修士論文構想
A. Basic format for English II
1) Review of the vocabulary : Chorus reading > Vocabulary quiz
2) Review of the former part : Pair reading > Quesion and answer
3) Checking the new vocabulary : columns and rows
4) Model reading of the new part
5) Question time from Students
6) Checking the meaning of each sentence : simultaneous interpretation
7) Pair reading
8) Checking the expressions and structure of each sentence : lecture style
9) Pair reading (change the part)
B. Methods used in my lesson
As for the lesson, I always try to avoid the monotonous atmosphere, using various methods in the lesson. I change the activity every 5 to 15 minutes. What is important to me is to keep students' motivation and concentration in the lesson.
I frequently use the columns and rows, which is useful in that T can make ss compete with each other and thus make the good atmosphere.
To build up the vocabulary, the repetition is the key. Hence, I start my lesson with the vocabulary activity; pronouncing the new vocabulary together > saying the vocabulary after Japanese > Vocabulary quiz
Aural reading is mainly based on pair reading; normal pair reading sentence by sentence > speed pair reading > reading at the same time with the partner, shadowing
The review of the former part is done through questions and answers. By answering a lot of questions, students naturally remember the story of the former part.
Before going to the interpretation of the new part, I set up the question time for students, when they can ask T anything, while at other times they have to keep standing if they cannot answer T's question. If they have prepared for the lesson, they can solve the questions before T's explanation. This method will encourage ss to study at home.
I separate the translation and explanation completely because doing both at the same time takes too much time and kills students' concentration. Therefore, first, I make students translate each sentence as if they did the simultaneous interpretation. Then after the pair reading, I explain to ss about the expressions and the structure of each sentence.
C. Previous research
I have taken some courses on Action research. The present class format is the result of such research.
D. References
英文和訳から直読直解への指導―明日から使える教室技術
研究社出版 (1996/07) 作者： 斎藤栄二
高校英語教育を変える和訳先渡し授業の試み
三省堂 (2004/08) 作者： 金谷憲 高知県高校授業研究プロジェクトチーム
より良い英語授業を目指して―教師の疑問と悩みにこたえる
大修館書店 (2000/04) 作者： 斎藤栄二 鈴木寿一
これだけは知っておきたい英語授業レベルアップの基礎
大修館書店 (1996/03) 作者： 斎藤栄二
英語授業の大技・小技
研究社出版 (1999/02) 作者： 静哲人
E. Problems and targets of this research
I try to motivate students in each lesson, but I have not cared about the connection of each lesson. I would like to make the annual schedule on how to allocate the task in one year.
This annual schedule will be based on the students' impression on the each task, and their growth of English ability. I am not sure of how to check them.
Another important point is that students must be autonomous learners, which means that they have to study by themselves outside my lesson. The ultimate goal of the English lesson is to help students study without teachers.
