Online Teaching for Class 1939 (Listening) on May 20, 2020

Date: May 20th 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 with 68 slides

Numbers of Students: 27

Every student stayed with me from the start to the end.

Students’ Responses:

– Attendance Check : All of the 27 students typed his/her attendance on BBS.

– Quiz 1 : Only two students responded. This is because my explanation was not enough to tell the students what to do. 16 variations were shown for the sentence endings for 4 types of predicates (noun, Na-adj, I-adj, and verb) with parameters of positive or negative and past or non-past. I wanted to get some data about which sentence endings were difficult for students.. This question didn’t work.

– Quiz 2: 19 students answered. Since the number was unusually less, perhaps a problem with internet connection might have happened, but it was not sure. The question was to distinguish two types of potentials that were actually the same expressions of “-koto-ga dekiru”. One was his/her capability and the other was situational potentiality.

– Quiz 3: 20 students answered. Question was to make a judgement of right-or-wrong for six verbs in Te-form.

– Quiz at the End: 24 students typed their own sentences that meant to doing something to examine, “V-te miru”. But the sentences showed that the student did not understand well the concept of “V-te miru”.


1: Basics of Japanese grammar

– The ending is affected by tense for Japanese sentences. It is necessary to pay much attention to an adverbial for time. If it means past, A sentence ending needs to change for past tense.

2: Grammar for section 20 of the textbook.

– “V-te miru” is used to express when someone does something new or special to examine it.

3: Listening activities using the textbook

– Task 1 and 2 of the section 20 of the textbook.

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– It seems that Dingtalk has a problem with its recording functions for the messages that are input on pop-up message board. During a slide show, I quite often ask the students to input their answers for quiz. Almost all students input their answer onto the pop-up message board. However, once I finish the slide show, the pop-up message board also gets closed, and some of students’ answers do not appear on the Dingtalk’s message board. I have already compared the pop-up message board with Dingtalk’s message board during the slide show, and confirmed that some messages were surely lost.

But the problem is not so simple. There is another tendency that good students always leave the answers, while not-so-good and bad students do not leave their answers always. So, right now, my problem is that I cannot separate two factors; one comes from the system and the other comes from each student’s performance, when I found a question is left unanswered.


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