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■レッスンプラン（Stage3のDolphin Poolを使った場合のレッスン例です）
＊Dolphin Pool: Week１
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Topics
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Materials
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Introduction
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SB(storybook)
cover page
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Q&A : Can you read the tittle? /What’s the tittle?
What are these? What are they doing?
Where is this place? Are they having fun?
Have you ever been to the
place like this?
Have you ever seen dolphins?
Do you like dolphins? …etc
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New words
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ORT Dictionary
(when you can’t
find
thesewords,
check pictures in
the PB
instead )
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P1: dolphin,
P4 :climbed(climb), ladder
P5:through, hoop
P6,7: gave(give)
P8: killer-whale
P13: jumped(jump)
P14: splash
P15: wet
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Tape Listening
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SB
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Listen
to the tape and look at the pictures of
Each page and see what happened.
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Reading by teacher
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SB
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Listen to the teacher reading slowly page by page.
Move index finger through the
sentences to catch
Up with the words.
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Q&A page by page
(Q&A are done in the present
tense)
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SB
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P1: Who are these children? Where are they?
P2: What are the dolphins
playing with?
P3: What do you think this man is? What does Wilf have?
P4,5: What does the man have?
What is he/Wilf/ Wilma/ this
dolphin doing?
P6,7: What does Wilf and Wilma
give?
What is dolphins doing?
P8,9: What are Wilf and Wilma
looking at?
P10,11: What is killer-whale /Wilma
doing?
P12,13: What is the trainer/killer-whale doing?
P14,〜16: What is happenning to Wilma and Wilf?
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HW
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SB
Tape
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Story Listening
Copy the new words into the notebook
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＊Week2
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Topics
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Materials
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HW check
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SB
Notebook
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New words
writing practice (each word in one line)
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Tape listening
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SB
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Listen and
point out the storybook sentences.
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Repeating
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SB
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Repeat after the teacher.
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Describing the scene
(require at least three sentences in each page)
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SB
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＊Ask volunteer to
express the story page by page
(These sentences are one of my
students’description.)
Cover::These are two dolphins.
Dolphins are jumping..
Splash!
P1: This is Wilf. This is Wilma. This
is a dolphin pool.
P2,3: Dolphins play with a ball. Wilf has a ball.
Wilma is looking..
P4,5: A dolphin jumps through the hoop. Wilf is
clapping hands.
A trainer has fish.
P6,7: Wilf gave some fish. Wilma give
dolphin some fish.
A dolphin is catching some fish.
P8,9: They look at killer-whale. The
killer-whale is big.
Wilf and Wilma is surprised.
P10,11: The killer-whale look at Wilf.
Wilma gave some fish.
The killer-whale is not scared.
P12,13: The killer whale jump up.
It took a fish. Wilf and wilma are looking..
P14,15: The killer-whale went splash!
Wilf and Wilma got wet.
(The) trainer is laughing.
P16: ‘Oh no’said Wilf. ‘Oh no!’said
Wilma. They are laughing..
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Workbook
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P10,11: Word
match
P12:
difference between on and in
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Game
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Word scramble(new words. Key words)
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HW
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ORT
Workbook stage3
Tape
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P13,14:What does
jumped/ gave mean?
listen and
practice reading.
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＊Week３
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Topics
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Materials
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HW check
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ORT
Workbook stage3
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P13,14
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Script making
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*This is made by my students.
P 1: Wilf: ‘Oh! It’s a dolphinl!”
Wilma: ’A dolphin is jumping!’
P2,3: Wilf and Wilma: ‘Dolphins are playing!’
Trainer: ‘Go! Dolphins!’
P4,5:Wilma:’Wonderful!’
Wilf: ’Great!’
Trainer: ‘Good job! Dolphins!’
P6,7: Wilf and Wilma: ‘ Here you are,
friends’
P8,9: Wilf: ’Look Wilma, this is big!’
Wilma:’yes!’
Trainer: ‘It’s a killer-whale’
P10,11: Wilf: ‘ It’s scary!’
Wilma: ‘Here
you are’
P12,13: Wilf and Wilma: ‘Great!’
Trainer: ‘Here you are’
P14,15: Wilf and Wilma: ‘Oh no!’
Trainer: ‘ Ha Ha Ha’
P16: Wilf and Wilma ‘Oh no. I’m wet!’
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Script copywriting
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Roleplay Practicing
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SB
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Practice each role.
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Tape listening
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tape
SB
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Listen and point out the storybook sentences.
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Practice reading
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Practice reading with pointing out the storybook
sentences
Individually.
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HW
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ORT
Workbook3
Tape
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P15,16: Find the proper words. Verbs/nouns.
Practice reading..
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＊Week４
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Topics
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Materials
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HW check
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ORT
Workbook3
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P15,16
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Practice reading
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tape
SB
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Read with a
tape.
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Challenge reading
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SB
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Encourage
children to read a whole story without teacher’s
help. If succeed, put a stamp or
sticker and write teacher’s
signiture to prove that that student
read the book successfully
on the back of the cover page.
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Roleplay
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SB
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Perform their roles.
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HW |
SB
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Copy the whole sentences in the storybook |
（補足）
＊ストーリーブックの文章は過去形で書かれているが、Q&A時や生徒によるページ毎の説明の際は「目の前で起きている状況の確認（説明）」の意味で、あえて現在形・現在進行形を使用している。すると、子どもたちは、以下の如く、時折混乱をきたす。
＊Ex:： Q: What does
Wilma give to the dolphin?
A: She gave some fish..
しかし、現在形・過去形を一度に導入できる良い機会なので、時制などを間違った場合は、その場で直すことによって、印象を強くする働きを持たせている。 また生徒によるdescribingの時間を、４週スパンのレッスンプランによらず、なるべく毎回繰り返し設けることで、英語表現力の定着をはかるように努めている。
＊Oxford Reading
Tree Teacher’s Guide 1Ｓtages 1―３に記されていたORTの生徒へのアプローチの仕方は以下の様になっている。（本文より抜粋）
* The seven step approach to
stages 1―３ Of Oxford
Reading Tree
1.Introduce the story and
invite children to relate it to their own experience.
2.Tell the extended story
and talk about it.
3.Read the story again,
pointing out the storybook sentences.
4.Go over the story again
encouraging the children to re-tell it, talking about the pictures.
5.Use the guided responses
to encourage the child to read the text.
6.Use the language
activities. Revisit the story.
7.Use the further
activities.
●私の教室では…
１に関しては日本語でも良いから似たような経験を話すように促している。促すまでもなく、皆いっせいに話し出す。この世界共通の子どもならではのエピソードが網羅されているところが、ORTの魅力であり、すんなりと世界に入って行けるため、続きのお話が知りたくてどんどん読みすすむ原動力となっているのではないか。
２はTeacher’s Guideにストーリーのディテール（ただしstage1,2のみ）やその時々の隠されたエピソード書かれていて、それを初回レッスン時にさりげなくわかりやすい英語で紹介している。
３は導入済み。
４は２週以降のre-tell時に、２でのextended storyの内容を良く覚えている子どもたちは、その事を話そうと一生懸命になっている。
５〜７に関しても、基本線は導入済み。
ORT Stage１〜３は、母国語の教科書として習うイギリスの子どもたちの年齢で言うと、幼稚園年長から小学校１年生向けと聞いているが、英語を母国語とする子どもたちに求めている内容が、上記の７項目であると言う点を考えれば、EFL環境の日本の子どもたちが同じ７項目を学習内容に取り入れようとするならば、やはりある程度の英語学習経験がないと、難しい。さらに私の教室では上記の様にライティングなども取り入れているので、無理なく文字に取り組める、２，３年生以降から、文字の入ったStage１+に入るのが望ましいと判断して取り入れている。
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