何をしますか/What Do You Do? Novice Low, Japanese 101, Lab 10

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 pathwaysproject@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:

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    • Once finished with your changes, please complete the following steps to share:
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  • 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)

何をしますか/What Do You Do? Novice Low, Japanese

Description:

The students will review the verbs they have learned so far, as well as the days of the week, the time of day, and the hours of the day. Then, they will ask and answer questions in pairs about simple daily schedules. Finally, as a group, they will describe what they do on the weekends.

Proficiency Level:

Novice Low

Keywords:

Verbs, times, schedule, activities, 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 1.3: Students present information, concepts, and ideas to an audience of listeners or readers 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 1.2- Identify patterns and explain discrepancies the sounds and the writing system in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can ask my classmates about their daily schedule.
  • I can discuss time by accurately describing the day of the week, the time of day, and specific hours of the day.
  • I can present my schedule to my peers.

Materials Needed:

Google Presentation

Warm-up

1. Pull up the presentation and greet your students in Japanese.

こんにちは！

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

Review

3. Move to the next slide that shows a time of day, two times and two activities. Model the activity by checking with the students about the time of day and what the character is doing. For example, for the first slide you would point to the picture and say:

今日は月曜日です。いつですか。

Students reply: 朝です！

朝ですね。何をしますか？

Students reply: 起きます !

はい、そうです。朝、起きます。

何時に起きますか？

Students reply: ８時！

はい、そうです！じゃ、「８時に起きます。」リピートしてください！

Students reply: ８時に起きます!

4. For the second action listed on the slide, repeat the same process. 

5. For the next two slides (afternoon and evening) ask the students questions and try to have them guess the sentence before you tell them.

Note: Each slide has a day of the week. When introducing each slide, the lab instructor will say what day it is, but the students will not be expected to create a sentence including it.

Main Activity

1. Switch to the slide with スケジュール. 

2. Show the students the next slide with more activities and specific times. Again, the lab instructor will introduce the day of the week, but students will not be expected to use it.

3. Have the students pair up.

ペアになって下さい。

4. Have the students ask each other questions for each time and activity on the slide. For example:

10時、学校に行きますか？　本を読みますか？　テレビを見ますか？

1時、学校に行きますか？ 本を読みますか？　テレビを見ますか？

5. Each pair of students should continue and ask each other questions for each time and activity.

6. Once the students have discussed every question in pairs, have them come back together as a group to share.

7. They should share one answer about their schedule. For example:

１０時に学校に行きます

１時に本を読みます

３時に本を読みます

９時にテレビを見ます

8. Have the students repeat this for the next two slides.

9. Make sure the students change partners for each slide.

Wrap-up

Come back together as a group to discuss the weekend! 

Show the slide explaining the weekend. 

Explain that the weekend is made up of Saturday and Sunday.

週末は土曜日と日曜日です。

Ask the students what they do on the weekend. 

週末は、何をしますか？

Ask if there are any final questions!

何か質問がありますか？

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student 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 ask my classmates about their daily schedule.
  • I can discuss time by accurately describing the day of the week, the time of day, and specific hours of the day.
  • I can present my schedule to my peers.
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