グローバル教育〔 地球的規模で考える 〕

中学生　海外研修代替プログラム（グローバル体感キャンプ1日目）

Today, 12 junior high school students participated in the first day of the three-day Global Experience Camp. They were put into three groups and each had a foreign group leader, or buddy. The buddies graduuate studens from Pakistan, Uganda and Bulgaria, who are studying in Japan. They then spent the day enjoying a variety of activities together. These activities were led by a facilitator.

本日より中学２，３年生12名が参加して、3日間のグローバル体感キャンプが始まりました。生徒たちは、3つのグループに分かれ、パキスタン、ウガンダ、ブルガリアからの留学生をバディに、様々なアクティビティを行いました。

First, each group's members had to introduce themselves to their groupmates. Then, they had to choose a group name and explaining to everyone why that name was chosen. The result was Team Matcha, which used members' initials to make a favorite flavor, Team Japakistan, which used its members' nationalities, and Team Strawberry, which came from a conversation on favorite foods.

自己紹介の後、グループ名を決めてその理由を説明しました。「チームMatcha」はメンバーのイニシャルから、「チームJapakistan]は国籍から、そして「チームStrawberry」は好きな食べ物のやりとりから決まりました。

• Team Matcha
• Team Japakis
• Team Strawb

After naming their groups, everyone played some icebreaker games in order to warm up and get to know group members. One of these games was guessing words on cards from teammates' descriptions. In early rounds they used word cards made by members of their own group, so it was easier. Later, they leveled up and used word cards made by other groups. Of course, some students (and buddies!) were nervous, so these game helped them to relax.

続いてアイスブレークゲームで、複数のカードに書かれたことばを当てるゲームをしました。カードに書くことばは、グループごとに決めました。最初は自分のグループのカードで行ったので比較的簡単でしたが、次に他のグループのカードで行うと、難易度が上がりましたが、生徒たちはかえって打ち解けていきました。　　　

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One of the main activites today was the Buddy Photo Album introduction. Here, each group leader showed pictures about themselves, their countries, their experiences in Japan, and so on. While showing the pictures, they explained them and the students had chances to make comments, ask questions, and learn about different cultures and perspectives.

本日のメイン活動は、バディのアルバム紹介でした。3人のバディのアルバムを見ながら、生徒たちはコメントや質問をし、日本と異なる文化や考え方の説明を興味深く聞いていました。

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The other very important activity was planning for the day trip to Sasayama on Day 2. The trip will include a chance to visit some of Sasayama's landmarks, such as the castle, and eat lunch together. Planning the trip was a chance to develop research and planning skills, and become more sensitive to cultural differences that may arise from things like eating habits.

もうひとつの大事な活動は、明日の篠山フィールドワークの準備です。篠山では名所を訪ね、昼食をとりますが、

計画をたてること自体が調べたり計画をたてる練習ですし、昼食を共にする体験は文化の違いをより鮮明にしてくれるでしょう。

• Let's Plan!
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Before finishing, students reflected on the day. They choose five things that they felt were important for communication and rated themselves for each of them. Common ideas were English, words, gestures, speaking in a loud voice, enthusiasm, and smiling. As a homework, they were asked to think about how they can improve on these things.

1日の振り返りではコミュニケーションで大切なことを５つあげ、各自がその大切さに順位をつけました。共通してあがったのは、「英語」「単語」「ジェスチャー」「大きな声で話すこと」「熱意」「スマイル」など。これらを上達させるにはどうすればよいかを考えてくるのが本日の宿題です。

Finally, the facilitator praised the students for doing a great job on their first day and reminding them what to bring for Day 2.

最後に、プログラムの進行担当のファシリテーターが、生徒たちの今日一日の取り組みを褒めてくれました。

Well done to the camp members! You worked really hard today and looked very active and happy. Enjoy Sasayama!

　今日一日よく頑張りました。楽しそうに活動している様子がよかったです。明日は篠山を楽しんでください。