感謝祭/ Thanksgiving, Intermediate Mid, Japanese 201, Lab 12

Please Note: Many of 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 pathwaysproject@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. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

• Most activities are 30 minutes in duration, unless otherwise specified.
• Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

• Google Slideshows:
  
• To begin, go to File -> Copy to create an editable version of the slideshow.
• Once finished with your changes, please complete the following steps to share:
• Click on Share
• Who Has Access
• Ensure link sharing is on and allow external access.
• Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 
  

3. Adapt for Another Language:

• See the linked English Version at the top of the activity (English Version may not be available for all activities)

感謝祭/Thanksgiving

Description:

In this activity, students will practice using basic travel vocabulary like ‘to take’ and ‘to go on vacation’, constructing sentences with a wide variety of possible nouns. They will then transition into an open discussion about travel and holidays in general, with questions provided to guide the discussion. They will wrap up the discussion by sharing things or people that they are thankful for.

Proficiency Level:

Intermediate Mid

Keywords:

Japan, Japanese, Nakama 2, Chapter 2, travel, conversation, asking questions, holidays, breaks, Thanksgiving, celebrations, food

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 
• Standard 1.2: Students understand and interpret written and spoken Japanese on a variety of topics.
• Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of Japanese culture.
  
• Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of Japanese culture and their own
  

Idaho State World Language Standards:

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions. 
• COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
• CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
• COMP 2.1: Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

• I can interact in a dynamic conversation using travel vocabulary. 
• I can talk about my preferences for Thanksgiving and other breaks. 
• I can talk about cooking and eating Thanksgiving meals or other special foods.

Materials Needed:

Google Slideshow

Warm up Rules

Warm-up

1. Have the students play a conversation game, “I’m going to travel and I’m taking…” to practice vocabulary and warm-up their conversation skills. 

• To play, one person will receive a single rule from the rule cards. This rule dictates what people can bring and what people can’t bring. 
• That leader will start the game by saying an example sentence that follows the rule. In this case, the rule is that the object anyone brings has to start with the first letter of their name. ex. JOHN (leader): I'm going to travel and I'm taking a jumper.
• The other students will then try to make their own sentences that might comply with the rule that they do not yet know.

ex. ROBYN (student 1): I'm going to travel and I'm taking a coat.

JOHN: You can't come.

HARLEY (student 2): I'm going to travel and I'm taking a jumper.

JOHN: You can't come either.

2. The leader can give more examples of sentences that follow the rule. 

ex. JOHN: I'm going to travel and I'm taking Jenny.

3. The game continues until the students can create a sentence that follows the leader’s rule!

ex. ROBYN: I'm going to travel and I'm taking rum.

JOHN: OK, you can come.

HARLEY: Aww! I'm going to travel and I'm taking a cat.

JOHN: Nope, you're staying home.

JOHN: I'm going to travel and I'm taking a jet ski.

ROBYN: I'm going to travel and I'm taking relatives.

JOHN: Yep, you're still coming.

HARLEY: I'm going to travel and I'm taking a horse.

JOHN: Cool, you're coming at last!

ROBYN: OK, my turn to make one up.

4. An example sentence in Japanese would be:

旅行に「〜」を持って行きます。

5. The instructor should do the first round, to help the students understand the activity.

6. Draw a rule from the Warm-up Rules.

7. Give the first example sentence and have your students make sentences that they think will follow the rule.

8. Once everybody understands the first rule, ask for a volunteer and have them lead the next game.

End of lab:

• Read can-do statements and have students evaluate their confidence with cards 
• Encourage students to be honest in their self evaluation
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can interact in a dynamic conversation using travel vocabulary. 
• I can talk about my preferences for Thanksgiving and other breaks. 
• I can talk about cooking and eating Thanksgiving meals or other special foods.