三年生商务礼仪实训:試験的投稿

This is a test positing as a preparation for Japanese course ‘Business Manner’ that will be taught in coming spring semester.
The posts under this category will be written in Japanese.
I am sorry to say that this post doesn’t have any useful information to you.

Weekly Logs: Dec.28,2020 – Jan.3, 2021

My another photo blog “LQ Laoshi’s Photo Gallery”(outside wordpress)


December 28, Monday
I posted the last week’s log on worepress in the morning. And then I went out and got on a train for shopping in Niigata. I bought a 21.5 inch PC monitor at the big appliance shop on the south side of JR Niigata station. Now I am typing this by looking at my new monitor, I think I should have bought the bigger screen much earlier because my eye is already tired of looking at a small screen of notebook PC for these two years. And 23 inch or even 27 inch would have been better to buy, I just regret that. Back to my home before 1 p.m., I had a lunch, went to a supermarket, took a long nap, and cooked supper. After eating supper, I evaluated test results of the final examination for conversation class. I evaluated three pairs before going to bed.

December 29, Tuesday
Of course I had to give scoring for the final exam, but I didn’t start doing that in the morning. Instead, I started cutting a timber (lumber?) plate in the morning. I wanted to make two speaker boxes in order to listen to music in good sound. But it was obvious that I could not complete two speaker boxes in one day. So I just stop the work at noon. I took a nap a little while just after the lunch and then went to a supermarket. I just graded the final examination of conversation class in the late afternoon. That grading continued after supper until going to bed.

December 30, Wednesday
In the morning I started the rest of the work for making two speaker boxes. The hardest part was to make two holes to set the speaker. The diameter was 94 millimeter. Since I didn’t have any cutting machine or drill, I did that using primitive tools; a gimlet and small chisels. It tool many hours, so it was 4 p.m, when I fit two boxes on the wall of my room. My supper on the day was chicken breast. After supper I evaluated three pairs for the final exam of conversation class.

December 31, Thursday
I cleaned the room with vacuum in the morning. It was because I just didn’t want to work for the examination scoring. And the day was the last day of the year 2020. I thought that the supermarket would be congested with people who wanted to buy food for new-year holidays. So I went to the supermarket just after the shop’s opening. There were less people there shopping. It was what I predicted, but it also made me worry if the supermarket could survive or not because there were less people even in the last day of the year. Anyway, I had to use all of the rest of the day to evaluate students’ final exam for conversation class.

January 1, 2021
The colleague sent me PDF of the answer sheets in the morning. That was of reading class and the exam was conducted the day before. So I wanted to start scoring soon, but I hadn’t finished evaluation about students’ performance during the semester. I spent most of the day to complete the evaluation, although I took two hours nap in the afternoon. After supper I started scoring the answer sheet of reading class examination. I practiced my electric bass for an hour, and went to bed.

January 2, 2021
All day was spent for scoring the final exam for the reading class. I evaluated 17 students. I was actually disappointed by some of students’ answers. Some students used the postposition “-ga” for objects, which was actually to be used for subjects. One student didn’t understand adjective conjugation when the adjective works as adverb. That was my responsibility for teaching those things. Students’ answer simply meant that I failed to teach them well. Thinking like that, scoring didn’t move on to next student. I gave up scoring at 10 p.m. with seven students remaining.

January 3, 2021
Being tired of working, scoring was not proceeding well. I spent all day for scoring the final exam only for seven students. After supper I found that I had to change scoring criteria and redo the scoring again for some reasons (I cannot write the reason here). The gradings need to be registered by January 6th on Wednesday. I have to continue to work until I register all the gradings of the students by that time.

Weekly Logs: Dec.21 – 27, 2020

My another photo blog “LQ Laoshi’s Photo Gallery”(outside wordpress)


Dec.21 on Monday
9:05-10:25: Reading class, online, for class 1939. The article was actually weird one in which a TV anchor interviewed a historical person who was brought to the modern times by a time machine. The interviewee was brought from 1000 years ago, Murasaki Shikibu who wrote the world oldest long novel “Genji Monogatari (aTale of Genji). I expected that my students would be interested in female literature around 11 century in Heian era of Japan. After the class I took a rest until the lunch and spent two hours for uploading the last week’s weekly log to the wordpress. The rest of the afternoon was just nap and rest on the bed. My fatigue accumulated for the semester. 17:30 – 19:30: Cook and Supper. I bought some commodities from Amazon.co.jp after the supper. The shopping took two hours. And then I went to bed.

Dec.22 on Tuesday
I requested eight books to the city library in the morning. And then I started working to calculate students’ grading for the conversation class of this semester. Grading composes of the test result and performances in classes through the semester. Two are 50 to 50 in proportion. For the performances, I combined three factors to calculate. Of course the attendance is the most important. I added other two things to the attendance: One is scores of right answers to the quiz during a class. The other is how good a student responded to my questions during a class. Both are actually “Big Data” because 55 students took the classes 17 times. All the numbers are written on my business notebook by handwriting. Here is an issue; those numbers must be typed in the excel spreadsheet in order calculate the scores. In the last semester, I did that right after the class in the same day. In this semester, I decided doing this at the end of the semester because it would affect preparation for the next class if I input data about quiz answers and students’ performance right after each class. Now is the time to input “Big Data” of whole semester at one time. Actually I realized that the way in the last semester was better than inputting huge data one time at the end of semester. It is not because of accumulated fatigue at the end of the semester. If I don’t input students’ performance during semester, I cannot know how a student is doing better or worse. Every time I ask a student to answer my question during class, I need to choose a student who is suitable for asking that particular question. I mean, “This question is a little difficult, so it is better to ask an excellent student”, or “This question is a basic one, it is better to ask a below-average student”. If I input the students’ performance class by class and make it visible during semester, I can easily make a judgment for this kind of decision. In this semester, I don’t have such a good reference. Looking at the result of students’ performance, I found that my evaluations without data are not correct for some students. That is what I regret for this semester.

Dec.23 on Wednesday
Since February, I turn the light on every morning and turn it off night, at the altar where my dad’s photo is put. Having passed ten months, the fluorescent light has almost ended. If a deceased person’s photo is placed in the dark, it is NO good. I thought I would change it to a LED light of less electric and more longevity. I went to D.I.Y. shop in the morning to buy a LED light bulb, code, and a switch. Went back home I tried putting the LED light above the altar. My fault was that I didn’t think about how I fixed the bulb. It was already in the afternoon when I complete the LED lighting because the work took more than three hours. After that I made some PPT slide for the last class of conversation class on Thursday.

Dec.24 on Thursday
9:05-10:25 was conversation class for sophomore students, let’s say, the Class A. I taught the auxiliary verb “-souda” for hearsay. The important thing is the difference from “-souda” for inference. This class was the last one for Class A. Since the conversation class was canceled once some time middle of the semester, the Class A only had chances to take conversation class 16 times in this semester. IN the afternoon, 13:40-16:00 another Class B also took the conversation class. But Class B had chances to take my class 17 times. In order to treat both classes A and B equally, I made the last class a special one for Class B. At 13:40, I started the class with a test with 40 questions. I am going to evaluate students’ answers during spring semester, not now, because now is the time to grade for the semester. My purpose is that I would like to make individualized teaching that is suitable to each student such that can overcome his or her weaknesses. And then I made the students the first half of the old tale “Kasajizou” and made them write what would be the last half of the story by guessing. Actually I did the same thing last year. At that time some students wrote that old lady got angry with what her husband did. I wouldn’t say it is bad inference, though, this time, most students could predict what the ending of the story would be like correctly.

Dec.25 on Friday
I did the final examinations of conversation class; one class in the morning, the other in the afternoon. It was a pair work of conversation. I made the students make conversation for a task, record it to mp3 or m4a, and send it to me. The tests in the morning and afternoon went almost well for 28 pairs of 56 students. However, two pairs were problematic. I should not write about them in detail here.
After the afternoon test, I had to cut and make slices of salmon. It took more than hour. So my supper was delayed a little than usual. I worked two hours for grading, 40 minutes for bass practicing, read an English book a little, and then fell asleep.

Dec.26 on Saturday
I went to the morning market in Niitsu in the morning. This was the last market in this year. I worried about sold out of Ms.Yamashita’s Kimchi, I left home early. So, before 10 a.m., I was already back in home. Then I wasted three hours for uploading two blog posts here and https://blog.goo.ne.jp/liangzhi.
After taking a long nap in the afternoon, I worked to calculate the gradings of the students’ performance in the conversation class, for rest of the day.

Dec.26 on Sunday
I spent all day to evaluate the final examination of the conversation class. That’s it.

Online Teaching for Class 1837 (Conversation) on July 3, 2020

Date: July 3rd on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Streaming was used at the first, and then Video conference was used i n the second half of the class. Both are the functions of 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 : 26

  – Attendance check at the end of the class by the names appearing on the streaming show windows: 21

Class Activities:

(1) Review of the last class by PPT slide show streaming

  – The listening material taken from section 12-1 of “Dekiru Nihongo” in which Park-san says that she doesn’t feel well to her friend Yamaguchi-san.

  – The students repeated some practices for several expressions included in the conversation like the particle “-mo” for emphasizing how much it is, another particle “-shika” for emphasizing how less it is, suggestion “-tara douka”, and doing something A without doing something B “-naide,”

(2) Learning the new part of the conversation between Park-san and Yamaguchi-san.

 – Using Dingtalk’s function of video conference, the class learned the new part of listening materials that follows what we had learned. It included “-trashii” and “-naide,”

Homework Assignment:

– No HA.

Issues and Problems:

 This was the last class in the second semester.

Online Teaching for Class 1837 (Conversation) on July 1, 2020

Date: July 1st 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. 16 png images were uploaded on BBS in order for the students to look at. In the meantime the teacher was using power point only on teacher’s computer screen. The PPT slide was used to show the teacher some scripts and to make it easy to play mp3 audio for listening activity. 

Numbers of Students:

 – Attendance check at the beginning

   : 20 students input “Shusseki” on BBS as their self-claiming attendances.

   : 24 students were confirmed to be connected to the video conference.

 – Attendance check at the end

   : 17 students sent me four sentences that were a task given to them.

Class Activities:

(1) Listening and comprehension

  This class used a listening material from “Dekiru Nihongo”. This activity was continued from the Monday class. It was taken from the section 12-1 on the beginner-intermediate book (Yellow) of Dekiru Nihongo. The conversation between Park-san and Yamaguchi-san included the following expressions:

  -1: Use of particle “-mo” to emphasize the extent that is big, many, frequent, and so on

  -2:  Use of particle “-shika” that is always followed by negative expression behind: This was also emphasizing, however, “-shika——nai.” emphasizes the extent that is small, little, less frequent, and so on.  

  -3: Suggestion “-tara doudesuka”

  -4: Doing something A without doing something B, “V1-naide, V2 suru”

The listening materials were segmented for these four expressions. In each segment, I did my teaching as follows:

  <1> Asking a student to describe the situation looking at a picture shown on BBS.

  <2> Listening to audio by playing mp3

  <3> Asking a student several questions to confirm his/her understanding

  <4> Rote exercise of the new expression (one of four listed above)

  <5> Listening again with showing the script of the conversation.

(2) Writing four sentences using the expressions of the day

  The students were told to write four sentences using four expression learned today. They sent them to me at the end of the class. 

Homework Assignment:

– No HA.

Issues and Problems:

  Of course the improvement is necessary for the above procedure <1> through <5>. This was not the best for students’ learning.

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: