〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓 2009.11. 20.No10（毎週金曜日発行）〓〓〓〓〓〓〓〓〓〓〓〓
株式会社 セイガンスピーク メールマガジン
Sagan Speak Co.,
Ltd English Educational Newsletter
〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓
このメールは、これまでの弊社とお名刺を交換させて戴いた学校関係者様にお送りしています。
〓〓〓〓〓〓〓〓〓〓〓〓〓〓 今 週 の Ｉ Ｎ Ｄ Ｅ Ｘ 〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓
１．気になる最近のニュース
２．弊社開発の新英語授業プログラム「リンクインシステム」のセミナー開催(その１)
３．弊社所属の外国人派遣講師による日本の英語教育への提言(その３)
４．スティーブン自叙伝(第９話)“Sending out a search party ”
５．編集後記
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〓 １．気になる最近のニュース 〓
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●日本語能力向上させ、専門教育の土台築く
http://www.asahi.com/edu/ichioshi/TKY200911130206.html
●教育転換：政権交代の波／１ 教員養成６年化
http://mainichi.jp/life/edu/archive/news/2009/11/20091117ddm002010032000c.html
●教員養成制度：６年制、２９教委反対 「負担増、志望減る」
http://mainichi.jp/life/edu/archive/news/2009/11/20091117ddm001010002000c.html
●母校愛と個性は中高から 私大、傘下に新設・系列化
http://www.asahi.com/edu/tokuho/TKY200911160161.html
●インフルエンザで学年・学級閉鎖や休校、１万７千施設に
http://www.asahi.com/edu/news/TKY200911180460.html
●大人の学力に国際調査
http://www.yomiuri.co.jp/kyoiku/news/20091118-OYT8T00671.htm
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〓 ２．弊社開発の新英語授業プログラム「リンクインシステム」のセミナー開催(その１)〓
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■去る１１月１６日、世田谷区の某校におきまして、弊社開発の新英語授業プログラム
「リンクインシステム」(特許出願中)に関するセミナーを開催いたしました。
リンクインシステムとは、簡単に言うと、日本人英語教師による通常の英語授業と、外国人
英語講師により番外編的に実施されていた英語授業とを結びつける(リンクイン)ことで、
お互いの授業が有機的に関連させ、よりこれまで以上の効果と結果を生徒にもたらすとい
う授業システムです。具体的には、日本人教師が教科書を使って教えた英語授業の内容
(読解・文法等)をその後に行われる外国人講師による全編英語の授業において、展開・
発展、堀下げていくというものです。当然、生徒にとっては反復的・復習的効果がもたらさ
れますので、両授業のリンクの有無で外国人講師の授業の効果が一変します。せっかく、
費用をかけてまで採用している外国人講師生徒の存在です、一週間の中で限られた英語
授業の時間数、有限の資源を有効的に活用すべきではないでしょうか？
今回のセミナーの参加者様からのご質問をご紹介いたします。
●ご質問その１
「私がこのシステムに興味をもった理由は、同じ英語授業で、日本人英語教師と外国人英語講
師とが一緒に生徒へ教えているやり方であれば、将来、当高等学校の日本人英語教師が
「英語授業を英語で教える」ために、役立つだろうと思ったからですが、今回の授業は外国
人講師単独で行われています。今回の授業見学は私が当初抱いていたイメージとは違っていま
した。どうしてですか？」
→弊社側回答
「弊社のリンクインシステムとは、日本人英語教師による授業のあとに、外国人英語講師に
よる授業が続くことで、お互いの授業内容をリンクさせ関連のある授業にする仕組みです。
したがって、一つの授業で、両教師が１つの教室内で同時に一緒になって生徒に教える方式
ではありません。両英語教師が同じ授業で一緒になって生徒に教える方式の弊害として、
生徒が質問をしようとする場合、おのずと質問しやすい日本人教師の方に頼ってしまう傾向
が挙げられます。これでは外国人英語講師の存在の意味がありません。国際化の進む中で、
英語しか通じない場面に遭遇することもあるかもしれません。そんな時のために何とか自分
の英語の力で、話そうとしたり聞こうとする訓練が必要ですし、日本語の助けのない完全な
英語での授業の必要性もご理解いただけるはずです。しかし、ご質問の趣旨は非常に理解で
きます。実は、当システムの中には、日本人英語教師の訓練用のプログラムが含まれていま
すので、ご安心下さい。」
●ご質問その２
「高等学校からの導入と中学校からの導入、どちらが効果的ですか？」
→弊社側回答
「リンクインシステムの設計上、中学生からの導入が理想的です。高校からの導入ができな
い訳ではありませんが遅すぎます。理由は、中学生の時期で基礎的な英語力をつくることで
高校生なってそれを発展させることができるからです。」
（以上、来週に続きます。）
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〓３．弊社所属の外国人派遣講師による日本の英語教育への提言(その３) 〓
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■弊社の派遣講師Angela Stark(アンジェラ・ストーク)による、彼女の経験を通した日本
の英語教育への提言です。
Every student is unique; each brings her own experience, ability, and motivation
to class. This is especially true in a class of returnee students – not only is
there the usual range of personalities, but each member of the class has lived
overseas in a different place for a different length of time. In the class I am
teaching, I have one student who lived most of her life in Scotland, another who
lived in London for a year and a half, and two who lived in the U.S. before
beginning elementary school. There are girls who lived in Hong Kong, Kuwait,
Austria, Brazil, and Thailand. Some basically grew up overseas, and some
could barely write roman letters when they joined my class.
As you can imagine, this can be a challenging group to teach. The textbook we
are using is appropriately aimed toward the average level in my class, and
involves a variety of vocabulary building, listening, writing, reading, and
speaking activities. Still, I am always concerned that the more advanced
students are bored and the lower level students are struggling.
Yesterday I decided to try something new – a group writing activity.
The day’s grammar point was “If [possible situation], [subject]
will/might/may (have to, be able to) [verb].” I’ll give examples in a
moment, but first allow me to explain the activity.
I asked the students (there were seventeen yesterday) to put their desks in a
circle. I gave each student a piece of paper, and had her write a sentence using
the day’s grammar structure. Then each student passed her paper to the left.
On the paper she received from the student on her right, she wrote a new
sentence based on the first sentence. They kept passing their papers until
each person’s first sentence came back to her. The beginning sentences
might look something like this:
If you get a dog, you’ll have to walk it every day.
If you walk your dog every day, you might meet your neighbors.
If you meet your neighbors, you might become friends.
If you make new friends, you will be able to…
In a class where students are shy to ask questions or speak up, they were
asking each other (and me) about vocabulary and spelling. They were reading
their stories aloud and laughing, excited to see the progression of sentences.
Everyone still had a few lines left to write when the bell rang to announce
the end of class, but instead of jumping up to leave the room, they stayed
in their desks, writing until they finished, and eagerly awaiting the return
of the stories they had started.
Most importantly, they were learning while having all this fun!
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〓 ４．スティーブン自叙伝(第９話)“Sending out a search party ” 〓
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■以下は、本メルマガに連載形式にて好評掲載中の弊社 スティーブン・オーストウィック
の前半生です。第９話は、次回分とに２つに分けていますので、今回は前篇になります。
Sending Out A Search Party
I think most people have seen the movie “Stand By Me” starring the late River
Pheonix. Well, my story does not quite involve going out into the country side
to try to find a dead body, but it does involve some of the other things that
River Phoenix and his mates got up to in the movie.
In the first house that I lived in my bedroom looked out onto a farmer’s field,
actually miles and miles of uninterrupted farmers’ fields that my friends and
I would often walk across at weekends and during school holiday times in search
of an adventure or two. I can clearly remember waking up every morning, opening
my curtains and looking out over the fields, I would always open my window so
I could listen to the industrious sounds of nature going about its business.
Through my window I would see ploughed fields during the winter time and then
as spring and summer approached I would see cabbages or potatoes growing and then
see turnips, and on other occasions I would see peas and other root crop
vegetables growing, the type of crop I would see would all depend on the crop
rotation calendar of the farmer. As you probably know, crops are rotated at
certain intervals to make sure the earth is allowed to replenish itself, if the
same crops are grown year after year in the same field the earth loses precious
nutrients.
Summer was my favourite time of the year because the fields were full of golden
ears of corn waiting to be harvested, I always looked forward to seeing the big
Massey Ferguson combined harvesters coming down our street and then entering the
field to cut the corn. As soon as the combine harvesters started to cut the corn
you would see rabbits and hares jumping up and down and running for their lives.
Very often the farmers would carry shot guns in the cab of their combine harvesters
ready for such an eventually so they could shoot a few rabbits and hares to take
home for their wives to cook, that or they would sell to a local butcher and make a
bit of money. After the fields had been cut the bailer would come along and bail
all the straw ready for using to feed and keep the farmers livestock warm during the
winter months. After the bailing had all been done the farmers would leave the
bails in the fields for sometimes as long as two weeks, this meant that my mates
and I could do a lot of house/den building in that time. There were two types of
bails, round ones and rectangular ones, the rectangular ones were best for stacking
because we could make dens/houses a lot easier. I have to mention that we were not
really allowed to play in the fields with the straw bails, but the farmers pretty
much used to turn a blind eye to it, one or two farmers would shout and tell us to
get out of the field, but in general we were left alone to play and have fun.
One particular day in the summer of 1972, I was about 9 years old at the time,
I woke up at the usual time of 7am and opened my curtains and then opened both
my bedroom windows to listen to what was going on outside. I can remember the
early morning sun warming my face as I looked out into the distance, it was a really
beautiful summer day. I went down for breakfast as usual and then got dressed and
ready for the day ahead. I was on my school summer holiday and my four mates and
I had planned to go walking through the fields looking for an adventure or two.
We had decided not to take any lunch boxes with us, as we were expecting to find
our food along the way and then make a fire and cook it. I explained about this to
my mum and she of course tried to get me to take a lunch box, but I was adamant
that it was not necessary, as we would easily find food along the way. In the end
my mum made a flask of hot sweet milky tea for me to take which I appreciated and
off I went to meet my mates. My mates and I had arranged to meet near an old black
barn at the foot of the first field at half past eight, I got there at just before
twenty past eight and two of my mates were already waiting. After waiting for the
last of my mates to arrive we set off on our intrepid journey.
To be continued next week..........
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〓 ５．編集後記 〓
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■ 最近、埼玉県と千葉県の各学校様を訪問しておりますが、その度に、外国人派遣講師と
日本人英語講師との関係が良好でないという私立学校から色々と相談を受けております。
そうはいっても立場上、どうしても、中立的で第三者的な意見を言うことができず苦慮し
ております。しかし、現状を改善させたいという思いには偽りはなく、その意味では今後
も学校様からのご信頼に何とか報いたいと思っています。
■近頃は、年のせいでしょうか朝５時前には自然と目が覚めています。起きだすのに時間
はかかりませんが、早起きは三文の徳で、何か良いことが起こりつつあるのでしょうか。
■１６日のリンクインシステムのセミナーで行われ英語授業参観では、日本学園中学１年生
の学生さん達にプレッシャーを与えないかと危惧していましたが、教室の後ろに陣取る大人
たちに気にせず、普段通り間違いを恐れず、伸び伸びと授業を受けていただいたことに感謝
しております。こうした物おじしない姿勢が英語の習得には必要なのかもしれません。
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本メールは、株式会社セイガンスピークより発信しております。
東京都品川区西大井６丁目２４番１４号第５下川ビル２階
株式会社セイガンスピーク アルファベンディ事業部
電 話 ０３-５４９３-８１９３
F A X ０３-５４９３-８１９１