E

M
M
A
R
G
O
R
P
T
E
J
E
H

classroom

Activities

Senior high school

teaching
collection
MATERIALS 2012

143
Classr
oom
JANGLISH
Activi
Submitted by Lee MacPherson (Gunma Prefectural BOE)
ties
Target Group: All grades Difficulty Level: Academic
Senior
Activity Objective:
High
are important for language learning, by translating various
School
Janglish

Show students that mistakes

loan-words

Procedure:
Make a hand-out consisting of 20 numbered words with another 20 in a word bank below.
The
students are to work in groups of four, and match each word in the word bank with the
numbered
ones. It sounds extremely simple, but it is difficult, because for the first fifteen
minutes or so,are not allowed. A quarter of the words are in Japanese and the rest are
dictionaries
in English,
and
they
were specifically
selected so that the students make mistakes. For example, the
word "
"
is numbered, with the word "mansion" is in the word bank. The student will
write " = mansion," as well as " = ice," and " = Viking." As
predictably
students
gradually use up more words from their word-bank, they will begin to notice
the
words
"frozenlike
water," and "ice-cream." Eventually, they will begin to realise that " =
and "ice = frozen water," and that "" actually does not mean "mansion." Give
ice-cream,"
time
a bitlater
of to use the dictionary to finish any words they may never have seen before.
At the end, we
go over each word for about 10-15 minutes.

Materials and Preparation:

The only thing necessary is a dictionary (for later) and the Janglish
worksheet.

Division of Labour for ALT and JTL:

This lesson is not very teacher-oriented, until the ALT gives answers. While the
students
work on
this
activity,
the teachers should go around the room and guide students or answer
general
questions. Instead of giving specific answers ("is this correct?") during their work
time, the
teachershow many are correct. The answers will be given at the end of the
should
calculate
lesson,
no
pointso
inthere's
giving them all while they're working. They are supposed to work in groups,
so they
might
be able to work through it anyways. Otherwise, they will have a bit of time to
use their
dictionary near the end.

Suggestions and Advice:

There are two important points. First, let the students make mistakes. It is much more
poignant
if
they
can
their
own
mistakes
than
if
you
just
give
answers.
Of
course,
after
the
happened
true
story
when
Iof
realised
when
my
that
friend

told
me
means
that
he
lived
in
athe
building."
","
Stories
and
Ithe
act
the
out
realised
complete
worksheet
answers
lessons
life
English
then
canis
just
Irealise
abroad.
their
the
be
with
have
let
often
very
worksheet.
the
ever
5mistakes,
Also,
the
or
interesting
students
given,
10
most
this
minutes
Depending
they
boring
because
lesson
usefor
might
before
dictionaries
students,
part
on
can
they
bethe
of
be
we
stuck
are
the
time,
done
goand
always
through
the
lesson;
on
for
I"apartment
it
awhole
tell
any
difficult
also
laughing
the
but
level
them
time
prepares
answers.
this
to
-by
of
word,
it
is
use
the
English.
them
still
Second,
easily
such
dictionaries
endfor
won't
of
as
If
one
potential
going
it.
"signature,"
they
of
befrom
For
through
and
so
are
easy
most
at
they
have
and
finish
the
successful
example,
what
ALT's
amistakes
to
lower
do,
unable
the
but
level,
I the
if
totheythem
tell
use
procedure itself is very simple.

144
Classr
oom
NAME THAT ADJECTIVE
Activi
Submitted by Kristin Hanaoka (Ibaraki Prefectural
BOE)
ties
Target Group: All grades Difficulty Level: Fundamentals
Senior
Activity Objective:
High
and apply knowledge of adjective vocabulary to describe various
School
Name That Adjective

To learn
objects

Procedure:
Students will be introduced to adjective vocabulary relating to touch, size, shape and
colorusethrough
the
of flashcards. After repeating the vocabulary words students will be given a
handout
with word bank and table containing a list of various objects. Students will
an
adjective
form small
groups
of 4-5 students. Each group will receive a different object provided by the ALT
and students
JTL.
The
will examine the object and write four adjectives to describe that object.
The ALT
will
demonstrate an example for students. The objects will rotate through the small
groupsgroup
untilhas received all of the objects. Students will fill out the table, writing
each
four adjectives
to
describe
each object.
If groups finish early students will write descriptive sentences
usinginformation
the
in the table. An example sentence will be provided on the handout for
students.

Materials and Preparation:

Adjective flashcards about touch, size, shape and color will be used for introducing
adjective
vocabulary to students. The ALT and JTL will hold up various flashcards and have
students
each
wordsay
aloud. The Name that Adjective handout (attached) will be given to each
student
to
be
used during
the small group activity. Students will fill in the table with four
adjectiveseach
to object. Various objects including a fake flower, stuff animal, magnet,
describe
bubble wrap,cloth and picture frame will be passed around to each small group. Students
seashells,
will describe
each object after viewing and interacting with
it.

Division of Labour for ALT and JTL:

The ALT and JTL will take turns holding up the adjective flashcards. The ALT and JTL
will word
say twice and have the students repeat the word after them.
each
The ALT and JTL will pass out the handout to students. The ALT will explain the
directions
on the handout. The JTL will choose some students to repeat the
how
to complete
directions
to check The ALT will demonstrate an example for the class using a toy
for
understanding.
train.
and
JTLThe
willALTgive one object to each group and walk around the classroom to provide
assistance
and feedback during the activity. The ALT will alert students when to change objects.
At
end
of
class
the
ALT
and
will
collect
the
objects
and
handouts
from
students
and
To the
effective
at
the
and
there
make
the
room.
JTL
is
beginning
this
should
nostudent
Aconfusion
activity
timer
determine
ofplacement.
can
class,
run
among
beJTL
and
more
used
for
the
explain
support
The
smoothly
to
example,
students.
ALT
determine
how
for
andteachers
the
treat
students
JTL
During
how
objects
should
the
long
can
that
the
objects
also
determine
are
each
activity
are
to
establish
group
with
off
be rotated
small
teachers
task
care
will
rules
or
groups
and
have
through
should
do
for
each
ahead
not
handling
the
object.
provide
throw
of
end
the
class.
Suggestions and Advice:
timeALT
the
objects
The
groups
more
objects
forso
across
struggling.

146
Classr
oom
Activi
BOE)
ties
Senior
High
School

The Price Is Right

THE PRICE IS RIGHT

Submitted by Kai Ching Ong (Toyama Prefectural

Target Group: All grades Difficulty Level: Basic

Conversation
Activity Objective:
To be able to read big numbers

Procedure:
1. Give students a hint sheet about reading big numbers. Introduce the way to read big
numbers.
2. Students will make pairs. Give students a memo
sheet.
3. A number will be shown on the
screen. In pairs, one student will look at the screen
and readThe
theother student, who is not allowed to look at the screen, writes down the
number.
number on
his memo sheet.
4. The students will switch roles and practice a few times. The numbers will get bigger
andThe
bigger.
5.
students will now make groups of four. Each group is given a small whiteboard
and a
marker.
6. The students will play the game "The Price is
7. The teachers will showRight".
a picture of an item (E.g. Arashi concert DVD) using
8. InPowerPoint.
their groups, they must guess the price of the DVD; write the number on the
board and read
out the number.
9. The group which guesses the price closest to the original price of the item
point.gets the most number of points at the end of the game wins and gets
10. The gets
groupa which
a
reward.

Materials and Preparation:

Materials: Memo sheets, PowerPoint file, projector, PC/laptop, small whiteboards and
markers
Preparation: Set up the equipment before the
class.

Division of Labour for ALT and JTL:

The ALT will prepare the materials and PowerPoint presentation. During the lesson, the
JTL will
help
to highlight the differences between reading big numbers in English and Japanese.
The ALT
will
run the PowerPoint game and the JTL will help to keep score and assist the
students in reading
the numbers if they have any trouble.

Suggestions and Advice:

For
is Right"
game,
Ivery
like
tocountry
includeare
ainmixture
ofexpensive
items that
students
with"The
and Price
also things
which
cost
cars
in my
differently
twice
other as
countries.
For
asthe
an
inexample,
are
the familiar
prices of
Japan.

147
Classr
oom
UNDERSTANDING POPULATION GROWTH
Submitted by Jamina Ovbude (Fukuoka Prefectural Activi
BOE)
ties
Target Group: All grades Difficulty Level: Conversational
Senior
Activity Objective:
High
practice listening to instructions and engage practically with the possible effects
School
population
growth.
Understanding Population Growth

To
of
To practice thinking critically about a world issue and compose an essay expressing
student's own
ideas.

Procedure:
STEP 1. Students will make a large circle with their desks that is large enough for
most students but
not all.
STEP 2. Write the word overpopulation on the board. Ask students what this word is in
Japanese.
STEP 3. Write the headline 7 Billionth Person Born on Halloween. Use the talking
ball to ask
students about their reactions to this
headline.
STEP 4. Tell students that each
of them represents 200,000,000 people and that the
center is
of Earth.
the
circle
Explain that over the course of 11 minutes we will have the world's
population
represented in the circle. Students should stay outside of the circle until they have
been asked to go
inside.
STEP 5. Set out a jug of water and some KitKats making sure that there is NOT enough
for
everyone.
STEP 6. Over the course of 11 minutes, have students move from the outside of the
circle making
to the sure to add them more slowly for the first 7 minutes and then more
inside
rapidly forofthe
remainder
the time. Students should take a cup of water and a KitKat as they enter
the circle
until the "sustenance" runs out.
STEP 7. While students are moving into the circle, check in with them asking if they
have enough
room to build a house or if they got enough food to
eat.are in the circle do a final check. At this point, the
STEP 8. When all of the students
students
should be tightly packed into the small space. Explain how some communities are
experiencing
the
effects
of overpopulation
such as lack of food, and space and how the costs to build
have become
more expensive because of these changes. Give real-life examples for
context.
STEP 9. Students
should return to their seats to complete a comprehension/reaction
worksheet.

Materials and Preparation:

1.
KitKats
(enough
for
most
of
the
students
butbut
not
for
all
of
during
The
into
the
and
Make
population
food
Be
sure
ALT
encourage
materials
thethe
sure
would
with
tocircle.
that
growth.
growth
bring
activity
execution
3.
be
students
ahead
all
Paper
responsible
enough
which
He/she
students
This
can
ofdrinking
of
to
the
time
still
candy
activity
would
the
move
students
the
understand
for
so
4.
for
activity.
receive
into
also
cups
that
Desks
activity
keeping
was
all
the
be
(enough
were
you
done
of
some
tothe
responsible
circle.
He/she
time
the
and
can
create
to
as
at
significance
for
read
students
its
begin
an
and
the
would
amost
introduction
He/she
connection
calling
in
end
"Earth"
making
for
the
of
explain
soexplaining
of
will
of
the
following
that
the
out
arrangements
inthe
to
students
activity.
also
the
to
how
the
population
activity
amiddle
many
ones
the
help
activity
current
class.
activity.
students
who
to
for
This
and
ofnot
growth
explain
issues
Try
did
in
the
how
activity
for
Japanese
and
not
activity
should
it
The
if
all
news
the
2.
of of
water
Division
Suggestions
Labour
Advice:
for ALT andcheck
JTL: and reaction.
movebest
JTL
if
significance
relates
article
prepare
promptly.
receive
is
needed,
wouldthe
candy
toassist
about
done
of
with
of them) them.needed.
5. Jug
classroom
groups
Worksheets
20 and
orformore.
comprehension

148
Classr
oom
SOMETHING HAS BEEN STOLEN!
Submitted by Merinda Owens (Kishiwada City BOE) Activi
ties
Target Group: All grades Difficulty Level: Basic
Senior
Conversation
Activity Objective:
High
speaking and listening to the present perfect tense and the differences
School
and
since
Something Has Been Stolen

To practice
between for

Procedure:
The teachers start this activity by announcing that something has been stolen and there
are fivein the classroom. The students are now detectives and must interview other
thieves
students
to find Each student receives one card. This card has answers written in
the
five thieves.
broken
for
theEnglish
students to build sentences on, for example, [be a member of soccer club] [2
years]. The
example
sentence would be "I have been a member of soccer club for 2 years". There are
6 of these
answers.
Students interview three fellow students and write down the answers in third
person
"He baseball since last year". After each student has interviewed three
has
played
students,
thedetails
teachersof the thieves. After the details have been said, the teachers ask
read
out the
the students
if a thief. The "thieves" are brought to the front of class and made to do
they
have found
an easy task
(asking them questions to answer in the present perfect
tense)

Materials and Preparation:

Present Perfect grammar lesson, 40 cards (5 of which match the details the teachers
will give),
interview sheets, and thieves sheet (for the teachers to read out
at the end)

Division of Labour for ALT and JTL:

The ALT would be responsible for preparation of the 40 name cards (including making
sure
that
there
are five that will match up with the details of the criminal), creation of the
interview
sheet
and thieves
sheet. The JTL is responsible for the grammar aspect of this lesson.
During the
lesson,
the JTL will teach the grammar and any handouts that they deem imperative for
the
students. During the activity, the JTL and ALT will hold equal responsibilities for
observingand
thecorrecting any mistakes that they hear or see. During the reading of the
students
thieves
details, both the JTL and ALT will take turns reading the information to the
students.
the batsu During
(punishment) portion of this activity, both the ALT and JTL will think of
questions to
ask the thieves.
This
make
works
aspect
the
information
activity
students
this
much
of activity
this
better
until
has
start
they
activity
been
than
the
more
with
think
one
last
giving
enjoyable.
(that
their
they
ofquestions.
mythe
they
hands
have
most
information
During
are
caught
raised
successful
This
detectives
the
at
and
keeps
least
thieves
and
only
activities.
the
asking
and
one
lowering
students
information
that
thief
whofive
I the
them
until
find
very
of
thieves
part,
when
that
their
interested
theythey
stressing
Ihear
are
fellow
found
have
the
inthat
no
last
the
Suggestions
and
Advice:
roll-playing
when
having
afterwards.
students
matches
listening
making
allare
because
cards,
Also,
thieves)
question.
make sure that most of the information matches up to the thieves'

149
Classr
oom
DO-IT-YOURSELF QUIZ
Activi
Submitted by Jessica Mapple (Yamaguchi Prefectural
BOE)
ties
Target Group: All grades Difficulty Level: Basic
Senior
Conversation
Activity Objective:
High
To ask and answer questions in front of the
School
class
Do It Yourself

Procedure:
1. Learn vocabulary of new lesson using flashcards and repetition, class chorus
2. Showresponses.
examples of Who/Which/Whose sentences using relative pronouns explaining how
they
are used in the sentence.
3. Instructions: students will create 12 questions using relative pronouns on three
givenriver
sheets.
The
whichEx.
is the longest in the world. Answer: The Nile. Sheet A includes
questions
theuse some new vocabulary words) and each question is worth 3 points.
new
lessonabout
(please
Sheet B questions about the 2 previous lessons and each question is worth 2 points.
includes
Sheet C questions about anything else (i.e. Japan, food, famous characters) and each
includes
question
is
worth
1 point.
Students are divided into 4 groups of 5 students and are given 12
minutes to create
questions and include answers.
4. Check questions and answers for validity and grammar, receive team points for
creating
questions.
5. Each team selects 6 questions to ask in front of the class. Reading them aloud and
choosing
the
team
to answer.
For each correct answer, the answering team and the team posing the
question
receives team points based on which Sheet (A, B or C) is
used.
6. Give each team points for questions and
answers.
7. Determine a winner, receive prize!

Materials and Preparation:

Prepare flashcards, Sheets A, B and C; one for each group. Team flags for answering
questions and
group names and have prizes for winning team.

Division of Labour for ALT and JTL:

1. JTL prepares flashcards including: new English word with accent and kanji. ALT uses
flashcards
during the lesson as the JTL responds with the
class. pronoun sentences and writes on the board. JTL
2. ALT prepares examples of relative
explains how
the relative pronoun works within the
sentence.
3.
instructions
(using
gestures
of
course)
and
sentences
that
4. ALT
pronunciation
During
sentences
helping
questions.
ALT gives
collects
#3,
toreally
This
having
correct
and
create,
also
sheets
helps.
calling
the
the
creates
ALT
correcting
and
sentence
Getting
walk
ongives
ateams
7.sense
around
the
Give
really
team
iftostudents
necessary.
of
prizes.
points
the
answer.
helps
comfort
room
for
Thank
started
to
JTL
and
JTL
to
create
correctly
records
students
helping
ask
can
onquestions
ahelp
achecks
non-pressure
teams'
sentence
composed
students
for
too,athe
scores
about
walking
great
and
sentences
start
situation
giving
instructions
onaround
relative
thewith
ideas
board
for
the the
for
or
student
groups
and
Advice:
5answers.
and
pronoun
topics
students
content
& calls
6. or
ALT
JTL
toup
encourages
askclassroom.
studentsSuggestions
records
next
class.
during
as they
group.
the
score
ask
class
questions
on period.
the
board.
to the class, maybe helping with

150
Classr
oom
INFINITIVE BATTLESHIP
Activi
Submitted by Jonathan Burroughs (Hyogo Prefectural
BOE)
ties
Target Group: All grades Difficulty Level: Basic
Senior
Conversation
Activity Objective:
High
able to understand the infinitive verb form and be able to create
School
sentences using it.
Infinitive Battleship

Students will be
their own

Procedure:
1) JTL and ALT review the lesson in the students textbooks that pertains to the
infinitive verb
form.
2) ALT reads the first part of the sentences in the battleship game columns. The
students
repeat
it
back.
JTL explains
to the students the difficult worlds and the answers
questions.
3) Thestudents
second parts
of the sentences (in the rows) are read and the same procedure is
repeated
from the previous step.
4) The grammar points are reviewed. Students are shown that when combined, the each
game
board box makes a proper English sentence using the infinitive form. Students are too
look over sentences. (If time permits, the students can choose a sentence to say aloud
potential
and translate
the meaning.)
5) The rules of the game are explained. Each student gets three boats- one space, two
spaces, and
three spaces, that they can put anywhere on the
6) Battleshipboard.
terms explained: Hit, miss, attack, and you sunk my
7) Students play battleship.
against each other in pairs. If there are an odd number of students,
the JTL or
ALT can join while the other person walks around helping the
8) students.
The winner is the first person who sinks all of their partners
shipsthe
first.
9) After the activity,
students are called on at random to make their own sentences
using the
infinitive verb form.

Materials and Preparation:

1) Pencil and eraser- used to mark "hit" and "misses" on the game
board
2) Battleship game
board that is made before hand and is distributed to students
before class.
3) Textbook- students review the grammar lesson with the ALT and
JTL.

Division of Labour for ALT and JTL:

ALT- prepares the battleship game boards and makes copies of them. He reviews the
grammar
points
with
the
JTL
and
together
they
figure
out
what
would
be
the
onfind
understand
Istudents
configuration
the
They
columns,
the
ALT
seemed
that
game
draw
ifthe
so,
to
the
board.
they
ainstead
of
pick
game
point
game
have
theJTL
it
board
completely.
is
board
of
any
up
reviews
asaying
atrouble
on
little
and
lot
the
the
quicker
Together,
chalkboard
hard
with
main
English
rules
to
them.
this
grammar
grasp
ofthe
sentences,
and
the
way.
They
JTL
at
points
play
game.
also
Also,
first.
andasentences
It
they
ALT
supervise
couple
in
sometimes
Not
helps
Japanese
read
would
so
ofthe
the
much
the
turns
call
Ito
students
sentences
found
games
the
make
out
while
English
students
numbers
together
sure
amost
the
and
lot
the
help
when
to
and
effective
to
put
Suggestions
andoddAdvice:
participate
sentences
the
students
numbering
make
JTL
theand
watch.
but the
their
if there
game
go faster.
is an
number of students.

151
Classr
oom
WHO/WHAT AM I?: A WARM UP ACTIVITY
Activi
Submitted by Faamanatu Finau (Hokkaido Prefectural
BOE)
ties
Target Group: 1st year
Difficulty Level: Basic Conversation
Senior
Activity Objective:
High
To develop fundamental listening and speaking
School
skills
Who/What Am I?

Procedure:
Students will be placed in groups of 4-5 members. Groups will be numbered from 1
onwards andwill
a
scoreboard
be written up. Students must listen carefully to 3 hints and try to
guess the
thing oras possible by raising their hands. Alternatively, each group will be
person
as quickly
given
a chance
to
answer
and if they cannot answer correctly, the next group can try to answer and so
on. Each
hint
is worth points: i.e. If students can guess by Hint No. 1 they can receive 30
points;
Hint
No.thereby,
2 is worth 20 points and Hint No. 3 is worth 10 points. If a 4th hint is
needed,5 points.
this will
worth
Thebefocus will be on 10 questions about things (e.g. food, sports etc)
and/or
people. This activity can also be used to review previously studied content. When there
are only 2-3
questions
left, points can also be increased to enhance the competition. The group who
have
earned the most points by the end of the game are the
winners.

Materials and Preparation:

Prepare a list of 10 questions with 3 hints each as well as an extra hint for each
question (incase
students
cannot guess by the third hint). Here is an example of a PERSON question: Lady
Gaga.
Hint No. 1: I am famous for my great fashion style and my beautiful voice. Hint No. 2:
I am a American pop singer. Hint No. 3: One of my famous songs is 'Just dance'. Extra
female
Hint (Hint
No. 4): The first part of my name is
'Lady'.

Division of Labour for ALT and JTL:

PREPARATION: The JTL and the ALT will work together to create the questions in order to
correspond with the academic level of the
students.
BEFORE THE ACTIVITY: Both the JTL and ALT divide the students into groups. As the ALT
numbers the groups, the JTL will write up a scoreboard. Next the ALT will use the
example
question in order to explain the game to the
students.
DURING THE ACTIVITY: The ALT will give the hints, however, both the JTL and ALT will
check
see
which
group
had
their
hands
raised
first
in
order
to
answer
the
question.
keepSticker/
When
1.
3.
4.
stand
5.
6.
When
The
Instead
Constantly
ato
it
up
hints
record
has
preparing
forofcandy
reached
should
each
having
of the
check
the
round
prizes
neither
the
points
students
scores
questions,
2.
and
last
reaction
are
students
Make
the
be
guess
and
useful
three
all
too
sure
game
update
always
of
raise
on
do
easy
questions,
incentives,
the
the
will
behalf
not
the
prepare
nor
their
students
example
understand
bescoreboard
too
of
increased
hands
ittheir
an
especially
difficult;
question
is
and
extra
at
the
use
group
as
by
once,
the
vocabulary
2-3
groups
the
is
(as
when
the
discretion
(it
easy
questions
have
blackboard
itfirst
is
you
answer
all
for
only
easier
being
are
depends
hint
the
of
incase
one
the
using
to
the
to
used
students
should
student
questions
draw/
manage
on
JTL
you
this
inthe
never
as
write
the
need
to
from
the
to
The
JTL
will
Suggestions
and Advice:
correctly.
ahow
be
each
game
clues
activity
tie
too
many
group
this
ifobvious.
toway
review scores).
follow.
hints.
breaker.
for
previously
rowdy classes).
studied
content.

152
Classr
oom
"PETS ARE PEOPLE TOO!"
Activi
Submitted by Dusty Wittman (Shiga Prefectural BOE)
ties
Target Group: 1st year
Difficulty Level: Basic Conversation
Senior
Activity Objective:
High
To review previous information, to gather information from a partner through
School
interviewing, and to
discuss opinions with a partner
Pets Are People Too

Procedure:
Exercise 1 (review): students listen to a short passage and then answer T/F questions
about it.2 (interview): students first write their own answers and then ask partner and
Exercise
take note answers.
of
partner's
Change partner when I say "kaiten-zushi" and repeat process.
Exercise 3
(discussion):
students first write their answers and then share their opinion with
their partner and
discuss the answers.

Materials and Preparation:

Materials: handout (see attached form)

Division of Labour for ALT and JTL:

ALT: explain activities and call on students to answer. Shout out "kaiten-zushi" to cue
students to
change seats.
ALT & JTL: walk around and help students as needed.

Suggestions and Advice:

A 50 minute class may not be enough time to thoroughly finish all exercises. Some of
the pair discussions may be assigned as homework and discussed during the following
class.

154
Classr
oom
NATURAL DISASTERS
Activi
Submitted by Jenson Deokiesingh (Toyama Prefectural
BOE)
ties
Target Group: 1st year
Difficulty Level: Conversational
Senior
Activity Objective:
High
different types of natural disasters and the Tohoku earthquake and
School
occurred on March 11, 2011.
Natural Disasters

To talk about
tsunami that

Procedure:
1.Pictures are worth a thousand words. Using PowerPoint with various pictures, ten
different
of
naturaltypes
disasters (typhoon, hurricane, tornado, volcanic eruption, earthquake,
tsunami,
avalanche,
flood,
wildfire
and heat wave) were shown to the class. With each picture shown,
students
asked
thewere
Japanese names of the corresponding natural disasters. Following this, the
students then
repeated the pronounciation after the ALT.
2. Let the games begin. Students are given three minutes to study the ten natural
disasters.
pictures
ofNew
the natural disasters are shown. This is a great way to have the students
practice the
words they just learned. Hands quickly go up.
3. Reading. The JTL and ALT read a sample dialogue where the target is, "Which natural
disaster
are you most scared of and why?" The JTL explains the new words. The students then
practice the
dialogue in pairs. Volunteers are then asked to
read.several ALTs were interviewed and were asked "Which
4.Listening. Prior to the lesson,
are you
most
scared of, earthquakes, tsunamis or radiation?" This question became the focus of
the
listening part. Before this was done, radiation was explained using simple English and
explaining
what happened at the Fukushima Daiichi Plant. Three videos were played twice. Students
were
asked, "Which disaster is the ALT most scared of?" Some of the responses from the ALTs
varied
as did their natural tones of voice so the students had to listen carefully to the
different
answersStudents
and
accents.
were also asked, "Why were they most scared of that natural
disaster?"
5. Writing.
Students were then asked, "Which are you most scared of, earthquakes,
tsunamis orAnd, why?" Before having students write, the ALT asks the JTL the same
radiation?
question
andAfter giving students some time to write their responses, they were then
vice
versa.
asked thoughts
to share to the rest of the class. The responses often revealed how many of them
their
felt after the
tragedy happened.

Materials and Preparation:

PowerPoint, speakers, video clips, pictures of natural
disasters
In is
interviewing
the
he
It
money
semester
15%
terms
oron
academic
important
is
she
their
of
used
that
feels
preparation,
the
level
oral
to
those
the
to
reward
ALTs
communication
ofstudents
make
who
while
the
the
have
the
students.
the
students
handouts
ALT
the
are
JTL
exam.
is
most
unable
responsible
is
In
who
visually
money
Depending
responsible
the
to
volunteer.
classroom,
comprehend
atappealing
the
for
on for
end
the
creating
Students
the
what
reviewing
of
English
tothe
JTL
the
capture
the
are
controls
semester
ALT
academic
the
PowerPoint,
told
is
the
lesson
from
saying.
the
is
students
level
rewarded
the
PowerPoint
plan
handout
They
of
first
to
the
read
with
Division
of
Labour
for
ALT
and
JTL:
Suggestions
Advice:
ensure
and
the
attention.
day
an
class,
extra
of
assists
the
thatFake
this
is to
if
dialogue
lesson
cantogether.
beand
divided
into two parts.

155
Classr
oom
PAPER DEBATE
Submitted by Jesus Estrada (Shimane Prefectural Activi
BOE)
ties
Target Group: 1st year
Difficulty Level: Basic Conversation
Senior
Activity Objective:
High
Show students the building blocks of debate, how each is applied and its
School
intended purpose
Paper Debate

Procedure:
Students are directed to form pairs or small units. All units will work simultaneously
for a
determined
amount of time. Each unit of students will be working with two other units
of
students. Each unit brainstorms a debate topic providing two reasons supporting or
opposing their
viewpoint.
The second unit receives the first units debate topic and reasons. They
support the viewpoint and provide two reasons for their viewpoint. The third unit
contradictory
will reviewand
theopposing viewpoints and explain which has the most well formulated
supporting
reasoning.
This break-down of debate roles helps students understand each role and the function it
serves in a
debate.

Materials and Preparation:

One worksheet is required from the JTL/ALT.
Creating Support for a Debate Topic - The top third of the worksheet will be used by
the first unit
of students to write their debate topic and two reasons supporting their
viewpoint.
Creating a Rebuttal
to a Debate Topic - The middle third of the worksheet will be used
by the unit of students to write their contradictory viewpoint and two reasons
second
supporting their
viewpoint.
Evaluating the Debate - The last third of the worksheet will be used by the third unit
of students
to the supporting and opposing reasons and determine the best constructed
review
reasons.
Each unit
of students will play a supporting, opposing and reviewing role in this
activity.
This allows the groups to practice the application of knowledge to the
exercise
debate
process.will receive one worksheet. The student unit will work together
Each unit
of students
to decide
a and create two reasons supporting their debate topic. When they are
debate
topic
finished
will
pass
theirthey
worksheet
to the second student unit. This second unit will review the
productstudent
of theunit and create a contradictory viewpoint. The second student unit will
first
write their viewpoint and reasons on the same worksheet. After they are finished,
contradictory
the second
unit
will pass the worksheet to the third student unit. The third unit will review the
debate
and
itstopic
supporting and opposing viewpoints and reasons. When the third unit has
finished
writing
their
judgment
and
their
reasons
for
selection,
they
will
pass
the
worksheet
back
to
the JTL/ALT
Each
JTL/ALT
previously.
support
The
JTL
second
review
student
should
and
units
process
have
should
direction
The
unit
work
make
similar
JTL/ALT
now
will
and
different
walk
determine
review
contradictory
helps
together
student
has
when
direct
be
around
should
roles.
students
the
its
asked
they
units
skill
the
to
brief
preparation
the
worksheets
original
the
work
create
ask
to
Both
appropriate
viewpoint
units
based
to
sets
classroom
evaluate
example
for
together
identify
act
aworksheet
when
together
on
it
during
simple
and
asor
and
the
is
their
it
support
and
amount
reasoning
to
show
often
their
reasons
skills
is
the
worksheet
so
explain
work
containing
work
time
they
that
activity
of
strengths
for
with
of
time
and
to
to
need
no
the
individual
divided
share
pass
each
the
one
for
their
process
and
students
help.
in
third
work
the
student
each
student
with
find
debate
into
starting
worksheet
The
students,
of
to
section
units
the
useful
during
three
their
is
the
JTL/ALT
unit
andthe
debate
student
areas
examples
the
of
areas
providing
judgment
debate
to
pairing
dominate
should
the
the
topic
of
as
the
first
unit.
of content
Labour of
forany
ALTstudent
and JTL:
andtopic
partners.
students
activity.
described
units.
them
not
activity
of
reasons,
reasons.
improvement.
Awith
The
next
member.
unit. Division
sufficient.
produce
class.
the
unit.

156
Classr
Suggestions and Advice:
oom
Students should have prior experience with the concept of debates. Previous lessons
Activi
explaining
how to create reasons and the differences between strong reasons and weak reasons
will helpwork more confidently. This activity doesnt require students toties
students
have an
extensive
vocabulary as the purpose is to conceptualise a debate. JTL/ALT should be very
Senior
forgiving
of and mistakes. Creating strong logical reasons in a foreign language
poor grammar
is
demanding
enough without adding further grammatical scrutiny.
High
Some students will grasp the debate idea easily, while others will struggle. Pair
School
students
with a
firmer understanding
with students who might need more help. Allow students
to work
Paper Debate

at
a pace so they are better able to absorb the content. The activity should
slower
conclude with a
review of each part of the debate and examples from other
students.

157
Classr
oom
FIRST LESSON: BRIEF INTRODUCTION AND
Activi
GREETING WORDS
ties
Submitted by Joshua Clark (Beppu Prefectural BOE)
Senior
Target Group: 1st year
Difficulty Level: Basic Conversation
High
Activity Objective:
School
To practice greeting words and becoming comfortable talking to fellow classmates
First Lesson

in English

Procedure:
Warm-up activity: listening practice with a song and worksheet using multiple choice
word
selections.
Main Activity:
Step 1: Introduce greeting word vocabulary (i.e. I am _______ ) using a PowerPoint
presentation
and practice each new word, checking pronunciation.
Step 2: Pass out 9 paper squares to each student and have them write their names on
each
Step
3: one.
Write target dialogue on the blackboard: Student A: Hello, my name is
______ Student B:
Nice to meet you. How are you? Student A: I am ________. Thank
you.
Step 4: Practice the dialogue with the students, checking
Step 5: Have students pronunciation.
practice the dialogue with 9 other students, exchanging their
name cards each
time, resulting in having 9 different name cards by the end of the
activity.
Step 6: Students go back
to their desks and arrange their 9 new cards in a 3x3 grid for
a BINGO
game.
Step 7: Write new, simple dialogue on the black board: Hello. My name is __________,
and I am
_________. How are you ________? Practice dialogue with
students.
Step 8: ALT begins dialogue
using his/her own name in the first blank, a greeting word
in
the
second blank, and a students name in the third. The students who have that students
name
cardit over on their desk in order to try to get a BINGO. The student named in the
can flip
dialogue
goes next, creating a chain with the students name that finishes the next
recitation.

Materials and Preparation:

Song and accompanying worksheet; CD player; computer with projector; paper squares the
size of
business cards (9 per student)

Division of Labour for ALT and JTL:

ALT prepares the warm-up activity, relying on the JTL for clarification of the
For
be
to
This
flashcards
for
either
presented
help
the
student
activity
accommodate
main
translate
are
reference.
activity,
as
requires
very
words
the
the
effective,
associated
activity's
athe
Also,
traditional
prepared
JTL
the
will
especially
BINGO
directions
with
PowerPoint
three
help
pictures
section
the
in
when
and
afor
students
row
left
of
for
check
the
the
(in
aon
greeting
visual
understand
activity
the
this
thestudents'
case)
board
learning
vocabulary
canthe
or
with
beuntil
understanding
new
component.
altered
magnets
but
vocabulary,
allIbased
of
found
The
aaton
JTL
directions
if
needed.
Suggestions
though
may
key
that
throughout
time
student's
have
junctures
A4it
to
size
will
cards
theinactivity
have
the activity.
been
flipped and
over.Advice:

158
Classr
oom
YOUR WEEKLY PLAN
Activi
Submitted by Natasha Barradell Unwin (Niigata Prefectural
BOE)
ties
Target Group: 1st year
Difficulty Level: Basic Conversation
Senior
Activity Objective:
High
someone about their weekly plans and to practice telling someone
School
the following key expressions: "What are you doing on (Sunday)?",
Your Weekly Plan

To practice asking
about your
weekly
plans using
"I'm going to

(~)."

Procedure:
The students are given a worksheet with a 'weekly plan' grid. Under each day of the
week, an
students
write
activity, for example, a student could write the following: Monday - go to a
TuesdayWednesday - take photographs. Once all the students have completed their
-movie;
go surfing;
weekly
plan, they are given the key expressions that they must use during this activity: A.
Are you doing
anything
this (Sunday)? B. I'm going to (~). Students write these sentences on their
worksheet
then
repeatandthe sentences after the ALT. All of the students must then stand up and
jankenclassmates
with
their
for A and B roles. Underneath their own weekly plan, A-student must
write B- name and plan. For example: (students janken) A. Are you doing anything this
student's
Monday?
I'm
goingB.to bake some cookies. A-student would then write 'bake some cookies' and Bstudent's
name under Monday. To get the students moving around the classroom and talking to
different
people, they are told before starting the activity that they must write down the weekly
plans of three
girls, three boys, and the ALT.

Materials and Preparation:

Weekly plan grid - this can be drawn by hand or made using Word Processor. A copy of
this weekly
plan is then given to every student (see sheet 3 for an
grid).
Blackboard example
to write
the key phrases that the students must use during
the activity.
Additional Preparation
it is helpful, but not compulsory, to have revised days of
the week and to
have covered basic weekly plans before using this
activity.

Division of Labour for ALT and JTL:

Before the lesson, it should be discussed and decided as to whether the JTL or ALT
should
maketimetable. During the lesson, the ALT should tell the students that they
the
weekly
need toownfill
in plan, giving examples if necessary. The ALT also tells the students to
their
weekly
use their and to ask the teachers to help them. Afterwards, the JTL should write the
textbooks
two
key
expressions
the
blackboard
and
their
meanings
in
Japanese.
The
ALT
then
asks
students
ALT
and
example
Having
(Voice
activities
activity
classroom
participate.
explains
that
aOral
encounter
list
easier
toand
they
inon
repeat
Communication
too
need
of
both
doing
It
for
the
different
is
using
to
English
each
the
also
students
write
students
expression
janken
activity
aIand
activities
good
them
[New
that
Japanese
(to
way
and
Edition]
with
onexplain
they
after
decide
their
for
took
the
isin
need
the
them,
extremely
less
worksheet.
by
students
roles)
the
ALT
totime
Daiichi
back.
and
find
to
and
is
to
useful.
get
to
out
Both
Gakushusha)
Giving
the
awrite
execute.
to
good
what
two
the
know
The
students
them
way
key
their
JTL
textbook
the
Having
has
to
on
expressions
and
students
classmate's
get
their
aALT
access
list
the
shy
used
should
worksheet.
ALT
of
to
or
more,
at
written
this
low
walk
weekly
this
give
and
on
the
Suggestions and Advice:
Lastly,
plans
an
the
particular
different
list
around
level
vicemade
are,
students
versa.
the
thethe
school
to
blackboard.

160
Classr
oom
SENTENCE AUCTION
Activi
Submitted by Fu Lin Low (Fukuoka Prefectural BOE)
ties
Target Group: 1st year
Difficulty Level: Academic
Senior
Activity Objective:
High
grammar structures that they have learned through a simple
School
Sentence Auction

Let students review

sentence auction

Procedure:
This lesson is held in the Audio-Visual Hall where the computer is connected to the
projector.
1. JTL helps to make 8 groups of 5 students before the
2. Students will sit inlesson
their groups during the lesson and be called Group A,B,C
on the sentence auction, we spend around 8 minutes explaining to students
Beforeand
we so
start
what
auctions are, as well as the rules of the auction in English, and with demonstration by
the JTL
and have 2 sample sentences for the groups to practice bidding on before the
ALT.
We also
actual
auction begins.
3. About the sentence auction
- To help students review key points in grammar and sentence construction while having
some
good fun. Students are given some money with which to bid on various
sentences.
- These sentences include correct and incorrect
- Thesentences
group which buys the most correct sentences wins the
game.- Each group will have $2000 to spend
- Bids begin at $100.
- Bids increase by $100 each bid
- The sentence will be sold to the highest bidder (eg, $400 going once, $400 going
twice, $400 sold
to group X!!!!!)
- Students discuss with team members which sentences is correct and how much money they
are
going to use
- The winner of the game is the group which has brought the most correct
4. Once thesentences
game has finished, we go through each sentence saying whether it is correct
or
incorrect
- First, we highlight the incorrect part of the sentence and then ask students if they
can provide the
correct answer. Bonus points will be
given.
- If the mistake in
the sentence is easy to explain, we try to explain in
simple English
- If not, we explain it in simple
Japanese
5. Winning team receives stickers
and everyone gets a sense of accomplishment having
tried
something
new.
PowerPoint
required.
Prior
Visual
JTL
from
necessary.
screen,
successful
the
share
money.
sentences
sentence
students'
toHall,
the
the
the
20
White
While
slides
purchase.
JTL
pieces
lesson,
they
number
responsibility
with.
that
reactions,
makes
cards
the
and
already
ALT
the
Fake
of
on
ALT
The
the
computer
sure
and
for
$100
aJTL
is
money
JTL
whiteboard
know
JTL
students
has
in
bills
also
evenly
helps
who
also
work
are
where
charge
prepared.
tohold
keeps
explain
for
simply
makes
students
together
to
and
places
beside
toof
each
the
raise
sit.
explains
track
the
During
simple
printed
and
group
team.
the
to
and
The
auction
of
conduct
money
form
screen.
explain
the
and
card
show
ALT
in
the
One
onEnglish
their
explanation
short
A4
is
and
in
sentences
student
has
their
the
After
the
paper
responsible
the
shows
to
groups
explanations
lesson.
correct
group
with
money
shout
is
all
and
students
each
in
of
timely
and
the
then
names
bag
Fake
out
charge
the
and
for
group
when
sentences
accordingly
the
cut
money
activity
in
incorrect
preparing
while
demonstrations.
the
has
of
they
Japanese
accordingly
sentences
for
counting
bidding.
bought
enter
are
both
the
after
by
Materialsof
Division
andLabour
Preparation:
for ALT and JTL:
students
to
and
Students
slides
the
Judging
where
aon
writing
bought,
the
holding
AudioALT
deemed
size
using
and
both
to buy
sentences. bids.

161
Classr
Suggestions and Advice:
oom
Make sure students understand the rules of the auction before starting the auction. It
Activi
will
good
to letbestudents
practice on simpler sentences before the actual auction begins,
so that
they
know
not
to buy an incorrect sentences just because yelling out the prices and buying ties
something
can
be
really
enjoyable. It is very highly recommended to get an appropriate list of sentences from
Senior
the
JTL they would know common mistakes students make, as well as the sentences
because
and
structures
they have learned recently. Students will enjoy the auction better if both JTL
and ALT
High
are
very
enthusiastic and it would be great to conduct this activity in a classroom located
School
further away from
normal classrooms as students can get a little excited
and
Sentence Auction

noisy.

162
Classr
oom
SHOPPING (AT THE CLOTHES STORE AND THE
Activi
RESTAURANT)
ties
Submitted by Nataine Burton (Mie Prefectural BOE)
Senior
Target Group: 1st year
Difficulty Level: Basic Conversation
High
Activity Objective:
School
At the end of the lesson the students should be able
Shopping

to:small, medium and large to describe size/proportion

a. Identify and use words like;
appropriately
when shopping in fast food restaurants or clothes
b. Increase their awareness ofstores
foods and dishes served at fast food restaurants through
open
classroom question and answer
c. To improve speaking and listening skills through role
playing

Procedure:
1. ALT will display pictures of foods she likes to eat on her computer, the students
will be asked to say the names of these if they know them and state where they can be
found.
2. The ALT will then
tell the students the topic of the class and write this on the
board.
The
ALT
will then introduce key terms like: fast food, fatty, sugary, unhealthy desert, sweet
tooth and soul
food (with the help of the JTL).
3. The ALT will then display pictures of burgers and real fast food restaurant cups in
three sizes;
small, large and medium. And explain other sizes like
super-size.
4. Individual students would
be given the different size cups and pictures and asked to
state what
size they have (they are expected to say 'I have a large cup, or a cheese
burger
5. The students
willetc.)
then be handed a short role play written by the JTL giving them an
idea of the
exchange between the cashier and the customer at a fast food
6. The JTL and the ALTrestaurant
will role play first using the cups and pictures, and then
students will be
randomly chosen to do same.
7. Students will be asked which size they wear in clothes (they are expected to say
small
or ALT tells them which size she wears and which size she suspects
large medium
after the
particular students
wear (sizes will be clarified with the help of the
8. Two students will then readJTL).
the dialogue on page 73 of their Birdland Communication
Book,
after which 2 other pairs will be given the opportunity to enact buying at a clothing
store as well;
using the dialogue in the text as a
9. The ALT will then choose aguide
location; store or restaurant and use a Pass the Ball
game
to
decide
choose two students who will be asked to enact shopping without the paper script or
Pass
stop.
Pictures
some
The
will
the
carrying
ask
themselves
so
to
ALT
using
as
explain
text
ALT
will
computer
astudents
apparel
proceed
Whoever
question,
well.
the
the
and
book
out
respond
be
oflanguage
in
Ball
vocabulary
the
The
responsible
fast
the
will
along
showing
do
(Birdland
Japanese.
has
JTL
ALT
but
not
foods,
teaching
to
also
activity
the
with
during
will
are
said
understand.
pictures
ball
the
be
Series),
actual
Thus,
not
for
real
discuss
also
queries
done
learning
ALT
the
is
at
giving
sure
ones
the
answer
of
where
mite
that
class.
fast
here.
Additionally,
and
the
some
by
about
JTL
with
the
use
activities
time
repeating
afood
athese
main
The
will
fast
ball
The
short
children
how
in
sizes
must
JTL
restaurant
goal
the
students
help
queries
foods,
to
isdialogue
will
answer
on
the
he
planned
do
given
response
of
the
as
or
will
this
the
clarify
question
in
many
will
ALT
to
the
cups
at
English.
"May
lesson
for
clarify
in
them,
athat
to
opportunities
given
be
aEnglish
student
in
new
the
fast
understand
Iin
encouraged
might
asizes
help
initially.
terms
class.
English
instructions
question
ball,
Consequently,
food
and
will
you'
be
small,
and
arestaurant
Also,
is
unfamiliar.
the
and
as
be
to
PowerPoint
dialogue
or
Ideas
clarify
passed
possible
allowed
just
medium
students
allowing
participate
students
asthe
as
to
use
around
(made
on
and
JTL
to
how
tothe
page
how
who
be
to
text.
(The
Materials
Division
of
andLabour
Preparation:
for ALT and JTL:
tillthe
in
large,
Presentation
72
the
unfamiliar
proceed
may
express
query.
child
will
Additionally,
creative
broken
by
want
lesson
the
be
to
the
The
pictures
set
English
with
asked
to
in
teacher
do
ALT).
phrases
on
theofsays
proposed activity).

163
Classr
sentences or single English words if they are unsure about how to express themselves
in
oom
English.
The ALT will use this opportunity to introduce vocabulary, new phrases and ultimately
Activi
helping
child tothe
converse in English. It is the responsibility of both the JTL and the
ALT to
provide
a
warm
and inviting classroom environment where the students feel comfortable to useties
the
English
language for not only academic purposes, but for pleasure as
Senior
well.
Suggestions and Advice:
High
This lesson was very engaging. It was one that brought much humor and fun to the class.
Therefore, one needs to be cognizant of the fact that the students might be aSchool
little
Find Someone

bit
noisy
as they and ideas. The students were very creative; some asked for a
shared
experiences
dressing
room and
some declined
buying items, though they were unsure of how to do this in English. They
were
eager to use the words they learnt but they could not remember the words, therefore, I
gave
thestudents permission to give the students role playing hints as to the words they
seated
should
This wasuse.
very effective and added to even more amusement in the class. As a result of
this,
a
few
classes were loud. This was not a problem at my school, but if this will be a concern
in
another then, a more structured approach to teaching this lesson should be used.
environment
This
lesson
was also
very long. Two of the seven classes I had only got to play the 'pass the ball'
game
once
as minutes) ran out. It would have been best to do only one type of shopping
the time (50
at a time
for each class.

FIND SOMEONE!
Submitted by Clare Cross (Kyoto Prefectural BOE)

Target Group:

1st year

Difficulty Level: Basic Conversation

Activity Objective:
To practice "follow-up" questions to be able to continue
conversations

Procedure:
All students must move around the classroom asking classmates the questions. If their
partner
answers "yes", they can write their partners names and ask them a "follow-up" question
to continue
the conversation.

Materials and Preparation:

Copies of the worksheet "Find Someone!", enough for one per student. The student
receives the
worksheet
and is given 4-5 minutes to fill in the extra information needed for the
questions
and
then
moves
around
the
classroom.
Both
This
aware
The
more
with
August?"is
starts,
should
best
activity
the
aimaginative
ofstudent
if
walk
the
advice
ALT
aanyone
and
different
little
around
comes
in
isthe
JTL
raises
front
toafter
tricky!
the
should
examples
perform
kinds
of
classroom
their
previous
the
together
The
and
several
the
class
hand
best
usage.
more
making
activities
get
way
explain
is
examples
creative
aWhen
the
to
sure
good
get
whole
how
the
working
that
idea.
for
around
students
the
activity
class
different
students
activity
The
on
this
to
second
"follow-up"
will
is
look
is
understand
questions
taking
works
be.
toquestion
atAlso
ask
them
and
place
questions,
the
performing
with
and
perform
"Is
whole
both
have
remember
the
your
the
an
class
so
JTL
noanALT
and
Division
Suggestions
of question
Labour
and
Advice:
for
example.
students
and
ALT.
example
birthday
before
they
problems.
JTL
Thethe
must
in
are
ask
activity
that person
2. ALT and JTL:

165
Classr
oom
RESTAURANT LESSON
Submitted by Andrew August (Kumamoto PrefecturalActivi
BOE)
ties
Target Group: 1st year
Difficulty Level: Basic Conversation
Senior
Activity Objective:
High
To practice ordering food at a restaurant using conversational
School
English
Restaurant Lesson

Procedure:
1.
English Shiritori.
In this game, arrange students into teams (for example desk rows)The first group
write
a word spoken by the teacher (e.g. apple). Then the next student writes a word
of students
beginning
with of the previous word (e.g. elephant), and so on for the set time (e.g.
the last letter
3 minutes). Thenafter the set time, the team with the most correct words is declared
the winner.
Variation: Advanced
students can make food or restaurant words. Other classes can
make any
words for Shiritori. 5 minutes.
2.2 Section 1) Restaurant sentences. Students complete restaurant sentences with full
sentences.
For teachers will ask for volunteers to say the three answers. My favorite
bonus points
restaurant is
Joyful etc8 minutes
2.3 Teachers ask the students to make an original name for the restaurant on the work
sheet.
This
gets
some funny creative ideas. Then the menu will be explained to the students.
5 minutes
2.4
Section 2) The teachers ask the students what they do when they go to a
restaurant.
question: How do First
you ask for food in a restaurant? (You make an order / you order your
food)
etc.
Next question: after you have eaten your food how do you pay for it? (You ask for the
bill) etc. 7
minutes
2.5 Section 3) Restaurant conversation demonstration / listening test. The teachers
set up
desk knife, fork and flowers. The waiter wears the apron. The teachers
with
thea plate,
demonstrate
the dialogues and the students fill in the blanks on the work sheet.
two restaurant
Then check the
answers and explain the dialogue if that is needed. 10
2.6 Restaurant conversation minutes.
practice pair work. Students practice the dialogues
ordering
food
and paying for your meal. One student is the waiter and one student is the
customer. After one
try, students change roles. 10 minutes
2.7 Volunteers can come up and demonstrate ordering at a restaurant in pairs for bonus
points. 5
minutes
Total time: 50 minutes
The
can
will
This
the
ALT
also
lesson
lesson
assist
isassist.
responsible
using
is
with
In the
explaining
the
straightforward
instructions
for
class,
conversations
preparing
points
the
ALT
in
the
ifJapanese.
to
will
it
worksheet
lesson.
the
islead
students
followed
The
this
Soprintouts
ALT
clear
lesson
and
step
andexplanations
assist
JTL
by
and
explaining
step.
will
restaurant
students
Students
also
of
it
demonstrate
what
during
in
materials.
will
simple
is the
be
Handouts
for
thequite
students.
Props
forin
restaurant
table
such
as
plates,
forks,
apron
and
Materials
and
Preparation:
Division
Suggestions
of required.
Labour
and
Advice:
for ALT and JTL:
Or thetoJTL
English.
the
able
required
progress
The
of
JTL in
activity.
creative.is
students
flowers

bethe

166
Classr
Division of Labour for ALT and JTL:
oom
For this particular activity, the JTL is not required to prepare any materials for the
Activi
activity, but I
asked my JTL
to vet the dishes used as well as ideas for dishes. My JTL was also consultedties
on the
rules of the
game and
whether she had any suggestions on changes to make. I wanted the rules to be Senior
as simple
as possible.
I made the food cards as well as the PowerPoint High
presentation.
For the execution of the game,
my JTL and I worked to model the conversation for
School
students to
help them
Restaurant Lesson

better understand the rules of the game. My JTL and I also exchanged some basic
questions about
some dishes.
Depending on the English proficiency of the class, the JTL may also be required to
explain the
rules in Japanese.

Suggestions and Advice:

The teachers conducting this activity must pay careful attention to whether students
are
speaking
in
English
as students
may to lapse into Japanese due to ease of use. My JTL and I
circulated among
the students to help prevent such an
Cutting pictures and cardboardoccurrence.
squares and gluing them together was remarkably timeconsuming.
If possible, perhaps a different approach might be
used.
Students were also given little
coupons at the end of the game that enabled them to
redeem
future
prizes. This encouraged students to try harder and fostered a sense of competition
among many
students. The group(s) that had the fastest Waiter and Diner also got additional
coupons.

170
Classr
oom
DO YOU KNOW HOW TO?
Activi
Submitted by Rebecca Weir (Okayama Prefectural BOE)
ties
Target Group: 1st year Difficulty Level: Basic
Senior
Conversation
Activity Objective:
High
and answering questions using the key expression Do you know how
School
Do You Know How To?

To practice asking
to?

Procedure:
Part A: Students will learn how to use the key expression. The students will have 10
minutesclassmates
to ask
their
questions using the key expression, for example, Do you know how to
play the
guitar?, and record the answers.
Part B: Students use answers from Part A to write full
sentences.

Materials and Preparation:

Worksheet prepared by ALT after discussion with JTL (copy attached).
receives
a worksheet. Part A sets out the key expression, a list of
copy
of the
students using
to
practice
the key expression, space for students to write their
space for answers (name of classmate and Yes or No). Part B there is
recording
full
sentences.

Each student
questions for
own questions, and
space for writing

Division of Labour for ALT and JTL:

Prior to the lesson ALT and JTL discuss the activity goals and how to run the activity.
ALT
prepares worksheet and a copy for each student. ALT gives introduction in English
explaining
activity
andthe
the key expression. ALT demonstrates with JTL how to use the key
expression.
and
JTL checkALTstudents understand vocabulary on worksheet. ALT reads out each question,
with
students repeating for pronunciation practice. The students can then do the activity.
ALT and JTL
circulate
the room to check students are using correct English and assist where needed.
When
students are finished asking all the questions, then ALT and JTL can explain Part B
writing activity.
Both ALT and JTL can circulate and help students where
required.

Suggestions and Advice:

It is important to make sure the students understand all the vocabulary on the
worksheetpronunciation
and
practice
of questions before undertaking the activity. This will help the
students
to
fully
understand
what they need to do to carry out the activity and encourage students
to use English (rather than reverting to Japanese, as some students did the first time
correct
I used this
activity).

173
Classr
oom
ENGLISH SYLLABLES
Activi
Submitted by Daniel Ready (Ibaraki Prefectural BOE)
ties
Target Group: 1-2nd year Difficulty Level: Basic ConversationSenior
Academic
Activity Objective:
High
Introduce the idea of syllables in contrast to mora to improve speaking and
School
listening skills
English Syllables

Procedure:
Katakana karuta, followed by syllable counting, followed by haiku
composition.

Materials and Preparation:

Katakana karuta cards, cards with the English words for specific Katakana on them (eg.
Coffee for
) and pictures; Syllable counting and haiku composition
worksheet

Division of Labour for ALT and JTL:

The ALT should explain what a syllable is, contrasting it with mora, emphasizing the
syllable's
importance for English speaking ability and listening comprehension. It is likely the
JTLshelp
willdraw
needout the contrast. (Aim for five minutes.) Move into katakana karuta by
to
getting
in
groupsstudents
of 3-5, and giving a deck of ~20 self-made katakana karuta cards to each one.
Explain
that a student should only slap the card when the syllabic pronunciation is given (eg.
"coffee"),
the katakananot
pronunciation (eg. ). Give the JTL opportunities to try out
differences
between
their syllabic and their katakana pronunciations. (Aim for 15
the
minutes, including
directions.)
After, hand out the worksheet syllable counting/haiku composition
worksheet.to,
Askinthe
students
groups, try to count the syllables in words they haven't ever seen
before (eg:
"trisyllabic").
Check answers. (No more than 15 minutes, including direction giving,
counting,
and Finally, explain the English 5-7-5 syllable haiku, and ask students to
answer
checks.)
write
haikus.
The
JTL
usually is very helpful in giving haiku suggestions to students. If there's
time, haikus can be
presented at the end of class.

Suggestions and Advice:

There is a lot in this lesson plan, but it is very modular so any individual portion
can without
be easily
taken
out
degrading
understanding. I've used this at my high level high school with
success,
the
lowerbut
level classes in this school would have difficulty writing haikus in a timely
manner.cases,
In give suggestions, or consider removing this part and lengthening the other
these
parts ofor
thepossibly setting a starting point (eg: giving the first line of a haiku, if
lesson,
groups need supervision,
it). With
appropriate
support, and encouragement, I've got even the most reluctant
students to
write an English haiku.

175
Classr
oom
DINERS AND WAITERS
Activi
Submitted by Daniel Tan (Tottori Prefectural BOE)
ties
Target Group: 2nd year
Difficulty Level: Basic Conversation,
Senior
Conversational
Activity Objective:
High
I wanted students to practice ordering different dishes as well as gain exposure to
School
different food
cultures around the world.
Diners

And Waiters

Procedure:
After a warm up game, students will view a PowerPoint presentation that shows various
types of
food.
I will read the names of each dish and ask the students to practice
I will the
alsonames.
provide some basic information about each dish such as its place
of origin,
differences
of the same dish in various countries or popularity. After the
presentation
food,to listen to and read the rules of the activity. The class will
students
will beonasked
be divided into
two groups,
Diners and Waiters. Waiters will be given a group of dish cards that represent the
dishes they have
for sale.
They will each receive four to five dishes for a total of twenty four cards
person.
Studentspermust
find a member of the opposite group and practice the following
conversation.
Waiter: Are you ready to order? We have ___________________________ (name of dishes
available) today.
Diner: Yes, I'd like the ___________________________(name one main dish).
Waiter: Would you like a drink or
dessert?
Diner: 1) No, thank you.
2) Certainly, I'll have the ________________________(name of dessert
or drink).
Waiters will give Diners their order, and the proceed to find the
next Diner.
The JTL and ALT will model the conversation at least once to help students gain a
clearer
understanding of the game.
Theon
game
will
continue
for
ten
minutes.
To spice
The
After
PowerPoint
the
of
and
these
Waiter
conversation
Chips,
thethings
dishes
first
with
presentation
Brownie
half
up,
the
with
format
with
Iused
least
the
of
The
will
showing
will
that
Ice
the
names
Diner
fourteen
cards
name
Cream,
game,
Students
also
students
with
different
one
or
include
the
Idishes
Sushi,
the
will
random
the
are
are
back.
fastest
most
switch
not
that
types
several
expected
Pizza,
dish
Dishes
cards
allowed
included
to
the
and
every
Laksa
slides
sell
include
to
when
two
names
to
three
use
out
and
main
sides.
the
use
explaining
of
for
their
other
Mac
minutes.
game
Japanese
dishes
dishes
the
The
and
cards
dishes
ends
activity.
Diners
Cheese,
and
around
the
Diners
inwill
will
drinks
rules
from
their
will
the
Chicken
be
with
be
Cards
around
of
the
and
now
world.
the
that
the
bethe
Materials
andthat
Preparation:
dish must
winner
Waiters
The
activity
depicting
Kebabs,
world.
Ifor
and
Fish
asathat
well
vice as desserts.
picture
winner.conversation.
surrender me
group.
-versa.
dish card.

176
Classr
oom
THE QUEEN'S FAMILY
Activi
Submitted by Sarah Fuke (Goshima City BOE)
ties
Target Group: 2nd year
Difficulty Level: Basic Conversation
Senior
Activity Objective:
High
"family" vocabulary, to practice reading, speaking and listening, and learn
School
culture
The Queens Family

To practice
about UK

Procedure:
The class is divided into groups of 5 or 6 students. Each group consists of 2 writers
and 3 or 4
reporters.
The writers have a family tree of Queen Elizabeth (pictures with a few names) and a
blank piece of
paper. The writers must not leave the
desk.
The reporters must walk around and find the "hints" scattered around the classroom (the
hints are
on A4 pieces of paper attached to the
walls/windows/blackboards/etc).
There are 12 hints. The hints explain the Queens family, for example "Queen Elizabeth
is Prince
marriedPhilip". The reporters have to read the hint, memorise it, and tell it to the
to
writer at their
desk. The reporters must not write down their
hints.
The writers listen to the reporters and attempt to work out who is who in the pictures.
They use
theto make a memo if they do not have enough information to write it onto the
blank
paper
family
tree yet.
The first group to complete the family tree is the winning
team.

Materials and Preparation:

"Queen's Family Tree" Template (1 for each group)
This was created in Microsoft Word and printed before the
class.
The students use this to write down the family members'
names.
Hints (12 scattered randomly around the classroom
Thesewalls)
were created in Microsoft Word and printed before the
class.
As
students
make
groups,
these
hints
are
to
be
placed
around
the
classroom
(if
Thethe
If
Preparation
ALT
not
During
(if
the
and
reporters
explains
understand).
unknown).
writers
the
the activity
JTL
requires
the
ALT
read
are
can
As
activity
and
down
these
not
distribute
the
aJTL
yet
small
on
students
ALT
hints
also
in
the
able
and
easy
can
Blank
amount
blank
the
monitor
and
JTL
to
make
be
English
Queen's
report
paper
work
help
attached
of
paper
groups
writers'
printing
out
students
for
(Japanese
the
(some
Family
the
the
students
with
information
progress
and
hint
hints
ALT
Tree
to
magnets,
Teacher
photo-copying.
can
read
given
to
require
Template
and
place
write
hints
onby
sticky
of
assist
them
the
other
the
English
memos
and
reporter
back
tack
hints
Assistant
blank
if
aid
hints
(1
they
(JTL)
to
or
in
for
around
paper
their
to
the
are
each
Language
assists
bewriters
to
the
group.
solved
each
if
possible
away
from
the
students'
desks).
Division
for ALT and JTL:
The group.
can
Teacher
students
classroom
pronunciation
struggling
hints
writecan
itor of
havewords
first).
tape. can of
group)
(ALT)
misinterpreted
do Labour
this.
the hints.

177
Classr
When a group has finished writing their Family Tree they must ask the ALT to oom
check
their answers.
The ALT will tell them if they are right or
Activi
wrong.
ALT can award stickers to winning groups.
ties
Senior
Suggestions and Advice:
When explaining the activity in easy English it is advised to use one group as
an
High
example. The
students can visualise the role of the writers and the reporters
more easily.
The JTL should not translate
everything the ALT has said. As this is intendedSchool
for 2nd
The Queens Family

year students
of High School the English the ALT can use should be understandable by the
students.
As this activity aims to use speaking and listening the students should be encouraged
to
speakand to not use Japanese at all during this exercise. Some students may attempt
English
to
read the
English
and tell it back to the reporters in Japanese. The ALT and JTLs should be
mindful of these
students and encourage them to speak English.
Sometimes the students had difficulty in pronouncing the names of the Queen's family
members.
The JTL and ALT should help students read the names. However, the aim of this activity
is not to
learn how to read English names so minor slips were
Often students would write overlooked.
the names in katakana onto the family tree. The students
should
be
asked to write the names in English (the ALT should not accept the completed family
tree
withanswers). However, to aid in understanding the hints, students should be
katakana
allowed to write
Japanese onto their blank papers.
In smaller classrooms, hints may be viewable by the writers from their desks. Writers
should
be from looking at the hints. Hints should be placed fairly around the room so
discouraged
no one
group has an advantage.

179
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"HOW TO" SPEECH
Submitted by Rachel Bellairs (Tochigi City BOE) Activi
ties
Target Group: 2nd year
Difficulty Level: Conversational-Academic
Senior
Activity Objective:
High
to do a process such as playing the clarinet or cooking shimotsukare (a
School
local dish in Tochigi Prefecture)
How To

To explain how
well-known

Speech

Procedure:
Each student would choose a process to explain (such as how to cook shimotsukare);
write a 43 step speech to give in front of the class; make some sort of prop to go with
minute,
the speech
(such
as a story board); and evaluate their partner's speech using the provided
worksheet.
lesson
willOne
be used to explain the activity and give the students time to start writing
their speech.
Whatever
they do not finish is homework. In the next two or three lessons (depending on
available
time), students should be prepared to give their speeches one by one in front of their
classmates,
which includes bringing props. Students must also evaluate their partner using
English.

Materials and Preparation:

The materials the teachers need to prepare are three worksheets for each of the
students
in awill
class.
One
B4 sheet
be for the students to write their speech. Another B4 sheet will be
an evaluation
that
the students will give their partner. The last B4 sheet will be for the ALT to
evaluate each
student. See the attached worksheets.

Division of Labour for ALT and JTL:

Either the ALT or JTL could print out the worksheets. The ALT explains the procedure
and makes
the sure the students understand. If not, repeating the instructions in English
JTL
first before
resorting
to Japanese. Both the ALT and JTL would walk around the classroom to answer
questions and offer suggestions on the day students have to start writing their speech.
The ALTbe giving the primary evaluation but the JTL would also be giving advice. Either
would
the ALT or
the JTL could decide the order in which the students will give their
speech.

Suggestions and Advice:

This activity usually takes
steps and
the (for example
amount
of time
classes)
creates a Also, a
little
flexibility.
beforeinthefront
students
stand
of the class
other students

3-5 weeks depending on class size. Adding or subtracting

making the speech 5 steps and 5 minutes for smaller
good idea would be to have the ALT check the speeches
and give them, so their English is more correct and the
would more easily understand.

183
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NEWSROUND
Activi
Submitted by Emma Smith (Ashigaka City BOE)
ties
Target Group: 3rd year
Difficulty Level: Academic
Senior
Activity Objective:
High
improve writing abilities, making sentences and speaking in
School
through presentations.
Newsround

Activity objective is to
front of people

Procedure:
Part 1: Split class into groups of 3 or 4. Give each group a piece of paper with an
image on
of it.
a news
story
The students must decide what the picture is about, and create a news
story about
thenewspaper story must have a title, and a caption for the image as well
picture.
Their
as the Tell
main the students that each of them must write at least 2 or 3 sentences about
story.
the story, so
that all students will be
contributing.
Part 2: When all the stories are complete, have the students come to the front and
present
their
news
story
to the class as a real live news piece. Have the students make sure they
have aindefined
role
the presentation: News broadcaster, Interviewer, Interviewee etc. Have the JTL
record the
presentations using a video camera.
Part3: Watching back each of the groups presentations, have different groups analyze
evaluategroup. After, gather students for a peer to peer discussion on how they
aand
different
could have done
better, and what they need to improve on in the
future.

Materials and Preparation:

A3 piece of paper. News paper images that have been cut out. Stick these with glue to
the A3 piece
of paper. Coloured pens for the students. Video
camera.

Division of Labour for ALT and JTL:

ALT is responsible for the preparation of the class materials. It may also be useful
for students
to on their English level) and example newspaper story that the ALT has
see,
(depending
prepared
themselves, with examples of titles, captions and vocabulary that students could
perhaps use in
their own work. Have the ALT explain the activity to the class in
The role of the JTL English.
in this lesson is to aid the students in the writing activity.
There
will
probably
be
many
words
or
additional
vocabulary
that
students
will
want
to
use
but
have
English
go
IBoth
the
evaluating
would
could
evaluation
project.
grasp
would
over
presentations,
the
need
easily
on
this
before.
do
These
JTL
the
each
and
this
at
worksheet
and
be
English
least
activities
presentation
other
adapted
If
lesson
part
the
and
the
three
ALT
language.
3,
and
and
then
ALT
split
to
this
may
are
peer
lessons
has
amake
depending
the
want
shorter
students
into
lesson
generally
to
prepared
Possibly
presentations,
notes
to
peer
three
could
give
time
complete
on
have
in
discussions.
aimed
an
with
parts.
how
Japanese
an
period
also
example
athe
example
much
areference
at
all
and
First
lot
be
high
by
time
for
the
used
worksheet,
third
more
Ipresentation
cutting
lesson
level
think
activities.
the
your
on
with
guidance
would
what
students.
students
that
out
JTL
the
some
it
be
is
wants
either
writing,
in
may
and
lower
to
watching
The
expected
The
order
who
the
also
time,
to
three
the
level
JTL
already
class
dedicate
the
be
to
evaluation,
the
maybe
of
will
parts
useful
do
second
students
soall
have
be
by
that
toin
for
a
never
seen
in
Suggestions
Advice:
charge
lesson
presentations
three
this
or
the
reasonable
leaving
the
JTL
lesson
parts,
of
practice
out
to plan
you
back,
for
as well.
recording theand
them.
presentations
as well.

185
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ABOUT MY CULTURE
Submitted by Tegan Murdock (Nagasaki PrefecturalActivi
BOE)
ties
Target Group: 3rd year
Difficulty Level: Basic Conversation
Senior
Activity Objective:
High
To practice explaining cultural icons to English speaking
School
foreigners
About My Culture

Procedure:
.This activity is to teach students how to explain the significance of items that are
special to
Japanese
culture. After learning relevant vocabulary (e.g. culture, custom, luck,
tradition,
etc.), the items/professions/people/etc. that are important to Japanese
class
will brainstorm
culture
(e.g. rice,
Tokyo
Skytree,
miko etc.) and write them on the chalkboard. Then groups of 3-4 students
will
choose 5 items and write them on their paper. For each item the group will write one
sentence
describing why the item is important (Ex: Rice is important in Japan because we eat it
everygroup
day.)
The
will then choose one item and expand the explanation to several sentences.
Finally,
thepresent their object (or a picture of their object) to the class and
group
will
explains why it is
important to Japanese culture.

Materials and Preparation:

Worksheet with directions, example, and place to write sentences (ALT prepares before
class and
prints enough for each student to have one. See attached
example.)dictionaries (to help students lookup unfamiliar
English/Japanese
vocabulary)
Realia (examples of objects that the students can describe, if
needed)

Division of Labour for ALT and JTL:

The ALT would be responsible for preparing the materials, directing the activity,
writing
examples items on the chalkboard, showing examples, and facilitating English
and
brainstormed
conversation
in the classroom. The JTL would assist in teaching the activity and making sure the
students
understood what would be required of them, helping with translations (when necessary),
and
assisting students with the
activity.

Suggestions and Advice:

First, know your students' English level. If the level of English of your students is
low,
you
consider
this
lesson
your
3rd yearmore
students,
I believe
that
could
beare
done
modified.
here.
If can
students
If students
havewith
are
a known
struggling,
grammatical
pattern
examplesbut
tomight
follow,
help.
they
Sentence
arethat
more
patterns
comfortable
at
level if
veryany
with
helpful
the
activity.

188
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oom
DIRECTIONS & DRIVING/"ALT CAR"
Submitted by Amanda White (Iwanamiza PrefecturalActivi
BOE)
ties
Target Group: 2-3rd year
Difficulty Level:
Senior
Conversational
Activity Objective:
High
To practice giving directions, and advising about road and traffic
School
conditions
Directions And Driving

Procedure:
This lesson is designed for a 50 minute class. Students will review pronounciation of
key words
from
a sample dialogue, and both teachers will model the dialogue for pronounciation
practice.
Students practice giving directions in pairs before playing the "ALT Car" Game. During
the game,will remotely control the ALT as a "car" driving through the "town"
students
(classroom)to
byget
using
directions
the ALT to a destination. The classroom can be set up to suit a
variety of
directional phrases and examples.

Materials and Preparation:

Handouts: The handouts will include all key phrases and words presented during the
lesson,
as well
as
a sample
dialogue for the students to follow. Handouts include additional practice
exercisescan
thatdo in pairs after they review the key phrases. Location cards: These can
students
simply
be acards with the name of the destination written on it (e.g. "library") or they
3x5
index
can haveinstead.
a
picture
These will be used to create a "town" inside the classroom. The
location cards can
also include things like "traffic light" or "stop
sign".

Division of Labour for ALT and JTL:

The ALT would ensure that students are engaged in the activity and motivated to
participate
in the
game.
She also
helps with pronounciation, as well as explaining along with written or
illustrated
examples. She actively listens to students' directions and commands while "driving",
and providesThe JTL would ensure that all students get a chance to fairly participate in
feedback.
the activities,
arranging
classroom dynamics and pair-work assignments, while practicing as a roleplayerthe
along
with
ALT for dialogue modeling. The JTL also provides explanations and examples in
Japanese
if students get lost during the
activities.

Suggestions and Advice:

This lesson was one of the most enjoyable for the students, and my goal is to always
reduce
Teacher's Talk Time (TTT) and increase Student Talk Time (STT). So if I could teach the
lesson
again,
Icould
think
I would
allow
students
to
create
town
entirely
from
scratch
at
lesson
material
city
parade,
creatively
temple
festival,
such
in
orbuild
English.
as
shrine,
aorspecific
onother
the
etc.
Otherwise,
concepts
obstruction
The
chain
"traffic
it
ofofis
restaurant,
Directions
that
aconditions"
highly
wouldthe
versatile
and
or
encourage
department
could
Driving,
also
activity,
students
and
store,
include
include
toor
and
problem
events
is
aculturally
religious
flexible
such
solveas
first,
so
that
the
relevant
site
accidents,
and
enough
think
such
to expand
asa the on.