Now, discuss the topic with your partner. You can use Communication Strategies at the end of the book. OK, please stop discussing. Were you able to discuss the topic given in the prompt with each other? Students 1 and 2, you two did a good job. Can you show us your discussion? Good job. You two were able to perform well. （p.46のDiscussionを聞く。） No, he doesn’t. He doesn’t see any reasons to avoid food additives. She wonders why people make such a big deal about food additives if there is no danger. Let’s move on to the next activity. You will listen to the discussion between Riko and Scott, and then discuss again. Before you begin listening, I would like to ask you to do two things. First, I would like you to take notes while you are listening to the discussion. This will help you improve your discussion. Second, after listening to the discussion, I would like to ask you to say what parts of model discussion you were interested in and what you think about it. Now, please listen to the discussion. Next, please add two things to the notes you took. One is what part of model discussion you were interested in, and the other is what you think about it. Now, I would like to ask you several main points about the discussion. Riko asks Scott whether people should avoid food additives as much as possible. Does he agree with it? Right. Like you said, Scott doesn’t understand why food additives should be avoided. How about Riko? How does she feel about food additives? That’s right. Like you said, Riko doesn’t understand why people make such a deal about them. After Scott shows his understanding of Riko’s thoughts, he gives his opinion. What does he think about food additives? 声の後に続いて発音する。） （食品添加物の摂取について話し合う。） （やり取りした内容をクラスに発表する。） 生生徒徒のの発発話話・・活活動動 38モデルとなるディスカッション音声を聞き，それを参考に，もう一度タスクを行う。■ワークシートに掲載のディスカッション音声のスクリプトを読み，談話の流れを確認することもできる。教教師師のの指指示示・・説説明明 4-2. Speak Again■■DVD-ROM収収録録デデーータタ■■
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