よいお年を！

９月から３か月日本語をべんきょうしました。みなさんは９月に日本語がぜんぜん分かりませんでしたが、今日本語がじょうずになりましたね！

今年のさいごのうたは『おしょうがつ(New Year's Day)』です。



それでは、また１月にクラスであいましょう！よいお年（とし）を！(= Happy New Year (this expression is used before New Year’s Day.))

Katakana Literary Work Nomination!

In the katakana project, we examined how Katakana is used in the actual context and compared those actual usages with the Katakana descriptions in various textbooks. We hope that you have had interesting insights through this project. As some of you already mentioned in your analysis, textbooks are never able to exhaust all rules. Textbook authors always need to select and organize particular constructions of reality from the vast universe of knowledge.

There are many notions that we tend to consider as self-evident. For example, we may think that Katakana is used only for loan words, textbooks present correct, neutral, and essential information and knowledge, or Japanese people speak Japanese language. But do these “self-evident” notions truly reflect the realities? We believe that questioning or reflecting your understanding of these “self-evident” notions is the first step to make yourself involved into the community. We should not just wait for the community to take the initiative to change but change the community by ourselves. Hence the katakana project was an attempt to put this concept into practice.

As educators we feel that it is extremely important for us to help a person grow, because we will be sharing the world together, and will all be responsible for the future community. Let’s make a better world together!



先週の木曜日に、クラスメートのせんりゅうやマンガを評価（ひょうか:evaluation）しましたね。その中で、とてもいい作品（さくひん:piece of work）を紹介します（しょうかいします:to introduce）。

セクション１
1. Omoshiroi Nihongo (せんりゅう１ せんりゅう２ せんりゅう３）
2. Rachel-chan no blog （せんりゅうとはいく）
2. 〜 マーリ の ブログ 〜 ^_^ （はいく）


セクション４
1. ジェシカのblog （まんが）
2. Josh's Japanese Blog （ものがたり:Story）
2. Nihongo suki （せんりゅう）
2. Q's （せんりゅう）


セクション５
1. Welcome to John's World... （せんりゅう）
1. ケんのBLOG （せんりゅう）
2. Acopian Greg　とにほんごではなそう。 （せんりゅう）

Best Composition: ２０年後のわたし

一ばんいいさくぶん

（セクション１）


（セクション４）


（セクション５）

おずレストラン

www.gis.net/bostonwalks/NYwalks.htm

さとうクラスのみなさん、きのうはどうもありがとう！おずレストランのたべものはとてもおいしかったですね。わたしはサーモンコロッケをたべましたが、とてもおいしかったです。みなさんのたべものはどうでしたか？みなさんのはなしもとてもおもしろかったです。

クラスのしゃしんはあとでみなさんにおくります。とてもおもしろいですよ！

きまつしけん(final)がんばってください！

１２月１４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!

If you haven't finished "Evaluation of katakana literary works" and/or "Evaluation of the katakana project," click here and finish them before doing today's activities.


1. Course Evaluation (If you haven't finished)

• 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.

2. Evaluation of the blog (15 minutes)

• Read the evaluation categories shown below.
• Click the form below and rate your classmates' blog and your blog between the scale of 1-10.
  
• Evaluate them and type comments. Make sure to write at least one sentence in Japanese.
• Your comments will be given to the bloggers.
  

Nazikian-sensei's class

• If you are リャンリー、ジン・ワン、チャオリー、ヴィンセント、ジェフリー、ジャン　ハー、レイチェル, Click here.
• If you are ティーカイ、マーリー、メアリー（ウッド）、アリス、エレナ、メイヴ, Click here

Hamada-sensei's class → Click here


Sato-sensei's class

• If you are アリ、アンナ、ロワン、メリッサ、チンラン、モリーン、スティーブン, Click here.
• If you are サイモン、キア、オラ、ヘイン、イアン、ジェシカ、キーリー, Click here.
• If you are ユーシー、ユージン、ジャシュ、ウェルトマン、レベッカ、マイケル、ホセ, Click here.

Evaluation Categories
1. Language
Correct grammar, Application of relevant Nihongo, Vocabulary, Sentence Patterns, Flex your にほんごのmuscle, Not make the same mistakes

2. Content
Pictures and videos, Interesting, Personal, Unique, Computer graphics, Informative, Related to the general theme (Nihongo), Not too abstract, Japanese, Japanese culture, たのしい, Appropriate, Spicy, New information, Hobby, Weekend

3. Layout
Prettify, Clean appearance

4. Communication
Reply to a comment, Responsive, Involved comments

5. Consideration
English translation, Leveled towards the audience, Relate-able, Use of かんじ, Succinct, Brevity

6. Update Regularly
Regular/frequent update but not too frequent



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

• Click here and evaluate blog project. 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.

4. Play the Jeopardy game. (30 minutes)

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

１２月９日／１０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 5 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 katakana literary works (25 minutes)

• Read the evaluation categories shown below.
• Click the form below and rate your classmates' work between the scale of 1-10.
• In addition, leave comments about their literary works on their blog. (Make sure to write at least one sentence in Japanese.)

Nazikian-sensei's class → Click here

Hamada-sesnei's class

• グレッグ、ジェイド、ジュディー、エスタ、ヒースー → Click here
• ヒースー、ミンヒュン、スティーブン、ジョン、ケン → Click here

Sato-sensei's class

• オラ、ヘイン、イアン、ジェシカ、キーリー→ Click here
• ユーシー、ユージン、ジャシュ、ウェルトマン、レベッカ→ Click here
• マイケル、ホセ、アリ、アンナ、ロワン→ Click here
• メリッサ、チンラン、モリーン、スティーブン、サイモン、キア→ Click here

(Katakana Literary Work Evaluation Categories)

1. Emotiveness (Appeal to heart)

heartfelt emotions, captivating, moving, inspiring

2. Informativeness (Message)

beneficial to learn something new, thought-provoking, culture, insight into a human problem, having a purpose, message/theme stays with you

3. Aesthetic Factors (Beauty)

aesthetically pleasing, beautiful drawings (manga)

4. Creativity (Interest)

ユーモア, interesting, humorous, entertaining, meaningful, insightful, imaginary, creative, new, profound, climax/resolution (manga)

5. Consideration for Others (Ease of Reading)

Readable, easy to follow, recognizable, concise, relatable

6. Language (Relation to Language)

variety of vocab, descriptive words, onomatopoeia (manga)

7. Other

Authentic, communicated

2. Evaluation of the katakana project. (10 minutes)

• Click here and evaluate katakana project. 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.

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

• Go to Audio Discussion, 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 (Nazikian: fn2108@columbia.edu, Hamada: hh2373@columbia.edu, Sato: ss903@columbia.edu).

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)

ニューヨークの日本の本屋（ほんや）

しゃしんはyelpから

ニューヨークには日本の本屋があります。ブライアントパークのちかくです。日本語（にほんご）の本がたくさんあります。それから日本の本もたくさんありますよ。

２かいにはとてもすてきなカフェがあります。そこに日本のおべんとうやおにぎり、ケーキなどがあります。

Kinokuniya
1073 Avenue of the Americas (6th Ave.)

(212) 869-1700

パーティー

きのうはクラスでパーティーをしましたね。ちゅうかりょうりの中でどれがいちばんおいしかったですか。とうふですか、ぎょうざ(餃子：dumpling)ですか、なす(eggplant)ですか。とうふはちょっとからかったですが、おいしかったですね。ブロッコリーとチキンはどうでしたか。

フォチュンクッキーは中国にありません。アメリカ人がつくりました。みなさんはフォーチュンクッキーがすきですか。

ジョパディー（Jeopardy)

みなさんはジョパディーをしっていますか。アメリカのクイズショーです。このメロディーはアメリカでとてもゆうめいですね。



いっしょにきまつ(final)しけんのジョパディーをつくりましょう！

１１月２５日のアクティビティー

There are 5 activities today. If you don’t finish within the class period, finish them at home.

1. Read literary works from other sections. (10 mins)

• Read at least 3 literary works from other sections.
• If you think it is necessary, leave your comments.

2. Revise your literary work or create a new literary work. (15 mins)

• Read the comments for your literary work entry.
• If you think it is necessary, revise your literary work.
• If you would like to create a new literary work, you may create another one.

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)

• 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. (15 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 (Oct. 31-Nov.3) and how it was. Use counters if you can.

5. Watch the podcasts and leave your comments. (15 mins)

Next semester, in Nazikian, Sato and Hamada’s classes, we will make a podcast. A podcast is a series of digital media files (audio/video) that are released via the Internet. In our Japanese class, we will make a podcast video by using various types of modality (voice tone, gesture, font color, font style, picture, etc). In order to see how the podcasts are like, watch some of the podcast videos that were created by our past students.

• Go to the website below and be aware of the purpose of creating the podcasts.
  

http://americatomodachi.blogspot.com/2008/10/blog-post_13.html

• Go to the website below.

http://nyjapanesetime.blogspot.com

• Watch at least two podcast videos that appeal to you.
• Leave your comments on the comment section of each video you watched.
• Think of ideas about the type of podcast videos that you would like to make for the next semester.

助数詞（じょすうし：Counter suffix）

レッスン１１で、たくさん助数詞をべんきょうしましたね。にほんごには、たくさん助数詞があります。

この助数詞は、なにに　つかいますか？

1. 部（ぶ）
2. 泊（はく）
3. 匹（ひき）


答（こたえ：answer）は↓ここにあります！

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

Katakana Literary Work Evaluation Categories

1. Emotiveness (Appeal to heart)

heartfelt emotions, captivating, moving, inspiring

2. Informativeness (Message)

beneficial to learn something new, thought-provoking, culture, insight into a human problem, having a purpose, message/theme stays with you

3. Aesthetic Factors (Beauty)

aesthetically pleasing, beautiful drawings (manga)

4. Creativity (Interest)

ユーモア, interesting, humorous, entertaining, meaningful, insightful, imaginary, creative, new, profound, climax/resolution (manga)

5. Consideration for Others (Ease of Reading)

Readable, easy to follow, recognizable, concise, relatable

6. Language (Relation to Language)

variety of vocab, descriptive words, onomatopoeia (manga)

7. Other

Authentic, communicated

１１月のうた（「大きなくりの木の下で」）

こんげつは１１月です。もうあきですね。あきはくりがとてもおいしいです。（くりはえいごでchest nutです。）１１月のうたは「大きなくりの木の下で」です。

http://www.ita-ten.com/song/1013.htmlから

わたしはくりがだいすきです。たとえば、モンブラン（くりのケーキ）やマロングラッセはとてもおいしいです。

モンブラン

takeout.gnavi.co.jp/c899801/より

マロングラッセ

www.kanshin.com/keyword/979420より

これはゆうめいなゴスペラーズの「大きなくりの木の下で」です。うたがとてもじょうずですね。

カタカナプロジェクトの文献（ぶんけん:Article）

カタカナプロジェクトの文献（ぶんけん: Article）があります。とてもおもしろいですよ！よみませんか？ よみたい人（Person who want to read）は、先生にEメールをおくってください。

カメ（Turtle）のうえに　カタカナのボール（Ball）があります！？

Some books written in Tenpyoo era (天平時代：てんぴょうじだい)says that Makibi Kibino (吉備真備：きびのまきび) created katakana. (There are also other scholars who propose other hypotheses regarding how katakana were created.) In Mabi town (真備町：まびちょう), Okayama prefecture, where Makibi Kibino was born, there is this turtle statue with katakana. Why turtle? That's a mystery...　↓The information is taken from the website.
http://kibiburu.com/katakana.html

カタカナと　えがありますね。だれがこのチャートをみますか？？

しゃしんのリンク
http://kibiburu.com/img/katakana.JPG
http://bcimg2-a.dena.ne.jp/bc21/u6657102/00360004/A27-129.jpg

Art of Samurai （メトロポリタンびじゅつかん）

メトロポリタンびじゅつかんで１月１０日まで"Art of Samurai"があります。さむらいがすきな人はいますか。メトロポリタンのじかんはウェブサイトをみてください。

（しゃしんはメトロポリタンびじゅつかんのサイトから）

よろい(armor)とかぶと(helmet)やけん(sword)もありますよ。

１１月１２日（木曜日）のアクティビティー

We have 3 activities today. If you don’t finish within the class period, finish them at home.

1. Form a group of 3-4 and discuss what makes a good literary work (e.g., senryu, story, manga, poem, etc). (10 minutes)

After you have created your own literary work, your teacher as well as your classmates will evaluate your work mutually. Based on today’s discussion, we will create evaluation criteria that will be used at the end of the semester.

• In a group of 3-4, discuss some of the characteristics that would make a good literary work (e.g., senryu, story, manga, poem, etc)..
• Share what you have discussed by posting comments on this blog entry. Include all the group members’ names. *Initial is OK too.

2. Read comments on your blog (especially for your katakana analysis entry) and comment them back if necessary. (10 minutes)

• Read all the comments for your katakana analysis entry. If you feel that those comments need to be responded, comment them back.
• If you have time, read the comments for all your other entries. Again, if you feel that those comments need to be responded, comment them back.

3. Make a literary work by using katakana. (25 minutes)

(1) Read other people’s comments on “what makes a good literary work”. (2 minutes)

• Scroll down to the comment section of this entry and read other people’s comments on “what makes a good literary work”.

(2) By using katakana words/expressions, create your own literary work and post it on your own blog. (23 minutes)

So far, we have searched and categorized various usages of katakana. And we have also analyzed the purposes and effects of each katakana word/expression. By making the most of what we have learned through our katakana project, create literary work using various usages of katakana, instead of using just a single usage of katakana (e.g. loanword only).

• Choose the type of your literary work among Senryuu, manga, story, poem, etc. If you want to do 2 different types of literary works, you may create another one.
• If you choose to write Senryuu, read the previous blog entry about Senryuu and review the rules. You have to write at least 3 Senryuu works.
• Leave your own comment for the same blog entry (the one you published your literary work) and explain why you have used the particular katakana words in your literary work as well as their effects.
  

川柳（せんりゅう）と俳句（はいく）

（しゃしんはwikipediaより)

みなさんは川柳（せんりゅう）をしっていますか？川柳（せんりゅう）は日本の短い（みじかい：short）詩（し：poet）です。

It consists of 3 lines with 17 (5-7-5) or more/fewer morae. The below is the example from Wikipedia.

どろぼうを

とらえてみれば

わがこなり

The robber,

when I catch,

my own son

The subject of senryu is based on human nature, and it's usually satirical/ironic.
There are people who make senryu in English. Click here and here.

Senryu is similar to haiku. However, haiku usually have seasonal expressions which senryu don't have to have.

カナダのチョコレート

カナダのメープルシロップはゆうめいですね。そして、このはこはとてもきれいですね。チョコレートもとてもおいしかったです。Oさん、どうもありがとう！

ひらがなとカタカナとかんじのれきし(History)

ひらがなとカタカナのれきしはおもしろいですよ。つぎのリンクをクリックしてください。

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

http://www.asahi.ch/english/japanese_writing_system.php

これはにっきです。かんじとひらがなですね。おとこのひとがかきましたか、おんなのひとがかきましたか。

これはめいじのけんぽう（Constitution）ですが、かんじとカタカナです。

http://www.h4.dion.ne.jp/~ishii/old/old_literat.htm　

http://www.lib.yamaguchi-u.ac.jp/exhibition/2004kin/tenji_mokuroku.htmlから

せんしゅうとこんしゅうのフレーズ

ねむい
まずい
すごい
つくります
わすれました
ハグする
さみしい／さびしい
しょうテスト
うたをうたいます
ながぐつ
あめがふっています
くもり（です）
はれ（です）
たいよう
（ともだち）になります

おおきなふるどけい

ひらいけんはわたしのだいすきなポップシンガーです。とてもゆうめいですよ。うたもとてもじょうずです。

Have you encountered with issues on leaving comments?

Recently, some people have encountered with issues on leaving comments when using Blogger. Their problems were that they could not leave any comments, or there were also times that their published comments somehow disappeared completely from the blogs.

In order to avoid these issues, it is strongly recommended that you change your comment box to the pop-up style. Here are the steps on how to change your comment setting.


1. Click "New Post" located in the upper right-hand corner of your own blog page.


2. Click the "Settings" tab that is found in the upper left-hand corner of the screen.


3. Click "Comments" located in the upper-center area of the screen.


4. Check the "Pop-up window" option of "Comment Form Placement."

Yさん、どらやきをどうもありがとう！

Yさん、とてもきれいな、そして、おいしいどらやきをどうもありがとう。みなさん、どらやきはどうでしたか？おいしかったですか？

１０がつ２６にちのアクティビティー

This is today’s activity. If you cannot finish within class time, finish at home.

In 1-3 below, write at least 1 sentence in Japanese.
From here, work on your own.

1. Read the comments on your own blog. (10 minutes)

• Read the comments of the people who commented on your blog. (If you already read them skip #1 and go to step 2 below.)
• If you feel that it is necessary, respond back to the people who commented on your blog.
  

2. Confirm if comments you have made on others’ blogs have been responded to, or not. (10 minutes).

• Check the status of comments you have left on others’ blogs. (If you have already done this, skip to step 3.)
• If you think it is necessary, respond to any comments.
• To ensure that you remember where you commented, make sure to record on your comment sheet.
  

3. Comment on the blogs of students in other sections, and other universities (at least 2). (10 minutes)

• To go to blogs in other sections, look at the link list on the right-hand side of the page.
• To go to the blogs of students in other universities and countries, click on the link on the right-hand side of the page that says, "せかい(world)" under “ともだちをつくろう(Let's make friends.)” At this site you will see にほんごいちねんせい as a link on the right, and underneath it there are various university’s names. If you click these links you will be brought to university homepages which have student blogs either on the right side or on the left side.
• When you read the blogs and think they are interesting, comment on their blogs.
• To ensure that you remember where you commented, make sure to record on your comment sheet. Hand in your comment sheet at the end of class.

From here, work as a group of 3~4.

4. Work on categorizing katakana words/expressions. (15 minutes)

• Discuss with your group members in which category each of the katakanas you found should fit. (If you don’t know the answer, please seek opinions from the instructor and the TAs.)

(Category)

- Onomatopoeia - Emphasis - Loadwords

• If a katakana word/expression doesn’t fit into any of the categories written above, create a new category for it.
• Write the category, the katakana, the transcription/translation, and the place where you found the katakana in the comment section of the blog. See the example below.

(Example)

Loanword, スタイル(style), Newspaper

From here, work on your own.

5. Think about katakana use and write your analysis on your blog. (15 min)

にほんのだいがくせい and TAs at Columbia will read your analysis and make comments on your analysis.

• Choose at least 2 katakana words/expressions that you found and think about what kinds of effects / purposes there may be in these words/expressions writing in katakana instead of hiragana or kanji.
  
• Also, think why there are such effects/purposes.
• Think about why each textbook is different in explaining katakana, and why the textbooks explained katakana in the manners that they did.

Write what you have written in the above questions on your blog. In title, write "Katakana Analysis".

カタカナプロジェクトにコメントしてくださる協力校の皆様＆TAさんへ

コロンビア大学日本語学科１年生のカタカナプロジェクトにご協力いただいてありがとうございます。

コロンビア大学の初級日本語クラスでは、カタカナプロジェクトという新しいプロジェクトに取り組んでいます。このプロジェクトでは、以下の最終目的を掲げて行っています。

1. 情報や知識を鵜呑みにするのではなく、色々な視点から考え直し検証しながら、その情報や知識に関わって行く。
2. 教科書のカタカナに関する記述がどういう背景で出てきたかを考察する。
   

このプロジェクトでコロンビアの学生は、以下のことに取り組みます。

1. さまざまなジャンルやコンテキストを調べることで、教科書に書かれてあるカタカナの説明（外来語、擬音語・擬態語、強調に使われる、など）以外にどのようなものがあるのか発見する。
2. ひらがなや漢字で書くのではなくカタカナで書くことによってどのような効果・意図があるのか、そしてどうしてそのような効果・意図があるのか分析する。
3. どうして教科書には上記のような説明がされているのか考える。
4. 実際にカタカナを使って文学作品（川柳や詩など）をつくる。

今回は皆様に、上記の（２）の過程で学生が分析したものにコメントをいただけたらと思います。日本語初級の学生はまだまだカタカナに触れた時間が短いため、皆様のコメントが参考になると思います。

（２）の過程において、コロンビアの学生は以下のような分析をします。

Katakana: ホンダ

I think it sounds cool to write “honda” in katakana because katakana is often used for loanwords and Japanese people think western culture is cool.

上記の分析に、以下の例のような率直な意見を英語（簡単な日本語も入れていただくと学生も喜ぶと思います）お書きください。

（例）

I have never thought that there is such an effect that katakana sounds cool. I also think that English expressions look cool, but I would write in English instead of writing in katakana because English, not English expressions in katakana, looks much cooler. I’m not sure if English expressions in katakana really look cool.

（ステップ）

• ページの右に「クラスメート　セクション１、４、５」と書いてあります。その下にあるリンク（例えば、「Jing's Japanese Journy」）をクリックして下さい。
• 「Katakana Analysis」という記事をお読みください。
• ブログの記事の一番したにある「0 comments」（コメントがある場合は０ではなく、１，２などの数字になります）をクリックして、コメントをお書きください。

• クリックするとコメント欄がすぐ現れる場合と、さらに「コメントを書く（Post A Comment）」をクリックしていただかなければならない場合とがございます。
• 次に下のようなコメント欄が出てきますので、

1. コメント欄にコメントを記入、
2. ひずんで見える文字をそのままタイプ（スパム防止です）、
3. Googleのアカウントをお持ちの方は、アカウント名とパスワードを入力、お持ちでない方は「匿名（anonymous）」をチェック、
4. 「コメントを公開（Publish your comment）」をクリック していただくと完了です。

• 学生の設定によってはスパム防止のため匿名のコメントを受け付けない設定になっている場合もありますので、コメントをお書きいただく前にご確認ください。なお、その場合、コメントを浜田宛(hh2373@columbia.edu)に送っていただいても構いません。

お忙しいところお手数をおかけいたしますが、よろしくお願いいたします。

Language Lab

うちで　language labの　れんしゅう(practice）が　できます(can do）！

http://www.lrc.columbia.edu/about/services/language-resources.html

If you want to practice the language lab materials before/after going to the language lab, you can do so at home!!

Mさんのおばあさんのほん

これはMさんのおばあさん(grandmother)のほんです。Mさんのおばあさんはアメリカでうまれました。そして、にほんへいきました。

The following is the Amazon's product description:

This is the story of an American-born daughter of Japanese immigrants who is caught in Japan in the 1940s and returns to America after the war. She spends her early childhood exposed to two cultures in a pre-war Japanese settlement in West Seattle. When U.S. anti-Japanese sentiments escalate, she is called “Jap” and told “Go back home.” Her parents take her to their homeland. Here, she experiences discrimination from the Japanese, who call her “Yankee girl” because she is different and because of anti-U.S. sentiment. During the war, she and her family endure terrifying air raids, severe food shortages and many other hardships. They are only 40 miles from Hiroshima when the Americans drop the atomic bomb and they feel its massive jolt. Two years later she travels alone to Boston and works her way through college. Although this intrepid young woman encounters enormous hurdles on both sides of the Pacific, she refuses to allow anyone or anything to crush her spirit. A great read!

Katakana Project

Objectives of the Project

1. Explore various uses of katakana.
2. Practice using various katakana expressions.
3. Observe how Japanese textbooks explain katakana and think about why those textbooks explain katakana in such manners.

Outline of the Project

1. Understand the manners in which Japanese textbooks explain katakana.
2. Gather various katakana expressions from sources such as books and magazines.
3. Think of the ways in which the various katakana expressions could be categorized. Consider what kinds of effects and purposes there are in writing in katakana.
4. Think about why the textbooks explain katakana in such manners.
5. Prior to producing literary works (such as senryu, manga, or stories) using katakana, discuss how you can make your literary works interesting. Based on this discussion, the class will create the criteria by which the literary works should be evaluated.
   
6. Produce literary works using katakana.
7. Based on the evaluation criteria decided in step 5, write comments on the literary works of the classmates.
8. According to the comments from the classmates, revise and/or re-produce the literary works.
9. Appreciate the classmates’ literary works once again, and based on the evaluation criteria decided in step 5, choose the top 3 literary works in class.
10. Write comments on the project itself.

こんしゅうのフレーズ

すいか
いちご
もも
りんご
さくらんぼ
まきます
ごちそうさまでした。

Blog Project Evaluation Categories

1. Language
Correct grammar, Application of relevant Nihongo, Vocabulary, Sentence Patterns, Flex your にほんごのmuscle, Not make the same mistakes

2. Content
Pictures and videos, Interesting, Personal, Unique, Computer graphics, Informative, Related to the general theme (Nihongo), Not too abstract, Japanese, Japanese culture, たのしい, Appropriate, Spicy, New information, Hobby, Weekend

3. Layout
Prettify, Clean appearance

4. Communication
Reply to a comment, Responsive, Involved comments

5. Consideration
English translation, Leveled towards the audience, Relate-able, Use of かんじ, Succinct, Brevity

6. Update Regularly
Regular/frequent update but not too frequent

じこしょうかい (self-introduction)

These are the best self-introductions!

（セクション１）





（セクション４）







（セクション５）

にほんのおかし(sweets)

きょうのエントリーはにほんのおかしです。

これはおまんじゅうです。

http://www.kanshin.com/keyword/526226

どらやき：どらやきはドラえもんがだいすきです。

http://www16.ocn.ne.jp/~sohoup/

たいやき：「たい」はさかなです。

http://shop.crap.jp/info/taiyaki/index.htm

「やきます」はえいごでbake, grill, roast, burnです。

アリさん、ありがとう！

Aさん、どうもありがとう。カップケーキはおいしかったですね。そして、きょうはKさんのたんじょうびでした。Kさん、たんじょうびおめでとう！いまなんさいですか。

１０月１２日のアクティビティー

There are 5 activities today. If you cannot finish all of them, do the rest at home. Use your time effectively.

1. Listen to your classmates’ introductions and please choose the one you think is best. (20 min.)

• Go to Courseworks and click Discussion. Then, listen to the 8 introductions listed below your own introduction. Choose the best introduction out of the 8.
• E-mail the name of the person who had the best introduction and the reason you chose the person to your instructor (Sato: ss903@columbia.edu, Hamada: hh2373@columbia.edu, Nazikian: fn2108@columbia.edu).
• We will post the best introduction on the class blog.

2. Discuss what makes a good blog in groups of 3-4 people.(10 min.)

At the end of the semester we will have not only teachers but also you and your classmates evaluate each other’s blogs. We will use the results of your discussions today as a basis for deciding the criteria that we will use to evaluate the blogs at the end of the semester.

• Discuss what makes a good blog in groups of 3-4 people.
• Post the result of your discussion in the comment column of the blog. Make sure to include your names or initials with the posting so we know that you have commented.

3. Read the comments made about your own blog. (10 min.)

• Please read the comments made by others about your blog. (People who have already read these comments can skip ahead to step 4 below.)
• If you feel that it is necessary, please respond back to those who have commented on your blog.
  

4. Comment on the blogs of students from other sections, as well as the blogs of students from other universities. (Comment on at least 2 blogs). (10 min.)

• To view the blogs of students from other sections, look at the list of classmate links on the right side of the page.
• To view the blogs of Japanese Level I students from other countries or other universities, click on the “Lets’ make friends” link on the right-side of the page. You will see a link for (にほんごいちねんせい)　and under this link is a list of other universities. If you click on each of these links you will be brought to a listing of blogs of students from other universities.
• Read the blogs and if you think you would want to be friends with a student, please comment on their blog.
• Write at least one sentence in Japanese that includes one Japanese vocabulary word that we have learned!
• Record which blogs you have commented on by writing them down on a comment sheet. Submit the comment sheet to the teacher at the end of the class.

5. Post your blog entry in Japanese. (15 min.)

• Write a blog entry in Japanese.
• If you have no idea what to write, you can write about what you did on the weekend or your daily schedule.
  

こんしゅうのフレーズ

（セクション４）

• わくわくする
• どきどきする
• うんどうする
• だめ（な）
• 〜さま
• へん（な）
• しゅみ
  

デスノート

きょうクラスでデスノートをみましたね。これはデスノートのえいがです。みてください！

こんしゅうのフレーズ(Phrase)

(Section 4)

• 〜でうまれました
• 〜にすんでいます
• 〜があります
• おそい
• おそくなりました
• せいしょ
• たいせつ（な）
• わすれました
• さむい
• だいじょうぶ
• Xはにほんごでなんですか。
  

ぼくはくま

こんしゅうのフレーズ(Phrase)

(Section 4)
〜がすきです。
だいすきです。
びょうき（です）
しつもんがあります。
やった !
〜をみつけました。
みんな／みなさん
おなかがすきました。おなかがぺこぺこです。
おく(100,000,000)
します
いきます
たべます
ひきます
かいます
りょうり

チャットクラブ (Chat Club)

チャットクラブはおもしろいですよ！にほんごをはなしました。みんなにほんのスナック(snack)をたべました。

わたしのすきな（favorite）もの

これはペーパーホルダー（ぺえぱあほるだあ：Paper Holder）です。かわいいですね～。



これは　カッパ（かっぱ）の　ぬいぐるみ（stuffed animal）です。これも　かわいいですね～。　カッパ（かっぱ）は　なんですか？？



これは　うしの　おきもの（doll）です。これも　かわいいですか？


(^ _ ^)/~~サヨナラ

ポニョ（ぽにょ）

みやざきはやおのあたらしいアニメ(anime)のタイトルはポニョ（ぽにょ）です。ポニョはなんですか。わたしもわかりません。これはにほんのポニョです。



これはアメリカ（あめりか）のポニョです。

にほんの o(^^o)(o^^)o

にほんのかおもじ (facemark) です。

1. ~~~ヾ(＾∇＾)
2. ｍ（．＿．）ｍ
3. （；_・）

こたえ(answer)は：

http://club.pep.ne.jp/~hiroette/en/facemarks/body.html

にほんのひと（うただひかる、キーン(Keene)せんせい、はとやましゅしょう(prime minster）)

このYouTubeはうただひかるです。みてください。ちょっとふるいです。



あたらしいのです。

(wikipediaから)

キーンせんせいのサイト(website)は ここです。

（wikipediaから)

はとやまさんは にほんの あたらしいしゅしょう(prime minister)です。はとやまさんのwikipediaはここです。

ひらがな

ひらがなのYou Tubeです。Brushですか、 hookですか、 stopですか？みてください！

Activities on September 17th

Today, complete exercises 1-4. (If you do not finish in class, finish at home). Those who have time, complete exercise 5 as well.

1. About the Blog Project

• We will start a blog project today. First, start by reading the post titled “blog project”, which illustrates the purpose of this project. Scroll all the way down and you will see the entry titled “blog project”.

2. The Development of the Blog

1. On this page, if you scroll down you will see the post titled: “How to Open a Blog Account.” Read this and develop your blog. If you have any questions, ask a nearby classmate any questions first, before asking the instructor.
2. Once you have started your blog, send the blog’s URL address to your instructor. (Sato: ss903@, Hamada: hh2373@, Nazikian: fn2108@).
   

3. Write a Self-Introduction in Japanese

1. In hiragana, write the first draft of your self-introduction. (Do not publish it online yet). For those who do not want to use their real names, it is also fine to use a pseudonym. For those who do not know how to type in Japanese, click on the “Japanese and Computer” link on the right-hand side of this page. If after reading the information you still have questions, first ask a classmate before asking the instructor.
2. After writing your self-introduction, form groups of 2-3 students to peer edit your self-introduction. (Is your hiragana written correctly?) *If the hiragana appears too small on the page and is difficult to read, press the “Apple/command” key and the “+” key together, (PC users press the “Control” key instead of the “Apple/command” key) and the characters will get larger.
3. After everyone in the group has read and corrected each others’ self-introductions, click “publish post” which then allows your post to be published.
   

4. Post in English (or your native language)

• Write in English (or your native language) about why you chose to study Japanese, also include what you are excited about, and you find difficult after your first 2 weeks of class.

*If you use a translating site (links are to the right), then everyone can read it so it does not have to be in English!

5. Comment

1. Comment on your classmate’s blogs.
2. Comment on the blogs of your fellow first year students in the United States or from Hong Kong. To see other school's blogs, click on the “せかい (world)” link under "ともだちをつくろう (Let's make friends)" on the right-hand side of this page. You can find five schools (including Columbia) under にほんご１ねんせい.