1. 話すこと（やり取り・教員とのロールプレイ）教育改善・実例4

測りたい力

身近な話題（教育改善）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（B2.1の1つ目）：ある程度なじみのあるトピックならば，新聞・インターネットで読んだり、テレビで見たニュースの要点について議論することができる。

ロールプレイタスク：英文を読んで、それに基づいて議論する

設定：

先生：留学生

生徒：留学生と授業でペアを組んだ生徒

テーマ：子どもが十分な教育を受けられない状況を改善するために未成年ができること

時間設定：　事前提示なし（即興）　資料Aを読む時間 3分　　話す時間 3分

資料A：

SIB211資料A.pdf

評価規準

評価規準教員とRole play 教育改善

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：教育改善の案を1つ以上提案することができる。
条件２：教育改善の案について、5文以上で説明や理由を伝えることができる。
（数える文は、理解可能な、何を言おうとしているのか意図が伝わるものとする）

採点の基準教員とRole play 教育改善

書き起こしを見る

T: What do you think are good good ways

S: Uh-huh.

T: to improve

S: Um.

T: child education in developing countries?

S: We have to try to fund um the funding of for education, and or build あー schools or um … give the materi あ give the learning materials to the countries.（知識・技能）（思考・判断・表現　条件1）

T: I see. Um, so our task is to find

S: Uh-huh.

T: something young people can do

S: Uh-huh. Yeah.

T: to improve

S: Yeah.

T: um poor education.

S: Yes.

T: So, out of the three things you mentioned, what to think is the most the thing young people can

S: Young people can, yeah.

T: contribute?

S: Um. Young people can. … It is the thing the I said that said, I said, as I said. Um, … yeah, funding for education will be easy for us to do to help the countr, um the children of this countries um because we can we can ask funding um other people or adult um in Japan, and then we send it to the country. And … maybe it’ll be the um helpful for the … um education.（思考・判断・表現　条件2）

T: I see. And are you going to send the money you collected directly or

S: あー not directly. And I think um I we have to um send it to the maybe um NGO, and then, um maybe it is … not impossible but maybe difficult for us to send it directly, so we can um … it will be good way that we depend on the such NGOs, and then the NGOs go and collect the collect ss um fundings, um a lot of … um areas in Japan, and then, they’ll send it to the country. I think is the way is nice, good way.（思考・判断・表現　条件2）

T: I see. … OK, thank you very much. This is the end of the task.

採点結果：bba

解説：

◆知識・技能　b

多少の誤りはあるが、理解はできる程度の表現や音声で話している。

例：We have to try to fund um the funding of for education, and or build あー schools or um … give the materi あ give the learning materials to the countries.

（言い直しがあり、誤りもあるが理解はできる）

◆思考・判断・表現　b

条件1：教育改善の案を1つ以上提案できている。

例：We have to try to fund um the funding of for education, and or build あー schools or um … give the materi あ give the learning materials to the countries.（We have to try the funding for education, or build schools or give the learning materials to the countries. と3つの提案をしている）

条件2：教育改善の案について、5文以上で説明や理由を伝えることができている。

例1：Um. Young people can. … It is the thing the I said that said, I said, as I said. Um, … yeah, funding for education will be easy for us to do to help the countr, um the children of this countries um because we can we can ask funding um other people or adult um in Japan, and then we send it to the country. And … maybe it’ll be the um helpful for the … um education.（ここまでで3文。because以降の従属節は1文と数えた）

例2：あー not directly. And I think um I we have to um send it to the maybe um NGO, and then, um maybe it is … not impossible but maybe difficult for us to send it directly, so we can um … it will be good way that we depend on the such NGOs, and then the NGOs go and collect the collect ss um fundings, um a lot of … um areas in Japan, and then, they’ll send it to the country. I think is the way is nice, good way.（例2で説明は5文）

◆主体的に学習に取り組む態度　a

条件2について詳細に伝えようとしている。