Lesson 3 Teaching Procedure

All Aboard Communication English Ⅱ
Lesson 3
Teaching Procedure
「コミュニケーション英語Ⅱ」
'Crossing Language Barriers'
〔Allotment〕
・1st
to
3rd 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
・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
・Content-related activity
〈 1st to 3rd period 〉
Ⅰ. Introduction of the material
〔教科書本文への導入〕
Ikkokudo is a ventriloquist. A ventriloquist is a person who can speak without moving his lips. A ventriloquist usually has a puppet
beside him. Look at the picture on page 21. Ikkokudo has two puppets. (← Say this while pointing to the picture.)
Ikkokudo has been to foreign countries with his puppets. Many people in the world have enjoyed his show. When he is on stage in
foreign countries, does he speak Japanese? Do his puppets speak Japanese? Let's check it out!
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. Look at the box in the handout. (← Say this while pointing to the box.) These are the expressions
you learned in Lesson 2. Again, I'll read the example sentences out loud. Everybody repeat after me. (The teacher model-reads the
example sentences and has students repeat.)
(As for the expressions "for the first time,""prepare for ～,""translate A into B,""learn ～ by heart" and "keep on ～ ing," just
model-read the example sentences for students to follow.)
Refer to the box. You have 7 minutes. Read it silently. Try to understand the rules 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 the expressions. 〔作文〕
Make 2 sentences using this expression. (Give time. When the time is up, find some volunteers to write their work on the blackboard.)
Are there any volunteers to write your work on the blackboard? (If none, nominate 4 to 5 students. Correct any mistakes. Try to have a
little interaction with nominated students about what they wrote.)
(As for the last expression "like ～," just follow the reading procedure.)
Ⅲ. 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 silent-reading.)
Ⅳ. Reading of the text and pronunciation check
〔本文の音読と発音指導〕
(Have students chorus-read the passage after the teacher, occasionally stopping for a pronunciation check.)
Now, I'll read and you repeat after me.
-1-
Ⅴ. 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 their desks.) In the textbook, you can find the
expressions you previously checked in the supplementary handout. Underline these expressions in the textbook with a highlighter, and
check your understanding. (Give enough time.)
Now, check your understanding of the content as you read with me.
〈● ここからの太字部分はテキスト本文 = Selections from the text are highlighted in bold.〉
Let's read the passage. (From here on, slowly read the text passage out loud, occasionally stopping for Q&A and a little interaction.)
Interviewer: Ventriloquism is popular in many countries. For you, what is special about using a puppet in it?
Ikkokudo:
Through the mouth of a puppet, I can express frankly what I cannot usually say to others.
Interviewer: Where did you perform in English for the first time?
Ikkokudo:
I performed in Las Vegas in 2000. I couldn't speak English fluently then.
Interviewer: What did you do to prepare for your performance?
Ikkokudo:
One of my American friends, Pakkun, translated the Japanese lines into English. Then I learned all the lines by
heart. I kept on practicing. The performance was 30 minutes long, and it went quite well. Since then, I have
been performing in various countries. I perform in local languages as much as possible.
Interviewer: What is the most important factor when you perform in a foreign language?
Ikkokudo:
Rhythm! It is essential for a good performance in any foreign language. I try to memorize lines like a song.
Interviewer: Why do you perform in local languages?
Ikkokudo:
It is because I want to break down the barrier between the audience and me. If I perform in their language, they
will understand that I am interested in their language and culture. This is more important than speaking the
language fluently.
Look up the word "ventriloquism" in the dictionary. (Give time.) A local language is a language spoken in a particular place. When
Ikkokudo performs in America, he speaks in English, because English is the language spoken there. When he performs in Germany, he
speaks in German, because German is the language spoken there. Wherever he goes, he performs in local languages. Underline the part "I
want to break down the barrier between the audience and me." You can use a dictionary if you want to. (Give time for a dictionary check.)
This is the reason why he performs in local languages.
Ⅵ. Chorus-reading of the text
〔本文のコーラスリーディング〕
(Students chorus-read, following the teacher.)
Ⅶ. Content-related activity
(Assign students the task of finding solutions. This is group work.)
Refer to the underlined sentence in the text passage "I want to break down the barrier between the audience and me." (← Say this while
pointing to that part.)
Now, get into groups of 4. Work together to find the solutions. (Write on the blackboard the assignment below.)
〔Assignment: 課題提示〕
More and more foreigners come to Japan for sight-seeing or on business. There will be more opportunities for you to talk
with them or work with them. To break down the invisible barrier between people from different cultures and you, what
would you do?
(In order to make the assignment clear to all the students, the teacher can explain in Japanese.)
-2-

Download Report