Japanese Level 2, Activity #3: “Daily Plans” / “日々の計画 (Face-to-Face)
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 other other acting as 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, objects, descriptions, verb tense, 形容詞, オブジェクト, 説明, 動詞時制
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 schedule a day’s worth of activities for another person.
- I can ask about someone’s preferences, including their likes and dislikes.
Materials Needed:
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Warm-Up:
This activity will focus on creating linked sentences using て form.
この活動はテ形を使って接続した文を作ることに集中します。
The assistant will begin by showing the first two photos on Google slides.
最初の二つの写真を見せて始めます。
First photo: 「これは何ですか。」The students answer, in this case, with store, conbini, etc. Next the assistant will ask「ここで何をしますか。」Examples students give could be 「お菓子を買います。友達に会います。」Then the assistant will pick a couple of the examples and create a sentence linking the two: 「コンビニでお菓子を買って、友達に会います。」Check for comprehension and then the assistant may give another example or move on to the next slide.
Do the exact same process for the second photo.
二つ目の写真を見せてもう一回同じ質問を聞きます。
For the third photo begin by asking 「これは何ですか。」again, but then have them create their own sentences in pairs. (Depending on the lab, you may have them say their answers to the whole group.)「ペアで文章を作ってください。何とか、て。。何とか、します。」If they don’t understand, go back to the previous photos and give the example again.
同じみたいなことをするけど今回は二人組でやります。
Check for understanding and ask if there are any questions about て form before moving on.
続けるまえに理解を確認するため、テ形に対する質問があるかと聞きます。
Main Activity:
Plan a day in modern life for these historical figures!
- それで、町のツアーをします。
Staying in pairs, one student will be one of the historical figures and the other will be their modern tour guide. The students will get to pick their historical figures.
- ペアで一人がツアーガイドになって、もう一人が有名人になります。
The tour guide will then “get to know” the historical figure. They need to ask about their hobbies, likes, dislikes, what they like do to, etc. The information they find will go in the notes section.
- ツアーガイドの人は有名人に質問します。趣味とか、好きなこととか、ノートで書きます。でも、文章を書かないでください。簡単なノートだけです。
Give an example of what they could write in the notes section. Only words or short phrases!
- 食べ物
- 場所
- 趣味
- こと
Based on that information, they will work together to create the schedule for the day.
- 学んだ情報を使って日々の予定を計画してください。
The schedule is split between morning and night. Tell the students to make notes and not full sentences. For example:
- 3時チケット/博物館” instead of “3時にチケットを買って、博物館に行きます。
Once the schedule is completed, have them present to another group.
計画が出来たら、他のペアに発表します。
If there’s enough time, have students reverse roles. If there’s not enough time to switch roles, you may ask why they chose the schedule they did.
時間があれば、役割をスイッチして繰り返します。時間が足りない場合は選んだ予定について質問します。
Wrap-Up:
- After the activity, I will eat lunch and go to class. Everyone, after the activity, what will you do? Please use the te-form.
- ラボの後で、私は昼ごはんを食べて、クラスに行きます。皆さん、ラボの後で、何をしますか？「teーform」を使ってください。
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 schedule a day’s worth of activities for another person.
- I can ask about someone’s preferences, including their likes and dislikes.
