In this activity, students will practice discussing their work and what they do while they are working. Students will also discuss the jobs they want in the future. NCSSFL-ACTFL Can-Do Statements:I can describe where I work and what I do. 私は働く場所と仕事のために何をするか写せるI can tell an employer why I want to work for them.私は 雇い主に働きたい理由を教えてあげられるI can arrange a meeting time that works for me.私は集まりのいい時間を決められる

In this activity, students will practice talking about their childhood- toys they played with, activities they did. In the main activity, students will recall a story from their childhood and retell the story to the group. They will also discuss this story with their peers. NCSSFL-ACTFL Can-Do Statements: I can tell a story about my life using complete, connected sentences. 私は完全なつないだ文を使って自分の生活について話ができることI can understand and ask questions about my peers’ childhood experiences.私のクラスメートの子供の話について質問が答えて理解できることI can contribute to a conversation about a story by identifying who, what, when, and where.誰、何を、いつ、どこで特定することで話について会話にこうけんできること 

This idea of this lab would be to ask “grab-bag” style questions regarding a number of topics. These will be loose questions that are meant to help spark conversation. So it is okay if you don’t get through all of them or if you change them a bit to better fit what students want to talk about! NCSSFL-ACTFL Can Do Statements: I can ask and answer questions about things I am doing in my free time暇の時間について質問を聞いて答えられます。I can exchange with others some ideas about ways to stay healthy.他の人と健康を維持する方法について話せます。I can exchange recommendations with my peers regarding things I do in my daily life.クラスメートと生活のお勧めことについて話せます。 

NCSSFL-ACTFL Can-Do Statements: I can use drawing and clues to help lab mates guess a wordI can ask questions to a lab mate to help me guess a wordI can answer simple questions on a variety of familiar topics

NCSSFL-ACTFL Can-Do Statements:I can talk about how I like to celebrate the holidays.I can talk about my family’s traditions with holidays.I can describe the places near where I live. 

NCSSFL -ACTFL Can-Do Statements:I can exchange preferences about which gifts I like or dislike.I can share my opinion on a good gift to give for certain occasions.When given a limited quantity of items, I can decide who to give them to and explain why.

NCSSFL-ACTFL Can-Do Statements:I can present personal information about my life, activities, and events using simple sentences.I can express my preferences on familiar and everyday topics of interest using simple sentences most of the time.

NCSSFL-ACTFL Can-Do Statements:Based on a series of choices, I can decide what I would buy and share why I would buy it.Given an activity, I can say what I would do beforehand to prepare and why. 

NCSSFL-ACTFL Can-Do Statements:I can compare and contrast graduation in the U.S. and in Japan.I can explain what I want to do before a specific time.I can talk about my plans for the future.

NCSSFL-ACTFL Can-Do Statements:Given a situation, I can share how I would ask someone for a favor.Given a situation, I can share the favor I would offer someone. Given a situation, I can give advice on how I would approach the situation.

NCSSFL-ACTFL Can-Do Statements:Given a time frame, I can express my hopes and desires for the future. Given a specific event, I can express my hopes and desires for the outcome. 

NCSSFL-ACTFL Can-Do Statements:I can interact with others to meet my basic needs related to routine everyday activities, using simple sentences and questions most of the time.I can express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic.I can present personal information about my life and activities, using simple sentences most of the time.

4-6 weeks of distance (remote) learning content provided for high school-level Japanese programs. These units were adapted from existing Unit & Pacing guides created by teachers from Tacoma Public Schools in Washington State.

This course is designed for students with no previous knowledge of the language, providing opportunities to acquire basic skills for conversation, reading, and writing in Japanese. The program emphasizes active command of Japanese, not passive knowledge. Your goal is not simply to study the grammar and vocabulary, but to gain skills necessary to use them in a linguistically and culturally appropriate way.

This course covers Genki I Lessons 7 through 12 that will enhance the basic skills for conversation, reading, and writing in Japenese. The program emphasizes active command of the language rather than passive knowledge. By the end of the semester, you will be able to carry on a conversation in Japanese. You will also learn approximately 90 kanji characters.

Students further develop their skills in Japanese speaking, listening, reading, and writing in this intermediate language course. This course involves continued vocabulary and kanji building.

This is an experimental version of 21G.505, which offers a combination of in-person and synchronous remote instruction. It aims to achieve simultaneous progression of four skills—listening, speaking, reading, and writing. It immerses students in various aspects of Japanese culture through authentic everyday Japanese media.

Learning hiragana and katakana is an important part of reading and speaking Japanese. The following pages contain:
Hiragana - stroke order videos, pronunciation, and vocabulary for each character; reading and listening audio exercises; handouts on how to construct words and sentences; interactive quizzes testing character recognition; and printable worksheets to practice writing characters.
Katakana - pronunciation and vocabulary for each character; reading and listening audio exercises; interactive quizzes testing character and vocabulary recognition; and printable worksheets to practice writing characters.
These materials were developed as part of the Japanese curriculum at MIT for students of all levels to learn and review. Students and instructors are encouraged to incorporate them directly or as supplements in their study of Japanese.
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This resource aims to enhance students’ learning of kanji by providing a series of video lectures that cover the kanji characters in Tobira lessons 1–5. The video lectures not only teach how to write kanji but also provide stories behind the kanji characters.

The students will have a selection of bingo rounds to practice katakana with. Start with bingo 1 to practice the basic characters and prepare the students for a more difficult game. Then go to bingo 2 which will be a more exciting game where students will practice full katakana words. If time permits, you can continue into a third round and circle different items.