1

表 1・表 4

新学習指導要領対応

Corresponding to the New Course of Study.

小学校外国語活動教材

Teaching Materials for Elementary School Foreign Language Activities

Let’s Try! 1

Let’s Try! 1

指導編

Teachers’ Guide

文部科学省

Ministry of Education, Culture, Sports, Science and Technology (MEXT)

学校

年 組

School

Year Class

名前

Name

2

新学習指導要領対応

小学校外国語活動教材

Let’s Try ①

もくじ

Corresponding to the New Course of Study.

Teaching Materials for Elementary School Foreign Language Activities.

Let’s Try 1

Table of Contents

Unit 1 Hello!

あいさつをして友だちになろう

Hello. ／ Hi. ／ I’m （Hinata）. ／ Goodbye. ／ See you.

Unit 1 Hello!

Let’s say “Hello” and make friends.

Hello. / Hi. / I’m (Hinata). / Goodbye. / See you.

Unit 2 How are you?

ごきげんいかが？

How are you? ／ I’m （happy）.

Unit 2 How are you?

How are you?

How are you? / I’m (happy).

Unit 3 How many?

数えてあそぼう

How many（ apples）? ／（ Ten）（ apples）. ／ Yes. ／ That’s right. ／

No. ／ Sorry.

Unit 3 How many?

Let’s count and play with numbers.

How many (apples)? / (Ten) (apples). / Yes. / That’s right. / No. / Sorry.

Unit 4 I like blue.

すきなものをつたえよう

I like （blue）. ／ Do you like （blue）? ／ Yes, I do. / No, I don’t. ／ I don’

t like （blue）.

Unit 4 I like blue.

Share what you like.

I like (blue). / Do you like (blue)? / Yes, I do. / No, I don’t. / I don’t like (blue).

Unit 5 What do you like?

何がすき？

What do you like? ／ I like（ tennis）. ／ What（ sport） do you like? ／

Unit 5 What do you like?

What do you like?

What do you like? / I like (tennis). / What (sport) do you like? / I like (soccer).

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I like（ soccer）.

Unit 6 ALPHABET

アルファベットとなかよし

（The “A” card）, please. ／ Here you are. ／ Thank you. ／ You’re

welcome.

Unit 6 ALPHABET

Let’s get to know the alphabet!

(The “A” card), please. / Here you are. / Thank you. / You’re welcome.

Unit 7 This is for you.

カードをおくろう

What do you want? ／（ A star）, please. ／ Here you are. ／ This is for you.

／ Thank you. ／ You’re welcome.

Unit 7 This is for you.

Let’s make greeting cards!

What do you want? / (A star), please. / Here you are. / This is for you. / Thank

you. / You’re welcome.

Unit 8 What’s this?

これなあに？

What’s this? ／ Hint, please. ／ It’s （a fruit）. ／ It’s （green）. ／

It’s （a melon）. ／ That’s right.

Unit 8 What’s this?

What is this?

What’s this? / Hint, please. / It’s (a fruit). / It’s (green). / It’s (a melon). / That’s

right.

Unit 8 Who are you?

きみはだれ？

Are you （a dog）? ／ Yes, I am. / No, I’m not. ／ Who are you? ／ I’m

（a dog）. ／ Who am I? ／ Hint, please.

Unit 8 Who are you?

Who are you?

Are you (a dog)? / Yes, I am. / No, I’m not. / Who are you? / I’m (a dog). / Who

am I? / Hint, please.

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P2-3

本書の使い方

How to use this book

学習指導要領で示された，教育課程全体を通して育成を目指す資質・能

力の三つの柱に沿った各単元の目標と，関連する主な言語材料を記して

います。下線は，新出の表現を示しています。

This section describes the objectives of each unit and the related primary

language materials, which follow the 3 pillars supporting capacity and ability

described in the New Course of Study. The underlined parts indicate newly

introduced phrases.

各単元の特徴やねらい，指導上の留意点を解説しています。単元に入る

前に読むことで，その学習内容の全体像を理解することができます。

Each unit's features, goals and key teaching points are explained. Please read

these before starting the unit, so as to understand and get an overall picture of

the learning content.

各活動のねらいや内容，指導上の留意点について記載しています。授業

の準備などに活用ください。

The aims and content of each activity and the key teaching points are described.

Please use this for lesson preparation and other purposes.

単元には，Let’s Listen / Watch and Think / Play / Chant / Sing, Activity が設定

されています。それらは主に，児童に言語や文化についての気付きを促

したり，設定された言語材料の意味を推測したり慣れ親しんだりするこ

とをねらいとしています。Activity は，既習表現などを使って，児童が友

達とコミュニケーションを図ることをねらいとしています。なお，ここ

で扱われているワークシートは，全て文部科学省ホームページに掲載さ

れています。

“Let’s Listen” / “Let’s Watch and Think” / “Let’s Play” / “Let’s Chant” / “Let’s

Sing” / and “Activity” sections are included in each unit. The main objectives of

these sections are to promote awareness of English language and world culture

among the pupils and enable them to guess the meaning of and use the new

language. The “Activity” sections aim to have pupils communicate with

classmates using phrases that they have learned. Note that all of the worksheets

used here can be found on the MEXT website.

Let’s Try! ❶の誌面です。児童が実際に書き込んだり，これをもとに活動

を行ったりします。

In Let’s Try! ❶ pupils actually write in the book and use it to engage in

activities.

付属のデジタル教材に収録されている音声のスクリプトを記していま

す。主として，Let’s Listen / Watch and Think / Chant / Sing です。

These are the scripts of the audio recordings contained in the attached digital

materials. These are mainly the scripts of the “Let’s Listen,” “Let’s Watch and

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Think,” “Let’s Chant,” and “Let’s Sing” sections.

各単元で指導者が使える表現例です。活動に合わせて使ってみましょう。

記載されているＱＲコードを読み込むことで，音声を聞くこともできま

す。

Each unit has examples of expressions the instructor can use in the classroom.

These should be used in accordance with the activities. You can also listen to

the voice recording by scanning the displayed QR code.

注意点

Important points

該当のページに入りきらなかった解説を，やむを得ず別のページに掲載

する場合には，授業中に使用する際の視認性を高めるため，通常の赤い

見出しに対して，黒い見出しで掲載しています。

When explanations could not fit on the relevant page they were carried over to a

different page. In order to improve the clarity of these materials for use in class,

they are highlighted with a black heading rather than the usual red heading.

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P4-5

Unit 1 Hello!

Unit 1 Hello!

あいさつをして友だちになろう

Let’s say “Hello” and make friends.

単元目標（２時間）

Unit objectives (2 teaching hours = 2 classes)

・世界にはさまざまな言語があることに気付くとともに，挨拶や名前の

言い方に慣れ親しむ。

･Pupils will learn to realize that there are a variety of languages in the world

and become used to saying greetings and their names.

・名前を言って挨拶をし合う。 ･Pupils will say their names and greet each other.

・相手に伝わるように工夫しながら，名前を言って挨拶を交わそうとす

る。

･Pupils will try communicating with each other saying their names and

exchanging greetings.

言語材料

Target Language

○Hello. Hi. I’m（Hinata）. Goodbye. See you.

○Hello. Hi. I’m (Hinata). Goodbye. See you.

○挨拶（hello, hi, goodbye, see you）, friend, I, am

○Greetings (hello, hi, goodbye, see you), friend, I, am

この Unit で学習すること

What pupils will learn in this unit.

世界の挨拶を知り，名前を伝え合う。

Pupils will get to know some of the greetings from around the world and

tell each other their names.

３年生といえば，低学年にはなかった理科や社会科の学習が始まり，

習字やリコーダー演奏など新しい活動も増え，新たな気持ちで学習に取

り組める時期でもある。とりわけ，母語以外の言葉と初めて出会う「外

Grade 3 is a year when students begin to study new subjects they had not

studied in earlier years, including science and social studies courses, with new

activities like calligraphy and playing the recorder, so it is a time when they

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国語活動」の時間は，好奇心旺盛な３年生の児童にとって，たいへん興

味深く心躍るものであろう。特に，小学校外国語教育のスタートとなる

本単元は，今後の活動を大きく左右する重要な意味をもつ。「外国語」と

の初めての出会いを，児童にとって楽しく，心に残る印象的なものにし

たい。

begin to learn many new things. Specifically, they meet languages other than

their mother tongue for the first time in the “foreign language activities,” which

are aimed to be interesting and exciting for grade 3 pupils who are naturally

brimming with curiosity. Particularly this unit, which is the start of elementary

school foreign language education, has important significance because it will

greatly affect future activities. Please aim to make the first meeting with

“foreign languages” enjoyable for pupils and for it to be a positive experience.

児童は，まず，映像を通して世界のさまざまな国の様子や言語に触れ

る。３年生という発達段階を考えると，自分たちを取り巻く世界がまだ

まだ身近な地域にとどまる傾向にある。そこで，活動を通して，世界に

はたくさんの国があり，さまざまな人がいてそれぞれの生活を営んでい

ることに体験的に気付かせ，自分たちも同じ地球に住む一員であること

を感じ取らせたい。また，英語が多くの国で話されていることやその有

用性に気付くことにより，今後の外国語活動への意欲が高まることも期

待したい。

Pupils first come into contact with the culture and languages of the various

countries of the world through pictures. Considering the developmental stage of

third graders, the world around them tends to still be limited to what is nearby.

For this reason, through experiencing these activities, we would like them to

begin to realize that there are many countries in the world, in which a variety of

people live together and to realize that they themselves are members of global

society living on the same planet. It is also hoped that by realizing that English

is spoken in many countries they will realize that learning English is useful, and

so their enthusiasm for learning foreign language activities will grow in the

future.

本単元では，挨拶をして自分の名前を伝え合うことが主な活動となる。

活動を通して，一人一人にはさまざまな思いを込めて付けられた名前が

あり，互いがかけがえのない大切な存在であることを感じ取らせたい。

さらには，人と関わり，挨拶を交わすことの楽しさも実感させ，学級の

よりよい仲間づくりにつなげたい。

The main activity in this unit is to greet and say their own names to each other.

Through this activity, we would like them to get the feeling that each person has

a name that was given to them with much care and thought, and that all of them

are mutually important and precious individuals. Further, we would like them to

feel the joy of interacting with others and exchanging greetings, leading to

strengthening friendships in their class.

Let’s Watch and Think

Let’s Watch and Think

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世界のいろいろな国の挨拶を聞く。

Pupils will listen to greetings from various countries of the world.

自分を取り巻く世界の認識が身近な地域にとどまる３年生の発達段階

を考えると，海外の国や地域，その文化などについて具体的なイメージ

をもつことは難しいと考えられる。デジタル教材などを活用して体験的

に出会うことにより，外国の言語や文化に興味・関心をもつきっかけと

したい。

Considering the developmental stage of third graders whose awareness of the

world around them remains within their nearby surroundings, it is assumed to

be difficult for them to have a concrete image of regions and cultures of

overseas countries. By facilitating pupils experience-based introduction to

foreign languages and cultures through using the digital teaching materials, we

hope to make it an opportunity for them to become interested in the subject.

世界の挨拶を音声で聞かせ，世界にはさまざまな言語があることに気

付かせる。どのような挨拶か，児童に実際に聞こえた通りに言わせてみ

るとよい。それぞれに聞こえ方が違うことも，児童には興味深いと思わ

れる。

Have them listen to greetings from different countries, so they can realize

naturally that there are a variety of languages around the world. It would be

good to have pupils try saying the greetings themselves, the way that they heard

them. This might be interesting for pupils, as there are different ways of

interpreting and saying them.

映像に映る各国の特徴的な風景や生活の様子などと日本との違いや共

通点を考えさせるとよい。世界にはたくさんの国があり，さまざまな人

がいて，それぞれの生活を営んでいることを知るとともに，自分たちも

同じ地球に住む一員であることを感じ取らせたい。

It would be good to have them think about differences and similarities to Japan,

by seeing the characteristic landscapes and daily scenes of each country in the

images. We would like them to see that there are many countries around the

world, all kinds of people, living in their own ways, while feeling that they

themselves are members of a global society living on the same planet.

インターネットなどを活用して，さまざまな国の様子を見せて関心を

もたせることも考えられる。

You might also consider using the Internet to show the unique culture of

individual countries to stimulate interest.

Let’s Chant：Hello!

Let’s Chant：Hello!

児童とともに挨拶などのジェスチャーを考えるなどして，楽しく表現

に慣れ親しませたい。慣れてきたら，ペアで活動させたり自分たちの名

前に置き換えて言わせたりして，意欲を高めたい。

Encourage pupils to think of gestures to go with the greetings and have them

enjoy becoming familiar with the phrases. When they are familiar with them,

have them say their own names in a paired activity, to increase their interest.

● 小学校中学年における外国語活動の指導のポイント ● Guidance points for foreign language activities for the middle grades of

9

elementary school

平成 20 年度告示の学習指導要領において，それまでの総合的な学習の

時間に実施されていたいわゆる英語活動の成果と課題を踏まえ，外国語

活動が高学年に年間 35 時数程度，導入されることになった。21 年度か

らの移行期を経て，23 年度より学習指導要領が全面実施となり，小学校

の学級担任が中心となって，ALT 等の外部人材も活用しながら，各校で

外国語活動に取り組んできた。

The previous Course of Study, released in 2008, introduced 35 hours of

compulsory foreign language activities to the higher grades (5 & 6) of

elementary school per year, based on both the achievements and lessons learnt

from implementing English activities in the period of integrated studies up to

that point. The Course of Study was implemented fully in 2011 after a

transitional period beginning in 2009, and all schools in Japan adopted foreign

language activities to be taught primarily by the elementary class teachers,

while fully utilizing other outside human resources such as ALTs.

そして，平成 29 年３月告示の新学習指導要領において，その外国語活

動の成果と課題を踏まえ，グローバル化に対応した英語教育改革の一環

として，中学年に外国語活動が導入された。

Then in March 2017 guidelines for the New Course of Study, based on both the

achievements and lessons learnt from the previous foreign language activities

for upper grades, foreign language activities in middle grades (3 & 4) too were

introduced, as part of English education reform to prepare pupils for living in a

fully integrated and globalized society.

これまでの外国語活動と趣旨が大きく変わるわけではなく，新学習指

導要領に示されたとおり，コミュニケーションを図る素地となる資質・

能力の育成が目標である。「聞くこと」「話すこと（やり取り）」「話すこ

と（発表）」の三領域における言語活動を通して，その目標を達成しよう

というものである。

This means that there won’t be any large changes in foreign language activities

or their aims up to now, but as expressed in the New Course of Study, the new

objective is to develop the capacity and abilities that form the foundation of

communication. It is intended to achieve these goals through repeated language

activities in the three areas of “listening,” “speaking-interaction” and

“speaking-presentation.”

（続きは７ページへ）

(Continued on page 7)

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P6-7

Let’s Listen

Let’s Listen

音声を聞き，国旗と世界の子供たちとを線で結ぶ。

Listen to the audio and connect the flags and children from different

countries around the world with a line.

登場人物が自国の言語と英語で挨拶する音声を聞き，どの国かを考え

させる活動。前時に視聴しているため，人物を見てあらかじめ予想させ

る。それを確かめるために，さらに音声を聞く必然性が高まり，児童も

集中して聞くであろう。

The aim of this activity is for pupils to listen to the people’s greetings in their

own languages and in English and to think about which country it is. They

already watched and listened to the content in the previous lesson, so have them

watch the characters in the video and make predictions. Pupils will have more

necessity this time to listen to the audio and find the answer, so they will have

to concentrate on the listening activity.

外国の人名は聞き慣れない音だと思われるので，ここでは，正確に聞

き取ることをねらってはいない。自分の名前を言う表現を知るとともに，

一人一人がさまざまな思いを込めて付けられた名前をもっている大切な

存在であることを感じさせたい。

They will likely find foreign names to be unfamiliar, so the goal here is to listen

and understand the names correctly. We want them to learn the phrases to say

their own names, and to feel that each person is unique and important with a

special name that was given to them with a variety of meanings.

Activity

Activity

ペアになって挨拶し，名前を言い合う。

Pair-up, greet each other, and say names to each other.

指導者や友達と実際に挨拶を交わし，名前を言い合う活動。ふだん共

に生活している仲間であるが，英語で挨拶をしたり自分の名前を言った

りすることで，児童にとっては新鮮な経験となるであろう。人と関わり，

コミュニケーションを図ることの楽しさを改めて実感させる機会とした

い。

This activity is for pupils to actually exchange greetings with the instructor and

with their classmates, and to say their names to each other. The learners may be

friends with one another, but it should be a fresh experience for them to greet

and say their names to each other in English. We intend this to be an

opportunity for them to enjoy interacting and communicating with others in

English.

児童の実態に応じて，自分の名前やイラストなどを書いた名刺サイズ Depending on the situation, it might be a good idea to prepare small cards to

11

のカードなどを作成し，挨拶の際に交換させることも考えられる。

make business cards on which they could write their names and draw pictures,

and exchange them when they practice greetings.

（５ページの続き）

(Continued from page 5)

ただ，高学年の外国語活動の趣旨と大きく変わるものではないとはい

え，やはり学習者が中学年であることから，扱う題材や活動は児童の実

態に合わせたものにする必要がある。

It should be noted that while the aims for foreign language activities for 3rd

graders are not greatly different from upper grades, teachers should take into

account that the students are middle graders, so the topics covered and activities

need to be appropriate for the pupils’ developmental level.

ところで，このコラムでは，中学年外国語活動の指導のポイントを，

活動，指導者が使う英語表現に絞って記すことにするが，その多くは高

学年外国語科の指導のポイントに通じると思われる。

Please note that this column describes points for English instruction for middle

graders’ foreign language activities, focusing on classroom activities and

English phrases to be used by the instructor, but most of them are also

appropriate for higher-grade foreign language classes.

扱う語彙や表現が聞いたり話したりされる必然性のある場面を設定する

The importance of setting a context where it would be natural to hear and

speak the vocabulary and phrases in the lesson or unit.

児童が新しく出会う語彙や表現の意味を安易に日本語で与えるのでは

なく，それらが使われる必然性のある場面の中で，それらが使われる様

子を繰り返し見たり聞いたりすることで，児童に，それらの意味を推測

させるようにする。そこで，本教材では，Let’s Watch and Think という活

動を各単元に設定し，映像資料の視聴を通して，児童が推測し，思考を

働かせることをねらいとしている。

It is important not to give the Japanese translation for the vocabulary and

phrases that pupils encounter, but rather have them see and hear them

repeatedly in a context where it is necessary and natural to use them, in order to

have the pupils discover their meanings. To achieve this, there is an activity

called “Let’s Watch and Think” in each unit, which aims at having pupils watch

visual material and try to think and predict the meaning.

また，この活動を参考に，学級の実態により応じた場面設定をするこ

とも大切である。

After watching the video, it is also important to set up a context that is

appropriate for the actual situation, while referring to the contents of the video.

言葉を使うことで慣れ親しませる

Have the learners familiarize themselves with new words and phrases by

actually using them.

子供の言語の獲得については，「言語使用を通して言語獲得」と言われ

る。言語の規則を明示的に教わり，その規則を運用できるよう訓練をす

The traditional approach of just teaching the words or rules of a language and

practicing the language using those rules explicitly, has been used in Japan

12

る方法もあるが，児童期にはそれはあまり向いていないように思われる。

そこで，聞く機会をたくさん与え，先述したように推測させ，言葉を果

敢に使わせる機会を与えて，指導者や友達とやり取りをさせることが大

切である。

previously, but this does not seem the best method for younger learners. It is

said “children acquire language through the use of it,” so this is why it is

important to give them plenty of opportunities to listen, have them predict and

guess as described above, then give opportunities to use the language

practically, as they interact with the instructor and other classmates.

このことは，新学習指導要領においても「実際に英語を用いた言語活

動を通して，次の事項を体験的に身に付けることができるように指導す

る。」と記載されていることと一致する。

This is in accordance with the New Course of Study which states, “Learners

should be led to learn English at this stage through experience and through

language activities where participants actually use English for communication.”

また，言語活動の際には，コミュニケーションを図る目的意識，相手

意識をもたせることが大切であることは言うまでもない。

It is also important to make pupils aware of the objectives of having realistic

communication and consideration for their counterpart during language

activities.

指導者は，英語を使おうとするモデルになる

The instructor should be a model of someone who uses English proactively

in the classroom.

授業で，児童ができるだけ英語を使った言語活動を行うためには，指

導者も積極的に英語を使いたいものである。また，外国語活動において

は，指導者は何より英語を使おうとするモデルでもある。指導者が英語

が苦手だからと距離を置くと，児童も距離を置いてしまうかもしれない。

「先生は，デジタル教材のような発音ではないけれど，ALT の先生のよ

うにすらすらと英語を話さないけれど，英語から逃げていないよ，何と

かして自分の思いや考えを伝えるよ」という英語を使おうとする心強い

指導者をモデルに，児童も「よし，やってみよう」と思うのではないだ

ろうか。

In order to conduct language activities where pupils use English as much as

possible in class, the instructor should actively use English. Also, the instructor

should be an example of someone who tries to use English in foreign language

activities. If the instructor is shy or distant because of a lack of ability in

English, pupils might also keep their distance. If the instructors act as an

encouraging model, who tries to use English with a positive attitude such as “I

may not have the same pronunciation as in the digital teaching materials or

speak as fluently as the ALT, but I will try and do my best to communicate with

others and convey my feelings and thoughts in English,” then pupils will

probably think, “OK, then I will try too.”

指導者が英語を使う際の留意点 Considerations when the instructor uses English.

指導者が英語を使う際には，ジェスチャーを付け，顔や声の表情の豊

かさを心掛けたい。これらは，児童にとっては，不慣れな英語を理解す

When the instructor uses English, try to add gestures, and make clear facial and

vocal expressions. These will assist pupils who are not familiar with English to

13

る大きな手助けとなるからである。また，具体物や半具体物なども使い

ながら繰り返すことも大切である。

understand it better. It is also important to repeat new words and phrases, use

concrete and semi-concrete examples that young learners will understand.

指導者の表現例

Instructor’s phrases

Let’s start our English class.（英語の授業を始めましょう。）

That’s all for today.（今日の授業はこれで終わりです。）

Stand up, please.（立ちましょう。）

Sit down, please.（座りましょう。）

Good morning, everyone.（皆さん，おはようございます。）

See you ［next time / next week］.（また［次回／来週］会いましょう。）

Let’s start our English class.

That’s all for today.

Stand up, please.

Sit down, please.

Good morning, everyone.

See you ［next time / next week］.

授業の開始や終了などで使う表現例を紹介しています。

These are phrases to be used at the beginning and end of classes.

14

P8-9

Unit 2 How are you?

Unit 2 How are you?

ごきげんいかが？

How are you?

単元目標（２時間）

Unit objectives (2 teaching hours=2 lessons)

・表情やジェスチャーの大切さに気付き，感情や状態を尋ねたり答えた

りする表現に慣れ親しむ。

･Pupils will learn to realize the importance of expressions and gestures in

communication and become familiar with expressions for asking and

responding to questions about conditions and feelings.

・表情やジェスチャーを工夫しながら挨拶をし合う。

･Pupils will greet each other while trying to use different expressions and

gestures.

・表情やジェスチャーを付けて相手に伝わるように工夫しながら，挨拶

をしようとする。

･Pupils will attempt to greet another person and also use different facial

expressions and gestures to communicate when necessary

言語材料

Target Language

○How are you? I’m （happy）.

○how, are, me, and, 状態・気持ち （fine, happy, good, sleepy, hungry, tired,

sad, great）

○How are you? I’m (happy).

○how, are, me, and, conditions and feelings (fine, happy, good, sleepy, hungry,

tired, sad, great)

［既出］挨拶・自己紹介

[Review / Previously introduced content] Greetings and self-introduction

この Unit で学習すること What pupils will learn in this unit.

ジェスチャーの大切さを知り，感情や状態を尋ね合う。

Pupils should realize the importance of gestures, and ask about each

other’s feelings and conditions.

本単元は，表情やジェスチャーの大切さや，その表す意味の違いに気 The goal of this unit is to have pupils realize the importance of expressions and

15

付かせ，感情や状態を表す語や表現に慣れ親しませることを目標として

いる。朝の健康観察を実施している学校は多いと思われるが，日常生活

の中で，児童同士が互いの様子を聞き合うといった機会は少ないであろ

う。そうした中，本単元で，児童は，互いの感情や状態を伝え合う体験

をする。活動を通して，コミュニケーションの楽しさを味わわせるとと

もに，同じ教室で過ごす仲間を思いやり，互いに心を配りながら生活し

ていこうとする機運が高まるきっかけになることも期待したい。

gestures, the different meanings these expressions and gestures signify and to

familiarize them with the words and phrases that communicate conditions and

feelings. Many schools conduct a spoken morning health survey, but there are

not many opportunities in their daily lives for pupils to ask each other how they

are feeling. Therefore, this unit provides pupils with an opportunity to

experience communicating feelings and conditions to each other. Through this

activity, while having students enjoy the pleasure of communication, we also

hope it provides an opportunity for pupils to illustrate thoughtfulness to the

classmates they spend their school life with and show mutual care for each

other.

第１時で，児童は，感情や状態を表す語や表現と出会う。誌面では，

３年生の児童にとって身近な「遠足」の一コマを取り上げ，登場人物の

会話の内容が推測できるような場面設定をしている。具体的な状況と登

場人物の表情から，どんなことを話しているかを想像させながら表現と

出会わせたい。さらに，第２時では，さまざまなジェスチャーを扱う。

In the first teaching hour (class), pupils encounter words and phrases that

express conditions and feelings. The page shows a scene from a familiar event

to third graders, a field trip, so that they can guess the content of the characters’

conversations. From the specific situations and expressions of the people in the

scene, we would like pupils to imagine the content of the conversations while

they encounter the phrases in English. In the second lesson, a variety of gestures

are also used to communicate.

ジェスチャーが，コミュニケーションにとって大切な要素の一つである

ということに加え，それが表す意味は，国や地域によって違いがあるこ

とにも気付かせる。単元最後には，児童同士が互いの状態を尋ね合う活

動を設定している。通常，挨拶の受け答えとして“I’m tired.” “I’m sad.” な

どと言うことはまれであることを伝えながらも，ここでは，さまざまな

感情や状態を表す言葉に慣れ親しませるというねらいから，児童の自由

な表現を認めたい。

Also take care to make them aware that in addition to gestures being an

important element of communication, the meaning that they convey may differ

according to the country or region where they are used. At the end of this unit,

there is an activity where pupils ask each other how they are. While telling them

that ordinarily, phrases such as “I’m tired,” or “I’m sad,” are rare in response to

greetings, in this activity we would like to let pupils express themselves freely

in order for them to become familiar with words that express a variety of

conditions and feelings.

Let’s Watch and Think 1 Let’s Watch and Think 1

16

場面や表情を手掛かりにそれぞれの登場人物がどんなことを言っている

かを考え，感情や状態を表す表現を知る。

The aim in this section is for learners to guess the meaning of phrases that

express feelings and conditions, through thinking about what each

character is saying with the scenes in the video as hints.

３年生にとって身近な「遠足」の一コマを取り上げ，登場人物の会話

の内容が推測できるような場面設定をしている。具体的な状況と登場人

物の表情から，どんなことを話しているかを想像させながら表現と出会

わせたい。そのことにより，感情を伝えるうえで，表情やジェスチャー

がいかに重要な役割を担っているかに気付かせる機会ともなる。

This unit sets a scene from a familiar event to third graders, a field trip, so they

can imagine the content of the characters’ conversations. Have them encounter

the phrases while they imagine what the characters are saying based on the

specific situation and characters’ expressions. This is also a chance for them to

realize the important role that facial expressions and gestures play in conveying

feelings.

感情や状態を英語で言い合う必然性を作るため，意図的に外国の子供

も交えた設定にしている。英語を使えば ALT の先生とも互いの気持ちを

伝え合うことができることに気付かせ，英語を使ってコミュニケーショ

ンする意欲を高めるきっかけとしたい。

In order to create the necessity to communicate feelings and conditions in

English, foreign children have also intentionally been included in the scene. We

would like them to realize that by using English they can exchange feelings

with foreigners such as the ALT, or foreigners in their neighborhood and use

this as a chance to naturally increase their motivation to communicate in

English.

発展的な活動として，音声を聞かせて，その言葉を言っている人物を

さし示すなどの活動も考えられる。また，登場人物をまねて児童に今の

気持ちを言わせてみるのもよい。そうした中で，児童は，表現の意味を

体験的に理解することができるであろう。

An example of extension activities would be to have students listen to the audio

and find the character that is saying those words. Also, it could be good to have

pupils imitate the characters who say how they are feeling. Through doing these

activities, pupils can hopefully understand the meanings of the phrases without

explanation in Japanese.

何度も音声を聞かせてまねさせたあと，指導者のジェスチャーを見て

どんな感情を表しているかを当てさせる，ジェスチャー・クイズなども

できる。

After repeatedly having them listen to and copy the audio, have them watch the

instructor make gestures and guess what feeling he is expressing, as a gesture

quiz.

誌面は，遠足の場面で，５組の子供の様子が示されている。①上段左

の二人は，お昼ご飯を食べる前にボール遊びをして，疲れしまったよう

である。④上段中央の二人は，一人がもう一人のお弁当がおいしそうな

The pages show five groups of pupils in a field trip scene. (1) The two on the

upper left played with a ball before lunch, and look tired out. (4) One of the two

in the upper middle is unconsciously gazing at the lunch of the other because he

17

ので思わずのぞき込んでいる。もう一人の子供は，お弁当がおいしそう

と褒められてうれしそうである。⑤一番右の二人は，一人がお弁当をさ

っと食べてしまい，眠そうな様子である。そこで，もう一人の子供が気

遣って声をかけているところである。②下段左では，ちょっとトラブル

が起きたようである。一人が楽しみにしていたおにぎりを落としてしま

い，悲しくなってしまった。そこで，もう一人が自分のお弁当を分けて

あげようと声をかけている様子である。③下段中央では，二人のうち一

人が，さっさと自分のお弁当を食べたけれど，まだおなかがすいている

のか，隣の友達を羨ましそうに見ているところである。

thinks it looks delicious. The other child looks happy that his lunch has been

praised because it looks delicious. (5) One of the two children on the far right

has eaten his lunch quickly and looks sleepy. The other child is thoughtfully

speaking to him. (2) On the lower left, it seems there has been a little bit of

trouble. One child has dropped the onigiri rice ball that he had been looking

forward to eating and has become unhappy. The other child seems to be offering

to share her lunch. (3) One of the two in the lower middle of the picture has

quickly eaten his lunch, but maybe he is still hungry, because he is looking

enviously at his friend beside him.

18

P10-11

Let’s Listen

Let’s Listen

音声を聞き，登場人物と様子を表すイラストを線で結ぶ。

Learners should listen to the audio, and draw lines to connect the people to

the illustrations that show their feelings.

前の活動を踏まえ，まず，下のイラストがどんな感情や様子を表して

いるかを児童に尋ねるとよい。児童が日本語で言った場合も認め，指導

者が英語で言い替えて繰り返し表現を聞かせるようにする。

Based on the previous activity, first ask pupils what feelings and situations are

shown in the illustrations. It is fine for them to answer in Japanese, and in that

case the instructor should rephrase their answers in English and then let them

listen to the phrases repeatedly.

本活動で児童は初めて，How are you?の表現と出会うことになる。そこ

で，ALT 等と学級担任とが How are you? I’m ～.などと会話をするなどし

て，本活動の導入時に感情や状態を尋ね合う場面を見せ，おおよその意

味をつかませておくとよい。

In this activity it is the first time for pupils to encounter the phrase, “How are

you?” At first, it is suggested that the class teacher and ALT could hold

conversations using, “How are you?” “I’m ～,” showing the learners examples

of situations where people ask each other about their conditions and feelings so

that they come to understand the general meaning of these phrases.

挨拶の受け答えとして I’m tired. I’m sad.などと言うことはまれである

ため，本活動では取り上げていない。しかし，感情を表す言葉として慣

れ親しませることは大切である。

Because it is rare to say, “I’m tired” or “I’m sad” in response to the question,

“How are you?” they are not used in this activity. However, it is important to

familiarize pupils with them as words that express important feelings.

発展的な活動として，本活動のあと，実際に，指導者が How are you?

と数名の児童に尋ねるとよい。実際に使うことで児童は言葉の意味をよ

り深く理解していくであろう。

As an optional extension activity, it is recommended that the instructor actually

asks a few pupils, “How are you?” and elicits their answers. They are likely to

gain a deeper understanding of the meaning of the words by using them and

personalizing the phrases.

Let’s Sing 1：Hello Song Let’s Sing 1：Hello Song

オリジナルのジェスチャーを児童に考えさせるなどして楽しく歌わせ

たい。指導者と全員，隣同士で，自由に歩いて，ペアでなど，活動形態

に変化をつけるなどして意欲を持続させるような工夫が大切である。

We would like to have pupils enjoy singing this song using original gestures

that they think up. It is important to try different approaches to maintain their

concentration and motivation by changing the activities for example singing

19

with the instructor and everyone together, singing with the pupil next to them,

while walking freely, or in random pairs.

慣れてきたら，児童に言いたい表現を尋ねるなどして good 以外の言葉

に置き換えて歌うとよい。

When they get used to it, ask them what expressions they would like to say, and

sing it by replacing “fine,” for example with “good.”

Let’s Sing 2：Goodbye Song Let’s Sing 2：Goodbye Song

まず音声を聞かせ，聞き取れた表現を尋ね，goodbye などの言葉を児

童から引き出すとよい。そして，どのような場面で使われる挨拶か，児

童の発言も促しながら意味をつかませるようにする。

First have them listen to the audio then ask what phrases they heard and try to

elicit words such as “goodbye” from pupils. Then, let them identify what

greetings are used in which situations and grasp the meaning of the phrases

while encouraging them to speak up.

Let’s Watch and Think 2 Let’s Watch and Think 2

それぞれのジェスチャーについて，どんなことを表しているかを知る。 Learners should try to grasp what each of the gestures mean.

指導者も実際にジェスチャーをして，児童に見せる。 The instructor should actually makes the gesture and shows pupils.

Come here.については，日本式に指先を下にしてジェスチャーをする

と，人を払うという逆の意味にとられることが多い。日本と外国の文化

や習慣の違いについて体験的に理解し，多様な考え方があることに気付

く機会としたい。

Regarding “come here,” the Japanese gesture of pointing the fingertips

downwards is often taken by foreigners to mean the opposite, i.e.; telling people

to go away. This example should be an opportunity for pupils to understand

through experience that there are differences in cultures and customs between

Japan and other foreign countries, and to realize that there are many different

ways of thinking.

アイコンタクトや声の大きさ・抑揚などとともに，表情やジェスチャ

ーを活用することで，自分の思いがより相手に伝わることを理解させた

い。

We would like pupils to understand that using facial expressions and gestures

along with eye contact, a loud enough voice and correct intonation help

communicate their ideas better to others.

指導者や児童がいずれかのジェスチャーをし，どんなことを表してい

るかを当て合うジェスチャー・クイズをするなど，発展的な活動も考え

られる。そうすることで，児童は，より主体的に表現やジェスチャーの

意味を理解するであろう。

Extension activities may include a gesture quiz where either the instructor or

pupils make a gesture and the others guess as to what the gesture means. That

way, pupils can understand more clearly the meaning of phrases and gestures.

Activity Activity

20

児童同士で，様子を尋ねたり，ジェスチャーを付けて答えたりする。 Pupils ask each other how they are and answer using gestures.

活動の前にモデルを示すなどして，相手に自分の気持ちが伝わるよう

表情やジェスチャーを付けるなど工夫することを意識付けたい。

Before engaging in the activity, show pupils an example of how they can use

facial expressions and gestures to communicate their feeling to others, so that

they will try to think up and use effective gestures.

日常生活の中で，児童同士が互いの様子を尋ね合うという機会はほと

んどないと思われる。本活動を通して，コミュニケーションを図り，互

いの気持ちや思いを伝え合うことの楽しさを味わわせたい。

In daily life, it is rare that pupils have an opportunity to ask each other in

English how they are doing. Through this activity, we would like them to

experience the pleasure of communicating how they feel and what they are

thinking to each other.

指導者の表現例 Instructor’s phrases

Look at the TV.（テレビを見ましょう。）

Listen carefully.（しっかり聞きましょう。）

Let’s sing a song.（歌を歌いましょう。）

Let’s interview our friends.（友達にインタビューをしましょう。）

Go back to your seats.（席に戻りましょう。）

Let’s sing together.（一緒に歌いましょう。）

Draw lines.（線を引きましょう。

Look at the TV.

Listen carefully.

Let’s sing a song.

Let’s interview our friends.

Go back to your seats.

Let’s sing together.

Draw lines.

活動を始める際などに使う表現例を紹介しています。 These are example phrases that can be used at the beginning of the activity.

21

P12-13

Unit 3 How many?

Unit 3 How many?

数えてあそぼう

Let’s count and play with numbers.

単元目標（４時間）

Unit objectives (4 teaching hours=4 classes)

・日本と外国の数の数え方の違いから，多様な考え方があることに気付

き，１から 20 までの数の言い方や数の尋ね方に慣れ親しむ。

･Pupils will become aware that there are various ways of thinking, through

learning the differences in the way of counting between Japan and other foreign

countries and become familiar with the ways of saying and asking the numbers

from 1 to 20.

・数について尋ねたり答えたりして伝え合う。

･Pupils will communicate by asking “How many?” and responding to each

other with the correct numbers.

・相手に伝わるように工夫しながら，数を尋ねたり答えたりしようとす

る。

･Pupils need to try different ways to communicate with each other, in order to

successfully ask and respond to questions about numbers.

言語材料

Target Language

○How many （apples）? （Ten） （apples）. Yes. That’s right. No. Sorry.

○How many (apples)? (Ten) (apples). Yes. That’s right. No. Sorry.

○many, 数（1～20）, 身の回りの物（counter, ball, pencil, eraser, ruler,

crayon）, 果物・野菜 （apple, strawberry, tomato）, 形 （circle, triangle, cross,

heart）, stroke, yes, no, sorry, that, is, right

○many, numbers (1 to 20), personal items (counter, ball, pencil, eraser, ruler,

crayon), fruits and vegetables (apple, strawberry, tomato), shapes (circle,

triangle, cross, heart), stroke, yes, no, sorry, that, is, right

［既出］挨拶・自己紹介, 状態・気持ち

[Review / Previously introduced content] Greetings and self-introductions,

conditions and feelings

この Unit で学習すること What pupils will learn in this unit.

22

20 までの数に慣れ親しみ尋ね合う。 Pupils will become familiar with asking each other about numbers up to 20.

Unit 1, 2 とは違い，本単元は４時間扱いとなる。単元最後の「好きな

漢字を紹介し合う」活動に向けて，児童に負担や無理がないよう段階的

に単元を構成している。児童は，まず，外国のさまざまな「じゃんけん」

や「数の数え方」を知り，日本との違いや共通点に気付く。そして，さ

まざまな活動を通して，1～20 の数や文房具，果物，形など，児童にと

って身近な語と出会い，それらの数を尋ねたり答えたりする表現に慣れ

親しみながら，最終の活動へと向かう。

Unlike Units 1 and 2, this unit takes 4 hours/lessons. The unit is structured in

steps so that most pupils can achieve the last activity in the unit, “Let’s share

our favorite kanji characters.” They first learn various forms of

“rock-paper-scissors” and “counting” as done in foreign countries and then

realize the differences and similarities with Japan. Then, through various

activities, they encounter numbers from 1 to 20, words for various things in

their surroundings, like stationary, fruit, and shapes and while becoming

familiar with the questions and answers, they move towards the final activity.

本単元に入るなり，ともすれば，「自分は知っている」と，嬉々として

数を言い始める児童がいるかも知れない。その意欲は認めながらも，こ

こでは，20 までの数が言えることを最終目標とするのではなく，じゃん

けんで勝った回数を数えたり，身の回りの物の数を数えたり，あるいは

指導者の言う数を手で打ったりするなど，体験的な活動を通して，児童

が思考し，音声と具体的な事物を結び付けていくことを大切にしたい。

加えて，りんごの数や好きな漢字の画数を尋ね合うなど，慣れ親しんだ

語や表現を活用してコミュニケーションを図る対話的な活動も重視す

る。「好きな漢字を伝え合う」活動でも，ただ画数を尋ね合うだけでなく，

その漢字が好きな理由を日本語で伝えるようにしたい。慣れ親しんだ英

語表現が限られる３年生であるが，そうした工夫により活動の深まりが

期待できる。

At the beginning of the unit, there may be pupils who say, “I know this!” and

who can already say the numbers. While acknowledging that enthusiasm and

ability is important, the goal of this unit is not just to be able to count the

numbers up to 20, but rather the emphasis is placed on the process in which

pupils think individually, connecting the numbers and physical things through

first hand activities such as counting the number of wins in a game of

rock-paper-scissors, counting the things around them, or counting the times that

the instructor claps their hands. In addition, this unit also focuses on interactive

activities where they use words and phrases such as asking each other the

numbers of apples or strokes in their favorite kanji characters in order to

communicate. The final activity, “tell each other your favorite kanji character”

is not just about asking each other about the number of strokes in the kanji, but

we would also like them to explain in Japanese why they like that kanji. Third

graders have limited familiarity with English phrases, but this should deepen the

level of engagement with the topic.

最初の見開きページの誌面に，さまざまな身の回りの物を見ることが

できる。Look at this picture. などとどんな物があるかについて，また，

On the opening pages of this unit, pupils can see many items that they also

normally see around them. Give them an overview of the unit by saying things

23

How many balls? One? Two? などと数も問いながら，児童に単元の見通し

をもたせる。

like, “Look at this picture,” and also asking questions about quantities such as,

“How many balls? One ball? Two balls?” and so on.

デジタル教材で写真をクリックすると，その対象の物が大きくなり，

それを表す音声も聞こえ，数が数えられるようになっている。第２時の

活動で扱う計画となっているが，児童の実態に応じて，適宜活用すると

よい。

When you click on a photograph in the digital teaching material, the object

becomes larger and you can also hear an audio describing it, so that learners can

count the objects/items. Although it is part of the planned activity for the 2nd

hour-lesson, depending on pupils’ ability and time, you can use it as necessary.

Let’s Sing：Ten Steps Let’s Sing：Ten Steps

歌いながら 1～20 の数の言い方に慣れさせる。歌詞は「1～10」と「11

～20」に分かれているので，段階的に活用するとよい。

Elicit numbers in order and randomly, then check that all pupils can say the

numbers from 1 to 20 in order before singing the song. The lyrics are divided

into “1 to 10” and “11 to 20,” so you can develop the pupils’ skills gradually,

one step at a time.

３年生の発達段階を考慮すると，身体を動かすなどして，体験的に英

語のリズムや音声，表現に慣れ親しませたい。例えば，数を段階的に一

つ，二つ程度選び，その数のときは歌わずに手拍子をしたり，歌うスピ

ードに変化を付けたり，振りを付けて歌ったりするなど，児童の意欲が

持続し高まるような工夫をしたい。

Considering the developmental stage of third graders, we would like to

familiarize them with the rhythm, sounds and phrases of English through

moving their bodies. For example, try different things while singing to sustain

pupils’ interest and motivation to sing, such as choosing one or two numbers, ,

and when those numbers are reached pupils clap their hands without singing. To

avoid the pupils getting tired of the song, but allowing them learn the numbers

to 20 through this kind of practice, changing the speed of the singing to be

faster or slower and singing along with body movements the children create

themselves in groups, could be interesting and fun.

Let’s Play 1 Let’s Play 1

誌面の周りの任意の数字におはじきを置き，おはじきを置いている数字

が発音されたら，おはじきを取る。

In this activity, place counters, beads or other small objects randomly on

the numbers around the edges of the page. When pupils hear the numbers

where the counter or bead is placed is placed they remove it.

本活動は，何度も繰り返し音声を聞かせ，慣れ親しませることがねら

いとなる。

The aim of this activity is to have them listen to the audio repeatedly, so that

they will become familiar with the English numbers.

24

数を順には言えたとしても，ランダムに言われた数を聞いてどの数か

すぐに判別することは，この時点の３年生の児童にとっては，かなり難

しいことである。様子をよく観察しながら，児童の実態に応じて丁寧に

扱う必要がある。また，年間を通じて，スパイラルに数を扱っていくこ

とも重要である。

For grade 3 pupils at this point, it is quite difficult for them to hear numbers and

identify them in random order, even if they can count the numbers in order. This

activity should be done carefully, keeping an eye on how pupils respond and

adapt it according to the pupils’ ability and interest levels. Also, it is important

that throughout the year, numbers will be reviewed again and again, so they are

learnt in a spiral manner.

児童に「できた」という達成感をもたせることが重要である。児童の

実態によっては，無理のないように，1～10，11～20 といった具合に，

２度に分けて行ってもよい。あるいは，ペアで活動し，各自がおはじき

を５個ずつ置くなどすると，活動量も増え，協力し合うことで自信をも

って活動できると思われる。

It is important to let pupils gain a sense of accomplishment, “I did it!” The

activity can be split into two parts, such as from 1 to 10 and from 11 to 20, so as

not to make it too difficult. Another possibility would be to have them do the

activity in pairs, with each of them placing 5 counters or beads on numbers of

their choice. This is more engaging and motivating for pupils individually and

working in pairs helps develop cooperative skills.

指導者は，間をあけてゆっくり言い，そのあと数字絵カードを示すな

どして，聞き取った数を視覚で確認させるとともに，児童の不安感を軽

減することが大切である。

When using picture cards or digital resources, it is important for the instructor

to speak slowly with pauses, and then after that let them visually confirm the

number or word that they heard, for example showing the card or the picture on

the screen. This method makes pupils listen carefully, think and try to

understand English, then allows them to check their prediction and confirm the

meaning.

25

P14-15

Let’s Play 2

Let’s Play 2

じゃんけんをし，その結果を表に〇（勝ち）△（あいこ）×（負け）で

記入する。

In this activity pupils play rock-paper-scissors and record the results in the

chart with a circle, 〇 (win), triangle, △ (draw), or cross, × (lose).

第１時と第３時，２回に分けて行う計画となっている。この活動のね

らいは，1～20 の言い方を知ることである。

This activity is separated into 2 sessions, in the first hour-lesson and the third

hour-lesson. The goal of this activity is to increase the fluency of pupils in

saying the numbers from 1 to 20.

第１時では，指導者が英語でのじゃんけんの仕方を紹介しながら児童

と 10 回じゃんけんをし，結果を表に記入させる。

In the first hour-lesson, the instructor introduces how to play

rock-paper-scissors in English, plays it 10 times with them and has them record

the results on the chart.

指導者は，勝った回数を How many （circles）?と尋ね，英語で 1～10

を順に言いながら，勝った回数のところで挙手させるとよい。triangle（△）

や cross（×）などについても問い，勝ち負けだけにこだわらないように

したい。

The instructor asks, “How many (〇) circles?” to see the number of times they

win and has the pupils raise their hands at the right number, as the instructor

counts from 1 to 10. The instructor can also ask about triangles (△) and crosses

(X) to avoid just concentrating on the number of wins.

２回目は，第３時に扱う計画となっている。第２時に 11～20 の数を知

り，ある程度慣れてから行う。第１回目と合わせてそれぞれの形がいく

つあるかを数えさせる。

The second session of this activity is planned for the third hour-lesson. It should

be conducted after they can confidently count from 11 to 20, and have

familiarized themselves with how to play the game in the second hour-lesson.

As in the first hour-lesson, have them count how many of each icon or mark

(circle, triangle or cross,) they have in their chart.

Let’s Watch and Think Let’s Watch and Think

デジタル教材を視聴し，どの国の数の言い方か，□に番号を記入する。

In this activity learners view the digital teaching material and record the

numbers in the boxes according to the country’s way of saying numbers.

デジタル教材では各国の子供が登場し，自国の言語と英語で 10 までの

数を言う。

Children from different countries appear in the digital teaching material, and

they count to 10 both in their own language and in English.

数の言い方について気付いたことを児童に問う。音声を途中で止める Ask pupils if they noticed anything regarding the way they were counting. Try

26

などして，中国語や韓国語の「３」の言い方が日本語と似ていることな

どに気付かせるとよい。

different things, such as pausing the audio midway, and help them to recognize

for themselves the similarities in the way of saying “3” in the Chinese, Korean

and Japanese languages.

日本語を聞かせるときは，「４」「７」「９」の前でいったん止め，言い

方を考えさせる。「４」は「し」「よん」，「７」は「しち」「なな」，「９」

は「く」「きゅう」などと発音することに触れ，日本語にもさまざまな数

え方があることに気付かせたい。

When having them listen to Japanese, pause it just before “4,” “7,” and “9,” and

have them think about the way these numbers are said. Touch on the fact that

“4” is pronounced as “shi” and “yon,” “7” is pronounced as “shichi” and

“nana,” and “9” is pronounced as “ku” and “kyu,” to help them realize

themselves that Japanese has various ways of saying numbers.

Let’s Chant：How many? Let’s Chant：How many?

３バージョンあり，扱う数を段階的に増やしている。ねらいに応じて

活用したい。

There are three versions of the chant and the numbers are increased in stages.

Use them according to the goals of the unit, which are to increase learners’

fluency in recognizing and saying numbers.

慣れてきたらクレヨンなどさまざまな物や，1～20 の別の数に替えた

りして言ってもよい。

When they get used to this chant, change the items to crayons etc., or use

different numbers in the range of 1 to 20.

Let’s Play 3 Let’s Play 3

デジタル教材の画面に映し出されるものについて，数を尋ねたり答えた

りする。

In this activity learners ask questions and respond to the numbers in the

digital teaching materials that are shown on screen.

画面を１分程度じっくり見せ，画面を消したあと，How many apples?

などと尋ねるとよい。記憶を頼りに予想させることで，児童に，実際に

見て正確に数えたいという気持ちをもたせるようにする。本活動が，次

の Activity １につながる。

Let pupils focus on the screen for about a minute, then turn the screen off and

ask questions like, “How many apples?” Having them reply from memory will

motivate them to watch more closely next time. This activity is linked to

Activity 1.

Activity 1 Activity 1

好きな数だけりんごの色を塗り，児童同士でりんごの数を尋ね合う。

In this activity have pupils color as many apples as they like, and ask each

other about the numbers of apples.

ALT 等がいる場合は，二人でデモンストレーションを行うことで，児

童は活動方法が理解しやすくなる。指導者一人の場合は，代表児童と行

When an ALT or other person is present, the two instructors can demonstrate the

activity making it easier for pupils to understand how to do the activity. When

27

うことも考えられる。

only the instructor is present, it would also be possible to have one of the pupils

help with the demonstration.

本活動は，自分と同じ数のりんごを塗った友達を見つけるために，数

を尋ねたり答えたりしてコミュニケーションを図ることがねらいであ

る。同じ数の友達を見つけたときの喜びが，コミュニケーションの楽し

さを実感させることにつながる。そこで，同じ数の友達を見つけやすく

するために，活動を２回に分けて行う方法も考えられる。

The goal of this activity is to have pupils communicate with each other by

asking and answering questions about numbers in order to find classmates who

have colored in the same number of apples. It is hoped that the pleasure when

they find a friend with the same number will lead them to enjoy such

communicative activities. In a large class it is possible to split the pupils into

two separate smaller groups, to make it easier for pupils to find friends with the

same number.

厳密に言うと，How many apples do you have in your basket?と尋ね，I

have ～ apples.と答えるべき場面であるが，児童の負担を考慮し，How

many apples?で尋ね， ～（ apples）.と答える表現にとどめるのが望まし

い。児童が自信をもってコミュニケーションを図ることができる活動に

することが大切である。

Strictly speaking, the question should be, “How many apples do you have in

your basket?” and the response should be, “I have ～ apples,” but considering

the task and the pupils’ ability, it is preferable to just have them ask, “How

many apples?” and to simply respond, “～ (apples).” It is important that the

activity is one where they can communicate with each other repeatedly with

confidence.

本活動の最後には，指導者が，How many friends did you find?と，見つ

けた友達の数を尋ねるとよい。また，指導者が数を指定して，その数の

りんごを選んだ児童に挙手させて，全員で人数を数えるという活動も考

えられる。

At the end of this activity it is suggested that the instructor asks for the number

of classmates that pupils found saying, “How many people did you find?”

Another idea for the activity is that the instructor picks one number randomly

and asks the pupils who chose that number of apples to raise their hands, then

everybody can count the number of pupils with raised hands together.

Activity 2 Activity 2

画数を尋ねたり答えたりして，好きな漢字を紹介し合う。

In this activity learners introduce their favorite kanji characters through

asking and answering questions to each other about the number of strokes.

1～13 画程度の漢字の中で自分が好きなものを一つ選び，紹介し合う

活動。相手が書いた漢字を当てるために，画数を尋ねる必然性が生まれ，

ヒントとなる画数を聞いて，何の漢字かを予想するなど，インフォメー

In this activity, pupils pick a favorite kanji character from a group of kanji that

has between 1 and 13 strokes. In order to guess the kanji that their partner has

selected, it will be necessary to ask how many strokes are in the kanji.

28

ションギャップがあることによりコミュニケーションの楽しさが味わえ

る。

Therefore, they ask the number of strokes in the other person’s selected kanji as

a clue and try to guess which kanji it is. It is hoped that learners will enjoy

communication with each other because of the natural information gap in this

activity.

好きな漢字やその理由を紹介し合う中で，国語科での学びを生かすと

ともに，学級の仲間との相互理解が深まるきっかけとなることも期待し

たい。

As they introduce their favorite kanji and their reasons for that to each other, it

is hoped that they can use what they have learned in Japanese language class,

while at the same time deepening ties with their classmates.

29

P16-17

Unit 4 I like blue.

Unit 4 I like blue.

すきなものをつたえよう

Share what you like.

単元目標（４時間）

Unit objectives (4 teaching hours=4 classes)

・多様な考え方があることや，音声やリズムについて外来語を通して日

本語と英語の違いに気付き，色の言い方や，好みを表したり好きかどう

かを尋ねたり答えたりする表現に慣れ親しむ。

･Pupils will become aware that there are different ways of thinking, differences

between Japanese and English pronunciation of color words and become

familiar with the ways of saying colors. They will also learn how to show

preference, as well as how to ask people’s preference and answer questions

about preference.

・自分の好みを伝え合う。 ･Pupils will tell each other the things that they like.

・相手に伝わるように工夫しながら，自分の好みを紹介しようとする。

･ Pupilswill attempt to introduce the things that they like and try to

communicate well with each other.

言語材料 Language materials

○ I like （blue）. Do you like （blue）? Yes, I do. / No, I don’t. I don’t like

（blue）.

○ I like (blue). Do you like (blue)? Yes, I do. / No, I don’t. I don’t like (blue).

○ like, do, not, don’t, too, 色 （red, blue, green, yellow, pink, black, white,

orange, purple, brown）, スポーツ（soccer, baseball, basketball, dodgeball,

swimming）, 飲食物（ice cream, pudding, milk, orange juice）, 果物・野菜

（onion, green pepper, cucumber, carrot）, rainbow

○ like, do, not, don’t, too, Colors (red, blue, green, yellow, pink, black, white,

orange, purple, brown), sports (soccer, baseball, basketball, dodgeball,

swimming), foods and drinks (ice cream, pudding, milk, orange juice),, fruits

and vegetables (onion, green pepper, cucumber, carrot), rainbow

［既出］挨拶・自己紹介, 状態・気持ち

[Review / Previously introduced content] Greetings and self-introductions,

conditions and feelings

30

この Unit で学習すること What pupils will learn in this unit.

好きなものを伝え合う。 Pupils will communicate their preferences to each other.

３年生の発達段階を考えると，自己中心的な側面があるものの，徐々

に友達関係が深まる時期でもある。そうした実態を踏まえ，本単元の題

材は「好きなものを伝え合う」こととしている。ふだんの生活の中でも，

テレビ番組や食べ物など，さまざまなことに関して好き嫌いを伝え合う

場面は多く，児童にとっては身近で関心のある題材であろう。好みを交

えて自己紹介し合うことにより，相互理解が一層深まることも期待した

い。

Considering the developmental stage of third graders, while there is still a

strong sense of self-centeredness, it is a period in which there should be the

opportunity to gradually deepen connections and communication with

classmates. With this aim in mind this unit’s topic is “Share what you like.”

There are many opportunities for pupils to communicate with each other about

what they like, such as colors, TV programs or food, so this is should be a

familiar and interesting topic to them. By sharing with each other things they

like, we hope that it will deepen the group’s ties and mutual understanding of its

members.

本単元のゴールで目指す児童の姿は，「相手に伝わるように工夫しなが

ら自分の好みを紹介している姿」である。その目標達成に向けて，第１

時では「虹を描く」活動を通して多様な見方があることに気付かせ，色

を表す語に出会わせる。第２時には，好みを表す表現に慣れ親しませ，

第３時の自分の好みを伝え合う活動から，最終の自己紹介へと単元を構

成している。単元を通してさまざまな活動を段階的に設定しているが，

そのねらいを指導者が理解し，児童が思わず聞きたくなったり話したく

なったりするような場面設定に努め，児童の主体性が促される活動とし

たい。

After completing this unit, pupils should be able to introduce their own

preferences and also begin to attempt different ways to communicate more

effectively in English with their classmates. To achieve that goal, they need to

be lead to realize that there are diverse viewpoints around the world and

encounter basic words that express colors. This is done through the activity of

“coloring a rainbow” in the first hour-lesson.

The unit is structured in a way that the second hour-lesson is for pupils to get

used to phrases that express likes, followed by the third hour-lesson that is to

engage them in expressing their own likes to each other, leading to the final

activity of a self-introduction. There are a variety of stages throughout the unit,

and the instructor should understand the aims clearly and work to create a

situation where pupils naturally want to ask questions and speak in English.

Activity 1 Activity 1

誌面の虹を自由に塗り，自分の虹を完成させる。

Learners should color the rainbow on the page freely and create their own

rainbow.

31

What’s this? クイズ（虹の写真を封筒に隠すなどしてヒントを出す）を

したり，誌面をさして What’s this?などと尋ねたりして，虹という児童の

つぶやきを拾い，“rainbow”という言葉に出会わせるとよい。

While hiding the picture of the rainbow with paper or putting one in an

envelope ask, “What’s this?” or give hints while pointing at the page and elicit

the response “niji (rainbow)” from pupils. After that introduce or again elicit

from the learners the word, “rainbow” in English.

塗った色や順などを尋ねながら，一人一人の捉え方が違うことなどに

気付かせるようにする。

Allow pupils themselves to realize that it’s quite possible for everybody to have

a different image of something and ask learners questions about the colors and

order of colors in their books.

Let’s Watch and Think 1 Let’s Watch and Think 1

デジタル教材を視聴し，世界の子供たちの描く虹を見て，それぞれの違

いに気付く。

Show the digital teaching materials and lead learners to notice and realize

the differences in the rainbows that children from around the world have

drawn.

同年代の外国の子供たちが虹を描く様子を視聴させ，自分たちの作品

と比べながら相違点や共通点に気付かせるようにする。同じ虹を見ても

その捉え方は多様であることや，違いを認め合うことの大切さなどにつ

いて，児童が体験的に気付く機会としたい。また，これは，あくまでも

個人の差異であることを押さえ，「〇〇という国では，〇色で虹を描く」

といったステレオタイプ的な理解とならないよう十分に配慮する。

Have them view the video of children of the same age from other countries

drawing rainbows and notice the differences and similarities, while comparing

these drawings with their own drawings. We want this to be an opportunity for

pupils to experience that there are diverse ways to capture the image of the

same rainbow and the importance of acknowledging those differences. Also

make it clear that the differences seen in this activity are purely individual

differences and take sufficient care that the activity does not lead to

stereotypical understandings like, “In the country called〇 they draw rainbows

with 〇 colors.”

これまでに世界のさまざまな挨拶やジェスチャー，数の数え方などに

ついての体験を通して，多様性について理解を深めてきている。本活動

を通して，さらに他の国や地域への関心を高めるようにしたい。

So far, pupils have deepened their understanding of diversity through

experiences of the variety of greetings, gestures and ways of counting in the

world. Through this activity, we would like to further increase their interest in

other countries and regions.

Let’s Chant：I like blue. Let’s Chant：I like blue.

慣れてきたら，色やスポーツなどを児童に選ばせた別のものに替える When pupils become used to the chant, switching colors and sports to the ones

32

などすると，より意欲が高まるであろう。 chosen by the learners should further increase their interest and motivation to

take part.

Let’s Sing：The Rainbow Song Let’s Sing：The Rainbow Song

色の言い方を知ったあとの第２時に扱うようにしているが，児童の実

態に合わせて第１時の導入部分で扱うことも考えられる。

This is designed for the second hour-lesson after they have learned how to say

the colors, but depending on the ability and interest of pupils, it may be used in

the introductory part in the first hour-lesson.

まず音だけ聞かせ，「どんな色が聞こえたか」を尋ねるなどして，児童

が主体的に活動できるよう工夫する。

First have them listen to the audio only and ask, “What colors did you hear?” In

this way the pupils will begin to listen to English and actively think of the

meaning of words and phrases.

音声に慣れ親しませることがねらいである。好きな箇所や歌える部分

だけ歌うことで十分である。虹を描く活動中に流すなどして曲に親しま

せる工夫もできる。

The goal is to have them become familiar with the audio. It is fine just to have

them join in and sing the parts which they want to or that they can sing. Try

playing it beforehand while they are coloring the rainbows, so they become

familiar with the tune.

33

P18-19

Let’s Listen 1 Let’s Listen 1

音声を聞き，それぞれの登場人物が好きな色を選んで線で結ぶ。

In this activity pupils listen to the audio and draw lines to connect the

speakers to the colors they like.

児童が主体的に聞こうとするよう，動機付けを図る必要がある。I like

red. Do you like red? Yes? No? などと児童に好きな色について尋ねたり，

誌面の人物の好きな色を予想させたりして，活動への意欲を高めておく

とよい。

It is necessary to motivate pupils and lead them to actively ask questions. Prior

to the activity, it is useful to increase pupils’ readiness for the activity by asking

them questions about their favorite colors such as, “I like red. Do you like red?

Yes? No?” and having them predict what colors the characters in the book will

like.

全て理解できることを求めて児童に過度な負担を与えないようにす

る。一つでも「英語を聞いて分かった」という成功体験を味わわせるこ

とがポイントである。

It would be impractical at this stage to expect learners to understand everything.

The point is to let them have a positive experience, so that they can feel like

they listened to English and understood it. Praise guesses and students who

speak out.

Let’s Listen 2 Let’s Listen 2

音声を聞き，登場人物の好きなスポーツとそうでないスポーツの番号を

表に記入する。

In this activity learners listen to the audio and write the numbers of the

sports that the speakers like and don’t like on the chart.

誌面にあるスポーツについて，I like soccer. Do you like soccer? Yes? No?

などと指導者が児童に好みを尋ねたり，登場人物の好みを予想したりし

て，活動への意欲を高めてから活動を行うようにする。

The instructor should increase pupils’ motivation before the activity by asking

them questions about the sports on the page such as, “I like soccer. Do you like

soccer? Yes? No?” or predicting the preferences of the characters before

actually starting the activity.

スポーツ名は，児童は外来語として聞き慣れているものも多い。この

活動では，外来語と英語との音声の違いについて気付かせることもねら

いとしている。

Many of the names of sport will be familiar to pupils as foreign loan words.

One of the goals of this activity is to have them realize the difference in sounds

between foreign loan words in Japanese and English words.

Let’s Listen 3 Let’s Listen 3

会話を聞き，登場人物の好きなものを〇で囲む。

In this activity learners will listen to the conversation and circle the things

that the speakers like.

34

活動に入る前に，絵カードなどを使って Do you like ～? と児童に尋ね

Yes? No? などと答えを引き出し，Do you like ～? の表現の意味を理解さ

せるようにする。その際，児童の答えに指導者自身も Me, too. などと反

応を返すようにしたい。

Before beginning this activity, use some picture cards and ask pupils, “Do you

like ～?” Draw their answers by asking “Yes? No?”, so that they naturally

understand and are familiar with the phrase, “Do you like～?” When doing this,

the instructor should also follow up pupils’ response with a phrase such as, “Me

too. I like ~ .”

登場人物の好みを予想させることで，「答えを確かめたい」という目的

意識とともに「聞く必然性」も生まれる。児童の実態に合わせて，「聞こ

う」という意欲が高まる手立てを工夫したい。

By having pupils predict the preferences of the characters a situation is created

where it is necessary to ask questions and this motivates the pupils’ natural

curiosity, “I want to find out the answer.” Try ways to naturally increase their

motivation to ask questions, according to the characteristics and interests of the

pupils.

Let’s Watch and Think 2 Let’s Watch and Think 2

登場人物が好きかどうかを予想して○か△を書き，その予想が合ってい

るかを確かめるために登場人物に Do you like ～?と尋ねる。

In this activity pupils draw a circle “○” or a triangle “△” to predict

whether a character will like something or not. After that learners ask the

characters “Do you like ～?” to check whether the predictions were right

or not.

指導者は，児童に誌面にある色などについて，I like blue. Do you like

blue? Yes? No? と問いかけ，この活動への興味・関心を高めたうえで，

デジタル教材を活用し，Do you like ～?という表現に慣れ親しませる。登

場人物の好みについて尋ね，その答えを知りたいという目的意識が，答

えを聞く必然性を生む。

The instructor should ask pupils questions about colors and other objects on the

page in the book, such as, “I like blue. Do you like blue? Yes? No?” to increases

their interest in the activity, and then uses the digital teaching materials to

familiarize them with the phrase, “Do you like ～?” Asking about the

preferences of the characters creates an opportunity for communication practice

of basic phrases.

Let’s Play Let’s Play

表にあるものについて，友達の好みを予想し，インタビューをして答え

を確かめ，その結果を□に記入する。

In this activity learners predict their classmates’ likes and dislikes

regarding the items on the chart, interview them to check their answers

and write the results in the box.

ふだんの様子から友達の好みをしっかり予想させ，尋ねたいという気 The point of this activity is to have learners think and make good predictions of

35

持ちを高めることがポイント。活動後には，インタビューをして分かっ

た友達の意外な一面などを発表させることで相互理解が深まる。

their classmates’ preferences based on observations of their regular behavior.

Because this is real information it is hoped learners will naturally be interested

in the activity and will be motivated to ask about it. After the activity, it is

hoped that the class can increase their mutual understanding by having them

share the unexpected and interesting facts that were revealed in the interviews.

Activity 2 Activity 2

好きなものを言って自己紹介をする。 In this activity learners do self-introductions and share what they like.

指導者がモデルを示し，自己紹介の仕方を理解させる。指導者は，ワ

ークシートに描いたイラストや写真などを順にさし示しながら，ゆっく

り自己紹介をする。

The instructor should slowly model the exercise first a few times to demonstrate

how to give a simple self-introduction, while pointing at the illustrations and

photographs on the worksheet.

活動後には，自己紹介を通して気付いた友達の意外な一面などについ

て発表させる。一緒に生活していても知らないことが多いことに気付か

せ，もっと互いのことを知りたいという気持ちを高めたい。

After the activity, have them report any unexpected or interesting facts they

discovered about their friends through their self-introduction. The aim of this

activity is for learners to realize that there are many things that they do not

know about their classmates, even though they spend every day at school

together, and to naturally increase their desire to get to know each other better.

36

P20-21

Unit 5 What do you like?

Unit 5 What do you like?

何がすき？

What do you like?

単元目標（４時間）

Unit objectives (4 teaching hours=4 classes)

・日本語と英語の音声の違いに気付き，身の回りのものの言い方や，何

が好きかを尋ねたり答えたりする表現に慣れ親しむ。

･Pupils will learn to become aware of the difference between Japanese and

English sounds, become familiar with how to say the name of things around

them and ask and answer questions about what they like.

・何が好きかを尋ねたり答えたりして伝え合う。

･Pupils will communicate with others by asking and answering questions about

what they like.

・相手に伝わるように工夫しながら，何が好きかを尋ねたり答えたりし

ようとする。

･Pupils will think of and try different ways to communicate effectively in

English with their classmates, asking and answering questions about what they

like.

言語材料 Target Language

○What do you like? I like （tennis）. What （sport） do you like? I like

（soccer）.

○What do you like? I like (tennis). What (sport) do you like? I like (soccer).

○what, color, スポーツ （sport, volleyball, table tennis）, 飲食物 （food,

hamburger, pizza, spaghetti, steak, salad, cake, noodle, egg, rice ball, jam）, 果

物・野菜 （fruit, grapes, pineapple, peach, melon, banana, kiwi fruit, lemon）

○what, color, sports (sport, volleyball, table tennis), foods and drinks (food,

hamburger, pizza, spaghetti, steak, salad, cake, noodle, egg, rice ball, jam),

fruits and vegetables (fruit, grapes, pineapple, peach, melon, banana, kiwi fruit,

lemon)

［既出］ 挨拶，Do you like （blue）? Yes, I do. / No, I don’t. 数（1～20），

色，果物・野菜，飲食物，スポーツ

[Review / Previously introduced content] Greetings, Do you like (blue)? Yes, I

do. / No, I don’t. numbers (1 to 20), colors, fruits and vegetables, foods and

drinks, sports

この Unit で学習すること What pupils will learn in this unit.

37

何が好きかを伝え合う。 Pupils will communicate preferences to each other.

Unit 4 に続き，「好きなもの」が題材となる。しかしながら，本単元は，

「あるものについて，好きかどうかを尋ねる」のではなく，「あるカテゴ

リーの内から，何が好きかを尋ねる」表現への慣れ親しみが中心となる。

同時に，スポーツ，飲食物，果物・野菜などに関して，多くの新しい語

と出会い，What ～ do you like?など，使用する表現も豊かになるため，

これまで以上に「やり取り」の楽しさが味わえる単元になると思われる。

ただ，児童の個人差が大きいことも予想されることから，聞いたり言っ

たりする活動を丁寧に行い，最終のインタビュー活動に向けて細かなス

テップを踏み，児童の自信を育むように努めたい。

The topic of “things you like” continues from Unit 4. However, this unit is not

about asking whether someone likes something or not, but rather focuses on

becoming familiar with questions that ask people what they like from a given

category, such as colors. At the same time in this unit pupils will encounter

many new vocabulary words for different sports, food, drinks, fruits and

vegetables etc. as well as more phrases. It is hoped that learners have a chance

to enjoy having a mini conversation and expand their developing

communication skills further. However, individual differences among pupils

may be large, so in order to foster confidence in all learners we should

encourage them, give clear models, allow plenty of practice time and advance

slowly step by step, up to the final interview activity.

進級して数か月が経過し，新しい学級にも徐々に慣れ，友達とのつな

がりが深まりつつある時期であると思われる。そうした実態を踏まえ，

この単元が，自分や友達への新たな気付きや関係づくりを促すきっかけ

になることを期待する。

At the time this unit is being done, pupils will have spent several months since

moving up a grade level, so the students will probably have become accustomed

to their new class and it is a time when they are possibly deepening their

friendships. In light of these circumstances, it is hoped that this unit serves as a

chance for new realizations about themselves and their friends for building

better relationships.

Let’s Play Let’s Play

誌面の任意のイラスト上におはじきを置き，おはじきを置いている絵の

語が発音されたら，おはじきを取る。

In this activity learners place a small object such as a bead or counter on

any illustration on the page and when the word describing the illustration

is pronounced, they remove the bead that is placed on it.

誌面にはカルタの絵カードとして飲食物やスポーツが示されている。

ここでは，児童が外来語として触れているものを中心に挙げた。そのた

め，日本語と英語の音声の違いやその面白さにも気付きやすいと思われ

る。指導者が言葉で説明するのではなく，音声を何度も聞かせたり言わ

Food and drink, and sports are shown on the picture cards that are on this page.

These have been selected to focus on items pupils are familiar with as foreign

loan words in Japanese. Therefore, it is likely that pupils will easily notice the

difference between the Japanese and English sounds and be interested in this.

38

せたりして，児童が体験的に感じ取るようにしたい。

Instead of giving an explanation the instructor should have pupils listen to the

audio and try to say the words in the English way a few times, so that they can

feel the difference themselves.

何度も繰り返し聞かせて，音声に慣れ親しませることがねらいの活動

である。ペアで行ったり，スピードに変化を付けたり，慣れてきたら児

童が指導者役をしたりするなど，多様な方法で，児童が飽きることなく

活動できるようにしたい。

The aim of this activity is to have them listen to the words numerous times and

for them to become familiar with the audio. Try various approaches, such as

performing the activity in pairs, changing the speed or having pupils who have

got used to it play the role of instructor, so that they can engage in the activity

without becoming bored.

この誌面を活用して，おはじきゲームだけでなく，音声を聞いて指で

さす，ポインティング・ゲームなども行うことができる。

This page can also be used for more than just the bead game, such as the

pointing game in which pupils listen to the audio and point to things that match

the sound.

Let’s Chant：What do you like? Let’s Chant：What do you like?

色編，果物編，食べ物編と三つのバージョンがある。授業のねらい，

児童の実態に応じて効果的に活用するとよい。

There are three versions - a color version, fruit version, and a food version.

Each version should be used effectively depending on the interests and

characteristics of the pupils.

慣れてきたら，児童が言いたいものを選ばせ，それに置き換えて言わ

せるなど，児童の主体的な活動を促したい。

When they become familiar with the chant, encourage their active involvement

by having them select what they want to say and try the chant using their

chosen words.

指導者の表現例 Instructor’s phrases

Look at the book.（テキストを見なさい。）

That’s right.（その通りです。）

Very good.（とてもいいです。）

Let’s play the Pointing Game.（ポインティング・ゲームをしましょう。）

Make a pair / pairs.（ペアになりなさい。）

Go back to your seats.（席に戻りなさい。）

Look at the book.

That’s right.

Very good.

Let’s play the Pointing Game.

Make a pair / pairs.

Go back to your seats.

39

ポインティング・ゲームをする際に主に使う表現例を紹介しています。

These are the phrases that are mainly used in the pointing game.

40

P22-23

Let’s Listen

Let’s Listen

音声を聞き，それぞれの登場人物が好きなものを選んで線で結ぶ。

In this activity pupils listen to the audio, choose the things that the speakers

like and connect them with lines.

ここでは，これまでの単元で親しんできたスポーツと飲食物を扱って

おり，What food do you like?と What sport do you like?の言い方を何度も聞

かせ，意味をつかませることがねらいである。What のあとの food や sport

には s を付けていないが，s が付くことにより，好きなものを複数挙げる

ニュアンスとなる。指導者側で理解しておくとよい。

This section uses sports and food that pupils have been working on in the

previous units. Have them listen to the two phrases, “What food do you like?”

and “What sport do you like?” These are said repeatedly to achieve the aim of

having them naturally grasp the meaning. There is no “s” at the end of the word

“food” or “sport,” because adding “s” to the end of the words will change the

nuance of the sentence to expect more than one favorite thing in the answer.

This should be understood by the instructor beforehand.

児童の実態に合わせて，途中で止めながら一つ一つを線で結ばせたり，

全ての音声を聞き終えてから線で結ばせたりするなど，方法を工夫する

とよい。

Try different approaches, like drawing one line at a time and pausing the audio

each time, or having them draw lines after listening to all of the voices,

according to pupils’ abilities.

Activity 1 Activity 1

ペアで互いにどんな果物などが好きかを予想して尋ね，分かったことを

表に記入する。

In this activity learners predict and then ask each other what fruit they like

in pairs and record the results on the chart.

予想して尋ねることで，自分の予想が合っているかを確かめるために

尋ねるという目的をもたせている。

Predicting first and then asking questions, gives learners the natural purpose of

asking questions to check whether their guesses were correct.

日頃互いに知っていることをもとに予想させるが，友達の意外な一面

を知ることもあり，相互理解が深まる。

Learners will probably base their predictions on what they know about each

other from daily observations, but there will also be unexpected aspects of

friends that they may discover which may deepen their mutual understanding

and ties.

取り上げるカテゴリーは，果物，色，スポーツであるが，児童の希望

などからカテゴリーを替えて尋ねさせてもよい。

The categories included here are fruits, colors, and sports, but it is also possible

to change the categories to ones that pupils request.

41

Let’s Watch and Think Let’s Watch and Think

デジタル教材を視聴し，登場人物が何が好きかを予想して，それを確認

するために，What ～ do you like?と登場人物に尋ねる。

Here learners view the digital teaching materials, predict what the speakers

like and check the answers by asking the speakers, “What ～ do you

like?”

ここでは，スポーツや飲食物に関して新しい語が多く扱われている。

そこで，まず，どのようなものがあるかを児童に尋ね，単語の音声を聞

かせたりまねさせたりして慣れ親しませたい。

Here many new words are introduced related to sports and food. Therefore, first

ask pupils what kinds of things there are then have them listen to and imitate the

audio until they are familiar with them.

この活動は，What ～ do you like?の表現に慣れさせることがねらい。

映像では，登場人物が会話をしている場面となっている。一人が相手に

Do you like ～?と尋ねるが，相手は全て No, I don’t.と答える。その映像を

途中で止めて，いったい何が好きなのだろうか，と児童に問い予想させ

る。その過程を踏んだあと，児童に What ～ do you like?と尋ねさせ，最

後に登場人物が I like ～.と答える流れになる。確かめたいという児童の

気持が尋ねる必然性につながる。

The aim of this activity is to familiarize them with the phrase, “What ～ do

you like?” In the video, the characters are engaged in conversation. One is

asking another, “Do you like ～?” but the other character is answering, “No, I

don’t” to everything. Pause the video midway through, and ask pupils what they

think the person actually likes and have them predict it. After going through that

process have them ask, “What ～ do you like?” then run through the video to

the end where the character says, “I like ～.” It is hoped that the pupils’ desire

to confirm the answer will make it necessary for them to ask.

ここでは，映像に映る人物とのコミュニケーションとなるが，この活

動が，次のステレオ・ゲーム（指導案に記載）や次時の Activity 1 などに

生かされる。

Here they engage in communication with the people in the video, but this

activity will also be useful in the next activity, the Stereo Game (described in

the instructor’s guide) and Activity 1 in the next session.

Activity 2 Activity 2

児童同士で好きなもの（食べ物，色など）を尋ね合い，表に記入する。

In this activity pupils ask each other what they like (food, color, etc.) and

record the answers on the chart.

慣れ親しんだ What ～ do you like?や I like ～.を使って，実際に児童が

自分の好きなものを伝え合う活動である。

This is an activity in which pupils use the familiar phrases, “What ～ do you

like?” and “I like ～,” and communicate what they like to each other.

児童の実態に応じて，food（食べ物），color（色）以外で児童が尋ねた

いカテゴリーがあれば（果物やスポーツなど）一つ決め，表の右上端の

空欄に書くとよい。

Depending on the interests of pupils, if there are categories other than food and

color that they want to ask about (e.g. fruit, sports), decide on one and write it in

the empty space at the top right of the chart.

42

児童に活動の方法をしっかり理解させるために，ALT 等がいれば指導

者同士，指導者と代表児童，または，児童同士でデモンストレーション

を行うことが効果的である。

In order to have pupils get a solid understanding of how to do the activity it

would be effective to perform a demonstration by the instructors if an ALT is

present, if not the instructor and one of the pupils, or two of them could do a

demonstration.

児童は，相手に伝わるように工夫しながら友達に好きなものを尋ねた

り答えたりして，友達の新たな一面を知ったり，人によって好みが違う

ことを改めて感じたりするであろう。そのことを通して，コミュニケー

ションの大切さや楽しさなどを体験的に感じ取らせたい。

It is hoped that the pupils will be excited to try communicating in English and

asking or responding to classmates about what things they like. As they learn

new things about their classmates, they may notice that different people have

different preferences. Through this activity, we would like them to learn the

enjoyment of communication through first-hand experience.

活動の途中で中間評価を入れるとよい。前半の活動の中で，多くの友

達に積極的にインタビューをしている，ジェスチャーを加えたり，挨拶

をしたりするなど，好例となる児童の姿を見取り，中間評価で紹介する。

そうすることで，「相手に伝わるように」という具体の姿がイメージでき，

後半の活動の質がより高まると思われる。

It is recommended that the instructor provide feedback half way through the

activity. Watch for pupils who can be good examples, such as those who

actively move around conducting interviews with many friends, add gestures

and make greetings during the first part of the activity, then praise and introduce

them in the feedback to the whole class. That way, learners can have a concrete

image of what is meant by communicating effectively with a classmate and this

will hopefully improve the quality of the second half of the activity.

43

P24-25

Unit 6 ALPHABET

Unit 6 ALPHABET

アルファベットとなかよし

Let’s get to know the alphabet!

単元目標（４時間）

Unit objectives (4 teaching hours=4 classes)

・身の回りには活字体の文字で表されているものがあることに気付き，

活字体の大文字とその読み方に慣れ親しむ。

･Pupils will become aware of letters around them that are expressed in

uppercase, block or capital letters only and become familiar with reading them.

・自分の姓名の頭文字を伝え合う。 ･Pupils will be able to tell each other the first letters of their names.

・相手に伝わるように工夫しながら，自分の姓名の頭文字を伝えようと

する。

･Pupils will attempt different ways to effectively say the first letters of their

names.

言語材料 Target Language

○（The “A” card）, please. Here you are. Thank you. You’re welcome. ○ (The “A” card), please. Here you are. Thank you. You’re welcome.

○大文字（A～Z）, the, card, alphabet, please, here, thank, welcome, 数（21

～30,０）, book, drum, fish, gorilla, hat, ink, jet, king, monkey, notebook, pig,

queen, rabbit, sun, tree, umbrella, violin, watch, box, yacht

○Capital letters (A to Z), the, card, alphabet, please, here, thank, welcome,

numbers (21 to 30, 0), book, drum, fish, gorilla, hat, ink, jet, king, monkey,

notebook, pig, queen, rabbit, sun, tree, umbrella, violin, watch, box, yacht

［既出］ 挨拶, you, are, 数 （1～20）, apple, crayon, egg, lemon, orange

[Review / Previously introduced content] Greetings, you, are, numbers (1 to

20), apple, crayon, egg, lemon, orange

この Unit で学習すること What pupils will learn in this unit.

アルファベットの大文字に慣れる。 Pupils will become familiar with the capital letters of the alphabet.

本単元は，アルファベットの文字を題材とする初めての単元となり，

大文字とその読み方に慣れ親しむことが目標となる。児童は，国語科で

ローマ字を学習したり，社会科の地域探険で，地域にあるアルファベッ

トの文字が使われたさまざまな標示を発見したりしていると思われる。

こうした他教科等の学習と関連付け，さらには，デジタル教材を活用し

This is the first unit to have letters of the alphabet as the topic and the goal is to

have pupils become familiar with reading capital letters. They will probably

have learned Roman letters in Japanese language class and have seen various

letters of the alphabet in their community through the exploration of their town

in social studies and everyday life. Begin this unit by using the digital teaching

44

たりしながら，児童の興味を惹き本単元への導入を図りたい。アルファ

ベットの文字を探す活動を通して，児童は，多くのアルファベットの文

字に囲まれて生活していることに改めて気付くであろう。そうした気付

きが文字への興味・関心の高まりにつながる。

materials, drawing pupils’ interest to them and connecting this topic to what

they have learned in other subjects. Through activities searching for letters of

the alphabet it is hoped that pupils will naturally realize that they are

surrounded by many letters of the alphabet in their daily lives. That discovery

may lead to greater interest in letters.

第１時に，児童はアルファベットの文字と出会い，それぞれの読み方

を知る。そのあと，ポインティング・ゲームやビンゴ・ゲームなどを通

して読み方と文字を一致させながら，第３時には，文字の形などに着目

して仲間分けを行い，文字への認識を深める。さらに，必要なアルファ

ベットの文字を集めて自分の名前の頭文字を完成させ，第４時の紹介活

動へと向かう。

In the first hour-lesson pupils encounter the letters of the alphabet and learn

how to read the names of them, after that in the pointing game and the bingo

game they match the readings and letters and in the third hour they look at the

shapes of letters and group them by shape with the aim of deepening their

recognition of letters. To prepare for the final lesson have them collect the

capital letters that they need for their initials and then lead into the fourth

hour-lesson activity.

本単元は，高学年の文字学習へのスタートとなる，重要な意味をもつ

単元である。そこで，個人差には十分配慮し，どの児童にとっても，楽

しく文字に親しみ興味が高まるような活動としたい。そのためにも，指

導者が，一度に全ての文字と読み方を一致させることを求めたり，知識

として一方的に指導したりすることがないよう，留意する必要がある。

This is an important unit in the process of learning reading and writing in the

higher grades. Careful attention needs to be paid to showing the individual

differences between letters, but also in making this activity enjoyable for all of

the pupils, so that it will naturally increase their interest in the topic. For that

purpose, the instructor must be careful not to require that learners match all of

the letters and names at once or try to teach the whole content as just

knowledge. The learners over the course of the unit need to gradually be able to

recognize and say the letters in order and randomly.

Let’s Watch and Think Let’s Watch and Think

デジタル教材を視聴し，さまざまな標示が何を表しているかを考えなが

ら，アルファベットの大文字を知る。

Learners will view the digital teaching materials and learn the capital

letters of the alphabet, while also thinking about what the various letter

combinations represent.

本活動では，アルファベットの大文字（B） を知り，その名称の読み

方（/bi/） に慣れ親しむとともに，身の回りにはアルファベットの大文

In this activity, pupils learn the capital letter (B). The instructor should allow

them to become familiar with the pronunciation of “B” (/bi/), as well as having

45

字がたくさん使われていることに気付かせるようにする。この活動を通

して，人や物だけでなく，文字などの文化も国境を越えて行き交うこと

を感じ取らせたい。

them become aware that many capital letters of the alphabet are found around

them in their daily life. Through this activity, we would like them to get a sense

that not only people and things, but also letters move across borders and are

used around the world.

映像の中の街中にあるアルファベットの文字を見つけさせることで，

自分たちが住む地域やふだん目にしているものの中に，多くのアルファ

ベットの文字があふれていることを想起させたい。

Have them find letters of the alphabet in the street scene in the video and

remind them that many letters of the alphabet can be found in the community

where they live in or on things that they usually see every day.

Let’s Watch and Think のあと，A～Z の大文字とその名称を知り，誌面

の街から大文字を見つける活動をするとよい。誌面の街の風景は，児童

が大文字と楽しく出会うための教材として，架空の街風景を提示してい

る。デジタル教材では，見つけてクリックすれば音声も聞くことができ

る。

After “Let’s Watch and Think,” the activity in which pupils learn the names of

the capital letters from A to Z, they then find them in the street scene on the

page. The street scene on the page shows a fictitious street scene made purely as

teaching materials for pupils to have fun finding capital letters. In the digital

teaching material, pupils can also hear the audio when they click on the letters.

X を除いて，各アルファベットの大文字はその文字で始まる単語の絵

の中に隠されている。しかし，発音とつづりの関係を理解させることを

ねらいとはしていない。高学年では，文字には「名称」と「音」がある

ことに気付かせるが，その際に，外国語活動でも，A が apple の中に隠れ

ていたと思い出す程度のことでよい。児童の気付きは大切にしながらも，

ここで特に説明する必要はない。

Every capital letter of the alphabet, except for X, is hidden in the picture of the

word beginning with that letter. However, it is not the aim here for them to

understand the pronunciation or spelling. In higher grades, they are made aware

that letters have names and sounds, and then it will be good if they recall that

the letter “a” is hidden in the word “apple” that they studied here in the foreign

language activity. While pupils’ awareness is important, there is no particular

need to explain spelling here.

Z は，アメリカ英語では/zi/，イギリス英語では/zed/と発音するなど，

英語にも多様性があることにも触れたい。

The instructor should touch on the fact that there is also diversity in English –

for example, the letter “Z” is pronounced /zi/ in American English, and /zed/ in

British English.

発展的な活動として，教室の中や，自分の持ち物などから，あるいは，

学校の行き帰りなどで，アルファベットの大文字を探し，見つけた文字

を発表させる活動を行うのも楽しい。児童は，体験を通して，多くのア

ルファベットの文字に囲まれて生活していることに，改めて気付くであ

As an extension activity it might also be fun to have pupils find capital letters of

the alphabet in the classroom, in the things they are carrying, or on their way to

and from school and have them present the letters or combination of letters such

as NHK, that they found. Through these experiences, pupils will realize that

46

ろう。 they are surrounded by many letters of the alphabet.

ポインティング・ゲームを行う際は，誌面周りの文字を活用するとよ

い。その際は，一人で，あるいはペア（協力，競争，指残し）で行うな

ど，児童の実態に合わせて方法を工夫し，児童の意欲が継続するように

する。

When playing the pointing game, it is recommended to use the letters that are

found on the pages of the book. In doing so, try to find the best approach to suit

the pupils’ ability and interest, for example letting them play independently or

in pairs, this can be cooperatively or competitively, depending on the class with

the aim of maintaining their enthusiasm.

（Let’s Sing の解説は 27 ページに掲載） (The explanation for Let’s Sing is on page 27)

47

P26-27

Let’s Play Let’s Play!

アルファベットの大文字を自由に仲間分けし，カードを貼る。

The learners freely group capital letters of the alphabet and paste them in

their books.

アルファベットの大文字の形への認識を深めるため，自由に大文字で

遊ぶ体験をさせる。例に示したものは「直線」でできた文字の仲間であ

る。そのほか「カーブでできている文字」「よく似ている文字」「カーブ

と直線でできている文字」「半分に折ると重なる文字」，あるいは，「私が

好きな文字」など，児童の発想を生かして自由に仲間分けをさせる。そ

うした体験を通して，児童は大文字を認識し，その読み方にも慣れ親し

むようになる。ただし，あくまでも慣れ親しむことがねらいであること

に留意する。

Have them play freely with capital letters of the alphabet to deepen their

awareness of the shapes and recognition of these letters. The letters shown in

the example are the group of letters composed of only straight lines. In addition

to this, let pupils use their imagination to freely group letters such as “letters

composed of curves,” “letters that look very similar to each other,” “letters

composed of curves and straight lines,” “letters that overlap when folded,” or

“letters that I like.” Through this experience, hopefully pupils will begin to

recognize capital letters and become familiar with how they are read. Keep in

mind that at this stage the aim is only for them to gain familiarity with these

letters.

誌面に貼った作品を紹介し合うことで，互いの視点の共通点や違いに

気付き，一層学びが深まることも期待できる。

In the final stage when they introduce what they have pasted on the page, they

may become aware of the similarities and differences between each other’s

viewpoints, which will lead to further deepening their learning.

Activity Activity

自分や友達，家族などの名前の頭文字のカードをもらって貼る。

In this activity learners collect capital letter cards representing the first

letter for their own, their friends, or their families’ names, and paste them

in their books.

自分や友達の名前にどんなアルファベットの大文字が使われているか

を知り，その文字を集めることで，文字への認識を深めることがねらい。

楽しく活動しながら，アルファベットの大文字に親しませたい。

The aim is for pupils to learn what capital letters of the alphabet are used in

their own and their friends’ names and deepen their recognition of letters by

collecting those letters. Hopefully learners will become familiar with the capital

letters of the alphabet while they enjoy the activity.

指導者はあらかじめ，アルファベットの各文字カードを複数枚作成し If possible, the instructor should prepare cards with the capital letters of the

48

ておく（児童用テキスト巻末の児童用カードをコピーして切っておくと

よい）。児童は，文字カードを渡す役ともらう役に分かれ，Unit 1 でもら

った名札を参考に，自分の姓と名前の頭文字の文字カードをもらう。

alphabet in advance, more than one card for each letter will be necessary, (it is

useful to make photocopies of the cards for pupils, provided at the back of

pupils’ textbook and cut them out beforehand). Pupils are then separated into

roles for handing out and receiving letter cards. While referring to the name

cards they received in Unit 1, pupils should move around and get letter cards for

the first letters of their first and last names. Roles can them be switched.

使用する表現は，Hi. The “A” card, please. Here you are. Thank you. You’re

welcome.程度の簡単なやり取りとする。活動の前に指導者がやり取りの

モデルを示し，使用表現も何度か繰り返し言い，慣れてから行うとよい。

ただ，新学習指導要領外国語活動の目標に「サポートを受けながら」と

あるように，児童同士が助け合ったり，指導者からの適切な支援を受け

たりしながらやり取りをするようにする。

The phrases to be used are simple ones such as, “Hi! The ‘A’ card, please,”

“Here you are,” “Thank you,” and “You’re welcome.” The instructor should

model the interaction before starting the activity, repeating the phrases to be

used, and starting the activity only after the learners have become familiar with

it. However, as one of the objectives of the New Course of Study for foreign

language activities says, the instructor should provide necessary support when

needed, so the activity can be conducted with pupils both helping each other

and while receiving appropriate support from the instructor.

活動の方法は，児童の人数や実態などにより，さまざまな形態が想定

される。渡す役の児童に，どんな種類の文字を持たせるか，また，誰が

どんな文字を持っているか，もらいに行く側から見て分かるように配置

するかどうかなど，児童の動きを具体的にイメージして，指導者がより

実態に合った場の設定をすることが重要である。それにより，児童の使

用する表現が違ったり，難易度が異なったりするからである。

There are a variety of ways to conduct the activity, depending on the number of

pupils and their situation. It is important for the instructor to set up a scene that

is most appropriate for the numbers of pupils and conditions they have. The

pupils’ movements need to be imagined beforehand and letters distributed.

Before starting the activity, decisions need to be made about who will first play

the role of handing over the items, what letters are to be held by whom and the

best way for pupils to find the letters they need. Depending on these

arrangements, the phrases that pupils use may differ, e.g. “ ‘A’ card please?”

“Sorry, I don’t have it.” Therefore the level of difficulty of the activity may

change accordingly.

もらったカードは，各自のテキスト誌面に貼り，最後には，自分の名

前を頭文字とともに，Hello, everyone. I’m Tanaka Hanako. “T” （and） “H.”

After the activity, each child should paste the cards received on the appropriate

page of their own textbook and to conclude the activity, they introduce

49

Thank you. などと紹介する。

themselves with the first letters of their names, saying for example, “Hello

everyone. I’m Tanaka Hanako. ‘T’ (and) ‘H.’ Thank you.”

友達や，家族などの頭文字を集める際は，事前に尋ねたりして調べさ

せておくなど，配慮が必要となる。

If they are asked to collect the first letters of their friends’ or families’ names, it

may be necessary to have them check the letters with the instructor in advance.

Let’s Sing：ABC Song（p.25 より） Let’s Sing：ABC Song (From p. 25)

身体を動かしたり，手遊びをしたり，誌面の文字をさしたりしながら，

楽しく歌わせる工夫をするとよい。

Try different ways to have them enjoy singing, such as moving their bodies,

using their hands to form letter shapes, raising alphabet cards handed to each

child, or pointing to letters on the page.

アルファベットを扱ったさまざまな歌も市販されているので，児童の

興味・関心にあったものを選び活用するとよい。

A variety of songs that use the alphabet are available on the Internet, so it is

suggested to select and use the ones that may match pupils’ interest.

Let’s Chant：What do you want?（p.29 より） Let’s Chant：What do you want? (From p. 29)

単元最終の活動で使用する表現に言い慣れることがねらい。画面の中

で，さまざまな形が組み合わさって，家や車，キャンディーになる様子

を楽しみながらチャンツを言わせ，最終の活動に向け，「自分だったらこ

んなものを作りたい」という児童の意欲につなげたい。

The aim is to have them become used to saying the phrases that are used in the

last activity of the unit. Have them say the chant while they enjoy watching the

various shapes on the screen, which are combined to become houses, cars or

candy and towards the last activity lead them to suggest, “If it were me, I would

want to make ....”

慣れてきたら，好きな形を使って，児童に自由にチャンツを作らせる

のも楽しい。

It would also be fun for pupils to make their own chants individually or in

groups freely using shapes that they like, once they are familiar with the chant

presented.

指導者の表現例 Instructor’s phrases

What letter do you see in this picture?（この絵の中にどんな文字が見えます

か。）

Where is “A” in this picture?（この絵のどこに「A」がありますか。）

Point to the alphabet letters.（アルファベットの文字をさし示しなさい。）

My name is Ogawa Maki.（私の名前はおがわまきです。）

I have “O” and “M” in my name.（名前に「O」と「M」があります。）

What letter do you see in this picture?

Where is “A” in this picture?

Point to the alphabet letters.

My name is Ogawa Maki.

I have “O” and “M” in my name.

Do you have “O” in your name?

50

Do you have “O” in your name?（あなたの名前に「O」がありますか。）

主に Activity で使う表現例を紹介しています。

These are the phrases that are mainly used in the Activity.

51

P28-29

Unit 7 This is for you.

Unit 7 This is for you.

カードをおくろう

Let’s make greeting cards!

単元目標（５時間） Unit objectives (5 teaching hours=5 classes)

・日本語と英語の音声の違いに気付き，形の言い方や，欲しいものを尋

ねたり答えたりする表現に慣れ親しむ。

･Pupils will learn to recognize the difference in the sounds of Japanese and

English, become familiar with the ways of saying shapes and also phrases for

asking and answering questions about things that they want.

・欲しいものを尋ねたり答えたりして伝え合う。

･Pupils will communicate with each other asking and answering questions

about things they want.

・相手に伝わるように工夫しながら，自分の作品を紹介しようとする。

･Pupils will introduce their own original creations, while trying to communicate

effectively with others.

言語材料

Target Language

○What do you want? （A star）, please. Here you are. This is for you. Thank

you. You’re welcome.

○What do you want? (A star), please. Here you are. This is for you. Thank you.

You’re welcome.

○want, this, a, for, 状態・気持ち（big, small）, 形 （square, rectangle, star,

diamond）, bus, flower, shop, balloon, house, car, candy, 動物 （dog, cat,

panda, mouse, bear）

○want, this, a, for, condition and feelings (big, small), shapes (square, rectangle,

star, diamond), bus, flower, shop, balloon, house, car, candy, animals (dog, cat,

panda, mouse, bear)

［既出］ I like （blue）. Do you like （blue）? Yes, I do. / No, I don’t. I don’t

like （blue）. What （sport） do you like? How many（apples）? 形, 色, 数

（1～30）, tree

[Review / Previously introduced content] I like (blue). Do you like (blue)? Yes,

I do. / No, I don’t. I don’t like (blue). What (sport) do you like? How many

(apples)? Shapes, colors, numbers (1 to 30), tree

52

この Unit で学習すること What pupils will learn in this unit.

いろいろな形を集めて作ったカードを贈る。

Pupils will make a card from a variety of shapes that they first collected

and then give them to someone.

児童は，これまでの単元を通して，色や数，果物・野菜，身の回りの

物などの語とともに，挨拶や好みを伝える表現に慣れ親しんできている。

本単元では，まず，さまざまな形を表す語や何が欲しいかを尋ねたり答

えたりする表現に出会う。次いで，それらの語や表現などを使いながら

誰かに贈るためのカードを作り，紹介し合う。特に，相手意識・目的意

識を大切にしたい単元である。

In the preceding units, pupils have become familiar with words for colors,

numbers, fruits and vegetables and other things around them. They also used

phrases for greetings and things that they like. In this unit, first they will

encounter a variety of shapes and phrases for asking and answering questions

about things they want. Then they will use those words and phrases to make

cards to send to someone and finally introduce the cards to each other.

Consideration to others and a clear sense of purpose apart from just learning

English are features of this unit.

単元の最終活動に向けて，第１時には，形を表す語に出会うとともに

日本語と英語の音声の違いに気付き，デジタル教材により世界のさまざ

まなカードについて知る。第２時と第３時では，形を表す語や欲しいも

のを尋ねたり答えたりする表現に慣れ親しみ，第４時には好きな形を集

めてカードを作成，第５時で，作成したカードを紹介し合う流れとなる。

また，本単元には，語や表現に慣れ親しむための多様な活動が設定され

ている。繰り返し聞いたり言ったりすることを通して児童の自信や意欲

を育み，ゴールとなる活動へ向かわせたい。

In the first hour-lesson they will encounter words for shapes and at the same

time hopefully notice the difference in sounds between Japanese and English.

They will also learn about the variety of cards around the world through the

digital teaching material in preparation for the last activity of the unit. In the

second and third hours-lessons they will become familiar with words that

represent shapes and phrases for asking and answering questions about things

they want. In the fourth hour-lesson they will collect their favorite shapes and

make cards and in the fifth hour they will introduce the cards that they have

made. Also, there are a variety of activities set up in this unit to familiarize them

with words and phrases. We want pupils to hear and say these many times in

order to foster their confidence and motivation and to support them in being

successful as the move towards the final activity.

Let’s Play 1 Let’s Play 1

デジタル教材を活用して，さまざまなシルエットを見てそれが何かを当

てたり，さまざまな形の窓を開けて後ろに隠れているものが何かを当て

Using the digital teaching material, pupils view various silhouettes and guess

what they are. They also open windows of various shapes and guess what

53

たりする。 animal is hidden behind them.

デジタル教材には，２種類のクイズがある。一つ目は，シェイプ・ク

イズである。真っ黒のシルエット（円，三角，四角など）を見て，それ

が何かを当てるクイズ。指導者は，まず What shape is this?と尋ねる。日

本語で「shape は，『形』ですよ」などと訳さなくても，シルエットをさ

し，尋ねるジェスチャーをするだけで児童は理解し，おそらく「三角！」

などと日本語で言うと思われる。指導者は，それを受けて，That’s right!

This is a triangle. のように英語に言い換え，形の言い方に出会わせる。そ

のあと，シルエットを見て，それが何かを予想させながら，児童の興味

を惹いてクイズを進めたい。児童の多様な予想も大切にし，認めるよう

にする。

There are two types of quizzes in the digital teaching material. The first is the

shape quiz. In this quiz, pupils look at a black silhouette (circle, triangle, square,

etc.) and guess what it is. The instructor should first ask, “What shape is this?”

Without translating that “shape” is “katachi” in Japanese, if the instructor points

at the silhouette and asks while using gestures pupils will probably understand

and likely answer “sankaku!” in Japanese. In response, the instructor should

answer in English, “That’s right! This is a triangle,” so that they hear how the

names and shapes are said in English. After that pupils’ interest will be raised as

they look at the other silhouettes and try to guess what they are. Various

answers are possible and creativity should be highlighted and praised.

二つ目は，さまざまな形の後ろに隠れている動物が何かを当てるクイ

ズ。児童に開けたい形を言わせ，指導者がクリックすると，後ろのもの

が徐々に見えるという仕組みになっている。この時点では，児童はまだ

形を英語で言えないと思われる。児童が日本語で言った形を，指導者は

Oh, a heart?などと英語で言い返すとよい。それを繰り返すことで，児童

は語句を何度も聞くことになり，形とその音声が結び付いていくことが

期待できる。

The second quiz is to guess what is hidden behind the various shapes. Have

pupils say which shape they want to open, then when the instructor clicks on the

chosen shape the item behind it will gradually come into view. At this point

pupils probably cannot say the word for the shape in English. When they

describe the shape in Japanese the instructor should respond in English, saying,

“Oh a heart?” By repeating this activity, pupils will hear the vocabulary many

times and should connect the shape with the word in English.

また，二つ目の活動では，児童にとってはたいへん身近な動物を扱っ

ているので，興味が高まると思われる。その際，これまでに親しんでき

た表現を使って，I like dogs. Do you like dogs? などと児童に尋ねるなど，

やり取りしながら進めたい。

The second activity deals with animals that pupils are very familiar with, so it

should increase their interest in the activity. At that time use phrases that they

have become familiar with and create interaction with the pupils by asking

questions such as, “I like dogs, Do you like dogs?”

Let’s Play 2 Let’s Play 2

音声を聞き，聞いた形をさし示す。 Learners listen to the audio and show which shapes they hear.

まず，誌面の中にどんな形がいくつ隠れているかなどを児童に尋ね，

確認するとよい。

First, it is suggested to check what shapes and how many of them are hidden on

the page by asking pupils some questions.

54

デジタル教材や指導者が言った音声を聞いて，児童がその形を探し，

指でさし示す活動。何度も繰り返し音声を聞かせ慣れ親しませることが

ねらい。

In this activity, pupils look for shapes that they hear in the digital teaching

materials or the instructor says and point to them with their fingers. The aim is

to have them hear the audio repeatedly to become familiar with it.

一人で行ったり，ペアで行ったりして活動形態に変化を付けることで，

児童の意欲も高まる。また，ペアの活動では，多様な方法（協力，競争，

指残しなど）で楽しく活動させながら表現に慣れ親しませるようにした

い。

Give some variations to the activity format by having them play independently

or in pairs and this will increase their motivation. If the activity is done in pairs

try to have them enjoy the activity while becoming familiar with the phrases. It

is good to combine various approaches, both cooperative and competitive.

慣れてきたら，児童に指導者役をさせると意欲も一層高まる。 Once they are familiar with this, letting pupils play the role of instructor will

increase their motivation.

（Let’s Chant の解説は 27 ページに掲載） (The explanation for Let’s Chant is on page 27)

55

P30-31

Let’s Watch and Think

Let’s Watch and Think

デジタル教材を視聴し，世界にはさまざまなグリーティングカードがあ

ることを知る。

Learners view the digital teaching materials and learn that there are a

variety of greeting cards around the world.

映像を視聴することにより，さまざまな国には，それぞれの文化や習

慣があることに気付かせたい。ただカードを紹介するのではなく，その

カードが使われる場面や状況，それがもつ意味などについても児童の気

付きを促すようにする。体裁や渡す状況が違っても， どのカードも「相

手のことを思って，自分の心を伝えるためのものである」ことに児童が

気付くことで，最終活動が豊かになる。指導者は，そうしたねらいを明

確にもち，映像を見せたい。

By watching the video we would like pupils to realize that countries have their

own unique cultures and customs. Make sure that the instructor does not only

introduce the cards to pupils, but also encourages them to notice the scenes and

situation where the card is used and try to guess the meaning that it has. Pupils

will realize that even if the appearance and situation where cards are given is

different, any card has the purpose of showing affection for its recipient and

conveys this feeling from one person to the other. Confirming these points will

make the final activity more meaningful. The instructor should have such an

aim clearly in mind when showing the video.

Let’s Listen Let’s Listen

欲しい形をやり取りする音声を聞き，誰がどの作品を作ったのかを考え

て線で結ぶ。

Learners listen to the audio about the shapes that they want and draw lines

connecting the people and the items that they made.

会話の中では，最終活動 Activity で使用する What do you want? ～,

please. How many? などの表現が何度も繰り返し使われており，音声を聞

きながら表現に慣れ親しむことが期待できる。

The phrases to be used in the final activity of exchanging cards are repeated

many times in this conversation, such as, “What do you want?” “～, please,”

and “How many?” and it is hoped that pupils listen to the audio and become

familiar with the phrases.

音声を聞かせる前に，どの作品には，どんな形がいくつ必要かなどに

ついて児童に考えさせ，集中して主体的に聞けるような工夫をしたい。

Before pupils listen to the audio, have them think about what shapes and how

many of them will be necessary, so that they can concentrate and listen actively.

途中で音声を止めながら線を結ばせたり，全ての音声を聞き終えてか

ら線を結ばせたり，さまざまな方法が考えられるが，児童の様子をよく

観察し，実態に合わせた活動方法を選択したい。

There are several ways to do this, such as having them draw connecting lines

while pausing the audio from time to time, or have them listen to the whole

audio and then draw connecting lines. Please observe carefully how pupils are

56

acting, and select an activity method that is appropriate to them.

Activity Activity

いろいろな色の形を集め，プレゼントするグリーティングカードを作る。

Learners will collect shapes in different colors and make greeting cards to

give to others.

まず，指導者がモデルを示したい。ALT や校内の教員等に自分の気持

ちを伝えるためのカードを作り，それを児童に見せ，意欲付けを図りた

い。

First, the instructor should model the activity. The instructor makes a card that

conveys his/her feelings to an ALT or other member of the teaching staff at the

school and shows it to pupils to motivate them to do the same.

まず，誰にどんな気持ちを伝えたいかを児童に考えさせる。対象を友

達に限定する場合は，学級の中で，さみしい思いをする児童がでないよ

う十分配慮したい。

Have pupils think about what feeling they want to convey and to whom. If the

recipients are limited to classmates, take great care that no pupils in the class

are left out and made to feel lonely.

指導者は，児童が使用する数をあらかじめ想定し準備をしておく。同

じ形でも色を替えて数種類準備することで，児童の発想は広がり，活動

への意欲が高まるであろう。

The instructor should anticipate the number of shapes that pupils will use and

prepare them in advance. By preparing different colors for each shape the

pupils’ imagination will be broadened and their excitement for the activity

increased.

活動は，お店屋さんごっこの要領で行う。形をもらう側と渡す側に分

かれ，前半後半で役割を交代するとよい。さらに学級の人数や実態に応

じて，活動形態も工夫するとよい。活動を行う際，十分に表現が言えな

くても，指導者がサポートをしながら，英語を使おうとする姿勢や コミ

ュニケーションを図ろうとする態度を認め，しっかり賞賛するようにし

たい。

The activity is conducted in the same way as a shopping exercise. Pupils are

divided into two groups, those who give items, (shopkeepers) and those who

ask for what they want and receive them, (customers). Roles should be changed

between the first half and the second half of the activity. It would be good to

think of different ways to do this activity based on the number of students and

other constraints in the class. When conducting the activity, if pupils are

struggling to say the phrases adequately, the instructor should give support and

recognize their attempt towards trying to communicate using English by

praising them.

ワークシートを使用するだけでなく，指導者が用意したオリジナルの

台紙を使うなど，児童の意欲が高まるような工夫をしたい。また，贈る

人に向けてのメッセージなども書かせてもよい。さらに，これまでの単

The instructor should not just use the worksheet, but also prepare original

colored card or paper sheets and other materials to increase pupils’ enjoyment

and allow for creativity. It would also be a good idea to have them write a

57

元でアルファベットの大文字にも親しんできていることから，大文字カ

ードを使って「THANK YOU」などのメッセージや相手の名前の頭文字

を貼るのも楽しい。３年生の実態を考えると日本語で，言葉を添えるな

どするとよい。そうすることで，よりメッセージ性が高まる。

message to the person they will send the card to. Furthermore, it would be fun

for them to use the capital letters of the alphabet that they have become familiar

with in past unit and to stick the capital letters on the card to write, “THANK

YOU” or the precipitant’s initials. Considering the developmental stage of third

graders, it would be fine to add words in Japanese. Doing this will enhance the

quality of the message.

作品を贈る際の This is for you. Thank you.などは，あらかじめ指導者が

モデルを示し，活動前に触れておくとよい。

It is suggested that the instructor model phrases to be used when giving a

present such as “This is for you,” and “Thank you” in advance, and review

these before the activity.

できた作品を贈る前に，教室掲示にするなどして，学級全体で共有す

るのもよい。

Before or after giving the cards that pupils made, they may be displayed in the

classroom and shared by the entire class.

指導者の表現例 Instructor’s phrases

How many triangles do you want?（三角形をいくつ欲しいですか。）

Can you find a triangle?（三角形を見つけられるかな。）

Whose card is this?（これは誰のカードかな。）

How many triangles can you see in this picture?（この絵の中には三角形が何

個見えますか。）

How many triangles do you want?

Can you find a triangle?

Whose card is this?

How many triangles can you see in this picture?

主に Activity で使う表現例を紹介しています。 These are the phrases that are mainly used in the Activity.

58

P32-33

Unit 8 What’s this?

Unit 8 What’s this?

これなあに？

What is this?

単元目標（５時間）

Unit objectives (5 teaching hours=5 classes)

・外来語とそれが由来する英語の違いに気付き，身の回りの物の言い方

や，ある物が何かを尋ねたり答えたりする表現に慣れ親しむ。

･Pupils will notice the difference between foreign loan words and the English

words from which they are derived. They will also become familiar with how to

say the names of things around them and the phrases for asking and answering

questions to find out what something is.

・クイズを出したり答えたりし合う。

･Pupils will give quiz questions to each other and also give answers.

・相手に伝わるように工夫しながら，クイズを出したり答えたりしよう

とする。

･Pupils will try different ways to give quizzes to each other and also give the

answers.

言語材料

Target Language

○What’s this? Hint, please. It’s （a fruit）. It’s（green）. It’s（ a melon）. That’s

right.

○What’s this? Hint, please. It’s (a fruit). It’s (green). It’s (a melon). That’s right.

○it, hint, sea, 動物（elephant, horse）, spider ○it, hint, sea, animals (elephant, horse), spider

［既出］ I like （blue）. Do you like （blue）? Yes, I do. / No, I don’t. No. Sorry.

数 （1～30）, 果物・野菜, 飲食物, 動物, 色, 形, 状態・気持ち, what, is,

this, please

[Review / Previously introduced content] I like (blue). Do you like (blue)? Yes,

I do. / No, I don’t. No. Sorry. numbers (1 to 30), fruits and vegetables, foods

and drinks, animals, colors, shapes, conditions and feelings, what, is, this,

please

この Unit で学習すること What pupils will learn in this unit.

59

クイズ大会をする。 Learners will hold a quiz tournament.

４月に初めて外国語と出会った児童も，さまざまな経験を通して活動

にも慣れ，楽しく授業に参加している時期であろう。また，学年末を控

え，同じ学級で生活や学習を共にした仲間との関係も深まっていると思

われる。こうした時期に合わせ，これまでの活動経験を生かし楽しく活

動できる本単元を設定した。ここでは新たに，「目の前の物が何かを尋ね

たり答えたりする」表現や，動物，野菜を表す語を扱い，単元最後には

「クイズ大会」を行う。これまでの経験や慣れ親しんできた知識や技能

を発揮し，児童が主体的に活動できるよう支援したい。

This is probably a time when pupils who first encountered foreign languages in

April can now enjoy participating in class and have become used to the foreign

language activities class through a variety of experiences. Also, moving towards

the end of the school year, it is assumed that their relationships with classmates

with whom they have learned and spent time together with has probably

deepened. This unit was prepared specifically for such a period to provide an

opportunity in which pupils can use their experiences so far, to have an

enjoyable activity. Here phrases to ask and answer questions regarding things

that are in front of them, as well as words that represent animals and vegetables

are used, while at the end of the unit there is a quiz tournament. The instructor

should support pupils so they can actively engage in the activity and

demonstrate the knowledge and skills in English that they have become familiar

with in their experiences up until now.

クイズ大会に向けて，映像クイズ，ヒントクイズ，漢字クイズなどさ

まざまなクイズを組み込み，最終の活動に向けて児童の意欲が高まるよ

う単元を構成している。ただ，誌面に挙げているのはあくまでも一例で

ある。児童の興味・関心に合わせ，「これは何だろう」と自然に尋ね合う

必然性が生まれるような場面設定に配慮し，児童と共に豊かな活動を創

りたい。

This unit has been structured to increase pupils’ motivation towards the final

activity of the quiz tournament by including various quizzes such as the video

quiz, the hint quiz and the kanji quiz. However, the items given in the book are

only a few examples. We want to create challenging and interesting activities

with pupils, that match their interest and characteristics, while being careful to

create the context where there is a necessity to naturally ask each other “What is

this?”

本単元の最後には，児童が実際に身の回りの物についてクイズを作り，

互いに答え合う活動を設定している。テキストの中には，映像クイズ，

ヒント・クイズ，漢字クイズ，足あとクイズなどが体験できるように組

まれており，活動例にも，ブラックボックス・クイズやジェスチャー・

クイズなどを挙げた。さまざまなクイズを体験することで，最終の活動

At the end of the unit, pupils create a quiz about the things that are actually

around them and ask and answer questions. The materials allow them to

experience the video quiz, the hint quiz, the kanji quiz and the footprint quiz. In

addition the black box quiz and the gesture quiz are listed as further examples.

Through experiencing of a variety of quizzes, we would like to increase their

60

に向けて「こんなクイズをしたい」という意欲を高めていきたい。その

ほか，児童の実態に応じて，指導者が活動を工夫し，児童と一緒に楽し

むとよい。

interest and motivation to create their own kind of quiz for the final activity. It

is suggested that the instructor try different approaches depending on the

interests and characteristics of the pupils and enjoy doing quizzes with pupils.

最初の見開きページの誌面には４種類の「あるもの」が隠れている。

例えば，一見すると顔に見えるクモの腹部など。虫眼鏡の中に見えるも

のについて，児童は，「何だろう」と興味をもつことが予想される。そこ

で，指導者は What’s this?と尋ねる。児童は，当然日本語で答えると思わ

れるが，答えを引き出しながら，What’s this?や owl などの表現を導入す

るとよい。

There are four types of hidden things on the first double-page in this unit. For

example, the spider’s abdomen looks like someone’s face at first glance. It is

hoped that pupils will be interested and think, “What’s this?” when they see

things in the magnifying glasses. At that time, if the instructor asks, “What’s

this?” Pupils will probably naturally answer in Japanese. This is fine, but the

instructor can recast the key words in English and introduce phrases like,

“What’s this” and “owl” while eliciting further answers from the learners.

Let’s Play 1 Let’s Play 1

虫眼鏡に映るものを見て，それが何かを当てる。

Learners will look at things through a magnifying glass and guess what

they are.

画面に映るものを見て，それが何かを当てるクイズ。指導者は，What’s

this? Can you guess? などと児童に尋ねる。児童は日本語で答えることが

想定されるので，その際には指導者が英語で言い換えて聞かせる。また，

児童のつぶやきを拾って，That’s a good idea! That’s right! などと言葉をか

け，児童の興味を惹きながらクイズを進めるとよい。

In this quiz, pupils look at what is on the screen and guess what it is. The

instructor can ask them questions like, “What’s this? Can you guess?” It is

anticipated that pupils will answer in Japanese, but in that case the instructor

can recast their answer in English. Also, if a child accidently mentions the

answer under their breath the instructor should pick it up, praise them and

respond in a way that stimulates the child’s interest such as, “That’s a good

idea! That’s right!” and continue with the activity.

指導者は，児童の活動の様子をよく観察し，映像を途中で止めたり，

必要に応じてヒントを与えたりするなどして，児童に「自分の力で答え

が分かった」という達成感を味わわせ 自信を育みたい。そのことが意欲

へとつながっていく。

The instructor should carefully watch pupils, pause the video midway and give

plenty of hints to let them guess the answer. In this way the learners will get a

sense of achievement that they got the answer. This experience will hopefully

lead to heighten learners’ motivation to try other activities using English.

Let’s Chant：What’s this? Let’s Chant：What’s this?

児童に「何だろう」と思わせるような映像が出てくる。クイズに答え While watching the video, which is designed to make pupils think “What is

61

るような気持ちで，リズムに乗って楽しく言わせるとよい。慣れてきた

ら，児童に自由に作らせても楽しい。

that?” it is suggested that learners play along and try to give the answers in a

fun way, as if answering a quiz. It would also be fun to have pupils make their

own version when they are familiar with it.

指導者の表現例 Instructor’s phrases

Can you guess? （何か分かりますか。）

That’s right. （その通りです。）

Look at this picture.（この写真を見ましょう。）

You can say it in Japanese.（日本語で言ってもいいですよ。）

How do you say ～ in Japanese?（～を日本語で何と言いますか。）

Can you guess?

That’s right.

Look at this picture.

You can say it in Japanese.

How do you say ～ in Japanese?

主に Let’s Play 1 で使う表現例を紹介しています。 These are the phrases that are mainly used in Let’s Play 1.

62

P34-35

Let’s Play 2 Let’s Play 2

映像を視聴し，それが何かを当てる。 Look at the images and guess what they are.

野菜のシルエットや断面図を見て，それが何かを当てるクイズ。Unit 4

でも慣れ親しんだ野菜が題材であり，児童にとってたいへん身近なもの

であることから，楽しく活動ができると思われる。誌面に掲載したクイ

ズのほかに，指導者が撮影した野菜や果物の一部，あるいは断面図の写

真を見せてクイズにするなどしても楽しい。

This is a quiz where pupils look at a silhouette or a cutout of a vegetable and

guess what it is. It uses vegetables that they learnt in Unit 4, so pupils should be

very familiar with them and make this a fun activity. In addition to the quizzes

in in the book, it would also be fun to use parts of photographs of vegetables

and fruit taken by the instructor or later ask the children themselves to make this

quiz.

Activity Activity

①ヒント・クイズ (1) Hint quiz

誌面にあるものについてヒントを聞いて，それが何かを推測して当て

る活動であるが，その前に，指導者がクイズを出して，進め方を児童に

示しておくことで一層意欲が高まると思われる。

In this activity, pupils listen to hints about an item on the page and try to guess

what it is. Before starting the main quiz, the instructor should give a mini-quiz

first to show pupils how it works in order for their interest and motivation to be

increased.

慣れてきたら児童にヒントを出す体験をさせる。外国語活動を初めて

経験する３年生の実態を考えると，一人でヒントを考えて出題するのは，

かなり困難を伴うことであると思われる。そこで，ペアやグループで活

動させるとよい。

When they become familiar with the activity, let them experience giving hints.

Considering the developmental stage and experience of the third graders who

are doing foreign language activities for the first time this year, it may be quite

difficult to come up with a quiz alone, so it may be necessary for them to do the

activity in pairs or groups.

一つのものに対して複数のヒントを出すことによって言葉に広がりが

生まれる。また，これまでの単元で慣れ親しんできた色やカテゴリー（果

物，スポーツなど）などの表現の中から児童が選び，それらを活用して

ヒントを考えることにより，言葉への理解も深まっていく。

Adding multiple hints for one clue, will increase the number of words used.

Also, as pupils may choose phrases from those they have already become

familiar with in previous units, such as colors and categories (fruits, sports,

etc.), and consider using them as a hint, to deepen their understanding of the

words.

②漢字クイズ (2) Kanji quiz

63

まず，児童に漢字の読み方を尋ねる。児童は，おそらく「うみ」「ほし」

と読むと思われる。そこで，指導者が「これは海にいる生き物です」と

ヒントを出す。児童は，星のような形をした海にいる生き物というと…

と考え，「ヒトデ！」が思い浮かぶだろう。そのあと，英語で何と言うか

を推測して答えさせる。

First, the instructor should ask pupils how to read the kanji, by saying “What’s

this?” Pupils will probably read it as something like “umi” or “hoshi.” Then, the

instructor can give hints like, “This is a creature that lives in the ocean.” Pupils

will think of something that lives in the ocean and has the shape of a star, and

say, “hitode! (starfish!).” After that, have them try to guess how “hitode” is said

in English, then provide the word if necessary.

漢字の読みと英語での読み方を比較して，言葉の作りや言葉に対する

考えの共通点，相違点について気付かせたい。

We want pupils to compare the readings for kanji characters and for the English

words and realize the similarities and differences between the words and the

ideas behind the origin of the words.

漢字は，１文字が意味をもつ表意文字であること，アルファベットの

文字は１文字では意味をもたない表音文字であることに触れてもよい。

It is alright to touch on the fact that each kanji character is a pictograph that has

a meaning, while the letters of the alphabet are phonetic and have no meaning

of their own.

③足あとクイズ (3) Footprint quiz

親しみのある動物の足あとがヒントとなるため，児童は興味をもって

活動に取り組むと思われる。Can you guess? Really? Do you like cats? など

と，児童とやり取りしながらクイズを進めるとよい。

Pupils should be interested in participating in this activity because the hints are

the footprints of animals that they are familiar with. The instructor should

interact with pupils while doing the quiz, asking questions such as, “Can you

guess?” or “Really? Do you like cats?”

これまで体験したクイズの中から，あるいは，オリジナルのクイズを

考えるなどして，クイズ大会をすると楽しい。ALT 等を招待したり，異

学年交流として行ったりするなど，学校や児童の実態に応じて行うとよ

い。これまでに慣れ親しんだ表現を選んで具体的な場面で実際に活用す

ることで，学びも深まる。

It would be fun to hold a quiz tournament in teams using one of the quizzes that

they have experienced or by thinking up an original quiz. You can invite the

ALT or other learners from different classes or grades to hold the tournament,

depending on the situation of the school and pupils. Learning will be enhanced

by selecting phrases that they have already become familiar with and actually

use these in practice.

指導者の表現例 Instructor’s phrases

Let’s do the chant in a clear voice.（はっきりした声でチャンツをしましょ

う。）

Let’s do the chant in a clear voice.

What’s this?

64

What’s this?（これは何ですか。）

It’s an owl.（それはフクロウです。）

Do you know fukuro in English?（「フクロウ」は英語で何と言うか知ってい

ますか。）

You can say it in Japanese.（日本語で言ってもいいですよ。）

Can you guess?（分かりますか。）

Do you need hints?（ヒントは必要ですか。）

Let’s make hints.（ヒントを作りましょう。）

Who knows the answer?（答えが分かる人は誰かな。）

That’s right.（その通りです。）

Close.（おしい。）

Let’s make a quiz.（クイズを作りましょう。）

Good job.（よく頑張ったね。）

It’s an owl.

Do you know fukuro in English?

You can say it in Japanese.

Can you guess?

Do you need hints?

Let’s make hints.

Who knows the answer?

That’s right.

Close.

Let’s make a quiz.

Good job.

主に Let’s Play 1 や Activity で使う表現例を紹介しています。

These are the phrases that are mainly used in Let’s Play 1 and the Activity.

65

P36-37

Unit 9 Who are you?

Unit 9 Who are you?

きみはだれ？

Who are you?

単元目標（５時間）

Unit objectives (5 teaching hours=5 classes)

・日本語と英語の音声やリズムなどの違いに気付き，誰かと尋ねたり答

えたりする表現に慣れ親しむ。

･Pupils will learn to notice the differences in the sound and rhythm between

Japanese and English and become familiar with the phrases for asking and

answering questions about people and animals.

・絵本などの短い話を聞いて，おおよその内容が分かる。

･Pupils will listen to a short story from a picture book and grasp the general

content.

・絵本などの短い話を反応しながら聞くとともに，相手に伝わるように

台詞をまねて言おうとする。

･Pupils will listen and react to short stories from picture books while trying to

imitate and say lines in a way that others will understand.

言語材料 Target Language

○Are you （a dog）? Yes, I am. / No, I’m not. Who are you? I’m （a dog）. Who

am I? Hint, please.

○Are you (a dog)? Yes, I am. / No, I’m not. Who are you? I’m (a dog. Who am

I? Hint, please.

○who, 動物 （cow, dragon, snake, tiger, sheep, chicken, wild boar）, 状態・

気持ち（long, shiny, scary, round, furry）, 身体の部位（head, eyes, ears, nose,

mouth, shoulders, knees, toes）

○who, animals (cow, dragon, snake, tiger, sheep, chicken, wild boar), conditions

and feelings (long, shiny, scary, round, furry), body parts (head, eyes, ears, nose,

mouth, shoulders, knees, toes)

［既出］挨拶・自己紹介，I like（blue）. Do you like （blue）? Yes, I do. /

No, I don’t. What（sport） do you like? How many（apples）? are, not, 色, 形,

状態・気持ち, 動物, 果物・野菜, 飲食物, 数 （１～30）

[Review / Previously introduced content] Greetings and self-introduction, I like

(blue). Do you like (blue)? Yes, I do. / No, I don’t. What (sport) do you like?

How many (apples)? are, not, colors, shapes, conditions and feelings, animals,

fruits and vegetables, foods and drinks, numbers (1 to 30)

この Unit で学習すること What pupils will learn in this unit.

短い話を聞いておおよその内容をつかむ。 Pupils will listen to a short story and grasp its general content.

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３年生最後の単元となる。児童は，これまでの外国語活動の中で，外

国の生活の様子や文化に触れ，さまざまな語や表現に慣れ親しみながら，

活動を重ねてきた。身の回りの地域に限られていた視野も徐々に広がり，

英語を聞いたり話したりすることにも慣れ，自信も育ちつつあると思わ

れる。そうした中，学年のまとめとして，本単元では絵本を扱い，児童

に「短い話を聞いておおよその内容が分かる」という経験をさせる。「聞

いてなんとなく分かった」という実感が自信や意欲につながるであろう。

そのためにも，指導者は，絵本の誌面はもちろんのこと，表情やジェス

チャーなどを手掛かりに児童が内容を推測できるような読み聞かせを行

いたい。

This is the last unit for third graders. So far, pupils have participated in foreign

language activities which touched on everyday situations, different cultures of

foreign countries and they will have become familiar with a variety of words

and phrases. Their outlook, which was previously limited to within their own

community, has slowly broadened. They have become used to listening and

speaking English and hopefully their confidence will also be growing.

In the midst this situation, as a final topic for the end of the school year, this

unit uses a picture book to give pupils the opportunity to have the experience of

listening to a short story and grasping the general content. It is hoped that the

learners will feel “I heard it and kind of understand it” and this will lead to both

increased confidence and motivation to learn more English next year. For this to

happen, the instructor is should read the picture book aloud, with facial

expressions and gestures as clues to the meaning and encourage pupils to join in

and guess the meaning of the story for themselves.

絵本には，児童にとって身近な動物がたくさん登場する。また，隠れ

ている動物が「何か」を考えながら読み進める展開となっているため，

児童は，興味をもって活動に取り組むことであろう。最終の活動には「物

語の中の好きな台詞をまねて言う」活動を設定したが，紙人形劇（ペー

プサート）を使って演じてみたり，クイズやオリジナル絵本をつくった

りするなど，児童の実態に合わせて活動を工夫し，一年間のまとめとし

たい。

Many animals that are already familiar to pupils appear in the picture book.

Also, the book is structured in the way that readers guess what the hidden

animals are, so that interest will be sustained throughout the activity. The last

activity is set up for them to repeat a line that they liked from the story.

However this is the last unit for the year, so it is fine to try other activities

depending on pupils’ interests and characteristics, such as using paper puppet

theater to play the roles in the story, make quizzes based on the story or have

pupils create an original picture book like this story.

なお，以下の QR コードから，絵本の本文の音声を再生することがで

きる。

Please note that the audio of the picture book can be played by using the QR

code below.

本単元は，絵本を開くようなイメージで物語が展開されている。この

物語は，秋の森の中が舞台。動物たちが仲良くかくれんぼをして遊んで

This unit begins with the image of opening a picture book and a story is

developed. This story is set in a forest in the autumn. It shows a scene in which

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いる場面を扱っている。オニとなっている犬は，森の中に隠れている動

物の身体の一部を見つけ，“I see something ....” と言う。そして，何の動

物かを推測して，“Are you a ...?” と相手に尋ねながら，友達の動物を次々

に見つけていく設定。

animals are having fun, playing hide and seek together. The dog is “it” and

when he finds part of an animal hiding in the forest he says, “I see

something…” then, he tries to guess what the animal is. This goes on from one

animal to another and the dog guesses, “Are you a …?”

この物語には，“I see something ....” “Are you a ...?” などの表現が繰り返

し使われている。児童は，場面が繰り返される中で，語彙や表現に何度

も触れ，状況からその言葉の意味を推測し，具体的な場面とともに，そ

の意味と音声を結び付けていくと思われる。

In this story phrases like, “I see something ....” and “Are you a ...?” are used

many times. Pupils are exposed to the same vocabulary and phrases over and

over as the scene is repeated and it is hoped that they can guess the meaning

from the situation. It is also hoped that learners will start to connect the

meanings and the sounds of English together.

子供たちは，物語の展開に合わせて，何の動物かを推測しながら話を

聞くであろう。また，ページをめくるとその答えが分かるという設定に

しているため，児童は，予想が合っているかどうか，わくわくしながら

ページをめくるであろう。

Pupils can likely listen to the story and guess what animals are hiding as the

story develops. Because it is set up in such a way that the answer will be shown

when the page is turned, it is hoped that pupils will be excited to turn the pages

to see if their predictions and guesses are correct.

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P38-39

単元最後には，「物語の中の好きな台詞を選んで言う活動」が設定され

ている。絵本の場面とともに，楽しく表現させたい。さらに，活動を発

展させて，児童にストーリーを自由に作らせ，発表させることも考えら

れる。あるいは，動物を扱ったクイズ大会にしてもよい。例えば，出題

する児童が，動物の絵の一部を見せ（封筒に隠して，もしくは穴を開け

たカバーを付けるなどして）“Who am I?” などと言い，相手の児童は，“I

see something ～. Are you a ～?” といった形で動物が何かを予想する。出

題した児童は，“Yes, I am. I’m a ～.” などと答える。

At the end of the unit there is an activity where pupils select line from the story

and say it. We would like this to be done in a fun way, in line with the scenes

from the picture book. Furthermore, it could be possible to develop the activity

and have pupils freely create their own stories and present them in the class.

Another possibility would be to use the animals in the story in a quiz

tournament. For example, pupils who pose questions could show part of a

picture of an animal (hide them in envelopes, or use a card with a hole in it),

and ask, “Who am I?” The other pupils could guess what the animal is and say,

“I see something ～. Are you a ～?” The child who asked the question could

answer, “Yes, I am a ～,” and so on.

３年生最後の単元である。これまでに体験したことや慣れ親しんだ語

彙や表現を活用し，学級の友達と関わりながら楽しく活動させ，４年生

の外国語活動への期待や意欲を育みたい。

This is the last unit for third graders. Using the experiences they have had so far

and vocabulary and phrases that they have become familiar with, have them

engage in the fun activity interacting with their classmates. It is hoped that this

final activity will foster positive expectations and motivation for starting foreign

language activities in the fourth grade.

＜外国語活動における絵本の読み聞かせ＞

<Reasons for reading a picture book aloud for a foreign language activities

class>

コミュニケーションにおいて，聞いて，相手の話を理解するという体

験をたくさん児童にさせることが大切である。そこで，児童に「聞かせ

る」工夫の一つとして，絵本の読み聞かせがある。絵本の絵から情報を

読み取り，状況を理解しながら児童は話を聞くことになるため，「聞いて

分かる」体験をさせやすい。また，選ぶ絵本の内容によっては，現実に

は起こりえないことを絵本の世界で体験することができたり，逆に身近

な話題であれば，自分の生活を重ねて絵本を楽しむことができたりする。

It is important to let pupils have numerous opportunities to listen and try to

understanding speech for developing communication skills. Reading a picture

book aloud is one approach to having pupils “listen.” It is an easy way to have

them “listen and understand,” as they can get information from the pictures and

understand the context as they listen to the story. Also, depending on the content

of the picture book that is chosen, they can experience things in the world of

picture books that could not happen in the real world; on the other hand, if it is a

story that is familiar to them, they can see how the story overlaps with their own

69

lives.

このようなことを踏まえ，外国語活動でも，外国語による絵本の読み

聞かせを行うことが考えられる。また，絵本をもとに，グループでオリ

ジナル絵本を作ったり，物語を劇やペープサートを使って演じてみたり

させることにより，絵本の内容や扱われている語彙や表現への理解を一

層深めることにつながる。

Based on these factors, in foreign language activities it is possible to read

foreign language picture books aloud for pupils. Also, based on the picture

book, they can make original picture books in groups and try acting out the

story or perform using a paper puppet theater to further deepen their

understanding of the vocabulary and phrases used in the picture book.

＜絵本の読み聞かせの仕方＞ <How to read a picture book aloud>

外国語活動での読み聞かせについては，次のようなことに留意して行

うとよい。

Please keep the following points in mind when reading a foreign language

picture book aloud in the foreign language activity lesson.

・指導者は，ジェスチャーを付け，表情豊かに読む。これらも児童にと

っては，物語の筋などを理解するための大切な手掛かりとなる。

The instructor should read a picture book using gestures and their voice in an

expressive way. These are important elements to help pupils follow the plot.

・単に絵本に載っている文言をそのまま読むのではなく，児童に絵本の

絵や筋についてときおり質問しながら，児童を絵本の世界に引き込むよ

うにする。

Instead of simply reading the words in the picture book as they are, sometimes

we should ask pupils questions about the pictures or the story line and draw

them into the world of the picture book.

・ページをめくる際には，次に何が起こると思うかなどと発問し，児童

に話の展開に興味をもたせる。そうすることで，児童は「次はどうなる

だろう」と，より興味をもって，指導者の読み聞かせを聞くと思われる。

When turning the pages, ask questions about what will happen next and get

pupils interested in predicting the next development in the story. By doing that,

pupils will wonder, “What happens next?” and will be interested in listening to

the instructor reading aloud and thinking about the story.

指導者の表現例 Instructor’s phrases

What can you see?（何が見えるかな。）

Let’s listen to the story.（お話を聞きましょう。）

What is the dog doing?（犬は何をしていますか。）

Can you find something white?（白いものを見つけられますか。）

What’s this?（これは何でしょう。）

Let’s say it together.（一緒に言いましょう。）

What can you see?

Let’s listen to the story.

What is the dog doing?

Can you find something white?

What’s this?

Let’s say it together.

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主に絵本の読み聞かせの際に使う表現例を紹介しています。 These are the phrases that are mainly used when reading the picture book aloud.

<チェーン・ゲーム＞ <Chain game>

誌面には設定されていない。 This is not introduced in the book.

４人程度で円（または縦列）を作り，１チームとなる。二番目の児童

が，一番目の児童に，Who are you?と尋ねる。一番目の児童は，I’m ～.

（何か動物を選んで）と言う。三番目の児童は，二番目の児童に同じよ

うに尋ねる。二番目の児童は，一番目の児童が言った動物を言ってから

自分の選んだ動物を言う（Dog!［前の人の動物］I’m a cat.［自分の選ん

だ動物］などのように）。次に，三番目と最後の四番目の児童が同様に繰

り返す。最後の児童が自分のチームの動物を全て言ったうえで，I’m～.

と自分の答えを言う。

About four pupils form a circle (or a line) and make a team. The second child

asks the first child, “Who are you?” The first child picks an animal and says,

“I’m ～.” The third child asks the second child the same question. The second

child first says the animal mentioned by the first child, then selects his/her own

animal (e.g. “Dog (the first child’s animal). I’m a cat (the animal the second

child chose for himself/herself).” Next, the third child and fourth child repeat

the exercise. The last child has to say all of their team’s animals, in order and

then says his/her own chosen animal, “I’m a ～.”

●In the Autumn Forest と Who are you? ● In the Autumn Forest, and Who are you?

In the Autumn Forest は，平成 28 年度末に全小学校に配布した「小学校

の新たな外国語教育における補助教材（Hi, friends! Story Books）」デジタ

ル教材に収録されている，全 32 ページの長編絵本である。本単元では，

そのダイジェスト版を，Who are you? というタイトルで掲載している。

In the Autumn Forest is a long picture book totaling 32 pages and is included in

the digital teaching material. It was designed as a Supplementary Text for the

New Foreign Language Activities in Elementary Schools (Hi, friends! Story

Books) and was distributed to all elementary schools at the end of 2016. In this

unit the digest version of it is available under the title, “Who are you?”

本単元では，ダイジェスト版で児童に体験を積ませたあとに，長編絵

本の読み聞かせに誘うことも工夫である。ダイジェスト版で十分読み聞

かせをしてもらった児童は，指導者の“Look! I have ‘In the Autumn Forest.’

What story is this? Let’s read it.” という声かけに，驚きながらも，“Yes,

let’s.” と嬉々として応じるであろう。

In this unit, after giving pupils the experience of the digest version, the

instructor might also try reading the long version aloud for them. Pupils who

have had the digest version thoroughly read aloud to them might be excited if

the instructor says, “Look! I have ‘In the Autumn Forest.’ What story is this?

Let’s read it.” They might happily respond “Yes, let’s!”

長編絵本では，ダイジェスト版にはない場面や語彙，表現も扱われて

いる。例えば，オニの犬に“Are you a ...?” と尋ねられた各動物が，“Oh, my

ears. Yes, I am. I’m a rabbit.” などと，見つかってしまった自分の体の一部

を言って自己紹介をする。そこで，本単元の言語材料には，長編絵本で

The long version deals with scenes, vocabulary and phrases that are not

included in the digest version. For example, animals who are asked by the dog

“Are you a …?” respond and introduce themselves by describing the part of

their bodies we can see saying “Oh, my ears. Yes, I am. I’m a rabbit.” For this

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のみ扱われている体の部位の語彙も掲載している。“Head, Shoulders,

Knees and Toes” などの動作を伴う歌を歌いながら，楽しくこれらの語彙

に慣れ親しませるのもよい。

reason, the target language for this unit includes the vocabulary of the body

parts which appeared only in the longer version of the picture book. It is also a

good idea to have pupils enjoy and familiarize themselves with these

vocabulary items by singing a fun song with actions “Head, Shoulders, Knees

and Toes.”

72

P40

ヘボン式と訓令式 Hepburn romanization and Kunrei-shiki

小学校学習指導要領国語科では，「第３学年においては，日常使われて

いる簡単な単語について，ローマ字で表記されたものを読み，ローマ字

で書くこと」を指導することとされている。また，日常使われている簡

単な単語とは，地名や人名などの固有名詞を含めた，児童が日常目にす

る簡単な単語をさしており，このローマ字表記にあたっては，「ローマ字

のつづり方」（昭和 29 年内閣告示）を踏まえることとなる。

The Elementary School Course of Study for Japanese Language states, “in the

third grade, regarding simple words that are used on a daily basis, reading

words written in roman letters and writing them in roman letters shall be

taught.” Simple words that are used on a daily basis, refer to words that pupils

see often including proper nouns such as geographical names and people’s

names. Writing these words using roman letters shall be based on the “Spelling

of Roman Letters” (Cabinet Notification of 2017).

それによると，「一般に国語を書き表す場合は，第１表に掲げたつづり

方によるものと」し，「従来の慣例をにわかに改めがたい事情にある場合

に限り，第２表に掲げたつづり方によってもさしつかえない」こととさ

れている。第１表とは，いわゆる訓令式によるものであり，この表記の

指導にあたっては，日本語の音が子音と母音の組み合わせで成り立って

いることを理解することが重要である。例えば，児童に「かー」と発音

させ，「かー」から「ア」という音を取って発音するよう指示する。児童

は何度か試みているうちに，［k］という音を出すであろう。それが，k

の音であり，「か」は［k］と［a］という音が組み合わさって成り立って

いることを実感させるなどするとよい。

According to this guidance, “Generally when writing Japanese, they are written

according to the spelling given in Table 1,” and that “limited to circumstances

where it is difficult to suddenly change the customary practice, it is permissible

to use the spellings from Table 2.” Table 1 represents the so-called kunrei-shiki,

and when providing guidance on this writing system, it is important to

understand that Japanese sounds are composed of the combination of

consonants and vowels. For example, have pupils pronounce “ka,” and then

instruct them to pronounce it after removing the “a” sound. After pupils have

repeated that a number of times, the “k” sound will probably come out. That is

the sound of “k,” and it would be good to have pupils experience that “ka” is

composed of a combination of the “k” and “a” sounds.

一方，第２表のいわゆるヘボン式と日本式による表記の指導にあたっ

ては，例えば，パスポートに記載する名前の表記であり，外国の人とコ

ミュニケーションを図る際に用いることが多い表記であることを指導す

るようにする。

Meanwhile, in the guidance for the so-called Hepburn romanization system in

Table 2, and the Japanese styles of writing, it should be pointed out that for

example, that these styles are used for writing names in passports and often

used when communicating with foreigners.

73

指導編新学習指導要領対応

小学校外国語活動教材

Let’s Try! 1

指導編

発行 文部科学省

〒100-8959 東京都千代田区霞が関三丁目 2 番 2 号

表紙

デザイン／エイブルデザイン（神尾宏樹）

イラスト／山本亜貴子

デザイン

株式会社明昌堂

イラスト

勝田登司夫／桑原薫／後藤知江／酒井智夏（エイブルデザイン）／せべ

まさゆき／高野真由美／丹羽幸子／松並良仁（シュガー）／羽尻利門／

山﨑なみこ／山本亜貴子／八木橋麗代／和田治男

写真・協力

赤沼栄治（エイブルデザイン）／大畑俊男／ゲッティイメージズ／佐々

木洋