Japanese Level 1, Activity #9: “When Do You…?” / “いつですか…?” (Online)
Image via Irasutoya
In this lab, students will share their daily/weekly schedule with each other in groups. Then, they will have to make schedules for each other and share them with the group. Students will practice talking about time and location of their daily activities.
Schedule, class, daily, weekly, activities, スケジュール, クラス, 毎日, 毎週, 活動, Xがあります／います, Describing Where Things Are, 物がどこにあるかを説明する, Past Tense of です, ですの過去形, Past Tense of Verbs, 動詞の過去形, も, 一時間, たくさん, と
Products: Schedules, Time of day, weekdays
Practices: Making a schedule
Perspectives: Daily Routines
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.
- 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.
NCSSFL-ACTFL Can-Do Statements:
- I can answer where and when questions about my weekly schedule.
- I can describe my schedule to my peers
- I can describe my peers’ schedules to others.
Materials Needed
Warm-Up:
Ask students about when certain people study based on the schedule on slide 3.
スライド 3 のスケジュールに基づいて、特定の人がいつ勉強するかについて生徒に質問します。
- 「人」さんはいつ勉強しますか。
- 誰が「何」曜日に勉強しますか。
Main Activity
The students will be building a schedule regarding certain activities by sharing the days of the week they do them. Then, the assistant will ask clarifying questions to both individual students and the entire group.
学生は、彼らが行う曜日を共有することにより、特定の活動に関するスケジュールを作成します。次に、アシスタントは個々の学生とグループ全体の両方に明確な質問をします。
For this Main Activity, please leave the Presenter Mode so that you can edit the slide or use the annotate tool. (If you edit the slide, please be sure to clear them out after the activity.)
このメインアクティビティでは、スライドを編集したり、注釈ツールを使用したりできるように、プレゼンターモードを終了してください。 （スライドを編集する場合は、アクティビティの後で必ずクリアしてください。）
Step One: Using the subject on the left of the table, ask students when they do that thing. For example: When (what day of the week) do you study? 何曜日に勉強しますか？
ステップ1：表の左側にある主題を使用して、生徒にそのことをいつ行うかを尋ねます。例：いつ（何曜日）勉強しますか？
Step Two: Using the schedule that the students have helped the assistant create, ask clarifying questions like those which were modeled in the warm up; When (what hour), where, what do you study? 何時にどこで何を勉強しますか
ステップ2：学生がアシスタントの作成を支援したスケジュールを使用して、ウォームアップでモデル化されたような明確な質問をします。いつ（何時）、どこで、何を勉強しますか？
Example Questions:
Step Three: Ask the rest of the students about a specific student’s day
ステップ3：特定の学生の日について残りの学生に尋ねる
Example Questions:
Repeat this process for each slide. There are many slides included and you may not get through all of them, that is OKAY! 🙂
スライドごとにこのプロセスを繰り返します。多くのスライドが含まれているので、すべてを通過できない場合があります。それはOKAYです。
Wrap-Up:
Show the schedule for one student and take turns asking students the following questions:
- 何曜日
- どこで
- 何を
- 何時に
- I.E. 田中さんは何曜日何時に日本語を勉強しますか？
Layer as much complexity as you can tell the students are comfortable with.
生徒が快適に過ごせるように、できるだけ複雑なレイヤーを作成します。
Proceed in this fashion until Tanaka’s schedule is exhausted.
田中のスケジュールが尽きるまで、このように進めます。
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!
Cultural Notes
日本の祝日 Japanese National Holidays
Show students a list of Japanese holidays! Talk about how they compare with students’ holidays and traditions.
NCSSFL-ACTFL Can-Do Statements:
- I can answer where and when questions about my weekly schedule.
- I can describe my schedule to my peers
- I can describe my peers’ schedules to others.
