Teaching Procedure （教員指導手順）

OXFORD Select Readings Pre-Intermediate
5
Generation Z: Digital Natives
(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〕
Our lifestyles greatly differ depending on when you are born and where you are born, and who you meet. If you had been born in the
days when dinosaurs were roaming the earth, what would your lifestyle have been like? If you had been born into a family raising a herd
of sheep on the plain, what would your lifestyle have been like? If you had met Mother Teresa on the train bound for Calcutta, what
would your life after that have been like? (Write the questions on the board, and give the following instructions.) Choose one question
to answer. You have 15 minutes. Write your thoughts in your notebook. Later you'll share your thoughts. (Give time for thinking and
writing. Presentation follows. This is a chance for interaction.) 〔作文＋プレゼンテーション＋インタラクション〕
Now in the year 2015, you are not living scared of dinosaurs. Now, you are not living on a vast plain with a herd of sheep. And sadly,
Mother Teresa is no longer with us. When and where in history are we? (Pause) Yes, we are living in the age of the
SMAAAAARTPHONE! (Scream to emphasize!) From before and after the smartphone, how has your life changed? We'll discuss it in
this chapter.
Ⅱ. Students do the "Before You Read" activities on page 42
(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 45 and 46. 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。〕
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Supporting Material for Reflective Learning(SMRL) is provided for students to obtain a "sense" which helps them understand
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 15 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 43 and 44. 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.)
Generation Z: Digital Natives
In Istanbul, Yesim Yilmaz is getting ready for class. Her mother brings her some breakfast, which Yesim eats while looking at
her e-mail on her phone. She has forgotten to read a chapter for her biology class. No problem ― she opens up her laptop and
downloads a chapter from her online textbook to read on the train.
On Sunday afternoon next to his apartment complex in Seoul, Min-ho Park is waiting for the bus. At lightning speed, he types a
text message to let his friend know he's on his way. Min-ho is never without his phone. In fact, he's already bought a ticket on his
phone for a movie he and his friends will see this afternoon. Min-ho laughs as he checks some funny photos his friend Jae-sung has
just posted online. His bus soon arrives. Min-ho gets on, sits down, opens a game app on his phone, and puts his earphones in his
ears. Most of the other people on the bus who are Min-ho's age are doing exactly the same thing.
For the words "apartment complex," refer to the footnote. (← Say this while pointing to the footnote.) A "text message" is a message you
write with a smartphone app; for example, Line.
Yesim and Min-ho are members of Generation Z. They are sometimes called "digital natives" because they have grown up with
the Internet, mobile phones, and social media since they were children. In fact, many have never seen a VCR or a telephone with a
dial. Members of Gen-Z are people born between the mid-1990s and the early 2000s. They are also sometimes called Generation
C, where the C stands for content, community, or creative.
Refer to the footnote and check "social media." A"VCR" is a video cassette recorder. (Draw on the board pictures of a VCR and a
telephone with a dial.) Have you ever seen them?
The C of "Generation C" stands for content, community, or creative. (Write on the board these three words and have students check them
in the footnote and a dictionary. Give time.)
Their parents spent most of their teenage years listening to cassette players, watching VHS tapes, playing early video games, and
calling friends on their families' telephones. Generation Z, however, is connected to its music, videos, games, and friends online all
day, every day. Recent surveys show that young people in Asia spend an average of 9.5 hours per day online. And marketing
companies know this.
(To explain 'cassette players,''VHS tapes,' 'early video games' and 'a family's telephone,' draw on the board pictures of them.)
Surveys show that young people in Asia spend an average of 9 hours and 30 minutes every day online. How about you? (Ask.)
"Marketing companies" are the companies that do market research and give information to companies that sell products or services.
Every time they open their page on a social networking site, Gen-Z members don't see only friends' updates and photos. They
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also see ads for products they might want to buy. Marketing companies work with social media sites to find out where their
customers live, what movies, books, and music they like, and who their friends are. The companies use this information to show
their customers the advertisements they want them to see.
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。）
Some of the social media sites that "marketing companies" work with are Amazon, Rakuten and LOHACO.
What does this generation think about marketing companies knowing so much about them? Are they worried about losing their
privacy? Not many seem to be very worried about companies knowing how to sell things to them. Many Gen-Z members are
more concerned about keeping their private information from their parents. For example, Valerie Chen in Kaohsiung is upset
because her parents want to watch everything she does online. But her parents' eyes are not enough to make her stop using social
media. Valerie knows how to limit what her parents can see about her on the social networking sites she uses.
Do you like it that companies know how to sell things to you?
However, keeping information private from parents may not be the only challenge. Many people are now finding out that posting
funny pictures on the Web can be a problem when they finish school and start looking for a job. In fact, some studies show that
more than 70 % of companies reject people who are looking for jobs because of what they can see about them online. Because they
grew up using social media, maybe Generation Z will be better at protecting their personal information online than the generation
before them. Only time will tell.
Underline "keeping information private from parents," 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。） Look up the word "challenge" in your dictionary. (Give time.) "Challenge" here means something very difficult
to do. When I say "climbing that mountain is a challenge," I mean it is very difficult to climb that mountain.
Next, underline "posting funny pictures on the Web," and then put that part into brackets. This is the subject of the sentence in "that"
clause. （この部分が that 節中の文の主語であることを言う。）
Can you explain what "Only time will tell" means? I'll give you time for thinking and writing. Please work on it. (Give time and then
find volunteers to present.) Good. It means "We'll find out in the future."
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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