症状と薬 / Symptoms and Medicine. Intermediate Low, Japanese

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 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)

症状と薬 / Symptoms and Medicine

Description:

The students will be exposed to a few home remedies from Japan. They will then be shown medicine and will be asked to cure various symptoms of sickness using medicine or home remedies. The activity will finish with a comparison of Japan’s medicine to medicine from the students’ home cultures.

Proficiency Level:

Intermediate Low

Keywords:

Sickness, symptoms, home remedies, medicine, presentations, comparing culture

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 2.2: Students demonstrate an understanding of the relationship between the products 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 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 1.3: Function appropriately in diverse contexts within the target culture.
  • CLTR 2.2 - Describe the connections of products from the target culture with the practices and perspectives of the culture.
  • COMP 2.1: Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can recognize home remedies from Japan and understand their uses. 
  • I can understand and discuss the symptoms of a sick person.
  • I can choose medicine or home remedies to treat a sick person’s symptoms.

Materials Needed:

Google Slideshow

Sick Patient Card

Warm-up

1. Begin by introducing the Can-do's for today's activity and open the Google Slideshow. Using the presentation, show the students some pictures of home remedies in Japan. The students will try to guess what symptoms the home remedies are trying to relieve.

a. ネギ

何のためですか？どうやって使いますか？

鼻づまり

b. アロエ

何のためですか？どうやって使いますか？

虫さされ、日焼け

アロエを切って、刺された場所に塗る

c. ハチミツ生姜

何のためですか？どうやって使いますか？

風邪（喉の痛み）

生姜、ハチミツをお湯に混ぜる

Main Activity

1. Have the students find a partner. 

2. Using the presentation, we will first show them photos of medicine. The students will try to guess what symptoms that medicine is trying to relieve. 

これは何に使われますか？

i.  ケロリン

1. ヒント：アスピリンが入ってます

2.  生理痛、頭痛

ii. イソジン

1. ヒント：うがいをします

2. 風邪、喉の痛み

ii. キンカン

1. ヒント：act it out, 運動・スポーツをしたあとに体はどうなりますか

2. ヒント：夏場や、森とか山に行ったときに使います

3. かゆみ・肩こり

1. Show them the home remedies again

a. アロエ

b. はちみつ生姜

c. ネギ

2. Now, give the students the Sick Patient Cards. There will be 3 (very sick) people that the students will give the medicine to, depending on what the symptoms are.

3. Have them discuss which medicine they should give the person (in pairs)

4. This includes home remedies as well

どんな症状ですか？

何をしたほうがいいですか？

どの薬をあげたほうがいいですか？

5. Have the groups present their solutions

Wrap-up

Discuss similar products that we have in the United States (compare with the products from the main activity)

1. アメリカではどんな薬がありますか

a. Ibuprofen, Advil, Motrin

b. Allegra, Zyrtec, Benadryl

c. Salonpas, IcyHot

2. あなたの国ではどんな民間療法がありますか？

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 recognize home remedies from Japan and understand their uses. 
  • I can understand and discuss the symptoms of a sick person.
  • I can choose medicine or home remedies to treat a sick person’s symptoms.
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