荒天と祝日のお話/Severe Weather and Story-telling, Japanese 201, Lab 05

Created Feb. 7, 2024 by Amber Hoye, 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

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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.

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1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
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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:

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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)

荒天と祝日のお話/Severe Weather and Story-telling

Description:

Students will be exposed to various severe weather warnings from Japan. They will then practice telling stories using vocabulary for events and days off. 

Proficiency Level:

Novice High

Keywords:

Severe weather, weather warnings, earthquake, typhoon, tsunami, holidays, stories

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.
  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of Japanese culture and their own

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 1.3 - Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can listen to and understand urgent warnings about serious weather events
  • I can understand how to prepare for severe weather in Japan in comparison to the U.S.
  • I can create a story using familiar vocabulary.

Materials Needed:

Google Slideshow

Vocabulary Cards

Warm-up

1. Show the videos of the earthquake and typhoon warning.

2. Show the slide with the various actions a person should take if they’re caught in a tsunami, typhoon, or earthquake, or volcanic eruption.

  • 地震：Get under a table!
  • 津波：Get to high ground (lift your feet on the chair)!
  • 台風：Get away from windows (get to a corner)!
  • 火山（噴火）：Cover your head with something!

3. Students will play Simon Says with these actions

隊長の命令をしましょう！英語で「Simon Says」と言います。

4. Model each action the students should take.

  • Simon Says 地震！ Crouch underneath a table.
  • Simon Says 津波！ Get your feet off of the ground.
  • Simon Says 台風！ Run and stand in a corner.
  • Simon Says 火山「噴火」！ Cover your head with your hands.

5. Have a student play the role of Simon.

誰か Simon になりたいですか？

6. After a few commands, have a new students read the commands

Main Activity

1. Give each student a vocabulary card. Each card will have a set of vocabulary words related to holidays and other events

2. Have the students create a story incorporating that vocabulary. 

カードに書いてある単語を使ってお話を作りましょう！

Wrap-up

Ask some of the following questions to finish the lab: 

1. What do you do in the U.S. and Japan during a typhoon (hurricane)?

台風（ハリケーン）の時、日本とアメリカではどうしてますか？

2. What do you do in the U.S. and Japan during an earthquake?

地震の時、日本とアメリカではどうしてますか？

3. Have you ever experienced a natural disaster?

自然災害を経験したことがありますか？

4. What would you do if there is a big earthquake?

大きな地震があったらどうしますか？

End of lab:

  • Read can-do statements and have students evaluate their confidence with 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 listen to and understand urgent warnings about serious weather events
  • I can understand how to prepare for severe weather in Japan, in comparison to the U.S.
  • I can create a story based off memorized vocabulary.
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