Skill Development Conference

2011-2012

SKILL DEVELOPMENT

Conference date

location

Hosted by: Ministry of Education, Culture, Sports, Science and

OCTOBER 13TH-14TH

AKITA PREFECTURE EDUCATION CENTER

Technology (MEXT), Akita Prefectural Board of Education and Council of Local Authorities for International Relations (CLAIR)

2011-2012 SkilL Development

Index List of Participants

2

Conference Schedule

6

Synopses of Workshops

8

Conference Information

12

Dormitory Information

13

Learn English online with ALTs in Akita

14

An Introduction to Second Language Acquisition

15

The Course of Study for Elementary

31

Schools Foreign Language Activities The course of study for Junior High School

34

Speeches by Students

40

Notes

42

Note: The Educati on Center fl oor plan is on the back of this book !

5

ALT Attendance List Name

Job

Country

Year on Organization/School JET

Renaud Davies

Staff

CN

4th

Education Center ALT/PA

WS 1 WS 4 Dorm Dorm # D

316

Casey Kuester

Staff

US

3rd

Akita City CIR/PA

C

319

Derek Lemieux

Staff/ Presenter CN

3rd

Ogata ALT/PA

B

101

Benjamin Levelius Christy Bridgeman

Presenter Poster

US US

2nd Yuzawa-kita SHS 2nd Yokote Seiryo SHS

C D

D D

104 219

Presenters

Darren Hiebel

Poster

US

2nd Omagari SHS

D

D

113

Elaine West

Poster

US

1st

Yuzawa SHS

F

D

323

Block Leaders

Jeff Onizak

Poster

CN

1st

Odate KJ SHS

O

D

105

Jeffrey Yuan

Poster

US

1st

Yokote SHS

G

D

119

Jeremia Grobler

Poster/Moder.

SA

4th

Noshiro SHS

H

D

109

Jessica Fast Jonathan Parsons

Poster Poster

US US

1st 1st

Akita Kita SHS Odate SHS

H I

D D

224 107

Lincoln Grismer

Poster

US

1st

Omagari Agri. SHS

H

D

117

Mae Wong Kai Pun

Poster/Moder.

CN

2nd Akita-Minami SHS

K

D

218

Mark Dawson Melissa Noad

Presenter Presenter

UK CN

4th Akita Kogyo SHS 2nd Takanosu SHS

K L

D D

103 102

Michael Fustin

Poster

US

1st

Yurihonjo SHS

L

D

108

Hanawa SHS Nikaho SHS

O

D

320

Q

D

221

A A B

220 303

C

327

Sam Brewster Tracey Ann Telfer

Poster Poster

UK US

1st 1st

Adrian Vercoe Alexandra Arocho

Poster/Moder.

Poster

NZ US

2nd Daisen City 1st Daisen City

Alfonso Fraile Ali Shirazee

Poster

US

3rd

Kita-Akita

A A A

Poster

CN

1st

Akita City

A

Amanda Power

Presenter

CN

5th

Oga

B

B

Amanda Spiegel Amara Beaumont Andrew Lewis

Poster

US

3rd

Honjo

B

C

222

Kita-Akita Yokote

B B

B A

206 313 112

Poster Poster

US US

1st 1st

CN US

1st Daisen City 2nd Katagami

B

A

Ashley Hinkleman

Poster Presenter

C

B

Charlotte Soesanto

Presenter/Mod. US

3rd

Kazuno

C

B

211 325

Anthony Ferreira

Christopher Bridgeman Poster Christopher Piverotto Poster Clarissa Lui Poster

US

1st

Ugo

US

1st

Akita City

C C

A C

YS

1st

Akita City

D

C

David Ebdon David Johnson

Poster

AU

5th

Nishime

D

C

305

Poster

AU

1st

Akita City

E

C

110

A

317

David Vanslack

Presenter

CN

2nd Yuzawa

E

Delmer Lopez

Poster

US

4th

Katagami

E

A C B

111 210 226

Douglas Perkins Elizabeth Malmstedt

Poster Poster

US US

5th 1st

Chokai Odate

E F

Erin Robertson

Poster

US

2nd Yokote

F

A

F

B

Ethan Sames

Poster

US

1st

Ikawa

Ho-Yin Cheng

Poster

US

1st

Fujisato

D

B

301

James Messner Janice Abe

Presenter Poster

US CN

3rd 3rd

Yuzawa Inakawa

G

A

322

G

A

223

Jennifer Fred

Poster/moder.

US

2nd Daisen City

G

A

Jennifer Rogalski

Poster

CN

1st

Akita City

Jessica Stubbs Jessie Cuthbert

Poster

AU

3rd

Akita City

H H

C C

Poster

UK

1st

Akita City

H

C

225

Jonathan Hui

Poster

CN

5th

Higashi Yuri

H

C

114

Jonathan Stimmer

Presenter

US

3rd

Mitane

I

B

315

Prefectural Advisors

Moderators

Japanese Staff

ALT Attendance List Name

Job

Joshua Drewry

Presenter/Mod. US

Country

2nd Akita City

Joshua McGee

Poster

5th

Kathie Hagy

Present/Moder. US

2nd Yokote

Kathleen Cillis Katie Yantzi

Presenter

CN

2nd Akita City

Poster

CN

1st

Yokote

E I

C A

Katrina Hill Kenneth Grant Kristina Miller

Presenter

US

3rd

Kazuno

J

B

228

Poster Poster

UK US

1st 1st

Oga City Yokote

J J

B A

204

AU

Year on Organization/School JET Oga

WS 1 WS 4 Dorm Dorm # I

C

I

B

F

A

229

Lawrie MacPherson

Presenter/Mod. UK

2nd Daisen City

J

A

Liam Mitchell Margaret Rosenberg

Poster

NZ

1st

Poster

US

2nd Noshiro

J K

C B

304 205

Matt Yeldham Matthew Turner

Poster Poster Poster

AU US US

1st 1st 1st

K K

B B

306 307

L

A

209

Melyssa Griffin

Nikaho Noshiro Kita Akita City Yokote

Michael Culler

Poster/Moder.

US

4th

Daisen

L

A

311

Michael Kimble Michael Schweitzer

Poster

US

1st

Akita CIty

Poster Poster Presenter

US US US

1st 1st 4th

Odate Senboku City Akita City

Q L

C B

309

O L

A C

324

Kisakata

M

C

312

M M

A C

217 326

O

C

116

N

C

Mike Cannon Natalie S. Hadjiloukas Neil Fanning

Poster/Moder.

US

3rd

Nikki Zywina Padraig de Cleir

Presenter

UK

2nd Yokote

Poster

IR

1st

Akita City

Paul Yoo Peter McGowan

Poster Presenter

US UK

3rd 3rd

Honjo Akita City

Rachel Reed

Presenter/Mod. US

2nd Gojome

N

A

Rachel Youngblood Rachelle Hamonic

Poster

US

1st

CN IN

2nd Akita City 4th Akita City SHS

N N

C C

O

D

Robert Corrigan

Presenter/Mod. US

2nd Kita-Akita

O

B

Sarah Resnick

Poster

US

1st

Akita City

Sean Patrick Sebastian Young Shane Sargeant

Poster

US

1st

Yuri Honjo

C A

C C

118

Poster Poster

UK IR

2nd Akita City 2nd Odate

P G

C B

308

Shaun Salnave Stephanie Hupp

Poster Poster

US US

3rd 1st

N

A

P

C

214

Stephanie Sanders

Poster/Moder.

US

2nd Nikaho

P

C

208

Steven Wilson Tim Ogino

Poster Poster

US US

3rd 1st

Kita-Akita Senboku

P P

B A

310 106

Todd Horner

Poster/Moder.

CN

3rd

Honjo

E

C

115

Tyler Maddox

Poster

US

1st

Senboku City

Q

A

321

Wanyin Luo

Poster/Moder.

YS

2nd Daisen City

Q

A

Presenter Razoukhrienuo Medom Presenter

Akita City

Yokote Yurihonjo

215

Wilhelm Lentze

Poster/Moder.

AU

3rd

Akita City

B

C

302

Zijun Feng

Poster

US

1st

Yokote

A

A

207

Zikon Leung

Poster/Moder.

NZ

1st

Yurihonjo

D

C

314

Karl Booth Nora Perez

UK

Hachirogata Akita CIty

F M

B C

Owen Cunningham

IR

Kamikoani

M

B

318

JTE Attendance List Name

Shinya Ishikawa Takuma Hanekawa Tokihiro Kimura Kanami Kawata Makiko Honda Yuko Noro Mariko Aoyama Tomoharu Tayama Naofumi Oyama Shuko Hosaka Midori Matsuo Kohei Oba Keiko Ito Michiko Ogata Izumi Kikuchi Fumiko Osawa Azusa Ito Masanori Kodama Shinobu Konno Mozomu Kurosawa Shin Komatsu Manami Hiraga Rieko Toshima Mari Yanagizawa Koichi Anzai Yoshiyuki Oba Yoshika Sasaki Manabu Enda Taiki Kotsugai Manabu Sato Shoko Sasaki Junjo Igo Kaoru Yamamoto Junko Yoshida Keiko Chiba Kiichiro Kadowaki Toru Odashima Motoko Takahashi Chikara Konishi Teiji Sasaki Midori Sato Noriko Fujiya Misao Takeda Naoto Kato Mayuko Ishiyama Takahiro Ito Masayuki Sato Yoshihiro Shibuya Ryo Tozawa Yoshiyuki Sugawara

石川 真也 羽根川 拓真 木村 時浩 河田 香奈美 本多 牧子 野呂 裕子 青山 まり子 田山 智治 大山 直文 保坂 周子 松尾 みどり 小場 康平 伊 藤 景 子 小 形 美智子 菊 池 いづみ 大 澤 文 子 伊 藤 あずさ 小 玉 正 範 今 野 しのぶ 黒 澤 望 小 松 紳 平 賀 真奈美 戸 嶋 里枝子 澤 麻 理 安 齋 好 一 大 場 由 行 佐々木 喜 香 遠 田 学 小 番 太 樹 佐 藤 学 佐々木 祥子 井合 潤子 山本 薫 吉田 潤子 千葉 慶子 門脇 貴一郎 小田嶋 徹 髙橋 基子 小西 力 佐々木 悌 嗣 佐藤 緑 藤谷 紀子 武田 操 加藤 直人 石山 まゆ子 伊 藤 孝 紘 佐 藤 真 之 澁 谷 善 洋 戸 澤 亮 菅 原 芳 行

Organization/School

Hanawa Daiichi JHS Hachimantai JHS Kosaka JHS Daiichi JHS(Odate) Minami JHS(Odate) Higashi JHS(Odate) Hinai JHS Takanosu JHS Noshiro Daiichi JHS Noshiro Daini JHS Noshiro Higashi JHS Shinonome JHS Oga Minami JHS Tenno JHS Ujo JHS Gojome Daiichi JHS Hachirogata JHS Ikawa JHS Katsuhira JHS(Senshu) Tsuchizaki JHS Kawabe JHS Akita Nishi JHS Goshonogakuin JHS Honjo Minami JHS Honjo Higashi JHS Yashima JHS Ouchi JHS Chokai JHS Higashiyuri JHS Kisakata JHS Omagari JHS Omagari Nishi JHS Omagari Minami JHS Nishisenboku Nishi JHS Nakasen JHS Obnai JHS Rokugo JHS Yokote Minami jHS Otori JHS Kanezawa JHS Hiraka JHS Yuzawa Kita JHS Yuzawa Minami JHS Ogachi JHS Miwa JHS Hanawa SHS Towada SHS Kosaka SHS Odatehomei SHS Akitahokuyo SHS

WS 1 WS 4 Dorm Dorm # A O

B B

A

B

A

B

B

B

B

B

M

B

C

B

B

B

G

B

C

B

B

B

D

C

J

C

D

C

Q

C

E

C

E

C

J

C

O

C

C

C

J

C

A

C

N

C

N

C

E

C

F

C

I

C

Q

C

F

C

F

A

O

A

H

A

K

A

M

A

G

A

H

A

G

A

P

A

H

A

L

A

P

A

J

A

I

A

I

A

P

D

D

D

I

D

J

D

F

D

201

JTE Attendance List Mizuho Suzuki Naoya Nanba Yukiko Kagaya Seiko Takahashi Shihoko Nishimura Kinnichi Nara Shuntaro Miura Yoko Hatakeyama Kasumi Sasaki Tae Kumagai Rihoko Yamashida Keiko Tahata Haruo Kakizaki Satoshi Endo Mizuho Torii Name

Abe Jun Yoshinobu Mizutani Kazuto Yasuda Mutsumi Ishii Hitoshi Souma Yoshihiro Chinda Takashi Higuchi Kazumi Sato Satsuki Ito Noriko Takahashi Naotaka Nishimura Kumiko Sato Chitose Ishizuka Masaki Iwata

鈴 木 瑞 穂 難 波 直 弥 加賀谷 由紀子 高 橋 誠 子 西 村 志保子 奈 良 金 市 三 浦 俊太郎 畠 山 陽 子 佐々木 花 純 熊 谷 多 恵 山信田 理帆子 田 畑 惠 子 柿 崎 治 夫 遠 藤 聡 鳥 井 瑞 穂

阿部 淳 水谷 佳延 安田 和人 石井 むつみ 相馬 仁 珍田 良浩 口 隆 佐藤 和実 伊藤 さつき 高橋 規子 西村 直崇 佐藤 久美子 石塚 ちとせ 岩田 雅貴

WS 1 WS 4 Dorm Dorm #

Noshiro SHS Noshiro Technical SHS Akita Nishi SHS Kanaashi Agri. SHS Akita Kita SHS Akita Meitokukan SHS Honjo SHS Yuri SHS Nishime SHS Nishisenboku SHS Rokugo SHS Heisei SHS Yuzawa SHS Yuzawa Shohoku SHS Ugo SHS

C

D

M

D

H

D

K

D

D

D

G

D

K

D

K

D

N

D

L

D

E

D

Q

D

L

D

O

D

L

D

Organization/School Title Akita BOE

Policy Making Director

Akita BOE

Teachers' Consultant

Akita BOE

Teachers' Consultant

Akita BOE

Teachers' Consultant

Akita BOE

Teachers' Consultant

Akita BOE

Teachers' Consultant

Akita BOE

Teachers' Consultant

Akita BOE

Teachers' Consultant

Akita City BOE

Teachers' Consultant

Daisen City BOE

Teachers' Consultant

Yokote City BOE Teachers' Consultant CLAIR

Administrator

Akita Minami SHS SHS Speech winner Akita Kita JHS JHS Speech winner

202

203

Dorm

2011-2012 Skill Development Conference

Day 1, Thursday, October 13th Registration

Akita Prefectural Education Center

Name Tags SDC book Questionnaire Comment Slips

9:45 - 10:20

(Please hand your posters in to your Block Leaders)

Opening Ceremony 10:20 -10:25

Welcome Speech by the Akita Prefectural Board of Education Policy Making Director

Mr. Jun Abe

Keynote Speech 10:25 -10:35

By Teachers` Consultant, Akita Prefectural BOE

Mr.Yoshinobu Mizutani

Ice Breaker 10:35-11:55

A fun activity to get to know each other!

Speeches by Students 11:00 - 11:20

“From Daikon to Daring”

Mr. Masaki Iwata Akita Kita JHS

“Japan’s Farmers Need Us”

Ms. Chitose Ishizuka Akita Minami SHS

Announcements 11:20 - 11:25

Information about workshops, meals, etc.

Mr. Renaud Davies

11:35-12:10

(ALTs) Poster Exchange / (JTEs) T-T in Review

Gym(ALTs)/ Namahage&Komachi

Auditorium (2F):

Lunch 12:10 - 13:10

Cafeteria

Workshop 1

Workshop A~Q in 10 rooms (Discussion)

13:40 - 14:20

Problems & Solutions in Team-Teaching

Workshop 2

Sugi Room: Easily Adaptive Activities

14:35 - 15:25

PR: Amanda Power Kamakura Room: French: Get into your Students` Shoes

*NOTE: 1st year ES ALTs must attend one of the Elementary Activities Workshops

Special Lecture 15:35- 16:45 General Announcements 16:50 - 17:10

Casey Kuester Derek Lemisux Renaud Davies

*Please check the List of Participants for your discussion group and room.

PR: Rachelle Hamonic and Kathy Cillis Kanto Room: Elementary School Activities PR: Jon Stimmer and Kathie Hagy Komachi Room: Internationalization in the Classroom PR: Derek Lemieux Auditorium, (2F) *All ALTs and JTLs Title: Teacher L2 Input and Student L2 Output: Shall the two ever meet?

Lecturer: Dr. Marjo Mitsutomi from Akita International University *Auditorium(2F) for ALTs and JTLs who are staying in the dorm

6

2011-2012 Skill Development Conference

Day 2, Friday, October 14th *Please be seated in your workshop on time as attendance will be taken. (8:45-8:55)

Workshop 3 Computer Room: Teaching with Technology PR: Jim Messner 9:00 - 10:10 Komachi Room: Elementary Activities *NOTE: 1st year ES ALTs must attend one of the Elementary Activities Workshops..

PR: Jonathan Stimmer and Kathie Hagy Sugi Room: Junior High Activities PR: Ashley Hinkleman and Rachel Reed Kanto Room: Senior High Activities

PR: Ben Levelius Workshop 4 Kamakura Room (A): Classroom Study (Minami) 10:25-11:55 *Please refer to the list of participants.

PR: David Vanslack and Lawrie Macpherson Kanto Room (B): Classroom Study (Kita) Sean Corrigan and Charlotte Soesanto Komachi Room (C):: Classroom Study (Chuo) PR: Peter Mcgowan and Natalie Hadjiloukas Sugi Room (D): Classroom Study (High School) PR: Mark Dawson and Melissa Noad

Lunch

Cafeteria

11:55-13:00

Workshop 5 Sugi Room: An Introduction to Teaching Methods and Activity Planning 13:00-14:10

  

PR: Christy Bridgeman and Rachelle Hamonic Namahage Room: Reading & Writing Activities PR: Nikki Zywina and Joylene Medom Kamakura Room: Phonics PR: Katrina Hill Kanto Room: Education 101: Theory and Practice for the Intentional Teacher PR: Joshua Drewry

Closing Ceremony 14:25-15:00 ALT duties and responsibilities 15:00-15:30

*Auditorium(2F) All ALTs and JTLs

Mr. Kazumi Sato (Akita BOE)

*Auditorium(2F) for ALTs only [Block Meeting Discussions}

Your PAs

7

Please see workshop synopses on the following pages.

Synopses of Work shops Workshop II Easily Adaptive Activities: Do you ever struggle for lesson ideas? Feel like you don’t have enough time to make an awesome activity? Need to pull a last-minute game out of thin air? All-purpose activities can help! Whether you teach in elementary school, junior high, or high school, a few flexible lesson ideas can go a long way. This workshop will focus on games that can be used for a wide variety of lessons and grammar points, adaptable classroom activities, and how to make the most of your preparation time.

Get into Your Students` Shoes: French: The aim of this workshop is to remind attendees how one can get lost very quickly when in a foreign language environment, to give them a taste of the feelings and difficulties that their own students can experience sometimes. Even though all of us have been in a foreign language class and have learned a second or third language, many of us have forgotten what it's like to go through the process since it has been a few years. If you already know French, do not come to this workshop since it will be geared toward people with no knowledge of the language.

Elementary School Activities: As the focus on English education in Japan grows, ALTs and JTLs are teaching more often at elementary schools. This presentation will introduce activities and team teaching strategies for 1-6th grade elementary school English. This presentation will be especially helpful for those who will be working with 1-4th years where no textbook is required, and you may be asked to take a leading role in the design of their curriculum. This presentation has been designed to help give you a variety of activities that can help in the elementary classroom setting. We will also demonstrate a number of games and activities that can be tailored to suit a variety of lessons in the 5th and 6th grade and the eigo noto text.

Internationalization in the Classroom: Creative ways of how to incorporate internationalisation into the classroom at any level.

Two main examples: 1. Educating students about the world through travel experiences. Using technology and original printed materials to enhance learning and understanding about other countries/cultures.

8

2. Connect with people around the world by having students teach people around the world about Akita through handmade travel brochures. In return the recipients of the brochures send photos of themselves and their country with the students works, making the exercise a true exchange.

Workshop III Teaching with Technology: Are you looking for ways to teach without relying on the standard textbooks and handouts? In this workshop we will discuss how to use technology to improve your lessons, assist your students in their studies and foster an interest in English outside of the classroom. We will discuss resources for teachers and students, software, hardware and web 2.0.

Elementary School Activities: (Same presentation as in workshop II) As the focus on English education in Japan grows, ALTs and JTLs are teaching more often at elementary schools. This presentation will introduce activities and team teaching strategies for 1-6th grade elementary school English. This presentation will be especially helpful for those who will be working with 1-4th years where no textbook is required, and you may be asked to take a leading role in the design of their curriculum. This presentation has been designed to help give you a variety of activities that can help in the elementary classroom setting. We will also demonstrate a number of games and activities that can be tailored to suit a variety of lessons in the 5th and 6th grade and the eigo noto text.

JHS Activities: Engaging Your Students: Formal English education begins at the JHS level. The English curriculum becomes much more focused on grammar and passing the high school entrance exam. So what is the ALTs role in all of this? While it most certainly varies by situation, we hope at least part of that role is to remind the students that English is a living, breathing language. Our main focus will be on warm-up activities and review games that will help the students apply their English knowledge while having fun!

These activities can be adapted to fit any topic in the textbook and the different teaching styles of the JTE. Let's Enjoy English!

Senior High School Activities: High School ALTs are often overwhelmed with the responsibility of designing and delivering countless novel activities that take up entire classes. We are further requested to create activities that complement what the Japanese teacher is currently teaching. In brief, High School ALTs are required to be not only teachers but curriculum designers. Thus, this year’s presentation will give focal attention to curriculum design. Attention will also be given to activity sharing and JTL/ALT activity planning in an endeavor to inspire ALTs to view this overwhelming responsibility as not a burden, but rather, a creative opportunity to kindle within our students a genuine interest in learning English.

9

Workshop IV Please refer to the "List of Participants" to see which presentation you will be attending Classroom Study: How do we team-teach? What difficulties do we face and how can we overcome them? How do we incorporate new ideas into our lessons? With limited time in the English environment, it's understandable that we want each lesson to be meaningful and useful for our students. By participating in this workshop, we can learn different ways of team-teaching, how to overcome common problems, and learn exciting new ideas which can be applied in our own classrooms. Each video will be twenty minutes long and be followed by a discussion. Please attend the presentation you have been assigned.

____________________________________________________________________________

Workshop V An Introduction to Teaching Methods and Lesson Planning: Do you know which method you prefer to use to teach a foreign language? There are several methods used to teach a foreign language. The Direct Method, Total Physical Response (TPR), Communicative Language Learning, Task-based Language Learning, and the Natural Approach are a few of those techniques. Before you can start creating activities, you must first become aware of the methods used and which are best for you. During this workshop you will be asked to break into groups based upon one of these methods and use guidelines given to you to create an activity that you can then share with the group. Let’s come together and build off of each other’s strengths and knowledge to become better teachers for our students.

Reading and Writing Activities:

Reading and writing activities should entail more than just breaking down the textbook into grammatical parts. Students should be encouraged to engage with the content of the text, motivated to explore other simple English texts, and given the confidence to write freely about their feelings without worrying about mistakes. Team-teaching lessons are often geared towards listening and speaking activities, but this workshop will discuss reading and writing activities which can encourage students to think beyond the textbook and liven up your classroom!

10

Phonics: It is sometimes difficult for native speakers to understand why students would write volleyball as "barebol," but in order to help them, we must first understand where they're coming from and empathize with their struggle. Phonics is often misunderstood as something we teach, but it is better understood as a method of teaching--educating students as to the relationship between what we say and how we write it down. In this presentation, we will take a look at some of the ways in which differences in the sound and writing systems of Japanese and English pose obstacles to English language acquisition, and some methods for helping overcome them. We will ask questions about whether perfect pronunciation really is an end goal; whether katakana is really the enemy or not; if so, how, and why; and even whether teaching phonics itself is really useful. It is important to ask these questions, and there are some meaningful answers awaiting that may help improve student retention and reduce teacher and student stress.

Education 101: Theory and Practice for the Intentional Teacher: There are no shortcuts to becoming a better teacher: no secret formula, no magic words. It takes hours of planning and preparation, then a dozen changes to those plans from the moment you reach the classroom. It is difficult work, but we stand on the shoulders of giants. Pedagogy, or the study of teaching, is a well established field of research with many resources to offer aspiring young educators. This workshop will introduce several key pedagogical theories employed by teachers today and visit how they apply to our unique role in English education. Ideas for new lessons are not the focus of our discussion, but you might discover a way to improve the activities you already use. Whether you are new to teaching or want to revisit your formal studies from a fresh angle, this workshop will provide you with tools for critically analyzing your lessons in order to make the most of your time in the classroom.

11

n o i t a m r o f n I Conference MEALS Lunch, dinner and breakfast will be served in the dormitory cafeteria.

Buy your lunch ticket in the morning. Please do not use other rooms or lobby for lunch.

Attendance Sign your name on the attendance sheet both mornings.

Workshops It is very important that all sessions start and finish at their scheduled times. As your colleagues have worked hard to prepare as presenters and moderators, please don't be late.

The format of each workshop allows for the sharing of ideas among all participants. To make the most of this opportunity, one should be sensitive to the different linguistic and cultural backgrounds of the diverse participant pool.

Please check the Attendance list to see where you are to go for workshops one and four. Also, 1st year ALTs are required to attend one of the two “ES Activities� workshops.

Workshop Attendance A strict system of taking attendance will be implemented at this conference. You are expected to attend ALL WORKSHOPS AND PLENARY SESSIONS. If for some reason you are unable to attend one of the sessions, it is your responsibility to contact the staff room (1F).

Belongings Please make sure you have all your belongings when you leave the dormitory on each day.

On the last day of the conference, please be sure to return your name tag after the closing ceremony.

Professionalism It is important that our dress and deportment reflect our position of professional teachers and ambassadors to our home countries. Professional dress and attendance is required for all workshops and plenary sessions.

Staff Room The staff room can be found on the first floor near the entrance hall. Please visit the room if you have any question, problem or an emergency situation.

12

Dor mitor y Infor m ation and Rules !!!!!!!!!!!!!!!!! ! "#$%&!'()*)+%,("-!).,+"%$/0!+)0%)( We have some rules for staying at the dormitory. It is not a hotel but a lodging house run by the prefectural government. As government employees, staying here is a privilege and not a right.

Please be respectful. If any problems occur in the dormitories these issues will be brought to the attention of your supervisor and contracting organization Check-in Time 17:00∼ Please check the notice at the manager's office for your room number (the key is in your room).You can find sheets, blanket covers, pillowcases and yukatas.

Check-out Time 8:30 The room key must be returned to the manager's office on the 1st floor.

Meals

Breakfast Time

7:30∼8:30

Please buy your own meal tickets.

Please buy tickets for the next day's breakfast by 13:00.

The restaurant is open till 21:00 , but will not serve dinner.

You need a ticket for breakfast (breakfast is a set meal) .

l in No alcoho ion the Educat Center.

Bathing Time 17:00∼22:00 & 6:00-7:30 (Shower only) The bathroom locks at 22:00 sharp.

Feel free to use the soap and shampoo in the shower Curfew 22:00 The entrance door to the residence is locked at 22:00.

The entrance to the Education Center is locked at 17:30.

Please be back before 22:00.

If you go out, please leave your key in the manager's office.

Lights-out and Quiet Time 22:30 [For energy saving] General Information Please return used linen to the linen room on each floor.

Please leave linen you didn't use in your room.

Please divide the garbage into burnable and non-burnable, and put it into the appropriate garbage cans in the corridor.

Please leave your room as you found it, and leave the door open.

Make sure the lights and the air conditioner in your room are off when you leave.

Also remember to return your key to the first floor to check out of your room.

Please don't smoke, eat or drink in your room.

You can smoke, eat and drink in the lounge on each floor.

The telephones in your room are for internal calls only. * You are not allowed to go into the dormitory rooms during the seminar's daytime hours.

We appreciate your cooperation.

13

s in Akita!

T L A h it w e in l n O Learn Eng lish

http//:alts-onlin e.wikispaces.co m/ ALTs Online is a website where students can meet and practice English with the ALTs in Akita! On the website ALTs have created interactive posters introducing themselves and their country. Below each poster is a message board where students can ask questions, leave comments or share their favorite music and pictures. The website is for both JHS and HS students.

Akita is the first prefecture to have ALTs create an online website for students! Please join the site and share it with your students!

naud.wikis http://english-with-re

paces.com/

English with Renaud is a website geared towards high school students in Akita. The website uses the latest online learning technology offering students a fun and interactive learning environment. The website has a message board and blog to practice writing in English and students can even ask Renaud and other ALTs questions using their voice and receive voice responses. There are also many games, English karaoke, video lessons and much more!

Please share these websites with your students!

14

Acquisition ge ua ng La nd co Se to on ti An Introduc

By Ren au d Da vie s

The following is a pedagogical guide to provide Assistant Language Teachers (ALTs) with a general blueprint that will assist them in their planning and designing of lessons and curriculum in the Japanese High School and Junior High School. The purpose of this guide is to assist ALTs in the development of lessons and curriculum in situations where they are given extra freedom and control over lesson planning. In such cases, ALTs with little to no experience or knowledge in language teaching may feel overwhelmed and perhaps even frustrated. Basic questions which may arise include: “What should I teach?” and “How should I teach?” This guide endeavors to answer such questions through discussing relevant SLA theories with the hope that readers will be left with a better sense of how to best design their lessons and activities to benefit their students’ learning.

To begin, it is first important to look at the history of different theories, methods and approaches to better grasp where we currently stand in the world of language teaching. I have attached a brief history of language teaching along with summaries of the most popular language theories and teaching methods. This excellent visual history and summary list was created by Ben Shearon who is currently teaching at Tohoku University.

SLA

15

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Why learn SLA theory? â&#x20AC;˘ Theories help to guide teachers in lesson planning helping them to choose appropriate methods and approaches. â&#x20AC;˘ Theories help to answer the why and how in lesson planning. â&#x20AC;˘ Theories can also help teachers to validate what they do in the classroom.

Choosing an Approach The Approach Approach VS. Method Note: An approach is a cohesive set of theoretical and practical beliefs. It is the why in language teaching and it provides certain principles. As for method, it is the how in language teaching; it is the application of the aspects of an approach.

You may favor a single approach or method for teaching, but I encourage ALTs to borrow ideas from a variety of teaching methods and approaches to establish a desired framework. First, it is important to realize that communicative competence does not hold the same importance in Japan, as the focus for learners is on preparing themselves to meet the challenges of the strict requirements of university entrance exams which give saliency to lexical and grammatical knowledge rather than English communication.

Consequently, the grammar-translation method is still present despite the push towards a more communicative approach. Current curriculum still gives weight to reading, writing, vocabulary and grammar leaving listening and especially speaking on a much lower pedestal. Lessons also tend to be teacher-centered rather than student-centered.

In an attempt to balance this curriculum weight scale, I have put together a teaching approach which borrows from several different approaches to provide ALTs with a framework from which they can build and design lessons and curriculum for their students.

Using such a framework is most helpful when deciding on what to teach, what activities to 21

use, and why. ALTs are encouraged to research and explore other theories and methods to create their own communicative curriculum to complement MEXT goals.

Suggested Teaching Approach The suggested approach is a multifaceted approach incorporating ideas from the Communicative and Natural Approach to Language Teaching, the Lexical Approach, Taskbased Language Teaching, Social Constructivist Theory and Multiple Intelligences Theory.

The key principles can be summarized as follows:

Language is communication Activities should aim at promoting interaction and be designed to focus on completing tasks through negotiation of meaning with teachers facilitating learner interaction. The aim is communicative competence. In this approach language is used in real context; grammar is taught both deductively and inductively; the target language is a vehicle for classroom communication as oppose to an object of study; the studentsâ&#x20AC;&#x2122; L1 or native language can be used if necessary and a variety of methods or approaches can be applied. Fluency is important; accuracy is not of importance; students are free to make errors since the goal is meaningful communication; drilling is discouraged. It is a learner-centered approach in which students are given the opportunity to express their ideas and opinions.

Acquisition verses learning Acquisition, according to Stephen Krashen, is a subconscious process whereas learning is a conscious process. Krashen believed that second language learners should attempt to acquire linguistic rules subconsciously and in a natural way much like a child acquires language. Furthermore, the acquirer must receive comprehensible input through reading or hearing language that is slightly above their current level. Also, Krashen discusses what he terms an affective filter. A learner who is tense, anxious, or bored will block out input, making it unavailable for acquisition. Thus, depending on the learnerâ&#x20AC;&#x2122;s state of mind, the filter limits what is acquired. The filter will be up when the learner is self-conscious or unmotivated. It will be down when the learner is motivated or feeling relaxed. 1 1

Lightbown, P. and Spada, N. (1998). How Languages are Learned. Oxford University Press: New York. p. 23 22

For more information on Krashenâ&#x20AC;&#x2122;s Input Hypothesis: Krashen, S. (1982). Principles and Practice in Second Language Learning and Acquisition.

Oxford: Pergamon. http://fredshannon.blogspot.com/2005/11/input-hypothesis.html

The art of language instruction There are two popular approaches to language instruction. The first is the Present, Practice, Produce (PPP) paradigm and the second is the Task-based approach. The former is a much more direct approach which involves the teacher first presenting the new language and demonstrating its use. This is followed by controlled practice coupled with a shift from teacher-centeredness to student-centeredness. Finally, students practice what they have learned with student talk-time at its maximum.

Conversely, In task-based learning, the content students are to learn develops as students progress through a given task. First, the ALT and JTE explain how they will complete the task and review any vocabulary or grammar that will be useful. Next, the teachers monitor and record language problems met during the task. Finally, the teacher reviews the problems that students encountered during the task and has them practice again. The task-based approach is a smart choice for students who are motivated and work well independently. It uses language as a vehicle for authentic real world needs allowing students to experiment with their store of knowledge rather than just practicing one preselected item. I recommend teachers to use this latter approach when possible.

For more information on task-based language teaching: Jane Willis, A Framework for Task-Based Learning, Longman ELT Example of a Task-based Lesson: Task-based grammar teaching â&#x20AC;&#x201C; tips and activities by Lindsay Clandfield http://www.onestopenglish.com/section.asp?docid=144974

Language is like a tapestry The development of oral and listening skills is a priority; however, reading and writing skills should not be ignored. Oxfordâ&#x20AC;&#x2122;s analogy of a tapestry is perhaps best in portraying the 23

complexity and importance of integration in ESL/EFL curriculum and instruction. Oxford aptly describes integration as a tapestry intricately woven from many strands in such a way as to create, ideally, a tapestry that is strong, colourful and beautiful. She argues that one of the most important of these strands consists of the four primary skills: reading, writing, speaking, and listening. Oxford posits “the skill strand of the tapestry leads to optimal ESL/EFL communication when the skills are interwoven”.2 She stresses this integrated-skill approach as opposed to the compartmentalization of skills or what she terms the segregated-skill approach. In short, curriculum that offers the potential for a variety of skills to be used during classroom activities is an ideal curriculum.

The L1 as a teaching and learning tool JTEs know the learner's native language (L1) which gives them the possibility to make L1 an ally to enhance learning. Therefore, activities involving L1 and L2 comparison and translation are extremely helpful in the learning process. Using the L1 is also beneficial when explaining difficult concepts. The use of L1 as a means of instruction should be kept at a minimum, but is expected more at lower stages of learning in order to offer learners affective support and increase their self-confidence.

Research shows that we ‘chunk’ language “Without grammar little can be conveyed; without vocabulary nothing can be conveyed.”

David Wilkins 3 Since you are in a fortunate situation which allows you to create materials for monolingual students, the materials can expose learners to an exceptional quantity of vocabulary. This brings us to our next question, “How does one teach vocabulary?” One possible approach to teaching vocabulary is what is termed, The Lexical Approach. This approach is based on a computer analysis of language which identifies the most common and hence, most useful words, in the language and their various uses.

Oxford Rebecca, “Integrated Skills in the ESL/EFL Classroom”. Eric Digest. 2001. p.2 2

3

Wilkins, David A. (1972). Linguistics in Language Teaching. Cambridge, MA: MIT Press 24

Important Points Regarding Lexical Theory • Words typically co-occur with other words. These co-occurrences (or chunks) are an aid to fluency.

Example: By the way If I were you out of your mind I know what you mean terrible accident That’s a great idea • Learners pass through a stage where they use a high percentage of prefabricated chunks. How are you? Fine, thank you. And you?

• Teaching vocabulary as a list of isolated words de-contextualizes language – context is extremely important!

• Fluent and appropriate language use requires collocational knowledge. According to Pawley and Syder (1983)4 the best explanation of how language users can choose the most appropriate ways to say things from a large range of possible options (nativelike selection), is that units of language of clause length or longer are stored as chunks in the memory. They suggest that this explanation means that most words are stored many times, once as an individual word and numerous times in larger stored chunks.

• Memorized clauses and clause sequences make up a large percentage of the fluent stretches of speech heard in everyday conversation.

"It is our ability to use lexical phrases that helps us to speak with fluency. This prefabricated speech has both the advantages of more efficient retrieval and of permitting speakers (and learners) to direct their attention to the larger

Pawley, Andrew and Syder, Frances Hodgetts. (1983). Two puzzles for linguistic theory: native like selection and native like fluency. In Language And Communication,Jack C.Richards and Richard W. Schmidt (eds.), 191-225.

London: Longman.

4

25

structure of the discourse, rather than keeping it narrowly focused on individual words as they are produced" (Nattinger and DeCarrico, 1992)5 .

In short, teaching words in context and as part of a chunk is a great way to help your students improve their English. Lastly, syllabuses should include only maximally useful language items. Vocabulary items should reflect the needs and interests of your students.

Focus on the words they need to communicate effectively in English. Also, phonological aspects should be dealt with in the material and contain only those especially difficult for Japanese learners. For example, Japanese learners tend to confuse the phonemes /r/ and /l/ and /b/ and /v/. Thus, emphasis should be given to these.

For more information regarding the lexical approach: Lewis, Michael (1993), The Lexical Approach, Hove: Language Teaching Publications.

Lewis, Michael (1997). Implementing the Lexical Approach: Putting Theory Into Practice. Hove: Language Teaching Publications.

Learners need social interaction Social constructivism stresses the importance of social interaction and cooperation when learning. Thus, constructivist research examines learners engaged in social practices and cooperative learning to see how such individuals construct meaning out of the input received during interactions. Social constructivist theory owes much to its greatest contributor, Lev Semeonovich Vygotsky. Perhaps his most monumental contribution to constructivist theory is his work relating to what he termed the Zone of Proximal Development or ZPD. Vygotsky defines ZPD as: “The difference between the child’s development level as determined by independent problem solving and the higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.”(Vygotsky, 1978, p.85)6.

Nattinger, James R. and DeCarrico Jeanette S. (1992). Lexical Phrases and Language Teaching. Oxford: Oxford University Press.

5

Vygotsky, L. (1978). Interaction between Learning and Development (pp.

79-91). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.

6

26

Neo-Vygotskyans commonly use the scaffold metaphor to describe ZPD. During social learning oneâ&#x20AC;&#x2122;s understanding is scaffolded or raised by another person who is operating at a slightly higher level closing the gap between a learners existing developmental state and their potential development. In short, a student is able to do more with the help of adults or peers than if he or she were alone. Furthermore, social learning encompasses other benefits such as increased empathy, a sense of belonging and better communication skills, all of which are supported by a cooperative community which in turn increases a participantâ&#x20AC;&#x2122;s self-esteem and consequently, further decreases inhibition and other affective factors that plague learners. Group activities with teacher facilitation can accomplish this. Ask your JTE to help you organize students into groups so that higher level students are paired with lower level students.

For more information: Book: Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.

Website: [http://www.learningandteaching.info/learning/constructivism.htm] On cooperative Learning: Website: [http://www.thirteen.org/edonline/concept2class/coopcollab/index.html]

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People learn differently The Theory of Multiple Intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. The theory suggests that the traditional notion of intelligence, based on I.Q. testing, is too limited. In response to this, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are as follows: Linguistic intelligence ("word smart"): Excellent Speakers and Listeners.

Work best through lectures, recordings and discussions.

Logical-mathematical intelligence ("number/reasoning smart") Above average aptitude for problem solving.

Work best through classifications and problem solving activities.

Visual/Spatial intelligence ("picture smart") Imaginative and creative.

Good at reading body language.

Work best through drawing and visual diagrams.

Bodily-Kinesthetic intelligence ("body smart") Understands sensory material from hands on experience.

Work best through lessons requiring movement.

Musical intelligence ("music smart") Highly responsive to audial stimuli.

Work best while listening to music.

Interpersonal intelligence ("people smart") Sociable and excellent at working in groups.

Work best through collaboration and cooperation.

Intrapersonal intelligence ("self smart") 28

Reflective and independent thinkers.

Understand their own strengths and weaknesses.

Work best through self-evaluations and individually paced projects.

Naturalist intelligence ("nature smart") Excellent understanding of biology and the natural world.

Work best through “show and tell” and field trips.

For more information on the M.I Theory: http://www.thirteen.org/edonline/concept2class/mi/index.html As ALTs, we can apply M.I. theory by simply creating lessons that aim at several intelligences. If you are having trouble teaching certain students through traditional linguistic instruction, you may want to adjust your lesson to facilitate effective learning.

Teaching with Technology One of the most important things is that you make your lessons meaningful, fun, and interesting for your students. Using technology is a great way to do this as you can visually stimulate your students using video and or power point. Research into the use and effects of illustrations in learning (e.g. Levie and Lentz, 1982) supports the case that images can strongly aid learning. So, what are the benefits of such visual aids?

1) Visual aids, especially video, help to raise a learner’s pragmatic awareness, that is, the importance of context in deciding the speaker’s intention. Pragmatics also includes gestures, facial expressions and other non-verbal forms of communication that are culturally bound.

2) Users prefer material which is illustrated (Levie and Lentz, 1982) and regard it as being of higher quality. Such material is especially beneficial for visual learners. (See MI Theory above.)

3) The use of pictures or video with text is particularly efficient in enhancing levels of comprehension and consequently, supersedes the power of text alone. See the article below for more information on the duel coding theory. Furthermore, Stephen Krashen postulates that 29

language learning is directly related to the amount of “comprehensible input” learners receive.

Video and power point can increase input through arousing student interest in English owing to the effect of color, flash, sound and pictures.

4) Images may help aid understanding and learning of concepts that are difficult to explain verbally. This is especially true for lower level learners.

Lastly, if you have access to internet at your school or if many of your students have access to internet at home, it is highly recommended that you take advantage of all the free social software that is available online for language learning. See p.14 to learn how you can get involved with internet teaching right here in Akita. You can also visit http:// english-with-renaud.wikispaces.com/ and click on “Welcome ALTs” to learn more.

---------------------------------------------------------------------------------------------------------Levie, W. H. and Lentz, R. (1982). Effects of text illustrations: a review of research.

Educational Communication and Technology Journal, 30: 195-232.

Interesting article on multimedia instruction: http://www.lawrence-najjar.com/papers/ Multimedia_information_and_learning.html (Discusses the Duel Coding Theory) Excellent article on teaching using commercials: http://www.esl-lab.com/research/cms.htm

In Conclusion, I hope you have found this brief introduction to second language acquisition interesting and useful. Having completed a Master of Education in TESL, I would be more than happy to answer any questions you may have regarding teaching or pursuing ESL as a career. Please feel free to contact me at anytime.

Renaud Davies renauddavies29@gmail.com

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Elementa r y Foreig n Langua ge Activi t ie s

I. OVERALL OBJECTIVES To form the foundation of pupilsâ&#x20AC;&#x2122; communication abilities through foreign languages while developing the understanding of languages and cultures through various experiences, fostering a positive attitude toward communication, and familiarizing pupils with the sounds and basic expressions of foreign languages.

II. CONTENT [Grade 5 and Grade 6] 1. Instructions should be given on the following items in order to help pupils actively engage in communication in a foreign language: (1) To experience the joy of communication in the foreign language.

(2) To actively listen to and speak in the foreign language.

(3) To learn the importance of verbal communication.

2. Instructions should be given on the following items in order to deepen the experiential understanding of the languages and cultures of Japan and foreign countries: (1) To become familiar with the sounds and rhythms of the foreign language, to learn its differences from the Japanese language, and to be aware of the interesting aspects of language and its richness.

(2) To learn the differences in ways of living, customs and events between Japan and foreign countries and to be aware of various points of view and ways of thinking.

(3) To experience communication with people of different cultures and to deepen the understanding of culture.

III. LESSON PLAN DESIGN AND HANDLING THE CONTENT 1. In designing the syllabus, consideration should be given to the following: (1) In principle English should be selected for foreign language activities.

(2) Taking into account the circumstances of pupils and the local community, each individual school should establish objectives of foreign language activities for each grade in an appropriate manner and work to realize them over the period of two school years.

(3) With respect to the instructions on the content mainly concerning language and culture listed in Subsection II-2, teachers should make them link with the 31

content mainly concerning communication listed in Subsection II-1. In doing so, teachers should try to have pupils understand language and culture experientially, avoiding giving too detailed explanations or engaging pupils in rote learning.

(4) The instructions on the content and activities should be in line with pupils’ interest. Effort should be made to increase the effectiveness of teaching by, for example, taking advantage of what pupils have learned in other subjects, such as the Japanese language, music and arts and handicrafts.

(5) Homeroom teachers or teachers in charge of foreign language activities should make teaching programs and conduct lessons. Effort should be made to get more people involved in lessons by inviting native speakers of the foreign language or by seeking cooperation from local people who are proficient in the foreign language, depending on the circumstances of the local community.

(6) When dealing with sounds, teachers should make active use of audio-visual materials such as CDs and DVDs. The audio-visual materials should be selected according to the actual circumstances of the pupils, school and local community.

(7) Based on the objectives of moral education listed in Subsections I and II of Chapter 1 “General Provisions” and in Subsection I of Chapter 3 “Moral Education”, instructions concerning the content listed in Subsection II of Chapter 3 “Moral Education” should be given appropriately. The instructions should be in accordance with the characteristics of foreign language activities and should be related to the period for moral education.

2. In the handling of the content listed in Subsection II, consideration should be given to the following: (1) Consideration should be given to the following points when giving instructions over the period of two school years: A. When giving pupils opportunities to experience communication in the foreign language, teachers should select appropriate expressions, giving consideration to the developmental stages of the pupils and set communication situations familiar to them.

B. When giving pupils opportunities to experience communication in the foreign language, teachers should focus on the foreign language sounds and use letters of the alphabet and words as supplementary tools for oral communication, in effort not to give too much burden to pupils.

C. Since non-verbal communication is also an essential means of communication, teachers should adopt gestures etc. and help pupils understand their functions.

D. Teachers should enable pupils to deepen their understanding not only of the foreign language and culture, but also of the Japanese language and culture through foreign language activities.

E. When giving pupils opportunities to experience communication in the foreign language, teachers should mainly set the communication situations and functions 32

listed in the following examples: [Examples of Communication Situations] (a) Situations where fixed expressions are often used ・ Greeting ・ Self-introduction ・ Shopping ・ Having meals ・ Asking and giving directions etc. (b) Situations that are likely to occur in pupils’ lives ・ Home life ・ Learning and activities at school ・ Local events ・ Childhood play etc.

[Examples of Functions of Communication] (a) Improving the relationship with a communication partner (b) Expressing emotions (c) Communicating facts (d) Expressing opinions and intentions (e) Stimulating a communication partner into action (2) Consideration should be given to the following points when giving instructions to each grade, taking the learning level of pupils into account: A. Activities in Grade 5 Considering that pupils learn the foreign language for the first time, teachers should introduce basic expressions about familiar things and events and engage pupils in communication activities where they experience interactions with one another. Teachers should engage pupils mainly in the activities where the pupils may become familiar with the foreign language or in the activities which are related to their daily lives or school lives.

B. Activities in Grade 6 Based on the learning in Grade 5, teachers should engage pupils in communication activities, focused on interactions with one another, including intercultural exchange activities, in addition to activities related to pupils’ daily lives or school lives.

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of Study Junior High Scho ol Co urse I. OVERALL OBJECTIVE To develop students’ basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture and fostering a positive attitude toward communication through foreign languages.

II. OBJECTIVES AND CONTENTS FOR EACH LANGUAGE English 1. Objectives (1) To enable students to understand the speaker’s intentions when listening to English.

(2) To enable students to talk about their own thoughts using English.

(3) To accustom and familiarize students with reading English and to enable them to understand the writer’s intentions when reading English.

(4) To accustom and familiarize students with writing in English and to enable them to write about their own thoughts using English.

2. Contents (1) Language Activities The following language activities should be conducted over the period of three years in order to develop a practical command of English which would allow students to understand English and express themselves in English.

A. Listening Instruction should be given mainly on the following items: (a) To follow the basic characteristics of English sounds such as stress, intonation and pauses and listen to English sounds correctly. (b) To listen to English, spoken or read in a natural tone, and accurately understand the information. (c) To listen to questions and requests and respond appropriately. (d) To understand the content, confirming what has been said by, for example, asking the speaker to repeat it. (e) To listen to coherent English and properly understand its outline or important points.

B. Speaking Instruction should be given mainly on the following items: (a) To become familiar with the basic characteristics of English sounds such as stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one’s thoughts and feelings, or facts. (c) To carry on a dialogue or exchange views regarding what students have listened to or read. (d) To speak continuously using various techniques such as linking words. (e) To give a simple speech on a provided theme.

C. Reading Instruction should be given mainly on the following items: (a) To distinguish letters or symbols and read English correctly. (b) To read silently while thinking about the written content, and read aloud so that the meaning of the content is expressed. (c) To accurately understand the general outline of stories or the important parts of descriptive texts. (d) To understand the writer’s intentions in texts such as messages and letters and respond appropriately.

34

(e) To grasp the written content or the writer’s viewpoints so as to be able to express one’s impressions or state agreement/disagreement and reasons for it with regard to the content or viewpoints.

D. Writing Instruction should be given mainly on the following items: (a) To distinguish letters or symbols and write correctly with due attention to the spaces between words. (b) To correctly write a sentence with due attention to the connections between words. (c) To take notes or write one’s impressions or statements of agreement/disagreement and reasons for it with regard to what students have listened to or read. (d) To write about one’s thoughts and feelings with regard to issues like what has happened or what one has experienced in everyday situations. (e) To write a composition with due attention to the connections between sentences so as to accurately convey one’s thoughts and feelings to the reader(s).

(2) Treatment of the Language Activities A. In instruction over the period of three school years, consideration should be given to the following points: (a) Activities in which, for example, students actually use language to share their thoughts and feelings with each other should be carried out. At the same time, teachers should undertake activities for students to understand and practice the language elements indicated in (3). (b) In activities in which, for example, students actually use language to share their thoughts and feelings with each other, they should be able to perform language activities in which they have to think about how to express themselves in a way appropriate to a specific situation and condition. (c) In conducting language activities, teachers should focus on the following language-use situations and functions of language.

[Examples of Language-use Situations] a. Situations where fixed expressions are often used: ・ Greetings ・ Self-introductions ・ Talking on the phone ・ Shopping ・ Asking and giving directions ・ Traveling ・ Having meals etc. b. Situations that are likely to occur in students’ lives: ・ Home life ・ Learning and activities at school ・ Local events etc.

[Examples of Functions of Language] a. Facilitating communication: ・ Addressing ・ Giving nods ・ Asking for repetition ・ Repeating etc. b. Expressing emotions: ・ Expressing gratitude ・ Complaining ・ Praising ・ Apologizing etc. c. Transmitting information: ・ Explaining ・ Reporting ・ Presenting ・ Describing etc.

35

d. Expressing opinions and intentions: ・ Offering ・ Promising ・ Giving opinions ・ Agreeing ・ Disagreeing ・ Accepting ・ Refusing etc. e. Stimulating a communication partner into action: ・ Asking questions ・ Requesting ・ Inviting etc.

B. In instruction to each grade, consideration should be given to the following points, with the students’ level of learning taken into account: (a) Language activities in Grade 1 A certain extent of the foundation of communication abilities, such as a positive attitude toward communication focusing on speech sounds, is formed through foreign language activities in elementary schools. In light of this, language activities should be carried out with familiar languageuse situations and functions of language taken into account. At this stage of learning, topics should be taken up that draw on communication using simple expressions taken from students’ own feelings and everyday events. (b) Language activities in Grade 2 Language activities set with a wider range of language-use situations and functions of language should be carried out on the basis of what was learned in Grade 1. At this stage of learning, teachers should provide repeated instruction on what was learned in Grade 1 and have it take root in students’ minds. In addition, such topics as those under which students are engaged in communication that involves conveying factual information or making judgments should be taken up. (c) Language activities in Grade 3 Language activities set with an even wider range of language-use situations and functions of language should be carried out on the basis of what was learned in Grade 1 and 2. At this stage of learning, teachers should provide repeated instruction on what was learned in Grade 1 and 2 and have it take root in students’ minds. In addition, such topics as those under which students are engaged in communication that involves expressing various thoughts and opinions should be taken up.

(3) Language Elements In carrying out the language activities stated in (1), language elements suitable for the attainment of the objectives stated in “I. Objectives” should be chosen from among those indicated below.

A. Speech sounds (a) Contemporary standard pronunciation (b) Sound changes that result from the linking of words (c) Basic stresses in words, phrases and sentences (d) Basic sentence intonations (e) Basic pauses in sentences B. Letters and symbols (a) Uppercase and lowercase printed letters of the alphabet (b) Basic symbols such as periods, question marks, commas, quotation marks, exclamation marks, etc.

C. Words, collocations and common expressions (a) Approximately 1,200 words 36

(b) Collocations such as “in front of,” “a lot of,” “get up,” “look for,” etc. (c) Common expressions such as “excuse me,” “I see,” “I’m sorry,” “thank you,” “you’re welcome,” “for example,” etc.

D. Grammatical items (a) Sentences i. Simple, compound and complex sentences ii. Affirmative and negative declarative sentences iii. Affirmative and negative imperative sentences iv. Interrogative sentences that begin with a verb or an auxiliary verb (such as “can,” “do,” “may,” etc.), that contain “or” and that begin with an interrogative (such as “how,” “what,” “when,” “where,” “which,” “who,” “whose” and “why”) (b) Sentence structures i. [Subject + Verb] ii. [Subject + Verb + Complement] noun a Subject + be + pronoun adjective b Subject + non-be + noun adjective iii. [Subject + Verb + Object] noun pronoun a Subject + verb + gerund to-infinitive how (etc.) + to-infinitive clause beginning with that b Subject + verb + clause beginning with what etc. iv. [Subject + Verb + Indirect Object + Direct Object] a Subject + verb + indirect object + noun pronoun b Subject + verb + indirect object + how (etc.) + to-infinitive v. [Subject + Verb + Object + Complement] a Subject + verb + object + noun adjective vi. Other sentence structures a There + be + ~ b It + be + ~ (+ for ~) + to-infinitive c Subject + tell, want, etc. + object + to-infinitive (c) Pronouns i. Personal, demonstrative, interrogative and quantitative pronouns ii. Restrictive use of the relative pronouns “that,” “which” and “who” used in the nominative case, and “that” and “which” used in the objective case (d) Verb tenses, etc.

Present, past, present progressive, past progressive, present perfect and future formed with, for example, auxiliary verbs (e) Comparative forms of adjectives and adverbs (f) to-infinitives 37

(g) Gerunds (h) Adjectival use of present and past participles (i) Passive voice (4) Treatment of the Language Elements A. For spelling instruction, both the letters and the corresponding pronunciation should be taken up.

B. Language activities should be conducted in such a way as grammar is effectively utilized for communication, based on the idea that grammar underpins communication.

C. For the treatment of “(3) D. Grammatical items,” consideration should be given so that instruction does not center on issues like explaining grammatical terms or differentiating between usages, but on actual use of grammatical items. At the same time, instruction should be provided in the awareness of the differences between English and Japanese in terms of word order, modification relation and other aspects.

D. Effective instruction should be devised in order to have students understand the unique features of English, such as organizing mutually related grammatical items in a cohesive manner.

3. Lesson Plan Design and Treatment of the Contents (1) In designing the syllabus, consideration should be given to the following points: A. Taking into account the circumstances of students and the local community, each individual school should establish objectives of foreign languages for each grade in an appropriate manner and work to realize them over the period of three school years.

B. “II. (3) Language Elements” should be taught in a stepwise fashion from easy to difficult, according to the learning stage.

C. For pronunciation instruction, continuous instruction of the language elements indicated in “II. (3) A. Pronunciation” should be given through activities like pronunciation practice while taking heed of the differences between English and Japanese. Instruction using phonetic notation can also be provided as a supplement to pronunciation instruction as the need arises.

D. In teaching the alphabet, it is also possible to teach cursive writing, giving consideration to the students’ study burden.

E. For instruction of words, collocations and common expressions, frequently-used items should be chosen so that they take root in students’ mind through being actually used.

F. Students should familiarize themselves with how to use dictionaries in order to make good use of them.

G. In accordance with the circumstances of students and the contents of teaching materials, tools like computers, communication networks and educational aids should be used effectively and the cooperation of native speakers of English should be sought. Teachers should innovate various learning formats, incorporating pair work, group work and so on as appropriate.

(2) With regard to teaching materials, teachers should give sufficient consideration to actual languageuse situations and functions of language in order to comprehensively cultivate communication abilities such as listening, speaking, reading and writing. Teachers should take up a variety of suitable topics in accordance with the level of students’ development, as well as their interest, covering topics that relate to issues like the daily lives, manners and customs, stories, geography, history, traditional cultures and natural science of the people of the world, focusing on English-speaking people and the Japanese people.

Consideration should be given to the following perspectives: A. Materials should be useful in enhancing the understanding of various ways of viewing and thinking, fostering the ability to make impartial judgments and cultivating a rich sensibility.

B. Materials should be useful in deepening the understanding of the ways of life and cultures of foreign countries and Japan, raising interest in language and culture and developing respectful attitudes toward these.

C. Materials should be useful in deepening the international understanding from a broad perspective, heightening students’ awareness of being Japanese citizens living in a global community and cultivating a spirit of international cooperation.

Other Foreign Languages 38

Instruction for foreign languages other than English should follow the objectives and contents of English instruction.

III. LESSON PLAN DESIGN AND TREATMENT OF THE CONTENTS 1. The syllabus should be designed in an appropriate manner with due heed paid to the connection with Foreign Language Activities at elementary schools.

2. For foreign language instruction, English should be selected in principle.

3. Teachers should provide proper instruction suited to the special characteristics of foreign language classes based on the content indicated in “Chapter 3. Moral Education II.” while taking into consideration its connection with periods for Moral Education and the like. This is to be based on the objectives for Moral Education denoted in “Chapter 1. General Provisions I. 2.” and “Chapter 3. Moral Education I.”

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学校名

秋田市立 秋田北中学校

ふ りが な

岩(いわ) 田(た) 雅(まさ) 貴(き)

学年

性別

演 題

３年

男

From Daikon To Daring 大根から大胆へ

“Excuse me. Where are the toilets?” This is the question that opened the doors to my new life. I was outside the Community Center asking elderly people playing table tennis where I could find the toilets. At that time, I didn’t know this group of people would be responsible for my exciting new world.

Before that day, I lived an unexciting life full of stereotypes and judgments. When I was in elementary school, a classmate once told me: “You have daikon legs!” How do you respond to that? I had no words! I might have been a little chubby but that is no reason to call me names. That is why I believed that young people judge too quickly and never change their judgement. Even though I was cheerful, I couldn’t be funny in front of others. I didn’t have confidence because I was afraid of what others would think. My friends thought I was dull because I didn’t want to stand out.

When I went to the Community Center that day, all I wanted was to use their toilets! I never expected an old man to ask me: “ Why don’t you join us?”. I was very shy but I was also interested in table tennis and so I bravely said: “Uh, ok.” “What?” “Sure, I’d like to.” I never thought that people over 50 years older would want to spend time with me. I thought elderly and young people can’t be friends. What a strange sight to see people older than my grandmother play a sport! Shouldn’t they be playing shogi or igo instead? It was so odd to have Mr. Takeuchi, a 98 year old man, invite me to play with him. What an unfair match! Of course I was going to win! I am young and energetic and he is old and deaf! Boy was I wrong. He beat me by a LOT! How did he do it? He’s so cool! Though I lost, I still felt accepted. I had so much fun, I didn’t want it to end. And so, I decided to go back and play with them during my free time. I got to know the club members better and quickly they become true friends. Mr. and Mrs. Hayashi especially took me under their wing. They taught me many things, not just about table tennis but about life.

Mr. Hayashi taught me to take advantage of many sports while I’m still young. He taught me the importance of taking action. A little bit of bravery can change the world!

This advice gave me the confidence to approach the students at my juku school. At first, it wasn’t easy but like in table tennis, the more practice you get, the better you are. I started to make new friends and they treated me without judgement. I learned to break down the walls of stereotype and started to approach people without any complex. I can even talk to girls without shyness! Before I was too nervous to talk to them but now they are no longer scary! These daikon legs can approach any lady! Presently, I have good friends at both of my schools and at the community center. I am finally coming out of my shell! After all, I realized the walls that made me shy and reserved were of my own creation.

We put up walls to protect ourselves but these walls also stop us from growing. If we surround ourselves with the same people, our life will remain dull and narrow. By reaching out to different crowds and generations, we are given a key to a new world. So, stop waiting to be approached. Be brave, break down those walls and discover the new possibilities.

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Japan’s Farmers Need Us Akita Minami Senior High School, 2nd year Ishizuka Chitose

Do you ever think about agriculture? Nowadays Japan’s farmers are experiencing many problems. Do you know how much of Japan’s food is produced here? About 40%. The rest is imported from other countries.

My grandparents manage a farm. They raise about 20 milk cows each year. They work whole days. In the morning, they milk and feed the cows. During the day, they cut grass to stock up on cow feed. In the evening, they do the same tasks they did in the morning. My grandparents are too old to work on a farm alone. So, my parents sometimes help them. My mother has another job, but still helps my grandparents every morning and evening. They need more help, but all the farmers in the area are busy. So, they can’t ask them for help.

Their everyday tasks are difficult. And, the possibility of disaster is always a fear.

I took interest in all of this after the Tohoku Earthquake. When it and the power failure happened, the milking machinery couldn’t be used. My grandparents and parents milked manually. It took a lot of time and was a waste of energy. And they had to waste milk because the factory workers who usually collected the milk only started working four days after the earthquake. What’s more, now the safety of produce from Fukushima is causing concern. My grandparents believe their cows’ milk is safe, but consumers worry.

That was a big disaster, but small disasters can also affect farmers. My grandparents told me a story about one that happened before I was born. Many years ago, it rained so hard that an avalanche happened. Because of the dirt thrown down over the farm area my grandparents couldn’t work as fast as usual.

Managing a farm is no easy task. Because of my grandparents, I know a little more than others about the difficulties involved in farming. And I don’t want to be a farmer. Farmers can’t earn enough from their work at present. It’s the biggest reason why young people like me don’t want to do their work. But if nobody does, what will happen? Japan will become more and more dependent on imports from other countries. Agricultural land is decreasing, and less young people are engaged in farming. Yet a lot of food is consumed. What if it becomes difficult to obtain food? And nobody can guarantee that there are no toxic substances in imported products, because Japan doesn’t check foreign foods as strictly.

I’ve never had difficulty getting food. I think most people in Japan don’t know what it feels like to starve. I worry about this happening if Japan keeps importing foods. Japanese people might suffer from a lack of food in the future. Supporting farmers means preventing this. How can we support them? If we bought more domestic crops, producers might be happier. They’d be able to grow more, expand farms and improve quality. So we’d be able to keep farms from closing and not have to worry about the availability of food.

So, please think about where your food comes from. Why do you buy it? If you buy it, will it affect Japan’s farmers positively or negatively? Thinking about such things is really important.

Don’t pretend to know nothing about such issues! Of course, where your food comes from is up to you. But, think about this: Japan’s farmers cannot survive without our support. And we cannot survive without them.

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