Online Teaching for Class 1837 (Composition) on Mar.27, 2020

Date: March 27th 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 73 slides

Numbers of Students: 28

19 students signed in whole of the 90 minutes class. 9 students had been signed in shorter than 90 minutes: 75, 74, 66, 50, 32, 7, 3minutes, 37seconds, and amazingly the shortest was 5seconds.

Responses to my requests like Quiz answers onto BBS:

Attendance check: 27. But of the 27, one student signed in late.

Q1: Definitions of the word categories “Nouns”, “Verbs”, and “Adjectives” : 18

Q2: Questions about Tense consistency in Japanese : 18 (they are all wrong answers)

Attendance Check at the End: 19

Teaching:

Feedback of proofreading and corrections

Tense-Aspect of verb predicate sentences of Japanese

Homework:

Rewriting a Composition about how the student was spending this winter break within 300 characters.

Issues and Problems:

Students are just inputting the same answer that the top student has input. If the top student input a wrong answer, all the students will make the same mistake. This was the case for the second quiz. The right  answer was 2 out of 1, 2, and 3. In the class 1836, the first student input “1”, then all the following students input the wrong answer 1″. In this class 1837, the first student input “3”, then all the following students input the wrong answer “3”.  I want each student to think about the answer by his/herself.

Online Teaching for Class 1836 (Composition) on Mar.24, 2020

Date: March 24th 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 74 slides

Numbers of Students: 28

24 students stayed whole of the class which lasted 90 minutes. Four students indicate their late sign in and/or early leave (57, 65, 77, 78 minutes, respectively).

Responses to my requests like Quiz answers onto BBS:

Attendance check: 23.

Q1: Whether or not they used MS-Mincho: 17

Q2: Definitions of the word categories “Nouns”, “Verbs”, and “Adjectives” : 20

Q3: Questions about Tense consistency in Japanese : 14 (they are all wrong answers)

Attendance Check at the End: 27

Teaching:

Feedback of proofreading and corrections

Tense-Aspect of verb predicate sentences of Japanese

Homework:

Rewriting a Composition about how the student was spending this winter break within 300 characters.

Issues and Problems:

 

Online Teaching for Class 1837 (Composition) on Mar.20, 2020

Date: March 20th 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 (74 slides)

Numbers of Students: Class 1837 has 28 students

24 at the beginning,  22 at the end. 28 is total. One student was completely absent from the class.Therefore 27 students participated the class. 22 students stayed for whole 90minutes, 5 students were recorded with their shorter duration; 1min!, 12min, 58min,71min, and 79min.

Responses to the “During-the-Class_Quiz”:

Q1: 18 students responded.

Q2: Correction of short sentences: 8 students suggested their corrections.

Q3: 20 responded.

Q4: A series of 5 questions at the end of class in order to check if a student had been with class through the class. 22 submitted. Some got 3 points. Class 1836 performed better than 1837.

Teaching: (it was the same as 1836 class on Tuesday)

Homework:(it was the same as 1836 class on Tuesday)

Issues and Problems:

It was obvious that PPT slides that I prepared were short for 90 minutes. So I introduced a Japanese painter Mr. Ikuo HIRAYAMA in the middle of the class. I spent more minutes for this introduction of him than in the class 1836.

Online Teaching for Class 1836 (Composition) on Mar.17, 2020

Date: March 17th 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 (74 slides)

Numbers of Students: 28

One student stayed 41 minutes but he left the online class. Other 27 students had been stayed whole through 90 minutes.

Responses to the “During-the-Class_Quiz”:

Q1: Of 28, 25 answered, 3 were silent.

Q2: Correction of sentences written by one particular student. Only 13 suggested his/her correction.

Q3: This was to ask types of  conjunctive particles. 23 students answered and all correct.

Q4: A series of 5 questions at the end of class in order to check if a student had been with class through the class. 26 submitted. Some got 4 points, some 5.

Teaching:

How can a composition class be done online? Actually my concern is just how to kill the time during an online composition class. Writing takes time. So if I made students write compositions in class, it would  be so easy to spend 90 minutes. But a big question arises; Isn’t it the same as homework? Is there any benefits to do it online?

So I had to think of how I teach during 90 minutes composition class. What I did was to show everybody how I correct one student’s composition. So the first half of time and slides were used for this activity. Corrections were a lot;

Verb Te-form, Inconsistency between a subject and a predicate, error on choice of conjunctive particles, speech style with spouse, Particles’ -wa/-ga problem, correlation between some type of adverb and sentence ending, better use of -teiru/tekuru, and so on.

In the last half of the time, I used the textbook which I don’t like much. Using it, I taught choices ko-so-a words and tense-aspect issue.

Homework:

Writing a Composition about how the student was spending this winter break within 300 characters. And the Word file must be sent by email to the teacher.

Issues and Problems:

It was obvious that PPT slides that I prepared were short for 90 minutes. So I introduced a Japanese painter Mr. Ikuo HIRAYAMA in the middle of the class.

日語基礎写作1:第17週目のペア発表(改)

二年生のみなさんへ。作文の授業では第17週にペア発表を行います。

1836組は 12月20日(金)

1837組は 12月19日(木)

この投稿にあることをよく読んで、準備しなさい。

発表内容: 私の好きな日本のホップカルチャー

日本のポップカルチャーについて、好きなものをペアで口頭発表する。日本関連であれば、いろいろな分野の話題を取り上げて良い。例えばスケートなど。日本に関係ない話題は発表してはならない。

原稿: 必ずスピーチ原稿を作成すること。提出はしなくて良い。書き方も指定しない。1人あたり2分以内、ペアで4分間で発表できる文量にすること。

方法:ひとつのペアが4分間の口頭発表をする。パワーポイントは使用しない。ペアのチームワークを評価するので、二人が ばらばらな発表をしてはならない。人々の前で発表するときは、人々の方を向いて発表するのが原則である。それが難しいときは発表のスクリーンを見ながら発表するが、今回は口頭発表である。人前での発表に慣れていない学生は、今回は原稿を見ながらの発表をしてもよい。発表の時に原稿を棒読みすることは本来はダメであるが、今回はスピーチ原稿で作文した内容が 聞いている人に伝わることを重視する。

発表時間管理:3分30秒が経過したときに「あと30秒」と知らせるので、4分以内に発表を終わることができるようにしなさい。4分を超えて発表を続けることはできない。

評価:クラスの全員で発表を評価する。無記名の評価シートに記入する。評価項目は次の二項目である。評価シートは返却しない。自分のペアの欄も自己評価として記入すること。

項目1:興味深い

・とても 興味深かった:5点

・興味深かった:4点

・普通:3点

・あまり 興味がわかない:2点

・ぜんぜん 興味がわかない:1点

項目2:チームワーク(連携)

・とても良かった:5点

・良かった:4点

・普通:3点

・あまり 良くなかった:2点

・ぜんぜん良くなかった:1点

以上。みんなが楽しい時間を過ごせるように、発表内容を準備しなさい。

日语视听说1:12月11号(1939),12号(1938)

This is to inform 1st grade students about homework assignment of the listening course. You need to do the following by the next class on December 18th or 19th.

Homework Assignment (作业)

We will learn 9-2 in the next week.

(1) Listen to the track 9-2-00 that is “Kiku-mae-ni” on page 124 of section 9-2.

Note that audio says “Kiku” between “Nihongo” and “Nomu”, although “Kiku” does not appear on the textbook.

(2) Do 一、二、and 三 on page 124 through 126 of the section 9-2.

The audio has some problems. Please note the following when listening to it.

二、1. Two subjects of the sub and the main clauses are different. They are “fireworks” for the sub and “I” for the main clauses. Note that, in most of the case, it sounds incompletely if the sub and main subjects are not the same when they are connected by Te-form of the verb in the sub clause (“-atte”, in this case).

  1. The conversation is politically incorrect. Calling soccer men’s sport is unacceptable.
  1. Quite ugly conversation.
  1. The man says “Oshaberi-wo shi-tari”. In standard Japanese textbook, the “verb-tari” construction uses “tari” twice, not once like in this conversation.

三、2. It is very bad because the lady insults the man by saying “It is rare for you to read a textbook”.

宿題:日語基礎写作1:第15週目

2年生の作文の宿題です。

1836組には 12月6日(金)に出題します。

1837組には 12月5日(木)に出題します。

課題: 要約文を書く。授業中に配布した資料の「生命の値段」30頁から32頁までの内容を短く要約して書きなさい。

文体:「だ・である体」で文体統一すること。「です・ます」体を使ってはならない。

用紙: 学内超市の文具店の原稿用紙。

書き方:横書き。一行目から本文を書きなさい。題名は書かないこと。氏名は 枠外や下の余った行に書く。必ず1枚以内で書きなさい。2枚目を使ってはならない。

提出: 来週の 授業開始時。遅れての提出は一切認めない。

注意: 

・簡体字を4文字以上使ったら、減点する。

・体言止めは使用しない。

・タ形で読点「、」を打ち、文を続ける書き方をした場合は減点する。

・教科書の2から4ページの原稿用紙の使い方を確認すること。

・6、7ページの内容は書かなくてよい。

・自分自身の意見文や感想文ではない。筆者の書きたかったことを短くまとめて、文章を書くこと。

・1ページ以内に書くため、必ず「だ・である体」を使うこと。「です・ます」体を使ってはならない。

・難しい場合は、次の手順で書くのが良い。

1.最初にキーワードを抜き出す。

2.キーワードを使って、筆者の意見を箇条書きする。

3.段落構成を考える。一段落に一つの内容を書く。

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