Japanese Level 3, Activity #6: “Holidays and Celebrations” / “休日やお祝い” (Face-to-Face)
Description:
The students will warm up with a review of holiday-related vocabulary. They will then be asked open-ended questions regarding holidays and traditions and answer them in pairs or small groups.
Semantic Topics:
holiday, tradition, celebration, questions, 休日, 伝統, お祝い, 質問
- Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of Japanese culture.
- Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of Japanese culture and their own.
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 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 2.1: Analyze the significance of a product (art, music, literature, etc…) in a target culture.
NCSSFL-ACTFL Can-Do Statements:
- I can talk about how I like to celebrate holidays.
- I can talk about my family’s traditions with holidays.
- I can describe places near where I live.
Materials Needed:
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Warm-Up
Students will play Hangman based on a holiday-related topic
Use the roulette wheel embedded into the Google Slideshow to choose a topic.
- ハングマンをします。ルーレットを使ってトピックを決めます。決まったら、そのトピックに関する単語を考えてその単語を使ってハングマンをしてください。
Main Activity
Students will chat about holidays and celebrations. Use the Question Cards to move the conversation along.
Students will take turns choosing a card. The person who chooses a card will read out loud. Then, everyone must answer or contribute to the conversation.
- 誰か一人カードを選んでください。カードに書いてある質問を読んでください。他の皆さんにはその質問に答えてもらいます。
Give the students an example that they can model on how to ask questions. Have the students answer the question and explain why.
What is the best place to buy a cake in Boise?
- “ボイシーで１番美味しいケーキ屋さんは、、、なぜなら、、、、”
What is the best present you ever received?
- “今までもらったプレゼントの中で１番嬉しかったのは、、、なぜなら、、、”
If you finish early, you can ask more questions.
Wrap-Up
Ask students the following questions to finish the lab.
What question was your favorite?
- 番好きだった質問はどれですか？
What question was the hardest?
- １番難しかった質問はどれですか？
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 talk about how I like to celebrate holidays.
- I can talk about my family’s traditions with holidays.
- I can describe places near where I live.
