はじめに

こ の テ キ ス ト は、CLIL（Content and Language Integrated Learning） の 指 導 法を元に作られています。Content の部分で、国際関係の基礎や国際問題に関して学習し、Language の部分は、その内容についてのインタラクティブなタスクを実施しスピーキング力をつけ、ゴールとして、パラグラフやエッセイの構造を学習し、内容について考えをまとめ、ライティング力をつけるというものです。
従来のライティングのテキストでは、「書き方」が中心でした。さらに、内容に関し、1 つのテーマに絞ると、使い手である学習者の専攻が限定されてしまうという難しさがありました。しかしこの国際関係の基礎や国際問題を学ぶことは、グローバリゼーションの世の中、どの専攻の学生にも、今世界で起こっていることを考える手助けになります。このテキスト
では、1 つ 1 つのトピックを厳選し、全体で首尾一貫したテーマを提供できるように考えられています。

また、このテキストは、英語と日本語と両方で学ぶスタイルになっています。この２つの言語を使用し、国際関係の基礎や国際問題を学び、かつ英語の力もつけるという、２つのゴールを目指しています。
各ユニットの構成

Can DoType and structure
Content

その課の目標を確認します。
パラグラフやエッセイの構造について学びます。
国際関係についての知識を身につけ、ペアやグループワークを通してアクティブラーニングを実践します。

Writing task
その課のテーマに沿ったパラグラフやエッセイを書きます。
Grammar for writing その課のパラグラフやエッセイを書く時に必要な語彙や文法事項を確認します。

ほんとうの意味での CLIL のライティング教科書を味わってください。
また、この新しい試みを許可してくださった三修社編集部の永尾真理氏、具体的な内容構成の形を率先して提案してくださった菊池暁氏に感謝申し上げます。

Paul Underwood ／仲谷 都

3

C o n t ent s
Unit

1

Unit

2

Unit

3

Unit

4

Unit

5Unit

6Unit

7

Learning about global relations ................................................... 7Structure: パラグラフと 3 つの構成部分について知る
Content: なぜ国際関係の基礎を知るべきか、考える

The Big ideas in politics .......................................................................... 15
Structure: 英文の 1 パラグラフの構成を知る
Content: いくつかのカギとなる政治的な要素についてある国を説明する

How do we see the world?................................................................ 23
Structure: 1 つのパラグラフで、比較の構成について知る
Content: さまざまな世界の政治形態を , 2 つ比べてみることで理解する

The development of international society ................ 31
Structure: Coherence の 1 つである、chronological ordering で書く
Content: 政治的に重要な出来事を書けるようにする

Globalization.......................................................................................................... 39
Structure: エッセイの構成を知る
Content: Globalization のメリットとデメリットについて考える

Global organizations.................................................................................. 47
Structure: 説明や解説のエッセイで、分類の書き方を知る
Content: 世界的な機関について知り、説明することができる

The United Nations’ Sustainable Development
Goals .................................................................................................................................. 55
Structure: 物事の経過・順（プロセス）を意識し、説明や解説のエッセイが書ける
Content: SDGs について知り、説明できる

Unit

8Unit

9Unit

10Unit11Unit12Unit13Unit14

Human rights ......................................................................................................... 63
Structure: 比較のエッセイの構成を知る。一部定義も入れる
Content: 人権について知る

Gender inequality ........................................................................................... 71
Structure: 比較のエッセイの構成を知る
Content: 2 つの国の、男女の性別による格差を説明する

Terrorism ..................................................................................................................... 79
Structure: 分類のエッセイの構成を知る
Content: テロとは何かを理解する

International development .............................................................. 87
Structure: 原因と結果のエッセイを書く
Content: 開発、貧困、飢餓について知る

The climate crisis............................................................................................. 95
Structure: 原因と結果のエッセイの構成を知る
Content: 世界の気候変動について知り、説明できる

Global trade .......................................................................................................... 103
Structure: 問題と解決のエッセイの構成を知る
Content: 世界的な貿易機構、自由貿易と保護貿易について知る

Considering global issues from both sides.............. 111
Structure: 説得力のあるエッセイの構成を知る
Content: あるトピックに関して両面の意見を知る

Appendix（数字の書き方／引用・参考文献の書き方）.................... 116
Additional Exercises ............................................................... 120

Content を学習するとき、ペアやグループで使うフレーズです。それぞれのユニットで必要な箇所にこのページが書いてあります。ここに戻って来て見てください。

LANGUAGE FOR LEARNING“What did you get [for Number 1]?”

“I got [“I wrote [“What does 〜 mean (in Japanese)?”].”]. How about you?”“Whatʼs another word for 〜 ?”“Does [] mean 〜 in Japanese?”“How do you spell that?”“Could you explain that again?”“Could you say that again / the last part, again?”“Could you speak more slowly, please?”“Could you repeat that / the first part / the last part, please?”“I think itʼs ʻTrueʼ because it says in the passage that 〜 ”“[Maiko], what do you think?”“What did you think about [ʻAʼ]?”“I think it describes [liberal / realist / both]. How about you?”“I think [].”

“Letʼs ask the teacher for help.”

DISCUSSION PHRASES“What do you think 〜 ?”“What are your thoughts [about 〜 ]?”“[Harry, ]do you agree with [Tom]?”“I see what you mean, but I think 〜 ”“Could you give an example?”“Thatʼs a good point.”“Thatʼs a good suggestion.”“I agree with [Yuki] [about 〜 ].” / “Yes, I think [Yuki] is right [about 〜 ].”“I somewhat agree [, but I also think 〜 ].”“Iʼm sorry, but I don't agree [about 〜 / on that point].”

6

Unit

3

How do we see the world?

Can DoStructure: 1 つのパラグラフで、比較の構成について知る。
Content:

さまざまな世界の政治形態を、２つ比べてみることで理解する。

S: 比較の構成と、coherence, cohesion そして unity を学びます。
C: International relations の中で、さまざまな政治や経済の形態を学びます。

Democracy?
Autocracy?
Capitalism?

Republic?
Monarchy?
Democratic Socialism?

Socialism?

Ⅰ

What is a good life?

Communism?

Supporting sentencesA）Supporting sentences とは

1 つのパラグラフには 1 つのトピック・センテンスがあります。そしてその主題文を説明する文が続きます。これを supporting sentences（支持文）と呼びます。この支持文は 3 つあることが多く、支持文 1 とその詳細、支持文 2 とその詳細、支持文 3 とその詳細のように書いていきます。これは、パラグラフの discussion の位置に書かれるもので、主題文を支持するものです。

Topic sentence

Discussion

Concluding sentence

Supporting sentence 1+ detalils
Supporting sentence 2+ detalils
Supporting sentence 3+ detalils

Unit 323B）3 つのライティングのポイント

よいライティングの条件は、unity（統一性）、coherence（一貫性）、cohesion（結束）があるということです。

1. Unity（統一性）とは：

1 つのパラグラフの中に、topic sentence（主題文）と関係ない文を入れないということです。

この特性を統一性といいます。

2. Coherence（一貫性）とは：

1 つのパラグラフの内容に一貫性があるということは、主題文で書かれた意見や考えに直接関連し、始めから終わりまで論理的に首尾一貫して書かれているということです。これには、3 つのタイプがあります。
a. Narrative paragraphs and chronological ordering
ある出来事などを時系列で述べる。

b. Descriptive paragraphs and spatial ordering

言葉で絵を描く感覚で、空間的に、上から下に、左から右へ（その逆）、前から後ろ（その逆）などに描く。

c. Expository paragraphs and logical ordering

論理や理由づけなどで、物事を論理的に説明する。

3. Cohesion（結束性）とは：首尾一貫して書くために、1 つのパラグラフの内容を論理的に関係づけていきます。この結びつきを結束性と呼びます。これは、大きく分けて 3 つの方法で行います。

a. 定冠詞を使う：a/an から the へ。
複数形の名詞から the, those, these ＋複数名詞
b. 代名詞を使う：it, this, that, they, we, you, he, she, those, these, etc.
c. つなぎ言葉（transitions）で関係性を示す。例えば、furthermore, in addition, forexample, first, second, however, in conclusion などがある（詳しくは Unit 5）。

次のパラグラフは、上の説明の内容を英語にしたものです（ただし、一字一句訳したものではありません）。これを読み、下の質問に答えましょう。

Characteristics of a good paragraph: unity, coherence, and cohesion

Disc1-11
11In English, a well-written paragraph has unity, coherence, and cohesion.
What does this mean? First, all the supporting sentences should relate to the topic
sentence. This characteristic is called unity and means to exclude any sentences
irrelevant to the topic sentence. Next is coherence. A paragraph has coherence524

when the supporting sentences are ordered and explained logically. There are three
types of ordering; chronological ordering, spatial ordering, and logical ordering.

Each one has a long history. The last characteristic is cohesion. This means all thesupporting sentences are connected by pronouns, definite articles, and connectors
called transitions. Thus, these are the three well-defined characteristics for writing
10 a good paragraph.
Exercise 1: スラッシュ（/）を入れて 3 つの部分に分けましょう。
Exercise 2: 3 つの supporting sentences の始まりの単語を四角で囲みましょう。
Exercise 3: トピック・センテンスとは関係ない文が一文入っています。 どれですか？ 消去すべき文に打ち消し線を引きましょう。

Exercise 4: このパラグラフの coherence は、3 つの ordering のうちどれですか？
Exercise 5: Cohesion は、冠詞、代名詞、つなぎ言葉で文を関係づけていきますが、それぞれ下線を引いて示しましょう。

ⅡContent

世界を理解するために、2 つの重要な政治理論を紹介します。2 つの考え方を説明し、その違いを理解します。指示に従い読んでみましょう。

ATopic Introduction: How do we see the world?
Read the passage and highlight these verbs: accept, argue, assert, claim,
maintain, and recognize. These verbs introduce a point of view. (See also Unit 8,Grammar for Writing.)
Disc1-12		
12
For centuries, rulers, governments, and their people have tried to makesense of the world around them. While there are numerous theories to explain
global interactions, it is helpful to start with two main political schools of thought,
namely liberalism and realism. These two theories have some similarities, yet they
5 both remain different in their core principles.
How Liberalism Sees the World
There are many varieties of liberalism but the main principle is that thehuman race can improve and democracies are necessary for this to happen.
Liberalism maintains that peace and security in international society comes from10

the many international laws, procedures, rules, and norms. Although liberalism
accepts that the state is an important actor in global interactions, it does not
Unit 325

accept that the state is the main actor. Instead, liberalism argues that there arenumerous other influential actors, such as multinational corporations (e.g.,Apple), transnational groups (e.g., INGOs such as Human Rights Watch), and15 intergovernmental organizations (e.g., IGOs such as the United Nations). Because
states have to cooperate with each other and many other actors, they cannot
behave with complete freedom. As such, liberalism asserts that interdependence
between states and other actors is a critically important feature of how the world
works. Creating an international society where all states gain through cooperation
20 is crucial to improving everyone’s well-being.
Key terms
schools of thought ～学派
liberalism 自由主義
realism 写実主義、現実主義
core principles ～の中核原理
democracies 民主主義
international laws, procedures,actor アクター、主体
rules, and norms 国際法、国際手続き、国際規定、国際規範
multinational corporations 多国籍企業
transnational groups 国境を超えるグループ・組織
INGOs (International Non-Governmental Organizations) 国際非政府組織
well-being 福祉
interdependence 相互依存IGOs (intergovernmental organizations) 国際組織
Disc1-13

How Realism Sees the World
13Realism, as the name suggests, claims to offer a more ‘realist’ explanation of
how the world works. In contrast to liberalism, it can be said that realism has a far
more pessimistic worldview. A core principle of realism is that human beings areultimately self-centred, and so the significant improvement of global interactions
5 is highly improbable. Realism maintains that peace and security in internationalsociety comes from a balance of power, in which each state tries to prevent othersfrom dominating. As such, there is always the threat of war and so maintaining
a military advantage is crucial. Realism recognizes the role of various actors inglobal society such as the United Nations and NGOs. However, it argues that
10 because all other actors must work under the sovereign state system, there is nohigher authority than the sovereign state. While realism recognizes that states canachieve their goals through bargaining, alliances, and cooperation, it asserts thatwhen states cooperate, they will always try to gain more than their rivals.
Key terms
a pessimistic worldview 厭世観
ultimately self-centred 結局自己中心的、身勝手の極み
highly improbable ほとんどありそうもない
balance of power 勢力均衡
to prevent fromto maintain a military advantage 軍事的優位を保つ
dominating ～を支配しないようにする
NGOs (Non-Governmental Organizations) 非政府組織
the sovereign state system 主権国
no higher authority than ～ ～より高い権威がない
bargaining 交渉alliances 同盟
家体制26

B

Political Points of View

1. Cover the reading passage! In groups of three or four students, share out theʻpoint-of viewʼ sentences (A to L) below.
A. Humans can improve and democracy is necessary for this to happen.
B. When a state cooperates, it should always try to gain more than its rival.
C. States do not have complete freedom to behave as they like.
D. Not only states, but other actors are also influential in global interactions.
E. Cooperation is important for achieving a state's goals.
F. Order in the world is based on international laws, norms, and so on.
G. Humans are selfish, so improving the human race is unlikely.
H. Because war is a constant threat, a strong military is crucial.
I. In global society, there is no higher authority than the sovereign state.
J. International society works best when all states gain through cooperation.
K. States are an important actor in global interactions.
L. Order in the world is based on the balance of power.
2. Match the ʻpoint-of viewʼ sentences (A to L) to either liberalism, realism, or boththeories (in the middle). Write the letter on the Venn diagram below. If you are
not sure of the answer, look again at the reading passage.

Liberalism

ⅢRealism

Writing Task: Research and write about types of government.

人類は、どのような政治・経済の形が私たちによりよい生活をもたらすのかと長い間追及してきました。その結果、さまざまな政治・経済の形を作り試してきました。このユニットの冒頭にもありますが、代表的なものは次のようなものです。democracy, autocracy,capitalism, socialism, communism
そして、最近では、democratic socialism という形態もでてきました。これらを知ることは、
Unit 327さまざまな国の歴史、また他の国との関係の歴史、そして現在の状況を理解することに役に立ちます。
これらを理解するために、2 つの形の政治・経済の在り方を比べながら、重要な特徴を説明するというライティングを行います。次のサンプルは、民主主義と独裁政治を比べたものです。
これを読み、質問に答えましょう。
Disc1-14
14Democracy vs. Autocracy

Many western countries and Japan have enjoyed a long history of democracy
for their citizens. However, it is also true that some countries have experienced
autocracy. Because of this, we can see that there are some advantages anddisadvantages regarding these two very different types of government. Firstly, ina democracy, all citizens have power and an equal say about their lives. However,in an autocracy, one leader has the power to make decisions about people’s lives.
Secondly, in a democracy, citizens have not only freedom of thought and opinion,
but also freedom of expression. This creates a system of checks and balances on
the government. In an autocracy, however, one leader, called a dictator or autocrat,
10 prohibits people from expressing their opinion, and can even punish them if they
disagree with the leader’s ideas. Thirdly, in a democracy, since everyone can express
their opinion freely, it often takes a long time to make decisions. However, in an
autocracy, decisions can be made quickly because only the leader has to decide.
5Lastly, a democracy seems more likely to come up with good ideas for everyone
15 because many people are involved. Yet this does not mean the country is always
led by good decisions. For example, if the majority of citizens have bad ideas, thecountry will move in the wrong direction. But in an autocracy, if the leader is smart,
the country will be led by good decisions. If not, the opposite will happen withoutanyone able to stop them. Thus, even though we know which form of government
20 seems better for people, both democracy and autocracy have advantages anddisadvantages.
Key terms
autocracy 専制政治（独裁政治） citizens 市民
an autocrat 独裁君主

an equal say 平等な発言権

a dictator 独裁者

Question 1: スラッシュ（/）を入れて 3 つの部分に分けましょう。
Question 2: 4 つの supporting sentences の最初の単語を四角で囲みましょう。
Question 3: 文と文の間の transitions（つなぎ言葉）に波線を引きましょう。
Question 4: 次のアウトラインの空欄を埋めましょう。

28

Outline
Topic: Democracy and Autocracy
Topic sentence: There are several advantages and disadvantages of a democracy andan autocracy.

Advantages and disadvantages of a democracy and an autocracy
A. The power to make decisions about citizensʼ lives
1. In a democracy, thehave power.

2. In an autocracy, one

has power.

B. Freedom
1. In a democracy, the citizens have freedom ofand freedom ofand opinion,.

2. In an autocracy, the citizens donʼt have freedom. The leader prevents othersfrom expressing their opinions and can eventhem if they

with the leaderʼs ideas.
C. Making decisions
1. In a democracy, it takes

to make decisions because

everyone can express their opinion freely.
2. In an autocracy, decisions can be madebecause only thehas to decide.
D. Possibility of having good ideas
1. A democracy is more likely to have good ideas because
involved, but thisarethat the country will always be led bygood decisions.
2. In an autocracy, if the leader isgood idea, but if not,, it is possible to have awill happen without anyone able tostop it.
Your Writing
自分で興味のあるトピックを決めて、1 パラグラフ書きましょう

Examples of your topic sentences:
There are several advantages and disadvantages of capitalism and socialism.
There are more advantages than disadvantages to adopting democratic socialism.
Unit 329

China has taken a new course of using capitalism in a communist country.
Topic:
Topic sentence:
パラグラフの構成

Topic sentence
Different point 1
Different point 2
Different point 3
Concluding sentence

ⅣGrammar for WritingA）基本のつなぎ言葉

例：for example, for instance

順：first (firstly), second (secondly), third (thirdly), finally
反対の事柄：however, but, yet

結論：in conclusion, in summary, thusB）such as の使い方

such as ＋名詞（具体例）〇 Countries such as the US, Japan, and France are democracies.
Countries と such as の間にカンマがないということは、必要な情報であるということです。

× Countries, such as the US, Japan, and France, are democracies.

カンマを付けると、付け足しの意味になり、Countries are democracies. となっても意味が通ることが必要です。

ここでは、どの国も民主主義という意味になって、独裁主義、専制的な国も存在するので、「まちがった文」になってしまいます。
C）前置詞を含む連語（Democracy vs. Autocracy から）

because of 〜 ,disagree with 〜 ,in the direction,（→ p. 120 参照）

30

prohibit from 〜 ,come up with 〜 ,Additional Exercises
Unit 3

Ⅳ

Grammer for Writing

次の文章に適切な言葉を下から選んで入れましょう。

Democracy and Autocracy
Many western countries and Japan have enjoyed democracy, but it is also)
true that some countries have experienced autocracy. Because 1(this, we can see that there are some advantages and disadvantages. Firstly, in a
democracy, all citizens have power and an equal say about their lives, but in an
5 autocracy, one leader has the power to make decisions about people’s lives.
2() , in a democracy, citizens have freedom of thought and opinion
and freedom of expression, and in an autocracy, one leader prohibits people3() expressing their opinion. Thirdly, in a democracy, since everyone
can express their opinion freely, it takes a long time to make decisions. In an
10 autocracy, decisions can be made quickly because only the leader has to decide.
4() , a democracy seems to come up 5() good ideas foreveryone because many people are involved. In an autocracy, if the leader is smart,
the country will be led by good decisions, but if not, the opposite will happen.
6() , both democracy and autocracy have advantages and disadvantages.
lastly120

from

thus

of

secondlywith