Professional Documents
Culture Documents
Elementary Year 6s 35 Lessons Per Year
Elementary Year 6s 35 Lessons Per Year
Elementary Year 6s 35 Lessons Per Year
#
Target:
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
AEIOU
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
__ I'm __.
Demonstrate the sounds the letters make twice, then sing the song once.
When you get to the first I'm __ point to yourself and insert your name,
(5-10 mins)
then point to the HRT and they should realise that they should say I'm __
Or you can tell them about the song beforehand. Get half the class to say
I'm __ with you, and half with the HRT. Don't worry if they're not getting it
straight away, because they will after the first couple of verses.
Stick a magnet over the U without telling them what it means. When they
sing U without clapping (you need to clap, though), say something like
ara-? with a surprised expression on your face, and they should be able
to figure it out. Start the verse again, and if some sing U, repeat the
procedure. It's better if you don't overtly explain it to them, and they will
pick it up by themselves. When you overtly explain something, rather than
simply drawing the students' attention to something, they stop being active
learners, and it is detrimental to their learning.
What's this?
Fruit, animals,
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
anything
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
1 / 59
card is.
5 corners
AEIOU
(5-10 mins)
ALT should use English and gestures to get the students to put their desks
Before explaining the game, ask the students what kind of game they think
and chairs to the back of the room so there is enough space for the game.
it is, and what they should be doing. Usually they can figure it out, but if
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
Students will naturally start to realise they should watch your mouth
carefully too to help the figure out which sound is which.
Ball toss
I'm __
(5-10 mins)
Toss a small, soft ball around the classroom, students say their name I'm
Some classes need to be told not to throw the ball hard, but most won't.
__ then pass ball on. They sit down after they throw the ball to another
student.
Dictation
(5 mins)
AEIOU
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this, though the first time you
correct letters. ALT can tell the students afterwards what letter they said if
do it, it'll take a bit longer. Try to run through at least 15 letters each time
(not 15 different ones), with the ones that the students seem to have a bit
of trouble with coming up more often.
You can say yokukangaeta before any corrections to help students not
worry about making mistakes.
2 / 59
Ball toss
Fruit, animals,
ALT and HRT toss ball between each other a few times saying I like __s.
Before tossing the ball to students, you can get them to guess what I like
(5-10 mins)
anything
Encourage students to guess the meaning. Then throw the ball to the
__ means. Try to lead them in the right direction without just giving them
students who say I like __s with their suki-na whatever before passing
the answer, for example, a heart gesture with your hands to hint at "like". I
the ball on and sitting down. Draw the children into the game by making
knows what "like" means. Never, ever jut translate something straight off
for your students, always get them to guess the meaning, or try to think
through it first.
After the first 3-4 students, you shouldn't really need to prompt students on
what to say, but sometimes the weaker ones will still need a bit of help.
Some classes need to be told not to throw the ball hard, but most won't.
Target:
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
BDCTG
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Students should remember the song from last time and you'll find you
__ I'm __.
won't need to spend any time correcting mistakes. It should only take
(5 mins)
What's this?
Sport, drinks,
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
food, anything
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
3 / 59
You can say yoku kangaeta after any guesses to help students not worry
about making mistakes.
5 corners
BDTCG,
ALT should use English and gestures to get the students to put their desks
(5 mins)
AEIOU
and chairs to the back of the room so there is enough space for the game.
Students will naturally start to realise they should watch your mouth
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
Car race
(10 mins)
Anything
ALT and HRT demonstrate the game. Lay the cards out in a circle on the
The point of this game is to create a real situation where the students will
desks, place 1 eraser per player on opposite sides of the race track.
need to use the question "what's this?" Therefore it's important to include
Janken to decide who moves. If win with rock, move 3 spaces, if scissors,
vocab cards that they don't know how to say in English. They'll want to
move 2, and if paper, move 1 space. The non-mover asks the mover
keep playing the game, but can't do so unless they come and ask either
the HRT or the ALT how to say the vocab in English. Creating a real need
to use the target language like this is an effective way of getting the
students to internalise and remember the target language.
You'll need enough card sets for 1 set between 2 students, depending on
the class.
Make sure each pair gets a set containing about 30-40% cards they don't
know.
HRT and ALT should move around the class to help students use the
target language.
The aim of the game can be to catch the other player up, or you can just
have the kids keep moving round if the class is not a competitive one.
4 / 59
Dictation
BDTCG,
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
AEIOU
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so.
This activity is simple, fun, and enjoyable for the students, and doesn't take
much time, no more than 2-3 minutes per lesson. You should start off with
VC combinations first, because it helps the students to let go of the CV
order of Japanese. Always try to let the kids have a go at pronouncing it
first before you demonstrate it for them, because just feeding the students
the answers will stop them becoming active learners willing to experiment
for themselves.
Target:
I have a __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
PMNS+1
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Students should remember the song from last time and you'll find you
__ I'm __.
won't need to spend any time correcting mistakes. It should only take
(5 mins)
5 / 59
What's this?
Pets, brother,
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
sister, etc
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
5 corners
PMNS+1,
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time and will know what to
(5 mins)
AEIOU
and chairs to the back of the room so there is enough space for the game.
do.
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
Snap!
Pets, brother,
ALT and HRT demonstrate the game. When they put a card down on the
Try for 1 card set between 3 or 4 students, and 3-4 cards of each type
(10 mins)
sister, etc
within the card set each group has, for example, 4 pineapple cards.
If the students don't know the name of the card, or forgot or whatever, they
should be encouraged to ask members of their group or the ALT or HRT. If
the card is the same as the one put down directly before it, the players
instead race to slap their hand down on top of it. They then add all the
cards on the pile on their desks to the bottom of the set of cards in their
hands.
6 / 59
Dictation
PMNS,
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
BDTCG,
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
AEIOU
particular order, watching the students to see that they are writing the
It's a good idea to keep coming back to those letters the students are
correct letters. ALT can tell the students afterwards what letter they said if
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
KHQJ+1
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Get the students to suggest 1 previously covered letter to add to the set to
__ I'm __.
make it 5.
Students should remember the song from last time and you'll find it should
(5 mins)
7 / 59
What's this?
Anything that
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
can be used
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
with "have"
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
5 corners
KHQJ+1,
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time and will know what to
(5 mins)
AEIOU
and chairs to the back of the room so there is enough space for the game.
do.
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
Fruit basket
Anything that
ALT uses English and gestures to get students to put their desks to the
You can introduce the sentence by saying tatoeba, people who have a
(10 mins)
can be used
back (or sides) of the room and make a circle for their chairs. Use the
cat to yuttara nani ga okoru? and the students should be able to tell you
with "have"
that kids who have a cat will change seats (90%+ of classes will get it
This game should take about 10-15 mins. Stop it before the students want
to.
You can write the sentence on the board and prompt students so they can
say it. In my experience, you really only need to prompt the first 3-4
students, and after that they're pretty good at getting it. Weaker students
might still need some help though.
ALT/HRT don't need to be a part of the game. It's good if they can just be
8 / 59
Dictation
PMNS, KHQJ,
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
BDCTG,
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
AEIOU
particular order, watching the students to see that they are writing the
It's a good idea to keep coming back to those letters the students are
correct letters. ALT can tell the students afterwards what letter they said if
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
Target:
XX XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
LWVF+1
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Get the students to suggest 1 previously covered letter to add to the set to
__ I'm __.
make it 5.
(5 mins)
9 / 59
Students should remember the song from last time and you'll find it should
only take about 2-3 mins this time.
What's this?
Anything that
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
can be used
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
with "have"
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
5 corners
LWVF+1,
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time and will know what to
(5 mins)
AEIOU
and chairs to the back of the room so there is enough space for the game.
do.
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
Go fish
Anything that
ALT and HRT should demonstrate the game for the students beforehand.
You'll need enough cards for about 3 cards of each type per set given to
(1-20 mins)
can be used
Get the students into groups of about 4-6 people. Deal out about 5 cards
the students.
with "have"
per person and put the rest face down in the middle of the desks. Decide
who goes first, and after that go clockwise around the group. The person
who starts chooses someone in the group, for example Yuusuke, and asks
"Do you have a/an [whatever card they want to make a set of 3]?" If
Yuusuke has the card, he hands it over, saying "here you are." If he
10 / 59
doesn't he says "go fish" and the person asking the question picks up one
card from the pile face down in the middle of the group of desks. When
someone collects a set of 3 of the same cards, they put them face up on
the desks in front of them. If a player gets rid of all the cards in their
hands, but there are still cards face down on the table, they pick up 2
cards, and continue playing. The game ends when the last person gets rid
of all the cards in their hands and there are no more cards face down in
the middle of the desks. The winner is the person who collected the most
sets of cards.
Dictation
LWVF, KHQJ,
(5 mins)
PMNS, AEIOU
Use the words memo paper as they have similar meanings in Japanese
ALT gets students to take out a pencil and paper. ALT says a letter's
and English and mime writing with a pencil to get students to understand
sound, and HRT writes letter on board for all students to see and get the
It's a good idea to keep coming back to those letters the students are
particular order, watching the students to see that they are writing the
correct letters. ALT can tell the students afterwards what letter they said if
some got it wrong.
Nonsense
Combination
Playing around with the sounds of English is vital for the students in order
words
families eg A,
ALT writes nonsense combinations of sounds on the board such as eb, ot,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
11 / 59
Target:
XX XX
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
YXZR+1
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Get the students to suggest 1 previously covered letter to add to the set to
__ I'm __.
make it 5.
Students should remember the song from last time and you'll find it should
(5 mins)
What's this?
Anything that
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
can be used
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
with "have"
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
5 corners
YXzR+1,
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time and will know what to
(5 mins)
AEIOU
and chairs to the back of the room so there is enough space for the game.
do.
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
12 / 59
Fruit basket
Anything that
ALT uses English and gestures to get students to put their desks to the
You can introduce the sentence by saying tatoeba, people who don't have
(10 mins)
can be used
back (or sides) of the room and make a circle for their chairs. Use the
a cat to yuttara nani ga okoru? and the students should be able to tell you
with "have"
that kids who don't have a cat will change seats (90%+ of classes will get it
This game should take about 10-15 mins. Stop it before the students want
to.
You can write the sentence on the board and prompt students so they can
say it. In my experience, you really only need to prompt the first 3-4
students, and after that they're pretty good at getting it. Weaker students
might still need some help though.
ALT/HRT don't need to be a part of the game. It's good if they can just be
in the background and the students take ownership of the game
themselves.
Dictation
A-Z
(5 mins)
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
It's a good idea to keep coming back to those letters the students are
correct letters. ALT can tell the students afterwards what letter they said if
Basketball
7
Activity
Anything that
Divide the class in half and each half makes a circle around a smallish box
If students don't know the name of what they want to say in English,
can be used
on the floor. Students take turns to say I don't have a/an __ and then
with "don't
throw a large dice into the box. If they get it in, they get 10 points for their
have"
Target:
Vocab
ALT/HRT
Why/Notes/Theory
13 / 59
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
What's this?
Months
(5 mins)
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
Chopstick
Anything
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time and will know what to
spelling
phonically
and chairs to the back of the room so there is enough space for the game.
do.
(10-15 mins)
regular
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
14 / 59
Car race
Months, etc
(10 mins)
ALT and HRT demonstrate the game. Lay the cards out in a circle on the
About 30-40% of cards should be new vocabulary so that the students will
desks, place 1 eraser per player on opposite sides of the race track.
come to you or the HRT to ask what they are, and they should have
Janken to decide who moves. If win with rock, move 3 spaces, if scissors,
English printed on them so they can also try to sound them out for
move 2, and if paper, move 1 space. The non-mover asks the mover
themselves.
You'll need enough card sets for 1 set between 2 students, depending on
When the students encounter a fruit whose name they don't know, they
the class.
should be encouraged to ask either the ALT or HRT what's this? and the
HRT and ALT should move around the class to help students use the
target language.
The aim of the game can be to catch the other player up, or you can just
have the kids keep moving round if the class is not a competitive one.
Don't let the game go on too long.
Dictation
A-Z, VC
ALT gets students to take out a pencil and paper. ALT says a letter's
(5 mins)
patterns
sound, and HRT writes letter on board for all students to see and get the
Use the words memo paper as they have similar meanings in Japanese
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
correct letters. ALT can tell the students afterwards what letter they said if
It's a good idea to keep coming back to those letters the students are
Chains
Months
(10 mins)
Students stand up and toss the ball among themselves. The first student
will say "January", throw the ball, and then sit down. The second student,
"February" and so on.
8
Activity
Target:
Numbers 1-31
Vocab
ALT/HRT
Why/Notes/Theory
15 / 59
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
It's important to pull the card out slowly to give a lot of chances for the
What's this?
Numbers 1-31
(5 mins)
HRT pulls a flashcard slowly out of an envelope and students guess what
students to think about what the card is. The mystery, guessing, and
it is. HRT should ask what's this? before starting to pull out the card.
ALT should encourage the students to use it's a/an __ when guessing.
become actively engaged in seeking out the English, and they remember
Students can repeat after the ALT (it's a/an __) when they guess what the
card is.
humans of all ages, and it's especially important that children's natural
curiosity isn't quashed, otherwise you will have a much harder time getting
them to retain and internalise the English you expose them to.
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
phonically
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
regular
those needed for the game. Divide all of the children into teams, and give
The first time will take about 15 mins, but thereafter you should spend no
one child from each team a pair of chopsticks. The children then tear up
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
16 / 59
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
Number
Numbers 1-31
ALT/ HRT gets all the students to stand up and shows them the beat. The
Be careful that the students don't get too fast and out of time.
chants
beat is slap your thighs once, then clap twice. On the thigh slap, the
You can add extra challenge to this by making it "one" "ni" "three" "yon".
(10 mins)
students should say the number. The first student should say "one" then
sit down, the second student should say "two" then sit down, and so on
down the line. If any student makes a mistake, start again from the
beginning. You can vary the start point if you want.
Noughts and
Anything
Also called "tic tac toe." Divide the class into 2 teams. Draw a 5x5 grid on
The students are allowed to consult with team members before choosing a
crosses
the board and write numbers in the corners of each of the squares. Place
(10-15 mins)
Activity
Target:
Vocab
ALT/HRT
Why/Notes/Theory
17 / 59
AEIOU Song
EE, OW(cow),
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Get the students to suggest 1 previously covered letter to add to the set to
(combos 1)
OO(foot), IR,
__ I'm __.
make it 5.
(5 mins)
OY
Students should remember the song from last time and you'll find it should
only take about 2-3 mins this time.
What's this?
Months
(5 mins)
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
5 corners
EE, OW(cow),
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time and will know what to
(5 mins)
OO(foot), IR,
and chairs to the back of the room so there is enough space for the game.
do.
OY
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
Fruit basket
(10 mins)
Months
ALT uses English and gestures to get students to put their desks to the
You can introduce the sentence by saying tatoeba, people who have
back (or sides) of the room and make a circle for their chairs. Use the
able to tell you that kids who have a birthday in March will change seats
Halfway through, switch the sentence to "people who don't have birthdays
in __"
You can write the sentence on the board and prompt students so they can
18 / 59
say it. In my experience, you really only need to prompt the first 3-4
students, and after that they're pretty good at getting it. Weaker students
might still need some help though.
ALT/HRT don't need to be a part of the game. It's good if they can just be
in the background and the students take ownership of the game
themselves.
Number
Number 1st-
ALT/ HRT gets all the students to stand up and shows them the beat. The
Be careful that the students don't get too fast and out of time.
chants
31st
beat is slap your thighs once, then clap twice. On the thigh slap, the
You can add extra challenge to this by making it "first" "futsuka" "third"
(ordinals)
students should say the number. The first student should say "first" then
"yokka".
(10-15 mins)
sit down, the second student should say "second" then sit down, and so on
down the line. If any student makes a mistake, start again from the
beginning. You can vary the start point if you want.
Target:
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
OO(moon),
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Get the students to suggest 1 previously covered letter to add to the set to
(combos 2)
EA(sea), AY,
__ I'm __.
make it 5.
(5 mins)
OR(horse), CH
Students should remember the song from last time and you'll find it should
10
What's this?
(5 mins)
Months
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
19 / 59
humans of all ages, and it's especially important that children's natural
curiosity isn't quashed, otherwise you will have a much harder time getting
them to retain and internalise the English you expose them to.
5 corners
OO(moon),
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time and will know what to
(5 mins)
EA(sea), AY,
and chairs to the back of the room so there is enough space for the game.
do.
OR(horse), CH
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
Ball toss
Months,
Students toss a ball between each other. The first student says "first" then
(10 mins)
ordinal
passes the ball on and sits down. The second student says "second" then
numbers
Dictation
A-Z, new
ALT should use English and gestures to get the students to put their desks
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
combos
and chairs to the back of the room so there is enough space for the game.
and English and mime writing with a pencil to get students to understand
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
It's a good idea to keep coming back to those letters the students are
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
Playing around with the sounds of English is vital for the students in order
Nonsense
Combination
ALT uses English and gestures to get students to put their desks to the
words
families eg A,
back (or sides) of the room and make a circle for their chairs. Use the
(5 mins)
AT, DAT,
such explicit practise, but EFL learners rarely will be exposed to enough in
20 / 59
EDAT, KEDAT
This game should take about 10-15 mins. Stop it before the students want
order to do so. This activity is simple, fun, and enjoyable for the students,
etc
to.
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
OW(window),
ALT demonstrates the sounds of the letters a couple of times each. Sing
Students should remember the song from last time and you'll find you
(combos 3)
song and take turns with the HRT to say I'm __ I'm __
won't need to spend any time correcting mistakes. It should only take
(5 mins)
TH(this)
What's this?
Run, jump,
HRT to gesture the vocab and encourage the students to guess what they
(5 mins)
swim, hop,
are doing. If the students don't know the action in English the ALT can
skip, etc
11
ALT/HRT then calls out a verb, and the students do the action.
5 corners
OW(window),
ALT should use English and gestures to get the students to put their desks
(5 mins)
and chairs to the back of the room so there is enough space for the game.
Students will naturally start to realise they should watch your mouth
TH(this)
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
21 / 59
Fruit basket
Run, jump,
ALT uses English and gestures to get students to put their desks to the
You can introduce the sentence by saying tatoeba, people who can swim
(10 mins)
swim, hop,
back (or sides) of the room and make a circle for their chairs. Use the
to yuttara nani ga okoru? and the students should be able to tell you that
skip, etc
kids who can swim will change seats (90%+ of classes will get it straight
This game should take about 10-15 mins. Stop it before the students want
off, in my experience).
to.
You can write the sentence on the board and prompt students so they can
say it. In my experience, you really only need to prompt the first 3-4
students, and after that they're pretty good at getting it. Weaker students
might still need some help though.
ALT/HRT don't need to be a part of the game. It's good if they can just be
in the background and the students take ownership of the game
themselves.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
You usually shouldn't spend more than 2-3 mins on this. Try to run through
(5 mins)
combos
sound, and HRT writes letter on board for all students to see and get the
about 15 letters, with ones that the students have trouble with coming up
more frequently.
particular order, watching the students to see that they are writing the
correct letters. ALT can tell the students afterwards what letter they said if
some got it wrong.
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
22 / 59
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
OU(cloud),
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Students should remember the song from last time. It should only take
(combos 4)
TH(thin), CK,
__ I'm __.
(5 mins)
EA(bread)+1
Get the students to suggest 1 previously covered letter to add to the set to
12
make it 5.
What's this?
Sports
(5 mins)
If you use the Kaado de eigo set, there are 12 sports cards. Add or delete
as you like.
Counting
Sports, verbs
Divide the class into small groups. One child has a pile of cards and
Students should remember this game from last time, and will know what to
cards
from previous
another child calls out a number. The child with cards asks "how many
do.
(10 mins)
lesson
cards?" and the number calling child calls out a number. The child with
cards counts out the appropriate number of cards. The card counter then
asks a question about the card eg Can you (play) __? and the other
children should answer eg Yes I can/ No I can't
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says sounds one-
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
combos
by-one in no particular order, watching the students to see that they are
and English and mime writing with a pencil to get students to understand
23 / 59
writing the correct letters. ALT can tell the students afterwards what letter
You usually shouldn't spend more than 2-3 mins on this. Try to run through
about 15 letters, with ones that the students have trouble with coming up
more frequently.
Ball toss
Sports, verbs
ALT and HRT demonstrate the game, tossing a ball between them and
After the first 3-4 students, you shouldn't really need to prompt students on
asking "Can you __?" and answering "Yes I can/ No I can't" Draw the
what to say, but sometimes the weaker ones will still need a bit of help.
Some classes need to be told not to throw the ball hard, but most won't.
Target:
XX XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
(10 mins)
13
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
What's this?
(5 mins)
Sports, verbs
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
24 / 59
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
humans of all ages, and it's especially important that children's natural
curiosity isn't quashed, otherwise you will have a much harder time getting
them to retain and internalise the English you expose them to.
Bomb game
Anything
(10-15 mins)
Divide the class into 2 teams. One student from the first team comes to
Students ca practise before coming up to the front of the class, but when at
the front and draws a card out of an opaque bag and tries to say what is
the front, make sure no one from their team tries to call out what they
on the card. If the card has a picture with cross on it, they use "I can't", but
should be saying.
if it doesn't, they use "I can". If they can say what is on the card, they get
It takes a while to get through the whole class if you have large classes, so
one point. They can continue taking and saying cards up to 3 cards, but if
at any time they draw a card with a bomb on it out, their turn is over, and
they receive no points for their turn. After the student's turn is finished, put
the cards they drew out bag into the bag, and shuffle them.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says sounds one-
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
combos
by-one in no particular order, watching the students to see that they are
and English and mime writing with a pencil to get students to understand
writing the correct letters. ALT can tell the students afterwards what letter
You usually shouldn't spend more than 2-3 mins on this. Try to run through
about 15 letters, with ones that the students have trouble with coming up
more frequently.
Ball toss
Sport, verbs
(10 mins)
After the first 3-4 students, you shouldn't really need to prompt students on
they can do, or something they can't and then sitting down.
what to say, but sometimes the weaker ones will still need a bit of help.
Some classes need to be told not to throw the ball hard, but most won't.
14
Target:
XX XX
25 / 59
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
What's this?
Sports, verbs
(5 mins)
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
humans of all ages, and it's especially important that children's natural
curiosity isn't quashed, otherwise you will have a much harder time getting
them to retain and internalise the English you expose them to.
Bomb game
(10-15 mins)
Sports, verbs
Divide the class into 2 teams. One student from the first team comes to
Students ca practise before coming up to the front of the class, but when at
the front and draws a card out of an opaque bag and tries to say what is
the front, make sure no one from their team tries to call out what they
on the card. If the card has a picture with cross on it, they use "I can't", but
should be saying.
if it doesn't, they use "I can". If they can say what is on the card, they get
It takes a while to get through the whole class if you have large classes, so
one point. They can continue taking and saying cards up to 3 cards, but if
26 / 59
at any time they draw a card with a bomb on it out, their turn is over, and
they receive no points for their turn. After the student's turn is finished, put
the cards they drew out bag into the bag, and shuffle them.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says sounds one-
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
combos
by-one in no particular order, watching the students to see that they are
and English and mime writing with a pencil to get students to understand
writing the correct letters. ALT can tell the students afterwards what letter
You usually shouldn't spend more than 2-3 mins on this. Try to run through
about 15 letters, with ones that the students have trouble with coming up
more frequently.
Ball toss
Sports, verbs
(10 mins)
After the first 3-4 students, you shouldn't really need to prompt students on
they can do, or something they can't and then sitting down.
what to say, but sometimes the weaker ones will still need a bit of help.
Some classes need to be told not to throw the ball hard, but most won't.
Target:
Directions
Activity
Vocab
ALT/HRT
Why/Notes/Theory
5 corners
Any 5
ALT should use English and gestures to get the students to put their desks
Students will remember this game from last time and will know what to do.
(5 mins)
letters/combos
and chairs to the back of the room so there is enough space for the game.
the students
Draw a map on the board, with one letter in each corner of the room, and
choose
one in the centre of the room. When you say the sound of a letter the kids
15
What's this?
(5 mins)
down, straight,
Never, ever jut translate something straight off for your students, always
get them to guess the meaning, or try to think through it first.
stop
27 / 59
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
those needed for the game. Divide all of the children into teams, and give
one child from each team a pair of chopsticks. The children then tear up
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
Blackboard
ALT asks students for two volunteers and then gets those students to draw
Use the students' hats for blindfolds. You can also spin the students
target game
down, straight,
their favourite fruit on the blackboard. The ALT then draws 4 circles
(10-15 mins)
stop
around the fruit, and writes 5, 10, 15 inside the circles. Divide the class
It shouldn't take long for the students for the students to work out what to
into 2 teams, on for the HRT and one for the ALT. The two volunteers are
do, but if they're particularly slow, try to give them hints, without being too
then taken to the back of the classroom, blindfolded, and given a piece of
obvious.
chalk. Then turn to the rest of the class and say "15 points, get!" The
students should then try to guide their teammate to the blackboard and
they try to make a mark in the target. They get the number of points in the
circle they marked.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
You usually shouldn't spend more than 2-3 mins on this. Try to run through
(5 mins)
combos, VC
sound, and HRT writes letter on board for all students to see and get the
about 15 letters, with ones that the students have trouble with coming up
patterns
more frequently.
particular order, watching the students to see that they are writing the
correct letters. ALT can tell the students afterwards what letter they said if
28 / 59
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
Target:
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Letter tiles
No vocab
Divide the students into pairs or 2 teams. They have letter tiles with
It doesn't matter how long the words get. The purpose of this exercise is to
vowels in one colour (eg blue) and consonants in another (eg red). There
make puzzling out English spelling a game and a fun challenge for the
should be plenty of each for each child to choose from. One child makes
students.
16
(10 mins)
either a vowel-consonant sequence or a vowel-consonant-vowelconsonant sequence (eg emak), and challenges the other child/ team to
say it. The second child/ team then adds another vowel-consonant
sequence and challenges the first child/ team to say it. Sequences can be
continued as long as wanted.
What's this?
Places
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
29 / 59
(5 mins)
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
5 corners
Any 5
ALT should use English and gestures to get the students to put their desks
(5 mins)
letters/combos
and chairs to the back of the room so there is enough space for the game.
the students
Draw a map on the board, with one letter in each corner of the room, and
choose
one in the centre of the room. When you say the sound of a letter the kids
Students will remember this game from last time and will know what to do.
Car race
Places
(10 mins)
ALT and HRT demonstrate the game. Lay the cards out in a circle on the
You'll need enough card sets for 1 set between 2 students, depending on
desks, place 1 eraser per player on opposite sides of the race track.
the class.
Janken to decide who moves. If win with rock, move 3 spaces, if scissors,
HRT and ALT should move around the class to help students use the
move 2, and if paper, move 1 space. The non-mover asks the mover
target language.
The aim of the game can be to catch the other player up, or you can just
have the kids keep moving round if the class is not a competitive one.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
You usually shouldn't spend more than 2-3 mins on this. Try to run through
(5 mins)
combos, CVC
sound, and HRT writes letter on board for all students to see and get the
about 15 letters, with ones that the students have trouble with coming up
patterns
more frequently.
particular order, watching the students to see that they are writing the
30 / 59
correct letters. ALT can tell the students afterwards what letter they said if
some got it wrong.
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
17
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
What's this?
(5 mins)
Places
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
31 / 59
5 corners
Any 5 letters/
ALT should use English and gestures to get the students to put their desks
(5 mins)
combos the
and chairs to the back of the room so there is enough space for the game.
students
Draw a map on the board, with one letter in each corner of the room, and
choose
one in the centre of the room. When you say the sound of a letter the kids
Students will remember this game from last time and will know what to do.
Go fish
Places
(15 mins)
ALT and HRT should demonstrate the game for the students beforehand.
You'll need enough cards for about 3 cards of each type per set given to
Get the students into groups of about 4-6 people. Deal out about 5 cards
the students.
per person and put the rest face down in the middle of the desks. Decide
who goes first, and after that go clockwise around the group. The person
who starts chooses someone in the group, for example Yuusuke, and asks
"Where is the [whatever card they want to make a set of 3]?" If Yuusuke
has the card, he hands it over, saying "here it is." If he doesn't he says "go
fish" and the person asking the question picks up one card from the pile
face down in the middle of the group of desks. When someone collects a
set of 3 of the same cards, they put them face up on the desks in front of
them. If a player gets rid of all the cards in their hands, but there are still
cards face down on the table, they pick up 2 cards, and continue playing.
The game ends when the last person gets rid of all the cards in their hands
and there are no more cards face down in the middle of the desks. The
winner is the person who collected the most sets of cards.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
You usually shouldn't spend more than 2-3 mins on this. Try to run through
(5 mins)
combos, CVC
sound, and HRT writes letter on board for all students to see and get the
about 15 letters, with ones that the students have trouble with coming up
patterns
more frequently.
32 / 59
particular order, watching the students to see that they are writing the
correct letters. ALT can tell the students afterwards what letter they said if
some got it wrong.
Target:
Town places
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so. This activity is simple, fun, and enjoyable for the students,
18
and doesn't take much time, no more than 2-3 minutes per lesson. You
should start off with VC combinations first, because it helps the students to
let go of the CV order of Japanese. Always try to let the kids have a go at
pronouncing it first before you demonstrate it for them, because just
feeding the students the answers will stop them becoming active learners
willing to experiment for themselves.
Noughts and
Anything
Also called "tic tac toe." Divide the class into 2 teams. Draw a 5x5 grid on
The students are allowed to consult with team members before choosing a
crosses
the board and write numbers in the corners of each of the squares. Place
(10 mins)
33 / 59
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
You usually shouldn't spend more than 2-3 mins on this. Try to run through
(5 mins)
combos,
sound, and HRT writes letter on board for all students to see and get the
about 15 letters, with ones that the students have trouble with coming up
VCVC patterns
more frequently.
particular order, watching the students to see that they are writing the
correct letters. ALT can tell the students afterwards what letter they said if
some got it wrong.
Memory
Places
(10-15 mins)
Divide the children into 2 teams and lay out some cards. One child has a
list of all the cards on a piece of paper, using pictures if they cant read
well. The child with the list calls out the first card on the list (eg ball) and a
child from the other team touches the card. The child with the list then
calls out 2 cards (eg ball, shirt) and a child from the other team touches the
cards in order. The turn continues until the child/ team touching the cards
makes a mistake. They get points depending on how far they got, eg 8
cards in order yields 8 points.
5 corners
Any 5 letters/
ALT should use English and gestures to get the students to put their desks
game
combos
and chairs to the back of the room so there is enough space for the game.
(5 mins)
Students will remember this game from last time and will know what to do.
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area.
19
Target:
34 / 59
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
those needed for the game. Divide all of the children into teams, and give
one child from each team a pair of chopsticks. The children then tear up
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
What's this?
Countries
(5 mins)
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
5 corners
Any 5 letters/
ALT should use English and gestures to get the students to put their desks
(5 mins)
combos the
and chairs to the back of the room so there is enough space for the game.
students
Draw a map on the board, with one letter in each corner of the room, and
choose
one in the centre of the room. When you say the sound of a letter the kids
Students will remember this game from last time and will know what to do.
35 / 59
Counting
Countries
Divide the class into small groups. One child has a pile of cards and
cards
another child calls out a number. The child with cards asks "how many
(10 mins)
cards?" and the number calling child calls out a number. The child with
cards counts out the appropriate number of cards. The card counter then
asks a question about the card eg What's this? and the other children
should answer eg It's __
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
You usually shouldn't spend more than 2-3 mins on this. Try to run through
(5 mins)
combos,
sound, and HRT writes letter on board for all students to see and get the
about 15 letters, with ones that the students have trouble with coming up
VCVC patterns
more frequently.
particular order, watching the students to see that they are writing the
correct letters. ALT can tell the students afterwards what letter they said if
some got it wrong.
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
Any 5 letters/
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Get the students to suggest 1 previously covered letter to add to the set to
(5 mins)
combos the
__ I'm __.
make it 5.
students
Students should remember the song from last time and you'll find it should
20
choose
What's this?
(5 mins)
Countries
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
36 / 59
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
5 corners
The same 5
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time, and will know what to
(5 mins)
used in the
and chairs to the back of the room so there is enough space for the game.
do.
song
Draw a map on the board, with one letter in each corner of the room, and
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area.
Fruit basket
Countries,
ALT uses English and gestures to get students to make a circle with their
You can introduce the sentence by saying tatoeba, people who want to
(10 mins)
places
chairs. Use the sentence People who want to go to __ for the game.
The game should go on for no longer than 10 mins. Always stop games
able to tell you that kids who want to go to DisneySea will change seats
before your students want to, so that next time they will want to play them
even more.
You can write the sentence on the board and prompt students so they can
say it.
ALT/HRT don't need to be a part of the game. It's good if they can just be
in the background and the students take ownership of the game
themselves.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
combos
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
37 / 59
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so.
This activity is simple, fun, and enjoyable for the students, and doesn't take
much time, no more than 2-3 minutes per lesson. You should start off with
VC combinations first, because it helps the students to let go of the CV
order of Japanese. Always try to let the kids have a go at pronouncing it
first before you demonstrate it for them, because just feeding the students
the answers will stop them becoming active learners willing to experiment
for themselves.
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
those needed for the game. Divide all of the children into teams, and give
21
one child from each team a pair of chopsticks. The children then tear up
38 / 59
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
What's this?
Places
(5 mins)
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
Car race
Places,
ALT and HRT demonstrate the game. Lay the cards out in a circle on the
You'll need enough card sets for 1 set between 2 students, depending on
(10 mins)
countries
desks, place 1 eraser per player on opposite sides of the race track.
the class.
Janken to decide who moves. If win with rock, move 3 spaces, if scissors,
HRT and ALT should move around the class to help students use the
move 2, and if paper, move 1 space. The non-mover asks the mover "Do
target language.
you want to go to __? and the mover replies Yes I do/ No I don't
The aim of the game can be to catch the other player up, or you can just
have the kids keep moving round if the class is not a competitive one.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
combos
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
39 / 59
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
Ball toss
Places/
Students throw a ball to each other asking the question "Do you want to go
After the first 3-4 students, you shouldn't really need to prompt students on
(10 mins)
countries
what to say, but sometimes the weaker ones will still need a bit of help.
Some classes need to be told not to throw the ball hard, but most won't.
Target:
I want to go to __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Letter tiles
No vocab
Divide the students into pairs or 2 teams. They have letter tiles with
It doesn't matter how long the words get. The purpose of this exercise is to
vowels in one colour (eg blue) and consonants in another (eg red). There
make puzzling out English spelling a game and a fun challenge for the
should be plenty of each for each child to choose from. One child makes
students.
22
(10 mins)
either a vowel-consonant sequence or a vowel-consonant-vowelconsonant sequence (eg emak), and challenges the other child/ team to
say it. The second child/ team then adds another vowel-consonant
sequence and challenges the first child/ team to say it. Sequences can be
continued as long as wanted.
What's this?
Places,
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
countries etc
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
40 / 59
card is.
5 corners
Any 5 letters/
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time, and will know what to
(5 mins)
combos the
and chairs to the back of the room so there is enough space for the game.
do.
students
Draw a map on the board, with one letter in each corner of the room, and
choose
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area.
Basketball
Places,
Divide the class in half and each half makes a circle around a smallish box
(10 mins)
countries
on the floor. Students take turns to say I want to go to __ and then throw
a large dice into the box. If they get it in, they get 10 points for their team.
If not, they get the number of points on the dice.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
combos, CVC
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
patterns
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
41 / 59
Ball toss
Places,
Students toss a ball between each other, taking turns to say "I want to go
After the first 3-4 students, you shouldn't really need to prompt students on
(10 mins)
countries etc
what to say, but sometimes the weaker ones will still need a bit of help.
Some classes need to be told not to throw the ball hard, but most won't.
Target:
I don't want to go to __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
those needed for the game. Divide all of the children into teams, and give
23
one child from each team a pair of chopsticks. The children then tear up
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
What's this?
Places,
HRT pulls a flashcard slowly out of an envelope and students guess what
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
countries etc
it is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
card is.
42 / 59
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
combos
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
Toss!
Places,
Divide the class into 2 groups (one for the HRT and one for the ALT), and
You'll need at least enough flashcards for one per student. Try for two per
(10 mins)
countries etc
clear enough space for the kids to stand in a circle around a set of
student though.
flashcards on the floor (one set per group). Students take turns to throw a
beanbag onto a card, and say I don't want to go to __ and take the card.
Try to have enough cards for 2 per student, and add in some previously
not covered vocab. If the student doesn't know how to say the animal the
beanbag landed on, encourage them to ask either the ALT or HRT what's
this? or what is it? and give the answer.
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so.
This activity is simple, fun, and enjoyable for the students, and doesn't take
much time, no more than 2-3 minutes per lesson. You should start off with
43 / 59
Target:
Time
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Noughts and
Anything (add
Also called "tic tac toe." Divide the class into 2 teams. Draw a 5x5 grid on
The students are allowed to consult with team members before choosing a
crosses
in some times
the board and write numbers in the corners of each of the squares. Place
(10 mins)
students can
or phonics sounds, or a mix of both. The first student on one team picks a
guess how to
number and either tries to say the card, or make a sentence with it. The
say them)
24
made in the square with chalk. The first student from the other team then
does the same. The teams try to make as many rows, columns, or
diagonals of 3 as possible, with extra points being awarded if they can
make 2 or 3 lines at once.
What's this?
Get up, go to
HRT can demonstrate things like "get up", "go to school" etc, and things
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
school, etc,
students to think about what the card is. The mystery, guessing, and
44 / 59
them to retain and internalise the English you expose them to.
You can say yoku kangaeta after any guesses to help students not worry
about making mistakes.
5 corners
Any 5 letters/
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time, and will know what to
(5 mins)
combos the
and chairs to the back of the room so there is enough space for the game.
do.
students
Draw a map on the board, with one letter in each corner of the room, and
choose
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area.
Memory
Times
(10 mins)
Divide the children into 2 teams and lay out some cards. One child has a
list of all the cards on a piece of paper, using pictures if they cant read
well. The child with the list calls out the first card on the list (eg ball) and a
child from the other team touches the card. The child with the list then
calls out 2 cards (eg ball, shirt) and a child from the other team touches the
cards in order. The turn continues until the child/ team touching the cards
makes a mistake. They get points depending on how far they got, eg 8
cards in order yields 8 points.
Dictation
A-Z, CVC(e)
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
patterns
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
45 / 59
Target:
I __ at __
XX YY
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
those needed for the game. Divide all of the children into teams, and give
25
one child from each team a pair of chopsticks. The children then tear up
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
What's this?
Get up, go to
HRT can demonstrate things like "get up", "go to school" etc, and things
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
school etc,
students to think about what the card is. The mystery, guessing, and
times
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
46 / 59
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so.
This activity is simple, fun, and enjoyable for the students, and doesn't take
much time, no more than 2-3 minutes per lesson. You should start off with
VC combinations first, because it helps the students to let go of the CV
order of Japanese. Always try to let the kids have a go at pronouncing it
first before you demonstrate it for them, because just feeding the students
the answers will stop them becoming active learners willing to experiment
for themselves.
Ball toss
Daily life
ALT and HRT take turns to toss a ball between them, taking turns to
After the first 3-4 students, you shouldn't really need to prompt students on
(10 mins)
activities
choose one activity and saying what time they do it, eg, "I get up at 6.30"
what to say, but sometimes the weaker ones will still need a bit of help.
ALT then tosses the bal to a student who does the same, then passes it on
Some classes need to be told not to throw the ball hard, but most won't.
Dictation
A-Z, CVC(e)
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
patterns
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
Toss!
Daily life
Divide the class into 2 groups (one for the HRT and one for the ALT), and
You'll need at least enough flashcards for one per student. Try for two per
47 / 59
(10 mins)
activities
clear enough space for the kids to stand in a circle around a set of
student though.
flashcards on the floor (one set per group). Students take turns to throw a
beanbag onto a card, and say I __ at __ and take the card. Try to have
enough cards for 2 per student, and add in some previously not covered
vocab. If the student doesn't know how to say the animal the beanbag
landed on, encourage them to ask either the ALT or HRT what's this? or
what is it? and give the answer.
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
Any 5 letters/
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Students should remember the song from last time and you'll find it should
(5 mins)
combos the
__ I'm __.
students
26
choose
What's this?
Daily life
HRT can demonstrate things like "get up", "go to school" etc, and things
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
activities,
students to think about what the card is. The mystery, guessing, and
times
48 / 59
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so.
This activity is simple, fun, and enjoyable for the students, and doesn't take
much time, no more than 2-3 minutes per lesson. You should start off with
VC combinations first, because it helps the students to let go of the CV
order of Japanese. Always try to let the kids have a go at pronouncing it
first before you demonstrate it for them, because just feeding the students
the answers will stop them becoming active learners willing to experiment
for themselves.
Ball toss
Daily life
ALT and HRT first demonstrate by throwing a ball at each other. The ALT
After the first 3-4 students, you shouldn't really need to prompt students on
(10 mins)
activities
asks the HRT something like "what time do you go to bed?" and the HRT
what to say, but sometimes the weaker ones will still need a bit of help.
answers something like "I go to bed at 11.00". The ALT and HRT should
Some classes need to be told not to throw the ball hard, but most won't.
repeat with different questions a couple of times. The ALT then tosses the
ball to students who ask and answer before passing the ball on and sitting
down.
5 corners
The same 5
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time, and will know what to
(5 mins)
letters/
and chairs to the back of the room so there is enough space for the game.
do.
combos used
Draw a map on the board, with one letter in each corner of the room, and
in the song
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area.
49 / 59
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Letter tiles
No vocab
Divide the students into pairs or 2 teams. They have letter tiles with
It doesn't matter how long the words get. The purpose of this exercise is to
vowels in one colour (eg blue) and consonants in another (eg red). There
make puzzling out English spelling a game and a fun challenge for the
should be plenty of each for each child to choose from. One child makes
students.
27
(10 mins)
either a vowel-consonant sequence or a vowel-consonant-vowelconsonant sequence (eg emak), and challenges the other child/ team to
say it. The second child/ team then adds another vowel-consonant
sequence and challenges the first child/ team to say it. Sequences can be
continued as long as wanted.
What's this?
Daily life
HRT can demonstrate things like "get up", "go to school" etc, and things
It's important to pull the card out slowly to give a lot of chances for the
(5 mins)
activities
students to think about what the card is. The mystery, guessing, and
discovery of items/vocabulary is very important for the students. They
become actively engaged in seeking out the English, and they remember
things much better. Mystery, guessing, and discovery drive learning in
humans of all ages, and it's especially important that children's natural
curiosity isn't quashed, otherwise you will have a much harder time getting
them to retain and internalise the English you expose them to.
You can say yoku kangaeta after any guesses to help students not worry
about making mistakes.
5 corners
Any 5 letters/
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time, and will know what to
(5 mins)
combos the
and chairs to the back of the room so there is enough space for the game.
do.
students
Draw a map on the board, with one letter in each corner of the room, and
choose
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area.
50 / 59
Find
Daily life
Create an interview game where students ask 5-6 of their peers questions
Make sure the students know to come to you or the HRT if they forget how
somebody
activities
about what time they do things. Get them to interview both boys and girls.
to say things.
Dictation
A-Z, new
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
combos,
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
CVC(e)
patterns
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
who ...
(10-15 mins)
You can say yokukangaeta before any corrections to help students not
worry about making mistakes.
Target:
Jobs
Activity
Vocab
ALT/HRT
Why/Notes/Theory
What's this?
Jobs
The HRT uses gestures to introduce the jobs, and the ALT encourages the
If the students don't know how to say the job in English, the ALT can tell
them, or if you have flashcards with the English written on them, they can
28
(5 mins)
5 corners
Any 5 letters/
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time, and will know what to
(5 mins)
combos the
and chairs to the back of the room so there is enough space for the game.
do.
students
Draw a map on the board, with one letter in each corner of the room, and
choose
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area.
51 / 59
Car race
Jobs
(10 mins)
ALT and HRT demonstrate the game. Lay the cards out in a circle on the
You'll need enough card sets for 1 set between 2 students, depending on
desks, place 1 eraser per player on opposite sides of the race track.
the class.
Janken to decide who moves. If win with rock, move 3 spaces, if scissors,
HRT and ALT should move around the class to help students use the
move 2, and if paper, move 1 space. The non-mover asks the mover
target language.
The aim of the game can be to catch the other player up, or you can just
have the kids keep moving round if the class is not a competitive one.
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
those needed for the game. Divide all of the children into teams, and give
one child from each team a pair of chopsticks. The children then tear up
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
Dictation
A-Z, CVC(e)
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
patterns
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
52 / 59
Nonsense
Combo
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so.
This activity is simple, fun, and enjoyable for the students, and doesn't take
much time, no more than 2-3 minutes per lesson. You should start off with
VC combinations first, because it helps the students to let go of the CV
order of Japanese. Always try to let the kids have a go at pronouncing it
first before you demonstrate it for them, because just feeding the students
the answers will stop them becoming active learners willing to experiment
for themselves.
Target:
XX XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
those needed for the game. Divide all of the children into teams, and give
29
one child from each team a pair of chopsticks. The children then tear up
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
53 / 59
What's this?
Jobs
(5 mins)
The HRT uses gestures to introduce the jobs, and the ALT encourages the
If the students don't know how to say the job in English, the ALT can tell
them, or if you have flashcards with the English written on them, they can
try to read it themselves.
Nonsense
Combination
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
(5 mins)
AT, DAT,
EDAT, KEDAT
such explicit practise, but EFL learners rarely will be exposed to enough in
etc
order to do so.
This activity is simple, fun, and enjoyable for the students, and doesn't take
much time, no more than 2-3 minutes per lesson. You should start off with
VC combinations first, because it helps the students to let go of the CV
order of Japanese. Always try to let the kids have a go at pronouncing it
first before you demonstrate it for them, because just feeding the students
the answers will stop them becoming active learners willing to experiment
for themselves.
Fruit basket
(10 mins)
Jobs
ALT uses English and gestures to get students to make a circle with their
You can introduce the sentence by saying tatoeba, people who want to
chairs. Use the sentence People who want to be a __ for the game.
Halfway through, you can change it to "People who don't want to be a __"
tell you that kids who want to be a doctor will change seats (90%+ of
classes will get it straight off, in my experience).
You can write the sentence on the board and prompt students so they can
say it.
ALT/HRT don't need to be a part of the game. It's good if they can just be
in the background and the students take ownership of the game
themselves.
54 / 59
Dictation
A-Z, CVC(e)
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
patterns
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Noughts and
Anything
Also called "tic tac toe." Divide the class into 2 teams. Draw a 5x5 grid on
The students are allowed to consult with team members before choosing a
crosses
the board and write numbers in the corners of each of the squares. Place
(10 mins)
30
or phonics sounds, or a mix of both. The first student on one team picks a
number and either tries to say the card, or make a sentence with it. The
card is then either covered with a particular colour magnet, or a mark is
made in the square with chalk. The first student from the other team then
does the same. The teams try to make as many rows, columns, or
diagonals of 3 as possible, with extra points being awarded if they can
make 2 or 3 lines at once.
What's this?
(5 mins)
Jobs
The HRT uses gestures to introduce the jobs, and the ALT encourages the
If the students don't know how to say the job in English, the ALT can tell
them, or if you have flashcards with the English written on them, they can
55 / 59
5 corners
Any 5 letters/
ALT should use English and gestures to get the students to put their desks
Students should remember this game from last time, and will know what to
(5 mins)
combos the
and chairs to the back of the room so there is enough space for the game.
do.
students
Draw a map on the board, with one letter in each corner of the room, and
choose
one in the centre of the room. When you say the sound of a letter the kids
should run to the right area.
Car race
Jobs
(10 mins)
ALT and HRT demonstrate the game. Lay the cards out in a circle on the
About 30-40% of cards should be new vocabulary so that the students will
desks, place 1 eraser per player on opposite sides of the race track.
come to you or the HRT to ask what they are, and they should have
Janken to decide who moves. If win with rock, move 3 spaces, if scissors,
English printed on them so they can also try to sound them out for
move 2, and if paper, move 1 space. The non-mover asks the mover "Do
themselves.
you want to be a/an __ and the mover replies Yes I do/ No I don't
You'll need enough card sets for 1 set between 2 students, depending on
the class.
HRT and ALT should move around the class to help students use the
target language.
The aim of the game can be to catch the other player up, or you can just
have the kids keep moving round if the class is not a competitive one.
Letter tiles
(10 mins)
No vocab
Divide the students into pairs or 2 teams. They have letter tiles with
vowels in one colour (eg blue) and consonants in another (eg red). There
It doesn't matter how long the words get. The purpose of this exercise is to
should be plenty of each for each child to choose from. One child makes
make puzzling out English spelling a game and a fun challenge for the
students.
consonant sequence (eg emak), and challenges the other child/ team to
say it. The second child/ team then adds another vowel-consonant
sequence and challenges the first child/ team to say it. Sequences can be
continued as long as wanted.
56 / 59
Target:
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
those needed for the game. Divide all of the children into teams, and give
31
one child from each team a pair of chopsticks. The children then tear up
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
Toss!
Jobs
(10 mins)
Divide the class into 2 groups (one for the HRT and one for the ALT), and
You'll need at least enough flashcards for one per student. Try for two per
clear enough space for the kids to stand in a circle around a set of
student though.
flashcards on the floor (one set per group). Students take turns to throw a
If any of the students gets upset that none of the cards is what they want to
beanbag onto a card, and say I want to be a __ and take the card. Try to
be, don't worry, simply let them use "I don't want to be a __"
have enough cards for 2 per student, and add in some previously not
covered vocab. If the student doesn't know how to say the animal the
beanbag landed on, encourage them to ask either the ALT or HRT what's
this? or what is it? and give the answer.
5 corners
Any 5 letters/
ALT should use English and gestures to get the students to put their desks
(5 mins)
combos the
and chairs to the back of the room so there is enough space for the game.
Students should remember this game from last time, and will know what to
students
Draw a map on the board, with one letter in each corner of the room, and
do.
choose
one in the centre of the room. When you say the sound of a letter the kids
57 / 59
Basketball
Jobs
(10 mins)
Divide the class in half and each half makes a circle around a smallish box
on the floor. Students take turns to say I don't want to be a __ and then
If students don't know the name of what they want to say in English,
throw a large dice into the box. If they get it in, they get 10 points for their
Dictation
A-Z, CVC(e)
ALT gets students to take out a pencil and paper. ALT says a letter's
Use the words memo paper as they have similar meanings in Japanese
(5 mins)
patterns
sound, and HRT writes letter on board for all students to see and get the
and English and mime writing with a pencil to get students to understand
particular order, watching the students to see that they are writing the
You shouldn't spend more than 2-3 mins on this. Try to run through at
correct letters. ALT can tell the students afterwards what letter they said if
least 15 letters each time (not 15 different ones), with the ones that the
Target:
Review
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10 mins)
those needed for the game. Divide all of the children into teams, and give
32
one child from each team a pair of chopsticks. The children then tear up
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
58 / 59
Typhoon
Anything
Divide the students into 6 groups and lay out a whole lot of karuta size
style review
(30 mins)
them. Teams take turns to send one team member to the table. The
student picks a card and makes a sentence about it. The team then gets
the number of points on the back of the card. A typhoon means no points
from that card.
33
Activity
34
Activity
35
Activity
Target:
Hallowe'en
Vocab
ALT/HRT
Why/Notes/Theory
Target:
Christmas
Vocab
ALT/HRT
Why/Notes/Theory
Target:
Free
Vocab
ALT/HRT
Why/Notes/Theory
59 / 59