道案内 / Giving Directions - Japanese, Intermediate Mid
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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 language 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
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- 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)
道案内 / Giving Directions - Japanese, Intermediate Mid
Description:
In this activity, students will have the opportunity to practice giving directions to one another. They will also work together to think of different ways to give directions.
Proficiency Level:
Intermediate Mid
Keywords:
directions, giving directions, Japan, Japanese, Nakama 2, Chapter 5
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.
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.
NCSSFL-ACTFL Can-Do Statements:
- I can give directions to a designation.
- I can explain how to get to multiple places in one trip.
- I can follow directions provided to me
Materials Needed:
all illustrations from Irasutoya
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..."
2. Distribute the "Map" and "Building and Direction List" to each student. Have the students pair up. We will be using Activity 1 for the warm-up.
“まず、アクティビティ１をします。ペアになってください。A地点からB地点までの行き方をパートナーに教えてください。”
First, do activity 1. Please pair up. Tell your partner how to get from point A to point B.
If students need some assistance in getting the discussion going, use the questions below:
どこからどこまで行きますか？
Where are you going from?
どうやって行きますか？
How do you go?
どこで曲がりますか？どこをまっすぐ行きますか？
Where do you turn? Where do you go straight?
This warm up is meant to help the students think of ways to give directions to others.
Main Activity
1. We will be using Activity 2. In the same pairs, the students will try to figure out the most efficient way to get to all of the listed places. Make sure that the students focus on the most efficient way of getting to the places instead of going in order of the list.
“次にアクティビティ２を同じペアでやってもらいます。二人でアクティビティ２に書いてある場所全部の最も効率的な行き方を考えてください。紙に書いてある順番じゃなくていいです。一番効率の良い行き方を考えてください。”
Next, ask Activity 2 to do the same pair. Think of the most efficient way to go for all the places listed in Activity 2 together. It doesn't have to be in the order written on the paper. Think about the most efficient way to go.
2. Use this model for an example:
1. Let's say Activity 2 says: 神社、寿司、郵便局.
1. 神社を出たら右に曲がって、交番を左に曲がります。コンビニを右に曲がると右側に郵便局があります。郵便局を出てまっすぐ行ったら踏切を渡ります。踏切を渡ったらすぐ右に曲がって、まっすぐ行くと右側に寿司屋があります。
When you leave the shrine, turn right and turn left at the police box. Turn right at the convenience store and you will see the post office on the right. When you leave the post office and go straight, cross the railroad crossing. When you cross the railroad crossing, turn right and go straight to the sushi restaurant on the right.
2. As you can see in the example, the students DO NOT have to go in order of appearance on the list.
3. When the students are done, have the students share their answers to the group or class.
"終わったら発表してください。"
*It is important to note that there are no right or wrong answers to this activity.
Wrap-up
Ask the following questions to finish the lab:
1. アメリカで道に迷ったらどうしますか？
1. What do you do if you get lost in the US?
2. 日本で道に迷ったらどうしますか？
2. What do you do if you get lost in Japan?
3. 道に迷ってる人がいたらどうしますか？
3. What do you do if someone is lost?
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 give directions to a designation.
- I can explain how to get to multiple places in one trip.
- I can follow directions provided to me.