Edutaining

Lessons
 (1)

Greetings: Hello! Goodbye!

Target: How to say greetings in English

Vocabulary: Good morning, Good afternoon, Good

evening, Good night, Goodbye, Hello, Nice to meet

you

Preparation: Any greetings song would be ideal,

clock, flashcards

Model Lesson:

 Greet the students

 Introduce the different greetings using the

flashcards and clock.

 Practice greetings by chanting and control the

greeting using the clock or flashcards.

 Practice the greetings with individual students

 Sing a greeting song of your choice (Good morning

song on your CD is ideal).

 (2)

 Play the Greeting Game (see B)

 Say Goodbye to the students

(A) About the flashcards.

Although the greetings cannot be easily represented

with pictures, the time of the day can be used to create

a picture that can serves as a reminder, for example;

(1) Good Morning  sunrise or a person waking up

(2) Hello!  daytime

(3) Good Afternoon  sunset

(4) Good Evening  Dinner time at night

(5) Good Night  a person going to bed at night

(B) Greetings Game

Duration: 20 minutes

Preparation: Hello song and Goodbye song of your

choice.
 (3)

Instructions:

(1) Divide the class into two equal times.

(2) Line up each team at opposite ends of the

classroom.

(3) In turn one player from each team moves to the

front of the classroom and stand face to face.

(4) Teacher shows the flashcard and the two students

race to greet their opponent. The fastest player to

greet their opponent is the winner and gets a point

for their team.

(5) Repeat until all team members have had their turn.

(6) Count the points to determine which team is the

winner.
 (4)

Introductions: Hello, my name is….

Target: Learn how to introduce yourself to others.

Vocabulary: Basic greetings and introductory dialogue.

Preparation: None

Model Lesson:

 Greet the students.

 Hello song of your choice.

 Review a variety of greetings with students.

 Provide an example of a self introduction, fun to use

hand puppet for this activity, for example;

Teacher: Hi, I`m …… Nice to meet you.

Handpuppet (silly voice): Hello, my name is ……

Teacher: Nice to meet you too.

 Practice with the students.

 Help students practice with each other.

 Organize and play the self introduction game (see A)

(5)

 Sing a goodbye song of your choice.

(A) Hello! Nice to meet you! (self introduction game)

Duration: 20 minutes

Preparation: None

Instructions:

(1) Players find another player and make a pair.

(2) The students introduce themselves to each other,

using a variation of the lesson`s dialogue.

(3) After introducing themselves to each other, the pair

play ROCK, SCISSORS, PAPER (Janken). The winner

receives two points and the loser receives one point.

(4) Then, the players separate and play new teachers to

play against.
(5) The player with the most points is the winner.

(Optional) set a target of 5 wins. When the player

reaches this target, they play against the teacher. If

(6)

they win the game.

Feelings: Are you happy?

Target: Practice feelings expressions in English.

Vocabulary: happy, sad, angry, hungry, sleepy, tired,

hot, cold.

Preparation: Feelings flashcards, music CD

Model Lesson:

 Greet the students.

 Sing the Hello song of your choice.

 Demonstrate the dialogue, using the hand puppet and

feelings flashcards.

Teacher: Are you happy?

 Handpuppet: Yes, I am. / No, I am not.

 Practice the dialogue with the students.

 Reinforce feelings vocabulary, using facial

expressions

(7)

and miming.

 Play the Quick Response Game (see A).

(A) Quick Response Game

Duration: 20 minutes

Preparation: None

Instructions:

(1) Split the class into 2 equal teams. Select a

student to come up to the front of the room and face

their teams.

(2) The teacher will say a feeling (e.g. happy, sad,

hungry), and the two students have to demonstrate

that feeling using facial expressions and gestures.

Whoever can express their feeling correctly and

faster than the other student receives one point for

his/her group.

(3) Repeat until all the students have had their turn.

(8)

(4) Make sure there are no help or hints from the

other students, however if after 10 seconds both

students don`t know the word, then their teammates

can then help them.

(5) Other than feeling vocabulary, the teacher can

add more variety into the game by using “action”

words already studied by students such as “sit down”,

“close your eyes”, “touch your head” etc etc.

Suggestions:

(1) Before the game review the words they have

learnt in the lesson and make sure that they know

them well. Say each word and show them the

corresponding facial expressions and gestures .

 (2) The game will be exciting if the scores of the two

teams are evenly matched and sources are kept close.

(3) Increasing the points awarded near the end of the

game is also a good idea, especially if the losing team

(9)

can catch up and turn the tables on the team that is

winning. For example, begin with 1 point for the first

10 students, then 2 points, for the next 5, then 3

points, 4 points and so on……..

Colours: What colour is this?

Target: Identifying colours in English.

Vocabulary: blue, yellow, black, green, white, orange,

purple, grey, pink, brown, red, etc…etc

Preparation: Flashcards and music CD (colour song of

your choice)

Model Lesson:

 Greet the students (warm up, hello song of your

 choice).

 Review material from the previous lesson.

 Introduce the colour words using flashcards and

various objects.

(10)

 Practice the Q/A dialogue with the students or use

your hand puppet.

Teacher: What colour is it/this?

Handpuppet: It`s green!

Teacher: Yes, it is. / No it isn`t! It`s blue!

 Reinforce using a song or a chant of your choice.

 Practice CHALLENGE TIME (COLOURS) see (A)

 GAME: COLOUR CHAIRS see (B)

 Goodbye time (a good bye song of your choice)

(A) CHALLENGE TIME (COLOURS)

Duration: 5 to 10 mins

Preparation: A pointer/stick/ruler, colour flashcards

Instructions:
(1) Place the flashcards on the board or scatter them on

the floor.

(2) Select one student to be the “teacher” and give

them the pointer.

(10)

(3) The “teacher” points at one of the colour

flashcards and asks the other students the target Q

and A. (See model lesson)

(4) The students who know the answer raise their

hands and the “teacher” selects a “challenger”.

(5) The “challenger” tries ti identify the colour in

English.

(6) The “teacher” confirms in English.

(7) Repeat with a new “teacher”

COLOUR CHAIRS

Duration: 20 minutes

Preparation: Flashcards
Instructions:

(1) Place about 6 chairs to the front of the classroom

and attach a flashcard to each chair.

(2) Divide the class into two teams.

(11)

(3) Set the start line to be at the back of the

classroom. Select one player from each team to go to

the start line.

(4) All the players must ask the teacher “What colour is

it?”

(5) The teacher replies, and the fastest player to race

to the chair with that colour and sit on it receives two

points for his/team.

(6) Repeat until all the students have had their turn.

Suggestions:

(1) The teacher can call out flashcards that aren`t

attached to the chairs to trick the students out.

(2) Change the flashcards occasionally.

 (12)

Numbers: Let`s count!

Target: Count from 1 to 30 and beyond

Vocabulary: Numbers

Preparation: Flashcards, music CD (number song of your

choice), small balls….

Model Lesson:

 Greet the students (Hello song of your choice).

 Review material from the previous lesson.

 Lead the students to count various objects around

the room.

 If possible, introduce them to larger numbers, e.g.

10-100, 200, 300, 400, 500 or more.

 Try to focus on the numbers that students have

trouble with e.g. 12, 13, 30, etc.

 GAME: WOW! See (A) (help the students who have

trouble counting and set counting targets for the

game).

(13)

(A) WOW!

Duration: 20 mins

Preparation: softballs, tennis balls, flashcards,

background music.

Instructions:

(1) Divide the class into several small groups of 4-5

students. Each group makes a circle and stands.

(2) Give one ball to each group.

(3) This game is a race between the groups to count

to a certain number target, set by the teacher.

Twenty is a good target to start with.

(4) When the groups are told to start, the member of

each group holding the ball begins the count with

“one”, and passes the ball to another player in the

group.

(5) When a player gets the ball, they say the next

number, and pass the ball on to their teammate. This

continues until the target number is reached.

(14)

(6) When the target number is (e.g. 20) is reached,

the entire group must shout out “WOW”! and sit

down. The fastest group wins, the slowest group

loses.

Suggestions:

(1) The members of the groups can be changed after

every round.

(2) Different number targets can be chosen, 20, 30

or higher.

(3) Count backwards!

(4) Instead of counting in steps of one, count in steps

 of tens so that you can practice larger numbers, e.g.

10, 20, 30,40, 50, 60, 70, 80, 90, 100, 110, 120, 130,

140, 150, 160, 170, 180, 190, 200, WOW!!!!!!!!

(5) Start from a number other than one and continue

to a higher target…e.g. 21 to 40.

(15)

Classroom Objects: What`s this?

Target: Learn how to ask for the name of an object in

English

Vocabulary: eraser, ruler, pen, pencil, book, chair, desk,

scissors, chalk, blackboard, etc

Preparation: stationary items, a box, a variety of

everyday objects (toys are a good idea), flashcards,

marbles or counters, blindfold/scarf, music CD

Model Lesson:
 Greet the students (hello song and warm up of your

choice)

 Review the material from the previous class

 Introduce new dialogue using the “Touch and Guess”

activity. (see A)

Teacher: What`s this?

Students: It`s a bird./ I don`t know.

(16)

 Expand and introduce new words using

flashcards and the target dialogue.

 Reinforce by using the What`s this? chant and

PEEKABOO flashcard activity (see B)

 GAME: What`s this? (Guessing Game) (see C)

 Goodbye time (a good bye song of your choice).

(A) Touch and Guess Game

Duration: 20 minutes

Preparation: a box or bag, various items

Instructions:
(1) Prepare a box with flaps over one opening. These

flaps will prevent the student from looking inside the

box while still allowing them to put their hands inside

and “feel” what is inside the box. Or blindfold the

student, and they have to feel and guess the object.

(2) Secretly place an object inside the box. Ask the

students in turn to feel what is in the box…or feel the

object while wearing a blindfold.

(17)

(3) The students sitting down chant “What is it? What

is it?”

(4) The “Guesser” should identify the object with only

their sense of touch and shout out their guess. The

teacher will confirm if their guess was correct or not.

Example 1:

Teacher: (holding the box) What is it?

Students: (chanting) What is it? What is it?

Guesser touches the object.

 Guesser: It`s a pen.

Teacher: Yes, it is! / No, it`s not!

Suggestions:

(1) If the student doesn`t know what the item in the

box is, instead of complaining in Japanese, they should

say “I don`t know!” or “I give up!”

(2) Even better, if they don`t know what the item is in

(18)

English they should as the teacher or their team mates,

for example;

Player: What is monosashi in English?

Teacher/Teammates: It`s a ruler.

(B) PEEKABOO Flashard Game

Duration: 10-15 minutes.

Preparation: Flashcards classroom or everyday objects,

beat box or instrumental music with a beat, counters or

marbles.
Instructions:

(1) Divide the class up into teams eg Boys vs Girls or get

them to form mini (groups of three, four, or five) teams

with friends.

(2) Go over the flashcards without the beat, then again

with the beat.

(3) Now start the game, place the flashcards behind a

(19)

title or a question mark card.

(4) Push a flashcard up, so the students can see the

flashcard little by little, everyone chants “What`s

this? ,

What`s this?” (along with the beat)

(5) The fastest team to yell out the correct answer,

“It`s a …………” gets three points.

(6) Play for at least 10 to 15 minutes. When the time is

up, get the teams to count their points, the team with

the most points is the winner.

(C) What`s this? (Guessing Game)

Duration: 20 minutes.

Preparation: mini flashcards with pictures of classroom

or everyday objects.

Instructions:

(1) Deal a set number of flashcards to each student

(make sure your have prepared enough multiple mini

(20)

flashcards for a large class, 5 sets of each picture

would be ideal). The students should not show their

cards to the others. Start the game when all the players

have 5 cards each.

(2) The students wander around the classroom and find

an opponent.

(3) When they meet, each student should pick a card

and ask their opponent “What`s this?” (they must not

show them the picture). The opponent must try and

guess what the card is. If they guess correctly, they win

the card. They take turns doing this. Once both

students have had their go, they wander off and find

another opponent.

(4) Repeat until the time limit is up… students who lose

all their cards are out and must sit down.

(5) The student with the most cards at the end of the

game is the winner.

(21)

Suggestions:

(1) Place large versions of the flashcards on a white

board or taped to the wall for reference.

(2) Make sure that you prepare a reasonable number of

mini flashcards. Too few can make the game boring, and

too many will make the game chaotic and difficult. I find

that five is an ideal number for each student.

Parts of the Body:

Target: To familiarize the students with the names of

parts of the body.

Vocabulary: head, shoulders, knees, toes, eyes, ears,

mouth, nose, feet, hands

Preparation: Parts of the body flashcards (large and

mini cards) A3 paper or card, 5-6 marker pens, music

CD.

(22)

Model Lesson:

 Greet the students (hello song and warm up song of

your choice).

 Review the previous lesson.

 Introduce the parts of the body vocab using the

flashcards.

 Check that the majority of the students can

 pronounce the words properly and that they know

what they mean.

 GAME: Drawing bodies see (A)

 Sings a song of your choice (Head Shoulders, Body

March, Count and Move are ideal songs)

 Goodbye song of your choice.

(23)

(A) DRAWING BODIES Game

Duration: 20 minutes

Preparation: large envelopes, A3 size paper/card, 5-

6 marker pens, parts of the body mini flashcards.

Instructions:

(1) Split the class into teams of 5-6 students each

(2) Give each group a large envelope, a piece of A3

size paper/card, and a marker pen. Put around twenty

parts of the body mini cards in each envelope.

(3) On each sheet of paper, the team should draw a

large, blank, round head or body that has no features.

(4) To start the game, one person from each team

runs to the envelope zone, removes one card from

their team`s envelope and shouts out (in English)

what is on the card back to their team. The team

then draws this body part onto their “person”.

(5) The runner returns to their team, tags the next

(23)

runner and you repeat this until all the teams run out

of cards.

(6) Now the game is over, the teams bring their

drawings to the front of the class, to show the other

teams. The purpose of the game is not to draw a

perfect body, the weirder or stranger it looks the

better.
 Suggestions:

(1) The mini flashcards should be randomly

distributed amongst the groups. There is no need for

the envelopes to contain every part of the body.

(2) Although “shoulders” and “knees” are in the vocab

list, they should be avoided as they aren`t very

interesting to draw.

(3) Make sure all obstacles are safely out of the way

so that students have space to run.

(24)

Animals: Is this a dog?

Target: Learn how to identify and recognize the names

of animals in English.

Vocabulary: dog, cat, monkey, elephant, rabbit, tiger,

bird, bear, mouse

Preparation: Flashcards, music CD

Model Lesson:

 Greet the students (hello song of your choice)

 Review the previous lesson`s material.

 Introduce the animal vocabulary with flashcards and

gestures.

 Demonstrate the dialogue with a student;

A: Is this a dog?

B: Yes it is.

A: No, it isn`t. It`s a monkey.

(25)

 Play a quick gesture and guess game to reinforce

the target dialogue.

 GAME: “Cockroach Evolution” (see A)

 Goodbye song of your choice.

(A) DRAWING BODIES Game

Duration: 15-20 minutes.

Preparation: music CD, animal flashcards.

Instructions:

(1) Create an “evolution scale” on the board,

classroom floor/wall with animal flashcards. Each

animal on the scale should have unique movements

that players can recognize and copy, for example;

Cockroach -> snake -> penguin -> rabbit -> lion

-> monkey -> human

(2) All the players start at the bottom of the

evolution scale, the players must crawl on the

(26)

ground like cockroaches.

(3) The players move around the classroom and

look for a partner who is at the same point of the

evolution scale. Then they form a pair and have

short conversation using the dialogue below;

A and B are both cockroaches so they can be

partners:
A: I am a cockroach. Nice to meet you.

B: I am a cockroach too. Nice to meet you too.

A and B then play ROCK, SCISSORS, PAPER.

The winner goes up the scale and becomes a

snake and the loser remains a cockroach. As

the game progresses winners go up, losers go

down the scale.

(4) After completing their conversation, and

playing ROCK, SCISSORS, PAPER. The players

search for another partner who is at the same

level.

(5) Repeat the process until a player evolves into a

(27)

“human”. A human can walk around normally and the

challenge the teacher to a game of RSP. If the

player wins they become GOD or KING and can sit

down. If they lose, they go back to the bottom of

the scale.
 Suggestion:

Play the game several times, try changing the

animals on the evolution scale after each round of

the game.

(28)

Fruits: Do you like oranges?

Target: Talk about fruits in English.

Vocabulary: apples, bananas, oranges, strawberries,

peaches, melons, pineapples, grapes

Preparation: Flashcards, clips/plastic washing clips,

music CD,

Model Lesson:

 Greet the students (hello song of your choice).

 Review the previous lesson`s material.

 Using the beat box track, introduce the target

vocabulary with flashcards.

 Using a hand puppet or volunteer student, introduce

the target dialogue (see below);

A: Do you like apples?

B: Yes, I do. / No, I don`t.

(29)

 GAME: Ostrich (see A)

 Say Goodbye to the students (song of your choice).

(A) Ostrich Game

Duration: 15-20 minutes

Preparation: flashcards, clips, background music

Instructions:

(1) Clear away the furniture in the room to create a

large open space. The players should form a large circle

in this space.

(2) Choose two players to play the game first. These two

“Ostriches” stand facing each other in the centre of the

circle with their hands behind their backs. Hands may

not be used during the game.

(3) Using the clips (e.g. plastic washing clips/laundry

clips), attach a flashcard to the back of the “Ostriches”.

(4) The game begins when the teacher gives a signal,

such as counting down, “Ready, Set, GO!”

(30)

(5) The “Ostriches” must try to find out what flashcard

is on their opponent`s back by running behind them and

getting a look at the flashcard on their backs. The

players must always stay in the circle.

(6) When one “Ostrich” manages to see their opponent`s

flashcard, they must raise their hand and shout out to

the other players what the flashcard is using English. If

correct, they are the winner.

(7) The two “Ostriches” can pick the next pair of

students to play.

(31)

Shapes: Is it a circle?

Target: Talk about shapes in English.

Vocabulary: circle, triangle, square, oval, rectangle,

star, heart.

Preparation: Flashcards, a box, shaped items/felt or

card shapes, karuta cards with coloured shapes, music

CD.

Model Lesson:

 Greet the students (sing a hello song of your choice).

 Review the previous lessons material.

 Introduce the new words using the flashcards or

drawings on the white board.

 Ask the students if they can find the shapes in their

classroom.

 Play “TOUCH AND GUESS” see (A), practice the

target dialogue ; A: Is it a circle?

B: Yes, it is. / No, it isn`t.

(32)

 Repeat the activity and make sure every student has

a turn.

 Reinforce by playing “Karuta” (SEE B) with shapes and

colour flashcards. Encourage the students to ask and

answer each other`s questions…e.g. What shape is it?

 What colour is it?

 FAREWELL: say goodbye to the students (using a

goodbye song of your choice).

(A) “Touch and Guess” Game.

Duration: 10 minutes

Preparation: a box, items of various shapes

Instructions:

(1) Prepare a box with flaps over one opening. These

flaps will stop the kids from looking inside the box and

cheating. The students take turns putting their hands

and guessing what is inside the box, by touching and

feeling the object.

(33)

(2) Without the children seeing, place an item of a

specific shape inside the box. Make sure that it is a

shape that they can say in English.

(3) The player puts his hand into the box and tries to
identify the shape by touch. The player should then

make a guess, and ask the teacher or student holding

the box if the guess is correct.

Example:

Player: Is it a circle?

Box Holder: Yes it is. / No it`s not.

(B) “Karuta” Game.

Duration: 15 minutes

Preparation: Flashcards of coloured shapes

Instructions:

(1) Prepare several sets of Karuta cards, showing

shapes of various colours. The sets should be identical.

(34)

(2) Split the class into groups of 3-4 players, and give

one set of cards to each group.

(3) Have the groups spread their cards out across the

floor or their desks, and put their hands on top of their

heads. All the players should be seated around the

cards.

(4) The teacher will call out a shape and a colour. The

players must try to claim the card featuring that colour

and shape combination by being the first to place their

hand on the card.

(5) The winner in each group is the player who wins the

most cards.

Suggestions:

(1) The teacher can call out coloured shapes that have

already been claimed or do not exist in the set of cards,

in order to trick the students. Students who claim the

wrong card must skip the next turn.

(2) Choose students to call out coloured shapes.

(35)

Directions: Go Left!

Target: Learn to identify left from right, and other

directions in English.

Vocabulary: left, right, forward, back up, stop, go, turn

around, HIT!

Preparation: Flashcards, blindfold, inflatable/soft

hammer, stopwatch

Model Lesson:

 Greet the students (hello song of your choice)

 Review the previous lesson`s material.

 Introduce directions using flashcards, actions or

drawing them on the white board.

 Introduce the target dialogue;

A: Which way?

B: It`s left, go left!, STOP!

(36)

 Allow the students to practice by pretending to

be a robot, listen and follow the commands of

the students.

 GAME: HIT THE TARGET! (see A)

 Farewell (Goodbye song of your choice).

(A) “Touch and Guess” Game.

Duration: 20 mins plus

Preparation: a blindfold, inflatable/soft

hammer, a stopwatch.

Instructions:

(1) Divide the players into teams of 4 to 6.

(2) Arrange the furniture in the room in a

chaotic fashion. Set a target at one end of the

room, and a starting line at the other end of the

room, the furniture should be arranged

chaotically in between.

(3) Decide the order of play for the teams

using

(37)

ROCK, SCISSORS,PAPER.

(4) Teams play one at a time. Choose one player

on the active team to be the “Blind Man”.

(5) Cover the Blind Man`s eyes with a blindfold,

and give him/her a hammer. Spin the Blind Man

around a few times to disorientate him/her.

(6) The Blind Man starts at the start line, and

must cross the room and hit the target with the

hammer. Since the Blind Man cannot see,

his/her team must help by yelling directions in

English. Time the journey with a stopwatch.

(7) If the Blind Man feels lost, he/she should

ask his teammates for help.

(8) Since the furniture will be strewn randomly

across the Blind Man`s path, his/her team must

them avoid bumping into it but shouting out the

appropriate commands.

(38)

(9) When the Blind Man reaches the target,

his/her teammates should instruct them to hit

the target with the hammer, but shouting out

“HIT!”. If the Blind Man misses, keep on giving

them instructions till there is a direct hit. Stop

timing when the Blind Man makes a direct hit on

the target.

Suggestions:

(1) A simple way to create a target is to draw a

large bull-eyes on the blackboard.

(2) In order to create a chaotic furniture

layout in the room, a TPR (Total Physical

Response) style activity can be used. Assign

each player a piece of furniture (their desk and

chair, if possible), and give commands to all the

players. As the players are unlikely to move in

an orderly fashion, this will eventually create an

(39)

interestingly chaotic layout.

(3) Teams may compete for the fastest time, or

attempt to beat a minimum time in order to

 pass. e.g. set a two minute limit for the teams

to beat.

Time: What time is it?

Target: learn how to tell the time in English

Vocabulary: numbers from 1 to 60, a.m., p.m.

Preparation: number flashcards, time flashcards (a.m.,

p.m.) clock prop with movable hands.

Model Lesson:

 Greet the students (hello song of your choice)

 Review previous lesson`s material

 Review or introduce numbers from 1- 60, quick karuta

game would be ideal for this.

 Using the clock prop, teach the students how to tell

the time. Practice the target dialogue below;

(40)

A: What time is it?

B: It`s ten twenty p.m.

 GAME: ROCK, SCISSORS, PAPER RELAY (see A)

 Farwell (goodbye song of your choice)

(A) “Touch and Guess” Game.

Duration: 20 minutes

Preparation: time flashcards

Instructions:

(1) Before the game, prepare some time flashcards.

Write a variety of times on pieces of A4 paper, using

hour, minute and a.m./p.m.

(2) Depending on the class size make short lines using

the flashcards. For a large class e.g. 20+ students make

4-5 lines. Each line should contain at least 8 flashcards.

(3) Divide the class into an even number of teams

containing 4-5 players. Each team starts at one end of

(41)

the line of flashcards.

(4) When the game begins, the first player of the team

at the end of each line of flashcards walks along the line

towards the other end. As the player passes each

flashcards, they read out aloud from them in English.

(5) As there is a team on each end of every line, the

players will eventually meet somewhere between the

ends of the line. When this happens, they challenge each

other to a JANKEN battle (Rock, Scissors, Paper). The

loser must return to the end of their line, and the next

member must start. The winner continues to advance.

(6) If a player manages to reach the other end of the

line without losing, their team gets a point.

(7) The team with the most points wins.

(42)

Days of the Week:

Target: Learning how to say the Days of the Week in

English.

Vocabulary: Monday, Tuesday, Wednesday, Thursday,

Friday, Saturday, Sunday, any vocab that they have

studied previously e.g. colours, shapes, feelings, animals,

directions, time……

Preparation: Days of the week flashcards, and

flashcards from previous lessons, TV schedule with

pictures of popular Japanese Kids TV programmes,

Music CD.

Model Lesson:

 Greet the students (hello song of your choice)

 Play CRISS-CROSS QUIZ to review past lessons (see

A)

 Introduce Days of the Week using beat box.

 Practice the target dialogue;

(43)

A: What day is it?

B: It`s Monday, Tuesday, Wednesday, etc..

 A: Is it …Thursday, Friday, Saturday, etc…

today?

B: Yes, it is!/No, it isn`t!

 Reinforce with a Days of the Week song or chant.

 Play the TV Quiz game (see B), practice the target

vocabulary below;

A: What TV show do you like?

B: I like Naruto.

A: When is Naruto on TV?

B: It`s on Sunday at seven.

(44)

 Farwell (goodbye song of your choice)

(A) Criss-Cross Quiz

Duration: 10 minutes
Preparation: flashcards from the previous lessons

Instructions:

(1) Students start the game standing in a grid

formation with roughly equal numbers of rows and

columns. Using chairs is optional. The goal of each

student is to sit down!

(2) Ask a question, or ask the players to identify a

flashcard. Players who know the answer must raise

their hands and shout out “I KNOW!” If no players

raise their hands, tell them the answer and ask a

new question

(3) The teacher chooses a player whose hand is

raised, the chosen player answers the question, if

it is wrong, choose another player. If correct, then

(45)

they can sit down. This player also picks a

direction, forward, back, left or right. All the

other players in the selected direction also sit

down.

(4) Continue until only one player is left. This

player gets to play a batsu game or has to do a

dare. Choose something simple, that is not likely to

cause embarrassment, self introduction in English

is always a good choice.

(B) TV Quiz

Duration: 15 minutes

Preparation: Worksheet (TV schedule for one full

week, for one channel, in Japanese.

Instructions:

(1) Split players in 4-8 teams of roughly equal size.

Give each player a copy of the worksheet, which

should be a TV schedule showing one week`s of

(46)

programmes for one channel in Japanese. The day

and time should be clearly shown on the schedule.

 (2) The teacher, asks the teams for the day and

time of various TV shows.

(3) Teams show that they know answer by raising

their hands, and teacher selects one team to

answer. Teams must recite the answer as a group,

not individually.

(4) Correct answers get one point. The team with

the most points when the time is up, wins the

game.

Sports: Let`s Play Baseball

Target: Learning about sports in English and invite

friends to play together!

Vocabulary: baseball, volleyball, basketball, tennis, table

tennis, etc….etc….

(47)

Preparation: flashcards, and if possible sporting

equipment (balls, bats, rackets)

Model Lesson:

 Greet the students (hello song of your choice)

 Review the previous lesson`s material.

 Introduce the sports vocabulary using flashcards and

LTA/TPR

 Practice the target dialogue below;

A: What sport do you like?

B: I like baseball.

A: Let`s play baseball!

B: Sure! / No, I`m sorry.

 Practice Activity: “CHALLENGE TIME (Sports)”

(see A)

 GAME TIME “Handkerchief Snatch” (see B)

 Farwell (goodbye song of your choice)

(48)

(A) CHALLENGE TIME (Sports)

Duration: 5 minutes

Preparation: Sports Flashcards

Instructions:

(1) Place the Sports Flashcards on the whiteboard.

(2) Select one player to stand in front of the

whiteboard and be the “Teacher”.

(3) The “Teacher” picks one of the sports flashcards

and shows it to everyone.

(4) The players who know the name of the sport can

raise their hand. The “Teacher” selects a

“Challenger”, and asks them “What sport do you like?”

(5) The “Challenger” replies with the name of the

sport on the flashcard, e.g. “I like basketball”

(6) If the “Challenger” is correct, the “Teacher”

should hand the flashcards to the “Challenger” and

say, “Let`s play basketball etc, etc…..”

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(7) The “Challenger” becomes the new “Teacher”.

 Then play again till the time is up.

(8) If the “Challenger” is wrong then switch to

another player.

(B) Handkerchief Snatch

Duration: 20 minutes

Preparation: handkerchief or towel, sports

flashcards

Instructions:

(1) The teacher places the flashcards on the

whiteboard and chooses a keyword from the set of

sports flashcards. Tell the students what the

keyword is.

(2) Keep the “Keyword” flashcard face up on the

whiteboard, and turn over non keyword flashcards.

(50)
(3) Players form pairs and are seated facing each

other, with the handkerchief on the desk or floor

between the players. The players start the game with

their hands on their heads.

(4) Practice the target dialogue with the players.

(5) If the teacher uses the keyword, the players

must race to snatch the handkerchief.

(6) Repeat. Change the keyword for every round.

(51)
Actions: Simon Says! / Teacher Says!

Target: teaching the students action commands

Vocabulary: action commands, e.g. stand up, sit down,

open your books, close your books, touch your head

(other parts of the body), put your hands up / down,

jump, go left, go right, stop. Feel free to add more,

having a set of verb/action cards would be useful too.

Preparation: Music CD (genki kids, Super Simple Songs,

Maple Leaf songs are ideal)

Model Lesson:

 Greet the students

 Review the previous lesson with a song or game

 Introduce the action commands, using TPR/LTA and

flashcards.

 Practice and reinforce action commands with the

students, have them standing in a big circle and add a

beatbox track to make the activity more entertaining

(52)
 and create a steady rhythm.

 GAME: Simon Says / Teacher Says (see A)

 Sing a Parts of the Body Song of your choice

(suggestions; Head Shoulders Knees Toes, Touch Your

Head, Hokey Pokey, Pinocchio Song)

 Farewell (Goodbye song of your choice)

(A) Simon/Teacher Says

Duration: 15 minutes

Preparation: Parts of the Body Flashcards

Instructions:

(1) The basic rule of the game is that the leader

“Simon” which is the teacher to begin with, gives

action commands to the players. The players perform

these actions ONLY if the leader says the key phrase

“Simon Says” before giving the action command.

(2) Start the game by giving the commands at slower

(53)
speed, then gradually speed up as the game continues.

(3) Players are “out” if they do not obey the leader`s

instructions, if they move incorrectly and if they move

when the key phrase is not used.

(4) The players who are “out” must move to the front of

the classroom and check that the remaining players

correctly obey the commands of the leader and help

catch out the players who make mistakes.

(5) There is no need to play the game until the last

person is out. If there are still five or six students left

in the game when you decide to finish playing it, all of

them can be winners. Repeat the game if there is enough

time.

Suggestions:

(1) To add excitement to the game, choose a student to

be the “leader”, prompt the student if necessary.

(2) Before starting the game, review the action words

with the students and make sure they knew each action
 (54)

well. Demonstrate with actions while repeating the word

is a good way to help students understand.

(3) Some teachers prefer not to use “Simon”, the leader

could use his own name or use “Please…..” For

example…..”Yuki says, Touch your ears” or “Please touch

your knees”

Weather and the Four Seasons: How`s the weather?

Target: Learn about the four seasons and the weather

in English.

Vocabulary: sunny, rainy, windy, snowy, cloudy, stormy,

spring, summer, fall/autumn, winter.

Preparation: flashcards, beatbox track, weather song of

your choice.

Model Lesson:

 Greet the students (sing a hello song of your choice)

 Review the material from the previous lessons using

 (55)

the CRISS CROSS QUIZ see page 44

 Introduce the vocabulary with flashcards.

 Demonstrate and practice the target dialogue with

the students:

A: How`s the weather?

B: It`s sunny.

A: What`s the season?

B: It`s spring.

 Reinforce with a chant or song.

 GAME TIME: Weather Karuta (see A)

 Farewell (goodbye song of your choice)

(A) Weather Karuta

Duration: 15 minutes

Preparation: karuta cards featuring pictures of

seasons and weather conditions.

 (56)

Instructions:

(1) Prepare several sets of karuta cards which show

seasons and weather conditions. The sets should be

identical.

(2) Split the class into groups of 3-4 players, and give

one set of karuta cards to each group.

(3) Have the groups spread out their cards across

the floor or on their desks, and put their hands on

top of their heads. All the players should be seated

around the cards.

(4) The teacher calls out a weather condition or

season, the players must try to claim that card by

being the first to place their hand on it.

(5) The winner in each group is the player who wins

the most cards.

 (57)

Suggestions:

(1) The teacher can also call out words that have

already been called out, or do not exist in the set of

cards, in order to test the students` listening skills.

Students who claim the wrong card must skip the next

turn.

(2) Instead of having weather and seasons on separate

cards, consider making cards that show a combination of

season and weather. The teacher can call out these

season/weather combinations using a variety of

sentences, e.g. “It is/was sunny in spring”, “This summer

is/was very windy.” This will make the game slightly more

challenging, as the players must try and pick out the

keywords from a sentence.

 (58)

Nationality: I`m from Japan.

Target: Learn about the English names of different

countries.

Vocabulary: America, Australia, China, France, Germany,

Japan, Korea, Italy, Korea, Italy, Korea, Italy, England

Preparation: Flashcard (flags), worksheet (3x3 Bingo

grid of country flags)

Model Lesson:

 Greet the students

 Review previous lesson`s material

 Introduce the vocabulary using flags or symbols of a

country)

 Practice the target dialogue below;

A: Where are you from?

B: I`m from Korea.

 Game:- “Janken BINGO” (see A)

 Set up and explain the game.

(59)

 Supervise the game and see that it goes smoothly.

 Game:- “World Basket” (see B)

 Set up and explain the game.

 Play the game, starting as the first “IT”

 Farewell (Goodbye song of your choice)

(A) Janken Bingo

Duration: 10 minutes

Preparation: bingo worksheets (3x3 grid showing

flags of different countries), mini flashcards or

badges to represent students` nationalities

Instructions:

(1) Give each player a worksheet and give them a

nationality.

(2) Players find opponents and challenge them to play

Janken (rock, scissors, paper). The winner starts a

conversation with the loser using the target dialogue

(60)

below;

Example: A

and B play rock, scissors, paper. A wins!

A: Where are you from?

B; I am from Spain.

A draws an X through or places a chip/counter on the

Spanish flag on A`s bingo worksheet.

(3) On their own worksheet, the winner marks the

flag of the country that the loser replies with.

(4) Players continue to play the game, the first

player(s) to get BINGO is/are the winners.

Suggestions:

(5) Try making several variations of the bingo work

sheet so that different students get different grids.

(6) Alternatively, supply an empty grid and ask the

students to fill them in themselves

 (61)

(B) World Basket (Fruit Basket variation)

Duration: 15 minutes

Preparation: mini flag flashcards (to help the

students remember their given country).

Instructions:

(1) Players make a circle using their chairs. Players

begin the game by sitting in their chairs.

(2) Assign each player a country by giving them a mini

flag. Players must remember the name of their

country in English, so practice it with them a few

times.

(3) Teacher begins the game as IT, and stands in the

centre of the circle.

(4) With IT standing in the middle of the circle, all

the other players must ask IT for the name of the

country using the lesson`s dialogue.

 (62)

Students: Where are you from?

IT: I`m from Australia.

(5) IT responds by calling out the name of a country

of their choice. Players who were given this country

must leave their seat and move to a new one. At the

same time, IT will try to sit in an empty seat. The

player left without a seat becomes the new IT, and

the game begins again.

Suggestions:

(6) Try having more than one IT at one time. Each IT

should pick a different country.

(7) Allow IT to say more than one country..

(8) Set a bonus phrase which, when used by IT,

requires all players to change seats. Examples of

bonus words include “World Basket” or “All

countries”.
 (9) Instead of the country names, use nationalities eg

Spain Spanish, Japan Japanese and so on….

(63)

Sickness: What`s wrong?

Target: Talk about being sick and illnesses

Vocabulary: fever, cold, stomachache, toothache,

headache, diarrhea, itches (feel free to add more if you

wish).

Preparation: music CD (how are you? song of your

choice), sickness tokens (in the form of mini flashcards)

2 white coats for the doctors (if possible), a toy first

aid kit, ribbons.

Model Lesson:

 Greet the students (sing a hello song)

 Review previous lesson`s material

 Introduce the target vocabulary using flashcards and

actions.

 Teach the target dialogue below;

 A: Hi, what`s wrong?

B: I have a fever!

(64)

 Introduce and sing a feeling song of your choice (I

recommend using from one from Super Simple

Songs), help the students understand the song.

 Reinforce the target dialogue using a chant, make

sure you create rhythm and pronounce the words

slowly.

 GAME:- “Hello Doctor” (see A)

 Farewell (Goodbye song of your choice)

(A) Hello, Doctor!

Duration: 15 minutes

Preparation: sickness tokens (mini flashcards), 2

white coats (if possible), ribbons

Instructions:

(1) Choose two students to be the doctors, the rest

of the students are patients.

(2) Create a sickbay (doctor`s room) for each doctor,

one at each end of the room.

(65)

(3) Give the patients one sickness token each.

Patients must keep their sickness a secret from each

other.

(4) Patients must search for another patient

suffering from the same sickness using the target

dialogue.

(5) When a patient finds another patient suffering

from the same sickness, they form a pair and visit

one of the two doctors.

(6) After talking with the doctor, the doctor gives

each patient a ribbon and a new sickness token. The

patients continue playing with a new sickness.