Learning Japanese language at Nihonkai have many benefits and students can learn very easily by our professional staffs efforts & skills. Checkout how it can benefit you.
This document provides an overview of the different levels of English instruction offered at the North Side Learning Center (NSLC). It describes the core abilities and focus areas for listening, speaking, reading and writing at each proficiency level, from Pre-Literacy to Advanced. Additional details are given for the grammar skills, communication skills and alternate literacy skills targeted at each level, to help volunteers choose appropriate activities to maximize learner participation and progress.
Integrated Language Skills, English Language SkillsUmarFarooq812
The document discusses English language skills, including listening, speaking, reading, and writing. It provides details on the definition and importance of each skill. For listening, it explains the encoding and decoding process and distinguishes between hearing and listening. Speaking has purposes like informing and types such as briefing. Reading includes skills like skimming and scanning. Writing involves skills such as paragraph writing and essays. The conclusion emphasizes the interdependence of the four language skills.
A letter of application is a formal letter used to apply for a job or educational course. It should use appropriate formal language and expressions. The structure and language used may differ depending on whether applying for a job or course, but both require presenting your qualifications and interest in a professional manner.
This document discusses the purpose of creative writing and provides guidance on techniques writers can use. It explains that creative writing aims to be imaginative, unique, and allow readers to experience the text through their senses. It emphasizes "showing, not telling" by using descriptive details, imagery, and sensory language. The document then provides examples and tasks for students to practice setting mood, emotions, and using showing rather than telling techniques in their own writing.
This document is a course syllabus for an Intermediate B English language course. It is a 90-hour course divided into 14 chapters focusing on developing speaking, writing, listening, and reading skills from a Pre-Intermediate to Intermediate level. Students will learn grammar, vocabulary, and complete exams, homework, quizzes and an oral exam to pass the course. Evaluation will include exams, tests, homework, projects, and class participation.
Communication requires developing four main language skills: listening, speaking, reading, and writing. These skills allow people to understand each other when talking, take notes in class, understand music playing, and read summaries like this one. Language skills are useful because they enable communication in many contexts like chatting online, learning, and enjoying media.
The document discusses different language skills including speaking, listening, reading, and writing. It provides information on micro-skills needed for each skill such as pronunciation and grammar for speaking. It also discusses strategies for developing listening skills like identification and main idea comprehension. Key elements of active listening are outlined as paying attention, providing feedback, deferring judgment, and responding appropriately. The importance of reading skills and micro-skills for reading are mentioned. Writing skills discussed include the English alphabet, alphabetical order, font styles, spelling rules, and punctuation.
This document provides an overview of the different levels of English instruction offered at the North Side Learning Center (NSLC). It describes the core abilities and focus areas for listening, speaking, reading and writing at each proficiency level, from Pre-Literacy to Advanced. Additional details are given for the grammar skills, communication skills and alternate literacy skills targeted at each level, to help volunteers choose appropriate activities to maximize learner participation and progress.
Integrated Language Skills, English Language SkillsUmarFarooq812
The document discusses English language skills, including listening, speaking, reading, and writing. It provides details on the definition and importance of each skill. For listening, it explains the encoding and decoding process and distinguishes between hearing and listening. Speaking has purposes like informing and types such as briefing. Reading includes skills like skimming and scanning. Writing involves skills such as paragraph writing and essays. The conclusion emphasizes the interdependence of the four language skills.
A letter of application is a formal letter used to apply for a job or educational course. It should use appropriate formal language and expressions. The structure and language used may differ depending on whether applying for a job or course, but both require presenting your qualifications and interest in a professional manner.
This document discusses the purpose of creative writing and provides guidance on techniques writers can use. It explains that creative writing aims to be imaginative, unique, and allow readers to experience the text through their senses. It emphasizes "showing, not telling" by using descriptive details, imagery, and sensory language. The document then provides examples and tasks for students to practice setting mood, emotions, and using showing rather than telling techniques in their own writing.
This document is a course syllabus for an Intermediate B English language course. It is a 90-hour course divided into 14 chapters focusing on developing speaking, writing, listening, and reading skills from a Pre-Intermediate to Intermediate level. Students will learn grammar, vocabulary, and complete exams, homework, quizzes and an oral exam to pass the course. Evaluation will include exams, tests, homework, projects, and class participation.
Communication requires developing four main language skills: listening, speaking, reading, and writing. These skills allow people to understand each other when talking, take notes in class, understand music playing, and read summaries like this one. Language skills are useful because they enable communication in many contexts like chatting online, learning, and enjoying media.
The document discusses different language skills including speaking, listening, reading, and writing. It provides information on micro-skills needed for each skill such as pronunciation and grammar for speaking. It also discusses strategies for developing listening skills like identification and main idea comprehension. Key elements of active listening are outlined as paying attention, providing feedback, deferring judgment, and responding appropriately. The importance of reading skills and micro-skills for reading are mentioned. Writing skills discussed include the English alphabet, alphabetical order, font styles, spelling rules, and punctuation.
Descriptive writing beach step by step dsLizzieRogers3
The document provides guidance for students on how to structure a descriptive piece of writing about a seaside scene on a sunny day. It recommends using paragraphs and sensory details to describe the beach, sea, sky, and activities of people on the beach. The structure involves starting with an overall impression, zooming in on specific details, and circling back to the opening detail to close the description. Students are given a marking scheme to self-assess their work.
English Language and Communication Skills focuses on developing speaking, listening, reading, and writing skills. The presentation covers listening to news, songs, documentaries and more to improve listening comprehension. Speaking skills are developed through introducing oneself, extemporaneous speeches on topics like the ideal teacher or mobile phones, describing pictures, and role playing. Reading skills involve skimming, scanning articles, newspapers and books. Writing skills include writing articles in one's own words. The presentation concludes by asking if the audience has any questions.
Speaking involves conveying thoughts and feelings through spoken language. It can be formal or informal. Accuracy refers to using correct grammar and vocabulary while fluency is the ability to speak smoothly and expressively. The components of speaking skills are grammar, vocabulary, pronunciation, and fluency. Purposes for speaking include expressing feelings, telling stories, entertaining, describing, informing, explaining, inquiring, questioning, and conversing. Formats for speaking include conversations, discussions, formal speeches, dramatic presentations, and monologues.
The document discusses the components of the speaking skill. It identifies the main components as grammar, vocabulary, pronunciation, fluency, and comprehension. It provides details on each component. Grammar involves using correct sentences and structures. Vocabulary refers to appropriate word choice. Pronunciation encompasses proper phonemes, stress, pitch, intonation, tone, tempo, and clusters. Fluency is speaking smoothly with few pauses. Comprehension means fully understanding the discourse. Pronunciation has several sub-components including phonemes, allophones, stress, pitch, intonation, tone, and tempo.
The document provides instructions for students to choose from one of four language learning projects: 1) Learn a Spanish pop song by memorizing lyrics, translating them, and creating a presentation; 2) Create a Spanish worksheet that teaches grammar concepts through math-style problems; 3) Watch a short Spanish-language film or TV show with subtitles and create a vocabulary list and reflection; or 4) Read a fairy tale in Spanish and English, make a vocabulary list, and compare phrases. For each project, detailed steps are provided to guide students through the activity and reflection.
This document provides guidance for assessing students' understanding of how spoken language adapts based on context. It outlines the assessment criteria for bands 3 through 5, with the highest band (5) requiring a "perceptive understanding" of how language changes according to situation as well as how speakers' language choices can influence others. Examples are used to support responses at each band level.
The document discusses the importance of developing reading, listening, speaking, and writing skills in English. It provides tips for improving each skill, such as finding material to read regularly, listening to songs and videos in English, speaking with others and practicing pronunciation daily, and writing with a focus on vocabulary and grammar. It also recommends using apps like LingQ, FluentU, Hello English and Duolingo to develop language skills on Android devices.
This document discusses enhancing oral interactive work in the foreign language classroom by teaching communicative and negotiation strategies. It describes how students can help each other focus on meaning and form after learning specific strategies. Breakdowns in communication can occur due to issues with language form, meaning, or lack of strategies to continue or make conversations meaningful. The document outlines oral communicative strategies like time-gaining and maintenance strategies. It also describes oral negotiation strategies such as clarification requests, confirmation checks, and comprehension checks that focus on form. Learning these strategies can help students become better listeners, maintain conversations, and focus on both meaning and form.
Reading and Vocabulary: Knowing, Guessing and Looking It Up ETAI 2010
1) Knowing vocabulary, especially academic vocabulary, is essential for successful reading in a second language. Vocabulary knowledge contributes more to reading comprehension than other linguistic factors like grammar.
2) Guessing the meaning of unknown words from context has limitations and is not a reliable strategy for real reading. It can lead to frustration and incorrect guesses.
3) Looking up unknown words using a dictionary, especially electronic bilingual dictionaries, improves both vocabulary learning and reading comprehension. Students should be taught effective dictionary skills.
This document provides tips for oral exams, including prepared presentations and discussions. It recommends being prepared by researching the topic, structuring the presentation clearly with an introduction, main points, and conclusion. Language should be varied using synonyms and grammar checked. For discussions, anticipate questions and use phrases like "I think" and "in my opinion." The key is to speak clearly, stay calm, ask for clarification if needed, and speak as much as possible to demonstrate oral skills.
This document discusses the importance of effective language use and provides guidelines for communicating clearly. It identifies six key characteristics of effective language: being concrete and specific rather than vague, concise rather than verbose, familiar rather than obscure, precise and clear rather than inaccurate or ambiguous, constructive rather than destructive, and using an appropriately formal tone. Examples are given to illustrate each characteristic. The document also provides techniques for having effective language use, such as knowing the content and audience.
There are four main methods of speech delivery:
1. Impromptu speeches which require short preparation time and focus on a single main point.
2. Manuscript speeches which are read from a prepared text but are difficult to change and less engaging.
3. Memorized speeches which allow for a skilled, natural delivery but require extensive preparation.
4. Extemporaneous speeches which use note cards for outlines to allow for a more spontaneous yet still prepared delivery.
Effective speech delivery requires practicing techniques like emphasis, pauses, eye contact and facial expressions to engage the audience regardless of which method is used.
Hau Fung Moy Kwan successfully completed an Oral Proficiency Interview in English administered by the American Council on the Teaching of Foreign Languages (ACTFL) on September 18, 2017. Based on the ACTFL Proficiency Guidelines for speaking from 2012, Hau Fung Moy Kwan was rated at the Advanced High level. The certificate is valid until September 27, 2019 and was issued by ACTFL on September 27, 2017.
Foreign languge acquisition by Gayathri R.roseblack86
The document discusses various topics related to foreign language acquisition including language learning theories, strategies for acquiring European and Asian languages, habits leading to language competency, and using mobile apps for language learning. It provides tips for acquiring vocabulary and grammar in different languages and debunks common myths about language learning. Recommendations are made for crafting an effective language acquisition plan focusing on goals, resources, practice and finding a language study buddy. Various tools for vocabulary building like Frayer's model and online resources are also introduced.
The document discusses the four main language skills - listening, speaking, reading, and writing. It describes how these skills are interrelated and develops in progression. It then provides details on each individual skill, including concepts, situations where they are used, micro-skills involved, and methods to evaluate each skill. The key points made are that listening is the most basic skill, speaking is the most important for communication, and that the four skills are interdependent and reinforce each other when learned.
This document provides guidance on bringing pronunciation into English language classes. It discusses the importance of pronunciation for student confidence and outlines some key pronunciation features to address, such as intelligibility, comprehensibility, and accents. The document recommends focusing first on suprasegmentals like stress, rhythm, intonation, and linking as these provide the most benefit. It provides techniques for practicing suprasegmentals like using rubber bands to mark stress or dots and lines on words. General classroom techniques are also outlined, such as having students listen before seeing text, linking words, and correcting pronunciation "on the fly" with modeling.
There are four main methods of speech delivery:
1. Impromptu speeches which rely on short preparation and focus on delivering one main point clearly.
2. Manuscript speeches which involve reading from a prepared text but are difficult to change and come across as boring.
3. Memorized speeches which allow for a natural delivery but require skill to present memorized material without notes.
4. Extemporaneous speeches which utilize note cards for flexibility between a fully memorized or manuscript style delivery.
Effective speech delivery also relies on nonverbal communication including gestures, facial expressions, vocal elements, and understanding of appropriate distances between speaker and audience.
How to Master in Basic Level Japanese CourseDivya Sharma
The importance of a basic level of Japanese language or any other foreign language should not be overlooked and must be learned under expert’s supervision. Learn how to master in basic japanese language course at Nihonkai.
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Manila Central University teacher training series for elementary school and high school teachers. This was conducted on May 29, 2013.
Descriptive writing beach step by step dsLizzieRogers3
The document provides guidance for students on how to structure a descriptive piece of writing about a seaside scene on a sunny day. It recommends using paragraphs and sensory details to describe the beach, sea, sky, and activities of people on the beach. The structure involves starting with an overall impression, zooming in on specific details, and circling back to the opening detail to close the description. Students are given a marking scheme to self-assess their work.
English Language and Communication Skills focuses on developing speaking, listening, reading, and writing skills. The presentation covers listening to news, songs, documentaries and more to improve listening comprehension. Speaking skills are developed through introducing oneself, extemporaneous speeches on topics like the ideal teacher or mobile phones, describing pictures, and role playing. Reading skills involve skimming, scanning articles, newspapers and books. Writing skills include writing articles in one's own words. The presentation concludes by asking if the audience has any questions.
Speaking involves conveying thoughts and feelings through spoken language. It can be formal or informal. Accuracy refers to using correct grammar and vocabulary while fluency is the ability to speak smoothly and expressively. The components of speaking skills are grammar, vocabulary, pronunciation, and fluency. Purposes for speaking include expressing feelings, telling stories, entertaining, describing, informing, explaining, inquiring, questioning, and conversing. Formats for speaking include conversations, discussions, formal speeches, dramatic presentations, and monologues.
The document discusses the components of the speaking skill. It identifies the main components as grammar, vocabulary, pronunciation, fluency, and comprehension. It provides details on each component. Grammar involves using correct sentences and structures. Vocabulary refers to appropriate word choice. Pronunciation encompasses proper phonemes, stress, pitch, intonation, tone, tempo, and clusters. Fluency is speaking smoothly with few pauses. Comprehension means fully understanding the discourse. Pronunciation has several sub-components including phonemes, allophones, stress, pitch, intonation, tone, and tempo.
The document provides instructions for students to choose from one of four language learning projects: 1) Learn a Spanish pop song by memorizing lyrics, translating them, and creating a presentation; 2) Create a Spanish worksheet that teaches grammar concepts through math-style problems; 3) Watch a short Spanish-language film or TV show with subtitles and create a vocabulary list and reflection; or 4) Read a fairy tale in Spanish and English, make a vocabulary list, and compare phrases. For each project, detailed steps are provided to guide students through the activity and reflection.
This document provides guidance for assessing students' understanding of how spoken language adapts based on context. It outlines the assessment criteria for bands 3 through 5, with the highest band (5) requiring a "perceptive understanding" of how language changes according to situation as well as how speakers' language choices can influence others. Examples are used to support responses at each band level.
The document discusses the importance of developing reading, listening, speaking, and writing skills in English. It provides tips for improving each skill, such as finding material to read regularly, listening to songs and videos in English, speaking with others and practicing pronunciation daily, and writing with a focus on vocabulary and grammar. It also recommends using apps like LingQ, FluentU, Hello English and Duolingo to develop language skills on Android devices.
This document discusses enhancing oral interactive work in the foreign language classroom by teaching communicative and negotiation strategies. It describes how students can help each other focus on meaning and form after learning specific strategies. Breakdowns in communication can occur due to issues with language form, meaning, or lack of strategies to continue or make conversations meaningful. The document outlines oral communicative strategies like time-gaining and maintenance strategies. It also describes oral negotiation strategies such as clarification requests, confirmation checks, and comprehension checks that focus on form. Learning these strategies can help students become better listeners, maintain conversations, and focus on both meaning and form.
Reading and Vocabulary: Knowing, Guessing and Looking It Up ETAI 2010
1) Knowing vocabulary, especially academic vocabulary, is essential for successful reading in a second language. Vocabulary knowledge contributes more to reading comprehension than other linguistic factors like grammar.
2) Guessing the meaning of unknown words from context has limitations and is not a reliable strategy for real reading. It can lead to frustration and incorrect guesses.
3) Looking up unknown words using a dictionary, especially electronic bilingual dictionaries, improves both vocabulary learning and reading comprehension. Students should be taught effective dictionary skills.
This document provides tips for oral exams, including prepared presentations and discussions. It recommends being prepared by researching the topic, structuring the presentation clearly with an introduction, main points, and conclusion. Language should be varied using synonyms and grammar checked. For discussions, anticipate questions and use phrases like "I think" and "in my opinion." The key is to speak clearly, stay calm, ask for clarification if needed, and speak as much as possible to demonstrate oral skills.
This document discusses the importance of effective language use and provides guidelines for communicating clearly. It identifies six key characteristics of effective language: being concrete and specific rather than vague, concise rather than verbose, familiar rather than obscure, precise and clear rather than inaccurate or ambiguous, constructive rather than destructive, and using an appropriately formal tone. Examples are given to illustrate each characteristic. The document also provides techniques for having effective language use, such as knowing the content and audience.
There are four main methods of speech delivery:
1. Impromptu speeches which require short preparation time and focus on a single main point.
2. Manuscript speeches which are read from a prepared text but are difficult to change and less engaging.
3. Memorized speeches which allow for a skilled, natural delivery but require extensive preparation.
4. Extemporaneous speeches which use note cards for outlines to allow for a more spontaneous yet still prepared delivery.
Effective speech delivery requires practicing techniques like emphasis, pauses, eye contact and facial expressions to engage the audience regardless of which method is used.
Hau Fung Moy Kwan successfully completed an Oral Proficiency Interview in English administered by the American Council on the Teaching of Foreign Languages (ACTFL) on September 18, 2017. Based on the ACTFL Proficiency Guidelines for speaking from 2012, Hau Fung Moy Kwan was rated at the Advanced High level. The certificate is valid until September 27, 2019 and was issued by ACTFL on September 27, 2017.
Foreign languge acquisition by Gayathri R.roseblack86
The document discusses various topics related to foreign language acquisition including language learning theories, strategies for acquiring European and Asian languages, habits leading to language competency, and using mobile apps for language learning. It provides tips for acquiring vocabulary and grammar in different languages and debunks common myths about language learning. Recommendations are made for crafting an effective language acquisition plan focusing on goals, resources, practice and finding a language study buddy. Various tools for vocabulary building like Frayer's model and online resources are also introduced.
The document discusses the four main language skills - listening, speaking, reading, and writing. It describes how these skills are interrelated and develops in progression. It then provides details on each individual skill, including concepts, situations where they are used, micro-skills involved, and methods to evaluate each skill. The key points made are that listening is the most basic skill, speaking is the most important for communication, and that the four skills are interdependent and reinforce each other when learned.
This document provides guidance on bringing pronunciation into English language classes. It discusses the importance of pronunciation for student confidence and outlines some key pronunciation features to address, such as intelligibility, comprehensibility, and accents. The document recommends focusing first on suprasegmentals like stress, rhythm, intonation, and linking as these provide the most benefit. It provides techniques for practicing suprasegmentals like using rubber bands to mark stress or dots and lines on words. General classroom techniques are also outlined, such as having students listen before seeing text, linking words, and correcting pronunciation "on the fly" with modeling.
There are four main methods of speech delivery:
1. Impromptu speeches which rely on short preparation and focus on delivering one main point clearly.
2. Manuscript speeches which involve reading from a prepared text but are difficult to change and come across as boring.
3. Memorized speeches which allow for a natural delivery but require skill to present memorized material without notes.
4. Extemporaneous speeches which utilize note cards for flexibility between a fully memorized or manuscript style delivery.
Effective speech delivery also relies on nonverbal communication including gestures, facial expressions, vocal elements, and understanding of appropriate distances between speaker and audience.
How to Master in Basic Level Japanese CourseDivya Sharma
The importance of a basic level of Japanese language or any other foreign language should not be overlooked and must be learned under expert’s supervision. Learn how to master in basic japanese language course at Nihonkai.
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Manila Central University teacher training series for elementary school and high school teachers. This was conducted on May 29, 2013.
CEFR: putting the grammar back into can-do statementsMichael Carroll
The document discusses using can-do statements and the Common European Framework of Reference (CEFR) to build a skills-based syllabus. It explains that can-do statements describe what learners can do with the language clearly and concisely. The document also discusses how the English Profile project identified criterial features of language skills at each CEFR level to help teachers understand grammar and vocabulary expectations. Finally, it provides examples of using can-do statements and criterial features to assess student ability and plan lessons.
Common european framework of reference for languagesMs. EOI Teacher
The document outlines the Common European Framework of Reference for Languages (CEFR) levels for language proficiency. It provides detailed descriptions of what individuals can do at each level across several domains including listening, reading, spoken interaction, written interaction, spoken production and written production. At the lowest A1 level, individuals can understand and use basic phrases to communicate personal details. Proficiency increases through the A2, B1, B2 levels with ability to understand more complex language, discuss abstract topics and interact spontaneously with native speakers. The highest C1 level involves fluency, flexibility and ability to produce clear, well-structured writing on complex issues.
The document outlines the Common European Framework of Reference for Languages (CEFR), which defines levels of proficiency for language learners. It describes 6 levels of proficiency - A1 and A2 for basic users, B1 and B2 for independent users, and C1 and C2 for proficient users. Each level is defined by the language skills and competencies that individuals should have, such as the ability to understand and engage in basic conversation at lower levels and comprehend complex texts and discuss abstract concepts at higher levels. The CEFR provides a common basis for describing language learning objectives and testing proficiency across Europe.
Academic English language insinuates the oral, made, hear-capable, and visual language used in Schools and other high level training establishments Learn Business English.
Join Multibhasa, the most affordable language institute in Delhi, and start your Japanese adventure today! Our institute has top-notch teachers who are committed to making your Japanese learning experience amazing. Open the doors to a new language and culture without spending a fortune.
We are India's premier foreign language school providing online & offline classes throughout the world. Give us a call to book a slot for a counselling session or demo class.
We are India's premier foreign language school providing online & offline classes throughout the world. Give us a call to book a slot for a counselling session or demo class.
We are India's premier foreign language school providing online & offline classes throughout the world. Give us a call to book a slot for a counselling session or demo class.
We are India's premier foreign language school providing online & offline classes throughout the world. Give us a call to book a slot for a counselling session or demo class.
This document introduces an English language portfolio for beginner language learners. The portfolio has three sections: the passport, biography, and dossier. The passport provides a place for learners to record their qualifications, language skills, and experiences. The biography helps learners set goals and reflect on their learning history and style. The dossier allows learners to collect examples of their work. The portfolio aims to help learners assess and showcase their abilities as they progress in English.
Slideshare presentation: Learning a second languageCatherine Ablett
Total language immersion teaches a language through other subjects to place it in context, though learners still need to understand basic terminology. The level of explanation needed depends on learners' language competence. Subject-specific dictionaries with clear definitions and translations can support language learning within lessons while focusing on subject matter.
The document discusses mainstreaming English and language proficiency. It defines mainstreaming as the bridge to language proficiency, especially for listening skills. There are five stages of language proficiency from basic to advanced proficient levels. Mainstreaming is important because it acknowledges minority languages and allows students to learn in their native language before transitioning to English, helping ensure they do not fall behind in other subjects.
This course aims to enhance students' English proficiency, especially in grammar, vocabulary, writing, listening and speaking skills. It takes a step-by-step approach to strengthen foundations and prepare students for exams like IELTS. Key areas of focus include parts of speech, tenses, questions, pronunciation, reading comprehension, writing emails/letters/CVs, listening skills and public speaking. The intended learning outcomes are to master grammatical rules, write complex sentences, expand vocabulary, apply exam skills, understand audio texts, and speak fluently.
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Learn to Speak Japanese More fluently.pptxDivya Sharma
If you’re just beginning and want to learn more, we suggest you enroll in an offline or online Japanese Language Class, preferring an offline class. There are a variety of Japanese institutions for learning Japanese in India that you can sign up to like Nihonkai Japanese Academy in New Delhi.
Some Compelling Reasons to join our Institute to Japanese LanguageDivya Sharma
There are lots of Books are available in the market that they will be told at home. But properly start alone,never guide another person. Because Japanese Language is totally different from this so choose the right resources to start learning Japanese language.
How to clear jlpt exam in couple of monthsDivya Sharma
Learning Japanese is not an Easy task you need to do some hard work in the right Direction that will help you to achieve your target in a short period of time. In the Previous post we can share about the listening skills.
5 best reason you should learn japanese languageDivya Sharma
Get Learn Japanese language and make your future bright. we are at Nihonkai Provide Quality Education we hade many centres in Delhi Get Enroll Today with nearest Japanese language centre Nihonkai. Japanese may not be the first Foreign language that comes to your mind of studying a foreign language. there is a much great reason to learn the Japanese language.
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Japanese dialects basically fall under the two category-Toko Type and Kyoto Osaka Type, or the northern and southern dialects. Through this post you would learn the major differences between the common Japanese dialects.
The Japanese language uses three writing systems: hiragana, katakana, and kanji. Kanji originated from Chinese characters and are now used alongside hiragana in modern Japanese. A typical Japanese sentence contains hiragana, kanji, and sometimes katakana. Kanji can have multiple pronunciations depending on context. Hiragana is used to write inflections after kanji in verbs and adjectives. Furigana provides pronunciation guidance for rare or complex kanji.
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Looking to learn another language as a hobby or for professional growth? Here are 10 reasons why you should start learning Japanese today and stand out of the crowd.
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Is it your first time in learning a language? Don't know where to start or what to do? Read these top 10 tips for language learning success by Nihonkai.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Benefits of Joining Japanese Language Classes at Nihonkai
1. WHAT ARE THE BENEFITS OF JOINING
JAPANESE LANGUAGE CLASSES?
2. Learning Japanese language will make you
understand its complex verb forms and
vocabulary that helps to understand
conversation between the speaker, listener
and other persons involved in it. Though the
sound inventory of this unique language is
relatively small, but it certainly has a
distinctive pitch-accent system.
3. Basic Level A
With the completion of this course you would be able to:
•Use Japanese vocabulary in simple conversations.
•Familiarity with commonly used expressions and phrases
•Give your introduction which is often asked while joining a
Japanese MNC
4. Basic Level B
This is also a basic stage, which is little bit advanced than
the previous course. By clearing this stage of Japanese
language course, you would be able to-
•Understand sentences quickly and easily related to immediate
relevance like family information, personal detail, local geography,
shopping, job etc.
•Communication about daily routines become easier. You would get
proficiency in sentences that determine the daily routine.
5. Intermediate Level A
It is the advanced stage of basic course where you get a hold on the Japanese
diction, grammar and other minute details of the language. By clearing this
course you would be able to:
•Comprehend the main points of any conversation that is encountered by you on
daily basis at work space, school or university.
•Deal with most situations easily while travelling where Japanese is the only
language that is known to people.
•Generate content on topics that are familiar to you or are of your personal
interest.
•Describe and share your personal experiences regarding a particular event,
show, ambition etc. and can give your own opinion in a debate or for any plan.
6. Intermediate Level B
When you reach this stage of Japanese language course, you will get a better
understanding of this language. By the end of this stage you gather enough
knowledge to-
•Understand the depth of an idea on both abstract as well as concrete topics
including the topics of your specialisation.
•Speak fluently and with spontaneity with your native speakers without
stumbling or any other strain.
•Generate clear and detailed content on a variety of topics with your own
viewpoint.
7. Advanced Stage
By the time you reach this stage, your basics are clear and your hold on the
grammar, tenses, gerunds and other minute details of the language will be
strong. It is the final stage by passing which you become the certified Japanese
language speaker and writer. It will help you to-
•Understand the implicit meaning behind the long texts and paragraphs.
•Express yourself naturals without fumbling.
•Get the confidence to use language for social, academic and professional
purposes.
•Generate clear, grammatical and well structured sentences even on complex
subjects.
8. Visit us at:
Nihonkai Japanese
Language Institute
BF-30, Tagore Garden
(Near Tagore Garden
Metro Station, Gate No.1)
New Delhi 110027
Website : www.japaneselanguage.co
+91-11-47353843
+91-99997-98094
+91-11-65656171