Online Teaching for Class 1939 (Listening) on Jun. 15, 2020

Date: June 15 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 52 slides

Numbers of Students: 27: One student was recorded with shorter login, 86 minutes

Students’ Responses:

– Attendance Check : 27 students typed his/her attendance by themselves on BBS.

– Connection Check: 26 students responded. Questionnaire was to ask which types of summer festivals student wanted to visit and see; Aomori Nebuta, Sendai Tanabata, Bon-Odori (anywhere), and Fireworks (anywhere).

Teaching:

1: Review of the last class

 – Auxiliary verb “-tai” for wish was explained. 1st quiz was about use of “V-tai”

 – Redo of Exercise I of section 23 in the textbook, that are using “V-tai”. 2nd quiz was about selection of particles

 – Redo of Exercise II of section 23 that are also including expressions using “V-tai”.

2: I-adjective “-hoshii” for wish to possess

 – 3rd Quiz to confirm the right use of “wa-ga construction” as a preparation to introduce “-hoshii” that is usually taking the form of “wa-ga” construction.

– Basic construction, differences from a similar auxiliary verb “-tai”, and “hoshigaru” for the third person. Whether or not a student has learned “-tai”, “-hoshii”, and “-hoshigaru” was measured by Quiz #4. 

 – Exercise III of section 23 that was using “-hoshii” and “-hoshigaru”. Quiz #5 was done with the similar purpose to #4.

Homework Assignment:

– The students were asked to send me a mp3 or m4a audio file with recording two sentences including many “small-tsu”; some are before explosive sounds and some before friction sounds.

Issues and Problems:

22 students of the 27 got the full scores for 5-question quiz. It is said that such a “ceiling effect” is a good sign for a test to measure students learning achievement. But actually I am doubtful about why their scores are so good.

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