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Accessibility for Everyone

by Chieko Asakawa

LESSON1

W A R M - U P�₁ Fill in the blanks.a. The woman in this photo is an ( ) ( ).b. She created a ( ) ( ) that lets blind people “read” Web pages.�₂ What does she hope to do to help blind people “see” the real world?

blind /bla ind/

WARM-UP本文を読む前の下準備として，60 〜100 語程度のスクリプトを聞きます．

WARM-UP スクリプト

　Since the 1980s, I have been working as an information engineer to help meet the needs of blind people. Back in the 1990s, I worked with my team and succeeded in creating a voice browser that lets blind people “read” Web pages. Now I hope to create new technologies with smartphones or wearable devices in order to help them “see” the real world.

学習者の興味を　かきたてる導入部

大判の写真

学習者の目をひく写真によって，本文への関心を喚起しま す．TM 別 冊 Teacher’sBookに載せたオーラルイントロダクションを利用して導入することも可能です．

教科書内容見本

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学習者の興味を　かきたてる導入部

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1 I was a young active girl who really loved sports.

I had a dream to become an athlete. When I was eleven, unfortunately I had an accident at a swimming pool and started to lose my sight.

It was really hard for me to accept that I might have to give up my dream. I spent many days and nights in anxiety while gradually losing my sight. I

Q-①What kind of girl was she before her accident at age eleven?Q-②What did she decide to do after accepting the reality of losing her sight?

accessibility 利用・入手しやすいこと．

accessibility /əksesəbıləti, æk-/ 1 ▶ athlete /θliːt/ unfortunately /nfːrtʃənətli/ pool /puːl/ anxiety /æŋzaiəti/ gradually /grdʒuəli/

6. give up: I’m not sure why he gave up his job.

著者の子ども時代の体験を 時 系 列 で 追 って み ましょう．

R E A D I N G P O I N T

TA

RG

ET

When I read an essay, I can understand what the writer is like. Also, I can briefly introduce him or her to others.

When I read an essay, I can grasp the main points. Also, I can briefly explain them.

After I read an essay, I can say how the essay affected my own thoughts on the topic and give some basic opinions about it.

LESSON 1

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Asakawa showing her medal at a national sports festival for the disabled.

(→ p.6)

本文（1パート１時間） 見やすい　見開き構成

TARGET各課に学習の目標を設定しました．読解力を高め，自己発信できることを目指します．

new

READING POINTTARGETを反映し，目的を持って本文を読み進むための指針を与えます．

Q & A１パラグラフにつき１問を目安として，英問英答問題を配置しました．

固有名詞や特殊な語に関する解説．

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5. Braille typewriter 点字タイプライター．

reality /riləti/ attend /ətend/ blind /blaind/ textbook(s)/tekstbuk(s)/ typewriter /taipraitər/ Braille /breil/ fingertip(s) /fıŋgərtıp(s) / sensitive /sensətiv/ dot(s) /dt(s) | dt(s) / sought /sːt/<seek /sıːk/ independent /ındipendənt/ skating /skeitiŋ/

1-2: move on: Let’s move on to the next topic. 5-6. when it comes to: When it comes to football, he never stops talking. 7. be sensitive to: You are sometimes too sensitive to what others say about you. 8. have a/an ～ time doing: We had a good time talking about our favorite movies.

Q-③Why is it better to learn Braille when you are young?

ACTIVITIES...Tell us briefly what kind of child you were.

came to realize that I had to face the reality and move on. I decided to attend a school for the blind.

Learning became much harder for me. I often had to ask a family member to read textbooks for me. I also had to use a heavy Braille typewriter. When it comes to learning Braille, the earlier, the better. Your fingertips are more sensitive to the dots when you are young. I had a difficult time learning it.

But then I sought to be independent. I remembered the days when I had been very active. Although I couldn’t see, I found out that with enough effort I could do many things, even sports like skiing and skating. 186 words

Q-④When she sought to be independent, what did she find out?

Asakawa’s old Braille typewriter

Accessibility for Everyone

パートごとの語数を示しています．

LANGUAGE FOCUS課で扱う文法事項を示すマーク． A B Cは本文後の解説に対応しています．

見やすい　見開き構成

新出語や固有名詞の発音記号．新出語のうち，ぜひ運用力まで付けたい重要語は太字にしました．

new

ACTIVITIES本文の内容に関連して，考えたり発信したりする簡単な活動．TARGET実践のための１ステップです．

new

新出フレーズとその例文．

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C O M P R E H E N S I O N

V O C A B U L A R Y

Look up the meaning of words, phrases, and sentences.

WORD FAMILIESanxiety (n.) anxious (a.) We are anxious about global warming. / We are anxious for world peace.gradually (ad.) grade (n.) gradual (a.) His daughter is in the third grade of elementary school. / a gradual changesensitive (a.) sense (n.)(v.) sensitivity (n.) sensible (a.) a sixth sense / I sensed someone watching me in the restaurant. / His words showed a lack of sensitivity. / It was sensible of you to tell the truth. SYNONYMS & ANTONYMSunfortunately (adv.) fortunately (adv.) Unfortunately it began to rain soon after I left home. / Fortunately we could watch the sunrise from the top of the mountain on New Year’s Day. independent (a.) dependent (a.) an independent country / Now lots of young people are dependent on their parents for support.

A True or False. 1.（ ） 2.（ ） 3.（ ） 4.（ ） 5.（ ）

B Choose the right words. I was an (① ) girl before I had an accident at a swimming pool at the age of eleven. I gradually lost my (② ) and, facing reality, I decided to attend a school for the blind. In spite of some learning difficulties, I tried my best to be independent. Besides learning English, I studied (③ ) processing. After finishing the course, I worked for IBM, which was the turning point in my life. I found the high (④ ) of computer technologies in helping the blind. I (⑤ ) the Braille system, and developed a new system which was user-friendly for the blind – a voice browser. Now I am trying to create new technologies to bring the blind (⑥ ) to the real world as well as the (⑦ ) one. Through my research career, I’ve learned we can change our (⑧ ) into an advantage.

accessibility / active / digitized / disadvantage / information / potential / sight / virtual

COMPREHENSIONリスニングによる正誤問題と内容理解問題によって，本文全体の理解を確認する場．

問題 A

短い英文を聴き，本文に合致するかどうかを問う問題（TM付属CD-ROMにスクリプトを収録）．

問題 B

本文の要約を読みながら適切な語句を埋める問題．

内容理解（30 分）/語彙（20 分） コミュニケーション　運用力を高める

VOCABULARY（左）重要語のうち数語を選んで，関連語や同意語・反意語をまとめ，語彙を拡大するコーナー．

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C O M M U N I C A T I O N

Choose the appropriate words from below and fill in the blanks. Change the form of the word, if necessary.

1. You don’t need to be so ( ) to others’ opinions. 2. The day will come when you will achieve your ( ).3. I’m going to ( ) an English conversation school in New York. 4. Many African countries became ( ) of their mother countries in the 1960s.5. She is ( ) to be the first president of the company.6. Though the pianist is ( ), he lives alone without any help. 7. Lots of professional ( ) are raising money to support the victims of the earthquake.8. The president of the university is a woman of great ( ).

attend / athlete / blind / independent / learning / potential / seek / sensitive

A Listen to the passage and answer the following questions.

B Collect information about a product of universal design and introduce it to your classmates, following the example below. Explain how it is designed and in what way it is useful and convenient.

ex. Hi everyone. As a product of universal design, I’d like to introduce a shampoo bottle. Have you ever noticed that many shampoo bottles have some marks cut on the side of them? You must have had the experience of mistaking a shampoo bottle for a hair conditioner bottle while washing your hair. It is because both bottles usually have almost the same shape. Feeling the marks on the side of the bottle, however, you can tell which one is the shampoo bottle. They are usable and convenient not only for the blind but for people with closed eyes. I’m sure you won’t mistake one for the other anymore.

C After listening to a classmateʼs speech, make some comments or ask him/her some questions about it.

Useful Expressions for Communication … 推量を表すときの表現

must have ＋過去分詞 / seem to do / I’m sure (that) …

COMMUNICATION本文理解を受け，さらに一歩進める自己発信活動．TARGETの目標達成のための場所です．TM 付属 CD-ROM に活動をサポートするシートを収録．

問題 A

トピック関連のリスニングを中心としたインプット活動．

問題 B

問題Aの活動を受けて，フォーマットを参考にしながら書いたり発表したりする活動．

問題 C

問題 B の活動を受けて，質問をしたり意見を述べたりしてフィードバックを行う活動．

VOCABULARY（右）重要語から８語を選び，自然なコロケーションの中で使われている文を利用した問題．

自己発信（１時間）コミュニケーション　運用力を高めるnew

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L A N G U A G E F O C U S

STRUCTURE

A 発展的な比較表現

a. The earlier, the better. （Part 1）

b. This movie is more popular than any other movie among young people now. = No other movie is as [so] popular as this one among young people now. cf. This movie is the most popular among young people now. c. Sachiko is by far the best tennis player in our school. ［最上級の強調］

B S+V（= be 動詞）+C（= that 節）

a. One advantage is that it has a set of rules to abbreviate words. （Part 2）

b. The trouble is that the medicine is very expensive. c. The truth is that we have no other choice. d. What I want to tell you is that you should be kind to elderly people.

C 無生物主語

a. My disadvantage has given me opportunities to think from different viewpoints. （Part 4）

b. This picture reminds me of my junior high days. c. This bus will take you to the station. d. The sun and rain make the flowers grow. 原因や理由，方法や手段，条件とするものなど，生き物以外を主語にする表現. cf. Thanks to my disadvantage, I’ve had opportunities to think from different viewpoints.

LANGUAGE FOCUSSTRUCTURE

本文に登場した文法事項を取り上げ，簡単な解説を加えました．

文法・発音を　しっかり押さえる文法（１時間）

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A Choose the right words. 1. I think Picasso is more exciting than ( all, any, no, ) other painter in the world. 2. Doing the right thing is ( any, far, no ) more important than anything else. 3. ( All, Most, No ) other student in my class is as generous as Naomi. 4. The heavy snow lasted ( any, no, very ) less than two months in the village.

B Put the words in the correct order. 1. ( fact / he / is / that / the ) wants to be a soccer player. 2. ( is / that / the / truth / we ) don’t know who did this wonderful painting. 3. ( her / is / that / worry ) her son watches TV too much. 4. ( is / of / one / problems / that / the ) we tend to take a narrow view of the world. 5. ( have / I / is / tell / that / to / what / you ) your excuse doesn’t make any sense at all. C Fill in the blanks so that the sentences in each pair have almost the same meaning. 1. a. The news that he was chosen captain of the baseball team surprised me. b. ( ) ( ) ( ) at the news that he was chosen captain of the baseball team. 2. a. What brought you here? b. ( ) ( ) you come here? 3. a. The year 2011 saw many important events in the world. b. ( ) ( ) many important events in the world in 2011. 4. a. My confidence enabled me to do a great job. b. I ( ) ( ) ( ) do a great job because of my confidence.

EXERCISES

SOUND PRACTICE─●❶ 音のつながり (子音と母音)

下線部の音のつながりに注意して音声を聞き，どのように発音されるか確認して，練習しなさい．

1. I’ll go get a ticket. Will you keep an eye on my luggage?2. We still have an hour and a half for shopping before departure.3. A: Do you know who the man in this picture is? B: Oh, he’s John F. Kennedy, former President of the United States.4. My grandfather says he is going to have an MRI scan next week.

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L A N G U A G E F O C U S

STRUCTURE

A 発展的な比較表現

a. The earlier, the better. （Part 1）

b. This movie is more popular than any other movie among young people now. = No other movie is as [so] popular as this one among young people now. cf. This movie is the most popular among young people now. c. Sachiko is by far the best tennis player in our school. ［最上級の強調］

B S+V（= be 動詞）+C（= that 節）

a. One advantage is that it has a set of rules to abbreviate words. （Part 2）

b. The trouble is that the medicine is very expensive. c. The truth is that we have no other choice. d. What I want to tell you is that you should be kind to elderly people.

C 無生物主語

a. My disadvantage has given me opportunities to think from different viewpoints. （Part 4）

b. This picture reminds me of my junior high days. c. This bus will take you to the station. d. The sun and rain make the flowers grow. 原因や理由，方法や手段，条件とするものなど，生き物以外を主語にする表現. cf. Thanks to my disadvantage, I’ve had opportunities to think from different viewpoints.

LANGUAGE FOCUSEXERCISES本文で学んだ文法の演習 問 題． 大 問 A B C はSTRUCTUREの各項に対応．

SOUND PRACTICE発音練習を積み重ねる場（全 10回）．

文法・発音を　しっかり押さえる

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