All posts by weblio PH

kj24_flx1_5

Part A Self Introduction & Ice Breaker
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. How was your weekend? What did you do?
A_4
Answer：
A_5
I see. Let’s begin our lesson!

B_1

The following are photos of Cultural or Natural World Heritage Sites. Tell me which ones are cultural or natural.

B_2

Sample Dialogue
TUTOR:
 Do you know which of the World Heritage Sites listed above are cultural and which are natural?
STUDENT:
 I think number 3 is a Cultural World Heritage Site. What do you think?
TUTOR:
 I agree with you. It’s a Cultural World Heritage Site.

B_3

TUTOR:
 Do you know which of the World Heritage Sites listed above are cultural and which are natural?
STUDENT:
 I think ___________________________. What do you think?
TUTOR:
 I ____________ with you. It’s a Cultural/Natural World Heritage Site.

B_4

Great job!
C_1
Choose one of the two types of World Heritage Sites listed and look into some of the cultural or natural background of each one.
C_2

1. Which World Heritage Sites would you like to tell me about?
Answer：
2. Is it a Cultural or Natural World Heritage Site?
Answer：
3. Why did you choose it?
Answer：
4. Where in Japan is it located?
Answer：
5. Why is it a Cultural/Natural World Heritage Site?
Answer：
6. What can we do there?
Answer：
7. Have you ever been there?
If yes, what did you think when you went there?
If not, do you want to go there? Why or why not?
Answer：
C_3
Thank you for telling me about the World Heritage Site you chose!
D_1
Now, let’s organize your ideas. Please choose a Cultural/Natural World Heritage Site in Japan. Then, tell me more about it by filling in the blanks.
D_2
I’d like to introduce you to ___________, a Cultural/Natural World Heritage Site in Japan.
It is located in ____________, Japan. It is about ________ away from where I live.
Because _____________, this location is on the Cultural/Natural World Heritage Site List.
You can ___________________________ there.
I have been there before. The scenery at the site is very beautiful.
or
I have not been there yet, but I would like to go there one day.

D_3

Great! Thank you for sharing your ideas.
E_1
Then, let’s make a presentation about the Cultural/Natural World Heritage Site in Japan you chose. You can use your ideas from Part D. I will read the sample presentation, and I will give you 2 minutes to prepare.
E_2

World Heritage Site in Japan
Opening Today, I would like to introduce you to a World Heritage Site in Japan.
Body ① (name of the heritage site)
② (location)
③ (reason)
④ (what people can do there)
⑤ (if you have or have not been there yet)
Closing When you come to Japan, please visit Japan’s World Heritage Sites. Thank you for listening!

E_3

You have 2 minutes to prepare.

(Wait for the student for 2 minutes.)

Now, it’s your turn. You will give a presentation.

E_4

World Heritage Site in Japan
Opening Today, I would like to introduce you to a World Heritage Site in Japan.
Body It’s _____________________________.
It is located in ______________________.
Because _______________________________.
You can ______________________________.
I have (been/never been) there.
____________________________________
____________________________________
Closing When you come to Japan, please visit Japan’s World Heritage Sites. Thank you for listening!
E_5
Wonderful! You did a great job!

F_1

Let’s have a free talk about the following topics.
F_2
Do you know any World Heritage Sites in other countries?
Which World Heritage Sites do you want to visit? Why?
F_3
Answer：
F_4
Where did you go on your school trip?
Did you enjoy it? What did you do there? What did you learn?
F_5
Answer：

kj24_flx1_4

Part A Self Introduction & Ice Breaker
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. What’s your plan for this weekend?
A_4
Answer：
A_5
I see. Let’s begin our lesson!
B_1
You will read aloud the passage below.
(Please send the mispronounced words and expressions to your student.)
B_2
speech_11

One Pen Can Change the World
When we are not allowed to speak, we realize the importance of our voice. We understood how important books and pens were when we saw the guns.

The power of the voice of education is strong. So, it’s now time to speak up. We want all governments to provide free education for all children everywhere in the world. We want all governments to fight terrorism and violence. To defend children from danger and brutality. We want all communities to be accepting and to avoid judging people based on social class, race, religion, or gender so women can have freedom. We cannot succeed when half of us are held back. We encourage all of our women to embrace their inner power, be courageous, and reach their greatest potential.

Every child should have access to quality educational opportunities. We have faith in the strength of our words. Because we are all working together to further the cause of education, our words have the power to affect the entire world. Please pick up our books and pens. They are the strongest tools available. The world can be changed by just one child, one teacher, one book, and one pen. Education is the only solution.

B_3
Great job reading the passage!
C_1
I will ask the following questions. Please answer based on the passage.
C_2
Who are the other half of us? What do we encourage them to do?
C_3
Answer：
C_4
What can change the world?
C_5
Answer：
C_6
Good job answering questions!
D_1
Please answer the question based on your opinion. Consider the reasons for each yes and no.
D_2
Do you think that education is the only solution? Why or why not?
D_3

Yes.
Reason: __________________________________________________________
___________________________________________________________________.
D_4

No.
Reason: __________________________________________________________
___________________________________________________________________.
D_5
Great! Thank you for sharing your ideas.
E_1
Now, let’s organize your ideas about what you believe about the effects of education. Please read aloud the sentences below. You can choose one item from the choices or make your own sentence and explain the reason why.

E_2

① I believe that every boy and girl in the world should have access to education.
② I believe that if everyone has one book and one pen, we can make the world a better place.
E_3
I believe that _____________________________________________________.
Because ___________________________________________________________.
E_4
Great job sharing your ideas!

F_1

Then, let’s make a presentation about “The Importance of Education.” You can use your ideas from Part E. I will read the sample presentation, and I will give you 2 minutes to prepare.

F_2

speech_11

(sample) The Importance of Education
Opening Today, I am going to talk about why education is important.
Body ① (your opinion)
I believe that every boy and girl in the world should have access to education.
② (reason)
Because it’s fair and it helps everyone have the opportunity to find good jobs. If they get good jobs, they will flourish all over the world and make society better.
Closing This is my opinion on the importance of education. Thank you for listening!
F_3
Now, it’s your turn. You will give a presentation.
F_4

speech_11

The Importance of Education
Opening Today, I am going to talk about why education is important.
Body I believe that _______________________________.
Because ____________________________________.
Closing This is my opinion on the importance of education. Thank you for listening!
F_5
Wonderful! You did a great job!
G_1
Let’s have a free talk about the following topics.
G_2
Do you like learning new things?
If yes, why? What benefits do you think learning new things gives you?
If not, why not? What do you enjoy most about your school life?
G_3
Answer：
G_4
What are your top three favorite subjects? Why do you like them?
What do you think they can be used for in the future?
G_5
Answer：

kj24_flx1_3

Part A Self Introduction & Ice Breaker
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. What did you eat for breakfast today?
A_4
Answer：
A_5
I see. Let’s begin our lesson!
B_1
First, let’s check the following items related to space development. Please read each description.

space expl

B_2
Weather satellites enable more accurate weather forecasts.
Space debris is any piece of material left by humans in space.
Solar power is the energy from the sun used as electricity.
Humans may be able to live outside of Earth in the future as space development advances.
GPS is a system that provides the location of something on Earth.
A lot of money is needed and is spent on space development.
B_3
Great job!
C_1
Please tell me whether space development would work positively or negatively for each item.

(Ask each ①-⑥.)

C_2
positive and negative
C_3
Great! Thank you for your opinions.
D_1
Now, tell me the reason why you think space development will have a positive or negative impact on some items.
D_2

1. Does space development have a positive or negative impact on “weather forecast”?
Answer：
2. Why do you think so?
Answer：
D_3

1. Does space development have a positive or negative impact on “human life”?
Answer：
2. Why do you think so?
Answer：
D_4

1. Does space development have a positive or negative impact on “money”?
Answer：
2. Why do you think so?
Answer：
D_5
Thank you for answering. That was awesome!
E_1
Now, let’s organize your ideas on the positive and negative effects of space development on our lives. Please explain the reasons as well.
You can choose as many as possible, and items that are not on the list are acceptable.

space expl

E_2

Positive effect:
I think space development has a positive effect on _________________________.
Because __________________________________________________.
E_3

Negative effect:
I think space development has a negative effect on _________________________.
Because __________________________________________________.
E_4　
Great! Thank you for sharing your ideas.
F_1
Then, let’s make a presentation about the positive and negative effects of space development. You can use your ideas from Part E. I will read the sample presentation, and I will give you 2 minutes to prepare.
F_2
Positive and Negative Effects of Space Development
Opening Today, I am going to talk about the positive and negative effects of space development.
Body Positive effect:
I think space development has a positive effect on GPS.
Because of space development, GPS can tell us where we are more accurately. So, we can use GPS to find places easily, and it’s very helpful!

Negative effect:
On the other hand, I think space development has a negative effect on space debris.
Because they float around in space as garbage and may interrupt future space development.

Closing These are the positive and negative effects of space development. Thank you for listening!
accurately　正確に
float around　ただよう
interrupt さまたげる
F_3
Now, it’s your turn. You will give a presentation.

F_4

Positive and negative effects of space development
Opening Today, I am going to talk about the positive and negative effects of space development.
Body I think space development has a positive effect on __________________.
Because ____________________________________.
I think space development has a negative effect on __________________.
Because ____________________________________.
Closing These are the positive and negative effects of space development. Thank you for listening!
F_5　
Wonderful! You did a great job!
G_1
Let’s have a free talk about the following topics.
G_2
Would you like to go to space in the future?
If yes, why do you want to go? What do you want to do in space?
If not, why not?
G_3
Answer：
G_4
Have you ever seen a shooting star?
If you see a shooting star, what do you wish for?
G_5
Answer：

kj24_flx1_2

Part A Self Introduction & Ice Breaker
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. What did you have for breakfast today?
A_4
Answer：
A_5
I see. Let’s begin our lesson!
B_1
Please read the passage about the story “Jar of Life”.
B_2
Jar of Life
The “Jar of Life” teaches us how to be happier in life. The jar represents your life. The “rocks” are the big, important things like our family and dreams. The “pebbles” give meaning to your life, such as hobbies and friendship. The “sand” is the small things that fill our time, like watching TV. If we spend our time on small things more, we will have no time for the bigger and more important things in life. So we should put the “rocks” first, then the “pebbles”, and the “sand” last. This is how to fit everything in the jar and our lives.
B_3
Great job!
Part C Comprehension Check
C_1
Now, I will ask you a few questions about the “Jar of Life”.

C_2

What do the “rocks” represent?

C_3

Answer：

C_4

What should we put first, second, and last in the jar?

C_5

Answer：
C_6
Good job answering questions!

D_1

What do the activities ①~⑧ represent in the “Jar of Life”? Tell me if they are “rocks”, “pebbles”, or “sand”.

D_2

① Using your smartphone for social media
② Playing video games
③ Working for money
④ Studying		 ⑤ Reading books
⑥ Eating delicious meals
⑦ Watching movies
⑧ Joining club activities

D_3
Great!

E_1

Then please tell me what activities in your daily life are rocks, pebbles, or sand to you. You can choose from ①～⑧ in D_2, or you can give your own ideas.
E_2
1. What activities are “rocks” for you? Tell me your own ideas.

2. Why do you think so?

E_3
Answer：
E_4
1. What activities are “pebbles” for you? Tell me your own ideas.

2. Why do you think so?

E_5
Answer：
E_6
1. What activities are “sand” for you? Tell me your own ideas.

2. Why do you think so?

E_7

Answer：

E_8

Fantastic!
F_1
What activities do you prioritize in your daily life? Please tell me your top three priorities, the reasons why, and whether they apply to rocks, pebbles, or sand.
F_2
My first priority is ______________________________________.
Because _________________________________________________.
It’s (rock/pebbles/sand) for me.
F_3
My second priority is ______________________________________.
Because _________________________________________________.
It’s (rock/pebbles/sand) for me.
F_4
My third priority is ______________________________________.
Because _________________________________________________.
It’s (rock/pebbles/sand) for me.
F_5
Great! Thank you for sharing your priorities in your daily life.
G_1
Then, let’s make a presentation about the “Jar of Life” for you. You can use your ideas from Part F. I will read the sample presentation, and I will give you 2 minutes to prepare.

G_2

My own “Jar of Life”
Opening Today, I am going to talk about the “rocks”, “pebbles”, and “sand” in my own “Jar of Life”.
Body ①(your “rocks” and the reason)
②(your “pebbles” and the reason)
③(your “sand” and the reason)
Closing These are the “rocks”, “pebbles”, and “sand” in my own “Jar of Life”. Thank you for listening!
G_3
Now, it’s your turn. You will give a presentation. You will have 1-2 minutes to present.

G_4

My own “Jar of Life”
Opening Today, I am going to talk about the “rocks”, “pebbles”, and “sand” in my own “Jar of Life”.
Body My “rocks” are ________________________________________.
The reasons are ________________________________________.
My “pebbles” are ________________________________________.
The reasons are ________________________________________.
My “sand” is ________________________________________.
The reasons are ________________________________________.
Closing These are the “rocks”, “pebbles”, and “sand” in my own “Jar of Life”. Thank you for listening!
G_5
Wonderful! You did a great job!

H_1

Let’s have a free talk about the following topics.

H_2

What will you do after school?

H_3

Answer：

H_4

What do you usually do on weekends?
H_5
Answer：

kj24_flx1_1

Part A Self Introduction & Ice Breaker
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. How are you today?
A_4
Answer：
A_5
I see. Let’s begin our lesson!
B_1
How do you use the following phrases? Talk about each of them, and then sort them into categories A to F below.
B_2

　　

① Have breakfast.
② Spend less.
③ Try new things.		 ④ Give it your all.
⑤ Be kind.
⑥ Have a good night’s sleep.
B_3
Great job!
C_1
I will ask the following questions. Please answer based on the phrases provided.
C_2
“Have breakfast.”
1. How do you use the phrase?
2. When do you use it?
C_3
Answer：
C_4
“Spend less.”
1. How do you use the phrase?
2. When do you use it?
C_5
Answer：
C_6
“Study hard.”
1. How do you use the phrase?
2. When do you use it?
C_7
Answer：
C_8
You did an amazing job in this activity!
D_1
Let’s make your own phrases to use in certain situations.
D_2
Imagine talking to a classmate or teacher about studies or exams. Try to make your own phrases that can be used.
D_3

Your own phrase:___________________________________
Example: Study hard.
D_4
Imagine talking to your friend about what you are working on or doing your best. For example, club activities. Try to make your own phrases that can be used.
D_5

Your own phrase:___________________________________
Example: Go for it!
D_6
Imagine talking to your friends, family or a teacher about your future. Try to make your own phrases that can be used.
D_7

Your own phrase:___________________________________
Example: Set goals.
D_8
Thank you for answering. That was awesome!
E_1
Now, tell me about your favorite phrase. Then make a quick presentation.
E_2
1. What is your favorite phrase?
Answer：
2. How do you use the phrase?
Answer：
3. When do you use it?
Answer：
4. Why do you like the phrase?
Answer：
E_3
Thank you for telling me about your favorite phrase!
Then, let’s give a presentation. I will read a sample presentation first.
E_4
video

My Favorite Phrase
My favorite phrase is “Try new things.” I use this phrase when I want to gain more knowledge. I learn a lot when I do something new. I make mistakes when doing so, but I can improve myself by learning from those mistakes, too.
E_5
Your turn, please.
E_6
My Favorite Phrase
My favorite phrase is _________________________________________
_______________________________________________________________________
_______________________________________________________________________
E_7
That’s fantastic! You did a great job!
F_1
Describe each picture. Then, tell me what phrase you would say to him/her.
F_2

If you were her parent, what would you say to her?
F_3
Answer：
F_4

What phrase would you say to her?
F_5
Answer：
F_6
Great job answering the questions!
G_1
Let’s do a role play with the given situations. Use the phrase below during the conversation.
G_2
Situation 1: With the help of your friends, you were able to get good scores in exams. Show your gratitude to your friends.

(Your tutor will pretend to be your friend.)
Phrase to mention: “Thank you for everything!”

G_3

Answer：
G_4
Situation 2: Your friend is worried about the competition. Encourage your friend before the competition.

(Your tutor will pretend to be your friend.)
Phrase to mention: “You can do it!”

G_5
Answer：
G_6
Situation 3: You are making a call to a friend who is sick. Wish him/her well.

(Your tutor will pretend to be your sick friend.)
Phrase to mention: “Hope you feel better soon.”

G_7
Answer：
G_8
Excellent job acting out your role!
H_1
Let’s have a free talk about the following topics.
H_2
What do you usually do after school?
H_3
Answer：
H_4
How many hours a day do you study before exams?
Do you stay up late at night to study?
H_5
Answer：

24hsrk_jh3_10

Part A Self Introduction

自己紹介をしよう
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. What did you do yesterday?
A_4
Answer：
A_5
I see. Let’s begin our lesson!
Part B Vocabulary

B_1

We’ll read aloud the words below. Please repeat after me. I will check your pronunciation.
(Please send the mispronounced words and expressions to your student.)

B_2

trade
import
sell – sold
interdependent

B_3

Great job!

C_1

Japan imports many vegetables from overseas.
Think about the good and bad points of domestic and imported vegetables.

vegetables

C_2

Which is cheaper, domestic or imported vegetables?
C_3
Answer：

C_4

Which choice can support domestic farmers?
C_5
Answer：
C_6
Which is better for the environment?
C_7
Answer：

C_8

Great answers! Next, please share your opinion on domestic and imported vegetables.
Use the phrases to express your agreement or disagreement.

I think it’s better to buy domestic vegetables because we can support domestic farmers. What do you think?

vegetables

C_9
Answer：

C_10

I think it’s better to buy imported vegetables because they are cheaper than domestic ones. What do you think?

vegetables

C_11
Answer：
C_12
Thank you for sharing your opinion. That was a job well done!
D_1
Let’s read the passage below.

D_2
Trade between Japan and the World
Japan, like most countries, depends on international trade to survive.

For example, one-third of the chicken we eat is imported from countries like Thailand and Brazil. Fried chicken would be expensive in Japan if we didn’t import it from these countries. Also, we import about 90 percent of shirts, pants, coats, and other clothing products from China and other Asian countries.

Many of the products sold by Japanese companies are produced in foreign countries. Electronic gadgets, too.

There is an increasing relationship between us and other countries. Beyond our borders, we must continue to help one another.

D_3

You did a great job reading the passage!
E_1
Now, you will answer the questions based on the passage. I will check if your sentences are complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)
E_2
Where is one-third of the chicken we eat imported from?
E_3
Answer：
E_4
What must we do beyond our borders?

E_5

Answer：

E_6

Great job answering the questions!
F_1
Now, you will answer the question based on your own experience. I will check if your sentence is complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)
F_2
Did you know that our lives are surrounded by products imported from overseas?
F_3
Answer：
F_4
If we did not import meat from overseas, what food could we not eat?

F_5

If we _____ not import meat from overseas, we ______ not eat _____________.
F_6
Which do you think is better, domestic products or imported ones? Why do you think so?
cheap – expensive
safer or not
good or not good for the environment
F_7
Answer：

F_8

What can we do to build good relationships with people from overseas?

F_9

Answer：

F_10

Great job answering the questions!
G_1
Let’s do a free talk about the following topics.
(Please do a free talk if you have time left.)

G_2
What are your goals for this year?
What do you want to try this year?

G_3

Answer：
G_4
What are you going to do after school today?
G_5
Answer：

24hsrk_jh3_9

Part A Self Introduction

自己紹介をしよう
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. How was your winter vacation? Did you have fun? Where did you go?
A_4
Answer：
A_5
I see. Let’s begin our lesson!
Part B Vocabulary

B_1

We’ll read aloud the words below. Please repeat after me. I will check your pronunciation.
(Please send the mispronounced words and expressions to your student.)

B_2

Japanese school backpack
wear
donate
definitely

B_3

Great job!
Part C If the World Only Had 100 People

C_1

If the world were a village of 100 people, what would it be like?
Let’s look at where they are from and their languages.

world map

C_2

First, let’s look at where they come from.
Please read aloud the following sentences.
C_3
Where they are from
14 people from the Americas.
10 people from Europe.
15 people from Africa.
60 people from Asia.
1 person from Oceania.
C_4
If the world were a village of 100 people, how many would be from Asia?
C_5
Answer：
C_6
Great job answering the question!
C_7
Next, let’s look at their languages.
Please read aloud the following sentences.
C_8
Language
12 people speak Mandarin.
6 people speak Spanish.
5 people speak English.
5 people speak Arabic.
2 people speak Japanese.
70 people speak other languages.
C_9
If the world were a village of 100 people, how many would speak Japanese?

C_10

Answer：
C_11
That was awesome!
C_12
What do you think of “If the world were a village of 100 people”? Is there anything you found?
C_13
Example:
If the world were a village of 100 people, 60 people would be from Asia.
I found that there are many people in Asia, including Japan.
Answer：
C_14
You did an amazing job answering the questions!
Part D Dialogue Practice

D_1

Let’s read the dialogue below.

grocery

D_2

Japanese School Backpacks Connect the World
– Talking with a classmate from abroad –
TUTOR:
 Hey, Hikari. Japanese elementary school students wear Japanese school backpacks, right?
STUDENT:
 Yes, they do, Allen. Why?
TUTOR:
 I saw elementary school children yesterday. Their backpacks were colorful and cool! If I were in Japan when I was in elementary school, I would wear a Japanese school backpack!
STUDENT:
 If I still had mine, I would give it to you. But I donated mine to Cambodia.
TUTOR:
 Oh, really? That’s great! If I were a Cambodian child, I would definitely be very happy.

D_3

Now, let’s switch roles.

grocery

D_4

Japanese School Backpacks Connect the World
– Talking with a classmate from abroad –
STUDENT:
 Hey, Hikari. Japanese elementary school students wear Japanese school backpacks, right?
TUTOR:
 Yes, they do, Allen. Why?
STUDENT:
 I saw elementary school children yesterday. Their backpacks were colorful and cool! If I were in Japan when I was in elementary school, I would wear a Japanese school backpack!
TUTOR:
 If I still had mine, I would give it to you. But I donated it to Cambodia.
STUDENT:
 Oh, really? That’s great! If I were a Cambodian child, I would definitely be very happy.

D_5

You did a great job reading the dialogue!
Part E Comprehension Check

E_1

Now, you will answer the questions based on the passage. I will check if your sentences are complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)

E_2

What would Allen do if he were in Japan when he was in elementary school?

E_3

Answer：

E_4

Why doesn’t Hikari have her Japanese school backpack?
E_5
Answer：

E_6

Great job answering the questions!
Part F Asking Questions

F_1

Now, you will answer the question based on your own experience. I will check if your sentence is complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)
F_2
Have you ever donated something?
If yes, what did you donate?
If not, if you had a chance, would you donate your school backpack?
F_3
Answer：
F_4
Do you think it is a great idea to donate school backpacks? Why do you think so?
F_5
Answer：
F_6
If you were at home now, what would you like to do?
F_7
Answer：
F_8
What is your wish?
F_9
Answer：
I wish I could …
I wish I had …
F_10
Great job answering the questions!
Part G Free talk

フリートークをしてみよう

G_1

Let’s have a free talk about the following topics.
(Please have a free talk if you have time left.)

friend

G_2

If you were rich, what would you do or buy? Why?

G_3

Answer：
G_4
What are you going to do this weekend?
G_5
Answer：

24hsrk_jh3_8

Part A Self Introduction

自己紹介をしよう
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. What did you do last weekend? Did you go anywhere?
A_4
Answer：
A_5
I see. Let’s begin our lesson!
Part B Vocabulary

単語を確認しよう
B_1
We’ll read aloud the words below. Please repeat after me. I will check your pronunciation.
(Please send the mispronounced words and expressions to your student.)
B_2
independence
violence
fight
protest
tough
B_3
Great job!
C_1
Let’s talk about the person you respect.
First, please tell me about him/her. Please see the sample below.
C_2
Sample:

The person you respect: my father

What he/she did: became a doctor at 30

What kind of person he/she is: kind and patient

What you think of him/her: role model

C_3
1. Who do you respect?
Answer：
2. What did he/she do?
Answer：
3. What kind of person is he/she?
Answer：
4. What do you think of him/her?
Answer：
C_4
Thank you for answering. You did great!
Now, let’s organize your ideas. Please tell me about the person you respect. First, please read aloud the sample sentences below.
C_5
Sample:

The person I want to be like is my father. He became a doctor at 30 years old. He is kind and patient. He is my role model.
C_6
Good! Now, introduce the person you respect.
C_7
(who): The person I want to be like/The person I respect is ___________________.
(what he/she did): She/He _____________________.
(what you think of him/her): I think ______________________. She/He is ___________________.
C_8
Thank you for answering. That was awesome!
D_1
Let’s read the dialogue below.

111

D_2
Fight for Peace
– Discuss what everyone has researched about Gandhi –
TUTOR:
 Let’s discuss what you have researched about Gandhi, everyone. Mami, what did you get?
STUDENT:
 Gandhi was a man who fought for India’s independence.
TUTOR:
 Yes, that’s correct. What was the way he fought, Oliver?
STUDENT:
 He fought without violence.
TUTOR:
 How did he fight without violence?
STUDENT:
 He chose to fast to protest. “Fast” means eating almost nothing.
TUTOR:
 That must be very tough…
STUDENT:
 He is still respected by people all over the world because he fought for peace without violence.
fast　断食
D_3
Now, let’s switch roles.

study_english

D_4
Fight for Peace
– Discuss what everyone has researched about Gandhi –
STUDENT:
 Let’s discuss what you have researched about Gandhi, everyone. Mami, what did you get?
TUTOR:
 Gandhi was a man who fought for India’s independence.
STUDENT:
 Yes, that’s correct. What was the way he fought, Oliver?
TUTOR:
 He fought without violence.
STUDENT:
 How did he fight without violence?
TUTOR:
 He chose to fast to protest. “Fast” means eating almost nothing.
STUDENT:
 That must be very tough…
TUTOR:
 He is still respected by people all over the world because he fought for peace without violence.
fast　断食
D_5
Great job reading the dialogue!
E_1
Now, you will answer the questions based on the passage. I will check if your sentences are complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)
E_2
What did Gandhi fight for?
E_3
Answer：
E_4
Why is Gandhi still respected by people all over the world?
E_5
Answer：
E_6
Great job answering the questions!
Part F Asking Questions
F_1
Now, you will answer the question based on the dialogue. I will check if your sentence is complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)
F_2

What do you think about Gandhi? What did you learn about him?
F_3
Answer：
F_4

Can you tell me about the person who has influenced you?
F_5
Answer：
F_6
3. Do you think you can do “fast”?
fast　断食
F_7
Answer：
F_8
4. Who do you respect among your friends? Why do you respect him/her?
among　～の中で
F_9
Answer：
F_10
Great job answering the questions!
Part G Free talk

フリートークをしてみよう
G_1
Let’s have a free talk about the following topics.
(Please have a free talk if you have time left.)

study_english

G_2
Can you tell me what you respect about your mother/father?
G_3
Answer：
G_4

What is your plan for the weekend?
G_5
Answer：

24hsrk_jh3_6

Part A Self Introduction

自己紹介をしよう
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. What did you do yesterday?
A_4
Answer：
A_5
I see. Let’s begin our lesson!
Part B Vocabulary

B_1

We’ll read aloud the words below. Please repeat after me. I will check your pronunciation.
(Please send the mispronounced words and expressions to your student.)
B_2
prepare
emergency
flashlight
In addition,

B_3

Great job!
Part C Description

C_1

Do you know what the graphical symbols mean? Let’s check the meaning of graphical symbols and signs and practice so that you can explain them.

C_2

111

TUTOR:
 Have you seen this symbol?
STUDENT:
 Yes, I have.
TUTOR:
 Can you tell me what this symbol means?
STUDENT:
 It means “evacuation area.” It shows a person running to a safe area.
C_3
Now, tell me about the following symbols.

111

emergency exit
landslide
tsunami

22hsrk_jh3_6-part-c

C_4

emergency-exit (1)

1. Do you know what this symbol means?
C_5
emergency exit
landslide
tsunami

22hsrk_jh3_6-part-c

Yes, I do. It means ________________________________________.
It shows ____________________________________________.
C_6
Great! Let’s have the second one.

emergency-exit (1)

2. Do you know what this symbol means?
C_7
emergency exit
landslide
tsunami

22hsrk_jh3_6-part-c

Yes, I do. It means ________________________________________.
It shows ____________________________________________.
C_8
Nice job! Let’s have the last picture.

3. Do you know what this symbol means?
C_9
emergency exit
landslide
tsunami

22hsrk_jh3_6-part-c

Yes, I do. It means ________________________________________.
It shows ____________________________________________.
C_10
You were awesome!
Next, let’s describe the sign. Please read aloud the example.
C_11
emergency-exit-part-c

This sign tells you where you can find an emergency exit in case of fire. Turn right, keep going for 150 meters, and you can get there.
C_12
Good!
Now, please fill in the blanks to describe.
C_13
400

This sign tells you ______ you can find an _______________ in case of _______. Turn _______, keep going for _______ meters, and you can get there.
C_14
That was great! You did this activity very well!
Part D Dialogue Practice

D_1

Let’s read the dialogue below.

111

D_2

What We Should Prepare For
– A family watching the news about the disaster –
TUTOR:
 We also should prepare for disasters, Kana. It could happen to us tomorrow.
STUDENT:
 Can you tell me what to prepare, Dad?
TUTOR:
 An emergency kit. We put water, food, a flashlight, and portable toilets in one backpack for each person.
STUDENT:
 Oh, I get it.
TUTOR:
 In addition, we should decide how to contact each other during a disaster.
STUDENT:
 Alright. We have a lot to prepare for.
portable　持ち運びできる
D_3
Now, let’s switch roles.

111

D_4

What We Should Prepare For
– A family watching the news about the disaster –
STUDENT:
 We also should prepare for disasters, Kana. It could happen to us tomorrow.
TUTOR:
 Can you tell me what to prepare, Dad?
STUDENT:
 An emergency kit. We put water, food, a flashlight, and portable toilets in one backpack for each person.
TUTOR:
 Oh, I get it.
STUDENT:
 In addition, we should decide how to contact each other during a disaster.
TUTOR:
 Alright. We have a lot to prepare for.
portable　持ち運びできる

D_5

You did a great job reading the dialogue!
Part E Comprehension Check
E_1
Now, you will answer the questions based on the passage. I will check if your sentences are complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)

E_2

What did Kana ask her dad?

E_3

Answer：

E_4

In addition to preparing a emergency kit, what did Kana’s dad say they should decide?
E_5
Answer：

E_6

Great job answering the questions!
Part F Asking Questions

F_1

Now, you will answer the question based on your own experience. I will check if your sentence is complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)
F_2
Do you have extra food and water at home for disasters?
F_3
Answer：
F_4
Do you know where your school’s emergency exit is?
F_5
Answer：
F_6
If an earthquake happens, what should you do first?
F_7
Answer：
F_8
Has your family prepared for a disaster?
If yes, what things have you prepared?
If not, will you ask your family to prepare an emergency kit? Why or why not?
F_9
Answer：
F_10
Great job answering the questions!
Part G Free talk

フリートークをしてみよう

G_1

Let’s have a free talk about the following topics.
(Please have a free talk if you have time left.)

friend

G_2

What kinds of disasters often occur in Japan?
Have you ever experienced any of them? How did you feel?
Please tell me what you know.

G_3

Answer：
G_4
What are you going to do after school today?
G_5
Answer：

24hsrk_jh3_7

Part A Self Introduction

自己紹介をしよう
A_1
Let’s introduce ourselves to each other.
My name is ________. What is your name?
A_2
I am ________. Nice to meet you.
A_3
Nice to meet you too, ________. What will you do after class today?
A_4
Answer：
A_5
I see. Let’s begin our lesson!
Part B Vocabulary

単語を確認しよう
B_1
We’ll read aloud the words below. Please repeat after me. I will check your pronunciation.
(Please send the mispronounced words and expressions to your student.)
B_2
terrible
drove
parking lot
finally
fortunately
B_3
Great job!
Part C Role Play
C_1
Let’s role-play a situation where you are helping someone in need.
First, read the example conversational sentences aloud.
C_2
STUDENT:
 Excuse me. May I help you?
TUTOR:
 Oh, yes, please. Can you tell me how to go to Osaka Castle?
STUDENT:
 Sure. Please change the train at Tenno-ji.
TUTOR:
 Okay. Is it this way?
STUDENT:
 Yes, it is. Shall I take you to Tennoji? I’m on my way to go there.
TUTOR:
 Really? Thank you!
C_3
Now, use the following phrases to talk to people in need.

C_4　

Expressions to use for the person who helps Expressions to use for the person being helped
Do you need some help? Could you tell me where I can get a taxi?
Is there anything I can do for you? Could you help me buy a train ticket?
Where would you like to go?
Are you lost? No, thank you. I’m fine.
Sorry, I can’t help you. I’m in a hurry. You’re a lifesaver!
C_5
emergency-exit (1)

Situation 1: Someone is looking for a taxi.
C_6
First, I will use the expressions for the person who helps. You will use the expressions for the person being helped.


Expressions for the person who helps:
– Do you need some help?
– Is there anything I can do for you?
C_7
Expressions to use for the person being helped:
– Could you tell me where I can get a taxi?
– You’re a lifesaver.
C_8
Now, let’s switch roles. You will use the expressions of the person who helps. I will use the expressions of the person being helped.
C_9
Expressions for the person who helps:
– Do you need some help?
– Is there anything I can do for you?
C_10
Expressions to use for the person being helped:
– Could you tell me where I can get a taxi?
– You’re a lifesaver.
C_11
Great job! Let’s have the second one.
C_12
emergency-exit (1)

Situation 2: A child is lost and crying.
C_13
First, I will use the expressions for the person who helps. You will use the expressions for the person being helped.


Expressions for the person who helps:
– Are you lost?
– Let’s find your mom together.
C_14
Expressions to use for the person being helped:
– I can’t find my mom.
– Thank you!
C_15
Now, let’s switch roles. You will use the expressions of the person who helps. I will use the expressions of the person being helped.
C_16
Expressions for the person who helps:
– Are you lost?
– Let’s find your mom together.
C_17
Expressions to use for the person being helped:
– I can’t find my mom.
– Thank you!
C_18
You did an amazing job in this activity!
D_1
Please read aloud the passage below. I will check your pronunciation and intonation.
(Please send the mispronounced words and phrases to your student.)
D_2
video

Case 1
My wife and I ran out of the house after the terrible shaking. We drove to a store parking lot because we didn’t know where to go. We spent five hours inside the car. Finally, we could speak to a police officer passing by. He led us to the shelter.
Case 2
I took a trip by train with a friend. On the way back, a large earthquake occurred. Trains stopped running. At the station, announcements were in Japanese. We searched for information on the internet, but it was also in Japanese. Fortunately, a woman was talking with some tourists in English.
D_3
Great job reading the passage!
Part E Comprehension Check
E_1
Now, you will answer the questions based on the passage. I will check if your sentences are complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)
E_2
In case 1, where did the man and his wife drive to?
E_3
Answer：
E_4
In case 2, what does the speaker say about the announcements and information on the internet?
E_5
Answer：
E_6
Great job answering the questions!
Part F Asking Questions
F_1
Now, you will answer the question based on the dialogue. I will check if your sentence is complete and if the grammar is correct.
(Please send the sentences that need grammar corrections to your student.)
F_2

How did you feel when you first experienced an earthquake?
F_3
Answer：
F_4

Do you prepare anything for a disaster?
If yes, what do you prepare?
If not, what will you do if an earthquake occurs during sleep?
F_5
Answer：
F_6
What should you do if an earthquake hits while you are taking a class at school?
F_7
Answer：
F_8
Do you know where the closest shelter is? Have you been there?
F_9
Answer：
F_10
Great job answering the questions!
Part G Free talk

フリートークをしてみよう
G_1
Let’s have a free talk about the following topics.
(Please have a free talk if you have time left.)

study_english

G_2
Imagine that a disaster has occurred and you and your family are in a shelter.
What is the most difficult problem for you? Why?
What food would you miss if you couldn’t eat it?
G_3
Answer：
G_4

What items do you need in a shelter? Please tell me as many as you can think of. Any small items are okay.
G_5
Answer：
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