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
– 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).
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.
– 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.