January 29, 2016 -- Friday
平成二十八年一月二十九日　－－　金曜日

Kimmel Sensei was absent.

Students attended cultural presentations by visiting Japanese exchange group.


Reminder handout 
Please tell students that there will be a test on verb groups and te-forms next Tuesday.  Grammar summary attached.  45 copies.

Verb Groups – Descriptions   どうし　の　クループ　の　せつめい

①　一ばん　の　グループ：Also known as “strong” verbs or “consonant” verbs

            Most numerous group

            In the “masu” form, always has an extra “i” syllable before the “masu”

            Complex but regular conjugation

Plain/dictionary form is always an “u” syllable

from the same hiragana line as the extra “i” syllable

            Short list of examples:

                        会います                    会って                        会う　　　meets

                        あ                                あ                                あ

                        たちます                    たって                        たつ            stands (up)    

                        帰ります                    帰って                        帰る            returns home

                        かえ                            かえ                            かえ

                        しにます                    しんで                        しぬ          dies

                        読みます                    読んで                        読む           reads

                        よ                                よ                                よ

                        とびます                    とんで                        とぶ           jumps/flies

                        聞きます                    聞いて                        聞いて       hears/listens to

                        き                                き                                き

                        およぎます                およいで                    およぐ        swims

                        話します                    話して                        話す    　　speaks (日本語)

                        はな                            はな                            はな

            There’s a song to remind you how to derive the “te” form for Group 1 verbs.

The tune is “3 Blind Mice”

                        い、ち、り：　小さい　つ、　て　　i, chi, ri: chiisai tsu te

                        に、み、び：　んで                                ni, mi, bi: nde

                        き　は　いて                                            ki wa ite

                        ぎ　は　いで                                            gi wa ide

                        し　は　して                                            shi wa shite

                        て　フォーム                                            te fo-mu

            Here is what the song is saying about Group 1 verbs:

                        If the extra “i” syllable before the “masu” is “i, chi, or ri” ,

                                    Use small tsu te in the te form

                        If the extra “i” syllable before the “masu” is from the “ni or mi or bi” line

                                    Use “nde” in the te form

                        If the extra “i” syllable before the “masu” is “ki”

                                    Use “ite” in the te form

                        If the extra “i” syllable before the “masu” is “gi”

                                    Use “ide” in the te form

                        If the extra “i” syllable before the “masu” is “shi”

                                    Use “shi” in the te form.

                        (That’s the) te form [reminder: for Group 1 only]

                       

②　ニばん　の　グループ: Also known as “weak” verbs or “ru” verbs

            Second most numerous group

            Easiest form to conjugate in the “te” form: take off the “masu” and put on the “te”

            Easiest form to conjugate in plain/dictionary form: take off “masu”, put on “ru”

            All these verbs end in either “eru” or “iru” in the plain/dictionary form.

            Short list of examples:

                        食べます                    食べて                        食べる

                        た                                た                                た

                        見ます                        見て                            見る

                        み                                み                                み

                        おきます                    おきて                        おきる 

                                      (just have to memorize that this one is Group 2)

                        しめます                    しめて                        しめる

③　三ばん　の　クループ: Also known as “irregular” verbs

            Smallest group – only 2 verbs are included

            Most difficult to conjugate because there are no rules

            List:

                        します                        して                            する

                        来ます                        来て　　　                来る

　　　　　　き　　　　　　　　き　　　　　　　　く

宿題　しゅくだい

①　火曜日にテスト（しけん）があります。

　　Ｖｅｒｂ　ｇｒｏｕｐｓ　ａｎｄ　ｔｅ－ｆｏｒｍｓ

②　火曜日にデパートのプロジェクトをください。

            

January 28, 2016 -- Thursday
平成二十八年一月二十八日　－－　木曜日

Kimmel Sensei absent.


Short discussions regarding visiting Japan exchange group, and continuation of Kaguya Hime.  Handout on literary origins.  Students should write comparison of original narrative with film -- 3 paragraphs-- how are they different and how are they the same.

      The Tale of the Bamboo Cutter  (from Wikipedia)

(竹取物語 Taketori Monogatari) is a 10th-century Japanese monogatari (fictional prose narrative) containing folkloric elements. It is considered the oldest extant Japanese prose narrative although the oldest manuscript dates to 1592.

It was also occasionally known as The Tale of Princess Kaguya (かぐや姫の物語 Kaguya-hime no Monogatari), after its protagonist. It primarily details the life of a mysterious girl called Kaguya-hime, who was discovered as a baby inside the stalk of a glowing bamboo plant.

Narrative

One day, while walking in the bamboo forest, an old, childless bamboo cutter called Taketori no Okina (竹取翁 "the Old Man who Harvests Bamboo") came across a mysterious, shining stalk of bamboo. After cutting it open, he found inside it an infant the size of his thumb. He rejoiced to find such a beautiful girl and took her home. He and his wife raised her as their own child and named her Kaguya-hime (かぐや姫 accurately, Nayotake-no-Kaguya-hime "princess of flexible bamboos scattering light"). Thereafter, Taketori no Okina found that whenever he cut down a stalk of bamboo, inside would be a small nugget of gold. Soon he became rich. Kaguya-hime grew from a small baby into a woman of ordinary size and extraordinary beauty. At first, Taketori no Okina tried to keep her away from outsiders, but over time the news of her beauty spread.

Eventually, five princes came to Taketori no Okina's residence to ask for Kaguya-hime's hand in marriage. The princes eventually persuaded Taketori no Okina to tell a reluctant Kaguya-hime to choose from among them. Kaguya-hime concocted impossible tasks for the princes, agreeing to marry the one who managed to bring her his specified item. That night, Taketori no Okina told the five princes what each must bring. The first was told to bring her the stone begging bowl of the Buddha from India, the second a jeweled branch from the mythical island of Hōrai, the third the legendary robe of the fire-rat of China, the fourth a colored jewel from a dragon's neck, and the final prince a cowry shell born of swallows.

Realizing that it was an impossible task, the first prince returned with an expensive bowl, but after noticing that the bowl did not glow with holy light, Kaguya-hime saw through his deception. Likewise, two other princes attempted to deceive her with fakes, but also failed. The fourth gave up after encountering a storm, while the final prince lost his life (severely injured in some versions) in his attempt.

After this, the Emperor of Japan, Mikado, came to see the strangely beautiful Kaguya-hime and, upon falling in love, asked her to marry him. Although he was not subjected to the impossible trials that had thwarted the princes, Kaguya-hime rejected his request for marriage as well, telling him that she was not of his country and thus could not go to the palace with him. She stayed in contact with the Emperor, but continued to rebuff his requests and marriage proposals.

That summer, whenever Kaguya-hime saw the full moon, her eyes filled with tears. Though her adoptive parents worried greatly and questioned her, she was unable to tell them what was wrong. Her behaviour became increasingly erratic until she revealed that she was not of this world and must return to her people on the Moon. In some versions of this tale, it is said that she was sent to the Earth, where she would inevitably form material attachment, as a temporary punishment for some crime, while in others, she was sent to Earth for her own safety during a celestial war. The gold that Taketori no Okina had been finding had in fact been a stipend from the people of the Moon, sent down to pay for Kaguya-hime's upkeep.

As the day of her return approached, the Emperor sent many guards around her house to protect her from the Moon people, but when an embassy of "Heavenly Beings" arrived at the door of Taketori no Okina's house, the guards were blinded by a strange light. Kaguya-hime announced that, though she loved her many friends on Earth, she must return with the Moon people to her true home. She wrote sad notes of apology to her parents and to the Emperor, then gave her parents her own robe as a memento. She then took a small taste of the elixir of life, attached it to her letter to the Emperor, and gave it to a guard officer. As she handed it to him, the feather robe was placed on her shoulders, and all of her sadness and compassion for the people of the Earth were forgotten. The heavenly entourage took Kaguya-hime back to Tsuki-no-Miyako (月の都/京; lit. "the Capital of the Moon"), leaving her earthly foster parents in tears.

Literary connections

Elements of the tale were drawn from earlier stories. The protagonist Taketori no Okina, given by name, appears in the earlier poetry collection Man'yōshū (c. 759; poem# 3791). In it, he meets a group of women to whom he recites a poem. This indicates that there previously existed an image or tale revolving around a bamboo cutter and celestial or mystical women.

宿題　しゅくだい

①　Ｄｅｐａｒｔｍｅｎｔ　ｓｔｏｒｅ　ｐｒｏｊｅｃｔ　　　

　　Ｄｕｅ　火曜日　に

②　Ｔｅ－ｆｏｒｍ　ｔｅｓｔ　ｐｏｓｔｐｏｎｅｄ　

　　火曜日　に

January 27, 2016 -- Wednesday
平成二十八年一月二十七日　－－　水曜日

Kimmel Sensei was absent.

Continue with 「かぐや　ひめ」

Ｈａｎｄｏｕｔ：

Isao Takahata

 (高畑 勲 Takahata Isao^?, born October 29, 1935) is a Japanese film director, animator, screenwriter and producer who has earned critical international acclaim for his work as a director of animated films. Takahata is the co-founder of Studio Ghibli along with long-time collaborative partner Hayao Miyazaki.

He has directed films such as the grim, war-themed Grave of the Fireflies, the romantic drama Only Yesterday, the ecological adventure Heisei Tanuki Gassen Ponpoko, and the comedy My Neighbors the Yamadas.  Unlike most anime directors, Takahata does not draw and never worked as an animator before becoming a full-fledged director.  Takahata's most recent film is The Tale of the Princess Kaguya, which was nominated for an Academy Award in the category Best Animated Feature Film at the 87th Academy Awards.

According to Hayao Miyazaki, "Music and study are his hobbies". He was born in the same town as fellow director Kon Ichikawa, while Japanese film giant Yasujiro Ozu was raised by his father in nearby Matsusaka.

Adapted from Wikipedia

宿題　しゅくだい

①　Ｄｅｐａｒｔｍｅｎｔ　ｓｔｏｒｅ　ｐｒｏｊｅｃｔ　　　

　　Ｄｕｅ　火曜日　に

②　Ｔｅ－ｆｏｒｍ　ｔｅｓｔ　ｐｏｓｔｐｏｎｅｄ　

　　火曜日　に

January 26, 2016 -- Tuesday
平成二十八年一月二十六日　－－　火曜日

Kimmel Sensei was absent

Students watched film segment in Japanese -- 「かぐや　ひめ」

キメル先生の日本語の授業                        なまえ＿＿＿＿みょうじ＿＿＿＿＿

「なかま」第八課　Ｐｒｅ－ｔｅｓｔ                　　平成二十八年一月二十六日

(45 copies -- no grade – work in pairs in class, finish for homework)

1. Translate the following Japanese items into English.　英語で書いて下さい。

ぶんぼうぐ＿＿＿＿＿＿＿＿＿＿＿  エレベーターの前　＿＿＿＿＿＿＿＿＿

　　　　　　　　　　　　　　　　　　　　　　　まえ

いくら      　＿＿＿＿＿＿＿＿＿＿    三百万円　＿＿＿＿＿＿＿＿＿＿

つくえの中　＿＿＿＿＿＿＿＿＿＿  しょくひん　＿＿＿＿＿＿＿＿＿＿＿

作る　＿＿＿＿＿＿＿＿＿＿___＿＿　買います＿＿＿＿＿＿＿＿＿＿＿

どこ　＿＿＿＿＿＿＿＿＿＿＿＿＿　始まる　＿＿＿＿＿＿＿＿＿＿

B,  日本語で書いて下さい,  using kanji wherever possible.

Men’s clothing ________________________       fish __________________________

Expensive ____________________________     socks ________________________

In all  _______________________       1  (indigenous number) _______________

3. What does this Japanese trick sentence mean in English?

ココナツ　を　九つ　ください。　

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

       

Write the pronunciation below in ローマじ

___________________________________________________________

Ｄ．Write the sentences below and on the other side in Japanese (hiragana, katakana, kanji):  Remember   KIMMEL’S FIRST LAW  =  (THE VERB COMES LAST)  3 times

Underlined words should be written in kanji.

“Are there 17 skirts in the women’s department　（うりば）?”

____________________________________________________________

“Show me three blue umbrellas, please.”

____________________________________________________________

“The penguin gets up at 7:30 a.m. every day.

____________________________________________________________

“The polar bear likes neckties from North Pole Department Store.”

____________________________________________________________

“Olympic athletes don’t sleep at 11:00 p.m.”

____________________________________________________________

“There are 7 old dogs behind the new escalator.”

____________________________________________________________

“The store clerk is wrapping the big present.”

____________________________________________________________

“The Japanese student and the American student are friends.”

____________________________________________________________

“The music department　（うりば） is on the 6^th floor.”

____________________________________________________________

“I eat lunch in the first basement level.”

____________________________________________________________

“The movie will end at 9:15.”

____________________________________________________________


宿題　しゅくだい
①　Ｄｅｐａｒｔｍｅｎｔ　ｓｔｏｒｅ　ｐｒｏｊｅｃｔ　
　　ｄｕｅ　Ｆｒｉｄａｙ
②　Ｔｅ－ｆｏｒｍ　ｔｅｓｔ　ｐｏｓｔｐｏｎｅｄ　
　　ｔｏ　Ｍｏｎｄａｙ

January 25, 2016 -- Monday

平成二十八年一月二十五日　－－　月曜日

Kimmel Sensei was absent.   

Students in 7th and 8th periods were supposed to talk with and ask questions of our visitors from Akita-ken-ritsu Noshiro Shoyo Koutou.  There was also an article about student life in Japan that everyone was supposed to read and discuss, if possible.

http://www.japantimes.co.jp/life/2013/09/01/language/smoking-now-too-uncool-for-school/#.UiVOE9Jwr8I

宿題　しゅくだい　　

Ｄｕｅ　ｄａｔｅｓ　ａｒｅ　ｐｏｓｔｐｏｎｅｄ

①　Ｓｔｕｄｙ　ｆｏｒ　ｔｅ－ｆｏｒｍ　ｔｅｓｔ

②　Ｗｏｒｋ　ｏｎ　ｄｅｐａｒｔｍｅｎｔ　ｓｔｏｒｅ　ｆｌｏｏｒ　ｐｌａｎ　ｐｒｏｊｅｃｔ

Verb Group Descriptions -- te forms, dictionary forms

Verb Groups – Descriptions   どうし　の　クループ　の　せつめい

①　一ばん　の　グループ：Also known as “strong” verbs or “consonant” verbs

            Most numerous group

            In the “masu” form, always has an extra “i” syllable before the “masu”

            Complex but regular conjugation

Plain/dictionary form is always an “u” syllable

from the same hiragana line as the extra “i” syllable

            Short list of examples:

                        会います                    会って                        会う　　　meets

                        あ                                あ                                あ

                        たちます                    たって                        たつ            stands (up)    

                        帰ります                    帰って                        帰る            returns home

                        かえ                            かえ                            かえ

                        しにます                    しんで                        しぬ          dies

                        読みます                    読んで                        読む           reads

                        よ                                よ                                よ

                        とびます                    とんで                        とぶ           jumps/flies

                        聞きます                    聞いて                        聞いて       hears/listens to

                        き                                き                                き

                        およぎます                およいで                    およぐ        swims

                        話します                    話して                        話す    　　speaks (日本語)

                        はな                            はな                            はな

            There’s a song to remind you how to derive the “te” form for Group 1 verbs.

The tune is “3 Blind Mice”

                        い、ち、り：　小さい　つ、　て　　i, chi, ri: chiisai tsu te

                        に、み、び：　んで                                ni, mi, bi: nde

                        き　は　いて                                            ki wa ite

                        ぎ　は　いで                                            gi wa ide

                        し　は　して                                            shi wa shite

                        て　フォーム                                            te fo-mu

            Here is what the song is saying about Group 1 verbs:

                        If the extra “i” syllable before the “masu” is “i, chi, or ri” ,

                                    Use small tsu te in the te form

                        If the extra “i” syllable before the “masu” is from the “ni or mi or bi” line

                                    Use “nde” in the te form

                        If the extra “i” syllable before the “masu” is “ki”

                                    Use “ite” in the te form

                        If the extra “i” syllable before the “masu” is “gi”

                                    Use “ide” in the te form

                        If the extra “i” syllable before the “masu” is “shi”

                                    Use “shi” in the te form.

                        (That’s the) te form [reminder: for Group 1 only]

                       

②　ニばん　の　グループ: Also known as “weak” verbs or “ru” verbs

            Second most numerous group

            Easiest form to conjugate in the “te” form: take off the “masu” and put on the “te”

            Easiest form to conjugate in plain/dictionary form: take off “masu”, put on “ru”

            All these verbs end in either “eru” or “iru” in the plain/dictionary form.

            Short list of examples:

                        食べます                    食べて                        食べる

                        た                                た                                た

                        見ます                        見て                            見る

                        み                                み                                み

                        おきます                    おきて                        おきる 

                                      (just have to memorize that this one is Group 2)

                        しめます                    しめて                        しめる

③　三ばん　の　クループ: Also known as “irregular” verbs

            Smallest group – only 2 verbs are included

            Most difficult to conjugate because there are no rules

            List:

                        します                        して                            する                （しない）

                        来ます                        来て　　　                来る　　　　（来ない）

　　　　　　き　　　　　　　　き　　　　　　　　く　　　　　（こ　　）