カテゴリー: 宿題

Date: June 3rd on Wednesday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 71 slides

Numbers of Students: 27

23 student stayed with me from the start to the end. Four students were recorded for their shorter signing-in; 77, 72, 72, and 68 minutes.

Students’ Responses:

– Attendance Check : 24 students typed his/her attendance on BBS. Three came late.

– Connection check at the half way point: 25 students responded. This was just a questionnaire to ask which Japanese food a student wants to eat, Rahmen, Yakisoba, or Takoyaki.

Teaching:

1: Rote exercise to read numbers

– 1st quiz was asked. Question was to find one erroneous combination of number and counting word. The answer was “Six sheet of postcards” that needs different counting word from Chinese.

2: Review of the section 20 of the textbook.

– Rote exercise to make Nai-form from Masu-form of verbs.

– Redo of the exercise #3 in the section 20 of the textbook. Emphasis was put on the differences between intransitive and transitive verbs. The 2nd quiz was to ask the right combination of pair of intransitive and transitive verbs.

3: Introduction of three new constructions

– V-te mo iidesuka, V-te wa ikemasen, and V-nakereba narimasen; Apparently the time was not enough to introduce those important constructions.

– Explanations about Conjunctions and Conjunctive particles. The 3rd quiz was assigned for these words.

4: Listening to exercises 1 and 2 of the section 22 in textbook

– Some of expressions used for rejections in the textbook were not appropriate for the students to say. Therefor I gave the students a caution about what was the best expression to say no in the 4th quiz. That was “Chotto….”

– The 5th quiz wast to tell the functions of conjunctions and conjunctive particles in terms of being “As expected” or “Against expectation”.

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– The hours of preparation were not enough to do an online class for 90 minutes. I woke up at 3 a.m. and tried making every PPT slide by 9 a.m. when the class started. But some slides had a problem with a-or-b selections for the answer because I didn’t check them well before the class. I apologized to the students.

Date: June 1 on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 63 slides

Numbers of Students: 27

26 students stayed with me from the start to the end. One student was recorded for his?her? shorter watching that was 80 minutes.

Students’ Responses:

– Attendance Check : 27 students typed his/her attendance by themselves on BBS.

– Connection Check: 26 students answered. Quiz during the class was used to be done on BBS before. But quiz was done in the form of so-called “5-question quiz” in this class as done in the composition class for the second grade students. BBS was used only once during the class in order to check the connection between me and the students.

Teaching:

1: Basics of Japanese grammar

– Adjectives and intransitive verbs that can be used in “Wa-ga construction” in order to avoid a terrible fossilization of misunderstanding that the first particle is “-wa” and the second “-ga”.

2: Review of the last class

– Review of “V-nai de kudasai” and listening exercise using textbook material.

3: Exercise III and IV of the section 21 of the textbook

– Paying attentions to the difference between Intransitive verbs and transitive verbs.

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– I was ill-prepared for Exercise IV of the section 21. And it was not good to skip Exercise III on the way but to come back to it again because of poor time control.

Date: May 27th on Wednesday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 68 slides

Numbers of Students: 27

25 student stayed with me from the start to the end. Two students were recorded for their shorter signing-in; 80 and 59 minutes.

Students’ Responses:

– Attendance Check : 26 students typed his/her attendance on BBS. One came late.

– Quiz was done in a different way. As in the composition class for second grade, a student wrote his/her answers on a sheet of paper for five questions.  And then the students sent five answers in Alphabet right after the class. This time I don’t have enough time to write five questions and answers here.

Teaching:

1: Basics of Japanese grammar

– Review of adjectives’ functions as noun modifier, predicates, and adverbials

2: Review of the section 20 of the textbook.

– “-kara” initiates the second action by the finishing of the first action.

3: Listening activities using the textbook

– Task 1 and 2 of the section 21 of the textbook. Particles “-ni” and “-de” were explained to do Mondai-II.

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– 5-question quiz was done in a different way for the first time. Therefore the some minor troubles had happened when we were trying question number one. However, this 5-question quiz gave me some useful information about how much a student understand well. The old way, that was iuput on pop-up message window, was good to know quick reaction of the students, but was not good to know individual student’s performance because most of the student input the same answer as the first and second students input. In the new way, it is likely that some students are talking on a phone each other to share their answers. There is no perfect way, but I should have applied this method more earlier. Now, two thirds of the semester has gone.

Date: May 25th on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 72 slides

Numbers of Students: 27

27 students stayed with me from the start to the end.

Students’ Responses:

– Attendance Check : 27 students typed his/her attendance by themselves on BBS.

– Quiz 1 : 27 students answered. This was to show that the first letter of I-adjective “ii” often becomes “yo-” by conjugation. The students were required to find a wrong conjugation “ikunai” that should be “yokunai”.

– Quiz 2: 27 students answered. This was to show the definition of noun modifying clause.

– Quiz 3: 26 students answered. This was to show a usage of “-kara” that was in a give-and-take expressions.

– Quiz at the End: 27 students typed their own sentences using “-kara” that indicated the end of the first action would be the starting point of the second action.

Teaching:

1: Basics of Japanese grammar

– Review of the ending patterns with parameters of past or non-past, and positive or negative. In all, there were 16 patterns for noun, Na-adjective, I-adjective, and verb predicate sentences.

2: Review of the last class

– Using listening materials in section 20 of the textbook

3: Section 21 of the textbook

– “kara” that indicates the starting point of the second action after the end of the first action.

– Rote exercise for making verbs Te-form.

– Textbook materials with “-kara”

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– I hadn’t checked the PPT slides well. Some animations appeared in wrong order. I usually make the audio the first animation on a slide. However, if I put an audio animation onto slide that has already other animations, the audio will be the last one in order. I have to change the order so that the audio would be the first animation. I was ill-prepared.

Date: May 20th on Wednesday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 68 slides

Numbers of Students: 27

Every student stayed with me from the start to the end.

Students’ Responses:

– Attendance Check : All of the 27 students typed his/her attendance on BBS.

– Quiz 1 : Only two students responded. This is because my explanation was not enough to tell the students what to do. 16 variations were shown for the sentence endings for 4 types of predicates (noun, Na-adj, I-adj, and verb) with parameters of positive or negative and past or non-past. I wanted to get some data about which sentence endings were difficult for students.. This question didn’t work.

– Quiz 2: 19 students answered. Since the number was unusually less, perhaps a problem with internet connection might have happened, but it was not sure. The question was to distinguish two types of potentials that were actually the same expressions of “-koto-ga dekiru”. One was his/her capability and the other was situational potentiality.

– Quiz 3: 20 students answered. Question was to make a judgement of right-or-wrong for six verbs in Te-form.

– Quiz at the End: 24 students typed their own sentences that meant to doing something to examine, “V-te miru”. But the sentences showed that the student did not understand well the concept of “V-te miru”.

Teaching:

1: Basics of Japanese grammar

– The ending is affected by tense for Japanese sentences. It is necessary to pay much attention to an adverbial for time. If it means past, A sentence ending needs to change for past tense.

2: Grammar for section 20 of the textbook.

– “V-te miru” is used to express when someone does something new or special to examine it.

3: Listening activities using the textbook

– Task 1 and 2 of the section 20 of the textbook.

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– It seems that Dingtalk has a problem with its recording functions for the messages that are input on pop-up message board. During a slide show, I quite often ask the students to input their answers for quiz. Almost all students input their answer onto the pop-up message board. However, once I finish the slide show, the pop-up message board also gets closed, and some of students’ answers do not appear on the Dingtalk’s message board. I have already compared the pop-up message board with Dingtalk’s message board during the slide show, and confirmed that some messages were surely lost.

But the problem is not so simple. There is another tendency that good students always leave the answers, while not-so-good and bad students do not leave their answers always. So, right now, my problem is that I cannot separate two factors; one comes from the system and the other comes from each student’s performance, when I found a question is left unanswered.