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LANDMARK English Communication I「発問シナリオ」（授業展開）サンプル 本文理解の深さを問う発問活動（各パート Q&A 活動）Can-Do 尺度例 「教科書本文を読んで、本文の流れを踏まえて重要な内容を理解することができる」 ① 前提となる背景的事実や出来事について答えることが難しい。 ② 前提となる背景的事実や出来事について答えることができる。 …… ②「前提」発問 ③ 中心の命題（イイタイコト）について答えることができる。 …… ③「命題」発問 ④ 背後の理由や詳細情報などの展開について答えることができる。 …… ④「展開」発問 ※ Teacher’s Manual ⑦「Can-Do リスト解説書」（pp.6-8）参照 Lesson 3 “School Uniforms” 発問シナリオ概要 発問を通して本文の理解確認を行い、授業への深い理解を促すことを目的としている。教科書の 脚注質問を、中心の命題（イイタイコト）発問と位置づけ、その前提となる背景的事実や出来事を 引き出す発問と予想される生徒の回答をシナリオ化している。パートごとに、発話内容ごとにラベ リングをしているので、発話の流れと内容を確認できるようになっている。字義的な理解にとどま らず、深い内容理解のための推測発問例を示している。パート２・３に関しては、教師が補足的情 報を提示しながら、より深い理解を促す発問例になっている。特に【Advanced】のパートについて は、生徒の理解に応じて利用してほしい。パート４においては、制服着用の是非について賛否両論 の意見を理解しながら、生徒がさらに発展的にディスカッションを行う発問例を提示している。 Lesson 3 “School Uniforms” 【Part 1】 【イントロダクション】 T: What do you wear when you go to school every day? S: I wear my school uniform, of course. T: Yes, of course you do. Look at the pie chart on page 36. As you know, most Japanese high schools have school uniforms. ②How many senior high schools have a school uniform? S: 81% have school uniforms. T: Correct. Actually, most Japanese high schools and junior high schools have school uniforms. ②What percent of Japanese people wore school uniforms during their school days? S: More than 95% of them did. T: That’s right. In Japan, most Japanese people wore school uniforms when they were students. T:【Advanced】Look at these two numbers. Why are these two numbers different? Why do you think the second one is higher than the first one? S: Because the first one is about high schools, but the second one shows junior and high schools. I think wearing a school uniform is more popular in junior high schools. T: Good notice! Sometimes you have a choice to wear private clothes even when your school has a school uniform. Copyright©2021 Naoyuki Naganuma 〈[email protected]〉 & Haruko Nagasue 〈[email protected]〉 LANDMARK English Communication I「発問シナリオ」（授業展開）サンプル 【進学する高校を選ぶ理由 】 T: ③How many students checked the school uniform when they decided on their high school? S1: Half of the students did. T: How about you? Did you check the school uniform when you were choosing which high school to go to? S1: Yes, I did. T: ③When students are choosing schools to go to, do you think school uniforms are important for them? S1: Yes, they are. T: Half of the students must have thought that the school uniform was a key factor when choosing their schools. Half of the students must think that school uniforms can be a key factor when choosing their schools. How about you? When you chose your school, was the school uniform the most important factor? S1: Yes, it was. T: There may be other reasons why students choose a school. Does anybody have other reasons why you chose to go to this school? S2: I played baseball when I was a junior high school student and I wanted to continue to play baseball at high school. I heard that the baseball team at this high school is very strong. That is why I chose this school. S3: This high school is only a 5-minute walk from the station. I chose this school because it is very convenient. 【調査結果】 T: Good. Now take a look at the third survey. ③What percentage of third-year high school students are happy that their school has a uniform? S: 94% are. T: That’s right. So ④what feelings do most students have for their school uniforms after wearing it for three years? S: They have favorable feelings for them. T: Correct. Good answer. 【推測発問（発展）】 T: OK then, why do you think that they have favorable feelings for the uniforms that they have to wear for three years? S: It is because they wear their uniforms for three years and they come to like them and have Copyright©2021 Naoyuki Naganuma 〈[email protected]〉 & Haruko Nagasue 〈[email protected]〉 LANDMARK English Communication I「発問シナリオ」（授業展開）サンプル favorable feelings for them. S2: I think that they feel proud of being a student of their high school when they wear their uniforms. T: Good point. Students can feel a sense of belonging to their school, and they can identify themselves with their school when they wear their school uniform. That is why they have favorable feelings for their uniform. Lesson 3 “School Uniforms” 【Part 2】 【制服着用率の振り返り 】 T: Let’s do a quick review of Part (1). Do you remember what percentage of Japanese people wore school uniforms? S: More than 95% of people did. T: School uniforms can be important for Japanese students when they choose a school. How many students checked the school uniforms when deciding on their high school? S: Half of the students did. T: Right. Do most Japanese students have favorable feelings for their uniforms? S: Yes, they do. 【海外の制服の日本の制服との類似点 】 T: Well, what about students in other countries then? ②Do schools overseas have school uniforms? S: Yes, many of them do. T: Right. Then, what do uniforms look like in other countries? Look at the pictures on page 39. You can see the school uniforms in South Korea. Are the school uniforms in our neighboring countries such as South Korea (and Taiwan) different from ours? S: No. They are quite similar to those in Japan. T: That’s right. ③What do school uniforms in Australia and the UK look like then? S: They look like ours. T: What do students in Australia and the UK wear? S: Many students wear jackets and ties. T: That’s right. In the UK, boys usually wear jackets and ties and girls wear skirts. These clothes have become school uniforms. why do you think the school uniforms in Japan and South Korea are similar to those in the UK? S: I think the school uniforms in the UK were introduced to these Asian countries. T: Good answer. Copyright©2021 Naoyuki Naganuma 〈[email protected]〉 & Haruko Nagasue 〈[email protected]〉 LANDMARK English Communication I「発問シナリオ」（授業展開）サンプル 【制服としての民族衣装の事例：ベトナム・ブータン】 T: What about the school uniforms in other Asian countries? Do you think school uniforms in the UK were introduced to other Asian countries as well? S: No, I don’t think so. T: Take a look at the pictures of school uniforms in Vietnam and Bhutan on page 39. ②Do they look similar to ours? S: No. They look quite different from ours. T: Correct. ③How are the school uniforms in Vietnam and Bhutan different from ours? S: They are based on their traditional costumes. T: Right. Look at the Vietnamese girls in the picture. ④What is the traditional costume that they wear called? S: It is called an “ao dai.” T: Good answer. In the Vietnamese language, “ao” means jacket and “dai” means long. As you can see in the picture, “ao dai” consists of a long jacket and long pants. What about the traditional costumes in Bhutan? Everyone, take a closer look at the school uniforms worn in Bhutan. You can see boys and girls wear different traditional costumes, right? Can you describe what the boy’s costume looks like? S: I think it looks like a Japanese kimono. T: Good observation. It is called a “go”. How about the costume for girls? Have you ever seen a similar traditional costume for women in any other Asian country? S: I guess it looks like a sari, a traditional costume worn by Indian women. T: Good answer. Actually, it is influenced by the sari. The traditional costume for women in Bhutan is called a “kira”. It is a dress that is wrapped and folded around the body and pinned at both shoulders. You can also see the short blue jacket. It is called a “toego”. The kira is usually worn together with a toego. 【マレーシアの制服事情】 T: Look at the two pictures on the bottom of page 39. They show the school uniforms in Malaysia. ③What do you notice? S: Different girls wear different kinds of uniforms. T: Good. Can you explain further? S: The school uniforms in the left-hand picture are similar to ours. The girls in the right-hand picture, on the other hand, are wearing traditional costumes. T: Right. Can anybody find any other differences? S: The girls in the right-hand picture are showing some skin, but those in the left-hand picture are not. Copyright©2021 Naoyuki Naganuma 〈[email protected]〉 & Haruko Nagasue 〈[email protected]〉 LANDMARK English Communication I「発問シナリオ」（授業展開）サンプル T: Good answer. ④Why do different girls wear different kinds of school uniforms in Malaysia? S: Because they have different religious backgrounds. T: That’s right.【Advanced】Can you tell me more about the different religious backgrounds of students? Any volunteers? S1: The girls in the left-hand picture are Muslims. Their religion says that women can’t show their skin. That’s why they wear their traditional costumes. The girls in the right-hand picture are not Muslims. T: Excellent answer. Well-done! As S1 said, the Muslim women are strictly prohibited from showing their skin, so they wear their traditional costume called a “chador”. In Malaysia, 63.7% of the population are Muslims. So, they have school uniforms for both Muslims and non-Muslims. It is very interesting to see the different kinds of school uniforms overseas, isn’t it? Lesson 3 “School Uniforms” 【Part 3】 【海外の制服の振り返り】 T: In Part (2), we learned that different countries have different school uniforms. Some are similar to each other, while others, such as those in Vietnam or Bhutan, are based on the traditional costumes of the country. In Malaysia, school uniforms differ according to the religious faith of the student. 【6 か国で実施された調査結果に関するディスカッション】 T: How many schools in other countries have uniforms? Let’s look at the results of the survey on page 40.
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    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2000 Face value: Cosmetics and Japanese performances of ethnicity Bonnie Schenk Darrington The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Schenk Darrington, Bonnie, "Face value: Cosmetics and Japanese performances of ethnicity" (2000). Graduate Student Theses, Dissertations, & Professional Papers. 7995. https://scholarworks.umt.edu/etd/7995 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY Tlie University of iV IO N X A iV A Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholar!}' purposes and is properly cited in published works and reports. * * Please check "Yes” or "No" and provide signaiure Yes, I grant permission No, I do not grant permission \ I Author’s Signature-A^YTTTrfY; V lp ’f 1 'V Date Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Face Value C osm etics and Japanese Performances of Ethnicity by Bonnie Schenk Darrington Bachelor of Arts Utah State University 1998 presented in partial fulfillment of the requirements for the degree of M aster of Arts The University of Montana 2000 Approved by: G.G.
  • Culturegramstm World Edition 2019 Japan

    Culturegramstm World Edition 2019 Japan

    CultureGramsTM World Edition 2019 Japan until the late 19th century, however, feudal lords (or shoguns) BACKGROUND held political control. Japan adopted a policy of strict isolation and remained closed to nearly all foreign trade until Land and Climate 1853, when Matthew Perry of the U.S. Navy sailed into the Japan is slightly larger than Germany, or just smaller than the harbor of Edo (now Tokyo) to demand a treaty. The shoguns U.S. state of Montana. It consists of four main islands: lost power in the 1860s, and the emperor again took control. Honshu, Hokkaido, Kyushu, and Shikoku. These are Hirohito ruled as emperor from 1926 to 1989. His reign surrounded by more than four thousand smaller islands. was called Shōwa, which means “enlightened peace,” and the Japan's terrain is largely mountainous, and most large cities deceased Hirohito is now properly referred to as Shōwa. He are positioned along the coasts. The country's wildlife is was succeeded by his eldest son, Akihito, in 1989. Akihito's diverse and includes animals such as bears, foxes, snow reign was called Heisei, meaning “achievement of universal monkeys, rabbits, deer, and red-crowned cranes. peace.” In 2019, due to the state of his health, Akihito stepped The nation has a few active and many dormant volcanoes. down as emperor, passing the throne to his eldest son, Mount Fuji, located west of Tokyo, on Honshu Island, is Naruhito, in Japan's first abdication since 1817. Japan's Japan's highest point, with an elevation of 12,388 feet (3,776 government chose Reiwa, meaning “beautiful harmony,” as meters).