My final day presentation for THE HINDU HITACHI SCHOLARSHIP was held at "The Industry Club of Japan" (A historical convention hall just opposite to the Tokyo Station) yesterday, 17/1/2013.
The attendees were from the top management of Hitachi's International Strategy Division including Mr Yasuo Tanabe (Vice President & Executive Officer).
My final day presentation for THE HINDU HITACHI SCHOLARSHIP was held at "The Industry Club of Japan" (A historical convention hall just opposite to the Tokyo Station) yesterday, 17/1/2013.
The attendees were from the top management of Hitachi's International Strategy Division including Mr Yasuo Tanabe (Vice President & Executive Officer).
The document provides examples of position words in Japanese used to describe the location of various objects. It lists common objects and their Japanese translations, such as "glasses" and "table." It then gives example sentences using position words like "on," "under," "in," and "behind" to state where each object is located. The document concludes by providing additional Japanese words for common objects and asking the reader to use position words to ask and answer questions about the location of those objects.
The document explains how to use verbs in Japanese to express going, coming, or returning somewhere to do something. It gives the formula of using the masu-stem of a verb followed by ni ikimasu (to go), ni kimasu (to come), or ni kaerimasu (to return). Examples are provided to illustrate going to eat lunch, coming to eat lunch, and returning to eat lunch.
This lesson discusses the difference between "ni ikimasu" and "te kimasu" in Japanese. "Ni ikimasu" means going to do something but does not imply coming back, while "te kimasu" implies going to do something and then returning. The document provides examples of using each expression and instructs students to practice describing pictures using both patterns.
1. The lesson discusses routine activities and how to express them in Japanese using affirmative verbs in the present form. Some examples of routine activities given are jogging every evening and drinking coffee every morning.
2. To say something is done regularly, attach "mai" meaning "every" to time expressions like parts of the day, days of the week, months, or years. For example, "maiban" means "every evening".
3. The document provides exercises to describe people's routine activities using the patterns discussed, such as "drink coffee every morning" and "go to the hospital every Tuesday".
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document describes a Japanese language lesson where the teacher proposed adjusting the classroom environment based on student feedback. When the lesson started, the blinds were open and it was too bright. The teacher asked "shall I close the blinds?" After closing the blinds, it became too dark, so the teacher asked "shall I turn on the lights?" However, then the room became too hot, so the teacher asked "shall I turn on the air conditioning?" The document explains that ~ましょうか means "shall I/let me ~" and is used to offer assistance to someone.
1. The document discusses the verbs "agemasu" (to give) and "moraimasu" (to receive) in Japanese and their proper usage.
2. "Agemasu" is used when someone is giving an object to another person. "Moraimasu" is used when someone is receiving an object from another.
3. Examples are provided to demonstrate how to use these verbs correctly based on who is the giver and receiver in a situation. Questions are also provided to ask about who gave/received what from whom.
- In Japanese, numbers between 1,000-9,000 are read as "sen" rather than using "thousand". So 1,000 is "sen" and there is no word for "ten thousand".
- Numbers between 10,000-9,990,000 are read by adding the digit name "man" after the place value. So 10,000 is "ichiman".
- Larger numbers between 100,000,000-99,900,000,000 add the digit name "oku" after "man". So 100,000,000 is "ichiouku".
The document provides examples of position words in Japanese used to describe the location of various objects. It lists common objects and their Japanese translations, such as "glasses" and "table." It then gives example sentences using position words like "on," "under," "in," and "behind" to state where each object is located. The document concludes by providing additional Japanese words for common objects and asking the reader to use position words to ask and answer questions about the location of those objects.
The document explains how to use verbs in Japanese to express going, coming, or returning somewhere to do something. It gives the formula of using the masu-stem of a verb followed by ni ikimasu (to go), ni kimasu (to come), or ni kaerimasu (to return). Examples are provided to illustrate going to eat lunch, coming to eat lunch, and returning to eat lunch.
This lesson discusses the difference between "ni ikimasu" and "te kimasu" in Japanese. "Ni ikimasu" means going to do something but does not imply coming back, while "te kimasu" implies going to do something and then returning. The document provides examples of using each expression and instructs students to practice describing pictures using both patterns.
1. The lesson discusses routine activities and how to express them in Japanese using affirmative verbs in the present form. Some examples of routine activities given are jogging every evening and drinking coffee every morning.
2. To say something is done regularly, attach "mai" meaning "every" to time expressions like parts of the day, days of the week, months, or years. For example, "maiban" means "every evening".
3. The document provides exercises to describe people's routine activities using the patterns discussed, such as "drink coffee every morning" and "go to the hospital every Tuesday".
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document describes a Japanese language lesson where the teacher proposed adjusting the classroom environment based on student feedback. When the lesson started, the blinds were open and it was too bright. The teacher asked "shall I close the blinds?" After closing the blinds, it became too dark, so the teacher asked "shall I turn on the lights?" However, then the room became too hot, so the teacher asked "shall I turn on the air conditioning?" The document explains that ~ましょうか means "shall I/let me ~" and is used to offer assistance to someone.
1. The document discusses the verbs "agemasu" (to give) and "moraimasu" (to receive) in Japanese and their proper usage.
2. "Agemasu" is used when someone is giving an object to another person. "Moraimasu" is used when someone is receiving an object from another.
3. Examples are provided to demonstrate how to use these verbs correctly based on who is the giver and receiver in a situation. Questions are also provided to ask about who gave/received what from whom.
- In Japanese, numbers between 1,000-9,000 are read as "sen" rather than using "thousand". So 1,000 is "sen" and there is no word for "ten thousand".
- Numbers between 10,000-9,990,000 are read by adding the digit name "man" after the place value. So 10,000 is "ichiman".
- Larger numbers between 100,000,000-99,900,000,000 add the digit name "oku" after "man". So 100,000,000 is "ichiouku".
This document repeats the phrase "KANJI LOOK & LEARN < L1 >" seven times, suggesting it is providing instructions to look at and learn kanji at a basic level 1 proficiency through repetition of the phrase and characters.
This document appears to be a workbook for Lesson 1 of JBP-2, as it is titled "JBP-2/ Lesson 1 Workbook" repeated multiple times. The workbook likely contains exercises or activities for students to complete to learn the material from Lesson 1 of whatever JBP-2 is referring to.
2. Frequency Adverbs
まいにち/ every day
or
いつも/ always
100%
よく/ often
ときどき/ sometimes
たまに/ occasionally
あまり∼ません/ NOT very often
ぜんぜん ∼ません/ NOT at all
or
never
0%
3. I ・・・ watch TV after dinner.
ばんごはんのあと、まいにち/いつもテレビをみます。
100%
ばんごはんのあと、よくテレビをみます。
ばんごはんのあと、ときどきテレビをみます。
ばんごはんのあと、たまにテレビをみます。
ばんごはんのあと、あまりテレビをみません。
ばんごはんのあと、ぜんぜんテレビをみません。
0%
4. How do you say?
Ex. every day
often
sometimes
not very often
no at all
まいにち コーヒーを のみます。
5. Expressing Frequency
The particle に following a period of time means ‘per’. When a
かい
number and the counter 回 ‘times’, comes immediately after に,
the sentence tells you how many times per period someone does
something or something happens.
3 times
しゅう
週
per
week
に
さんかい
三回
6. しゅう
A week
3 times per a week
2 times per a week
1 time per a week
3 hours per a week
5 hours per a week
週
しゅう
さんかい
週 に 三回
しゅう
に かい
週 に 二回
しゅう
いっかい
週 に 一回
しゅう
さん じ か ん
週 に 三時間
しゅう
ご じかん
週 に 五時間
7. つき
A month 月
3 times per a month
5 times per a month
1 time per a month
4 hours per a month
6 hours per a month
つき
さんかい
月 に 三回
つき
ご かい
月 に 五回
つき
いっかい
月 に 一回
つき
よ じかん
月 に 四時間
つき
ろく じ か ん
月 に 六時間
8. ねん
A year 年
3 times per a year
7 times per a year
1 time per a year
3 hours per a year
9 hours per a year
ねん
さんかい
年 に 三回
ねん
ななかい
年 に 七回
ねん
いっかい
年 に 一回
ねん
さん じ か ん
年 に 三時間
ねん
く じかん
年 に 九時間
9. いちにち
A day 一日
3 times per a day
6 times per a day
1 time per a day
3 hours per a day
4 hours per a day
いちにち
さんかい
一日 に 三回
いちにち
ろっかい
一日 に 六回
いちにち
いっかい
一日 に 一回
いちにち
さん じ か ん
一日 に 三時間
いちにち
よ じかん
一日 に 四時間
10. I do shipping 3 times a week.
しゅう
さんかい
週 に 三回、かいものを します。
Can you make sentences?
∼ times
∼ hours
per a week
per a month
per a year
per a day