Online Teaching for Class 1837 (Conversation) on May 25, 2020

Date: May 25th 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 68 slides

Numbers of Students: 25 out of 28. 3 students were recorded as completely absent.

Fully attendant for 90min : 21

Shorter signing-in: 81, 72, 59, and 3 minutes.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. However, one student of the 25 was recorded as completely absent by the system. Two came late and stayed shorter times.

– 1st Quiz: 21 students responded. This was to know which verbs need to be “-rareru” for passive form instead of  “-reru”.

– 2nd Quiz: 21 students responded. This was to choose a sentence using a conjunctive particle regretful “-noni” .

– 3rd Quiz: 19 students responded. This was just a joking that asked who built the Osala Castle; Toyotomi Hideyoshi or carpenters. If one answered “Toyotomi Hideyoshi”, then the asking person will change the answer to carpenters. If one answered “carpenters”, then the asking person will change the answer to Toyotomi Hideyoshi. The purpose of this question was to introduce one type of passive sentences like “The main castle was built in 1931.”

– Attendance check at the end: 20 students responded. This was to choose a passive sentence from the four.

Teaching: 

– How to make a passive form of a verb, focusing on which verbs could be “rareru”.

– Basics of passive sentences in Japanese.

– Review of the passive sentences in which a person who made an action was clear.

– Introduction and exercise of passive sentences using intransitive verbs.

– Introduction and  exercise of passive sentences that do not difine who made the action.

Homework Assignment:

– No homework was assigned.

– 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:

Since this is conversation class, I should facilitate students’ utterances. But I feel it technically difficult for me to do so under the current conditions. I mean, I don’t think the online teaching can be a substitute of class activities. No way.

Online Teaching for Class 1837 (Conversation) on May 22, 2020

Date: May 22th 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 62 slides

Numbers of Students: 24 of 28, 4 were recorded as completely absent

Fully attendant for 90min : 21

Shorter signing-in: 65, 59, and 44 minutes.

Responses onto the BBS:

– Attendance check y a student his/herself : 26 students input “Shusseki” onto BBS. Two of the 26 were actually recorded by the system, as completely absent.

– 1st Quiz: 23 students responded. The quiz was about “Ra-omission” among younger generation. The students were asked to choose one sentence that could  be “Ra-omission”. There were three sentences using passive, respectful, and potential “V-rareru”.

– 2nd Quiz: 21 students responded. The question was to find a similarity in use of the particle “-ni” in one sentence from the four. The particle “-ni” indicates a person who initiates an action in passive sentences as well as give-and-take sentences.

– 3rd Quiz: 23 students responded. The question was to think about emotions in the four situations in the textbook. Only one was positive (pleased), but three were negative emotions. The purpose of the question was to make the students know that Japanese passive sentences are used, in many cases, to express when a person gets damaged.

– Attendance check at the end: 22 students responded. Students were asked to input a passive form of a verb with ending “-ta”. Some students input passive forms of intransitive verbs. It is an interesting nature of Japanese to use intransitive verbs for passive expression. However, in order to introduce the concept of passive sentences, I should have limited the verbs for this question to transitive verbs only.

Teaching: 

– Review for short test that was about conditional conjunctive particles “-to,” and “-tara,”.

– Introduction of passive sentences using Dekiru Nihongo (Yellow).

– Practices of passive sentences using the textbook. The types of passive sentences were limited today to types in which the person making action was clear.

– Introduction of a conjunctive particle; regretful “-noni”

Homework Assignment:

– No homework assignment to submit that was for every students.

– Only 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:

This is a conversation class. Therefore I don’t think it is my duty to introduce grammatical things about passive sentences. However, I was not sure how much the students have already got used to passive sentences. Perhaps I may need to spend more time for rote exercise like conversion to passive form together with exercise for meaningful conversation.

Online Teaching for Class 1837 (Conversation) on May 18, 2020

Date: May 18th 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 57 slides

Numbers of Students: 24 out of 28. 4 students were recorded as completely absent.

Fully attendant for 90min : 20

Shorter signing-in: 44, 11, 3, and 2 minutes.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. Of the 25, Two students were recorded as completely absent by the system. One came late and stayed for 44 minutes.

– 1st Quiz: 20 students responded. This was to tell the difference between a polite and overly friendly speech styles when making a suggestion.

– 2nd Quiz: 22 students responded. This was to choose a type of usages for the abstract noun “koto” in the forms of “-koto ni Suru”, two of “-koto ni Natteiru”, and “-koto ni Naru”.

– 3rd Quiz: 21 students responded. This had nothing to do with Japanese grammar. We learned one conversation in which “Oyako Donburi” was talked about. The question asked why “Oyako Donburi” was named like that.

– Attendance check at the end: 22 students responded. Each student was assigned to make a sentence using one of four conditional conjunctive particles “-to”, “-ba”, “-tara”, and “-nara”.

Teaching: 

-Reading and comprehending a poem “Kanashimi” by Shuntaro Tanikawa. This poem , using a conditional conjunctive particle “-tara”, was used for the quiz at the ending of the last class on Friday.

– Additional usages of “-tara” in conversations.

– Learning a conversation using conditional conjunctive particles.

Homework Assignment:

– The deadline of the small test for section 13 is on Wednesday night.

– Six students were asked to send a voice mail or MP3 by Wednesday night. Voice mail/mp3 is a student’s recording of conversation between two part time job workers.

Issues and Problems:

It was relief for me that most students could write a Japanese sentence using a conditional conjunctive particle that was allotted to each student. This is a class for conversation, but we have devoted to grammatical issues of conditional conjunctive particles “-to”, “-ba”, “-tara”, and “-nara” for more than one month.

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

Date: May 15th 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 61 slides

Numbers of Students: 24 of 28, 4 were recorded as completely absent

Fully attendant for 90min : 19

Shorter signing-in: 60, 15, 2, 1 and 1 minutes.

Responses onto the BBS:

– Attendance check by a student his/herself: 24. One of 24 was recorded as completely absent by the system. Another student came late.

– 1st Quiz: 22 students responded. The quiz was to find a right combination for particles “-nara” and “-tara” in the sentence to stop drunken drive.

– 2nd Quiz: 22 students responded. The question was to select one of “-to”, “-ba”, “-tara”, and “-nara” for a sentence about one-time event in the past.

– 3rd Quiz: 21 students responded. The question was to find an erroneous sentence that was a suggestion but using the conditional conjunctive particle “-to”.

– Attendance check at the end: 18 students responded. Students had to choose one of four conditional conjunctive particles for a poem written by Shuntaro Tanikawa.

Teaching: 

– Some important expressions not only conditional conjunctive particles but also auxiliary verb “-youda” that appeared in the conversation between Park-san and Chin-san.

– Practical applications of conditional conjunctive particle “-tara” in conversations such as “V-tara doudesuka” using the textbook.

Homework Assignment:

– Short test was assigned as a homework that was about conditional conjunctive particles “-to” and “-tara”.

– Six students were asked to send a voice mail by speaking the script of conversation of two part time job workers; Park-san and Chin-san.

Issues and Problems:

I have to explain a lot about how to differentiate usages of four conditional conjunctive particles because the textbook is dealing with those four almost at the same time. I don’t think it is good because the students must be confused.

Online Teaching for Class 1837 (Conversation) on May 11, 2020

Date: May 11th 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 58 slides

Numbers of Students: 26 out of 28, Number of completely absent was 2

Fully attendant for 90min : 14

Shorter signing-in: 85, 81, 80, 77, 49, 46, 32, 31, 28, 11, 5, and 4 minutes.

Responses onto the BBS:

– Attendance check by a student his/herself: 26. Of the 26, one student was actually recorded as completely absent from the class. One came late and stayed for 32 minutes.

– 1st Quiz: 23 students responded. The quiz was to find the best conditional conjunctive particle for a sentence stating an incident that had happened already. Some of the best students answered one that was not the best, and then many students followed it. At the point that two thirds students had input the same answer, one student typed the best one. And then remaining one third students input the (new) best answer.

– 2nd Quiz: 18 students responded. The question was to choose the better conditional conjunctive particle for a sentence of invitation. This is to make the students know realize that conjunctive particle “-to” cannot be used for will, suggestion, command, and so on.

– 3rd Quiz: 23 students responded. The question was to choose one nature which is applicable only to “-nara”. “Nara” cannot be used if the condition phrase is quite certain.

– Attendance check at the end: 20 students responded. This was to choose the best explanations for four conditional conjunctive particles “-to”, “-ba”, “-tara”, and “-nara”.

Teaching: 

– <No time to write them now>

Homework Assignment:

– Nothing to submit to the teacher this time.

– Six students were asked to send a voice mail by speaking the script of conversation of two part time job workers.

Issues and Problems:

A lot of grammatical thing to teach. It is too much for conversation class.

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

Date: May 8th 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 59 slides

Numbers of Students: 26 out of 28, Number of completely absent was 2

Fully attendant for 90min : 16

Shorter signing-in: 86, 82, 63, 37, 24, 16, 16, 6, 4 minutes, and the shortest was 2 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 24. Two students came late.

– 1st Quiz: 19 students responded. The quiz was to find a sentence using the conditional conjunctive particle “-to” from four sentences.

– 2nd Quiz: 21 students responded. The question was to check the students’ understanding for limitation of use of the conditional conjunctive particle “-to”.

– 3rd Quiz: 23 students responded. The question was to make a student complete a conversation by filling the blanks correctly with understanding the difference between “-temo” and “-to”.

– Attendance check at the end: 19 students responded. Like the quiz No.3, this was also to ask proper uses of conditional conjunctive particles “-temo” and “-to”.

Teaching: 

– Conditional conjunctive particle “-to”, especially for  its limitation for the latter clause. Expressions like intention, invitation, and/or command are not used in the latter clause when the preceding clause uses “-to,”.

– Introduction of another conditional conjunctive particle “-tara,” including comparison with other conditional conjunctive particles “-to,”, “-ba,”, and “-nara,”.

Homework Assignment:

– Nothing to submit to the teacher this time. The students were asked to evaluate a short test for the section 12 by him/herself.

– Six students were asked to send a voice mail by speaking the script of conversation of two part time job workers.

Issues and Problems:

A lot of rote exercise (mechanical trainings) for sentences with “-to” and “-tara”. The students must have been tired and fed up with.

Online Teaching for Class 1837 (Conversation) on Apr.27, 2020

Date: April 27th 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 60 slides

Numbers of Students: 22 out of 28, Number of completely absent was 6

Fully attendant for 90min : 17

Shorter signing-in: 79*2, 67, 59 minutes, and the shortest was 19 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. Of these, three students were recorded as completely absent by the system.

– 1st Quiz: 15 students responded. The quiz was to measure students’ understanding about the listenin material.

– 2nd Quiz:17 students responded. The question was to choose the correct use of the conditional conjunctive particle “-tara” and “-to”. When the students started typing their answers, they were referring to what the first and second students had typed on BBS. Actually those answers “B” were not correct. When about half students typed their erroneous answer “B”, then one student typed the correct answer “A”. Then the last half students typed “A”. It was a simple thing. Most of them didn’t think of answers by themselves. But I thought the student who typed “A” first thought of her answer herself. So I sent a message to praise her courage after the class.

– Attendance check at the end: 21 students responded. It is my fault that I left yesterday’s the-last-quiz unchanged because I have not enough time to check whole through my lengthy power-point slides. However, this quiz was also important to check participation of the students to online class, therefore I asked the students to type their answers.

Teaching: 

– Listening to a conversation between two part time job workers.

– Review and exercise of a little formal negation “-zuni”.

– Exercise of “-ba” and “-nara”

– Listening comprehension of conversation using “-ba” and “-nara”.

– Introduction of a conditional conjunctive particle “-to”.

Homework Assignment:

Since there would be 10 days by the next class, more homework was assigned than usual.

-1 : Small test of the section 13 of the textbook.

-2 : Completing three conversation scripts by filling words.

-3 : Listening and reading aloud the script of two part time job workers.

Issues and Problems:

I had two classes in the day. I didn’t have enough time to prepare for this class, although I started at 3 a.m. and worked by the start of the class at 9 a.m. (in Japan standard time). In order to fill the less teaching material of powerpoint slides, I inserted a listening material from Min’nano Nihongo. That was a conversation in the section 35, which uses the conditional conjunctive particles “-ba” and “-nara”. It, somehow, worked. If I were a seasoned teacher, I would have had enough teaching material that can kill the time. But  I am not. Until I have had enough stock of teaching material, my hard working style through the night will continue.