Author:
Blake Simmerman, Amber Hoye
Subject:
Languages, World Cultures, Language Education (ESL)
Material Type:
Activity/Lab
Level:
Community College / Lower Division
Tags:
  • Childhood
  • Japanese
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Japanese

    Japanese 201 - Lab 03 (日本語201ラボ第三)

    Overview

    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
         

    About The Pathways Project

    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 amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

    Looking for the English Version of this activity to adapt for your language? CLICK HERE

    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 amberhoye@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 in Spanish, 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 WLRCLAR@gmail.com 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)

    Activity Instructions

    日本語201ラボ第三

    Idaho State Content 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.

    • COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

    • CONN 1.1: Compare and contrast information acquired from other content areas.

    • CONN 1.2: Relate information studied in other subjects to the target language and culture.

    • COMP 1.1: Observe formal and informal forms of language.

    • COMP 1.2: Identify patterns and explain discrepancies in the sounds and the writing system in the target language.

    • COMP 1.3: Compare and analyze idiomatic expressions in the target language.

    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 3.1: Students reinforce and further their knowledge of other disciplines through the Japanese language.

    • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the Japanese language and their own.

    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

    Topic:

    Childhood 子供の時

    Materials:

    Slideshow

    Warm-up:

    1. Pull up the slide featuring images of various toys. Have the students ask each other questions about their childhood toys, using the images as inspiration or subject matter. Here are some example questions to ask about: 

    • When you were a child, what kind of toys did you play with?

      • 子供の時にどのおもちゃに遊んでいましたか?

    • Which toy was your favorite?

      • どちらのおもちゃが一番好きでしたか?

    • What was your least favorite?

      • 好きじゃなかったおもちゃがありますか?

    • Would you prefer to play outside or at home? Why?

      • 外と内とどちで遊ぶの方が好きですか?どうして?

    Main Activity:

    Storytime! 

    1. Instruct the students to think of a story from their childhood that they can tell in Japanese.

      • 子供の時の面白い話を考える。

    2. Let them know that you will send them into breakout rooms as pairs. They will tell each other their stories and then remember one detail from their partner’s story.

      • ブレークアウトルームで話を教えてください。

    3. Send them to breakout rooms for five minutes. (If there is an odd student out, pair with them for the activity.)

    4. Return to the main room and have the students share with the group the one detail they remembered from their partner's story.

      • ストーリータイム!

      • ブレクアウトルームでパートナーと子供の時の面白い話を伝えてください。

    Wrap-up: 

    1. 最後にできることステートメントチェック

    Closing Can-Do Statement Check-in:

    • できることステートメントを読んで学生を自分自身の評価させます。

    • Read can-do statements and have students evaluate their confidence.

      • 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

    • 学生に正直な自己評価にして勧めます。

    • Encourage students to be honest in their self-evaluation.

    • ちゃんと聞いて学生の答えを今度のために使いなさい。

    • Pay attention, and try to use feedback for future labs!