１２月８日のアクティビティー

きょうのアクティビティです。There are 4 activities. If you do not finish within class time please finish at home. Use your time effectively!

This is individual work.

1. Evaluation of the blog (15 minutes)

• Go to the December 8th folder and download the file, “Blog Evaluation Form.”
• Read the evaluation categories shown below.
• Read 8 blogs listed below your own blog AND your blog.
• Evaluate them and type comments. Make sure to write at least one sentence in Japanese.
• Send your evaluation forms to your instructor via e-mail. (Sato: ss903, Hamada: hh2373, Nazikian: fn2108)

Evaluation Categories
1. Language:
Grammar, Vocabulary,　Well-written, Well-organized, Easy to read, Clear, Concise

2. Content:
Culture, Pictures, Videos, Music, Literature,
Interesting, Informative, Variety, Shows personality, Enjoyable, Original, Unique, Different, Coherent, Write your own experience,

3. Layout:
Color(ful), Visually pleasant, Original, Pretty

4. Communication:
Interaction with other people, Engaging, Leave Comments, Reacting Comments, Links to other's blogs, Use emoticons

5. Consideration:
Level of Language, Word Definition, Kanji, English/Japanese ratio

6. Update Regularly


2. Play the Jeopardy game. (15 minutes)

This is group work.

• Make a group of 2 or 3.
• Go to the December 8th folder and download the PowerPoint file, “Jeopardy.”

3. Evaluation of the blog project & podcast project. (10 minutes)

This is individual work.

• Go to the December 8th folder and download the file, “Blog Podcasting Survey.”
• Evaluate both projects. Please write as much as possible so that we can improve the projects for students who will be studying Japanese at Columbia in the future.
• If you are in Sato-sensei’s class, send the forms to Hamada-sensei (hh2373@columbia.edu). Do not forget to write “Sato-sensei” in the subject/title.
• If you are in Nazikian-sensei’s class, send the forms to Hamada-sensei (hh2373@columbia.edu). Do not forget to write “Nazikian-sensei” in the subject/title.
• If you are in Hamada-sensei’s class, send the forms to Sato-sensei (ss903@columbia.edu). Do not forget to write “Hamada-sensei 1st year” in the subject/title.

4. Listen to your classmates’ compositions #3 and choose the one you think is best. (15 min.)

This is individual work.

• Go to wimba, and listen to the 8 compositions listed below your own introduction. Choose the best introduction out of the 8.
• E-mail the name of the person who had the best composition #3 and the reason you chose the person to your instructor (Sato: ss903@columbia.edu, Hamada: hh2373@columbia.edu, Nazikian: fn2108@columbia.edu).

１２月３日のアクティビティー

きょうのアクティビティです。There are 4 activities. If you do not finish within class time please finish at home. Use your time effectively!

Today’s activities are all individual work.

1. Evaluation of the podcasts (30 minutes)

• Go to the podcast folder in the Courseworks folder and download the file, “Podcast Evaluation Form.”
• Read the goals, audience, and evaluation categories shown below.
• Watch 3 podcasts listed below your own podcast AND your podcast
• Evaluate them and type comments. Make sure to write at least one sentence in Japanese.
• Send your evaluation forms to your instructor via e-mail. (Sato: ss903, Hamada: hh2373, Nazikian: fn2108)

Goals:
• You will have the chance to actively express your opinions to a real Japanese audience by using Japanese language and other modalities (tone of your voice, body language, pictures, color, font, etc.)
• You will have the chance to consider first-hand how big media operates and presents information

Audience:
• The worldwide audience of Japanese-speakers interested in New York, Columbia University, or life at an American university - and also your classmates, of course

Evaluation Categories
1. Language:
Grammar, Vocabulary, Accurate, Correctness
2. Content:
Creative, Original, Interesting, Entertaining, Fun, Funny, Enjoyable, Humor, Informative, Effective Use of Music/Sound/graphics, Quality over Quantity.
3. Presentation:
Adequate speed, Coherent, Clear (topic and direction), Natural.
4. Consideration:
Appropriate/relevant to the audience, Adequate length (Not too long unless it's REALLY interesting), Engaging, Good Transition, Proper editing, Coherence.
5. Goal/Purpose/Idea
6. Effort
7. Openness to Others' Comment


2. Check the comments made on your own blog, as well as if others have/have not responded to comments that you made on their blogs. (15 minutes)

• Read the comments made by you and your classmates on Tuesday, November 18, 2008 regarding your communication with others in blogging. (Click here to see the comments)
  
• If you didn’t make comments regarding your communication with others in blogging last time, find someone who didn’t do that and make comments with them. (Instruction is here at #2)
  
• Keeping these comments in your mind, check the comments that others have made on your blog, as well as check if others have responded to comments that you have made on their blogs.
• If you think it is necessary, respond to any questions or comments.
• Record where you have commented on your comment sheet so you know where you have commented.

3. Write in your own blog. (10 minutes)

• Write in your blog in Japanese.
• The topic can be anything. If you don’t have any ideas, write about what you did during your Thanksgiving break. Use the grammar points from lesson 13 (～がほしいです・～がしたいです・～へ～にいきます) if you can.

4. Course Evaluation (10 minutes)

• Go to the Courseworks, first year Japanese, and then Evaluation.
• Evaluate this Japanese class. Please write as much as possible so that we can improve our Japanese classes for students who will be studying Japanese at Columbia.

5. Think of questions for Jeopardy. (If you have extra time)

ラーメン

わたしはよく、にほんのコンビニでインスタントヌードルをかいます。日本にはいろいろなインスタントヌードルがあります。

これはいちばんふるいインスタントラーメンですが、とてもおいしいです。

わたしがいちばんすきなインスタントラーメンはこれです。塩（しお）ラーメンです。しおはSaltです。


うどんのインスタントヌードルもあります。

やきそばのインスタントヌードルもおいしいです。


さいきん(recently)、ラーメンは自動販売機（じどうはんばいき：vending machine）にもあります。このラーメンは、ラーメンかん（canned ramen)です。

このサイトに、たくさんインスタントヌードルのしゃしんがありますよ。見てください。

日本人はほんとうにインスタントヌードルがすきですね～。



http://photozou.jp/photo/show/156682/12043870
http://www.sanyofoods.co.jp/product/index.asp
http://www.bidders.co.jp/dap/sv/nor1?id=104867701&p=y#body
http://park12.wakwak.com/~kuina/donbee.html
http://www.fujitaka.com/rahmen/index.html

The Importance of Peer-Editing

The final, submitted draft of any writing activity is, of course, important. However, in the context of studying Japanese, the process of writing holds as much significance as the final draft itself. In Japanese class, we often make use of peer-editing, one part of the writing process. There are three main reasons why.

1) The writer’s intentions vs. the reader’s interpretation

The peer-editing process gives us insight into the differences between our intentions when we compose a section of text and the ways in which various readers will interpret this text. As all readers approach a text from different backgrounds, their ways of reading the text will differ. This is an important realization for all writers.

2) New Ideas

New ideas and realizations are often first come upon during the discussion inherent in the peer-revision process.

3) Helping one another

Reading classmates’ texts often leads to realizing and understanding the problems with one’s own texts. Also, the revision process gives writers the opportunity to obtain help in their weaker areas (for example: grammar, organization of your essay, information on the topic, etc) while helping their classmates using their own personal strengths.

We are lucky to have such a great class, so take advantage of each others strength and get better together before the opportunity passes!

にほんのうち

げんかんです。くつやスリッパがたくさんありますね。

たたみのへやです。にほんのふとんとアメリカのふとんはちがいますね。あさふとんはおしいれに、、、べんりですね。にほんでおふろとトイレはべつべつです。にほんのトイレです。

Source:

go.weblogs.jp/photos/work11/a08.html
http://www.meiboku-ichiba.jp/meiboku/images/washitsu.jpg
http://img01.hamazo.tv/usr/okaachan0124/%E7%BE%BD%E6%AF%9B.JPG
http://www.aoisetsubi.com/img/AA00242.JPG
http://blog-imgs-12.fc2.com/m/i/k/mikan101/20071029103429.jpg

11がつ１９にちのアクティビティ

きょうのアクティビティです。There are 4 activities. If you do not finish within class time please finish at home. Use your time effectively!

1. Watch the podcast movies of other groups and comment. (30 minutes)

This is individual work.

• Go to the podcast folder under the shared “Courseworks” folder.
  
• Watch the podcast movies (or script).
  
• Keeping the goals, audience, and evaluation categories in your mind, comment in English (Include at least one sentence in Japanese).

Goals:
• You will have the chance to actively express your opinions to a real Japanese audience by using Japanese language and other modalities (tone of your voice, body language, pictures, color, font etc.)
• You will have the chance to consider first-hand how big media operates and presents information

Audience:
• The worldwide audience of Japanese-speakers interested in New York, Columbia University, or life at an American university - and also your classmates, of course

Evaluation Categories
1. Language:
Grammar, Vocabulary, Accurate, Correctness
2. Content:
Creative, Original, Interesting, Entertaining, Fun, Funny, Enjoyable, Humor, Informative, Effective Use of Music/Sound/graphics, Quality over Quantity.
3. Presentation:
Adequate speed, Coherent, Clear (topic and direction), Natural.
4. Consideration:
Appropriate/relevant to the audience, Adequate length (Not too long unless it's REALLY interesting), Engaging, Good Transition, Proper editing, Coherence.
5. Goal/Purpose/Idea
6. Effort
7. Openness to Others' Comments



2. Think about your communication with others in blogging (15min)

Make a group of 2-3. Discuss below questions with your group members. Write your answers by commenting on this post. (Don’t forget to write your names!)

• Look at your past communication exchanges and examine how much you could continue communicating with the people whose blogs you made comments and from whom you received comments.

1. If your communication did not last long, why didn’t that communication last? How can you make it longer?
2. If your communication has lasted, why do you think it lasted? Are there different ways to keep the communication going?

3. Check the comments made on your own blog, as well as if others have/have not responded to comments that you made on their blogs. (10 minutes)

This is individual work.

• Keeping your answers of 2 in mind, check the comments that others have made on your blog, as well as check if others have responded to comments that you have made on their blogs.
• If you think it is necessary, respond to any questions or comments.
• Record where you have commented on your comment sheet so you know where you have commented.

4. Write in your own blog. (10 minutes)

• Write in your blog in Japanese.
• The topic can be anything. If you don’t have any ideas write about what you did during the long weekend (Nov. 1-4) and how it was. Use counters if you can.

More counter suffixes!

レッスン１１で数助詞（すうじょし：counter suffix）をべんきょうしていますね。数助詞はたくさんあります。ウィキペディアにありますから、見（み）てください！

http://en.wikipedia.org/wiki/Japanese_counter_word