Class Activities Record of “Japanese Conversation 4”: 1st-class in Spring Semester 2022

教科名:日語会話4

対象:外国語学院 日本語学科の2年生

教科書:新経典日本語 会話教程 第二冊、第2版 第9課~16課 

実施日時:(第1回目)

A組 3月1日(火) 08:05~09:25、27名出席(1名は出席登録なし)

B組 3月3日(木) 08:05~09:25、27名出席(1名は出席登録なし)、1名欠席

授業内容:

1.授業前の出欠クイズ

問い:次の文の[X]と[Y]には、何が入りますか。

文:昔むかし、あるところに おじいさんとおばあさん[X]いました。ある日、おじいさん[Y]山へ しば刈りに、おばあさん[Y]川へ洗濯に行きました。

A:[X]=は、[Y]=が

B:[X]=が、[Y]=は

正解はBです。

A組;回答26名、正答B17名、誤答A9名

B組;回答26名、正答B22名、誤答A4名

[X]には新情報として「が」が使われます。「が」を使って、おじいさんとおばあさんが登場しましたから、次におじいさんとおばあさんが出てくるときは旧情報の「は」が[Y]に使われます。この2つある[Y=は]は、おじいさんと、おばあさんを対比する役割もあります。

2.日本語概説1:主語と述語

(1)主語と述語:主語と述語が対応することを確認します。

(2)文で一番大切なのは述語(文末)です。

(3)クイズ1問目:

クイズ1問目の問題と選択肢

正解はAです。

A組;回答27名、正答A24名、誤答D3名

B組;回答27名、正答A26名、誤答D1名

文を推敲するとき、主語と述語が対応しているか、確認することは大切です。しかし、その確認をするためには、まず主語が何か、述語が何かわからなければなりません。述語は文末にありますから、探す苦労はありません。一方、主語の方は、どれが主語なのか、探さなければなりません。このクイズの目的は、正しく主語を見つけられるかどうか、調べることでした。ヒントは、助詞の「は」か「が」が付いている言葉です。言葉を学習するときは主語が何か、わかる力がなければいけません。正確に主語を見つけられるようにしましょう。

3.ちょっと腕試し(2限の前のミニ・トピック):格助詞「と」の各種用法

  

4.日本語概説2:助詞の働き

(1) クイズ2問目:

クイズ2問目の問題と選択肢

正解はGです。

A組:回答27名、正答G17名、誤答各種10名

B組:回答27名、正答G18名、誤答各種9名

AからFには多少不自然な語順の文もありますが、明確な文法間違いと言える文はありません。助詞は順番で決まるのではなく、機能で決まります。助詞のおかげで、日本語の語順には自由度があります。

4.動詞述語文

 過去/非過去、肯定/否定での文末パターン

 自動詞と他動詞の違い 

 「人に物を」のやりもらい文

5.まとめ

・宿題の暗記文

 わたしは ミラーさんに 辞書を 貸して あげました。

・終わりの作文

Task:次の文を作りなさい。主語「私は」です(書かない)。

   [人]に [物]を もらいました。

例1:友だちに 日本のおみやげを もらいました。


雑記1:

 2台のパソコンを使用してオンライン授業を行っています。1台はDingtalkに接続するためのパソコンです。もう1台はプロジェクター投影してプレゼンを行うためのパソコンです。普段はDingtalk用のパソコンでパワーポイントを作っていて、授業の前にデータをプレゼン用パソコンに移します。前学期まではUSBドライブでコピーしていましたが、今回、マイクロソフトのOne-driveでのデータ共有を試みました。問題点が2つありました。

1,One-driveへのデータ転送は時間がかかります。授業直前にパワーポイントのデータをOne-driveに置いても、もう一台のパソコンで使用可能になるまで数分かかります。

2,エプソンのプロジェクターの電波はインターネットwifiを圧倒してしまうので、プロジェクターに電源を入れると、インターネットが使えなくなり、当然、One-driveでのデータ受け渡しもできなくなります。

上記のような問題がオンライン授業直前に発生すると、慌てます。今日は結局、USBドライブでパワーポイントのデータをコピーしました。ローテクの方が確実性が高いという一例でした。

雑記2:

 こうした記録は、常体(普通体、だ・である調)で書くのが普通ですが、それをすると、読んだ学生がまねをします。学生の多くは「です・ます調」と「だ・である調」の使い分けを知りません。ともすれば短い「だ・である調」で日本語を書く癖が付きます。そうすると、日本人向けに日本語を書いたときなど、乱暴な文体で日本人のひんしゅくを買うことが想定されます。ですから、私としては面倒くさいですが、この文章は「です・ます調」で書こうと思っています。

Course Schedule of Japanese Conversation 4 in Spring Semester 2022

教科名:日語会話4

対象:2年生

教科書:新経典日本語 会話教程 第二冊、第2版 第9課~16課 

以下に授業計画を示します。変更するかもしれませんが、予習のときに参考にしてください。

第1回9課1回目:日本語概説、4自立語の述語文の文末、助詞の働き、動詞述語文、「に、を」動詞文、物のやりもらい文

第2回9課2回目:前回の復習、動詞の活用、テ形の機械練習、Vテあげる:基礎会話1

第3回9課3回目:前回の復習、もらう・くれるの区別、Vテもらう:基礎会話2、Vテくれる:基礎会話2、応用問題1

第4回9課4回目:前回の復習、応用練習2:Vテもらうくれる、敬語表現の基本、基礎会話3:Vテいただけませんか

第5回9課5回目:前回の復習、基礎会話4:Vテほしい、挑戦してみましょう

第6回10課1回目:助動詞概論、4自立語と「そうだ」の接続、そうだ外観:基礎会話1、そうだ予測:基礎会話2

第7回10課2回目:前回の復習、応用練習1:そうだ外観、ようだ接続、ようだ/みたいだ:基礎会話3

第8回10課3回目:前回の復習、応用2:ようだ・みたいだ、基礎4:典型らしい

第9回10課4回目:前回の復習、挑戦の一部、と思います、挑戦してみましょう

第10回11課1回目:前回の復習、ようだ推測:基礎会話1、ほかの推測「でしょう、だろう、かもしれない」

第11回11課2回目:前回の復習、そうだ伝聞;基礎会話2、~と言っている:基礎会話4

第12回11課3回目:前回の復習、らしい:基礎会話3、応用2:ようだ、らしい

第13回11課4回目:前回の復習、見える・聞こえる、 応用練習1

第14回11課5回目:前回の復習、「そうだ」伝聞と推測の区別、挑戦してみましょう

第15回12課1回目:接続助詞概論、動詞バ形(条件形、仮定形)導入、「ば」「なら」接続と使い分け、挑戦してみましょうの一部「名詞+なら、」

第16回12課2回目:前回の復習、基礎会話2:ば、基礎会話3;どうVばいいか

第17回12課3回目:前回の復習、基礎会話1:なら、応用練習2:なら、ばいい

第18回12課4回目:前回の復習、基礎会話4:ずに、応用練習1、挑戦してみましょう

第19回13課1回目:前回の復習、基礎会話1:~と、応用練習1

第20回13課2回目:前回の復習、基礎会話2:たら・ても、基礎会話3:たら、どうする

第21回13課3回目:前回の復習、基礎会話4:たらどうか、基礎会話5、応用練習2

第22回13課4回目:前回の復習、基礎会話6:過去の1回性たら、挑戦してみましょう

第23回13課5回目:「と・ば・たら・なら」総復習、逆接の接続助詞「ても、が、のに」、第14課基礎会話5「のに」

第24回14課1回目:主語と目的語、「をに」の他動詞文の復習、基礎会話1:「を」のない受け身

第25回14課2回目:前回の復習、基礎会話2「を」のある受け身、応用練習1

第26回14課3回目:前回の復習、基礎会話3:自動詞の受け身、基礎会話4:行為者不明の受け身

第27回14課4回目:前回の復習、応用練習2、挑戦してみましょう

第28回15課1回目:使役のコンセプト、基礎会話2;自動詞の使役、基礎会話3:感情誘発

第29回15課2回目:前回の復習、基礎会話1:他動詞の使役、応用練習1

第30回15課3回目:前回の復習、基礎会話4;とおり、応用練習2

第31回15課4回目:前回の復習、挑戦してみましょう

第32回16課1回目:使役+恩恵(詳細未定)

第33回16課2回目:使役受け身(詳細未定)

第34回:予備日

Online Teaching for Class 1837 (Conversation) on July 3, 2020

Date: July 3rd on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Streaming was used at the first, and then Video conference was used i n the second half of the class. Both are the functions of DingTalk. Dingtalk’s BBS is also used to show the students some images.

Numbers of Students:

 – Attendance check by the students’ self-claimed input of “Shusseki” onto BBS : 26

  – Attendance check at the end of the class by the names appearing on the streaming show windows: 21

Class Activities:

(1) Review of the last class by PPT slide show streaming

  – The listening material taken from section 12-1 of “Dekiru Nihongo” in which Park-san says that she doesn’t feel well to her friend Yamaguchi-san.

  – The students repeated some practices for several expressions included in the conversation like the particle “-mo” for emphasizing how much it is, another particle “-shika” for emphasizing how less it is, suggestion “-tara douka”, and doing something A without doing something B “-naide,”

(2) Learning the new part of the conversation between Park-san and Yamaguchi-san.

 – Using Dingtalk’s function of video conference, the class learned the new part of listening materials that follows what we had learned. It included “-trashii” and “-naide,”

Homework Assignment:

– No HA.

Issues and Problems:

 This was the last class in the second semester.

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

Date: July 3rd on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming of Dingtalk to show PPT presentation.

Numbers of Students:

  – Self-claming attendance on BBS by inputting “Shusseki”: 25

  – Attendance check by the submission of 60-question quiz at the end of the class: 23 

Class Activities:

 – Almost identical to the composition class on Tuesday for the class 1836. What was learned during the first and the second semesters were reviewed in the form of quiz with each having four selections.

(1) Speech/writing style of Japanese

 Japanese speech/writing style varies from situation to situation. You use honorifics to elderlies and teachers, polite expressions in public,  and casual expressions to your friends. Foreign Japanese learners often speak and write Japanese with mixing those different speech style. Further more, writing Japanese has clear distinction between “desu-masu” style and “Da-dearu” style. “Desu-masu” is also used in spoken Japanese but “Da-dearu” is usually only for writing.         

(2) “Da-Dearu” writing style for composition.

 So the important thing for the students to learn is that they learn to use another type of Japanese language style that is different from what they usually learn in their textbook. This has been continuing to be a quite big issue in the composition classes. Many students were sticking to “Desu-masu” even if I told them to write in “Da-dearu”. It seems that changes in language style to adapt the situation are beyonf imagination to the students. In order to measure how well or bad he/she operates “Da-dearu” style writing, all the parameters were taken into the quiz;

Past/non-past for tense, Positive/negative, and four predicates: Noun, Na-adjective, I-adjective, and Verb predicate sentences. 

And several sentences ending with auxiliary verbs were added. Those were of conjugation type of I-adjectives (ex. -tai) or Na-adjective (ex. -youda)        

(3) Proper uses of conjunctive particles

It is so important to learn many conjunctive particles in order to write a complex sentences. But most students can use only “-kara” and “-te/de”. Several other conjunctive particles were examined if the students could choose them.   

(4) Sentence ending to describe changes in time sequence

Expressions “te-iru”, “te-kita”, and “te-iku+guess” were reviewed.

 

 Homework:

  – No HWA.

Issues and Problems:

 The first class that I had as a Japanese teacher in university was the one for this composition class for 1837 class. Through the first and second semeters, I have learned a lot of things. I know that I haven’t had enough experience to teach Japanese language yet.   

Online Teaching for Class 1837 (Conversation) on July 1, 2020

Date: July 1st 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: Video conference on DingTalk. 16 png images were uploaded on BBS in order for the students to look at. In the meantime the teacher was using power point only on teacher’s computer screen. The PPT slide was used to show the teacher some scripts and to make it easy to play mp3 audio for listening activity. 

Numbers of Students:

 – Attendance check at the beginning

   : 20 students input “Shusseki” on BBS as their self-claiming attendances.

   : 24 students were confirmed to be connected to the video conference.

 – Attendance check at the end

   : 17 students sent me four sentences that were a task given to them.

Class Activities:

(1) Listening and comprehension

  This class used a listening material from “Dekiru Nihongo”. This activity was continued from the Monday class. It was taken from the section 12-1 on the beginner-intermediate book (Yellow) of Dekiru Nihongo. The conversation between Park-san and Yamaguchi-san included the following expressions:

  -1: Use of particle “-mo” to emphasize the extent that is big, many, frequent, and so on

  -2:  Use of particle “-shika” that is always followed by negative expression behind: This was also emphasizing, however, “-shika——nai.” emphasizes the extent that is small, little, less frequent, and so on.  

  -3: Suggestion “-tara doudesuka”

  -4: Doing something A without doing something B, “V1-naide, V2 suru”

The listening materials were segmented for these four expressions. In each segment, I did my teaching as follows:

  <1> Asking a student to describe the situation looking at a picture shown on BBS.

  <2> Listening to audio by playing mp3

  <3> Asking a student several questions to confirm his/her understanding

  <4> Rote exercise of the new expression (one of four listed above)

  <5> Listening again with showing the script of the conversation.

(2) Writing four sentences using the expressions of the day

  The students were told to write four sentences using four expression learned today. They sent them to me at the end of the class. 

Homework Assignment:

– No HA.

Issues and Problems:

  Of course the improvement is necessary for the above procedure <1> through <5>. This was not the best for students’ learning.

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

Date: July 1st 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 and Streaming on DingTalk. Powerpoint were also used only on the teacher’s computer display. An excel spread sheet was distributed to the students.

Numbers of Students: 27

   – At the beginning of 1-2 session, all the 27 students input “Shusseki” on BBS as self-claiming attendance.

   – At the end of 1-2 session, 26 students submitted an excel spread sheet which was to fill the blanks and complete the table for basic verbs’ conjugation.

  – At the beginning of 3-4 session, 27 students input “Shisseki” on BBS.

   – At the end of 3-4 session, all the 27 students were confirmed their attendance by checking their connection to Video conference. After all, this day’s class was a kind of final examination. So no one dared to be absent.

Class Activities:

1-2 session:

– Oral examination: A student was called one by one to video call in reversed order to their student ID number. He/she pronounced some Japanese words. The teacher recorded audio. It was thought that this oral test could be finished in 1-2 session. But it didn’t. Only 17 made it in 1-2 session.

3-4 session:

– The rest of the oral examination: 12 students were called to the video call. One student was asked to do it again because the teacher had lost the audio data.

 – Teaching: The oral examination ended at around 10:40. The class continued to learn using video conference. The teaching was about expressions “V-te ageru” and “V-te morau”in order to know how to use “give and take” transitive verbs that needed not only particle “-o” but also “-ni”.      

Homework Assignment:

– No homework was assigned.

Issues and Problems:

– The issue is, you know, how to evaluate 27 audio recordings of oral test.

Online Teaching for Class 1836 (Composition) on June 30, 2020

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

Course: Japanese Basic Composition 2

Used app: .Streaming of Dingtalk to show PPT presentation.

Numbers of Students:

  – Numbers of attendance by self-claiming onto BBS: 25 students left inputs of “Shusseki”. Three students came late.

  – Numbers of attendance at the end: 26 students sent their answers for 60-question quiz.

Class Activities:

 “60-question quiz” : Since this was the last composition class in this school year, what we had learned was reviewed in the form of quiz. The quiz was to ask the following items:

 – Speech/writing style of Japanese

 – “Da-Dearu” writing style for composition. Questions covered the most of pattern of sentence endings for Noun-, Na-Adj, I-Adj, and Verb predicate sentences with parameters of past/non-past and positive/negative.

 – Proper uses of conjunctive particles

 – Some sentence endings to describe cahanges in time sequence like “te-iru”, “te-kita”, and “te-iku+guess” 

Homework:

No HWA. The students need to prepare for the alternative test for final examination on coming Tuesday.

Issues and Problems:

This kind of test should have been done not in the last class, but in much earlier so that the students could get a good feedback to improve their weaknesses.

Online Teaching for Class 1836 (Composition) on June 29, 2020

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

<This was a supplementary class on irregular time>

Course: Japanese Basic Composition 2

Used app: Video Conference on DingTalk. BBS was supplementary used to show PNG images that was the instruction for procedures of 1-minute speech and QA session.

Numbers of Students: 28

 – 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: 25

Class Activities:

  Each student made his/her one minute speech about tourism in a particular prefecture in Japan. This was done in the order of student ID number.

  There were question and answer times for each speech when it was ended. A student to ask a question was assigned randomly so that other students would try to listen to the speech. It is important to know how to ask a question in a conference where many people are gathering. So the teacher instructed the students at the beginning of the class about how to make a question in a conference.  

  The teacher controlled the progression of speeches. In order to give every students chances to speak, the time that one student could spend was getting shorter and shorter towards the end.

Homework:

No HWA

Issues and Problems:

 Most of students wouldn’t like to listen to other students’ speech. So I assigned a questioner randomly. All the students just made the same question that I prepared for them as examples. Some questioning students didn’t know what prefecture was talked. I should have recorded such an incident and reduced his/her score for grading.    

Online Teaching for Class 1939 (Listening) on June 29, 2020

Date: June 29th 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. 10 PNG images were uploaded onto the class BBS so that the students could see them separately during the video conference. Although the Powerpoint were also used, it is not to show, but to help the teacher conduct the class activities.

Numbers of Students: 27

–  25 students input a Japanese word “Shusseki” as a self-claming attendance on the class BBS.

– 25 students were confirmed to connect to the video conference.

So it may seem that two students were absent, it was more complicated.

Student A self-claimed, was not confirmed the connection but answered to my call.

Student B did not self-claim, was not confirmed the connection, and was not contacted by me during class.

Student C did not self-claim, but was confirmed the connection, and answered to my call during the class

So the conclusion was that there was not a perfect way to confirm the attendance of a student.

Class Activities:

Class hour 3:

– Review of construction “V1-ta toki, V2-masu” and redo the exercises that were already done in the last class. Teaching materials came from Min’nano Nihongo I (red) section 23. Those were shown to the students by PNG images on the class BBS. The practice also included “V1-nai toki, V2-masu”.

Break time between class hour 3 and 4.

– One student was called and talked with the teacher 3 minutes.

Class hour 4:

– Listening to a conversation titled “Dou yatte ikimasuka” that was from the section 23 of Minnano Nihongo I

– Listening to “Inu-no Seikatsu” that also came from Minnano Nihongo. This was actually intended for a preparation for the alternative homework of the final examination. I planned this activity as dictation. But the time was running out when the class got to this activity. So I changed the activity from dictation to listening and writing a short sentence that would express a student’s impression.The students were asked to send their short sentences to the teacher at the end of the class.

Homework Assignment:

– Homework assignment was given as the alternative measure for the final examination. It was a dictation task. The instruction and the listening material was uploaded on the class BBS. The students needed to submit what they wrote on a sheet of paper in the form of digital photographs by 8 in the morning on Wednesday.

Issues and Problems:

– Conversation listening activity in the 4th session was incomplete. Not only just to make the students listen, I should have checked whether or not a student understand the conversation and made them their own conversation in a similar situation.

Online Teaching for Class 1837 (Conversation) on June 29, 2020

Date: June 29th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Streaming and Video conference on DingTalk.  Dingtalk’s BBS is also used to show the students some images.

Numbers of Students:

 -(1) Attendance check by the students’ self-claimed input of “Shusseki” onto BBS : 24

 -(2) Numbers of connections that the video conference window indicated:25

  Students who are recorded by both (1) and (2) : 21

  Recorded only by (1) : 2,   Recorded only by (2): 3

 – Attendance check at the end of the class in the form of quiz: 19

Class Activities:

(1) Redo of the last time’s exercise and Doing new exercise of today for causative-passive sentences. These were done in the form of streaming show of PPT presentation. The streaming was ended and the class continued by changing to video conference style.

(2) Conversation exercise in pair. This was also a practice for the test that would be held in the evening of the day. So the pair was identical to the one in the test.

(3) Conversation skit from Dekiru Nihongno Yellow, section 12-1

 – A use of particle “-mo” was introduced. That was “-mo” to emphasize a big portion or “how much it is”.

Homework Assignment:

– No HA.

Issues and Problems:

The class had finished the designated textbook that was titled for conversation but actually was simply a grammar workbook. I chose a material of “Dekiru Nihongo” in order to make teaching could be for conversation as well as I could. I chose the part also as a preparation for the oral test in the evening.