読んだ内容を基に自分の考えを表現する
英語科の指導の工夫
ーパラグラフ構成を手掛かりにしてー

東京・足立区立江北桜中学校 伊藤智子
1まとまりのある英語で表現できますか

研究のねらいWould you introduce yourself in English?

挨拶
自分の説明・名前・出身・好きなこと+α

挨拶

Hi, friends.
Nice to meet you.
I’m Tomoko. Call me Tomo.
I’m from Tokyo.
I like sports.
My favorite sport is skiing.
I enjoy skiing with my family.

Thank you.
2まとまりのある英語の読解できますか

研究のねらいNobuyuki was a first-year student at a high school and a member of the Art club. When he started high school, he began tothink about becoming a professional painter in the future.
One night, he said to his parents,” I want to study painting at an art college after I finish high school.” His mother thoughtthat it would be good for him to do so. But his father was not a man who would say yes easily to that idea of his son’s. His
father said to Nobuyuki,” You don’t understand that living as a professional painter is not easy.”
Soon after Nobuyuki became a second-year student, he and other members of the Art Club started working very hard for anart contest in July. He said to his mother, “If I get a prize, do you think Dad will understand my feelings?” His mother said tohim, “ I’m sure he will.”
One day in July, Mr.Yokoyama, an advisor to the Art Club, received a letter from the office of the art contest. It announced
the winners of prizes in the contest of that year. After classes on that day, Mr.Yokoyama called the names of the winners. He
called Nobuyuki’s name. That made Nobuyuki very happy.
That night, Nobuyuki told his parents about the contest. His father said to him, “It is great for you to get a prize, but you
must think again about your future.” When Nobuyuki heard this. He was disappointed. After his father left the room, hismother said to him, “Don’t be so disappointed. You really want to study art at college, right?”
In August, Nobuyuki visited his grandfather,Genzo, in a small village.He went there to paint mountains and a beautiful river.
When Genzo saw his painting , he said to Nobuyuki,” You are a good painter, and your parents are very proud of you.” “No,my father never says good things about me,” said Nobuyuki. Then genzo said to Nobuyuki. “Well, I should tell you something
about your father. Actually, he was really interested in painting at your age. He was just like you. But he knows that it’s noteasy to be a professional painter. “Nobuyuki was surprised to hear that.
Then Genzo showed Nobuyuki a photo album and said, “This is an album your father gave me.” Nobuyuki was very
surprised to see a lot of photos of his painthings in the album. “I believe that your father is a big fan of yours. He has a copyof the album, too.” said Genzo. Nobuyuki learned that his father actually cared about him very much. Genzo added, “Yourfather has wanted you to show him your determination.”
A week later,when Nobuyuki got back home, he talked to his father. Nobuyuki said to his father, “To be a professional
painter has always been my dream. For my dream, I need to go to an art college.” His father said to him, “If you promise thatyou will never give up your dream, I can give you a chance to go to one.” Nobuyuki was very glad and promised that hewould never do so.
One and a half years passed, and finally the day of the graduation ceremony arrived. Nobuyuki was full of hope for a newlife at an art college. His mother went to see the ceremony. His gather didn’t go there. After the ceremony, his mother gave
Nobuyuki a letter from his father. It said, “Now, you’re on the staring line.” It was a very short message , but it made him
happy.
(平成26年度 東京都立高等学校入学者選抜学力検査問題より） 3

美大に進みたい進路をめぐる親子の話父が反対

概要

父の真意を知る

最後は父も応援本研究の新しさ

英語のパラグラフ構成で概要をつかむ

【読解】

【表現】

美大に進みたい挨拶

父が反対

父の真意を知る

最後は父も応援自分の説明
・名前・出身・好きなこと+α

英語の一貫性挨拶4

本研究の新しさ

英語のパラグラフ構成で概要をつかむ

【読解】

【表現】

美大に進みたい挨拶
１．主題 Topic sentenses
父が反対

自分の説明
・名前
Supportingsentences
・出身・好きなこと+α
父の真意を知る

２．説明

３．結論
Concluding sentences
挨拶
最後は父も応援

英語の一貫性
5

本研究の新しさ

英語のパラグラフ構成で概要をつかむ

【読解】

【表現】

美大に進みたい挨拶
１．主題 Topic sentenses
父が反対

自分の説明
・名前
Supportingsentences
・出身・好きなこと+α
父の真意を知る

２．説明

３．結論
Concluding sentences
挨拶
最後は父も応援

英語の一貫性6

目指す生徒像【学習意欲の向上】

パラグラフ構成 ＝読解と表現に共通

読解

パラグラフ構成

考えをまとめる パラグラフ構成

表現
もっと読みたい 22.3%

パラグラフ構成61.7%
7

目指す生徒【学習意欲の向上】

もっと英語で表現したい 82.3%

8

指導の手だて【パラグラフ構成を明示的に教え、活用させる】

概要をつかむ

u

１．主題
２．説明
３．結論
9

指導の手だて 【パラグラフ構成の学習】
１．主題
２．説明
３．結論

事
例

事
例

A

事
例

原因

結果

B

事
例

事
例

C

10

開発研究 【パラグラフ構成の学習】

３パターンの読解教材
事
例

事
例

A

事
例

原因結果

B

事
例

事
例

C

パラグラフ構成＝読解と表現に共通

11

パラグラフ構成の理解＜学習過程１＞

背景知識を導入＜学習過程２＞

大意を把握する読み＜学習過程３＞

要約を促す発問＜学習過程４＞

要約と意見の記入＜学習過程５＞

プレゼンテーション

12

パラグラフ構成の理解＜学習過程１＞

背景知識を導入＜学習過程２＞

大意を把握する読み＜学習過程３＞

要約を促す発問＜学習過程４＞

要約と意見の記入＜学習過程５＞

プレゼンテーション

13

パラグラフ構成の理解＜学習過程１＞

背景知識を導入＜学習過程２＞

大意を把握する読み＜学習過程３＞

要約を促す発問＜学習過程４＞

要約と意見の記入＜学習過程５＞

プレゼンテーション

14

パラグラフ構成の理解＜学習過程１＞

背景知識を導入＜学習過程２＞

大意を把握する読み＜学習過程３＞

要約を促す発問＜学習過程４＞

要約と意見の記入＜学習過程５＞

プレゼンテーション

15

パラグラフ構成の理解＜学習過程１＞

背景知識を導入

読
大意を把握する読み解要約を促す発問↓表
要約と意見の記入
現＜学習過程２＞＜学習過程３＞＜学習過程４＞＜学習過程５＞

プレゼンテーション

16

開発研究【構成図の作成】
Today I’m going to talk about this photo.
主題となる写真

アフリカの地図

goodnewsent
saved

In my opinion,

twoproblems

ケビン・カーターの顔写真
ケビン・カーターの顔写真

So,①南アからスーダンへ移動の図②カメラの絵③ピュリッツアー賞

different
Idea

17

開発研究【要約シート】

空所補充式
添削指導

意見を記入
18

開発研究【読解から表現への学習過程】

19

生徒の変容【パラグラフ構成活用の効果】【考えをまとめることができる】(n=140)

50.4%

事後

事前

37.7%

12.7

ポイント

【読解】概要をつかんで読める。
【表現】自信をもって話せる。
67%

0%

20%

40%

60%

80%

100%
20

生徒の変容【読解スキル】【展開を予想して読む】(n=140)72.1%

事後38.8
事前ポイント

33.3%

67%
0%

20%

40%

60%

80%

100%
21

生徒の変容【学習意欲】【もっと英語の文章を読みたい】(n=140)

61.7%

事後

39.4
事前

ポイント

22.3%

67%
0%

20%

40%

60%

80%

100%
22

目指す生徒像の実現

英語で表現できると達成感がある

85.2%
23

目指す生徒像の実現

もっと英語で表現したい 82.3%

24

研究のまとめ【生徒の変容】

検証授業１週間後の抽出調査（n=5)

事前

事後Maria’s pet.
Maria is want a pet.
Maria’s parents buy fish for Maria.
Animals.
She likes turtles and birds.
She want a dog but she can’t have adog.
Maria watches her fish every afterschool.
She is very happy.
I want to dogs,too. I was have somefish.

I am going to talk about Brad.
Brad is a high school student.
He likes doughnuts.
This week a new doughnuts shop
opened in his town.
He went there with his friend Carlosand bought 10 doughnuts.
They were very hungry, so they ate all
the doughnuts very fast and they wenthome.
That afternoon, he felt sick. His mothersaid, “You need to go to sleep.”
She made some soup and salad for him.
He ate many doughnuts.
As for me, I like doughnuts, too, but I
don’t eat so many doughnuts. I likedoughnuts with chocolate.
25

研究のまとめ【生徒の変容】

検証授業１週間後の抽出調査（n=5)

事前
事後・聞く相手を意識した表現
Maria’s pet.
I am going to talk about Brad.
Mariais want a pet.
Brad is a high school student.
「これから～について話します」
Maria’s parents buy fish for Maria.
He likes doughnuts.
Animals.
This week a new doughnuts shop・接続詞の使用→文脈をつかめている
She likes turtles and birds.
opened in his town.
She want a dog but she can’t have a He went there with his friend Carlos
・複数の文による自分の意見
and bought 10 doughnuts.
dog.
Maria watches her fish every after
They were very hungry, so they ate all
・語句を抽出して、表現に活用
school.
the doughnuts very fast and they went
She is very happy.
I want to dogs,too. I was have somefish.

home.
That afternoon, he felt sick. His mothersaid, “You need to go to sleep.”
She made some soup and salad for him.
He ate many doughnuts.
As for me, I like doughnuts, too, but I
don’t eat so many doughnuts. I likedoughnuts with chocolate.

読んだ内容を基に自分の考えを表現する力が高まった26