All posts by weblio PH

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson17 : World’s Oldest DNA Discovered in Million-Year-Old Mammoths

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. exist /ig-ZIST/
  -to have actual being
  Some individuals believe that aliens exist.
2. detect /dih-TEKT/
  -to discover the existence of
  The security system detected intruders within the vicinity.
3. extract /ik-STRAKT/
  -to get, pull, or draw out, usually with special effort, skill, or force
  Bees extract nectar from flowers.
4. gradually /GRAJ-oo-uh-lee/
  -by small degrees or little by little
  The old building is expected to gradually fall apart.
5. form /fawrm/
  -to begin to exist
  As anticipated, dark clouds started to form.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Oldest DNA found in mammoths
The oldest DNA ever discovered was found in the teeth of mammoths that lived about 1.2 million years ago in northeastern Siberia. Mammoths are an ancient kind of elephant that existed during the Ice Age. Scientists are convinced that this discovery will provide them a deeper understanding of the long-dead species.

The remains of three mammoths were found in the 1970s, but scientists did not have the means to detect and extract DNA back then. DNA is the carrier of genetic information in the cells of creatures.

As stated by scientists, DNA can provide more comprehensive data regarding the organism than fossils. However, DNA may get gradually damaged. Good thing is that new research methodologies are now available for scientists to repair older DNA. With the continuous development of these methods, scientists anticipate they can work with up to three million years old DNA in the future.

Scientists emphasized that these ancient discoveries can offer substantial information about how new species are formed.

PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What is a mammoth?
2. Where were the three mammoth remains found?
3. Can fossils provide more accurate details than DNA?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What do you make of this discovery?
2. What can you say about the pace of research method development?
3. Do you agree that studying extinct species can be beneficial in the future?
4. What do you know about mammoths?
5. Do you think more and more people should be aware of such discoveries?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson16 : US Scientists Announce First Successful Clone of Endangered Animal

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. endangered /en-DEYN-jerd/
  -generally perceived as threatened with extinction
  Young scientists are encouraged to help conserve endangered animals.
2. remains /ruh-MEINZ/
  -the body of a dead person or animal
  Ancient animal remains were found in a desert.
3. initiate /ih-NISH-ee-eyt/
  -to begin, set going, or originate:
  A group of high school students initiated a tree-planting program.
4. roughly /RUH-flee/
  -approximately
  Roughly 100 guests attended the networking event.
5. extensive /ik-STEN-siv/
  -of great extent; wide, broad
  The researchers conducted an extensive survey.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
American Scientists announce successful cloning of ferrets
U.S. scientists announced the first successful cloning of an endangered animal native to the country. The animal, a black-footed ferret, was cloned with the cells of the same species that died over 30 years earlier, as the remains of the dead animal were frozen when it died in 1981. The product of genetic reproduction was born on December 10 and named Elizabeth Ann.

Prior to the cloning project, conserving the number of black-footed ferrets had been a success. The team in charge of the project did it by initiating a captive mating program for the remaining creatures after they found a surviving animal of the same species in 1981. Roughly ten years later, thousands of black-footed ferrets were released in the Western U.S., Canada, and Mexico.

The purpose of the cloning process is to revive animal species that have gone extinct. Elizabeth Ann’s cloning was part of an extensive effort to boost the population of the endangered animal.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What did the researchers name the newly cloned ferret?
2. How did the scientists carry out the cloning process?
3. How did the experts conserve the ferret population in the earlier years?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What can you say about the cloning project?
2. Do you think it is acceptable to clone animals?
3. When is cloning unacceptable?
4. Have you ever heard of any other cloning stories?
5. What are some of the endangered species in your area?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

World Literature (Aesop Fables)|世界文学(イソップ童話)
Lesson135: The Swallow and the Crow

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. argument /AHR-gyuh-muhnt/
  -a diagreement or the process of diasgreeing
  The two policemen were having an argument.
2. feather /FETH-er/
  -one of the many soft, light things that cover a bird’s body
  Yesterday, a feather landed on my head.
3. stiff /stif/
  -firm or hard
  My hand was stiff after writing many letters.
4. worth /worth/
  -good or important enough; having value
  Many books are worth reading.
5. pride /prahyd/
  -a feeling of pleasure and satisfaction that you get because you or people connected with you have done or got something good
  The mother was filled with pride after seeing her daughter sing on stage.
PART B_1
Let’s read the story. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
The Swallow and the Crow
The Swallow and the Crow had an argument one day about their plumage.

Said the Swallow: “Just look at my bright and downy feathers. Your black stiff quills are not worth having. Why don’t you dress better? Show a little pride!”

“Your feathers may do very well in spring,” replied the Crow, “but—I don’t remember ever having seen you around in winter, and that’s when I enjoy myself most.”

Friends in fine weather only, are not worth much.

PART C_1
Let’s answer comprehension questions. Please answer them based on the story.
PART C_2
1. Who was having an argument with the Swallow about their plumage?
2. How did the Swallow describe its feathers?
3. Which season does the Crow enjoy itself the most?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. What makes the fable interesting for you?
2. How would you describe the Swallow?
3. Do you agree with the fable’s lesson? Why or why not?
4. Do you think it is important to be there for someone when they are having a bad day? Please explain.
5. How would you know if a friendship is worth keeping?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson15 : Humans Are Making Oceans Too Noisy

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. surface /SUR-fis/
  -the outer face, outside, or exterior boundary of a thing
  Humans landed on the surface of the moon for the first time in 1921.
2. trivial /TRIV-ee-uhl/
  -of very little importance or value; insignificant
  The manger disregarded trivial matters during the meeting.
3. regardless /ri-GAHRD-lis/
  -having or showing no regard; heedless; unmindful
  Anyone can join the club regardless of age.
4. downward /DOUN-werd/
  -from a higher to a lower place or condition
  The submarine began moving downward.
5. predator /PRED-uh-ter/
  -any organism that exists by preying upon other organisms
  The predator attacked its prey incessantly.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Noise pollution poses threat to marine life
Aside from the surface and temperature, new study suggests human activities also change the sound of oceans and seas on our planet. While this may seem trivial, this actually has an impact on sea animals regardless of size.

According to experts, sound can extend far downward underwater. It is also easier for fish to sense their environment with sound rather than light. It turns out that sound helps sea animals to communicate with each other. Many of them rely on sound to locate food and steer clear of predators. It is also useful for spotting suitable places for mating. Having said that, sound is crucial in marine life’s survival and sustainability.

However, louder noises generated by humans overpower the natural sounds undersea. Sounds derived from human activities such as marine vessel traffic, motorized fishing vessels, deep-sea exploration, and coastal construction interrupt the sounds underwater marine animals need for survival.

Experts have also observed that the population of sea animals has declined by about half since 1970. According to their records, marine creatures singing and calling are now fewer. They stress that noise pollution needs as much attention as climate change, plastic pollution, and overfishing.

PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. How important is sound to marine life?
2. What human activities generate disruptive noises?
3. When did the population of marine life start to decline?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. Did you find the study surprising?
2. Do you believe that noise pollution is easier to solve compared to other forms of pollution?
3. What caused human-generated noises to get louder?
4. Can you think of ways to reduce noise pollution?
5. How is noise perceived in general in your culture?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson12 : How Well Can People Work with Robots?

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. workforce //WURK-fawrs//
  -the total number of workers in a specific undertaking
  The workforce was rewarded with cash incentives for completing the task earlier than expected.
2. manufacture //man-yuh-FAK-cher//
  -the making of goods or wares by manual labor or by machinery, especially on a large scale
  The company manufacture printed circuit boards.
3. monotonous //muh-NOT-n-uhs//
  -lacking in variety; tediously unvarying:
  Children dread monotonous activities.
4. hazard //HAZ-erd //
  -an unavoidable danger or risk, even though often foreseeable
  New workers are required to attend the hazard awareness seminar.
5. alarming //uh-LAHR-ming//
  -causing alarm or fear
  She tried her best to keep her composure upon hearing the alarming news.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Robots as part of workforce
The use of robotics has been prevalent in the manufacturing industry.
In particular, warehouses, where products are kept and arranged, utilize robots to aid in their processes.

Robots are manufactured to carry out monotonous and arduous tasks. On the other hand, the same technology is also evoking stressful conditions and even posing hazards in the workplace, according to some authorities.
Additionally, this collaboration between humans and machines impairs employees’ morale and health. It is because the use of artificial intelligence puts pressure on human workers to pick up the pace of production.

It was found out that injury rates at Amazon warehouses with machines are higher than in robot-free depositories. It was further revealed that the rate of injuries was beyond twice the average in the industry.

Despite the alarming reports, businesses claim that this new technology that includes automation paves the way in fulfilling the demands of customers efficiently. They add that workplace safety remains a high priority.

PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What is a warehouse?
2. What are robots manufactured for?
3. What are the pros and cons of human-machine collaboration?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. Do you think robotics should be part of the workforce?
2. Did you find it surprising that accidents are more common in workplaces where automation is in use?
3. What kinds of tasks should be assigned to machines?
4. In your opinion, what are some of the jobs that robots can never replace?
5. Do you believe that it is possible for Artificial Intelligence to rule over the world?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson10 : Teen Discovers Planet on Day Three of Internship

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. agency /EY-juhn-see/
  -an organization, company, or bureau that provides a particular service:
  A group of philanthropists operates an agency that provides livelihood programs for the poor.
2. telescope /TEL-uh-skohp/
  -an optical instrument for making distant objects appear larger and therefore nearer
  The researchers used a telescope to examine the birds in their nest.
3. scan /skan/
  -to examine the particulars
  The students were allowed to scan their notes moments before the exam.
4. explicit /ik-SPLIS-it/
  -fully and clearly expressed or demonstrated
  The examiner gave explicit instructions to avoid any confusion.
5. visible /VIZ-uh-buhl/
  -that can be seen; perceptible to the eye
  He showed visible results just after a month of intense workout sessions.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Intern discovers planet on day 3 with NASA
A teen located a new planet on his day of internship with the US space agency NASA.

Wolf Culkier, a 17-year-old high school student, was working on the task of examining data from a telescope to look for signs of planets outside our solar system. He spent some time scanning graphs on a computer screen.
Then, on his third day of the job, he spotted a planet orbiting two stars. Culkier did not see the planet itself, but he recognized explicit evidence of its existence. Changes in the light of the two stars called binary stars caught his attention. He described this sight as similar to the eclipse visible on Earth as it obstructs some of the sun’s light from the telescope. This kind of data shows up as a dip in graphs.

According to Culkier, he had a hundred of targets but this one was remarkable. The distant planet he discovered sits 1,300 light-years from Earth.

PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. Who is the teenager that discovered a new planet during his internship?
2. How did he find the previously unknown planet?
3. How far was the newly discovered from Earth?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What is your opinion on planet discoveries?
2. Do you think locating new planets is an easy task?
3. Do you think investing in astronomical research is worth it?
4. Do you believe that life exists on another planet?
5. Would you be interested in working for NASA?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson8 : Scientists Make Jellyfish Faster

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. device /dih-VAHYS/
  -a thing made for a particular purpose
  This device began malfunctioning yesterday.
2. contract /kuhn-TRAKT/
  -to draw together or into smaller compass
  Cramps happen when muscles continuously contract.
3. insert /n-SURT/
  -to put or place in
  To start the game, a player must insert two coins into the coin slot.
4. emphasize /EM-fuh-sahyz/
  -to give emphasis to; lay stress upon
  The coach emphasized the importance of consistent practice.
5. procedure /pruh-SEE-jer/
  -a particular course or mode of action.
  The patient agreed to undergo a medical procedure.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Bionic jellyfish, to study world’s oceans
To strengthen and speed up the movement of jellyfish, researchers have used mini electronic devices. These electronic jellyfish were developed to explore the oceans in different parts of the world.

According to scientists, jellyfish are unique creatures as they navigate underwater by contracting their muscles. As part of the study, a 2-centimeter long electronic device was inserted into a moon jellyfish. The device prompted the jellyfish to move three times than usual. The researchers emphasized that the creature did not manifest any stress reactions despite undergoing the procedure. In fact, the jellyfish swam around normally when the device was uninstalled.

After the initial step’s success, the team is looking into controlling where the jellyfish travel. Developing sensors that could function even in the deeper parts of the ocean is one of their options. Bionic jellyfish are expected to perform deep dives, observe natural phenomena, and look out for signs of climate change underwater.

PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. How did the scientist make the jellyfish stronger and faster?
2. According to scientists, how do jellyfish move through water?
3. How did the jellyfish behave after the device was removed from its body?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What are your thoughts on bionic jellyfish?
2. Can you think of any dangers this study may bring about?
3. Do you think their next step will be as successful as the first one?
4. Do you think it is acceptable to implant electronic devices in animals?
5. In what other ways can we learn more about marine life?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson7 : Scientists Aim to Explore Area of Life 1000 Meter Under the Sea

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. exploration /ek-spluh-REY-shuhn/
  -an act or instance of exploring or investigating; examination.
  The ghost town in the South will be part of the exploration.
2. examine /ig-ZAM-in/
  -to observe, test, or investigate
  The intern has examined the case study for two weeks.
3. intention /in-TEN-shuhn/
  -the end or object intended; purpose
  His intention was misinterpreted by his colleagues.
4. flourish /FLUR-ish/
  -to be in a vigorous state; thrive:
  Succulents flourish in hot and dry weather conditions.
5. sufficient /suh-FISH-uhnt/
  -adequate for the purpose; enough
  The basketball team had sufficient time to prepare for the game.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Scientists, to study marine life 1000 meter under the sea
A sea exploration 1000 meter underwater is in the works as a team of scientists aims to examine unexplored parts of the ocean with the intention of discovering new marine life and observing how pollution and climate change affect undersea ecosystems.

The scientists target the “Midnight Zone” of the Indian Ocean where light can no longer penetrate but life still flourishes. Most sea animals that live below 1,000 meters are believed to be bioluminescent, which means they glow in the dark. Sensors and mapping technology will be used to find new organisms and observe the seabed. Plastic pollution and the effects of climate change will be part of the study.

Limiting Factor, an advanced deep-sea submarine, will be used in this exploration. This submarine is designed to hold out against the huge pressure in the deepest corners of the ocean. It also carries sufficient emergency oxygen that can last up to 96 hours. The said expedition will run for about five weeks.

PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. How deep will the team of scientists go undersea?
2. What are the objectives of the said exploration?
3. What does bioluminescent mean?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. Do you think the said sea exploration is necessary?
2. How can this project help fight climate change?
3. What other kinds of technology do you think will be useful in this exploration?
4. Would you be interested to participate in this kind of project?
5. In your opinion, what environmental problem should be prioritized?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson6 : Ancient Fish Early Bones Found in the Human Hand

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. structure /STRUHK-cher/
  -mode of building, construction, or organization
  The organizational structure was updated right after the manager resigned.
2. striking /STRAHY-king/
  -noticeable
  The model is a fan of striking fashion.
3. similarity /sim-uh-LAR-i-tee/
  -the state of being similar; likeness
  Their parents cannot seem to find a single similarity between the twin sisters.
4. hint /hint/
  -an indirect, covert, or helpful suggestion; clue:
  The game show contestants were not given any hints.
5. enable /en-EY-buhl/
  -to make possible or easy
  His scholarship enable him to graduate from university.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Study: Ancient fish bone structure similar to human hand
A group of researchers studied a fossil of a fish called Elpistostege watsoni that lived more or less 380 million years ago in the waters of Eastern Canada.
Striking similarities between the bone structure of its fins and that of the human hand caught the eye of the researchers. They infer that the findings of the study give hints as to how the fish developed into vertebrates that could live on land.

Pectoral fins are composed of several tiny bones that appear like fingers. This bone structure would have enabled the fish to hold its weight with its fins to move on land. According to the researchers, this goes to show that human beings came from a long line of evolution, just like Elpistostege watsoni.

In addition, the researchers stressed that this kind of development they had observed in the study was essential not only for human beings but for all living things.

PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What caught the attention of the researchers?
2. How do pectoral fins look?
3. What did the researchers say about evolution?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. Did you find the findings of the study surprising?
2. Do you believe that ancient fish could have survived on land?
3. Why do you think it is important to study fossils?
4. Have you ever seen a fossil? Please share your experience.
5. What do you make of human evolution?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson5 : Negative Dog Training Methods Can Cause Long-Term Harm

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. punishment /PUHN-ish-muhnt/
  -the fact of being punished, as for an offense or fault
  Human rights advocates are against severe forms of punishment.
2. response /ri-SPONS/
  -an answer or reply, as in words or some action
  He was given silent treatment as a response.
3. latter /LAT-er/
  -being the second mentioned of two
  Out of the two options, the team chose the latter.
4. perform /per-FAWRM/
  -to carry out; execute; do:
  To get a promotion, an employee must perform beyond what’s expected of him or her.
5. cynical /SIN-i-kuhl/
  -distrusting the motives of others
  She has always been cynical about dating.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Study suggests punishment-based training may cause harm to dogs
According to a recent study, punishment-based dog training can induce long-term harm to the animal.

An experiment that focused on domesticated dogs was conducted by the University of Porto in Portugal. The study compared aversive and reward-based dog training methods. In the former method, punishments such as shouting, pushing, or pulling the dog are given in response to the animal’s negative behavior. As for the latter method, rewards like treats and praises are given whenever the animal performs accordingly.

The research showed that the aversive training method causes stress-related behaviors in dogs. Higher levels of a stress-causing hormone called cortisol are also observed in the first group. Later in the experiment, the researchers added that the dogs that were trained using the aversive method showed cynical behaviors, unlike the dogs that were given reward-based training.

Moreover, other studies proved that food is the best form of reward for dogs. Researchers found out that petting and praising the animal are not as effective as food reward.

PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What are the two training methods used in the study?
2. What is cortisol?
3. What is the most effective form of reward for dogs?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What do you make of the findings of the study mentioned in the article?
2. Do you agree that reward-based training is better?
3. How can this study help animal training facilities?
4. Do you believe that all animals should be trained by humans?
5. If you were to train an animal, what methods would you use?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.