which is now being performed in the Special District for Education
in Kanazawa City is
literally great and amazingly wonderful !
On October 28 and 29 the Research Convention in the Special District
for English education at all of Japanese elementary and junior high
schools was held in Kanazawa City.
Publicly-opened classes were performed at four elementary schools and
four junior high schools and one thousand observers concerned in
Education attended.
The progressive achievement of those classes was greatly amazing far
beyond common people’s expectation.
The main points are as follows.
(1) All of students ranging from the sixth-year students to the eighth-
year students are in advance using textbooks designed for elder students
and they are aiming to be able to introduce Kanazawa’s culture and
history learning a sub-textbook.
(2)Elementary students equal to or upper than the third year can learn
English for more than 35 hours per year. And they can take supporting
classes at least once a week.
On the other hand, junior high school students can take lessons of 140
hours a year. Moreover, they can choose elective lessons ranging 15
hours to 35 hours a year.
Those lesson hours apparently surpass those at other general schools.
(3)While the teaching level at elementary schools is very high, that at
junior high schools is extremely excellent.
(a)All teachers basically instruct English through only English.
(b)Students are given much time and many opportunities to speak English.
(c)Time and opportunity to exercise or practice English with a pair are
enough.
(d)Much time for recital and reading out is furnished.
(4)Goals such as Eiken tests are set in order to make learning effective.
(a) For example, elementary school students aim to pass and attain high
scores more than 85 points at Eiken test for kids.
(b) Junior high school students aim to pass more than the third level
of Eiken test.
(c)Teachers aim to acquire better satisfaction than 80% in students’
evaluation as to English classes.
Junior high school teachers’ ability of English was greatly high. Their
classes were not prepared purposely and in advance but obviously foster-
ed a good class culture such as students' confidently large voice and an
active attitude tackling with exercises.
The tempo of instruction and learning was very smooth and prominently time
for students’ speaking was enough secured.
Although students were learning the unit of Relative pronoun and the usage
of its subjective, the class was concentrated on pattern practices mostly
without explanation of grammar. Moreover, so-called a pair work was often
utilized and all of students rarely had a waiting or wasting time.
While they are the third year students in junior high schools and usually
tend to take a negative or negligent attitude before unknown people, they
positively respond and speak loudly with the result that almost all of
students could recite two pages of their textbooks in 50 minutes.
The class was performed sophisticatedly taking advantage of a communicative
method.
It’s prominent and amazing that not only the class teacher but also all of
other teachers have high level ability and this situation can be found in
the entire city.
Although the tackling with T.E.T.E. in the entire city has continued for only
one and half an year, the good results are found at many fields.
The rate of students who could pass the third level of Eiken test is 30.9% and
it’s over the average rate in the same-year students across Japan.
We can't so clearly discern the effect of English learning at elementary schools.
Nevertheless, good results will be absolutely brought soon thanks to a lot of
lesson hours secured as a stead education policy, advancing learning and employ-
ing a communicative teaching method through elementary school to junior high
school.
Although this prominent education wouldn’t be immediately expanded to all of
Japanese public schools due to various regulated obstacles, it's easily expected
that other communities and schools will enthusiastically follow the Kanazawa
education policy because as many as one thousand teachers and observers came
from all of Japan , were astonished by the much advanced fact and desperately
looked into it.
That’s all.
Director at Okamura seminar
Kanzaburo Okamura
in Kanazawa City is
literally great and amazingly wonderful !
On October 28 and 29 the Research Convention in the Special District
for English education at all of Japanese elementary and junior high
schools was held in Kanazawa City.
Publicly-opened classes were performed at four elementary schools and
four junior high schools and one thousand observers concerned in
Education attended.
The progressive achievement of those classes was greatly amazing far
beyond common people’s expectation.
The main points are as follows.
(1) All of students ranging from the sixth-year students to the eighth-
year students are in advance using textbooks designed for elder students
and they are aiming to be able to introduce Kanazawa’s culture and
history learning a sub-textbook.
(2)Elementary students equal to or upper than the third year can learn
English for more than 35 hours per year. And they can take supporting
classes at least once a week.
On the other hand, junior high school students can take lessons of 140
hours a year. Moreover, they can choose elective lessons ranging 15
hours to 35 hours a year.
Those lesson hours apparently surpass those at other general schools.
(3)While the teaching level at elementary schools is very high, that at
junior high schools is extremely excellent.
(a)All teachers basically instruct English through only English.
(b)Students are given much time and many opportunities to speak English.
(c)Time and opportunity to exercise or practice English with a pair are
enough.
(d)Much time for recital and reading out is furnished.
(4)Goals such as Eiken tests are set in order to make learning effective.
(a) For example, elementary school students aim to pass and attain high
scores more than 85 points at Eiken test for kids.
(b) Junior high school students aim to pass more than the third level
of Eiken test.
(c)Teachers aim to acquire better satisfaction than 80% in students’
evaluation as to English classes.
Junior high school teachers’ ability of English was greatly high. Their
classes were not prepared purposely and in advance but obviously foster-
ed a good class culture such as students' confidently large voice and an
active attitude tackling with exercises.
The tempo of instruction and learning was very smooth and prominently time
for students’ speaking was enough secured.
Although students were learning the unit of Relative pronoun and the usage
of its subjective, the class was concentrated on pattern practices mostly
without explanation of grammar. Moreover, so-called a pair work was often
utilized and all of students rarely had a waiting or wasting time.
While they are the third year students in junior high schools and usually
tend to take a negative or negligent attitude before unknown people, they
positively respond and speak loudly with the result that almost all of
students could recite two pages of their textbooks in 50 minutes.
The class was performed sophisticatedly taking advantage of a communicative
method.
It’s prominent and amazing that not only the class teacher but also all of
other teachers have high level ability and this situation can be found in
the entire city.
Although the tackling with T.E.T.E. in the entire city has continued for only
one and half an year, the good results are found at many fields.
The rate of students who could pass the third level of Eiken test is 30.9% and
it’s over the average rate in the same-year students across Japan.
We can't so clearly discern the effect of English learning at elementary schools.
Nevertheless, good results will be absolutely brought soon thanks to a lot of
lesson hours secured as a stead education policy, advancing learning and employ-
ing a communicative teaching method through elementary school to junior high
school.
Although this prominent education wouldn’t be immediately expanded to all of
Japanese public schools due to various regulated obstacles, it's easily expected
that other communities and schools will enthusiastically follow the Kanazawa
education policy because as many as one thousand teachers and observers came
from all of Japan , were astonished by the much advanced fact and desperately
looked into it.
That’s all.
Director at Okamura seminar
Kanzaburo Okamura