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The Guidelines also delineate the number of units to be covered for each area within each subject and how they are acquired. Textbooks are distributed free of charge for the compulsory education elementary and junior high school grades. Evaluation methods differ from teacher to teacher, but many teachers evaluate their students comprehensively, based on quizzes given for each textbook unit and on daily conduct in class6. Aside from these activities, there are also schools that hold activities in participation with the community or region.
Recently, many children take after-school lessons in swimming, musical instruments, English conversation, calligraphy, soccer and baseball. Most children attend lessons once or twice a week for about two hours each time, but some children do both, or take several kinds of lessons, in order to satisfy all their interests. Japanese lessons have a long tradition. In the Edo Period, cities had already formed classrooms for various lessons and practices.
Even today, from the time they are in kindergarten until they grow old, many people attend lessons. Children take their textbooks home every day. Homework is primarily review and preparation, and the content can be quite varied depending on the subject and area of study, including long-term project assignments or other types of work. To encourage children to socialize as well as learn practical skills for taking care of themselves, students have recently been assigned such homework as "playing with friends" or "washing your school indoor shoes uwabaki.
Students may be asked to write book reports, grow morning glories or sunflowers while keeping a daily journal of their observations, do a craft project or painting, or research a topic of their choice. Students in the third year of junior and senior high school have less homework because the number of students attending juku or other classes in preparation for the entrance examinations increases.
These may consist of group-study during classes, cleaning duties, serving school lunches, etc. In addition, nitchoku class day-leaders or shuban class week-leaders are in charge of specific class tasks such as roll call, chairing the discussion during homeroom period, making daily announcements and keeping the gakkyu nisshi class journal for a given day or week.
Each kakari person in charge is assigned a specific task essential to the smooth implementation of class activities. Types of kakari include kokuban-gakari blackboard , gakkyu shinbun-gakari class newspaper , hoken-gakari health as well as one or more kakari for each subject who are responsible for distributing handouts, getting videos ready, and otherwise helping prepare for lessons.
All fifth and sixth graders belong to a committee iinkai through which they participate in school-wide activities. There are engei iinkai care of school flowerbeds , hoso iinkai in charge of announcements over the school public address system , seibi iinkai care of lost-and-found items , hoken iinkai in charge of health promotion activities , undo iinkai planning for annual field day , tosho iinkai management of school library related activities , shukai iinkai leadership of school-wide meetings , shiiku iinkai care of the animals and the animal shed , shimbun iinkai editing and printing of the school newspaper , kyushoku iinkai student duties related to school lunches , keikaku iinkai plans for school-wide events and daihyo iinkai committees student council; deliberating matters that concern the school as a whole as well as many others.
Students eat kyuushoku in the homeroom with classmates and the homeroom teacher. Eating in the classroom is only permitted at kyuushoku.
Though prices depend on the community, the fee is about 4, yen per month. In , school meals were provided in Kyuushoku School lunches is prepared in the school kitchen.
School lunches prepared at a local school-lunch center are delivered to elementary and junior high schools without school-lunch kitchens of their own. Regardless of where the lunches are made, a nutritionist determines the menu based upon the amount of nutrients necessary for the growth of the grade school children as well as the menu's cost. School lunches were introduced in the period after the end of World War II when many people suffered from lack of nutrition.
Students pay part of the costs.
Today the educational objectives of school lunches in elementary and junior high school are to foster proper eating habits and table manners, and to learn how to cooperate through serving, clearing away, etc.
Recently, some schools have been trying to add flexibility by designating certain days as "boxed lunch days" or allowing the students some choice in a cafeteria-style arrangement.
Newly enrolled students gather with their parents, teachers and others, and a representative of the current student body, the school principal, and guests of honor welcome them with speeches. Generally, a whole grade will be taken en masse on an all-day trip to a museum or to the countryside.
The entire school is divided into two teams, red and white, which compete in footraces, obstacle races, tamaire each team tries to throw balls into a basket attached to a high pole within a fixed time period, with the team with the most balls in the basket winning , relay races, and kibasen one member of each group of three or four students is carried in a standing position, as if riding a horse, by other group members; the riding student tries to snatch the hats off the heads of other riders before his or her own hat is taken.
Ex 14 Begin by writing three sentences about your! Tell Ss that two of the sentences are true and one is false. Encourage Ss to ask questions about each sentence and to decide which sentence is false. Write the questions asked on the board and elicit other possible ideas. Give the false sentence. Ss now write three of their own sentences. Ss then work in pairs to take turns to ask their questions and decide which sentence is false.
Feedback by finding: out who guessed correctly and eliciting some of the questions asked. Ex 15 Write a number that is important to you on the board and get Ss to ask questions to find out why it is important.
If necessary, revise the short forms Yes, it isand No, it isn't.
Ss then think of five numbers and, in pairs, take turns to ask each other questions to find out why they are important. During class feedback, elicit what Ss found out about their partner and some of the questions asked. Listening: The right person? Ex 1 Find out how often Ss fly, why they fly and where they've flown to. Add your own examples.
Go through the instructions and ask Ss to think of more ideas in twos or threes. For feedback, elicit ideas, compiling a list on the board. Highlight any new vocabulary, e.
Allow Ss time to think about their answers before they discuss them in pairs or small groups. During feedb;3Ck elicit ideas and discuss ways to remember numbers.
Add your own ideas.