Shogo's NZ memories

  1.        Informal. 2.        All writers. 3.        Writing. 4.        Writer’s Block happens when we are not sure what comes next, or something is missing, or “just not right,” and we don’t know what to do about it. 5.        Writers. 6.        3. 7.        Tolle, E. 1999. The Power of Now. The New World Library 8.        Because it’s not a book, article, or something published thing. It was just a line. 9.        (sic) used in brackets after a copied or quoted word that appears odd or erroneous to show that the word is quoted exactly as it stands in the original. 10.    Not so much. 11.    Maybe around 10 times per life. 12.    He had 37 times experienced Writers Blocks. 13.    2.

 Yesterday, we did a reading. We read some kinds of the seven articles that we picked two days ago because we are here seven students, and we took each for five minutes and graded them out of five points. Overall, except for some articles, I had fun. I had some interest in it, so I graded with high scores, but I think I only marked full points for two articles because it was a game and an interview which were my favorites. However, other articles were interesting, but some weren't interesting or totally not fun thing, so I made a significant difference by marking them. That's why I got a bigger SD. My prediction of Ema's SD: 1.1

 How to make a coil basket: 1.        1. Cut Loya cane. (Get materials) 2.        2. Splitting cane into thin strips. 3.        3. Stripping leaves from a palm frond. 4.        4. Wrapping leaves with cane strips. 5.        5. Coiling leaf bundle. 6.        6. Wrap strips around the bundle about two times, then thread the strip through the previous coil to keep it together. 7.        7. Add new leaves onto the end of the last coil to make it longer and wrap it with strips. 8.        8. When the bottom part became good size, start making the sides go up vertically. 9.        9. Whole fronds can be used now.      10.    After that, a coil basket shall be completed. How to make a woven cane basket: 1.        1. Arrange canes into a star shape. *We need an odd number of spokes. 2.        2. Tie the spokes together. (Used strip of bark in the video) 3.        3. Using a long strip of cane start weaving over and under the spokes. 4.        4. Weave a long strip

 Panel1… Snowy: Whoa!!!!! Panel2… Tintin: Hey, what’s wrong? Panel3… Tintin and Snowy don’t speak but step back a bit. Panel4… Tintin: Stay with me, Snowy. I’m so scared…. Snowy: Yeah…okay… Panel5… Tintin: Oh, it is holding something… Snowy: It gave it to us! Let’s see inside! Panel6… Tintin: Oh, I found a fruit that I’ve never seen! Snowy: Is that delicious? Panel7… Tintin: Hey! It looks so happy! Snowy: Is this some kind of friendship? Panel8… Tintin: By the way, what is this? Panel9… Tintin: Do you know something about this? Panel10… Shopkeeper: That’s not a friendship thing! That’s like a declaration of war! They are starting to conquer the entire world! Panel11… Tintin & Snowy: OMG

  2023/5/24 Meeting Shogo Izumiya   1.       What did the others try yesterday? a.       Kan asked to make the journal formal, but it was way too difficult and long for him, so he asked again to make it simple and short. b.       Saran asked to make the journal more natural and close to New Zealanders’ sentences. c.        Ema asked to find the errors in the journal, so ChatGPT answered just errors, but that wasn’t what she wanted. She asked it again to show texts, so it answered a fixed version of the journal. d.       Lucas asked to make the journal like a newspaper, so it showed super-long 8 paragraphs and sentences, so he asked again to make it shorter. ChatGPT made it shorter and paragraphs became eight to three. e.       I asked chatGPT to give me the improved version of the journal, so it gave me the journal with difficult English, but I actually asked one more thing which is tell me what did you change, but it forget to tell me, so I asked again to know what i

  On April 21st, we spent the morning finalizing preparations for our afternoon presentation on World War I. As a topic of immense historical significance, delving into the complexities of war in any country requires a significant amount of time and effort. Personally, I encountered some challenges due to my lack of focus, which resulted in a lengthier process of compiling the information. Nevertheless, we successfully delivered the presentation in the afternoon. Completing this presentation marked the end of a busy week for us. Throughout the week, we had the opportunity to deliver a total of four presentations and prepare one report. Juggling these multiple tasks demanded considerable dedication and hard work. However, despite our busyness, we managed to accomplish all our goals. Now that the week's responsibilities are behind us, I look forward to enjoying a well-deserved weekend. It will be a chance to relax and unwind after the demanding schedule we've had.

 Interesting things about the Tongan language.               Letters: A, E, F, H, I, K, L, M, N, NG, O, P, S, T, U, V, ‘               Vowels: A, E, I, O, U               Consonants: F, H, K, L, M, N, NG, P, S, T, V, ‘   To learn Tongan, you should keep in mind three behaviors (mindsets).               Mutual Respect = Faka’apa’apa               Loyalty and commitment = Mateaki’I Me’a               Humility & Generosity = Loto Too   To learn Tongan, you should find a purpose for why you learn it. Find a personal tutor or online materials. The website says Tongan has no special characters, so Tongan is not so difficult to learn.

 I read “Five Go Adventuring Again” which is one of the “The Famous Five” series. This story was interesting and pretty simple to understand. They are very brave and made me laugh. I like that this unreality scale means children are encouraged to do something and I had fun. I like mystery and think the length of the story was right for my English level. I researched this series and found that they were very old, so I was really surprised. In addition, I understood the Five means Julian, Dick, George, Anne, and the dog named Timothy.

When I read a book, I care about many things like pictures, fonts, stories, reality, a good end or bad end, a story's atmosphere, and so on. I like clear pictures. It doesn't have to be colored. I just want to use it to imagine what the author wants to tell me. I like a book that uses the same font and font size all time because it's a kid's book that uses different fonts or sizes. I like the story which is related to the real. I usually think unrelated to the book while reading which means the book gives me an idea and I use it to think deeply. I like both good endings and bad endings. I don't care about ends, but the important things to me are how it goes to the end. Is the mystery in the book properly solved? What story does each character have and how will each character change? I like normal or good atmosphere stories. Dislike dark atmospheres story is not an obsession or anything, it's simply not my thing. When I read that kind of story, I feel depressed.

 19: yasou NiKKi...The pictures are a bit messy. 18: The Gigantic Balloon... The story is not interesting. 3: LITTLE TOOT... Too unrealistic to enjoy. 10: The Secrets of Droon... The story has a dark atmosphere. 21: Flight to Fear... Not enough pictures to make it visually enjoyable. 23: Kit Wrigh... Sometimes, fonts change makes it hard to read. 2: Cat Kid... Way too childish. 15: Junior Journal... The content is not so clear. 7: Ghosts... Scary. 24: The Big Split... This kind of story makes me sick.

 In this article, Stephen D. Krashen explained reading is very helpful for the development of literacy in both first and second languages, but many people do not do it for three reasons. First, many second language acquirers believe that learning rules and output practice is better. Second, they think reading is hard work and want to acquire easy processes. Third, many texts are not interesting, but comprehensible or reliable and may interesting, but not comprehensible. So, he did an experiment to prove his hypothesis that if we gave adult second-language students the right texts, we would see more free reading and clear progress in second-language acquisition. The four people, Mi-ae, Su-jin, Jin-hee, and Alma cooperated in this experiment. As a result, the amount of reading was quite different depending on their initial English skill and used a dictionary or not during the experiment, but they all got big vocabulary growth while I couldn't see Alma's data so clearly. From this