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Hi, Friends 2 and the 6th Grade

Because of the national guidelines, 5th and 6th grades should follow the lesson targets of the Hi, Friends textbooks. However, lesson formats are adaptable and should be changed to fit the level, creativity, and interests of students.





Elementary School Textbooks

For information regarding the Hi, Friends series of textbooks, please follow these links:

Files for Hi, Friends are also attached below.

More detailed samples for lessons can be found at Lesson Samples.

Information about the Hi, Friends extension, Hi, Friends Plus, can be found here.


Lesson 1: Alphabet: Do you have “a“?

Crosswords, Go Fish, and Pair Search activities are useful for practicing and recognizing letters.

Lesson 2: Months: When is your birthday?

The Birthdays of Famous People Card Exchange activity is popular with children (What’s your name? When’s your birthday?). Follow this with the standard birthday interview. Then, make a birthday calendar to display to the school.

Lesson 3: Actions: Can you swim?

The Who am I? quiz works well for this lesson. Have students guess which famous celebrity, teacher, or student is being described in the quiz.

Lesson 4: Places: Turn right.

Have students create an original town, mixing local buildings with famous attractions.

Or, have students create an original maze with deadly traps, and see if other students can successfully free themselves from the maze (requires one planner worksheet and one player worksheet).

Lesson 5: Countries: Let’s go to Italy.

The primary target of this lesson is to be able to use I want to go to ___ and support this with reasons, or secondary targets. Teachers can use any variation of known and new phrases, with examples being I like ___, I want to see ___, and You can see ___.

Travel Guide / Guidebook / Country Introduction Brochures

Students start class by practicing English phrases (I want to go to Italy because I like spaghetti) and spend up to half the time researching countries and making a guide book. It can be done easily by pulling books about foreign countries from the school library, or teachers can combine it with computer learning time for practice using the internet.

The country they choose to research is the main target, with reasons falling under secondary targets:

  • I want to go to Italy because I can see soccer games.
  • I want to go to Italy. In Italy, you can see soccer games.

The main activity is the presentation of these travel guides. Once students have created these travel guides, the guides can be hung up in hallways for other students to see, learn, and explore English.

Italy Travel Guide

Italy Travel Guide (Outer)

Italy Travel Guide
Italy Travel Guide (Inner)

Country Passport

Students start class by practicing English phrases and spend some time making a passport for their home country. This is especially useful if you have an international or multiethnic class.

For the main activity, split the class in two. Have half the students sit at tables with stamps, acting as country border officials, and have the other half be tourists. Tourists must state the country they wish to enter and provide a valid reason using reasonably good English, or they cannot enter the country and get a stamp.

  • Entry denied: I want to go to Russia because I like sheep.
  • Entry permitted: I want to go to Brazil to see soccer games.

As with the travel guides, these passports can be hung up in hallways to motivate other students and grades.

Country Passport Example (Russia)
Country Passport (Russia)

Lesson 6: Time and Daily Activities: What time do you get up?

The Who am I? quiz works well enough as practice, asking students to discover which celebrities, teachers, or students are being described. Follow this up with a dream schedule or similar activity.

Lesson 7: Stories (Momotaro): We are good friends.

Depending on the level of your students, English skits and stories can be a great success or a terrible failure. It also takes an enormous amount of time for students to practice pronunciations, memorize lines, and create props for their skits or stories, so be prepared to work with the homeroom teacher to extend material-making English time into arts and crafts time.

Because the third term of the school year is always busy, many schools will drop this lesson. It is a lot of fun, however, so do your best to work with the homeroom teacher to find time for these things.

Skit or Storybook

Depending on creativity, acting, drawing, and speaking ability, a skit can be an exciting activity, but a storybook may put less pressure on students for better English speaking.

Original Story

In line with the story themes for this lesson, have the students create their own story dialogue and think of appropriate costumes and actions for a skit.

Momotaro Variation

Have the students create a theme on Momotaro, which can reuse many of the words and phrases in this lesson, such as I’m strong, We are good friends, and Let’s go to Onigashima.

Variations using aliens, evil grandparents and good demons, or different items than peaches can be fun and original.

Other Story Variation

Although Momotaro is a decent story, it can get repetitive after four variations. Any story with enough repetition, few enough words, and a good amount of popularity is easy for students. The Big Turnip (大きなカブ) is one idea, and you can find many more stories here or on the web.

Starting Class

“Let’s start”

Kasa Jizou

“You must be cold”
The Big Turnip

“1-2-3, pull!”

Urashima Taro

“Dance, dance”

The Straw Millionaire

“You, let’s trade!”

The Big Turnip

“1-2-3, pull!”

Lesson 8: Jobs: What do you want to be?

With this lesson, focus on professions and reasons. It isn’t a lot of fun, but it might be necessary for junior high school English lessons.

The end of the school year is also a good time to review what students have learned this year, so a worksheet that lists preferences (I like __), things they can do (I can __), their dream (I want to be a __), and other such things can help them to practice reading and writing in English as well as learning to speak their own original thoughts.


Speeches are the basic format for this lesson and usually follows this sort of pattern:

  1. Complete dream profession worksheet.
  2. My name is ____.
  3. I want to be a ____, because ____.
  4. Thank you.

Speeches are not always very interesting, however, so make sure your class is motivated enough for this.


An interview adds an element of conversation missing from basic speeches. They follow this basic pattern:

  1. Hi.
  2. What do you want to be?
  3. I want to be a ___.
  4. Thanks, see you.

Who am I? Quiz

This type of quiz can be combined with both speeches and interviews so that students can review the target language. Give hints about a student, and have the others guess.

  1. Hint 1: This is a boy.
  2. Hint 2: I like soccer.
  3. Hint 3: I want to be a soccer player.
  4. Who am I?
  5. You are Taro!

You can also use famous people for added fun.

  1. Hint 1: There are two people.
  2. Hint 2: We like comedy.
  3. Hint 3: We like the あたりまえたいそう.
  4. Who are we?
  5. You are COWCOW!

Dreams are Fleeting
Dreams are fleeting…
kanji is difficult.