Japanese Level 5, Activity #9: “Ward Wolf” / “ワードウルフ” (Face-to-Face)
Description:
Students will listen to a Japanese scary story, comparing the story to scary stories from their own culture. They will then play a game where students must be skilled with conversational Japanese to win. They will end by discussing aspects of Halloween, such as their favorite scary movies.
Semantic Topics:
Scary story, cultural comparisons, listening comprehension, creative language use, conversation game, Halloween, 怖い話, 文化的な比較, リスニング理解, 創造的な言語使用, 会話ゲーム, ハロウィーン
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.
- 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 1.3: Function appropriately in diverse contexts within the target culture.
- COMP 2.3: Compare and contrast authentic materials from the target culture with the learner’s culture.
NCSSFL-ACTFL Can-Do Statements:
- I can understand a Japanese horror story and what makes it scary.
- I can persuade or influence others’ opinions using Japanese.
- I can converse in a fluid and dynamic conversational environment.
Materials Needed:
- Timer
- Word Cards
- Google Slides
Warm-Up
-
- Tell the students a Japanese scary story about the “red room”
ユキという女性が大学に通うために東京に来て１人暮らしを始めました。マンションの部屋の壁に穴が空いてるのを見つけました。その穴からは隣の部屋が見えました。ユキは気になって穴を覗きました。穴を見たら隣の部屋は真っ赤でした。ユキは「隣の部屋は赤い壁なのかな」と思いました。その日から気になって毎日穴を覗きました。ある日ユキは大家さんに隣の部屋のことを聞きました。「私の隣の部屋にはどんな人が住んでいるんですか？」大家さんは「あなたの隣の部屋には病気で目が赤い人が住んでいますよ」と答えました。
- Ask the students if they understand and tell them what it means
意味が分かりましたか？ユキはずっと赤い部屋を見ていたのではなく、隣の人の目をずっと見ていたのです。
Main Activity
- The first round will be a practice round.
- 最初のラウンドは練習です。
- Give each student a Word Card and make sure they don’t show anyone.
- Four students (the “citizens”) will have the same card, while one other student (the “wolf”) will have a different card. However, students will not know if they are the citizen or the wolf.
- ５人中４人は同じカードを持っている市民です。違うカードを持っている１人が人狼です。でも、誰が市民で誰が人狼かは誰も分かりません。
- For the first round, there will be four cards with りんご while one student will have 梨. The students with りんご would therefore be the citizens while the student with 梨 would be the wolf.
- Set the timer to three minutes.
- In that time, the citizens and the wolf are free to discuss the word on their card in any way they want.
- ３分間カードに書いてあるものについて話し合ってください。
- As mentioned above, none of the students will know whether they are the wolf or not, so it will take some discussion before they start to suspect their role.
- The students will most likely benefit from being somewhat vague in how they discuss their word.
- 具体的なことを言うと自分のカードがバレてしまう可能性が高いです。できるだけ漠然した（アブストラクトな）ことを言ったほうがいいです。例えばお題がぶどうなら「これは紫ですよね」ではなく「これはおいしいですよね。」と言ったほうがいいです。もし人狼カードが「ぶどう」で市民カードが「メロン」だったらすぐバレてしまいますよね。
- If the students realize they may be the wolf during the discussion, they may lie to manipulate other students’ answers. You could basically play mind games during this activity.
- これは心理戦です。もし自分が人狼だと思ったら嘘をついても大丈夫です。
- After three minutes, on the count of three, ask the students to point at who they think is the wolf. If a student believes he/she is the wolf, he/she may point at themselves.
- ３、２、１のタイミングで誰が人狼だと思うか指をさしてください。もし自分が人狼だと思ったら自分に指をさしてください。
- If they guess the wolf correctly, the citizens win. If they guess a citizen instead, the wolf will win.
- もし人狼を当てられたら市民の勝ちです。もし当てられなかったら人狼の勝ちです。
- Now that the practice round has finished, play new rounds with the rest of the different vocab cards!
- では、本番ラウンドを始めましょう。
Wrap-Up
- Do you believe in ghosts?
- お化けを信じていますか？
- What’s your favorite horror movie?
- 好きなホラー映画は何ですか？
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 understand a Japanese horror story and what makes it scary.
- I can persuade or influence others’ opinions using Japanese.
- I can converse in a fluid and dynamic conversational environment.
