日本の電車と単語ゲーム / Japanese Train System and Vocabulary Game - Intermediate low, Japanese 201 Lab 02

Created Feb. 7, 2024 by Amber Hoye, Theadora Callahan, Deana Nassans, Ethan Hoggan, Camille Daw, Mimi Fahnstrom

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:
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    • 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)

日本の電車と単語ゲーム / Japanese Train System and Vocabulary Game - Japanese, Intermediate Low

Description:

In this activity, students will have the opportunity to practice learning vocabulary words related to traveling and what they mean. Students will learn about transportation systems and vocabulary related to transportation through a game. 

Proficiency Level:

 Intermediate Low

Keywords:

Travel, travel plans, Japan, Japanese, train system, vocabulary game, 20 questions, heads up, Nakama 2, Chapter 2

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 compare and contrast transportation systems in the U.S. and Japan.
  • I can explain travel-related vocabulary words to others.
  • I can exchange ideas with others on words related to traveling.

Materials Needed:

  • Projector/Computer to display Google Slides

Subway/Railway System Slides (Warm-up)

Google Slides

Vocabulary Cards 

Warm-up

1. 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 transportation systems in the U.S. and Japan.
  • I can explain travel-related vocabulary words to others.
  • I can exchange ideas with others on words related to traveling.

2.  Displaying the “Subway/Railway System Slides” on the projector, explain to the students the subway/railway system in Japan.

“まず、日本の地下鉄/鉄道について話したいと思います。”

This warm-up is meant to teach the students what traveling in Japan is like. 

Main Activity

1. The students will have an option to choose which vocabulary activity they would like to do. Activity 1 is "Heads Up." One student will pick a vocabulary card without looking. The other students will describe the word and the student with the card will try to guess what the word is. Activity 2 is "20 Questions." One student will pick a vocabulary card. The other students will ask up to 20 yes or no questions to try to guess what the word is.

“単語ゲームをします。2つオプションがあります。Heads Upは1人がカードを見ずに選んで、ほかの生徒たちがそのカードに書いてある単語のヒントを出します。20 Questionsは1人がカードを選んで、ほかの生徒たちが質問を20問聞きます。カードを持っている生徒は質問に「はい」か「いいえ」で答えてください。他の生徒はカードに書いてある単語が何か当てます。どちらのアクティビティがいいか選んでください。” 

                
2.  Tell your students:
    1. "1人ボランティアはいませんか？いたら手を挙げてください（いなかった場合、誰かを指名してください）。” 
    2. If they choose Heads Up: "「手を挙げた人」さんは１枚カードを見ずに選んでください。他の生徒たちが見えるように頭の上でカードを持ってください。他の生徒たちはカードに書いてある単語が何か「手を挙げた人」さんに説明してください。もし「手を挙げた人」さんが当てたら、今度は時計回りに隣の人がカードを選びます。"

Do we have a volunteer? Raise your hand if you would like to volunteer. 

 If they choose Heads Up: "Hold the card on your head so that other students can see it. Other students should explainwhat the word on the card is. If the person who raised his hand wins, the neighbor next time chooses the card clockwise. "

   3. If they choose 20 Questions: "「手を挙げた人」さんは他の生徒が見えないように１枚カードを選んでください。他の生徒たちは「手を挙げた人」さん質問を２０問まで聞けます。「手を挙げた人」さんはそれに「はい」か「いいえ」で答えます。もし誰かが当てられたら、今度は当てた人がカードを選びます。２０問以内に当たらなかったら時計回りに隣の人がカードを選びます。" 

If you raise your hand, choose one card so that other students cannot see it. Other students can ask up to 20 questions about the person who raised his hand. “The person who raised his hand” answers it with “Yes” or “No”. If someone wins, this person chooses the card. If you do not hit within 20 questions, the next person chooses the card clockwise.

3. Use this model for an example: 

        1. Student's card: 温泉
            1. Heads Up: Other students - お湯、旅館、別府

            2. 20 Questions: Other students - それは食べ物ですか？

                                        The student with the card - いいえ
        2. Student's card: 空港
            1. Heads Up: Other students - 飛行機、旅行、建物

            2. 20 Questions: Other students - それは場所ですか？

                                       The student with the card - はい

        3. student's card: クレジットカード
            1. Heads Up: Other students - 物を買う、ショッピング、プラスチック

            2. 20 Questions: Other students - それは物ですか？

                                       The student with the card - はい
        4. student's card: スーツケース
            1. Heads Up: Other students - 旅行、洋服、荷物

            2. 20 Questions: Other students - それは生き物ですか？

                                       The student with the card - いいえ

Wrap-up

Ask some of the following questions to finish the lab: 

1. 旅行をしたことがありますか？

2. 海外に行ったことがありますか？

3. どこに行ったことがありますか？

4. どこに行ってみたいですか？

5. 旅行に行くとき何を持っていきますか？

6. 旅行するなら誰としたいですか？

7. 旅行するなら車と飛行機どちらで行きたいですか？どうしてですか？

8. 旅行するなら一人がいいですか？グループがいいですか？

9. 今年どこか旅行に行きましたか？

1. Have you traveled?

2. Have you ever been abroad?

3. Where have you been?

4. Where do you want to go?

5. What do you bring with you when you travel?

6. Who do you want to travel with?

7. Do you want to travel by car or airplane? Why?

8. Should I travel alone? Is a group good?

9. Did you travel somewhere this year?

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!

NCSSFL-ACTFL Can-Do Statements:

  • I can compare and contrast transportation systems in the U.S. and Japan.
  • I can explain travel-related vocabulary words to others.
  • I can exchange ideas with others on words related to traveling.

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