YUKO AIBAAYAKO OTANI

MISAKI KIMURAMARI YOSHINO

TATSUYA ISHIWATA

YU ASAMIYUKITAKA UCHIDA

MAMI SUGANO

introduction

History

Difference/problem

Let’s see the tables of each periods!!!!

The transition of course of study

①S33’s course of study…”Modernizing Curriculum”.

Corresponding to the textbook at S43

②AIM → Getting Ability. (Reading, Listening, Writing, Speaking)

③CONTENTS1. Language Activity Listening and Speaking. Reading Writing

2. Language Material

　 Infinitive ( 不定詞 ) Without to ( 原型不定詞 ) 　　　　　　　　　　　　 Exclamation Sentence ( 感嘆文 ) Preposition + Relative Pronoun( 前置詞 + 関係代名詞 )

Relative Adverb ( 関係副詞 ) Past Perfect ( 過去完了形 ) Subjunctive ( 仮定法 ) 　 　　　　　　　 Narration ( 話法 ) →Basic Part.→*Students study these things in junior high school.

④COMPULSORY WORDS 　→ 　 546 word

1st grade … about 300 words 2nd grade … about 400words 3rd grade … 400 ～ 600 words

→*For three years, students learn 1100 ～ 1300 words

⑤S55’s course of study … “Yutori-curriculum” Corres

ponding to the textbook at S55

⑥AIM → Getting Ability. (Reading, Listening, Writing, Speaking)

⑦CONTENTS1. Language Activity Listening and Speaking. Reading Writing

2. Language Material 　

Infinitive ( 不定詞 ) Without to ( 原型不定詞 )Exclamation Sentence ( 感嘆文 )Preposition + Relative Pronoun( 前置詞 + 関係代名詞 ) Relative Adverb ( 関係副詞 ) Past Perfect ( 過去完了形 Subjunctive ( 仮定法 )Narration ( 話法 ) → *These things are not dealt with in S55.

⑧COMPULSORY WORDS 　　　　　　　　　　　　　　→　 486

words

1st ～ 3rd grade … 300 ～ 350

　　　　　　 →*For three years, students study 900 ～

1050 words.

⑨H5’s course of study … the brand-new view of achievement ⑩AIMS43,55 → Getting Ability. (Reading, Listening,

Writing, Speaking)

H5 →Addition … Training the attitude try to communicate actively

Expressing own ideas and understanding the speaker’s intension

⑪CONTENTS 1. Language Activity

S43, 55 Listening and Speaking → Listening

Speaking

*Listening and speaking are separated apart.

2. Language Material → Direct Object + Infinitive ( 直接目的語＋不定詞 ) 　　　　　　　　　　　　　 Relative Pronoun ( 関係代名詞 )

→ deal with only basic part

⑫COMPULSORY WORDS

→ 　 511 words

For three years, students study about 1000 words.

　

Text books has a history......

KAIRYUDO

S43 and S55 Contentsuntil S43, there are no Japanese characters and things.

Wordsthe number of words … S43 > S55

Grammarthe past perfect and special use relative pronoun are cut

down.

Others see the screen!!

S55(1980) and H1(1988)

JET Program

Invitation of ALT

More internationally and communicatively

A Present For You by O Henry

Words The number of words (total and new words in

this story) S55(1980) > H1(1988)

Grammar same grammar points; Relative pronoun

that S + V

H1 and H4

Contentsthe number of words …H1 > H4WordsThere are no big changesGrammarThere are historical and international things.

Others

⑮H14

Full-dress start of ‘’Yutori-curriculum‘’

Ｔｈｅ　ｐｒｏｂｌｅｍｓ　ｏｆ　Ｅｎｇｌｉｓｈ　ｔｅｘｔｂｏｏｋ

Problems and present condition

It is often argued …＊ idiom problem ＊ idioms and theme＊ content structure

Now there are 6 kinds textbookIt is not determined when to teach, what to

teach related grade ,time in 3 years.

like for kindergartner

the present textbooks don’t teach “importance of subject function”

　　　　　　　　 But emphasize

＊ passive voice“I like him.”→ “He is liked by me.” “A beautiful Christmas song is played in the record shop.”→it is needed to write by using “passive voice”

the form [be + p.p.] how to translate

introduction to passive voice

“use” →→→ 　 use ー used ー used

student may confuse ・・・

the past participle = the past form???

MISTAKE

“The window was broke by him.”

suggestion

“spoken” “taken” “written”

Grammatical problem

Textbook includes synthetic elements.

→whether both grammar disposition and content of theme correspond with each other

→If not, it is meaningless.

too much rewriting practice → should stop soon!!

Not meaningful, useful

Grammatical problem

Stative- verb(be 動詞 ) causes wrong using of English.

“This is a pen.” → 　 has no meaning.

＊ students tend to use “This is ~” sentences.

Ex. They answered…“This is pretty girl.” not “ This girl is pretty.”

＊ It is suggested that → should start from “ useful specific verb” later….abstract verb.

Useful specific verb …

①useful verb which is not difficult to acquire

②High frequency verb which cover other meaning.

Grammatical problem

I suggest that…

“have”①possess

②keep

③feel

④eat

⑤make… etc.

Grammatical problem

“keep”①preserve

②leave

③maintain

④conceal

⑤stay

⑥support

⑦hold

⑧manage

Grammatical problem

“run”①escape

②race

③hurry

④flow(river…)

⑤fade(color…)

⑥move

⑦spread

⑧continue

⑨pass

⑩manage

Speaking and Listening

Students play a character… memorize text sentences

Dramatization

＊ teaching English which set a scene in daily life.

Setting

“This is my book.”

“This is your book.”

It is said “situation practice “ not “mechanical practice”

Situational teaching leads→ students with thinking all the time.

Pointing book which is really near to them, or distant from them.

It is real “situation”

Comparison of 4 present textbooks

NEW CROWN( 三省堂 )NEW HORIZON （東京書

籍）SUNSHINE （開隆堂）COLUMBUS （光村図書）

2 same sales points

“① cultivation for the ability of 　　　　　　　　

　　　　 practical communication”For example ・・・NEW HORIZON

　　　　　　　・ Dialog

　　　　　　　・ Listening Plus

　　　　　　　・ Speaking Plus

　　　　　　　 ・ Let’s 　 Chat

“② theme for learning world globalization”

Textbook has to take up

“topics that relate to the daily lives, manners and customs, stories, geography, history, etc. of Japanese people and the peoples of the world, focusing on countries that use English.” 

For example ・・・ NEW HORIZON ・ Braille ・ life in Nepal ・ American Rakugo-ka ・・・

different strong points

★SUNSHINE★ “respect for fundamental ability”

“correspondence to absolute evaluation”

★COLUMBUS★　“ consistency of story”

when and how to teach isn’t decided

“passive voice” in 4 textbooks

・ teach in 2nd grade

　　　　　　　　　　 NEW CROWN, COLUMBUS

・ teach in 3rd grade

NEW HORIZON, SUNSHINE

SUNSHINE makes the point of relative pronoun, while NEW HORIZON emphasizes the present perfect.

Most textbooks follows the previous textbook and when and how to teach has not changed greatly. Why?

PROGRESS

ROBERT FLYNN (English Teacher)To Master English and To enter high-

level school6parts→alaways used in six-year 　

　　　　　　　　 school( 中高一貫校）

PROGRESS

INTRODUCTORY EXERCISE

Hear→Speak→Read→Write

CONTENTS OF PROGRESS

BOOK2→Covers contents of 9th graderBOOK3→becomes basic grammar of

contents of high school

EX)900Words→general textbook

3000words→PROGRESS

PROGRESS

Hear→ Ｓ peak→Read→Write

Can’t do that!!!

PROGRESS

Huge quantity of studying

Hard to catch up

Hate English

The role of textbook and teacher

The aim … → 　 to teach “English” not “textbook”

Textbook is a tool .It is ideal… → 　 teachers make and

choose their textbooks themselves.

It is almost impossible.

Advantages＊ Teachers can teach …. with a textbook which they feel

to easy.

＊ Teachers can teach… in their own way.

Disadvantages＊ The unification in the school collapse.

＊ They feel difficult to evaluate overall.

＊ The possibility of large difference is high.

It is key for teacher …

how to use textbook.

The textbook has not meaning itself it has meaning used by teacher for the first.

English is skill subject.

Skill is stronger than information.

Actual questionnaire

There are 3 answers.・ A teacher said… style of “to teach English with textbook

not to teach textbook.” never collapse.

・ another teacher said… reading textbook is needed in the class.

・ The other teacher said… 　 language material which should be leaded is absolutely.

Textbook is just tool.

Teacher tend to follow textbook faithfully.

For teacher, they also think textbook is very important material to teach English, so textbook must be made considering students’ language acquisition and teachers’ expectation.

Grammatical

competence

communicative Competence

Conclusion

Well-balanced

Thank you For your

Listening!!

HAPPY BIRTHDAY!!Hiroaki Murata☆☆

My birthday is TOMORROW….

But,

I’m REALLY happy!!!!!!

Thank you!!!!!!