Hi everyone,皆さん、おげんきですか。

My Japanese classes and lesson include the following features. We had activities of speaking, reading, listening, writing, (esp. in group lessons) making and performing dialogues in front of classes with use of the course book, “Genki 1”, its grammar and vocabulary of the Unit taught and exercises, especially the listening based questions of its Workbook.

Similar to part of my teaching methods mentioned in my past blog writings, in the past month too, I used flash cards, which had many exciting pictures (beautiful or funny) to increase vocab. and also making sentences with use of new grammar or verb and adjectives, esp. for the conjugation practice, i.e. present tense, past tense, affirmative forms and negative forms, and pronouns, e.g. this, this one, (kore, kono) etc. Also, I sometimes divided the group into pairs/group and asked them to practiced script reading and vocabulary learning with those flash cards. They seemed enjoying those activities.

Likewise, I showed video of Wakuwaku Katakana to a few classes (group lessons) and tutorial that is for a 5-year-old child. The video is pleasant, fun, beautiful, cute, positive, relaxing and useful for increase of vocabulary apart from learning the stroke orders of Katakana script and memorization of the script.

Also, I used other children’s story books that have meaning contexts for adults to read and appreciate as well as such books which useful to increase a variety of vocabulary that is commonly used in people’s living environment in Japan.

Intermediate 1 had the exam (including the listening test) and finished the course on 6 June. Unfortunately, due to the shortage of the students’ number, we cannot make Intermediate 2 though the students were enthusiastic and diligent and the group was nice. They said, if they are continuing the study, they wish to use a textbook, Japanese for Everyone, instead of Genki 1 since the latter is slow (for teaching the language, i.e. grammar, vocab. dialogue construction etc).

After talking about that issue, I asked or mentioned that point to other classes too which were lower levels than above Intermediate 1 as additional information for future classes. However, at this stage, I use Genki 1 in my current classes and I said to them that later in the course, I will use some pages of the early unit of Japanese for Everyone for a trial and if the students can compare and consider which book they prefer to use in future if they wish to continue learning Japanese in my classes. I believe the learners’ motivation is very important and if the learners are happy, comfortable and exciting with the contents of the textbook or not is likewise significant.

I think travellers’ language (Japanese) is also very important and it is so useful and generic in use, so I began introducing travellers’ Japanese to classes with use of Japanese: Travel Pack(book/cd) (Berlitz) gradually in classes (like using 2 pages of the book per lesson) that include giving oral application exercise with phrases or words introduced. I think that is good and intend to continue as supplementary teaching in classes when time allows.

In addition, I showed video of Japanese for Beginners series (though the series go much more than “Beginners”! A very sophisticated series even if it is not new!).

 

Regarding news and information that shows Japanese distinctive features, I informed the following with copies given.

1. From Japan Times (8.6.12), “Mori Trust to build huge solar plant in Fukushima”

Major realtor Mori Trust Co. announced: it will build a massive solar plant in the village in Fukushima Prefecture and bring it online in fiscal 2013. The plant will have an annual output of 10 million kwh that is enough to power some 3000 households in Tohoku. The plant will make one of the region’s largest solar energy facilities.  Also, Softbank Corp., Mitsui & Co., Sharp Corp. and Kyocera Corp. have announced plans to start mega-solar businesses to purchase all electricity generated through renewable energies.

2. From Yomiuri Shimbun(newspaper) (online), “Big-screen treatment set for NHK’s “Oshin””:

NHK’s legendary hit serial drama “Oshin”, which was broadcast from 1983 to 1984, will be turned into a film to be released next year. The TV show celebrates the 30^th anniversary of its first broadcast.  – – – – Oshin lives through the tumultuous times of the Taisho (1912-1926) and Showa eras (1926-1989). – – –

The year-long morning drama became a huge hit, with average ratings topping 50%, and has been broadcast in more than 75 countries including China, Malaysia and Iran. It became extremely popular in Southeast Aisan nations. – – -.

3. From http://www.animeigo.com/products/other/tora-san, “Japan’s most beloved loser visits America!”:

It talks about the lovable loser KurumaTorajiro, the 48-film Tora-san series (played by Atsumi Kiyoshi as Tora-san). The series holds the Guinnes World Record for the longest running film series (comedy) starring the same actor.  – – –

4. From The Australian (20.6.12, Business, p. 21, by R. Gluyas), “Shifting power balance see Ghina, japan dig deep to save the West”:

Japan is the biggest fund contributor ($US 60 billion) to the IMF followed by Germany ($US 54.7 billion) and China ($US 43 billion). (The U.S. cannot be the high position due to its own problems and being a great donator to the Europe for the latter’s economic crisis.)

5. I mentioned about the JTB Jikoku-hyo in most of my classes. It is the think, comprehensive book (1152 pages) of the timetable of all trains (all bullet trains, express trains and ordinary trains of the Japanese National Railways, and many local trains of major cities etc).

I commented the book of the timetable of those trains, which are at every railway station in Japan must have been published, distributed and used likely for 4 or 5 decades and that Jikoku-hyo has been contributed “immeasurably” to the nation, society, every industry, people’s life and health, democratization, social cohesion, economy, technological development, education, efficiency of dissemination of information, relationships etc where its bullet trains have been running without accidents for past 45 years.

In the coming weeks, my classes will practice how to say what time some trains will depart Tokyo and arrive at other major stations, e.g. Osaka, Kyoto, Fukuoka, Nagano, Shin-aomori, in Japanese with use of the Jikoku-hyo and learn some Kanji used for the names of such major stations too, since many of the students have been to Japan or want to go to Japan for travel or work.

 

Japanese Teacher, Toshiko Jackson

 

4.7.12