1 Full Class

By Stephanie Vasse, 11 April, 2018

Summary: This lesson combines English, origami, and Christmas into a fun cultural exchange activity. The students will follow your verbal English instructions while you slowly go through the Youtube tutorial step-by-step. At the end of the activity, they'll have a Santa Claus or two to take home.


By Joy Sung, 22 December, 2017

1. Introduce the 4 seasons and talk about the differences among them. Have the HRT help generate ideas and output from the students.

2. Introduce the sentences "What season is this?" and "It's ~" using gestures and pictures of seasonal events/things. Practice the sentences. Examples: 

By Georgia Troha, 21 December, 2017

After students have already learned numbers, colors, shapes you can use this lesson to review and get them into the holiday spirit (if your school is Christmas friendly)!
They will create Christmas cards by requesting specific shapes from their partners.

By Sam Ramdani, 4 December, 2017

You may be aware that I recently solicited the ALT community for responses to a questionnaire in the hopes that I could use the data to build a family feud style game. Well,  I did my best, but only around 11 ALTs responded to my survey. I filled in the rest of the responses by soliciting my facebook friends, and ended up with about 55 responses. I've put it all together now, so here it is...

By Stephanie Vasse, 13 September, 2017

Summary: This lesson is based on the Japanese New Year's Game "Fukuwarai," where one person closes their eyes and another person directs them to place the parts of face on a blank face. The face always winds up looking funny and everyone laughs. This lesson recreates that game but with added Jack-o-Lantern flair. They color a blank pumpkin worksheet, then design their own Jack-o-Lantern face parts out of construction paper and play the game with a partner using up, down, right, left, and stop.

By Joy Sung, 1 May, 2017


(ALT and OTE demonstrate the dialogue)

Employee: Hello, this is PizzaMan. How can I help you? 

Customer: Hello. Can I order a pizza? 

Employee: Of course. What toppings do you want? 

Customer: Can I have cheese, mushrooms, and olives, please? 

Employee: Sure. Can you tell me your phone number, please? 

Customer: Yes. It's 012-345-6789. 

Employee: And can you give me your name? 

Customer: Yes. It's Kabigon. *

By Joy Sung, 1 May, 2017


(e.g. ALT is the customer and and OTE the store employee.) 

OTE: "Welcome to EIGO Burger! You can make your own burger! 

ALT: "Nice! I'm super hungry!" 

OTE: "Which meat do you want?" 

ALT: "Beef, please." 

OTE: "Which toppings do you want?" 

ALT: "Cheese, onions, lettuce, and tomato, please." 

OTE: "What sauce do you want?" 

ALT: "Mayo, ketchup, and tabasco, please." 

OTE: "Which side do you want?" 

By Daniel Taccone, 23 March, 2017

Students practice  dialogue and exchange One Piece themed character cards while introducing their characters to their friends. The aim is to try to find out the relationship of as many characters as possible within 8 minutes.


By Bridget Cassie, 23 March, 2017

1. Begin with a skit between the ALT and OTE. This skit can be replaced by a video and can also be changed up according to the person.

By Bridget Cassie, 23 March, 2017

1 Demonstration

OTE: “Let’s eat lunch…..Oh no, I forgot my lunch!”

ALT: “Don’t worry, you can share with me” (ALT brings out their hamburger lunchbox) – note it doesn’t need to be  hamburger.

OTE: “What’s that? Your lunchbox?”

ALT: “It is made of plastic, it looks like a hamburger, it is made in japan, it tastes like plastic” (OTErepeats after me to confirm each sentence).

By Bridget Cassie, 23 March, 2017

1. Introduce the grammar point: “When is ~ ?” with a short listening activity using holidays.

A worksheet is not required, but it is a good idea to have a reward scheme set in place for volunteers. If you have a quiet class you may want to choose the students randomly from the roll.

The ALT and the OTE have a short and simple conversation about their *fictional* coming weekend. The students need to listen, so make it simple and repeat.

By Bridget Cassie, 22 March, 2017

1. Oral introduction – ALT and OTE use a short dialogue to explain the grammar point.

For example: (The ALT and the OTE are on opposite sides of the room. The ALT is holding a black pen and the OTE is holding a red pen).

ALT: This is a black pen. That is a red pen (Pointing at your pen, then pointing at their pen).

OTE: This is a red pen. That is a black pen. (Pointing at your pen, then pointing at their pen).

By Laura Young, 22 March, 2017

Make a handout with 20 sentences on it. 13 sentences should be correct. 7 sentences should be incorrect in some way.

Students will work in their groups to review the 20 sentences in the handout. They are to decide A) which sentences are correct and which are incorrect, and B) the changes needed for the incorrect sentences.

Each group will receive a set amount of money to buy sentences.

Students must bid on sentences as they’re called out randomly one at a time. They are then told if the sentence is good or bad.

By Natalie Barbieri, 22 March, 2017


  1. Mardi Gras! 
  • Show pictures of the festival, people with masks, and dancers.
  • Show the students a calendar of the month of Mardi Gras. 
  • Show them a map of the United States and where New Orleans is located.
  1. Review the color vocabulary: red, green, blue, yellow, black, white, orange, pink, and purple.
  2. Review the school supply vocabulary while showing them the supplies: paint, paint brush, string, plate, water, towel, and photo.


  1. Using the given colors, have studen
By Natalie Barbieri, 22 March, 2017


1. Sing the alphabet song. Even though your students may not be very active during the song, you still should stay upbeat and entertaining.

  • If your school does not have a CD with English songs, you can easily find one on the Internet or iTunes.

2. Review the letters of the alphabet.

By Natalie Barbieri, 22 March, 2017


  1. Have the students write the words (see attached worksheet): egg, chicken, happy, easter, basket, pink, blue, yellow, purple.  (Note 1)
  2.   Have the students match the pictures: egg and chicken, basket and hay, color names and the matching colors. (Note 2)
  3. Review the colors of the paints.


  1. Have eggs for all of the students and adults who will participate in the activity.
  2. As you paint your eggs, repeat the names of the colors.
By Natalie Barbieri, 22 March, 2017


This lesson is the final lesson for the Nakayoshi students. This lesson uses both written and verbal English skills.


1. The students must write their names in English, the date, and and their class (kumi).

2. The students must write the words in English (see attachment). Each word must be written two to three times.

By Stephanie Vasse, 21 March, 2017

This is a lesson to practice the S+V+C grammar from Lesson 6 Part 2 in New Crown. The vocabulary used comes from page 69 (happy, unhappy, excited, angry, sad, nervous, sleepy, tired) plus a few from outside the book (hot, bored, confused, cool, cold, and hungry). You can say these are “emotions” at the start, but be aware that cool doesn’t fit that pattern!


By Karyn Stecyk, 21 March, 2017

Lesson: Past tense review – New Crown 1 p.104-106)

Length: ~45min (or longer), including explanation time

Prep: create 5 sets of the following cards (attachment no longer available), color-coding for each set will make assigning team names and keeping score easier

-game will involve 5 groups of ~7 students, depending on class size

(of course, you can make additional sets of cards to increase the number of groups)

By Ian Nixon, 21 March, 2017

In this game students score points by placing words on the board, and completing sentences.


Print, cut and possibly laminate the cards. You’ll need enough sets for groups of ~5 people. There are a lot, so you can probably get away with printing only the first 3 (maybe 2… maybe..) pages.

Print a board (and optional scoresheet) for each group.


By Rachel Pritchett, 21 March, 2017

Class split into 7 or 8 teams of 5 or so students. Each team gets a dry erase marker and a set of 10 laminated colored cards. (Team Red gets 10 red cards, Team Orange gets 10 orange cards, etc. Write team names on board.) Make sure the cards are laminated! so their answers will easily erase off of the cards and you can use them again for the next class or future team games.

By Leanna Jenkins, 15 March, 2017

Here is a worksheet and two activities for practicing comparatives in New Crown 2 – Lesson 7  (Pg 78).

Sample duration: Worksheet: 20–25 minutes, Card Game: 10–15 minutes, Janken Game: 10–15 minutes


Students will practice writing different superlatives by comparing some popular cartoon characters in Japan.

By Katie McIntosh, 15 March, 2017

This worksheet is a slight extrapolation of the New Crown 3 lesson on pages 74-75 about introducing a person you respect.

It includes:

  • some opinion questions,
  • adjectives that may be useful,
  • examples of people to choose from,
  • an example speech about Florence Nightingale, and
  • space to make notes and write your own speech.

This lesson can be split over multiple lessons to give students a chance to think about what they will write. 

By Brian Chung, 15 March, 2017
  1. Before the class, print out the clues in the “Logic puzzle clues” file”.  There should be 16 clues in total.
  2. Place 4 clues in each corner of the classroom.
  3. Hand out the logic puzzle worksheets.  The worksheet has a description of the puzzle and a mostly empty 5×5 grid.
  4. Split students into groups of four.
  5. Explain the puzzle: There are five characters. Each character lives in a different color house, drinks a different drink, has a different pet, and a different hobby.
By Michael Atkinson, 14 March, 2017

fun quiz game that can be adapted for a grammar point, or great for those open-ended lessons where your OTE asks you to “introduce your country” or something like that.


By Amanda Hahn, 31 October, 2016

This lesson was inspired by a lesson Ovando did about misconceptions of many countries.  As most students forget anything I did in my self-introduction lesson after a year, I decided to give a little refresher about America.  And what better way to do it than by a true/false quiz?

By Amanda Hahn, 31 October, 2016

A good activity for the end of year, once all the grammar points on the syllabus have been completed.

Divide students into groups and ask them to find three separate categories of items:

People to Find—students are to ask each other questions and find a person who has had a specific experience (e.g. saw a movie last weekend).

Things to Write—students are to find information that can be found around the English room/classroom and write it down.

By Amanda Hahn, 31 October, 2016

Works naturally with JHS 2 because the textbook talks about jack o’lanterns and Halloween, but could be adapted for the other two levels easily.  Also could be displayed at Culture Festival easily…

In class, give the students the worksheet, and tell them that they are making a jack o’ lantern.  In the space underneath, they are to introduce the pumpkin.

I required four sentences and one use of the future tense.  I gave them this example:

By Alex Aono, 31 October, 2016


  1. Explain how to use relative clauses by writing some examples on the board.
  2. Have a short quiz of animals for the students to guess.  Ex: This is an animal that likes honey.  What is it?  (Bear)
  3. Hand out the paper.  Give about 5 minutes for each section, then check the answers.  Make sure they practice saying the answers.
  4. With any remaining time ask the students to make their own quiz questions, then have them ask the class.
By Christopher Shirley, 31 October, 2016


Print the attached files. Laminate the bomb innards sheet. You’ll need one copy per group.

Print the debriefing sheet. One copy per kid.

Print the script. One copy, for your eyes only.

By Christopher Shirley, 31 October, 2016

First, I’ll show my kids a slideshow of me doing things on vacation, but I lie and say this vacation is coming up and I took the pictures with my “future camera.” As we go through it, I have the kids help me make example future tense sentences on the board. (“I will go to Seoul.” or “I am going to go to Seoul.”)

By Christopher Shirley, 31 October, 2016

This is a lesson I did for “how” with my 1年s. My OTE wanted to do both “How can I [verb]?” and “How [adjective] is [whatever]” in the same lesson, so it may be a bit much. If you have more time it would help to split those up.

1) We opened with conversation and asked the kids to interpret it, after which my OTE went over the complicated stuff in Japanese.

By Christopher Shirley, 31 October, 2016

For the introduction, I show my kids a slideshow or video of me doing various thing ridiculously, but with verbs they know (cooking edamame in a rice cooker). Then as a class we make example sentences on the board.

By David Dowell, 26 October, 2016

Explain to the students that you will be finding out who is the strongest in the class.

Draw a tree diagram on the blackboard with the student’s names or initials. The boys will compete with boys and girls with girls. Place a desk in front of the blackboard to hold the arm wrestling match!

By David Dowell, 26 October, 2016

The ALT or OTE begins the lesson by dividing the class into eight teams.

Next, have the students janken to decide the order in which students will represent their team. 

The ALT will have a set of magnetic cards for the board, each having a different activity written on them (e.g. swimming, using a computer, eating a hamburger, etc.). 

By David Dowell, 26 October, 2016
  • Introduce the “I can” dialogue in a brief conversation with the OTE. Then have the students follow along with the text conversations, listening to the ALT, or a tape, or volunteering to read themselves.
By David Dowell, 26 October, 2016
  • Break students into groups and assign each student in the group a number.
  • On the board, place all the cards in any order.
  • Have students janken for first group.
  • Student number 1 of the first group stands up and chooses a number.
  • OTE/ALT asks the student, “Who is this?” The student must answer correctly and choose another number to find its pair.
  • The Team with the most matches win.
By David Dowell, 26 October, 2016
  • Create a worksheet. The worksheet will have a box for the students to draw a picture of someone in and lines for them to write sentences. It will also have the example sentences for the person you have a big picture of. The example will be something like, “He is Johnny Depp. He is an actor. He is 48 years old. He is very handsome.”
  • Show your example picture to the class and ask them, “Who is this?” Encourage the students to form sentences about the character.
By Rachel Bowyer, 25 October, 2016

A worksheet for students to write about their favourite memories from the past year and what they are looking forward to in the future.

It is nice to keep all the time capsules and return them a year later for the students to see what has changed in that time.

If you have told the students in advance it is fun to ask them to bring in a photo or something meaningful as well. You can open the time capsule as a class later on and appreciate it together.

By Rachel Bowyer, 25 October, 2016


  • Ask students what countries they would like to visit for their Christmas holidays and what they would do there.


  • Put students into groups of 4.
By Rachel Bowyer, 25 October, 2016

Some Halloween activities after you have introduced the joyous occasion.



Explain that all the teachers have been turned into frogs and that it is up to the students to make the school rules using “you have to” and “you don’t have to”.

Ask students to present their school rules.



Read and repeat the vocabulary, explain what to do and that there is a hidden message to be found.

Once completed explain the hidden message

By Misty Ahmadi, 20 October, 2016


  • Before the lesson, set up your own “What’s this?” bag by placing each of the classroom objects inside.
  • Reach into your bag and pull out an item.  Ask the students “What’s this?”  Once the students respond, put up the appropriate flashcard and have the students place the item on their desk.
  • Repeat until all flashcards have been put on the board.

Classroom items: pen, pencil, marker, eraser, pencil case, ruler, tape, glue, colored pencils, book.

By Misty Ahmadi, 20 October, 2016


  • ALT introduces the vocabulary to the students.



By Misty Ahmadi, 20 October, 2016


Before the lesson, make up a poster with “Can you 〜 ?” questions.

Review “Can you 〜 ?/I can 〜 ” with the students.

By Kylah Riendeau, 20 October, 2016


This is a lesson that can be modified to revolve around reviewing vocabulary through Pictionary.

By Kylah Riendeau, 20 October, 2016


  • Introduce vocabulary using flashcards. Keep the words simple. No more than eight words. I use: sun, moon, star, comet, planet, rocket, spaceship and alien.

  • Practice as a group then as individuals.


By Kylah Riendeau, 20 October, 2016


  1. Introduce shapes (circle, square, triangle, heart, diamond, cross, star)
  2. Hand out worksheet, students take out colored pencils.
  3. While students are writing their names on their papers (in romaji) arrange the color flash cards and the shapes (separately) at the bottom of the board.
  4. Collect students name tags and put them into an envelope/hat or small box.
  5. Pull a name out of the hat and call the student up to choose a color. They must tell the class the color name and hang it in the middle of the board.
By Natalie Barbieri, 17 October, 2016

New Vocabulary: The Daily Routine

Wake up, go to sleep, take a bath, eat breakfast, eat lunch, eat dinner, go to school.


1. Before reviewing the new vocabulary, first review the different times on a clock. This includes 1 to 12, and 30 minute times (See Note 1).

2. Teach the new vocabulary featured above. Use pictures to illustrate the vocabulary. For example, if the vocabulary is ‘go to school’, make sure to also have a picture of a student going to school.

By Stephanie Edwards, 17 October, 2016


I did a lesson on Australian animals, where I introduced the vocabulary whilst reading the famous Australian children’s story Possum Magic by Mem Fox. I also had a copy of the same book in Japanese (ポスおばちゃんのまほう) which was read by the Home Room Teacher (HRT). This idea could be adapted to suit a variety of different sets of vocabulary, depending on the chosen story book.

By Stephanie Edwards, 17 October, 2016


Introduce the sports vocabulary and grammar points by asking the HRT/students “What sport do you like?”

Practice the English pronunciation of each sport, paying close attention to those sports that are katakana words (basketball, soccer, dodge ball etc.)


Find Your Team Game

By Amanda Ribarchik, 17 October, 2016


  • Review numbers 1-10 and introduce the names of face cards (Ace, Jack, Queen, King)
  • Demonstrate the key phrase “Do you have~” by interacting with the homeroom teacher.
    • Ask him/her to pick a card from the deck and show the class.
By David Dowell, 15 September, 2016

Teams of 3-5 students can pick their song from the list of approved songs below.

Lyric Presentation Project

Presentation must be conducted entirely in English!

By Mairi Holtzner, 1 August, 2016

If your students have practiced numbers a bit before and are good at listening, this lesson will be easy. If not, you may have a challenge on your hands, but you can adjust by doing less of the dot to dots or opting for the easier ones.

Make sure you cut off the answers before you make the student copies of the dot to dot sheets!

By Mairi Holtzner, 1 August, 2016

A fairly easy color lesson suitable for Elementary school. Students must know numbers already.

For the karuta cards I recommend cutting colored paper into 5x6cm pieces and laminating them.

Copy the coloring pages onto A5-sized paper (two pages printed on A4 and cut it in half) because the bigger the page is the longer it takes them to color it.

By Mairi Holtzner, 1 August, 2016
  • First practice turn right/left, go straight, go back, stop, etc.
  • Next, have students stand and move the way that you direct.
  • Next, students give directions to move a magnetic arrow on a map of Kyoto. You can print out photos of the temples separately and use them again next year.
  • Have students sit and ask for a volunteer. The volunteer wears a hat so their eyes are covered.
  • Hide something in the room (like a chalkboard eraser) and the students raise their hands to give a direction  (turn left! etc.).
By Jennifer Nishizaki, 27 July, 2016

Start class by telling students that you are from a warm country and that winters in Japan are much colder than what you are used to. Ask them to write you a letter telling you how to survive winter in Japan. They must have at least five suggestions for you and they must be in the form of “I think you should ______________ because ___________.”  For example: “I think you should drink hot lemon because it is good if you are sick.”

Brainstorm some ideas with the kids and do a couple of examples on the board.  Then, have them write their letters.

By Kylah Riendeau, 27 July, 2016

A present progressive activity involving speaking and writing.

By Cherrelle Turner, 27 July, 2016

Warm Up- 5 minutes

Ask student volunteers to spell as many words as they can in English in 3 minutes (teacher writes them on the board as they are spelled)


Introduction to New Material- 10 minutes

Write each of the objective words on the board

Have students repeat

Have students translate the words into Japanese (have the OTE confirm answers)

Repeat again


Guided Practice- 5 minutes

By Aisling O'Grady, 27 July, 2016
  1. Before class, place flashcards around the room in unusual places.
  2. Split class into groups (at least two groups of 3-4 people).
  3. Give each group the first clue to one of the flashcards
  4. When the first clue has been given to each team, start the game. The teams read their clue and find their picture flashcard. They bring their flashcard to the teacher and read their clue.
  5. If it is correct, they get the next clue.
By Gary Grennan, 26 July, 2016
  • After giving a handout to each student read the story aloud and carefully explain the goal.
  • Make groups of 6 and have them assign the following roles to one another:  2 writers, 2 interviewers, 2 readers.
  • Interviewers go to different groups to get the clues.They memorise the read-out clue.
  • Readers read one clue each to the other interviewers.
  • Writers write down the newly memorised clue from their returning  interviewer.
By Marie ?, 26 July, 2016

The powerpoint file is too large to upload to the speakraku site, but it can be found using this link (or see the KIIF-friendly link below) to a google drive document. To download it as a powerpoint, just select “download” from the file menu.

By David Dowell, 26 July, 2016


Introduce the vocabulary. After pronouncing each month you can write a corresponding katakana character as a hint on the picture card.

Write “When is your birthday?” and “My birthday is in….” on the board and ask students what they mean and practice pronunciation. A good idea is to start by breaking down the phrase.  Repeat with all of the months.


Hand out the worksheet, and write on the board:


When is your birthday?

My birthday is in 〜 .

Sign, please.

By David Dowell, 26 July, 2016


(In advance) Students color printed sushi and then cut it out.  The teacher should have created their own version of the plate on a large piece of paper.

1. In pairs, students go over what they want to eat using one of two versions.

“I would like to eat ~ . Next, I would like to eat ~ .” or

“One.  I would like to eat ~ . Two, I would like to eat ~ .”

2. Once students has said the piece of sushi using the grammar point, they can glue it onto their plate sheet.

By Rachel Bowyer, 26 July, 2016

This is to teach students about the Christmas traditions of advent calendars and writing letters to Santa using the grammar point “I want/I would like”.

The advent calendar is in the form of a Christmas tree and can be used to decorate the students’ classroom. Students will each get a present-shaped piece of card and on one side write their student number and on the other side write their present request to Santa. The format I used was “To Santa, I would like a ~ please, thank you, (name)”.

By Rachel Bowyer, 26 July, 2016


Show month cards and get students to repeat. Guess with the picture clues when the HRT and ALT's birthdays are.


  • Hand out the month cards and get the students to think of one thing that happens in those months such as a festival or what the weather is like. Present their choices to the class in month order.

Birthday Ice Cream

By Jessica Ng, 26 July, 2016


  • Teach animal names to students using “Do you like 〜 ?”
  • Teach animal sounds

Ask the students what the Japanese version of animal sounds are and let them guess the English version

  • Story/Song with Old McDonald Had a Farm

Let students fill in the blank for the animal name in the song, ask how many animals are in the picture

By Graham Nolan, 26 July, 2016

1. Demonstration               (5 – 10 mins)

i) Placing the empty map on the board tell the students “This is Kobe”. You can use the poster printer at school to make a large enough copy of the map.

ii) Show the place flashcards (printed separately) and repeat. Do this for station and train line names as well.

By Graham Nolan, 26 July, 2016

Start the class by writing several questions using “like” on the board. Give each student a piece of A4 paper and tell them to write their name and the answer to 3 or 4 questions. It may help to put some sample answers on the board.

By Erin Watson, 25 July, 2016

Bye bye man warm-up (Hangman but without the hanging references).

  • Draw Christmas characters on the board (eg Santa, Rudolph, an elf, etc) beside a word or sentence blanks.
  • Have the students guess one letter at a time. If they get any wrong, rub out a part of the drawing. The idea is to not let the whole drawing be rubbed out or the students lose! (5-10mins)

Flashcards: Learn new words/Christmas vocabulary.

  • Say and repeat.
By Helen Tran, 25 July, 2016

Quick review

OTE/ALT holds up pictures and ask “What is this? Students are to guess what the picture is depicting. (This should be a review topic)


OTE/ALT holds up pictures and asks “Who is this?” Students are to guess who the picture is showing.

Teachers may ask “Who is she/he” instead, to highlight the difference between the two.

Teachers have the students practice the new words and repeat after the teacher.

By Elizabeth Taylor, 25 July, 2016

This lesson is for One World 3 Lesson 2. It focuses on the grammar point, “They call the cranes the gods of the wetlands.”

1. Start the lesson by covering up the Japanese names and have your students tell you the Japanese names. As the students tell you the names put the characters up on the board.

2. Explain that in your home country the same characters have different names. The students will compete in groups to match the Japanese name with the foreign name for the character.

By Audrey Morell, 25 July, 2016


Show the students some simple shapes – a square, a circle, a triangle, a horizontal line, a vertical line, etc. Drill pronunciation if required.

Show them how to describe the relation of the shapes to each other. e.g “The square is between the triangle and the circle”. But then point out that this doesn’t tell us whether the shapes are distributed horizontally or vertically. So, “The square is to the right of the circle and to the left of the triangle” would be more accurate.

By Emmanuel Parello, 22 July, 2016


Ask students what words they know that come from English, and write them down on the board.  Then, tell students that they will be learning three broad categories of Katakana English words: words that have different meanings  in Japanese than in English, (like mansion) words that have vastly different pronunciations (like Makudonarudo for “McDonalds”),  and words that have been shortened, (like conbini and air con).  The OTE should translate.

By Alisha Abbott, 22 July, 2016



  1. Write on the board- “What is your favorite..?”
  2. Ask children their favorite of various categories; food, color, sport, etc.
  3. Demonstrate with your OTE. Ask your OTE these questions.
  4. Write your OTE‘s answers on the board: My favorite food is….


Ask a question and have OTE answer.

By Elisabeth Leaf, 22 July, 2016
  1. Hand out worksheet.
  2. Review basic vocabulary related to directional instructions.
  3. Students choose a destination from the map and write directions on how to get there from the starting point.
  4. There are 6 teams. Each team gets four coloured place markers. When the game starts, one person from each team goes into a group.
  5. One person from the group gives directions. All the others listen and move their marker to the destination.
By Amanda Ribarchik, 22 July, 2016

This is a scavenger hunt game using relative pronouns and reduced relative clauses. It’s a good wrap-up for Lesson 5, as the hunt includes all of the relative forms they learned in this unit.

By Mairi Holtzner, 20 July, 2016

In this lesson students will practice the “what’s this? It’s______.” grammar point. I recommend teaching when to use a, an, or neither. If the HRT is hesitant to allow you to teach them a/an, you can point out that the goal is exposure and experimentation, not mastery. This class works best after learning the grammar point, but it is possible to teach the grammar point in the same lesson provided the class does not have an especially low skill level.

By Clayton McIntosh, 20 July, 2016

Below is a simple plan for lesson 7 of Hi Friends 2. It involves three main parts: a gesture activity, the Momotaro story and a play. Make sure the students have their copy of Hi Friends 2.

I suggest moving the tables to the back and getting the students to sit in curved rows.

Gesture Activity (10 minutes)

Using gestures, introduce the following opposing words: strong/weak, good/bad, brave/shy. Here are some suggestions for gestures -

By Rachel Pritchett, 20 July, 2016


First I made two sets of 12 cards with pictures of my hobbies, country, favorite food (Japanese and American), favorite color, etc. with magnets on both sides of the card. (Be sure to either laminate the picture with a colored piece of paper in the background or glue it on afterwards so the cards aren`t see through)

By Mairi Holtzner, 20 July, 2016

Students learn to describe their clothes using "I have ____  ____." Students will learn when to use "a~". I recommend that you teach it the correct way, but don't worry about it if the students make mistakes. Students really enjoy drawing the clothes their partner describes.

By Mairi Holtzner, 20 July, 2016

Prof. Oak helps us name and describe facial features. Watch as your students slowly come to realize that the bald, featureless face of infinite creepyness is actually good ole "hakase".

By Hannah Perry, 20 July, 2016

These mini comics are a fun way to finish the year and the students get something to take home with them. They are a little difficult but the students can take their time and you can go around the class and help out. Make sure you check the content and change it to suit your schools.

Here are some links on how to make the mini-comics:




By Rachel Pritchett, 20 July, 2016

First I had cards with the Japanese days of the week (日曜日、月曜日, etc.) on the board, then I put cards with the English days of the week written in katakana under the correct Japanese day. (サンデイ、マンデイ、チューズデイ,ウェンズデイ、サーズデイ、フライデイ、サタデイ) If they know the alphabet, I would use that, but I taught this to 4th grade so they didn`t know. We did a lot of reviewing and repeating, then I gave seven students the seven katakana cards and they had to put them under the correct Japanese day of the week. (Review of past material plus this intro took around 10 minutes.)

By Elliott Fielder, 20 July, 2016


  1. Bingo card: 4 x 4 squares.
  2. A prepared grid (8 x 8 squares) with people’s names on the outer x- and y-axes, and the inside boxes having the following structure: verb + (direct object) + (object). Example: drew ___________ a picture. Subject (S) names are along on the vertical (y-) axis and the horizontal (x-) axis has the names of the direct objects, ie. Peter (y-axis) read Phil (x-axis) a book. I recommend writing the grid out on large paper to be posted on the blackboard for ease of reference and clarity.
By Luke Orme, 19 July, 2016

The students must create a superhero and make comparative or superlative statements to describe them. This is particularly useful for practicing comparatives and superlatives statements including a verb, like “Super Cat can run faster than a shinkansen”, “Stinkzilla smells worse than a toilet”, etc.

By Fergus Gifford, 19 July, 2016

This lesson reviews the grammar point of subject, verb, infinitive sentences, using the “do you know how to~” form.

First of all, you need to be sure that the class understands the grammar behind, “Do you know how to~” as this is a review activity to cement the grammar in their minds.

Next, split the class into groups of five students.

By Fergus Gifford, 19 July, 2016


  • Show the class a picture of a celebrity, a place and a food. Tell the class that you are that celebrity, you live in the place and you like the food.
  • Then hand out the worksheet to the class. The example is of Superman, living in Kobe and liking beef. Then you read through the example, or have a student read through the example. Be sure it is in the 1st person.
  • Next, have the class draw their own celebrity, place and food.
By Daniel Taccone, 19 July, 2016


1.     Tell the students they are going to create their own dream dinner.

2.     Give each student a recipe worksheet. Before they start thinking about the foods their dinner will include, practice saying each foods name a couple times.

3.     Have students cut out food on meal card page

4.     Practice dialogue with JTE and demonstrate on large example on board.

By Erica Reyes, 19 July, 2016


Find 5 large, clear pictures of common places (e.g. park, my friend’s house, beach, school, station) or famous cities (New York, London, Tokyo, Seoul, Toronto) and 5 large, clear pictures of common activities (watch TV, listen to music, eat ice cream, etc). If possible, label each picture clearly and legibly. Print out 2 sets.

ALT draws a large 5×5 grid on the whiteboard/chalkboard.

Set up the x-axis for places and the y-axis for activities.

By Natalie Barbieri, 19 July, 2016


  1. Review the colors using color cards: yellow, white, black, red, brown, pink, blue, and orange. The color cards should be the size of an
By Rachel Pritchett, 19 July, 2016

1. Warm-up (5 minutes): count together with the class to 30 and review the pronunciation for 13 vs. 30, the TH sound, 14 vs. 40, etc.

By Alisha Abbott, 15 July, 2016


*Students will need pre-made paper airplanes or 3 minutes at the beginning of the lesson to make the airplanes.
+Make sure the labels are a decent size (especially the ones to be placed higher) and are created with word shapes in mind.


1. Teach parts of the classroom: (10 mins)

By Alisha Abbott, 15 July, 2016


Ask students what each color is. Ask if they like certain colors. Have the students repeat after you.

Color Train: 10 minutes

Give students the train tickets. Form a conga line and call out colors for students to join the train.

By Alisha Abbott, 15 July, 2016

Type of Activity:  Whole Class Instruction and Jeopardy

By Travis Jenkins, 14 July, 2016

This game functions much the way Typhoon would and is an excellent review game.

Attached is a set of 40 game cards and 8 team cards.  I made my deck by sandwiching a game card and piece of colored construction paper and then applying magnets and laminating. The deck will last forever this way.

Divide the class into teams as you see fit. I usually use rows or lunch groups for the sake of simplicity. Each team then selects a mascot from the 8 team cards.

By Travis Jenkins, 14 July, 2016

The directions lesson has always been one of my favorites and is an excellent time to get your kids up out of their seats and moving around. To that end i have taken some inspiration from a Japanese game: "the watermelon game"—which most people should already be aware of—and taken it to its logical maximum fun level, a real life version of the iPhone app "Fruit Ninjas". This game will require a trip to the 100 yen store for sure, but it is definitely worth it.

By Misty Ahmadi, 8 July, 2016


Introduce types of weather to students using over-exagurated gestures.


Sunny: palms up around face, like you’re beaming with joy

Windy: hands cupped around mouth, blowing wind

Raining: fingers demonstrating rain drops falling

Snowing: shivering

Cloudy: arms covering head

Thunder: over-the-top jazz hands

By Katie McIntosh, 17 June, 2016

This is a basic Powerpoint presentation about Christmas, suitable for ES 6 or JHS 1.

After the presentation there’s an easy quiz which I used for typhoon.

The file was too big so I’ve split it up into 4 parts.

Merry Christmas!

By Rachel Bowyer, 16 June, 2016

This is a game format to adapt to any grammar point with the students in groups.


Draw a racing track on the board, get each group to randomly choose a Mario Kart character. Show the items from the mystery box and briefly explain what they do.

Game play

Ask the target question, this can be a general quiz question or related to any grammar point. Each group should write their answer down and correct groups get to continue.

By Joshua Jones, 16 June, 2016

Prep time: Several hours (you need to really love Easter). Actual egg hunt time: however long your school’s lunch break is.


There are plenty of black and white easter egg templates online of varying complexity, so choose a few you like and print multiple copies. Colour them like your life depends on it. Number the eggs. Laminate the eggs so that they can withstand the toughest of conditions! You want your eggs to be like Bear Grylls.

By Erin Watson, 16 June, 2016

A fun lesson where the students get to decorate their very own egg for easter!

Materials needed:

By Rory Harnden, 16 June, 2016

This lesson culminates in students practising writing letters to Santa Claus (or Father Christmas), cutting them out in the shape of their hands, and making a 'Christmas Tree' from the 'leaves'.

By James Laudano, 16 June, 2016


This game can be used for all ages, any subject/grammar, and any occasion. However if there is concern, 5th grade up is very safe.

This activity can be used for any target English. It does not have to be yes or no questions as the cards above indicate. However, the subject/grammar needs to be able to be conceptualized into a 2 person exchange/conversation.

"What did you do yesterday?"

"I studied math. What did you do?"

By David Dowell, 14 April, 2016


  • This lesson emphasizes critical thinking and cooperation to allow the students to practice communicating in English verbally to solve a puzzle in a fun, low stress activity.


(20-25 mins)

Timbers Space Kobe JET Dowell Consulting Dowell Media Backseat Bandits You Pick Farms We Love Maira