Online Teaching for Class 1837 (Conversation) on June 29, 2020

Date: June 29th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Streaming and Video conference on DingTalk.  Dingtalk’s BBS is also used to show the students some images.

Numbers of Students:

 -(1) Attendance check by the students’ self-claimed input of “Shusseki” onto BBS : 24

 -(2) Numbers of connections that the video conference window indicated:25

  Students who are recorded by both (1) and (2) : 21

  Recorded only by (1) : 2,   Recorded only by (2): 3

 – Attendance check at the end of the class in the form of quiz: 19

Class Activities:

(1) Redo of the last time’s exercise and Doing new exercise of today for causative-passive sentences. These were done in the form of streaming show of PPT presentation. The streaming was ended and the class continued by changing to video conference style.

(2) Conversation exercise in pair. This was also a practice for the test that would be held in the evening of the day. So the pair was identical to the one in the test.

(3) Conversation skit from Dekiru Nihongno Yellow, section 12-1

 – A use of particle “-mo” was introduced. That was “-mo” to emphasize a big portion or “how much it is”.

Homework Assignment:

– No HA.

Issues and Problems:

The class had finished the designated textbook that was titled for conversation but actually was simply a grammar workbook. I chose a material of “Dekiru Nihongo” in order to make teaching could be for conversation as well as I could. I chose the part also as a preparation for the oral test in the evening.

Online Teaching for Class 1837 (Conversation) on June 28, 2020

Date: June 28th on Sunday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

<This day was the day to have classes on Friday>

Course: Japanese Conversation 4

Used app: Video conference on DingTalk.  Dingtalk’s BBS is also used to show the students some images.

Numbers of Students:

 – Attendance check by the students’ self-claimed input of “Shusseki” onto BBS : 21

 – Numbers of connections that the video conference window indicated: 21

 – Attendance check at the end of the class in the form of quiz: 17

Class Activities:

(1) Listening a conversation including passive and causative sentences.

   Audio was taken from the Chapter 13-2 of “Dekiru Nihongo (yellow)”

(2) Exercise to review passive and causative sentences

  Exercises were C2 on Sec.37 for passive sentences and B3 on Sec.48 for causative sentences. Both were from “Min’ano Nihongo II”

(3) Rote exercise of verb conjugation from Te-form to Causative-form+”te”

(4) Redo of sentences “Causative + Morau/Ageru/Kureru” 

(5) Practice of Causative Passive sentences

Homework Assignment:

– No HA.

Issues and Problems:

  I could ask questions to all students at least once. But time was short. I couldn’t finish what I prepared for today.

 Many students were absent. They might have lost his/her enthusiasm learn from me.

 But for the students who attended, I think I could make the class activities somewhat interactive. It was not as good as in real classroom, but I tried to do my best. Sometimes connection was unstable or with much noise. Online teaching is not so good as people are saying on TV.

Online Teaching for Class 1837 (Conversation) on June 24, 2020

Date: June 24th on Wednesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

<This was a supplementary class that was done in irregular hours>

Course: Japanese Conversation 4

Used app: Streaming with slide show and Video conference both on DingTalk. The former was used mainly with 65 slides of PPT, the latter was used for short time in the middle of the class. Only one PNG image was uploaded onto BBS to show the students a script od a conversation between Park-san and Yamaguchi-san that came from “Dekiru Nihong” yellow book the chapter 13.

Numbers of Students:

 – Attendance check by the students’ self-claimed input of “Shusseki” onto BBS : 23

 – Attendance check at the end of the class in the form of quiz: 18

Class Activities:

(1) The first 30 minutes

– Practice of conversation between two young ladies who were friends each other. The conversation included some causative sentences.

 – Speeches of the conversation above by two pairs on the video conference.

(2) The last 60 minutes

 – Review of some expressions that were learned in this semester. Those were sentences using auxiliary verbs for guess or hearsay.  

Homework Assignment:

– No HA.

Issues and Problems:

  There was a certain reason to review the expressions/construction that were learned in this semester at this point. It was amazing that my time scheduling of PPT slide progressed well along the time. 47 slides of 65 were used for this purpose. The biggest issue was whether or not it does really help the students remember such many numbers of Japanese expressions and constructions by presenting a long list of them all at once. I don’t think that was the best way. 

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

Date: June 22th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Video conference on DingTalk, BBS was also used supplementarily to show 14 pictures during the video conference.

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: 21

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

Class Activities:

 – Review of introduction of Causative-Passive sentences using “Dekiru Nihongo” Chap.13

 _ Introduction of Causative-Give and Take sentences using the textbook

Homework Assignment:

 – No HWA

Issues and Problems:

Online Teaching for Class 1837 (Conversation) on June 19, 2020

Date: June 19th on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Video conference on DingTalk, BBS was also used supplementarily to show some pictures during the video conference. The teacher used Powerpoint on part of computer display. The PPT was a kind of aid for teacher to conduct the class and also for playing audio that was embedded to a slide.   

Numbers of Students:

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

 – At the end: 20 by asking a question

Class Activities:

 – Introduction of Causative-Passive sentences using “Dekiru Nihongo” Chap.13

 – The teacher asked the students many questions using the function of video conference. So the class activities were mush interactive.

Homework Assignment:

 – No HWA

Issues and Problems:

I asked the students whether or not he/she had the textbook there. This was the question that I made at the end of the class to check their attendance through the class time. The answer was surprise to me. None of them has it. They all left the textbook in the university dormitory. Until that time, I didn’t know that . Without knowing they didn’t have the textbook, I have already done most of the semester. I usually put all the pictures onto my PPT slides. Therefore the students hadn’t feel the necessity of textbook. So no one student told me that.

Online Teaching for Class 1837 (Conversation) on June 17, 2020

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

<This was a supplementary class that was done in irregular hours>

Course: Japanese Conversation 4

Used app: Video conference on DingTalk, BBS was also used so that students could refer to during the video conference. Twelve images and three audio clips were presented on the BBS for the class 1837.

Numbers of Students: 24 out of 28. Four students were thought to be absent throughout the class

Class Activities:

-Causative sentences of the type that gives a permission.

Homework Assignment:

– No HA.

Issues and Problems:

Video conference was often stopped. It seems that much more capacity is needed on internet communication when we do video conference.

Interactive activities took more minutes than I thought. I think it is okay because I still have many hours to teach until the semester ends. How much I taught is not a matter. How much the students have learned is the matter.

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 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 (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 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.