I have other pictures taken on Sunday, May 24







Today is May 27, Wednesday. I have done a listening class for the first grade in the morning. Actually, I didn’t sleep on a bed yesterday. Since I had been preparing for the class through the night, I slept on the hard tatami mat just for a several hours. If I felt good during the day, I would like to work in the garden to take a care of vegetables that the neighbor planted for me. But I didn’t feel well today. And it started raining in the afternoon. I wanted to take a walk and go shopping, but because of rain, I decided to stay home. The state of emergency has already been lifted here, so it is no problem to go outside now, but still I need to put a face mask when I go to shopping.

Online Teaching for Class 1939 (Listening) on May 27, 2020

Date: May 27th 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

25 student stayed with me from the start to the end. Two students were recorded for their shorter signing-in; 80 and 59 minutes.

Students’ Responses:

– Attendance Check : 26 students typed his/her attendance on BBS. One came late.

– Quiz was done in a different way. As in the composition class for second grade, a student wrote his/her answers on a sheet of paper for five questions.  And then the students sent five answers in Alphabet right after the class. This time I don’t have enough time to write five questions and answers here.


1: Basics of Japanese grammar

– Review of adjectives’ functions as noun modifier, predicates, and adverbials

2: Review of the section 20 of the textbook.

– “-kara” initiates the second action by the finishing of the first action.

3: Listening activities using the textbook

– Task 1 and 2 of the section 21 of the textbook. Particles “-ni” and “-de” were explained to do Mondai-II.

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– 5-question quiz was done in a different way for the first time. Therefore the some minor troubles had happened when we were trying question number one. However, this 5-question quiz gave me some useful information about how much a student understand well. The old way, that was iuput on pop-up message window, was good to know quick reaction of the students, but was not good to know individual student’s performance because most of the student input the same answer as the first and second students input. In the new way, it is likely that some students are talking on a phone each other to share their answers. There is no perfect way, but I should have applied this method more earlier. Now, two thirds of the semester has gone.

Online Teaching for Class 1836 (Composition) on May 26, 2020

Date: May 26th 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 58 slides

Numbers of Students: 28

25 students participated for whole 90 minutes.

3 students were recorded for their short attendances: two students were with me for 85 minutes, and one students left the shortest record of 1 minute.

Responses to my requests like Quiz answers onto BBS:

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

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. Quiz to be posted on BBS was not given today. 27 students sent the answers to me.


1. Review for the 5-q quiz of the last class.

Use of “-made” that indicates the end of continuity of something.

2. Writing a paper about the sightseeing of a particular prefecture of Japan.

A caution was given to the students. They shall not make an unauthorized reproduction of photograph when writing a paper.

3. Some tips for writing a composition using the textbook.

Intransitive verbs “mieru” and “kikoeru”.


Style corrections on their draft and proofreading themselves.

Issues and Problems:

This class starts at 4:30 p.m. in J.S.T. every Tuesday. I started preparing for the class in the morning and tried making enough PPT slide without having a break until 4:30 p.m. I didn’t think of what to teach to the students until the last minutes. As a result, my 58 PPT slides were neither short nor too many. So I could somehow teach 90 minutes composition class with hodge-podge topics. However, this time was surely an embarrassing and regretful experience to me because of my ill-preparedness, not having a good idea for what to teach.