Start off by introducing the vocabulary for Unit 4: colors as well as five sports. The first time, only listen and repeat. The second time, students who like that sport/color stand up while repeating. The third time, instead of just the word, repeat the vocabulary in a sentence: "I like 〇〇," while also standing if they like that sport/color. The fourth time, change the sentence to the negative form: "I don't like 〇〇," while also standing if they don't like that sport/color.
After all that practice, students will look at the words in the PowerPoint and say the color of the words (instead of reading the words; eg: the font color is blue, but the word is "red," the students say "blue"). Then finally, students will look at the words in the PowerPoint and say what the words say (instead of saying the color of the font; eg: the font color is blue, but the word is "red," the students say "red").
Finally, move on to the main activity for the class: colors bingo. This is a variation of the "find someone who" game because I really hate regular bingo, and "find someone who" is more interesting if they have incremental goals to hit throughout the activity.
Pass out one worksheet to each student. It should be noted that since colors are important vocabulary for the unit, you should try to print them in color if possible (ask your homeroom teachers if they can do this beforehand, it takes a little longer than usual black and white copies). Then, go through the instructions in the PowerPoint. These are written in step by step in Japanese with furigana, so it should be crystal clear to the students what they have to do, but in my experience, someone always finds a way to misunderstand something, so ask your homeroom teacher to help any students who aren't super clear on something.
Students will stand up, walk around the classroom with their bingo sheet, and find a partner. Then they ask their partner one question from anywhere on the bingo sheet for wherever they're trying to get their bingo. Eg, "Do you like green?" Their partner should answer the question according to their own tastes. Then, switch the roles for the question in answer. Then each student writes the name of their partner in the appropriate spot on the bingo sheet. There is a one spot on the bingo sheet for "like" and "doesn't like" for each color, and then each sport only has a "like" spot. Students can only write each person's name once on their bingo sheet, so they have to talk to many different people to complete the activity (unless they talk to everyone, in which case, they can start asking the same people again). When they get a bingo, they should come to you to receive a sticker. They can also receive a second sticker if they get a black out (fill every spot on the bingo sheet). If you don't have or don't want to use stickers, you can use stamps or some other reward for this. You can also give a sticker/stamp for every bingo, but this can result in having to give out a ton of stickers, so its up to your discretion. I set the time limit for the activity at 15 minutes, which is usually enough for everyone to get one sticker, and a couple students might be inching in on a blackout (but it's tough to finish that many squares in 15 minutes).
I've used my own picture in the instruction slides in this PowerPoint, so you'll have to replace that with one of yourself beforehand (or a clipart person or something else if you don't want to use yourself).
I've included a lesson plan written in English and Japanese, so your Japanese homeroom teachers can read it and know exactly what the plan is.
The font used in this is UDデジタル教科書. It should be on all of your school computers, but I don't have it on my personal computer at home. I prefer it because it has the handwritten lowercase "a" as well as other handwriting differences, but doesn't look like garbage like Comic Sans. If you don't have it, there might be some formatting discrepancies.
Credit to flaticon.com for the use of the card icons.
Nice set of activities and would be good to use also piece by piece in a series of lessons through the unit,