自然災害のシナリオ/Natural Disaster Scenarios. Intermediate Mid, Japanese
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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.
- 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.
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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)
自然災害のシナリオ/Natural Disaster Scenarios. Intermediate Mid, Japanese
Description:
Students will be exposed to various severe weather warnings from Japan and practice with Simon Says. They will then respond to a provided severe weather scenario with spontaneous discussion.
Proficiency Level:
Intermediate Mid
Keywords:
Severe weather, weather warnings, earthquake, typhoon, tsunami, discussion, answering questions
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 Content 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.
- CLTR 1.3 - Function appropriately in diverse contexts within the target culture.
NCSSFL-ACTFL Can-Do Statements:
- I can understand and react accordingly to various commands regarding safety in severe weather.
- I can give a detailed verbal response to scenarios regarding severe weather.
- I can compare and contrast weather in Japan and the United States.
Materials Needed:
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. Have the students pair up
2. Give each student (or pair of students) a scenario card.
3. Have the students read the prompt on the scenario card and discuss IN DETAIL with each other.
シナリオカードに書いてあることを読んで、みなさんで（ペアで）具体的に話してください。
4. Answer any clarification questions they have, especially regarding new vocabulary or grammar
5. Once discussions wrap up for each group, have the students switch cards and respond to their new scenarios.
終わったら、違うカードを取ってまたディスカッションしてください。
6. Continue until each student has discussed every card.
Wrap-up
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 understand and react accordingly to various commands regarding safety in severe weather.
- I can give a detailed verbal response to scenarios regarding severe weather.
- I can compare and contrast weather in Japan and the United States.