Teaching Procedure （教員指導手順）

OXFORD Select Readings Pre-Intermediate
6
How to Be a Successful Businessperson
(Supporting text for "English Communication" コミュニケーション英語)
Teaching Procedure
These materials were made with the permission of OXFORD UNIVERSITY PRESS.
〔Allotment〕
・1st
to
5th period:
・Introduction of the material
・Students do "Before You Read" activities
・Students silent-read the text passage
・Students do "After You Read" activities
・Using "Supporting Material for Reflective Learning," students check the sentence structures
・Chorus-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 passage
・Students work on the rest of the activities in this chapter
＊ Regarding the students' lesson preparation, please discourage translation of the text. The emphasis of instruction is
on having students guess the content without thinking in Japanese. Thus, the text passage is to be read for the first
time during the lesson.
〔＊授業の予習はさせない。教科書本文は授業の中で初見で読ませる。〕
〈 1st to 5th period 〉
Ⅰ. Introduction of the material
〔教科書本文への導入〕
A successful baseball player, a successful singer, a successful actress, a successful writer, and a successful businessperson. What do they
have in common? (Ask.) Yes, fame and money. What else do they have? (Find volunteers and interact.) Many friends? Many parties
to attend? Happiness? A lot of smiling? Is there anything that they have in common other than these? (Pause to look around.) Is there
anything that they sacrifice in exchange for the things they've got? 〔インタラクション〕
(Pose the following questions for further and deeper interaction.) Is it possible to call someone "successful" without fame and money?
For example, can you be a successful teenager? Or a successful mother? A successful ordinary person? What do you think? (Give time
for thinking and then find volunteers to answer.) What is YOUR definition of "success"?
In this chapter, you'll read about a person who has built a big business up from nothing. He is rich now, by the way.
Ⅱ. Students do the "Before You Read" activities on page 52
(Give time for the task.)
I'll give you time to do the "Before You Read" activities. First, please do "Activity A." When you have done it, get into pairs and do
"Activity B." "Activity C" is individual work. Ready? Here we go!
(When the students are finished, share the answers of the "Previewing Chart.")
Ⅲ. Have students silent-read the text passage and then do the "After You Read" activities
Read the passage silently. You can refer to the footnotes as you read. (← Say this while pointing to the footnotes. When the students
have finished silent-reading, give the following instructions.) Turn to pages 55 and 56. Please answer the questions in the comprehension
and vocabulary sections. (Give time. When they are finished, give the following instructions.) Now, get into pairs and work together to
answer the questions in the "Consider the Issues" section. (Give time.)
Ⅳ. Students check the sentence structures covered in the text (referring to "Supporting Material for Reflective
Learning").
〔＊ここで Supporting Material for Reflective Learning のプリントを配布する。〕
This task helps students become autonomous learners. 〔自立した学習者(autonomous learners)を育てるための活動〕
〔生徒は、Supporting Material for Reflective Learning のプリントを使って内省的な学習を進め、学びを確かなものにする。このプリント
は、教師が説明するためのものではなく、text passage (教科書本文) の内容を理解するために必要な sense(感覚)を生徒自らが身につけるため
のものである。〕
Supporting Material for Reflective Learning(SMRL) is provided for students to obtain a "sense" which helps them understand
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the content of the passage. Thus, SMRL focuses more on sentence structures than idioms. The teacher does not explain what
is in SMRL, but rather encourages students to read it for understanding and reflection. Give students enough time for this task.
Now, look at your "Reflective Learning" handouts. You have 10 minutes. Read silently. (When the time is up, give the following
instructions.) 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, while checking the pronunciation and intonation.)
Now, turn to the text passage on pages 53 and 54. I'll give you time so you can check the parts explained in the "Reflective Learning"
handouts. (Give enough time.)
Ⅴ. Chorus-reading of the text passage and pronunciation check
(Have students chorus-read the passage after the teacher, occasionally stopping for a pronunciation check.)
Now, I'll read and you repeat after me.
Ⅵ. 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 sentences, 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。〕
〈● ここからの太字部分はテキスト本文 = Selections from the text are highlighted in bold.〉
Now, check your understanding of the content as you read with me. (From here on, slowly read the text passage out loud, occasionally
stopping for Q&A and a little interaction.)
How to Be a Successful Businessperson
Have you ever wondered why some people are successful in business and others are not? Here's a story about one successful
businessperson. He started out washing dishes, and today he owns 168 restaurants.
Zubair Kazi was born in Bhatkal, a small town in southwest India. His dream was to be an airplane pilot, and when he was 16
years old, he learned to fly a small plane.
At the age of 23 and with just a little money in his pocket, Mr. Kazi moved to the United States. He hoped to get a job in the
airplane industry in California. Instead, he ended up working for a company that rented cars.
So Mr. Kazi's dream didn't come true. He was not able to work for the airplane industry.
While Mr. Kazi was working at the car rental company, he frequently ate at a nearby KFC restaurant. To save money on food,
he decided to get a job with KFC. For two months, he worked as a cook's assistant. His job was to clean the kitchen and help the
cook. "I didn't like it," Mr. Kazi says, "but I always did the best I could."
One day, Mr. Kazi's two co-workers failed to come to work. That day, Mr. Kazi did the work of all three people in the kitchen.
This really impressed the owners of the restaurant. A few months later, the owners needed a manager for a new restaurant. They
gave the job to Mr. Kazi. He worked hard as the manager, and soon the restaurant was making a profit.
Do you know what "KFC" stands for? (Ask.) Yes, it's Kentucky Fried Chicken. The owners of the restaurant were impressed to see him
work hard in the kitchen, so he was given a chance to be a manager for a new restaurant.
A few years later, Mr. Kazi heard about a restaurant that was losing money. The restaurant was dirty inside, and the food was
terrible ― greasy and undercooked. Mr. Kazi borrowed money from a bank and bought the restaurant. For the first six months,
Mr. Kazi worked in the restaurant from 8 a.m. to 10 p.m., seven days a week. He and his wife cleaned up the restaurant,
remodeled the front of the building, and improved the cooking. They also tried hard to please the customers. If someone had to
wait more than ten minutes for their food, Mrs. Kazi gave them a free soda. Before long the restaurant was making a profit.
While we read the text together, whenever you see or hear words that you don't know or cannot guess from the context or the situation, go
ahead and look them up in your dictionary. Do not wait for the teacher's instructions! （文脈や、教師の話の流れから意味を想像できない単語
については、自主的に辞書を引かせる。）
Can you guess the meaning of the word "undercooked"? If pork is undercooked, it's cooked on the outside, but the inside is not cooked.
So it's not good for your health and can sometimes be dangerous.
A "free soda" is soda you can drink for free, without paying money.
A year later, Mr. Kazi sold his restaurant for a profit. With the money he earned, he bought three more restaurants that were
losing money. Again, he cleaned them up, improved the food, and retrained the employees. Before long these restaurants were
making a profit, too.
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Today Mr. Kazi owns 168 restaurants, but he isn't planning to stop there. He's looking for more poorly managed restaurants to
buy. "I love it when I go to buy a restaurant and find it's a mess," Mr. Kazi says. "The only way it can go is up."
Underline "the only way it can go," and then put that part into brackets. This is the subject of the sentence. （この部分が主語であることを
言う。） What does this sentence mean? (Write on the board "The only way it can go is up," and then give the following instructions.)
Rephrase this sentence. Do not try to translate this into Japanese as the first step! Instead, use your imagination and write your version,
using your own words. (The only way it can go is up の文を異なる表現で書き換えさせる。その際、自分の言葉で表現するよう言う。つまり
何を言っているのかを想像させてから別の英語表現で書き換えさせる。When the time is up, nominate 2 or 3 students to write their work on the
board.)
Ⅶ. Chorus-reading of the text passage
(Students chorus-read, following the teacher.)
〔本文のコーラスリーディング〕
Ⅷ. Have students work on the rest of the activities in this chapter.
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