Japanese Level 1, Activity #14: “Mad Libs” / “マッドリブ” (Face-to-Face)
Image via: Irasutoya
Students will practice sentence structure and review vocabulary through the creation of sentences. First, students will create short, simple sentences, and then progressively make longer and more complex sentences. Then, students will exercise their skills to play an ad-lib game and then talk about their own winter breaks.
Making sentences, winter break, Christmas, holiday, 文章を作る, 冬休み, クリスマス, 休日, Adjectives (Present Tense), 形容詞（現在形）, Adjectives (Past Tense), 形容詞（過去形）, Adjectives (Noun Modification), 形容詞（名詞修飾）, 好き（な）／きらい（な）, 〜ましょう／〜ましょうか, Counting, 数
Products: Nouns, Adjectives, Verbs, Prepositions
Practices: Speaking in complex sentences.
Perspectives: The importance of storytelling
NCSSFL-ACTFL 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.
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 make full sentences in Japanese.
- I can make my Japanese sentences increasingly complex.
- I can help create a story in Japanese.
Materials Needed
Warm-Up:
The ultimate goal is to complete a full Mad Libs at the end of the Main Activity. We will ease students into being comfortable by slowly making more complicated sentences.
最終的な目標は、メインアクティビティの最後に完全なMadLibsを完了することです。より複雑な文章をゆっくりと作ることで、生徒が快適に過ごせるようにします。
The first slide has students only choosing a noun and a verb to make a sentence.
最初のスライドでは、生徒は名詞と動詞だけを選択して文を作成します。
An example sentence has been provided on the slide.
- 例えば：「りんごを食べました」
Model the correct sentence structure by referring to the example.
なにを？ Point to the example sentence: りんごを。
どうした？ Point to the example sentence: 食べました。
Have each student make a sentence following this format.
Repeat this process for the other three warmup slides. If the students are struggling with each new sentence, don’t be afraid to model the sentence structure again.
他の3つのウォームアップスライドについても、このプロセスを繰り返します。生徒が新しい文ごとに苦労している場合は、文の構造をもう一度モデル化することを恐れないでください。
Main Activity:
Go to the Mad Libs website
マッドリブの サイトにアクセスする。
Pick one of the stories listed for 101, and ask students for the necessary words.
101 にリストされている物語の中から 1 つを選び、必要な言葉を生徒に尋ねます。
Once the final story is presented, Have students take turns reading each sentence first in Japanese, and then explaining the English meaning.
最終的なストーリーが提示されたら、生徒に順番に各文を最初に日本語で読んでもらい、次に英語の意味を説明してもらいます。
If done early pick one of the other stories!
早めに完了した場合は、他のストーリーのいずれかを選択してください。
Wrap-Up:
Ask the students what they are doing over winter break. When they answer, keep asking follow-up questions! This is a great opportunity to let the students practice making more complex sentences.
冬休みに何をしているのか生徒に聞いてください。彼らが答えたら、フォローアップの質問を続けてください！これは、生徒がより複雑な文章を作る練習をする絶好の機会です。
- 冬休みは何をしますか？
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!
NCSSFL-ACTFL Can-Do Statements:
- I can make full sentences in Japanese.
- I can make my Japanese sentences increasingly complex.
- I can help create a story in Japanese.
