To develop students' basic abilities to understand a foreign language and express themselves in it, to foster a positive attitude toward communicating in it, and to deepen interest in language and culture, cultivating basic international understanding.
[First Year]
(1) To enable students to understand plain spoken English on simple and familiar topics, to familiarize them with listening to English, and to arouse interest in listening
(2) To enable students to speak about simple and familiar topics in plain English, to familiarize them with speaking English, and to arouse interest in speaking
(3) To enable students to understand plain written English on simple and familiar topics, to familiarize them with reading English, and to arouse interest in reading
(4) To enable students to write about simple and familiar topics in plain English, to familiarize them with writing English, and to arouse interest in writing
(1) Language-use Activities
The following language-use activities should be conducted in order to develop students' abilities to understand English and express themselves in it, and to foster a positive attitude toward communication.
The following activities should be included.
(a) To listen to words or sentences and understand the meanings
(b) To listen to questions, directions, requests, suggestions, etc., and respond appropriately to them
(c) To listen to a series of sentences and understand the content
The following activities should be included.
(a) To speak words or sentences clearly and correctly
(b) To respond appropriately to greetings, questions, directions, requests, etc.
(c) To convey intended messages in simple spoken sentences
The following activities should be included.
(a) To read aloud words or sentences clearly and correctly
(b) To read questions, requests, etc. and respond appropriately to them
(c) To read aloud a series of sentences in a manner appropriate for the content
The following activities should be included.
(a) To copy words or sentences correctly
(b) To listen to words or sentences and write them down correctly
(c) To write intended messages in simple sentences
(2) Language Elements
In carrying out the language-use activities stated in (1), language elements suitable for the attainment of the objectives stated in 1 above should be chosen from among those elements in LIST 1.
[Second Year]
(1) To enable students to understand the speaker's intended message in simple spoken English sentences or passages, to accustom them to listening to English, and to cultivate a willingness to listen to English
(2) To enable students to express their ideas etc. in simple spoken English sentences or passages, to accustom them to speaking English, and to cultivate a willingness to speak English
(3) To enable students to understand the writer's intended message in simple written English sentences or passages, to accustom them to reading English, and to cultivate a willingness to read English
(4) To enable students to express their ideas etc. in simple written English sentences or passages, to accustom them to writing English, and to cultivate a willingness to write English
(1) Language-use Activities
The following language-use activities should be conducted in order to develop students' abilities to understand English and express themselves in it, and to foster a positive attitude toward communication.
The following activities should be included.
(a) To listen to sentences or passages spoken or read aloud naturally and to understand the content
The following activities should be included.
(a) To listen and respond appropriately to other speakers by asking and answering questions
(b) To ask and answer questions about what has been listened to and read
The following activities should be included.
(a) To read silently sentences or passages and understand the content
(b) To understand the content of sentences or passages and read them aloud in a manner appropriate for the content
The following activities should be included.
(a) To organize intended messages and write them without missing important points
(2) Language Elements
In carrying out the language-use activities stated in (1), language elements suitable for the attainment of the objectives stated in 1 above should be chosen from among those elements in LIST 1.
[Third Year]
(1) To enable students to understand the speaker's intended message in simple spoken English passages, to develop proficiency in listening to English, and to foster a positive attitude toward listening
(2) To enable students to express their ideas etc. in simple spoken English passages, to develop proficiency in speaking English, and to foster a positive attitude toward speaking
(3) To enable students to understand the writer's intended message in simple written English passages, to develop proficiency in reading English, and to foster a positive attitude toward reading
(4) To enable students to express their ideas etc. in simple written English passages, to develop proficiency in writing English, and to foster a positive attitude toward writing
(1) Language-use Activities
The following language-use activities should be conducted in order to develop students' abilities to understand English and express themselves in it, and to foster a positive attitude toward communication.
The following activities should be included.
(a) To listen to passages and understand the outline and/or the main points
The following activities should be included.
(a) To organize intended messages and express them orally without missing important points
The following activities should be included.
(a) To read passages and understand the outline and/or the main points
The following activities should be included.
(a) To write the outline and /or the main points of what has been listened to and read
(2) Language Elements
In carrying out the language-use activities stated in (1), language elements suitable for the attainment of the objectives stated in 1 above should be chosen from among those elements in LIST 1.
(1) In order to conduct language-use activities effectively, basic language elements necessary to convey the speaker's or the listener's ideas, feelings, etc. can be used in addtion to those elements in LIST 1.
(2) Element C (d) b in LIST 1 is for recognition only.
(3) Element D (a) b in LIST 1 is for recognition only.
LIST 1 LANGUAGE ELEMENTS
(a) Contemporary standard pronunciation
(b) Word stress
(c) Basic sentence intonations
(d) Basic breath groups in sentences
(e) Basic sentence stress
(a)
(a) 'Subject+Verb'
(b) 'Subject+Verb+Complement' in which the verb is be and the complement is a noun, a pronoun or an adjective, and in which the verb is other than be and the complement is a noun or an adjective
(c) 'Subject+Verb+Object'
(a) Pronouns:
LIST 2
a / about / across / after / afternoon / again / ago / all / already / also / always / am / among / an / and / animal / another / answer / any / anyone / anything / April / are / arrive / as / ask / at / August / aunt / away
back / bad / be / beautiful / because / become / before / begin / between / big / bird / black / blue / boat / book / both / box / boy / bread / break / breakfast / bring / brother / build / building / bus / busy / but / buy / by
call / can / car / card / carry / catch / chair / child / city / class / clean / close / cloud / club / cold / college / colo(u)r / come / cook / cool / could / country / cry / cup / cut
dark / daughter / day / dear / December / desk / dictionary / different / dinner / do / does / door / down / draw / drink / drive / during
each / ear / early / easy / eat / eight / eighteen / eighth / eighty / either / eleven / eleventh / English / enjoy / enough / evening / ever / every / everyone / everything / excuse / eye
face / fall / family / famous / far / farm / fast / father / February / feel / few / fifteen / fifth / fifty / find / fine / finish / first / fish / five / flower / fly / food / foot / for / forget / forty / four / fourteen / fourth / Friday / friend / from / fruit
game / garden / get / girl / give / glad / glass / go / good / goodby(e) / great / green / ground / grow
hair / half / hand / happy / hard / has / have / he / head / hear / help / her / here / hers / high / hill / him / his / holiday / home / hope / hot / hour / house / how / hundred
I / idea / if / important / in / interesting / into / introduce / invite / is / it
January / Japan / Japanese / July / June / just
keep / kind / kitchen / know
lake / language / large / last / late / learn / leave / left / lend / let / letter / library / life / light / like / listen / little / live / long / look / lose / love / lunch
make / man / many / March / May / may / me / mean / meet / milk / mine / minute / Monday / money / month / moon / more / morning / most / mother / mountain / mouth / much / music / must / my
name / near / need / never / new / news / next / nice / night / nine / nineteen / ninety / ninth / no / noon / nose / not / notebook / nothing / November / now
October / of / off / often / old / on / once / one / only / open / or / other / our / ours / out / over / paper / park / pen / pencil / people / picture / plane / play / please / poor / popular / pretty / put
question / quickly
rain / read / ready / really / red / remember / rice / rich / ride / right / rise / river / room / run
sad / same / Saturday / say / school / sea / season / second / see / sell / send / September / seven / seventeen / seventh / seventy / shall / she / shop / short / should / shout / show / sick / since / sing / sister / sit / six / sixteen / sixth / sixty / sky / sleep / slowly / small / smile / snow / so / some / someone / something / sometimes / son / soon / sorry / speak / spend / sport / spring / stand / star / start / station / stay / still / stop / store / story / street / strong / student / study / such / summer / sun / Sunday / sure / swim
table / take / talk / tall / teach / teacher / tell / ten / tenth / than / thank / that / the / their / them / then / there / these / they / think / third / thirteen / thirty / this / those / thousand / three / through / Thursday / time / to / today / together / tomorrow / too / town / tree / try / Tuesday / turn / twelfth / twelve / twenty / two
uncle / under / understand / until (or till) / up / use / useful / usually
vacation / very / village / visit
wait / walk / wall / want / warm / wash / watch / water / way / we / Wednesday / week / welcome / well / what / when / where / which / white / who / whose / why / will / wind / window / winter / with / without / woman / wonderful / word / work / world / worry / would / write / wrong
yard / year / yellow / yes / yesterday / yet / you / young / your / yours
(1) In conducting language-use activities in listening, speaking, reading and writing, priority may be given to activities in one or more skills according to students' learning stages, but no particular emphasis should be placed on activities in any one or more skills over the three-year period. Further, at the starting stage, special priority should be given to aural and oral activities in light of the importance of teaching pronunciation.
(2) The items stated in the contents for each year can be appropriately taught before the year indicated, in accordance with the various factors affecting students. They should be taught repeatedly after the year indicated, so that students will be proficient in them.
(3) The language elements should be graded from easier to more difficult ones according to the learning stage and taught effectively, with some focused on recognition and others on production. In the early stages of learning sentences with simple structures such as those shown in a in Sentences and Sentence Patterns in LIST 1 should be dealt with, and in later stages sentences with complicated structures such as those shown in b and c in Sentences and Sentence Patterns in LIST 1 should be dealt with.
Teaching materials should help:
In addition, appropriate types of teaching materials should be chosen from among expositions, dialogs, narratives, plays, poems, letters, etc.