6th grade supplementary lessonsmar 06, 2010 · 6666thtthhth grade, lesson grade, lesson 2, hour...

Introduction to the Supplemental MaterialsIntroduction to the Supplemental MaterialsIntroduction to the Supplemental MaterialsIntroduction to the Supplemental Materials

Following is a collection of activities to be used along with, or instead of, the activities given in the Eigo

Note book from the Mombusho. Use however little or much you feel will help you give better English

lessons.

Each page has a heading at the top left with three numbers, such as 5555thththth –––– L9 L9 L9 L9 –––– 2 2 2 2. This corresponds to first,

the grade level, second, the lesson (unit) number, and third, the hour number in the lesson. So the above

example would go with the book’s plan for 5th grade Lesson 2, the second of four hours spent on that unit.

The first two pages explain mini-card games that can be used to practice practically any vocabulary.

Some portions have multiple activities, most only one, and some none at all. Time constraints and lack of

cooperation from some members of the ALT group left holes in the packet of materials. As of now, there

are no activities for Grade 5 Lesson 6, or for Grade 6 Lessons 5 or 8. Sorry.

Where necessary, there are handouts, templates, and other materials to be used in the activities described,

though many activities do not require making lots of materials. Where materials are given, they should

appear directly after the activity summary. If there are no materials after the summary, that means you

need to make them yourself.

Thanks to the ALTs who helped with this, and hex on those who made it so I had to do most of it by

myself.

JWM

Supplemental ActivitySupplemental ActivitySupplemental ActivitySupplemental Activity f f f for Eigo Noteor Eigo Noteor Eigo Noteor Eigo Note 6666thththth –––– L2 L2 L2 L2 –––– 1 1 1 1----4444

6666thththth Grade, Lesson Grade, Lesson Grade, Lesson Grade, Lesson 2, Hour 12, Hour 12, Hour 12, Hour 1----4444

““““Find the letters of the alphabetFind the letters of the alphabetFind the letters of the alphabetFind the letters of the alphabet””””

Note: This unit is about the lower case letters of the alphabet. For those, you can use many of the same Note: This unit is about the lower case letters of the alphabet. For those, you can use many of the same Note: This unit is about the lower case letters of the alphabet. For those, you can use many of the same Note: This unit is about the lower case letters of the alphabet. For those, you can use many of the same

games in the previous unit. Also use minigames in the previous unit. Also use minigames in the previous unit. Also use minigames in the previous unit. Also use mini----card games as described in the beginning of the packet.card games as described in the beginning of the packet.card games as described in the beginning of the packet.card games as described in the beginning of the packet.

FFFFor this unit, there will be no houror this unit, there will be no houror this unit, there will be no houror this unit, there will be no hour----bybybyby----hour breakdown of games (in part because the person assigned to hour breakdown of games (in part because the person assigned to hour breakdown of games (in part because the person assigned to hour breakdown of games (in part because the person assigned to

do this unit didndo this unit didndo this unit didndo this unit didn’’’’t do any work). Instead, here will be a few page list of activities that kind of relates to t do any work). Instead, here will be a few page list of activities that kind of relates to t do any work). Instead, here will be a few page list of activities that kind of relates to t do any work). Instead, here will be a few page list of activities that kind of relates to

the unit.the unit.the unit.the unit.

Activity: Activity: Activity: Activity: Silent Night in different languages

Time: Time: Time: Time: 5-10 minutes

There is a pretty website that has collected copies of lyrics to the Christmas song “Silent Night” in

many different languages and scripts. Check out the website, choose a few and print enlarged

copies. Have the students guess what country/language they are. Good ones are Russian, Arabic,

Thai, Latin, Chinese, Korean, etc. The website is: www.silentnight.web.za

Activity:Activity:Activity:Activity: Phonics Pyramid

Time: 5Time: 5Time: 5Time: 5----15 minutes15 minutes15 minutes15 minutes

PreparationPreparationPreparationPreparation: copy the handouts

1. Distribute the pyramid handouts.

2. Read one of the words for each level. The students will try to hear which word you are reading, and

follow the pyramid down to the number at the bottom. They do this by recognizing the first letter of

the words. Don’t worry if they don’t know the meanings of some of the words. It is the first letter

sound that is important here.

3. You can make more of these easily. This is just an example one.

Phonics Pyramid

Apple Upper

Cup Gum Cup Gum

Intel Enter Intel Enter Intel Enter Intel Enter

①①①① ②②②② ③③③③ ④④④④ ⑤⑤⑤⑤ ⑥⑥⑥⑥ ⑦⑦⑦⑦ ⑧⑧⑧⑧

Write the number

Supplemental ActivitySupplemental ActivitySupplemental ActivitySupplemental Activity for Eigo Note for Eigo Note for Eigo Note for Eigo Note 6 6 6 6thththth –––– L2 L2 L2 L2 –––– 1 1 1 1----4444

6666thththth Grade, Lesson 2, Hour 1 Grade, Lesson 2, Hour 1 Grade, Lesson 2, Hour 1 Grade, Lesson 2, Hour 1----4444


Activity: Activity: Activity: Activity: Count against the clock

Time:Time:Time:Time: 5-15 minutes, depending on how many chances you want to give them

Preparation:Preparation:Preparation:Preparation: bring a stopwatch

1. It is easiest if the students get in a big circle, but it is possible to do this by just snaking around the

classroom.

2. Students will count as a class, each saying one number in order. Determine how high you want them

to go, for example to 100 (when it gets to the last student they continue from the first).

3. You will time them, and record the times. Do this with every class, and announce the champion class

once all classes have finished. Or just do it in one class and have them try to get better.

Activity: Activity: Activity: Activity: Count for your life

Language: Language: Language: Language: numbers

TiTiTiTime: me: me: me: 15 min

1. Play in lunch groups. Students will say numbers in English, saying one number each in the order they

are sitting around and around the circle.

2. Raise difficulty by forbidding students to say numbers with (for example) a 3 in them (3, 13, 23, 30…)

or multiples of a number. Instead, they must say the next possible number.

3. Students go around and around until someone makes a mistake. That person is out, and the others

continue from where the mistake was.

4. The game ends when only one student is left. Give a prize.

Activity: Activity: Activity: Activity: Numbers Bingo

Language: Language: Language: Language: Numbers

Time: Time: Time: Time: Depends on how many numbers you use

1. Give out bingo sheets. There is one included, that uses numbers to 99. If you use a lot of numbers, it

will take a long time before people get bingos (most of the period if you go to 99).

2. Numbers bingo should be obvious, but if you use the sheet provided here’s the procedure.

3. Hand out the sheet. Students write numbers in the blanks. This one is set up that the left column

holds numbers 1-19, next 20-39 etc. So the write in 5 numbers within the range for each column.

4. Prepare small slips of paper with all the numbers on them, put them in a bag or a hat or something,

pull one out at a time and read it. You can have students pull out numbers and read them to the class

as well. Give a prize when someone gets a bingo.

5. If you play with a lot of numbers, make a double sided copy of the bingo sheet so kids can play two

sheets at once, raising the chances of getting a bingo.

Supplemental ActivitySupplemental ActivitySupplemental ActivitySupplemental Activity for Eigo Note for Eigo Note for Eigo Note for Eigo Note 6 6 6 6thththth –––– L2 L2 L2 L2 –––– 1 1 1 1----4444

6666thththth Grade, Lesson 2, Hour 1 Grade, Lesson 2, Hour 1 Grade, Lesson 2, Hour 1 Grade, Lesson 2, Hour 1----4444


Activity: How many pens do you have? Card gather gameActivity: How many pens do you have? Card gather gameActivity: How many pens do you have? Card gather gameActivity: How many pens do you have? Card gather game

Language: Language: Language: Language: “How many ~ (do you have)? I have # (things); plural “s” on nouns

*This game appeared in 5th grade, so maybe don’t do it if they did it in 5th grade. It’s a fun game though

so you can do it twice in two years no problem.

Time: Time: Time: Time: 30 minutes (10 to explain, 15-20 to play)

Preparation: Preparation: Preparation: Preparation: Copy and cut the pen case cards. There are 16 different cards, and you need enough for

about 5 per student. In a class of 40, you need about 12-14 copies of each page of cards. Cut and

shuffle these. (the included cards are reduced size)

Flashcards of the 5 items to be used (enlarge and copy)

1.1.1.1. Explaining the game takes some time. Students start with two cards each. There are 16 different

kinds of cards. They all have a pen case, and the difference is the number of items in the pen case. The

items are pens, pencils, erasers, rulers, and mechanical pencils (the students will get a laugh out of

that word)

2.2.2.2. The goal is to collect as many cards as possible. They will win cards by having more of a certain item

than the other person. The person with more of an item will win the other student’s card.

3.3.3.3. Students will mingle, and play janken when they make a pair. The winner will choose one of the 5

items, and ask the loser “How many (item)s do you have?”

4.4.4.4. The winner will choose the item by looking at his/her own cards, and choosing whatever item they

have a large quantity of. The advantage of winning at janken lies only in designating the item to be

contested.

5.5.5.5. The loser will hear the item, and choose from among his/her cards, probably the card with the largest

quantity of that item. S/he will respond “I have (#) (item)s.”

6.6.6.6. The winner will also say how many of that item s/he has. Note: The quantity of the item is not the

sum of the item on all cards, but on one single card.

7.7.7.7. The student with the largest quantity of that item takes a card from the loser. The student who lost at

janken can still win the game and take a card, if the quantity of the item is higher. If it is the same

quantity, nothing happens, and they find a new partner. When demonstrating with the teacher,

demonstrate that the loser can still win the game with a high number of items.

8.8.8.8. They find a new partner and play again. The champion is the student with the most cards at the end.

Students who lose their cards can ask for another from the teacher.

9.9.9.9. Students who have won a few times, and collect a number of cards, will become unreasonably strong,

and will have a large quantity of any item. This is boring, so insert this rule: Students can only carry

three cards at a time. If they get more than three, they must place the extra cards on their desk: this

is their personal “bank.” If they lose, they can go back to their bank and get a card, but can only have

three in their hand when playing the game.

Supplemental ActivitySupplemental ActivitySupplemental ActivitySupplemental Activity for Eigo Note for Eigo Note for Eigo Note for Eigo Note 6 6 6 6thththth –––– L3 L3 L3 L3–––– 2 2 2 2

6666thththth Grade, Lesson 3, Hour 2 (or any hour) Grade, Lesson 3, Hour 2 (or any hour) Grade, Lesson 3, Hour 2 (or any hour) Grade, Lesson 3, Hour 2 (or any hour)

Goal:Goal:Goal:Goal: To play a fun game that practices the vocabulary for the 12 months

Language: Language: Language: Language: Option 1: When is your birthday? + 12 months

Option 2: What month is it? +12 months

Option 3: What’s the date today? (not realistic but students can practice the phrase)

Activity: Twelve Months MActivity: Twelve Months MActivity: Twelve Months MActivity: Twelve Months Monkeysonkeysonkeysonkeys

Time:Time:Time:Time: 20-30 minutes.

PreparationPreparationPreparationPreparation: Copy and cut out the attached months cards. You need about 5 cards for each student. This

game is similar to “babanuki,” a popular Japanese card game. It is suggested to limit the amount of

“monkey cards” to about 12.

1. Give five random month cards to each student.

2. Students mingle and play janken in pairs.

3. The loser asks the winner “When is your birthday?”

4. The winner draws a card from the loser’s hand and replies with the month written on that card, for

example, “It’s in March.”

5. If the student draws a monkey card, they reply, “Monkey!”

6. When students get matching pairs of any month card, they deposit them on the teacher’s desk and

continue playing until they have no cards left.

7. Pairs of monkey cards can not be deposited. The only way to lose a monkey card is if someone takes it

from your hand.

8. Play until only students with monkey cards remain.

9. Shuffle the cards and play again.

10. Variations:

1. You can add one “golden monkey card” (color a normal monkey card yellow or gold) that serves as

a champion card. The rules are the same except the student left holding the golden monkey card

is the winner. You can also have no normal monkey cards, and only the one golden monkey card so

there are no losers.

2. Have students holding monkey cards at the end play a penalty batsu-game. Monkey impressions

seem suitable.

*Use the month cards for other mini*Use the month cards for other mini*Use the month cards for other mini*Use the month cards for other mini----card games, to practice the card games, to practice the card games, to practice the card games, to practice the vocabularyvocabularyvocabularyvocabulary....


6666thththth Grade, Lesson 3, Hour 3 Grade, Lesson 3, Hour 3 Grade, Lesson 3, Hour 3 Grade, Lesson 3, Hour 3

Goal:Goal:Goal:Goal: Practice asking and answering about birthdays, including dates. Play an interview-based game to

practice this.

Language: Language: Language: Language: When is your birthday? It’s (date: months and ordinals)

Activity: Big Birthday BalloonsActivity: Big Birthday BalloonsActivity: Big Birthday BalloonsActivity: Big Birthday Balloons

Time: Time: Time: Time: 10-20 minutes.

Preparation: Preparation: Preparation: Preparation: Prepare the interview handout. The template is included.

1. Pass out the handout. Students will mingle and ask each other “When is your birthday?”

2. They will right down the names and the birthday (numbers only are fine) in the corresponding

balloons on the sheet.

3. This can be a race against the clock (students must try to collect everyone’s names in 10 minutes, for

example).

4. Suggestion: Get a list of the student’s birthdays, and before making copies, make one line in each

month’s balloon for each student with a birthday that month. That way the students will know when

they have everyone (one line for every student).

5. To make it even easier, write the numerical dates for each birthday in the balloons, and students only

need to match the birthday.

6. Explain that it is ok to repeat the English many times, but that Japanese is forbidden. You can put

red circular (embarrassment) stickers on the cheeks of any student caught using Japanese to do the

interviews.

7. Some classrooms have a poster on the wall with the entire class’ birthdays written. If there is one of

these in your classroom, take it down or cover it before starting this activity.

8. You can give points for getting signatures: 2 points for girl-boy, 1 point for same gender, and 3 points

for talking to the teacher or ALT.

*The completed sheets with the whole class’ birthdays will be needed in the next class. The teacher should

make a completed (correct) one to be copied for any kids that were absent, or lose their sheet.

Birthday Balloons 6666thththth –––– L3 L3 L3 L3 ---- 3 3 3 3

January

February

March

April May

June July

August

September

October November

December



Goal: Goal: Goal: Goal: Play a fun game to practice dates and birthdays

Language: Language: Language: Language: Months and dates; Include more difficult sentences such as “~’s birthday is…” if desired.

Activity: Birthdays Activity: Birthdays Activity: Birthdays Activity: Birthdays UsunoroUsunoroUsunoroUsunoro----bakabakabakabaka (a popular Japanese card game)


Preparation: Preparation: Preparation: Preparation: Completed sheets from the previous lesson (Big Birthday Balloons), with the names and

birthdays of all students in the class.

Copy and cut out one set of numbers cards (1-31) and months cards (from the monkey game in hour 2, but

without the monkey cards). One set for each group. Have a few extra cards for odd numbered groups.

1. Distribute one set of cards for each group. 3-4 people is ideal group size.

2. The students will put their desks together, and they will put erasers in the middle of their desks. They

need one less eraser than the number of people in their group (so if there are 4 students, three

erasers).

3. Each group member will receive the same amount of months cards and number cards. Make sure that

each student receives the same amount of cards as the rest of his/her group, especially month cards.

Number cards can be one off, though it is a small disadvantage. If, for example, there is a group of 5

students, then give them three extra months cards (any month is fine) to make it 3 per student.

4. The students will place the number cards down in front of them, so they can see the numbers. They

will also place the sheet with the class’ birthdays in plain view. They will hold the month cards in

their hand.

5. The goal is to match a month card in their hand to one of the numbers placed in front of them, to

correspond with someone’s birthday in the class.

6. At the start, students will all pass one month card to the person on their left in a circle. Keep a

rhythm if desired, and students in their groups will continue passing cards (all together) until

someone gets a match.

7. If someone gets a match, they will grab one eraser. The other students will also try to grab an eraser.

One student will not be able to grab an eraser.

8. The student who got the match will show the cards and say the date in English. Shuffle the months

cards and play again.

9. The first time a student fails to grab an eraser, they get an “u”. The second time a “su,” 3rd a “no,”

followed by “ro” “ba” and “ka” for a total of 6. If they get the “ka” they spell “usunorobaka” (meaning a

dimwitted person), and are the loser.

SupplSupplSupplSupplemental Activity for Eigo Noteemental Activity for Eigo Noteemental Activity for Eigo Noteemental Activity for Eigo Note 6 6 6 6thththth ---- L4 L4 L4 L4 ---- 2 2 2 2


“Can“Can“Can“Can you do it? you do it? you do it? you do it?””””

Goal: Goal: Goal: Goal: This activity makes the interview activity into more of a game, instead of just asking each other

questions and marking the answers.

Language: Language: Language: Language: Can you ~? ; Yes, I can; No, I can’t

Activity: Can you? BingoActivity: Can you? BingoActivity: Can you? BingoActivity: Can you? Bingo

Time: Time: Time: Time: 15 minutes (5 to check the language, 10 to play)

PreparationPreparationPreparationPreparation: Use the “interview” activity on pages 26 or 27 as templates and copy off a sheet for each

student. Or just have them use their books and mark on them directly.

1.1.1.1. After checking the language, the students will mingle and ask each other a question (Can you ~?)

from the bingo sheet.

2.2.2.2. If the other person answers positively, they mark that square on their sheet. Students try to get a

bingo by finding people to answer positively to make a vertical, horizontal, or diagonal sequence on

the bingo sheet. The goal can also be to fill the whole sheet, finding someone who can do every action.

3.3.3.3. Make sure students are using the target language “can” and not just saying the vocabulary words in

the game.

4.4.4.4. You can insert janken elements, such as only the person who wins at janken gets to ask a question.

Give prizes to people who get a bingo, or get a full sheet bingo.

5.5.5.5. If desired, find other pictures of actions from the book, or the internet, and expand the bingo sheet

from 3X3 to 4X4 or 5X5 for a longer game.

AdditionalAdditionalAdditionalAdditional

You can use the pictures on pages 26 and 27 as templates for cards, to be used in mini-card games.

Supplemental Activity Supplemental Activity Supplemental Activity Supplemental Activity for Eigo Notefor Eigo Notefor Eigo Notefor Eigo Note 6 6 6 6thththth ---- L4 L4 L4 L4 ---- 3or4 3or4 3or4 3or4

6666thththth Grade, Lesson 4, Hour 3 or 4 Grade, Lesson 4, Hour 3 or 4 Grade, Lesson 4, Hour 3 or 4 Grade, Lesson 4, Hour 3 or 4

““““InterviewInterviewInterviewInterview””””

Goal:Goal:Goal:Goal: This is a fun game that uses “can” question and answers. It can also be used to teach straight

actions, making the questions “do you” instead.

Language: Language: Language: Language: Can you + actions

Actions: walk, run, swim, jump, fly, sit, stand, climb, hang, play

Activity: Animals and VerbsActivity: Animals and VerbsActivity: Animals and VerbsActivity: Animals and Verbs


Preparation:Preparation:Preparation:Preparation: Make one set of animal cards for each group.

1.1.1.1. After checking the language, especially the verbs, explain the game.

2.2.2.2. The teacher will secretly choose one of the animals.

3.3.3.3. Groups will take turns asking one question each to the teacher (Can you ~?). The teacher will respond

based on the abilities of the animal chosen. Note: “Play” means to play with people (in the everyday

sense not the Siegfried and Roy sense), maybe as pets (dog, yes; lion, no).

4.4.4.4. When the groups ask, they should all ask together (se-no-se-de) as a group.

5.5.5.5. Each round will have 4 questions (four groups will ask a question). After four questions have been

asked, the groups will make a guess as to which animal the teacher chose. (Too many questions and it

is too easy. 4 is a good number).

6.6.6.6. After giving the groups a little time to decide, the teacher will count down (3,2,1, Answer!) and the

groups will hold up one (and only one) animal card for their guess. Then the teacher will show the

answer. Students should continue holding their guessed animal card up as points are tallied, usually

one point for each correct answer. Play again with a new animal.

7.7.7.7. VariatioVariatioVariatioVariationnnn: Instead of the teacher choosing the animal, each group can take a turn choosing the animal

while other groups (4 per round) ask questions and then guess. Points can be awarded as follows: One

point for each correct answer, and one point to the group choosing the animal for each incorrect guess.

One of the teachers should be informed of the animal they chose before the questions, to make sure

they don’t lie about the animal’s abilities to coerce incorrect guesses.

This is best for a second class, after the students understand the game. You can play the first time

with “Do you” questions and the second time with “Can you” questions. By doing that the students

will see an important point in English sentence construction, namely that questions should be

responded to in the form that they were asked (Do you? → Yes, I do; Can you → Yes, I can.). Also

they might think about the difference between having an ability and doing something regularly, but

that sounds lame enough the monbusho could have thought of it.

play 遊ぶ walk 歩く

swim 泳ぐ stand 立ち上がる

run 走る sit 座る

fly 空を飛 hang 掛ける・乾す・つり下げる

jump 飛び跳ねる

play 遊ぶ walk 歩く

swim 泳ぐ stand 立ち上がる

run 走る sit 座る

fly 空を飛 hang 掛ける・乾す・つり下げる

jump 飛び跳ねる

Supplemental Activity for Eigo Note Supplemental Activity for Eigo Note Supplemental Activity for Eigo Note Supplemental Activity for Eigo Note 6 6 6 6th th th th ---- L4 L4 L4 L4 ---- 4444

6666th th th th Grade, Lesson 4, Hour Grade, Lesson 4, Hour Grade, Lesson 4, Hour Grade, Lesson 4, Hour 4444

““““SelfSelfSelfSelf----Introduction of abilitiesIntroduction of abilitiesIntroduction of abilitiesIntroduction of abilities””””

GoalGoalGoalGoal: Raise the level of English being introduced. Use longer sentences with“can and can’t”．

LanguageLanguageLanguageLanguage: What can you do inside the house? I can read a book (inside the house)．

What can you do outside the house? I can ride a bike (outside the house)．

Activity: Activity: Activity: Activity: Dengon Game (Chinese Whisper game)

Time:Time:Time:Time: 10 minutes to practice and explain, 10-15 minutes to play．

PreparationPreparationPreparationPreparation: Make action picture cards(see attachment)．Make a poster of the house.

1. Put the cards(face down) randomly on the board．

2. Divide the class into 2 teams. Line up the players. If there’s an odd number of players, one can be the

ALT’s “helper”. (More teams may be better…)

3. Put the poster of the house on the board. Go through the enlarged action cards asking what can you do

inside or outside the house. Then play the game.

4. The teacher whispers a message to the first person of both groups A and B. For example:“I can ride a

bike” or“I can ride a bike outside the house”.

5. Say start, and each player whispers the message to the next player in his group successively until the

last player gets the message. That student should come to the front and speak that sentence to the ALT.

6. When they tell you the target sentence, they must select the correct cards and place it either inside the

house or outside the house.

7. Give points to the fastest team in whatever manner you deem suitable.

SupplementalSupplementalSupplementalSupplemental AcAcAcActivity for Eigo Notetivity for Eigo Notetivity for Eigo Notetivity for Eigo Note 6666thththth ---- L6L6L6L6 ---- 1111

6th Grade, Lesson 6, Hour 16th Grade, Lesson 6, Hour 16th Grade, Lesson 6, Hour 16th Grade, Lesson 6, Hour 1

““““Different kinds of English in the worldDifferent kinds of English in the worldDifferent kinds of English in the worldDifferent kinds of English in the world””””

Goal:Goal:Goal:Goal: To introduce foreign countries and things associated with that country

Language:Language:Language:Language:

Option 1: Names of countries

Option 2: Names of things from that country

Option 3: Names of popular cities in that country

Activity 1: Group CollageActivity 1: Group CollageActivity 1: Group CollageActivity 1: Group Collage

Time:Time:Time:Time: 3 minutes intro/explanation, 10 minutes game

Preparation:Preparation:Preparation:Preparation: One sheet of A3 for each group and various pictures of things from the countries you select

(get on the Internet and print out pictures!)

1. Divide the class into lunch groups and give each group a sheet A3.

2. Give each group a country and have them select things from the pictures you have printed out (have

the pictures separated by country for each group).

3. Tell them to paste the pictures on each page.

4. Put the finished collages on the board and number them 1-8.

5. Students then try to guess which country is represented in each collage.

6. The key is to select pictures that are not so obvious for some countries and obvious for other countries.

*Point systems are optional for correct guesses.

Additional:Additional:Additional:Additional:

Use flag cards for different mini-card games.

SupplementalSupplementalSupplementalSupplemental ActivitActivitActivitActivity for Eigo Notey for Eigo Notey for Eigo Notey for Eigo Note 6666thththth ---- L6L6L6L6 ---- 1111


“I want to go to Italy”“I want to go to Italy”“I want to go to Italy”“I want to go to Italy”

Goal: Goal: Goal: Goal: Play a game that deals a little bit with countries.

Language:Language:Language:Language: Countries; Review of foods phrases; Are you from ~?

Activity: Activity: Activity: Activity: Oyabun Game

Time: Time: Time: Time: TimeTimeTimeTime: (5 minutes+ to introduce language, 5 minutes to explain and distribute cards, then 10-20

minutes to play.

PreparationPreparationPreparationPreparation: Copy and cut cards, enough for about 4 per student

Make flashcards of the words and phrases to be used in the game.

1.1.1.1. This was inserted at the last minute because there aren’t many fun lessons around these units. It is

basically the same game as in 5th grade lesson 9, just with countries replacing the names. You will

review the language for “What do you have/eat for breakfast/lunch/dinner?” The foods are roughly

similar to what people in those countries eat.

2.2.2.2. Distribute one card to each student, and check the words on the cards. There are 4 countries on the

left, and breakfast, lunch and dinner on the top. The row beside each name shows what that person

eats for meals. The small marked box beside one of the names indicates the country.

3.3.3.3. The students will mingle, and play janken with a partner. The winner will ask a question about what

the other person eats for either breakfast lunch or dinner. The loser responds based on the indicated

person on their card.

You can use the “want to” pattern here if you want (What do you want to eat for breakfast? I want to

eat rice.)

4.4.4.4. The winner will then guess the loser’s country (Are you from Japan?). If correct, they receive the

loser’s card. If incorrect, they play janken one more time, and repeat step three. After two wins at

janken, and two questions asked about the other kid’s meal, they should know which name is on the

other’s card. Students with more than one card should not switch their cards after starting janken

(however they can use a new card with the next partner).

5.5.5.5. Students who lose all their cards should go to the teacher (oyabun or big boss) and ask for a new card.

Students with the most cards at the end are winners.

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“ “ “ “To what country do you want to go?To what country do you want to go?To what country do you want to go?To what country do you want to go?””””

Goal:Goal:Goal:Goal: To play a fun game using the phrase “I want to go to...”


Option 1: Where do you want to go? I want to go to (country).

Option 2: Why? I want to eat (food). I want to see (landmark).

Activity 1: Travel PlansActivity 1: Travel PlansActivity 1: Travel PlansActivity 1: Travel Plans

Time:Time:Time:Time: 5 minutes – explanation, 20 minutes - game

PrePrePrePreparation:paration:paration:paration: 8 Country flags, country specific places, colored stickers (from school supplies), travel sheet

(attached), fake money (find pictures on the internet of the countries that you select)

*Note: The materials for this were not turned in. Perhaps t*Note: The materials for this were not turned in. Perhaps t*Note: The materials for this were not turned in. Perhaps t*Note: The materials for this were not turned in. Perhaps they will be included later.hey will be included later.hey will be included later.hey will be included later.

1. Divide class into lunch groups

2. Select a 'travel agent' from each group and give each travel agent a 'country.' Make sure the travel

agents don't reveal their countries to other students.

3. Each student is given 10 dollars and a travel sheet. Travel agents should practice the 'Where do you

want to go?' question and students the 'I want to go to (place).' Each country will sell their specific places

at the price of 2 dollars.

4. Have the travel agents set up in spread out locations in the classroom. Have the students stand and

go to each travel agent to see if they would like to purchase one of their tours.

5. The idea is to have three or four points of interest per country and students can decide if they plan

their tour in mostly one country or go to several countries and visit serveral places. When the students

decide where they want to go, the travel agent places a sticker on that location. At the end of class have

students share their travel plans.

SuggestionSuggestionSuggestionSuggestionssss

* Use foods or other cultural items you find on the internet and add 'I want to see/eat...' for an added

langauge challenge.

* You can also use small pictures of places/food instead of stickers

Supplemental Activity for Eigo Note Supplemental Activity for Eigo Note Supplemental Activity for Eigo Note Supplemental Activity for Eigo Note 6th 6th 6th 6th----L6L6L6L6----Hr 3/4Hr 3/4Hr 3/4Hr 3/4

6th Grade, Lesson 6, Hour 3/46th Grade, Lesson 6, Hour 3/46th Grade, Lesson 6, Hour 3/46th Grade, Lesson 6, Hour 3/4

““““Ask about where people want to goAsk about where people want to goAsk about where people want to goAsk about where people want to go””””

Goal:Goal:Goal:Goal: To have students express their desire using 'I want to...'


Option 1: I want to go to ...

Option 2: I want to eat.../I want to see...

Option 3: This is (presentation item/detail)

Activity 1: CreateActivity 1: CreateActivity 1: CreateActivity 1: Create----aaaa----countrycountrycountrycountry

Time:Time:Time:Time: 3 minutes intro/explanation, 30 minute activity

Preparation:Preparation:Preparation:Preparation: One sheet of A3 for each group

1. Have students break into groups. Try to create groups that will get along. You may want to ask the

HRT to decide on the groups because they know who will work well together. If you don't care, then

use lunch groups.

2. Give each group a sheet of A3.

3. Tell the students they are going to create a country. They need to make a flag, national animal,

national food, and a monument (feel free to add other categories).

4. Have the students decorate their A3 sheets so as to mimic a travel poster.

5. Put the posters up at the end of class and ask students to present each country using the “This is...”

phrase. Then ask the class which country they would like to visit. Ask students in groups or

individually where they want to go and have them practice the target language for the lesson.

6. Keep points and tally at the end of the game to see which place was the most popular.

* You can extend this activity over two lessons if you feel like it. Use lesson 3 as the group work phase

and lesson 4 as the presentation phase.

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6666thththth Grade, Lesson 7, Hour 2 (or any hour) Grade, Lesson 7, Hour 2 (or any hour) Grade, Lesson 7, Hour 2 (or any hour) Grade, Lesson 7, Hour 2 (or any hour)

Goal:Goal:Goal:Goal: To practice the phrase “What time is it?” and telling time in English

Language:Language:Language:Language: What time is it? It’s (one) o’clock; raise the level by adding minutes if desired. If adding

minutes, use in a later lesson not the intro to the unit.

ActivityActivityActivityActivity: Time Dengon Game (Whisper Game)Time Dengon Game (Whisper Game)Time Dengon Game (Whisper Game)Time Dengon Game (Whisper Game)


Preparation: Preparation: Preparation: Preparation: Copy a number of blank clock mini-cards (normal paper) for each student. You can have the

students cut them out themselves, or cut them before hand.

*Draw hands on the mini*Draw hands on the mini*Draw hands on the mini*Draw hands on the mini----cards and use them for other minicards and use them for other minicards and use them for other minicards and use them for other mini----card games if desiredcard games if desiredcard games if desiredcard games if desired

1.1.1.1. This is similar to the normal dengon game, but with a small twist. Students are teamed by rows. The

rows should be arranged with equal numbers. If there is an odd number of students, extra students

should rotate to act as judges during the game, watching that everyone is following the rules. The

judges can be given yellow and red cards to be used when they spot cheaters. Rotate the judges each

round.

2.2.2.2. The students at the back of each row will gather, while all other students are told to face forward, and

the teacher will tell them a time (every team the same time). They will remember it, and go back to

their seats to wait until the teacher says “start!”

3.3.3.3. The back students will whisper the designated time into the ear of the next student, as in the normal

dengon game. Here is the twist. The student being whispered to will use a small clock card and draw

the hands for the time they heard. They will show this to the first student, to check if they heard

correctly. If it is incorrect, the first student will say “No” and repeat the time (quietly). They can

repeat it as many times as necessary, until the listening student gets the correct time, and the first

student says “OK”

4.4.4.4. When they get the OK (correctly drawn clock), they can continue to the next student. When

whispering, they must not show the clock. The clock is only for checking listening comprehension. In

this way, there should be no mistakes. This continues up the row until the front student gets the “OK”

and goes to the teacher. The teacher will ask “What time is it?” and hear the answer. If correct, they

are awarded points.

5.5.5.5. Points can be awarded in descending order (if 8 groups, fastest group gets 8 points, 2nd group gets 7

and so on), or points for the 4 fastest, or any number of variations.

6.6.6.6. Rotate the front students to the back and play again.

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““““Introduce My Daily RoutineIntroduce My Daily RoutineIntroduce My Daily RoutineIntroduce My Daily Routine””””

Goal:Goal:Goal:Goal: Practice the language of time and routine

Language: Language: Language: Language: The following actions and times. Include “o’clock” after time if desired.

I get up at 6. I cook lunch at 12. I wash my face at 7.

I clean my room at 1. I eat breakfast at 8. I play the piano at 2.

I do my homework at 9. I go shopping at 11. I read a book at 4.

Activity: Time Matching PairsActivity: Time Matching PairsActivity: Time Matching PairsActivity: Time Matching Pairs

Time: Time: Time: Time: 10-15 minutes.

Preparation: Preparation: Preparation: Preparation: Copy one sheet of the actions and time cards per student.

1.1.1.1. Hand out the sheet of cards, and have the students cut out the cards and place them face down on

their desks. Have them rotate their desks to face their partner.

2.2.2.2. The teacher will say a phrase from the set of action and time cards. The students will flip over cards

one by one until they find that card.

3.3.3.3. When both partners have found the card, they should stand up and say the phrase.

4.4.4.4. Points can be awarded to the fastest group. This can be only one group (the fastest in the class), or the

fastest pair in each row, or the fastest pair in each lunch group, etc. Rather than play in pairs, you can

have students form lunch groups, and they stand up and say the word when everyone in the lunch

group has found the card.

Additionally:Additionally:Additionally:Additionally:

These cards can be used with a variety of mini card games that are explained in the opening of this

supplement. Or, you can cut them out and arrange them into a snaking game board, and play sugoroku.

Another ideaAnother ideaAnother ideaAnother idea

No time or desire to make this, but refer to the “Who am I?” games: one in 6th grade unit 9, one in 5th

grade unit 4. You could do a similar thing as those here, having people interview each other, take notes,

and then the teacher will collect the individuals information and read or have other students read it and

guess who’s information is being read. If you want…

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Goal: To ask each other questions about what they want their future job to be.

Target Language:

I want to be a ………

Activity: OthelloActivity: OthelloActivity: OthelloActivity: Othello

Time: Time: Time: Time: 5 minutes to explain, 20-30 to play.

Preparation: Preparation: Preparation: Preparation: Enlarge and copy the game board with jobs to A3 paper, one for each group. You will

also need different colored chips (squares of colored paper), so that each member of the

group has a set of their colored chips.

1) Divide the class into lunch groups. Each person in each group gets different colored chips. This is

played with many colors, not just black and white as in normal Othello.

2) Decide the order of turns by janken. The first student points to any square on the game board (e.g.

fireman) and says “Here. I want to be a fireman.” If the student says it correctly, they put one of their

chips on the square. You can make penalties for not saying it correctly, such as losing a turn, or have

students help each other to build confidence.

3) If students have a chip on the squares on either side of an opponents chip, they can challenge for that

square and hurt their opponent. In this case, they should say, “Challenge, here. I want to be a

(opposing chip`s job)”.

4) Continue until all the squares are filled up. The person with the most chips on the board is the winner

in that group.

5) Variation: You can play as a class, with groups competing against each other. Make a poster-sized

game board, and use different colored magnets as the chips.

Supplementary Activities for Eigo NoteSupplementary Activities for Eigo NoteSupplementary Activities for Eigo NoteSupplementary Activities for Eigo Note 6666thththth –––– LLLL9 9 9 9 ---- 2222


Goal: To play a game to practice the target language about jobs..

Language:

What do you want to be? I want to be a .........

Option 2: What do you want to be when you grow up?

Activity: Activity: Activity: Activity: Jobs Bingo

Time: Time: Time: Time: 5 minutes to explain, 10-20 minutes to play the game.

Preparation: Preparation: Preparation: Preparation: Copy the Jobs bingo sheet, one for each student.

6) Distribute the bingo sheet and check that the students can know the language.

7) Students will mingle around the room, and ask each other what job they want to be. They should put

a mark on the job that their partner says, and continue with new partners until they get a bingo. If

they get the same response again, they do nothing.

8) Variations:

1. You can distribute small cards with the jobs on them to ensure a variety of responses, and

students must respond based on what card they get. Simply cut up a couple of copies of the bingo

sheet to have pictures for mini-cards. Limit the amount of some cards to make it harder to get a

bingo.

2. For longer games, you can have people try to get multiple bingos instead of just one, or find one of

every job for a full bingo.

3. Give prizes to students who get the bingo.

4. You can have responders write their names on the partner’s bingo sheet, instead of just circling. At

the end, winners can present who wants to be what job if they have the names written down.

5. Insert a janken element, and after playing janken only the winner gets to ask the question. People

who never win at janken will never get a bingo.

*Additional mini*Additional mini*Additional mini*Additional mini----card games for practicing the jobs language can be played by cutting up the picture card games for practicing the jobs language can be played by cutting up the picture card games for practicing the jobs language can be played by cutting up the picture card games for practicing the jobs language can be played by cutting up the picture

cards on the bingo sheet.cards on the bingo sheet.cards on the bingo sheet.cards on the bingo sheet.

Name:

☆ Jobs Bingo☆☆☆☆ Ask your friends “What do you want to be?”

Try to get BINGO！！！！

Supplemental Activity for Eigo Note 6Supplemental Activity for Eigo Note 6Supplemental Activity for Eigo Note 6Supplemental Activity for Eigo Note 6thththth –––– L9 L9 L9 L9 –––– 3 3 3 3


““““Ask and answer about future occupationsAsk and answer about future occupationsAsk and answer about future occupationsAsk and answer about future occupations””””

Goal: Goal: Goal: Goal: Practice asking and answering questions, and play an interesting interview game

Language: Language: Language: Language: What’s your name? How old are you? What do you like?

What do you want to be?

Activity: Activity: Activity: Activity: Who am I?


Preparation: Preparation: Preparation: Preparation: Copy the worksheet one per student.

1. Distribute the worksheet. At the bottom (under the dotted line), all students should write their

information: their name, their age, something they like (food, sport, etc.), and what they want to be.

They will probably write in Japanese, that’s fine, but make sure they know the English words for the

conversation..

2. They will now mingle and talk to a number of people. Use whatever language you like. You can have

them play janken to decide who goes first.

They should take turns asking and answering until they have all the information.

3. Students should write their friends’ information in the boxes on the worksheet (Japanese OK). This

will be used at the end.

4. After about 15 minutes for interview time, have all students go back to their seats.

5. They will now cut out the bottom part at the dotted line (their own information) and hand them in to

the teacher.

6. The teacher will now read the information of one paper at a time. Say it in the first person, everything

but the name. For example: “I’m 12 (years old). I like pizza. I want to be a comedian. Who am I?”

7. After you do a few of these, have other students come up and do presentations.

8. The students will listen to this, and referring to the notes they took about the people the talked to, try

to guess who’s paper is being read. Give a prize to students who guess correctly.

9. You can take guesses after each piece of information, with more points given for getting it right on the

first hint. Give points to individuals, or to groups when one member gets it right.

6ｔｈ－Ｌｔｈ－Ｌｔｈ－Ｌｔｈ－Ｌ9－－－－3

Who am I?

友達友達友達友達のののの情報情報情報情報

Name Name Name Name

Age Age Age Age

Like Like Like Like

Job Job Job Job

Name Name Name Name

Age Age Age Age

Like Like Like Like

Job Job Job Job

Conversation

Interview: Hello. My I ask you questions?

1. What’s your name? →→→→ My name is~

2. How old are you? →→→→ I’m ~

3. What do you like? →→→→ I like ~

4. What do you want to be? →→→→ I want to be a ~.

自分の情報（Japanese OK）

Name Age

Like Job

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Goal:Goal:Goal:Goal: To ask each other questions about what they want their future job to be, or other review questions.

Language:Language:Language:Language: What`s your name?

How old are you?

What do you want to be?

Why?

Any other questions you want to review.

Activity: Activity: Activity: Activity: Ninjas and Soldiers Game

Time: Time: Time: Time: 5 minutes for explanation, 20-30 minutes to play.

Preparation: Preparation: Preparation: Preparation: Perhaps make signs with the questions you will ask, to put behind the soldiers.

1. 4 students will be soldiers, whose job is to protect the king. They will ask questions.

2. Have the 4 soldiers make a line in front of the class, about 1 meter apart.

3. The king (you) will sit either behind them or to their right, on your throne.

4. The rest of the class are ninjas. They will come to assassinate the king.

5. The ninjas will make a single-file line, and one at a time come to the first soldier. The soldier will ask

the first question (perhaps name), and after the ninja responds, they play janken.

6. If the ninja wins at janken, they continue to the next soldier, who asks the second question, followed

by janken. If the ninja wins again, they continue to the next soldier. This continues up to the king’s

place.

7. When a ninja makes it to the king, the king asks a question. It can be anything you’ve taught up to

that point, or whatever. Then janken. If the ninja wins, they become the new king. You have been

dethroned and must go to the back of the ninja line to try and reclaim your throne.

8. If the ninja loses at janken at any point, they go to the back of the line.

9. You can make two lines, perhaps with three soldiers on each side and the king in the middle, to cut

the waiting time and have a two-front war.

10. For rowdy classes, have one or two lunch groups line up at a time. The single file line of 35 ninjas can

be hectic.

11. This game can be used to review any question and answer you want. So if you’re bored of asking about

jobs, you can review anything learned to this point

6th grade supplementary lessonsmar 06, 2010 · 6666thtthhth grade, lesson grade, lesson 2, hour...

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