The world has entered an age characterized by progress
in internationalization, computerization, and great
strides in science and technology, and there is a
strong demand for education to adjust in accordance
to these changes in a prompt and appropriate manner.
The Goal of “International Understanding”
As internationalization proceeds, it is necessary
for Japanese to develop the qualities and abilities
essential for leading responsible, proactive lives,
while having an awareness of themselves in a wider
international society.
1. Open-mindedness and understanding regarding other
cultures.
2. Establishment of a strong sense of self and sense
of being Japanese to better appreciate the concept
of international understanding.
3. Development of basic foreign language skills,
the ability for self-expression.
Therefore, international understanding is not limited
to the notion of students becoming familiar with other
cultures, but also includes allowing students to better
understand their own culture by understanding other
cultures. Furthermore, the purpose is not simply to
gain knowledge but also to develop the ability to
take action. It is necessary for students to learn
not only by thinking but also through experiential
learning and problem-solving so that they can develop
practical skills and qualities, and mature.
“Foreign Language Conversation”
& “English Conversation Learning”
“When conducting foreign language conversation
abilities within the studies for international understanding,
activities should incorporate experiential learning,
age.
In elementary schools, classes are adjusted to the
developmental stages of students and centered around
activities in which students can hear and speak simple
English expressions and English expressions that they
already have learned, while singing, playing games,
doing quizzes, or participating in make-believe play
activities.
“Student research project activities”
are ones in which students, based on their interests,
research life and cultures in other countries and
present their findings.
For example, we invited students to make exchange
a cultural parcel with another school abroad. Also
children exchanged individual letters and Japan info-packs
with foreign children.
Our Advantage teaching the young
Elementary school students are keenly interested
in new things and are at a stage where they can naturally
absorb other cultures through languages and other
means. Exposure to English during these years is extremely
important.
To devise activities that encourage students’desire,
continuous appraisal English, it is very important
to assess the students’ levels, and judge from
student behavior what they may want to do or say,
and use this information in creating activities.
Use of English that is a Part of Students’
Daily Lives
It is essential that emphasis be placed on English
terms that students encounter in their daily lives
and the devising of activities that allow students
to become familiar with English while having fun.
Activities Emphasizing Spoken English
40% of human communication is not spoken but expressed
in the eyes or by gestures.
Contents of Study and Types of Activities
Included in English Activities
It is necessary to consider helping students to develop
a familiarity with English through actual and simulated
experiences. It is critical that “English activities”
are to be pursued as experiential activities through
the creation of activities that have students listening
and speaking, while being physically active, and just
not sitting. Furthermore, greetings, songs, games
and other activities that allow students to speak
English in a natural way are desirable.
What Kind of English should Instructors Teach?
Introducing Items Found in the Students’
Daily Lives
Thus we limit selection of structures taught to concrete
items that are related to the students’ daily
lives and easily expressed in pictures or actions.
Have Students Become Aware of Cultural Differences
Through Expressions and Used by People in Other Countries
For children, exposure to English, as well as other
foreign languages, is exposure to a new world, including
not just words but also gestures and ways of thinking.
To Review
1. Consider the appropriate grade level and the
students’ interests.
2. Use and reuse contents in varied activities. Even
if the linguistic items have been used before, by
changing the activities in which they are used, students
can see them from a new perspective.
3. Make the linguistic items as simple as possible
and have students listen to and use them over and
over again.
How is the Yearly Activity Plan Created?
Understanding the Aim of Foreign Language
Conversation
The goals of English activities conducted at schools.
Foster in students an urge to initiate communication.
Help students develop the abilities to express
themselves.
Use various activities to help students deepen
their interest in.
English to teach
(a) Situations that are familiar to students.
(b) Situations in which students have a strong interest.
(c) Situations in which communication is simple.
Eg.) self-introductions, shopping, giving directions,
telephone conversation, and school tours.
Examples of Main Topics
Greetings, friends, family, food, television programs,
cooking, vehicles, shopping, seasons, plants and animals,
numbers and colors, school life, classroom items,
jobs, sports, the human body, gestures, Japanese events,
world map, games from around the world, customs and
life in other countries, etc.
Expected One Year Plan
Aims of main activities and experiences for one year
[1st Semester]
Students express themselves while enjoying songs
and games, and become accustomed to English expressions
necessary to communicate with others, and enjoy the
experience of listening to and speaking English.
[2nd Semester]
Students listen to and speak English in real and
simulated situations and experience the fun of understanding
each other in English.
[3rd Semester]
Students use the English they have learned, possibly
learning new expressions, and experience the fun of
using English to express themselves.
Activities that Students Enjoy
Basics of Selecting/ Designing English Activities
Make the Teachers’ Goals Clear
It is not sufficient for students to simply enjoy
English activities. Teachers should also think of
“what” should be done, “when,”
“where,” and “how” during
the class to assess and create learning strategies.
How is Student Progress to be Measured?
Methods for Evaluating the Effectiveness
of English Teaching Activities
The following perspectives should be considered when
assessing the propriety of the schools’ evaluations
of operating systems, methods, contents, results,
etc.
1. Are the English activity aims appropriate?
2. Are aims and methods compatible?
3. Are plans being developed in close relation to
one another each year?
4. Is the educational process reasonable?
5. Are students being asked to do an appropriate
amount of work?
6. Are relations with research organizations close?
7. Are teachers’ research and training plans
appropriate?
8. Do teachers have common goals and are they working
together?
9. Is knowledge being shared among teachers?
10. Are specialists being used appropriately?
11. Is there a system for enlisting the cooperation
of parents and local volunteers?
12. Is appropriate information being provided to
parents and local volunteers?
13. Are activities that are interesting to students
being devised?
14. Are teaching materials and tools appropriate
for activities being devised?
15. Have the school and each grade level established
environments that make English activities exciting?
