Japanese Level 3, Activity #2: “Seasons” / “季節” (Face-to-Face)
Description:
Students will talk about the different seasons to compare and contrast weather in Japan versus the U.S.
Semantic Topics:
Nakama 1, Chapter 11, weather, seasons, spring, summer, winter, fall, compare and contrast, 中間1、第11章、天気、季節、春、夏、冬、秋、比較対照
- 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.
- Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of Japanese culture 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 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.
NCSSFL-ACTFL Can-Do Statements:
- I can understand the different types of weather.
- I can compare and contrast the weather in Japan and the U.S.
Materials Needed:
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Warm-Up
Pictionary: Have the students practice their knowledge of weather vocabulary by playing “Kanji Pictionary.”
Pictionary：「漢字Pictionary」を演奏して、天気の語彙の知識を生徒に練習させます。
Separate the students into two teams
生徒を2つのチームに分けます
Give each team one whiteboard, dry-erase marker, and eraser.
各チームにホワイトボード、乾式消去マーカー、および消しゴムを1つずつ渡します。Each group will have a representative. Ask for a volunteer to be the representative
- ボランティアはいますか？
This representative will have the final say on their team’s guesses
この代表者は、チームの推測について最終決定権を持ちます
Give one team a weather-related kanji card from the vocab cards
語彙カードから天気関連の漢字カードを1つのチームに渡します
That team will have 30 SECONDS to draw a picture on the whiteboard that represents the kanji from the vocab card.
そのチームは、語彙カードから漢字を表すホワイトボードに絵を描くために30秒を持ちます。
The goal is to have the other team correctly guess the kanji.
目標は、他のチームに漢字を正しく推測させることです。
After each 30 second round, have the two teams switch roles so that everyone gets equal chances to draw and to guess.
30秒のラウンドごとに、2つのチームに役割を切り替えてもらい、全員が同じように絵を描いたり推測したりできるようにします。
Main Activity
Change the slide to これはどの天気ですか？ The main activity will use the rest of the slides on the google slideshow.
スライドをこれに変更しますか？メインアクティビティでは、Googleスライドショーの残りのスライドを使用します。
Move to the next slide and show the students the weather-related picture. Ask them to describe what they see.
次のスライドに移動して、天気に関連する写真を生徒に見せます。彼らが見ているものを説明するように彼らに依頼します。
- これはどの天気ですか？
Since the picture is just rain falling, so they would be expected to respond with something like:
写真は雨が降っているだけなので、次のように応答することが期待されます。
- 今、雨が降っています。
Continue until the slides with kanji for the seasons (春、夏、秋、冬）
Display the for 春 and ask what weather happens in that season in the U.S. and Japan.
- アメリカでは、春の天気はどうですか？
- 日本では、春の天気はどうですか？
The students would be expected to respond with something like:
- アメリカでは、雨が降ります。
- 日本でも、雨が降ります。
Continue through the four seasons.
四季を続けてください。
Wrap-Up
End the activity by asking the students about their favorite and least favorite seasons.
- 好きな季節は何ですか？
- 嫌いな季節は何ですか？
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 understand the different types of weather.
- I can compare and contrast the weather in Japan and the U.S.
