Teaching Procedure

MACMILLAN Essential Reading 1
8
Two cities
Teaching Procedure
(Supporting text for "English Communication" ｢コミュニケーション英語｣)
These materials were made with the permission of MACMILLAN LANGUAGEHOUSE.
〔Allotment〕
・1st
to
5th period:
London's Chinatown
・Introduction of the material
・Students do "pre-reading activities"
・Students silent-read the text passage
・Students answer the questions from the text
・Using "Supporting Material for Reflective Learning," students check the sentence structures
＊ From chapter 5, "Supplementary Handouts" were replaced by "Supporting Material
for Reflective Learning" which focuses on sentence structures covered in the text
passage.
・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
〔変更〕
＊これまで生徒に渡していた Supplementary Handouts (生徒のための予習補助プリント) は、Essential Reading 1
の Chapter 5 からは配布しない。代わりに Supporting Material for Reflective Learning（内容理解の感覚を研
ぎ澄ますためのプリント）を授業の中で渡す。
text passage（教科書本文）については、これまでと同様に予習を禁止し、授業において初見で読ませる。
〈 1st to 5th period 〉
Ⅰ. Introduction of the material
〔教科書本文への導入〕
Since a long long time ago, people have been moving from place to place. Some people never move, some people move on and on, and
some people settle in a place after a long journey. Just like dandelion seeds, people have spread everywhere. A dandelion seed grows and
blooms at the place where it lands and takes root. (← Say these while drawing on the board the pictures of a dandelion seed traveling in
the air and landing on the ground where it blooms.)
In this lesson, you'll read about Chinese people who live in Chinatown in London. How did they get to land and take root there? Let's
check it out!
Ⅱ. Have students do 'pre-reading activities' on page 68
(Give time for pre-reading activities.)
I'll give you time to do the PRE-READING 1 and 2 activities.
(When the students are finished, give the correct answers.)
Ⅲ. Have students silent-read the text passage and answer the questions from the text
Turn to page 69. Read the passage silently. (When the students are finished, give the following instructions.) Do "Comprehension 1"
on the same page. (Give time and then pick one student for the answers.) Thank you.
Now, turn to page 70 to 71. Read the instructions and answer the questions. (Give time and then give the correct answers.)
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), a replacement for Supplementary Handouts, 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 20 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, checking the pronunciation and intonation.)
Now, turn to the text passage on page 69. I'll give you time so you can check the parts explained in the "Reflective Learning" handouts.
(Give 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 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。〕
〈● 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, let's read the passage. (From here on, slowly read the text passage out loud, occasionally stopping for Q&A and a little interaction.)
Chinatown is the name given to an area in central London. It is just below Soho and is three blocks between Leicester Square
and Shaftsbury Avenue. Gerrard Street is at the center and is the most important street in the area. There is a large Chinese
community with a lot of Chinese restaurants, Chinese supermarkets, and souvenir shops. "An area in central London" is an area in
the center of London. Soho is the name of the place. Chinatown is just below Soho. Chinatown is in the south of Soho. For the word
"community," refer to the previous page of the text. (← Say this while pointing to the part where "community" is mentioned.) The word
"community" has two different meanings. One is the one mentioned in the previous page which means "the people who live in a place."
The other means "the place where people live." The one in the text passage means the latter. "A large Chinese community" is the place
where a lot of Chinese people live. (←前ページの PRE-READING 2 の中で説明されている community の意味と本文中の community の意味が違
うことを日本語で説明してもよい。）So, in Chinatown there are many Chinese restaurants, Chinese supermarkets and souvenir shops.
In the 1950s, it was a poor area and property was very cheap. At the same time, the world rice market changed and thousands of
farm workers in Hong Kong lost their jobs. They began arriving in London to look for work. They found employment in the
restaurants that were opening. British soldiers who had been in the Far East liked Chinese food, and the restaurants were popular.
If there are any words that you don't know or cannot guess from the context, look them up in your dictionary.（文脈から意味を想像できな
い単語については、辞書を引かせる。）(Give time.) So, most of the Chinese were farmers in Hong Kong before they came to London.
These restaurant workers often worked 17 hours a day and had no time to learn English. As more Chinese arrived, more shops
and businesses that catered to them grew up. Wives came and joined their husbands and children came and joined their fathers.
The community grew, and Chinatown was born. They were too busy to learn English.
In the 1970s and 1980s, British born Chinese started to have a better education and this brought economic success to the area.
Many families moved out of Chinatown, and there was more space for businesses. Gerrard Street became a pedestrian-only street
and was soon an important tourist attraction. Can anybody explain what "British born Chinese" are? (Find a volunteer.) Yes, British
born Chinese are the Chinese who were born in Britain. Japanese born Chinese are the Chinese who were born in Japan. (Write on the
board "Gerrard Street became an important tourist attraction" and give the following instruction.) You have 5 minutes. Rephrase this
sentence using easy English. Do not try to translate this into Japanese as the first step! Instead, use your imagination and write your
version, using your own words. (Gerrard Street became an important tourist attraction 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 3 or 4
students to write their work on the board.) Good. Many tourists started to visit Gerrard Street. Or Gerrard Street became popular among
tourists. Or Gerrard Street became a popular place for tourists.
Nowadays everyone knows about London's Chinatown. During the Chinese New Year, the streets are decorated with flags and
thousands of Chinese go into the streets. There are firecrackers and traditional dances with dragons and lions. For most of the
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year, though, the main attraction for Londoners and tourists is the Chinese restaurants. The area has some of the best and some of
the worst in London. The best restaurants are the ones where the Chinese eat. The Chinese New Year is a special day for the
Chinese. Thousands of Chinese celebrate the day dancing on the streets. For most of the year, the Chinese restaurants are busy because
people in London and tourists like Chinese food. According to the passage, if you want to eat a real good Chinese food, where do you
have to go? (Ask.) Yes, you have to go to the restaurant where the Chinese people eat.
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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