Online Teaching for Class 1837 (Conversation) on Apr.24, 2020

Date: April 24th 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 82 slides

Numbers of Students: 24 out of 28

Fully attendant for 90min : 15,    Completely Absent : 4,

Shorter signing-in: 86, 72, 52, 24*2, 18, 10, 5minutes, and the shortest was 5 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. One of these students was actually recorded as completely absent.

– 1st Quiz: 19 students responded. The quiz was just to ask the right conjugation of 3rd group verb “Kuru/Kimsu” in Nai-form.

– 2nd Quiz:17 students responded. The question was to choose one sentence that was different from other three sentences. The four were all using “If” type conjunctive particles “-to”, “-ba”, “-tara”, and “-nara”. Of these, only the sentence with “-nara” had different construction that was simply “Noun+nara”.

3rd Only one student responded, no one got the right answer.  In fact the question was too difficult for the students. It was to choose one erroneous sentence among four that were using “If” type conjunctive particles.

– Attendance check at the end: 21 students responded. It is to find a sentence that was erroneously using “-nara” because its conditional clause was too definitely determined to be an assumption.

Teaching: 

– Listening to a conversation between two part time job workers.

– Review and exercise of conditional conjunctive particle “-ba,”

– Introduction of another conditional conjunctive particle “-nara,”,

– Exercise of “-ba” and “-nara”

Homework Assignment:

Any homework was assigned in this time. There was no time to check and evaluate a homework because many classes were scheduled in short period of time before the spring holidays from May 1 to 5th.

Issues and Problems:

The purpose of quiz during class is to check whether or not each student is really listening to the online class. It seems that I might have asked too much difficult questions for the purpose these days. Today’s quiz No.3 was so difficult that no student could get the answer. It is necessary to make those questions appropriate for level of students’ understanding.

Online Teaching for Class 1837 (Composition) on Apr.24, 2020

Date: April 24th 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 68 slides

Numbers of Students: 26 out of 28

90 minutes attendance: 18 students

Shorter participation: 74, 66, 52, 51, 49, 36, and 2 minutes, and the shortest was 8 seconds.

completely absent: 2 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 26. But, of these, two students were recorded as “Completely Absent” on the system. Two students indicated coming late.

Quiz 1 : 21 students responded. The question was to ask correct stroke order of hiragana “NA”. 19 were right and 2 were wrong.

Quiz 2: 22 responses. The same question was given as class 1836 on April 21st.

Quiz3: 21 students responded. The same question was given as class 1836 on April 21st.

Attendance check at the end of class: the students were asked to submit 5 answers for the questions during the class.

 

Teaching:

The same as composition class for 1836 on Tuesday. However, the quiz of 5 questions resulted in differently. The four questions were to measure how the students understood the poem “Yuugata-no Sanjippun” well. As opposed to my expectation, many errors happened to class 1837 students more than 1836. So far I don’t know the reason.

 

Homework:

It was planned to make the student write the second draft of memorandum about how to use particles “-ga” and “-o”. However, I was too busy to give them instructions for the second drafting, assigning the homework was suspended.

Issues and Problems:

<No time to write them>

Online Teaching for Class 1836 (Composition) on Apr.21, 2020

Date: April 21st 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 67 slides

Numbers of Students: 28

23 students participated for whole 90 minutes.

5 students were recorded for their short attendances: 86, 85*2, 84, 53 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27. One student came late recorded 84 minutes participation.

– 1st Quiz: 20 students responded. This was to ask the stroke order of Hiragana “NA”. 19 students answered that they were using the right stroke order (I am suspicious), only one student reported using wrong one honestly.

– 2nd Quiz: 24 students responded immediately. One student posted his answer 7 minutes late, which indicated that he was not with the class at time of quiz No.2. This was to ask the right conjugations of eight verbs that were the form preceding another conjugate words.

– 3rd Quiz; 20 students responded. The question was to check students’ understanding for exceptional use and meaning of I-adjectives “near (chikai)” and “far (to’oi)”.

– Attendance check at the end : 20 students responded. During class another series of quiz was done with 5 questions. Submitting five answers right after the class was asked to the students as an attendance check at the end of the class.

 

Teaching:

1st half:

– The students were warned about plagiarizing from others’ writing to their composition.

– Reading and comprehension of a famous poem “30 minutes in the early evening (Yuugata-no Sanjippun)”. Four questions were asked to the students in order to measure their understanding the poem.

2nd half

– From the textbook; connecting two clauses in order to write a longer sentence by the conjugation form when the word was preceding another conjugation words.

Homework:

1: Rewriting their memo about the uses of particles “-ga” and “-o”.

Issues and Problems:

It is necessary to teach the importance of copyright and proper ways of citation and reproduction. The students are still unaware that it is unacceptable for them to steel someone’s writing and to use it for their compositions.

Spring Flowers in the Garden

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I wanted to make the title “Spring Flowers in my Garden”, but actually it is not my garden. I have just stayed at my parents’ home for these several months. I cannot get back to the country where my university is because of corona virus pandemic. Anyway, spring season never stops and the peach flowers have already gone.

 

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Coming next would be flowers of azalea. Its white bud makes me think of vanilla ice cream.

 

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This is also a white azalea, Doudan-Azalea flowering downward. It seems to contrast to the red leaves in autumn, although we cannot see white flowers in spring and red leaves in autumn at the same time.

 

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This is also “Downward flowers” of silverberry. I planted only one tree of silver-berry (or goumi) in the garden. This means that I will not be able to get any fruit in the near future because there should be another silver-berry but a slightly different kind. In order to get fruits, most of fruit trees needs another tree nearby for pollination.

 

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Buds of an apple tree. For the pollination as I mentioned for silver-berry, I planted two apple trees in one place. They were Kougyoku and Tsugaru. This photo was probably of Kougyoku’s.

 

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Here is another apple’s flower that has already opened. This is Alpus-Otome.

 

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This is flowers of gooseberry. Maybe it is safe to say that the fruits look more beautiful than the flowers. If I can take a photo of gooseberry fruit, I would like to put it on this blog.

 

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Actually this photo and the below were taken two weeks ago.

 

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Yes, this is peach flowers two weeks ago. I am not sure if I will be able to eat sweet peaches from this tree in summer because I am just an amateur about fruit tree growing.

Online Teaching for Class 1837 (Conversation) on Apr.20, 2020

Date: April 20th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 81 slides

Numbers of Students: 28

Fully attendant for 90min : 20,    Completely Absent : 3,

Shorter signing-in: 71, 41, 31, 19, 7 minutes.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. One out of 25 was recorded as completely absent. One student did not report the attendance by him?herself but was recorded with 41 minutes attendance. Probably the student came late and left early.

– 1st Questionnaire: 19 students responded. This was not a question but a questionnaire. The students were asked to answer which of the four summer festivals in Japan they want to come and see. The festivals were Nebuta in Aomori, Tanabara in Sendai, Bon-Odori in anywhere, and Fireworks in everywhere. Most of the students prefer fireworks.

– 2nd Quiz: 17 students responded. The quiz was to find a different type of conjunctive particle out of five sentences. Four sentences used “If” type conjunctive particles and only one sentence used “Even-if” type conjunctive particle. The students were asked to find “Even-if” type. All the 17 answers were correct.

– 3rd Quiz: 20 students responded. The quiz was to ask right connections between negative “-nai” and conditional conjunctive particle “-ba”. All the answers were correct.

Attendance check at the end: 20 students responded. This is a quiz to ask the right conjugation of verb ‘iku/ikimasu” for conditional form.

Teaching: 

– Listening to conversation between part time job workers.

– Review on hearsay expressions using “-souda”, “-rashii”. “He/she says”, and “It is said that”

– Feedback about a Test result; A small test was given to students on April 13. The result was explained to the students for further understanding about differences between hearsay and guessing

– Introduction of the conditional conjunctive particle “-ba” and verb conjugations for conditional form

Homework Assignment:  Students were asked to type verb conjugations to conditional forms.There were 30 verbs but 60 answers were required. 30 were conditional forms directly obtained from dictionary forms. 30 were also conditional forms but obtained from potential forms.

Issues and Problems:

I am not sure whether it is standardized teaching or not as to conditional forms that are obtained from potential forms. It might bring a severe confusion to students because it makes students think as if 5-dan conjugation verb were also conjugated to have -reba. Reba ending is only for 1-dan conjugation verbs, Kuru, and Suru (actually Ra-row 5-dan verbs, too). What I thought was simple. It is useful to know conditional forms coming from potential forms because Japanese use very often that kind of conditional forms in conversation.

Online Teaching for Class 1939 (Listening) on Apr.22, 2020

Date: April 22th 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 (58 slides)

Numbers of Students: 27

26 students stayed with me from the start to the end. One student is recorded his?her shorter attendance of 81minutes.

Students’ Responses:

– Attendance Check : All the 27 students typed his/her attendance on BBS

– Quiz 1 : 23 students answered. This question was to measure students’ understanding about a newly introduced phrase [V-masu] -ni Ikimasu that means the purpose of movement.

– Quiz 2: 24  answered. Questions are to ask the difference between I-adjective “-hoshii” and auxiliary verb “-tai”. The slide for the answer is shown below as Figure 1.

– Quiz3: 24 answered. This question was to make the students answer their own preferences. The question was using the construction of the day; which do you like, a dog or cat? 18 students answered that they like cat, and only 6 students liked a dog.

– Quiz at the End: 27 students typed a sentence for question “Which do you like, A or B?”.

Teaching:

1: Review of conversation for suggestion and invitation.

2:Grammatical Topics of the first half of Section 16 of the Textbook

– A noun “Hou” that specifies one of the two as a selection.

– “-no” that makes an adjective a kind of noun

– Conjunctive particle “-kara” for stating a reason.

– Introduction of sentences to say capability

– “-noda/nda” for explaining and/or revealing

– Clauses that modify a noun

– Auxiliary verb “-tai” to express one’s wish

– “-to” that is putting between the thoughts and a thinking verb

Of course these topics were not the things that can be taught in one or two hours. I just explain briefly. I know that it was not enough for students to even figure out the concepts of these issues.

Homework Assignment:

– Homework was not assigned during the class. Although I said that it would be given through the BBS, it depends on me.

Issues and Problems:

– I am just wondering whether or not it could be effective by just playing the listening materials of the textbook and making the students listen to it. I think I have to do something to make it more effective. But I don’t know how to do right now.

 

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Figure.1 The Difference between “-hoshii” and “-tai”

 

 

Online Teaching for Class 1939 (Listening) on Apr.20, 2020

Date: April 20th on Monday, 2020 from 9:50 to 11:20 (10:50 – 11:20 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint (47 slides)

Numbers of Students: 27

25 students stayed with me from the start to the end. Two students were recorded with their shorter participation of 78 and 75 minutes.These students did not respond to any of four quiz during the class.

Students’ Responses:

– Attendance Check : All the 27 students typed “Shusseki” on BBS

– Quiz 1 : 24 students answered. The students were asked to find the right answer whose tense was appropriate related to time and the endings of a sentence.

– Quiz 2: 23 students answered. Question was to choose the right stroke order of Hiragana “NA” from two selections. 16 were right, 7 were wrong. However, maybe, some students write their “NA” in wrong order, but looking at other’s answer, they just answered as others did. Figure 1 below shows the slide to show the answer of this question.

– Quiz3: 22 students answered. This question was to find an intransitive verb from three selections. The answer could be reached by looking at particles.

– Quiz at the End: 25 students typed a phrases that meant “I went (to somewhere) to do something” in the form of “[Verb]-ni Ikimasu”. Two students mistakenly made phrases “[Noun]-ni Ikimsau”, but then they corrected.

Teaching:

1st Half: Review of the last class

– V-te Kudasai / V-nai de Kudasai ; To ask someone to do/ not to do something

– V1 nagara V2 suru : Two actions simultaneously or two occupations at the same time.

– To make verb phrase a noun phrase by putting “-no” right after the verb

– V(-masu)-ni Ikimasu : Purpose of going to somewhere

– Introduction of 4 usages of “V-teiru” in time sequence

2nd Half: Listening to Conversations of the textbook.

Homework Assignment:

No homework. The students were asked to study themselves.

Issues and Problems:

I prepared less PPT slides this time. However, some slides were left unused because of time.

 

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Fig.1 Stroke Order of Hiragana “NA”