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。