2025 英語増進堂

年度■ 論理・表現

自然な流れでアウトプットを実現し，生徒の発信力を効率的に育てる

令和 7 年度 用

内容解説資料● 関連教材ラインナップ............................................................................ 1● 特

長..................................................................................................... 2● 教材配当表............................................................................................. 8● 内容紹介...............................................................................................10● 教科書ダイジェスト版..........................................................................14● 関連教材内容紹介................................................................................30● データ ROM 紹介................................................................................38● RepeaTalk.........................................................................................59● 指導者用デジタル教科書.....................................................................60

MAINSTREAM 刊行に寄せて

本書は，これからの時代に求められる ” 論理的に考え表現する力 ” をどうすれば生徒に身に付けてもらえるか。それを突き詰めるところから始まりました。山本良一先生をはじめとする著者陣との試行錯誤を経て，身の回りの簡単な事柄から段階的にテーマのレベルを上げることで，” 論理的に考え表現する力 ” を無理なく高めることができる内容に仕上げることができました。また，
文法もしっかり身に付くよう，ワークブックには文法書の内容を Q Ｒコードで参照できる新たな仕組みも備えました。本書が先生方のより良い授業の実現と，生徒一人ひとりの高い英語力の獲得に貢献できれば幸いです。

増進堂

編集部

特長

MAINSTREAM
English Logic and ExpressionⅢ
論Ⅲ 709
B5 判
88 頁

p.2 ➡

内容紹介

■Teacher’s Manual PDFダウンロード版

・教師用指導書 p.30 ➡

※ PDF ダウンロード版には Teacher’s Book と指導書付属 ROM は含まれておりません。

280 頁

紙面紹介

教授用資料

■ Teacher’s Manual

教科書の解説や訳例，補充問題，評価規準など。
・Teacher’s Book（分売あり） p.32 ➡
96 頁
p.38 ➡

p.33 ➡

教科書内にある QR コードから Introduction，Model 文，資料の英文などの音声が聞けます。

■学校用音声 CD [4枚組] p.33 ➡
教科書本文や設問などの音声を収録。

指 導 用 Data

指導用音声■教科書内 QR コードコンテンツ

関連教材

・指導書付属 ROM※ QR コードは（株）デンソーウェーブの登録商標です。

パソコンや iPad などを用いて，教科書画面を表示したり，音声を流したりすることにより授業をサポートする指導用ソフト。
※インストール版（フリーライセンス）対応 OS：Windows10，
11
Web 版推奨ブラウザ：Google Chrome，Safari

生徒用補助教材■ 生徒用音声 CD

1枚

教科書の Introduction，Model 文，
資料の英文などの音声を収録。

p.33 ➡

■ Workbook

96 頁

教科書の復習と入試対策ができるノート。

p.34 ➡

リピート読みやシャドーイングなどの音読
タスクや AI による評価ができるアプリ。

p.59 ➡

■ RepeaTalk

Digital

指導用ソフト■指導者用デジタル教科書（インストール版／ Web 版） p.60 ➡

1

MAINSTREAM

1 A Person I Respect

LessonEnglish Logic and Expression Ⅲ

4▶教科書 pp.11-13

1内から適切な語を選び，（

1. He (

thrills. It was made into a movie about ten years ago, and of course, I went to see it.

It seems like ( to，is，organize，willing，he ) a charity concert.
It seems like

意見とともに，その理由や具体例などを示すことで，スピーチにより説得力を持たせることができます。
左ページの例では，④～⑥で理由や具体例が述べられています。④ではクラブ活動に関わる利点を，⑤ではクラスでの話し合いに関わる利点を，⑥では男子生徒と話をすることの楽しさを挙げています。このように，2 つから 3 つの理由，具体例を述べるのがよいでしょう。また，⑤の Then や⑥の And(of course) の10
5ように，適切なつなぎ言葉で文をつなぐと聞きやすくなります。

this school, but ②have you ever imagined boys in our school? ③If I
were the principal, I would make our school coeducational.

Closing (Conclusion)

As

④

STEP

意見を再度表明する

you know, I am in the choir, and always enjoy singing beautiful songs
voices to enrich our songs.

1

The drama club would also enjoy theとお礼を述べて終わります。

benefit of having boy members, I guess. ⑤Then, when we discuss issues in class, we could have a

Review●スピーチのトピックは以下のようなものが考えられます。

wider variety of ideas. ⑥ And of course, it would be fun to talk about many things with boys and makegood friends with them. ⑦So, if I were the principal, I would add male students to our school.

・自分のこと（趣味，好きなもの〈教科・音楽・映画など〉，所属するクラブなど）

・ある問題に対する自分の提言

入試頻出の英文・図・グラフへの対応力を培う

➡ p.4

➡ p.6

●原稿ができあがったら，スピーチをするときまでに次のことを行いましょう。

原稿を頭に入れる

15

school student.

柑 The author of “Lily’s Journey” hopes to expand children’s vocabulary by his

2books.

教科書 桓

school.

The writer hopes to be honest with children when she writes books in the
future.

Lesson 1

Lesson 13

入試頻出のMS論理表現Ⅲworkbook P002-019.indd 2

2023/12/11 11:46
MS論理表現Ⅲworkbook P002-019.indd 3

2023/12/11 11:46

トピックに関する資料を読み込む

万一，忘れてしまったときのために，原稿ではなく，全体の構成やキーワード，キーフレーズを書いたメ

25

Opening (Introduction)

敢 The writer read an essay by the author of “Lily’s Journey” when she was a high

② Saki is well-known for her appearance that is slim but powerful and muscular.

意見や考えを発信する力を確実に伸ばすスピーチをする，聞く際の注意点
スピーチやディスカッションなど
活動の要点を確認

スピーチの流れとテクニック

2

換 The writer liked “Lily’s Journey” very much but she failed to see its movie.

① The speaker admires Saki for not only skating skills but also continuous efforts.

④ The speaker knows how Saki makes her time for studying and gets good scores at

2●先ほどのスピーチを分析してみましょう。このスピーチは，大きく次の 3 部から構成されています。

問１ Which is true about the blog?

関連教材

（復 習）

・あるテーマについての自分の意見

try to have sincerity with children that James Howe has.

when practicing baseball.

③ When Saki lives in Canada, she is trained as an ice skater for almost a third of a day.

・自分の知っていること（自分の町，よく行く場所，飼っているペット，ある人の生き方や業績など）
20

Since I read the essay, James Howes has been the person I respect the most. My

教科書 p.12 の Model を読み，内容と一致するものを選びなさい。

教科書

明しています。まとまった長さのあるスピーチをしたあとは，最後に Thank you. / Thank you for listening.

15

10

novel has less vocabulary, every sentence should be precise, logical and beautiful. The
must be one that stimulates children’s vivid imagination.”

入試突破力
3

もう一度，自分の主張をまとめとして述べます。⑦の文は，③で述べた主張の表現を少し変えて，再度表with the other members. But I sometimes wish we had boys’ deep

sentences. Therefore, we need to choose each word more carefully. Even though the( exerts，strength，my brother，his，always，all ) when practicing baseball.

発信力

す。

具体例を示すLook around you. Girls, girls, girls! Yes, it’s a girls’ school. I likefuture dream is to be a kindergarten teacher. If it comes true and I face children, I willthose for adults. I don’t think so. It is true that we use easier words and simpler

紙面紹介

①

pp.34-37 参照

After I entered high school, I found an essay by James Howe in a newspaper.
In the essay he said, “Many people may think writing children’s books is easier thansame could be said of the story. A story in children’s books doesn’t mean a cheap one. It

5. 私の兄はいつも全力で野球の練習をする。

左ページの例では，③で「もし私が校長先生だったら，学校を共学に変える」という意見を表明していま

スピーチの例1

Needless to say, I read it and was moved by his honesty about writing children’s books.

sushi.
delicious sushi.

意見を表明するⅠ』『論理・表現Ⅱ』で学んだことを復習しましょう。

.

When my friends from Mexico visit Japan, ( fail，have，never，they，to ) delicious
When my friends from Mexico visit Japan,

スピーチの本体です。ここでは，最も伝えたいことや訴えたいことを表明します。

るものから，ただ原稿を読み上げるだけのものまで，スピーチにはさまざまなものがあります。ここでは，『論理 ･ 表現

教科書と完全リンクのWorkbook で
入試対策

my younger days.

a charity concert.

4. メキシコの友人が日本を訪れるとき，彼らは必ずおいしい寿司を食べる。

5“Lily’s Journey” was one of my best memories of my childhood that added brightness to

内容紹介

2. その作家は若い読者から尊敬されている。
The author is

テレビ番組などで，いろいろな人がスピーチをしている場面を目にすることがあるでしょう。堂々と自分の意見を訴え

Workbook

responding to your e-mail.

Body (Opinion)

girl.

around the world. I still remember that its story gave me a lot of excitement and( for，I，in，my，apologize，delay ) responding to your e-mail.

3. 彼は慈善コンサートを計画する意志があるようだ。

Speech④ was brought up“Lily’s Journey.” It is a novel written by James Howe. It’s about a girl who travels

The author is ( to，looked，by，young readers，up ).

Review③ is being brought

What children’s books did you often read when you were little? My favorite was

してある。

Speech② was brought

You are a high school student studying in the U.S. and you have found a blog by a high school）内の語（句）を並べかえて，日本語に合う文にしなさい。ただし，文頭にくる語も小文字に

1. あなたのメールへの返事が遅れたことを謝罪します。

Review④ was laughed at特長

5④ got arrested③ was laughed) by my grandfather.

① brought up) annoying.

④ got firing③ gets arrested② laughed at

4. The cat (modest / delivered / extremely / aired / ceaseless / climate

頁数：88 頁

② got arrests① laughed) efforts for years to supply high quality products.

③ got fired) by little kids in the park this morning.

3. I () change.

) person like her.

6. Bugs flying around your face are (② gets firing) for stealing groceries from the shop last night.

① get arresting) on TV.

5. The company made (判型：B5 判論Ⅲ 709) because he didn’t work hard.

2. She (4. I have never met a (（）
内に当てはまる語（句）
を①～④のうちから 1 つ選びなさい。
① gets fired）に入れなさい。

3. We do need to have discussions about (2（

1. The man (文法) a speech bravely.

2. A new program was (社会で使える発信力と入試を突破する力，
どちらも伸ばせる工夫が満載▶解答 p.1

モを持っていくとよいでしょう。発表する際に原稿を持っていくと，つい原稿に頼ってしまったり，忘れBody (Opinion)

たときにその箇所を探すのに時間がかかってしまいます。

Closing (Conclusion)

間の取り方を練習する
例えば，質問を投げかけたあとは，2 秒程度空けてから続きを話しましょう。

Opening (Introduction)e.g. Have you ever imagined boys in our school?

30

スピーチの初めの部分で次のことを行います。

［２秒］

If I were the principal, ... .

固有名詞は，ゆっくり，はっきりと言う

20

オーディエンスの注目を引く

日本語の名前や地名などは，子音をはっきりと発音しながら丁寧に言いましょう。

①の文は，「見回してください」と呼びかけています。さらに②では，質問を投げかけています。このよう

ジェスチャーを考えるにして，冒頭でオーディエンスの興味を引いておくことは効果的です。

トピックを示す

るようにしましょう。

25

内容が話されるのか，心の準備をして聞くことができます。始めの部分で「自分の学校が女子校だ」と言e.g. What do you think the result was?（少々緊張した表情で言う。）［２秒］っていることから，別学，共学に関する意見を話すことが予測できます。

Les

s on

A Person Model
I Respect
I have some people I

who sometimes appears in competitions aired on TV. She looks

1. Kay respects 1.

exciting.

air + 名（ 名 を放送する）

EXPRESSIONS

G1

modest（謙虚な）frontparliament,

of

the

Swedishcallingforstronger10

受け身

2. Let’s make a speech.

FOR MORE USE
p.82▶ Topic（＝ The person(s) you respect）

G1 get ＋過去分詞
15▶ What you respect the person(s) for:1.

“Fridayfor

independence movement against
British rule・involved in the civil rights movement2.

Reference

the
model
passage above,find the sentences that fit the following six
stuck
to disobediencecampaigns
Future,” In ・

Organization

times (J)to draw their attention.

(A)▶ BodyWhom do you respect?

3.

❺ It shares the speaker’s impressions or comments.

adaptation（適応）adaptability（適応性）

accommodate + 名（名を収容する）

admittedly（確かに）installation（設置）30

3. Practice the speech alone, then with your partner. If necessary, prepare an outline withkeywords. Then, deliver the speech to your classmates.

Number of high-tech toilets per 100 households (left scale)Diffusion rate (right scale)

140

80.2

own an electronic toilet with a bidet function. On average

100

(％)

100
75
50

60
40

25

20

people time to take to the idea of a toilet shooting a jet of01992 94 96 98 2000 02 04 06 08 10 12 14 16 18

0（内閣府 ｢消費動向調査｣ 平成 30 年）

warm water. In 1992, only 14.2％ of Japanese households owned one. This figure has steadily risen,

15

though, until high-tech toilets have become standard equipment in Japanese homes.
Electronic toilets have become popular among consumers overseas as well. Chinese tourists to Japan25

in particular have been purchasing such toilets in large quantities during their visits. Luxury hotels

consumer confidence（消費動向，消費者マインド）

矢田

理世

千田

享

宮浦

国江

筑波大学附属高等学校教諭
埼玉県立浦和西高等学校教諭
北陸学院大学教授

sanitary equipment are working to boost their overseas sales.

20

2. A remarkably well-balanced and healthy dietbidet（お尻洗浄器）

Find and study other materials on Japanese culture, such as Japanese products (e.g. audio-visual30

equipment, stationery, instant food, snacks, etc.), lifestyle (e.g. housing, clothes, meals, etc.), or25

4. Close links with annual events

manners (e.g. waiting in line, keeping quiet on trains or buses, etc.). Think of positive / negative

Decide the topic of your speech.

2

Decide what you will discuss in your speech.
We needto build a hopes
societythat
in thewhich
everyone
live on the list will encourage a deeper
it. Thee.g.
Japanesegovernment
inclusionof canwashokucomfortably.

3

Gather materials that support your opinions.
a parent
baby, a that
personin arecognition
wheelchair, etc.
At thee.g.
sametime,with
it isa hoped
thisby UNESCO will stimulate a movement among the4

Japaneseto preserve and pass on the Japanese cooking culture of washoku to future
Organize your speech. Support your opinionswith themselvesreasons and examples.

5

generations.
Write a script or an outline (gist) of the speech.

Registration of an intangible cultural heritage requires that continued measures be taken to preserve

points, how a certain cultural point has become what it is now, how it should evolve, etc.

Steps in Making a Speech

understanding of Japanʼs cooking culture by other nations, thus contributing to global cultural diversity.

15

the Intergovernmental Committee for the Safeguarding of Intangible Cultural Heritage
cuisine（料理）inherent（本来持っている）

30

35

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 15

FOR MORE USE p.82

e.g. what is good about Japanese snacks

1

Decide the topic of your speech.

2

Decide what you will discuss in your speech.

e.g. Japanese snacks are excellent.

3

Gather materials that support your opinions.

e.g. delicious, cheap, available anywhere, etc.

4

Organize your speech. Support your opinions with reasons and examples.

5

Write a script or an outline (gist) of the speech.

162024 MS 論理表現ⅢP07-P18 Part1.indd 14

113.1

120
80

A leading Japanese toilet manufacturer introduced thefirst toilet with a bidet function in 1980. However, it tooke.g. Universal Design for Living in a Town

1

（無形文化遺産を保護するための政府間委員会）

13

160

March 2018, 80.2％ of households of two or more people
there are 113 such toilets per 100 households.
20

Households of Two or More People with High-Tech Toilets

Office Consumer Confidence Survey conducted in榮

順天堂大学教授

1. Diversity and freshness of ingredients, and respect for their inherent flavors

3. An expression of natural beauty and the changing
seasons
FOR MORE
USE p.82
Steps in Making a Speech

30

小野田

Alex

High-Tech Toilets Become Standard Household Equipment in JapanMay 1, 2018(Nippon.com) — According to a Cabinet

15

良一

関西大学中等部，高等部教諭

around the world also continue to install Japanese high-tech toilets. In response, Japanese makers ofcustom handed down from generation to generation that expresses Japanese peopleʼs respect for nature.

14

35

25.5%
（record-high）

山本

Patrick

I got used to the custom soon when I went to Japan for the firsttime, but it took me some time to learn where to wear slippers
inside a building. I should not wear them in a tatami-mat room,
while I should put on another pair in a restroom. This is so confusing
at first! This experience helps me when I visit my friend in Japan.

172023/02/16 15:47

2023/02/16 15:47

2024 MS 論理表現ⅢP07-P18 Part1.indd 12

2

Averagetoward universal designs. Think about how to solve the problems you identify.

25
25

adaptability is sufficient.

adequate（十分な・適切な）Proportion of Women in Parliamentin Each Country

the need for adaptation or specialized design. According to―by Satoshi Kose, a guest researcher at the Building Research Institute, Tsukuba, Japan, 2006.

3
10

characteristics as washoku.

Admittedly, not all buildings can be designed and built to house everybody because some types and▶▶ I hope she will ～. / If I had a chance to meet him, I would ～.

24.9

15.6

Study other problems concerning minorities, such as racial/sexual/religious discrimination, poverty,

from cradle to grave（ゆりかごから墓場まで）

KarenItʼs not unusualin Asia. Iʼmaccustomed to
not wearing
shoes indoors.

I grew up in Canada,
where we donʼt wear
shoes in houses, so thecustom is very naturalfor me.

What is your opinion? Talk with your classmates about what is good and what is inconvenient.

39.6
38.3
Washoku
Designated UNESCO Intangible Cultural Heritage

January 14, 2014(Nippon.com) — At the eighth annual

Germany
Singapore
Philippines
session Koreaof the Malaysia
Intergovernmental
CommitteetheJapan
ranked166 / 193forcountries
Australia（International Parliamentary Union, “Women in National
Safeguarding of Intangible
CulturalParliaments,”
2021）Heritage — held in（ILO “ILOSTAT” 2019, 2020 年の値より作成）

the physically/mentally challenged, sexual/power/academic harassment, bullying, and movements

turning space to accommodate a wheelchair.

▶ What you hope

53.0

39 people（8.4%）
46 people（9.9％）

used by all people, to the greatest extent possible, without

structural supports for the installation of handrails or grab bars, and (iii) adequate door openings and30

5（ 名 を再考する）

When applying for registration in March 2012, the Japanese government gave the following fourlevels of disabilities require more adaptation than is readily available. For most people, however, UD forin this way, therefore, this is why

2024 MS 論理表現ⅢP07-P18 Part1.indd 11

1

UK

is 120th out of 156 nations.

20

Japanese law, this UD for adaptability includes at least (i) level floors without step differences, (ii)▶ Your comment(s)▶▶ One of the major reasons for ～ is ... . / Why I respect him so much is ～.

▶▶ Don’t you think they are so ～ ?11/ Why not do ～ ?

SwedenUSA
FranceNorway75 years ago
2021(UNESCO)to andregisterwashoku(traditionalindex
Seen from four perspectives (economic,
political, agreed
educational
medical),Japanʼs gender-gap
Japanese cuisine) as an intangible cultural heritage, a social

commonly due to the normal aging process.

25

12

13.3
Japan

Women workers
Women workers in managerial positions

47.7
47.2
47.0
46.7
46.6
45.9
44.8
42.0
42.3
41.1
40.0
37.2
36.8
35.5
34.0
28.1

Female Lower-House Members in Japan

Baku, Azerbaijan, on December 4, 2013, the United Nations
Also, the rate of female lower-house members, that is 9.9 % as of January 1, 2021, is very low, ranking
166th out of 193 nations in the world. Educational, Scientific, and Cultural Organization

20

forced to leave their homes as they lose their abilities,
Houses should be renovated according to aging based on

15▶▶ Do you know ～ ? / Have you ever seen [read, listened to, met, etc.] ～?

❻ It asis effective
to appeal to listeners or ask for listeners’ agreement.
the reason(s).
3. Make a report on whom your partner looks up to, as well

0

suitable from ʻcradle to grave.ʼ However, many people arefor example [instance] / because, this is because▶ Closing

10

48.3

the idea of Universal Design or UD, a design that can be

Why?
❸ It lists thepoints that explain why the person is to be respected.

▶▶ besides, moreover, furthermore / however, on the other hand

20

15

ideal condition would be that a personʼs home should be❹ It uses proper linking words.

You

51.8

30

●

Universal Design of Buildings in Japan: Who Are the Assumed Residents?
There is an old saying: “A manʼs home is his castle.” Thea speech criticizing world leaders❷ It is effective to ask a question to or appeal to the audience in the first part in order・given Gold Glove Awards 10 times

60
40

●

and future possibilities.

Proportion of Working Women and Women Working in Managerial Positions
50

20

10

Read
the offollowingarticles isandpassages.
Think
abouttohow
countries. It can easily be seen thatthe rate
female managers
very
low in Japan
comparedothercertain aspects of Japanese culture are
accepted, what aspects are/aren’t preferred, and what we can do to protect/improve them.
nations.
(％)

1

some of them and

The graph below shows the rates of female workers in general and in management in 12 different

10

we can drop prejudice or stop discrimination, and how we can realize an inclusive society for anyone withtimes

・Histhelifetopic
inspired
Lutheryou
King,・attended the2019 UN ❶Climate
It introduces
andMartin
the person
are going to talk about.
▶ Openingother examples▶▶
I’m goingto talk about ～. / Let me talk about ～.
Jr. and
NelsonMandela.
Action Summit, where she delivered

・chosen as a Best Nine player sevenbear ingranted.
mind ～（～を考え合わせる）
ChooseThe Female’s Position Is Lower in Japan than Many Other Nations
Reference3

different abilities.

Draw aimprisonedline under them.
despite being
many
encouraging her contemporaries to descriptions.
make protests on their own

microcosm（縮図）Maia

reconsider their histories, advantages,

Read the following articles or passages. Think about why the situations have become what they are, how

in South Africa as wellaction on climate change

outnumber + 名（名より数が多い）

5

We live in London. My family has hosted a lot ofJapanese students during summer vacation and learned
from them the custom of taking oneʼs shoes off at theentrance. We thought it would be helpful for keeping
our house clean and hygienic. Several years ago, taking
oneʼs shoes off became one of our familyʼs rules.

Rediscovering Japanese Culturein・a leader of India's non-violent

from the viewpoint of ～（～の視点から）

minorities so that everyone can lead a comfortable life.

For a More Diverse and Inclusive Society

Mahatma Gandhi

live comfortably? Maybe we should study
more seriously about the society we live in from the viewpoint of

15

G2 群動詞の受動態

Now, she is practicing for the next all-Japan competition. I

・organizedseasons (J & A)

Name

can apologize for ～ ’s own fault / keep [never break] ～ ’s word

GRAMMAR
p.18

disabilities（障がい）

be respectful to others / be positive about ～ ’s job / be responsible for ～championship. Do you know anyone who is as amazing as Saki?

days

・became the leading hitter nine25）

do not give up in spite of hardships / always think of others / listen to others / be willing to help others

really hope she will exert all her strength and win the

Greta Thunberg

・at age Thank15, started
schoolyouspending
for listening.

America)3.（

Examples of reasons:

5

Rediscovering Japanese Culture

seasons (both in Japan and inranking in the top 10 percent. I wonder when she studies so hard.

・a Swedish environmental activist

・won MVP four times (J & A)）

Hints Genre: celebrity / sports player / friend or relative / teacher or adviser / great person in history etc.

A Person I Respect

baseball player
・remained a top-level player for 28

A Person I Respect

・a former Japanese professional

A Person I Respect

LESSON 1

Suzuki Ichiro

2.（

She practices ice

skating for six hours a day whether she is in Japan or in Canada.

2. Whom do you respect most among the three people below? Choose one and talk in pairs. Givereasons.
Moreover, she never fails to study school subjects hard, always

5

10

LESSON 1

LESSON 1

lives5 there, she does
everything for herself.
and
.

）

diversity（多様性）

with physical disabilities, for example, canTRUE OR FALSE

10

■著者

Voices on the Custom of Taking One’s Shoes Off Before Entering a House

2

LESSON 3

extremely（非常に，きわめて）
Canada for almost a third of a year
for her practice. While she

He is always 4

diversity. However, is it true that people（ 名 を発揮する）

1.（

EXPRESSIONSLESSON 3

is to be like him.

It is said that we live in an age of

For a More Diverse and Inclusive Society

Kazuki’s 3

Introduction

Reason(s)5（必ず 動 する）

she was a junior high school student, she has lived alone inso many games.

Name

3

5

□ Make a speech about a society in which everyone can live comfortably.

never fail to + 動should be looked up to most for（is名herceaseless efforts. Sinceを尊敬する）

Reasons: He has 2

Genreceaseless（絶え間のない）

Rediscovering
Japanese Culture

Les

Tokyo, May 10, 2021(Jiji Press) — A growing number of schools in Japanare making their uniforms gender-neutral so that students are not forced todress according to their sex at birth.
Many schools have introduced pants for girls' uniforms. A junior highschool in Hyogo Prefecture, in the western part of Japan, made a jacket and□ bothLookboysat Japanese
objectively
andyearthink about its positive / negative points.
pants its standard uniform forand girls,culture
starting
this school
Check!
□ Makea speechfrom April. Those hoping to wear skirts can choose a skirt versionof theuniform.on what you have rediscovered in Japanese culture.
Female students who chose skirts slightly outnumbered those who did not, but pants have been accepted
Introduction
naturally. They allow girls to move aroundmore easily and give them a sense of security for not having toshow their legs.
Therevarious customs
and
EXPRESSIONS"Schools are a microcosm of society. Bearing in mind changes in thetimes areand circumstances,
we cameup objects
with a uniform that can be worn by both boys and girls," said the principalof theus
school.
reconsider ＋ 名
all aroundin Japan that we take for
LESSON 2

look up to + 名.

reasons.

energetic（エネルギッシュな）

School Uniforms Becomings o n Gender-Neutral in Japan2□ Study what an inclusive society is and how it could be realized.

exert + 名

Most people get attracted only by her skating, but what she

poor children. G2

Check!

LESSON 2

Reasons: She 2Le s s on

Digitalblanks below.

複数の資料を活用して
For a More Diverse
2発信力を鍛える
and Inclusive Society

1. Do you have anyone you respect? Write the names of people whom you look up to. Also, give

slender（細身の）mine in my junior high school. Saki is, as you know, an ice skater

2. Kazuki respects 1

20（２レッスン）

2023/02/16 15:47

You are going to make a speech on the topic “A person I respect.”

EXPRESSIONS□ Organize the speech, making it easy for the audience to understand.

slender
and theytender;performanceis elegant,energetic,
andwhomlook her
up to.
Listen carefully
and fill inthe
1. Kay and Kazuki are going to talk about

10

Lesson9

Speechdeeply,but the person I respect most is Saki, a friend of□ Give a speech about respecta person you
respect.

Check!
Warm Up

15（1 レッスン）

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 9

Do you have anyone you respect?

3

STEP

ステップ式で各活動の流れをつかむ

1

5

LessonI won the first prize! I made it!（明るい表情をし，弾むような声で言う。）

82024 MS 論理表現ⅢP07-P18 Part1.indd 8

2

スピーチをするときは，左右を見ながらオーディエンスに話をしましょう。内容に合った表情，発声をす

35

冒頭で，
「自分が何について話すのか」を明らかにしましょう。そうすると，オーディエンスもどのような

指 導 用 Data

STEP

e.g. My name is Kotaro (ko-o-ta-ro-o). I was born in Niigata (ni-i-ga-ta), and now I live in Oita (o-o-i-ta).

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 13

2023/02/16 15:47

2024 MS 論理表現ⅢP07-P18 Part1.indd 16

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 17

2023/02/16 15:47

3

教 科書の特長

Les

For a More Diverseand Inclusive Society

s on

2

Check!

□ Study what an inclusive society is and how it could be realized.

Tokyo, May 10, 2021(Jiji Press) — A growing number of schools in Japanare making their uniforms gender-neutral so that students are not forced todress according to their sex at birth.
Many schools have introduced pants for girls' uniforms. A junior highschool in Hyogo Prefecture, in the western part of Japan, made a jacket andpants its standard uniform for both boys and girls, starting this school year
from April. Those hoping to wear skirts can choose a skirt version of the uniform.
Female students who chose skirts slightly outnumbered those who did not, but pants have been accepted
naturally. They allow girls to move around more easily and give them a sense of security for not having toshow their legs.
"Schools are a microcosm of society. Bearing in mind changes in the times and circumstances, we came up
with a uniform that can be worn by both boys and girls," said the principal of the school.

5□ Make a speech about a society in which everyone can live comfortably.

Introduction
It is said that we live in an age of

EXPRESSIONS

diversity. However, is it true that people

5disabilities（障がい）
from the viewpoint of ～（～の視点から）

outnumber + 名（名より数が多い）

minorities so that everyone can lead a comfortable life.

SpeechBody (Opinion)
意見を表明する
左ページの例では，③で「もし私が校長先生だったら，学校を共学に変える」という意見を表明していま

テレビ番組などで，いろいろな人がスピーチをしている場面を目にすることがあるでしょう。堂々と自分の意見を訴えす。

5るものから，ただ原稿を読み上げるだけのものまで，スピーチにはさまざまなものがあります。ここでは，『論理 ･ 表現

具体例を示すⅠ』『論理・表現Ⅱ』で学んだことを復習しましょう。

意見とともに，その理由や具体例などを示すことで，スピーチにより説得力を持たせることができます。

スピーチの例1

左ページの例では，④～⑥で理由や具体例が述べられています。④ではクラブ活動に関わる利点を，⑤ではクラスでの話し合いに関わる利点を，⑥では男子生徒と話をすることの楽しさを挙げています。このように，2 つから 3 つの理由，具体例を述べるのがよいでしょう。また，⑤の Then や⑥の And(of course) の10

Look around you. Girls, girls, girls! Yes, it’s a girls’ school. I like5①

ように，適切なつなぎ言葉で文をつなぐと聞きやすくなります。

this school, but ②have you ever imagined boys in our school? ③If I
AsClosing (Conclusion)

you know, I am in the choir, and always enjoy singing beautiful songs

意見を再度表明する

were the principal, I would make our school coeducational.

④

with the other members. But I sometimes wish we had boys’ deep
voices to enrich our songs.

The drama club would also enjoy the

15

10

STEP

・あるテーマについての自分の意見スピーチをする，聞く際の注意点

25

万一，忘れてしまったときのために，原稿ではなく，全体の構成やキーワード，キーフレーズを書いたメ

論理・表現Ⅰ,Ⅱで学んだ活動の要点を確認。
論理・表現Ⅰ, Ⅱで学んだ活動の要点を確認。
スピーチやプレゼンテーション，ディスカッ
スピーチやプレゼンテーション，ディスカッ
ションやディベートのポイント・コツを提示。
ションやディベートのポイント・コツを提示。

スピーチの初めの部分で次のことを行います。

e.g. Have you ever imagined boys in our school?

［２秒］

If I were the principal, ... .

固有名詞は，ゆっくり，はっきりと言う

20

オーディエンスの注目を引く

日本語の名前や地名などは，子音をはっきりと発音しながら丁寧に言いましょう。

①の文は，「見回してください」と呼びかけています。さらに②では，質問を投げかけています。このようトピックを示す

35

冒頭で，「自分が何について話すのか」を明らかにしましょう。そうすると，オーディエンスもどのようなスピーチをするときは，左右を見ながらオーディエンスに話をしましょう。内容に合った表情，発声をするようにしましょう。

25

e.g. What do you think the result was?（少々緊張した表情で言う。
）

内容が話されるのか，心の準備をして聞くことができます。始めの部分で「自分の学校が女子校だ」と言［２秒］っていることから，別学，共学に関する意見を話すことが予測できます。

I won the first prize! I made it!（明るい表情をし，弾むような声で言う。
）

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 9

A Person I Respect

who sometimes appears in competitions aired on TV. She looks

1. Kay and Kazuki are going to talk about whom they look up to. Listen carefully and fill in the
EXPRESSIONS

stronger・involved in the civil rights movement

Future,”・stuck to disobedience campaigns“Fridayforin South Africa as wellencouraging her contemporaries to・attended the 2019 UN Climate
Action Summit, where she delivered

times (J)・given Gold Glove Awards 10 times

British rule

Swedishfor

Whom do you respect?

3.（

Reason(s)① Although he is an actor, he says he doesn’t like to be stared at.
（彼は俳優でありながら，じろじろ見られるのはいやだと言う。
）

5

Hints Genre: celebrity / sports player / friend or relative / teacher or adviser / great person in history etc.

Examples of reasons:10

do not give up in spite of hardships / always think of others / listen to others / be willing to help others

10

2. Let’s make a speech.

FOR MORE USE
p.82▶ Topic（＝ The person(s) you respect）

G1 get ＋過去分詞
G2 群動詞の受動態
15▶ What you respect the person(s) for:1.

Thank you for listening.
2.

times

Organization

Jr. and Nelson Mandela.

▶ Openinga speech criticizing world leaders

In the model passage above, find the sentences that fit the following six
descriptions. Draw a line under them.

Why?

▶ BodyYou① Marie and Pierre Curie got ( marry ) in 1895.
a white man.
③ Ms. Kennedy, our English teacher, always starts her lesson by saying, “Let’s get ( start ).”2. Arrange the words in parentheses in the proper order.
① Former U.S. President Barack Obama ( and，born，brought，up，was ) in Hawaii.
Former U.S. President Barack Obama
It is said that soldiers on both sides

15

11

impressed you most, trying to use the passive voice.

25▶▶ Do you know ～ ? / Have you ever seen [read, listened to, met, etc.] ～?

▶ Your comment(s)❸ It lists the points that explain why the person is to be respected.

▶▶ One of the major reasons for ～ is ... . / Why I respect him so much is ～.

The person you were greatly impressed by30▶ What you hope

❺ It shares the speaker’s impressions or comments.

What impressed you most▶▶ I hope she will ～. / If I had a chance to meet him, I would ～.

❻ It is effective to appeal to listeners or ask for listeners’ agreement.

35▶▶ Don’t you think they are so ～ ? / Why not do ～ ?

2024 MS 論理表現ⅢP07-P18 Part1.indd 11

42023/02/16
15:47
12

2024 MS 論理表現ⅢP07-P18 Part1.indd 1230

3. Think of one person whom you were greatly impressed by. Write about the person and whatin this way, therefore, this is why▶ Closinglegally in 1964.

3.

for example [instance] / because, this is because

3. Make a report on whom your partner looks up to, as well as the reason(s).

by Florence Nightingale.

③ In the U.S., racial discrimination ( away，done，was，with ) legally in 1964.

❹ It uses proper linking words.

▶▶ besides, moreover, furthermore / however, on the other hand25

in Hawaii.

② It is said that soldiers on both sides ( care，of，taken，were ) by Florence Nightingale.

In the U.S., racial discrimination

other examples ▶▶ I’m going to talk about ～. / Let me talk about ～.

20② Rosa Parks remained ( seat ) even when she was told by the bus driver to give up her seat to20❶ It introduces the topic and the person you are going to talk about.
❷ It is effective to ask a question to or appeal to the audience in the first part in orderto draw their attention.

（キング牧師は，すべての人が公平に扱われなければならないと主張した。
）

can apologize for ～ ’s own fault / keep [never break] ～ ’s word）

受け身

championship. Do you know anyone who is as amazing as Saki?

despite being imprisoned many15

1. Change the verb in the parentheses into the suitable form.

be respectful to others / be positive about ～ ’s job / be responsible for ～really hope she will exert all her strength and win the・His life inspired Martin Luther King,

10

群動詞で受動態を作る場合は，動詞が伴う前置詞なども，ひとまとまりとし（エマ・ワトソンに話しかけられたときに，目が覚めた。夢だった…。
）

GRAMMAR
p.18

群動詞の受動態

定 着レッスンで使 用した 文 法 の 解 説・
論理・表現Ⅰ, Ⅱで学んだ活動の要点を確認。
演習問題やレッスンのトピックに関連したスピーチやプレゼンテーション，ディスカッ
リスニング問題も収録。
ションやディベートのポイント・コツを提示。

③ The Reverend King insisted all people be dealt with fairly.

Now, she is practicing for the next all-Japan competition. I

(A)
Name

Name

A Person I Respect・organized

ranking in the top 10 percent. I wonder when she studies so hard.

independence movement againstthemake protests on their own

seasons (J & A)・chosen as a Best Nine player seven

Moreover, she never fails to study school subjects hard, always

・a leader of India's non-violent

of

）

5

て扱う。

GRAMMAR COMPASS

skating for six hours a day whether she is in Japan or in Canada.

Mahatma Gandhi

calling）2.（

get ＋過去分詞 受動態は get (become, remain, etc.) + 過去分詞 で表すこともある。

（その日本人サッカー選手は，新しいチームにすぐに慣れたと言った。
）
G2

LESSON 1

front

2023/02/16 15:47

補 充（文 法・リスニング 演 習）

受け身

② When I was spoken to by Emma Watson, I woke up. It was a dream... .

TRUE OR FALSE
1.（

lives there, she does everything for herself. She practices ice

A Person I Respectinparliament,

action on climate change

America)・won MVP four times (J & A)・became the leading hitter nine

25

days

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 15

favorite cherry tree.

（ 名 を発揮する）

A Person I Respectseasons (both in Japan and in
20

・a Swedish environmental activist
・at age 15, started spending school

baseball player
・remained a top-level player for 28

15（ジョージ・ワシントンは子供のとき，父親のお気に入りの桜の木を切り倒して叱られたと言われている。）

5

G2

LESSON 1

・a former Japanese professional

Write a script or an outline (gist) of the speech.

③ The Japanese soccer player said that he soon became accustomed to his new team.

never fail to + 動

Canada for almost a third of a year for her practice. While she.

Greta Thunberg

Organize your speech. Support your opinions with reasons and examples.

5

Digital

and 5

Genre

ceaseless（絶え間のない）

she was a junior high school student, she has lived alone in

2. Whom do you respect most among the three people below? Choose one and talk in pairs. Give

15

energeticshould be looked up to most for is her ceaseless efforts. Since

extremely（非常に，きわめて）

reasons.

4（ネルソン・マンデラは，反アパルトヘイト運動の指導者であったため警察に逮捕された。
）

1. Do you have anyone you respect? Write the names of people whom you look up to. Also, givereasons.

（エネルギッシュな）

LESSON 1

He is always 4

Most people get attracted only by her skating, but what she

modest（謙虚な）is to be like him.

e.g. a parent with a baby, a person in a wheelchair, etc.

② It is said George Washington, as a boy, got scolded when he cut down his father’sPART 1.
so many games.

e.g. We need to build a society in which everyone can live
comfortably.

Gather materials that support your opinions.

movement.

exert + 名G1

（ 名 を尊敬する）

G1（必ず 動 する）

exciting.

look up to + 名

Kazuki’s 3

Decide what you will discuss in your speech.

① Nelson Mandela got arrested by the police for being a leader of the anti-apartheid

You are going to make a speech on the topic “A person I respect.”

EXPRESSIONS
air + 名（ 名 を放送する）
slender（細身の）slender and tender; her performance is elegant, energetic, andblanks below.

Suzuki Ichiro

I have some people I

mine in my junior high school. Saki is, as you know, an ice skater

Warm Up

Reasons: He has 2

FOR MORE USE p.82

e.g. Universal Design for Living in a Town

Grammar Compass / Give It a Shot

Grammar Compass

respect deeply, but the person I respect most is Saki, a friend of□ Organize the speech, making it easy for the audience to understand.

2. Kazuki respects 1

30

LessonSpeechDo you have anyone you respect?

□ Give a speech about a person you respect.

.

admittedly（確かに）30

installation（設置）

Decide the topic of your speech.

3

2

2 活動

Model

poor children.

1

adaptability is sufficient.

トピックに関するやり取りや活動のモデルを段階的に学習。
論理・表現Ⅰ,Ⅱで学んだ活動の要点を確認。
スピーチやプレゼンテーション，ディスカッションやディベートのポイント・コツを提示。

s on

10

Admittedly, not all buildings can be designed and built to house everybody because some types andlevels of disabilities require more adaptation than is readily available. For most people, however, UD for

指 導 用 Data

STEP

Reasons: She 2

toward universal designs. Think about how to solve the problems you identify.

2023/02/16 15:47

Lesson

Review

1. Kay respects 1

活動

Steps in Making a Speech

92024 MS 論理表現ⅢP07-P18 Part1.indd 8

5

the physically/mentally challenged, sexual/power/academic harassment, bullying, and movements
25

関連教材

8

Check!

Study other problems concerning minorities, such as racial/sexual/religious discrimination, poverty,
25

turning space to accommodate a wheelchair.

2024 MS 論理表現ⅢP07-P18 Part1.indd 14

e.g. My name is Kotaro (ko-o-ta-ro-o). I was born in Niigata (ni-i-ga-ta), and now I live in Oita (o-o-i-ta).

ジェスチャーを考えるにして，冒頭でオーディエンスの興味を引いておくことは効果的です。

Seen from four perspectives (economic, political, educational and medical), Japanʼs gender-gap index

structural supports for the installation of handrails or grab bars, and (iii) adequate door openings andaccommodate + 名（名を収容する）

Average 25.5%（record-high）
Japan
ranked 166 / 193 countries（International Parliamentary Union, “Women in National
Parliaments,” 2021）

is 120th out of 156 nations.

20

the need for adaptation or specialized design. According toadequate（十分な・適切な）Germany
Singapore
Philippines
Australia
Korea
Malaysia

39 people（8.4%）
46 people（9.9％）

Also, the rate of female lower-house members, that is 9.9 % as of January 1, 2021, is very low, ranking

Japanese law, this UD for adaptability includes at least (i) level floors without step differences, (ii)adaptability（適応性）

UK

75 years ago
2021

Proportion of Women in Parliamentin Each Country

166th out of 193 nations in the world.

20

forced to leave their homes as they lose their abilities,

adaptation（適応）

24.9

15.6
SwedenUSA
FranceNorwayFemale Lower-House Members in Japan

53.0
38.3

（ILO “ILOSTAT” 2019, 2020 年の値より作成）

suitable from ʻcradle to grave.ʼ However, many people are

3

39.6

14

間の取り方を練習する
30

Japan

15

ideal condition would be that a personʼs home should befrom cradle to grave（ゆりかごから墓場まで）たときにその箇所を探すのに時間がかかってしまいます。

Closing (Conclusion)

0

There is an old saying: “A manʼs home is his castle.” The

Women workers
Women workers in managerial positions

47.7
47.2
47.0
46.7
46.6
45.9
44.8
42.0
42.3
41.1
40.0
37.2
36.8
34.0
28.1

13.3

10

―by Satoshi Kose, a guest researcher at the Building Research Institute, Tsukuba, Japan, 2006.

モを持っていくとよいでしょう。発表する際に原稿を持っていくと，つい原稿に頼ってしまったり，忘れBody (Opinion)

Opening (Introduction)

1

Universal Design of Buildings in Japan: Who Are the Assumed Residents?

後続の2 レッスンは話題のトピックに関
論理・表現Ⅰ,Ⅱで学んだ活動の要点を確認。
連した資料を提示。
スピーチやプレゼンテーション，ディスカッ
多様な資料を活用して，活動を実践。
ションやディベートのポイント・コツを提示。
入試でもよく使われる図・表にも慣れることができる。

例えば，質問を投げかけたあとは，2 秒程度空けてから続きを話しましょう。

Les

1

48.3
35.5

20

used by all people, to the greatest extent possible, without

原稿を頭に入れる

Opening (Introduction)

51.8

30

●

紙面紹介

1 導入（ 復習）●

Houses should be renovated according to aging based on●原稿ができあがったら，スピーチをするときまでに次のことを行いましょう。
15

60
40

the idea of Universal Design or UD, a design that can be

2

STEP

50

明しています。まとまった長さのあるスピーチをしたあとは，最後に Thank you. / Thank you for listening.

・ある問題に対する自分の提言

スピーチの流れとテクニック

Proportion of Working Women and Women Working in Managerial Positions(％)

もう一度，自分の主張をまとめとして述べます。⑦の文は，③で述べた主張の表現を少し変えて，再度表・自分の知っていること（自分の町，よく行く場所，飼っているペット，ある人の生き方や業績など）

2

nations.

different abilities.

commonly due to the normal aging process.

・自分のこと（趣味，好きなもの〈教科・音楽・映画など〉，所属するクラブなど）●先ほどのスピーチを分析してみましょう。このスピーチは，大きく次の 3 部から構成されています。

countries. It can easily be seen that the rate of female managers is very low in Japan compared to other

we can drop prejudice or stop discrimination, and how we can realize an inclusive society for anyone with

●スピーチのトピックは以下のようなものが考えられます。

20

The graph below shows the rates of female workers in general and in management in 12 different

Read the following articles or passages. Think about why the situations have become what they are, howとお礼を述べて終わります。

benefit of having boy members, I guess. ⑤Then, when we discuss issues in class, we could have awider variety of ideas. ⑥ And of course, it would be fun to talk about many things with boys and makegood friends with them. ⑦So, if I were the principal, I would add male students to our school.

The Female’s Position Is Lower in Japan than Many Other Nations

3

10

内容紹介

スピーチの本体です。ここでは，最も伝えたいことや訴えたいことを表明します。

Reference

For a More Diverse and Inclusive Society

For a More Diverse and Inclusive Society

Review

Speechbear in mind ～（～を考え合わせる）

more seriously about the society we live in from the viewpoint of

15

Review

microcosm（縮図）

LESSON 2

live comfortably? Maybe we should study

LESSON 2

MAINSTREAM English Logic and ExpressionⅢでは，Review，定着レッスン，実践レッスンの 3 つのステップで，生徒の意見や考えを発信する力を確実に伸ばします。

10

diversity（多様性）

with physical disabilities, for example, can特長

教科書で発信力を鍛える !

School Uniforms Becoming Gender-Neutral in Japan2

3. Practice the speech alone, then with your partner. If necessary, prepare an outline withkeywords. Then, deliver the speech to your classmates.

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 13

132023/02/16 15:47

例 When I was in junior high school, I read about Helen

Keller’s life. It is amazing that she was brought up in aworld in which she was unable to see, hear, or speak. I
also got inspired by the factthat she dedicated her life todisabled people’s welfare.
When I feel depressed, I
often read her biography, andI am always cheered up.

35

40

18

2024 MS 論理表現ⅢP07-P18 Part1.indd 18

2023/02/16 15:47

5教科書で入試突破力を鍛える !

Lesson / 英文資料 ❷Lesson3

Rediscovering Japanese Culture
Class

Number.

Name:・Reference ➌ (P.17)

教科書には近年の入試傾向に即した英文や図・グラフを多数掲載。教科書に加えて Workbook を併用すると，さらに効率的に入試突破力を鍛えられます。

特長

Lesson / モデル文
Reference ➌について、空所に適するものを①～④のうちから１つ選びなさい。
According to the Reference ❸ and the graph,.
① few households own two or more electronic toilets with a bidet function② electric toilets won a huge popularity soon after their release in Japan③ the rate of households with high-tech toilets never got down until 2018

各パートの最初のレッスン（定着レッ④ for Chinese tourists to Japan, getting one electronic toilet isn’t enoughスン）では，パートで行う活動のモデ

内容紹介

Reference 補充問題

ルとしてスピーチ原稿やディスカッショ

各資料の読解問題を指導書付属 ROM に収録➡ p.53ンの一連の対話を掲載しています。
紙面にはモデル文の内容を確認する
TRUE OR FALSE や，ディスカッションの話者の意見を問う Comprehension

紙面紹介があり，読解力養成にもご使用いただ
けます。
グラフを扱った英文から情報を読み取ります。

関連教材

2023年度 共通テスト

Workbook と併用してさらなる入試対策を！
Lesson / 英文資料 ❶3 Rediscovering Japanese Culture▶教科書 pp.16-171

日本語に合うように，（

2. According to the Reference ❷,① three of the speakers have a custom of not wearing shoes inside the house▶解答 p.12② Maia first thought taking off one’s shoes before entering a house was strange）内に語を入れて，英文を完成させなさい。

③ one of the speakers hasn’t got used to the custom of taking off one’s shoes yet

1. 日本語は私にとってとてもややこしい。
Japanese is very (④ Alex still has problems when he judges where to wear slippers inside a building) for me.

3. According to the Reference ❸ and the graph,

2. あそこの土地は私のおじが所有している。
The land over there is (② electric toilets won a huge popularity soon after their release in Japan③ the rate of households with high-tech toilets never got down until 2018

Workbook には， 教 科 書 の) usually have to pay tax when they buy goods.

④ for Chinese tourists to Japan, getting one electronic toilet isn’t enough

4. リスは冬が来る前に，地面の下や木の中に食物を保存する。
Squirrels () food under the ground or in the trees before winter comes.

4

5. 対戦相手の気持ちを読み取れるのは，選手として大きな利点だ。
Being able to understand his opponents’ mind is a great (英文やトピックを用いた演習

A student from the U.K. is staying at your home, and you were looking for activities for foreign
people. Then you’ve found an English website about two one-day programs.

) as a player.

Enjoy Japanese Culture!

6. 地元の電車は 1 時間に 1 本しかなく，とても不便だ。
Our local trains operate only once every hour, and it’s very (（）内に当てはまる語（句）を①～④のうちから 1 つ選びなさい。

1. I (① make② have2. He grew () in France.

① up① hand4. It’s hot today (① by② forward

実践レッスンの英文資料はニュースや新聞で話題のトピッ

教科書mono (soup bowl), grilled fish, and④ down③ conduct④ average

two seasonal dishes③ to④ with) particular.
② in③ handed

培います。

・Try writing with a fude (Japanesebrush)
・3,000 yen
・The fude you used will be given to

explain about kaiseki cuisine andeach dish④ preserved

・3:00 p.m. ― 5:00 p.m.

・18 years old and overyou
・A shodo master who taught in the

U.S. will teach you how to use fude
and write letters in sumi (Japaneseink)

教科書 pp.16-17 の Reference ❶〜❸について，空所に適するものを①～④のうちから 1 つ選びなさい。

1. According to the Reference ❶,文・図・グラフへの対応力を

At City Hall

(Just by Kita Station)

・4,000 yen
・A guide who speaks English will

) down by Biwa Hoshi.

② heardExperience

・Menu: rice, miso soup, sashimi, wan-

問１ Which is true about the website?

.

換 You cannot join both Kaiseki Experience and Shodo Experience in one day.

② washoku was registered as an intangible cultural heritage two years after

applying

近年の入試に即した英文となっております。

敢 In one of the two programs, you can get a souvenir that you can take home.
柑 The age limit is applied to neither Kaiseki Experience nor Shodo Experience.
桓 Only English-speaking guides are available in both of the two programs.

③ one of washoku’s advantages Japanese government cited was its wholesomeness④ washoku can keep its freshness longer than other cuisines in the world

14

6

④ get

① UNESCO evaluated washoku’s deliciousness from fresh ingredients

クを扱い，図・グラフ・複数の意見が含まれたものなど，

2023 年度 共通テスト③ beyond

Shodo (Japanese Calligraphy)

At “Minatoya”
・11:45 a.m. ― 1:30 p.m.

) to about 80 years old.
② the way

5. “The Tale of the Heike” was (① told③ take問題を掲載。入試頻出の英

Kaiseki Experience(10 minutes’ walk from Kita Station)) it for granted that I get up early in the morning.

3. Humans live on (3).

Digital2.

① few households own two or more electronic toilets with a bidet function) by my uncle.

3. 消費者は何かを購入するとき，税金を払わなければならない。
(.

指 導 用 Data

LessonLesson 3MS論理表現Ⅲworkbook P002-019.indd 14

Lesson 32023/12/11 11:46

MS論理表現Ⅲworkbook P002-019.indd 15152023/12/11 11:46

7

教材配当表パート別内容一覧
配当時数

Part 1 Speech: Talking About Your Ideas※

Lesson 1: A Person I Respect3

Lesson 2: For a More Diverse and Inclusive Society

3

Lesson 3: Rediscovering Japanese Culture3

Grammar Compass: 受け身※Part 2 Presentation: Sharing Your Information

Lesson 4: Issues I Want to Raise3

Lesson 5: How to Stay Fit: Food, Sleep, and Exercise

3

Lesson 6: The Past, Present, and Future of Digital Communication

3

Grammar Compass: 準動詞※

Part 3 Discussion: Exchanging Your Ideas※

Review: Discussion※

Lesson 7: Manga in School Libraries

5

Lesson 8: What Would You Say to Newcomers?

4

Lesson 9: What Can Be Done to Help Foreigners in Emergencies?

4Grammar Compass: 特殊な比較構文※

Review: Debate※

Lesson 10: Should Everyone Be a Vegetarian?

5

Lesson 11: Are Digital Textbooks Better Than Print Textbooks?

4

Lesson 12: Should Summer Time Be Adopted?

4

Grammar Compass: 否定※

Review: Essay Writing※

Lesson 13: Global and Local Food Problems

5

Lesson 14: Should the Death Penalty Be Abolished?

4

Lesson 15: What Can Be Done by 2030?

4

Grammar Compass: 仮定法※

Part 6 Creative Writing: Enjoying Writing
Lesson 16: Let’s Write a Fable※総授業数は，週 2 時間，年間約 30 週として計算し，60 時間としました。
※各 Part の活動の Review，Grammar Compass については各学校での弾力的運用を想定しています。

83「学校図書館に漫画を置くべきか」など，日常的な話題についてディスカッションを行います。Lesson 9 では，災害時に外国人が必要とする援助について，実際の集計データの情報をもとに話し合いを行います。外国人旅行者が災害時に要する援助にはどのようなものがあるでしょうか。

Part 4 Debate: Arguing For or Against a Proposal「立論」から「要約」までディベートの一連の流れを行います。Lesson 11 では，「デジタル教科書は紙の教科書より良いか」について，教師，生徒，保護者の視点からの賛成，反対意見を参照しながら準備をして主張を行います。その他にも「サマータイムは廃止すべきか」など話題の題材について討論します。

Part 5 Essay Writing: Writing About Our Society and Future
複数のパラグラフを用いて意見文を書く活動を行います。読み手を説得することができるよう，論理的に構成を組み立てる力を養います。Lesson 15 では，SDGs 達成に向けて 2030 年までに具体的に何ができるのか，実際に地域で行われている活動についての記事を参考に自分の意見をまとめます。

DigitalPart 5 Essay Writing: Writing About Our Society and FuturePart 3 Discussion: Exchanging Your Ideas

指 導 用 Data

Part 4 Debate: Arguing For or Against a Proposal「健康でいるための方法」や「デジタルコミュニケーション」など，誰もが身近に感じる話題を取り上げてプレゼンテーションを行います。教科書に掲載されている図やグラフを参考に，視覚資料を用いた説得力のあるプレゼンテーション
力を養います。

関連教材※

Part 2 Presentation: Sharing Your Information

紙面紹介

Review: Presentation「尊敬する人」「多様性と共生社会」「日本文化の再発見」をテーマにスピーチを行います。Lesson 2 では，ジェンダーに配慮した制服についてのニュース記事
や，日本の女性の地位を他国と比較したデータなどを活用することで，社会的な話題について，自分の意見を発表する力を身につけます。

内容紹介

Review: SpeechPart 1 Speech: Talking About Your Ideas

特長

タイトル

Part 6 Creative Writing: Enjoying Writing「寓話とことわざ」をテーマに，オリジナルの寓話を考えたり，古くから親しまれてきた日本のことわざが英語ではどのように言い換えられるかを学んだりして，高度な表現力を身につけます。

9Lesson

内容紹介
複数の資料を活用して発信力を鍛える！

Les

うに，2 つから 3 つの理由，具体例を述べるのがよいでしょう。また，⑤の Then や⑥の And(of course) のLook around you. Girls, girls, girls! Yes, it’s a girls’ school. I like5①

ように，適切なつなぎ言葉で文をつなぐと聞きやすくなります。

As

Closing (Conclusion)

you know, I am in the choir, and always enjoy singing beautiful songs

意見を再度表明する④

The drama club would also enjoy theとお礼を述べて終わります。
●スピーチのトピックは以下のようなものが考えられます。

・自分のこと（趣味，好きなもの〈教科・音楽・映画など〉，所属するクラブなど）
・あるテーマについての自分の意見・ある問題に対する自分の提言

スピーチをする，聞く際の注意点

2

スピーチの流れとテクニック

2●原稿ができあがったら，スピーチをするときまでに次のことを行いましょう。

●先ほどのスピーチを分析してみましょう。このスピーチは，大きく次の 3 部から構成されています。

原稿を頭に入れる

15

Opening (Introduction)

Creative Writing

万一，忘れてしまったときのために，原稿ではなく，全体の構成やキーワード，キーフレーズを書いたメモを持っていくとよいでしょう。発表する際に原稿を持っていくと，つい原稿に頼ってしまったり，忘れBody (Opinion)

たときにその箇所を探すのに時間がかかってしまいます。

Closing (Conclusion)

間の取り方を練習する
例えば，質問を投げかけたあとは，2 秒程度空けてから続きを話しましょう。

Opening (Introduction)30

スピーチの初めの部分で次のことを行います。

e.g. Have you ever imagined boys in our school?

［２秒］

If I were the principal, ... .

固有名詞は，ゆっくり，はっきりと言う

20

オーディエンスの注目を引く

日本語の名前や地名などは，子音をはっきりと発音しながら丁寧に言いましょう。

①の文は，「見回してください」と呼びかけています。さらに②では，質問を投げかけています。このようI have some people I

look up to + 名

seasons (J & A)・chosen as a Best Nine player seven・organized“Fridayfor2.

independence movement against
British rule

Organization

・involved in the civil rights movement
・stuck to disobedience campaigns

encouraging her contemporaries todespite being imprisoned many

make protests on their own

times

・attended the 2019 UN Climate
Action Summit, where she delivered

times (J)・given Gold Glove Awards 10 times▶ Opening・His life inspired Martin Luther King,
Jr. and Nelson Mandela.

a speech criticizing world leaders15❸ It lists the points that explain why the person is to be respected.

▶ Closing❺ It shares the speaker’s impressions or comments.

Reference

20
10
0
15

35.5

47.7
47.2
47.0
46.7
46.6
45.9
44.8
42.0
42.3
41.1
40.0
37.2
36.8
34.0
28.1

13.3
Japan

39.6

SwedenUSA
FranceNorwayUK

ideal condition would be that a personʼs home should be

Female Lower-House Members in Japan
75 years ago
2021

53.0
38.3
24.9

15.6
Germany
Singapore
Philippines
Australia
Korea
Malaysia（ILO “ILOSTAT” 2019, 2020 年の値より作成）

39 people（8.4%）
46 people（9.9％）

Proportion of Women in Parliamentin Each Country
Average 25.5%（record-high）
Japan
ranked 166 / 193 countries（International Parliamentary Union, “Women in National
Parliaments,” 2021）

Also, the rate of female lower-house members, that is 9.9 % as of January 1, 2021, is very low, ranking

suitable from ʻcradle to grave.ʼ However, many people are166th out of 193 nations in the world.

20

forced to leave their homes as they lose their abilities,

3.

Women workers
Women workers in managerial positions

48.3

30

Universal Design of Buildings in Japan: Who Are the Assumed Residents?
There is an old saying: “A manʼs home is his castle.” The25
25

turning space to accommodate a wheelchair.
Admittedly, not all buildings can be designed and built to house everybody because some types and1levels of disabilities require more adaptation than is readily available. For most people, however, UD for

2

adaptability is sufficient.
―by Satoshi Kose, a guest researcher at the Building Research Institute, Tsukuba, Japan, 2006.
from cradle to grave（ゆりかごから墓場まで）

3. Practice the speech alone, then with your partner. If necessary, prepare an outline withkeywords. Then, deliver the speech to your classmates.

12

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 13

adequate（十分な・適切な）13

adaptation（適応）adaptability（適応性）

accommodate + 名（名を収容する）

admittedly（確かに）

30

3

30

installation（設置）

Karen

3

I grew up in Canada,
where we donʼt wear
shoes in houses, so thecustom is very naturalfor me.

❹ It uses proper linking words.

Why?

▶▶ besides, moreover, furthermore / however, on the other handin this way, therefore, this is why

March 2018, 80.2％ of households of two or more people
own an electronic toilet with a bidet function. On average

1

Washoku Designated UNESCO Intangible Cultural Heritage

A leading Japanese toilet manufacturer introduced thefirst toilet with a bidet function in 1980. However, it took

Scientific,
agreedtoandCulturalregister

113.1

140

75
50

60
40

25

20
0

1992 94 96 98 2000 02 04 06 08 10 12 14 16 18

0（内閣府 ｢消費動向調査｣ 平成 30 年）

though, until high-tech toilets have become standard equipment in Japanese homes.
Electronic toilets have become popular among consumers overseas as well. Chinese tourists to Japan25

in particular have been purchasing such toilets in large quantities during their visits. Luxury hotels(traditionalaround the world also continue to install Japanese high-tech toilets. In response, Japanese makers ofJapanese cuisine) as an intangible cultural heritage, a social
custom handed down from generation to generation that expresses Japanese peopleʼs respect for nature.

や簡単なやり取り。

ル文・モデル対話。

sanitary equipment are working to boost their overseas sales.

20

consumer confidence（消費動向，消費者マインド）

Les

活動の模範

Manga in School
Librariess on

7bidet（お尻洗浄器）

Study other problems concerning minorities, such as racial/sexual/religious discrimination, poverty,

2. A remarkably well-balanced and healthy dietthe physically/mentally challenged, sexual/power/academic harassment, bullying, and movements

3. An expression of natural beauty and the changing seasons
4. Close links with annual events
it. The Japanese government hopes that the inclusion of washoku on the list will encourage a deeper

Organize your speech. Support your opinions with reasons and examples.
Write a script or an outline (gist) of the speech.

manners (e.g. waiting in line, keeping quiet on trains or buses, etc.). Think of positive / negative
points, how a certain cultural point has become what it is now, how it should evolve, etc.

Steps in Making a Speech

understanding of Japanʼs cooking culture by other nations, thus contributing to global cultural diversity.

e.g. We need to build a society in which everyone can live
comfortably.
e.g. a parent with a baby, a person in a wheelchair, etc.

4equipment, stationery, instant food, snacks, etc.), lifestyle (e.g. housing, clothes, meals, etc.), orRegistration of an intangible cultural heritage requires that continued measures be taken to preserve

FOR MORE USE p.82

e.g. Universal Design for Living in a Town

Gather materials that support your opinions.

5

Find and study other materials on Japanese culture, such as Japanese products (e.g. audio-visual

30
25

toward universal designs. Think about how to solve the problems you identify.

Decide the topic of your speech.

Decide what you will discuss in your speech.

At the same time, it is hoped that this recognition by UNESCO will stimulate a movement among theJapanese themselves to preserve and pass on the Japanese cooking culture of washoku to future
generations.
the Intergovernmental Committee for the Safeguarding of Intangible Cultural Heritage（無形文化遺産を保護するための政府間委員会）

2023/02/16 15:47

cuisine（料理）inherent（本来持っている）

30

35

1

Decide the topic of your speech.

Decide what you will discuss in your speech.

e.g. Japanese snacks are excellent.

Gather materials that support your opinions.

e.g. delicious, cheap, available anywhere, etc.

4

Organize your speech. Support your opinions with reasons and examples.

5

Write a script or an outline (gist) of the speech.

162024 MS 論理表現ⅢP07-P18 Part1.indd 16

FOR MORE USE p.82

e.g. what is good about Japanese snacks

2
3

17

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 17

2023/02/16 15:47□ Discuss whether manga should be placed in the library.

Check!

□ Listen to group members’ opinions and agree or politely disagree with them.

Introduction
Manga are popular among many generations nowadays and5

are placed in the libraries of many schools.

However, Asahi

Senior High School has not yet placed any manga in its librarybecause in addition to the school’s limited library budget,

EXPRESSIONS
Modelsuggestion box（目安箱）
sensitivity（感受性）The library committee members are discussing whether manga should be placed in the library.
Facilitatorlibrary committee

but recently a number of requests have been found in theThesestories that capture students’ hearts and help them develop their●評価の観点は大きく Contents（内容）と Delivery（発表態度）に分けられ，態度はさらに Speech（話し方）と Motion（動作）・自分のこと（趣味，好きなもの〈教科・音楽・映画など〉，所属するクラブなど）に分けられます。これらの観点で，クラスメイトのスピーチを評価しましょう。

・自分の知っていること（自分の町，よく行く場所，飼っているペット，ある人の生き方や業績など）
20

・ある問題に対する自分の提言内容を評価します。主張が明確で，話が具体的であれば，説得力があり評価も高くなります。

25

視線（全体を見ながら話せているか），表情（顔の表情），ジェスチャー，立ち方（聞き手の方に体を向ける），
資料や黒板の利用（持ち方や指し方）など。

モを持っていくとよいでしょう。発表する際に原稿を持っていくと，つい原稿に頼ってしまったり，忘れBody (Opinion)

このようなことを念頭において，準備と練習をしてから，発表に臨みましょう。

たときにその箇所を探すのに時間がかかってしまいます。

Closing (Conclusion)

間の取り方を練習する
30

スピーチの初めの部分で次のことを行います。
①の文は，「見回してください」と呼びかけています。さらに②では，質問を投げかけています。このよう

e.g. My name is Kotaro (ko-o-ta-ro-o). I was born in Niigata (ni-i-ga-ta), and now I live in Oita (o-o-i-ta).

35

冒頭で，
「自分が何について話すのか」を明らかにしましょう。そうすると，オーディエンスもどのような内容が話されるのか，心の準備をして聞くことができます。始めの部分で「自分の学校が女子校だ」と言25:

Contents:

4

3

2

1

Speech:

4

3

2

1

Motion:

スピーチをするときは，左右を見ながらオーディエンスに話をしましょう。内容に合った表情，発声をす

4

3

2

1

Excellent

Good

Fair

Needs Work

30

Comments:

るようにしましょう。
e.g. What do you think the result was?（少々緊張した表情で言う。
）
［２秒］

8

2024 MS 論理表現ⅢP07-P18 Part1.indd 8

My evaluation of the speech by

If I were the principal, ... .

ジェスチャーを考えるにして，冒頭でオーディエンスの興味を引いておくことは効果的です。

10

［２秒］

日本語の名前や地名などは，子音をはっきりと発音しながら丁寧に言いましょう。

トピックを示すっていることから，別学，共学に関する意見を話すことが予測できます。

e.g. Have you ever imagined boys in our school?

固有名詞は，ゆっくり，はっきりと言う

20

オーディエンスの注目を引く

25

Speech Evaluation Sheet

例えば，質問を投げかけたあとは，2 秒程度空けてから続きを話しましょう。

Opening (Introduction)

20の内容に合った声の表情が出ているか）など。

万一，忘れてしまったときのために，原稿ではなく，全体の構成やキーワード，キーフレーズを書いたメ

I won the first prize! I made it!（明るい表情をし，弾むような声で言う。
）
92023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 92023/02/16 15:47

102024 MS 論理表現ⅢP07-P18 Part1.indd 10

Essay Writing

声の大きさ，抑揚，強弱，発音の明確さ，間の取り方，声の表情（明るい感じや途方に暮れた感じなど，話Motion（動作）

原稿を頭に入れる

15

Opening (Introduction)You

Yes / No

Comprehension

Shota

Eriko

Kenta

EXPRESSIONS

I’m sorry but I have to disagree with you, Shota. You can learn about
sports, history, or literature from manga. You can’t say ordinary books
are always superior to all types of manga. G1

25

I agree with Eriko. You know, we can be encouraged to study
Japanese classics like The Tale of Genji by reading Asaki Yume Mishi,
or Chinese history by reading Sangokushi. These types of manga are
educational, and they should be available in the library.

20

30（どうでもいいよ。）

Title(s)agree with the opinion selected.

I might be wrong, but to be honest, yes, in general, they are.

Shota

OK, I understand what you’re saying. Moreover, if manga are
introduced, students will be more attracted to the library and they’ll startreading more widely.

25（＜店や施設が＞ 名 を置く）

Fill in the blanks to make notes about what the library committee members said about keeping manga in thelibrary.
Shota

It is not necessary because students can ①

ErikoStudents would be happy if ②

Shota

He disagreed with placing manga in the library because manga are not, generally speaking,③
and are ④
to ordinary books.

Eriko
and
Kenta

They disagreed with Shota because there are ⑤
⑥

Shota

That’s a good point. Well, it seems we all agree, though to varying
degrees, that good manga should be placed in the library.

35

All

He ⑦

.
.

types of manga that help readers
and these should be placed in the library.

and agreed with placing manga in the library because ⑧.

The four came to the conclusion that ⑨.

Miho

I couldn’t agree more!

『あさきゆめみし』© 大和和紀 『三国志』© 光プロダクション（大賛成だよ！）

EXPRESSIONS

and take notes about them in the chart below.
Read in school library

15

Kenta

carry + 名Name

It is a good idea for the facilitator to pick a moment when participants are narrowing thediscussion down to similar opinions, summarize these, and draw conclusions. However,
it is important to ensure that all participants express an opinion and feel that they largely

G1

p.44

G1 than を使わない比較の形容詞

though to varying degrees（程度の差はあれ）

Experiences and thoughts on reading manga there

GRAMMAR

There’s something to ～.（～には一理ある。）
in principle（原則として） available（利用可能な）

特殊な比較表現（superior to / inferior to）

Reporting30

Based on your comprehension, report the main points of the library committee members’ discussion as if you
were Miho. Be sure to begin your report with “We talked about whether manga should be placed in the library.”
例 We talked about whether manga should be placed in the library.

First, Shota ...

36372024 MS 論理表現ⅢP31-P44 Part3.indd 36

2023/02/16 15:50 2024 MS 論理表現ⅢP31-P44 Part3.indd 37

2023/02/16 15:50

Yes / No

Speech（話し方）

スピーチをする，聞く際の注意点

25▶ After this fruitful discussion, what we have now is ～.
Hint
20

You mean, manga are inferior in quality to other books in the library?

I don’t care.

23

2. Have you ever read manga in your school library? If so, what

Contents（内容）●原稿ができあがったら，スピーチをするときまでに次のことを行いましょう。

●先ほどのスピーチを分析してみましょう。このスピーチは，大きく次の 3 部から構成されています。

15● Comments（コメント）には，よかった点と改善点の両方を書き，発表者に伝えましょう。

・あるテーマについての自分の意見

2

スピーチの流れとテクニック

2

1

titles did you read? Form a group of three, share your experiences,

スピーチの評価項目

3●スピーチのトピックは以下のようなものが考えられます。

wider variety of ideas. ⑥ And of course, it would be fun to talk about many things with boys and makegood friends with them. ⑦So, if I were the principal, I would add male students to our school.

speaker wants to read.

20

10Part 5とお礼を述べて終わります。

benefit of having boy members, I guess. ⑤Then, when we discuss issues in class, we could have a

1. Listen to the dialogues and fill in the types of manga the firste.g. Thank you, ○○. （拍手がなければ）Please give him / her a big hand.

明しています。まとまった長さのあるスピーチをしたあとは，最後に Thank you. / Thank you for listening.

15

Warm Up

スピーチの終了

もう一度，自分の主張をまとめとして述べます。⑦の文は，③で述べた主張の表現を少し変えて，再度表10

manga should be kept in the library.

No. 3, ～. Do you agree?
▶ Thank you everyone for sharing your opinions about ～.

I mean, manga are different from other books because they are noteducational or academic. The school library should only carry books
teachers can recommend to students.

Digitalsensitivity to many things. After receiving these requests, theother examples ▶ OK, I think we’ve shared several good ideas today. Here they are again: No 1, ～. No 2, ～.

Miho

Shota

▶ I hate to disagree with you, but～.

▶ OK, but what about ～ ?

Express your opinion while considering the feelings of the person who expressed an
opinion.

❷ Techniques for the facilitator to encourage others to give their opinions and then summarize them.
15

Manga in School Libraries

e.g. Do you have any questions? △△.
（名前を指名）Do you have any other questions? □□.
（名前を指名）

ように，適切なつなぎ言葉で文をつなぐと聞きやすくなります。

Closing (Conclusion)
意見を再度表明する

The drama club would also enjoy the

スピーチ後の質疑応答

うに，2 つから 3 つの理由，具体例を述べるのがよいでしょう。また，⑤の Then や⑥の And(of course) の

10
5

As

④

with the other members. But I sometimes wish we had boys’ deep

活動の内容を復習。

Hint
10

Shota, can you elaborate on this idea?

LESSON 7

e.g. Today’s first speaker is ○○ . ○○ , please.

▶ That may be true, but～.

That may be true, but the point is whether the library is the right placein principle to carry manga.

Manga in School Libraries

Look around you. Girls, girls, girls! Yes, it’s a girls’ school. I likeyou know, I am in the choir, and always enjoy singing beautiful songs

5

話し手の紹介はクラスでの話し合いに関わる利点を，⑥では男子生徒と話をすることの楽しさを挙げています。このよ▶ I’m sorry, but I don’t agree with you on that point.
▶ I’m afraid I disagree with you on that point.

10

Eriko

LESSON 7

みましょう。
●司会者の役割も重要です。進行は次のように行います。

左ページの例では，④～⑥で理由や具体例が述べられています。④ではクラブ活動に関わる利点を，⑤でother examples ▶ I see your point[what you mean], but I don’t think so.

Yes, there’s something to that. But the idea of keeping manga in thelibrary will be welcomed by many students.

Shota

Manga in School Libraries

す。

具体例を示す意見とともに，その理由や具体例などを示すことで，スピーチにより説得力を持たせることができます。

①

Review …レッスンに入る前に・質疑応答の際，積極的に質問をしましょう。また，話し手の答えに対して，さらに踏み込んだ質問をしてtheir opinions and then summarizing them.

❶ Expressions for disagreeing politely with the other person’s opinion.

students say that they can learn many things from manga,
including history, literature, and science. Manga often have good

person’s opinion.
② Underline the sections that show the facilitator encouraging other members to give

5
5

Shota

LESSON 7・スピーチが終わったら，大きな拍手を送りましょう。

Debate /・話し手の方を見てスピーチを聞き，うなずく，笑うなど，話に反応しましょう。

this school, but ②have you ever imagined boys in our school? ③If I
were the principal, I would make our school coeducational.

Speech

意見を表明する

スピーチの例

voices to enrich our songs.

Review●スピーチは話し手と聞き手の共同作業です。聞き手も重要な役割を担っています。聞き手は次のことに留意しましょう。

スピーチの本体です。ここでは，最も伝えたいことや訴えたいことを表明します。

5

Ⅰ』『論理・表現Ⅱ』で学んだことを復習しましょう。

1

Speech① Underline the sections that show the speaker disagreeing politely with the other

Organization
Miho

Manga? I don’t think it’s worth placing manga in the library because
students can read them on their smartphones if they want to.

books. Students have not complained about it for a long time,10

Read the model discussion on the left-hand page and:

There have been requests from many students that manga should beplaced in the library. What do you think of this idea?

（図書委員会）

teachers believe that manga are inferior in quality to ordinary

Part 4

テレビ番組などで，いろいろな人がスピーチをしている場面を目にすることがあるでしょう。堂々と自分の意見を訴えるものから，ただ原稿を読み上げるだけのものまで，スピーチにはさまざまなものがあります。ここでは，『論理 ･ 表現

2023/02/16 15:47

(％)

100

80.2

120
100

people time to take to the idea of a toilet shooting a jet of

Organization

washoku

Number of high-tech toilets per 100 households (left scale)Diffusion rate (right scale)warm water. In 1992, only 14.2％ of Japanese households owned one. This figure has steadily risen,

15

Baku, Azerbaijan, on December 4, 2013, the United Nations
Educational,

2024 MS 論理表現ⅢP07-P18 Part1.indd 12

Model … レッスンで行う活動を想定したモデHouseholds of Two or More People with High-Tech Toilets
160

80

there are 113 such toilets per 100 households.
20

January 14, 2014(Nippon.com) — At the eighth annual(UNESCO)

2023/02/16 15:47

library committee members have decided to discuss whether

左ページの例では，③で「もし私が校長先生だったら，学校を共学に変える」という意見を表明していま

12

Warm Up … トピックに関わるリスニング問題

15

Review

35▶▶ Don’t you think they are so ～ ? / Why not do ～ ?

AlexHigh-Tech Toilets Become Standard Household Equipment in Japan

Office Consumer Confidence Survey conducted insession of the Intergovernmental Committee for the
Safeguarding of Intangible Cultural Heritage — held in

Steps in Making a Speech2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 15

Body (Opinion)▶▶ I hope she will ～. / If I had a chance to meet him, I would ～.

❻ It is effective to appeal to listeners or ask for listeners’ agreement.

3. Make a report on whom your partner looks up to, as well as the reason(s).

suggestion box that manga be placed in the library.

Speech❺ It shares the speaker’s impressions or comments.

導入

Review
Review

30

for example [instance] / because, this is because▶ Closing

Patrick

I got used to the custom soon when I went to Japan for the firsttime, but it took me some time to learn where to wear slippers
inside a building. I should not wear them in a tatami-mat room,
while I should put on another pair in a restroom. This is so confusing
at first! This experience helps me when I visit my friend in Japan.

May 1, 2018(Nippon.com) — According to a Cabinet

15

When applying for registration in March 2012, the Japanese government gave the following four

152024 MS 論理表現ⅢP07-P18 Part1.indd 14▶▶ One of the major reasons for ～ is ... . / Why I respect him so much is ～.

What is your opinion? Talk with your classmates about what is good and what is inconvenient.

10

characteristics as washoku.

142023/02/16 15:47

5

reconsider their histories, advantages,

the idea of Universal Design or UD, a design that can be
the need for adaptation or specialized design. According toJapanese law, this UD for adaptability includes at least (i) level floors without step differences, (ii)structural supports for the installation of handrails or grab bars, and (iii) adequate door openings and▶ What you hope

❸ It lists the points that explain why the person is to be respected.

1. Diversity and freshness of ingredients, and respect for their inherent flavors

used by all people, to the greatest extent possible, without▶ Your comment(s)reconsider ＋ 名（ 名 を再考する）

We live in London. My family has hosted a lot ofJapanese students during summer vacation and learned
from them the custom of taking oneʼs shoes off at theentrance. We thought it would be helpful for keeping
our house clean and hygienic. Several years ago, taking
oneʼs shoes off became one of our familyʼs rules.
Itʼs not unusualin Asia. Iʼmaccustomed to
not wearing
shoes indoors.

and future possibilities.

Reference
Read the following articles and passages. Think about how certain aspects of Japanese culture areis 120th out of 156 nations.

20

Choose some of them and10

accepted, what aspects are/aren’t preferred, and what we can do to protect/improve them.

Seen from four perspectives (economic, political, educational and medical), Japanʼs gender-gap index

commonly due to the normal aging process.

352024 MS 論理表現ⅢP07-P18 Part1.indd 12

51.8

40

30

▶▶ Don’t you think they are so ～ ? / Why not do ～ ?

2023/02/16 15:47

50

60

●

1

▶▶ I hope she will ～. / If I had a chance to meet him, I would ～.

3. Make a report on whom your partner looks up to, as well as the reason(s).

2024 MS 論理表現ⅢP07-P18 Part1.indd 11

Proportion of Working Women and Women Working in Managerial Positions(％)●

for example [instance] / because, this is because
in this way, therefore, this is why

11countries. It can easily be seen that the rate of female managers is very low in Japan compared to othernations.

we can drop prejudice or stop discrimination, and how we can realize an inclusive society for anyone with25▶▶ One of the major reasons for ～ is ... . / Why I respect him so much is ～.
▶▶ besides, moreover, furthermore / however, on the other hand

The graph below shows the rates of female workers in general and in management in 12 different

10

Read the following articles or passages. Think about why the situations have become what they are, how❹ It uses proper linking words.

❻ It is effective to appeal to listeners or ask for listeners’ agreement.

all around us in Japan that we take for
granted.

bear in mind ～（～を考え合わせる）

The Female’s Position Is Lower in Japan than Many Other Nations3

different abilities.

Houses should be renovated according to aging based on▶▶ Do you know ～ ? / Have you ever seen [read, listened to, met, etc.] ～?

▶ BodyWhy?

microcosm（縮図）minorities so that everyone can lead a comfortable life.

other examples ▶▶ I’m going to talk about ～. / Let me talk about ～.

You

outnumber + 名（名より数が多い）

more seriously about the society we live in from the viewpoint of

15

20❶ It introduces the topic and the person you are going to talk about.

5

from the viewpoint of ～（～の視点から）

Maia

EXPRESSIONS

Discussion /Whom do you respect?

In the model passage above, find the sentences that fit the following six
descriptions. Draw a line under them.

❷ It is effective to ask a question to or appeal to the audience in the first part in orderto draw their attention.

(A)
Name

▶ What you respect the person(s) for:1.

championship. Do you know anyone who is as amazing as Saki?
Thank you for listening.

in South Africa as well
Future,”15

Now, she is practicing for the next all-Japan competition. I

live comfortably? Maybe we should study

Whom do you respect?

25▶▶ Do you know ～ ? / Have you ever seen [read, listened to, met, etc.] ～?

▶ Body指 導 用 Data・won MVP four times (J & A)

p.82

❷ It is effective to ask a question to or appeal to the audience in the first part in orderto draw their attention.

Jr. and Nelson Mandela.

You

Part 3stronger

FOR MORE USE

5□ Make a speech on what you have rediscovered in Japanese culture.

Rediscovering Japanese Cultureforparliament,

action on climate change

be respectful to others / be positive about ～ ’s job / be responsible for ～can apologize for ～ ’s own fault / keep [never break] ～ ’s word

really hope she will exert all her strength and win thediversity（多様性）
disabilities（障がい）

with physical disabilities, for example, cando not give up in spite of hardships / always think of others / listen to others / be willing to help others

2. Let’s make a speech.

▶ Topic（＝ The person(s) you respect）

other examples ▶▶ I’m going to talk about ～. / Let me talk about ～.

times

a speech criticizing world leaders20❶ It introduces the topic and the person you are going to talk about.

LESSON 3

callingseasons (both in Japan and in

Examples of reasons:

10

受け身

G1 get ＋過去分詞
G2 群動詞の受動態

Rediscovering Japanese Culture

Swedishdiversity. However, is it true that people

Hints Genre: celebrity / sports player / friend or relative / teacher or adviser / great person in history etc.

10

）
）

GRAMMAR
p.18

despite being imprisoned many

(A)
Name

In the model passage above, find the sentences that fit the following six
descriptions. Draw a line under them.

Organization▶ Opening・His life inspired Martin Luther King,

Action Summit, where she delivered

・given Gold Glove Awards 10 times

Thank you for listening.

in South Africa as wellmake protests on their own

Voices on the Custom of Taking One’s Shoes Off Before Entering a House2□ Look at Japanese culture objectively and think about its positive / negative points.

There are various customs and objects

For a More Diverse and Inclusive Society

theranking in the top 10 percent. I wonder when she studies so hard.

）

2.（

10

Check!
Introduction

LESSON 3

ofMoreover, she never fails to study school subjects hard, always

A Person I Respect

front

3.（

skating for six hours a day whether she is in Japan or in Canada.

For a More Diverse and Inclusive Society

in

1.（

Canada for almost a third of a year for her practice. While she

LESSON 1

days

America)・became the leading hitter nine25

・a leader of India's non-violent

・a Swedish environmental activist
・at age 15, started spending school

baseball player
・remained a top-level player for 28

20

Mahatma Gandhi

A Person I Respect

・a former Japanese professional

Greta Thunberg

A Person I Respect

Suzuki Ichiro

LESSON 1

2. Whom do you respect most among the three people below? Choose one and talk in pairs. Givereasons.

LESSON 1.

5

TRUE OR FALSE

she was a junior high school student, she has lived alone inlives there, she does everything for herself. She practices ice

extremely（非常に，きわめて）

and 5

EXPRESSIONS・stuck to disobedience campaigns

2024 MS 論理表現ⅢP07-P18 Part1.indd 112023/02/16 15:47

Rediscovering
Japanese Culture

s on

3

Tokyo, May 10, 2021(Jiji Press) — A growing number of schools in Japanare making their uniforms gender-neutral so that students are not forced todress according to their sex at birth.
Many schools have introduced pants for girls' uniforms. A junior highschool in Hyogo Prefecture, in the western part of Japan, made a jacket andpants its standard uniform for both boys and girls, starting this school year
from April. Those hoping to wear skirts can choose a skirt version of the uniform.
Female students who chose skirts slightly outnumbered those who did not, but pants have been accepted
naturally. They allow girls to move around more easily and give them a sense of security for not having toshow their legs.
"Schools are a microcosm of society. Bearing in mind changes in the times and circumstances, we came up
with a uniform that can be worn by both boys and girls," said the principal of the school.

5□ Make a speech about a society in which everyone can live comfortably.

LESSON 2

modest（謙虚な）is to be like him.

Les

School Uniforms Becoming Gender-Neutral in Japan2□ Study what an inclusive society is and how it could be realized.

It is said that we live in an age of

LESSON 2（ 名 を尊敬する）.
so many games.

Kazuki’s 3
He is always 4

15

Check!

（ 名 を発揮する）

should be looked up to most for is her ceaseless efforts. Since

EXPRESSIONS

poor children.

Reasons: He has 2

For a More Diverseand Inclusive Society

Reason(s)Introduction

G2.

Reasons: She 2
2. Kazuki respects 1

Name

5

・involved in the civil rights movement

Future,”11

92023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 9

never fail to + 動
exert + 名

G1

Most people get attracted only by her skating, but what she

blanks below.

1. Kay respects 1

10

Genre

ceaseless（絶え間のない）

s on

2

1. Do you have anyone you respect? Write the names of people whom you look up to. Also, givereasons.

energetic（必ず 動 する）

exciting.

1. Kay and Kazuki are going to talk about whom they look up to. Listen carefully and fill in the
5Les

You are going to make a speech on the topic “A person I respect.”

EXPRESSIONS
air + 名（ 名 を放送する）
slender（細身の）（エネルギッシュな）slender and tender; her performance is elegant, energetic, andstronger・attended the 2019 UN Climate

times (J)championship. Do you know anyone who is as amazing as Saki?

I won the first prize! I made it!（明るい表情をし，弾むような声で言う。
）

Lesson × 2 (p. 13 参照 )SpeechDo you have anyone you respect?

mine in my junior high school. Saki is, as you know, an ice skater
who sometimes appears in competitions aired on TV. She looks□ Organize the speech, making it easy for the audience to understand.

for

encouraging her contemporaries toseasons (J & A)・chosen as a Best Nine player seven

15

Now, she is practicing for the next all-Japan competition. I
really hope she will exert all her strength and win the

関連教材

Model
respect deeply, but the person I respect most is Saki, a friend of□ Give a speech about a person you respect.

ranking in the top 10 percent. I wonder when she studies so hard.

e.g. What do you think the result was?（少々緊張した表情で言う。
）

8

A Person I Respect・became the leading hitter nine

G2 群動詞の受動態

スピーチをするときは，左右を見ながらオーディエンスに話をしましょう。内容に合った表情，発声をす［２秒］

2024 MS 論理表現ⅢP07-P18 Part1.indd 8

s oncallingfor受け身G1 get ＋過去分詞

るようにしましょう。

25っていることから，別学，共学に関する意見を話すことが予測できます。

1

Swedish“Fridayp.18

Moreover, she never fails to study school subjects hard, always

British ruletheaction on climate change・organized・won MVP four times (J & A)

10

independence movement againstofe.g. My name is Kotaro (ko-o-ta-ro-o). I was born in Niigata (ni-i-ga-ta), and now I live in Oita (o-o-i-ta).

35

冒頭で，
「自分が何について話すのか」を明らかにしましょう。そうすると，オーディエンスもどのような内容が話されるのか，心の準備をして聞くことができます。始めの部分で「自分の学校が女子校だ」と言

Les

front

parliament,seasons (both in Japan and in

25

in

ジェスチャーを考えるにして，冒頭でオーディエンスの興味を引いておくことは効果的です。

トピックを示す

Lesson (pp. 11 ～ 12 参照 )

days

）

紙面紹介

・自分の知っていること（自分の町，よく行く場所，飼っているペット，ある人の生き方や業績など）

Mahatma Gandhi
・a leader of India's non-violent

・at age 15, started spending school

baseball player

America)

明しています。まとまった長さのあるスピーチをしたあとは，最後に Thank you. / Thank you for listening.

15

10

benefit of having boy members, I guess. ⑤Then, when we discuss issues in class, we could have awider variety of ideas. ⑥ And of course, it would be fun to talk about many things with boys and makegood friends with them. ⑦So, if I were the principal, I would add male students to our school.

Greta Thunberg
・a Swedish environmental activist

・remained a top-level player for 28

20

Presentation

with the other members. But I sometimes wish we had boys’ deep
voices to enrich our songs.

Suzuki Ichiro）

3.（

GRAMMARskating for six hours a day whether she is in Japan or in Canada.

reasons.

もう一度，自分の主張をまとめとして述べます。⑦の文は，③で述べた主張の表現を少し変えて，再度表25

Check!

.

2. Whom do you respect most among the three people below? Choose one and talk in pairs. Give・a former Japanese professional

）

2.（

内容紹介

はクラスでの話し合いに関わる利点を，⑥では男子生徒と話をすることの楽しさを挙げています。このよwere the principal, I would make our school coeducational.

Essay Writing

Warm Up（非常に，きわめて）

and 5

A Person I Respect

左ページの例では，④～⑥で理由や具体例が述べられています。④ではクラブ活動に関わる利点を，⑤で10

20

Part 6is to be like him.

1.（

lives there, she does everything for herself. She practices ice

extremely

Kazuki’s 3
He is always 4

TRUE OR FALSE

Canada for almost a third of a year for her practice. While shemodest（謙虚な）so many games.

（ 名 を発揮する）

she was a junior high school student, she has lived alone inlook up to + 名

Reasons: He has 2

exert + 名G1

（ 名 を尊敬する）.

2. Kazuki respects 1

15never fail to + 動

G2

LESSON 1

意見とともに，その理由や具体例などを示すことで，スピーチにより説得力を持たせることができます。

this school, but ②have you ever imagined boys in our school? ③If I

DebatePart 5poor children.

5ceaseless（絶え間のない）（必ず 動 する）

Most people get attracted only by her skating, but what she

A Person I Respect

す。

スピーチの例

1

Part 2

左ページの例では，③で「もし私が校長先生だったら，学校を共学に変える」という意見を表明していま

具体例を示す（エネルギッシュな）should be looked up to most for is her ceaseless efforts. Since

EXPRESSIONS

意見を表明する

Discussion

Part 4.

スピーチの本体です。ここでは，最も伝えたいことや訴えたいことを表明します。

5

Ⅰ』『論理・表現Ⅱ』で学んだことを復習しましょう。

Part 3

1. Kay respects 1

10energetic

exciting.

1. Kay and Kazuki are going to talk about whom they look up to. Listen carefully and fill in theblanks below.

5

Body (Opinion)

テレビ番組などで，いろいろな人がスピーチをしている場面を目にすることがあるでしょう。堂々と自分の意見を訴えるものから，ただ原稿を読み上げるだけのものまで，スピーチにはさまざまなものがあります。ここでは，『論理 ･ 表現

EXPRESSIONS
air + 名（ 名 を放送する）
slender（細身の）slender and tender; her performance is elegant, energetic, andLESSON 1

SpeechSpeechSpeech /Review

Presentation

Part 2

I have some people I

who sometimes appears in competitions aired on TV. She looks□ Organize the speech, making it easy for the audience to understand.

Warm Up

Reasons: She 2※ Part 6 は 1 レッスンのみ

Review□ Give a speech about a person you respect.

Check!

Part 1

SpeechPart 1

Do you have anyone you respect?

respect deeply, but the person I respect most is Saki, a friend ofmine in my junior high school. Saki is, as you know, an ice skater

各パートに Review + 3 レッスンを収録
Review

A Person I Respect特長

1

MAINSTREAM English Logic and Expression Ⅲは，論理・表現Ⅰ , Ⅱで培った「話す（やり取り）」
「話す（発
表）」
「書く」の発信力をブラッシュアップします。ニュースや新聞記事などで取り上げられている話題のトピッ
クについて，資料を活用しながら使える英語力を身につけます。

パート構成

Model

s on

Yes / No35

2024 MS 論理表現ⅢP31-P44 Part3.indd 35

2023/02/16 15:50

Introduction … トピックの背景について説明

Model … レッスンで行う活動を想定したモデ

した短い文章。

ル文・モデル対話。
（Part 5 は Key Text）

2023/02/16 15:47

11

LessonSpeechYou are going to make a speech on the topic “A person I respect.”

1. Do you have anyone you respect? Write the names of people whom you look up to. Also, givereasons.
Genre

Name

Reason(s)

準備・活動Part 1

特長

導入
Hints Genre: celebrity / sports player / friend or relative / teacher or adviser / great person in history etc.

5

Examples of reasons:do not give up in spite of hardships / always think of others / listen to others / be willing to help others
be respectful to others / be positive about ～ ’s job / be responsible for ～can apologize for ～ ’s own fault / keep [never break] ～ ’s word

p.82

Les

LESSON 1▶ Topic（＝ The person(s) you respect）

2

A Person I Respect▶ What you respect the person(s) for:1.

Part 2

2.

For a More Diverseand Inclusive Societys onCheck!

□ Study what an inclusive society is and how it could be realized.

It is said that we live in an age of

EXPRESSIONS
5

disabilities（障がい）
from the viewpoint of ～（～の視点から）

outnumber + 名（名より数が多い）

minorities so that everyone can lead a comfortable life.

スピーチやプレゼンテーションでは，原稿作成のためのアウトラインを掲載。

The graph below shows the rates of female workers in general and in management in 12 different

10

countries. It can easily be seen that the rate of female managers is very low in Japan compared to othernations.

Read the following articles or passages. Think about why the situations have become what they are, how

Proportion of Working Women and Women Working in Managerial Positions

we can drop prejudice or stop discrimination, and how we can realize an inclusive society for anyone with(％)

different abilities.

50

60

●

1

20

Universal Design of Buildings in Japan: Who Are the Assumed Residents?

100There is an old saying: “A manʼs home is his castle.” The

15

Well, it’s important to select manga that5

『学習まんが世界の伝記 NEXT 渋沢栄一』まんが / 伊藤砂務

監修 / 渋沢史料館

10

Rika

Admittedly, not all buildings can be designed and built to house everybody because some types and15levels of disabilities require more adaptation than is readily available. For most people, however, UD forfrom cradle to grave（ゆりかごから墓場まで）

Miki

20

2023/02/16 15:47～.（それはもっともなこと
That’s an interesting way tolook at it, but ～.（それはおI respect your point but
from my perspective, ～.

, for example

2023/02/16 15:47 2024 MS 論理表現ⅢP07-P18 Part1.indd 15

That’s a valid point, but

もしろい見方だけれど，～。）（あなたの意見は尊重する.

けれど，私の視点では，～。）
Organization 1 (p.37)
Has everyone had a chance

Summarize the discussion

to speak?
（みなさん話しま
したか？）Thank you, everyone, forMikisharing your opinions about～.（みなさん，～に関する?

ご意見をいただきありがとうございました。）

Kaito

That’s a good idea. In other words, those manga, right?

specific titles, and your reasons for choosing these.

2024 MS 論理表現ⅢP07-P18 Part1.indd 14（研究結果によると，～。）だけれど，～。）,.

How about manga that

2. Write your opinion in the box below about what kind of manga your school library should keep,

15

A news report said～.

25『ドラゴン桜』©Norifusa Mita

Write a script or an outline (gist) of the speech.

Digital▶ You can ... learn that everyone has the potential to accomplish great things.
learn that ambition and hard work will pay off eventually.
learn that it’s important to think about things from different perspectives.
▶ It helps you grow mentally and academically.

Organize your speech. Support your opinions with reasons and examples.

5（報道によると，～。）Miki

OK, it seems we have a degree of consensus
about types of manga to be placed in the library,right?
How can we summarize today’s
discussion? Any suggestions, Kaito?

Example: Dragon Zakura

4（調査によると，～。）（passing of time）
STEP 4

installation（設置）（もう少し明確に言ってもManga in School Libraries

Debate /Manga in School Libraries

Part 4

I think it’s a good idea to place manga in the library that will encourage you to learn.

admittedly（確かに）A survey shows ～.

Politely disagree with the other person’s opinion

Kaito

adaptability（適応性）

Research reveals ～.

.

Reinforce an opinion by using facts and data

Right, you cane.g. a parent with a baby, a person in a wheelchair, etc.

14

らえませんか？）.

20

e.g. We need to build a society in which everyone can live
comfortably.

Gather materials that support your opinions.

（もう少し詳しく言ってもTomo『ちはやふる』© 末次由紀

Decide what you will discuss in your speech.

Can you elaborate on that?

?

. One example is15

adaptation（適応）accommodate + 名（名を収容する）

FOR MORE USE p.82

e.g. Universal Design for Living in a Town

らえませんか？）?

I understand what you mean, butlearn how students grow mentally as they practice the game, compete withother players, and lose or win games.

adequate（十分な・適切な）30

Decide the topic of your speech.

3

2
30

FOR YOUR USE
Can you be more specific?

Nao

STEP 3learn how to play the card pick-up game and about the players’ passion to win
as well as their thoughts and feelings as they play the game.

1

LESSON 7▶ You can ... learn Hyakunin Isshu poems and the poets who wrote them.

Steps in Making a Speechturning space to accommodate a wheelchair.

―by Satoshi Kose, a guest researcher at the Building Research Institute, Tsukuba, Japan, 2006.

Facilitator

toward universal designs. Think about how to solve the problems you identify.

25

adaptability is sufficient.

.

I agree with Rika because according to.

Example: Chihayafuru

the physically/mentally challenged, sexual/power/academic harassment, bullying, and movements
25

structural supports for the installation of handrails or grab bars, and (iii) adequate door openings and

OK, I see. What do other people think? Howabout you, Nao?
STEP 2Average 25.5%（record-high）
Japan
ranked 166 / 193 countries（International Parliamentary Union, “Women in National
Parliaments,” 2021）

Study other problems concerning minorities, such as racial/sexual/religious discrimination, poverty,

the need for adaptation or specialized design. According to

Confirm what the other person said

Yes,

10

シナリオ / はのまきみ

The library should place manga from which we can learn how to spend our adolescence
meaningfully and improve ourselves through competition.

Germany
Singapore
Philippines
Australia
Korea
Malaysia

Seen from four perspectives (economic, political, educational and medical), Japanʼs gender-gap index

used by all people, to the greatest extent possible, without

Miki

Introduction … 短い文章でトピックの背景を学習。

Organization 2 (p.37)

NaoYour Opinion:

30

Do others agree?

25

Yes, exactly! I can’t think of a better idea.

Title(s):

Miki

Rika

Reasons:

Part 5

2. Make a presentation based on the discussion above.
Types of manga Manga that help you ... learn effective strategies for solving exam questions. / learn about social issues.

learn about politics and economics. / learn how to live your life.
learn to be confident and live positively. / play sports at a high level.

35

Manga that ... offer a wide variety of information and facts to readers. / teach Japanese art and culture.

Essay Writing

FOR MORE USE
382024 MS 論理表現ⅢP31-P44 Part3.indd 3830

例 We talked about the types of manga that should be kept in the library. First, we thought it was a goodidea to select manga that would be good for students, including educational manga. We set the guidelines tocover manga that teach us particular knowledge, information, and ways of thinking. In other words, we should
select manga that help us grow mentally and academically.

3. Write about your ideas in about 100 to 150 words based on the discussion you had in your group.

p.82

39

2023/02/16 15:50

Preparation … 活動の準備を行う。
ディスカッションやディベートで発言するためのメモや，エッセイライティングに向けて自分の意見をまとめる欄を設けております。

12

STEP 1OK, but what do you mean by
Are you talking about▶ You can ... learn how the modernization of Japan was accomplished.
learn how to make the most of your life.
learn that it’s important to look at things from multiple perspectives.
▶ Even if you don’t like reading history textbooks, you can learn about Japanese history.

LESSON 7

Discussion /Rika

Example: Shibusawa Eiichi (Gakusyu Manga, Sekai no Denki NEXT)UK

39 people（8.4%）
46 people（9.9％）

2024 MS 論理表現ⅢP31-P44 Part3.indd 39

2023/02/16 15:50

活動… 活動を行う。
ディスカッションやディベートでは，議論を進めるうえで役立つガイドラインを掲載。

指 導 用 DataI think it’s important to select manga that will help us study a school subject.

SwedenUSA
FranceNorway75 years ago
2021

Proportion of Women in Parliamentin Each Country

関連教材

Part 35

15.6

is 120th out of 156 nations.

20

Japanese law, this UD for adaptability includes at least (i) level floors without step differences, (ii)

1. Form a group of five and talk about the discussion question.

Then, form a pair and discuss whether or not the reasons are persuasive.

24.9

the idea of Universal Design or UD, a design that can be

Debate,Essay Writing
Discussion
OK, today, based on the library committee’s
conclusion, we’ll talk about what types of manga
should be placed in the library.

Japan

Female Lower-House Members in Japan

53.0
38.3

166th out of 193 nations in the world.

20

forced to leave their homes as they lose their abilities,

Speech, Presentation, Discussion,
Discussion Question：What types of manga should our school library carry?

13.3

39.6

Also, the rate of female lower-house members, that is 9.9 % as of January 1, 2021, is very low, ranking

suitable from ʻcradle to grave.ʼ However, many people are活動

1. First look at the three examples of manga and read the reasons for each recommendation.

Women workers
Women workers in managerial positions

47.7
47.2
47.0
46.7
46.6
45.9
44.8
42.0
42.3
41.1
40.0
37.2
36.8
34.0
28.1

（ILO “ILOSTAT” 2019, 2020 年の値より作成）

ideal condition would be that a personʼs home should be

Houses should be renovated according to aging based on

Preparation

48.3
35.5

30

●

commonly due to the normal aging process.

準備

51.8

40

紙面紹介

活動… 活動を行う。

Reference

For a More Diverse and Inclusive Society

2023/02/16 15:47

For a More Diverse and Inclusive Society2024 MS 論理表現ⅢP07-P18 Part1.indd 13

13

The Female’s Position Is Lower in Japan than Many Other Nations

315

3. Practice the speech alone, then with your partner. If necessary, prepare an outline withkeywords. Then, deliver the speech to your classmates.

bear in mind ～（～を考え合わせる）

more seriously about the society we live in from the viewpoint of▶ What you hope

けております。

microcosm（縮図）

LESSON 2

LESSON 2

Presentation

テーションに向けて自分の意見をまとめる表を設

live comfortably? Maybe we should study

10

diversity（多様性）

with physical disabilities, for example, canPart 1, 2 は活動ページ内に，スピーチやプレゼン

5

Introduction
diversity. However, is it true that people▶ Your comment(s)Tokyo, May 10, 2021(Jiji Press) — A growing number of schools in Japanare making their uniforms gender-neutral so that students are not forced todress according to their sex at birth.
Many schools have introduced pants for girls' uniforms. A junior highschool in Hyogo Prefecture, in the western part of Japan, made a jacket andpants its standard uniform for both boys and girls, starting this school year
from April. Those hoping to wear skirts can choose a skirt version of the uniform.
Female students who chose skirts slightly outnumbered those who did not, but pants have been accepted
naturally. They allow girls to move around more easily and give them a sense of security for not having toshow their legs.
"Schools are a microcosm of society. Bearing in mind changes in the times and circumstances, we came up
with a uniform that can be worn by both boys and girls," said the principal of the school.

□ Make a speech about a society in which everyone can live comfortably.

3.

15

School Uniforms Becoming Gender-Neutral in Japan

2

内容紹介

Speech /FOR MORE USE

2. Let’s make a speech.

10

Reference… 活動の素材になる資料を複数掲載。
資料から情報を読み取り，気がついたことや考えたことをクラスで共有したり，さらに調査活動を行うことで，トピックに関する生徒の知識を深めます。

13

Review

Review

SpeechBody (Opinion)
スピーチの本体です。ここで，トピックに関する自分の意見を表明し，展開していきます。

論理表現Ⅰ , Ⅱで学習した活動を，例を見ながら復習します。

意見を表明する
5

るものから，ただ原稿を読み上げるだけのものまで，スピーチにはさまざまなものがあります。ここでは，『論理 ･ 表現

具体例を示す意見とともに，その理由や具体例などを示すことで，スピーチにより説得力を持たせることができます。

Ⅰ』『論理・表現Ⅱ』で学んだことを復習しましょう。

左ページの例では，④～⑥で理由や具体例が述べられています。④ではクラブ活動に関わる利点を，⑤でスピーチの例

はクラスでの話し合いに関わる利点を，⑥では男子生徒と話をすることの楽しさを挙げています。このように，2 つから 3 つの理由，具体例を述べるのがよいでしょう。また，⑤の Then や⑥の And(of course) のLook around you. Girls, girls, girls! Yes, it’s a girls’ school. I like

ように，適切なつなぎ言葉で文をつなぐと聞きやすくなります。

10
5

Closing (Conclusion)

this school, but ②have you ever imagined boys in our school? ③If I
were the principal, I would make our school coeducational.

もう一度，自分の主張をまとめとして述べます。⑦の文は，③で述べた主張の表現を少し変えて，再度表

10

紙面紹介

明しています。まとまった長さのあるスピーチをしたあとは，最後に Thank you. / Thank you for listening.

with the other members. But I sometimes wish we had boys’ deep
The drama club would also enjoy the

スピーチやプレゼンテーションなどの原稿構成やディスカッションなどの流れをまとめています。

意見を再度表明するAs④

you know, I am in the choir, and always enjoy singing beautiful songs
voices to enrich our songs.

内容紹介

①

特長

左ページの例では，③で「もし私が校長先生だったら，学校を共学に変える」と意見を表明しています。

テレビ番組などで，いろいろな人がスピーチをしている場面を目にすることがあるでしょう。堂々と自分の意見を訴え1

Speech

とお礼を述べて終わります。

15●スピーチのトピックは以下のようなものが考えられます。

benefit of having boy members, I guess. ⑤Then, when we discuss issues in class, we could have awider variety of ideas. ⑥ And of course, it would be fun to talk about many things with boys and make・自分のこと（趣味，好きなもの〈教科・音楽・映画など〉，所属するクラブなど）

good friends with them. ⑦So, if I were the principal, I would add male students to our school.

・自分の知っていること（自分の町，よく行く場所，飼っているペット，ある人の生き方や業績など）
・ある問題に対する自分の提言

スピーチをする，聞く際の注意点

3

スピーチの流れとテクニック●先ほどのスピーチを分析してみましょう。このスピーチは，大きく次の 3 部から構成されています。

●原稿ができあがったら，スピーチをするときまでに次のことを行いましょう。

指 導 用 Data

2

関連教材

・あるテーマについての自分の意見20

原稿を頭に入れる

15

原稿を読むだけの単調なスピーチにならないように，原稿なしでスピーチができるようにしましょう。本Opening (Introduction)

25

Body (Opinion)

番では，原稿ではなく，全体の構成やキーワード，キーフレーズを書いたメモを持っていくとよいでしょう。発表する際に原稿を持っていくと，つい原稿に頼ってしまったり，忘れたときにその箇所を探すのにClosing (Conclusion)

時間がかかってしまいます。
例えば，質問を投げかけたあとは，2 秒程度の間隔を空けてから続きを話しましょう。

Opening (Introduction)
スピーチの初めの部分で次のことを行います。

20

30

オーディエンスの注目を引く［２秒］

If I were the principal, ... .

固有名詞は，ゆっくり，はっきりと言う
日本語の名前や地名などは，子音をはっきりと発音しながら丁寧に言いましょう。

にして，冒頭でオーディエンスの注目を引いておくと，その後のスピーチも興味を持って聞いてもらえる

e.g. My name is Kotaro (ko-o-ta-ro-o). I was born in Niigata (ni-i-ga-ta), and now I live in Oita (o-o-i-ta).

ジェスチャーを考える

でしょう。
25

35

スピーチをするときは，左右を見ながらオーディエンスに話をしましょう。内容に合った表情，発声をす

冒頭で，「自分が何について話すのか」を明らかにしましょう。そうすると，オーディエンスもどのようなるようにしましょう。

内容が話されるのか，心の準備をして聞くことができます。始めの部分で「自分の学校が女子校だ」と言e.g. What do you think the result was?（少々緊張した表情で言う。）っていることから，別学，共学に関する意見を話すことが予測できます。
8 14

e.g. Have you ever imagined boys in our school?

①の文は，「見回してください」と呼びかけています。さらに②では，質問を投げかけています。このようトピックを示す

Digital間の取り方を練習する［２秒］

I won the first prize! I made it!（明るい表情をし，弾むような声で言う。）

15 9

Review

SpeechLes

1●スピーチは話し手と聞き手の共同作業です。聞き手も重要な役割を担っています。聞き手は次のことに留意しましょう。

・話し手の方を見てスピーチを聞き，うなずく，笑うなど，話に反応しましょう。
・スピーチが終わったら，大きな拍手を送りましょう。

●司会者の役割も重要です。進行は次のように行います。

□ Organize the speech, making it easy for the audience to understand.

スピーチ後の質疑応答

blanks below.

1. Kay respects 1

10

スピーチの終了

Reasons: She 2.

EXPRESSIONS

poor children.

look up to + 名

e.g. Thank you, ○○. （拍手がなければ）Please give him / her a big hand.

Kazuki’s 3

is to be like him.

He is always 4●評価の観点は大きく Contents（内容）と Delivery（発表態度）に分けられ，態度はさらに Speech（話し方）と Motion（動作）extremely（非常に，きわめて）

and 5

.

2. Whom do you respect most among the three people below? Choose one and talk in pairs. Givereasons.

15

Contents（内容）

内容を評価します。主張が明確で，話が具体的であれば，説得力があり評価も高くなります。

Speech（話し方）Suzuki Ichiro

20の内容に合った声の表情が出ているか）など。

15・a former Japanese professional

・at age 15, started spending school

baseball player

Motion（動作）・remained a top-level player for 28
seasons (both in Japan and in the

視線（全体を見ながら話せているか），表情（顔の表情），ジェスチャー，立ち方（聞き手の方に体を向ける），
20

このようなことを念頭において，準備と練習をしてから，発表に臨みましょう。

seasons (JPN & US):

25

Contents:

4

3

2

1

Speech:

4

3

2

1

Motion:

4

3

2

1

Excellent

Good

Fair

Needs Work

in

front

Whom do you respect?

independence movement against
British rule

of

the

Swedishcallingforstronger・involved in the civil rights movement

Future,”・stuck to disobedience campaigns

encouraging her contemporaries todespite being imprisoned many

parliament,・organized“Fridaysforin South Africa as wellmake protests on their own
・attended the 2019 UN Climate

Action Summit, where she delivered
times (JPN)
トピックに関連した簡単なやり取りでa speech criticizing world leaders
・given Gold Glove Awards 10 times
ウォームアップを行います。
(US)
Name

Mahatma Gandhi
・a leader of India's non-violent

times
・His life inspired Martin Luther King,
Jr. and Nelson Mandela.

Why?

30

You

Comments:

10 16

3. Make a report on whom your partner looks up to, as well as the reason(s).

17 11Digital・chosen as a Best Nine player seven

Speech Evaluation Sheet
My evaluation of the speech by・won MVP four times (JPN & US)・became the leading hitter nine

25

days

action on climate change

US)

資料や黒板の利用（持ち方や指し方）など。

Greta Thunberg
・a Swedish environmental activist

A連
Person関教 材I Respect
指 導 用 Data

● Comments（コメント）には，よかった点と改善点の両方を書き，発表者に伝えましょう。

声の大きさ，抑揚，強弱，発音の明確さ，間の取り方，声の表情（明るい感じや途方に暮れた感じなど，話紙 面LESSON
紹介 1

so many games.

スピーチの評価項目に分けられます。これらの観点で，クラスメイトのスピーチを評価しましょう。

modest（謙虚な）Reasons: He has 2
104（ 名 を尊敬する）.

2. Kazuki respects 1

内容紹介

1. Kay and Kazuki are going to talk about whom they look up to. Listen carefully and fill in the5e.g. Do you have any questions? △△.
（名前を指名）Do you have any other questions? □□.
（名前を指名）□ Give a speech about a person you respect.

Warm Up

活動で用いるフレーズや表現を掲載しています。

e.g. Today’s first speaker is ○○ . ○○ , please.

QR で本文を閲覧，音声を視聴できます。

Check!

5

話し手の紹介A Person I Respect
特長

・質疑応答の際，積極的に質問をしましょう。また，話し手の答えに対して，さらに踏み込んだ質問をしてみましょう。

s onModelDo you have anyone you respect?

Speech

活動のモデル文を読んでイメージをつかみます。

I have some people I

EXPRESSIONS

respect deeply, but the person I respect most is Saki, a friend of

air + 名（ 名 を放送する）

mine in my junior high school.

You are going to make a speech on the topic “A person I respect.”

1. Do you have anyone you respect? Write the names of people whom you look up to. Also, givereasons.

slender（細身の）Saki is an ice skater who

Genreenergetic
ceaseless（絶え間のない）

seen her skate? She looks slender and tender; her performance

Reason(s)特長（エネルギッシュな）sometimes appears in competitions aired on TV. Have you ever

Name

5

never fail to + 動（必ず 動 する）

is elegant, energetic, and exciting.

意見をまとめるための表や原稿作成に使えるアウトラインを掲載しています。

exert + 名

G1

G2

should be looked up to most for is her ceaseless efforts. Since

5

TRUE OR FALSE

she was a junior high school student, she has lived alone in
Canada for almost a third of a year for her practice. While she

1.（

）

2.（

）

3.（

）

Examples of reasons:

LESSON 1

p.18

do not give up in spite of hardships / always think of others / listen to others / be willing to help others10

be respectful to others / be positive about ～ ’s job / be responsible for ～can apologize for ～ ’s own fault / keep [never break] ～ ’s word

GRAMMARskating for six hours a day whether she is in Japan or in Canada.

10

受け身

2. Let’s make a speech.

FOR MORE USE
p.82▶ Topic（＝ The person you respect）

G1 get ＋過去分詞

Moreover, she never fails to study school subjects hard, always

Hints Genre: celebrity / sports player / friend or relative / teacher or adviser / great person in history etc.

紙 面LESSON
紹介 1

lives there, she does everything for herself. She practices ice

内容紹介（ 名 を発揮する）

Most people get attracted only by her skating, but what she

G2 群動詞の受動態

ranking in the top 10 percent. I wonder when she studies so hard.

15

A連
Person関教 材I Respect
指 導 用 Data

A Person I Respect

Now, she is practicing for the next all-Japan competition. I▶ What you respect the person for:really hope she will exert all her strength and win the1.

championship. Do you know anyone who is as amazing as Saki?
Thank you for listening.
2.
Organization

In the model passage above, find the sentences that fit the following six
descriptions. Draw a line under them.

20

Organization では， モデル文を読み▶ Openingながら活動のテクニックを学習します。
❶ It introduces the topic and the person you are going to talkabout.

3.

other examples ▶▶ I’m going to talk about ～. / Let me talk about ～.

Digital❷ It is effective to ask a question to or appeal to the audience in the first part in orderto draw their attention.
▶ Body15

25▶▶ Do you know ～ ? / Have you ever seen [read, listened to, met, etc.] ～?

▶ Your comments❸ It lists the points that explain why the person is to be respected.

▶▶ One of the major reasons for ～ is ... . / Why I respect him so much is ～.

❹ It uses proper linking words.

▶▶ besides, moreover, furthermore / however, on the other hand30

for example [instance] / because, this is because
in this way, therefore, this is why▶ Closing▶▶ I hope she will ～. / If I had a chance to meet him, I would ～.

❻ It is effective to appeal to listeners or ask for listeners’ agreement.
▶▶ Don’t you think they are so ～ ? / Why not do ～ ?

12 18▶ What you hope

❺ It shares the speaker’s impressions or comments.
35

3. Practice the speech alone, then with your partner.
keywords. Then, deliver the speech to your classmates.

If necessary, prepare an outline with

19 13

Les

For a More Diverseand Inclusive Society

s on

2

□ Study what an inclusive society is and how it could be realized.

Tokyo, May 10, 2021(Jiji Press) — A growing number of schools in Japanare making their uniforms gender-neutral so that students are not forced todress according to their sex at birth.
Many schools have introduced pants for girls' uniforms. A junior highschool in Hyogo Prefecture, in the western part of Japan, made a jacket andpants its standard uniform for both boys and girls, starting this school year
from April. Those hoping to wear skirts can choose a skirt version of the uniform.
Female students who chose skirts slightly outnumbered those who did not, but pants have been accepted
naturally. They allow girls to move around more easily and give them a sense of security for not having toshow their legs.
さまざまな資料をもとにクラス"Schools are a microcosm of society. Bearing in mind changes in the times andで意見交換を行い，トピックに
circumstances, we came up
with a uniform that can be worn by both boys and girls," said the principal of the関する知識を深めます。
school.

5□ Make a speech about a society in which everyone can live comfortably.

Introduction
EXPRESSIONS

diversity. However, is it true that people

diversity（多様性）

5

disabilities（障がい）

with physical disabilities, for example, can
LESSON 2

live comfortably? Maybe we should study

10

from the viewpoint of ～（～の視点から）

outnumber + 名（名より数が多い）

microcosm（縮図）bear in mind ～（～を考え合わせる）

more seriously about the society we live in from the viewpoint ofminorities so that everyone can lead a comfortable life.

トピックについての短い英文でレッスンの導入を行います。

Reference

The Female’s Position Is Lower in Japan than Many Other Nations

3

15

For a More Diverse and Inclusive Society

For a More関Diverseand Inclusive
Society
内 容 紹 介 LESSON
紙 2面 紹 介
連教材
指導用
Data

It is said that we live in an age of特長

Check!

School Uniforms Becoming Gender-Neutral in Japan2

The graph below shows the rates of female workers in general and in management in 12 different

10

countries. It can easily be seen that the rate of female managers is very low in Japan compared to othernations.

Read the following articles or passages. Think about why the situations have become what they are, how

Proportion of Working Women and Women Working in Managerial Positions

we can drop prejudice or stop discrimination, and how we can realize an inclusive society for anyone with(％)

different abilities.

50

60

51.8

40

●

1

20

Universal Design of Buildings in Japan: Who Are the Assumed Residents?
There is an old saying: “A manʼs home is his castle.” The

10
0
15

47.7
47.2
47.0
46.7
46.6
45.9
44.8
42.0
42.3
41.1
40.0
37.2
36.8
34.0
28.1

13.3
Japan

39.6

24.9

15.6
SwedenUSA
FranceNorwayUK

Female Lower-House Members in Japan
75 years ago
2021

53.0
38.3

Germany
Singapore
Philippines
Australia
Korea
Malaysia（ILO “ILOSTAT” 2019, 2020 年の値より作成）

ideal condition would be that a personʼs home should be

39 people（8.4%）
46 people（9.9％）

Proportion of Women in Parliamentin Each Country
Average 25.5%（record-high）
Japan
ranked 166 / 193 countries（International Parliamentary Union, “Women in National
Parliaments,” 2021）

Also, the rate of female lower-house members, that is 9.9 % as of January 1, 2021, is very low, ranking

suitable from ʻcradle to grave.ʼ However, many people are166th out of 193 nations in the world.

20

forced to leave their homes as they lose their abilities,

Seen from four perspectives (economic, political, educational and medical), Japanʼs gender-gap index

commonly due to the normal aging process.
Houses should be renovated according to aging based on

35.5

30

●

48.3

Women workers
Women workers in managerial positions

is 120th out of 156 nations.

20

Study other problems concerning minorities, such as racial/sexual/religious discrimination, poverty,

used by all people, to the greatest extent possible, without

the physically/mentally challenged, sexual/power/academic harassment, bullying, and movements

the need for adaptation or specialized design. According toJapanese law, this UD for adaptability includes at least (i) level floors without step differences, (ii)structural supports for the installation of handrails or grab bars, and (iii) adequate door openings andtoward universal designs. Think about how to solve the problems you identify.

25
25

Steps in Making a Speechturning space to accommodate a wheelchair.
Admittedly, not all buildings can be designed and built to house everybody because some types and1levels of disabilities require more adaptation than is readily available. For most people, however, UD for―by Satoshi Kose, a guest researcher at the Building Research Institute, Tsukuba, Japan, 2006.
from cradle to grave（ゆりかごから墓場まで）
adequate（十分な・適切な）14 20

adaptation（適応）adaptability（適応性）

accommodate + 名（名を収容する）

admittedly（確かに）installation（設置）30
30

e.g. Universal Design for Living in a Town

Decide what you will discuss in your speech.

e.g. We need to build a society in which everyone can live
comfortably.

3

Gather materials that support your opinions.

e.g. a parent with a baby, a person in a wheelchair, etc.

4

Organize your speech. Support your opinions with reasons and examples.

5

Write a script or an outline (gist) of the speech.

2

adaptability is sufficient.

Decide the topic of your speech.

FOR MORE USE p.82
トピックに関する資料を集め，活動に取り組みます。

21 15

Digitalthe idea of Universal Design or UD, a design that can be

LesRediscovering
Japanese Culture

s on

3

5

□ Make a speech on what you have rediscovered in Japanese culture.

Maia

Introduction
EXPRESSIONS

all around us in Japan that we take for
granted.

reconsider + 名

3
10

High-Tech Toilets Become Standard Household Equipment in JapanMay 1, 2018(Nippon.com) — According to a Cabinet

15

Rediscovering Japanese Culture

accepted, what aspects are / are not preferred, and what we can do to protect / improve them.

Washoku Designated UNESCO Intangible Cultural Heritage

160

Number of high-tech toilets per 100 households (left scale)Diffusion rate (right scale)

March 2018, 80.2％ of households of two or more people

140

80.2

own an electronic toilet with a bidet function.

100

On

A leading Japanese toilet manufacturer introduced theJanuary 14, 2014(Nippon.com) — At the eighth annual

first toilet with a bidet function in 1980. However, it took

session of the Intergovernmental Committee for thepeople time to take to the idea of a toilet shooting a jet of(UNESCO)

Scientific,
agreedtoandCulturalregister

(％)

100
75

120
80

50

60
40

25

20
0

1992 94 96 98 2000 02 04 06 08 10 12 14 16 18

0（内閣府 ｢消費動向調査｣ 平成 30 年）

though, until high-tech toilets have become standard equipment in Japanese homes.

Organization

washoku

113.1

warm water. In 1992, only 14.2％ of Japanese households owned one. This figure has steadily risen,

15

Baku, Azerbaijan, on December 4, 2013, the United Nations
Educational,

Households of Two or More People with High-Tech Toilets

Office Consumer Confidence Survey conducted inaverage there are 113 such toilets per 100 households.
20

Safeguarding of Intangible Cultural Heritage — held in

Alex

複数意見の比較・英文とグラフの組み合わせなど，入試頻出の形式の資料から情報を読み取ります。

Reference

1

I got used to the custom soon when I went to Japan for the firsttime, but it took me some time to learn where to wear slippers
inside a building. I should not wear them in a tatami-mat room,
while I should put on another pair in a restroom. This is so confusing
at first! This experience helps me when I visit my friend in Japan.

What is your opinion? Talk with your classmates about what is good and what is inconvenient.

資料を掲載したレッスンは各パー
ト 2 つずつ設けており， 生徒の興味をひくトピックを選んで活動を実践することができます。

Read the following articles and passages. Think about how certain aspects of Japanese culture are

Patrick

LESSON
3 介 Rediscovering
Japanese
紙面紹関連教材
指Culture
導 用 Data

LESSON 3

and future possibilities.

Karen（ 名 を再考する）

Choose some of them andreconsider their histories, advantages,

105Itʼs not unusualin Asia. Iʼmaccustomed to
not wearing
shoes indoors.

I grew up in Canada,
where we donʼt wear
shoes in houses, so thecustom is very naturalfor me.

内容紹介

There are various customs and objects

We live in London. My family has hosted a lot ofJapanese students during summer vacation and learned
from them the custom of taking oneʼs shoes off at theentrance. We thought it would be helpful for keeping
our house clean and hygienic. Several years ago, taking
oneʼs shoes off became one of our familyʼs rules.

特長□ Look at Japanese culture objectively and think about its positive / negative points.

Check!

Voices on the Custom of Taking One’s Shoes Off Before Entering a House

2

Electronic toilets have become popular among consumers overseas as well. Chinese tourists to Japan25

in particular have been purchasing such toilets in large quantities during their visits. Luxury hotels(traditionalaround the world also continue to install Japanese high-tech toilets. In response, Japanese makers ofJapanese cuisine) as an intangible cultural heritage, a social
custom handed down from generation to generation that expresses Japanese peopleʼs respect for nature.

sanitary equipment are working to boost their overseas sales.

20

When applying for registration in March 2012, the Japanese government gave the following four

consumer confidence（消費動向，消費者マインド）characteristics as washoku.

bidet（お尻洗浄器）

指導書付属 ROM に読解問題も収録しております。

2. A remarkably well-balanced and healthy diet

Find and study other materials on Japanese culture, such as Japanese products (e.g. audio-visual30

3. An expression of natural beauty and the changing seasons

equipment, stationery, instant food, snacks, etc.), lifestyle (e.g. housing, clothes, meals, etc.), or25

4. Close links with annual events

manners (e.g. waiting in line, keeping quiet on trains or buses, etc.). Think about their positive /Registration of an intangible cultural heritage requires that continued measures be taken to preserve

negative points, how a certain cultural point has become what it is now, how it should evolve, etc.

it. The Japanese government hopes that the inclusion of washoku on the list will encourage a deeper

Steps in Making a Speech

understanding of Japanʼs cooking culture by other nations, thus contributing to global cultural diversity.
At the same time, it is hoped that this recognition by UNESCO will stimulate a movement among theJapanese themselves to preserve and pass on the Japanese cooking culture of washoku to future
generations.
the Intergovernmental Committee for the Safeguarding of Intangible Cultural Heritage（無形文化遺産を保護するための政府間委員会）

16 22

cuisine（料理）inherent（本来持っている）

30

35

FOR MORE USE p.82

e.g. What Is Good About Japanese Snacks?

1

Decide the topic and title of your speech.

2

Decide what you will discuss in your speech.

e.g. Japanese snacks are excellent.

3

Gather materials that support your opinions.

e.g. delicious, cheap, available anywhere, etc.

4

Organize your speech. Support your opinions with reasons and examples.

5

Write a script or an outline (gist) of the speech.

23 17

Digital

1. Diversity and freshness of ingredients, and respect for their inherent flavors

Grammar C o m p a s s

受け身

Les

7

get ＋過去分詞 受動態は get (become, remain, etc.) + 過去分詞 で表すこともある。
① Nelson Mandela got arrested by the police for being a leader of the anti-apartheid
movement.
G1

5

favorite cherry tree.
（ジョージ・ワシントンは子供のとき，父親のお気に入りの桜の木を切り倒して叱られたと言われている。）

群動詞の受動態

10

群動詞で受動態を作る場合は，動詞が伴う前置詞なども，ひとまとまりとしManga are popular among many generations nowadays and5て扱う。

are placed in the libraries of many schools.

However, Asahi① Although he is an actor, he says he doesn’t like to be stared at.

Senior High School has not yet placed any manga in its library（彼は俳優でありながら，じろじろ見られるのはいやだと言う。）

because teachers believe that manga are inferior in quality to② When I was spoken to by Emma Watson, I woke up. It was a dream... .

15

PART 110

the suggestion box that manga be placed in the library. Thesestudents say that they can learn many things from manga,

1. Change the verb in the parentheses into the suitable form.

including history, literature, and science. Manga often have good20

stories that capture students’ hearts and help them develop their② Rosa Parks remained ( seat ) even when she was told by the bus driver to give up her seat tosensitivity to many things. After receiving these requests, thea white man.
③ Steve Jobs got ( fire ) from the company he started due to his business failures.

15

Former U.S. President Barack Obamalibrary committee members have decided to discuss whether
manga should be kept in the library.

定着レッスンのモデル文で使用した文法の解説と演習問題を収録しております。

① Former U.S. President Barack Obama ( and，born，brought，up，was ) in Hawaii.

Warm Up25

in Hawaii.

トピックに関するリスニング問題でウォームアップができます。

1. Listen to the dialogs and fill in the types of manga the first
speaker wants to read.

② It is said that soldiers on both sides ( care，of，taken，were ) by Florence Nightingale.
by Florence Nightingale.

20③ In the U.S., racial discrimination ( away，done，was，with ) legally in 1964.

1

2

carry + 名

3（＜店や施設が＞ 名 を置く）

30

3. Think about one person whom you were greatly impressed by. Write about the person and what
impressed you most, trying to use the passive voice.

what titles did you read? If you have not, what kind of manga did

18 24

I couldn’t agree more!
（大賛成だよ！）

you want to read? Form a group of three, share your experiences,
25

What impressed you mostI don’t care.
（どうでもいいよ。）

2. Have you ever read manga in your school library? If you have,

例 When I was in junior high school, I read about Helen

Keller’s life. It is amazing that she was brought up in aworld in which she was unable to see, hear, or speak. I
also got inspired by the factthat she dedicated her life todisabled people’s welfare.
When I feel depressed, I
often read her biography, andI am always cheered up.

EXPRESSIONS

35

and take notes about them in the chart below.
Name

Read in school libraryYou

Yes / No

Title(s)Experiences and thoughts on reading manga there

Yes / No40

Yes / No

25 35

Digitallegally in 1964.

Manga
Libraries
関 連 in教School材
指 導 用 Data

GRAMMAR COMPASS① Marie and Pierre Curie got ( marry ) in 1895.

The person you were greatly impressed bylibrary committee（図書委員会）long time, but recently a number of requests have been found in（キング牧師は，すべての人が公平に扱われなければならないと主張した。）

In the U.S., racial discrimination

sensitivity（感受性）

LESSON
7
紙
面紹介③ The Reverend King insisted all people be dealt with fairly.

It is said that soldiers on both sides

suggestion box（投書箱）

ordinary books. Students have not complained about it for a（エマ・ワトソンに話しかけられたときに，目が覚めた。夢だった…。）

2. Arrange the words in parentheses in the proper order.

EXPRESSIONS

内容紹介

G2

□ Listen to group members’ opinions and agree or politely disagree with them.

Introduction③ The Japanese soccer player said that he soon had become accustomed to his new team.
（その日本人サッカー選手は，新しいチームにすぐに慣れたと言った。）□ Discuss whether manga should be placed in the library.

Check!

② It is said George Washington, as a boy, got scolded when he cut down his father’s

特長（ネルソン・マンデラは，反アパルトヘイト運動の指導者であったため警察に逮捕された。）

Manga in School
Librariess onModelModel
The library committee members are discussing whether manga should be placed in the library.
Facilitator

Read the model discussion on the left-hand page and:

There have been requests from many students that manga should beplaced in the library. What do you think of this idea?

① Underline the sections that show the speaker disagreeing politely with the other

Organization

Manga? I don’t think it’s worth placing manga in the library because
students can read them on their smartphones if they want to.

then summarizing the discussion.

5❶ Expressions for disagreeing politely with the other person’s opinion

Shotaother examples ▶ I see your point[what you mean], but I don’t think so.

Yes, there’s something to that. But the idea of keeping manga in thelibrary will be welcomed by many students.

▶ I’m afraid I disagree with you on that point.
▶ That may be true, but～.

That may be true, but the point is whether the library is the right placein principle to carry manga.

Hint
10

内容紹介

▶ I’m sorry, but I don’t agree with you on that point.
10

Eriko

▶ I hate to disagree with you, but～.

▶ OK, but what about ～ ?

Express your opinion while considering the feelings of the person who expressed an
opinion.

Shota❷ Techniques for the facilitator to put all the opinions together and then summarize the discussion

Shota, can you elaborate on this idea?

other examples ▶ OK, I think we’ve shared several good ideas today. Here they are again: No 1, ～. No 2, ～.

15

LESSON 7

LESSON
7
紙
面紹介

No. 3, ～. Do you agree?

Miho

Shota

person’s opinion.
② Underline the sections that show the facilitator putting all the opinions together and

5

特長

Miho

▶ Thank you everyone for sharing your opinions about ～.

I mean, manga are different from other books because they are noteducational or academic. The school library should only carry books
teachers can recommend to students.

▶ After this fruitful discussion, what we have now is ～.
Hint

It is a good idea for the facilitator to pick a moment when participants are narrowing thediscussion down to similar opinions, summarize these, and draw conclusions. However,20

it is important to ensure that all participants express an opinion and feel that they largely
G115

agree with the opinion selected.

Kenta

I might be wrong, but to be honest, yes, in general, they are.

モデルでディスカッションの一連の流れをつかみます。

モデルの要点を把握する内容理解の問題を収録しております。

Comprehension

Shota

Eriko

Kenta

I’m sorry but I have to disagree with you, Shota. You can learn about
sports, history, or literature from manga. You can’t say ordinary books
are always superior to all types of manga. G1

25

I agree with Eriko. You know, we can be encouraged to study
Japanese classics like The Tale of Genji by reading Asaki Yume Mishi,
or Chinese history by reading Sangokushi. These types of manga are
educational, and they should be available in the library.

20

30

25

That’s a good point. Well, it seems we all agree, though to varying
degrees, that good manga should be placed in the library.

35

Shota

It is not necessary because students can ①

.

Eriko

Students would be happy if manga ②

.

Shota

He disagrees with placing manga in the library because manga are not, generally speaking,③
and are ④
to ordinary books.

Eriko
and
Kenta

They disagree with Shota because there are ⑤
learn about ⑥

Shota

He ⑦
⑧

All

types of manga that help readers
and these should be placed in the library.

DigitalShota

OK, I understand what you’re saying. Moreover, if manga are
introduced, students will be more attracted to the library and they’ll startreading more widely.

Fill in the blanks to make notes about what the library committee members say about keeping manga in thelibrary.

and agrees with placing manga in the library because students
and they will start reading more widely.

The four come to the conclusion that ⑨.

Miho『あさきゆめみし』© 大和和紀 『三国志』© 横山光輝 / 光プロ

EXPRESSIONS

36 26

GRAMMAR

There’s something to + 名 .（ 名 には一理ある。）

p.44

in principle（原則として） available（利用可能な）

G1 than を使わない比較の形容詞

though to varying degrees（程度の差はあれ）

特殊な比較表現（superior to / inferior to）

Reporting30

Based on your comprehension, report the main points of the library committee members’ discussion as if you
were Miho. Be sure to begin your report with “We talked about whether manga should be placed in the library.”
例 We talked about whether manga should be placed in the library.

Manga
Libraries
関 連 in教School材
指 導 用 Data

Manga in School Libraries

You mean, manga are inferior in quality to other books in the library?

First, Shota ...
27 37

Preparation

Discussion
1. Form a group of five and talk about the discussion question.

Discussion Question：What types of manga should our school library carry?

OK, today, based on the library committee’s
conclusion, we’ll talk about what types of manga
should be placed in the library.

1. First, look at the three examples of manga and read the reasons for each recommendation.
Then, form a pair and discuss whether or not the reasons are persuasive.

5

Well, it’s important to select manga that

5

Rika

Example: Shibusawa Eiichi (Gakusyu Manga, Sekai no Denki NEXT )シナリオ / はのまきみ

監修 / 渋沢史料館

10

Rika

（もう少し詳しく言ってもらえませんか？）?

Research reveals ～.

?

. One example is

LESSON 7

15

I understand what you mean, but

That’s an interesting way tolook at it, but ～.（それはおもしろい見方だけれど，～。）.

I respect your point but.
Right, you can

20

Kaito

I think it’s a good idea to place manga in the library that will encourage you to learn.

.

Organization 1 (p.37)
Has everyone had a chance

Summarize the discussion

OK, it seems we have a degree of consensus
about types of manga to be placed in the library,right?
How can we summarize today’s
discussion? Any suggestions, Kaito?

20

けれど，私の視点では，～。）（passing of time）
STEP 4

Example: Dragon Zakura▶ You can ... learn that everyone has the potential to accomplish great things.
learn that ambition and hard work will pay off eventually.
learn that it’s important to think about things from different perspectives.
▶ It helps you grow mentally and academically.

, for example,（あなたの意見は尊重する

to speak?（みなさん話しましたか？）Thank you, everyone, for
Miki

25

How about manga that『ドラゴン桜』©Norifusa Mita.
な さ ん， 名 に 関 す
+ 名（み

?

るご意見をいただきありがとうございました。）

Kaito

That’s a good idea. In other words, those manga, right?

2. Write your opinion in the box below about what kind of manga your school library should keep,
specific title(s), and your reasons for choosing it(them).

sharing your opinions about

Organization 2 (p.37)

Your Opinion:

30

Yes, exactly! I can’t think of a better idea.

例を参考に自分の意見をまとめて
ディスカッションの準備をします。

活動のためのガイドラインを掲載しております。

Do others agree?
Miki

Rika

2. Make a presentation based on the discussion above.
Types of manga Manga that help you ... learn effective strategies for solving exam questions. / learn about social issues.

learn about politics and economics. / learn how to live your life.
learn to be confident and live positively. / play sports at a high level.
Manga that ... offer a wide variety of information and facts to readers. / teach Japanese art and culture.

38 28

FOR MORE USE
p.82

35

30

例 We talked about the types of manga that should be kept in the library. First, we thought it was a goodidea to select manga that would be good for students, including educational manga. We set the guidelines tocover manga that teach us particular knowledge, information, and ways of thinking. In other words, we should
select manga that help us grow mentally and academically.

3. Write your ideas in about 100 to 150 words based on the discussion you had in your group.

29 39

Digital

Nao
25

Manga
Libraries
関 連 in教School材
指 導 用 Data

Manga in School Libraries

from my perspective, ～.

Tomo『ちはやふる』© 末次由紀

That’s a valid point, but ～.
（それはもっともなことだ
けれど，～。）,

Politely disagree with the other person’s opinion

15

learn how students grow mentally as they practice the game, compete withother players, and lose or win games.

（報道によると，～。）

Nao

STEP 3learn how to play the card pick-up game and about the players’ passion to win
as well as their thoughts and feelings.

A news report says～.

LESSON
7
紙
面紹介

I agree with Rika because according to.

▶ You can ... learn Hyakunin Isshu poems and the poets who wrote them.

（調査によると，～。）

Miki

Reinforce an opinion by using facts and data

（研究結果によると，～。）
A survey shows ～.

.

OK, I see. What do other people think? Howabout you, Nao?
STEP 2

Example: Chihayafuru

Reasons:

Can you elaborate on that?

内容紹介

Yes,

10

（もう少し明確に言ってもらえませんか？）.

Miki

The library should place manga from which we can learn how to spend our adolescence
meaningfully and improve ourselves through competition.

Title(s):Can you be more specific?
Miki

Confirm what the other person said

OK, but what do you mean by
Are you talking about▶ You can ... learn how the modernization of Japan was accomplished.
learn how to make the most of your life.
learn that it’s important to look at things from multiple perspectives.
▶ Even if you don’t like reading history textbooks, you can learn about Japanese history.
『学習まんが世界の伝記 NEXT 渋沢栄一』まんが / 伊藤砂務

STEP 1

FOR YOUR USE

特長

I think it’s important to select manga that will help us study a school subject.

Facilitator

教 科書関連教材■Warm Up ＜教科書 p.23＞

Point 2

えを説明するやり取りを行う。やり取りの際は可能な限り，単語ではなく文で相手に伝えるよう意識さ
導入例や活動の目標をまとめた
せたい。また，問題点と解決策のみを伝えるのでは「指導のポイント」
が生徒へ
なく，具体的な例も入れて説明できるようにさせるとなおよいだろう。相手の内容を表に入れる際は，のアプローチを具体化する上でパートナーの発言をすべて書き記す必要はなく，あ＜Warm Up 活動例＞
１
くまでメモ書き程度で十分であることも確認したい。

本体 30,000 円（税別）導入から評価に至る「授業の流れ」を徹底解説！
本文の訳例や解説，各設問の解答（例）などの基本的な情報に加え，観点別評価規準案や授業展開例，
指導のポイント，教科書の活動にプラスして行える活動例，さらに評価のポイントと，「授業の流れ」をイメージできる情報を豊富に収録しました。

Teacher’s Manual のしなさい。話し合いをもとに，発表しなさい。

4 つの Point
Point 1

■ 観点別評価規準案
Part/Task

観点

知識
技能
Warm Up

I
L
I・P
R

知識
技能
Model
思考
判断
表現

P・W

R・P
W

Presentation

P・W
思考
判断
表現

GRAMMAR
COMPASS

W

知識
技能

P
W
W
P・W
P・W
1

全体

主体的
に学習
に取り
組む態
度

2

3
4

■授業展開例
スマートフォンの使用による読書量の低下に関するプレゼンテーションを読み，全体の大意を掴むことができる。
【授業展開例１（週２時間の場合）】
インプットした内容とともに，用いられている表現，文法事項，視覚資料
週 2 時間と想定し，1 レッスンあたりの配当時間を 3 時間とした。GRAMMAR COMPASS をを提示する際のフレーズ，構成面の工夫を理解し，それらを言語活動の中
Presentation よりも前に扱う場合も考えられるが，ここでは教科書順に授業を展開する場合を想定する。
で活用することができる。
自分がプレゼンテーションをする際に活用できることが何かを考えなが
1 時間目：Warm Up，Model (pp.23-24)
ら，東京都や兵庫県に関するプレゼンテーションを読み直し，それを実践
2 時間目：Presentation (p.25)
することができる。
3 時間目：GRAMMAR COMPASS (p.30)
自分が取り上げたい問題・現状・解決策についてヒントの語群を参考に表に自分の考えを入れることができる。
1 時間目
Model で学んだ語彙・表現，構成の工夫を取り入れながら，自分が取り上げ

指導手順たい問題についてのプレゼンテーションのアウトラインならびに原稿を書
１ Warm Up（p.23）
くことができる。
① 1 のリスニング問題に取り組ませる。
プレゼンテーションを実施する際の視覚資料を提示する際の効果的なフレ② 2 の表に自分の意見を記入させる。
ーズについて理解できる。
③ ペアでグラフから読み取れる問題と可
原稿や用意した視覚資料について，ペアやグループでアドバイスし合い，能な解決策について共有し合う活動に取それをもとに自身のプレゼンテーションをブラッシュアップすることができる。
り組ませる。
視覚資料を提示する際の効果的なフレーズを取り入れて，プレゼンテーシ
ョンを実施することができる。
例文とその解説から「準動詞」の意味や用法を理解することができる。
「準動詞」に関する１・２の問題に正しく解答することができる。
２ Model（p.24）「準動詞」を３の言語活動の中で適切に活用することができる① 本文を見ながら音声を聞かせる。
校内の解決したい問題について説明したり，発表したりする上で，学び得② TRUE OR FALSE に取り組ませ，解答
た「準動詞」をどのように活用すれば効果的なのかを自分なりに考えるこを確認させる。
とができる。
③ Model で使われていた表現，特にグラ単元目標を正しく理解し，自分がこの Lesson で身につけるべきことや取りフをどのように示していたかについて確組むべき活動を概観しようとしている。
認する。
自分が取り上げたい問題についてのプレゼンテーションに取り組むことを④ Organization を 参 照 し な が ら ，見据えて，自分の意見や考えを表現する上で必要な単語や表現などを主体
Presentation で効果的なフレーズを説明
的に身につけようとしている。
する。
自分が取り上げたい問題についてのプレゼンテーションに取り組む中で，⑤教師のあとに続いて音読練習させる。
足りない語彙や表現を補完したり，視覚資料を提示する際の効果的なフレーズを思い出したりといった自己調整をしている。
Lesson 全体の学びをふり返り，当初の目標に対して自分がどれくらい達成
2 時間目
１

30

説した「授業展開例」が授業準備をサポートします。

留意事項

Point 4

3 段階のルーブリックや評価方法の例をまとめた「評価のポイント」が授業中・授業後の評価をサポートします。

時間

20 分
・取り上げたい問題についてのリスニン
グ問題を聞いてトピックの導入を図る。
・意見を書くのに難航している生徒には
グラフ下の Key Words をもとに考えるよ
う促すとよい。

「主体的に取り組む態度」の評価例も掲載！
30 分

・ 実際のプレゼンテーションを意識し，発話のトーンやイントネーションを工夫しながら音読するよう促したい。その際は，音読させる前に，意識すべき箇所を生徒に明示しておくとよい。

指導手順

留意事項

Presentation（p.25）① 1 の表に自分が取り上げたい問題・現状・可能な解決策を挙げさせる。
② 1 の表をもとに 2 のアウトラインを作成させる。
③ 2 のアウトラインをもとに原稿を書かせ，ペアあるいはクラス前で発表させる。

・いきなり原稿を作成するのではなく，意見を出す・構成を練る・原稿作成という流れを生徒につかませたい。
・原稿を書く際はモデルで使用したグラフなどを示す際のフレーズを取り入れるよう促したい。

時間
50 分≪「主体的に学習に取り組む態度」 の評価≫（例）Warm Up では，日常生活や社会生活をふり返り，そこに潜む問題を見つけようとするきっか
けを掴むことが目標となる。表やグラフから問題点を見出し，自分なりの解決策を導き出したり，ペアでのやり取りの中で自分の考えを柔軟に調整したりする様子を活動中に観察し，粘り強く試行錯誤する姿勢が見られれば評価したい。具体的な評価のアプローチとしては，…（以下略）

Digital

思考
判断
表現

I・W

睡眠・デジタル機器の使用についてのやり取りを即興で成立させることができる。
Kazuki と Aki が取り上げようとしている問題の内容を聞いて，空所にキーワードを補充することができる。
平均睡眠時間・インターネットの平均使用量のグラフとキーワードから考えられる問題と解決策について自分の意見を表にまとめることができる。

「観点別評価規準案」と，授業の流れを細かく解

指 導 用 Data

知識技能

3 つの観点 / 4 技能 5 領域で具体的に示した（L：聞く / R：読む / I：話す（やり取り） / P：話す（発表）/ W：書く）

関連教材

思考
判断
表現

技能

評価規準

活動は以下のような手順で進めるとよい。
①小学生・中学生・高校生別の平均睡眠時間についてとインターネットの平均使用時間についてのグラ＜解答＞
フから読み取れる問題を考えさせる。
１②睡眠もしくはデジタル行動のどちらかを選ばせ，
1. ①digital communication②Short messages
これから抱えるだろう問題と可能な解決策について③ Emojisの自分の意見を表に埋めさせる。
2. ① too much plastic② food containers③ペアで意見を発表しあう。
③ PET bottles②では，問題点をなかなか挙げることができない生徒がいる場合，グラフ下のキーワードを参考にし
２て考えるよう促すとよいだろう。
（解答例）③では，さまざまな意見を聞くために，ペアワー
digital behavior<Problems we will have>
クは相手を替えて 2～3 回取り組ませるのが望まし
The amount of time high school students spend daily on
い。
the Internet will increase and may reach 300 hours in また，ペアワークの際に，話し手は相手にメモを
the future.
見せるのではなく，言葉だけで伝えるように指示し→ addiction, poor face-to-face communication skills,
たい。話すことを諦めて，メモを提示し，それを写
lower academic performance
すだけの作業になる場合が想定される。この活動の<Possible Solutions>
目的はコミュニケーションをとり，相手と意見交換
・Make our offline life more interesting.
をすることである。単調な作業にならないよう工夫
・Increase opportunities for students to take unique
したい。
classes to their liking.
また，ペアワークに取り組む際，問題点や解決策→ Make students want to learn more.
を淡々と挙げるだけにならないように，具体例も含
めて相手に伝えるよう指導したい。生徒が自分の言いたいことを上手く表現できず，消極的になってしまうことも懸念される。トピックに関連した単語や表現をいくつか以下にピックアップしたので，こちらを活動の前に導入することも可能である。

＜評価のポイント＞⑴ 話者 が取り 上げた い問 題につ いて の説明 を聞いて，空所にキーワードを補充することができる。
（知
識・技能）
正答数に応じて，段階的に評価する。教科書やノート，ワークシート等に解答を記入させ，それをチェックする。
また，正答数だけではなく，リスニングの取り組
み方で難易度に差をつけ，それを評価に反映してもよいだろう。例えば，英語に自信のある生徒には，教科書を閉本させ，メモを取りながら音声を聞かせた上で，教科書を開かせ，解答させる。一方の自信がない生徒には，予め教科書を開かせた上で，英語を聞かせる。
前者の方法で取り組み，正答数が多かった生徒には，別途加点するなどしてもよいだろう。
⑵ 自分 が考え る問題 とそ の解決 策 に ついて のやり取りを即興で成立させることができる。
（知識・技能）
具体例等の追加情報も含めながら，やり取Aりを成立させることができる。
やり取りとしてはぎこちないが，相手に自B分の意見を英文で説明することができる。
自分の意見を単語レベルで説明することがCできる。
上記の規準で 3 段階の評価をする。方法は，ペアワーク時の観察において評価するのが現実的であろう。チェックシート等を配布して，生徒に相互に評価をさせることも可能である。
アイスブレイクの役割が強い言語活動であるため，
正確さよりは，アウトプットの量や積極性，やり取りを成立させようとする姿勢を重視して評価することが重要となる。
⑶ 自分 が取り 上げた い問 題と解 決策 を表に まとめることができる。
（思考・判断・表現）

紙面紹介

Lesson 4

Issues I Want to Raise＜指導のポイント＞
この Lesson で扱うのは，自分が取り上げたい問題である。社会もしくは日常にあふれている問題の中からひとつ選んで，問題点や解決策を発表する内容である。問題とその解決策は身の回りのことから世界規模なことまで幅広い。多面的な角度で問題をとらえ，生徒の知見を広げるよう促したい。
１では，Kazuki と Miho のそれぞれが取り上げた
い問題についての音声を聞く。これまでの Lesson と同様に，話されている事柄の要点やキーワードを聞き取り，話し手の伝えたい内容［趣旨］を理解することが目標となる。次の展開で生徒が考えることをイメージしやすいように，それぞれがどのような問題，または例を挙げているかを聞き撮り，導入を行いたい。
２では，小学生・中学生・高校生別の平均睡眠時間のグラフとインターネットの平均利用時間についてのグラフから問題点と可能な解決策を考え，ペアで意見交換を行う。まず，2 つのグラフのうちどちらの問題点を考えるか生徒に選ばせ，そのグラフの情報から考えられる問題点と考えられる解決策を表に埋めさせる。活動開始後に机間巡視し，考えがな
かなか思いつかない，または説明できない生徒が多いようであれば，グラフ下のキーワードをもとに考えるよう提案するとよい。その後，ペアで自分の考

２

ションを広げます。
≪補充語彙・表現≫
sleep quality （睡眠の質）～ is recommended （～が推奨されている）
concentration （集中）awareness （意識・自覚）
background （背景）cause （原因）effect （結果）tackle + 名 （＜難題＞名に取り組む）
propose + 名 （名を提案する）
face + 名 （名に向き合う）
ignore + 名 （名を無視する）
make 名’s point （名の意見を言う）

内容紹介①これから Kazuki と Aki のそれぞれが取り上げよ
困っている生徒が多いようであれば，教師からいく
うとしている問題について説明した発話が流れるこ
つか表現パターン例を挙げるとよいだろう。
とを説明する。
②音声を聞かせ，空所を埋めさせる。
・The graph about sleep hours (average time spent daily②では，先に空所前後の内容を確認させ聞き取る
on the Internet) shows that ～.
べき箇所を把握させてからリスニングを始めるとよ・According to the data, high school students ～.
い。
・We have to consider ～.
なお，生徒の習熟度によって，下記のような追加・For example, we can ～.
の質問を与えても良い。
・What did Kenji say we cannot do with Emoji?
＜指示文 訳例＞
・What did Miho say we should do not to buy PET bottles?
１ Kazuki と Aki が問題を取り上げようとしていま・Do you have any solutions for depending on digital
す。よく聞いて，下の空所を埋めなさい。
communication?
２ ペアでこれらの問題について話しなさい。
将来抱・Do you have any solutions for using too much plastic?
えるだろう問題について考え，可能な解決策を提案

教科書の活動に＋αで実践できる「活動例」が言語活動のバリエー

特長

教師用指導書（Teacher’s Manual ） B5 判 280 頁 定価 33,000 円（税込）

役立ちます。
活動開始後に机間巡視し，質問に上手に答えられず 活動は以下のような手順で進めるとよい。

Point 3

★ご購入に際して★
① Teacher’s Manual をご購入されますと，Teacher’s Book（p. 32 参照），指導書付属 ROM（p.38 参照）が同封されております。Teacher’s Book を追加でご入用の際は，別途ご購入いただくことも可能です。
② Teacher’s Manual は PDF ダウンロード版としても販売しております（定価 5,500 円（税込））。なお，PDF
ダウンロード版には上記の Teacher’s Book，指導書付属 ROM は同封されませんので，予めご確認ください。

31

Teacher ’s Book

B5 判 96 頁

教科書関連音声教材

スクリプトや解答が一目で分かる授業必携の 1 冊！

教科書内 QR コードコンテンツ
いつでもどこでも教科書の音声が聞ける！

s on

4

Issues I Want to Raise

教科書内の QR コードから音声視聴が可能。Introduction, Model 文，資料の英文などの音声を収録。

□ Raise issues from your daily life and express your opinion about them.

Check!

□ With simple slides, try to convey your message effectively.

倍速再生でリスニング力強化

Warm Up
1. Kazuki and Miho are going to raise issues. Listen carefully and fill out the blanks below.
digital communication

1. Kazuki: We depend highly on 1
Short messages

Problems: 2

Emojis: misunderstanding

3

odernity
aditionnatureTalk more and enjoy communication.
too much plastic

10

superficial（表面的な）

CD-1(Script p.89)

or straws

PET bottles

3

Work harder to give up plastic to save the environment.

2. Talk in pairs about your ideas on the issues below. Think about problems you will have in the
future, and suggest some possible solutions. Based on your discussion, make a report.

We don’t get enough sleep.

We are not aware of our digital behavior.
Average Time Spent Daily on the Internet

Average Time to Go to Bed and Wake Up / Average Amount of Sleep
Sleep Hours

分のプレゼンテーション

21:00 22:00 23:00 0:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00

10

21:57

23:42

15

High School Students
6 hours 54 minutes

6:41

150

207.3

50
0

6:36

Keywords: amount of sleep, stress, fatigue, nap, time-

217.2
199.7
163.9

138.3
146.4

100
93.4

2016
Elementary SchoolStudents（内閣府「子供・若者白書」平成 27 年）

学校用音声 CD のスクリプトや教科書の設問の解答例
を本文と合わせて見ることができる１冊。板書やリス
ニング指導の際に役立つ内容となっております。

118.2

2018
Junior High SchoolStudents

2020
High SchoolStudents（内閣府「青少年のインターネット利用環境実態調査」令和 2 年）

Keywords: self-control,

management, self-control, digital devices

。

267.4

200

6:38

Junior High School Students
7 hours 46 minutes

Wake-up Time

Bedtime示すのも効果的。

250

Elementary School Students
8 hours 41 minutes

22:55

Time (min)
300

紙面紹介

Issues I Want to Raise5

15

フレーズ読みは間隔調整が可能。
（0 秒－ 10 秒）

container（容器）34.

food containers

Examples: disposable 2

メーションで追加する順

本文はスピード調整が可能。
（0.5 － 1.5 倍）

EXPRESSIONS
emoji（絵文字）

LESSON 4

2. Miho: We use 1

33: superficial

Tokyo

.

CD-1
(Script p.89)

シャドーイングでスピーキング練習

内容紹介

5

学校用音声 CD（4 枚組）本体 1,800 円（税別）定価 19,800 円（税込）
生徒用音声 CD（1 枚） 本体 500 円（税別）定価
550 円（税込）特長

Les

より効果的に伝えられま

communication,

addiction,

privacy, bullying, sleep, eyesight, limitation

20

Name

The issue you chose

Problems we will haveYousleep / digital behavior（解答例 p.89 参照）

Possible solutions

言う。
25

GRAMMAR COMPASS

sleep / digital behavior

23

2023/10/11 9:20 MS論理表現Ⅲ
2024 MS 論理表現ⅢP19-P30
TB 019-030.indd
Part2.indd
23
232024/01/19
2023/10/11 14:47
9:20

3（解答例）The person you were greatly impressed byHellen Keller
What impressed you most・brought up in a world in which she was unable
to see, hear or speak・dedicated her life to disabled people’s welfare

Warm Up1
1. I have a message for all of you, my classmates.
We depend highly on digital communication. I
think this tendency is not good. Let’s talk more.
I want to talk to you directly, at school, not on ascreen or a phone. Short messages are quick,but they sometimes cause misunderstandings.
Emojis are fun, but they are superficial. We
cannot convey our true feelings. I want to enjoy
talking in person more and understand witheach other more.
2. Many of us know that microplastics are killing

plastic products, such as disposable foodcontainers or straws. We can drink juice without
straws. Of course, PET bottles are useful, but
not necessary. We should bring our own bottles
anywhere we go. We still need to work harder
to give up plastic to save the environment!
2（解答例）
Problems we will have
The amount of time high school students spend
daily on the Internet will increase and may reach
300 hours in the future.
→ addiction, poor face-to-face communication
skills, lower academic performance
Possible solutions

巻末にはリスニング音声のスクリプトやペア対話例，ライティングの解答例を掲載。

・to make our offline life more interesting・to increase opportunities for students to takeunique classes to their liking→ to make students want to learn more
Model

TRUE OR FALSE

1. It is rare to see people reading books on the
train.
2. By reading books, you can always get information

32

MS論理表現Ⅲ TB 088-096.indd 89≪The aspect of the environment≫
・new clothes supplied in Japan every year:
819,000 tons (about 3.53 billion items)[one item of clothing requires ...]→ CO2 emissions equivalent to the production of
225×500 ml plastic bottles→ 11 bathtubs of water・quickly thrown away (low-quality or out offashion)→ in Japan, 510,000 tons of clothing are thrownaway each year

学校用・生徒用音声 CD≪The aspect of labor in developing countries≫
Fast fashion－often associated with the exploitationof labor in developing countries
・a T-shirt priced at about ¥4,200 in developed
countries→ a worker can earn only 0.6% of the price of

学校用音声 CD 収録内容
教科書の内容each T-shirt (¥250)
・workers are forced to work in unsafe conditions→ many have been killed in accidents
Possible solution(s)Warm Up のリスニング問題
Model / Key Text
TRUE OR FALSE
Introduction

・buy only the clothes we really like
→ We should treat them carefully because we may
want to wear them for a long time.
・We should buy clothes produced by companies
ensure fair payment and proper working conditions,

生徒用音声CD 収録内容
付属教材の内容

資料の英文
Give It a Shotなど

リスニングシート音声
確認テスト音声

Model / Key Text
Introduction
資料の英文

Digitalanimals, but few of us try to reduce plastic use
in our daily lives. Now, let’s face this issue. We
use too much plastic. We still use so many

Presentation
2（解答例）The present situation

指 導 用 Data

Lesson 4

サンプルはこちらthat you are looking for.
3. By reading books, you can experience manydifferent things as if you were the character ofthe stories.

関連教材，聞き手を巻き込む。

。

る。

本体 4,500 円（税別）
定価 4,950 円（税込）

environmentally friendly practices.
3（プレゼンテーション例）“18” and “15”. Do you know what thesenumbers indicate? These are the average numberof clothes we buy and throw away per year. With

学校用音声⇒ 増進堂 HP より mp3 データがダウンロード可能（学校用音声 CD を購入された場合のみ）
生徒用音声⇒ 指導書付属 ROM に mp3 データ収録

the spread of fast fashion, we are now able to buy
all kinds of clothes at very low prices. But did you
know that this lifestyle is causing serious problems
around the world? Now, it is the time to stop

学校用音声データ ダウンロード方法

supporting fast fashion and to treat our clothes
more carefully.

学校用音声 CD 送付時に，パスワードを記載した紙を同封しております。

First, let’s face the environmental impact of themassive consumption of clothing. Have a look at
this data. According to the Ministry of the

弊社 HP の音声ダウンロード画面にパスワードを入力すると，mp3 データをダウンロードいただけます。

Environment, 819,000 tons of new clothes are
89

2024/01/26 8:41

33

Work book

本冊 96 頁 本体 700 円（税別）
解答 84 頁 定価 770 円（税込）

B5 判

語彙・表現
語彙・表現の確認問題。語群選択問題や 4 択問題など多様な形式で出題しております。

この 1 冊で教科書の確認から入試対策まで！

文法
教科書の各パートで解説している文法の確認問題。

▶教科書 pp.11-13

教科書の確認) change.

5. The company made () efforts for years to supply high quality products.

4. The cat (5

Needless to say, I read it and was moved by his honesty about writing children’s books.
In the essay he said, “Many people may think writing children’s books is easier than

450 ページ分の文法解説書全データが無料で閲覧可能！

those for adults. I don’t think so. It is true that we use easier words and simpler
a charity concert.

sentences. Therefore, we need to choose each word more carefully. Even though the

When my friends from Mexico visit Japan, ( fail，have，never，they，to ) delicious

same could be said of the story. A story in children’s books doesn’t mean a cheap one. It

教科書のモデル文・資料の英文の内容を確認する 4 択問題。英文や図，グラフの要点を掴む力を磨きます。

novel has less vocabulary, every sentence should be precise, logical and beautiful. The
must be one that stimulates children’s vivid imagination.”
Since I read the essay, James Howes has been the person I respect the most. My

When my friends from Mexico visit Japan,

future dream is to be a kindergarten teacher. If it comes true and I face children, I will

delicious sushi.
( exerts，strength，my brother，his，always，all ) when practicing baseball.

問１

when practicing baseball.

紙面紹介

try to have sincerity with children that James Howe has.

5. 私の兄はいつも全力で野球の練習をする。

Which is true about the blog?

換 The writer liked “Lily’s Journey” very much but she failed to see its movie.

教科書 p.12 の Model を読み，内容と一致するものを選びなさい。

敢 The writer read an essay by the author of “Lily’s Journey” when she was a high

① The speaker admires Saki for not only skating skills but also continuous efforts.

school student.

② Saki is well-known for her appearance that is slim but powerful and muscular.

柑 The author of “Lily’s Journey” hopes to expand children’s vocabulary by his③ When Saki lives in Canada, she is trained as an ice skater for almost a third of a day.

books.

④ The speaker knows how Saki makes her time for studying and gets good scores at

桓 The writer hopes to be honest with children when she writes books in theschool.

future.

Lesson 1

Lesson 1

MS論理表現Ⅲworkbook P002-019.indd 2

2023/12/11 11:46 MS論理表現Ⅲworkbook P002-019.indd 3

関連入試問題2023/12/11 11:46（名古屋外国語大）次の英文を読み，下記の設問Ⅰ，Ⅱに対する最も適当な答えを，それぞれ①～④の中から選び(From the website: Audrey Hepburn Biography)

1. Why did Audrey and her family decide to live in the Netherlands in 1939?
① Audrey was good at dancing and wanted to go to ballet school in the Netherlands.

Belgium.

② Her father was tired from moving between countries and wanted to settle down.

In 1939 the family settled in Arnhem in the Netherlands, where her mother thought it would be③ The Netherlands seemed safer from Nazi invasion than other parts of Europe.

safe from Nazi invasion. However, in 1940, the Netherlands, (a)fell under Nazi occupation until

liberation in 1945. During this time, Audrey went to school at the Arnhem conservatory where she
studied ballet. At one time she considered taking ballet as a career. During the occupation, it was④ Audrey wanted to raise money to support underground groups against the Nazis.

2. Which sentence best describes the situation in the Netherlands towards the end of the war?
① Local people became very violent and they took revenge on the Germans.

said she would often dance in various locations, helping to raise money for the underground② Many people died from hunger and shootings by the Germans were common.

movement.

③ Some Germans secretly took the remaining food to families including Audrey’s.

Towards the end of the war, the occupation of the Netherlands became increasingly inhumane.
After 1944, the Germans took most of the food of the Dutch, leaving many to starve or freeze todeath. Shootings of the local population were common. As a young girl, Audrey saw her uncle and④ Many ballerinas had to change their career to acting because of health problems.

3. What established Audrey as a well known star in Hollywood?
① She was free-spirited and got the role of Holly Golightly in Breakfast at Tiffany’s.

mother’s cousin shot in the street by the Germans.

② She was chosen as a Princess of Rome by a journalist called Gregory Peck.

After the war, Audrey went to London where she continued to practice ballet. She had great③ She played a minor role in a play called Gigi, which was a great hit in the West End.

talent, but lack of food during the war meant that she was unable to become a really great(b)seek work as an actor.

After several minor roles in films, Audrey

was chosen to play Gigi, the lead role in a hit West End play. She was given an award by the④ She was discovered by a director who was looking for an actor to play a princess.

4. What activity was Audrey mainly involved in after 1967?
① She visited many poor countries and reported to the world about poverty.

theatre world for the best debut performance. She was spotted by director Wlliam Wyler, who was② She went camping with children from Ethiopia, South Africa and Somalia.

producing the film Roman Holiday, and he felt the innocent beauty of Audrey Hepburn would③ She worked hard for campaigns to improve the conditions for child actors.

make a perfect choice for the Princess, who spends a day in Rome in the company of a journalist(Gregory Peck). The film was a great success, and established her place in Hollywood.

④ She traveled around the world with her family and never acted in movies.

5. What did Audrey tell the world after she came back from South America?
① UNICEF was ignoring the horrible state of street children.

had a natural beauty and elegance. She also had an aura of childlike innocence which portrayed a② UNICEF built schools in South America, but not in other areas.

natural charm and humour.

③ UNICEF provided water systems and materials to build schools.

In 1961, Audrey played one of her most (d)demanding roles, the free-spirited Holly GolightIy in④ UNICEF believed in miracles but people should help themselves.

Breakfast at Tiffany’s. Her performance was one of the most noted roles of the 1960s. The film hasretained an enduring popularity to this day.
From 1967, after 15 years in film, Audrey acted only occasionally. She spent more time with herfamily and also worked with UNICEF. She was (e)appointed as a special ambassador to UNICEF

and became actively involved in campaigns to improve conditions for children around the world. In
1988 she visited a camp for children in Ethiopia.

On seeing the poverty and starvation she

remarked:“I have a broken heart. I feel desperate. I can’t stand the idea that two million people are in
imminent danger of starring to death, many of them children...”She also visited street children in South America and was appalled to see children living in such
miserable conditions. She later reported to Congress how UNICEF had been able to make adifference:

指 導 用 Data

The enduring popularity and appeal of Audrey Hepburn can be (c)attributed to many factors. Sheを閲覧できますI According to the passage, choose the best answer.

関連教材

father’s job as an insurance agent meant the family often moved between England, Holland and

QR コードで教科書本文

After returning from Somalia in 1992, Audrey Hepburn developed cancer. The disease proved to
be untreatable, and in January 1993 she died in Switzerland aged 63.

なさい。

ballerina, and so decided to3with bricks and cement provided by UNICEF.”

Audrey Hepburn was born to an English father and Dutch mother in Belgium in 1929. Her

大学の入試問題を実践

内容理解

After I entered high school, I found an essay by James Howe in a newspaper.

It seems like1

QR コードで詳しい解説を閲覧できますgirl.

my younger days.

sushi.

トピックに関連した国公立・私立④ was brought up

You are a high school student studying in the U.S. and you have found a blog by a high school.

4. メキシコの友人が日本を訪れるとき，彼らは必ずおいしい寿司を食べる。

関連入試問題④ was laughed at③ is being brought“Lily’s Journey” was one of my best memories of my childhood that added brightness to

It seems like ( to，is，organize，willing，he ) a charity concert.

2② was brought

thrills. It was made into a movie about ten years ago, and of course, I went to see it.

3. 彼は慈善コンサートを計画する意志があるようだ。

挑戦④ got arrested③ was laughedaround the world. I still remember that its story gave me a lot of excitement and

The author is3② laughed at) by my grandfather.

responding to your e-mail.
The author is ( to，looked，by，young readers，up ).

教科書④ got firing“Lily’s Journey.” It is a novel written by James Howe. It’s about a girl who travels( for，I，in，my，apologize，delay ) responding to your e-mail.

共通テスト形式のオリジナル問題に③ gets arrested

What children’s books did you often read when you were little? My favorite was）内の語（句）を並べかえて，日本語に合う文にしなさい。ただし，文頭にくる語も小文字にしてある。

2. その作家は若い読者から尊敬されている。

共通テスト対策③ got fired② got arrests① brought up) annoying.

1. あなたのメールへの返事が遅れたことを謝罪します。

＋② gets firing① laughed) person like her.

modest / delivered / extremely / aired / ceaseless / climate

英文の内容を確認) because he didn’t work hard.
) for stealing groceries from the shop last night.
) by little kids in the park this morning.

3. I (

4. I have never met a (（）
内に当てはまる語（句）
を①～④のうちから 1 つ選びなさい。
① gets fired

2. She (① get arresting

6. Bugs flying around your face are (2（

1. The man (文法) on TV.

3. We do need to have discussions about (レッスンで学習した語彙・表現・▶解答 p.1）に入れなさい。

) a speech bravely.

2. A new program was (II Choose the word(s) that can best replace the underlined word(s).
1.

(a)fell under:① refused2.

(b)seek:① look for3.

(c)attributed to:① concluded by

4.

(d)demanding:① satisfying

5.

(e)appointed:① replaced“I saw tiny mountain communities, slums, and shantytowns receive water systems for the first② experienced③ realized④ enjoyed② look after③ take up④ takeout② explained by③ rejected by④ questioned by② confusing③ challenging④ boring② considered③ found④ chosen＜教科書の英文＞

time by some miracle ̶ and the miracle is UNICEF. I watched boys build their own schoolhouse4

Lesson 1

Lesson 1

MS論理表現Ⅲworkbook P002-018.indd 42023/03/02 10:44 MS論理表現Ⅲworkbook P002-018.indd 5

3

Listening Project

リスニング演習

2023/03/02 10:44

対話文とその内容に関する質問を聞き，答えとして最も適当なものを選び，○で囲みなさい。

1. A She has heard of the movie’s title but hasn’t seen it.

次のイラストについて，A ～ C の 3 つの英文が読まれます。イラストの内容を表す英文としてB She doesn’t like the movie’s music.

最も適当なものを選び，〇で囲みなさい。

1.

5

Digital1

C She was impressed by the beautiful images and music in the movie.
2.

2. A Because his daughter does things that she doesn’t need to do.
B Because his daughter asked him to do something she should do.
C Because his daughter forgot to drink water.
3. A Because his ancestor was successful at climbing the mountain.
B Because his descendant was successful at climbing the mountain.

B

A

トピックに関連したリスニング問題

C

A

B

C Because his relative was successful at climbing the mountain.

C

4. A Tell the woman what the actor said.
3.

4.

B Watch his favorite movie with the woman.
C Take the woman to the college.

に挑戦

5. A Because he didn’t practice for the competition.
B Because he felt he was not ready yet.
C Because he forgot when the competition was.
B

A

2

C

A

B

C

対話文を聞き，それに対する応答として最も適当なものを選び，○で囲みなさい。

1. A

B

C

2. A

B

C

3. A

B

C

4. A

B

C

4

スピーチを聞き，その内容に関する質問について，答えとして最も適当なものを選び，○で囲みなさい。

1. Where did the speaker become friends with Mia?
A In Spain.
B In junior high school.
C In high school.
2. What is Mia’s dream?
A To compete in the national championships.
B To win a local competition.
C To show the Japanese sports to the world.

634内から適切な語を選び，（

1. He (

Lesson 1

MS論理表現Ⅲworkbook P002-019.indd 6

内容紹介

1
2
3

4

1 A Person I Respect

Lesson1

特長

1 レッスン見開き 3 ページ構成で，教科書の確認から入試対策までできるワークブックです。
各レッスンのトピックに関連した読解問題・リスニング問題を豊富に収録しており，多様な問題に取り組む
ことで「読む」「聞く」の力を鍛えます。

Lesson 1

2023/12/11 11:46 MS論理表現Ⅲworkbook P002-019.indd 772023/12/11 11:46

35

共通テスト対策

関連入試問題レッスンのトピックに関連した内容のワークブックオリジナルの読解問題。

レッスンのトピックに関連した大学入試問題。

特長
内容紹介

プレゼンテーション用スライドの空 所を埋 めるなど要 点を把 握
する問題。

紙面紹介
関連教材

リスニング演習
イラスト描写や簡単な対話，モノローグなどさまざまな形式に対応したリスニング問題。

QR コードで音声を聞く

指 導 用 Data

ことができます。

複数の意見文を読んで，主張する
内 容 の 趣 旨 や 相 違 点 を 読 み 取る

Digital

問 題。

講義を聞いてメモの空欄を埋めるなど，共通テスト対策の問題も収録しております。

36

37

データ ROM 紹介

授業サポート

指導書付属 ROM

■題材背景資料集■生徒用音声 CD データ（mp3）

レッスンのトピックの背景知識をまとめた資料データ。

生徒用音声 CD に収録されている音声データ。

MAINSTREAM English Logic and Expression Ⅲ■遺伝子組み換え食品について
日本は遺伝子組み換え食品に対して非常に厳しい検閲を行っています。2011 年に日本国内での販売が初めて認められた遺伝子組み換え食品の「レインボーパパイヤ」は，審査が通るまでにおよそ 10 年も要しました。パパイヤに壊滅的な被害をもたらすウイルスに対する耐性を持ったこの品種は，入念に人体と自然への安全性に関する検証が行われ，ようやく日
本でも食べられるようになったのです。
このように非常に厳しい日本とは裏腹に，大量生産と大量消費が繰り返されるアメリカでは，遺伝子組み換え食品は非
常に身近な存在です。アメリカで生産されるトウモロコシや大豆といった食品や，衣類に使う綿の約 90%が，何らかの目的で遺伝子が組み換えられたものであり，比較的安価で手に入れることができます。それに対して遺伝子組み換え食品を用いないオーガニック食材を専門とするスーパーマーケットも多数あり，消費者はどちらの食品を選ぶべきか自分で決めることができます。
アメリカでは，大量消費に応えるために遺伝子組み換え食品の検査が他国と比べて早いことが知られています。そのため，十分な検査がなされているかどうか疑問を抱く人も多くい■ Reference 補充問題

語彙・表現・文法・教科書の英文読解の確認問題。全レッスン分収録。

実践レッスンの各資料の確認問題。

MAINSTREAM English Logic and Expression Ⅲ

MAINSTREAM English Logic and Expression Ⅲ

１QR 音声確認テスト

Lesson 13 Global and Local Food Problems

Class:

Number:

５ 次の英文を読んで，下の問いに答えなさい。
/100）内を補いなさい。(Listen to English and fill in the blanks.)<5 点×4>) at university. I’d like to learn about GMOs,

genetically modified organisms, and make strong crops that can grow fast in any place.
A: I heard a new form of technology called genome editing is safer than genetic (),

soyou might also want to learn about it.
) like these could make a big difference in the world, so I have to work hard!

２ 次の日本語を英語に，英語を日本語にしなさい。英語は( ) 内の文字で始めること。
(Translate English into Japanese and Japanese into English.) <4 点×8>

飢餓 (s)
収穫量 (y)imported
insecure

(2)
(4)
(6)
(8)

貿易 (t)
農業の (a)drought
domestic

３ 次の英文の( )内に入る語として正しい方を○で囲みなさい。

<4 点×4>（Choose the appropriate words.）(1) We have to consider about dependence ( on / to ) imported food in Japan.
(2) Owing ( for / to ) GM crops, people produced in an easier way.
(3) The food self-sufficiency is low in ( terms / sum ) of meat and eggs.
(3) Older farmers want young people to engage ( with / in ) farming.
<4 点×3>, what would you do?

①( malnutrition / is / a global challenge, / as starvation / and / Zero Hunger / are / worsening ). Highfood productivity by using modern science and technology will always be needed to provide more foodto an expanding hungry population.
Looking back, after long years of ( ② ) in breeding, humans acquired genetically modified
organisms. Some GM crops are strong against pests, and others grow faster or in a severe environment.
Owing to them, people produced greater crop yields in an easier way. However, some were worried about
their safety and influence on the environment.
A ③(
)(
)(
) called genome editing was developed recently. It is expected tobe put into practical use quite soon. This new method is said to be safer. We might be able to get various( ④ ), marine, and livestock products with desirable qualities in a way that is closer to the naturalprocesses in which they are produced. Researchers have already succeeded in making rice with bigger
grains that can resist drought. Bigger-sized sea bream have been engineered as well. Provided theirsafety is double-checked, these genome-edited foods could help solve the food shortage problem.
Thus, scientists ⑤()()() to better food production in quantity and quality. We
should always advance science and technology to solve various food problems.

2

For a More Diverse and Inclusive Society
Class

Number.

Name:・Reference ➌ (P.15)(1) 空所（ ① ）に「飢餓や栄養不良が悪化しており，ゼロハンガー(飢餓をゼロに)は世界規模の課題です。
」という意味になる英文を 6 語で書きなさい。
（Translate the Japanese into English in six words.）<5 点>①
you can enjoy seeing animals eating(2) 空所（ ② ）・（ ④ ）に入るべき語句を，ア～エから１つずつ選び，記号を○で囲みなさい。
（Choose the appropriate word to each.）<5 点>② ア livestock
イ safeウ research
エ improvements④ ア global
イ agricultural ウ economic
エ local(3) 下線部③，⑤の（）内にあてはまる語句を書きなさい。
（Put the words in the right order.） <5
点×2>③ A
it’s uncomfortable to be observed bycalled genome editing was developed
recently.
⑤ Thus, scientists
if there are people or not at
to better food production in quantityand quality.

② the rate of female managers in Japan is the lowest in the graph③ there is no country in the graph whose rate of female workers is under 40%④ Japan’s rate of female lower-house members lowered in 75 years

レッスンの内容に関連したリスニング
問題に取り組むためのシート。

各レッスンのモデル文や資料の英文を穴 教科書の補充として取り組める活動
埋め形式にしたディクテーション用シート。 用のワークシート。

■活動用ワークシート

MAINSTREAM English Logic and Expression Ⅲ

Lesson 13

Name:

Global and Local Food Problems

1. クラスメイトが，ドイツに留学していたときの出来事について話しています。話を聞き，そLesson 13
Class:

Global and Local Food Problems
Number:To achieve Zero Hunger, one of the SDGs, what we can do? Think about what we
can do or they should do at home, in schools, in companies, and in the country. Write
down your opinions and share them with your partners.

Name:), as starvation and malnutrition are worsening. High food・School・

an expanding hungry population.

・Company

Looking back, after long years of improvements in breeding, humans acquired (2.

→). However,・Country

A newer technology called genome editing was developed recently. It is expected to be put into
(4.

・
Home

with bigger grains that can resist drought. Bigger-sized sea bream have been engineered as well.

・
SchoolProvided their safety is double-checked, these genome-edited foods could help solve (5.

・
・
・

).
Thus, scientists have been contributing to better food production in (6.
should always advance science and technology to solve (7.

・・natural processes in which they are produced. Researchers have already succeeded in making rice). We

Company・・).

・Country

・
・

38

１文読み

■教科書画像データ
教科書の写真やイラストの画像データ。

2.(

F

)

3.(

T

)

カラオケ読みlives in Canada with her family.
ForSakiMore Information
The speaker hopes that Saki will win thenext all-Japan competition.

音声
PREVIOUS PAGE

１

2

3

解答非表示

1

2

3

解答を非表示■本文・訳例■観点別評価規準案

教科書のテキスト及びモデル文や資料内の英文の訳例データ。

観点ごとに評価案を記入したデータ。

■観点別評価ポイント■教科書紙面 PDF

評価ルーブリックや評価方法の例をまとめたデータ。

■単語・連語リスト■ Can-do リスト

訳付き単語・連語データ。

英文やその他の素材で「何ができるようになるか」を記したリスト。

■リスニングスクリプト
教科書に英 文が掲載されていない音声（TRUE OR
FALSE など）のスクリプト。

■ワークブック文字データ
本誌及び解答編のテキストデータ。

■解答一覧■ワークブック音声データ（mp3）

教科書の設問に対する解答一覧データ。

リスニング問題に使用する音声データ。

■授業計画案■ Google Forms

・Your friends’ idea

) quite soon. This new method is said to be safer. We might be able to get various

agricultural, marine, and livestock products with desirable qualities in a way that is closer to the

1

)

・

some were worried about their safety and influence on the environment.

→・・). Some GM crops are strong against pests, and others grow faster or in a severe→・

productivity by using modern science and technology will always be needed to provide more food toenvironment. Owing to them, people produced greater crop yields (3.
A.

・・Zero Hunger is (1.

TResearchers have already succeeded in making rice with bigger grains that can resist
drought. Bigger-sized sea bream have been engineered as well.

・
Home

p. 64
④

1.(

qualities in a way that is closer to the natural processes in which they are produced.
one of her friends in her junior high school.

Your opinion○ 音声を聴いて空所に英語を書き取りましょう。

③

be put into practical use quite soon. This new method is said to be safer. We might beable to get various agricultural, marine, and livestock products with desirable
Saki, whom the speaker respects most, is

教科書を使った授業の年間計画と各レッスンの指導計画案。

教科書内容に準拠した Google Forms を収録。

■文法書データ
教科書の文法を含む詳しい解説書 pdf データ。

39

Digital■ディクテーションシート

②

A newer technology called genome editing was developed recently. It is expected to

その他サポート■リスニングシート①

普通読みon the environment.

According to the Reference ❸ and the graph,.
① the rate of female workers and female managers are both low in Japan

.

の内容を表した四つのイラスト(①～④)を，出来事が起きた順番に並べなさい。

ディクテーション

Reference ➌について、空所に適するものを①～④のうちから１つ選びなさい。

like that.

Lesson 13 Global and Local Food Problems

Looking back, after long years of improvements in breeding, humans acquired
genetically modified organisms. Some GM crops are strong against pests, and others
grow faster or in a severe environment. Owing to them, people produced greater crop
yields in an easier way. However, some were worried about their safety and influence

設問 / 解答▶

シート

Number:

論理・表現Ⅲでは書籍としての販売はなく，ROM デー
タのみとなります。教科書の書き込み欄を広く設けており，ワークシートとしてご使用いただけます。

Expressions

指 導 用 Data

４ () 内の語を並べかえなさい。
（Rearrange the words.）(1) ( a lot of / had / supposing / time / you ), what would you do?
Not knowing the way(2) He must be kind; ( he / have / helped / her / wouldn’t / otherwise ) like that.
Having watched the movie before(3) ( the forest / their support / forever / would / lost / be / without / , ).
heard some girls talking about

Class:◀本文

High food productivity by using modern science and technology will always be needed
to provide more food to an expanding hungry population.

関連教材

)?

We have to do something to fill their empty stomachs.
B: Yes. I agree. That’s why I decided to study (Lesson<20 点>（Read the passage and answer the following questions.）

Name:

A: Do you know that about 800 million people suffer from a chronic shortage of food and (

(1)
(3)
(5)
(7)

持続可能な開発目標

紙面紹介■書き込み活動ノート（ROM データのみ）■確認テスト

B: That’s right. (◀フラッシュカード

SDGs= Sustainable Development Goals

Zero Hunger is a global challenge, as starvation and malnutrition are worsening.

テスト

１ 英語を聞いて，（

定着レッスンのフラッシュカード・本文・設問 / 解答，実践レッスンの英文・グラフ・写真などのスライドを種類ごとに収録。音声データもスライド内に配置されています。

内容紹介

充実したデータが授業をしっかりサポート。

■指導用 PowerPoint特長

Lesson 13 Global and Local Food Problems■英文エッセイの書き方「起承転結」と言う四字熟語は聞いたことがあると思います。始まりの「起」，それを受ける「承」，そこから展開する「転」，そしてシメの「結」からなる４段構成のことを言い，小説から４コマ漫画まで様々な物語が「起承転結」で構成されています。普段よく耳にするこの構成ですが，英文のエッセイでは違った構成で書くことが求められます。
英文エッセイでは，事実と意見をはっきりさせ，また区別することが大切とされています。導入部（Introduction）で自分の意見を主張し，展開部（Body）でその意見の裏付けとなる事実を述べ，結び（Conclusion）で改めて意見を述べるというパターンが多く見られます。「起承転結」との大きな違いは，結びにむけて話をふくらませるのではなく，事実を意見でサンドイッチのようにはさむという構造にあります。
事実を述べるときは，読解する上で目印となる副詞や接続詞がよく用いられます。First,
Second, Third… などの言葉を用いてひとつずつ述べたり，According to… で文を始めてデータや発言の引用をしたり，For example… と言って例を挙げたりします。このような言葉
はエッセイを読み解く上でも目印になるので，上手に活用することですっきりとした英文を組み立てることができます。シンプルな文章を心がけることで，結果的に伝わりやすい英文となります。難しい単語や表現を使うよりも，パッと見て構造が分かりやすいような英文を書くことを心がけましょう。
よくエッセイを書くときの疑問点として挙げられるのは，導入と結びで書く内容が同じになってもいいのか，ということです。極論を言えば，同じでも問題はありません。しかし，日本語でも英語でも，何度も同じ単語や文章を使用するのはなるべく避けたほうが良いとされているので，導入と結びでは，内容がほぼ同じでも表現を変えることが望ましいのです。
導入部が，これから何について書くのかを端的に自身の主張とともに提示する，という性格のパラグラフであるのに対し，結びは，展開部の具体例や事実を受けて，そこから自分の主張の根拠をまとめる，という性格を持つパラグラフであることを意識しましょう。そうすると，自ずと同じ主張を書くとしても表現に違いが出るのではないでしょうか。

確認テストリスニングシート

テスト中の QR
コードから聞くことができます。
MAINSTREAM
EnglishLogic and Expression
Ⅲ

１QR 音声  外国人観光客が，日本で観光していたときの出来事について話をしています。話を聞き，その内容を表した四つのイラスト ①～④ を，出来事が起きた順番に並べなさい。

Lesson 1 A Person I Respect
Number:
Name:

確認テスト
Class:         

/100




２ 次の英語は日本語に，日本語は英語に直しなさい。
（Translate the English into Japanese or Japanese into 点×!

(2)
(4)
(6)
(8)






extremely
ceaseless
エネルギッシュな
細身の 点×!

ウ have a look at

エ look ahead(2) 次の会議には必ず出席してください。
Never (

イ give up

ウ end up

エ far from

(3) 彼は避難所にいる人々を手助けすることをいとわない。
He ($           →           →           →           

ウ is willing to

教科書の内容と関連したリスニング問題を収録。外部試験やエ is eager toDigitalイ can’t afford to

共通テスト対策，また定期テストの素材として利用できます。

) help people in emergency shelters.

ア doesn’t mind) attend the next meeting.

ア fail to)?

イ look up to③               ④

指 導 用 Data

ア look down on(1) 尊敬する人はいますか。
Do you have anyone to (３ 次の空所に当てはまるもっとも適切な語（句）を選択肢から選び、記号で答えなさい。（Choose theappropriate word(s) in each sentence.）



関連教材

modestimprison～を放送する～を発揮する

紙面紹介

English.）内容紹介①               ②１ 英語を聞いて，（  ）内を補いなさい。
（Listen to English and fill in the blanks.）
 点×!
I (   
) Audrey Hepburn. She was a world-famous movie star. Everyone knows she(    ) in great movies like Roman Holiday and My Fair Lady, but did you know she was a
UNICEF member? In the (     ) part of her life, she supported (     ) children in Africa,
South America, and Asia. I respect her so much for that.

(1)
(3)
(5)
(7)

(4) さらに，彼女はフランス語も話すことができます。
(), she can speak French as well.
ア Eventually

イ Moreover

ウ Effectively

エ Therefore（Arrange the words in parentheses in the proper order.） 点×!
４   内の語を並べかえなさい。
(1) The idea of the students ( the new rules / the school / got / of / into / adopted ) .
The idea of the students                          .
(2) The cherry tree in the school ( someone / down / by / cut / was ) last night.
1 ページ目ではディクテーション・語彙・表現・文法に関する問題，
The cherry tree in the school             last night.
2 (3)ページ目では教科書の英文を使った読解問題に取り組みます。
( looked / that movie / to / the release / of / forward / is ) by many fans of the actor.
            by many fans of the actor.

40

特長

リスニング問題の音声は学校用音声 CD に収録されているほか，

音声は学校用音声 CD または，シート中のQR コードからも聞くことができます。

41

MAINSTREAM English Logic and Expression Ⅲ

MAINSTREAM English Logic and Expression Ⅲ

ディクテーションシート

書き込み活動ノート

Lesson 1 A Person I Respect
Number:Name:

Lesson 1 A Person I Respect○音声を聴いて空所に英語を書き取りましょう。

内容紹介



教科書 ▶ p. 11
SpeechYou are going to make a speech on the topic “A person I respect.”
1. Do you have anyone you respect? Write the names of people whom you look up to.
Also, give reasons.
Genre
Name
Reason(s)特長Class:

Lesson 1

p. 12
Do you have anyone you respect? I have some people I respect deeply, but the person I respect
most is Saki, a friend of mine in my junior high school. Saki is an ice skater who sometimes appears
Have you ever seen her skate?

She looks slender and tender; her

performance is elegant, energetic, and exciting.

論理・表現Ⅲは ROM データのみの収録となります。教科書の紙面紹介

in competitions aired on TV.

書き込み欄を広く設けたワークシートです。

  Most people get attracted only by her skating, but what she should be (1.         )most for is her ceaseless efforts. Since she was a junior high school student, she has lived alone in

関連教材

Canada for almost a third of a year for her practice. While she lives there, (2.               ). She practices ice skating for six hours a day whether she is in Japan or in Canada.
Moreover, she never fails to study school subjects hard, always ranking in the top 10 percent.
(3.            ) she studies so hard.

指 導 用 Data  Now, she is practicing for the next all-Japan competition. I really hope she will exert all her
strength and win the championship.

Do you know anyone who is as amazing as Saki?

(4.                 ).

Digital

Hints
Genre: celebrity / sports player / friend or relative / teacher or adviser / great person inhistory etc.
Examples of reasons:do not give up in spite of hardships / always think of others / listen to others / bewilling to help others
be respectful to others / be positive about ～’s job / be responsible for ～can apologize for ～’s own fault / keep [never break] ～’s word
モデル文や資料の英文のディクテーションに取り組めるワークシートを収録しました。
リスニングの練習に最適です。
42

43

ワークブック文字データ

題材背景資料集

MAINSTREAM English Logic and Expression Ⅲ

MAINSTREAM English Logic and Expression Ⅲ

Lesson 1 A Person I RespectLesson 1 A Person I Respect

1.       内から適切な語を選び，（ ）に入れなさい。
1. He (    ) a speech bravely.
3. We do need to have discussions about (    ) change.
4. I have never met a (    ) person like her.
5. The company made (    ) efforts for years to supply high quality products.
6. Bugs flying around your face are (    ) annoying.

2. （ ）内の語（句）を並べかえて，日本語に合う文にしなさい。ただし，文頭にくる語も小文字にしてある。
( for，I，in，my，apologize，delay ) responding to your e-mail.
responding to your e-mail.
2. その作家は若い読者から尊敬されている。

関連教材

1. あなたのメールへの返事が遅れたことを謝罪します。

紙面紹介

modest / delivered / extremely / aired / ceaseless / climate■どんな人が「尊敬する人」？
このレッスンでは，「尊敬する人」をテーマにスピーチを行います。いざ「尊敬」と言われると，いったいどのような人について話してよいのか，分からなくなってしまう人も多いのではないでしょうか。偉大な功績を残した人や，社会に大きな影響を与えた人を挙げなければならないと思い悩んでしまう人もいるかもしれません。
「尊敬する人」がすぐに思いつかない場合は，まず「尊敬」が「どういった気持ちなのか」か
ら順番に考えてみるとよいでしょう。ある辞書によると，「尊敬」とは，「他人の人格や行いの素晴らしさに感じ入り，頭を下げるような，仰ぎ見るような，見習いたく思うような気持ちのこと」を意味するようです。この意味から考えると，「尊敬する人」とは，皆さん自身が「すごい！」と感じた人や，この人が自分の人生にいてくれてよかったと思う人，自分が目指すべき姿として心に残っているような人，と言い換えられそうですね。
また，「尊敬」は自分自身の心から生まれる気持ちであり，他の人の考えや評価は必ずしも重要ではない，というのも大切なポイントかもしれません。つまり，
自分が「すごい，この人が自分の人生にいてくれてよ
かった，この人を目指したい」といった気持ちを感じてさえいれば，その人が世間には知られていないごく普通の人であったり，完璧でなかったりしても，「尊敬する人」になりえるのです。

内容紹介

2. A new program was (    ) on TV.

特長

教科書 ▶ pp. 11-13 解答 ▶ p. 1

■高校生が「尊敬する人」
 「尊敬する人」について考える際には，他の人がどのような人を尊敬しているのかも参考になるでしょう。2022 年に行われた LINE リサーチの調査結果によると，高校生が尊敬する人の割合は以下のような結果となりました。
（複数回答）.

The author is

男子高校生

母親

30.8%

友達

25.9%

2

歌手・音楽アーティスト

29.3%

スポーツ選手

21.7%

3

友達

28.6%

歌手・音楽アーティスト

20.1%

4

先輩・後輩

25.7％

先輩・後輩

19.5％

When my friends from Mexico visit Japan, ( fail，have，never，they，to ) delicious

5

アイドル

24.3％

YouTuber/Vtuber

17.3％

sushi.

6

YouTuber/Vtuber

19.7％

母親

17.0％

When my friends from Mexico visit Japan,7

父親

15.9％ 父親

15.9％

delicious sushi.

8

俳優・女優

14.2％

歴史上の人物

15.6％

9

学校の先生

12.7％

学校の先生

14.5％

10

作家・小説家・漫画家

9.9％

作家・小説家・漫画家

9.2％

It seems like ( to，is，organize，willing，he ) a charity concert.
It seems likea charity concert.

4. メキシコの友人が日本を訪れるとき，彼らは必ずおいしい寿司を食べる。

5. 私の兄はいつも全力で野球の練習をする。
( exerts，strength，my brother，his，always，all ) when practicing baseball.
when practicing baseball.
ワークブックのテキストデータです。このまま活用することはもちろん，

 高校生の間では，家族や友達といった身近な人や，スポーツ選手，芸能人といった人を尊敬す
教科書で扱うトピックについての背景知識を補完できる生徒用のテスト作成の際にも役立ちます。

資料集を収録しています。活動前のインプットにも活用できます。

Digital1

3. 彼は慈善コンサートを計画する意志があるようだ。

44

女子高校生

指 導 用 Data

The author is ( to，looked，by，young readers，up ).

る人が多いようです。皆さんが尊敬するのはどのような人ですか。

45

MAINSTREAM English Logic and Expression Ⅲ

Lesson 1

本文・訳例

文法書データp. 12
Model 特長

  Do you have anyone you respect?

I have some people I respect deeply, but the person I respect most is

Saki, a friend of mine in my junior high school.

Saki is an ice skater who sometimes appears in competitions

aired on TV.

She looks slender and tender; her performance is elegant,

Have you ever seen her skate?

energetic, and exciting.

内容紹介  Most people get attracted only by her skating, but what she should be looked up to most for is her ceaselessefforts.

Since she was a junior high school student, she has lived alone in Canada for almost a third of a year

for her practice. While she lives there, she does everything for herself.
a day whether she is in Japan or in Canada.

Moreover, she never fails to study school subjects hard, always

I wonder when she studies so hard.

  Now, she is practicing for the next all-Japan competition.

紙面紹介ranking in the top 10 percent.

She practices ice skating for six hours

I really hope she will exert all her strength andwin the championship. Do you know anyone who is as amazing as Saki? Thank you for listening.

関連教材

＜訳例＞
 あなたには尊敬する人がいますか？私には心から尊敬する人が何人かいますが，最も尊敬している人は，私の中学校の友人の 1 人である紗季です。紗季はアイススケートの選手で，テレビで放送される大会にときどき出場しています。彼女がスケートをするところを見たことがありますか？彼
女は細見で優しい印象ですが，優雅で，エネルギッシュで，ワクワクする演技を見せてくれます。
 ほとんどの人は彼女の滑りだけに引きつけられますが，彼女の最も尊敬されるべき点は，その絶え間のない努力です。彼女は中学生のころから，1 年のほぼ 3 分の 1 は，練習のためにカナダで一人暮らしをしています。そこに住んでいる間は，彼女は自分のことは全て自分でやっています。日本にいてもカナダにいても，1 日 6 時間，アイススケートの練習をしています。その上，彼女は学校の勉強をおろそかにしたことは一度もなく，常に上位 10 パーセントに入っています。あんなに勉強する時間がいったいいつあるのでしょうか。
 今，彼女は次の全日本大会に向けて練習しています。彼女が力を出し切って，優勝することを切に願っています。あなたも紗季のようにすばらしい人を知っていますか？ご清聴ありがとうございました。

指 導 用 Data
Digital

EXPRESSIONS
air + 名 （名を放送する）
slender （細身の）energetic（エネルギッシュな）
ceaseless（絶え間のない）
never fail to + 動 （必ず 動 する）
exert + 名 （ 名 を発揮する）
TRUE OR FALSE
1. (  ) 2. (  ) 3. (  )46

高校で習う英文法の詳しい文法解説書（450 ページ分）の pdf データを収録
教科書の本文・語彙・表現などのテキストデータ

しています。

および訳例が収録されています。
47

※教科書に記載のある部分は「本文・訳例データ」を参照ください。

教科書紙面 PDF データ / 教科書画像データ



リスニングスクリプト 1）
リスニングスクリプト（Lesson /HVVRQ                                                                

おります。

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特長

教科書で使用されている写真やグラフの jpg ファイルや教科書紙面の pdf データを収録してOLNH 5RPDQ+ROLGD\DQG 0\)DLU/DG\EXWGLG\RXNQRZVKHZDVD81,&()PHPEHU",QWKHODWHUSDUWRIKHU
Les

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2

Check!

□ Study what an inclusive society is and how it could be realized.

Tokyo, May 10, 2021(Jiji Press) — A growing number of schools in Japanare making their uniforms gender-neutral so that students are not forced todress according to their sex at birth.
Many schools have introduced pants for girls' uniforms. A junior highschool in Hyogo Prefecture, in the western part of Japan, made a jacket andpants its standard uniform for both boys and girls, starting this school year
from April. Those hoping to wear skirts can choose a skirt version of the uniform.
Female students who chose skirts slightly outnumbered those who did not, but pants have been accepted
naturally. They allow girls to move around more easily and give them a sense of security for not having toshow their legs.
"Schools are a microcosm of society. Bearing in mind changes in the times and circumstances, we came up
with a uniform that can be worn by both boys and girls," said the principal of the school.

5□ Make a speech about a society in which everyone can live comfortably.

Introduction
It is said that we live in an age of

EXPRESSIONS

diversity. However, is it true that people

5disabilities（障がい）
from the viewpoint of ～（～の視点から）

outnumber + 名（名より数が多い）

microcosm（縮図）,ORRNXSWRDSURIHVVLRQDOVKRJLSOD\HU)XMLL6RWD2QHUHDVRQLVWKDWWKRXJKKHLVVWLOOTXLWH\RXQJKHKDV
ZRQVRPDQ\JDPHVVRIDU$QRWKHUUHDVRQLVWKDW,P\VHOISOD\VKRJLDQGEHLQJOLNHKLPLVP\JRDO  /DVWEXWQRWOHDVWKHLVDOZD\VFDOPDQGPRGHVWWKRXJKKHLVH[WUHPHO\VWURQJ,NHHQO\IHHOKHZDQWVWREHVWLOOEHWWHUWKDQKHLVQRZLESSON 2

LESSON 2

live comfortably? Maybe we should study

10

diversity（多様性）

with physical disabilities, for example, can

School Uniforms Becoming Gender-Neutral in Japan2bear in mind ～（～を考え合わせる）

more seriously about the society we live in from the viewpoint ofminorities so that everyone can lead a comfortable life.

countries. It can easily be seen that the rate of female managers is very low in Japan compared to othernations.
Proportion of Working Women and Women Working in Managerial Positions

we can drop prejudice or stop discrimination, and how we can realize an inclusive society for anyone with(％)

different abilities.

50

60

51.8

40

1

20

Universal Design of Buildings in Japan: Who Are the Assumed Residents?
There is an old saying: “A manʼs home is his castle.” The

10
0
15

47.7
47.2
47.0
46.7
46.6
45.9
44.8
42.0
42.3
41.1
40.0
37.2
36.8
34.0
28.1

13.3
Japan

39.6

SwedenUSA
FranceNorwayUK

Female Lower-House Members in Japan
75 years ago
2021

53.0
38.3
24.9

15.6
Germany
Singapore
Philippines
Australia
Korea
Malaysia（ILO “ILOSTAT” 2019, 2020 年の値より作成）

ideal condition would be that a personʼs home should be

39 people（8.4%）
46 people（9.9％）

Proportion of Women in Parliamentin Each Country
Average 25.5%（record-high）
Japan
ranked 166 / 193 countries（International Parliamentary Union, “Women in National
Parliaments,” 2021）

Also, the rate of female lower-house members, that is 9.9 % as of January 1, 2021, is very low, ranking

suitable from ʻcradle to grave.ʼ However, many people are166th out of 193 nations in the world.

20

forced to leave their homes as they lose their abilities,

S758(25)$/6(!6DNLZKRPWKHVSHDNHUUHVSHFWVPRVWLVRQHRIKHUIULHQGVLQKHUMXQLRUKLJKVFKRRO
MAINSTREAM English Logic and Expression Ⅲ

6DNLOLYHVLQ&DQDGDZLWKKHUIDPLO\7KHVSHDNHUKRSHVWKDW6DNLZLOOZLQWKHQH[WDOO-DSDQFRPSHWLWLRQ※教科書に記載のある部分は「本文・訳例データ」を参照ください。
is 120th out of 156 nations.

20

the idea of Universal Design or UD, a design that can beused by all people, to the greatest extent possible, without

Study other problems concerning minorities, such as racial/sexual/religious discrimination, poverty,

the need for adaptation or specialized design. According to

the physically/mentally challenged, sexual/power/academic harassment, bullying, and movements

Japanese law, this UD for adaptability includes at least (i) level floors without step differences, (ii)structural supports for the installation of handrails or grab bars, and (iii) adequate door openings andSteps in Making a Speech

Admittedly, not all buildings can be designed and built to house everybody because some types and1levels of disabilities require more adaptation than is readily available. For most people, however, UD for―by Satoshi Kose, a guest researcher at the Building Research Institute, Tsukuba, Japan, 2006.
from cradle to grave（ゆりかごから墓場まで）
adequate（十分な・適切な）

adaptation（適応）adaptability（適応性）

accommodate + 名（名を収容する）

admittedly（確かに）30
30

installation（設置）

Decide the topic of your speech.

 /HVVRQ                                                                e.g. Universal Design for Living in a Towne.g. We need to build a society in which everyone can live
comfortably.

3

Gather materials that support your opinions.

e.g. a parent with a baby, a person in a wheelchair, etc.

4

Organize your speech. Support your opinions with reasons and examples.

5

Write a script or an outline (gist) of the speech.

14＜*LYH,WD6KRW＞
15

2023/02/16 15:47

2024 MS 論理表現ⅢP07-P18 Part1.indd 15

2023/02/16 15:47

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指 導 用 Data

2024 MS 論理表現ⅢP07-P18 Part1.indd 14

FOR MORE USE p.82

Decide what you will discuss in your speech.

2

adaptability is sufficient.



toward universal designs. Think about how to solve the problems you identify.

25
25

turning space to accommodate a wheelchair.

関連教材

リスニングスクリプト（Lesson 2）

Seen from four perspectives (economic, political, educational and medical), Japanʼs gender-gap index

commonly due to the normal aging process.
Houses should be renovated according to aging based on

48.3
35.5

30

●

Women workers
Women workers in managerial positions



紙面紹介

The graph below shows the rates of female workers in general and in management in 12 different

Read the following articles or passages. Think about why the situations have become what they are, how●

For a More Diverse and Inclusive Society

For a More Diverse and Inclusive Society

Reference

The Female’s Position Is Lower in Japan than Many Other Nations

3

15

10

内容紹介

For a More Diverseand Inclusive Society

s on



Digital

学校用音声 CD に収録されている音声で，教科書に英文がない音声のテキストデータを収録しました。

48

49

単語・連語リスト
ページ

単語・連語

L e sso n look up to + (名)訳例(名)を尊敬する modest

謙虚な extremely

非常に，きわめて air + (名)(名)を放送する slender

細身の energetic

エネルギッシュな ceaseless

絶え間のない never fail to + (動)

必ず (動)する exert + (名)(名)を発揮する

単語・連語

L e sso n the ten best + (名)トップテンの(名) historical figure

歴史上の人物 fight for equality [justice]

平等［正義］のために戦う influencer

影響力のある人 role model

模範となる人 hard worker

努力家



 person of strong faith

信念の強い人L e sso n


ページ



L e sso n
L e sso n diversity

訳例
多様性

単語・連語
 disabilities
 diversity
 from the viewpoint of + (名) disabilities

障がい多様性(名)の視点から障がい from the viewpoint of + (名)(名)の視点から

単語・連語

訳例

訳例

 person with visual [hearing] impairment
単語・連語 sexual minority
 person with visual [hearing] impairment
 reason for living
 sexual minority
 reasonable accommodation
 reason for living
 public welfare reasonable accommodation
 gender equality society public welfare
 right to the pursuit of happiness gender equality society

視覚［聴覚］障がい者
性的マイノリティ
視覚［聴覚］障がい者
生きがい
性的マイノリティ
合理的配慮
生きがい
公共の福祉
合理的配慮
男女共同参画社会
公共の福祉
幸福追求権
男女共同参画社会

 right to the pursuit of happiness

幸福追求権

訳例

Do you have anyone you respect? I have some people I respect
deeply, but the person I respect most is Saki, a friend of mine in myjunior high school. Saki is an ice skater who sometimes appears incompetitions aired on TV. Have you ever seen her skate? She looks
slender and tender; her performance is elegant, energetic, and exciting.
Most people get attracted only by her skating, but what she should be
looked up to most for is her ceaseless efforts. Since she was a juniorhigh school student, she has lived alone in Canada for almost a third ofa year for her practice. While she lives there, she does everything forherself. She practices ice skating for six hours a day whether she is inJapan or in Canada. Moreover, she never fails to study school subjects
hard, always ranking in the top 10 percent. I wonder when she studies
so hard.
Now, she is practicing for the next all-Japan competition. I really
hope she will exert all her strength and win the championship. Do you
know anyone who is as amazing as Saki? Thank you for listening.

Expressions

デ ィ クテ ー シ ョ ン

普通読み

Digital

教科書の本文で使用された単語・連語のリストを Excel ファイルで収録しました。

Model / Key Text

指 導 用 Data


ページ













単語・連語

L e sso n

謙虚な

関連教材


ページ





modest

紙面紹介




名 を尊敬するPowerPoint 上でカードをめくって使えます。

訳例



ページ

look up to + 名

内容紹介




Expressions
特長




ページ

指導用 PowerPoint ①

１文読み

カラオケ読み758(25)$/6(

モデル文を掲載したスライドです。音声が聞けるだけでなく，重要な単語や表現を強調することもできます。
50

51

指導用 PowerPoint ②

Reference 補充問題

設問 / 解答T)

one of her friends in her junior high school.
問題の音声を聞いたり，解答を)

Saki lives in Canada with her family.

3.(

T

)

The speaker hopes that Saki will win thenext all-Japan competition.

35(9,2863$*(

１

2

3

解答非表示

1

2

3

解答を非表示The issue you chose

Problems we will have

Number.

Name:・Reference ❶ (P.14)

紙面紹介

音声

For a More Diverse and Inclusive Society

内容紹介

F

2

Class

表示させたりできます。

2.(

Name

Lesson特長

1.(

デジタル教科書のように教科書のSaki, whom the speaker respects most, isPossible solutions

You

the Internet will increase andmay reach 300 hours in the
future.
→addiction, poor face-to-facecommunication skills, lower
academic performance

sleep / digital behavior

関連教材

㻔例㻕 The amount of time high ・ to make our offline life
school students spend daily on

more interesting.
・to increase opportunities
for students to take uniqueclasses to their liking→ to make students wantto learn more.

指 導 用 Data

sleep / digital behavior

解答例を表示非表示

35(9,2863$*(

Reference ❶について、空所に適するものを①～④のうちから１つ選びなさい。
音声

According to the Reference ❶,.
① there are many people who can live in a house from the birth to the death

Digital② UD needs to be designed especially for aged or people with disabilities③ a UD building must have a door that opens widely enough for a wheelchair

1. Kazuki: We depend highly on 1 digital communication .

Problems: 2 Short messages : misunderstanding
3: superficial

Emojis

資料の読解問題を 4 択形式で収録。共通テスト対策としても利用できます。

Talk more and enjoy communication.

35(9,2863$*(

52

1

2

3

解答を表示非表示④ every building should be one where people with any disability can use

1(;73$*(53

MAINSTREAM English Logic and Expression Ⅲ

Can-Do リスト観点別評価規準案

Can-do リスト

Lesson 1 A Person I Respect

3DUW7DVN

技能

知識

I・W

技能
:DUP8S

思考
判断
表現

技能
0RGHO

必要な情報を聞き取って理解し，空所に適切な語を補充することができる。

,

自分の尊敬する人物について伝える際に，用いる語句や論理展開，構成などを工夫することができる。

5
R・P

思考
判断

聞く

きる。

読む

尊敬する人物についてのスピーチを読んで，全体の大意を掴むことができる。

技能

:

思考

I・W

段階

話す

作成しスピーチを行うことができる。

に学習
全体

に取り



度



技能

I・
・
W

R・
・
P

54











□ 自分の尊敬する人物について伝える際に，用いる語句











□ インプットした内容とともに，用いられている表現，































□ スピーチをする上で役立つ語句や表現を意識しながら聞き手の興味を引く，あるいは聞き手にとって説得力のあるスピーチにするために，問いかけやリンキング
ワード，順序を示す表現などを効果的に取り入れることができる。

話す
（発表）

評価規準

□ 自分が尊敬する人物について，0RGHO で学んだ語彙・表現，構成の工夫を取り入れながら，アウトラインを作成
しスピーチを行うことができる。

単元目標を正しく理解し，自分がこのLessonで身につけるべきことや取り組むべき活動を概観しようとして□ 聞き手の興味を引く，あるいは聞き手にとって説得力

自分がスピーチに取り組むことを見据えて，それを表現する上で必要な単語や表現などを主体的に身につけのあるスピーチにするために，問いかけやリンキングワー
MAINSTREAM English Logic and Expression Ⅲ
ド，順序を示す表現などを効果的に取り入れることができようとしている。

る。

スピーチに取り組む中で，足りない語彙や表現を補完したり，Organizationで扱われた表現を活用したりし観点別評価ポイントて自己調整に努めている。

Lesson 1

Lesson全体の学びをふり返り，当初の目標に対して自分がどれくらい達成できたのかをメタ的視点でふり返
ろうとしている。
ふり返りの内容から自分の課題を認識し，それを改善するために何をすべきかを自分なりに導き出そうとし
ている。

A
B
C
支援をほとんど受 一定の支援を受け 支援を与えても，けなくても，表に ながら，表に自分 表に自分の意見ま
自分の意見または の意見または相手 たは相手の情報を
相手の情報をまと の情報をまとめる まとめることがで
め る こ と が で き ことができる。ま きない。また，そる。また，それを た，それを論理的 れを論理的な展開
論理的な展開や構 な展開や構成を工 や構成を意識的に成を工夫して相手 夫して相手に伝え 取り入れて相手にに詳しく伝えるこ ることができる。 伝えることが難しい。
とができる。
(2) イ ン プ ッ ト し インプットした内 インプットした内 インプットした内た内容とともに， 容とともに，用い 容とともに，用い 容とともに，用い用いられている表 られている表現， られている表現， られている表現，現，文法事項，構 文法事項，構成面 文法事項，構成面 文法事項，構成面
成面の工夫を理解 の工夫を理解でき の工夫をある程度 の工夫への理解がし，それらをのち る。また，それら 理解している。ま 十分でない。また，の言語活動の中で を音読やリテリン た，それらを音読 それらを音読やリ活用することがで グ活動，発表の中 や リ テ リ ン グ 活 テリング活動，発で積極的に活用し 動，発表の中であ 表の中でほとんどきる。
３段階の評価ルーブリックや評価方法の例をまとめております。
る程度活用してい 活 用 で き て い な
ている。
る。
い。
(3) 自 分 が 尊 敬 す 支援をほとんど受 一定の支援を受け 支援を与えても，る人物についての けなくても，聞き ながら，聞き手が 聞き手が理解しや
評価規準(1) 尊 敬 す る 人 物についてその理由
を書くことができる。また，その内容を相手に伝えることができる。

授業計画案

Lesson 1□ 尊敬する人物についてその理由を書くことができる。











また，その内容を相手に伝えることができる。
【授業展開例１（週２時間の場合）】□ 相手の尊敬する人物についてのレポートを書く際に，
 週 2 時間と想定し，1
レッスンあたりの配当時間を 3 時間とした。











■授業展開例

用いる語句や論理展開，構成などを工夫することができ

1 書く
時間目：Warm
Up (p. 11)る。
授業計画案をテキストデータで収録しました。
2 時間目：Model(p. 12)□ 自分が尊敬する人物についてのスピーチを聞き手にと





3 時間目：Speech (p. 13)
多様な授業展開を想定し，複数の授業案を収録しています。
ってわかりやすいものにするために，理由やエピソード，
1 時間目



発言の引用などをアウトラインやスピーチの内容に取り入れることができる。
指導手順
１ Warm Up（p. 11）① 1 のリスニング問題に取り組ませる。





② 2 の活動に取り組ませる。
・3 人の人物について簡単に説明する。
・表に自分の意見を書かせる。
・表をもとにペアで意見交換させる。
③ 3 の活動に取り組ませる。

2 時間目

留意事項
① リスニング前に Check!の 2 つの目標を確認し，授業に入る前段階のトピックに対する考えや目標達成のために必要な要素をワークシートなどに書かせておく
とよい。

時間
50 分

Digital

知
識
・
技
能



指 導 用 Data

観点

活用することができる。

ド，発言の引用などをアウトラインやスピーチの内容に取り入れることができる。

組む態
MAINSTREAM
English Logic and Expression Ⅲ

評価のポイント



関連教材





文法事項，構成面の工夫を理解し，のちの言語活動の中で自分が尊敬する人物についてのスピーチを聞き手にとってわかりやすいものにするために，理由やエピソー

4 技能 5 領域の学習目標をパートやタスクごとに，3つの観点でまとめました。
いる。
主体的



充することができる。

（やり取り） や論理展開，構成などを工夫することができる。

P・ 自分が尊敬する人物について，0RGHOで学んだ語彙・表現，構成の工夫を取り入れながら，アウトラインを

観点

1


紙面紹介

3DUW7DVN2
ができる。

中で活用することができる。

知識

3

3


モデル文を読み直し，その意味や効果について考えること

インプットした内容とともに，用いられている表現，文法事項，構成面の工夫を理解し，のちの言語活動のR・P ことができる。

表現

4


意を掴むことができる。

スピーチをする上で役立つ語句や表現を意識しながらモデル文を読み直し，その意味や効果について考える

判断

5


□ 尊敬する人物についてのスピーチを読んで，全体の大相手の尊敬する人物についてのレポートを書く際に，用いる語句や論理展開，構成などを工夫することがで

表現

6SHHFK

言語目標
□ 必要な情報を聞き取って理解し，空所に適切な語を補

内容紹介

知識

尊敬する人物についてその理由を書くことができる。また，その内容を相手に伝えることができる。

/

:

技能

（L：聞く / R：読む / I：話す（やり取り） / P：話す（発表）/ W：書く）

特長

観点

評価規準

② 写真下の人物概要については適宜，語彙や文法事項の解説を加える。

③ 理由とともに相手の情報を説明できているかを評価する。

55

MAINSTREAM English Logic and Expression Ⅲ

活動用ワークシート①「尊敬する人物」について発表する。
②聞き手にとって理解しやすいスピーチを作る。

e.g. sports player

Ohtani Shohei

Reason(s)・really loves playing baseball・be never satisfied with his skill
・
・
・
・
・

表で使用したいものも書きましょう。

※あくまでメモ書き程度であり，スピーチ原稿ではありません。

Topic（＝ The person(s) you respect）

2.
3.

❹ǡ ～ ͳͲ ǤȋǤͳͶǦͳͷȌ▶
❺  ～  ǤȋǤͳ͸ǦͳͺȌ❻ǫȋǤͳͺȌδǤͳ͵ε ͳǤ（例）
ȋȌ 
・ǡǡ

・ǡ 
ǡǤʹǤ （例）
▶  ȋα Ȍ →  ȋ  ǡHarry PotterȌ▶  ǣͳǤ  → doesn’t let this success cause her to be arrogant

DigitalWhat you respect the person(s) for:1.

 または  ～  ǤȋǤʹǦͶȌ❷ ǫȋǤʹȌ▶
❸ ～  ǤȋǤͺǦͻȌ指 導 用 Data

〔Step 3〕発表時に参照するアウトラインを作成しましょう。

͵Ǥ 割愛δǤͳʹε
ȏ ȐͳǤ  ʹǤ   ͵ǤȏȐ▶
❶ ～  ǤȋǤʹǦͶȌ

関連教材〔Step 2〕目標②を達成するために必要な工夫を書きましょう。教科書 pp. 11-12 で学んだ表現で自分の発→  ǤȀ
Ǥ
対話例は割愛

紙面紹介

・

内容紹介

・ Ǥ〔Step 1〕
「尊敬する人物」の名前とその理由を書きましょう。
Name

特長

Lesson 1 A Person I respectδǤͳͳε
ͳǤͳǤͳ   ʹ
ʹǤͳ   ʹ  ͵  Ͷ   ͷ
ʹǤ （例）
  ǫ
ǫ

 
・ ǡ 

【目標】

Genre

解答一覧
解答一覧

▶ Your comment(s)

教科書と関連した題材で，少し発展的な補充活動を収録したワークシートです。
▶ Whatyou hope
詳しい使用方法や指導のポイントは，指導書に収録されています。
56

教科書に掲載されている問題の解答をテキストデータで収録しました。
対話活動やライティングの解答例も収録しております。
57

Google Forms
Les

4

Issues I Want to Raiseのリスニング問題・TRUE OR FALSE・
GRAMMAR COMPASS の 文 法 問 題□ Raise issues from your daily life and express your opinion about them.

Check!

□ With simple slides, try to convey your message effectively.

どの端末で課題に取り組ませること

1. Kazuki and Aki are going to raise issues. Listen carefully and fill out the blanks below.
1. Kazuki: We depend highly on 1

3.

EXPRESSIONS: misunderstanding

emoji（絵文字）: superficial

superficial（表面的）ができます。

container（容器）Talk more and enjoy communication.

We don’t get enough sleep.

We are not aware of our digital behavior.
Average Time Spent Daily on the Internet

Average Time to Go to Bed and Wake Up / Average Amount of Sleep

Time (min)300

Sleep Hours
21:00 22:00 23:00 0:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00
21:57

Elementary School Students
8 hours 41 minutes

23:42

High School Students
6 hours 54 minutes

6:41

Wake-up Time

Bedtime

22:55

Junior High School Students
7 hours 46 minutes

250

267.4
217.2

207.3

199.7

200

6:38

163.9
138.3

150

音読を「見える化」します !

0

2016

2018

Elementary SchoolStudents（内閣府「子供・若者白書」平成 27 年）

音読学習を「見える化」し管理可能にするアプリです。教員が出した課題を，生徒が録音提出します。

118.2

93.4

50

Junior High SchoolStudents

2020
High SchoolStudents①課題の指定（内閣府「青少年のインターネット利用環境実態調査」令和 2 年）

Keywords: self-control,

management, self-control, digital devices

communication,

addiction,

関連教材

Keywords: amount of sleep, stress, fatigue, nap, time-※ FLEX ENGLISH COMMUNICATION Ⅰを例にしています。

146.4

100

6:36

きます。

は添削して個々に採点することがで

紙面紹介

2. Talk in pairs about your ideas on these issues. Think about problems you’ll have in the future,and suggest some possible solutions. Based on your discussion, make a report.

ものは自動で，英作文や記述問題

Issues I Want to Raise

3

Work harder to give up plastic to save the environment.

LESSON 4

Examples: 2

15

シャドーイングやオーバーラッピングなど様々な音読スタイルに対応した教材を作成します。

課題提出後は，解答が決まっている.

2. Miho: We use 1

こんなコンテンツが作れます！

privacy, bullying, sleep, eyesight, limitation②音声の提出Name

The issue you choseYousleep / digital behavior

Problems we will have

内容紹介

Problems: 2

10

コトバンク株式会社が開発した音読指導アプリです。
増進堂の全教科書が対応しており，先生のご要望に応じたオリジナルの音読教材を作成します。

を生徒に送信し，PC やタブレットな

Warm Up
5

RepeaTalk
特長

メールや URL で教科書の Warm Ups on

リピートークPossible solutions③簡単チェック

sleep / digital behavior

230.00-./-06/58./

Q&A
Q 1 アプリの教材ですか ?

G r am m a r C o m p a s s
G1

進行形の不定詞

A

準動詞

to be ＋ doing

Q 2 何人から使用可能ですか ?

① This new system appears to be solving the food-waste problem. （解決しているようだ）
G2

The baby seems to be singing happily to the music. （歌っているようだ）
完了形の分詞構文 主節の動詞の時制より以前の出来事は having ＋過去分詞 で表す。下線部

A

5

は波線部より以前の出来事を表す。

Q 3 AI による発音の判定があるようですが，どんなことをどれくらいの精度でできますか ?

（机の整理をしていなかったので，ケンは重要な書類を探しだすのが大変だった。
）② Having worked too much, he lost a balance between family and career.
G3

A

10

目的語が動名詞と不定詞で意味が異なる動詞

I clearly remember seeing a small boy begging on the street. （～したことを覚えている）
We all have to remember to eat well-balanced food. （忘れずに～する）

A

15

PART 2② As more people are aware of the issue, the situation seems ( get ) better year by year.

最大 3 カ月間の無料トライアルをご案内することが可能です。( 無料期間を過ぎた後の解約は自由です )動作環境③ Ken did try ( read ) the book. He tried hard ( understand ) it, but it was too difficult.

GRAMMAR COMPASS

2. Arrange the words in parentheses in the proper order.

PC① ( online，to，gotten，communication，used，having ), people have trouble writing letters.
, people have trouble writing letters. 20【OS】Windows 7 以上 , Mac OS X El Capitan
10.11 以降 , Google Chrome OS【ブラウザ】Google Chrome 最新版【その他】マイク (PC 付属も可 )iOS

iPad アプリ , iPhone アプリ(OS の最新バージョンに対応 )SafariAndroid

Android アプリ(OS の推奨バージョンは 10.0.0 以上 )端末推奨 RAM( メモリ ) は 3GB 以上
Google Chrome② ( of，a large number，to，moving，be，appear，people ) from cities to the suburbs.
from cities to the suburbs.

お問い合わせ情報③ Even though ( lending，forgot，the book，Ken，I )，he remembered to return it to me.
Even though

58

発話した内容を AI がテキスト化し，元の英文と比較します。精度は Google の音声認識と同程度です。

Q 4 実際に使用してから導入を決めたいのですが ?

1. Change the verb in the parentheses into the suitable form.
① Not having ( educate ) enough, some people have difficulty in finding jobs.

特に利用人数に制限はございません。

, he remembered to return it to me.

3. In society, there are many issues to be solved. How about your school? Write about one problem
in your school and suggest your own solution for it, using a variety of verbs in suitable forms.
① Problem you have

例 ① At school, we are controlled too strongly. Many

URL
25

ご利用料金やその他詳細につきましてはコトバンク株式会社までお気軽にご連絡ください。

https://www.repeatalk-info.net/single-form/campaign/

メール

emura@repeatalk.net

電話 050-3000-0576( 担当者 : 江村)

59

Digital① Not having organized his desk, it was difficult for Ken to find the important paper.

（働き過ぎたために，彼は家族と仕事のバランスを失った。
）

はい。タブレットなどにアプリをインストールして，お使いいただきます。また，ブラウザ上で使用していただくことも可能となっています。

指 導 用 Data

0.02KQຊซ౓ؕᱎN/7+N1.N_pr0,glbb01ModelSpeechDo you have anyone you respect?

I have some people I

You are going to make a speech on the topic “A person I respect.”

EXPRESSIONS

1. Do you have anyone you respect? Write the names of people whom you look up to. Also, give

air + 名（ 名 を放送する）

respect deeply, but the person I respect most is Saki, a friend of

Genreenergetic（エネルギッシュな）
ceaseless（絶え間のない）

slender and tender; her performance is elegant, energetic, andName

Reason(s)5never fail to + 動（必ず 動 する）

exciting.

exert + 名

G1

Most people get attracted only by her skating, but what she（ 名 を発揮する）

G2

should be looked up to most for is her ceaseless efforts. Since
1.（
2.（

）

3.（

）

lives there, she does everything for herself. She practices ice

ranking in the top 10 percent. I wonder when she studies so hard.

）

Hints Genre: celebrity / sports player / friend or relative / teacher or adviser / great person in history etc.

Examples of reasons:do not give up in spite of hardships / always think of others / listen to others / be willing to help others10

be respectful to others / be positive about ～ ’s job / be responsible for ～can apologize for ～ ’s own fault / keep [never break] ～ ’s word

GRAMMAR10p.18 受け身

2. Let’s make a speech.

FOR MORE USE
p.82

LESSON 1

LESSON 1

skating for six hours a day whether she is in Japan or in Canada.
Moreover, she never fails to study school subjects hard, always

5

TRUE OR FALSE

she was a junior high school student, she has lived alone in
Canada for almost a third of a year for her practice. While she▶ Topic（＝ The person(s) you respect）

G1 get ＋過去分詞
G2 群動詞の受動態
15▶ What you respect the person(s) for:A Person I Respect

A Person I Respect

Now, she is practicing for the next all-Japan competition. I
really hope she will exert all her strength and win the1.

championship. Do you know anyone who is as amazing as Saki?
Thank you for listening.

2.
Organization▶ Opening

In the model passage above, find the sentences that fit the following six
descriptions. Draw a line under them.

15

other examples ▶▶ I’m going to talk about ～. / Let me talk about ～.

❷ It is effective to ask a question to or appeal to the audience in the first part in orderto draw their attention.
▶ Body20❶ It introduces the topic and the person you are going to talk about.

3.

25▶▶ Do you know ～ ? / Have you ever seen [read, listened to, met, etc.] ～?

▶ Your comment(s)❸ It lists the points that explain why the person is to be respected.

▶▶ One of the major reasons for ～ is ... . / Why I respect him so much is ～.

❹ It uses proper linking words.

▶▶ besides, moreover, furthermore / however, on the other hand30

for example [instance] / because, this is because
in this way, therefore, this is why▶ Closing▶ What you hope

❺ It shares the speaker’s impressions or comments.
▶▶ I hope she will ～. / If I had a chance to meet him, I would ～.

❻ It is effective to appeal to listeners or ask for listeners’ agreement.

指導者用デジタル教科書

35▶▶ Don’t you think they are so ～ ? / Why not do ～ ?

3. Practice the speech alone, then with your partner. If necessary, prepare an outline withkeywords. Then, deliver the speech to your classmates.

122024 MS 論理表現ⅢP07-P18 Part1.indd 12

ペン機能

reasons.

slender（細身の）mine in my junior high school. Saki is, as you know, an ice skater
who sometimes appears in competitions aired on TV. She looks

2023/02/16 15:47

2024 MS 論理表現ⅢP07-P18 Part1.indd 13

132023/02/16 15:47

初めて利用される方でも容易に使える操作性を重視しました。
Web ブラウザ対応なので，PC でも iPad でも使用可能です。
ここでは，主な機能をご紹介します。

特長

ONを選択することで，本文拡大画面のペン機能と同じように，
教科書の見開き画面上でも文字を書くことができます。
※機能の詳細は p.63

インストール版 ／ Web 版

付箋機能
本体 50,000 円（税別）
定価 55,000 円（税込）※ インストール版（ フリーライセンス ）対応 OS：Windows10，11※ Web 版推奨ブラウザ：Google Chrome，Safari
Web 版使用時はインターネット環境が必要です。

付箋を置いて文字を隠したり，付箋にテキストで文字入力したりすることができます。※機能の詳細は p.64

内容紹介

ストップウォッチ・タイマー機能
速読用の時間計測に使えるストップウォッチやタイマーを用意しました。

教科書見開き画面
本文や単語などをクリックすると，それぞれの画面へ移ります。

紙面紹介

ファイル配置機能※ PC での使用に限ります。

指 導 書 付属 ROM に収 録されているファイル や，自作のPower Point ファイルなどのリンクを配置して，授業中にワンクリックで呼び出すことができます。

関連教材

拡大縮小機能
お使いのコンピュータのモニタサイズや画面解像度に合わせて拡大縮小ができます。

英文法参照機能

全画面表示モードに切り替わります。
※インストール版のみ

リンク機能
移りたいページが一目でわかります。

※インターネット環境が必要です。

あらかじめ URL を登録しておくことで，授業中にすぐさま参照したい Web サイトへアクセスすることができるようになります。

Digital

目次

クリックすると
リンク，英文法参照
機 能 が 選 択 で きるようになります。

指 導 用 Data

高校で習う英文法の詳しい解説が参照できます。
※機能の詳細は p.64

目次画面から任意のレッスン，
ページに移動することができます。

読む・ペンモードは次へ▶
60

61

本文（読むモード）

本文（ペンモード）
ペンモードは，本文中に品詞や節といった文の構造の説明に使うことができる画面です。
文中にはスタンプ機能を使いながら，構造の説明をすることができます。
本文解説をする上で，大きな画面を用いて明示的に説明が行えます。

単語・熟語

特長

記号をクリックすると，和訳，例文，解説などが表示されます。
例文の音声もあります。

内容紹介
紙面紹介

ツール

●カラオケ

赤字

※文字を赤字で追いかけます

●ハイド

文字消し

アンドゥ機能クリックすると，１つ前の作業に戻ります。

文字サイズ・行間調整
文字サイズ・本文の行間をそれぞれ＋５段階で調整することができます。

メニューの表示／非表示が切り替えられます。

スタンプ機能クリック 1 つで文法事項を示す
便利なスタンプ機能もあります。
スタンプでは，主語や動詞といった主要素，品詞，句や節を示すことができます。

Digital

音声に合わせて本文の文字の色が変わります。
○読むモードとペンモードの切り替えボタン
生徒が文字を目で追いかけるようになるので， ○読み上げの設定
より英文と音声に集中させることができます。
・一文ごとの再生（一文読み）・Karaoke：・全文再生（全文読み）読まれている文を赤字で追いかけて表示します。 ・一文ごとにポーズを入れての再生（ポーズ読み）・Hide：
・特定のキャラクターのセリフのみ再生 （ロールプレイ読み）
読まれた単語を追いかけて消していきます。
※音量とスピードも調節可能です。

表示／非表示指 導 用 Data

カラオケ / ハイド

ふつうの黒板と同じような感覚で板書が可能です。ペンの太さや色も変更が可能
で，強調箇所などを示すのに役立ちます。
消しゴム機能も「部分的に消す」か「全てを消す」かを選択できます。

関連教材

ペン・消しゴム機能

上記の機能を使えば…

※文字が消えていきます

板書のように本文の構造を示すことができます！
62

63

機能一覧

クラス別保存機能
黒板機能

内容紹介

ファイル配置

授業準備で，生徒に補足して伝えたい内容を追加したり，付箋で英字を隠して音読の練習をさせるなど，さまざまな用途で使用できます。

自作のポップアップを作成することで，授業中に生徒へ復習として尋ねるなど，確認を行うことができます。

関連教材

付箋機能

自作機能

紙面紹介

本文中に関連する内容のファイルをリンク付けできる機能です。
ファイル配置機能を用いて，授業準備を入念に行うことができます。

特長

機能を ON にすることで，黒板に英文が投影されたような画面に切り替わります。
プロジェクターを通すと実際の黒板に白い文字だけが投影されるので，英文を説明する際は，黒板に直接書き込みすることも可能です。

クラスによって進度が異なることや，
途中で終わることに対応し，進捗ごとに保存できる機能を設けました。
トップ画面から，保存した任意のクラスで開始することで，前回入力した内容やマーカーなどが保存された状態から再現できます。

指 導 用 Data
Digital

入力機能

英文法参照機能

メモパットを使って文字を入力することができます。 高校で習う英文法の詳しい解説を収録した文法書
生徒自身に解答を入力させたり，入力した情報を （450 ページ）を参照できます。
解説ページ上では，該当の文法内容の解説に加えて，共有し合うこともできます。
例文や問題も含まれております。

64

教授用資料■ Teacherʼs Manual

Teacherʼs Book ，指導書付属 ROM■ Teacherʼs Manual PDF ダウンロード版
指導用音声■ 教科書内 QR コードコンテンツ■ 学校用音声 CD
指導用ソフト■ 指導者用デジタル教科書（インストール版／ Web 版 ）生徒用補助教材■ 生徒用音声 CD■ Workbook■ RepeaTalk

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