Blake Simmerman, Amber Hoye
Languages, World Cultures, Language Education (ESL)
Material Type:
High School, Community College / Lower Division
  • Answering Questions
  • Explanations
  • Japanese
  • Listening Comprehension
  • Review Games
  • Taboo
    Creative Commons Attribution Non-Commercial Share Alike
    English, Japanese

    Japanese 102 - Lab 04 (ビンゴとタブー/Bingo and Taboo)


    NCSSFL-ACTFL Can-Do Statements:

    • I can identify and describe free-time activities. 

      • 私は色々なアクティビティについて説明できます。

    • I can identify and describe everyday items.

      • 私は日用品について説明できます。

    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

    ビンゴとタブー | Bingo and Taboo

    Proficiency Level: 

    Novice Low

    AATJ Standards for Learning Japanese:

    • “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.”

    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.”

    NCSSFL-ACTFL Can-Do Statements:

    • I can identify and describe free time activities. 

      • 私は色々なアクティビティについて説明できます。

    • I can identify and describe everyday items.

      • 私は日用品について説明できます。

    Materials Needed:

    Google Slides

    Bingo Sheets - Made with bingo creation website. Printed and laminated.

    Taboo Cards 

    Markers - For students to check bingo sheets and to keep score for the main activity.


    1. Begin the activity by sharing the website that explains Group I, II, and III verbs. Students may take a picture of the site or write it down. We cannot go over this material in lab, but we can give them the resources in order to better understand verbs and how they conjugate.

    2. Once the students have the links copied somewhere, give an example of a verb from each Group.

    3. Have the students conjugate each of those verbs as practice.

    4. Next, we’ll be playing bingo! Give each student a bingo sheet along with a marker or another way to mark off squares. 

    5. There is a laminated list for the lab assistant with all the possible terms so they may pick items at random.

    6. After every one to two items, ask the lab a related question so they may see and use the vocab in context. If you just called out 「野球!」 you could ask「誰か野球が好きですか?誰か試合を見ますか?」

    7. Keep going until two people have gotten bingos and then move on to the main activity.

    Main Activity

    1. To continue vocabulary practice, the main activity will be Taboo!

    2. You will split the lab into two teams- if there are only 2-3 students in your lab, they can be on the same team.

    3. Ask if anyone has played taboo before. 

      • 誰かタブーをした事がありますか?

    4. Use one of the cards as an example, and explain that they will be trying to get their team to guess the picture/word in blue and that they CAN’T say the word in red.

      • 一つのカードを選んで下さい。チムに青い言葉を説明して、その言葉を言うことができません。赤い言葉も言うことができません。チームが「guess」してください!

    5. They will get one minute to try and explain the word using Japanese only. No gestures or pictures. If their team guesses it correctly, they get three points.

      • 1分で説明して、日本語で話すことが必要です。それは3ポイントです。After that one minute, the duo can begin adding charades to get their team to guess for one minute. If their team guesses it correctly, they get two points.

      • もう1分が必要だったら、シャレードができます。それは2ポイントです。

    6. After that, the last minute the duo can draw on the board to get their team to guess. If their team guess correctly, they get one point.

      • もう1分が必要だったら、ホワイトボードで絵を描くことができます。

      • それは1ポイントです。

    7. If no one in their team guesses, no points.

      • もし 3分がかかったら、それは0ポイントです。

    8. Decide which team will go first. Then two students from the same team will stand in front of the rest of the lab. Set the stack of taboo cards face down where they can reach.

    9. Duo will choose one card and the lab assistant will start the timers. 


    End of lab:

    NCSSFL-ACTFL Can-Do Statements:

    • 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!