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Japanese/Conjugating Godan verbs

2009-01-02T05:38:52Z

24.144.171.153: /* Practice */

=Godan Verbs=
Japanese Verbs are very easy to put together, especially the {{ruby-ja|五段|ごだん}}  (Godan) ones. Remember the order of vowels from the [[Japanese Roman Character Pronunciation Guide]]? Just to refresh your memory, they go あ, い, う, え, お. There are 5 sounds obviously, and it is this number that the conjugation gets its name from. {{ruby-ja|五|ご}} (Go) means 5, and {{ruby-ja|段|だん}}  (dan) means stage.

Japanese verbs have a different style of conjugation completely than our verbs. They conjugate to express not only time, but certain feelings we would express using more words. {{ruby-ja|五段|ごだん}}  (Godan) verbs include all verbs that do not end with -iru or -eru sound (the 'i' and 'e' can be preceded by a consonantal sound) as well as some that actually do end with them but are not する and くる (suru or kuru). Most verbs ending with the letters -いる and -える (-iru and -eru) are ichidan verbs (one stage), with some exceptions, while する and くる (suru and kuru) are the most common irregular verbs in Japanese.

The conjugation follows this pattern:

*あ(a) negative form
*い(I) infinitive form
*う(U) dictionary form
*え(E) conditional form
*お(O) "let's" or "volitional" form

In order to show you how this works, let's select one {{ruby-ja|五段|ごだん}}  (Godan) verb: {{ruby-ja|行く|いく}}  (iku), which means "to go" and follow it through a full five conjugations. Conjugation deals only with changing the vowel at the end of the original dictionary form verb, and sometimes adding a suffix. The Dictionary form is so called because this is the way you will find a verb in the dictionary, it will always end with う(u) in this form without exception.

===Negative===
{{ruby-ja|行く|いく}}  (iku), when changed to negative, must first take the vowel with which this form is associated as its last vowel. Since the negative form is associated with あ(a), {{ruby-ja|行く|いく}}  (iku) drops the う(u) from its dictionary form past and becomes {{ruby-ja|行|い}}か (Ika). In a case where you have a word like Au, (to meet) you will note that this would turn into "aa-nai" in the negative under these rules. For such silliness an escape is provided. the "a" you add on in the end becomes "wa" thus, "Awa-nai". Remebering that the raw verb of Iku begins in the dictionary form (u-form) is tantamount to remembering that you do not add the vowel in conjugation, you replace it. Iku becomes Ika. The next step is to add the negative suffix to the word Ika. This suffix is "nai." The negative form of Iku is Ikanai: "not go."

===Infinitive===
Infinitive form is the form onto which you may add either other verbs, other levels of honour, or both. It is also the base form from which the standard "desu-masu" Japanese is spoken. This is the kind of Japanese this course will teach you.

The ininitive form is almost a stand-alone form. You can speak using only what is provided in this conjugation almost without need for others in very basic Japanese. In order to change the dictionary form to infinitive form, we drop the "u" and add "i", making our "Iku" become "Iki". Onto the new-made "Iki" we affix "-masu" as a suffix, making the complete word Ikimasu: "go".

As I said, this form is pretty stand-alone, and onto the positive for this form, you may add another suffix to make it negative. Change the "-masu" to "-masen" and you have your negative: Ikimasen, meaning "not go".

===Dictionary===
As said previously, dictionary form is the standardized form for finding verbs in dictionaries. This is the form that has all verbs, regardless of conjugation schemes, with a "u" at the end invariably.

===Imperative/Conditional===
The E form is used in giving commands, suggestions, or making hypothetical statements. There is occasionally no suffix to this form. To change Iku to the imperative, drop the "u" and add "e." The imperative form of "Iku" is "Ike." Do not say 'ike' （いけ！） to anyone because it is slightly vulgar and is offensive. When you add the suffix "-ba" to this form, it becomes a true conditional. "Ikeba" could variously be translated to "why don't you go?" or "what if you went?" You might also hear the phrase "ikeba wakaru." Wakaru is dictionary form of the verb to know or understand. This phrase therefore means "IF (you) went, (you'd) understand."

===Volitional===
The O form is the one that is confusing to most English speakers. It is the "let's" form. If I were to change Iku to the volitional form, I drop the "u" and add "ou." The suffix in this case is not easy to notice, as it is a "u." This simply extends the o sound. Iku becomes Ikou: "let's go." The word Ikimasu may also be conjugated in this form, simply converting the "-masu" ending to a "-mashou," making the whole word "Ikimashou."

=Practice=
Conjugate these verbs in all five forms:
* Arau (to wash)
* Au (to meet)
* Ganbaru (to do well)
* Iku (to go)
* Iu (to say)
* Kaku (to write/draw/paint)
* Kau (to buy)
* Kiku (to hear)
* Kudaru (to go down/descend)
* Kuu (to eat -> informal)
* Mawaru (to turn)
* Naru (to become)
* Noboru (to climb)
* Nomu (to drink)
* Noru (to board/enter/mount)
* Odoru (to dance)
* Okoru (to get mad)
* Omou (to think)
* Saboru (to skip, ie. class)
* Satoru (to enter 'satori')
* Shinu (to die)
* Tanomu (to request)
* Tatsu (to stand)
* Tobu (to fly)
* Toru (to take)
* Uru (to sell)
* Wakaru (to understand)
* Yaku (to burn/roast)
{{questions}}
{{User:MetaBohemian/2lvlnav|[[Beginner Japanese]]||[[Verb Conjugation - Godan Verbs]]|[[Japanese Verbs]]||Start|[[Verb conjugation - Ichidan Verbs]]}}

[[Category:Japanese]]
[[Category:Languages]]
[[Category:Verbs]]

Archive:Place-Based Education

2008-11-08T21:41:25Z

24.144.176.177: /* Excellent books focus on place/local studied */

[http://en.wikibooks.org/wiki/Ashland_University_Wiki_Books back to main page]

{{Subject|Literature|Education|Elementary Education}}
{{Alphabetical|P}}

Authors: Amy, Daphne, and [[User:LinChiehHuang]](黃麟傑)
is working on this page during November 6~December 6, 08.

= Introduction =
This page is written for parents of young children, teachers, and others who want to use Place-Based Education. It is written by practicing teachers in a graduate inquiry class at [http://www.ashland.edu Ashland University].

= The definition of place-based education =
Smith(2002,p.586)stated that place-based education is an educational approach which focuses on helping children learning local phenomena and their lived experience. Knapp(2005,p.278)stated that place-based education is also known as [[environment education]], [[outdoor education]], [[service learning]], or [[experiential education]].

= The benefits of place-based education =

== 1. Connecting learning experiences and daily lives ==
Children are curious about everything. When children bring those curiosity to school, some teachers think that is not important and think the most important thing is helping children past the standardized tests. Smith(2002,p.586)stated, "The disconnection between children's lived exprience and school learning has only been exacerbated by our national preoccupation with standardized test scores." This action are reducing children's curiosity. Teachers or parents who use place-based education to teach children will help them know how to use what they learn in their daily lives.

== 2. Making a stronger relationship ==
Either teachers teach children in a school or parents teach children in their home(home-schooling), children will feel boring when teachers or parents always focus teaching on textbooks. Place-based education can overcome this problem and make a stronger relationship between teachers/parents and children. Smith(2002,p.586)stated,"They (children) enjoyed being outdoors and working with teachers who acted more like partners than supervisors."

== 3. May helping reduce the dropout rate ==

== 4. Helping children become life-long learners and love literature ==
When teachers/parents always focus their teaching content on textbooks, children may begin to feel boring. Using place-based education to elicit children's curiosity and give children more opportunities to choose what they want to learn is a good way to help children become life-long learners. Fleming and Billman (2007, p.1) stated, "Through the use of picutre books, children of all ages are able to learn about many facets of their environment and better understand the interrelatedness of their lives with it." Thus, teachers/parents can use picutre books to help children love literature and understand their environment.

At first, teachers/parents can ask some quesiotns which related with textbooks' topic. For example, the textbook topic is "The XXX river". Teachers/parents can ask some questions such as "Do you like rivers?" "Have you ever seen a river?" "Do you know what forms a river?"
Second, teachers/parents can offer some opportunities for children to choose such as making frequently field trips to local rivers, going to some children's website to do research about rivers, drawing a picture of a river, and asking their parents, older sibling, neighbors about local rivers. Third, teachers/parents should help children make connection between what children learn from local rivers and the rivers in textbooks. When children become interested in topics, they will try to learn more information on their own without teachers/parents' requirement. That's how life-long learners form.

== 5. Helping children discover their cultural background ==

== 6. Helping children love and protect the nature ==

== 7. Helping children understand how to deal with the real world ==

== 8. Helping children understand textbooks well ==
Sometimes children do not understand and are not interested in textbooks. Using place-based education to offer children more options such as related pictures books or stories, related posters or local maps, related cartoons or movies will help children more interesting and want to discover a topic of their textbooks in depth. Fleming and Billman (2007, p.2) stated, "While children's picture books can be an excellent vehicle for teaching students about environmental literacy, educators must take time to discuss issues related to the content so that the historical, scientific, or ecological principles associated with a given topic can be fully explored."

= The lesson examples of place-based education =

== Amy's place-based lesson examples ==

== Daphne's place-based lesson examples ==

== Nick's place-based lesson examples ==

= Excellent place-based education internet links =
*1 [http://eeco-online.org/index.html Environmental Education Council of Ohio]
*2 [http://www.saveourlandsaveourtowns.org/ Save our land,save our towns.]
*3
*4
*5

= Excellent books focus on place/local study =
*Another turn of the crank by Wendell Berry

*Save our land,save our towns:a plan for Pennsylvania by Thomas Hylton.

*Scratching the woodchuck:Nature on an Amish farm by David Kline

= References =
*Fleming,L.C.,& Billman,L.W.,(2007, p.1).''Using children's literature to enhance environmental literacy.'' EECO.

*Knapp,C.E.(2005).The "I-thou" relationship, place-based education, and aldo leopold. ''Journal of experiential education'', 27(3), p.277~285.

*Smith,G.A.(2002).''Place-based education:learning to be where we are.''Phi Delta Kappan,83(8),584~594.