2009 HSC Exam Paper - Japanese Extension
|
|
|
- ひろき みのしま
- 4 years ago
- Views:
Transcription
1 Centre Number Student Number 2009 HIGHER SCHOOL CERTIFICATE EXAMINATION Japanese Extension Written Examination Total marks 40 General Instructions Reading time 10 minutes Working time 1 hour and 50 minutes Write using black or blue pen Monolingual and/or bilingual print dictionaries may be used Write your Centre Number and Student Number at the top of this page Section I Pages marks This section has two parts, Part A and Part B Allow about 1 hour and 10 minutes for this section Part A 15 marks Attempt Question 1 Part B 10 marks Attempt Question 2 Section II Page marks Attempt either Question 3 or Question 4 Allow about 40 minutes for this section 397a
2 Section I Response to Prescribed Text 25 marks Allow about 1 hour and 10 minutes for this section Part A 15 marks Attempt Question 1 Answer the question in the spaces provided. In your answers you will be assessed on how well you: respond critically to the prescribed text analyse how meaning is conveyed demonstrate an understanding of the relationship between the prescribed text and prescribed issues Question 1 (15 marks) Read the extract from the film Spirited Away, then answer in ENGLISH the questions that follow. ゆばーば湯婆婆 やとなんであたしがお前を雇わなきゃならないんだあまい!? 見るからにグズで! 甘ったれで! 泣き虫で! ことわ頭の悪い小娘に 仕事なんかあるもんかね! お断りごくつぶだね これ以上穀潰しをふやしてどうしようってい 5 うんだい! それとも... 一番つら いきつ い仕事を死ぬまでやらせてやろうかあ...? ちひろ千尋 ぼう坊... ハッ!? あ ん あ ん ああああ ゆばーば湯婆婆 ぼうやめなさい! どうしたの坊や 今すぐ行くからいい 10 子でいなさいね... まだいたのかい さっさと出て行きな! ちひろ千尋 ここで働きたいんです! ゆばーば湯婆婆大きな声を出すんじゃない うっ! あ ちょっと待ちなさい ね ねえ ~ いい子だから ほおらほ 15 ら ~ Question 1 continues on page 3 2
3 Question 1 (continued) ちひろ千尋働かせてください! ゆばーばしず湯婆婆分かったから静かにしておくれ! おお ~ よしよし ゆばーばけいやく湯婆婆契約書だよ そこに名前を書きな 働かせてやる その代わりいやだとか 帰りたいとか言ったら ぶた 20 すぐ子豚にしてやるからね ちひろ千尋あの 名前ってここですか? ゆ ばーば 湯婆婆そうだよ もうぐずぐずしないでさっさと書きな! ちかまったく... つまらない誓いをたてちまったもんだよ 働きたい者には仕事をやるだなんて... 書 25 いたかい? ちひろ 千尋 はい あっ ゆばーばちひろ湯婆婆フン 千尋というのかい? ちひろ千尋 はい ゆ ばーば 湯婆婆ぜいたくな名だねえ 今からお前の名前は千だ 30 いいかい 千だよ 分かったら返事をするんだ 千!! せん千は... はいっ! (a) Why does Yubaba NOT want to agree to Chihiro s request? 3 Question 1 continues on page 4 3
4 Question 1 (continued) (b) それとも... 一番つら いきつ い仕事を死ぬまでやらせてやろうかあ...? (lines 5 6) 3 How does the director use film techniques to reinforce the effect of these lines? (c) How does Yubaba s use of language in this extract demonstrate her different attitudes towards Chihiro and Bou? 4 Question 1 continues on page 5 4
5 Question 1 (continued) (d) How does this scene contribute to Chihiro s search for personal identity throughout this film? 5 End of Question 1 5
6 BLANK PAGE 6
7 BLANK PAGE 7
8 BLANK PAGE 8 Board of Studies NSW 2009
9 2009 HIGHER SCHOOL CERTIFICATE EXAMINATION Japanese Extension Section I (continued) Part B 10 marks Attempt Question 2 Answer the question in a Japanese Writing Booklet. Extra Japanese Writing Booklets are available. In your answer you will be assessed on how well you: demonstrate an understanding of the prescribed text write in Japanese for a specific context Question 2 (10 marks) Read the extract from the film Spirited Away, then answer the question that follows. Write approximately 400 ji in JAPANESE. かまじい 釜爺 まご わしの... 孫だ リン かまじい 釜爺 まごォ?! 働きたいと言うんだが ここは手が足りとる おめえ ゆばーば湯婆婆ンとこへ連れてってくれねえか? 後は自分でやるだろ た ころリンやなこった! あたいが殺されちまうよ! かまじいかまじいちひろあなたは釜爺です リンはどうして釜爺が千尋をたすけたのか知りたがっていかまじいます 釜爺とリンの間の会話のスクリプトを書きなさい You are Kamajii. Later on, Rin wants to know why you helped Chihiro. Write the script of your conversation. Please turn over 397b 9
10 Section II Writing in Japanese 15 marks Attempt either Question 3 or Question 4 Allow about 40 minutes for this section Answer the question in a SEPARATE Japanese Writing Booklet. Extra Japanese Writing Booklets are available. Write approximately 600 ji in JAPANESE. In your answer you will be assessed on how well you: present and support a point of view write for a specific audience and/or purpose and/or context demonstrate accuracy and variety of vocabulary and sentence structures structure and sequence ideas and information Question 3 (15 marks) とだいげんだい あなたは 日本の姉妹校の生徒会で 話をすることになりました 題は 現代もんだいしょうひしゅぎ社会の一番大きな問題は 消費主義だ です スピーチを書きなさい You are going to give a talk to the Student Representative Council at your sister school. The topic is Consumerism is the biggest problem in today s society. Write the script of your talk. OR Question 4 (15 marks) わかものざっしきだいわるあなたは日本の若者の雑誌の記事を書くことになりました 題は 悪いわるかんけいいけんロールモデルが 悪い人間関係を生む です あなたの意見を書きなさい You are going to write for a Japanese teen magazine giving your opinion on the topic Poor role models generate poor relationships. Write your article. End of paper 10 Board of Studies NSW 2009
11 Centre Number Student Number 2009 HIGHER SCHOOL CERTIFICATE EXAMINATION Japanese Extension Oral Examination General Instructions Preparation time 10 minutes The examination should take approximately 5 minutes Dictionaries may NOT be used You may make brief notes in the spaces provided You may refer to these notes during the examination, but you must NOT read directly from them You are NOT permitted to ask the examiner for help with Japanese expressions You must state your Student Number and Centre Number in ENGLISH at the beginning of the examination Write your Centre Number and Student Number at the top of this page Total marks 10 Attempt TWO questions from Questions 1 3 OE7
12 Total marks 10 Attempt TWO questions from Questions 1 3 You are to speak for approximately TWO minutes in JAPANESE on each question. State the question number in ENGLISH at the beginning of each question. In your answers you will be assessed on how well you: present and support a point of view demonstrate clarity of expression (pronunciation, intonation, stress) demonstrate accuracy and variety of vocabulary and sentence structures Question 1 (5 marks) はったつかんきょうえいきょうテクノロジーの発達は 環境によい影響をあたえている どう思いますか Advances in technology are having a positive effect on the environment. What do you think? CANDIDATE S NOTES. These notes will NOT be marked. 2
13 Question 2 (5 marks) げんだい せきにん 現代の子どもは 親が子どもだった時よりも 責任がありません どう思います か Children today have less responsibility than their parents did as children. What do you think? CANDIDATE S NOTES. These notes will NOT be marked. Question 3 (5 marks) わかい人は友達と同じようになりたいです どう思いますか Young people want to be the same as their friends. What do you think? CANDIDATE S NOTES. These notes will NOT be marked. End of paper 3
14 BLANK PAGE 4 Board of Studies NSW 2009
Japanese Extension
Centre Number Student Number 2010 HIGHER SCHOOL CERTIFICATE EXAMINATION Japanese Extension Written Examination Total marks 40 General Instructions Reading time 10 minutes Working time 1 hour and 50 minutes
2017 HSC Japanese Extension
Centre Number 2017 HIGHER SCHOOL CERTIFICATE EXAMINATION Student Number Japanese Extension Written Examination General Instructions Reading time 10 minutes Working time 1 hour and 50 minutes Write using
2013 HSC Japanese Extension
Centre Number Student Number 2013 HIGHER SCHOOL CERTIFICATE EXAMINATION Japanese Extension Written Examination Total marks 40 General Instructions Reading time 10 minutes Working time 1 hour and 50 minutes
2012 HSC Examination - Heritage japanese
Student/Registration Number Centre Number 2012 PUBLIC EXAMINATION Heritage Japanese Reading Time: Working Time: 10 minutes 2 hours and 30 minutes You have 10 minutes to read all the papers and to familiarise
Level 3 Japanese (90570) 2011
90570 905700 3SUPERVISOR S Level 3 Japanese, 2011 90570 Listen to and understand complex spoken Japanese in less familiar contexts 2.00 pm riday Friday 1 November 2011 Credits: Six Check that the National
L3 Japanese (90570) 2008
90570-CDT-08-L3Japanese page 1 of 15 NCEA LEVEL 3: Japanese CD TRANSCRIPT 2008 90570: Listen to and understand complex spoken Japanese in less familiar contexts New Zealand Qualifications Authority: NCEA
2014 HSC Japanese Heritage
Student/Registration Number Centre Number 2014 PUBLIC EXAMINATION Heritage Japanese Reading Time: Working Time: 10 minutes 2 hours and 30 minutes You have 10 minutes to read all the papers and to familiarise
Read the following text messages. Study the names carefully. 次のメッセージを読みましょう 名前をしっかり覚えましょう Dear Jenny, Iʼm Kim Garcia. Iʼm your new classmate. These ar
LESSON GOAL: Can read a message. メッセージを読めるようになろう Complete the conversation using your own information. あなた自身のことを考えて 会話を完成させましょう 1. A: Whatʼs your name? B:. 2. A: Whatʼs your phone number, (tutor says studentʼs
2017 HSC Japanese Beginners
Centre Number 2017 HIGHER SCHOOL CERTIFICATE EXAMINATION Student Number Japanese Beginners General Instructions Reading time 10 minutes Working time 2 hours and 30 minutes Write using black pen Monolingual
2013 HSC Japanese Beginners
Centre Number Student Number 2013 HIGHER SCHOOL CERTIFICATE EXAMINATION Japanese Beginners Total marks 80 Section I Pages 2 7 General Instructions Reading time 10 minutes Working time 2 hours and 30 minutes
日本語教育紀要 ７／ｐｄｆ用 表紙
JF JF NC JF JF NC peer JF Can-do JF JF http : // jfstandard.jpjf Can-doCommon European Framework of Reference for Languages : learning, teaching,assessment CEFR AABBCC CEFR ABB A A B B B B Can-do CEFR
2014 HSC Japanese Beginners
Centre Number 2014 HIGHER SCHOOL CERTIFICATE EXAMINATION Student Number Japanese Beginners Total marks 80 Section I Pages 2 6 General Instructions Reading time 10 minutes Working time 2 hours and 30 minutes
2012 HSC Examination - Japanese Beginners
Centre Number Student Number 2012 HIGHER SCHOOL CERTIFICATE EXAMINATION Japanese Beginners Total marks 80 Section I Pages 2 6 General Instructions Reading time 10 minutes Working time 2 hours and 30 minutes
2011 HSC Examination - Japenese Beginners
Centre Number Student Number 2011 HIGHER SCHOOL CERTIFICATE EXAMINATION Japanese Beginners Total marks 80 Section I Pages 2 6 General Instructions Reading time 10 minutes Working time 2 hours and 30 minutes
N38998A GCSE Russian 5RU03 01 June 2011.indd
13Write your name here Surname Other names Edexcel GCSE Centre Number Candidate Number Russian Unit 3: Reading and Understanding in Russian Thursday 16 June 2011 - Afternoon Time: 55 minutes You do not
高等学校 英語科
Lesson 3 Tsugaru-jamisen and Yoshida Brothers Exceed English Series I () While-reading While-reading retelling Post-reading Lesson3Part ( ) Task 1 Task 1 Yes/no Task 6 1
目次 1. レッスンで使える表現 レッスンでお困りの際に使えるフレーズからレッスンの中でよく使われるフレーズまで 便利な表現をご紹介させていただきます ご活用方法として 講師に伝えたいことが伝わらない場合に下記の通りご利用ください 1 該当の表現を直接講師に伝える 2 該当の英語表現を Skype
レッスンで使える 表現集 - レアジョブ補助教材 - 目次 1. レッスンで使える表現 レッスンでお困りの際に使えるフレーズからレッスンの中でよく使われるフレーズまで 便利な表現をご紹介させていただきます ご活用方法として 講師に伝えたいことが伝わらない場合に下記の通りご利用ください 1 該当の表現を直接講師に伝える 2 該当の英語表現を Skype のチャットボックスに貼りつけ 講師に伝える 1-1.
Building a Culture of Self- Access Learning at a Japanese University An Action Research Project Clair Taylor Gerald Talandis Jr. Michael Stout Keiko Omura Problem Action Research English Central Spring,
10 11 12 33.4 1 open / window / I / shall / the? 79.3 2 something / want / drink / I / to. 43.5 3 the way / you / tell / the library / would / to / me
-1- 10 11 12 33.4 1 open / window / I / shall / the? 79.3 2 something / want / drink / I / to. 43.5 3 the way / you / tell / the library / would / to / me? 28.7 4 Miyazaki / you / will / in / long / stay
Communicative English (1) Thomas Clancy, Roman Greco Communicative English (CE) I is an introductory course in Spoken English. The course provides freshmen students with the opportunity to express themselves
2013 HSC Japanese Continuers
Centre Number Student Number 2013 HIGHER SCHOOL CERTIFICATE EXAMINATION Japanese Continuers Total marks 80 Section I Pages 2 6 General Instructions Reading time 10 minutes Working time 2 hours and 50 minutes
L1 What Can You Blood Type Tell Us? Part 1 Can you guess/ my blood type? Well,/ you re very serious person/ so/ I think/ your blood type is A. Wow!/ G
L1 What Can You Blood Type Tell Us? Part 1 Can you guess/ my blood type? 当ててみて / 私の血液型を Well,/ you re very serious person/ so/ I think/ your blood type is A. えーと / あなたはとっても真面目な人 / だから / 私は ~ と思います / あなたの血液型は
-2-
Unit Children of the World NEW HORIZON English Course 'Have you been to?' 'What have you done as a housework?' -1- -2- Study Tour to Bangladesh p26 P26-3- Example: I am going to Bangladesh this spring.
Level 3 Japanese (90570) 2012
90570 905700 3SUPERVISOR S Level 3 Japanese, 2012 90570 Listen to and understand complex spoken Japanese in less familiar contexts 9.30 am Thursday 22 November 2012 Credits: Six Check that the National
P
03-3208-22482013 Vol.2 Summer & Autumn 2013 Vol.2 Summer & Autumn 90 527 P.156 611 91 C O N T E N T S 2013 03-3208-2248 2 3 4 6 Information 7 8 9 10 2 115 154 10 43 52 61 156 158 160 161 163 79 114 1 2
ALT : Hello. May I help you? Student : Yes, please. I m looking for a white T-shirt. ALT : How about this one? Student : Well, this size is good. But do you have a cheaper one? ALT : All right. How about
Microsoft Word japfl.doc
Victorian Certificate of Education 2005 SUPERVISOR TO ATTACH PROCESSING LABEL HERE STUDENT NUMBER Letter Figures Words JAPANESE FIRST LANGUAGE Written examination Monday 14 November 2005 Reading time:
-1- -2- -1- A -1- -2- -3- -1- -2- -1- -2- -1- http://www.unicef.or.jp/kenri.syouyaku.htm -2- 1 2 http://www.stat.go.jp/index.htm http://portal.stat.go.jp/ 1871.8.28 1.4 11.8 42.7 19.3
Microsoft Word - j201drills27.doc
Drill 1: Giving and Receiving (Part 1) [Due date: ] Directions: Describe each picture using the verb of giving and the verb of receiving. E.g.) (1) (2) (3) (4) 1 (5) (6) Drill 2: Giving and Receiving (Part
C. S2 X D. E.. (1) X S1 10 S2 X+S1 3 X+S S1S2 X+S1+S2 X S1 X+S S X+S2 X A. S1 2 a. b. c. d. e. 2
I. 200 2 II. ( 2001) 30 1992 Do X for S2 because S1(is not desirable) XS S2 A. S1 S2 B. S S2 S2 X 1 C. S2 X D. E.. (1) X 12 15 S1 10 S2 X+S1 3 X+S2 4 13 S1S2 X+S1+S2 X S1 X+S2. 2. 3.. S X+S2 X A. S1 2
０
Speedy & Simple Kenji, Yoshio, and Goro are good at English. They have their ways of learning. Kenji often listens to English songs and tries to remember all the words. Yoshio reads one English book every
-2-
-1- -2- -3- -4- -5- -6- -7- -8- -9- B -10- 10-11- ALT1.2 Homeroom teacher Good afternoon! wait outside Good afternoon! enter the classroom confirm an aim greet Good afternoon! ALT1.2 Welcome to our school.
10 2000 11 11 48 ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) CU-SeeMe NetMeeting Phoenix mini SeeMe Integrated Services Digital Network 64kbps 16kbps 128kbps 384kbps
篇 S-V / S-V-C / S-V-O / S-V-O-O / S-V-O-C IA 25 Mike Lawson 1 1 Students will improve their ability to use English in a professionally relevant manner by practicing a process of speech outline
elemmay09.pub
Elementary Activity Bank Activity Bank Activity Bank Activity Bank Activity Bank Activity Bank Activity Bank Activity Bank Activity Bank Activity Bank Activity Bank Activity Bank Number Challenge Time:
1986 NHK 2000 2004 NTT NTT CONTENTS 01 03 05 07 09 11 4 1 13 2 14 34 15 17 19 21 SNS 1 4 12 34 4 23 25 1 26 27 29 01 School of Information and Communi
1986 NHK 2000 2004 NTT NTT CONTENTS 01 03 05 07 09 11 4 1 13 2 14 34 15 17 19 21 SNS 1 4 12 34 4 23 25 1 26 27 29 01 School of Information and Communication 02 Point 1 P.1112 2011 Point 2 P.1316 Point
A. Repeat after your tutor. A. 講師の後に続けてリピートしましょう Country Nationality Language Argentina Argentinean Spanish Lebanon Lebanese Arabic Country Nationalit
LESSON GOAL: Can talk about nationalities and languages. ナショナリティについて話せるようになろう Answer the questions. 質問に答えましょう 1. A: Where do you live? B:. 2. A: What is your nationality? B:. 3. A: What languages do you
ＡＳＰ英語科目群ＡＬＥ Active Learning in English No 7. What activity do you think is needed in ALE for students to improve student s English ability? active listening a set of important words before every lecture
2013 Vol.1 Spring 2013 Vol.1 SPRING 03-3208-2248 C O N T E N T S 2013 03-3208-2248 2 3 4 7 Information 6 8 9 11 10 73 94 11 32 37 41 96 98 100 101 103 55 72 1 2 201345135016151330 3 1 2 URL: http://www.wul.waseda.ac.jp/clib/tel.03-3203-5581
Microsoft Word - j201drills27.doc
Drill 1: Giving and Receiving (Part 1) Directions: Describe each picture using the verb of giving and the verb of receiving. (1) (2) (3) (4) 1 (5) (6) Drill 2: Giving and Receiving (Part 1) Directions:
Warm Up Topic Question Who was the last person you gave a gift to? 一番最近誰にプレゼントをあげましたか? Special Topics2
This week is talking to about what to get for Tina's birthday, which is coming up in July. Lesson Targets Deciding on someone s birthday present 誰かの誕生日プレゼントを決める Giving advice Daily English Conversation
untitled
-1- -2- -3- -4- -5- OPERATION 44.4% 20.4% 14.8% 20.4% RECEIVING OPERATION CALLING OTHERS -6- (Evaluation) (Synthesis) (Analysis) (Application) (Comprehension) (Knowledge) -7- Level 3 Level 2 Level 1 Level
Level 1 Japanese (90893) 2011
90893 908930 1SUPERVISOR S Level 1 Japanese, 2011 90893 Demonstrate understanding of a variety of spoken Japanese texts on areas of most immediate relevance 9.30 am hursday Thursday 2 November 2011 Credits:
Page 1 of 6 B (The World of Mathematics) November 20, 2006 Final Exam 2006 Division: ID#: Name: 1. p, q, r (Let p, q, r are propositions. ) (10pts) (a
Page 1 of 6 B (The World of Mathematics) November 0, 006 Final Exam 006 Division: ID#: Name: 1. p, q, r (Let p, q, r are propositions. ) (a) (Decide whether the following holds by completing the truth
The Key Questions about Today's "Experience Loss": Focusing on Provision Issues Gerald ARGENTON These last years, the educational discourse has been focusing on the "experience loss" problem and its consequences.
108 528 612 P.156 109
2012 Vol.2 Summer & Autumn 03-3208-2248 108 528 612 P.156 109 C O N T E N T S 2012 03-3208-2248 2 3 4 6 Information 7 8 9 2 114 154 156 158 160 161 163 9 43 52 61 79 113 1 2 2012 7 1 2 3 4 5 6 7 8 9 10
Repeat after your tutor. 講師の後に続けてリピートしましょう A. Do you ent o video? Yes, I do. Let s rent an ction movie. Do you like Y, do. ction movie? B. A: Do you w
Chapter 1 Videos LESSON GOAL: Can talk about the kinds of movies. 映画の種類について話せるようになろう Complete the flyer. Use the dialogs 下の対話を読んで チラシを完成させま しょう as your clue. 1. A: When is the fashion show? B: The fashion
,,.,,.,..,.,,,.,, Aldous,.,,.,,.,,, NPO,,.,,,,,,.,,,,.,,,,..,,,,.,
J. of Population Problems. pp.,.,,,.,,..,,..,,,,.,.,,...,.,,..,.,,,. ,,.,,.,..,.,,,.,, Aldous,.,,.,,.,,, NPO,,.,,,,,,.,,,,.,,,,..,,,,., ,,.,,..,,.,.,.,,,,,.,.,.,,,. European Labour Force Survey,,.,,,,,,,
A5 PDF.pwd
Kwansei Gakuin University Rep Title Author(s) 家 族 にとっての 労 働 法 制 のあり 方 : 子 どもにとっての 親 の 非 正 規 労 働 を 中 心 に Hasegawa, Junko, 長 谷 川, 淳 子 Citation 法 と 政 治, 65(3): 193(825)-236(868) Issue Date 2014-11-30 URL
2
2011 8 6 2011 5 7 [1] 1 2 i ii iii i 3 [2] 4 5 ii 6 7 iii 8 [3] 9 10 11 cf. Abstracts in English In terms of democracy, the patience and the kindness Tohoku people have shown will be dealt with as an exception.
Microsoft Word - Japanese Fourth Year - SA.docx
JAPANESE FOURTH YEAR Self-Assessment Self-assessment for those considering enrolment into the Japanese Fourth Year course at Professional and Continuing Education (PCE) Ideally, this self-assessment is
„h‹¤.05.07
Japanese Civilian Control in the Cold War Era Takeo MIYAMOTO In European and American democratic countries, the predominance of politics over military, i.e. civilian control, has been assumed as an axiom.
- 137 - - 138 - - 139 - Larsen-Freeman Teaching Language: From Grammar to Grammaring form meaning use "I will ~." Iwill - 140 - R. Ellis Task-based Language Learning and Teaching Long Swain - 141 - - 142
untitled
Show & Tell Presentation - 170 - Presentation 1) Choose 1 topic 2) Write the reasons why you chose the topic. 3) Think about 3 points for the topic. Class No Name What would you like to do after graduation?
A. Read the table. A. 下の表をよく見ましょう CITY COUNTRY Ankara Turkey Turkish Lima Peru Spanish Mexico City Mexico LANGUAGE Spanish Seoul South Korea Korean Sy
LESSON GOAL: Can say what languages people speak. 何語を話すか言えるようになろう Answer the questions. 質問に答えましょう 1. A: Where s your e-pal from? B: He's from. 2. A: Where s your e-pal from? B: She's from. 3. A: Where
<4D6963726F736F667420506F776572506F696E74202D2089708CEA8D758DC0814091E396BC8E8C8145914F92758E8C81458C6097658E8C81458F9593AE8E8C>
英 語 特 別 講 座 代 名 詞 前 置 詞 形 容 詞 助 動 詞 #1 英 語 特 別 講 座 2010 代 名 詞 前 置 詞 形 容 詞 助 動 詞 英 語 特 別 講 座 代 名 詞 前 置 詞 形 容 詞 助 動 詞 #2 代 名 詞 日 本 語 私 あなた 彼 のうしろに は の を に のもの をつけて 使 う どこに 置 くかは 比 較 的 自 由 私 はジャスコに 行 った ジャスコに
Title < 論文 > 公立学校における在日韓国 朝鮮人教育の位置に関する社会学的考察 : 大阪と京都における 民族学級 の事例から Author(s) 金, 兌恩 Citation 京都社会学年報 : KJS = Kyoto journal of so 14: 21-41 Issue Date 2006-12-25 URL http://hdl.handle.net/2433/192679 Right
平成29年度英語力調査結果（中学３年生）の概要
1 2 3 1 そう思う 2 どちらかといえば そう思う 3 どちらかといえば そう思わない 4 そう思わない 4 5 楽しめるようになりたい 6 1 そう思う 2 どちらかといえば そう思う 3 どちらかといえば そう思わない 4 そう思わない 7 1 そう思う 2 どちらかといえば そう思う 3 どちらかといえば そう思わない 4 そう思わない 8 1 そう思う 2 どちらかといえば そう思う
30 The Recovery from Attention Deficit, Hyperactivity Disorders and Hyperkinetic Disorders - through the counsel ing for a Mother-- Hideo Tsujimura Nowadays,the troubles of the children who have ADHD (Attention-Deficit/Hyperactivity
評論・社会科学 ９１号（よこ）（Ｐ）／２．三井
1945 12 8 GHQ 8 1 2 4 2 GHQ CI & E CI & E 1 2009 12 9 2010 1 20 2 3 4 3 1945 1946 4 5 10 GHQ/CIE 5 1 2 1 1 1 GHQ GHQ 1945 12 8 10 4 1941 12 8 7 1 2 4 2 1 GHQ Civil Information and Education Section CI
\615L\625\761\621\745\615\750\617\743\623\6075\614\616\615\606.PS
osakikamijima HIGH SCHOOL REPORT Hello everyone! I hope you are enjoying spring and all of the fun activities that come with warmer weather! Similar to Judy, my time here on Osakikamijima is
4 2 1 2 61 280 351 The Way We Are5 1 1 2 3 no.51 20017 2 2276 35 5 5 TJF 5 5 TJF
ISSN 0919-7265 2001 7 no.51 TJF 4 2002!3 p.8!3 p.10 i p.16 TJF p.12 2001456 TJF p.15 4 2 1 2 61 280 351 The Way We Are5 1 1 2 3 no.51 20017 2 2276 35 5 5 TJF 5 5 TJF no.51 20017 3221 52 TJF NETNative English
Scholarship Japanese (93002) 2017
RECORDING TRANSCRIPT SCHOLARSHIP JAPANESE (93002), 2017 Scholarship Japanese (2017) page 2 of 6 ENGINEER TRACK 1 READER 1 Audibility Check. Please listen carefully to this introduction. This exam is Scholarship
キャリアワークショップ教師用
iii v vi vii viii ix x xi xii 1 2 3 4 1.1 CYCLE OF SELF-RELIANCE GOALS SUCCESS INTERACTION RESOURCES 5 6 7 8 9 10 11 12 13 14 15 16 17 18 2.1 MY RESOURCES FOR THE EARTH IS FULL, AND THERE IS ENOUGH AND
~ ユリシーズ における語りのレベル Synopsis Who Is the Man in Macintosh? - Narrative Levels in Ulysses Wataru TAKAHASHI Who is the man in macintosh? This is a famous enigma in Ulysses. He comes out of the blue on the
紀要1444＿大扉＆目次＿初.indd
1. Hi, How are you? / What s up? / How s it going? A / Nice talking to you. 2. Oh really? / That s great! / That s A, B interesting! / Are you serious? / Sounds good. / You too! / That s too bad. 3. Sorry?
To the Conference of District 2652 It is physically impossile for Mary Jane and me to attend the District Conferences around the world. As a result, we must use representatives for that purpose. I have
41 1. 初めに ) The National Theatre of the Deaf 1980
Title Author(s) 手話演劇の様相 : 車座の実践と岸田理生の戯曲を通して 岡田, 蕗子 Citation 待兼山論叢. 美学篇. 48 P.41-P.66 Issue Date 2014-12-25 Text Version publisher URL http://hdl.handle.net/11094/56608 DOI rights 41 1. 初めに 1946 2003 1984
外国語科 ( 英語 Ⅱ) 学習指導案 A TOUR OF THE BRAIN ( 高等学校第 2 学年 ) 神奈川県立総合教育センター 平成 20 年度研究指定校共同研究事業 ( 高等学校 ) 授業改善の組織的な取組に向けて 平成 21 年 3 月 平成 20 年度研究指定校である光陵高等学校において 授業改善に向けた組織的な取組として授業実践を行った学習指導案です 生徒主体の活動を多く取り入れ 生徒の学習活動に変化をもたせるとともに
p _08森.qxd
Foster care is a system to provide a new home and family to an abused child or to a child with no parents. Most foster children are youngsters who could not deepen the sense of attachment and relationship
:- Ofer Feldman,Feldman : -
- -- E-mail: nkawano@hiroshima-u.ac.jp : - :- Ofer Feldman,Feldman : - : : : Mueller : - Mueller :.. : ... :........ .. : : : - : Kawano & Matsuo: - : - : - : : No. Feldman, Ofer (), The Political
1 3 19 J.S. 7 1 2 1 1 1 3 1 1960 1928 2 3 10 1
2006 4 2 47 3 1 3 3 25 26 2 1 3 19 J.S. 7 1 2 1 1 1 3 1 1960 1928 2 3 10 1 26 27... and when they have to answer opponents, only endeavour, by such arguments as they can command, to support the opposite
25 II :30 16:00 (1),. Do not open this problem booklet until the start of the examination is announced. (2) 3.. Answer the following 3 proble
25 II 25 2 6 13:30 16:00 (1),. Do not open this problem boolet until the start of the examination is announced. (2) 3.. Answer the following 3 problems. Use the designated answer sheet for each problem.
昭和恐慌期における長野県下農業･農村と産業組合の展開過程
No. 3, 169-180 (2002) The Family in Modern Japan: its Past, Present and Future An Essay at Restoring Love as the Basis of Family Ties YAMANE Naoko Nihon University, Graduate School of Social and Cultural
untitled
総研大文化科学研究第 6 号 (2010) 65 ... 66 佐貫 丘浅次郎の 進化論講話 における変化の構造 67 68 佐貫丘浅次郎の 進化論講話 における変化の構造 69 E 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 70 佐貫 丘浅次郎の 進化論講話 における変化の構造 71 72 佐貫丘浅次郎の 進化論講話 における変化の構造 73 74 佐貫丘浅次郎の 進化論講話
Assessment Task_Japanese Second Language_Pre-primary_Aisatsu.DOCX
Sample assessment task Year level Learning area Subject Title of task Task details Description of task Type of assessment Purpose of assessment Assessment strategy Pre-primary Languages Japanese: Second
STEP 02 Memo: Self-Introduction Self-Introduction About your family About your school life (your classes, club/juku, and so on.) Questions to your Pen
Eigo Ganbare!! Class ( ) No. ( ) Name ( ) 全員参加で楽しくガンバロウ The Pen Pal Exchange Project 2nd year This will be your first time to write a pen pal letter. There are schools from abroad and these students are
鹿大広報149号
No.149 Feb/1999 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Learned From Japanese Life and Experiences in Kagoshima When I first came to Japan I was really surprised by almost everything, the weather,
はじめに
IT 1 NPO (IPEC) 55.7 29.5 Web TOEIC Nice to meet you. How are you doing? 1 type (2002 5 )66 15 1 IT Java (IZUMA, Tsuyuki) James Robinson James James James Oh, YOU are Tsuyuki! Finally, huh? What's going
自分の天職をつかめ
Hiroshi Kawasaki / / 13 4 10 18 35 50 600 4 350 400 074 2011 autumn / No.389 5 5 I 1 4 1 11 90 20 22 22 352 325 27 81 9 3 7 370 2 400 377 23 83 12 3 2 410 3 415 391 24 82 9 3 6 470 4 389 362 27 78 9 5
30 100 1 2 2 1 3 6 4 5 6 7 60 8 I 3 3 0 0 A = 1 2 1 1 1 4 50 1 A 2 1 3 A A II 50 1 log x 1 dx x 0 2 3 3/2 0 lim x 0 arcsin x dx 1 x 2 ( 3 x +5 x 2 ) 2 x 1 平成 30 年度編入学者選抜学力検査 英 100 点 語 注意事項 1. 試験開始の合図があるまで,
P P P P
P P P P p p ES ips DNA LWIT LWIT LWIT LWIT LWIT LWIT A Linguistics Japanese Studies Portland State University B.A. Monterey Institute CA M.A. In this course students will be able to improve
Read after your tutor. 講師の後に続けて読みましょう I have a very healthy morning routine. I always get up at five-fifteen and do exercise for half an hour. I usual
LESSON GOAL: Can write about healthy lifestyles. 生活習慣について書けるようになろう Read the paragraph and answer the questions. 次の文章を読んで 下の質問に答えましょう Anna always wakes up at six oʼclock in the morning. On school days,
1 2 1 2012 39 1964 1997 1 p. 65 1 88 2 1 2 2 1 2 5 3 2 1 89 1 2012 Frantzen & Magnan 2005 2010 6 N2 2014 3 3.1 2015 2009 1 2 3 2 90 2 3 2 B1 B1 1 2 1 2 1 2 1 3.2 1 2014 2015 2 2 2014 2015 9 4.1 91 1 2
kut-paper-template.dvi
14 Application of Automatic Text Summarization for Question Answering System 1030260 2003 2 12 Prassie Posum Prassie Prassie i Abstract Application of Automatic Text Summarization for Question Answering
A5 PDF.pwd
DV DV DV DV DV DV 67 1 2016 5 383 DV DV DV DV DV DV DV DV DV 384 67 1 2016 5 DV DV DV NPO DV NPO NPO 67 1 2016 5 385 DV DV DV 386 67 1 2016 5 DV DV DV DV DV WHO Edleson, J. L. 1999. The overlap between
126 学習院大学人文科学論集 ⅩⅩⅡ(2013) 1 2
125 126 学習院大学人文科学論集 ⅩⅩⅡ(2013) 1 2 127 うつほ物語 における言語認識 3 4 5 128 学習院大学人文科学論集 ⅩⅩⅡ(2013) 129 うつほ物語 における言語認識 130 学習院大学人文科学論集 ⅩⅩⅡ(2013) 6 131 うつほ物語 における言語認識 132 学習院大学人文科学論集 ⅩⅩⅡ(2013) 7 8 133 うつほ物語 における言語認識 134
3re-0010_an
2 年 生 までに 習 った の 形 疑 問 文 否 定 文 のつくりかた - その1: 疑 問 文 練 習 問 題 (1 難 易 度 / イチから( 初 級 次 の を 疑 問 文 に 直 し できた を 和 訳 しなさい (1 It is sunny today. Is it sunny today? 今 日 は 晴 れですか? (2 Yumi plays the guitar. Does Yumi
05[ ]櫻井・小川(責)岩.indd
![05[ ]櫻井・小川(責)岩.indd](/thumbs/43/23140985.jpg "05[ ]櫻井・小川(責)岩.indd")
J-POP The Use of Song in Foreign Language Education for Intercultural Understanding: An Attempt to Employ a J-POP Covered in Foreign Languages SAKURAI Takuya and OGAWA Yoshiyuki This paper attempts to
【教】⑤吉井健治先生【本文】／【教】⑤吉井健治先生【本文】
Stern, D.N., McWilliams, N., Sullivan, H.S., Kohut, H., Kohut, H. How does analysis cure? The University of Chicago Press. McWilliams, N. Psychoanalytic Case Formulation. Guilford Press. Stern, D.N. The
2013 Japanese First Language Written examination
Victorian Certificate of Education 2013 SUPERVISOR TO ATTACH PROCESSING LABEL HERE STUDENT NUMBER Letter Figures Words JAPANESE FIRST LANGUAGE Written examination Monday 4 November 2013 Reading time: 3.00
第17回勉強会「英語の教え方教室」報告
-1- -2- -3- -4- -5- -6- -7- -8- -9- When I get older I will be stronger They'll call me freedom, just like a wavin' flag When I get older, I will be stronger They'll call me freedom just like a wavin'
178 New Horizon English Course 28 : NH 3 1. NH 1 p ALT HP NH 2 Unit 2 p. 18 : Hi, Deepa. What are your plans for the holidays? I m going to visi
: 中学校の英語教科書を批判的に見る : なぜ学びが深まらないのか 渡部友子 0. 15 1 2017 Q&A Q&A 29 178 New Horizon English Course 28 : NH 3 1. NH 1 p. 11 1 ALT HP NH 2 Unit 2 p. 18 : Hi, Deepa. What are your plans for the holidays? I m going
ABSTRACT The "After War Phenomena" of the Japanese Literature after the War: Has It Really Come to an End? When we consider past theses concerning criticism and arguments about the theme of "Japanese Literature
日本版 General Social Surveys 研究論文集[2]
![日本版 General Social Surveys 研究論文集[2]](/thumbs/49/25478732.jpg "日本版 General Social Surveys 研究論文集[2]")
Implementing a Social Networks Module in the Japanese General Social Surveys (JGSS): Results of the Pre-test Keiko NAKAO, Ken ichi IKEDA, and Satoko YASUNO The project of Japanese General Social Surveys
6 1Bulletin of Tokyo University and Graduate School of Social Welfarepp73-86 2015, 10 372-0831 2020-1 2015 5 29 2015 7 9 : : : 1 A B C D E 4 A B A B A B A ] AB C D E 4 8 73 17 2 22 750 1 2 26 2 16 17 32
教育省への予算配分増加 昨年 2010 年 6 月に行われた予算会議で フィリピン政府は 国家予算の 20% を教育省に割り当てる方針を示した 新しい教育体制の元 小学校から高等学校までの授業料は 政府が負担することとなった 全ての親が 子供を学校に入学させることが見込まれる 政府はこの新しい教育体
Main Topic 17: Industries ( 産業 ) Lesson 98: Education (14-21 minutes) ( 教育 ) Today, you will practice your Reading and Listening Skills as you study texts related to EDUCATION. ( 今日は 教育 についての読解 聴解について練習しましょう
「プログラミング言語」 SICP 第4章 ～超言語的抽象～ その6
SICP 4 6 igarashi@kuis.kyoto-u.ac.jp July 21, 2015 ( ) SICP 4 ( 6) July 21, 2015 1 / 30 4.3: Variations on a Scheme Non-deterministic Computing 4.3.1: amb 4.3.2: 4.3.3: amb ( ) SICP 4 ( 6) July 21, 2015
How to read the marks and remarks used in this parts book. Section 1 : Explanation of Code Use In MRK Column OO : Interchangeable between the new part
Reservdelskatalog MIKASA MT65H vibratorstamp EPOX Maskin AB Postadress Besöksadress Telefon Fax e-post Hemsida Version Box 6060 Landsvägen 1 08-754 71 60 08-754 81 00 info@epox.se www.epox.se 1,0 192 06
How to read the marks and remarks used in this parts book. Section 1 : Explanation of Code Use In MRK Column OO : Interchangeable between the new part
Reservdelskatalog MIKASA MVB-85 rullvibrator EPOX Maskin AB Postadress Besöksadress Telefon Fax e-post Hemsida Version Box 6060 Landsvägen 1 08-754 71 60 08-754 81 00 info@epox.se www.epox.se 1,0 192 06