Online Teaching for Class 1939 (Listening) on Apr.20, 2020

Date: April 20th 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 (47 slides)

Numbers of Students: 27

25 students stayed with me from the start to the end. Two students were recorded with their shorter participation of 78 and 75 minutes.These students did not respond to any of four quiz during the class.

Students’ Responses:

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

– Quiz 1 : 24 students answered. The students were asked to find the right answer whose tense was appropriate related to time and the endings of a sentence.

– Quiz 2: 23 students answered. Question was to choose the right stroke order of Hiragana “NA” from two selections. 16 were right, 7 were wrong. However, maybe, some students write their “NA” in wrong order, but looking at other’s answer, they just answered as others did. Figure 1 below shows the slide to show the answer of this question.

– Quiz3: 22 students answered. This question was to find an intransitive verb from three selections. The answer could be reached by looking at particles.

– Quiz at the End: 25 students typed a phrases that meant “I went (to somewhere) to do something” in the form of “[Verb]-ni Ikimasu”. Two students mistakenly made phrases “[Noun]-ni Ikimsau”, but then they corrected.

Teaching:

1st Half: Review of the last class

– V-te Kudasai / V-nai de Kudasai ; To ask someone to do/ not to do something

– V1 nagara V2 suru : Two actions simultaneously or two occupations at the same time.

– To make verb phrase a noun phrase by putting “-no” right after the verb

– V(-masu)-ni Ikimasu : Purpose of going to somewhere

– Introduction of 4 usages of “V-teiru” in time sequence

2nd Half: Listening to Conversations of the textbook.

Homework Assignment:

No homework. The students were asked to study themselves.

Issues and Problems:

I prepared less PPT slides this time. However, some slides were left unused because of time.

 

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Fig.1 Stroke Order of Hiragana “NA”

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

Date: April 17th 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: 28

Fully attendant for 90min : 16,    Completely Absent : 5,

Shorter signing-in: 82, 52, 42, 41, 31, 5minutes, and the shortest was 56 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 22.

– 1st Quiz: 17 students responded. The quiz was to talk about several usages of particle “-to”. Selections are as follows: (A) “-to” for Noun1 and Noun2, (B) “-to” for someone whom you do something together with, (C) “-to” for comparison and/or classification, (D) “-to” follows what he/she thought and/or said, and conjunctive particle “-to” for conditioning. This quiz was to make the students choose D.

– 2nd Quiz: 16 students responded. The quiz was not a question but a kind of questionnaire. Students were asked to choose a hearsay from three choices. This was a kind of tips on business.

– 3rd Quiz: 17 students responded. The quiz was to distinguish hearsay or guessing. Probably it was a little grammatical to ask the students at this time. Only two students got correct answers.

– Attendance check at the end: 20 students responded. A correct verb conjugation to fit hearsay “-souda” was asked.

Teaching: 

– Review of conversation using the auxiliary verb “-souda” for hearsay.

– Introduction of the expression “-to itte iru” for “he/she says that -”

– Introduction of the expression “-to iwarete iru” for “it is said that -”

– Introduction of the expression “-ni mieru” for “it seems that – ”

Homework Assignment:

No document need to be submitted this time. The students were asked (1) to do self-check of the small test that was a homework of last class, and (2) to listen to a mp3 that was a conversation between two part time job workers with one being new to the job.

Issues and Problems:

Today’s new expressions were “he/she said that”, “it is said that”, and “it seems that” (in Japanese!). It seems that they can be alternatives for auxiliary verbs “-youda” and “-souda”. In a strict sense, I don’t think they are identical to “youda” and “souda” in the meaning and functions. But in order for the students to do conversation without stopping it, I would like to recommend using those a little bit lengthy but easy and clear  expressions. If you use “youda” and /or “souda”, a difference of just a one letter or two changes the meaning of whole sentence; guessing or hearsay.

Online Teaching for Class 1837 (Composition) on April.17, 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 82 slides

Numbers of Students: 27 out of 28

90 minutes attendance: 18 students

Shorter participation: 68, 41, 31, 29, 5, 5, 3, and 3 minutes, and the shortest was 3 seconds.

completely absence: 1 student

Responses to my requests like Quiz answers onto BBS:

Attendance check: 28. But one student were recorded as “Completely Absent” on the system.

Quiz 1 : 17 students responded. The question was to find an incorrect sentence from six sentences that had different words order. Actually there was no incorrect sentences, all the six sentences were correct. This question aimed at showing that there is a flexibility in words order in Japanese thanks to particles that indicate the function of a word.

Quiz 2: No student could make his/her response. Probably it was too difficult. I did not ask this question to class 1836 for the same reason. Everything was in Japanese, but let me write in English:

Question: which of A or B is described in the the following statement?

It is not clear if Ms.Hasegawa and Ms.Saito were confused each other, or these two were confused with other people.

A: I mistakenly thought Ms. Saito as Ms.Hasegawa.

B: I confused Ms.Hasegawa and Ms Saito.

This question was to show the verb “Machigaeru” needs not only a word with “-o” but also a word with “-to” to make a sentence have sufficient information.

Quiz3: 20 students responded. The question was to choose sentences that were more suitable to writing.

Teaching:

The same as composition class for 1836 on Tuesday. The first half was to give the students a feedback about the results of the last week’s homework assignment. It was a kind of test about particles. As I predicted, there were so many error caused by the influence of ‘”Wa-ga construction”.

The Second half was teaching using the textbook. It consisted review of last week and this week’s topic. The former was connecting two phrases to make a longer sentence, the latter was expressions that were more suitable for writing.

Homework:

1: Writing a composition about how to use the particle “-ga” and “-o”.

2: Writing sentences that a student made errors with for the last week’s homework.

Issues and Problems:

A huge problem with over generalization of Wa-ga Construction.

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 (Conversation) on Apr.10, 2020

Date: April 10th 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 66 slides

Numbers of Students: 28

Fully attendant for 90min : 16,    Completely Absent : 5,

Shorter signing-in: 81, 80, 64, 44, 6, 2 minutes, and the shortest was 11 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 25, but two students were recorded as completely absent

– 1st Quiz: 19 students responded. The quiz was to ask right connections between words and auxiliary verbs “-youda” and “-rashii”.

– 2nd Quiz: 17 students responded. The quiz was to ask a little difference of nuance between auxiliary verbs “-youda” and “-rashii”.

– Attendance check at the end: 16 students responded. This is also a quiz to ask differences among hearsay, guess based on hearsay, and guess by him/hersalf.

Teaching: 

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

– Introduction of the auxiliary verb “-rashii”

– Review of guessing using “-deshou”. There was not enough time for practicing for this. Some slides were skipped.

Homework Assignment: Completing conversation using guessing “-deshou”

Issues and Problems:

So many. But let me write them when I have time.

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.