Midterm Test
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This is all the lesson content from lesson 1 through 7 to review for your midterm test
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Section 2 final project
The document discusses a final project that students must complete. It consists of three lines that simply state "Final Project" indicating this is the main topic and focus of the document. In summary, the document is about a final school project that needs to be finished.
Lesson 8 Speaking Assignment Content
The document provides instructions and examples for a speaking assignment in Japanese. It includes:
1. Directions for Student A to ask questions in Japanese and record audio, and for Student B to answer questions and record responses.
2. Six sample questions for the interview, such as "What will you do tomorrow?" and "Where will you go this weekend?".
3. Examples of grammar patterns like "I think that..." and changing verbs between forms.
4. A reading passage with directions to a classroom as an example for the assignment.
Lesson 8 reading writing new one
Satsuki describes her classroom location and how she gets to her second period music class. She is in the 2nd grade and her classroom is the first classroom on the second floor, which she reaches by taking the stairs from the right hallway and turning left. Her music class is the third classroom she passes after turning left in front of the stairs and then right. The document provides sample sentences in Japanese with English translations describing Satsuki's routes between classes.
Lesson 8 culture discussion
Cultural festivals and sports festivals are two popular annual events held by most middle schools and high schools in Japan. They are open to the public and allow students to showcase their creativity, skills, leadership, and teamwork. Cultural festivals typically take place in September and involve each class preparing a booth, performance, or activity. Sports festivals resemble a combination of field day games and track meets, held in October, where students compete in athletic and recreational events both individually and in groups. However, the traditional group gymnastics portion of sports festivals called kumi taisou has raised safety concerns due to injuries from large student pyramids.
Lesson 8 Reading and Writing Assignment
Satsuki describes the location of her classroom and how to get there from the entrance of the high school. She is in the 2nd grade and her classroom is the first classroom on the second floor, which can be accessed by taking the stairs on the right side of the hallway and turning left after reaching the second floor. The second summary describes how Satsuki gets to her music class, which is the third classroom, by turning right from her classroom, left in front of the stairs, and then right again.
Lesson 8 Lesson Content
This lesson teaches how to describe the location of objects and people in a school setting using new grammar particles and counter forms to indicate floors. Students will learn to use particles to describe locations and a counter form to specify which floor a classroom is located on in their school while continuing to practice informal verb forms.
Lesson 5(slide share) new
This document provides information on various aspects of the Japanese language, including particles, romaji, the hiragana ん, and the particle も. It discusses how particles show relationships between words and phrases in sentences. It explains that romaji is the romanization of Japanese used for names and places in English. It describes the pronunciation and usage of the hiragana ん. It defines sokuon as a symbol indicating a slight pause between syllables. And it provides examples of how the particle も is used similar to "too" or "also" in English to indicate additional items.
Lesson 5(slide share)
This document provides information on various grammatical aspects of the Japanese language, including particles, romaji, the hiragana ん, and the particle も. Particles are words that show the relationship between parts of a sentence and can function similarly to English prepositions. Romaji refers to the romanization of Japanese used for writing names and places in English. The hiragana ん represents an "n" sound at the end of words. The particle も is similar to "too" or "also" in English and is used to indicate additional items or that something applies to multiple subjects.
Recommended
Section 2 final project
The document discusses a final project that students must complete. It consists of three lines that simply state "Final Project" indicating this is the main topic and focus of the document. In summary, the document is about a final school project that needs to be finished.
Lesson 8 Speaking Assignment Content
The document provides instructions and examples for a speaking assignment in Japanese. It includes:
1. Directions for Student A to ask questions in Japanese and record audio, and for Student B to answer questions and record responses.
2. Six sample questions for the interview, such as "What will you do tomorrow?" and "Where will you go this weekend?".
3. Examples of grammar patterns like "I think that..." and changing verbs between forms.
4. A reading passage with directions to a classroom as an example for the assignment.
Lesson 8 reading writing new one
Satsuki describes her classroom location and how she gets to her second period music class. She is in the 2nd grade and her classroom is the first classroom on the second floor, which she reaches by taking the stairs from the right hallway and turning left. Her music class is the third classroom she passes after turning left in front of the stairs and then right. The document provides sample sentences in Japanese with English translations describing Satsuki's routes between classes.
Lesson 8 culture discussion
Cultural festivals and sports festivals are two popular annual events held by most middle schools and high schools in Japan. They are open to the public and allow students to showcase their creativity, skills, leadership, and teamwork. Cultural festivals typically take place in September and involve each class preparing a booth, performance, or activity. Sports festivals resemble a combination of field day games and track meets, held in October, where students compete in athletic and recreational events both individually and in groups. However, the traditional group gymnastics portion of sports festivals called kumi taisou has raised safety concerns due to injuries from large student pyramids.
Lesson 8 Reading and Writing Assignment
Satsuki describes the location of her classroom and how to get there from the entrance of the high school. She is in the 2nd grade and her classroom is the first classroom on the second floor, which can be accessed by taking the stairs on the right side of the hallway and turning left after reaching the second floor. The second summary describes how Satsuki gets to her music class, which is the third classroom, by turning right from her classroom, left in front of the stairs, and then right again.
Lesson 8 Lesson Content
This lesson teaches how to describe the location of objects and people in a school setting using new grammar particles and counter forms to indicate floors. Students will learn to use particles to describe locations and a counter form to specify which floor a classroom is located on in their school while continuing to practice informal verb forms.
Lesson 5(slide share) new
This document provides information on various aspects of the Japanese language, including particles, romaji, the hiragana ん, and the particle も. It discusses how particles show relationships between words and phrases in sentences. It explains that romaji is the romanization of Japanese used for names and places in English. It describes the pronunciation and usage of the hiragana ん. It defines sokuon as a symbol indicating a slight pause between syllables. And it provides examples of how the particle も is used similar to "too" or "also" in English to indicate additional items.
Lesson 5(slide share)
This document provides information on various grammatical aspects of the Japanese language, including particles, romaji, the hiragana ん, and the particle も. Particles are words that show the relationship between parts of a sentence and can function similarly to English prepositions. Romaji refers to the romanization of Japanese used for writing names and places in English. The hiragana ん represents an "n" sound at the end of words. The particle も is similar to "too" or "also" in English and is used to indicate additional items or that something applies to multiple subjects.
Lesson 5(slide share)
Particles are words that show the relationship between words and phrases in a Japanese sentence. They function similarly to English prepositions but follow the words they modify. Romaji is the romanization of Japanese used mainly for writing names and in textbooks for learners. The hiragana ん represents an "n" sound at the end of words and does not form its own syllable. The particle も means "also" or "too" and is used to connect two ideas, as in saying "my mom is also 45 years old".
Lesson 5(slide share)
Particles are words that show the relationship between words, phrases, or clauses in a Japanese sentence. They function similarly to English prepositions but follow the words they modify. Particles can have English equivalents or peculiar usages not found in English.
Romaji refers to the romanization of Japanese characters. It is mainly used for writing human names and place names in English. Japanese people do not use Romaji for writing their own language.
The hiragana ん is usually the last character listed in dictionaries. It looks and sounds like the "n" sound at the end of words in English. Unlike other hiragana, ん does not form a syllable on its own but is pronounced
Lesson13
The passage discusses the importance of summarization for processing large amounts of text. It notes that automatic summarization systems aim to condense long documents into shorter summaries while maintaining the most important concepts and entities. The challenges of building such systems include identifying the most salient ideas, deciding what can be removed without losing meaning, and generating coherent text.
Recording methods
This document provides instructions for creating audio recordings using several different tools for speaking assignments, including Vocaroo, Microsoft PowerPoint, Audacity, Blackboard Collaborate, smartphones, and other utilities like GarageBand. It explains how to record and save audio files using each tool and upload the files into an online discussion board or convert Blackboard Collaborate recordings to MP3 format. The document emphasizes saving files in MP3, WAV or MP4 formats so teachers can access the work. It also suggests getting help from eLA teachers or the NCVPS Virtual Support Center if having problems recording audio.
Assessment of english language learners 1
The document discusses different types of assessments and their purposes. It describes formal assessments like standardized tests which are administered in groups, and informal assessments like teacher-made tests and observations which occur naturally in the classroom. Both formal and informal assessments are used to identify student needs, evaluate programs, and document learning. Performance assessments can incorporate elements of both and directly observe desired behaviors. Assessments can be criterion-referenced, comparing students to pre-defined standards, or norm-referenced, comparing students to peers. When assessing English language learners, considerations include identification and placement, challenges, classroom-based methods, and cultural factors.
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Lesson 5(slide share)
Particles are words that show the relationship between words and phrases in a Japanese sentence. They function similarly to English prepositions but follow the words they modify. Romaji is the romanization of Japanese used mainly for writing names and in textbooks for learners. The hiragana ん represents an "n" sound at the end of words and does not form its own syllable. The particle も means "also" or "too" and is used to connect two ideas, as in saying "my mom is also 45 years old".
Lesson 5(slide share)
Particles are words that show the relationship between words, phrases, or clauses in a Japanese sentence. They function similarly to English prepositions but follow the words they modify. Particles can have English equivalents or peculiar usages not found in English.
Romaji refers to the romanization of Japanese characters. It is mainly used for writing human names and place names in English. Japanese people do not use Romaji for writing their own language.
The hiragana ん is usually the last character listed in dictionaries. It looks and sounds like the "n" sound at the end of words in English. Unlike other hiragana, ん does not form a syllable on its own but is pronounced
Lesson13
The passage discusses the importance of summarization for processing large amounts of text. It notes that automatic summarization systems aim to condense long documents into shorter summaries while maintaining the most important concepts and entities. The challenges of building such systems include identifying the most salient ideas, deciding what can be removed without losing meaning, and generating coherent text.
Recording methods
This document provides instructions for creating audio recordings using several different tools for speaking assignments, including Vocaroo, Microsoft PowerPoint, Audacity, Blackboard Collaborate, smartphones, and other utilities like GarageBand. It explains how to record and save audio files using each tool and upload the files into an online discussion board or convert Blackboard Collaborate recordings to MP3 format. The document emphasizes saving files in MP3, WAV or MP4 formats so teachers can access the work. It also suggests getting help from eLA teachers or the NCVPS Virtual Support Center if having problems recording audio.
Assessment of english language learners 1
The document discusses different types of assessments and their purposes. It describes formal assessments like standardized tests which are administered in groups, and informal assessments like teacher-made tests and observations which occur naturally in the classroom. Both formal and informal assessments are used to identify student needs, evaluate programs, and document learning. Performance assessments can incorporate elements of both and directly observe desired behaviors. Assessments can be criterion-referenced, comparing students to pre-defined standards, or norm-referenced, comparing students to peers. When assessing English language learners, considerations include identification and placement, challenges, classroom-based methods, and cultural factors.
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Midterm Test
- 1. + Module One Lesson One Notes - Sports/Hobbies Module Two Lesson Two Notes - How Much Is It? Module Two Lesson Three Notes - Food/Restaurants Module Three Lesson Four Notes - What Do I Do On the Weekend? Module Three Lesson Five Notes - Daily Activities Module Three Lesson Six Notes - My Class Schedule Module Four Lesson Seven Notes - Places in My Town Lesson list
- 2. + さくら：「わたし は すし を たべません。」 だいち：「どうして ですか。」 さくら：「さかな が きらいですから。」 Sakura: "I don't eat sushi." Daichi: "Why is that?" Sakura: "Because I don't like fish." (or, "Because I am not fond of fish.") Example 2: だいち：「きょう は がっこう に いきません。」 さくら：「なぜ ですか。」 だいち：「にちようび ですから。」 Sakura: "I won't go to school today." Daichi: "Why is that?" Sakura: "That's because it's Sunday."
- 3. + Example 3: さくら：「どうしてやきゅうがきらいですか。」 だいち：「つまらないですから。」 Sakura: "Why do you dislike baseball?" Daichi: "Because it's boring."
- 4. +
- 5. + LESSON 2
- 6. + Lesson 3
- 7. + Lesson 4
- 8. +
- 9. + Lesson 5
- 10. +
- 11. + Lesson 6
- 12. + Lesson 7
- 13. +
- 14. +
- 15. +