日: 2020年4月23日

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.

 

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

 

 

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.

 

Fig.1 Stroke Order of Hiragana “NA”