Date: May 22th 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 62 slides
Numbers of Students: 24 of 28, 4 were recorded as completely absent
Fully attendant for 90min : 21
Shorter signing-in: 65, 59, and 44 minutes.
Responses onto the BBS:
– Attendance check y a student his/herself : 26 students input “Shusseki” onto BBS. Two of the 26 were actually recorded by the system, as completely absent.
– 1st Quiz: 23 students responded. The quiz was about “Ra-omission” among younger generation. The students were asked to choose one sentence that could be “Ra-omission”. There were three sentences using passive, respectful, and potential “V-rareru”.
– 2nd Quiz: 21 students responded. The question was to find a similarity in use of the particle “-ni” in one sentence from the four. The particle “-ni” indicates a person who initiates an action in passive sentences as well as give-and-take sentences.
– 3rd Quiz: 23 students responded. The question was to think about emotions in the four situations in the textbook. Only one was positive (pleased), but three were negative emotions. The purpose of the question was to make the students know that Japanese passive sentences are used, in many cases, to express when a person gets damaged.
– Attendance check at the end: 22 students responded. Students were asked to input a passive form of a verb with ending “-ta”. Some students input passive forms of intransitive verbs. It is an interesting nature of Japanese to use intransitive verbs for passive expression. However, in order to introduce the concept of passive sentences, I should have limited the verbs for this question to transitive verbs only.
– Review for short test that was about conditional conjunctive particles “-to,” and “-tara,”.
– Introduction of passive sentences using Dekiru Nihongo (Yellow).
– Practices of passive sentences using the textbook. The types of passive sentences were limited today to types in which the person making action was clear.
– Introduction of a conjunctive particle; regretful “-noni”
– No homework assignment to submit that was for every students.
– Only four students were asked to send a mp3 or m4a sound data by speaking the script of conversation of two part time job workers; Park-san and Chin-san that was in Dekiru Nihongo (yellow).
Issues and Problems:
This is a conversation class. Therefore I don’t think it is my duty to introduce grammatical things about passive sentences. However, I was not sure how much the students have already got used to passive sentences. Perhaps I may need to spend more time for rote exercise like conversion to passive form together with exercise for meaningful conversation.