タグ: 日本語を教える

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

Date: June 27th on Saturday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

<This was a supplementary class that was done in irregular hours>

Course: Japanese Basic Composition 2

Used app: Video conference on DingTalk, BBS of the class was also used simultaneously to show the students some pictures.

Numbers of Students:

  – Self-claming attendance on BBS by inputting “Shusseki”: 17

  – Attendances that were confirmed on the display of video conference: 18

Class Activities:

 – Composition: part of book was shown to the students and they wrote a short essay about their impressions. The article was page 52 -56 of “Iryou-no koto, motto shitte hoshii” by Mr.Jun’ichiro YAMAOKA, which was the No.637 book of “Iwanami Junior Shinso” series. This was about a terminally ill old lady who was brought back to her house for the last moment with her family. 

 – Reading aloud: A student was called online and asked to read part of his/her draft of paper about tourism of a particular prefecture in Japan. Usually it was 1 minutes 30 seconds.    

Homework:

  – Drafting a memo for 1 minutes speech that would be spoken in the next composition class.

Issues and Problems:

So two activities were being done simultaneously in this composition class. While most of the students were writing, one student was reading part of his/her paper. Since I knew that it took time to connect and disconnect a student one by one, I decided to call a student and to ask him/her to read under the condition that the video conference with everyone was going on. It should have been noisy for other students, but I didn’t want to waste time. Today I scolded some students whose attendance and attitude were not good. This must have created uncomfortable atmosphere for other students.

Online Teaching for Class 1837 (Conversation) on June 24, 2020

Date: June 24th on Wednesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

<This was a supplementary class that was done in irregular hours>

Course: Japanese Conversation 4

Used app: Streaming with slide show and Video conference both on DingTalk. The former was used mainly with 65 slides of PPT, the latter was used for short time in the middle of the class. Only one PNG image was uploaded onto BBS to show the students a script od a conversation between Park-san and Yamaguchi-san that came from “Dekiru Nihong” yellow book the chapter 13.

Numbers of Students:

 – Attendance check by the students’ self-claimed input of “Shusseki” onto BBS : 23

 – Attendance check at the end of the class in the form of quiz: 18

Class Activities:

(1) The first 30 minutes

– Practice of conversation between two young ladies who were friends each other. The conversation included some causative sentences.

 – Speeches of the conversation above by two pairs on the video conference.

(2) The last 60 minutes

 – Review of some expressions that were learned in this semester. Those were sentences using auxiliary verbs for guess or hearsay.  

Homework Assignment:

– No HA.

Issues and Problems:

  There was a certain reason to review the expressions/construction that were learned in this semester at this point. It was amazing that my time scheduling of PPT slide progressed well along the time. 47 slides of 65 were used for this purpose. The biggest issue was whether or not it does really help the students remember such many numbers of Japanese expressions and constructions by presenting a long list of them all at once. I don’t think that was the best way. 

Online Teaching for Class 1939 (Listening) on June 24, 2020

Date: June 24th on Wednesday, 2020

– 1st and 2nd sessions from 8:00 to 9:30 (9:00 – 10:30 in JST)

– 3rd and 4th sessions from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Video Conference on DingTalk. Powerpoint were also used only on the teacher’s computer display. 13 slides for 1-2session, 19 slides for 3-4 session. Some of these PPT slides were converted to be PNG image files and uploaded to the class BBS so that the students could refer to during the video conference style online class.

Numbers of Students: 27

–  All the 27 students participated the class. This was confirmed by both self-claiming attendance on BBS and the display on Video conference window. However one student didn’t input “Shusseki” for the self-claiming attendance onto BBS.

Class Activities:

1-2 session:

– Explanation about the alternative measures for the final examination.

– Redo of textbook exercise Mondai I and II of the section 25, that were using “V-ta houga ii”

3-4 session:

– Textbook exercise Mondai III and IV in the section 25.

– Introduction of the construction “V1-u toki, V2” and “V1-ta toki, V2” using the section 23 of Minnano Nihongo I

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– The textbook is not designed for systematic learning. Especially it is lacking consideration for tense-aspect expressions. Each section deals with some major constructions, though, they are lacking a good organization for the better learning process of a huge structure of Japanese language. I think one thing I have to do is to teach from the important and also basic constructions. And then I will move onto a less important, less basic construction for the next. The textbook now we are using is missing such considerations. It seems to be more obvious for tense-aspect expressions. So I taught “V1-u toki/V1-ta toki, V2 shimasu” using Min’nano Nihongo I.

Online Teaching for Class 1836 (Composition) on June 23, 2020

Date: June 23rd on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Video Conference on DingTalk. BBS was supplementary used to show pictures that were materials for composition. Powerpoint was hardly used during the class today, it is used for generate PNG image files to be shown on BBS.

Numbers of Students:

  – Numbers of attendance by self-claiming onto BBS: 27 students left inputs of “Shusseki”

  – Numbers of attendance that was confirmed on the Video Conference window: 26 students were confirmed to be connected to the video conference.

Class Activities:

 -1: Materials for composition was given to the students at the beginning of the class. It was page53 -56 of “Iryouno koto, Motto shitte hoshii” by Mr. Junichiro YAMAOKA that was No.637 book of “Iwanami Junior Shinsho”. For the better understanding, a mp3 audio was also given to the students, which was recorded by the teacher’s voice.

 -2: The students wrote a short essay to describe his/her expressions to the above mentioned reading materials. The students were required to take a photo of their hand writing and send it to me just after the class.

 -3: Each student was called to the conference and asked to read part of his/her paper for one minute and thirty seconds. Teacher gave him/her advice on grammar and/or pronunciation.

Homework:

To draft a memo that will be read in 1-minute speech in the next class. The speech is about his/her paper about tourism of a particular prefecture of Japan.

Issues and Problems:

The composition material was a serious one from the book, which wrote about a terminally ill patient who was brought back to her house to spend the very last days of her life with her family in the long-lived house. The students’ submissions to me were delayed, even one day. Some students could not write essays probably because the article was a little hard to understand for the middle to low level students. 

Online Teaching for Class 1836 (Composition) on June 22, 2020

Date: June 22th on Monday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Basic Composition 2

Used app: Video Conference on DingTalk. BBS was supplementary used to show pictures that were materials for composition. Powerpoint was also used but only on the teacher’s computer screen.

Numbers of Students:

 – At the beginning:

     – Self-claiming attendance by the means of input “Shusseki” onto BBS: 28

     – Attendance check using the video conference monitor: 26

– At the end by sending photos of composition:

Class Activities:

 -1: In the 1st session, the students were asked to proofread and revise the chapter of abstract, conclusions, and remarks in their paper.

 -2: Each student was called and read part of his/her paper. Teacher gave him/her advice.

-3: In the 2nd session, the students write a short essay to describe one of three poems about love. Those three poems were given to the student using BBS. The students were required to take a photo of their hand writing and send it to me when the class was over.

Homework:

No HWA

Issues and Problems:

Three poems about love were given to the students to write a short essay. The most popular one that was chosen by many students was “Aki no Seppun (A Kiss in Autumn)” by Ms.Masako Takiguchi. I think this poem is about love that was lost. Scattered white flowers of bushclover on a path, White ashes on a trail in the mountain, and wind blow coming through Japanese pampas grasses are all indicating the sadness of losing love. This is just my understanding. I feel sadness, emptiness, and a huge void in mind when I read this poem. Am I wrong? I don’t know. But it was interesting that most students thought this poem was romantic and beautiful with joy of love. Maybe it is natural that there is a difference about interpretations on the same poem between 20-year olds and a 50-year old.     

Online Teaching for Class 1939 (Listening) on June 22, 2020

Date: June 22nd on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Video Conference on DingTalk. Eight images were used supplementary  on BBS so that a student could look at the images on smartphone simultaneously when watching the video conference. I was also looking at PPT slides during the class on my computer screen. These PPT slides were not shown to the students, but showed me the scripts and were used to play the audio by the embedded mp3 files onto the slides.

Numbers of Students:

– At the beginning:

– Self-claiming attendance by the means of input “Shusseki” onto BBS: 26

– Attendance check using the video conference monitor: 27

– At the end by answering the question that I gave them at the end of the class: 19

Class Activities:

– “V-ta hou-ga ii” and “V-nai hou-ga ii”.

– Exercise I and II of the section 25 in the textbook

Homework Assignment:

– No homework was assigned.

Issues and Problems:

< I have no time to write them now>

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

Date: June 22th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Video conference on DingTalk, BBS was also used supplementarily to show 14 pictures during the video conference.

Numbers of Students:

 – At the beginning:

   – Self-claiming attendance by the means of input “Shusseki” onto BBS: 26

   – Attendance check using the video conference monitor: 21

 – At the end by answering the question that I gave them at the end of the class: 19

Class Activities:

 – Review of introduction of Causative-Passive sentences using “Dekiru Nihongo” Chap.13

 _ Introduction of Causative-Give and Take sentences using the textbook

Homework Assignment:

 – No HWA

Issues and Problems:

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

Date: June 20th on Saturday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

<This was a supplementary class that was done in irregular hours>

Course: Japanese Basic Composition 2

Used app: Video conference on DingTalk, BBS of the class was also used simultaneously to show the students some pictures.

Numbers of Students:

  –

Responses to my requests like Quiz answers onto BBS:

  –       

  –

Class Activities:

Homework:

.

Issues and Problems:

Online Teaching for Class 1837 (Composition) on June 19, 2020

Date: June 19th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Video conference on DingTalk, BBS of the class was also used simultaneously to show the students some pictures.

Numbers of Students:

  – 24 students input their attendances on BBS. However only 19 students sent me their compositions at the end of the class. Also several students replied to me in the interview session. Therefore the self-claiming attendance is not accurate measure to record students’ attendance. 

Class Activities:

 Three activities were done in the class.

 -1: To proofread and correct their paper about tourism of a particular prefecture of Japan. This was a task only in the first session.

 -2: To compose a description about 4-picture manga which was one of three that were drawn by the late Machiko Hasegawa. This was a task in the second session. Those compositions were sent in the form of JPEG to the teacher when the class was over. 

 -3: Each student was called by teacher one by one to video call. He/she was asked to read out part of his/her paper for 1 minutes and 30 seconds. The teacher gave a feedback for writing and/or speaking. Since these interview took time, this activity had been done all through the first and second sessions. So two activities were simultaneously ongoing; 3 and either of 1 or 2.  17 students could made interviews with me. 

Homework:

. – No HWA

Issues and Problems:

 On Tuesday 16th for class 1836 , I called each student one by one after I closed video conference. That took minutes only just to make a connection. So for this time, I was just keeping the video conference turned on, I called a student in that conference. This might have been a disturbance for other students to write their composition. However, I wanted to save the class time.   

Online Teaching for Class 1837 (Conversation) on June 19, 2020

Date: June 19th on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Video conference on DingTalk, BBS was also used supplementarily to show some pictures during the video conference. The teacher used Powerpoint on part of computer display. The PPT was a kind of aid for teacher to conduct the class and also for playing audio that was embedded to a slide.   

Numbers of Students:

 – At the beginning: 26 by Self-claiming attendance by the means of input “Shusseki” onto BBS

 – At the end: 20 by asking a question

Class Activities:

 – Introduction of Causative-Passive sentences using “Dekiru Nihongo” Chap.13

 – The teacher asked the students many questions using the function of video conference. So the class activities were mush interactive.

Homework Assignment:

 – No HWA

Issues and Problems:

I asked the students whether or not he/she had the textbook there. This was the question that I made at the end of the class to check their attendance through the class time. The answer was surprise to me. None of them has it. They all left the textbook in the university dormitory. Until that time, I didn’t know that . Without knowing they didn’t have the textbook, I have already done most of the semester. I usually put all the pictures onto my PPT slides. Therefore the students hadn’t feel the necessity of textbook. So no one student told me that.