Online Teaching for Class 1939 (Listening) on Mar.25, 2020

Date: March 25th 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 (86 slides)

Numbers of Students: 27

25 students stayed with me from start to the end, 2 students signed in 10 minutes late.

Responses to the “During-the-Class_Quiz”:

Only once. The question: “Is it okay to put ‘-no-‘ between an adjective and a noun such as ‘Shiroi-no-hana’ and ‘Kirei-no-fuku’?”. The answer was “Not Okay”. 25 of 27 students responded. Actually “right or wrong” is not the matter in this quiz because most of the students type the same answer as some excellent students. The purpose of the quiz is to check if or not they are with me.

Teaching:

1: Wa-Ga Construction:

– 1 Pointing out one characteristics of something that contains that character.

– 2 There are some adjectives that tend to be Wa-Ga construction.

2: Review of Adjectives in general:

3: Several types of use of particle “-no”

Homework Assignment:

Dictation of Japanese sentences that contains adjectives.

Issues and Problems:

The number of PPT slides was more than I needed. This meant that I wasted preparation time.

 

 

Online Teaching for Class 1939 (Listening) on Mar.23, 2020

Date: March 23th 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 (90 slides)

Numbers of Students: 27

All the 27 students stayed with me from start to the end.

Responses to the “During-the-Class_Quiz”:

Only once. I asked differences of Nouns, Verbs, and Adjectives.

Teaching:

1: Wa-Ga Construction: I told students not to concentrate on Wa-Ga construction too much. Because some students tend to learn a language through constructions, and they easily come to believe that the 1st particle is wa and the 2nd particle is ga. This is not always happening in Japanese sentences .

2: Adjectives in general:

-1 What adjectives are

-2 Types of Adjectives: I-adjectives and Na- adjectives

-3 Functions of adjectives; Noun modifiers, Verb/Adjective modifiers, and Predicate of a sentence.

Homework Assignment:

No HW this time.

Issues and Problems:

Japanese has difficulty on verb conjugations. Students try hard to learn verbs, Sometimes adjectives are left behind. I thought I had to concentrate on adjectives rather than Wa-Ga constructions.

I asked “Are-you-with-me?” quiz during the class only once. More interaction with students is needed.

 

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

Date: March 18th 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 (73 slides)

Numbers of Students: 27

All the 27 students stayed with me online class from start to the end.

Responses to the “During-the-Class_Quiz”:

I didn’t much “During-the-Class” quiz this time. I asked only four students to get reactions. This wasn’t enough to get responses and to give them feedback. I need to improve the way to get students’ reaction.

Teaching:

1: Review of Homework: 24 out of 27 students sent me their answers of homework. Four students failed to send to me in time. All 24 got full scores.

2: Review of the last class; A lot of rote training. I am not sure but this kind of mechanical repetition would get criticized in current second language learning norm.

3: Noun predicate sentences that can mean existence of a person or things. Last time I taught them two types of verb predicate sentences that can mean existence of a person/animal and things that don’t have life.

Homework Assignment:

Drawing a picture by the direction of listening material. This is the activity that the textbook intended. It’s good to give it to students as a homework.

Issues and Problems:

Good balance between rote training and “meaningful learning”

 

Online Teaching for Class 1939 (Listening) on Mar.16, 2020

Date: March 16th 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 (72 slides)

Numbers of Students: 27

All the 27 students stayed with me on the online class until the end. They are the first grade student. It is different from the behavior of the second grade students.

Responses to the “During-the-Class_Quiz”:

Their responses are quite good. I also tried solo-questioning by calling name of a student. This worked well although it took minutes.

Teaching:

1: Use of nouns that mean position/location

To tell an existence of human/animal or things, some abstract nouns for position/location are used. I taught students how to make those abstract nouns concrete in the form of N1 no N2 which is a modification for noun2 by noun1. I have already taught in the last semester, about difference between the intransitive verbs “iru” for human/animal and “aru” for things without life. This time I put an emphasis on use of somewhat abstract nouns for position/location.

2: Particle “-ga”.

Issues and Problems:

Too much use of English. Controlling time.

 

日语视听说1:12月11号(1939),12号(1938)

This is to inform 1st grade students about homework assignment of the listening course. You need to do the following by the next class on December 18th or 19th.

Homework Assignment (作业)

We will learn 9-2 in the next week.

(1) Listen to the track 9-2-00 that is “Kiku-mae-ni” on page 124 of section 9-2.

Note that audio says “Kiku” between “Nihongo” and “Nomu”, although “Kiku” does not appear on the textbook.

(2) Do 一、二、and 三 on page 124 through 126 of the section 9-2.

The audio has some problems. Please note the following when listening to it.

二、1. Two subjects of the sub and the main clauses are different. They are “fireworks” for the sub and “I” for the main clauses. Note that, in most of the case, it sounds incompletely if the sub and main subjects are not the same when they are connected by Te-form of the verb in the sub clause (“-atte”, in this case).

  1. The conversation is politically incorrect. Calling soccer men’s sport is unacceptable.
  1. Quite ugly conversation.
  1. The man says “Oshaberi-wo shi-tari”. In standard Japanese textbook, the “verb-tari” construction uses “tari” twice, not once like in this conversation.

三、2. It is very bad because the lady insults the man by saying “It is rare for you to read a textbook”.

日语视听说1:12月4号(1939),5号(1938)

This is to inform 1st grade students about homework assignment of the listening course. You need to do the following by the next class on December 11th or 12th.

Homework Assignment (作业)

LET US SKIP SECTIONS 8-1 AND 8-2. MOVE ON TO SECTION 9-1.

We will do only 9-1 in the next week.

<1> Listen to the track 9-1-00 that is “Kiku-mae-ni” on page 118 of section 9-1.

<2>Do 一、二、and 三 on page 118 through 120 of the section 9-1.

Note: The audio of our text book has some problems. Please note the following.

二、1. “Masenka” is better than “Mashouka” when suggesting others to do something together.

二、2. Speech style is completely broken. “Desu-masu style” and overly friendly expressions are mixed up. Always mind that Japanese speech style is strongly controlled by situation and relation.

二、3. The lady should say “gurai-desu” instead of “gurai-kana” for the same reason as above for 二、2.

二、4. Also for the same reason, the lady should avoid using “-kamone” for the ending. Another issue is that this textbook uses “Liyong” too many times. Think this as the first language interference. As a beginner of Japanese, you need to learn Japanese words ”和語” instead of relying on “漢語”.

三、4. This also has a problem with speech style. When a mother and a young child talk each other, they never use “Desu-masu style”.

日语视听说1:11月27号(1939),28号(1938)

This is to inform 1st grade students about homework assignment of the listening course.

Homework Assignment (作业)

You need to do the following by the next class on December 4th or 5th.

(1) Listen to the track 7-1-00 that is “Kiku-mae-ni” on page 88 of section 7-1. Please note that some of Japan’s national holidays have changed.

(2) Do 一、二、and 三 on page 89 through 91 of the section 7-1.

(3) Listen to the track 7-2-00 that is “Kiku-mae-ni” on page 95 of section 7-2.

(4) Do 一、二、and 三 on page 95 through 97 of the section 7-2.