高等学校の教科書・教材|知が啓く。教科書の啓林館
英語

英語活用を目標にした授業を目指して

新潟県立新発田高等学校 高松 利治

1.生徒の実態

(1)学校の特徴

新発田高校は新潟県立の進学校で校是は「質実剛健にして未来の俊傑を目指す」である。文部科学省からスーパーサイエンスハイスクールの指定を受け,「ESD探究」,「SS探究」など探究活動を取り入れている。各学年理数科1クラス,普通科6(現在の3学年は7)クラス,合計22クラスで,生徒のおよそ9割は国公立大学を志望している。実際は,卒業時5割程度が国公立大学に進学,その他は私立大学などに進んでいる。

(2)生徒の特徴

総じてまじめな生徒が多く,教師の指示に誠実に取り組む生徒が多い。部活動がとても盛んであり,テニス部やラグビー部など全国レベルの成績を収めている部もある。生徒の通学範囲はかなり広く,通学時間が長いため家庭学習時間の確保に苦労している。入学時には英語の成績はあまり高いとは言えず,学習方法の改善の余地がかなりある。私が3年前に赴任した頃には,生徒の中には「受験英語」というものが存在しているように誤解している者が一定数いた。

(3)英語指導の目標設定

「英語を使えるようになる」ことを本気で目標にさせる。

2.指導のねらい ~英語を使えるようにするために~

(1)意識を変える

(2)授業を変える

(3)評価を変える

[考査例]William Kamkwambaさんが書いた英文について,後の問いに答えなさい。

Everything was ready. I was very tired because I worked so hard to build the tower. People in my village heard (1)the news and were coming to look at it. Some of these people [ア laugh ] at me for months. They thought I was strange when I told them I was trying to generate electricity from wind. "Here it goes," I thought.

I was born and brought up in Malawi, a small country in Africa. In December 2000, a terrible famine broke out in the country. First, we had to stop having breakfast to save what we had. Then, we soon had nothing to eat, and my school friends and many others died. Children had to stop going to school.

Even when the famine was over, I still had to stay home to work in the fields because my father had not yet made enough money to send me back to school. (2)I could not blame him.

I said to myself, "If we had a good watering system, we [イ stay ] away from those problems in the future." I wanted to change our life, which was determined by rain and the price of seed. I wanted to build a better future.

I began to study on my own in the library to do something about our problems. My best friend Gilbert would come help me after school. One day, I came across a book titled Using Energy. If I hadn't read that book then, my life [ウ stay ] the same. It showed how to convert natural energy to another form such as electricity. Suddenly, an idea came to me.

My idea was to build a kind of windmill by myself. I kept thinking, "If I had a windmill, I could stay up and read at night." A windmill could also run a pump for water. My family could grow different vegetables, both to eat and to sell in the market. No more dark house or hungry days!

According to the book, I needed blades, a dynamo, and many other things. For the blades, I used old pipes taken from a bathhouse behind my aunt's house. For the rest of the parts I went to search a junkyard every day in the early morning. There, I was able to find a fan in an old car. I also picked up such things as old water pumps and springs for other parts. As I walked around in the junkyard, the students across the street in the school ground saw me and would call out, "Look, it's William. He's playing in the junkyard again!"

One day, when Gilbert and I were walking home together, he asked, "How's your windmill going?"

"Well, I've got most of the parts ready, but I don't know where I can get a dynamo. If I had a dynamo now, I would be able to start building my windmill," I answered.

Just then, we came across a man pushing his bicycle, which had a light. I said, "Look, Gilbert! There's a dynamo!" But I knew I had no money. (3)Then Gilbert went up to the man and asked if he could buy the dynamo on his bicycle. Gilbert's father had given away all their food during the famine. I was pretty sure they were also short of money. Still, Gilbert reached into his pocket, pulled out the money and handed it to the man. I will always remember that moment and cherish his gift of friendship. I ran home and placed the dynamo next to the other materials. It was like adding the last piece to the great puzzle in my life.

At last, I was on top of my finished tower. More and more people were coming to look at the windmill. They were standing around the tower and looking up. From the top, I could see the faces of my friends and the people I knew. There was little wind at first and the windmill did not turn. Then, the wind became stronger, and the fan began to turn. (4)It turned slowly at first, then faster and faster, until the force of its motion rocked the tower. Finally, a small light came on, and then it became stronger.

"It's true!" someone said. "The boy has done it!" Although this was only a little step toward my goal, it definitely brightened our future.

問1 下線部(1)の内容について書いた下の英文を完成しなさい。

It is said that William Kamkwamba, a young boy, has been trying to make a [ A ]. He has been [ B ] for many different materials in the scrap yard in order to build it. I'm not sure, but he says he can make [ C ] when the fan [ D ] with a strong wind.

問2 下線部(2)の場面のWilliam Kamkwambaの気持ちを,本人になったつもりで30語以上の英文で表現しなさい。但し,本文の表現をコピーしてはいけないこととする。

問3 下線部(3)の場面でのGilbertと自転車に乗っていた人の会話を完成しなさい。

Gilbert: Excuse me. Hello. I'm Gilbert. Can I ask you one thing?

A man: Hello. What is it?

Gilbert: Actually, I would like you to do me a favor. My best friend really needs a [ E ]. He has been searching one for a long time but he has never found one. I really want to help him. He has a dream.

A man: What does he want to do? What's his dream?

Gilbert: He is trying to make a windmill and [ F ] electricity in order to study at night. And also, he wants to help his family grow [ G ]. In order to do so, he needs to run a [ H ] to get water from under the ground. Could you please sell your dynamo on your bike to me? I want him to realize his dream.

A man: I understand what you mean now. OK, I'll [ I ] it to you.

Gilbert: Thank you very much.

問4 下線部(4)を日本語に直しなさい。

問5 [ア][イ][ウ]を適当な形に直しなさい。但し,2語以上になる。

問6 以下の英文の内,本文の内容と合うものを3つ選び,その記号を書きなさい。

  • (a) Many villagers believed it was easy for William to produce electricity.
  • (b) William was one of the children who had to stop going to school after the famine.
  • (c) William came up with the good idea of making a windmill when he was studying at school.
  • (d) William didn't give up studying so that he would improve his life.
  • (e) William was able to find everything to make a windmill in the junkyard.
  • (f) William asked Gilbert to buy him the dynamo on a stranger's bike.
  • (g) William didn't know whether Gilbert's family was rich or not.
  • (h) William and Gilbert will definitely keep up a good friendship.

問7 本文中の表現を使って,次の英文を完成しなさい。

  • (ⅰ) A terrorist attack [ ][ ] in Paris last week. (=happened suddenly)
  • (ⅱ) He did it [ ] his [ ]. (=without others' help)
  • (ⅲ) Can I [c ] my dollars into euros? (=change)
  • (ⅳ) She [c ][ ] some old photos in a drawer. (found by chance)
  • (ⅴ) He was [s ][ ] experience. (=not having enough of~)
  • (ⅵ) [A ] 5 [ ] 3, and you can get 8.
  • (ⅶ) I'll cherish it for the [r ][ ] my life.

3.授業の実際 Element English Communication I Lesson5 Bopsyより

(0)生徒の予習

本文全文の日本語訳を作らせてはいるが,それが最終目標ではなく最低条件である。語彙を十分に調べ,授業中に行う下記の(3)~(6)の活動ができる状態まで準備することを生徒に求めている。

(1)音読

ペアで音読させる。英語モードにすることが最大のねらい。さらに,英文の内容を思い浮かべ,発音の相互確認をさせる。

(2)リスニング

CDなどで本文を聞かせる。

(3)英問英答

なるべく教科書やノートを見ないで答えさせる。教科書の英文をそのまま抜き出して答える生徒が多いので,それをさせないためである。生徒には自分自身のことばで返答するように求め続けている。発問に対しては最初にペアで答えを考えさせるようにしている。すぐに一人に指名するとそれ以外の生徒が考えようとしなくなるからである。また,英語が苦手な生徒にとってはクラス全体の前で発表することはかなりのプレッシャーである。ペアで確認した時のパートナーの答えを借りることを容認している。発問はおよそ以下のように分類できる。英問はあらかじめパラフレイズしておき,生徒の理解度に応じて言い方を変化させている。

[指導例]Part 2

4 She explained her son's wish and asked if it was possible to give him a ride on a fire engine.

5 Bob thought a while about what he could do and said, "Look, we can do better than that. Get your son ready at seven o'clock Wednesday morning. We'll make him an honorary firefighter for the whole day. He can come down to the fire station, eat with us, and go out on all the fire calls. And, if you give us his sizes, we'll get a real fire uniform made for him."

6 Three days later, Bob picked up Bopsy, dressed him in his fire uniform and escorted him from his hospital bed to the waiting hook-and-ladder truck. Bopsy got to sit on the back of the truck when they went back to the fire station. He was in heaven.

  • Q1. What did Bopsy's mother ask Firefighter Bob to do for Bopsy?
  • Q2. What day of the week was it?
  • Q3. Did Bob give Bopsy only a ride on a fire engine?
  • Q4. Did Bopsy go to the fire station in his mother's car?
  • Q5. What did Bopsy become on Wednesday?
  • Q6. What did Bopsy receive from Bob?
  • Q7. When they make a real firefighter uniform, what kind of information was necessary?
  • Q8. What kind of vehicle did Bopsy get on?
  • Q9. What was his feeling?
  • Q10. Play out the scene in the hospital on the Wednesday morning.

[指導例]Part 3

7 There were three fire calls in Phoenix that day and Bopsy got to go out on all three calls. He rode in the different fire engines, the paramedics' van and even the fire chief's car.

8 Bopsy's dream came true because of all the love and attention that was given to him. He was deeply touched by what his parents and the firefighters did for him. He lived three months longer than any doctor thought possible.

9 One night all of his vital signs began to drop dramatically, so the head nurse called the family members to the hospital. She believed that no one should die alone.

10 She also called the fire chief. She asked if a firefighter in uniform could come to the hospital to be with Bopsy.

  • Q11. How many fire calls did the fire station receive that Wednesday?
  • Q12. Did Bopsy go with other firefighters all the three times?
  • Q13. Was Bopsy on the chief's car all the time?
  • Q14. What do you think Bopsy said to his mother and the firefighters that day?
  • Q15. Do you think this experience had good effects on his health?
  • Q16. Who first told Bopsy's family that he was in danger?
  • Q17. What did the head nurse think was a very bad thing for a very sick patient?
  • Q18. She called the fire chief. Why do you think she wanted a firefighter to come to the hospital?

(4)語彙学習

新出語彙だけでなく,品詞ごとにリピートさせる。生徒にはただリピートするだけ(空読み)でなく意味を考えながら音読させる。その後ペアでクイックリスポンスなどを行わせる。最後に教科書本文を部分的に再生させることもある。

[動詞の場合の例]
explain; asked (if); give him a ride; thing (a while) about; get (your son) ready; come down to; go out; get a uniform made; pick up; dress; escort; go back to

[再生の例]

(5)音読,暗唱

教科書ELEMENT付属の「フレーズリーディング用本文+訳例」を活用して音読,暗唱活動に時間を十分かけて取り組む。シンクロリーディング,シャドウイング,パラグラフ全文暗記など様々な方法を取り入れて飽きない工夫をする。

(6)自己表現活動

読んで終わりにしないため,なるべく毎時間生徒自身の考えを英語で話したり,書いたりアウトプットする場面を作り出す。例えば,Part3のQ.14を感謝の手紙を書くというタスクに変えることもできる。

(7)復習テスト

本文の表現を定着させるため,また,本文のCDを活用して何度も音読させるために,ときどき復習テストを行っている。基本的な語彙の確認が中心である。

4.成果と課題

「英語を使えるようになりたい」という気持ちで英語学習に打ち込んでいる生徒の割合が増えたことが調査からわかった。経年比較からも,ライティングの力が特についているといえる。授業中でも教科書の内容を,教科書の表現をそのままコピーするのではなくパラフレイズして説明しようという姿勢が生徒に見られてきた。とてもうれしい変化である。

今後の課題として,生徒同士で発問しあえる状況を作り出したいと考えている。