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