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.

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

Date: June 1st 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: 23 out of 28. 5 students were recorded as completely absent.

Fully attendant for 90min : 17

Shorter signing-in: 85, 77, 35, 7, and 1 minutes.

Responses onto the BBS:

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

– 1st Quiz: 17 students responded. This was simply to ask two particles to make a passive sentence.

– 2nd Quiz: 18 students responded. This was to measure how well the students understand the conversation of Min’nano Nihongo section 37.

– 3rd Quiz: 21 students responded. This was to measure if or not the students understand a conjunctive particle “-noni” that indicated surprise and/or disappointment. No student got the right answer.

– Attendance check at the end: 20 students responded. This was to distinguish a passive sentence and honorable sentence with both using “reru/rareru”.

Teaching: 

– Review of passive sentences. The four types were discussed with rote exercise ogf passive form of verbs.

-Many activities including passive sentences and conjunctive particle “-noni”.

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:

<No time to write about it, right now>

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

Date: May 29th 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: 25 of 28, 3 were recorded as completely absent by the system.

Fully attendant for 90min : 21

Shorter signing-in: 12, 7, 2 minutes, and 29 seconds. Those who were recorded for their short participation sometimes sent 5-question quiz answer. Probably they are running other applications on their computer while the online class is ongoing.

Responses onto the BBS:

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

– 1st Quiz: 24 students responded. The quiz was to find a passive sentence that was correctly converted from an active sentence with four selections. Everyone got the right answer.

– 2nd Quiz: 23 students responded. The question was to find a difference of types of conjunctive particles (c.p.). Four sentences were shown to the students; three were using c.p.s that were contradictory to expectation,  one was using c.p. that was conforming expectation. The students were asked to choose the latter one. But all the students got the wrong answer. That meant the students had not got the concept of two types of conjunctive particles correctly yet; one is used when the main clause is conforming the preceding clause, the other is used when the main clause is contradictory to the preceding clause.

– 3rd Quiz: 23 students responded. The question was to check if the students understand the conversation that was of Section 37 of “Min’nano Nihongo”.

– Attendance check at the end: 21 students responded. Students were asked to compose a passive sentence from their own experience in which he/she was damaged by someone or something.

Teaching: 

– Basic concepts of Japanese passive sentences. Four types were explained.

– Exercise using the textbook.

– Listening activity using script that contained passive sentences. The convesation “Kinkakuji-wa….” in section 37 of “Minnano Nihongo” was used.

– One sentence composition at the end of the class

Homework Assignment:

– Short test of 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:

Many students wrote passive sentences using intransitive verbs. It is fact that intransitive verbs also can be used for passive sentences in Japanese. However, I think that the passive sentence using transitive verbs should be prioritized in order to understand the concept of passive sentences. It seems that Japanese textbooks in this country are just trying dealing with everything about grammar. The textbook writers don’t care about what is basic or detail, what is useful to the students in practical sense, what teaching order helps student understand and so on.

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.