Wednesday, April 20, 2011

Reflections on a Presentation

The most difficult thing during my presentation was the fact that I accidentally threw myself for a loop due to an error in translating numbers. After the brief discussion, my nerves were a bit shaken and I started to feel a little nervous which isn't something I normally experience while giving a presentation. So the new presence of my nerves threw me off my game and made a certain frame of my presentation feel a little difficult. If that didn't happen, I would have never lost my nerves. However, towards the end, I found my center again and regained some of the old confidence I had prior to the presentation. Other than that, my throat became a little dry from the talking and I wish I would have brought some water to drink up with me. A dry throat is so annoying during a presentation.

Two things: I wish I would have taken time to learn how to effectively use photoshop and I wish that I had translated the rent amounts correctly. For photoshop, I wanted to spice up my presentation with some created images just because stock photos can be a little dull sometimes. And with the currency, if I had checked with someone prior, it would have been correct and I wouldn't have gotten shot nerves.

Giving a presentation in a foreign language that you're studying is the fact that it requires you to know exactly what you're talking about and how you're going to say it in the target language. For me, presentations involve a lot of improvisation, which means I'm forced to think on my feet. This doesn't give me time to think about what I'm trying to say in English first, so it's a test of mastery. Another benefit of giving the presentation in the language you're learning is that it helps you to really use the language. Dialogues and practice sentences are great, but they don't compare to talking for seven straight minutes. That kind of length really helps one get comfortable with the language.

Wednesday, April 13, 2011

じゅにちろと友美

昔々、男の人でした。名前はじゅんいちろです。じゅんいちろは寂しい男の人でした。両親は「じゅんいちろ!友だちを作らなくちゃいけません!」と言いました。でも、じゅんいちろは友だちを作れませんでした。人々と話す時、戦いました。ある日、じゅんいちろは女の人に会いました。彼女の名前は友美でした。友美はとてもやさしくて、きれいでした。毎日、彼らは話します。

でも、ある日じゅんいちろは「友美。私は外国に戦いに行かなくちゃいけません。今度の先週、行きます。」と言いました。
友美はそれを聞いた後に泣き始めました。「じゅんいちろ。。。愛していると思います。行かないでください。」
「これは私の義務です。さようなら。」
一ヶ月後に。。。
刀でじゅんいちろを打ちました。「愛の女神!怪我で死ぬ前に友美と話をしたいです。」
突然に雲は分かれて、ワルキューレは地面に来ました。
ワルキューレはじゅんいちろに「これは君のねがいですか?」を質問しました。
「はい。」
ワルキューレは頷きました。「でも、泣いたら、地獄に行きます。わかりますか?」
「はい。友美に会いたいです。」
後で。。。
じゅんいちろと友美は話していました。
「友美。。。私は死んでいますよ。」
「いいえ!死んではいけません!」
「友。。。友美。聞いてください。愛しています。早く言えばよかったです。」
友美は泣き始めました。「じゅんいちろ。。。愛しています。」
じゅんいちろは話さないで、泣き始めました。「友美。。。さようなら。」
ワルキューレは「馬鹿。今、地獄に行きます。」と言いました。ワルキューレの刀でじゅんいちろを打ちました。
じゅんいちろは「私。。。私の世界は。。。は。。。黒くなっています。」と言いました。


単語
寂しい さびしい lonely
戦う たたかう to fight
彼ら かれら they
泣く なく to cry
義務 ぎむ duty
刀でxを打つ うつ to strike X with a sword
女神 めがみ goddess
怪我で死ぬ けがでしぬ to die of wounds
突然に とつぜんに all of a sudden
雲 くも cloud
分かれる わかれる to part
ワルキューレ Valkyrie
地面 じめん the earth (ground)
願い ねがい wish (noun)
頷く うなずき to nod
友美  ゆみ  Yumi
 わかるといいですね。

音楽: http://www.youtube.com/watch?v=KJkTfZ0gLUw&feature=related


ールペ

Sunday, April 3, 2011

Teaching Each Other

Is teaching each other effective? There a lot of variables to consider when asking this question, but my opinion boils down to a no. First, there definitely wasn't a good amount of time to come up with a coherent lesson plan and translation questions. You also have to consider that not all of us are going to school to be teachers of something. Being a Computer Information Systems major, I'm not heavily inclined to educate others. Seeing as I have not taken any teaching classes, I also don't know effective methods of teaching and the best I can do is try to copy the teacher. My problem is that I know the information, but don't know how to convey it. With teaching others, one also has to remember that when it comes to language we don't know the intricacies of it. With regards to my question about using ~はずです to state an opinion, the book doesn't necessarily point to the fact that the way I was talking was incorrect. Only a native speaker or someone fluent in Japanese would really know that, so it's good that 友紀先生 was there to interact.

I probably come off as ultra critical of the exercise, but that's only because of my past experiences. It can work in some situations, I've just never seen it happen.

How could it have been done better? Well, personally, I would have liked to have more time in order to create a lesson plan and a sheet of translations or something for the class to work on. There's also the fact that when a student takes the reins, the other class members don't really listen or pay attention. I try to stop myself from doing that, but that just seems to be the case based on this experience and past ones. I'd suggest implementing a way of making the class pay attention, but I don't really know how that would work. So, time to create a lesson plan and a quiet class that is in absorb mode during the teaching part. That's what I would have liked to see.

私は悪い先生だと思います。日本語を教えるのが下手ですから。でも、簡単な分布を教えてよかったです。教えるのが嫌いですから、文法を教えないはずです。