This is a modified version of Erik Chen's Japan Risk map. I modified it so that each prefecture has a question attached to it. The student's form groups and can compete to answer questions and gain control over Japan's prefectures. By pressing the circles next to the names of the prefectures, you can change the color of the prefecture to the controlling team.
> 20 Minutes
A fun, stylish, and easy to use Jeopardy game that I made in Power Point.
The Power Point works exactly how you would want it to.
Step 1) Click on a box to see the corresponding question.
Step 2) Click on "ANSWER" to go to the answer page.
Step 3) Click on the home button to return to the game board. The question you answered will now be grayed out.
This is a blank foundation or template for Jeopardy. Add whatever questions and categories you want to fit your needs!
It's Cards Against Humanity but Appropriate For School™!
This was made with my 3nensei kids in mind. Add/edit/whatever you need to make things fun.
I reccommend printing the cards on different coloured construction paper.
This is just a small yearbook that I made for my outgoing 3年生 students. I wanted them to have a chill last lesson but also I wanted to wrap everything up in a neat little package. I think it will be a nice keepsake for them.
This activity is basically a more physical version of the counting activity in the Hi Friends 1 textbook.
Print out two copies of the attached files on a color printer, then laminate and cut out the objects. This should net you 20 cards of each object type.
Put magnetic stickers on the backs of the cards.
TEACHING "HOW MANY~?" (or review if you have already taught it)
1. Put some cards on the board and demonstrate a sample conversation with the HRT (or a student volunteer).
A fun and easy game to get students engaged and test their listening comprehension.
First the students will be separated into groups. Each group is given an answer sheet.
This is a simple guided conversation activity designed for lower level 3rd years at JHS, based on Let's Talk 4 from New Crown.
This is a variation of memory that I made, which adds a fun but simple twist to the game and uses the key phrase, "Where is ~?"
It's played in pairs, though it could be easily altered to accomodate a group of 3 or 4, and it uses picture cards with the place names taught in Hi Friends 2 Lesson 4. In order to bring the total number of cards up to 15, I added a "cafe" and "arcade" card, though these can be omitted.
- Teams of 3-5
- Each team takes turns guessing a letter, word, or the entire phrase
- Correct guess - one more turn
- Up to a possible total of 3 turns before moving to the next team
- Incorrect guess - next team's turn
- Team members take turns guessing
- No points for letters, but they allow the team to take another turn
- 1 point per word
Group the students of 3-5, giving each group a small white board, pen and eraser.
Hand out the worksheets and explain the students are to guess if the word is originally from English, German, French or Dutch.
Go through the list of words, allowing ten-fifteen seconds for the groups to write down which they think the word is from, then give points to the groups that are correct.
You can give bonus points to any group that can correctly explain in English or Japanese the meaning of the original word.
This is a variation of a worksheet I found on Englipedia.
Students are divided into groups of 3, and each group has a variation of a map they must complete. They are given three landmarks on their map, but the rest are blank. The goal is to fill in each blank space with a landmark and to draw a path leading to the closest train station.
Here's the catch: every group's map has different landmarks given, so they need to find out the locations from other groups.
Simple. Fun. Low prep.
1. Students make groups of 4.
2. Give each group a copy of the same picture. A3 coloured.
3. Have students write as many sentences as they can based on what they see in the picture. (5-10 minutes per picture) E.g. The bear is drinking coffee. The boy is running. He is sitting. She is reading.
5. Have a student from each group read their sentences. (Optional/time consuming)
At the beginning of activity, walk around class with large cards and ask crazy questions to students.
Next hand out worksheets and have students interview each other with dialogue in pairs, stressing that they must complete actions.
A: Will you ______________ please?
- First ensure students are confident with grammar point ‘What time is it now?’
- Hand out half of the students with A worksheet and half with B worksheet, practice repeating dialogue.
- Ensure students can pronounce cities names and understand the meaning of morning, afternoon and evening.
Q: What time is it in Los Angeles now?
A: It’s four o’clock in the afternoon.
BRIEF OUTLINE: Students review vocab they’ve learned by pulling words out of a box and getting their team to guess by drawing, gesturing or using hints in English.
- Hand out worksheets, revise new words and dialogue in Part 1.
- Students complete Part 2 in pairs, reading and writing sentences whilst referring to Bus Map.
- Students create original sentences in Part 3 and if read to class in pairs.
Students interview partner regarding how the weather will be on certain days in different parts of the world.
A. How will the weather be in Suma next Monday?
B. It will be Rainy in Suma next Monday.
Students fill in the blanks then practice by writing 5 sentences.
Organize students in pairs then handout ‘My Super Friend work sheet A + B’ to each pair.
Read both paragraphs to entire class once, then have each pair read their respective paragraphs to themselves.
Have students highlight or underline any points they think are important for answering the questions on the worksheet.
Next have pairs read their paragraphs to each-other and exchange information about their characters by asking the questions provided on the worksheet.
Laminate each picture with the nine word cards on the back. (They should print out correctly aligned for the game.) Put each set of cards into an envelope and label the envelope with the sentence’s number. Making two sets of each sentence is sufficient because the students can complete the sentences in any order.
Divide the students into groups of 4. Each student gets an individual worksheet.
1. Each group takes one envelope and assmbles the puzzle.
- On the grid page of the worksheet, have the students draw a treasure map. It’s best to show an example beforehand so they get the style. Make sure they add plenty of landmarks, such as villages, rivers, volcanos and the like. This vocabulary may need to be practiced beforehand.
- Next, the students secretly choose one square on their grid to bury treasure. Don’t mark it down, just remember it.
- Then the students write clues on the second page using “There is” or “There are” to point the way to the chosen square.
Students are divided into teams, preferably six. Each team nominates a leader, and on their turn the leader comes to the blackboard.
They say the name of a Japanese prefecture, such as Hyogo. They then have thirty seconds (or a full minute for first years) to come up with a word that starts with each letter of the prefecture. For example, Hello You Orange Great October. No repeats, and the words must have at least three letters.
In my example lesson I used it in the following way (please note I used the audio room for this lesson):
1. First I got the students into 9 groups and drew a square divided into 9 parts on the board to record the points.
While I did this, the JTE handed each group a sheet of paper with their group number on it.
There is a deck of cards with words split into three colours (you need a card for each student).
Pink = “Will you ~ ?” / “May I ~ ?” / “May Ms. Kabata ~ ?”
Orange = Verbs: “go to” / “close” / “clean” / “make” etc. (I also like to add interesting verbs to make it fun such as attack, destroy, stare at…)
Red = Object: “the cake” / “the door” / “your room” etc.
The ALT will bring in a mystery item, hidden in a box or a bag (so that the students can’t see). Using “this is” and simple adjectives (preferably described with actions if possible) explain what the object is. When a student finally guesses, that student can receive praise or a reward.
Next, place students into pairs and give the students a dictionary each. They must choose an item that they own and use “this is” + adjectives to give clues to their partner. Their partner must answer and use “it is/it’s a ____”.
Create a handout for each student with a ‘you’ section and a ‘your friends’ section. Each section will have the same 5 question topics (the ‘you’ section using ‘How did you~?’ and the other using ‘How did he/she~?’
How did you come to school?
How did you spend last weekend?
How did you eat your breakfast?
How did you wake up?
How did you spend last night?
Provide each student with an index card-sized profile card with pre-made spaces for the following categories: Their favourite subject, favourite sport, their club activity, their gender, if they have sisters/brothers (separate spaces), if they have pets and if they wear glasses. Have them write their name at the very bottom.
Attached are two sets of flashcards that can be used for “Can you ~?” Go Fish. There are 13 cards in each set.
PRIOR TO CLASS:
- Print copies of the large sheet for student teams.
- Cut the Japanese items out and place them in envelops labeled with the corresponding letter and number.
- If you dont have any dictionaries, change G12 to something the students will have in class.
- Introduce the sentence structure to the students.
- Introduce the game.
- Students will be put in teams of 4.
Set up the word search game board in Excel. Choose how many rows you want, i.e. 10×10
Put the students into teams.
To introduce the activity, the ALT goes to the front of the class and describes how to get somewhere using the phrases that will be reviewed that day. For example, the ALT can describe how to get to somewhere inside the school like the library or the gym. Then the students have to guess the place that the ALT described. After this, the students can review the common phrases used when giving directions such as “turn left”, “walk along this street,” etc. Students fill in the Japanese blanks on their phrase sheet.
1. Review the pictures of new words: teeth, tongue, hat, shoes (attached below!)
2. On the worksheet (also attached below), students must first fill out their 4 guesses. They pick a character from number one (Peach, Rosalina, or Daisy) and write it in number 1 in the box at the bottom. Same for numbers 2, 3, and 4. It`s best if they write in pen because they can cheat and erase their guesses otherwise!
Review school supply vocabulary:
stapler, eraser, pen, pencil, pencil case, paper, and scissors.
Show students example of real-life school
supplies (preferably their own supplies) and review the vocabulary again.
- Have students get into groups.
- Read hints/clues one at a time (about 3 hints per question).
- Read more clues to simplify, or until students find the correct person.
- Students raise their hand and teachers check if it’s the correct person that they found.
If not, continue with more clues and until all groups have found the person.
Example of hints: He is a man who is wearing a yellow jacket.
Afterwards, students can write their own clues for others to find.
(Disclaimer: worksheet no longer available)
Ahh, the age old game of scrabble. Here is a full set for your printing, cutting and playing pleasure.
I made them at A4 size but I recommend printing them at B4 size. Print them, cut them out and stick magnets to them. Throw ’em in a bag.
- Each team/player gets 7 tiles.
- Teams take turns making words on the board using their tiles.
Words must be:
It’s difficult to memorize the past participle, but this karuta game hopefully makes it a little easier (and more fun).
Make a list of irregular verbs to be used in the game. My list has 28 verbs.
Make 2 sets of cards – the yomifuda (reading cards) with the present and past tenses & the torifuda (karuta cards) with the past participle. It helps to color them differently.
I played it in 2 lessons.
In the first lesson, we read the list out loud a few times before we played the game. I was the reader (yomite).
Hand out a blank schedule for each student and tell them to think of an artist name for themselves. My OTE and I told them to get creative with real artiste names. Some great examples – ‘Karashi’, ‘Funky Gorilla Babys’, ‘SMALL BANG’, ‘Two Direction’
Students have to plan the tour schedule for the artist and fill in the 5 boxes. They can use the list below the schedule for inspiration. I told my students to choose 3 activities from the list and come up with 2 activities themselves.
This game is intended for first year JHS students and takes roughly 20 minutes to complete. If you have time at the end of your lesson, you can also have a 5-10 minute presentation where each group shares their funniest sentence. The aim of this game is to help students grow accustomed to conjugating progressive verbs rather than mote memorization of sentences. This allows the students to learn the pattern of the grammar point and adapt it freely to many scenerios. This game is also quite fun!
If you’re going to set “Interview your teacher” homework for this New Crown lesson you could use the basic worksheet attached. It may be best to have students ask in groups so that teachers are not bombarded with quite so many interviews.
The main purpose of this activity is to get students to try and have a simple conversation in English. This is for the Speak activity from lesson 7 on page 87 of New Crown 3 but it can be easily changed and adapted to almost any lesson.
You will need to make sets of cards that students will use to start conversations. Stick questions on one side of the cards and write a general topic on the other side. You can also write a level of difficulty if you think that is helpful.
This game is based on the bidding game from The Price Is Right TV show. It is quite fun as students are quite shocked at the difference in prices between counties.
Before class you will need to edit the printout to suit your countries products and prices. Print it out and cut up the price tags. Hide the price tags in a box or an envelope.
Just a simple worksheet I made my own.
– Introduce then practice dialogue with students.
– Practice feeling words, ensure students know the meaning of all.
– Hand out worksheets, explain interview game rules
– Students stand up find a partner and janken, winner interviews first.
– Students ask 2 friends , “What makes you _______?” selecting one of the listed feelings or thinking of one of their own.
- Students work in groups of 4 or 5.
- Give students an envelope with around 8 “to” sentences cut in half. and two worksheets.
- Students must join the correct halves of the sentences and write them on two worksheets (so that more than one student writes).
- When they have finished, they raise their hands.
The fastest 3 groups to successfully write all the sentences are the winners, and receive stickers.
Based loosely on Kirsten Phillips’s post on the Englipedia site. To see the original post click here.
This Activity plan can be used to introduce comparative grammar.
The idea of this activity is for students to draw pictures to represent their own secret sentence. Then students look at each other’s pictures to match sentences to numbers.
Remind students of “Where” questions. (New Crown p.41) Tell them that that is fine for asking where objects are, but actions need a different structure. “Where do you______?”
1. Hand out one worksheet to each student. Review vocab and grammar point as necessary.
This a simple lesson aimed at teaching students the “I want to be a ~.” grammar/sentence structure. Students are encouraged to think about reasons why they want to be a certain animal and to communicate those reasons through structured writing practice.
I love Magnetic Poetry but it’s not available in Japan. So I made my own, and made it into a game.
This is a supplement to New Crown’s “We’re Talking” 4 (shopping)
1. Introduce/review the meaning of/replies to “Do you have any_______?” and “How much is it?”
1. Explain the meaning of “school rules”
2. Introduce/review the three available imperative grammar forms via your example sentences, ex:
- Eat steak every day for lunch.
- Don’t have math on Wednesdays.
- Let’s talk with our friends every day.
3. Students make their own 5 or more sentences in groups.
1) Pass out the blank drawing worksheet.
2) Demonstrate the activity with an OTE. The one of you who is less comfortable making bad drawings on a chalkboard says “This is an English textbook. It is exciting!” or something similar, and the chalkboard drawer draws his or her image of an exciting English textbook.
Having already learned the “have you ever ~ ?” grammar point, this revision exercise covers “have you ever written ~ ?” After a quick 5 question partner exercise, the student is challenged to attempt either an English poem or an English Haiku.
- Students/ groups take turns asking the ALT: “did you (activity in the box) on (day of the week)?”
- ALT answers: “yes I did” or “no I didn’t”
- Student/ group that completes the ALTs schedule wins
- Students/ groups can also be assigned points based on guessing what the ALT did
- Separate the class into six groups.
- Distribute a sheet of A4 to each group and ask them to choose one person in each group to draw.
- Explain that the artist will change each round.
- Each round, the artist comes to the front and is shown a verb that they will have to draw. Only they will see the word.
- They then return to their groups and draw while the others guess what it is.
- When someone has guessed correctly the group then works on constructing questions and answers for the verb.
Students receive a complete word search that implements the aforementioned vocabulary. After completing it, the class checks the meaning of each word.
Teachers handout the board game sheets, dice and challenge cards to each group, while students use either erasers or specially-prepared player pieces.
This worksheet can be used to solidify student understanding of the was/were -ing grammar point.
The first two parts are a simple circle the correct word and fill in the blanks activity.
Part three requires students to ask “Were you ~?” and find “Yes, I was.” answers to the eight questions on the worksheet by asking their classmates.
Part four asks the students to construct their own questions using “Were you ~?” and once again find “Yes, I was.” answers.
Use the worksheet to copy the question cards 1-6. You can cut them out yourself, but it is a lot easier to have the students do it themselves.
Start the lesson by drawing only the top half of a picture on the board and giving two options for what it is. It is good to start with something that the students are familiar with, like Anpanman or Doraemon. Draw on of the characters on the board and then use the following dialogue:
A: What is this?
B: This is Anpanman!
A: Yes, it is!/No, it isn’t.
Once the students have answered, draw the bottom half of the picture.
A wordsearch for each lesson of the previous edition of the New Crown Grade 2 textbook using the new words learned in that chapter. The wordsearches are designed to be completed as a group with points received for both finding the word and writing the Japanese translation.
The wordsearches are best printed 4 to an A4 page and then made into a poster using the poster printer.
- Read and repeat the vocabulary from the vocabulary list attached.
- Explain what to do and that there is a hidden message to be found.
- Once completed explain the hidden message
TRICK OR TREAT
- Do a demonstration with the OTE, they choose a piece of paper from the pumpkin which says either trick or treat. With a treat they get a sticker and with a trick they must do something such as 10 star jumps. (Decide a handful of tricks before the class.)
- Start by having the students individually write down as many school rules as they can think of within a very short time limit, for example 2-4 minutes. Also, get them to write at least one or two sentences using “…do not have to…”.
- Then have the students form groups. Get them to decide who will be the scribe for the whole group.
- Each group then collates their efforts to come up with a list of “have to/do not have to”.
1.Read the students the story San-Biki no Kobuta in Japanese
-Even if Hirigana is difficult for you, show your own enjoyment through using voices for the characters, gestures and hand motions, or actions related to the story.
2. Review the main words of the story with the students in English
Three Sanbiki さんびき Straw Wara わら
Wolf Ookami おおかみ Brick Renga れんが
Pig(lets) Kobuta こぶた Wood (stick) Ki き
Write the numbers 1–10 on the board. Often western 2s and 7s (and sometimes 4s) are written differently from the standard Japanese style. Have a brief discussion with the kids about it. Have volunteers come to the board and write the offending number the Japanese way.
Practice counting aloud both forward and backward and at random.
Next, circulate the room and have students take turns standing and telling you the number. Be sure to ask them numbers out of order.
Introduce the new animals.
Introduce the phrase “What’s this?” and “It’s a/an ~ .”
Demonstrate. Cover one animal card, ask ‘what’s this?’, and then make the appropriate animal noise. Allow for an answer. Do this for all the animal cards.
Review the various jobs. They will be covered in the next lesson if you follow the stated order of the book. Discuss what job each professional does.
Demonstrate the activity using two students for an example.
Use the map of the world (one globe per group is also possible) to find Japan. Find various other countries, e.g. Jamaica, South Africa, India, UK, etc. This is useful to gauge what they already know from social studies class.
- Introduce the lesson by teaching shapes and shape names.
Before class, prepare construction paper shapes with or without lamination. Prepare one big circle, triangle, square, oval and rectangle with increasing numbers of smaller shapes (i.e. 2 medium circles and 6 small circles, etc..).
Note: This lesson may be used alongside the ‘Can’ chapter in either Hi Friends! or Eigo Note.
Students will need to have been introduced to the ‘Can you ～ ?’, ‘Yes, I can.’, and ‘No, I can’t.’grammar points.
In groups (lunch groups with do fine), students are given a worksheet, and a teacher who is regularly at the school. Anyone’s fair game, even if you’re fairly sure they don’t speak any English.
Students race to write a story about a given topic on the board. E.g., zombies, Japanese/American foods, Christmas break, favorite movies, etc.
2 or 3 groups with 5~8 students each
This game is based off the 6th grade lesson 4. Students work in pairs to make their way around the school to collect Pokémon. Each group will get one ping pong ball (poke ball) and one paper (Pokedex). The Pokedex should contain a simple map of the school (I asked my Vice principle for a floor plan and then traced it and made a simple copy) and a list of Pokémon (see Pokedex file).
Introduce students to 15 popular English idioms, and let them try to figure out their meanings based on the pictures and hints. This can be as simple as asking for volunteers, or forming them into groups, giving them white boards, and making a point game out of it.
After reviewing body parts, divide the class into 2 teams.
Draw 2 large cartoon people on the board. Try to make them around the same size. As you draw them try to review the names of all the appropriate body parts.
Firstly, reviewing past and present tense are essential. Students will be able to thoroughly understand this new grammar point by doing so.
Formulate 10 sentences with the basic format (teacher’s copy):
S+is going to+V+O
Variations of this include:
- Separate students into groups of five or six.
- Ask students within their groups to choose a number between 1-6. Have two students for drawing, two students transcribing the English and two students translating from English to Japanese. I.e. Numbers 1 + 3 (drawing) / Numbers 2 + 6 (transcribing) / Numbers 4 + 5 (translation)
- OTE/ALT reads the English sentences from the teacher’s copy.
Allow students about 4 minutes to complete their duty for each sentence.
- Introduce “to understand” grammar point with your OTE.
- Divide students into pairs and hand out the worksheet
- Set a timer. Pairs that finish the worksheet before the designated time should bring it up to the front and they get a bonus stamp on their worksheet.
- Once the timer goes off, randomly select students to read their answers to the group and self-correct their worksheets.
Introduce the grammar by having students guess what time it is in your home country.
With map #1, have the students complete the map as a listening exercise. Read off the states and the respective times.
With map #2, have the students use their imagination and fill in whatever times they want for the different states. Give them about 1 or 2 minutes to do this.
Student’s rows will be their teams for this game. Students have five minutes to write as many sentences as they can in simple past tense using subjects and verbs on the board.
Characters/People: Elmo, Doraemon, Mickey Mouse, Michael Jackson, Anpanman, Kitty Chan.
Verbs: cook, walk, watch, visit, play, talk, listen.
Example: Yesterday, Elmo cooked pizza.
Divide Students into groups of four to five students. Have students move their desks together. Each group gets one game board and one dice. Put the game board and dice in the middle of the table for each group. Each student uses his/her own eraser for their game piece.
First, use whatever method you prefer to teach new vocabulary/verbs to students. Picture cards of the various parts of the day would be particularly useful.
Next, use this 2 part worksheet to check students’ understanding of daily routine vocabulary and verbs.
- Separate the class into two teams according to gender (males / females) and have each team form a circle.
- Put a desk in the centre of each group, with a beautifully decorated box on top. In this box, there should be many folded up small strips of paper with a question on almost all of them, those left empty are called freedom sheets, these will give the students an opportunity to be creative and make their own questions or statements.
Examples of questions are:
Can you sing?
Can you stand on one leg?
Warm up by getting the students to guess the celebrities and objects using the large pictures. Repeat the names for reading practice. Reveal the sentence format for the activity. This is a good time to distribute the handout.
Warm up/ revise by playing ‘Simon Says’ using the grammar point ‘have + to’.
- Go through the dates in a month and months of a year. Have students repeat after ALT.
- Ask the question ‘When is your birthday?’ Model the response, ‘My birthday is October 1st’.
- Hand out the bingo sheets to the students. Make sure there is enough space on the worksheet to write in the dates.
- Also pass out the smaller cards.
- Students match up the lettered sentence beginnings with their numbered counterpart.
- Next get students to write the answers on the board and ask others for corrections.
- Fill out correct answers into the boxes.
- Students try to make two or three unique sentences. Walk around to students to check sentences.
With this worksheet, students have to fill in the missing years. They must first construct a passive framed question.
When was the first DS sold?
The answer will contain the year they need which they put into the brackets.
The first DS was sold in 2006./It was sold in 2006.
They can janken to start or simply start with Student A.
- Explain to students that they will see a picture of a room for one minute.
- The students then have 10 minutes to write out as many “Are there ~ ?” questions based on what they remember from the picture.
- When the questions have been written give them each a copy of the picture.
- The students then ask their neighbour their questions. A correct sentence is worth one point.
In this activity the students must ask their partner How is the weather? in order to fill in the respective blanks.
After familiarising the students with the material, give them the handouts.
A: How is the weather in ~ on ~day?
B: It’s rainy/snowy etc.
A writes down the answer in the respective blank. Repeat with B.
Students janken to start.
- After each student has a worksheet, get them to fill in the blanks in the questions.
- Check the answers with random students and rehearse the questions and possible answers.
- Next, the students fill in their own answers.
- The students work in pairs and change to another next to them when he/she is free.
- When all 3 partners have been questioned the student then works out who is the most similar to them.
- Get them to write down 6 answers that follow the explained pattern of being exactly the same or very similar.
- Make large capital letter cut-outs from card stock.
These are some resources and short activities that can be used when practicing “What's this?” and “It’s a ~ .”
This is a quick quiz showing the silhouettes of various characters. If the students are already comfortable with “What's this?” it would be a good time to use “Who is this?” with these characters.
- In groups give the students a map of the world in jigsaw pieces.
- Give out the worksheet in order to have students paired front/back or side/side.
- Clearly explain the points system* and demonstrate each possibly answer with the OT.
- Have the pair janken for first go to make the gesture. Rotate after every gesture.
- The student should write the confirmed answer into the blank space and the points into the box.
- Tally the points and reward accordingly.
These worksheets can be used during the “Who am I” lessons or as a group game.
- Before playing the game, quickly review the grammar point.
- Students move their desks to form six groups.
- OTE and ALT demonstrate how to play.
- The aim of the activity is for students to collect as many cards as possible. At the end of the activity, the OTE will announce which card is the lucky card. For example, for every card with snake highlighted, the card is worth five points whereas all other cards are worth one point.
- OTE and ALT do a quick demonstration using gestures and the blackboard to show how to play.
- Distribute a copy of the activity sheet to each student.
- ALT quickly goes over the vocabulary in the grids.
- Students have two chances of playing “Have you been to… battleships!”
- Game 1: Students must draw five circles on the grid. The whole class will play against ALT.
- Before introducing the game, review what a continent is and ask for some examples.
Warm Up Activity
- When the music starts, students with the large flashcards must ask the student sitting in front of them “What are you doing?”. The other student will answer according to what the flashcard displays i.e. “I’m eating natto.”
- This continues until the music pauses.
- When the music stops, the student with the flashcard must complete a punishment activity. e.g. The OTE writes a sentence on the blackboard and the student has to read it a loud.
1. Divide the class into six groups.
2. Have the students choose the order for their group (who is student #1~6).
3. Explain that there are 12 sentences in Japanese and the groups are racing to translate them and do the action.
4. Give each group sentence #1. The group works together to translate the sentence to English and then sends up their first representative (groups 1-3 report to you and 4-6 to your OTE).
1. The students will be on a team with their row.
2. Have the first student in each row stand up, so that each team has a representative competing.
3. Show the students the flashcard with the article of clothing or body part on it. Say “Whose _____ is this?”
4. The first student to raise their hand and answer correctly using ” It’s ____’s.” gets a point for their team.
5. Have the next students in each row stand-up, rinse, repeat.
6. The team with the most points wins!
1. Review the grammar point, country names, animal names as necessary.
2. Divide the class into six groups. Give one worksheet to each group.
3. Have the students choose the order of students in the group (who is student #1~6).
4. The goal is to find all the animals first. You and your OTE have the answers.
5 Each group (groups 1-3 to you and 4-6 to your OTE) sends their first representative. Student #1 asks “Where is the __(insert any animal from the bottow of the worksheet here) __?”
Choose eight famous pieces of clothing from festivals around the world, for example a yukata from Japan, or a tuxedo from England. Print them out as an A4 sized sheet, glue them onto the back of coloured construction paper,laminate, then cut them into puzzle pieces. Place each puzzle into a large envelope and label the outside so you know which puzzle is which.
Create a battleship style worksheet (two grids on a page, approx 6×6 each). Type the example sentence, “Have you seen ~ ?” or “Have you heard ~ ?” at the top of the page. Indicate that a O means, “Yes, I have” and an X means “No, I haven’t”. In each square type some things students may have seen or heard, for example, Tokyo tower or SMAP.
After explaining the grammar point, pass out the worksheet and go over the example on it with the students, then have them break in to groups of 5/6 per group. Go to each group and have them pick an invention picture at random that they must apply the “it will” grammar point to. Students then work together to create 5-6 sentences using “It will” to describe what their invention will do. When each group has enough sentences written, they then must present the invention, with each student reading one sentence aloud.
Choose eight countries’ flags and print out forty pairs of each. The flags should be no bigger than 4cm by 4cm or 2inches by 2inches (Microsoft powerpoint can be used to change the sizes). Glue half the pairs on one colour of construction paper, and the other half on a second colour. Laminate and then cut them down to previously mentioned sizes.
This is designed as two follow up lessons to the grammar points:
“I am _____.”
“You are ______, right?”
The difference – aside from the grammar points – is the mechanics of the games, otherwise the format is the same for both lessons.
How the activity works:
This is an activity to practice the phrase “What makes you ~?”
Choose the words you want to use (I used happy, sad, nervous, excited, angry, and embarrassed). Make index-sized cards with a smiley face and the word, enough for each student to have one (so, roughly 7 cards of each different expression). Using an accompanying worksheet, students go around asking their friends “What makes you ~?” After each pair asks each other their question, they exchange cards, so it goes something like this:
This is a game to play using the “We’re Talking 8″ lesson.
Split the room into teams (I usually make each column a team). Put pictures of transport on the board (i.e. bike, bus, car, plane, etc). The first student from each team stands up but stays back behind the podium.
Here it is, Shape Uno. This is functionally normal Uno, but with numbers replaced by shapes.
The shapes are: line, triangle, square, diamond, pentagon, arrow, circle, heart, hexagon and star.
Here are Uno details you may not know right off the top of your head:
This game is a cross between UNO, memory and typhoon. The main idea is to get ten points with two uno cards. Beware! Preparing this game will cost you a pack of UNO cards. (Content Editor's note: Unless you make your own. Then it costs you blood, sweat, time, papercuts, and laminate sheets.)
The game looks something like this:
Numbers listening comprehension
Before using this worksheet you should have previously introduced numbers 1-60 as that is the highest number on the worksheet. I created this sheet as a precursor to telling time.
I made a dope worksheet with custom flashcards featuring various emotions in emoticon form for everyone's entertainment. (I didn't make the emoticons just edited them.)
Use the flashcards to go over or introduce emotions.
Then move on to the activity.
Use this worksheet to play a (time depends on your students level) emotions janken game.
Every kid gets a worksheet.
Blue is the subject + be verb.
Red is the past perfect verb.
Yellow is the remainder of the predicate.
Show the cards as a sentence to the students.
I made this as the warm up activity for teaching passive voice.
First, make as many sentences as you’d like to test the class on. I chose six.
Print out the sentences on three different colored papers so that:
Blue is the Subject + be -verb
Red is the past perfect verb
Yellow is the remainder of the predicate.
Put the cut-outs into an envelope and make enough that each team has one envelope.
I explained the rules as I passed the envelopes out and gave the class two minutes to assemble the sentences.
This activity is for the grammar point, “What is this?” in the first year of One World.
After introducing the question, “What is this?” and teaching the response, challange the students to guess what some cards you have made are.
Awesome ALT: “What is this?”
Genki Student A: “It’s a watermelon!”
Awesome ALT: “No, it’s not a watermelon. It’s a…”
Whole Genki Class: “Heeeeee~!”
Awesome ALT: “OK, one more, what is this?”
This game is a take on the regular twister game where you touch the colored dots with your hands or your feet. Instead of the colorful mat, the students will move their hands or feet to other body parts while trying not to fall down. The teachers joined in too and it was hilarious!
First demonstrate the activity with your OTE and review descriptive vocabulary. I recommend drawing your own monster picture for the demo to keep the monster pictures that you will give to the students secret.
- The students each get a monster picture that they must keep secret from their friends.
- The students recieve the first half of the worksheet, the one labelled “describe”, and write a description of their monster in English.
This is a lesson based around the worksheet attached:
- After a warm-up game get the students to look at the worksheet provided.
- Explain that they must circle the correct question tag and then also select whether or not they think the statement is true using the boxes provided.
- You can now, either individually or as part of a competition between teams, select students to ask the questions.
- If the student uses the correct question tag then you can give them the answer.
This is a quick worksheet based activity. Please review worksheet attached.
A simple worksheet helping the students learn the past interrogative form.
The worksheet is divided into ten questions. Each question has a statement and three possible options for a question relating to the statement. Students go through the sheet and tick the correct question.
The whole activity shouldn’t take more than ten minutes to complete and a further ten to go through.
This is a simple present progressive wordsearch to cement the spellings of verbs in the gerund in their minds. It is a review task for the ALT lesson after they have been taught by the teacher. It only contains verbs they know. The worksheet is attached.
The wordsearch contains verbs in dictionary form and in the present progressive. Students have a list of words in the dictionary form and must find the pres. prog., and then do the opposite with a different set of verbs.
This pair of worksheets is intended to be used for 1st Grade, Junior High School in the study of asking and giving directions around a town. Though it builds upon what students will have learned in the 6th Grade of Elementary school, several new phrases and concepts are introduced.DIRECTIONS ACTIVITY
Students are given one of either worksheet A or B, and ask their partners the directions to a place they don’t know the location of.
This game can be adapted to a wide variety of key questions, phrases, and vocabulary instruction and practice.
For the purpose of this explanation, we will assume the lesson is:
“How are you?”
“I’m ~ (happy/sad/fine/sick/angry)”
Credit goes to Luke Orme for the the original conceptualization!
Attached are Word and PDF versions of the rules. Loosely bilingual (Japanese/English) for your convenience. (If there’s weird Japanese, I apologize.)
Zombie Janken 2.0 rules
Disclaimer: Kids + zombies + janken = potential chaos. However, it usually doesn’t get too crazy even in a classroom.
This is a personal adaptation of the basic typhoon game that most students will be familiar with, but with the fun and excitement of Pokemon !
- 6 characters: Red, Blue, Green, Brock, Misty, and Professor Oak
- 6 Pokemon: Squirtle, Ivysaur, Charizard, Pikachu, Electrode, and Mewtew
- 8 Eevee letters (A-H)
- 8 Baby Pokemon numbers (1-8)
- Pokeball/Pokemon set
Before the Lesson
This is a version of the telephone game, combined with karuta.
Review numbers 1-20 with flashcards. (Other vocabulary will work for this too)
I made this for the 6th lesson in Eigo Note 2, but you could use it for review with older kids.
Tell them you're going to call your friends in [home country] through the internet at the end of class. Get them worked up.
Review directions (left, right, straight/forward, back). One idea is to use a map and magnet to have students tell you the direction the magnet should go.
- Students get into pairs.
- Student 1 is a designer and asks Student 2 “Do you like (color) (clothes)?”
- Student 2 answers “Yes, I do” or “No, I don’t.” and then use gestures and English words to explain.
Encourage students to ask the teacher for new vocabulary or use books to show style/colors/ etc.
- Student designs an outfit for Student 2.
- Change places and allow Student 2 to do the same for Student 1
- Learn 12 words using flash cards (i.e. country names)
- Put the 12 cards on the board and number them 1 to 12. This numbering can be done in many ways. For example, if the cards are food cards, you can ask students which they think it the most delicious and order them in that way. If you are running out of time, you can order them yourself.
- Introduce the new grammar point (i.e. I want to go to...)
- Split the class into 4 teams.
This game is played with a target question such as, "What animal do you like?" and a target answer such as, "I like dogs." Vocabulary flashcards (around eight) should be placed on the board for all to see.
1. Inform students that today will be about teaching parts of the body.
2. Draw pictures on the board that correspond with body parts as outlined in the song “Tooty-Ta”. Teach the actions to go with the pictures and have students repeat the words. They can do the actions in their seats.
This is a team game activity aimed at honing the students' English listening skills.
Powerpoint: Get on point, Stay on point
Tyler Van Parys
Here is the powerpoint used during the seminar. The typhoon slides were removed because they weren’t finished yet.
Contents of powerpoint:
Attached is a blank powerpoint which can be used for self introduction quizzes or any jeopardy quiz.
It is arranged so that when you click on the points in the grid it goes directly to that quiz question. To click back to the points grid you should click the arrow in the bottom right of each question slide. If you don’t click on the arrow and just move onto the next slide you will miss the points grid and go straight to a new question. To finish the quiz and go on to the last page you can click on the “quiz” box above the points grid.
This is a TV show quiz which can be adapted to any grammar point. The original game works by splitting the class into two teams (white and red). The aim of the red team is to make a path vertically on the grid by answering questions correctly while the white team is trying to make a path horizontally the grid.
- On each side of the CHAT square, the students write down four numbers, four names of the opposite gender (famous people, anime characters, or friends), and four careers.
- Once the board is complete, have the students write the first kanji or character of their first name and have them count the strokes. This is their magic number.
- Starting at the C and moving in a clock-wise direction, each student counts their magic number. Whatever choice they land on is then crossed off. They continue this process (beginning with the next choice), until each bolded
- Divide the class down the middle into two teams. One team will be represented by colored in circles, others with empty circles
- Draw a grid on the board
- ALT asks a question to the class
- Students raise their hands
- HRT chooses the fastest student
- If the student is correct, he/she colors a spot on the grid. That student can’t answer again
- Continue asking more questions until one team has 4 (or 3) in a row
Did you love Guess Who as a child? Now you can play it English class style!
Create a handout with 10 characters on it.
There should be 5 girls and 5 boys. 5 of the characters are from Japan, 5 are from the ALT's home country. 5 of them play tennis (for example), 5 play soccer. Some are happy, some are sad. Half are 13 years old, half are 14.
Each has a different name.
An info-gap activity with an evil, mathematical component. Show students how to read time on a couple different kinds of binary watches. Then, give the worksheets from this file to alternating rows. Have them fill in dots and then ask the student next to them to read the time.
1. Warm up and practice saying tricky times < 10 min
2. Show pictures of the binary watches and explain how to read them < 10 min
3. Info gap activity < 10min
- Divide the class into 4 teams, A, B, C, and D.
- Teams roll dice for turn order.
- At the beginning of each turn, the team sends one member to roll a die for their number of commands that round.
- The robot can perform 3 basic commands:
Shoot! (straight only)
Let's play B.S., also known as Doubt (dauto ダウト) in Japanese. It's a wicked-fun card game.
For this game you'll need to make decks of cards. In each deck there should be four cards for each month. Four Januarys, four Februarys etc. (If your kids are up to it, you can just remove the Kings from ordinary packs of cards and have them remember 1–12 as January–December.)
Divide the kids up into groups of 5 or 7. The groups must have odd numbers, or the students will keep getting the same months over and over. Each group needs one deck.
This game is a soccer game with two teams of 11, plus some reserves on the "bench". There can be any number of reserves on each. It takes the format of a real soccer game, with the teacher as the main referee. The ball is kicked up and down the field according to how the questions are answered by each team member. Each team member is given a number, each team member of the other team is also given a number. Everyone will have a member of the opposing team with the same number as theirs, an opponent (different colored numbers).
The students play in teams (rows or groups) and they play in rotations within their team.
This is a great game that can supplement a full Easter lesson or stand alone at the end of a lesson for a quick Easter intro - used as a review tool for various grammar points!
Pass out the "Easter Egg Hunt" worksheet to each student (no longer available - make your own!). Be sure to tell the students to NOT write their names on the sheet. Go over the sentences on the worksheet and then have the students fill in the blanks. For JHS, I use the following sentences:
1. I play __________________________(sport, music instrument)
It takes 2 to 単語!
- Divide whole class into teams, as many as you think are necessary. Ideally, 6 members or fewer per group.
- Have the teams choose a team name then divide the blackboard accordingly.
- Call out a word in Japanese or English. The students' job is to translate that word and send someone to the front to write down the translation. Different difficulty levels can be employed.
Easy mode (JHS 1): one dictionary per group
I made this game for my low-level, generally misbehaving students. This will take a solid bit of prep! The board game itself is straightforward, just roll the dice and move your game piece.
Prep! About 45 Minutes
Attached are the questions I made, game pieces, and the game board (B4 size). It's probably best to laminate the game board if you can.