Jhs Lessons Activities

Lesson Plans
& Activities
by Junior High School
ALTs and JTEs
Nara Prefecture
2017 ALT
Skill Development
Conference
Cover page image from Classroomclipart.com
1
Lesson Plans & Activities for Elementary Schools
Nara Prefecture 2017 Skill Development Conference
Table of Contents
JHS 1 NEW HORIZON1 UNIT 6 –“does”......................................................................................... 3
Giving Directions ............................................................................................................................ 5
Learning About Telling Time ......................................................................................................... 6
Alphabet Review ............................................................................................................................ 15
“Can you~?”............................................................................................................................... 16
Lost in the School .......................................................................................................................... 19
Phonics ....................................................................................................................................... 24
Hello, Halloween ........................................................................................................................... 25
NEW HORIZON English Course 1 Daily scene 5 – 道案内 .................................................. 29
I Do, You Don’t, He Does, She Doesn’t ...................................................................................... 33
JHS 2 Card Game .................................................................................................................................... 36

A Pot of Poison ............................................................................................................................. 37
Sunshine English Course 2 Program 10-2 ................................................................................... 40
Sunshine English Course 2 Power-up 3 Speaking ①電話 ................................................... 43
English Class Rules [must/must not] ........................................................................................... 44
Sunshine1 POWER-UP10 – Speaking ...................................................................................... 47
Around the World ........................................................................................................................ 49
Sunshine English 2 Program 7-2 ............................................................................................ 69
Unit 1: Give Me the Money ........................................................................................................ 74
Where do you want to go? ........................................................................................................... 81
Infinitives ..................................................................................................................................... 91
Getting to Know You .................................................................................................................. 93
Could You Repeat that? .............................................................................................................. 99
JHS 3 NEW HORIZON 3 Daily Scene 1 – Would you like some more? ......................................... 105
Giving Train Route Directions ................................................................................................... 110
Seisho Time ………………………….................................................................................... 115
New Horizon English Course3 Unit 2-2 .................................................................................... 117
NEW HORIZON Book 3 6-4 Relative Pronoun p88-89 ........................................................... 121
JHS ANY Family Trees............................................................................................................................ 122

Quiz - What are we? .................................................................................................................... 125
Grid Game .................................................................................................................................... 127
Lazy Pictionary.............................................................................................................................. 129
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NEW HORIZON1 UNIT 6 – “does”
Overview
School & Name Oji junior high school / Chiharu Yagi
Lesson Focus To have students speak more English in class
Lesson Topic how to use “does”

Target Grade JH( 1st grade )
 Textbook
Preparation &  Screen
Required Materials (If  PC (power point)
any, please attach.)  Notebook

 worksheet(homework)
Activity (in detail)
Time Activity (& Materials as ALT will… JTE will… Students will…
needed)
2min. Greeting Greet students. Greet ALT and
JTE/
3min. Explain today’s schedule Explain

schedule and
aims.
10min. Check homework Check students’ homework Show homework
Practice reading (check grammar and answer to ALT or JTE.
(homework sheet is like this questions from students.) Ask some
↓) questions if they
Students introduce 2 have.
people and draw a picture While waiting
of them time, they
practice reading
their
script(homework).
3
5min. Share questions Share some
questions from
students and
answer them.
25min. “Show and tell and ask” Explain rules Listen to ALT and
(Each students introduce 2 (Including how to understand how
people by using their use “does”) to use “does”.
worksheet.
After that, listeners will ask Observe Observe Practice in pairs
questions about them by students’ work students’ work
using “Does he/ she ~?”
And the student will answer Ask one question Evaluation Start introduction
them.) to each student students’ work.
Listeners who ask
questions can get
a sticker.
5min. Feedback Comment on Ask for Fill out feedback
(lesson feedback students’ students’ worksheet.
worksheet) performance. feedback.
Greeting
4
Giving Directions
School&Name Mamigaoka JHS / Ota Taka

Lesson Focus To have students speak more English class
Lesson Topic Learning directions, practicing reading
Target Grade JH(1st grade)
Preparation&  Textbook
Required  Picture card
Materials
 LL classroom
 PC
Activity ( In detail)
Time Activity ALT will JTE will Students will
3min Greeting Greet students Greet the ALT
Free talk with students Talk with ALT and JTE
5min Review expressions Say expressions Repeat after the Repeat after the ALT
About for students ALT with students
giving directions
5min Model reading Give model reading Repeat after the Listen to the ALT and
with the JTE ALT with students. JTE
Help students with Assist students. Repeat after the ALT
pronunciation.
7min Practice reading Check students’ Assist students Read sentences by
pronunciation themselves with LL
devices
7min Pair Talk① Check students’ Assist students Read sentences in
Use textbooks pronunciation pairs with LL devices
10min Making sentences Check grammar Assist students Make sentences
that could be used about giving
when we give directions
directions
3min Check Check sentences Give answer sheet Check own
sentences
10min Pair Talk ② Check students’ Assist students Talk them in pairs
Use sentences pronunciation
they made
5
Learning About Telling Time
Overview
School & Name Gojo Junior High School, Siming Hsu
Lesson Topic How to tell time and talk about your daily schedule
Target Grade Elementary ( ), JH ( 1st year ), SH ( ), Any grades
Preparation &
 Interview chart sheets
Required Materials (If
 Activity flashcards
any, please attach.)
Time Activity (& Materials as needed) ALT will… HRT will… Students
will…
3 min Class greeting Greet and ask Greet Greet the
students “how students and ALT and HRT,
are you,” how’s follow along and answer
the weather, with ALT the ALT’s
what’s the date, questions
etc.
7 min Introduce the topic Assist the HRT in Explain Answer the
Ask students about their daily communicating directions to HRT and
schedule and the things they with students. students and discuss their
usually do (ie, get up, eat After topic ask about daily
breakfast, get home, eat dinner, introduction, ALT their daily schedules,
etc.) will read the activities. repeat and
flashcards with learn the
Activity flashcards the English words flashcard
Students will learn from flashcards for the daily vocab from
about daily life activities that will things the ALT.
be covered in the lesson. students
described.
6
3 min Telling Time Introduction ALT will provide Assist the ALT Listen to the
Students will learn the format for instruction and in explaining lesson from
how to tell time in English (when to chalkboard time. the ALT and
use o’clock) examples. HRT.
5 min Conversation Model and Pair Model the Model the Listen to the
Activity conversation conversation model
ALT and HRT will create a quick with the HRT. with the ALT. conversation
conversation following the format, and practice
“What time do you usually (insert in pairs.
daily activity)?” “At (insert time).”
Students will then practice the
conversation format for a few
minutes in pairs.
2 min Activity Introduction and Hand out Hand out Listen to the
Instructions interview chart interview instructions
Interview chart instructions - sheets and chart sheets and receive
Students will group their desks into explain the and clarify the interview
4 or 5, fill out the chart with group activity in English instructions in chart sheets,
member names, and the times for Japanese if and split off
their own daily schedules. When students are into groups
the activity begins, they will ask the having of 4 or 5.
student on their right, “What time trouble.
do you usually get up?”
That student will answer, and the
group members will record the
time in their chart. That student will
then ask the next person on their
right, “What time do you usually
eat breakfast?” following the
activities provided by the chart.
Repeat until the chart is filled out.
15-20 Interview chart activity Walk around the Walk around Complete
min room and assist the room the activity
students who and assist with their
need help students who groups
need help
7
5 min Post-interview questions Ask students Assist the ALT Follow along
When all groups are finished, ALT follow-up in explaining with the
will ask the students’ groups “who question and the short activity and
gets up the earliest?” and the lead post- activity and raise their
applicable students from each interview activity. help students hands if
group will raise their hand. if they have applicable.
Continue with “who eats breakfast questions.
the latest,” and so on, from the
chart.
5 min Class closing Collect charts, Collect Reorganize
Students will reorganize their desks answer charts, their desks,
and hand in their interview chart questions, give answer ask any
sheets. HRT and ALT will give closing remarks. questions, questions
closing reflection remarks, answer give closing they have or
any questions students have, and remarks. give their
say goodbye when class ends. opinion on
the lesson.
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9
10
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12
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14
Alphabet Review
Overview
School & Name Tenri BoE- Tahirah Corbin
Lesson Focus Get students comfortable with writing the alphabet
Lesson Topic ABC writing

Target Grade Elementary ( ), JH ( 1 ), SH ( ), Any grades
Preparation & Write Alphabet, upper and/or lower case on a scrap piece of paper
Required Materials (If that you can show the students quickly and without anyone else
any, please attach.) seeing.
Time Activity (& Materials as ALT will… HRT will… Students will…
needed)
5 Review alphabet Go over the Provide support Repeat
min order of each as needed alphabet
letter and how to
read them
5 Explanation of game Tell students how Translate as Listen

min game is played necessary
15- Game: The ALT goes to the Show letters to Check for Do game as
20 back of the classroom and students. cheating, written; once a
min shows the student at the back ensure class is round ends and
of each row a letter. Letter quiet during points are
differs by row. Once the ALT activity, check awarded,
says “GO” the students write answers at the students should
the letter on the back on the front of the rotate seats;
student in front of them. room with ALT’s person in front
Students “send” their letter to help. goes to back,
the front, and student at the everyone else
very front writes it on the moves up 1
board. space.
15
“Can you~?”
Overview
School & Name Yamazoe Junior High School, Bethany Siehl

To have students speak more English in class
Lesson Focus
To make use of both teachers in a team-teaching scenario
“Sports for Everyone” New Crown Lesson 7 Part 1
Lesson Topic
(Can also be used for Hi Friends, 2 “Can you swim?”)
Target Grade JHS First Year (or Elementary 6th Grade)
Preparation &
Something the ALT or JTE can use to prompt dialogue (instrument,
sports gear, etc)
Tim Activity (& Materials as ALT will… HRT will… Students will…
e needed)
5 Warm up—Yoko-tate (also Ask students Walk around Take turns
min known as Row-Column, questions about and encourage answering the ALTs
Side-Straight or CrissCross) the day, date, student questions and then
game weather, and participation, decide “row” or
Ask a question, choose time, and write offer extra “column” with a
someone to answer and if them on the board questions for correct answer
they get it right, the can remaining (that group gets to
choose tate or yoko students sit down)
(lengthwise or widthwise).
Whichever they choose,
everyone in that row or
column can sit down and
no longer have to answer
the questions. Continue
until everyone is sitting
down.
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10 Review Activity—Spelling Say words from the While ALT is Stand in two lines.
min Bee homework for the running the The students at the
(Using vocabulary that the students to spell game, HRT will front of each line
students learned and and correct walk around are the
translated for homework) mistakes and check all of “contestants” in
the homework the spelling bee.
(open on each They will listen to a
student’s desk) word and try to
spell it (the student
who raises their
hand first gets the
first chance).
Correct spellings
get one point for
their team;
mistakes go to the
other team to try. If
both teams make
a mistake, those
students go to the
back and a new
pair get to try the
same word.
15 Learn the new grammar Put their prop in a Have a short Listen to the
min point “Can” conspicuous dialogue with dialogue and
place for the the ALT asking if answer questions
students and JTE to they can about the
see, and ask the play/do meaning. (For most
students what it is. whatever JHS students, this
After they answer, activity is should be a review
carry out a short related to the if they did Hi,
dialogue with the prop. Then Friends the
JTE, then be teach the new previous year)
available to help grammar point,
students as they pausing
learn the new regularly for
grammar point. questions.
Example:
17
Can you play the
guitar? No, I
can’t.
Can you read a
book? Yes, I can!
10 Practice Activity—“Can Hand out Explain the Receive their
min you~?” Person Bingo prepared “Bingo” activity to the “Bingo” cards and
cards with actions class and practice a few
listed on them. demonstrate sample questions
Explain the activity with the ALT. (“Can you play
to the class. Walk around baseball?” “Yes, I
Participate in the and participate can/No, I can’t.”)
activity after in the activity. Try to find
demonstrating classmates who
with the JTE. can do the activity
and collect their
signature. If they fill
out the card, they
can take it to one
of the teachers to
be stamped.
5 Wrap-up and Homework Ask a few students Explain the Review the
min if they can do homework— grammar again by
something (to usually writing answering the ALTs
review the practice using questions and
grammar point the new asking any
one last time). sentences, questions. Do an
make “exit card” (write
announcement any questions they
s. don’t feel
comfortable
asking in front of
peers, something
they learned or will
remember from
class).
18
Lost in the School
Overview
School & Name Kawai Junior High School, Julie Rhodes

To have students speak more English in class and get a more real-life
Lesson Focus
experience giving directions
Lesson Topic Directions
1st years, Jr High (but can be altered for Elementary or High school
Target Grade
directions lessons)
1. Whiteboards, pens and erasers for Vocabulary (phonics
practice)
Preparation & 2. PowerPoint/prints of vocabulary eliciting photos
Required Materials for 3. Pictures of places (like “bakery”) and Envelopes of small
Students (If any, pieces of colored paper taped up in the hallway
please attach.) 4. Map of hallway with “a” and “b” versions that have different
place names revealed (this will be specific to each school,
but please see example!)
Time Activity and Procedure ALT will… JTE will… Students

will…
Lead in ALT: Good morning everyone! How are ALT speaks in Translates if Respond
(2 you today? English to the necessary to
minutes) Students: (respond with various answers.) class questions
ALT: Have you ever been lost? What is lost
in Japanese?
Students: (Students give various answers, if
they do not reply, JTE will provide answer)
ALT: Me too. And what do you do when
you’re lost?
Students: (Respond with some variation of
ask for help.)
ALT: Right, we get help. So today, we are
going to learn how to ask for help, and
help someone.
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5-10 ALT: Ok! So first, let's learn some words. Elicit Translate if Answer
minutes (Passes out whiteboards.) We are going to vocabulary/ Necessary vocabular
guess spelling. First just look, and listen. phrases y eliciting
First, what’s this? questions,
Street (picture) use
(Students guess word, once students gestures,
guess T will repeat word slowly two times and use
with students. Ok, great. Now, let’s guess whiteboar
how its spelled. Six letters. Street. (repeat ds to
as necessary) guess
All vocabulary is elicited: spelling.
1. Meaning (picture)
2. Pronunciation
3. Form (students guess spelling provided
umber of letters. Limit it to 30 seconds
each,)
Corner (picture)
Traffic light (picture)
Hospital (picture)
Station (picture)
Turn (gesture)
Left/Right (gesture)
Down (gesture)
Pardon (situation with JTE)
Ok good. (passes out Vocabulary sheet
with phrases)
ALT: Ok. Now. Please look here. What is
this in Japanese? (writes on the board)
1. Look for (gesture)
2. Pardon me? (gesture)
3. Let’s see. (gesture)
(T elicits phrases)
ALT: Ok Good! Now I want you to practice
these words with gestures.
Go
Go down
Go down the street. (x2)
20
Turn right
Turn right at
Turn right at the first traffic light.
Turn right at the first corner (x2)
Turn left
Turn left at
Turn left at the second traffic light.
Turn left at the second corner (x2)
ALT: Ok good. Now. “It’s by the

bookstore”
It’s
It’s by
It’s by the bookstore.
It’s by the station.
It’s by the ~.
ALT: Ok good. “I’m looking for.”

I’m looking for (Students repeat)
I’m looking for the hospital. (Students
repeat)
I’m looking for a bookstore.
ALT: Good, now I’ll point, you say “I’m
looking for ~” OK.
Students: I’m looking for (T points to
picture of places from vocabulary
introduction)
Hallway ALT: Ok now, make pairs. Explain Model Give
Extension (Students make pairs) activity, activity, directions
15-20 ALT: Good, let’s go. model provide to each
min (students follow ALT and JTE out into the activity, assistance other in
hall.) provide to students, the
1st: EXPLAIN assistance to translate if hallway
explain ALT: Now, tell your partner where to go students necessary
here (gestures to hall). Here is your map.
2nd: (hand out map of hallway. Making sure
Model each pair has an “a” and a “b” version.)
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ALT: Ok. This is the first stoplight. (points up)
3rd: And this is the second stoplight. (points up
Run and second traffic light).
activity
ALT: Each door is a different place. Tell
your partner where to go. Your partner will
get a color from the envelope. Then
come back. Then, Check with me or (JTE).
If your partner gets the right color, good!
Then switch. If your partner does not get
the right color, try again.
Do them all. (gestures to page)
MODEL
ALT: Ok, look at me and (JTE).
ALT: Excuse me! I’m looking for the
bookstore.
JTE: Go down this street, turn left at the first
stop light. It’s by the restaurant.
ALT: Thank you!
ALT: Go down this street (does so) turn left
at the second traffic light, it’s by the
bookstore. (takes out color, comes back).
Am I right?
JTE: Yes!
ALT: Ok, now you try.
RUN
Students give each other directions in the
hallway, Teachers answer questions and
assist when necessary.
5 Close: Return to classroom. Ask for student Lead the Support the Give
minutes feedback (was it difficult, was it fun, did closing ALT and the feedback
you get the right color). Finish. students in about the
the closing lesson.
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23
Phonics
Overview
School & Name Koriyama Minami JHS / Aimi Uetaka
Lesson Topic Learning phonics

Target Grade Elementary( ), JH( 1st grade ), SH( ), Any grades
Preparation &  Word card, picture card,
Required Materials (If  Power point(phonics),
any, please attach.)  Songs(“I like to eat apples and bananas.”)
Time Activity (& Materials ALT will… JTE will… Students will…
as needed)
5 Greeting Greet students Greet
Sing a song Sing a song Sing a song
25 Learning phonics Talk about phonics Help students with Listen to ALT
using power point understanding Practice
ALT’s English pronunciation
Repeat after ALT
5 “matching” Walk along desks Explain the rules Make a group of 6~7
Help students with *match cards for 2 Match picture cards
matching cards min with word cards.
*use English as
much as they can
10 “memory” Say the word Walk along the Put picture card on
(like “Karuta” students learned desk the table
Japanese card Help students with Take the card ALT
game) memory said
5 closing Give sticker to the Count the cards they

students who got got
the most cards in
the group
24
Hello, Halloween
Overview
School & Name Koryo JHS and Mamigaoka JHS, Kelly Primrose
Lesson Topic Hello, A? This is B.

Target Grade JHS ( 1st year ), can be modified for ES
 Witch hat
Preparation &  Kitchen timer

Required Materials (If  Worksheets
any, please attach.)  Reward (stickers)
 Textbook (New Horizon 1)
needed)
1 Greetings Greet students, Greet students Return greetings
min ask simple & answer
questions questions
5 Check new words Read words Assist with Repeat words

min aloud, try to solicit translation or after ALT &
correct motivating supply guesses
pronunciation & students to as to the
accurate speak Japanese
translation meaning
5 Introduce main phrase, Lead class in Supply Repeat & guess

min “Hello, A? This is B.” pronouncing & translation if kids at meaning
soliciting don’t know
translation
25
5 Halloween telephone – A Demo how to Demo how to Watch demo &
min timer is set to countdown 30 play, then check play with ALT, try to
seconds. Students must pass for understanding then check for understand the
the timer to the next person before allowing understanding rules. Once
by saying the key phrase, students to start understood,
switching out A and B for the play can
next student’s name and their commence
own. The student holding the
timer when time runs out must
put on a witch hat (just a few
seconds is fine, but I let them
keep wearing it if they want
to)
10 Textbook conversation Read the whole Ensure students Repeat after
min conversation are participating ALT & supply
from textbook, & lead students translation
then lead class in in understanding when solicited
read & repeat how to translate by JTE
the sentences
5 Pair work – NH1 has pairwork Observe pairs Instruct & Practice the
min exercises built in, but you can observe pairs textbook
use any exercise you find conversation
appropriate with a partner
15 Interview Game – See Pass out papers & Pass out papers Listen to &
min attached worksheet. give English & check comprehend
Students choose 1 time & 1 instructions for understanding instructions.
activity, then go around how to play. of English Then, interview
trying to guess which time Afterward, walk instructions. fellow students
and activity their classmates around & Provide using the
chose by using the questions interview translation if attached
on the paper. You can only students. Watch needed. worksheet.
say ‘yes’ if they ask you the for cheating. Participate in
time/activity you chose interviews once
previously. Otherwise, say no. instructions
Record names of partners & complete.
number of ‘yes’s received in Watch for
the appropriate column. The cheating.
final total is determined by #
26
of partners + level 1 points +
level 2 points (each point
representing a yes).
** Some students will try to

cheat by just showing each
other their sheet and moving
on without doing any
conversation. Watch for this
and disqualify points earned
this way.
5 Wrap-up – Since this class Ask students to Wrap up class by Listen, report
min usually ends up being taught raise their hands, instructing points honestly,
around Halloween, I use any then go up a students on and store
spare minutes at the end of scale of points (5 where to put the worksheet as
class to show the kids some point or more, 10 worksheet & any instructed.
fun realia I brought from the or more, 15 or reminders for
States. Spider webs with more etc.) until next class.
plastic spider rings is always a the top 3 highest
hit, but make sure your classes point earners are
have the good behavior & found. Ensure
maturity needed not to go their points were
crazy/try to steal your realia. earned
legitimately, then
reward with
stickers.
27
28
NEW HORIZON English Course 1 Daily scene 5 – 道案内
Overview
School & Name Oyodo junior high school / Atsuko Sakamoto
To be able to ask the way to get somewhere on foot and show the
Lesson Topic
way.
Target Grade Elementary( ), JH(1st grade) , SH( ), Any grades
Preparation &
Required Materials (If  Textbook NEW HORIZON English Course 1
Time Activity (& Materials as needed) ALT will… JTE will… Students will…
1 min Greeting Greet students. Greet students Greet the ALT
Check students’ attendance and check their and the JTE.
attendance.
4 min Quiz Ask students Help students Answer the
Topic: How are you today? some questions. answer if questions.
What day is it today? needed.
What date is it today?
What time is it now?
8 min Introduce the new words Pronounce the Check the Repeat after
new words meaning of the the ALT and
words in check the
Japanese. meaning.
5 min Model talk Play a role Play a role with Listen to the ALT
(Using the textbook.) reading the ALT. and the JTE.
sentences in the Explain the
textbook with procedure.
JTE.
5 min Practice in a pair using the Check and help students if they Work in a pair
textbook have any difficulty and practice
A: Excuse me, I’m looking for … using the
B: (Explain how to get the textbook.
place)
29
7min Practice in a group using the Show the model Explain how to Listen to the ALT
textbook talk with the do the activity and the JTE,
Decide where to go (2 places), ALT. and show the practice in a
arrange the route and explain model talk with group.
how to get the places. the ALT.
5 min “Where am I?” quiz Show the model Explain how to Listen to the ALT
Explain the route from the start talk with the do the activity and the JTE.
point (station) without telling ALT. and show the
the goal. model talk with
Ask where you are. the ALT.
5 min Play “Where am I?” game in a Check and help Check and Play the game
pair using the textbook. students if they help students if in a pair using
have any they have any the textbook.
difficulty. difficulty.
5 min Play “Where am I?” game in a Check and help Check and Play the game
group of 4 people using the students if they help students if in a group using
textbook have any they have any the textbook.
difficulty. difficulty.
5 min Review the expressions we learn Say the Ask students Answer the
Comment from the teachers expressions in what the questions.
Greeting English. expressions
Comment on mean in Greet.
students’ Japanese.
performance. Comment on
Greet. students’
performance.
Greet.
30
31
32
I Do, You Don’t, He Does, She Doesn’t
Overview
School & Name Shimokitayama-mura Junior High School, Zoe Holland
Lesson Topic Pronoun and ‘do’ form practice

 Whiteboard,
Preparation &  Ball/Balloon or other passable object,
Required Materials (If  Timer
any, please attach.) Note: Used in conjunction with Sunshine 1: Sunshine English Course 1,
page 64

needed)
1 Greetings (no materials Begin class by Begin class by Respond to
min needed) greeting the greeting the teachers’
students with HRT. students with greetings and
Ask class in general ALT. questions.
how they are.
5 Review I/you versus Ask various Act as person to Answer ALT’s

min she/he/(name) usage (no individual students identify. Help questions.
materials needed) to identify various correct misuses.
people by asking,
“Who am/is/are
I/(s)he/you?”
5 Review “I/you do/don’t Model Model Answer ALT using
min like” pattern (no materials question/answer question/answer “Yes, I do
needed) pattern with HRT. pattern with ALT. like…/No, I don’t
Ask individual like…” pattern.
students, “Do you
like…?”
33
5 Pair practice “I/you Walk around and Split class into In pairs, practice
min do/don’t like” pattern (no monitor grammar pairs. Walk asking and
materials needed) usage. around and answering what
monitor they do/don’t
grammar usage. like.
15 Teach page 64 from Initially present and Monitor Listen to
min Sunshine 1 textbook further explain the students’ teachers’
use of “doesn’t” comprehension explanations and
Materials: Sunshine 1 using textbook’s and fill in practice
textbook page 64 Basic Dialogue. comprehension textbook
Read aloud the gaps. Explain exercises (Listen,
Listen examples and conduct Speak, Try).
twice slowly and the practice
clearly for students exercises (Listen,
to appropriately Speak, Try).
match. Model the
examples for the
Speak and Try
practice exercises in
the textbook.
5 Review “He/She/(name) Present what HRT Present what ALT Answer using
min does/doesn’t like” pattern does/don’t like. Ask does/doesn’t appropriate
(no materials needed) individuals what like. pronouns and do-
their partner form.
does/doesn’t like.
“What does (name)
like/not like?” Ask
individual students
outside the pair to
confirm what the
pair does/doesn’t
like. “Does (name)
like --?”
10 Ball-passing game Initially model the Set timer for two Sit in circle.
min pattern. Points to minutes. Point Individually
Materials: Ball/balloon, random pronouns, randomly to the conjugate
whiteboard, timer set for 2 changing with each positive ‘O’ or sentences using
min. student. the negative ‘X,’ the provided
34
changing with pronouns and
Have “(Pronoun) (do- each student. negative or
form) study English.” positive form.
written on board as After correctly
model. conjugating, the
student will pass
Have two columns written the ball to the
on whiteboard. One person next to
column of various them and the
pronouns and names, process will
and one column with a repeat until the
positive ‘O’ and a timer runs out. The
negative ‘X.’ student holding
the ball loses and
Repeat four more times can be
after initial round, or as eliminated.
needed/time allows to
ensure everyone has
multiple chances to
conjugate.
3 Wrap-up (no materials Answer students’ Select a few Individuals will
min needed) questions. individuals to ask stand and ask ALT
ALT what they what they
do/don’t like. do/don’t like (i.e.
“Do you like
dogs?”), then
present to the rest
of the class
(“She/He?(name)
does(n’t) like
dogs.”).
1 End lesson (no materials Thank students for Thank students Say goodbye.
min needed) participating. Say for participating.
goodbye. Say goodbye.
35
Card Game
Overview
School & Name Kawakami JHS / Tagawa Ayaka
ex; Learning colors, practicing self-introduction, learning prepositions,

Lesson Topic
etc.
Target Grade Elementary( ), JH( 2nd grade ), SH( ), Any grades
Preparation &
・Textbook
・Picture cards (Food, Drink, Cloth so on…)
as needed)
10min Greeting Greet students. Greet students. Greet ALT and JTE.
Warm-up Ask the question. Help students Answer the
answer questions. questions.
10min Introduce and Make Make conversations Make
explain the new conversations with with ALT and conversations with
grammar JTE and students. students. ALT and JTE.
( Ex. Help JTE with
Do you have explaining the Explain the
anything to drink?) grammar. grammar. Take notes.
25min Activity(Card game) Explain the rules. Help students with Listens to the
・ Do you have understanding the explanations.
anything to ~? rules.
Use this question and Play the game.
collect the cards with Play the game. Play the game.
high points.
Points printed on
cards. ( Ex. +3, -1, +6)
5min Reflect on the class. Read some Read some Repeat some
sentences. sentences with sentences after
students. ALT.
36
A Pot of Poison
Overview
School & Name Mitsue Junior High School, Torin McClellan
Lesson Topic A Pot of Poison

Target Grade Junior High School Grade 2
 New Crown 2
Preparation &
 Teacher’s Manual/CD
 Pre-written content/T or F questions for pg 55 and 56
 CD Player
will…
10 Warm Up Ask questions to Help students if Answer
mins Easy Questions: each student in they don’t questions in
- Day/Date/Weather/Time English one by one understand a English
- Do you have to ______? question, how
- Is/Are there ______? Tell the students to answer or Ask
- Where/when do you ______? about their how to questions of
- Are you ______? weekend/evening formulate their their own
etc. own
Encourage students
to ask the ALT
questions
37
10 Review (pg 55) Ask easy content Help students Answer
mins - Check for understanding with questions in English to understand questions,
easy content and True or False (T to whole class questions and write down
or F) questions T or F questions knowledge their T or F
(check for answers check for answers
by show of hands) review/new and raise
content hands
when
20 Finish A Pot of Poison (page 56) Introduce new Play the CD checking
mins - Introduce new vocab vocabulary with answers
- Listen to the CD flashcards (“repeat Practice
- Content questions after me” English new vocab
- T or F questions side first) with ALT
- whole class
- 1 by 1 Listen to the
- Japanese side CD
(whole class, 1 by 1)
Ask Content and T or
F questions about
pg 56 for knowledge
check
15 Skit Answer questions Answer Practice
Act out the final page of the about questions acting out
story pronunciation and about meaning page 56
Groups of 4 (one per character) participate in skit and participate
- teachers can join groups when where necessary in the skit where Perform skit
necessary necessary in front of
the class
38
A Pot of Poison – Questions
Pg. 55
Content Questions:
1. Did the boys eat all the sugar?
2. What did Ken do after eating the sugar?
3. Are the boys in trouble? (and why?)
4. Who broke the plate?
5. Who has a plan?
T or F Questions:
1. The boys eat all the sugar (T)
2. It is Ken’s idea to break the plate (T)
3. An broke the plate (F)
Pg. 56
Content Questions:
1. Why is the master angry?
2. Will the master punish the boys?
T or F:
1. The boys are punished by the master (F)
2. The boys said “We punished ourselves.” (T)
3. The boys are happy they ate the sugar (F)
39
Sunshine English Course 2 Program 10-2
Overview
School & Name Yoshino Junior High School Masami Kamimura
Lesson Topic Learning comparative sentences in questions and statements using “like
better”.
Target Grade JH (2nd grade)
Preparation & ・Textbook, Sunshine English Course 2
Required ・Work sheet
Materials
Time Activity ALT will… JTE will… Students will…

5mins Greetings Greet students Greet the JTE,
ALT
Crossfire game Ask students basic questions and Answer the
ones based on previous grammar. questions.
5mins Word quiz Give test paper. Write the
(Quiz paper) After the quiz, have students to answer and
repeat for next time. repeat after the
ALT.
10mins Oral Introduction and Demonstration Try to
JTE: Ask ALT if ALT likes winter, then summer and other things in understand
same what the ALT
category. and JTE are
ALT: Answers to JTE using “Yes,” and “No” saying.
JTE: Ask students to come up with better idea to get the answer in
one question, trying to lead them to the question sentence of
“Which do you like better, A or B?”
( Grammar paper) Walk around and Write the Listen and write
check that grammar down what’s
students are points on the on the black
paying attention board and board.
to explanation of explain.
the new grammar.
40
15mins “Guessing game” Demonstrate and explain the Listen to the
(Guessing game worksheet) procedure together. demonstration.
1 Students predict what their Have students repeat after for Repeat after
partner likes better vocabulary and sentences. ALT.
between Walk around and encourage Play the game
two things on each students to speak and listen to their and go through
category. responses. the list of
2 Students ask questions to partners
get
the answer in turn.
3 Students count how many
predictions they get

correct.
4 Change the partner and
do the
same for two more rounds.
10mins “Who am I?” quiz Give clues from Collect Listen to what
the worksheets “Guessing ALT says and
In pairs, students compete. game guess the
ALT read answers to worksheets” answer.
questions on the worksheets Quiz example:
from previous activity, using I like winter better Choose
comparative statements. than summer. students to
Students guess who they are. answer.
5mins Review and feedback Quick review Self-evaluation.

Comment on for today’s Receive a
students’ target. related
performance. homework
assignment.
Do you like winter? Yes, I do.

Do you like summer? Yes, I do.
Do you like winter better or summer better?
Which do you like better, winter or summer? I like summer better.
41
42
Sunshine English Course 2 Power-up 3 Speaking ①電話
Overview
School & Name Kurotaki Junior High School / Nobuyo Taniguchi

To have students speak more English in class
Lesson Focus
To learn how to call / To know and use the expressions on the phone
Lesson Topic conversation on the phone
Target Grade Elementary( ), JH( 2 ), SH( ), Any grades
 textbook
Preparation &
Required Materials  telephones

Greeting Greeting Greeting
7min Answer and ask Answer and ask questions Answer and ask questions
questions ( small talk )
Listen and Read the conversation. Close the textbook.
5min understand the ( JET ALT ) Listen and understand the
conversation. conversation.
Practice the Read the conversation Repeat after ALT
conversation. ALT check the students' Practice reading the dialog
8min pronounce. each or in a pair.
Perform it without the
textbook.
Change the Make another dialog with the Make another dialog with
underlined sections, students and perform it. the teacher or the student
10min
and perform it. and perform it without yhe
textbook.
Expression box JET read sentences. Repeat after ALT.
5min
Know many expressions.
Make own Make a new dialog with the Make a new dialog with the
15min conversation student changing the situation, teacher changing the
and perform it. situation, and perform it.
43
English Class Rules [must/must not]
Overview
School & Name Murou Junior High School、Brett Nielsen
English Class Rules – Making Must/Must Not Sentences (from

Lesson Topic
Englipedia)
Target Grade Elementary ( ), JH ( 2nd Year ), SH ( ), Any grades
Preparation &
 Covering Must/Must Not grammar from New Horizon Text
 Worksheet from Englipedia “English Class Rules”
needed)
2-4 Warm-up/Intro – Introduce the Explain and give Translate or Work together
min topic. sentence and assist with (or individually)
give instructions if to form a
Give the students part of a
suggestions/hints needed sentence and
sentence “speak Japanese”
speak out loud
and have them make a must and write
or must not sentence. answer on the
board
2-4 Students make groups for the Provide Help students Form groups
activity and make group instructions make and create
min
names. about groups interesting group names
and names group names
Write names on the board.
2-4 Instructions for Activity and Give instructions Help students Students will
min handout worksheet. Students with group listen to
will decide order for writing order to match instructions
sentences for game. Problems skill with and write the
easy to difficult questions example on
44
the worksheet
then decide
game order
15 English Class Rules Game: Give students ALT can also Write sentence
simple verbs and judge with the help
to Say part of a sentence, simple
partial sentences if from other
verbs or phrases related to
25 sentences many students students in the
making must/must not class
finish at the group.
min rules. Move around
same time Students can
the room,
The “writer” will write the full assist the writer
standing closer Help students
answer – only one student with grammar
to students with correct
writes per round. “Writer” and spelling or
less points to mistakes after
brings to teacher, points are the whole
make game they read out
awarded based on how sentence.
fairer. loud and get
quickly they finish and bring
their points Read sentence
the sentence. Have students
to teacher.
correct mistakes.
Correct
All students must write. mistakes.
Teamwork encouraged.
5 Review after the game. Choose some Can assist Read out loud
students from students in
min Students share sentences they Write down full
each group to reading their
wrote, looking at differences list of
share some sentences
and deciding on good class sentences.
sentences
rules together.
5+ Discuss other rules. Give Give hints/ Discuss with

hints/suggestions suggestions. groups and
min Have students make their own
. Encourage speak out loud
rules.
Encourage creativity.
creativity.
45
English Class – 2nd Year Must / Mustn’t
Name _____________________________ Class _______ Date ___________________________
English Class Rules

Ex ……………………………………………………………………………………………………………………………
#1 ……………………………………………………………………………………………………………………………
#2 ……………………………………………………………………………………………………………………………
#3 ……………………………………………………………………………………………………………………………
#4 ……………………………………………………………………………………………………………………………
#5 ……………………………………………………………………………………………………………………………
#6 ……………………………………………………………………………………………………………………………
#7 ……………………………………………………………………………………………………………………………
46
#8 ……………………………………………………………………………………………………………………………
Sunshine1 POWER-UP10 - Speaking
Overview
School & Name Gojo Higashi Junior High School / Ai Hachimure
Lesson Topic Shopping ( buying a T-shirt)

Target Grade Elementary( ), JH( 2 ), SH( ), Any grades
 textbook
Preparation &
Required Materials  work sheet

2min Greetings Greet JTE and Ss Greet ALT and Ss Greet ALT, JTE, and other Ss.
Show new words
Pronounce new Listen and repeat after ALT.
and phrases on
5min New Words words and Give the meanings of new
flashcards. Ask
phrases. words and phrases.
the meanings.
Introduction of
Ordering at a JTE and ALT read "ordering at a Fast-
3min Listen to the demonstration.
Fast-food food restaurant"(textbook p.50)
restaurant
Practice of the JTE and ALT walk among Ss and help Make pair and read the
7min
Dialog them speak dialog on textbook p.50
Make pair and dialogs with
Making worksheet "May I take your
JTE and ALT walk among Ss and help
20min dialogs and order?"
them make dialogs
practice Practice conversation with
pair
Listen to other Ss's
10min Presentation Listen and help them
presentation
3min Closing Greet JTE and Ss Greet ALT and Ss Greet ALT, JTE, and other Ss.
47
48
Around the World
Overview
School & Name Shimoichi Junior High School – Crystal Nguyen
I want to ~ (Learning about different countries and expressing what they

Lesson Topic
want to do.)
Target Grade Elementary ( ), JH ( 2nd ), SH ( ), Any grades
 Travel Cards (A4)
Preparation &  Travel Card Examples (B4)

Required Materials (If  Powerpoint with the same information as the travel cards
any, please attach.) Note: based of Find Your Travel Partner on Englipedia, but I made my own
cards and modified it a little.
Time Activity (& Materials as needed) ALT will… HRT will… Students will…
5 min Greetings
- How are you? Ask students Will translate if Answer question
- Go over today’s plan how they are necessary. and state any
and go over concerns
lesson. regarding
today’s lesson.
15 min Around the World Powerpoint Will give power Will translate Listen carefully,
- Go over all of the countries, point anything that remember
the famous places they can presentation. the students information, and
see, and the food they can Help with don’t practice
eat in each. pronunciation understand. pronunciation of
- They need to know these for of these the countries,
the game. Also go over countries, places, and
pronunciation with them. places, and foods.
foods.
20 min Around the World Game Will explain the Will translate if Will find their
- They will have to find their game using there is partners by
travel partners (3 total). enlarged Travel anything following the

Cards. Will also students don’t dialogues.
- They will play janken to see
participate in understand. Practice using
who gets to ask the question
the game. the “I want to~
49
first. They’ll follow dialogue structure.
on cards to find their
matches.
5 min Wrap Up! Answer any final Give kids the Will help Will eat the
questions and give kids Tim Tams! goodies. distribute the goodies.
(Australia is one of the countries goodies.
we cover.)
50
51
52
53
54
What do you want to do?
------------------------------
I want to go to Japan.
How about you?
------------------------------
Me too! Let’s go
together!
Sorry I want to go to
Japan.
55
------------------------------
I want to see Mt. Fuji.
How about you?
------------------------------
Me too! Let’s go
together!
Sorry I want to see

Mt. Fuji.
56
------------------------------
I want to eat sushi.
How about you?
------------------------------
Me too! Let’s go
together!
Sorry I want to eat

sushi.
57
------------------------------
I want to eat pizza
How about you?
------------------------------
Me too! Let’s go
together!
Sorry I want to eat

pizza.
58
What do you want to do? What do you want to do? What do you want to do?
-------------------------------------- --------------------------------------- ---------------------------------------
I want to go to the USA. I want to see Times Square. I want to eat pizza.
How about you? How about you? How about you?
-------------------------------------- --------------------------------------- ---------------------------------------
Me too! Let’s go together! Me too! Let’s go together! Me too! Let’s go together!
Sorry I want to go to the Sorry I want to see Sorry I want to eat pizza.
USA. Times Square.
59
-------------------------------------- --------------------------------------- ---------------------------------------
I want to go to South I want to see the Han River. I want to eat kimchi.
Korea. How about you? How about you?
How about you? --------------------------------------- ---------------------------------------
-------------------------------------- Me too! Let’s go together! Me too! Let’s go together!
Me too! Let’s go together! Sorry I want to see the Sorry I want to eat kimchi.
Sorry I want to go to South Han River.
Korea.
60
-------------------------------------- --------------------------------------- ---------------------------------------
I want to go to Italy. I want to see the I want to eat pasta.
How about you? Leaning Tower of Pisa. How about you?
-------------------------------------- How about you? ---------------------------------------
Me too! Let’s go together! --------------------------------------- Me too! Let’s go together!
Sorry I want to go to Italy. Me too! Let’s go together! Sorry I want to eat pasta.
Sorry I want to see the
Leaning Tower of Pisa.
61
-------------------------------------- --------------------------------------- ---------------------------------------
I want to go to the I want to see Big Ben. I want to eat fish and chips.
United Kingdom. How about you? How about you?
How about you?
-------------------------------------- --------------------------------------- ---------------------------------------
Sorry I want to go to the Sorry I want to see Big Ben. Sorry I want to eat fish and
United Kingdom. chips.
62
-------------------------------------- --------------------------------------- ---------------------------------------
I want to go to China. I want to see the Great I want to eat Ma-Po Tofu.
How about you? Wall. How about you?
-------------------------------------- How about you? ---------------------------------------
Sorry I want to go to Me too! Let’s go together! Sorry I want to eat Ma-Po Tofu.
China. Sorry I want to see the
Great Wall.
63
-------------------------------------- --------------------------------------- ---------------------------------------
I want to go to Mexico. I want to see Coba. I want to eat tacos.
-------------------------------------- --------------------------------------- ---------------------------------------
Sorry I want to go to Sorry I want to see Coba. Sorry I want to eat tacos.
Mexico.
64
-------------------------------------- --------------------------------------- ---------------------------------------
I want to go to France. I want to see the Eiffel I want to eat croissants.
How about you? Tower. How about you?
-------------------------------------- How about you? ---------------------------------------
Sorry I want to go to Me too! Let’s go together! Sorry I want to eat croissants.
France. Sorry I want to see
the Eiffel Tower.
65
-------------------------------------- --------------------------------------- ---------------------------------------
I want to go to Vietnam. I want to see the Han River. I want to eat pho.
------------------------------------- --------------------------------------- ---------------------------------------
Sorry I want to go to Sorry I want to see the Han Sorry I want to eat pho.
Vietnam. River.
66
-------------------------------------- --------------------------------------- ---------------------------------------
- I want to see the Taj Mahal. I want to eat naan.
I want to go to India. How about you? How about you?
How about you? --------------------------------------- ---------------------------------------
------------------------------------- Me too! Let’s go together! Me too! Let’s go together!
Me too! Let’s go together! Sorry I want to see Sorry I want to eat naan.
Sorry I want to go to India. the Taj Mahal.
67
-------------------------------------- --------------------------------------- ---------------------------------------
- I want to see the I want to eat Tim Tams.
I want to go to Australia. Sydney Opera House. How about you?
How about you? How about you? ---------------------------------------
-------------------------------------- --------------------------------------- Me too! Let’s go together!
-Me too! Let’s go together! Me too! Let’s go together! Sorry I want to Tim Tams
Sorry I want to go to Sorry I want to see the
Australia. Sydney Opera House.
68
Sunshine English 2 Program 7-2
Overview
School & Name Kamikitayama Junior High School, Tokihisa Mizuguchi
Lesson Topic Facial expressions and Adjectives

 Picture cards
Preparation &  Computer

Required Materials (If  Internet
any, please attach.)  scratch papers
 personalized photos
Time Activity (& Materials ALT will… HRT will… Students will…
as needed)
2 min Greet students Greet the ALT and

Greeting
the JTEs
5 min Small talk about students' daily activities Actively talk about
 How’s it going? themselves
 What day is it today?

 What did you do last weekend?
 Why did you go to Kashihara last
Warm up Saturday?
 What did you have for breakfast this
morning?
 What TV program did you watch last
night?
5 min Teachers (Ts) show different photos taken in Listen attentively

the past and talk about them.
Introduce the Ts will show some Ss’ old photos saved on
topic the school’s shared file. Ts will clearly
describe the picture and enunciate the
target language. Ts will input only the basic
69
feelings which the Ss are already familiar
with. For e.g., happy, cold, surprised, and
tired.
Alternatively use internet emotion images.
8 min 1. Ts demonstrate basic facial expressions Listen and write as
that Ss already know. many adjectives
2.Ts elicit facial expression using the target as they can think
language as "A. How does s/he look like? B: of
He s/he looks ~~?"
3. Ts ask Ss to think of other facial expressions
Brainstorming and Ss write down on a paper.
Activity Ss will mainly use classroom English, How do
you say ~~ in English? However, they will
also have to use their own dictionaries to
search for different facial expressions/
vocabulary within the time limit.
4. Ss compare what they have written on
their notes.
15 min 1. Ss are grouped in pairs and Ts ask Ss to go Work in pairs
over with the textbook. actively to discuss
2. Ss talk about the topic and modifies the what they have
basic dialog. noticed from the
Mini workshop 3. Ss also make original scripts with the activities
textbook's listening section. presented in class.
Here, Ss will
prepare for a short
presentation.
10 min 1. Ss present what they have just prepared Give a
in the mini-workshop. presentation on
2. Ts provide advice or comments after Ss the note that they
Presentation
presentation. will act as a
3. Debrief Ss to understand the target teacher. Ts will act
language using their first language (L1). as their Ss.
5 min Ss reflect on what they learned on today's Spend a minute or
Feedback/ lesson and Ts also give feedback. two to reflect on
Reflection/ today's lesson
Closing through writing
and speaking.
70
Internet emotions images - SAMPLE
Happy Cold
Surprised Tired
71
Mini workshop:
72
73
Unit 1: Give Me the Money
Overview
School & Name Kamikitayama Junior High School, Dave Nunag

To have students speak more English in class; To integrate Ss reading
Lesson Focus
and speaking skills
Lesson Topic Reading a short story
Preparation &
 All New Easy True Stories by Sandra Heyer, printout pdf copy,
 Worksheet
Time Activity (& ALT will… HRT will… Students will…

Materials as
needed)
2 min Greeting Greet students Greet ALT & JTEs
5 min Small talk about students' daily activities Actively talk about
 How’s it going? themselves
 What day is it today?
 What did you do last weekend?
 Why did you go to Kashihara last

Warm up Saturday?
 What did you have for breakfast this
morning?
 What TV program did you watch last
night?
5 min Teachers (Ts) introduce the story by showing

the pictures on the pre-reading section of
Pre-reading
the material. Ts also hand in the “worksheet listen and speak
Activity
(WS)” to help Ss to understand the story
better.
74
8 min 1. Ts ask the Ss to group in pairs. freely express
2. Ts ask the Ss to talk about the picture and themselves to
Predicting the describe the story’s flow. predict the story
story 3. Once the Ss finished working in groups,
they will take turn to describe each picture
in the whole class.
10 min 1. Ss read the story silently. solely focus to
2. Ss may ask Qs to his Ts while reading the read the story
story. individually. At the
While Reading same time, Ss
Activity need to answer
the WS provided to
help them
understand it.
10 min Ss go back to the pre-reading section and
work in pairs and
Post Reading match the text with the right picture
compare their
Activity accordingly.
answers.
5 min Ss reflect on what they learned on today's Spend a minute or

Feedback/ lesson and Ts also give feedback. two to reflect on
Reflection/ today's lesson
Closing through writing
and speaking.
75
76
77
78
79
Where do you want to go?
School & Name Shotoku Junior High School, Luc Paquette
Where do you want to go? What do you want to do there?
Lesson Topic New phrases: Where do you want to go?/I want to go to __________.
Why do you want to too there?/Because I want to ___________.
Target Grade JH - Second Grade
● Cards – print off and laminate picture cards for locations and
Preparation & things to do.
● Prepare small laminated cards for students to play with
(At least decks for 4+ groups)
needed)
2 Greeting - Greet students - Greet students - Greet ALT &

mins “Good JTE
morning/Good - Answer ALT’s
afternoon/everyone questions.
”
“How are you
today?”
“What day is it
today?”
“What’s the date
today?”
Ask more questions
80
4 Show flags - Ask students which - Put up the - Say the
mins Check and see which country they can picture cards on country names
country flag the students identify using A4 the blackboard. they know by
already know. Printouts. looking at the
A4 Printouts.
6 Introduce new words - Introduce new - Put up the new - Learn and
mins (Countries). Countries words words on the repeat new
blackboard words
6 Introduce new phrases: - Ask the students: - Put up the new - Review new
mins I want to: “Where do you want phrases and phrases using:
- see Koalas to go?” teach “I want to “I want to
- see Niagara Falls ________.” ________.”
- visit the Eiffel tower

- eat Pizza
- see the pyramids
- visit the Statue of Liberty
- enjoy the beaches
- ...
4 Handout - Handout cards and practice with Students ask 5

mins Ask 5 of your friends students friends.
Explain the Handout using the correct

phrases:
 “Where do you want to go?”
 “I want to go to ____”
 “What do you want to do there?”
 “I want to _______”
81
3 Explain the Game Explain the Game Student listen
mins Make teams of 4 or 5 using the correct and repeat
Regroup desks together phrases: after the ALT
and JTE.
TROUBLE - CARD GAME “Where do you want
Rules: All student except the to go?”
one picking ask: “Where do
you want to go?” “I want to go to ____”
The student being asked the
question flips over a card. “What do you want
He / She will answer what is on to do there?”
the card. “I want to go “I want _______”
to______”.
All other students now ask the
second question: “What do
you want to do there?”
The same student being asked
the question will answer: “I
want to _____”
TROUBLE Card Game also
has extra cards:
- Put back one card (in the
main stack)
- Change Direction
(Clockwise/anti-clockwise)
- Speed (questions 3 players)
- Stuck 1 Round (Cannot

make point for the next
round)
- Take 1 card from 1 player
- GAME OVER (Lose all your

cards)
- Ask two people (make 2

points)
- Re-Shuffle Cards
82
15 PLAY TROUBLE GAME - Assist Students and make sure they Play the game,
mins understand and use the correct English. using the
target
language.
5 Review of flashcards Ask: “Where do you want to go?” Answer the

mins questions:
“What do you want to do there?” “I want to go to
____”
“I want to
_______”
5 CLASSMATES INTERVIEW - Make sure students understand and - Ask questions

mins Ask: “Where do you want to assist them. and answer
go?” classmates.
“What do you want to do

there?”
2 Closing - Say goodbye. - Reflection on - Feedback on

mins - Reflection on the today’s class. the class.
class / What they What they
did well and what - Say goodbye. did well or
they can improve. could be
“See you next improved.
time.”
- Say
goodbye.
83
84
85
86
87
88
89
90
Infinitives
Overview
School & Name Yoshino Junior High School – Makoto Reed Inouye
To have students use English more often to convey their own ideas
Lesson Focus
verbally
Lesson Topic Infinitives (Sunshine 2 Program 6-2)
Preparation &
Sunshine 2 Textbook
Workbook and Answer Key

Time Activity (& ALT will… HRT will… Students will…
Materials as
needed)
5 Homework Facilitate the check Run the homework Raise their hands and
Check by indicating the check. With the volunteer answers
- Workbook current question answer key in hand or aloud for each question
- Correction and monitoring the displayed on the TV in the workbook. Listen
pen class. Assist in (showing only to such answers and
selecting students if completed assist in correcting any
necessary. corrections). Select responses as necessary.
the students and
record their
participation.
5 Warm-up Run the game. Ask Facilitate the game if Respond to the ALT’s
Game: questions about and when necessary questions using known
Crossfire what students want by asking participants words or by asking the
(Grammar to be in the future. which direction they HRT or ALT (ideally in
Review) Write the responses would like to choose English) what the
on the board (to be (in the ALT forgets or is translation of a
used later in as a writing a longer word) particular Japanese
supplement to the term is. Stand or sit
basic dialogue) depending on the
gameplay.
91
12 Introduction First model the basic Introduce the Guess what the new
of New dialogue together grammar point and grammar means before
Grammar with the JTE. Repeat perform the dialogue listening to the
- Textbook with students. with the ALT. Explain explanation of the
- Notebook Model the example the mechanics of the grammar. Write notes
- Pencil from the “Speak” grammar point in and highlight the text as
Activity and provide English (Japanese as necessary. Fill in the
an example of using necessary). Explain blanks for the “Listen”
the dialogue as a why the grammar activity and volunteer
template for ideas point is used. Run the answers for the “Speak”
brought up in the “Listen” and “Speak” activity.
warm-up. activities.
5 Pair Repeat the Give simple directions Students will use the
Practice of directions in English. in for the activity in basic dialogue and the
textbook Monitor the class English and set the “try” activity as
“Try” and practice with timer. Monitor the class templates for their own
activity pairs who appear to and practice with pairs ideas. They will switch to
- Textbook have finished who appear to have practice the other roles.
practicing the finished practicing the When switching they
dialogue. dialogue. Provide any may choose to practice
Participate if necessary translations the same topic or
necessary with the of Japanese words the something new. They
odd-student-out. students want to use. will continue switching
Turn of the timer’s until they can say the
alarm. dialogue smoothly
without reading the
book or until the end.
5 Volunteer Assist in selecting Select students based In front of the class,
Pair students. Listen to on volunteering or cold students will
Dialogue pairs and give calling. Give feedback demonstrate the
positive and and record dialogue they
constructive participation. practiced in pairs
feedback. focusing on smooth
delivery and volume.
8 Writing Monitor the class Give directions. Students will write down
Activity and assist students Monitor the class and sentences using the
when questions assist students when grammar or begin their
arise. questions arise. homework assignment
92
Getting to Know You
Overview
School & Name Yamatokoriyama JHS – Sarah Bullwinkle
Lesson Topic Asking questions to make conversation

Target Grade Elementary ( ), JH ( 2 年生 ), SH ( ), Any grades
Preparation &  Dice and Dice Game Board

Required Materials (If  Friend BINGO Sheet
any, please attach.)  All About You Game Board
needed)
5m Greeting  Greet students  Call on  Greet
 Ask simple students  Answer
warm up questions
questions
5m Activity 1 – Dice Game  Explain the  Distribute Dice  Listen to the

Explanation (Each rules of the game board explanation
student receives the dice game papers  Ask questions if
game sheet. Students  Perform a unclear
make pairs. Student A demonstration
rolls the dice twice and with the JTE
finds the question  Pass out dice
corresponding to the
numbers on the game
sheet. Student A asks
Student B the question.
Student B answers.
Student A draws an X on
that question box.
Student B rolls the dice
and continues. Students
compete to find who
93
can ask the most
questions in 10 minutes.
10 m Activity 1 – Dice Game  Walk around  Walk around  Play the dice
play and explain and explain game in pairs
any difficult any difficult  Take turns
vocabulary vocabulary answering and
asking
questions
7m Activity 2 – Friend BINGO  Explain the  Pass out  Listen to the
Explanation (each game in papers and instructions
student receives the English and give a and watch the
BINGO sheet. Students give a demonstration demonstration.
must make the “He/she demonstration with the ALT.
~” sentences into “Do with the JTE. Review the
you ~/Are you~/Is there~ explanation in
etc” questions. Students Japanese.
must ask each other the  Review 疑問
questions. If the student 文 using the
receives a “Yes” answer, blackboard
they write the name in
the square. Students try
to get BINGO, but can
only write each name
once.
10 Activity 2 – Friend BINGO  Asks questions  Asks questions  Walk around
Play to students. to students. to ask and
 Answers  Answers answer the
questions questions questions
 Keeps  Keeps  Practice
students in students in speaking
English English English
3m Activity 3 – All About You  Explain the  Make groups  Make groups
Board Game Explanation board game (4-6 people)
 Hand out dice  Pass out
papers
94
7m Activity 3 – All About You  Walk around  Walk around  Play the board
Board Game Play to answer any to answer any game
difficult difficult  Practice
vocabulary vocabulary answering and
 Make sure  Make sure asking
students are students are questions in
speaking speaking English
English English
95
96
97
98
Could You Repeat that?
Overview
School & Name Kurotaki Village Junior High School, Lex Morton
To have students practice asking for clarification while also improving
Lesson Focus
their listening comprehension and writing abilities.
Lesson Topic Learning clarification phrases and popular English tongue twisters
Target Grade Elementary ( ), JH ( *2nd and 3rd grade), SH ( ), Any grades
 A list of your favorite Tongue Twisters—varying in length and
Preparation & difficulty.

Required Materials (If  Dry erase boards and markers
any, please attach.)  1 sheet of scratch paper for each student
 Attached ‘Clarification Questions’ list.
*Only attempt with 2nd year students if you feel as though they have a good spelling and
vocabulary foundation. If they are not familiar with some of the words they hear it will make
transcribing difficult.
needed)
10 minutes Asking for Clarifications Will read each JTE will monitor Students will
List request line by students and repeat after
Review worksheet for line so students make sure they the ALT and
understanding. can hear the are then practice
proper pronouncing on their own for
pronunciation the phrases about 5
and intonation. correctly. minutes.
30 minutes List of 3-5 popular tongue The ALT will JTE will ensure Depending on
twisters quickly read that students the number of
Small, dry-erase boards each tongue are following students, have
(1 per team) twister on the list the rules and them pair up,
1 sheet of scratch paper twice. Do not taking turns or put them in
for each student slow the pace writing the TT. teams of 3-4.
because of the If the JTE is One member
Students break into teams students’ confident will be Main
(pairs or groups of 3-4) reactions. enough in their Writer (MW)
and decide the roles of ALT will then pronunciation, and the
99
Main Writer and Question walk around they can also remaining
Askers, ALT will read and have the help the ALT members will
tongue twisters, Each groups ask their with repeating be Question
student tries to write the TT 3 questions. the TTs. Askers (QA).
down on their scratch *DO NOT guide JTE can also Each team
paper. The teams will try the students. participate only gets 3
to correctly transcribe the You should only alongside the chances to ask
ALT’s tongue twisters. repeat the TT up students if they questions
Each team can ask the to three times. wish to. collectively,
ALT no more than 3 Have the but each
questions from the students rotate question must
clarifying questions list – 1 roles for each TT. be asked by a
question per QA. (if done Check each TT QA. After the
in pairs, the student not per group for three questions
writing asks all the accuracy. have been
questions) Students can asked, the
strategize as a team on MW writes the
what questions to ask. But final answer
only the QA can ask a (transcription
question. of TT) on the
For example Team A: dry-erase
QA 1: “Can you speak more board.
slowly?
ALT: “She… sells…
seashells… by the…
sea…shore.”
QA 2: “How do you spell
seashore?”
ALT: “s-e-a-s-h-o-r-e.”
QA3: “Can you repeat it
more clearly?”
ALT: “SHEE SElls SEAshells by
the SEA-SHORE
The MW writes the team’s

final answer on the board,
trying to accurately
transcribe the tongue
twister.
100
Team members then
assign a new Main Writer
and Question Askers for
the next tongue twister.
Remainder Students practice reading Check and listen Check and Students will
of time or tongue twisters as quickly for listen for choose their
next class and accurately as they pronunciation pronunciation favorite TTs and
period. can and present to the and intonation. and intonation. practice
class. individually
before reciting
them in class.
*If the students do not specifically ask for you to speak slower or clearer, do not change the
pace of the tongue twister. This exercise is to make the students ask a variety of questions
as a listening trying to clearly understand a speaker.
101
Asking for Clarification
English Translation
Requests お願いごと
Can you speak (more) slowly?
(もう少し)ゆっくり言ってくれませんか。
Could you speak (more) slowly, please?
Can you speak more clearly?
もう少しはっきり言ってくれませんか。
Could you speak more clearly, please?
Can you speak a little louder?
(もう少し)大きな声で言ってくれませんか.
Could you speak (a little) louder, please?
Can you write it down?
書いてくれませんか。
Could you write it down, please?
Can you give me an example?
例をあげてくれませんか。
Could you give me an example, please?
Phrases for finding the meaning of a word. 単語の意味を尋ねるフレーズ
How do you spell _____________? ＿＿はどのような綴りですか。
How do you pronounce ________? ＿＿はどのように発音しますか。
How do you say __________ in English? ＿＿は英語でどのように言いますか。
How do you say __________ in Japanese? ＿＿は日本語でどのように言いますか。
What does ____________ mean? ＿＿はどういう意味ですか。
Can you repeat that?
もう一回言ってくれませんか。
Could you repeat that, please?
102
Tongue Twisters
1. I scream, you scream, we all scream for ice cream.
2. She sells seashells by the seashore.
3. Which wristwatches are Swiss wristwatches?
4. Freshly fried, flying fish.
5. Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper picked?
6. How much wood would a woodchuck chuck if a woodchuck could
chuck wood? He would chuck, he would, as much as he could, and
chuck as much wood as a woodchuck would if a woodchuck could
chuck wood.
103
NEW HORIZON 3 Daily Scene 1 – Would you like some more?
Overview
School & Name Tenri Minami Junior High School / Yuki Yoshida
Lesson Topic Learning expressions at the table and the modal verb “would”
Target Grade JH 3rd grades
Preparation & Required  Textbook, NEW HORISON 3 ( Tokyo Shoseki )
Materials  Computer ( to show students pictures )
 worksheet
Activity ( in detail )
needed)
3 Greeting Greet students. Greet the ALT
mins “What day is it today?” “How are and JTE.
you?” “How is the weather?” etc…
5 Interview Ask students what Explain if Answer to ALT
mins “What did you have for they had for dinner needed. and share the
dinner yesterday?” the previous day. dinners of
Talk about what she Ask the ALT each other.
Introduce students some had for dinner. what she had
original food from other ( something for dinner the
countries. “American”) previous day.
Use computer to show the

pictures of what the ALT
had, and meat loaf, which
is shown on textbook.
10 Review Textbook p16 Ask questions on the Help students Answer the ALT
Mins contents of the understand and review the
dialogue and answer textbook
questions
104
10 Introduction of the Introduce how to offer things and give To hear and
mins expression “ Would you like responses at the table. understand
- ?” would you like
15 Interview game Demonstrate the interview. Make and
mins Walk around the classroom and give change pairs
Use worksheet to practice students help if needed. three times
offering some food and and ask
give responses questions and
Guess the partners’ answers.
answers before the
interview
7 Feedback Comment on Ask for Listen to the
mins students’ students’ ALT.
performance. feedback.
105
（使用教材①）
☆おすすめしてみよう！☆「～はいかがですか？」
ウジュライク
Would you like～？
プリーズ
こたえかた・・・「はい、いただきます」 Yes, please.
「いいえ、けっこうです」 No, thank you.
さん・くんさん・くん
Would you like… あなた
予想答え予想答え
メガ
1 mega big ramen? Yes/No Yes/No Yes/No Yes/No Yes/No
カリー
2 curry somen? Yes/No Yes/No Yes/No Yes/No Yes/No
3 ice cream tempura? Yes/No Yes/No Yes/No Yes/No Yes/No
フライドフロッグ
4 fried frogs? Yes/No Yes/No Yes/No Yes/No Yes/No
5 takuan sandwiches? Yes/No Yes/No Yes/No Yes/No Yes/No
6 nikujaga soft cream? Yes/No Yes/No Yes/No Yes/No Yes/No
フローズンカスタードプディング
7 frozen custard pudding? Yes/No Yes/No Yes/No Yes/No Yes/No
ジャーキー
8 some kangaroo jerky ? Yes/No Yes/No Yes/No Yes/No Yes/No
エスカルゴ
9 some escargo? Yes/No Yes/No Yes/No Yes/No Yes/No
グラスドリアン
10 a glass of durian juice? Yes/No Yes/No Yes/No Yes/No Yes/No
予想的中数は・・・／１０／１０
106
（使用教材②）
Daily Scene1 食事の会話
Vocabulary ○
だ代名詞 ○
じ助動詞 ○
け形容詞 ○
め名詞 ○
ど動詞
yourself だ
○あなた自身を would じ
○will の過去形 glad け
○うれしい
dish め
○料理、皿 beef め
○牛肉 piece め
○一つ
meat loaf ミートローフ

a piece of～一切れの help yourself 自分で自由にとって食べる
～から･･･を作る make… of～～から･･･を作る（材料）
make… from～
（原料）
another piece of～もう一切れの I’m glad ～であることがうれしい
春招待された食べる夕食を友達家
Dialogue One spring day, Erika was invited to have dinner at her friend Meg’s house.
Meg’s
①Help yourself, Erika.
father
Erika ②Thank you.
Meg’s
③Would you like some more?
father
④Yes, please.
Erika.
⑤It’s very good.
Meg’s
⑥I’m glad you like it.
father
Erika ⑦May I have some water?
Meg’s ⑧Of course.
father ⑨Here you are.
⑩This dish is delicious.
Erika
⑪What is it called?
⑫It’s called meat loaf.
Meg’s ⑬It’s made from beef.
father ⑭Would you like
another piece of meat loaf?
⑮No, thank you.
Erika
⑯I’m full.
107
Basic expression
Would you like some more? もうすこしいかがですか？
Yes, please はい、お願いします。
No, thank you. いいえ、結構です。

① 紅茶を少しいかがですか？ ( tea / would / like / you / some / ? )
② スープを少しいかがですか？ ( some / like / soup / would / you / ?)
③ ケーキを一切れいかがですか？ ( piece / would / cake / like / you / of / a / ? )
④ 飲み物はいかがですか？ ( drink / would / something / like / to / you / ? )

り
Meat loaf is made from beef. ミートローフは牛肉から作られています。
⑤ チーズは牛乳から作られています。( cheese / from / is / made / milk / . ) し
⑥ 豆腐は大豆から作られています。( soy beans / made / is / from / tofu / . )
ろ
⑦ チョコレートはカカオ豆から作られています。( is / from / cacao beans / chocolate / made / . )
It is called meat loaf. それはミートローフと呼ばれています。
⑧ それは天ぷらと呼ばれています。 ( tempura / called / is / it / . )
⑨ 私はトムと呼ばれています。 ( am / Tom / called / I / . )
108
Giving Train Route Directions
Overview
School & Name Oyodo Junior High School, Teresa Beirne
Lesson Focus To have students be able to give directions and speak English in class
Train Directions- interpreting maps, giving transfer directions and time

Lesson Topic
estimates
Target Grade Elementary ( ), JH ( 3rd ), SH ( ), Any grades
 Train Direction Powerpoint
Preparation &  Railway Maps

Required Materials (If  Cards with a starting station, a station to transfer at, the end
any, please attach.) location, and a time estimate
Note: Lesson loosely based on Sunshine 2, p. 30-31
needed)
3 Greeting Greet the class. Greet the class. Greet the JTE
min and the ALT.
7 Introduce topic. Talk about their Tie using the train Listen to the JTE
min experiences with to the students’ and the ALT.
riding trains. futures, taking it Share their own
for entrance train
exams and experiences.
commuting.
20 Train Direction Powerpoint Read each slide Provide Listen to the

min Introduce the target clearly. Act out explanations for lecture and take
dialogue. Give different one part of the grammar points. notes. Listen to
scenarios to the students dialogue. Act out one part the dialogues
using railway maps. Students of the dialogue. and follow the
must follow along by listening Check if students routes on the
to see where they end up. are arriving at railway maps in
the correct the PowerPoint.
station.
109
10 Group Work Help students Help students Work with their
min Pass out Railway maps to write their write their groups to find
every student. Have students dialogues. dialogues. the routes that
get into groups and give Confirm that their Confirm that their they need to
each group one card. The directions are directions are take. Write a
students must write a correct. correct. dialogue to
dialogue based on the match.
target dialogue including
the information written on
the card.
10 Presentation Help the Help the listening Two
min A pair of students from each presenting students follow representatives
group will act out their students with along. will act out each
dialogue. The other students pronunciation. dialogue.
will follow along on their own Listening
maps. students will
check to see if
they can follow
the route/ speak
up if the route
presented was
wrong.
5 Wrap Up and Greeting Repeat key Summarize key Listen to the JTE
min Address key points and phrases. Check in points. Make and ALT. Thank
phrases once more. See if with the students’ announcements. teachers.
students ended up where results. End class.
they were supposed to.
End the class.
110
111
112
Osaka subway map!
113
Start: Ebisuchou Start: Kujo
Finish: Nakamozu Finish: Nakamozu
Time: 30 minutes Time: 1 hour
Start: Abeno Start: Ikoma

Finish: Nishi-Umeda Finish: Dainichi
Time: 40 minutes Time: 1 hour and 20
minutes
Start: Umeda Start: Arashiyama

Finish: Deto Finish: Tennoji
Time: 40 minutes Time: 2 hours
Start: Itakano Start: Ikoma

Finish: Tamagawa Finish: Senri-chou
Time: 2 hours Time: 1 hour and 30
minutes
114
Seisho-Time
Overview
School & Name Seisho high school | Ryosuke Yoshida
・Meet new ALTs. Listening to their self-introduction. Asking questions

Lesson Topic in English.
・Making an impromptu short conversation using various questions.
Target Grade Elementary( ), JH( 3rd grade ), SH( ), Any grades
 Textbook(Training Book for Spoken Interaction and Speeches),
Preparation &
Required Materials (If  PC, Monitor
any, please attach.)  Binder, Dictionary
as needed)
5min Greeting & Check Greet in English. Confirm today’s goal Greet the ALTs and
today’s goal and JTEs
procedure
“To understand new
ALTs, self-
introduction and ask
as many questions as
possible.”
“To be able to make
a short conversation
spontaneously for 1.5
min.”
18min Listening Activity ALTs give self- Give the Sts Sts listen to that
Self-introduction introduction listening carefully, and take
showing some worksheets. notes. ( Sts have a
visuals. chance to listen to
two different
presentations.)
After the second
presentation, make
pairs and give the Sts
115
time to prepare a
few questions.
7min Writing Activity Quick Q & A. ALTs After 5 min. JTEs Sts write a summary
answer the collect their about new ALTs and
questions briefly. worksheets. Republic of South
. Africa.
18min Making spontaneous ・ALTs ask the ten ・ Explain the ・ Sts open their
conversation in pairs questions on p.36, activity. Put the textbooks to page
and Sts read the cards (Ask, 36-37.
model answers on Answer etc.) on ・Sts read the model
p.37. (Check the the board, and answers on p.37.
pronunciation.) encourage them (Check the
・ ALTs show the to continue the pronunciation.)
model. Advise the conversation ・ Have the Sts put
Sts to answer the using the desks together in
question in a few conversation face to face
sentences, not one strategies like position. ALTs and
or only words. adding JTEs join the line.
・ALTs and JTEs join comments, asking Repeat several
the line. more questions, times. Change pairs
reacting. each time.
・ALTs and JTEs join
the line.
2min Greeting ALTs give some Greeting Greet the ALTs and
feedback to the JTEs
Sts.
116
New Horizon English Course3 Unit 2-2
Overview
School & Name Haibara Junior High School / Fumi Masuda
Lesson Topic Learning Present perfect

Target Grade JH( 3rd )
 Digital textbook
Preparation &  TV
Required Materials (If  PC
any, please attach.)  Handout
 Textbook
needed)
3 Greeting Greet students. Greet the ALT
min and the JTE.
Row & Line Game Ask questions. Raise hands &

answer
questions.
7 Review the last lesson Review the target sentence that Make pairs and
min Make pairs, then ask and was taught last class. do the activity.
answer questions with each
other (2min)
Pairs who are picked do “ask After the pair activity, ALT picks
& answer question” activity in some pairs
front of the students.( 5 min )
20 Read the textbook.
min Read silently for 1 minute Ask some Answer the
and then JTE asks some questions to the questions.
questions about the dialog. students.
Read aloud together. ①Read aloud. Repeat after Repeat after the
the ALT with ALT.
students.
Read sentences
117
② Say the in English until
meanings of the sentence
sentences in that JTE reads in
Japanese. Japanese.
Put a few pencils

Repeat after on some
③Read aloud. ALT. sentences on
the
textbook( cover
the sentences ),
and read after
ALT.(Overlap)
10 “Game for Learning Present Demonstrate and explain the rules. Play the game;
min Perfect” - Battleship Read some sentences that the
Students play with their students will use in this game
handouts.
5 Make some sentences using Give the students paper to write. Write some
min present perfect. Support the students if they need. sentences on
paper.
5 Feedback Comment on
min students’
performance. Recover the
students’
Greeting handouts.
118
119
NEW HORIZON Book 3
6-4 Relative Pronoun p88-89
School & Name Yamazoe-JHS/ Tomoko Hara
Relative Pronoun(RP)(objective)
RPs they have already learned are contact clause (example: This is a
Lesson Topic
book I brought from home.) and subjective RPs ; antecedents are a
person or things
Target Grade Elementary( ), JH( 3rd grade ), SH( ), Any grades
Preparation &  A source book “E-PILOT” about Aung San Suu Kyi
Required Materials (If  Teaching aid “Partner” to practice sentence pattern

(& Materials as needed)
1 min Greeting together and short talking between students and teachers in English
“Row or column” quiz Help any Help students Review points

Warm up : review previous students who remember they learned by
sentences they learned (See don’t how to answer answering the
4 min Lesson Topics) Use Basic understand the quiz
Practice on Page83,85,87 questions with
hints & praise
them
Use Basic Practice on Page89 Give students Check Understand
to have them understand speaking whether objective RP on
how to use objective RP, then practice how students page88 & 89
proceed Q & A about the to use understand Learn about Suu
20 min
story on the same page objective RP today’s Kyi
grammatical
points while
they are
120
speaking
Use teaching aid “Partner” & Help any Tell students

give students writing practice students who make groups
about new sentence pattern have difficulties to teach each
they learned to answer & other
praise them Help any
20 min
students who
write wrong
Using activity2 on page 91, answers making pairs or
have students excises to small groups and
understand well enjoy activities
Wrap up & Homework Help any Tell students Take memo
students who today’s point &
5 min don’t check homework

their homework
121
Family Trees
Overview
School & Name Soni Junior High School, James Campbell
Lesson Topic Family Trees

Target Grade Junior High School ANY
Preparation &
 Handout (Attached),
 Family Photos (Portrait-style preferable)
needed)
10  Day, date, and weather  Ask “what is Translate/expla Respond to
mins  Explain family trees: Literal the…” (day, in as necessary ALT’s prompts
meaning of each word. date,

Draw a sample on the weather).
board, show the branches.  Explain family
trees.
20 Presentation of family trees. Introduce Family Introduce Listen, answer
mins ALT and HRT will separately Tree. Give the Family Tree comprehensio
give a brief introduction of their students time to using Keynote. n questions.
family trees. Give names, answer questions Play the In the “Crown
relation, and jobs. Model on the handout, “Crown Game,” will
necessary grammar and then go over Game” (which place bets on
vocabulary. Include a answers with family member which family
handout with comprehension them. will the crown member the
questions, and play the fall on?) crown will fall
“Crown Game.” on.
The Crown Game: It's a game
of chance. Played using
Keynote on an electronic
display. Student guess on
which family member the
crown will fall. Students give
122
answer in the form of "your
mother, [name]; your sister,
[name]." to practice relevant
vocabulary. Once every
student has guessed, the HRT
hits next on the presentation
and an animation of a crown
moves across the screen, over
each family member, before
falling on a pre-planned
person. The student[s] who
guessed the correct family
member will receive a prize.
20 Information Gap. Students Walk around Walk around Interview a
mins will pair up and interview a classroom and classroom and partner and
partner about their family tree. help (Cont.) help (Con.t) present on
(Cont.) Presentations following. students with their students with family trees.
questions and their questions
writing up their and
presentations presentations
123
Dave Girlfriend
Eileen Brother
Mike Sister-in-law
Chris Father
Aubrey Niece
Liz Mother
Laura Brother
Leah Sister-in-law
1. Who is a music teacher?
2. Who worked for NEC?
3. What is my father’s job?
124
Quiz - What are we?
Overview
School & Name Tenri Kita Junior High School / Masakazu Takashima
Lesson Topic “What are we?”

Target Grade Elementary( ), JH( 1st～3rd ), SH( ), Any grades
Preparation &  papers for introduction and activities (give an example for
Required Materials (If activities)
any, please attach.)  paper for words check

(& Materials as needed)
Greeting Check Student’s appearance Greeting
up
Greet in English
Warming
Words Check Test Read some words Check Students. Answer on the
twice in English. paper.
After answering
10min
give papers to
4min
JTE.
Listening practice “What Tell Students what Help ALT Listen to ALT.
~sensei did this she (he) did in If Students have
Introduction
weekend?” English. any questions

(If needed show ask her (him).
10min
some materials.)
125
“What are we?” Give Students an After ALT’s After teachers
example ”What am explanation. advice make
I?” Make some groups and
Activity (group work) 20min
EX) I like fish. groups for the questions with

I don’t like sharks. activities. friends.
I live in the sea. Tell them how to If students have
I swim every day. make sentences time they
I’m not a fish. and the rules of practice with
What am I ? this activities ALT.
(whales)
Announce the sentences Listen and give Decide their Give their
Presentation 15min
what students some turns and questions to

Students made to their advice control their friends.
classmates. them. Others listen to
their friend’s
and answer.
Check today’s point Help JTE. Announce Listen.
Consolidation. 1min
Announce on the next Announce Check the next

lesson lesson.
(Preparation and
homework.)
126
Grid Game
Overview
School & Name Ouda Middle School / Utano Middle School, Kadeidra Still
Lesson Topic Unit Review
Target Grade Elementary ( ), JH ( ANY ), SH ( ), Any grades
 Before class prepare a grid size of your choosing and assign each
Preparation &
space a value point. (10, 20, 30 points, -10, -20, -30 points, bonus)
Print this grid and bring it to class.
 Also, prepare questions. This can be any format that you wish.
will…
First ten Ask warm-up question Ask questions Facilitate Answer

minutes questions
of class
rest of Separate the students into groups Ask questions Help Play the
class (whatever works best for you class). and facilitate struggling game.
time Assign group name or numbers. In game students as
whatever order you choose (I allow the needed/
kids to play Janken for their spots.) Ask keep track of
the group a questions. They are allowed points.
to help each other but a different person
must answer each time. If they get the
answer wrong their turn is skipped if they
get the answer right they must choose a
spot on the grid and are rewarded
points accordingly.
127
Grid Game – Sample
10 -30 bonus 20
bonus 20 -20 30
30 10 30 -10
-20 -10 -30 20
20 30 -10 -20
-10 bonus 20 -30
128
Lazy Pictionary
Overview
School & Name Oji Junior High School and Oji Minami Junior High school, Noah White
Lesson Focus Quick recall of vocabulary
Lesson Topic Vocabulary, from the current unit or otherwise

Target Grade Any grades
Preparation & Vocabulary cards, laminated sheet of paper and dry erase markers for
Required Materials (If each team, tissues for erasing between turns, one magnet for each
any, please attach.) team, blackboard/whiteboard at the front of the room
needed)
2-3 Divide the class into teams of Instruct the Support ALT Divide into groups
minutes 4-6. Hand out one laminated class to divide and hand out
sheet of paper, a dry erase into teams, and materials
marker, and some tissues to hand out
each team. materials
5-7 Draw a playing board on the Explain the Translate Listen

minutes chalkboard, Assign a rules when
magnet to each team; this necessary
will be their pawn for the
board. Explain to the students
that one person from each
team will come up to the ALT.
The ALT will show them a card
with a word, and each
student will return to their
group and draw a picture
representing that word for
their teammates to guess.
The first team to guess
correctly will advance their
129
pawn one space. The winner
is the team who makes it to
the end of the board first.
20+ Play the game. It can be Show cards to Support ALT, Have fun while
minutes extended if time is a concern students, manage putting their quick
by adding more squares to check answers, pawns on the recall of
the playing board. etc. board and vocabulary to use.
keep score They will also need
to get creative
with their
depictions, as it is
better to use words
such as verbs,
adjectives, and
nouns that aren’t
immediately
obvious when you
try to draw them
such as “junior high
school” as
opposed to easy
choices like
“apple” or
“panda.”
130

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Jhs Lessons Activities

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JHS 2 Card Game .................................................................................................................................... 36

JHS ANY Family Trees............................................................................................................................ 122

School & Name Oji junior high school / Chiharu Yagi

Lesson Focus To have students speak more English in class

Lesson Topic how to use “does”

Preparation &  Screen

Required Materials (If  PC (power point)

any, please attach.)  Notebook

Activity (in detail)

3min. Explain today’s schedule Explain

School&Name Mamigaoka JHS / Ota Taka

Lesson Focus To have students speak more English in class

Activity (in detail)

School & Name Tenri BoE- Tahirah Corbin

Lesson Focus Get students comfortable with writing the alphabet

Lesson Topic ABC writing

Activity (in detail)

5 Explanation of game Tell students how Translate as Listen

School & Name Yamazoe Junior High School, Bethany Siehl

Activity (in detail)

School & Name Kawai Junior High School, Julie Rhodes

Preparation & 2. PowerPoint/prints of vocabulary eliciting photos

Activity (in detail)

Time Activity and Procedure ALT will… JTE will… Students

ALT: Ok good. Now. “It’s by the

ALT: Ok good. “I’m looking for.”

School & Name Koriyama Minami JHS / Aimi Uetaka

Lesson Focus To have students speak more English in class

Lesson Topic Learning phonics

Preparation &  Word card, picture card,

Required Materials (If  Power point(phonics),

any, please attach.)  Songs(“I like to eat apples and bananas.”)

Activity (in detail)

Sing a song Sing a song Sing a song

5 closing Give sticker to the Count the cards they

Lesson Focus To have students speak more English in class

Lesson Topic Hello, A? This is B.

Preparation &  Kitchen timer

5 Check new words Read words Assist with Repeat words

5 Introduce main phrase, Lead class in Supply Repeat & guess

** Some students will try to

School & Name Oyodo junior high school / Atsuko Sakamoto

Lesson Focus To have students speak more English in class

any, please attach.)

Activity (in detail)

School & Name Shimokitayama-mura Junior High School, Zoe Holland

Lesson Focus To have students speak more English in class

Lesson Topic Pronoun and ‘do’ form practice

Activity (in detail)

5 Review I/you versus Ask various Act as person to Answer ALT’s

School & Name Kawakami JHS / Tagawa Ayaka

Lesson Focus To have students speak more English in class

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

Activity (in detail)

Lesson Focus To have students speak more English in class

Lesson Topic A Pot of Poison

Activity (in detail)

Activity (in detail)

Time Activity ALT will… JTE will… Students will…

predictions they get

5mins Review and feedback Quick review Self-evaluation.

Name _________________________ Class _ Date _________________________