日: 2020年4月30日

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.