SSB
19:00pm ~ 19:50pm 2 students
20:00pm ~ 20:50pm 3 students
[Lesson]
文法練習
①疑問文
what, who, where, when, how, why をカバーしました。
基本の文法構造は一緒かつ、日常会話でもよく使われるので、覚えやすいかと思います＾＾
疑問詞の後に必ず動詞をいれることがポイントです！
６つの疑問詞を当てはめる練習や、
実際に疑問詞を使って自己紹介で相手に質問するアクティビティを最後にしました！
②感嘆文
what, howを用いた感嘆文を練習しました。
what,howは文章の構成が異なるので、文章を作るときには注意が必要です。
実際に文章を作ってみたり、平常文から感嘆文を作る練習もしました＾＾
実際に使うときには感情がこもっているのが感嘆文なので、発音して練習することをお勧めします！
Thanks:)
14:00 to 15:00 Are you~?Do you~?と5W1H③ 0 student
15:00 to 16:00 SSB 1 student
本日は希望を表す表現をしました。
I wish：～だったらいいのに
I hope：～になるといいね
I want:～したい
I would like to:～したいのですが、～お願いします
I wishは現実では叶わないがそうであえばいいなという表現です。wishの後は過去形の動詞がきます。
I hopeは～になるといいね、現実にも起こりうる願いです。
I wantは自分が～欲しい、したいと直接的です。
I would like toはお店などで～お願いしますというニュアンスです。
以上細かいニュアンスの違いですが、是非使えるようになりましょう！
16:00 to 17:00 SSB 1 student
以下について話し合いました。
What are the good things and bad things about Japan?
What do you think Japan will be like 50 years from now?
How much racism is there in your country?
Have you ever been the victim of racism?
In which country do you think racism is worst?
what do you usually do on Christmas Eve and Christmas day?
Is it important to buy presents at Christmas?
What do you want for Christmas?
What do you dislike about Christmas
Why is obesity bad for your health?
Which is worse, obesity or anorexia?
Have yo ever seen a UFO?
What would you do if a UFO landed in a park near your house?
What`s your favorite movie or book about UFO`s?
50年後の日本はどうなっているのでしょうか。僕は日本は外国人が増えてもっとインターナショナルになっていると思いますよ＾＾
ではまたSee you on next week!
FT: 19:30-20:20, 1 student
FT: 20:30-21:20, 1 student
———————–
Social Stratification, Social Stratification of Animals, Speciesism
Social stratification (strata: layers )refers to a complex system of institutions that brings about inequalities in power, income, wealth, education, etc. Since the notion of institution is an abstract one, there is a need to pill off its layers. It is of no surprise to see that what is hidden beneath are the human beings with their ideologies. The most powerful one and the most prevalent one is the ideology of capital(ism),which relays on strata within a society. Can you think of some examples?
Here are some [1]:
Asset group*: (1) Economic; Type: (a) Income, (b) Ownership
We can look at each of type from two perspectives: advantaged group (AG) and disadvantaged group (DG):
* an asset is anything that can be useful or valuable; an asset group, therefore, is a structure of valuable elements, which contribute to division of society into strata.
Based on this definition and examples, what do you think is the meaning of Social Stratification of Animals and Speciesism?
[1] Grusky, David B. (2011). “Theories of Stratification and Inequality”. In Ritzer, George and J. Michael Ryan. The Concise Encyclopedia of Sociology. Wiley-Blackwell.
19:00-20:00, 3 stduents
20:00-21:00, 3 students
Terms that came up: urban myth, photo op, politically correct, politically incorrect, drawbacks, every cloud has a silver lining, nuts about you, don`t throw in the towel, and I`m all ears.
We talked about books and authors we like for ex, Honobu Yonezawa, Kansuke Naka, Souseki Natsume.
7-8PM 1 student
8-9PM 0 students
Today we talked about the upcoming Gion Festival and the student’s hobbies. The student likes to make accessories and travel. We talked about the student’s past visits to China, Australia, and Switzerland. Some terms that came up were crocodile (ワニ) and apply (応募する).
パターンプラクティス
20:30~21:30 3 students
いよいよ2016年も折り返し地点がやってきてしまいました(ﾟдﾟ；)
今日は最初のフリートークで出てきた表現をいくつかピックアップし、
・be supposed to~
I’m supposed to take a test tomorrow.
He was supposed to come. (but couldn’t make it)
・try not to~
I’m trying not to eat too much.
I’m trying not to stay up late.
またちょっとしたワークシートを使って、
When was the first time you~?
The first time I ~ was…
といった表現を使って、互いにインタビューしあってもらいました！
例えば、
When was the first time you went abroad?
When was the first time you went to a concert?
When was the first time you went on a date?
大盛り上がりでしたね（＾＾）
日本語も多かったですが・・・笑
ちなみに、
When was the last time～？と応用もできます♪
13:05 – 14:00 – 1 Student
14:05 – 15:50 – 1 Student
Today’s class was a sad one because it was the last day of the student and so we talked about what were going to do this summer. I don’t know when I will be seeing her again, but I am glad to have been her teacher/friend as she was one of my first students at Shijo. She gave me a number of recommendations for places to visit in summer in and around Kyoto which I will definitely be doing!
SSB
12:00-12:50 3 students
文法は「形容詞」をみていきました(-_^)
形容詞は名詞を前から修飾したり第二文型で主語の補語になります。
◆SVC(第二文型)の動詞 主語と補語をイコールでつなぐ、「Be 動詞」が代表です。
He is a pilot.(彼はパイロットです)
She was brave.(彼女は勇敢でした)
また、 「〜になる」を表すbecome や感覚を表す動詞「look」「sound」「taste」「smell」「feel」 なども第二文型の動詞になります(-_^)
Her son became a doctor.(彼女の息子は医師になりました)
The singer became famous.(その歌手は有名になりました)
など
◆複数の形容詞が重複する場合 の順序
【冠詞や所有格の代名詞、指示代名詞 】➡︎【意見を表す形容詞】➡︎【大小、長短】➡︎【新旧 】 ➡︎ 【色 】➡︎ 【国籍、所属】➡︎【素材】 の順に並んで名詞を修飾します。
An old red French car (古くて赤いフランス産の車)
A big fat black cat(大きくて太った黒い猫)
Beautiful long black hair(美しくて長い黒髪)
など(^^)
今日も楽しく取り組んでいただきありがとうございました❣️
お疲れ様でした（＾ν＾）
パターンプラクティス
13:00-13:50 5 students
「とっさの一言」の発話練習をしたのち、
◆Let me 〜 (私に〜させて)
◆It’s 〜 of you to V (Vするなんてあなたは〜だ)
◆I don’t have time to V(〜する時間がない)
これらのフレーズの英作と発話練習をしました。お疲れ様でした(^^)♪♪
BE: 14:00-14:50, 1 student
FT: 15:00-15:50, 1 student
FT: 16:00-16:50, 2 students
————————-
BE
We continued to proofread and practice the presentation with the script.
————————-
FT
National Identity
“Nationalism are rarely consistent in content; what remains permanent are their bases in national consciousness. Depending upon the specific historical context, nationalism has most often been expressed in terms of economic or territorial expansion, the establishment of political sovereignty, or social and cultural norms of behavior. (…) National consciousness (…) implies the existence of historically embedded and culturally transmitted assumptions concerning the imagined community of the nation and its citizens.” [1]
What are the cultural norms of behavior in Japan? What does it mean to be Japanese?
[1] Michael Weiner, “The Invention of Identity: ‘Self’ and ‘Other’ in Prewar Japan,” in
Japan’s Minorities: The Illusion of Homogeneity (Routledge, 1997), 116.
FT: 19:30-20:20, 1 student
FT: 20:30-21:20, 2 students
—————————
He-Gassen (屁合戦), in other words, Fart Battle is a scroll created in Edo Period by group of anonymous Japanese artists.
“It consists of roughly 15 different scenes depicting people directing their farts at other people or objects. There are people farting at each other. There are people farting through objects. There are people combating farts with fans. There are bags of farts being released. Trees and cats get blown away by farts. And the scroll culminates with a divine gust of flatulence knocking over a ceremony and causing complete and utter chaos.” [1]
“So why did these artists create this scroll? Some have argued that it’s a form of social commentary depicting anti-foreigner sentiment as Japan was beginning to emerge from isolation. Others feel we try to read too much into the art and that it was created simply because farts are funny. This scroll definitely isn’t alone in its sub-genre. There were many artists practicing Ukiyo-e – woodblock prints that emerged as a form of low-brow entertainment – who took up flatulence as a way to gain laughs.”[1]
Let`s have a look at it, then! What do you think? Does the scroll, indeed, depict anti-foreigner sentiment or is it a form of toilet humor? Can you notice any differences between opponents?
The scroll in its entirety was digitized by Waseda University and can be seen in hi-res format (http://archive.wul.waseda.ac.jp/kosho/chi04/chi04_01029/).
[1] http://www.dailymail.co.uk/sciencetech/article-2104250/Divine-wind-Japanese-He-gassen-art-actually-form-social-commentary.html
