Hangman Hiragana- Japanese 101 Lab 02 Online
Overview
Students will be introduced to appropriate greetings based on the time of day. They will practice using the correct phrases and greetings they learn. Students will then practice recognizing and reading hiragana through the hangman game.
Description
Description:
Students will be introduced to appropriate greetings based on the time of day. They will practice using the correct phrases and greetings they learn. Students will then practice recognizing and reading hiragana through the hangman game.
Proficiency Level:
Novice Low
Keywords:
Reading hiragana, major in school, day, morning, evening, greetings, time of day,
Materials Needed:
Can-Do Statements:
- I can identify single hiragana and simple words.
- I can address someone using formal/informal greetings.
- I can use appropriate greetings based on the time of day.
- I can identify my own and other student’s majors in school.
Idaho State and National Standards
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 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 1.1: Observe formal and informal forms of language.
Warm Up and Main Activity
Warm Up(ウォームアップ):
Open the Google Slideshow and begin by introducing the Can-Do Statements for today’s activity.
Using the Google slideshow, introduce students to different times of the day and the appropriate greetings for those times of day.
Be sure to explain the differences in greetings based on the time of day.
おはよう vs こんばんは。
学生に、グーグルスライドショーを使って、いつ・どの挨拶を使えばいいを紹介すること。例えば：「おはよう」対「こんばんは」
(Morning slide, write 朝, 昼 and 夜 on the board OR just model however the instructor wants to explain) What time of day is this? -model waking up- This is morning. What greeting do you give in the morning?
「朝スライド、朝・昼・夜をワイトボードに書く、またはデモをすればいいんです。」これはいつですか。「起きることはデモをして」これは朝です。どれの挨拶を使いますか。
(Afternoon/Night slide) What time of day is this? 昼 or 夜? What greeting do you give in the afternoon/night?
「昼・夜スライド」これはいつですか。昼か？夜か？どれの挨拶を使いますか。
Go over "formal" and "informal" greetings when you meet and introduce yourself to strangers. For example, when to add ございます and if the full よろしくお願いします is necessary.
知らない人に会うとき、どの挨拶（公式か非公式）を使うのを復習すること。例えば、「ございます」だけでいいか、それとも「よろしくお願いします」を使った方がいいか(Nice to meet you slide) What do you say when you first meet someone? Does this change if it’s a formal or informal situation?
「初めましてスライド」知らない人に会う時に何と言いますか。公式か非公式の場合では違いますか。
Practice using もういちどお願いします/ゆっくりお願いします/ and other survival phrases if a student doesn't hear/understand what someone is saying.
学生がわからないとき、「もういちどお願いします」、「ゆっくりお願いします」、そして基本的な表現を練習する(If the lab instructor wants, they can have the students pull out their lab packet with the Survival Phrases page.)
Main activity/hiragana activity(主要活躍/平仮名のアクティビティ):
This is a hangman-esque game! We will have a major sheet that will contain a lot of the majors the students know. Send this to them using the chatbox in Zoom.
ハングマンに似ているゲームです。学生が知っている専攻リストがある。
Show the students how to turn on annotation, there is a screenshot at the top of slide 8.To model the activity the lab instructor will choose a major, let’s say れきし, and write three blank spaces on the slide like hangman on slide 9.
デモをするため、専攻を選んで（例えば：「歴史」）そして3つの線を引く。_ _ _ <- Three blank spaces like this.
_ _ _ <- このように三つの線を引くFill in one or two hiragana to fill in as hints. So for this example, it could look like: _ き _
ヒントで、一つか二つの平仮名を書き込む。この例では、この様になる：_ き _Have students guess what the word is and then what major it is.
学生がどんな言葉を推測して、そして専攻を推測する。
Next, select a random lab student and ask them to be the annotator in Zoom and make them “the Writer” (meaning they will be writing the other student’s guesses for their hangman pick).
次に、マーカーを一人の学生に渡して、その学生が「書き役」になる（この学生は他の学生の推測をホワイトボードに書く）。The Writer will choose a major from the list, fill in one or two hiragana, and have the other students guess.
「書き役」が専門をリストから選んで、一つか二つの平仮名を線に書き込んで、それから他の学生たちが答えを推測する。Continue until all students have been the Writer!
全員が「書き役」になったまで続く！We’re playing a hangman game with majors! We will each take turns being the one who writes everyone’s guesses. I will go first! Using this sheet (major sheet), I will choose one major, write blank spaces on the board, and give one to two hiragana hints. You will guess different hiragana and then finally the major it spells out. Once we’re done it’s a new person’s turn to write a major down and make everyone guess!
習った専攻を使って、ハングマンをします！みんなが答えを推測します。そして、全員が変わりあって皆さんの答えを書きます。私から始めます！この専攻リストを使って、一つの専攻を選びます。その言葉の数にあってる線をホワイトボードに引いて、ヒントで二つの平仮名を書きます。答えがわかるまで、みんなが答えを推測して、そしてその専攻の翻訳を英語で言います。答えがわかったら、新しい人に代わって、次の専攻を選んで書きます！
Wrap Up(レッスンをまとめる):
For the final slide, “Goodbyes”, have them shout out the different ways to say goodbye and write them on the board. Ask them about when they would use each one over the other.
「お別れ」のスライド：学生が習った表現を叫んでホワイトボードに書く
(Goodbye slide) What are some ways to say goodbye?
End of lab: Can-Do statement check-in... “Where are we?”
Read can-do statements and have students evaluate their confidence.
Encourage students to be honest in their self evaluation.
Pay attention, and try to use feedback for future labs!