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② ⅡTeaching Plan of English平成２０年１１月４日（火）
第３回 運営指導委員会SELHi調子 和紀（２年７組）
(1) Date / Time Tuesday, November 4th, 2008 / 10:40 - 11:30 (3rd period)：
(2) Textbook PRO-VISION English (Kirihara Shoten)： ⅡLesson 5 The Beech Tree
(3) Allotment 9 periods are allotted to this lesson and today's lesson is the 4th.：
)1) Part 1 Comprehension ( Mapping & Story Retelling)2) Part 2 - 1 Comprehension ( Mapping & Story Retelling)3) Part 2 - 2 Comprehension ( Mapping & Story Retelling
4) Part 3 - 1 Comprehension ( Mapping & Story Retelling Today's lesson) ☆
)5) Part 3 - 2 Comprehension ( Mapping & Story Retelling)6) Part 4 - 1 Comprehension ( Mapping & Story Retelling
) )7 Part 4 - 2 Comprehension ( Mapping & Story Retelling8) Summing Up & Grammar9) Think and Speak Up
：(4) General aims of this lesson1) To have the students understand the situation & Feeling of Grandfather, Mary Lou and her family2) To have the students retell the story in English using a vocabulary map3) To improve the students' integrated skills of listening, speaking, reading and writing
：(5) Aims of this period1) To have the students give their outlines using the vocabulary map2) To have the students retell the passage with the help of their friends3) To have the students compare their retold stories with their friends' and the model story and reinforcetheir understanding
：(6) Goals and evaluation of this period1) Can shadow the CD with appropriate pronunciation2) Can retell the passage3) Can cooperatively work in pairs to do some activities
○生徒の状況および本時のねらい
生徒には，１年次より聞いてメモしたキーワードから英文を再生する言語活動として「ディクトグロス」
を続けてきた。最初は英文の一部を再生する活動（リプロダクション）から始め，次に英文の要約文を再生
する活動(サマリー・リプロダクション）など通してステップアップを図ってきた。
また，メモの取り方の一つとして重要なキーワードのみをビジュアル化（マッピング）する手法をいくつ
， ， ，かのレッスンで取り入れてきたが 今回のレッスンでは ストーリーラインとして書き取る情報だけでなく
その中から登場人物の心情を読みとるようなマッピングができる工夫を求めている。
生徒には，マッピングしたワークシートを見ながら「ストーリー・リテリングの活動」をさせる。会話の
部分には間接話法を用いたり，本文をパラフレーズすることなどを通して，客観的かつ登場人物の心情を読
みとるような表現ができるように指導する。
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(7) Teaching Procedure:
Activities GoalsProcedure (Time)
Instructor Students & Evaluation
1 Greeting (1) Greets students (Ss). Greet the instructor.
2 DictoglossMapping (20)
1 Phrase Reading Has Ss read with the CD Read with the CD phrase Can read loudly to)
phrase by phrase. by phrase. understand the chunk ofthe text.
2) Overlapping Has Ss overlap with the Overlap with the CD. Can overlap loudly.CD.
3) Vocabulary Has Ss listen to the CD Listen to the CD and take Can concentrate onmapping and draw the map. notes on the map. listening and mapping.
(group work) Has Ss share their maps. Share the information on Can work cooperatively.the map with Ss
Gives Ss some questions Answer the questions in Can answer the4 Qs and As in English to help Ss English, confirming and q u e s t i o n s a n d)
understand the text. adding information on the understand the text.map.
5) Overlapping Has Ss overlap with the Overlap with the CD. Can overlap loudly.CD.
3 Story Retelling(25)
1 Story Retelling Has Ss retell the text Retell the text using the Can retell the text using)
(group work) using the vocabulary map. vocabulary map. their maps.Has Ss present their retold Present their retold Can present and listen
stories in the group. stories in the group. to their retold stories inthe group.
Has Ss choose the best Choose the best story instory in each group. each group.Has a few Ss present their Present their retold Can present and listen
retold stories in the class. stories in the class. to their retold stories inthe class.
2 Comparison Has Ss compare the Compare the model map Can compare the model)
model map and retold story and retold story with map and retold story.with theirs. theirs. Can understand the text
more deeply.
4 Consolidation (3) Has Ss shadow the CD. Shadow the CD. Can shadow loudly.
5 Greeting 1 Greets Students. Greet the instructor.( )
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予習プリント（Ｑ＆Ａ）
Lesson 5 The Beech Tree Part 1When Mary Lou came home from school, she found her father doing something new. With a big sheet of
paper on the table, he was drawing lines on it with a ruler and a pencil.“What are you doing?” she asked.“I am going to build something.” Her father's response called for another question.“A playhouse?” Mary Lou always wanted to have a playhouse, and since her father was a carpenter, it
would not be hard for him to make one for her.“I am going to build a room onto our house.” Her father now started to reveal the answer. “Your
grandfather is coming to live with us.”Mary Lou got so excited at the news that she went upstairs to find her mother. She was sitting in the
rocking chair, holding Timmie, Mary Lou's baby brother.“Mother, Grandfather is coming to live with us. Isn't that wonderful?”“I hope he will be happy here,” her mother said in a soft voice.“Why wouldn't he be happy?” Mary Lou asked.“Well, it's just that he's very old,” her mother said.
：Questions1) What was Mary Lou's father doing when she came home from school?2) What was Mary Lou's father going to build?3) What was Mary Lou's mother doing when Mary Lou found her upstairs?4) What was the news Mary Lou got excited at?
( ⇒ )Lesson 5 Part 1 - Mapping Worksheet Model Mapping
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予習プリント（Ｑ＆Ａ）
Lesson 5 The Beech Tree Part 3-1That night a strange conversation between her mother and father happened to find its way through the open
windows to Mary Lou's ears.“Donald,” her mother said. “I think we should consider putting your father into a nursing home. I don't think
it's good for our children to have an old person in the house. He is failing and it will make them sad.”Her father said in a strange voice, “I understand how you feel, Marian, and so I can't go against your ideas.
Honestly, I know he's quite a burden on you.”Mary Lou could not believe it. How could they believe Grandfather would make her sad? Tears came into
her eyes before she knew it. But she couldn't stop thinking. Maybe Mother was tired of taking care of him. Ifso, then ... Mary Lou heard herself thinking aloud: “I must do something about it.”
：Questions1 Why did Mary Lou's mother suggest putting Grandfather into a nursing home?2 Why did Mary Lou's father agree with her idea?3 Why do you think the author said their conversation was strange?4 How did Mary Lou feel when she heard their conversation?5 What was she thinking after listening to their conversation?
Lesson 5 The Beech Tree Part 3-2Then suddenly she got up, went out of her room, and tiptoed to Grandfather's room.
“I don't want you to go, Grandfather,” she said abruptly. “I've made up my mind to do everything for you,like washing your clothes when you spill something on them.”
Grandfather was astonished to hear this. However, sorting out words and scenes from the past few days,he managed to grasp the whole picture.
“It is sweet of you, Mary Lou, to plan to help me that much,” Grandfather said. “But I must admit it might bea better idea, you know, for an old person to go somewhere else, which might be more suitable for him. That'llsave you and your mother lots of trouble.”
“But the little trees are living with the old beech!” Mary Lou talked back. “They don't send it away!”“Hush, my dear,” he said. “Trees are not humans.”Hearing this, Mary Lou started to sob. Now she was kneeling by Grandfather's bed, and he stroked her
hair. After a while, he said: “Don't you worry about me. I'll be away from you, but you can always come andsee me.”
“You will not go. I won't let you.” Mary Lou insisted.“Thank you, dear child, for wanting me to stay,” Grandfather said. “It's so sweet of you. It's getting very
late, though. You have to get back to sleep. Good night, Mary Lou.”
：Questions1 What has Mary Lou made up her mind to do?2 Did Grandfather know that her parents were going to plan to sending him away?
How did Grandfather understand what was going on?3 What did Grandfather think might be a better idea for an old person to do?4 What did Mary Lou compare her family with?5 How do you think was Grandfather feeling while talking to Mary Lou?
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( ⇒ )Lesson 5 Part 3 - Mapping Worksheet Model Mapping
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平成２０年１１月１８日（火）文部科学省 実地調査(授業説明）SELHi「英語Ⅰ」 小寺 裕之
（１）前時の授業について （２）当日の授業について
活動①：音読練習（ ） 活動④：リピーティングOverlapping, Shadowing目 標：英語らしいイントネーションやリズムで音読する 目 標：パートナーが音読した語句を正確に繰り返すことができ
ことができる。 る。
内 容：１）個々の単語を正確に発音させる。 内 容：１）音読練習のバリエーションのひとつとして，ウォーミ
２）ＣＤを活用して，まずリスニングで英文の概 ングアップを行う。
要を理解させる。 ２ 「リピーティング」の練習を取り入れることで 「オー） ，
３）オーバーラッピングやシャドーイングができ バーラッピング」や「シャドーイング」よりも生徒の負
るように十分練習させる。 荷を高める。
課 題：家庭学習（予習・復習の仕方）を「学習ガイダン ３）語句のつながりを意識させ英文の意味理解を促がす。
ス」などを通して指導しているが，教材のレベル 課 題：生徒がスラッシュを入れる区切りが正確であるかどうか分
が高くなるにつれて，音読練習のような基礎的な からないため，教師がモデルを示すと，どの生徒も同じレ
活動にかける時間は，逆に減少しているようであ ベルの練習になりがちである。生徒同士でお互いのレベル
る。そのため，授業でも時間をかけて練習させな に応じて語句の長さを調整するなど，負荷をできるだけ高
ければならない。 めた状態で練習をさせたい。
活動②：英語のＱ＆Ａによる内容理解 活動⑤：マッピング
目 標：英語を通して英文を理解することができる。 目 標： ストーリー･ライン」をマッピング形式で図式化すること「
内 容：１ 「予習プリント」での英語の質問には，予習の で英文の流れを把握し，内容要約につながる活動をするこ）
段階で答えを準備させる。 とができる。
２）授業では，さらに追加した質問にも即座に答 内 容：１）段落ごとの話題の中心となるキーワードを探して適切
えさせる。 に配置させる。
３）質問に対する答えを「キーワード」として板 ２）マッピングの各バルーンに適切な語句を，ペアで相談
書する 。 しながら記入させる。）
課 題：まず英文全体の概略を理解してから細部の理解へ ３）必要な語句のみを用いて，適切に内容要約ができるよ
と指導しているが，生徒は未知の単語があると単 うに指導する。
。 「 」 ， 「 」語調べだけで予習をしたつもりになりがちである 課 題： サマリー･スピーチ は 生徒にとって 理解できたこと
できるだけ辞書を使わずに概略を把握するように をつなぐ活動になりがちである。大切なポイントを含め，
努力すること，次に英文の中で単語の意味を推測 補足的な説明の部分を取捨選択しながら内容をまとめる練
しながら辞書を活用すること，などの指導がなか 習をさせるために，マッピングの形式や必要な情報量（バ
なか徹底できない。 ルーン）などを考慮する必要がある。
活動③：サマリー・スピーチ 活動⑥：サマリー・リプロダクション
目 標：板書された「ストーリー・ライン」を見ながら， 目 標：教科書の英文の要約文を聞いて，メモから英文を復元させ
日本語または英語で「サマリー・スピーチ」を行 る。その際，ペアワークやグループワークでの協働作業か
うことができる。 らお互いに，表現方法や文法事項などへの「気づき」を通
内 容：１）教科書を閉じて板書された情報だけを見なが して学習を深めさせる。
ら英文の概略を口頭で説明させる。 内 容：１）メモを取らずに，全体の意味内容に注意させながら英
２）ペアワークによる活動では，お互いに理解で 文サマリーを聞かせる。
きた情報を交換させる。 ２）２回目はポーズを入れて，３回目はポーズなしで英文
３）最初は日本語を用いて内容理解を図るが，徐 を聞かせ，メモを取らせる。
） ， 。々に英語を用いて「サマリー・スピーチ」がで ３ メモの情報をもとに 相談しながら英文を復元させる
） 。きるように段階的に指導を行う。 ４ 英文サマリーを配布し必要があればさらに修正させる
課 題：日本語での「サマリー･スピーチ」に終始してしま ５）教科書本文の表現と，各自が作成した「サマリー ，」
い，英語による発表では中途半端な内容で終えて リプロダクションした「サマリー」を比較させて表現の
しまいがちになる。ひとつの素材に２時間をかけ 違いなどを発表させる。
て言語活動を行うように配慮しているが，それで 課 題：リプロダクションは，自分の言葉を用いて本文とは別の表
も十分な活動ができていない。 現で書き換えることが望ましい 本文とは表現の異なる サ。 「
マリー」を用いた活動ではなおさら多様な表現方法を生徒
が使う可能性がある。生徒が書いた表現が文法的に正しい
かどうかを授業内でチェックすることは不可能である。そ
こで，フィードバックの仕方，どの程度の正確さを期待す
るかなどの点で指導方法が確立できていない。
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① ⅠTeaching Plan of English（ ）平成２０年１１月１８日 火
文部科学省 実地調査SELHi小寺 裕之（１年６組）
(1) Date / Time Tuesday, November 18, 2008 / 10:40 - 10:30：
(2) Textbook PROMINENCE English (Tokyo Shoseki)： ⅠLesson 7 Lefties Have Rights!
(3) Allotment 12 periods are allotted to this lesson and today's lesson is the 8th.：
)1) Part 1 #1 Comprehension ( Questions & Answers2) Part 1 #2 Mapping & Reproduction
)3) Part 2 #1 Comprehension ( Questions & Answers4) Part 2 #2 Mapping & Reproduction
)5) Part 3 #1 Comprehension ( Questions & Answers6) Part 3 #2 Mapping & Reproduction
)7) Part 4 #1 Comprehension ( Questions & Answers8) Part 4 #2 Mapping & Reproduction Today's lesson＊
9) Grammar #1 Grammar #110) Grammar #2 Grammar #211) Grammar #3 Grammar #3 Extra material Subjunctive mood：
"If I were ...."12) Communication Activities - Speech：
(4) General aims of this lesson:1) To have the students write their own summaries in English through mapping2) To have the students reproduce the summary with their partners3) To improve students' integrated skills of listening, speaking, reading and writing
(5) Goals and Evaluation of this period:1) Can repeat sets of phrases after their partners2) Can fill in the balloons with suitable phrases to show the story line3) Can cooperatively work together to reproduce the summary in English
○生徒の状況および本時のねらい
生徒はこれまで教科書本文のリプロダクションを６か月間行ってきた。 より，あらかじめ作成Lesson 6（ ） 。 ，された 英文要約 を用いたリプロダクション活動を行っている 教科書のままの表現ではなくSummary
言い換えられた表現が用いられているため生徒の負荷は高まる。同時に，内容要約の仕方も適切に指導する
必要がある。そこで 「マッピング」を用いて，英文の内容理解を行うための手段として活用する。マッピ，
ングも から始めたばかりであり，生徒はやっと概念が分かりかけたころである。Lesson 6本時では，パートナーとともに，本文から内容要約に必要な情報を探してバルーンを埋めていく活動を行
わせる。また，教科書本文，リプロダクションした英文，生徒が自分で書いた要約文の３つを比較し，表現
方法の違いやまとめ方などを振り返らせる。
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：(6) Teaching procedure
Teacher Students Goals & EvaluationProcedure ( )Time
Greeting Greets students(Ss). Greet the teacher.(1)
Reading aloud Plays the CD. Listen and repeat the new Can pronounce eachwords. word with accuracy.(3)
Has Ss overlap with the CD. Overlap with the CD.Has Ss repeat phrase by Repeat phrase by phrase Can repeat each
phrase after their partners. after the partner. phrase with accuracy.
Comprehension Has Ss fill in the balloons Work in pairs to fill in the Can cooperatively1 Mapping with suitable phrases. ba l l o ons w i t h s u i t ab l e work in pairs to) ( )10
phrases. complete the task.
2 Q&A Gives Ss some questions in Answer the questions in Can understand the) ( )10English. English. questions and answerDraws the mapping trees on Take notes & check their them in English.
the blackboard. mapping sheet.
3 Summing-up Has Ss write summaries of W r i t e s u m m a r i e s b y Can summarize the) (5)their own. themselves. passage in English.
Dictogloss Has Ss listen to the CD. Listen to the CD.1 Summary Has Ss listen and take Listen and take notes.)
Reproduction notes.Has Ss listen and add more Listen and add more( )15
information. information.Has Ss work on reproduction Reproduce the summary in Can work together to
in pairs / groups. pairs / groups. r e p r o d u c e t h epassage.
Gives Ss the model Compare the expressions in2 Noticing-the-gap)
summary and has them the summary with those in the( )5compare their own writings textbook and their ownwith the original text. summaries.
Greeting Greets Ss. Greet the teacher.(1)
○指導上の留意点
（１）バルーンに入れる語句は，内容要約に必要な語句を中心に記入させる。
（２）前時に学習した「ストーリー･ライン （板書）を参考に，パートナーと協力しながら学習させる。」
（３）マッピングを見ながら行う内容要約は，できるだけ生徒個人で 「サマリー･リプロダクション」は，，
パートナーと情報交換しながら協力して作成させる。
（４）ペアワークでの活動が困難なペアは，裏面のマッピングを参考にしながら活動を継続させる。また，
生徒の状況に応じた支援( )を配慮する。Text availability
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○予習プリント
本文（省略）
****************************************************************************************************************************：Questions
1 How many of us use left hands more than right hands?)
2 What are the reasons that we can think of?)
3 What can you tell from the test?)
4 What do you have to do in this test?)
5 How can you tell that you may be left-handed?)
6 What would you do if you were right-handed?)
7 The text says that it does not always work. Why not?)
8 Why can you say that you may become a president in the future?)
○小テスト（穴埋め問題）
※ 「機能語」を中心とする。Lesson 7 Lefties Have Rights! Part 4 FW( ) Function Word
( ) ( ) ( ) ( ) ( )It is 1 that ten percent 2 the people 3 the world use their left hands more 4 their right. 5now, 6 one can tell us 7 sure 8 it is because 9 genetics, one's environment, or something 10 .( ) ( ) ( ) ( ) ( )
But in the future, we will understand left-handedness better.You may be left-handed even 11 you write 12 your right hand. Take this test to find 13 . Draw( ) ( ) ( )
( ) ( ) ( ) ( ) ( )circles with both hands 14 the same 15 . If you draw 16 circles clockwise, 17 you are 18( )left-handed. If you draw both of them counterclockwise, you are probably right-handed. This test does not 19
( ) ( ) ( ) ( )work, because 20 people may draw one circle in 21 direction and 22 other circle in the 23direction. It is fun 24 try, isn't it? 25 , don't worry 26 you are left-handed. There are many left-handed( ) ( ) ( )
people 27 you. You may 28 become the president 29 a country 30 the future!( ) ( ) ( ) ( )
（解答欄省略）月 日（ ）
30年 組 番 氏名：
＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊
※ 「内容語」を中心とする。Lesson 7 Lefties Have Rights! Part 4 CW( ) Content Word
It is thought that ten 1 of the people in the world use their left hands more than their right. Right now, no( )
one can tell us for sure 2 it is because of 3 , one's 4 , or something 5 . But in the future, we will( ) ( ) ( ) ( )
understand left-handedness better.( )You may be left-handed even though you write with your right hand. Take this test to find out. Draw 6
with both hands at the 7 time. If you 8 both circles 9 , then you are 10 left-handed. If you draw( ) ( ) ( ) ( )
both of them 11 , you are probably right-handed. This test does not always work, because some people may( )
draw one circle in one 12 and the other circle in the other direction. It is 13 to try, isn't it? Anyway,( ) ( )
don't 14 if you are left-handed. There are many left-handed people around you. You may even become the( )
15 of a country in the future!( )
， ， 。（ ）月 日（ ） ※単語 品詞 意味を書きなさい 解答欄省略
20年 組 番 氏名：
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Lesson 7 Lefties Have Rights! Part 4 (TM)
It is thought / that ten percent of the people / in the world / use their left hands / more than their right. //Right now, / no one can tell us / for sure / whether it is because of genetics, / one's environment, / orsomething else. // But in the future, / we will understand left-handedness better. //
You may be left-handed / even though you write / with your right hand. // Take this test / to find out. //Draw circles / with both hands / at the same time. // If you draw both circles / clockwise, / then / you areprobably left-handed. // If you draw both of them / counterclockwise, / you are probably right-handed. //This test / does not always work, / because some people / may draw one circle / in one direction / and theother circle / in the other direction. // It is fun to try, / isn't it? // Anyway, / don't worry / if you areleft-handed. // There are many left-handed people / around you. // You may even become / the president
( )of a country / in the future! // 106 words
It is thought thatQuestions：1 How many of us use left hands more than right - ten percent of the people left hands more) ：
hands?no one can tell us for sure
2 What are the reasons that we can think of? - 1 genetics) )because of2 one's environment)
or 3 something else)
this test3 What can you tell from the test? - to find out "You may be left-handed.") ：
4 What do you have to do in this test? Draw circles with both hands at the same time.)
5 How can you tell that you may be left-handed? draw both circles = clockwise)
then you = left-handed6 What if you are a right-handed person? both of them = counterclockwise)
What would you do if you were right-handed? you = right-handed
7 The text says that it does not always work. - not always work)
Why not? circle in directionone one& circle in directionthe other the other
8 Why can you say that you may become a - many left-handed people)
president in the future? - including the presidents of the U.S.A.
○ ４（板書例）Part
It is thought that Draw circles with both hands at the same time.- ten percent left hands：
draw = clockwiseboth circlesno one can tell us for sure then left-handed⇒
- 1 genetics both of them = counterclockwisebecause of )
2 one's environment right-handed) ⇒
or 3 something else)
fun- not always work ⇒
this test circle in directionone one- to find out "You may be left-handed." & circle in direction： the other the other
Don't worry!- many left-handed people ⇒
ex. presidents of the U.S.A.
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（ を記入する。さらに情報を追加してもかまいません ）Lesson 7 Part 4 Mapping Key Words 。
When
in the futureWho
not for sure
TopicWhy
What
not always work
How
left-handed
( )Summary
( )words
検
年 組 番 氏名：
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Lesson 7 Part 4 Mapping
Whenright now
in the futureWhoten percent
understand betternot for sure
environmentTopicleft-handedness Why
genetics
Whatthe test
not always work
Howdraw circles
fun
clockwisecounterclockwise
left-handed right-handed
Don't worry!
Lesson 7 Part 4 Summary for ReproductionRight now, we don't know why people are left-handed or not, but in the future, we willunderstand more about why they are. You can find out if you are left-handed by taking atest. In this test, draw circles with both hands at the same time. If you draw both circlesclockwise, you may be a left-hander. However, this test does not always work, because
( )some people draw circles in different directions. 73 words
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Lesson 7 Part 4 Summary Reproduction - Feedback
（１） （教科書本文）Text
It is thought that ten percent of the people in the world use their left hands more than their right.Right now, no one can tell us for sure whether it is because of genetics, one's environment, orsomething else. But in the future, we will understand left-handedness better.
You may be left-handed even though you write with your right hand. Take this test to find out.Draw circles with both hands at the same time. If you draw both circles clockwise, then you areprobably left-handed. If you draw both of them counterclockwise, you are probably right-handed. Thistest does not always work, because some people may draw one circle in one direction and the othercircle in the other direction. It is fun to try, isn't it? Anyway, don't worry if you are left-handed. Thereare many left-handed people around you. You may even become the president of a country in the
( )future! 106 words
（教科書のテキストと比べてみよう）（２）Summary for Reproduction
Right now, we don't know why people are left-handed or not,①
= No one can tell us for sure whether....
but in the future, we will understand more about why they are.= left-handedness
You can find out if you are left-handed by taking a test.②
= Take this test to find out
In this test, draw circles with both hands at the same time.③
If you draw both circles clockwise, you may be a left-hander.④
However, this test does not always work,⑤
↓
because some people draw circles in different directions.= one circle in one direction
the other circle in the other direction
（３）要約（例）
左利きとなる要因は未だ十分に解明されていない。左利きかどうかを試す検査がある。それが正しいか
どうかは別にして楽しんでみてはどうか。左利きの人はたくさんいるのだから，左利きであっても心配
する必要はない （１００字）。
（４） （別解 ）Summary JTE
We don't know much about left-handedness now, but we will understand better in the future. If youtake a test, you will know if you are a left-handed person or not. Though this test does not always
( )work, you can enjoy it. You don't have to worry if you are left-handed. 51 words
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平成２０年１１月１８日（火）文部科学省 実地調査（授業説明）SELHi「英語Ⅱ」 調子 和紀
当日の授業について
活動①：音読練習（フレーズ・リーディング，オーバーラッピング，リピーティング）
目 標：登場人物の心情を捉え，英語らしいイントネーションやリズムで音読することができる。
内 容：１）個々の単語を正確に発音させる。
２）ＣＤを活用して，まずフレーズ・リーディングで英文の概要を理解させる。
３）オーバーラッピングやテキストを見ずに行うフレーズ毎のリピーティングができるように十分練習
させる。
課 題：家庭学習でのＣＤの活用について，その必要性を繰り返し指導しているが，教材のレベルが高くなるに
つれて，音読練習のような基礎的な活動にかける時間は，明らかに減少している。そのため，授業でも
時間をかけて練習させなければならない。
活動②：マッピング
目 標： ストーリー･ライン」をマッピング形式で図式化することで英文の流れを把握し，ストーリー・リテ「
リングにつながる活動をすることができる。
内 容：１）登場人物ごとのキーワード（フレーズ）を聞き取り，バブルなどを用いて適切に配置させる。
２）ペアで相談しながら，情報の共有，ストーリー・ラインの確認を行わせる。
３）必要な語句のみを用いて，適切にストーリー・リテリングができるように指導する。
課 題：マッピングでは，生徒に内容把握だけでなく，登場人物の心情や人間関係を捉え，記述することを求め
， 「 」 。 ，たいが 生徒は 理解できたこと をつなぐ活動に終始してしまいがちである 大切なポイントを含め
心情描写などの表現を用いながら，内容をまとめる練習をさせるために，マッピングの方法や必要な情
報などを示すサンプルの提示が必要である。
活動③：英語のＱ＆Ａによる内容理解
目 標：英語を通して英文を理解することができる。
内 容：１ 「予習プリント」での英語の質問には，予習の段階で答えを準備させる。）
２）授業では，さらに追加した質問にも即座に答えさせることもある。
３）登場人物の心情をくみ取るような質問を準備し，より深い内容理解を促す。
４）Ｑ＆Ａを通して理解できた情報を，マッピングシートに追加記入させる。
課 題：単純に，教科書の内容を抜き出すような質問には十分対応するが，他のパートとリンクする内容の質問
や，登場人物の心情をくみ取るような質問に即座に答えるのは難しいようである。質問の内容を徐々に
レベルアップさせているが，まだまだ発展途上の段階である。
活動④：ストーリー・リテリング
目 標： マッピング」を見ながら，英語で「ストーリー・リテリング」を行うことができる。「
内 容：１）マッピングされた情報だけを見ながら英文をパラフレーズし，内容を書き換えることができる。
２）グループ・ワークによる活動では，お互いの書き換えたストーリーを発表・交換させる。
３）リテリングした英文と，教科書の英文とを比較し，表現の違いなどについて気づかせる
課 題：英語による発表ではリテリングした内容よりも，英文の長短などでお互いを評価する傾向があったりす
る。登場人物の台詞や心情についてパラフレーズしながらリテリングをすることについては，パラフレ
ーズした表現などサンプルの提示を含め，十分に指導する必要性がある。
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② ⅡTeaching Plan of English（ ）平成２０年１１月１８日 火
文部科学省 実地調査SELHi調子 和紀（２年７組）
(1) Date / Time Tuesday, November 18th, 2008 / 11:40 - 12:30 (4th period)：
(2) Textbook PRO-VISION English (Kirihara Shoten)： ⅡLesson 5 The Beech Tree
(3) Allotment 10 periods are allotted to this lesson and today's lesson is the 7th.：
)1) Part 1 Comprehension ( Mapping & Story Retelling)2) Part 2 -1 Comprehension ( Mapping & Story Retelling)3) Part 2 -2 Comprehension ( Mapping & Story Retelling)4) Part 3 -1 Comprehension ( Mapping & Story Retelling)5) Part 3 -2 Comprehension ( Mapping & Story Retelling)6) Part 4 -1 Comprehension ( Mapping & Story Retelling
7 Part 4-2 Comprehension ( Mapping & Story Retelling Today's lesson) ) ＊
8) Extra Passage Comprehension & Comparison9) Summing Up & Grammar
10) Think and Speak Up
：(4) General aims of this lesson1) To have the students understand the situation & feeling of Grandfather, Mary Lou and her family2) To have the students retell the story in English using a vocabulary map3) To improve the students' integrated skills of listening, speaking, reading and writing
：(5) Aims of this period1) To have the students give their outlines using the vocabulary map2) To have the students retell the passage with the help in their groups3) To have the students compare their retold stories with their friends' and the sample story and reinforcetheir understanding
：(6) Goals and evaluation of this period1) Can repeat the CD with appropriate pronunciation, understanding the story2) Can retell the passage3) Can notice other expressions and understand the text more deeply4) Can cooperatively work in groups to do some activities
○生徒の状況および本時のねらい
生徒は，１年次より聞いてメモしたキーワードから英文を再生する言語活動として「ディクトグロス」を
続けてきた。最初は英文の一部を再生する活動（リプロダクション）から始め，次に英文の要約文を再生す
る活動(サマリー・リプロダクション）など通してステップアップを図ってきた。また，メモの取り方の一
つとして重要なキーワード(キーフレーズ)のみをビジュアル化（マッピング）する手法をいくつかのレッス
ンで取り入れてきた。
本時では 「ストーリー・ライン」として書き取る情報だけでなく，その中から登場人物の心情を読みと，
るようなマッピングができる工夫を求めている。生徒には，マッピングしたワークシートを見ながら「スト
ーリー・リテリング」の活動をさせる。会話の部分には間接話法を用いたり，本文をパラフレーズしたりす
ることなどを通して，客観的に登場人物の心情を読みとるような表現が工夫できるように指導する。
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(7) Teaching Procedure:
Activities GoalsProcedure (Time)
Instructor Students & Evaluation
1 Greeting (1) Greets student (Ss). Greet the instructor.
2 DictoglossMapping (25)
1 Phrase Reading Has Ss read with the CD Read with the CD Can read loudly to)
phrase by phrase. phrase by phrase. understand the chunk ofthe text.
2 Overlapping Has Ss overlap with the CD. Overlap with the CD. Can overlap loudly.)
3)Vocabulary Has Ss listen to the CD and Listen to the CD and Can concentrate onmapping draw the map. take notes on the map. listening and mapping.
(group work) Has Ss share their maps. Share the information C a n w o r kon the map with Ss cooperatively.
4 Qs and As Gives Ss some questions in Answer the questions in)
Eng l i sh to he lp Ss English, confirming and C a n a n s w e r t h eunderstand the text. adding information on the q u e s t i o n s a n d
map. understand the text.
5)Overlapping Has Ss overlap with the CD. Overlap with the CD. Can overlap loudly.
3 Story Retelling(20)
1 Story Retelling Has Ss retell the text using Retell the text using the Can retell the text)
(group work) the vocabulary map. vocabulary map. using their maps.Has Ss present their retold Present their retold Can present and listen
stories in the group. stories in the group. to their retold stories inthe group.
Has Ss choose some good Choose some goodstories in each group. stories in each group.Has a few Ss present their Present their retold Can present and listen
retold stories in the class. stories in the class. to their retold stories inthe class.
2 Comparison Has Ss compare the sample Compare the sample Can compare the)
(group work) map and retold story with map and retold story with sample map and retoldtheirs. theirs. story.Has Ss pick up some Pick up some different Can not ice other
different expressions from the expressions from the text e x p r e s s i o n s a n dtext in groups in groups understand the text
more deeply.
4 Consolidation (3) Has Ss close the textbook Close the textbook and Can repeat the CD1) Repeating and repeat the CD. repeat the CD. with their textbooks
closed.
5 Greeting 1 Greets students. Greet the instructor.( )
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予習プリント（Ｑ＆Ａ）
Lesson 5 The Beech Tree Part 4-1The next day, coming home from school, Mary Lou found her father preparing Grandfather's trunk. Seeing
this, she declared, “Grandfather is not going!”“What? How did you know, Mary Lou?” her father asked, astonished.Her mother, hearing this, came out of the kitchen and said, “But Grandfather wants to go. We've just talked
about the matter.”“No,” Mary Lou said, beginning to cry. “No, no, no!”“Why, Mary Lou!” Her mother also had to raise her voice.Mary Lou told them everything then. “I heard you talking last night. It's wrong that he makes us feel sad. I
wish Grandfather would stay with us forever.” She went on, “And we talked about the big beech and the littletrees.”
“What is she talking about?” her mother said. “The big beech?”
：Questions1 What does the grandfather's trunk imply?2 What was the adults' agreement like?3 What did Mary Lou insist to her mother?4 What did Mary Lou try to mention, referring to the beech trees?
Lesson 5 The Beech Tree Part 4-2So Mary Lou took her mother and father to the old beech.“There it is,” Mary Lou started to explain. “That old beech is Grandfather and those little trees growing
around it are us. They don't throw the old one away.”Her mother didn't know how to respond.“Mother,” Mary Lou said impatiently, “Would you like it if someday I sent you away when you are old?”“No,” her mother said thoughtfully, “no, I wouldn't like that.”“Now you know how I feel about Grandfather!” said Mary Lou. “Please don't send him away. I'll do anything
to take care of him.”“There seems to be a good deal of truth in what Mary Lou is trying to say, Marian,” her father said.“Well, if that's the way she feels,” her mother said, “then, yes, I was completely wrong.”That was the way it ended. The moment they got home, Mary Lou's mother said to Grandfather, “Please
stay with us. We have decided that we can't spare you.”Grandfather looked up, surprised. “But I thought ...” he began.Mary Lou said, “Please, please, stay with us.”Grandfather, now surrounded by their lively faces, felt like the old tree. And he knew one thing for sure.
This was right.
：Questions1 Where did Mary Lou take her parents?2 What did she try to tell her parents by saying "They don't throw the old one away"?3 Why did Mary Lou ask her mother a question impatiently?4 What did her mother learn to understand through the conversation with Mary Lou?5 How did the situation end?6 Why was Grandfather surprised?7 Why did Grandfather feel like the old tree?
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Lesson 5 Mapping
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Lesson 5 Part 4 #1 Lesson 5 Part 4 #2生徒の作品① 生徒の作品②
生徒の作品③ 生徒の作品④
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○生徒の作品（原文のまま） ※マッピングの生徒の作品番号①～④と同じ作品。
, November, 17, 2008Story Retelling Lesson 5 Part 4 #1 Monday： （２年５組）
The next day, when Mary Lou came home, she found her father preparing Grandfather's trunk. She was①
very sad, and talked about what she heard last night. And she also talked about the beech tree and thelittle trees. But her mother couldn't understand.
Tuesday, November, 18, 2008Story Retelling Lesson 5 Part 4 #2： （２年７組）
Mary Lou took Mother and Father to the old beech. She asked Mother that Mother want to sent away②
when she began old. Mother answered no. Then, Mother admitted that she was completely wrong. Theygot home and Mother said to Grandfather, "Please stay with us." Grandfather was very surprised. Now, he
( )surrounded by lively faces and feels like the old beecch. He thought this was right. HS
Mary Lou took her parents to the old beech. And explained that the old beech is grandfather and the③
little trees are Mary Lou and parents. And asked mother she would like to send herself away by Mary Louor not. Then mother noticed grandfather's feeling and understand that she was wrong. At home, mother
( )said grandfather to stay with them. Grandfather feel like the old tree, and he thought that was right. MM
Mary Lou took her parents to the old beech tree and told them that the small tree don't sent the old tree④
away. Her parents knew how grandfather feels. And her mother asked him to stay with them. Grandfather( )was surprised at first, but finaly he agreed. YF
○他の生徒の作品（ のみ）Story Retelling
Mary Lou took her mother and father to the old beech to show the meaning of her words. She asked⑤
her mother whether her mother wanted Mary Lou to send away to the nursing home if she were an oldperson. Her answer is no. Mary Lou persuaded them as hard as she could. Consequently, Grandfathercould become a member of her family again. He was surrounded by lively faces, felt like the old tree.
( )Maybe they will spend happy. AK
Mary Lou took her parents to the big beech and explained that the big beech is Grandfather and little⑥
trees are them, and that they don't abandon the beech. Hearing that, the mother was impressed andunderstood how wrong she was. At last they decided to stay with grandfather and they will spend happy
( )time smiling at him like the beech trees. YK
Mary Lou's parents could make sense of her words. After listening to Mary Lou's words, she found⑦
herself being wrong, and also knew that without grandfather, they can't live like little trees without the oldbeech. Her mother and she asked her grandfather to stay with them. Surrounded by his family, grandfather
( )seems to be the old beech. MK
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（教科書本文の内容と，生徒が書いた「ストーリー･リテリング」での表現の違いをまとめる ）Feedback 。
Compare your retold story with the textbook.List up your and your friends' expressions which are different from the textbook.
In the textbook Sample Expressions
p69 ll.22-24★
There it is ... the old one away. Mary Lou told her parents about the relationship☆
between the old tree and the little trees.p.70 ll.2-8★
Mother ... take care of them. There she said that the way beech trees grew☆
seemed just like the family.p.70 ll.6-12★
Now you know ... completely wrong. Mary Lou persuaded her parents to have GF with☆
them.Mary Lou insisted that the family should be together.
They understood Mary Lou's feelings☆
how Mary Lou feltand decided to stay with GF.
Mother admitted her fault☆
what she thought was wrongand asked GF to stay with them.
p.70 ll.17-19★
Grandfather looked up ... please stay with us. Although GF was asked surprised at the way things☆
had changed, he accepted to live with them.p.70 ll.20-22★
Grandfather ... This was right. GF felt happy like the old beech and believed that☆
this was right.
GF felt as if he were the old beech and realized that☆
this was what they were supposed to be.
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③平成２０年度スーパー・イングリッシュ・ランゲージ・ハイスクール
文部科学省 実地調査（記録） 平成２０年１１月１８日（火）SELHi文部科学省調査委員
三浦省五先生
（１ 「英語Ⅰ」について）
・生徒と接するときの英語を話す表情など，先生方は楽しそうだ。生徒に授業後に尋ねると 「楽しく勉強させ，
てもらっています 」と言っていた。授業内容も高度である。レベルが高く生徒が退屈していない。文法を超え。
たところに目標を置いていると感じている。生徒が自分でマッピングのバルーンが作れるようになったらよい。
・目標が「コミュニケーション能力の育成」であっても，やはり文法は全く指導しなくてよいということにはな
らない。生徒は皆同じ能力を持っているわけではない。ある程度文法が身についていないと最終的に伸びないの
で，二重，三重にやらなければならない。できるだけ生徒の個に応じた指導をすべきである。
（２ 「英語Ⅱ」について）
・テキストの内容が良かった。感動した。意図的にバルーンの数が少なくしてあったのは進歩だった。生徒の発
表をどう評価するのか。作品をどう蓄積していくのか。ポートフォリオとして残すことが大切である。書いたも
のを読ませると，早口で声も小さくなるのでよくない。コミュニケーションとして成立するように，はっきり大
きな声で読むように指導しなければならない。また，単に書いた作品を読ませるレベルで終わるのではなく，自
分の言葉としてスピーチさせたい。
（３） の研究開発の進捗状況についてSELHiThe mapping activity has increased in freedom and openness. It was a great improvementガードナー先生：
that students decided what's important for themselves in consulting with other students. I was glad to see thatsome of the students used mapping in note-taking section, connecting more than two ideas. Mr. Watchmanwas surprised to see them talking in English.
竹野先生：従来の知識の詰め込み指導に陥るのではなく，技能として英語そのものを指導しているのがすばらし
い。読んでマッピングするという試みも面白い。サマリーに役立つ。２年生のパラフレーズは英語を英語で理解
し，発信するよい試みだ。３年生でもまだ実践的コミュニケーションに重点を置いているのは驚きだ。これだけ
のことができるとは。間違えながらでも英語を使わなければ上達しない。倉敷南高校の生徒は幸せだ。
小寺く先生（県教育庁指導課 ：倉敷南高校の一致協力体制に感銘を受けた。ポストセルハイを意識して，今後）
も普及を続けるように期待している。
三浦先生：四技能統合という難しいテーマにチャレンジしていてよかった。自分の学生時代から言えば，夢のよ
うな授業だった。今の生徒は幸せだろう。話すための授業となると教材のレベルが落ちてしまいがちなのだが，
倉敷南高校では言語材料のレベルを落としていない。これまでの成果をふまえ，倉敷南高校は岡山県の英語教員
の研修センターとしての役割を今後も担えるのではないか。セルハイ研究を継続するのはしんどいものだ。今後
どう持ちこたえていくかが課題だ。どう学校として環境を整えていくのか。県教委や国に支援を求めながら模索
していって欲しい。
髙塚先生：３年間の困難さと実践のすばらしさを三浦先生にお認めいただいたことを感謝する。岡山大学大学院
生も後期から授業を見せていただき，これから教員になる者への普及にも取り組んでいただいている。概要把握
や再生ライティング力をつけている代わりに，文法や発音の正確さなどが常に課題になっており改善できていな
い点もある。ガードナー先生がいつも「題材の個人化 」と言われるが，本日三浦先生からも指(personalization)摘があった。日常的に「ＯＣＩ」ではディベートまで踏み込んで自己発表している 「英語Ⅰ」と「英語Ⅱ」で。
は技能統合に焦点化しており，科目で分担がなされている。３年生は入試もあるので，正確な読み書きに焦点化
してもよい。
