単語ゲーム / Vocabulary Games - Intermediate Low, Japanese 202, Lab 07
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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.
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 in Spanish, follow the instructions below:
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- Click on Share
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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)
単語ゲーム / Vocabulary Games - Japanese, Intermediate Low
Description:
In this activity, students will have the opportunity to learn new vocabulary words and describe what each of the words mean. Students will also answer questions based on the vocabulary words.
Proficiency Level:
Intermediate Low
Keywords:
Japan, Japanese, Nakama 2, Chapter 8, Flyswatter, vocab, vocabulary, charades, last one standing
NCSSFL-ACTFL Can-Do Statements:
- I can recognize and describe everyday items such as people, places, and things
- I can discuss related items
- I can use actions to describe items and related topics
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.
Materials Needed:
- Computer or projector to display Google Slides
- Google Slides
- Flyswatter (Main Activity), one per class (lamination optional)
- Flyswatter Answer Key (Main Activity), one per instructor (lamination optional, suggest printing on a single page)
- Charades (Main Activity), one per instructor (lamination optional)
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 play "Last One Standing." Have the students stand up and start clapping slowly (in a rhythm). For each round, the students will say a word related to the topic after the third clap. If they cannot think of a word after the third clap, they are out. Have them sit down when they are out. Repeat this until there is only one student standing. There will be a different topic for each round
“今から「最後の一人」というゲームをします。みなさん立って、手を叩いてください。お題が出てきたらリズムに合わせてお題に合った単語を言ってください。もしリズムに合わせられなかったら、アウトです。アウトの人は座ってください。最後まで立ってる人が勝ちです。”
“Now we will play the game“ The Last One ”. Please stand and clap your hands. When the theme comes out, please say the word that matches the rhythm. If you can't match the rhythm, you're out. Please sit out. The person who stands until the end wins. ”
3. Use this model for an example:
1. Ex. Pig
1. Student A: 「１、２、３、ピンク」
2. Student B:「１、２、３、美味しい」
3. Student C: 「１、２、３、動物」
4. Student D: 「１、２、３、？？？」←アウト
Main Activity
1. Flyswatter Game. Spread out the "Flyswatter cards" on the table or floor. Choose a random picture/word from the "Flyswatter Answer Key" and say it out loud. Students will try to get the cards you say, and the student with the most cards at the end wins.
“ハエたたきゲームをします。私が単語を言うので、それにあった絵を探してください。ゲームの最後に１番カードを持ってる人が勝ちです。”
“We will play a flyswatter game. I say a word, so look for a picture that matches it. The person who has the first card at the end of the game wins.”
2. Charades. Students will take turns acting out a verb from the "Charades List." Pick a random verb from the list for each student that is acting it out. The other students will try to guess what the student is acting out
"ジェスチャーゲームをします。まず、ボランティアはいませんか？いなかったら時計回りでジェスチャーをしていきます。私が動詞を選びます。"
"We will play a charades game. Do we have volunteers? If you don't have one, I'll do the gesture clockwise. I choose the verb."
Wrap-up
Wrap-up questions (Pick the a few you’d like to ask):
1. 噂を立てられたことがありますか？
1. Have you ever had a rumor spread about you?
2. 災害を経験したことがありますか？
2. Have you ever experienced a disaster?
3. 泥棒を見た（の被害に遭った）ことがありますか？
3. Have you ever seen a thief?
4. 交通事故に遭ったことがありますか？
4. Have you ever had a traffic accident?
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 recognize and describe everyday items such as people, places, and things
- I can discuss related items
- I can use actions to describe items and related topics