Japanese Level 3, Activity #14: “Jeopardy” / “危険” (Face-to-Face)
Description:
In this activity, students will discuss planning for the future. First, they will learn about some differences between Japanese graduation and American graduation. They will then answer specific questions that get the students to talk about things they want to do before the day, semester, etc. is over.
Semantic Topics:
Japan, Japanese, Nakama 2, Jeopardy, Chapter 6-10, Answering questions, 日本, 日本語, 中馬2, ジョパディ, 第6-10章, 質問への回答
- 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 recognize learned vocabulary.
- I can ask questions relating to topics and items.
- I can answer questions relating to vocabulary learned throughout the semester.
Materials Needed:
Warm-Up
Begin by opening the Google Slideshow and reviewing the Can-Do Statements for today’s activity.
Go over the differences in education systems in Japan in comparison to the United States. Talk about the differences in graduation between the two countries.
Main Activity
Students will now play Jeopardy. There is a link on the slide to a Jeopardy website. Create your own password to edit/play the game.
Students will play individually or in groups depending on the size of the class.
Have them take turns even if they get a question right (maybe go clockwise). This prevents the same person from playing for the entire lab.
If a person/group cannot answer a question, the next person/group may steal the question. Make sure to keep track of the scores.
In the end, see who wins (no prize, but be proud). Final Jeopardy is on the next slide.
- “ジェパディをします。グループに分かれてください。時計回りで順番に質問に答えてもらいます。もし答えられなかったら、次のグループが答えられます。最後にファイナル・ジェパディがあります。”
“We will play Jeopardy. Divide into groups. Ask the questions to be answered in clockwise order. If you don’t answer, you can answer the next group. Finally, there is Final Jeopardy.”
Wrap-Up
Wrap the activity up by asking the students if they have any plans for the future!
- 将来の計画は何ですか？
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 recognize learned vocabulary.
- I can ask questions relating to topics and items.
- I can answer questions relating to vocabulary learned throughout the semester.
