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.
Teaching:
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.
Homework:
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
Agony or Fun?! Second Language Learning 