lesson plans & activities by junior high school alts and jtes · “sports for everyone” new...
TRANSCRIPT
1
Lesson Plans
& Activities
by Junior High School
ALTs and JTEs
Nara Prefecture
2017 ALT
Skill Development
Conference
Cover page image from Classroomclipart.com
2
Lesson Plans & Activities for Elementary Schools
Nara Prefecture 2017 Skill Development Conference
Table of Contents
JHS 1 NEW HORIZON1 UNIT 6 –“does”......................................................................................... 3
Giving Directions ............................................................................................................................ 5
Learning About Telling Time ......................................................................................................... 6
Alphabet Review ............................................................................................................................ 15
“Can you~?”............................................................................................................................... 16
Lost in the School .......................................................................................................................... 19
Phonics ....................................................................................................................................... 24
Hello, Halloween ........................................................................................................................... 25
NEW HORIZON English Course 1 Daily scene 5 – 道案内 .................................................. 29
I Do, You Don’t, He Does, She Doesn’t ...................................................................................... 33
JHS 2 Card Game .................................................................................................................................... 36
A Pot of Poison ............................................................................................................................. 37
Sunshine English Course 2 Program 10-2 ................................................................................... 40
Sunshine English Course 2 Power-up 3 Speaking ①電話 ................................................... 43
English Class Rules [must/must not] ........................................................................................... 44
Sunshine1 POWER-UP10 – Speaking ...................................................................................... 47
Around the World ........................................................................................................................ 49
Sunshine English 2 Program 7-2 ............................................................................................ 69
Unit 1: Give Me the Money ........................................................................................................ 74
Where do you want to go? ........................................................................................................... 81
Infinitives ..................................................................................................................................... 91
Getting to Know You .................................................................................................................. 93
Could You Repeat that? .............................................................................................................. 99
JHS 3 NEW HORIZON 3 Daily Scene 1 – Would you like some more? ......................................... 105
Giving Train Route Directions ................................................................................................... 110
Seisho Time ………………………….................................................................................... 115
New Horizon English Course3 Unit 2-2 .................................................................................... 117
NEW HORIZON Book 3 6-4 Relative Pronoun p88-89 ........................................................... 121
JHS ANY Family Trees............................................................................................................................ 122
Quiz - What are we? .................................................................................................................... 125
Grid Game .................................................................................................................................... 127
Lazy Pictionary.............................................................................................................................. 129
3
NEW HORIZON1 UNIT 6 – “does”
Overview
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… JTE will… Students will…
2min. Greeting Greet students. Greet ALT and
JTE/
3min. Explain today’s schedule Explain
schedule and
aims.
10min. Check homework
Practice reading
(homework sheet is like this
↓)
Students introduce 2
people and draw a picture
of them
Check students’ homework
(check grammar and answer
questions from students.)
Show homework
to ALT or JTE.
Ask some
questions if they
have.
While waiting
time, they
practice reading
their
script(homework).
School & Name Oji junior high school / Chiharu Yagi
Lesson Focus To have students speak more English in class
Lesson Topic how to use “does”
Target Grade JH( 1st grade )
Preparation &
Required Materials (If
any, please attach.)
Textbook
Screen
PC (power point)
Notebook
worksheet(homework)
4
5min. Share questions Share some
questions from
students and
answer them.
25min. “Show and tell and ask”
(Each students introduce 2
people by using their
worksheet.
After that, listeners will ask
questions about them by
using “Does he/ she ~?”
And the student will answer
them.)
Explain rules
(Including how to
use “does”)
Observe
students’ work
Ask one question
to each student
Observe
students’ work
Evaluation
students’ work.
Listen to ALT and
understand how
to use “does”.
Practice in pairs
Start introduction
Listeners who ask
questions can get
a sticker.
5min. Feedback
(lesson feedback
worksheet)
Greeting
Comment on
students’
performance.
Ask for
students’
feedback.
Fill out feedback
worksheet.
5
Giving Directions
School&Name Mamigaoka JHS / Ota Taka
Lesson Focus To have students speak more English class
Lesson Topic Learning directions, practicing reading
Target Grade JH(1st grade)
Preparation&
Required
Materials
Textbook
Picture card
LL classroom
PC
Activity ( In detail)
Time Activity ALT will JTE will Students will
3min Greeting Greet students Greet the ALT
Free talk with students Talk with ALT and JTE
5min Review expressions
About
giving directions
Say expressions
for students
Repeat after the
ALT with students
Repeat after the ALT
5min Model reading Give model reading
with the JTE
Help students with
pronunciation.
Repeat after the
ALT with students.
Assist students.
Listen to the ALT and
JTE
Repeat after the ALT
7min Practice reading Check students’
pronunciation
Assist students Read sentences by
themselves with LL
devices
7min Pair Talk①
Use textbooks
Check students’
pronunciation
Assist students Read sentences in
pairs with LL devices
10min Making sentences
that could be used
when we give
directions
Check grammar Assist students Make sentences
about giving
directions
3min Check Check sentences Give answer sheet Check own
sentences
10min Pair Talk ②
Use sentences
they made
Check students’
pronunciation
Assist students Talk them in pairs
6
Learning About Telling Time
Overview
School & Name Gojo Junior High School, Siming Hsu
Lesson Focus To have students speak more English in class
Lesson Topic How to tell time and talk about your daily schedule
Target Grade Elementary ( ), JH ( 1st year ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Interview chart sheets
Activity flashcards
Activity (in detail)
Time Activity (& Materials as needed) ALT will… HRT will… Students
will…
3 min Class greeting Greet and ask
students “how
are you,” how’s
the weather,
what’s the date,
etc.
Greet
students and
follow along
with ALT
Greet the
ALT and HRT,
and answer
the ALT’s
questions
7 min Introduce the topic
Ask students about their daily
schedule and the things they
usually do (ie, get up, eat
breakfast, get home, eat dinner,
etc.)
Activity flashcards
Students will learn from flashcards
about daily life activities that will
be covered in the lesson.
Assist the HRT in
communicating
with students.
After topic
introduction, ALT
will read the
flashcards with
the English words
for the daily
things the
students
described.
Explain
directions to
students and
ask about
their daily
activities.
Answer the
HRT and
discuss their
daily
schedules,
repeat and
learn the
flashcard
vocab from
ALT.
7
3 min Telling Time Introduction
Students will learn the format for
how to tell time in English (when to
use o’clock)
ALT will provide
instruction and
chalkboard
examples.
Assist the ALT
in explaining
time.
Listen to the
lesson from
the ALT and
HRT.
5 min Conversation Model and Pair
Activity
ALT and HRT will create a quick
conversation following the format,
“What time do you usually (insert
daily activity)?” “At (insert time).”
Students will then practice the
conversation format for a few
minutes in pairs.
Model the
conversation
with the HRT.
Model the
conversation
with the ALT.
Listen to the
model
conversation
and practice
in pairs.
2 min Activity Introduction and
Instructions
Interview chart instructions -
Students will group their desks into
4 or 5, fill out the chart with group
member names, and the times for
their own daily schedules. When
the activity begins, they will ask the
student on their right, “What time
do you usually get up?”
That student will answer, and the
group members will record the
time in their chart. That student will
then ask the next person on their
right, “What time do you usually
eat breakfast?” following the
activities provided by the chart.
Repeat until the chart is filled out.
Hand out
interview chart
sheets and
explain the
activity in English
Hand out
interview
chart sheets
and clarify
instructions in
Japanese if
students are
having
trouble.
Listen to the
instructions
and receive
the interview
chart sheets,
and split off
into groups
of 4 or 5.
15-20
min
Interview chart activity Walk around the
room and assist
students who
need help
Walk around
the room
and assist
students who
need help
Complete
the activity
with their
groups
8
5 min Post-interview questions
When all groups are finished, ALT
will ask the students’ groups “who
gets up the earliest?” and the
applicable students from each
group will raise their hand.
Continue with “who eats breakfast
the latest,” and so on, from the
chart.
Ask students
follow-up
question and
lead post-
interview activity.
Assist the ALT
in explaining
the short
activity and
help students
if they have
questions.
Follow along
with the
activity and
raise their
hands if
applicable.
5 min Class closing
Students will reorganize their desks
and hand in their interview chart
sheets. HRT and ALT will give
closing reflection remarks, answer
any questions students have, and
say goodbye when class ends.
Collect charts,
answer
questions, give
closing remarks.
Collect
charts,
answer
questions,
give closing
remarks.
Reorganize
their desks,
ask any
questions
they have or
give their
opinion on
the lesson.
9
10
11
12
13
14
15
Alphabet Review
Overview
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… HRT will… Students will…
5
min
Review alphabet Go over the
order of each
letter and how to
read them
Provide support
as needed
Repeat
alphabet
5
min
Explanation of game Tell students how
game is played
Translate as
necessary
Listen
15-
20
min
Game: The ALT goes to the
back of the classroom and
shows the student at the back
of each row a letter. Letter
differs by row. Once the ALT
says “GO” the students write
the letter on the back on the
student in front of them.
Students “send” their letter to
the front, and student at the
very front writes it on the
board.
Show letters to
students.
Check for
cheating,
ensure class is
quiet during
activity, check
answers at the
front of the
room with ALT’s
help.
Do game as
written; once a
round ends and
points are
awarded,
students should
rotate seats;
person in front
goes to back,
everyone else
moves up 1
space.
School & Name Tenri BoE- Tahirah Corbin
Lesson Focus Get students comfortable with writing the alphabet
Lesson Topic ABC writing
Target Grade Elementary ( ), JH ( 1 ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Write Alphabet, upper and/or lower case on a scrap piece of paper
that you can show the students quickly and without anyone else
seeing.
16
“Can you~?”
Overview
Activity (in detail)
Tim
e
Activity (& Materials as
needed)
ALT will… HRT will… Students will…
5
min
Warm up—Yoko-tate (also
known as Row-Column,
Side-Straight or CrissCross)
game
Ask a question, choose
someone to answer and if
they get it right, the can
choose tate or yoko
(lengthwise or widthwise).
Whichever they choose,
everyone in that row or
column can sit down and
no longer have to answer
the questions. Continue
until everyone is sitting
down.
Ask students
questions about
the day, date,
weather, and
time, and write
them on the board
Walk around
and encourage
student
participation,
offer extra
questions for
remaining
students
Take turns
answering the ALTs
questions and then
decide “row” or
“column” with a
correct answer
(that group gets to
sit down)
School & Name Yamazoe Junior High School, Bethany Siehl
Lesson Focus To have students speak more English in class
To make use of both teachers in a team-teaching scenario
Lesson Topic “Sports for Everyone” New Crown Lesson 7 Part 1
(Can also be used for Hi Friends, 2 “Can you swim?”)
Target Grade JHS First Year (or Elementary 6th Grade)
Preparation &
Required Materials (If
any, please attach.)
Something the ALT or JTE can use to prompt dialogue (instrument,
sports gear, etc)
17
10
min
Review Activity—Spelling
Bee
(Using vocabulary that the
students learned and
translated for homework)
Say words from the
homework for the
students to spell
and correct
mistakes
While ALT is
running the
game, HRT will
walk around
and check all of
the homework
(open on each
student’s desk)
Stand in two lines.
The students at the
front of each line
are the
“contestants” in
the spelling bee.
They will listen to a
word and try to
spell it (the student
who raises their
hand first gets the
first chance).
Correct spellings
get one point for
their team;
mistakes go to the
other team to try. If
both teams make
a mistake, those
students go to the
back and a new
pair get to try the
same word.
15
min
Learn the new grammar
point “Can”
Put their prop in a
conspicuous
place for the
students and JTE to
see, and ask the
students what it is.
After they answer,
carry out a short
dialogue with the
JTE, then be
available to help
students as they
learn the new
grammar point.
Example:
Have a short
dialogue with
the ALT asking if
they can
play/do
whatever
activity is
related to the
prop. Then
teach the new
grammar point,
pausing
regularly for
questions.
Listen to the
dialogue and
answer questions
about the
meaning. (For most
JHS students, this
should be a review
if they did Hi,
Friends the
previous year)
18
Can you play the
guitar? No, I
can’t.
Can you read a
book? Yes, I can!
10
min
Practice Activity—“Can
you~?” Person Bingo
Hand out
prepared “Bingo”
cards with actions
listed on them.
Explain the activity
to the class.
Participate in the
activity after
demonstrating
with the JTE.
Explain the
activity to the
class and
demonstrate
with the ALT.
Walk around
and participate
in the activity.
Receive their
“Bingo” cards and
practice a few
sample questions
(“Can you play
baseball?” “Yes, I
can/No, I can’t.”)
Try to find
classmates who
can do the activity
and collect their
signature. If they fill
out the card, they
can take it to one
of the teachers to
be stamped.
5
min
Wrap-up and Homework Ask a few students
if they can do
something (to
review the
grammar point
one last time).
Explain the
homework—
usually writing
practice using
the new
sentences,
make
announcement
s.
Review the
grammar again by
answering the ALTs
questions and
asking any
questions. Do an
“exit card” (write
any questions they
don’t feel
comfortable
asking in front of
peers, something
they learned or will
remember from
class).
19
Lost in the School
Overview
Activity (in detail)
Time Activity and Procedure ALT will… JTE will… Students
will…
Lead in
(2
minutes)
ALT: Good morning everyone! How are
you today?
Students: (respond with various answers.)
ALT: Have you ever been lost? What is lost
in Japanese?
Students: (Students give various answers, if
they do not reply, JTE will provide answer)
ALT: Me too. And what do you do when
you’re lost?
Students: (Respond with some variation of
ask for help.)
ALT: Right, we get help. So today, we are
going to learn how to ask for help, and
help someone.
ALT speaks in
English to the
class
Translates if
necessary
Respond
to
questions
School & Name Kawai Junior High School, Julie Rhodes
Lesson Focus To have students speak more English in class and get a more real-life
experience giving directions
Lesson Topic Directions
Target Grade 1st years, Jr High (but can be altered for Elementary or High school
directions lessons)
Preparation &
Required Materials for
Students (If any,
please attach.)
1. Whiteboards, pens and erasers for Vocabulary (phonics
practice)
2. PowerPoint/prints of vocabulary eliciting photos
3. Pictures of places (like “bakery”) and Envelopes of small
pieces of colored paper taped up in the hallway
4. Map of hallway with “a” and “b” versions that have different
place names revealed (this will be specific to each school,
but please see example!)
20
5-10
minutes
ALT: Ok! So first, let's learn some words.
(Passes out whiteboards.) We are going to
guess spelling. First just look, and listen.
First, what’s this?
Street (picture)
(Students guess word, once students
guess T will repeat word slowly two times
with students. Ok, great. Now, let’s guess
how its spelled. Six letters. Street. (repeat
as necessary)
All vocabulary is elicited:
1. Meaning (picture)
2. Pronunciation
3. Form (students guess spelling provided
umber of letters. Limit it to 30 seconds
each,)
Corner (picture)
Traffic light (picture)
Hospital (picture)
Station (picture)
Turn (gesture)
Left/Right (gesture)
Down (gesture)
Pardon (situation with JTE)
Ok good. (passes out Vocabulary sheet
with phrases)
ALT: Ok. Now. Please look here. What is
this in Japanese? (writes on the board)
1. Look for (gesture)
2. Pardon me? (gesture)
3. Let’s see. (gesture)
(T elicits phrases)
ALT: Ok Good! Now I want you to practice
these words with gestures.
Go
Go down
Go down the street. (x2)
Elicit
vocabulary/
phrases
Translate if
Necessary
Answer
vocabular
y eliciting
questions,
use
gestures,
and use
whiteboar
ds to
guess
spelling.
21
Turn right
Turn right at
Turn right at the first traffic light.
Turn right at the first corner (x2)
Turn left
Turn left at
Turn left at the second traffic light.
Turn left at the second corner (x2)
ALT: Ok good. Now. “It’s by the
bookstore”
It’s
It’s by
It’s by the bookstore.
It’s by the station.
It’s by the ~.
ALT: Ok good. “I’m looking for.”
I’m looking for (Students repeat)
I’m looking for the hospital. (Students
repeat)
I’m looking for a bookstore.
ALT: Good, now I’ll point, you say “I’m
looking for ~” OK.
Students: I’m looking for (T points to
picture of places from vocabulary
introduction)
Hallway
Extension
15-20
min
1st:
explain
2nd:
Model
ALT: Ok now, make pairs.
(Students make pairs)
ALT: Good, let’s go.
(students follow ALT and JTE out into the
hall.)
EXPLAIN
ALT: Now, tell your partner where to go
here (gestures to hall). Here is your map.
(hand out map of hallway. Making sure
each pair has an “a” and a “b” version.)
Explain
activity,
model
activity,
provide
assistance to
students
Model
activity,
provide
assistance
to students,
translate if
necessary
Give
directions
to each
other in
the
hallway
22
3rd:
Run
activity
ALT: Ok. This is the first stoplight. (points up)
And this is the second stoplight. (points up
and second traffic light).
ALT: Each door is a different place. Tell
your partner where to go. Your partner will
get a color from the envelope. Then
come back. Then, Check with me or (JTE).
If your partner gets the right color, good!
Then switch. If your partner does not get
the right color, try again.
Do them all. (gestures to page)
MODEL
ALT: Ok, look at me and (JTE).
ALT: Excuse me! I’m looking for the
bookstore.
JTE: Go down this street, turn left at the first
stop light. It’s by the restaurant.
ALT: Thank you!
ALT: Go down this street (does so) turn left
at the second traffic light, it’s by the
bookstore. (takes out color, comes back).
Am I right?
JTE: Yes!
ALT: Ok, now you try.
RUN
Students give each other directions in the
hallway, Teachers answer questions and
assist when necessary.
5
minutes
Close: Return to classroom. Ask for student
feedback (was it difficult, was it fun, did
you get the right color). Finish.
Lead the
closing
Support the
ALT and the
students in
the closing
Give
feedback
about the
lesson.
23
24
Phonics
Overview
Activity (in detail)
Time Activity (& Materials
as needed)
ALT will… JTE will… Students will…
5
Greeting
Sing a song
Greet students
Sing a song
Greet
Sing a song
25 Learning phonics Talk about phonics
using power point
Help students with
understanding
ALT’s English
Listen to ALT
Practice
pronunciation
Repeat after ALT
5 “matching” Walk along desks
Help students with
matching cards
Explain the rules
*match cards for 2
min
*use English as
much as they can
Make a group of 6~7
Match picture cards
with word cards.
10 “memory”
(like “Karuta”
Japanese card
game)
Say the word
students learned
Walk along the
desk
Help students with
memory
Put picture card on
the table
Take the card ALT
said
5 closing Give sticker to the
students who got
the most cards in
the group
Count the cards they
got
School & Name Koriyama Minami JHS / Aimi Uetaka
Lesson Focus To have students speak more English in class
Lesson Topic Learning phonics
Target Grade Elementary( ), JH( 1st grade ), SH( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Word card, picture card,
Power point(phonics),
Songs(“I like to eat apples and bananas.”)
25
Hello, Halloween
Overview
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… JTE will… Students will…
1
min
Greetings Greet students,
ask simple
questions
Greet students Return greetings
& answer
questions
5
min
Check new words Read words
aloud, try to solicit
correct
pronunciation &
accurate
translation
Assist with
translation or
motivating
students to
speak
Repeat words
after ALT &
supply guesses
as to the
Japanese
meaning
5
min
Introduce main phrase,
“Hello, A? This is B.”
Lead class in
pronouncing &
soliciting
translation
Supply
translation if kids
don’t know
Repeat & guess
at meaning
School & Name Koryo JHS and Mamigaoka JHS, Kelly Primrose
Lesson Focus To have students speak more English in class
Lesson Topic Hello, A? This is B.
Target Grade JHS ( 1st year ), can be modified for ES
Preparation &
Required Materials (If
any, please attach.)
Witch hat
Kitchen timer
Worksheets
Reward (stickers)
Textbook (New Horizon 1)
26
5
min
Halloween telephone – A
timer is set to countdown 30
seconds. Students must pass
the timer to the next person
by saying the key phrase,
switching out A and B for the
next student’s name and their
own. The student holding the
timer when time runs out must
put on a witch hat (just a few
seconds is fine, but I let them
keep wearing it if they want
to)
Demo how to
play, then check
for understanding
before allowing
students to start
Demo how to
play with ALT,
then check for
understanding
Watch demo &
try to
understand the
rules. Once
understood,
play can
commence
10
min
Textbook conversation Read the whole
conversation
from textbook,
then lead class in
read & repeat
Ensure students
are participating
& lead students
in understanding
how to translate
the sentences
Repeat after
ALT & supply
translation
when solicited
by JTE
5
min
Pair work – NH1 has pairwork
exercises built in, but you can
use any exercise you find
appropriate
Observe pairs Instruct &
observe pairs
Practice the
textbook
conversation
with a partner
15
min
Interview Game – See
attached worksheet.
Students choose 1 time & 1
activity, then go around
trying to guess which time
and activity their classmates
chose by using the questions
on the paper. You can only
say ‘yes’ if they ask you the
time/activity you chose
previously. Otherwise, say no.
Record names of partners &
number of ‘yes’s received in
the appropriate column. The
final total is determined by #
Pass out papers &
give English
instructions for
how to play.
Afterward, walk
around &
interview
students. Watch
for cheating.
Pass out papers
& check
understanding
of English
instructions.
Provide
translation if
needed.
Participate in
interviews once
instructions
complete.
Watch for
cheating.
Listen to &
comprehend
instructions.
Then, interview
fellow students
using the
attached
worksheet.
27
of partners + level 1 points +
level 2 points (each point
representing a yes).
** Some students will try to
cheat by just showing each
other their sheet and moving
on without doing any
conversation. Watch for this
and disqualify points earned
this way.
5
min
Wrap-up – Since this class
usually ends up being taught
around Halloween, I use any
spare minutes at the end of
class to show the kids some
fun realia I brought from the
States. Spider webs with
plastic spider rings is always a
hit, but make sure your classes
have the good behavior &
maturity needed not to go
crazy/try to steal your realia.
Ask students to
raise their hands,
then go up a
scale of points (5
point or more, 10
or more, 15 or
more etc.) until
the top 3 highest
point earners are
found. Ensure
their points were
earned
legitimately, then
reward with
stickers.
Wrap up class by
instructing
students on
where to put the
worksheet & any
reminders for
next class.
Listen, report
points honestly,
and store
worksheet as
instructed.
28
29
NEW HORIZON English Course 1 Daily scene 5 – 道案内
Overview
Activity (in detail)
Time Activity (& Materials as needed) ALT will… JTE will… Students will…
1 min Greeting
Check students’ attendance
Greet students. Greet students
and check their
attendance.
Greet the ALT
and the JTE.
4 min Quiz
Topic: How are you today?
What day is it today?
What date is it today?
What time is it now?
Ask students
some questions.
Help students
answer if
needed.
Answer the
questions.
8 min Introduce the new words
Pronounce the
new words
Check the
meaning of the
words in
Japanese.
Repeat after
the ALT and
check the
meaning.
5 min Model talk
(Using the textbook.)
Play a role
reading the
sentences in the
textbook with
JTE.
Play a role with
ALT.
Explain the
procedure.
Listen to the ALT
and the JTE.
5 min Practice in a pair using the
textbook
A: Excuse me, I’m looking for …
B: (Explain how to get the
place)
Check and help students if they
have any difficulty
Work in a pair
and practice
using the
textbook.
School & Name Oyodo junior high school / Atsuko Sakamoto
Lesson Focus To have students speak more English in class
Lesson Topic To be able to ask the way to get somewhere on foot and show the
way.
Target Grade Elementary( ), JH(1st grade) , SH( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Textbook NEW HORIZON English Course 1
30
7min Practice in a group using the
textbook
Decide where to go (2 places),
arrange the route and explain
how to get the places.
Show the model
talk with the
ALT.
Explain how to
do the activity
and show the
model talk with
the ALT.
Listen to the ALT
and the JTE,
practice in a
group.
5 min “Where am I?” quiz
Explain the route from the start
point (station) without telling
the goal.
Ask where you are.
Show the model
talk with the
ALT.
Explain how to
do the activity
and show the
model talk with
the ALT.
Listen to the ALT
and the JTE.
5 min Play “Where am I?” game in a
pair using the textbook.
Check and help
students if they
have any
difficulty.
Check and
help students if
they have any
difficulty.
Play the game
in a pair using
the textbook.
5 min Play “Where am I?” game in a
group of 4 people using the
textbook
Check and help
students if they
have any
difficulty.
Check and
help students if
they have any
difficulty.
Play the game
in a group using
the textbook.
5 min Review the expressions we learn
Comment from the teachers
Greeting
Say the
expressions in
English.
Comment on
students’
performance.
Greet.
Ask students
what the
expressions
mean in
Japanese.
Comment on
students’
performance.
Greet.
Answer the
questions.
Greet.
31
32
33
I Do, You Don’t, He Does, She Doesn’t
Overview
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… HRT will… Students will…
1
min
Greetings (no materials
needed)
Begin class by
greeting the
students with HRT.
Ask class in general
how they are.
Begin class by
greeting the
students with
ALT.
Respond to
teachers’
greetings and
questions.
5
min
Review I/you versus
she/he/(name) usage (no
materials needed)
Ask various
individual students
to identify various
people by asking,
“Who am/is/are
I/(s)he/you?”
Act as person to
identify. Help
correct misuses.
Answer ALT’s
questions.
5
min
Review “I/you do/don’t
like” pattern (no materials
needed)
Model
question/answer
pattern with HRT.
Ask individual
students, “Do you
like…?”
Model
question/answer
pattern with ALT.
Answer ALT using
“Yes, I do
like…/No, I don’t
like…” pattern.
School & Name Shimokitayama-mura Junior High School, Zoe Holland
Lesson Focus To have students speak more English in class
Lesson Topic Pronoun and ‘do’ form practice
Target Grade Elementary ( ), JH ( 1 ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Whiteboard,
Ball/Balloon or other passable object,
Timer
Note: Used in conjunction with Sunshine 1: Sunshine English Course 1,
page 64
34
5
min
Pair practice “I/you
do/don’t like” pattern (no
materials needed)
Walk around and
monitor grammar
usage.
Split class into
pairs. Walk
around and
monitor
grammar usage.
In pairs, practice
asking and
answering what
they do/don’t
like.
15
min
Teach page 64 from
Sunshine 1 textbook
Materials: Sunshine 1
textbook page 64
Initially present and
further explain the
use of “doesn’t”
using textbook’s
Basic Dialogue.
Read aloud the
Listen examples
twice slowly and
clearly for students
to appropriately
match. Model the
examples for the
Speak and Try
practice exercises in
the textbook.
Monitor
students’
comprehension
and fill in
comprehension
gaps. Explain
and conduct
the practice
exercises (Listen,
Speak, Try).
Listen to
teachers’
explanations and
practice
textbook
exercises (Listen,
Speak, Try).
5
min
Review “He/She/(name)
does/doesn’t like” pattern
(no materials needed)
Present what HRT
does/don’t like. Ask
individuals what
their partner
does/doesn’t like.
“What does (name)
like/not like?” Ask
individual students
outside the pair to
confirm what the
pair does/doesn’t
like. “Does (name)
like --?”
Present what ALT
does/doesn’t
like.
Answer using
appropriate
pronouns and do-
form.
10
min
Ball-passing game
Materials: Ball/balloon,
whiteboard, timer set for 2
min.
Initially model the
pattern. Points to
random pronouns,
changing with each
student.
Set timer for two
minutes. Point
randomly to the
positive ‘O’ or
the negative ‘X,’
Sit in circle.
Individually
conjugate
sentences using
the provided
35
Have “(Pronoun) (do-
form) study English.”
written on board as
model.
Have two columns written
on whiteboard. One
column of various
pronouns and names,
and one column with a
positive ‘O’ and a
negative ‘X.’
Repeat four more times
after initial round, or as
needed/time allows to
ensure everyone has
multiple chances to
conjugate.
changing with
each student.
pronouns and
negative or
positive form.
After correctly
conjugating, the
student will pass
the ball to the
person next to
them and the
process will
repeat until the
timer runs out. The
student holding
the ball loses and
can be
eliminated.
3
min
Wrap-up (no materials
needed)
Answer students’
questions.
Select a few
individuals to ask
ALT what they
do/don’t like.
Individuals will
stand and ask ALT
what they
do/don’t like (i.e.
“Do you like
dogs?”), then
present to the rest
of the class
(“She/He?(name)
does(n’t) like
dogs.”).
1
min
End lesson (no materials
needed)
Thank students for
participating. Say
goodbye.
Thank students
for participating.
Say goodbye.
Say goodbye.
36
Card Game
Overview
Activity (in detail)
Time Activity (& Materials
as needed)
ALT will… JTE will… Students will…
10min Greeting Greet students. Greet students. Greet ALT and JTE.
Warm-up Ask the question. Help students
answer questions.
Answer the
questions.
10min Introduce and
explain the new
grammar
( Ex.
Do you have
anything to drink?)
Make
conversations with
JTE and students.
Help JTE with
explaining the
grammar.
Make conversations
with ALT and
students.
Explain the
grammar.
Make
conversations with
ALT and JTE.
Take notes.
25min Activity(Card game)
・ Do you have
anything to ~?
Use this question and
collect the cards with
high points.
Points printed on
cards. ( Ex. +3, -1, +6)
Explain the rules.
Play the game.
Help students with
understanding the
rules.
Play the game.
Listens to the
explanations.
Play the game.
5min Reflect on the class. Read some
sentences.
Read some
sentences with
students.
Repeat some
sentences after
ALT.
School & Name Kawakami JHS / Tagawa Ayaka
Lesson Focus To have students speak more English in class
Lesson Topic ex; Learning colors, practicing self-introduction, learning prepositions,
etc.
Target Grade Elementary( ), JH( 2nd grade ), SH( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
・Textbook
・Picture cards (Food, Drink, Cloth so on…)
37
A Pot of Poison
Overview
Activity (in detail)
Time Activity (& Materials as needed) ALT will… HRT will… Students
will…
10
mins
Warm Up
Easy Questions:
- Day/Date/Weather/Time
- Do you have to ______?
- Is/Are there ______?
- Where/when do you ______?
- Are you ______?
Ask questions to
each student in
English one by one
Tell the students
about their
weekend/evening
etc.
Encourage students
to ask the ALT
questions
Help students if
they don’t
understand a
question, how
to answer or
how to
formulate their
own
Answer
questions in
English
Ask
questions of
their own
School & Name Mitsue Junior High School, Torin McClellan
Lesson Focus To have students speak more English in class
Lesson Topic A Pot of Poison
Target Grade Junior High School Grade 2
Preparation &
Required Materials (If
any, please attach.)
New Crown 2
Teacher’s Manual/CD
Pre-written content/T or F questions for pg 55 and 56
CD Player
38
10
mins
20
mins
Review (pg 55)
- Check for understanding with
easy content and True or False (T
or F) questions
Finish A Pot of Poison (page 56)
- Introduce new vocab
- Listen to the CD
- Content questions
- T or F questions
Ask easy content
questions in English
to whole class
T or F questions
(check for answers
by show of hands)
Introduce new
vocabulary with
flashcards (“repeat
after me” English
side first)
- whole class
- 1 by 1
- Japanese side
(whole class, 1 by 1)
Ask Content and T or
F questions about
pg 56 for knowledge
check
Help students
to understand
questions and
knowledge
check for
review/new
content
Play the CD
Answer
questions,
write down
their T or F
answers
and raise
hands
when
checking
answers
Practice
new vocab
with ALT
Listen to the
CD
15 Skit
Act out the final page of the
story
Groups of 4 (one per character)
- teachers can join groups when
necessary
Answer questions
about
pronunciation and
participate in skit
where necessary
Answer
questions
about meaning
and participate
in the skit where
necessary
Practice
acting out
page 56
Perform skit
in front of
the class
39
A Pot of Poison – Questions
Pg. 55
Content Questions:
1. Did the boys eat all the sugar?
2. What did Ken do after eating the sugar?
3. Are the boys in trouble? (and why?)
4. Who broke the plate?
5. Who has a plan?
T or F Questions:
1. The boys eat all the sugar (T)
2. It is Ken’s idea to break the plate (T)
3. An broke the plate (F)
Pg. 56
Content Questions:
1. Why is the master angry?
2. Will the master punish the boys?
T or F:
1. The boys are punished by the master (F)
2. The boys said “We punished ourselves.” (T)
3. The boys are happy they ate the sugar (F)
40
Sunshine English Course 2 Program 10-2
Overview
School & Name Yoshino Junior High School Masami Kamimura
Lesson Focus To have students speak more English in class
Lesson Topic Learning comparative sentences in questions and statements using “like
better”.
Target Grade JH (2nd grade)
Preparation &
Required
Materials
・Textbook, Sunshine English Course 2
・Work sheet
Activity (in detail)
Time Activity ALT will… JTE will… Students will…
5mins Greetings Greet students Greet the JTE,
ALT
Crossfire game Ask students basic questions and
ones based on previous grammar.
Answer the
questions.
5mins Word quiz
(Quiz paper)
Give test paper.
After the quiz, have students to
repeat for next time.
Write the
answer and
repeat after the
ALT.
10mins Oral Introduction and Demonstration
JTE: Ask ALT if ALT likes winter, then summer and other things in
same
category.
ALT: Answers to JTE using “Yes,” and “No”
JTE: Ask students to come up with better idea to get the answer in
one question, trying to lead them to the question sentence of
“Which do you like better, A or B?”
Try to
understand
what the ALT
and JTE are
saying.
( Grammar paper) Walk around and
check that
students are
paying attention
to explanation of
the new grammar.
Write the
grammar
points on the
board and
explain.
Listen and write
down what’s
on the black
board.
41
15mins “Guessing game”
(Guessing game worksheet)
1 Students predict what their
partner likes better
between
two things on each
category.
2 Students ask questions to
get
the answer in turn.
3 Students count how many
predictions they get
correct.
4 Change the partner and
do the
same for two more rounds.
Demonstrate and explain the
procedure together.
Have students repeat after for
vocabulary and sentences.
Walk around and encourage
students to speak and listen to their
responses.
Listen to the
demonstration.
Repeat after
ALT.
Play the game
and go through
the list of
partners
10mins “Who am I?” quiz
In pairs, students compete.
ALT read answers to
questions on the worksheets
from previous activity, using
comparative statements.
Students guess who they are.
Give clues from
the worksheets
Quiz example:
I like winter better
than summer.
Collect
“Guessing
game
worksheets”
Choose
students to
answer.
Listen to what
ALT says and
guess the
answer.
5mins Review and feedback
Comment on
students’
performance.
Quick review
for today’s
target.
Self-evaluation.
Receive a
related
homework
assignment.
Do you like winter? Yes, I do.
Do you like summer? Yes, I do.
Do you like winter better or summer better?
Which do you like better, winter or summer? I like summer better.
42
43
Sunshine English Course 2 Power-up 3 Speaking ①電話
Overview
Activity (in detail)
Time Activity ALT will… JTE will… Students will…
7min
Greeting
Answer and ask
questions ( small talk )
Greeting
Answer and ask questions
Greeting
Answer and ask questions
5min
Listen and
understand the
conversation.
Read the conversation.
( JET ALT )
Close the textbook.
Listen and understand the
conversation.
8min
Practice the
conversation.
Read the conversation
ALT check the students'
pronounce.
Repeat after ALT
Practice reading the dialog
each or in a pair.
Perform it without the
textbook.
10min
Change the
underlined sections,
and perform it.
Make another dialog with the
students and perform it.
Make another dialog with
the teacher or the student
and perform it without yhe
textbook.
5min Expression box JET read sentences. Repeat after ALT.
Know many expressions.
15min
Make own
conversation
Make a new dialog with the
student changing the situation,
and perform it.
Make a new dialog with the
teacher changing the
situation, and perform it.
School & Name Kurotaki Junior High School / Nobuyo Taniguchi
Lesson Focus To have students speak more English in class
To learn how to call / To know and use the expressions on the phone
Lesson Topic conversation on the phone
Target Grade Elementary( ), JH( 2 ), SH( ), Any grades
Preparation &
Required Materials
textbook
telephones
44
English Class Rules [must/must not]
Overview
School & Name Murou Junior High School、Brett Nielsen
Lesson Focus To have students speak more English in class
Lesson Topic English Class Rules – Making Must/Must Not Sentences (from
Englipedia)
Target Grade Elementary ( ), JH ( 2nd Year ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Covering Must/Must Not grammar from New Horizon Text
Worksheet from Englipedia “English Class Rules”
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… JTE will… Students will…
2-4
min
Warm-up/Intro – Introduce the
topic.
Give the students part of a
sentence “speak Japanese”
and have them make a must
or must not sentence.
Explain and give
sentence and
give
suggestions/hints
and write
answer on the
board
Translate or
assist with
instructions if
needed
Work together
(or individually)
to form a
sentence and
speak out loud
2-4
min
Students make groups for the
activity and make group
names.
Write names on the board.
Provide
instructions
about groups
and names
Help students
make
interesting
group names
Form groups
and create
group names
2-4
min
Instructions for Activity and
handout worksheet. Students
will decide order for writing
sentences for game. Problems
easy to difficult
Give instructions Help students
with group
order to match
skill with
questions
Students will
listen to
instructions
and write the
example on
45
the worksheet
then decide
game order
15
to
25
min
English Class Rules Game:
Say part of a sentence, simple
verbs or phrases related to
making must/must not class
rules.
The “writer” will write the full
answer – only one student
writes per round. “Writer”
brings to teacher, points are
awarded based on how
quickly they finish and bring
the sentence.
All students must write.
Teamwork encouraged.
Give students
simple verbs and
partial
sentences
Move around
the room,
standing closer
to students with
less points to
make game
fairer.
Have students
correct mistakes.
ALT can also
judge
sentences if
many students
finish at the
same time
Help students
correct
mistakes after
they read out
loud and get
their points
Write sentence
with the help
from other
students in the
group.
Students can
assist the writer
with grammar
and spelling or
the whole
sentence.
Read sentence
to teacher.
Correct
mistakes.
5
min
Review after the game.
Students share sentences they
wrote, looking at differences
and deciding on good class
rules together.
Choose some
students from
each group to
share some
sentences
Can assist
students in
reading their
sentences
Read out loud
Write down full
list of
sentences.
5+
min
Discuss other rules.
Have students make their own
rules.
Give
hints/suggestions
.
Encourage
creativity.
Give hints/
suggestions.
Encourage
creativity.
Discuss with
groups and
speak out loud
46
English Class – 2nd Year Must / Mustn’t
Name _____________________________ Class _______ Date ___________________________
English Class Rules
Ex……………………………………………………………………………………………………………………………
#1……………………………………………………………………………………………………………………………
#2……………………………………………………………………………………………………………………………
#3……………………………………………………………………………………………………………………………
#4……………………………………………………………………………………………………………………………
#5……………………………………………………………………………………………………………………………
#6……………………………………………………………………………………………………………………………
#7……………………………………………………………………………………………………………………………
#8……………………………………………………………………………………………………………………………
47
Sunshine1 POWER-UP10 - Speaking
Overview
Activity (in detail)
Time Activity ALT will… JTE will… Students will…
2min Greetings Greet JTE and Ss Greet ALT and Ss Greet ALT, JTE, and other Ss.
5min New Words
Pronounce new
words and
phrases.
Show new words
and phrases on
flashcards. Ask
the meanings.
Listen and repeat after ALT.
Give the meanings of new
words and phrases.
3min
Introduction of
Ordering at a
Fast-food
restaurant
JTE and ALT read "ordering at a Fast-
food restaurant"(textbook p.50) Listen to the demonstration.
7min Practice of the
Dialog
JTE and ALT walk among Ss and help
them speak
Make pair and read the
dialog on textbook p.50
20min
Making
dialogs and
practice
JTE and ALT walk among Ss and help
them make dialogs
Make pair and dialogs with
worksheet "May I take your
order?"
Practice conversation with
pair
10min Presentation Listen and help them Listen to other Ss's
presentation
3min Closing Greet JTE and Ss Greet ALT and Ss Greet ALT, JTE, and other Ss.
School & Name Gojo Higashi Junior High School / Ai Hachimure
Lesson Focus To have students speak more English in class
Lesson Topic Shopping ( buying a T-shirt)
Target Grade Elementary( ), JH( 2 ), SH( ), Any grades
Preparation &
Required Materials
textbook
work sheet
48
49
Around the World
Overview
Activity (in detail)
Time Activity (& Materials as needed) ALT will… HRT will… Students will…
5 min Greetings
- How are you?
- Go over today’s plan
Ask students
how they are
and go over
lesson.
Will translate if
necessary.
Answer question
and state any
concerns
regarding
today’s lesson.
15 min Around the World Powerpoint
- Go over all of the countries,
the famous places they can
see, and the food they can
eat in each.
- They need to know these for
the game. Also go over
pronunciation with them.
Will give power
point
presentation.
Help with
pronunciation
of these
countries,
places, and
foods.
Will translate
anything that
the students
don’t
understand.
Listen carefully,
remember
information, and
practice
pronunciation of
the countries,
places, and
foods.
20 min Around the World Game
- They will have to find their
travel partners (3 total).
- They will play janken to see
who gets to ask the question
Will explain the
game using
enlarged Travel
Cards. Will also
participate in
the game.
Will translate if
there is
anything
students don’t
understand.
Will find their
partners by
following the
dialogues.
Practice using
the “I want to~
School & Name Shimoichi Junior High School – Crystal Nguyen
Lesson Focus To have students speak more English in class
Lesson Topic I want to ~ (Learning about different countries and expressing what they
want to do.)
Target Grade Elementary ( ), JH ( 2nd ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Travel Cards (A4)
Travel Card Examples (B4)
Powerpoint with the same information as the travel cards
Note: based of Find Your Travel Partner on Englipedia, but I made my own
cards and modified it a little.
50
first. They’ll follow dialogue
on cards to find their
matches.
structure.
5 min Wrap Up! Answer any final
questions and give kids Tim Tams!
(Australia is one of the countries
we cover.)
Give kids the
goodies.
Will help
distribute the
goodies.
Will eat the
goodies.
51
52
53
54
55
What do you want to do?
------------------------------
I want to go to Japan.
How about you?
------------------------------
Me too! Let’s go
together!
Sorry I want to go to
Japan.
56
What do you want to do?
------------------------------
I want to see Mt. Fuji.
How about you?
------------------------------
Me too! Let’s go
together!
Sorry I want to see
Mt. Fuji.
57
What do you want to do?
------------------------------
I want to eat sushi.
How about you?
------------------------------
Me too! Let’s go
together!
Sorry I want to eat
sushi.
58
What do you want to do?
------------------------------
I want to eat pizza
How about you?
------------------------------
Me too! Let’s go
together!
Sorry I want to eat
pizza.
59
What do you want to do?
--------------------------------------
I want to go to the USA.
How about you?
--------------------------------------
Me too! Let’s go together!
Sorry I want to go to the
USA.
What do you want to do?
---------------------------------------
I want to see Times Square.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see
Times Square.
What do you want to do?
---------------------------------------
I want to eat pizza.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to eat pizza.
60
What do you want to do?
--------------------------------------
I want to go to South
Korea.
How about you?
--------------------------------------
Me too! Let’s go together!
Sorry I want to go to South
Korea.
What do you want to do?
---------------------------------------
I want to see the Han River.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see the
Han River.
What do you want to do?
---------------------------------------
I want to eat kimchi.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to eat kimchi.
61
What do you want to do?
--------------------------------------
I want to go to Italy.
How about you?
--------------------------------------
Me too! Let’s go together!
Sorry I want to go to Italy.
What do you want to do?
---------------------------------------
I want to see the
Leaning Tower of Pisa.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see the
Leaning Tower of Pisa.
What do you want to do?
---------------------------------------
I want to eat pasta.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to eat pasta.
62
What do you want to do?
--------------------------------------
I want to go to the
United Kingdom.
How about you?
--------------------------------------
Me too! Let’s go together!
Sorry I want to go to the
United Kingdom.
What do you want to do?
---------------------------------------
I want to see Big Ben.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see Big Ben.
What do you want to do?
---------------------------------------
I want to eat fish and chips.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to eat fish and
chips.
63
What do you want to do?
--------------------------------------
I want to go to China.
How about you?
--------------------------------------
Me too! Let’s go together!
Sorry I want to go to
China.
What do you want to do?
---------------------------------------
I want to see the Great
Wall.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see the
Great Wall.
What do you want to do?
---------------------------------------
I want to eat Ma-Po Tofu.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to eat Ma-Po Tofu.
64
What do you want to do?
--------------------------------------
I want to go to Mexico.
How about you?
--------------------------------------
Me too! Let’s go together!
Sorry I want to go to
Mexico.
What do you want to do?
---------------------------------------
I want to see Coba.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see Coba.
What do you want to do?
---------------------------------------
I want to eat tacos.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to eat tacos.
65
What do you want to do?
--------------------------------------
I want to go to France.
How about you?
--------------------------------------
Me too! Let’s go together!
Sorry I want to go to
France.
What do you want to do?
---------------------------------------
I want to see the Eiffel
Tower.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see
the Eiffel Tower.
What do you want to do?
---------------------------------------
I want to eat croissants.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to eat croissants.
66
What do you want to do?
--------------------------------------
I want to go to Vietnam.
How about you?
-------------------------------------
Me too! Let’s go together!
Sorry I want to go to
Vietnam.
What do you want to do?
---------------------------------------
I want to see the Han River.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see the Han
River.
What do you want to do?
---------------------------------------
I want to eat pho.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to eat pho.
67
What do you want to do?
--------------------------------------
-
I want to go to India.
How about you?
-------------------------------------
Me too! Let’s go together!
Sorry I want to go to India.
What do you want to do?
---------------------------------------
I want to see the Taj Mahal.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see
the Taj Mahal.
What do you want to do?
---------------------------------------
I want to eat naan.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to eat naan.
68
What do you want to do?
--------------------------------------
-
I want to go to Australia.
How about you?
--------------------------------------
-Me too! Let’s go together!
Sorry I want to go to
Australia.
What do you want to do?
---------------------------------------
I want to see the
Sydney Opera House.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to see the
Sydney Opera House.
What do you want to do?
---------------------------------------
I want to eat Tim Tams.
How about you?
---------------------------------------
Me too! Let’s go together!
Sorry I want to Tim Tams
69
Sunshine English 2 Program 7-2
Overview
Activity (in detail)
Time Activity (& Materials
as needed)
ALT will… HRT will… Students will…
2 min Greeting
Greet students Greet the ALT and
the JTEs
5 min
Warm up
Small talk about students' daily activities
How’s it going?
What day is it today?
What did you do last weekend?
Why did you go to Kashihara last
Saturday?
What did you have for breakfast this
morning?
What TV program did you watch last
night?
Actively talk about
themselves
5 min
Introduce the
topic
Teachers (Ts) show different photos taken in
the past and talk about them.
Ts will show some Ss’ old photos saved on
the school’s shared file. Ts will clearly
describe the picture and enunciate the
target language. Ts will input only the basic
Listen attentively
School & Name Kamikitayama Junior High School, Tokihisa Mizuguchi
Lesson Focus To have students speak more English in class
Lesson Topic Facial expressions and Adjectives
Target Grade Elementary ( ), JH ( 2 ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Picture cards
Computer
Internet
scratch papers
personalized photos
70
feelings which the Ss are already familiar
with. For e.g., happy, cold, surprised, and
tired.
Alternatively use internet emotion images.
8 min
Brainstorming
Activity
1. Ts demonstrate basic facial expressions
that Ss already know.
2.Ts elicit facial expression using the target
language as "A. How does s/he look like? B:
He s/he looks ~~?"
3. Ts ask Ss to think of other facial expressions
and Ss write down on a paper.
Ss will mainly use classroom English, How do
you say ~~ in English? However, they will
also have to use their own dictionaries to
search for different facial expressions/
vocabulary within the time limit.
4. Ss compare what they have written on
their notes.
Listen and write as
many adjectives
as they can think
of
15 min
Mini workshop
1. Ss are grouped in pairs and Ts ask Ss to go
over with the textbook.
2. Ss talk about the topic and modifies the
basic dialog.
3. Ss also make original scripts with the
textbook's listening section.
Work in pairs
actively to discuss
what they have
noticed from the
activities
presented in class.
Here, Ss will
prepare for a short
presentation.
10 min
Presentation
1. Ss present what they have just prepared
in the mini-workshop.
2. Ts provide advice or comments after Ss
presentation.
3. Debrief Ss to understand the target
language using their first language (L1).
Give a
presentation on
the note that they
will act as a
teacher. Ts will act
as their Ss.
5 min
Feedback/
Reflection/
Closing
Ss reflect on what they learned on today's
lesson and Ts also give feedback.
Spend a minute or
two to reflect on
today's lesson
through writing
and speaking.
71
Internet emotions images - SAMPLE
Happy Cold
Surprised Tired
72
Mini workshop:
73
74
Unit 1: Give Me the Money
Overview
Activity (in detail)
Time Activity (&
Materials as
needed)
ALT will… HRT will… Students will…
2 min Greeting Greet students Greet ALT & JTEs
5 min
Warm up
Small talk about students' daily activities
How’s it going?
What day is it today?
What did you do last weekend?
Why did you go to Kashihara last
Saturday?
What did you have for breakfast this
morning?
What TV program did you watch last
night?
Actively talk about
themselves
5 min
Pre-reading
Activity
Teachers (Ts) introduce the story by showing
the pictures on the pre-reading section of
the material. Ts also hand in the “worksheet
(WS)” to help Ss to understand the story
better.
listen and speak
School & Name Kamikitayama Junior High School, Dave Nunag
Lesson Focus To have students speak more English in class; To integrate Ss reading
and speaking skills
Lesson Topic Reading a short story
Target Grade Elementary ( ), JH ( 2 ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
All New Easy True Stories by Sandra Heyer, printout pdf copy,
Worksheet
75
8 min
Predicting the
story
1. Ts ask the Ss to group in pairs.
2. Ts ask the Ss to talk about the picture and
describe the story’s flow.
3. Once the Ss finished working in groups,
they will take turn to describe each picture
in the whole class.
freely express
themselves to
predict the story
10 min
While Reading
Activity
1. Ss read the story silently.
2. Ss may ask Qs to his Ts while reading the
story.
solely focus to
read the story
individually. At the
same time, Ss
need to answer
the WS provided to
help them
understand it.
10 min
Post Reading
Activity
Ss go back to the pre-reading section and
match the text with the right picture
accordingly.
work in pairs and
compare their
answers.
5 min
Feedback/
Reflection/
Closing
Ss reflect on what they learned on today's
lesson and Ts also give feedback.
Spend a minute or
two to reflect on
today's lesson
through writing
and speaking.
76
77
78
79
80
Where do you want to go?
School & Name Shotoku Junior High School, Luc Paquette
Lesson Focus To have students speak more English in class
Lesson Topic
Where do you want to go? What do you want to do there?
New phrases: Where do you want to go?/I want to go to __________.
Why do you want to too there?/Because I want to ___________.
Target Grade JH - Second Grade
Preparation &
Required Materials (If
any, please attach.)
● Cards – print off and laminate picture cards for locations and
things to do.
● Prepare small laminated cards for students to play with
(At least decks for 4+ groups)
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… JTE will… Students will…
2
mins
Greeting - Greet students
“Good
morning/Good
afternoon/everyone
”
“How are you
today?”
“What day is it
today?”
“What’s the date
today?”
Ask more questions
- Greet students - Greet ALT &
JTE
- Answer ALT’s
questions.
81
4
mins
Show flags
Check and see which
country flag the students
already know.
- Ask students which
country they can
identify using A4
Printouts.
- Put up the
picture cards on
the blackboard.
- Say the
country names
they know by
looking at the
A4 Printouts.
6
mins
Introduce new words
(Countries).
- Introduce new
Countries words
- Put up the new
words on the
blackboard
- Learn and
repeat new
words
6
mins
Introduce new phrases:
I want to:
- see Koalas
- see Niagara Falls
- visit the Eiffel tower
- eat Pizza
- see the pyramids
- visit the Statue of Liberty
- enjoy the beaches
- ...
- Ask the students:
“Where do you want
to go?”
- Put up the new
phrases and
teach “I want to
________.”
- Review new
phrases using:
“I want to
________.”
4
mins
Handout -
Ask 5 of your friends
Handout cards and practice with
students
Explain the Handout using the correct
phrases:
“Where do you want to go?”
“I want to go to ____”
“What do you want to do there?”
“I want to _______”
Students ask 5
friends.
82
3
mins
Explain the Game
Make teams of 4 or 5
Regroup desks together
TROUBLE - CARD GAME
Rules: All student except the
one picking ask: “Where do
you want to go?”
The student being asked the
question flips over a card.
He / She will answer what is on
the card. “I want to go
to______”.
All other students now ask the
second question: “What do
you want to do there?”
The same student being asked
the question will answer: “I
want to _____”
TROUBLE Card Game also
has extra cards:
- Put back one card (in the
main stack)
- Change Direction
(Clockwise/anti-clockwise)
- Speed (questions 3 players)
- Stuck 1 Round (Cannot
make point for the next
round)
- Take 1 card from 1 player
- GAME OVER (Lose all your
cards)
- Ask two people (make 2
points)
- Re-Shuffle Cards
Explain the Game
using the correct
phrases:
“Where do you want
to go?”
“I want to go to ____”
“What do you want
to do there?”
“I want _______”
Student listen
and repeat
after the ALT
and JTE.
83
15
mins
PLAY TROUBLE GAME - Assist Students and make sure they
understand and use the correct English.
Play the game,
using the
target
language.
5
mins
Review of flashcards Ask: “Where do you want to go?”
“What do you want to do there?”
Answer the
questions:
“I want to go to
____”
“I want to
_______”
5
mins
CLASSMATES INTERVIEW
Ask: “Where do you want to
go?”
“What do you want to do
there?”
- Make sure students understand and
assist them.
- Ask questions
and answer
classmates.
2
mins
Closing - Say goodbye.
- Reflection on the
class / What they
did well and what
they can improve.
“See you next
time.”
- Reflection on
today’s class.
- Say goodbye.
- Feedback on
the class.
What they
did well or
could be
improved.
- Say
goodbye.
84
85
86
87
88
89
90
91
Infinitives
Overview
Activity (in detail)
Time Activity (&
Materials as
needed)
ALT will… HRT will… Students will…
5 Homework
Check
- Workbook
- Correction
pen
Facilitate the check
by indicating the
current question
and monitoring the
class. Assist in
selecting students if
necessary.
Run the homework
check. With the
answer key in hand or
displayed on the TV
(showing only
completed
corrections). Select
the students and
record their
participation.
Raise their hands and
volunteer answers
aloud for each question
in the workbook. Listen
to such answers and
assist in correcting any
responses as necessary.
5 Warm-up
Game:
Crossfire
(Grammar
Review)
Run the game. Ask
questions about
what students want
to be in the future.
Write the responses
on the board (to be
used later in as a
supplement to the
basic dialogue)
Facilitate the game if
and when necessary
by asking participants
which direction they
would like to choose
(in the ALT forgets or is
writing a longer word)
Respond to the ALT’s
questions using known
words or by asking the
HRT or ALT (ideally in
English) what the
translation of a
particular Japanese
term is. Stand or sit
depending on the
gameplay.
School & Name Yoshino Junior High School – Makoto Reed Inouye
Lesson Focus To have students use English more often to convey their own ideas
verbally
Lesson Topic Infinitives (Sunshine 2 Program 6-2)
Target Grade Elementary ( ), JH ( 2 ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Sunshine 2 Textbook
Workbook and Answer Key
92
12 Introduction
of New
Grammar
- Textbook
- Notebook
- Pencil
First model the basic
dialogue together
with the JTE. Repeat
with students.
Model the example
from the “Speak”
Activity and provide
an example of using
the dialogue as a
template for ideas
brought up in the
warm-up.
Introduce the
grammar point and
perform the dialogue
with the ALT. Explain
the mechanics of the
grammar point in
English (Japanese as
necessary). Explain
why the grammar
point is used. Run the
“Listen” and “Speak”
activities.
Guess what the new
grammar means before
listening to the
explanation of the
grammar. Write notes
and highlight the text as
necessary. Fill in the
blanks for the “Listen”
activity and volunteer
answers for the “Speak”
activity.
5 Pair
Practice of
textbook
“Try”
activity
- Textbook
Repeat the
directions in English.
Monitor the class
and practice with
pairs who appear to
have finished
practicing the
dialogue.
Participate if
necessary with the
odd-student-out.
Turn of the timer’s
alarm.
Give simple directions
in for the activity in
English and set the
timer. Monitor the class
and practice with pairs
who appear to have
finished practicing the
dialogue. Provide any
necessary translations
of Japanese words the
students want to use.
Students will use the
basic dialogue and the
“try” activity as
templates for their own
ideas. They will switch to
practice the other roles.
When switching they
may choose to practice
the same topic or
something new. They
will continue switching
until they can say the
dialogue smoothly
without reading the
book or until the end.
5 Volunteer
Pair
Dialogue
Assist in selecting
students. Listen to
pairs and give
positive and
constructive
feedback.
Select students based
on volunteering or cold
calling. Give feedback
and record
participation.
In front of the class,
students will
demonstrate the
dialogue they
practiced in pairs
focusing on smooth
delivery and volume.
8 Writing
Activity
Monitor the class
and assist students
when questions
arise.
Give directions.
Monitor the class and
assist students when
questions arise.
Students will write down
sentences using the
grammar or begin their
homework assignment
93
Getting to Know You
Overview
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… JTE will… Students will…
5 m Greeting Greet students
Ask simple
warm up
questions
Call on
students
Greet
Answer
questions
5 m Activity 1 – Dice Game
Explanation (Each
student receives the dice
game sheet. Students
make pairs. Student A
rolls the dice twice and
finds the question
corresponding to the
numbers on the game
sheet. Student A asks
Student B the question.
Student B answers.
Student A draws an X on
that question box.
Student B rolls the dice
and continues. Students
compete to find who
Explain the
rules of the
game
Perform a
demonstration
with the JTE
Pass out dice
Distribute Dice
game board
papers
Listen to the
explanation
Ask questions if
unclear
School & Name Yamatokoriyama JHS – Sarah Bullwinkle
Lesson Focus To have students speak more English in class
Lesson Topic Asking questions to make conversation
Target Grade Elementary ( ), JH ( 2 年生 ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Dice and Dice Game Board
Friend BINGO Sheet
All About You Game Board
94
can ask the most
questions in 10 minutes.
10 m Activity 1 – Dice Game
play
Walk around
and explain
any difficult
vocabulary
Walk around
and explain
any difficult
vocabulary
Play the dice
game in pairs
Take turns
answering and
asking
questions
7 m Activity 2 – Friend BINGO
Explanation (each
student receives the
BINGO sheet. Students
must make the “He/she
~” sentences into “Do
you ~/Are you~/Is there~
etc” questions. Students
must ask each other the
questions. If the student
receives a “Yes” answer,
they write the name in
the square. Students try
to get BINGO, but can
only write each name
once.
Explain the
game in
English and
give a
demonstration
with the JTE.
Pass out
papers and
give a
demonstration
with the ALT.
Review the
explanation in
Japanese.
Review 疑問
文 using the
blackboard
Listen to the
instructions
and watch the
demonstration.
10 Activity 2 – Friend BINGO
Play
Asks questions
to students.
Answers
questions
Keeps
students in
English
Asks questions
to students.
Answers
questions
Keeps
students in
English
Walk around
to ask and
answer the
questions
Practice
speaking
English
3 m Activity 3 – All About You
Board Game Explanation
Explain the
board game
Hand out dice
Make groups
(4-6 people)
Pass out
papers
Make groups
95
7 m Activity 3 – All About You
Board Game Play
Walk around
to answer any
difficult
vocabulary
Make sure
students are
speaking
English
Walk around
to answer any
difficult
vocabulary
Make sure
students are
speaking
English
Play the board
game
Practice
answering and
asking
questions in
English
96
97
98
99
Could You Repeat that?
Overview
*Only attempt with 2nd year students if you feel as though they have a good spelling and
vocabulary foundation. If they are not familiar with some of the words they hear it will make
transcribing difficult.
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… JTE will… Students will…
10 minutes Asking for Clarifications
List
Review worksheet for
understanding.
Will read each
request line by
line so students
can hear the
proper
pronunciation
and intonation.
JTE will monitor
students and
make sure they
are
pronouncing
the phrases
correctly.
Students will
repeat after
the ALT and
then practice
on their own for
about 5
minutes.
30 minutes List of 3-5 popular tongue
twisters
Small, dry-erase boards
(1 per team)
1 sheet of scratch paper
for each student
Students break into teams
(pairs or groups of 3-4)
and decide the roles of
The ALT will
quickly read
each tongue
twister on the list
twice. Do not
slow the pace
because of the
students’
reactions.
ALT will then
JTE will ensure
that students
are following
the rules and
taking turns
writing the TT.
If the JTE is
confident
enough in their
pronunciation,
Depending on
the number of
students, have
them pair up,
or put them in
teams of 3-4.
One member
will be Main
Writer (MW)
and the
School & Name Kurotaki Village Junior High School, Lex Morton
Lesson Focus To have students practice asking for clarification while also improving
their listening comprehension and writing abilities.
Lesson Topic Learning clarification phrases and popular English tongue twisters
Target Grade Elementary ( ), JH ( *2nd and 3rd grade), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
A list of your favorite Tongue Twisters—varying in length and
difficulty.
Dry erase boards and markers
1 sheet of scratch paper for each student
Attached ‘Clarification Questions’ list.
100
Main Writer and Question
Askers, ALT will read
tongue twisters, Each
student tries to write the TT
down on their scratch
paper. The teams will try
to correctly transcribe the
ALT’s tongue twisters.
Each team can ask the
ALT no more than 3
questions from the
clarifying questions list – 1
question per QA. (if done
in pairs, the student not
writing asks all the
questions) Students can
strategize as a team on
what questions to ask. But
only the QA can ask a
question.
For example Team A:
QA 1: “Can you speak more
slowly?
ALT: “She… sells…
seashells… by the…
sea…shore.”
QA 2: “How do you spell
seashore?”
ALT: “s-e-a-s-h-o-r-e.”
QA3: “Can you repeat it
more clearly?”
ALT: “SHEE SElls SEAshells by
the SEA-SHORE
The MW writes the team’s
final answer on the board,
trying to accurately
transcribe the tongue
twister.
walk around
and have the
groups ask their
3 questions.
*DO NOT guide
the students.
You should only
repeat the TT up
to three times.
Have the
students rotate
roles for each TT.
Check each TT
per group for
accuracy.
they can also
help the ALT
with repeating
the TTs.
JTE can also
participate
alongside the
students if they
wish to.
remaining
members will
be Question
Askers (QA).
Each team
only gets 3
chances to ask
questions
collectively,
but each
question must
be asked by a
QA. After the
three questions
have been
asked, the
MW writes the
final answer
(transcription
of TT) on the
dry-erase
board.
101
Team members then
assign a new Main Writer
and Question Askers for
the next tongue twister.
Remainder
of time or
next class
period.
Students practice reading
tongue twisters as quickly
and accurately as they
can and present to the
class.
Check and listen
for
pronunciation
and intonation.
Check and
listen for
pronunciation
and intonation.
Students will
choose their
favorite TTs and
practice
individually
before reciting
them in class.
*If the students do not specifically ask for you to speak slower or clearer, do not change the
pace of the tongue twister. This exercise is to make the students ask a variety of questions
as a listening trying to clearly understand a speaker.
102
Asking for Clarification
English Translation Requests お願いごと
Can you speak (more) slowly?
Could you speak (more) slowly, please? (もう少し)ゆっくり言ってくれませんか。
Can you speak more clearly?
Could you speak more clearly, please? もう少しはっきり言ってくれませんか。
Can you speak a little louder?
Could you speak (a little) louder, please? (もう少し)大きな声で言ってくれませんか.
Can you write it down?
Could you write it down, please? 書いてくれませんか。
Can you give me an example?
Could you give me an example, please? 例をあげてくれませんか。
Phrases for finding the meaning of a word. 単語の意味を尋ねるフレーズ
How do you spell _____________? __はどのような綴りですか。
How do you pronounce ________? __はどのように発音しますか。
How do you say __________ in English? __は英語でどのように言いますか。
How do you say __________ in Japanese? __は日本語でどのように言いますか。
What does ____________ mean? __はどういう意味ですか。
Can you repeat that?
Could you repeat that, please? もう一回言ってくれませんか。
103
Tongue Twisters
1. I scream, you scream, we all scream for ice cream.
2. She sells seashells by the seashore.
3. Which wristwatches are Swiss wristwatches?
4. Freshly fried, flying fish.
5. Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper picked?
6. How much wood would a woodchuck chuck if a woodchuck could
chuck wood? He would chuck, he would, as much as he could, and
chuck as much wood as a woodchuck would if a woodchuck could
chuck wood.
104
NEW HORIZON 3 Daily Scene 1 – Would you like some more?
Overview
School & Name Tenri Minami Junior High School / Yuki Yoshida
Lesson Focus To have students speak more English in class
Lesson Topic Learning expressions at the table and the modal verb “would”
Target Grade JH 3rd grades
Preparation & Required
Materials
Textbook, NEW HORISON 3 ( Tokyo Shoseki )
Computer ( to show students pictures )
worksheet
Activity ( in detail )
Time Activity (& Materials as
needed)
ALT will… JTE will… Students will…
3
mins
Greeting
Greet students.
“What day is it today?” “How are
you?” “How is the weather?” etc…
Greet the ALT
and JTE.
5
mins
Interview
“What did you have for
dinner yesterday?”
Introduce students some
original food from other
countries.
Use computer to show the
pictures of what the ALT
had, and meat loaf, which
is shown on textbook.
Ask students what
they had for dinner
the previous day.
Explain if
needed.
Answer to ALT
and share the
dinners of
each other. Talk about what she
had for dinner.
( something
“American”)
Ask the ALT
what she had
for dinner the
previous day.
10
Mins
Review Textbook p16
Ask questions on the
contents of the
dialogue
Help students
understand
and answer
questions
Answer the ALT
and review the
textbook
105
10
mins
Introduction of the
expression “ Would you like
- ?”
Introduce how to offer things and give
responses at the table.
To hear and
understand
would you like
15
mins
Interview game
Use worksheet to practice
offering some food and
give responses
Guess the partners’
answers before the
interview
Demonstrate the interview.
Walk around the classroom and give
students help if needed.
Make and
change pairs
three times
and ask
questions and
answers.
7
mins
Feedback Comment on
students’
performance.
Ask for
students’
feedback.
Listen to the
ALT.
106
(使用教材①)
☆おすすめしてみよう!☆「~はいかがですか?」
Wouldウ
youジ ュ
likeライク
~?
こたえかた・・・ 「はい、いただきます」 Yes, pleaseプ リ ー ズ
.
「いいえ、けっこうです」 No, thank you.
Would you like… あなた
さん・くん さん・くん
予想 答え 予想 答え
1 megaメ ガ
big ramen? Yes/No Yes/No Yes/No Yes/No Yes/No
2 curryカ リ ー
somen? Yes/No Yes/No Yes/No Yes/No Yes/No
3 ice cream tempura? Yes/No Yes/No Yes/No Yes/No Yes/No
4 friedフライド
frogフロッグ
s? Yes/No Yes/No Yes/No Yes/No Yes/No
5 takuan sandwiches? Yes/No Yes/No Yes/No Yes/No Yes/No
6 nikujaga soft cream? Yes/No Yes/No Yes/No Yes/No Yes/No
7 frozenフ ロ ー ズ ン
custardカ ス タ ー ド
puddingプ デ ィ ン グ
? Yes/No Yes/No Yes/No Yes/No Yes/No
8 some kangaroo jerkyジャーキー
? Yes/No Yes/No Yes/No Yes/No Yes/No
9 some escargoエ ス カ ル ゴ
? Yes/No Yes/No Yes/No Yes/No Yes/No
10 a glassグ ラ ス
of durianド リ ア ン
juice? Yes/No Yes/No Yes/No Yes/No Yes/No
予想的中数は・・・ /10 /10
107
(使用教材②)
Daily Scene1 食事の会話
Vocabulary ○だ代名詞 ○じ 助動詞 ○け 形容詞 ○め 名詞 ○ど 動詞
yourself ○だあなた自身を would ○じwill の過去形 glad ○けうれしい
dish ○め料理、皿 beef ○め牛肉 piece ○め一つ
meat loaf ミートローフ
a piece of~ 一切れの help yourself 自分で自由にとって食べる
make… from~ ~から・・・を作る
(原料)
make… of~ ~から・・・を作る(材料)
another piece of~ もう一切れの I’m glad ~であることがうれしい
Dialogue One spring春
day, Erika was招 待
invitedさ れ た
to have食 べ る
dinner夕 食 を
at her friend友 達
Meg’s house家
.
Meg’s
father ①Help yourself, Erika.
Erika ②Thank you.
Meg’s
father ③Would you like some more?
Erika. ④Yes, please.
⑤It’s very good.
Meg’s
father ⑥I’m glad you like it.
Erika ⑦May I have some water?
Meg’s
father
⑧Of course.
⑨Here you are.
Erika ⑩This dish is delicious.
⑪What is it called?
Meg’s
father
⑫It’s called meat loaf.
⑬It’s made from beef.
⑭Would you like
another piece of meat loaf?
Erika ⑮No, thank you.
⑯I’m full.
108
Basic expression
Would you like some more? もうすこしいかがですか?
Yes, please はい、お願いします。
No, thank you. いいえ、結構です。
① 紅茶を少しいかがですか? ( tea / would / like / you / some / ? )
② スープを少しいかがですか? ( some / like / soup / would / you / ?)
③ ケーキを一切れいかがですか? ( piece / would / cake / like / you / of / a / ? )
④ 飲み物はいかがですか? ( drink / would / something / like / to / you / ? )
Meat loaf is made from beef. ミートローフは牛肉から作られています。
⑤ チーズは牛乳から作られています。( cheese / from / is / made / milk / . )
⑥ 豆腐は大豆から作られています。( soy beans / made / is / from / tofu / . )
⑦ チョコレートはカカオ豆から作られています。( is / from / cacao beans / chocolate / made / . )
It is called meat loaf. それはミートローフと呼ばれています。
⑧ それは天ぷらと呼ばれています。 ( tempura / called / is / it / . )
⑨ 私はトムと呼ばれています。 ( am / Tom / called / I / . )
の
り
し
ろ
109
Giving Train Route Directions
Overview
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… HRT will… Students will…
3
min
Greeting Greet the class. Greet the class. Greet the JTE
and the ALT.
7
min
Introduce topic. Talk about their
experiences with
riding trains.
Tie using the train
to the students’
futures, taking it
for entrance
exams and
commuting.
Listen to the JTE
and the ALT.
Share their own
train
experiences.
20
min
Train Direction Powerpoint
Introduce the target
dialogue. Give different
scenarios to the students
using railway maps. Students
must follow along by listening
to see where they end up.
Read each slide
clearly. Act out
one part of the
dialogue.
Provide
explanations for
grammar points.
Act out one part
of the dialogue.
Check if students
are arriving at
the correct
station.
Listen to the
lecture and take
notes. Listen to
the dialogues
and follow the
routes on the
railway maps in
the PowerPoint.
School & Name Oyodo Junior High School, Teresa Beirne
Lesson Focus To have students be able to give directions and speak English in class
Lesson Topic Train Directions- interpreting maps, giving transfer directions and time
estimates
Target Grade Elementary ( ), JH ( 3rd ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Train Direction Powerpoint
Railway Maps
Cards with a starting station, a station to transfer at, the end
location, and a time estimate
Note: Lesson loosely based on Sunshine 2, p. 30-31
110
10
min
Group Work
Pass out Railway maps to
every student. Have students
get into groups and give
each group one card. The
students must write a
dialogue based on the
target dialogue including
the information written on
the card.
Help students
write their
dialogues.
Confirm that their
directions are
correct.
Help students
write their
dialogues.
Confirm that their
directions are
correct.
Work with their
groups to find
the routes that
they need to
take. Write a
dialogue to
match.
10
min
Presentation
A pair of students from each
group will act out their
dialogue. The other students
will follow along on their own
maps.
Help the
presenting
students with
pronunciation.
Help the listening
students follow
along.
Two
representatives
will act out each
dialogue.
Listening
students will
check to see if
they can follow
the route/ speak
up if the route
presented was
wrong.
5
min
Wrap Up and Greeting
Address key points and
phrases once more. See if
students ended up where
they were supposed to.
End the class.
Repeat key
phrases. Check in
with the students’
results.
Summarize key
points. Make
announcements.
End class.
Listen to the JTE
and ALT. Thank
teachers.
111
112
113
Osaka subway map!
114
Start: Ebisuchou
Finish: Nakamozu
Time: 30 minutes
Start: Kujo
Finish: Nakamozu
Time: 1 hour
Start: Abeno
Finish: Nishi-Umeda
Time: 40 minutes
Start: Ikoma
Finish: Dainichi
Time: 1 hour and 20
minutes
Start: Umeda
Finish: Deto
Time: 40 minutes
Start: Arashiyama
Finish: Tennoji
Time: 2 hours
Start: Itakano
Finish: Tamagawa
Time: 2 hours
Start: Ikoma
Finish: Senri-chou
Time: 1 hour and 30
minutes
115
Seisho-Time
Overview
Activity (in detail)
Time Activity (& Materials
as needed)
ALT will… JTE will… Students will…
5min Greeting & Check
today’s goal and
procedure
“To understand new
ALTs, self-
introduction and ask
as many questions as
possible.”
“To be able to make
a short conversation
spontaneously for 1.5
min.”
Greet in English. Confirm today’s goal
Greet the ALTs and
JTEs
18min Listening Activity
Self-introduction
ALTs give self-
introduction
showing some
visuals.
Give the Sts
listening
worksheets.
Sts listen to that
carefully, and take
notes. ( Sts have a
chance to listen to
two different
presentations.)
After the second
presentation, make
pairs and give the Sts
School & Name Seisho high school | Ryosuke Yoshida
Lesson Focus To have students speak more English in class
Lesson Topic
・Meet new ALTs. Listening to their self-introduction. Asking questions
in English.
・Making an impromptu short conversation using various questions.
Target Grade Elementary( ), JH( 3rd grade ), SH( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Textbook(Training Book for Spoken Interaction and Speeches),
PC, Monitor
Binder, Dictionary
116
time to prepare a
few questions.
7min Writing Activity
Quick Q & A. ALTs
answer the
questions briefly.
.
After 5 min. JTEs
collect their
worksheets.
Sts write a summary
about new ALTs and
Republic of South
Africa.
18min Making spontaneous
conversation in pairs
・ALTs ask the ten
questions on p.36,
and Sts read the
model answers on
p.37. (Check the
pronunciation.)
・ ALTs show the
model. Advise the
Sts to answer the
question in a few
sentences, not one
or only words.
・ALTs and JTEs join
the line.
・ Explain the
activity. Put the
cards (Ask,
Answer etc.) on
the board, and
encourage them
to continue the
conversation
using
conversation
strategies like
adding
comments, asking
more questions,
reacting.
・ALTs and JTEs join
the line.
・ Sts open their
textbooks to page
36-37.
・Sts read the model
answers on p.37.
(Check the
pronunciation.)
・ Have the Sts put
the desks together in
face to face
position. ALTs and
JTEs join the line.
Repeat several
times. Change pairs
each time.
2min Greeting ALTs give some
feedback to the
Sts.
Greeting Greet the ALTs and
JTEs
117
New Horizon English Course3 Unit 2-2
Overview
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… JTE will… Students will…
3
min
Greeting
Greet students. Greet the ALT
and the JTE.
Row & Line Game Ask questions. Raise hands &
answer
questions.
7
min
Review the last lesson
Make pairs, then ask and
answer questions with each
other (2min)
Pairs who are picked do “ask
& answer question” activity in
front of the students.( 5 min )
Review the target sentence that
was taught last class.
After the pair activity, ALT picks
some pairs
Make pairs and
do the activity.
20
min
Read the textbook.
Read silently for 1 minute
and then JTE asks some
questions about the dialog.
Read aloud together.
①Read aloud.
Ask some
questions to the
students.
Repeat after
the ALT with
students.
Answer the
questions.
Repeat after the
ALT.
Read sentences
School & Name Haibara Junior High School / Fumi Masuda
Lesson Focus To have students speak more English in class
Lesson Topic Learning Present perfect
Target Grade JH( 3rd )
Preparation &
Required Materials (If
any, please attach.)
Digital textbook
TV
PC
Handout
Textbook
118
③Read aloud.
② Say the
meanings of
sentences in
Japanese.
Repeat after
ALT.
in English until
the sentence
that JTE reads in
Japanese.
Put a few pencils
on some
sentences on
the
textbook( cover
the sentences ),
and read after
ALT.(Overlap)
10
min
“Game for Learning Present
Perfect” - Battleship
Students play with their
handouts.
Demonstrate and explain the rules.
Read some sentences that the
students will use in this game
Play the game;
5
min
Make some sentences using
present perfect.
Give the students paper to write.
Support the students if they need.
Write some
sentences on
paper.
5
min
Feedback
Greeting
Comment on
students’
performance.
Recover the
students’
handouts.
119
120
NEW HORIZON Book 3
6-4 Relative Pronoun p88-89
Activity (in detail)
Time Activity
(& Materials as needed)
ALT will… JTE will… Students will…
1 min Greeting together and short talking between students and teachers in English
4 min
“Row or column” quiz
Warm up : review previous
sentences they learned (See
Lesson Topics) Use Basic
Practice on Page83,85,87
Help any
students who
don’t
understand the
questions with
hints & praise
them
Help students
remember
how to answer
Review points
they learned by
answering the
quiz
20 min
Use Basic Practice on Page89
to have them understand
how to use objective RP, then
proceed Q & A about the
story on the same page
Give students
speaking
practice how
to use
objective RP
Check
whether
students
understand
today’s
grammatical
points while
they are
Understand
objective RP on
page88 & 89
Learn about Suu
Kyi
School & Name Yamazoe-JHS/ Tomoko Hara
Lesson Focus To have students speak more English in class
Lesson Topic
Relative Pronoun(RP)(objective)
RPs they have already learned are contact clause (example: This is a
book I brought from home.) and subjective RPs ; antecedents are a
person or things
Target Grade Elementary( ), JH( 3rd grade ), SH( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
A source book “E-PILOT” about Aung San Suu Kyi
Teaching aid “Partner” to practice sentence pattern
121
speaking
20 min
Use teaching aid “Partner” &
give students writing practice
about new sentence pattern
they learned
Using activity2 on page 91,
have students excises to
understand well
Help any
students who
have difficulties
to answer &
praise them
Tell students
make groups
to teach each
other
Help any
students who
write wrong
answers
making pairs or
small groups and
enjoy activities
5 min
Wrap up & Homework Help any
students who
don’t check
their homework
Tell students
today’s point &
homework
Take memo
122
Family Trees
Overview
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… HRT will… Students will…
10
mins
Day, date, and weather
Explain family trees: Literal
meaning of each word.
Draw a sample on the
board, show the branches.
Ask “what is
the…” (day,
date,
weather).
Explain family
trees.
Translate/expla
in as necessary
Respond to
ALT’s prompts
20
mins
Presentation of family trees.
ALT and HRT will separately
give a brief introduction of their
family trees. Give names,
relation, and jobs. Model
necessary grammar and
vocabulary. Include a
handout with comprehension
questions, and play the
“Crown Game.”
The Crown Game: It's a game
of chance. Played using
Keynote on an electronic
display. Student guess on
which family member the
crown will fall. Students give
Introduce Family
Tree. Give the
students time to
answer questions
on the handout,
then go over
answers with
them.
Introduce
Family Tree
using Keynote.
Play the
“Crown
Game” (which
family member
will the crown
fall on?)
Listen, answer
comprehensio
n questions.
In the “Crown
Game,” will
place bets on
which family
member the
crown will fall
on.
School & Name Soni Junior High School, James Campbell
Lesson Focus To have students speak more English in class
Lesson Topic Family Trees
Target Grade Junior High School ANY
Preparation &
Required Materials (If
any, please attach.)
Handout (Attached),
Family Photos (Portrait-style preferable)
123
answer in the form of "your
mother, [name]; your sister,
[name]." to practice relevant
vocabulary. Once every
student has guessed, the HRT
hits next on the presentation
and an animation of a crown
moves across the screen, over
each family member, before
falling on a pre-planned
person. The student[s] who
guessed the correct family
member will receive a prize.
20
mins
Information Gap. Students
will pair up and interview a
partner about their family tree.
(Cont.) Presentations following.
Walk around
classroom and
help (Cont.)
students with their
questions and
writing up their
presentations
Walk around
classroom and
help (Con.t)
students with
their questions
and
presentations
Interview a
partner and
present on
family trees.
124
Dave Girlfriend
Eileen Brother
Mike Sister-in-law
Chris Father
Aubrey Niece
Liz Mother
Laura Brother
Leah Sister-in-law
1. Who is a music teacher?
2. Who worked for NEC?
3. What is my father’s job?
125
Quiz - What are we?
Overview
Activity (in detail)
Time Activity
(& Materials as needed)
ALT will… JTE will… Students will…
10m
in
Wa
rmin
g
up
4m
in
Greeting Check Student’s appearance
Greet in English
Greeting
Words Check Test
Read some words
twice in English.
Check Students.
Answer on the
paper.
After answering
give papers to
JTE.
Intr
od
uc
tio
n
10m
in
Listening practice “What
~sensei did this
weekend?”
Tell Students what
she (he) did in
English.
(If needed show
some materials.)
Help ALT Listen to ALT.
If Students have
any questions
ask her (him).
School & Name Tenri Kita Junior High School / Masakazu Takashima
Lesson Focus To have students speak more English in class
Lesson Topic “What are we?”
Target Grade Elementary( ), JH( 1st~3rd ), SH( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
papers for introduction and activities (give an example for
activities)
paper for words check
126
Ac
tiv
ity (
gro
up
wo
rk)
20m
in
“What are we?” Give Students an
example ”What am
I?”
EX) I like fish.
I don’t like sharks.
I live in the sea.
I swim every day.
I’m not a fish.
What am I ?
(whales)
After ALT’s
explanation.
Make some
groups for the
activities.
Tell them how to
make sentences
and the rules of
this activities
After teachers
advice make
groups and
questions with
friends.
If students have
time they
practice with
ALT.
Pre
sen
tatio
n 1
5m
in
Announce the sentences
what
Students made to their
classmates.
Listen and give
students some
advice
Decide their
turns and
control
them.
Give their
questions to
their friends.
Others listen to
their friend’s
and answer.
Co
nso
lida
tio
n. 1m
in Check today’s point Help JTE. Announce Listen.
Announce on the next
lesson
(Preparation and
homework.)
Announce Check the next
lesson.
127
Grid Game
Overview
School & Name Ouda Middle School / Utano Middle School, Kadeidra Still
Lesson Focus To have students speak more English in class
Lesson Topic Unit Review
Target Grade Elementary ( ), JH ( ANY ), SH ( ), Any grades
Preparation &
Required Materials (If
any, please attach.)
Before class prepare a grid size of your choosing and assign each
space a value point. (10, 20, 30 points, -10, -20, -30 points, bonus)
Print this grid and bring it to class.
Also, prepare questions. This can be any format that you wish.
Activity (in detail)
Time Activity (& Materials as needed) ALT will… HRT will… Students
will…
First ten
minutes
of class
Ask warm-up question Ask questions Facilitate Answer
questions
rest of
class
time
Separate the students into groups
(whatever works best for you class).
Assign group name or numbers. In
whatever order you choose (I allow the
kids to play Janken for their spots.) Ask
the group a questions. They are allowed
to help each other but a different person
must answer each time. If they get the
answer wrong their turn is skipped if they
get the answer right they must choose a
spot on the grid and are rewarded
points accordingly.
Ask questions
and facilitate
game
Help
struggling
students as
needed/
keep track of
points.
Play the
game.
128
Grid Game – Sample
10 -30 bonus 20
bonus 20 -20 30
30 10 30 -10
-20 -10 -30 20
20 30 -10 -20
-10 bonus 20 -30
129
Lazy Pictionary
Overview
Activity (in detail)
Time Activity (& Materials as
needed)
ALT will… HRT will… Students will…
2-3
minutes
Divide the class into teams of
4-6. Hand out one laminated
sheet of paper, a dry erase
marker, and some tissues to
each team.
Instruct the
class to divide
into teams, and
hand out
materials
Support ALT
and hand out
materials
Divide into groups
5-7
minutes
Draw a playing board on the
chalkboard, Assign a
magnet to each team; this
will be their pawn for the
board. Explain to the students
that one person from each
team will come up to the ALT.
The ALT will show them a card
with a word, and each
student will return to their
group and draw a picture
representing that word for
their teammates to guess.
The first team to guess
correctly will advance their
Explain the
rules
Translate
when
necessary
Listen
School & Name Oji Junior High School and Oji Minami Junior High school, Noah White
Lesson Focus Quick recall of vocabulary
Lesson Topic Vocabulary, from the current unit or otherwise
Target Grade Any grades
Preparation &
Required Materials (If
any, please attach.)
Vocabulary cards, laminated sheet of paper and dry erase markers for
each team, tissues for erasing between turns, one magnet for each
team, blackboard/whiteboard at the front of the room
130
pawn one space. The winner
is the team who makes it to
the end of the board first.
20+
minutes
Play the game. It can be
extended if time is a concern
by adding more squares to
the playing board.
Show cards to
students,
check answers,
etc.
Support ALT,
manage
pawns on the
board and
keep score
Have fun while
putting their quick
recall of
vocabulary to use.
They will also need
to get creative
with their
depictions, as it is
better to use words
such as verbs,
adjectives, and
nouns that aren’t
immediately
obvious when you
try to draw them
such as “junior high
school” as
opposed to easy
choices like
“apple” or
“panda.”