Japanese Level 2, Activity #4: “Bingo and Taboo” / “ビンゴとタブー” (Face-to-Face)
In this activity, students will review what they have worked on throughout the semester. Students will play review games such as Bingo and Taboo to review their vocabulary and speaking skills.
Bingo, Taboo, review games, answering questions, listening comprehension, explanations, adjectives, ビンゴ, タブー, レビューゲーム, 質問に答えます, リスニング理解, 説明, 形容詞
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers 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 identify and describe free time activities.
- I can identify and describe everyday items.
Materials Needed:
- Google Slides
- Bingo Sheets – Made with bingo creation website. Printed and laminated.
- Taboo Cards
- Markers – For students to check bingo sheets and to keep score for the main activity.
Would you like to make changes to the materials? Access the template(s) below:
(Canva Template, free account required)
Warm-Up:
Begin the activity by sharing the website that explains Group I, II, and III verbs. Students may take a picture of the site or write it down. We cannot go over this material in lab, but we can give them the resources in order to better understand verbs and how they conjugate.
グループI、II、およびIIIの動詞を説明するWebサイトを共有することから、アクティビティを開始します。学生はサイトの写真を撮るか、それを書き留めることができます。ラボでこの資料を確認することはできませんが、動詞とそれらがどのように結合するかをよりよく理解するためのリソースを提供することはできます。
Once the students have the links copied somewhere, give an example of a verb from each Group.
生徒がリンクをどこかにコピーしたら、各グループの動詞の例を挙げてください。
Have the students conjugate each of those verbs as practice.
練習として、生徒にこれらの動詞のそれぞれを活用させます。
Next, we’ll be playing bingo! Give each student a bingo sheet along with a marker or another way to mark off squares.
ビンゴゲームをしましょう！私は単語をを言います。皆さんはビンゴシートで単語を消します。線を作れば、 「ビンゴ」と言ってください。
There is a laminated list for the lab assistant with all the possible terms so they may pick items at random.
ラボアシスタントには、可能なすべての用語が記載されたラミネートリストがあり、ランダムにアイテムを選択できます。
After every one to two items, ask the lab a related question so they may see and use the vocab in context. If you just called out 「野球！」 you could ask「誰か野球が好きですか？誰か試合を見ますか？」
Keep going until two people have gotten bingos and then move on to the main activity.
二人がビンゴを手に入れるまで続けて、それからメインの活動に移ります。
Main Activity:
To continue vocabulary practice, the main activity will be Taboo!
You will split the lab into two teams- if there are only 2-3 students in your lab, they can be on the same team.
Ask if anyone has played taboo before.
- 誰かタブーをした事がありますか？
Use one of the cards as an example, and explain that they will be trying to get their team to guess the picture/word in blue and that they CAN’T say the word in red.
- 一人は一つのカードを選んで下さい。青い単語を説明してください。でも、青い単語と赤い単語を言うことができません。チームが「guess」してください！
Students will have one minute to try and explain the word using Japanese only. No gestures or pictures. If their team guesses it correctly, they get three points.
- 1分で説明して、日本語で話すことが必要です。それは3ポイントです。
After that one minute, the duo can begin adding charades to get their team to guess for one minute. If their team guesses it correctly, they get two points.
- もう1分が必要だったら、シャレードができます。それは２ポイントです。
After that, the last minute the duo can draw on the board to get their team to guess. If their team guesses correctly, they get one point.
- もう1分が必要だったら、ホワイトボードで絵を描くことができます。
それは1ポイントです。
If no one in their team guesses, no points.
- もし 3分がかかったら、それは0ポイントです。
Decide which team will go first. Then two students from the same team will stand in front of the rest of the lab.
Set the stack of taboo cards face down where they can reach.
Duo will choose one card and the lab assistant will start the timers.
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 identify and describe free-time activities.
- I can identify and describe everyday items.
