投稿者: liangzhilaoshi

Online Teaching for Class 1837 (Conversation) on June 15, 2020

Date: June 15th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 64 slides

Numbers of Students: 26 out of 28.

– Fully attendant for 90min : 21

– Shorter signing-in: 86, 47, and 26 seconds.

– Two students can be assumed their participation through the activities, although the system recorded no signing in.

Responses onto the BBS:

– Attendance check by a student his/herself: 26.

– 1st Quiz: 19 students responded.

– 2nd Quiz: 26 students responded.

– Attendance check at the end: 19 students responded.

Teaching: 

– Causative sentences, issues of “-totte” v.s. “-taishite”,  and “V1-ta toorini V2”

Homework Assignment:

– Five students were asked to send a MP3 or M4A by Wednesday night. Those students were asked to record their own speaking of conversation between two part time job workers.

Issues and Problems:

This was the last time that I taught in the form of PPT slide show streaming. The following conversation classes for 1837 class were changed to be in the form of Video conference. This change happened because I had to do many supplementary classes in the last three weeks of this semester.

Online Teaching for Class 1836 (Composition) on June 16, 2020

Date: June 16th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Video Conference on DingTalk. BBS was supplementary used to show pictures that were materials for composition. Powerpoint was also used but only on the teacher’s computer screen.

Numbers of Students: 28.

Students’ Responses:

 -1: Attendance check at the beginning: 26 students responded. One didn’t.

 -2: Submission of composition at the end of the class: 25 students sent me photographs of their composition on sheet of paper. Two students didn’t. 

Class Activities:

 -1: In the 1st session, the students were asked to proofread and revise the chapter of suggestion in their paper.

 -2: Each student was called and read part of his/her paper. Teacher gave him/her advice.

-3: In the 2nd session, the students write a short essay to describe one of three mangas that were shown on BBS. The students were required to take a photo of their hand writing and send it to me.

Homework:

To write abstract, conclusion, and remarks for the paper.

Issues and Problems:

I sent comments on their composition to describe a manga one by one after the class.

Online Teaching for Class 1836 (Composition) on June 9, 2020

Date: June 9th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 58 slides

Numbers of Students: 28.

– 90 minutes attendance: 24 students

– One student was recorded as complete absent through the class time by the system. However, the student sent me the answers of 5-question quiz. Three students were recorded their shorter participation; 84, 83, and 79 minutes.

Responses to my requests like Quiz answers onto BBS:

 -1: Attendance check at the beginning: 27 students responded. One came late.

 -2: Connection check in the middle of the class: 25 students responded to the question about stroke order of the kanji “必”.

  -3: Attendance check at the end: the answers of 5-question quiz were sent to me right after the class. 25 students sent. 8 student got the perfect scores of 5. But of the eight, two students sent their answers more than 20 minutes late. 

Teaching:

Review of 5-question quiz of the last class. Writing a research paper about tourism, and some grammatical issues from the textbook.

Homework:

To write abstract, conclusion, and remarks for the paper.

Issues and Problems:

< no time to write them right now>

Online Teaching for Class 1939 (Listening) on June 18, 2020

Date: June 18th on Thursday, 2020

in 7th and 8th sessions from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Listening 2

Used app: Video Conference on DingTalk. One image file was used supplementary  on BBS. I was looking at PPT slides during the class. The PPT slides were not shown to the students, shown only on my computer screen. Those PPT slides read the scripts and have embedded mp3 files to make it easy for me to play the audio.

Numbers of Students: 26: One student was absent.

Students’ Responses:

– Attendance Check : 24 students typed his/her attendance on BBS. One was absent through the class, and two came a little late.

– There was one incident in which a student didn’t answer to my calling. This resulted in reducing the score for grading.

Teaching:

– Redo of Exercise IV of the section in the textbook. The exercise includes the construction of  [Subject]-wa [Place]-ni arimasu/imasu which means an existence of someone/something.

– Rote exercise of Ta-form of verbs.

– Exercise I of section 24 in the textbook, which includes the use of abstract noun “tokoro” for two aspects on time sequence; one is just before, the other is right after.

– Introduction of “Tari, tari” construction.

– Exercise II, III, and IV

Homework Assignment:

– No homework was assigned.

Issues and Problems:

< I have no time to write them now>

Online Teaching for Class 1939 (Listening) on June 17, 2020

Date: June 17th 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, Several slides of Powerpoint were used only on my computer display. 17 slides for 1-2session, 10 slides for 3-4 session. These PPT slides show me the scripts of listening materials and have embedded mp3 files so that made it easy for me to play the audio.

Numbers of Students: 27

–  24 students typed his/her attendance on BBS. Three seemed to come late.

Students’ Responses:

– Attendance Check : 25 students typed his/her attendance on BBS. One came late.

– There were two incidents in which a student didn’t answer to my calling

Teaching:

1-2 session: Redo Exercise III and IV of the section 23 in textbook.

New teaching; Exercise I of the section 24

3-4 session: Exercise II was skipped. Exercise III was done to learn “tari-tari construction”, and Exercise IV that was a story telling was listened to

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– Due to the heavy work load, I changed my teaching style from PPT slideshow to video conference. This was the first time for me to use video conference for the class. So I did not make it well. I got some problems to be improved in this new style.

– It needs some consideration how to check the students attendance more exactly.

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.

Online Teaching for Class 1837 (Conversation) on June 12, 2020

Date: June 12th on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 68 slides

Numbers of Students: 24 of 28, 4 were recorded as completely absent by the system. Of the four, one student sent me a message for sick leave before the class.

Fully attendant for 90min : 19

Shorter signing-in: 86, 79, 73, 65 minutes and 1 minute.

Responses onto the BBS:

– Attendance check by a student his/herself : 25 students input “Shusseki” onto BBS. However one student was recorded by the system as completely absent and did not leave any activities for quiz. Therefore the student was judged as absent.

– 1st Quiz: 20 students responded. The quiz was to choose right combinations of particles and causative forms of verbs.

– 2nd Quiz: 20 students responded. Before the quiz, procedures of cooking curry was explained in Japanese. The quiz was to choose the order of three major steps in cooking curry. This quiz was not just for fun, but to measure how the students understand the abstract idea and to make this a kind of introduction of a construction “V1-ta To’orini, V2-te kudasai”

– Attendance check at the end: 20 students responded. Students were asked to choose the right sentence from the five that were to be the construction “V1-ta To’orini, V2-te kudasai”.

Teaching: 

– Pronunciation of the small “-tsu”: Small “-tsu” should be silent of length of 1 mora when it is before a explosive sound. 1 mora length of silence was shown using Figure1 below. When a small “-tsu” is before friction sound, it becomes 1 mora length of friction sound. 

– Review of causative sentences with comparisons between causative sentences of intransitive verbs and of transitive verbs.

– Exercises of conversations using causative sentences whose actions were expressed by intransitive verbs.

 – Introduction and exercise of a construction  “V1-ta To’orini, V2-te kudasai”.

Homework Assignment:

– Five students were asked to send a mp3 or m4a sound data by speaking the script of conversation of two part time job workers; Park-san and Chin-san that was in Dekiru Nihongo (yellow).

Issues and Problems:

<I don’t have time to write them>

Figure 1. 1 mora Silence of Small “-tsu” before Explosive Sound

Online Teaching for Class 1837 (Composition) on June 12, 2020

Date: June 12th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 57 slides

Numbers of Students: 22 out of 28; 5 students were thought to be absent based on the system and responses.

– 90 minutes attendance: 21 students

– One student was recorded for shorter attendances of 62 minutes.

Responses to my requests like Quiz answers onto BBS:

 -1: Attendance check at the beginning: 25 students responded. Of the 25, it seemed that three students were not participating because of no responses to the class activities.

 -2: Connection check in the middle of the class: the internet connections were checked by making the students input Alphabet onto BBS. 20 students responded. Actually one student input it 8 minutes late, this was judged that the student was not with me at the time of question. This was a question to ask the stroke order of one Kanji that meant “certainly” and/or “surely” as shown in the figure 1 below. 19 student answered C. There was only one exception of F that meant her stroke order was not covered by A through E. Japanese use either of A, B, or C that are commonly accepted. But A is being taught in school recent years. On Tuesday class, many students answered that their stroke orders were none of A, B, or C. So I added D and E for the class 1837. But this time almost of 1837 students answered with C. I don’t know the reason why many 1836 students answered differently.       

  -3: Attendance check at the end: the answers of 5-question quiz were sent to me right after the class. 21 students sent. Only one student got the perfect scores of 5.

Teaching:

Teachings were almost identical to the class for 1836 on Tuesday.

Homework:

Homework assignment was also almost identical to what was assigned for class 1836.

Issues and Problems:

I forgot to make quiz #3 when I was making PPT slides for Tuesday composition class 1836. So I gave the 1836 students a quiz only by my voice on Tuesday. I again forgot to make quiz #3 today. One student pointed that out by typing on BBS saying “Teacher, is there quiz #3?. Then again I gave the 1837 students the quiz #3 only by my speaking. For that particular question #3, 4 of 21 students just gave up answering. It meant that several students are not good at listening. This course is not listening but composition. So I don’t think it is my duty in this course to enhance the students’ listening. However, it seems that such students listening abilities are not in a good level at the time of the end of second years, because I said my question very simply and also used English. Can I, or, how can I incorporate listening activities into composition class, if I try to improve their listening?    

Figure 1. Stroke Orders of a Kanji “必”

Lily “Lollipop” in Bloom

The new writing system of wordpress has made difficult to write and edit a post. It seems a HTML geek is proud of building an automatic function to form “DIV” commands. But it is almost painful to me. I want someone to get the old simple writing system back.

By the way, I asked a neighbor to cultivate the land and grow vegetable so that the garden would not be an abandoned bush. On Monday the person was cutting weed for us but he mistakenly cut the lily that I planted several years ago (Because the lily was among the weed). He brought that lily to my house with some apology. My mom put it in a brown glass bottle of a cheap “energy drink”. Since the bud of lily was still young, we didn’t expect the lily would be able to bloom. To our surprise, the lily flower opened in the following day.

Lily “Lollipop” in the bottle of Lipovitan D

I bought bulbs of lily “Lolipop” several years ago in DIY shop “Komeri”. The bulbs were discounted because they were apparently unsold long time. I thought, if it were going to be a waste, I would buy and plant them in the garden. After that, Lollipop had been in bloom every year even though I didn’t take care of them. The neighbor didn’t cut them all, so some are still left on the ground.

Lily “Lolipop” on the Ground

Yesterday my mom went outside around the noon to get her lunch. It was so hot, so she gave up staying outside, just buying a lunch box, and then came back home. She told me to look at her lunch box that costed only 330 Japanese Yen. She wanted to show that there were a lot of things in a cheap lunch box that would be equivalent to three USD. But I have to say, I don’t think it is good to eat those cheap processed food. It should be bad for health.

330 Yen Lunch Box (=3USD)

Green beans that I planted are growing in the garden although it will take more than a month or so from now until the harvest.

Young Green Beans are Growing on the Ground

I found the gooseberry was turning to be red. Taste? of course anything from the garden is always sour. I have already confirmed it by the most reddest goose berry fruit.

Fruits of Gooseberry Now Turning to be Red

And this morning I found that flowers of hollyhock started blooming.

Rare Color of Hollyhock Flower

Uh,… I wasted my one hour to make this post. The blog that people hardly view is called “an isolated island on the continent” in Japanese. Mine is also like that.

Online Teaching for Class 1939 (Listening) on June 10, 2020

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.

Students’ Responses:

– 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.

Teaching:

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”.

Homework Assignment:

– 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.