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

    Japanese 201 - Lab 06 (祝日・お祝い)

    Overview

    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. 

    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

    祝日・お祝い

    Proficiency Level: 

    Novice High

    AATJ Standards for Learning Japanese:

    • “Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.”

    • “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 Content Standards for World Languages:

    • “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 2.1: Analyze the significance of a product (art, music, literature, etc...) in a target culture.

    NCSSFL-ACTFL Can-Do Statements:

    • I can talk about how I like to celebrate holidays.

    • I can talk about my family’s traditions with holidays.

    • I can describe places near where I live. 

    Materials Needed:

    Question cards

    Google Slides

    Warm-up

    1. Students will play Hangman based on a holiday-related word.

    2. Using the private message feature, send students one of the following words:

      • クリスマス

      • チョコレート

      • バレンタインデー

      • ホワイトデー

      • みかん

      • ぬいぐるみ

      • ホワイトデー

      • ゆびわ

      • りょうしん

      • りれきしょ

    Main Activity

    1. Students will chat about holidays and celebrations. Use the Question slides to move the conversation along.      

    2. Students will take turns reading the questions. The person will read it out loud. Then, everyone must answer or contribute to the conversation. 

    3. アシスタントは学生から一人選びます。選んだらその学生は質問を読んで答えてみます。他の皆さんにはその質問に答えてもらいます。

    4. Give the students an example that they can model on how to ask questions. Have the students answer the question and explain why.

      •  What is the best place to buy a cake in Boise?

        •  "ボイシーで1番美味しいケーキ屋さんは、、、なぜなら、、、、”

      •   What is the best present you ever received?

        •   “今までもらったプレゼントの中で1番嬉しかったのは、、、なぜなら、、、”

      • If you finish early, you can ask more questions.

        •  早く終わったら、もっと質問を聞いてください。

    Wrap-up

    1. What question was your favorite?

      • 1番好きだった質問はどれですか?

    2. What question was the hardest?

      • 1番難しかった質問はどれですか?

    End of lab:

    NCSSFL-ACTFL Can-Do Statements:

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

      • I can talk about how I like to celebrate holidays.

      • I can talk about my family’s traditions with holidays.

      • I can describe places near where I live. 

    • Encourage students to be honest in their self evaluation        

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