Hi everyone, 皆さん、こんにちは。

                                                                                                                                  

 

 

My Japanese lessons generally include practices to develop skills of speaking, reading, listening, writing, interacting and constructing/performing students’ own dialogues by pairs/groups or by oneself. The learning includes the language and cultural skills (including mannerism) and knowledge to be used in travelling or living/working in Japan. For speaking skills, I sometimes use pictures, information, ads, travel magazines, concepts/ideas or topics from Japanese magazine/newspapers, including Nichigo Press.

 

Beginners 1 Japanese completes studying with “Training Material” (Japanese) of SLS, within its 10 weeks’ course. Also, normally they study Travel Japanese (Japanese used during travelling in Japan) with some topics and situations commonly relevant, with use of handouts and cd.

 

For Hiragana teaching, I use flash cards of Hiragana words and the pictures that the words signify. A big set of flash cards, “Hiragana 48 Minutes” is always used too during the course to help students make connections with each Hiragana letter and the pronunciation of the letter with an example of well used word in English which has the very similar pronunciation to the one used for Hiragana.

 

Also, I inform good websites for learning the language and various cultural areas. The websites for the language learning, e.g. grammar learning, esp. various counters, well used verbs and adjectives (with conjugations of those groups) that will help students to upgrade and increase the skills and understanding upon those (and we open such pages of the websites in class).

 

During last month, February, my Beginners 1 was finished and I taught other teacher’s Beginners 2 for relief teaching.

 

————————————————————————–

 

 

As for news from Japan (NHK TV News shown on SBS Ch. 2), there were a few distinctive and big events and news reported about the current Japanese Emperor, Akihito and Empress Michiko since the 85-year-old Emperor (Japanese 125^th one and he is abdicating in the middle of this year; their eldest son and his wife, Prince Masako will become the acting Emperor and Empress after that. (https://www.smh.com.au/world/asia/after-30-years-japanese-emperor-still-open-to-new-ideas-20190222-p50zob.html)

 

It is because of the current Emperor’s request, since he does not wish Japanese citizens to be upset and feel very sad if he will continue the current role and suddenly lose his health declines and pass away. He wishes to avoid a chaotic situation. This kind of arrangement is the first time in Japanese history. (The Japanese Imperial line has begun over 1500 years ago.)  (https://www.japan-guide.com/e/e2135.html)

The current Emperor is highly respected and loved by Japanese people. (I am a big fan of the Emperor.) He is a very active, compassionate, amazingly hard working, highly popular and loved, gentle, patient, long term thinking, thoughtful and peace loving and seeking Emperor of beautiful soul, noble spirit and deeply breathing leadership.

 

This year’s abdication of the acting Emperor’s title to the eldest Prince, Crown Prince Naruhito will be certainly one of the most significant events in modern Japanese society. The new Emperor will name his Age when he will become the Emperor. The current Emperor’s Age is called “Heisei” 平成 Period, named by him. That name means “Peace will be achieved”. And certainly, as the Emperor said in one of the big ceremonies with many participants last month, there was no war or awful fighting occurred in Japan in the post-war period. But he said there were many terrible things happened and many people greatly suffered that were especially caused by the natural disasters. Such natural disasters caused sorrow and great sufferings to many people. He praised people’s good attitude and practice and said something like that people’s honour, pride and beautiful virtues kept the nation going strongly and peacefully.

 

I like to introduce one of amazingly beautiful, uplifting, intelligent, heart warming, cute, entertaining, educational video from YouTube. (The video has the Japanese subtitle.) It is made by an extremely loving and committed family who raised a stray kitten with amazing help and support of their dog.

One day, the family found an abandoned, new born kitten in their garage. The family decided to raise the new born kitten, took him to a vet for check-up. On a later day, the kitten couldn’t make big ones at toilet time, developed constipation and even began vomiting a bit of blood. They had the vet’s checkup again. They could not find the solution. Then suddenly their dog began licking the kitten’s body and the kitten’s constipation stopped! It was sort of Mother nature of the dog. Amazing and intelligent dog of full of love!

At the end, the video’s editor, owner of the kitten says both the dog and kitten are integral members of the family in everyday life and they especially thank the dog dearly. The family kept the kitten’s brief record of physical conditions daily for a year!

I hope you’ll enjoy that YouTube that is Awesome!

Its website is:  https://youtu.be/INRfWLOliSI

 

 

 

 

Toshiko Jackson (Japanese teacher), 1.3.19

Hi everyone, 皆さん、こんにちは。

My Japanese lessons generally include practices to develop skills of speaking, reading, listening, writing, interacting and constructing/performing students’ own dialogues by pairs/groups or by oneself. The learning includes the language and cultural skills to be used in travelling or living/working in Japan and general understanding upon Japanese culture and mannerism. For speaking practice, I sometimes use pictures, information, ads (esp. from Sunday Telegraph’s Escape), concepts/ideas or topics from the brochures of Japanese newspapers, Nichigo Press and other Japanese monthly magazines.

For Hiragana teaching, I use flash cards of Hiragana words and the pictures that the words signify. A big set of flash cards, “Hiragana 48 Minutes” is always used during the course to help students make connections with each Hiragana letter and the pronunciation of the letter with an example of well used word in English which has the very similar pronunciation to the one used for Hiragana.

Magazines and fairy tale stories of children are also used for Hiragana reading, grammar (including differences of use of particles, -wa and -ga) and value/culture teaching. Most of the weekly homework given (exercise sheets) is for script learning and writing. They are with Japanese words, names or simple sentences plus pictures.

As for grammar learning, I often recommend “A Dictionary of Basic Japanese Grammar” by S. Makino and M. Tsutsui, the Japan Times. Its series has ones of Intermediate Grammar and Advanced Grammar by the same authors and publisher. Excellent books.

My current class too, one of the students keenly bought the copy and last night the book was shown in class.

For traveler’s Japanese, I use a textbook in my class with its cd, “Talk Japanese: The ideal course for absolute beginners” by Y. Isono & L. Strugnell, BBC and/or “15 Minute Japanese: Learn in just 12 weeks”, by M. Maeda-Nye et al, DK. Those resources have travelling based vocab, phrases, short dialogues, (review exercises), survival skills, mannerism, value in Japanese society. Situations and function used in those have esp. self-introduction (including the introduction of one’s family), shopping, talking at restaurants, at railway stations, making bookings for hotels/ryokans, asking the way on a road, etc.

My current class is Beginners 1, having 7 students. They are all enthusiastic, knowledgeable and experienced with Japan and very interesting to teach. We are using the Training Material (from SLS) as the main textbook and I give many other materials for well-balanced teaching and training that include Hiragana teaching. We did singing Japanese song recently. Likely I’ll introduce Japanese “rajio-taiso” (famous radio exercise program of the NHK, which must have been going on for “well over” half a century and being practised with respect, in all their formal under-graduate school education system and even adults’ practice, including some major car manufactures’ corporate exercises, i.e. regular collective exercises for the health and effectiveness of their physical, mental and emotional capacity/health and efficiency and team’s spirit.

Regarding Japanese language learning based or cultural and society based news and information, the following can be given:

In my last month’s blog, I introduced a fascinating, comprehensive, pragmatic, brave and entertaining report at YouTube, called “10 Ways Japan is 10 years Ahead of the World”, https://www.youtube.com/watch?v=kzIBbF-8lAU (Dec. 2017), presented by: Drew Binsky.

I recently found other presenter’s few videos. I strongly recommend any travelers to watch those videos who will visit Japan. Those videos are excellent to experience (and learn) many exciting things in effective, efficient, positive, honest, creative, productive, smart and happier or desirable ways or outcome that will include such communications and relationships making with Japanese people.

The videos at YouTube are presented by Paolo (from Tokyo) who arrived in Japan from the US over 15 years ago, who did not know much about Japan in those days, struggled and eventually made such videos to help people who like to visit Japan and who are from overseas. The video also shows many different locations and beautifully made with some humors. Very through in presentation as general guidance, entertaining and the presenter’s continuous friendly and open-minded way in speaking is inspiring and encouraging too. He loves Tokyo and Shinjuku.

I assume especially the Japanese government and travel and hospitality industries would highly appreciate such intelligent, smart, well and extensively researched and pragmatic videos.

The titles of his such videos are:

1. “10 Must Know Japan Travel Tips No One Talks about … like Police”.

(https://www.youtube.com/watch?v=oVFjA7Qy1as).

2. “10 Customers you must know before a trip to Japan” (among many things and places, he mentions “¥100 shop” and a shop, Donkihoote, too).

Toshiko Jackson (Japanese teacher), 5 Oct, 18

Hi everyone, 皆さん、こんにちは。

                                                                                                                                  

 

 

My Japanese lessons generally include practices to develop skills of speaking, reading, listening, writing, interacting and constructing/performing students’ own dialogues by pairs/groups or by oneself. The learning includes the language and cultural skills to be used in travelling or living/working in Japan and general understanding upon Japanese culture and mannerism. For speaking practice, I sometimes use pictures, information, ads (esp. from Sunday Telegraph’s Escape), concepts/ideas or topics from the brochures of Japanese newspapers, Nichigo Press and other Japanese monthly magazines.

For Hiragana teaching, I use flash cards of Hiragana words and the pictures that the words signify. A big set of flash cards, “Hiragana 48 Minutes” is always used during the course to help students make connections with each Hiragana letter and the pronunciation of the letter with an example of well used word in English which has the very similar pronunciation to the one used for Hiragana.

 

Magazines and fairy tale stories of children are also used for Hiragana reading, grammar (including differences of use of particles, -wa and -ga) and value/culture teaching. Most of the weekly homework given (exercise sheets) is for script learning and writing. They are with Japanese words, names or simple sentences plus pictures.

As for grammar learning, I often recommend “A Dictionary of Basic Japanese Grammar” by S. Makino and M. Tsutsui, the Japan Times. Its series has ones of Intermediate Grammar and Advanced Grammar by the same authors and publisher. Excellent books.

My current class too, one of the students keenly bought the copy and last night the book was shown in class.

 

For traveler’s Japanese, I use a textbook in my class with its cd, “Talk Japanese: The ideal course for absolute beginners” by Y. Isono & L. Strugnell, BBC and/or “15 Minute Japanese: Learn in just 12 weeks”, by M. Maeda-Nye et al, DK.  Those resources have travelling based vocab, phrases, short dialogues, (review exercises), survival skills, mannerism, value in Japanese society. Situations and function used in those have esp. self-introduction (including the introduction of one’s family), shopping, talking at restaurants, at railway stations, making bookings for hotels/ryokans, asking the way on a road, etc.

 

My current class is Beginners 1, having 7 students. They are all enthusiastic, knowledgeable and experienced with Japan and very interesting to teach. We are using the Training Material (from SLS) as the main textbook and I give many other materials for well-balanced teaching and training that include Hiragana teaching. We did singing Japanese song recently. Likely I’ll introduce Japanese “rajio-taiso” (famous radio exercise program of the NHK, which must have been going on for “well over” half a century and being practised with respect, in all their formal under-graduate school education system and even adults’ practice, including some major car manufactures’ corporate exercises, i.e. regular collective exercises for the health and effectiveness of their physical, mental and emotional capacity/health and efficiency and team’s spirit.

Regarding Japanese language learning based or cultural and society based news and information, the following can be given:

 

 

In my last month’s blog, I introduced a fascinating, comprehensive, pragmatic, brave and entertaining report at YouTube, called “10 Ways Japan is 10 years Ahead of the World”, https://www.youtube.com/watch?v=kzIBbF-8lAU (Dec. 2017), presented by: Drew Binsky.

 

I recently found other presenter’s few videos. I strongly recommend any travelers to watch those videos who will visit Japan. Those videos are excellent to experience (and learn) many exciting things in effective, efficient, positive, honest, creative, productive, smart and happier or desirable ways or outcome that will include such communications and relationships making with Japanese people.

 

The videos at YouTube are presented by Paolo (from Tokyo) who arrived in Japan from the US over 15 years ago, who did not know much about Japan in those days, struggled and eventually made such videos to help people who like to visit Japan and who are from overseas. The video also shows many different locations and beautifully made with some humors. Very through in presentation as general guidance, entertaining and the presenter’s continuous friendly and open-minded way in speaking is inspiring and encouraging too. He loves Tokyo and Shinjuku.

I assume especially the Japanese government and travel and hospitality industries would highly appreciate such intelligent, smart, well and extensively researched and pragmatic videos.

 

The titles of his such videos are:

 

1. “10 Must Know Japan Travel Tips No One Talks about … like Police”.

(https://www.youtube.com/watch?v=oVFjA7Qy1as).

 

2. “10 Customers you must know before a trip to Japan” (among many things and places, he mentions “¥100 shop” and a shop, Donkihoote, too).

 

 

 

 

 

Toshiko Jackson (Japanese teacher), 5 Oct, 18

 

 

My Japanese lessons generally include practices to develop skills of speaking, reading, listening, writing, interacting and constructing and performing students’ own dialogues by pairs/groups or by oneself. The learning includes the language and cultural skills to be used in travelling or living/working in Japan and general understanding upon Japanese culture and mannerism. For speaking practice, I sometimes use pictures, information, ads (esp. from Sunday Telegraph’s Escape), concepts/ideas or topics from the brochures of Japanese newspapers, Nichigo Press and other Japanese monthly magazines.

For Hiragana teaching, I use flash cards of Hiragana words and the pictures that the words signify. A big set of flash cards, “Hiragana 48 Minutes” is always used during the course to help students make connections with each Hiragana letter and the pronunciation of the letter with an example of any well used word in English which has the very similar pronunciation to the one in Hiragana.

 

Magazines and fairy tale stories of children are also used for Hiragana reading, grammar (including differences of use of particles, -wa and -ga) and value/culture teaching. Most of the weekly homework given (exercise sheets) is for script learning and writing that are with Japanese words, name or simple sentences plus pictures.

For traveler’s Japanese, I use a textbook with its cd (“15 Minute Japanese: Learn in just 12 weeks”, by M. Maeda-Nye et al, DK), which has vocab, phrases, short dialogues of traveler’s needs, survival skills, mannerism, value in Japanese society. Situations and function used are esp. for self-introduction (including the introduction of one’s family), shopping, at restaurants, at railway stations, and making bookings for hotels/ryokans, asking the way on a road, etc. winning comedian and fast-food junkie

 

During August and until this Saturday, I have been teaching Japanese Intensive Beginners 1 that is for only 6 weeks and 3 hours for class time each week.

This Saturday lesson is the last one. They will speak their self-introduction (prepared speech or text) in Japanese. The speech also talks about something about their family members, pets, their occupations, hobbies and likes/dislikes in Japanese.

They will finish the textbook, Training Material (Japanese) this Saturday. (Apart from use of the textbook, I give many handouts and go through esp. for the students’ vocab, grammar, Hiragana reading and writing and orally making sentences with hopefully interesting and realistic sentences as much as possible. They will also study traveler’s Japanese with some pages of the above-mentioned textbook and cd this Sat. They had homework every week that was mostly Hiragana based worksheet.

 

Regarding Japanese language learning based or cultural and social study based news and information, the following can be given.

 

1. In the recent week, SBS TV showed a documentary film of Craig Anderson who was extremely overweight and travelled/stayed in Japan and made the film. It is called “My Japanese Diet” (2015). It was humorous, practical, intelligent, well focused, analytical and beautiful. It is highly recommended to watch. Because of staying, learning Japanese foods and cuisines and enjoying them in daily foods and drinks, daily exercises and Japanese authentic lifestyle, he lost 24kg in 12 weeks’ period, i.e. his weight changed from 138kg to 114kg.

 

2. A fascinating, comprehensive, pragmatic, brave and entertaining report at YouTube, called “10 Ways Japan is 10 years Ahead of the World”, https://www.youtube.com/watch?v=kzIBbF-8lAU (Dec. 2017), its presenter: Drew Binsky. It comments on extremely innovative, futuristic, efficient technology and civilized and amazing features of Japan. That includes innovative, creative and smart vending machines around the land (3.6 million in total), super toilets, Shinjuku Station in Tokyo which 3.6 million people use for their transport, i.e. the biggest number in the world for a railway station. –   If one has not been to Japan and likes to see distinctive and innovative features of Japan, I strongly recommend the film! It is one of my favorite reports about Japan at YouTube.

 

3. For Japanese language study, I found the following website is very useful for learners. It has Romaji and Japanese own scripts, including Kanji and many kinds of the counters are listed in details beautifully!

For Japanese numbers and counters:

www.learn-japanese.adventure.com/japanese-numbers-counters.html

 

 

 

 

 

Toshiko Jackson (Japanese teacher), 4 Sept 18

 

 

 

My Japanese lessons generally include practices to develop skills of speaking, reading, listening, writing, interacting and constructing and performing students’ own dialogues by pairs/groups or by oneself. The learning include the language and cultural skills to be used in travelling or living/working in Japan and general understanding upon Japanese culture. For speaking practice, I sometimes uses pictures, information, concepts/ideas or topics from the brochures of Japanese newspapers, the ads, Nichigo Press and other Japanese monthly magazines.

For Hiragana teaching, I use flash cards of Hiragana words and the pictures that the words signify. A big set of flash cards, “Hiragana 48 Minutes” is always used during the course to hep students make connections with each Hiragana letter and the pronunciation of the letter with an example of any well used word in English which has the very similar pronunciation to the one in Hiragana.

 

Magazines and fairy tale stories of children are also used for Hiragana reading, grammar (including differences of use of particles, -wa and -ga) and value/culture teaching. Most of the weekly homework given (exercise sheets) is for script learning and writing that are with Japanese words, name or simple sentences plus pictures.

For traveler’s Japanese, I use a textbook with its cd, which has vocab for traveler’s needs and survival skills in Japanese society and traveler’s situations based dialogues. Situations and function used are esp. for self-introduction (including the introduction of one’s family), shopping, at restaurants, at railway stations, and making bookings for hotels/ryokans, asking the way on a road, etc.

 

 

Regarding news on Japan, NHK TV news (shown on SBS) recently reported how much whole Japan was in one of the highest and hottest anticipations and euphoria for its soccer team to win the World Cup in Russia, though eventually the team lost to Belgium.

Prior to the above match with Belgium, some companies even finished their business/working hours early, so that the staff could go home and watch the match that was broadcasted during the middle of the night. Some other workplaces began working hours early and finished early. After the defeat to Belgium, so many were in a totally sad state and were crying (even the players of the team too).

On the radio, 2GB, Sydney, a radio program presenter praised the above Japanese team that he had heard that after the team had finished everything and left the used room for the match in Russia, the room was totally and impressively clean/neat. I thought it is typical Japanese. Even being at a defeated situation, they ensured they were learning, disciplining and humbly appreciating for the opportunity they could have fought best in their capacity, enjoyed and experienced/realized their best record as the Japanese soccer team in the World Cup. Partly very samurai-minded, again in my view!

Nihon -no chiimu, omedetoo gozaimashita. (Congratulations to the Japanese team!) Sugokatta desu ne. (It was tremendous!)

 

The following is a bit old news, but it must be interesting report, so I mention it.

It is from Nihon-keizai-shimbun, i.e. Nikkei, evening newspaper of 18.5.18, p. 1.

It says Japanese, 30 big corporations from the industries for domestic products (ones used at homes), ones used for cooking, foods, pharmaceutical products, cosmetics, etc decided in agreement to use the sales methods esp. for overseas tourists, as their innovative approach. That will provide tourists full information of each product in other languages. The new method will explain details of products in English, Chinese and 2 other foreign languages, from this summer onwards. The step to be taken to use this will be: overseas tourists can download the particular application concerned and take the picture of the bar code and connect to the language preferred by the tourists. Tourists will be able to read various information and instruction in their language. That will include ways to use the products, ingredients of foods or any other relevant products, allergy and calorie related information and medical components.

The industries as the network, is intending to apply such similar method to their products which will be exported to overseas market in future as well.  –  Excellent innovation as a whole.

 

Also, above newspaper (p.1) states the following report from the government agency that in the past 3 years, the graduates from universities in Japan recorded the 3 years’ continuous rise of employment figure in April this year. That is, 98% of university graduates got employment. (Japan has the 2^nd biggest number of universities in the world, after the US.)  The lowest employment record for university graduates during the last decade was in 2011, which about 91%.

 

The article says the number of university graduates who got employed earlier this year was 419,300 that was 3,200 more graduates than last year.

 

As other things related to the above topic, normally in March, all organizations conclude their new recruitment decisions. Then, at the start of April, all new full-time employees attend the ceremonies at their organizations; ceremonies are called nyuusha-shiki 入社式; likewise, formal ceremonies, nyuugakushiki 入学式are held for all new students and pupils for their new enrolment ceremonies at the schools and universities national wide!  Japan is an expert of consistency for things and practice that if they regard as important, worthy, meaningful, necessary, honourable, universal value added, and high motivation and trusting relations creating, they will stick to that by their maximum efforts, wisdom, intelligence, energy (genki), nature of cooperativeness, patience, creativeness, passion and belief for group-nism, and value for community’s benefits.

 

The earlier mentioned newspaper says that the data collected from all high schools around the nation reported that at the end of March this year, as for employment record of high school graduates, it was 98.1% that was 1% increase than last year. That is continuous increase of employment of high school students in the last 8 years. That is great news that Japan should be happy with. And that continuous upward trend of employment of such youths is the first time since 1991.  –  In particular, due to the US President’s recent, big, very unpopular import tax rise to major trading nations, including Japan and its major corporations that have been heavily/extensively exporting and investing to the US markets and economy, there are deeply concerned sentiments in the society and industries, however, the above “happy” reports and analysis are really great and should be noted.   –  Congratulations.

 

Toshiko Jackson (Japanese teacher), 6 July, 18

My Japanese lessons generally include practices to develop skills of speaking, reading, listening, writing, interacting and constructing and performing students’ own dialogues by pairs/groups or by oneself. The learning include the language and cultural skills to be used in travelling or living/working in Japan and general understanding upon Japanese culture. For speaking practice, I sometimes uses pictures, information, concepts/ideas or topics from the brochures of Japanese newspapers, the ads, Nichigo Press and other Japanese monthly magazines.

For Hiragana teaching, I use flash cards of Hiragana words and the pictures that the words signify. Magazines and fairy tale stories of children are also used for Hiragana reading, grammar (including differences of use of particles, -wa and -ga) and value/culture teaching. Most of the weekly homework given (exercise sheets) is for script learning and writing that are with Japanese words, name or simple sentences plus pictures.

 

Regarding my class teaching, my Intensive Japanese Beginners 1 (Sat. mornings, 6 weeks’ course) finished last Sat. We finished the main textbook “Training Material” and used many other resources for general language, travelers orientated language, script communication skills and culture. For Hiragana reading and writing, the course used a few sets of flash cards (letter based or words based + pictures), weekly Hiragana based exercise sheets and flash cards set, “Hiragana 48 Minutes”.

 

Also, for culture and sentences making (including use of pronouns such as “kore”, “sore”, modifiers such as “kono”, “sono”), I used a set of many beautiful pictures of a variety of Japanese cuisines and foods/drinks, “Jitsubutsudai Sonomanma Ryoori-kaado” (publisher: Gunyoosha, Tokyo). For traveler Japanese, I used “15 Minute Japanese” with its cd (by M. Maeda-Nye et al). The kit was very good, having good list of vocab, sentences examples and short dialogues. The cd was very easy and approachable to use too.

 

 

Regarding news on Japan and its international relations, NHK TV news (shown on SBS) reported that Japan and esp. its motor manufactures are very concerned with the US President’s announcement of 25% import tax to Japanese car makers. All the Japanese car makers are concerned about that. As one of the interviews, the CEO of Mazda said that their business plans and structures have been made based on the international perspective and anticipation; it is very difficult when such a (sharp and sudden) tax rise is given. In the case of Toyota too, its earnings from the US market is bigger than any other lands, such a hard landing change in the tax must be a big issue.

 

I remember that some years ago, some survey was done extensively in the US about how the US suppliers of car parts evaluate their business relations with Japanese car makers (esp. Toyota, Honda and Nissan). About 70% satisfactions were reported toward the relations with the Japanese car makers. And the suppliers were happy with the Japanese car makers, since the latter generally do not change what they initially said as their plans with the US suppliers. The Japanese car makers respect the position and business of the US suppliers.

 

On the contrary, according to the survey report, car parts suppliers who had business partnerships with the US major car makers expressed only about 40% satisfaction level for their business partnerships. Part of the major reason why the satisfaction level was poor was that the US car makers tended to change their initial promises with some reasons in irresponsible ways and the suppliers have to suffer the aftermaths of the sudden changes inflicted to their business.   –  That is understandable.

 

If Japanese car makers (same with other overseas major car makers too who are operating business in the US) will have to close down offices and factories in the US (and try to find new sites in other countries because of the US President’s abrupt, new and high import tax, there will be many workers in the US who will lose the jobs as the result (both in white collar and blue collar workers and other types of jobs and industries that could have business directly or indirectly because of having foreign car makers’ investments in production, business and services in the US). Such a sharp, big trouble causing tax won’t be good for the US economy and its people’s lives.

 

Plus, the recent international media (including Japanese NHK news) reported in relation to the recent G7 Summit, the recent Summit was like “G6 + 1 (i.e. the US)”. The US could/would lose its fundamental trusting relationships with other major nations on this planet out of such one-way, narrow and short-sighed evaluation and communication style, judgement, focus and deliverance of such a particular value. And that might possibly lose much or depth of other factors of significant resources, human skills and non-human resource technological property in the US, base of peace and trusting and respect abiding relationships with the rest of the world who want to have productive, thoughtful and creative/innovative relationships for all and with the US. What a shame. I hope major nations’ governments, car makers, media and academics will speak up against this, very troublesome situation.

 

 

 

Toshiko Jackson (Japanese teacher)

 

5 June, 18

My Japanese lessons includes practices to develop skills of speaking, reading, listening, writing, interacting and constructing and performing students’ own dialogues by pairs/groups or by oneself. The learning included the language and cultural skills to be used in travelling or living/working in Japan and general understanding upon Japanese culture. Speaking practice sometimes used the pictures, information, concepts/ideas or topics from the brochures of Japanese newspapers, the ads, Nichigo Press and other Japanese monthly magazines. For Hiragana learning, I used flash cards of Hiragana words and the pictures that the words signify. Magazines and fairy tale stories of children are also used for Hiragana reading, grammar and value/culture teaching. Most of the weekly homework given (exercise sheets) is for Hiragana and writing that are with Japanese words, name or simple sentences plus pictures.

Regarding my class teaching, my Intensive Japanese Beginners 1 (Sat. mornings) began 2 weeks ago. That is 3 hours/lesson and for 6 weeks. That uses the main textbook Training Material and other resources. When half way of the course is over, they will learn travelers Japanese with use of a book and its cd. For Hiragana reading and writing, the course uses a few sets of flash cards (letter based or words based + pictures), weekly Hiragana based exercise sheets etc. Plus, the students are expected to make a dialogue late in the course and perform it in front of class.

As for Japanese recent news reported from its media, I wish to report the following.

These are from on SBS, NHK TV News and other media/online newspapers of the recent weeks:

It has been the Golden Week in Japan (i.e. one of Japanese three busiest and biggest holiday seasons apart from the New Year and Obon season in the summer.) (https://www.japan-guide.com/e/e2282.html) There have been many festivals and special events held in the land. (In my view, the Japanese are one of the experts to hold and enjoy festivals and communal activities that the grass roots can enjoy being part of the events and celebrations/enjoyment.

In my last month’s blog, I wrote about the national-wide yearly big tournament of the kokoyakyuu 高校野球 held in Kooshien baseball stadium in Hyogo prefecture, with the participation of all the selected teams from every prefectures etc. Also I mentioned about very successful, famous and highly adored Japanese baseball players in the US, a veteran, Ichiro Suzuki (his amazing age of being 44!) and Shohei Ohtani. On the 6^th (May), Shohei Ohtani of Angles and Ichiro Suzuki of Mariners had to play as opponents at Safeco Field (http://www.latimes.com/sports/angels/la-sp-angels-mariners-20180506-story.html). (Angles won the game.). Both men had a friendly, warm and happy chat during the break at Safeco Field. (In my view, both men normally look stern on baseball fields and in front of any press, looking like determined decent-minded samurai whose eyes are always on the ball and ensure self-disciplines!) It was a beautiful scene on the video news.

 

Toshiko Jackson (Japanese teacher)

7.5.18