毎日の生活パート１/Daily Activities

Created Feb. 7, 2024 by Camille Daw

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 amberhoye@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 in Spanish, 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 WLRCLAR@gmail.com 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)

毎日の生活パート１/Daily Activities

Description:

A simple presentation will introduce the students to a couple individuals’ simplified schedule. The presentation reviews the times of day and what activities someone would do throughout the day. The students will then build a small schedule for a character and practice presenting their schedule. At the end of the activity, students will talk about their own schedules.

Proficiency Level:

Novice Low

Keywords:

Daily activities, schedule, character cards, morning, night, afternoon, day, evening, school, work

World-Readiness Standards:

  • Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of Japanese culture.

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.
  • COMM 3.1 Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my daily activities.
  • I can introduce someone else and their daily schedule.
  • I can understand my classmate's presentation about their daily schedule.

Materials Needed:

Google Slideshow

Activity Cards

Character Cards

Warm-up

1. Begin by opening the Google Slideshow and greeting your students. Introduce the Can-Do statements for today's activity. 

こんにちは！

2. Using the presentation, introduce Tanaka-san.

3. Give his name, the time of day, and what activity he is doing.

こちらは田中さんです。

朝、田中さんは起きます。

昼、学校に行きます。

夜、晩ご飯を食べます。

4. Check comprehension by reviewing the slide again, but this time ask the student questions about Tanaka.

こちらは誰ですか？

朝、田中さんは何をしますか？

昼、何をしますか？

夜、何をしますか？

5. Next, go to the slide with Yamada-san

6. Ask the students about her schedule:

  • Point to the picture of Yamada-san. こちらは誰ですか？
  • Point to the picture of morning. いつですか？ 朝、山田さんは何をしますか？
  • Point to the picture of afternoon. いつですか？ 昼、山田さんは何をしますか？
  • Point to the picture of night. いつですか？ 夜、山田さんは何をしますか？

Main Activity

1. In order to help the students, the last slide has 「(English word/phrase)は日本語で何と言いますか。」Have this slide up for the rest of the activity so students can start practicing with it!

2. Spread the activity cards out on the table and hand a character card to each student. The lab instructor will pick three activity cards (they can be from ANY time of day) and a character card (or just using yourself if there aren’t enough) and model the activity.

こちらは「キャラ」です。

朝、シャワーを浴びます。

昼、ハンバーガーを食べます。

夜、寝ます。

3. Have each student pick at least three activity cards for their character. These don’t need to be one morning card, one afternoon, one night. It can be any three cards.

三つのアクティビティカードを選んでください。

4. Put students in pairs and have them present what activities their character does to each other. (Yamamoto does this, this, and this.) 

皆さん、ペアになってください。

ペアで、あなたのキャラクターを紹介してください。

Once the students are done, they will present to the whole lab!

全員に紹介しましょう！

Wrap-up

Ask the following questions to finish the lab: 

朝、皆さんは何をしますか？

昼、何をしますか？

夜、何をしますか？

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 talk about my daily activities.
  • I can introduce someone else and their daily schedule.
  • I can understand my classmate's presentation about their daily schedule.
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