Never Have I Ever and Giving Suggestions / 出来る事とアドバイス - Intermediate Mid, Japanese 202, Lab 06

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:
    • 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 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)

Never Have I Ever and Giving Suggestions / 出来る事とアドバイス - Japanese, Intermediate Mid

Description:

In this activity, students will have the opportunity to explain what they are and are not able to do. Students will also give suggestions to a given situation. 

Proficiency Level:

Intermediate Mid

Keywords:

Japan, Japanese, Nakama 2, suggestions, never have I ever, Chapter 7

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 ask and answer questions about past experiences
  • I can give suggestions to a problem

Materials Needed:

Warm-up

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

"こんにちは。今日の Can-Do Statementsは..."

2.  Students will now play a game similar to "Never Have I Ever." The goal of this activity is to get the other students out. Students will try to think of questions that will not get them out (something they are not able to do that others are able to do do). Students will take turns coming up with questions using 〜ことが出来る. Everyone has 5 strikes until they’re out.

“これからゲームをします。まず、立ってください。皆さんは自分にはできなくて他の人にはできることを考えます。例えば、自分が泳げなかったら他の皆さんに「泳ぐことができる」と言います。そして、他の皆さんの中にもし泳ぐことができる人がいたら１アウトです。５回アウトになったら座ってください。” 

Main Activity

1. Students will now give suggestions to the situation addressed in the slides using 「〜ば」. Each slide has a sample sentence. Going around the table clockwise, each student will be assigned a slide that they will need to give a suggestion.

“今から絵が描いてあるスライドが出てきます。各シチュエーションでどうすればいいかアドバイスをしてください。”

“From now on there will be slides with pictures. Please advise what to do in each situation.”

2. Use this model for an example:
        1. In the the example slide, there is an illustration of a school with "CLOSED" written on it.
            1. To the student: 学校が休みです。どうすればいいですか？

                Student: 学校が休みなら、家で寝ればいいです。

        2. An example NOT in the slide: You dropped a pen
            1. To the student: ペンを落としました。どうすればいいですか？

　　　    Student: ペンを落としたら、拾えばいいです。

Wrap-up

Ask a few of the following questions to finish the lab: 

今日中にできることは何ですか？

1. What can you do today

2. 今週中にできることは何ですか？

2. What can you do this week? 


3.  今月中にできることは何ですか？

3. What can I do this month? 


4. 今学期中にできることは何ですか？

4. What can you do during this semester? 


5. 今年中にできることは何ですか？

5. What can you do 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 ask and answer questions about past experiences
  • I can give suggestions to a problem


Return to top