｛そうそう｝
大阪市立高校のせいと へ
Your name より
平成二十一年五月十九日
Handout of review packet for final exam. Students added some items themselves and requested others. We projected the blog from the computer and wrote in the new items.
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala
Must remember to interview the others, as well.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Many students were absent because of school trip to the Planetarium. Only Dow, Howell, Potter, and Reyes were present to
work on final film project in computer lab room 114.
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu – this group has not yet sent in any script material -- therefore no credit for classwork May 15 and May 18
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Today, Dow, Howell, Potter, and Reyes were called upon.
INDEPENDENT STUDY JAPANESE
This class does not meet on Block Two days.
Yesterday students continued working on final autobiography project: 自伝
Year に Place で 生めまれ増した｛うまれました｝。
二才｛にさい｝の 時
わかい 時
こまって います・困りました｛こまりました｝Is upset, was upset
幼稚園｛ようちえん｝Kindergarten
保育園｛ほいくえん｝Pre-school
私 が 生まれた 時 ・・・
JAPANESE 1
Upcoming important dates:
Friday, May 29 – first scantron day 金よう日、五月二十九日
Monday, June 1 – second scantron day 月よう日、六月一日
Tuesday, June 2– first day of all school exams 火よう日、六月二日
Wednesday, June 3 – our oral exam (original dialogues) 水よう日、六月三日
Projected kanji review:
日 にち, Sun, day
月 つき,Moon, month
火 か Fire
水 お・みず,Water
木 き,Tree,wood
金 お・かね, Money,gold
土 つち, Dirt, earth
林 はやし,Woods
森 もり, Forest
山 やま、さん ,Mountain
川 かわ, River
田 た、だ, Rice Field
百 ひゃく
火山 かざん,Volcano
日本、日本語
Katakana reading-practice handout—write ROMAji, and then think what the English meaning might be。Finish for HOMEWORK:
1・ラーク 2・リア王 3・リアーシート
4・リアリズム 5・ルイジアナ 6・ロシア
7・ルージュ 8・ベーブ・ルース 9・ループ・ヤーン
10・ルーブル 11・ルームメート 12・ルレット
13・レアーメタル 14・レイーアップ 15・レインコート
16・ロイヤル・アカデミー 17・ローイング 18・ワークアウト
Katakana: some rules for writing
1. Write katakana words so that they fit the pronunciation of the word, not its spelling in English (or any other language).
Example: Chicago シカゴ
2. Long vowels are indicated by a dash.
Example: news ニュース
3. Write "L" with syllables from the "r" line.
Examples: Walter ワルター
loan ローン
Italy (Italia) イタリア
4. Most double consonants are indicated by a small "tsu." However, double "m" or "n" (if audible) are indicated by the "n(g)" symbol.
Examples: spaghetti スパゲッテイ
hot dog ホット ドッグ
5. Final consonant sounds are usually represented with a katakana from the "u" line. Exceptions are "t" and "d" where the "o" line is used.
Examples: hub ハブ
France フランス
coat コート
skate board スケート ボード
6. Vowel+r combinations like "er," "or," "ar," "ir," and "ur," are indicated by a dash.
Examples: hamburger ハンバーガー
Robert ロバート
7. Words beginning with "ka" or "ca" are usually represented by "kya" in katakana. One exception to this rule is the word for "camera" in Japanese: カメラ
Example: casserole キャセロール
8. "V" is sometimes represented by the" h+dakuten" line, and sometimes by katakana "u+dakuten.
Examples: television テレビ[ジョン]
Venice (Venezia) ヴェニス、ヴェネズィア
We finished watching 「千と千尋の神隠し」
｛せん と ちひろ の かみがくし｝
JAPANESE 3
Many students were absent because junior biology students were watching open heart surgery in the DL lab.
We went over the tests from chapter eight.
We also handed out a hard copy of the Japanese 3 final review packet, and made some more additions.
Reminder of Pattern sentences:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
Partial review of Japanese 3 for June projected through laptop/notebook. Additions made according to student input. See separate blog entry.
JAPANESE 2
We collected the letters written by the students in traditional Japanese form (see below). We’ll send some of these to Osaka City Senior High School
前略｛ぜんりゃく｝
１． Comments about the season
２． Questions about health and well-being of person or people you are writing to
３． Main body of letter -- news, information you want to share, questions you want to ask
４． お気をつけて、ね｛It’s an informal letter｝
草々｛そうそう｝
大阪市立高校のせいと へ
Your name より
平成二十一年五月十九日
Handout of review packet for final exam. Students added some items themselves and requested others. We projected the blog from the computer and wrote in the new items.
Teacher has already done an oral interview of some students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala
Must remember to interview the others, as well.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Many students were absent because of school trip to the Planetarium. Only Dow, Howell, Potter, and Reyes were present to
work on final film project in computer lab room 114.
Film project groups:
1. Howell, Pasidparchya, Cerda, Liu – this group has not yet sent in any script material -- therefore no credit for classwork May 15 and May 18
2. Hoogstraten, Edwards, Curran, Krogh
3. Feuer, Bingham, Dow, Lee
4. Mui, Williams, Potter, Reyes
5. Imaoka, Lai, Schabes, Wu
The plan has been to do a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Previously, Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Today, Dow, Howell, Potter, and Reyes were called upon.
Tuesday, May 19, 2009
May 19, 2009 Tuesday A Block One day
Tuesday, May 19, 2009 A Block One Day
INDEPENDENT STUDY JAPANESE
Working on final autobiography project: 自伝
Year に Place で 生めまれ増した｛うまれました｝。
二才｛にさい｝の 時
わかい 時
こまって います・困りました｛こまりました｝Is upset, was upset
幼稚園｛ようちえん｝Kindergarten
保育園｛ほいくえん｝Pre-school
私 が 生まれた 時 ・・・
JAPANESE 1
This class does not meet on Block One Days.
Memorized dialogue Chapter 8 – Performances
On board and projected through laptop/notebook: ・・ます、・・・ません、
・・ましょう、山
スケート・ボード くるま
｛お｝すし
・
なつやすみ に チャク・ノリス と バーニー は 山 に いきます。スヶート・ボード で いきます。おすし を たべます。
Handout:
あたらしい どうし の 復習【ふくしゅう】
でます
leave for a destination: destination に でます
leave a point of origin: point of origin を でます
おくれます
いそぎす
あいます
meet a person: person に あいます
まちます
wait for a person or thing: person or thing を まちます
Writing sentences about what you do and don't do every day まい日
こくばん 【ホアイト・ボード】で
まい日 の 六 じ に ちち は まち に でます。
まい日 おとうと は おくれます。
まい日 あね は いそぎます。
まい日 わたし は せんせい に あいます。
まい日 日本人 は バス を まちます。
Writing sentences about what you will do あした
あした わたし は えいが を 見ます【みます】。
Writing sentences about what you suggest we'll all do tomorrow --ましょう
あした いっしょ に ハンバーガー を 食べましょう【たべましょう】。
Iimashou 2--new activities:
すいえい、じょうば、 saikuringu, さんぽ、 を します
Homework: Write 8 sentences about your own daily activities.
JAPANESE 3
Reading “club commercials” out loud: Zhuang, Sarchet, Washington, Harrington, Yan
Collect written commercials
Oral participation は たいへん わるかった です よ。
Tomorrow, be ready to recite dialogue from lesson （Extra credit for Lalita, who had it memorized today）.
Reminder of Pattern sentences:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
Partial review of Japanese 3 for June projected through laptop/notebook. Additions made according to student input. See separate blog entry.
[I found tests for Alexander and Tena.]
JAPANESE 2
Collect assignment of 8 sentences about what you can do (potential verbs)、each paired with another sentence about by what means you will do it (ます)。 Several people read theirs out loud.
Example:
アイスクリーム が 食べられます。スプーン で 食べます。
Check postcard homework in workbook. 葉書｛はがき｝Postcard
絵葉書｛えはがき｝Picture postcard
If it were a letter, here's the form in which it would be written:
前略｛ぜんりゃく｝
１． Comments about the season
２． Questions about health and well-being of person or people you are writing to
３． Main body of letter -- news, information you want to share, questions you want to ask
４． お気をつけて、ね｛It’s an informal letter｝
草々｛そうそう｝
大阪市立高校のせいと へ
Your name より
平成二十一年五月十九日
Write this letter for HOMEWORK; double space, make it beautiful, may be typed or written by hand, may be written horizontally or vertically
Oral interview of students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：so far, Song, Chan, Goldberg, Zavala
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
This class does not meet on Block One days.
Work on final film project in computer lab room 114
Film project groups:
Howell, Pasidparchya, Cerda, Liu
Hoogstraten, Edwards, Curran, Krogh
Feuer, Bingham, Dow, Lee
Mui, Williams, Potter, Reyes
Imaoka, Lai, Schabes, Wu
We are doing a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Today Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
Feuer ―― not yet performed “Driving Tour of Chicago”
Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park
Hancock Observatory
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
INDEPENDENT STUDY JAPANESE
Working on final autobiography project: 自伝
Year に Place で 生めまれ増した｛うまれました｝。
二才｛にさい｝の 時
わかい 時
こまって います・困りました｛こまりました｝Is upset, was upset
幼稚園｛ようちえん｝Kindergarten
保育園｛ほいくえん｝Pre-school
私 が 生まれた 時 ・・・
JAPANESE 1
This class does not meet on Block One Days.
Memorized dialogue Chapter 8 – Performances
On board and projected through laptop/notebook: ・・ます、・・・ません、
・・ましょう、山
スケート・ボード くるま
｛お｝すし
・
なつやすみ に チャク・ノリス と バーニー は 山 に いきます。スヶート・ボード で いきます。おすし を たべます。
Handout:
あたらしい どうし の 復習【ふくしゅう】
でます
leave for a destination: destination に でます
leave a point of origin: point of origin を でます
おくれます
いそぎす
あいます
meet a person: person に あいます
まちます
wait for a person or thing: person or thing を まちます
Writing sentences about what you do and don't do every day まい日
こくばん 【ホアイト・ボード】で
まい日 の 六 じ に ちち は まち に でます。
まい日 おとうと は おくれます。
まい日 あね は いそぎます。
まい日 わたし は せんせい に あいます。
まい日 日本人 は バス を まちます。
Writing sentences about what you will do あした
あした わたし は えいが を 見ます【みます】。
Writing sentences about what you suggest we'll all do tomorrow --ましょう
あした いっしょ に ハンバーガー を 食べましょう【たべましょう】。
Iimashou 2--new activities:
すいえい、じょうば、 saikuringu, さんぽ、 を します
Homework: Write 8 sentences about your own daily activities.
JAPANESE 3
Reading “club commercials” out loud: Zhuang, Sarchet, Washington, Harrington, Yan
Collect written commercials
Oral participation は たいへん わるかった です よ。
Tomorrow, be ready to recite dialogue from lesson （Extra credit for Lalita, who had it memorized today）.
Reminder of Pattern sentences:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
Partial review of Japanese 3 for June projected through laptop/notebook. Additions made according to student input. See separate blog entry.
[I found tests for Alexander and Tena.]
JAPANESE 2
Collect assignment of 8 sentences about what you can do (potential verbs)、each paired with another sentence about by what means you will do it (ます)。 Several people read theirs out loud.
Example:
アイスクリーム が 食べられます。スプーン で 食べます。
Check postcard homework in workbook. 葉書｛はがき｝Postcard
絵葉書｛えはがき｝Picture postcard
If it were a letter, here's the form in which it would be written:
前略｛ぜんりゃく｝
１． Comments about the season
２． Questions about health and well-being of person or people you are writing to
３． Main body of letter -- news, information you want to share, questions you want to ask
４． お気をつけて、ね｛It’s an informal letter｝
草々｛そうそう｝
大阪市立高校のせいと へ
Your name より
平成二十一年五月十九日
Write this letter for HOMEWORK; double space, make it beautiful, may be typed or written by hand, may be written horizontally or vertically
Oral interview of students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：so far, Song, Chan, Goldberg, Zavala
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
This class does not meet on Block One days.
Work on final film project in computer lab room 114
Film project groups:
Howell, Pasidparchya, Cerda, Liu
Hoogstraten, Edwards, Curran, Krogh
Feuer, Bingham, Dow, Lee
Mui, Williams, Potter, Reyes
Imaoka, Lai, Schabes, Wu
We are doing a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Today Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
Feuer ―― not yet performed “Driving Tour of Chicago”
Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park
Hancock Observatory
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
Japanese 3 June review (work-in-progress)
Students are responsible for asking about things they don't understand and don't know.
３着物８partial review for June exam, Japanese 3
3k1: self introductions; extended family; local area in Hakodate 大館、秋田県, 東北
Occupations； describing a person’s hometown； relational particles の、や、が；前まえ as “ago”
３ｋ２：――そう だ、how things look; ――たい ｛です｝wants to do; talking
about where things are; introduction to plain forms (plain/informal speech)
3k3: giving directions on the street; directing people to points of interest in a town; an
account of an outing; town map; をwith verbs of motion; に with directions of
motion; counter まい for flat objects; kanji 右、左、学校
3k4: everyday activities; shopping for clothes; is an item available?; opinions about style,
size, color; signs and posters; department stores; at home; の as pronoun “one”;
plain present forms of verbs; plain continuative; counter かい for floors of
building; kanji 火、水、木、金
３ｋ５：how far away things are; how long it takes to get there; when things start and
Finish； から まで; Work and part-time jobs; programs on TV;
やきとり屋；で meaning “and”; 間 for periods of time; とき、間、分、
時々；々；人々
３ｋ６：ない plain negative verbs; verb stem plus に 行く、に 来る；inviting
someone out; at home in bedroom, on phone; カラオケstudio; total number
spoken of with で；漢字 今、来る、聞く、読む
３ｋ７：＿＿＿よう、＿＿＿おう plain form of ＿＿＿ましょう；
DATES OF MONTH; menu and ordering in restaurants; Disneyland;
National holidays, exp Boys Day (a.k.a. Children’s Day) and Golden Week;
Kanji 上、下、子
3k8: past tense of verbs and adjectives in plain forms, affirmative and negative; だった、
じゃ なかった; weather;
sports day; school timetable 時間目 counter for school periods; religious
customs at shrines and temples；漢字 年、生きる、高い
3k9: Comparisons: A is better (more adjective) than B
Superlatives: in some category, X is the number one adjective (i.e. best/most adjective)
ダンス部の方がえいが部よりいいクラブです。
高校で ダンス部 は 一番 おもしろい クラブ です。
Dog show, review shopping and colors, trip to Kyoto, clubs
一番、の方が、文化部、さ道部、陸上部、Etc.
Review, from a different angle, for June final
1. 75 to 80 verbs: かす、かりる
2. our kanji and kanji from KanjiStep lessons 1, 2, and 3
3. plain form verb conjugations
4. jobs and work, full-time and part-time, hourly wage, commuting, etc.
5. directions--you CAN get there from here--distances--time it takes
6. eating in restaurants
7. shopping in department stores
8. counters:
calendar dates, flat things, long thin things,
floors of bldgs., volumes, minutes,,
days of month, indigenous numbers,
degrees of temp., people, animals,
9. phone conversations--invitations--あいさつ
10. more kinship terms--describing people--しょうかい や じこしょうかい
11. after school/work--free time--activities and hobbies
12. katakana!!!
１３．Verb groups (one, two, three)
14. Sentence structures
a. TTPO(active) Verb,
b. TTDTransport(traveling)Verb,
c. Place no position ni Subject ga (existence) verb, wa/ga sentence patterns
d. copula sentences --
A = A , that is modified A = differently modified A
The person wearing glasses is a Japanese person.
めがね を かけて いる 人 は 日本人 です。
15. Asking for, giving, and refusing permission –
おてあらい に 行って も いい です か。
はい、いい です。 いいえ だめ です。
おてあらい に 行って は だめ・いい です。
16. 漢字：
陸上、練習、化学、文化、書く、書道、渡る、曲がる、
りくじょう、れんしゅう、かがく、ぶんか、かく、しょどう、わたる、まがる、
部、生と、学生、学校、高校、大学、小学校、中学校
ぶ、せいと、がくせい、がっこう、こうこう、だいがく、しょうがっこう、ちゅうがっこう
年、月、日、時、分
ねん、ガツ・つき、にち、とき・ジ、ふん・わかる
出口、入り口、出かける、来る、行く、食べる、飲む
でぐち、いりぐち、でかける、くる、いく、たべる、のむ
隣、右、左、前、後ろ、間、側
となり、みぎ、ひだり、まえ、うしろ、あいだ、そば
東、西、南、北
ひがし、にし、みなみ、きた
足、目、耳、手
あし、め、みみ、て
聞く、高い、小さい、大きい、犬、好き、
きく、たかい、ちいさい、おおきい、いぬ、すき
17. Conjugation Practice Sheets
English meaning: ____________________ Kanji: _______________________
Number of conjugational group: _________ te form ______________________
Neutral polite
affirmative ________________________ does negative __________________________ doesn’t
(non-past/habitual)
past
affirmative ________________________ did negative _________________________ didn’t
volitional: ________________________ let’s potential _________________________ can do
continuative forms:
affirmative _____________________ is doing negative _________________________ isn’t doing
past
affirmative ______________________was doing negative _________________________ wasn’t doing
non-polite/plain
affirmative _____________________________ negative ___________________________
(non-past/habitual) “dictionary form”
past
affirmative _____________________________ negative ___________________________
volitional: _____________________________ potential ___________________________
continuative forms:
affirmative _____________________ is doing negative _________________________ isn’t doing
past
affirmative ______________________was doing negative _________________________ wasn’t doing
１８．Idiomatic And other special expressions:
がっはり しました、がっかり しちゃう
しんじられない
ざんえん です
まったく
しかた が ない
サボる
ちょっと、すこし
けっこん して います
｛大学 を｝そつぎょう しました
おなか ペコペコ
きもち いい
うらやましい
とくべつな、スペシャル，｛べつ に、Nothing special}
かわいそうな
たいへん
いい アイディア
おねがい
ようちえん
どうやって 行く
どの ぐらい
おみまい
たのしみ に して いる
ちゃんと
おべんとう いかが です か。
せんぱい、こうはい
えきべん
だから
じきゅう
たとえば
だいたい
べんりな、りっぱな、
びっくり しいました
がんばる
（PARTIAL VERB LIST)
1。つくります makes
2。あらいます washes
3。およぎます swims
4。すいえい を します does swimming
5。さんぽ を します does walking
6。じょうば を します does horseback riding
7。買いもの を します does shopping
8。【お】じゃま します disturbs/bothers
9。つかいます uses
10。来ます (comes)
11。きます (wears above waist))
12。はきます (wears below waist))
13。はしります runs
14。おきます gets up
15。ねます goes to bed, sleeps
16。見ます sees, watches, looks at
17。食べます eats
18。いただきます humbly receives (before meal)
19。行きます goes
20。聞きます listens to, hears
21。のみます drinks
22。読みます reads
23。まちます waits
24。あびます takes a (shower)
25。かえります (person) returns home
26。ひきます plays (guitar or other stringed instrument)
27。ふきます blows (balloon or trumpet)
28。のばします stretches
29。立ちます stands
30。すわります sits
31。ねじります swivels, twists
32。まわします makes go around
33。はくしゅ します applauds, claps hands
34。すいます inhales
35。はきます (exhales)
36。あそびます plays (in the park, or with a dog, for example)
37。かきます writes
38。さわります sits
39。はなします speaks
40。います exists (animals and humans)
41。あります exists (inanimate things)
42。ございます (humbly) exists
43。会います meets (a person)
44。ふります falls (rain or snow)
45。あけます opens (door, for example)
46。しめます closes
47。買います (buys)
48。かいます (own/raises pets)
49。わかります understands, knows
50。いいます says
51。あがります goes up (enters by stepping up), rises
52。出かけます goes out (on the town, to a movie, etc.)
53。うります sells
54。とります takes (photos, wallets)
55。入いります enters (bath or pool or room)
56。かします lends
57。サボる cuts class/job
58。しんじる/しんじられない believes/can't believe
60。そうじ を します cleans (house or room)
61。もらいます/もらえます receives/ can receive
62。かかる takes (time or money)
63。ねる goes to bed
64。はじまる starts
65。じゅんび する prepares/ does preparation
66。あさねぼう する oversleeps
67。 ちがう differs/ is different from
68。わたる crosses over (bridge, intersection)
69。まがる turns (left or right)
70。つれる takes/leads (a person to a place)
71。もつ holds/has
72。くりかえす repeats (song lyrics, etc.)
73。けっこん して いる is married
74。なくなる dies (a polite way of saying it about a person)
75。がっかり する is disappointed
76。つかれる to be (become) tired
77。つく to arrive
78。あげる to give (speaker giving "outgoing" gifts)
79。がんばる to try hard/persevere
80。【会社 に】 つとめる to be employed by (a company)
81。びっくり する to be surprised
82。あさねぼう する to oversleep
83。まける to lose (a game or contest or war)
84。かつ to win (a game or contest or war)
85。わすれる to forget
86。出る でる to leave, to emerge
87。出す だす to put out/ take out/ issue
88。ゆうしょう する to win the championship
89。りょこう する to travel
90。かえす to return a thing to its original place
(book to library, for example)
３着物８partial review for June exam, Japanese 3
3k1: self introductions; extended family; local area in Hakodate 大館、秋田県, 東北
Occupations； describing a person’s hometown； relational particles の、や、が；前まえ as “ago”
３ｋ２：――そう だ、how things look; ――たい ｛です｝wants to do; talking
about where things are; introduction to plain forms (plain/informal speech)
3k3: giving directions on the street; directing people to points of interest in a town; an
account of an outing; town map; をwith verbs of motion; に with directions of
motion; counter まい for flat objects; kanji 右、左、学校
3k4: everyday activities; shopping for clothes; is an item available?; opinions about style,
size, color; signs and posters; department stores; at home; の as pronoun “one”;
plain present forms of verbs; plain continuative; counter かい for floors of
building; kanji 火、水、木、金
３ｋ５：how far away things are; how long it takes to get there; when things start and
Finish； から まで; Work and part-time jobs; programs on TV;
やきとり屋；で meaning “and”; 間 for periods of time; とき、間、分、
時々；々；人々
３ｋ６：ない plain negative verbs; verb stem plus に 行く、に 来る；inviting
someone out; at home in bedroom, on phone; カラオケstudio; total number
spoken of with で；漢字 今、来る、聞く、読む
３ｋ７：＿＿＿よう、＿＿＿おう plain form of ＿＿＿ましょう；
DATES OF MONTH; menu and ordering in restaurants; Disneyland;
National holidays, exp Boys Day (a.k.a. Children’s Day) and Golden Week;
Kanji 上、下、子
3k8: past tense of verbs and adjectives in plain forms, affirmative and negative; だった、
じゃ なかった; weather;
sports day; school timetable 時間目 counter for school periods; religious
customs at shrines and temples；漢字 年、生きる、高い
3k9: Comparisons: A is better (more adjective) than B
Superlatives: in some category, X is the number one adjective (i.e. best/most adjective)
ダンス部の方がえいが部よりいいクラブです。
高校で ダンス部 は 一番 おもしろい クラブ です。
Dog show, review shopping and colors, trip to Kyoto, clubs
一番、の方が、文化部、さ道部、陸上部、Etc.
Review, from a different angle, for June final
1. 75 to 80 verbs: かす、かりる
2. our kanji and kanji from KanjiStep lessons 1, 2, and 3
3. plain form verb conjugations
4. jobs and work, full-time and part-time, hourly wage, commuting, etc.
5. directions--you CAN get there from here--distances--time it takes
6. eating in restaurants
7. shopping in department stores
8. counters:
calendar dates, flat things, long thin things,
floors of bldgs., volumes, minutes,,
days of month, indigenous numbers,
degrees of temp., people, animals,
9. phone conversations--invitations--あいさつ
10. more kinship terms--describing people--しょうかい や じこしょうかい
11. after school/work--free time--activities and hobbies
12. katakana!!!
１３．Verb groups (one, two, three)
14. Sentence structures
a. TTPO(active) Verb,
b. TTDTransport(traveling)Verb,
c. Place no position ni Subject ga (existence) verb, wa/ga sentence patterns
d. copula sentences --
A = A , that is modified A = differently modified A
The person wearing glasses is a Japanese person.
めがね を かけて いる 人 は 日本人 です。
15. Asking for, giving, and refusing permission –
おてあらい に 行って も いい です か。
はい、いい です。 いいえ だめ です。
おてあらい に 行って は だめ・いい です。
16. 漢字：
陸上、練習、化学、文化、書く、書道、渡る、曲がる、
りくじょう、れんしゅう、かがく、ぶんか、かく、しょどう、わたる、まがる、
部、生と、学生、学校、高校、大学、小学校、中学校
ぶ、せいと、がくせい、がっこう、こうこう、だいがく、しょうがっこう、ちゅうがっこう
年、月、日、時、分
ねん、ガツ・つき、にち、とき・ジ、ふん・わかる
出口、入り口、出かける、来る、行く、食べる、飲む
でぐち、いりぐち、でかける、くる、いく、たべる、のむ
隣、右、左、前、後ろ、間、側
となり、みぎ、ひだり、まえ、うしろ、あいだ、そば
東、西、南、北
ひがし、にし、みなみ、きた
足、目、耳、手
あし、め、みみ、て
聞く、高い、小さい、大きい、犬、好き、
きく、たかい、ちいさい、おおきい、いぬ、すき
17. Conjugation Practice Sheets
English meaning: ____________________ Kanji: _______________________
Number of conjugational group: _________ te form ______________________
Neutral polite
affirmative ________________________ does negative __________________________ doesn’t
(non-past/habitual)
past
affirmative ________________________ did negative _________________________ didn’t
volitional: ________________________ let’s potential _________________________ can do
continuative forms:
affirmative _____________________ is doing negative _________________________ isn’t doing
past
affirmative ______________________was doing negative _________________________ wasn’t doing
non-polite/plain
affirmative _____________________________ negative ___________________________
(non-past/habitual) “dictionary form”
past
affirmative _____________________________ negative ___________________________
volitional: _____________________________ potential ___________________________
continuative forms:
affirmative _____________________ is doing negative _________________________ isn’t doing
past
affirmative ______________________was doing negative _________________________ wasn’t doing
１８．Idiomatic And other special expressions:
がっはり しました、がっかり しちゃう
しんじられない
ざんえん です
まったく
しかた が ない
サボる
ちょっと、すこし
けっこん して います
｛大学 を｝そつぎょう しました
おなか ペコペコ
きもち いい
うらやましい
とくべつな、スペシャル，｛べつ に、Nothing special}
かわいそうな
たいへん
いい アイディア
おねがい
ようちえん
どうやって 行く
どの ぐらい
おみまい
たのしみ に して いる
ちゃんと
おべんとう いかが です か。
せんぱい、こうはい
えきべん
だから
じきゅう
たとえば
だいたい
べんりな、りっぱな、
びっくり しいました
がんばる
（PARTIAL VERB LIST)
1。つくります makes
2。あらいます washes
3。およぎます swims
4。すいえい を します does swimming
5。さんぽ を します does walking
6。じょうば を します does horseback riding
7。買いもの を します does shopping
8。【お】じゃま します disturbs/bothers
9。つかいます uses
10。来ます (comes)
11。きます (wears above waist))
12。はきます (wears below waist))
13。はしります runs
14。おきます gets up
15。ねます goes to bed, sleeps
16。見ます sees, watches, looks at
17。食べます eats
18。いただきます humbly receives (before meal)
19。行きます goes
20。聞きます listens to, hears
21。のみます drinks
22。読みます reads
23。まちます waits
24。あびます takes a (shower)
25。かえります (person) returns home
26。ひきます plays (guitar or other stringed instrument)
27。ふきます blows (balloon or trumpet)
28。のばします stretches
29。立ちます stands
30。すわります sits
31。ねじります swivels, twists
32。まわします makes go around
33。はくしゅ します applauds, claps hands
34。すいます inhales
35。はきます (exhales)
36。あそびます plays (in the park, or with a dog, for example)
37。かきます writes
38。さわります sits
39。はなします speaks
40。います exists (animals and humans)
41。あります exists (inanimate things)
42。ございます (humbly) exists
43。会います meets (a person)
44。ふります falls (rain or snow)
45。あけます opens (door, for example)
46。しめます closes
47。買います (buys)
48。かいます (own/raises pets)
49。わかります understands, knows
50。いいます says
51。あがります goes up (enters by stepping up), rises
52。出かけます goes out (on the town, to a movie, etc.)
53。うります sells
54。とります takes (photos, wallets)
55。入いります enters (bath or pool or room)
56。かします lends
57。サボる cuts class/job
58。しんじる/しんじられない believes/can't believe
60。そうじ を します cleans (house or room)
61。もらいます/もらえます receives/ can receive
62。かかる takes (time or money)
63。ねる goes to bed
64。はじまる starts
65。じゅんび する prepares/ does preparation
66。あさねぼう する oversleeps
67。 ちがう differs/ is different from
68。わたる crosses over (bridge, intersection)
69。まがる turns (left or right)
70。つれる takes/leads (a person to a place)
71。もつ holds/has
72。くりかえす repeats (song lyrics, etc.)
73。けっこん して いる is married
74。なくなる dies (a polite way of saying it about a person)
75。がっかり する is disappointed
76。つかれる to be (become) tired
77。つく to arrive
78。あげる to give (speaker giving "outgoing" gifts)
79。がんばる to try hard/persevere
80。【会社 に】 つとめる to be employed by (a company)
81。びっくり する to be surprised
82。あさねぼう する to oversleep
83。まける to lose (a game or contest or war)
84。かつ to win (a game or contest or war)
85。わすれる to forget
86。出る でる to leave, to emerge
87。出す だす to put out/ take out/ issue
88。ゆうしょう する to win the championship
89。りょこう する to travel
90。かえす to return a thing to its original place
(book to library, for example)
Monday, May 18, 2009
May 18, 2009 Monday An Eight Period Day
Monday 18, 2009, An Eight Period Day
INDEPENDENT STUDY JAPANESE
Working on final autobiography project: 自伝
Year に 生めまれ増した｛うまれました｝。
セント・ジョセフ 病院｛びょういん｝
私 が 生まれた 時 ・・・
JAPANESE 1
Memorized dialogue Chapter 8 – Performances
On board and projected through laptop/notebook: ・・ます、・・・ません、
・・ましょう、山
スケート・ボード くるま
｛お｝すし
・
なつやすみ に チャク・ノリス と バーニー は 山 に いきます。スヶート・ボード で いきます。おすし を たべます。
Handout:
あたらしい どうし の 復習【ふくしゅう】
でます
leave for a destination: destination に でます
leave a point of origin: point of origin を でます
おくれます
いそぎす
あいます
meet a person: person に あいます
まちます
wait for a person or thing: person or thing を まちます
Writing sentences about what you do and don't do every day まい日
こくばん 【ホアイト・ボード】で
まい日 の 六 じ に ちち は まち に でます。
まい日 おとうと は おくれます。
まい日 あね は いそぎます。
まい日 わたし は せんせい に あいます。
まい日 日本人 は バス を まちます。
Writing sentences about what you will do あした
あした わたし は えいが を 見ます【みます】。
Writing sentences about what you suggest we'll all do tomorrow --ましょう
あした いっしょ に ハンバーガー を 食べましょう【たべましょう】。
Iimashou 2--new activities:
すいえい、じょうば、 saikuringu, さんぽ、 を します
Homework: Write 8 sentences about your own daily activities.
JAPANESE 3
In class, work on group activity of creating own clubs, planning to answer questions about:
メンバー、何曜日、どこ、何時から何時まで、部長、かいぎ、けいこ、しあい、てんじかい、えんそう、パーティー
Oral participation は たいへん わるかった です よ。
Memorize dialogue from lesson （Extra credit for Lalita, who had it memorized today）. Write commercial for your club that you will read out loud tomorrow.
Reminder of Pattern sentences:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
JAPANESE 2
Individual in-class assignment: Write 8 sentences about what you can do (potential verbs)、each paired with another sentence about by what means you will do it (ます)。
Example:
アイスクリーム が 食べられます。スプーン で 食べます。
Oral interview of students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala
Homework: はがき Page in workbook
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Work on final film project in computer lab room 114
Film project groups:
Howell, Pasidparchya, Cerda, Liu
Hoogstraten, Edwards, Curran, Krogh
Feuer, Bingham, Dow, Lee
Mui, Williams, Potter, Reyes
Imaoka, Lai, Schabes, Wu
We are doing a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Today Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
INDEPENDENT STUDY JAPANESE
Working on final autobiography project: 自伝
Year に 生めまれ増した｛うまれました｝。
セント・ジョセフ 病院｛びょういん｝
私 が 生まれた 時 ・・・
JAPANESE 1
Memorized dialogue Chapter 8 – Performances
On board and projected through laptop/notebook: ・・ます、・・・ません、
・・ましょう、山
スケート・ボード くるま
｛お｝すし
・
なつやすみ に チャク・ノリス と バーニー は 山 に いきます。スヶート・ボード で いきます。おすし を たべます。
Handout:
あたらしい どうし の 復習【ふくしゅう】
でます
leave for a destination: destination に でます
leave a point of origin: point of origin を でます
おくれます
いそぎす
あいます
meet a person: person に あいます
まちます
wait for a person or thing: person or thing を まちます
Writing sentences about what you do and don't do every day まい日
こくばん 【ホアイト・ボード】で
まい日 の 六 じ に ちち は まち に でます。
まい日 おとうと は おくれます。
まい日 あね は いそぎます。
まい日 わたし は せんせい に あいます。
まい日 日本人 は バス を まちます。
Writing sentences about what you will do あした
あした わたし は えいが を 見ます【みます】。
Writing sentences about what you suggest we'll all do tomorrow --ましょう
あした いっしょ に ハンバーガー を 食べましょう【たべましょう】。
Iimashou 2--new activities:
すいえい、じょうば、 saikuringu, さんぽ、 を します
Homework: Write 8 sentences about your own daily activities.
JAPANESE 3
In class, work on group activity of creating own clubs, planning to answer questions about:
メンバー、何曜日、どこ、何時から何時まで、部長、かいぎ、けいこ、しあい、てんじかい、えんそう、パーティー
Oral participation は たいへん わるかった です よ。
Memorize dialogue from lesson （Extra credit for Lalita, who had it memorized today）. Write commercial for your club that you will read out loud tomorrow.
Reminder of Pattern sentences:
Field {の中}で Subject は 一番 Adjective (+ noun) です。
A の 方 が B より ＿＿＿＿（Adjective） です。
JAPANESE 2
Individual in-class assignment: Write 8 sentences about what you can do (potential verbs)、each paired with another sentence about by what means you will do it (ます)。
Example:
アイスクリーム が 食べられます。スプーン で 食べます。
Oral interview of students regarding 池田｛いけだ｝利夫｛としお｝
百十六ページ：Song, Chan, Goldberg, Zavala
Homework: はがき Page in workbook
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Work on final film project in computer lab room 114
Film project groups:
Howell, Pasidparchya, Cerda, Liu
Hoogstraten, Edwards, Curran, Krogh
Feuer, Bingham, Dow, Lee
Mui, Williams, Potter, Reyes
Imaoka, Lai, Schabes, Wu
We are doing a film project, in groups of four, 2 AP students and 2 fourth year students in each group.
Film 2: 星旅｛ほしたび｝ Or 星戦争｛ほしせんそう｝、
Star Trek or Star Wars
Reminder to all about oral answers to questions on page 73 of 日本との出会い。
Today Cerda, Krogh, Hoogstraten, Mui, Liu, Wu, Lai, Williams, and Lee gave their answers.
Friday, May 15, 2009
May 15, 2009 Friday An Eight Period Day
Teacher was absent. The following were notes left for substitute teacher
Independent Study Japanese
Three students -- Rachel Barch, Rachel Schachtman, Ryan Watkins
These students are working on their final project, which is an autobiography in Japanese. They should sit at the back row of computers and work on this project for the entire period. They should check their email for my comments about what they have written so far. Their progress should be emailed to me at carolruthsings@gmail.com before leaving at the end of the period.
Japanese 1 -- room 110
Students should read pages 102, 103, and 104 in the textbook. Then they should work in pairs on memorizing the dialogue on page 100. Please tell students that their dialogue performance will take place on Monday. We will resume the film after exams are over.
Ms. Gardiner Funo O’Kain is an aide with one of the students in the class, Jason Doran. She can help you if you have any questions. She may wish to contribute information known to her personally, and I fully support her doing this.
VERY IMPORTANT: Please tell students to look at the curriculum blog at KimmelJapaneseClasses.blogspot.com for information on semester review.
Japanese 3 – room 104 (Ms. Ma’s biology/chemistry room, across the hall from room 110)
Students should work, in pairs, on pages 138 and 139 in the text, as a basis for their original dialogues to be performed as the oral portion of their final, the first week of June.
VERY IMPORTANT: Please tell students to look at the curriculum blog at KimmelJapaneseClasses.blogspot.com for information on semester review.
Japanese 2 -- room 110
Student should read pages 102 through 104 in the text, and then work in pairs on expanding and individualizing the dialogue on page 111, as a basis for their original dialogues to performed on exam day, the first week of June.
VERY IMPORTANT: Please tell students to look at the curriculum blog at KimmelJapaneseClasses.blogspot.com for information on semester review.
Period 7 –- Japanese 4/AP -- room 110, and then room 114 (computer lab)
Please take the class to room 114, being sure to put a note about the new location on the door of 110 before you leave. Students are working, in groups of 4, on the film scripts that are their final projects.
Please remind them that they may not appear in the films of other groups, but only in the film that their own group produces.
They should check their email for my comments about what they have written so far. Their progress should be emailed to me at carolruthsings@gmail.com before leaving at the end of the period.
Film project groups:
Howell, Pasidparchya, Cerda, Liu
Hoogstraten, Edwards, Curran, Krogh
Feuer, Bingham, Dow, Lee
Mui, Williams, Potter, Reyes
Imaoka, Lai, Schabes, Wu
Independent Study Japanese
Three students -- Rachel Barch, Rachel Schachtman, Ryan Watkins
These students are working on their final project, which is an autobiography in Japanese. They should sit at the back row of computers and work on this project for the entire period. They should check their email for my comments about what they have written so far. Their progress should be emailed to me at carolruthsings@gmail.com before leaving at the end of the period.
Japanese 1 -- room 110
Students should read pages 102, 103, and 104 in the textbook. Then they should work in pairs on memorizing the dialogue on page 100. Please tell students that their dialogue performance will take place on Monday. We will resume the film after exams are over.
Ms. Gardiner Funo O’Kain is an aide with one of the students in the class, Jason Doran. She can help you if you have any questions. She may wish to contribute information known to her personally, and I fully support her doing this.
VERY IMPORTANT: Please tell students to look at the curriculum blog at KimmelJapaneseClasses.blogspot.com for information on semester review.
Japanese 3 – room 104 (Ms. Ma’s biology/chemistry room, across the hall from room 110)
Students should work, in pairs, on pages 138 and 139 in the text, as a basis for their original dialogues to be performed as the oral portion of their final, the first week of June.
VERY IMPORTANT: Please tell students to look at the curriculum blog at KimmelJapaneseClasses.blogspot.com for information on semester review.
Japanese 2 -- room 110
Student should read pages 102 through 104 in the text, and then work in pairs on expanding and individualizing the dialogue on page 111, as a basis for their original dialogues to performed on exam day, the first week of June.
VERY IMPORTANT: Please tell students to look at the curriculum blog at KimmelJapaneseClasses.blogspot.com for information on semester review.
Period 7 –- Japanese 4/AP -- room 110, and then room 114 (computer lab)
Please take the class to room 114, being sure to put a note about the new location on the door of 110 before you leave. Students are working, in groups of 4, on the film scripts that are their final projects.
Please remind them that they may not appear in the films of other groups, but only in the film that their own group produces.
They should check their email for my comments about what they have written so far. Their progress should be emailed to me at carolruthsings@gmail.com before leaving at the end of the period.
Film project groups:
Howell, Pasidparchya, Cerda, Liu
Hoogstraten, Edwards, Curran, Krogh
Feuer, Bingham, Dow, Lee
Mui, Williams, Potter, Reyes
Imaoka, Lai, Schabes, Wu
Second Year Japanese year end review -- partial
Students are responsible for asking about items they don't understand or don't remember.
Text: 2 Kimono 1-9 , textbook and workbook
published in Australia,
distributed by EMC Publications, Minnesota
1. verb and adj. tenses and vocabulary
a. verb conjugational groups I, II, and III
b. active verbs, traveling verbs (いきます、きます、かえります, etc.), and existence verbs (います、あります)
c. い adjectives ("true" adjectives)--conjugations affirmative, negative, past,non-past--ーーい、ーーよくない、ーーよかった、ーーよくなかった 【です】
d. な adjectives ("adjectival nouns)--な before nouns, but not before ですーー
conjugate the です because these adjectives don't change internally-- there are fewer of these; you must memorize which they are
2. vocabulary (some themes and categories)
food, places (destinations), activities, family members, means of transport,classroom objects, stores and places of business, items bought and sold in these places,
qestion words,
どこ、だれ、いつ、いくら、なんさい、何月、何日、何よう日、何人、なにじん、どうして、どう、どんな、どの、何年（なにどし）
languages, nationalities,destinations and places, foods, adverbs in general,
adverbs of frequency,
ぜんぜん Negative verb
｛ほとんど Negative verb｝
あまり Negative verb
ときどき
たいてい
よく
いつも
positions and locations, sickness and body parts, colors,measurements of length (meters, kilometers),
clothing,
きます（Gr. 2, Wear above waist)
はきます（Wear below waist)
describing people,existence verbs, traveling verbs,
verbs of existence,
formal expressions of politeness あいさつ
おじゃま します、おじゃま しました
おみまい
いって らっしゃい、いって きます
おかえりなさい、ただいま
いただきます、ごちそうさま でした
もし もし
おねがい します
おだいじ に
おそく なって、すみません
いらっしゃいませ
まいど ありがとう ございました
いくら です か。
りょうがえ はーー
3. how to do introductions and self-introductions
name, age, phone, address, birthday, astrological year, hobbies, jobs, family members
4. astrological animals and other animals
5. time (including free time ひまな とき)
hours of day, months, days of week
today, tomorrow, yesterday, next week, seasons
years
6. relational particles は、 が、 か、 に、 を、 で、 ね、 よ、 と、 や、 よ、 も
7. writing system
a.hiragana b. katakana
c. kanji: Japan, language, numbers 1 through 10, 100, 1000,10,000
days of week, eat, see, eye, mouth/entrance, yen, buys、
(see first grade kanji list)、hand, mouth, ear, foot/leg, up/above
down/below, in front of, behind, big, little, middle/inside, go, store, car, person,father, mother, man, woman, child, dog, mountain, river, rice field,
yen, next-door, sells, reads, drinks, speaks, says
読みます Reads
売ります Sells
言います Says
話します Speaks
飲みます Drinks
食べます Eats
来ます Comes
出ます Departs
行きます Goes
出来ます Can do
買います Buys
見ます Sees
立ちます Stands
d. ROMAji -- students should be able to write everything in hiragana, katakana, and kanji (there are only few acronyms like OL or NATO that remain in ROMAji)
8. sentence structure
a. T に T は P で O を activeVerb
b. T に T は [means-of-transport] で travelingV
c. Place の position に inanimate thing が arimasu
Place の position に animal or person が imasu
d. wa/ga pattern sentences まりさん は かみ が ながい です。
e. ga to indicate direct object in sentences with potential verbs
9. counters : months, days of week, tens, hundreds, thousands, ten-thousands,people, animals, indigenous, long-thin-things, bound volumes,
round things, minutes (in five minute increments)
Partial Verb vocabulary:
見せます, 出ます{でます｝, 出します｛だします｝,います,
読みます、 立ちます｛たちます｝、 話します、わかります
かちます、 行きます、 かえります、 ねます
あります、 あいます、 あそびます、まけます
します、 おきます、 しめます、 あけます
買います、 きますgr.2、 来ます｛きます｝gr.3、すんで います
食べます、 見ます、すわります、 言います｛いいます｝
やすみます、 飲みます｛のみます｝、かきます、 しって います ｛Knows/is knowing}
まちます、あるきます、はしります、 がんばります
およぎます、 あらいます、つかいます｛Uses, spends},つくります｛Makes}
かって います｛Owns/raises/is raising a pet}、つくります
つかいます
Nouns that become verbs with します
べんきょう、かいもの
すいえい、さんぽ
ダンス 、 スポーツ、ランニング、
しょうかい、じこしょうかい
Verb conjugation forms:
non-past: affirmative 、negative
i.e., habitual present or future
ーーます、 ーーません
simple past: Affirmative, negative
ーーました , ーーませんでした
polite commands: ーーて/で ください
volitional (let's): ーーましょう
invitation : ーーません か
present continuative: Affirmative, negative
ーーて います, ーーて いません
past continuative: Affirmative, negative
ーーて いました, ーーて いませんでした
Asking permission: ーーて も いい です か
potential (can, able to)
___えます Gr.1
___られます Gr.2
出来ます｛できます｝
来られます ｛こられます｝、 Gr. 3
Verb Conjugational Groups:
Group I
1. most numerous group
2. there is an extra "i" syllable before the "masu"
3. complex conjugation, us "te form song" to conjugate "te" form from "masu"
4. also known as "strong verbs" or "consonant verbs"
Group II
1. fewer in number than Group 1
2. easiest group to conjugate
3. all "emasu" verbs are in Group II
4. some "imasu" verbs are in Group II
5. also known as "weak verbs"
Group III
1. only 2 completely irregular verbs: します、きます(comes)
2. in te form, 行きます is irregular
Songs:
１．あめ、あめ
２．さくら
３．Osaka City Song
４．ぞうさん
５、はなこ さん の まきば で
Text: 2 Kimono 1-9 , textbook and workbook
published in Australia,
distributed by EMC Publications, Minnesota
1. verb and adj. tenses and vocabulary
a. verb conjugational groups I, II, and III
b. active verbs, traveling verbs (いきます、きます、かえります, etc.), and existence verbs (います、あります)
c. い adjectives ("true" adjectives)--conjugations affirmative, negative, past,non-past--ーーい、ーーよくない、ーーよかった、ーーよくなかった 【です】
d. な adjectives ("adjectival nouns)--な before nouns, but not before ですーー
conjugate the です because these adjectives don't change internally-- there are fewer of these; you must memorize which they are
2. vocabulary (some themes and categories)
food, places (destinations), activities, family members, means of transport,classroom objects, stores and places of business, items bought and sold in these places,
qestion words,
どこ、だれ、いつ、いくら、なんさい、何月、何日、何よう日、何人、なにじん、どうして、どう、どんな、どの、何年（なにどし）
languages, nationalities,destinations and places, foods, adverbs in general,
adverbs of frequency,
ぜんぜん Negative verb
｛ほとんど Negative verb｝
あまり Negative verb
ときどき
たいてい
よく
いつも
positions and locations, sickness and body parts, colors,measurements of length (meters, kilometers),
clothing,
きます（Gr. 2, Wear above waist)
はきます（Wear below waist)
describing people,existence verbs, traveling verbs,
verbs of existence,
formal expressions of politeness あいさつ
おじゃま します、おじゃま しました
おみまい
いって らっしゃい、いって きます
おかえりなさい、ただいま
いただきます、ごちそうさま でした
もし もし
おねがい します
おだいじ に
おそく なって、すみません
いらっしゃいませ
まいど ありがとう ございました
いくら です か。
りょうがえ はーー
3. how to do introductions and self-introductions
name, age, phone, address, birthday, astrological year, hobbies, jobs, family members
4. astrological animals and other animals
5. time (including free time ひまな とき)
hours of day, months, days of week
today, tomorrow, yesterday, next week, seasons
years
6. relational particles は、 が、 か、 に、 を、 で、 ね、 よ、 と、 や、 よ、 も
7. writing system
a.hiragana b. katakana
c. kanji: Japan, language, numbers 1 through 10, 100, 1000,10,000
days of week, eat, see, eye, mouth/entrance, yen, buys、
(see first grade kanji list)、hand, mouth, ear, foot/leg, up/above
down/below, in front of, behind, big, little, middle/inside, go, store, car, person,father, mother, man, woman, child, dog, mountain, river, rice field,
yen, next-door, sells, reads, drinks, speaks, says
読みます Reads
売ります Sells
言います Says
話します Speaks
飲みます Drinks
食べます Eats
来ます Comes
出ます Departs
行きます Goes
出来ます Can do
買います Buys
見ます Sees
立ちます Stands
d. ROMAji -- students should be able to write everything in hiragana, katakana, and kanji (there are only few acronyms like OL or NATO that remain in ROMAji)
8. sentence structure
a. T に T は P で O を activeVerb
b. T に T は [means-of-transport] で travelingV
c. Place の position に inanimate thing が arimasu
Place の position に animal or person が imasu
d. wa/ga pattern sentences まりさん は かみ が ながい です。
e. ga to indicate direct object in sentences with potential verbs
9. counters : months, days of week, tens, hundreds, thousands, ten-thousands,people, animals, indigenous, long-thin-things, bound volumes,
round things, minutes (in five minute increments)
Partial Verb vocabulary:
見せます, 出ます{でます｝, 出します｛だします｝,います,
読みます、 立ちます｛たちます｝、 話します、わかります
かちます、 行きます、 かえります、 ねます
あります、 あいます、 あそびます、まけます
します、 おきます、 しめます、 あけます
買います、 きますgr.2、 来ます｛きます｝gr.3、すんで います
食べます、 見ます、すわります、 言います｛いいます｝
やすみます、 飲みます｛のみます｝、かきます、 しって います ｛Knows/is knowing}
まちます、あるきます、はしります、 がんばります
およぎます、 あらいます、つかいます｛Uses, spends},つくります｛Makes}
かって います｛Owns/raises/is raising a pet}、つくります
つかいます
Nouns that become verbs with します
べんきょう、かいもの
すいえい、さんぽ
ダンス 、 スポーツ、ランニング、
しょうかい、じこしょうかい
Verb conjugation forms:
non-past: affirmative 、negative
i.e., habitual present or future
ーーます、 ーーません
simple past: Affirmative, negative
ーーました , ーーませんでした
polite commands: ーーて/で ください
volitional (let's): ーーましょう
invitation : ーーません か
present continuative: Affirmative, negative
ーーて います, ーーて いません
past continuative: Affirmative, negative
ーーて いました, ーーて いませんでした
Asking permission: ーーて も いい です か
potential (can, able to)
___えます Gr.1
___られます Gr.2
出来ます｛できます｝
来られます ｛こられます｝、 Gr. 3
Verb Conjugational Groups:
Group I
1. most numerous group
2. there is an extra "i" syllable before the "masu"
3. complex conjugation, us "te form song" to conjugate "te" form from "masu"
4. also known as "strong verbs" or "consonant verbs"
Group II
1. fewer in number than Group 1
2. easiest group to conjugate
3. all "emasu" verbs are in Group II
4. some "imasu" verbs are in Group II
5. also known as "weak verbs"
Group III
1. only 2 completely irregular verbs: します、きます(comes)
2. in te form, 行きます is irregular
Songs:
１．あめ、あめ
２．さくら
３．Osaka City Song
４．ぞうさん
５、はなこ さん の まきば で
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