日: 2020年4月5日

Online Teaching for Class 1837 (Conversation) on Apr.3, 2020

Date: April 3rd 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 73 slides

Numbers of Students: 28

Fully attendant for 90min : 16,    Completely Absent : 3,

Shorter signing-in: 78, 68, 65, 37, 32, 31, 12 minutes, and 1 minute. The shortest was 18 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 25, but one student was recorded as completely absent

– 1st Quiz: Only 12 students responded. The quiz was to make a short sentences using guessing “-souda”. I wanted students to use adjectives for emotion, but some used verbs.

– 2nd Quiz: 17 students responded. The quiz was to ask how to pronounce body temperature. The unit for first decimal uses “bu” which is usually pronounced “fun”.

– Attendance check at the end: 18

Teaching: 

– Review of quiz in last class putting emphasis on similarity of the changes of auxiliary verb “-youda” and Na-adjectives. Limitation of guessing “-souda” in time sequence was also explained.

– Feedback for the Homework : The students sent me drafts of conversation between a doctor and a patients. I made comments about speech style between doctor and patients. Additional comments on mother tongue interference through Kanji.

– The main teaching was about guessing “Youda”

– Listening to conversation that contains guessing “-youda” and hearsay “souda”.

Homework Assignment: Completing five sentences conversation using guessing “youda”

Issues and Problems:

This is a conversation class. So my concern is how far I should or may dive into grammatical things about auxiliary verbs “youda”,”souda”, ‘rashii’, and so on..

Online Teaching for Class 1837 (Composition) on April.3, 2020

Date: April 3rd 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 57 slides

Numbers of Students: 24 out of 28

90 minutes attendance: 17 students

Shorter participation: 85, 80, 72, 72, 70, 58, 10 minutes

completely absence: 4 students

Responses to my requests like Quiz answers onto BBS:

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

Quiz 1 through 5: Students were asked to submit 5 answers in the form of text right after the class. Only 18 students sent me the answers.

5 point ; 2 students, 4 point; 15 students, and 3 points by one student. Many students made an error by over-generalizing of “Wa-ga construction”. That’s why I wrote the issue of “Wa-ga construction” on post on Tuesday for class 1836.

Teaching:

The same as composition class for 1836 on Tuesday. However, I changed some slides.  I replaced 1836 students composition to 1837’s in the feedback session.

Homework:

The same as composition class for 1836 on Tuesday.

Issues and Problems:

The same problem of over generalizing of “Wa-ga construction” was even worse in this class 1837.

When I prepared for a question for this composition class, I found that auxiliary verb “-souda” could be used in the past tense sentence. Last week I told 1837 students in conversation class, that guessing “-souda” was used for present and future. To be exact, I should have told that guessing “-souda” was for future side from talking point on the time sequence. And talking point could be in past.  This matter necessitated some additional slides for conversation class in the afternoon.

Online Teaching for Class 1939 (Listening) on Apr.1, 2020

Date: April 1st 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

All 27 students stayed with me from start to the end.

Students’ Responses:

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

– Quiz 1 : 25 students typed their answers. Actually 21 answers were incorrect. 4 students revised their answers to correct.

– Quiz 2 at the End: 26 students typed the correct answer “-ni”. This was to ask a particle that fill blanks of three sentences. “-Ni’ is the answer for those three for functions of;

1: Time of action, 2: Destination that the movement is heading toward, and 3: Place of existence.

Teaching:

1: Review of the last class;

– How to use two adjectives

– Types of verbs:  Transitive v.s Intransitive verbs, Combination of a verb and particles, and especially putting emphasis on combination between transitive verbs and particle”-o”.

2: Listening Mondai3

I introduced a double meanings of “Iidesu”

3: Listening of conversation

Students memorization was promoted by increasing blanks on the script. Additional rote training of particles that fit into between objects and verb.

Homework Assignment:

Reading aloud conversation script twenty times, although there would be no evidence whether a student did or did not do this homework.

Issues and Problems:

It may be too early to teach the first grade students at this moment about how to connect two adjectives.