39. 文法の機能の3側面
•
昨夜の強盗事件についての報道…
•
Two men have broken into the museum, and the
police have arrested them.
•
•
前半;2人組の男=容疑者,後半;警察
もっとスッキリさせられないものか?!
•
Two men have broken into the museum, and have
been arrested.
40. 文法の機能の3側面
•
The tiger was caught an hour ago: 観念構成的側面
•
The bill wasn’t paid last month: 対人関係的側面
•
Two men have broken into the museum, and have
been arrested: テクスト形成的側面
•
いずれもby句なし; ではby句を伴うのは…?
47. Question 4
•
What animal do you like best?に対する答えとし
て,例えば「イルカ」が好きな場合,次の内ど
の表現が適切だと思いますか。
•
a) I like dolphin.
•
d) I like some dolphins.
•
b) I like dolphins.
•
e) I like the dolphin.
•
c) I like a dolphin.
•
f ) I like the dolphins.
48. Question 5
•
それぞれ適切な方を選んで文を完成さ
せてください。
•
[1] My wife (a) who/ b) , who) works for
a university ( / ,) is 35 years old.
•
[2] My wife is awed by every woman (a)
who/ b) , who) works for the university.
50. Question 6
•
Yoichi keeps a diary in English.
•
I’m very disappointed now. I participated in our class
relay. [1], but then I hurt my leg! Finally, [2]. I will
never forget this experience.
•
[1] We (a) won/ b) were winning) the race
•
[2] Atsushi’s team (a) won/ b) was winning) the
race.
51. Question 7
•
[1] Kana: Hi. Just to let you know that we’ve booked
the train tickets so we’re all ready to go.
•
Atsushi: Look, I’m really sorry but I (a) broke/ b) ’ve
broken) my leg so I can’t go with you.
•
[2] Kyoko: I’ve heard you were in the hospital. Poor
you! How are you feeling?
•
Ken: Thanks, but you need not worry about me. I (a)
broke/ b) ’ve broken) my leg but I’m all right now.
52. Question 8
•
(1) Yoichi: Mom, can I go on a trip to Kyoto? We’re going
to Otaru and then taking the ferry over to Maizuru.
•
Mom: But Yoichi, you (a) ’ll/ b) ’re going to) be sick. You
always get sick on boats.
•
(2) Anne: Are you OK, Yoichi? You look a bit green.
•
Yoichi: I’m OK. I……
•
Anne: Quick, get a plastic bag! He (a) ’ll/ b) ’s going to) be
sick.
53. Question 9
•
Anne: (a) Can/ b) May) I stay at Yoichi’s house tonight,
Mom?
•
Mom: I’m tired of telling you that you should use ‘(a)
can/ b) may)’ when asking permission.
•
Anne: OK, OK. (a) Can/ b) May) I stay at Yoichi’s house
tonight, please, Mom?
•
Mom: No, you (a) can/ b) may) not.
•
Anne: Oh, Mooooom.
63. Question 18
•
Kyoko: How about Seoul tours? ( )
•
沖縄に行きたいと思っているケンくんに対し
て,口論にならないように韓国のソウルを提
案したいとき,恭子さんはどちらの表現を用
いた方がいいと思いますか。
•
a) I think Seoul is nicer than Okinawa.
•
b) I think Seoul is as nice as Okinawa.
64. Question 19
•
返答として適切なものをa)∼c)から選んで,会話を完成させ
てください。それぞれ,どんな場面だと思いますか。
•
(1) Kyoko: Where’s the motorcycle?
•
(2) Anne: What’s in the garage?
•
(3) Kana: How could we go to the beach?
•
a) Yoichi: There is a motorcycle in the garage.
•
b) Atsushi: There is the motorcycle in the garage.
•
c) Ken: The motorcycle is in the garage.
67. Question 1
•
Yoichi keeps a diary in English.
•
I’m very disappointed now. I participated in our class
relay. [1], but then I hurt my leg! Finally, [2]. I will
never forget this experience.
•
[1] We (a) won/ b) were winning) the race
•
[2] Atsushi’s team (a) won/ b) was winning) the
race.
73. 時制と進行相
•
a) The bus is stopping. (完結)
•
b) He is reading a paper now. (非完結)
•
c) He is tapping his pen on the table. (瞬間)
•
d) He is living in Shizuoka. (状態)
•
現在進行相」の教育内容構成: a) → b) → c) → d)
•
単純過去形と過去進行形との対比
75. Question 7
•
(1) 目の前にいるマナー知らずの陽一君に
•
•
•
a) Speaking with your mouth full is very rude.
b) To speak with your mouth full is very rude.
(2) 図書館内の張り紙
•
c) Talking in the library is not allowed.
•
d) To talk in the library is not allowed.
76. Question 8
•
(1) 忘れずに課題をやりなさい。
•
a) You must remember doing your assignment.
•
b) You must remember to do your assignment.
•
(2) 中学時代,友達と課題をやったのを覚えている。
•
When I was in junior high school,
•
c) I remember doing assignments with my friends.
•
d) I remember to do assignments with my friends.
77. Question 8
!
•
a) stop, remember, try
•
b) enjoy, finish, give up, help, deny
•
c) decide, choose, advise, agree, expect
78. Question 8
!
•
a) stop, remember, try
•
b) enjoy, finish, give up, help, deny
•
•
-ing
c) decide, choose, advise, agree, expect
•
to ...
81. 授業でやる意味
社会的知識構築と個人の理解のプロセスの関係
each other outside of class.
Cultural
artifacts
Explicate
implications
Personal
understanding
Tacit preunderstanding
Collaborative
knowledge
and
objectify
Negotiate
perspective
Use in
activity
Personal
comprehension
Accept as
one’s own
Formalize
Make
problematic
Shared
understanding
Social
knowledge
building
Clarify
meanings
Argumentation
and rationale
Discuss
alternatives
Personal
focus
Articulate
in words
Public
statements
Figure 1. A diagram of knowledge-building processes (Stahl, 2006, p. 203).
Other people’s
public statements
84. 「よい問題」の条件
•
予測可能性:
•
There is an onion on the kitchen table.
•
There are three onions in the vegetable storage.
•
There is a lot of onion in the pasta sauce.
90. uniquely identified
uniquely identified
the/ one’s/ th- N
a/ some/
N
方向づけのベース
the N
•
aN
物事の理解・評価,関連課題の解決に用いるモデル
the/ one’s/ th- N
a/ some/
•
例示・プロトタイプ(Cf. pp. 4, 15-16)
•
先行オーガナイザー(Cf. p. 14)
•
アルゴリズムとルール
•
N
システムモデル
the
•
some
胚細胞モデル
a(n)
- 12 -
91. Engeström, 1994, pp. 62-66;
!
Cf. pp. 5, 10-11
!
, 2010, pp. 82-87;
Cf. p.9
方向づけのベース
!
.
•
物事の理解・評価,関連課題の解決に用いるモデル
•
例示・プロトタイプ(Cf. pp. 4, 15-16)
the
some
a(n)
•
先行オーガナイザー(Cf. p. 14)
!
!
•
アルゴリズムとルール
- 12 -
, 2000, p. 109
冠詞
Locatable
Inclusive
Limited
Count
E.g.
extensivity
zero
•
システムモデル
胚細胞モデル
some
Some cats g
a
•
Cats hide th
There is a c
the
The cat slee
null
Her name is
Water boils
I’ll boil som
The water i