5 Addicted Teaching Procedure

MACMILLAN Essential Reading 1
5
Addicted
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
4th period:
We just can't stop
・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 this chapter on, "Supplementary Handouts" that have been provided will be 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
・Content-related activity
・Presentation of the task given
・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 4th period 〉
Ⅰ. Introduction of the material
〔教科書本文への導入〕
The title of this chapter is "Addicted." ( ← Write the word "addicted" on the board.) When you say that you are addicted to something, it
means that it is very difficult for you to stop it. For example, if I was addicted to tabasco sauce, I would sprinkle it on almost everything I
eat. I would sprinkle tabasco on hamburger steaks, on spaghetti, on fried rice or even on salad! This is how much I love tabasco. So
people will say that I'm addicted to tabasco. In this chapter, you will discuss things you can easily get addicted to, and how to avoid it.
Ⅱ. Have students do 'pre-reading activities' on page 42.
(Give time for pre-reading activities.)
I'll give you time to answer the questions of PRE-READING 1 and 2.
Ⅲ. Have students silent-read the text passage and answer the questions from the text.
Turn to page 43. Read the instructions for COMPREHENSION 1 and then start reading the passage silently. ( ← Say this while pointing
to that part. When the students are finished, give the following instructions.) Turn to pages 44 to 45. Read the instructions and answer
the questions. (Give time.)
Ⅳ. Students check the sentence structures covered in the text (referring to "Supporting Material for Reflective
Learning").
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.
Take out your "Reflective Learning" handouts. You have 10 minutes. Read silently. (After giving students enough time for reflective
learning, 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 and put the parts explained into brackets. These are the subjects of the sentences. （Reflective Learning handout 中
で説明された本文中の｢主部｣の部分をカッコで括らせる。）
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 story. (From here on, slowly read the text passage out loud, occasionally stopping for Q&A and a little interaction.)
〔Jenny ― the shopaholic〕 Since I was a little girl I have always loved shopping. I walked around the stores with my mom begging
her to buy me everything I saw. Underline the part "everything I saw" and put that part into brackets. This is together. So this girl
asked her mother to buy everything she saw in the stores.
Last year I finished college and started earning money for the first time. I have a lot of spare cash now, and I spend it all on
clothes. I spend about $500 a week on clothes, handbags, and shoes. Walking out of a shop with a bag of new clothes is the best
feeling in the world. "Spare cash" is the money you can use for yourself to buy anything you want. "Walking out of a shop with a bag
of new clothes" is the part that you put into brackets earlier. This part is the subject of the sentence. (Write on the board "the subject = 主
語 ") (カッコで括った部分が「文の主語」であることを言う。
）Can anybody rephrase the sentence "Walking out of a shop with a bag of new
clothes is the best feeling in the world" into the one that starts with "I am happiest when ～." (← Write on the board "I am happiest when
～." Find a volunteer.) Good. I am happiest when I walk out of a shop with a bag of new clothes. ( ← Draw on the board the picture of
a girl walking out of a shop with a bag of new clothes. Be a cartoonist!) When you read a passage, try to picture the situation in your
head. (← Say this while pointing to the picture drawn on the board.) When the outline of the picture is clear, it means you have
understood the content.
I need to shop every day. If I can't go out to shop, I shop on line. Keying in my credit card details and waiting for a parcel to
arrive is very exciting. "To shop on line" means to buy things on the Internet. "Keying in my credit card details and waiting for a parcel
to arrive" is the part you put into brackets. This 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。）
You can also say "It is very exciting to key in my credit card details and wait for a parcel to arrive." ( ← Write this on the board.) I have
a question for you. Have you ever shopped on line? What are some examples of things you can buy on line? (Find volunteers.)
Sometimes I only wear what I buy once, but I never feel guilty. My dad tells me to stop spending. He says that I've already got
a lot more clothes than I need, but I love shopping and I'm not going to stop yet. Can anybody explain the phrase "I only wear what I
buy once"? (Find volunteers.) Yes. It means the same as "I wear the clothes only once." "What I buy" is the thing I buy. In this case,
it's clothes. You usually wear the same clothes many times. This girl sometimes wears new clothes only once but doesn't wear them any
more. And on top of that, she doesn't feel guilty! Now, check the word "guilty" in the dictionary. (Give time.) When do you feel
guilty? You don't have to tell real experiences. You can invent a situation in which an ordinary person may feel guilty. I, for example,
would feel guilty if I ate the last piece of cake left in the fridge. How about you? (Give time and then nominate some students for
answering the question.)
〔Tracy ― the colaholic〕 I drink around 18 cans of cola every day. (Draw on the board the picture of a can of cola.) If I don't drink
it for more than an hour, I feel terrible and I start shaking. It all started 6 years ago when I was on a diet and I drank cola
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instead of eating. After a few weeks, I couldn't live without it.
I have a bottle of cola beside my bed and I sometimes wake up in the night to drink it. The first thing I do when I open my eyes
in the morning is go to the fridge for a can of cola. I always carry a can or two in my handbag. I spend about $300 a month on
cola. If there are words that you don't know, look them up in your dictionary. (Give time.)
The bracketed part "the first thing I do when I open my eyes in the morning" 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。）
I have a question for you. What is the first thing you do when you get home? (Ask and then write on the board "The first thing I do
when I get home is ～ .") Those of you who are sitting in this row, give me your answers. (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 someone before
you has given the answer you have in mind, then you have to change yours to something else. Invent the answer on the spot! (This
trains the students to be able to cope with unexpected situations.)
I don't know if it's the taste of the cola or the caffeine, but I know I'm addicted. Friends and people I work with tell me that
drinking cola isn't good for you. They say it's bad for your stomach, but I like it too much to stop. "Friends and people I work
with" 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。）
Now, I have a question for you. Is there anything that you are addicted to? Are you addicted to something? (Find volunteers.)
Ⅶ. Content-related activity
(Put students in groups of 4 and assign each group the task of making a list of things that we can become addicted to, and then coming up
with the ways to avoid them. Presentation follows.)
〔Assignment: 課題提示 〕
What are the things that we can become addicted to? Make a list with the suggestions of how to avoid becoming addicted to
them. Work together to come up with good suggestions.
Ⅷ. 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〕
Ⅸ. Have students work on the rest of the activities in this chapter.
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