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Japanese class lesson 2, Lecture notes of Japanese Language

Japanese introduction and writing system

Typology: Lecture notes

2021/2022

Uploaded on 03/22/2022

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MODULE 2 Application of Japanese Writing
Introduction
While it is true (at least to many Westerners) that Japanese is an exotic
language, when compared to learning other European languages, it may
seem harder because it has no relation to their own language. But from
learning experiences of European languages, with confidence; learning
about writing Japanese is, in fact, not so difficult. The grammar is in many
ways simpler than most European languages. Take for example the fact that
it doesn’t have cases, grammatical genders, nor articles. However,
Japanese writing and reading is not so simple.
While discussing typography that most often focus on English language
problems, which is only natural considering that the majority of design
material is written in English. However, a lot can be gleaned from looking at
how other languages are used as part of communication and design — it
helps to lend context and a different point of view.
Learning Outcomes
At the end of this module the students should be able to:
Students will learn the additional information on Japanese character conversion
to English.
Students can now apply the two character systems in various scenarios.
Focuses more on forms, brush and strokes.
Lesson 3 Japanese Writing System Familiarization
ごい (Language):
Now that the students obtained enough idea about the Japanese Writing
system, other entries which were not included on the previous lessons will
be added to this chapter. A chart/diagram will show this additional
information.
There are certain words that changes in meaning when applied to
Japanese forms. This will gauge the students’ knowledge and capability of
memorizing and writing the Hiragana/Katakana characters, with the insertion
of different forms.
Japanese Chart Table (Figure 3.1)
Japanese Chart Table (Figure 3.2)
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MODULE 2 Application of Japanese Writing Introduction While it is true (at least to many Westerners) that Japanese is an exotic language, when compared to learning other European languages, it may seem harder because it has no relation to their own language. But from learning experiences of European languages, with confidence; learning about writing Japanese is, in fact, not so difficult. The grammar is in many ways simpler than most European languages. Take for example the fact that it doesn’t have cases, grammatical genders, nor articles. However, Japanese writing and reading is not so simple. While discussing typography that most often focus on English language problems, which is only natural considering that the majority of design material is written in English. However, a lot can be gleaned from looking at how other languages are used as part of communication and design — it helps to lend context and a different point of view. Learning Outcomes At the end of this module the students should be able to:  Students will learn the additional information on Japanese character conversion to English.  Students can now apply the two character systems in various scenarios.  Focuses more on forms, brush and strokes. Lesson 3 Japanese Writing System Familiarization ごい (Language): Now that the students obtained enough idea about the Japanese Writing system, other entries which were not included on the previous lessons will be added to this chapter. A chart/diagram will show this additional information. There are certain words that changes in meaning when applied to Japanese forms. This will gauge the students’ knowledge and capability of memorizing and writing the Hiragana/Katakana characters, with the insertion of different forms. Japanese Chart Table (Figure 3.1) Japanese Chart Table (Figure 3.2)

Japanese Chart Table (Figure 3.3) Japanese Chart Table (Figure 3.4)

How do you do?

わ たしのな まえは(Full Name) です.

My name is (Full Name)

Pleased to meet you.

Lesson 4 じこしょうかい ( Self - Introduction ) ごい : わたし (I) だいがく (University) わたしたち (we) びょういん (Hospital) あなた (you) でんき (electricity) あの ひと (that person, he, she) だれ(どなた)(who [polite]) みなさん (everyone) ーさい (counter for age) ~さん (Mr. Mrs.) なんさい(おいくつ)(how old [polite]) ~ちゃん (addressed to a child) はい (yes) ~くん(suffix to a boy) いいえ (no) ~じん (~ a nationality of) しつれいですが (Excuse me, but) せんせい (teacher not used when referring to one’s own job) きょうし (teacher, instructor) おなまえは?(May I have your name?) がくせい (student) はじめまして (How do you do?) かいしゃいん (company employee) どうぞ よろしく[おねがいします] しゃいん (employee) こちらは~さんです (This is Mr./Mrs.~) ぎんこういん (bank employee) ~からきました (I came [from~]) いしゃ (doctor) けんきゅうしゃ (research, scholar) エンジニア (engineer) Students can now interact with basic Japanese conversations. And what better way to start it by introducing yourself? (see Figure 4.0 below) Through writing, student can have detailed information of themselves whether talking casually or formally. In this case, the polite form of Japanese will be observed and used in most of the present and further lesson. あいさつ ”( Greetings) Semi-Formal (Figure 4.0)

Listening Exercise: Activities

  1. Listening
  2. Real Dialogue
  3. Shadowing
  4. Reading Assessment Quiz: 例 チョイ がくせい

せんせい

ぎんこいん

べんごし

エンジニア

こむいん A. Express the nationality of each charcter as shown in the picture. 例:チョイさん は ちゅうごくじん です。






B. Provide the status of each character using the information found on each picture. 例:チョイさん は がくせい です。






  1. C. Using the given paired information in each item express weather the information is true base from the pictures following the example given. 例:チョイさん・にほんじん → チョイさん は にほんじんじゃありません。 1 .けんさん・エンジニア → ___________________ 2 .ジヲンさん・ちゅうごくじん → ________________ 3 .メガンさん・アメリカ → __________________ 4 .ハリーさん・べんごし → __________________ 5 .マリア・こむいん → _____________________ D. Translate the phrases in Japanese。 例: Company lawyer かいしゃ の べんごし
    1. Teacher of the university ____________________________
    2. Book in English ____________________________
    3. Student’s bag ____________________________
    4. Friend of mine ____________________________
    5. Filipino employee ____________________________