IGK KIDS · CLIL
Week 2 — October 8–14
Before you start
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: keep them with you. Hand them out only when the activity needs them,
and collect them as soon as that activity ends — not at the start of the lesson.
Take in any a child already has.
This week: hand out at 5:00 and 20:00, collect at 12:00 and 28:00.
After 28:00 the iPads are back with you for the rest of the lesson.
One iPad for every two children; a group of three gets two iPads, not one —
this rule is about the iPads, not about the size of the group.
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.
You lead the lesson. Nobody waits, and you never talk for more than 5 minutes.
🎯 ONE POINT — THIS WEEK
Give each student a role. Always switch.
The 50 minutes
| Time | What to do | Open | What it builds |
|---|
| 0–5 | Greeting. Week 1's sentences, as a pair — you ask, they answer
Not “I'm so so.” — ask again until “I'm good.”Keep the iPads with you — you hand them out at 5:00. | clil-oct?core=2 | Week 1 stays alive |
| 5–12 | Instant English ① — sentences 1–5 → p.2
Hand out the iPads now — one for every two children; a group of three gets two. Collect them at 12:00.Student A speaks. ⭕✕ on A's account | Textbook | A's record |
| 12–20 | No iPads — they came in at 12:00."How do you say this in English?" → p.3
Then make them not understand on purpose | TextbookU1 P2 | They keep going
in English |
| 20–28 | Hand out the iPads again. Collect them at 28:00.Instant English ② — 6–10, then all 10 → p.2
Switch. Student B speaks. ⭕✕ on B's account | clil-oct?core=2 | B's record |
| 28–45 | No iPads — they came in at 28:00.Pair work — "I don't understand." → p.4
A is the teacher, B survives in English. Then switch | — | They use it
for real |
| 45–50 | Count the iPads back in（collected at 28:00）. Closing greeting.
Check clil-core before you leave → below | clil-core | The record is safe |
Before you leave the room
igkkids.com / clil-core
Today's ⭕✕ are there?▶No → mark them again now
After the lesson, send the feedback — Run-the-Lesson（Week 2）screen, bottom of the page. Part of the job.
① most ✕ ② was I don't understand. used ③ both roles done ④ toilet during the lesson
IGK Kids CLIL — Teacher SheetWeek 2（Oct 8–14）— 1 / 4
5–12 MIN ／ 20–28 MIN
The 10 sentences — twice
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.
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.
| # | English | Situation |
|---|
| 1 | I don't understand. | The meaning did not arrive. If you do not know the answer, use I don't know. |
| 2 | One more time, please. | Ask to hear it again. |
| 3 | Slowly, please. | Ask the speaker to slow down. |
| 4 | How do you say this in English? | Point to an object and ask for its English name. |
| 5 | How do you spell it? | Ask for the spelling. |
| 6 | I have a question. | You have a question. |
| 7 | Can I ask a question? | Ask permission before asking. |
| 8 | Is this right? | Ask the teacher to check your work. |
| 9 | Let me think. | Ask for a moment to think. |
| 10 | I'm finished. | Your work is complete. |
-
Japanese on screen → they say the English
10 seconds maximum. Nothing comes out → go straight to 2.
-
Show the English → they check it
Looking at the answer is fine.
-
★ 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.
-
Run all 10 in a row ← 20–28 only
One pass, no stopping. Faster than last week?
IGK Kids CLIL — Teacher SheetWeek 2（Oct 8–14）— 2 / 4
12–20 MIN
"How", not "What"
Use How, not What. Practise each complete question with pointing.
The trap
| Situation | ✕ | ⭕ |
|---|
| Point to an object and ask for its English name. | What do you say this … | How do you say this in English? |
| Ask for the spelling. | What do you spell it? | How do you spell it? |
Do not let them build the sentence from the Japanese. Put it in as one chunk.
Use How, not What. Practise each complete question with pointing.
How to run it
| Time | What to do |
|---|
| 12–14 | Hold up something they do not know the word for. Point at it.
You say How do you say this in English? → everyone copies you, with the pointing finger. |
| 14–16 | They ask YOU. Hold up 5–6 things one after another. Each child asks the question, you answer.
|
| 16–18 | Then the spelling one. You answer, they write it down. How do you spell it? |
| 18–20 | Now make them not understand on purpose. Say something a little too fast.
They must answer I don't understand. One more time, please. Slowly, please. |
✅ Always
- The pointing finger with the question
- Use real things in the room
🚫 Never
- Translating the Japanese word by word
- Answering for a child who is thinking
IGK Kids CLIL — Teacher SheetWeek 2（Oct 8–14）— 3 / 4
28–45 MIN · THE MOST IMPORTANT PART
Pair work — "I don't understand."
A is the teacher. B has to survive in English. Then switch.
1. Open this
igkkids.com / clil-oct/?core=2
Open this link — nothing to set
2. Roles and the record
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.
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 |
|---|
| 5–12 | Student A | A |
| 20–28 | Student B | B |
⭕ = full sentence · correct · about one second. Slow or one word only is ✕.
Every sentence gets ⭕ or ✕. No blanks. Log in as the one who is SPEAKING.
Tell the children this standard too — the one marking needs to know it.
3. Pair work
| Time | What to do |
|---|
| 28–31 | Show them once. You say something hard. One child answers I don't understand. |
| 31–37 | Student A is the teacher. A says something in English — a little too fast, or a word B does not know.
B answers with today's sentences: I don't understand. One more time, please. How do you say this in English? |
| 37–38 | SWITCH. Change roles! |
| 38–45 | Same again, the other way round. Everybody does both roles. |
The Checker is learning too. It is not waiting time.
IGK Kids CLIL — Teacher SheetWeek 2（Oct 8–14）— 4 / 4