Japanese Level 3, Activity #13: “Conversations” / “会話” (Online)
Description:
In this activity, students will talk about their daily routines and will practice discussing a variety of topics.
Semantic Topics:
Daily routine, to-do, tasks, emotions, feelings, 毎日のルーチン, To-Do, タスク, 感情, 感情
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret written and spoken Japanese 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 interact with others to meet my basic needs related to routine everyday activities, using simple sentences and questions most of the time.
- I can express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic.
- I can present personal information about my life and activities, using simple sentences most of the time.
Materials Needed
Main Activity:
For this main activity, students will have the opportunity to review questions from prior labs in order to help prepare them for their oral interviews.
If you have a larger group of students, you can share the presentation with them and have them complete the activity in breakout rooms, or if you are working with a smaller number of students, complete the activity as a group.
Lesson 13- Looking for a Part-time Job (Can/Cannot do things, It Looks Like, Te Form, Frequency)
(choose a store/company) Why do you want to work here?
- なんでここに働きたいですか
What are your best qualities?
- ～さんの最高の資質は何ですか
Have you worked at a job like this before?
- この仕事のような仕事したことがありますか
Who is your role model?
- ~さんのお手本はだれですか
Describe your ideal job?
- ～さんの最良な仕事はどんな仕事ですか
Lesson 14- Valentine’s Day (Holidays/Celebrations,)
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、、、”
Do you prefer to buy or make gifts for friends? Why?
- プレゼントを作ると買うとどれのほうが好き？
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、、、、”
Lesson 15- A Trip to Nagano (Travel)
What are you watching? (TV shows, YouTube, Movies, etc.)
- 最近何をみている？テレビとかユーチューブとか映画とか
How often have you been cooking? What have you been making?
- 一日に何べん料理をしてる？何をつくっている？
What genre do you like to listen to? What app do you like to use?
- 最近なんの音楽のジャンルを聞いてる？どのアプリをつかってる？アップルとかスポティファイとか
What are you doing to stay active? Do you have any recommendations for fun activities?
- 最近活動のために何をしてる？ 楽しい活動のおすすめがある？
Do you have any indoor activities? Any recommendations?
- 室内の活動がある？おすすめは？
Lesson 16- Lost and Found (Future Plans)
- 今日中に何をしておきたいですか？
- 今週中に何をしておきたいですか？
- 今月中になにをしておきたいですか？
- 今学期中に何をしておきたいですか？
- 冬が終わるまでに何をしておきたいですか？
- 今年中に何をしておきたいですか？
- 卒業するまでに何をしておきたいですか？
- 留学に行く前に、何をしておきますか？
- 死ぬまでに何をしておきたいですか？
Grab Bag- Random assortment of questions from different labs
(Scenario) Your younger sibling has caught a really nasty cold. (Questions)
What could you offer to help them? なにをしてあげる？
What advice would you give them? 同性に何のアドバイスをしてあげる？
(Scenario) You woke up late for school. (Questions)
Who could you ask for a favor? What favor would you ask them for? 誰に手伝いを頼みますか？何をしてもらいたい
What might you do to help prevent being late again? 朝寝坊しないように何をしておく？
(Scenario) You forgot your homework. (Questions)
What would you ask your friends to help? 友達からなにをしてもらいたい？
how would you prevent this in the future? 宿題を忘れないように何をしておく？
(Scenario) Your friend forgot to study for today’s exam. (Questions)
What could you offer to help them? 友達になにをしてあげる？
What advice would you give them to prevent this from happening? 勉強を忘れないように何のアドバイスあげる？
(Scenario) Your friend is feeling a little blue. 友達は落ち込んでいる
What could you offer to help them feel better? 励ますためになにしてあげる
友達一緒になにをする？
(Scenario) You cut your hand while slicing veggies. 野菜を切る中に手から血を出た。
Who could you ask for help? 誰が頼んでほしい
What could you ask for? 何をしてもらいたい
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 interact with others to meet my basic needs related to routine everyday activities, using simple sentences and questions most of the time.
- I can express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic.
- I can present personal information about my life and activities, using simple sentences most of the time.
