Japanese Level 3, Activity #1: “Self-Introduction” / “自己紹介” (Face-to-Face)
Description:
In this activity, students will review the lab rules for the semester. Students will also watch a video about medicine to prepare them for the new content they’ll be learning this semester.
Semantic Topics:
health, medicine, lab rules, 健康、医学、実験室の規則
- 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 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of Japanese culture.
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.
- CLTR 2.1: Analyze the significance of a product (art, music, literature, etc…) in a target culture.CLTR 2.2: Describe the connections of products from the target culture with the practices and perspectives of the culture.
NCSSFL-ACTFL Can-Do Statements:
- I can present on familiar and everyday topics, using simple sentences.
- I can identify products and practices related to everyday lives.
- I can identify the topic and related information from simple sentences in short informational texts.
Materials Needed:
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Warm-Up
Kahoot Game
Speech Bubbles for name, major, and language
- Every lab participant will fill one out and then we will put them all on the wall.
- SPEAK
- S – Spontaneous (in the target language)
- P – Punctual
- E- Engaged
- A – Apply
- K – Kind
Kahoot Questions/Answers:
How many labs do I have to attend?
- 5
- 10
- 20
- 14
I don’t have to stay at the same time every week, I can go to whatever lab I feel like.
- True
- False – The lab you sign up for at the beginning of the semester is the one you must attend for the whole semester.
What should I do if I miss a lab?
- Nothing, but I will lose points
- Explain why I missed to my lab instructor and ask him/her to give me a stamp if it was a good excuse.
- Talk to my professor and have him/her sign my approval sheet and then do one of the make-up activities.
- I can do a make-up activity in the WLRC without professor approval
What resources are available in the WLRC?
- Movie rentals, iPad checkouts, computers, printing, language labs.
- Only language labs and conversation assistants.
- Free food.
- Couches to nap on.
Speaking in the target language is not required.
- True
- False
How many days do I have to complete my make-up activity after missing a lab?
- 4
- 10
- 30
- Before the end of the semester.
Which of the following is not one of the options for a make-up activity?
- Game
- Chatting
- Trivia
- Essay
What percentage of each lab will be in the target language?
- 50+%
- 10+%
- 90+%
- 80+%
Which of the following is not a benefit of conversation labs?
- Practice speaking target language
- Get to know other language learners
- Learn practical, real-life skills
- Get free food
The purpose of the Can-Do Statements is…
- To make my professor happy
- To get extra credit points in class
- To know the goals of the lab
- Busy work
Main Activity:
Have students introduce themselves (little ice breaker)
- 名前、ニックネーム（あれば）、学年、専攻、夏休みは何をしましたか
Have students watch the various commercials for medicine
At the end of each video, have students guess what the commercial was for, and why they thought so.
- このcmは何のためのcmですか？どんな症状のためですか？どうしてそう思いましたか？
- 広瀬すず コンタックEX 「ねらい撃ち」篇
- 喉の風邪、熱の風邪
- 喉とおでこを指している
- アレグラFX 【アレグラポーズ大旋風篇】
- 鼻炎（アレルギー）
- くしゃみ・マスクをしている
- サロンパスCM 嵐 二宮和也
- 筋肉痛・肩こり
- 女性が湿布を貼ってる
Show the students some pictures of home remedies in Japan. The students will try to guess what symptoms the home remedies are trying to relieve.
- ネギ
- 何のためですか？どうやって使いますか？
- 鼻づまり
- コットン又はガーゼをネギ汁につけて鼻に詰める(諸説あり)
- アロエ
- 何のためですか？どうやって使いますか？
- 虫さされ、日焼け
- アロエを切って、刺された場所に塗る
- ハチミツ生姜
- 何のためですか？どうやって使いますか？
- 風邪（喉の痛み）
- 生姜、ハチミツをお湯に混ぜる
Wrap-Up
Ask students if there are any home remedies in their country (the US or their home country)
- あなたの国ではどんな民間療法がありますか？
- アメリカではよく、エッセンシャルオイル (精油) を使います
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!
NCSSFL-ACTFL Can-Do Statements:
- I can present on familiar and everyday topics, using simple sentences.
- I can identify products and practices related to everyday lives.
- I can identify the topic and related information from simple sentences in short informational texts.
