Date: June 10th 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 57 slides
Numbers of Students: 26
One students told me his absence beforehand. 23 student stayed with me from the start to the end. Thee students were recorded for their shorter signing-in; 84, 84, and 69 minutes.
– Attendance Check : 25 students typed his/her attendance on BBS. One came late.
– Connection check at the half way point: 26 students responded. This was just a questionnaire to ask which Häagen-Dazs icecream a student wants to eat, from six selections. Two students chose two.
1: Rote exercise to read numbers
– 1st quiz was asked. Question was to choose a series that could fit in six sentences that were to be filled with number and counting word. Everyone got the right answer.
2: Review of the section 22 of the textbook.
– Review of four constructions; “V-te mo iidesuka”, “V-te wa ikemasen”, “V-nakereba narimasen”, and “V-nakutemo iidesu”. 2nd quiz was asked in order to check if a student could apply “V-nakereba narimasen” and “V-nakutemo iidesu” correctly to two sentences.
– Redo of the exercise #3 and #4 of the section 22 of the textbook. 3rd quiz was asked after Exercise #4 that was using a word “Hashi (chop sticks)”. The quiz was asking low-high ascent of Japanese words.
3: The section 23 of the textbook.
– Introduction of an auxiliary verb “-tai” that is used for expressing wish.
– Exercise #1 of S.23: Quiz #4 was asked focusing on uses of particles “-o” and “-ga” in the sentence that was using “wishing” auxiliary verb “-tai”.
– Exercise #2 of S.23: Also this exercise focuses on “wishing” auxiliary verb “-tai”. However some conversation in the exercise uses an abstract noun “tsumori” for one’s will. Therefore the quiz #5 asked to choose a sentence of a will that had similarity with “Tsumori”.
– No homework was assigned.
Issues and Problems:
– As the class gets near to the end, it becomes more difficult to adjust teaching to the time schedule. I am almost always running out of time, but today I got three minutes or so just before the ending. Fortunately I had put a practice on the slide that was usually the “today’s summary”. I used the practice to adjust the time, or in other words, to spend extra minutes. So I thought today that it is good to have a PPT slide near the end, which has flexibility to use in order to adjust the remaining minutes.
– Many students got full scores for 5-question quiz. If it is showing that the students are studying hard, it would be okay. But it makes me anxious because their high scores look somehow artificial, actually. I should not say anything uncertain, but I would say the online teaching has a lot of problems and defects.