Table of Contents Games and Warm-Ups ‘Skit Contest (SHS) by Toshi Erb. ‘Various Games (ES) by Michael Grandison and Kawarua-town JTES... Easy to use and Implement English Activities (ES) by Kevin Bruno. ‘Opening Row Game (All Levels) by Chris Murray.. Phonics Warm-up (ES&JHS) by Emily Taylor. ‘Various Games (All Levels) by Jamiel Hoosen. ‘Warm Ups (ES) by Leah Brooks... Saikoro Game & Ohajiki Game (ES) by Mopailo Thatelo. ‘The How Many Quizz Game (JHS) by Calvin Brash King’s Cup (Ekaiwa) by Marie Ikuta, lessons Elementary Eigo Note Lesson 5 Tum Right (ES) by Adam Chludzinski. ‘Noun Review to Teach the Verb Like (ES) by Allan Wilson. Eigo Note 2 - Lesson 3 (ES) by Apama Sethi Card Capture Challenge! (ES) by Cecilio Vasconcelos... Bigo Note - Lesson 5 (ES) by Chris Cooke. Eigo Note - Lesson 5 (ES) by Erik Rose. Make Your Own Flag (ES) by Erik Smit Introducing Colour (ES) by Hugo Dragonett. Bigo Note 2 Lesson 4 (BS) by lan Cruz. Halloween (ES) by Jacob Andrews.. ‘Lean Names of Food and Say What You like (BS) by Jason Krage.. Eigo Note - Lesson 3 (ES) by Javier Segura... ‘Shapes and Colours (ES) by Jeff Hsu. ‘Become Familiar With Numbers (ES) by Jeffrey Quit ‘Teaching Simple Phrases (ES) by Jonathon Alired.. igo Note 1 - Lesson 5-3/4 (ES) by Joost Van Steenderen.Table of Contens Elementary Continued. ‘Understanding English Vocabulary (ES) by Joseph Meilke... Animals (ES) by Krista Febr. Practice Asking Questions and Giving Answers (ES) by Mary Masti Eigo Note | - Lesson 7 What's this (ES) by Melody Chang. Eigo Note - Independent Lesson (ES) by Philip Coyle. “What are you doing?” (ES) by Rebeca Hamman. Eigo Note 1 - Lesson 4 (ES) by Remy Millot Eigo Note 2 - Lesson 4-1 (ES) by Richard Simms.. Teaching Body Parts (BS) by Shanade James... Eigo Note 2 — Lesson 5: 2" Time (ES) by Ted Wysor. Eigo Note Lesson 5 “I have...” (ES) by Todd Hargrave. Days of the Week (ES) by Valeria Reyes... ‘Teachers talk (To accompany Bigo Note lessons) (ES) by Will de Groot. Junior High School Reading Race (JHS) by Andrea Conners... “Must” and “Must not” (JHS) by Andrew Cooks... ‘Hanaukkah (JHS) by Anna Rayner-Grignon... Location Prepositions (IHS) by Mbali Ngobese ALT. This is [person]; Introducing another person (SHS) by Chris Nimmo. ‘New Horizon — Unit 9 (JHS) by Erik Smith. Phonics Use (JHS) by Joseph Fowler, ‘One World Lesson 4 and Question Search (JHS) by Kate Kreuser. Sunshine 2 Program 3, “A Trip to Australia” (HS) by Lander Sims.. Sunshine Lesson 1, lesson 7-2 (JHS) by Leo Bromberg & Mr Kanako; Sunshine Textbook pg.58 (IHS) by Marilyn Midgeley. Review lesson for Sunshine Text (JHS) by Miyo Takeda, Program 7, Section 1&2 Review of Past Tense (JHS) by Nathan Spaugh. Sunshine English ~ Program 6-2 (JHS) by Ruth Rowntree. ‘What did you do? (JHS) by Ryan Urie. (One World — Lesson 4 (JHS) by Tom Lambert & Norihiro MurakamTable of Contents Senior High School ‘Making Haiku in the Class (SHS) by Andrew August. Clothing Lesson (SHS) by Marie August... Lesson for Term Tests (SHS) by Andy DeMato. ‘May I Help You (SHS) by Jonathan Jeli Christmas & Free Market Economies (SHS) by Joseph Jaworski ‘Summer Vacation Lesson (SHS) by Nicolle Gallagher. ‘Typhoon Game (SHS) by Michael Hofmeyr. Christmas Lesson (SHS) by Paul Smit 103-104 105-108 109 14-116 17-118 119 English outside the Classroom Examples of the ways ALTs and JTEs are extending the boundaries of English language education and internationalization, as provided and executed by the ALTs and JTEs of Kumamoto Prefecture. 121-136Games and Warm-UpsBUX 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s): Yutchi Yoshida & Toshi Erb (Class/Grade/Language Level: All ist Year High School Students/ Varying levels of English Goal: Allow the students to express themselves creatively and artistically through skit performances Preparation: 4 ~5 classes including the final presentation Class time: Entire class. My brilliant JTE and I decided to have an all year English skit contest. Instead of teaching genetic oral communication lessons to the students, we felt that it would be a nice change of pace for the students to use their knowledge of English through performing skits. Woohoo! ‘As you can see, preparation for tis contest takes along time but we feel itis a worthy and fun investment. We dedicated the first class introducing the contest and choosing groups. The second and third classes were used for preparation, Sncluding brainstorming for ideas and script writing and translations. The fourth class was used as a “final” dress rehearsal or extra preparation if needed, The last class isthe final performance. After the final in-class performance, the best skit from each class would move onto the grand finale to compete in the all 1 year contest. We would use our long home room to hold this performance and use the students to judge, etc. Eventually, we want to tum’ehis into an annual event and include other high schools in the city, such as Toryo and Daiichi, Since these three schools have annual English camps and skit contests of thelr own, we thought it would be a ‘great opportunity for each school to come together and perform with each other. Eventually, 1 would love to see this ‘contest include any interested students from any schoolGame/Warm-Up: (Game/Warm-up Activity: The Line Game{Most iS assroomsare arrangedinto nest rows 30 ths activity works ofthis classroom structure] Name(s) of Teacher(s): Buth Rowntree Cless/Grade/Language Level: JS —but ust adjust questions for Elementaryand igh School ‘Textbook and specific lesson: Use grammar, vocab and expressions aready studied Goal: Toreview, and relax and motivate students so they are ready for class, by easing them In with English they aeady know. Preparation: itsometimes helps to havea lst of questions already written out Activity time: 3 minutes ~ 10 minutes (Or use atimerto determing haw iongit wil go on for) The alm of this activity is to review English and make everyone compete, as the last-student(s) must do an English-related task. All students start standing at their desks. JTE and ALT take turns asking questions. Students shout “Let me try” and raise their hands to answer questions.qThe first student who answers correctly can sit down. However, the student must choose other students to also sit dowin with him/her. In Japanese they say 75°C (up/down) or = (across), but in Engiish | use it as an opportunity to also throw in some vocab practice. Draw a “Ho indicate the direction they can choose when picking what ‘ine’ can sit down with them. North indicates ‘the students in front, south are those behind, east are those to their right and west are those to their left. You can also use other expressions or vocab, or just stick with directions. Some students may take ages to choose a direction (or corresponding wordlexpression) so do the 5 second countdown! | ike to turn this warm-up activity into a time challenge and so those students stil standing,once the time it up, must Perform an English task eg. recite the Alphabet, sing a song ot do their selfintroduction.! find this works a lot better ‘than singling out the last student. You can also do a reverse version where, during play, students already sitting down can be made stand up again. It really keeps them interested until the end as nobody wants to be standing once the timer sounds!!For the LESSON PLAN BOOK: Call and Response/Matching Phrases ‘Name of Teacher: Michelle Holliday Class/Grade/Language Level: Any Textbook and specific lesson: Any Goal: Gotting students familiar with set phrase couplets and work on shortening response time Preparation: None required, picture cards can be added at teacher's discretion Class Time: 5-10 minutes Stage of the Lesson: Warm-up Depending on the size of the class, this activity can be done in pairs, seating rows, or as one big chain. As I like the one big chain approach best, that is the one I will be describing the most. The teacher may demonstrate or lead by example. For this game, JTE and ALT roles are fairly interchangeable. To start, choose a phrase couplet that fits in with your lesson. For greeting lesson, you might choose “Hello” and “Goodbye” or “Thank you” and “You're welcome.” (Skippable step) In a short skit, the JTE and the ALT will demonstrate how these phrases are supposed to work in conjunction with actions. For “Hello” and “Goodbye,” we pretended to be walking past each other, one said “Hello” and waved as we met then the other said “Goodbye” and waved as we continued on. (End skippable step) Then, one of the teachers will start the ball rolling by turning to the other and using the first of the pair, “Thank you!” If using picture cards, hand off the picture card to the person you are addressing. The other teacher will then say “You're welcome!” Then that teacher tims to the first student and says “Thank you,” starting the cycle. If done in rows, this can be done as a race. If done in a big chain, particularly if using picture cards, you can get three or four phrase pairings going at once, whenever the card gets to a student, they say the appropriate phrase and hand off the card to get their response.( Hike ) Name(s) of Teacher(s) Michel Grandison and Kawaura-town JTES Class/Grade/Language Level Elementary (All grades) ‘Textbook and specific lesson __None (Activities can be used with most vocabulary and grammar) Goat: Developing listening skilis(and_maybe some speaking skills aso). Preparati A piece of (preferably recycled) paper for each student. A picture card for each ‘vocabulary word (karuta) (Class time: __I play each for about 15 minutes, Elementary School Listening Games ‘ky Hands: After the vocab is introdueed and/or reviewed, pick a keyword. I often use this keyword in tandem with ‘grammar they have already studied. Sometimes I will choose # key phrase rather than a key word. Next have the kids push their desks and chairs to the back, making a large empty space inthe middle of the classroom. Designate one end of the class as the start andthe other as the goal. Goto the start‘and then ‘extend your hand (or hands depending on the number of students) and have all the students touch it. Explain to them than they should repeat every word you say but run away to the goal when you say the keyword or phrase. When they nun, try to catch thera. Explain also thatthe students that are caught must sit out, The difficulty can be increased by eliminating students who let go of your hand when something other than the key word is said. usually play until there's 1-3 students left and then declare them winners. ‘Word Confusion: First give the students apiece of paper (preferably the reverse side ofa used piece because they'll throw it away right after, Ask 3 volunteers to come to the front. Choose 3 vocabulary words and whisper 1 to ‘each of the votunteers. Thea explain tothe students thatthe 3 volunteers will say their words all at the same time, the listeners will then have to write what they heard, Make the speakers repest 2or 3 times then have them say their words one by one so the listeners can check their answers. Then repeat process with 4, then 5, then maybe even 6 speakers. Finally I usually say a word with my JTE but only give them one chance to hear. Survival Karuta: ‘This basically Karta but with elimination to make it more exciting, Prepare cards and seat kids as usual but make sure the number of cards is one less than the number of students. Then draw (don't worry my drawings are always horrible) a scenario such as a sinking ship onie the board and tell them that there are ‘only enough life boats for the number of kids--1. Play the round as usual until 1 student is left with nothing then make them sit out, Follow with another scenario such as. There's only enough food for the number-1 cor a rescue helicopter comes but has I space too few or the heli is struck by lightning and is about to erash but there aren’t enough parachutes. Continue to remove 1 card per round to keep the imbalance. Repeat this until only 1 survivor remains. I usually describe the scenarios with a combination of Japanese and English and ask them if they understand as I go along, You can always ask your ITE for help (Please use as many pages as you like)Easy To Use & Implement English Activities for ES Kevin Bruno II, 4h Year ALT, Kumamoto City With this space I'd like convey three things* (A) a few of the activities that I have had suecess with using in my classes, and (B) ways to fine tune a classic game so that the kids will again love it. Finally, (C) ways to make the ES classroom better. Activities you may net know. 1, Monster Hunter Game Prepare 4 to 6 smallish monster cards (maybe twice th laminate them and put a magnet on the back. After introducing the target words, announce that you are playing Monster Hunter and reveal the monsters in a dramatic fashion from your bag 0 tricks. Next, have the kids close their eyes and then proceed to hide the monster cards behind random flashcards. The kids then will take turns trying to find the monsters by saying a word, and then you or the HRT will reveal whether the monster is there or not. Sticker prizes optional. ie of a business card...?). Cut them out, Classics 2. Janken Card Game ‘We've all played this game before. It's so easy to use, I use big deck of large cards from Daiso. I give the kids 8 or 4 cards to start out. They come up to each other, do a conversation and then janken, Winner gets the card. For lower grades or for days when you're ready to pack up, I just have the kids give a statement. i. “Tlike bananas” + “Ilike poaches.” + janken = fun. 1 have a lotof cards 60 that kids who run out can just ask me for me and they can continue to play. The important part is that the cards are just cards. They don’t have the day’s target pictures on there. Do you have time to make 8000 different card sets for your various vocab sets? No you don't. The answer is to simply use this one deck for all your card janken game needs, 3. Key Word Gamo Oh the dreaded key word game, Put your eraser in the middle of the desk and grab it when the teachor says the “key word’. The way I've found to spice it up is to have the HRT select the keyword without me looking at the board. I then proceed to calll off the vocab words on the board unaware of what the key word is. As a result, the game has a far more heetic feel to it, It might help to make a note of what the words are so that you don’t have to use your memory so much. ‘Tips 4. Recurring Characters. When you write the day's conversation on the board, who do you use? Is it Asan and Bsan? I make it more interesting by having (laminated) Doraemon and Nobita doing the conversation. The kids still enjoy seeing these two come out of the bag o’tricks when kaiwa time comes rolling around... 3 years running. Lately I've been using my monsters cards too. Tell me, who doesn’t want to learn English from a velociraptor?HBA 8) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Chris Murray (Class/Grade/Language Level___Any grade ‘Textbook and specific lesson_ Any’ Goal _Warming up/ review. Preparation: __None, Class time: _5-10 minutes OPENING ROW GAME This is an activity that can be used as a warm-up for any grammar and almost any grade, although it works better with older students : All students'stand up and are asked an English question. They must raise their hand and answer. The student that answers correctly may sit down, In addition, the student that answered the question is allowed to choose some other students. These students may also sit down. There are many ways in which the students can choose others to sit down, For example, the student can choose a particular month and all students whose birthday falls in that month may sit down. Some other possibilities: * Letter of the alphabet (all students whose last name starts with that letter may sit down) * Club activity (all students who participate in that club may sit down) * Same row/same column * Bt, ‘The game ends when all students are sitting down, 10For the LESSON PLAN BOOK: Phonics Warmup Name(s) of Teacher(s) Emily Teylor (Class/Grade/Language Level I have used this with 5! and 6! grade elementary students, but it could probably be adapted to 3* and 4" grades. You can also use the basic activity with all levels of JHS students. ‘Textbook and specific lesson supplement to Eigo Noto Goal: familiarize elementary school students with writing the alphabet and associating each letter with a sound Preparation: 1-2 hours at first, and then 10-15 minutes per week ‘Class time: 5 minutes at the beginning of each class. ‘You need a set of alphabet flashcards with a vocab word, For example a pcture ofan apple and “A. for the A card. For X, se fox or box ~ don’ use Xray or etc because you need the X sound tobe represented, You also nee alo of small cheap stickers. Put ome ofthe stickers in a ziplock baggie, and spend afew minutes each week replenishing them. “The first time you introduce this wormup, start with A,B, and C. Let the kids shout out the leters: Then explain that these are the nantes ofthe letters, but the eters havea nickname as well. Explain that we use the nickname when we read and write English words. Ask them to gueps the nickname for A. Invariably they will guess 7. Thats where you explain the difference between the nickname and the romji ‘pronunciation, Explain that romaf i for Japanese words. During theft lesson, many students won't understand what you are trying to ‘sy, bat that's okay because it will sink in eventually Practice by having the kids repeat the “nickname” and the word. For example, forthe A card, they will say Aaa Aaa Apple. For B, Buh ‘Buh Bear. Etc. (Your kids will of course, find this biarious) The newt class, ad Dand E. After that add only one letter each time becouse ‘ow there are several letters to chose from, and itcan get overwhelming. If you complete the alphabet, ou can move on to combination sounds and maybe even “magic E.” ‘After reviewing the past letters and adding a new one, its time to writ. Say a word ~ for example, BAG -and then sound out each part - Buh Aaa Guha few times. At First you will nee to be patent and repeat it many times, But your kids wil get faster eventually. Check {he answer by writing the word on the board, Repeat two or thre times with different words, ‘Atthe end ofthe activity, I pass out the baggie of stickers. The kids can tke one for exch word they spelled correctly, So if Lhad'3 words ‘and they wrote all3 correctly, they can draw 3 stickers. They paste the stickers on a special page I made, I call it an “ABC Page.” The kids ‘enjoy seeing i ill up with whatever random assortment of stickers they took from the bag ‘Coutions: (1) Remember thet the purpose of the activity i to familiarize the students with the sounds of the letters, not to teach thee ‘words. When you have few letters to work with atthe beginning I think is okay to make up words like BAC (pronounced “beck”. Also, Cand K and Q are introduced with the same sound, soif the word is CUB, mention that the correct spelling is with aC’ but that QUE and KUB can also be counted as correct. (2) You need to start the elas shortly aftr the writing activity, so make it clear that they have to follow along while drawing ter sticers. They can't just zone out because the sticker baggle came to them. This takes several reminders (Clementary students arent exactly masters at multitasking), but they will (hopefully) get the hang of. Some kids grasp the activity rom the very fist day, but some will struggle. Just keep a positive atstude and make it clear that this is a (GAME and is just for fun! Most will love the challenge and get really excited when they managed to write a word correctly. 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Ri neuer psn to tb cle “poue” ils hel ore cae otine pone Bhs : 7 , Oe Semt as He peeuns Gye AE ony GR on Sicha com cali bier awk reatal il Peed couk, a Sodiad whe plug fis ind be hoe @ pick vy of te coe col ed tla te > had : Wo hed. ish netinl” to 3h 15HIBABK 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s)_Leah Brooks ‘Class/Grade/Language Level_Elementary 1-4, regular ability ‘Textbook and specific lesson None Goal: Warn-sctivities Preparation; As long as vou would like to spend on maki (Class time: I usually do these activities inten to fifteen minutes ‘These are some activities that I have used in my elementary classes. Phonics: I made phonics cards during my spare time and sometimes use them as part of my elementary school warms ups. The kids like to hear the sounds, especially the more goofy ones, and are interested in the vocabulary. I found phonics lists online to help with vocabulary and made a card for each consonant, two for vowels, and extras for sounds that don't correspond to a single letter, like “ng” and “th”. T handmade the cards because I couldn't find ones [liked online but there are phonics cards out there. I practice them usually by saying the sound, then the vocabulary word; for example “th, th, thumb”. 1 don’t focus so much on their ability to read as I do their pronunciation. ‘Random Phrases: I made simple vocabulary cards with common words or phrases. One set I made has things like “Please” and “Excuse me" and another has words like, “Ouch”, “Oops”, and “Yo.”. I taught the phrases like any other vocabulary. I reviewed the sounds, asked the meaning, and did exercises like Take Away or Gestures, Gestures were really helpful in making the kids understand, even with the Thank you and Please cards. The kids really liked the Oops and Ouch set of cards in particular because they thought the noises were funny. It was a novelty for the kids to learn non-traditional phrases and sometimes I hear them using them after class. ABC Cards: I made two different sets of ABC cards. I printed off sets of the alphabet at about the size for karuta and cut them out. Copying the sets onto construction paper for a litle bit more strength might be a good idea, You can use these cards to play karuta or practice listening and putting in order. One of the sets had both upper case and lower case letters and I used those for a memory game. ‘Props: I have tried using all sorts of different props in class. One of the props that has worked well is a picture book It's a book of American scenery that I brought from home. I have used it in my younger elementary school classes as I way to practice colors. The picture book is very colorful and the kids were very interested in the scenery. I used it by asking the children toname a color and then come to the book and point to it. It was very simple but the kids were excited about seeing what colors would come next. Another subject that worked very well with props was adjectives, I taught an elementary school class big-small, long-short, heavy-light, and soft-hard. I brought some things from home: for big and small I brought in two of my pig figurines, for long and short brought in wire and an extension cord, heavy-light, two different books, and for soft-hard I brought in a ceramic gnome and a fluffy castella phone charm from Nagasaki, Even though they ‘were really simple things, they were interesting for the children. 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Brash Grade/Language Level: JHS 1" grade Textbook: One World (Lesson 3-3) Grammar: How many Goal: Introduce a grammar point (how many), practice it and recent vocabulary. Length of Activity: Approximately 10 - 15 minutes. This can be lengthened by adding more slides, Placement in the lesson: Greetings, Daily Questions, Quiz, Time! ‘aves #1 ond 42 ALT: How many dogs do you see? Everyone counts quickly and silently. ALT: So, how many do you see? ‘Student: I see five dogs! Everyone: Onel, Two!, Three! etc. ‘How many dogs do you soa? — ALT: How many apples do you see? uestons W5 an #6 Everyone counts quickly and silently. | ALT: Well, how many do you see? Student: I see eight apples! loHow: ‘many apples do you see?! | Everyone: One!, Twol, Three! etc. H ° Course of the Activity: Start out each quiz activity with very simple questions that employ the current ‘grammar point (how many). Try to drill with easy slides so all the students can easily participate. Then ‘gradually increase the difficulty. For example: some pictures that have hidden apples, etc. so students will come up with conflicting answers. Then as a class, count all the objects out loud. Preparation: Please make sure to check with your JTE well in advance about the availability of the big screen TV (and laptop) for that English period. At some schools, it may be difficult to use the TV without advanced notification, due to the location of it, a different class using it during that period, etc, Also, please take into consideration that many of the school laptops may not have the latest versions of PowerPoint. For this reason, you may want to see if you can, use your own laptop. Preparation of the slides shouldn’t take more than half an hour. Versatility: This activity can be modified for any grammar point or topic and for any grade level, but I’ve mainly used this quiz format for 5" and 6" grades at ES and I* grade at JHS. Whatever grammar point is used, I try to keep the quiz format as interactive as possible and incorporate as many recently learned items as possible. Have fun! 21CAR 3) For the LESSON PLAN BOOK: ’ Name(s) of Teacher(s) MARIE [KUTA Class/Grade/Language Level EIKAIWA ‘Textbook and specific lesson N/A. Goal: THINKING/ SPEAKING IN ENGLISH ON THE SPOT Preparation: DECK OF ATCH Py RULES LI Class time: _) HOUR. KING'S CUP ACE: WHISPERS 2: THUMB MASTER 3: PICTIONARY 4: CHARADES 5: COMPLIMENTS 6 DRAW AGAIN 7: HEAVEN 8: CONVERSATION WITH A MATE 9: BUST-A-RHYME. 10: NEVER HAVE EVER JACK: MAKE A RULE (QUEEN: QUESTIONS KING: CATEGORIES -Whispers: Just like telephone! - Compliments: The person that draws must give a compliment to each of their classmates - Heaven: As soon as everyone sees this, they raise their hand ( reach for Heaven). Last person to raise their hand loses. Conversation with a mate: have a conversation with amate for 30 seconds! -Bust-a-rhyme: Depending on their level of English, use words or sentences and go around the room and thyme. If someone hesitates or can’t think of anything, they lose! -Never have I ever: Try this with 5 fingers. Go around and say things you've never done ( Keep it PG!) and if anyone has done this, they can put their finger down. -Make a rule: The person can make a rule until the next person draws'a Jack! -Questions: The person asks anyone a question and that person that is asked CANNOT answer the question, they instead, ask ANOTHER question to someone else, It continues until someone answers the question. Categories: Think of a category and go around and say certain words within that category. Since you cannot drink with this game, what I usually do with this is, tally up points so if a person “loses” 5 times, they get5 points and they have a batsu game... Maybe 10 pushups or do a silly dance! 22lessons Elementary:CBIR 3) For the LESSON PLAN BOOK: ‘Narie(s) of Teacher(s) Adam Chludzinski Class/Grade/Language Level 6 grade Elementary ‘Textbook and specific lesson _Eigo Nooto Lesson 5 Turn Right Goal: _Leaming and effectively using command form directions to help people Preparation: _2 Frisbees or hrowable balls, 2 blindfold, use of either gymnasium or outdoor area Cass time: 50 minutes This lesson plan expands upon the basic commands studied in Lesson 5, and assumes that Lessons 1-4 have already been covered. It teaches and reviews the basic four: Go straight, Go back, Turn right, Tun Left, and also adds “Goa little...,’ ‘Tum a litle...” ‘Stop"and “Down.” Greeting (S minutes) Usual siart of clas greeting/warmup. Salutation, forma ‘Warmup (6 minutes) Head, Shoulders, Knees, Toes Song. Intro to the lesson (S minutes) After a few iterations of HSKT Song, ask students to raise their Right hand, then their Lefthand, Then to touch thei right shoulder, lft shoulder, right knee, left knee, tc. ‘Teaching Commands (§ minutes) Once students have mastered left and righi, proceed to teach them the other ‘commands, having them stand and mimic your actions Classroom maze activity (10-15 minutes) Have the students help you move all the desks and chairs in the classroom to create a makeshift maze, with atleast one path from the opposite comer ofthe room to the door. Students will form pairs, ‘and with one student blindfolded, practice giving each other directions to navigate out the door. Depending on size ofthe room, and the number of students, you can have up to 3-4 pairs navigating at once. Have the students switch after ‘completing the circuit once. Frisbee Fun! (15-20 minutes) Class moves to the gym or out outdoor area, and splits into two teams, and each team into pairs. Bach pair will have one blindfolded secker, end one guide, who will guide the seeker. The rules are simple, “The ALT and JTE will throw the Frisbee (preferable to ball for its non-linear flight path), and each pair will have to retrieve ‘the dis, and bring it back to the JTEVALT, who will then throw it forthe next pair. The game's a relay race, the first team tohave all pairs successfully retrieve the Frisbee and bring it back are the winners! Conclusion/Review (5 minutes/Remainder) After students finish the activity, or with a couple minutes left in the class period, assemble the students, and have them all review what they learned, including all commands. weather, date, etc. This lesson is a lot of fun, and the students really love kinesthetic learning. It can be difficult to effectively manage time, but JTEs can be a huge help if you inform them of what you want to do beforchand. Keep the lesson moving, and try not to take up more time than is absolutely necessary for greetings and warmup. 24LESSON PLAN Teacher: ~~ Allan Wilson Room: NA jObserver: NIA Expected numbers: 30 | Date & Time: December 17,2017 | Class level: Elementary School 5" EEE grade Context: Review of nouns to teach the use_| Focus: Focus is on speaking and listening of the verb like with an emphasis on using the verb like Teaching aids: Pictures, magnets, black board, chalk, worksheet Learner objectives: Personal aims: By the end of the lesson students should be | To encourage as much speaking from able to form questions and answers using _| students as possible the verb like Anticipated problems for students: Solution: Create a rule that no one should Students may be tempted to use Japanese / answer a question that's asked in Japanese during interview ‘Anticipated problems for teacher: Solution: It may be difficult to observe all the students | Walk around the class and observe as during the interview process many students as possible Procedure Phase | Timing | Interaction | Greetings. Warm up. 5 mins Place pictures of animals and food on the blackboard. eine Practice pronunciation. Play Keyword game to ensure students understand the ae words/meanings. = Introduce the verb “like”. Using the pictures on the board as examples. Explain how to form sentences. | like~, Do 5 mins you like ~, | don't like~ Hand out worksheet. Worksheet contains pictures of various objects the students already know. Beside the eck picture is a box. Students write an O or an X indicating ns like or dislike. ‘Teacher randomly picks students and asks them “what do you like?” Students answer using the information on 5 mins the worksheet. —| ‘Students then interview each other to find out what their | 5 mins friends like, Students are instructed to only use English. eee Teacher randomly picks students and asks them to pes describe what their friends like. : 25CIARA 3 ) For the LESSON PLAN BOOK: Name(s) of Teacher(s)___Apama Sethi, (Class/Grade/Language Level___Elementary School, Grade 6 ‘Textbook and specific lesson_Eigo Noto 2 Lesson 3, Goal: __Leaming English names forthe 12 months, “When is your birthday? ‘Preparation: __number cards 1-30, picture cards with 12 months, paper slips with nos. 1-12 & 12 months, students? name cards (romaji) with magnet strips (Class time: _2-3 classes, Class 1 1. Reviewing numbers 1-30 ~ practicing numbers and pronunciation with picture cards. 2. Practice - Students stand up at their desks. In rapid succession, each says a number, the next one says the consecutive number. If any student gets it wrong, they start all over again. This continues until they all getit right 3. Learning the 12 months in English - picture cards with month names, Practicing order and pronunciation (drilling). To review, say thé month in Japanese, students say the English name. Place “months” picture cards on board with magnets as they call them out. 4. Learning & pronunciation - dates (first, second, thied, twelfth, twentieth, etc.) Class 2 1 Introducing target language - skit with JTE and ALT - “when is your birthday?”, “my birthday is 25% February”, 2. Pronunciation practice ~ chant “when is your birthday?", “my birthday is ~” 3. Pair practice ~ students ask their partners their birthday. Check understanding by asking a few students when their partners’ birthday is, 4. Review 12 months (mingle activity) - write numbers 1-12 on paper slips, hand these out to half the class, Write the 12 months on paper slips, hand these out to the other half. Give the students 35 minutes to mingle and find their partner (e.g, 1-January). Monitor and help them during the activity. ‘After 5 minutes, the pairs are to stand in order from 1-12/ January-December. For larger classes this can be done with two larger groups sub-divided into two, and the first group to stand in correct order wins, Alternatively, for a smaller class, each student can be given two slips (e.g. 1 & 2, or January & February). 5, Birthday game - attach months picture cards on the board. Each student has a name card with a ‘magnet strip, Students call out “when is your birthday?”, then call out the month - “my birthday is~", run to the board, and stick their name card onto the corresponding month. 26A great follow-up (should time allow) is to practice singing the “Happy Birthday” song. | also found different pictures to colour on the internet, printed these and folded them up in half for the students to colour and make birthday cards for their friends, parents, favourite pop stars, etc. this also helped them practice basic writing skills - the date, ‘Dear xyz’, ‘Happy Birthday’, ‘with love from xyz’. 27Lesson Title/ Topic: Card Capture Challenge! Name(s) of Teacher(s): Cecilio Vasconcelos. Grade/Longuage Level: Suitable for 4" (high-level) to 6" grades (Elementary School), but could be tailored to 1" year junior hiah students Goal: To give students practice in the use of set phrases '- and have some fun, of course! Preparation: Preparation time will vary depending on the number of keycards made (laminated is a MMUST), ‘Materials: Laminated picture flashcards of vocabulary (with words optional): a stack of AG-sized class of eager students, Class time: 45 minutes Greetings and Warm-up (6-8mins): After the greetings and "How are you?", I usually stort with a warm-up ‘that gets the students up and moving (if only to get rid of some of the excess energy). Singing a simple song with lots of actions (or actions made-up for the song..) usually does the trick, although I find that some classes (particularly the “we're grown-ups now" 6" grade students) prefer a round (or two) of a short game like "Simon says", Do what is best for your class, “Theme introduction (3-Smins): Tf your lesson is themed, start with a little introduction about it. Example: For ‘Christmas’, putting on a ‘Santa's hat" is enough to get the students interested (still haven't tried the full costume yet...). This is also a great opportunity to slip ina little cultural awareness into the lesson (In ‘Japan at Christmas time, it is winter and cold, But where I'm from, it is summer and hott’. Introduce/ review vocabulary (8-10mins): Hold up « flasheord. First get the students to guess what it is before telling them, Have them repeat after you (about 3 to 4 times). Move on to the next card, (TF you hove placed adhesive magnets on the back of the flashcards, you can place them on the blackboard behind you.) Once you have gone through all the flashcards (4th grade: 12-15 cards max: 5th & 6th grades: up to 20 - but 15 cards are better), revise them until the students can recognize the card without much prompting (at least for the next 5 minutes). Activity/Game: ‘The aim of the game (besides using English and perhaps learn the phrases being used..) is to complete as many lists as possible by collecting all 3 items (=Flashcards) per list. Before you begin the game, youll have ‘to explain how it works (and have a practice/ demonstration round - it helps a lot!) Next teach the following 4 phrases to the students: (1) "New card, please.” (2) The “Challenge!” phrase to be used ogainst opponent teams, e.g. “Trick or treat!" (For @ Halloween theme), "I'm hungry.” (for a food theme), ete, OF course *Challengel" is fine as is, too. (3) The grammar phrase/ sentence being taught, e.g, "Do you have a [flashcard (Fer some lessons, particularly for the older classes, you might want to include a fellow-up phrase, e.g, "Yes, I do.") (4) "Thank you.” (This last one could be ‘optional ~ depending upan your sensibilities...) Play: Students make teams of 3 or 4 members. Each team receives a list of 3 items to collect (and one flashcard with which to stort - optional), The ALT or/& JHT keeps the extra flashcards. Students can use either phrase (1) to get a flashcard from the ALT/JHT, or phrase (2) to challenge another team for their flashcard. If a team decides to challenge another team (phrase 2), they then must use phrase (3) to say which flashcard they want, Tf the flashcard asked for is needed by the challenged team to complete ‘their own list, the students do janken (in English, of course) to see which team will get the flashcard (the winner gets it). Tf the flashcard esked for is NOT needed by the challenged team, they can just give the flashcard to the challengers. However, it is far more interesting (and fun!) if they janken for it anyways (and they certainly will do so if you let them). When a team receives a flashcard from another team, they should say phrase (4). Points are scored for each completed list. Consolidation and goodbyes (2-Smins): Do a quick review of the flashcards, award any prizes and tidy up. Notes: This lesson works best with smaller classes (obout twenty students or less). End. 28ABER 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Chris Cooke, Class/Grade/Language Level Elementary 6° grade~ sleepiest/rowdiest class ever_ ‘Textbook and specific lesson__"Eigo Noto —Lesson 5 Goal: ___Introduce the phrases “where do you want to go?" and “I want to go to (the) —~* Preparation make paper airplanes, one for each group. Ifclass is small, have them make their own ‘Class time: __45 minutes, Greeting (10 mins) Start with the ever-present aisatsu. I make them remain standing and play the row game to ‘make them sit down. Then I make them greet three friends in English and do their secret handshake I had them make up in a previous lesson. Review vocab (10 mins) Basic say and repeat flashcards, This is where I star to lose the sleepyheads so I try to get through it pretty quickly and ifI start losing them I start changing my voice or something to make it interesting. Lastly, teach them phrases to use in the game “Where do you want to go?" and “I want to goto =~." Paper Airplane Karuta (20 mins) Break them up into groups, Ijust used their 6 rows. Let each group choose their team name, or [let them choose one of my magnetic characters. 1 put the characters on the board and drew a burning building ‘and chose another one of my magnetic characters to put at the top. Give each team a paper airplane and make a wall of desks they must stand behind, One person from each group goes up to the wall and they all ask me at the same time “Where do you want to go?” I respond with “I want to goto the (bookstore etc.)" and they must ht the correct flasheard “with their paper airplane. If they do, thelr character moves up a floor on the building closer to saving the other character. 1 drew 10 floors and no one finished in the 20 minutes so I'd say go with about 8 floors or move the wall of desks closer to the flashcards. This worked especially well because one: no one was sitting dowm and two: everyone got a chance to speak at least once. This is my most challenging class but I feel like as long as each student speaks English atleast once, ‘no matter how out of control they get, the class was a success. 29CBBRRX 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Erik Rose Class/Grade/Language Level Elementary 5" Grade ‘Textbook and specific lesson 3855 / — Lesson 5 Goal; Mastery of Directions Preparation: Prepare treasure maps Class time: 20 minutes After an introducing “tur left, turn tight, go straight, go back” and playing a quick game of Simon Says, 1 use a treasure map activity to reinforce giving and following directions, Students make pairs and each pair gets ‘one treasure map print. The treasure map has 4 possible starting locations, a few ways to “die”, and treasure, ‘The JTE and I demonstrate, having me give directions and the JTE asking “Where is the treasure?” and moving his finger along the map as per my instructions, Because of the multiple start locations, the same directions could lead to either the treasure or death depending on what start location was chosen. Ihave the pairs choose a start location and follow my instructions together, repeating what I say. The pairs that reach the treasure first are the winners. After 4 or 5 rounds of this, the, students should be confident in giving instructions. Then I have the pairs take tum giving and receiving directions, one student chooses a start location on the map and follows what the other student says. The person with the map asks “Where is the treasure?” The last stage of the activity is to have the students go back to back. Not knowing where theit partner started adds a little excitement. I encourage them to use common expressions like “Oh nol” ot “Great/Nice/Cool/Good/ Here is the treasure/Thank you!” during this time. ‘While you could do this activity with the textbook, a treasure map is much more fun for the students. The activity incorporates listening and speaking. There is a lot of sepetition, but having multiple start locations and outcomes keeps the activity interesting, 30(Bl 3 ) For the LESSON PLAN BOOK: MAKE YOUR OWN FLAG Name(s) of Teacher(s) Erik Smith (Class/Grade/Language Level__3rd/4th grade elementary school _ : Textbook and specific lesson N/A ‘Goal: Make a personal flag and present it to the class, using the English words forthe shapes and colors used Preparation: colored construction paper, scissors, serap paper, [Cass time: Two to three class periods This isa sequence of to or three lessons for third or fourth graders in elementary school who have leamed colors and can play Simon Says with commands like “Jump,” “Sing Head, Shoulders, Knees, and Toes," and “Turn.” ‘The students will leam the adjectives “big” and “smal!” as wel asthe shapes circle, square, triangle, and star. Students will then practice these words playing karuta and Simon Says, and finally design their owm flag using a limited number of shapes and colors. ‘After designing and making the flag, students present the flags they made in class, First, start the class with a game of Simon Says. After one round, or after four-or five minutes have passed, show thera BIG jump” and “small jump,” “BIG tm” and “small tur,” “Sing Head, Shoulders, Knees, and Toes in a BIG voice,” ete, Continue play until 10-15 minutes have passed, ‘Ask the students what “big” and “small” mean in Japanese; most will have figured it out from the game. Next, draw a small star on the chalkboard. Some students will know this word in English (9 —J ) . Draw a big star next to it and Dractice “big star” and “small star” Start using different color chalk forthe stars and practice phrases like “big yellow star” and “small blue star.” Continue to practice with all the colors, and add in more shapes like circle and triangle. Have the students draw the figures in the air as they say them ("*tisan-gle” is always fun, for some reason). “Rectangle” can be 2 litle bit difficult to pronounce, so you may choose to pass for (gasp!) calling squares and rectangles the same thing. ‘At the end ofthis fist clas, spit the students into groups end have them sit down for KARUTA! Use colored construction paper to cut out small stars, big stars, big cirles, small circles, ec, before class; obviously, make sure each group has the same number of big blue stars, small green squares, and whatnot. This karuta game should be more interesting than usual because the students can figure out which shape they need to grab before you've said all ofthe adjectives. For example, if| all of the big green shapes have been taken except for the big green triangle, they will know which shape to grab after hearing just *big..green..”. Go ahead and change the word order to mix it up (“A square that is big and...GREEN!™) ‘The next class, have the students review shapes and sizes by playing Simon Says again. You can try introducing the phrase Make @ circle... people!” where the students have to make the shape with their bodies and the appropriate number of| people. Afterwards, give the students some scrap paper and have them draw a design using just the basic shapes (triangle, square, cirele). Show them some country flags and talk about the shapes to give them inspiration, like how Japan has a big, red, circle and the USA has fi, small, white stars. You'll be amazed at what some students can create using just circles, squares, and triangles! Later, have them ask for paper from the tescher (“Red, please!”) and start cutting and pasting. ‘When most everyone is finished, have a few students present their flags tothe class, pointing out one or two key shapes and ‘or colors. Really stellar students can throw ina. “Ilike blue,” to close their presentation, Last, hang up the flags as decorations! 31Hugo Dragonetti Introducing Colour Lesson Plan Level Elementary School grades 1— 2 (very small class sizes only) Glass tine: 45 minutes Materials: © Big colour cards (preferably with the colour names written in romaji), which can be stuck to the blackboard and will be clearly visible to everyone in the room. © Smaller laminated colour cards (preferably with the colour names written in romaji). The number of cards you'll need is dependent on the number of students in the class. Each student will be given a different colour card to hold, which is why this lesson is suited to very small classes. | use this lesson at the smallest of my four schools, where each year grade has less than nine students. © Two or more plastic fly swatters. The 4 Stages of he Lesson Introducing the Colours (10minutes) Stick the big colour cards (10 colours max.) to the blackboard. Using a pointer, or one of the fly swatters, point at the colour cards on the board and have the students repeat after you. After you've gone over the colours a few times, you should mix it up a little to keep the students alert. You can start choosing colour cards in a more random manner. You can point at the same card two or three times in a row and then quickly point to the furthest possible card from that one. Finally, check that the students have learnt the colours by having them individually pronounce the words as you point at the cards, The Colour Fly Swatter Game (10minutes) Divide the students into two or more teams. Have each team form a line. The student at the front of each line should be facing the blackboard but standing about 2 metres away from it. ‘Then draw a scoreboard on the blackboard. Count to three and then call out a colour, the student at the front of their team’s line will then have to hit the correct colour card with their plastic fly swatter in the quickest possible time. The team that hits the correct colour card first will gain a point. If there's any dispute about who hit the correct colour card first, have 32them play janken to decide who gains the point. The team with the most points on the scoreboard at the end of the ten minutes wins the game. Fruit Basket (using Colour instead of Fruit) (10minutes) Assign each student a colour by giving each of them one of the smaller laminated colour cards. The rules are the same as fruit basket, but the student in the middle will be calling out colour names instead of fruits. Also, you can tell them to shout “all colours” instead of ‘fruit basket" in order to get everyone moving, Crocodile, Crocodile, What's the Colour? (15 minutes) First, the desks will need to be pushed to the back of the classroom. Then, the child who is given the role of the crocodile will stand at the front of the class with their back turned to the other students. After this, distribute the colour cards to the other students and have them line up along the back of the classroom facing the ‘crocodile’ standing at the front wi back to. ‘them, The students will then chant together on the count of three “Crocodile, Crocodile, What's the Colour?” and the student playing the role of the cracodile will call out a colour. The student holding the card with that colour then takes a step forward. This is repeated until a student is close enough to be caught by the crocodile; the student playing the role of the crocodile wil literally just turn around and tap them on the back or grab their arm, The ‘student who has been caught will then hand over their colour card to the student who was playing the role of the crocodile. Once they've handed over their card, they take over the role of the crocodile. The game continues as it was, but the student who was the Previous crocodile begins from the back of the class. Tips: You can also occasionally use the final game at the end of other classes as a refresher game to ensure that the students stil remember the names of the colours in English. A laminated cartach image of a crocodile to stick to the blackboard can also serve as a good prop to support the theme of this game. In games like The Colour Fly Swatter Game where the students are competing against each other in teams, giving each team a name based on popular cartoon characters helps to get the students more excited. If you have time, it's definitely worth making some team logos featuring popular characters that you can stick to the blackboard during games that involve teams. 33CBINERRSR 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s)__Ian Cruz} ‘Class/Grade/Language Level__ 6" grade. ‘Textbook and specific lesson Eigo Noto 2 Lesson 4 (I can Swim), Goal: To express what the students canfcan’t. do and to eam ° basic pronouns. Preparation: fes We Can cards printed out according to number of students in class. (Class time: _45 minutes In addition to the Let's Listen activities, I include my own examples. I have silly drawings of me doing things like flying, juggling fire, singing karaoke etc. I practice with the kids until they get used to the “Can you —?"/"Yes I can, No I can’t” format and are comfortable with using it I then go over pronouns. He/She/We and then do a bit of practice to get kids familiar with using other pronouns aside from “I’. Make sure you focus on we’ because they'll be having to use it for the game. From there, I bust out the Yes We Can game. This game comes from the JHS Englipedia website and I've found that it worked really well in class. I's very America-specific, I'm sorry. ‘There are fourteen different phrases on the cards. They range from "I can drive a car” to “I can eat 15 cookies” to “I can fly”. Each one has a drawing on it of a character doing said action. The heads of the characters, however, are Barack Obama. Pass the cards out, making sure you have enough 60 that each person has a matching partner somewhere. ‘Then tell the kids to keep their card a secret. They have to go around and ask everyone if they can do the same thing that they have written on their card, For example: “Can you play baseball?” “No, I can't. But I can drive car.” Etc. When they find their partner, they must hurry to you and show you their matching cards. Then you ask them “Can you _?" To which they respond "YES WE CAN!” Then they can return to their seat or, if there's enough time they can get another card and go find another partner or two. This game is a lot of fun because the kids all seem to know “Yes We Can!” and to see Obama's face Photoshopped crudely orito someone skiing or Cookie Monster's body is pretty amusing. It’s also a great way to introduce them to another pronoun aside from ‘T’. It’s also fun to watch their eyes light up as they realize what “Yes We Can actually means! ‘Have fun with this gamelf It's a fun activityl! Here's a link to the game and the cards: ‘http:/ /jhsenglipediaproject.com/JHS Textbook Game YesWeCan.aspx 34CREEK 3 ) For the LESSON PLAN BOOK: Name(s) of Teacher(s):__Jacob Andrews lass/Grade/Language Level: __ Elementary 1°72" grade (small classes) ‘Textbook and specific lesson _Hialloween Goal:__Have fn, consider festivals colebrated in other countries, leam some words in Enalish Preparation: __Halloween theme flashcards, white card (one Ad sheet per student), Macbook (Cass time: _ 45 minutes ‘The lesson is split into three parts, plus an introduction. Wearing a costume is optional. Introduction: ‘Talk about Halloween in its most basic form —a festival for scary things, but explain that it’s fun, too! 1, Let's lean some scary words! a, Explain that on Halloween in (insert home country name here), all the monsters and scary things come ut to play, Then introduce several of them with flashcards, e.g: spider, witeh, ghost, zombie, black cat, ‘vampire, monster, mummy. 'b. Keep asking the kids for the names of ones you have alteady studied to review, e.g. after every four now cards introduced, go back and check the ones already introduced. Spaced repet learning! ‘8 Play one of your favourite vocab review games, e.g. Karuta (in groups, be the first person to grab the picture card for the term shouted by the ALT), cowboy game (bwo students each hold a flasheard, standing back to back; they take five steps each (all students shout 1, 2, 3, 4, 5 in English), then tum. around; the first person to shout the word for the card the other person is holding wins point), blackboard fly-swat game (al flashcards are magnetted to the blackboard, two students stand ready, then swat the card the ALT says as quickly as possible, the fastest person wins a point). 4. Congratulate winners with Halloween stickers available at 100yen store. 2. Let's make a scary mask! Give each student white card, , Students design a scary mask, e.g. ghost face, monster face, witch face. It helps if you have prepared 2 ‘mask yourself as an example, ©. Allow time for tidying up. 4. Scary Parade! Students walk around making scary noises at each other from behind their masks 3, Let's take a scary photo! Use your Macbook’ Photobooth software to take scary pictures ofthe kids one by one, Hook it up toa ‘TV and let other kids watch. I's best to choose just three or four effects forthe kids to choose from, Have photos of yourself with exch effect printed out for them to choose from. You can get hats, capes, headbands ete from the 100yen store to add to the pictures. Ifyou print it out for the kids afterwards, ‘they will have a nice memento to remember Halloween by! (Admittedly this activity works best if you have e smalf class. More then about 5 kids and t will take too long andthe kids will get bored). 35(BURR 3 ) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Jason Krage. Class/Grade/Language Level__ Elementary 2°43" ‘Textbook and specific lesson _N/A Goal: ___Leam the names of some common foods and tel friends what you like Preparation: __Large food flashcards; small sheets of blank paper 45min, Class time: 4min: Practice: greeting as a group & individually (or other warm-up) “Hello/Good Morning” etc. “How are you? I'm fine thank you.” Smin: Practice: names of food items. Play mystery (guessing) game to review. ‘Timin: Practice: “Ilike~" & “My name is~" 18 min: Activity: Students walk around and have the following conversation with other pupils: “Hello” “My name is~" “Tlike~” Students collect signatures from everyone they talk to, Try to get.a signature from everyone. 10 min: Play: fruit basket: Students sit in circle. Assign each student a food (only use 5 or so) and have them ‘change seats when student standing in center says “I like ~ (the assigned food)" If time, teach the students “What food do you like?” and prompt the center student with that. Smin: Review, praise and say good-bye. 36CAUREARSE 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s)___Javier Segura Class/Grade/Language Level, ste Sa ‘Textbook and specific lesson RJ — b _Lesson3 orcan be wsedas aroview game Goal: Tat ite ed eT Preparation: __none (maybe prepare some prizes) Class time: 3 ending size Mast students alzeady know numbers 1-10 and a few know 11-20, but often struggle to recall them. So this, ‘game helps students recall numbers faster and helps with production (you will have to check pronunciation), Review: Review the number set you will be using for the game beforehand, use whichever review method you like. I like to review the numbers by writing them on the board because it's a lot easier than carrying around flash cards. Objective: Be the last student standing. Students are able to say up to three numbers per turn, The student who says, 10” or the final number in the set you are studying is eliminated and sits down. ‘The Game: Have students get into a big circle around you and choose one student at random (Spin around in a circle and point to one student), Ask that student if they want the counting to go to the right or left. Then as the monitor of the game check to make sure students say no more than 3 numbers per turn and that their pronunciation is correct. Make sure to keep the flow of the game going by helping out any students that need it. Once students figure out how to selectively eliminate people or how to save their friends they really get into the game. Itis always better to start with 1-10 and then build up from there. Variations: “Have one number that cannot be uttered. Students need to clap instead of saying a number. If they say the number they have to sit down. eg. ifthe number is “7” students should say, “6-Clap-8 and students” -Big Groups halfway through the game take all the students eliminated and create another circle and have the homeroom teacher run that game. -Comibine previously studied number sets. e.g. 1-20 and students are eliminated with 10 and 20. 37CHR 3 ) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Jeff Hsu (Class/Grade/Langunge Level__Any Elementary school grade you like Goal: __Leam the name of different shapes and revision of colours, Preparation! __Cards that are in different shapes (Big cards forthe front and snall cards forthe students) ‘Class time: _45 minutes 1) Warm up - Greetings followed by maybe a song or two or whatever is a good warm up you like. Or even a quick game of Simon Says to get them really warmed up. 2) Shapes Practice - Go through the shapes that you have prepared. Depending on the level or the size of the ‘dass, the number of shapes or shapes themselves can be varied. Have various colours for each shape which you will use later and also a quick revision of colours doesn’t hurt: Some shapes to use; Cite Hexagon Rectangle Square Triangle I think you get the idea. Pentagon Star 3) Listening Practice - Get the students to put all the shapes in front of them. Call out the shapes in random. order and get the students to listen to you and then arrange the shapes into the same order as you cailled them. This can be done by themselves or in pairs or groups, Each person/group can have more than 1 set of shapes, 50 when you call out the shapes, you can also repeat certain shapes. (Star, circle, square, triangle, star etc.) 4) Making Shapes - Get the students to get into groups and basically call out the shapes and the groups have to make the shapes with their bodies using every single person in the group. Interesting to see what they come ‘up with as this tests their teamwork and creativity. 5) KARUTA - Pretty straight forward. Get the students in pairs or groups (whatever suits that class) and play Karuta, : 6) Shape Basket - Fruit basket but with shapes instead of fruits obviously. If you prepared different colour cards for each shape then you could also get the students to call out colours as well so everyone holding the colour called out has to move regardless of shape. Obviously if their shape gets called, they got to move regardless of colour. Very straight forward lesson but it's probably a good way to introduce the English names of shapes as a lot of the students won't know them and it’s not really taught in Eiko note or the JHS textbooks. + Shapes or the number of them can be altered all the time depending on the level and number of kids, + Remember to have fun and SMILE “_* 38Name(s) of Teacher(s) Jeffrey Quinn (Class/Grade/Language Level Elementary Grades 1-4 Goal: Become familiar with numbers 1-10 (or I-12) Preparation: Minimal prep, minimal materials Class time: 40-45 minutes, ‘Everybody loves numbers, ‘This lesson can be used when the ALT is TI, or can be tag-teamed with a T2. If you memorize the song melodies, you can walk into class with zero materials while still being effective (great for the environment). Media like CDs and flashcards will of course enhance the experience. 1. Greot the class. 2. Sing a song? a genki "Hello!" song or whatever revs your engine. 8. Warm-up activity: Mingle Greeting First practice janken in English with the class. Practice greetings in English (Hi, how are you? etc). ‘Have the students walk around and mingle. On your command, the students stop and play janken with the nearest person. Winner initiates an English greeting, loser replies to it. 4, Review previous lesson: quick vocabulary review Short vocabulary game like karuta or matching/concentration 5, Introduce numbers with a focus on pronunciation. : 6. Practice vocabulary: get physical by counting 1-10 with punches, kicks, pushups, ete, 7. Rocket countdown’ count backwards and gesture a space shuitle liftoff with the class, Creepy egg variation’ countdown and watch the students ‘hatch.’ 8, Numbers clap clap: write numbers 1-10 on board. Students repeat each number after you in rhythmic time. Erase a number. ‘This time, students repeat each number after you but clap instead of saying the erased number. Erase another number and repeat. Continue until all numbers are erased. Finish with a round of applause. 9. Sing a numbers song? 10 steps song or whatever floats your boat 10. Song variation: erase a number and replace it with a sound (clap, stomp, meow, etc.) 11, Group forming game: Have the students walk around and mingle Call out a number. Students form groups of that number, Comfort the students who were "out" and play again. 12, Number bingo? have the students make their own bingo cards (3x3 spaces) Invent a dance or gesture for students who declare ') —# (who are one step away from winning bingo). Invent a dance or gesture for students who get bingo. Call out numbers and congratulate the winners. 18. Sing a goodbye song or do your class aisatsu or give high fives. ‘Tip: if you can teach numbers 1:12 instead of 1-10, you can make the transition into telling time much easier. 39BIBER 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Jonathon Allred Class/Grade/Language Level Elementary School Grades 1-6 ‘Texthook and specific lesson Can be used with Eigo Note when appropriate Goal: To teach a simple phrase like “Do you like ~~?” and check to see whether students remember vocabulary Preparation: 2 ly swatters or similar objects, flashcards you've prepared or the ones from Eigo Note Class time: 45 minutes 1s aways god to get yout shen talking so Inomally spend he iat minutes of hss dong gecings in English fhe Japanese teachers insist on doing their military-style greetings at the beginning of class, I usually try to convince the teacher to let me teach the kids how t tart latin English Inoinaly hav thm say “Las ar Jonathon tne!” and thn fgret them one-one (ooking their nme and how they ae because Thave sll cases. [spend he next minutes singing a sng o get the siden exited. My students ike singing the “Hello Song” rom Eigo Note bese I aught them the gesture from the book and Thave them singin pairs. At the end ofeach verse the sudens igh ive eachother with both hands and sy “yay “Head, Shoulders Knees and Toes” is aso a favriti'you chang the pace requenlly while singing. (nce the kis sit down Il them what we ae going to study and ten introduce Mlshcards. One sson that seems to go well is animae from the ALTs home country, Simply teaching “dog” “ca “rabbit” otis aligh but I find it itl dll myselan 1 ike secing the students reaction when they ste animls they may have never sen before. First Inve students repeat ferme sca and then Tike to quiz them individually, since Ihave amar clases. Rafore playing game lik fo pot the asheards onthe board and do 4 chant. Increasing and decreasing the pace ofthe chant, and changing the pth foe's oie help to ep the chant intresting for the students (rt to mention the ALT, usally asthe HRT to nga tanbourine oclap hier her hands to keep the css in shyt. Alot this tes about 100715 utes. Final fe forthe game, One game Thive found patculnly popular with hidnts is one earned teaching kid tthe brary over the summer. I'm not really sure what to call it, but in my head ivs the “waddle tothe board” game, Basically, you post all your vocabulary lashcards on the board. Divide the class into two teams and assign them each a mascot, such as Mati, AKBAS, Arashi, ‘Pikachu, ete (pictures help). Keep score on the board, Determine the order of cach team by numbering them off. Have the frst two students stand inthe back of the classroom facing the blackboard, and give each one a fly swatter, Have the remaining students st on the ‘oor, leaving open a wide ast in the middle ofthe classroom. Teach the lass the phrase "Do you like inert animal name)?” When they ‘ask you, you will answer "Yes, do” or “No, dan.” Teach the two students standing inthe back that they must not an to the board, but {nstead, when they hear you say “Yes, doy" they must make thls way tothe beard in a certain way, For example, you could have them waddle lke a penguin, crouch and walk sideways ikea crab, or hop ike a frog, The fist one to touch the appropriate card with the fy ‘swatter wins a point for his or her team. If they both touch the card simultaneously, have them do rock, paper, scissors. Ifthe ALT ‘responds “No, I don't” tothe students’ question, then the two students at the back must repeat the name ofthe animal asked about. This {game takes a bit of explanation, but I think itis worth it beeause my scents seem to realy love playing it, ‘This game can be modified to ft many different lessons. For example take Lesson 6 from Eigo Note 1, Instead of “Do you ike 1" have the seated students ask “What do you want?" or “What do you like?” Determine a category in advance, suchas instruments. you answer the students question wth an object in this category ("I want a guitar" then the two students in the back come forward, but ifyou saya vegetable ora electronic tem, the students atthe back simply repeat the item you said, 1 there is time left over atthe end of.clas, I review the vocabulary (particularly the words students had trouble remembering) and then have the students say “Class is over” “Thank you.” and “Goodbye” 40CARA 8 For the LESSON PLAN BOOK: Name(s) of Tencher(s) ‘Joost van Steenderen ‘Class/Grade/Language Level Elementary, S* Grade ‘Textbook and specific lesson _Eigo Note 1, Lesson 5-3/4 ‘Target sentence/vocabulary: ‘Do you have ...?/ clothes / colors ‘Preparation: Flash cards, color printed money, colored clothes (prepared last time) Class time: 45 minutes Greetings (With small elementary classes greet students one-on-one) 7min | Vocabulary practice with missing game Show flashcard and ask students; “What's this?” Students answer; Iitem]”. ALT: “Great! What's the color?” Students answer; “[color]”. ALT: “Okay! [color][item]". Put flashcard on the blackboard. (repeat) When all flashcards are on the blackboard, ALT says: “Close your yest”, Remove one fashcard and say “Open your eyes! What's missing?”. (Repeat) Simin | Introduce overseas currency Color printed currency ALT: “Let’s go shopping! What do we need?” bills Students will guess arid come up with money. (The students love to play ALT: “In Japan we use Yen, In Holland we use Euros. Look!” with the money, make sure ALT shows bill and says: “How much is this?” (compare euro and | they look mice!) yen) : 10min | Demonstration shopping of HRT and ALT Write down conversation Practice / repeat target sentences: on blackboard Do you have ... (and... and ...)/ Yes, I do. / No, I don't, / How much is it? /Its ... Euro/ Here you are/ Thank you 3min | Make pairs and play Rock, Scissors, Paper Winners get a set of overseas currency. Prepare the shopping street (losers make shop with their desk and colored clothes) 7min | Winners start the shopping exercise. ALT and JTE walk around and assist students. 7min | Switch roles. ALT and JTE walk around and assist students. 3min | Wrap-up (to shopkeepers: “How much money do you have?") Goodbye 4aCARR 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s) (Class/Grade/Language Level_ Fourth Grade. ‘Textbook and specific lesson_None Goal: Get kids to understand English Vocabulary ‘Preparation: Piece of paper and pen ‘Class time: _45 min. ‘This lesson takes the entire period. The main focus of the lesson is the game “Pictionary” however, I cheat a little bit and go through what vocab I will be asking them. Examples include dog, cat, hat, elephant, car, snow, rain, ete, 1 also throw in harder words such as summer, sea, train, and 200. I usually divide the class into 2 or three teams (depending on the size). We first practice each vocab word and I make sure that they understand the English - Japanese translation. I then have them repeat after me so they know what to say. I usually have one person from each team do yanken in English to decide who goes first. I pull two kids (so everyone has a chance to do it) into the hall and show them what their word is. I then let them practice for one minute and give suggestions if itis hard. ‘They then have one two minutes to finish the picture. ‘The rules are same with Pictionary. The team gets one point for saying the vocab word in Japanese but 3 for English. After the’team gets it right, the students have to say: “I's a__". ‘Then the classroom has to repeat it. We play to 20-80 points or so; depending on size and time. If there is more time after the class, I will practice the words again with them. I think it is important for students to lear a lot of English vocabulary words at « early age. For example, if they learn the word “train” in fourth grade, by the time they are in sixth grade and learning about directions, “train station” won't be as hard to remember. 42Krista Fear Mizukami-mura Board of Education Mizukami Jr High School, Iwano Elementary School, Yuyama Elementary School Elementary school Lesson: Animals ‘Smin: Warm up ~ Hello, how are you? What time is it? What is the weather? What day is it today? What is today’s date? How do you spell (3 easy words)? 10min: Review ~review some old vocabulary, sing songs like the ABC song, head, shoulders, knees and toes, etc. 10min: introduce new vocabulary. Use flashcards. Ask What's This? In Japanese? Ok, do you know the English? Say the word and have them repeat 2x. Go through again having them’say the word, you correct pronunciation or say good job, etc. Last time through call on individuals. 10min: Introduce “Who am 1?” Hide the picture of an animal and have students ask simple questions like “What color?” “Am I big?” “Am I small?” “Where do I live?” etc and guess the animal. Do in big group for a couple minute and then in pairs. Tmin: Game. You can play Karuta, Memory game, keyword game, “who am I game” (each student has to ask another student 1 question about their animal that they can't ‘see and try to guess what animal they are.) etc. 3 min: Goodbye 43(BURRESS 3 ) For the LESSON PLAN BOOK: Preparation: az) uss ri chee rae Nhe lescon com be cdagad re Peas tewchones Tose A eax SES Ficok T jokeduce Ne; X vocaios aed toggr commas (in Wits cose, 3s aie "kes o. ee 3 = Wards ocd aihouatn we, cave onto} Cosve. 1: bhp Po ORS ace T sill sapere ass Bolen Ao We. Rests ardeste(ex. “Es o& pene YF Brea \asie. te Lntepes: te te We. ced Soden acd WNice follow-up lesson for “Can you~?” from Higo Noto 2 Preparation’ 1 verb flashcard for each student 25-30 students 2. Warm up as usual. One minute-interviews, a whisper relay race, phonics, ete Review/Teach verbs: eat, drink, run, walk, jump, fly, play soccer, play the piano, ete. ince I do this after “Can you ~?”, I'm only reviewing the verbs with the kids) Skit w/ JTE: “What are you doing?” “I’m playing the piano” ~>Be creative. You can sleep, or play on your or the JTEs hobby, whatever you want. Explain the grammar, give lots of examples, Cat & Mouse Game? (~25 min) a, Make a big circle O b. Number the students 16 ©. All the 1’s are “it” and they come to the center. Everyone else gets a verb card 4. When you shout “go”, everyone with a verb card gestures frantically, while the 1's ask “What are you doing” to as many people as possible, e. When the student answers, they are “out” and become a point for the person who asked them “What are you doing?” £ When everyone is out, the student with the most points wins! (sticker optional) g. Next, the 2's are “it”, ete. h. Ifyou have time, you can do a champions’ round, Review “Can you~” and “What are you doing?” one more time. FOLLOW-UP LESSON: If you want, you can review verbs again next time. It’s easy to make a board game with verb pictures on it (mes‘english.com has a free board game maker), and then have the students practice recognizing the question, You can also introduce “What's your hobby?” “My hobby is running” since the students have seen the ~ing form, and it’s similar to “What's your name?” “My name is ~”. aTCH BARSE 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Remy Millot Class/Grade/Language Level Elementary school, 4" and 5* grade ‘Textbook and specific lesson igo Note 1, Lesson 4 Goal What do you like ? [like ~ pratice Preparation: 3 x3 grid worksheets Class time: 45 mins 1) Warnv-up - Greetings followed by a song or questions using the grammar point studied the class before 2) Il choose a theme (vegetables for example) and review a set of 8 or 9 words elated to the theme (using the plural or the singular when appropriate) : tomatoes, carrots, eggplants, ..., cabbage, corn 3) Introducing the grammar point : “What do you like 7", "I Hike ~" 4) "What do you like 2" song from Figo Note 1 5) GAMES Bingo ‘As an introduction to this game, I'l tell them that we studied I like ~~ with a particular theme today (vegetables) but that it works for everything: AKB, Kara, Pokemon, blue, cake, chocolate, et.. Tl give them a 3°9 bingo sheet and ask them to draw whatever they like in the middle box. They have 5 minutes (#1 extra minute as $&%}— 2) to go around the classroom and ask other kids "What do you ‘| like 2. The student who asks has to draw in one of the empty boxes of their grid what their Kittle friends like. ‘The student with the most boxes filled wins ‘The (in)famous dinosaur game ‘The base idea comes from genki english but I tweaked it to make it more challenging and more fun for my students to play. My students (all grades) had a blast playing this game. It works for all grammar points/vocabulary words with very few modifications too! We take the chairs/desks out of the way and I ask the kids to go to the back of the class. They ask me "What do you like ?* and I pull outa flashcard and say "I like *. For the flasheard "carrots", I'l reply "I like carrots. Then they ask me "Really 2" and if I answer "Yes", they'll have to make a step forward (‘one step, go!) and if answer "Not, they stay where they are. Among the regular flashcards, there's a dinosaur flashcard, If] take this one out, kids have to run to avoid being eaten.CARER 3 ) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Richard Class/Grade/Language Level Grae, elementary lev! ‘Textbook and specific lesson Eizo Noto 2, Lesson 4:1 Goal: For students to understand potentials ‘Preparation: Eigo Noto 2 CD. flasheards for Lesson 4 Class time: 45 mins Greeting ‘Ask students how they are, the Bmins day/date and the weather. Warm up Put students in pairs and have them | 7 mins think of as many animals in English as possible (5 mins). When finished write them all on the board Tntroduce “can” | Ask students what can this animal _ | 10 mins do. Give gestures to help. Show the verb cards provided with Eigo Noto and chant, Check if each animal can do each verb using “I can...” Introduce “can't” | Check a few of the animals to see 5 mins what they can’t do Play the CD Play the hippo/bird/fish activity on | 5 mins page 24 Interview train | Introduce the “play soccer”, “play the | 15 mins game guitar”, “play the piano”, “cook” and “play table tennis” flash cards from Eigo Noto, Next, students go around the room and play janken. If they win they must ask “Can you~?" which the other person must answer yes or no. ‘No matter the answer, that person joins the winner's “train”. If they lose a round of janken, they lose a student. The first student with : train of 5 students wins. Farewell ‘Tearfully say goodbye to the students. | 1 min 49BRK 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s): Shanade James. (Class/Grade/Language Level: 3°64 grade at elementary school, ‘Textbook and specific lesson: None Goal: Teaching body parts. Preparation: Body parts flashcards, 2 rolled up newspapers Class time: 45 minutes_ Warm Up (10 minutes) I start with my usual greeting and day, date and weather quiz. Then we sing a song together to get the students lively. (Usually heads, shoulders knees and toes as it's relevant to the theme) 15 minutes Using flashcards, 1 introduce various body parts (head, arm, knee, shoulder(s), foot, toe(s), finger(s), elbow, arm, hair, back). We practice together a few times and then to further reinforce the vocabulary, I explain and play ‘Simon Says’ using the command “Touch your (body part)’. Activity (20 minut The class gets divided into two teams and then they sit opposite each other on the floor (the desks have been pushed to the back) leaving a clear space in the middle of the classroom. The first person from each team takes a rolled up newspaper and stands in a duel stance in the centre of the room. ‘Then I say “Touch your (body part)’ and then the two duelers have to touch the other person's said body part using the newspaper roll. Usually, the homeroom teacher and I will do an example first, which the children love because we greatly exaggerate dodging and blocking each others attempts. Before the game starts, it's important to make the students aware that light taps will suffice, whacking and battering is not allowed or points will be deducted! The other students waiting are encouraged to help their dueling teammate using English or gestures, and so they get very hyped up cheering their teammate on. The homeroom teacher and I watch and award a point to the team of the student move makes first correct contact. Once the duel is over, I count from 5 to 1 and both teams have to stand up and touch the same body part that was said for the duel. A point per correct student is awarded. Then the duel starts over with the 2n4 student in each team and so on and so on until everyone has had a turn. This usually takes until the end of the Jesson and stickers are given to the winning team. To add a bit of variation, Imay touch a different body part to the one I say and they enjoy this a lot. Lusually tell them to listen very carefully before I do so. This activity has been very successful every time I've done it, but because of the physical aspects of it [like to check with the homeroom teacher beforehand that it will be suitable for all children in the class (there may some students with issues such as aggression that this activity may not be suitable for). 50CAE 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s) __ Theodore Wyscr, (Class/Grade/Language Level__ Elementary School ~ 6" grade ‘Textbook and specific lesson _Eigo Noto 2 Lesson 5:2 time, Goal: Teach directions and places around town, Preparation: very litle (students cut out the cards in the back ofthe book), Class time: _45 minutes, Prior to explaining my lesson plan for this class, it should be known that I teach the Figo Noto classes as T-1 instead of T-2. The homeroom teachers help teach the class, keep order, and prepare materials for the lessons. “The outline forthe classi a Follows: ‘Greeting (1-3 min) Phonics and 12 months review (7-10 min) laces vocabulary review (min) “Ted says (game) (1015 min) “My City Game” (20 min) ‘The greeting is initiated by the students and the homeroom teacher asks the opening questions while I have the students repeat the correct answer. Then I drill the students in phonics and the 12 months chant. This ismy normal opening for sixth grade classes and I find that the phonics and 12 months drills are great ways to warm up for the lesson. ‘Next, [use the Eigo Noto flashcards for lesson 5 that the supervisor has prepared for the class. I drill the students on these vocabulary terms at the start of each class. I've found hospital, post office, and police box to be the three hardest words to remember. Some students are smart enough to write the pronunciation in their books to help them remember. ‘The Ted Says game is essentially Simon Says, I only change it to have my name instead because it makes the game more interesting to the students. I use the four commands, “Go straight,” “Tum left,” “Turn right,” and “Stop” primarily in this game. I also mix in other commands they have learned before. For example, “Stand up,” “Sit down,” “Jump,” “Open/Close your eyes,” etc. The students enjoy this and it gets them moving. I do two variations over the course of the lesson. One is the elimination version where students are knocked out for incorrect actions and after they are knocked out they help me judge the game. The other is the “batsu” version of the game where students perform a simple punishment like 10 squats and then can come back and join the game. [ have found both to be effective. Finally, the meat of the lesson is in the “My city game.” The students use the cards they cut out from the back of the book to create their own city similar to the one on page 30 of their books. They have the train station at the bottom and a 4x3 grid above it. However, they can put the 12 buildings wherever they want. For this game they have 6 buildings facing up and 6 buildings turned over. They shouldn't show their partner the turned over ones and they can turn over any 6 they desire. I demonstrate on the board with the homeroom teacher first. We janken first. The winner asks, “Where's the ~?” in order to find out where a tumed over building is. Instead of showing the winner, the loser places their finger at either side of the station in their city. The winner then uses the 4 main commands to guide the loser to where they think the building is. The winner says stop and the loser pecks under the card to check. If itis the building then they turn it over. If not then they switch roles and the loser tries to uncover a building in the winner's city. They play this until time is up or someone uncovers all the tumed over buildings. I've found the students really enjoy this and it makes the lesson game/student oriented rather than lecture based. Its also much more fun than anything in the textbook, 51BRK 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s)___ Todd Hargrave ‘Class/Grade/Language Level__Elementary School 5* Grader, low level} ‘Textbook and specific lesson _EigoNoto Lesson S“Ihave.” Goal: __Have students able to describe their clothing. not confise “T have” with “like” _ Preparation: __' Finding interesting outfits online, have a softball, optionally make a batleship bosrd__ Class time: _2-3 Periods__ Lesson 5 in Eigo Noto can be very confusing for students because it requires them to learn “I have...” directly after “I like...” leamed in lesson 4, Students can often go into the final shopping activity still mistakenly asking “Do you like blue caps?” However, with alittle finesse it can be one of the most interesting lessons in the Elementary school curriculum, Period 1: Print large, interesting pictures of some traditional clothing to present to the students. I used an Indian Sari, a Native American Pow-wow dress, and a Scottish Highland dress. Give a speech on each item before showing the students, ask them to imagine what you are describing. Of course, speak slowly and stop frequently, asking what they understood after each sentence or phrase. Remember most every student will already know colors in English, and most clothing words in Japanese are borrowed from English. Quiz them. specifically on these key points, and use ‘I have’ so that they can get used to hearing it. Finally show the pictures, I find this a more interesting activity than the listening intro in the book and it may give kids a first exposure to a speech in ‘nama English’ This should take half the period. Next simply introduce the vocabulary of clothes and words, mix and match, ask how to describe clothes with two or multiple colors, this should be straight forward. Optional: Review “I like” by giving students a work sheet with an uncolored clothing set (cap, shirt/sweater, shorts/skirt, socks, shoes) and having them coordinate an outfit for a partner by asking “Do you like?” and then showing their finished outfit at the end, this helps the kids be more creative later on when designing clothing. Period 2: Introduce I have by contrasting it with Tlike. Say “Like pink” and then “Tike pink socks” and ask the meaning, then hold the flashcards and say “I Have pink socks.” Now say “I have pink” and ask if saying this makes sense. I feel this helps the students understand that we are not just saying “I like” again. Run through a bit of the vocabulary using I have, Properly use “I have shoes” vs “I have a T-shirt” but don’t be strict if your kids dont all quite understand this rather difficult different point between Japanese and English. Now, ask your kids to describe their own clothing to a partner, confirm they can say it. Next get everyone to stand in a circle and play ‘hot potato’ using something soft and not easily dropped; ! used a foam soccer ball. Have them pass the ball around the circle each describing one article of their own clothing. Have a time limit and tell them the goal is not to be holding the ball when time is up. 52‘That said, I never found any reason to have a penalty for holding the ball at the end, the kids were excited ‘enough that there was a time limit that I didn’t have to make it into a real competition, After a couple cycles, make it so the students can say the name of anyone in the circle and throw the ball to them, have the students sit down when they are finished until everyone has done it. See how long it takes for everyone to g0. 3rd period: [This is before the final shopping exercise, at this point your kids should have prepared the cards, hopefully during a time in between your visits since this preparation can be surprisingly time consuming!] Have your students practice “Do you have” and “Yes I do” “No I don't” This can be done in a variety of ways, a continuation of hot potato if the class particularly liked it, a variation of fruits basket, or a battleship game works well too but be sure to ask the HRT to explain the rules of battleship! At any rate ‘When this is over your students should be masters of saying “Ihave (color) (clothing)” and the only thing left isto introduce “here you are” before they start shopping! 53(BAER 3.) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Valeria Reyes (Class/Grade/Language Level Elementary 1"~3" ‘Textbook and specific lesson Days of the Week ‘Goal: To introduce the kids to the days ofthe week. Preparation: Around 1.5 hours. (Class time: 45 minutes, ‘The preparation for this lesson takes a while if you're not very good with arts and crafts, but once you have everything you can use most of the materials over and over in various classes in different ways, The kids love the attention to detail, so it’s worthwhile to putin the extra effort to make a memorable lesson. ‘Things you will need: -1 copy of The Very Hungry Caterpillar. ~ Your own big caterpillar with detachable body parts (main body, extra body parts, cocoon, butterfly wings). ~7 or 50 fruit flash cards (for blackboard, and enough small flashcards of each to pass out to each of the kids) = Days of the week flashcards. (think about hiragana for 1* year students, since they probably can’t read all the kanji yet). ~ Action cards (clap your hands, banzai, stomp your feet, do a heart sign with two hands). -1 CD with days of the week song (optional if you're confident in your singing abilities). Lesson Plan: 1) (10 minutes) Start off with greetings. Ask everyone how they are. Ask anyone if they’re hungry! Tell them you know someone who is very hungry. Take out an English copy of The Very Hungry Caterpillar if you can get your hands on it, Tell the kids to gather around for story time. They will most likely have already heard this story in Japanese, so tell them to count how many times you say the word “HUNGRY” while you are reading. When you say it make sure to build up to it. “On Saturday he ate one million pumpkin pies... but he was STILL... HUNGRY!" The Kids get a good laugh and remember to count. According to. the English version of the book, you should have said “hungry” seven times. Ask them how many times they heard it and then tell them seven because there are... seven days in a week! Ask them to return to their seats. 2) (10~15 minutes) Put up the days of the week on the blackboard. Have them repeat once or twice after you. Good, now you can sing the days of the week song. “Sunday, Monday, Tuesday, Wednesday, Thursday, ‘Thursday, Friday, Saturday, Sunday comes again.” This is necessary because just pronouncing for the kids is boring and probably difficult if it’s their first time but they probably know the song, do it's easy at the same time! If you have action cards put up one under a day, so when they get to that day they have to say the day of the week and do the action. “Sunday, Monday, Tuesday (clap), .. “ And add every time. Up to 4 actions is ‘good. To be extra tricky, take away one action after adding two, to see if they remember. 543) (15 minutes) Take away the action cards and take out your own caterpillar, Tell'them they have to feed the caterpillar! So go over the different foods you have brought. Seven is just right, or more for when it becomes a butterfly. Pass out the small flashcards at zandom to the kids (if you have them choose it takes forever). Ok, 60 on Sunday he was very hungry! Then under Sunday put up one food card. The kids that come up and feed the caterpillar should tell you the day of the week they are on. If your food cards have magnets, have the kids put them up under the caterpillar. Do this for every day of the week until you are out of days / food. If the kids don’t remember, sing the song up to that day and repeat it so it gets stuck in their head. “Sunday, Monday, ‘Tuesday, TUESDAY.” And also, with everyday that passes) or if one day has a lot of food in particular (6 hotdogs!) then add an extra body part to the caterpillar. This caterpillar can’t get fat, butt can get longer! 4) (© minutes) Finally, the caterpillar is very full and sleepy. Put your caterpillar in the cocoon and ask how many days it takes for it to become a butterfly. The answer is two weeks, so yes, that’s right, have everyone stand up once more and sing the song twice to wake up the caterpillar. Then, the caterpillar becomes a ‘beautiful butterfly! So take away the cocoon and attach the butterfly wings. ‘The important thing is to point at each flashcard as they sing so that it starts to become clear to them that it’s not just a song, but that each word is a day of the week. As an extra, they have come to know what hungry is, and possibly seven plus different foods and numbers one through ten if you count all the foods. If you have ‘even more extra time, ask how many body parts there are, (legs, body parts, antennae, eyes, mouth, wings). 55CHBRER 3) ‘Name(s) of Teacher(s) Will de Groot, Yoshimura Sensei, Muraokn Senso (6% grade Uto Higeshi Sho HITS) Class/Grade/Language Level 61 62 __EigoNote Generation ‘Textbook and specific lesson Eigo Note Pretty much applicable to all lessons. Goal: Listening practice for stents whilst evalusting thomseves and tracking their own progres. Preparation: “Teacher's Talk” Pint-Outs which are glucd onto the front page oftheir textbooks ‘Chass sme: $-10 minutes. ‘5 Tat In my attempts to make Eigo Note more interesting, relevant and engaging, I've started doing something called “Teacher's Talk” at the beginning of every 6” Grade lesson. This is where myself and the HRT both perform a pre- prepared dialogue in front of the students (usually relevant to that day's lesson topic) and the students listen and take notes on what they hear. The activity functions as a warm-up exercise and we pretty much go straight into it after the usual “Hello, how are you? 1m glate” greetings. After a few weeks of doing it, it has now become a routine activity in these classes and the students know what to expect. Each student is given a form (seo attached) and glues it into the front of their Eigo Note textbook. The form has a table divided into three columns under the headings “Date”, “Notes”, and “Grade”. First we check the date and students write it in the box. I've found this is a good way to review the date and get the kids writing for themselves ‘The second column is a space in which students are encouraged to make notes on anything they hear during the “Teacher's Talk”. We tell them to write their notes in Japanese, the idea being to check comprehension and listening skills, Most importantly I stress that “Mistakes are O.K!” and that I make mistakes all the time when listening/ trying to 's an important and natural part of language learning etc ete. speak Japanese — ‘The first time we perform the dialogue, I ask students to put their pencils down and simply watch and listen. No note taking. Having the HRT demonstrate with you is great as the students can see that, shock horror, it is possible for Japanese people to engage in English conversation! We perform it slowly, giving the students time to take it in abit. The second time round I ask the students to take notes, any notes, anything, and write it down in Japanese. After the dialogue has finished the second time, we give them another couple of minutes or so to write down anything else. It is usually uring this time that they confer with each other and see what their classmates took down which is great as it generates discussion between students. We then check the meaning, going through each sentence /line/ specific word and I usually have the HRT translate. The students take out their red pens and check the answers themselves, making corrections where necessary. After we've established the meaning, we then ask students to selfassess and circle either “A” “B" or “C” in the “Grade” column. We usually tell them to circle “A” if they completely understood, “BY if they got about half so so, and “C” if they didn’t get it at all. 1 like this form of assessment as it gives the kids a bit of control within a system where they're being assessed all the time. HRTS have also been very supportive of it as it encourages students to think about their own progress, and over the weeks they are 2 able to track their own improvement. Not only have I found this to be great way to get the HIRT involved in the lesson, but further it also functions as a great ‘way to introduce new words to the kids that they otherwise might not come across. Don’t over-complicate it and keep ialogues short and simple! At frst I was pitching the level too high, it may take @ students and HRT are comfortable with, but once you find it this is a great warm-up activity. that you can successfully integrate into your lesson plans. c to figure out what level you're 56lessons Junior High School:(BUA 3 ) For the LESSON PLAN BOOK: “Reading Race” [explanation and suggested uses} - see alachment ‘Submitted by: Andrea Conners (Class/Grade/Language Level: Junior high (all grades), and higher. ‘Purpose: Regular activity fun supplement. Helps students try for a goal and altermpt challenges, Preparation: Nothing. Copy the attached sheet and hand it out, Explain as you see fit. Class time: Supplements any activity you do regularly. Requires no time. J made this whole ‘game? board. was asked to make a Snakes and Ladders board, but I thought that wasn't interesting at all. Thad seen another one before with commands, to — not just snakes and ladders, so T used that idea and added it in. (That's why I suggest this for junior high and above because elementary doesn’t study English letters.) Many students don't understand where to get off the snakes and ladders, too, So [made it into more of ‘traps and chances" board. © USE: Every time students can count how many times they do something, or how many points they get on something, tell ‘them to move forward that many spaces on the board, For example, you can have a vocabulary test of 10 words. The number they get correct is the number of spaces they can move forward that dy. I they have to play rock-paperscissors ‘many times, count how matiy times they win/loose. Be creative, and think of anything you want them to do (as a class activity) that can eam them points to move forward! The title written across the top says “reading race”, but you can white that out and creatively write anything you want, ‘even something simple like "Let's Race”. When I was asked, it was for regular reading practice designated every day by the teacher. The students were designated a certain amount to read in the text book, such as all of Unit 2, or page’27. If they can read it all, it counts as one time, They must read the passage as many times as they can in about 2-5 minutes. The number of times they complete each passage is the number of spaces they can move forward. By changing bow big of a ‘Passage they had to read each time, they moved forward many or few squares. (CHALLENGE SQUARES: These were made to offer students the chance to passa challenge (what challenge, decided by ‘you). If they do, I put a (cool) sticker on that challenge square. If they ever fll into trap again, they never bave to go back further than the last completed challenge. I's lke a save point in a game. ;) You can have class challenges or asc them to come to you individually, or mix it up! Maybe they have to get a perfect score on a quiz, or they have to do something extra as homework. Maybe they have to translate a sentence on the board (perfect spelling, too), and the ‘students who do it comrectly all get a sticker that day. Other students can try again another day, or skip thet challenge and tty another one later on. NOTE: Some students will come to count how many squares they have to go in order to Jand on a nice square. They really want to win, You could eall that cheating, but it doesn’t realy matter Just toll thom that t's much rmaore fun to let themselves fall into a ‘trap’ now and then, and that once they finish the board, they just start aver again. You can see how ‘many people were lucky enough to finish (and how many times) atthe end of a semester or year. NOTE: Suggest the students mark in pencil where they land, They mustn't cross off squares they complete, because they ‘might go back (and can’t read it). However, tel them that i's ok to color it if they want to! Many students are thrilled to be told that i's OK! © 585 Go +o mumber woul) ay snes 37 38 8 55] 54 Go +0 Geo x0 Ago 48's | ne Aviongle. a @ Go Xe the square] 33 on 1a” ‘toe Shoe Le tee o eae zy Ge awe 77 umber Phe ‘Cirde| ne square, go 3 w 5 6 Ge back 3 spaces. Goto * ° 1% iy the cirde, Sis "|(BIBEERSK 3 ) For the LESSON PLAN BOOK: “The Great Word Pyramid!” - see attachments ‘Submitted by: Andrea Conners (Class/Grade/Language Level: Junior High (all grades) and higher, Goal: Review, word and sentence recognition. Can focus on reading, or listening ifyou want to read out the paths. ‘Preparation: {time}One hour for more advanced grammars, less for beginning grammars. {materials} Paper of any size, but printableleasy to copy Ad is good. Can be built on 2 computer, but by hand may be faster. Students only need this handout and many different colored pencils/highlightes, Be sure to hive answers waitlen down on a separate picce of Paper. (Class time: 10 minutes, oF as much as you would like to spend. You may choose to do this as @ warm up (sce how far you ‘can get in 5 minutes!) or use lots of time and let students who finish help each other. This also makes for a great fun, ‘extra project for students who particularly love English (or want a ptize offered by you), and in elective English classes. **This also makes for a great ENGLISH BOARD. Just hang it up with one example path highlighted, and all written answers behind it He “™ ae Activity: PEL Panes wwe wet ay ANN PLOT Build 2 pyramid of words with a line between each word. Beginning with the top word, students can work their way down the pyramid (never back up) and make logical sentences. All sentences start at the top one word and work all the way to the very bottom. You must work in logical paths based on grammar/words they know. Do this first, then fill in the blanks with random words. ‘Many paths will orly be one word different, so the challenge is to see if the kids can recognize this and find ALL possible paths. ‘As you can see on the attached sheet, I put all three junior high levels on one paper. Each pyramid focuses on what each grade had learned so far when I made it, and 3" grade should obviously be able to do the 24 grade and 1* grade pyramids. Likewise, 21 grade can also do the 1* grade pyramid. Of course you can separate them onto different papers, too. ‘NOTE: Advanced grammars tend to require more words, so as you can see, may 3" grade pyramid isn’t much of a pyramid anymore; lengthening and widening the pyramid made too many possibilities, or wouldn’t fit on the paper. So I tapered the bottom of it. Making it a complete diamond would also make it boring and difficult (starting and finishing each sentence with the same word), so I finished the bottom row with three spaces. So ong as the kids always work down and never back up, they can find the way down. Therefore, obviously the outside sentences are the easiest to find because there is only one possible way to go. ¥ Included: foods pleture pyramid for early elementary! Listening activity. Unlike the werd pyramid, You can wake things interesting by going ay direction | You can desinat! different starting points, too, “het sey the path ae must take, They love we 60¢ DHE 2ce SEE ON EUNE aN EEE ZN wa vs\ sy wo 48S haem Daigo F x PSH Geter CEE eee ec Of Aes wpoas OD c = § EN cE Yr aN, eee Soa ek ee [ee ee A NY NE 2M a & ¥ z. e A @ a a ® 4 é i ag N Nee Te ae a aYEX 7 Uke do § H SONS ON ries a eA cots wot home, 3 F Aisi desir aan tea ae \ a bur get pla go AMI eu ce wot schoo} vp sports offer Te NSN HEN NCE \ dogs is blue Early ‘well me“whe Great Word Pyrainid ” Answers L 1. 1 like eats but not dogs. 2.1 do not play sports well. 3. Ido not get up early. 0. 1, We will go to his home. 2. We will not study at home, 3, We will not study English tomorrow. 4, We must start eating after him. 5. We must start reading English books. 6, We must not study English tomorrow. 7, We must not study at home, mL. 1. The woman who wrote this story likes black cats. 2. The woman who told him to leave was old, 3. The woman who told him to visit was old, 4. The woman dancing with him has many beautiful rings. 5. The woman dancing with him has many black cats. 6. The castle that I like is not very old. 7, The castle that I wanted to visit was old. 2 62“Must” and “Must not” Lesson Plan for JH or maybe HS By Andrew Crooks (50 minutes) (5 min) Warm-up: “Word Race Game” (shiri tori) on the blackboard. Rules: “Meke 4 groups. Write any word on the blackboard.’ Students must start the next word with the last letter of the previous word. Make VERBS double points because we are using the grammar MUST+VERB today. Set the timer for 2 min. ‘The team with the most points gets a sticker or prize. @min) Short Skit: Make a simple skit with your JTE using “must.” My JTE isa girl, so I asked her on adate to go see a movie. Printed out some movie tickets and flowers. I asked her out and she says “no” and gives an excuse, like “I must clean my apartment” ete. (min) Grammarexplanation: Ask “What is “L% (#75 tr\” in English? Explain that it is similar to “Have to ~" but a little stronger. (25 min) Laws of the Land Activity: Make groups of 4 people or so, Hand out worksheets. Students make a country with a theme, ex: Eco Land and draw a country with nature Next, they write 5 laws for the country using “People must ~” AND “People must not This takes 2 lot of time, so it might be useful for them to write the laws in Japanese first, then translate to English. Give time limits to make sure they are progressing. (20 min)Presentations by all of the groups (8 min) Vote for the country they want to live in (can’t vote for own country). Winner gets a prize. End of class 6410- 15 3 min, Get timer ass ~ 2-5 min) (pictures of people) (write 8 days) (map if you want) (picture of the Second Temple) (picture of brass amp, oil) (picture of clay amphora/jat) (Count out with your fingers) (pictures of ‘Menorais, people lighting them) (pictures) ~ pass pictures around if you want (ce dreidel rules) {after introduction of Judaism/Tewish people) ~ Hanukkah is ¢ popular holiday = people celebrate it allover the world - it lasts for 8 days « this year it is/was) December 20 -28 + itis different every year = do you know Israel? (Israelis a country. In Japanese, itis 4 RFX Jsuraent ) ~ many people in Israel are Jewish. + for Hanukkaby, there is no school/work for 1 week (7 days) + Hanukkah is sometimes called a Festival (&) matsuri) of Lights ~ Why? Why ist called the Festival of Lights? STORY ((gesture as much as possible)) Long, ong ago, there was a temple (43% otera) in Israel. twas a very important place for Jewish people. An army (WL gun) attacked the temple. They (the army) broke many things. Ina Jewish temple, alight (hikaru) must abways be on, Because there was no electricity (GF denshi), they used oil (ti abura) lamps. But the army broke all the jars (it tsubo) of oil! ‘There was only one unbroken jar: One jar of oil is one day of light. ‘New oil needs 8 days to be ready. ‘The Jewish people lit the lamp with the one jar of ol 11 burned for one day... then two days. Then three days... four day's. fv Sit. seven... eight deys! The one jar burned for eight days! Jtwas a miracle (Kiseki). - now, wellewish people light special lights «the lights are called a Menorah = we eat special food cooked in oi = latkes (Potato pancakes fried in olive oil) are popular in North America + jam filled donuts ate popular in Israel - we give gifts or money to children ~ we play games too! Do you want to play « Hanukkah game? (play dreidel for remaining time)) 66Hanukkah Lesson Plan ‘Name of teacher(s): Anna Rayner-Grignon Class/Grade/Language Level: Junior High School, adaptable forall three years Textbook and specific lesson: Stshine grammar and vocabulary used; alongside or instead of a Christmas lesson Goal: introduce Judaism as a living religion/oulture, understand the story and activites of the holiday Hanukkah, participate in a cultural activity (playing dreidel) Preparation: pictures of items such as a menorah, dreidel,ltkes, gett, etc; pictures of people practicing Hanukkah; pictures of difficult story vocabulary (ex. synagogue, oil lamp, jar, etc); dreidels (8 - 14 - elways make extras as the Kids are really rough on them); small pieces of paper/knots of thread/beads to use as gelt; anything else you think ‘would be helpful - for example, if you have a menorah, bring it io. Unless you can get someone to mail you some ot you buy them online, you will have to make your own dreidels out of papew/eard stock. ‘Class time: the whole period (40 - 50 minutes) BACKGROUND Before you do this lesson, make sure you know what Hanukkah is. Check out Wikipedia or Google iti you've no clus. For those of us who know, a refiesher is always good. Plus, you might eam something new. I didn’t know anything about how Hanukkah is celebrated ia Israel for example. Introduce it to your JTEs before class. Many times, in December, you will be asked to do a Christmas class or ‘activities. However, most JTEs are open to other suggestions and are usually very interested to learn about something new. You may have to explain what Judaism is first. ‘This plan includes all three junior high grades. The main differences are the level of vocabulary/grammar and the Jength ofthe story. Third years can take in much more detail than frst year students. At points, mainly for the first or second year students, you may need your JTE to help translate. Try and talk with them about this before the class. — For all three years, you will have to introduce Judaism. This can be difficult. Most children do not really know what Judaism is, even in Japanese, Pictures of Jewish celebrities or well known people may help (ex. Albert Einstein) ‘Your kids learn about the Holocaust in their moral education classes so they may only know Jewish people in that Context. Many of them may know Ann Frank. I recommend steering clear of the Holocaust as best you can. ~ do you know what Judaism is? how about Jewish let the kids answer, |< in Japanese, 2. 9°°° (Hudaya yea) aod OCR, see what they know correct any ~ a Jewish person does Judaism, «religion (8 shuukyou) :isconceptions (ex. Judaism = ~ but being Jewish is also @ culture (CAG; bunka) Christianity) acne bad ~ Gif you are Jewish, let them know) % often, kids will hear “Jewish” or “Jews” as “juice” - let thom get it out their systems but do correct them 65= pass pictures around if you want | - we give gifts or money to children ~ we play games too! += dreidel means “to spin” ~ do you want to play? (Gee dreidel rules) | (play dreidett)) I [i = we eat special foods cooked in oil « latkes (potato pancakes cooked in olive oil) are popular in North America + jam filled donuts are popular in Israel (pictures of people) (nap if you want) (Picture of the Second Temple) (picture of brass lamp, oil) crate of clay Spore) (after introduction of Sudaismn/Jewish people) = Hanukkah isa popular holiday = people celebrate it all over the world + it lasts for 8 days = this year it is/was) December 20- 28 « itis different every year ~ do you know Israel? (Israel is @ county. In Japanese, itis called [..]) ~ many peopie in Israel are Jewish, - for Hanukkah, there is no scbool/work for 1 week (7 days) ~ Hanukkah is sometimes called a Festival of Lights ~ Why? Why is it called the Festival of Lights? STORY Long, long ago in Israel there was a Jewish temple. It was a very important place for Jewish people. Itwas in the city of Jerusalem. An army attacked Israel and took over the temple. Judaism was banned. Jewish people were not allowed to go in their temple or study their religion, The army broke many things inside the temple and made it very dirty. ‘So, people called the Maccabees fought back. Maccabee is a Hebrew word ‘meaning “hammer.” ‘The Maccabees won, but there was still a big problem, In aJewish temple, there must abways be a light lit. This is called an eternal flame. “Eternal” is a word meaning “forever” or “always”. ‘There was no electricity then, so they used off lamps. ‘The army had broken all the jars of oil. There was only one jar left. One jar of oil is only one day of light, [#ttates eight days to make new ol. No one ki? what todo. 68(pictures of people) (map if you want) (picture of the Second Temple) (picture of brass lamp, oil) (Picture of clay samphora/}sr) (Count out with your fingers) (pictures of Menorabs, people lighting them) (after introduction of Judaism/Jewish people) = Hanukah is a popular holiday ~ people celebrate it all over the world + itlasts for 8 days ~ this year it is(/was) December 20 - 28 + itis different every year ~ do you know Israel? (lsrael is a country. In Japanese, itis 491 Isuraeru) + many people in Israel are Jewish. ~ for Hanukkah, there is no school work for 1 week (7 days) ~ Hanukkah is sometimes called a Festival of Lights = Why? Why is it called the Festival of Lights? STORY Long, long ago in Israel, there was a Jewish temple. It was a very important lace for Jewish people. An army attacked the temple. The army took the temple and banned Judaism. ‘Banned! means ‘not allowed" or ‘cannot do. Jewish people could not practice Judaism, The army made the temple very dirty and broke many things. So, people called the Maccabees fought back. Maccabee means “tammer” in Hebrew. ‘They won. They got the temple back, But cleaning the temple was very difficult. Ina Jewish temple, a light abvays has to be lit There was no electricity then. They used il lamps. But the army broke all the jars of oil! ‘There was only one far left One jar of ol is only one day of light. New oll takes eight days to make. The Jewish people lit the one jar of ol. It burned for one day... then two days. Then three days. four days. five. Sin seven... eight days! The one jar burned for eight days! Tewas a miracle. Because ofthat, we now celebrate Hanukkah for eight days. = we/lewish people light special lamps or candles called a Menorah = Menorahs help us remember the miracle. They remind us to never give up. 67It burned for one day... ten two days. Then three days... four days... five. six. seven... eight days! The one jar burned for eight days! Jtwas a miracle, Because of that, we now celebrate Hanukkah for eight days. (pictures of Menorahs, people lighting them) ~ wellewish people light lamps or candles called Menorabs in our windows ighting Menorahs shows our identities as Jewish people. Hanukcab is about never giving up and being proud of our unique identity, (ictures) = we eat special foods that are cooked in oil ~ latkes (potato pancakes fried in olive oil) are popular in North America ~ jamfilled doauts (sufganiyot) fried in oil are popular in Israel ~pass the pictures around if you want ~ children are given gifts or money = we also play a special game that is called dreidel. Dreidel is a word meaning “to spin.” Do you want to play? (@play dreideit)y (Gee: dreidel rules) Dreidel Rules AA dreidel is a kind of spinning top with Hebrew writing on each of the four sides. The writing is an acronym for “A ‘great miracle heppened there (in Israe).” Dreidel isa simple game. Explein the rules then have them make groups with their desks together like at lunch, Around 8 groups usually works. Every player gots the same amount of “gcl.” Gelt means “gold.” Use beads, knots of yarn, small pieces of paper - anything is fine, Usually people play with chocolate coins, nuts, or raisons, but in clas, that’s just not an option. Give the kids around 10 pieces each. At the beginning of the round, each player puts one gelt in the middle, This is their bet. ‘Then, each player takes a tum spinning the dreide!. Keep going around until someone rolls gimmel - that starts 2 xpow round. Kids who run out of get are out, but they can beg their friends (ora teacher) fora joan. Make them ask in English! “none” - take nothing “all"- take all the gelt in the middle ~ everyone put one in gimmel a “half” - take half the gelt (round up - hay A ex. half of five is three) shin v “put one in” - put in one gelt 69Gluing tap Gluing flap dey BuInio ® Caing [ dey Suni, Make a Paper Dreidel 1. Print this page and glue it to thin cardboard (like & ceresl box). (Gurqyssons 940}) roms 2. Cut along the edges. Decorate the dreidel. Ging ts 3. Cut an x in the tiny circle on the > top. Sz j 4. Fold along the inside tines and a* forma top shape. Glue the flaps 5 Into piece. 5. Stick e straw or wooden dowel ‘through the tiny cirete at the top. Buin tp : Fe 3 35 B. rl = Giuk = tap ‘©EnchantedLearning.com Past the template on construction paper or thin cardboard, Regular paper will not stand up. Make extras!“A model of the Temple. Google: Israel Temple for chocolate coins (gelt) mn‘The kids are usually really interested in Conservative or Orthodox (strictly practicing) people. ‘You can find all sorts of images by searching for Menorah, Hanukkah/Chanukkah, dreidel, latkes, and variants. There is no one kind of Jewish family so hunt around a bit. 7273LOGATION PREPOSITIONS LESSON PLAN | Ref. SUNSHINE TEXTBOOK 1 LESSON 5-3 DATE PRD [CLASS /ST.., [LESSONPROGRAMME ) TEACHERS, No. 2 TbaliNgobese ALT GRAMMAR ‘KEY SENTENCES) Tn, on, under,bebind 1. The bag is under the chair. Zocation Prepositions Jin front ofynext to 2. @: Where is my bag? A: It’s under the chair. ‘Teach students to use location prepositions in a basic conversation. Students also practice using Where?’ and different nouns ([.0. objects in the classroom or places) NOTE: ‘This ean bo a good chance to quickly review possessive pronouns (my, your, his, her, their, our) and/or articles (the, this, tha). Students will be able to use the key sentences in different contexts. ‘This lesson works for big classes (30-40 students). It can also work for slightly smaller classes. WR [ACTIVE 7 7 Ts | MATERIALS DESCRIPTION . : Sm Props and Costume: L.Skit: ‘Where's my Bag? A chain(put the chair ‘A slap-stick Charlie Chaplin-type skit. onthe front table where | Studonts watch and help the ALT to find his/her bag. all students can see) Basic seript A bag Where's my bag? A-cut-out TV frame Have you seen my bag? I can’t find my bag. Cutout placards — Isit on the chair, under the chair?ete. Whereis it? | (a thought-bubble, Tve looked everywhere! “Whore’s my bag, THE Students can help you i. by saying yes, no or pointing if they | END) can't use the target language. ‘Chaplin moustache from cardboard, Notedf you're up to being a little silly, this can be a fun | Old film music! studio way to introduce students to location propositions and | theme music evaluate what they already know. You con add or change ‘ony props and play round with costume 10m [2 Skit Review and Key Word(s) and Sentence Practice | Same as Section No. 1 (Using props, put the bag at different positions around the chair. Use the key sentence (The bag is cach time, Students have to repeat. (2) Move the bag around, allowing the students to use the the chair) key sentence on their own in unison. (@)You can also use the key question and got the students to 74i0m_]8. Gee Worksheet) Timer Worksheet Stickers Get students to identify objects in the picture. Do the example together. Let the students do A.and come to the front when they're finished - set a 2 min time limit and a reward for students that finish before/on time, Do exercise B using the same method as A~3 ming Sm_—_/4. Free Talk! S.LY (Say it Yourself) Timer Students choose anything on theix desk and junken in pairs. | The.winner gets asks the key question and the other student has to answer. ‘Students can also walk around freely and use different objects around the classroom. Students ean also use other objects not ‘mentioned in the lesson, if they know them in English. (This ‘has to be timed and there's more pressure if students have to keep score of how many times they practiced the dialogue, (2 minutes) 5m |Showeaser 8 pairs to do the dialogue in front of the class. om) Review Correct any mistakes. Highlight common mistakes, get students to fix them, ‘This worksheet is from the internet, I edited the layout and questions to suit this 75Name4ifi ..._____Nofif#® Class 44a A. Find the bag! Where is the bag? ‘Example: 1, Where is bag number 1? It’s in the bathtub. (itis > Ite) 2, Where isbag number 2?" It’s the mat. 8. Where is bag number3? If thechair. 4. Whereis bag number4? it the duck. 5. Whereis bag number6? It’s the cupboard. 6. Whereis bag number 6? Ite the lowers. ® on under behind next to in front of B,Find the ball in the garden! Where is the ball ? 1 Draw a line from the picture to the right location on ¥(a-f) 2 Write the correct letter in the empty square (1-6 on X) it ne Q: Where is the ball? Art's on the grass. (1. d) 76 x SSE EESE aH Tihewmass |g Zhe barbeawe 3.the pool of, - rs oS Tie Boneh a OSS Oya Tstho tree ois font of Githe rug [underCALARAESK 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s)__ Christopher Nimmo (Class/Grade/Language Level__JHS 1" grade ‘Textbook and specific lesson __New Horizon: This is [person}: Introducing anther person Goal: mar ~ jeaking. “This is... / He is eis. Preparation: Min, 30 minutes (making example characters, printing worksheets) (Class time: _Full lesson (flexible: miniraum 30 minutes) Thisis a simple activity that my first grade classes enjoyed a lot. ‘After greetings and a review of recent grammar, introduce a couple of “mashup” characters that you made. Introduction A few short sentences will do: "This is Asada Spiderbean (Mr. Bean, Spiderman and Mao Asada). He plays soccer. He eats grapes and cabbage. He likes sleeping. He doesn't like fish.” You can make your own character mashup examples or I'd be happy to send you the pictures | used for this lesson. Activity ‘On the worksheet (which will be very easy to make) the picture “frame” is divided into thirds. Explain to the students that we are all going to create new characters today similar to the ones you just showed. Each student draws a head in the first space, ‘Mr. folds the paper so that only the lower two thirds are visible, ‘Bean, Mao Asada (figure skater) and ‘and passes the worksheet to the next student to draw the next Setenae, Part. Apply a strict time limit to the drawing parts or they'll take until ‘graduation. When the drawing has been compieted by three different students, it returns to the student who drew the first part to open it and write a short introduction for this new character. Allow a few minutes to laugh at the final works of art - this is part of it! ‘You may have to step in here and have a quick review of the grammar needed to introduce another person, depending on whether your class as a whole needs it, or you can help individual students as ‘they are working. Four or five sentences should be enough to exhaust the English that they know. If there is time at the end of the lesson, ask a few students to introduce their character to the rest of the class. You'll have had time by now to walk around and pick out the particularly funny ones, ALT/TE Roles This is an activity that can be conducted successfully entirely in (easy) English, which your JTE will surely ‘appreciate. Your JTE can help with the grammar review at the beginning/end. 7CMEARK 3) For the LESSON PLAN BOOK: POP CULTURE COMPARATIVES Name(s) of Teacher(s)__Frik Smith Class/Grade/Language Level_2nd Year Middle School Textbook and specific lesson New Horizon Unit 9 (Goal: __Leam and practice the‘comparative form by making a quiz game Preparation: Powerpoint and projector OR printed photos of the items inthe first quiz (celebrities, anime characters, etc.) ‘Class time: 15-20 minutes for introductory quiz Using the old trick of using pop culture to capture the interest of your middle schoolers, make a quiz about Japanese pop stars and anime/manga characters to introduce the comparative form (e.g. Zoro is taller than Sanji). In this lesson, students listen to the questions and answers inthe quiz, and afterwards discuss what similarities they hard in the sentences, are explained the sentence structure for the comparative form, practice making comparative statements and| ‘questions on a worksheet, and finally present there own quiz questions in class. First, forthe introductory quiz, prepare questions such as “Which is bigger, Exile or Greceen?” “Which is nearer, Shanghai or Tokyo?” “Who is older, Mao Asada (Olympic figure skater) or Atsuko Maeda (AKBAS stat)?” and, if you want to introduce the superlative form too, “Who is the oldest member of Arashi?” and “What is the largest country in the| ]world?” If you are concerned about the students understanding of the adjectives used in the sentences, play your favorite ‘warm-up game, such as the Row Game, to review some adjectives. ‘Use photos of the two things you are comparing to aide understanding; preparing a powerpoint with the photos and sentence questions appeating together is ideal, but simply printing the photos and putting them on the board works fine. ‘Students can participate in the quiz either individually, using worksheets with the quiz questions and cireling either ‘Aor B, or in groups by discussing the question for a few seconds before holding up a card, A or B. Award the students or’ groups who did the best with a prizes, English points, et. Next, after asking the students to listen carefully to the sentence patter, repeat some of the questions and answers from the quiz. Ask students to discuss what words they heard and what they think the questions mean, and write these words and ideas onthe board. You may proceed as you would normally wien introducing @ new grammar expression in class, such as using a worksheet to practice the new expression, asking the students to copy some sentences from the quiz, and doing reading practice, ‘Ifyou can devote the time in either this first class or later class, have students think oftheir own quiz questions. Contining the quiz questions to a certain form, like “Which is_, Aor B” and “Who is. ‘Acsan or B-san?” can help the students make their quizzes, as can using a limited number of adjectives (taller, bigger, smaller, older, younger, etc, that you can easily write on the board for the students to copy. ‘Thanks goes to Amanda Collyer, former ALT of Amakusa City, Goshoura, for giving me a head start on the pop culture ‘quiz! Without her expert knowledge of Japanese pop culture this Lesson would not have been possible for me todo. 78Lesson plan Phonics use Teachers: Mrs Sachiko Yamashita and Mr Joseph Fowler Class age: First year Junior High school) Length of lesson: 50 minutes Aims of lesson‘ To increase understanding of phonics and use of the alphabet in word construction. Materials: Alphabet cards A-Z, Famous brand name images, toy money for auction. Aim Activity Directions Materials Introduction | Greet the class and ask students | “Good afternoon, How are you,” | None 79Present phonics Spelling any relevant questions. Teachers present letters of the alphabet via cards and assist students in learning to pronounce the letters. Pay extra attention to voiced and unvoiced sounds such as f and v, p and b and vowels. Teachers should also demonstrate how certain letters combine to create different sounds such as th, sh, ch, Using plain alphabet cards, demonstrate how words are put together Begin with (map) and move up to combination words such as (nest) and (switch). Afterwards, etc “We are going to practice how to pronounce the phonetic and normal alphabet sounds of English.” “Repeat after me.” QTE lifts up cards to show class. Class repeats after ALT) “Watch my mouth.” “Listen carefully.” “Move your mouth more: (Practice capitalized and soft forms of all letters practiced. Pay attention to the vowel sounds.) Ok, we will now demonstrate how to spell short words. Watch carefully: m — a —p. (pronounce separate sounds and combine. JTE helps hold cards up and listens for mistakes the ALT Alphabet cards Plain Alphabet cards 80use the brand name pictures to see if the students can follow the phonetic sounds eg Starbuweks-. Yors-us-h-i- Sentence Auction To play, teams have money, and have to buy correct spellings of words we say, Start easy them make them harder. Prepare cards that have to words you want to practice on them, some spelt correctly and others spelt wrongly. Students bid to buy the ones they think are spelt correctly, that match with what you say. Do a practice round to start, might have missed) ALT holds up and leads class through increasingly difficult words. “Repeat after me. “Pay attention.” “Now you try.” Could be done on an iPad or computer “Now we will hold an Auction! Get into groups please, and choose a team captain.” “I will show you all a word, and pronounce a word at the same time. If my voice and the card are the same, try to buy the card. The other teams might want to buy the card too, so think carefully. However, some cards are tricks. If you buy one of these cards, you will lose 1 joint!” Fake money 81Ending Only captains have the final say, and must bid themselves, so that everyone has a chance to speak. (ITE explains any points that are unclear in Japanese (Hand out toy money.) QTE explains that team captain must change every turn.) ALT — begin with a practice — do eat and say “cat.” Teams bid, and the team that bids the most wins the card. Next, show bat and say “bad.” If teams bid, play as normal. If a team buys it, they have lost a point. Teams should now understand, so play the rest of the cards. Finish class in your. usual manner/ 82Name? Kate Kreuser Grade: Junior High 2nd year ‘Textbook: One World Lesson 4 You have to ~./‘You don't have to ~, Goal: For students to practice making You have to ~ . sentences and speaking, This game is best after the students have studied have to~ for two or three classes. Not very good for the first time they are learning it. Preparation: Think of 4 to 6 problems for the kids to solve and one example problem to help explain the game to them. Class time? At least: 10 minutes. If your class likes the game they can keop going. ‘This activity is best done in groups of about four students. This may lead to 8 or 9 small groups depending on your class size. I use this game in classes around 30-35 students. ‘My explanation to the students? 1) Please make small groups, about four students. 2) I will write a problem on the board. [write example problem and read it to the students: Oh no! I'm hungry!) 8) Help me! Help me! What should I do? 4) (Write: You have to___! on the board and read it slowly, "You have to’... then wait for the students to fill in the blank, ‘You have to...eat lunch!’ then ask for more ideas. 5) [Use gestures to explain that the same person from a group can't answer every time. Tell them to help their neighbors answer.) Here are some problems I've used in class? Oh no! My mother is coming to Nankan! (I get a lot of - You have to clean your room/ ‘You have to go to the airport./ You have to make dinner/ You have to run away.) Oh no! I have the influenza. (You have to go to bed// You have to take drugs [medicine]./ ‘You have to go to the hospital. You have to eat soup.) I'm tired! I didn't finish my homework! (You have to talk to the teacher/ You have to do your homework after school.) 83T'm sad. (You have to eat ice cream / You have to go to a party,/ You have to go shopping./ You have to go home.) I'm going to China! (You have to get a ticket./ You have to bring clothes// You have to make money) I start out calling on the first groups to raise their hands, giving groups who haven't answered the chance to speak before letting a group answer a second time. One point per answer that makes sense (I also give points for funny answers like the "You have to run away. for 'my mother is coming to Nankan.' If you give points for funny answers the kids will come up with some outrageous ideas. If the advise really doesn't make sense though I won't give a point. Enforce the rule to have them rotate answering, and also if there are groups that don't have any points 1 will give them first chance to answer and wait for them before letting other groups. Rarely one group will not want to answer at all. The few times it's happened my JTE will help them think of some simple ideas. I try and make sure each group has at least one point on the board before finishing. Question Search! Name? Kate Kreuser Grade: Junior High 1,2,3 years ‘Textbook One World, any lesson Goal: For students to practice question and answers and writing practice. Preparation: Make question cards, one for each group, usually 6-9 depending on number of groups. Class time: 15 minutes This game can be changed to be easier or more challenging. It is meant to help students practice questions and answers for conversation practice but also to help them make sense of the different questions and answers found in the text book, I found that students will mix up which answers go with which questions, because the textbook presents just one question and answer at a time. For first years I generally only make three different questions. I will make six groups in the class and give each group a card with a question. There will be two groups with each question. I also give them a worksheet (attached) with space for them to write thequestion. ‘To students: D) Make groups. 2) Twill give you a card [use gestures as you say this]. 3) Look at your card. Copy your question. [use gestures to show you copying] 4) Stand up, then walk, walk, walk, [stop in front of a not shy student] ‘Hello.’ student: ‘Hello.’ [anken! The loser tells the winner his question and let's him copy it] ‘Are you a student?’ 'Yes, I am.''See you!" 5) There are three different questions. Sit down when you are finished. I will give you 5 minutes. . [Ask your JTE to check for understanding.) Give the students about 6 minutes to look for the questions. When time is up, write the three sentences on the board. Review the questions and ask everyone what the answers are. I usually give small stickers to the students who finished or stamps. ‘To use this game with 2nd and 3rd year students, increase the number of questions and the number of groups. This is a fan game because sometimes students are good at janken but not at English and they beat the students who are good at English but bad at janken, 85Name, Class: Question Search! My question: answer, Question 1 answer: Question 2 answer. Question 3 answer:FUE 3 ) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Lander Sims (Class/Grade/Language Level___Junior High School 2" Grade ‘Textbook and specific lesson ne 2 Program 3, “A Trip to Australia” Goal: jew and Practice “Be ~" with “what”, “where”, “how long” Preparation; Departure Cards, (Class time: 20 minutes, including activity explanation Using real-life examples to make gramunar targets of ESL lessons more tangible can be effective in keeping a student's interest during class. In this lesson, we'll use a common real-life example (foreign travel) to practice the “be going to” structure, This lesson is relevant to practical English use, and also meshes well with the dialogue in Sunshine book 2 Lesson 3, “A Trip to Australia.” First, pass out your departure cards. On them should be written the following: Name:___ Class: Where are you going to go? What are you going to do there? _ How long are you going tostay?___ Explain the questions on the cards, along with an example of your own completed card, and then give the students a few minutes to write their own responses. Practice asking and responding to the three questions. Divide the students in to pairs and have them janken, The winner gets to be the emigration officer and ask the three questions, The loser will answer them, Reverse the roles and repeat. ‘Next, allow the students to walk around the room and complete both sides of the dialogue with an additional fivestudents, Uf there is any remaining time, ask the class if there are any volunteers who want to read their answers to the las. 87(BIRR 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Mr. Kanakogi and Mr, Bromberg (Class/Grade/Language Level 1° Year Junior High schoo! Textbook and specific lesson Sunshine 1, Lesson 7-2 Goal: __Students should be able to utilize and comprehend the sentence “ Did you?” and give corresponding answers. Preparation: Sunshine 1 Text Book, verb picture cards, interview worksheet, pre-made sentences for the blackboard, Class time: _50 min, 1.) Daily Greetings — 5 min. ‘Ask students basic questions such as “How are you?", “How is the weather?", and “What time is it now? 2) Short Quiz ~ 10 mit Questions are derived ftom 4 vocabulary words from the previous sunshine section and 1 target sentence from the previous cass, 3) Introduction of new matetial —5 min. ‘Target Sentence: “Did You?” Begin by the JTE and ALT having a small dialogue with each other using the target sentence, The students are then asked ifthe understood what was being said. 4.) ITE Explanation of the target sentence in Japanese ~7 min, ‘The JTE will use the pre-made sentences to explain the grammar in detail, 5.) Pattern Practice —5 min. ‘The JTE and ALT will take tum holding up verb picture cards and ask the students “Did you (verb on the card)?” ‘The students will give the appropriate answer “Yes, I did.” or “No, I didn't”. 6.) “Let's Listen!” Section 7-2 Pg. 60 (Bottom of the Page)- 5 min. 7.) Communicative Actvity/ English writing - 12 min. Part 1 ~ Students are given an interview workshest with spaces write 3 questions each to 4 other students. ‘The questions that ae to be asked are (2) “Did you ~ last night/yesterday?™ and (1) “What did you do last week?” Part 2- Students must write 2 sentences based on their answers. 8.) Conclusion/ Wrap-up — 1 min. STE reaffirms what the students learned in class today with a review of simple explanations, 88Ye Hello everybody, welcome to London! Right, do you know where we are on this map? tr No, where are we? x We.are at Westminster Abbey. Prince William and Kate Middleton got married here! % — Oh wow! Where is Buckingham Palace? Dé you know where it is? yx Ofcourse! We will see it later. But first, do you know who he is? Yr No, whois he? % He is Winston Churchill, do you know why he is famous? yx No, why is he famous? Questions..... 1. Where did Will and Kate get married? 2. What does Ms. Miyanaga want to see? 3. When will Ms. Miyanaga see Buckingham Palace? !Bonus Question!! 4. Why is Winston Churchill famous? Word Unscramble... e.g. Who is he? => Do you know who he is? 1. When is the last by know...... is that gil? 3. Why is the sky blue? => Do you know. 4. What are you doing? > Tell me... Write your own... Tellme a iknow why I don't know what T want to know a Do you know ai) 89Caen 3) For the LESSON PLAN BOOK: NAME(S) OF TEACHER(S) // Miva AUGUSTA TAKEDA GLASS/GRADE/LANGUAGE LEVEL // JHS / GAN BE ADJUSTED FOR ALL GRADES AT ANY LEVEL. TEXTBOOK AND SPECIFIC LESSON // SUNGHINE / REVIEW OF CONTENT TO DATE. OAL // TO REVIEW AND APPLY LESSONS IN A FUN AND COMMUNICATIVE CONTEXT. PREPARATION // REQUIRES NO PREPARATION. GLASS TIME 7/ 5D MINUTES. 5 MIN//GREETING//WaRM UP Play the tafe/yoko game, asking students questions using grammar and vocabulary studied recently. Variation: read English phrases/vocabulary from the textbook and have the students translate into Japanese. 45.MIN-TOTAU/ ENGLISH OLYMPICS// Make groups containing 5 students, and number students from one to five within each group. Play rock, scissors, paper with one student from each team until there is one winning team. They will choose their team name fist, and will be the first team to ask a questions in the Who am I? game‘detailed below. Draw a scoreboard on the blackboard and starting clockwise from the winning team, allow each team a select a country to represent for “the English Olympics.” DLYMPICS PART ONE// WHO AM I? // 25 MIN Fina YEAR VERSION// Give a series of hints from general to specific until a team can guess the answer. In the order determined by rock paper scissors, each team will have a chance to guess the answer by asking “are you~?" after you give each hint. When a team guesses the answer, give them three points and start the next round of Who am I? (Lama singer. have blonde hair am from America. Answer: Lady Gaga) SESOND AND THIRD YEAR VERBION// ‘After a few minutes of group thinking time, each team well have a chance to have one member stands up and asks one question, (Where are you? Are you big/cute/a human/an animal/a man? What colour are you? Do you like~?) ‘The team can also use their tur to try to guess the answer. The students asking a question for each team should rotate according to their assigned order so everyone has a chance to speak. Give three points fo the team that guesses correctly, and move onto the next Who amt I? question. OLyMPics PART Two// SHiRiraR! // 20 MIN In the same teams, building on the points won in the previous game, play English Shiritori on the blackboard, Give each team one piece of chalk, and use it as a baton to prevent crowding and too much chaos. It's best to use a timer. When time is up, everyone sits down and reads the words aloud as a class. Give one point for each word written correctly, and none if there isa spelling mistake or a missed capital leter. For second and third year students, consider disqualifying words that other teams have also used, and only give points for correctly spelled words used once . END// COUNT POINTS// DECLARE GOLD, SILVER, AND BRONZE MEDAL WINNING EOUNTRIES. 90CUHEX 3 ) For the LESSON PLAN BOOK: Name(s) of Teacker(s) Nathan Daniel Spaugh, Class/Grade/Language Level___Jr. High, * grade, (Also works well in an eikaiwa) Teatbook and specific lesson _Program 7, Section 1 & 2. Goal: __To review the past tense, studied in section 1 and to introduce and inerease understanding and use of “did.” _ Preparation: _ Print the sheet and explain to the students Class time: _10+ min, This is a pair activity that I have used several times. I find it an effective speaking and listening activity. Itis a good chance for students to get a real grasp on the different uses of past tense and how to correctly use them. For those who know of the game “Guess Who" the design of the game was largely inspired by this, except instead of describing the individual you ask questions about what they have done, Then at the end you ask them if they are ~~ and you win that round. You can make the activity go as many rounds as you wish until you feel like students have grasped the point of the section. ‘This activity should primarily be used after the JLT has given a grammar/usage explanation and probably towards the end of class. Then the ALT can explain/give an example of the game. Students then split into alts and pick who they want to be (secretly). The pair then janken and the winner may go first. They take tums asking what the other person has done, When they have gathered enough information either side can then guess who the other person is. The students can play as many rounds as time allows, they can keep track of the number of rounds won by circling the pirate heads at the bottom of the sheet.. See the attached worksheet and feel free to use it, change it, etc for your own use! Let me know if you would like the original word file to change, ete. 91Name. Class Day. Date. Who Are You????? *Find out who your partner is by asking questions using today’s grammar point. Today's grammar point: “Did you ~~” Example: A&A : Did you play soccer? B&A : Yes, I did. (they are either Natsuhara or Bill) PyA-LRIEMSSVURREA PEA NEATH. No, I didn’t. (they are not Natsuhara or Bill) Po W-URT ERED CBRE AMEKCPOVETA, BN, a ayed baseball. played did sumo, ae ou et volleyball. watched a amovie. studied French. Pace concert, studied English. seball game. studied science. studied math. Bozo Frank i played soccer. layed Gasset Geet watched a volleyball ahi played baseball. baseball game. watched TV. : watched a i i , studied science. concert. studied English studied math studied French. Circle how many times you have guessed who your partner is! RRAARRAS 92Name(s) of Teacher(s): Ruth Rowntree and Mitsuo Nakamoto (lass/Grade/Language Level: JS = 3"Grade but “The Ee Game! can be sei as a basis for various lesscns/grammarpolnts Textbook and specifi lesson: Sunshine Engish- Program 6-2/ Okinawan Music [Includes the Past Participle/ i) Goal: Tounderstand and be ableto use the target grammar, and practice forming sentences usingThe File Game! Preparation: To make the ies, sentences+cut-out word cards forthe target grammar sentence it takes approx. 2-3.pertads, ‘File Garme Activity time: 10mminutes = 30 minutes Program 6-2 uses the following example sentence: We stayed at a house builtin 1906, f4-+iG379 [~S 1.2 A - ty] ‘After warming up with ‘The Line Came’ review the previous grammar point: Who's the boy sitting under the tree? The ALT and JTE do various gestures while the students describe them using the previous grammar point: the lady writing onthe blackboard... the mian reading a book... Get the students involved too: the boy sleeping by the door... the gil ‘wearing red glasses... The JTE then explains how the previous grammar links in with the new target grammar. To illustrate the new target grammar the JTE and ALT do a short dialogue about... Kumamoto Castle. Alarge picture of Kumamoto Castle is placed on the blackboard. JTE: Do you know this castle? ALT: Yes,1do. It's Kumamoto Castle. ITE: Yes, itis. This Is Kumamoto Castle. It was built in 1607. ALT: | see. This is Kumamoto Castle builtin 1607, The JTE writes two sentences (those above in bold) in English and a third (above, italicized) in Japanese. The students ‘must use the English sentences to write a translation of the Japanese, which is an example of the target sentence. Set a timer and then ask the students for thelr opinions, explaining the proper sentence pattern and the incorrect ones. Give them two more examples to complete, eg. boys tackle the sentence on the left of the blackboard and girls do the one on the right. Once everyone understands the grammar point the ALT explains ‘The File Game’. Each team will get a plastic fle which holds three things: an A@ picture, a sentence explaining the picture and cut-out word cards which they have to arrange to make a sentence demonstrating the target grammar. Run through an example using a ‘big blackboard’ version to make sure everyone is clear about what to do. Groups of three seem to work best. You will need more files than groups as some students usually finish earlier than others. Students should write their sentences in their notebooks and check their compiled sentences, and the meaning, with the JTE/ALT before taking a new file. Each team took about 3 minutes to complete a round so we set a timer and then after each round we asked a few groups to present their sentences, so as to consolidate the grammar point, One student held up the picture, another read the explanatory sentence and the last student read the target sentence, The other students transiate together. To add some craziness to the activity we added one or two extra cut-out word cards to each file. Students had to figure out what cards where required to make the sentence and put the extra one(s) aside. We also made @ few extra files which demonstrated other uses of the past participle [382489] in order for students to distingulsh between various 93Some examples for ‘The File Game’: Natsume Soseki was a writer. Soseki. a Botchan famous written novel by Natsume is Japanese 2) Lin I like this sportswear. sports many brand worn popular Adidas by is students. a Gotit2! 1.) Botchan is a famous Japanese novel written by Natsume Soseki, 2.) Adidas is a popular sports brand worn by many students. 94Name(s) of Teacher(s)__Ryan Urie__ Glass/Grade/Language Level__Junior High (All Levels)_ ‘Textbook and Lesson - VARIOUS - (Sunshine Level 1: 7-2, 9-2: Level 2: 1-1, 3-1; Level 3: 1-2, 2-3, 7-1) Goal: To have fun constructing, speaking, and writing accurate English sentences! Preparation: Customized worksheets, 8 decks of laminated noun and verb cards, 8 dice Class time: __50 Minutes/Entire Class. what did you do?l>/ Preparation: You can use this game several times for different grammar topics, classes, and lessons, Tt takes a bit of work to get ready, but even my utterly silent sennenseiwent crazy for it, so it's well worth it. The first step is to make separate decks of noun and verb cards that are likely to create humorous combinations, I've attached the ones I use, Put the nouns and verbs on different color paper to keep ‘them from getting mixed, and number the cards in each deck so separate noun decks don't get mixed. Laminate them! After that, create a worksheet like the one attached to match your grammar point ~ this activity can be modified to suit at least 7 different Sunshine English topics (listed above), though for this lesson plan I'm using the “did you" lesson from Sunshine 1, 7-2. If you want the original files of the attached worksheets/cards, email me at sraige!2@amail.com, >/ ‘The Activity: Start the game by brecking the class into groups of five or six students, Give each team a deck of noun cards, a deck of verb cards, and a single die, and give each student a worksheet, With the STE, review the grammar topic with a few examples on the board, then go over the. pronunciation and meaning of any of the nouns or’ verbs the students might not know. Have the students spread out their ‘two decks of cards face down, and then jan ken to see who will go first, This student will randomly select @ noun and a verb card and make a question in the form of “Did you (verb) (noun)?" For example, "Did you cook a zombie?" The next student rolls the die. If they roll 1, 2, or 3, they answer "Yes, I did.” For 4,5, or 6 they answer, "No, I didn't." After this, the answering student will write their answer sentence on the worksheet, e.g. "I cooked a zombie" or "I didn't cook a zombie." While that student is writing play moves to the student on the other side of the first player, so that the first player who just asked the question is now answering (this way play can move on to two new students asking/answering while the first answerer {s writing). From this point on the students can pretty well run the game by themselves, The ALT and ITE can just circle the room answering questions, correcting mistakes, and keeping students on task, Even my most shy students laugh out loud at the bizarre things they end up “doing.” Plus, this activity gets in a lot of much-needed speaking practice. If you want you can have the students translate their ‘sentences into Japanese, or orally present to the class the craziest they “did.” Even though you can use this gome for different topics and classes, it's probably best not to use it twice on the same class os the *jokes* will already be old news, 95Name: Class Number: __-___ Date: What did you do??? BD OAZ MEDD A — FE-BRA CHEE 2 T Player 1: Didyou _eat_ + _amonkey > KROAGV 4 DIeRBLT. —. =, SKokS. “UW” OBATH. WL BH. AKoRS, “WWK" OBATH. Player 2: AOE - Yes, I did! & -No, I didn't! EDX DIBA OBBWOMEBOTS KEW: eg. __Lateamonkey. eg. _I didn't eat a monkey BCHELELCERRLEL AG! 96Eat Play soccer with Watch Buy Cook Sit on Talk to Make. Steal Break Take pictures of Hit Kiss Touch Go to Tokyo with Draw Ride Study 97a monkey my hamburger Sensei your friend your head a cockroach your English a toilet a cat book your mom natto a frog Kumamoto the sun my socks Castle AKB48 Obama an airplane a cell phone a tanuki Sensei’ s pizza a basketball a zombie Chopper an otaku a robot Sensei 98(CBLATAESK 3 ) For the LESSON PLAN BOOK: Name(s) of Teacher(s) Tom Lambert, Norihiro Murakami jass/Grade/Language Level JHS year 2 ‘Textbook and specific lesson One World Lesson 4: introductory lesson Goal: Introduction of tiave to-” grammar pattern ? Preparation: Pictures of safety signs, printout (see below for scans) ‘Class time: 50 mins 1) Greeting + Begin the class with a greeting and hand out the worksheet to the students. 2) Warm up exercise + The students are shown a picture of a stop sign on their worksheet (as shown in image 2 below). They are instructed to think of ways to explain the meaning to the ALT using English they have already learnt: e.g. Stop! You can’t go. Don't go! It means stop” etc, + These ideas can initially be brainstormed as a class in Japanese and written on the board to give the students a starting point (Le. Ideas that can easily be translated from Japanese to English). + The students are then divided into groups and asked to think of as many ways to explain the stop sign in English as they possibly can. ~ After sufficient time has passed one representative from each group is asked to write one idea on the blackboard. Each group should be encouraged to write a different idea. ~The groups are broken up and there isa class discussion of the ideas on the blackboard and their various meanings. + 3) Introduction of grammar point + The main grammar point, “you have to ~" is introduced as the best way of explaining the meaning of the stop sign. The grammar point is written on the blackboard with the two key words (have to) missing (see below). The ALT pronounces the full sentence 3 times and the students are prompted to listen for and write a memo of thé missing words. Once the students have completed the dictation practice, the full sentence can be written on the board. . + This dictation practice is repeated with a sentence in the third person, prompting the students to change “have” to “has”. + Using the ALT’s pronunciation the students are shown how the “v” in have becomes an “f” sound, and the “s” in has changes from a “2” sound to a pure “s” sound in this grammar pattern. * You stop here. + Tom ‘stop here. 994) Drill of pronunciation and grammar pattern + Place pre-prepared flashcards showing safety signs from your home country on the blackboard, Examples from the UK are shown below (see image 1). These were particularly useful because they have the English (minus “have to”) written below the image. The ALT shows the images to the class and asks the students what they think each one means, The JTE assists in Japanese if the students do not understand. Drill the students briefly on the meaning and Pronunciation of any words that are new to them (gloves, goggles etc). + After the meaning of each image is understood then the students are asked to use the “have to” grammar pattern to explain the various signs. The easier signs (“you have to wear a helmet”, “you have to wear gloves” etc.) should be shown first, followed by more difficult ones ("you have to be quiet”). + The practice is then repeated by the students using the third person. 5) Practice questions + In the remaining time, the students work through the practice problems on the worksheet, translation the Japanese to English If there is time remaining at the end, a quick spoken practice of the grammar point ‘can be completed again using the flashcards. Image 1: Examples of signs used : in the part 4 (pronunciation drill), ‘These cards were printed in colour ‘Ad and laminated. | | Wear helmet fii Wear gloves | = / i ; Bae Pond - ers eee] 100Image 2: The printout used in class (scaled down from Bé size). wren sERE CT Mrg2 eaUMRBETETO MPS REED ERD BHO ‘nt 92 >yeeeRE-BM CUE) FINO MeN TEENA, RET pe ference) nese emimeL A far9a>n1~ vmmeres~1 0 wna + “eR OEM Con NeRE—EM UT EECRERNE. manta, Mn eoRUpAToMMERAETTO (aM NOLES AL, TRE KURU eS —ACTIBROONSIT IO omrwomunmEne en mmenommaen [EER 10h te 0, fapepatani~ o Dmsmmeanmnime! awomas “eamuerur2ernio tek e2ee HM TECH o “eACANseRAD ‘en INE BESS KE wea om we (1) ReemopeE, posse} 101lessons Senior High School:High School Lesson: Making haiku in class. By Andrew August with the help of Naoya Yorifuji at Yushinkan High School. Adapted from a class by former Kumamoto ALT Brendan Bergin. ‘You are bound to have a lot of fun in this class. It is good for small or large classes where you can utilize student’s great abilities as poets@. Ifyou want to do this over two classes that is okay. ‘The first lesson could be about introducing haiku. Then the students could write Japanese haiku and start translating them into English. For the second lesson the students could finalise their English haiku and write them on special paper using color ete, They could also read their haiku during both classes. i ‘The finished haiku can be displayed in the class, on your English board or at bunkasai. Neat eh? Enjoy! The lesson plan is on the following page!!! © Haiku Examples from Yushinkan © Summer end fall set. The sunset dye flush like sun. A red dragonfly. In the summer night. Fireworks at last, spirit calm. Incense stick sparkling. Tlove apple pies. I want to eat it to death, Until I could die. Love is like water. Sometimes cold and sometimes hot. Many want to drink. ‘Music is happy. I love Japanese pop songs. They are beautiful. Sitting on the bench. At the end of the last game. He just smiled and sighed. Tam tired today. I want the weekend again. But Monday, oh no! 103© Let’ s make English haiku © Do you know haiku? Let's make an English haiku, A haiku is a short poem, usually about nature or the seasons. Ithas three lines and uses a certain number of syllables. Haiku can be about anything too, so let's try! Haiku examples. : ; Andrew is hungry (6) ' mina outside (5 He likes chocolate a lot (7) Syllal But fat is coming (5) The day is long and pretty (7 syllables) The clouds are clearing (6 syllables) ‘Yorifuji is cool (5) He really loves Korea (7) He eats Kimuchi (6) Your haiku® 104Clothing Lesson. 4 fun tessou for high school adapt as you see necessary Brainstorming (10 mins) Students get into about nine groups and try to think of as many clothing words as possible. ‘They write them on the sheet provided (one per group). Start them off with a few easy words. Afier 7 minutes, the teachers count the number of correctly spelt words for each group, and the top three groups all get some stickers (or another type of reward). Word Quiz (15 mins) Pass out copies of the word quiz worksheet to the students. Give them some time to fill in the blanks to the best of their ability. ‘Then, have students volunteer the answers to the class, ‘Volunteers get a hanko stamp, others just get a sticker (or other types of rewards). ‘The answers are: 1, necklace 2. shoes 3. pants 4. jacket 5. skirt 6. gloves 7. dress 8. socks 9. watch 10. boots 11. coat 12, earring 13. tie 14, belt 15. T-shirt 16. scarf 17. suit 18. bracelet 19. sweater. 20. blazer Dress met (15-20 mins). Give each student a figures worksheet. Then, describe a person for each one and have them draw the clothing on the figures. (If you want you can ask a student to read out each of the examples). Here are the descriptions: Person #1 is a boy. He is smiling. He is wearing a long-sleeved, white t-shirt. He has a red tie. His shorts are brown, and he is wearing black sneakers with white socks. There is a watch on his left hand. In his right hand, he is holding a cake. Person #2 is a girl. She has long curly hair and is wearing a white hat. She is wearing a pink sleeveless shirt, She is wearing a long black skirt, and she is wearing black sneakers with black stockings. She has two bracelets on her left arm. She is holding a Harry Potter book in her right hand. Person #3 is a boy. He has very short hair and is wearing glasses. He has a long-sleeved jersey, and is wearing long black trousers. He has boots on and is holding a baseball bat in one hand and a baseball in the other. The name of a baseball team is written on his jersey. Person #4 is your bestfriend. Person #5 is you in your favourite clothes Notebook topic (5-10 mins) (IF you have enough time) What kind of clothes do you like? 105Write down as many items of clothing you can think of! 106Clothing Word Quiz Complete the following words. They are all objects that you can wear l.Neck Seer Il.co_ 2... oes 2 eat eee ou Deter eres SS eee yi eee eae 14.. It S.sk_- st 15.T-sh___ fee 6.g1__ sess l6.sc_ f ede eee ees | oa Jessdstaceanees 8so es 18b et b Peassesseetseneat (4) 1) URC Siesstistcssinitcatiinsiat 2 2 10. b ts 20.bla___ __ 107CHIARA 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s) /\{&iMf SHS English Dept. and Andy DeMato (Class/Grade/Language Level High school 1* grade/Lower-academic level ‘Textbook and specific lesson Review Lesson for term tests Goal: semester material, ina fun and relaxed way, in order to prepare forthe term exam Preparation: JTE and ALT discussion about content to be reviewed (30 minutes?) and Handout prep (45 min?) (Class time: 50 min 1 designed this game for a visit school that I go to where the students are not as confident in their personal abilities with English, but have a great time working together with classmates to complete a task at hand. This content can change accordingly, and honestly the “game” aspect, I think, is lacking. However, the students loved it, because they could work with their friends, do tasks they were familiar with and studying at the time, and no matter what, eam points for their team, 3. Students (5) will make groups and choose a team name. Ceacher (1) and ALT wil explain the rues to this review game. ‘Swill bein tears and must work together to complete the task at hand. Teams wil be awarded points depending on speed and correct work. Ifa group is the first to finish they ean so pants, the second graup to finish val eam 4s points then the third group vill get 40 points, etc. The team that has the fewest errors will ceive 200 points, the second wil receive 90 points etc. ifa team i the fastest and has the fewest mistakes they wlll ear ther tear 200 points. if two teams should ti, then equal points willbe awarded to each team, 2. Tand ALT willpass out Handout a (H/Oa).T and ALT wil give instructions that S wil fil in the blanks tothe sentences on HIOa. When teams are finished they should raise theirhand and T and ALT will check and write the teams points on the board. 3. Tand ALT will pass out Handout 2 (H/O2). Teams willtake scrambled sentences and rewrite into a correct sentence. The same point system applies. 4, and ALT wil pass out Handout 3 (H/03). Teams wil practice both auiliaries and gerunds. Each member willbe given a sheet of questions to ask other students in the class. Members will write the answer of the person they asked the question to, Each group member must complete the H/03 but have diferent names for each question than the other people intheirgroup. 5: TandALT will pass out Handout 4 (H/O,). Teams will complete the word search, 6. At the end of class the team with the most points can receive 3 yellow cards, second place can receive 2 yellow cards, and third place can receive one yellow card each, In numbers 2-4 above we had the students working on the specific grammar points studied that term. In number 5, the word search was based on the current vocabulary being studied. Honestly any activity can be used at any point, solong as all ofthe activities/ challenges are varied throughout the class, In number 6, the yellow cards refer to cards that the English Dept. gives out, that in the end add bonus points toastudents overall grade. You might want to substitute this idea with a prize of some sort. Ifyou have any other questions, feel free to contact me: andydemato@yahoo.com 109‘Lesson Plan ‘Lesson: Lesson 7 - Unit 2 Lesson 6 “May I Help You?” Objectives): ‘Lesson Goal © For the students to practice expressions and vocabulary related to making purebases Suggested Schedule: S minutes: JTE Classroom business 5. minutes: Warm-up — Class/Yes; Language Learning Tip? (Motivation, Belief, Materials and Resources, Methods, Habits, Time) What You Need to Learn a Language (8 of 6) 1. Motivation 2, Belief 3. Materials and Resourees A. Audio* B. Text 5. minutes: Pronunciation — p. 53 “Sound Practice” #2 © ‘The students circle the word they hear the ALT say aloud © The students echo the ALT S.minutes: Key Expressions ~ p. 49 “Key Expressions” 1-5 © After listening and writing down the answers, the students echo the ALT 10 minutes: Dialogue ~ p. 38 #3 (The students find out all of the prices of the articles of clothing. 2 one side of the board, draw a layout of the pictured items and label them for the students to verify comprehension. (For fun, we can check the answers that some of the students have. “$100.00 for that sweater! Whaaat!?”) 20 minutes: Game ~ Buying Hats © Review the dialogue and the game cards with the class. © Explain how to play the game to the class. (How to Play: Using dice, a student is chosen to come up and role-play with the ALT to buy a hat asa gift for another student. The dialogue is on the board with gaps for the students to fill. Dialogue (Clerk = ALT: Customer = Student) Clerk: Hello, May I help you? : 110Customer? Yes. I'm looking for a hat. Clerk: OK. How about this one? Customer? It looks OK, but could you show mea/an__- Once the student has come to the front, they choose a dialogue card that provides them with the content to fill in the gaps in their dialogue. Once the student has completed the dialogue and received their hat, they pick one of the slips that have the student numbers on them. The number on the slip is the student to which they are giving the gift of a hat.) Materials and Resources: Chalkboard, Textbook, Game Cards, Dice, Student Numbers, Bag of Hats Layout? Anticipated Problems or Difficulties: STE: Lesson Plan Approved Please speak with the JTE 11COBARK 3) For the LESSON PLAN BOOK: Name(s) of Teacher(s).Shirskawa Naomi ‘Class/Grade/Language Level 24 5 Sf Iterational Course (Kuma Shogvo High School ‘Textbook and specific lesson Ciristmas and free-market economics (no text) Goal: This lesson is more conceptual than communicative. Students will be challenged to think about economic protectionism and free markets. Overview: Each student will receive a small gift, and will evaluate how happy they are with the gift. As students are given wider freedom to trade their gift with other students, thei happiness score wll increase, Preparation: This lesson is both time- and money-consuming, 1. Buy a small (50 yen) gift for each student. The gifts should be diverse in nature, bt close in value, Some examples aro character pencils erasers, gum, candy, paper airplanes, stickers, and even US quarters. Do not wrap the presents, but put them al in large box that is wrapped like a Christmas present. 2. Prepare a Christmas music CD. Any Christmas songs will do, as i will only be used for atmosphere. 3. Prepare 3 pieces of serap paper for each student in the class. 4. Acaleulator is necessary. (Cass time: One class perio. Its impossible to break this up over muikiple periods Introduction Groet the students and tell them we will be playing a Christmas game. Before explaining the game, ask a few questions about shopping. Mention that we can now buy many things from all over the world, but not anything, For example, people in Japan are not free to buy rice from other countries and people in the US are not free to buy sugar from other Countries. Solicit some opinions about this situation, then explain the game, Game: 1, Explain that everyone will receive one present fiom the box. Students are free to keep the present, but they must not ‘use/open/unwrep it until the game is over. Also, they may not trade with anyone yet, 2. Give out the presents from the box. Make sure each row has a diveise distribution of presents. If they all have the ‘same presents, the game will not work, 3. Hand out 3 pieces of scrap paper to each student. ‘Tell them to use one piece to rate how happy they are with the present they received, on a scale of 1-10 (10 being most happy). Tell the students to be honest, that nobody will know who wrote what score. Tell them to write the score only — no name, 4, Play the CD while the students rate, and collet the papers by having students place them in the now-empty present bbox. Once the papers are collected the JTE will add up the scores to produce an overall “happiness” score for the class. Do notrevea! this number until the end ofthe game. 5. Toll the students that they may now trade their present with nyone in the same row. They do not need to trade, an no cone can force a trade, Students arc allowed to trade multiple times, as long as al trading is within the same row, 6, Like steps 3 and 4, have the students rate how happy they are now after trading. Collect the papers and have the JTE. calculate a new happiness score, which will be revealed atthe end of the game. V27. While the JTE is calculating, tell the students they may now trade with anyone in the class. ‘The same rules apply; no forced trading, multiple trades are ok. 8. Once trading is finished, everyone makes ther final rating. ALT collects the papers, and as the STE is doing the final calculation, tell the students they may now enjoy their presents. ‘When the JTE is finished calculating, reveal the scores to the class. ‘The frst score should be the lowest, and each it sore opinions as to why this happened. subsequent score should be higher. S: Conclusion ‘Students should arrive at the conclusion that when they are freer to trade, they become happier. ‘The number of gifts in the room never changed, and the gifts themselves did not transform, yet everyone is happier at the end of the game than at the beginning. Now ask the students to re-evaluate their opinions on domestic industry protection in light of this experience. This lesson is more conceptual than communicative, Although this lesson was done with intemational course students at ‘a commercial high school, the students were not able to form such complex answers in English. Having a complete debate on trade barriers in English would be a lofty goal, bu the point of ths lesson is to provoke critical thinking about a real-world issue that affects the students right now. 113 .Summer Vacation Lesson Academic - High-Academic High School ; (note: really a two class lesson plan, but could be done in one without the speeches) Objectives: The goal of this lesson is to get the students talking, and motivated with some fun, creative work about their summer vacation, The activities also serve the function of getting them prepared to write short speeches they will give the following OC class. Materials Handouts- Find Someone Who (cut into 6), Summer Vacation Storyboards Procedure: I. Speaking Activity: Find Someone Who (15 minutes) Give out cards to each S and write an example on the board of the handout (as below). Elicit the question from the students. Then get them to mingle. Alternatively get the students to rotate seats by shifting rows. Went hiking Name Extra Question/ Answer Did you go Hiking? Where did you go?/She went to Aso. I. Summer Vacation Storyboards (25 minutes) Students sketch 3 pictures and will prepare some words to explain their pictures. After the students have prepared their pictures, they will present their pictures one at a timein a group of three. Everyone should try to ask a question them a question. I model the activity with the JTE before the students start so they know have an idea of what is expected. Ill. Present Speeches: Summer Speech Contest (10 minutes) Explain that the students will present a short speech about their summer vacation the following class. Their speeches should be no longer than 1 minute (good to also set a time and length minimum). They can choose to either tell a story or they can talk about pictures or photos. It is there choice! 1 model a speech using a prop/picture. Everyone will present the following class and each student will vote on the funniest speech and best overall speech. We gave bonus points to the winners and certificates. This activity is challenging but it really gets the students involved and is a good public speaking activity for the students. I stress to them volume, eye contact, and intonation. I think this lesson was a milestone lesson for my students and I see them coming out of their shells more and more. Highly recommended! 114PuatyAog/puaiyyi3 2a) WAM au quads J3uB}a10) © 03 ysti8ua ayods luasuo ue 04 quam yntye paypmas TaMsuy TaMsuy ue uonsan esx awen | ~oym auoawos pus ue uonsany ennxg awen | ~oym auoawos pury Sysoma1y mes Burddoys uam “yae9q aun 02 ua ava ymauios pajanen aensuy TeRsy ue uonsand esx auen | ~oym auoawos pusy [__pue uonsan ex auren | ~oym auoawos pug (299 ‘o10/y ‘eyonyng ‘Pea ‘o}0wewny 30u) SaAge}au payisia ‘Ap saipoue paysia = yeansoy eu! payedonued Suydusea yuam Tensuy Tamstiy pue uonsan exe awen | ~oym auoawos pury ue uonsand enxg wen | “ym auoawos pusg 115- Summer Vacation Storyboards! Think of the words that you need to talk about each ON ( (7i\\ ay Sketch 3 pictures of things you did this summer. Oe ANG pictureFor the LESSON PLAN BOOK: TYPHOON GAME Teachers: Michael Hofmeyr and the Seven JTEs (Jinkou, Kuma Kougyon, Itsuki) Class/Grade/Language Level: Junior and Senior High School Goal: Revision and speaking practice Preparation: revision/general knowledge questions; point cards (stick-up-on-the-board- with-Daiso-magnetic-stickers size or draw-out-of-a-hat size) Class Time: 20-50 minutes ‘Stages of the Lesson: Explanation of rules; let the games begin! Roles: ALT explains rules beforehand and asks questions; JTE provides explanations where necessary, oversees drawing of point cards and keeps score on the board The typhoon game (a variation of which is to be found in Planet Bigo) is a versatile quiz ‘game activity that is fun to teach, usually gets the students excited and can either be used as part of a lesson or as a lesson on its own. I’ve found this game to be especially effective before tests as a revision activity that will motivate even normally lazy students to use what they have learned in previous lessons. Pro-tips for a successful typhoon game in 3 easy step: Step 1 (preparation) © Point cards with different point values should be prepared. For a 50-minute game, I recommend at least 25 cards of different point values. These can be put into a container (hat or hat-like), from which students can draw a card without looking, Altematively, bigger (around 15x1Sem) cards can be prepared and divided into different classes (for example classes A-C), with the A-class cards beiig worth more points and reserved for the more difficult questions and lower level cards used for the easier questions. Lastly, one or ‘more ‘typhoon cards” (with a @ picture, for example) should be added to the set. © A list of questions or tasks should also be prepared. These can either test the work already covered in class or test general knowledge and conversational skills. I recommend a ‘combination of both. ‘Step 2 (the following rules should be explained to the class before the activity begins) © Students should arrange themselves into groups (4 to 6 students per group usually works best). © Students should listen the ALT's question, then discuss it in their group. When a group thinks they have an answer, one student from the group should raise their hand. TT© Answers should not be shouted out. © Every student in a group should get a chance to answer, so that one student does not volunteer to answer a second time unless everyone else has had a first chance too. © If one group gets an answer wrong, the teachers will give another group a chance to answer. © Ifa group answers correctly, the student who answered can draw a point card (either from the hat-like container, without looking, or from the board) and the points will be added to the group’s total. =~ © Drawing one of the typhoon cards can be either very bad or very good news for a group, depending on their current score. If one of the groups who are not in the lead draws this, card, their points will exchanged with those of the leading group and they will take the lead. If, however, the leading group draws this card, they will instantly lose all of their points! Step 3 (tips). © The rules above are a litte time-consuming to explain. I have found, however, that if T use simple English to go overall these points I only need to explain the rules once. Even if the students do not all understand the rules, they started. At Junior High School level, the ITE mij © This game allows teachers quite a lot of freedom to change the rules in order to keep things fun and competitive. If one group or one section of the class dominates from early on, the soon pick them up once the quiz gets it need to repeat the rules in Japanese. teachers can pick one of the slower groups to answer, for example. In some classes, the girls may be too shy to raise their hands first. In this situation, girl groups may be given the first chance to answer in order to boost their confidence. © The typhoon cards help to increase the suspense of the game, as over-confident groups who answer the most questions are also the most likely to draw one of these cards, At the teachers’ discretion, other rules can also be introduced to make the game more interesting, such as having all cards count double points for the last few rounds of the game. © For general knowledge questions involving number guessing, it can be more fun to give each group a chance to guess the number. Each group’s answers are then written on the board and the group who guessed the closest gets to draw the point card for that round. Number questions that have proved to be especially popular: © How many teachers are there in school? © How many students are there in school? © How many islands does Japan have? (The answer is 6 852. Students tend not to have the faintest idea how many there are and usually guess under 100, which can make the unveiling of the correct answer very dramatic.) TisChristmas Lesson Objective: ‘To teach Japanese students to touch love in Christmas. Japanese customs and American customs differ greatly when it comes to Christmas, we would like to show the students the differences between the two cultures and their views on Christmas. Summary: We will spend the first five minutes doing “What's up?” questions. (.e. What did you do yesterday? What will you do this weekend? Etc.) We will spend 10 minutes giving the students clear goals pertaining to the contents of the lesson, We will explain and demonstrate different aspects of the holiday through vocabulary, personal anecdotes/stories, DVDs, etc. The students should learn some of the history and customs of Christmas. Next, we will sing a Christmas song together, which will take about § minutes. Then we will make a Christmas card, which is very similar to a Japanese nengajyo. The students will use the phrase “We wish you a merry Christmas and a happy New Year.” Making this Christmas card will take, about 10 minutes. We will also talk about how to decorate the Christmas card. Decorations are very important in many of the ALTs' home countries, but in Japan Christmas decorations have only recently started to become popular. The student can bring purikura to decorate their cards, also glitter, colored pencils, crayons, etc. are fine to use. Once they are finished with their cards, we will sing another song and the students will exchange their presents. The students will buy a present for under ¥300 or make something bofore coming to class. They will pass their card and present around the room until we stop singing the song, whon we stop the person who is holding the present will keep the present. The students will open the present (another thing that Japanese people don't generally do) and they will thank the person who gave them the present. 119| English Outside the Classroom‘Adam Chludzinski: "This past year, for several months | was involved in planning Ichi Kyu Bee, the First Annual (Ichi) All-Kyushu (Kyu) Mixed Beach (Bee) Ultimate Tournament to be held by JET Programme ALTs for both ALTs and their Japanese friends alike, The event was held on October ist and 2nd at Otachimisaki Park, Ashikita. IKB was a sporting event which attracted thirteen teams from six prefectures for a total of over 140 participants. The teams included four Ai’T teams, and nine Japanese teams; both veterans and people who had never played before attended. The vision of IKB was to promote grassroots intemationalization and friendship between Japanese and foreign nationals living in Kyushu, and further strengthen the bonds of friendship by providing a setting that fostered camaraderie, sportsmanship, and respect. The BBQ hosted at the end of the first day offered Participants a chance to socialize in a very casuel setting, and enjoy delicious food and drink amongst company from different areas and different walks of life. In retrospect, the event had a great turnout, and it was especialy fulling to personally hear from people how much fun they had and how much they are looking forward towards next year’s Ni Kyu Bee. Next year | hope that this event will enjoy even more success, and once again provide a setting which promotes grassroots internationalization and friendship.” Alan Wilson “! organized a soccer contest between members of the community and ALTs and Students as a fundraising venture to assist persons affected by the disasters in Northern Japan." Alexander Mathew: "Ive been translating the American cartoon Adventure Time into Japanese and showing the episodes to the kids. We hold short discussions before and after in English and Japanese, either recapping the plot for the younger kids or going over the themes discussed in the episode with the elder or ‘more motivated students. The kids love the show and itis a great way to expose them to current American pop-culture and a much more colorful way to speak English. It is also a fantastic way for me to practice Japanese." Amanda Scott: " often cook with my Eikalwa students. They like to grow their own _ vegetables out here inthe country, So we organise to make Japanese and foreign food together using their vegies etc, I's great because we get to speak English to each other and we talk about the history of the food ete while we're atit. My students have a rather advanced level of English so it's great for them," Andrea Conners: "My city has a CIR, Sally Chan. | suggésted to her that there be a ‘way to share cultural viewpoints, and she had the power to create a public event. We teamed up and made an event for open discussion. The advertised catch phrase was, “have you ever wondered how foreigners view Japan? Have you ever wanted to ask why they do the things they do?" Held entirely in Japanese, we focused on the foreigner's perspective of Japan first. But we also finished with a clear explanation of why we think what we do. From the beginning, we made it clear that the ultimate goal of the presentation was cultural understanding. We were sure to talk about funny and interesting topics ("bread”,” toilet"), and important topics (work, play, family roles) with respect. We limited the number of attendees to 10 to encourage discussion (larger groups tend to only watch and listen). To our delight, people opened up with their own 121Personal experiences flowed with, “Is it true that..?" especially as time moved on. We asked questions, too, hoping to encourage them to explain things from their perspective as well. It was a very positive event {about 2 hours long) that | would love to do again! ‘Andrew August: “At my base school, Kumamoto High School, have English Club at lunch time once a ‘week. We eat lunch and talk in English, and sometimes we do other activities like watching videos. Also during lunch times some students come to visit me to practice English. The students at my base school are high academic and the focus of their English is targeted towards writing to pass university entrance ‘examinations. So if any students want to talk in English outside of class (anywhere, anytime!) | am more than willing to help them. At my Yogo Gakko one student cannot attend school as she is too illo leave the house. ‘She makes video letters to her classmates. | have made a video letter for her and by all accounts she was very happy to receive it” ‘Andrew DeMiato: “Every other week | meet with a few locals at a friend's restaurant for an informal ekaiwa. We spend the first hour practicing English and the second hour practicing Kumamoto-ben. | usually make ‘sure to make a worksheet before hand that can easily be tailored on the spot to the different ievels of ability. Almost all worksheets have a simple grammar point theme and then we as an ekaiwa group discuss whatever topic we fee! like using the grammar that is to be practiced. This has been great for the people who ‘come and our numbers have grown throughout the year. Itis also great for me to have a free Japanese lesson and spend more time with my friends and townsfolk.” Anna Rayner - Grignon: English Board "! attach pictures, stories/information about holidays or events (ex. Easter). | copy/paste articles from online (National Geographic Kids, English news papers, etc.) and edit them to be easier to read, For difficult words, | sometimes write the Japanese but usually just add an easier English word on top (ex. gigantic (very big)). Articles about movies are very popular. Exchange program information. English broadcast - talk & music, a small quiz/riddle. Teaching Eikaiwa. I'm part of my town's International Friendship Club and do events with them. (Ex) We did a cooking class for kids. I've taught them how to make pesto, taco salad, and cookies." ‘Aparna Sethi: "During my first year as an ALT in Yabe (Yamato cho), | conducted English eikaiwa classes with some of the local people. The group was an average of 7-8 students (give or take a few), and of diverse language ability and ages ~ making it quite challenging at times, but fun!For my first lesson, we did basic introductions, and why they wanted to learn English — which helped me plan future lessons. One common reason was that they were all interested in traveling abroad, so | always tried to keep my lesson themes 2s global and generic as possible. Some examples of lesson themes —‘making small tal’, ‘going shopping’, ‘telephone conversations’, ‘at the restaurant, 'making a hotel reservation’, etc. | tried to include role-playing activities as much as possible. Also trying to keep their learning experience as contextualized as possible, ‘one successful lesson was learning tense forms through comparing life in the bast with life today (worked well given the age disparity ~ approximately from 20-601). Since all my eikaiwa group members were female, at times we'd get together at my apartment for pot-luck dinners. One memorable eikaiwa session was dinner at an Indian restaurant —the perfect space to discuss Indian food and culture!Yamato cho includes 3 villages - Yabe, Seiwa and Soyo, each with its own ALT and elkaiwa group. Once every 2-3 months the three of us ‘Would hold joint elkaiwa lessons for all three villages. For Christmas we organized a Christmas pottuck party. 122‘We also had one joint lesson based on the theme of ‘travel’, where each of us spoke about our countries (india, Holland, France), and planned language learning activities based around this theme (For eg; role-playlconversation “At the travel agent").” Ariana Coveney: "Once a week | volunteer at an Orphanage. My partner also comes with me. Generally The “English Club" lasts for one hour. The students range in ages from young children to high school students. Each week between 4 and 10 students come. Usually the club starts with greetings, questions about the date, weather etc. Then we play various games in English. The games help them leam everything from colors/numbers, expressing likesidislikes, general vocabulary, describing things people. We also teach some culture related to holidays. Most importantly we provide some extra stabilty, friendship, affection, and a ‘sense of community for the children. We aim to teach them that foreigners can be trusted and part of their “family” or community, We also try to give them a fun way to practice English and forget about stresses. Usually at the end of the club we talk about cur weekend plans and give the children some small snacks.” Brianna Martinez: "i teach an Eikaiwa class every Wednesday in Itsuwa Machi. | learn a lot about Japan and the students, in turn, learn about America.” Calvin E.. Brash: "Apart from helping coach students from my JHSs for the annual English recitation contest, | maintain various English boards. | usually have them decorated with materials related to upcoming (American) holidays, along with simplified news articles, quiz games, etc. When possible, | try to incorporate material from the textbook (grammar, vocabulary) into the English board.” Cecilio Vasconcelos: "I maintain an English Bulletin Board at school. It incorporates photographs and diagrams, with captions. | use it to bring various topics and international events to the attention of my students and teachers alike. | find that itis @ useful tool to promote some international awareness at my ‘School, especially through the use of a “Comparison Comer’, which is usually a comparison (or other foreign countries) presented in a table. Attached to the bulletin board is a “mailbox" made from cardboard, Students (and occasionally teachers) can leave questions, letters, newsletters, etc... n it for me. 1 always take the time to reply to any messages | receive.” (Chris Murray: "| maintain an English board at my schoo! that highlights different aspects of American culture." Chris Nimmo: "I maintain an Enigish board at each of my schools as welll as run a weekly English conversation/Eikaiwa class held at the focal community centre," Christopher Cooke: “I am currently in the beginning stages of an English board, At the moment, all! have is an introduction of where I'm from. It includes some famous places to visit and some comparative facts to Japan. Also, its very picture-heavy. As I'm only there once a week, and when | am! am quite busy, | rarely get a chance to work on it but | have many plans for the future with it. Next | hope to introduce some of ‘America’s popular culture and include some examples of Japanese Manga that has been sold in the US in 123English. Also, My JTE has a point system for kids who speak in English outside of the classroom. | plan to work with her to put small quizzes on my English board. Ifa student can tell me the correct answer they will receive points. | believe if they get enough points their homework is reduced slightly.” Dokken Nakhammouane: "Every Thursday evening, | attend the Rabo English Conversation Party at the recreation center of my local gym, Azeria 21, Rabo is a nation-wide English speaking society with members {as young as | year old to adults. It has also branched internationally by sending many of its members to home stays in America. Rabo prepares for several performances throughout the year that are performed in both English and Japanese. | usually help members with their pronunciation, intonation, and grammar. Many of the young members are looking forward to doing home stays and studying abroad. They all practice English very hard and foster a very nurturing environment to leam and speak English. ‘And we have an event of cultural exchange among Thailand in Aso and Aso Chuo High School. Students in Thailand can experience Japanese flower arranging, tea ceremony, cooking traditional foods in Kumamoto and so on. I did with them and translated this year." Elizabeth Palma: "My host mother volunteers at the library on Sundays by reading books for Children. 1 have gone with her and we take turns reading pages of books that have both Japanese and English versions.” Emily Taylor: "| started an English reading program at my junior high school. When | visited the US last ‘summer, | went to yard sales and used bookstores and amassed a small library of 100+ children’s books. | went through each book and made a "Before You Read" vocabulary list of ten words for the students.to look Up and an “After You Read" question list. The questions are very simple because the focus is on reading rather than studying, The students eam points by turing in completed vocab lists and answers. The points ‘add up to various levels of prizes. Even the least genki of my students were excited about being able to read authentic children's books in English, and they especially love the ones with popular characters like Disney Princesses, Snoopy, Spongebob, and Spiderman." Erik Rose: "Every year, Mifune has e full length English play for elementary and junior high students and itis my job to direct and teach the students English. ! hold weekly practices and help the students memorize their parts and songs. Many of the students cannot read English, so itis a fun challenge. The week before the performance, professional actors from America come to Mifune bringing costumes, props, and a set. It is really amazing to see the final product: a 90 minute fully memorized English performance. My yakuba does all the administrative work and helps me with the organizing, While my situation is very unique, | think that other ALTs could direct a shorter, less elaborate play." Erik Smith: "Many ALTs have English boards and signs in the school with English words on it. My project {for this year has been to incorporate these signs into English class so the students are more aware of their presence and start using them as tools for stildy. First, after making signs on the stairs for the days of the ‘week and the months of the year, the whole school had a test on the spelling of these words. Since my school already has weekly school-wide tests that rotate between subjects (one week Japanese, the next 124English, then Social Studies, etc.) | simply asked my JTE to make the next school-wide English test on the signs | had recently put up. Interestingly, only the classes that had to go up the staircase with the signs did well on thie test. We have plans to continue this practice of pointing the words for the English test on the stairs. Next, while | stil use about half of the English board space for articles about interesting English Words, photos, and explanations of foreign culture, the other half of the board is spit into material relevant to each grade level's current study material. My JTE and | introduce the materials in class before putting thom ials become the subject of the target sentences we use in on the English board. Sometimes these mai class, and other times | make @ quiz using various celebrities and anime characters and sentences using the grammar learned in class. We go over on of the quiz problems in class, and then tell the students to look at the English board if they want to solve the rest of the problems, While none of these ideas are revolutionary, i think they are effective, easy to implement, and raise the students’ and JTE's interest in what is posted on the English board.” Hugo Dragonetti: "Around Christmas and Halloween | do volunteer work with other ALTs at a small independent English school based in the centre of Tamana. The children at the school are aged between 7 and 14 years old. The two other ALTs and I ate invited by the school's owner to help convey the nature of Christmas and Halloween in the West to the children First, we teach the children vocabulary and common phrases associated with the two dates.At the end of each lesson, we sit and eat with the children. This Provides the children with an excellent opportunity to talk freely with foreigners who they aren't normally taught by at elther elementary or junior high school. | believe that by doing volunteer work of this nature within ‘my community | am effectively promoting the English language and intemnationalization." | volunteer at Tsukide Community Centre two Saturdays a month. The centre had been tooking for a teacher and had asked the BOE if any ALTs were interested. | have been teaching for the past 6 months, AS a result of my relationship with the community, I now also teach at the Elementary school. At the school, only teach Sth and 6th grades, there is ited exposure to the younger years. This is why the community ‘centre English Club is so important. | usually have anywhere in between -20 students, mainly 1/2/3 graders and their parents, or grandparents. It has been a challenge adapting my classes to the varying Needs of its student; things need fo be simple for the younger years but the adults in the class want to learn ‘more advanced and conversational English. | try to present aspects of different cultures in my classes and expose my students to foreign ideas, for example after | visited Vietnam, | made a photo slideshow to show my class the differences between life in Japan and life in Vietnam." fan Cruz: “I amt all about my English Board at junior high school. | always try to have various interesting Pictures, comics and easy to understand information so that my students’can learn more about my culture, interests etc. | frequently put up the iTunes Top 10 songs in both America and Japan and compare them side-by-side, highlighting the ones that are the same. I have a segment where | feature other ALTs from around Kumamoto prefecture and inchide things like their favorite food, hobbies, ete. During Easter time when the students were off for spring break, | hid “Easter Eggs" in the school that were just pieces of paper shaped like eggs. If they found one, they had to bring it to me in staffroom | would give them a prize: After, they would write their name on it and I'd staple it to my English board. It didn’t catch 125‘on as well as | thought it would, but the kids who found them enjoyed it! think that for encouraging English ‘outside of the classroom, it's important to have fun and to use things that relate to your students and their tastes and hobbies. By using things that they know and like, is much easier to portray yourself as a real human who doesn't just teach English in a classroom. When students see that, | believe that they will become more interested in English and want to get to know you outside of what you teach in class.” Jacob Andrews:” | work at a large junior high with over 700 students, so it's difficult to reach out to every child. In ofder to give as many students as possible access to stimulating English materials, | spend one lunch break a week running @ Lunchtime English Room. | take English newspapers, kids magazines, English translations of Japanese comic books, books in Japanese about jobs that use English, English word searches, and Japanese travel guides to English-speaking countries. Sometimes | play English music and ‘once | took in some Marmite. The room is open to all students, and | make an announcement over the PA ‘system in Eriglish before it starts. This activity has been effective, as students who have an interest in English but find English classes too rigid/uninteresting come to talk to me and enjoy English in a more attention-grabbing format. It requires a bit of thought and money, and may require relatives/ftiends at home to send over the magazines and newspapers, but i's a good way (o get students to consider the importance ~ and enjoyment - of English.” Jamiel Hoosen: "Attending elementary school sporting and social events. Attending EIKAIWA events with students and visiting their places of work, Attending voluntary preschool and day care sessions." Jared Jacobs: "Currently | volunteer in English conversation clubs and attend Aikiko classes, which are an interesting way to bridge the gap between cultures and allows Japanese people at these functions to practice English fi they wish, Unfortunately as a first year JET, | haven't had time to get deep into many community functions yet, but | think later these new relationships will grow.” Jason Krage: "Last year, | worked with one of my 6th grade elementary school teachers to put on an English version of Momotaro for the other students and parents of students at the school, We skipped the Eigo Note lesson activities for the lesson about making an original play, and actually made a play instead. It worked really well and the students had an awesome time putting ittogether, They were stil using the extra English phrases they learned many months later. It was narrated in Japanese, so everyone could easily follow along. It does take a lot of work and time fo get a decent script together and then practice i; but as long as your school and the classes teacher are on board, | highly recommend it as a way to promote having fun with English outside of the classroom." Javier Segura: "At my elementary schools | try to attend as many P.E. classes as possible. Through these classes | am able to see my students outside the regular English classroom setting. Students often ‘communicate with me about their likes and dislikes and most try to use English. Usually I'm pretty loud when playing sports and students learn new vocabulary like, ‘nice’shot!,” “almost!” and “too bad.” This extra activity helps me in the English classroom because students get used to having me around. Most of the time students are very shy around the foreigner and this extra class helps the students be themselves around 126me." Jeff Hsu: "| teach an Eikaiwa class once @ week to adults that are between 20-50 years old. ‘We talk about basically anything and it gives them a chance to speak English; listen to native English, and talk about differences in culture." Jeffrey Quinn: "I create grammar chants and vocabulary chants to reinforce important textbook material. All the English classes at my JHS, as well as a few in ES, are now using these chants to practice English ‘grammar points. This is much more fun than reading aloud or repeating after the ALT in class. The students ‘seem to enjoy them, and | have even caught a few chanting with their teammates after school. By making the Chants myself, there is near limitiess flexibility in English usage, context, and music. | work with the JTEs to ensure the chants are appropriate for each grade level. | find myself with a fun musical outlet, the kids seem tollike it, and the CDs can be used when I'm not there. Some students have asked for copies of the chants for their own use, and if it helps them practice thelr English | feel | have succeeded with the project. The by-product of using this material at school is that it has opened a dialog with students and teachers interested in music overseas, and has sparked the interest in many to seek out and discuss music from outside Japan. Considering that many of the ALTs living here developed a strong interest in Japan through media like anime, manga, and J-Pop, | fee! that music and media can be an important tool in motivating students to look at English from a more meaningful perspective." Joel Marrinan: “In Arao, | participate in the 'Young Challenge' programme. This is an organization outside of my school and involves members ofthe local community including both school children and adults alike. ‘This monthly gathering allows focal people to meet the JETs of Arao and engage in one to one or group conversations with us. ! also participate by informing the attendees through self-presentations about myself and British culture and there is often a different theme each month incorporating a different aspect of non-Japanese culture, Although some Japanese is spoken at the meetings, the majorly of tis conducted in English only so as to foster a stronger understanding in speaking and listening to the English language. Many different aspects of Intemational culture are discussed during these meetings such as culture, tradition, sports, lifestyle, foods and entertainment as well as other general topics, The ‘Young Challenge’ group also holds occasional gatherings outside of the monthly meetings in the cultural centre and this is a better chance for some people to practice their English in a more relaxed atmosphere. Besides the ‘Young Challenge’ group | also tr to engage members of the public of Arao and other cities | may be visiting when 1 am travelling alone. This includes talking to waiters, bar people, sales assistants and members of the general public that are brave or keen enough to practice their English in a real life foreign language situation, This eccurs regularly and | always encourage them to keep up the conversation and try to relate what they are feeling or wondering about in English.” Jonathon Allred: "Like many ALTS, | have chosen to create an English board at most of my schools to promote English, my country, and my state outside of the classroom. At my junior high schools, | post an “English Question of the Month," which generally requires students to look up information about America and then write the answer on the English board. The first student to write in the correct answer receives @ small present, such as a coin or a postcard from America. | also use the board to display examples of Japanese 127