毎日の生活 / Everyday Activities- Japanese, Novice Low
Please Note: The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
毎日の生活 / Everyday Activities - Japanese, Novice Low
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
毎日の生活/Everyday Activities
Proficiency Level:
Interpersonal Speaking, Novice Low
Students will become more familiar with calendar days and days of the week. First, the students will put together a calendar using the days of the week and various calendar days, specifically the irregular days. Then the students will be asked to discuss what kind of activities they do on the different days of the week.
Keywords:
Days of the week, calendar, school, schedule, daily activity, Nakama 1
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can recognize the days and days of the week displayed on a calendar.
- I can ask and answer questions about my and other classmate's daily routine.
- I can ask and answer questions about what time I have classes, work, and other activities.
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
Calendar (Warm-up), One per group of 4-7 students
Days of the Week / Calendar Day Cards (Warm-up), One set per group of 4-7 students
毎日の生活 / Daily Activities Worksheet (Main Activity), One per student, (Lamination optional)
One writing utensil per student
Calendar, Days of the Week Cards, and Worksheet created by Theadora Callahan
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and distributing the “Materials Required for Warm Up” to each student.
“こんにちは.今日の Can-Do Statements は。。”
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can recognize the calendar days and days of the week when displayed on a calendar.
- I can ask and answer questions about my and other classmate's daily routine.
- I can ask and answer questions about what time I have classes, work, and other activities.
2. Students will be working together to reconstruct a calendar by filling out the appropriate days of the week and calendar days. Once students have filled out the calendar, correct mistakes and have everyone read each day aloud.
“今からカレンダーを作ります。正しい曜日をカレンダーに置いてください。”
Main Activity
1. Distribute the "Daily Activities Worksheet" and have the students get in pairs. The left most side of the worksheet has the day of the week and then the right side is split into two different boxes. Instructors may decide to split these boxes between A.M. and P.M. activities for more proficient groups or for extra space for lower proficiency. (INSTRUCTIONS)
“______” (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
2. Tell your students:
1. “_____” (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
2. “_____” (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
3. Use this model for an example: (CREATE AN EXAMPLE OF THE MAIN ACTIVITY TO HELP THE STUDENTS UNDERSTAND)
1. ____
1. ____
2. _____
1. _____
3. ____
1. ____
4. ____
1. ____
3. ________. (INSTRUCTIONS)
4. ______ (INSTRUCTIONS)
1. ______ (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
2. ______ (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
Wrap-up
Wrap-up questions (Pick the a few you’d like to ask): (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
1. 友達と一緒に何のアクティビティをしますか。
2. 今週末に何の予定がありますか。
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!