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No.
Date
b. 16. k
Comprehension
↑ A Q A O D O BY ④THE BE
B
(a) entreprenential (①b) assumptions ④resources.
(d)
(19))
④⑥③ responses ④creativity ④invest boundaries.
hlight ②③proficient
O
O Q
1.3

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Lesson 4 Bring New Light on Traditional Assumptions
1 We often face great challenges in our daily lives. Do you tackle them head on or do you run away?
正面から
What should we
doto
overcome such challenges? Tina Seelig, a professor at Stanford University, gives her
students difficult assignments in her class. Let's have a look at one of them.
Aeams Deceive
2 What would you do if you had two hours to invest five dollars? In an experiment, teams received an
②
envelope with five dollars and were told they could spend as much time as they wanted planning. However,
once they opened the envelope, they had two hours to generate as much money as possible.) She gave them
C
from Wednesday afternoon until Sunday evening to complete the assignment. Then, on Monday afternoon
each team had three minutes to present their plans to the class. They were encouraged to be
発表する
entrepreneurial by identifying opportunities: Challenging assumptions, leveraging the limited resources
確認する 目的
疑う
t
"they had) and by being creative.
ta
3 What would you do if you were faced with this challenge? Would you go to Las Vegas or would you buy a
The
-St
E
Fe
rn
Ge
lottery ticket? There may be significant risk with a small chance of winning. Another idea is to set up a
見込み
立ち上げる
car wash or lemonade stand, using the five dollars to purchase the start-up materials. But most of her
students/eventually found a way to go far beyond the standard responses.) They seriously challenged
はるかに越える
traditional assumptions exposing a wealth of possibilities fin order to create as much value as possible>
発表、たくさんの
Q2
4 How did they do this? The teams that made the most money didn't use the five dollars at all. They
realized that focusing on the money actually created boundaries to their imagination] They understood
[that five dollars is essentially nothing and decided to reinterpret the problem. They asked themselves/
"What can we do to make money if we start with absolutely nothing? They ramped up their observation
完全に
K
skills, tapped into their talents, and unlocked their creativity (to identify problems in their midst problems

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C
they might have experienced or noticed others experiencing problems (they might have seen before but had
never thought to solve) These problems were annoying but not necessarily at the forefront of anyone's mind.
By unearthing these problems and then working to solve them the winning teams brought in/over 600
Q3
dollars, and the average return on the five-dollar investment was 4,000 percent! If you take into account
利益
that many of the teams didn't use the funds at all, then their financial returns were infinite.
5 So what did they do? All of the teams were remarkably inventive. One group identified a problemi
which was
common in a lot of towns-the frustratingly-long lines at popular restaurants on Saturday night. The team
decided to help those people who didn't want to wait in line.) They paired off and booked reservations, and
ペアになる
they sold each reservation for up to twenty dollars to customers who were happy to avoid a long wait.)
上限
6 As the evening passed, they made several interesting observations. First, they realized that the female
~につれて
students were better at selling the reservations, probably because customers were more comfortable being
approached by young women.] They adjusted their plan so that the male students ran around town making
してんする
交渉する
reservations at different restaurants while the female students sold these places in line. They also learned
[that the entire operation worked best at restaurants that use vibrating pagers to alert customers) when their
事業上手くいく
table is ready.] Physically swapping pagers made customers feel as though they were receiving something
まるでんのように
tangible for their money.) They were more comfortable handing over their money and pager in exchange for
渡す↑
~と引き換えに
the new pager. This had an additional bonus-teams could then sell the newly acquired pager as the later
ので
reservation time grew nearer>
7 Each team brought in a few hundred dollars. However, the team (that generated the greatest profit)
②
looked at the resources through a completely different lens and made 650 dollars. These students
determined that the most valuable asset was neither the five dollars nor the two hours] Instead, their
判定する

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QI
insight was that their most precious resource was their three-minute presentation time on Monday.] They
decided to sell it to a company that wanted to recruit the students in the class.) The team created a
採用する
three-minute "commercial" for that company and showed it to the students during the class. This was
brilliant. They recognized that they had a fabulously valuable.
that others didn't even
notice) (just
waiting to be uncovered)
8 Were all teams successful? Unfortunately, no. One team actually lost money when the students
purchased umbrellas to sell in San Francisco on a rainy day only to have the weather clear up shortly after
~の後すぐ
~させる
they launched their effort. And yes, one team ran a car wash, and another started a lemonade stand, but
their returns were much lower than average.
9 Tina counts the "Five-Dollar Challenge" as a success in teaching students about having an
entrepreneurial mind-set.) But it left her feeling a bit uncomfortable. She didn't want to communicate,
考え方
伝える
[that value is always measured in terms of financial rewards.] So, over the years, she has added a twist
評価する
every time she assigns the project. For example, she gives groups similar assignments but changes the
Q2
starting material from paper clips to sticky notes, or rubber bands, or water bottles. The overarching goal
親ばさみ
Q3
is to demonstrate that all problems can be viewed as opportunities for creative solutions.
10 We can challenge ourselves every single day. That is, we can choose to view the world with a different
難題に取り組む
A
to
to say 7
「
s
light.) The more we take on problems, the more
観点
S V
lens a lens that allows us to see problems in a new
confident and proficient we become at solving them. And the better able we are to see them as
opportunities.

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p.39 脚注
Q1 What does "entrepreneurial" in paragraph 2 mean? Make a guess.
You start a new business
XQ2 How did the teams that made the most money spend their five dollars?
They didn't spend five dollars.
+ Q3 How much was the average return on the five-dollar investment?
p.41脚注
It was two hundred dollars.
++= Q1 What did the winning team find most precious among the resources they had?
They found their three minute presentation time on
Monday most precious
++ Q2 What materials were given to students in Tina's class other than five dollars?
Q3 What does Tina want the students to learn from the assignments?