Japanese Level 1, Activity #14: “Mad Libs” / “マッドリブ” (Online)
image via: Irasutoya
Description:
In this activity, students will practice creating full sentences in Japanese. Students will complete mad lib at the end of this activity.
Semantic Topics:
Madlibs, adjectives, verbs, nouns, complete sentences, マッドリブ, 形容詞, 動詞, 名詞, 完全な文, 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: Adjectives, Nouns, Verbs, Full sentences, Madlibs
Practices: Putting information together into full sentences
Perspectives: How Japanese people talk about different topics and tell stories
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2 Students understand and interpret spoken and written Japanese on a variety of topics.
- Standard 4.1 Students demonstrate an understanding of the nature of language through comparisons between Spanish and English.
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 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 Lib 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MadLib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、生徒は名詞と動詞を選択するだけで文を作成できます。
An example sentence has been provided on the slide.
スライドには例文が記載されています。
- 例えば：「りんごを食べました」
Model the correct sentence structure by referring to the example.
例文を参照して正しい文構造をモデル化します。
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.
この形式に従って各生徒に文を作成してもらいます。
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
For Larger Labs: this process may be expedited by calling upon a more confident student once per slide.
大規模なラボの場合: スライドごとに 1 回、より自信のある学生に声をかけることで、このプロセスが迅速化される可能性があります。
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 will be 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.
冬休みに何をするかを生徒に尋ねます。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。
- 例えば：冬休みになにをしますか？
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.
