May 20, 2013


Three new verbs for your にほんご enjoyment:
もらいます = to receive
くれます = to give to me/to give to us
あげます = to give (in general)

Remember to pay attention to the person whose action you're talking about. If a stapler starts out in Sensei's hands, and ends up in Erica's hands, BOTH people did something. Does your sentence talk about Sensei's action or Erica's? Put the は (or you could use a が) after the name of the person on whom you're focusing.

Examples: Ron's mom gave Harry a sweater at Christmas. ロンくんのおかあさんはハリーにセーターをクリスマスにあげました。
Harry got a broomstick from Sirius. ハリーがシリウスからブルームスティックをもらいました。

Homework: Write 10 original sentences that use these verbs. Your sentences need to be at least five chunks long.

May 17, 2013


2-hour delay for FOG? What the happy Friday? One last visit with the moms...

May 16, 2013


Chapter 13 & 14 Test! Whoo hoo!

May 15, 2013


We were originally scheduled to have the Chapter 13 & 14 Test today, but because of the number of class members at Coffman taking the APUSH exam in the morning, it's delayed to Thursday.

May 14, 2013


We played review games for the Chapter 13 & 14 Test. Try out the website renshuu.org or the Moodle site as listed on the Main Page for Japanese 1 as part of your review. "C0ffm@n r00lz, Jerome is clearly the inferior Dublin high school." - Justin Burnette, rabble-rouser

May 13. 2013

We had a big study day in order to get ready for a fab review game on Tuesday. The upcoming test will include information from both Chapter 13 and Chapter 14.

May 10, 2013


At Jerome, we made mochi dango with the moms. At Coffman, we talked with the moms about summer vacation in Japan vs. summer vacation in the United States.

May 9, 2013


We had a kanji quiz to start the day - it's already in ProgressBook for first period. Then we did a LOT of practice using a menu and reading katakana vocabulary. Plus a little math... First period will meet on Friday in the Global Gourmet room; a map is posted outside the door of our regular classroom to show you where it is.

May 8, 2013


We added the last three new kanji for the year~! Use the Kanji Alive link from the Japanese 1 Main Page when you're studying them, and make sure to practice the correct stroke order and direction each time. We also practiced katakana terms for some food items a little bit, and using TE forms to list actions in long sentences.

May 7, 2013


Sensei had to go home unexpectedly, so everyone practiced together.

May 6, 2013


We read books together. You all are getting fast!~

May 3, 2013


We practiced the kanji that we've learned so far, then learned the characters for Tuesday and Wednesday from the moms. We also practiced the same pattern as yesterday by doing riddles with our small groups.

May 2, 2013


Today we took a look at the TE Form Test, then we added another way to use those pesky TE Forms - follow it with もいいです to say "it's okay to ". Then we guessed riddles about what place せんせい was thinking of by asking what you can do in that location.

May 1, 2013


Today we heard a story about a nice old man who lost his lunch. :) Keep an eye on the schedule!

April 30, 2013


Today was the Chapter 13/て Form test.

April 29, 2013


Today we got back graded tests and practiced for tomorrow's Chapter 13/て Form test. Anyone who is interested in writing test corrections to make up some credit for items missed on past tests can do so; this is completely optional.

April 26, 2013


We practiced matching て form endings to verbs by playing a slapping game, then we practiced doing charades to show that we understood the word that they wrote in the pattern 〜てください。 Next, we described what was happening in a couple more pictures using the pattern 〜ています。 Last, the moms introduced the kanji 八 九 十

**ProgressBook will be inaccessible for most of the weekend while maintenance is being completed.

April 25, 2013


Today we added another way to use て forms - put a verb into the て form, then add います to mean that you are doING something. Remember, the regular ます form could mean that something is happening or happens or will happen. This is a way to be specific that something is happening now. Practice your て forms tonight. Tomorrow you'll show off to the moms what you've learned, and they will teach you the kanji for the numbers 8, 9, and 10.

April 24, 2013


We did not have class at Jerome this morning, and at Coffman, we played some Bingo and gave せんせい some suggestions about what to do when she can't make up her mind.

April 23, 2013


Today we had a quiz to replace yesterday's tragedy. We did similar practice to yesterday's with the blue verb and verb ending cards. Then we tried a telephone game-style practice: せんせい showed the verb to one partner, who then had to write the て form and show the other person. The partner who wasn't writing had to quickly act out what the command was. Keep practicing old katakana and verb forms.

April 22, 2013


We had a quiz on て forms that was flat-out tragic. We'll have another tomorrow, and whichever score is higher is the one that will stay on your record. We then practiced making these forms by using flashcards and whiteboards. Last, we added two new kanji: 六 and 七. For homework, keep on with the studying...

April 18, 2013


Today we had a quiz on verb grouping, then reviewed some phrases that we learned a LOOOOONG time ago for asking someone to do something. Comparing these to the regular ます form of the verb, we started to see what you might need to do in order to boss someone around in Japanese; you put the verb into a て form, then add ください at the end (unless you want to be rude). Fortunately, there's a fabulous song that せんせい wrote to help remember how to make the て form. There's a different song in the textbook, which she doesn't like so much. For Monday, OF COURSE there will be a quiz on making て forms. This would be a good one to use the CD-ROM (Chapter 13) for.

April 17, 2013


Today we entered the exciting world of VERB GROUPS!!! Woo hoo! This is explained in the textbook starting on p. 250, but the textbook loves giant charts, and せんせい prefers short rules. Here's the short rule version. For tonight, study the verb group rules and brag to your friends who study European languages about the fact that Japanese only has THREE groups and their languages have dozens.

April 16, 2013


Today we had a test over Chapters 11 and 12. For tomorrow, keep practicing katakana, and review verbs.

April 15, 2013


We read each others' stories and tried to summarize them in English. Some of these were... a little bit non-linear... Next we worked on a word search with several of the Chapter 11&12 vocabulary words. Tomorrow's test will not be a translation test, so make sure that you have reviewed how to write sentence patterns, how to choose the correct particle based on context, as well as recent vocabulary. Textbook pp. 246-248, as well as the CD-ROM (link on the Main Page) might be helpful for review, as well as the short conversations at the start of chapter sections.

April 12, 2013


Today we finished up your review stories with help from the moms. On Monday, we'll look at them as a class. Remember to review recent vocabulary and kanji - we're having a test on Tuesday!

April 11, 2013


Vocabulary quiz, then a quick vocabulary review and kanji review. Next, せんせい introduced the kanji 四 and 五 (see the hidden numbers?). Then, we paired up and worked on writing a story that uses ALL of the vocabulary from April. Take a look at the class syllabus to see what you still need to add when you're working with the moms tomorrow.

April 10, 2013


We practiced reading today, using Level 1 Japanese Graded Readers.

April 9, 2013


First, せんせい taught us some really, really difficult kanji: 一 二 三
Next, we practiced unscrambling some recent vocabulary and choosing the correct particle for description phrases. You've got three options:
い ADJECTIVES: あついXコーヒー (hot coffee)
な ADJECTIVES: へんこども (weird kid)
NOUNS: イタリアたべもの (Italian food)

We also practiced describing various seasons.

April 8, 2013


In order to help you learn vocabulary related to sickness and injury, せんせい has badly injured her left arm. That's how devoted she is. YOU'RE WELCOME. But she also stayed home today because it hurt too much.

April 5, 2013


We practiced talking with the moms about what we "want to do" this weekend. Remember, to make this form, take the ます off of a verb, and add たい to the stem that you've got left. The word that you've created now has magically become an い adjective that describes you. So if you want to say "I don't want to go", make the たい form, then change the ending the same way that you would do to any い adjective. So "I don't want to go" is いきたくないです (or いきたくありません).

April 4, 2013


Today we heard the sad story of Bob the moose and his aching heart. Then we tried to come up with a fabulous explanation for WHY Fred the turtle is no longer with us *sigh*.

April 3, 2013


Today was the Chapter 11 Translation Test. Remember to review two katakana tonight, and study the four words that are listed in the schedule.

April 2, 2013


Welcome back from break! Tomorrow will be the Chapter 11 Test (translation). Make sure that you're also practicing the two kanji we've studied so far.

March 22, 2013


Today, we practiced using the kanji 日 with the moms, and they introduced the kanji 月. We also practiced カタカナ and told another story together. Remember to review over the break! You have review on the first day back from Spring Break, and a test on the second day back!

March 21, 2013


We practiced using the kanji 日 in words, then practiced katakana for a little while. せんせい checked the カタカナのしゅくだい papers. We practiced the four words of the day, as well as using から to explain things, by telling a story about せんせいのしゅうまつ and the nightmarish ordeal that she is about to face. Remember to practice the four words on the schedule as well as your kanji and two review カタカナ tonight. If you need a new copy of the practice grid for katakana, you can print it out here. The whole document includes hiragana as well; katakana are on pages 4-6.

March 20, 2013


We had a vocabulary quiz over the information for the last three days on the syllabus. Next, we took a look at the very first kanji you'll officially be studying: 日 Make sure that you practice it using the right line order and direction, and don't forget to do your two review katakana as well. Try out the Kanji Alive website as you're studying; Choose Adventures in Japanese from the pull-down options, then 1, and type 15 into the box at the right. We took a look at Japanese money, and some of the Star Festival site: Station

March 19, 2013


Check out the information on the Home page of this site about summer opportunities!

At Jerome, we explained why Raena got a nosebleed (tiny elephant living in her nose, etc.). For homework, write three more sentences about the story.

At Coffman, we took a look at the first part of the Star Festival site: Station. For homework, read the rest of the Field Notes, and be able to discuss that information.

Don't forget your two review katakana!

There have been a few questions about why the correct answer for item #29 on the Chapter 9 & 10 Test was は instead of が. The sentence should read トイレどこありますか。If you take a look at textbook p. 188, there is a box in the center of the page comparing two similar sentences: one using が and the other using は to talk about where something is. The difference is what the sentence is emphasizing; If you're asking where the toilet is, the location that you're trying to figure out is your big focus.

March 18, 2013


Since the listening files that were linked to Friday's notes didn't work well, try looking on the Moodle site. This link is also found in the Japanese 1 Main Page at the right. We checked some workbook, and Sensei checked off which katakana we've studied so far. Remember, for tomorrow, review two more katakana, and study the four vocabulary shown in the schedule.
つぎ
next
Ch. 11, Section 3
noun (time)
むずかしい
difficult
Ch. 11, Section 3
い adjective
たのしい
fun
Ch. 11, Section 3
い adjective
おもしろい
interesting/funny
Ch. 11, Section 3
い adjective

March 15, 2013


We worked on completing the workbook packet for Chapter 11. Here are the listening files for the last page. For Monday, remember that you need to review and practice two more katakana and bring your chart with you to class. Check the schedule too! It's been adjusted, and the expectation is now that you would be studying about four words a day. They are listed on the schedule, but here's the list of the four to learn solidly for Monday:
たんじょうび
birthday
Ch. 11, Section 1
noun (sports & activities)
~から
from _
Ch. 11, Section 2
particle
~まで
to __
Ch. 11, Section 2
particle
どうですか。
How is it?
Ch. 11, Section 3
expression

March 14, 2013


At Jerome, we listened to each group's story, the worked as a class to describe some other Dixit cards. At Coffman, we listened to the stories written at Jerome, and we got copies of Katakana Practice Sheets. From here on, everyone should choose two katakana each day to review. The following school day, you should be able to say with absolute confidence that you KNOW those two characters. (Jerome will get these handouts on Friday).

March 13, 2013


At Jerome, we finished writing the stories about our Dixit cards. At Coffman, we watched Ao no Exorcist (thanks to Matt). ((B-T-DUBS HERE'S THE LINK BECAUSE YOU GUYS KEPT ASKING ME:
http://www.animecrazy.net/ao-no-exorcist-episode-list/ ))

March 12, 2013


At Jerome, we made some more riddles in small groups like the one that Sensei told on Friday, then we guessed the answers as a class. Then, each group picked two Dixit cards at random, and worked to write descriptions of the pictures or a story based on one (or both) of them. For homework, keep thinking about your story. We will finish these tomorrow in class. At Coffman, we went over workbook pages together.

March 11, 2013


At Jerome, we had a regular-length class period, but at Coffman it was only twenty minutes. Also, there will be a sub for 6th period at Coffman on Monday, Wednesday, and Friday this week because of the OGT schedule flipping the order of the class periods. At Jerome, we went over the next two pages in the packet. Here's the key for everything we've gone over so far. Everyone can pause on trying to learn new vocabulary until further notice. This schedule is crazy!

March 8, 2013


At Jerome, we went over the first page from the packet, and then practiced by trying to guess what location Sensei was describing. At Coffman, we didn't go over the packet, and we did the same type of riddle practice in small groups with the Japanese moms.

March 7, 2013


Sensei was at ANOTHER all-day meeting. The sub handed out packets that were photocopies of the Chapter 11 workbook pages, and we worked on them during class.

March 6, 2013


Snow Day!


March 5, 2013

We had a quiz over the days of the month. Then we practiced that vocabulary, together with katakana.


March 4, 2013

Chapter 9 & 10 Test was today. Check these hints for days of the month to help you remember the vocabulary that you need to know tomorrow. If you are interested in requesting copies of the official workbook pages for this textbook chapter, please e-mail or sign up with sensei ASAP. Copies will only be made for those who request them.

March 1, 2013


We used the sentences that we wrote to guide the moms through the maze. They helped correct sentences that we had written.

February 28, 2013


Sensei was absent. We wrote out sentences describing the rooms in the House Maze.

February 27, 2013


We did more practice with drawing a picture as it is described.

February 26, 2013


We had a vocabulary quiz that included forms of the adjectives. We finished the stories that we started yesterday. We also drew pictures that Sensei described, then started describing the House Maze.

February 25, 2013


We practiced counting terms, then write exciting stories about Domo-kun today. For verification that Sensei was lying about birds and bunnies, check out this page. Yes, yes, it's Wikipedia, blah. Also, don't get overwhelmed by the sheer number of counting terms. A lot of those are VERY specialized.

February 22, 2013


Ice Day!

February 21, 2013


We had a quiz on whole words written in katakana. Then we went over the Chapter 7 Test together. Last, but not least, we heard the thrilling story of a walk in the park.
(( http://media.desura.com/images/members/1/635/634344/Mexican_Domo_Kun_by_Munkywa.jpg )) Thanks for that picture, Matt. *sigh*

Remember to compare the counting terms that were introduced today to the patterns for counting minutes, etc. This is a clear example of a situation where learning that information solidly gives you a real advantage when it comes to adding new vocabulary now!

February 20, 2013


We read from the Level 0 Graded Readers for the last time today! Now you are smart enough to reach Level 1! Hooray! We also practiced katakana. Tomorrow's quiz will be on WHOLE WORDS written in katakana.

February 19, 2013


Felix-sensei was a pitiful little pile of yuck, so sensei was absent and class was a study hall.

February 14, 2013


Today we practiced hiragana and katakana. Keep studying the new characters over the LOOOONG weekend, and keep an eye on the class calendar.

February 13, 2013


We had a short-ish translation test that incorporated katakana vocabulary. Make sure that you are continuing to study katakana, and that you are keeping an eye on the calendar!

February 12, 2013


Today we had a quiz over the katakana that we have studied. We used the katakana cards to play karuta, and practiced translating mystery katakana terms into English. For homework, change the underlined phrases on the handout to the PAST tense, and translate the whole story into English. Wednesday's test will be similar, but the story will include some katakana vocabulary.

February 11, 2013


Today we completed another short worksheet to review the forms in Chapter 9, Sections 3&4. We also looked at the remaining katakana; use your textbook or website to check on line order and other details while you are studying. We WILL have a quiz on these on Tuesday.

February 8, 2013


We practiced the first 15 katakana with the moms and they introduced the next 15 to us (everything up to and including the H sounds). For Monday, you need to review the textbook sections indicated in the schedule as well as studying these characters. Also, review vocabulary that we have already studied which are spelled using katakana (for example, タクシー 
バス デパート). Is there anything that you can add to the Katakana Resources page?

February 7, 2013


We completed a worksheet together to quickly review the forms from Chapter 9, Sections 1&2. Then we took a look at the first 15 katakana! Here are the printable flashcards that I mentioned. The file includes both hiragana and katakana. I STRONGLY recommend that you print these out and trace the characters in the order and direction that is shown as a way of practicing. Keep the cap on your pen, and you'll be able to practice this way without wrecking the card. And here is the link to the website that we were using to look at the stroke order for the characters. For those of you who want WAY too much information, take a look at the Wikipedia page about katakana (yes, yes, Wikipedia is evil, blah, blah) and read about their history and use.

Tomorrow, you will practice the first 15 characters with the moms and also learn the next 15. Remember to bring the packet that was handed out today.

February 6, 2013


Today we finished up making signs to post around the school. We'll put them up next week! Keep an eye on the calendar; Chapter 9, Sections 1&2 are going to be discussed Thursday in class along with the beginning steps of learning... KATAKANA!!!! Yeah!

February 5, 2013


Today we had a written test over Chapter 7.

February 4, 2013


Today we had a quiz over Chapter 7, Section 5. We continued to practice this vocabulary, and talked a little bit about study methods. The Chapter test is tomorrow!

February 1, 2013


Today we worked with the moms to start creating evidence to add to our LinguaFolio portfolios. Remember, the link to the LinguaFolio site is always on the right-hand side of this page!

For homework, bring in proof that you spent at least 15 minutes studying Japanese over the weekend. Easy points!

January 31, 2013


We had a quiz over Chapter 7, Section 4 vocabulary. Then we looked at the other Japanese 1 class's embellished version of yesterday's story, and translated it back into English. We spent some time practicing speaking as a whole class.

Remember, the expectation is that you are spending at least 15 minutes a day (whether at home or in a study hall) studying for this class. Next week, we will be looking at what you are doing during that study time.

January 30, 2013


We had a quiz over using the vocabulary in Chapter 7, Section 3 to write sentences. Then we decided that the sentences from the quiz were boring, so we added some details to them.

Here's what Jerome's class came up with: おおきいねこのBASUでDOITSUのかざんのがっこうへななじはんごろきます。それから、むらさきのおさけをのみます。おさけがとてもおいしいですから。AMERIKAのおさけがだいすきですよ。それから、Dorrieさんとさるでにほんごにいきます。

Here's what Coffman's class came up with: まあまあおおきくてかわいいねこのBASUでななじさんじっぷんごろHogwartsのがっこうへきます。それから、おさけをのみます。おさけがだいすきです。おさけがおいしいですから。それから、OSUTORARIAのWal-Martにいきます。

Then we practiced trying to find a partner whose sentence matched our own, and won delicious のり for our efforts. Tonight's vocabulary will add some vehicles to our list so that we can answer questions like なんでがっこうにきますか。

If you have a smart phone/iPad, etc., try downloading the LFO to Go app - we'll be trying to add evidence to your LinguaFolio file on Friday. Take a look at what you have so far; Japanese 1 students should be working to add evidence that proves that they are working on the skills in the "Novice Low" level. FYI, the latest information that I have from College Board indicates that the texts on the AP exam are intended to be written at an "Intermediate Low" or "Intermediate Mid" level, so if you are improving your skills by a column each year, you are on track to be able to do well on the exam.

January 29, 2013


We had a quiz over the vocabulary in Chapter 7, Section 3. We also practiced using this vocabulary a little bit. We continued work on our signs, and Sensei used Class Dojo to give us points. Remember that if you want to log in and change your avatar or see the details of your points, get your personal code from the Participation section of your grade on ProgressBook.

We took another look at LinguaFolio, and the green bars that show what we guessed our skill levels to be when we went to the computer lab. For this school year, the goal with LinguaFolio is to add evidence to prove that you're working toward or have achieved a solid green bar for the FIRST column of each of the skill areas. You can also get the app LFO to Go if you have a smart phone as a way to add evidence more easily.


January 28, 2013


Today we began work on signs that will be posted throughout the school. The goal is to provide signage that would be helpful to a Japanese mom or new student who doesn't know much English and doesn't know her way around the school either. What would be helpful? What would be eye-catching? Continue vocabulary practice and planning for these signs as homework.

January 23, 2013


We had a quiz over Chapter 7, Section 2 vocabulary. We also practiced the words from that section. We started to tell a story about Cinderella... For homework, translate the story back into Japanese and continue studying the Section 2 vocabulary. Remember when you are translating that this story is about the PAST, so your sentence endings should show that.

Jerome's story:
Once upon a time, there was Cinderella. She was very cute. But she was a little bit stupid. Her hair was blue, and her eyes were red. Her teeth were very big. She was in the Rainbow Bear's house. She drank orange tea!

Coffman's story:
Once upon a time, there was Cinderella-kun. He was not cute. His face was green. He had one eye. His eye was red. He didn't have teeth. His nose was big. Cinderella-kun was on the moon. (moon = つき)
OH SO JEROME'S CINDERELLA GETS TO BE CUTE.

On Thursday, you will check your translation with your group. Next, you and your group will write a paragraph that continues the story. If you finish, study the vocabulary from Chapter 7, Sections 1 & 2 together.


January 22, 2013


We had a quiz over the days of the week vocabulary. You need to expect that from here on out, sensei will ask you what day it is as a regular habit. We shared our songs too. Here's the version that Jerome's Japanese 1 class put together:

げつようび ねこが いますよ。
かようび うちに います。
すいようび KOORAを のみます。おさしみを たべます。
もくようび おやすみです。
きんようび たべます。
どようび はだ*が あおです。
にちようび 「おやすみなさい。」
*はだ = skin



We also went over the Chapter 5 & 6 Test. If you have any questions about it, either e-mail or write those questions down so that you don't forget to ask before class.

For tonight, study vocabulary for telling time, especially _ o'clock, _ minutes, before, after, and around (Chapter 7, Section 2). This would be a good time to break out some flashcards.

January 17, 2013


We listened to Felix Sensei's favorite song in the whole world: The Seven Days of the Week by They Might Be Giants. Then we worked on re-writing the song in Japanese, with our own original lyrics to practice the new vocabulary (as well as old vocabulary).

For homework, we'll finish up with writing the song, and continue studying the first section of Chapter 7. E-mail sensei on Friday (January 18) if you want to meet with her to talk about your grade or to make up any work.

January 16, 2013


Today was the Chapter 5 & 6 Test. Make sure to continue checking the schedule; you DO have a few words that you need to learn tonight.

January 15, 2013


We had a quiz over the last section of vocabulary in Chapter 6. We also went over the results from the fall semester exams. If you would like a copy of the questions, ask for them! We spent the rest of the class period reviewing vocabulary for tomorrow's test. Make sure to review BOTH Chapter 5 and Chapter 6, but the emphasis will be more on Chapter 6 vocabulary and adjective forms.

Adventures in Japanese 1 CD-ROM
Chapter 5 & 6 Review Questions (audio only)


January 14, 2013


We went to a computer lab to start using the online version of LinguaFolio. The first time that you log in, take care of the following tasks:
  1. Click on your name, then Profile in the top right corner of the screen.
  2. Update everything that you can in your Profile, including adding Japanese and removing English from the Languages list.
  3. If you are taking another language class, you may want to also add that language.
  4. Click on the Can Do tab, then on the left-hand side of one of the bars shown.
  5. Answer the questions in the survey that appears, then save.
  6. Return to the Can Do tab. If the section of the bar shows as solid green, click on the section immediate to the right of that green bar, and answer those survey items.
  7. Repeat this process until a section of the bar appears as green bubbles. That shows where you currently are for that aspect of your Japanese skills.
  8. If you have a bubbly section, move on to the next row, and repeat this process until you have completed all rows.
  9. Click on the Biography tab, and complete as much of that information as possible. Note that this is not just asking about Japanese, these questions relate to all of the practice that you have had learning and using second/foreign languages.
  10. The last stop should be the Interculturality tab. Create an entry that describes your experience talking with the Japanese moms last Friday.

Make sure to check the schedule to see what tomorrow's quiz will be over. Be sure to review for Wednesday's test; I may throw in some Chapter 5 information too!

January 10, 2013


We continued practicing い Adjective descriptions today using Guess Who monsters.

We finally have access to use the online version of LinguaFolio! We will be going to a computer lab on Monday in order to get started using it, but if you want to log in ahead of time, use your standard school password and ID here.


January 9, 2013


We had a quiz on I Adjective forms. We continued practicing those forms today. Keep an eye on the schedule; when is your next written test going to happen?


January 8, 2013


Sensei was absent on Monday, due to her son getting ear tubes. He seems to be feeling really good now, so hooray! The sub should have given you a packet of pages with information about New Year's Eve and New Year's Day in Japan. It was all written in Japanese, so your job was to try to figure out as much as possible.

You should be checking the Japanese 1 Schedule every day to see what I expect you to review before class. Today, we had a quiz about the information in Chapter 6, Section 2. We practiced the grammar from that section (adjective forms), and talked about the packets from Monday.

For homework, study the information on the schedule for tomorrow, and review what was shown for Monday and Tuesday. If you are interested in them, you can print and practice with the I adjective cards that we used in class today, and here are the NA cards as well.


December 20, 2012


Your tests are all done! Hooray! FYI, here is my translation of the last section of the exam:

"I like cats. My cat is brown and white. Also, he is very small. The cat's name is Oscar. Oscar loves food. But yesterday, he didn't eat his food. Where is Oscar? I can't see him. I ask my mother, "Where is Oscar?" But my mother says, "I hate cats." Mom is very strange. I ask, "Why do you dislike cats?"


December 17, 2012


Jerome's Japanese 1 has now finished their First High School Exam Ever! Be kind to yourself and to your classmates this week; everyone is stressed out and being genuinely nice will go a long way. Review, but don't over-do it. Sleep. Don't forget to eat breakfast.

December 14, 2012


We talked with the moms using the Review Questions mentioned in yesterday's notes. Please check the schedule on the wiki's Home Page to see what time each exam and review period will take place. Eighth graders will not be coming to the high school for the rest of the month following their exam. Please check the Japanese 1 Spring Schedule for information on what you are expected to study to get ready for class on Monday, January 7.

December 13, 2012


We reviewed together AGAIN. When reviewing with your textbook, try using the Review Questions at the end of Chapter 2, Chapter 4, and Chapter 6 (up to #12). Also try using the resources for Chapters 1-5 found here: Adventures in Japanese 1 CD-ROM.

December 12, 2012


Same as yesterday. We will play review games as a class on Thursday.

December 11, 2012


We reviewed for the semester exam together. Allen-sensei got a phone call after first period asking her to go get her son and take him to the doctor, so this is a VERY late note. No new homework.

December 10, 2012


We checked our homework, and reviewed adjectives, colors, and hiragana. We talked briefly about the semester exams next week. The exam will include information from Chapters #1-5 in the textbook. We will bring textbooks and any other helpful study materials tomorrow, and have a straight Study Day for Japanese.

December 7, 2012


We practiced using な adjectives in conversation with the moms today.

For homework, write five sentences that use this pattern:
わたしの adjectiveな categoryは ??です。For example: わたしの すきな のみものは おちゃです。
Write sentences that are TRUE in your opinion, and don't repeat any of the words that you used in the blanks. I know you will be tempted to say something like this, but you need to have a different word in EVERY BLANK in each sentence:

An Example of a Badly Written Homework Assignment:
  1. わたしの すきな せんせいはAllenせんせいです。
  2. わたしの きれいな せんせいはAllenせんせいです。
  3. etc.


December 6, 2012


We reviewed what makes an adjective an い adjective or a な adjective. Next, we looked at cards that show ALL of the な adjectives for the entire textbook (we've learned most of them already). There are five adjectives on that list that are actually な adjectives even though they look like い adjectives!! We tried to come up with a hint to help remember that list of five, and せんせい showed her "Zoolander Rule" for remembering the Sneaky な Adjectives. It was awesome, and she is very weird.(Oh you can edit this.. Dave Mustaine wa awesome desu!) Also, why does nobody question it when I put in ridiculous comments like that in the class notes? You know that since this is a wiki, you can actually edit this, right?

We also practiced using な adjectives in sentences. When does the な stay in the sentence, and when does it disappear?

For homework, write five original sentences using な adjectives. We will be checking these with the moms tomorrow, so don't put it off for the weekend!



December 5, 2012


We reviewed last night's homework, including talking about alternative translations. I've added translations to the notes from yesterday. We brainstormed with partners to think of as many Japanese words as possible that we've learned that seem like they're probably adjectives. Then we put a list together as a class. Once the list was written on the board, it was clear that a LOT of them end with the hiragana い. There are two groups of adjectives in Japanese: one is called い adjectives, and the other is called な adjectives.

For homework, review all of the い adjectives that we've studied so far this year. You DON'T need to try to learn anything about different adjective endings. We will talk about that tomorrow.

December 4, 2012


We talked about the results from yesterday's interviews briefly. Several people made mistakes with particles and with saying a sentence that describes the past, so we'll make sure to practice those things more in the near future. We told a story as a class, and as homework, we'll re-write the story in Japanese. Also, each person should add two sentences of additional information in Japanese. This information could be telling what happens next, or it could be more details about what has already been said.

Jerome's Japanese 1 told this story:
Alex is very quiet. Alexくんが とても しずか です。He is a little bit strange. ちょっと へん です。Yesterday, he was in Russia. きのう、ROSHIAに いました。Russian people love cotton candy. ROSHIAじんは わたあめが だいすき です。Alex hates Russian people, so he ate the Russian people's blue cotton candy. Alexくんは ROSHIAじんが だいきらい です から、ROSHIAじんの あおの わたあめを たべました。

Coffman's Japanese 1 told this story:
Yesterday, Makayla was not here. きのう、Makaylaさんが いませんでした。She was at a Fight Club at a teacher's house. せんせいの うちの Fight Clubに いました。She doesn't talk about Fight Club. Fight Clubを はなしません。Lolo was there. Loloさんが いました。Lolo is older. Loloさんが せんぱい です。Makayla hates Snoopy. Makaylaさんは Snoopyが だいきらい です。Lolo said, "Kill Snoopy!" Loloせんぱいは「Kill Snoopy!」といいました。But Nick's soul was in Snoopy!でも、Nickくんの こころが Snoopyに いましたよ。

December 3, 2012


We had our first one-on-one interview test with sensei today. It was intimidating, but next time will be far less scary.

November 30, 2012


We practiced the same Review Questions with the moms. On Monday, each member of the class will interview individually with Allen-sensei.

November 29, 2012


We practiced the Review Questions in small groups. Tomorrow, we will try to have a conversation with the moms using these questions.

For extra help, try the Chapter 04 Q&A file on the wiki.

November 28, 2012


We reviewed the sentences that we wrote for homework. We made a note that in the sentence pattern, you have to have a NOUN as the topic and the second topic.
We practiced the Review Questions that are found at the end of Chapter 4 in the textbook (beginning on p. 93). We should be able to ask and answer any of these questions IN JAPANESE.

For homework, continue practicing the Review Questions. **Don't worry about learning Japanese terms for your parents' job titles.

November 27, 2012


We took a vocabulary quiz on the body part terms from Chapter 6, Section 1.
We practiced using the terms じょうず/へた とくい/にがて (Chapter 5, Section 3 on p. 105) in the sentence pattern
topic は second topic が description です。
We read another book from the Graded Readers with a partner.

For homework, write two sentences using each of the new terms in the pattern above (eight total sentences). Include the English language translation of each sentence. *Your sentences don't have to be factually accurate, as long as they make sense and match your English translation. i.e., you might write a sentence that means "My teacher is great at Spanish" (even though I don't speak Spanish at all).

November 26, 2012


We played "Guess Who" to practice body part and color vocabulary.

We won't be surprised to have a vocabulary quiz on Tuesday. Not even a little bit surprised.

November 20, 2012


We practiced body part vocabulary, and added some more of these terms. We told riddles describing a person to see whether classmates could guess who was being described.

For homework, review textbook chapters #1-5. Choose five vocabulary terms that are in the book which we did NOT study. Also, study Chapter 6, Section 1 body part vocabulary. Learn all of the terms up to #21. If you'd like some extra credit for actually checking these notes, e-mail Allen-sensei with the following message: "Sherbet lemon".

November 19, 2012


We reviewed a little bit of vocabulary, and learned a few words for body parts. We told the story of あかずきんちゃん (Little Red Riding Hood) together.

For homework, look at Chapter 6, Section 1 and memorize the body part vocabulary words that were introduced in class today. If you have not yet successfully sent both of the LinguaFolio documents to せんせい, look back at November 13 and 14 for instructions.

November 16, 2012


We practiced the same type of game with the moms as we did with せんせい on Thursday. We also practiced talking about like and dislikes with them. We used only Japanese (ALMOST 100% of the time), and didn't wimp out with English or dictionaries. せんせい was very impressed.

Anyone who hasn't yet submitted the two LinguaFolio files should keep trying as homework, and e-mail with any questions or problems. Homework for the weekend is to keep studying!

November 15, 2012


We had a quiz over both the color vocabulary and the vocabulary shown for November 14th. せんせい was... not impressed with the overall results. Everyone did really well on Wednesday's color quiz, but for the most part, even color vocabulary that people correctly identified on Wednesday was not answered correctly on Thursday. hmmm...
We practiced description sentences and like/dislike sentences by trying to guess which picture せんせい was thinking of.

For homework, we'll keep practicing.

November 14, 2012


We had a quiz on the color word vocabulary.
We practiced the color words by writing and guessing the answers for classmates' "I Spy" riddles.
We added some new terms to get more specific about describing something. Several of these are explained more on textbook p. 108.:

  • only: だけ
  • a little bit: ちょっと OR すこし
  • sort of/kind of: まあまあ
  • very: とても
  • not very: あまり + a negative ending on the whole sentence
  • not at all: ぜんぜん + a negative ending on the whole sentence

For homework, follow the same instructions as yesterday to complete and send in the
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
part of your Lingua Folio. Everyone who has successfully submitted the
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
document has already received credit in ProgressBook.

November 13, 2012


We filled out the first section of a LinguaFolio portfolio, and will follow these steps to turn in a copy to せんせい
  1. Choose LinguaFolio and Language Background tags.
  2. Choose the document
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
.
  1. Save a copy to your computer before filling anything in.
  2. Complete a copy, using the notes you made in class today. **Note that the line at the bottom of each section is for you to add any additional strategies that you think would be useful in developing this skill.
  3. Change the file name: add lastname_firstname to the beginning of the file name.
  4. E-mail a copy of the file to せんせい: allen_rebecca@dublinschools.net

We began learning color terms. These are in the textbook in Chapter 5, Section 5 beginning on p. 110.

November 12, 2012


We took a vocabulary test, and talked about goals for Friday practice with the Moms who volunteer in our class.
Friday goals:
  1. Only speak in Japanese.
  2. Treat every member of the group as part of a conversation.
  3. Make sure that you understand everything that is said, and ask questions if you don't understand.

Useful terms for Friday (Also look in textbook Chapter 1):
  1. to understand: わかります
  2. Say it again, please. もう いちど いって ください。
  3. Answer, please. こたえて ください。
  4. Try to say _. [_] を いって みて ください。
  5. Describe _. [_] を せつめい して ください。
  6. Ask _. [_] に きいて ください。

November 7, 2012


We read another book with a partner (Japanese Graded Readers) and created a new vocabulary list based on the stories.

だいじょうぶ (okay/all right)
どうしましたか (What happened? Are you okay?)
いえ (house)
いま (now)
つくります (to make)
つかいます (to use)
かえます (to change)

November 5, 2012

We practiced sentences
We practiced sentence format

We learned Strange へんな
We learned Pastでした
We learned Negative(Past Tense) では ありませんでした
We learned Negative Ending (Past Tense) ~ませんでした
We learned that you can put a でした ending on a word to make it past tense

November 2, 2012


We practiced interviewing the moms about their likes and dislikes.
We practiced hiragana by playing Memory with cards.
For homework, we'll translate the following into Japanese:

My mom does not like soda. She drinks coffee and milk. Yesterday, she drank my 7-Up! Mom said, "I hate 7-Up!" She went to Starbucks. She drank six coffees. Mom said, "I love Starbucks. Tomorrow I will go to Starbucks."

Hints:
Verbs that you've studied include のみます、たべます、います、あります、いいます、いきます
Verb endings that you've studied include 〜ました、〜ません、〜ましょう
Particles that you've studied include Topicは 2nd topicが ownerの quotationと exclamation point = よ question mark = か also = も and = と

November 1, 2012


We practiced using the sentence topic は second topic が description です。 to talk about what people like and dislike.
We practiced using the words すき だいすき きらい だいきらい as the description.
We added the option of using では ありません。 instead of です。 to make the sentence negative (I don't like Nick = わたしは Nick が すき では ありません。)
We added the words きのう (yesterday), きょう (today), あした (tomorrow).