IGK KIDS · CLIL
Week 1 — October 1–7
Same lesson all week. Every class, every teacher.
／ この1週間は、どのクラスも同じ内容です
Before you start ／ 授業を始める前に
School rules — the same for every teacher, Japanese or foreign
Desk: textbook and pencil case (pencil, eraser) out and ready before the lesson starts. Nothing else.
iPads: you hold them all — out at 35 min, back in at 45 min.
Take in any a child already has. No iPad is touched until 35 min.
Water: bottles in the locker, never on the desk. No drinking during the lesson.
Toilet: before the lesson. During the lesson it is not allowed.
If a child truly cannot wait, let them go and write it in the feedback.
If it repeats, tell the manager — the manager contacts the parents.
机の上はテキストと筆箱（鉛筆・消しゴム）だけ。始まる前に準備させる／iPadは先生が全部持つ。35分に配り45分に回収。持っている子からは預かる。35分までは誰も触らない／水筒はロッカーへ。授業中は飲まない／トイレは授業前に。授業中は原則なし。やむを得ず行かせたらフィードバックに書き、続く子はマネージャーから保護者へ連絡してもらう。どの先生でも同じ扱いにする
The 50 minutes ／ 50分の流れ
| Time | What to do | Open | What it builds |
|---|
| 0–5 | Greeting. Good afternoon, everyone!
No iPads yet — you keep them.iPadはまだ配らない。先生が持ったままにする | — | Start in English |
| 5–12 | The message. Say it slowly, twice → write it on the board → everyone says it with you.
Our English world is not made by teachers. We make it together!
Say it every lesson this month. English only — do not translate. | Whiteboard | Why we do this |
| 12–25 | The 10 sentences — drill → p.2 | Textbook
U1 P1・投影 | They can say it |
| 25–35 | "How" and "What" → p.3
Settle the chunks, then show the difference | Textbook
How or What?投影ページ | One-second reflex
＋ how vs what |
| 35–45 | Pair check — ⭕ or ✕ → p.4
Hand out the iPads NOW | clil-oct
2人で1台 | We know who
cannot say what |
| 45–50 | Collect the iPads. Closing greeting.
Check clil-core before you leave → below | clil-core | The record is safe |
Before you leave the room ／ 教室を出る前に
igkkids.com / clil-core
Today's ⭕✕ are there?▶No → mark them again now
入っていなければその場でつけ直す（上書きされるので問題ありません）
After the lesson, send the feedback — Run-the-Lesson screen, bottom of the page. Part of the job.授業のあと、進行画面いちばん下のフィードバック欄から送る（仕事のうち）
✅ You lead
- Everyone speaking, or working in a pair全員が声を出しているか、ペアで動いている
- You set the speed速さは先生が決める
- Fix the pronunciation — say it again, they copy発音を直す。説明せず、言ってまねさせる
🚫 Never
- Talking for more than 5 minutes（evening — tired）続けて話すのは5分まで。夕方は集中が続きません
- Stopping for one child — move on, come back1人のために止まらない。先へ進んで、あとで戻る
- Explaining grammar文法の説明はしない
IGK Kids CLIL — Teacher SheetWeek 1（Oct 1–7）— 1 / 4
12–25 MIN
Drill the 10 sentences
Project the textbook, Unit 1 Part 1 — p.4 Key Sentences. Read the sentences from there.
／ 教科書 U1 P1 の p.4 を投影して、そこから読む
The children arrive tired.
A full day at school, then an evening lesson — their energy is low before you start.
They are not lazy. Keep it moving, keep them speaking, and if the class goes flat,
make it faster and shorter — not louder.
子どもは疲れて来ます。学校で丸一日すごしたあとの夕方の授業です。始める前から体力は落ちています。
やる気がないのではありません。止めない・話させる・だれてきたら速く短くする（声は大きくしない）
Why we teach it this way. They learn to speak by taking correct English in through their ears
and saying it straight back — not by understanding rules. So fix the sound, never explain the grammar.
Says it in one second = has it. Can explain it = has not.
なぜこのやり方か。正しい英文を音で入れて、そのまま言い返して話せるようになります。ルール理解ではありません。
だから音を直し、文法は説明しない。1秒で言える子はできている。説明できる子はまだです
The 10 sentences ／ 今週の10文
| # | English | 日本語 |
|---|
| 1 | Good afternoon, everyone! | みなさん、こんにちは！ |
| 2 | Good afternoon, Mr. / Ms. ○○! | ○○先生、こんにちは！ |
| 3 | How are you today? | 今日の気分はどう？
気分・体調をきく。How's it going?（ようす・進みぐあい）とは答え方がちがう |
| 4 | I'm good.（happy / tired / sleepy / hungry） | 元気です |
| 5 | How's the weather today? | 今日の天気はどう？ |
| 6 | It's sunny.（cloudy / rainy / windy） | 晴れです |
| 7 | How was school today? | 今日の学校はどうだった？ |
| 8 | It was fun.（OK / hard） | 楽しかった |
| 9 | That's all for today. See you next time! | 今日はここまで。また今度！ |
| 10 | Thank you, Mr. / Ms. ○○! See you! | ○○先生、ありがとう！ またね！ |
Mr. / Ms. ＋ the name the children already use — Mr. Toshi ／ Mr. Taka ／ Mr. Nathan ／ Ms. Afrin ／ Ms. Kim
-
Japanese on screen → they say the English
10 seconds maximum. Nothing comes out → go straight to 2.
1文10秒まで。出てこなければすぐ②へ
-
Show the English → they check it
Looking at the answer is fine.
答えを見てよい
-
★ Read it aloud → then say it without looking
A few times while looking, then eyes off. This is the step everyone skips.
Straight through, from the front — never read the English backwards.
見ながら数回音読 → 目を離して言う。ここがいちばん飛ばされる
前から読んで前から意味をとる。英語をうしろから訳させない
-
Run all 10 in a row
One pass, no stopping.
10文を続けて1回ずつ
IGK Kids CLIL — Teacher SheetWeek 1（Oct 1–7）— 2 / 4
25–35 MIN
"How" and "What"
First the three pairs until they are automatic. Then show the difference on the screen.
／ ①かたまりを定着させる → ②ちがいを見せる。この順番を変えない
STEP 1 · 25–30 — Settle the three pairs ／ 暗記・定着
| You ask | They answer |
|---|
| How are you today? | I'm good. |
| How's the weather today? | It's sunny. |
| How was school today? | It was fun. |
| Time | What to do |
|---|
| 25–27 | You say the pair → everyone copies it. Fix the sounds here. |
| 27–30 | You ask → they answer. One second. Then mix the order. |
ONE SECOND. Like the multiplication table.
ここが1秒になってから STEP 2 へ
STEP 2 · 30–35 — Show the difference ／ howとwhatの区別
Teacher Sheets ▸ How or What? （投影ページ）
1 How▶2 What▶3 くらべる▶4 ゲーム▶5 言う
Slides 1 and 2: just read them aloud and let the children copy you.
Every English word has its Japanese meaning printed under it — if you want to explain, just point at it.
英語の下に小さく日本語の語義が入っています。説明したいときはそこを指さすだけでOK。スライド1・2は読んで、まねさせるだけ
| Slide | What you do |
|---|
| 3 | Read the two aloud. It's sunny. ／ It's Monday. Point at the underlined word. Let them read the Japanese themselves. |
| 4 | The game. You say a question → left hand = How, right hand = What.
Fast, mixed, everyone at once. |
| 5 | They answer each question in one second. How and What, mixed. |
✅ Always
- Question + answer together質問と答えをセットで
- One word is not an answer — not “Good.” but “I'm good.”単語ひとつは答えではない（Good. ではなく I'm good.）
- “I'm so so.” is not an answer either — ask again until they say “I'm good.”「I'm so so.」も答えではない。so so は「まあまあ」「まあかな」で、どんな感じか相手に伝わらず、会話がそこで止まる。「I'm good.」と言うまで聞き直す
- Point at the Japanese under the word説明したいときは下の日本語を指さす
🚫 Never
- The question on its own質問だけを練習させない
- STEP 2 before STEP 1 is at one secondSTEP 1 が1秒になる前に、区別へ進まない
IGK Kids CLIL — Teacher SheetWeek 1（Oct 1–7）— 3 / 4
35–45 MIN
Pair check — ⭕ or ✕
Hand out the iPads now. One iPad for two — never three. ／ ここでiPadを配る。2人で1台。3人は不可
1. Open this ／ 開くもの
igkkids.com / clil-oct/?core=1
Open this link — nothing to set
このリンクを開くだけで、今週の10文だけが出ます。カテゴリーも⭐も触らないでください
2. Set up the pair ／ ペアの形
Decide the pairs before the lesson. Avoid close friends and same-grade pairs.
Walk around while they work — the checker is learning too. It is not waiting time.
ペアは授業前に決めておく。仲良し同士・同学年同士は避ける。
教室を巡回する。⭕✕をつけている側も学んでいます（待ち時間ではありません）
A — Speaker
- Sees the Japanese
- Says the English
- Does not touch the iPad
B — Checker
- Listens
- Taps ⭕ or ✕
- Opens the answer
| Time | Logged in as | Speaker |
|---|
| 35–40 | Student A | A |
| 40–45 | Student B ← 1回だけ切り替え | B |
Log in as the one who is SPEAKING. ログインは必ず話している子。違うと、別の子の記録になります
3. Mark it ／ ⭕のつけかた
| |
|---|
| ⭕ | Full sentence · correct · about one second. Tell the children this too.文で・正しく・だいたい1秒。この基準は子どもにも言う（つける子が知らないと意味がありません） |
| ✕ | Slow（even if correct）／ one word only遅い（正しくても）／単語ひとつだけ |
| All 10 | Every sentence gets ⭕ or ✕. No blanks.10文すべてに。飛ばさない |
✅ If it is tight
- Not enough iPads → keep 2 per iPad and take turns. The pair that is waiting practises out loud2人で1台のまま、順番に回す。待つペアは声に出して練習
- Not enough time → fewer sentences. 5 sentences recorded is better than 10 not recorded文を減らしてよい。5文でも記録が残るほうがよい
🚫 Never
- Marking on paper紙につけない。記録が残らない
- Leaving a sentence blank空欄を残さない
IGK Kids CLIL — Teacher SheetWeek 1（Oct 1–7）— 4 / 4