カテゴリー: 一年生听力

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.

Date: June 22nd 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. Eight images were used supplementary  on BBS so that a student could look at the images on smartphone simultaneously when watching the video conference. I was also looking at PPT slides during the class on my computer screen. These PPT slides were not shown to the students, but showed me the scripts and were used to play the audio by the embedded mp3 files onto the slides.

Numbers of Students:

– At the beginning:

– Self-claiming attendance by the means of input “Shusseki” onto BBS: 26

– Attendance check using the video conference monitor: 27

– At the end by answering the question that I gave them at the end of the class: 19

Class Activities:

– “V-ta hou-ga ii” and “V-nai hou-ga ii”.

– Exercise I and II of the section 25 in the textbook

Homework Assignment:

– No homework was assigned.

Issues and Problems:

< I have no time to write them now>

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>

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.

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.

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.

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.

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.