YE_CCT_NEWS_1

PART A_1

Let’s introduce ourselves to each other.

自己紹介をしましょう。

PART A_2

My name is ________________. What is your name?

PART A_3

I am ________________. Nice to meet you.

PART A_4

Nice to meet you too, ________________. How is the weather today in your area?

PART A_5

________________________________. How about you?

PART A_6

________________________________. Let’s begin our lesson!

PART B_1

We will read aloud the words below. Please repeat after me. I will check your pronunciation.

単語を音読します。講師に続いて読みましょう。講師は発音を確認します。

(Please send the mispronounced words and phrases to your student.)

PART B_2

1.	disinformation
	故意の誤報、デマ
2.	combat
	（悪事などを）なくそうとする
3.	apply A to B
	AをBに当てはめる
4.	disrupt
	混乱させる、乱す
5.	detect
	（悪事などを）見抜く

PART B_3

Now, let’s review some words from part B_2.

ではいくつかの単語を復習してみましょう。

(Please review the mispronounced words and expressions from part B_2.)

PART B_4

PART C_1

We will read aloud the passage below. Please repeat after me. I will check your pronunciation.

文章を音読します。講師に続いて読みましょう。講師は発音を確認します。

(Please send the mispronounced words and expressions to your student.)

PART C_2

Deeply Disturbing

Nowadays, it is easy to be fooled by disinformation and deepfake videos because of AI advancements. But the US government has begun combating this social media-deception, taking it as a matter of national security.

University of Washington’s researchers took Obama’s speaking and altered a video to make it seem like he said the same thing but at a different time and place. A different altered video also surfaced when researchers from Stanford University transferred the head position, expression, and eye gaze of the man and applied them to the woman. These are called deepfake: edited videos that look real and are difficult to tell if they are fake or not. In the deepfake Obama video, his lips were digitally altered, with Jordan Peele providing the voice. Such videos are perfectly able to confuse, disrupt, and intensify anger in any aspect from business to foreign policy to politics.

In the years following the 2016 election campaign, many other fakes were shared all over the internet, such as photos of Hilary Clinton and Donald Trump stirring anger and provoking one side or the other. Detecting fakes like these is what SRI and the government’s Defense Advanced Research Agency do. They use artificial intelligence to teach computers how to detect fakes and be one step ahead of deepfake technology.

PART C_3

Now, let’s review some words and expressions from part C_2.

ではいくつかの単語を復習してみましょう。

(Please review the mispronounced words and expressions from part C_2.)

PART C_4

PART D_1

I will ask the following questions. Please answer based on the passage. I will check if your sentences are complete and if the grammar is correct.

講師が質問するので音読した文章の内容に沿って答えましょう。講師は文法と完全な文章であるかを確認します。

(Please send the sentences that need grammar corrections to your student.)

PART D_2

1.	What are deepfake videos?
Answer:
2.	What can deepfake videos do?
Answer:
3.	Whose voice was used for the Obama video?
Answer:
4.	What is the US government attempting to do about deepfakes?
Answer:

PART D_3

Now, let’s review your answers.

では、あなたの答えを復習してみましょう。

(Please review your student’s answers by sending the correct answers in complete sentences. After that, ask your student to read aloud his or her corrected answers.)

PART D_4

PART E_1

Now, you will make sentences by using the words you learned.

習った単語を使って文章を作りましょう。

(Please send the sentences that need grammar corrections to your student.)

PART E_2

disinformation

combat

apply A to B

disrupt

detect

1.	The US government will continue to use advanced technology to __________ the spread of deepfakes.
2.	They took the facial expressions of this man and __________ to another man.
3.	Programming computers to __________ deepfake technology is hard work but much needed.
4.	A lot of __________ about Obama were spread in the internet.
5.	Fake information can potentially __________ relationships among countries.

PART E_3

Now, let’s review your answers.

では、あなたの答えを復習してみましょう。その後、修正したあなたの答えを読んでみましょう。

(Please review your student’s answers by sending the correct answers in complete sentences. After that, ask your student to read aloud his or her corrected answers.)

PART E_4

PART F_1

Please answer the following question.
Give at least one reason to support your opinion. I will check if your sentences are complete and if the grammar is correct.

講師が質問しますので答えましょう。少なくとも１つの理由を述べましょう。講師は文法と完全な文章であるかを確認します。

PART F_2

1.	How can we avoid being fooled by fake information on the internet?
Answer:
	Because

2.	What must we do if we see or detect disinformation on the internet?
Answer:
	Because

PART F_3

Now, let’s review your answer.

では、あなたの答えを復習してみましょう。その後、修正したあなたの答えを読んでみましょう。

(Please review your student’s answers by sending the correct answers in complete sentences. After that, ask your student to read aloud his or her corrected answers.)

PART F_4

PART F_5

Now, let’s answer the following questions. Your answer should start with “Yes/No”.
Give at least one reason to support your opinion. I will check if your sentences are complete and if the grammar is correct.

講師が質問しますので答えましょう。回答は”Yes/No”から始め、少なくとも１つの理由を述べましょう。
講師は文法と完全な文章であるかを確認します。

PART F_6

1.	Do you think sharing information online provides more harm than knowledge?
Answer:	(Yes, I do. / No, I don’t.)
	Because
2.	Do you think the internet can improve a person’s lifestyle?
Answer:	(Yes, I do. / No, I don’t.)
	Because

PART F_7

Now, let’s review your answers.

では、あなたの答えを復習してみましょう。その後、修正したあなたの答えを読んでみましょう。

(Please review your student’s answers by sending the correct answers in complete sentences. After that, ask your student to read aloud his or her corrected answers.)

PART F_8

PART G_1

Let’s do a free talk about the following topics.

フリートークをしましょう。

(Please do a free talk if you have time left.)

PART G_2

What sites do you usually visit or access on the internet?
Which do you prefer, ebooks (digital books) or physical books?

PART G_3