平成31年度高知県公立学校教員採用候補者選考審査 …...平成26年度...

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【注意事項】 1 審査開始の合図があるまで,この問題冊子の中を見ないでください。 2 解答用紙(マークシート)は2枚あります。切り離さないでください。 3 解答用紙(マークシート)は,2枚それぞれに下記に従って記入してください。 ○ 記入は,HBの鉛筆を使用し,該当する の枠からはみ出さないよう丁寧 にマークしてください。 マーク例 (良い例) (悪い例)      ○ 訂正する場合は,消しゴムで完全に消してください。 ○ 氏名,受審する教科・科目,受審種別,受審番号を,該当する欄に記入してく ださい。                  また,併せて,右の例に従って,受審番号を マークしてください。 ※ 正しくマーク(正しい選択問題への解答及び マーク)していないと,正確に採点されません ので,注意してください。               記入例 (受審番号12345の場合) 4 解答は,解答用紙(マークシート)の解答欄をマークしてください。例えば,解 答記号 と表示のある問いに対して b と解答する場合は,下の(例)のよ うにアの解答欄をマークしてください。 (例) なお,一つの解答欄に対して,二つ以上マークしないでください。 5 筆記審査(専門教養)が終了した後,解答用紙(マークシート)のみ回収します。 監督者から指示があれば,この問題冊子を,各自,持ち帰ってください。 平成31年度高知県公立学校教員採用候補者選考審査 筆記審査(専門教養) 中学校 英語   高等学校 英語 受審番号 氏  名

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Page 1: 平成31年度高知県公立学校教員採用候補者選考審査 …...平成26年度 県公立学校教員採用候補者選考審査 筆記審査問題(教職・一般教養)

平成26年度○○県公立学校教員採用候補者選考審査筆記審査問題(教職・一般教養)

受審番号 氏  名

【注意】1 解答用紙(マークシート)は,下記に従って記入をしてください。

○ �記入に当たっては,HBの鉛筆を使用し,枠からはみ出さないよう丁寧に塗りつぶしてください。

○ 訂正する場合は,消しゴムで完全に消してください。○ 氏名,受審する教科・科目,受審種別を,該当する欄に記入してください。○ �受審番号の欄には,受審票を確認のうえ,受審番号(5桁)を記入してください。

また,併せて,受審番号欄の該当する数字を塗りつぶしてください。○ 解答に当たっては,解答用紙の該当する選択肢の記号を塗りつぶしてください。

2 問1〜問3は,下に示すように受審種別ごとの問題となっています。○[小学校教諭,小学校・中学校養護教諭,小学校・中学校栄養教諭]の問題は,小

学校教諭,小学校・中学校養護教諭,小学校・中学校栄養教諭を受審する者が答えること。

○[中学校教諭]の問題は,中学校教諭を受審する者が答えること。○[高等学校教諭]の問題は,高等学校教諭を受審する者が答えること。○[特別支援学校教諭(小学部,中学部・高等部)]の問題は,特別支援学校教諭(小

学部,中学部・高等部)を受審する者が答えること。

3 問4〜問 50 は共通問題です。全ての受審者が答えてください。

4 各問題とそのページ○[小学校教諭,小学校・中学校養護教諭,小学校・中学校栄養教諭]� ●ページ○[中学校教諭]�……………………………………………………………… ●ページ○[高等学校教諭]�…………………………………………………………… ●ページ○[特別支援学校教諭(小学部,中学部・高等部)]� …………………… ●ページ○[共通問題]�………………………………………………………………… ●〜●ページ

5 筆記審査(教職・一般教養)終了後は,解答用紙のみを回収します。この問題冊子は,各自持ち帰ってください。

【注意事項】1 審査開始の合図があるまで,この問題冊子の中を見ないでください。

2 解答用紙(マークシート)は2枚あります。切り離さないでください。

3 解答用紙(マークシート)は,2枚それぞれに下記に従って記入してください。○ 記入は,HBの鉛筆を使用し,該当する の枠からはみ出さないよう丁寧にマークしてください。

  マーク例 (良い例)

(悪い例)     ○ 訂正する場合は,消しゴムで完全に消してください。○ 氏名,受審する教科・科目,受審種別,受審番号を,該当する欄に記入してください。                 

  また,併せて,右の例に従って,受審番号を マークしてください。

※ 正しくマーク(正しい選択問題への解答及び マーク)していないと,正確に採点されません ので,注意してください。               記入例

       (受審番号12345の場合)4 解答は,解答用紙(マークシート)の解答欄をマークしてください。例えば,解答記号 ア と表示のある問いに対して bと解答する場合は,下の(例)のようにアの解答欄の をマークしてください。

(例)

  なお,一つの解答欄に対して,二つ以上マークしないでください。

5 筆記審査(専門教養)が終了した後,解答用紙(マークシート)のみ回収します。監督者から指示があれば,この問題冊子を,各自,持ち帰ってください。

平成31年度高知県公立学校教員採用候補者選考審査筆記審査(専門教養)

中学校 英語   高等学校 英語

受審番号 氏  名

Page 2: 平成31年度高知県公立学校教員採用候補者選考審査 …...平成26年度 県公立学校教員採用候補者選考審査 筆記審査問題(教職・一般教養)
Page 3: 平成31年度高知県公立学校教員採用候補者選考審査 …...平成26年度 県公立学校教員採用候補者選考審査 筆記審査問題(教職・一般教養)

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第1問

Section�1 Listening�ComprehensionListen� to� the� four� statements� and� choose� the� one� statement� that� best� describes� the�picture.�

(1) ア

a  b  c  d

(2) イ

a  b  c  d

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(3) ウ

a  b  c  d

(4) エ

a  b  c  d

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(5) オ

a  b  c  d

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Section�2 Listening�ComprehensionListen�to�the�six�conversations�and�answer�the�questions.

(1)What�did�the�woman�learn�about�Mozart�from�the�book?� カa Mozart�could�write�words�when�he�was�five.b Mozart�could�sing�well�when�he�was�five.c Mozart�could�write�music�when�he�was�five.d Mozart�could�play�the�trumpet�when�he�was�five.

(2)What�will�the�woman�do�this�summer?� キa She’ll�go�cycling�and�fishing�around�Canada.b She’ll�go�backpacking�and�kayaking�around�Canada.c She’ll�go�fishing�and�kayaking�around�Thailand.d She’ll�go�backpacking�and�fishing�around�Thailand.

(3)What�kind�of�programs�does�the�man�like�watching?� クa He�watches�programs�like�music�and�dancing.b He�watches�programs�like�boxing�and�wrestling.c He�watches�programs�like�news�and�tragedies.d He�watches�programs�like�sitcoms�and�cartoons.

(4)Why�does�the�woman�buy�the�black�jacket?� ケa Because�it�is�more�stylish�and�higher�quality.b Because�it�is�more�stylish�and�elegant.c Because�it�is�more�affordable�and�elegant.d Because�it�is�more�affordable�and�lower�quality.

(5)Where�does�this�conversation�probably�take�place?� コa They�are�at�a�cafeteria.b They�are�at�a�library.c They�are�at�a�hotel�desk�counter.d They�are�at�a�grocery�store.

(6)Who�most�likely�are�the�speakers?� サa They�are�friends�waiting�for�the�same�bus.b They�are�strangers�trying�to�take�a�subway�train.c They�are�a�passenger�and�a�clerk�at�the�information�center.d They�are�a�traveler�and�a�local�enjoying�a�show�at�an�amusement�park.

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Section�3 Listening�ComprehensionListen�to�the�four�short�passages�and�answer�the�questions.

(1)Which�of�the�following�matches�the�passage?� シa People�in�Europe�primarily�made�useful�discoveries�about�health�and�hygiene.�b The�Egyptians�wanted�people�to�eat�good�food,�to�exercise,�and�to�sleep�well.c The�Romans�had�pipes�to�carry�away�dirty�water�that�could�cause�disease.d The�Greeks�built�the�first�important�hospital�in�the�world.

(2)Which�of�the�following�matches�the�passage?� スa People�become�more�narcissistic�when�they�admire�celebrities.b People�become�more�narcissistic�when�living�a�celebrity�lifestyle.c A�recent�study�found�that�celebrities�are�more�narcissistic�than�other�people.d A�recent�study�found�that�celebrities�are�less�narcissistic�than�other�people.

(3)Which�of�the�following�does�NOT�match�the�passage?� セa The�African�slaves�brought�the�rhythms�of�African�music�to�America.b African�Americans�had�a�great� impact�on�American�music� in�the�19th�and�20th�

century.c African�musicians� heard� jazz� in� the�United� States� and� began� to� develop� new�

styles�of�music.d New�Orleans,�the�originator�of�jazz,�is�a�southern�city�where�people�with�a�variety�

of�cultures�are�mixed.

(4)Which�of�the�following�does�NOT�match�the�passage?� ソa The�U.S.�Air�Force�told�people�that�aliens�had�been�found�dead�in�1947.b The�Mexican�government�announced�that�aliens�had�been�found�in�the�crash�of�a�

flying�object.c People�thought�that�the�U.S.�government�had�concealed�the�story�about�the�aliens.d The�U.S.�Air�Force�had�all�of�the�documents�about�the�aliens�destroyed.

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第2問

1 Directions:�In�this�section,�(1)�to�(10),�there�are�incomplete�sentences.�Beneath�each�sentence� you�will� see� four�words� or� phrases,�marked� a� to� d.� Choose� one�word� or�phrase� for� ア 〜 コ � that� best� completes� the� sentence.� Then,�mark�your�answer�on�your�answer�sheet.

(1)This� shelter�was� founded� in�1975.�Since� that� time,�we�have�dedicated�ourselves�ア �taking�care�of�animals�that�need�homes.�

a of� b in� c to� d about

(2)We�will�have�to� イ � someone�to�fix�the�phone�right�away.�Otherwise,�we�will�be�in�big�trouble.

a get� b have� c make� d do

(3)Some�of�my�students�in�the�past�expected�me�to�write�their�essays�for�them.�But�that’s�not�what�a�tutor�is� ウ �to�do.

a forced� b up� c unable� d supposed

(4)Anne� had� to� leave� soon.� If� her�mother� エ � her,� she�would� have� stayed�longer.

a lets� b let� c has�let� d had�let

(5)The�supply�of�wild�fish�is�already�decreasing.�Eventually,�many�types�of�wild�fish�could�become� オ .

a suspicious� b extinct� c vital� d organic

(6)How�a�person�solves�problems�depends�on�that�person.�Some�people�find�it�difficult�to� カ �confrontation�and�prefer�to�find�solutions�through�compromise.

a step�in� b catch�up�with� c deal�with� d put�up

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(7)Rich�and�famous�people�are�often�admired�for�their� キ �sense�of�fashion.�It’s� part� of� the� personality� that� they� cleverly� construct� to� keep� the� public’s�attention.

a sophisticated� b humble� c momentary� d fundamental

(8)The�results�of�the�final�exam�are�to� ク �tomorrow.�I�assume�I�did�well,�so�I�just�cannot�wait.

a announce� b announcing� c be�announced� d be�announcing

(9)Many� people� feel� that� there� is� nothing� that� they� can� do� to� help� endangered�species.� ケ ,�there�are�some�simple�things�that�can�be�done�to�help�them.

a In�summary� b In�particular� c In�conclusion� d In�fact

(10)We�woke�up�very�early�this�morning�and�went�to�the�Tsukiji�Fish�Market.�We�visited� the�Outside�Market� コ �you� can� find� small� shops� and� restaurants�with�a�variety�of�goods�and�food.

a which� b in�which� c that� d what

Page 10: 平成31年度高知県公立学校教員採用候補者選考審査 …...平成26年度 県公立学校教員採用候補者選考審査 筆記審査問題(教職・一般教養)

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2 Directions:� In� this� section,� you�will� read� three� passages.�There� are� five� blanks� in�each�passage.�Beneath�each�passage�you�will�see�five�choices,�marked�a�to�e.�Choose�one�for�each�blank�that�best�completes�the�sentences,�and�mark�the�second�and�fourth�elements� サ 〜 タ �on�your�answer�sheet.

(1)Language�teachers�intuitively�realize�that�the�types�of�tasks�that�are�included�in�language� tests� are� important.� Frequently� one� of� the� first� questions� asked� in� our�testing�classes� is�about�our�opinions�of�the�‘best’�way�to�test�a�particular�area�of�language� ability.� These� teachers�may� not� yet� have� considered�what� specific�characteristics�might�make�one�test�task�more�appropriate�for�a�given�purpose�than�another.� However,� サ シ � and�hence�the�quality�of�the�information�obtained�from�their�tests.

a perform�on�language�testsb affects�how�their�studentsc that�the�way�they�testd language�abilitye they�are�clearly�aware

(2)In� analyzing� the� varieties� of� English� spoken� in� Singapore,� Lick� and�Alsagoff�(1988)�point�out�that�varieties�of�any�language�are�associated�with�particular�social�groups�and�can�be�characterized�by�a�specific�set�of�linguistic�variations.�In�addition,�they�note� that� from�a� linguist’s�point�of�view,�all�varieties�are�equal�because�they�are� fully� systematic� and� regulated� by� a� set� of� rules.� They� give� an� example� of� a�sentence�from�what�is�termed�‘Singlish’,�a�particular�variety�of�English�spoken�in�informal� contexts� in� Singapore.� The� sentence,�‘She� kena� sabo� by� them’,� is�equivalent� to� the� Standard�English� sentence,�‘She�was� sabotaged� by� them’.� Lick�and�Alsagoff� point� out� that� this� Singlish� sentence� is� grammatical� in� that� the�sentence�conforms� to� the�grammatical� rules�of�Singlish.�Put�another�way,� if� these�words�were�arranged�in�any�other�order,�they�would�not�be�considered�grammatical�by� speakers� of� Singlish.� Thus,� Singlish� is� a� valid� grammatical� variety� of� English,�linguistically� equal� to� any� other� variety� of� English.�When,� however,�

ス セ .�

a to�step�in�and�regulate�the�use�of�Singlish�on�television�b so�that�children�would�not�speak�what�they�termed�‘bad�English’c with�some�Singaporeans�urging�the�authorities�d Singlish�was�used�on�a�local�Singaporean�television�entertainment�program,e it�led�to�tremendous�controversy,�

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(3)Action�research�is�part�of�a�broad�movement�that�has�been�going�on�in�education�generally�for�some�time.�It� is�related�to�the�ideas�of�‘reflective�practice’�and�‘the�teacher�as�researcher’.�Action�research�involves�taking�a�self-reflective,�critical,�and�systematic� approach� to� exploring� your� own� teaching� contexts.� By� critical,� I� don’t�mean� being� negative� and� derogatory� about� the�way� you� teach,� but� taking� a�questioning� and�‘problematising’� stance� towards� your� teaching.�My� term,�problematising,�doesn’t�imply�looking�at�your�teaching�as�if�it�is�ineffective�and�full�of� problems.� Rather,� it�means� taking� an� area� that� you� feel� could� be� done� better,�subjecting�it�to�questioning,�and�then�developing�new�ideas�and�alternatives.�So,� in�action�research,� ソ タ .

a of�his�or�her�personal�teaching�context,�b while�at�the�same�time�c a�teacher�becomesd an�‘investigator’�or�‘explorer’e also�becoming�one�of�the�participants�in�it

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3 Directions:� In� this� section,� you�will� read� two� passages.� There� is� a� blank� in� each�passage.�Beneath�each�passage,�you�will� see� three�sentences,�marked�1,�2,�and�3.�Choose� the� order� of� the� sentences� for� the� blank� that� best� completes� the� passage.�Then,�mark�your�answer�on�your�answer�sheet.�

(1)Speaking�with� the� purpose� of� influencing� people� carries�with� it� the� ethical�obligation�to�know�what�you�are�talking�about�and�to�believe�in�what�you�say.�If�you�are� not� knowledgeable,� you�may� inadvertently�misinform,�mislead,� or� even� harm�your�audience.� チ �Even�if�you�are�not�trying�to�persuade�an�audience,�you�still� have� an� ethical� obligation� to� strive� for� accuracy.�Any� speech� that� contains�misleading�or�untrue�information�is�considered�unethical.

1 The� article�may� be� outdated,� it�may� not� have� covered� all� the� potential�objections�to�a�certain�diet,�it�may�have�asserted�as�fact�matters�that�are�not�yet�scientifically�verified,�or�it�may�have�come�from�a�biased�source.

2 Suppose,�for�example,�that�you�wanted�to�speak�about�the�problem�of�obesity�in�America.

3 If�you�were�to�give�a�speech�based�on�just�one�article�about�dieting,�you�might�suggest�practices�that�would�hurt�rather�than�help�your�listeners.�

a 2–1–3  b 1–3–2  c 3–1–2  d 2–3–1

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(2)Teacher� roles� in�methods� are� related� to� the� following� issues:�(a)� the� types� of�functions� teachers� are� expected� to� fulfill,� whether� that� of� practice� director,�counselor,� or�model,� for� example;�(b)� the� degree� of� control� the� teacher� has� over�how� learning� takes� place;�(c)� the� degree� to�which� the� teacher� is� responsible� for�determining�the�content�of�what� is� taught;�and�(d)�the� interactional�patterns� that�develop� between� teachers� and� learners.� ツ � The� role� of� the� teacher� in�Cooperative�Language�Learning,� for�example,� requires� teachers�who�are�confident�enough�to�step�back�from�teacher-fronted�teaching�and�adopt�the�role�of�facilitator.�Only� teachers�who� are� thoroughly� sure� of� their� role� and� the� associated� learner’s�role�will� risk� departure� from� the� security� of� traditional� textbook-oriented� and�teacher-fronted�teaching.�

1 In� the� classical�Audiolingual�Method,� the� teacher� is� regarded� as� the� primary�source�of�language�and�of�language�learning,�and�in�more�recent�methods�such�as�Task-Based�Language�Teaching�and�Text-Based�Instruction�a�very�direct�role�for�the�teacher�is�assumed.

2 But� less� teacher-directed� learning�may� still� demand� very� specific� and�sometimes�even�more�demanding�roles�for�the�teacher.�

3 Methods�typically�depend�critically�on�teacher�roles�and�their�realizations.�

a 2–3–1  b 3–1–2  c 1–3–2  d 2–1–3

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25の12

第3問

Directions:�There�are�blanks�in�the�following�definitions�of�technical�terms�in�language�teaching.�Beneath�each�definition�you�will�see�four�words�or�phrases,�marked�a�to�d.�Choose� one�word� or� phrase� for� ア 〜 キ � that� best� completes� the�definition.�Then,�mark�your�answer�on�your�answer�sheet.

(1) ア �is�a�way�used�to�express�a�meaning�in�a�second�or�foreign�language,�by�a�learner�who�has�a�limited�command�of�the�language.�In�trying�to�communicate,�a�learner�may�have�to�make�up�for�a�lack�of�knowledge�of�grammar�or�vocabulary.

a Communication�task� b Communication�stylec Communication�strategy� d Communication�activity

(2)In�testing,� イ �is�a�measure�of�the�degree�to�which�a�test�gives�consistent�results.�A�test�has�a�high� イ �if�it�gives�the�same�results�when�it�is�given�on�different�occasions�or�when�it�is�used�by�different�people.

a validity� b reliabilityc practicality  � d creativity

(3) ウ �is�an�approach�in�which�learners�are�not�taught�grammatical�or�other�types�of�rules�directly�but�are�left�to�discover�rules�from�their�experience�of�using�the�language.

a Incidental�learning� b Intentional�learning  c Deductive�learning  � d Inductive�learning

(4) エ � is�the�positive�or�negative�impact�of�a�test�on�classroom�teaching�or�learning.� In� some� countries,� for� example,� national� language� examinations� have� a�major�impact�on�teaching�and�teachers�often�“teach�to�the�tests”.

a Halo�effect� b Backwash�effectc Ceiling�effect  � d Floor�effect

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25の13

(5) オ �is�a�collection�of�organized�and�interrelated�ideas,�concepts�and�prior�knowledge� structures� that� are� abstract� representations� of� objects,� events� and�relationships�in�the�real�world.�

a Schema� b Metacognitionc Rapport� d Motivation

(6) カ � is� a� level� of� reading� comprehension� or� discussion� skills�when� the�learner�is�able�to�question�and�evaluate�what�is�read�or�heard.�In�language�teaching��this � is�said�to�engage�students�more�actively�with�materials�in�the�target�language,�encourage�a�deeper�processing�of�it,�and�show�respect�for�students�as�independent�thinkers.

a Consciousness�raising  � b Input�processingc Critical�thinking � d Discourse�competence

(7) キ � is� the� supposition� or� proposed� explanation� that� successful� second�language�acquisition�requires�not�only�comprehensible�input,�but�also�comprehensible�output,�language�produced�by�the�learner�that�can�be�understood�by�other�speakers�of�the�language.�

a Noticing�Hypothesis� b Grammar�Translation�Methodc The�Oral�Method� d The�Output�Hypothesis

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25の14

第4問

(1)Directions:�You�will�read�three�passages.�Each�passage�is�followed�by�an�incomplete�statement�and�four�options,�marked�a�to�d.�Choose�the�best�answer�for� ア 〜

ウ �on�the�basis�of�what�is�stated�or�implied�in�the�passage.�Then,�mark�your�answer�on�your�answer�sheet.

① Without� clear� learning� and� instructional� goals,� assessment� cannot� take� place.� This�can�be�achieved�by�creating�and�re-emphasizing�goals� in�three�types�of�consultations�with� each� student:�A� goal-setting� consultation� is� conducted� to� establish� a� contract�containing� the� student’s� learning� goals,� progress-assessment� consultations� are�conducted�to�review�the�student’s�progress�in�achieving�his�or�her�goals,�and�a�post-evaluation� consultation� is� conducted� in�which� the� student’s� accomplishments� are�explained� to� interested�parties.�Most� teachers� do� not� have� the� time� to� consult�with�each�individual�student,�whether�it�is�a�goal-setting�consultation,�a�progress-assessment�consultation,� or� a� post-evaluation� consultation.� This� does� not�mean� that� such�consultations�cannot�happen.�Teachers�can�engineer�and�supervise�such�consultations�through� appropriate� use� of� cooperative� learning� groups.� Groups� can� regularly� have�progress-assessment�consultations�with�each�member�while� the� teacher� listens� in�or�pulls�aside�one�individual�student�for�consultations.

According�to�this�passage,� ア .

a a�goal-setting�consultation�is�conducted�to�show�the�right�way�to�learnb a�progress-assessment�consultation�is�conducted�to�correct�the�student’s�learningc a�post-evaluation�consultation�is�conducted�to�show�what�the�student�got�wrongd teachers�can�assess�their�students’�learning�by�using�cooperative�learning�groups

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25の15

② Sometimes,�when�they�are�involved�in�a�role-play�activity�for�example,�students�lose�their�train�of�thought�of�what�is�going�on,�or�they�are�‘lost�for�words’�(i.e.�they�may�still� have� their� train� of� thought� but� be� unable� to� proceed� productively� for� lack� of�vocabulary).�They�may�not�be�quite�sure�how�to�proceed.�What�should�teachers�do�in�these� circumstances?�Hold� back� and� let� them�work� things� out� for� themselves� or,�instead,�‘nudge’� them� forward� in� a� discreet� and� supportive�way?� If�we� opt� for� the�latter,�we�are�adopting�some�kind�of�a�‘prompting’�role.�In�such�situations�we�want�to�help�but�we�don’t�want,�at�that�stage,�to�take�charge.�This�is�because�we�are�keen�to�encourage�the�students�to�think�creatively�rather�than�have�them�hang�on�our�every�word.� Thus� it� is� that�we�will� occasionally� offer�words� or� phrases,� suggest� that� the�students�say�something�or�suggest�what�could�come�next�in�a�paragraph�a�student�is�writing,� for� example.� Often�we� have� to� prompt� students� in�monolingual� groups� to�speak�English�rather�than�use�their�mother�tongue.

According�to�this�passage,� イ .

a students�always�know�what�to�do� in�communicative�activities�such�as�role-plays�and�simulations

b when� students� have� difficulty� in� conducting� communicative� activities,� teachers�must�hold�back�and�let�them�work�things�out�for�themselves

c when�students�have�difficulty�in�conducting�communicative�activities,�teachers�can�provide�them�with�clues

d when�students�have�difficulty�in�conducting�communicative�activities,�teachers�can�effectively�allow�students�to�use�their�mother�tongue

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25の16

③ The�study�of�intercultural�communication�has�tried�to�answer�the�question,�“How�do�people� understand� one� another� when� they� do� not� share� a� common� cultural�experience?”�Just�a�few�decades�ago,�this�question�was�one�faced�mainly�by�diplomats,�expatriates,� and� the� occasional� international� traveler.� Today,� living� in�multicultural�societies�within�a�global�village,�we�all� face�this�question�every�day.�We�now�realize�that� issues�of� intercultural�understanding�are�embedded� in�other� complex�questions:�What�kind� of� communication� is� needed�by�a�pluralistic� society� to�be�both� culturally�diverse�and�unified�in�common�goals?�How�does�communication�contribute�to�creating�a� climate� of� respect,� based� on� both� tolerance� and� diversity?�The� new� vision� and�innovative�competencies�we�bring�to�this�changing�world�will�determine�the�answer�to�another�question�about�the�global�village�posed�by�Dean�Barnlund:�“Will�its�residents�be� neighbors� capable� of� respecting� and� utilizing� their� differences� or� clusters� of�strangers�living�in�ghettos�and�united�only�in�their�antipathies�for�others?”

According�to�this�passage,� ウ .

a diplomats�used�to�seldom�ask�how�people�with�different�cultural�experience�can�understand�one�another

b people�now�wonder�how�others�with�different�cultural�experiences�can�understand�one�another

c communication�won’t�contribute�to�creating�a�society�tolerant�of�diversityd one�of�the�skills�we�need�for�the�present�world�is�to�take�advantage�of�strangers

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25の17

(2)Directions:� You�will� read� the� following� passages�with� tables� or� figures.� Beneath�them,� you�will� see� four� sentences,�marked� a� to� d.� Choose� the� best� answer� for�

エ 〜 カ � on� the� basis� of�what� is� stated� or� implied� in� the� passage.�Then,�mark�your�answer�on�your�answer�sheet.

① In�a�typology�of�cultural�writing�patterns�of�ESL�students,�Robert�Kaplan�identifies�five�models�for�organizing�a�paper�and�structuring�an�argument�as�follows:�(a)�North�American�(English)�argumentative�writing�is�linear,�direct�and�to�the�point,�with�the�thesis� statement/claim�at� the�beginning�of� the�argument,� and� supporting�arguments�arranged� hierarchically;�(b)� Semitic� argumentative�writing�(Jewish,� Arabic,�Armenian)�presents�the�argument�in�parallel�propositions,�or�embedded�in�stories,�not�in� hierarchical� progression;�(c)�Oriental�(Asian)� argumentative�writing� approaches�the� argument� in� a� circular,� respectful,� indirect,� non-assertive,� but� authoritative�way;�

(d)Romance�(and�German)� argumentative�writing� favor� an� indirect� style� that�requires� readers� to� follow� the� argument� to� its� conclusion;� and�(e)� Russian�argumentative�writing� follows� the� Romance�model,� but�with�more� freedom� for�dividing�the�pieces�of�the�argument�as�the�author�proceeds�to�the�conclusion.� Kaplan’s�model� of�“contrastive� rhetoric”� is� a� generic� typology� of� cultural�writing�patterns,� not� an� endorsement� of� one� cultural� style� over� another.�However,� language�teachers� have� sometimes� used� this� typology� to� present� the�American� academic�writing�style�as�the�superior�rhetoric�and�to�render�the�others�inferior�to�it.�In�recent�years�this�model�has�been�critiqued�for�its�tendency�toward�cultural�caricature�and�its�failure�to�reflect�the�broader�multiculturalism�and�linguistic�diversity�that�international�students� draw� upon�when� they�write� in� a� new� language.� However,�many� students�continue� to� find� these�models� useful� for� illuminating� rhetorical� differences� between�writing�cultures�and�for�developing�their�own�cultural�writing�models�when�Kaplan’s�categories�do�not�fit�their�own�contexts.�

English Semitic Oriental Romance Russian

Fig.1:�Models�for�organizing�a�paper�and�structuring�an�argument

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25の18

According�to�this�passage,� エ .

a Kaplan’s�model,�based�on�the�linear�discourse�of�English,�has�a�bias�against�other�cultural�styles

b Kaplan’s�model�does�not�advocate�one�cultural�style�over�against�anotherc no� language� teachers� use�Kaplan’s�model� to� show� the� superiority� of� English�

academic�writing�styled Kaplan’s�model� is� now� considered� useless� despite� illuminating� rhetorical�

differences�between�writing�cultures

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25の19

② Data�on� the�nativity�of� the�U.S.�population�were� first�collected� in�1850.�That�year,�there�were�2.2�million�immigrants�in�the�United�States,�representing�nearly�10�percent�of� the� population.� Between� 1860� and� 1920,� the� immigrant� share� of� the� overall�population� fluctuated� between� 13� percent� and� nearly� 15� percent,� peaking� at� 14.8�percent� in� 1890,�mainly� due� to� high� levels� of� immigration� from�Europe.� Restrictive�immigration�legislation�in�1921�and�1924,�coupled�with�the�Great�Depression�and�World�War�II,�led�to�a�sharp�drop�in�new�arrivals.�As�a�result,�the�foreign-born�share�steadily�declined� between� the� 1930s� and� 1970s,� reaching� a� record� low� of� approximately� 5�percent� in� 1970�(9.6�million;� see�Table� 1).� Since� 1970,� the� share� and� number� of�immigrants�have�increased�rapidly,�mainly�as�a�result�of�large-scale�immigration�from�Latin�America�and�Asia�made�possible�by�the�abolishment�of�national-origin�admission�quotas� by�Congress� in� 1965.� Since� 1970,� the� number� of�U.S.� immigrants�more� than�quadrupled,�rising�from�9.6�million�then�to�43.3�million�in�2015.

Table 1: Numerical Size and Share of the Foreign-Born Population in the United States,1970-2015

Source: Migration Policy Institute (MPI) tabulation of data from the U.S. Census Bureau’s 2010 and 2015American Community Surveys (ACS), and 1970-2000 decennial Census.

According�to�this�passage�and�table,� オ .

a around� 1900,� the� share� of� foreign-born� population�was� slightly�more� than� 20�percent

b the�number�of�immigrants�plummeted�in�1921�and�1924�only�because�of�policies�of�the�U.S.�government

c when�the�foreign-born�share�was�the�lowest�in�1970,�the�population�of�the�U.S.�was�about�200�million

d the�number�of�immigrants�in�2015�is�exactly�four�times�more�than�that�in�1970

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25の20

③ In� the�classroom,�oral� tasks�are,� in�general,�more�goal-directed�and�have�a�specific�structure.�Rose�and�Martin�(2012)�analyze�the�structure�of�a�frequent�classroom�oral�task�given�by�the�teacher�to�students�and�characterize�it�as�having�a�3-part�structure:�Focus-Task-Evaluate�(Fig.� 1).�To� illustrate� this� task� structure,� let� us� look� at� the� 3�different� classroom�exchanges� in�Fig.� 2.� In� all� of� the� 3� teacher-student� exchanges� in�Fig.� 2,� the� task� is� for� students� to� propose� answers� to� the� teacher’s� questions.�Realistically,� only� the� brightest� students�would� attempt� to� answer� the� teacher’s�questions,�with�the�majority�of� the�students�not�being�prepared�or�scaffolded�by�the�teacher� to�propose�answers� to� the�question.�They�will� often�offer� incorrect�answers�that� do� not� get� affirmed� by� the� teacher� or�will� remain� silent,� and� this� kind� of�experience� is�often� frustrating� for� the�students,� as�Graham�Nuthall�points�out� in�his�2005� article,�‘The� cultural�myths� and� realities� of� classroom� teaching� and� learning’:�

“The� teacher� is� largely� cut� off� from� information� about�what� individual� students� are�learning.�They�are� sustained,�however,�by� the�commonly�held�belief� that� if� students�are�engaged�most�of�the�time�in�appropriate�activities,�some�kind�of� learning�will�be�taking� place.� Teachers� depend� on� the� responses� of� a� small� number� of� students� as�indicators�of�what�most�of�the�class�knows�and�understands.”

TeacherStudentsTeacher

FocusProposeEvaluate

Ok, what do all living things have in common?Same structure.That’s right.

TeacherStudentsTeacher

FocusProposeEvaluate

Ok, what do all living things have in common?They’re animals.Well, all kingdoms of life are made of cells.

TeacherStudentsTeacher

FocusProposeEvaluate

Ok, what do all living things have in common?They’re alive.That’s true, but there’s something more important.

Fig 1:Structure of an oral task(From Rose 2013. Slide 15; reproduced by permission of Dr.David Rose)

Fig 2:The three-part structure of an oral task : classroom(From Rose 2013. Slide 16; reproduced by permission of Dr.David Rose)

TaskFocus Evaluate

① ③②

Fig.�1:Structure�of�an�oral�task�(adapting�from�Rose�2013.)

TeacherStudentsTeacher

FocusProposeEvaluate

Ok, what do all living things have in common?Same structure.That’s right.

TeacherStudentsTeacher

FocusProposeEvaluate

Ok, what do all living things have in common?They’re animals.Well, all kingdoms of life are made of cells.

TeacherStudentsTeacher

FocusProposeEvaluate

Ok, what do all living things have in common?They’re alive.That’s true, but there’s something more important.

Fig 1:Structure of an oral task(From Rose 2013. Slide 15; reproduced by permission of Dr.David Rose)

Fig 2:The three-part structure of an oral task : classroom(From Rose 2013. Slide 16; reproduced by permission of Dr.David Rose)

TaskFocus Evaluate

① ③②

Fig.�2:The�three-part�structure�of�an�oral�task�:�classroom�(From�Rose�2013.��Slide�16;�reproduced�by�permission�of�Dr.�David�Rose)

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25の21

According�to�this�passage,� カ .

a classroom�oral� tasks�are�often�composed�of� three�parts,�where� the�main� task� is�followed�by�focus�and�evaluation

b many� students� answer� the� teacher’s� questions� correctly� in� the� oral� task�exchanges

c students�are�often�frustrated�when�their�answers�are�affirmed�by�the�teacherd teachers� seem� to� often� rely� on� the� brightest� students�who� can� answer� their�

questions

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25の22

第5問

Directions:�You�will� read�a�passage.�Beneath� the�passage,�you�will� see� five� incomplete�statements� and� four� options,�marked� a� to� d.� Choose� the� best� option� for� ア 〜

オ �on� the�basis�of�what� is�stated�or� implied� in� the�passage.�Then,�mark� it�on�your�answer�sheet.

 Humans� have� never� been� as� interconnected� as� they� are� now.� Communicating�with�people�from�different�linguistic�and�cultural�backgrounds�is�now�a�part�of�everyday�life�for�many� people� around� the�world.� In� Japan,� too,� opportunities� for� intercultural�communication—through�English,�Japanese,�and�other�languages—are�clearly�increasing.�Against� this� background,� intercultural� competence� is� now� seen� as� one� of� the�most�important� attributes� for� success� in� this� globalized�world.� Intercultural� competence� is�much�more�than�simply�being�able�to�speak�a� foreign� language—it� is�a�combination�of�knowledge,�skills,�and�attitudes.� The� knowledge� dimension� of� intercultural� competence� includes� knowledge� not� only�about� other� cultures,� but� one’s� own� culture� as�well.�What� aspects� of� knowledge� are�needed?�Very� generally,� individuals� need� the� knowledge� to� recognize� typical� social�behaviors� of� other� cultures� and� the�meanings� that� these� behaviors� have�within� local�contexts.�This�will�usually�mean�behaviors�connected�to�eating,�communicating,�dressing,�as�well� as� cultural� events� and� traditions.� It� is� important� to� gradually� understand� the�norms� for� behavior� and� how� these� depend� on� age,� gender,� background,� and� other�features� of� sociocultural� context.� It� is� also� important� to� recognize� the� values� that�underlie� these� norms.�Although�we� tend� to� think� that�we�know�our� own� culture,� this�knowledge� is� often� limited.�A�major� part� of� developing� intercultural� competence� is�re-evaluating�and�expanding�knowledge�of�one’s�own�culture.�This�applies�at�the�level�of�national�culture,�as�well�as�regional�culture,�and�any�other�relevant�domains.� The�skills�dimension�of�intercultural�competence�contains�four�main�interrelated�skills:�communicating,�noticing,�reflecting,�and�comparing.�The�first�one,�communicating,�seems�obvious,�but�is�it?�Communicating�effectively�does�not�necessarily�mean�accommodating�to�others�completely.�It�means�expressing�oneself�in�a�comfortable�way�while�considering�the�context�and�cultural�backgrounds�of�other�conversational�participants.�Effective�and�appropriate�communication�is�always�negotiated�within�the�interaction.�This�means�that�we�need�skills�to�notice�tendencies�in�the�communication,�such�as�directness,�indirectness�or�approaches�to�speech�acts,�and�then�reflect�on�what�these�mean.�We�also�need�to�be�able� to� observe� and� notice� the�mood�when�we� are� communicating,� including� how�we�ourselves�emotionally�react� to� things�which�are�said�and�done.� In�addition� to� this,� it� is�important� to� be� able� to� compare�what� one� observes�during� communication�with�what�one� already� knows� about� other� cultures.� This� includes� considering�whether� one’s�stereotypes� are� accurate� or� not.� In� this�way,� the� processes� of� noticing,� reflecting,� and�

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25の23

comparing� become� linked� to� promote� harmonious� communication� and� further�development�of�intercultural�competence. The� attitudes� dimension� of� intercultural� competence� is� complex.� It�mainly� includes�interrelated� attributes� such� as� tolerance,� open-mindedness,� and�willingness� to� suspend�judgment.�Tolerance�means�not�getting�easily�frustrated�when�another�person’s�behavior�or� communication� style� is� different� to� one’s� expectations.�Open-mindedness�means� the�capacity� to� see� value� in� new� things.�Willingness� to� suspend� judgment�means� that� one�does� not� simply� label� foreign� cultural� behaviors� as�“strange”� or�“rude”,� but� instead�consciously�attempts�to�understand�the�behavior�from�the�perspective�of�an�insider.�This�is�sometimes�called�cultural�relativism.�However,�this�does�not�mean�that�we�will�never�reject� foreign�(or�native)�cultural� habits� in� the� end.� It� simply�means� that�we�need� to�make�an�effort�to�gather�information�and�see�things�from�an�insider’s�perspective�before�making�a�judgment.� In� the� current�world,�much� intercultural� communication� involves�multilingual�individuals�who� come� from� a�wide� variety� of� linguistic� and� cultural� backgrounds.�Realistically,� it� is� impossible� to� know� about� the� cultures� of� all� the� people�we�will�communicate�with.�Actually,� this� is� not� necessary.�As� described� above,� intercultural�competence�is�largely�about�the�ability�to�gather�cultural�knowledge�during�the�process�of� communicating� by� carefully� observing� and� noticing� patterns,� reflecting� on�what� is�noticed,�and�comparing�it�with�existing�knowledge.�Importantly,�it�also�means�being�able�to� explain� to� others� about� one’s� own� culture.�Although� some� people� feel� pressure� to�present� their� national� culture� in� a� stereotypical�way,� this� is� not� really� necessary.� For�instance,�a�Japanese�person�might�feel�pressure�to�present�Japanese�culture�in�terms�of�well-known�cultural� forms�such�as�kabuki,�manga,� or�karaoke.� If�you�personally� identify�with�these�aspects�of�Japanese�culture,�that�is�fine.�However,�if�you�don’t,�it�is�better�to�explain�what� Japanese� culture�means� to� you—both� the� good� parts� and� the� bad� parts.�Criticism�of�aspects�of�one’s�own�and�other�cultures�and�societies� is�an� important�and�healthy�part�of�intercultural�communication.� Intercultural�competence�is�a�necessary�base�for�effectively�building�relationships�with�individuals�from�other�cultures,�but�this�does�not�necessarily�mean�conforming�to�other�cultures.�Each�individual�has�to�decide�whether�or�not�(and�to�what�extent)�they�take�on�aspects� of� foreign� cultural� behavior� and�ways� of� thinking.�What� is� fundamentally�important,�both�now�and�into�the�future,�is�the�ability�to�engage�with�different�ways�of�thinking� and� broaden� one’s�worldview�while� developing� a� respect� for� diversity� and�communicating�cooperatively�and�meaningfully�with�others.

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(1)According�to�the�passage,� ア .

a knowledge�is�the�most�significant�dimension�of�intercultural�competenceb it�will�not�take�a�long�time�to�grasp�cultural�values�and�norms�if�people�carefully�

observe�themc everyone�possesses�a�wide�range�of�cultural�knowledge�at�least�of�his�or�her�own�

cultured an�interculturally�competent�person�can�critically�examine�one’s�own�culture�and�

existing�knowledge�of�it

(2)According� to� the� passage,� competent� intercultural� communicators� are� able� to�イ .

a examine�the�validity�of�cultural�stereotypes�that�they�holdb identify�the�atmosphere�without�carefully�examining�interactionsc recognize�the�complexity�of�direct�communication�stylesd negotiate�with�different�cultures�by�fully�adapting�to�others

(3)If�you�agreed�with�cultural�relativism,�you�would� ウ .

a recognize�culturally�different�behaviors�as�strange�and�rudeb be� so� open-minded� that� you� could� successfully� escape� from�making� prior�

judgmentsc always�accept�cultural�habits�that�are�different�from�yoursd try�to�comprehend�cultural�values�and�habits�from�the�viewpoints�of�local�people

(4)In� the� passage,� the� author� refers� to� kabuki,�manga,� and� karaoke� in� order� to�エ .

a argue�that�these�are�three�kinds�of�Japanese�culture�that�the�Japanese�people�can�be�proud�of

b show�that�some�people�probably�feel�obliged�to�know�them�simply�because�they�are�Japanese

c articulate� that� they�are� typical� aspects� of� Japanese�culture� that� only�have�good��points

d criticize�some�of�the�Japanese�cultures�that�are�negatively�evaluated�and�viewed�as�important

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(5)The�most�appropriate�title�for�this�passage�would�be� オ .

a “To�Be�a�Culturally�Sensitive�Speaker�of�English”b “Current�Theories�and�Research�on�Intercultural�Competence”c “Intercultural�Competence�for�the�Survival�in�the�Globalized�World”d “Inevitable�Attitudes�to�Be�an�Interculturally�Competent�Communicator”

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This is the listening comprehension section. There are three sections. Are you ready? Now let’s begin.

Section 1 Listening Comprehension

Directions: In this section, there are five questions. You’ll hear four possible statements for each picture. You will hear the statements just once. After you hear each statement, choose the best one for the picture. Then, mark your answer on your answer sheet.

(間5秒)

(1) a People are having tea and chatting in a cafe. b People are having dinner in a cafe. c People are having a fight in a cafe. d People are having a bad time in a cafe.

(間5秒)(2) a The woman was hit by the bicycle. b The couple are riding a bicycle. c The police officer is arresting the woman. d The people are running a marathon.

(間5秒)(3) a Two girls and a dog are carrying a piece of wood. b A dog is eating a piece of wood held by two girls. c Two girls are being walked by a dog and a piece of wood. d Two girls are hitting a dog with a piece of wood.

(間5秒)(4) a The person on the left is about to jump down the mountain. b The person on the left is practicing soccer on the hill. c Two people have just gotten to the top of the mountain. d Two people are worrying about climbing down the mountain.

(間5秒)(5) a Three people are watching TV. b The lady is buying a bag. c The children are talking about their homework. d The young woman is being interviewed by two men.

(間10秒)

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Section 2 Listening Comprehension

Directions: In this section, you will hear six short conversations between a man and a woman. You will hear the conversations just once. There is one question about each conversation. Beneath each question you will see four possible answers. After you hear each conversation, read the question and choose the best answer for the question. Then, mark your answer on your answer sheet. (間5秒)

(1) A: Hi, Cara. What are you doing? B: I’m reading a book about Mozart. A: Oh, Mozart! I love his music. What does the book say? B: Well, this part is interesting. It says, “Mozart could play the piano when he was

four. He could write music when he was five, but he couldn’t write words.” A: That’s interesting.

(間8秒)

(2) A: Are you going to take a vacation this summer, Carmen? B: Yeah. I’m going to go to Canada for two weeks. A: That’s great. What are you going to do there? B: I’m going to go backpacking with some friends. And we might go kayaking, too.

What about you? Any travel plans? A: Yeah. I’m going to go to Thailand. B: Thailand? That’s exciting. How long are you going to stay? A: Just a week.... I don’t have much vacation time because I started a new job last

month. B: Well, have a great time.

(間8秒)

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(3) Man: Do you ever watch nature programs? Woman: No, I never do. I really don’t like nature programs. I usually watch talk

shows and sports. Man: Oh, what sports do you usually watch? Woman: Well, I watch baseball and basketball a lot. Do you ever watch sports? Man: Sometimes I do. But my favorite programs are sitcoms. Woman: What’s that? Man: Sitcom is short for situation comedy. Woman: Hmm. Do you like cartoons? Man: Oh, yeah. I really like cartoons, too.

(間8秒)

(4) A: So, which jacket are you going to buy? The black one or the red one? B: Well, I like the black one a lot, but I also like the red one. I really can’t decide

which one I like better. What do you think? A: I like the black one better. It’s more stylish. B: Well, it is more stylish, but it’s also a lot more expensive. A: Yeah, but it also looks better on you. B: Do you really think so? A: Yes, really. And it’s higher quality, too. I think you should buy the black one. B: You’re right. It’s more attractive. I’m going to buy it.

(間8秒)

(5) A: I’m going to have a glass of iced tea. What about you? B: I’d like a cup of coffee. A: What are you going to have to eat? B: I’m not sure. Everything looks so delicious ! Maybe I’ll get the chocolate cream

pie. What about you? A: Hmm... I think I’ll have a piece of that carrot cake. B: Oh, you’ll like that. The carrot cake here is excellent ! A: Good. Listen, why don’t you go and sit down at a table? I’ll order everything.

Let me think... That’ll be one glass of iced tea, one cup of coffee, a slice of chocolate cream pie, and a piece of carrot cake. Right?

B: That’s right.

(間8秒)

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(6) A: Excuse me. Could you tell me how often the buses to the city leave? B: They leave every 15 minutes. A: Can you tell me how long the bus ride is? B: It takes about 45 minutes to get to the city center. A: And do you know how much the fare is? B: It’s $12.00. A: And just one more question. Could you tell me where I can buy a bus ticket? B: There’s a ticket machine next to the bus stop. A: Oh, good. Thank you very much!

(間10秒)

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Section 3 Listening Comprehension

Directions: In this section, you will hear four short passages. You will hear the passages twice. There is one question about each passage. Beneath each question you will see four possible answers. Choose the best answer for each question. Then, mark your answer on your answer sheet. (間5秒)

(1)Health and hygiene are important all over the world today, and they were important in the past. People from different parts of the world made useful discoveries about health and hygiene. These discoveries are still important today.  Medicine developed in the ancient world first. The Egyptians made many medical discoveries. For example, they used surgery to treat people. Later, the Greeks thought a healthy life was important. They wanted people to eat good food, to exercise, and to sleep well. For the Romans, hygiene was important. They built public baths. They also had pipes to carry away dirty water that could cause disease.  In the Middle East, medicine was also important. In Baghdad, people built the first important hospital in the world. It opened in 850 BC. Later, more hospitals opened in the Middle East, and doctors studied medicine and took exams.

(1回目 間3秒 2回目 間8秒)

(2)Oddly, the narcissistic traits that we find so annoying in ordinary people are the same traits that attract us to many entertainers and professional athletes. A recent study found that celebrities as a group are more narcissistic than other people. However, it is not fame that makes celebrities narcissistic; it is the other way around. They were first narcissistic and were then drawn to careers that would earn them admiration from others.  They are very aware of the attention from their fans. They see it as a positive message that they are loved and admired. But they may also exploit the media to get attention. For example, they wear flashy clothes and date gorgeous partners. They marry and divorce again and again. They buy expensive cars and drive too fast. Whatever they do, the media report it because the dynamic personalities of the celebrities, and their apparent lack of inhibitions, seem exciting.

(1回目 間3秒 2回目 間8秒)

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(3)The rhythms of African music arrived in the United States with the African slaves. This music was the basis for later African American musical developments. African Americans in the 19th and 20th century created several new styles of music. One of these is jazz music. This unique style of music is popular around the world.  Jazz was born around 1895 in New Orleans, Louisiana. Jazz developed from work songs, hymns, and gospel music. At first, only African American musicians played jazz. Soon other musicians heard the unique sounds of jazz and began to perform this style of music.  New Orleans was the early center of jazz in the United States. New Orleans is a southern port city. People from many cultures come together there. There is a large African American community, and there are also influences from Mexico and the Caribbean.

(1回目 間3秒 2回目 間8秒)

(4)On July 8th, 1947, the U.S. Air Force told the public that a flying disk had crashed in Roswell, New Mexico and that they had found bodies of aliens. Later the same day, the U.S. Air Force changed its story and told reporters that the disk was in fact a weather balloon.  The story became famous when people said that the government had covered up the truth. Thirty years later, witnesses told newspapers that they had seen the aliens. They described the aliens in detail, and models were made according to their descriptions.  In 1994, the U.S. Air Force changed the story again. Now they said that the crash at Roswell in 1947 had been a top secret radar balloon used for spying on the U.S.S.R. When Government officials investigated, they found that all documents recorded at Roswell from 1945 to 1949 had been destroyed more than forty years ago.

(1回目 間3秒 2回目 間8秒)

This is the end of the listening comprehension section.

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H31

中学校 英語  高等学校 英語

ア イ ウ エ オ カ キ ク ケ コ サ シ ス セ ソ タ チ ツ テ ト ナ ニ ヌ ネ ノ正答 a b a c d c b d a a c c c c b配点 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3備考

ア イ ウ エ オ カ キ ク ケ コ サ シ ス セ ソ タ チ ツ テ ト ナ ニ ヌ ネ ノ正答 c a d d b c a c d b c b e a d b d b配点 2 2 2 2 2 2 2 2 2 2 3 3備考

ア イ ウ エ オ カ キ ク ケ コ サ シ ス セ ソ タ チ ツ テ ト ナ ニ ヌ ネ ノ正答 c b d b a c d配点 3 3 3 3 3 3 3備考

ア イ ウ エ オ カ キ ク ケ コ サ シ ス セ ソ タ チ ツ テ ト ナ ニ ヌ ネ ノ正答 d c b b c d配点 5 5 5 5 5 5備考

ア イ ウ エ オ カ キ ク ケ コ サ シ ス セ ソ タ チ ツ テ ト ナ ニ ヌ ネ ノ正答 d a d b c配点 6 6 6 6 6備考

第4問

第5問

第1問(リスニング)

第2問3 3 3

第3問