My Japanese classes/lessons included practices to develop skills of speaking, reading, listening, writing, interacting, and constructing/performing students’ own dialogues by pairs/groups or by oneself and learning Japanese used in travelling in Japan. Speaking practice sometimes used the pictures, concepts or topics from the brochures of the Japan National Tourism Organizations, Jenta, Nichigo Press, Daily Telegraph etc. Also, understanding and analyzing Japanese culture are important part of the course.

My Intermediate 3 is studying with Japanese for Busy People Book 2 (currently the middle of Unit 2). Also, I give handouts to increase vocab and simple sentences with use of the vocab for practical language learning for travelling or staying in Japan with use of other relevant books. Their Japanese linguistic level is improving progressively, so it is exciting to see that. For example, in discourse writing for homework, such as dialogue with a particular situation for travellers (the situation was at a restaurant and the dialogue was to start with a courteous waitress’ customer service phrases that were from the handout we had gone through in class), the students wrote their own impressive and distinctive dialogues and read them out in class. That was delightful.

As for my students for weekly tutorials, they have been studying and exploring the learning with their deep interest and creativity. So, teaching them is very fun too! One of them, who is a company executive, wishes to take a 2 weeks’ Japanese course in Tokyo a few months later and he is very excited about that plan too. For his lessons, we use Japanese for Everyone (currently, its Unit 2). He enjoys using that book as the main book for the tutorial lessons. Just as the above Intermediate 3, I give and use materials of other books, esp. ones for travel or life in Japan based reference books for practical language teaching.

Another tutorial student too, she is studying very actively and keenly. With her preference, we use Genki Book 1 (currently, its Unit 3) for the main textbook. As the above teaching, I give other reference materials for increase of vocab (with simple sentences making by applying such vocab) and other sentence making exercises for creative and realistic language learning and Japanese language usage.

to 2 students separately; both are in the stage of Beginners 2. One (a company executive in the major industry) began using Japanese for Everyone (with my recommendation) since its main topic is not university student’s life but working people (non-Japanese speakers) and the book is excellent in vocab, grammar, discourse/dialogue teaching, script teaching, interesting/stimulating presentations of exercises and beautiful pronunciation of the speakers. Only and major weakness of that book is that it was published many years ago. I try to use and increase teaching more of the language used in travelling in Japan and non-Japanese people’s life in Japan plus plain forms of verbs etc as the supplementary teaching so that the teaching will be practical and more useful.

As for culture etc and news reported from Japan in the recent month and weeks, I spoke about the following in lessons. Most of the information is from NHK TV News (shown on SBS TV).

Regarding the voting rights, until the recent time, the age that people can vote for elections was 20 years old. However, recently, through the Diet, it legally became 18 years old (just like many other advanced countries).

Japanese share market price was continuously improving and about 2 weeks ago, it reached the level of the one 18.5 years ago. Similarly, the prices of land esp. Tokyo, Osaka, Nagoya as the main examples. The highest one is 14%  higher than before.

Japan has been absolutely excited with the brilliant performance of its female soccer team Nadeshiko, in the World Soccer, week after week. The delegate of one of the other countries that played with Nadeshiko and lost against the latter said something like the following. Nadeshiko team, its girls are shorter than his/her team players, but Nadeshiko’s athletes have many more skills and their own strategies to use during the match. –  That comment reminded me of Japanese car manufacuters!

Japanese Teacher, Toshiko Jackson

5.7.15

 

My Japanese classes/lessons included practices to develop skills of speaking, reading, listening, writing, interacting, and constructing/performing students’ own dialogues by pairs/groups or by oneself and learning Japanese used in travelling in Japan. Speaking practice sometimes used the pictures, concepts or topics from the brochures of the Japan National Tourism Organizations, Jenta, Nichigo Press, Daily Telegraph etc.

My Intermediate 2 has finished the course. The clients’ satisfaction level was very high, so it made me quite happy. They like to go to the next level. If everything is fine and the new, higher level/class is made for them, the level will be the highest level in Japanese for the first time at SLS; many congratulations to the students’ great and valuable enthusiasm and efforts given and pursuit in learning Japanese and its culture. As the example of their unique keenness, one of the students has recently planted 2 maple trees in his/his family’s garden and other student began trying reading a Japanese novel of a highly known writer, which the student is very interested in, after her reading English translation of the novel.  Wonderful.

The above mentioned class, Intermediate 2 finished Unit 1 of Japanese for Busy People Book 1 and its Workbook in the final lesson a week ago. They had used Genki Book 1, up to Unit 8 earlier, so Japanese for Busy People Book 2, Unit 1 was not difficult and Kanji introduced at the back of the book for Unit 1 was too easy. At the start of the next level, if the class will be made, they will take the open exam of Unit 1, Japanese for B. People, Book 2. That will include questions on Kanji, esp. idioms/words introduced in Unit 8, Genki Book 1 that the class went through in April and early May. Also, as I said in my past Blog, I teach Japanese for travellers or those (non-native Japanese speaking) who live in Japan. One of the books I have been using is Real Life Japanese (by C. Dibble & S. Matsumoto, UNICOM, Tokyo, 2001, with cd).

My other teaching is weekly tutorials to 2 students separately; both are in the stage of Beginners 2. One (a company executive in the major industry) began using Japanese for Everyone (with my recommendation) since its main topic is not university student’s life but working people (non-Japanese speakers) and the book is excellent in vocab, grammar, discourse/dialogue teaching, script teaching, interesting/stimulating presentations of exercises and beautiful pronunciation of the speakers. Only and major weakness of that book is that it was published many years ago. I try to use and increase teaching more of the language used in travelling in Japan and non-Japanese people’s life in Japan plus plain forms of verbs etc as the supplementary teaching so that the teaching will be practical and more useful.

The other tutorial student strongly likes to continue using Genki Book 1, so we are doing that. I also have been using other books/materials for supplementary teaching that is for non-Japanese people travelling or living in Japan, esp. for vocab. in simple sentences at the moment since she wants that element in the lessons too. Both of the above tutorial students are very keen and knowledgeable, so teaching them is very interesting.

Regarding news from Japan, I missed including my Blog that was early last month (May). The contents are significant, so I like to refer here.

During April, NHK TV News (shown on SBS TV), it reported: Japanese organizations finished completing building a a huge bridge “Tsubasa-bashi” in Cambodia. It means a great infrastructure development; Cambodia and neighbouring countries and cities will have huge benefits and development in economic activities, people’s better life etc out of use of that bridge. Wonderful news and achievements!

Other news reported in April is that: Mitsubishi Agricultural Machinery and an Indian conglamerate and automobile manufacturing Mahindra and Mahindra Ltd (M&M) made an business treaty of exchanging technology and other resources to promote farming machinery. It said Asian countries have actively used the Japanese styled farming methods in the post-war period, called “Nihon-shiki noogyoo”. It was well appreciated, but in Japan, its farming industry is weakening increasingly. Many other Asian countries are increasing export in agricultural products. So, above M&M will offer marketing resources and Mitsubishi A. M. will offer its excellent farming machinery and expand and increase more of farming machinery trade in Asia regions. – What great innovative and Asian ecomony improving way! Another regional cooperation and technological advancement for the needs of people’s life and lives apart from improving economy/-ies concerned.

Also, NHK TV reported about a month ago that a Swiss well established organization gave a survey report. That is the international travellers’ grading about which destinations in the world (many cities/coutries) are great etc. Japan was in the top 10.  For customer services, security control/management, hygines, technology developed and facilities that have those etc, Japan was graded as No. 1, but its lack of competitives of prices in some products was grade low (somewhere well below the 100th in the world). Still overall, it is a delightful news as a whole.

Japanese Teacher, Toshiko Jackson

5.6.15