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Eiken Pre 2 Batch 1_2

DIRECTIONS

In this lesson, you will practice describing pictures.

PICTURE 1

 

Picture A Picture B
1A 1B

 

Question 1:
Please look at Picture A. They are doing different things. Tell me as much as you can about what they are doing using 5 actions.

Answer:
1. ________________________________________________________________________.
2. ________________________________________________________________________.
3. ________________________________________________________________________.
4. ________________________________________________________________________.
5. ________________________________________________________________________.

 

Question 2:
Now, look at the man in picture B. Please describe the situation.
 
Answer:

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

PICTURE 2

 

Picture A Picture B
2A 2B

 

Question 1:
Please look at Picture A. They are doing different things. Tell me as much as you can about what they are doing using 5 actions.

Answer:
1. ________________________________________________________________________.
2. ________________________________________________________________________.
3. ________________________________________________________________________.
4. ________________________________________________________________________.
5. ________________________________________________________________________.

 

Question 2:
Now, look at the woman in picture B. Please describe the situation.
 
Answer:

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

PICTURE 3

 

Picture A Picture B
3A 3B

 

Question 1:
Please look at Picture A. They are doing different things. Tell me as much as you can about what they are doing using 5 actions.

Answer:
1. ________________________________________________________________________.
2. ________________________________________________________________________.
3. ________________________________________________________________________.
4. ________________________________________________________________________.
5. ________________________________________________________________________.

 
Question 2:
Now, look at the woman in picture B. Please describe the situation.
 
Answer:

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

PICTURE 4

 

Picture A Picture B
4A 4B

 

Question 1:
Please look at Picture A. They are doing different things. Tell me as much as you can about what they are doing using 5 actions.

Answer:
1. ________________________________________________________________________.
2. ________________________________________________________________________.
3. ________________________________________________________________________.
4. ________________________________________________________________________.
5. ________________________________________________________________________.

 

Question 2:
Now, look at the man in picture B. Please describe the situation.
 
Answer:

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

JHS – How much, season, month

INTRODUCTION

Let’s introduce ourselves to each other.



My name is ________. What is your name?

ANSWER

I am ________. Nice to meet you.

WORDS

Please repeat after me.

READ

 

favorite
event
how much…?
how about…?
how many…?
here is…

DIALOGUE

Let’s read the dialogue.

READ

TUTOR: What is your favorite season?
STUDENT: My favorite season is spring.
TUTOR: What event do you like in spring?
STUDENT: I like hanami because I like to watch cherry blossoms.
TUTOR: That’s nice! How about winter?
STUDENT: I don’t like cold weather.

ANSWERING QUESTIONS

Please answer the questions.

ANSWERING QUESTIONS

sakana1
1. How much is the fish?

ANSWER

________________.

ANSWERING QUESTIONS

ichigo
2. How many strawberries are there?

ANSWER

________________.

ANSWERING QUESTIONS

rasberry
3. How many raspberries are there?

ANSWER

________________.

ANSWERING QUESTIONS

egg
4. How many eggs are there?

ANSWER

________________.

ANSWERING QUESTIONS


5. How much is the beef?

ANSWER

________________.

ASKING QUESTIONS

Please ask me the questions.

ASK

fishburger
1. How much is the fish burger?

ANSWER

________________.

ASK

frenchfry
2. How many french fries are there?

ANSWER

________________.

[Presentation] Defending_2

WATCHING VIDEO

We will watch a video from 3:00 to the end. Your tutor will send you a URL in the chat box.

PLAY VIDEO

Let’s watch from 3:00 to the end.
3:00から最後まで見ましょう。

READING ALOUD

We will read aloud the following expression and sentence.
Please repeat after me.

READ

unrelated to …
… と関係ない
In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.
事実、データによればやり抜く力は才能の高さとは通常関係ない、 むしろ反比例さえするのです。

PRACTICE GESTURES

Let us practice some gestures. We will watch the video from 4:41 to 4:49.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_6
[Emphasize the relation (関連性を強調する)]

In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.
事実、データによればやり抜く力は才能の高さとは通常関係ない、むしろ反比例さえするのです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_6
[Emphasize the relation (関連性を強調する)]

In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.
事実、データによればやり抜く力は才能の高さとは通常関係ない、むしろ反比例さえするのです。

PRACTICE GESTURES

Please read aloud the sentence by using the gesture you learned.

READ

gesture1_6
[Emphasize the relation (関連性を強調する)]

In fact, sale performance is unrelated to their sociality.
事実、営業の成績は彼らの社交性とは関係ありませんでした。

READING ALOUD

We will read aloud the follwing sentence.
Please repeat after me.

READ

So far,
これまで
So far, the best idea I’ve heard about building grit in kids is something called “growth mindset.”
これまで聞いた中で子どものやり抜く力を育てるのに一番よいのは 「成長思考」と呼ばれるものです。

PRACTICE GESTURES

Let us practice some gestures. We will watch the video from 4:48 to 4:56.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture2_2
[Emphasize the degree (程度を強調する)]

So far, the best idea I’ve heard about building grit in kids is something called “growth mindset.”
これまで聞いた中で子どものやり抜く力を育てるのに一番よいのは 「成長思考」と呼ばれるものです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture2_2
[Emphasize the degree (程度を強調する)]

So far, the best idea I’ve heard about building grit in kids is something called “growth mindset.”
これまで聞いた中で子どものやり抜く力を育てるのに一番よいのは 「成長思考」と呼ばれるものです。

PRACTICE GESTURES

Please read aloud the sentence by using the gesture you learned.

READ

gesture2_2
[Emphasize the degree (程度を強調する)]

So far, we have talked about the background why people pay more attention to English education.
これまで、なぜ英語教育に注目が集まっているかの背景をお話してきました。

READING ALOUD

Please read aloud the sentence by using the gesture you learned.

READ

In other words, …
つまり、 …
In other words, we need to be gritty about getting our kids grittier.
つまり子どもたちのやり抜く力を高めるため私たち自身がやり抜かないといけないんです。

PRACTICE GESTURES

Let us practice some gestures. We will watch the video from 5:51 to 6:00.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture2_6
[Emphasize the conclusion(結論を強調する)]

In other words, we need to be gritty about getting our kids grittier.
つまり子どもたちのやり抜く力を高めるため私たち自身がやり抜かないといけないんです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture2_6
[Emphasize the conclusion(結論を強調する)]

In other words, we need to be gritty about getting our kids grittier.
つまり子どもたちのやり抜く力を高めるため私たち自身がやり抜かないといけないんです。

PRACTICE GESTURES

Please read aloud the sentence by using the gesture you learned.

READ

gesture2_6
[Emphasize the conclusion(結論を強調する)]

In other words, we need to know what we have to do.
つまり、私たちが何をすべきか知る必要があります。

[Presentation] Defending_1

WATCHING VIDEO

We will watch a video from 3:00 to the end. Your tutor will send you a URL in the chat box.

PLAY VIDEO

Let’s watch from 3:00 to the end.
3:00から最後まで見ましょう。

READING ALOUD

We will read aloud the following expression and sentence.
Please repeat after me.

READ

not …, but ～
…ではなく、～だ
Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality.
やり抜く力は明けても暮れても自らの将来にこだわることです。その週だけとかその月だけではなく何年もの間、一生懸命に取組みその夢を実現することです。

PRACTICE GESTURES

Let us practice some gestures. We will watch the video from 3:08 to 3:21.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_1
[Emphasize the time duration (期間を強調する)]

Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years,and working really hard to make that future a reality.
やり抜く力は明けても暮れても自らの将来にこだわることです。その週だけとかその月だけではなく何年もの間、一生懸命に取組みその夢を実現することです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_1
[Emphasize the time duration (期間を強調する)]

Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years,and working really hard to make that future a reality.
やり抜く力は明けても暮れても自らの将来にこだわることです。その週だけとかその月だけではなく何年もの間、一生懸命に取組みその夢を実現することです。

PRACTICE GESTURES

Please read aloud the sentence by using the gesture you learned.

READ

gesture1_1
[Emphasize the time duration (期間を強調する)]

The student has studied English, not just a year but 10 years.
その生徒は英語の勉強を続けています、1年だけではなく10年もの間。

READING ALOUD

We will read aloud the follwing sentence. Repeat after me.

READ

Turn out
結果、… だと分かる
Turns out that grittier kids were significantly more likely to graduate.
結果、やり抜く力が高い子どものほうが方がより卒業にたどり着いていました。

PRACTICE GESTURES

Let us practice some gestures. We will watch the video from 3:40 to 3:45.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_2
[Express the result (結果を示す)]

Turns out that grittier kids were significantly more likely to graduate.
結果、やり抜く力が高い方がより卒業にたどり着いていました。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_2
[Express the result (結果を示す)]

Turns out that grittier kids were significantly more likely to graduate.
結果、やり抜く力が高い方がより卒業にたどり着いていました。

PRACTICE GESTURES

Please read aloud the sentence by using the gesture you learned.

READ

gesture1_2
[Express the result (結果を示す)]

Turns out that students who study in the morning tend to be more patient.
結果、朝に勉強している生徒はより我慢強い傾向にあることが分かりました。

READING ALOUD

We will read aloud the follwing sentence. Repeat after me.

READ

Our data show …
私たちのデータは… を表す
Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments.
私たちのデータがはっきり示す通り才能があっても純粋に最後まで決めた事をやり抜けない人たちがたくさんいます。

PRACTICE GESTURES

Let us practice some gestures. We will watch the video from 4:32 to 4:41.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_1
[Emphasize the fact (事実の強調)]

Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments.
私たちのデータがはっきり示す通り才能があっても純粋に最後まで決めた事をやり抜けない人たちがたくさんいます。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_5
[Emphasize the fact (事実の強調)]

Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments.
私たちのデータがはっきり示す通り才能があっても純粋に最後まで決めた事をやり抜けない人たちがたくさんいます。

PRACTICE GESTURES

Please read aloud the sentence by using the gesture you learned.

READ

gesture1_5
[Emphasize the fact (事実の強調)]

Our data show that people who work over 60 hours in a week exercise in the morning.
私たちのデータは、週60時間以上働いている人は朝に運動していることを示しています。

JHS textbook: Auxiliary Verbs 2

PASSAGE READING

Please read aloud the following passage. I will check your pronunciation as you read.

READ

auxiliary-verbs-2(1)

Dani was the best softball player last year, but he broke his leg. His doctor said, “You may not play softball.”

After a month, the doctor asked him, “Could you come to the hospital again?” He visited the doctor and the doctor said, “You may play softball again but you should be more careful.”

COMPREHENSION CHECK

Please answer the following questions based on the passage.

ANSWER

1. What did the doctor say when Dani broke his leg?
Answer:_______________________________________________

2. What did the doctor ask Dani after a month?
Answer:_______________________________________________

3. What should Dani do when he plays softball?
Answer:_______________________________________________

EXPRESSIONS

Describe the picture using the following expressions:

“…may…”
“…could…”
“…should…”

DESCRIBE

auxiliary-verbs-2(2)

“…may…”
“…could…”
“…should…”

DESCRIBING A PICTURE

Please answer the following questions based on the picture.

ANSWER

1. Please look at picture 1.
May the man drive the car?
Answer:_______________________________________________

2. Please look at picture 2.
Should he book another flight?
Answer:_______________________________________________

3. Please look at picture 3.
Could the man catch a fish?
Answer:_______________________________________________

CONVERSATION PRACTICE

Please answer the following questions based on your experience.

ANSWER

1. Should people eat breakfast every morning?
Answer:_______________________________________________

2. Should students go to school every Saturday?
Answer:_______________________________________________

3. Do you think students may join several school clubs?
Answer:_______________________________________________

4. Could you tell me something about your club?
Answer:_______________________________________________

5. Do you think parents may attend school events?
Answer:_______________________________________________

[Presentation] Gesture_2

WATCHING VIDEO

We will watch a video from 3:00 to the end. Your tutor will send you a URL in the chat box.

PLAY VIDEO

Let’s watch from 3:00 to the end.
3:00から最後まで見ましょう。

PRACTICE GESTURES

Let us practice some gestures. We will watch the video from 5:00 to 5:07.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

WATCHING VIDEO

gesture2_1
[Emphasize the point (要点を強調する)]

and it is the belief that the ability to learn is not fixed, that it can change with your effort.
学習する能力は固定しておらず 努力によって変えられる と信じることです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture2_1
[Emphasize the point (要点を強調する)]

and it is the belief that the ability to learn is not fixed, that it can change with your effort.
学習する能力は固定しておらず 努力によって変えられる と信じることです。

PRACTICE GESTURES

We will watch the video from 5:08 to 5:20.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

WATCHING VIDEO

gesture2_2
[Emphasize the fact (事実を強調する)]

Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, they’re much more likely to persevere when they fail.
ドウェック博士が示したのは子どもたちが脳の機能や課題に対する― 脳の変化､成長について学ぶと失敗したときにより辛抱できるようになることです

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture2_2
[Emphasize the fact (事実を強調する)]

Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, they’re much more likely to persevere when they fail.
ドウェック博士が示したのは子どもたちが脳の機能や課題に対する― 脳の変化､成長について学ぶと失敗したときにより辛抱できるようになることです

WATCHING VIDEO

We will watch the video from 5:20 to 5:25.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

WATCHING VIDEO

gesture2_3
[Emphasize the denial (否定を強調する)]

because they don’t believe that failure is a permanent condition.
失敗は永続的な状態でないと信じているからです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture2_3
[Emphasize the denial (否定を強調する)]

because they don’t believe that failure is a permanent condition.
失敗は永続的な状態でないと信じているからです。

WATCHING VIDEO

We will watch the video from 5:31 to 5:36.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

WATCHING VIDEO

gesture2_4
[Emphasize the end point(終点を強調する)]

And that’s where I’m going to end my remarks, because that’s where we are.
私が言えるのはそこまでです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture2_4
[Emphasize the end point(終点を強調する)]

And that’s where I’m going to end my remarks, because that’s where we are.
私が言えるのはそこまでです。

WATCHING VIDEO

We will watch the video from 5:37 to 5:42.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

WATCHING VIDEO

gesture2_5
[Emphasize the process(方法を強調する)]

We need to take our best ideas, our strongest intuitions, and we need to test them.
最高のアイデア、最強の直感を使ってそれを試してみないといけません。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture2_5
[Emphasize the process(方法を強調する)]

We need to take our best ideas, our strongest intuitions, and we need to test them.
最高のアイデア、最強の直感を使ってそれを試してみないといけません。

WATCHING VIDEO

We will watch the video from 5:52 to 6:00.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

WATCHING VIDEO

gesture2_6
[Emphasize the conclusion(結論を強調する)]

In other words, we need to be gritty about getting our kids grittier.
つまり子どもたちのやり抜く力を高めるため私たち自身がやり抜かないといけないんです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture2_6
[Emphasize the conclusion(結論を強調する)]

In other words, we need to be gritty about getting our kids grittier.
つまり子どもたちのやり抜く力を高めるため私たち自身がやり抜かないといけないんです。

[Presentation] Gesture_1

WATCHING VIDEO

We will watch a video from 3:00 to the end. Your tutor will send you a URL in the chat box.

PLAY VIDEO

Let’s watch from 3:00 to the end.
3:00から最後まで見ましょう。

WATCHING VIDEO

Let us practice some gestures. We will watch the video from 3:08 to 3:21.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_1
[Emphasize the time duration (期間を強調する)]

Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years,and working really hard to make that future a reality.
やり抜く力は明けても暮れても自らの将来にこだわることです。その週だけとかその月だけではなく何年もの間、一生懸命に取組みその夢を実現することです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_1
[Emphasize the time duration (期間を強調する)]

Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years,and working really hard to make that future a reality.
やり抜く力は明けても暮れても自らの将来にこだわることです。その週だけとかその月だけではなく何年もの間、一生懸命に取組みその夢を実現することです。

WATCHING VIDEO

We will watch the video from 3:40 to 3:45.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_2
[Emphasize the result (結果を強調する)]

Turns out that grittier kids were significantly more likely to graduate.
結果、やり抜く力が高い方がより卒業にたどり着いていました。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_2
[Emphasize the result (結果を強調する)]

Turns out that grittier kids were significantly more likely to graduate.
結果、やり抜く力が高い方がより卒業にたどり着いていました。

WATCHING VIDEO

We will watch the video from 3:45 to 3:57.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_3
[Emphasize the fact (事実を強調する)]

Even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school.
それは様々な数値指標を同じにして比較したとしてもです。家族の収入や標準学力試験の成績、学校でどれだけ安全に感じているかが同じでもです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_3
[Emphasize the fact (事実を強調する)]

Even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school.
それは様々な数値指標を同じにして比較したとしてもです。家族の収入や標準学力試験の成績、学校でどれだけ安全に感じているかが同じでもです。

WATCHING VIDEO

We will watch the video from 4:07 to 4:14.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_4
[Emphasize the degree (程度を強調する)]

To me, the most shocking thing about grit is how little we know, how little science knows about building it.
私にとってやり抜く力について最もショックだったのは、やり抜く力を育てることについて私たちも科学もほとんど知らないことです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_4
[Emphasize the degree (程度を強調する)]

To me, the most shocking thing about grit is how little we know, how little science knows about building it.
私にとってやり抜く力について最もショックだったのは、やり抜く力を育てることについて私たちも科学もほとんど知らないことです。

WATCHING VIDEO

We will watch the video from 4:33 to 4:41.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_5
[Emphasize the point (要点を強調する)]

Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments.
私たちのデータがはっきり示す通り才能があっても純粋に最後まで決めた事をやり抜けない人たちがたくさんいます。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_5
[Emphasize the point (要点を強調する)]

Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments.
私たちのデータがはっきり示す通り才能があっても純粋に最後まで決めた事をやり抜けない人たちがたくさんいます。

WATCHING VIDEO

We will watch the video from 4:41 to 4:49.
Then, your tutor will read aloud the sentence along with the gesture we watched in the video.

PRACTICE GESTURES

gesture1_6
[Emphasize the relation (関連性を強調する)]

In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.
事実、データによればやり抜く力は才能の高さとは通常関係ない、むしろ反比例さえするのです。

PRACTICE GESTURES

Please read aloud the sentence along with the gesture.

READ

gesture1_6
[Emphasize the relation (関連性を強調する)]

In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.
事実、データによればやり抜く力は才能の高さとは通常関係ない、むしろ反比例さえするのです。

[Presentation] useful expression_3

READING ALOUD

First, let’s practice the common expressions used in the presentation.

READ

In summary, …
要約すると、 … 		In summary, students who enrolled top university used the following textbooks.
まとめると、トップの大学に入学した生徒は以下の教科書を使っていました。
Therefore, I conclude…
したがって、 結論は … 		Therefore, I conclude their English speaking skill is not in proportion to their amount of knowledge
したがって、結論は彼らの英語のスピーキング力は知識の量に比例しないということです。
let me summarize …
（私に）… をまとめさせて 		Let me summarize important points of my presentation.
プレゼンテーションの重要なポイントをまとめさせてください。
WATCHING VIDEO

We will watch a video from 3:00 to the end. Your tutor will send you a URL in the chat box.

PLAY VIDEO

Let’s watch from 3:00 to the end.
3:00から最後まで見ましょう。

READING ALOUD

We will read aloud the follwing sentence. Repeat after me.

READ

So far,
これまで
So far, the best idea I’ve heard about building grit in kids is something called “growth mindset.”
これまで聞いた中で子どものやり抜く力を育てるのに一番よいのは 「成長思考」と呼ばれるものです。

WATCHING VIDEO

We’ll watch the video from 4:48 to 4:56. Then, your tutor will read aloud the sentence along with the intonation and pause in the video.

PRACTICE READING

So far, the best idea I’ve heard about building grit in kids is something called “growth mindset.”
これまで聞いた中で子どものやり抜く力を育てるのに一番よいのは 「成長思考」と呼ばれるものです。

PRACTICE READING

Please read aloud the sentence along with the intonation and the pause you heard.

PRACTICE READING

So far, the best idea I’ve heard about building grit in kids is something called “growth mindset.”
これまで聞いた中で子どものやり抜く力を育てるのに一番よいのは 「成長思考」と呼ばれるものです。

READING ALOUD

We will read aloud the follwing sentence. Please repeat after me.

READ

it is the belief that …
… と信じることだ
it is the belief that the ability to learn is not fixed, that it can change with your effort.
成功思考とは学習する能力は固定しておらず、努力によって変えられると信じることです。

WATCHING VIDEO

We’ll watch the video from 5:00 to 5:08. Then, your tutor will read aloud the sentence along with the intonation and pause in the video.

PRACTICE READING

it is the belief that the ability to learn is not fixed, that it can change with your effort.
成功思考とは学習する能力は固定しておらず、努力によって変えられると信じることです。

PRACTICE READING

Please read aloud the sentence along with the intonation and the pause you heard.

PRACTICE READING

it is the belief that the ability to learn is not fixed, that it can change with your effort.
成功思考とは学習する能力は固定しておらず、努力によって変えられると信じることです。

READING ALOUD

We’ll read aloud the following expression and the sentence. Please repeat after me.

READ

In other words, …
つまり、 …
In other words, we need to be gritty about getting our kids grittier.
つまり子どもたちのやり抜く力を高めるため私たち自身がやり抜かないといけないんです。

WATCHING VIDEO

We’ll watch the video from 5:51 to 6:00. Then, your tutor will read aloud the sentence with the intonation and pause in the video.

PRACTICE READING

In other words, we need to be gritty about getting our kids grittier.
つまり子どもたちのやり抜く力を高めるため私たち自身がやり抜かないといけないんです。

PRACTICE READING

Now, please read aloud the sentence and copy intonation and pause you heard.

READ

In other words, we need to be gritty about getting our kids grittier.
つまり子どもたちのやり抜く力を高めるため私たち自身がやり抜かないといけないんです。

READING ALOUD

We will practice related expressions.

READ

in short
一口に言えば 		In short, it was a failure.
つまりそれは失敗でした。
stated differently, …
言い換えれば、 … 		Stated differently, the students who can speak English attended the meeting.
言い換えれば、英語を話せる生徒がその会議に参加しました。
this is what …
これが … だ 		This is what I want to say.
これが私の言いたいことです。

[Presentation] useful expression_2

READING ALOUD

First, let’s practice the common expressions used in the presentation.

READ

Please take a look at the graph about …
… についてのグラフをご覧ください。 		Please take a look at the graph about the tendency of English examination.
英語テストの傾向についてのグラフをご覧ください。
According to the data, …
データによると、 … 		According to the data, almost 90% students enrolled university last year.
データによると、昨年はほぼ90%の生徒が大学に入学しました。
Now, let me move on …
では、 … に移りましょう。 		Now, let me move on a study abroad program.
では、留学プログラムの話に移りましょう。
WATCHING VIDEO

We will watch a video from 3:00 to the end. Your tutor will send you a URL in the chat box.

PLAY VIDEO

Let’s watch from 3:00 to the end.
3分00秒から最後まで見ましょう。

READING ALOUD

We will read aloud the follwing sentence. Repeat after me.

READ

even …
… としても
even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school.
それは様々な数値指標を同じにして比較したとしてもです。家族の収入や標準学力試験の成績、学校でどれだけ安全に感じているかが同じでもです。

WATCHING VIDEO

We’ll watch the video from 3:45 to 3:57. Then, your tutor will read aloud the sentence along with the intonation and pause in the video.

PRACTICE READING

even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school.
それは様々な数値指標を同じにして比較したとしてもです。家族の収入や標準学力試験の成績、学校でどれだけ安全に感じているかが同じでもです。

PRACTICE READING

Please read aloud the sentence along with the intonation and the pause you heard.

PRACTICE READING

even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school.
それは様々な数値指標を同じにして比較したとしてもです。家族の収入や標準学力試験の成績、学校でどれだけ安全に感じているかが同じでもです。

READING ALOUD

We will read aloud the follwing sentence. Please repeat after me.

READ

how little …
何と少ない …
To me, the most shocking thing about grit is how little we know, how little science knows, about building it.
私にとってやり抜く力について最もショックだったのは,やり抜く力を育てることについて私たちも科学もほとんど知らないことです。

READ

We’ll watch the video from 4:07 to 4:14. Then, your tutor will read aloud the sentence along with the intonation and pause in the video.

PRACTICE READING

To me, the most shocking thing about grit is how little we know, how little science knows, about building it.
私にとってやり抜く力について最もショックだったのは,やり抜く力を育てることについて私たちも科学もほとんど知らないことです。

PRACTICE READING

Please read aloud the sentence along with the intonation and the pause you heard.

PRACTICE GESTURE

To me, the most shocking thing about grit is how little we know, how little science knows, about building it.
私にとってやり抜く力について最もショックだったのは,やり抜く力を育てることについて私たちも科学もほとんど知らないことです。

READING ALOUD

We’ll read aloud the following expression and the sentence. Please repeat after me.

READ

In fact, …
事実、 …
in our data
私たちのデータ上では

inversely
反比例して

related to
関係した

In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.
事実、データによればやり抜く力は才能の高さとは通常関係ない、 むしろ反比例さえするのです。

READING ALOUD

We’ll watch the video from 4:41 to 4:49. Then, your tutor will read aloud the sentence with the intonation and pause in the video.

PRACTICE READING

In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.
事実、データによればやり抜く力は才能の高さとは通常関係ない、 むしろ反比例さえするのです。
PRACTICE READING

Now, please read aloud the sentence and copy intonation and pause you heard.

READ

In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.
事実、データによればやり抜く力は才能の高さとは通常関係ない、 むしろ反比例さえするのです。

READING ALOUD

We will practice related expressions.

READ

… be in proportion to ～
… は ～ に比例する 		Their test socre is in proportion to their age.
テストの得点は年齢に比例しています。
in reality,
実際に、現実に 		In reality, they are interested in only money.
実際には、彼らはお金にしか興味がありません。
barely
ほとんど … ない 		I was barely able to study last night.
昨夜、私はほとんど勉強できませんでした。

[Presentation] Useful Expression_1

READING ALOUD

First, let’s practice the common expressions used in the presentation.

READ

Thank you for …
… してくれてありがとう 		Thank you for coming today.
本日はお越しいただきありがとうございます。
The subject of … is
… の主題は 		The subject of my presentation is the budget for school trip.
このプレゼンテーションの主題は修学旅行の予算についてです。
First, I will talk…
まず…について話します。 		First, I will talk about the budget last year.
まず昨年度の予算についてお話しします。
WATCHING VIDEO

We will watch a video from 3:00 to the end. Your tutor will send you a URL in the chat box.

PLAY VIDEO

Watch from 3:00 to the end.
3:00から最後まで見ましょう。

READING ALOUD

We will read aloud the follwing sentence. Please repeat after me.

READ

not …, but ～
…ではなく、～だ
Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality.
やり抜く力は明けても暮れても自らの将来にこだわることです。その週だけとかその月だけではなく何年もの間、一生懸命に取組みその夢を実現することです。

WATCHING VIDEO

We will watch the video from 3:08 to 3:21. Then, your tutor will read aloud the sentence along with the intonation and pause in the video.

READING ALOUD

Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality.
やり抜く力は明けても暮れても自らの将来にこだわることです。その週だけとかその月だけではなく何年もの間、一生懸命に取組みその夢を実現することです。

READING ALOUD

Please read aloud the sentence along with the intonation and the pause you heard.

PRACTICE READING

Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality.
やり抜く力は明けても暮れても自らの将来にこだわることです。その週だけとかその月だけではなく何年もの間、一生懸命に取組みその夢を実現することです。

READING ALOUD

We will read aloud the follwing sentence.Please repeat after me.

READ

Turn out
結果、… だと分かる

be likey to
… そうだ

Turns out that grittier kids were significantly more likely to graduate.
結果、やり抜く力が高い子どものほうが方がより卒業にたどり着いていました

WATCHING VIDEO

We will watch the video from 3:40 to 3:45. Then, your tutor will read aloud the sentence along with the intonation and pause in the video.

READING ALOUD

Turns out that grittier kids were significantly more likely to graduate,
結果、やり抜く力が高い子どものほうが方がより卒業にたどり着いていました

READING ALOUD

Please read aloud the sentence along with the intonation and the pause you heard.

PRACTICE GESTURE

Turns out that grittier kids were significantly more likely to graduate.
結果、やり抜く力が高い子どものほうが方がより卒業にたどり着いていました

READING ALOUD

We will read aloud the following expression and sentence. Please repeat after me.

READ

Our data show …
私たちのデータは… を表す
Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments.
私たちのデータがはっきり示す通り才能があっても純粋に最後まで決めた事をやり抜けない人たちがたくさんいます。

WATCHING VIDEO

We will watch the video from 4:33 to 4:41. Then, your tutor will read aloud the sentence with the intonation and pause in the video.

READING ALOUD

Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments.
私たちのデータがはっきり示す通り才能があっても純粋に最後まで決めた事をやり抜けない人たちがたくさんいます。

READING ALOUD

Please read aloud the sentence along with the intonation and the pause you heard.

READ

Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments.
私たちのデータがはっきり示す通り才能があっても純粋に最後まで決めた事をやり抜けない人たちがたくさんいます。

READING ALOUD

We will practice related expressions.

READ

not …, just ～
… ではなく、ただの～ だ 		I’m not a doctor, just a student.
私は医者ではなく、ただの学生です。
as a result,
その結果、 		As a result, more and more students are becoming interested in school trips.
その結果、ますます多くの生徒が修学旅行に関心を持つようになりました。
as you can see in the graph, …
グラフで分かるように … 		As you can see in the graph, population in Japan has decreased.
グラフで分かるように、日本の人口は減少しました。

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