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 supplementary to show some pictures during the video conference.

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

Homework Assignment:

 – No HWA

Issues and Problems:

Online Teaching for Class 1837 (Conversation) on June 17, 2020

Date: June 17th 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, BBS was also used so that students could refer to during the video conference. Twelve images and three audio clips were presented on the BBS for the class 1837.

Numbers of Students: 24 out of 28. Four students were thought to be absent throughout the class

Class Activities:

-Causative sentences of the type that gives a permission.

Homework Assignment:

– No HA.

Issues and Problems:

Video conference was often stopped. It seems that much more capacity is needed on internet communication when we do video conference.

Interactive activities took more minutes than I thought. I think it is okay because I still have many hours to teach until the semester ends. How much I taught is not a matter. How much the students have learned is the matter.

Online Teaching for Class 1837 (Conversation) on June 15, 2020

Date: June 15th 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 64 slides

Numbers of Students: 26 out of 28.

– Fully attendant for 90min : 21

– Shorter signing-in: 86, 47, and 26 seconds.

– Two students can be assumed their participation through the activities, although the system recorded no signing in.

Responses onto the BBS:

– Attendance check by a student his/herself: 26.

– 1st Quiz: 19 students responded.

– 2nd Quiz: 26 students responded.

– Attendance check at the end: 19 students responded.

Teaching: 

– Causative sentences, issues of “-totte” v.s. “-taishite”,  and “V1-ta toorini V2”

Homework Assignment:

– Five 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:

This was the last time that I taught in the form of PPT slide show streaming. The following conversation classes for 1837 class were changed to be in the form of Video conference. This change happened because I had to do many supplementary classes in the last three weeks of this semester.

Online Teaching for Class 1836 (Composition) on June 16, 2020

Date: June 16th 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 also used but only on the teacher’s computer screen.

Numbers of Students: 28.

Students’ Responses:

 -1: Attendance check at the beginning: 26 students responded. One didn’t.

 -2: Submission of composition at the end of the class: 25 students sent me photographs of their composition on sheet of paper. Two students didn’t. 

Class Activities:

 -1: In the 1st session, the students were asked to proofread and revise the chapter of suggestion 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 mangas that were shown on BBS. The students were required to take a photo of their hand writing and send it to me.

Homework:

To write abstract, conclusion, and remarks for the paper.

Issues and Problems:

I sent comments on their composition to describe a manga one by one after the class.

Online Teaching for Class 1836 (Composition) on June 9, 2020

Date: June 9th 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.

– 90 minutes attendance: 24 students

– One student was recorded as complete absent through the class time by the system. However, the student sent me the answers of 5-question quiz. Three students were recorded their shorter participation; 84, 83, and 79 minutes.

Responses to my requests like Quiz answers onto BBS:

 -1: Attendance check at the beginning: 27 students responded. One came late.

 -2: Connection check in the middle of the class: 25 students responded to the question about stroke order of the kanji “必”.

  -3: Attendance check at the end: the answers of 5-question quiz were sent to me right after the class. 25 students sent. 8 student got the perfect scores of 5. But of the eight, two students sent their answers more than 20 minutes late. 

Teaching:

Review of 5-question quiz of the last class. Writing a research paper about tourism, and some grammatical issues from the textbook.

Homework:

To write abstract, conclusion, and remarks for the paper.

Issues and Problems:

< no time to write them right now>

Online Teaching for Class 1837 (Conversation) on June 12, 2020

Date: June 12th 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 68 slides

Numbers of Students: 24 of 28, 4 were recorded as completely absent by the system. Of the four, one student sent me a message for sick leave before the class.

Fully attendant for 90min : 19

Shorter signing-in: 86, 79, 73, 65 minutes and 1 minute.

Responses onto the BBS:

– Attendance check by a student his/herself : 25 students input “Shusseki” onto BBS. However one student was recorded by the system as completely absent and did not leave any activities for quiz. Therefore the student was judged as absent.

– 1st Quiz: 20 students responded. The quiz was to choose right combinations of particles and causative forms of verbs.

– 2nd Quiz: 20 students responded. Before the quiz, procedures of cooking curry was explained in Japanese. The quiz was to choose the order of three major steps in cooking curry. This quiz was not just for fun, but to measure how the students understand the abstract idea and to make this a kind of introduction of a construction “V1-ta To’orini, V2-te kudasai”

– Attendance check at the end: 20 students responded. Students were asked to choose the right sentence from the five that were to be the construction “V1-ta To’orini, V2-te kudasai”.

Teaching: 

– Pronunciation of the small “-tsu”: Small “-tsu” should be silent of length of 1 mora when it is before a explosive sound. 1 mora length of silence was shown using Figure1 below. When a small “-tsu” is before friction sound, it becomes 1 mora length of friction sound. 

– Review of causative sentences with comparisons between causative sentences of intransitive verbs and of transitive verbs.

– Exercises of conversations using causative sentences whose actions were expressed by intransitive verbs.

 – Introduction and exercise of a construction  “V1-ta To’orini, V2-te kudasai”.

Homework Assignment:

– Five 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:

<I don’t have time to write them>

Figure 1. 1 mora Silence of Small “-tsu” before Explosive Sound

Online Teaching for Class 1837 (Composition) on June 12, 2020

Date: June 12th 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: 22 out of 28; 5 students were thought to be absent based on the system and responses.

– 90 minutes attendance: 21 students

– One student was recorded for shorter attendances of 62 minutes.

Responses to my requests like Quiz answers onto BBS:

 -1: Attendance check at the beginning: 25 students responded. Of the 25, it seemed that three students were not participating because of no responses to the class activities.

 -2: Connection check in the middle of the class: the internet connections were checked by making the students input Alphabet onto BBS. 20 students responded. Actually one student input it 8 minutes late, this was judged that the student was not with me at the time of question. This was a question to ask the stroke order of one Kanji that meant “certainly” and/or “surely” as shown in the figure 1 below. 19 student answered C. There was only one exception of F that meant her stroke order was not covered by A through E. Japanese use either of A, B, or C that are commonly accepted. But A is being taught in school recent years. On Tuesday class, many students answered that their stroke orders were none of A, B, or C. So I added D and E for the class 1837. But this time almost of 1837 students answered with C. I don’t know the reason why many 1836 students answered differently.       

  -3: Attendance check at the end: the answers of 5-question quiz were sent to me right after the class. 21 students sent. Only one student got the perfect scores of 5.

Teaching:

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

Homework:

Homework assignment was also almost identical to what was assigned for class 1836.

Issues and Problems:

I forgot to make quiz #3 when I was making PPT slides for Tuesday composition class 1836. So I gave the 1836 students a quiz only by my voice on Tuesday. I again forgot to make quiz #3 today. One student pointed that out by typing on BBS saying “Teacher, is there quiz #3?. Then again I gave the 1837 students the quiz #3 only by my speaking. For that particular question #3, 4 of 21 students just gave up answering. It meant that several students are not good at listening. This course is not listening but composition. So I don’t think it is my duty in this course to enhance the students’ listening. However, it seems that such students listening abilities are not in a good level at the time of the end of second years, because I said my question very simply and also used English. Can I, or, how can I incorporate listening activities into composition class, if I try to improve their listening?    

Figure 1. Stroke Orders of a Kanji “必”

Lily “Lollipop” in Bloom

The new writing system of wordpress has made difficult to write and edit a post. It seems a HTML geek is proud of building an automatic function to form “DIV” commands. But it is almost painful to me. I want someone to get the old simple writing system back.

By the way, I asked a neighbor to cultivate the land and grow vegetable so that the garden would not be an abandoned bush. On Monday the person was cutting weed for us but he mistakenly cut the lily that I planted several years ago (Because the lily was among the weed). He brought that lily to my house with some apology. My mom put it in a brown glass bottle of a cheap “energy drink”. Since the bud of lily was still young, we didn’t expect the lily would be able to bloom. To our surprise, the lily flower opened in the following day.

Lily “Lollipop” in the bottle of Lipovitan D

I bought bulbs of lily “Lolipop” several years ago in DIY shop “Komeri”. The bulbs were discounted because they were apparently unsold long time. I thought, if it were going to be a waste, I would buy and plant them in the garden. After that, Lollipop had been in bloom every year even though I didn’t take care of them. The neighbor didn’t cut them all, so some are still left on the ground.

Lily “Lolipop” on the Ground

Yesterday my mom went outside around the noon to get her lunch. It was so hot, so she gave up staying outside, just buying a lunch box, and then came back home. She told me to look at her lunch box that costed only 330 Japanese Yen. She wanted to show that there were a lot of things in a cheap lunch box that would be equivalent to three USD. But I have to say, I don’t think it is good to eat those cheap processed food. It should be bad for health.

330 Yen Lunch Box (=3USD)

Green beans that I planted are growing in the garden although it will take more than a month or so from now until the harvest.

Young Green Beans are Growing on the Ground

I found the gooseberry was turning to be red. Taste? of course anything from the garden is always sour. I have already confirmed it by the most reddest goose berry fruit.

Fruits of Gooseberry Now Turning to be Red

And this morning I found that flowers of hollyhock started blooming.

Rare Color of Hollyhock Flower

Uh,… I wasted my one hour to make this post. The blog that people hardly view is called “an isolated island on the continent” in Japanese. Mine is also like that.

Online Teaching for Class 1837 (Conversation) on June 8, 2020

Date: June 8th 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 65 slides

Numbers of Students: 24 out of 28. At least 4 students were absent from the entire minutes of the class.

Fully attendant for 90min : 20

Shorter signing-in: 78, 6, and 12 seconds.

One student was recorded as completely absent by the system, however he?she? was probably listening to the class because of sending answers of 5-question quiz. Duration of participation was not clear.

Responses onto the BBS:

– Attendance check by a student his/herself: 26. However, three of the 26 were recorded as completely absent by the system.

– 1st Quiz: 21 students responded. This was to ask changes of particles when a causative sentence was made from an intransitive verb sentence.

– 2nd Quiz: 23 students responded.This was to ask particles to be used in casative sentences of intransitive verb and transitive verb, respectively.

– 3rd Quiz: 23 students responded. This was to find out one causative sentence of intransitive verb from 5 causative sentences with other 4 being of transitive verbs.

– Attendance check at the end: 20 students responded. This was one-sentence composition for a student to type onto BBS. The students were asked to compose a causative sentence using not an intransitive verb but a transite verb.

Teaching: 

– Review of passive sentences. The concept of causative sentences, making causative form of verbs, and conversions from a non-causative sentence to causative sentence that was using an intransitive verb.

– Introduction and exercises of causative sentences of transitive verbs.

– Exercise of a construction “V1-shinaiyouni, V2-shimasu.”

Homework Assignment:

– No homework was assigned. But the students were encouraged to do self-grading of a short test that was about the section 14 of the textbook.

– 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:

<No time to write about it, right now>

Fruits and Vegetables are Growing in the Garden.

A fruit of silverberry (goumi) has turned to be red. Actually there were only three fruits on the silverberry tree. This is one of them.

I have already taken this one. Only two goumi(s) remain on the tree now. They are still green.

I don’t know whether this silverberry is edible or not. As was obvious for the case of strawberry, nothing from my garden can be sweet. They are always sour so that you would like to jump up when you put them in your mouth.

I left the silverberry like this on the table. Soon I found that this small tiny red fruit had disappeared. I asked my mom where the silverberry had gone. She answered that she offered it to the deceased my father. And then I saw this small red thing was put in front of my dad’s photo.

Flower of cucumber has already had the young cucumber .

This is a flower of egg plant.

This is a flower of pumpkin. If it was a female flower, it would be a pumpkin. But you know, the flowers are almost always male flowers. A female flower is very rare. There is no easy thing in this world.

This yellow flowers are not of pumpkin but zucchini.

These vegetables were not that I planted. Since I am very busy in days and nights for the online teaching things, I asked a neighbor to cultivate and grow vegetables in my family’s garden. I should be thankful to him.

But there is a one vegetable that I planted.

I planted some seeds of green beans. Seeds were sold by 200 JPY (tax exclusive) that was approximately equivalent to 2 dollars. The seeds were imported to Japan from the country where the authority used teargas to disperse the peaceful demonstrations in order to do a photo op in front of a church to show a man holding a book that he had actually never read at all (probably).

But anyway, it is not that big issue, I mean, where the seeds came from. Because they have germinated safely on the land of Japan. If I can harvest green beans, I will boil them just a little, dip into mayonnaise, and then eat them in hot summer night with chilled beer. I am looking forward to doing so.