マイチューターのTOEFL対策コラム

|　TOEFL ライティング　Integrated   パッセージ・レクチャー　関連付け

Integrated Writingの問題は、「レクチャーの内容を要約することと、それがどのように

リーディングの内容と関連しているかを述べること」です。

あくまでもレクチャーで主張されていたポイントを中心にエッセイを展開することが重要です。

そしてそれらがどのようにリーディング（パッセージ）と矛盾するかを

示すことができれば、問題が要求している点について明確に答えることができ高評価となります。

それでは、実際の解答例の中でどのようにレクチャーの要点とリーディングの要点からエッセイを構成しているかを色分けして検証してみます。　

レクチャー及びリーディングの要点を引用する際は、そのまま写すのではなく、パラフレーズすることも高評価につながりますので、注意して解答例をご覧ください。

|　リーディング　（パッセージ）

（青）　：　解答例の構成に使われている要点。

The sea otter is a small mammal that lives in waters along the western coast of North America from California to Alaska. When some sea otter populations off the Alaskan coast started rapidly declining a few years ago, it caused much concern because sea otters play an important ecological role in the coastal ecosystem. Experts started investigating the cause of the decline and quickly realized that there were two possible explanations: environmental pollution or attacks by pred­ators. Initially, the pollution hypothesis seemed the more likely of the two.

The first reason why pollution seemed the more likely cause was that there were known sources of it along the Alaskan coast, such as oil rigs and other sources of industrial chemical pollution. Water samples from the area revealed increased levels of chemicals that could decrease the otters’ resistance to life ­threatening infections and thus could indirectly cause their deaths.

Second, other sea mammals such as seals and sea lions along the Alaskan coast were also declining, indicating that whatever had endangered the otters was affecting other sea mammals as well. This fact again pointed to environmental pol­lution, since it usually affects the entire ecosystem rather than a single species. Only widely occurring predators, such as the orca (a large predatory whale), could have the same effect, but orcas prefer to hunt much larger prey, such as other whales.

Third, scientists believed that the pollution hypothesis could also explain the uneven pattern of otter decline: at some Alaskan locations the otter populations declined greatly, while at others they remained stable. Some experts explained these observations by suggesting that ocean currents or other environmental fac­tors may have created uneven concentrations of pollutants along the coast. 

|　リスニング　レクチャー

レクチャー　（スクリプト）

（赤）　：　 解答例の構成に使われている要点。

Well, ongoing investigations have revealed that predation is the most likely cause of sea otter decline after all.

First, the pollution theory is weakened by the fact no one can really find any dead sea otters washing up on Alaskan beaches. That’s not what you would expect if infections caused by pollution started killing a lot of otters. On the other hand, the fact that it’s so hard to find dead otters is consistent with the predator hypothesis: if an otter is killed by a predator, it’s eaten immediately so it can’t wash up on shore.

Second, although areas may prefer to hunt whales, whales have essentially disappeared from the area because of human hunters. That means that areas have had to change their diet to survive, and since only smaller sea mammals are now available, orcas have probably started hunting those. So it probably is the areas that are causing the decline of all the smaller sea mammals mentioned in the passage, the seals, the sea lions, and the sea otters.

And third, the uneven pattern of otter decline is better explained by the orca predation theory than by the pollution theory. What happens to otters seems to depend on whether the location where they live is accessible to areas or not. In those locations that areas can access easily, the number of sea otters has declined greatly. However, because areas are so large, they can’t access shallow or rocky locations. And shallow and rocky locations are precisely the types of locations where sea otter populations have not declined. 

▮　Question

Summarize the points made in the lecture, being sure to explain how they respond to the specific points made in the reading passage

|　解答例

（青）：　リーディングの要点。

（赤）：　レクチャーの要点。

★　レクチャーの要点が中心に構成されているのがわかります

The topic discussed here is the investiga­tion of the causes of the disappearance of the sea otter, which is a small mammal that lives in waters along the western coast of North America from California to Alaska. The woman in the lecture argues that the cause of their disappearance is the presence of the predators, especially areas, and not pollution as the reading says.

Firstly, she argues that one of the proofs of their being attacked by the predators is the fact that no one can find any dead sea otters. If the cause was the pollution, many dead sea otters would be found along the shores. In addition, a predator will immediately eat its prey so this is why no dead sea otters were found.

Secondly, the woman in the lecture argues there is another explanation than pollution why smaller sea mammals are all disappearing.She says that, since the whales tend to disap­pear because of the humans hunting them, the areas had to adapt their food habits to the sea conditions and as a result they have started eating the smaller sea animals available among them sea otters being included.

Thirdly, she argues that the areas can­not access the shallow locations. This is why there are some areas where the sea otters are numerous. It’s not because of uneven concen­trations of pollutants. 

TOEFL スピーキング　Question 3 学習ステップ

マイチューター　「TOEFL スピーキング　Perfect Master (Advance)」 カリキュラムでは、

Question 3  対策として、やや難易度の高い様々なトピックを使い、

以下の流れで効果的、実践的な練習を繰り返し、スコアアップへ導きます。


目標スコアー 100点（Speakingセクション 25点）を目指す受講者に適した

カリキュラムになっています。

学習ステップ

ステップ   1　リーディング　学生生活に関する方針についての短い文章を読む

↓

ステップ   2  チェックテスト リーディング内容の理解度をチェックするための質問に解答します。

↓

ステップ   3  リスニング 　　 関連する会話を聞き、主張と理由をメモ取りします。

↓

ステップ   4   スピーキング　 試験同様の質問に対し、解答へ導くため用された

５つの質問に解答します。

↓

ステップ   5   スピーキング　 5つの解答を基にメモを見ずに解答を述べます。

↓

ステップ   6   比較と復習　　模範解答を聞いて、自分の解答と比較します。　　
　

↓

ステップ 7 自己採点　　　毎回自己採点を記録してください

▮ Read

STEP 1    | Reading 読解| Read the following passage about a campus situation.

Seniors Eligible to Teach Freshman Classes

Central University is beginning a new program in the fall semester Eligible  seniors may now co-teach certain classes alongside a professor in their department. Students must have a 3.5 GPA both overall and in their major to qualify as teachers. This program should be of particular interest to students considering pursuing teaching careers-although that is not a requisite to become an　instructor. Student-teachers will need to prepare lesson plans and make themselves available for office hours for their students as well. Inquire at the Student Services Office for more information.

STEP 2   | Comprehending　読解力テスト | Answer the following questions to make sure you understand the reading

1 What is the topic of the notice?

2 How can a student become eligible for this program?

3 What kind of GPA does a student need to participate in the program?

4 Which students in particular may be interested in this program?

5 What will students accepted to the program have to do?

1 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　

2  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　

3  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　

4  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　　

5  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

Comprehending　　解答例

1. The topic of the notice is a new student-teaching program that the university has decided to create.

2. Students who are excelling academically both in their majors and overall may participate in the program.

3. Students must have GPAs of at least 3.5 in their major and overall in order to qualify as teachers.

4. Students considering teaching careers may be particularly interested in the program.

5. Students will have to turn in lesson plans and conduct office hours, which will give them valuable teaching experience.

▮　Listen

STEP 3 | Listening & Note Taking | Listen to a conversation on the same topic, and take notes.

スクリプト

W: What a silly idea! I can’t believe the school is

entertaining the notion of letting students teach classes.

M: It sounds intriguing to me.

W: You think so?

M: Why not? First, like the announcement says, it would be a great way to get some teaching experience. Think about it. .. It’d look great on an application to graduate school. It might help some students get accepted.

W: Okay, that’s good for the student-teacher, but what about the students taking the classes? I can tell you this … I wouldn’t want a student teaching my class. The student wouldn’t have nearly as much knowledge as a real professor.

M: Well, there is the prospect of that, but the student will just be co-teaching, so I’m not terribly concerned. Anyway, you know, I like the part about the student keeping office hours.

W: Because?

M: My professors are always busy and often don’t have time to chat. It’d be easier and, frankly, more comfortable, going to a student to ask my questions. It’s not like my questions are so difficult that an upperclassman wouldn’t be able to answer them.

Note－Taking メモ取り

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

●　質問

The man expresses his opinion of the co-teaching program the university is creating. State his opinion and explain the reasons he gives for holding that opinion.

STEP 4 | Organizing　 解答の組み立て | Ask yourself the following questions and organize your ideas.

1 What is the man’s opinion of the new co-teaching program?

2 What does he think a result of the program will be?

3 In what way will that help the students in the future?

4 What does he feel about the student-teachers having to keep office hours?

5 How does he compare the time professors have to the time students have?

1   Opinion　___________________________________________

2   First reason _________________________________________

3 Details_______________________________________________

4   Second reason _______________________________________

5 Details _______________________________________________

解答例

1. In the man’s mind, the program is a good idea and is worth supporting.

2. First, he thinks that doing student-teaching will benefit the students in the program.

3. He feels that putting it on their resumes will look good when they apply to graduate schools and might even help some of them get accepted.

4. Another reason is that he is encouraged by the fact that the student-teachers would have to keep office hours.

5. He mentions that most of his professors have no time , to chat, but he thinks students would.

▮　Speak

STEP 5   | Speaking 解答| Now say your response out loud, and record your time. While you are speaking, do not look at the written response.

Response time  45 seconds                Your speaking time seconds

STEP 6  | Compare 比較 | Listen to a sample response, and compare it with yours.

Sample Response 模範解答

The topic of the notice is a new student-teaching program the university has decided to create. In the man’s mind, the program is a good idea and is worth supporting. He cites a couple of reasons to defend his opinion. First, he thinks that doing student-teaching will benefit the students in the program. He feels that putting it on their resumes will look good when they apply to graduate schools and might even help some of them get accepted. Another reason is that he’s encouraged by the fact that the student-teachers would have to keep office hours. He believes students having office hours is better than professors having them. He mentions that most of his professors have no time to chat, but he thinks students would. Also, most of his questions could be answered by upperclassmen, so he wouldn’t have to bother his professors so much.

STEP 7 自己採点　　

Delivery

1 How clearly did you speak your response?

Language Use

2 How well did you control language structures to convey your ideas?

3 How appropriately did you use vocabulary to convey your ideas?

Topic Development

4 How fully did you answer the question?

5 How coherently did you present your ideas?

|　TOEFL ライティング　Integrated   パッセージを述べるフレーズ

TOEFL integrated ライティングでは、Introductionの中で、リーディング

passageの論点を述べたうえでレクチャーの立場を明確にすることが大切です。

そこで今回は、パッセージの内容を伝えるときに使えるフォーマルなフレーズを学びます。

Introduction でパッセージの内容を述べる　使える表現

赤字で示した単語は、フォーマルな単語です。これらを用いて、読者や採点者に、アカデミックなエッセイだという「印象」を与えてください。

パッセージは、汚染がラッコの死の原因だったと述べている·示している·推測している·主張している。

The passage mentions that pollution could cause the deaths of sea otters.

The passage suggests that pollution could cause the deaths of sea otters.

The passage indicates  that pollution could cause the deaths of sea otters.

The passage assumes that pollution could cause the deaths of sea otters.

The passage investigates that pollution could cause the deaths of sea otters.

The passage claims that pollution could cause the deaths of sea otters.

The passage states that pollution could cause the deaths of sea otters.

The passage argues that pollution could cause the deaths of sea otters.

パッセージは、汚染がラッコの死の原因だった証拠を扱っている。

The passage addresses the evidence that pollution could cause the deaths of sea otters.

The passage deal with the evidence that pollution could cause the deaths of sea otters.

教授は、パッセージに述べられている意見を否定している・疑っている・反論している。

the professor disagrees with the idea mentioned in the passage. 

the professor casts doubt on the idea mentioned in the passage. 

the professor disputes the idea mentioned in the passage. 

the professor challenges  the idea mentioned in the passage. 

the professor denies  the idea mentioned in the passage. 

the professor refutes the idea mentioned in the passage. 

the professor describes the opposing view. 

|　TOEFL ライティング　Integrated   ＝　読みやすいエッセイ　＝

Integrated　ライティングでは、パッセージの内容に対し、レクチャーでの反論点を把握し、

それらを関連付けてエッセイを書くことが求められます。

さらに評価を上げるには、読みやすさ　”展開を予想しながら読めること”　です。

正しい情報を詰め込んでも、それが読み手の頭に入りやすい順序で

書かれていなければ、「読みにくいエッセイ」と思われてしまい、

評価が下がってしまいます。

「読みやすいエッセイ」の秘訣は、「Introductionの中で、Reading passageの論点を

書いたしたうえでレクチャーの立場を明確にすること」と、「BodyでLectureの論点を論じる」

ことです。

設計図としては、以下のようになります。

それでは実際に、解答例でエッセイの構成を確認します。

|　Introduction

The topic discussed here is the investiga­tion of the causes of the disappearance of the sea otter, which is a small mammal that lives in waters along the western coast of North America from California to Alaska. The woman in the lecture argues that the cause of their disappearance is the presence of the predators, especially areas, and not pollution as the reading says.

|　Body １　　 パッセージ理由1への反論

Firstly, she argues that one of the proofs of their being attacked by the predators is the fact that no one can find any dead sea otters. If the cause was the pollution, many dead sea otters would be found along the shores. In addition, a predator will immediately eat its prey so this is why no dead sea otters were found.

|　 Body 2　　 パッセージ理由2への反論 Body

Secondly, the woman in the lecture argues there is another explanation than pollution why smaller sea mammals are all disappearing.She says that, since the whales tend to disap­pear because of the humans hunting them, the areas had to adapt their food habits to the sea conditions and as a result they have started eating the smaller sea animals available among them sea otters being included.

|　 Body ３　　 パッセージ理由3への反論 Body

Thirdly, she argues that the areas can­not access the shallow locations. This is why there are some areas where the sea otters are numerous. It’s not because of uneven concen­trations of pollutants. 

|　Conclusion 　　省略

|　TOEFL ライティング　Integrated   ＝　反論するフレーズ　＝

Integrated Writingの問題は、「レクチャーの内容を要約することと、

それがどのようにリーディングの内容と関連しているかを述べること」です。

レクチャーの内容がパッセージの内容に対して疑問を投げかける視点で展開されます。

レクチャーで反論していることがわかる　フレーズ　例

□　The lecturer takes issue with the main point of the reading that [パッセージの主張]

□　According to the lecture, [レクチャーの内容]. On the other hand, this contradicts what is stated in the reading passage that [パッセージの内容]

□　For these reasons, the lecturer disagrees the argument in the reading.

解答のテクニック

パッセージの内容に対し、レクチャーでの反論点を把握し、それらを

関連付けてエッセイを書くテクニックを身につけつことが大切です。

それでは、パッセージに対するレクチャーでの反論点を示すフレーズが解答文の中で

どのように使われているかをご覧ください。

パッセージとレクチャーはこちらをご覧ください。

The lecturer discusses the points made in the text but reaches a different conclusion in each case. For one thing, she states that yes, people are reading less literature then they were in earlier times but this does not equal an immediate decline of culture. On the contrary, in her opinion our culture is simply evolving and changing. Although literature is one of the most obvious elements of culture, there are also lots of other forms of artistic expres­sion in our ever-changing culture, e.g. music. And those elements are not less valuable and less creative than literature and they appeal to more modern concerns than literature.

Also the lecturer disputes the text that says we are going to lose interesting writers of literature. She says that today literature is not interesting enough for the reader! In the lecturers opinion this is mainly due to the fact that mod­ern literature is often written with the intention of being difficult to understand, which does not make it very attractive for the modern reader. 

And finally just because people are not reading literature anymore this does not mean they are not reading at all and losing their imagination and empathy; instead there are many other valuable types of books which people are reading, e.g. science textbooks and political analysis. These books can stimulate readers and provide satisfaction and learning.

|　TOEFL　ライティング　Task 1   レクチャーの聞き方

Integrated Writingの問題は、「レクチャーの内容を要約することと、それがどのように

リーディングの内容と関連しているかを述べること」です。

実際はこのように英文で出題されます。

Summarize the points made in the lecture, being sure to explain how they cast doubt specific points made in the reading passage.

和訳

「聞いた講義のポイントを、それがリーディングの内容に対し、どのように異議を唱えたかを説明しながらまとめなさい」

パッセージを読んだ後で聞くレクチャーは、基本的に、「パッセージの裏付け理由に

異議を唱え、矛盾点を提示する」という形式なので以下のような展開になります。

それでは実際のレクチャーを聞いてポイント（反論点）をまとめてみましょう　

パッセージとパッセージのポイントはこちらをご覧ください。

レクチャーのポイント（反論点）

ポイント（反論）１

The lecturer points out that there are other forms of writing that are of high quality and just as intellectually stimulating as literature. 

ポイント（反論）2

The lecturer argues that people spend time on culturally valuable activities such as listening to good music or watching good movies. The definition of culture is changing. 

ポイント（反論）3

The lecturer argues that maybe there is less readership of literature because the writers of literature nowadays are making their books/ works too hard to understand. 

スクリプト

It is often said that people are reading less literature today than they used to. What should we make of this?

Well, first, a book doesn’t have to be literature to be intellectually stimulating. Science writing, history, political analysis, and so forth aren’t literature, perhaps, but they’re often of high quality. And these kinds of books can be just as creative and well-written as a novel or a play-they can stimulate the imagination. So don’t assume that someone who isn’t reading literature isn’t reading a good book.

But let’s say that people aren’t just spending less time with literature, they’re also spending less time with books in general. Does that mean that the culture is in decline? No. There’s plenty of culturally valuable material that isn’t written: music and movies, for example. Are people wasting their time when they listen to a brilliant song or watch a good movie? Do these non-literary activities lower cultural standards? Of course not. Culture has changed. In today’s culture there are many forms of expression available other than novels and poems, and some of these creative forms speak more directly to contemporary concerns than literature does.

Finally, it’s probably true that there’s less support for literature today than in earlier gen­erations. But don’t be too quick to blame the readers. Sometimes it’s the author’s fault. Let’s be honest: a lot of modern literature is intended to be difficult to understand. There’s not much reason to suppose that earlier generations of readers would have read a lot of today’s literature either. 

TOEFL スピーキング　Question 3 学習ステップ

マイチューター　「TOEFL スピーキング　Perfect Master (Intermediate)」 カリキュラムでは、

Question 3  対策として、試験問題標準レベルで様々なトピックを使い、

以下の流れで効果的、実践的な練習を繰り返し、スコアアップへ導きます。


目標スコアー 80点（Speakingセクション 20点）を目指す受講者に適した

カリキュラムになっています。

学習ステップ

ステップ   1　リーディング　学生生活に関する方針についての短い文章を読む

↓

ステップ   2  チェックテスト リーディング内容の理解度をチェックするための質問に解答します。

↓

ステップ   3  リスニング 　　 関連する会話を聞き、主張と理由をメモ取りします。

↓

ステップ   4   スピーキング　 試験同様の質問に対し、解答へ導くため用された

５つの質問に解答します。

↓

ステップ   5   スピーキング　 5つの解答を基に解答を作り上げます。

↓

ステップ   6   比較と復習　　模範解答を聞いて、自分の解答と比較します。　　
　

▮ Read

STEP 1    | Reading | Read the following passage about a campus situation.

University Tutoring System

The new university tutoring system begins on August 22. Students will no longer have face-to-face tutoring sessions. Instead, an online tutoring system will be implemented. The computer-based r tutoring system will allow students to receive tutoring help twenty-four hours a day, seven days a week, instead of only during regular school hours, Students will benefit from expanded access to tutors. Also, the computer-based system will relieve students of stress from the crowded tutoring centers. Students will no longer need to be present on campus for tutoring. They will be able to access the computer-based system from any computer with an  Internet connection.

STEP 2   | Comprehending　読解力テスト | Answer the following questions to make sure you understand the reading

1 What is the notice about?

2  What is the first reason for the new tutoring system?

3  According to the notice, how will it benefit the students?

4  What is another reason for the new tutoring system?

5  According to the notice, how will it benefit the students?

1 Issue　＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　

2  First reason　＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　

3  Details　　＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　

4  Second reason　＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　　

5  Details　　＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

Comprehending　　解答例

1 . The notice is about how the university will change from

face -to-face tutoring to a computer-based tutoring

system.

2. One reason for the changes is that only offering

tutoring services during regular school hours is not

enough for the students.

3. Students will have access to tutoring twenty-four

hours a day, seven days a week.

4. Another advantage for the change in the tutoring

system is that it will eliminate crowded, stressful

tutoring centers.

5. Students will be able to access the tutoring network

from any computer with the Internet connection.

▮　Listen

STEP 3 | Listening & Note Taking | Listen to a conversation on the same topic, and take notes.

スクリプト

M: This new tutoring system will be great.

W: I’m not so sure about that.

M: Really? What do you mean?

W: First of all, a lot of students don’t even know how to

type very fast. Some cannot even type at all. This will

make the tutoring sessions really slow.

M: Right. Ty ping skills will be really important.

W: Sure they will. When students are tutored face to

face, they don’t have to worry about typing though.

They can just focus all of their energy on what they’r

learning. I think that’s more efficient.

M: You may be right.

W: There’s something else, too. Students must have

a good computer at home in order to access the

computer-based system. Many students will have to

upgrade their current computer or even buy a new

one. I know a lot of students who don’t even have a

computer at home. It will be very expensive for a lot

of students to get access to tutoring now_

M: That’s a good point.

W: I think it might be better to stick with the old system.

Note－Taking メモ取り

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

●　質問

Q     The woman expresses her opinion of the new computer-based tutoring system. State her opinion and explain the reasons she gives for holding that opinion.

STEP 4 | Organizing　 解答の組み立て | Ask yourself the following questions and organize your ideas.

1 What is the woman’s opinion of the new tutoring system?

2 What does the woman say about students’ typing skills?

3 Why is this important to the new tutoring system?

4 What does the woman say about computers?

5 Why does she think it will be difficult for some students to buy new computer?

1   Opinion　___________________________________________

2   First reason _________________________________________

3 Details_______________________________________________

4   Second reason _______________________________________

5 Details _______________________________________________

解答例

1. The woman does not think it is a good idea for the

university to switch to a computer-based tutoring

system.

2. The woman says that some students either cannot

type or type very slowly.

3. She claims the lack of typing skills will make the

tutoring system slow.

4. The woman claims that students will either have to

upgrade their computers or else purchase n曲ones.

5. She thinks upgrading or purchasing new computers

will be too expensive for students.

▮　Speak

STEP 5   | Response 解答| Make your response using the above information

The notice describes____________      , The woman thinks_____________

______  One reason is___________________________________________

_____________ During the conversation, the woman says______________

________________________________________________________________

______________________    Another reason is________________________

_________    The woman states that_________________________________

________________________________________________________________

STEP 6  | Compare 比較 | Listen to a sample response, and compare it with yours.

Sample Response 模範解答

The notice describes a new university tutoring system.The woman is against the university’s decision to replace face-to-face tutoring with a computer-based tutoring system. First, she believes that students will require excellent typing skills in order to take advantage of the new tutoring system. However, she states that many students lack the ability to type well enough, so the new tutoring system will be much slower than the face-to-­face system. To her, the inability to type well will hinder the learning process for some students. Second of all, she believes many students will have to upgrade their computers or even buy new ones. According to the woman, this will be very expensive for many students. She believes the former face-to-face method of tutoring is better for students than the new computer-based tutoring system.

| TOEFL ライティング Task 1 パッセージの読み方

Integrated Writingの問題は、「レクチャーの内容を要約することと、

それがどのようにリーディングの内容と関連しているかを述べること」です。

実際はこのように英語で出題されます。

Summarize the points made in the lecture, being sure to explain how they cast doubt specific points made in the reading passage.

和訳

「聞いた講義のポイントを、それがリーディングの内容に対し、どのように異議を唱えたかを説明しながらまとめなさい」

パッセージを読んだ後で聞くレクチャーは、基本的に、「パッセージの裏付け理由に

異議を唱え、矛盾点を提示する」という形式なので、パッセージを読む際は、

レクチャーを理解するための準備であることを強く意識して読むようにしてください。

そして、書き手の主張とその裏付け理由3つを確実に押さえてメモを取るようにしてください。

パッセージでは通常、以下のように書き手の主張とそれを裏付ける3つの理由が展開されます。

|　パッセージの展開　　＝ Note-Taking =

1. 書き手の主張

↓

2.　裏付け理由　１

↓

3.　裏付け理由　2

↓

4.　裏付け理由　3

それでは実際のパッセージを3分で読んで展開をまとめてみましょう

Directions: Give yourself 3 minutes to read the passage

A recent study reveals that people, especially young people, are reading far less literature-novels, plays, and poems-than they used to. This is troubling because the trend has unfortunate effects for the reading public, for culture in general, and for the future of literature itself.While there has been a decline in book reading generally, the decline has been especially sharp for literature. This is unfortunate because nothing else pro­vides the intellectual stimulation that literature does. Literature encourages us to exercise our imaginations, empathize with others, and expand our understanding of language. So by reading less literature, the reading public is missing out on important benefits.　Unfortunately, missing out on the benefits of literature is not the only problem. What are people reading instead? Consider the prevalence of self-help books on lists of best sellers. These are usually superficial, poorly written, and intellectually undemanding. Additionally, instead of sitting down with a challenging novel, many persons are now more likely to turn on the television, watch a music video, or read a Web page. Clearly, diverting time previously spent in reading literature to trivial forms of entertainment has lowered the level of culture in general.　The trend of reading less literature is all the more regrettable because it is tak­ing place during a period when good literature is being written. There are many talented writers today, but they lack an audience. This fact is bound to lead pub­lishers to invest less in literature and so support fewer serious writers. Thus, the writing as well as the reading of literature is likely to decline because of the poor standards of today’s readers. 

パッセージのポイント

ポイント１　

The passage argues that reading less literature means that readers are missing out on ways to stimulate their imagination and help with their mental development. 

ポイント２

The passage argues that many of the kinds of reading that people currently spend time on instead of literature are just trivial entertainment and lead to lower cultural standards. 

ポイント３

The passage says that another bad effect of the decline in reading literature is that talented writers of literature are not being supported.

TOEFL  Integrated    Writing 　＝ 速読テクニック＝

TOEFL  Integrated    ライティングは高度なリスニング、リーディング力、

その2つが備わっていないとハイスコアは目指せません。　

TOEFLというテストを最も難易度の高い英語力判定テストとしていえる

要因の大きな一つが、このライティングセクションにあるIntegrated Taskです。

Integrated Taskはその名の通り複合問題であり、そこには非常に高度な速読力、

英語のレクチャーの1回で聴き取るリスニング力を必要とします。

230～300語程度のパッセージを制限時間内（3分）に読み終えることが

前提条件となり、理解度を落とさずに、でいるだけ早く読むことが

求められますが、そのために必要なのが、スラッシュ・リーディングです。

英文を頭から理解できるよう、意味のかたまりごとに

スラッシュ(/)で区切って読んでいく方法です。

初めは細かく区切っても構いません。　慣れてくると

より大きなかたまりで捉えられるようになります。

決して英文を返り読みせず、大意をつかむことに慣れておきましょう。

スラッシュ挿入の例　

　The whole family gathered / around a warm stove. /  lay down / and went to sleep.// Once a day / everyone got up / to eat a piece of hard bread.//  Then they went back to sleep. // The members of the family took turns/ keeping the fire burning. //This was not “hibernating” / like what bears do in the winter.// But it was a sensible decision / by the members of the family.// Just stay in bed / for as long as possible. / and do not work.// To these French farmers / “working more to earn more”/ did not seem like a good idea. // Instead of working throughout the year,/ the people of one village on the Rhone River/ made enough money for one year / relaxing, hunting and sleeping. //Few people needed money / until the 20th century. //

読解力をつける4つの秘訣！

スラッシュ・リーディングの他にも速読を鍛える方法がありますので、併せて習得してください。

1. 読書に集中できる環境作り

まず、第一に、「読む」ことに集中してください。

TVやスマホ、iPadなどを周りに置かないでください。

そして、あなたがリラックスできて

パッセージを読むのに適した明るさの下で読むようにしましょう。

記事や本に書かれている情報を吸収しやすい脳にするためには、

脳をリラックス状態にさせ、さらに十分な酸素を送ることも大切です。

2. 読む目的を明確にする

2番目に、読む目的についてよく考えてください。

記事/本/雑誌/コラムなどの表紙を見れば、読み物の主題や

何について書かれているかはわかります。

そこで、あなたが、そこから何を学びたいのか、知りたいのかを明確にしましょう。

例えば、記事のタイトルが　”The Remedies of Migraine-片頭痛療法　”　だとします。

そこで、あなたは、　”The Remedies of Migraine-片頭痛療法　”

とは何かを考えなければいけません。

結局のところ、リーディング試験は、「文章の意図」や

「筆者が言おうとしていること」を中心に出題されますから、

何を読むにしても、目的意識をしっかり持って、

必要な情報を正確に読み取ることが肝心です。

3. 唇を動かさない―　「脳」と「目」のフル回転

3番目に、唇を動かしながら本を読むことはやめましょう。

唇を動かしながら読んでいると言うことは、

口で言えるほどの速さで読んでいることになります。

実際、声に出ていなくても、口を動かすと脳は

自然に口の動きに合わせて本を読んでしまします。

読む速度が遅くなると、読み進めて行く中で、前に書かれていたことを忘れてしまい、

文章の全体像を掴めなくなってしまいます。

「速読」は脳と目をフル回転させて行うものです。

4. まとまり単位で読む

最後に、読むときは、まとまりごとに読んでください。

単語一つひとつ読む必要も、文法に気を取られる必要もありません。

多少、単語の意味が分からなくても、段落で何が書かれているかが

大まかにわかる程度でも構いません。

１文章、１段落単位の文字のかたまりを広い視野に入れ、

集中力・イメージをフル回転させ、素早く読み取るようにしていくのです。

速読は、IELTSリーディングセクションの必須学習課題です。

何よりも、先に述べた「4つの秘訣」を参考に、多読を進めてください。

質の高い読書量が読解力を高めていくことは言うまでもありません。

TOEFL  Integrated    Writing 　＝ 速読テクニック＝

TOEFL  Integrated    ライティングは高度なリスニング、リーディング力、

その2つが備わっていないとハイスコアは目指せません。　

TOEFLというテストを最も難易度の高い英語力判定テストとしていえる

要因の大きな一つが、このライティングセクションにあるIntegrated Taskです。

Integrated Taskはその名の通り複合問題であり、そこには非常に高度な速読力、

英語のレクチャーの1回で聴き取るリスニング力を必要とします。

230～300語程度のパッセージを制限時間内（3分）に読み終えることが

前提条件となり、理解度を落とさずに、でいるだけ早く読むことが

求められますが、そのために必要なのが、スラッシュ・リーディングです。

英文を頭から理解できるよう、意味のかたまりごとに

スラッシュ(/)で区切って読んでいく方法です。

初めは細かく区切っても構いません。　慣れてくると

より大きなかたまりで捉えられるようになります。

決して英文を返り読みせず、大意をつかむことに慣れておきましょう。

スラッシュ挿入の例　

　The whole family gathered / around a warm stove. /  lay down / and went to sleep.// Once a day / everyone got up / to eat a piece of hard bread.//  Then they went back to sleep. // The members of the family took turns/ keeping the fire burning. //This was not “hibernating” / like what bears do in the winter.// But it was a sensible decision / by the members of the family.// Just stay in bed / for as long as possible. / and do not work.// To these French farmers / “working more to earn more”/ did not seem like a good idea. // Instead of working throughout the year,/ the people of one village on the Rhone River/ made enough money for one year / relaxing, hunting and sleeping. //Few people needed money / until the 20th century. //

読解力をつける4つの秘訣！

それでは、読解力をパワーアップするための方法をガイダンスしていきましょう。

1. 読書に集中できる環境作り

まず、第一に、「読む」ことに集中してください。

TVやスマホ、iPadなどを周りに置かないでください。

そして、あなたがリラックスできて

パッセージを読むのに適した明るさの下で読むようにしましょう。

記事や本に書かれている情報を吸収しやすい脳にするためには、

脳をリラックス状態にさせ、さらに十分な酸素を送ることも大切です。

2. 読む目的を明確にする

2番目に、読む目的についてよく考えてください。

記事/本/雑誌/コラムなどの表紙を見れば、読み物の主題や

何について書かれているかはわかります。

そこで、あなたが、そこから何を学びたいのか、知りたいのかを明確にしましょう。

例えば、記事のタイトルが　”The Remedies of Migraine-片頭痛療法　”　だとします。

そこで、あなたは、　”The Remedies of Migraine-片頭痛療法　”

とは何かを考えなければいけません。

結局のところ、リーディング試験は、「文章の意図」や

「筆者が言おうとしていること」を中心に出題されますから、

何を読むにしても、目的意識をしっかり持って、

必要な情報を正確に読み取ることが肝心です。

3. 唇を動かさない―　「脳」と「目」のフル回転

3番目に、唇を動かしながら本を読むことはやめましょう。

唇を動かしながら読んでいると言うことは、

口で言えるほどの速さで読んでいることになります。

実際、声に出ていなくても、口を動かすと脳は

自然に口の動きに合わせて本を読んでしまします。

読む速度が遅くなると、読み進めて行く中で、前に書かれていたことを忘れてしまい、

文章の全体像を掴めなくなってしまいます。

「速読」は脳と目をフル回転させて行うものです。

4. まとまり単位で読む

最後に、読むときは、まとまりごとに読んでください。

単語一つひとつ読む必要も、文法に気を取られる必要もありません。

多少、単語の意味が分からなくても、段落で何が書かれているかが

大まかにわかる程度でも構いません。

１文章、１段落単位の文字のかたまりを広い視野に入れ、

集中力・イメージをフル回転させ、素早く読み取るようにしていくのです。

速読は、IELTSリーディングセクションの必須学習課題です。

何よりも、先に述べた「4つの秘訣」を参考に、多読を進めてください。

質の高い読書量が読解力を高めていくことは言うまでもありません。