Date: May 11th on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)
Course: Japanese Listening 2
Used app: Streaming on DingTalk, Presentation by Powerpoint with 70 slides
Numbers of Students: 27
26 students stayed with me from the start to the end. One student was absent.
– Attendance Check : 26 students typed his/her attendance by themselves on BBS.
– Quiz 1 : 25 students answered.The question was conversions from Masu-form to Te-form for four verbs. Some students tended to put the small “tsu” for 1-dan verbs, but it is not correct. Putting a small “tsu” happens on some types of 5-dan verbs, not 1-dan verbs.
– Quiz 2: 24 students answered.The question was to choose the correct combination of four particles from the selections. Students typed wrong answer that came from over generalization of “Wa-ga construction”. Many students are sticking to “Wa-ga construction” and make errors on particles by over-generalizing it. I stopped them and made them answer again.
– Quiz 2: 24 students answered. Question was about tense for past, present progressive, and non-past. All 23 were right. The purpose of this question is to make students understand the usage of “V-te iru” in the concept of tense-aspect.
– Quiz 3: 24 students answered. The question was to choose the right combination of a question and an answer. When a question was done with “Naze (why)”, the answer must have the ending “-karadesu.”. This seems like the relation between why and because. This quiz intended to make the students find the relation between “naze” and “karadesu”.
– Quiz at the End: 25 students typed their own sentences in the form of “V-te kudasai”.
1: Basics of Japanese grammar
– Verb predicate sentences end with “-masu”, which is different from the endings of Noun and Adjective predicate sentences.
– Do not over-generalize “Wa-ga construction” to verb predicate sentences especially for transitive verb sentences for action/movement. Use proper particle for a word’s function.
2: Review of grammar in the last class
– Introduction of Te-form, “V-te iru” for ongoing actions, and uses of particle “-de”.
3: Listening using textbook material
– No homework was assigned.
Issues and Problems:
When the students were typing the wrong answer by over-generalizing “Wa-ga” construction, I stopped their inputting with shouting and made them input again. Since some students had not yet input, this forced redo could not be used for knowing the first reaction of a student. However, I expected that could be an effective action to make the students realize that they got an wrong answer.
Another issue was that I was ill-prepared for the activities with textbook’s listening materials. Making the students listen to and simply showing the answer for it was not a good teaching style. I had been concentrating on making PPT slides that reflects my own ideas about damage by “Wa-da construction” or other issue. But I didn’t spend enough time to think how to use and teach the textbook materials effectively to the students.