投稿者: liangzhilaoshi

Date: July 1st on Wednesday, 2020

– 1st and 2nd sessions from 8:00 to 9:30 (9:00 – 10:30 in JST)

– 3rd and 4th sessions from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Video Conference and Streaming on DingTalk. Powerpoint were also used only on the teacher’s computer display. An excel spread sheet was distributed to the students.

Numbers of Students: 27

   – At the beginning of 1-2 session, all the 27 students input “Shusseki” on BBS as self-claiming attendance.

   – At the end of 1-2 session, 26 students submitted an excel spread sheet which was to fill the blanks and complete the table for basic verbs’ conjugation.

  – At the beginning of 3-4 session, 27 students input “Shisseki” on BBS.

   – At the end of 3-4 session, all the 27 students were confirmed their attendance by checking their connection to Video conference. After all, this day’s class was a kind of final examination. So no one dared to be absent.

Class Activities:

1-2 session:

– Oral examination: A student was called one by one to video call in reversed order to their student ID number. He/she pronounced some Japanese words. The teacher recorded audio. It was thought that this oral test could be finished in 1-2 session. But it didn’t. Only 17 made it in 1-2 session.

3-4 session:

– The rest of the oral examination: 12 students were called to the video call. One student was asked to do it again because the teacher had lost the audio data.

 – Teaching: The oral examination ended at around 10:40. The class continued to learn using video conference. The teaching was about expressions “V-te ageru” and “V-te morau”in order to know how to use “give and take” transitive verbs that needed not only particle “-o” but also “-ni”.      

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– The issue is, you know, how to evaluate 27 audio recordings of oral test.

Date: June 29th on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Video Conference on DingTalk. 10 PNG images were uploaded onto the class BBS so that the students could see them separately during the video conference. Although the Powerpoint were also used, it is not to show, but to help the teacher conduct the class activities.

Numbers of Students: 27

–  25 students input a Japanese word “Shusseki” as a self-claming attendance on the class BBS.

– 25 students were confirmed to connect to the video conference.

So it may seem that two students were absent, it was more complicated.

Student A self-claimed, was not confirmed the connection but answered to my call.

Student B did not self-claim, was not confirmed the connection, and was not contacted by me during class.

Student C did not self-claim, but was confirmed the connection, and answered to my call during the class

So the conclusion was that there was not a perfect way to confirm the attendance of a student.

Class Activities:

Class hour 3:

– Review of construction “V1-ta toki, V2-masu” and redo the exercises that were already done in the last class. Teaching materials came from Min’nano Nihongo I (red) section 23. Those were shown to the students by PNG images on the class BBS. The practice also included “V1-nai toki, V2-masu”.

Break time between class hour 3 and 4.

– One student was called and talked with the teacher 3 minutes.

Class hour 4:

– Listening to a conversation titled “Dou yatte ikimasuka” that was from the section 23 of Minnano Nihongo I

– Listening to “Inu-no Seikatsu” that also came from Minnano Nihongo. This was actually intended for a preparation for the alternative homework of the final examination. I planned this activity as dictation. But the time was running out when the class got to this activity. So I changed the activity from dictation to listening and writing a short sentence that would express a student’s impression.The students were asked to send their short sentences to the teacher at the end of the class.

Homework Assignment:

– Homework assignment was given as the alternative measure for the final examination. It was a dictation task. The instruction and the listening material was uploaded on the class BBS. The students needed to submit what they wrote on a sheet of paper in the form of digital photographs by 8 in the morning on Wednesday.

Issues and Problems:

– Conversation listening activity in the 4th session was incomplete. Not only just to make the students listen, I should have checked whether or not a student understand the conversation and made them their own conversation in a similar situation.

Date: June 24th on Wednesday, 2020

– 1st and 2nd sessions from 8:00 to 9:30 (9:00 – 10:30 in JST)

– 3rd and 4th sessions from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Video Conference on DingTalk. Powerpoint were also used only on the teacher’s computer display. 13 slides for 1-2session, 19 slides for 3-4 session. Some of these PPT slides were converted to be PNG image files and uploaded to the class BBS so that the students could refer to during the video conference style online class.

Numbers of Students: 27

–  All the 27 students participated the class. This was confirmed by both self-claiming attendance on BBS and the display on Video conference window. However one student didn’t input “Shusseki” for the self-claiming attendance onto BBS.

Class Activities:

1-2 session:

– Explanation about the alternative measures for the final examination.

– Redo of textbook exercise Mondai I and II of the section 25, that were using “V-ta houga ii”

3-4 session:

– Textbook exercise Mondai III and IV in the section 25.

– Introduction of the construction “V1-u toki, V2” and “V1-ta toki, V2” using the section 23 of Minnano Nihongo I

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– The textbook is not designed for systematic learning. Especially it is lacking consideration for tense-aspect expressions. Each section deals with some major constructions, though, they are lacking a good organization for the better learning process of a huge structure of Japanese language. I think one thing I have to do is to teach from the important and also basic constructions. And then I will move onto a less important, less basic construction for the next. The textbook now we are using is missing such considerations. It seems to be more obvious for tense-aspect expressions. So I taught “V1-u toki/V1-ta toki, V2 shimasu” using Min’nano Nihongo I.