６月１日

1時間目　 教育学部１年生

4 成分表示 (Nutrition facts)の見方

The information in the main or top section (see #1-4 and #6 on the sample nutrition label below), can vary with each food product; it contains product-specific information (serving size, calories, and nutrient information). The bottom part (see #5 on the sample label below) contains a footnote with Daily Values (DVs) for 2,000 and 2,500 calorie diets. This footnote provides recommended dietary information for important nutrients, including fats, sodium and fiber. The footnote is found only on larger packages and does not change from product to product.

課題：
１　授業で学習した内容の中からトピックを選び、英語で自分の意見を言える（Presentation)
２　発表した内容を英語でまとめて提出(paper)

テスト
学習したトピックに関連した英文を読んで、質問に答える（７月１３日授業中）

もう一つの授業と併せて最終的に評価

2時間目 　英語演習I

3 PROGRAM STANDARDS FOR THE PREPARATION OF FOREIGN LANGUAGE TEACHERS

外国語教師の基準はどうなっているか？


CEFRとACTFLの外国語学習スタンダードについて比較し、英語で自分の考えの要点を発表し、後に英語でまとめて提出（300語以上）

発表　６月22日と２９日（一人３分）
提出　7月6日（月）

テスト
授業で学習した内容に関連した英文を読んで、質問に答える

3 英語教育学I

授業予定：よい教師とは？　話を聞いて、自分の考えを英語でまとめて、メールする。

A good language learner:

Finocchiaro and Bonomo (1973)

— Plan in advance the situations with which the meaning of the new language
Ítems will be made clear to the students.
— Provide meaningful use of the language in communication activities
where language is generally used by native speakers.
— Keep previously taught materials alive through judicious reintroduction
in subsequent classroom lessons.
— Use the students' native language sparingly in the classroom, but not
hesitate to use it to clarify instructions or to ensure that essential information
has been understood.
— Leam how to engage the students in full class, group, and individual
recitation procedures as appropriate. He/she should become accustomed
to preparing or utilizing existing instructional materials. He/she
should supplement the basic text where necessary by preparing drills,
dialogues, or reading selections. He/she should become skillful in preparing
scripts for tapes, and in integrating laboratory practice and
classroom activity.
— Determine when beginning-level students are ready for reading and
writing activities. (S)he should plan reading lessons which will provide
students with an aesthetic experience. (S)he should incorpórate writing
activities which will lead gradually to more creative, «free» student
expression when possible. (S)he should provide students with cultural
insights into the foreign country.
— Make sure that students retain their sense of individual dignity and national
pride.
— Select and use only the audio-vidual aids which will help the students
acquire a particular language structure.
— Give frequent tests which will help gauge the achievement of students,
diagnose individual leaming problems; and judge the effectiveness of
his teaching.

Prator (1976:5)

1. Teaching is more an art than a science.
2. No methodologist has the whole answer.
3. Try to avoid the pendulum syndrome.
4. Place a high valué on practical experimentation without doctrinaire
allegiance.
5. Look at various relevant disciphnes for insights.
6. View objectives as an overriding consideration.
7. Regard all tested techniques as resources.
8. Attach as much importance to what your students say as to
how they say it.
9. Let your greatest concern be the needs and motivation of
your students.
10. Remember that what is new is not necessarily better.

Sanderson (1983)

— Uses the foreign language predomínantly.
— Is vigilant of the pronunciation, intonation and stress.
— Praises correct responses; that good teacher is sympathetic/ positive
about wrong responses.
— Conveys warmth in delivery of the message and through facial expression;
a teacher who engages in intensive oral exploitation and material.
— Promotes understanding by non-verbal clues.
— Relates the foreign language to the target culture.
— Explains tasks clearly; a teacher who is varied with regard to materials.
— Is flexible with regard to objectives.
— Builds up on pupil error; a teacher who provides a variety of language
activities.
— Involves the whole group.
— Is skilled in handling equipment.
— Promotes use of the foreign language by pupils.


１課題

１） 学習指導要領か英語教育の目的や目標について英語で話す。授業中にプレゼンテーション（手を上げて発表）

　　　６月１日、８日、１５日（１０人程度）

２） 学習指導要領か英語教育の目的や目標について日本語か英語で自分の意見をまとめる（レポート）　６月１日までに提出



ファイナル課題　
１この授業で学習した具体的な指導方法（発音、文字、文法、リスニングなど）についてリサーチをもとに日本の英語教育環境での課題を論じなさい（英語でも日本語でも可）
２テスト
　教科書のあるレッスンについて１時間の指導手順を作成しなさい。