Reflection 14

1. I learned lots of new grammar points from lesson 2.
2. Probably learning tame ni. I'd always wanted to hear a clear explanation, and I never knew it could be used to mean because.
3. Learning some new kanji from lesson 2.
4. Finishing this essay.
5. Work. I think if I get a proofread I should be fine, I just need to verify I'm doing it right.
6. Tame ni. It can mean because of or for the sake of. I had always heard it used as for the sake of. The best way to differentiate the two usages is to check the tense, and if it's past tense, it's always because. If it's not past tense, it can be either which can be determined by context. I think maybe the reason I don't really remember hearing it as because is because it is somewhat formal and I usually hear mostly casual speech.

Reflection 13

1. We learned some more details about chapter 1.
2. Seeing sensei was back.
3. Finishing the majority of the in-class practice essay.
4. Writing the real essay's rough draft.
5. Think and write.
6. We really didn't learn any new grammar points, but chapter 2 has ni totte, which basically means especially to. For instance, gakusei ni totte would mean especially for students. You could say benkyou wa gakusei ni totte taisetsu desu (studying is important, especially for students). Nifty!

Reflection 12 + 出身の有名な行事

1. I learned the details of the first chapter's reading, as well as some more grammar point details.
2. Probably the reading. I thought it was fairly interesting since I've never learned about Japan's geography.
3. Learning Japan's geography.
4. Learning to write the kanji.
5. Practice!
6. De dekiru and kara dekiru. The way I remember is that one contains it as an ingredient or material, and the other is chaning the actual item into another.


私の出身はヒンクリーです。ヒンクリーにはちょっと有名な行事があります。昔にその地方に動物が多すぎます。だからヒンクリーの人々は大きいと殺しました。後にたくさｎバザードが来、動物の死体を食べました。それからバザードは毎年同じ日にヒンクリーにもどります。その日は「バザーズデー」と呼びます。バザズデーには町みんがパンケーキを食べ、バザードを見ます。

Reflection 11

1. We studied more of chapter 1.
2. Just going over the chapter.
3. Understanding chapter 1 fairly well.
4. Understanding every detail.
5. Study!
6. To ka is used for non-exhaustive lists in the same way ya is, but verbs can also be used. Nifty.

Reflection 10

1. I learned some finer points in the reading in Chapter 1. I also listened to a whole lot of presentations.

2. Listening to other peoples' presentations.

3. Doing that accursed presentation without passing out. I was able to do it before the Japanese students arrived, so I didn't get as nervous as I would have.

4. Finishing up Chapter 1 and learning the kanji. Reading is okay, but writing takes quite a bit more effort.

5. Study and practice writing the kanji. I don't need to physically write them, but I do need to make sure my fingers know the stroke order.

6. de/kara dekite imasu. Made from or out of. If it retains the same form, then it is de, if it is a completely different form, then it is kara.

私は日本にマツマロクリームがない（でも、マツマロがある）とかビールはホップスでできているとかマウンタンパイはキャンプファイアの何かが中にあるサンドイッチだとかかっこいい洋服はいい音楽家のために大切だとか弟は日本人の女に「きゅうん～！」と言わせるを習いました。

Reflection 9

1. A crazy amount of grammar points, as well as new kanji and vocabulary.
2. Probably reading the new book. I really like it since it has more in-depth sentences and makes me feel confident when I read it.
3. Learning the new grammar points and understanding the book. Because the book is 90% Japanese, it feels cool to read it and understand it.
4. Probably keeping track of all the kanji and new vocabulary. I have a feeling every chapter is going to build on the last, so if I don't keep up with all the kanji/vocab I won't be able to read the next chapter.
5. Study.
6. Sa turns adjectives into nouns. You just attach sa to the end of the stem. It's the equivalent of -ness in English. Nifty.
Suggestions: Unlike Genki, Tobira has more grammar points per chapter than Genki, and all are necessary to read the chapter text. Therefore the best approach to grammar would be to give a light overview first so that everyone can read the text on their own time, then go over about 1/4 of it every day while going in-depth on the grammer points used in that portion. This way no one gets overloaded, but if they want to read the text on their own they have an overview. If they run into problems reading ahead, they can just listen when we go over it in class. I would go over the kanji and vocabulary as they are used in the text, and read slowly so we can follow along. In short, the best approach is to divide everything up so that we can go over it bit by bit without being overwhelmed.

アメリカの名所と名物について

ラス*ヴェガスはアメリカに名所です。たくさんカシノがあります。モットは「ラス*ヴェガスにある事はラス*ヴェガスにおく。」

じゆうのぞうはアメリカに名物です。昔にフランスにもらいました。アメリカに一番有名なぞうです。

Reflection 8

1. I learned about koto ni suru and made. Made means until, and koto ni suru is to decide to do, much like kimeru.
2. Probably learning about made. It's simple and translated well from English, so I like it.
3. Coming up with the subject for that accursed presentation. That was crazy hard since everything good was taken.
4. To actually prepare to speak the presentation without stuttering/forgetting everything/fainting/dying. I really, really don't like presentations. I don't speak well one-on-one, let alone in front of a bunch of people (and Japanese people, no less).
5. Practice. That's really about all I can do.
6. Kata. I had actually learned this when I learned the kanji (I have an awesome kanji book), but I've never really gotten the chance to use it. Kata means way, and it is combined with a verb stem to mean a way of doing. For instance, kakikata means a way of writing, so I could ask, "kono kanji no kakikata wa nan desu ka?"

My presentation topic is wedgies. A wedgie is when you grab the underwear of someone else and pull it up. Painful variations include pine cone wedgies, snow wedgies, and potato chip wedgies. Nerdy boys are often bullied in this manner.

私の発表のトピックはウエッジーです。ウエッジーはパンツをとって強く引いて。色々なウエッジーはまつかさのウエッジーや雪のウエッジーやポテトチップのウエッジーです。オタクの男子はよくウエッジーでいじめられます。

Reflection 7

1. Temo and made. Made was pretty similar to how we'd learned it before.
2. Probably made. I liked it.
3. I guess learning the kanji in time for the quizzes.
4. Learning the new kanji.
5. Study.

Presentation:
Not sure what I'm gonna do. All the good stuff was mentioned in class and is likely taken: PB&J sandwiches, Black Friday... I can't really think of anything else. I'm hoping something will come to me in day-to-day life.

Reflection 6

1. I learned about causitive-passive. Pretty interesting, although confusing.
2. Nothing in particular.
3. Learning causitive-passive, probably.
4. Mastering causitive-passive. I understand it, but making it can be painful since there are so many versions of it. I think I'll stick to aserareru. It's more consistant.
5. Doing the homework will probably establish it firmly in my mind.

日記

十月七日（水）

今日、九時に起きた。テレビを見たり歯をみがいたりした。十時に学校へ行った。十一時から十一時五十分まではProgramming Algorithmsだった。一時に内に着いた。昼ご飯を食った。今、日記にあった事を記している。

Reflection 5

I think regular quizes on vocabulary and on kanji help me learn the best. Quizes force me to spend the time on vocabulary and kanji. Vocabulary are important because it's really annoying having to look up words all the time in class. Probably a quiz every class would be best, alternating kanji and vocabulary. The homework is fine. I don't like doing it but if I don't I won't remember the vocabular and grammar. I like some of the handouts, particularly when they reinforce a particular grammar point. I think it's good to keep sprinkling in old grammar points too since they can be easily forgotten over time. I don't like having assigned partners, though, as it takes far too much time to divide poeple into groups and move. I hate the newspaper, probably because I spend far more time thinking of ways to incorporate the grammar points into the material than in actually making Japanese sentences. I find when I have to make my own stuff up I tend to spend more time thinking of the concept than in actually doing the Japanese part. I prefer to be given sentences and then told to translate them or to be given very clear questions and then told to respond. Not general questions like "what would you do...", but responses to parts of a conversation like "Mr. Nakamura has a headache, what is your advice?".

黒岩さんは日本人です。二十歳です。バスケットボールと音楽が好きです。アメリカの音楽が好きですけど、K-Popがきらいです。

Reflection 4

1. I finally got to learn about させる!
2. Probably learning about させる. I had heard the form used very often and had a general idea of how it worked, but I wanted a formal lesson on how to make sentences with it.
3. Same as #2.
4. Probably doing this blog and studying for the kanji quiz.
5. Study some kanji.

柿崎慶祐は日本人です。二十二歳です。北海道から来ました。立きょう（この漢字知りません）へ行きました。法りつを勉強中です。つりとスノーボードが好きです。一番好きな動物は亀です。英語をならいました、たくさん人が話すから（と思います）。

Reflection 3

1. I learned some new kanji and about te+suru.
2. Talking with the Japanese students.
3. Learning all the kanji in time for the quiz.
4. Re-training the way I write hiragan re and wa. Also learning the vocabulary and keeping up with the new kanji, as well as trying to remember all the ones I forgot over the summer.
5. Study and practice writing the kanji as many times as necessary. Maybe read some manga, too (that counts as practice if it's in Japanese!).

Reflection 2

1. ”てある”と”間に”を勉強しました。
2. ナサニエルさんのすしをもらって食べました。
3. Passive sentence を分かりました。
4. ”てある”と”間に”をよく分かります。
5. ”てある”と”間に”をもっと勉強します。

Reflection

1. Passive sentence の作り方を勉強しました。
2. 漫画を書きました。
3. 上の答えを見て下さい。
4. Passive sentences.
5. 勉強します。

Voki