6. The names of the months all come from Latin.
January, March, May, June ‒ these months are
named after Roman gods.
January was named after the god Janus.
He was a strange god with two faces.
He could look in two directions.
He could look forward and back at the same time.
He was the god of endings and beginnings.
January, which is named after him, is the first
month of the year.
It is a month in which one looks forward to the next
year, and also looks back to the old year.
7. • The names of …
• January, March, May, June …
• January was named …
• He was a …
• He could look in …
• He could look …
• He was the …
• January, which is …
• It is a month …
• and also …
11. Understanding the paragraph
• (1) Which paragraph do you think is better?
Why?
• ( A / B ) is better because ...
• all of the sentences are about one topic.
• the violin family of instruments
12. Understanding the paragraph
• A is a good paragraph.
• There are several instruments in the violin family. The
violin is the most popular. It is an important instrument
in the classical orchestra. It is also played in jazz and
country music groups. The cello and the viola have the
same shape as a violin, but they are bigger. They are
used mostly in classical music. The biggest stringed
instrument is the bass. It’s so big you have to stand up
when you play it. The bass is played in classical
orchestras, and it is also often played in jazz groups.
13. Understanding the paragraph
• B is not a good paragraph.
• Violins are made of wood. The best old pianos were
made in Germany. Musicians spend a lot of time
practicing. Sometimes they play for eight hours a
day. Most violinists stand up when they play alone.
Taking music lessons can be expensive. The kind of
wood in a violin is important. Many famous
musicians started to study at an early age.
14. Understanding the paragraph
• (2) In this paragraph, the topic is bicycles. What is the
author’s main idea about bicycles?
• In some parts of the world, ...
• a) Bicycles are cheaper than cars.
• b) The transportation without a drop of gas is better.
• c) Bicycles are good for transportation.
15. Understanding the paragraph
• (2) In this paragraph, the topic is bicycles. What is the
author’s main idea about bicycles?
• In some parts of the world, ...
• a) Bicycles are cheaper than cars.
• b) The transportation without a drop of gas is better.
• c) Bicycles are good for transportation.
16. Understanding the paragraph
• (2) In this paragraph, the topic is bicycles. What is the author’s
main idea about bicycles?
• a) Bicycles are cheaper than cars.
• →too specific；狭過ぎ，細か過ぎ，具体的過ぎ
• b) The transportation without a drop of gas is better.
• →too general；漠然とし過ぎ，抽象的過ぎ
• c) Bicycles are good for transportation.
17. Understanding the paragraph
• Topic sentence(トピック・センテンス)
• 書き手が主張しようとしていること(main idea主旨)を述べる
• パラグラフの最初の位置に来ることが断然多い（最後や中
ほどに来ることもある）
• Support sentence(s)(サポート・センテンス)
• 主旨をより詳しく説明，描写したり，例を挙げたり，他の
ものと比較したり，原因や理由を述べたりする
18. Understanding the paragraph
• E.g. (1) A.
• MI: There are several instruments in the violin family.
• The violin is the most popular.
• The cello and the viola have the same shape as a
violin(,)
• The biggest stringed instrument is the bass.
22. Guiding reading comprehension
読解ストラテジーの指導・活用
• 語彙のストラテジー
• 1. 未知の語の前後の語，文のコンテクストから推測
• He is too rigid, too narrow-minded.
• 2. 語の成り立ちの知識: 接頭辞・接尾辞・語根
• irreplaceable
• 3. 辞書を引く；英英辞書の英文例
23. Guiding reading comprehension
読解ストラテジーの指導・活用
• 語彙のストラテジー: Exercise 1
• [1] Would a judge who decides that a defendant is guilty
acquit the prisoner?
• [2] Would an abolitionist have wanted to emancipate
slaves?
• [3] Would an optometrist survey a person’s eyesight?
25. Guiding reading comprehension
読解ストラテジーの指導・活用
• 統語のストラテジー
• The argle zoolked the bordiddy in the ershent because the
bordiddy larped the argle.
• [1] Who zoolked the bordiddy?
• [2] Why did the argle zoolk the bordiddy in the ershent?
• [3] What did the bordiddy do to the argle?
26. Guiding reading comprehension
読解ストラテジーの指導・活用
• 統語のストラテジー
• 1. 機能語を手がかりとする: 冠詞，前置詞，時制を伴う助動
詞，関係代名詞，従属接続詞
• the kind man …/ to the pretty girl …
• 2. 別の標識がない限り，最初の節は主節と考える
• The doctor told her that …/When he told her about it, she cried.
• 3. 構文的知識: so … that, too … toなど
27. Guiding reading comprehension
読解ストラテジーの指導・活用
• 統語のストラテジー
• Exercise 1
• [1] My uncle who works in a bank came to see
us yesterday.
• [2] I bought a book Professor Smith
recommended in the class.
28. Guiding reading comprehension
読解ストラテジーの指導・活用
• 統語のストラテジー
• Exercise 1
• [1] My uncle (who works in a bank) came to see
us yesterday.
• [2] I bought a book (Professor Smith
recommended in the class).
36. Guiding reading comprehension
発問の活用
• E.g. Mary flies to the Occident twice a year to buy
fashionable cloths.
• 事実確認発問：問いの答えに当たる部分をテ
キストの中からそのまま抜き出して答えれば
正解を得ることができるような問い
• 例. Where does Mary go twice a year?
37. Guiding reading comprehension
発問の活用
• E.g. Mary flies to the Occident twice a year to
buy fashionable cloths.
• 推論発問：テキスト上には直接表示されて
いない内容を推測させるもの
• 例. Does Mary have a lot of money?
38. Guiding reading comprehension
発問の活用
• E.g. Mary flies to the Occident twice a year to buy
fashionable cloths.
• 評価発問：テキスト内の情報を尋ねるのでは
なく，テキストに書かれた情報に対する読み
手の考えや態度を表明させる
• 例. Imagine you have a lot of money. Would you
spend it on clothes and pleasure?
39. Guiding reading comprehension
発問の活用
• Exercise 4: New Crown 2, L8, Get Part 1, p. 92
• Here’s a five rupee note. Rupee notes
are used in India. Look at the note
carefully. You can see many
languages on it. All these languages
are spoken in India.
40. Guiding reading comprehension
よい問題の条件
• a) 具体性: 問題を構成する要素が学習者の経験と結びつく
• b) 検証可能性: 問題に対する答えが存在; どの予想が答と
して正しいかを調べる手だてが存在する
• c) 意外性: 予想と正答との間に何らかのズレ; 結論が多か
れ少なかれ思いがけないもの
• d) 予測可能性: 同類の新しい問題に対してより正しい予測
ができるようになる; 関連した問題に予想がたてられる
