To develop students' abilities to understand a foreign language and express themselves in it, to foster a positive attitude toward communicating in it, and to heighten interest in language and culture, deepening international understanding.
1. English I
To develop students' basic abilities to understand a speaker's or writer's intentions, to express their own ideas etc. in English, and to foster a positive attitude toward communicating in 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 communicating in English.
The following language-use activities should be conducted:
(a) To listen to what is spoken or read aloud and understand the content
(b) To listen to passages spoken or read aloud and understand the outline and/or the main points
(c) To organize one's own ideas etc. while listening
The following language-use activities should be conducted:
(a) To ask and answer questions about passages spoken or read aloud in accordance with a given situation and purpose
(b) To express ideas etc. concerning what has been read
(c) To organize intended messages and express them without missing important points
The following language-use activities should be conducted:
(a) To read silently or aloud sentences or passages, trying to understand the content
(b) To read passages and understand the outline and/or the main points
(c) To read and understand as many passages as fast as possible
(d) To read aloud sentences or passages in a manner appropriate for the content
The following language-use activities should be conducted:
(a) To listen to sentences or passages and write them down
(b) To write the outline and/or the main points of what has been listened to
(c) To write the outline and/or the main points of what has been read
(d) To organize intended messages and write them without missing important points
(2) Language Elements
(1) In conducting language-use activities in listening, speaking, reading, and writing, no particular emphasis should be placed on any one activity.
(2) In accordance with students' levels of achievement and other factors, the basic learning items introduced in lower secondary school should be reviewed and practiced as is necessary in order to achieve proficiency in them.
(3) The effective use of a dictionary should be taught and encouraged.
(4) Phonetic symbols should be used as an aid in teaching pronunciation.
(5) Audio-visual aids should be used in accordance with given situations and purposes.
(6) For students who take English for the first time in upper secondary school, the language-use activities mentioned in 2(1) above should be conducted, as a rule, by using the Language Elements for Lower Secondary School. The Language Elements for Upper Secondary School should be selected and introduced depending on the students' levels of achievement and other factors.
2. English II
To further develop students' abilities to understand a speaker's or writer's intentions, to express their own ideas etc. in English, and to foster a positive attitude toward communicating in English.
(1) Language-use Activities
In order to achieve the objectives mentioned in 1 above, the same kinds of language-use activities as those for English I should be conducted.
(2) Language Elements
(3) Treatment of the Contents
The same considerations stated in 3 of English I should be applied.
3. Aural/Oral Communication A
To develop students' abilities to understand a speaker's intentions and express their own ideas etc. in spoken English in everyday situations, and to foster a positive attitude toward communicating in English.
(1) Language-use Activities
The following language-use activities in listening and speaking should be conducted.
(2) Language Elements
(1) In conducting language-use activities in speaking and listening, no particular emphasis should be placed on any one activity.
(2) Expressions that are effective in conveying feelings and opinions should be taught.
(3) In conducting language-use activities, a variety of topics should be dealt with in everyday settings such as school, home, and community.
4. Aural/Oral Communication B
To develop students' abilities to understand a speaker's intentions, and to foster a positive attitude toward communicating in English.
(1) Language-use Activities
The following language-use activities in listening and speaking should be conducted.
(2) Language Elements
(1) Listening skills should be taught on a step-by-step basis according to given situations and purposes.
(2) Expressions that are effective in asking for confirmation of or expressing one's opinions about what has been listened to should be taught.
(3) In conducting language-use activities, a diversity of topics should be dealt with in situations involving explanation, speech, recitation, broadcasting, and so on.
5. Aural/Oral Communication C
To develop students' abilities to organize their own ideas etc., present and discuss them, and to foster a positive attitude toward communicating in English.
(1) Language-use Activities
The following language-use activities in listening and speaking should be conducted.
(2) Language Elements
(1) Expressions that are effective in conveying suggestion, assertion, argumentation, etc., should be taught.
(2) In conducting language-use activities, a diversity of topics should be dealt with in situations involving recitation, speech, discussion, debate, etc.
6. Reading
To further develop students' abilities to read passages and understand the writer's intentions etc. and to foster a positive attitude toward understanding written English.
(1) Language-use Activities
The following language-use activities in reading should be conducted.
(2) Language Elements
7. Writing
To further develop students' abilities to write their own ideas etc. appropriately, and to foster a positive attitude toward writing in English.
(1) Language-use Activities
The following language-use activities in writing should be conducted.
(2) Language Elements
(1) Writing should be focused on appropriate expression for given purposes. Emphasis should be placed on the process of writing and due attention should be paid to the structure and development of passages.
(2) Emphasis should be placed on writing passages of a reasonable length in plain English.
[English Language Elements]
(a) 'Subject+Verb+Complement' in which the verb is other than be and the complement is a present participle or a past participle, or in which the verb is be and the complement is a clause that begins with that, what, etc., or if or whether
(b) 'Subject+Verb+Object' in which the object is a clause that begins with if or whether
(c) 'Subject+Verb+Indirect Object+Direct Object' in which the direct object is a clause that begins with that, what, etc., or if or whether
(d) 'Subject+Verb+Object+Complement' in which the complement is a present participle, a past participle or a root infinitive
(e) Other Sentence Patterns
(a) Adverbial use of the infinitive
(b) Use of relative pronouns
(c) Use of relative adverbs
(d) Use of the pronoun it representing following noun phrases or noun clauses
(e) Use of tenses:
the present perfect progressive, the past perfect, the past perfect progressive, the future progressive, and the future perfect
(f) Use of the passive voice in the future tense
(g) Basic use of the subjunctive mood
(h) Basic use of participial constructions
(1) English II, Reading, and Writing should be taught after English I.
(2) At least one of the three subjects, Aural/Oral Communication A, Aural/Oral Communication B, and Aural/Oral Communication C, should be taught to all students.
(1) As regards teaching materials, a variety of topics should be chosen from among those concerning daily life, manners and customs, stories, geography, and history, etc. of people throughout the world, especially of those who use the particular language being taught, and of Japanese people as well, according to the students' mental and physical development as well as their interests and concerns. Furthermore, besides aiming at developing abilities to understand the language and express oneself in it, special consideration should be given to the following.
Teaching materials should help:
In addition, appropriate types of teaching materials should be chosen from among expositions, dialogs, narratives, plays, poems, letters, etc.
(2) In order to properly meet students' diversified abilities and aptitudes, individual or small-group activities and effective use of audio-visual aids should be encouraged. Moreover, the assistance of native speakers of foreign languages should be sought in developing students' communicative ability and deepening their international understanding.