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

Date: April 29th 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 with 69 slides

Numbers of Students: 27

26 students stayed with me from the start to the end. One student was recorded shorter participation of 71 minutes.

Students’ Responses:

– Attendance Check : All the 27 students typed his/her attendance by themselves on BBS

– Quiz 1 : 25 students answered. This question was to choose the correct usages of two particles; “-ni” for status/position after the change, and “-o” for a location you are departing from.

– Quiz 2: 24 students answered. Question was to choose the right combination about sentence endings for Noun-, Na-adjective, and I-adjective predicated sentences in past tense.

– Quiz 3: 24 students answered. The question was to distinguish an intransitive verb sentence and a transitive verb sentence.

– Quiz at the End: 25 students typed their own sentences in which an adjective conjugated to modify a verb as an adverbial. The verb must be an intransitive verb, not a transitive verb.

Teaching:

1: Review of a short test about particles

– many students have not got used to how to use “-ni”.

– There seemed to be a severe misunderstandings about “Wa-ga construction”. “Wa-ga construction” must be in the form of [The whole]wa [a part]ga [exists]. It never be [a part]wa [the whole]ga [exists].

2: Review on the last lesson

– How to make I- and Na- adjectives adverbials to modifies a verb.

– Difference between the intransitive verb for change “-naru” and the transitive verb “-suru”.

3: Listening activities using the textbook

Homework Assignment:

– On the following day on April 30, two homeworks were assigned to the students through the BBS on Dingtalk. (1) Test with 100 questions and (2) Listening and dictation.

Issues and Problems:

Some students showed that their understandings were still not good in the following points:

– couldn’t tell the difference between intransitive verbs and transitive verbs

– didn’t know that particle “-o” is usually used for transitive verb sentence

– didn’t know that an adjective must conjugate to be an adverbial

– couldn’t tell the difference between I-adjectives and Na-adjectives

– didn’t operate different conjugations for I-adjective and Na-adjective

These were exhibited when they made their own sentences at the end of the class.

Online Teaching for Class 1836 (Composition) on Apr.28, 2020

Date: April 28th 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 65 slides

Numbers of Students: 28

24 students participated for whole 90 minutes.

4 students were recorded for their short attendances: 84, 83, 82, 74 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 28.

– 1st Quiz: 24 students responded. This was to ask whether or not the students know the old story about how the word for proofreading and revising a document “Suikou came from. Actually the question was asked not that if he/she knows it but that if a student have been taught this story in the school. All of them answered they learned the story in school.

– 2nd Quiz: 24 students responded. This question was the same as asked in the class 1939  just two days before. The question was about “Wa-ga conflict”. 24 students of 1st grade answered 18 wrong and 6 right answers. In this class, all of second grade students answered right one although it was likely some of them were just referring to answers already written on the BBS.

– 3rd Quiz; 24 students responded. This was a quiz but its purpose is to make the students understand the importance of detailed and concrete explanation. The question asked how much detailed explanation was needed until a student got the concept of “Sasa-dango” which is Niigata’s specialty. All the students answered that they figured out what it was like by the D that is shown in Figure 1 below.

– Attendance check at the end : 26 students responded.The students were asked to submit 5 answers that were asked during the class. The five quiz were given separately from three “Are-You-with-Me Quiz” above. Although I asked to sent it immediately after the class, 2 students sent to me 1 day or 2 days late. For those student, the half of the score was added to their gradings.

Teaching:

1st half:

– Review of the short test about particles.

– Feedback about the second drafts of compositions “How to Use ‘-ga’ and ‘-o'”. I corrected students’ misunderstanding that ‘-ga’ is to be used in an intransitive verb predicate sentences. It is likely that ‘-ga’ is used in sentences of intransitive verb, but it is not always as shown in Figure2.

2nd half

– From the textbook; it was a little detailed word to word cautions.

– Explanations for the homework assignment.

Homework:

1: Write a short essay for student’s expression about an article.

2: Read part of a book about job seeking.

Issues and Problems:

<No time to write them right now>

 

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Figure 1. How far an Explanation must be Done for Readers’ Understanding

 

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Figure 2. Use of Particle “-ga” in Two-Segment Sentences

Online Teaching for Class 1939 (Listening) on Apr.27, 2020

Date: April 27th on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 69 slides

Numbers of Students: 27

25 students stayed with me from the start to the end. Two students were recorded their shorter participation  with 87 and 84 minutes.

Students’ Responses:

– Attendance Check : All the 27 students typed his/her attendance by themselves on BBS

– Quiz 1 : 25 students answered. This question was to choose the correct endings for each noun, Na-adjective, I-adjective, and verb predicate sentences for present-assertive.

– Quiz 2: All the 27 answered. Question was about a negative sentence of I-adjective predicate with “tasty (Oishii)”. It was an easy question but an important one in order to avoid confusion with negative sentences of Na-adjective predicate.

– Quiz 3: 22 students answered. The question was to ask about conjugations of auxiliary verb “-youda” with pointing out a similarity with Na-adjectives. It is still too early for the first grade students to learn the auxiliary verbs. So my purpose was not there. I wanted the students to know that Da turns to be Na for modifying a noun, and Da turns to be Ni for modifying a verb.

– Quiz at the End: 24 students typed their own sentences in which an adjective conjugated to modify a verb as an adverbial.

Teaching:

1: Review of sentences of comparison

– “Noun1” is more “Adjective” than “Noun2”

– Question: Which of the “Noun1” and “Noun2” is more “Adjective”?

– Answer: Noun is more Adjective.

2: Introduction of Adjectives’ conjugations to modify a verb

– I- and Na- adjectives modifies a verb “-suru” that is a transitive verb like “do” in English.

Homework Assignment:

– No Homework.

Issues and Problems:

Two things happen simultaneously in the section 17 of the textbook. One is adjectives’ conjugations to modify a verb as an adverbial. The second thing is that an attention needs to be paid the difference between the intransitive verb “Naru” and the transitive verb “Suru”. It seems that some students couldn’t get these basic concepts of Japanese grammar.

Online Teaching for Class 1837 (Conversation) on Apr.27, 2020

Date: April 27th 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 60 slides

Numbers of Students: 22 out of 28, Number of completely absent was 6

Fully attendant for 90min : 17

Shorter signing-in: 79*2, 67, 59 minutes, and the shortest was 19 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. Of these, three students were recorded as completely absent by the system.

– 1st Quiz: 15 students responded. The quiz was to measure students’ understanding about the listenin material.

– 2nd Quiz:17 students responded. The question was to choose the correct use of the conditional conjunctive particle “-tara” and “-to”. When the students started typing their answers, they were referring to what the first and second students had typed on BBS. Actually those answers “B” were not correct. When about half students typed their erroneous answer “B”, then one student typed the correct answer “A”. Then the last half students typed “A”. It was a simple thing. Most of them didn’t think of answers by themselves. But I thought the student who typed “A” first thought of her answer herself. So I sent a message to praise her courage after the class.

– Attendance check at the end: 21 students responded. It is my fault that I left yesterday’s the-last-quiz unchanged because I have not enough time to check whole through my lengthy power-point slides. However, this quiz was also important to check participation of the students to online class, therefore I asked the students to type their answers.

Teaching: 

– Listening to a conversation between two part time job workers.

– Review and exercise of a little formal negation “-zuni”.

– Exercise of “-ba” and “-nara”

– Listening comprehension of conversation using “-ba” and “-nara”.

– Introduction of a conditional conjunctive particle “-to”.

Homework Assignment:

Since there would be 10 days by the next class, more homework was assigned than usual.

-1 : Small test of the section 13 of the textbook.

-2 : Completing three conversation scripts by filling words.

-3 : Listening and reading aloud the script of two part time job workers.

Issues and Problems:

I had two classes in the day. I didn’t have enough time to prepare for this class, although I started at 3 a.m. and worked by the start of the class at 9 a.m. (in Japan standard time). In order to fill the less teaching material of powerpoint slides, I inserted a listening material from Min’nano Nihongo. That was a conversation in the section 35, which uses the conditional conjunctive particles “-ba” and “-nara”. It, somehow, worked. If I were a seasoned teacher, I would have had enough teaching material that can kill the time. But  I am not. Until I have had enough stock of teaching material, my hard working style through the night will continue.

Online Teaching for Class 1939 (Listening) on Apr.26, 2020

Date: April 26th on Sunday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 54 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 79 minutes.

Students’ Responses:

– Attendance Check : All the 27 students typed his/her attendance by themselves on BBS

– Quiz 1 : 23 students answered. This question was to ask if “Adj1 to Adj2” is right or not. This is not right. Two nouns can be stated in the form of ‘N1 to N2’, but two adjectives cannot be stated as ‘Adj1 to Adj2’.

– Quiz 2: 24  answered. Question was about “Wa-ga conflict”. Japanese learner is always confused by selection of particles, “-wa” or “-ga”. In this question, the sentence (1) uses “-ga” and the sentence (2) uses “-wa” as shown in Figure 1 below. 6 students got the right answer A, 18 got the wrong answer B. It seems still difficult to learn that “-ga” is exclusively picking up a word, while “-wa” is for stating a nature of the word that had already been recognized by both speaker and listener.

– Quiz at the End: 23 students typed a sentence that meant “[Noun1] is more [Adjective] than [Noun2]” (of course in Japanese).

Teaching:

1: Review of Grammatical Topics of the first half of Section 16 of the Textbook

– “-no” that makes an adjective a kind of noun

– Conjunctive particle “-kara” for stating a reason.

–  Introduction of sentences to say capability

– “-noda/nda” for explaining and/or revealing

– Auxiliary verb “-tai” to express one’s wish

– “-to” that is putting between the thoughts and a verb for thinking

2:  Sentences for comparison

3: Redo of listening activities of the last class and Today’s new ones.

Homework Assignment:

– Homework was not assigned during the class because I didn’t have time before the coming holidays. It was noticed to the students that I would give them homework in the following day, 27th (But I couldn’t).

Issues and Problems:

This is a listening course. I play the listening materials of the textbook, make the students think of answers, and then show them the answers. However, I am suspicious about the effectiveness of this teaching style for learning Japanese. It seems like the students’ understanding is not good as I expected. One way to improve the effectiveness would be to make the students make their own Japanese sentences as utterance. I am looking for a better way to do this. As part of this, I ask the students to make his/her own sentence at the end of the class. It seems like to help me find a misunderstanding of a particular student.

 

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Figure.1 The Reasons for Use of “-ga” and “-wa” (Particularly for this Case)

Online Teaching for Class 1837 (Conversation) on Apr.26, 2020

Date: April 26th on Sunday, 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 55 slides

Numbers of Students: 24 out of 28

Fully attendant for 90min : 17,    Completely Absent : 4,

Shorter signing-in: 87, 86, 69, 15, 12*2 minutes, and the shortest was 49 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. One of these students was actually recorded as completely absent.

– 1st Quiz: 17 students responded. The quiz was just to measure whether or not the students understood the listening material.

– 2nd Quiz:19 students responded. The question was to find an erroneous use of conditional conjunctive particle “-nara” from four sentences. “-Nara” cannot be used in a conditional clause if the condition is 100% sure.

– 3rd Quiz: 19 students responded. The question was to select “If” type conditional conjunctive particle that is applicable in a sentence.

– Attendance check at the end: 21 students responded. It is to ask suitabilities of “-nai” or “-zu” for negations to speech or writing.

Teaching: 

– Listening to a conversation between two part time job workers.

– Review and exercise of conditional conjunctive particle “-ba,” and “-nara”. The emphasis was put on the latter, “-nara” with the following three features; (1) Suggestion can be made in the form of “Noun+nara, (clause)”. (2) In the construction of (Preceding conditional clause with “-nara”, conclusion clause), the conclusion clause has modality that expresses speaker’s feeling like intention, guess, request, and so on. (3) If the conditional clause is definitely certain, “-nara” cannot be used.

– Exercise of “-ba” and “-nara”

– Introduction of expression for negation using “-zu-ni” that is a little formal

Homework Assignment:

Any homework was assigned in this time, too. It was noticed to the students that homework during the holidays would be assigned the following day, 27th.

Issues and Problems:

This is a conversation class. So students’ utterances should be promoted. By far I have just tried teaching listening comprehension and making the students do a kind of  rote exercise. In order to prompt the students’ utterance, I decided to give the students a homework in which he/she need to fill his/her own words into many blanks put in the conversation script.

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

Date: April 24th 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 82 slides

Numbers of Students: 24 out of 28

Fully attendant for 90min : 15,    Completely Absent : 4,

Shorter signing-in: 86, 72, 52, 24*2, 18, 10, 5minutes, and the shortest was 5 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. One of these students was actually recorded as completely absent.

– 1st Quiz: 19 students responded. The quiz was just to ask the right conjugation of 3rd group verb “Kuru/Kimsu” in Nai-form.

– 2nd Quiz:17 students responded. The question was to choose one sentence that was different from other three sentences. The four were all using “If” type conjunctive particles “-to”, “-ba”, “-tara”, and “-nara”. Of these, only the sentence with “-nara” had different construction that was simply “Noun+nara”.

3rd Only one student responded, no one got the right answer.  In fact the question was too difficult for the students. It was to choose one erroneous sentence among four that were using “If” type conjunctive particles.

– Attendance check at the end: 21 students responded. It is to find a sentence that was erroneously using “-nara” because its conditional clause was too definitely determined to be an assumption.

Teaching: 

– Listening to a conversation between two part time job workers.

– Review and exercise of conditional conjunctive particle “-ba,”

– Introduction of another conditional conjunctive particle “-nara,”,

– Exercise of “-ba” and “-nara”

Homework Assignment:

Any homework was assigned in this time. There was no time to check and evaluate a homework because many classes were scheduled in short period of time before the spring holidays from May 1 to 5th.

Issues and Problems:

The purpose of quiz during class is to check whether or not each student is really listening to the online class. It seems that I might have asked too much difficult questions for the purpose these days. Today’s quiz No.3 was so difficult that no student could get the answer. It is necessary to make those questions appropriate for level of students’ understanding.

Online Teaching for Class 1837 (Composition) on Apr.24, 2020

Date: April 24th 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 68 slides

Numbers of Students: 26 out of 28

90 minutes attendance: 18 students

Shorter participation: 74, 66, 52, 51, 49, 36, and 2 minutes, and the shortest was 8 seconds.

completely absent: 2 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 26. But, of these, two students were recorded as “Completely Absent” on the system. Two students indicated coming late.

Quiz 1 : 21 students responded. The question was to ask correct stroke order of hiragana “NA”. 19 were right and 2 were wrong.

Quiz 2: 22 responses. The same question was given as class 1836 on April 21st.

Quiz3: 21 students responded. The same question was given as class 1836 on April 21st.

Attendance check at the end of class: the students were asked to submit 5 answers for the questions during the class.

 

Teaching:

The same as composition class for 1836 on Tuesday. However, the quiz of 5 questions resulted in differently. The four questions were to measure how the students understood the poem “Yuugata-no Sanjippun” well. As opposed to my expectation, many errors happened to class 1837 students more than 1836. So far I don’t know the reason.

 

Homework:

It was planned to make the student write the second draft of memorandum about how to use particles “-ga” and “-o”. However, I was too busy to give them instructions for the second drafting, assigning the homework was suspended.

Issues and Problems:

<No time to write them>

Online Teaching for Class 1836 (Composition) on Apr.21, 2020

Date: April 21st 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 67 slides

Numbers of Students: 28

23 students participated for whole 90 minutes.

5 students were recorded for their short attendances: 86, 85*2, 84, 53 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27. One student came late recorded 84 minutes participation.

– 1st Quiz: 20 students responded. This was to ask the stroke order of Hiragana “NA”. 19 students answered that they were using the right stroke order (I am suspicious), only one student reported using wrong one honestly.

– 2nd Quiz: 24 students responded immediately. One student posted his answer 7 minutes late, which indicated that he was not with the class at time of quiz No.2. This was to ask the right conjugations of eight verbs that were the form preceding another conjugate words.

– 3rd Quiz; 20 students responded. The question was to check students’ understanding for exceptional use and meaning of I-adjectives “near (chikai)” and “far (to’oi)”.

– Attendance check at the end : 20 students responded. During class another series of quiz was done with 5 questions. Submitting five answers right after the class was asked to the students as an attendance check at the end of the class.

 

Teaching:

1st half:

– The students were warned about plagiarizing from others’ writing to their composition.

– Reading and comprehension of a famous poem “30 minutes in the early evening (Yuugata-no Sanjippun)”. Four questions were asked to the students in order to measure their understanding the poem.

2nd half

– From the textbook; connecting two clauses in order to write a longer sentence by the conjugation form when the word was preceding another conjugation words.

Homework:

1: Rewriting their memo about the uses of particles “-ga” and “-o”.

Issues and Problems:

It is necessary to teach the importance of copyright and proper ways of citation and reproduction. The students are still unaware that it is unacceptable for them to steel someone’s writing and to use it for their compositions.

Online Teaching for Class 1837 (Conversation) on Apr.20, 2020

Date: April 20th 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 81 slides

Numbers of Students: 28

Fully attendant for 90min : 20,    Completely Absent : 3,

Shorter signing-in: 71, 41, 31, 19, 7 minutes.

Responses onto the BBS:

– Attendance check by a student his/herself: 25. One out of 25 was recorded as completely absent. One student did not report the attendance by him?herself but was recorded with 41 minutes attendance. Probably the student came late and left early.

– 1st Questionnaire: 19 students responded. This was not a question but a questionnaire. The students were asked to answer which of the four summer festivals in Japan they want to come and see. The festivals were Nebuta in Aomori, Tanabara in Sendai, Bon-Odori in anywhere, and Fireworks in everywhere. Most of the students prefer fireworks.

– 2nd Quiz: 17 students responded. The quiz was to find a different type of conjunctive particle out of five sentences. Four sentences used “If” type conjunctive particles and only one sentence used “Even-if” type conjunctive particle. The students were asked to find “Even-if” type. All the 17 answers were correct.

– 3rd Quiz: 20 students responded. The quiz was to ask right connections between negative “-nai” and conditional conjunctive particle “-ba”. All the answers were correct.

Attendance check at the end: 20 students responded. This is a quiz to ask the right conjugation of verb ‘iku/ikimasu” for conditional form.

Teaching: 

– Listening to conversation between part time job workers.

– Review on hearsay expressions using “-souda”, “-rashii”. “He/she says”, and “It is said that”

– Feedback about a Test result; A small test was given to students on April 13. The result was explained to the students for further understanding about differences between hearsay and guessing

– Introduction of the conditional conjunctive particle “-ba” and verb conjugations for conditional form

Homework Assignment:  Students were asked to type verb conjugations to conditional forms.There were 30 verbs but 60 answers were required. 30 were conditional forms directly obtained from dictionary forms. 30 were also conditional forms but obtained from potential forms.

Issues and Problems:

I am not sure whether it is standardized teaching or not as to conditional forms that are obtained from potential forms. It might bring a severe confusion to students because it makes students think as if 5-dan conjugation verb were also conjugated to have -reba. Reba ending is only for 1-dan conjugation verbs, Kuru, and Suru (actually Ra-row 5-dan verbs, too). What I thought was simple. It is useful to know conditional forms coming from potential forms because Japanese use very often that kind of conditional forms in conversation.