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

Date: April 15th 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 (52 slides)

Numbers of Students: 27

26 students stayed with me from the start to the end. One student is recorded his?her shorter attendance of 61minutes.

Students’ Responses:

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

– Quiz 1 : 24 students answered. This question was to measure students’ understanding about listening materials. Most students sent wrong answers.

– Quiz 2: 25  answered. Questions are to check if the students know several usages of particle “-no” or not. The students were asked to choose a wrong usage of “-no” that was “-no” placed between an I-adjective and a noun.This error happens quite often for this country’s Japanese learners.

– Quiz3: 23 answered. This question was to ask what type of speech style was used in the conversation.

– Quiz at the End: 26 students typed a clause of “V1 nagara V2-masu”.

Teaching:

1: Review of conversation for suggestion and invitation.

2: Redo of two listening activities that were done in the last class. One was daily life of three persons, the other was talks travel experiences by three persons.

3: Preparation for the Section 15

– V-te Kudasai / V-nai de Kudasai

– V1 nagara V2

– Making a noun phrase from a verb phrase by placing “-no”

– To express the purpose of movement with “V(-masu) + ni + transferring verbs”

– Usages of Te-forms that appeared in section 15 of the textbook.

Homework Assignment:

– Writing “V-nai de Kudasai” and “V-te imasu” from dictionary forms.

Issues and Problems:

– This is a listening class. But the section 15 of the textbook includes a lot of important grammatical issues. It needs explanations in addition to listening activities that are needed most.

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”.

Online Teaching for Class 1939 (Listening) on Apr.13, 2020

Date: April 13th on Monday, 2020 from 9:50 to 11:20 (10:50 – 11:20 in JST)

Course: Japanese Listening 2

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

Numbers of Students: 27

24 students stayed with me from the start to the end. It seems that shorter participation is increasing; three students were recorded for their times as 82,74, and 72 minutes.

Students’ Responses:

– Attendance Check : All the 27 students typed “Shusseki” on BBS

– Quiz 1 : 27 students answered. This question was intended to know whether or not the students recognized that the man in the conversation was actually a suspicious guy.

– Quiz 2: 25  answered. Questions are to check if the students know or not the names of a cup of cold water, wet towel, and chop sticks in Japanese  restaurants.

– Quiz3: 24 answered. This question was to measure if students understand rough plot of the conversation or not.

– Quiz at the End: 26 students typed a sentence that meant “I am going to enjoy a party under the sakura flowers with my friends tomorrow”. One student missed particle “-o”.

Teaching:

1: Interrogative sentences of verbs predicate in past tense.

2: Listening to a Conversation for an invitation and making an appointment.

Homework Assignment:

Small test of particles “-ga”, “-o”, “-de”,”-ni”. Students are asked to fill blanks with particles in sentences. Deadline is 17th on Friday.

Issues and Problems:

It was difficult to conduct activities of conversation on line. I just imagine that the students are saying person B’s utterances while I speak as person A in a conversation.

Online Teaching for Class 1837 (Conversation) on Apr.13, 2020

Date: April 13th 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 63 slides

Numbers of Students: 28

Fully attendant for 90min : 16,    Completely Absent : 4,

Shorter signing-in: 85, 84, 84, 73, 37, 23, 11 minutes, and the shortest was 55 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 26, but three students were recorded as completely absent

– 1st Quiz: 14 students responded. The quiz was to ask right connections between a Na-adjective and auxiliary verb “-rashii”.

– 2nd Quiz: 18 students responded. The quiz was to tell the difference of hearsay “souda” and guessing “souda”.

– 3rd Quiz: 16 students responded. The quiz was to ask right connections to auxiliary verb “rashii”. One is a negative verb predicate and the other is a  noun.

– Attendance check at the end: 14 students responded. This is a quiz to get to know similarities between hearsay and “It is said that” and between guessing and “I think that”. Of course they are in Japanese.

Teaching: 

– Review of conversation using the auxiliary verb “-rashii” for guess.

– Introduction of the auxiliary verb “-souda” for hearsay

Homework Assignment: Short test of one sheet of A4 paper to ask usage types of “youda”, connections of “rashii”, and miscellanious questions about sentences u4sing auxiliary verbs.

Issues and Problems:

Due to the time limitation, I couldn’t teach “he/she says that” which can be a substitute of hearsay. Five PPT slides were left unused.

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 1939 (Listening) on Apr.8, 2020

Date: April 8th 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 (75 slides)

Numbers of Students: 27

26 students stayed with me from start to the end. One student was recorded 61minutes duration.

Students’ Responses:

– Attendance Check : All the 27 students typed “Shusskei” on BBS

– Quiz 1 : 22 students typed their answers.

– Quiz 2 at the End: 27 students typed a sentence that meant “What time did you get back home last night?”. Three students dropped the word “back home”.

Teaching:

1: Review of the last class;

2: Prep. for Section 14 of the textbook.

3: Mondai I and II of the section 14

Actually I didn’t get the purpose or intention of the section 14. I just thought that it would be to teach verb predicate sentences in past tense.

Homework Assignment:

No homework was assigned to the students. I didn’t have enough time to evaluate students’ homework.

Issues and Problems:

It was just a one way teaching using PPT slide show. There was hardly interactive communication between students and a teacher. Online teaching is not a good thing.

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.

Online Teaching for Class 1837 (Composition) on April.3, 2020

Date: April 3rd 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: 24 out of 28

90 minutes attendance: 17 students

Shorter participation: 85, 80, 72, 72, 70, 58, 10 minutes

completely absence: 4 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 26. But of the 26, 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.

5 point ; 2 students, 4 point; 15 students, and 3 points by one student. Many students made an error by over-generalizing of “Wa-ga construction”. That’s why I wrote the issue of “Wa-ga construction” on post on Tuesday for class 1836.

Teaching:

The same as composition class for 1836 on Tuesday. However, I changed some slides.  I replaced 1836 students composition to 1837’s in the feedback session.

Homework:

The same as composition class for 1836 on Tuesday.

Issues and Problems:

The same problem of over generalizing of “Wa-ga construction” was even worse in this class 1837.

When I prepared for a question for this composition class, I found that auxiliary verb “-souda” could be used in the past tense sentence. Last week I told 1837 students in conversation class, that guessing “-souda” was used for present and future. To be exact, I should have told that guessing “-souda” was for future side from talking point on the time sequence. And talking point could be in past.  This matter necessitated some additional slides for conversation class in the afternoon.

Online Teaching for Class 1939 (Listening) on Apr.1, 2020

Date: April 1st 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 (86 slides)

Numbers of Students: 27

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

Students’ Responses:

– Attendance Check : All the 27 students typed “Shusskei” on BBS

– Quiz 1 : 25 students typed their answers. Actually 21 answers were incorrect. 4 students revised their answers to correct.

– Quiz 2 at the End: 26 students typed the correct answer “-ni”. This was to ask a particle that fill blanks of three sentences. “-Ni’ is the answer for those three for functions of;

1: Time of action, 2: Destination that the movement is heading toward, and 3: Place of existence.

Teaching:

1: Review of the last class;

– How to use two adjectives

– Types of verbs:  Transitive v.s Intransitive verbs, Combination of a verb and particles, and especially putting emphasis on combination between transitive verbs and particle”-o”.

2: Listening Mondai3

I introduced a double meanings of “Iidesu”

3: Listening of conversation

Students memorization was promoted by increasing blanks on the script. Additional rote training of particles that fit into between objects and verb.

Homework Assignment:

Reading aloud conversation script twenty times, although there would be no evidence whether a student did or did not do this homework.

Issues and Problems:

It may be too early to teach the first grade students at this moment about how to connect two adjectives.

Online Teaching for Class 1836 (Composition) on Mar.31, 2020

Date: March 31th 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 55 slides

Numbers of Students: 28

24 students participated for whole 90 minutes.

3 students exhibited short attendances: 81, 52, 25 minutes

1 students was totally 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 18 of 27 students did so.

Teaching:

1st half: Feedback of proofreading and corrections of the second draft of “My Winter Break”

2nd half: Feedback of quiz that was done in the last class. The quiz was mainly focused on Tense/Aspect issue of Japanese sentences. One of ways for draft correction was also taught in the class. That focused on inconsistency between start and ending of a sentence.

Homework:

300 letters advertisement for a new product of electric appliance for family use. A sample as below was shown to the students.

Issues and Problems:

I found a huge issue about “Wa-ga construction”. Students always over-generalize “Wa-ga construction” for the sentences which are actually not suitable for using this particular construction. This is because Japanese textbooks in this country always impress learners as if “Wa-ga construction” were an important basic of Japanese.

There is a simple reason why “Wa-ga construction” is thought to be important. “Wa-ga construction” is, as indicated by the name, structural. It has the structure of word order with the theme, a subject, and predicate. It is simple and easy to understand because there is no need to analyze words functions that are specified by several kinds of particles. There are only two particles in “Wa-ga construction”; “-wa” and “-ga”. Since these two are used for theme and subject, it is not necessary for a learner to think about what function each word has in a sentence. For other sentences that are not “Wa-ga construction”, students need to analyze words’ functions through several particles in conjunction with verb.

It is easy to understand, so students stick to “Wa-ga construction” and then come to think it is important. But I think it is more important for Japanese learner to learn particles and their functions. I think I need to stop students’ over-generalization of “Wa-ga construction” and to teach use of other particles and their functions.

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