昨日の中2英語
「みんなでスラ訳」で以下の文を再読し終えた。
高校受験をする子達であれば中3
一貫校の子達であれば中2
大体読めて理解できるはずだから目を通してみてほしい。
そして、赤く色を変えた文は、その文の文法的説明、構造的説明ができるかセルフレクチャーしてみてほしい。文意がどうのこうのではなく、なぜその語順か、その一単語がそこにある理由は何か、ということである。
The First Crush
It was a sunny Monday morning in April when I first noticed him. His name was Takuya, and he had just transferred to our school from another city. Our homeroom teacher, Mrs. Yamamoto, asked him to introduce himself to the class. He stood up, looked a little nervous, and said, “Hello, everyone. My name is Takuya Sato. I like playing basketball and reading mystery novels. I hope we can be friends.”
When he smiled, I felt something strange in my chest. My heart was beating faster than usual, and my face became warm. I had never felt this way before. I tried to focus on what the teacher was saying, but I couldn’t stop thinking about him. Was this what people called a “crush”?
During lunch break, my best friend Yuki noticed that I was acting differently. “What’s wrong with you today?” she asked while we were eating our bentos. “You’ve been staring at the new student all morning.”
I felt embarrassed and my face turned red. “I wasn’t staring!” I said quickly. But Yuki knew me too well. She smiled and said, “You like him, don’t you? It’s okay. He seems like a nice person.”
I didn’t want to admit it at first, but Yuki was right. I did like him. However, I didn’t know what to do about these feelings. I had never liked anyone in this way before, and I was scared. What if he didn’t like me back? What if my other classmates found out and teased me?
Over the next few weeks, I watched Takuya from a distance. I learned many things about him. He was good at math and science, but he struggled with English. He always helped his classmates when they had trouble understanding something. During P.E. class, he played basketball with incredible skill, and everyone wanted him on their team. He was kind, funny, and smart. The more I learned about him, the more I liked him.
One day, something unexpected happened. Our English teacher, Mr. Brown, announced that we would work in pairs for a project. He said that we needed to create a dialogue and perform it in front of the class. “I have already decided the pairs,” he said. “I want students who are good at English to help students who need more practice.”
When Mr. Brown read the names, I couldn’t believe what I heard. “Takuya Sato and Mika Tanaka will work together.” That was my name! I was going to work with Takuya!
I was both excited and terrified. On one hand, this was a perfect opportunity to talk to him and get to know him better. On the other hand, I was worried that I would say something stupid or that he would discover my feelings.
The next day after school, Takuya and I met in the library to work on our project. At first, I was very nervous and could barely speak. But Takuya was so friendly and easy to talk to that I soon relaxed. We discussed what our dialogue should be about and decided to create a conversation between two students who were planning a school festival.
As we worked together, I discovered that Takuya was even nicer than I had thought. He listened carefully to my ideas and always asked for my opinion. When I made mistakes in English, he didn’t laugh at me. Instead, he patiently helped me understand the correct way to say things. We spent three afternoons working on the project, and I enjoyed every minute.
On the day of our presentation, I was extremely nervous. My hands were shaking, and my voice was trembling. But Takuya smiled at me encouragingly and whispered, “You’ll do great. Don’t worry.” His words gave me confidence, and we performed our dialogue successfully. The whole class applauded when we finished, and Mr. Brown praised our teamwork.
After class, Takuya walked up to me and said, “Thank you for being such a good partner. I really enjoyed working with you. Your English is actually very good.” I felt my heart racing again, and I managed to say, “Thank you. I enjoyed it too.”
From that day on, Takuya and I became friends. We often studied together in the library and talked during lunch breaks. Sometimes Yuki joined us, and the three of us became a close group. I still had special feelings for Takuya, but I decided not to confess them yet. I was happy just being his friend.
Now, several months have passed since Takuya transferred to our school. I don’t know if he has the same feelings for me, and sometimes I wonder if I should tell him how I feel. But I’ve learned something important through this experience. Having a crush on someone isn’t just about romantic feelings. It’s also about growing as a person, making new friends, and discovering what qualities you value in others.
Whether Takuya and I will ever become more than friends, I don’t know. But I’m grateful for this experience because it has taught me about courage, friendship, and the complicated feelings that come with growing up. These feelings might be confusing and sometimes painful, but they are also part of what makes being a teenager such a special and memorable time.
どうだろうか。
話題が中学生にぴったりだから、かなり内容は理解できたのではないだろうか。
では、そうだな…
一番最後の文
あるね。
ちょっと上にスクロールしてみて。
赤く色を変えた最後の文を
文意はさておき、構造的にどうなってるのか、代名詞は何を指しているのか
そのあたりを含めて説明できるかな？
どうだろうか。
何となく意味は分かった
と
高校生になってからも英語学習の歯車を自分で感じながらモリモリ楽しく勉強できる
とは
天と地ほどの違いがあるのだ。
そしてそれは中学時代に身につけておかなければならないものなのだが
その指導が学校でも塾でも、ほぼ教えられていない
いや
塾だと教えてるな。
でもそれを教え始める時期が遅すぎるのだ。
早くても中3の夏あたりでしょ？
それだと、もうすでに「何となく訳せる」の道を奥深くまで歩いてしまっていて、
それで良いや
って思ってるはずだから。
そうなる前に「ガチ精読」の道を中2の早い段階で示し、その道を歩くことの安心感を伝えていきたい。
昨日の保護者のブログは、本当に目から鱗、である。
こちら。まだ読んでない方はぜひ。
↓
↑
そして松江塾保護者の方は通勤途中でも良いのでなるべく塾の授業を聞いておいてください。
ご自分の経験と照らし合わせながら。
英語は単語覚えれば大丈夫
じゃないことがものすごく伝わると思うので。
