Discovery, Communication I Lesson 9 Teaching Procedure 「コミュニケーション英語Ⅰ」 'Manufacturing Excellence' 〔Allotment〕 ・1st to 2nd period: ・Introduction of the material ・Using the supplementary handout, the teacher explains idioms, phrases and structures covered in the text, and does a pronunciation check of the example sentences ・Students practice usage of the expressions in the handout ・3rd to 5th period: ・Students silent-read the text ・Reading of the text and pronunciation check ・Students guess the content with the teacher's assistance ・Explanation of the content by the teacher ・Chorus-reading of the text 〈 1st to 2nd period 〉 Ⅰ. Introduction of the material 〔教科書本文への導入〕 In the title of this lesson is the word "manufacture." (Write on the board the word "manufacture.") Look up the word in the dictionary. (Give time.) "To manufacture" means "to make something in a factory." (Write on the board "manufacture ～ = make ～ in a factory.) Toyota and Nissan manufacture cars. Mizuno and Asics manufacture baseball bats and gloves. What does YAMAHA manufacture? (Ask.) Yes. Pianos. Keyboards. Skis. Anything else? In Japan, there are a lot of people working in factories. Some of the products they make are so good and so reliable that they are being used for spaceships! (Draw on the board the picture of a spaceship.) Now, I have a question for you. Where would you like to work, in the office, in the factory or on the farm? When you answer, you have to give the reason. You have 5 minutes of preparation. (Give time for thinking and then find volunteers for the answer. This is a chance for interaction.) 〔インタラクション〕 Where would you like to work, in the office, in the factory or on the farm? Why? (Try to make the interaction with each volunteer as long as possible, occasionally directing questions to other students.) Ⅱ. The teacher explains the expressions covered in the text (using the supplementary handout). Have students become accustomed to the usage of the expressions in the handout. 〔supplementary handout を使って、本文中の重要表現の使い方を学ばせる。例文をコーラスリーディングで音読する。発音指導も行う。〕 Take out your supplementary handout. I'm going to read the example sentences out loud. Everybody repeat after me. (The teacher model-reads the example sentences and has students repeat several times, checking the pronunciation of the new words in the sentences.) (As for the first 3 expressions "depend on A for B,""as a result" and "pass on A to B," model-read the example sentences for students to follow, occasionally stopping to check pronunciation.) Refer to the boxes in the handout. You have 5 minutes for silent-reading. Try to understand the usage of the expressions. (When the time is up, chorus-read the example sentences and then give the following instructions.) Now, let's practice how to use these expressions. 〔作 文〕 Make 2 sentences using this grammar; one using the expression from box 1, and one from box 2. (Give time. When the time is up, find some volunteers to write their work on the board.) Any volunteers to write your work on the blackboard? (If none, nominate 4 to 5 students. Correct mistakes if any.) (For the next 2 expressions "in cooperation with ～" and "become known for ～," just follow the reading procedure.) 〈 3rd to 5th period 〉 Ⅰ. Students' silent reading of the text 〔ここで初めて生徒は本文を読む。(本文の予習は禁止している)〕 (Give 10 minutes to read and understand the passage. Students are not allowed to refer to the supplementary handout nor a dictionary.) 〔黙読の時間を10分与える。supplementary handoutも辞書も使わせない。〕 You have 10 minutes. Read the passage silently. You cannot look at the supplementary handout. You cannot use a dictionary. (Give time for reading.) Ⅱ. Reading of the text and pronunciation check 〔本文の音読と発音指導〕 -1- (Have students chorus-read the passage after the teacher, occasionally stopping for a pronunciation check.) Now, I'll read and you repeat after me. Ⅲ. Have students guess the content with the teacher's assistance. 〔生徒に本文内容を想像しながら理解させる〕 Explanation of the content by the teacher (The teacher helps students better understand the content by rephrasing the sentence, giving specific examples, or asking content-related questions.) 〔想像しながらの内容理解を助けるために、教師は、文を言い換えたり、具体例を示したり、「内容に関連する質問〕等をしながら授業を進める。〕 First, take out your supplementary handout. (Wait until all the students have it on the desk.) In the textbook, you can find the expressions we previously checked in the supplementary handout. Underline these expressions in the textbook with a highlighter, and check your understanding. (Gve time.) 【１】 Look at the picture. It's a hypodermic needle that is only 0.2 mm (= millimeters) thick. Some people say it's as painless as a mosquito bite. In fact, it's so painless that it can be used easily even by patients themselves. Surprisingly, it is made by a small Japanese company. Actually, many high-tech products are made by small companies in Japan. These companies all have special skills that are difficult to imitate. Therefore, many big companies depend on them for their skills. Indeed, they are treasures of Japanese industry. For the words "hypodermic needle," you don't have to look them up in the dictionary. Just look at the picture in the handout. The needle of a syringe is only 0.2 mm. (← Say this while pointing to the needle in the picture.) So it's painless. (Write on the board "painless = no pain.") When you get a shot with this needle, you will feel no pain. It's the same as when a mosquito bites you. You don't feel any pain when a mosquito bites you, and later on you'll notice it because you feel itchy. This amazing needle is made by a small Japanese company. Many high-technology products are made by small companies in Japan. Their skills are hard for foreign companies to imitate. Now, check the word "imitate" in the dictionary. (Give time.) Check the word "treasure" in the dictionary. (Give time.) So, their skills are treasures of Japan. By the way, what are things you think are treasures? You can give more than one answer. (Give time for thinking and then pick one row in which students are sitting and give the following instructions.) From the head of this row, I want each of you sitting in this row to give your answers. If somebody before you has given the answer you have in mind, then you have to change yours to something else. Invent the answers on the spot! (For the curious answers, ask for the reason. ＊ This trains the students to be able to cope with unexpected situations.) 【２】 However, most small manufacturing companies have been experiencing a hard time. It is often said that manufacturing is a 3-D (Dirty, Dangerous, and Difficult) job. Many young people believe this. Therefore, they avoid those companies when they look for a job. As a result, most manufacturing cities have lost the liveliness they once had. This is a serious problem. In fact, there are very few young workers in those cities now. How can veteran workers pass on their special skills to the next generation, then? Now is the time when we have to do something to solve this problem! "Small manufacturing companies have been experiencing a hard time" means "Small manufacturing companies had a hard time and are still having a hard time." Look up the word "lively" in the dictionary. (Give time and then write on the board "lively → liveliness, happy → happiness.) 【３】 Higashi-Osaka is a city where there are many small manufacturing companies. It experienced the same problem in the late '90s, too. But otchan managers there took action to attract young people. They developed a satellite in cooperation with JAXA and several universities. Then in 2009, it was successfully launched into space. Thus, Higashi-Osaka has become known for its space satellite. The otchan who started the satellite project was Aoki Toyohiko. He says, "About 1,000 people visit my factory every year now. Many students come, too. Young people are more interested in manufacturing jobs than before. I'm delighted." Let's hope there will be more cities like Higashi-Osaka in the near future. Otchan is a Japanese word. I know you know JAXA. It's like NASA in the United States. Underline the part "the otchan who started the satellite project" and put that part into brackets. (← Say this while pointing to that part.)（下線を引いた部分をカッコで括るよう指示をする。）The underlined part is the subject of the sentence.（カッコで括った部分が「文 の主語」であることを言う。） 〈ここからの太字部分は、教科書本文〉 Ⅳ. Chorus-reading of the text 〔本文のコーラスリーディング〕 (Students chorus-read, following the teacher.) -2-
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