宿題:日語基礎写作1:7回目

2年生の作文の授業では毎週宿題を出していますが、今週はいつもと違います。

1836組の 10月18日(金)の宿題はありません。

1837組の 10月17日(木)の宿題はありません。

どちらのクラスも 次の週の小テストの準備をしてください。下にある(1)から(5)までの内容を参考にしてください。

ーーー 小テストの参考 ーーー

(1)文章を書くときは、まず、読む人が誰か、伝えたいことは何かの二点を決めます。次に、書く内容を調べて、集めます。そして、文章の構成を考えて、下書きをします。下書きをしたら、自分で読んで文章を直す推敲の作業をします。最後に清書をして、文章が完成します。

(2)ある人が 文章を書きます。そして、他の人が その文章を読みます。この場合、書くことと、読むことには同時性が ありません。ですから、書く人は 読む人の 反応を予測しながら 書くことが 必要です。

(3)作文の文体には「だ・である体」と「です・ます体」があります。作文を書くときは、どちらかの文体で書きます。違う文体を混ぜて書かないようにします。これを文体の統一といいます。

(4)手紙の構成をおぼえましょう。

(5)手紙には季節のあいさつを書きます。私たちが住む街の季節の様子を書きましょう。

ーーー 以上 ーーー

日语视听说1:10月9号(1939),10号(1938)

These are instructions for the listening course of the classes 1938 and 1939 of the 1st grade students.

Homework Assignment (作业)

You need to do the followings as homework assignment by the next class on October 16/17.

<1> Do 4.5.6.7. and 8. on page 3 through 5, and 4.5.6.7. and 8 on page 7 through 9. No need to do 9.(s) on page 5 and 9. You don’t have to submit them. Just write the answers on your text book. In the next class the teacher will check whether or not you have raealy done these tasks.

<2> Write HIRAGANA on the sheet of paper that I gave you today. You should submit it at the beginning of the next class. NO DELAY is accepted.

<3> Prepare for the next class by listening to MP3 on track 2-1-00 and 2-2-00 that are “Warming up(s)” on page 12 and page 16.

<4> Save the whole of MP3 files on your mobile phone so that you can listen to them any time. You have to report whether or not you have done this by checking on the HIRAGANA sheet that is mentioned in <2>.

Weekly Logs: Sep.30 – Oct.6, 2019

Monday:

Went to the teachers’ office at 10a.m. Little people were there. I was even asked by a doorkeeper “Where are you going?” I spent two hours in the office. When I left the building, it was almost empty. It was the start of the holidays. After the lunch, I evaluated students’ composition until the night.

The task was to write a memo to his/her manager. Most of the students’ memo had the same kind of mistakes that were very interesting. I made the whole script. It was like; a person, company employee, got two phone calls in the afternoon. At 3:00, the person got a call from one of business partners and made a long conversation. At the end it, the business partner asks “Please leave a message to your manager so that he calls me back”. And then at 3:30, another call came from a school teacher saying “Your kid got sick. Please come to the school to take him back to your home.” Student wrote a memo for this task. Interesting thing was that most students just wrote about conversation with the business partner (unnecessarily in detail). But they just forgot to write why he/she had to leave the work place. They should have written two things; one was asking the manager to make a phone call, the other was reason why he/she was not there. Out of 45 students, only two wrote these two things. Most wrote the business partner’s message only. Two students wrote just “I gotta leave” without mentioning the business partner’s message at all, which was worst. In a Japanese company, what is most important is to inform, to contact, and to consult. Not only Japanese language, I also have to teach them those business skills.

 

Tuesday:

I wrote a long email to one person in the morning. I have already forgotten what I wrote. I think that probably email has already been out of date as a communication tool. People here use SNS to exchange short-yes it’s really short!- messages. Actually I don’t like that short message SNS. Every time I got a message, I feel that I have to make a response within 3 minutes. It makes me stop everything that I am doing. Anyway after I finished writing email in the morning, I had just been evaluating and correcting students’ composition of Friday class. I finished it around 8p.m.

 

Wednesday:

Since the evaluation and correction of compositions were ended in the night before, I started PPT making for the next class. Common errors were misuses of postpositions of “-wa” for “-ga” and “-o” for “-ni”. I made some slides so that student could understand why “-ga” should be used for the subject that is unique and why “-ni” should be used for the object that is targeted by the action.

I went outside at noon to go to a grocery store. I bought some vegetables and a half kilogram of jujube. When I asked how a jujube tasted to one Japanese, she told me that it tasted simply, lightly, and naturally (I am not sure if this conveys the meaning in English, though). It is not so sweet. But I think it is better to eat jujube for my health than to eat 0re0 when I feel I want to eat something. Besides, it is not so sweet that the harmful insects would not damage it much. I guess so from my experience of gardening, and I hope that farmers of this country don’t use pesticide much for jujube.

 

Thursday:

I just kept making PPT for the class. I finished it at 7p.m. It took whole two days. It made me tired.

 

Friday:

I wrote another long email in the morning. For the rest of the day, I had been making a midterm examination for the composition class. For that class, I make the students write compositions as homework assignment. Writing takes time. I don’t want to waste time by making students write in the 90 minutes class. I do feedback in the first half, and give explanation the new homework in the last half. So students write their compositions where I cannot see them. Some students consult together, some use translation on the internet, and even plagiarize someone’s writings from somewhere. So I think it is necessary to do a midterm exam in order to measure the real writing skills of students.

 

Saturday:

I had just kept working in this one-week holiday. I sent some emails to my friends in the morning. So it was a kind of the first thing that I did other than job. After taking a lunch in my apartment, I went to a supermarket to buy 5 kilogram of rice. Actually I don’t like a supermarket in the basement. If a fire happens, many people would be killed because there are not enough exits and fire extinguish facilities will not work properly. So I just avoid going to such a supermarket. But I cannot find rice in nearby grocery stores. I have to go to the supermarket in the basement. Anyway, the rice here has a flavor that is rarely smelled from the rice in Japan. Probably if Japanese smell that flavor of rice, he/she wouldn’t like it. But I like it, not bad. It smells like very old time rice.

 

Sunday:

Yes, it is today. I tried making PPT of composition class which would be of the second week from now. I ate a lunch in the university restaurant, and then went to a grocery store. I bought tomato, onion, green vegetable, garlic, ginger, green bean, and 0re0. Perhaps I am an 0re0 addictive. But I am sure that I am not the only one who is 0re0 addictive. Anyway, when I got back my apartment, I felt I no longer keep working. Did I sleep on the bed one or two hours? I got up from the bed and started PPT making again. I couldn’t finish it but stopped at 6 p.m. I cooked my supper and ate it, and now I am writing this. Coming week will be a quite tough one to me. Until the start of classes for the first grade, only two days remain. I am a Japanese teacher with almost zero experience. How can I …….

Weekly Logs: Sep.23 – 29, 2019

Monday:

I draw a draft of four pictures on sheets of paper with pencil. They were a kind of comic of four pieces that I wanted to use in my Japanese composition class. So far, I made my students write Japanese compositions with the following titles; Self-introduce, Things that I like, What I will be in ten years from now, Travelogue, E-mail to the teacher, and Memo to the manager. The first four are just writing about him/herself. Students could write just what they think about themselves. The last two compositions had functions for communications to others, especially persons who were in higher position than students. Now I am thinking about compositions to describe anything in this world. It can be a description in chronological order, a description with spatial configuration, or a description of commodities like vacuum cleaner. Not only for description, I want my student make a story. So I was preparing a draft of four pieces comic. I had made a draft by pencil. The next step is to write it with pen and scan to make digital image.

I went to the teachers office at 10a.m.. I talked to the teacher who was of this country there. Yes I am a foreign teacher here. Ate my lunch in the restaurant for the teacher, and then got back to my residence. Whole of the afternoon was spent for evaluation and correction of my students’ compositions

 

Tuesday:

In the early afternoon I had finished the evaluation and correction of compositions of two classes. And then I started to make PPT slides for the composition class for Thursday. I stopped working at 8 p.m. Cooked my supper, ate it, then went to bed.

 

Wednesday:

I finished PPT making at around 3p.m.. Then I wrote a long email to a young person who I met recently. Once I sent the email, I started proofreading and correction for a student’s draft that was to be submitted to Japanese composition contest. I was asked to do it for three students. Each has two thousands letters of Japanese. I finished the first one spending three hours on Wednesday.

 

Thursday:

I tried to finish the second composition draft. It took more hours to finish because there were a lot of things to make comments on it. I spent the whole morning hours for that. After the lunch I practiced for my class. I use three voices when I prepare and practice my Japanese class. One voice is, of course, me as a teacher. The second voice is pseudo Tohoku dialect for students. The third voice is, also for students, counter tenor with Kansai accent. This Thursday I found another –the fourth- voice that sounds like an Englishman speaks funny Japanese. If neighbors listen to my voices while I am practicing, they would certainly think that I was crazy.

My Thursday composition class starts on 3:30p.m. Every time I start my class with shouting “Do not use your mobile phone during the class. Put it in your bag”. But this Thursday, one of the students on the first row seemed to be reluctant to put it into her bag. She put it down on the sheet of next chair. Her phone was on a hard disk. I understood that she wanted to record my voice. I thought they don’t have much opportunity to listen to spoken Japanese in the real situation, although there are a lot of video clips on the internet. So I just let her do that.

 

Friday:

I proofread and corrected the third draft for Japanese composition contest. I started it as soon as I got up from the bed in the morning and finished it in early afternoon. I had the same composition class for the second grade as Thursday, but it was for another class. In the evening I went to a restaurant to join a party of the student group who write monthly Japanese newsletter. All the dishes on the table were oily. Students ordered for me several vegetable dishes with less oil because I looked I couldn’t eat anything. Went back to the resident around 10:30 p.m.. Probably it was midnight when I fell asleep.

 

Saturday:

I got a problem with proofreading of Japanese compositions for the contest. But I should not write about that in detail here. One thing is certain that there are always some people who exploit others hard work.

Funnily enough, another Friday class would be held on coming Sunday. I got twenty and some Japanese compositions that were submitted on Friday class. This Saturday was the only day for me to evaluate and correct those homework assignments. It took whole day.

In the beginning of this semester, I worked in my room sitting on a chair. Soon my hip started aching. I change the chair, I sat on a sofa and worked. Since I have sit on it for so long, the cheap urethane of the sofa was soon squashed by my hip. My thigh was aching too much to sit on the sofa whose wooden frame directly pushed my thigh. So this week, I started working standing. It looks funny. I put a chair on the table and put my computer on the chair sheet. I checked twenty-some Japanese compositions and record scores on my computer. I had been standing all the day. But it was better than sitting on the sofa.

 

Sunday:

Yes, it is today. I made some minor correction on my PPT for the class in late afternoon. And then I started evaluation and correction for Thursday class. It couldn’t be finished by the class. In the class I made students do pair-works to compose seasonal greeting so that they could use them in the letter composition that is a new homework assignment. I revised and put those greeting on this blog. It seems like endless work and teaching. So far since the beginning of this semester I just have done two classes a week. But in October it will be nine. How can I get through the semester? I am not sure.

業務記録 Sep.16 – 22, 2019

<個人的なログです>

◆月曜日

この週間業務記録は、日曜日に書いているので、週の初めのことは既に記憶から遠くなっている。月曜日はいつものように午前中、日本語教師部屋に行ってみたが、だれにも会わなかった。自分のパソコンにプリンタードライバーを入れる方法がわからなくて、結局部屋にあるパソから印刷して、授業の人数分のハンドアウトをコピーした。こうしたデータの移動はUSBドライブを使うのだが、ウイルス感染が恐ろしい。今のところ大丈夫なようであるが。

昼は教員食堂へ行き、50円程度の費用で食べる。顔認証で入れるはずだが、機能しないことが多く、入口のゲートでカードをあてる。顔認証されたとしても結局、「自分です」という確認ボタンを押すので、車のETCのように通り抜けはできない。午後はずっと、日本語科でない日本語既修者のための授業準備をした。また、この日から寝る前の30分程度、英語を音読することにした。

 

◆火曜日

一日中、日本語既修者の上級クラスの授業準備。お昼に外出した際、学内の店で掃除用のモップを買った。最初はホウキを買おうと思ったのだが、ホウキとちり取りのセットを見たところ、ホウキの幅に比べてちり取りの幅の方が狭い。どう見ても不便だと思ったので、タオル生地がだらだらつながっているモップを購入。部屋に持って帰ってハテ、床の掃除の際これは乾式たるべきものか湿式かと考えたが、おそらく濡らして床をふくものであろう。掃除のあとにタオル生地ブラブラ部分を洗うとすれば、洗面所や流しではたちどころに水詰まりを起こす。とすれば、バケツも買わなければならない。こちらに来て1ヶ月が経とうとしているので、床が汚れてきたが、結局まだ一度も掃除していない。

 

◆水曜日

ずっと教案作りしている上級クラスの授業準備を続ける。お昼を食べに外に出ただけで、買い物もせず、ずっと引きこもりで作業しているので、ちょっと気分が悪くなった。

 

◆木曜日

実は午前中、居留申請に行くはずだったのだが、日本の某大学の人が来て留学説明を行うとのこと。担当者は急にこのことを知らされたため、私を居留申請に連れて行けなくなり、翌日に延期されてしまった。私としては時間が急にできてしまった形となったが、例の上級者クラスの準備はもう飽き飽きしていたので、夕方の授業の練習をした。

先週は準備しすぎで使えないスライドが多量に出てしまったのを反省した反動で、今回は準備したものが少なすぎた。夕方の授業では1コマ目の時間を余し気味になった。作文の授業なのだが、2コマ目はヒアリングと会話の授業にしてみた。これは宿題の状況設定のために必要なものだったが、学習者に発話させる機会を多くしようと意図したものである。彼らに発話させると、発話練習をほとんどしていないが明らかだったため。

昼食の帰りに西瓜の8分の1カットを買った。果物はすべて、糖分が下に行くため、下の方が甘いと思われる。当然下半分の1/4を買った。宿舎に帰ってからその半分を食べ、夕食後に残りの半分を食べたが、腹がふくれて大変だった。ただし肉の食べ過ぎに比べれば、西瓜の食べ過ぎは さほど体に悪いことではないだろう。

 

◆金曜日

午前中に居留申請に行く。写真を撮られてサインして、お金を払った。宿舎に戻ったところ、他の日本人教師の方からお昼のお誘いがあった。食べながら いろいろ情報を教えてもらっていたら時間がだいぶ経ってしまった。

夕方の授業は、先週の木曜日にもうひとつのクラスでやったもの。たいして準備もせず、時間管理もしないで進めた。ところが二コマ目の文字指導で困ったことになった。まったく同じものを同じ指示でやらせようとしたのだが、上手くいかない。書かせた平仮名を分析して何らか統計的に処理しようと考えていたのだが、書かせるところからしてうまくいかないので、データとしては使えないものとなってしまった。その影響もあって、そのあとの進み方が悪くなり、宿題の例文をきちんと見せられなかった。書く方はそんなに不得意ではないクラスだと思うので、来週 何とか宿題を書いてきて提出してほしいと思う。

 

◆土曜日

木曜日に提出させた作文の採点評価で一日すべて使った。ただしお昼に学食に行ったその足で、野菜を買いに行った。かろうじて空心菜があったので購入。それと、以前から気になっていたナツメを500グラム買った。前日の日本人教師の方の話では、素朴な味がするとのことだった。宿舎に帰ってナツメを洗い、さっそく食べてみたところ、たしかに素朴な味だった。私の買ったのがお店に到着したばかりの青々しいナツメだったので、余計素朴な、悪く言えば青臭い味だったのかもしれない。果実としての品種改良も余り進んでいないようなかすかな甘みだった。皮ごと食べるのだが、個人的には奥歯で皮を噛みつぶす感触がちょっと好きではない。しかし、口寂しいからと言ってビスケットやポテチをバリバリ食べるくらいなら、ナツメを食べていた方が、体にはよさそうである。

 

◆日曜日

朝6時に学内を散歩。1万5千人の学生が住むキャンパスだから、それなりに広い。空はすっきり晴れ渡っている。空気はひんやり。木曜日のクラスの作文の採点評価が終わったら、金曜日のクラスの採点をはじめた。午後は、スマホ関係のお助けが必要なため、3年生の男子学生に来てもらった。食事でもおごりたかったが、時間帯やその他の事情で、ソフトクリームを おごっただけだった。スマホのアプリやらウォレットやら、現地の人に説明してもらわなければ、自分の力ではまったくうまくいかない。夕方宿舎に帰って作文の評価を続けようとおもったものの、疲れ切って寝てしまった。作文の赤ペン入れは、膨大な時間がかかってしまう。個々の学習者の特性を読み取り、適切な指示を書き込むのは大変な労力である。

今週は作文コンクールの作文3本の添削も頼まれたから大変である。