Blake Simmerman, Amber Hoye
Languages, World Cultures, Language Education (ESL)
Material Type:
High School, Community College / Lower Division
  • Compare and Contrast
  • Dislike
  • Hobbies
  • Japanese
  • Like
  • Location
  • Survey
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    English, Japanese

    Japanese 102 - Lab 05 (サーベイ/ Survey)


    Students will survey each other to find out what they like and dislike. Students will read, ask, and answer questions, then compare and contrast their likes and dislikes with the other students. Finally, students will report their findings as a group.

    NCSSFL-ACTFL Can-Do Statements:

    • I can compare and contrast the qualities of places, activities, etc.

      • 私は場所やアクティビティなどを比較できます。

    • I can ask and answer questions about my and my classmates' hobbies and interests.

      • 私は趣味と興味があることについて聞いたり答えたりできます。

    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.
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    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

    サーベイ| Survey

    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 compare and contrast the qualities of places, activities, etc.

      • 私は場所やアクティビティなどを比較できます。

    • I can ask and answer questions about my and classmates' hobbies and interests.

      • 私は趣味と興味があることについて聞いたり答えたりできます。

    Materials Needed:

    Google Slides

    Survey and markers and erasers

    Envelope Markers

    Comparison Cards

    Question List


    1. We will be doing a survey that focuses on 好き and 嫌い. Each person will be getting a survey card with three pictures and a space for their favorite hobby. 

    2. First, using Google slides to go over the difference between liking a noun and liking a verb. 

      • 「〜が好き、〜するのが好きの違いを説明します。」

    3. Pass out surveys, markers, and erasers. Have the students stand up and begin asking each other if they like or dislike the items/activities on their sheet. Have them make a tally for everyone that agrees and likes the item/activity.

    4. After a few minutes, have everyone come together (not sitting down since the main activity will require them to move around again) and ask them how many students like the items on the survey

      • Example:「猫、歌う、ハイキングなど」

    5. Ask some of the students what their favorite hobbies are and how many other people also enjoy it. 

      • 「一番好きな趣味は何ですか。他に「」が好きな人がいますか。」

    Main Activity

    1. There will be four stations around the lab area: 大学、カフェ、映画ポスター、スポーツ。Each station will have an envelope with approximately 4-6 pictures in each. 

    2. Have the students go in pairs or in threes to each station where they will compare and contrast the pictures using 〜の方が。。。より。They must create 2-3 contrasts EACH.

    3. Use the "ベビーメタルと北島三郎" cards as an example. 「

      • ベビーメタルの方が北島三郎より現代的です。北島三郎の歌の方がベビーメタルの歌より古いです。」

    4. In each envelope there is a list of questions that the students can answer after their comparisons. Encourage them to ask their own as well! 


    1. Ask students if they have any plans tomorrow.

      • 明日、何か予定はありますか。

    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!