Explains how to modify a noun with a short-form verb, adjective or both, for the beginning Japanese language course at Wells College. Covers Genki 1 Textbook Chapter 9 Grammar Point 2.
Grammar structures for describing people in Japanese. Used for introducing grammar points 1, 2 and 5 in Genki Book I Chapter 7. Covers using the -teiru form to show actions, what people are wearing and other characteristics. Provides examples of the counter for people.
This slideshow explains how to conjugate the copula, adjectives and verbs into short forms in the past tense in Japanese. It also reviews the non-past short forms, and includes short example sentences.
This deck supplements Grammar 1 in Chapter 9 of the Genki textbook. It assumes knowledge of the ~masu and desu forms of verbs, and a mastery of hiragana and katakana.
Copyright by Kurt Pipa, Lecturer in Japanese at Wells College.
Explains how to modify a noun with a short-form verb, adjective or both, for the beginning Japanese language course at Wells College. Covers Genki 1 Textbook Chapter 9 Grammar Point 2.
Grammar structures for describing people in Japanese. Used for introducing grammar points 1, 2 and 5 in Genki Book I Chapter 7. Covers using the -teiru form to show actions, what people are wearing and other characteristics. Provides examples of the counter for people.
This slideshow explains how to conjugate the copula, adjectives and verbs into short forms in the past tense in Japanese. It also reviews the non-past short forms, and includes short example sentences.
This deck supplements Grammar 1 in Chapter 9 of the Genki textbook. It assumes knowledge of the ~masu and desu forms of verbs, and a mastery of hiragana and katakana.
Copyright by Kurt Pipa, Lecturer in Japanese at Wells College.
Explains the four basic variants of the negative form of the Japanese copula, "desu." Used to teach chapter 2 grammar 6 of the Genki Textbook at Wells College.
Explains how to use the Japanese particles ni, to mark the destination of a movement, and de, to mark where an action takes place. Covers these aspects of Ch 3 Grammar 3 in the textbook "Genki: An Integrated Course in Elementary Japanese." Uses examples with 3 movement verbs (to go, to come, to return) and the verbs to study and to eat.
This document appears to be a workbook or practice document for language learning. It contains multiple unlabeled sections that are likely exercises, fill-in-the-blank, or other practice activities for a student to complete to improve their skills. The document focuses on building skills but does not provide much context around its intended use or learning objectives.
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.
This document recaps lessons on describing locations in Japanese. It discusses using location words like "above", "below", "in front of", and "next to" to specify where an item or person is in relation to another thing. It also covers asking about locations using words like "where" and informing others of locations. Numbers of items can be indicated using counters after the number, like "three books" or "four students".
Coverage for the prelims operations engineeringaero2011
This document provides the syllabus for an aviation weather course. The objectives are to establish a foundation in aviation weather and apply weather principles to flight planning. Topics include the earth's atmosphere, temperature, pressure, wind, moisture, clouds, fronts, turbulence, and more. Requirements include student presentations, facility visit reports, exams, attendance, assignments, and participation. The textbook is an FAA publication on aviation weather. Students are assigned specific topics to present and dates. The grading rubric and agreement form are also included.
Lesson 5 introduces Japanese counters for counting different items. [1] Counters like "hon" and "mai" are used with specific items like bottles and shirts. [2] Counters typically come after the item being counted in a sentence. [3] There is also a traditional way of counting small items from 1 to 10 without counters using words like "hitotsu" and "futatsu".
Explanation of the "be" verbs in Japanese (aru and iru) for beginning Japanese course at Wells College. Covers Genki 1 Textbook Chapter 4 Grammar Point 1.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
Explains the four basic variants of the negative form of the Japanese copula, "desu." Used to teach chapter 2 grammar 6 of the Genki Textbook at Wells College.
Explains how to use the Japanese particles ni, to mark the destination of a movement, and de, to mark where an action takes place. Covers these aspects of Ch 3 Grammar 3 in the textbook "Genki: An Integrated Course in Elementary Japanese." Uses examples with 3 movement verbs (to go, to come, to return) and the verbs to study and to eat.
This document appears to be a workbook or practice document for language learning. It contains multiple unlabeled sections that are likely exercises, fill-in-the-blank, or other practice activities for a student to complete to improve their skills. The document focuses on building skills but does not provide much context around its intended use or learning objectives.
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.
This document recaps lessons on describing locations in Japanese. It discusses using location words like "above", "below", "in front of", and "next to" to specify where an item or person is in relation to another thing. It also covers asking about locations using words like "where" and informing others of locations. Numbers of items can be indicated using counters after the number, like "three books" or "four students".
Coverage for the prelims operations engineeringaero2011
This document provides the syllabus for an aviation weather course. The objectives are to establish a foundation in aviation weather and apply weather principles to flight planning. Topics include the earth's atmosphere, temperature, pressure, wind, moisture, clouds, fronts, turbulence, and more. Requirements include student presentations, facility visit reports, exams, attendance, assignments, and participation. The textbook is an FAA publication on aviation weather. Students are assigned specific topics to present and dates. The grading rubric and agreement form are also included.
Lesson 5 introduces Japanese counters for counting different items. [1] Counters like "hon" and "mai" are used with specific items like bottles and shirts. [2] Counters typically come after the item being counted in a sentence. [3] There is also a traditional way of counting small items from 1 to 10 without counters using words like "hitotsu" and "futatsu".
Explanation of the "be" verbs in Japanese (aru and iru) for beginning Japanese course at Wells College. Covers Genki 1 Textbook Chapter 4 Grammar Point 1.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
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 discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
4. 動詞は、 主 語 によって使い分け
る。
be
単数
複数
一人称
I am
We are
二人称
You are
You are
三人称
She is
He is
This is
That is
It is
They are
These are
Those are
They are
◆ 短縮形◆
I am ⇒ I’m
you are ⇒ you’re
we are ⇒ we’re
they are ⇒ they’re
This is, These are, Those are
の短縮形はありません。
she is ⇒ she’s
he is ⇒ he’s
that is ⇒ that’s
it is ⇒ it’s
5. • 「～です。」
1.例文
I am Jack.
意味：私はジャックです。
He is a student.
意味：彼は学生です。
（ I’m→ I am ）…短縮形
例： I’m Lisa.
意味：私はリサです。
6. ２．例文
Tom is tall.
意味：トムは背が高いです。
⇒ he に置き換えられ、 be 動詞は is になります
。
You and I are friends.
意味：私たちは友達です。
⇒ we と置き換えられ、 be 動詞は are になりま
す。
7. • 「～にいます。」「～にあります。」
１．例文
You are in Tokyo.
意味：あなたは東京にいます。
My pen is on the desk.
意味：私のペンは机の上にあります。
in 〜 〜に、〜の中に
on 〜 〜の上に （接して )
8. ２．例文
She’s in New York.
意味：彼女はニュートークにいます。
It’s many bags on the shop.
意味：お店にはたくさんのバッグがあります。
＊ーーーー＊－－－－＊－－－－＊
I’m from Japan.
意味：私は日本出身です。
Be 動詞＋ from ～ ：～出身で
す
9. • 練習 １
1.He ( ) tall.
彼は背が高いです。
２． They ( ) my parents.
その人たちは、私の両親です。
３． This ( ) my bike.
これは私の自転車です。
10. • 答え １
1.He is tall.
彼は背が高いです。
２． They are my parents.
その人たちは、私の両親です。
３． This is my bike.
これは私の自転車です。
