1. 話すこと（やり取り・教員とのロールプレイ）修学旅行・実例10

測りたい力

身近な話題（修学旅行）について、情報や考えを話して伝え合うことができる力

対応するCEFR-Jの記述

CAN-DO記述（A2.2の1つ目）：簡単な英語で、意見や気持ちをやりとりしたり、賛成や反対などの自分の意見を伝えたり、物や人を較べたりすることができる。

ロールプレイタスク：修学旅行の行き先を話し合う

設定：

あなたの学校では、2年生は修学旅行（school trip）に行くが、行先は生徒が決められる

行先候補：オーストラリアまたは京都・奈良

先生：高校のALTの先生で、行先をオーストラリアにするか、京都・奈良にするかを検討する修学旅行委員会の顧問の先生

生徒：修学旅行委員会メンバー

生徒の条件：先生は、行先について色々な学生から意見を聞いてくる。あなたの意見とその場所の良さを先生に伝えて説得する

時間設定：　準備時間なし話す時間 2分

評価規準

評価規準教員とRole play修学旅行

採点の基準：　「思考・判断・表現」は以下の一つの条件に基づき、採点を行う。

条件１：カードの設定に沿って、自分の意見とその場所の良さを、分かりやすく説明している。

採点の基準教員とRole play修学旅行

書き起こしを見る

T: Which place do you like to go and we should select?

S: OK, あー can I ask you something?

T: Oh, OK.

S: Yeah, あー… when are you going to school trip?

T: Um, we are going um … in autumn. In autumn.

S: Autumn.

T: Yes, around September.

S: OK, so I think Australia would be great. We go together, yes.（思考・判断・表現　条件1）And

T: Why?

S: Yeah. So, um I have two major reasons. First, it’s kind of more chilly, comfortable in autumn in Australia あ because it’s um … their season is reversed. So, … first I think it’s mm more um chilly and better to go with あー schoolmates and mm with the schoolmates. And … mm … OK, and second,（知識・技能）

T: Uh-huh.

S: mm, like it’s a great chance to あー … kind of … mm try speaking some English and again to know like different cultures and people. Mm, so like … we um we have been studying English for あー quite a long time, but あー when we are in Japan, we already get to like … practice English with yeah, in a real environment, so we just learning class system. So I think going to Australia be great for making improve our English and actually trying to know um foreign cultures.（知識・技能）（思考・判断・表現　条件1）

T: I see. Well, I tend to agree with you, but um … (Sound of the timer) going to Australia is more expensive.

S: Yes. あー yeah, I … mm, yeah. I agree with that. So, mm … if possible, we can make it kind of optional so that we can choose whether going to Australia or Kyoto and Nara. But if it’s not possible, maybe we should like … um listen to students and their parents if they agree or not.

T: Mm. Yes, let’s do that. Thank you very much.

採点結果：ccb

解説：

◆知識・技能　c

語彙・文法の誤りがあり、文脈上理解が難しい箇所がある。流暢ではあるが、発音が不明瞭な箇所もある。

例：Yeah. So, um I have two major reasons. First, it’s kind of more chilly, comfortable in autumn in Australia あ because it’s um … their season is reversed. So, … first I think it’s mm more um chilly and better to go with あー schoolmates and mm with the schoolmates. And … mm … OK, and second,（下線部の理解が困難）

例：mm, like it’s a great chance to あー … kind of … mm try speaking some English and again to know like different cultures and people. Mm, so like … we um we have been studying English for あー quite a long time, but あー when we are in Japan, we already get to like … practice English with yeah, in a real environment, so we just learning class system. So I think going to Australia be great for making improve our English and actually trying to know um foreign cultures.（下線部の理解が困難）

◆思考・判断・表現　c

条件１：自分の意見と、理由は述べているが、分かりやすく説明しているとは言えない。

例1：OK, so I think Australia would be great. We go together, yes.（自分の意見）

例2：mm, like it’s a great chance to あー … kind of … mm try speaking some English and again to know like different cultures and people. Mm, so like … we um we have been studying English for あー quite a long time, but あー when we are in Japan, we already get to like … practice English with yeah, in a real environment, so we just learning class system. So I think going to Australia be great for making improve our English and actually trying to know um foreign cultures.（理由を述べているが、わかりにくい点がある）

◆主体的に学習に取り組む態度　b

自分の意見とその場所の良さを分かりやすく説明しようとしている。