1. | Why did Anne take Japanese lessons? |
a. | To start working at a department store. |
b. | To speak with her manager. |
c. | To learn polite Japanese. |
2. | Why does the man recommend the woman to go to France? |
a. | He thinks she loves Europe. |
b. | He thinks she is interested in art museums. |
c. | He thinks she has never been to France. |
3. | How is the weather on Saturday? |
Answer: | . |
4. | How much are the red sneakers? |
Answer: | . |
1. | Which is the correct phrase? |
a. | was not repainted |
b. | was painted light green |
c. | was painted white |
d. | was painted green |
1. | May I have your name, please? | 2. | Which junior high/high school did you graduate from? | 3. | What is your favorite food? | 4. | Why do you like it? | 5. | How often do you eat it? |
Question: | Do you play video games or smartphone games? Can you tell me more about that? |
Answer: |
Question: | Do you think online shopping will become more popular in the future? Why or why not? |
Answer: |
1. | Please tell me about other country’s food that you want to try. |
2. | What is your favorite holiday and why? |
The SDGs Advanced – Good Health and Well-Being
“Good Health and Well-Being” is the topic of this unit.
■Learn the vocabulary and expressions related to health and well-being
■Get to know and share your thoughts on the countries facing the healthcare issues
■Give a presentation about “Good Health and Well-being”
1. | What are the main causes of malnutrition for 135 million people? |
Answer: |
2. | Did you do your research on the sub-textbook? Did you find an activity to solve the hunger 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 “Good Health and Well-being”.
1. | Where is Burkina Faso? 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: |
adolescent 青年の男女、若者
More adolescent health promotion clinics will be set up next month.
|
infectious 伝染病の
Children are more prone to infectious diseases.
|
antibiotic 抗生物質
Antibiotics help clear up infections.
|
tuberculosis 結核
Many people still suffer from tuberculosis; fortunately, it can now be easily prevented.
|
1. | It is the organization’s goal to reduce the number of deaths among children and _______________. |
2. | Many countries are volunteering to help prevent the spread of _______________ diseases. |
3. | _______________ should be easily available in all countries. |
4. | _______________ is lethal without proper treatment. |
Then, let’s move on to the next part.
In developing countries, many mothers die during pregnancy and childbirth. It is critical to have the necessary knowledge to prevent unwanted pregnancies in young females.
We can develop a healthy and long-lived society by learning the correct infectious disease prevention knowledge.
1. | How can we develop a healthy and long-lived society? |
Answer: |
Malnutrition, a lack of appropriate water and sanitation, indoor air pollution, and a lack of healthcare access are all linked to pneumonia mortality in children. Pneumonia can be treated with antibiotics.
Diarrhea claimed the lives of 480,000 young children in 2017. Most deaths due to acute watery diarrhea can be avoided by using oral rehydration salts.
Malaria is avoidable by using insecticide-treated mosquito nets and rapid diagnostic testing.
Another cause of death in children is tuberculosis (TB). Strengthening the systems that provide TB services such as screening, vaccinations, and treatment will help to avoid this situation.
2. | What are the causes of pneumonia mortality in children? |
Answer: |
What do you think the best diet is? Please explain what to eat or how often we should eat. |
Answer: |
Give me other things you think are important for staying healthy, such as exercise and sleeping. Tell me the detail as well. |
Answer: |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about the ideal lifestyle for staying healthy. I’ll give you two points. |
Body |
① the ideal diet for staying healthy ② other idea for staying healthy |
Closing | These are some ideas for me to stay healthy. Thank you for listening. |
Opening | Good morning/ afternoon/ evening. Today, I’d like to talk about the ideal lifestyle for staying healthy. I’ll give you two points. |
Body | _____________________________________________ ① __________________________________________ ② __________________________________________ |
Closing | _____________________________________________ |
Answer: |
The SDGs Advanced – Zero Hunger
“Zero Hunger” is the topic of this unit.
■Learn the vocabulary and expressions related to hunger.
■Get to know and share your thoughts on the countries facing hunger issues
■Give a presentation about hunger.
1. | How much of the population of developing countries lives in extreme poverty? |
_________________________________________ lives in extreme poverty. |
2. | Did you do your research on the sub-textbook? Did you find an activity to solve the hunger 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 “Zero Hunger.”
1. | Where is Bangladesh? 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: |
suffer 被る、苦しむ
Residents in remote places have been suffering from low food supplies.
|
shortage 不足
There is a food shortage due to a lack of cultivable land.
|
irrigation 灌漑(かんがい)
The government is focusing efforts on improving the country’s irrigation system.
|
outdated 時代遅れの
Farmers in Bangladesh still use outdated farming methods.
|
1. | More and more people are _______________ from malnutrition, so let’s work on this issue. |
2. | Statistics show that more countries are suffering from food _______________. |
3. | The country’s _______________ systems need to be improved. |
4. | Countries that use _______________ farming methods still exist to this day. |
Then, let’s move on to the next part.
In 2019, 47 million children under the age of five were affected by wasting or acute undernutrition. These conditions make children too thin and weak, and they increase the risk of death as well as poor development and learning capacity.
Immediate action is required to give food and humanitarian assistance to the most vulnerable places. Investments in social protection ensure that poor people have access to food and can improve their living conditions. Also, agricultural productivity and long-term food production must be increased in order to help reduce the dangers of hunger.
1. | What effects does wasting or acute undernutrition have on children under 5 years of age? |
Answer: |
Furthermore, Bangladesh’s agriculture system is still outdated and unscientific. Bangladesh is dependent on nature for agricultural water. The system is not well developed, and the country suffers from irrigation and water shortages. This forces farmers to rely on unscientific and traditional farming tools and methods.
In Bangladesh, they are required to make consistent progress in terms of food production.
2. | What are the causes of the loss of around 80 thousand hectares of cultivable land in Bangladesh? |
Answer: |
In Japan, if you get hungry, you can buy food at supermarkets and convenience stores. However, if there is no more food in the stores due to a disaster, how will you satisfy your hunger? |
1. | |
2. |
Opening | Today, I am going to talk about how to satisfy hunger if there is no more food in the stores due to a disaster. I’ll give you two ideas. |
Body |
①(first idea) ②(second idea) |
Closing | These are ideas for satisfying hunger in an emergency situation. Thank you for listening. |
Opening | Today, I am going to talk about how to satisfy hunger. I’ll give you two ideas. |
Body | _____________________________________________ ① __________________________________________ ② __________________________________________ |
Closing | _____________________________________________ |
Answer: |
Kids (Level 2)|こども向け(レベル2)Lesson 26: TIME OF THE DAY いちにちのじかん
Look at the picture and say the words.
えをみて、えいごでいってみよう。
E wo mite, eigode ittemiyou.
せんせいにつづいて、いってみよう。
Sensei ni tsuduite ittemiyou.
MORNING あさ |
AFTERNOON ごご |
EVENING ゆうがた |
NIGHT よる |
よんでみよう。
Yonde miyou.
せんせいのいったことをくりかえそう。
Sensei no itta koto wo kurikaesou.
Good morning. おはようございます。 |
|
Good afternoon. こんにちは。 |
|
Good evening. こんばんは。 |
|
Good night. おやすみなさい。 |
Let’s play. Complete the greeting.
やってみよう。 あいさつをしてみよう。
Yatte miyou. Aisatsu wo shitemiyou.
Good n____. おやすみなさい。 |
|
Good e_______g. こんばんは。 |
|
Good a_______n. こんにちは。 |
|
Good m________g. おはようございます。 |
Let’s play. True or False?
ほんとうかな?まちがっているかな?
Yatte miyou! Hontoukana? Machigatteirukana?
「はい」なら、いっかいてをたたこう。「いいえ」なら、にかいてをたたこう。
Hai nara, ikkai te wo tatakou. iie nara, nikai te wo tatakou.
Good night. おやすみなさい。 |
|
Good afternoon. こんにちは。 |
|
Good evening. こんばんは。 |
|
Good morning. おはようございます。 |
Yoku dekitane! Kyou wa arigatou. Baibai!
Kids (Level 2)|こども向け(レベル2)Lesson 20: PLACES ばしょ
Look at the picture and say the words.
えをみて、えいごでいってみよう。
E wo mite, eigode ittemiyou.
せんせいにつづいて、いってみよう。
Sensei ni tsuduite ittemiyou.
PARK こうえん |
SCHOOL がっこう |
BANK ぎんこう |
HOSPITAL びょういん |
よんでみよう。
Yonde miyou.
せんせいのいったことをくりかえそう。
Sensei no itta koto wo kurikaesou.
It is a park. それはこうえんです。 |
|
It is a school. それはがっこうです。 |
|
It is a bank. それはぎんこうです。 |
|
It is a hospital. それはびょういんです。 |
やってみよう。そのばしょはなにかな?
Yatte miyou. Sono basho wa nani kana?
It is a ______. それはがっこうです。 |
|
It is a ______. それはこうえんです。 |
|
It is a ______. それはびょういんです。 |
|
It is a ______. それはぎんこうです。 |
Let’s play. True or False?
やってみよう。 ほんとうかな?まちがっているかな?
Yatte miyou! Hontoukana? Machigatteirukana?
「はい」なら、いっかいてをたたこう。「いいえ」なら、にかいてをたたこう。
Hai nara, ikkai te wo tatakou. iie nara, nikai te wo tatakou.
Is this a park? これはこうえんですか。 |
|
Is this a school? これはがっこうですか。 |
|
Is this a bank? これはぎんこうですか。 |
|
Is this a hospital? これはびょういんですか。 |
Yoku dekitane! Kyou wa arigatou. Baibai!
Kids (Level 2)|こども向け(レベル2)Lesson 28: PERSONAL CARE みのまわりのおせわ
E wo mite, eigode ittemiyou.
Senseini tsuduite ittemiyou.
SOAP せっけん |
TOOTHBRUSH はぶらし |
COMB くし |
TOWEL タオル |
Yonde miyou.
Sensei no itta koto wo kurikaesou.
This is a comb. これはくしです。 |
|
This is a towel . これはタオルです。 |
|
This is a toothbrush. これははぶらしです。 |
|
This is soap. これはせっけんです。 |
It is a t_ _thb_ _ _h. それははぶらしです。 |
|
It is a _ow_l. それはタオルです。 |
|
It is a c_ _ _. それはくしです。 |
|
It is _ _ap. それはせっけんです。 |
Yatte miyou! Hontoukana? Machigatteirukana?
Hai nara, ikkai te wo tatakou. Iie nara, nikai te wo tatakou.
Is it a towel? それはタオルですか? |
|
Is it a toothbrush? それははぶらしですか? |
|
Is it a comb? それはくしですか? |
|
Is it soap? それはせっけんですか? |
Yoku dekitane! Kyou wa arigatou. Baibai!
The SDGs Basic – Good Health and Well-Being
“Good Health and Well-Being” is the topic of this unit.
1. | How many people are chronically malnourished according to the World Food Program? |
____________ are chronically malnourished according to the World Food Program. |
2. | Did you do your research on the sub textbook? Did you find the activity to solve the hunger issues? Please tell me what you feel about it. |
In the next part, we are going to learn about “Good Health and Well-being”.
次のパートからは、「心身、社会的な健康と幸福を」について学習を進めましょう。
1. | Where is Burkina Faso? 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: |
newborn 新生児の
Newborn babies need the utmost care.
|
mortality 死亡率
The organization is working hard to decrease the mortality rate.
|
healthcare 健康管理
The government is working to improve its healthcare system.
|
treat 治療する
The doctor is treating my mother for the flu.
|
1. | Many _____________ need immediate medical care. |
2. | The _______________ rate in the country is about 45%. |
3. | _______________ should be free for everyone. |
4. | Do you know how to _______________ a person with malaria? |
Then, let’s move on to the next part.
In 2020, almost 5 million children under the age of five died worldwide. Newborns account for nearly half of that total (2.4 million). Generally, 2.2 million children and young people aged 5 to 24 years old died in 2020. These high mortality rates are primarily the result of illnesses that can be avoided or treated.
However, there are still many people who do not have the right knowledge, and whether newborn babies can have healthy and safe lives simply depends on where they are born. In developing countries, many mothers die from pregnancy and childbirth. We can create a healthy and long-lived society by understanding the proper preventive measures for infectious diseases and gender.
1. | According to the graph, which age has the highest mortality rate? |
Answer: |
2. | How many children and young people aged 5 to 24 died in 2020? |
Answer: |
Pneumonia mortality in children is significantly associated with malnutrition, a lack of good water and sanitation, indoor air pollution, and a lack of healthcare access. Antibiotics are a simple way to treat pneumonia.
In 2017, 480,000 young children died from diarrhea. Oral rehydration salts can prevent between 70 to 90 percent of deaths.
Malaria claimed the lives of roughly 274,000 children under the age of five in 2019. The disease could easily be prevented with insecticide-treated mosquito nets and quick diagnostic tests.
Many precious lives might be saved if countries or communities had secure and decent medical administration systems, medical facilities and knowledge.
1. | How could malaria be easily prevented? |
Answer: |
2. | How many children died from diarrhea in 2017? |
Answer: |
If you have any questions, please ask me.
1. | In your country, what do you do when you get sick? |
Answer: |
2. | What do you do to avoid getting sick? Do you have any things you always do? |
Answer: |
Kids (Level 2)|こども向け(レベル2)Lesson 22: TRANSPORTATION こうつう
E wo mite, eigo de ittemiyou.
Sensei ni tsuduite ittemiyou.
BUS バス |
CAR くるま |
BIKE じてんしゃ |
TRAIN でんしゃ |
Yonde miyou.
Sensei no itta koto wo kurikaesou.
It is a bus. それはバスです。 |
|
It is a car. それはくるまです。 |
|
It is a bike. それはじてんしゃです。 |
|
It is a train. それはでんしゃです。 |
Yatte miyou! Bunshou wo kansei saseyou.
I ride a _ _ _ _. わたしはじてんしゃにのります。 |
|
I ride a _ _ _. わたしはくるまにのります。 |
|
I ride a _ _ _ _ _. わたしはでんしゃにのります。 |
|
I ride a _ _ _. わたしはバスにのります。 |
Yatte miyou! Hontoukana? Machigatteirukana?
Hai nara, ikkai te wo tatakou. Iie nara, nikai te wo tatakou.
Is this a car? これはくるまですか? |
|
Is this a bus? これはバスですか? |
|
Is this a bike? これはじてんしゃですか? |
|
Is this a train? これはでんしゃですか? |
Yoku dekitane! Kyou wa arigatou. Baibai!
Kids (Level 2)|こども向け(レベル2)Lesson 29: (CLOTHES) ふく
E wo mite, eigode ittemiyou.
Senseini tsuduite ittemiyou.
SHIRT シャツ |
SOCKS くつした |
JACKET うわぎ |
DRESS ワンピース |
Yonde miyou.
Sensei no itta koto wo kurikaesou.
It is a shirt それはシャツです。 |
|
It is a pair of socks. それはくつしたです。 |
|
It is a jacket. それはうわぎです。 |
|
It is a dress. それはワンピースです。 |
It is a _ _C_E_. それはうわぎです。 |
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It is a pair of _O_K_. それはくつしたです。 |
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It is a _H_R_. それはシャツです。 |
|
It is a _R_S_. それはワンピースです。 |
Yatte miyou! Hontoukana? Machigatteirukana?
Hai nara, Ikkai Te wo Tatakou. iie nara, Nikai Te wo Tatakou.
It is a pair of socks. それはくつしたです。 |
|
It is a jacket. それはうわぎです。 |
|
It is a shirt. それはシャツです。 |
|
It is a dress. それはワンピースです。 |
Yoku dekitane! Kyou wa arigatou. Baibai!
Kids (Level 2)|こども向け(レベル2)Lesson 23: (COUNTRIES’ FLAGS) くにのはた
Look at the picture and say the words.
えをみて、えいごでいってみよう。
E wo mite, eigode ittemiyou.
せんせいにつづいて、いってみよう。
Sensei ni tsuduite ittemiyou.
JAPAN にほん |
INDIA インド |
CANADA カナダ |
the PHILIPPINES フィリピン |
よんでみよう。
Yonde miyou.
せんせいのいったことをくりかえそう。
Sensei no itta koto wo kurikaesou.
She is in Japan. かのじょはにほんにいます。 |
|
He is in India. かれはインドにいます。 |
|
She is in Canada. かのじょはカナダにいます。 |
|
He is in the Philippines. かれはフィリピンにいます。 |
やってみよう。 ぶんしょうをかんせいさせよう。
Yatte miyou. Bunshou wo kansei saseyou.
He is in _ _ _ _ _. かれはにほんにいます。 |
|
She is in _ _ _ _ _ _. かのじょはカナダにいます。 |
|
He is in the _ _ _ _ _ _ _ _ _ _ _. かれはフィリピンにいます。 |
|
She is in _ _ _ _ _. かのじょはインドにいます。 |
Let’s play. True or False?
やってみよう。 ほんとうかな?まちがっているかな?
Yatte miyou! Hontoukana? Machigatteirukana?
あっていたら、てをいっかいたたこう。まちがっていたら、てをにかいたたこう。
Atte itara, te wo ikkai tatakou. Machigatte itara, te wo nikai tatakou.
They are in the Philippines. かれらはフィリピンにいます。 |
|
They are in Canada. かのじょらはカナダにいます。 |
|
They are in India. かれらはインドにいます。 |
|
> | They are in India. かのじょらはインドにいます。 |
Yoku dekitane! Kyou wa arigatou. Baibai!