〜らしい事 / Typical Things - Japanese, Intermediate Mid

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

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

〜らしい事 / Typical Things - Japanese, Intermediate Mid

Proficiency Level:

Interpersonal Speaking, Intermediate Mid

In this activity, students will have the opportunity to compare and contrast U.S. and Japanese culture. Students will also explain what is typical at their university.

Keywords:

Japan, Japanese, Nakama 2, Chapter 8, typical things, likes, dislikes

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can compare and contrast what is considered typical in the U.S. and Japan
  • I can explain what I like and dislike

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:

  • Computer and/or projector to display slides
  • Marker and whiteboard to write answers

Google Slides (Warm-up AND Main Activity), one per class

Google Slides

Sources mentioned on the slides, otherwise available for reuse from Google or Irasutoya

Warm-up

1. Display the "Google Slides" and begin by introducing the Can-Dos for today’s activity.

"こんにちは。今日の Can-Do Statementsは..."

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can compare and contrast what is considered typical in the U.S. and Japan
  • I can explain what I like and dislike

2.  Students will explain what a "typical" BSU student is or does. There are six categories. Each category has an example response. I suggest writing on the whiteboard the students' answers.

“BSUらしい事を言ってもらいます。6つカテゴリーがあります。例えばBSUの学生らしい学生はスケートボードに乗っています。

If students need some assistance getting the discussion going, use the questions below: 

BSUの学生らしい洋服は何ですか?

BSUの学生らしい週末の過ごし方は何ですか?

BSUらしい食べ物(レストラン)は何ですか(どこですか)?

BSUらしい勉強する場所はどこですか?

BSUらしい授業のある建物はどこですか?

Main Activity

1. Students will now compare things from the U.S. and Japan. They will list typical Japanese and American things such as cars, food, animals, etc. Like the warm-up, I suggest writing the students' answers on the whiteboard. After each slide, there are sample answers for Japan since most students should know the U.S. side.

“アメリカと日本らしい物を比べます。車、食べ物、動物、音楽、社会と文化を比べてもらいます。

3. Use this model for an example:
        1. Car
            1. アメリカの車:大きい、トラック、クライスラー

            2. 日本の車:小さい、ホンダ、スバル

Wrap-up

Wrap-up questions (Pick the a few you’d like to ask):

1. どんな車が好き(嫌い)ですか?
2. どんな音楽が好き(嫌い)ですか?
3. どんな動物が好き(嫌い)ですか?
4. どんな食べ物が好き(嫌い)ですか?

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!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can compare and contrast what is considered typical in the U.S. and Japan
  • I can explain what I like and dislike

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