28 『岩手大学英語教育論集』

DoingTaskBasedltachingin.Junior軸 Sdl00IB

JamesM Hall

1.Prohgue

Forthepastfewyearslhavebeeninterestedinthepracdceoftask-based

teadhingOlerea氏erTBT)inJapanesejunior.high schoolcontexts.TheappealofTBTisthatitencotuagesleam erstouSelm guargeasa･meanS■of

acconphshhgan objecdve.Wh enTBLworks比eitslmuldleam ersare

autonomouslylistening,spea出ngandinteractinginthetargetlm 如age.

I,astyearIwroteapaperClan 2007daboutatask-basedclassI

conductedforanopenlesson(軸 zLjzIBYUZL)inMi2TuSaWaHigashiJunior

High School.Theresultswerepiledasmany-Studentsstruggledto′carryout

thetasks.Referencingmchard'S(1987)dimensionsforeaectiveinstmcdon,I

arguedthatquestionableー deciSionsmAdewithgrouping,structuring,the

responsemode,andlevelofcomplexityofthetaskdoomedthelesson.USi皿g

theless,OnsIleamedfromthsexperience,thisyear Iagainendeavoredto

teachataskbasedhnguagelessonatMizusawaJmi orHigh Sch∞1

(hereafterMizusawaJHS).Theresultsweremuchbetteras.studentswere

abletoSuCCeSS血山ycarryoutthetasks.

Thispaperismeantto seryeasareferenceforpractitionersinterested.in

tryingTBTintheirrespectivecontexts,.andithasthefo110wingobjectives:(a)

de血eandgiveara血naleforTBT,(b)･shoふwhatTBTatjuniorhigh SChools

lookshke,(C)revealStrategiesfor血cilita血gTBTinjuniorhigh schools.

2.Whatisatak?

Inthispaper,ataskw皿 bedehedasan activityin whichaperson

engagesin ordertoattain･an objective,andwhich necessitatesthe

involvementofreal･worldlm guageprocesses.Thisde血血bnhasbeen

adaptedfromVan denBranden(2006,p.4)an dEms(2003,p.10).An examPle

ofataskcouldbeputhgthe血esofascrambleddialogueintothecorrect

orderwithapartner.Thereal･worldlanguageprocesseswouldbenegotiating

theorderofthel也esorexplainingtherea80nforputtingacertainhebefore

another.Realworldlm 釘lageProcessesencompassmorethan speakingthe

No,10I:BOa8) 29

language.Forexam ple,listeningtoalongannouncementforSPeCific

informationiBanOtherexampleofarealworldlane,uageprocess.

Taskshaveapre･task,task,andposttaskphase,buttheonlyobhgato ry

phaseiStask.Boththepre-taskan dpost-taskphase,however,̀̀serveacrucial

roleinensuringthatthetaskperformanceismaximallye飽chveforlm guage

development7'伍1liS,2003,p.243).Below,Iw山 explain eachphaseofa

task･baSedlm guagelesson.Ea血phasecontains8eVeraloptionsconcemi g

activitiesandclassmanagementwhichteachers.can血ooSefrom.The

descriptionsarederivedfromElk (2003).

2.1Pre･ta8k

Thepurposeofthepre-ta*phaseistoprepare.studentsforthetask.To

helpstudentsprepare,teacherscan choose丘omthefonowing:

1. Inboducetheachvityandestablishtheoutcome,orwhatitishoped.that

thestudentswillacconphsh.

2. GivestudentS丘metoplan/prepareforthetask.

3. Havestudentsdoas血 tasktoprepa托 .

4. IntroducestudentstOlanguagethatcanhelpthemcompletethetask.

2.2TiSk

Duringthisphase,studentspartakeinthetask.Tbacher8havethe●

folloⅧ goptions:

la.StudentsPerformthetaskundertineliresSure

lb.Studentsperfom thetaskundernotinepresstue.

2a.Studentsworkingroups.

2b.Studentsworkinpairs.

2C.Studentsworkindividually.

2.3Po白t-Th並

Thepun)oseofthepost-taskphaseistodoanactivitytobuildoffor

con80hdatewhatwaslean edinthetaskphase.Inthisphase,teachershave

thefo皿Owmgopdons:

1. Leam ersreporttotheclassortoeachotherhowtheype血rnedtheta虫/

whattheydiscovered/decided.

30 『岩手大学英語教育論集』

え ConsciouSneSSraising(afocusonform):Gramm arexercisesorpractice.

3_ Leam ersrepeatthetask.

3.The･taskbasedhn印agelesBOn但血edukdtine:50zninuteb

ThelessonWasCOnductedduringanopen･classconferencewhichwasheld

aspartofthecooperatilonagreementbetweenlwateUhiversityandOshuCity.

Thecon危renceconsistedoftwoEnglishclasSeS.BothdasSeSWeretOu8ethe

Sa皿ePageOftheSametextbook,buttheteachersandstudentsfo土eachdass

wouldbediaerent.Thepurposeoftheconferencewastocomparethetwo

teachers'teachingStylesJhadbeenrequestedtoteachthefi指tdass.

ThelessonsWereconductedonOctober1,2007.Mylessonconsistedof20

1styearstudentswhowerebetween12and13yearsofagb.TLatdaywasthe

血sttineIhadmettheStudentS.In-additio卓,therewere30teacherSfrom

otherSChoolsviewingthedaらs,andtheatmospherewastense.Iwasnervous

toteachaclassinfrontofstrangerstostudentsIhadnevermetbefore,and

thestudentswerenervoustotakeaclassinfrontofstrangersfromateacher

theyhadnevernetbefore.

TheOshuBoardofEducationhadre¢uestedthatthecb.ssesusepage55

oftheYear 1NewHorizontextbook,Lあお吻 ZyzL92.Thispageconsistedofaliste血 gexercisewherestlldentSlistenedforthenationaLty,age,residence

andotherinformationof2fiCtitiousforeignerSlivinginJapan.Wh enplanning●

fortheclass,IhaddecidedtocovertheSametargetWOrd8andstructures

usmgmyownmaterials.Thereasoningbehindthisdecisionwa占thatl

thoughtthatstudents~wouldbemoreinterestedleami gaboutreal

non･JapaneseOlerea丑erNJ)livinginMoriokaratherthanfiCtitiousones.

Theclassconsistedoftwotasks,alisteningtask,task1,andaspeaking

task,task2.rlieObjectivesofthetaskswereasfonows:

Thdk1:Listeni.oaneasySPeeChandunderStandtheinportntpointswithout

gethgstuckonunknown words.

Th8k2:GiveasimpleSpeeChwithoutmemorizingitbutratherbyusingkey

wordstorecanthecontent..

No.10(BOOB) 31

3.1Ra血d eforthetaakB

Thisclasswasplm edwiththeintendonofsatiSかngWinis'S(1996)three

essentialconditionsforlanguagelearning.TheseCOndi丘onsare:expostue,p8e●

oflanguage,andmotivadon.Exposurerefersto leamersreceim ga

subStantiala皿0untOfrichandcomprehensibleinputofauthenticSPOkenand

wdtten language.Lightbown and Spada (2006,p.32)wdte thata

commonaltybetweenlLanguageleam ersofallagesandcontextsisthatthey

haveeコ甲OSuretOmodifiedoradaptedinput.

UseoflanguagereferstogivhgstudentstheopportunitytouSelm guage

thattheyakeadyknow.Wilb (1996)wdtesthat"ifleamersknowthatin

classtheyw山beexpectedtomakerealuseofthetargetlm guagethemselves,

thisleadsthemtopayattentiontowhattheyhearandread,andtoprocess

theinputmoreanalytically,noticinguseR止featuresoflanguage''(p.13).In

otherwords,itcanbeconcludedthatno丘Cingnewfeaturesintheinputplays

animportantroleinleaningasecondhnguage(seeDoughty,2003,p.289),

Thus,theradonalebehindahteningtaskfollowedbyaspeakingtaskwasto

encouragestudentstousetheinputtowhichtheywereexposedfortheir

ou也ut.■ ▲

Thehstessential condi血nforlm guageleam glSmO也vation.If

studentsdonothavethew山to(i)hstentoandleam fromwhattheyhear

and(b)makethenecessaryefforttousethelm guagethentheyw山make

httleprogressinlea血 gthesecondlanguage.As W皿 beseenlater,the

introduc血nofthelessonwasdesi印.edtoincreasestudents'motivad.Onto

listenandleam fromtheinputandusetheirnewknowiedgeintheiroutput.

Intheremainderofsection3,Ⅰwin describetheTBTIconductedat

MizusawaJHSindetan_Thelessonplan initsentiretycanbeseenin

Appendix1.Addidonany,thevideoused-forthe血asscanbeviewedonmyblog

(seeHa血,2007b).

3.2Ⅰ出血 出on恒dleduled血 e:5minutes)

Theintroductionoftheclasswasdeslgnedtoraisethestudents'levelof●

motivadontocompletethetasks.Atthebeginningoftheclass,Igaveabrief

5-minutepresentationtoexplaintheutihtyandpllrPOSeOfthetask.ElもS

(2003,p.244)d testhatexplainingthepurposean dutilityofataskcouldbe

32 『岩手大学英語教育論集』

"especianyinportantforleamersfrom traditionalー̀studial'lsic]AchsSrOOmS;

theynayneedtobeconvincedofthevaluesofamore'experiential'approach".

Inthe･previousyear'sclass,succumbingtomynervousnessandnydesireto

gettheclassunderway,Ihadneglectedtoadequatelyexplainthepurposeand

utilityofthetask.Thisyear,Iwantedtoensurethatstudentsknewwhywe

wouldbedoingthetaskandhopedthatitwouldincreasetheirmohvation.

TheEnglishtranSladonofthespeechisbelowandtheJapaneseversioncan

beseeninAppendix1.

Everyoneinthisroomatone.pointoranotherwinhavetheopportunityto

meetanNJ.Am ongtheNJthatyouw皿meet,somewinspeakJapanese

andEnglish,otherswiAspeakJapaneseandanother丘)reignlanguage,and

sonemightonlyspeakEnglish.So,whenyouneetan NJitmightnotbe

necessaryforyoutospeakEnglish.Nevertheless,Enghshistheworld's

mostspokensecondlanguage.EnglishisnotjustameanSforyou.totanto

theBritish,Australians,Am ericansorNewZealanders;itisJause血1m甲nS

foryoutotakwithpeoplethroughouttheworld.ThereforeJthinkthatanヽofyousomedaywillbeinasituationwhereyouwillhavetouseEnghsh

with an NJ.Forexample,ifyougoabroadorwelcomeanintemational

grouptoJapan,youwi1lmostlikelyhavetolistentoaspeechorglVea

speechin English.0ur goalfortoday'sclassistolistentoaspeechPin●●

EnghshandthensayaspeechinEnghshwithoutmemonzmgit.First,we

willlistentoaspeech.ThespeakerspeaksEnglishasasecondlanguage.

Next,youdllallhavethechancetogiveaspeech.Ihopethattoday's

practicewillbeusefultoyousomeday.L______________--_______ _________･._______｣

3.3ThSkl馳 duledtine:20血 utes)

hthe血sttask,studentsweretowatchthevideoofaresearcheratlwate

Uhiversity,Mr.Jan Oravec,ta血 gabout(a)whereheisfrom,(b)his

occupation,(C)thelanguageshespeaks,add(d)hislikes.Theitemsthat

studentswereaskedto止stenforweresimilartOtheitemstheywouldhave

answeredinthetextbook.Beforethevid60,IhadinstructedMr.Oravecofthe

typeofgram marheshouldusesothatstudentsvOouldbeabletounderstand

No.10(2008) 33

1mm.

IntheⅥdeotherewasalotofinteraCt10nbetweenmeandMr.Oravecasi

reactedtowhathesaldbyrepeatingtheimportantpohtsorbyaskinghim

fouowlnguPquestions.Mypresenceinthevideowasdesignedtohelp

studentswiththe止ICOmPrehensionofMr.Oravec'sta比.

Task1:VideoofMr.OravecwiththeauthorFor th e

hstenm g task, I

attempted to

choose some one

withanh tel･eStLng

backgl･Ound: Mr.

Oraveccatnefrom

a countJγ that

students did not

know w eu,

Slovakia, spoke5

languages, and

wasa chemist,a

pro fession th atco ntradictsthe stereotypeofNJasEnghshteachers.

3.31Pre･ta8k

lnthepre･task,studentswereshownapictul･eOfMr.Oravecandtoldthat

theywouldbehstenmgtoaspeechbyl血 .Theywel･ethenaskediftheycould

guesswhereMl･.Oravecwasfrom.Lastly,studentsweretoldthatMll.Oravec

wouldbesaymgwhel･ehewasfrom,hisoccupatlOn,thelanguageshespeaks

andhs血es.Studentswet.eencouragedtohstenfol･thespecifiCinformation

andnottowoITyiftherewerepaltSOfthespeechtheydidnotu且derstand.

Theoptionchosenforthepre･taskwas1,introducingtheactivityand

estabhsh血gtheoutcotne.Althoughtheintel･dew hadmanywol･dsthat

studentsdidnotknowsuchaschemist,glVenthetimeconstraints,option4,or

pre･teachhgthewordsnecessarytocompletethetask,wasnotpossible,To

compensatefol･this,thehstenmgwol･ksheet(SeeAppendix2)hadJapanese

tl･anSlationsforunknownwol･dsthatwel･eCruCial tocomplethgthetask

successfully.

34

3.32ThBk

『岩手大学英語教育論集』

InthetaskstudentswatchedtheinterviewonthedassroomDVDplayer

andselectedMr.Oravec'scoHTeCtinfomationonthehsteningworksheet.In

thisphase,studentsworkedindividuany,thus,option2Cwaschosen.The

real-worldlanguageprocessforcompletingthetaskwaslisteningiTorseveral

pleCeSOfspecificinfomationina血irlvlongdialogue.Although studentswere■′

notunderanytinepressure,theDVDoftheinterviewwasonlyplayedtwice.

Attheendoftheclass,studentswereaskedtocompleteaself･evaluation

sheet(seeAppendix4).Ofthe13studentswhosubmittedtheirself-evaluation

sheet,10reportedbeingcorrectona皿4questions,2onbeingco汀eCtOn3

questions,and1beingcorrecton1question.

3.33Po8七一ta並

Thepost-taskwasataskitsel£Inthisphase,opb.on1;orleam ers

repo血 gtoeachotherwhattheydiscovered/decidedwhendoingthetask,

waschosen.A洗erwatchingtheinterview andcomple血g一一thelistening

worksheet,studentswereaskedtocon五m theanswersinp_airsudngonly

English･Ⅰtwasmybeliefthatthe甲tudentswerecapableofdoingthisbutthat

theydidnotknowhowtheycouldusetheir血 i也dknowledgeofthelanguage

tocompletethetask.Thus,be虫)restudentsstartedthepost･task,avideoof

MichaelUhheroftheEn如shDepartlnentandmedoingasimilartaskwas

played.

Thesnapshotofthevideobelowshowsthatsubtitleswerepresentto

assurethatstudentswouldbeabletounderstandthelanguagethatwas

beingsaid.TheactorsinthevideousedonlygTa皿mar thatstudentshad

lean edupto■thatpointintheirEnglishclass.Studentsweretoldthatthey

Shouldwatchthevideoca光fu11yandwritedownanyEnglishtheythought

wouldbeusefulforconfirmhgtheaLnSWerSwiththeil･Partner_

No.10(2008) 35

Task1:Demonstration｡fh｡wt｡C｡n且rmanswers On theself

evaluatlOnSheet,oneof

the questions

instructedstudentsto

ratehowstrongly血ey

agreed or dlSagreed

wlththestatementthat

theywereabletouse

Enghsh when

co血 ingthea】1SWerS

wlththeirpal･tner.Of

the 13 students who

retul･ned the

self-evaluationSheets,4wl･Otethattheystronglyagreed,6wrotethatthev

agreedand3wrotethattbey血sagreed.

3.4Task2(Scheduled血 e:20mbutes)

Although moststudentswel･eabletocompleteTask1,ithadtaken26

minuteswhileonly20m血uteshadbeenauottedforit.AllLtleovel･30

mmuteshadelapsedandtofimshtheclassontimeTask2wouldhavetobe

modified.TheobJectlVeOfTask2wastosayasinlplespeechinEng】ュshuslng

keywordstorecallthecontentrathel･thanmemorizIJlgeveryWOrd.Thereal

worldlanguageprocesseswasgivingamonologueuslngkeywordsasa

memolYaldratherthanamanuscnpt.

3.41Pro-task-Step1-WriteaSPeCCh

Theoptionsusedforthisstagewere1,lnh･oducetheactivity and

outcomeand2,giveStudentstimetoprepal.eforthetask.Fil･St,Studentswere

toldthattheywel･egOlngtOgiveas皿plespeechlikeMr.Oravechaddone

earhell.011ginally,theplanwasforstudentstosaythe】∫(a)name.(b)

residence,(C)age,(d)likes,and(e)thedaytheydowhattheylike.However,

becauseTask1waslongerthananticipated,thescopeofthestudents'speech

wasreducedto(a),(b),(C),and(d).Iaskedthemfirsttowntetheirspeechand

36 『岩手大学英語教育論集』

gavethem5minutestodoso.StudentswrotetheirspeechusingtheSpeaking

Handout(seeAppendix3).Whh gthespeechconsistedof･皿血ginthebhnks

ofaprewrittenspeech.Thefom atoffi1lmgintheblankswasdlOSenover

studentswri血gtheentirespeech,becatlSeitwasthoughtthattherewould

notbeenough tinetodothelatterina50m血uteperiodwith2tasks.

3.42P陀-Ta並-Step2-h ctiatheSp飴 血

A氏erstudentsWrOtetheirspeech,thefonowhgwordcardswerepostedon

theblackboard.

Name(名前)

Residence (住まい)

Age (年齢)

比es (好きなこと)

Studentswereaskedtoprepareto由vetheirspeechtothewholeclass.

Theywerethentoldthatwhentheygavethespeechtheyshouldnotreadit

fromtheirhandoutbutratherlookatthekeywordsontheblackboardwhile

Speaking.Iaddedthatoftenwhenweareaskedtodopublicspeakingwedo

nothavetinetomemorizeaspeech.So,onethingwecan doisusekeywords

toorganizethespeechinourheadsandthengiveaSPeeChth血 goftheI

keywordsaswespeak.Studentsweregiven5minutestopracticethespeech

bythemselvesandwereinStruCtedtoavoidlookingattheirhandoutasmuch

aspossibleandfocusonlyonthekeywordspostedontheboard.Inorderto

co血 thattheyuhderstoodwhattheyhadbeeninstmctedtodo,Igavea

demonstrationofaspeech.

3.43ThBk

Forthetasktheoriginalplan wasforstudentstogivethespeechesin

palrSwitha5m血utetimelimit_A洗ergivingthespeechesinpairs,Iplanned

forindividual studentstopresenttheirspeechtothewholeclassin the

post-task.However,atthisstage,therewereouly10minutesremai血 gin

thedass.Inotherwords.therewereonly10mhutestocompleteTask2and

writetheself-evalua也onforms.As aresult,thetaskwaschangedsothat

No.10(知 OB) 37

Studentswouldgivespeechesoneatatimeinfrontoftheentireclass.Oncea

speechfinishedweplayedthememorygam e.Forexample,aRerstudentA

saidherspeechlwouldsaytothedasS"StudentAhkeS__lJ'andtheywould

givetheanswer.AfterstudentBspoke,Iwouldsaytotheclass一̀̀studentA地es__∴"StudentBI泣es

〟

Ⅰntheend,8studentsgavetheirspeechinfrOntoftheclassAndtheywere

abletDdoitwithOutlooking_attheirwdttenspeech.With 5minutes

remai血ngintheclass,thetaskwasendedsostudentscouldusethe

remaining血 etowritetheirselfevaluationfom s.TherewasnOPOSt-task.

4. Wh ywasthis･da888u8飴 88fu1?

Although wewerenotabletodotask2initsentirety,thestudents

denonstratedthattheywereabletoaccomplishtheobjectivesofeachtask:(a)

listentoan extendeddialogueunderstandingthemainideaSand(b)givea

speechinEnglishusingkeywordS.A鮎rthedasstheprincipaloftheschool-

hadtoldmethatatfirsthedidnotbelievethestudentswouldbeabletofollow

thelessonbecausetheyhadjuststartedleami gEnglish.Headdedthathe

wassurprised.

Wh ywasthisclasssuccessu?First,studentswereabletounderstandthe

rationaleofthelessonandal80theobjectivesandexpectedoutcomesofeach

taskwereclear.Second..theclasswaschanenglngforstudentsbutnot●

impossible.mchards(1987)W血 sthatifataskistoodi氏Cult,leam ersw山

giveupbutthatifataskistooeasyleamerswinbecomebored.Thechanenge

fortheteacherinconductingtasksistofindthemiddle-ground.Becausethe

tasksassignedtostudentsatMi2nSaWaJにSwerenovel,Iwentthough great

painsto,enstuethatthemputstudentswouldreceivecontainedmostly■

fhmiliar wordsandgram mar. Itismybeliefthatahigh frequencyof

unhm山び1anguagetogetherwiththerequiredconcentration.toworkout

howtodoanewactivitywouldhavebeenoverwheh血gforthestudents.

Thethirdreasonwhythetaskwassuccess血lwasbecausewewereableto

accomplishtheobjectiveswithintheglVentinewithoutrushingJthasbeen

my eコ申erience that when students are rushed,their performance

dramaticdlydecreases.Jolm Fanselow,formerPresidentofTESOL,Saidina

workshopinSendaionFebruary22,"Studentsneedtinetothink".h this

38 『岩手大学英語教育論集』

class,studentshadtimetothink.

ThelastreasonwhythisclasswasstlCCeSSf山wasthatlwasableto

changethelessonplm asitwasbeingcamiedout.TBTofferstheteachers

optionsofdoing1to3phasespertaskaswenasvariouschoiceswithineach

phase.BecauseoneisneverlOO%certainhowmuch血 eitmighttake

leamerstocompleteaphaLSe,SOme血 esitmightbenecessarytocombine

phases,dzDPaPhase,oroptforan altemadvechoicewithinaphasetoensure

thatthe血assendson血 eandthatthestudentsarenotrushed.

Re免rezICe8

Doughly,C.J.(2003).hstructedSLA.InC.J.Doughty.&班.I.ong(Eds.),乃e

jhZD曲α止ofibcoBdh g77ageAcgzLisib'OD.Maiden:Blatkwen.

Euis,a (2003).Ta並-based血卿 tu軸 addleuZZihg:Oxford:Oxford

UhiversityPress.

HalJ此 (2007a).AConsiderationofthedimensions-ofe飽ctiveinstrucdon

fortaskbasedleami g.BzLHe血 ofEDg:AkLEUzzLZQb'azZJTn由Um'Tlm 'bT,9,

33-47.

Han,JM.也007b).A由BkbasedleBSODatajizni'W 勾担Scbool.lOnhe]

Ayailable:

<ht.t://diseusseno･lish_blogs)01.COm/2007/10/task-based･1esson-at-:一lnior･hi

gh-school.htmi>

Lightbown,m瓜&Spada,N.(2006).HowLZZZg7ZageSaだ1e丘招edOxford:

OdordUhiversityPress.

Ri血肝ds,J.(1987).ThedilemmaofteachereducationinTESOL.mSOL

Q吻 21,209｣226.

Ⅵm denBran den,K 伍d.)C2006).Taskbamd血脚 e血ab'OBIBvLZZZ

tbeouy iopz7BCb'α.Ca血bridge:CambridgeUhiversityPress.

W皿is,J.(1996).AbazzzewoLklur由sk-basedleamhg:Ha血W:Lengm an _

No.10(2008)

Appendix1-LessonPlan

39

教師の働きかけ 生徒の反応 ･活動 留意点 ･効果

Introduction (5分)

この部屋の皆さんは､外国の方に会う機会がこれからたくさんあると私は思います｡

会う外国人の中には､日本語と英語が話せる､日本語と他の外国語が静せる､英語だ

けが話せる､他の外国語だけが話せる人がいます｡このように､外国人に会う際､必

ずしも英語で話さなければならないとは限りません｡しかし､第2語 として世界の

一番話されている言語は英語です｡英語はイギリス人､オーストラリア人､アメリカ

人､ニュージーランド人とコミュニケーションをとる手段だけでなく､世界の人々と

コミュニケーションをとるためにも非常に役立ちます｡だから､皆さんはいつか日本

人ではない方と英語で話すことが必要になると私は思います｡例えば外国に行った

り､外国の団体を日本で受け入れたりすれば､簡単なスピーチを聞き､簡単なスピー

チを言うことが必要になると私は思います｡今日の授業の目標は､英語で簡単なスピ

ーチを聞き､文章を暗記せずにスピーチをすることです｡

まず､私たちは英語でのスピーチを聞きますOこのスピーチを話している方は､英語

を第2語 として話しています｡次に､私たちは簡単なスピーチをします｡

この練習がいっか役立つようにと私を滴 っています｡

%Sk1:Ⅰ血txmtoaSpeed(20分)

Objective:Learnjngan drecordingJan Oravec'spersonalinfomation

Realworldk喝ugePZtX3eBi3eS:Listeningtoalongspeechforspecificinfomadon,▲

reviewlngtheanSWerSwithapartner.

JamOravecの写真を

見せるO 難しい単語

を教える｡

生徒は JanOravec

の 1.出身､2.職業､

3.話せる言語､4.好

きなことを予想す

る｡

生徒がインタビューを聞

く意欲を高めるために､

Jan Oravecの情報を推

測させる｡

教材 :

(A)Lbtentoaspeech

のワーク･シー ト

Task

インタビューをすべ

て理解 しなくても良

く､特定の情報に集中

しても良いことを生

徒に伝える｡

2回インタビューを

見る｡答えに丸をつ

ける｡

教材 :DVD

40 『岩手大学英語教育論集』

Post-Task 英語で友達と 教材:DVD答えを確認するo (時 間 が な け れ ばPost-Taskを削るo)

指導課程 都市の働きかけ l生徒の反応.活動 留意点.効果ThBk2:GiveaSpeed (20分)

OtdecBve:Sayaspeechrelyingonlyonkeywords.

RealwQdd軸 ageproas紀8:Givingapresentationusingkeyworda

P∫e-taskStep1:Whteaspeed 生徒にスピーチの構成を説 -人でスtD-チを 教材 :Q)ASpeech

明する01. Name(名前)2. .Residence(住まい)3. Age(年齢)4. Wh atyou比e(好きなこと)5. Whchday?何曜日に好きなことをするo 書くo のワーク.シー ト

Pre-Task キーワードを使ったスピー 一人で黒板に書い Taskで言えるようー

Step2: チの仕方を実際にみせるo てあるキーワー ド に､この段階でスピ

Practicethespeech を見てスピーチをするo -チOj練習をする○

Task: 生徒にスピーチをするよう ペアーになってお

Sayyourspeech に指導するo 互いにスピーチをするo

Post- 授業の前でスピー これを通して､タラ

Task: チをするo各スピー スの好きなことを

チが終わった後､全員でメモリー.ゲームを行うo 把握したい○

No.10(BOOB)

Appendix2-ListeningWorksheet

41

A 地 nizLgtOa革p飴血

まず､Jan Oravecの出身 (1.)､職業 也.)､話せる言語 (-ケ国語以上)､(好き

なこと)を推測して下さい｡血 OraⅧCのスピーチを聞いた後､自分の推測を確

かめてください｡

1. Heis血m

① AuStrah

@ France

② Cze血 RepubliC(チェコ ③ Englm d

共和)

⑤ Gemany(ドイツ) ⑥ RuSSia

⑦ Slovakia(スロバキア) ⑧ Spain

2. HeiSa

① Acbr

④ Docbr

② Chemi t(科学者)

⑤ Eng血eer(技術者)

3. Hespeaks

① Chinese

@ French

@ Russian

4. Helikes

⑨ tJkaine (ウクラ

イナ)

③ Cook

⑥ English

Teacher

② CZeCh (チェコ語) ③ EngliSh

⑤ Gem an (ドイツ語) ⑥ Japanese

⑧ Slovak (スロバキア語) ⑨ Spanish

(∋ Basketba皿

@ Judo

42 『岩手大学英語教育論集』

Appendix3ISpeakingWorksheet

B.GivingaSpeed

JanOravecのように､皆でスピーチを言いましょう｡スピーチで自分の1.名前､

2.住まい､3.年齢､4.好きなこと､5.なん曜日に好きなことをするかを教えましょ

う｡まず､下記の文の穴に自分の情報を書きましょう｡(例を参照にして下さい)

a.My name is

お住まい

好きなこと

何曜日に

I live in

年齢

Iam - year8-Old. Ilike好 き な こ と を す る

(例)

HLMynameisぬmesHamIhveinTAka皿atSu.Morioka.Iama2_yea指10ld.

Ⅰ日給lovetheBostonRedSox.IwatchtheRedSoxoBeVervdav

(岩手大学教育学部英語教育科)