Lesson Plans & Activities by Junior High School ALTs and JTEs · “Sports for Everyone” New Crown Lesson 7 Part 1 (Can also be used for Hi Friends, 2 “Can you swim?”) Target

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Lesson Plans

& Activities

by Junior High School

ALTs and JTEs

Nara Prefecture

2017 ALT

Skill Development

Conference

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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 Topic How to tell time and talk about your daily schedule

Target Grade Elementary ( ), JH ( 1st year ), SH ( ), Any grades

Preparation &



Interview chart sheets

Activity flashcards


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



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 &



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


Tim

e

Activity (& Materials as

needed)


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


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 &



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


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


Time Activity (& Materials

as needed)


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 Topic Learning phonics

Target Grade Elementary( ), JH( 1st grade ), SH( ), Any grades

Preparation &



Word card, picture card,

Power point(phonics),

Songs(“I like to eat apples and bananas.”)

25

Hello, Halloween

Overview



needed)


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 Topic Hello, A? This is B.

Target Grade JHS ( 1st year ), can be modified for ES

Preparation &



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


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 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 &



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



needed)


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 Topic Pronoun and ‘do’ form practice


Preparation &



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



as needed)


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 Topic ex; Learning colors, practicing self-introduction, learning prepositions,

etc.

Target Grade Elementary( ), JH( 2nd grade ), SH( ), Any grades

Preparation &



・Textbook

・Picture cards (Food, Drink, Cloth so on…)

37

A Pot of Poison

Overview



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 Topic A Pot of Poison

Target Grade Junior High School Grade 2

Preparation &



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 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


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



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


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 Topic English Class Rules – Making Must/Must Not Sentences (from

Englipedia)

Target Grade Elementary ( ), JH ( 2nd Year ), SH ( ), Any grades

Preparation &



Covering Must/Must Not grammar from New Horizon Text

Worksheet from Englipedia “English Class Rules”



needed)


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



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 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


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 Topic I want to ~ (Learning about different countries and expressing what they

want to do.)

Target Grade Elementary ( ), JH ( 2nd ), SH ( ), Any grades

Preparation &



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


------------------------------

I want to see Mt. Fuji.

How about you?

------------------------------

Me too! Let’s go

together!

Sorry I want to see

Mt. Fuji.

57


------------------------------

I want to eat sushi.

How about you?

------------------------------

Me too! Let’s go

together!

Sorry I want to eat

sushi.

58


------------------------------

I want to eat pizza

How about you?

------------------------------

Me too! Let’s go

together!

Sorry I want to eat

pizza.

59


--------------------------------------

I want to go to the USA.

How about you?

--------------------------------------

Me too! Let’s go together!

Sorry I want to go to the

USA.


---------------------------------------

I want to see Times Square.

How about you?

---------------------------------------


Sorry I want to see

Times Square.


---------------------------------------

I want to eat pizza.

How about you?

---------------------------------------


Sorry I want to eat pizza.

60


--------------------------------------

I want to go to South

Korea.

How about you?

--------------------------------------


Sorry I want to go to South

Korea.


---------------------------------------

I want to see the Han River.

How about you?

---------------------------------------


Sorry I want to see the

Han River.


---------------------------------------

I want to eat kimchi.

How about you?

---------------------------------------


Sorry I want to eat kimchi.

61


--------------------------------------

I want to go to Italy.

How about you?

--------------------------------------


Sorry I want to go to Italy.


---------------------------------------

I want to see the

Leaning Tower of Pisa.

How about you?

---------------------------------------



Leaning Tower of Pisa.


---------------------------------------

I want to eat pasta.

How about you?

---------------------------------------


Sorry I want to eat pasta.

62


--------------------------------------

I want to go to the

United Kingdom.

How about you?

--------------------------------------


Sorry I want to go to the

United Kingdom.


---------------------------------------

I want to see Big Ben.

How about you?

---------------------------------------


Sorry I want to see Big Ben.


---------------------------------------

I want to eat fish and chips.

How about you?

---------------------------------------


Sorry I want to eat fish and

chips.

63


--------------------------------------

I want to go to China.

How about you?

--------------------------------------



China.


---------------------------------------

I want to see the Great

Wall.

How about you?

---------------------------------------



Great Wall.


---------------------------------------

I want to eat Ma-Po Tofu.

How about you?

---------------------------------------


Sorry I want to eat Ma-Po Tofu.

64


--------------------------------------

I want to go to Mexico.

How about you?

--------------------------------------



Mexico.


---------------------------------------

I want to see Coba.

How about you?

---------------------------------------


Sorry I want to see Coba.


---------------------------------------

I want to eat tacos.

How about you?

---------------------------------------


Sorry I want to eat tacos.

65


--------------------------------------

I want to go to France.

How about you?

--------------------------------------



France.


---------------------------------------

I want to see the Eiffel

Tower.

How about you?

---------------------------------------


Sorry I want to see

the Eiffel Tower.


---------------------------------------

I want to eat croissants.

How about you?

---------------------------------------


Sorry I want to eat croissants.

66


--------------------------------------

I want to go to Vietnam.

How about you?

-------------------------------------



Vietnam.


---------------------------------------

I want to see the Han River.

How about you?

---------------------------------------


Sorry I want to see the Han

River.


---------------------------------------

I want to eat pho.

How about you?

---------------------------------------


Sorry I want to eat pho.

67


--------------------------------------

-

I want to go to India.

How about you?

-------------------------------------


Sorry I want to go to India.


---------------------------------------

I want to see the Taj Mahal.

How about you?

---------------------------------------


Sorry I want to see

the Taj Mahal.


---------------------------------------

I want to eat naan.

How about you?

---------------------------------------


Sorry I want to eat naan.

68


--------------------------------------

-

I want to go to Australia.

How about you?

--------------------------------------

-Me too! Let’s go together!


Australia.


---------------------------------------

I want to see the

Sydney Opera House.

How about you?

---------------------------------------



Sydney Opera House.


---------------------------------------

I want to eat Tim Tams.

How about you?

---------------------------------------


Sorry I want to Tim Tams

69

Sunshine English 2 Program 7-2

Overview



as needed)


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 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 Topic Facial expressions and Adjectives


Preparation &



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


Time Activity (&

Materials as

needed)


2 min Greeting Greet students Greet ALT & JTEs

5 min

Warm up

Small talk about students' daily activities

How’s it going?


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


Preparation &



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 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 &



● 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)



needed)


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


Time Activity (&

Materials as

needed)


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)


Preparation &



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



needed)


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 Topic Asking questions to make conversation

Target Grade Elementary ( ), JH ( 2 年生 ), SH ( ), Any grades

Preparation &



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.



needed)


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 &



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 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 )


needed)


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


9 some escargoエスカルゴ


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



needed)


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 &



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



as needed)


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 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 &



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



needed)


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 Topic Learning Present perfect

Target Grade JH( 3rd )

Preparation &



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


Time Activity

(& Materials as needed)


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 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 &



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



needed)


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 Topic Family Trees

Target Grade Junior High School ANY

Preparation &



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


Time Activity

(& Materials as needed)


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 Topic “What are we?”

Target Grade Elementary( ), JH( 1st～3rd ), SH( ), Any grades

Preparation &



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 Topic Unit Review

Target Grade Elementary ( ), JH ( ANY ), SH ( ), Any grades

Preparation &



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.



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



needed)


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 &



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.”

Documents

Lesson Plans & Activities by Junior High School ALTs and JTEs · “Sports for Everyone” New Crown Lesson 7 Part 1 (Can also be used for Hi Friends, 2 “Can you swim?”) Target