1. 話すこと(やり取り・教員とのロールプレイ)学校紹介・実例4
測りたい力
身近な話題(学校)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(B1.1の1つ目):身近なトピック(学校・趣味・将来の希望)について、簡単な英語を幅広く使って意見を表明し、情報を交換することができる。
ロールプレイタスク:自分の学校の紹介
設定:
先生:海外から来た学校への訪問客
生徒:海外からのお客さまに校内を案内する生徒
話す内容:この学校の特徴や良い点などを2つ
時間設定: 事前提示なし(即興) 準備時間 なし 話す時間 2分
評価規準
採点の基準: 「思考・判断・表現」は以下の二つの条件に基づき、採点を行う。
条件1:1つ目の学校の特徴について、2文程度で説明ができる。
条件2:2つ目の学校の特徴について、2文程度で説明ができる。
書き起こしを見る
T: I’m from Britain. I’d like to learn about your school. Could you tell me about it?
S: Mm, our my school is … um many diff mm difference …. um … あ OK. My school is, um, there are two children, あっ two school student. One is … s study, one study ○○, and another study about ○○. So … they they have they … they have difference, mm they their … li lives is very diff different. So … there are … precious time to communicate another types.(知識・技能)(思考・判断・表現 条件1)
T: Mm, I see. Mm, sounds interesting. Are there any other attractive points about this school?
S: Mm, … so … our school have a ○○. So many ○○ talk to ○○ student. Mm, that is very … impressing, that is very interesting, interested in mm? … I’m very interested in this teacher’s talk.(2分経過)(思考・判断・表現 条件2)
T: Mm, these variety of lectures. I see. Thank you very much. Interesting. Thank you.
採点結果:ccb
解説:
◆知識・技能 c
誤りが多く、言い直しが多いために理解がしにくい。音声面は理解できる程度である。
例:Mm, our my school is … um many diff mm difference …. um … あ OK. My school is, um, there are two children, あっ two school student. One is … s study, one study ○○, and another study about ○○. So … they they have they … they have difference, mm they their … li lives is very diff different. So … there are … precious time to communicate another types.(誤りがあり、There are two types of students. One studies ○○, and another studies ○○. So their lives are very different. So time to communicate with another type is precious. と言いたいようだ。言い直しが多く、注意深く聞く必要がある)
◆思考・判断・表現 c
条件1:1つ目の特徴について、2文以上で説明できている。
例:Mm, our my school is … um many diff mm difference …. um … あ OK. My school is, um, there are two children, あっ two school student.(ここまでが特徴の提示。以降から説明スタート) One is … s study, one study ○○, and another study about ○○. So … they they have they … they have difference, mm they their … li lives is very diff different. So … there are … precious time to communicate another types.(説明は下線部4文。言い直しが多いために理解が難しいが、4文全体でなんとか理解はできると判断)
条件2:2つ目の特徴について、2文で説明できていない。
例:Mm, … so … our school have a ○○.(ここまでが特徴の提示。以降から説明スタート)So many ○○ talk to ○○ student. Mm, that is very … impressing, that is very interesting, interested in mm? … I’m very interested in this teacher’s talk.(説明は下線部1文。I’m very interested in this teacher’s talk. は特徴の説明でないので数えない)
◆主体的に学習に取り組む態度 b
2つの特徴を説明しようとしている。
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