2019/4/22 Warm-up ※Warm-up 1～3には、小学校外国語活動「アルファベットを探そう」（H26年度、神埼小学校におけるSTの授業実践）で、５年生が撮影した写真を使用しています（授業者より使用許諾済）。

3 2 1 Answer the following questions. Give the answer as quickly as possible. 3 2 1

1. Find an Alphabet. J

2. Find an Alphabet. K

3. Find an Alphabet. W

4. Fill in the blank. patient

5. Fill in the blank. Kyoko is my father’s sister. She is my ( aunt ).

Try to answer in a full sentence. 3 2 1

6. What is the man doing? Ex. He is walking his dog. walkは「を散歩させる」の意味。 　　「散歩する」のwalk with his dogも可。

7. What are they doing? Ex. They are picking up the trash. They are cleaning up. 　trash「ゴミ」

8. Describe the situation. Ex. The girl wants to be a scientist, 　while the boy wants to be a police officer. 　　　while「一方」 and on the other handでも。

①伝える内容を整理する ②キーワードでメモを構成する ③ペアで交互に伝え合う ④内容、表現を確認する ⑤再度、一人ずつ英語で伝え合う Activity ① 2019/4/22 ①伝える内容を整理する ②キーワードでメモを構成する ③ペアで交互に伝え合う ④内容、表現を確認する ⑤再度、一人ずつ英語で伝え合う

１．What does this table show? It shows the number of government-sponsored exchange students at Tokyo University in 2009 and 2016. 1 2 1

１．This table shows the number of government-sponsored exchange students at Tokyo University in 2009 and 2016.

2．Did the total number of exchange students increase or decrease in 2016? A. It decreased ( by ) 27%. 2 2

2．The total number of exchange students decreased by 27%.

3．In 2009, was the number of French students larger or smaller than that of American students? A. It was smaller. 2 2

3．In 2009, the number of French students was smaller than that of American students.

4．Which country had the largest rate of decrease of the eight countries? 2 2 A. Vietnam did.

4．Vietnam had the largest rate of decrease of the eight.

more than twice as large 5．How many exchange students from India in 2009? How about 2016? So that means… The number of exchange students from India in 2016 was ( ) as 2009. 2 more than twice as large 2

5. The number of exchange students from India in 2016 was more than twice as large as 2009.

6. What can you see from this data? You need at least 2 ideas in pairs.

①自分の考えをまとめる ②その理由などをキーワードでメモする ③気付きをペアで伝え合う ④自分の考えとその理由を説明する ⑤話した内容を英語で書く Activity ②

PREP法 Point（結論）：～だ。 Reason（理由）：理由は～である。 Example（事例、具体例）： 2019/4/22 PREP法 Point（結論）：～だ。 Reason（理由）：理由は～である。 Example（事例、具体例）： 　　具体的には～だ。さらに～だ。 Point（再度、結論）：というわけで～だ。

PREP法 Point（結論）：I think … is the most ... Reason（理由）：That’s because … 2019/4/22 PREP法 ＊同じことを違う表現で Point（結論）：I think … is the most ... Reason（理由）：That’s because … Example（事例、具体例）： 　　For example, … And … Point（再度、結論）：So … nothing is more..