Seaside view in spring, 2018.
Sakura in Akashi Park, Hyogo Prefecture: Spring in 2015
I forgot when and where I took this photo
Somewhere in Kanto Region in spring, 2008
Sakura in Akashi Park, Hyogo Prefecture: Spring in 2015
月: 2020年3月
Online Teaching for Class 1837 (Conversation) on Mar.27, 2020
Date: March 27th on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)
Course: Japanese Conversation 4
Used app: Streaming on DingTalk, Presentation by Powerpoint with 76 slides
Numbers of Students: 28
Fully attendant for 90min : 19, Completely Absent : 4,
Shorter signing-in: 59, 37, 36, 22minutes, and the shortest was 18seconds.
Responses onto the BBS:
– Attendance check: 25
– 1st Quiz: 18 Quiz is to find the sentence that uses auxiliary verb “Souda” for hearsay among other sentences that use “Souda” for guess.
– 2nd Quiz: 19 Quiz is to tell the similarity of conjugation between “Youda” and “Na-adjectives”
– Attendance check at the end: 18 This was also done in the form of quiz that requires to select the right combination for connections between (1) Adjective”Ii” and “Souda” for guess, and (2) Adjective “Ii” and “Youda”.
Teaching:
– Auxiliary verb “Youda”
Homework Assignment: No homework at this time
Issues and Problems:
The number of PPT slides were more than what I could use in a class of 90 minutes. That meant I wasted hours for preparation for those slides. I should have predict how many slides could be used in 90 minutes class. In order to make prediction accurate, I should have measured how many minutes and seconds each slide would take and calculated total number of slides.
Online Teaching for Class 1837 (Composition) on Mar.27, 2020
Date: March 27th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)
Course: Japanese Basic Composition 2
Used app: Streaming on DingTalk, Presentation by Powerpoint with 73 slides
Numbers of Students: 28
19 students signed in whole of the 90 minutes class. 9 students had been signed in shorter than 90 minutes: 75, 74, 66, 50, 32, 7, 3minutes, 37seconds, and amazingly the shortest was 5seconds.
Responses to my requests like Quiz answers onto BBS:
Attendance check: 27. But of the 27, one student signed in late.
Q1: Definitions of the word categories “Nouns”, “Verbs”, and “Adjectives” : 18
Q2: Questions about Tense consistency in Japanese : 18 (they are all wrong answers)
Attendance Check at the End: 19
Teaching:
Feedback of proofreading and corrections
Tense-Aspect of verb predicate sentences of Japanese
Homework:
Rewriting a Composition about how the student was spending this winter break within 300 characters.
Issues and Problems:
Students are just inputting the same answer that the top student has input. If the top student input a wrong answer, all the students will make the same mistake. This was the case for the second quiz. The right answer was 2 out of 1, 2, and 3. In the class 1836, the first student input “1”, then all the following students input the wrong answer 1″. In this class 1837, the first student input “3”, then all the following students input the wrong answer “3”. I want each student to think about the answer by his/herself.
Online Teaching for Class 1939 (Listening) on Mar.25, 2020
Date: March 25th on Wednesday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)
Course: Japanese Listening 2
Used app: Streaming on DingTalk, Presentation by Powerpoint (86 slides)
Numbers of Students: 27
25 students stayed with me from start to the end, 2 students signed in 10 minutes late.
Responses to the “During-the-Class_Quiz”:
Only once. The question: “Is it okay to put ‘-no-‘ between an adjective and a noun such as ‘Shiroi-no-hana’ and ‘Kirei-no-fuku’?”. The answer was “Not Okay”. 25 of 27 students responded. Actually “right or wrong” is not the matter in this quiz because most of the students type the same answer as some excellent students. The purpose of the quiz is to check if or not they are with me.
Teaching:
1: Wa-Ga Construction:
– 1 Pointing out one characteristics of something that contains that character.
– 2 There are some adjectives that tend to be Wa-Ga construction.
2: Review of Adjectives in general:
3: Several types of use of particle “-no”
Homework Assignment:
Dictation of Japanese sentences that contains adjectives.
Issues and Problems:
The number of PPT slides was more than I needed. This meant that I wasted preparation time.
Online Teaching for Class 1836 (Composition) on Mar.24, 2020
Date: March 24th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)
Course: Japanese Basic Composition 2
Used app: Streaming on DingTalk, Presentation by Powerpoint with 74 slides
Numbers of Students: 28
24 students stayed whole of the class which lasted 90 minutes. Four students indicate their late sign in and/or early leave (57, 65, 77, 78 minutes, respectively).
Responses to my requests like Quiz answers onto BBS:
Attendance check: 23.
Q1: Whether or not they used MS-Mincho: 17
Q2: Definitions of the word categories “Nouns”, “Verbs”, and “Adjectives” : 20
Q3: Questions about Tense consistency in Japanese : 14 (they are all wrong answers)
Attendance Check at the End: 27
Teaching:
Feedback of proofreading and corrections
Tense-Aspect of verb predicate sentences of Japanese
Homework:
Rewriting a Composition about how the student was spending this winter break within 300 characters.
Issues and Problems:
Online Teaching for Class 1939 (Listening) on Mar.23, 2020
Date: March 23th on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)
Course: Japanese Listening 2
Used app: Streaming on DingTalk, Presentation by Powerpoint (90 slides)
Numbers of Students: 27
All the 27 students stayed with me from start to the end.
Responses to the “During-the-Class_Quiz”:
Only once. I asked differences of Nouns, Verbs, and Adjectives.
Teaching:
1: Wa-Ga Construction: I told students not to concentrate on Wa-Ga construction too much. Because some students tend to learn a language through constructions, and they easily come to believe that the 1st particle is wa and the 2nd particle is ga. This is not always happening in Japanese sentences .
2: Adjectives in general:
-1 What adjectives are
-2 Types of Adjectives: I-adjectives and Na- adjectives
-3 Functions of adjectives; Noun modifiers, Verb/Adjective modifiers, and Predicate of a sentence.
Homework Assignment:
No HW this time.
Issues and Problems:
Japanese has difficulty on verb conjugations. Students try hard to learn verbs, Sometimes adjectives are left behind. I thought I had to concentrate on adjectives rather than Wa-Ga constructions.
I asked “Are-you-with-me?” quiz during the class only once. More interaction with students is needed.
Online Teaching for Class 1837 (Conversation) on Mar.23, 2020
Date: March 23th on Monday, 2020 from 8:00 to 9:40 (9:00 – 10:30 in JST)
Course: Japanese Conversation 4
Used app: Streaming on DingTalk, Presentation by Powerpoint with 71 slides
Numbers of Students: 28
Fully attendant for 90min : 20, Completely Absent : 2, One minute: 3
Other three students stayed 12, 22, 66 minutes, respectively
Responses to the “During-the-Class_Quiz”:
1st Q=15, 2nd Q=20, and 3rd Q=18
Teaching: Auxilliary verb “-souda” for guess.
Guessing using “Souda” is classified into three types.
-1 It seems that something is about to happen immediately
-2 Prediction
-3 Appearance
Although I don’t like classification in detail like above.
Issues and Problems:
How to confirm whether or not a student can operate a new construction using “Souda”.
Background Photographs shown in Online Classes This Week (3rd W)
Agano River and part of Gozu Mountain Range: Spring in 2017
White Plum flowers on Sumaura Sanjo Yuen in Kobe:
Akashi Park in Hyogo Prefecture: Spring in 2015
Mountain Kimpoku of Sado Island: Spring in 2018
Red Plum flowers on Sumaura Sanjo Yuen in Kobe:
Narcissus, or Jonquil? on Awaji Island in spring of 2015
Online Teaching for Class 1837 (Conversation) on Mar.20, 2020
Date: March 20th on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)
Course: Japanese Conversation 4
Used app: Streaming on DingTalk, Presentation by Powerpoint with 64 slides
Numbers of Students: 28
Completely Absent : 2
Signing in late and/or Signing out early : 7
Participated almost 90 minutes: 19
Responses to the “During-the-Class_Quiz”:
1st Q=17, 2nd Q=20, 3rd Q=18, 4th Q=17
Teaching: V-te hoshii with basics of adjective “Hoshii”, Review of Section 9 from the point of views of casual-formal-honorable speech style.
Issues and Problems:
One way talking by the teacher was too much. Students’ participation is needed.
Online Teaching for Class 1837 (Composition) on Mar.20, 2020
Date: March 20th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)
Course: Japanese Basic Composition 2
Used app: Streaming on DingTalk, Presentation by Powerpoint (74 slides)
Numbers of Students: Class 1837 has 28 students
24 at the beginning, 22 at the end. 28 is total. One student was completely absent from the class.Therefore 27 students participated the class. 22 students stayed for whole 90minutes, 5 students were recorded with their shorter duration; 1min!, 12min, 58min,71min, and 79min.
Responses to the “During-the-Class_Quiz”:
Q1: 18 students responded.
Q2: Correction of short sentences: 8 students suggested their corrections.
Q3: 20 responded.
Q4: A series of 5 questions at the end of class in order to check if a student had been with class through the class. 22 submitted. Some got 3 points. Class 1836 performed better than 1837.
Teaching: (it was the same as 1836 class on Tuesday)
Homework:(it was the same as 1836 class on Tuesday)
Issues and Problems:
It was obvious that PPT slides that I prepared were short for 90 minutes. So I introduced a Japanese painter Mr. Ikuo HIRAYAMA in the middle of the class. I spent more minutes for this introduction of him than in the class 1836.
Agony or Fun?! Second Language Learning 