「小学4年生で英検準一級なんて、うちの子には無理…」そう思っている親御さんは多いのではないでしょうか。確かに英検準一級は大学中級程度のレベルとされ、一般的には高校生や大学生が挑戦する試験です。
しかし、**実際に小4で準一級に合格している子どもたちには、ある共通点があります。それは「英語を日本語に翻訳せずに、英語のまま理解する能力」**です。
従来の日本の英語教育では「apple = りんご」「beautiful = 美しい」といった具合に、英単語を日本語訳で覚えることが一般的でした。しかし、この方法では7,500語以上の語彙が必要な準一級レベルでは限界があります。
なぜ英英思考が重要なのか？
この記事では、0歳からの継続的な「英英思考」環境を整えることで、小4での英検準一級合格を実現する具体的なロードマップをお伝えします。
重要なのは、特別な才能や莫大な教育費ではなく、正しい方法と継続力です。そして、その「正しい方法」の核心が「英英思考の育成」なのです。
英英思考とは、英語を聞いたり読んだりした時に、日本語に翻訳することなく、英語のまま意味を理解し、英語で考え、英語で反応する思考プロセスのことです。
脳科学の研究によると、バイリンガルの脳には2つの異なる言語処理パターンがあります：
複合型バイリンガル（Compound Bilingual）
座標型バイリンガル（Coordinate Bilingual）
**0歳から英英思考環境で育った子どもは、自然に座標型バイリンガルの脳構造を発達させます。**これが、小4で準一級に合格する子どもたちの脳内で起こっていることなのです。
実際の処理プロセスを比較してみましょう：
日英翻訳思考の場合：
英文: "The enormous elephant effortlessly lifted the heavy log."
Step 1: enormous → 巨大な
Step 2: elephant → 象
Step 3: effortlessly → 楽に
Step 4: lifted → 持ち上げた
Step 5: heavy → 重い
Step 6: log → 丸太
Step 7: 日本語で文意を構築「巨大な象が重い丸太を楽に持ち上げた」
Step 8: 内容を理解
合計：8つのステップが必要
英英思考の場合：
英文: "The enormous elephant effortlessly lifted the heavy log."
Step 1: 英語のまま文意と映像を直接理解
（頭の中に大きな象が重い丸太を軽々と持ち上げる映像が浮かぶ）
合計：1つのステップで完了
この処理速度の差は、英検準一級の長文読解やリスニングで決定的な違いを生みます。
言語習得の臨界期仮説によると、言語習得能力は12歳頃まで最も高く、その後は急激に低下します。特に音韻認識能力は6歳、文法習得能力は10歳頃がピークとされています。
年齢別英英思考習得の特徴：
0歳〜3歳：黄金期
3歳〜6歳：最適期
6歳〜10歳：重要期
10歳以降：努力期
これらの科学的根拠から、0歳からの英英思考環境構築がいかに重要かがわかります。
この時期は、物や概念を最初から英語で認識させることが最重要です。日本語を介さず、実物・映像・体験と英語を直接結びつけます。
1. 実物と英語の直接結合
従来の方法（避けるべき）：
リンゴを見せて → 「これはりんご、英語でapple」
英英思考育成法：
リンゴを見せて → "Apple! This is an apple. Red apple. Sweet apple."
日本語は一切使わず、実物と英語を直接結びつける
2. 感情・感覚と英語の直接結合
【暑い日の体験】
×：「暑いね。英語でhot」
○：汗をかいている時に"Hot! It's hot! Very hot today!"
【嬉しい瞬間】
×：「嬉しいね。英語でhappy」
○：笑顔の時に"Happy! You're happy! I'm happy too!"
3. 動作と英語の直接結合
【歩いている時】
"Walk, walk, walk! We're walking!"
【食事の時】
"Eat! Yummy! Let's eat more!"
【眠い時】
"Sleepy... Time to sleep. Good night!"
家庭内英語環境の作り方：
視覚環境
聴覚環境
体験環境
推奨教材とその使い方：
Worldwide Kids（0歳〜）
YouTube Kids英語チャンネル
この時期は英語での語彙爆発を起こすことが目標です。日本語で語彙が増えるのと同様に、英語でも語彙を爆発的に増やします。
1. 映像・体験による語彙習得
従来の方法（避けるべき）：
「big = 大きい、small = 小さい」と教える
英英思考育成法：
【大きいものを見せながら】
"Big! This is big! Look, this elephant is very big!
The elephant is bigger than the mouse.
Big, big, big!"
【小さいものを見せながら】
"Small! This is small! The mouse is small.
Very small! Tiny!"
2. 英語で英語を説明する習慣
2歳後半から、簡単な英語で英語を説明し始めます：
"Happy means you feel good! Like this! (笑顔を作る)"
"Run means go fast with your legs! Like this! (走る動作)"
"Cold means not hot! Brrr! (寒がるジェスチャー)"
3. カテゴリー思考の英語構築
物事を英語のカテゴリーで整理して理解させます：
【動物カテゴリー】
"Animals! Cat is an animal. Dog is an animal.
What other animals do you know?"
【色カテゴリー】
"Colors! Red is a color. Blue is a color.
What's your favorite color?"
【食べ物カテゴリー】
"Food! Apple is food. Bread is food.
What food do you want to eat?"
田中家の英英思考強化スケジュール：
朝（6:30〜8:00）
6:30: "Good morning! Time to wake up!"
6:45: 英語動画30分（Peppa Pig等）
7:15: "Breakfast time! What do you want to eat?"
7:45: "Let's get dressed! Put on your shirt!"
日中（10:00〜12:00）
10:00: 英語絵本読み聞かせ（英語で内容説明）
10:30: "Play time! Let's play with blocks!"
11:00: オンライン英会話25分（週3回）
11:30: "Snack time! Are you hungry?"
午後（14:00〜17:00）
14:00: お昼寝前に英語子守唄
15:30: "Wake up! Did you sleep well?"
16:00: 公園で英語実況「Look! A bird! The bird is flying!」
16:30: "Let's go home! Time to go home!"
夜（18:00〜20:00）
18:00: "Dinner time! This looks delicious!"
19:00: お風呂で英語歌「Wash your hands! Wash your face!」
19:30: 英語絵本読み聞かせ
20:00: "Good night! Sweet dreams!"
3歳時点での目標レベル：
実際の成功例： 田中ゆうと君（3歳時）の発話例：
"I want water, please."
"Look! Big truck!"
"Where's my teddy bear?"
"I'm hungry. Can I have apple?"
"It's raining! I need umbrella!"
この時期から**文字と音の関係（フォニックス）**を英英思考で習得し、英語で論理的に考える力を育てます。
従来の方法（避けるべき）：
「Aは『ア』と読みます。Appleの『ア』です」
英英思考育成法：
"A says 'ah'! 'ah' like in apple, ant, alligator!
Listen: apple starts with 'ah' sound.
What other words start with 'ah'?"
段階別フォニックス習得：
Level 1: Single Letter Sounds（4歳〜）
各文字の音を英語の言葉で説明：
"B says 'buh'! Ball, bear, banana - they all start with 'buh'!"
"C says 'kuh'! Cat, car, cookie - they all start with 'kuh'!"
Level 2: Blending（4歳後半〜）
音を組み合わせる練習：
"Let's blend! 'c-a-t' makes 'cat'!"
"You try! 'b-a-t' makes what?"
子どもが「bat!」と答える
"Yes! Bat! Great job!"
Level 3: Word Families（5歳〜）
語族で理解を深める：
"The 'at' family: cat, bat, hat, rat, mat!
They all end with 'at' sound!"
"What's the same? What's different?"
5歳頃から以下の論理的思考を英語で育てます：
1. 比較思考（Comparison）
"Which is bigger, the elephant or the mouse?"
"The elephant is bigger."
"Why do you think so?"
"Because elephants are very big animals!"
2. 因果関係（Cause and Effect）
"Why is the boy wet?"
"Because it's raining!"
"What will happen if he doesn't use an umbrella?"
"He will get more wet!"
3. 分類思考（Classification）
"Let's group these animals!
Which animals live in the water?"
"Fish, whale, dolphin!"
"Which animals live on land?"
"Dog, cat, elephant!"
語彙ネットワーク構築法：
一つの単語から関連語彙を芋づる式に増やします：
【「Happy」から始まる語彙ネットワーク】
Core Word: Happy
↓
Synonyms: Glad, joyful, cheerful, excited
↓
Antonyms: Sad, angry, upset, disappointed
↓
Related Actions: Smile, laugh, jump, dance
↓
Related Situations: Birthday, party, success, friendship
英英定義の導入（5歳〜）：
Child: "What does 'enormous' mean?"
Parent: "Enormous means very, very big!
Bigger than big! Like a huge elephant!
Can you think of something enormous?"
Child: "A whale!"
Parent: "Yes! A whale is enormous!"
小学校入学とともに、学術的な英語思考と高度な英英語彙習得を本格化します。
準一級レベル（7,500語）への語彙拡張：
Step 1: 語彙の概念マップ作成
中心概念から放射状に関連語彙を広げます：
【Education（教育）概念マップ】
Central Concept: Education
├─ Places: school, university, classroom, library
├─ People: teacher, student, professor, principal
├─ Actions: learn, study, teach, research, graduate
├─ Materials: book, computer, notebook, textbook
├─ Subjects: math, science, history, literature
├─ Qualities: intelligent, curious, knowledgeable
└─ Results: degree, diploma, certificate, skill
Step 2: 英英辞典の活用開始（小2〜）
子ども向け英英辞典を使って、英語で英語を学ぶ習慣を確立：
【辞典活用例】
Word: "Magnificent"
Dictionary: "Very beautiful and impressive"
Practice: "The magnificent castle stood on the hill."
Extension: "What else can be magnificent?"
Answer: "A magnificent sunset, a magnificent performance"
Step 3: 語彙の深化学習
単語の複数の意味やニュアンスを英語で理解：
【"Run"の多義語学習】
Basic meaning: "Move quickly with your legs"
Extended meanings:
- "Run a business" = "Manage or operate a business"
- "Run out of time" = "Have no more time left"
- "The colors run" = "The colors spread or fade"
Practice: Create sentences using each meaning.
小学校レベルの学術的思考を英語で構築：
1. 批判的思考（Critical Thinking）
Topic: "Should students wear uniforms?"
Thinking Process (in English):
"Let me think about both sides.
Advantages: Everyone looks the same, saves money, looks neat.
Disadvantages: Can't express personality, might be uncomfortable.
My opinion: I think uniforms are good because..."
2. 問題解決思考（Problem Solving）
Problem: "How can we help the environment?"
Solution Process (in English):
"What's the problem? Too much pollution.
What causes it? Cars, factories, waste.
What can we do? Use less plastic, recycle more, walk instead of driving.
Which solution is best? I think recycling is easiest to start with."
3. 創造的思考（Creative Thinking）
Challenge: "Invent something new!"
Creative Process (in English):
"What problem do I want to solve?
What if we combined a bike and an umbrella?
How would it work?
What would we call it? A 'Bike-brella'!"
平日の学習スケジュール（2時間）：
Phase 1: Morning Boost (30分 / 6:00-6:30)
6:00-6:10: 前日の語彙復習（英英定義クイズ）
6:10-6:20: 英語ニュース視聴（子ども向けBBC等）
6:20-6:30: 今日の語彙目標設定（新語彙5個）
Phase 2: After School Deep Learning (90分 / 15:00-16:30)
15:00-15:30: 長文読解（語彙を文脈で理解）
15:30-16:00: 語彙ネットワーク拡張（概念マップ作成）
16:00-16:30: ライティング練習（新語彙を使用）
週末の集中プログラム（4時間）：
土曜日: 読書とディスカッション
9:00-10:30: 英語小説1章読破
10:45-12:00: 読んだ内容について英語でディスカッション
14:00-15:30: 要約文作成（英語で）
15:45-17:00: 関連トピックについて調べ学習
日曜日: 実践とアウトプット
9:00-10:30: オンライン英会話（新語彙を積極使用）
10:45-12:00: 英検過去問挑戦
14:00-15:30: 週間学習の振り返り（英語で）
15:45-17:00: 来週の学習計画立案
最重要原則：日本語を完全に排除した教材選択
Recommended: Little Baby Bum英語版
Recommended: First Words Board Books
避けるべき教材：
Recommended: Oxford Reading Tree (Stage 1-3)
Recommended: Peppa Pig (British English)
English-Only Apps推奨：
Recommended: Scholastic Readers Series
Recommended: National Geographic Kids Readers
English-English Dictionaries:
絶対条件：
推奨の講師国籍と理由：
Level 1 (4歳〜6歳) Lesson Structure:
Opening (5分):
Teacher: "Hello! How are you feeling today?"
Child: "I'm happy!"
Teacher: "Great! Happy means you feel good inside.
What makes you happy?"
Main Activity (15分):
Teacher: "Today we'll learn about animals that live in water.
First, let's see... What's this?" (Shows picture of fish)
Child: "Fish!"
Teacher: "Yes! Fish live in water. They swim.
Can you swim like a fish?"
Wrap-up (5分):
Teacher: "What did we learn today?"
Child: "Animals in water!"
Teacher: "Can you name three animals that live in water?"
Level 2 (小学生) Lesson Structure:
Warm-up Discussion (5分):
Teacher: "Let's talk about your weekend.
What was the most interesting thing you did?"
Vocabulary Building (10分):
Teacher: "Today's word is 'magnificent'.
Magnificent means very beautiful and impressive.
The sunset yesterday was magnificent.
Can you think of something magnificent?"
Reading & Discussion (10分):
Teacher: "Let's read this short story together.
After each paragraph, tell me what happened in your own words."
要因1: 親の日本語解説癖
❌ 子ども："What's 'enormous'?"
親："enormous は『すごく大きい』って意味よ"
✅ 子ども："What's 'enormous'?"
親："Enormous means very, very big! Bigger than big!
Like this elephant - it's enormous!"
要因2: 日英対訳教材への依存
❌ "beautiful = 美しい" と書かれたカードで学習
✅ 美しい花の写真を見せながら
"Beautiful! This flower is beautiful!
Beautiful means very nice to look at!"
要因3: 英語→日本語確認の習慣
❌ 子どもが英語で答えた後、「日本語では何て言うの？」と確認
✅ 子どもが英語で答えた後、「Great! Can you tell me more about it?」
で英語での説明を促す
問題：学校では日英翻訳式英語教育
解決策1: 家庭学習での差別化
学校: "This is a pen. これはペンです。"
家庭: "This is a pen. We use a pen to write.
What color is this pen? What can you write with a pen?"
解決策2: 学校英語を英英思考で再構築
学校で習った表現を家庭で拡張：
学校: "How are you? I'm fine."
家庭: "How are you? I'm fine, thank you. Fine means I feel good.
I'm not sick, I'm not sad. I feel fine!
How about you? Are you fine too?"
解決策3: メタ認知的アプローチ
子どもに説明：
"At school, we learn English one way.
At home, we learn English another way.
Both ways are good! The home way helps you think in English faster."
山田家の決意： 「娘には日本語を一切介さずに英語を理解してほしい。英語で考え、英語で感じ、英語で学べる子に育てたい。」
家庭内英語ルール制定：
ルール1: 英語学習時間中は日本語使用禁止
ルール2: 英語の物・概念には英語でのみ答える
ルール3: 「日本語で何て言うの？」は絶対に聞かない
ルール4: 困った時は英語で説明する、翻訳しない
実際の日常会話例（1歳半時）：
朝の着替えシーン
Mom: "Good morning, Sakura! Time to get dressed!"
Sakura: (まだ話せないが、英語音に反応)
Mom: "Let's put on your shirt. Shirt goes on your body.
Arms in the sleeves! Good job!"
Dad: "Now socks! Socks go on your feet. One sock, two socks!"
食事の時間
Mom: "Breakfast time! Are you hungry?"
Sakura: "Hungry!" (初期の英語発話)
Mom: "Yes, you're hungry! Hungry means you want food.
Here's your banana. Banana is yellow and sweet!"
お風呂の時間
Dad: "Bath time! Water is warm. Warm feels nice!"
Sakura: "Warm!"
Dad: "Yes, warm! Not hot, not cold. Just warm.
Let's wash your hair. Hair, hair, hair!"
Month 6:
Month 12:
Month 18:
Month 24:
2歳6ヶ月の会話例：
Mom: "What's this?" (リンゴを指して)
Sakura: "Apple!"
Mom: "What do you know about apples?"
Sakura: "Apple is red! Apple is sweet! I like apples!"
Mom: "Where do apples come from?"
Sakura: "Trees! Apples grow on trees!"
3歳0ヶ月の論理思考発話：
Sakura: "Mom, why is the sky blue?"
Mom: "That's a great question! What do you think?"
Sakura: "Maybe... blue is pretty? Sky wants to be pretty?"
Mom: "That's interesting thinking! Let's learn more about it."
3歳6ヶ月の複雑な概念理解：
Context: 雨の日の外出
Sakura: "It's raining. We need umbrellas."
Dad: "Why do we need umbrellas?"
Sakura: "Because rain makes us wet. Wet is not comfortable.
Umbrellas keep us dry. Dry is better than wet when it's cold."
3歳時の語彙学習セッション：
Target Word: “Enormous”
Mom: "Look at this picture. This elephant is enormous!"
Sakura: "What's enormous?"
Mom: "Enormous means very, very, very big!
Bigger than big! Bigger than huge!
The elephant is enormous compared to the mouse."
Sakura: "Enormous means super big?"
Mom: "Yes! Super big! What else is enormous?"
Sakura: "Dinosaurs! Dinosaurs are enormous!"
Mom: "Excellent! T-Rex was enormous!"
Related Vocabulary Expansion:
From "enormous" they learned:
- huge (very big)
- tiny (very small)
- gigantic (extremely big)
- microscopic (extremely small)
- compare (look at differences)
- size (how big or small something is)
4歳0ヶ月：音読開始
Book: "The Cat in the Hat"
Sakura: "The cat... in the... hat. The cat in the hat!"
Mom: "Great reading! What is a hat?"
Sakura: "Hat goes on your head! Like this!" (頭に手を置く)
Mom: "Yes! And what color is the cat's hat?"
Sakura: "Red and white! Stripes!"
4歳6ヶ月：内容理解と推測
Book: "Where the Wild Things Are"
After reading:
Mom: "How do you think Max felt when he sailed away?"
Sakura: "Maybe excited? He wanted adventure!
But also maybe scared? New places can be scary."
Mom: "What made you think that?"
Sakura: "His face in the picture. He looks excited but worried."
5歳0ヶ月：批判的思考の萌芽
Book: "The Three Little Pigs"
Sakura: "I think the wolf is not really bad."
Mom: "Oh? Why do you think that?"
Sakura: "Maybe he's just hungry! Everyone gets hungry.
The pigs could share food instead of hiding."
Mom: "That's a very kind way to think about it!"
5歳6ヶ月の語彙説明例：
Sakura explains words to younger cousin:
Cousin: "What's 'beautiful'?"
Sakura: "Beautiful means really nice to look at!
Like flowers, like rainbows, like pretty dresses!
When something is beautiful, you want to keep looking at it!"
Cousin: "What's 'kind'?"
Sakura: "Kind means you're nice to people!
You help them, you share your toys, you say nice words.
Kind people make other people happy!"
小1時点での語彙レベル：
小1での語彙学習方法：
Academic Vocabulary Introduction:
Word: "Investigate"
Sakura: "What does investigate mean?"
Mom: "Investigate means to look for information carefully.
Like a detective! Detectives investigate crimes."
Sakura: "So when I want to know how butterflies grow, I investigate?"
Mom: "Exactly! You investigate by reading books, watching videos,
asking questions!"
Complex Sentence Construction:
Assignment: Describe your favorite animal
Sakura's response:
"My favorite animal is the dolphin because dolphins are
intelligent marine mammals that communicate with each other
using clicks and whistles. They live in groups called pods
and can jump high out of the water, which is spectacular to watch."
小3時点での飛躍的成長：
高度語彙の英英理解例（小3時）:
Word: “Meticulous”
Sakura encounters this word in a book about art.
Sakura: "Mom, what's meticulous?"
Mom: "What do you think it might mean from the sentence?"
Sakura: "It says 'the artist was meticulous with every detail.'
Maybe it means careful?"
Mom: "Good thinking! Meticulous means very, very careful
about small details. Nothing is missed."
Sakura: "Like when I color inside the lines perfectly?"
Mom: "Yes! That's being meticulous with your coloring!"
Word: “Perseverance”
Context: Reading about scientists
Sakura: "The scientist showed great perseverance...
I think that means not giving up?"
Mom: "Excellent! Perseverance means continuing to try
even when something is difficult."
Sakura: "Like learning to ride a bike! I had perseverance!"
Mom: "Perfect example! You persevered until you succeeded!"
準一級レベルライティング例（小4時）:
Topic: “Should children have pets?”
Sakura's essay (150 words):
"I believe children should have pets for two important reasons.
First, pets teach responsibility. Children must feed their pets
daily, provide clean water, and ensure their comfort. This
consistent care develops reliable habits that benefit children
throughout their lives. For example, my friend Sarah walks
her dog every morning before school, which has made her more
organized with her daily schedule.
Second, pets provide emotional support and companionship.
When children feel sad or stressed, pets offer unconditional
love and comfort. Research shows that interacting with animals
reduces anxiety and promotes happiness. My neighbor's cat
always seems to know when she needs comfort.
In conclusion, pets not only teach valuable life skills but
also enhance children's emotional well-being. Therefore,
I strongly recommend that families consider adopting pets
to enrich their children's development."
準一級レベルの語彙習得では、単純な量的拡大ではなく、語彙の質的理解の深化が必要です。特に重要なのは、英語で英語を理解し、英語で英語を説明できる能力です。
Level 1: Contextual Understanding（文脈理解）
従来の暗記法：
❌ "meticulous = 細心な、入念な"
英英思考マスタリー法：
✅ Step 1: Encounter in context
"The surgeon was meticulous during the operation."
Step 2: Guess from context
"Surgeons need to be very careful... maybe meticulous means careful?"
Step 3: English definition
"Meticulous means showing great attention to detail; very careful and precise."
Step 4: Personal connection
"I am meticulous when I do my math homework - I check every calculation twice."
Step 5: Usage expansion
"Meticulous planning, meticulous research, meticulous preparation..."
Level 2: Semantic Network Building（意味ネットワーク構築）
一つの語彙から意味的に関連する語彙群を英語で構築：
【Core Word: "Magnificent"】
Synonyms (Similar meanings):
- Splendid = very impressive and beautiful
- Spectacular = very exciting to watch or see
- Sublime = extremely beautiful or impressive
- Majestic = having impressive beauty or dignity
Intensity Levels:
- Good → Great → Excellent → Outstanding → Magnificent
Usage Contexts:
- Magnificent view (natural beauty)
- Magnificent performance (artistic achievement)
- Magnificent building (architectural grandeur)
- Magnificent gesture (noble action)
Related Word Families:
- Magnificence (noun) = the quality of being magnificent
- Magnificently (adverb) = in a magnificent manner
Method 1: Etymology Exploration（語源探究）
語彙の語源を英語で理解することで、関連語彙を芋づる式に習得：
【Root: "spect/spec" = to look】
English explanation to child:
"The root 'spect' comes from Latin and means 'to look.'
Let's discover words that have this root!"
Word Family Discovery:
- Inspect = look into carefully
- Respect = look back at with honor
- Suspect = look under (doubt)
- Spectacular = worth looking at
- Perspective = way of looking at something
- Spectator = person who looks at an event
Practice Activity:
"Can you make sentences using three of these 'spect' words?"
Child: "The spectators watched the spectacular performance.
I respect the actors because they practice so hard."
Method 2: Conceptual Mapping（概念地図作成）
抽象的概念を視覚的・体験的に英語で理解：
【Abstract Concept: "Justice"】
English Exploration:
"What is justice? Let's think about it together."
Child's Exploration Process (in English):
"Justice means fairness... When everyone gets treated equally...
When good things happen to good people and bad people get punished...
Like in court, the judge tries to make just decisions..."
Related Concepts Mapping:
Justice → Fair → Equal → Right → Moral → Ethical → Honest
Real-life Connections:
"When you share toys equally with your sister, that's justice."
"When the teacher gives the same test to everyone, that's justice."
"When we help people who need help, we're being just."
週間語彙習得サイクル（50語/週）：
Monday: Introduction Day (語彙導入日)
Time: 30 minutes
Activity: 10 new words introduction through stories
Method: Each word encountered in meaningful context
Example Session:
"Today we'll read about space exploration.
As we read, we'll discover new words like 'infinite',
'extraterrestrial', and 'phenomenon'.
Don't worry about memorizing - just enjoy the story!"
Tuesday: Exploration Day (語彙探究日)
Time: 30 minutes
Activity: Deep dive into Monday's words
Method: English definitions, examples, connections
Example Session:
Child: "What does 'infinite' mean exactly?"
Parent: "Infinite means having no end, going on forever.
Like numbers - you can always count higher.
Or like space - it goes on and on without ending."
Child: "So infinite is like never-ending?"
Parent: "Exactly! Can you think of something infinite?"
Child: "Love? My mom's love is infinite!"
Wednesday: Application Day (応用日)
Time: 30 minutes
Activity: Using new words in original sentences
Method: Creative writing and speaking practice
Example Activity:
"Write a short story using these 5 words:
infinite, magnificent, peculiar, investigate, persevere"
Child's story:
"The detective had to investigate a peculiar case.
The magnificent jewel seemed to have infinite sparkles.
She persevered through many challenges to solve the mystery."
Thursday: Connection Day (関連付け日)
Time: 30 minutes
Activity: Building word families and semantic networks
Method: Concept mapping and relationship exploration
Example Activity:
"Let's build a word family around 'investigate'"
Child creates connections:
investigate → detective → mystery → clues → evidence → solve
"All these words are connected! They're all about finding answers!"
Friday: Review Day (復習日)
Time: 30 minutes
Activity: Comprehensive review through games
Method: Fun activities that reinforce understanding
Example Games:
1. "Word Definition Charades" - act out word meanings
2. "Synonym Challenge" - find three ways to say the same thing
3. "Story Building" - each person adds a sentence using a target word
Weekend: Integration Days (統合日)
Saturday & Sunday: Use new words in real conversations
Method: Natural integration into family discussions
Example Integration:
Family watching nature documentary:
Child: "Look at that magnificent elephant!
It's investigating the water hole.
The infinite savanna stretches beyond the horizon."
準一級のライティングセクションでは、英語的思考パターンでの論理構築が求められます。
日本語的論理 vs 英語的論理の違い：
日本語的論理（避けるべき）：
起：状況説明
承：詳細展開
転：視点変更
結：結論（しばしば曖昧）
英語的論理（目標）：
Thesis：明確な主張
Support 1：根拠1 + 具体例
Support 2：根拠2 + 具体例
Conclusion：主張の再確認 + 含意
Phase 1: Argument Structure Awareness（論証構造の理解）
Child learns to think in English:
"What do I think about this topic?"
"Why do I think this way?"
"What examples support my thinking?"
"What would someone who disagrees say?"
"How can I respond to their concerns?"
Phase 2: Evidence-Based Thinking（根拠重視思考）
Topic: "Should students use smartphones in school?"
English Thinking Process:
"I think students should NOT use smartphones in school.
Why? Because they distract from learning.
What's my evidence? Studies show students pay less attention.
What's my example? When I see my phone, I want to check it.
What else? Smartphones can be used for cheating.
Example? Students can look up answers during tests."
Phase 3: Counter-Argument Consideration（反論考慮）
Advanced English Thinking:
"Some people might say smartphones help learning.
They could argue that smartphones give access to information.
How do I respond? Yes, but books and computers in class
already provide information. Smartphones add temptation
without adding necessary educational value."
Week 1-2: Basic Structure Mastery
Daily Practice (15 minutes):
- Write one paragraph with clear topic sentence
- Practice: "I believe... because... For example..."
- Focus: Simple but clear argument structure
Week 3-4: Evidence Integration
Daily Practice (20 minutes):
- Find real examples to support opinions
- Practice: "Research shows..." "Studies indicate..." "Experts agree..."
- Focus: Credible support for arguments
Week 5-6: Complex Argumentation
Daily Practice (25 minutes):
- Address opposing viewpoints
- Practice: "While some argue..., I believe... because..."
- Focus: Sophisticated reasoning
Week 7-8: Full Essay Mastery
Daily Practice (30 minutes):
- Complete 150-word essays
- Practice: All elements integrated
- Focus: Fluent, persuasive writing
準一級の面接では、英語で自然に反応し、論理的に議論する能力が試されます。
Level 1: Immediate Response Training（即座反応訓練）
Question: "What do you think about environmental protection?"
❌ Japanese thinking process:
Question → 日本語で考える → 英語に翻訳 → 発話
"環境保護について...まず日本語で考えて...英語では..."
✅ English thinking process:
Question → 英語で直接考える → 発話
"Environmental protection... very important... climate change...
we must act now... renewable energy... reduce pollution..."
Level 2: Fluent Elaboration Training（流暢展開訓練）
Practice method: "The 30-Second Rule"
- Hear question in English
- Start speaking within 3 seconds
- Continue speaking for 30 seconds minimum
- No pausing to translate
Example Response:
"I think environmental protection is extremely important because
our planet is facing serious challenges like climate change and
pollution. We can see the effects everywhere - rising temperatures,
extreme weather, and disappearing wildlife. Everyone needs to take
responsibility by using less energy, recycling more, and supporting
clean technology. If we don't act now, future generations will
inherit a damaged world."
Visual Environment（視覚環境）:
Every item in the house gets an English label:
- Kitchen: refrigerator, microwave, sink, stove
- Living room: sofa, television, coffee table, bookshelf
- Bedroom: bed, pillow, blanket, dresser
- Bathroom: toilet, bathtub, sink, mirror
Rule: Only English labels, no Japanese translations
Effect: Children associate objects directly with English words
Audio Environment（聴覚環境）:
Background Audio Schedule:
6:00-8:00: English news for kids (BBC Newsround)
8:00-17:00: English music and songs
17:00-19:00: English podcasts/audiobooks
19:00-21:00: Family English conversation time
21:00-22:00: English bedtime stories
Principle: English sounds fill the house naturally
Progressive English Integration:
Week 1-2: English Greetings
Family adopts English greetings only:
"Good morning!" "How was your day?" "Good night!"
Even when speaking Japanese otherwise, greetings stay in English.
Week 3-4: English Emotions
Express feelings in English:
"I'm happy!" "I'm tired." "I'm excited!"
Family members encourage English emotional expression.
Week 5-8: English Topics
Designate specific topics for English-only discussion:
- Food and meals
- Weather and seasons
- School subjects
- Hobbies and interests
Month 3+: English Hours
Specific times when family speaks only English:
- Dinner time (30 minutes)
- Car rides
- Weekend morning activities
- Bedtime routines
Level 1: Factual Questions（事実確認質問）
Purpose: Build basic English response patterns
Examples:
"What color is this?"
"How many cars do you see?"
"Where is the cat?"
"What are you eating?"
Level 2: Descriptive Questions（描写質問）
Purpose: Encourage detailed English descriptions
Examples:
"How does this taste?"
"What does this feel like?"
"How big is the elephant?"
"What is the weather like today?"
Level 3: Analytical Questions（分析質問）
Purpose: Develop English reasoning skills
Examples:
"Why do you think the boy is crying?"
"What might happen if it rains?"
"How are cats and dogs different?"
"Which one is better and why?"
Level 4: Creative Questions（創造的質問）
Purpose: Foster English creative thinking
Examples:
"What would happen if animals could talk?"
"How would you solve this problem?"
"What would you invent to help people?"
"If you could travel anywhere, where would you go and why?"
Technique 1: The Explanation Chain（説明連鎖法）
Child: "I like ice cream."
Parent: "What do you like about ice cream?"
Child: "It's sweet and cold."
Parent: "What does sweet mean?"
Child: "Sweet means it tastes good, like sugar."
Parent: "Can you think of other sweet things?"
Child: "Cookies, candy, fruit!"
Parent: "How is fruit sweet different from candy sweet?"
Technique 2: The Why Ladder（なぜ梯子法）
Child: "Birds can fly."
Parent: "Why can birds fly?"
Child: "Because they have wings."
Parent: "Why do wings help them fly?"
Child: "Wings catch the air."
Parent: "Why does catching air help?"
Child: "Air pushes them up!"
Parent: "What else can fly by catching air?"
Technique 3: The Connection Web（関連蜘蛛の巣法）
Starting word: "Ocean"
Child connects related words in English:
"Ocean has fish... fish need water... water is blue...
blue is a color... colors are beautiful... beautiful things
make people happy... happy people smile..."
Parent guides: "Great connections! How is ocean water
different from tap water?"
Monthly Progress Check（月次進歩確認）:
Vocabulary Depth Test:
Method: Ask child to explain 10 random words in English
Scoring:
- Basic (1 point): Simple definition
- Good (2 points): Definition + example
- Excellent (3 points): Definition + example + related words
Example:
Word: "Generous"
Basic: "Nice to people"
Good: "Nice to people by giving things"
Excellent: "Kind person who shares money, time, or things with others.
Like my grandma who always gives presents. Opposite of selfish."
English Thinking Speed Test:
Method: Ask questions and measure response time
Target: Start speaking within 3 seconds
Questions:
"What's your favorite food and why?"
"Describe your best friend."
"What would you do on a perfect day?"
Progression tracking:
Month 1: 10-second delay typical
Month 6: 5-second delay typical
Month 12: 3-second delay achieved
Month 24: Immediate response achieved
Spontaneous English Usage:
Method: Count unprompted English usage in daily life
Tracking:
- English words/phrases used during Japanese conversation
- English explanations given to siblings/friends
- English thinking verbalized aloud
Goal: Increasing natural code-switching and English preference
for complex thoughts
A. 段階的移行と楽しさの工夫で英英思考を自然に習慣化しましょう
段階的移行戦略：
Stage 1: 遊び中心の英英思考
❌ "This means..." (直接説明する)
✅ "Let's play! Guess what this means!" (ゲーム化)
Example:
Child: "What's 'enormous'?"
Parent: "I'll show you! This is big (小さい動作),
this is bigger (中くらいの動作),
this is ENORMOUS! (大きな動作)"
Child: (笑いながら) "Enormous means very big!"
Stage 2: 物語・体験中心の説明
Word: "Magnificent"
Parent: "Once upon a time, there was a magnificent castle.
It was so beautiful and impressive that everyone who saw it said
'Wow!' That's what magnificent means - so beautiful it makes you say 'Wow!'"
Stage 3: 子どもを先生にする方法
Parent: "I forgot what 'gentle' means. Can you teach me?"
Child: "Gentle means soft and careful! Like when you pet a cat!"
Parent: "Oh thank you! You're a great teacher!"
A. 完璧さより継続を重視し、一緒に学ぶスタンスで進めましょう
親の英語力不足への対処法：
Strategy 1: リソース活用型学習
Parent: "I don't know this word either. Let's look it up together!"
(子ども向け英英辞典を一緒に見る)
Dictionary: "Magnificent means very beautiful and impressive."
Parent: "Now I understand! Can you find something magnificent?"
Child: "The sunset is magnificent!"
Strategy 2: 質問中心型アプローチ
完璧な説明ができなくても、良い質問はできる：
"What do you think this means?"
"How does this make you feel?"
"Can you show me with your body?"
"What does this remind you of?"
Strategy 3: 外部リソース統合
- オンライン英会話で語彙の英英説明を依頼
- YouTube Kids英語チャンネルで概念説明動画視聴
- 英語アプリの音声機能を活用
- 地域の英語ネイティブスピーカーとの交流
A. 家庭での英英思考を基軸に、学校英語を補完的に位置づけましょう
学校英語との両立戦略：
Approach 1: 学習目的の明確化
Child: "School says 'apple is りんご' but you never say that!"
Parent: "That's right! At school, you learn English one way.
At home, we learn English the way English speakers think.
Both ways help you, but our way makes you think faster!"
Approach 2: 学校英語の英英再構築
学校で習った内容を家庭で英英思考に変換：
School: "I have a pen. (私はペンを持っています。)"
Home: "I have a pen. A pen is something we use to write.
What can you write with your pen? What color is your pen?"
Approach 3: メタ学習スキルの育成
子どもに言語学習戦略を英語で説明：
"You're learning to be bilingual! That means you can think
in two languages. At school, you translate between languages.
At home, you think directly in English. Both skills are valuable!"
A. 具体的な行動指標で英英思考の定着度を測定しましょう
英英思考定着の判断指標：
Level 1: 基礎定着指標（2-4歳）
✓ 英語で質問されて英語で即答できる
✓ 英語動画を見て笑ったり反応したりする
✓ 物の名前を聞かれて英語で答える
✓ 簡単な英語指示を理解して行動する
✓ 英語の歌を意味を理解して歌う
Level 2: 中級定着指標（4-6歳）
✓ 知らない英語単語を英語で質問する
✓ 英語で簡単な説明ができる
✓ 英語絵本の内容を英語で要約できる
✓ 英語で感情や意見を表現できる
✓ 英語で論理的な理由を述べられる
Level 3: 上級定着指標（6歳以上）
✓ 複雑な概念を英語で説明できる
✓ 英語で創造的な思考を展開できる
✓ 英語で議論や討論ができる
✓ 英語で問題解決思考ができる
✓ 英語で学術的内容を理解できる
実際の測定方法例：
「語彙理解深度テスト」
Parent: "What does 'friendship' mean?"
Level 1 Response: "Friend."
Level 2 Response: "When people like each other."
Level 3 Response: "Friendship is a special relationship between
people who care about each other, trust each other, and enjoy
spending time together. Good friends help each other when they
have problems and share happy moments too."
判定: Level 3は英英思考が十分定着
A. バランスの取れたバイリンガル教育で両言語を発達させましょう
言語バランス維持戦略：
Strategy 1: 時間分離型バイリンガル教育
日本語時間: 17:00-20:00 (家族の日本語時間)
英語時間: 20:00-22:00 (英語学習・読書時間)
混合時間: その他の時間 (自然な言語選択)
Strategy 2: 内容分離型バイリンガル教育
日本語コンテンツ: 日本の文化、歴史、文学
英語コンテンツ: 科学、国際ニュース、英語圏文化
共通コンテンツ: 数学、芸術、音楽
Strategy 3: 相互強化型学習
日本語で学んだ概念を英語で説明：
"今日学校で習った「光合成」って英語で何て言うか知ってる？"
"Photosynthesis! Plants make food using sunlight!"
英語で学んだ概念を日本語で確認：
"Environment保護について日本ではどんな取り組みがあるかな？"
A. プラトー現象は正常です。適切な刺激で次のレベルへ導きましょう
進歩停滞への対処法：
Phase 1: 現状分析
停滞要因の特定：
□ 語彙レベルが能力に対して易しすぎる
□ 内容が興味に合っていない
□ 挑戦レベルが不適切
□ アウトプット機会が不足
□ モチベーションの低下
Phase 2: 刺激レベルの調整
【易しすぎる場合】
Current: "The cat is big."
Upgrade: "The magnificent feline displayed remarkable agility."
【難しすぎる場合】
Current: "Photosynthesis involves chloroplasts..."
Adjust: "Plants make food using sunlight. This is called photosynthesis."
Phase 3: 新しい挑戦の導入
Creative Challenges:
- 英語で詩を書く
- 英語で科学実験を説明
- 英語でお友達に日本文化を紹介
- 英語で家族にプレゼンテーション
- 英語で日記を書く
Phase 4: 社会的学習機会の拡大
Community Engagement:
- 地域の英語スピーキングクラブ参加
- 国際交流イベントへの参加
- オンライン英語ペンパル交流
- 英語キャンプやワークショップ参加
A. 段階的複雑化と体験的学習で高度語彙をマスターしましょう
高度語彙の英英思考習得法：
Method 1: 概念分解法
Complex Word: "Perseverance"
Step 1: Simple breakdown
"Perseverance is about not giving up."
Step 2: Experience connection
"Remember when you learned to ride a bike? You fell down,
but you got up and tried again. That's perseverance!"
Step 3: Emotional understanding
"Perseverance feels hard at first, but good when you succeed."
Step 4: Advanced definition
"Perseverance means continuing to work toward your goal
even when you face difficulties or want to quit."
Method 2: 文脈積み重ね法
Target Word: "Meticulous"
Context 1 (Simple): "The artist was meticulous with colors."
Context 2 (Medium): "She was meticulous about every detail in her painting."
Context 3 (Complex): "His meticulous research methodology ensured accurate results."
Progressive Understanding:
Session 1: "Meticulous means very careful"
Session 2: "Meticulous means paying attention to small details"
Session 3: "Meticulous means being extremely thorough and precise"
Method 3: アナロジー活用法
Abstract Word: "Democracy"
Child-friendly analogy:
"Democracy is like a classroom where everyone votes on what
game to play. Everyone's vote counts equally, and the choice
with the most votes wins. That's how people choose their leaders too."
Progressive sophistication:
Age 6: "Democracy means everyone votes"
Age 8: "Democracy means people choose their government"
Age 10: "Democracy is a system where citizens elect representatives"
小4で準一級に合格した後も、英英思考を維持・発展させることが重要です。
Academic English Expansion（学術英語拡張）
中1-中3目標: 学術分野での英英思考確立
Science Thinking in English:
"Hypothesis means a scientific guess that we can test.
Scientists form hypotheses before conducting experiments
to see if their ideas are correct."
History Thinking in English:
"Revolution means a complete change in government or society.
The Industrial Revolution changed how people worked and lived."
Literature Thinking in English:
"Metaphor means comparing two things without using 'like' or 'as'.
When we say 'time is money,' we're using a metaphor."
Critical Analysis Skills（批判的分析技能）
中学生向け英英思考討論例:
Topic: "Is social media beneficial for teenagers?"
English Thinking Process:
"Let me analyze both perspectives systematically.
Advantages include global connectivity and educational resources.
However, disadvantages encompass cyberbullying and addiction risks.
Research indicates mixed results depending on usage patterns.
Therefore, I conclude that moderated use with parental guidance
optimizes benefits while minimizing potential harm."
Abstract Conceptual Thinking（抽象概念思考）
Philosophy in English:
"Existentialism explores the meaning and purpose of human existence.
Existentialists believe individuals create their own meaning
through choices and actions."
Economics in English:
"Capitalism is an economic system where private individuals
own businesses and compete in free markets to generate profit."
Psychology in English:
"Cognitive bias refers to systematic errors in thinking
that affect our decisions and judgments."
Global Issues Analysis（国際問題分析）
Climate Change Discussion:
"Climate change represents humanity's greatest collective challenge.
Greenhouse gas emissions from industrial activities disrupt
atmospheric balance, causing rising temperatures and extreme weather.
Sustainable solutions require international cooperation and
individual responsibility."
Cultural Competency Development（文化的能力開発）
Cross-cultural Understanding:
"Cultural intelligence involves understanding, respecting,
and effectively communicating across different cultural contexts.
This skill becomes increasingly valuable in our interconnected world."
STEM Fields Application:
Medical Science: "Immunology studies how our body's defense system
protects against pathogens and diseases."
Engineering: "Sustainability in engineering means designing solutions
that meet current needs without compromising future generations."
Computer Science: "Artificial intelligence enables machines to
perform tasks typically requiring human cognitive abilities."
Liberal Arts Application:
International Relations: "Diplomacy involves negotiating between
nations to resolve conflicts and establish cooperation."
Business Studies: "Entrepreneurship requires identifying market
opportunities and taking calculated risks to create value."
Advanced Family Discussions（高度な家族討論）
週1回の英語ファミリーディベート:
Topics for middle schoolers:
"Should students choose their own curriculum?"
"Is artificial intelligence beneficial or threatening?"
"How can young people address climate change?"
Discussion Rules:
- All arguments presented in English
- Evidence-based reasoning required
- Respectful disagreement encouraged
- Parents facilitate but don't dominate
Intellectual Growth Tracking（知的成長追跡）
Annual English Thinking Assessment:
Year 1 Post-Grade 1: Basic concept explanation
Year 2: Complex idea articulation
Year 3: Abstract theory discussion
Year 4: Original hypothesis formation
Year 5: Sophisticated argument construction
Local English Thinking Groups（地域英語思考グループ）
家族同士のネットワーク構築:
- 月1回の英語ファミリーピクニック
- 英語読書クラブの運営
- 英語プレゼンテーション大会の開催
- 国際交流イベントの企画
Online Global Connections（オンライン国際交流）
世界の同年代との交流:
- 英語圏の学校との姉妹校交流
- 国際的なプロジェクト参加
- グローバルな社会問題について共同研究
- 文化交流プログラムへの参加
黄金の5原則：
0歳〜2歳：英語音韻認識とコンセプト直結
2歳〜4歳：英英語彙爆発と論理思考萌芽
4歳〜6歳：英英読解力と論理構築力
小学生：準一級レベル英英思考完成
お子さんの年齢別 今すぐできること：
0歳〜2歳のお子さんがいる方
今日の第一歩：
今週中にやること：
2歳〜4歳のお子さんがいる方
今日の第一歩：
Parent: "What's this?" (コップを指して) Child: "Cup!" Parent: "What do we do with a cup?" Child: "Drink!" Parent: "Yes! We drink water from a cup!"Happy face: "I'm happy! Are you happy?" Sad face: "I'm sad. Sad means not happy.""What color do you like?" "How old are you?" "What's your favorite animal?"今週中にやること：
4歳〜小学生のお子さんがいる方
今日の第一歩：
Child: "What does 'enormous' mean?" Parent: "Let's look it up together!" Dictionary: "Very big" Parent: "Can you find something enormous?""Tell me about your day in English." "What did you learn at school today?" "How was your math class?"Topic: "My favorite food" Timer: 30 seconds Rule: Keep talking in English今週中にやること：
「完璧主義」から「成長主義」へ
英英思考の育成は、一日にして成らずです。重要なのは完璧さではなく、毎日の小さな積み重ねです。
英英思考育成の心得：
10年後のお子さんの姿を想像してください
小4で英検準一級に合格し、完璧な英英思考を身につけたお子さんは：
中学・高校時代
大学・社会人時代
そして何より
英英思考の育成は、単なる英語学習を超えた、お子さんの人生を豊かにする投資です。
英英思考がもたらすもの：
今この瞬間が最良のスタートライン
「もっと早く始めておけばよかった」という後悔よりも、「今日から始めよう」という希望を大切にしてください。
この記事を読んでくださった親御さんは、すでにお子さんの素晴らしい未来への扉を開いています。
英英思考による小4準一級への道のりは、決して不可能ではありません。
科学的根拠に基づいた正しい方法と、愛情深い継続的なサポートがあれば、必ず実現できる目標です。
さあ、今日から一緒に英英思考の旅を始めましょう！
お子さんの英語学習の成功と、英英思考を通じた豊かな人生の実現を心よりお祈りしています。
きっと数年後に、「あの時英英思考を始めてよかった」と心から思える日が来ることでしょう。
Your child can think in English! 一緒に頑張りましょう！
0歳〜2歳向け
2歳〜4歳向け
4歳〜小学生向け
オンライン英会話推奨
0歳〜12ヶ月
1歳〜2歳
2歳〜3歳
3歳〜4歳
4歳〜5歳
5歳〜6歳
小学1年〜2年
小学3年〜4年
この包括的なロードマップを参考に、お子さんの英英思考能力を育成し、小4での英検準一級合格を目指してください。継続は力なり。一歩ずつ着実に進んでいけば、必ず目標は達成できます！
コメント