Related curricula – 3kyuu study group

[ss]

Author Txkun
RE: JLPT3 chat study group

Posts: 238
Location: Milan, Italy
Joined: 26.08.05 Posted on 12-03-2007 15:19 ▼▲

Hi,
These are just some of the grammar points that happear in this test:

* Expressions: easy to (yasui), difficult to (nikui), doing too much (sugiru)
* Expressions: just finished (bakari), not doing other than (bakari iru)
* Expressions: being able to (koto ga dekiru), must do (nakereba narimasen), intention to do (tsumori)
* Expressions: -te form with iku, kuru, miru, oku
* The many ways to say if: -to, -nara, -tara, -ba
* Comparatives
* Causative
* Passive
* To receive and to give
* Keigo
* Listening
* ...

It would be nice to sort of plan the lessons. Like a first part with questions, then what it was planned and then again questions or whatever can come in mind. I think I miss some points here, what about completing this and putting it on the wiki to have everyone know what we are going to discuss during meetings?

What do you think about it?

Txkun wrote: It would be nice to sort of plan the lessons.

Yes, precisely. Thank you Txkun, we shall leave the task to Tanuki >> I would love to help in the organizing as well.


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For new members, if you are interested to join in, please post in JLPT3 chat study group

To contribute study materials, please post here

[tanuki]

(UPDATE: Topics we've already covered are with blue.)

Hi!

I did this list with more themes (including txkun's). I'm not sure what you think about the organization, I did what I could with the little time I had available. I basically put the themes related to particles first (although there's only two), then the "new" verb conjugations and other verb-related themes, then purely grammatical themes and in the end some "special words" that form special expressions.

Please feel free to organize them as you like, my only suggestion/thought is this:

You'll see that I put keigo high on the list, after passive/causative and after giving-receiving. The reason for putting it after passive is because of the keigo form that's identical to the passive. As to why I put it after giving-receiving, it's because I think that an explanation of the in-group/out-group aspect of Japanese is critical before these two themes, so I thought they should stick together. I also put the explanation as a topic, just as a reminder. Well, that's just a suggestion anyway.

Please tell me what you think.


Particles

*が/は (trying to shed some light on the eternal issue)
*〜として (as for…)



Verbs

*casual volitional (行こう、食べよう、…)
*casual volitional with other verbs (〜おうと思う、〜おうとする、…)
*expressing trial or attempt (〜てみる vs. 〜おうとする)
*various uses of the -te form (〜ていく、〜てくる、〜てある、〜ておく、…)
*"without -ing" （〜ずに）
*compound verbs (examples, most common ones…)
*imperative (読め、食べろ、…) and negative imperative (食べるな、…)
*nasai "imperative" (読みなさい、食べなさい)
*passive
*causative
*causative-passive




Grammar

*Explanation on the in-group/out-group aspect of Japanese

*giving and receiving (あげる、くれる、もらう、やる) things AND favors
*keigo (“passive keigo”, formation, irregular forms, irregular conjugation...)
*nominalizers （の、こと）
*turning adjectives into nouns (〜さ)
*comparative (〜の方が〜より、…)
*superlative (一番〜、〜の中で一番〜)
*suggestions (〜た/〜ない方がいい)
*time expressions (〜あとで、〜まえに、〜とき、〜ながら、〜てから…)
*conditionals (と、ば、なら、たら)
*Saying "must/have to/ought to/..." (〜なければいけない、〜なくてはならない、…)
*expressing similarity or appearance (〜よう、〜そう、〜らしい)
*expressing hearsay (〜そうだ)
*easy/difficult to (〜やすい、〜にくい)
*doing without 〜ing but 〜ing (〜てばかり)
*he/she/... wants to (〜たがっている)
*indirect questions (〜かどうかわからない、…)
*do things like... and... (〜たり、〜たりする)


Special words

*なかなか (considerably, quite..)
*とにかく(anyway)
*はず (expect)
*ばあい (case)
*つもり (plan)
*ため ([for X’s] sake, for X)
*まま（as it is）
*わけ (reason)

[ss]

Excellent! Thank you very much Tanuki, I guess through the lessons planned above, we might be able to learn important words that may have a high probability of appearing in the examination. We need teachers here to give explanations and examples for “confusing words” or something/anything else as we go along. Thanks in advance.

Let’s start with some 練習問題 - 形容詞 Adjective
Fill in the blank with appropriate answer. Take note of ~すぎる、~そうだ、~（た）がっている ...

Exercise 1
[spoiler]01 暑い夏より ＿＿＿＿＿ 秋が すきです。

02 味の ＿＿＿＿＿お茶を　飲みたいです。

03 雨で　街路に　いる人は　＿＿＿＿＿＿です。
街路 【がいろ】 (n) road; street; avenue

04 この 箱 は ＿＿＿＿＿ですね、中に 何が 入っているのですか？
箱(P); 匣 【はこ(P); こう(匣)】 (n) box;

05 あの 背の ＿＿＿＿＿男の子が 弟です。

06 その 泥棒は 足が _＿＿＿＿て、 捕まえられなかった。
泥棒(P); 泥坊 【どろぼう】 (n,vs) thief; burglar; robber; theft

07 私の 家は 駅から ＿＿＿＿て、 バイクで 助ｪぐらいです。
バイク (n) bike; motorcycle;

08 家族と 一緒に ＿＿＿＿＿＿ クリスマスを 過ごす。
家族 【かぞく】 (n) family; members of a family;
過ごす 【すごす】 (v5s,vt) to pass; to spend; to go through; to tide over;

09 停電の ために， 周り全てが ＿＿＿＿＿＿ なった。
停電 【ていでん】 (n,vs) electricity outage; failure of electricity supply;
ために (conj) (1) (uk) for; for the sake of; to one's advantage; in favor of; in favour of; on behalf of; (2) because of; as a result of

10 来週は　先週ほど　＿＿＿＿＿＿ と思います、サッカーを しようよ。

11 私の 部屋は　田中さんの部屋ほど　＿＿＿＿＿ですよ。

12 英語と　スペイン語と　どちらが　＿＿＿＿＿＿＿ ですか？　

13 鈴木さんと　大川さんと　どちらが テニスが ＿＿＿＿＿？　

14 この　パャRンは　＿＿＿＿＿すぎて、 じゃまです。

15 Leeさんsaid: 大変だ ＿＿＿＿＿ すぎる 年度末。

16 (天気よほうで　聞いて)　雨が ＿＿＿＿＿ そうですね。(hearsay)

17 ＿＿＿＿＿＿ 車ですね。 だれの ですか。

18 教室の　れいぼうが　強すぎて、学生たちが _____ がって　います。
[/spoiler]


Maybe some words are not 3級漢字

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Edit: ここさん、いろいろご指導いただきましてありがとうございました。
BRB ........

[coco]

Txkun SSさん Tanukiさん こんにちは＾＾
Let me try some. I hope my English makes sense.

05
あの 背(せ)の 高い 男の子が 弟です。
That tall boy is my yonger brother.
あの 背の高い　ハンサムな　男の子 が　私の弟　です。
That tall handsome boy is my younger brother.
あの 背の高い　ハンサムな　男性の　横(よこ)　にいる　太(ふと)った　男の子　が　私の弟　です。
The fat boy next to that tall handsome man is my younger brother.

18
教室のれいぼう が 強すぎて、学生たちが 寒(さむ)がって います。
The air-conditioner of the classroom is too strong and the students complain about the cold.
教室の　れいぼうが　強すぎて、学生たちが 　トイレに行きたがって います。
The students want to go to the restroom, since the air conditioner of the classroom is excessive.

3級漢字
・弟 おとうと
・教室 きょうしつ
・強 つよ(い)

Making て form of すぎる.
強すぎる→ 強すぎて
寒すぎる→寒すぎて
( just drop る then add て)
e.g.
ルビーの指輪(ゆびわ)は高すぎて、けんいちはそれを買うことができませんでした。
you can also use たので instead of て.
e.g.
さくらが欲しがったルビーの指輪は高すぎたので、けんいちはそれを買うことができませんでした。

高すぎて → 高すぎたので/高すぎるので(depends on the tence)

Generally 〜たがる is used for the third person.
(〜たい is used when a speaker expresses his/her desire.)
がる vs がっている
−−
間違いがあればご指摘ください。


*編集- すぎるので/すぎたので(時制による)

[Txkun]

tanuki, excellent work!! thanks!
I think the list you wrote down is very complete.
When 3kyuu study group will start I think we can follow these guidelines. People will then know beforehand what it will be cover. Great! B)

@ss lately i was very busy. I'll try your quizzes when I'll have some time! Thanks!

[ss]

Don't worry, still very early though. Take a break, start whenever you have the time. ^_^

[datdo]

*nothing really fits here...*

[ss]

Yeah, * nothing really fits here...*

J^.^Lv * peace *

[datdo]

it was a joke and the post isn't directed at you...but I guess I'll alter it since people find it not nice...

I really need to work on not making post so flippantly...

[tanuki]

A few more things I just thought...

I forgot to add some of txkun's points to my list, like "listening". Practising listening is important so I guess it shouldn't be left out. Maybe some "reading" would be nice too...like reading comprehension. (Remember mother's letter? [tears]母より[/tears] )

I also forgot something else... I personally find this thread pure gold. You know, the whole "tense" of Japanese. I think this concept is something we should definitely know and understand if we want proficiency and I think this is the perfect time to learn it. So, some explanations about the Japanese "tense" would be great.

...just some thoughts.

[caroline]

maybe we should find something we could all listen to, and then share our understanding (or misunderstandings, as far as i'm concerned).
I find it easier now to understand some things, but it's usually because I've got subtitles, and then, I realise I understand.... or should have understood.
But I gave a try to some old JLPT3 audio tests, and failed miserably at getting them right . I guess that's still the weak point of most of us.
As for reading comprehension, that's useful too, but we should concentrate on funny things (母のtears ) with JLPT3 kanjis and compounds and try not to rely on Jim Breen...
Any idea where we could get them?

[terence_hideyoshi]

caroline wrote:
maybe we should find something we could all listen to, and then share our understanding (or misunderstandings, as far as i'm concerned).
I find it easier now to understand some things, but it's usually because I've got subtitles, and then, I realise I understand.... or should have understood.
But I gave a try to some old JLPT3 audio tests, and failed miserably at getting them right . I guess that's still the weak point of most of us.
As for reading comprehension, that's useful too, but we should concentrate on funny things (母のtears ) with JLPT3 kanjis and compounds and try not to rely on Jim Breen...
Any idea where we could get them?

Well, I believe this is what all about. And I believe we have more than enough time to get ourselves ready before actual exam commerce. agree?

[caroline]

>terence
you're right, of course.
And, sorry, it was also a bit of an insider joke for those of last year group, because we did some very funny reading, but with more kanjis than we were supposed to know ... and listening was sometimes bumpy
and the question behind "any idea where to get them" sends back to the copyright issue...
I'll try to find some of course, or make it up, but my japanese classes are largely unrelated with 3kyuu requirements.... though full of others things!

[tanuki]

I wholeheartedly agree with caroline-san. The readings should focus on JLPT3 vocabulary, grammatical structures, kanji, etc.

About the "where to get the readings", I don't know any online resources for readings aimed exclusively at JLPT3 examinees [except you-know-what-site], so we could maybe make them up, like caroline-san suggested.

For that, I figure we would need a special team of people (or a person, but it wouldn't be fair to put the burden on one person) who know their JLPT3 stuff, because having the group itself produce them would be obviously counter-productive (the group must not know the reading beforehand).

At least that's what in my head. What do you suggest?

[ss]

Hi there dear クラスメート.

Totally agree with Caro-san and Tanuki-san, a test is a test y’know, there’s no guessing or by luck.

Coco-san has a "special listening session". I was wondering if we could arrange schedule to meet up for that particular session again? That was actually a very interesting XYZ. From the XYZ, we could pick up many words, and I would think most of the words are 3級漢字 which are very useful to us.

What does this sentence mean?
あなたを　もっと知りたくて　後をつけました

Tanuki-san mentioned about this thread, it would be great if all of us could learn it together, and I wish to complete the 2nd half translation too.