Online Teaching for Class 1939 (Listening) on May 27, 2020

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.

Online Teaching for Class 1836 (Composition) on May 26, 2020

Date: May 26th 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 58 slides

Numbers of Students: 28

25 students participated for whole 90 minutes.

3 students were recorded for their short attendances: two students were with me for 85 minutes, and one students left the shortest record of 1 minute.

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 28.

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. Quiz to be posted on BBS was not given today. 27 students sent the answers to me.

Teaching:

1. Review for the 5-q quiz of the last class.

Use of “-made” that indicates the end of continuity of something.

2. Writing a paper about the sightseeing of a particular prefecture of Japan.

A caution was given to the students. They shall not make an unauthorized reproduction of photograph when writing a paper.

3. Some tips for writing a composition using the textbook.

Intransitive verbs “mieru” and “kikoeru”.

Homework:

Style corrections on their draft and proofreading themselves.

Issues and Problems:

This class starts at 4:30 p.m. in J.S.T. every Tuesday. I started preparing for the class in the morning and tried making enough PPT slide without having a break until 4:30 p.m. I didn’t think of what to teach to the students until the last minutes. As a result, my 58 PPT slides were neither short nor too many. So I could somehow teach 90 minutes composition class with hodge-podge topics. However, this time was surely an embarrassing and regretful experience to me because of my ill-preparedness, not having a good idea for what to teach.

Online Teaching for Class 1939 (Listening) on May 25, 2020

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.

 

Online Teaching for Class 1837 (Conversation) on May 25, 2020

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.

Online Teaching for Class 1837 (Conversation) on May 22, 2020

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.

Online Teaching for Class 1837 (Composition) on May 22, 2020

Date: May 22th 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: 25 out of 28

90 minutes attendance: 16 students

Shorter attendances: 86, 86, 85, 84, 76, 57, 44, 37 and almost 0 minutes.

completely absent: 3 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 25. One student sent the message of his?her attendance, but the system recorded that student as “Completely Absent”. One student came late.

BBS was not used for quiz in this class as class 1836 on Tuesday. A student wrote 5 answers on his/her note or memo whatever, and then he/she was asked to send five answers right after the class.

Teaching:

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

1. Review for the 5-q quiz of the last class.

2. Writing a paper about the sightseeing of a particular prefecture of Japan.

3. Some tips for writing a composition using the textbook.

– Differences between particles “-wa” and “-ga”.

– A sentence that could avoid being “Wa-ga construction” for a Na-adjective “Yuumei-na” by particle “-de”.

– Intransitive verbs for perception ;”mieru” and “kikoeru”

Homework:

As mentioned in teaching #2, some tasks for writing a paper were assigned as homework.

– Enhancement for the document style.

– Shading your prefecture on the map of Japan.

– Making a table to introduce your prefecture with basic information

– Pasting these figure and map on the draft.

– Start writing the chapters for the introduction of the prefecture and its tourism.

Issues and Problems:

Perhaps it could be questionable as to what I am doing now. The question is whether or not it would be appropriate to teach how to make document style for a research paper in a composition class. There are two reasons why I do this. One is that I was actually criticized by another teacher for what I have done for composition class in the first semester. In order to avoid duplication or “encroachment on other teacher’s territory”, I chose this task. I don’t think any other teachers teach how to write a research paper. The other reason is that this is the only thing that I can deal with right now. I am less experienced to teach composition, but have some experience of technical writings.

Online Teaching for Class 1836 (Composition) on May 19, 2020

Date: May 19th 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 57 slides

Numbers of Students: 28

26 students participated for whole 90 minutes.

2 students were recorded for their short attendances: 84 and 11 minutes

Responses to my requests like Quiz answers onto BBS:

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

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. Quiz to be posted on BBS was not given today. 27 students sent the answers to me.

Teaching:

1. Review for the 5-q quiz of the last class.

Five questions and their answers were explained because many students answered incorrectly for that quiz. 1) the intransitive verb “-naru” uses not the particle “-o” but “-ni”. 2) In “wa-ga construction”, a thing with the particle “-wa” is containing, while a thing with the particle “-ga” is contained. 3) A sentence with “-ga” and “-ni” for an intransitive verb “kuwawaru”. Many students chose the particles “-o” instead of “-ni” because they thought the verb “kuwawaru” was a transitive verb. 4) Issue on the difference between “-made” and “-demo”. “-made” means the end of a period, while “-demo” means that something is still valid. 5) Particle “-de” placed directly after the age functions to indicates he/she did something at the age.

2. Writing a paper about the sightseeing of a particular prefecture of Japan.

Some tasks were given to the students as the homework assignment of this week. They are; corrections of the document style, pasting a figure and a table onto the draft, and start writing about the prefecture and its tourism.

3. Some tips for writing a composition using the textbook.

Homework:

As mentioned in teaching #2, some tasks for writing a paper were assigned as homework.

Issues and Problems:

I prepared and distributed the template to the students so that the document style could be unified. However, so some of them don’t understand why the designated template is used to write a paper and have already started writing onto a document of their own styles.