I will check your pronunciation.
chopstick(s)
はし(箸)
|
|
tomorrow
明日
|
|
yeah
そうだよ
|
|
speech
演説、スピーチ
|
|
project
計画、企画
|
Tutor: | Do you know about the Green Festival this weekend? Are you going to be there? |
Student: | Yeah! How about you? |
Tutor: | Yes. I am going to listen to a speech about a volunteer project. It’s on the final day. |
Student: | Well, that’s interesting. Maybe I’ll meet you there. |
Tutor: | Okay, then. It starts at two. |
Student: | Do you know about the Green Festival this weekend? Are you going to be there? |
Tutor: | Yeah! How about you? |
Student | Yes. I am going to listen to a speech about a volunteer project. It’s on the final day. |
Tutor: | Well, that’s interesting. Maybe I’ll meet you there. |
Student | Okay, then. It starts at two. |
I will check if your sentences are complete and if the grammar is correct.
1. | Are you going to clean your room tomorrow? |
Answer: | (Yes/No), I ______________ my room tomorrow. |
2. | Will you go to the festival with your friends? |
Answer: | Yes, I ______________ the festival with my friends. |
I will check if your sentences are complete and if the grammar is correct.
1. | What ____________________ do next Sunday? |
Answer: | I am going to have dinner with my family. |
2. | What time ______________ meet your sisiter/brother on Thursday? |
Answer: | We will meet at 10:00 a.m. on Thursday. |
1. | What will the woman do? |
Answer: | She (is / go / will) travel to the United States. |
2. | When is she going to arrive in New York City? |
Answer: | She is (go / going / will) to arrive in New York City on Thursday. |
The SDGs Advanced – Climate Action
“Climate Action” is the topic of this unit.
■ Learn the vocabulary and expressions related to climate action and its countermeasures
■ Get to know and share your thoughts on the countries facing climate change and their countermeasures
■ Give a presentation related to climate change and its countermeasures
1. | Based on the article, what are some ways to strive for zero-waste fashion? |
We can _______________ at _________________. |
2. | Did you do your research on the sub-textbook? Did you find an activity to solve production and consumption issues? Please tell me what the organization/association does and how you feel about it. |
In the next part, we are going to learn about “Climate Action.”
1. | Where is Fiji? A, B, or C? |
The answer is _________. |
2. | What can you see in the pictures? Please describe as many as you can from each picture. |
Answer: |
pledge 公約、誓約
Both parties have pledged to put an end to the fighting.
|
carbon-neutral カーボンニュートラルな(全体としての温室効果ガス排出量をゼロにすること)
Using reusable bags is part of our carbon-neutral efforts.
|
combat (…と)戦う
The government is spending millions of dollars to combat climate change.
|
intrusion 侵入
Sea level rise also contributes to saltwater intrusion.
|
1. | He ___________ to keep the secret. |
2. | With a series of small individual efforts, we will be able to create a __________________ world. |
3. | We ___________ climate change to preserve as much green as possible. |
4. | Saltwater _______________ is a major issue that affects coastal aquifers all around the world. |
Then, let’s move on to the next part.
Drought, scarcity of water, severe fires, rising sea levels, flooding, melting polar ice, catastrophic storms, and declining biodiversity are all examples of climate change’s consequences. Some of us are already more vulnerable to climate change, such as those living in small island nations and other developing countries,
Sea-level rise and saltwater intrusion have forced entire towns to flee, and persistent droughts are threatening people’s lives. The number of “climate refugees” is expected to rise in the coming years. Everyone must take action to combat climate change.
1. | Based on the passage, what are the effects of sea-level rise and saltwater intrusion to people’s lives? |
Answer: |
Furthermore, over 30 countries, six major vehicle manufacturers, and others have pledged to make all new car sales zero-emission by 2040 globally. It will also speed up the decarbonization of road transport, which presently accounts for around 10% of global greenhouse gas emissions. Moreover, financial institutions announced plans to redirect trillions of dollars toward achieving global zero-emissions.
2. | What corporate financial institutions’ plans are mentioned in the passage? |
Answer: |
Extreme weather events have become more common all over the world in recent years, including Japan. Please give two examples of extreme weather. Explain how they will affect your life. |
1. | |
2. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). I’ll discuss the two impacts/effects of extreme weather on our lives. |
Body |
① (first example and effect) ② (second example and effect) |
Closing | These are the two impacts/effects of extreme weather on our lives. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). I’ll discuss the two impacts/effects of extreme weather on our lives. |
Body |
① __________________________________________ ② __________________________________________ |
Closing | _____________________________________________ |
Answer: |
The SDGs Basic – Climate Action
“Climate Action” is the topic of this unit.
Let’s get started.
1. | What can we do to achieve zero-waste fashion? |
We can _______________. |
2. | Did you do your research on the sub-textbook? Did you find the activity for issues related to production and consumption? Please tell me what you feel about it. |
In the next part, we are going to learn about “Climate Action”.
次のパートからは、「気候変動に具体的な対策を」について学習を進めましょう。
1. | Where is Fiji? A, B or C? |
The answer is _________. |
2. | What can you see in the pictures? Please describe as many as you can from each picture. |
Answer: |
fossil fuel 化石燃料
Fossil fuel could be used up one day.
|
flooding 洪水
The rain caused flooding, which washed out bridges and covered highways.
|
agreement 協定
An agreement that satisfied both parties was made to resolve the conflict.
|
degradation 劣化
What should be done to prevent land degradation?
|
1. | The Earth’s ______________ reserves are limited. |
2. | Heavy rain has caused severe ____________ in some areas. |
3. | Finally, management and employees came to an _______________. |
4. | Land _________________ leads to poor crops. |
Then, let’s move on to the next part.
Climate change is now causing severe droughts, scarcity of water , devastating fires, rising sea levels, flooding, melting polar ice, catastrophic storms, and a decline in biodiversity. Climate change has an impact on our health, food production, housing, safety, and employment.
1. | According to the passage, what has been the primary cause of climate change since the 1800s? |
Answer: |
2. | What is the impact of climate change on ourselves? |
Answer: |
Furthermore, more than 30 countries, six major vehicle manufacturers and other players such as cities, have stated their intention for all new car sales worldwide to be zero-emission by 2040.
1. | What is the Paris Agreement? |
Answer: |
2. | How many countries have stated their intention for all new car and van sales in the world to be zero-emission by 2040? |
Answer: |
1. | What is the effect of climate change you are most concerned about? Why? |
Answer: |
2. | How can you reduce water waste in your everyday life? Please explain it in details. Anything small is fine. |
Answer: |
be動詞(I/You)_be verbs(I/You)
“Hello, I’m Sarah. What’s your name?”
“Are you from the USA?”
I am~
私は~です。
|
|
I’m from~
私は~出身です。
|
|
You are~
あなたは~です。
|
|
Are you~?
あなたは~ですか?
|
|
Canada
あなたは~ですか?
|
|
the USA
アメリカ合衆国
|
Answer: |
TUTOR:
|
Hello, I’m Sarah. What is your name? |
STUDENT:
|
Hi, Sarah. I’m Jack. Nice to meet you. |
TUTOR:
|
Nice to meet you too, Jack. Are you from the USA? |
STUDENT:
|
No, I’m not. I’m from Canada. |
TUTOR:
|
I see. Canada is a nice place. |
STUDENT:
|
Hello, I’m Sarah. What is your name? |
TUTOR:
|
Hi, Sarah. I’m Jack. Nice to meet you. |
STUDENT:
|
Nice to meet you too, Jack. Are you from the USA? |
TUTOR:
|
No, I’m not. I’m from Canada. |
STUDENT:
|
I see. Canada is a nice place. |
Sample Question: | Are you thirteen years old? |
Sample Answer: | Yes, I am./No, I’m not. |
1. | Are you a junior high school student? |
Answer: |
Answer: |
2. | Are you from Tokyo? |
Answer: |
Answer: |
1. | Are you hungry? |
Answer: |
2. | Are you sleepy? |
Answer: |
( you / are / a / worker) ? | |
? |
Answer: |
( happy / are / you ) ? | |
? |
Answer: |
Answer: |
Answer: |
The SDGs Advanced – Partnerships for the Goals
“Partnerships for the Goals” is the topic of this unit.
■ Learn the vocabulary and expressions related to partnerships and cooperation.
■ Get to know and share your thoughts about partnerships and cooperation.
■ Give a presentation related to partnerships and cooperation.
1. | What does a birth certificate give children? |
It gives _______________. |
2. | Did you do your research on the sub-textbook? Did you find an activity to solve judicial issues? Please tell me what the organization/association does and how you feel about it. |
In the next part, we are going to learn about “Partnerships for the Goals”.
1. | Which countries do you know? |
Answer: |
2. | Through learning about the SDGs, which country are you interested in? |
Answer: |
asset 資産
The teachers are the school’s most valuable asset.
|
strive 努力する
We must strive to solve these world issues.
|
dramatically 劇的に
The decrease in child labor dropped dramatically.
|
poll 世論調査
Recent polls show that many people are willing to help those in need.
|
1. | His leadership skills were the organization’s greatest _______________. |
2. | We encourage all members to _______________ for higher standards. |
3. | The relief funds increased _______________ after promoting it on various platforms. |
4. | Based on the _______________, 60 percent of the locals were in favor of the project. |
Then, let’s move on to the next part.
The bank serves as a link between LDCs and those who can help them. It enables access to current technology and encourages collaborative initiatives with suitable partners inside and beyond the UN system, including the private sector. The UN Technology Bank’s work directly supports a wide range of SDGs. These are economic self-sufficiency, sustainable access to healthcare technology, climate change mitigation, local skills development, ecosystem development, and academic cooperation.
1. | What Sustainable Development Goals (SDGs) does the UN Technology Bank support? |
Answer: |
Climate change, water issues, large-scale natural disasters, infectious diseases, food issues, and energy are just a few examples of global issues. There are many expectations from all over the world for Japan, which strives to solve global problems through development cooperation.
Japan’s ODA celebrated its 60th anniversary in 2014. Throughout this history, the international community and the roles required for development cooperation have changed dramatically. According to polls, an increasing number of people believe that economic cooperation should be reduced in light of Japan’s difficult economic and financial situation. Therefore, it is also necessary to review the ideal form of development cooperation without being bound by the conventional framework.
2. | What is necessary for responding to international community issues? |
Answer: |
As you have learned, global partnerships are essential to make progress towards achieving the SDGs. What do you think are the most important things in a relationship with foreign people to achieve the SDGs? Give two ideas and reasons. |
1. | |
2. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). I’ll discuss two important things in a relationship with foreign people to achieve the SDGs. |
Body |
①(first factor and additional information) ②(second factor and additional information) |
Closing | These are two important things in a relationship with foreign people to achieve the SDGs. Thank you for listening. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). I’ll discuss two important things in a relationship with foreign people to achieve the SDGs. |
Body | _____________________________________________ ① __________________________________________ ② __________________________________________ |
Closing | _____________________________________________ |
Answer: |
The SDGs Basic – Partnerships for the Goals
“Partnerships for the Goals” is the topic of this unit.
Part A Self introduction
Let’s get started.
1. | What would happen to a child without a birth certificate? |
Without a birth certificate, children are _______________. |
2. | Did you do your research on the sub-textbook? Did you find the activity for issues related to judicial issues? Please tell me what you feel about it. |
In the next part, we are going to learn about “Partnerships for the Goals”.
次のパートからは、「パートナーシップで目標を達成しよう」について学習を進めましょう。
1. | Which countries do you know? |
Answer: |
2. | Through learning about the SDGs, which country are you interested in? |
Answer: |
partnership 共同、協力
They formed a partnership in a charity aimed at children.
|
enhance (さらに)高める
The seminar aims to enhance the system’s efficiency.
|
fund 資金
We made personal contributions to the relief fund.
|
launch 開始する
They launched a new project to help persons with disabilities.
|
1. | The organization will _______________ its new initiatives next month. |
2. | They have successfully created a suitable _______________ for the donations. |
3. | We use advanced technology to _______________ the levels of our services. |
4. | _______________ were given to the hospital to buy for new equipment. |
Then, let’s move on to the next part.
Launched in 2018, the United Nations Technology Bank offers programs and projects to enhance the science, technology, and innovation (STI) capabilities of the least developed countries.
The UN Technology Bank’s primary role is to share knowledge of STI. It acts as a knowledge hub, connecting the resources available to least developed countries and the major STI actors who can meet these needs. In order to ensure that those countries have easy access to existing technologies, the UN Technology Bank promotes cooperation with relevant organizations and countries.
1. | What does the United Nations Technology Bank do? |
Answer: |
2. | What is a UNT’s primary role? |
Answer: |
The Japanese government provides funds and technology to developing countries, and the funds are called “Official Development Assistance” (ODA). It is implemented for peacebuilding, governance, the promotion of basic human rights, and humanitarian assistance.
About 146 countries have people who suffer from poverty, lack enough food, and do not receive sufficient education and medical care. Japan faces high expectations from the world for its assistance. It is an important role of Japan to support developing countries and achieve the SDGs as well, but in this long history, the situation has been changing. Therefore, it is also necessary to review the ideal form of development cooperation without being bound by the conventional framework.
1. | What does the Japanese government provide to developing countries as ODA? |
Answer: |
2. | What is the purpose of ODA? |
Answer: |
1. | There are many ways to help people. Share your experiences of helping or being helped by others. |
Answer: |
2. | Have you ever shared your knowledge with someone? |
Answer: |
The SDGs Advanced – Peace, Justice, and Strong Institutions
“Peace, Justice, and Strong Institutions” is the topic of this unit.
■ Learn the vocabulary and expressions related to peaceful and inclusive societies
■ Get to know and share your thoughts on the countries facing the issues of peace and justice
■ Deepen your knowledge of the peaceful and inclusive societies by reading passages
1. | What do overfishing and overhunting do to certain species? |
Overfishing and overhunting _______________. |
2. | Did you do your research on the sub-textbook? Did you find an activity to solve city and community issues? Please tell me what the organization/association does and how you feel about it. |
1. | Where is Turkey? A, B or C? |
The answer is _________. |
2. | What can you see in the pictures? Please describe as many as you can from each photo. |
Answer: |
flee 逃げる
They fled to the mountains in order to avoid capture.
|
persecution 迫害
They had to escape the country because they were afraid of persecution.
|
susceptible (…を)受けやすくて
These children are susceptible to sickness.
|
neglect 無視、(育児放棄)
The parents were charged with child neglect.
|
1. | Thousands of refugees have to _______________ across the border. |
2. | They were victims of religious _______________. |
3. | The disease can spread quickly among children who are especially _______________. |
4. | Their child was taken away from them after both parents were found guilty of _______________. |
Then, let’s move on to the next part.
Many refugee boys and girls are forced to live in unacceptable conditions for children, with limited access to education, healthcare, and mobility. Refugees are frequently left with little to call their own. They are in desperate need of food, clean water, and clothing. Refugee children and their families are at risk of disease and abuse. They receive essential items and relief as a result of the generous support of refugee camps worldwide.
1. | Who makes up half of the world’s refugee population? |
Answer: |
A birth certificate is a vital piece of legal documentation. It allows children to be able to go to school, receive medical care, and eventually find work. Without it, a child is invisible to the government and susceptible to abuse and neglect. Those include child marriage, child labor, and human trafficking. If we don’t know who these children are or where they live, we won’t be able to help them improve their lives.
2. | What does a birth certificate imply? |
Answer: |
It is important to have correct knowledge about things around you, such as prevention, rights, and current affairs all over the world. In your school, what do you think is the best way to give information to everyone? |
1. | |
2. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). Today, I’d like to talk about the two best ways to give information to everyone in school. |
Body |
① (first example and explanation) ② (second example and explanation) |
Closing | These are the two best ways to give information to everyone in school. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). Today, I’d like to talk about the two best ways to give information to everyone in school. |
Body |
① __________________________________________ ② __________________________________________ |
Closing | _____________________________________________ |
Answer: |
The SDGs Basic – Peace, Justice, and Strong Institutions
“Peace, Justice, and Strong Institutions” is the topic of this unit.
Let’s get started.
1. | What kind of medicine is used by 80% of individuals in rural areas? |
Around 80% of individuals in rural areas _______________. |
2. | Did you do your research on the sub-textbook? Did you find the activity for issues related to deforestation and biodiversity loss? Please tell me what you feel about it. |
次のパートからは、「平和と公正をすべての人に」について学習を進めましょう。
1. | Where is Turkey? A, B or C? |
The answer is _________. |
2. | What can you see in the pictures? Please describe as many as you can from each photo. |
Answer: |
refugee 難民
We’ve been assigned to construct camps for refugees.
|
unsuitable 不適切な
The property was officially declared unsuitable for residential purposes.
|
birth certificate 出生証明書
She falsified her birth certificate to get the job.
|
existence 存在
They founded a theater company that is still in existence today.
|
1. | Many _______________ have entered without passports at the border. |
2. | The subject matter of the show was _______________ for children. |
3. | I don’t have my original _______________. Will you accept a copy? |
4. | They believe that the universe came into _______________ about 15 billion years ago. |
Then, let’s move on to the next part.
In conflict-affected areas, around 28.5 million primary school-aged children are out of school. Nearly 13 million children under the age of 18 make up half of the world’s refugee population. Far too many refugee boys and girls are forced to live in unsuitable conditions for children, with limited access to education, healthcare, and no freedom of movement.
1. | According to the passage, where are refugee boys and girls forced to live? |
Answer: |
2. | Based on the graph, what year has the highest recorded percentage refugee population? |
Answer: |
A birth certificate is a legal document that certifies the existence of a person. It implies that children can attend school, receive medical care, and eventually find work. Children cannot be protected without proof since governments don’t even know they exist.
1. | What is a birth certificate? |
Answer: |
2. | Based on the article, what can happen if a child has no birth certificate? |
Answer: |
1. | If a child’s birth wasn’t registered officially, for example, they wouldn’t have any proof of their age. What would the problems be if you couldn’t prove your age? |
Answer: |
2. | Even though the country has a birth registration system, some citizens don’t know about it. What do you think is the best way to inform everyone? |
Answer: |
The SDGs Advanced – Life on Land
“Life on Land” is the topic of this unit.
■ Learn the vocabulary and expressions related to forests and biodiversity.
■ Get to know and share your thoughts on the countries facing deforestation and biodiversity loss.
■ Give a presentation related to deforestation and biodiversity.
1. | According to scientists, what will harm entire ecosystems? |
_______________ and _______________ will harm entire ecosystems. |
2. | Did you do your research on the sub-textbook? Did you find an activity to solve marine and plastic issues? Please tell me what the organization/association does and how you feel about it. |
1. | Where is Brazil? A, B or C? |
The answer is _________. |
2. | What can you see in the pictures? Please describe as many as you can from each picture. |
Answer: |
condense 凝縮する
Rapid urbanization has condensed wildlife into smaller portions on the earth’s surface.
|
overexploitation 乱開発
Our priority is to prevent overexploitation of our resources.
|
alter 変える
Human activities have altered Earth’s wildlife for the worse.
|
poach 密猟する
Poaching threatens the survival of forest animals.
|
1. | Trees are being cut down, and it continues to _______________ nature and wildlife. |
2. | _______________ has caused some of the species to go extinct. |
3. | We’ve had to _______________ some of our plans for the sake of the environment. |
4. | _______________ must be stopped as it causes unnecessary harm to plants and animals. |
Then, let’s move on to the next part.
Forests are home to more than 80 percent of the world’s animals, plants, and insects. Not only that, but 1.6 billion people also rely on forests for their livelihood. However, the globe lost 3.3 million hectares of forest between 2010 and 2015.
Food production is the primary cause of deforestation. Vast areas of tropical forests are being removed to make way for soya farming which feeds livestock.
Furthermore, trees also absorb and store carbon dioxide (CO2). When forests are cut down, CO2 and other greenhouse gases are produced.
1. | What changed the Earth’s surface? |
Answer: |
One of the reasons for biodiversity loss is overexploitation. Overhunting pushes the animal extinct. Illegal wildlife poaching continues to hinder conservation efforts. Around 7,000 kinds of animals and plants have been reported for the illegal trade in 120 countries.
Species extinction is caused by natural causes such as illnesses and biological disasters. However, humans and their activities have come to outweigh those caused by wildlife. The primary cause of biodiversity loss is mainly human greed.
2. | How many animal species and plants are documented in the prohibited trade? |
Answer: |
Letting pets or alien species go into nature might affect biodiversity. How can you prevent such behavior and warn about it? Think of two ideas and explain each. |
1. | |
2. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). I’ll discuss two things we must do to save biodiversity. |
Body |
①(first idea) ②(second idea) |
Closing | These are two ideas to prevent bad behavior to save biodiversity. Thank you for listening. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). I’ll discuss two things we must do to save biodiversity. |
Body | _____________________________________________ ① __________________________________________ ② __________________________________________ |
Closing | _____________________________________________ |
Answer: |
The SDGs Advanced – Life Below Water
“Life Below Water” is the topic of this unit.
■ Learn the vocabulary and expressions related to the ocean and marine resources.
■ Get to know and share your thoughts on the countries facing ocean and marine resource issues.
■ Give a presentation related to ocean and marine resource issues.
1. | What are the effects of climate change? |
The effects of climate change are _______________. |
2. | Did you do your research on the sub-textbook? Did you find an activity to solve climate action issues? Please tell me what the organization/association does and how you feel about it. |
In the next part, we are going to learn about “Life Below Water”.
1. | Where is Indonesia? A, B or C? |
The answer is _________. |
2. | What can you see in the pictures? Please describe as many as you can from each picture. |
Answer: |
carbon dioxide 二酸化炭素
The increased use of natural gas will help in the reduction of carbon dioxide emissions.
|
radiation 放射物
The radiation leak has had a significant environmental impact.
|
acidification 酸性化
The entire world’s oceans are being affected by ocean acidification.
|
disrupt 崩壊させる
This morning’s commute into the city was disrupted by heavy snow.
|
1. | The amount of __________________ in the atmosphere has suddenly increased. |
2. | Many nuclear workers suffered and got sick because of the _______________. |
3. | Ocean _______________ is called the “secret partner” of climate change by scientists. |
4. | Climate change could __________ industries that rely on natural forces. |
Then, let’s move on to the next part.
Consider a well-known and vital ecosystem: coral reefs. Corals are living organisms on which the entire ecosystem is dependent. Corals, like forests on land, build their hard, stony skeletons over many years. This is ideal for sea creatures such as oysters, clams, crabs, starfish, sea urchins, and many species of fish. Food webs will be disrupted if these lives are harmed, with humans at the top of the food chain.
1. | What is happening in the ocean according to the passage? |
Answer: |
Furthermore, as a result of solar UV radiation and other natural factors, plastic degrades into small particles known as microplastics. Because of their small size, they are easily ingested by marine life. Microplastics have been discovered in tap water, salt, and all ocean samples collected around the world.
2. | According to the graph, since what year has the production of plastics increased dramatically? |
Answer: |
Nowadays, “a reusable shopping bag” (in Japanese: my bag) is becoming popular to reduce the number of plastic bags, and there are a lot of things we do not need to use plastic for. Give two alternatives to plastic materials and explain each. |
1. | |
2. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). I’d like to talk about the two alternatives to plastic materials. |
Body |
①(first idea) ②(second idea) |
Closing | These are the two alternatives to plastic materials. Thank you for listening. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about (theme). I’d like to talk about the two alternatives to plastic materials. |
Body | _____________________________________________ ① __________________________________________ ② __________________________________________ |
Closing | _____________________________________________ |
Answer: |