私は誰でしょう・２０の質問/Who am I and 20 Questions. Intermediate Mid, Japanese 301, Lab 07

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)

私は誰でしょう・２０の質問/Who am I and 20 Questions.

Description:

Students will practice using descriptive language via a Head’s Up game. Each student will then assume the role of a popular Halloween character and push their ability to question and answer by playing 20 questions. 

Proficiency Level:

Intermediate Mid

Keywords:

Descriptions, asking questions, answering questions, Halloween, characters

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 4.1: Students demonstrate understanding of the nature of language through comparisons of the Japanese language 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 1.1: 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 accurately describe the characteristics of another person.
• I can understand and respond to a variety of questions regarding my own characteristics.
• I can ask questions about an individual's physical characteristics

Materials Needed:

Who Am I Character Cards

Michael Scott Office Clip

Google Slideshow

Warm-up

1. Begin by introducing today's Can-do Statements and opening the Google Slideshow

2. Who am I? - Each student will pick a random character card. 

私は誰でしょうゲームをします。みなさんにはキャラクターカードを選んでもらいます。

3. Without looking, they will put the card on their forehead so the other students could see the card. 

カードを見ずに、おでこにあててください。

4. They will have to figure out what their characters are with the help of other students. 

周りの生徒に手伝ってもらって自分のカードが何か当ててください。でも、カードに書いてあるキャラクターの名前は言わないでください。

• However, they are not allowed to mention the character on the card. Play the clip from The Office as an example.

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 accurately describe the characteristics of another person.
• I can understand and respond to a variety of questions regarding my own characteristics.
• I can ask questions about an individual's physical characteristics