The Japanese Classroom

Japanese 1

April Break
Homework

Please Turn-In Assignment for HW

Grade.
Check the provided notes to help
answer these questions.

: ________________________
_

For pronunciation help, please visit:

soundcloud.com/

In Japanese, write the words that would occur in the

following conversations
I. Kidane feels as though Yale is extremely warm today. He raises his hand to
ask Williams-sensei if he could turn on the A/C. Although Williams-sensei says
IIE he turns to Esohe and asks her to open the windows in the back of the
classroom. How would Kidane ask Esohe to open the window?
Japanese: ___________________________________
2. Lee-Ana raises her hand to tell Williams-sensei she is cold. He turns to
Kayla in the front of Hampton and asks her to close the door. How would
Williams-sensei ask Kayla to close the door?
Japanese: ___________________________________
3. In Japanese, scholars are practicing the daily dialogue. After one-minute of
practice; Williams-sensei asks for (1) everyone to quiet down and (2) track
him for the next instructions. What would Williams-SENSEI say to get the
class to do both of these actions?
Japanese (1): ___________________________________
Japanese (2): ___________________________________
4. Williams-SENSEI asks Alani, please look, as he points to the whiteboard.
She responds by saying, I cannot see. Write in the two spaces below, what
this exchange might sound like in Japanese.
Williams-sensei, Japanese: ___________________________________
Alani, Japanese: ___________________________________
5. Latavia cannot see the whiteboard in Princeton from her current location.
She tells Williams-sensei, I cannot see. He asks her to stand so that she
can see the board a bit better from her location.
Latavia, Japanese: ___________________________________
Williams-sensei Japanese: ___________________________________

In the chart below, fill out the Japanese teachers response to student actions
given on the left-hand side.

Problem

English Response

Ex. A student is not

tracking.
1. A scholar has not
begun reading during an
IR block.
2. Scholars are practicing
a dialogue and it is time
to transition to a silent
section of class.
3. A teacher cannot find
his/her pencil, he asks a
student for a pencil.
4. The classroom is
warm, so the teacher
asks a scholar to open
the window.
5. The hallway is noisy,
so the teacher asks a
scholar to close the door.
6. The teacher asks
specific scholars to stand
in the middle of class.

Japanese
Response

Please TRACK the speaker.

MITE KUDASAI.

Please begin reading.

Conversations are done. We

are silent. We are quiet.
Please be quiet.
Please lend me a pencil.

Please open the window(s).

Please close the door.

Please stand.

Write each of the HIRAGANA characters two times in the

boxes below.
A

Japanese 1

The Japanese Classroom

Classwork #15
: ________________________
_

Aim: SWBAT respond to

classroom commands (~TE
KUDASAI)

Do Now:

: __________________

Fill out the chart below with the following verbs:

MIEMASU (to see), KIKOEMASU (to hear), ARIMASU (to have),

SHITTEIMASU* (to know)
#

Root of Verb

Affirmative Form

E
x.
1
2
3
4

WAKARI

WAKARIMASU

Question
Form
WAKARIMASUK
A

Negative
Form
WAKARIMASEN

Finished early? Write out the following HIRAGANA words in roman characters.
5. ________

6. ________

7. ________

--- End of Do Now ----

8. ________

HIRAGANA CHECK:

Grammar Point:

Using TE KUDASAI is one way to ask for something from others.

When you want others to perform actions for you, you will utilize the
verb in TE-form and KUDASAI to request of that action to be done.
______(Verb in TE-form)+ KUDASAI_____

Example: CHOTTO MATTE KUDASAI.

New Vocabulary:

1.

2.

KAITE KUDASAI

YONDE KUDASAIMITE KUDASAI

KIITE KUDASAI

Pleasewrite.

Pleaseread.

Pleaselisten.

5.

6.

SUWATTE KUDASAI

Pleasesit.

3.
Pleaselook.

TATTE KUDASAI

Pleasestand.

Example Dialogue:

4.

7.
YOKU DEKIMASHITA*

Welldone.

Jiel leads the class greeting on Monday

morning in Yale.
Jiel:
Japanese: HAJIMEMASHOO. KIRITSU. REI.
SENSEI: ,
Japanese: CHOTTO MATTE KUDASAI. Kayla, TATTE KUDASAI.
Kayla:
Japanese: HAI, WAKARIMASU.
Jiel:
Japanese: REI. OHAYOO GOZAIMASU. CHAKUSEKI
SENSEI:
Japanese: Kayla, HAYAKU. SUWATTE KUDASAI.

In-Class Activity: What would you say if?

In each of the scenarios below, think of what your teacher would say in
English as a response to a student action. Then, using the Japanese that

we have learned, write a sentence that the teacher could/would say based
on what we have learned.

Student Action
Ex. A student is not
tracking.
Student is not
listening.
Student is standing in
the middle of class.
Student is staring off
to space while others
write information off
the board onto their
notes.

What would your

teacher say?
Please track (or look).

The Japanese Classroom

Aim: SWBAT respond to

classroom commands (~TE
KUDASAI)

Do Now:
1. SAMUI DESUKA.
2. SOO DESU NEE.
3. ARIGATOO GOZAIMASU.
temperature) cold?
4. KONBANWA.
5. JAA NE.
6. SENSEI DESUKA.
7. II OTENKI DESU NEE.
teacher?
8. KONNICHIWA.
agree.

Japanese teacher
command
MITE KUDASAI.

Japanese 1

Classwork #16
: ________________________
_
: __________________

Mix-and-Match
A. Thank you.
B. Good evening!
C. Is it (the
D. Bye!
E. Good afternoon.
F. The weather is great!
G. Are you the/a
H. Yes, it is so. / Yes, I

Translate the following phrase(s) into English:

9. SUMIMASEN. KIKOEMASEN. MOO ICHIDOO ONEGAIASHIMASU.
_____________________________________________________________________________________

10. SOREWA WAKARIMASEN.

_____________________________________________________________________________________
5. ________ 6. ________ 7. ________

--- End of Do Now ----

8. ________

New Vocabulary:

1.
DASHITE KUDASAI
KUDASAI
Pleaseturnin(something).

2.
MISETE KUDASAI

3.
SHIZUKANI SHITE

Pleaseshowme.

Pleasebequiet.

4.
5.
MADO WO AKETE KUDASAI DOA WO SHIMETE KUDASAI

Pleaseopenthewindow.

Pleaseclosethedoor.

6.
ENPITSU WO KASHITE KUDASAI

Pleaselendmeapencil.

Example Dialogue:

ScholarsinPaceareinJapaneseclassandnoticetemperature

changes.

Vivian: Teacher, its hot.

SENSEI, ATSUI DESU.

SENSEI: Solomon, please open up the window.

Solomon, MADO WO AKETE KUDASAI.

Solomon: Yes.

HAI.
Vivian:Thank you.

ARIGATOO GOZAIMASU.
SENSEI: Youre welcome.

DOO ITASHIMASHITE.
Jahliv: Teacher, its cold.

SENSEI, SAMUI DESU.

SENSEI: Solomon, please close the window.

Solomon, MADO WO SHIMETE KUDASAI.

Japanese 1

The Japanese Classroom

: ________________________
_

Aim: SWBAT express

vocabulary for personal
classroom materials

Do Now:

Classwork #17

: __________________

What vocabulary words are the images

showing?

Word Bank:
WAKARIMASEN
AKETE KUDASAI

A.
A.
B.

B.

SHIZUKANI SHITE KUDASAI

KAITE KUDASAI

C.

D.

C.
D. WAKARIMASEN

KIKOEMASEN
KIITE KUDASAI

E.
E.
F.

F.

Finished Early?
1. ________ 2. DA _______________
_______

3. DA _______

--- End of Do Now ----

New Vocabulary:

1.
ENPITSU

2.
PEN

3.
KESHIGOMI

4.

5.
KAMI

6.
TEKISUTO

7.
JISHO

8.

HON

NOOTO

9.()
(O) KANE

10.
SHASHIN
GOMI

Example Dialogue:

11.
BAGGU

12.
BOSHI

13.

ScholarsarelearningtheJapanesewordsforthingsaroundthe

classroom.

SENSEI: SOREWA NANI DESU KA.

Isaac: Money Money DESU.
Emmanuel: Money Money WA NIHONGODE
NANTO IIMASUKA.
SENSEI: OKANE DESU.

Activity 1:

What is that? How do you say it in Japanese?

One scholar (A) will ask their neighbor (B), what is this? in reference to
an item in the classroom. The partner will then say this is _________
depending on the item. They (B) will ask, what is that object called in
Japanese? in Japanese and Scholar A will then give them the Japanese
equivalent.
Window-Side Partner
Odd-Numbered Vocabulary Words
1.
3.
5.

Locker-Side/Wall Partner
Even-Numbered Vocabulary Words
2.
4.
6.

Activity 2: New Vocabulary Image Chart

Word

HIRAGANA

1. Pencil

2. Pen

3. Eraser

4. Book

The Japanese Classroom

Roman
Characters

Japanese 1

Picture

Classwork #18
: ________________________
_

Aim: SWBAT show possession

by using the particle -NO

: __________________

Do Now:

What vocabulary words are the images

showing?

Word Bank:
ENPITSU
MITE KUDASAI

HON
DASHITE KUDASAI

TATTE KUDASAI
SUWATTE KUDASAI

A.

B.

C.

D.

E.

F.

A.
C.
E.
B.
D.
F.
True or False, Circle True or False for each of the statements below.
1. The particle, WA attaches to the end of a noun to show the subject of a
sentence.
True False
2. The particle, KA is attached to the beginning of a sentence make a question.
True False
3. The particle, NEE, attaches to the end of a sentence to show exclamation.
True False
4. The particle, KA, attaches to the end of a sentence to make a question.
True False
5. The particle, KA, attaches to the end of a sentence to show exclamation.
True False

--- End of Do Now ----

Vocabulary Review:
1. KORE refers to things that are: __________________________________
2. SORE refers to things that are: __________________________________
3. ARE refers to things that are: ___________________________________

Grammar Point:
The particle NO indicates possession.

Ex. KOREWA WATASHI-NO HON DESU.

This is my book.

Ex. SOREWA ENPITSU-NO KESHIGOMI DESU.

___________________________
Ex. AREWA, Olamide-SAN NO BOOSHI DESU.
____________________________

New Vocabulary:

1. *
Romaji ______________
Definition
You*
______________

2.
3.
______________
WATASHI-NO
______________

*Usedtoaddresspersonsof______________or______________status.Japanesepeopleusenamesor
titlestoaddresspersonsofahigherstatus.Wheneverpossible,avoidtheuseofANATAespeciallywhen
itisclearthatthesubjectisyou.

Romaji

4.
______________

Definition

5.
_______________

This (object)

6.
_______________

That (object)

That

(object) all the way over there

NOUN
E
x.
1.

KONO ENPITSU

2.

SONO TEKISUTO

3.

ANATA

WATASHI

N
O
N
O
N
O
N
O
N

NOUN
KESHIGO
MI
HON
KAMI
PEN

English
This pencils eraser

4.

WILLIAMS-SENSEI

5.

________________ -SAN

6.

________________ -SAN

O
N
O
N
O
N
O

OKANE