Japanese Level 4, Activity #1: “Introductions” / “自己紹介” (Face-to-Face)
Description:
Students will answer questions about themselves, such as: name, major, hobbies, and schedule. Students will answer basic questions using one-word answers in the beginning, then guess which classmate is being talked about based on secretly written facts. Finally, students will ask each other questions to find another student with something in common.
Semantic Topics:
Verbs, times, schedule, activities, pair-work, introductions, interests, 動詞, 時間, スケジュール, 活動, ペアワーク, 紹介, 興味
Products:
Practices:
Perspectives:
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers 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.
NCSSFL-ACTFL Can-Do Statements:
- I can introduce myself.
- I can communicate basic information about myself.
- I can answer questions about myself.
Materials Needed:
Warm-Up
- Introduce yourself to the students! Take a few minutes to talk about whatever you’re comfortable with. Examples:
学生に自己紹介!あなたが快適なものについて話すために数分かかります。例：- Age
- 年齢
- Major (or what you’ve studied or graduated with in the past)
- 専攻(または過去に勉強または卒業したこと)
- Hobbies
- 趣味
- Where you’re from
- 出身地
- Why you started studying Japanese
- 日本語を勉強し始めた理由
- If you’ve been to Japan, how it was
- 日本に行ったことがあればどうだった?
- Age
- These are just options. Use this as a chance to build the comfort level of the students, so that when they introduce themselves in the Main Activity, it’s less intimidating.
これらは単なるオプションです。これは、学生がメインアクティビティで自己紹介をするとき、それはあまり威圧的ではないように、学生の快適さのレベルを構築するチャンスとして使用してください。
Main Activity
- One word answers
- Using a whiteboard, students will answer the questions with one word
- Once you are done going through all the answers, ask the students for more details
- Who am I?
- Students will write something interesting or different about themselves on individual whiteboards
- Once they are done, collect the whiteboards from the students
- Read what they wrote and the students will try to guess who the whiteboard is talking about
- Finding Common Things
- Students will get in pairs and find something in common from the list of questions
- Once they find something in common, they will have to find another student to pair up with
- Because labs tend to have only a few students, they could pair up with students they already paired up with (they have to pair up with everyone at least once before this happens)
- Whoever found the most common things wins
- Instructions in the target language.
- Instructions in English
Instructions in the target language.
Wrap-Up
Is there anything you would like to do in this semester’s activity?
今学期のラボでしたい事はありますか？
Thank you again this semester.
今学期もよろしくお願いします。
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 introduce myself.
- I can communicate basic information about myself.
- I can answer questions about myself.
