月: 2019年12月

宿題：日語基礎写作１：第15週目

２年生の作文の宿題です。

１８３６組には １２月６日（金）に出題します。

１８３７組には １２月５日（木）に出題します。

課題：　要約文を書く。授業中に配布した資料の「生命の値段」30頁から32頁までの内容を短く要約して書きなさい。

文体：「だ・である体」で文体統一すること。「です・ます」体を使ってはならない。

用紙：　学内超市の文具店の原稿用紙。

書き方：横書き。一行目から本文を書きなさい。題名は書かないこと。氏名は 枠外や下の余った行に書く。必ず１枚以内で書きなさい。２枚目を使ってはならない。

提出：　来週の 授業開始時。遅れての提出は一切認めない。

注意：　

・簡体字を４文字以上使ったら、減点する。

・体言止めは使用しない。

・タ形で読点「、」を打ち、文を続ける書き方をした場合は減点する。

・教科書の２から４ページの原稿用紙の使い方を確認すること。

・６、７ページの内容は書かなくてよい。

・自分自身の意見文や感想文ではない。筆者の書きたかったことを短くまとめて、文章を書くこと。

・１ページ以内に書くため、必ず「だ・である体」を使うこと。「です・ます」体を使ってはならない。

・難しい場合は、次の手順で書くのが良い。

１．最初にキーワードを抜き出す。

２．キーワードを使って、筆者の意見を箇条書きする。

３．段落構成を考える。一段落に一つの内容を書く。

＜以上＞

日语视听说1：12月4号(1939)，5号(1938)

This is to inform 1st grade students about homework assignment of the listening course. You need to do the following by the next class on December 11th or 12th.

Homework Assignment (作业)

LET US SKIP SECTIONS 8-1 AND 8-2. MOVE ON TO SECTION 9-1.

We will do only 9-1 in the next week.

<1> Listen to the track 9-1-00 that is “Kiku-mae-ni” on page 118 of section 9-1.

<2>Do 一、二、and 三 on page 118 through 120 of the section 9-1.

Note: The audio of our text book has some problems. Please note the following.

二、1. “Masenka” is better than “Mashouka” when suggesting others to do something together.

二、2. Speech style is completely broken. “Desu-masu style” and overly friendly expressions are mixed up. Always mind that Japanese speech style is strongly controlled by situation and relation.

二、3. The lady should say “gurai-desu” instead of “gurai-kana” for the same reason as above for 二、2.

二、4. Also for the same reason, the lady should avoid using “-kamone” for the ending. Another issue is that this textbook uses “Liyong” too many times. Think this as the first language interference. As a beginner of Japanese, you need to learn Japanese words ”和語” instead of relying on “漢語”.

三、4. This also has a problem with speech style. When a mother and a young child talk each other, they never use “Desu-masu style”.

Weekly Logs Nov.25-Dec.1, 2019

Monday;

I taught in the small class. And then I went to the teachers’ room to make photocopies of reading material. It took a several hours that were more than I expected. So I could not eat the lunch of the teacher restaurant. I ate my lunch in the student restaurant. I went back my residence and tried working, but I couldn’t. I was too tired to work. It was 5 p.m. when I got up my bed. I started making PPT for Wed/Thu listening classes. I cooked my supper at 8, had supper at 9, and went to bed at 10.

 

Tuesday;

In the morning I prepared for the small class of Wednesday until 9 a.m. Since then I continued to make PPT for listening classes. This week PTT making for listening class took 8 hours in total. Since it was 12 hours last week, I could shorten the hours to make it. I took a nap at 3 p.m. for an hour. Got up at 4 and then started PPT making for the composition classes. I wanted to make less PPT slides than usual by using photocopies of reading material in the class. But it couldn’t be short.

 

Wednesday;

I taught two classes in the morning. One was the listening class and the other was small class. Both were for 1st grade. I realized that a native Japanese teacher was not necessary for that listening class. I mean, in the class, I just play the audio and say “The answer is A.”, and play the audio again and say “The answer is B”, and so on. I felt like I was just a kind of machine to play listening materials. After the lunch I spent the whole of afternoon to make PPT for Thu/Fri composition classes.

 

Thursday;

I tried finishing PPT making for composition class by noon. This week it was 14 hours to make PPT for 90 minutes class for composition. I hate or worry about a shortage of PPT slides. If PPT doesn’t last by the end of the class, it would be sheer evidence that I was ill-prepared. So I want to have enough slides of PPT. Anyway, I spent so many hours for PPT that I could not finish the evaluation of students’ composition by class hours.

 

Friday;

Fortunately I had already finished the evaluation of compositions of Friday class. So I tried evaluating the rest of Thursday class, but I was so tired that I could not do any job in the morning. Composition class was in the early evening. I realized in the class that one of the best students looked so tired and sleepy. I was anxious if the student was okay or not. Got back in my residence I continued the evaluation of compositions of last week. I went to bed at 10 p.m. Since I was so tired, I thought I could fall asleep soon. But I could not sleep until 1 a.m.

 

Saturday;

I woke up at 6 a.m. as usual. Since it was weekend, I wanted to sleep more, but I could not sleep again. Although I got up, I didn’t feel good. What I could do in the morning was just making two evaluation sheets for compositions that I got from two classes this week. I took a lunch in the university restaurant and then went outside of university to go to a grocery store. I bought a lot of vegetable for a week. I took a nap afternoon and started composition evaluation. One of compositions was so broken in grammar that it took more than one hour for me to write explanation and correction with red ink. I worked for four hours, cooked my supper, thought about work schedule while I was waiting for cooling down of the supper (I don’t like too-hot meal), ate them at 9, and went to bed at 10.

 

Sunday;

I have to teach the small class three times in “Odds number week”. The coming week is the fifteenth week. I thought I had to prepare well for that class. I made three teaching plans for Monday, Wednesday, and Friday classes. I finished the preparation by 11a.m. And then I started to make a handout for the composition class. Actually the students do not take notes of my lecture. I told them to do so but they don’t seem to do at all. They just see my lecture like TV show. When they write their compositions as a homework assignment, they have already forgotten what they heard from me in the class. I think that one solution would be to give them a handout having a lot of blanks to be filled with. I will make the students fill the blanks during the class so that it will be a kind note-taking. I am not sure if it will work or not, but I want to give it a try. I finished drafting of the handout at 3, wrote this log one hour, and evaluated students’ composition from 4 to 7 p.m. That was the end of my weekend.

 

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