Online Teaching for Class 1836 (Composition) on Apr.28, 2020

Date: April 28th 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 65 slides

Numbers of Students: 28

24 students participated for whole 90 minutes.

4 students were recorded for their short attendances: 84, 83, 82, 74 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 28.

– 1st Quiz: 24 students responded. This was to ask whether or not the students know the old story about how the word for proofreading and revising a document “Suikou came from. Actually the question was asked not that if he/she knows it but that if a student have been taught this story in the school. All of them answered they learned the story in school.

– 2nd Quiz: 24 students responded. This question was the same as asked in the class 1939  just two days before. The question was about “Wa-ga conflict”. 24 students of 1st grade answered 18 wrong and 6 right answers. In this class, all of second grade students answered right one although it was likely some of them were just referring to answers already written on the BBS.

– 3rd Quiz; 24 students responded. This was a quiz but its purpose is to make the students understand the importance of detailed and concrete explanation. The question asked how much detailed explanation was needed until a student got the concept of “Sasa-dango” which is Niigata’s specialty. All the students answered that they figured out what it was like by the D that is shown in Figure 1 below.

– Attendance check at the end : 26 students responded.The students were asked to submit 5 answers that were asked during the class. The five quiz were given separately from three “Are-You-with-Me Quiz” above. Although I asked to sent it immediately after the class, 2 students sent to me 1 day or 2 days late. For those student, the half of the score was added to their gradings.


1st half:

– Review of the short test about particles.

– Feedback about the second drafts of compositions “How to Use ‘-ga’ and ‘-o'”. I corrected students’ misunderstanding that ‘-ga’ is to be used in an intransitive verb predicate sentences. It is likely that ‘-ga’ is used in sentences of intransitive verb, but it is not always as shown in Figure2.

2nd half

– From the textbook; it was a little detailed word to word cautions.

– Explanations for the homework assignment.


1: Write a short essay for student’s expression about an article.

2: Read part of a book about job seeking.

Issues and Problems:

<No time to write them right now>



Figure 1. How far an Explanation must be Done for Readers’ Understanding



Figure 2. Use of Particle “-ga” in Two-Segment Sentences


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