Online Teaching for Class 1836 (Composition) on Apr.21, 2020

Date: April 21st on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 67 slides

Numbers of Students: 28

23 students participated for whole 90 minutes.

5 students were recorded for their short attendances: 86, 85*2, 84, 53 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27. One student came late recorded 84 minutes participation.

– 1st Quiz: 20 students responded. This was to ask the stroke order of Hiragana “NA”. 19 students answered that they were using the right stroke order (I am suspicious), only one student reported using wrong one honestly.

– 2nd Quiz: 24 students responded immediately. One student posted his answer 7 minutes late, which indicated that he was not with the class at time of quiz No.2. This was to ask the right conjugations of eight verbs that were the form preceding another conjugate words.

– 3rd Quiz; 20 students responded. The question was to check students’ understanding for exceptional use and meaning of I-adjectives “near (chikai)” and “far (to’oi)”.

– Attendance check at the end : 20 students responded. During class another series of quiz was done with 5 questions. Submitting five answers right after the class was asked to the students as an attendance check at the end of the class.

 

Teaching:

1st half:

– The students were warned about plagiarizing from others’ writing to their composition.

– Reading and comprehension of a famous poem “30 minutes in the early evening (Yuugata-no Sanjippun)”. Four questions were asked to the students in order to measure their understanding the poem.

2nd half

– From the textbook; connecting two clauses in order to write a longer sentence by the conjugation form when the word was preceding another conjugation words.

Homework:

1: Rewriting their memo about the uses of particles “-ga” and “-o”.

Issues and Problems:

It is necessary to teach the importance of copyright and proper ways of citation and reproduction. The students are still unaware that it is unacceptable for them to steel someone’s writing and to use it for their compositions.

Spring Flowers in the Garden

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I wanted to make the title “Spring Flowers in my Garden”, but actually it is not my garden. I have just stayed at my parents’ home for these several months. I cannot get back to the country where my university is because of corona virus pandemic. Anyway, spring season never stops and the peach flowers have already gone.

 

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Coming next would be flowers of azalea. Its white bud makes me think of vanilla ice cream.

 

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This is also a white azalea, Doudan-Azalea flowering downward. It seems to contrast to the red leaves in autumn, although we cannot see white flowers in spring and red leaves in autumn at the same time.

 

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This is also “Downward flowers” of silverberry. I planted only one tree of silver-berry (or goumi) in the garden. This means that I will not be able to get any fruit in the near future because there should be another silver-berry but a slightly different kind. In order to get fruits, most of fruit trees needs another tree nearby for pollination.

 

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Buds of an apple tree. For the pollination as I mentioned for silver-berry, I planted two apple trees in one place. They were Kougyoku and Tsugaru. This photo was probably of Kougyoku’s.

 

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Here is another apple’s flower that has already opened. This is Alpus-Otome.

 

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This is flowers of gooseberry. Maybe it is safe to say that the fruits look more beautiful than the flowers. If I can take a photo of gooseberry fruit, I would like to put it on this blog.

 

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Actually this photo and the below were taken two weeks ago.

 

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Yes, this is peach flowers two weeks ago. I am not sure if I will be able to eat sweet peaches from this tree in summer because I am just an amateur about fruit tree growing.

Online Teaching for Class 1837 (Composition) on April.17, 2020

Date: April 10th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 82 slides

Numbers of Students: 27 out of 28

90 minutes attendance: 18 students

Shorter participation: 68, 41, 31, 29, 5, 5, 3, and 3 minutes, and the shortest was 3 seconds.

completely absence: 1 student

Responses to my requests like Quiz answers onto BBS:

Attendance check: 28. But one student were recorded as “Completely Absent” on the system.

Quiz 1 : 17 students responded. The question was to find an incorrect sentence from six sentences that had different words order. Actually there was no incorrect sentences, all the six sentences were correct. This question aimed at showing that there is a flexibility in words order in Japanese thanks to particles that indicate the function of a word.

Quiz 2: No student could make his/her response. Probably it was too difficult. I did not ask this question to class 1836 for the same reason. Everything was in Japanese, but let me write in English:

Question: which of A or B is described in the the following statement?

It is not clear if Ms.Hasegawa and Ms.Saito were confused each other, or these two were confused with other people.

A: I mistakenly thought Ms. Saito as Ms.Hasegawa.

B: I confused Ms.Hasegawa and Ms Saito.

This question was to show the verb “Machigaeru” needs not only a word with “-o” but also a word with “-to” to make a sentence have sufficient information.

Quiz3: 20 students responded. The question was to choose sentences that were more suitable to writing.

Teaching:

The same as composition class for 1836 on Tuesday. The first half was to give the students a feedback about the results of the last week’s homework assignment. It was a kind of test about particles. As I predicted, there were so many error caused by the influence of ‘”Wa-ga construction”.

The Second half was teaching using the textbook. It consisted review of last week and this week’s topic. The former was connecting two phrases to make a longer sentence, the latter was expressions that were more suitable for writing.

Homework:

1: Writing a composition about how to use the particle “-ga” and “-o”.

2: Writing sentences that a student made errors with for the last week’s homework.

Issues and Problems:

A huge problem with over generalization of Wa-ga Construction.

Online Teaching for Class 1836 (Composition) on Apr.14, 2020

Date: April 14th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 82 slides

Numbers of Students: 28

22 students participated for whole 90 minutes.

5 students were recorded for their short attendances: 86, 81, 75, 36, 18minutes

1 students was completely absent.

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27.

– 1st Quiz: 18 students responded.

– 2nd Quiz: I decided not to do this because time was limited and it is a too difficult question.

– 3rd Quiz; 20 students responded. The question was to choose three sentences that are more suitable to writing style out of six.

– Attendance check at the end : 23 students responded. The question was to ask the functions of each particles; -wa, -ga, -o, -ni

Teaching:

1st half:

– Answers and review for quiz with 5 questions in the last class

– Importance of particles in Japanese

2nd half

– Review for the last class about connecting short sentences to make longer sentences.

– Connecting two clauses in order to write a longer sentence.

Homework:

1: Writing about usages of particles “-ga” and “-o”.

2: Rewriting sentences that had errors in last week’s homework.

Issues and Problems:

They will never learn hoe to use the particle “-o”. I realized that it is useless to teach them the importance of the particle “-o” which is a marker of an object that receives action of transitive verb. So I decided to make the students write their explanations about “-o”. For the sake of comparison, I thought it would be better to make them write about also the particle “-ga”.

Railway Geeks’ Holy Place, JR Niitsu Sation

I had uploaded some pictures for these several weeks. They were the photographs that I used as background picture on PPT slides of my online teaching. But now I am reluctant to upload some of my best pictures here. Maybe I am a stingy guy, but let me say, this blog is so unpopular that no one comes. I don’t have time to waste here. I am busy now because of online teaching. I have to prepare for 70 slides for 90 minutes class. And I have to teach such classes six times a week that need five preparations (two classes are almost identical). I have to work through the night three times a week. I am exhausted.

 

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It seems that  I will not be able to get back to a country where my university is, in near future. So I applied to citizenship in Niigata-city. I went to Niitsu where city ward office is.

 

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Only a railway geek would be interested in this kind of photographs. Niitsu is a town of railway. Think it as letter of “K”. The vertical line is Shin’etsu line of railway. Stroke of upper right is Uestu line and the lower right is Ban’etsu line. Niitsu is the town these railway lines are connected. The town had been developed with railway in the past. But a huge motorization changed everything. The central part of Niitsu has been just going down over time. Still this is a town of railway, so you can see many railway geeks hanging a big and long camera lens in JR Niitsu station.

 

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On the platform bench, they are occupying two of three seats.

 

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Forty some years ago, my family went to Niitsu station. That was the last day of steam locomotives. As a young boy, anything moving was fun to me. But my dad once said that that day, my older sister got angry very much. She didn’t have any interest in such a black thing spewing dark smoke running and stopping. It was a thing almost a half century ago.

 

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Time never stops. Spring has come after the winter as usual. This photo was taken not in Niitsu but in Niigata that is the prefecture capital. I had to go to a bank in Niigata for some cumbersome processes of national pension payment. Anyway, people are now having a different spring time all over this planet.

Online Teaching for Class 1837 (Composition) on April.10, 2020

Date: April 10th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 57 slides

Numbers of Students: 26 out of 28

90 minutes attendance: 19 students

Shorter participation: 71, 48, 35, 35, 33, 4minutes, and the shortest was 52 seconds.

completely absence: 2 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 28. But two students were recorded as “Completely Absent” on the system.

Quiz 1 through 5: Students were asked to submit 5 answers in the form of text right after the class. Only 18 students sent me the answers. 9 students got 5 points and 9students got 4 points.

Teaching:

The same as composition class for 1836 on Tuesday. I wanted to change PPT slides for  part of the feedback because it used class 1836 students’ compositions. For this 1837 class, I might have changed that part from 1836’s  to 1837’s. However, I knew that I could not spend much minutes for the feedback, I just left that part. As I predicted, I couldn’t spend much time for that part in the class.

Homework:

The same as composition class for 1836 on Tuesday. That was to write the second draft of advertisement of home electric appliance and to fill the quiz sheet with appropriate particles. I gave 1837 students a feedback a little for the quiz sheet. Even though I warned about use of Wa-ga in the class, still many of 1836 students filled the blanks with wa and ga in this order.

Issues and Problems:

The issue is how to check students’ participation during the class.

In other classes for listening and conversation, I ask students to write an answer on BBS for quiz during the class. This is to check their participation on the way of class because some students just leave a comment of “attendance” at the beginning and then leave the online class. This way of quiz and answering gives responses from the students to me instantly. However, there is a problem that most of students just type the same answer as first and second answers that are answered by the top level students. So, this can be a check for participation, but doesn’t work for quiz that should make students think of the right answer by themselves.

Last week and this week I took another method for checking in composition class. I asked student to have a sheet of paper with numbering 1 through 5. I gave them five questions during the class. And at the end of the class, I asked them not to write the answers on BBS but to send them to me as an individual message. In this way, students would not refer to other students answers unless they contact each other. But this way also has a defect that I cannot get an immediate responses from students.

Maybe it would be better to combine two methods, but I am afraid that that would be confusing for students which to write an answer on BBS or a sheet of paper. I am just trying to figure out the best way. Perhaps it would be case by case basis.

Online Teaching for Class 1836 (Composition) on Apr.7, 2020

Date: April 7th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 84 slides

Numbers of Students: 28

25 students participated for whole 90 minutes.

2 students were recorded for their short attendances: 75, 22 minutes

1 students was completely absent.

Responses to my requests like Quiz answers onto BBS:

Attendance check by reporting his/her-selves: 27.

Five quiz were assigned during class. Students sent the answers to me right after the class. Only 21 of 27 students did so. 5pt by 13 St, 4pt by 5, 3pt by 2, 2pt by 1 student.

Teaching:

1st half:

– Caution about over-generalization of “Wa-ga construction”

– Feedback of proofreading and corrections on the first draft of “Ad for a home electric appliance”

2nd half:

– Review for the last class about inconsistencies between beginning and ending of a sentence.

– Connecting two clauses in order to write a longer sentence.

Homework:

1:Writing the second draft of a new product of electric appliance for family use.

2: Filling the blanks with particles in conjunction with a verb.

Issues and Problems:

The number of PPT slides were too many. It means my wasting time for preparation. I know that I could save my time if I measure the minutes and second for each slide and sum up those times with number of slides. This means that a rehearsal is needed. Even if a rehearsal takes time, it could be shorten total hours for preparation time. I know this, but I feel it difficult to do rehearsal when time is ticking before the class.

Since I give students a homework assignment of second drafting, I have to send the first draft back to students. But I haven’t finished proofreading yet. I apologized for the delay on BBS.