lesson plans & activities by junior high school …...1 lesson plans & activities by junior...

1

Lesson Plans

& Activities by

Junior High School

ALTs and JTEs

Nara Prefecture

2018 Autumn

ALT Skill Development Conference

Cover page images from: moziru.com & clipartpanda.com

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Lesson Plans & Activities for Junior High Schools Nara Prefecture 2018 Skill Development Conference

Table of Contents

JHS 1

What time do you? ....................................................................................................... 4

Dave’s Recent Holiday ................................................................................................. 9

I Drew a Kaiju ............................................................................................................. 12

Dictation: Shapes and Directions ............................................................................... 15

Quiz ............................................................................................................................. 17

Find the mistakes ........................................................................................................ 19

Where is it? ................................................................................................................. 21

The Wonderful Ocean – Program-1 (Who) ................................................................ 24

Things I like - Unit 3-3 .................................................................................................. 27

JHS 2

As/As Magic Bag ......................................................................................................... 30

Work Experience ......................................................................................................... 35

My Dream Vacation .................................................................................................... 42

Let’s talk about sushi! ................................................................................................. 43

What do you want to be in the future? ........................................................................ 58

Infinitive – Noun specific usage ................................................................................. 60

Give A B ...................................................................................................................... 63

Japanese Rules – Must/Must Not .............................................................................. 65

Comparative ................................................................................................................ 67

To + Verb – PROGRAM 7-2 (Sunshine 2) ................................................................. 78

Using the conjunction “if” ............................................................................................. 81

“Must Not” - New Horizon 2 Lesson 4 .......................................................................... 83

A Work Experience Program ....................................................................................... 86

At a fast food restaurant .............................................................................................. 88

How to use to-infinitive ................................................................................................. 89

3

JHS 3

Interview ...................................................................................................................... 90

Directions – Trains ..................................................................................................... 92

Psychological Test ....................................................................................................... 95

RousING Descriptions ................................................................................................. 98

Train Journey ............................................................................................................. 102

The ‘Ben’ of Britain: Understanding Accents in English ............................................. 110

My Best Memory ........................................................................................................ 114

Introducing Japanese Culture .................................................................................... 115

What’s wrong? ........................................................................................................... 117

I Have a Dream – Relative Pronoun Review (Lesson 6) .......................................... 119

JHS ANY

Adjective Name Cards ................................................................................................. 121

Self-Introduction ........................................................................................................... 129

4

What time do you?

Name & School Crystal Nguyen - Shimoichi Junior High School

Target Grade JH ( 1 )

Lesson Topic Expressing Schedule - Sunshine Power-Up #4 Speaking (p.56~57)

Lesson Focus Reading Writing Speaking Listening

Lesson Aim(s) ● Students will learn the various expressions to talk about their

daily schedule ● Students will review the difference between A.M. and P.M.

Preparation & Required Materials

(attached)

● “What time” Janken Game cards

● Time Action Flashcards (optional)

● Tokens (straws, popsicle sticks, etc.)

Activity (in detail)

Time Activity (& Materials as needed) ALT will… JTE will… Students will… 5 min Greetings

- How are you?

- What is today’s date?

- Day of the week

Do the usual greetings to the class as a whole and a few individuals.

Observe and assist any students if necessary.

Students will respond to questions.

5 min Phonics Practice

- ABCs (sounds)

- R and L practice (each class

we review different sounds or

minimal pairs)

Phonics procedure:

- go through the whole alphabet - teach/review target sound(s) - practice sounding out and reading words even if they don't know the meaning - go over some rhyming words [minimal pairs], so like so they see there's only one sound difference

Review phonics with the students and correct any pronunciation if necessary.


Students will practice making the sounds and pay attention to mouth shape.

5

5 -10 min

Review Time Actions

- Review verbs listed in textbook

- Use flashcards to point at verbs

- if time is applicable play a

game of ‘KEYWORD’


Review the verbs with the students by chanting.

Repeat after JTE and chant the verbs.

5 -10 min

Review the Grammar

- Explain & practice the

sentence structure

“What time do you ~?” “ I ~ at ~ AM/PM.”

Review the grammar with students. Ask a few individuals their schedule.

Also ask a few individuals about their schedule.

Express their schedules using the structure taught.

15 - 20 min

`What Time’ Janken Game

- There are two sets of cards,

Questions (BLUE) and Answers

(RED)

- Each student has one of each,

make sure they don’t match.

Coloring coding makes it easier

for students to tell the

difference.

- Each student will also receive 3

tokens.

- Students play Janken in pairs,

the WINNER gets to ask their

question (BLUE).

- If it matches with their

partners answer (RED),

they get a token from

their partner.

- if NO match, then they

move on to another

student.

Demonstrate with JTE how to play the game．

Observe and assist students while they mingle. Ensure they are using the correct English. Play along with students as well.

Demonstrate with ALT how to play the gam．

Observe and assist students while they mingle. Ensure they are using the correct English. Play along with students as well.

Ask each other their schedules according to their cards to find their matches. Attempt to get as many matches/tokens as possible,

6

- If a student has all 3 of their

tokens taken then they can

redeem 1 token by asking the

ALT or JTE a “What time do

you~ ?” question

2 - 3 min

Wrap -up

Ask the students how many tokens they have to see who go the most. Thank them for today’s class.

Collect the cards and tokens.

Answer how many tokens they have. Do closing greetings.

7

Questions

8

Answers

9

Dave’s Recent Holiday

Overview


Time Activity (& Materials) ALT will… JTE will… Students will…

5 min

Greeting Short talk

Greet the student and ask the student about his weekend.

Ask a follow up question based on the student short talk.

Talk about the past weekend.

15 min

① Introduce the topic

(Pre – activity

worksheet)

② Listening Activity

③ Reading Activity

① Explain the

worksheet to

the student.

② Read the

whole text.

Assist the student with the worksheet.

① Fill up the

survey in the

worksheet.

② Take down

notes while

listening.

③ Students will

read the text.

Name & School Dave Nunag, Kamikitayama Junior High School


Lesson Topic Introducing Past Tense


Lesson Aim(s)

Students will be able to learn simple past tense through various listening activities.

Students will be able to naturally respond to closed – ended questions.


(attached)

Sunshine English Course I Program 10 (p. 100)

New English Workbook

Worksheet

10

7 min

Q & A Activity Read the questions and ask the student with each question.

Support the student to understand the questions.

Provide answers orally to each question.

13 min

Target Language Study

① Listening practice

(p. 100)

② Grammar Study

① Read the

assigned

dialogue.

① Provide

instructions

and read the

dialogue.

② Teach the

target

language

utilizing 50% of

Japanese

language.

① Listen and

retell answer.

② Listen to the

JTE and write

down notes.

5 min

Workbook ① Independently

allot time to

review and

practice what

was has

learned from

the class.

5 min

Reflection and Closing ① Assist to

provide

answers to the

student

question.

② Praise the

student for the

day.

① Mainly

provide the

answers to

the student

question.

② Lead the

class to end

the lesson.

① Ask questions

for further

clarifications.

② Provide

feedback with

the class

activities.

11

Program 10 1st Grade

I. Pre – activity Yes, I did No, I didn’t

1. Did you read a comic book last night?

2. Did you have breakfast this morning?

3. Did you go to Koriyama a week ago?

4. Did you eat at a restaurant yesterday?

5. Did you watch a movie last weekend?

II. Listening Activity

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

III. Reading Activity Two Sundays ago, I went to Osaka. I parked my car near Yamatoyagi station. And then, I

took the Kintetsu Line train. I met two university students there from Malaysia. They went to

Nagoya for a ten day study program. And when they finished the program, they still wanted to visit

some places in Japan. They visited Nara park and Yoshino. And their next stop was Osaka. We

rode the train together to Osaka. We talked a lot while we were on the train. We talked about

different things about Japan. It was really great to meet different people all over the world.

IV. Q and A 1. Where did Dave go? 2. How did Dave go to Yamatoyagi station? 3. How did Dave go to Osaka? 4. Where did Dave meet his new friends? 5. Did Dave and his new friends ride the train together? 6. What did Dave and his new friends talk about while riding on the train? 7. If you were Dave, would you also talk to a stranger? Why or why not?

12

I Drew a Kaiju

Overview



10 min

-Quick vocab review -“Simon says” -New Phrase “I drew a kaiju that has OO like a OO.”

Lead in vocab review and “Simon says”

support Repeat back vocab. Play “Simon says”

5 min Students see an example of the presentation that they will do at the end of class when they are finished with their kaiju.

Teacher provides an example and explains the activity. Asking questions about the example kaiju.

Supports in explaining the activity; providing instructions in Japanese as needed.

The students will answer questions about the example kaiju.

Name & School Daniel Sienkiewicz, Soni Junior High School

Target Grade JH ( 1st Year )

Lesson Topic Body parts, plurals, animals


Lesson Aim(s)

Students should be able to memorize and spontaneously use vocabulary to describe features of an animal, or person. I want to promote abstract and creative thinking that allows students to communicate ideas even if they lack the correct vocabulary to identify what they are describing.


(attached)

Enough 6-sided dice for each student to have one

“I Drew a Kaiju” recording/drawing sheet

13

20 min

-Students roll dice and begin recording numbers. Once the students have recorded they then draw what they have written down.

Floats and assists students in creating sentences about their kaiju.

Floats and assists students in creating sentences about their kaiju.

Students roll dice, record and draw.

5 min Students practice describing their kaiju with classmates

Float and assist Float and assist Students have 5 minutes to describe their kaiju to their friends.

10 min

Students share their kaiju with the class

Chooses 3 students to share their kaiju.

Chooses 3 students to share their kaiju.

Students share their kaiju with the class

14

I Drew a Kaiju Students roll a 6 sided die 11 times and records each number they get below.

Next the student fills in the missing numbers next to the body parts list.

The students then draw the kaiju according to the numbers they have filled

in the blanks. Students also have the option of filling in description words

or phrases such as “cat eyes” or “elephant nose”.

Heads ____ Eyes ____ Ears ____ Noses ____ Mouths ____ Arms ____ Legs ____ Hands ____ Fingers ____ Feet ____ Toes ____ (Bonus) Wings ____ Tails ____

15

Dictation: Shapes and Directions

Overview



5 min

Greeting & Warm up Greet Greet & Review vocabulary

Greet

20 mins

Activity: Drawing Dictation (repeat with new partner if time allows)

Give one student the picture without letting the other one see it. Support students in the activity.

Explain the activity Help students make pairs. Support students in the activity.

Make pairs. One student will give instructions on how to draw the picture, and the other student will attempt to draw it based on those instructions within 2 minutes.

5 mins

Wrap-up and close Give comments about the class.

Give comments about the class

Say goodbye.

Name & School Matsui Nobuko , Oujiminami Junior High School

Target Grade JH( 1 )

Lesson Topic Dictation: Shapes and Directions


Lesson Aim(s)

Test listening ability by dictation, with emphasis on shapes and directions Target vocabulary: shape line square triangle rectangle arrow circle oval parallel horizontal vertical diagonal


(attached)

Paper for drawing

Picture cards

16

Picture cards:

Sample dictation:

Draw a square.

To the left of the square, draw a small black circle.

Draw a horizontal line through the middle of the square.

Draw a triangle in the top half.

Draw an arrow pointing right in the bottom half.

Draw a big circle. Draw a vertical line through the middle of the circle.

Draw a small white (empty) circle in the left half.

Draw a small black circle of the same size in the right half.

Draw another small black circle of the same size outside of the big circle to the left.

17

Quiz

Overview

Name & School Yuichi Kitamura, Koriyama Junior High School

Target Grade JHS 1 – Grade 7

Lesson Focus Listening Speaking Writing Reading

Lesson Topic Quiz contest

Lesson Aims Students will be able to enjoy speaking English and learning through a quiz

game.

Preparation &

Required

Materials

Some genres and points are written. This sheet is enlarged and put on the

blackboard. This is used for showing students to see genres and points.

Some quizzes are written. These quizzes on the sheet are read by ALT.

Evaluation

Method

Evaluate not student’s win or lose but students’ attitudes for the quiz contest

Evaluate ability to solve the questions, helping each other in the group.

Points are not related to their grades: points are related to win or lose.


Time Activity/Steps (& Materials)

ALT will… JTE will… Students will…

Before Class

Preparing Make some quizzes such as 3hints quizzes

Prepare required materials for the lesson, using the quizzes ALT made.

2 mins Greeting Greet students Ask simple questions --- What day is it?

---How are you?

Greet students Greet JTE & ALT

5 mins About my summer vacation

Make her short speech about her summer vacation

Listen to ALT’s speech Listen to ALT’s speech

5 mins Asking questions Ask students about their summer vacation

Listen to students’ speech

Talk about his or her summer vacation

5 mins Explanation of the quiz contest

Explain how to do quiz contest to the students in English

After the ALT’s explanation, JTE will make sure how to do the quiz contest in JP

Listen to ALT &JTE And understand how to play the game.

18

5 mins Demonstration of how to do quizzes

Be an ALT part Look at her quiz sheet and read the quiz. Judge the answer, right or wrong

Be a student part choose genre and points, for example, Look at the enlarged sheet on the board and say, “Sports for ten” guess the answer, helping each other in a group and try to answer Right answer→Get

points which students chose. Sports for ten, in this case Ten means ten points!

Look at and listen to the ALT’s and JTE’s demonstration

25 mins

Quiz contest!

Ask quizzes to the students Judge, right or wrong Give some points to the group If they get the right answer.

Go around classroom and watch students’ activities. Count the score of each groups

Make a group of six to Make 6 groups Help each other in a group and try to answer!

2 mins Closing Let the students the result of the quiz contest know! Say “goodbye”

Listen and give big hands Say “goodbye”

Listen and give big hands Say “goodbye”

Modifications

Making the activity easier

Make easier quizzes for students and set more familiar genres for

students

Give some hints to students who can’t manage to solve the quiz.

Making the activity harder

Make more difficult quizzes for students and set more non-familiar

genres for students.

We won’t give any hints to students.

19

Find the mistakes

Overview


Time Activity ALT will… JTE will… Students will…

5 min

Explain the activity

Explain the

activity for the

day to the

students.

To have students

listen to the

explanation and try

to understand

Distribute the

handout to students

Listen to the explanation

and try to understand

what they should do for

the activity

15 min

Do the Work Sheet

Check what

students write,

provide support

Give students

hints

Try to talk with

students in English

Check what students

write, provide

support

Help students who is

difficult to

understand English

Try to do the handout

and write the correct

answer on the

handout

Students can ask for

hints from the

teachers

15 min

Check the answers and explain

Have students

repeat the

sentences in

English

Review and explain

grammar points for

the mistakes

Check the answer

Listen to the

explanation and try

to understand

Repeat after ALT

teacher

Name & School Yuki Okajima, Shikanodai Junior High School

Target Grade JH ( 1st grade students )

Lesson Topic Find the mistakes of the sentences


Lesson Aim(s) To have students understand the correct answer To help students have an interest in English conversation To find the mistakes of the sentences with classmates


(attached)

Students can understand the correct grammar and find the miss of the sentences with classmates

20

Challenge!! ⑭Does your sister plays the piano? ⑮When does Bob and Ken practice judo?

⑯Ken can plays tennis.

ｻｲﾝｻｲﾝ

ALT

Let’s review! Class( )Name( )

①I have four dictionary. ②She gets to eight. ③Does Jun his homework before your class? ④Do you have any pencil? ⑤Who’s new your music teacher? ⑥Do you tired? ⑦Emma go to school. ⑧She have a cat. ⑨My sister studys math every day. ⑩Whoes cap is that? ⑪Yuka don’t know your name. ⑫Are you cook breakfast? ⑬Don’t running here.

Task 1： ①～⑯の文を正しく訂正する。

Task 2: ⑭、⑮、⑯の正しい答えがなぜそうなるのかを自分の言葉で２人のクラスメートに説明し、

サインをもらう。

Task 3: ALT の先生のところに行ってチェックテストを受ける。

（指定された番号の文を３つ正しく言えたら合格）

21

Where is it?

Overview



5 min Warm up ask “How are you?” “What day is it?” “What’s today’s date?”

Answer the warm up questions.

15 min

Grammar introduction

Ask students “Where is my watch?” ”Where is your notebook?”etc After that JTE will teach how to use the grammar.

Answer the warm up questions. Students will take notes.

25 min

Where is my friend house?

Demonstrate it with JTE

Demonstrate it with ALT

work in pairs

5 min Review Ask students what they learn today.

Name & School Yusaku Hatanaka, Utano Junior High School

Target Grade JH 1st grade

Lesson Topic Where is it?

Lesson Focus Speaking Reading Listening Writing

Lesson Aim(s) To ask where their friend’s house is. To answer where it is.


(attached) worksheets

22

年組名前（）〇友達の家がどこかを英語で聞いてみよう。 A: Excuse me. Where is ‘s house? B: It is next to the A: Thank you. B: You’re welcome.

23

年組名前（）〇友達の家がどこかを英語で聞いてみよう。 A: Excuse me. Where is ‘s house? B: It is next to the A: Thank you. B: You’re welcome.

24

The Wonderful Ocean – Program-1 (Who)

Name & School Noguchi-sensei, Tenkawa Junior High School


Lesson Topic Program7-1: Grammar Day: “Who”


Lesson Aim(s)

● Students will be introduced to the grammar point “who.” ● Students will learn how to answer the question of who

someone is, and learn some descriptive vocabulary.(he, she, they)

● Students will learn how to describe traits of people. (tall, nice, kind, etc)


● Sunshine English Course 1 ● Dialogue and vocabulary worksheets ● Guess who images (presentation or flash cards)

Overview

Period Program Contents

1 Program 7 -1 Grammar day “Who”

2 Program 7 -1 The passage about the Dolphin 1

3 Program 7 -2 Grammar “Why”


5 Program 7 -3 Grammar “When”


7 Program 7-1 ~ 7-3 Review what students learned in Program 7.

8 Program 7-1 – 7-3 Program examination

25


Time Activity ALT will… JTE will… Students will…

8

min

Greeting and

Reviewing

- Greeting

- Check the plan

- Reviewing quiz

- Greet the students,

write out days period,

date, and weather

with letters missing (ex:

M__n_ay)

- Give some examples

What is --?

- Write a reviewing

quiz on the

blackboard.

あれは何ですか？

＿＿＿ is that?

それは通天閣です。

＿＿＿is Tsutenkaku.

- Greet teachers

- Answer the quizzes

(Fill in the blanks of

the quizzes.)

・Answer the

questions by ALT.

ALT : What is ___?

Ss : It’s______.

12

Min

Introduce new

grammar

・Review

relevant

grammar

contents

(What)

・Understand

the usage of

“Who”

・Check the

points in a

worksheet.

・Wait until the

explanation is finished.

・Ask students

showing pictures.

ALT: Who is she?”

S: She is Ms.Washine.

ALT: That’s right!

Who is he?

S: He is Obama.

ALT: Great!

Who are they?

S: They are Nirvana.

(and goes on...)

- Explain the

grammar points in

Japanese and then

do pattern practice.

・Ask students

showing pictures.

・Check the usage

of Who using a

worksheet

JTE: Who is he? He is

…?

S:He is Goku.

JTE: That’s right!

Great! Repeat. He

is Goku.

Ss: He is Goku.

(and goes on...)

・Listen to the

explanation by JTE

・Answer the

questions by JTE

and ALT.

20

Min

Textbook

Exercises

1)New Words

2)Basic Dialogue

3)Let’s listen

1) Show some usages

of new words

2) Do role-play with JTE

3) Read the script of

listening quiz

1) Introduce new

words

2) Role-play with ALT

3) Check Ss

concentration

1) Practice the new

words with teachers

2) Listen to teachers

3) Answer the quiz

26

4)Let’s speak

5)Let’s try

4) Show some

examples based on

5) Ask questions to Ss

4) Explain the

example, and then

do pattern practice.

5) Make pairs for

activity.

4) Do pattern

practice

5) Talk with S in

English

7

min

Game

・Guess Who

- Provide hints using

new grammar point

- Participate with

students in guessing

the American and

Japanese celebrities

- Compete to be

the first to guess

each person to earn

points for the class.

3

min

Closing

・homework

・Review

・Greeting

- Ask students

questions using new

and previous grammar

and vocabulary, say

goodbye to students

- Assigns new

homework

assignments and

updates students on

any upcoming

events

- Check their

understanding

- Check their

homework

・Say goodbye to

teachers.

27

Things I like - Unit 3-3

Overview


Name & School Mr. Shin Akazawa , Murou Junior High School

Target Grade JH( 1st Year ) Lesson Topic “do not...”


Lesson Aim(s) To answer the questions using “do not “.

Preparation & Materials (attached)

Cards for the activity


5 min. Warm-up & Review The ALT prepares 20 questions using the basic pattern “Do you …?”

Free talk with the students.

Help students understand and talk to the ALT.

Raise one’s hand quickly and answer the ALT’s questions.

20 min.

Oral Introduction. New Words and Phrases Target Sentences

You play tennis. Do you play tennis? I play tennis.

I don’t play tennis.

ex) I have a guitar, but I don’t have a violin. I play the guitar, but I don’t play the violin.

Talk with the JTE. Answer the JTE’s questions. Pronounce the new words and phrases. Explain how to use the expression. Pronounce the expression.

Give the students listening points. Talk with the ALT using “Do you …?” Explain the meanings in Japanese if necessary. I do not play baseball.

Listen to the JTE and the ALT. Guess what the words mean. Repeat after the ALT. Listen and repeat.

28

I play soccer, but I don’t play tennis. I like English, but I don’t like math.

Give morel reading with the JTE. Read sentence by sentence.

1. Model Reading 2. Choral Reading 3. Individual Reading 4. Role Reading

Listen to the JTE and the ALT. Repeat after the ALT. Practice reading. Play the roles.

20 min.

Practice Common Activity

1. Every student has one

of the four cards.

2. The students have to

find a partner who

has exactly the same

card.

3. When they find a

partner they do

janken.

4. The winner takes the

card from the

partner.

5. The loser goes and

ask the ALT or the JTE

to give him or her

another card.

6. The students don’t

know which cards the

other students have.

Demonstrate with the JTE. Assist students and interact with them. Ask the students: “How many cards do you have?”

1. Give instructions. Demonstrate a model dialog with the ALT. 2. Assist students and interact with them. 3. Have the students count the cards they got.

Listen to the JTE and the ALT, and watch what they do. Find as many partners as they can. Count the cards one got and answer.

5 min. Consolidation Ask some students questions using “Do you ...?”

Help students answer the ALT’s questions.

Answer the ALT’s questions.

29

Sample cards

like English ⚪

want a textbook ⚪

have a brother ⚪

play the guitar ×

like English ×

want a textbook ⚪

have a brother ⚪

play the guitar ×

like English ⚪

want a textbook ×

have a brother ⚪

play the guitar ×

like English ⚪

want a textbook ⚪

have a brother ⚪

play the guitar ⚪

30

As/As Magic Bag

Overview


Time Activity (& Materials as needed) ALT will… JTE will… Students will…

Lead

In/

present

-ation:

15 min

Greeting

ALT: Good Morning! How are you today? So,

before, we talked about how tall the teachers are

with (JTE). We learned –er. Let’s use it together. Do

you remember how tall (another teacher from

the school who is hopefully as tall as the ALT) is?

Students: respond with various answers

ALT: Right. He’s 182 centimeters. (Draws stick

figure on the board) And how tall is (JTE)?

Students: Respond with various answers

(hopefully among them 184 cm)

ALT: Right. He’s 184 centimeters. (draws stick

figure of (JTE) on the board).

ALT: So what do we say? (JTE) is…

Elicit the grammatical structure

Support ALT, translate when necessary

Respond to eliciting questions

Name & School Julie Rhodes, Kawai Board of Education

Target Grade JH ( 2nd )

Lesson Topic As/As grammar structure, Adjectives


Lesson Aim(s)

1. (pair work) To provide a structured, supported practice for the as-as form.

Focusing on adjectives and accuracy. Also serves as a vocabulary review.

2. (group work) To provide students with the opportunity to practice on-the-

spot comparison using as-as. Focus is fluency.


All that is needed is various objects that are comparable in size, texture etc. The

object choice is important and determines the success of the activity, so it is

best to choose them carefully.

31

(ALT holds up number of words on their hand: 5)

Students: (JTE’s Name) is taller than (another

teacher’s name).

ALT: Right, good job. Ok, now, do you remember

how tall I am?

Students: (hopefully answer 182 centimeters.)

ALT: Right. Ah, look. (draws a line to connect the

ALT stick figure and the other teacher’s heights)

Who is taller, me or (another teacher’s name)?

Students respond: (various)

ALT: Is (another teacher’s name) taller?

Students: no

ALT: Am I taller?

Students: No.

ALT: What is the word in English?

Students: (hopefully) same (if not, ALT will give

clues, like “begins with an s”)

ALT: Now, there’s another way to say “same” in

English. (ALT draws three lines on the board). First,

the word in the middle. What is the same about

me and (another teacher’s name)? We are

both… (gestures with hand if necessary)

Students: (hopefully “tall”)

ALT: Right. We are both tall (ALT writes tall in the

center space).

ALT: Now. This word (circles) and this word (circles)

have two letters. And they are the same word.

What word do you think it is?

I will give you a hint. It’s one of these words (of,

by, as) Which word do you use? Please, with your

32

partner, you can use the dictionary. Which word

do you use? 3 minutes.

Run: Students look together and try to hopefully

conclude that you use the word “as.”

ALT will give one minute warning.

ALT: (after minute passes) Ok everyone. So, which

word is it?

Students: hopefully respond with “as.”

ALT: Right, why? What does as mean?

Students: Respond with Japanese equivalent or

English.

ALT: Right, it compares things. (Show’s weighing

gesture with hands)

ALT: Ok, so what is our sentence? ALT is as tall as

(another teacher’s name).

ALT: So, let’s chant. (says line and marks stresses)

ALT is as tall as (another teacher’s name). (Taps

table to indicate chant choral drill)

Drill:

1. ALT is as tall as (another teacher’s name).

Check Questions:

1. Is ALT taller than (another teacher’s

name)? (No)

2. Is ALT shorter than (another teacher’s

name)? (No)

3. Are they the same height (gestures

height) (Yes)

ALT writes completed sentence on board.

ALT is as tall as (another teacher’s name).

What’s the question? How do you ask? (will give

hints that “is” moves)

(Is ALT as tall as (another teacher’s name).)

33

The Answer?

(Yes, ALT is as tall as (another teacher’s name).)

ALT: All right, now for a different question. Are

(JTE’s Name) and I the same?

Students: (hopefully) no. (if not, ALT will remind

them of height)

ALT: Right, so how do we say that? (Writes ALT and

(JTE) on the board with appropriate spaces)

STUDENTS: (ALT) is not as tall as (JTE).

(ALT writes on board) ALT is not as tall as (JTE).

ALT: and one more time, what’s the question?

(points to where it is written on the board.)

Students: Is (ALT) as tall as (JTE)?

ALT: And what’s the answer?

Students: No, (ALT) is not as tall as (JTE).

ALT: Ok. So What’s the rule?

~ is/is not as_____as ~.

ALT Drills various forms:

ALT: Good. Let’s practice a bit. The tomato, the

strawberry, red. What’s the question?

Students: The tomato is as red as the strawberry.

ALT: Ok good, next The lion, the tiger, big.

Students: The lion is as big as the tiger.

Transition:

ALT: OK, now I want us to practice a bit more.

Pairwork

Practice

: 10-15

min

ALT: OK, in this magic bag I have a lot of things.

The things are in pairs. With a partner, I want you

to come up and take a pair of items. Do not show

your thing to your partner.

Explain and model activity


Compare objects with partner

34

First, take your thing and find three words to

describe it. If you need help, look at page ___ in

your textbooks. Then, hold your object behind

your back (models) and play rock paper scissors.

The person who wins rock paper scissors gets to

ask first.

Is your _____ as round as my _____?

To which your partner will reply Yes, my ______ is

as round as your ______. Or, no, my _____ is not as

round as your _______. Each of you must ask 3

questions.

Then, I want you to find three ways that they are

the same. (model) When you are done, raise your

hand. OK?

First, let’s review some adjectives

ALT elicits:

Round/square, Soft/smooth, Smooth/rough,

Long/short, Heavy/light, Big/small, Thin/thick,

Noisy/quiet, Colors

Run:

Students first find adjectives, then ask each other

questions. ALT and JTE circulate, giving on-the-

spot error correction.

Group

Mingle

Product

ion:

15-20

min

ALT: Good, now, everyone stand up. I want you

to take your thing, and compare it with many

other people. Like this: (Model comparison with

JTE.) Find one thing that is the same, and one

thing that is not.

Run: Students mingle and ask/answer questions.

ALT and JTE circulate and note common errors.



Compare objects with partner

Close If students are enjoying the activity and

conversation is lively, this activity will run until

close. If not, ALT and JTE will provide WCFB using

“this is what I heard” format.

35

Work Experience

Overview


Time Activity (& Materials)


5 min Warm up:

Start off with filling

in the blanks for

the date and

weather; do a

short fill in the

blank quiz utilizing

the previously

learned grammar

and vocabulary.

Will write the daily

calendar with letters

missing

Ex: F_r_t 限,

M_n__y 曜日, etc.

Will write out

the short quiz

on the board

Will try to fill in the

date & weather

blanks within the first

minute; will have 3

minutes to do JTE’s

quiz. Last minute is to

go over answers and

earn points.

5 min Vocabulary

spelling quiz

Will speak the 3

previously chosen

vocabulary words out

loud that students will

Will ask students

to spell the

words out loud

when quiz is

Will try to spell

chosen words by just

listening; take note of

the next group of

Name & School Ashley Humphries, Tenkawa Junior High School

Target Grade JHS ( 2 )

Lesson Topic Review: _____ to _____ (ex: housework to do); vocabulary


Lesson Aim(s)

Review previously learned vocabulary. Break down textbook’s dialogue. Practice making sentences by using previously learned

grammar.


(attached)

Textbook

Grammar and dialogue worksheets (JTE)

Vocabulary Scramble sheets

36

attempt to spell by

hearing alone. Will

write out the next 3

words that they will be

quizzed on next class.

over and break

down their

phonetics.

chosen words and

study on their own

time for the next quiz.

10

min

Go over new

vocabulary &

textbook dialogue

Will provide native

pronunciations and

will participate in the

example conversation

with JTE.

Will break down

new

vocabulary for

easier

phonetics and

go over their

meaning; do

example

conversation

with ALT.

Students will repeat

after the JTE and ALT

to help remember

vocabulary and

practices phonetics.

Listen to example

conversation and try

to answer questions

about the

conversation to earn

points.

10

min

Practice

conversations

Will assist by helping

students who are

struggling with

pronunciations and

creating their own

sentences.

Will help

students that

are struggling

to understand

previously

reviewed

grammar points

and struggling

to create their

own sentences.

Students will practice

creating their own

sentences in an

imaginary scenario

with a partnering

classmate.

10

min

Word Scramble:

3-4 different

worksheets for 3-4

different groups

with a unique list of

scrambled words

Will provide

worksheets and assist

students with clues to

help them unscramble

words.

Can help

provide clues

with ALT and

help monitor

students.

Students will

compete with each

other in groups to be

the first to complete

their scramble sheets

for points.

37

Program 6-3 不定詞③「形容詞的用法」

＜復習＞ ①不定詞の名詞的用法→「～すること」と訳す.

例文： I like to play games. 訳（私はゲームをが好きです）

②不定詞の副詞的用法→「～するために」と訳す. 例文： I use a computer to play games.

訳（私はゲームをコンピュータを使います）

☆今日のポイント

① 形：（ to ）＋動詞の原形

② 意味：～する（ための）･･･、～すべき･･･（形容詞的用法）→ 名詞を説明する働き

（例）マンガを買うためのお金がほしい I want some money to buy comic books. ③ テストによく出る典型表現

食べ物 → something to eat 飲み物 → something to drink

暖かい食べ物 → something hot to eat 冷たい飲み物 → something cold to drink

１次の英文を日本語にしなさい。 * a lot of ~（たくさんの～）

① I have a lot of things to do. （）

② I have many books to read. （）

③ He wants something cold to eat . （）

２英語になおしなさい。（１を参考に）

① 私は少しすべきことがあります。＊少し：a few

I have a ( ) things ( ) ( ).

② 私は勉強するための本を多く持っています。

Ihave a ( ) of books ( ) ( ).

③ 私は温かい飲み物がほしい。

Iwant ( ) ( ) ( ) ( ).

38

No( ) Name( )

41

My Dream Vacation

Overview



10 min

Telephone Race

Split students into 2 teams in

single file lines ending at the

chalkboard

The first student in each line

(the “reader”) is given a slip

of paper with a sentence

reviewing a recent grammar

point (pg 70 and 72: to ~)

They read the slip silently and

memorize the sentence, then

whisper it to the next student

in line (maximum 2 times)

Write out

sentences based

on recent

grammar points

ahead of time

Track the points

on a tally on the

chalkboard

Explain game

rules if needed

Ensure

students don’t

speak other

than the

whisper

Reader will read

the paper and

whisper to the

next student

Each student

whispers to the

next until that

last student

Last student

writes the

sentence on the

board

Name & School Torin McClellan, Mitsue Junior High School


Lesson Topic My Dream Vacation


Lesson Aim(s) To get students to express their interest in a place in the world they

would like to visit through both writing and speaking


(attached)

- Telephone Race (sentences of recent grammar points on slips of

paper

- New Crown English Series; New Edition 2

- Chalkboard and chalk or white board and markers

- Japanese English dictionaries

- Students will need their textbooks and notebooks

42

Continue down the line until

the “writer” hears the

sentence and writes it on the

board. The first team to write

it correctly wins a point

Repeat as necessary within

the time allowed

30 min

Main Writing Activity

Students are instructed to

think of a place they want to

visit and why and begin

writing a short speech

They are given dictionaries

and encouraged to use new

words they find to describe

their dream vacation there

Give them examples (food,

important places, exciting

events etc.)

Circulate the

room helping with

questions (spelling

for example) and

checking

sentences for

grammar mistakes

(ensure not to

simply correct the

mistake but try to

guide the student

to the answer)

Answer more

complex

questions in

Japanese

Direct

students to

the ALT for

grammar and

spelling

questions

when possible

Think of and

write down a

short speech

about a place

they’d like to

visit for a

“Dream

Vacation”

Use dictionaries

to try finding

words first and

ask ALT or JTE

when needed

15 min

Speech Practice

Time to practice speaking

and memorizing the speech

To be presented the next day

Used as catch up time for

slower students if needed

Fast learners encouraged to

think of kinds of pictures

they’d like to put on their final

paper (to be displayed)

Same as above

Help students with

pronunciation

(in a free period

before next lesson

find a picture for

each students’

presentation

Same as

above

Same as above

List 3 types of

pictures they’d

like to go on

their

presentation

and give to ALT

43

Let’s talk about sushi!

School & Name Yamatokoriyama JHSs – Sarah Bullwinkle

Lesson Focus Listening, Speaking, Writing, Reading

Lesson Topic Sushi!

Target Grade JH ( 2 年生 ), New Crown Lesson 4

Preparation & Required Materials (attached)

● Sushi powerpoint

● Conveyor belt sushi worksheet

● Game pieces

Overview Activity (in detail)

Time Activity (& Materials as needed)


2 min

Greeting Greet students ● Greet students Greet

15 min

Activity 1 – Sushi Powerpoint

● Introduce sushi

words

● Talk about sushi

in America

● Ask students

questions about

sushi

● Dialogue with

the ALT

● Support

students so they

can understand

the questions

● Makes a list of

sushi types on

the board

● Listen to the

presentation

● Repeat new

words

● Answer the

ALT/JTE’s

questions

10 min

Activity 2 – Conveyor Belt Sushi Game! (prep)

● Distribute

papers and

game pieces

● Do a

demonstration

with the JTE

● Explain the rules

of the game

● Listen to

directions

● Draw pictures of

the sushi

● Write the English

names for their

types of sushi

44

10 min

Activity 2 – Conveyor Belt Sushi Game! (play!)

● Do rock paper

scissors and play

with students

● Do rock paper

scissors and play

with students

● Do rock paper

scissors and play

with students

5 min

Activity 2 – Conveyor Belt Sushi Game! (presentation)

● Asks students to

do a

demonstration

● Chooses

students to do a

demonstration

● Do a

presentation in

front of the class

5 min

Activity 2 – Conveyor Belt Sushi Game! (writing)

● Asks students to

write 5

sentences

● Explains how to

write the 5

sentences

● Write 5

sentences using

“There is/there

are”

1 min

Say goodbye ● Say goodbye ● Say goodbye ● Say goodbye

45

Instructions for Conveyor Belt Sushi Game!

a. Teachers should start the lesson by teaching the different names for sushi in English. (Sea

bream, squid, roe etc)

b. Each student receives 5 pieces of ginger and 5 pieces of wasabi. The ginger is worth +1

point. The wasabi is worth -1 point. Each student receives the worksheet. Students must

create a sushi menu for their sushi restaurant. They should draw the sushi and make sure

they know the correct words in English. Then, students stand up and do rock paper

scissors. The winning team chooses a type of sushi from his/her own worksheet and asks,

“is there any (type of sushi) at your restaurant?” If the losing team does have that same

kind of sushi drawn on their worksheet they answer “Yes, there is.” the winning team gets

a piece of ginger from the losing team. If the losing team does not have that same kind of

sushi drawn on their worksheet they answer, “No, there isn’t.” The winning student gets a

piece of wasabi from the losing student. At the end of the game, students count their

points to see who the winners are.

Example 1 Student A: Is there any egg sushi at your restaurant? Student B: Yes, there is. Student B gives Student A a piece of ginger. Example 2 Student A: Is there any cucumber sushi at your restaurant? Student B: No, there isn't. Student B gives Student A a piece of wasabi.

58

What do you want to be in the future?

Overview


Time Activity (& Materials as needed) ALT will… JTE will… Students will…

5-10 mins

Greeting & Warm up Greetings

- JTE and ALT Introduce

themselves to the

students

- How do I want to be a

teacher or can I

become a teacher?

Introduce himself as a teacher, answer questions

Introduce herself as a teacher, answer questions

Listen to the introduction, ask a few questions

10-15 mins

Activities What do you want to be?

- JTE/ALT will introduce

the list of professions,

explaining what each

one is.

- Students pick what they

would like to be in the

future.

Assist JTE with explanations and pronunciation/ recitation.

Introduce the target vocabulary and pick students to answer.

Listen to target vocabulary, answer the question “What would you like to be in the future?”

Name & School Matsui sensei, Oujiminami junior high school

Target Grade JH( ２ )

Lesson Topic What do you want to be in the future?


Lesson Aim(s) Have students be able to answer the question “What do you want to

be in the future?”


Photocopies of list of professions

59

10-15 mins

Gesture Game

- JTE/ALT will make

gestures and students

have to guess what

profession they are

gesturing. Or, students

can be picked to do

the gestures.

Gesture/help students with gestures.

Gesture/help students with gestures.

Use target vocabulary to call out the gesture.

5 mins

Cool-down/Wrap-up Line Game

- Use the Line Game with

“What do you want to

be?”

Present questions for the Line Game.

Select students to answer in the Line Game.

Play the Line Game.

60

Infinitive – Noun specific usage

Overview




5min Warm up – Greetings - How are you? - What is the date today? - What day is it today? - How is the weather?

Do the usual greetings to the class as a whole and few individuals.


Students will respond to questions.

10min Explain the grammar like to ~ want to ~


Explain the sentence structure.

Write on the blackboard.

15min Activity Writing and Speaking Q What do you like to do? A I like to ~ .

Q What do you want to do after school?

A I want to do ~.

Check the sentences students wrote. Ask the questions.

Explain how to write and answer.

Students will make sentences and prepare for speaking.

10min Practice reading. (Textbook)

Read a textbook with students.

Read a textbook. Demonstrate it.

Read a textbook.

10min Review of today’s agenda. Students write the worksheet.

Name & School Nishi Yuichi Shimoichi JH


Lesson Topic Expressing Infinitive Sunshine Program6-1


Lesson Aim(s) Students will learn that grammar and express their hope.


Worksheet

61

2 年英語学習整理プリント

名前

☆文法整理ノート「to + 動詞の原形」

「to + 動詞の原形」が「～すること」という意味を持つ。

これを不定詞の名詞的用法と呼ぶ。

（例）I want to watch the movie. 「私は映画を観たい。」

I like to play soccer. 「私はサッカーをすることが好きだ。」

☆Challenge

・自分の好きなことを「to ＋動詞の原形」を使って英文にしよう。

・放課後に何をしたいか、「to ＋動詞の原形」を使って英文にしよう。

・会話練習をしてみよう

☆会話練習のポイント

・しっかり相手の顔をみて話そう。

・明るくコミュニケーションを取ろう。

・あいづちを使って会話を盛り上げよう。

・2 分以上会話を続けられるようにしよう。

・ふりかえり記入欄

62

Program6 A work Experience Program ① 組番

名前

○め不定詞（的用法）

I like soccer. （私はサッカーを好みます。

→私はサッカーが好きです。） soccer （サッカーをする）

soccer （サッカーをすること）

I like （私はサッカーをすることを好みます。

→私はサッカーをすることが好きです。）

What do you like to do? (あなたは何をするのが好きですか？) 【発表原稿】

A: What do you like to do? B: What do you like to do?

B: I like to □□. A: I like to □□.

A&B: Thank you. A&B: Thank you.

自分の好きなこと友だちの好きなこと

(例) I like to teach English. あやね likes to play the piano.

（練）

①

②

③

63

Give A B

Overview



12 min

Greeting & Conversation between ALT and JTE

Greet the

students.

Talk with JTE

and ask some

questions

about the

conversation.

Greet the

students

and

support

them.

Talk with

ALT.

Greet the

teachers.

Listen to the

conversation

and answer

some

questions.

5 min

Explain the new grammar’s point.

Read the

examples.

Write and

explain

the

grammar’s

point.

Listen to the

explanation

and write it

down on their

notebooks.

Read the

examples

with ALT.

Name & School Ayaka Tagawa, Kawakami JHS


Lesson Topic give A B : A に B をあげる


Lesson Aim(s) Students will learn the order of English sentences. Students will practice the target grammar through some activities. Students will enjoy the lesson.


Cards printed pictures and points

Music ( Last Christmas )

Worksheet

64

10 min

Activity 1 : Gesture game 1 ALT do gestures. (EX: I’m cold.) 2 Students guess what ALT needs. 3 Students write the answer

using the grammar. (EX: I’ll give you a coat.)

Do gestures in

front of

students.

Make

groups

and

support

students.

Watch ALT

and write

answers.

15 min

Activity 2 : Card game 1 Each students have 7

cards which are printed points.

2 Student A ask the person next, Student B, “Can you give me ～?”

3 If Student B has the card, he gives it to student A. ( Student A throw away a card which doesn’t need.

Student B get a new card from the middle.)

If student B doesn’t have the card, the student A throw away a card which doesn’t need and gets a new card from the middle.)

4 Students repeat it 7 times.

Explain how

to play the

game.

Support

the

students.

Listen to the

explanation.

Practice the

new grammar

and enjoy the

game.

5 min

Activity 3 : Listen to music Listen to “Last Christmas”

and fill blanks of the worksheet.

♪Last Christmas,

I ( ) ( ) my heart.

Support the

students.

Support

the

students.

Listen to

music and fill

the blanks.

3 min

Reflection Make pairs and talk about

what was learned today.

Support the

students.

Support

the

students.

Talk in pairs

about things

they learned.

65

Japanese Rules – Must/Must Not

Overview



1 min

Greeting Greet the students

Greet the students.

Greet the teachers.

4 min

Introduce must Talk with JTE in English twice.

Talk with ALT in English twice and ask questions about conversation.

Listen to Teachers’ talk and answer questions.

15 min

Study must Read sentences aloud on worksheet many times.

Tell them the meaning of must. Read sentences on aloud worksheet with students.

Listen to JTE and fill in the blanks on worksheet. Try questions using must. Read sentences aloud after ALT.

Your Name & School Takuya Tsuchihashi, Soni Junior High School


Lesson Topic must, must not


Lesson Aim(s) Students will learn “must” and “must not”. Students will enjoy introducing rules in Japan.


Worksheet

66

25 min

Introduce Japanese rules to ALT Activity 1: Show examples of rules in Japan.

Activity 1: Write examples on the blackboard.

Activity 2: Think 4 rules and write them on the paper for ten minutes.

Activity 2: Walk around and help students.

Activity 2: Walk around and help students

Activity 2: Think rules and write them for 10 minutes.

Activity 3: Practice to read.

Activity 3: Teach pronunciation if students don’t know how to pronounce.

Activity 3: Teach pronunciation if students don’t know how to pronounce.

Activity 3: Read rules that they make many times for 2 minutes.

Activity 4: Share rules in their group.

Activity 4: Walk around, listen to them and praise.

Activity 4: Tell group members about rules.

Activity 5: Tell rules to ALT. Activity 5: Listen

to students’ presentation.

Activity 5: Listen to students’ presentation.

Activity 5: Tell rules to ALT.

5 min

Review today’s class. Give a comment about students’ performance.

Ask questions “What do you study today?”

Write what students study on a paper.

67

Comparative

Overview


Time Activity (& Materials as

needed) ALT will… JTE will… Students will…

5 min

Greeting & Warm up Warm up ※optional ・line & row, 3-hint

quizzes, bingo, word chain, what’s that? ...

Greet the students. Ask students simple questions from what they learned in the previous lessons.

Greet the students. Support the students in the small speaking task.

Greet the teachers. Warm up for learning and using English – they can reference the text if needed.

10 min

Introduce new grammar.

Demonstrate a short conversation using target grammar.

Listen to the JTE and the ALT and guess the meaning. Repeat after the ALT.

(Showing materials.) ALT: Do you know this money? JTE: Yes, it’s Korean won. ALT: Right. I went to Korea 2 months ago.

Name & School Shintani Taichi, Oyodo junior high school


Lesson Topic Comparative, area of countries


Lesson Aim(s)

Students will learn how to use comparative sentences. Students will learn differences of areas between each countries. Students will practice giving examples. Students will use comparative expressions in their activity.


(attached)

Korean materials (money)

ICT( i-pad, TV )

Worksheets (x2)

a book of maps

PPT

68

Now, do you think Korea is larger than Japan?

JTE: I think Korea is larger than Japan.

Try to understand the target sentence.

Read the target sentence a few times.

Write the target sentence on the board and explain its structure.

15 min

Practice Mechanical

(repeating, etc.)

(Hand out the worksheet) (Showing Power Point) Have students repeat basic comparative words.

e.g. large→larger, fast→faster Have students write the answers with communicative interactions. Have students share their answers.

Repeat after the ALT. Answer questions and write their own answers on the worksheet.

Meaningful (rewriting in negative, writing students’ own answers, etc.)

15 min

Activity Which is larger? (Using a book of maps students use in Social Studies class)

Demonstrate the activity.

Explain how to perform the activity and demonstrate it.

Try to understand how to perform the activity. Listen to the ALT’s demonstration.

Support the students. Perform the activity.

5 min

Wrap up Thank the students for a good lesson. Mention some things the students did well

Thank the students for a good lesson. Mention some things the students did well

Listen to the ALT and the JTE.

69

November, 2018 P-file no.37

Class No. Name

比較級の練習をしよう！

(1) Tokyo Tower is ( )( ) Eiffel Tower. 東京タワーは～だ / より高い / エッフェル塔

(2) A rabbit is ( )( ) Bolt. ウサギは～だ/ より速い / ボルト)

(3) Japan is ( )( )( ). 日本は～だ/ より大きい / イングランド

(4) Which are cuter, dogs or cats? ( ) are ( )( )( ).

(5) (1)~(4)の文を１つ選び、否定文にしよう！

(6) (1)~(4)の文を１つ選び、疑問文にしよう！

(7) 自分で文を作ろう！

70

November, 2018 P-file no.38 Class No. Name

Which is larger? 1. 地図を見て、比較する文を３つ書きましょう。

（例） Russia is larger than China.

(1)

(2)

(3) 2. 地図を見て、比較する国を２つ選び、その国の形を書きましょう。そして、クイズを作りましょう。

（例） This is 〇〇. This is ✕✕. Which is larger?

name name

area cm2 area cm2

★Evaluation （５４３２１） ★Good points about other students and you.

78

To + Verb – PROGRAM 7-2 (Sunshine 2)

Overview




1 min Greeting Greet students Greet students Greet JTE & ALT

5 min Ask some questions

“What day is it today?” “What is the date today?” “How is the weather today?” “How will the weather tomorrow?” “What time did you get up today?” “What did you eat for breakfast?” “What are you going to do this weekend?”

If students can’t answer, JTE will help them

Answer questions

10 min

Review new grammar

Yesterday, we studied [to+verb]. Let’s review the worksheet.”

Check worksheet ⇒ speak the

worksheet aloud

Name & School Tomoko Kuroda, Higashiyoshino JH

Target Grade JH ( 2nd graders )

Lesson Topic To + verb


Lesson Aim(s) Using [to + verb] in dictionary form (infinitive) for telling about the purposes of or the reasons for some actions.


(attached)

Worksheet Stickers Pens

79

25 min

Activity ・Make groups of

four ・Pass today’s

worksheet and pens ・Make sentences

with [to + verb] on it

・Select the best ones for

each student and check their grammar ・Give a sticker to winning

team

・Pass out

today’s worksheet and pens ・Correct their

worksheet

Read one of the sentences for classmates

9 min Consolidation ・Give some comments to

students ・Listen to JTE

and ALT

80

Name: ____________________________ Date: _____________________________

To + verb – Worksheet

Nobita went to his house

Anpanman stood up

Mario got in a car

Snoopy came to our school

81

Using the conjunction “if”

Overview


Time Activity (& Materials) ALT & JTE will… Students will…

5 min Greeting Greet students Greet the JTE

Sing a song Sing with students Sing a song

10 min

Review of conjunctions ‘if’

Show students the presentation and read the sentences for them to repeat. Ask students some questions using ‘if’ For example, ‘If you are hungry, what will you eat? ‘ ‘If you meet Doraemon, what will you ask him?’

Repeat after the JTE. Answer the JTE’s questions They can ask their classmates if they cannot understand or make sentences by themselves.

Name & School Yuki Yoshida , Tenri-Minami Junior High School

Target Grade JH ( 2nd graders )

Lesson Topic Learning expressions using the conjunction “if”


Lesson Aim(s) To have students write about themselves

To have students help each other and carry out tasks together


Laptop ( to show students presentation) worksheet

82

20 min

“Word chain game” (Shiritori in Japanese) The first sentence is ‘If you have a lot of money, What will you do?’ ‘If I have a lot of money, I will buy a big house.’ ‘If I buy a big house, I will have a lot of cats.’ ‘If I have a lot of cats, I will…’

Have students make groups of 4. Give each group worksheet and ask them to work on it together.

Think of their original sentences using worksheet. They help each other and make sure all the members have filled out their worksheets.

10 min

Sharing the ideas Ask each group their sentences Give comments to them

Say their sentences to the class.

5 min Conclusion Make some comments on students’ performances

Listen to JTE

About Shiritori Shiritori (しりとり) is a word game in which players take turns to say words, each of which begins with the final kana of the

previous player's word. The first kana of the word must be the same as the last kana of the previous player's word, the

shiri (尻), or "bottom" of the previous word. The game ends if one player chooses a word ending in the kana n or if he

cannot think of another word.

For example,

1. とまと

2. とんかつ

3. つなみ

4. みかん ← GAME OVER!

Here the final player has lost because they chose a word ending in kana n.

83

“Must Not” - New Horizon 2 Lesson 4

Overview

Name & School Nakanishi Ryosuke, Tenri-Nishi junior high school

Target Grade JH ( 2nd grade )

Lesson Topic Learning the auxiliary verb “must”


Lesson Aim(s) Students can make the sentences used “must” or “must not”


(attached)

“Guess What” quiz handout Picture Cards

Laptop computer Textbook, New Horizon 2



3 min

Greeting Greet students. Greet the ALT and the JTE

Sing a song. （Disney Song, etc.）

Sing with students. Sing a song.

5 min

“Line Game” Ask some questions

Judge correct or wrong

Stand up Answer the questions Sit down

5 min

Review of the auxiliary verb “must”

Introduce what the ALT and JTE must do Model Dialogue: J: You must ～ A: OK. And you must ～

Listen and understand the conversation which uses “must”.

5 min

Introduction of the auxiliary verb “must not”

Introduce what the ALT and JTE must not do Model Dialogue: J: You must not ～ A: Really? You must not ～

Listen and understand the conversation which uses “must not”.

84

27 min

“Guess what?” quiz Demonstrate and explain the rule. Give students the handouts.

Guess which sign the ALT is talking about. Fill out the handouts. Make their own quiziusingisheets

Quiz example: You can see this sign at the beach, the pond, and river. You must not swim. “Which sign is it?”

Show the sign which says ”You must not swim here”.

5 min

Feedback Comment on students’ performance.

Ask for students’ feedback.

Fill out feedback worksheet.

Greeting Greet students. Greet the ALT and the JTE

85

Guess what? CLASS ( ) NO ( ) NAME ( )

A B C

D E F

Question 1 Question 2 Question 3 Question 4 Question 5 Question 6

A. You must not ( ).

B. You must ( ).

C. You ( ).

D. ( ).

E. ( ).

F. ( ).

86

A Work Experience Program

Overview Name & School Masahiro Matsuura , Yoshino Junior High School

Target Grade Junior High School (2nd grade) Lesson Topic A Work Experience Program / Sunshine 2

Lesson Focus Speaking Reading Writing Listening

Lesson Aims ・To have the students talk with others by using the adverbial infinitive ・To have the students comprehend how to use the adverbial

infinitive by reading the textbook and doing the activity ・To have the students express their purpose by using adverbial

infinitive


PowerPoint , Worksheet

Activity (in detail) Time Activity ALT will… JTE will… Students will…

2 min

Greeting ・ask students some

questions and talk with students in English

・greet and

circulate among students’ desks and give individual direction

・greet with others ・ask some questions

in English ・answer the

questions in English

4 min

Review ・circulate among

students’ desks and give individual attention

・give some

questions about adverbial infinitive by using PowerPoint

・answer the

questions

9 min

Explanation

・read the

sentences with students

・select the

students who can explain the key points in the textbook and have the students explain the key points on the blackboard

・explain the key

point on the blackboard with lots of confidence ・listen to the

explanation

15 min

Comprehension

・show the students

a model reading with JTE

・read the textbook

and comprehend it ① repeat after ALT

87

・ask students some

questions about the textbook in English

② speed reading ③ read＆look up ・answer the

questions in English and Japanese

15 min

Consolidation ・show the students

the target of the activity ・explain how to do

the activity in English with JTE ・join the activity

with the students and teach the students many things (e.g. how to pronounce the words)

・give students the

worksheet ・explain how to do

the activity in English and Japanese with ALT ・give students

authentic examples ・observe and

evaluate the students ・have the students

review the activity

・try to do the activity

using the adverbial infinitive ・talk with others in

English as much as they can ・review the activity

and write their thoughts on the worksheet

5 min

Summary ・observe the

students

・give some

questions about adverbial infinitive with worksheet ・collect the

worksheet ・give students

some assignment

・solve the questions

on worksheet ・know the

assignment for next lesson

88

At a fast food restaurant

Overview



10 min

New words ・flashcards

Pronounce new words and phrases.

Show new words and phrases on flashcards. Ask the meanings.

Listen and repeat after ALT.

7 min Practice ・food menu

Show demonstration how to order at a fast food restaurant with JTE.

Show demonstration how to order at a fast food restaurant with ALT.

Listen and guess what JTE and ALT are talking about.

15 min

Practice with group ・food menu ・fake money

Walk around and help students if they don’t understand.

Walk around and help students if they don’t understand.

Make groups and one student will be a staff, then other students order some foods.

Name & School Takumi Uchida, Totsukawa JHS


Lesson Topic Order at the fast food ( Sunshine 2 power-up 4 Speaking)


Lesson Aim(s) To teach students how to order at a fast-food restaurant


Food menu fake money worksheet flash cards

89

How to use to-infinitive

Overview



ALT will… JTE will…

Students will…

7min Greeting Small talk

Ask some questions Help students Answer and Ask some questions

13min Review to-infinitive Use a worksheet

Show an example Ask to ALT Explain how to write and answer the question

Write their own sentences Answer some questions

10min Introduction of new grammar

Answer the question and make a sentence 'A hanger is a thing to hang clothes.'

Show a hanger to ALT and ask, "What's this?" Explain new grammar Show other things and ask the same question to the students ( fan, spoon for monjya, and so on)

Listen carefully Answer the question, and make their own answer

15min

Make sentences as the same meaning! Use the same worksheet

After writing Ask the same question to some students "What's this?"

Help students for writing and speaking

Write their own sentences Answer some questions.

5min Today's point Review today's lesson

Name & School TANIGUCHI Nobuyo, Kurotaki JHS

Target Grade JH 2nd grade Lesson Topic PROGRAM 6( 3 )

Lesson Focus Reading Writing Speaking Listening Lesson Aim(s) Understand and Use to-infinitive


work-sheet some things (fan, spoon, hanger and so on)

90

Interview

Overview



10 mins

Greeting & Warm up game (Line or Row)

Greet the students. Ask the students questions.

Greet the students. Ask the students questions.

Greet the teachers. Participate in the warm up game.

10 mins

Review of My Project 7, from Sunshine English Course 3

Walk around the room and support students.

Lead the review. Go over the main points of My Project 7.

Open their textbooks and notebooks. Listen to the review.

15 mins

Activity 1:

Read the profile and write some questions based it.

Hand out the sample profile. Help students write their questions.

Explain how to read the sample profile.

Read the sample profile. Write questions.

10 mins

Activity 2: Ask the ALT/JTE the questions that they wrote.

Answer questions. (If the sample is the JTE’s profile, pretend to be the JTE).

Answer questions. (If the sample is the ALT’s profile, pretend to be the ALT).

Ask questions and write the answers in profile format.

5 mins

Wrap up Participate in the ending greetings.

Lead the greetings. Make announcements

Name & School Teresa Beirne, Oyodo Junior High School


Lesson Topic Asking interview questions, writing a personal profile


Lesson Aim(s) Students will learn how to read and write a personal profile Students will learn how to ask interview questions


Sample profile (of the ALT or JTE) Worksheet

91

Personal Profile: Teresa Beirne 1993 Born in Yamaguchi, Japan.

1994 Lived in Odawara.

1998 Moved to San Jose, California.

2001 Read the first Harry Potter book.

2005 Became interested in studying Japanese

because Naruto was popular at her school.

2007 On the middle school Lego Robotics team.

2010 Decided to be an animator in the third year

of high school.

2011 Decided not to be an animator in the

fourth year of high school.

2011 Decided to study History and Japanese in

college.

2015 Watched One Punch Man.

2016 Became an ALT at Oyodo Junior High School.

Teresa, age three.

Teresa, graduation day, age 22.

92

Directions – Trains

Overview




3 min

Greeting, Daily Question warmup

Greet the Students Ask them day, date, weather

Give short intro for today’s plan and what was covered last time

Greet the ALT and answer questions

3 min

Introduce Vocab Say Vocab Explain Meaning Or have students give meaning

Repeat after the ALT and maybe give meaning

7 min

Introduce Dialogue (ALT and JTE will act out the dialogue once before seeing if the students understand it)

Make sure students are on task and have textbook/ notebook open. Give help, extra info as needed

Introduce key sentences and grammar/phrases Ask students the meaning Write explanation on the board

Answer JTE questions Write notes/translation

Name & School Brett Nielsen – Haibara/Murou Junior High School

Target Grade JH 3rd year

Lesson Topic Asking for and Giving Directions - Trains


Lesson Aim(s) To understand the basics of asking for and giving directions, specifically for trains. Focus on Polite “Could you (tell me)…”


(attached)

Local Map for Nara

Textbook

93

7 min

Practice Dialogue two times

Say Man’s part First time breaking up sentences (slash reading) Second time Full Sentences

Say Erika’s part First time breaking up sentences (slash reading) Second time Full Sentences

Repeat after both Then a third or fourth time in pairs

10 min

Focus on Basic Expression Grammar Point (Step 1) Could you tell me how to get to Using map either in textbook or on TV with digital textbook

Say the example “Could you” sentences

Say the example answer sentences Pointing out the directions/points on the map on screen.

Students repeat after both

15 min

Make a Dialogue (Step 3) Using information from the textbook make a short dialogue And if time/skill allows Using the Nara map to make more original/unique dialogues. Students may also give directions to the ALT if asked.

Assist students in making their own dialogue and understanding the info/maps. Assist students when presenting their dialogue. Ask the students how to get to different locations.

Give instructions on how to make the dialogue. Assist students in making dialogue and understanding the info/maps.

Discuss with each other how to make a dialogue and create a dialogue with info given. They may write out a script in their notebooks. Some students will present their in front of class.

5 min

Introduce extra vocab and sentences for taking trains/buses

Say in English Give extra info/examples

Explain in Japanese

Repeat after ALT

95

Psychological Test

Overview

Name & School Breanna Pyle, Gojo Board of Education

Target Grade JH 3

Lesson Topic Psychological Testing for Refreshing Children's Hearts

Lesson Focus Writing Listening Speaking Reading

Lesson Aim(s) To help students relax, unwind, and enjoy having fun with English

when senioritis strikes or after an endless battery of tests has destroyed their souls.


(attached)

Questions list for ALT

Scratch paper for students to write/draw on



5 min

What's a psychological test?

Announce that today's lesson is everyone's favorite: a test!! Specifically, a psychological test.

Help guide students to understanding what this is: in Japanese, shinri test. (心理テスト)

Groan loudly upon hearing they have a test; slowly understand using word parts and probably the word “psycho.”

15 - 20 min

Taking the test (question sheet, paper)

Read the questions, helping students understand and answer them.

Help students understand the questions.

Answer questions as quickly as possible once they understand! (Japanese is OK)

10 - 15 mins

Revealing the latent psyche of the middle school mind through rigorous scientific diagnosis

Sample answers, explain what each answer means

Ask students what their answers are, help explain.

Volunteer answers, gain great insight into their true selves or maybe just laugh at their friends!

96

Psychological Test Questions

Psychological Test #1 1. You are walking in a forest. You meet an animal. What animal do you meet?

2. You continue walking. You meet a second animal. What animal do you meet?

3. You find a big castle with a tall tower. How many windows does the castle have?

4. You see a river in front of the castle. How deep is the river?

5. You go into the castle and start to go up the stairs to the tower. The stairs never end! You get tired and sit down to

rest. What floor did you get to?

6. You finally get to the top of the tower! There is a room with a TV inside. You sit down and start watching it.

Suddenly, it turns off! What do you do, or what do you say?

Psychological Test #2 There are 5 sleeping animals in the zoo: a cow, a horse, a monkey, a sheep, and a tiger.

Who is the first to wake up?

Who is the second?

The third?

The fourth?

The last?

Psychological Test #3 Draw a pig. You have 5 minutes.

1. Did you draw your pig at the top of the paper? In the middle? At the bottom?

2. Did you draw a body? Did you draw only a face?

3. For those who drew bodies: is your pig looking left? Right? Forward?

4. Does your pig have big ears, or small ears?

5. (For those who didn't draw bodies, quickly draw a tail) Is your pig's tail long, or short?

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Psychological Test Diagnosis

Psychological Test #1 1. What animal did you meet? → This animal represents you

2. What other animal did you meet? → This animal represents your ideal “type” in a girlfriend/boyfriend.

3. How many windows does the castle have? →Represents how much you love yourself.

4. How deep is the river? →Represents how high your pride is.

5. What floor did you sit down at? 精神年齢→Represents your mental age. ( , seishin nenrei)

6. What did you do when the TV turned off? →Represents what you would do if your girlfriend/boyfriend broke

up with you.

Psychological Test #2 Each animal represents something.

Cow = school, horse = family, monkey = money, sheep = love, tiger = friends

The first animal to wake up is what is most important to you, and so on.

Psychological Test #3 1. Where you drew your pig represents your personality

Top of the paper = positive

Bottom of the paper = negative

Middle of the paper = realistic

2. Body or face only?

Body = You are a little mature

Face = You are a little childish

3. Which way is it facing?

文系、Left = culture type student ( bunkei)

理系Right = science type student ( , rikei)

Front = active type student

4. Ear size

If your pig has big ears, you are good at listening.

If your pig has small ears, you are good at talking.

5. Tail length

The longer the tail, the luckier you are... in looooooove.

98

RousING Descriptions

Overview




4 min Greetings Greet individual students. Have students state the weather, weekday, date.

Support students’ responses.

Respond to ALT’s greetings.

10 min

Review previously learned –ing form, continuous. On whiteboard have written, “My cat is sleeping.”

Remind students of continuous –ing form’s use. Ask individual students to describe what they are doing right now, no repeats allowed. Give first example. Ask JTE

Provide second example by saying what they are doing in response to ALT’s question. Provide support as needed for the students.

Say what they are currently doing, i.e., “I am sitting,” “I am studying English.” Students may not repeat each other and may lie (“I am sleeping,” “I am eating a cheeseburger.”).

Name & School Zoe Holland, Shimokitayama Junior High School


Lesson Topic -ing form and uses

Lesson Focus Speaking Listening Reading Writing

Lesson Aim(s) To review and develop –ing uses.


(attached)

Sunshine 3 textbook page 54

Sunshine 3 digital materials

Whiteboard & dry erase markers

Projector

99

what they are doing.

Remember other students’ responses

10 min

Review previously learned –ing form, descriptive. On whiteboard have written, “The sleeping cat is mine.”

Remind students of –ing form’s preceding descriptive use. Ask individual students to describe others using previous exercises answers.

Provide support as needed.

Describe other students using previous exercises answers, i.e., “The sitting student is Kosei,” “The studying student is Momoka.”

5 min Introduce new –ing form, descriptive. On whiteboard have written, “The cat sleeping on the chair is mine.”

Introduce –ing form’s new succeeding descriptive use. Ask students if they understand and answer any questions they may have.

Provide support as needed. Ensure the students understand the new grammar.

Listen and retain. Ask any questions they may have.

10 min

Race based on Speak section of textbook on p 54. Have picture displayed in the Listen section displayed on whiteboard. Split class into two teams. The teams will alternate having a caller who will develop a sentence to describe one of the people in the picture (I.e., “Circle the person wearing a yellow sweatshirt.”). Each team provides one student with a dry erase pen to race to

Divide students into teams. Monitor for proper grammar use.

Help divide students into teams. Monitor for proper grammar use.

Develop descriptive sentences using the grammar pattern and race to circle the correct person on the board.

100

the board and circle the correct person in the picture. The first person to circle the correct person wins. The caller then becomes the racer for their team and the opposing team provides the next caller. Continue until everyone has been a caller once (for smaller classes, you may use a timer).

5 min Try section of textbook on page 54. In pairs, students will declare which cats in the picture are theirs.

Act out example and explain use of picture and word box. After all pairs have finished, will ask individuals which cat is theirs.

Act out example and ensure comprehension, providing support as needed.

Listen to teachers’ example then work in pairs to claim all of the cats. Answer ALTs questions.

5 min Retrospection. Ask students if they understand the new grammar, what their thoughts on the lesson are, and if they have any questions.

Ask the students their thoughts on the lesson. Provide support as needed.

Answer/ask any questions and say what they thought about the lesson.

1 min End class Say goodbye Say goodbye Say goodbye

102

Train Journey

Overview




1 min

Greeting Greet students. Ask routine

questions (How are you?

What is the date? How is

the weather?)

Greet the

students.

Greet the teachers.

Answer questions.

5 mins

Warm – up Describing game

Put students in pairs.

Write a recently

studied/topical word on

the board.

Time students.

Monitor for

cheating/Japanese use.

Elicit answer from a

student, and have their

partner share what their

hint was.

Check that

all students

know the

word.

Support

students.

Monitor for

cheating/

Japanese

use.

In pairs. One student tries to

describe the word on the

board. Other student has

their eyes closed and tries to

guess the word.

Name & School Bethany Scott, Ouda JHS and Utano JHS


Lesson Topic Train directions


Lesson Aim(s) For students to be able to follow and give directions using the train system.


(attached)

New Horizons 3rd year textbook page 68-69

One copy of the train map per group. (Can use the simplified

map, or use a real map if you want to challenge the students.)

Slips of paper with journeys on them.

103

10 mins

Introduction and teaching. -New Horizon 3 pg 68-69

Model dialogue with JTE.

Provide pronunciation

model for vocab.

Assist students.

Introduce the

topic of

directions.

Explain and

review how

to give basic

directions,

including

station

names, train

lines, platform

numbers and

changing

trains etc.

Listen and take notes.

5 mins

Activity Introduction and explanation.

- One

map per

group.

Put students into groups of

3-4.

Give each group a map.

Ask the students what it is.

Explain task.

Run through first example

with the students. Elicit the

answer from them.

Help to

explain the

task.

Support the

students.

Listen to ALT’s explanation.

Answer the ALT’s questions.

Listen to the ALT’s directions

and follow on their map to

find the destination. Give the

answer.

25 mins

Activity- Train Journey -Paper slips with the journeys on them.

Give each group trip 1.

Check answers and give

out subsequent trips.

For trips 4-8: Hand paper

to student and ask “Can

you tell me how to get

from.....to.....?”

Listen to their answer and

follow on a map. If their

directions are successful,

give them the next trip.

Support

students.

Trips 1-4: One student in

group read instructions. Other

students follow on the map to

find the destination.

When they have the answer,

come to ALT to check and

receive next trip. Rotate

speaking turns.

Trips 4-8: Students work

together to find the best

route from A to B. One

student writes directions, then

comes to ALT and reads the

directions out loud. If they are

correct, they receive the next

trip. Rotate turns.

104

5 mins

Wrap- Up Collect in materials and

worksheets.

Reward the winning team

(the team the finished the

fastest/completed the

most journeys).

Thank students for lesson.

Mention things that the

students did well.

Thank

students for

lesson.

Mention

things that

the students

did well.

Hand in work sheets and

maps.

Return to their original desks.

Ask any questions they still

have.

Thank teachers for lesson.

105

Trip Example: 1. Take the Osaka line from Haibara and towards Uehonmachi. 2. Change trains at Sakurai.. 3. Take the JR Sakurai Line and go north. 4. Get off after nine stops.

Trip One:

1. Take the Osaka Line from Haibara towards Uehonmachi.

2. Change trains at Yamato-Yagi station.

3. Take the Kashihara Line and towards Kyoto.

4. Get off after nine stops.

Trip Two:

1. Take the Nara Line from Namba.

2. Change trains at Tsuruhashi.

3. Take the Loop Line anti clockwise.

4. Change trains at Nishikujo.

5. Get off after two stops.

106

Trip Three:

1. Take the Kyoto line from Kyoto toward Yamato-Yagi.

2. Change trains at Hirahata.

3. Take the Tenri line.

4. Get off after three stops.

Trip Four:

1) Take the Osaka line towards Haibara from Yamato-Takada.

2) Change trains at Yamata-yagi

3) Take the Kashihara line toward Kyoto.

4) Change to the Nara line at Yamato-saidaiji, towards Nara.

5) Get off at the last stop.

107

Trip Five: Nanba → Tenri

1.

2.

3.

4.

Trip Six: Takeda→ Kawachi-Yamamoto

1.

2.

3.

4.

Trip Seven: Ninokuchi → Tennoji 1.

2.

3.

4.

Trip Eight: Fuse → Muroguchiono

1.

2.

3.

4.

108

Answers Example: (JR Nara) Trip One: (Yamato-Koriyama) Trip Two: (USJ) Trip Three: (Tenri) Trip Four: (Kintetsu Nara)

110

The ‘Ben’ of Britain: Understanding Accents in English

Overview




5-10 mins

Greeting & Warm up: Kansai-ben and Beyond

- Have students provide

the teachers with words

and phrases in Kansai-

ben, and any others

they know from other

regions of Japan

(Kanto, Hokkaido, etc.)

Oversee the activity and take notes of these idioms for his own learning!

Oversee the activity and pick students to answer.

Think of words/ phrases they know from Kansai-ben and other regional accents.

20 mins

Activity: The ‘Bens’ of Britain

- Via the PowerPoint, ALT

will introduce students

to many of the weird

and wonderful accents

and idioms of Britain.

- If no PowerPoint is

available, writing each

one on the board is fine

(though takes longer).

Manage the PowerPoint, introduce the new accents through verbal imitation – Welsh, Irish, Scots, Cockney, etc.

Help to translate more difficult vocab/grammar if necessary.

Listen to the various accents and note the different pronunciation of words.

Name & School Nicholas Hall, Oji JHS & Oji Minami JHS

Lesson Topic JHS-3

Lesson Focus Reading Speaking Writing Listening

Lesson goals Introduce students to listening to and understanding accented English.


PowerPoint

111

15 mins

Activity: Decipher That Accent!

- Students will be given

British idioms and will

work together to figure

out what they mean in

groups of 2-4.

- 100% accuracy isn’t

needed – even British

people have issues

understanding other

British people!

Write down and pronounce the sayings, help with answers.

Help to translate more difficult portions of sayings.

Work in small groups to think of meanings and note them down.

<5 mins

Cool-down/Wrap-up: Line Game

- Everyone loves the Line

Game in O-chuu and

Nan-chuu.

Present questions for the Line Game.

Select students to answer in the Line Game.

Play the Line Game!

113

Questions 1. Treat yer sen, babby! 2. Lush 3. That yoke over there/Yoke 4. Alright my lover? 5. Jolly good show, old chap. 6. Blimey!/Crikey! 7. Cracking

Answers 1. Midlands/Nuneaton – Treat yer sen, babby! (Treat yourself to something nice, my friend!) 2. Welsh – Lush (Very nice/good) 3. Irish – That yoke over there/Yoke (That thing over there/Object you can’t be bothered to

name or don’t know the name of) 4. Yorkshire – Alright my lover? (Hello! How are you?) 5. ‘Posh’ English – Jolly good show, old chap. (Excellent!/Splendid!) 6. Britain as a whole – Blimey!/Crikey! (Oh!/Good grief!) 7. Britain as a whole – Cracking (Very good)

114

My Best Memory

Overview


Time Activity (&

Materials) ALT will… JTE will… Students will…

2 min Greeting greet greet greet

20 min

Self-introduction from new ALTs, and best memories during summer vacation from other ALTs

・New ALTs will

give their self-introduction with power-point ・Other ALTs will

talk about their summer vacation with power-point ・answer questions

help ss understand better by asking easy questions

listen to ALTs and take some notes ・ask some questions to

ALTs

26 min

Talk about their best memory in summer vacation and the second semester

・listen to ss’

presentation and ask some questions

・help ss make

posters and scripts ・help ss and ALTs

understand with each other better by explaining the cultural differences between Japan and ALTs’ countries

・Ss make groups of 3 or 4 ・Each ss makes a poster

and script about their best memory ・Some groups will talk to

ALTs, and the other groups talk with each other in three minutes ・Ss answer question from

ALTs and take notes what ALTs say

2 min Greeting greet greet greet

Your Name & School Yoshida-sensei, Seisho Junior & Senior High School

Target Grade JH( 3rd Grade ) Lesson Topic Best memory in the second semester


Lesson Aim(s) Conversation about their memories


ALT summer vacation PPT

Poster paper

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Introducing Japanese Culture

Overview Your name & school Satsuki Ito, Gojo Junior High School Target Grade JH( 3 ) Lesson Topic My Project 8, SUNSHINE COURSE 3 (KAIRYUDO)

Introducing Japanese traditional Culture and events Lesson Focus Writing Speaking Listening Reading Lesson Aim(s) Ss can research Japanese traditional events and tell people that.

Ss can explain Japanese traditional events easily. Preparation & Required Materials

Communication skill Expression ability Understanding ability The knowledge and understanding about language and culture

Activity ( in detail ) time Activity

( & Materials) ALT will JTE will Students will

3 min

Greeting

Teacher’s Small

Talk

motivate students to learn English through greeting and small talk

motivate students to learn English through greeting and small talk

Greeting

listen to Small Talk

5 min

Review

check the script that they worked on before.

walk around the students and check their scripts

walk around the students and check their scripts

check their own scripts one last time.

32 min

Check & read scripts group work：

make a group of 4 Ss read the scripts to each other

group work：

induce them to cooperate the work

group work：

walk around Ss and help them to read partner’s

script

group work：

read and check the script of their partners. draw red lines for a sentence that is good. draw blue lines for a sentence that is difficult to understand.

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solo work：

think of lines. group work：

exchange their opinions solo work：

rewrite the script expression work:

bring the script to completion practice reading tell them the points they should improve each other

solo work：

make Ss think of lines. group work：

make Ss exchange their opinions, and get advice and impressions in their groups. solo work：

let them rewrite the scripts through advises as reference expression

work: tell Ss how to present in front of class

solo work：

walk around and help their work. group work：

walk around Ss and pick up their good points. Advise to make their scripts better. solo work：

help them brush up their scripts; teach them how to read the script more fluently. expression

work: teach them the good way that make their performance

solo work：

think of lines their group draw After that check them and make their script better group work：

exchange their opinions, and get advice and impressions in their groups. solo work：

brush up their scripts practice reading the scripts expression work:

they hold a rehearsal in the groups as three listeners and a performer after that feedback each other

5 min

Consolidation have Ss look

back on lesson talk about next

lesson

look back on this lesson

tell Ss to “practice

without the script”

look back on this lesson with the work sheet

practice without the script

117

What’s wrong? Overview




10 min

Greeting Warm-up

Ask easy questions Answer the questions

Help students

Answer the questions Ask ALT questions

10 min

Expressions about enquiring and responding about health (worksheet)

Help students Show STs the expressions

Fill the worksheet

15 min

Dialogue Words Dialogue Easy questions T or F questions Reading practice

Show the new words Ask questions T or F Qs Read

Ask about the situation Help STs with pronunciations Confirm Help STs Help students

Listen to the CD Answer the Qs Repeat after ALT Answer the Qs Write down the As Repeat after ALT Practice in pairs Dialogue with ALT Overlap with ALT and CD Shadowing

10 min

Skit in pairs Help students comment

Help students comment

Make a skit Practice perform

5 min

Confirming expressions consolidation

Emphasize Expressions Assign homework

Name & School Fujimoto Noriko, Mitsue J.H.S.

Target Grade JH( 3rd )

Lesson Topic What’s wrong?


Lesson Aim(s) Enquiring and responding about health


(attached) Flash cards Worksheet

119

I Have a Dream – Relative Pronoun Review (Lesson 6)

Overview



5 min Ask students day, date weather time also Qs they learned before to review.

Give students Qs

Make Q&A in the natural situation

Answer Qs and take seats.

5 min Ask students what they learned in previous lesson & practice, then move to today’s topic & goal to achieve.

Talk with JTE & students about what we did in last lesson & introduce the story to learn

Listen to ALT& JTE & remember what they did in last lesson.

35 min

5min - Understand what it says.

watch & help students Same as ALT

Read Japanese meaning to understand the content

5min - Talk about the topic

talk with JTE to give students hints & help them

Talk about the story.

15min - Check 1st, 2nd, 3rd reading questions.

Help students answer the Qs.

Explain the meanings & the answers.

Check their answers.

Name & School Tomoko Hara, Yamazoe-JHS

Target Grade JH( 3rd grade )

Lesson Topic Relative Pronoun (RP) Review & Reading material

New Crown Book3 Lesson6 pages 74-77 Lesson Focus Reading Writing Speaking Listening

Lesson Aim(s) Practice recitation after understanding what the problem was, how

they acted and what the result was, using reading questions.


the movies & other visual aids from the digital textbook

120

10min - Check New Words & important expressions

Help students pronounce correctly.

Show Flash Cards & have students practice New Words & expressions.

Practice New Words & Important expressions.

5 min Wrap up today’s lesson. Give students homework

Help pronunciation practice.

Show today’s points and give students practice & homework.

Practice to wrap up Take a memo.

121

Adjective Name Cards

Overview



3 min Greeting: On the board write, POSITIVE ADJECTIVES: What are nice words to describe people….? Brainstorm lists of positive adjectives used to describe people and write them on the board.

Explain and writes words on board

Calls on students for positive adjectives, translating them as needed into English

Brainstorms list

3 min Students will be given a notecard and will be asked to write their name on the top of the paper. I will collect and pass out randomly. Students will write something they like, know or appreciate about that student. Collect, quickly check and redistribute.

Explain activity and circulate

Circulate and answer questions about any unfamiliar words

Write positive adjectives about their peers

Name & School Lindsay Teeples-Mitchell, Mamigaoka and Koryo Junior High

Target Grade JHS ANY

Lesson Topic Learning adjectives (words to describe people)

Lesson Focus Writing Reading Speaking Listening

Lesson Aim(s) Students Will Be Able To understand the use of adjectives (Grade 3) SWBAT use vocabulary that describe them as people (All) SWBAT present confidently in front of a group (All)


1. Notecard/post-it for warm-up 2. 1 handout/student 3. Adjective word bank 4. White paper/cardstock 5. Markers 6. Dictionary

122

5 min Handout worksheet and explain directions.

Handout worksheet. After explanation, show name card.

Explain what an adjective is in Japanese

Listen, ask questions as needed

30 min Begin working on adjective list using dictionary

Circulate and answer questions. Check answers

Circulate and answer questions. Check answers.

Begin generating lists

2 min Wrap up: Homework is to complete name plate and bring to class tomorrow.

Answer any lingering questions

Answer any lingering questions

Homework

Next lesson

Students will present name cards to the class.

Extension 1. Have students write complete sentences using their words or adjectives.

2. Have students write complete sentences using their adjectives while giving an explanation of why they believe they are that word. “I am adventurous because…”

Modification/ Differentiation

High Level 1. Students could choose more than ______ words or adjectives 2. Remove adjective word bank or offer modified list 3. See extension activity

Lower Level

1. Students should choose >___________ words 2. Provide word bank of popular activities in each category

Notes

123

Name:______________________________

Awesome Adjective Name Cards!

Adjective: a word describing a noun. Example: sweet, red, or technical. Lilly is a sweet student.

Directions: Your job is to make a name card with _________ adjectives that describe you. Your goal should be to try to use words beginning with the letter of each letter of your name.

For example: Lindsay (Loveable, Interesting, Neat, Dependable, Sincere, Adventurous, Youthful.)

---------------------------------------------------------

Write each letter of your name in each blank:

Letter

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

--------------------------------------------------------- When you are finished:

1. Circle your _________ best words and check with your teacher.

2. Fold your paper in thirds the long way

3. Write your name in bubble letters

4. Outline with a black marker

5. Fill in adjectives inside letter

6. Decorate background in an artistic and colorful way!

124

Alphabetical List of Positive Attributes

A: • Accountable • Active • Adaptable • Adventurous • Affectionate • Agreeable • Ambitious • Analytical • Articulate • Artistic • Aspiring • Assertive • Attentive • Attractive B: • Balanced • Brainy • Brave • Bright • Brilliant • Bubbly C: • Calm • Captivating • Careful • Caring • Charming • Cheerful • Clever • Committed • Compassionate • Competitive • Confident • Considerate • Cooperative • Coordinated • Courageous • Courteous • Creative • Curious D: • Decisive • Dedicated • Dependable • Determined • Devoted • Disciplined • Driven • Dynamic E: • Eager • Educated • Efficient • Elegant • Eloquent • Empathetic • Encouraging • Energetic • Engaged • Enthusiastic • Entrepreneurial • Expressive F: • Fair • Faithful • Flexible • Fluent • Focused • Forgiving • Friendly • Fun • Funny G: • Generous • Genius • Gentle • Giving • Glowing • Good • Graceful • Grateful • Gregarious H: • Handsome • Happy • Hardworking • Healthy • Helpful • Honest • Humble I: • Imaginative • Independent • Influential • Informed • Innovative • Insightful • Inspiring • Intelligent • Interested • Intuitive • Involved J: • Joyful • Judicious • Just K: • Keen • Kind • Knowledgeable L: • Likable • Logical • Lovely • Loving • Loyal • Lucky M: • Magnificent • Mannered • Mature • Methodical • Mindful • Moderate • Modest • Motivated N: • Neat • Neutral • Nice • Noble • Nurturing O: • Obedient • Observant • Open • Optimistic • Orderly • Organized • Original • Outgoing

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P: • Passionate • Patient • Perceptive • Poised • Polite • Positive • Practical • Precise • Productive • Professional • Proper • Punctual Q: • Questioning • Quick • R: • Realistic • Receptive • Relaxed • Reliable • Resourceful • Respected • Responsible • Romantic S: • Selfless • Sensitive • Simple • Serious •Sincere • Skilled • Sociable • Spiritual • Steady • Strong • Sweet T: • Talented • Thorough • Tolerant • Trusting • Trustworthy U: • Understanding • Unique • Unpretentious • Unselfish • Unstoppable V: • Versatile • Visionary W: • Warm • Wise • Wonderful Y: • Young • Youthful Z: • Zazzy • Zealous • Zesty • Zippy

126

Alphabet Letter Common Word Japanese Translation

A Adventurous

B Busy

C Cheerful

D Determined

E Energetic

F Friendly

G Great

H Happy

I Interesting

J Joyful

K Kind

L Loving

M Manly

N Nice

O Organized

P Polite

R Respectful

S Serious

T Trustworthy

U Understanding

W Wise

Y Young

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Name:______________________________

Name Cards! Directions: Your job is to make a name card with ____________ words that describe you. Example: noodles, running, pottery, traveling, swimming, salt, scuba diving, adventure

Challenge: Try to use words beginning with the letter of each letter of your name! For example: Lindsay (Loveable, Ice Cream, Neat, Dimples, Snacks, Adventurous, Youthful.)

---------------------------------------------------------

Write words that describe you or what you like below:

--------------------------------------------------------- When you are finished:

1. Circle your _________ best words and check with your teacher.

2. Fold your paper in thirds the long way

3. Write your name in bubble letters

4. Outline with a black marker

5. Fill in adjectives inside letter

6. Decorate background in an artistic and colorful way!

128

Word Bank

Sports Foods Hobbies Colors

Soccer Tennis Swimming

Spaghetti Ramen Sushi

Playing the piano Making comics Reading books

Green Orange Blue

… etc.

129

Self-Introduction

Overview



ALT will… JTE will…

Students will…

3 min Greeting Greeting Greeting Greeting

10 min

ask the students ex: “Who attend the baseball club?”

assist ALT help students

answer the questions

10 min

self-introduction do her self-introduction

assist ALT help students

Listen to the

self-introduction

10 min

make questions help students help students make questions to ALT

17 min

ask questions answer the questions that

students made themselves

help students Ask ALT as

many as they can

Name & School Nami Okunishi, Koryo J.H.S. Target Grade JH ( ANY ) Lesson Topic Self Introduction Lesson Focus Reading Writing Speaking Listening Lesson Aim(s) To Listen to the New ALT’s Self Introduction and to make many

questions Preparation &

Required Materials New ALT’s self-introduction

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