All posts by weblio PH

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.

Column Discussion (Expert)|コラムディスカッション(上級)
Lesson4 : Researchers Use Sounds to Call Fish Back to Dead Coral

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. coral /KAWR-uhl/
  -a hard stony substance secreted by certain marine coelenterates as an external skeleton, typically forming large reefs in warm seas
  Dynamite fishing causes coral reef destruction.
2. significant /sig-NIF-i-kuhnt/
  -important and deserving of attention
  In business, significant clients must be prioritized.
3. habitat /HAB-i-tat/
  -the natural environment of an organism
  Wild animals should not be taken from their natural habitats.
4. emit /ih-MIT/
  -to send forth (liquid, light, heat, sound, particles, etc.); discharge
  This contraption emits a distinct sound.
5. detrimental /de-truh-MEN-tl/
  -causing detriment, as loss or injury; damaging; harmful
  Cigarette smoking is detrimental to human health.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Researchers attract fish back to dead corals with sounds
After a successful experiment, a group of scientists states that it is possible to call fish back to dead coral reefs by playing sounds underwater with a speaker.

Initially, they discovered that fish are likely to return after hearing the sounds of a healthy coral which is significantly loud as It is composed of various sounds produced by sea creatures. When looking for habitat, fish usually look for those kinds of sounds.

Human-caused pollution induces coral damage which makes reefs to be substantially quiet. In addition, dead corals emit unpleasant smells which dispel fish and other creatures underwater.

According to a fish biologist, Mark Meekan, having fish come back to the damaged reefs is the first step in reviving the current condition of the coral reef ecosystem.

While underwater sounds can alleviate reef damage, scientists believe that other major detrimental factors such as overfishing, pollution, and climate change should also be solved.

PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. How did the scientists call fish back to damaged corals?
2. How does a healthy coral sound?
3. What other factors cause coral reef damage?
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 method scientists used to save damaged corals?
2. Do you agree that reviving coral reef health is essential to marine life?
3. In your opinion, what other factors contribute to coral reef destruction?
4. In what ways can you help alleviate environmental problems?
5. Who do you think should be responsible for protecting the environment?
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)
Lesson76 : Air Pollution May Affect Every Organ, Cell in the Body

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. oxygen /OK-si-jen/
  -a gas that is in the air and that animals need to live
  The human body needs oxygen for blood to circulate.
2. pollution /puh-LOO-shuhn/
  -damage caused to water, air, etc. by harmful substances or waste
  The company claims it is not responsible for the pollution in the river.
3. assume /a-SHUM/
  -to think that something is true, without question or proof
  With the release of the edited picture, the public assumed that the actors were dating.
4. minimize /MI-ni-mayz/
  -to make the amount of something that is unpleasant or not wanted as small as possible
  She was injected with anesthesia to minimize the pain.
5. risk /risk/
  -the possibility of something bad happening
  Receiving a vaccine dose might reduce the risk of contracting the virus.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Air Pollution May Affect Every Organ, Cell in the Body
Taking long, deep breaths is essential for everyone as it allows us to take in the
oxygen needed by our body. Also, it can help bring us emotional calm. However, nowadays, oxygen is not the only thing that gets into our body when we breathe.
A lot of air pollutants come along with the oxygen. According to the World Health
Organization (WHO), this has been the new normal for a lot of people as they have recorded 91% of the world’s population living in places that exceed the limits set by WHO. Around 7 million people die every year due to air pollution. Since we breathe air people assume that it affects only the parts which are linked with breathing. However, a particulate matter which is 2.5 micrometers in size can penetrate every organ and every cell in the body. It can even pass through the walls in our brain and womb and even affect the heart and blood system. Although air pollution indeed contributes largely to lung diseases, studies show that it can also
damage other organs of the body. Children, in this case, are the most at risk as aside from outside pollution, indoor pollution is also possible with the use of unsafe fuels. To combat this problem, the government must be at the forefront in controlling the pollution at its source. Experts also suggest wearing masks to minimize, if not avoid entry of pollutants into our body.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What are the risks posed by air pollution?
2. What other parts of the body might be affected by air pollution?
3. According to the article, what can be done to address the issue?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What do you think are the major contributors to air pollution?
2. What do you think can, individuals, do to help the situation?
3. Who do you think plays the most important role in combatting this issue?
4. How can you help in your own little ways to help with this problem?
5. What are the advantages of having clean air?
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 in 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)
Lesson68 : Research Finds Secrets of the ‘Girl with a Pearl Earring’

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. regard /ri-GAHRD /
  -to consider or have an opinion about something or someone
  Her parents always regarded her as the smartest of their children.
2. draw /dro/
  -to attract someone to a place or person
  The screaming of the girl draw the attention of her neighbors.
3. conduct /kan-DAKT/
  -to organize and perform a particular activity
  The organization was able to conduct a benefit concert for the children.
4. identify /ay-DEN-ti-fay/
  -to recognize someone or something and say or prove who or what they are
  The characteristics of the suspect need to be identified.
5. eager /I-ger/
  -wanting to do or have something very much
  The students are very eager to learn English.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Research Finds Secrets of the “Girl with a Pearl Earring”
Researchers have used high technology to learn about Vermeer’s painting.

The painting is called “Girl with a Pearl Earring.” Vermeer is popular and regarded as a master of his craft. In the sixteenth century, he worked during the Dutch Golden Age of painting. The identity of the mysterious woman in the painting has remained a mystery despite the researchers’ efforts. They have, however, disclosed critical details about how Vermeer created the painting, which is often referred to as the Dutch “Mona Lisa”. A close inspection was conducted and revealed the origins of some of the painting’s pigments. The white in the earring comes from lead mined in northern England’s Peak District. The blue is made of a valuable Afghan stone.

Insects that live on cactus plants in Mexico and South America produce the red.

The research project was led by Abbie Vandivere. She was shocked because the blue color was more precious than gold in the 17th century. The results reveal knowledge about Vermeer’s materials, and also reveal information about Dutch and international trade in the seventeenth century, according to Vandivere. Vermeer painted the girl on a piece of cloth in a particular order, according to the report.

Infrared imaging also identified that Vermeer started the painting with brown and black paint. He then worked from the green backdrop to the foreground, drawing the girl’s outline in black lines. Unfortunately, the girl has not disclosed her true identity, but the researchers are eager to search for ways to learn more about her.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What came with the popularity of the painting ‘Girl with a Pearl Earrings’?
2. What were the researchers able to learn after having a closer look at the painting?
3. How was the blue pigment characterized by the researchers?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. Who do you think is the ‘Girl with a Pearl Earring’?
2. What can be concluded from the fact that the blue pigment used in the painting was a valuable thing?
3. Why do you think researchers got drawn to the painting?
4. How do you think people from their time appreciated this painting?
5. What message do you think this painting is trying to portray?
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.