私は誰でしょう / Guess Who - Intermediate Mid, Japanese 202, Lab 09

Created Feb. 7, 2024 by Amber Hoye, Deana Nassans, Sakura Kanda, 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)

私は誰でしょう / Guess Who - Japanese, Intermediate Mid

Description:

In this activity, students will have the opportunity to practice Japanese counters. Students will also be able to express limited degrees. Students will learn to describe characteristics.  

Proficiency Level:

Intermediate Mid

Keywords:

Japan, Japanese, Nakama 2, Chapter 8, limited degree, counters, guess who

NCSSFL-ACTFL Can-Do Statements:

  • I can express limited degree using だけ〜affirmative and しか〜negative
  • I can describe characteristics
  • I can guess who a person is based on descriptions provided

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:

  • 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
  • Google Slides(Warm-up AND Main Activity), one per class
  • Character cards (Main Activity), one card per person (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.  Each slide will have a picture of an object. The students will guess the counter for each object.

“これから皆さんにクイズをしてもらいます。” 

We will do a quiz

Main Activity

1. This game is a mix of "Guess Who" and "Flyswatter." Hand out one set of Character Cards to each student and lay the other set face up on the table. Have each student take turns describing the items their character has with 〜だけ/〜しか. Have the other students guess the character, and the fastest to grab the card gets to keep the character card. Repeat until everyone has described their character. The student with most cards will win!

“生徒1人1人にキャラクターカードを配って1組をテーブルに広げて置きます。生徒は順番に〜だけ/〜しかを使って自分のキャラクターのアイテムを説明します。生徒たちは他の生徒のキャラクターを予想して一番早く答えられた人がテーブルの上のキャラクターカードをもらいます。全員がそれぞれのキャラクターを説明し終わるまでこれを続けます。最後に一番多くのカードを持っていた人の勝ちです”

“Distribute a character card to each student and place a pair on the table. Students will use only ~ / ~ to explain their character items in turn. The first person who anticipates the character and gets the character card on the table gets the character card on the table and continues until everyone finishes explaining each character. It ’s human win. ”3. Use this model for an example:
    

    1. Person describing his/her card
            1. 飴を２個だけ持っています。ノートも２冊だけあります。ペン、シャーペン、えんぴつは１本ずつしかありません。

I have only two candy. There are only two notebooks. There is only one pen, one pencil and one pencil.
        2. Other students
            1. ノストラダムスですか？

Is it Nostradamus?
        3. Person describing his/her card
            1. そうです！

Wrap-up

Ask some of the following questions to finish the lab: 

1. 誰かに褒められたことはありますか?

1. Has anyone ever been praised?

2. どんなうわさを聞いたことがありますか?
2. What rumor have you heard of?


3. 夏らしい日ってどんな日ですか?

3. What kind of day is summery?


4. 今日雨が降るでしょうか?

4. Will it rain today?


5. 時計を何個持っていますか?（~しか/〜だけを使う）

5. . How many watches do you have? (Only use ~~ / ~)

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 express limited degree using だけ〜affirmative and しか〜negative
  • I can describe characteristics
  • I can guess who a person is based on descriptions provided

Return to top