October 5, 2009 An Eight Period Day

Monday: October 5, 2009 An Eight Period Day





JAPANESE 3 -- First period

In class, pairs performed their interviews with famous people.

Appling and Thimsuwan– Kristen Chenowith (only partially finished before bell rang)
Hershfang and Mascarenas– Hugh Laurie
Jankowiak and Jackson– Dwight Howard
Mine and Flores– Bonno
Perez and Santoyo – Kat von D
Song and Loeschke– Shawn (Sean?) Johnson
Tenorio and Amurau– Beckham
Yamasaki and Cambron – Miley Cyrus

Remaining students will perform tomorrow.

All other students are interviewers. Interviewers must include AT LEAST the following information:
１． なまえ　　　　
２． ねんれい　（何さい）
３． どこ　に　すんで　います　か。
４． ごかぞく
５． おしごと
６． ひまな　時　何　を　します　か
７． しゅみ、きょうみ
８． クラブ
９． なつやすみ　に　何　を　しました　か。

Each student will hand in a complete script.


Preparing for next lesson, the following was written on the board:
Grammar points:
1. in order to say you want to do something, use the verb stem (what’s left after you take off the “masu”) and add たい　です。
Example: I want to eat hamburger. ハンバーガー　が　食べたい　です。
２．In order to say that something appears to have a quality , use an いい　adjective, take off the final い　and add そう　です。
　　Example: The cake looks delicious. ケーキ　は　おいしそう　です。

Homework:
Write the first photo dialogue in the second chapter in English.

Still have not collected the story translation homework：
“Dominick is the owner of the supermarket,”　to be rendered into Japanese.
Extra vocabulary:
Brings (a thing) _____　を　もって　来ます。
Is hungry おなか　が　すきました
Vigorous　げんきな
1. Dominik is the owner of Dominick’s Supermarket.
2. The supermarket is in Oak Park.
3. A golf course is next door.
4. Nicole is the owner of the golf course.
5. She is famous, but she hates golf.
6. Yesterday Olivia, Rajamer, and Will played golf at the golf course.
7. Olivia, Rajamer, and Will were vigorous golf players [GORUFU no senshu].
8. At twelve o’clock, they were hungry.
9. They went to Dominick’s Supermarket.
10. They ate at “Weird Coffee Shop” in the supermarket.
11. Olivia ate fish.
12. Will ate sushi.
13. Will, Olivia, and Rajamer saw customers and store clerks.
14. The names of the customers were Gunther and Dante.
15. Gunther was a German, but Dante was an Italian.
16. Gunther liked the store clerk, Yumi.
17. Yumi was quiet and pretty.
18. At lunch break, Yumi ate one candy.
19. Hiyashi was a store clerk, too.
20. At lunch break, big Hiyashi ate tempura and rice balls.
21. Dante liked spaghetti, but he bought RAMEN at the supermarket.
　22. Gunther bought chocolate strawberries.


REMINDER:
Sentence-ending conjugations for い adjectives：
――い　です、――よくない　です、――かった　です、　――くなかった　です。
Sentence ending conjugations for な　adjectives ：　
――です、――じゃない　です　｛Or　で　は　ありません｝、――でした、　――じゃなかった　です　｛Or　で　は　ありませんでした｝

｛Explanation for talking about kanji:
｛Kanji compound example –人口
｛えい語　で　いみ　は　Population　という　こと　です。
｛かんじ　は　「ひと」　の　じん　と　くち　の　「こう」　です。｝






JAPANESE 1 – Fifth period

Handed back quiz on reading hiragana あ　To　ど　Plus ん

Transcription/transliteration/translation of first manga dialogue handed in. Class went over problems in recognizing　な　Versus 　た　Versus に。

Auditory and visual sections of 1 きもの　Ch. 1 listened to and performed:
いいましょう　一
いいましょう　二
きいて　いいましょ
Checked pages 3 and 4 in Workbook。
Classwork and homework is pages 5 and 6.

Also, videogame of identifying and putting in correct order the hiragana:
http://japan.fll.purdue.edu/ultimatehiragana

Study!


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JAPANESE 2 -- Sixth period

Students performed, in pairs, the dialogue for 2　きもの　Ch 1,　They added two extra questions and answers. Each and every student was supposed to hand in a copy of the dialogue.

Students who performed were Zack, Alice, Betty, Devin, Perry, Harvey, Doran. Nora, Gavin, Darren. Others will perform tomorrow.

Students handed in 20-word lists of vocabulary important for 2 きもの：第一課
The following list was derived from student work and projected on the screen:

Class as a whole worked with Purdue-designed katakana video game:
http://japan.fll.purdue.edu.ultimatekatakana



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 – Seventh period


Both Japanese 4 and AP took tests on vocabulary for lesson 1 of “A Homestay in Japan.” Afterwards, they received a grammar handout

日本との出会い：A Homestay in Japan 第一課、日本に着く

References and example sentences --

Grammar, bunpou 文法：

｛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.

――　の時 (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.




and a practice sheet for working with the grammar.


日本との出会い:第一課 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。

_______________________________________________________________________





Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp


MUST DO: We still haven’t discussed, in Japanese, the pictures on page 51 of Nakama 2 text.


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


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.


You might like to work with the following kanji-learning website:

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