Elementary Year 6s 35 Lessons Per Year

Elementary Year 6s 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

Fruit, animals,

anything

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)

Fruit, animals,

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

Sport, drinks,

food, anything


__” “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)

BDTCG,

AEIOU

Anything





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 __.”








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)

BDTCG,

AEIOU

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc






some got it 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: I have a __ 僕は XX が持っている

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AEIOU Song

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

Snap!

(10 mins)

PMNS+1

Pets, brother,

sister, etc

PMNS+1,

AEIOU

Pets, brother,

sister, etc


__” “I'm __”.






card is.








ALT and HRT demonstrate the game. When they put a card down on the

pile, they should say "I have a __"

If the students don't know the name of the card, or forgot or whatever, they

should be encouraged to ask members of their group or the ALT or HRT. If

the card is the same as the one put down directly before it, the players












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

do.

Try for 1 card set between 3 or 4 students, and 3-4 cards of each type

within the card set each group has, for example, 4 pineapple cards.

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Dictation

(5 mins)

Nonsense

words

(5 mins)

PMNS,

BDTCG,

AEIOU

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc

instead race to slap their hand down on top of it. They then add all the

cards on the pile on their desks to the bottom of the set of cards in their

hands.






some got it wrong.






It's a good idea to keep coming back to those letters the students are

having particular trouble with.





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.

4 Target: People who have a __ XX がかってる・いる人


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AEIOU Song

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

Fruit basket

(10 mins)

KHQJ+1

Anything that

can be used

with "have"

KHQJ+1,

AEIOU

Anything that

can be used

with "have"


__” “I'm __”.






card is.








ALT uses English and gestures to get students to put their desks to the

back (or sides) of the room and make a circle for their chairs. Use the

sentence “People who have a __” for the game.

This game should take about 10-15 mins. Stop it before the students want

to.

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.










do.

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

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

that kids who have a cat 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

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Dictation

(5 mins)

Nonsense

words

(5 mins)

PMNS, KHQJ,

BDCTG,

AEIOU

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc






some got it wrong.



say it. In my experience, you really only need to prompt the first 3-4

students, and after that they're pretty good at getting it. Weaker students

might still need some help though.

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.

















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5 Target: Do you have a __? Yes I do/ No I don't XX がかっている・XX がいる？はい・いいえActivity Vocab ALT/HRT Why/Notes/Theory

AEIOU Song

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

Go fish

(1-20 mins)

LWVF+1

Anything that

can be used

with "have"

LWVF+1,

AEIOU

Anything that

can be used

with "have"


__” “I'm __”.






card is.








ALT and HRT should demonstrate the game for the students beforehand.

Get the students into groups of about 4-6 people. Deal out about 5 cards

per person and put the rest face down in the middle of the desks. Decide


make it 5.












do.

You'll need enough cards for about 3 cards of each type per set given to

the students.

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Dictation

(5 mins)

Nonsense

words

(5 mins)

LWVF, KHQJ,

PMNS, AEIOU

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc

who goes first, and after that go clockwise around the group. The person

who starts chooses someone in the group, for example Yuusuke, and asks

"Do you have a/an [whatever card they want to make a set of 3]?" If

Yuusuke has the card, he hands it over, saying "here you are." If he

doesn't he says "go fish" and the person asking the question picks up one

card from the pile face down in the middle of the group of desks. When

someone collects a set of 3 of the same cards, they put them face up on

the desks in front of them. If a player gets rid of all the cards in their

hands, but there are still cards face down on the table, they pick up 2

cards, and continue playing. The game ends when the last person gets rid

of all the cards in their hands and there are no more cards face down in

the middle of the desks. The winner is the person who collected the most

sets of cards.






some got it wrong.















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6 Target: People who don't have a __/ I don't have a __

XX がかっていない・XX がいない人・僕

は XX がかっていない・いない


AEIOU Song

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

YXZR+1

Anything that

can be used

with "have"

YXzR+1,

AEIOU


__” “I'm __”.






card is.




make it 5.












do.

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Fruit basket

(10 mins)

Dictation

(5 mins)

Basketball

Anything that

can be used

with "have"

A-Z

Anything that

can be used








sentence “People who don' t have a __” for the game.


to.






some got it wrong.

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

on the floor. Students take turns to say “I don't have a/an __” and then

You can introduce the sentence by saying “tatoeba, ‘people who don't

have a cat’ to yuttara nani ga okoru?” and the students should be able to

tell you that kids who don't have a cat will change seats (90%+ of classes

will get it straight off, in my experience).







themselves.






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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with "don't

have"

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.

7 Target: What's this? (months) これは何？（月）


Nonsense

words

(5 mins)

What's this?

(5 mins)

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc

Months







card is.




















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Chopstick

spelling

(10-15 mins)

Car race

(10 mins)

Dictation

(5 mins)

Anything

phonically

regular

Months, etc

A-Z, VC

patterns












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

When the students encounter a fruit whose name they don't know, they

should be encouraged to ask either the ALT or HRT “what's this?” and the

teacher can answer “it's a/an __.”






some got it wrong.


do.

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.


target language.



Don't let the game go on too long.






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Chains

(10 mins)

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

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

"February" and so on.

8 Target: Numbers 1-31 数字１－３１


Nonsense

words

(5 mins)

What's this?

(5 mins)

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc

Numbers 1-31







card is.



















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Chopstick

spelling

(10 mins)

Number

chants

(10 mins)

Noughts and

crosses

(10-15 mins)

Anything

phonically

regular

Numbers 1-31

Anything

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.

ALT/ HRT gets all the students to stand up and shows them the beat. The

beat is slap your thighs once, then clap twice. On the thigh slap, the

students should say the number. The first student should say "one" then

sit down, the second student should say "two" then sit down, and so on

down the line. If any student makes a mistake, start again from the

beginning. You can vary the start point if you want.

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


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.

Be careful that the students don't get too fast and out of time.

You can add extra challenge to this by making it "one" "ni" "three" "yon".

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

card and trying to complete the task.

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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

make 2 or 3 lines at once.

9 Target: People who have birthdays in __/ People who don't have birthdays in __

誕生日が＿月の人・誕生日が＿月出ない

人


AEIOU Song

(combos 1)

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

EE, OW(cow),

OO(foot), IR,

OY

Months

EE, OW(cow),

OO(foot), IR,

OY


__” “I'm __”.






card is.





make it 5.












do.

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Fruit basket

(10 mins)

Number

chants

(ordinals)

(10-15 mins)

Months

Number 1st-

31st







sentence “People who have birthdays in __” for the game.

Halfway through, switch the sentence to "people who don't have birthdays

in __"

ALT/ HRT gets all the students to stand up and shows them the beat. The

beat is slap your thighs once, then clap twice. On the thigh slap, the

students should say the number. The first student should say "first" then

sit down, the second student should say "second" then sit down, and so on

down the line. If any student makes a mistake, start again from the

beginning. You can vary the start point if you want.

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

birthdays in March’ to yuttara nani ga okoru?” and the students should be

able to tell you that kids who have a birthday in March will change seats

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







themselves.

Be careful that the students don't get too fast and out of time.

You can add extra challenge to this by making it "first" "futsuka" "third"

"yokka".

10 Target: When's your birthday? It's __ __ お誕生日はいつですか。＿月＿日。

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AEIOU Song

(combos 2)

(5 mins)

What's this?

(5 mins)

5 corners

(5 mins)

Ball toss

(10 mins)

OO(moon),

EA(sea), AY,

OR(horse), CH

Months

OO(moon),

EA(sea), AY,

OR(horse), CH

Months,

ordinal

numbers


__” “I'm __”.






card is.








Students toss a ball between each other. The first student says "first" then

passes the ball on and sits down. The second student says "second" then

passes the ball on and sits down, and so on.


make it 5.












do.

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Dictation

(5 mins)

Nonsense

words

(5 mins)

A-Z, new

combos

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc










sentence “People who don' t have a __” for the game.


to.

















11 Target: People who can __ XX ができる人


AEIOU Song

(combos 3)

(5 mins)

OW(window),

AI, OA, SH,

TH(this)

ALT demonstrates the sounds of the letters a couple of times each. Sing

song and take turns with the HRT to say “I'm __” “I'm __”





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What's this?

(5 mins)

5 corners

(5 mins)

Fruit basket

(10 mins)

Dictation

(5 mins)

Run, jump,

swim, hop,

skip, etc

OW(window),

AI, OA, SH,

TH(this)

Run, jump,

swim, hop,

skip, etc

A-Z, new

combos

HRT to gesture the vocab and encourage the students to guess what they

are doing. If the students don't know the action in English the ALT can

supply the correct word.

ALT/HRT then calls out a verb, and the students do the action.










sentence “People who can __” for the game.


to.



Feel free to add any verbs you want to the list.




You can introduce the sentence by saying “tatoeba, ‘people who can swim’

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

kids who can swim will change seats (90%+ of classes will get it straight

off, in my experience).







themselves.

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

through about 15 letters, with ones that the students have trouble with

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Nonsense

words

(5 mins)

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc




some got it wrong.



coming up more frequently.












12 Target: Can you (play) __? Yes I can/ No I can't XX ができる？はい・いいえ


AEIOU Song

(combos 4)

(5 mins)

What's this?

OU(cloud),

TH(thin), CK,

EA(bread)+1

Sports


__” “I'm __”.


HRT gestures the sport, and students guess.

Students should remember the song from last time. It should only take



make it 5.

If you use the Kaado de eigo set, there are 12 sports cards. Add or delete

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(5 mins)

Counting

cards

(10 mins)

Dictation

(5 mins)

Ball toss

(10 mins)

Sports, verbs

from previous

lesson

A-Z, new

combos

Sports, verbs

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 “Can you (play) __?” and the other

children should answer eg “Yes I can/ No I can't”

ALT gets students to take out a pencil and paper. 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.

ALT and HRT demonstrate the game, tossing a ball between them and

asking "Can you __?" and answering "Yes I can/ No I can't" Draw the

students into the game by making it look fun.

as you like.

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

do.










13 Target: I can __/ I can't XX ができる・XX ができない


Nonsense Combination ALT writes nonsense combinations of sounds on the board such as eb, ot, Playing around with the sounds of English is vital for the students in order

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words

(5 mins)

What's this?

(5 mins)

Bomb game

(10-15 mins)

families eg A,

AT, DAT,

EDAT, KEDAT

etc

Sports, verbs

Anything






card is.

Use only about half of the cards you have.

Divide the class into 2 teams. One student from the first team comes to

the front and draws a card out of an opaque bag and tries to say what is

on the card. If the card has a picture with cross on it, they use "I can't", but

if it doesn't, they use "I can". If they can say what is on the card, they get

one point. They can continue taking and saying cards up to 3 cards, but if

at any time they draw a card with a bomb on it out, their turn is over, and

they receive no points for their turn. After the student's turn is finished, put



















Students ca practise before coming up to the front of the class, but when

at the front, make sure no one from their team tries to call out what they

should be saying.

It takes a while to get through the whole class if you have large classes, so

do half this lesson, and half the next.

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Dictation

(5 mins)

Ball toss

(10 mins)

A-Z, new

combos

Sport, verbs

the cards they drew out bag into the bag, and shuffle them.





Students take turns to toss a ball between themselves, saying something

they can do, or something they can't and then sitting down.










14 Target: I can __/I can't __ XX ができる・XX ができない


Nonsense

words

(5 mins)

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc














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What's this?

(5 mins)

Bomb game

(10-15 mins)

Dictation

(5 mins)

Ball toss

Sports, verbs

Sports, verbs

A-Z, new

combos

Sports, verbs





card is.

Use only about half of the cards you have.

Divide the class into 2 teams. One student from the first team comes to

the front and draws a card out of an opaque bag and tries to say what is

on the card. If the card has a picture with cross on it, they use "I can't", but

if it doesn't, they use "I can". If they can say what is on the card, they get

one point. They can continue taking and saying cards up to 3 cards, but if

at any time they draw a card with a bomb on it out, their turn is over, and

they receive no points for their turn. After the student's turn is finished, put

the cards they drew out bag into the bag, and shuffle them.





Students take turns to toss a ball between themselves, saying something









Students ca practise before coming up to the front of the class, but when

at the front, make sure no one from their team tries to call out what they

should be saying.

It takes a while to get through the whole class if you have large classes, so

do half this lesson, and half the next.








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(10 mins) they can do, or something they can't and then sitting down. what to say, but sometimes the weaker ones will still need a bit of help.


15 Target: Directions 方面


5 corners

(5 mins)

What's this?

(5 mins)

Chopstick

spelling

(10 mins)

Any 5

letters/combos

the students

choose

Left, right, up,

down, straight,

stop

Anything






HRT should use gestures to introduce the vocab.











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

Never, ever jut translate something straight off for your students, always

get them to guess the meaning, or try to think through it first.



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Blackboard

target game

(10-15 mins)

Dictation

(5 mins)

Nonsense

words

(5 mins)

Left, right, up,

down, straight,

stop

A-Z, new

combos, VC

patterns

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc

ALT asks students for two volunteers and then gets those students to draw

their favourite fruit on the blackboard. The ALT then draws 4 circles

around the fruit, and writes 5, 10, 15 inside the circles. Divide the class

into 2 teams, on for the HRT and one for the ALT. The two volunteers are

then taken to the back of the classroom, blindfolded, and given a piece of

chalk. Then turn to the rest of the class and say "15 points, get!" The

students should then try to guide their teammate to the blackboard and

they try to make a mark in the target. They get the number of points in the

circle they marked.






some got it wrong.



Use the students' hats for blindfolds. You can also spin the students

around to disorient them.

It shouldn't take long for the students for the students to work out what to

do, but if they're particularly slow, try to give them hints, without being too

obvious.













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16 Target: What's this? It's the __ これは何？


Letter tiles

(10 mins)

What's this?

(5 mins)

No vocab

Places

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.





card is.

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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5 corners

(5 mins)

Car race

(10 mins)

Dictation

(5 mins)

Any 5

letters/combos

the students

choose

Places

A-Z, new

combos, CVC

patterns










“What's this?” and the mover replies “It's the __”






some got it wrong.



the class.


target language.






17 Target: Where is the __? Here it is XX はどこにある？


Nonsense

words

(5 mins)

Combination

families eg A,

AT, DAT,






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What's this?

(5 mins)

5 corners

(5 mins)

Go fish

EDAT, KEDAT

etc

Places

Any 5 letters/

combos the

students

choose

Places





card is.






ALT and HRT should demonstrate the game for the students beforehand.




















You'll need enough cards for about 3 cards of each type per set given to

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(15 mins)

Dictation

(5 mins)

A-Z, new

combos, CVC

patterns

Get the students into groups of about 4-6 people. Deal out about 5 cards

per person and put the rest face down in the middle of the desks. Decide

who goes first, and after that go clockwise around the group. The person

who starts chooses someone in the group, for example Yuusuke, and asks

"Where is the [whatever card they want to make a set of 3]?" If Yuusuke

has the card, he hands it over, saying "here it is." If he doesn't he says "go

fish" and the person asking the question picks up one card from the pile

face down in the middle of the group of desks. When someone collects a

set of 3 of the same cards, they put them face up on the desks in front of

them. If a player gets rid of all the cards in their hands, but there are still

cards face down on the table, they pick up 2 cards, and continue playing.

The game ends when the last person gets rid of all the cards in their hands

and there are no more cards face down in the middle of the desks. The

winner is the person who collected the most sets of cards.






some got it wrong.

the students.




18 Target: Town places 町にあるところ


Nonsense Combination ALT writes nonsense combinations of sounds on the board such as eb, ot, Playing around with the sounds of English is vital for the students in order

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words

(5 mins)

Noughts and

crosses

(10 mins)

Dictation

(5 mins)

families eg A,

AT, DAT,

EDAT, KEDAT

etc

Anything

A-Z, new

combos,

VCVC patterns
































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Memory

(10-15 mins)

5 corners

game

(5 mins)

Places

Any 5 letters/

combos

some got it wrong.

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.







19 Target: What's this? It's __ これは何？


Chopstick

spelling

(10 mins)

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








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What's this?

(5 mins)

5 corners

(5 mins)

Counting

cards

(10 mins)

Countries

Any 5 letters/

combos the

students

choose

Countries









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's this?” and the other children












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

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Dictation

(5 mins)

A-Z, new

combos,

VCVC patterns

should answer eg “It's __”






some got it wrong.




20 Target: People who want to go to __ XX に行きたい人


AEIOU Song

(5 mins)

What's this?

(5 mins)

Any 5 letters/

combos the

students

choose

Countries


__” “I'm __”.






card is.


make it 5.












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5 corners

(5 mins)

Fruit basket

(10 mins)

Dictation

(5 mins)

The same 5

used in the

song

Countries,

places

A-Z, new

combos






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

chairs. Use the sentence “People who want to go to __” 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.






some got it wrong.



do.

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

go to DisneySea’ to yuttara nani ga okoru?” and the students should be

able to tell you that kids who want to go to DisneySea will change seats

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


say it.



themselves.









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Nonsense

words

(5 mins)

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc







order to do so.








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

XX に行きたい？はい・いいえ


Chopstick

spelling

(10 mins)













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What's this?

(5 mins)

Car race

(10 mins)

Dictation

(5 mins)

Places

Places,

countries

A-Z, new

combos





card is.




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

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






some got it wrong.












the class.


target language.











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Ball toss

(10 mins)

Places/

countries

Students throw a ball to each other asking the question "Do you want to go

to __?" and answering depending on whether they do or not. After hearing

the answer to their question, they can sit down.




22 Target: I want to go to __ XX に行きたい


Letter tiles

(10 mins)

What's this?

(5 mins)

No vocab

Places,

countries etc













card is.



students.










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5 corners

(5 mins)

Basketball

(10 mins)

Dictation

(5 mins)

Ball toss

(10 mins)

Any 5 letters/

combos the

students

choose

Places,

countries

A-Z, new

combos, CVC

patterns

Places,

countries etc







on the floor. Students take turns to say “I want to go to __” 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.






some got it wrong.

Students toss a ball between each other, taking turns to say "I want to go

to __" and then sitting down.



do.












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23 Target: I don't want to go to __ XX に行きたくない


Chopstick

spelling

(10 mins)

What's this?

(5 mins)

Dictation

(5 mins)

Anything

Places,

countries etc

A-Z, new

combos















card is.

















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Toss!

(10 mins)

Nonsense

words

(5 mins)

Places,

countries etc

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc




some got it wrong.

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 don't want to go to __” 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.





order to do so.







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24 Target: Time 時間


Noughts and

crosses

(10 mins)

What's this?

(5 mins)

Anything (add

in some times

and see if your

students can

guess how to

say them)

Get up, go to

school, etc,

6.30, 5.00, etc











HRT can demonstrate things like "get up", "go to school" etc, and things

like "6.30", "7.10" can be pulled out of an envelope.













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5 corners

(5 mins)

Memory

(10 mins)

Dictation

(5 mins)

Any 5 letters/

combos the

students

choose

Times

A-Z, CVC(e)

patterns






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.






some got it wrong.


do.









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25 Target: I __ at __ 僕は XX 時に YY をする


Chopstick

spelling

(10 mins)

What's this?

(5 mins)

Nonsense

words

Anything

Get up, go to

school etc,

times

Combination

families eg A,





























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(5 mins)

Ball toss

(10 mins)

Dictation

(5 mins)

Toss!

(10 mins)

AT, DAT,

EDAT, KEDAT

etc

Daily life

activities

A-Z, CVC(e)

patterns

Daily life

activities

ALT and HRT take turns to toss a ball between them, taking turns to

choose one activity and saying what time they do it, eg, "I get up at 6.30"

ALT then tosses the bal to a student who does the same, then passes it on

and sits down.






some got it wrong.





order to do so.




















student though.

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beanbag onto a card, and say “I __ at __” 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.

26 Target: What time do you __? I __ at __ 何時に XX をする？


AEIOU Song

(5 mins)

What's this?

(5 mins)

Any 5 letters/

combos the

students

choose

Daily life

activities,

times


__” “I'm __”.
















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Nonsense

words

(5 mins)

Ball toss

(10 mins)

5 corners

(5 mins)

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc

Daily life

activities

The same 5

letters/

combos used

in the song



ALT and HRT first demonstrate by throwing a ball at each other. The ALT

asks the HRT something like "what time do you go to bed?" and the HRT

answers something like "I go to bed at 11.00". The ALT and HRT should

repeat with different questions a couple of times. The ALT then tosses the

ball to students who ask and answer before passing the ball on and sitting

down.










order to do so.












do.

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27 Target: What time do you __? I __ at __ 何時に XX をする？


Letter tiles

(10 mins)

What's this?

(5 mins)

5 corners

(5 mins)

No vocab

Daily life

activities

Any 5 letters/

combos the

students

choose

















students.












do.

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Find

somebody

who ...

(10-15 mins)

Dictation

(5 mins)

Daily life

activities

A-Z, new

combos,

CVC(e)

patterns


Create an interview game where students ask 5-6 of their peers questions

about what time they do things. Get them to interview both boys and girls.






some got it wrong.

Make sure the students know to come to you or the HRT if they forget how

to say things.









28 Target: Jobs 仕事


What's this?

(5 mins)

5 corners

(5 mins)

Jobs

Any 5 letters/

combos the

students

choose

The HRT uses gestures to introduce the jobs, and the ALT encourages the

students to guess what the HRT's gesture is.





If the students don't know how to say the job in English, the ALT can tell

them, or if you have flashcards with the English written on them, they can

try to read it themselves.


do.

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Car race

(10 mins)

Chopstick

spelling

(10 mins)

Dictation

(5 mins)

Jobs

Anything

A-Z, CVC(e)

patterns






"What's this?” and the mover replies “It's a/an __”
















some got it wrong.


the class.


target language.












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Nonsense

words

(5 mins)

Combo

families eg A,

AT, DAT,

EDAT, KEDAT

etc








order to do so.








29 Target: People who want to be a/ an __People who don't want to be a/ an __

XX になりたい人・XX になりたくない人


Chopstick

spelling

(10 mins)











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What's this?

(5 mins)

Nonsense

words

(5 mins)

Fruit basket

(10 mins)

Jobs

Combination

families eg A,

AT, DAT,

EDAT, KEDAT

etc

Jobs







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

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

Halfway through, you can change it to "People who don't want to be a __"








order to do so.








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

be a doctor’ to yuttara nani ga okoru?” and the students should be able to

tell you that kids who want to be a doctor will change seats (90%+ of

classes will get it straight off, in my experience).


say it.


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Dictation

(5 mins)

A-Z, CVC(e)

patterns






some got it wrong.


themselves.









30 Target: Do you want to be a __? Yes I do/ No I don't

XX になりたい？はい・いいえ


Noughts and

crosses

(10 mins)

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












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What's this?

(5 mins)

5 corners

(5 mins)

Car race

(10 mins)

Letter tiles

(10 mins)

Jobs

Any 5 letters/

combos the

students

choose

Jobs

No vocab











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

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












do.

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.


target language.





students.

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31 Target: I want to be a __/ I don't want to be a __ XX になりたい・なりたくない


Chopstick

spelling

(10 mins)

Toss!

(10 mins)

5 corners

Anything

Jobs

Any 5 letters/














beanbag onto a card, and say “I want to be 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.





student though.

If any of the students gets upset that none of the cards is what they want

to be, don't worry, simply let them use "I don't want to be a __"

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(5 mins)

Basketball

(10 mins)

Dictation

(5 mins)

combos the

students

choose

Jobs

A-Z, CVC(e)

patterns






on the floor. Students take turns to say “I don't want to be a __” 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.






some got it wrong.


do.

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

encourage them to ask “what's __?”









32 Target: Review 復習


Chopstick

spelling

(10 mins)









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Typhoon

style review

(30 mins)

Anything





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.

33 Target: Hallowe'en ハロウィーン


34 Target: Christmas クリスマス


35 Target: Free 自由


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Documents

Elementary Year 6s 35 Lessons Per Year