贈り物・Gifts - Intermediate Mid, Japanese 202, 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

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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.

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1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
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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:

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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)

贈り物・Gifts - Japanese, Intermediate Low

Description:

In this lab, students will practice gift giving by choosing and explaining a gift to give to a celebrity. Then, they will receive an item card that they will describe the function of. Finally, they will give these items to each other, explaining to each other why they gave it. 

Proficiency Level:

Intermediate Low

Keywords:

Japan, Japanese, Nakama 2, giving gifts, gifts, present, Chapter 6

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 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 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 give suggestions on what gifts to give others. 
  • I can explain the functions of items used in everyday lives.
  • I can give a solution to a problem

Materials Needed:

Warm-up

1. Display the "Google Slides." Begin by introducing the Can-Dos for today’s activity.

"こんにちは。今日の Can-Do Statementsは..."

2.  Give the students the "Celebrities" card. Have them describe an item that will make the celebrity's life easier. vGive an example using Paris Hilton.

    • Use 差し上げる/あげる/やる

差し上げる・あげる・やるを使うようにアクティビティです。

    • Give a gift to the celebrity

芸能人にプレセントをあげてください。

“みなさんが持っている芸能人が生活しやすくなるものをプレゼントしてください。例えば、パリス・ヒルトンだったら犬のリードをあげます。パリス・ヒルトンは犬を飼っているので、犬のリードがあれば生活しやすいと思います。” 

“Give gifts that make your celebrities easier to live. For example, Paris Hilton will give you a dog lead. Paris Hilton keeps a dog, so if you have a dog lead, you can live I think it ’s easy to do. ”

Main Activity

1. Now, the students will be giving Christmas or holiday presents to their friends. Give each student one or two "Gifts" cards. Have them describe when you would use the item using やすい/にくい

“皆さんはクリスマスプレゼントを友達に渡します。「〜やすい」と「〜にくい」を使ってカードに描いてあるプレゼントの使い道・使い方を教えてください。”

“Everyone gives a Christmas present to your friends. Please tell us how to use and use the present on the card using“ ~ easy ”and“ ~ hard ”. ”

2. Use this model for an example:
        1. If the card has a picture of a screwdriver
1. ドアが開きにくい時、このドライバーを使います。

1. "Use this screwdriver when the door is difficult to open." 

 2. ドライバーを使うとドアが開きやすくなります。

2. "Using a screwdriver makes it easier to open the door." 

Wrap-up

Ask the following questions to finish the lab: 

1. 今までで一番もらって嬉しかったプレゼントは何ですか？

What was the best present you have ever received?

2. 今までで一番もらって嬉しくなかったプレゼントは何ですか？

2. What was the most unsatisfying gift you have ever received?

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 suggestions on what gifts to give others
  • I can explain the functions of items used in everyday lives
  • I can give a solution to a problem

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