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Japanese Students' Free Time Activities

This document focuses on how Japanese junior high school students spend their free time and includes activities such as studying, watching television, and playing games. It provides learning engagements for students to compare their activities with those of Japanese students and practice Japanese vocabulary related to free time activities. The module encourages self-reflection and conversation practice using the Nihongo expressions learned.

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nathantabujara
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51 views10 pages

Japanese Students' Free Time Activities

This document focuses on how Japanese junior high school students spend their free time and includes activities such as studying, watching television, and playing games. It provides learning engagements for students to compare their activities with those of Japanese students and practice Japanese vocabulary related to free time activities. The module encourages self-reflection and conversation practice using the Nihongo expressions learned.

Uploaded by

nathantabujara
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

TOPIC 17 Enjoying Free Time

TOPIC 17
Enjoying Free Time
(Session 1- Module 1)

P a g e 1 | 10
TOPIC 17 Enjoying Free Time

TOPIC 17 : ENJOYING FREE TIME Session


1
Greetings にほんごじん の みなさん! How are you? I hope
you are having fun while learning Nihongo! Having
experienced the traditional Bon Odori Dance in Topic16 must
have been challenging wasn’t it?
In this module, you will get to know how Japanese high
school students spend their free time and also learn useful
expressions for asking someone about his/her weekend
activities.

Learning Engagement:

Take a look at these activities below, which of these do you happen to do


during your free time?
Draw a checkmark right next to the picture of the activities that you engage in.

Surfing the internet Reading books Listening to music

Do you do
something else?
What is it?
________________
________________
________________
Watching TV shows Playing with friends ________________

What about your friends? Do you know what they do during their Free Time?
Do you do similar activities?
Let us know what you think!
___________________________________________________________________
___________________________________________________________________

P a g e 2 | 10
TOPIC 17 Enjoying Free Time

WAY TO GO! がんばりました！

As you already know, Topic 17 is “Enjoying Free Time.” We will compare how different
people spend their free time now and how they spent it during their childhood.

In this session, we are going to:

know how Japanese junior high school students spend their free time

learn how to say the names of various free time activities in Japanese.

Let’s continue!

Learning Engagement:

Earlier, you were asked if you think your friends do the same activities as you do during
their free time. In this activity, write down on the table below a few activities that you
think Japanese junior high school students do during free time.
Table 1: Activities that I think Japanese students do during their free time

ACTIVITY 1: Match column A with Column B

Guess the meaning of the Nihongo terms given in Column A by matching it with the
English terms in Column B.
Table 2: Matching English with Nihongo Terms

にほんご ENGLISH
べんきょう する Play with Friends
テレビ を みる Go shopping
ほん を よむ Watch a movie
まんが を よむ Play Sports
ゲーム を する Surf the Internet
インターネットを する Play Games
スポーツ を する Read Manga
えいが を みる Read a Book
かいもの に いく Watch the Television
ともだち と あそぶ Study
P a g e 3 | 10
TOPIC 17 Enjoying Free Time

Let’s talk about it!

How do you find the activity? Was it easy to guess the meaning of the Nihongo terms
in column A? Try to compare your answers to the activity with this table.

Table 3: Answers to Activity 1

にほんご ENGLISH

べんきょう する Study

テレビ を みる Watch the Television

ほん を よむ Read a Book

まんが を よむ Read Manga

ゲーム を する Play Games

インターネットを する Surf the Internet

スポーツ を する Play Sports

えいが を みる Watch a Movie

かいもの に いく Go Shopping

ともだち と あそぶ Play with Friends

The activities written in table 3 above are also what Japanese junior high school
students do during their free time.

What have you observed after comparing your answers in Table 1 to the
reference given above? Are you familiar with these activities? Do Japanese and
Filipino students spend their free time similarly?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

P a g e 4 | 10
TOPIC 17 Enjoying Free Time

VOCABULARY BUILDING

In this part, you will identify the most popular up to the


least popular activities Japanese junior high school students do
during their free time using a survey ranking result.

Follow the activities below to find out! がんばって ください！

Learning Engagement:

List down under each column respectively, the top 3 activities which you think
Japanese high school boys and girls do during their free time.

Table 4: Guess on Top 3 Activities


JAPANESE BOYS JAPANESE GIRLS
Top 1 Top 1
Top 2 Top 2
Top 3 Top 3

ACTIVITY 2: Arrange the rank of activities by guessing its popularity


Given below are the actual activities that Japanese boys and girls do during their free
time in random order.
Top 10 Activities for Boys Top 10 Activities for Girls
Go to Juku Go to Juku
Play sports Play Games
Read Books Listen to Music
Study Study
Watch Television Watch Television
Play with Friends Play with Friends
Read Manga Read Manga
Listen to Music Read Books
Surf the internet Surf the internet
Play Games Play sports

Your task is to figure out the ranking of the activities by writing the correct order on the
table.
To practice writing the Nihongo expressions in hiragana, the actual choices are given
in English but you should write its Nihongo equivalent on the answer-sheet table below.

P a g e 5 | 10
TOPIC 17 Enjoying Free Time

Table 5: Answer sheet for Activity 2

TOP 10 Activities TOP 10 Activities


JAPANESE BOYS JAPANESE GIRLS
Top 1 Top 1
Top 2 Top 2
Top 3 Top 3
Top 4 Top 4
Top 5 Top 5
Top 6 Top 6
Top 7 Top 7
Top 8 Top 8
Top 9 Top 9
Top 10 じゅく に いく Top 10 じゅく に いく

Let’s talk about it!

How do you find the activity? Was it difficult figuring out the most popular activity
among the given choices? Do your rankings vary from boys to girls? How did you
decide the ranking? Let us know your thoughts!
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

After so, try to compare your answers to the activity with this table.
Table 6: Top 10 Activities Japanese Boys and Girls do during their free time
TOP 10 Activities TOP 10 Activities
JAPANESE BOYS JAPANESE GIRLS
Top 1 ともだち と あそぶ Top 1 ともだち と あそぶ
Top 2 テレビ を みる Top 2 テレビ を みる
Top 3 ゲーム を する Top 3 おんがく を きく
Top 4 スポーツ を する Top 4 まんが を よむ
Top 5 まんが を よむ Top 5 インターネット を する
Top 6 おんがく を きく Top 6 ほん を よむ
Top 7 インターネット を する Top 7 スポーツ を する
Top 8 べんきょう する Top 8 べんきょう する
Top 9 ほん を よむ Top 9 ゲーム を する
Top 10 じゅく に いく Top 10 じゅく に いく

P a g e 6 | 10
TOPIC 17 Enjoying Free Time

FOLLOW UP QUESTIONS:

1. Did your guess closely match the actual rank?


___________________________________________________________
2. How do you find the preferences between boys and girls? Did it vary?
___________________________________________________________

“Juku ni iku”
Anything else bothers you?
“じゅく” is a cram school or better known
Here is for extra information! as a private tutorial school where
elementary and high school students go
after school hours or during weekends
which offers supplementary classes for
better academic performance of students.

YOU DID WELL! がんばりました！

Now it’s time for a quick review! Look at each picture below, a few information related
to the pictures are already given, fill out the missing information by following the
example in number 1.

1. 2..
まんが を よむ ＿＿＿＿＿＿＿＿＿＿＿＿
Manga o yomu Ge-mu o suru .
Read manga _____________________

P a g e 7 | 10
TOPIC 17 Enjoying Free Time

インターネット を する ＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿ Terebi o miru________
＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿

＿＿＿＿＿＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿ スポーツ を する .
Play Games . ______________________

＿＿＿＿＿＿＿＿＿＿＿＿ . ほん を よむ
Tomodachi to asobu _____________________
_____________________. _____________________
_____________________.
P a g e 8 | 10
TOPIC 17 Enjoying Free Time

NIHONGO PRACTICE

In this part, you’ll be able to share/ practice speaking


how you spend your free time.

Learning Engagement:

Using the table below, write down the activities that you usually do during your free
time. The sample table will have more tabs but you are to write the top 3 activities you
do on a specific day. The next tabs will be used in the next module.

TABLE 7: Top 3 activities I do during my free time

If you want to say other things which you haven’t


learned yet in Japanese, try using “(The gerund/
verb+ing) o suru”, for example “cooking o suru”,
“cleaning o suru”, etc.

ACTIVITY 3: SELF RECORDING

Normally, after learning a few Nihongo expressions, you will have to do


conversation practice with your classmates. In this module instead, try
recording yourself while reading or saying the Nihongo expressions your learned
today. You may also use the Top 3 activities you listed above.
Kindly refer to a few hints and suggestions given below to guide with this activity.
Procedure:

P a g e 9 | 10
TOPIC 17 Enjoying Free Time

1. Create a script highlighting the Nihongo expressions you learned in this


session. It doesn’t matter if it’s just short. Also, don’t feel awkward to mix
English terms in your script.

Example:
From Mondays to Fridays, watashi wa benkyou suru. During Saturdays,
watashiwa wa kaimono ni iku. Soreto, terebi o miru.

In this example, the speaker wanted to say more than


2 activities, so he/she can use “soreto” between
sentences.

(Ex. Shopping ni iku. Soreto, terebi o miru.)

2. After drafting your script, try to practice it without reading so that you will
sound more natural in the recording.
3. If you have a mobile phone with a camera, it is best to use the video recorder
so that you can also practice your posture while speaking. If you only have a
voice recorder available, still try not to read your script.
4. Recording your voice may not be as easy as it sounds because listening to
our recordings may feel odd. Try to be more objective when listening to your
recording. Check for pronunciation and /or possible awkward pauses or
accent.
5. Once you are happy with the recording you may continue with writing your
reflection for this module.

がんばって ください！

ふりかえり
Ｒｅｆｌｅｃｔｉｏｎ

How was your experience learning TOPIC 17 Session 1? Let us know how you feel!
___________________________________________________________________
________________________________________________

Objectives
know how Japanese junior high school students spend their free time

learn how to say the names of various free time activities in Japanese.

P a g e 10 | 10

Common questions

Powered by AI

Popular activities include playing with friends, watching television, playing games, reading manga, and going to juku (cram school). These activities reflect cultural influences such as a strong social culture, the importance of leisure entertainment like manga and television, and a focus on academic success through supplementary education at juku .

Juku represents the cultural emphasis on educational advancement in Japan, providing supplementary classes outside regular school hours to enhance academic performance. While leisure activities like playing games or reading manga are prominent among students, the presence of juku highlights a balance between academic responsibility and recreational relaxation, showcasing a high value placed on education amidst personal enjoyment .

Japanese junior high students engage in activities like playing games, surfing the internet, and reading manga, which are also common among Filipino students. However, the prominence of juku reflects a unique aspect of Japanese culture centered around education, which may not be as pronounced in other cultures. This comparison shows both shared global youth interests and culturally specific pursuits .

Self-recording allows students to practice pronunciation and intonation, providing a platform for self-evaluation and iterative improvement. It builds confidence by minimizing dependence on reading scripts, thus promoting fluency and comfort with the language through repetitive practice and self-reflection .

Challenges include preconceived notions about the importance of academics, neglecting the social or entertainment components in Japanese culture. Biases might lead one to overemphasize activities like study due to stereotypes, rather than accurately assessing the balance with leisure activities like playing games or listening to music. This requires a nuanced understanding of Japanese youth culture .

'Soreto' as a connector highlights a communication style emphasizing coherence and flow between thoughts and actions. It reflects a cultural preference for structured communication, mirroring broader Japanese societal values of harmony and continuity in social interactions .

This comparison encourages critical thinking about cultural differences and similarities, fostering empathy and awareness of diverse lifestyles. It supports cross-cultural learning by contextualizing one's activities within a global framework, promoting a more comprehensive understanding of cultural norms and preferences .

For Japanese high school boys, the top activities include playing with friends, watching television, and playing games, while for girls, the top activities are playing with friends, watching television, and listening to music. The differences suggest stereotypical gender roles where boys may be more inclined towards physical and group activities, whereas girls might favor more individual or passive activities like listening to music, which could reflect societal expectations in Japan .

The ranking reveals insights into social preferences, peer interactions, and the balance between leisure and study among Japanese youth. Activities like playing with friends and watching television suggest a strong social component, whereas attending juku indicates a dedication to academics. This reflects a culture of balancing social enjoyment with educational pressures .

Learning the Japanese terms for activities fosters cultural understanding by linking language with cultural practices, allowing students to appreciate Japanese lifestyles and leisure pursuits. This task involves a pedagogical approach of language immersion and cultural association, leveraging vocabulary building as a gateway to cultural insight .

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