Japanese Level 1, Activity #2: “時と専攻” / “Time and Majors” (Face-to-Face)
Description:
Students will learn to say the correct phrase depending on the time of day. Students will then practice recognizing and reading hiragana through the hangman game.
Reading hiragana, major in school, school, get to know you, polite greetings, ひらがなを読むこと, 学校,専攻, 人の基本情報を分かること, 丁寧なご挨拶, XはYです, Question Sentences, 質問文, NounのNoun, 名詞の名詞
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1: Students engage in conversation, provide, and obtain information, express feeling 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.
- 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 identify single hiragana and simple words.
- I can identify my own and other student’s majors in school.
- I can introduce myself using memorized vocabulary.
Materials Needed
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Warm-Up:
Using the Google slideshow, introduce students to different times of the day and appropriate greetings for those times of the day.
学生に、スライドショーを使って、いつ・どの挨拶が正しいかを紹介します。
- For example: Good morning vs Good Evening
- 例：「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? 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、またはデモをします。」
- これはいつですか。
- 挨拶のために何と言いますか。
(Afternoon/Night slide) What time of day is this? 昼 or 夜? What greeting do you give in the afternoon/night?
「「昼と夜のスライド」
- これはいつですか。昼ですか？夜ですか？
- 挨拶のために何と言いますか。
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）を使うのを復習します。例えば、「ございます」や「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?
「初めましてのスライド」
- 知らない人に会う時に何と言いますか。
- 公式と非公式の場合は違いますか。
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.
基本的な表現を練習します。
- When a student is not sure, say ‘one more time’ or ‘please take your time.’
- 学生がわからないとき、「もういちどお願いします」か「ゆっくりお願いします」と言ってください。
(If the lab instructor wants, they can have the students pull out their lab packet with the Survival Phrases page.)
Main Activity:
This is a hangman-style game! We will have a major sheet that will contain a lot of the majors the students know.
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ります。
- “Let’s do hangman!”
- 「ハングマンをしましょう！」
To model the activity the lab instructor will choose a major, let’s say れきし, and write three blank spaces on the board like hangman.
デモをするため、専攻を選んで（例えば：「歴史」）そして3つの線を書きます。
- _ _ _ <- Three blank spaces like this.
- _ _ _ <- このように三つの線を書きます
- This word is a major.
- 「この言葉は専攻の一つです。」
- Fill in one or two hiragana to fill in as hints. So for this example, it could look like: _ き _
- ヒントで、一つか二つの字を書き込みます。この例では、この様になります：_ き _
- Have students guess what the word is.
- 学生が言葉を推測させます。
- Next, hand a marker to a random lab student 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」になります（この学生は他の学生の推測をホワイトボードに書きます）。
- 「誰か書きたいですか？」
- The Writer will choose a major from the list, fill in one or two hiragana, and have the other students guess.
- 「書き役」が専攻をリストから選んで、一つか二つの字を線に書き込んで、それから他の学生たちが答えを推測します。
- Choose your words. Write a hint using hiragana.
- 言葉を選んでください。ひらかなのヒントを書いてください。
- Continue until all students have been the Writer!
- 全員が「書き役」になったまで続きます！
- Instructions/example of the Hangman game:
- 「習った専攻を使って、ハングマンをします！皆さんが答えを推測します。そして、皆の答えを書きます。私は始めます！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書いて、ヒントで二つの字を書きます。答えがわかるまで、皆さんがひらがなを推測してください。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:
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言ってホワイトボードに書きます。
End of activity:
- 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 activities!
Culture Notes
In Greetings and Goodbyes pay attention to the different contexts. Make sure students know which settings require a formal greeting and which settings are more casual.
NCSSFL-ACTFL Can-Do Statements
- I can identify single hiragana and simple words.
- I can identify my own and other student’s majors in school.
- I can introduce myself using memorized vocabulary.
