May 28, 2010 An Eight Period Day

Friday, May 28, 2010 An Eight Period Day


Japanese word of the day: 着メロ (chaku-mero) = ringtone. Example: 新しい着メロをダウンロードしました。(atarashii chaku-mero wo daunroodo shimashita) = I downloaded a new ringtone.






JAPANESE 3 -- First period

Handed out review for exam prep. Students should look at it and decide what they want to focus on during the review

First photo story of Chapter 9—comparatives

On board:

Comparative Structure—

A to B to wa, dochira ga ________ (adj.) desu ka/ no?
A　と　Ｂ　と　は、どちら　が　＿＿＿＿　です　か。

A no hou ga B yori _____________ (adj.) desu/no/nda
Ａ　の　方（ほう）が　Ｂ　より　＿＿＿＿＿　です・の・んだ

Examples:

Ｓｉｘ　Ｆｌａｇｓ　と　Ｄｉｓｎｅｙ　Ｗｏｒｌｄ　と　は
どちら（どっち）が　あぶない　です　か。

Ｓｉｘ　Ｆｌａｇｓ　の　方　が　Ｄｉｓｎｅｙ　Ｗｏｒｌｄ　より　
あぶない　です。

犬の方がねこよりかわいいです　か。
犬もねこもかわいいですよ。


Superlative Structure

Category no naka de, X wa ichiban ________ (adj.) desu/no/nda

＿＿＿＿　の　中　で、Ｘ　は　一番（いちばん）＿＿＿＿　です・の・んだ

Examples:

山の中でエベレスト山は一番たかいです。
川の中でアマゾン川は一番ながいです。


Collected homework—translation of 1st photo story

Ｈｏｍｅｗｏｒｋ：
Handout from workbook, pages 115 and 116: comparatives and superlatives






Be sure to register with Japanese site on Moodle.　　　







JAPANESE 1 – Fifth period。

Class went over Wednesday’s open-book test on chapter 7 (with extra vocabulary from Pikachu story). It was difficult. Students should have been able to write at least 6 sentences out of the 11 on the test. If a student could not write that many, there is a problem. Correct answers were handed out on a separate sheet. See below.


１．ピカチュ　の　ともだち　は　ジェット・リー　でした。
２．ピカチュ　の　たんじょう日　は　五月　の　たんじょう日　でした。
３．たんじょう日　の　土よう日　に　ピカチュ　と　ともだち　は　うみ　に　いきました。
４．でも、　すいえい　を　しませんでした。
５．ピカチュ　は　すごい　本　と　おかしい　まんが　を　よみました。
６．ジェット・リー　は　林　と　うるさい　うみ　を　みました。
７．それから、日本　の　えいが　の　おんがく　を　ききました。
８．ピカチュ　ミルク　と　おいしい　おちゃ　を　のみました。
９．ジェット・リー　は　チョコレート　の　かえる　と　おおきい　ハム　を　たべました。
１０．しゅくだい　を　しませんでした。
１１．たんじょう日　は　たのしかった。


Discussion of handout of June review for first year final.

On Board:

“non-past” tense, also functioning as
Future and
Habitual-present tense ----- ___ます、____ません
Volitional tense (let’s ____) ___ましょう

Ｅｘａｍｐｌｅｓ：

まいにち　せいと　は　こくばん　を　みます。Every day students look at the blackboard.

まいにち　せいと　は　えいが　を　みません。Every day students do not watch movies.

Students must know the following kanji:

日本、日本語、
日、月、火、水、木、金、土
にち、げつ、か、すい、もく、きん、ど
日よう日、月よう日、火よう日、（Ｅｔｃ．）
一月、二月、三月　（Ｅｔｃ．）
いちがつ、にがつ、さんがつ
木；林；森
き、もく；はやし；もり
田、山、川
た、だ；やま、さん；かわ
日よう日, Nichiyoubi, Ｓｕｎｄａｙ
月よう日, Getsuyoubi , Ｍｏｎｄａｙ
火よう日, Kayoubi , Ｔｕｅｓｄａｙ
水よう日, Suiyoubi , Wednesday
木よう日, Mokuyoubi ,Ｔｈｕｒｓｄａｙ
金よう日 Kinyoubi ,Ｆｒｉｄａｙ
土よう日 Doyoubi, Ｓａｔｕｒｄａｙ


Last week we did kanji writing practice, including kanji we’ve already seen and new kanji with stroke order on the board for (for example)

糸、天、気、正しい、貝、男、足、手、目、耳、虫
いと；てん；き；ただしい；かい；おとこ；あし；て；め；みみ；むし、

白い、赤い、青い、口、女、子、人、山、木、林、森、
しろい；あかい；あおい；くち；おんな；こ；ひと；やま；き；はやし；もり

夕、空、雨、川、田、犬、竹、草、花、早い、立つ、
ゆう；そら；あめ；かわ；た；いぬ；たけ；くさ；はやい；たつ

上、下、見る、左、右
うえ；した；みる；ひだり；みおぎ




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


Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb

Reminders about verbs:

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

Class went over quiz on 2 Kimono Chapter 7 vocabulary (and some grammar). Students who received D or E may retake the test.

Class listened to dialogue for 2 Kimono chapter 8 – introduction to potential conjugation for groups 1, 2, and 3.
On board:
Must distinguish between “may do” (permission) and “can do” (ability).

せいと　は　ローマじ　を　書いて（かいて）　は　いい　です。
Students may write ROMAji. It is OK for students to write ROMAji.

せいと　は　ローマじ　が　書けます（かけます）。
Students can write ROMAji. Students are able to write ROMAji.

Students worked on preparing for oral part of final – may read original scripts, and must pronounce them well, but need not memorize.

Be sure to register with Japanese site on Moodle。










JAPANESE 4 and AP – Seventh period

Only three students were present – the others were preparing for the prom. Amy Z., Lalita A., and Connie Y. worked on their final project, childrens’ stories, computer lab 114.

REMINDER:
STUDENTS WHO HAVE NOT ORALLY PRESENTED THEIR CULTURAL TOPICS MUST ARRANGE TO DO SO ON Tuesday, June 1st..

Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:

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.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.



All students have had the opportunity to read three 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.