Elementary Year 5s 35 Lessons Per Year

Elementary Year 5s 35 lessons per year
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Target:
What's your name? I'm __
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
AEIOU
ALT demonstrates sounds. Sings song with HRT taking turns to say I'm
Intro into phonics. Explain that English letters have onyomis.
__ I'm __.
Demonstrate the sounds the letters make twice, then sing the song once.
Sing song with students.
When you get to the first I'm __ point to yourself and insert your name,
(5-10 mins)
then point to the HRT and they should realise that they should say I'm __
Or you can tell them about the song beforehand. Get half the class to say
I'm __ with you, and half with the HRT. Don't worry if they're not getting it
straight away, because they will after the first couple of verses.
Stick a magnet over the U without telling them what it means. When they
sing U without clapping (you need to clap, though), say something like
ara-? with a surprised expression on your face, and they should be able
to figure it out. Start the verse again, and if some sing U, repeat the
procedure. It's better if you don't overtly explain it to them, and they will
pick it up by themselves. When you overtly explain something, rather than
simply drawing the students' attention to something, they stop being active
learners, and it is detrimental to their learning.
What's this?
(5 mins)
Animals
HRT pulls a flashcard slowly out of an envelope and students guess what it
It's important to pull the card out slowly to give a lot of chances for the
is. HRT should ask what's this? before starting to pull out the card.
students to think about what the card is. The mystery, guessing, and
ALT should encourage the students to use it's a/an __ when guessing.
discovery of items/vocabulary is very important for the students. They
Students can repeat after the ALT (it's a/an __) when they guess what the
become actively engaged in seeking out the English, and they remember
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card is.
things much better. Mystery, guessing, and discovery drive learning in

humans of all ages, and it's especially important that children's natural
curiosity isn't quashed, otherwise you will have a much harder time getting
them to retain and internalise the English you expose them to.
You can say yoku kangaeta after any guesses to help students not worry
about making mistakes.
5 corners
AEIOU
(5-10 mins)
ALT should use English and gestures to get the students to put their desks
Before explaining the game, ask the students what kind of game they think
and chairs to the back of the room so there is enough space for the game.
it is, and what they should be doing. Usually they can figure it out, but if
Draw a map on the board, with one letter in each corner of the room, and
they really can't get it, just explain it.
one in the centre of the room. When you say the sound of a letter the kids
Encourage safe moving!
should run to the right area.
Students will naturally start to realise they should watch your mouth
carefully too to help the figure out which sound is which.
Ball toss
"I'm __"
(5-10 mins)
Toss a small, soft ball around the classroom, students say their name I'm
Some classes need to be told not to throw the ball hard, but most won't.
__ then pass ball on. They sit down after they throw the ball to another
student.
Dictation
(5 mins)
AEIOU
ALT gets students to take out a pencil and paper. ALT says a letter's sound,
Use the words memo paper as they have similar meanings in Japanese
and HRT writes letter on board for all students to see and get the idea of
and English and mime writing with a pencil to get students to understand
what they should be doing. ALT says sounds one-by-one in no particular
what pencil means if they've never heard the word before.
order, watching the students to see that they are writing the correct letters.
You shouldn't spend more than 2-3 mins on this, though the first time you
ALT can tell the students afterwards what letter they said if some got it
do it, it'll take a bit longer. Try to run through at least 15 letters each time
wrong.
(not 15 different ones), with the ones that the students seem to have a bit
of trouble with coming up more often.
You can say yokukangaeta before any corrections to help students not
worry about making mistakes.
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Ball toss
Anything
(5-10 mins)
ALT and HRT toss ball between each other a few times saying I like __s.
Before tossing the ball to students, you can get them to guess what I like
Encourage students to guess the meaning. Then throw the ball to the
__ means. Try to lead them in the right direction without just giving them
students who say I like __s with their suki-na whatever before passing the
the answer, for example, a heart gesture with your hands to hint at "like". I
ball on and sitting down. Draw the children into the game by making sure it
would be very surprised, however, if not one of your students already
looks fun.
knows what "like" means. Never, ever jut translate something straight off
for your students, always get them to guess the meaning, or try to think
through it first.
After the first 3-4 students, you shouldn't really need to prompt students on
what to say, but sometimes the weaker ones will still need a bit of help.
Target:
What's this? It's a/an __
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
BDCTG
Students should remember the song from last time and you'll find you won't
__ I'm __.
need to spend any time correcting mistakes. It should only take about 2-3
mins this time.
(5 mins)
What's this?
Fruit,
(5 mins)
animals, etc
card is.

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5 corners
BDCTG,
Encourage safe moving!
(5 mins)
AEIOU
Students will naturally start to realise they should watch your mouth
carefully too to help the figure out which sound is which.
should run to the right area. Halfway through the game, or as soon as
you're sure that the students have got the new consonants down, change
the corners to AEIOU.
Car race
Fruit, animals
ALT and HRT demonstrate the game. Lay the cards out in a circle on the
The point of this game is to create a real situation where the students will
(10 mins)
etc
desks, place 1 eraser per player on opposite sides of the race track.
need to use the question "what's this?" Therefore it's important to include
Janken to decide who moves. If win with rock, move 3 spaces, if scissors,
vocab cards that they don't know how to say in English. They'll want to
move 2, and if paper, move 1 space. The non-mover asks the mover
keep playing the game, but can't do so unless they come and ask either the
what's this? and the mover replies it's a/an __.
HRT or the ALT how to say the vocab in English. Creating a real need to
use the target language like this is an effective way of getting the students
to internalise and remember the target language.
You'll need enough card sets for 1 set between 2 students, depending on
the class.
Make sure each pair gets a set containing about 30-40% cards they don't
know.
HRT and ALT should move around the class to help students use the target
language.
The aim of the game can be to catch the other player up, or you can just
have the kids keep moving round if the class is not a competitive one.
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Dictation
BDCTG,
(5 mins)
AEIOU
You shouldn't spend more than 2-3 mins on this. Try to run through at least
15 letters each time (not 15 different ones), with the ones that the students
wrong.
seem to have a bit of trouble with coming up more often.

Nonsense
Combo
ALT writes nonsense combinations of sounds on the board such as eb, ot,
Playing around with the sounds of English is vital for the students in order
words
families eg A,
ab etc and challenges the students to say them.
to internalise phonics. Native speakers will be exposed to a lot of different
(5 mins)
AT, DAT,
combinations so they will internalise the phonic rules of English without
EDAT,
such explicit practise, but EFL learners rarely will be exposed to enough in
KEDAT etc
order to do so.
This activity is simple, fun, and enjoyable for the students, and doesn't take
much time, no more than 2-3 minutes per lesson. You should start off with
VC combinations first, because it helps the students to let go of the CV
order of Japanese. Always try to let the kids have a go at pronouncing it
first before you demonstrate it for them, because just feeding the students
the answers will stop them becoming active learners willing to experiment
for themselves.
Target:
Numbers 1-10
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
PMNS +1
Get the students to suggest 1 previously covered letter to add to the set to
__ I'm __.
make it 5.
(5 mins)
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Students should remember the song from last time and you'll find it should
only take about 2-3 mins this time.
What's this?
Numbers 1-
(5 mins)
10
card is.

5 corners
PMNS+1,
Students should remember this game from last time, and will know what to
(5 mins)
AEIOU
do.
Counting
Anything
Divide the class into small groups. One child has a pile of cards. The
cards
number calling child calls out a number and the child with cards counts out
(10 mins)
the appropriate number of cards. The card counter then asks a question
Small groups of 2-3 would work best for this game.
about the card eg What is it? and the other children should answer eg Its
a banana.
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Dictation
PMNS,
(5 mins)
BDCTG,
AEIOU
wrong.

Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
for themselves.
Target:
People who like __(s)
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
KHQJ+1
__ I'm __.
make it 5.
(5 mins)
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What's this?
Anything
(5 mins)
card is.

5 corners
KHQJ+1,
(5 mins)
AEIOU
do.
Fruit basket
(10 mins)
Anything
ALT uses English and gestures to get students to make a circle with their
You can introduce the sentence by saying tatoeba, people who like red to
chairs. Use the sentence People who like __ for the game.
yuttara nani ga okoru? and the students should be able to tell you that kids
The game should go on for no longer than 10 mins. Always stop games
who like red will change seats (90%+ of classes will get it straight off, in my
before your students want to, so that next time they will want to play them
experience).
even more.
You can write the sentence on the board and prompt students so they can
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say it.
ALT/HRT don't need to be a part of the game. It's good if they can just be
in the background and the students take ownership of the game
themselves.
Dictation
KHQJ,
(5 mins)
PMNS,
BCTDG,
AEIOU
wrong.

Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
for themselves.
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Target:
Do you like __(s)? Yes I do/ No I don't
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
LWVF+1
__ I'm __.
make it 5.
(5 mins)
What's this?
Anything you
(5 mins)
think the
students
would be
interested in
card is.
learning
5 corners
LWVF+1,
(5 mins)
AEIOU
do.
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Car race
Anything
(10 mins)
About 30-40% of cards should be new vocabulary so that the students will
come to you or the HRT to ask what they are, and they should have
English printed on them so they can also try to sound them out for
move 2, and if paper, move 1 space. The non-mover asks the mover Do
themselves.
you like __(s)? and the mover replies Yes I do/ No I don't
the class.
language.
Dictation
LWVF,
(5 mins)
KHQJ,
PMNS,
BCDTG,
AEIOU
wrong.
Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
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for themselves.
Target:
I like __(s)
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
YZRX+1
__ I'm __.
make it 5.
(5 mins)
What's this?
Anything you
(5 mins)
think the
students
would be
interested in
card is.
learning
5 corners
YZXR+1,
(5 mins)
AEIOU
do.
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Basketball
Anything
(10 mins)
Divide the class in half and each half makes a circle around a smallish box
If students don't know the name of what they want to say in English,
on the floor. Students take turns to say I like __(s) and then throw a large
encourage them to ask what's __?
dice into the box. If they get it in, they get 10 points for their team. If not,
they get the number of points on the dice.
Dictation
A-Z
(5 mins)
wrong.

Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
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for themselves.
Target:
I don't like __(s)
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
for themselves.
What's this?
(5 mins)
Anything
card is.
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Chopstick
Anything
Dictate letters or letter combinations and have all of the children write the
Make sure if the flashcard has English on the front that it is well covered.
spelling
phonically
letters on pieces of paper. Either all of the letters of the alphabet or just
To save time, you can give each team a set of laminated letters to use.
(10-15 mins)
regular
those needed for the game. Divide all of the children into teams, and give
The first time will take about 15 mins, but thereafter you should spend no
one child from each team a pair of chopsticks. The children then tear up
more than 10 mins on it.
their pieces of paper, and all the children from one team mix their letters
together. Place a row of flashcard on the board or in a prominent place.
Each team then races to spell the words by picking up the letters in
chopsticks and racing to put them in a place equidistant from each team.
When one child is finished with a letter, they hand the chopsticks over to
the next child, like a relay.
Shopping List
Divide the class into 2 teams. One team writes 10-15 letters on the board
(10 mins)
(eg c, d, s, t etc). The first child from the other team makes a sentence
using one of the letters on the board to make a word that starts with that
letter. I don't like cakes (cake for c) and the second child on that team
might say I don't like cakes and strawberries. The team continues with
the remaining letters and gets additional points for every item they can add.
Dictation
A-Z, VC
(5 mins)
patterns
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wrong.

Ball toss
Anything
(10 mins)
ALT and HRT toss ball between each other a few times saying I don't like
__s. Then throw the ball to the students who say I like __s with their suki
ja nai whatever before passing the ball on and sitting down. Draw the
children into the game by making sure it looks fun.
Target:
What __ do you like? I like __(s)
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
for themselves.
What's this?
Categories
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(5 mins)
eg fruit,
animals,
colours,
sport, food,
card is.
drinks, etc
Chopstick
Anything
spelling
phonically
(10 mins)
regular
Car race
Categories
(10 mins)
eg fruit,
animals,
colours,
themselves.
sport, food,
What __ do you like? and the mover replies I like __(s)
drinks, etc
the class.
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language.
Dictation
A-Z, VC
(5 mins)
patterns
wrong.
Basketball
Anything
(10 mins)
on the floor. Students take turns to say I like __(s) and then throw a large
dice into the box. If they get it in, they get 10 points for their team. If not,
they get the number of points on the dice.
Target:
What's this? It's __
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
EE,
(combos 1)
OW(cow),
__ I'm __.
(5 mins)
OO(foot), IR,
OY
What's this?
Days,
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(5 mins)
weather
card is.

5 corners
EE,
Students should remember this game from last time and will know what to
(5 mins)
OW(cow),
do.
OO(foot), IR,
OY
Car race
Days,
(10 mins)
weather,
anything else
you want to
themselves.
include
what's this? and the mover replies it's a/an __.
the class.
language.
Dictation
A-Z, VC
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(5 mins)
patterns, new
combos
wrong.
Chains
Days of the
Students stand up and toss the ball among themselves. The first student
(10 mins)
week
will say "Sunday", throw the ball, and then sit down. The second student,
"Monday" and so on.
Target:
Numbers 1-10
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
OO(moon),
(combos 2)
EA(sea), AY,
__ I'm __.
(5 mins)
OR(horse),
10
CH
What's this?
Numbers 1-
(5 mins)
10
card is.

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5 corners
OO(moon),
(5 mins)
EA(sea), AY,
do.
OR(horse),
CH
Counting
Anything
Divide the class into small groups. One child has a pile of cards and
cards
another child calls out a number. The child with cards asks "how many
(10 mins)
cards?" and the number calling child calls out a number. The child with
cards counts out the appropriate number of cards. The card counter then
asks a question about the card eg What is it? and the other children
should answer eg Its a banana.
Dictation
A-Z, VC
(5 mins)
patterns, new
combos
wrong.

Nonsense
Combo
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words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
for themselves.
Target:
People who want a/an __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
OW(window),
(combos 3)
AI, OA, SH,
__ I'm __.
(5 mins)
TH(this)
What's this?
Anything that
(5 mins)
can be used
with "want"
card is.
11
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5 corners
OW(window),
(5 mins)
AI, OA, SH,
do.
TH(this)
Fruit basket
Anything
(10 mins)
You can introduce the sentence by saying tatoeba, people who want a
chairs. Use the sentence People who want a/an __ for the game.
hamster to yuttara nani ga okoru? and the students should be able to tell
you that kids who want a hamster will change seats (90%+ of classes will
get it straight off, in my experience).
even more.
say it.
themselves.
Dictation
A-Z, VC
(5 mins)
patterns, new
combos
wrong.

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Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
for themselves.
Target:
Do you want a/an __? Yes I do/ No I don't
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
OU(cloud),
Get the students to add one letter to make it 5.
(combos 4)
TH(thin), CK,
__ I'm __.
(5 mins)
EA(bread)+1
What's this?
Anything that
(5 mins)
can be used
with want,
anything that
came up in
card is.
12
Fruit Basket
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last time
5 corners
OU(cloud),
(5 mins)
TH(thin), CK,
do.
EA(bread)+1
Car race
Anything
(10 mins)
themselves.
you want a/an __? and the mover replies Yes I do/ No I don't
the class.
language.
Dictation
A-Z, VC
(5 mins)
patterns, new
combos
wrong.
25 / 61

Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
for themselves.
Target:
I want a/an __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
13
26 / 61

for themselves.
What's this?
Food, drink,
(5 mins)
clothing,
video games,
pets, etc
card is.

Chopstick
Anything
spelling
(10 mins)
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Toss!
Anythiny the
Divide the class into 2 groups (one for the HRT and one for the ALT), and
You'll need at least enough flashcards for one per student. Try for two per
(10 mins)
students
clear enough space for the kids to stand in a circle around a set of
student though.
might want
flashcards on the floor (one set per group). Students take turns to throw a
If any students get upset that they don't like any of the cards in the set their
beanbag onto a card, and say I want a __ and take the card. Try to have
team has been given, don't worry, simply teach them "I don't want __(s)"
enough cards for 2 per student, and add in some previously not covered
vocab. If the student doesn't know how to say the animal the beanbag
landed on, encourage them to ask either the ALT or HRT what's this? or
what is it? and give the answer.
Dictation
A-Z, VC
(5 mins)
patterns, new
combos
wrong.

Ball toss
Anything
(10 mins)
ALT and HRT toss ball between each other a few times saying I want a/an
__ Then throw the ball to the students who say I want a/an__ with their
hoshii- whatever before passing the ball on and sitting down. Draw the
children into the game by making sure it looks fun.
14
Activity
Target:
What __ do you want? I want a/an __
XX
Vocab
ALT/HRT
Why/Notes/Theory
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Letter tiles
No vocab
(10 mns)
Divide the students into pairs or 2 teams. They have letter tiles with vowels
It doesn't matter how long the words get. The purpose of this exercise is to
in one colour (eg blue) and consonants in another (eg red). There should
make puzzling out English spelling a game and a fun challenge for the
be plenty of each for each child to choose from. One child makes either a
students.
vowel-consonant sequence or a vowel-consonant-vowel-consonant

sequence (eg emak), and challenges the other child/ team to say it. The
second child/ team then adds another vowel-consonant sequence and
challenges the first child/ team to say it. Sequences can be continued as
long as wanted.
What's this?
Categories
(5 mins)
eg food,
drink, video
game, pet,
etc
card is.

Dictation
A-Z, CVC
(5 mins)
patterns, new
combos
wrong.

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Car race
Categories
(10 mins)
themselves.
What __ do you want? and the mover replies I want a/an __
the class.
language.
Chopstick
Anything
spelling
(10 mins)

Ball toss
(5-10 mins)
Anything
ALT and HRT toss ball between each other a few times asking What __ do
you want? "I want a/an __" Then throw the ball to the students who ask
and answer the question before sitting down. Draw the children into the
game by making sure it looks fun.
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Target:
People who want to eat __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
5 corners
Any 5 letters
(5 mins)
the students
do.
choose
15
What's this?
Food
(5 mins)
card is.

Chopstick
Anything
spelling
(10 mins)
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Fruit basket
Food
(10 mins)
You can introduce the sentence by saying tatoeba, people who want to
chairs. Use the sentence People who want to eat a/an __ for the game.
eat a hamburger to yuttara nani ga okoru? and the students should be
able to tell you that kids who want to eat a hamburger will change seats
(90%+ of classes will get it straight off, in my experience).
even more.
say it.
themselves.
Dictation
A-Z, CVC
(5 mins)
patterns, new
combos
wrong.

Ball toss
(10 mins)
Food
ALT and HRT toss ball between each other a few times saying I want to
eat a/an __" Then throw the ball to the students who say their tabetai- food
before passing the ball on and sitting down. Draw the children into the
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game by making sure it looks fun.
Target:
Do you want to eat __? Yes I do/ No I

don't
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
5 corners
Any 5 letters
(5 mins)
the students
do.
choose
16
Counting
Food
Divide the class into pairs. One child has a pile of cards. The child with
cards
cards asks "how many cards?" and the other child calls out a number. The
(10 mins)
child with cards counts out the appropriate number of cards. The card
counter then asks Do you want to eat (a) __? and the other child should
themselves.
answer "Yes I do/ No I don't"
the class.
language.
Letter tiles
(10 mins)
No vocab
students.
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long as wanted.
Noughts and
Anything
Also called "tic tac toe." Divide the class into 2 teams. Draw a 5x5 grid on
crosses
the board and write numbers in the corners of each of the squares. Place
The students are allowed to consult with team members before choosing a
(10 mins)
flashcards in each of the squares. The flashcards can be of vocab items or
card and trying to complete the task.
phonics sounds, or a mix of both. The first student on one team picks a
number and either tries to say the card, or make a sentence with it. The
card is then either covered with a particular colour magnet, or a mark is
made in the square with chalk. The first student from the other team then
does the same. The teams try to make as many rows, columns, or
diagonals of 3 as possible, with extra points being awarded if they can
make 2 or 3 lines at once.
Target:
People who want to drink __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
Any 5 letters
(5 mins)
the students
__ I'm __.
choose
Drinks
card is.
17
What's this?
(5 mins)
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Chopstick
Anything
spelling
(10 mins)
Fruit basket
(10 mins)
Drink
You can introduce the sentence by saying tatoeba, people who want to
chairs. Use the sentence People who want to drink __ for the game.
drink milk to yuttara nani ga okoru? and the students should be able to tell
you that kids who want to drink milk will change seats (90%+ of classes will
get it straight off, in my experience).
even more.
say it.
themselves.
Shopping list
(10 mins)
35 / 61
letter. I want to drink coffee (coffee for c) and the second child on that
team might say I want to drink coffee and milk. The team continues with
Dictation
A-Z, CVC
(5 mins)
patterns, new
combos
wrong.

Target:
Do you want to drink __? Yes I do/ No I

don't
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
AEIOU Song
Any 5 letters
(5 mins)
the students
__ I'm __.
choose
Drinks
card is.
18
What's this?
(5 mins)
36 / 61
Letter tiles
No vocab
(10 mins)
students.

long as wanted.
Car race
Drinks
(10 mins)
themselves.
you want to drink __? and the mover replies Yes I do/ No I don't
the class.
language.
Noughts and
crosses
Anything
37 / 61
(10 mins)
Ball toss
Anything
(5 mins)
ALT and HRT toss ball between each other a few times asking "Do you
want to drink __?" "Yes I do/ No I don't" Then throw the ball to the students
who ask and answer the question before sitting down. Draw the children
into the game by making sure it looks fun.
Target:
I like __/ I don't like __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combo
words
families eg A,
(5 mins)
AT, DAT,
EDAT,
KEDAT etc
order to do so.
19
38 / 61
for themselves.
What's this?
Anything
(5 mins)
card is.

Dictation
A-Z, CVC
(5 mins)
patterns, new
combos
wrong.

Toss!
Anything that
(10 mins)
can be used
student though.
with "like"
beanbag onto a card, and say I like __s and take the card. Try to have
team has been given, don't worry, tell them they can use "I don't like __(s)"
39 / 61
instead.
Chopstick
Anything
spelling
(10 mins)
Basketball
Anything that
(10 mins)
can be used
on the floor. Students take turns to say I don't like __(s) and then throw a
with "don't
large dice into the box. If they get it in, they get 10 points for their team. If
like"
not, they get the number of points on the dice.
Target:
People who like __/ don't like __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Letter tiles
No vocab
20
40 / 61
(10 mins)
students.

long as wanted.
What's this?
Anything
(5 mins)
card is.

Dictation
A-Z, CVC
(5 mins)
patterns, new
combos
wrong.

41 / 61
Fruit basket
Anything
(10 mins)
chairs. Use the sentence People who like __(s) for the game. Halfway
say it.
through you can change it to "don't like"
themselves.
Memory
Anything
(10 mins)
Divide the children into 2 teams and lay out some cards. One child has a
You can get them to practise plurals by getting the students with the list to
list of all the cards on a piece of paper, using pictures if they cant read
say things like "I like dogs, shirts, and watermelons"
well. The child with the list calls out the first card on the list (eg ball) and a
child from the other team touches the card. The child with the list then calls
out 2 cards (eg ball, shirt) and a child from the other team touches the
cards in order. The turn continues until the child/ team touching the cards
makes a mistake. They get points depending on how far they got, eg 8
cards in order yields 8 points.
Target:
Do you want to study __? Yes I do/ No I

don't
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Noughts and
Anything
crosses
(10 mins)
21
42 / 61
What's this?
School
(5 mins)
subjects
card is.

Counting
School
Divide the class into small groups. One child has a pile of cards and
cards
subjects
another child calls out a number. The child with cards asks "how many
(10 mins)
cards?" and the number calling child calls out a number. The child with
cards counts out the appropriate number of cards. The card counter then
asks a question about the card eg Do you want to study __? and the
other children should answer eg Yes I do/ No I don't
Letter tiles
(10 mins)
No vocab
students.

43 / 61

long as wanted.
Ball toss
School
ALT and HRT toss ball between each other a few times saying "I want to
subjects
study __" Then throw the ball to the students who say their benkyoushitai-
subject before sitting down. Draw the children into the game by making
sure it looks fun.
Target:
I want to study __
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combo
words
families eg A,
22
AT, DAT,
EDAT,
KEDAT etc
order to do so.
for themselves.
What's this?
School
subjects
44 / 61
card is.

Chopstick
Anything
spelling
Ball toss
School
ALT and HRT toss ball between each other a few times saying "I want to
subjects
study __" Then throw the ball to the students who say their benkyoushitai-
subject before sitting down. Draw the children into the game by making
sure it looks fun.
Memory
Divide the children into 2 teams and lay out some cards. One child has a
list of all the cards on a piece of paper, using pictures if they cant read
45 / 61
well. The child with the list calls out the first card on the list (eg ball) and a
child from the other team touches the card. The child with the list then calls
out 2 cards (eg ball, shirt) and a child from the other team touches the
cards in order. The turn continues until the child/ team touching the cards
makes a mistake. They get points depending on how far they got, eg 8
cards in order yields 8 points.
Target:
When do you want to study __? I want to

study __ on (Monday)
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Letter tiles
No vocab
students.
23

long as wanted.
What's this?
Days of the
week
46 / 61
card is.

5 corners
Any 5 letters
the students
choose
Students will remember the game and will know what to do.
Car race
Ball toss
School
subjects
the class.
language.
When do you want to study __? and the mover replies I want to study __
on __
School
ALT and HRT toss ball between each other a few times asking "When do
subjects
you want to study __?" "I want to study __ on __" Then throw the ball to
the students who ask and answer the question before sitting down. Draw
the children into the game by making sure it looks fun.
47 / 61
Target:
Dream Timetable
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Dictation
A-Z, CVC
patterns, new
combos
wrong.
24
What's this?
School
subjects
card is.

Dream
Get the students into groups of about 4-6, and hand out A3 sized blank
Timetable
timetables. Encourage them to use English to discuss what subjects they

want to study and when, and fill them in.
Ball toss
School
ALT and HRT toss ball between each other a few times saying "I don't want
48 / 61
subjects
to study __" Then throw the ball to the students who say their benkyou
shitaku nai- subject before sitting down. Draw the children into the game
by making sure it looks fun.
Target:
Dream Timetable
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Dictation
A-Z, CVC
patterns, new
combos
wrong.
25
What's this?
School
subjects
card is.

49 / 61
Dream
Get the students back into the groups from the previous lesson and get
timetable
them to finish their timetables using as much English as possible. They

can decorate them when they're finished.
Get them to practise their presentations for next lesson, too, using "On __
we want to study __ and __ and __ and __ and __" or something similar.
You can have one student present each day, or the whole group can say
the whole thing together
Basketball
School
subjects
on the floor. Students take turns to say I want to study __ and then throw
a large dice into the box. If they get it in, they get 10 points for their team.
If not, they get the number of points on the dice.
Target:
Dream Timetable
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Noughts and
Anything
26
crosses

50 / 61
Presentations
Students get into their groups and present their timetables.
Fruit basket
Let the students choose what grammar point they want to use.
27
Activity
Target:
School in my home country
Vocab
ALT/HRT
Why/Notes/Theory
Shopping list
letter. I don't like cakes (cake for c) and the second child on that team
might say I don't like cakes and strawberries. The team continues with
ALT takes
ALT should also talk about the differences and similarities with their home
questions
country's school system, but give the students a chance to ask questions
about school
first. Try to find pictures of typical classrooms and photos from around the
in their home
school too, as the students find these fascinating.
country
Shows
photos if time
28
Activity
Target:
School in my home country
Vocab
ALT/HRT
Why/Notes/Theory
51 / 61
Letter tiles
No vocab
students.

long as wanted.
ALT takes
ALT should also talk about the differences and similarities with their home
questions
country's school system, but give the students a chance to ask questions
about school
first. Try to find pictures of typical classrooms and photos from around the
in their home
school too, as the students find these fascinating.
country
Shows
photos if time
Target:
Would you like a __? Yes I would/ No I

wouldn't
XX
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combo
words
families eg A,
29
AT, DAT,
EDAT,
KEDAT etc
order to do so.
52 / 61
for themselves.
What's this?
Anything the
students
might want
card is.

Chopstick
spelling
Anything
53 / 61
Counting
Anything that
Divide the class into pairs. One child has a pile of cards and another child
cards
can be used
calls out a number. The child with cards asks "how many cards?" and the
with "would
number calling child calls out a number. The child with cards counts out the
you like"
appropriate number of cards. The card counter then asks a question about
the card eg Would you like a/an __? and the other children should answer
eg Yes I do/ No I don't
Dictation
A-Z, CVC
patterns, new
combos
wrong.
Ball toss
Anything
ALT and HRT toss a ball between each other taking turns to say "I would
like a/an __" ALT then tosses the ball to a students and the students take
turns to say what they would like before passing the ball on and sitting
down.
30
Target:
People who would like a __
XX
54 / 61
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Chopstick
Anything
spelling
What's this?
Anything that
can be used
with "would
like"
card is.

Noughts and
crosses
Anything

55 / 61
Fruit basket
Anything
chairs. Use the sentence People who would like a/an __ for the game.
say it.
themselves.
Shopping list
letter. I would like a cake (cake for c) and the second child on that team
might say I would like a cake and a strawberry. The team continues with
Target:
I like __(s) and he/she likes __(s)
XX YY
Activity
Vocab
ALT/HRT
Why/Notes/Theory
Nonsense
Combo
words
families eg A,
31
AT, DAT,
EDAT,
KEDAT etc
order to do so.
56 / 61
for themselves.
What's this?
Anything
card is.

Chains
ALT and HRT first demonstrate by throwing a ball at each other. It's
You don't need to teach them explicitly that "he" is for boys and "she" is for
probably easier if the HRT starts, and says something like "I like soccer"
girls. Just gently correct them when they get it wrong. If they ask, just say
then throws the ball to the ALT. The ALT then says something they can do,
something like "naze deshou ka?" and encourage them to think about it for
then says what the HRT could do eg "I like apples and [he/she] likes
themselves, and go back to the game in the meantime. It won't be long
soccer." The ALT then throws the ball to a student who says something
before one of the students excitedly calls it out.
they would like, and then what the ALT would like, before throwing the ball
to another student.
Dictation
A-Z, CVC
57 / 61
patterns, new
combos
wrong.

Toss!
student though.
beanbag onto a card, and say I like __ and take the card. Try to have
team has been given, don't worry, simply get them to use "I don't like __(s)"
Target:
I want a __ and he/she wants a __(s)
XX YY
Activity
Vocab
ALT/HRT
Why/Notes/Theory
5 corners
Any 5 letters
the students
choose
32
What's this?
Anything that
58 / 61
can be used
with "want"
card is.

Chains
Anything
ALT and HRT first demonstrate by throwing a ball at each other. It's
You don't need to teach them explicitly that "he" is for boys and "she" is for
probably easier if the HRT starts, and says something like "I want a cake"
girls. Just gently correct them when they get it wrong. If they ask, just say
then throws the ball to the ALT. The ALT then says something they want
something like "naze deshou ka?" and encourage them to think about it for
then says what the HRT wants eg "I want an apple and [he/she] wants a
themselves, and go back to the game in the meantime. It won't be long
cake." The ALT then throws the ball to a student who says something they
before one of the students excitedly calls it out.
want, and then what the ALT wants, before throwing the ball to another
student and so on.
Dictation
Anything
wrong.

59 / 61
Basketball
on the floor. Students take turns to say any sentence they want and then
throw a large dice into the box. If they get it in, they get 10 points for their
team. If not, they get the number of points on the dice.
Target:
Review
Activity
Vocab
ALT/HRT
Why/Notes/Theory
5 corners
Any 5 letters
the students
choose
33
Typhoon
Divide the students into 6 groups and lay out a whole lot of karuta size
style make a
cards on a table with 1 to 5 points or a typhoon written on the back of them.
sentence
Teams take turns to send one team member to the table. The student
from the card
picks a card and makes a sentence about it. The team then gets the
you chose.
number of points on the back of the card. A typhoon means no points from
that card.
34
Activity
Target:
Hallowe'en
Vocab
ALT/HRT
Why/Notes/Theory
Target:
Christmas
Vocab
ALT/HRT
Why/Notes/Theory
Free
35
Activity
Free
60 / 61
61 / 61

Elementary Year 5s 35 Lessons Per Year

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Elementary Year 5s 35 Lessons Per Year

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Elementary Year 5s 35 lessons per year

What's your name? I'm __

Intro into phonics. Explain that English letters have onyomis.

Sing song with students.

discovery of items/vocabulary is very important for the students. They

things much better. Mystery, guessing, and discovery drive learning in

they really can't get it, just explain it.

Encourage safe moving!

should run to the right area.

what they should be doing. ALT says sounds one-by-one in no particular

what pencil means if they've never heard the word before.

would be very surprised, however, if not one of your students already

What's this? It's a/an __

Sing song with students.

mins this time.

discovery of items/vocabulary is very important for the students. They

things much better. Mystery, guessing, and discovery drive learning in

Encourage safe moving!

carefully too to help the figure out which sound is which.

what's this? and the mover replies it's a/an __.

what they should be doing. ALT says sounds one-by-one in no particular

what pencil means if they've never heard the word before.

seem to have a bit of trouble with coming up more often.

ab etc and challenges the students to say them.

to internalise phonics. Native speakers will be exposed to a lot of different

combinations so they will internalise the phonic rules of English without

Sing song with students.

discovery of items/vocabulary is very important for the students. They

things much better. Mystery, guessing, and discovery drive learning in

Small groups of 2-3 would work best for this game.

what they should be doing. ALT says sounds one-by-one in no particular

what pencil means if they've never heard the word before.

seem to have a bit of trouble with coming up more often.

ab etc and challenges the students to say them.

to internalise phonics. Native speakers will be exposed to a lot of different

combinations so they will internalise the phonic rules of English without

People who like __(s)

Sing song with students.

discovery of items/vocabulary is very important for the students. They

things much better. Mystery, guessing, and discovery drive learning in

what they should be doing. ALT says sounds one-by-one in no particular

what pencil means if they've never heard the word before.

seem to have a bit of trouble with coming up more often.

ab etc and challenges the students to say them.

to internalise phonics. Native speakers will be exposed to a lot of different

combinations so they will internalise the phonic rules of English without

Do you like __(s)? Yes I do/ No I don't

Sing song with students.

only take about 2-3 mins this time.

discovery of items/vocabulary is very important for the students. They

things much better. Mystery, guessing, and discovery drive learning in

what they should be doing. ALT says sounds one-by-one in no particular

what pencil means if they've never heard the word before.

ab etc and challenges the students to say them.

to internalise phonics. Native speakers will be exposed to a lot of different

combinations so they will internalise the phonic rules of English without

VC combinations first, because it helps the students to let go of the CV

Sing song with students.

only take about 2-3 mins this time.

discovery of items/vocabulary is very important for the students. They

things much better. Mystery, guessing, and discovery drive learning in

encourage them to ask what's __?

what they should be doing. ALT says sounds one-by-one in no particular

what pencil means if they've never heard the word before.

What do you like? I like (s)

What do you like? and the mover replies I like (s)