May 13, 2010 An Eight Period Day

Thursday, May 13, 2010 An Eight Period Day








JAPANESE 3 -- First period


Hand back 3k6 test and go over it -- handout of answer sheet
Important aspects:
1. use neutral-polite in the following situations: with people you have just met, with people who are older than you, with people who are above you at a job
2. “to go somewhere in order to do something” is verb-stem + ni traveling-verb
3. trying to express the pronouns “you” or “your,” it is best to use the person’s name ( only inside the family, with school classmates, or with close friends of the same age as you)

言いましょう　二　 from chapter 7 -- ordering from waiter in restaurant

Assignment due next Friday

Write and perform a“Restaurant conversation”:

Personnel -- waiter and 2 or 3 customers – use neutral-polite when waiter speaks or when customers speak to waiter – use plain/informal when customers speak to each other.

Beautiful, clear menu (name of restaurant!) with prices -- must be handed in

conversation must be 2 typed pages in length (each individual in group must hand in bilingual script

we will take class time to work on this Monday



Homework below was collected today.

1. On board practice with plain volitional:

Verb ------------ Group # -------------- --ましょう ---------------　plain volitional
出る
およぐ
おきる
かえる
きる
はく
渡る
曲がる
出かける
見る
買う
売る

2. Xeroxed workbook pages 89 and 90

Don’t forget kanji on from Monday:
母、お母さん
父、お父さん
女の子
男の子
人々
時々

From last week, you must remember “question words” and their transformation into “indefinite pronouns”

何　What　　　何か　　Something
いつ　When　　いつか　　Sometime
だれ　　Who　　　だれか　　Someone

Example：
何を食べるの？　What will you eat?
何か　食べる　と　思う（おもう）　I think I’ll eat something．





Be sure to register with Japanese site on Moodle.　　　







JAPANESE 1 – Fifth period。


Check workbook page 112.
In class do pages 109, 110, 113, 114 finish for homework

Please note:
1. do not use honorifics when writing/talking about your own family members
2. greater attention to handwriting – leave space between hiragana and katakana
3. ポール、ポーラ、ウィークエンド、

REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.

List of class members’ names in katakana is below. In the future, students should write their names in katakana on their homework and tests.


１．アセンシオ・ハヴィエッル Javier
２． アヤラ・ナディア Nadia
３． ビニョン・ルカス Lucas
４． ブラントリー・カシャーナKashawna　（corrected）
５． ブラウン・アリオン Arion
６． バイヤーズ・ダロン Dallon
７． カーノウエル・マイケル Michael
８． シャーレタ・モニカ Monica
９． クルズ・アレクセィ Alexy
１０． フォーマン・サーマン Thurman
１１． フレドリク・モンタナ Montana
１２． フュトリス・ディミトリ Dimitri
１３． ガーセィア・アンジェリカ Angelica
１４． グオ・ジョイ Joy
１５． ハルナンデズ・セルヒオ Sergio
１６． ハルナンデズ・ステファニー Stephanie
１７． ヒル・エセンス Essence
１８． ホグストラテン・ダニエル Daniel
１９． コゼィオル・グリフィン Griffin
２０． レーク・ なおみ Naomi
２１． ラザー・ なおみ Naomi
２２． メーベリー・テーラー Taylor
２３． マイノ・コリン Colin
２４． レー・ケペラ Kheperah
２５． サンティアゴ・アレクセィス (Stephanie) Alexis
２６． ターナー・ジェコブ Jacob
２７． ワシュ・ダニエール Danielle
２８． ジュー・カンディ Candy


Don’t forget sentence structure:

Time に Topic/subject は Destination に Traveling Verb

Time に Topic/subject は Direct Object を Active Verb

Homework for Friday is still: flash cards for kinship terms, i.e. vocabulary for family members


Ｒｅｍｉｎｄｅｒ:

Traveling verbs:
いきました、いって　　　Ｗｅｎｔ
きました、きて　　　　　Ｃａｍｅ
はいりました、はいって　Ｅｎｔｅｒｅｄ
かえりました　Ｒｅｔｕｒｎｅｄ　（ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい　です。　あたらしかった　です。Ｉｓ　ｎｅｗ．　Ｗａｓ　ｎｅｗ．
あつい　です。　あつかった　です。　Ｉｓ　ｈｏｔ．　Ｗａｓ　ｈｏｔ．
たのしい　です。　たのしかった　です。　Ｉｓ　ｅｎｊｏｙａｂｌｅ．　
　　　　　　　　　　　　　　　　　　Ｗａｓ　ｅｎｊｏｙａｂｌｅ．








Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period

Ｔｒａｎｓｌａｔｅ　読みましょう　六、七　Ｉｎｔｏ　えい語
Use parts of this for your store　dialogue.
On Monday, hand in translations, written on a separate piece of paper.


Don’t forget to:

Review この＿＿＿＿、その＿＿＿＿、あの＿＿＿＿、どの＿＿＿＿＿

Discussion of old and new counters:
さつ、Ｖｏｌｕｍｅｓ　ｏｆ　ｂｏｏｋｓ
本（ほん）、Ｌｏｎｇ　ｔｈｉｎ　ｔｈｉｎｇｓ
まい、Ｆｌａｔ　ｔｈｉｎｇｓ
だい、Ｍａｃｈｉｎｅｓ　ａｎｄ　ｃａｒｓ
　 ＿＿つ、“Ｉｎｄｉｇｅｎｏｕｓ　ｎｕｍｂｅｒｓ”

Reissues handout of “store conversations” -- in class assignment and homework, write out one’s own half of conversation (one’s own half as storekeeper)

店のリスト

でんき屋　　Quinton
パン屋　　　Camille
ペット屋　　　　Nora
本屋　　　　Alice
くつ屋　　　Ed
じどうしゃ屋　　Jason
ぶんぼうぐ屋　　Betty
おもちゃ屋　　　　Gavin
おかし屋　　　Nicole
デパート　　Perry
きっさ店　　Ami
ようせき屋　　Martina
八百屋　　　Darren　　（やおや）
はな屋　　　　Dashona
にく屋　　　Ray

New kanji stroke order for this lesson shown on board yesterday :

店　みせ　　
store or shop or place of business -- a noun that can stand by itself

屋　や　　　
this kanji never appears alone, but only in combination with other kanji – often used as a suffix to indicate “store”


Be sure to register with Japanese site on Moodle。










JAPANESE 4 and AP – Seventh period

At the request of Connie Y., Sensei handed out another 伝説・昔話 （舌切り雀・したきり　すずめ　Ｔｈｅ　Ｔｏｎｇｕｅ－ｃｕｔ　Ｓｐａｒｒｏｗ）to help students think about how to structure their narratives. Sensei recommends NOT writing it in English first, but trying to write in Japanese WHILE thinking of story elements.

Today students worked on stories in computer lab room 114. Below are guidelines in the process of being developed:

最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.



All students have had the opportunity to read two folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.


[“Individual Assigned-Topic Presentation should be 4 minutes long – they are big topics. AP and 4th year people should supply Japanese vocabulary lists to everyone in the class. Students may speak from notes, but not from text-with-sentences.”]

Some students have not yet made their major cultural presentations. Overall list is below – 四年生の日本語の生徒、英語で（Ｂｕｔ　ｗｉｔｈ　単語のリスト）――ＡＰ　の生徒、日本語で　（単語のリスト）

Jenny J. – “Self, family, and friends”
Connie Y – “leisure – traditional arts, hobbies, and sports)
Tommy Y – “Nature and environment”
Amy Z – “School and education”
Mike S – “Clothing, 和服、洋服）”
Azrieal W – “Communication and media”
Elizabeth A – “Technology – internet, private and public phones, cell phones”
Lalita A – “Rites of life – weddings, funerals, gift exchanges, letters”
Anton H – “Transportation – Japanese trains, buses, bicycles, cars”
Johnny C – “Shopping – kinds of stores, vending machines, Jpn money”
Jerome M – “Folklore, traditional culture, legends and stories”