Blake Simmerman, Amber Hoye, Camille Daw
Languages, World Cultures, Language Education (ESL)
Material Type:
High School, Community College / Lower Division
  • Class
  • Daily Activities
  • Japanese
  • Schedule
  • Weekly Activities
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    English, Japanese

    Japanese 101 - Lab 09 (When do you...?)


    In this lab, students will share their daily/weekly schedules in groups. Then, they will have to make schedules for each other and share them with the group. Students will practice talking about the time and location of their daily activities. 

    About The Pathways Project

    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 with any suggestions and we will update the content in a timely manner.  — The Pathways Project

    Looking for the English Version of this activity to adapt for your language? CLICK HERE

    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

    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 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)

    Activity Instructions

    When do you...?

    Proficiency Level

    Novice Low

    Idaho State Content 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.

    • 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.

    • COMP 1.1: Observe formal and informal forms of language.

    • COMP 1.2: Identify patterns and explain discrepancies in the sounds and the writing system in the target language.

    • COMP 1.3: Compare and analyze idiomatic expressions in the target language.

    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.

    NCSSFL-ACTFL Can-Do Statements:

    • I can answer where and when questions about my weekly schedule.

    • I can describe my schedule to my peers

    • I can describe my peers’ schedules to others. 

    Materials Needed:

    Google Presentation

    Warm-up (3-5 Minutes)

    1. Show the schedule for one student and take turns asking students the following questions:
      • 何曜日
      • どこで
      • 何を
      • 何時に
      • I.E. 田中さんは何曜日何時に日本語を勉強しますか?

    Main Activity

    1. The students will be building a schedule regarding certain activities by sharing the days of the week they do them. Then, the assistant will ask clarifying questions to both individual students and the entire group. 

    2. For this Main Activity, please leave the Presenter Mode so that you can edit the slide or use the annotate tool. (If you edit the slide, please be sure to clear them out after the activity.) 

    3. Step One: Using the subject on the left of the table, ask students when they do that thing. For example: When (what day of the week) do you study?  何曜日に勉強しますか?

    4. Step Two: Using the schedule that the students have helped the assistant create, ask clarifying questions like those which were modeled in the warm up; When (what hour), where, what do you study? 何時にどこで何を勉強しますか

    5. Step Three: Ask the rest of the students about a specific student’s day 

    6. Repeat this process for each slide. There are many slides included and you may not get through all of them, that is OKAY! :) 

    Wrap-up (1 minute)

    1. できることステートメントを読んで学生を自分自身の評価させます。

      • Read can-do statements and have students evaluate their confidence.

    NCSSFL-ACTFL Can-Do Statements:

    • I can answer where and when questions about my weekly schedule.

    • I can answer questions about my peers’ weekly schedules.

      • 学生に正直な自己評価にして勧めます。

    • Encourage students to be honest in their self-evaluation.

      • ちゃんと聞いて学生の答えを今度のために使いなさい。

    • Pay attention, and try to use feedback for future labs!