カテゴリー: 二年生 日语会话4

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.

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>

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.

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.

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.

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.

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.

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.

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.

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.