Date: June 8 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 60 slides
Numbers of Students: 25: Two students told me their leaves beforehand.
24 students stayed with me from the start to the end. One student was recorded for his?her? shorter watching that was 65 minutes.
Students’ Responses:
– Attendance Check : 25 students typed his/her attendance by themselves on BBS.
– Connection Check: 23 students responded. Questionnaire was to ask which flowers seeds a student wanted to plant; morning glory, sunflower, or salvia.
Teaching:
1: Basics of Japanese grammar
– Numbers and counting words corresponding to types and shapes of what a nouns indicates. Although kanji is used for counting, most of them are different from Chinese.
– Another caution was made; a combination of number and counting word usually does not bring a particle. It is like an adverbial. Quiz #1 was a question to check if a student understand this or not.
2: Review of the last class
– Most of the minutes were spent for the review on the constructions that were taught in the last class.”V-te mo iidesuka”, “V-te wa ikemasen”, “V-nakereba narimasen”, and “V-nakutemo iidesu”. Quiz #2 was a question to check if a student could apply those “V-te mo iidesuka” and “V-te wa ikemasen”, to sentences in a conversation. Likewise Quiz#3 was a question to check if a student could apply “V-nakereba narimasen” and “V-nakutemo iidesu”.
3: Redo of Exercises I and II of the section 22 of the textbook. Quiz#4 was asked to check if a student could use “V-nakereba narimasen”.
4: Exercise III of the section 22 of the textbook. Quiz#5 was asked to check if a student did understand the outline of what he/she listened.
Homework Assignment:
– No homework, but the students were told to listen to Exercise IV and study themselves.
Issues and Problems:
– I used many exercises from a famous Japanese language textbook in order to introduce several constructions and to facilitate understanding for them. However, even though that book is also famous in this country, most students don’t have the book. We used them in the online class, but after the class, the students cannot review what and/or how they learned the constructions by the book they don’t have. Maybe I should have stuck to the textbook that we have, although it is not the best material to learn.
Agony or Fun?! Second Language Learning 