Elementary Year 5s 35 Lessons Per Year

Elementary Year 5s 35 lessons per year

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1 Target: What's your name? I'm __ 名前

Activity Vocab ALT/HRT Why/Notes/Theory

AEIOU Song

(5-10 mins)

What's this?

(5 mins)

AEIOU

Animals

ALT demonstrates sounds. Sings song with HRT taking turns to say “I'm

__” “I'm __”.

Sing song with students.

HRT pulls a flashcard slowly out of an envelope and students guess what it

is. HRT should ask “what's this?” before starting to pull out the card.

ALT should encourage the students to use “it's a/an __” when guessing.

Intro into phonics. Explain that English letters have “onyomis.”

Demonstrate the sounds the letters make twice, then sing the song once.

When you get to the first “I'm __” point to yourself and insert your name,

then point to the HRT and they should realise that they should say “I'm __”

Or you can tell them about the song beforehand. Get half the class to say

“I'm __” with you, and half with the HRT. Don't worry if they're not getting it

straight away, because they will after the first couple of verses.

Stick a magnet over the U without telling them what it means. When they

sing “U” without clapping (you need to clap, though), say something like

“ara-?” with a surprised expression on your face, and they should be able

to figure it out. Start the verse again, and if some sing “U”, repeat the

procedure. It's better if you don't overtly explain it to them, and they will

pick it up by themselves. When you overtly explain something, rather than

simply drawing the students' attention to something, they stop being active

learners, and it is detrimental to their learning.

It's important to pull the card out slowly to give a lot of chances for the

students to think about what the card is. The mystery, guessing, and

discovery of items/vocabulary is very important for the students. They

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5 corners

(5-10 mins)

Ball toss

(5-10 mins)

Dictation

(5 mins)

AEIOU

"I'm __"

AEIOU

Students can repeat after the ALT (“it's a/an __) when they guess what the

card is.

ALT should use English and gestures to get the students to put their desks

and chairs to the back of the room so there is enough space for the game.

Draw a map on the board, with one letter in each corner of the room, and

one in the centre of the room. When you say the sound of a letter the kids

should run to the right area.

Toss a small, soft ball around the classroom, students say their name “I'm

__” then pass ball on. They sit down after they throw the ball to another

student.

ALT gets students to take out a pencil and paper. ALT says a letter's sound,

and HRT writes letter on board for all students to see and get the idea of

what they should be doing. ALT says sounds one-by-one in no particular

order, watching the students to see that they are writing the correct letters.

ALT can tell the students afterwards what letter they said if some got it

wrong.

become actively engaged in seeking out the English, and they remember

things much better. Mystery, guessing, and discovery drive learning in

humans of all ages, and it's especially important that children's natural

curiosity isn't quashed, otherwise you will have a much harder time getting

them to retain and internalise the English you expose them to.

You can say “yoku kangaeta” after any guesses to help students not worry

about making mistakes.

Before explaining the game, ask the students what kind of game they think

it is, and what they should be doing. Usually they can figure it out, but if

they really can't get it, just explain it.

Encourage safe moving!

Students will naturally start to realise they should watch your mouth

carefully too to help the figure out which sound is which.

Some classes need to be told not to throw the ball hard, but most won't.

Use the words “memo paper” as they have similar meanings in Japanese

and English and mime writing with a pencil to get students to understand

what pencil means if they've never heard the word before.

You shouldn't spend more than 2-3 mins on this, though the first time you

do it, it'll take a bit longer. Try to run through at least 15 letters each time

(not 15 different ones), with the ones that the students seem to have a bit

of trouble with coming up more often.

You can say “yokukangaeta” before any corrections to help students not

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Ball toss

(5-10 mins)

Anything ALT and HRT toss ball between each other a few times saying “I like __s.”

Encourage students to guess the meaning. Then throw the ball to the

students who say “I like __s” with their suki-na whatever before passing the

ball on and sitting down. Draw the children into the game by making sure it

looks fun.

worry about making mistakes.

Before tossing the ball to students, you can get them to guess what “I like

__” means. Try to lead them in the right direction without just giving them

the answer, for example, a heart gesture with your hands to hint at "like". I

would be very surprised, however, if not one of your students already

knows what "like" means. Never, ever jut translate something straight off

for your students, always get them to guess the meaning, or try to think

through it first.

After the first 3-4 students, you shouldn't really need to prompt students on

what to say, but sometimes the weaker ones will still need a bit of help.


2 Target: What's this? It's a/an __ これは何？


AEIOU Song

(5 mins)

What's this?

(5 mins)

BDCTG

Fruit,

animals, etc


__” “I'm __”.






card is.

Students should remember the song from last time and you'll find you won't

need to spend any time correcting mistakes. It should only take about 2-3

mins this time.







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5 corners

(5 mins)

Car race

(10 mins)

BDCTG,

AEIOU

Fruit, animals

etc





should run to the right area. Halfway through the game, or as soon as

you're sure that the students have got the new consonants down, change

the corners to AEIOU.

ALT and HRT demonstrate the game. Lay the cards out in a circle on the

desks, place 1 eraser per player on opposite sides of the “race track.”

Janken to decide who moves. If win with rock, move 3 spaces, if scissors,

move 2, and if paper, move 1 space. The non-mover asks the mover

“what's this?” and the mover replies “it's a/an __.”





Encourage safe moving!

Students will naturally start to realise they should watch your mouth

carefully too to help the figure out which sound is which.

The point of this game is to create a real situation where the students will

need to use the question "what's this?" Therefore it's important to include

vocab cards that they don't know how to say in English. They'll want to

keep playing the game, but can't do so unless they come and ask either

the HRT or the ALT how to say the vocab in English. Creating a real need

to use the target language like this is an effective way of getting the

students to internalise and remember the target language.

You'll need enough card sets for 1 set between 2 students, depending on

the class.

Make sure each pair gets a set containing about 30-40% cards they don't

know.

HRT and ALT should move around the class to help students use the target

language.

The “aim” of the game can be to catch the other player up, or you can just

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Dictation

(5 mins)

Nonsense

words

(5 mins)

BDCTG,

AEIOU

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc






wrong.

ALT writes nonsense combinations of sounds on the board such as eb, ot,

ab etc and challenges the students to say them.

have the kids keep moving round if the class is not a competitive one.




You shouldn't spend more than 2-3 mins on this. Try to run through at least

15 letters each time (not 15 different ones), with the ones that the students

seem to have a bit of trouble with coming up more often.



Playing around with the sounds of English is vital for the students in order

to internalise phonics. Native speakers will be exposed to a lot of different

combinations so they will internalise the phonic rules of English without

such explicit practise, but EFL learners rarely will be exposed to enough in

order to do so.

This activity is simple, fun, and enjoyable for the students, and doesn't take

much time, no more than 2-3 minutes per lesson. You should start off with

VC combinations first, because it helps the students to let go of the CV

order of Japanese. Always try to let the kids have a go at pronouncing it

first before you demonstrate it for them, because just feeding the students

the answers will stop them becoming active learners willing to experiment

for themselves.

3 Target: Numbers 1-10 数字１－１０

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AEIOU Song

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

Counting

cards

PMNS +1

Numbers 1-

10

PMNS+1,

AEIOU

Anything


__” “I'm __”.






card is.








Divide the class into small groups. One child has a pile of cards. The

number calling child calls out a number and the child with cards counts out

Get the students to suggest 1 previously covered letter to add to the set to

make it 5.

Students should remember the song from last time and you'll find it should

only take about 2-3 mins this time.











Students should remember this game from last time, and will know what to

do.

Small groups of 2-3 would work best for this game.

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(10 mins)

Dictation

(5 mins)

Nonsense

words

(5 mins)

PMNS,

BDCTG,

AEIOU

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc

the appropriate number of cards. The card counter then asks a question

about the card eg “What is it?” and the other children should answer eg “It’s

a banana.”






wrong.















order to do so.







for themselves.

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4 Target: People who like __(s) XXが好きな人


AEIOU Song

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

KHQJ+1

Anything

KHQJ+1,

AEIOU


__” “I'm __”.






card is.









make it 5.














do.

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Fruit basket

(10 mins)

Dictation

(5 mins)

Nonsense

words

(5 mins)

Anything

KHQJ,

PMNS,

BCTDG,

AEIOU

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc

ALT uses English and gestures to get students to make a circle with their

chairs. Use the sentence “People who like __” for the game.

The game should go on for no longer than 10 mins. Always stop games

before your students want to, so that next time they will want to play them

even more.






wrong.



You can introduce the sentence by saying “tatoeba, ‘people who like red’ to

yuttara nani ga okoru?” and the students should be able to tell you that kids

who like red will change seats (90%+ of classes will get it straight off, in my

experience).

You can write the sentence on the board and prompt students so they can

say it.

ALT/HRT don't need to be a part of the game. It's good if they can just be

in the background and the students take ownership of the game

themselves.













order to do so.




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for themselves.

5 Target: Do you like __(s)? Yes I do/ No I don't XXが好き？はい・いいえ


AEIOU Song

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

LWVF+1

Anything you

think the

students

would be

interested in

learning

LWVF+1,

AEIOU


__” “I'm __”.






card is.




make it 5.














do.

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Car race

(10 mins)

Dictation

(5 mins)

Nonsense

words

Anything

LWVF,

KHQJ,

PMNS,

BCDTG,

AEIOU

Combo

families eg A,









move 2, and if paper, move 1 space. The non-mover asks the mover “Do

you like __(s)? and the mover replies “Yes I do/ No I don't”






wrong.



About 30-40% of cards should be new vocabulary so that the students will

come to you or the HRT to ask what they are, and they should have

English printed on them so they can also try to sound them out for

themselves.


the class.


language.












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(5 mins) AT, DAT,

EDAT,

KEDAT etc




order to do so.







for themselves.

6 Target: I like __(s) XXが好き


AEIOU Song

(5 mins)

What's this?

(5 mins)

YZRX+1

Anything you

think the

students

would be

interested in

learning


__” “I'm __”.






card is.


make it 5.









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5 corners

(5 mins)

Basketball

(10 mins)

Dictation

(5 mins)

YZXR+1,

AEIOU

Anything

A-Z








Divide the class in half and each half makes a circle around a smallish box

on the floor. Students take turns to say “I like __(s)” and then throw a large

dice into the box. If they get it in, they get 10 points for their team. If not,

they get the number of points on the dice.






wrong.






do.

If students don't know the name of what they want to say in English,

encourage them to ask “what's __?”









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Nonsense

words

(5 mins)

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc







order to do so.







for themselves.

7 Target: I don't like __(s) XXが好きじゃない


Nonsense

words

(5 mins)

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc







order to do so.






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What's this?

(5 mins)

Chopstick

spelling

(10-15 mins)

Shopping List

(10 mins)

Anything

Anything

phonically

regular





card is.

Dictate letters or letter combinations and have all of the children write the

letters on pieces of paper. Either all of the letters of the alphabet or just

those needed for the game. Divide all of the children into teams, and give

one child from each team a pair of chopsticks. The children then tear up

their pieces of paper, and all the children from one team mix their letters

together. Place a row of flashcard on the board or in a prominent place.

Each team then races to spell the words by picking up the letters in

chopsticks and racing to put them in a place equidistant from each team.

When one child is finished with a letter, they hand the chopsticks over to

the next child, like a relay.

Divide the class into 2 teams. One team writes 10-15 letters on the board

(eg c, d, s, t etc). The first child from the other team makes a sentence


for themselves.











Make sure if the flashcard has English on the front that it is well covered.

To save time, you can give each team a set of laminated letters to use.

The first time will take about 15 mins, but thereafter you should spend no

more than 10 mins on it.

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Dictation

(5 mins)

Ball toss

(10 mins)

A-Z, VC

patterns

Anything

using one of the letters on the board to make a word that starts with that

letter. “I don't like cakes” (cake for c) and the second child on that team

might say “I don't like cakes and strawberries.” The team continues with

the remaining letters and gets additional points for every item they can add.






wrong.

ALT and HRT toss ball between each other a few times saying “I don't like

__s.” Then throw the ball to the students who say “I like __s” with their suki

ja nai whatever before passing the ball on and sitting down. Draw the

children into the game by making sure it looks fun.












8 Target: What __ do you like? I like __(s) 何の＿が好き？


Nonsense

words

(5 mins)

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc







order to do so.

16 / 62

What's this?

(5 mins)

Chopstick

spelling

(10 mins)

Categories

eg fruit,

animals,

colours,

sport, food,

drinks, etc

Anything

phonically

regular





card is.















for themselves.















17 / 62

Car race

(10 mins)

Dictation

(5 mins)

Basketball

(10 mins)

Categories

eg fruit,

animals,

colours,

sport, food,

drinks, etc

A-Z, VC

patterns

Anything







“What __ do you like?” and the mover replies “I like __(s)”






wrong.


on the floor. Students take turns to say “I like __(s)” and then throw a large

dice into the box. If they get it in, they get 10 points for their team. If not,

they get the number of points on the dice.




themselves.


the class.


language.













18 / 62

9 Target: What's this? It's __ これは何？


AEIOU Song

(combos 1)

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

Car race

EE,

OW(cow),

OO(foot), IR,

OY

Days,

weather

EE,

OW(cow),

OO(foot), IR,

OY

Days,


__” “I'm __”.






card is.



















Students should remember this game from last time and will know what to

do.


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(10 mins)

Dictation

(5 mins)

Chains

(10 mins)

weather,

anything else

you want to

include

A-Z, VC

patterns, new

combos

Days of the

week




“what's this?” and the mover replies “it's a/an __.”






wrong.

Students stand up and toss the ball among themselves. The first student

will say "Sunday", throw the ball, and then sit down. The second student,

"Monday" and so on.



themselves.


the class.


language.











10 Target: Numbers 1-10 数字１－１０


AEIOU Song OO(moon), ALT demonstrates sounds. Sings song with HRT taking turns to say “I'm Students should remember the song from last time and you'll find it should

20 / 62

(combos 2)

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

Counting

cards

(10 mins)

EA(sea), AY,

OR(horse),

CH

Numbers 1-

10

OO(moon),

EA(sea), AY,

OR(horse),

CH

Anything

__” “I'm __”.






card is.






Divide the class into small groups. One child has a pile of cards and

another child calls out a number. The child with cards asks "how many

cards?" and the number calling child calls out a number. The child with

cards counts out the appropriate number of cards. The card counter then

asks a question about the card eg “What is it?” and the other children

should answer eg “It’s a banana.”













do.


21 / 62

Dictation

(5 mins)

Nonsense

words

(5 mins)

A-Z, VC

patterns, new

combos

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc






wrong.















order to do so.







for themselves.

11 Target: People who want a/an __ XXが欲しい人


22 / 62

AEIOU Song

(combos 3)

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

Fruit basket

(10 mins)

OW(window),

AI, OA, SH,

TH(this)

Anything that

can be used

with "want"

OW(window),

AI, OA, SH,

TH(this)

Anything


__” “I'm __”.






card is.







chairs. Use the sentence “People who want a/an __” for the game.



even more.














do.

You can introduce the sentence by saying “tatoeba, ‘people who want a

hamster’ to yuttara nani ga okoru?” and the students should be able to tell

you that kids who want a hamster will change seats (90%+ of classes will

get it straight off, in my experience).


say it.

23 / 62

Dictation

(5 mins)

Nonsense

words

(5 mins)

A-Z, VC

patterns, new

combos

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc






wrong.





themselves.













order to do so.







for themselves.

24 / 62

12 Target: Do you want a/an __? Yes I do/ No I don't XXが欲しい？はい・いいえ


AEIOU Song

(combos 4)

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

Car race

(10 mins)

OU(cloud),

TH(thin), CK,

EA(bread)+1

Anything that

can be used

with want,

anything that

came up in

Fruit Basket

last time

OU(cloud),

TH(thin), CK,

EA(bread)+1

Anything


__” “I'm __”.






card is.









Get the students to add one letter to make it 5.














do.




25 / 62

Dictation

(5 mins)

Nonsense

words

(5 mins)

A-Z, VC

patterns, new

combos

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc


you want a/an __?” and the mover replies “Yes I do/ No I don't”






wrong.



themselves.


the class.


language.















order to do so.






26 / 62


for themselves.

13 Target: I want a/an __ XXが欲しい


Nonsense

words

(5 mins)

What's this?

(5 mins)

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc

Food, drink,

clothing,

video games,

pets, etc







card is.





order to do so.







for themselves.








27 / 62

Chopstick

spelling

(10 mins)

Toss!

(10 mins)

Dictation

(5 mins)

Anything

Anythiny the

students

might want

A-Z, VC

patterns, new

combos











Divide the class into 2 groups (one for the HRT and one for the ALT), and

clear enough space for the kids to stand in a circle around a set of

flashcards on the floor (one set per group). Students take turns to throw a

beanbag onto a card, and say “I want a __” and take the card. Try to have

enough cards for 2 per student, and add in some previously not covered

vocab. If the student doesn't know how to say the animal the beanbag

landed on, encourage them to ask either the ALT or HRT “what's this?” or

“what is it?” and give the answer.











You'll need at least enough flashcards for one per student. Try for two per

student though.

If any students get upset that they don't like any of the cards in the set their

team has been given, don't worry, simply teach them "I don't want __(s)"




28 / 62

Ball toss

(10 mins)

Anything



wrong.

ALT and HRT toss ball between each other a few times saying “I want a/an

__” Then throw the ball to the students who say “I want a/an__” with their

hoshii- whatever before passing the ball on and sitting down. Draw the

children into the game by making sure it looks fun.









14 Target: What __ do you want? I want a/an __ 何の＿が欲しい？XXが欲しい


Letter tiles

(10 mns)

What's this?

(5 mins)

No vocab

Categories

eg food,

drink, video

Divide the students into pairs or 2 teams. They have letter tiles with vowels

in one colour (eg blue) and consonants in another (eg red). There should

be plenty of each for each child to choose from. One child makes either a

vowel-consonant sequence or a vowel-consonant-vowel-consonant

sequence (eg emak), and challenges the other child/ team to say it. The

second child/ team then adds another vowel-consonant sequence and

challenges the first child/ team to say it. Sequences can be continued as

long as wanted.




It doesn't matter how long the words get. The purpose of this exercise is to

make puzzling out English spelling a game and a fun challenge for the

students.




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Dictation

(5 mins)

Car race

(10 mins)

game, pet,

etc

A-Z, CVC

patterns, new

combos

Categories


card is.






wrong.





“What __ do you want?” and the mover replies “I want a/an __”



















themselves.


the class.


language.



30 / 62

Chopstick

spelling

(10 mins)

Ball toss

(5-10 mins)

Anything

Anything











ALT and HRT toss ball between each other a few times asking “What __ do

you want?” "I want a/an __" Then throw the ball to the students who ask

and answer the question before sitting down. Draw the children into the

game by making sure it looks fun.








15 Target: People who want to eat __ XXが食べたい人


5 corners

(5 mins)

What's this?

Any 5 letters

the students

choose

Food








do.


31 / 62

(5 mins)

Chopstick

spelling

(10 mins)

Fruit basket

(10 mins)

Anything

Food




card is.












chairs. Use the sentence “People who want to eat a/an __” for the game.



even more.














You can introduce the sentence by saying “tatoeba, ‘people who want to

eat a hamburger’ to yuttara nani ga okoru?” and the students should be

able to tell you that kids who want to eat a hamburger will change seats

(90%+ of classes will get it straight off, in my experience).


say it.

32 / 62

Dictation

(5 mins)

Ball toss

(10 mins)

A-Z, CVC

patterns, new

combos

Food






wrong.

ALT and HRT toss ball between each other a few times saying “I want to

eat a/an __" Then throw the ball to the students who say their tabetai- food

before passing the ball on and sitting down. Draw the children into the

game by making sure it looks fun.



themselves.












16 Target: Do you want to eat __? Yes I do/ No I don't

XXが食べたい？はい・いいえ


5 corners

(5 mins)

Any 5 letters

the students

choose







do.

33 / 62

Counting

cards

(10 mins)

Letter tiles

(10 mins)

Noughts and

crosses

(10 mins)

Food

No vocab

Anything

Divide the class into pairs. One child has a pile of cards. The child with

cards asks "how many cards?" and the other child calls out a number. The

child with cards counts out the appropriate number of cards. The card

counter then asks “Do you want to eat (a) __?” and the other child should

answer "Yes I do/ No I don't"








long as wanted.

Also called "tic tac toe." Divide the class into 2 teams. Draw a 5x5 grid on

the board and write numbers in the corners of each of the squares. Place

flashcards in each of the squares. The flashcards can be of vocab items or

phonics sounds, or a mix of both. The first student on one team picks a

number and either tries to say the card, or make a sentence with it. The

card is then either covered with a particular colour magnet, or a mark is

made in the square with chalk. The first student from the other team then

does the same. The teams try to make as many rows, columns, or

diagonals of 3 as possible, with extra points being awarded if they can




themselves.


the class.


language.



students.

The students are allowed to consult with team members before choosing a

card and trying to complete the task.

34 / 62

make 2 or 3 lines at once.

17 Target: People who want to drink __ XXが飲みたい人


AEIOU Song

(5 mins)

What's this?

(5 mins)

Chopstick

spelling

(10 mins)

Any 5 letters

the students

choose

Drinks

Anything


__” “I'm __”.






card is.























35 / 62

Fruit basket

(10 mins)

Shopping list

(10 mins)

Dictation

(5 mins)

Drink

A-Z, CVC

patterns, new

combos






chairs. Use the sentence “People who want to drink __” for the game.



even more.




letter. “I want to drink coffee” (coffee for c) and the second child on that

team might say “I want to drink coffee and milk.” The team continues with







You can introduce the sentence by saying “tatoeba, ‘people who want to

drink milk’ to yuttara nani ga okoru?” and the students should be able to tell

you that kids who want to drink milk will change seats (90%+ of classes will

get it straight off, in my experience).


say it.



themselves.






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wrong. seem to have a bit of trouble with coming up more often.



18 Target: Do you want to drink __? Yes I do/ No I don't

XXが飲みたい？はい・いいえ


AEIOU Song

(5 mins)

What's this?

(5 mins)

Letter tiles

(10 mins)

Any 5 letters

the students

choose

Drinks

No vocab


__” “I'm __”.






card is.



















students.

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Car race

(10 mins)

Noughts and

crosses

(10 mins)

Ball toss

Drinks

Anything

Anything




long as wanted.





you want to drink __?” and the mover replies “Yes I do/ No I don't”











ALT and HRT toss ball between each other a few times asking "Do you




themselves.


the class.


language.





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(5 mins) want to drink __?" "Yes I do/ No I don't" Then throw the ball to the students

who ask and answer the question before sitting down. Draw the children

into the game by making sure it looks fun.




19 Target: I like __/ I don't like __ XXが好き・好きじゃない


Nonsense

words

(5 mins)

What's this?

(5 mins)

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc

Anything







card is.





order to do so.







for themselves.







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Dictation

(5 mins)

Toss!

(10 mins)

Chopstick

spelling

(10 mins)

A-Z, CVC

patterns, new

combos

Anything that

can be used

with "like"

Anything






wrong.




beanbag onto a card, and say “I like __s” and take the card. Try to have






















student though.


team has been given, don't worry, tell them they can use "I don't like __(s)"

instead.





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Basketball

(10 mins)

Anything that

can be used

with "don't

like"








on the floor. Students take turns to say “I don't like __(s)” and then throw a

large dice into the box. If they get it in, they get 10 points for their team. If

not, they get the number of points on the dice.



20 Target: People who like __/ don't like __ XXが好き・好きじゃない人


Letter tiles

(10 mins)

No vocab Divide the students into pairs or 2 teams. They have letter tiles with vowels







long as wanted.



students.

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What's this?

(5 mins)

Dictation

(5 mins)

Fruit basket

(10 mins)

Memory

Anything

A-Z, CVC

patterns, new

combos

Anything

Anything





card is.






wrong.


chairs. Use the sentence “People who like __(s)” for the game. Halfway

through you can change it to "don't like"

Divide the children into 2 teams and lay out some cards. One child has a




















say it.



themselves.

You can get them to practise plurals by getting the students with the list to

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(10 mins) list of all the cards on a piece of paper, using pictures if they can’t read

well. The child with the list calls out the first card on the list (eg ball) and a

child from the other team touches the card. The child with the list then calls

out 2 cards (eg ball, shirt) and a child from the other team touches the

cards in order. The turn continues until the child/ team touching the cards

makes a mistake. They get points depending on how far they got, eg 8

cards in order yields 8 points.

say things like "I like dogs, shirts, and watermelons"

21 Target: Do you want to study __? Yes I do/ No I don't

XXが勉強したい？はい・いいえ


Noughts and

crosses

(10 mins)

What's this?

(5 mins)

Anything

School

subjects





















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Counting

cards

(10 mins)

Letter tiles

(10 mins)

Ball toss

School

subjects

No vocab

School

subjects

card is.

Divide the class into small groups. One child has a pile of cards and

another child calls out a number. The child with cards asks "how many

cards?" and the number calling child calls out a number. The child with

cards counts out the appropriate number of cards. The card counter then

asks a question about the card eg “Do you want to study __?” and the

other children should answer eg “Yes I do/ No I don't”








long as wanted.

ALT and HRT toss ball between each other a few times saying "I want to

study __" Then throw the ball to the students who say their benkyoushitai-

subject before sitting down. Draw the children into the game by making

sure it looks fun.










students.




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22 Target: I want to study __ XXが勉強したい


Nonsense

words

What's this?

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc

School

subjects







card is.





order to do so.







for themselves.










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Chopstick

spelling

Ball toss

Memory

Anything

School

subjects











ALT and HRT toss ball between each other a few times saying "I want to

study __" Then throw the ball to the students who say their benkyoushitai-

subject before sitting down. Draw the children into the game by making

sure it looks fun.

Divide the children into 2 teams and lay out some cards. One child has a

list of all the cards on a piece of paper, using pictures if they can’t read

well. The child with the list calls out the first card on the list (eg ball) and a

child from the other team touches the card. The child with the list then calls

out 2 cards (eg ball, shirt) and a child from the other team touches the

cards in order. The turn continues until the child/ team touching the cards

makes a mistake. They get points depending on how far they got, eg 8

cards in order yields 8 points.









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23 Target: When do you want to study __? I want to study __ on (Monday)

XXが何曜日に勉強したい？＿曜日に勉強

したいです


Letter tiles

What's this?

No vocab

Days of the

week








long as wanted.





card is.



students.









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5 corners

Car race

Ball toss

Any 5 letters

the students

choose

School

subjects

School

subjects










“When do you want to study __?” and the mover replies “I want to study __

on __”

ALT and HRT toss ball between each other a few times asking "When do

you want to study __?" "I want to study __ on __" Then throw the ball to

the students who ask and answer the question before sitting down. Draw

the children into the game by making sure it looks fun.



Students will remember the game and will know what to do.


the class.


language.






24 Target: Dream Timetable 夢時間割


Dictation A-Z, CVC

patterns, new





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What's this?

Dream

Timetable

Ball toss

combos

School

subjects

School

subjects




wrong.





card is.

Get the students into groups of about 4-6, and hand out A3 sized blank

timetables. Encourage them to use English to discuss what subjects they

want to study and when, and fill them in.

ALT and HRT toss ball between each other a few times saying "I don't want

to study __" Then throw the ball to the students who say their benkyou

shitaku nai- subject before sitting down. Draw the children into the game

by making sure it looks fun.

















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Dictation

What's this?

Dream

timetable

A-Z, CVC

patterns, new

combos

School

subjects






wrong.





card is.

Get the students back into the groups from the previous lesson and get

them to finish their timetables using as much English as possible. They

can decorate them when they're finished.



















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Basketball School

subjects

Get them to practise their presentations for next lesson, too, using "On __

we want to study __ and __ and __ and __ and __" or something similar.

You can have one student present each day, or the whole group can say

the whole thing together


on the floor. Students take turns to say “I want to study __” and then throw

a large dice into the box. If they get it in, they get 10 points for their team.

If not, they get the number of points on the dice.



Noughts and

crosses

Presentations

Anything Also called "tic tac toe." Divide the class into 2 teams. Draw a 5x5 grid on










Students get into their groups and present their timetables.



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Fruit basket Let the students choose what grammar point they want to use.

27 Target: School in my home country 私の国の学校


Shopping list

ALT takes

questions

about school

in their home

country

Shows

photos if time




letter. “I don't like cakes” (cake for c) and the second child on that team

might say “I don't like cakes and strawberries.” The team continues with


ALT should also talk about the differences and similarities with their home

country's school system, but give the students a chance to ask questions

first. Try to find pictures of typical classrooms and photos from around the

school too, as the students find these fascinating.

28 Target: School in my home country 私の国の学校


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Letter tiles

ALT takes

questions

about school

in their home

country

Shows

photos if time

No vocab Divide the students into pairs or 2 teams. They have letter tiles with vowels







long as wanted.

ALT should also talk about the differences and similarities with their home

country's school system, but give the students a chance to ask questions

first. Try to find pictures of typical classrooms and photos from around the

school too, as the students find these fascinating.



students.

29 Target: Would you like a __? Yes I would/ No I wouldn't

XXはいかがでしょうか？はい・いいえ


Nonsense

words

Combo

families eg A,

AT, DAT,

EDAT,

KEDAT etc







order to do so.

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What's this?

Chopstick

spelling

Anything the

students

might want

Anything





card is.















for themselves.















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Counting

cards

Dictation

Ball toss

Anything that

can be used

with "would

you like"

A-Z, CVC

patterns, new

combos

Anything



Divide the class into pairs. One child has a pile of cards and another child

calls out a number. The child with cards asks "how many cards?" and the

number calling child calls out a number. The child with cards counts out the

appropriate number of cards. The card counter then asks a question about

the card eg “Would you like a/an __?” and the other children should answer

eg “Yes I do/ No I don't”






wrong.

ALT and HRT toss a ball between each other taking turns to say "I would

like a/an __" ALT then tosses the ball to a students and the students take

turns to say what they would like before passing the ball on and sitting

down.










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30 Target: People who would like a __ XXはいかがな人


Chopstick

spelling

What's this?

Noughts and

crosses

Anything

Anything that

can be used

with "would

like"

Anything















card is.



















56 / 62

Fruit basket

Shopping list

Anything










chairs. Use the sentence “People who would like a/an __” for the game.




letter. “I would like a cake” (cake for c) and the second child on that team

might say “I would like a cake and a strawberry.” The team continues with



say it.



themselves.

31 Target: I like __(s) and he/she likes __(s) 僕は XXが好きで、あの人は YYが好きですActivity Vocab ALT/HRT Why/Notes/Theory

Nonsense

words

Combo

families eg A,

AT, DAT,

EDAT,







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What's this?

Chains

KEDAT etc

Anything HRT pulls a flashcard slowly out of an envelope and students guess what it




card is.

ALT and HRT first demonstrate by throwing a ball at each other. It's

probably easier if the HRT starts, and says something like "I like soccer"

then throws the ball to the ALT. The ALT then says something they can do,

then says what the HRT could do eg "I like apples and [he/she] likes

soccer." The ALT then throws the ball to a student who says something

they would like, and then what the ALT would like, before throwing the ball

to another student.

order to do so.







for themselves.











You don't need to teach them explicitly that "he" is for boys and "she" is for

girls. Just gently correct them when they get it wrong. If they ask, just say

something like "naze deshou ka?" and encourage them to think about it for

themselves, and go back to the game in the meantime. It won't be long

before one of the students excitedly calls it out.

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Dictation

Toss!

A-Z, CVC

patterns, new

combos






wrong.




beanbag onto a card, and say “I like __” and take the card. Try to have














student though.


team has been given, don't worry, simply get them to use "I don't like __(s)"

32 Target: I want a __ and he/she wants a __(s) 僕は XXが欲しくて、あの人は YYが欲しい。Activity Vocab ALT/HRT Why/Notes/Theory

5 corners Any 5 letters

the students

choose







59 / 62

What's this?

Chains

Dictation

Anything that

can be used

with "want"

Anything

Anything





card is.

ALT and HRT first demonstrate by throwing a ball at each other. It's

probably easier if the HRT starts, and says something like "I want a cake"

then throws the ball to the ALT. The ALT then says something they want

then says what the HRT wants eg "I want an apple and [he/she] wants a

cake." The ALT then throws the ball to a student who says something they

want, and then what the ALT wants, before throwing the ball to another

student and so on.






wrong.











You don't need to teach them explicitly that "he" is for boys and "she" is for

girls. Just gently correct them when they get it wrong. If they ask, just say

something like "naze deshou ka?" and encourage them to think about it for

themselves, and go back to the game in the meantime. It won't be long

before one of the students excitedly calls it out.








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Basketball Divide the class in half and each half makes a circle around a smallish box

on the floor. Students take turns to say any sentence they want and then

throw a large dice into the box. If they get it in, they get 10 points for their

team. If not, they get the number of points on the dice.


33 Target: Review 復習


5 corners

Typhoon

style make a

sentence

from the card

you chose.

Any 5 letters

the students

choose






Divide the students into 6 groups and lay out a whole lot of karuta size

cards on a table with 1 to 5 points or a typhoon written on the back of them.

Teams take turns to send one team member to the table. The student

picks a card and makes a sentence about it. The team then gets the

number of points on the back of the card. A typhoon means no points from

that card.


34 Target: Hallowe'en ハロウィーン


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Free

35 Target: Christmas クリスマス


Free

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Documents

Elementary Year 5s 35 Lessons Per Year