summarized english instructions and supplemental ... · summarized english instructions and...
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Summarized English Instructions and Supplemental MaterialsSummarized English Instructions and Supplemental MaterialsSummarized English Instructions and Supplemental MaterialsSummarized English Instructions and Supplemental Materials
5555----6666thththth Grade Eigo Note Grade Eigo Note Grade Eigo Note Grade Eigo Note
IntroductionIntroductionIntroductionIntroduction
The following is an English summary translated from the “Eigo Note” Japanese teacher manual for 5th
and 6th grade. The first 29 pages are from the 5th grade manual, and the following 34 pages from the 6th
grade manual. The originals are about 150 pages each.
It was translated from the preliminary copies of the Japanese manual distributed during the 2008-2009
school year. These were labeled as preliminary versions, and as of writing this, there is still a possibility
that the Japanese manual could be changed. If so, some of the page numbers referred to in this English
outline could change. In that case, consult with the Japanese teachers to find things like scripts for
demonstrations, which are referred to by the corresponding page numbers in the Japanese manual and
not copied directly into this English outline.
The remainder of this packet is a collection of supplemental materials that can be used along with, or
instead of, portions of the Eigo Note curriculum. Originally it was planned to make a Japanese version of
the collection to allow better teamwork with HRTs, but time constraints made only the English possible.
The Eigo Note plan is designed to teach 5th and 6th graders, and assumes that they have not studied any
English previously. Thus, the level of language may be far too simple for the students, and they will be
bored. So the first goal of the supplemental materials is to give more options for the language to be taught,
and to raise the level of difficulty.
Secondly, many of the activities and lesson plans in the Eigo Note manual are uninspired, to say the least.
It was decided that making a collection of more stimulating activities to be used with the book would help
stem the tide of boredom. The activities included here roughly follow the Eigo Note plan. You can find the
corresponding Lesson (unit) and class hour within the unit where the activities can be used. These are
only suggestions, so if you find yourself wishing you could do something other than the lame activities in
the Eigo Note, turn to the corresponding section in this packet and give these activities a try. Some are for
full class periods, some only 10 or 20 minutes. Whether teachers use some, all, or none of them is totally
up to them. There will be a few more instructions to follow in the introduction to the materials section.
The English outline was translated and compiled by Jonathan “Woody” McKnight, 2008-9 CIR.
The supplemental materials were also compiled by JWM with assistance from 2008-9 Soka ALTs.
Outline of “Eigo Note”Outline of “Eigo Note”Outline of “Eigo Note”Outline of “Eigo Note” 5555thththth grade grade grade grade Translated and Compiled by J. Woody McKnight
Each lesson consists of 4 (lesson 1=3) hours of class time. The first hour of each lesson has an introduction
portion. After learning feelings (Lesson 2) the beginning of class opens with greeting and asking “How are
you?” At the end of each class, the plan calls for ALTs to praise the students on their English during that
class. These opening and closing portions are planned to be 5 minutes each. The “Procedure” portion
shows the allotted time for other portions of each lesson.
Lesson (unit) titles are underlined as you can see below. After that you will find the hourly sections, either
3 or 4 of them. The lesson titles are as written in the book. The hour titles in quotations are roughly what
the hour is called in the Japanese manual. Each lesson (unit) will start with a fresh page to make
searching easier.
Lesson 1Lesson 1Lesson 1Lesson 1: Hello. Bonjour. : Hello. Bonjour. : Hello. Bonjour. : Hello. Bonjour. 世界世界世界世界のののの「「「「こんにちはこんにちはこんにちはこんにちは」」」」をををを知知知知ろうろうろうろう
Goal: Starting with the most basic language, the students will enjoy using different words for
communication. They will actively give greetings, and learn the importance of gestures and body
language. They will make their own name cards and practice giving greetings. Using greetings as an
example, and greeting the ALTs, they will understand about cultural differences between gaikoku and
Japan.
1.1.1.1. “Learn greetings from around the world”“Learn greetings from around the world”“Learn greetings from around the world”“Learn greetings from around the world” (p. 4 (p. 4 (p. 4 (p. 4----5)5)5)5)
a. Objective: Understand that there are different ways of greeting in the world
b. Words used: Hello; What’s your name; My name is Ken; Nice to meet you
c. Procedure: Introduction (10) → Let’s Chant (15) → Let’s Listen → Let’s Play (15)
d. Introduction: The ALT will introduce him/herself. The HRT will then introduce him/herself. They
should interact while doing this. Then the ALT will go around and ask individual students their
names.
e. Let’s Chant: Using the CD, follow the rhythm and repeat
f. Let’s Listen: Using the CD of different greetings from around the world, students guess where the
greetings are from. HRT and ALT give demonstration
g. Let’s Play: “Key Word Game” HRT and ALT demonstrate the game.
Choose a “Key Word” from the selection of world greetings.
Go through the list of greetings, teacher says kids repeat.
For greetings other than the key word, students repeat then clap their hands twice. When the key
word comes up, the students face their partner, say the greeting, and shake hands.
Change the “Key word” and play again. Have students choose the key word.
h. Optional activity: Hand out cards with the different greetings. The students mingle, and upon
finding a partner exchange the greeting on their card. They exchange cards and continue giving
the different greetings.
2.2.2.2. “Exchange greetings together” (P. 6“Exchange greetings together” (P. 6“Exchange greetings together” (P. 6“Exchange greetings together” (P. 6----7)7)7)7)
a. Objective: Understand the customs of giving greetings in the world, and know the different
actions used when greeting in different places (bow, handshake…)
b. Words used: Hello. My name is Ken; Nice to meet you; Nice to meet you too.
c. Procedure: Let’s Chant (5) → Activity 1 (15) → Activity 2 (10) → Activity 1 p.8 (10)
d. Let’s Chant: Using the CD, follow the rhythm and repeat.
e. Activity 1: Listening to the CD, mark in the boxes which greeting goes with which geographic
location on page 6 of the text.
a. Practice last time’s greeting phrases
b. Looking at p. 6, show gestures that go with different greetings. HRT and ALT show the
gestures and show the picture cards. The gesture / greetings / countries:
Handshake / Hello / USA Hands together / Namaste / India
Rub noses / Koaloa / New Zealand Maori Hug / Saen Baeno / Mongolia
Bow / Konnichiwa / Japan Touch cheeks / Asalamalakam / Saudi
Arabia
c. While playing the CD, teachers show the gestures, and the students write numbers in the
boxes on the map p.6. Repeat and check.
f. Activity 2: “Everyone do greetings” p. 7
a. Teachers give a demonstration, then children go around the room giving their greeting to
others (Hello, my name is--, nice to meet you, nice to meet you too)
b. In the demonstration, and shown on p. 7, explain these important points: –Speak clearly
–Eye contact –Smile –Gesture –Don’t be shy
g. Activity 1, p. 8: “Make name cards”
a. Open page 8, and explain how to write your name in English using all capitals. Write last
name first. Teacher makes an example card.
b. On the card, the students draw a picture of their face, and things they like. Teacher
makes an example.
c. Give the children 5 blank cards each, and the students make their cards. Teacher mingles
to help.
h. Optional Activity: Do “Activity 2” using greetings from other countries (China, Korea).
i. Optional Task: Teach the children their names’ alphabetic initials.
3.3.3.3. Exchange nameExchange nameExchange nameExchange name cards p. 8 cards p. 8 cards p. 8 cards p. 8----9999
a. Objective: Exchange name cards and greetings with friends
b. Language: What’s your name? My name is…
c. Procedure: Let’s Chant (10) → Let’s Listen (5) → Activity 2 (20)
d. Let’s Chant: Using the CD and a light ball to pass in each group, students practice greetings. Say
the first part, pass the ball that student says the second.
e. Listen: Listen to the CD, and on page 8 write numbers 1-4 next to the name of the child in the
order they appear on the CD.
f. Activity 2: Exchange name cards. (scripts for demonstrations on page 20 of the manual)
a. Do a demonstration. The language should be:
A: Hello. B. Hi. A. My name is Tom. What’s your name? B. My name is Mai.
(Exchange cards.) Thank you. Goodbye. Include “Here you are” and “Thank you”
depending on ability.
b. Practice with a student as a demonstration.
c. Students do the activity once with a partner, and then go back to their seat.
d. Have them do it again. At the end, ask how many cards they have, and paste these to
page 9.
e. Option: Make a large poster with one of every student’s cards on it.
Lesson 2Lesson 2Lesson 2Lesson 2: I’m happy. : I’m happy. : I’m happy. : I’m happy. ジェスチャージェスチャージェスチャージェスチャーをしようをしようをしようをしよう
Goal: International communication is not only about language, but gestures are important. Teach the
children how to use gestures effectively, and to learn cultural differences at the same time. Also learn
some feeling words. All lessons from now have 4 hours each.
1.1.1.1. “Learn feeling language”“Learn feeling language”“Learn feeling language”“Learn feeling language” p. 10-11
a. Objective: Learn some feeling words, and use gestures to demonstrate
b. Language: How are you?; I’m fine/happy/hungry/sleepy
c. Procedure: Introduction(10)→ Let’s listen(5)→ Let’s Play 1 (5)→ Let’s Play 2 (20)→ Let’s Sing (5)
d. Introduction: Have a short conversation about feelings between HRT and ALT, using cards and
gestures. Introduce all of the 4 feelings, using gestures.
e. Let’s Listen: Listen to the CD and mark the numbers next to the feelings
f. Let’s Play: Show gestures for the feelings.
a. HRT asks How are you? ALT says a feeling, without gesture. HRT thinks, repeats ALT’s
feeling with the gesture. ALT says that’s right, I’m....
b. Repeat this with other feelings to show the gestures, exchanging roles.
c. After practicing, the students can play the role of asking How are you? to the teacher.
g. Let’s Play 2: Watch the teacher’s expression and guess their feeling.
a. ALT will choose a feeling, and make the gesture. Students will guess it.
b. All students ask together, How are you? ALT makes a gesture, students guess.
c. After practicing, HRT can take ALT’s role. Students can take the role too.
h. Let’s Sing: Sing the “Hello Song” with actions p. 11
Open page 11, and sing the song using gestures displayed on the page.
i. Optional activity. Using a wider selection of feeling words (hungry sleepy, tired, thirsty, hot, cold),
give a set of flash cards to each group (split students in 2 groups). The cards have items on them
for example a hamburger for hungry, water for sleepy etc. Students all ask “How are you?” The
teacher will respond and the groups will race to give the teacher the item that matches the feeling.
Fastest team gets a point.
2.2.2.2. “Get by with Gestures” p. “Get by with Gestures” p. “Get by with Gestures” p. “Get by with Gestures” p. 11111111----12121212
a. Objective: Understand the importance of gestures and use them to communicate your thoughts.
b. Language used: “How are you?” I’m fine/happy/hungry/sleepy
c. Procedure: Review (10) → Let’s sing (5) → Activity (10) → Let’s Play 1 (10) → Let’s Play 2 (6)
d. Review, Let’s Sing: Split the kids, and do individual greetings (how are you?);
Sing the Hello Song from page 11.
e. Activity (p. 11) Ask your friends: Do a demonstration asking How are you? and answering,
including gestures. Students do the same with each other, and ask as many friends as possible.
Teacher encourages shyer students.
f. Let’s Play 1: Gesture Game (charades)p. 12
a. The teacher will make gestures of something the kids do in their lives, for example baseball,
soccer, swimming etc. The students will try to guess this in Japanese.
b. Play in their groups. First decide the order, then one at a time a student will make gestures
and the other students will guess. Teacher will help and encourage where necessary.
g. Let’s Play 2: Think about differences in gestures. P. 12
a. The teachers will make a skit using the gestures in the book (p.12). The top three mean “I”
and the bottom two mean “Come here”. The students will pick up the differences between
gestures in Japan and abroad.
b. Examples of skits: Use both, to show the differences in gestures.
#1: HRT and ALT are pretending to do some kind of work in the front.
ALT calls to the teacher “---sensei” and gestures with the hand up, American style
HRT says “Me?” gesturing with a finger to the nose.
ALT repeats the USA “come here” gesture, saying “Yes, please help me.” Teacher does so.
#2: Do the same thing, switching roles with the HRT calling with Japanese style gesture, the
ALT coming and saying “Me” with an American-style gesture.
Finally, open the book to page 12 and show the check the differences between the gestures on
the page.
c. Optional activities: In the song include some more feelings.
Activity option: Communication. Students mingle and ask feelings. After hearing their
partner’s feelings they repeat it to show communication or add a comment: How are you? / I’m
fine. / Fine.; Oh really? etc.
3.3.3.3. Let’s Start a ConversationLet’s Start a ConversationLet’s Start a ConversationLet’s Start a Conversation p. 13-15
a. Objective: Using gestures, greet your friends
b. Language: How are you? ; I’m fine/hungry/happy/sleepy
c. Procedure: Introduction (10) → Let’s sing (3) → Activity (10) → Let’s Listen (5) → Activity 1 (12)
d. The ALT and HRT will go around to every student and ask “How are you?”
e. Let’s Sing: Hello song p. 11
f. Activity p. 13: Talk to many people using gestures
a. Make two groups, with the same numbers of students. They will make two rings, the first one
inside of the second (see the picture on p. 13). Have them pair up with someone in the other
ring.
b. The pairs will do a greeting conversation, shown in the Japanese manual.
c. The teacher will have the outer ring move one place to the right and do the conversation
again.
d. An option for pair-making is to play music with the rings moving in opposite directions,
stopping the music.
g. Let’s Listen: Listen to the CD, think about which pair is talking. (p. 14)
a. Open to p. 14, and play the CD. Students will listen for which pair is talking, and write the
number in the box.
h. Activity 1: Make greetings as a row. (p. 14)
a. HRT and ALT make a demonstration of the greeting conversations: meeting for the first time,
and greeting a friend. Practice this with the students, using gestures.
b. The students will play in rows, with the front student greeting the 2nd, the 2nd to the 3rd and so
on. Use gestures when talking.
i. Optional activity: Have a student come to the front of the class and do a greeting conversation
4.4.4.4. Summing up lesson Summing up lesson Summing up lesson Summing up lesson p. 14-15
a. Objective: Review the unit
b. Procedure: Let’s sing Hello Song p11 (3) → Activity 1 p14 (15) → Activity 2 (17)
c. Activity 2 (p. 15) Ask many people their feelings
a. Open to p. 15. The students will interview each other.
b. Do a demonstration, and show how to do the conversation and write it in the book. Remember
not to forget eye contact when writing in the book. Remember to use gestures.
c. Children mingle and ask people their feelings. Write the partner’s name in romaji and mark
their feeling.
d. Option: Sing again at the end.
Lesson 3: Lesson 3: Lesson 3: Lesson 3: How many? How many? How many? How many? 数数数数でででで遊遊遊遊ぼうぼうぼうぼう
Goal: Numbers will be used in forthcoming lessons, and in this unit the students will learn numbers
through 20. Learn ways of counting in different countries.
1.1.1.1. Ways of counting in different countriesWays of counting in different countriesWays of counting in different countriesWays of counting in different countries p. 16-17
a. Goal: Count to 10, learn ways of counting in English, Chinese, French, Spanish.
b. Language: How many, numbers through 10
c. Procedure: Let’s Play (20) → Let’s Listen (7) → Let’s Sing (10)
d. Let’s Play: “Janken in different languages”
a. Everyone stand up, play English janken with the ALT. Losers sit down, the last standing is
the winner.
b. Play the CD, guess what language is being used to play janken. Play it again, saying the
words.
c. After practicing, students mingle and find a partner. The teacher says either “Korean”
Chinese” or “English” and the students play janken in that language.
d. Ask how many times students won. Count together using fingers
e. Ask the ALT to count using fingers, and show how the gesture for counting is different.
e. Let’s listen: Using the CD, find what language is being used to count.
a. Open p. 17, check what countries’ flags are there.
b. Write numbers 1 to 10 on the board. While pointing to the numbers, play the CD. The CD has
numbers in Japanese, English, Korean, Chinese, Spanish, and French.
c. Students mark numbers in the book corresponding to the languages on the CD (first
language = 1 etc.)
d. Try counting on fingers in the Chinese way. This is shown in the textbook. Talk about what is
different.
f. Let’s sing: Ten Steps ; Sing while doing the actions.
a. Write the numbers on the board in the order of the song (see Japanese manual p. 41).
Practice the gestures as shown on p. 17.
b. After practicing, choose two numbers to remove. When those numbers come in the song,
instead of singing with the gesture students will clap their hands once.
g. Options: “stereo game” choose 5-6 students to come to the front, show them a card, they say the
number the sitting students listen and say who had what number.
2.2.2.2. Numbers 1 through 20Numbers 1 through 20Numbers 1 through 20Numbers 1 through 20 p. 18-19
a. Goal: learn different ways of counting and numbers through 20
b. Language: How many? 11-20
c. Procedure: Let’s Play p16 (5) → Let’s Sing p17 (5) → Let’s play 1 (10) → Lets sing (5) → Let’s
Listen (5) → Lets Play 2 (7)
d. Let’s Play 1: How many squares in the figures?
a. Open to page 18, show the example. There are four small squares, making 5 total squares.
b. Show how this numbers are written in different countries. Japan (and China/Korea) use the
Kanji “tadashii” (正) to count 5 things. America uses 4 lines with a slash for 5.
c. Students will count the next 3 examples.
e. Let’s sing: “Twenty Steps” Sing to the CD practicing 11-20. Use the same gestures as “Ten Steps”
f. Let’s Listen: Listen to the CD, and connect the dots by listening to the numbers (p. 18). Not all
dots are used.
g. Let’s Play 2: Number Pyramid Game
a. Open to page 19. In the first pyramid, students will choose 15 numbers from 1-20 and write
them in the boxes. Don’t use the same number twice. Then, count out loud together to
practice the numbers.
b. Students will mingle, say something to initiate the game when the find a partner, and play
English janken.
c. The winning student will say a number from their pyramid sheet and mark it with a circle. If
the losing student has that number in their pyramid, they circle it as well. Say Thank You or
Goodbye, find next pair.
d. Play until all numbers in the pyramid are marked.
h. Options: What number? game. Students make a group of 10, and each take a card (1-10). Without
looking at their card, students hold it to their forehead so other students can see. Looking at all
cards, they find which card is theirs. Adjust the number of cards to the number of students.
3.3.3.3. Let’s Play a GameLet’s Play a GameLet’s Play a GameLet’s Play a Game p. 20
a. Goal: Ask and answer questions with numbers.
b. Procedure: Let’s Play 16 (5)→ Let’s Sing p17 (5)→ Let’s play 1 (10)→ Lets Play 2 (10)→ Lets Play
2 p19 (5)
c. Let’s Play p. 16 (janken game), followed by Let’s sing p. 17 (Ten Steps)
d. Let’s Play 1 p. 20: Key Number Game
a. Pair game; the students sit facing each other. One eraser is placed in the middle.
b. A “key number” between one and 20 is decided.
c. The teacher will say any number, and the students will repeat it and clap twice in rhythm.
This pattern continues, until the teacher says the “key number.” When the students hear the
key number, they do not repeat the number, but grab for the eraser. The one to grab the
eraser gets a point.
d. Change the “key number” and play again.
e. Option: Instead of listen and repeat, the teacher can say “What number?” and show a number
card. The students say this number in unison and clap twice. This continues until the “key
number” card is shown, and the students grab for the eraser. After playing for a while,
partners can be switched.
e. Let’s Play 2: p.20: Snakes and Ladders game
a. Game is played in groups, similar to “sugoroku” in Japan. The game board is on page 20.
Make large copies of the game board, one for each group.
b. Each player has a playing piece (erasers are useful). Decide the playing order with English
janken.
c. The first two players play janken. The winner moves forward by a number corresponding to
how they won: Winning by rock (fist)=1 space; Win by scissors=2 spaces; Win by paper=3
spaces. The loser doesn’t move.
d. The winner moves that many spaces, and says the number printed on the space they stop.
e. If there is a ladder on the space the student stops, they go up. If there is a snake, they slide
down. They must say the number at the top of the ladder/bottom of the snake. The book says
if they can’t say the number at the top of the ladder they must go back to the bottom. It says
the same for the snake, that they go back up if they can’t say the letter at the bottom. That is
retarded so don’t do that.
f. First one to the goal wins.
f. Let’s Play 2: p.19: Pyramid game: Use the second pyramid and play this game again.
g. Option activity: “How many ohajiki (marbles) do I have?”. Prepare a box with a hole the size of a
fist. Put a lot of marbles inside. The teacher reaches in and pulls out a handful of marbles, and
the students guess how many. After, some students can reach in and the other students guess
how many.
4.4.4.4. Summing Up Lesson Summing Up Lesson Summing Up Lesson Summing Up Lesson p.21
a. Goal: Practice “How Many---“
b. Procedure: Let’s Play p16 (5)→ Let’s Sing page p17 (5)→ Let’s play 2 p20 (10) → Activity p21 (15)
c. Play janken game p. 16, followed by “Ten steps” song p. 17, followed by snakes and ladders again
d. Activity p. 21 “How many Kanji”
a. Open to page 21, and the students write their favorite kanji character in the box. They then
write how many strokes that kanji has when written
b. Students mingle, and do the conversation as shown in the Japanese manual, p. 49, asking
how many strokes are in their partner’s character. The goal is to find people with kanji of the
same stroke number.
c. The students only show their kanji to their partner when it has the same amount of strokes.
If it is a different number they do not show it. If it is the same, after seeing their partner’s
kanji they write it down.
e. Option: Stereo Game
A number of students come to the front and line up. They are given number cards from 1~ 20.
Each student pronounces these numbers.
The sitting students match the students at the front to the numbers they said.
Lesson 4: Lesson 4: Lesson 4: Lesson 4: I like apples I like apples I like apples I like apples 自自自自己紹介己紹介己紹介己紹介をしようをしようをしようをしよう
Goal: This unit builds on unit one’s material, “My name is---,“ and introduces “I like---“ for a longer
self-introduction. The objects are limited to food, drink, animals, and sports. Many of these are English
words used in Japan, and the students will learn the English pronunciations of loan words such as ice
cream. They will also get to know each other better.
1.1.1.1. Do you like? Do you like? Do you like? Do you like? p. 24-25
a. Objective: Ask classmates if they like or don’t like things. Hear English pronunciations of loan
words.
b. Language: Do you like soccer? ; Yes, I do/No, I don’t ; I like baseball.
c. Procedure: Introduction (10) → Let’s listen (10) → Let’s Play (10) → Let’s Chant (5)
d. Introduction: Using picture cards, the HRT and ALT will say some things they like and do not
like. This should be an exchange, and some they should repeat the other’s statements and react
with “Really” and other words.
e. Let’s listen p. 24: Using the CD, connect lines to the things the people in the textbook like. Check
the answers.
f. Let’s Play: “Key Word Game”: Recognize differences in pronunciation of English loan words
a. In pairs, use the words in page 25 of the textbook. The students place an eraser between
them.
b. Choose one “key word”. Begin chanting, with the teacher saying a word from the selection,
the students repeat it and clap twice. Continue this, and when the teacher says the key word
the students try to grab the eraser. The one to grab it gets a point.
c. Change the key word and play again. Rather than changing it at random, ask a student “Do
you like---?” If the student replies yes, that can be the next key word.
d. Focus on the difference between loan word pronunciation and English pronunciation.
g. Let’s chant p.25: Use the CD and repeat to the rhythm
a. Chant along with the CD, following they rhythm and pointing to the words on page 25 with
finger.
b. After practicing, turn of the CD and chant with words from the pictures not on the CD.
2.2.2.2. Asking about likes and dislikes Asking about likes and dislikes Asking about likes and dislikes Asking about likes and dislikes p. 26-27
a. Goal: Asking and answering about likes and dislikes
b. Language: Do you like soccer? ; Yes, I do/No, I don’t ; I like baseball.
c. Procedure: Let’s Chant p25 (5) → Let’s Listen (5) → Activity (20) → Activity 1 p28 (5)
d. Let’s Chant: p. 25 see above
e. Let’s Listen p. 26
a. HRT and ALT have a conversation using the picture cards to introduce the language. “I like--.
Do you like---? Yes, I do/No, I don’t. I don’t like---.” Ask some students questions.
b. Open to page 26, and play the CD. Students will write X or O in boxes based on the
likes/dislikes on the CD.
f. Activity p.27: Guess what your teachers and classmates like and dislike, and write the things
a. Move desks out of the way. Draw a line down the middle of the blackboard, with one side O
and one side X. The teacher stands in the middle.
b. The HRT holds up a picture card, and asks the ALT, “Do you like---?” The ALT does not
answer.
c. The students move to the O or X side depending on if they think the ALT likes that thing.
d. When the students have all moved to one of the sides, they ask in unison “Do you like---?” The
ALT responds. The ALT can then ask all the students the same question, and they respond.
e. A student replaces the ALT, and does the same game.
f. Move the desks back, and students write in their books what they remember about the ALT
and the students’ likes and dislikes.
g. Activity 1 p.28: Write your likes (preparation for next lesson)
a. Students open textbooks to page 28, and draw three things they like in the boxes. Should be
easy things.
b. The teachers go around and help students say the English for their drawings where
necessary.
3.3.3.3. Ask about likes and dislikes Ask about likes and dislikes Ask about likes and dislikes Ask about likes and dislikes p. 28
a. Procedure: Let’s Chant (5) → Activity 1 (25) → Report results of activity (5)
b. Let’s Chant from page 25
c. Ac4ivity 1 p.28: Ask and record your friend’s likes and dislikes
a. O0en to page 28, where students drew three things they like durin' the last class.
b. Teachers do a demonstration of the con6ersatio.. One side introduces their likes one by one,
asking if their p!rtner likes that thing after each one. Based on the ans7er writ% their name
in the O or X space.
c. Practice the interview procedu2e with listen-repeat. Use “Excuse me” to open and “than+
you” a4 the end.
d. Students mingle and interview each other. The goal is to find a person who likes and one who
dislikes each of the three things. Names can be written in Japanese.
d. Report the results of activity. Teachers go first, showing the interview sheet, and saying what
they like, and who else likes their things. Use “and” and “too”. Students can report too, or take a
students book, look at it and converse like so: “You like cats. Who likes cats” → (student)”Emi,
Yurika, Yoshi, Ken” → “I see, thank you.”
4.4.4.4. Do a selfDo a selfDo a selfDo a self----introduction speech including likes and dislikesintroduction speech including likes and dislikesintroduction speech including likes and dislikesintroduction speech including likes and dislikes
a. Procedure: Let’s Chant p25 (5) → Activity 2 (30)
b. Activity 2 p. 29: Say your name and things you like in a self-introduction
a. Teacher demonstration: Make drawings like the students did on page 28. Speak slowly and
clearly, pointing at the things as you speak. Or give a bad example of speaking too fast or
quiet, and show what not to do.
b. Open to page 29, and explain the parts of the speech: Opening greeting, Name, Likes, and
Closing greeting. Give the students time to practice individually or in pairs. Listen to the
practice and help where necessary.
c. Each student will come to the front and give a speech. *Some students may be nervous and
not be able to speak. Wait a bit, if they still don’t go forward, say the first part (My name is; I
like) in a low voice to help them. Don’t interrupt with comments during the speech or correct
a mistake during the speech.
d. Give comments and point out good points for each student.
e. Main points in a speech:
1. Big voice 2. Speak slowly and clearly 3. Use gestures and expressions
4. Hold pictures so everyone can see 5. Be aware of the listener’s reactions
Use these points as a basis for giving comments and positive feedback to the students.
f. Ask students for their impressions at the end.
g. Depending on the size of the class, splitting into groups for speeches, and coming together to
give impressions at the end may be better.
Lesson 5: Lesson 5: Lesson 5: Lesson 5: I don’t like blue. I don’t like blue. I don’t like blue. I don’t like blue. いろいろないろいろないろいろないろいろな衣服衣服衣服衣服
Goal: In this unit, while learning about clothing in different countries and vocabulary for clothing, the
students will learn shopping phrases and do a shopping activity.
1.1.1.1. Different ClothesDifferent ClothesDifferent ClothesDifferent Clothes p. 30-31
a. Goal: Learn about clothes around the world, talk about clothes in English
b. Language: Do you like blue? Yes I do. / No, I don’t ; I don’t like blue.
c. Procedure: Introduction (15) → Let’s Listen → Activity (10) → Let’s Chant (10)
d. Introduction: HRT and ALT have a chat, about the clothes they are wearing, and colors they like.
Open books to page 30-31, talk about the scenes there. Refer to the Japanese manual p. 74.
e. Let’s Listen p. 30-31. Mark numbers in the boxes next to the pairs of people based on the
conversations in the CD. They talk about the clothes they are wearing. Show pictures of the
different kinds of clothes in the pictures.
f. Activity p32: What clothes do you want to wear?
a. Make a poster-sized copy of p32 for the blackboard, and the teacher talks about what clothes
they like. The HRT and ALT can chat: “I like blue pants” → “I don’t like blue. I like red pants.
Do you like red…” (p 75). Make large copies of the cards on page 65, color them and attach
them to the poster of page 32 as you talk.
b. The students cut out the cards on page 65 of the textbook, and color them as they like to
make a fashion design. The teacher should go around and ask “Do you like blue cap?” as they
make these cards.
c. The students place their colored cards on the design on page 32 to make a fashion design.
g. Let’s chant p31: While showing picture cards of clothing, chant in a loud voice (the words are on
p.73 of manual)
h. Option: Play Karuta with the cards made during the activity.
2.2.2.2. What do you want? What do you want? What do you want? What do you want? P. 32-33
a. Goal : Understand the importance of voicing opinions, saying what clothes you want to buy.
b. Language: Do you have blue shoes? ; Here you are.
c. Procedure: Let’s chant p31 (5) → Activity (10) → Let’s Listen (10) → Activity 1 (10)
d. Let’s chant (p31) see above
e. Activity p32: Think about what clothes you want to wear
a. The teachers do an example presentation of their clothes. Using page 32’s design, attach
colored clothes to the people in the picture. Show the clothes and present this as in p. 78 of
the Japanese manual.
b. The students will practice in the same way as the model, using the clothing cards they made
in the previous lesson. They should ask if they don’t know how to say something.
c. The students get into pairs and introduce the clothes they like.
d. Have a number of students come to the front and present.
f. Let’s Listen p33: Circle the things in the store
a. Look at the page, and discuss what place it is. What could the people be talking about?
b. Listen to the CD, ask what the students understood.
c. Listen again, while looking at the page. Students will circle the items in the dialogue.
d. Introduce the important language for shopping (ex: Do you have yellow shoes? Yes. Here you
are.) and listen to the CD again
e. Using the picture cards, the teacher will play the role of shop person. Have some students
come up and try to use the shopping language.
g. Activity 1 p34 “Lets shop”
a. Open page 65 of the textbook with the small cards. Practice this English. Cut out the cards and
color them.
b. The students should write their names on the back of the cards and make a design. These cards
will be used next time.
Optional Activity: Pointing game
Goal: For children to become comfortable with clothing language. To be done after the “Let’s
Listen” portion.
In pairs, open one textbook to page 33 and place it between the children. The teacher will call out
a word from the vocabulary on the page and the children will race to touch the corresponding
picture with their fingers.
3.3.3.3. Let’s ShopLet’s ShopLet’s ShopLet’s Shop p. 34
a. Goal: Clearly say what you like, and have a good shopping experience
b. Language: Do you have blue shoes; Yes, I do./No, I don’t ; I don’t like red Here you are Thank you
c. Procedure: Let’s chant p31 (5) → Let’s Listen (10) → Activity 1 (20)
d. Let’s Chant (p.31) see above
e. Let’s Listen. Listen to the CD from the previous lesson, and practice the words. Looking at page
33, the children will recognize the content of the dialogue.
f. Activity 1: Let’s shop
a. Open to page 33, and review the words necessary for the sequence.
b. The teacher(s) will give a demonstration of the three pictures, demonstrating a girl buying a
red cap.
Picture one: Girl-Do you have a red cap? Clerk-Yes, I do. Pic2: Clerk-Here you are
Girl-Thank you
Pic3: Clerk-Thank you, goodbye. Girl-Goodbye.
c. Split the class in half (shoppers and clerks). The children will move their desks, and place the
clothing cards made in the previous lesson on the desks in preparation to do a shopping
activity.
d. The shoppers should collect one of each article of clothing. When they have collected one of
each, they should glue the cards to a piece of paper.
e. Switch roles and do it again.
g. Optional activity: Make a store. Shop owners attach prices to their goods in 50 yen increments.
The shoppers will be given 1,000yen in paper coins (20x50yen coins). After watching the teachers’
demonstration they will try to get one of each piece of clothing with their 1000 yen. Depending on
level, the words “Discount, please” “---yen, OK?” can be included to incorporate price haggling. To
be used after “Let’s Listen”.
4.4.4.4. Present about what you boughtPresent about what you boughtPresent about what you boughtPresent about what you bought p. 35
a. Goal: Give a clear presentation about what you bought in last lesson
b. Language: I have a red cap ; I don’t like blue.
c. Procedure: Let’s Chant p31 (5) → Let’s Listen (10) → Activity 2 (Show and Tell) (20)
d. Let’s Listen: Listen to the CD, and connect lines with the pictures of clothing on page 35 to the
appropriate color for that article of clothing as heard on the show and tell speech in the CD.
e. Activity 2: Show and Tell: Using the model from the CD, the children will present the clothing
they collected from the last lesson. Included should be: opening greeting, name, presentation of
the clothes bought and pasted to the sheet, colors liked and disliked, and final greeting.
a. The ALT should make a model presentation, and give comments about the children’s speeches.
Pay attention to eye contact, clear voice, and smiles.
f. Optional: As continuation of the “Make a store” from the last lesson, children will present both
the items and the prices they attained the items for. Talk about who got the best deal.
Lesson 6: Lesson 6: Lesson 6: Lesson 6: What do you want? What do you want? What do you want? What do you want? 外来語外来語外来語外来語をををを知知知知ろうろうろうろう
Goal: The students will become more aware of the foreign loan words they use in their daily lives, and
how many of them are pronounced differently and have different meanings in Japan. The Chinese
background of Japanese Kanji will also be discussed. Using loan words in a realistic situation, the
students will do a restaurant ordering activity and learn demand and request expressions. Finally will be
presentations of what the students ordered.
1.1.1.1. Loan words in our daily livesLoan words in our daily livesLoan words in our daily livesLoan words in our daily lives p. 36-37
a. Goal: Compare foreign loan words as pronounced in Japan and abroad, and try to use original
pronunciations.
b. Language: many nouns that are loan words in Japan
c. Procedure: Introduction activity (15) → Let’s Listen (10) → Let’s Play 1 (10)
d. Introduction activity: Search for loan words around you
a. Using words not found on pages 36-37, prepare some pictures or items that are referred to by
loan words in Japanese (apple, pen, baseball, etc.). Explain that these words that are written
in katakana are loan words.
b. In groups, the students will try to think of as many loan words as they can, and write them
on their paper.
c. After each group presents their words, show the English pronunciations of the words. The
children should listen for the differences.
d. If any words shown on pages 36-37 are presented by the children, put the cards for them on
the blackboard. If there are some not presented by the children, hide the picture card with a
piece of paper and reveal it a little by little as the students guess what it is, then place every
card on the board.
e. Let’s Listen: Listen to the CD (or the teacher) and as the words are pronounced the children will
point to the words in the book on pages 36-37.
f. Let’s Play 1: Key Word Game
a. In pairs, students will face each other. One eraser should be placed between each pair.
b. Choose a key word from the selected vocabulary. Now start doing a chant of the vocabulary,
with the teacher saying a word and the kids repeating followed by two claps. This continues
until the “key word” comes up, when the students will not repeat the word but try to grab the
eraser quickly. Winner gets a point, then change the key word and continue.
g. Option: Point but don’t stop pointing game: In pairs, one textbook will be opened to page 36-37.
The teacher will say a word in the book, and the students will try to quickly touch it with their
finger. The fastest student will get a point. However, the student must not take their finger off the
picture, even as the next word is called. The student can touch the next word with a different
finger, but can’t move a finger after it is touching the space. In this way, even the slower kids can
get points because the quicker kids won’t be able to move their fingers.
2.2.2.2. What do you want?What do you want?What do you want?What do you want? p38-39
a. Goal: The students will learn loan words that come from languages other than English. Then they
will participate in a restaurant ordering based activity.
b. Language: What do you want? Pudding, please.
c. Procedure: Let’s Play 2 (8) → Let’s Listen 1 (7) → Let’s Listen 2 (15) → Let’s Chant (5)
d. Let’s Play 2: “Marbles Game” (marbles=ohajiki) Each student gets 5 marbles. They place these
over 5 of the pictures on page 36-37. Play the CD (or the teacher can pronounce the words). When
the word on which the marbles have been placed, the student grabs the marble. When all five are
taken off, say Finished!
e. Let’s Listen 1: What countries are these foods from? First introduce the foods and country names.
Open to page 38, and play the CD. The students will draw a line from the country flags to the food
pictures. Check answers.
f. Let’s Listen 2: Circle the foods that Ken and Mai order. First practice the names of foods on page
39. Play the CD (or have a skit with the teacher and ALT), and the students will circle the things
Ken orders and make a square on what Mai orders. Play it again and check answers. Then the
teacher will ask what the students want to eat, and they choose from the menu.
g. Let’s Chant: Open to page 37. Put the food picture cards on the board, and chant in rhythm to the
CD.
3.3.3.3. Let’s Make a Fruit ParfaitLet’s Make a Fruit ParfaitLet’s Make a Fruit ParfaitLet’s Make a Fruit Parfait p40-41
a. Goal: Using fruit loan words, students will use request language and practice placing an order by
taking a “fruit parfait” order from their friends.
b. Language: What do you want? Strawberries, please. Here you are. Thank you. You’re welcome.
c. Procedure: Let’s Chant (10) → Activity 1 (15) → Activity 2 (10)
d. Let’s Chant: p.37 (see above)
e. Activity 1: Introduce your “original fruit parfait”
a. Open to page 40. Explain that the students will make their own fruit parfait. Ask them
“What do you want?” Put the picture cards (uncut fruit cards) on the board as the students
name them, and then put up the remaining ones.
b. Using an enlarged picture of the parfait dish on page 41, the teachers will model how to
introduce their original fruit parfait. Use the pictures of cut fruit and put them on the picture
of the dish.
For example: My original parfait. I like apples, pineapples, and strawberries. This is my
parfait.
c. Have the students cut out the cards of cut fruit from the back of the book. They will place
them on the dish on page 41. Students make pairs, and introduce their parfaits as in the
example.
f. Activity 2: Make a fruit parfait for your friend.
a. In pairs, and exchange fruit cards and textbooks. One student will be a clerk, the other a
shopper. The teachers will demonstrate the exchange: HRT: Hello ALT: Hello,
what do you want?
H: Peach, pineapple, and melon, please. A: OK Here you are. H: Thank you. A:
You’re Welcome.
b. Have the students practice the exchange, listen and repeat.
c. In pairs, the clerk should take the shoppers textbook. Following the pattern, they should take
the partner’s order and make the parfait. Return the textbook, and paste the fruits to the
page. Switch and repeat.
4.4.4.4. Introduce your Fruit ParfaitIntroduce your Fruit ParfaitIntroduce your Fruit ParfaitIntroduce your Fruit Parfait
a. Goal: Introduce the results of the last class
b. Language: What do you want? Strawberry, orange, and apple, please.
c. Procedure: Let’s Chant (5) (see above chant) → Activity 3 (30)
d. Activity 3: Whose parfait is it?
a. Prepare some enlarged pictures of filled fruit parfait dishes in advance. While introducing
the contents of these attach them to the board.
b. Tell the students that one of these is the teacher’s original parfait. They must listen for which
one it is. Use the dialogue of clerk/shopper, on page 97 of the Japanese manual.
c. Choose a few students to come to the front, bringing their books with their completed fruit
parfait in it. Collect the books, and randomly show them to the sitting students. Choose one
of the students in the front, and ask “What do you want?” in the pattern of the example. The
student will answer, introducing their parfait. The sitting students will listen, and find which
is that student’s parfait.
d. Continue with the other students at the front, and then have a new group come up.
Lesson 7: What’s this?Lesson 7: What’s this?Lesson 7: What’s this?Lesson 7: What’s this? クイズクイズクイズクイズ大会大会大会大会をしようをしようをしようをしよう
Goal: In this lesson, the students will learn the question “What’s this?” and use it to make an original quiz.
They will quiz each other. Other main points in this unit are introducing that English has compound
words, similar to putting two kanji together to make a word in Japanese. The students will be encouraged
to ask and respond to questions.
1.1.1.1. What is this?What is this?What is this?What is this? p44-46
a. Goal: Introduce students to the phrase “What’s this?” While demonstrating differences between
English and Japanese, show the students how interesting kanji character construction is.
b. Language: What’s this? It’s a pencil.
c. Procedure: Activity/Introduction (10) → Activity 1 (15) → Let’s Chant
d. Activity / Introduction page 44-45
The students will open their books to page 44-45. Using the enlarged picture cards of the pictures
on these textbook pages, ask the students “What’s this?” Help the students say the English words
if they can only say the Japanese. Then ask the students where the things are in the aquarium
picture in the book. They point at the things. Next ask the students how many of the things there
are. Count them. There is a script on page 106.
e. Activity 1 p. 46
-students will think about kanji meanings.
a. open page 46. The HRT will use the kanji cards for starfish, lobster, and jellyfish. The ALT’s
role is to not be able to read the kanji for these animals.
b. The HRT will ask the kids what animals the kanji are for. They are compound words with
meanings.
c. Ask the students how many of the three animals there are on the previous aquarium page.
f. Let’s Chant: repeat the words to the rhythm on the CD
Either use the CD or have the students chant after the teachers. If there are two teachers the
plan says that one should do the question and one should do the answer parts. Script is on page
105.
g. Optional activity: Three Hints Quiz (to be done after Activity 2, next hour)
In groups, the students will think of three hints about an object: shape, color and type.
The group will give a hint, and ask “What’s this?” The other groups try to guess. If they can’t
guess then give the second, then the third hint. Three points for a correct on the first hint, 2 for
the second, and 1 point for the third. The teacher should make the first quiz and hints to show the
kids how to do it.
2.2.2.2. What is this?What is this?What is this?What is this? Quiz Quiz Quiz Quiz p. 47-48
a. Goal: Understand how to ask and answer the question “What’s this”
b. Language: What’s this? It’s a book.
c. Procedure: Let’s Chant (10) → Activity 2 (15) → Let’s Play (10)
d. Let’s Chant: From the previous lesson. Before doing the chant, use picture cards from previously
learned vocabulary. Cover the cards, and show a little bit at a time. Have the kids guess what it is
only seeing a small amount of the picture. Use “What’s this? It’s a ---“
e. Activity 2: Black Box Quiz p.47 ALT script page 110
a. Look at page 47 of the textbook. The teacher will use a black box with one side open, and a
hole in the top. Sitting students can see inside. Put an object in there, and guess what it is by
touch. Use objects from around the room that are not sharp, like erasers, rulers, glue, etc.
b. Students will come up and try to guess what is in the box. The sitting students should ask
What’s this? If they can’t guess, the other students should give hints, such as color. Guessing
in Japanese is ok. There is a script of things to say on page 108.
f. Let’s Play: Silhouette game p. 48
Open the book, and ask what the silhouette origami shapes are. Script page 111.
Cover all but a small amount of the large silhouette flashcards, and the students will try to guess
what they are while the teacher uncovers a little at a time. If they can’t get it, give a hint.
Show actual origami of the things. Teach the English. There is a rabbit, a boat, a bird, and a
butterfly.
g. Option activity: “What’s this? quiz” (to be done after Activity 2.
In pairs, one student will choose an object for which the students have learned the English. The
other will close their eyes. The first student will let the student with eyes shut touch the object for
five seconds and then ask “What’s this?” If the student can’t get it, they say “Once more please”
and touch it again. Trade places.
3.3.3.3. Make a Quiz Make a Quiz Make a Quiz Make a Quiz p. 49
a. Goal: Using “What’s this?” make a quiz.
b. Language: “What’s this?” “It’s a bird.”
c. Procedure: Let’s Chant + Let’s Play (15) → Activity (20)
d. Let’s Chant + Let’s Play: Follow the instructions from the above period (pages 45 and 48)
e. Activity: Make a quiz p. 49
a. Students will open to page 49. In the boxes, the students will draw a picture of either 1) a
silhouette or 2) a partial picture of something. They should not take too much time, and it
should be something that everyone knows the English for. Before drawing, the teacher
should show an example of something they drew.
b. While the students are drawing, go around and ask them “What’s this?” and check that they
can answer.
c. Once everyone has finished, they should make pairs and show their pictures, asking “What’s
this?” and getting an answer. They should talk to as many people as possible. Or make
groups and ask everyone in their group.
d. The students should get in their assigned groups. They will spend five minutes discussing
what they want to use for the next hour’s “Quiz Rally”. They need to choose 1 type of quiz:
Black Box Quiz, Picture Quiz, or Silhouette Quiz. Each group will choose 1 quiz.
f. Option: Guess the number this is a lame game I’m not going to bother to type it.
4.4.4.4. Giant Quiz GameGiant Quiz GameGiant Quiz GameGiant Quiz Game
a. Goal: Using “What’s this?” make quiz questions, and ask and respond to questions in a quiz
activity.
b. Language: “What’s this?” “It’s a desk.”
c. Procedure: Let’s Chant (5) → Activity (30)
d. Let’s Chant: follow the instructions from hour number 2 above.
e. Activity: Giant Quiz Game
a. The teacher will give an easy example of each type of quiz: Black Box Quiz, Picture Quiz, and
Silhouette Quiz. Here is an explanation of each.
Black Box: Explained above, use a box with one side open and a hole in the top big enough to
reach into. Reach in and feel the item, and try to guess what it is.
Picture Quiz: Using a large picture card that can be covered up with another paper to reveal
only a small portion, or using an enlargement of only a small portion of some object, or using
a picture of an object from an unusual angle, guess what the thing is.
Silhouette quiz: Using only a darkened silhouette of an object guess what it is (like on p. 48 of
textbook
b. Each group will choose one of the 3 types of quizzes, and make their own quiz. Whatever quiz
they choose, the question to ask the guessing people will be “What’s this?”
c. Once they make their quiz (choose the object), half the groups will be assigned to be first
quizzers, and the other half will be quizzers in the second half of the activity. The first half
will go to corners and prepare.
d. Start with the first half people giving quizzes (What’s this?) and the second half guessing.
When all students have gone to all the groups, trade rolls. The teacher will help struggling
people.
e. After finishing, ask the students for their impressions of the activity.
f. Other options: Depending on the level, some more quiz options:
1. Gesture quiz: A student will use gestures to express a word previously learned, and ask
“What’s this?” Other students will respond.
2. Three Hint Quiz: A student will choose a word learned in the book, and give three hints
about it, asking “What’s this?” after each hint. Other students will guess, getting 3 points
for a correct after the first hint, 2 points after the second, and 1 point after the third. .
f. Optional activities:
a. Giant Quiz poster: Make a poster about the Giant Quiz Activity, to show to other grade levels.
Show what they made, get signatures from people who guessed their thing, and write their
impressions of the activity.
b. What’s this? Skit: Groups make a two minute or less skit using the words “What’s this?”. It
doesn’t have to be in all English. Groups perform and talk about their impressions of the
activity. (No examples given…)
Lesson 8: I study Japanese Lesson 8: I study Japanese Lesson 8: I study Japanese Lesson 8: I study Japanese 時間割時間割時間割時間割をををを作作作作ろうろうろうろう
Goal: In this unit, the students will learn language to introduce their school class schedule and the
subjects they study. They will enjoy communicating about a topic relevant to their daily lives, and
understand the importance of listening for and understanding spoken information, and use the
information to solve problems. They will make their own class schedules, listen to other groups’ schedules
and discuss why the groups made their schedules that way. The students will also have their interest in
foreign countries increased by learning about the differences and similarities in what children study in
Japan and abroad.
1.1.1.1. Elementary school education around the worldElementary school education around the worldElementary school education around the worldElementary school education around the world p. 50-51
a. Goal: learn about what elementary school students study in different countries, and learn the
words for school subjects in English.
b. Language: I study Japanese. What subject is this?
c. Procedure: Introduction + Let’s Listen (15) → Activity 1 (10) → Activity 2 (10)
d. Introduction + Let’s Listen *scripts for what to say here are on page 122 of teacher’s manual.
a. When team-teaching, the HRT will show the ALT the textbooks for the subjects the students
study at that school. The ALT will say what the subjects are called in English.
b. The ALT will introduce the subjects studied at elementary schools in his/her home country.
Talk about the similarities and differences between subjects studied in Japan and abroad.
c. Students will open to pages 50-51, and think about what two countries these are (China and
Australia). Next use picture cards and introduce what the subjects the pictures represent.
d. Listen to the CD, and find what is studied in the three countries. The students will write
numbers in the boxes on pages 50-51 for the subjects named on the CD.
e. Activity 1: Listen to the CD and find the textbook
a. Students will put all the textbooks that they use on their desks.
b. Play the CD (or the teacher can say the words for some school subjects), and the students will
put the textbook for the subject named on the top of their pile. They should repeat after the
teacher or CD.
f. Activity 2: Gesture activity. Looking at gestures and giving hints, the students will guess the
school subject.
a. The teacher will give gestures that represent school subjects and the kids will guess what it
is.
Example gestures: -Japanese: pretend to read a book or write kanji.
-Math: pretend to draw lines with a square, or make circles with a compass
-Science: pretend to use a beaker, or look through a microscope
-Social studies: pretend to trace a map -P.E.: pretend to do stretching
-Music: pretend to play a recorder or sing -Calligraphy: pretend to use an inkwell and a
brush pen
b. After a while, students can take the place of the teacher and do gestures. Give hints if
necessary.
c. The game can be done in pairs after the students are comfortable with it.
g. Optional Activities
a. Finger Touch Game: In pairs, the students will open one textbook to pages 50-51 and put it in
between them. The teacher will say “I study ---,“ and the kids will race to touch the subject
said, 1 point per round.
b. Point but don’t stop pointing game: Just like the other one, but after they touch a picture the
kid leaves the finger touching that picture. After a few rounds they run out of fingers giving
the slow kids a chance.
2.2.2.2. What do you study on Mondays? What do you study on Mondays? What do you study on Mondays? What do you study on Mondays? p. 52-53
a. Goal: Enjoy games to learn the days of the week and school subjects
b. Language: I study Japanese on Monday
c. Procedure: Let’s Play 1 (10) → Let’s Sing (5) → Let’s Play 2 (10) → Let’s Listen (10)
d. Let’s Play 1: Day of the Week Quiz
a. HRT will say the subjects studied in that class for a day of the week in the actual class
schedule.
b. The students will figure out what day’s schedule is being read.
c. The ALT will say the days of the week, do listen and repeat. After, if desired, go through the
actual class schedule and name the subjects studied on those days. Subjects such as dotoku
(moral education) not learned in this unit can be said in Japanese.
e. Let’s Sing: Sing the days of the week song.
a. Practice the days of the week words in English, put the flashcards on the board.
b. While pointing to the cards, play the CD and sing along. (script for the song on page 124)
f. Let’s Play 2: Bingo Game
a. The students will cut out only two sets of the cards in the back of their textbook p. 73 (leaving
2 sets).
b. Students will put one card in each space of the bingo sheet on page 52 of the textbook.
c. The teacher will ask a question about what the students study in a certain period on a
certain day, for example “What do you study first period on Monday?” The students answer,
and take the card for that subject off of the bingo sheet. When all the cards have been taken
from any one line they get a bingo.
g. Let’s Listen: p. 53 (script and answers on page 125 of the Japanese manual.)
Students will listen to the CD recording of a class schedule, and fill in the blank squares on page
53 with cards of the corresponding subjects studied at that time. After they are finished, check
the answers.
3.3.3.3. What teacher What teacher What teacher What teacher is it?is it?is it?is it? P. 54-55
a. Goal: Using visual and audio information, the students’ curiosity will be piqued as they solve
problems about what teacher teaches what subject. They will then make an original class
schedule.
b. Language: What do you study? I study English. I teach Japanese.
c. Procedure: Let’s Sing (5) → Let’s Listen p.53 + Let’s Listen p. 54 (15) → Activity (15)
d. Let’s Sing: p. 52 (days of the week song from last time)
e. Let’s Listen p.53: Do the let’s listen again from last time
f. Let’s Listen p. 54: Listen to the CD, and draw a line from the teacher to the subject they teach.
a. Open to p. 54, and have the students guess what subject the three teachers teach.
b. Play the CD, and the students will draw a line from the teacher to the subject. Script page
128 of Japanese manual. Play the CD again and check the answers.
g. Activity: p. 55
a. Open to page 55; have the students choose one day of the week.
b. Using the cards they cut out during the previous class, they will make their ideal class
schedule for their day of the week.
c. They will present this schedule in pairs “On Monday I study Japanese, English, Math, and
PE.”
d. Have a few students come to the front and present to the class.
h. Optional Activities
a. Go Fish (for after “Let’s Listen” to raise confidence in subjects words)
In groups, the students will put their cards together, distribute 4 cards per person, and put
the rest in the middle. The first student will say to any other student, “I study…” If the other
student has that card, they say “Here you are” and pass it. When a student gets a pair they
put it in the middle. If the other student doesn’t have the card, they say “Go Fish” and the
first student has to take a card from the middle. First student to run out of cards wins the
game.
b. Bingo Game (pairs) for after let’s listen, to hear their friend’s favorite subjects
Using the bingo sheet on p. 52, students arrange their cards as they like. The first student
asks their pair, “Do you like (math)?” or “Do you study math on (Monday)?” If the answer is
yes, they turn the card over. Go back and forth until someone gets a bingo, and then restart
and play again.
c. Concentration Game (for after “Let’s Sing” to raise confidence in subjects words)
Groups will make a pile of one set of cards (9 cards) and put it in the middle of their group.
The teacher will say between 4 and 9 subject words. After the teacher says them, the groups
will take their cards and line them up in the order the teacher said them. After all groups are
finished, check the answer.
4.4.4.4. Make your own class scheduleMake your own class scheduleMake your own class scheduleMake your own class schedule
a. Goal: In groups, make an original class schedule and present it
b. Language: On Tuesday I study Japanese, English, and P.E.
c. Procedure: Let’s Sing (5) → Activity (30)
d. Let’s Sing: sing the days of the week song
e. Activity: Discuss in groups about an original class schedule, and present it
a. In groups, collect all the small subject cards.
b. Groups should discuss together what classes they want to insert into what days. They should
paste the small subject cards onto a “class schedule worksheet” prepared in advance by the
teacher.
Rules for making the class schedule: 1) The group members must work together to make
decisions. 2) Think of the reasons behind how the schedule is made. The reasons will be
presented later. 3) Students can use the subject cards in anyway they want to make a
schedule, for example, all classes on Monday can be P.E. if they want. 4) Members should
work together to paste the cards on the worksheet. The teacher should give a demonstration
to make these rules easy for the students to understand.
c. The teacher will collect the completed schedules, and attach them to the blackboard in
random order.
d. The groups will present their schedules, (On Monday I study --, --, and --.), and the
presentations will be hints as to which of the schedules on the blackboard belongs to the
presenting group. Other groups will listen and guess which schedule belongs to the
presenting group.
e. The groups will explain their reasoning behind how they made the schedules (in Japanese).
f. Optional Activities
a. Dream Class Schedule (individual version, in place of the group activity)
The students will make their own personal schedules. They will prepare the small subject
cards, and receive one schedule worksheet. If they need more of a certain subject card, they
should ask their friends for the card in the way shown on page 133 of the teacher’s manual.
After finishing, each student should present their dream schedule to their group members.
b. What’s the best class schedule? (to be used after the group activity)
After hearing presentations from the groups, the students will discuss the good points of the
different schedules, giving reasons. Finally, the groups will make a class schedule that
contains the good points of all the different groups. The teacher should point out the strong
points and creative parts of the schedules, giving the students a sense of accomplishment.
Lesson 9: What would you like? Lesson 9: What would you like? Lesson 9: What would you like? Lesson 9: What would you like? ランチランチランチランチ・・・・メニューメニューメニューメニューをををを作作作作ろうろうろうろう
Goal: In this unit, students will learn polite expressions in the setting of ordering food. They will do a
show-and-tell exercise at the end of the unit, which will teach students the importance of speaking their
thoughts clearly. The cultural points will be about food around the world, and the differences between
Japanese and foreign food. yummy.
1.1.1.1. Our breakfast and foreign breakfast Our breakfast and foreign breakfast Our breakfast and foreign breakfast Our breakfast and foreign breakfast p. 56-57
a. Goal: The students will understand differences between breakfast foods in Japan and abroad.
b. Language: I eat fruits and cereal in the morning.
c. Procedure: Activity (15) → Let’s Listen (20) → Question and Answer (5)
d. Activity p. 56
a. The teacher will use picture cards of foods on pages 56 and 57, and talk about his/her
breakfast. There is a script on page 138 of the Japanese manual for a simple conversation
between the HRT and ALT.
b. The teacher will ask the students what they had for breakfast.
c. Students will draw pictures in the top box on page 56 of the textbook of things they often eat
for breakfast.
d. Students will present their drawings to their friends. They will listen to other’s presentations
and write what their friends eat for breakfast in the lower box on page 56.
e. Let’s Listen p. 57: Listen to the CD, and find which breakfast is from what country. Compare with
J-breakfast.
a. Show the picture cards of the breakfasts on page 57. The students will try to guess what
country it is from.
b. Listen to the CD, and find which breakfast is from what country. Students will write the
country in the parentheses underneath the pictures in Japanese. (script on page 137 of the
Japanese manual)
c. They will then write their thoughts about the differences between foreign and Japanese
breakfast in the lower box on p. 57, and present their thoughts.
f. Question and Answer: Show the picture cards of foods, and ask the students if they eat that thing.
They should respond with yes or no. Or ask if they like the thing.
g. Optional activities: (for students to better learn food words)
-Karuta: Each student will cut out the small food cards in the back of the book. Each group
should put two sets in the middle of the group. The teacher says a word and the students try to
take the card.
-Missing Game: Put the picture cards of food on the board and check the students know the words.
The students close their eyes, and the teacher takes away a card. The students open their eyes
and find which card is missing. After a while take two or three cards away.
2.2.2.2. Foods I want Foods I want Foods I want Foods I want p. 58
a. Goal: Learn vocabulary for foods.
b. Language: What would you like? I’d like juice.
c. Procedure: Let’s Play (15) → Let’s Chant (10) → Practice (10)
d. Let’s Play: Key Word Game
Make pairs, and put one eraser between the pairs. Using the food words from the pictures on p.
56-57, choose one key word. Using a number of food words from 56-57, the teacher will say a word,
the students will repeat it, and clap twice (Pizza-Pizza-clap-clap-repeat-repeat). Finally, say the
key word. When the key word comes up, the students will try to grab the eraser. The one to grab it
the fastest is the winner.
Change the key word and play again. Instead of randomly choosing a new key word, the teacher
can ask “What do you like?” and choose the key word based on the student’s response.
e. Let’s Chant:
Open to page 58, and tell the students they will be making a lunch set. The teacher(s) will do a
demonstration, with the ALT being the clerk and the HRT ordering food.
Preparation: cut out small food cards from the back of the textbook. The ALT (clerk) will hold the
cards, and the HRT will have glue and a textbook open to page 58.
Conversation: See the script on page 141. The teacher will glue the cards of things ordered in the
spaces on p. 58.
Do it again, with the roles reversed (script on page 142). Ask if there are any questions.
Listen to the CD, and practice the main words. Make gestures to go along with the conversation.
Do chants (script on page 143), starting with the menu from the demonstration, and then do more
role-play as you do more chants. Split the class in half and do more chants.
f. Practice: Ask the students questions about what they want, while showing picture cards.
Ask: What would you like? Would you like --? Yes, please. No, thank you.
g. Optional activities: Quiz: What color?
This activity will draw on the student’s studies in other classes about nutrition and food groups.
They study about nutritional balance and food groups in home economics classes. This optional
activity is 3 parts, appearing at the end of the next three lessons, culminating in the students
making a “Well-Balanced Menu” in the 4th hour. This one is planned to come after “Let’s Play.”
The teacher will have a poster of the food groups that is used in home ec. classes, with colors
indicating the different components of nutrition (protein, vitamins, etc.).
Show the students food cards used from this English class, and ask them what color groups they
belong to: “What color is this? Is this the green group? The red group?”
3.3.3.3. Make a lunchMake a lunchMake a lunchMake a lunch p. 59
a. Goal: Use polite language to request and respond to questions about what you want.
b. Language: What would you like? I’d like juice.
c. Procedure: Let’s Chant (5) → Let’s Play (15) → Activity (15)
d. Let’s Chant: (from previous lesson)
Show picture cards, and chant about food.
e. Let’s Play: Bingo Game (p. 58)
Cu t out the cards from page 77 of the back of the textbook, and open to page 58’s Bingo Sheet.
The teacher will say food words, and the students will place the foods they hear on any square of
the bingo sheet. When the bingo sheets are full of cards you can play bingo.
The HRT and ALT will do a role play for ordering food. Students will turn over the card when
they hear that food ordered. The role play is short: What would you like? I’d like (miso soup).
f. Activity p. 59: Listen to what your partner wants to eat, and make a special lunch.
Make pairs, and exchange textbooks and small food cards with partners.
One person will ask “What would you like?” and listen to the response (I’d like ---, ---, and ---.).
Trade roles.
Paste the foods ordered onto the tray on page 59, and return the book to the person.
The teacher will have a few kids come up and present their original lunch (script page 145)
g. Optional Activities: Make a Well-Balanced Menu
The students will draw on their knowledge from Home Ec. classes, and make a balanced menu. To
be used in place of the special lunch activity.
Preparation: Food cards; Well-Balanced Menu sheet (one for each student): example on page 147.
Distribute the handouts, and the students will draw their menu in the top box.
The students will ask the teacher for small food cards that match the ingredients in the menu,
and paste them in the three boxes below (red, green, and yellow, corresponding with protein,
vitamins, and carbohydrates). For example, a student choosing spaghetti would get cards for beef
and cheese in red (protein), noodles in yellow (carbs), and tomatoes and onions in green
(vitamins).
4.4.4.4. Make an original lunch setMake an original lunch setMake an original lunch setMake an original lunch set
a. Goal: Make an original lunch set in groups and present it.
b. Language: What would you like? I’d like juice.
c. Procedure: Let’s Chant (5) → Activity 1 + Activity 2 (35)
d. Let’s Chant: (from previous lesson)
Show picture cards, and chant about food.
e. Activity 1: Make an original lunch set in groups, and think about the reasoning behind choices.
Make groups and check that all students have their small food cards.
The groups will discuss together, and decide on their original lunch set. They can also decide a
name for their lunch set.
Groups will paste their food cards to a large sized paper (A3) provided by the teacher, in a layout
they decide. If they don’t have a card for the food they want, they can draw it on the paper.
They should think about how and why they chose their lunch set. Write the reasons in the box on
page 60.
f. Activity 2: Show and Tell
Groups will show their original lunch set poster and introduce it.
Other groups should make comments, and decide which one they want to eat the most.
g. Optional Activities: Make a Well-Balanced Menu
In the finale of this three-part series, the students will use a quiz format to present their
Well-Balanced Menus to other students. They will discuss the merits of the balancicity of said
menus.
In groups, the students will give each other quizzes to present their menus. They will give hints
about the components of the thing, one color group at a time. In theory, the students will be able
to guess what the thing is by hearing the component food groups. There is an example on page
149 I highly recommend it (they suppose that an 11 year old will be able to guess “omuraisu”
(rice-filled omelet) by getting the three hints chicken, rice, and onion yeah that’s gonna work).
When the group members have presented their menus in a quiz format, they will choose a
representative from the group to present to the class.
h. Optional Activity 2: Bingo Game
This game will practice polite requests, and answering questions about what you want. To be
used after “Let’s Chant.”
The students will get out one set of small food cards, and place 9 of them on the bingo sheet on
page 59.
They will make pairs, and take turns asking “What would you like?” The other student will
respond (I’d like---), and if that card is on the first students sheet, they turn it over. Play until
there is a bingo and then play again.
Outline of Outline of Outline of Outline of ““““Eigo NoteEigo NoteEigo NoteEigo Note”””” 6 6 6 6thththth grade grade grade grade Translated and Compiled by Woody
McKnight
Each lesson (unit) consists of 4 (lesson 1=3) hours of class time. The first hour of each lesson has an
introduction portion, saying hello and asking “How are you?” At the end of each class, the plan calls for
the ALT to praise the students on their English during that class. These opening and closing portions are
planned to be 2-3 minutes long in most cases. The “Procedure” portion shows the allotted time for other
portions of each lesson.
Lesson 1: ThatLesson 1: ThatLesson 1: ThatLesson 1: That’’’’s Right s Right s Right s Right アルファベットアルファベットアルファベットアルファベットでででで遊遊遊遊ぼうぼうぼうぼう
Goal: In this unit, students will learn the alphabet (capital letters only). The focus is on reading and
recognizing the letters, and on hearing letters and recognizing them in the book. Lower case letters will
be covered in Lesson 2. Students study the roman alphabet in 3rd grade, so they should master the
alphabet during this unit. This is a 3 hour unit.
1.1.1.1. Find the letters of the alphabetFind the letters of the alphabetFind the letters of the alphabetFind the letters of the alphabet p. 4-6
a. Goal: Learn the readings of the alphabet, and recognize the letter after hearing it spoken.
b. Language: A-Z capital letters
c. Procedure: Introduction/Activity (20) → Let’s Sing (5) → Let’s Play 1 (10)
d. Introduction/Activity: Find the letters A-Z in the picture
a. Open textbooks to page 4-5.
b. The teacher will hold up a capital letter flashcard, say the letter, and the students will search
for that hidden letter in the picture on page 4-5. In advance, make an enlarged poster of page
4-5 to put on the blackboard and check where the hidden letters can be found. Practice the
pronunciations, and praise students who find the letters. Encourage students who struggle. A
list of where all the letters can be found is in the Japanese manual, p. 11.
c. After going through all the letters, the students will make pairs and put one textbook
between them. The teacher will say a letter, and the pairs will find that letter in the picture
and point to it. Fastest student gets a point.
e. Let’s Sing: The Alphabet Song.
a. Introduce the letters A-Z again, attaching the alphabet cards to the blackboard as you go.
b. Play the CD or sing the song yourself to introduce it. The script for the song is on page 10 of
the Japanese manual.
c. Sing together, while using the picture cards.
f. Let’s Play 1: Alphabet Karuta p. 6
a. Play in groups. There are two ways to play this.
b. Version 1: Prepare one set of mini alphabet cards per group (page 66 if the textbook). The
groups will arrange their cards face up on the desks. The teacher will say a letter, and all
students in the group will touch the card and practice the pronunciation of the letter.
c. Version 2: Spread the cards on the desk. When the teacher says the letter, the students will
try to take the card. The fastest student will keep the card. At the end check how many cards
the students took.
g. Optional activity (in place of the activity on page 4-5)
Play in groups or individually. Prepare enough mini capital letter alphabet cards for each group,
or each individual. The students will search for the letters hidden in the picture on page 4-5. If
playing in groups, when the groups finds a letter they will hurry to the board and attach the
small alphabet card for that letter to the board. The fastest group to find each letter will get one
point. If playing individually, the students will place the small alphabet card for each letter they
found on their desk. This is for classes that already have a strong knowledge of the alphabet.
2.2.2.2. RecRecRecRecognize the alphabet that you hearognize the alphabet that you hearognize the alphabet that you hearognize the alphabet that you hear p. 6-7
a. Goal: Review and practice the alphabet, listen to the named letters and recognize written letters.
b. Language: A-Z, and numbers 1-20
c. Procedure: Let’s Sing (5) → Let’s Play 1 (10) → Let’s Listen (15) → Let’s Play 2 (10)
d. Let’s Sing: The Alphabet Song (p.5): Sing together while showing the alphabet flashcards.
e. Let’s Play 1: Alphabet Karuta: play in groups, version two of karuta as explained above.
f. Let’s Listen: p. 6-7 (Use the CD or read the letters in the order on page 15 of the manual)
a. Open to page 6-7. The students will draw lines between the letters and numbers in the order
recorded on the CD.
b. The teacher will attach the alphabet cards to the blackboard to help the students.
c. Check the answers of the four puzzles.. The script is on page 15 of the Japanese manual.
Number one makes the letter Z, #2 is the letter W, #3 is a pineapple, and #4 is a rabbit.
g. Let’s Play 2: Mission Game
a. This is played in rows, like Chinese Whispers or the Dengon Game. The student in the back
of the row will have a set of small alphabet cards.
b. The teacher will say a few letters to the student in the front. For example, choose three
letters that look similar such as B and D or P and R. The first student will say those letters to
the student immediately behind, and so on until the student in the back is told the letters.
This student will take the corresponding alphabet cards, bring them to the front and attach
them to the board. Check the answers.
h. Optional Activity: Match the cards (Also known as “memory”, to be done after Let’s Play 1)
In groups, shuffle two sets of small alphabet cards and spread them out face-down on the desk.
The students will take turns turning over two cards at a time, saying the name of the letters. If
they are the same, they keep the cards and go again. If they are different, they put them back.
Play until there are no cards and count how the number of pairs.
3.3.3.3. Search for the alphabetSearch for the alphabetSearch for the alphabetSearch for the alphabet p. 8-9
a. Goal: The students will look at the alphabet and be able to read the names of letters on their own.
They will arrange letters to spell English names of famous people, and recognize things around
the classroom written alphabetically.
b. Language: A-Z, Good job! Great! Well done! Wonderful! Excellent! Fantastic!
c. Procedure: Let’s Sing (5) → Let’s Play 1 (5) → Let’s Play 2 (15) → Activity (15)
d. Let’s Sing: The Alphabet Song (p.5): Sing together while showing the alphabet flashcards.
e. Let’s Play 1: Alphabet Puzzle p. 8
Open to page 8. Match the letters on the left to the ones on the right and draw a line to connect
them. Check answers.
f. Let’s Play 2: p. 8
a. Show the 3 pictures of famous people’s faces. Give hints and have the students answer who
the people are.
b. Open to page 8 of the textbook. The students will arrange the letters to spell the famous
people’s names, and write the letters in the textbook. Check the answers.
g. Activity: p. 9
a. The students will look around the classroom to find alphabetic letters, and words written in
the alphabet.
b. When the find some words, they will write them in the book in the space provided on page 9.
They will present to the class what words they found and where they are.
h. Optional Activity: Who is this? (to be done after Let’s Play 2)
Done in the same way as Let’s Play 2, choose some different names. They can be names of famous
people, the HRT, ALT, or other teachers in the school. This will give the students an
understanding that first names come first and last names come last, unlike the Japanese way.
Lesson 2: Aa Bb Cc Lesson 2: Aa Bb Cc Lesson 2: Aa Bb Cc Lesson 2: Aa Bb Cc いろいろないろいろないろいろないろいろな文字文字文字文字があることをがあることをがあることをがあることを知知知知ろうろうろうろう
Goal: In this unit the students will learn the small letters of the alphabet. They will practice reading and
writing the letters. The unit will stress that English is used as the first and second language in many
countries, making it important to learn for the kids. They will also learn numbers to 100 and the number
192 (the number of countries in the world as of 2006).
1.1.1.1. Languages and alphabets of the worldLanguages and alphabets of the worldLanguages and alphabets of the worldLanguages and alphabets of the world p. 10,11
a. Goal: Instill an interest in the different alphabets of the world, introduce the lower case letters of
the alphabet, and learn numbers above 21.
b. Language: a-z, Numbers 21-100, different alphabets of the world (Arabic, Cyrillic, etc.)
c. Procedure: Introduction/Activity (15) → Let’s Sing (10) → Activity (15)
d. Introduction/Activity: Count the Animals p.10-11
a. Open textbooks to page 10-11. Have the students name the different animals in the picture.
Prepare an enlarged poster of the picture. Count together how many animals there are,
especially the monkeys (there are 25 of them).
b. The students will guess what language is written next to the different animals. The
languages are: bird-Arabic; bear-Cyrillic (Russian); monkey-Japanese; penguin-English
lower case alphabet; tiger-Hangul (Korean); panda-Chinese; elephant-Thai; giraffe-Swahili.
c. Point out that “penguin” is written in small letters, and inform the students about the
existence of lower case letters in English.
e. Let’s Sing: “Thirty, Forty…, One Hundred”
a. While attaching the number cards to the board, practice numbers above 21.
b. Play the CD or sing yourself, and introduce the song (script is on page 25 of the manual).
c. While showing the number cards attached to the board, sing together. Clap to keep time
before singing “100.”
f. Activity: Count the things in the classroom.
a. Choose something in the classroom, and have the students guess how many of them there
are.
b. Count the thing aloud with the students. Examples: window, chair, book, notebook, pencil,
eraser, desk.
g. Optional Activities
a. Puzzle Game: Alphabet Puzzle (to be done after Let’s Sing)
Prepare 2 sets each of capital and small letter cards. The cards of one set should be cut in half
in a random pattern, and one set’s cards should be cut down the middle, as shown at the
bottom of page 27 of the manual, making two kinds of puzzles.
One half of a card will be given to each student. They will search for the other half of their
card, and attach the card to the board when they find their other half. This will help the
students recognize the letters better.
b. Buzz Game: to be done after Let’s Sing, to familiarize students with larger numbers
Write the numbers 1-100 on the board, practicing the pronunciations with the students.
In the order they are sitting, the students will say one number each starting with 1. After
practicing once, do it again. This time, all numbers that are a multiple of three will not be
spoken, and that student will clap once instead. If the sequence pauses, or if someone makes
a mistake, that student will begin the sequence again from 1. The students will work
together to try and complete the sequence from one to 100. You can change the multiple that
is not spoken.
c. Karuta Game: to be done after the Introduction/Activity. This will help review the alphabet.
Groups will prepare one set each of capital and lower case small alphabet cards.
Arrange the cards on the desks. The teacher will say a letter, and the students will take the
corresponding card, either capital or lower case. In this way two students will be able to take
a card each time. The student with the most cards at the end is the winner. Depending on the
students’ level, you can play once with only capital letter cards, followed by both at the same
time. Also, rather than the winner being the student with the most cards, the teacher can
choose a number of cards in advance, and the winner will be the student who takes a number
of cards closest to that number.
2.2.2.2. What is the number? What is the number? What is the number? What is the number? p. 12
a. Goal: Students will be able to recognize and be interested in the small letters of the alphabet, and
learn the numbers 21-100. In addition, students will think about the reason for studying a foreign
language.
b. Language: a-z, 21-100 and 192
c. Procedure: Let’s Sing (3) → Review (5) → Let’s Listen (15) → Activity (17)
d. Let’s Sing: Thirty, Forty…, One Hundred: Practice the numbers, and then sing together while
showing the cards.
e. Review: Counting practice
Choose a student to start. The students will say numbers in English up to one hundred, each
saying one number in the order they are sitting. Encourage them to work together and encourage
each other. If there is a pause that breaks the rhythm or a student makes a mistake, start again
from that student with the number one. Do it until the class counts to 100.
f. Let’s Listen: Color in the blocks p. 12
a. Open to page 12. The students will color in the blocks for each number they hear on the
CD/teacher’s voice.
b. The first sequence of numbers will make the shape of 54 in the figure. The second will be 192.
c. These numbers are “special numbers.” 54 is the number of countries that use English as the
common language. 192 is the number of countries in the world (stats: 2006). Give hints about
what the numbers mean, as shown in the Japanese manual page 30. Use a map to spark
more interest. This will inspire students to consider why they have to study English.
g. Activity: Recognizing the alphabet, and the similarities and differences between capital and lower
case letters.
a. First review capital letters, attaching the cards to the board while practicing the letter
names.
b. Start with the small letters that look like the capital equivalents, and have the students
guess what they are: Cc, Jj, Kk, Oo, Pp, Ss, Uu, Vv, Ww, Xx, Yy, Zz.
c. Next show the cards of small letters that appear in arithmetic studies (g=gram, m=meters,
dl=deciliter) and often appear in daily life (play, on, off etc.) Have the students guess what
capital letter they match up with: Aa, Bb, Dd, Ff, Gg, Hh, Ii, Ll, Mm, Nn, Tt.
d. Next show the cards of small letters that are hard to guess, and have the students try to
match them: Ee, Qq, Rr.
e. Have the students each prepare one set each of capital and lower case small alphabet cards.
The teacher will say one letter at a time, and the students will arrange the cards in order on
their desk in a line, with the lower case letters under the capital letters.
h. Optional Activity: Lower Case Letter Puzzle (to be done after the Activity).
This is the same activity as done above in which the teacher prepares cards with the alphabet,
cuts each card in half in either random or straight cuts, distributes them and the students find
the other half of their card. This time, the cards contain the upper and lower case pairs of the
alphabet, and are cut in half so that one half has the capital letter and the other the lower case.
The students find the other half of their card and put it on the board. Examples of how to make
the cuts are on page 31 of the Japanese manual.
3.3.3.3. Find the AlphabetFind the AlphabetFind the AlphabetFind the Alphabet p. 13-14
a. Goal: Review the alphabet, and write down the English words of everyday things appearing in
life.
b. Language: a-z
c. Procedure: Let’s Sing (5) → Let’s Play (10) → Activity (25)
d. Let’s Sing: Thirty, Forty…, One Hundred
a. Sing together while showing the number cards
b. Sing the same melody using the alphabet. Show the alphabet cards and sing together.
e. Let’s Play p. 13
a. Open to page 13. The students will draw lines connecting the matching capital and small
letters on the page.
b. Randomly distribute one upper or lower case alphabet card to each student. They will find
the person with the same letter, to make pairs of upper and lower case letters. When they
find the pair, they attach them to the board.
c. The students will look at the pairs on the board and check if their lines are correct.
f. Activity 1 p. 14
a. Have the students look around them and find things spelled with the alphabet. Ask what the
alphabet means. Examples include trademarks on items, company names, TV, IN, OUT, P,
PLAY, MD, CD, Tel, Fax, character names, brand names, etc.
b. Open to page 14. Ask the students what the English words are indicating in the picture.
Have an enlarged version prepared to attach to the blackboard.
c. Direct the students to copy the alphabet words they find in the spaces on page 14.
d. Distribute “quiz sheets” to the students. The students will search for words written in the
alphabet around them, and write them on the quiz sheet.
g. Optional Activity: Make an alphabet quiz (to be used instead of Activity 1)
a. The students should be instructed in advance to bring in candy wrappers, posters, or other
things that have alphabet words on them. The teacher should prepare a lot of small alphabet
cards (big and small letters).
b. Give the students a paper to attach cards to. They will attach alphabet cards to spell words
that they find on the things they have brought to class.
c. Half the class will get the alphabet cards, and the other half will ask for the cards. They will
ask for the cards they need to make the words they want to spell: “What letter do you want? I
want ‘A’ please. Here you are. Thank you.” This will continue into a second part done in the
next class. The point of it is for students to realize the alphabet is used in a lot of places
around them.
4.4.4.4. PresentPresentPresentPresentationsationsationsations
a. Goal: Write down words using the alphabet, and become interested the alphabet used in our lives.
b. Language: A-Z, a-z, What’s this?
c. Procedure: Let’s Sing (5) → Activity 2 (35)
d. Let’s Sing: Thirty, Forty…, One Hundred: Sing in the same way as the previous lesson.
e. Activity 2:
a. The students will introduce something from the picture on p. 14, or something they found,
that uses the alphabet.
b. First ask what things they found in the picture on p. 14
c. Do a demonstration of a presentation, in the form of a quiz. Have a “quiz sheet” from last
time prepared, with something written in English on it. Cover a part of this word, leaving
either the upper or lower half revealed. The students will guess what it is: What’s this? Can
you guess?
Give 3 hints: The first hint is “music.” The second hint is “small.” The third hint is “M.” The
answer is MD.
Show the full “quiz sheet.”
d. The students will discuss in groups what things they have found, and choose one to make a
quiz with. They will think of hints to give to the class.
e. The groups will present their quiz. The rest of the class will listen and try to guess. While
listening they will write down the presenters’ names and the thing being presented using the
alphabet in the space on page 15.
f. Optional Activities:
a. Make an Alphabet Quiz (continuation of previous optional activity, to be done in place of
Activity 2)
The students will switch roles from the previous class, of card receivers and card passers. All
students will have a completed paper with alphabet cards attached to it.
The students will individually think of three hints for their quiz, such as “telephone, small,
mail,” or “dog, white, black.” They will present their quizzes, giving the three hints. If people
still don’t understand after the hints, show a portion of the word with the cards on the paper.
b. Numbers Bingo Game (to practice 1-100, to be done after Let’s Sing)
Prepare bingo sheets 4x4, and distribute them to the students. The students will choose 16
numbers between 1 and 100, and write them in the boxes randomly.
The teacher will randomly say numbers one at a time, and after repeating the number
students will search for it. Write the number on the board so kids can check. If they get a full
row, they say Bingo.
c. Alphabet Upper and Lower Case Matching Game (to be done after Let’s Sing; also known as
Memory)
Each group will prepare one set each of upper and lower case small alphabet cards. Spread
them face down on the desks. In turns, the students will turn over 2 cards at a time, and
pronounce the letters. If they are matching (the same letter upper and lower case pairs), they
keep the card and go again. If not, they return the cards and the next kid takes a turn.
d. Alphabet Collection (to do after Activity 2)
Instruct the students to look around on their way to school etc. for posters and signs etc. that
are written with the alphabet. Write them down, and show them to the class. When the ALT
comes to school, ask the meanings of the words. The students will write the meanings down
on the page, and they can be displayed in the classroom.
Lesson 3: When is your birthday? Lesson 3: When is your birthday? Lesson 3: When is your birthday? Lesson 3: When is your birthday? カレンダーカレンダーカレンダーカレンダーをををを作作作作ろうろうろうろう
Goal: In this unit, students will learn months and ordinal numbers, and be able to ask and respond about
birthdays. They will also receive cultural instruction about holidays and seasonal festivals in Japan and
the rest of the world.
1.1.1.1. Learn your birthday in EnglishLearn your birthday in EnglishLearn your birthday in EnglishLearn your birthday in English
a. Goal: Inspire the student’s interest by talking about seasonal festivals and activities in Japan,
and connect that to learning the names of months in English
b. Language: the 12 months
c. Procedure: Introduction (5) → Activity (15) → Let’s Listen (5) → Let’s Play (5) → Let’s Chant
(5)
d. Introduction: While showing the card for the month, the HRT will talk about his/her birthday
including different things that occur in that month. The ALT will follow up by doing the same.
Example script on page 42 of the manual.
e. Activity: Draw a line from the pictures to the month p. 16
a. While showing the months cards and attaching them to the board, ask the students “When is
your birthday? February? April? June?” Repeat many many times and the students will
become used to it.
b. Open to page 16, and ask the students questions about which month goes with what picture.
The students will draw a line between the things. January: new year, mikan; February:
Beans for setsubun; March: Hinamatsuri; April: nyuugakushiki or school entrance ceremony;
May: Children’s day; June: start of summer, rainy season; July: pool, summer vacation;
August: fireworks, watermelon bashing; September: moonviewing, old people’s day; October:
chestnuts, pears; November: Shichi-go-san, fall colors; December: start of winter, yuzu bath.
c. Direct students’ attention back to the month cards, and check the answers while practicing
pronunciation.
f. Let’s Listen: p. 17
a. Open to page 17. Talk a bit about the pictures, and have the students answer what festivals
are depicted (script page 42 of Japanese manual).
b. Play the CD (script page 41), the students will write the country name and month in which
each festival takes place (writing in Japanese).
g. Let’s Play: Key Word Game.
a. Play in pairs, with one eraser between each pair. The teacher will say words (months in this
case) and the students will repeat the word.
b. Choose a key word in advance. When the key word comes up, the students don’t repeat it they
grab the eraser. Fastest kid gets a point. Change the key word and play again. The students
can choose the next word, or the teacher can ask the students “When is your birthday” and
choose the key word based on the response.
h. Let’s Chant: Twelve Months
a. Practice the months again using the flashcards. Play the CD and chant along with it.
i. Optional Activities
a. Karuta (for after “Let’s Play,” to be more familiar with month words)
Prepare a set of small month cards for each group. The teacher says one month at a time and
the kids take that card. Most cards wins.
b. What month is it? (after “Let’s Play,” to be more familiar with month as well as season words)
The teacher will prepare a calendar, or 12 pictures for the months, that has nature pictures,
clearly showing seasonal change for each month. The date portion of the calendar should be
cut off, leaving only the pretty pictures. Ask the students to match the pictures to the seasons,
after teaching the season words. Or split up three pictures each per season and have the
students decide which pictures come earlier.
2.2.2.2. Say your birthday Say your birthday Say your birthday Say your birthday p. 18
a. Goal: To be able to say one’s own birthday; To raise the level of interest in language by allowing
students to notice surprising differences (specifically the difference between ordinal and normal
numbers) on their own.
b. Language: Months, ordinal numbers (1st ~ 31st), family words; When is your birthday?
c. Procedure: Let’s Play (5) → Let’s Chant (5) → Let’s Play (10) → Activity (10) → Presentation
(5)
d. Let’s Play: Key Word Game: Play the same as last class, in different pairs.
e. Let’s Chant: Twelve Months (same as last class, and attach the months flashcards to the board)
f. Let’s Play: Missing Game
a. Practice the months vocabulary again with the flashcards attached to the board. Count how
many flashcards there are together with the students.
b. Have the students close their eyes. Take one card away, and have the students open their
eyes again.
c. Count the cards again. They will realize one is missing. Now ask which one is missing.
d. Show the flashcard that was taken away and check the answer. Play again.
e. Once they are used to the game, increase the number of cards taken away.
g. Activity: p. 18
a. Open books to page 18. Have the students write their birthday month number in the
parentheses, and circle the date of their birthday.
b. Play the CD (or the ALT will say the ordinal numbers), and have the students listen for their
birthday’s number.
c. Ask some students their birthdays. Ask what they noticed about saying dates. They will
notice that numbers are said differently for the dates. Depending on level, the students can
practice all the ordinal numbers, or just the one for their birthday.
h. Presentation: ask some students what is their birthday, and practice in pairs. For struggling
students, just phrase it as yes/no questions (When is your birthday? March? February?
Twenty-first? Fourteenth?...)
i. Optional Activities:
a. Ordinal Number Game (to be played after the Activity, to familiarize students with ordinal
numbers)
Have students make groups of about ten people, and make a circle. Decide who goes first.
The students will go around in a circle saying ordinal numbers. They must say between one
and 3 numbers each. They continue going around, saying between 1 and 3 numbers in order,
up to 31. The student who is forced to say 31 is out.
b. Guess the card game (for after “Let’s Play,” to familiarize students with months vocabulary)
For each group, prepare one set of number cards 1~12.
Make groups of between 5 and 12, and give them a set of cards. Depending on the size of their
groups, the students will choose what months they will use in advance.. For example, a group
of 5 could choose January through May, or choose March through July etc.
Each student will receive one number card within the range of months they have chosen.
They must not look at their own card. They will place this card on their forehead so they can’t
see it.
In their group they will look at the cards on other people’s foreheads and find what card is
theirs.
For lower level students, use smaller groups with less months.
3.3.3.3. How many people have the same birthday? How many people have the same birthday? How many people have the same birthday? How many people have the same birthday? p. 19
a. Goal: Through games, further familiarize students with the expression for their birthdays, and be
able to answer about months and their birthdays.
b. Language: Months; When is your birthday?; My birthday is ~.
c. Procedure: Let’s Chant (2) → Let’s Play (4) → Let’s Listen (4)
*Times copied as written in the J-manual…
d. Let’s Chant: Twelve Months (same as previous lesson)
e. Let’s Play: Shotokutaishi Game p. 18 (review)
a. Choose a few students to come stand in the front. They should line up side by side in the
front.
b. The students in the front will each draw a different month card, and not show it to the sitting
students.
c. The sitting students will ask in unison, “When is your birthday?” The standing students will
all reply in unison, saying the month card they chose. They will be saying different words.
The sitting students try to catch what was said. Change the people in the front. This is
supposed to help the students remember how to ask about birthdays.
f. Let’s Listen: p. 19: Match the member of Ken’s family to their birthdays.
a. Open to page 19, and practice the calendar dates printed on the page. Also, introduce the
family member words. There is a script on page 50 of the Japanese manual.
b. Play the CD (script p. 48-50). The students will write the number corresponding to the
birthdate for each member of Ken’s family. Check the answers, practice the words, and listen
again.
g. Optional Activity: Let’s Make a Calender
a. This is supposed to put into use things that students have learned up to now for after “Let’s
Play”
b. Preparation: A large paper to make a calendar out of, one for each student. Picture cards of
seasonal events (look at page 16 for ideas); cards for dates (that’s all it says; I think they
mean individually cut out cards for specific days, naming the month and the date. You need a
few of each date to make it work).
c. The students will choose a large paper with the color they want. Split the class in half, those
who will pass out the daunting amount of materials that this lesson asks a simple Japanese
teacher to prepare, and those who will receive those materials. Within the time limit, the
passing out students will ask the receiving students what cards they want and give them up.
Then switch and pass out materials to the other half.
d. Students will glue on the calendar dates and the pictures that they collected to their calendar
sheet. Then they will go around and find people with the same stuff glued to the page,
supposedly using English conversation to accomplish this, and write the name on the sheet.
Editor’s note: The only way I can imagine this would be successful is if the teacher first slips
each child enough ketamine to kill a small household pet, rendering the little bastards
sufficiently docile and thus thwarting the inevitable revolt that will result from this
ill-conceived waste of time.
4.4.4.4. Ask and Answer About BirthdaysAsk and Answer About BirthdaysAsk and Answer About BirthdaysAsk and Answer About Birthdays
a. Goal: Through an interview activity, students will be able to ask and answer about birthdays.
They will be able to say their own birthdays. They will also think about the meaning and
importance of birthdays.
b. Language: When is your birthday? My birthday is ~.
c. Procedure: Let’s Chant (5) → Activity 1 (15) → Activity 2 (15)
d. Let’s Chant: Twelve Months (same as previous)
e. Activity 1: p. 20
a. The students will think about what letter is missing from each month on page 20.
b. The teacher will hide the missing letter from the month flashcards as on page 20, and ask the
students. Script on page 152. Check the answers.
f. Activity 2: p. 21 Find your friend’s birthdays
a. Open to page 21. Explain that they will ask people their birthdays, and write their name and
birthday on the page. They will both ask “When is your birthday” and respond.
b. Ask how many students were born in January, have them raise their hands, and give them a
round of applause. Do this for all the months.
g. Optional Activities:
a. Let’s Make a Calendar: (continued from last time, condensed due to lameness)
Prepare cut out alphabet cards for the letters needed to spell months. The students will paste
the alphabet cards to their calendar sheet to spell months.
b. What month is it game 1
Prep: cut out only the dates portion of the 12 pages of a calendar.
Paste these to the board. Ask the kids which month is which. They should get a hint by
looking at what days are holidays in each month. Listen to their guesses, and arrange them
as the kids guess. Tell them if they are correct.
c. What month is it game 2
Prep: cut out the pictures from a calendar with characteristic or recognizable pictures for
each month.
Do the same thing as above, but the kids guess which pictures go with which month.
Seasonal things are good.
Lesson 4: I can swim. Lesson 4: I can swim. Lesson 4: I can swim. Lesson 4: I can swim. できることをできることをできることをできることを紹介紹介紹介紹介しようしようしようしよう
Goal: This lesson will focus on the word “can” and the students will communicate what they are able and
unable to do. They will become closer friends by communicating with each other and finding what their
classmates can and cannot do, seeing each other in a fresh light. The goal is to have students gain
communication skills, and look at the ability or inability to do things as simply part of normal human
differences, and not a judgment of worth. They will also experience the joy of show and tell.
1.1.1.1. LetLetLetLet’’’’s think about whats think about whats think about whats think about what we can and can we can and can we can and can we can and can’’’’t dot dot dot do
a. Goal: Listen to what people can and can’t do; think about the meaning of “can” and “can’t,” and
how these can be subjective things.
b. Language: Can you swim? Yes, I can / No, I can’t. I can swim. I can’t swim.
c. Procedure: Introduction + Let’s Listen 1 (10) → Let’s Listen 2 (20) → Let’s Chant (5)
d. Introduction:
a. Give hints about animals (in the book, a hippo (kaba) is the example), and have the students
try to guess. The example of hippo has three hints, accompanied by gestures: It is very big
(gesture with arms to show a big body); It can swim (gesture swimming); It has a big mouth
(gesture a big mouth); Very good. It’s a hippo.
b. Next do a conversation with the teacher like in the manual, page 58 (A hippo can swim. Can
you swim?...)
e. Let’s Listen: p. 24
a. Play the CD, and have the students think about which animal is being talked about.
b. Students open their books to page 24. Check what animals are there (hippo, bird, penguin,
flying fish)
c. Play the CD (or read the script on page 56 of the manual) and the children will write the
number next to the picture. Check the answers.
f. Let’s Listen 2: page 25
a. Have a short conversation about what you can and can’t do. Show the picture flashcards, and
say whether you can do the things or not. Ask the children if they can do the things.
b. Open to p. 25. Explain that a boy and girl are having a conversation. Students will listen to
what they can do.
c. The students will circle the pictures what the boy and girl can do. Check answers. (script
page 57)
g. Let’s Chant: page 25
a. Using the picture cards, have a short skit about the contents of the chant. Page 59 of the
manual.
b. Play the CD, and chant along.
h. Optional Activity: What animal?
To be used after Let’s Listen 1, this practices can and can’t phrases.
The teacher will prepare animal cards from a previous lesson and attach them to the board.
Tell the students some things one of the animals can and can’t do. The students guess the animal.
2.2.2.2. Can you do it?Can you do it?Can you do it?Can you do it?
a. Goal: To ask and respond to the question “Can you ~?” and have communication through both
words and gestures; The teacher should focus on the subjective nature of abilities and whether
someone can or can’t do something, and avoid making students lose self-confidence. The students
will know each other better and see each other in new lights by learning each other’s abilities.
b. Language: Can you ~; Yes, I can / No, I can’t; play soccer; make an omelet; play piano; play
kendama; swim; play table tennis; play the guitar; ride a unicycle
c. Procedure: Let’s Chant (5) → Activity 1-1 (10) → Activity 1-2 (5) → Activity 1 (3)
d. Let’s Chant: Same as last time, but this time the use of gestures is a main goal, so use gestures
with the chant. Play it one time just chanting, and insert gestures the second time.
e. Activity 1-1: Page 26
a. While showing the actions picture cards, the teachers ask each other if they can do the things.
Then ask students.
b. Play the CD (or read the script page 61), and the students point to the picture as the action
comes up on the CD.
f. Activity 1-2: Page 26
a. The teachers will choose an action from page 26, and use gestures to show it. The students
will guess what it is.
b. A student will come to the front, and gesture some action. The other students will guess what
it is. Ask the student at the front if s/he can do that thing. (Can you ~?).
c. Switch students and do it again. Once the students get the idea, ask the class if they can do
the thing. (Can you ~).
g. Activity 1-3: Page 26
a. Open books. Have the students guess if the teacher(s) can do the 9 things on the page.
b. Have the students ask together “Can you~?” They should raise their right hand if they think
the teacher can do it, and left hand if they think the teacher can’t. Then the teacher will
answer. Compare who guessed correctly.
c. Make pairs. They should each guess if the other can do the 9 things on the page. In the boxes
beside each answer, they should draw a circle if they think their partner can do the thing,
and a triangle if they think the partner can’t. Then they ask each other questions and see if
they were correct in their guesses. Help struggling students.
h. Optional activity: Maru-Batsu Quiz (circle-X quiz)
To be done after Activity 1-3, asking whether some teachers in the school can or can’t do things.
The HRT or ALT should interview some other teachers in advance about whether or not they can
do some things, such as sports or cooking, preferably things that the students have already
learned about. If possible, prepare face pictures of the teachers interviewed.
While showing the face shots, ask students if the teacher can or can’t do some things. The
students will try to guess. Then ask the students if they can do the things.
3.3.3.3. InterviewInterviewInterviewInterview
a. Goal: Interview each other about abilities, and see new things about friends, raising the level of
knowledge about each other and raising self-confidence.
b. Language: Can you ~? Yes, I can. No, I can’t.
c. Procedure: Let’s Chant (5) → Opening (10) → Activity 2 (15) → Activity (10)
d. Let’s Chant: Same as before; when the students are comfortable, split the asking and responding
roles.
e. Opening:
a. While showing the actions picture cards, the teachers will ask each other “can you?”
questions.
b. Ask some students questions, and have them answer Yes, I can or No, I can’t. Before they
answer, have other students try to guess. Have all the students ask “Can you ~?” together.
c. When they are comfortable, have the students ask each other questions.
f. Activity 2: p. 27
a. Open to page 27. The students will find a partner, and ask a “Can you~” question about one of
the actions on p. 27
b. If the partner can do it, they write the partner’s name in the parentheses under the picture.
They write nothing if the partner can’t do it.
g. Activity: p. 28: Show and Tell
a. Open to page 28. The students will draw pictures on the page of things they can (top box) and
can’t (bottom box) do.
Next time they will introduce these things. While they are drawing, go around and ask questions.
h. Optional Activities
a. What can you do? Make a poster to show what you can do
Give each student a large paper, and they will draw or paste clippings of what they can do,
and introduce it.
Or, split the class into two groups: one with clippings of different actions, and one to receive
the clippings. They will converse and the receiving people will paste the clippings on their
poster. After a while switch roles. Here is the conversation: A: What can you do? B: I can play
soccer. A: Here you are (give a soccer picture). B: Thank you.
b. Chant: Make an original chant, to be done after “Let’s Chant”
In pairs, students will discuss what words to insert into their chant using “I can~” and “Can
you~?” They will then practice and present it. You can use the words used in Activity 1 of the
previous hour (p. 26).
4.4.4.4. SelfSelfSelfSelf----introduction of my abilitiesintroduction of my abilitiesintroduction of my abilitiesintroduction of my abilities: Show: Show: Show: Show----andandandand----TellTellTellTell
a. Goal: Present what you can do, and understand others’ presentations.
b. Language: Hello. I can ~. / I can’t ~.
c. Procedure: Let’s Chant (2) → Connecting Activity (15) → Activity (20)
d. Let’s Chant: p.25, same as last time. Split into two groups and chant the question and answer
parts.
e. Connecting Activity: Who am I? quiz
a. Base the quiz on what students recorded on page 26, Activity 1 of the second hour.
b. Show the actions cards, and say a few things that one of the students can do based on page 26.
Finally say “Who am I?” The students will try to guess what student it is. The HRT is
instructed to give comments while the ALT talks, and repeat the things the ALT says as a
question to help students understand. This is also an example of the show and tell activity
that comes next.
f. Activity: Show-and-Tell
a. The students will use page 28, where they drew pictures last time, and introduce the things
they can and can’t do.
b. First they present in groups, and then choose a group representative to present to the class.
c. Students listening should say “Thank you” after the presentation, and give comments.
g. Optional activities:
a. What can you do? Present what you can do (for after “Let’s Chant”).
The students will use the posters made in the last class. They will present the contents of the
poster one by one.
b. Who am I? Quiz Rally
Using the results of their interview (p. 26) they will introduce their friends.
The teacher will collect all of the textbooks, then hand them out making sure no students get
their own book.
Students will look at page 26, and introduce in front of the class what the interviewed person
can and can’t do speaking in the first person. Listening students will try to guess who is
being presented.
The presenting students can present all 9 actions on page 26, or change the order to make it
harder to guess. This will raise their curiosity and fit the grade level better by having
students think about why the quiz was made this way, rather than just speaking and
listening. Ladies and gentlemen, I give you the new direction of English education in Japan.
Lesson 5: Turn Right. Lesson 5: Turn Right. Lesson 5: Turn Right. Lesson 5: Turn Right. 道案内道案内道案内道案内をしようをしようをしようをしよう
Goal: This unit focuses on giving directions. The students will understand the importance of
communication by giving correct directions, and enjoy practicing communication. They will give
directions in an “original town.” With many foreigners coming to Japan, and many Japanese going to
gaikoku-land, this is a topic that connects to their daily lives. This unit also connects to daily life by
introducing many place and building names, and the children will be more interested in their town.
1.1.1.1. Learn building and store wordsLearn building and store wordsLearn building and store wordsLearn building and store words p. 30-31
a. Goal: Understand and become interested in place words, and appreciate the English that is used
as loan words in Japan while realizing the differences in usage and accent.
b. Language: What’s this? school; police box; bank; bus stop; flower shop; restaurant; hospital; post
office; fire station; department store; station; park; bookstore; barbershop
c. Procedure: Introduction (10) → Let’s Play 1 (10) → Let’s Play 2 #1 (10) → Let’s Play 2 #2 (10)
d. Introduction
a. Using the picture cards for buildings, show a portion of the card and ask the students to
guess what it is. For example, show the flower part, and the students will guess flower shop.
Show the book, they guess bookstore.
b. Play the CD and practice the words.
e. Let’s Play 1: Ohajiki (marbles) game: p. 30-31
a. Open to page 30-31. The students will choose 5 buildings from these pages and place marbles
on them.
b. Say the building words. When the teacher says a word that the student put a marble on, the
student removes the marble. When they have removed all the marbles, they say “Finished!”
c. If you lack marbles, mark the pictures with a pencil. If time is an issue, use three marbles or
whatever.
f. Let’s Play 2: Game 1: Pointing Game
a. Make pairs, and put one textbook open to page 30-31 between each pair.
b. Play the CD or say the names of the buildings on the page. The students will point to the
picture.
c. The student to point fastest gets a point. Repeat again. And again. And again.
g. Let’s Play 2: Game 2: Point and don’t stop pointing game
a. Same as the first game, but the students don’t take their fingers off the picture.
b. They must use a different finger to point to the following pictures.
c. The student pointing at the most pictures at the end wins.
h. Optional Activities:
a. What’s This? Quiz: to better learn building names; to be done after “Let’s Play 2”
Attach the building picture cards to the board. The teacher will give hints about things in one
of the pictures, and the students will guess what the teacher is talking about. Example hints
are given on page 75 of J-manual.
b. Three Hints Quiz: To be done instead of “Let’s Play 2”
The teacher will choose one of the buildings, and give three hints. The students will guess.
Check the answer. This is different from the first optional activity in that, rather than
naming things that appear in the picture cards, the teacher is giving hints about what kind
of place it is. There are three examples on page 75 of the J-manual.
c. Bingo Game: to be done instead of “Let’s Play 2”
The students will each cut out the small cards for buildings found on page 73 of their
textbooks. They will choose 9 of the 14 cards, and arrange them 3x3 on their desks as a bingo
sheet. The teacher will randomly say the 14 words, and the students will turn over the cards
as they hear that word. If they get a row they shout Bingo! When they get a bingo they turn
the cards back over, rearrange them and continue.
2.2.2.2. Where did you aWhere did you aWhere did you aWhere did you arrive?rrive?rrive?rrive? p. 30-33
a. Goal: Listen and understand expressions for directions. This hour focuses on listening skills, next
time speaking.
b. Language: Where is ~? ; Turn right/left ; Go straight. / Stop
c. Procedure: Let’s Play (10) → Let’s Listen (10) → Let’s Chant (5) → Let’s Listen (13)
d. Let’s Play: Simon Says
a. Explain the rules as you play. If you don’t know the rules get a new job.
b. The commands listed in the book: stand up, sit down, turn round, turn right, turn left, walk,
run, stop
e. Let’s Listen: p.30-31
a. Open to page 30 and 31. The students will listen to the CD (or the ALT’s reading) and find
where the four people went by following the map on page 30-31. They should mark the places.
Script is on page 77 of J-manual.
f. Let’s Chant: “Where is the station?” p. 30
a. Play the CD, and ask the students to think about what is being said. (script on page 77 of
J-manual)
b. Chant together, and include gestures and point at the picture cards. The suggested gestures
are “where”: hold one hand to the forehead; “Go straight”: point straight; “Turn left/right”:
turn your body to the left and right.
g. Let’s Listen: p. 32-33
a. Students should cut the small place cards from page 73 of the textbook and open to page
32-33.
b. Play the CD, or the ALT reads. The students listen to the explanations of the missing places
on page 32-33, and place the cards in the blank spaces. There is a script for demonstration on
page 79 of the J-manual. The script for the CD is on the bottom right of page 73 of the
J-manual.
c. You can change what places go in the blank spaces, and if the students are comfortable have
a student do the explanation.
h. Optional activities:
a. Where to go?: to be used after “Let’s Listen,” to familiarize students with giving directions.
Using the same process and pages as “Let’s Listen,” the teacher will secretly pick a place and
explain how to go there. The students will listen and figure out what place the teacher
explained.
3.3.3.3. Make an original townMake an original townMake an original townMake an original town p. 36 (the title refers to the optional activity…)
a. Goal: Use language for directions, and tell people how to get places.
b. Language: Where is ~?; Turn left/right; Go straight; Stop; Thank you.
c. Procedure: Let’s Chant (5) → Activity (20) → Activity 1 (15)
d. Let’s Chant: “Where s the station?” p. 30
Same as before, using gestures and pictures. When the students are comfortable, change the
place from “station.”
e. Activity: p. 32, 33
a. Make pairs and open to page 32-33.
b. One student in each pair will put a small place card on each open space on the page.
c. Starting from the station at the bottom of the page, give directions to the places. The second
student will listen and put the same cards on the map in their book, copying the first
student’s town.
d. When finished, the students compare their books, and change roles.
e. Note: the book gives directions for going straight more than two blocks by saying “go
straight” multiple times. Also, the “map” in the book is hard to understand, and this is just
lame.
f. Activity 1
a. Inform the students that students will give directions in groups.
b. Split the class into four groups, probably the front right and left, and back right and left
quarters.
c. One desk counts as one city block. The students should put one small place card on each desk,
making a town.
d. Give a demonstration. It goes like this: HRT: Excuse me, where is the school? ALT: School?
OK. Go straight. Go straight. Turn right. Go straight. Here’s the school. H: Thank you. A:
You’re welcome. (wait for applause)
e. In each group, the students will all get a turn saying “Where is ~” and getting directions to
the place from their group members. When all group members have had a turn, they can
move the cards around and “play” again.
f. To make it more communicative, turn the cards face down so the person asking directions
can’t see where the thing is and must rely on directions.
g. Go around and help students, encouraging everyone to participate.
g. Optional Activities:
a. Let’s Make an Original Town: to be done after “Let’s Listen” *the book must mean
“let’s chant” because there is no “let’s listen” in this lesson…
The teacher will prepare a slightly larger, more complicated white map than the one on p.30,
one for each group.
The students will attach their small cards to the blanks on the map, making an “original
town.”
The groups will present their original town. They can also explain what is special about their
town (in Japanese). Rather than using the generic “map” in the textbook, they get to become
intimately involved with their map this way, bringing all the things they have learned to life
in a glorious celebration of English.
b. Concentration Game: to become more comfortable with building names, for after “Let’s
Chant”
Prepare one set of small building cards per group. These will go in the middle of their desks.
The teacher will say 4 to 6 of the words. After saying all of them, the groups will take those
cards and put them in the order the teacher said. Check if the groups got the correct order.
This will help remember the words.
4.4.4.4. Give and follow directions in the original townGive and follow directions in the original townGive and follow directions in the original townGive and follow directions in the original town
a. Goal: Give directions, and follow directions to your destination
b. Language: Where is ~?; Turn left/right; Go straight; Stop; Thank you.
c. Procedure: Let’s Chant (2) → Activity (10) → Activity 2 (28)
d. Let’s Chant: “Where is the station?”: Same as before, using gestures and pictures.
e. Activity: Same as the pair activity in the last lesson with cards and the book p. 32-33. Make sure
they say “Excuse me” and “Thank you.”
f. Activity 1
a. Students will make pairs. Inform the students that the desks will become buildings, and the
classroom a town.
b. Put one building card on each desk.
c. Give a demonstration, as shown on page 83 of the J-manual.
d. One student in each pair will ask directions to a place and follow the directions to the place
as given by the other student. When they get there, switch roles. Help struggling students.
g. Optional activities
a. Let’s make an original town (for after “Let’s Chant”
The teacher will attach the maps made in the previous lesson to the board in random order.
The groups will present their maps as a quiz. One at a time the groups will come to the front.
The sitting students will ask “Where is ~?” to the presenting group. The presenting group
will explain how to get to that place on their map, and the sitting students will determine
which map is that group’s based on the answer.
LLLLesson 6: esson 6: esson 6: esson 6: I want to go to Italy. I want to go to Italy. I want to go to Italy. I want to go to Italy. 行行行行ってみたいってみたいってみたいってみたい国国国国をををを紹介紹介紹介紹介しようしようしようしよう
Goal: This unit keeps in mind cultural lessons, including that English is used differently in different
countries, and that language is a tool for communication, and the focus should be on getting one’s ideas
across rather than perfection. The students will get a chance to think about foreign countries, and the
main language is “I want to go to ~.” They will give speeches and listen to others’ speeches.
1.1.1.1. Different kinds of English in the worldDifferent kinds of English in the worldDifferent kinds of English in the worldDifferent kinds of English in the world p. 36-37
a. Goal: Inform the students that English is used differently in many countries, besides the US and
England. None are more correct, and the important thing is to communicate.
b. Language: What country is this? ; I want to go to Italy. ; I want to eat pizza. ; colors; shapes
c. Procedure: Let’s Listen (20) → Let’s Listen 2 (10) → Let’s Chant (10)
d. Let’s Listen 1: p. 36
a. Open to page 36. Before playing the CD, talk about the four children and the flags on the
page using the picture cards, to raise the students’ interest before listening to the
grammy-winning CD that is about to blow their little minds. Refer to the suggested talking
points on page 90 of the J-manual.
b. Play the CD, with the introductions from the 4 children. Students will write down what they
understood in the boxes underneath each child’s picture.
c. Ask what the students heard. Check the answers. Play the CD again, telling students to
listen for differences in the English being used, differences aside from the content of their
introductions, like accent.
e. Let’s Listen 2: p. 37
a. Open to page 37. Play the CD with descriptions of the different country flags, or read the
script on page 89.
b. The students will write the numbers in the boxes and write the country name. The HRT may
choose to digress about the importance of flags to people, and some other stuff they might
have learned in social studies class.
f. Let’s Chant: “I want to go to Italy” script page 89.
a. Before initiating chant, chat with the HRT about whether the two of you would fancy a visit
to the 6 countries in the book. Ask the students if they want to go there. Example of the chat
to come before chant is on page 91.
b. Children chant cheerfully after the cheacher’s chat.
g. Optional activity: Name that flag: To help students realize there are many national flags in the
world.
The teacher will prepare pictures of a bunch of flags and put the on the board. The students will
listen to the teacher talk about the flags, and listen for which one is being talked about, and what
country it is from. Use a world map if desired.
2.2.2.2. To what country do you want to go? To what country do you want to go? To what country do you want to go? To what country do you want to go? P. 38-39
a. Goal: Think about what countries you want to visit and why. Learn about some other countries as
well as Japan.
b. Language: I want to go to ~ ; I like ~ ; I want to see ~
c. Procedure: Let’s Chant (5)→ Let’s Listen 1 (10)→ Let’s Play (10)→ Let’s Listen 2 (10)→
Wrap-up (5)
d. Let’s Chant: “I want to go to Italy”: Chant again same as last time (sans chat)
e. Let’s Listen 1
a. Have students cut out the small cards on page 75 of their textbooks. Practice the words with
the students.
b. Play the CD, or say the words. The students will put the cards in the same order (CD script
page 92 of J-manual)
f. Let’s Play: Bingo Game p. 38
a. Open to page 38. The students will put the small cards randomly in the boxes on page 38 to
make a bingo sheet.
b. Say a word and the students will take the corresponding card off their sheet. Show the large
picture card to check if they took the correct one. They shout Bingo if they get a bingo.
g. Let’s Listen 2: p. 39
a. Before playing the CD, check the names of the children on the page, and their countries.
Script page 95-96.
b. Play the CD. The students will draw lines connecting the children to the flags, and the
picture of representative items or places for that country. Script for the CD is on page 93.
Check the answers.
h. Wrap-up:
a. Show the country picture cards, and talk about where you want to go and why. Script page
95.
b. Ask some students where you and the HRT want to go. Maybe ask them if they want to go
there.
i. Optional Activity:
a. Dream vacation plan: for after “Let’s Listen 2”, to introduce famous places, nature, customs,
etc.
The students will choose a country they want to visit, or recommend to their friends. They
will research about the country’s famous places, natural wonders, grub, customs, etc. on the
internet or in a book. They will make a poster with pictures of these things.
3.3.3.3. Ask about where people want to goAsk about where people want to goAsk about where people want to goAsk about where people want to go p. 40-41
a. Goal: Ask and answer about what countries to which you want to go, and think about the reasons
for this. Focus on speaking and communicating, as opposed to only listening in the last class.
b. Language: I want to go to Italy ; I want to eat kimchi ; I want to play soccer
c. Procedure: Let’s Chant (5) → Let’s Listen (10) → Activity 1 (25)
d. Let’s Chant: “I want to go to Italy” Chant again like before.
e. Let’s Listen: p. 40
a. Before listening to the CD, talk about what the students will hear. See page 98 of J-manual.
b. Play the CD. Students will listen to the speeches from the three children, and take notes in
their textbooks about what they heard. Have students present what they understood, and
ask questions about the contents.
f. Activity 1: p. 41
a. Students will prepare for the next class, when they will introduce the country they want to
visit.
b. Do a demonstration about where you want to go. Have pictures drawn on page 41 to show
while you present the demonstration. There is a script on page 98. Ask students questions
about what they heard.
c. Inform the students that it is their turn, and in the next class they will give speeches. In this
class, they should write the name of the country, draw the flag, and draw pictures of why
they want to go there in the boxes p. 41.
g. Optional Activity:
a. Dream vacation plan: To be done after “Activity 1”
Finish the poster from last class. The students will chat with the teacher and get a flag
picture for their country to put on their poster. Show them how to present their poster, and
have them practice for next time.
4.4.4.4. Make a Make a Make a Make a speechspeechspeechspeech about your country of choice about your country of choice about your country of choice about your country of choice p. 41
a. Goal: Give a speech about the country you want to visit, and why you chose it.
b. Language: Where do you want to go? I want to go to Italy. I want to play soccer.
c. Procedure: Let’s Chant (5) → Activity 1 (15) → Activity 2 (20)
d. Let’s Chant: “I want to go to Italy” same as before
e. Activity 1: Demonstration and preparation
a. The teachers will give a demo speech. The example goes: “Hello. My name is ~. I want to go to
Italy. I like pizza. I like soccer. Thank you.”
b. The students should practice their speech, using the pictures from page 41 as a base.
f. Activity 2: Speeches
The students will come to the front and give their speeches. Other students should listen, and
count how many people want to go to the same country as them.
g. Optional Activities:
a. Dream vacation plan: Instead of Activity 1
a. Split the class in two: people who will present their vacations and those who listen.
b. The presenters will sit with their poster on their desk and a sign with the country name,
making a booth.
c. The listeners will go to booths they are interested in and hear about them. After the
explanation, the presenter will ask for an assessment, and the listener will write on the
assessment sheet (page 101 of manual). Change roles at the appointed time.
d. The students will select which country they will visit, through what booth, out of the
places they heard about and wrote about on their assessment sheet. They rate the booths
as Excellent, Good, or So-so.
b. Name the country: To use the language learned up to now, and guess the country people want
to visit
One student will come to the front with their textbook. Other students will listen to hints
from the student at the front, and try to guess what country the student wants to visit. Hints
can be about the color of the flag or the shape, characteristics of the country, and why they
want to go (ex. I want to see the pyramids.) The teacher can give prompts such as “Flag hint,
please.” “Why do you want to go to the country?” “Country hint, please.”
Lesson 7: What time do you get up? Lesson 7: What time do you get up? Lesson 7: What time do you get up? Lesson 7: What time do you get up? 自分自分自分自分のののの一日一日一日一日をををを紹介紹介紹介紹介しようしようしようしよう
Goal: This unit deals with daily schedules. The students should enjoy talking about their own daily
schedule at school and away from school, and listening to their classmates’ schedules. They will see each
other in new lights and become better friends. They will also learn about time differences and time zones
around the world, and become more interested in foreign lands.
1.1.1.1. What time is it in different countries? What time is it in different countries? What time is it in different countries? What time is it in different countries? P. 44-46
a. Goal: The students will learn about time differences in the world, and learn the English
expressions for time.
b. Language: Numbers to 60; What time is it? It’s 8:00(eight).
c. Procedure: Introduction (5) → Let’s Listen (10) → Let’s Play (10) → Let’s Listen (15)
d. Introduction
a. The ALT and HRT ask each other what time they go to school. While asking and answering,
draw the time on the board, or use a real clock and help the students understand how to say
time. Then ask the students what time they go to school.
b. The HRT will ask the ALT what time it is in their home country. Answer by saying what time
it is as well as what your family is doing at that moment. If there is a world map available,
use it.
e. Let’s Listen: p. 44-45
a. Open to page 44-45 of the textbooks. The students will listen to the recording of 8 children
from around the world saying what time it is in their homeland, and what they are doing.
The script is on page 104 of the manual.
b. The students will have two tasks: drawing the small hand of each clock in the book based on
what time is read on the CD. Then, they will mark the katakana symbol from the map on the
book to match with the corresponding place on the sides of the page. For example, the first
one (Tokyo) they will draw a line pointing to 8 on the clock, and they will write エ(e) in the
box beside Tokyo. Play the CD twice, then check the answers.
f. Let’s Play: numbers practice (1-60)
a. While writing the numbers to 60 in order on the board, the students will say the English
numbers.
b. Choose a student to start. That student will say “1,” and the next student to the left (or right,
behind, etc.) will say two as the teacher writes the numbers and so on up to 60.
c. If a student gets stuck, that student starts with one again, and you start over until the class
makes it to 60.
g. Let’s Listen p. 46
a. Open to page 46. The students will listen to the CD (or teacher’s reading) and draw both the
long and short hands onto the 6 clocks on the page. The script is on page 105 of the manual.
Check the answers.
h. Optional Activity: What time is it? Game
a. This is aimed at making students more comfortable with asking about time. To be used
instead of “Let’s Play 2.”
b. The teacher will stand at the front, and point his/her arms out as a long and short hand of a
clock, and ask the students “What time is it?” The students will look at the direction of those
arms, and answer. When they are comfortable, have a student come up and flail about like a
possessed clock.
2.2.2.2. What time do you wake up? What time do you wake up? What time do you wake up? What time do you wake up? p. 46-47
a. Goal: Listen to and understand the teacher’s presentation of his/her daily schedule. Encourage
the students to try and listen to English even when they don’t fully understand what is being said,
and guess at the meaning.
b. Language: What time do you get up? I get up at 6:00(six).
c. Procedure: Activity (10) → Let’s Play 1 (10) → Let’s Play 2 (10) → Let’s Chant (8)
d. Activity: p. 46: The teacher’s day
a. Open to page 46 of the textbook. Using gestures and picture cards, introduce your daily
schedule, such as when you wake up, eat breakfast, go to school, go home, eat dinner, watch
tv or other activities, go to bed, etc. The HRT is instructed to respond, act surprised, and give
other random reactions to this information. Page 110 has an example script for this.
b. After giving this presentation, the students will look at the pictures on the bottom of page 46
of the textbook, and say what they understood about the ALT’s day. The teacher will then ask
them questions about their own day.
e. Let’s Play 1: p. 47. Ohajiki game
a. Open to page 47. Practice the English for the 16 actions on the page.
b. The students will receive 5 ohajiki (marbles), and place them on 5 of the pictures on the page.
c. The teachers will say the English for the actions, and students with a marble on that picture
will take it off. When all their marbles have been removed they shout “Finished!” and are
winners.
d. Help understanding by using gestures and extra words. For example, don’t just say “read,”
say “I read a book.”
f. Let’s Play 2: Gesture Game.
a. Inform the students you will play the gesture game. The teacher will do some action, and the
students will guess what it is. Use picture cards to practice the language, and help them
respond in sentences or phrases rather than just single words (say “play baseball” instead of
just “baseball”)
b. When comfortable, have some students get up and do gestures.
g. Let’s Chant: p. 44 “My Daily Routine”
a. Open to page 44-45 of the textbook, or put picture cards of the daily actions on the board in
the order of the CD. Do gestures and check that the students know the language for these
actions. Script on page 109 of manual.
b. Play the CD and chant along with it.
h. Optional Activity: My Daily Routine: to be used instead of “Let’s Play 2”
a. The students will make a “My Daily Routine” poster. They will choose a poster paper in a
color of their choice. The teacher will show them how to draw a line long-ways on the poster
paper, then they will split this into 18 blocks. They will write “6:00” on the far left side, an
one hour for each block.
b. In this unit, the students will make one of these posters in the following hour. It is started
here in the earlier hour as optional for teachers who want to have more time to present and
talk about the posters later.
3.3.3.3. Introducing mIntroducing mIntroducing mIntroducing my daily routiney daily routiney daily routiney daily routine #1 #1 #1 #1 p. 48
a. Goal: In this hour, the students will make a poster that shows their daily routine. They will
present it in the next lesson, recognizing and appreciating differences between themselves and
others.
b. Language: What time do you get up? I get up at 7:00(seven)
c. Procedure: Activity (10) → Let’s Chant (8) → Activity 1 (20)
d. Activity: p. 46
a. Open to page 46. The HRT will talk about his/her daily routine, and the students will connect
lines between the activities and the times at the bottom of page 46. If the ALT is there, rather
than a straight speech make it a conversation with Q and A about the daily thing, and react
in some way to the information.
b. Check what the students understood, and using picture cards ask the students some
questions about when the do the things. Talk about yourself some more too.
e. Let’s Chant: p. 44: “My Daily Routine”
a. Chant again same as before, but this time the students should gesture along with the teacher.
f. Activity 1: p. 48:
The students will draw lines between the pictures and the times they do those things on page 48
of their textbooks. If they want to put in some other actions not in the pictures, they should draw
their own pictures in the book.
g. Optional Activitiy:
a. My Daily Routine (continuation of the optional activity in the previous hour: use instead of
“Activity 1”)
The students will finish their “My Daily Routine Poster.” The teacher apparently needs to
prepare a bunch of cards with different daily actions for this, though it doesn’t explicitly say
that in the manual.
Half the kids will pass out the small picture cards, and half will receive them. They should
use English to request the cards they want as demonstrated on page 115 of the manual. Then
they trade roles. When they have enough cards, they paste them on the poster from last time
near the time slot they do that thing.
4.4.4.4. Introduce My Daily Routine #2Introduce My Daily Routine #2Introduce My Daily Routine #2Introduce My Daily Routine #2
a. Goal: The students will introduce their routine.
b. Language: What time do you get up? I get up at 7:00(seven)
c. Procedure: Let’s Chant (5) → Activity 2 (35)
d. Let’s Chant: “My Daily Routine” (same as before)
e. Activity 2: Speech: p. 48-49
a. The teachers will do a demonstration of how to give a speech, like on page 116 of the manual.
Give comments about each other’s speeches.
b. The students will make groups. They will present their daily routine speech to the group,
using the schedule they made in the textbook during the last class.
c. The students doing the listening should write the things they understood in the spaces on
page 49.
d. The teacher should go around and give comments or ask questions to the students doing
speeches.
f. Optional Activities
a. Whose daily routine? Ask and answer about daily routines (in place of “Activity 2”)
Groups will come up and attach their posters from the previous hour onto the board, one
group at a time, in random order. The group members will make a line at the front.
Students from other groups will ask them questions such as “What time do you get up?,” and
figure out whose poster is whose based on the responses.
b. Who is it?
The students will work in groups, and during their recess time, or after school, interview a
teacher or staff at the school about their daily routine. They will take notes about this, and
during this class time, pretend to be that teacher (speaking in the first person) and give a
self-introduction speech about the interview results. The other students will try to guess who
the teacher is.
Lesson 8: Please help me. Lesson 8: Please help me. Lesson 8: Please help me. Lesson 8: Please help me. オリジナルオリジナルオリジナルオリジナル劇劇劇劇げき
をををを作作作作ろうろうろうろう
Goal: In this unit, the students will listen to and understand a long story, and then they will make their
own original play in groups and perform it for the class. First they will hear the simplified version of an
old Russian story, “The Big Turnip.” The students already know this story, so they should feel comfortable
imagining what is being said in the story. Then they will work in groups to create an original play,
choosing the characters and lines themselves. They will be encouraged to use original language to
communicate, and understand other groups’ plays. They will get cultural understanding from stories and
fairy tales from around the world.
1.1.1.1. What story is it?What story is it?What story is it?What story is it?
a. Goal: Talk about folk tales from around the world, and introduce that some folk tales known in
Japan originated elsewhere. The students will become interested in folk tales, and hear a long
story, using what English they know to understand the long story.
b. Language: grandpa, grandma, girl, dog, cat, mouse
c. Procedure: Introduction / Let’s Listen 1 (10) → Let’s Listen 2
d. Introduction / Let’s Listen 1: p. 50 (script on page 120 of the manual)
a. The teacher will ask about some stories that the children know from their Japanese classes.
b. Play the CD, and the teacher will ask the students to guess what stories they are.
c. Show the picture cards, and students will think about what stories they are.
d. Open to page 50, and play the CD again. Instruct the students to write the number of each
story in the parentheses beside the matching picture. The teacher will ask what stories are
famous in the ALT’s country. The manual says to answer with things like Little Red Riding
Hood, Snow White, and The Three Bears.
e. Let’s Listen 2: “The Big Turnip”
a. The students will hear this long story. They probably know it from their Japanese classes
when they were younger students. The teacher will tell them to be mindful of what
characters appear in the story. The ALT can read the story, or play the CD. If reading, the
script is on page 121 and continues on page 121 of the manual.
b. Check what characters appeared (grandfather, grandmother, girl, dog, cat, and mouse). Show
the picture cards of these characters and practice the English for them.
c. Play the CD again. This time, the students will be instructed to listen to what the
grandfather says and does.
d. While playing the CD the second time, the teacher will point to the cards that depict the
grandfather’s scenes. There are some English lines showing how to describe each picture
card (there are 6) on page 123 of the manual.
f. Optional Activity: Pick up the scene cards game (to be done when playing the CD the second time)
The teacher will prepare one set for each group of shrunken cards of the grandfather’s scenes.
The groups will place these in the middle of their desks. The teacher will describe a scene in
random order, and the students will try to grab the card. The student with the most cards wins.
2.2.2.2. Think of an original story about Think of an original story about Think of an original story about Think of an original story about ““““The Big TurnipThe Big TurnipThe Big TurnipThe Big Turnip””””
a. Goal: Understand how interesting this story is, and as a group think about the characters, and
make an original story.
b. Language: Please help me.
c. Procedure: Let’s Listen 3 (15) → Let’s Chant (5) → Let’s Listen (10) → Activity
d. Let’s Listen 3: p. 51; script starts on page 124 of the manual and continues on page 131 (CD #s
66-70)
a. Students will cut out the small cards for this story out of the back of their books (p. 77).
b. Read the script in the manual, or play the CD. The students will listen and place their small
character cards on page 51 as they appear in the script/CD. Have them listen again and
check the answers.
e. Let’s Chant: “Yo-heave-ho!”
a. While attaching the flashcards of the characters to the board, practice the English.
b. Chant in rhythm to the CD while pointing at the cards in the order they appear.
f. Let’s Listen: p. 52 (CD 72, script page 125 of the manual, ALT’s lines on page 126)
a. Open to page 52. There are six pictures of scenes in the story. Either play the CD, or the ALT
can read the lines printed on page 126. The students will write the numbers of each line in
the corresponding bubble on page 52.
b. Play the CD again and check answers.
g. Activity: p. 52: Make an original story; Decide what characters will be in your story
a. The teacher will tell the students that they will make an original story. In “The Big Turnip,”
the characters are a grandpa, a grandma, etc., but the students can use any characters they
want, human or animal.
b. Open to page 53, and ask the students what animals appear on the page.
c. The students will discuss in groups what people/animals they want to pull the turnip in their
story. There are some lines for the ALT to say in the manual on page 127. While the groups
are talking, go around and teach them English words for the things they want to appear in
their story. They will write the things they want in their story in the space by the turnip at
the bottom of page 53.
h. Optional Activity: Act out an original “The Big Turnip.”
This is a highly convoluted idea that asks the teacher to make masks for the different roles in this
story, and the children to improvise through the story, but no lines for what they are supposed to
say are given. I’m not wasting my time typing it through. The optional activities for the next 2
hours are equally useless, and so they are omitted.
3.3.3.3. Make and practice an original Make and practice an original Make and practice an original Make and practice an original ““““The Big TurnipThe Big TurnipThe Big TurnipThe Big Turnip”””” fairy tale fairy tale fairy tale fairy tale
a. Goal: The students will make an original story in their groups. They will use the characters they
decided last time, and make the lines for the characters. They should think of pictures and
gestures to aid the telling, as some words they use will be unknown to the other groups. Thinking
about ways for their audience to understand their story, more than just the words, will improve
their communication skills. In this hour they will make it and practice it.
b. Language: Please---, Yo-heave-ho!; and any other language that the students want to use in their
story.
c. Procedure: Let’s Chant (5) → Activity 1 (33)
d. Let’s Chant: “Yo-heave-ho”: Same as before, using the picture cards and chanting along.
e. Activity 1: p. 54
a. Make groups, and inform the students they will be making an original story. They must think
of the lines for their characters, and will present it to the class next time.
b. The students should ask the teacher/ALT for help when they don’t know how to say
something. They should write their lines in the boxes on page 54 in Japanese.
c. They should make small props and pictures to help in the telling of their story. When they
have the story, they should distribute the lines among the group, and practice.
d. While they are working, the book says to put the “Let’s Chant” CD on repeat. I guess this is
supposed to give them ideas. There is also a small list of example lines that the children
could use in their story, on p. 128 of the manual.
4.4.4.4. Present the original Present the original Present the original Present the original ““““The Big TurnipThe Big TurnipThe Big TurnipThe Big Turnip”””” story story story story
a. Goal: The students will present their stories in groups. They will get valuable communication
experience.
b. Language: Please---; Yo-heave-ho!; other language used in stories; Very good; Good job! ;
Excellent!
c. Procedure: Let’s Chant (5) → Activity 1 (15) → Activity 2 (20)
d. Let’s Chant: “Yo-heave-ho”: Same as before, using the picture cards and chanting along.
e. Activity 1: Prepare for the presentations
a. The students will finish their preparations. Go around and help with practicing the lines, and
gesture advice etc.
f. Activity 2: Presentations:
a. Decide the order. The teacher will be the mediator. The ALT should give positive feedback (p.
132 of manual)
b. Students will write on page 55 about the other groups: the characters that appeared and
impressions.
Lesson 9: I want to be a teacher Lesson 9: I want to be a teacher Lesson 9: I want to be a teacher Lesson 9: I want to be a teacher 将来将来将来将来のののの夢夢夢夢をををを紹介紹介紹介紹介しようしようしようしよう
Goal: This is the final unit of the two year plan, and both looks back on what has been learned up to now
as well as looks to the future. The theme of this unit is “future dreams,” and the students will learn
language about occupations and give a speech about what they want to become in the future. They also
will learn to give reasons for their choices.
1.1.1.1. Learn occupation wordsLearn occupation wordsLearn occupation wordsLearn occupation words p. 56-57
a. Goal: Students will learn the English words for various occupations.
b. Language: teacher, doctor, racing driver, tennis player, cook, fire fighter, singer, nurse, astronaut,
farmer, baseball player, soccer player, police officer, pilot, scientist, engineer; I want to be~.
c. Procedure: Let’s Listen (10) → Introduction (13) → Let’s Play (15)
d. Let’s Listen: p. 56
a. Open to page 56. There are five people on the page. There are some opening lines for the ALT
to say on page 138 of the manual.
b. Play the CD, or the ALT can read the script for the five people. (script on page 136 of the
manual). The students will write the number in the parentheses under the corresponding
picture. Check the answers.
e. Introduction: introduce occupation words
a. The teachers will use gestures to show the different jobs. There are a lot of them apparently.
If it is difficult to make gestures for the jobs, use the provided occupation picture cards. If
using the picture cards, the book instructs to not simply show the card and teach the word,
but do things like uncovering a small portion of the card and having kids guess, or to show it
for a brief moment and have them guess, to catch their interest.
b. When they don’t know the English word, teach it, and repeat it many times.
c. If the kids are bright, give hints for the jobs like a quiz, and have them guess. There are four
examples of giving hints on page 138 of the manual.
f. Let’s Play: Bingo Game (p. 57)
a. The students will cut out the small picture cards from the back of their textbooks (page 79)
and write their names on the back. They will open to page 57 of the textbook, and place the
cards randomly on the bingo sheet. It asks the ALT to do these instructions, with a script on
page 139 of the manual.
b. Say one occupation at a time, and students with that occupation card on their sheet will
remove the card.
c. Take turns saying words with the HRT, or have a conversation using “What do you want to
be?”
d. When they remove a full line of cards, they shout Bingo! Ask how many bingos they got at the
end.
g. Optional Activity: Karuta (for after “Let’s Play”)
a. Groups will put one set of occupation cards in the middle, and play karuta.
2.2.2.2. What do you want to be? What do you want to be? What do you want to be? What do you want to be? p. 58
a. Goal: The children will learn to ask and answer about their future dreams. The book also talks
about broadening the student’s global awareness by introducing children from other countries
and their dreams for the future, as if they should be noticing cultural differences. I don’t see that
happening, and the only cultural education that might come from this generic attempt is possibly
that children in other countries do, in fact, want to have a job someday.
b. Language: What do you want to be? I want to be a teacher.
c. Procedure: Let’s Play (10) → Let’s Listen (15) → Talking time (10) → Let’s Chant (5)
d. Let’s Play: Bingo Game (p. 57): Play bingo again like last time.
e. Let’s Listen: p. 58
a. Open to page 58. There are 3 children on the page, and they will talk about their future
dreams.
b. There is a small script on page 142 for the ALT to introduce the activity. The CD script is on
page 140.
c. Students should listen to the CD (or the ALT can read the lines) and write down what they
heard in the boxes beside the pictures. Ask questions like “What’s his name?” or “What’s his
dream?” to check the answers.
f. Talking time: asking the students what they want to be.
a. After the listening activity, ask a number of students what they want to be. At first, they may
not be able to respond. If they don’t know the English words yet, point to the picture cards on
the board asking “Doctor? Teacher?...” until you get a yes. After a bit they can say the words.
Rather than correcting them and making them say the sentence, slowly input their answers
into sentences. This is supposed to be an exercise in communication.
g. Let’s Chant: “When I Grow Up”: Chant along to the CD while showing the picture cards (script
page 141).
h. Optional Activities:
a. Interview “Game”: to be used instead of “Let’s Play” (Bingo Game): to ask and answer
The students will choose an occupation they want to become. They will mingle, find a partner,
and both ask what they want to be. At the end ask how many people they found who want to
be the same thing.
b. Concentration game (for after “Let’s Play): to better learn the occupation words
Each group gets one set of small occupation cards, and puts them in the middle of the group.
The teacher will say between four and six of the occupation words, and the students listen.
When the teacher has finished saying the sequence, the groups work together to take those
cards and put them in the order that the teacher said them in.
3.3.3.3. Ask and answer aAsk and answer aAsk and answer aAsk and answer about future occupations bout future occupations bout future occupations bout future occupations p. 59-60
a. Goal: The students will ask and answer about their future dreams. They will be encouraged to
think about the reasons, and have big hopes for their future.
b. Language: What do you want to be? I want to be a teacher. I like ~.
c. Procedure: Let’s Chant (5) → Let’s Play (10) → Activity (10) → Activity 1 (10)
d. Let’s Chant: When I Grow Up
Same as before. Ask some students what they want to be, and use the answers in the chant.
e. Let’s Play: Chain Game
a. The students will form lines of 5 to 7 students. The ALT should explain this while showing
the progression (script on page 146). The first student will ask the one immediately behind,
“What do you want to be?” The second student answers, and then asks the student behind
him/her. This continues to the end, when the final student will come to the front, ask the first
student, and when he/she answers they all sit down.
f. Activity (p. 59): Look for people with the same dream
a. Open to page 59 of the textbook. Do a demonstration with the HRT (script on page 146 of the
manual)
b. Students will mingle and ask each other “What do you want to be?” After they both ask and
answer, they write the other’s name and dream. At the end the teacher will ask how many
people they found with the same dream.
g. Activity 1 (p. 60): Make a “speech memo”
a. The students will write their name, a picture (or Japanese word) of their dream occupation,
and the reason for it (either a picture or in Japanese) in the space provided on page 60 of
their textbooks.
b. The teacher(s) should prepare an example, and give a demonstration. The script for
explaining this is on page 147 of the manual.
h. Optional Activity: Make a class English scrapbook
This is a finishing lesson using a variety of things learned over two years. The students will each
receive a piece of square construction paper, and fold it in quarters. In each of the four
quarters, they will draw a picture, use a cutout, one of the textbook small cards, or
something to make a poster of themselves. This can be things they like (sports, foods, colors,
subjects, months, etc.), their birthday, what they want to be, etc. They can use the top left square
for their name, birthday and a picture (or hand-drawn likeness) of themselves.
While the students are making this, go around and ask them questions about what they are
making.
4.4.4.4. Introduce your future dreamIntroduce your future dreamIntroduce your future dreamIntroduce your future dream
a. Goal: This is the big climax of compulsory communication. Students will introduce their dreams.
b. Language: What do you want to be? I want to be a teacher. I want to ~. I like ~.
c. Procedure: Let’s Chant (5) → Activity 2 (35) → Final words (3)
d. Let’s Chant: Same as before, showing the picture cards. Change up the occupations and chant
more.
e. Activity 2: Speeches
a. Explain that there will be speeches, and how they should do it. There is a script on page 148
of the manual. The students should say hello, their name, their dream job, and the reason.
The reason can be in Japanese.
b. The students will use their “speech memo” from last time, and come up to the front to talk.
c. Other students will use the space on page 61 of their textbooks to take notes about their
friends’ dreams and reasons.
d. Depending on the students’ level and disposition, speeches can be in front of the whole class,
or in small groups, and afterwards only those students who wish to go in front can be asked.
e. Give encouraging words.
f. Final words
This is the last class, so talk about how the students have grown, what you hope from them for
the future, how you feel about having met them, what you learned, and what you plan to do in
your life. Then say goodbye.
g. Optional Activity: Make an English scrapbook
A continuation of the last lesson, the students will present their individual posters in English.
Give comments as they do their presentations.
At the end, put all the posters together for a class scrapbook.