Review Games/復習ゲーム. Novice Low, Japanese 101, Lab 09

Created Feb. 7, 2024 by Amber Hoye, Theadora Callahan, Deana Nassans, 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 pathwaysproject@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 for your classroom, follow the instructions below:

  • Google Slideshows:
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    • Once finished with your changes, please complete the following steps to share:
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    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu 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)

Review Games/復習ゲーム

Description:

Students will start by listing as many words as they can regarding school, country, and food. They will then practice their vocabulary through a simple memory game with escalating difficulty.

Proficiency Level:

Novice Low

Keywords:

Vocabulary practice, memorization, review games, images, pair-work

NCSSFL-ACTFL 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 4.1: Students demonstrate understanding of the nature of language through comparisons of the Japanese language and their own.

Idaho State World Language Standards:

  • 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 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

  • I can produce a variety of vocabulary words in relation to a given topic.
  • I can recognize Japanese words from simple images. 
  • I can identify memorized vocabulary. 

Materials Needed:

Ball

Google Slideshow

Warm-up

1. Students will be given a category on a presentation slide. For each category, the lab instructor will grab the ball and start by saying one word connected to that category (For example, if the category is “school”, then the lab instructor can say, pencil, textbook, teacher).

今から「最後の一人」ゲームをします。これはカテゴリーゲームです。

2. Have the students stand

皆さん、立って下さい。

3. Show the first category slide with 「くに」

国は、英語で何と言いますか？ (students respond) このラウンドのカテゴリーは国です。

4. Show the model slide for a bad example.

例えば、Aさんが「アメリカ」と言います。Bさんが「日本」と言います。Cさんが「アメリカ」と言ったらCさんはアウトです。

5. Now show the model slide for a good example.

次はAさんが「アメリカ」と言います。Bさんが「日本」と言います。Cさんが「カナダ」と言ったら大丈夫です。

6. Once you are finished showing the model slides, begin the round by holding the ball and saying a country.

では、スタートします。

7. Pass the ball to another student. That student will shout a word related to the theme and throw the ball to another student. As each person catches the ball, they need to come up with another word that fits the theme in 10 seconds.

一人１０秒あります。

8. If a student repeats a word that has already been said or can’t think of a new one within a few seconds, they are out and must sit on the sidelines.

Main Activity

1. For the main activity, students will attempt to memorize as many vocabulary on the slide as possible, and then share what they remember with their partners. Then, the lab instructor will show the same slide again so students can see how many they got correct.

次はメモリーチャレンジです。メモリーチャレンジは英語でなんといいますか？ students respond

2. Round 1: show the first slide of vocabulary to model the activity.

3. To show the students what they have to do, pretend as if you have to memorize the four items on the slideshow. 

これを見てください。メモリーチャレンジです。覚えてください。１分あります。 after 1 min ペアになってください。point at the slide これについて話してください。

4. Switch to the slide with the phrase [english/word phrase]はにほんごでなんといいますか. Leave this on while they speak in pairs. If they ask you something in English, point to the slide. 

5. Point to the slide: 質問があったら、これを見て下さい。

6. Move to the review slide and say all the vocabulary aloud with the students.

では、復習します。point to each picture and ask これはなんですか？せーの keep saying せーの until every student says what it is. Move on to the next slide.

7. Have the students repeat this process for Rounds 2, 3, and 4. Give the students only 1 minute to try to memorize the contents of the slides.

次はラウンド２です。頑張ってください。

Wrap-up

Ask the following questions to finish the lab: 

メモリーチャレンジはどうでしたか？

簡単でしたか？

難しかった？

何が？どこが？

何か質問がありますか？

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 produce a variety of vocabulary words in relation to a given topic.
  • I can recognize Japanese words from simple images. 
  • I can identify memorized vocabulary. 
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