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Column Discussion (Expert)｜コラムディスカッション（上級）
Lesson50 : Keep Mangrove Forests to Prevent Flooding, Soil Loss

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　mangrove /MANG-grohv/
　 -a tropical tree, found near water, whose twisted roots grow partly above ground
　 Many people depend on mangrove swamps for construction wood, craft materials, medicines, and honey.
2.　erosion /ih-ROH-zhuhn/
　 -the fact of soil or stone being gradually damaged and removed by the waves, rain, or wind
　 The earthquake caused a series of erosions.
3.　estimate /ES-tuh-meyt/
　 -to guess or calculate the cost, size, or value of something
　 Experts estimate that tens of thousands of malware programs circulate on the Internet.
4.　submerge /suhb-MURJ/
　 -to go below the surface of an area of water
　 These submarines have to submerge to launch their long-range missiles.
5.　mitigate /MIT-i-geyt/
　 -to make something less harmful, unpleasant, or bad
　 Mitigate health problems through preventive care.
PART B_1
Let’s read the article. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
Scientists: Keep Mangrove Forests to Prevent Flooding, Soil Loss
Scientists warn about the disappearing natural resources like mangrove forests, which are critical for reducing floods in low-lying coastal areas like southern Florida. Coastal wetlands are home to mangrove plants; they can thrive in saline seawater, unlike other plants. Their roots form a thick membrane that aids in erosion protection and controls the power of incoming water from tides and ocean storms. Scientific reports disagree on how climate change-related high tides and rising waters would impact Florida. The National Oceanic and Atmospheric Administration (NOAA) of the United States, on the other hand, estimates that sea levels could increase by as much as two meters by the year 2100. Large areas of Florida will be submerged if this occurs. Margarita Kruyff, an environmental scientist focused on mitigating the harm caused by floods and rising sea levels said, “We’re trying to project how fast we’re expecting them to rise so we can plan how we’re going to protect our communities for the future.”
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What is the problem being tackled by the scientists in the article?
2. What warning did the NOAA give to the public?
3. According to Margarita Kryuff, what problem are they focusing to solve?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. Aside from flood prevention, what are the other benefits of mangroves?
2. What can you say about the scientists’ efforts in averting the possible harm the floods may bring?
3. Do you think that planting mangroves is enough to protect the country from floods? Why or why not?
4. Kindly give some pieces of advice on how to prepare for a flood.
5. If given a chance, what would you contribute to prevent climate change?
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.
Parts of this lesson material are based on:
An article by Voice of America

World Literature (Aesop Fables)｜世界文学（イソップ童話）
Lesson133: The Man and the Satyr

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　porridge /PAWR-IJ/
　 -a thick, soft food made from oats boiled in milk or water, eaten hot for breakfast
　 When I am sick, my mother cooks porridge for me.
2.　steaming /steam-ING/
　 -very hot
　 I cannot eat the ramen yet; it is steaming!
3.　cheerfully /CHEER-fuhlee/
　 -in a happy and positive way
　 The students looked forward to summer cheerfully.
4.　spring /spring/
　 -to move quickly and suddenly towards a particular place
　 The children were so excited that they sprang to the playground.
5.　fellow /FEL-oh/
　 -a person; used to refer to someone in the same situation as you
　 I met a kind fellow while camping today.
PART B_1
Let’s read the story. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
The Man and the Satyr
A long time ago a Man met a Satyr in the forest and succeeded in making friends with him.

The two soon became the best of comrades, living together in the Man’s hut. But one cold winter evening, as they were walking homeward, the Satyr saw the Man blow on his fingers

“Why do you do that?” asked the Satyr. “To warm my hands,” the Man replied.

When they reached home the Man prepared two bowls of porridge. These he placed steaming hot on the table, and the comrades sat down very cheerfully to enjoy the meal. But much to the Satyr’s surprise, the Man began to blow into his bowl of porridge.

“Why do you do that?” he asked. “To cool my porridge,” replied the Man.

The Satyr sprang hurriedly to his feet and made for the door.

“Goodby,” he said, “I’ve seen enough. A fellow that blows hot and cold in the same breath cannot be friends with me!

The man who talks for both sides is not to be trusted by either.

PART C_1
Let’s answer comprehension questions. Please answer them based on the story.
PART C_2
1. What did the Satyr see as they were walking homeward?
2. What did the man do when they reached home?
3. What did the man do that made the Satyr spring hurriedly to his feet?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. Do you agree with what the Satyr did at the end? Why or why not?
2. What makes the fable interesting for you?
3. Do you agree with the fable’s lesson? Why or why not?
4. How can you develop trust in your relationships?
5. Do you think that being honest is important in friendship? Please explain your answer.
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.
Parts of this lesson material are based on:
An eBook from The Project Gutenberg.
This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org

World Literature (Aesop Fables)｜世界文学（イソップ童話）
Lesson103: The Miser

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　miser /MAHY-zer/
　 -someone who has a strong wish to have money and hates to spend it
　 There is a myth that living like a miser will see you end up with a stash of gold.
2.　overcome /oh-ver-KUHM/
　 -to defeat or succeed in dealing with something
　 She had overcome her struggles silently.
3.　groan /grohn/
　 -a deep, long sound showing great pain or sadness
　 “My wound hurts!” he groaned.
4.　passerby /PAS-er-BAHY/
　 -someone who is going past a particular place
　 The passersby are staring at the arguing couple.
5.　possession /puh-ZESH-uhn/
　 -something that you own or that you are carrying with you at a particular time
　 Emma packed all her possessions into her car.
PART B_1
Let’s read the story. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
The Miser
A Miser had buried his gold in a secret place in his garden. Every day he went to the spot, dug up the treasure and counted it piece by piece to make sure it was all there. He made so many trips that a Thief, who had been observing him, guessed what it was the Miser had hidden, and one night quietly dug up the treasure and made off with it.

When the Miser discovered his loss, he was overcome with grief and despair. He groaned and cried and tore his hair.

A passerby heard his cries and asked what had happened.

“My gold! O my gold!” cried the Miser, wildly, “someone has robbed me!”

“Your gold! There in that hole? Why did you put it there? Why did you not keep it in the house where you could easily get it when you had to buy things?”

“Buy!” screamed the Miser angrily. “Why, I never touched the gold. I couldn’t think of spending any of it.”

The stranger picked up a large stone and threw it into the hole.
“If that is the case,” he said, “cover up that stone. It is worth just as much to you as the treasure you lost!”

A possession is worth no more than the use we make of it.

PART C_1
Let’s answer comprehension questions. Please answer them based on the story.
PART C_2
1. Where did the Miser bury his gold?
2. How did the Thief guess what the Miser had hidden in the hole?
3. What did the stranger tell the Miser after throwing the stone in the hole?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. If you were the Miser, would you also bury your gold? Why or why not?
2. How do you value and protect your possessions?
3. Do you believe that wealth unused might as well not exist? Why or why not?
4. What is your understanding of the fable’s lesson?
5. Give a situation similar to the fable’s lesson.
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.
Parts of this lesson material are based on:
An eBook from The Project Gutenberg.
This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org

Column Discussion (Expert)｜コラムディスカッション（上級）
Lesson44 : Australia’s Great Barrier Reef Suffers Most Severe Coral Bleaching

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　witness /WIT-nis/
　 -to see, hear, or know by personal presence and perception
　 My brother witnessed the robbery incident yesterday.
2.　protective /pruh-TEK-tiv/
　 -giving protection against a disease, injury, damage, or loss
　 Turtles have a protective shell.
3.　aquatic /uh-KWAT-ik/
　 -living in, happening in, or connected with water
　 Don’t throw trash in the ocean if you want to save aquatic species.
4.　structure /STRUHK-cher/
　 -something that has been made or built from parts
　 The newest building in the city has a complex structure.
5.　array /uh-REY/
　 -a large and impressive grouping or organization of things
　 The shop is filled with an array of flowers.
PART B_1
Let’s read the article. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
Australia’s Great Barrier Reef Suffers Most Severe Coral Bleaching
According to scientists, the Great Barrier Reef in Australia witnessed the worst coral bleaching occurrence in March 2021. Researchers at James Cook University in Queensland, Australia made the most recent discovery of coral bleaching. The most recent coral bleaching case is noted to be the result of unusually high temperatures in the region over the last few months. The Great Barrier Reef covers roughly 348,000 square kilometers of area, making it home to the world’s largest array of coral reefs as well as thousands of various kinds of marine life. Coral is a group of small aquatic organisms that work together to build large, hard structures known as reefs. When the ocean water becomes too warm, corals release the protective algae that live in their tissues, resulting in bleaching. The method turns corals white and makes them sick, killing them in some situations. Reefs are vital to the ocean’s health and all the life it holds.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What happened to the Great Barrier Reef in Australia, according to scientists?
2. What caused the recent coral bleaching?
3. Describe what corals are and how they become sick.
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. What health issues may the coral bleaching cause to other inhabitants of the sea?
2. How will this incident affect the economy and tourism of Australia?
3. What do you think are other factors behind severe coral bleaching?
4. Do you think we should also pay attention to the health of corals in the ocean? Why or why not?
5. How can we help protect our natural resources?
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.
Parts of this lesson material are based on:
An article by Voice of America

Column Discussion (Expert)｜コラムディスカッション（上級）
Lesson43 : Honeybees Show Improvement After Bad Year

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　steadily /STED-i-lee/
　 -in a way that moves constantly and at an even pace or in the same direction
　 My steadily improving scores prove my determination.
2.　substantial /suhb-STAN-shuhl/
　 -of ample or considerable amount, quantity, size, etc.
　 A substantial amount of money is required in opening a business.
3.　deficit /DEF-uh-sit/
　 -a lack or shortage; deficiency
　 Carlos’ doctor noted a deficit in his calorie intake.
4.　rate /reyt/
　 -a certain quantity or amount of one thing considered in relation to a unit of another thing and used as a standard or measure
　 A high rate of the disease’s cases occurred.
5.　boost /boost/
　 -to increase; raise
　 She helped her friend boost her confidence.
PART B_1
Let’s read the article. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
US Scientists: Honeybees Show Improvement After Bad Year
According to a recent report, the American honeybee population is steadily recovering after experiencing substantial declines. Between October 1, 2019, and March 31, 2020, beekeepers in the United States lost a mere 22.2 percent of their honeybee colonies. This is less than the 28.6% deficit observed on average during the winter season. According to the survey, winter 2019’s deficit was the second-lowest in 14 years of study. Researchers discovered that the loss in the recent winter was smaller than that of 2018-2019 when a reported 37.7% of colonies died off. The losses occurred after that season, with beekeepers noting a 32 percent loss rate in the summer of 2019. The rate was notably higher than the summer failure average of 21.6 percent. According to experts, honeybee colonies typically have good years after poor ones. Keith Delaplane, an insect researcher, says that beekeepers in the United States can move their colonies to weather-resistant areas during the winter to boost their chances of survival. 
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What is the recent report found about the American honeybee population?
2. Describe the state of the honeybee population last winter.
3. What advice did researcher Keith Delaplane give to barkeepers?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. What can you say about the improvement of honeybee population in the US?
2. What are the benefits of the honeybee population’s improvement?
3. In your opinion, should honeybees be protected and populated? Why or why not?
4. How does weather affect the population of certain species?
5. What can we do to help cultivate the population of certain species?
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.
Parts of this lesson material are based on:
An article by Voice of America

Column Discussion (Expert)｜コラムディスカッション（上級）
Lesson42 : Scientists Discover 7,000-year-old Tools Off Australia’s West Coast

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　uncover /uhn-KHUV-er/
　 -to discover something secret or hidden
　 Scientists aim to uncover the secrets of our world.
2.　claim /kleym/
　 -to say that something is true or is a fact, although you cannot prove it and other people might not believe it
　 The contestant claims that he won the competition.
3.　analysis /uh-NAL-uh-sis/
　 -the process or method of studying the nature of something
　 Several researchers made an analysis about the specimens they’ve found.
4.　gather /GATH-er/
　 -to bring together or assemble from various places, sources, or people; collect gradually
　 Scholars must gather enough evidence to prove their hypothesis.
5.　process /PROS-es/
　 -a systematic series of actions directed to some end
　 You must follow the process of applying for a license.
PART B_1
Let’s read the article. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
Scientists Discover 7,000-year-old Tools Off Australia’s West Coast
Archaeologists claim to have uncovered the country’s first underwater archeological sites off Australia’s west coast. The archaeological sites are thought to be 7,000 years old and the area where they were discovered was once dry ground. The two ancient sites are now submerged in the Dampier Archipelago island group, as discovered by divers from Flinders University in Adelaide, South Australia. The area was also well-known for its ancient history and rock carvings. However, the two sites are the first confirmed underwater locations in Australia and the surrounding area that contain signs of human culture. Scientists have also found thousand-year-old cutting and grinding tools in the sites. The data gathered from the finding is being used to determine the age of the objects. The radiocarbon dating process and an analysis of sea-level changes, on the other hand, suggest that the areas are at least 7,000 years old. Archaeologists claim that researching the hundreds of uncovered artifacts will help them better understand Australia’s aboriginal people’s history and technological progress.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. Where are the two archeological sites discovered and what is their current status?
2. What pieces of evidence suggest the two sites underwater were previously civilized?
3. How are the data gathered used by the researchers?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. What is your opinion about the archaeologists’ findings?
2. Do you believe that more underwater locations around the world are submerged? Why or why not?
3. In your opinion, will the scientists know the exact age of the unearthed artifacts? Please explain your answer.
4. What do you know about radiocarbon dating processing?
5. What is the importance of studying ancient artifacts?
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.
Parts of this lesson material are based on:
An article by Voice of America

Column Discussion (Expert)｜コラムディスカッション（上級）
Lesson41 : How Future Space Travel Could Create Language Communication Problems

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　potential /puh-TEN-shuhl/
　 -possible when the necessary conditions exist
　 Amanda has a natural gift for acting. She can be a potential actress.
2.　exploration /ek-spluh-REY-shuhn/
　 -the investigation of unknown regions
　 NASA has been working on explorations outside our galaxy.
3.　realm /relm/
　 -the region, sphere, or domain within which anything occurs, prevails, or dominates
　 A whole new realm lies beyond our galaxy.
4.　interstellar /in-ter-STEL-er/
　 -situated or occurring between the stars
　 Interstellar dust often enters our planet.
5.　evolve /ih-VOLV/
　 -to come forth gradually into being; develop; undergo evolution
　 Animals evolve over time.
PART B_1
Let’s read the article. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
How Future Space Travel Could Create Language Communication Problems
Scientists and engineers are planning for potential exploration into interstellar space, the zone between stars, in the far future. To date, only two spacecraft have traveled into the enigmatic realm of interstellar space. Interstellar space is characterized by scientists as the region outside of the sun’s particles and magnetic fields. Experts predict that designing the technologies and infrastructure required to bring humans to this uncharted region of space would take several years. Huge spaceships will take astronauts on long journeys to distant stars if this occurs. Two American researchers looked at one potential issue with such travel. Recent research looks at the topic of language changes during long space flights. The researchers talked about how developments in human language could grow over time and trigger big communication difficulties with people on Earth. Languages evolve gradually as cultures become more distant from one another, according to the researchers. Long-term separation can cause people’s vocabulary to diverge to the point that it would be difficult for community members back home to understand.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What is the scientists’ plan for the future?
2. According to two American researchers, what is one potential problem with long space travel?
3. How do long journeys to distant stars affect an astronaut’s language?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. What can you say about the scientists’ discovery of language communication problems when traveling in space?
2. Given the fact that language communication problems may occur, do you think it is feasible to still send astronauts in space? Why or why not?
3. What do you think is a preventive measure against communication problems when traveling in space?
4. Do you think space explorations are important? Why or why not?
5. How do space explorations benefit humans?
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.
Parts of this lesson material are based on:
An article by Voice of America

Column Discussion (Expert)｜コラムディスカッション（上級）
Lesson40 : More Seals off US Northeast Means Learning to Live with Sharks

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　conservation /kon-ser-VEY-shuhn/
　 -the protection of plants, animals, and natural areas, especially from the damaging effects of human activity
　 Conservation of energy is important to prevent global warming.
2.　assault /uh-SAWLT/
　 -a sudden, violent attack
　 A crocodile may assault anyone at its sight.
3.　occur /uh-KUR/
　 -to happen or take place
　 Body injuries may occur when playing sports.
4.　chase /cheys/
　 -to hurry after someone or something in order to catch him, her, or it
　 The police officer is chasing after the thief who stole Emma’s bag.
5.　encounter /en-KOUN-ter/
　 -to come upon or meet with, especially unexpectedly
　 The soldiers may encounter enemies in the battlefield.
PART B_1
Let’s read the article. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
More Seals off US Northeast Means Learning to Live with Sharks
According to wildlife experts, a healthy seal population along the Northeastern United States would possibly result in further shark attacks on humans. Seals are a favorite meal of big sharks like the great white, but conservation efforts have helped in preventing this in parts of the Northeast. However, there has been an increase in human assaults in recent years because sharks mistook humans for seals, according to scientists. The most recent attack occurred on July 27, 2020, when a 63-year-old swimmer was killed by a great white shark about 9 to 12 meters off the coast of Harpswell, Maine. It was the first reported fatal shark attack in the history of the state. Researchers suggest that the sharks are not hunting for humans, but they are a reason for swimmers to be careful. Additionally, as sharks begin to chase seals for food, the chances of them encountering humans are increasing.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. Based on the article, what possibly caused the increased number of shark attacks on humans?
2. When was the first and most recent fatal shark attack reported in the United States?
3. What do researchers suggest about this behavior of sharks?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. How do you feel about the rise of shark attacks?
2. Do you think that humans are the ones to blame for this? Explain your answer.
3. What is your advice to swimmers to prevent such attacks?
4. In your opinion, does wildlife pose a threat to humans? Why or why not?
5. If you could contribute to marine conservation, what would you do?
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.
Parts of this lesson material are based on:
An article by Voice of America

Column Discussion (Expert)｜コラムディスカッション（上級）
Lesson39 : Scientists Study Chernobyl Fungus as Protection against Space Radiation

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　thrive /thrahyv/
　 -to grow, develop, or be successful
　 Our goal is to not just survive but to thrive in the society of the future.
2.　dump /duhmp/
　 -to put down or drop something in a careless way
　 It is illegal to dump any waste material at the sea.
3.　widespread /WAHYD-SPRED/
　 -distributed over a wide region, or occurring in many places or among many persons
　 The government officials are alarmed by the widespread disease.
4.　significant /sig-NIF-i-kuhnt/
　 -important and deserving of attention; of consequence:
　 Global warming is a significant problem in our world.
5.　absorb /ab-ZAWRB/
　 -to take something in, especially gradually
　 Cotton quickly absorbs liquid.
PART B_1
Let’s read the article. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
Scientists Study Chernobyl Fungus as Protection Against Space Radiation
Researchers are working with a fungus that grows well in high-radiation conditions to see how it can protect astronauts traveling in space. In the areas around the former Chernobyl nuclear power plant in Ukraine, one of the fungi being researched survived. An explosion and fire of a certain reactor in the area happened in 1986, dumping large quantities of radiation into the atmosphere. Chernobyl was the worst nuclear accident in history, which caused widespread harm to people and other living things in the surrounding area. Several forms of fungi, on the other hand, have continued to thrive in the highly radioactive environment. Melanin, a compound present in certain fungi, is being researched by scientists. It is a pigment that provides color to the skin, hair, and eyes. Melanin in the cell walls of certain fungi has been found to absorb radiation and transform it into chemical energy in experiments. An International Space Station (ISS) study is being done to see if melanin from the fungus can protect astronauts and equipment in space. However, according to one of the researchers, Radamés J.B. Cordero, radiation is a significant problem for health care professionals and patients who are exposed to the substance through medical procedures.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What are the researchers currently working on?
2. According to the article, what pieces of evidence support that a fungus grows well in high-radiation conditions?
3. How is melanin beneficial in a highly radioactive environment?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. What is the importance of studying organisms?
2. What comes to your mind when you hear the word “fungi”?
3. In your opinion, how can this study help astronauts and health care professionals?
4. Kindly give an example of your daily activity that involves radiation.
5. If given a chance to contribute to the world of science, what other innovations do you think should be made to lessen th exposure of individuals to radiation?
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.
Parts of this lesson material are based on:
An article by Voice of America

Column Discussion (Expert)｜コラムディスカッション（上級）
Lesson38 : Scientists Discover First Evidence of Deadly Cancer in Dinosaur

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1.　fossil /FOS-uhl/
-part of a plant or animal, or its shape, that has been preserved in rock or earth for a very long period
Scientists continue to discover fossil bones of dinosaurs.
2.　mechanism /MEK-uh-niz-uhm/
-a way of doing something that is planned or part of a system
His coping mechanism for stress is eating.
3.　prompt /prompt/
-to make someone decide to say or do something
The findings prompt the researchers to dig deeper about the case.
4.　incidence /IN-si-duhns/
-an event, or the rate at which something happens
The incidence of heart disease has increased this year.
5.　manifest /MAN-uh-fest /
-to show something clearly, through signs or actions
His reactions to the event manifest his true attitude.
PART B_1
Let’s read the article. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
Scientists Discover First Evidence of Deadly Cancer in Dinosaur
Researchers from Canada claim to have found the first recorded instance of a dinosaur suffering from cancer. The claim was supported by evidence of a fossil leg bone found in Alberta, Canada in 1989. It was from a Centrosaurus, a six-meter-long, plant-eating animal that lived 77 million years ago. According to the scientists, the lower leg bone known as the fibula was severely malformed based on the fossil, which was most likely caused by the healing mechanism of a fractured leg. However, recent studies on the fossil have prompted scholars to conclude that the malformation was most likely caused by osteosarcoma, an aggressive bone cancer. Health experts who study and detect cancer in humans were part of the research team. According to the medical publication Lancet Oncology, osteosarcoma is a rare and lethal bone cancer, with a global incidence of 3.4 cases per million people per year. The cancer commonly manifests itself as a disorganized bone development that affects children and young adults, eventually spreading to other organs and bones.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What discovery was mentioned in the column?
2. From what type of dinosaur was the fossil found?
3. Based on recent studies, what was the conclusion of scientists on the fossil’s malformation?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. Do you think that the recent studies mentioned in the column are more factual and evidenced than the initial findings? Explain your answer.
2. How does this information benefit us?
3. Why do you think it is hard to cure cancer?
4. What do you think people should do to prevent diseases such as cancer?
5. How do you show your support to cancer patients around 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 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.
Parts of this lesson material are based on:
An article by Voice of America

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