Every lesson: surprise, then discovery — “I can't hear it → pronunciation → I hear it!”毎回、驚きと発見を ―「聞こえない → 発音 → 聞こえた！」
The heart of the lesson is surprise and discovery. They hear the sound only and feel “I don't get it!” → they practise the pronunciation → they hear it again and “Oh, I can hear it!” That experience is what teaches them that Japanese and English sound different and that pronunciation matters — and it makes them believe “I am going to be able to hear this.”レッスンの核は驚きと発見。まず音だけ聞いて「わからない！」を体験→発音を練習→もう一度聞くと「あ、聞こえる！」。この体験で、子どもは「日本語と英語は音が違う」「発音が大事だ」と気づき、「自分は聞こえるようになるんだ」という気持ちになります。
I can't catch it…!「何て言ってる？」／ 聞き取れない…！
key sounds · linking日本語と英語の音の違い／キーの音・リエゾン
So pronunciation matters「あ、聞こえる！」／ 発音って大事だ
🎧 Sound before anything elseまず音だけ
Before you show the text or the picture, play the audio alone and let them answer honestly: “What did they just say?” They learn faster once they have looked straight at what they cannot hear.テキストや絵を出す前に音源だけを聞き、「今なんて言った？」を正直に捉える。自分の“聞こえなさ”を直視してから学ぶと、伸びが速い
🧩 Predict through meaning (i+1)意味で予測（i+1）
Give the meaning of the words and the grammar first and they can predict the sentence — that is what makes it comprehensible input. “Ah, that is what they were saying.” The same audio now sounds different.単語・文法の意味を先に与えると文意が予測でき、コンプレヘンシブル・インプットが成立。「あ、こう言ってたのか」と聞こえ方が変わる
🔗 Linking, then the songリエゾン→歌
Before they sing, teach linking and weak forms properly, from the native audio. Put the correct sound in first and the sentence sinks into the body and stays.歌う前に連結・弱形をネイティブ音源でしっかり学ぶ。正しい音を入れてから歌うと、文が体に染み込み記憶に残る
Three lessons a week. Each lesson has three parts.週3回・1レッスンは3部構成
Children come two or three times a week. The main lesson runs three times a week with the same content (for example Mon/Tue · Wed/Thu · Fri). Do not worry about how often a child comes — these three slots cover one week's work. 50 minutes = 5 minutes of singing first, then three parts of 15 minutes.生徒は週2〜3回。メインレッスンは週3回で同じ内容を回します（例：月火／水木／金）。通塾回数は気にせず、この3回で1週分をやり切ります。1回50分＝最初に歌5分 ＋ 3部×各15分
📅 The same week, three times週3回で回す
Mon/Tue, Wed/Thu and Fri all run the same content, so every child gets the full week.月火／水木／金の3セットで同じ内容。どの生徒も1週分に必ず届く
🧩 One lesson = 5 min song + 3 × 15 min1レッスン＝歌5分＋3部×15分
What goes in the three parts changes week by week (see below). Changing the mode is what keeps them from getting bored.週によって3部の中身が変わる（下表）。モードを変えて飽きさせない
🎵 The song comes first, 5 minutes歌は最初に5分
Warm up at the start of every lesson with that unit's song. Start the lesson enjoying it.毎回レッスンの最初にSunoのその課の歌でウォームアップ。楽しく入る
Do not lecture about grammar. Let them put the words in order first, and only then close with a gentle noticing — “so that was who → does → what, wasn't it.” Never show labels like SVO.役割の分担：「自分の言葉に変えて使う」のはCLIL（外国人先生）の担当。TOEは土台づくり＝意味・音／発音・文法・必修テキストに専念します。
文法は“講義”にしない——並べ替えのあとから「これは"だれが→どうする→何を"だったね」とやさしい気づきで締める（SVO等の記号は出さない）
One month, in this order: sound → grammar → the required text音 → 文法 → 必修テキスト の順で1ヶ月
Fix the sound and the grammar completely in the first two weeks, then start the required text in Week 3 (they work on it in the third 15 minutes; it takes two weeks because there is a lot of it). Follow this order and you are teaching it right. Every lesson: song 5 min → ① 15 → ② 15 → ③ 15 = 50 min. The example here is New Horizon Unit 3.前半2週で音とグラマーを完全に固め、Week3から必修テキスト（③の15分で解く／量が多いので2週）。先生はこの順番どおりに進めればOK。毎回：最初に歌5分 → ①15分 → ②15分 → ③15分 ＝ 50分。例＝New Horizon Unit 3
🎧 Sound音
Finish the sound this week音を5日で完全にNo text. They predict “what did they say?” — not the meaning, the sounds and the words → show the script → shadow it slowly. This is their first meeting with the sound.テキスト無しで「何て言った？」を予測（意味でなく音・言葉）→スクリプト提示→ゆっくりシャドー＝初めて音に出会う
Get linking, disappearing sounds and weak forms completely. They learn the pronunciation and come to read the letters too, and they start to get a rough sense of what it means.連結・消える音・弱形を完全に理解。発音を学び、文字も読めるように。「何て言ってる」＝意味もなんとなくつかむ
Read aloud and overlap with the character audio (three times, speaking along with it). This fixes the sound in the mouth.なりきり音源で音読・オーバーラッピング（同時に×3）。音を口に定着
🧩 Grammarグラマー
Fix the grammar文法を固めるKeep last week's sound and linking — a little reading aloud every lesson.前週の音・リエゾンをキープ（毎回ちょっと音読）
Meaning first, then Grammar Practice · Output Training · Vocabulary Typing · Reading Aloud (output from the textbook). Build the sentence from the front. No labels — let them notice it.意味→文法練習・英語アウトプットトレーニング・単語タイピング・音読ヒント（教科書のアウトプット）。前から組み立てる・記号は出さず"気づき"で
One step further with putting words in order and Vocabulary Typing. The hands fix the grammar.ならべかえ・単語タイピングでもう一歩。文法を"手"で固める
📘 The required text ①必修テキスト①
Sound + grammar + the text音＋文法＋必修（3つ）Read aloud, keeping the shape of the sound and the linking.音・リエゾンの形をキープしながら音読
Grammar Practice · Output Training · Vocabulary Typing, and Reading Aloud for output from the textbook.文法練習・英語アウトプットトレーニング・単語タイピング、音読ヒントで教科書のアウトプット
Work through the first half of the required text. The sound and the grammar are already in, so they go at it with confidence.必修テキストを解く（前半）。音と文法が入っているから、自信を持って進められる
📘 The required text ②必修テキスト②
Finish the unit仕上げ（3つ）Keep the shape of the sound and the linking — reading aloud is not optional — and use a before/after recording so they hear how far they have come.音・リエゾンの形をキープ（音読は絶対）＋Before/After録音で成長実感
Grammar Practice · Output Training · Vocabulary Typing · Reading Aloud (output from the textbook), plus pair practice with a friend.文法練習・英語アウトプットトレーニング・単語タイピング・音読ヒント（教科書のアウトプット）＋友達とペア練習
The second half of the required text, and finish the unit. Next it goes to CLIL, where it becomes “their own words”.必修テキスト（後半）・仕上げ。次はCLILで"自分の言葉"へ
The apps and the audio that hold this upこの型を支えるアプリ・音源
ネイティブ音声・登場人物別。音先取り／シャドー／Before-After録音
単語タップで聞けた/聞けないを色分け・3原因を可視化（試作予定）
日本語→英語で言う。✕でこたえと🔊・❌ふくしゅう・記録が台帳へ
はっけん → ならべかえ → 言えるかな。前から処理で組み立てる
日本語→英単語を言う。教科書532語／会話721語／チャレンジ2801語
スラッシュで前から読む（英検・JET対策）
その課のオリジナル曲で文章を定着
To keep this runningこの型を回すために
Prepare the material for each unit: character audio (Parts 1–3) / the song / the reading-aloud cards. Unit 3 already has its audio and cards.Unitごとの素材を用意：なりきり音源（Part1-3）／Sunoの歌／音読ヒント。※Unit3は音源・ヒント整備済み
Build the first version of the hearing visualiser: the key to Week 1 part ③. Start with Unit 3 Part 1.「音が聞こえる化」ツールの試作：Block1③の要。まずUnit3 Part1で
A one-page sheet for the teacher: the three parts of each week with the timings, built from this page.先生用の1枚指示書：各週の3ブロックを時間配分つきで（この資料を元に）
A Junior version: once Kids is finished, run the same shape with the material swapped out.Junior（Raz-Kids）版：Kids完成後、同じ型で展開（教材だけ差し替え）