Online Teaching for Class 1837 (Conversation) on June 5, 2020

Date: June 5th 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 63 slides

Numbers of Students: 25 of 28, 3 were recorded as completely absent by the system.

Fully attendant for 90min : 19

Shorter signing-in: 84, 78, 61, and 9 minutes. Two students were recorded as absent by the system, but they sent me the answers of 5-question quiz. It is impossible to know how many minutes they watched the class.

Responses onto the BBS:

– Attendance check by a student his/herself : 25 students input “Shusseki” onto BBS. Two of the 25 was actually recorded as completely absent by the system. However they sent me the answers of 5-question quiz. They are identical to the two mentioned above.

– 1st Quiz: 22 students responded. The quiz was to make the students realize that there are two types of causative sentences in Japanese; one is to allow someone to do something, the other is to force someone to do something.

– 2nd Quiz: 24 students responded. The question was to know what particle should be used in the causative sentence when the causative action was expressed by an intransitive verb.

– 3rd Quiz : 20 students responded. The question was to find one exception from four causative sentences. In three sentences, a higher person makes a lower person do something. In the sentence of exception, a lower person makes a higher person have some kinds of emotion.

– Attendance check at the end: 24 students responded. Students were asked to choose the correct combination of particles that were used in three different types sentences; give-take, passive, and causative. Interestingly enough, two particles are applied to these three types in the same manner.

Teaching: 

– Review of passive sentences

– Introduction of concept of causative sentences.

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

Homework Assignment:

– Self grading of the short text for the section 13 that is about passive sentences.

– 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:

The biggest issue is whether or not my explanations were good for the students to understand the concept of causative sentences in Japanese. I don’t think my explanations were good. For the introduction, I totally relied on the section 13 of Dekiru-Nihongo Yellow, CD track C29.

Online Teaching for Class 1837 (Composition) on June 5, 2020

Date: June 5th 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 63 slides

Numbers of Students: 22 out of 28; Six students were recorded as absent.

– 90 minutes attendance: 19 students

– Shorter attendances: 84, 60, and 54 minutes were recorded for three students.

Responses to my requests like Quiz answers onto BBS:

Attendance check at the beginning: 23 students responded. Of the 23, one student was recorded that they didn’t watch the streaming.

A question and responses on BBS in the middle of the class: 18 students responded. This was a question to ask the day’s highest temperature by the weather forecast. The students input numbers in Celsius of the city he/she lives now. Temperatures varied form 20 to 35 Celsius degree.

Submission of 5 answers of quiz right after the class: 18 students submitted. Only one student got the perfect scores of 5. Average was 3.2 point.

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:

Like I wrote one week ago, I no longer have any practical ideas to continue the teaching except writing a paper about tourism in each prefecture in Japan. It is like there is no well-organized curriculum, no strategy, but only short term tactics. I mean one of the short term tactics is to make feed-backs for errors on 5-question quiz on the class one week before. It is good to improve students’ Japanese by picking up a particular issue. But each student is different. I mean one issue is not applicable to every students. For example, I explain one issue about an error that some students made. That explanation is useful to the student who made the same mistake, but not for the students who did not make that error. And it is obviously the nature of Hodge-podge things, my teaching is not streamlined at all. I think that, to the students, my PPT slides seem to be too confusing and complicated to understand. I still have four weeks in this semester, but I am worrying that I may be messing up towards the end. I think that I had done well in the first semester for this composition class for the second grade students. But somehow I have burned out. I failed to organize a good curriculum for the second semester. What I think is that, if I make one year curriculum for this composition class by averaging what I have done in the first and second semesters, it would be very streamlined curriculum. I wished that I could enhance my composition class by reviewing and reorganizing the experiences that I got in this year. But last week I was told by the chief that I would not be assigned to the composition class in the coming first semester.

How to Take Care of Your Tomato

This is to show you how to take care of your tomato in this time around.

You need to cut off the buds of branch so that the main stem can grow. The orange circle in the photograph shows a bud coming from between the main stem and a leaf. It should be removed.

This photograph shows, by a blue circle, that an unnecessary branch has been cut off. In this time of season, you need to check this very frequently like almost everyday. If you leave those branches to grow, your tomato will be terrible and chaotic with many stems and branches such that you want to start singing “Welcome to the jungle!”. Cut them off, or you will get small size tomato.

Online Teaching for Class 1836 (Composition) on Jun. 2, 2020

Date: June 2nd 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 63 slides

Numbers of Students: 27. The class has 28 members. One student was absent today because of his?her? medical reason.

24 students participated for whole 90 minutes.

2 students were recorded for their short attendances: 84 and 64 minutes, respectively. One student was recorded as absent by the system but this student sent me 5-question quiz. This is why I think there were 27 participants : 24+2+1

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. 26 students sent the answers to me.

– I would not have any responses from the students if the 5-question quiz were only thing that I assigned to them. In order to get responses, I asked the students to input the highest temperature of the day in each students city at the half way point of the 90 minutes class.  23 students responded. And the temperature varied from 20 to 37 Celsius degree.

Teaching:

1. Review for the 5-q quiz of the last class. The followings were topics; V-te miru for trying to do something, abstract nouns, especially “koto”, Ending point “-made”, and so on.

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

A student needs to pay attention not to use “desu-masu style” for their writing. Font must be MS mincho, not Simsun. Introduction of a prefecture’s tourism has to focus on topic that a student wants to write a suggestion, and so on.

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

Differences on usages between “hazu” and “beki”.

Homework:

To write the suggestion to the tourism on the Prefecture.

Issues and Problems:

I was confused verbs’ forms of potential, honorable, and passive.

I implicitly gave a caution to a student who recently have not sent me homework. The student sent a message to me after the class.

Strawberry in the Garden: So Sour

Several photographs that I took on Sunday.

Nothing has to do with the black bird, but you know, the new writing system of wordpress is not easy to use. Do I need to got used to this? I am not sure how I can insert HTML code by hand?

And the response of the system is a little slow.

I want the old writing system to back. This is quite difficult to handle.

I forgot to attach this photo onto the initial version of this post.

Okay this is today’s photo that was taken in the garden.

Many of strawberry was already eaten by ants.

Taste? It was just sour. The quality was not that good,, you know, not as good as strawberry on the shelves of grocery store. But strawberry is strawberry.

Uh…, it is quite difficult to continue to write. Let me stop writing. It seems that it will take a time for me to be acquainted to the new system. To be old sometimes means that it would be difficult to learn a new thing.

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

Date: June 1st 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 57 slides

Numbers of Students: 23 out of 28. 5 students were recorded as completely absent.

Fully attendant for 90min : 17

Shorter signing-in: 85, 77, 35, 7, and 1 minutes.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. However, three of the 25 were recorded as completely absent by the system. One student came late and stayed shorter times.

– 1st Quiz: 17 students responded. This was simply to ask two particles to make a passive sentence.

– 2nd Quiz: 18 students responded. This was to measure how well the students understand the conversation of Min’nano Nihongo section 37.

– 3rd Quiz: 21 students responded. This was to measure if or not the students understand a conjunctive particle “-noni” that indicated surprise and/or disappointment. No student got the right answer.

– Attendance check at the end: 20 students responded. This was to distinguish a passive sentence and honorable sentence with both using “reru/rareru”.

Teaching: 

– Review of passive sentences. The four types were discussed with rote exercise ogf passive form of verbs.

-Many activities including passive sentences and conjunctive particle “-noni”.

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:

<No time to write about it, right now>

I Forgot to Bring a Face Mask but Went into Supermarket.

I have been just in home and doing online teaching things for so long. The only chance for me to go outside world is to take a walk or go to nearby supermarket. Last Sunday, I wanted to do both, but I forgot a face mask. So I just took a walk and went back to my house without going shopping. Today, too, I wanted to take a walk and go shopping.

Before leaving home, I took photos of green fruits in the garden.

00499

This is a Silver berry that is one of three hanging. I don’t think this will be good to eat. It will probably be ornamental accessory in the room.

 

00500

I reduced the number of apple “Kougyoku”. Only three remain hanging on the tree because the tree is too small to grow many apples.

 

00501

Peaches are becoming bigger and bigger. When it comes to reduce the number, I actually reduced too many for peach trees. But it would be okay because the number is not an issue for gardening in a small places. Anyway I left home for a walk after taking these photos.

 

00502

Flowers on road side.

 

00503

While I was taking photos, a farmer lady talked to me, saying I should take a good picture of Mountain Yahiko.

 

00507

So this is Mountain Yahiko. I would like to erase the utility poles and electric cables.

 

00504

Flowers just by the asphalt pavement.

 

00505

This is a kind of ornamental flowers, however, it still looks like a wild plant. Many people don’t think this is ornamental. But actually I like these kind of natural plants rather than plants that got too much improvement.

 

00506

Many people don’t like them. But they are also doing their best to survive.

Taking pictures by my digital camera, and then I went to a supermarket. I looked at people’s faces. And I realized that I forgot to bring a face mask. I thought I should get out of there. But I wanted to buy some food for my supper. I continued shopping with talking by myself “Sumimasen (I am sorry)”, but in that situation, it would have been better not to speak anything if I don’t put a mask on my face.

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

Date: May 29th 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 59 slides

Numbers of Students: 25 of 28, 3 were recorded as completely absent by the system.

Fully attendant for 90min : 21

Shorter signing-in: 12, 7, 2 minutes, and 29 seconds. Those who were recorded for their short participation sometimes sent 5-question quiz answer. Probably they are running other applications on their computer while the online class is ongoing.

Responses onto the BBS:

– Attendance check by a student his/herself : 26 students input “Shusseki” onto BBS. One of the 26 was actually recorded, by the system, as completely absent.

– 1st Quiz: 24 students responded. The quiz was to find a passive sentence that was correctly converted from an active sentence with four selections. Everyone got the right answer.

– 2nd Quiz: 23 students responded. The question was to find a difference of types of conjunctive particles (c.p.). Four sentences were shown to the students; three were using c.p.s that were contradictory to expectation,  one was using c.p. that was conforming expectation. The students were asked to choose the latter one. But all the students got the wrong answer. That meant the students had not got the concept of two types of conjunctive particles correctly yet; one is used when the main clause is conforming the preceding clause, the other is used when the main clause is contradictory to the preceding clause.

– 3rd Quiz: 23 students responded. The question was to check if the students understand the conversation that was of Section 37 of “Min’nano Nihongo”.

– Attendance check at the end: 21 students responded. Students were asked to compose a passive sentence from their own experience in which he/she was damaged by someone or something.

Teaching: 

– Basic concepts of Japanese passive sentences. Four types were explained.

– Exercise using the textbook.

– Listening activity using script that contained passive sentences. The convesation “Kinkakuji-wa….” in section 37 of “Minnano Nihongo” was used.

– One sentence composition at the end of the class

Homework Assignment:

– Short test of section 13 that is about passive sentences.

– 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:

Many students wrote passive sentences using intransitive verbs. It is fact that intransitive verbs also can be used for passive sentences in Japanese. However, I think that the passive sentence using transitive verbs should be prioritized in order to understand the concept of passive sentences. It seems that Japanese textbooks in this country are just trying dealing with everything about grammar. The textbook writers don’t care about what is basic or detail, what is useful to the students in practical sense, what teaching order helps student understand and so on.

Just only for “Posting Everyday”, Pictures taken on May 28

00491

00492

00493

00494

00495

00496

00497

 

00498

I taught two classes today. I was so exhausted that I couldn’t go outside for a walk today. I just pulled weeds in the garden a little while after the afternoon class.

These photos were taken yesterday. I think things around here look beautiful probably because this place is where I was born and raised. When I was young I just thought about get out of my hometown. But things and I myself had changed from those years. I live here now because of corona virus pandemic. I cannot go back to my university right now, so I am doing online teaching on the internet. I will leave here for my job when things get better. I don’t know my future, but if it’s possible, I want to come back here when I retire from the job.

Online Teaching for Class 1837 (Composition) on May 29, 2020

Date: May 29th 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 59 slides

Numbers of Students: 25 out of 28

90 minutes attendance: 22 students

Shorter attendances: 76, 18, and one student was recorded as completely absent by the system.

completely absent: 3 students. The system record says that four students didn’t watch the streaming at all. However, one student sent me 5-questions quiz which means he listened to my class. It is possible that someone helps him, but a guy who is likely to help him was completely absent today. Therefore, I guess this student listened to my class and sent 5-question quiz answer by himself.

Responses to my requests like Quiz answers onto BBS:

Attendance check: 27. Of the 27, three students were recorded that they didn’t watch the streaming. One student sent me the 5-question quiz answer, while two sent nothing. This is why I think there were 25 students in today’s class.

5-question quiz took a place of quiz by answering on BBS. What I call 5-question quiz is  that I ask the students to write their answers onto a sheet of paper during the class and then, right after the class, the students sent 5 answers to me.

Today too, I did this 5-question quiz. However, I wanted to confirm if the students were really connected or not, I asked the students to input A, B, or C onto BBS in the middle of the class once. A meant “I live in a city”, B meant “I live in a countryside”, and C meant “I live in a remote area”.

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 have got a problem with this composition class for sophomore students. Actually I don’t have enough resource to teach under current circumstance. Even I don’t have the designated textbook. I think I can continue the class with writing a paper for tourism. But other than that, how I continue to teach until the end of semester? This is a quite serious issue.