ジェパディ / Jeopardy - Japanese, Intermediate Mid
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)
ジェパディ / Jeopardy - Japanese, Intermediate Mid
Description:
In this activity, students will have the opportunity to review the chapters and materials they have gone over throughout the semester.
Proficiency Level:
Intermediate Mid
Keywords:
Japan, Japanese, Nakama 2, Jeopardy, Chapter 6-10
NCSSFL-ACTFL Can-Do Statements:
- I can recognize learned vocabulary
- I can ask questions relating to topics and items
- I can answer questions relating to vocabulary learned throughout the semester
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.
Idaho State World Language 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.
Materials Needed:
- Computer or projector to display Google Slides
- Whiteboard for the Final Jeopardy
- Google Slides
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. Show the video from Youtube of what NOT to do in Japan (how not to get mad).
“これは日本でしてはいけないことです。気をつけてください。”
“This is something you should not do in Japan. Please be careful.”
Main Activity
1. Students will now play Jeopardy. There is a link on the slide to a Jeopardy website. Create your own password to edit/play the game. Students will play individually or in groups depending on the size of the class. Have them take turns even if they get a question right (maybe go clockwise). This prevents the same person from playing for the entire lab. However, if a person/group cannot answer a question, the next person/group may steal the question. Make sure to keep track of the scores. In the end, see who wins (no prize, but be proud). Final Jeopardy is on the next slide.
“ジェパディをします。グループに分かれてください。時計回りで順番に質問に答えてもらいます。もし答えられなかったら、次のグループが答えられます。最後にファイナル・ジェパディがあります。”
“Jeopardy. Divide into groups. Ask the questions to be answered in a clockwise order. If you don't answer, you can answer the next group. Finally, there is Final Jeopardy.”
Wrap-up
Ask the following questions to finish the lab:
1. 今学期のラボはどうでしたか？
1. How was the lab this semester?
2. 来学期も日本語を取りますか？
2. Will you take Japanese next semester?
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 learned vocabulary
- I can ask questions relating to topics and items
- I can answer questions relating to vocabulary learned throughout the semester