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6

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。

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 ways to improve child education

S: Uh-huh.

T: in developing countries?

S: Um, I think あー lack of fund funding for education is the main reason あー why あー those children can’t get much education, but I think it is difficult for us to help because we don’t have much money um because we’re not working, so I think um … have us sending some learning materials to those countries. Um we have a lot of learning materials which we don’t need after graduating from junior high school or high school. So I think we’d better send those learning materials for those children.(知識・技能)(思考・判断・表現 条件1・2) 

T: I see. Um, we’d like to think of multiple perspectives. Is there any other way method

S: Uh-huh.

T: doable? 

S: Um あー we don’t have much money, but um just little money will get um … like medicine for those students, and um for nutrition is some kind of um reason why the children cannot get much education. So just sending little money um as long as we can is nice. So I think we can get those students some money.思考・判断・表現 条件1) 

T: OK, so you talked about sending money and learning materials. Are you thinking of sending them directly to the country,

S: Oh.

T: the government or do you, are you thinking of anything, any other ways?

S: Um, I believe some some institutions あー will … get those moneys and some learning materials, and um those institutions can send them directly directly to those um developing countries and to the governments, and … yeah, I believe.思考・判断・表現 条件2) 

T: And it’s sometimes difficult to select um reliable

S: あー yes.

T: institutions.

S: Definitely. … Um, so how about some um institutions which is, may mm which come from あっ ていうか government, Japanese government? And then we can rely rely to those um institutions.思考・判断・表現 条件2) 

T: Mm, that’s a great idea. OK.

採点結果:aba

 

解説:

◆知識・技能 a

語彙や表現が適切に使用されている。聞き手にわかりやすい音声で話している。

例:Um we have a lot of learning materials which we don’t need after graduating from junior high school or high school. So I think we’d better send those learning materials for those children.

 

◆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: So I think we’d better send those learning materials for those children. … So just sending little money um as long as we can is nice

 

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 we have a lot of learning materials which we don’t need after graduating from junior high school or high school. So I think we’d better send those learning materials for those children. 

例2: Um, I believe some some institutions あー will … get those moneys and some learning materials, and um those institutions can send them directly directly to those um developing countries and to the governments, and … yeah, I believe.(例2で2文)

例3: Definitely. … Um, so how about some um institutions which is, may mm which come from あっ ていうか government, Japanese government? And then we can rely rely to those um institutions.(例3で2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。

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