Japanese Level 4, Activity #5 “Vocabulary” / “単語” (Online)
Description:
In this activity, students will practice guessing different words based off a list when given the description of the word. Students will also practice working with new vocabulary.
Semantic Topics:
Vocabulary, items, description, grammar, kanji, practice, 単語, アイテム, 説明, 文法, 漢字, 練習
- 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 4.1: Students demonstrate understanding of the nature of language through comparisons of the Japanese language 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.
- COMP 1.1: Observe formal and informal forms of language.
- COMP 1.2: Identify patterns and explain discrepancies the sounds and the writing system in the target language.
NCSSFL-ACTFL Can-Do Statements:
- I can express the performance of a favor using てあげる/くれる/もらう.
- I can create sentences based on the vocabulary words listed on the cards.
- I can describe an item or action without specifically referring to it.
Materials Needed:
Would you like to make changes to the materials?b
Access the template(s) below:
- Item Cards (Canva Template, free account required)
- Item List (Canva Template, free account required)
- Word List (Canva Template, free account required)
Warm-Up
Give each student an item card, and they can use the words on that card to create one single sentence using as many of the words they can.
- 「私は単語リストをチャートで送ります。皆さんは単語をできるだけ全部使って文を作ってください。」
Send the cards to the students via zoom chat. You may download them and send them individually, or send them viewable links from Canva.
This warm-up is designed to also encourage students to learn new vocabulary and kanji.
- 「例：マナーについて教育される時、丁寧な挨拶の仕方を習う。」
Main Activity
Send a link to an item card to a student for them to describe.
Have each student make one sentence to describe the item on the card with てあげる/くれる/もらう or other grammar. Use the first item card as an example for the activity.
- 「一人は[てあげる、くれる、もらう」を使ってアイテムを説明してください。」
Other students have to guess the item from the item list and make some questions to get correct answers.
- 「皆さん、アイテムは何かを推測ために質問を聞いてください。」
Other students have to answer using てあげる/くれる/もらう.
<For example>
Questioner(Q): 私がお母さんに作ってもらったものは何でしょうか。
Answerers(A): (guess the item from the item list) それは食べ物？
Q: はい。
A: あなたはお母さんにカレーを作ってもらった？
Q: 正解。
Wrap-Up
Ask students the following questions to finish the activity.
- What is a way that you can get along with people?
- Please tell me one thing you learned today?
- 「人と仲良くなる方法は何？」
- 「今日学んだ事１つ言ってください。」
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 express the performance of a favor using てあげる/くれる/もらう.
- I can create sentences based on the vocabulary words listed on the cards.
- I can describe an item or action without specifically referring to it.
