外国語活動
外国語
Foreign Languages
Foreign Language instruction aims to foster the ability to communicate by expressing, exchanging,and understanding simple information and thoughts.
For this purpose, it is important to cultivate the ability of students to organize and express
information, and utilize language in actual communication by setting concrete tasks related to theeducational materials, then repeatedly working at them in structured time frames such as teachingunits through problem solving-based language activities that have goals, situations, and scenarios.

【Introduction of teaching terms used in Foreign Language instruction】

Target Language
Vocabulary

Words, expressions, and grammar the student learns within the unit. This also
includes sounds, letters, symbols, compound words, idiomatic expressions, andsyntax.
In foreign language education, within the target language vocabulary, students
select and use what they need upon achieving the goal. Sometimes abbreviated toTarget Language or Target Vocabulary.

Language Activities

Activities where students communicate simple information and thoughts to eachother.
This is differentiated from activities where target language vocabulary is drilled forunderstanding through chanting, pattern practice, etc.

Skill Integration

Language activities that incorporate more than one of the five skills/areas oflanguage: reading, writing, listening, and speaking. Speaking is further divided into
speaking for presentation, and speaking for communication.

Education
Materials andEducation/Study Materials: refers to books, booklets, etc. used when conducting
foreign language activities.
Textbooks: refers to books, booklets, etc. used in officially designated foreign
language classes.

Textbooks
Relevant Language
Activities

Activities where the necessity to communicate is felt by the students.
For the sake of relevant language activities, it is important to come up with plansthat establish real world situations and clear goals in activities.

1 )M a k i n gA

T e a c h i n g

U n i tForeign language instruction tends to follow the model of pattern A as outlined in Chapter One Part Two. First, by establishing the theme of the unit,
students gain a problem solving-oriented perspective on what they will study. This mechanism is called “com” Next, they do language activities andexercises which lead to acquisition of the new target language vocabulary, and engage with the educational materials and textbooks as they relate tothis text. This process is known as “investigation”. Lastly, students are led to communicate thoughts and feelings to each other through activities, andrealize what they became able to do and say through the teaching unit in a final process of “integration”.

Class improvement points for morethoroughly proactive and interactive
learning

A c t i v i t i e s
c o u r s ef o rab a s i co fs t u d y

１ Understand the goal of the unit

○ The goal of the teaching unit is clearly◇Get familiar with the theme of the study materials.

established so that the activities’ objectives,
situations, and scenarios feel relevant to thestudents.

・Students encounter the ‘unit theme’ (the teacher shows them).
・Confirm the ‘purpose/circumstances/situation’ of the activity○ The “goal of the teaching unit” ties in to thetheme of the educational materials andtextbooks.
○ At elementary school, in order for children
to get the concepts of “goals, scenarios, andsituations”, and to forge within them a desire to
try it for themselves, a model for the resolution
to the “theme of the unit” (such as an example
speech) is demonstrated by the teacher.

○ “first try” activities are done just with what
students have previously learned

Show a model of the goal
U
n
d
e
r
s
t
a
n
d
i
n
g

Discovering the theme◇Students grasp the ‘circumstance/situation’ the teacher presents
to them◇Students discover the theme of the unit
→Students are tasked with the ‘goal’ which is understanding the‘theme of the teaching unit’T h e m e

o f

t h e

u n i t[Communicating thoughts and feelings in activities with relevance]◇Engage with the theme of the unit through a “first try”
activity※ In Foreign Language Activities, this will sometimes not bedone because students have not yet studied enough English to beable to do so.
※In junior high school, work for consistency with the ‘CAN-DO
List’.

２ Build towards achieving the goal of the unit
with each class period○For A , while class activities center the new

Class Period【Understand the day’s goal】

Target Language, the point is not just to getused to the new vocab, but to be sure toestablish Language Activities in class○ In elementary school, the activities in the
educational materials correspond to A B C, so it isimportant to keep in mind which part of A B C agiven activity the children do relates to, andstructure the lesson plan accordingly.

○Though elementary school does teach basedon an A B C model, there will be times whena lesson hour incorporates Ａ＋Ｂ,or
B＋C .
A B

B
u
i
l
d
i
n
g

○ For junior high, adjust the lesson orderaccordingly in order to effectively achieve C.
C.
○To achieve the goal of the lesson unit, while
gaining the necessary skills and knowledge,
have students systemically engage in A B C sothey become able to organize their thoughts
and acquire the information which forms thebase of achieving a goal.

○Have students reflect upon what they learned
linguistically, what they realized about thecontent, and/or their thoughts and feelings todevelop self-awareness of what they learned
throughout the teaching unit.

With the intention of achieving the unit
goal, start to get familiar with
the new Target Language VocabularyA

that utilize the
B Do language activities
new Target Language.
Do language activities such as
IIIIIIIIIcomprehensive tasks from study
materials and comprehension of texts
in relation to this.

C【Reflection】※ Linguistic or content-related

Class Period
Class Period
Class Period
A
c
h
i
e
v
i
n
g

３ Achieve the goal of the unit

◇Do an activity that applies the knowledge and skills
gained through the process of “building“ and theorganization of thoughts or information to communicate
as presented in the "unit goal”.

Reflection on the whole unit
◇Reflect on the course of the unit as a whole

Elementary School 4th Grade「Unit 7 What do you want ?」（5 Lesson Unit Plan）【Goal】
Collect ingredients to make original menus andintroduce them to each other.

Junior High School 1st Grade「Lesson ３ Hello, Everyone」 （TOTAL ENGLISH）【Goal】（6 Lesson Unit Plan）
Become able to write a letter (reply) introducing
yourself and asking questions to the ALT’s mother.

１ Understand the Unit Goal

１ Understand the Unit Goal
Discover unit goal
◇Look at the pictures and the name of the subject inthe textbook, and infer the topic of the unit
◇Understand that a letter is coming to school from the
ALT’s mother.
◇Discuss what kind of response they want to write

Show model of unit goal

◇Introduce the new words and images to the kids.

◇Understand that they will come up with an original
pizza, gather the ingredients, assemble and show themto each other, then decide which one everyone likes
most with a contest. (Grasp the goal, situation, and circumstances)【Unit Goal】
To see which pizza everyone want to eat most,there will be a contest where students will gather
the ingredients they want and introduce the pizza
they came up with.
◇ Students will think of an original pizza, andunderstand what kind of phrases they will learn in order
to introduce them to each other.
２ Build towards achieving the goal of the unit witheach class period① Let’s understand, hear and say the names ofingredients

A Students will have been able to match the soundand rhythm of the names of ingredients, thenunderstand and say themget the ingredients we want at the store.
A ②Let’sStudents will understand how to ask and answer

BC

the question “what do you want?” by answering“I want ○○.”
③Let’s gather the ingredients, make original
parfaits and introduce them to each other.
(※Before achieving the goal of the unit, do anactivity with a similar goal)

Students were able to use what they studied,communicate with each other to collectingredients, then present their parfaits.
３ Achieve the goal of the unit
◇Introduce their original pizzas to each other.
◇Vote in class on which pizza they want to eat most.
◇Reflect on the language activity of introducing their
original pizzas to each other.
I was able to say 「tomato」 in English. I was able tosay ________ please” for what I want when asked“what do you want?”.【Linguistic】
A lot of people said they want to try the “Happy
Cheesy Pizza” that I came up with and introduced【content-related】[Grasp the goal, situation, and circumstances]【Unit Goal】
Write a self-introduction letter to the ALT’s motherto tell her what they would like her to know about
themselves and their school, along with questions
about herself◇Introduce themselves in pairs, write self-introductory
sentences.（practice activity）◇Understand what they need to learn in order to write
a letter２ Build towards achieving the goalof the unit with each class period
hear and read about Ben, the new transfer
C ①Let’s
student

A

Students were able to hear what Ben’s favorite things andhometown are. They understood that “I’m from～” canexpress where one’s hometown/home country is②Let’s ask each other about our favorite things
Students will better understand how to make questions

negative sentences.
A andStudents will reference the exchange in the textbook, thenpair up and ask each other about their favorite things.

③Students listen to the ALT’s self introduction, thenask what they want to more about.

B Students will become able to use question structures like「Do you～？」 or 「Are you～？」. They understand that
the ALT likes sushi and baseball (for example)④Students then do their own self introductions, andeach other about what they want to know further.
B askStudents
communicate with and get to know their partner
more after doing their self introductions

３ Achieve the goal of the unit
◇While keeping sentence composition in mind, write a response
letter to the ALT’s mother.
◇While looking back on and comparing the self-introduction
written at the start of the unit, reflect on the unit as a whole.

Compared to the letter written at the start of theunit, after adding phrases like 「Do you～？」 and「Are you~？」, I was able to write a responsethat show interest in the other person.【Linguistic】
I want to ask the ALT’s mom what she thought
after reading my letter 【content-related】

２－① Making a Teaching Unit （Understanding） 【Example】
With the process of “understanding”, by getting the students to grasp the “objective, situations, and circumstances” of
the goal of the unit, you instill a curiosity and interest in learning as you impart an outline of the course of study for theunit.

【Teaching Points】

Basic Flow of Class【Greetings & Warmups】○Continuing from the greeting, go beyond questions such as
just the weather, day, and date, and ask about things connected
to what students have previously studied, adjusting for gradelevel.

【Establishing the “Unit Goal”】○“Activities that feel relevant and communicate
thoughts and feelings” shall contain the following points◆Objective・ Scenario ・ Circumstance（Actual or hypothetical scenarios, activities with a gaming
element）◆Relate to the theme of the textbook or educational
materials◆Students communicating their own thoughts and feelings
to each other◆Children are thinking about and deciding the English they
communicate thoughts and feelings to each other with.
◆Activities that recall and make use of previously learned
English.
【Example of how to establish the unit goal: Junior High 3rd
Grade】①To Our Future Generation (NEW HORIZON 3)②ALTs feel uneasy because Japan has a lot of earthquakes,
but there is not a lot of information on where to evacuate
to in this town.
（Grasp the objective, situation, and circumstance）↓③”Let’s make and explain a pamphlet so foreign people canget to a safe place with peace of mind in case of disaster”（The Unit Goal）※In elementary school, the teacher can also show thetarget language through a demonstration, then establish
the unit goal together with the children by asking them
about its contents.

“Building” process for that class period’s activity○ For ‘first try’ activities, even when activities tounderstand the “Unit Goal” differ, they should still be
related.
Concrete example of ‘first try’ activities: Jr. High 3rd
Grade＜Unit Goal＞
Let’s have a debate about living with robots↓＜‘First try’ activity＞
Let’s discuss in pairs whether we agree or disagree
about life with robots using English we havealready learned※Activity related to achieving the ‘unit goal’○Have students engage in the ‘first try’ activity, thengive them an outlook of the lesson by having themconfirm what they need to learn to accomplish the“unit goal”.

１ Do the greeting/warmup.
・ Continuing the greeting, have students answer simple
questions from the teachers in English.
※ For elementary school, use things such as songs and chants
to get students excited to learn English.

２ Understand the unit goal.
•

Using the teaching materials and textbooks’ titles and pictures,
guide the children through inferring and getting familiar with thetheme of the unit•

Help the children to understand the objective/situation/
circumstance of the unit through either
or guiding them tomodeling the unit goal

discover the unit theme

Unit Goal【Communicate thoughts and feelings with
relevance】
３ Understand the goal for the teaching period.
•

Using previously learned language as an entry point, make clear
to the students that they will do activities connected to achieving
the unit goal
【Goal for Today’s Class Period】※At stages where there is not enough previously learned language for an
introductory activity, this might not be done.

※For Foreign Language Activities, in cases where there are no
introductory activities done then proceed to the “building” part of thelesson.

４ Do the language activity for the teaching period.
•

Carry out activities with the that relate to achieving the “UnitGoal” so they become aware of the necessity of newly occurring
target language vocabulary (this includes introductory activities).

•

Provide an look ahead for the rest of the unit

５ Reflect on the teaching period.
•

Have students reflect on the language and content of the lesson.

Reflection on the single class period※ Individually※For first grade junior high school students, when making use of warmups they have done in elementary school and engaging
in language activities, make it so they can recall their elementary school studies and recognize the connections between
elementary and junior high school learning.

Elementary School Grade 4「Unit7 What do you want ?」（Teaching Period 1/5）
【Goal】
Through chants and the marbles game, let’s get familiar
with how to say the words we will study in this unit.

A

１ Greeting/Warmup
・ Have students express different foods with theirbodies while doing the “Banana Chant”.
２．Understand the Unit Goal Unit Goal Demonstration
・Talk with the children about the names of things in
the study materials and the pictures, and bring them toinfer the contents of the subject.
・The teacher demonstrates what having achieved theUnit Goal looks like, and has students infer from that.
T1：Hi! This is a colorful pizza. (holds up pizza they made)T2：Oh, nice.
T1：I have tomatoes, corn, green peppers and sausages.
I like tomatoes. So I have four tomatoes. This is acolorful pizza.
T2：Oh, it's a great pizza!
T1: Thank you.
What do you think we were talking about?

You were talking about pizza toppings!

Was it a pizza you came up with?
In this unit, everyone will come up with an
original pizza, then the class will vote on
whose pizza they’d like to eat most.
【Unit Goal】
To have a contest to decide the pizza everyone wants
to eat most, gather the ingredients you want and thenintroduce the pizza you came up with to each other.

３ Understand the goal for the class period.
・Get familiar with how to say the names of ingredients【Today’s Goal】
Notice, hear, and say the names of ingredients。

４．Do the class period’s activity.
（１）Marbles gameGet familiar with how to
say the names of ingredients（２）Chants
Have them practice saying
the vocabulary for asking about
and requesting what they want along to a rhythm.
（３）Images and Pictures
Guide students to think about the differences between
markets in Japan and other places in the world.

Junior High School Grade 1「Lesson 3 Hello, Everyone.」（Period 1/7）
【Goal】C A

Use previously learned English to do a self-introduction,and think about what kind of letter to send the ALT’s
mother through the process of writing a letter about
ourselves.

１ Greeting/Warmup
・Do language activities related to the day’s lesson(introduction of their favorite things) as a warmup
２ Understand the Unit Goal Discover the Unit Theme・ Talk with students and use picture of the textbook’s
subject to bring them to infer the unit’s theme
・Understand the target, situation, and circumstance of the unit
goal.

Is Ben a new student ? Is he a soccer player?
What is he doing ? (ベンは何してるのかな）
自己紹介してる！
That’s right! He is introducing himself.
You have a letter from ○○’s mother.
Now, I will read it.
【Letter from the ALT’s mother】
Hello, everyone. My name is Ellen. I am Mary's mom. I
am a professional figure skating coach. I am 60 years old.
I am from America. I live in Florida in the USA. I likedogs and cats. Do you like animals ? Thank you.
May 22, 2018 Ellen Smith“I want to write a letter and introduce my school to her!”【Unit Goal】
Let’s write a letter asking questions and introducing
ourselves so the ALT’s mother living in America can
get to know our school and you individually.
３ Understand the goal for the class period.
・Use previously learned language to introduce
ourselves to one another【Today’s Goal】 Introduce ourselves to friends and think
about what kind of letter to write.

４ Do the class period’s activity.
（１） Using phrases already learned, students do self
introductions in pairs（２） Write the contents of their self-introduction in
English (First Attempt Activity)【Letter a student wrote】
Hello. My name is.....
I like cats. I like tennis. I play basketball every day ・・（３）Compare their letters to the ALT’s mother’s.

In a letter you ask various things, so we needto study interrogative sentence structure!

５ Reflection

５ Reflection

・Students reflect on things like the pronunciation ofingredients they learned for the first time, and how they
were able to say various ingredients within the game theydid.
☆I was able to say ‘onion’ and ‘carrot’ in English.
☆ ‘Tomato’ is a little difficult to say in English.

・Students reflect on things like what they were able tocommunicate through self-introductions☆ “I was able to write a self-introduction using ‘I play’ and ‘I
like’.”【Linguistic】☆I was able to know the ALT’s mother from her letter.
Responding to someone is easy when their questions are written
down.
【Content】

２－②Making a Teaching Unit （Building） 【Example】
The process of “building” is a stage where the piece-by-piece accumulation of knowledge and skills, along with the ability tothink, decide, and express oneself are forged in learners while facilitating their application within language activities geared
towards achieving the unit goal. Establishing language activities that value the thoughts and feelings of children and students
is important.

【Points of Instruction】

Basic【Routine Activity・Small
Talk】

Flow

of

Class

１ Do the greeting/warmup.

Routine Activity 【Junior High School】○ Repeating and utilizing previously learned English,

２ Do Small Talk or the Routine Activity（Foreign Language）

carry out a language activity where the thoughts and【Junior High School】

feelings of students are reflected
Small Talk 【Elementary School Upper Grades】

・Do the established routine activity.

○For 5th graders it is mainly between students and【Upper elementary school grades】

instructors.

・Small Talk（about once every two classes).

○For 6th grade, teachers talk with some students, thenconnect it to small talk amongst the children. Share what

３ Understand the goal for the lessonsome children weren’t able to say, and teach it while

・ The instructors do a demonstration related to the hour’s lessontying it in to previously studied English.

【Goal for Today’s Lesson】

４ Do the activity for the lesson period＜Foreign Language Activities＞【Elementary School】＜Foreign Languages＞【5th/6th】

Get students sufficiently used to the
new target language.

A(listening, speaking)

Add additional explanation andA practice of new target language tolanguage activities as needed.

Facilitate the use of newly introduced

B target language in a language activity.
BC

Deepen understanding throughFacilitate the reading and writing

A・ of new target language students
are familiar with.

experience.

【Junior High School】＜Foreign Languages＞

A

Foster understanding and practice of
new target language vocabulary.
Engaging students in language

B

activities to learn the new target
language vocabulary.
Have students do language activities to

C understand the text of their textbooks【 New Target Language Vocabulary, Textbooks, and Education Materials】○Use rhythms, chants, and sound fromteaching materials, etc. to connect‘listening’ to ‘speaking’.
○Structure language activities so thatexercises engender an awareness of thepartner that language is being exchanged○Foster an awareness and consideration○When showing new textbook target

language to students, have them understandof others as a core point of exchange.

how its use changes the meaning of a○For ‘writing’, emphasis items such as

sentence.

neat handwriting to foster an awareness○Based on an understanding of the textbook,of one’s partner when transcribing.

connect this to language activities wherestudents communicate their thoughts to eachwith.

other.

【Reflection】○For linguistic reflection, points should relate back toknowledge and/or skills such as things students were able
to say based on the goal for the day, things they wanted
to say but couldn’t, etc.
○Reflection in regards to content, such as what they

５ Reflect on the lesson for the class period
・Have students reflect on the language and content of thelesson.

Reflection on the single class period※Individuallylearned and what they thought about the things they
were able to communicate.

※For the study of new target language vocabulary, make sure that children/learners can conceptualize how it relates tothe unit goalElementary School 5th Grade「I want to go to Italy.」（Lesson 3/8）

A B

【Unit Goal】 Let’s invite the ALT from anotherschool to the spots we recommend in ○○ City sothey know how great ○○ City is!

【Lesson Goal】 Through chants and interviews, let’s learn
how to ask and answer questions about what countries
people want to go to and what they want to do there.
１ Do the greeting/warmup.
２ Do Small Talk（5th Grade：Teacher and Student）
・Prompt students to answer the question “What food do you
like?”

３ Understand the goal for the day
When recommending a place in ○○ City, it’s
good to be able to use the expressions “Where
do you want to go?” and “I want to ______”.
【Today’s Goal】 Let’s ask and answer what people want
to do in the country they want to visit!
４ Do the activities for today’s lesson（１）Do activities with speaking and listening components① Chants
・Matching the rhythms of audio from teaching materials,
get students used to the sound of the phrases ‘Where do
you want to go～?’ and ‘I want to go to～’.
② Interviews
・Have students pair up and interview each other about whatcountry they want to go to and what they’d like to do
there.

S1：Where do you want to go ?
S2：I want to go to Italy.
S1：You want to go to Italy. Why ?
S2：I want to eat pizza. I like pizza.
S1：Nice.

・Indicate the important points of good exchange, andencourage students to be mindful of their partners whileinterviewing each other.
【Points of Exchange】①Repeat（You want to go to Italy./?）②Related Questions（Why?）③Reaction and filler（Nice.）・ Have someone demonstrate as an example, and encourageother students to incorporate those good points into theirown exchanges (intermediate evaluation).
○○-san will do a demonstration for us. What
was good about this presentation?
（２） Do an activity for ‘reading’ and ‘writing’ (transcription).
・Have students copy the grammar point they got used tothis hour, ‘I want to eat～’ on a worksheet.

５ Reflection
・Have students reflect on what they were able to say andwhat they wanted to say based on the goal for the day.
・ Also prompt students to write what they were able tounderstand through communication with their friends like
where they want to go.

☆ I was able to say “I want to go to China” and “I
want to see the Great Wall of China”.【Linguistic】☆I was surprised to learn that A-san likes ○○.
【Content】

Junior High School 1st Grade「Lesson 3 Hello, Everyone.」（Lesson 4/7）
【Lesson Goal】

B

Via Q&A about the ALT’s mother’s self-introduction, havestudents ask about what interests them with interrogative
sentences like “Are you～?” or the previously-learned “Do you～?” to develop their ability to ask questions.

１ Do the greeting
２ Do the established routine activity
・ Using language studied prior, talk with each other about yourfavorite things.

S1：Hello. My name is .........
I like soccer. Do you like soccer ?
S2 : Yes, I do. I like soccer, too.
S1 : Oh, you like soccer. Good . ・・・

３ Understand the goal for the day
Today, ○○ will introduce himself.
Please listen to his hobby and favorite food.
After that, please ask some questions to him.
【Today’s Goal】
Listen to the ALT’s self-introduction, then ask about what
we’d like to know more about.

４ Do the activity for today’s lesson
・Have students listen to and read the ALT’s selfintroduction, then think about how to ask what they wantto know more about as a question.
・ Make students revise their question in groups
・Have each group listen to the ALT’s self-introduction andask the ALT their ALT questions.
【ALTの自己紹介からのやり取り】
ALT : Hello, I am Mary. I am 28 years old. I haveone brother and no sisters. I'm from America.
I like sports very much. And I like Japanese
food. Thank you.
S : What Japanese food do you like ?
ALT : Sushi.
S : Oh, sushi. Me, too.
S : Are you a baseball fan ?
ALT : Yes, I love baseball.
S : Do you have a favorite team?
・Have a group present as a model, and then encourage
students to incorporate the presentation’s good points
into their own. (intermediate evaluation)

What is a good point of A group?
Because we’re asking about what ourpartner talked about, it will be a naturalconversation that gradually shifts topics

5 Reflection
・Have students reflect on what they were able to say andwhat they wanted to say based on the goal for the day.
・ Prompt students to write what they were able tounderstand through communication with their friends☆ I was able to use “Are you～?” and “Do you～?” to ask
questions. I wanted to be able to say “Have you been to○○?” 【Linguistic】☆I was able to ask questions going along with the flowof the conversation. I was surprised cause the ALT knew
about ○○. 【Content】

２－③Making a Teaching Unit （Applying） 【Example】
For the process of “Applying”, the knowledge/skills along with organized information and thoughts are utilized toengage in communicative activities as indicated in the ‘unit goal’. Foster in students a self-awareness of what they havelearned and what they became able to do through the unit.

【Points of Instruction】

Basic

Flow

of

Class

【教師の実演】○In elementary school, through the teacher’s

１ Do the Greeting/Warmup

demonstration, the target, situation, and circumstances
become easier to grasp.

○For junior high school, in order to get learners to think

２ Small Talk/Routine Established Activity（For Foreign
Language Class)and make judgements for themselves on the use ofEnglish within language activities, the instructor should

３ Understand the Goal for the Day’s Lesson

not demonstrate full achievement of the unit goal too

・Make students recall what they’ve learned up to this point

thoroughly.

・Through something such as a teacher’s demonstration,【 Do a communicative language activity achieving
the unit goal】＜Foreign Languages（Elementary School, 5th and 6th）＞○ Adding in points from foreign language activities,
make a final copy of the English written until now so itshow what achieving the unit goal looks like, and bringstudents to understand what they should do to achieve that.
【Goal for the unit】

can be put towards something like apresentation/demo.

4 Do a communicative activity as represented by the【Concrete Example： Elementary 6th Grade】

unit goal

To introduce the countries they want to go to,・Including previously learned language, double-check the English

students will make posters with sentences like ‘I want

students have written and accumulated, along with expressions

to go to China. I want to see pandas.’ written beneath a

students have become able to use within the course of study, andpicture(s) of the country they will introduce.

get them to feel firmly grounded in their learning up to this point.

※ When engaging in ‘writing’, teach that writing
neatly is a form of consideration for other people.

【Intermediate Evaluation】

・Have students do a language activity that achieves the unit goal.
When doing so, reconfirm the target, scenario, and circumstances.

○Teach expressions for what children wanted to say but
couldn’t, and share them with the whole class if

・Do an intermediate evaluation, using children that did well as annecessary.

example, asking their classmates what was good about the【Reflection on the Whole Unit】

demonstration and sharing that with the whole class○With foreign language activities, aim for linguistic
thoughts pertaining to things such as what they wereable to do, what they were not able to say, etc.

・After reviewing and improving student attempts, engage them inthe language activity once more

○For junior high school and upper elementary
grades, encourage a linguistic awareness of what
students became able to do through the unit.
＜Examples of Points for Reflection＞◆What were you able to say in English?
◆What kind of exchange were you able to have?
◆What did you learn through communication

５ Reflect on the unit as a whole

Reflection on the unit in its
entirety
・As a whole unit, have students reflect on the language
and content.

◆What knowledge was deepened?

※ Establish language activities so that they are exercises with integrated skills that correspond to the level of study, andcultivate a balance between each skillElementary School 4th Grade「What do you want?」【Goal】
Through an original pizza contest, while being consciousof their partners, students use basic and learned
phrases to introduce pizzas they made to each other.
１ Do the greeting/warmup
・Have students repeat and say the names of fruits andvegetables to the rhythm of the chants from the digitallearning materials
２ Understand the goal for the day・Via an instructor’s demonstration, have students recall
what they’ve studied up until now.
T1：Hi! This is a colorful pizza. (Holds up pizza they made)T2：Oh, nice.
T1：I have tomatoes, corn, green peppers and sausages.
I like tomatoes. So I have four tomatoes. This is acolorful pizza.
T2：Oh, it's a great pizza!
T1: Thank you.

What do you think we were just talking about？
Today we’re going to introduce our pizzas to eachother, and vote on which we want to try themost!

【Goal for the day】
Let’s make and introduce original pizzas so a lot of ourfriends will want to eat them!

３ Do a communicative language activity achieving theunit goal・Have students keep the points for communication in mind
so they can do the activity while being mindful of theirpartners.
【Points for communication】（Foreign Lang Activities）①Use a clear voice ②Smile ③Look at partner

・Have students do the activity in groups
S1：Hi! This is a Genki morimori pizza.
S2：Wow!
S1：I have tomatoes, cheese, bacon and sausages.
I like cheese. So I have a lot ofcheese. This is a
Genki morimori pizza.
S2：Oh, it's a great pizza!
S1: Thank you.
・Have someone present as an example, then encourage otherstudents to incorporate that presentation’s good points into
their own exchanges. 【Intermediate Evaluation】
・Draw students’ attention to the presenter’s good points andwhat they came up with, and share them with the whole class.
・Have students think once more about how they performed theactivity, then do it again.

４ Reflection on the unit as a whole
・Have students reflect on things like what they were able tosay and if they were able to do anything to have goodcommunication
・Have them write about what they wanted to say☆I want to know how to say things like “this is good foryou” and “this will give you energy” in English. 【Linguistic】☆I really want people to want my pizza, so I was able tolook my partner in the eye and do my best to convince
them 【Content】

Elementary School 5th Grade「I want to go to Italy.」【Goal】
Explain our recommended places including reasons,and through activities expressing our own thoughts andfeelings, be able to invite an ALT from a different school
to places we recommend in ○○ City.

１ Do the greeting/warmup
・Do the ‘Where do you want to go?’ and ‘I want to go
to～’ chants and get students to recall what theystudied up to this point.
２ Have Small Talk (5th Grade：Teacher to student）
・Have students answer where they want to go and what
they want to do there.
３ Understand the goal for the day
・While getting students to recall what they had studied,the instructor(s) should do a demonstration and get
students excited to study
So today we’re going to introduce the city welive in to the ALT!
【Goal for the day】
So that they understand what’s so great about our city,
let’s ask what the ALT from another school wants to do,
and invite them to the places we think they’d like!
４ Do a communicative language activity achieving theunit goal（１） Do a language activity achieving the unit goal
① Invite your friends and the ALT from another school tothe places you recommend
・Go over the ‘points for communication’ with students sothey can have a good exchange while being mindful ofother people
During a conversation, what kind of things do you
think you can react naturally to when paying
attention to them?
【やり取りのポイント】（外国語科）①関連する質問（Do you like mountains?）②繰り返し（You like mountains.）③相づち（Me too.）・Have a group present as an example, then encourage othergroups to incorporate that presentation’s good points into
their own exchanges. 【Intermediate Evaluation】
・ Draw students’ attention to the presenting group’s good
points and what they came up with, and share them withthe whole class.
・Have students think once more individually about how
their conversations went, then do it again.
（２）Have students do an activity with reading and writing(transcription)
・Get students to merge all the things in the unit they havewritten and accumulated onto one worksheet.
５ Reflection on the unit as a whole
・Have students reflect on things like what they were able to say
and if they were able to have good communication when inviting
people to their recommended places.
・Have them also write about the things they wanted to say☆ I was able to extend the conversation by asking “Do you like～?” after “Do you want to go to～?”【Linguistic】☆ There were a lot of ALTs who were surprised by the zoo thatis free. I felt like my town has nice places. 【Content】

３ Relevance of Textbooks to Foreign Language Activities/Foreign Language Teaching Course of Study
Textbooks and teaching materials in elementary school are structured so there are drawings and pictures related
to the theme of the opening two-page spread for each unit, which the instructor(s) and children can look at andtalk about in English together to understand the unit’s contents. Junior high school textbooks are made so thatby establishing unit goals related to the theme of the text, language activities can be realized through themes
such as social issues and other wide-ranging topics.

Theme-based Approach○It’s not about understanding what’s written in the
text book then simply moving on, but being able toutilize it as a resource for language activities based on
its contents.
〈Example〉○The goal within each unit
should be related to the theme ofthat unit. While doing thelanguage activities indicated in the
textbook/teaching materials with
the intention of “achieving theunit goal”, it is possible to deepen
understanding of the subject as
well.

小
中
学
学
校
３校
社会科における教科用図書等と単元・単位時間の構想との関連
・Through understanding the social issues andsubjects in the textbook, discuss how they apply toreal life.
・Read the story in the textbook, summarize one’s
feelings on the parts that particularly left an
impression, then understand the story on a deeper
level by talking with classmates/each other about it.

Data-based Approach
小学
校○ Language activities with targets,situations, and circumstances are
represented in textbooks and teachingmaterials. At the preparation stage before
these language activities, to familiarize
students with the target language
vocabulary, utilize the sounds and visualsof the digital teaching materials.
○The picture and vocabulary cards atthe back end of the textbook can beutilized as teaching tools to do language
activities.

中学
校○When applying the target
language vocabulary, content fromthe textbook can be referenced as
an example of usage.
○ When composing sentences inEnglish, you can reference the basic
expressions and irregular verb
conjugation chart in the back of thebook, as well as use the glossary likea dictionary to look up words.

４ Workarounds for common difficulties that arise when doing learning activities（Example）
Difficulty

Workaround

Students can’t hear/make out what the instructor issaying.

・Because students can’t catch English word for word
they feel like listening is really difficult, so instructthem to listen for the gist/general information ofwhat is being said.
・In conjunction with shortened explanations,combine things like figures, pictures, and writing on
the blackboard so students can understand visually aswell.

３ 社会科における教科用図書等と単元・単位時間の構想との関There is inconsistency between speaking and reading, ・When listening to English read aloud, get students to
連link the spoken and written language together by
where reading is difficult for learners
having them trace the passage being read with theirfinger, and/or separate the lines with a ruler.
Learner is resistant to speaking in front of people

・Engage students in activities while having thempresent in groups instead of on their own, while also
providing support from teachers.

In elementary school, students have trouble writing
within the four lines.

・Minimize what students have to write, and use fourline worksheets with wide spaces between each of
the lines so students can write balanced letters.

５ Cultivating the Ability to Use Information
Info within foreign languages is. . . content to be communicated among others within language activities＜Example＞ Elementary: An activity where students present to each other the original pizza they came up
with on their own
Jr. High: Write a letter to the ALT’s mother to tell her about/introduce yourself

Basic Operations【Example】
Gathering Information
Hear and read information through sources suchas the textbook, computer, or ALT to grasp it asneeded.
＜Example＞ Unit Goal: communicate
through debate with each other over if weagree or disagree with robots entering society.
Read the textbook, and research the goodand bad points of living with robots.

○ Obtaining materials and info related to thesubject⇒ Browsing the internet through an internetcapable device○ Scanning for relevant information based on
the learning goal
⇒ Use the internet to look through sources suchas emails○ Getting familiar with various English andpronunciations⇒ Using the internet, watch things such as videos
that include English audio○ Transmitting information in English⇒Enter key words and phrases in English⇒Attach a suitable file and folder name, and savethe electronic data file⇒Through things like the electronic date file,transmit and communicate information in English

Using Information to
３ 社会科における教科用図書等と単元・単位時間の構想との関連
Solve a Problem
Sorting and Comparing Information
Select and extract info and expressions gained
through reading and listening to English, anduse it to sort information.
<Example> Using the information gathered,decide whether you agree or disagree on life
with robots, and organize your information so
you can form an argument and communicate it
to others.

Communicating and Sharing English
Through speaking and writing facts and one’s
own thoughts in English, students express
their feelings.
<Example>
Choose English expressions that fit
your own thoughts about living withrobots, and talk to your partner so
you can communicate them.

Appropriateness of Content andSecurity of Information
・Choosing English that fits the content and situation
・ Addressing and ending an email, etc.

６ About the Application of Material Resources and Roles of People
There are many schools that instruct through team teaching (TT) thanks to the cooperation of ALTs,other assistant language teachers, and various area-based volunteers who are proficient in English.
Please consider the website below, which offers various information regarding English education
including instruction through team teaching.

３ 社会科における教科用図書等と単元・単位時間の構想との関連○（財）英語教育協議（ELEC）（文部科学省 協力）
えいごネット ～英語教員のためのポータルサイト～

http://www.eigo-net.jp/

英語教員のためのポータルサイト

検索