Online Teaching for Class 1939 (Listening) on Jun. 15, 2020

Date: June 15 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 52 slides

Numbers of Students: 27: One student was recorded with shorter login, 86 minutes

Students’ Responses:

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

– Connection Check: 26 students responded. Questionnaire was to ask which types of summer festivals student wanted to visit and see; Aomori Nebuta, Sendai Tanabata, Bon-Odori (anywhere), and Fireworks (anywhere).

Teaching:

1: Review of the last class

 – Auxiliary verb “-tai” for wish was explained. 1st quiz was about use of “V-tai”

 – Redo of Exercise I of section 23 in the textbook, that are using “V-tai”. 2nd quiz was about selection of particles

 – Redo of Exercise II of section 23 that are also including expressions using “V-tai”.

2: I-adjective “-hoshii” for wish to possess

 – 3rd Quiz to confirm the right use of “wa-ga construction” as a preparation to introduce “-hoshii” that is usually taking the form of “wa-ga” construction.

– Basic construction, differences from a similar auxiliary verb “-tai”, and “hoshigaru” for the third person. Whether or not a student has learned “-tai”, “-hoshii”, and “-hoshigaru” was measured by Quiz #4. 

 – Exercise III of section 23 that was using “-hoshii” and “-hoshigaru”. Quiz #5 was done with the similar purpose to #4.

Homework Assignment:

– The students were asked to send me a mp3 or m4a audio file with recording two sentences including many “small-tsu”; some are before explosive sounds and some before friction sounds.

Issues and Problems:

22 students of the 27 got the full scores for 5-question quiz. It is said that such a “ceiling effect” is a good sign for a test to measure students learning achievement. But actually I am doubtful about why their scores are so good.

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 (Composition) on June 12, 2020

Date: June 12th 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: 22 out of 28; 5 students were thought to be absent based on the system and responses.

– 90 minutes attendance: 21 students

– One student was recorded for shorter attendances of 62 minutes.

Responses to my requests like Quiz answers onto BBS:

 -1: Attendance check at the beginning: 25 students responded. Of the 25, it seemed that three students were not participating because of no responses to the class activities.

 -2: Connection check in the middle of the class: the internet connections were checked by making the students input Alphabet onto BBS. 20 students responded. Actually one student input it 8 minutes late, this was judged that the student was not with me at the time of question. This was a question to ask the stroke order of one Kanji that meant “certainly” and/or “surely” as shown in the figure 1 below. 19 student answered C. There was only one exception of F that meant her stroke order was not covered by A through E. Japanese use either of A, B, or C that are commonly accepted. But A is being taught in school recent years. On Tuesday class, many students answered that their stroke orders were none of A, B, or C. So I added D and E for the class 1837. But this time almost of 1837 students answered with C. I don’t know the reason why many 1836 students answered differently.       

  -3: Attendance check at the end: the answers of 5-question quiz were sent to me right after the class. 21 students sent. Only one student got the perfect scores of 5.

Teaching:

Teachings were almost identical to the class for 1836 on Tuesday.

Homework:

Homework assignment was also almost identical to what was assigned for class 1836.

Issues and Problems:

I forgot to make quiz #3 when I was making PPT slides for Tuesday composition class 1836. So I gave the 1836 students a quiz only by my voice on Tuesday. I again forgot to make quiz #3 today. One student pointed that out by typing on BBS saying “Teacher, is there quiz #3?. Then again I gave the 1837 students the quiz #3 only by my speaking. For that particular question #3, 4 of 21 students just gave up answering. It meant that several students are not good at listening. This course is not listening but composition. So I don’t think it is my duty in this course to enhance the students’ listening. However, it seems that such students listening abilities are not in a good level at the time of the end of second years, because I said my question very simply and also used English. Can I, or, how can I incorporate listening activities into composition class, if I try to improve their listening?    

Figure 1. Stroke Orders of a Kanji “必”

Lily “Lollipop” in Bloom

The new writing system of wordpress has made difficult to write and edit a post. It seems a HTML geek is proud of building an automatic function to form “DIV” commands. But it is almost painful to me. I want someone to get the old simple writing system back.

By the way, I asked a neighbor to cultivate the land and grow vegetable so that the garden would not be an abandoned bush. On Monday the person was cutting weed for us but he mistakenly cut the lily that I planted several years ago (Because the lily was among the weed). He brought that lily to my house with some apology. My mom put it in a brown glass bottle of a cheap “energy drink”. Since the bud of lily was still young, we didn’t expect the lily would be able to bloom. To our surprise, the lily flower opened in the following day.

Lily “Lollipop” in the bottle of Lipovitan D

I bought bulbs of lily “Lolipop” several years ago in DIY shop “Komeri”. The bulbs were discounted because they were apparently unsold long time. I thought, if it were going to be a waste, I would buy and plant them in the garden. After that, Lollipop had been in bloom every year even though I didn’t take care of them. The neighbor didn’t cut them all, so some are still left on the ground.

Lily “Lolipop” on the Ground

Yesterday my mom went outside around the noon to get her lunch. It was so hot, so she gave up staying outside, just buying a lunch box, and then came back home. She told me to look at her lunch box that costed only 330 Japanese Yen. She wanted to show that there were a lot of things in a cheap lunch box that would be equivalent to three USD. But I have to say, I don’t think it is good to eat those cheap processed food. It should be bad for health.

330 Yen Lunch Box (=3USD)

Green beans that I planted are growing in the garden although it will take more than a month or so from now until the harvest.

Young Green Beans are Growing on the Ground

I found the gooseberry was turning to be red. Taste? of course anything from the garden is always sour. I have already confirmed it by the most reddest goose berry fruit.

Fruits of Gooseberry Now Turning to be Red

And this morning I found that flowers of hollyhock started blooming.

Rare Color of Hollyhock Flower

Uh,… I wasted my one hour to make this post. The blog that people hardly view is called “an isolated island on the continent” in Japanese. Mine is also like that.

Online Teaching for Class 1939 (Listening) on June 10, 2020

Date: June 10th 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 57 slides

Numbers of Students: 26

One students told me his absence beforehand. 23 student stayed with me from the start to the end. Thee students were recorded for their shorter signing-in; 84, 84, and 69 minutes.

Students’ Responses:

– Attendance Check : 25 students typed his/her attendance on BBS. One came late.

– Connection check at the half way point: 26 students responded. This was just a questionnaire to ask which Häagen-Dazs icecream a student wants to eat, from six selections. Two students chose two.

Teaching:

1: Rote exercise to read numbers

– 1st quiz was asked. Question was to choose a series that could fit in six sentences that were to be filled with number and counting word. Everyone got the right answer.

2: Review of the section 22 of the textbook.

– Review of four constructions; “V-te mo iidesuka”, “V-te wa ikemasen”, “V-nakereba narimasen”, and “V-nakutemo iidesu”. 2nd quiz was asked in order to check if a student could apply “V-nakereba narimasen” and “V-nakutemo iidesu” correctly to two sentences.

– Redo of the exercise #3 and #4 of the section 22 of the textbook. 3rd quiz was asked after Exercise #4 that was using a word “Hashi (chop sticks)”. The quiz was asking low-high ascent  of Japanese words.

3: The section 23 of the textbook.

– Introduction of an auxiliary verb “-tai” that is used for expressing wish.

– Exercise #1 of S.23: Quiz #4 was asked focusing on uses of particles “-o” and “-ga” in the sentence that was using “wishing” auxiliary verb “-tai”.

– Exercise #2 of S.23: Also this exercise focuses on “wishing” auxiliary verb “-tai”. However some conversation in the exercise uses an abstract noun “tsumori” for one’s will. Therefore the quiz #5 asked to choose a sentence of a will that had similarity with “Tsumori”.

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– As the class gets near to the end, it becomes more difficult to adjust teaching to the time schedule. I am almost always running out of time, but today I got three minutes or so just before the ending. Fortunately I had put a practice on the slide that was usually the “today’s summary”. I used the practice to adjust the time, or in other words, to spend extra minutes. So I thought today that it is good to have a PPT slide near the end, which has flexibility to use in order to adjust the remaining minutes.

– Many students got full scores for 5-question quiz. If it is showing that the students are studying hard, it would be okay. But it makes me anxious because their high scores look somehow artificial, actually. I should not say anything uncertain, but I would say the online teaching has a lot of problems and defects.

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 1939 (Listening) on Jun. 8, 2020

Date: June 8 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 60 slides

Numbers of Students: 25: Two students told me their leaves beforehand.

24 students stayed with me from the start to the end. One student was recorded for his?her? shorter watching that was 65 minutes.

Students’ Responses:

– Attendance Check : 25 students typed his/her attendance by themselves on BBS.

– Connection Check: 23 students responded. Questionnaire was to ask which flowers seeds a student wanted to plant; morning glory, sunflower, or salvia.

Teaching:

1: Basics of Japanese grammar

– Numbers and counting words corresponding to types and shapes of what a nouns indicates. Although kanji is used for counting, most of them are different from Chinese.

– Another caution was made; a combination of number and counting word usually does not bring a particle. It is like an adverbial. Quiz #1 was a question to check if a student understand this or not.

2: Review of the last class

– Most of the minutes were spent for the review on the constructions that were taught in the last class.”V-te mo iidesuka”, “V-te wa ikemasen”, “V-nakereba narimasen”, and “V-nakutemo iidesu”. Quiz #2 was a question to check if a student could apply those “V-te mo iidesuka” and “V-te wa ikemasen”, to sentences in a conversation. Likewise Quiz#3 was a question to check if a student could apply “V-nakereba narimasen” and “V-nakutemo iidesu”.

3: Redo of Exercises I and II of the section 22 of the textbook. Quiz#4 was asked to check if a student could use “V-nakereba narimasen”.

4: Exercise III of the section 22 of the textbook. Quiz#5 was asked to check if a student did understand the outline of what he/she listened.

Homework Assignment:

– No homework, but the students were told to listen to Exercise IV and study themselves.

Issues and Problems:

– I used many exercises from a famous Japanese language textbook in order to introduce several constructions and to facilitate understanding for them. However, even though that book is also famous in this country, most students don’t have the book. We used them in the online class, but after the class, the students cannot review what and/or how they learned the constructions by the book they don’t have. Maybe I should have stuck to the textbook that we have, although it is not the best material to learn.

Morning Market in Niitsu, Niigata-shi, JAPAN

I like to go there. The morning market in Niitsu is held on the following days of a month. Niitsu is a town in Akiha-ward of Niigata city, JAPAN.

1st, 6th, 11th, 16th, 21st, and 26th days of a month, from 8:00 a.m. to noon

1st-6th day Morning Market in Niitsu, Niigata-shi, JAPAN

Of course I went to her shop to buy Kimchi.

Ms. Minami Yamashita’s Kimchi Shop

And I always go to papa’s&mom’s fruit shop near Yamashita-san’s Kimchi shop.

Fruits Shop in Niitsu Morning Market

Now it is no longer the season apple, I don’t see any good and reasonable apples in nearby supermarket. I had expected that his shop would be still selling apples.My expectation was right. His shop was selling the yellow apple “Shinano-Gold” which is a new apple with good balance of sweetness and sour taste. He was selling them with very reasonable prices because Shinano-gold apples have scratches and a little colored portions. They were usually not on the shelves in ordinary supermarkets.

Citrus fruits in Niitsu Morning Market

Flowers are being sold. If you plant those seedlings on your garden, you can enjoy the flowers from the day-1 without waiting to grow and for so long until winter comes.

Flower Seedlings in Niitsu Morning Market

Fishes are also being sold. I thinks one portion of squids is too much. Only a big family will be able to buy.

Fishes and Squids in Niitsu Morning Market

This small shop is selling vegetables and white collar flowers.

White Collar Flowers is being Sold with Vegetable

When it comes to Flowers, I asked this lady to make a flower bundle. Just before I left home, I was asked by my mom to buy the flowers to offer my dad.

Flower Shop in Niitsu Morning Market

So these are what I bought yesterday in the Niitsu Morning Market.

Chinese cabbage kimchi: 700-yen

Radish Kimchi: 500-yen

Shinano-Gold apple: 500-yen

Tribute Flowers: 1000-yen

Butterbur (Green Stems in the photo): 200-yen

2,900 JPY purchase in Niitsu Morning Market on June 6, 2020

An old lady told me how to cook the butterbur. I cooked as she told me, but I spent an hour to peel off them. I boiled them by soy sauce with small chips of ginger and red pepper.

Butterbur boiled wit Soy Sauce

Thanks for reading to the end.

山下南さんのキムチ。おいしいです。(新潟市秋葉区新津の周辺情報)

添加物、着色料いっさい無し。新鮮な天然素材のおいしいキムチはいかがですか。新潟県の新津、五泉、水原地区で山下南さんのキムチを買うことができます。白菜キムチ、大根キムチ、そしてキュウリのキムチの3種類です。

白菜キムチ

山下南さんのキムチは、次の場所と時間で買うことができます。

韓国食品 販売場所 (山下 南:やました みなみ)

 住所と電話番号は上の画像をご覧ください。

新津市場:1,6,11,16,21,26日 朝8時から12時まで

五泉市場:2,7,12,17,22,27日 朝8時から12時まで

水原市場:4,8,14,18,24,28日 朝8時から12時まで

ふるさと村:6月~10月まで毎週日曜日 朝6時から7時30分

直売所: 新鮮組(花夢里にいつ)0250-21-6633

     ベジらんどにいつ(下越病院となり)0250-21-1183

     朝9時から17時まで年中無休

新津の一六朝市での店舗。山下さんはノボリのうしろに隠れてしまいました。シャイなお方です。でも話しやすい人ですから、ぜひ朝市へ行って、キムチをお買い求めください。

大根のキムチ

この情報は2020年6月6日時点のものです。

Fruits and Vegetables are Growing in the Garden.

A fruit of silverberry (goumi) has turned to be red. Actually there were only three fruits on the silverberry tree. This is one of them.

I have already taken this one. Only two goumi(s) remain on the tree now. They are still green.

I don’t know whether this silverberry is edible or not. As was obvious for the case of strawberry, nothing from my garden can be sweet. They are always sour so that you would like to jump up when you put them in your mouth.

I left the silverberry like this on the table. Soon I found that this small tiny red fruit had disappeared. I asked my mom where the silverberry had gone. She answered that she offered it to the deceased my father. And then I saw this small red thing was put in front of my dad’s photo.

Flower of cucumber has already had the young cucumber .

This is a flower of egg plant.

This is a flower of pumpkin. If it was a female flower, it would be a pumpkin. But you know, the flowers are almost always male flowers. A female flower is very rare. There is no easy thing in this world.

This yellow flowers are not of pumpkin but zucchini.

These vegetables were not that I planted. Since I am very busy in days and nights for the online teaching things, I asked a neighbor to cultivate and grow vegetables in my family’s garden. I should be thankful to him.

But there is a one vegetable that I planted.

I planted some seeds of green beans. Seeds were sold by 200 JPY (tax exclusive) that was approximately equivalent to 2 dollars. The seeds were imported to Japan from the country where the authority used teargas to disperse the peaceful demonstrations in order to do a photo op in front of a church to show a man holding a book that he had actually never read at all (probably).

But anyway, it is not that big issue, I mean, where the seeds came from. Because they have germinated safely on the land of Japan. If I can harvest green beans, I will boil them just a little, dip into mayonnaise, and then eat them in hot summer night with chilled beer. I am looking forward to doing so.