日本の地下鉄 / Japanese Subways. Intermediate Low, Japanese 201, Lab 10

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)

日本の地下鉄 / Japanese Subways

Description:

Students will learn about navigating and paying for the train system in Japan. They will then practice their travel vocab with a game that pushes their vocab and requires them to talk about that vocab creatively.

Proficiency Level:

Intermediate Low

Keywords:

Travel, train, ticket, conversation, game, vocabulary, listening comprehension

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 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.
  • 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 compare and contrast transportation systems in the U.S. and Japan
  • I can explain travel-related vocabulary words to others
  • I can exchange ideas with others on words related to traveling

Materials Needed:

Travel Vocabulary Cards

Google Slideshow

Warm-up

Pull up the presentation and greet your students in Japanese.

1. Move to the next slide with the “Can-Do Statements” and read each Can-Do statement in English.

2. Show the students how to navigate and pay for the train system in Japan.

3. Show the slide with the map of the train system.

これは日本の地下鉄の路線図です。

とても複雑ですよね？これを見たら日本に行くのが心配になりますよね？

4. Show the next slide with the signs for each station.

でも大丈夫です。駅にはサインがたくさんあります。

例えば他の線の場所を教えてくれます(point at the picture)。

あと、大体日本語、英語、中国語、韓国語で表記されてます。

5. Show the next slide with the commuter passes.

電車に乗るときに切符かICカードが必要です。

ICカードは地域によっていろいろあります。

例えば東京にはPASMOとSuicaがあります。

大阪ではICOCAを使います。でも、どこに行っても全部使えます。

Show the next slide with the Table of Fares.

もしICカードがなければ切符が必要です。

切符は料金表を見ればいくらか分かります。

例えば真駒内からさっぽろに行きたかったら400円かかります(point at the picture)。

6. Show the embedded video on the next slide.

日本の通勤ラッシュのビデオです。

Main Activity

1. Move to the next slide that just says タブー。

2. Ask for a volunteer.

ボランティアはいますか？

3. That volunteer will receive a random card from the travel vocab cards.

4. The volunteer cannot say any of the words written on the card, including the main word and the three smaller words.

5. The volunteer’s goal is to get the other students to guess the main word written on the card.

6. The volunteer should try to describe the word or give references to the word. 

7. REMINDER: The volunteer cannot say any of the words written on the card to accomplish this.

8. The volunteer will have only 1 minute to get their peers to guess the main words of as many cards as possible.

9. Once that 1 minutes is up, the next student will receive a random card and continue the game, with only 1 minute per round. 

Wrap-up

Ask the following questions to finish the lab: 

ボイシーでの交通手段は何ですか？

アメリカでの交通手段は何ですか？

日本とアメリカの交通手段の違いは何ですか？

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 compare and contrast transportation systems in the U.S. and Japan
  • I can explain travel-related vocabulary words to others
  • I can exchange ideas with others on words related to traveling
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