All posts by weblio PH

The SDGs Advanced – Zero Hunger

2022年1月4日 weblio PH

Today’s GOALS

Let’s have a look at the goals for today.
“Zero Hunger” is the topic of this unit.

Today’s Goals
■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.

Part A Self introduction

　自己紹介をする

Part A_1　Self introduction

Let’s introduce ourselves to each other.

My name is ________. What is your name?

Part A_2　Self introduction

I am ________. Nice to meet you.

Part A_3　Self introduction

Nice to meet you too, ________. Let’s get started.

Part B　Review

　　前回のレッスンの復習　

Review of the previous lesson

Part B_1　Review

Please read aloud the passage below.

Part B_2　Review

Poverty

If people do not get enough nutrition, they will not have the strength or energy to work. Climate change, on the other hand, causes hunger, whether through drought or flooding. More than half the population in developing countries now lives in extreme poverty.

Part B_3　Review

I will ask the following questions about poverty. I will check to see if your answers are appropriate.

Part B_4　Review

1.	How much of the population of developing countries lives in extreme poverty?

Part B_5　Review

_________________________________________ lives in extreme poverty.

Part B_6　Review

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.

Part B_7　Review

Part B_8　Review

Now, let’s review your answers.

Part B_9　Review

Part B_10　Review

So far, we have reviewed the previous lesson topic, “No Poverty.” Do you have any questions?
In the next part, we are going to learn about “Zero Hunger.”

Part C　Description

　　描写問題　他国を知る

Get to know other countries’ situations

Part C_1　Description

Find out where Bangladesh is located.

1.	Where is Bangladesh? A, B, or C?

Part C_2　Description

The answer is _________.

Part C_3　Description

Please look at and study the pictures below. These are pictures from Japan and Bangladesh. I will ask you a question.

(Give the student at least 20 seconds to study both pictures.)

Part C_4　Description

2.	What can you see in the pictures? Please describe as many as you can from each picture.

Part C_5　Description

Answer:

Part C_6　Description

Now, let’s review your answers.

Part C_7　Description

Part C_8　Description

If you have anything you didn’t understand well, please keep researching after the lesson.

Part D　Vocabulary

英単語の意味と発音を確認する

Learn the vocabulary and phrases related to the topic

Part D_1　Vocabulary

We’ll read aloud the words and sample sentences below. Please repeat after me. I will check your pronunciation.

Part D_2　Vocabulary

	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.

Part D_3　Vocabulary

Now, let’s review some words from Part D_2.

(Please review the mispronounced words and expressions from Part D_2.)

Part D_4　Vocabulary

Part D_5　Vocabulary

Please look at the pictures below. Now, fill in the blanks with the words you learned and read aloud the complete sentences.

(Please give the student time to answer.)

Part D_6　Vocabulary

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 _______________.

income

3.	The country’s _______________ systems need to be improved.

malnutrition

4.	Countries that use _______________ farming methods still exist to this day.

Part D_7　Vocabulary

Now, let’s review your answers.

Part D_8　Vocabulary

Part D_9　Vocabulary

Do you have any questions about the meaning of words?
Then, let’s move on to the next part.

Part E　Reading

リーディング問題　passageを読んで知識を深める

Learn the facts about the topic and the countries that are related to it

Part E_1　Reading

Please read aloud the passages below. After that, I will ask the following questions. Please answer based on the passages.

Part E_2　Reading

Global hunger

How many people are suffering from hunger? According to current estimates, about 690 million people, or 8.9 percent of the global population, are hungry. The World Food Program shows that 135 million people are chronically malnourished as a result of human-caused conflict, climate change, and the economic downturn.

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.

Part E_3　Reading

I will ask the following questions. Please answer based on the passage. I will check to see if your answers are appropriate.

Part E_4　Reading

1.	What effects does wasting or acute undernutrition have on children under 5 years of age?

Part E_5　Reading

Answer:

Part E_6　Reading

Please read aloud the second passage below.

Part E_7　Reading

Food problem in Bangladesh

Bangladesh is a small country with a large population. To feed its rapidly growing population, the country is fighting to maintain and improve its present food output.

Bangladesh_population

Estimates show that Bangladesh will run out of agricultural land by 2080 if the current trend continues. Housing, schools, hospitals, roads, and other infrastructure projects annually result in the loss of around 80 thousand hectares of cultivable land in Bangladesh. This contributes to a decrease in food production.

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.

Part E_8　Reading

I will ask the following question. Please answer based on the passage. I will check to see if your answers are appropriate.

Part E_9　Reading

2.	What are the causes of the loss of around 80 thousand hectares of cultivable land in Bangladesh?

Part E_10　Reading

Answer:

Part E_11　Reading

Now, let’s review your answers.

Part E_12　Reading

Part E_13　Reading

Did you understand the situation or facts of hunger? If you have any questions, please ask me.

Part F　Presentation

プレゼンテーション

Share your ideas

Part F_1　Preparing

In this part, you will give a presentation about “How to Satisfy Hunger.” First, I will ask you some questions. The answers will be the key to your presentation.

Part F_2　Preparing

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?

Part F_3　Preparing

1.
2.

(Please send the idea on the the chatbox as a record/hint for next step.)

Part F_4　Preparing

Then, let’s make a presentation. I will read the sample presentation, and I will give you 2 minutes to prepare.

How to Satisfy Hunger

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.

Part G_1　Presentation

Now, it’s your turn. You will give a presentation. After that, I will give feedback and ask a question. You will have 1-2 minutes to present.

Part G_2　Presentation

(Please start your presentation now.)

How to Satisfy Hunger

Opening	Today, I am going to talk about how to satisfy hunger. I’ll give you two ideas.
Body	_____________________________________________ ① __________________________________________ ② __________________________________________
Closing	_____________________________________________

Part G_3　Presentation

Thank you for your presentation. How was it? Now, I will tell you the good points of your presentation.

(Please give two positive comments about the student’s presentation.)

Part G_4　Presentation

Secondly, I will ask you a question about your presentation.

(Please ask one question about the student’s presentation.)

Part G_5　Presentation

Answer:

Part G_6　Presentation

Now, let’s review your answer.

(Please review your student’s answers by sending the correct answers in complete sentences. After that, ask your student to read aloud his or her corrected answers.)

Part G_7　Presentation

Part G_8　Presentation

Thank you for answering my question. Let us continue to learn and think about hunger issues, and then take action to solve them.

(If you still have enough time, you can share the situation of hunger in your country.)

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

2021年12月28日 weblio PH

PART A_1

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.

PART A_2

Repeat after your tutor.

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

PART B_1

Let’s read.

よんでみよう。

Yonde miyou.

PART B_2

Repeat after me.

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。

PART C_1

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.

PART C_2

	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。

PART D_1

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?

PART D_2

If YES, clap ONCE. If NO, clap TWICE.

「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。

PART E_1

Good job! Thanks for today. Bye!

よくできたね！きょうはありがとう。ばいばい！

Yoku dekitane! Kyou wa arigatou. Baibai!

Kids (Level 2)｜こども向け（レベル2）
Lesson 20: PLACES　ばしょ

2021年12月28日 weblio PH

PART A_1

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.

PART A_2

Repeat after your tutor.

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

PART B_1

Let’s read.

よんでみよう。

Yonde miyou.

PART B_2

Repeat after me.

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。

PART C_1

Let’s play. What place is it?

やってみよう。そのばしょはなにかな？

Yatte miyou. Sono basho wa nani kana?

PART C_2

	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。

PART D_1

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?

PART D_2

If YES, clap ONCE. If NO, clap TWICE.

「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。

PART E_1

Good job! Thanks for today. Bye!

よくできたね！きょうはありがとう。ばいばい！
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

2021年12月28日 weblio PH

PART A_1

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.

PART A_2

Repeat after your tutor.

せんせいにつづいて、いってみよう。

Senseini tsuduite ittemiyou.


SOAP せっけん	TOOTHBRUSH はぶらし

COMB くし	TOWEL タオル

PART B_1

Let’s read.

よんでみよう。

Yonde miyou.

PART B_2

Repeat after me.

せんせいのいったことをくりかえそう。

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。

PART C_1

Let’s play. What is it?

やってみよう。どんなふくかな？

PART C_2

	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。

PART D_1

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?

PART D_2

If YES, clap ONCE. If NO, clap TWICE.

「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 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？

PART E_1

Good job! Thanks for today. Bye!

よくできたね！きょうはありがとう。ばいばい！
Yoku dekitane! Kyou wa arigatou. Baibai!

The SDGs Basic – Good Health and Well-Being

2021年12月28日 weblio PH

Today’s GOALS

Let’s have a look at the goals for today.
“Good Health and Well-Being” is the topic of this unit.

今日のテーマは「心身、社会的な健康と幸福を」です。

Today’s Goals

■　健康と社会的な幸福にかかわる単語・表現を学ぶ

Learn the vocabulary and expressions related to health and well-being.

■　医療制度や公衆衛生が整っていない世界の国について知る

Get to know and share your thoughts on the countries with a poor healthcare system.

■　passageを読んで自国での健康問題や社会的な幸福についての知識を深める

Deepen your knowledge of health issues and well-being by reading passages.

Part A self introduction

　　自己紹介をする

Part A_1　self introduction

Let’s introduce ourselves to each other.

自己紹介をしましょう。

My name is ________. What is your name?

Part A_2　self introduction

I am ________. Nice to meet you.

Part A_3　self introduction

Nice to meet you too, ________. Let’s get started.

Part B　Review

　　前回のレッスンの復習　

Review of the previous lesson

Part B_1　Review

Please read aloud the passage below.

文章を読んでください。

Part B_2　Review

Hunger

According to current estimates, about 690 million people are hungry. The World Food Program shows that 135 million people are chronically malnourished due to man-made conflict, climate change, and economic decline. Urgent action is needed to provide food and humanitarian aid to the most vulnerable areas.

Part B_3　Review

I will ask the following questions about hunger. I will check if your answers are appropriate.

講師が質問するので答えてみましょう。

Part B_4　Review

1.	How many people are chronically malnourished according to the World Food Program?

Part B_5　Review

____________ are chronically malnourished according to the World Food Program.

Part B_6　Review

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.

Part B_7　Review

Part B_8　Review

Now, let’s review your answers.

復習してみましょう。

Part B_9　Review

Part B_10　Review

So far, we have reviewed the previous lesson topic, “Zero Hunger”. Do you have any questions?
In the next part, we are going to learn about “Good Health and Well-being”.

ここまでは前回の復習です。
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。

Part C　Description

　　描写問題　他国を知る

Get to know other countries’ situations

Part C_1　Description

Find out where Burkina Faso is located.

ブルキナファソの場所について確認しましょう。

Where is Burkina Faso? A, B or C?

Part C_2　Description

The answer is _________.

Part C_3　Description

Please look at and study the pictures below. These are pictures from Japan and Burkina Faso. I will ask you a question.

(Give the student at least 20 seconds to study both pictures.)

下記は、日本とブルキナファソの写真です。写真について質問をします。

Part C_4　Description

2.	What can you see in the pictures? Please describe as many as you can from each picture.

Part C_5　Description

Answer:

Part C_6　Description

Now, let’s review your answers.

復習してみましょう。

Part C_7　Description

Part C_8　Description

Did you get any images of the health issues? If you have anything you don’t know well, please keep researching after the lesson.

Part D　Vocabulary

英単語の意味と発音を確認する

Learn the vocabulary and phrases related to the topic

Part D_1　Vocabulary

We’ll read aloud the words and sample sentences below. Please repeat after me. I will check your pronunciation.

講師の真似をして単語を発音しましょう。

Part D_2　Vocabulary

	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.

Part D_3　Vocabulary

Now, let’s review some words from part D_2.

(Please review the mispronounced words and expressions from part D_2.)

復習しましょう。

Part D_4　Vocabulary

Part D_5　Vocabulary

Please look at the pictures below. Now, fill in the blanks with the words you learned and read aloud the complete sentences.

(Please give the student time to answer.)

それでは、下記のそれぞれの文章の空欄に先ほど学んだ単語のいずれかを埋めて、文章を完成させましょう。

Part D_6　Vocabulary

1.	Many _____________ need immediate medical care.

2.	The _______________ rate in the country is about 45%.

income

3.	_______________ should be free for everyone.

malnutrition

4.	Do you know how to _______________ a person with malaria?

Part D_7　Vocabulary

Now, let’s review your answers.

復習してみましょう。

Part D_8　Vocabulary

Part D_9　Vocabulary

Do you have any questions about the meaning of words?
Then, let’s move on to the next part.

Part E　Reading

リーディング問題　知識を深める

Learn the facts about the topic and the countries that are related to it

Part E_1　Reading

Please read aloud the first passage below.

文章を読んでください。

Part E_2　Reading

Mortality rate

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.

Part E_3　Reading

I will ask the following questions. Please answer based on the passage. I will check if your answers are appropriate.

講師が質問するので答えてみましょう。

Part E_4　Reading

1.	According to the graph, which age has the highest mortality rate?

Part E_5　Reading

Answer:

Part E_6　Reading

2.	How many children and young people aged 5 to 24 died in 2020?

Part E_7　Reading

Answer:

Part E_8　Reading

Please read aloud the second passage below.

文章を読んでください。

Part E_9　Reading

Diseases and their methods of prevention

The leading causes of death in children differ depending on their age. Here are some diseases and their methods of prevention.

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.

Part E_10　Reading

I will ask the following question. Please answer based on the passage. I will check if your answers are appropriate.

講師が質問するので答えてみましょう。

Part E_11　Reading

1.	How could malaria be easily prevented?

Part E_12　Reading

Answer:

Part E_13　Reading

2.	How many children died from diarrhea in 2017?

Part E_14　Reading

Answer:

Part E_15　Reading

Now, let’s review your answers.

復習してみましょう。

Part E_16　Reading

Part E_17　Reading

Did you understand the situation and facts of the health issues?
If you have any questions, please ask me.

Part F　Opinion

オピニオン　問題を身近に考える

Think about the topic as your own

Part F_1　Opinion

Please answer the questions below. You can share your opinions.

(It’s okay if the student’s answers are not complete sentences. To share his/her opinions is the goal for this part.)

講師が質問をするのであなたの意見を答えましょう。

Part F_2　Opinion

1.	In your country, what do you do when you get sick?

Part F_3　Opinion

Answer:

Part F_4　Opinion

2.	What do you do to avoid getting sick? Do you have any things you always do?

Part F_5　Opinion

Answer:

Part F_6　Opinion

Now, let’s review your answers.

復習してみましょう。

Part F_7　Opinion

Part F_8　Opinion

Thank you for sharing your opinions. Let us continue to learn and think about health issues, and then take action to solve them.

Kids (Level 2)｜こども向け（レベル2）
Lesson 22: TRANSPORTATION　こうつう

2021年12月28日 weblio PH

PART A_1

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, eigo de ittemiyou.

PART A_2

Repeat after your tutor.

せんせいにつづいて、いってみよう。

Sensei ni tsuduite ittemiyou.


BUS バス	CAR くるま

BIKE じてんしゃ	TRAIN でんしゃ

PART B_1

LET’S READ.

よんでみよう。

Yonde miyou.

PART B_2

Repeat after your tutor.

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 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。

PART C_1

LET’S PLAY! COMPLETE THE SENTENCES.

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.

PART C_2

	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。

PART D_1

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?

PART D_2

If YES, clap ONCE. If NO, clap TWICE.

「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 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？

PART E_1

Good job! Thanks for today. Bye!

よくできたね！きょうはありがとう。ばいばい！
Yoku dekitane! Kyou wa arigatou. Baibai!

Kids (Level 2)｜こども向け（レベル2）
Lesson 29: （CLOTHES）　ふく

2021年12月28日 weblio PH

PART A_1

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.

PART A_2

Repeat after your tutor.

せんせいにつづいて、いってみよう。

Senseini tsuduite ittemiyou.


SHIRT シャツ	SOCKS くつした

JACKET うわぎ	DRESS ワンピース

PART B_1

Let’s read.

よんでみよう。

Yonde miyou.

PART B_2

Repeat after me.

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 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。

PART C_1

Let’s play. What is it?

やってみよう。どんなふくかな？

PART C_2

	It is a _ _C_E_. それはうわぎです。
	It is a pair of _O_K_. それはくつしたです。
	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。

PART D_1

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?

PART D_2

If yes, clap once. If no, clap twice.

「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.

	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。

PART E_1

Good job! Thanks for today. Bye!

よくできたね！きょうはありがとう。ばいばい！
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

2021年12月28日 weblio PH

｜こども向け（レベル2）

PART A_1

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.

PART A_2

Repeat after your tutor.

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

PART B_1

Let’s read.

よんでみよう。

Yonde miyou.

PART B_2

Repeat after me.

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。

PART C_1

Let’s play. Complete the sentences.

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.

PART C_2

	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。

PART D_1

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?

PART D_2

If TRUE, clap ONCE. If FALSE, clap TWICE.

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。

PART E_1

Good job! Thanks for today. Bye!

よくできたね！きょうはありがとう。ばいばい！
Yoku dekitane! Kyou wa arigatou. Baibai!

Kids (Level 2)｜こども向け（レベル2）
Lesson 27: TOYS　おもちゃ

2021年12月28日 weblio PH

PART A_1

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.

PART A_2

Repeat after your tutor.

せんせいにつづいて、いってみよう。

Senseini tsuduite ittemiyou.


DOLL にんぎょう	PLAYING CARDS トランプ

KITE たこ	JUMP ROPE なわとび

PART B_1

Let’s read.

よんでみよう。

Yonde miyou.

PART B_2

Repeat after me.

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 doll. それはにんぎょうです。
	It is a deck of playing cards. それはトランプです。
	It is a kite. それはたこです。
	It is a jump rope. それはなわとびです。

PART C_1

Let’s play. What does he/she want?

やってみよう。なにがほしいかな？

PART C_2

	He wants _L_YING C_RD_. かれはトランプがほしいです。
	She wants a _O_L. かのじょはにんぎょうがほしいです。
	He wants a _I_E . かれはたこがほしいです。
	She wants a _U_P R_P_. かのじょはなわとびがほしいです。

PART D_1

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?

PART D_2

If YES, clap ONCE. If NO, clap TWICE.

「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.

	It is a kite. それはたこです。
	It is a deck of playing cards. それはトランプです。
	It is a doll. それはにんぎょうです。
	It is a jump rope. それはなわとびです。

PART E_1

Good job! Thanks for today. Bye!

よくできたね！きょうはありがとう。ばいばい！
Yoku dekitane! Kyou wa arigatou. Baibai!

Kids (Level 2)｜こども向け（レベル2）
Lesson 21: SPORTS　スポーツ

2021年12月27日 weblio PH

PART A_1

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.

PART A_2

Repeat after your tutor.

せんせいにつづいて、いってみよう。

Sensei ni tsuduite ittemiyou.


BASEBALL やきゅう	BASKETBALL バスケットボール

SOCCER サッカー	VOLLEYBALL バレーボール

PART B_1

Let’s read.

よんでみよう。

Yonde miyou.

PART B_2

Repeat after me.

せんせいのいったことをくりかえそう。

Sensei no itta koto wo kurikaesou.

	I play baseball. わたしはやきゅうをします。
	I play basketball. わたしはバスケットボールをします。
	I play soccer. わたしはサッカーをします。
	I play volleyball. わたしはバレーボールをします。

PART C_1

Let’s play. What does he/she play?

やってみよう。かれ/かのじょはなにをしますか？

Yatte miyou. Kare / Kanojo wa nani wo shimasuka?

PART C_2

	He plays ______. かれは
	She plays ______. かのじょは
	She plays ______. かのじょは
	He plays ______. かれは

PART D_1

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?

PART D_2

If TRUE, clap ONCE. If FALSE, clap TWICE.

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.

	I play soccer. わたしはサッカーをします。
	I play basketball. わたしはバスケットボールをします。
	I play baseball. わたしはやきゅうをします。
	I play volleyball. わたしはバレーボールをします。

PART E_1

Good job! Thanks for today. Bye!

よくできたね！きょうはありがとう。ばいばい！
Yoku dekitane! Kyou wa arigatou. Baibai!

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