いつどこでゲーム / Mad Libs - Japanese, Intermediate Low

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 amberhoye@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)

いつどこでゲーム / Mad Libs - Japanese, Intermediate Low

Description:

In this activity, students will have the opportunity to practice transitive and intransitive verbs. Students will also play a Mad Lib-like game.

Proficiency Level:

Intermediate Low

Keywords:

Japan, Japanese, Nakama 2, Chapter 3, transitive and intransitive verbs, mad libs

NCSSFL-ACTFL Can-Do Statements:

  • I can differentiate between transitive and intransitive verbs
  • I can understand and interpret sentences that are created
  • I can describe actions

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:

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.  "Transitive/intransitive activity" Have the students pair up and pass out the transitive/intransitive images. The students will make sentences using the images

“生徒たちにペアになってもらってペアごとに transitive/intransitive imagesを配ります。生徒たちにそれを使って文を作ってもらいます。”

"Students are paired and distribute transitive / intransitive images for each pair."

Main Activity

1. "Mad Libs"Assign each student has a who, what, when, where, or why and make a sentence based on what they say. It doesn't have to make sense! Sometimes it could be funny, other times it could be normal. If you have more than 5 students, you could add adj., adv., or another “who” or just play a few rounds of the game

“生徒1人1人にいつ、どこで、誰が、何を、どうしたの役割を決めてもらい、彼らの選んだ単語に沿って文を作ってください。意味が通じる必要はありません。もし生徒が5人以上いる場合は、形容詞、副詞または誰とを追加するか、グループに分けて行ってください。” 

Encourage each student to decide when, where, who, what, and what role, and make sentences according to the words they choose. It doesn't have to make sense. If you have more than one person, please add adjectives, adverbs, or who you want to add, or group them. 

3. Use this model for an example:
        1. Student 1: いつ＝今日     Student 2: どこで＝BSU     Student 3: 誰＝スミスさん     Student 4: 何＝テレビ     Student 5:どうした＝食べた
            1. 今日、BSUでスミスさんがテレビを食べた

Wrap-up

Ask the following question to finish the lab: 

1. ついやってしまう事は何ですか？

1. What are you going to do? 

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 differentiate between transitive and intransitive verbs
  • I can understand and interpret sentences that are created

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