Japanese Level 2, Activity #3: “Rules and Family” / “ルールと家族” (Online)
In this activity, students will practice connecting sentences with te-form by describing a handful of pictures. Pairs of students will then conduct a mock tour, with one student acting as a tour guide and the other acting like a famous historical figure. Once the tour guide has learned enough about the “famous person,” the students will then schedule a tour together, keeping in mind the information gathered from the interview.
Adjectives, Descriptions, Japanese, Objects, Verb Tense, て-Form, 形容詞,説明,日本語,オブジェクト,動詞時制, て形
Products: Vocabulary, Te-Form conjugation chart
Practices: Connecting sentences using Te-Form
Perspectives: Storytelling in Japanese
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
Idaho Content Standards for World Languages:
- COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
NCSSFL-ACTFL Can-Do Statements:
- I can understand and describe household rules using short phrases
- I can ask for permission to do something and ask for clarification using simple phrases.
- I can give or deny someone permission and explain my reasoning using simple phrases.
Materials Needed
Warm-Up:
Students will be prompted to describe permissions and rules they were allowed when they were kids.
- 子供の時に何してもよかった？
- 子供の時に何してはいけなかった？
Go over this vocab to make sure the students can understand your instructions later on
- たのむ: to request
- いう：to say
- 両親
- きょうだい: siblings
- りゆ
- から
Main Activity:
The students will take on roles of various household members (Parent, Child, Grandparent , should time and creativity allow), and be presented with specific situations regarding rules and permission. One or two students will take turns being parents, while the rest of the group are siblings in the same household. The parents will be given a breakout room called “the living room” while everyone else stays behind to collaborate. Using the provided examples below, the facilitator will help the “children” go and ask the parents for permission to do various activities, some scripted, some ad-libbed. The “parents” can permit or prohibit activities as they see fit, but they must give reasons why.
生徒はさまざまな世帯員（親、子、祖父母、時間と創造性が許せば）の役割を引き受け、規則と許可に関する特定の状況を提示されます。 1人か2人の生徒が交代で親になり、残りの生徒は同じ世帯の兄弟になります。両親には「リビングルーム」と呼ばれる小会議室が与えられ、他の全員は共同作業のために後ろに留まります。以下に示す例を使用して、ファシリテーターは「子供たち」が行き、両親にさまざまな活動を行う許可を求めるのを手伝います。 「親」は、適切と思われる活動を許可または禁止できますが、理由を説明する必要があります。
If there are two students or fewer in the lab, stay in the main call and cycle through pairs of “parent” and “child” in a roundabout fashion where the facilitator asks the first student for permission to do something, and they can say yes or no, and then have them ask the second student for permission. Repeat until there are no more scripted questions.
ラボに2人以下の生徒がいる場合は、メインコールにとどまり、ファシリテーターが最初の生徒に何かをする許可を求めるラウンドアバウト方式で「親」と「子」のペアを循環します。またはいいえ、次に2番目の生徒に許可を求めてもらいます。スクリプト化された質問がなくなるまで繰り返します。
Permissible Activities: (Looking in the textbook for examples)
- 友達と遊ぶ
- てれびをみる
- ゲームをする
- パーティーに行く
- 何々をたべる
- 何々を飲む
- ラジオをつける
- 友達のうちに犬を連れていく
- 学校ににんてんどスイッチを持っていく
- クラスを休む
- ギャングに入る
- パスコンを買う
- エアコンをつける
- 友達とでんしゃで学校に行く
- 窓を開ける
- 午前二時に寝る
- 午後二時に起きる
Students are allowed to make their own in this fashion. Try to give the students phrases that reflect how comfortable they are in Japanese, try not to overwhelm nervous students but give more comfortable students opportunities to use harder phrases.
学生はこの方法で自分で作ることができます。日本語がどれだけ快適かを反映したフレーズを生徒に与えるようにし、神経質な生徒を圧倒しないようにしますが、より快適な生徒にはより難しいフレーズを使用する機会を与えます。
Wrap Up：
子供の時(とき)は何が許(ゆる)されましたか？
子供の時(とき)は何が禁止(きんし)されましたか？
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 and describe household rules using short phrases.
- I can ask for permission to do something and ask for clarification using simple phrases.
- I can give or deny someone permission and explain my reasoning using simple phrases.
