投稿者: liangzhilaoshi

Online Teaching for Class 1837 (Conversation) on June 8, 2020

Date: June 8th 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 65 slides

Numbers of Students: 24 out of 28. At least 4 students were absent from the entire minutes of the class.

Fully attendant for 90min : 20

Shorter signing-in: 78, 6, and 12 seconds.

One student was recorded as completely absent by the system, however he?she? was probably listening to the class because of sending answers of 5-question quiz. Duration of participation was not clear.

Responses onto the BBS:

– Attendance check by a student his/herself: 26. However, three of the 26 were recorded as completely absent by the system.

– 1st Quiz: 21 students responded. This was to ask changes of particles when a causative sentence was made from an intransitive verb sentence.

– 2nd Quiz: 23 students responded.This was to ask particles to be used in casative sentences of intransitive verb and transitive verb, respectively.

– 3rd Quiz: 23 students responded. This was to find out one causative sentence of intransitive verb from 5 causative sentences with other 4 being of transitive verbs.

– Attendance check at the end: 20 students responded. This was one-sentence composition for a student to type onto BBS. The students were asked to compose a causative sentence using not an intransitive verb but a transite verb.

Teaching: 

– Review of passive sentences. The concept of causative sentences, making causative form of verbs, and conversions from a non-causative sentence to causative sentence that was using an intransitive verb.

– Introduction and exercises of causative sentences of transitive verbs.

– Exercise of a construction “V1-shinaiyouni, V2-shimasu.”

Homework Assignment:

– No homework was assigned. But the students were encouraged to do self-grading of a short test that was about the section 14 of the textbook.

– Three 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:

<No time to write about it, right now>

Online Teaching for Class 1939 (Listening) on Jun. 8, 2020

Date: June 8 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 60 slides

Numbers of Students: 25: Two students told me their leaves beforehand.

24 students stayed with me from the start to the end. One student was recorded for his?her? shorter watching that was 65 minutes.

Students’ Responses:

– Attendance Check : 25 students typed his/her attendance by themselves on BBS.

– Connection Check: 23 students responded. Questionnaire was to ask which flowers seeds a student wanted to plant; morning glory, sunflower, or salvia.

Teaching:

1: Basics of Japanese grammar

– Numbers and counting words corresponding to types and shapes of what a nouns indicates. Although kanji is used for counting, most of them are different from Chinese.

– Another caution was made; a combination of number and counting word usually does not bring a particle. It is like an adverbial. Quiz #1 was a question to check if a student understand this or not.

2: Review of the last class

– Most of the minutes were spent for the review on the constructions that were taught in the last class.”V-te mo iidesuka”, “V-te wa ikemasen”, “V-nakereba narimasen”, and “V-nakutemo iidesu”. Quiz #2 was a question to check if a student could apply those “V-te mo iidesuka” and “V-te wa ikemasen”, to sentences in a conversation. Likewise Quiz#3 was a question to check if a student could apply “V-nakereba narimasen” and “V-nakutemo iidesu”.

3: Redo of Exercises I and II of the section 22 of the textbook. Quiz#4 was asked to check if a student could use “V-nakereba narimasen”.

4: Exercise III of the section 22 of the textbook. Quiz#5 was asked to check if a student did understand the outline of what he/she listened.

Homework Assignment:

– No homework, but the students were told to listen to Exercise IV and study themselves.

Issues and Problems:

– I used many exercises from a famous Japanese language textbook in order to introduce several constructions and to facilitate understanding for them. However, even though that book is also famous in this country, most students don’t have the book. We used them in the online class, but after the class, the students cannot review what and/or how they learned the constructions by the book they don’t have. Maybe I should have stuck to the textbook that we have, although it is not the best material to learn.

Morning Market in Niitsu, Niigata-shi, JAPAN

I like to go there. The morning market in Niitsu is held on the following days of a month. Niitsu is a town in Akiha-ward of Niigata city, JAPAN.

1st, 6th, 11th, 16th, 21st, and 26th days of a month, from 8:00 a.m. to noon

1st-6th day Morning Market in Niitsu, Niigata-shi, JAPAN

Of course I went to her shop to buy Kimchi.

Ms. Minami Yamashita’s Kimchi Shop

And I always go to papa’s&mom’s fruit shop near Yamashita-san’s Kimchi shop.

Fruits Shop in Niitsu Morning Market

Now it is no longer the season apple, I don’t see any good and reasonable apples in nearby supermarket. I had expected that his shop would be still selling apples.My expectation was right. His shop was selling the yellow apple “Shinano-Gold” which is a new apple with good balance of sweetness and sour taste. He was selling them with very reasonable prices because Shinano-gold apples have scratches and a little colored portions. They were usually not on the shelves in ordinary supermarkets.

Citrus fruits in Niitsu Morning Market

Flowers are being sold. If you plant those seedlings on your garden, you can enjoy the flowers from the day-1 without waiting to grow and for so long until winter comes.

Flower Seedlings in Niitsu Morning Market

Fishes are also being sold. I thinks one portion of squids is too much. Only a big family will be able to buy.

Fishes and Squids in Niitsu Morning Market

This small shop is selling vegetables and white collar flowers.

White Collar Flowers is being Sold with Vegetable

When it comes to Flowers, I asked this lady to make a flower bundle. Just before I left home, I was asked by my mom to buy the flowers to offer my dad.

Flower Shop in Niitsu Morning Market

So these are what I bought yesterday in the Niitsu Morning Market.

Chinese cabbage kimchi: 700-yen

Radish Kimchi: 500-yen

Shinano-Gold apple: 500-yen

Tribute Flowers: 1000-yen

Butterbur (Green Stems in the photo): 200-yen

2,900 JPY purchase in Niitsu Morning Market on June 6, 2020

An old lady told me how to cook the butterbur. I cooked as she told me, but I spent an hour to peel off them. I boiled them by soy sauce with small chips of ginger and red pepper.

Butterbur boiled wit Soy Sauce

Thanks for reading to the end.

山下南さんのキムチ。おいしいです。（新潟市秋葉区新津の周辺情報）

添加物、着色料いっさい無し。新鮮な天然素材のおいしいキムチはいかがですか。新潟県の新津、五泉、水原地区で山下南さんのキムチを買うことができます。白菜キムチ、大根キムチ、そしてキュウリのキムチの３種類です。

白菜キムチ

山下南さんのキムチは、次の場所と時間で買うことができます。

韓国食品　販売場所　（山下 南：やました みなみ）

　住所と電話番号は上の画像をご覧ください。

新津市場：１，６，１１，１６，２１，２６日　朝８時から１２時まで

五泉市場：２，７，１２，１７，２２，２７日　朝８時から１２時まで

水原市場：４，８，１４，１８，２４，２８日　朝８時から１２時まで

ふるさと村：６月～１０月まで毎週日曜日　朝６時から７時３０分

直売所：　新鮮組（花夢里にいつ）０２５０－２１－６６３３

　　　　　ベジらんどにいつ（下越病院となり）０２５０－２１－１１８３

　　　　　朝９時から１７時まで年中無休

新津の一六朝市での店舗。山下さんはノボリのうしろに隠れてしまいました。シャイなお方です。でも話しやすい人ですから、ぜひ朝市へ行って、キムチをお買い求めください。

大根のキムチ

この情報は２０２０年６月６日時点のものです。

Fruits and Vegetables are Growing in the Garden.

A fruit of silverberry (goumi) has turned to be red. Actually there were only three fruits on the silverberry tree. This is one of them.

I have already taken this one. Only two goumi(s) remain on the tree now. They are still green.

I don’t know whether this silverberry is edible or not. As was obvious for the case of strawberry, nothing from my garden can be sweet. They are always sour so that you would like to jump up when you put them in your mouth.

I left the silverberry like this on the table. Soon I found that this small tiny red fruit had disappeared. I asked my mom where the silverberry had gone. She answered that she offered it to the deceased my father. And then I saw this small red thing was put in front of my dad’s photo.

Flower of cucumber has already had the young cucumber .

This is a flower of egg plant.

This is a flower of pumpkin. If it was a female flower, it would be a pumpkin. But you know, the flowers are almost always male flowers. A female flower is very rare. There is no easy thing in this world.

This yellow flowers are not of pumpkin but zucchini.

These vegetables were not that I planted. Since I am very busy in days and nights for the online teaching things, I asked a neighbor to cultivate and grow vegetables in my family’s garden. I should be thankful to him.

But there is a one vegetable that I planted.

I planted some seeds of green beans. Seeds were sold by 200 JPY (tax exclusive) that was approximately equivalent to 2 dollars. The seeds were imported to Japan from the country where the authority used teargas to disperse the peaceful demonstrations in order to do a photo op in front of a church to show a man holding a book that he had actually never read at all (probably).

But anyway, it is not that big issue, I mean, where the seeds came from. Because they have germinated safely on the land of Japan. If I can harvest green beans, I will boil them just a little, dip into mayonnaise, and then eat them in hot summer night with chilled beer. I am looking forward to doing so.

Online Teaching for Class 1837 (Conversation) on June 5, 2020

Date: June 5th 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 63 slides

Numbers of Students: 25 of 28, 3 were recorded as completely absent by the system.

Fully attendant for 90min : 19

Shorter signing-in: 84, 78, 61, and 9 minutes. Two students were recorded as absent by the system, but they sent me the answers of 5-question quiz. It is impossible to know how many minutes they watched the class.

Responses onto the BBS:

– Attendance check by a student his/herself : 25 students input “Shusseki” onto BBS. Two of the 25 was actually recorded as completely absent by the system. However they sent me the answers of 5-question quiz. They are identical to the two mentioned above.

– 1st Quiz: 22 students responded. The quiz was to make the students realize that there are two types of causative sentences in Japanese; one is to allow someone to do something, the other is to force someone to do something.

– 2nd Quiz: 24 students responded. The question was to know what particle should be used in the causative sentence when the causative action was expressed by an intransitive verb.

– 3rd Quiz : 20 students responded. The question was to find one exception from four causative sentences. In three sentences, a higher person makes a lower person do something. In the sentence of exception, a lower person makes a higher person have some kinds of emotion.

– Attendance check at the end: 24 students responded. Students were asked to choose the correct combination of particles that were used in three different types sentences; give-take, passive, and causative. Interestingly enough, two particles are applied to these three types in the same manner.

Teaching: 

– Review of passive sentences

– Introduction of concept of causative sentences.

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

Homework Assignment:

– Self grading of the short text for the section 13 that is about passive sentences.

– Four 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:

The biggest issue is whether or not my explanations were good for the students to understand the concept of causative sentences in Japanese. I don’t think my explanations were good. For the introduction, I totally relied on the section 13 of Dekiru-Nihongo Yellow, CD track C29.

Online Teaching for Class 1837 (Composition) on June 5, 2020

Date: June 5th 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 63 slides

Numbers of Students: 22 out of 28; Six students were recorded as absent.

– 90 minutes attendance: 19 students

– Shorter attendances: 84, 60, and 54 minutes were recorded for three students.

Responses to my requests like Quiz answers onto BBS:

Attendance check at the beginning: 23 students responded. Of the 23, one student was recorded that they didn’t watch the streaming.

A question and responses on BBS in the middle of the class: 18 students responded. This was a question to ask the day’s highest temperature by the weather forecast. The students input numbers in Celsius of the city he/she lives now. Temperatures varied form 20 to 35 Celsius degree.

Submission of 5 answers of quiz right after the class: 18 students submitted. Only one student got the perfect scores of 5. Average was 3.2 point.

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:

Like I wrote one week ago, I no longer have any practical ideas to continue the teaching except writing a paper about tourism in each prefecture in Japan. It is like there is no well-organized curriculum, no strategy, but only short term tactics. I mean one of the short term tactics is to make feed-backs for errors on 5-question quiz on the class one week before. It is good to improve students’ Japanese by picking up a particular issue. But each student is different. I mean one issue is not applicable to every students. For example, I explain one issue about an error that some students made. That explanation is useful to the student who made the same mistake, but not for the students who did not make that error. And it is obviously the nature of Hodge-podge things, my teaching is not streamlined at all. I think that, to the students, my PPT slides seem to be too confusing and complicated to understand. I still have four weeks in this semester, but I am worrying that I may be messing up towards the end. I think that I had done well in the first semester for this composition class for the second grade students. But somehow I have burned out. I failed to organize a good curriculum for the second semester. What I think is that, if I make one year curriculum for this composition class by averaging what I have done in the first and second semesters, it would be very streamlined curriculum. I wished that I could enhance my composition class by reviewing and reorganizing the experiences that I got in this year. But last week I was told by the chief that I would not be assigned to the composition class in the coming first semester.

How to Take Care of Your Tomato

This is to show you how to take care of your tomato in this time around.

You need to cut off the buds of branch so that the main stem can grow. The orange circle in the photograph shows a bud coming from between the main stem and a leaf. It should be removed.

This photograph shows, by a blue circle, that an unnecessary branch has been cut off. In this time of season, you need to check this very frequently like almost everyday. If you leave those branches to grow, your tomato will be terrible and chaotic with many stems and branches such that you want to start singing “Welcome to the jungle!”. Cut them off, or you will get small size tomato.

Online Teaching for Class 1836 (Composition) on Jun. 2, 2020

Date: June 2nd 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 63 slides

Numbers of Students: 27. The class has 28 members. One student was absent today because of his?her? medical reason.

24 students participated for whole 90 minutes.

2 students were recorded for their short attendances: 84 and 64 minutes, respectively. One student was recorded as absent by the system but this student sent me 5-question quiz. This is why I think there were 27 participants : 24+2+1

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27.

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. 26 students sent the answers to me.

– I would not have any responses from the students if the 5-question quiz were only thing that I assigned to them. In order to get responses, I asked the students to input the highest temperature of the day in each students city at the half way point of the 90 minutes class.  23 students responded. And the temperature varied from 20 to 37 Celsius degree.

Teaching:

1. Review for the 5-q quiz of the last class. The followings were topics; V-te miru for trying to do something, abstract nouns, especially “koto”, Ending point “-made”, and so on.

2. Writing a paper about the sightseeing of a particular prefecture of Japan.

A student needs to pay attention not to use “desu-masu style” for their writing. Font must be MS mincho, not Simsun. Introduction of a prefecture’s tourism has to focus on topic that a student wants to write a suggestion, and so on.

3. Some tips for writing a composition using the textbook.

Differences on usages between “hazu” and “beki”.

Homework:

To write the suggestion to the tourism on the Prefecture.

Issues and Problems:

I was confused verbs’ forms of potential, honorable, and passive.

I implicitly gave a caution to a student who recently have not sent me homework. The student sent a message to me after the class.

Online Teaching for Class 1939 (Listening) on June 3, 2020

Date: June 3rd 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 71 slides

Numbers of Students: 27

23 student stayed with me from the start to the end. Four students were recorded for their shorter signing-in; 77, 72, 72, and 68 minutes.

Students’ Responses:

– Attendance Check : 24 students typed his/her attendance on BBS. Three came late.

– Connection check at the half way point: 25 students responded. This was just a questionnaire to ask which Japanese food a student wants to eat, Rahmen, Yakisoba, or Takoyaki.

Teaching:

1: Rote exercise to read numbers

– 1st quiz was asked. Question was to find one erroneous combination of number and counting word. The answer was “Six sheet of postcards” that needs different counting word from Chinese.

2: Review of the section 20 of the textbook.

– Rote exercise to make Nai-form from Masu-form of verbs.

– Redo of the exercise #3 in the section 20 of the textbook. Emphasis was put on the differences between intransitive and transitive verbs. The 2nd quiz was to ask the right combination of pair of intransitive and transitive verbs.

3: Introduction of three new constructions

– V-te mo iidesuka, V-te wa ikemasen, and V-nakereba narimasen; Apparently the time was not enough to introduce those important constructions.

– Explanations about Conjunctions and Conjunctive particles. The 3rd quiz was assigned for these words.

4: Listening to exercises 1 and 2 of the section 22 in textbook

– Some of expressions used for rejections in the textbook were not appropriate for the students to say. Therefor I gave the students a caution about what was the best expression to say no in the 4th quiz. That was “Chotto….”

– The 5th quiz wast to tell the functions of conjunctions and conjunctive particles in terms of being “As expected” or “Against expectation”.

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– The hours of preparation were not enough to do an online class for 90 minutes. I woke up at 3 a.m. and tried making every PPT slide by 9 a.m. when the class started. But some slides had a problem with a-or-b selections for the answer because I didn’t check them well before the class. I apologized to the students.