All posts by weblio PH

Discussion on Aesop’s fables: The Porcupine and the Snakes

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. porcupine /PAWR-kyuh-pahyn/
  -an animal with a covering of long, sharp quills
  Denise was frightened by the porcupine.
2. quill /kwil/
  -any of the long sharp pointed hairs on the body of a porcupine
  I was stuck with a porcupine quill and had to go to the hospital to get it out.
3. consent /kuhn-SENT/
  -to agree to do something, or to allow someone to do something
  Jenny never goes on school field trips because her dad would not consent her.
4. prick /prik/
  -to make a very small hole or holes in the surface of something, sometimes in a way that causes pain
  The dermatologist pricked his acne as part of the cleaning process.
5. escort /ih-SKAWRT/
  -to go with someone and show them a place
  The members of the audience were escorted to the exit point after the play.
PART B_1
Let’s read the story. Please read them aloud, and I will check your pronunciation and intonation.
PART B_2
The Porcupine and the Snakes
A Porcupine was looking for a good home. At last he found a little sheltered cave, where lived a family of Snakes. He asked them to let him share the cave with them, and the Snakes kindly consented.

The Snakes soon wished they had not given him permission to stay. His sharp quills pricked them at every turn, and at last they politely asked him to leave.

“I am very well satisfied, thank you,” said the Porcupine. “I intend to stay right here.” And with that, he politely escorted the Snakes out of doors. And to save their skins, the Snakes had to look for another home.

Give a finger and lose a hand.

PART C_1
Let’s answer comprehension questions. Please answer them based on the story.
PART C_2
1. What did the Porcupine say to the Snakes when it was asked to leave the sheltered cave?
2. Why did the Snakes leave instead?
3. Why did the Snakes regret letting the Porcupine live with them?
PART D_1
Let’s discuss the story. Please answer the questions below and express your opinions.
PART D_2
1. How would you describe the Snakes and the Porcupine in the story?
2. What are the factors that must be considered before befriending someone?
3. What is the relevance of the fable’s lesson today?
4. In your opinion, is it wrong to be kind at all times? Why do you think so?
5. Have you had an experience similar to the fable’s lesson? Please tell me more about it.
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Discussion on Columns: Dandelions: One of the Healthiest Foods on the Planet

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. top /top/
  -to be the most important, most successful
  The song topped the charts for five weeks.
2. drought /drawt/
  -a long period when there is no rain and people do not have enough water
  Lettuce will not grow during a drought.
3. resistant /ri-ZIS-tant/
  -not harmed or affected by something
  The new watch which I bought is water-resistant.
4. spread /spred/
  -to gradually affect a larger area
  The spread of the virus should be contained in just one area.
5. waste /weyst/
  -unwanted matter or material of any type, often that which is left after useful substances or parts have been removed
  No part of a coconut is a waste as each part has its own purpose.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Dandelions: One of the Healthiest Foods on the Planet
With their radiant colors and pleasant smell, everyone loves flowers. However, the case is not the same for dandelion, which is considered the most hated flower in the United States. Despite being the most hated flower, the dandelion is one of the healthiest foods on the planet. Ranking number 16 in a 2014 study of the healthiest foods, dandelion even topped the popularly healthy kale and broccoli. Dandelion is rich in vitamins A, B, C, E, and K. It also provides lots of iron, calcium, magnesium, and potassium. It is also rich in fiber and may help in the balance of bacteria in the digestive system. Aside from the nutrients it gives, another great thing about dandelion is that there is no waste as you can eat it from the bottom of the roots to the top of the flower. The dandelion grows fast. It is drought-resistant. The roots spread easily as do their white, soft, seed-filled tops. Lastly, it is fun for children as they believe that their wishes will come true if they were able to blow all seeds off with just one breath. Even if the wish isn’t granted, the seeds have spread far and large, allowing more of this nutritious food source to flourish.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. Despite, being the most hated flower, what did studies show about dandelion?
2. What could fiber do with our body?
3. Aside from the nutritional benefits, what are the other benefits of dandelion?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. Do you hate dandelions as well as most Americans? Why or why not?
2. Why do you think people hate dandelions?
3. Can you think of other benefits which a dandelion can give?
4. What other nutritious food can you think of that is also hated by some, if not most?
5. Do you think people should stop hating plants on the basis of their appearance and should focus more on the nutritional benefits? Why or why not?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Discussion on Columns: What Is the Most Popular Ethnic Food in the US?

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. diverse /dih-VURS/
  -of a different kind, form, character, etc.
  Diverse people gathered in the conference.
2. appreciate /uh-PREE-shee-eyt/
  -to be grateful or thankful for
  The teacher appreciates her students’ efforts.
3. cuisine /kwi-ZEEN/
  -a style or quality of cooking
  Japanese cuisine is my favorite.
4. ethnic /ETH-nik/
  -relating to a particular race of people
  We should respect ethnic traditions.
5. overtake /oh-ver-TEYK/
  -to go past something by being a greater amount or degree
  Some businesses were overtaken by their competitors.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
What Is the Most Popular Ethnic Food in the US?
The United States has long been considered as a melting pot – an environment where diverse individuals and classes of people coexist. That is mirrored in the country’s food choices. Food is a means for many Americans to learn and appreciate diverse cultures. According to a report, Mexican food is the most common ethnic food in the largest number of states. It is particularly common in the West Coast. However, Chinese cuisine is the most common nationwide. According to Georgie Mihaila, a food blogger, both cuisines have a colorful history attached to Chinese and Mexican immigrants in America. Restaurants serving Thai, Korean, Vietnamese, and Japanese cuisine are also gaining popularity across the region. The demand for more varied food experiences is being led by millennials. Millennials have overtaken Generation X as the country’s largest age demographic. The majority of them are between the ages of 26 and 40. These people tend to talk about their meals on social media. Americans are getting more experimental in their food selections in general.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. Why is the United States referred to as a melting pot?
2. What other ethnic cuisines are gaining popularity in America?
3. What is America’s current largest age demographic?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What makes the article interesting for you?
2. Why is food important to culture?
3. Do you think that your country’s food culture is diverse? Why or why not?
4. Which do you prefer, traditional or modern cuisine? Please explain your answer.
5. In what ways can millennials preserve different food cultures?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Discussion on Columns: Scientists Solve Mystery About Stonehenge

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. monument /MON-yuh-ment/
  -a structure or building that is built to honor a special person or event
  The Tsuruma Park in Nagoya is a national registered monument.
2. landmark /LAND-mahrk/
  -a building or place that is easily recognized, especially one that you can use to judge where you are
  The park is the closest landmark from our home.
3. instrumental /in-struh-MEN-tl/
  -useful; helpful in a process, plan, or system
  The mayor’s efforts were instrumental in the development of the city.
4. chemical /KEM-i-kuhl/
  -any basic substance that is used in or produced by a reaction involving changes to atoms or molecules:
  Any household chemical must be stored safely.
5. clarify /KLAR-uh-fahy/
  -to make an idea, statement, etc. clear or intelligible
  The professor clarified the instructions for the students.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Scientists Solve Mystery About Stonehenge
British scientists say they have solved a mystery involving Stonehenge, the well-known stone monument in Wiltshire, England. Scientists announced this week that they have discovered the origins of many of Stonehenge’s massive stones, known as megaliths. People used those stones to construct milestones, landmarks, and other buildings thousands of years ago. According to the scholars, a small piece from one megalith was instrumental in solving the mystery. For over 40 years, the little piece of stone has been stored in the United States. According to chemical research, the bulk of Stonehenge’s megaliths, known as sarsens, came from a place known as the West Woods. The ancient monument is about 25 kilometers away. Researchers are still uncertain how the stones were transported to Stonehenge. David Nash of the University of Brighton who led the study clarified, “Given the size of the stones, they must have been pulled or pushed on rollers.” He added that the discovery might provide people a better understanding of the hard work behind Stonehenge.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. Where is the Stonehenge located?
2. Based on the research, for what purpose were the stones used?
3. What was instrumental in solving the mystery?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What makes this article interesting for you?
2. Do you think this discovery would interest young people? Why or why not?
3. Would you like to visit the Stonehenge in the future? Why or why not?
4. Describe a historical place in your country.
5. Should scientists do more research on historical places in Asia? Why or why not?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Discussion on Columns: France Wonders: Who Owns Colonial Art?

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. colony /KOL-uh-nee/
  -a country or area controlled politically by a more powerful country that is often far away
  The Philippines was a former Spanish colony from the year 1521 to 1898.
2. livestream /LAHYV-streem/
  -to broadcast video and sound of an event over the internet as it happens
  One Direction’s reunion concert will livestream tonight.
3. legitimate /li-JIT-uh-mit/
  -allowed according to law, or reasonable and acceptable
  He has a legitimate claim to his late father’s will.
4. nick /nik/
  -to steal something
  I’ve had my phone nicked again at the mall.
5. uncloak /uhn-KLOHK/
  -to uncover or reveal something
  She can’t wait to free and uncloak herself more on stage.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
France Wonders: Who Owns Colonial Art?
Is it an illegal act or a political one to remove an African art from a European museum? This issue has been in discussion at the French court during the trial of a Congolese activist demanding the restoration of his country’s art. “It belongs to us!” an African woman who was attending the trial cried out. After a museum lawyer claimed that the art belonged to the French state, the woman started to weep and then left the courtroom. Thousands of art pieces from former African and Asian colonies can be seen at the Quai Branly Museum in Paris. Colonial authorities took many of the precious artworks and brought them to French museums. Congo-born Emery Mwazulu Diyabanza and four other activists are charged with attempted robbery after trying to steal a 19th-century African funeral pole from the museum. They livestreamed the act on Facebook, claiming it was a protest. The activists were immediately caught by officials. “We are the legitimate heirs of these works,” Diyabanza argued in a trial. He also clarified that he was not trying to nick the art, and he just wanted to uncloak its origin.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What issue was discussed in the article?
2. What did the French colonial authorities do that enraged African activists?
3. What did these African activists do to protest against the colonial authorities?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. In your opinion, is it legal for the colonial authorities to take artworks from the Africans? Why or why not?
2. Was the attempted stealing of the African activists justifiable? Why or why not?
3. What do you think should the activists do to win the case?
4. How important is having a good relationship between international alliances?
5. What should nations do to establish a good connection with each other?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Discussion on Columns: Study: Dogs Can Feel Their Owners’ Stress, Too

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. subject /SAb-jekt/
  -to make someone or something experience something unpleasant
  The woman was subject to emotional neglect when she was a child.
2. conduct /kan-DAKT/
  -to organize and perform a particular activity
  The organization will conduct a benefit concert for cancer patients.
3. presence /PREZ-ens/
  -when someone or something is in a place
  The artist’s presence was recognized in the exhibit.
4. influence /IN-flu-ens/
  -to affect or change how someone or something develops, behaves or thinks
  The influence of social media on the attitude of the present generation is evident.
5. trait /treyt/
  -a quality, good or bad, in someone’s character
  An employee with a set of good traits is what an employer is looking for.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Study: Dogs Can Feel Their Owners’ Stress, Too
In a recent study published in Scientific Sports, information came that when dog owners are being subject to a long period of stress, their dogs can feel their stress too. The study was focused on 58 people who own herding dogs. The exam was conducted by looking at the presence of cortisol in the hair of both the owner and the dog. Cortisol, a hormone that is released during stressful experiences, can attach to the hair. The study found out that the amounts of cortisol found in an owner and his dog are closely matched. The researchers assumed that it is the human who influences the dog as some human personality traits can also affect a dog’s cortisol levels. Accordingly, this is not surprising as a dog’s life is mostly centered on the owner, unlike the owner which has other social networks. Recent evidence also showed that the relationship between a dog and its owner has become closely like one of a parent and child. Thus, owners are encouraged to reduce the stress they are giving to their dogs and to have fun with them instead.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What made the researchers conclude that a dog owner’s stress is also felt by the dog?
2. Why is it assumed the humans influence the dog instead of the other way around?
3. To what relationship is a dog-owner relationship closely alike?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What can you say about dog owners adding stress to dogs?
2. What can dog owners do to avoid stressing their dogs?
3. Do you agree that the dog-owner relationship is closely alike to a parent-child relationship?
4. Do you have a pet dog? Please tell me more about it.
5. What are the things that you do to take care of your dog?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Discussion on Columns: The US Army Finally Gets Its Own Museum

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. veteran /VET-er-uhn/
  -someone who has been in the armed forces during a war
  A grand reunion was held for the surviving veterans of the Cold War.
2. house /houz/
  -to provide space for something
  The museum houses the largest collection of vintage Disney toys.
3. complex /KOM-pleks/
  -a large building with various connected rooms or a related group of buildings
  Harry lives in a huge apartment complex in the city.
4. personnel /pur-suh-NEL/
  -the people who are employed in a company, organization, or one of the armed forces
  The members of the armored personnel have been deployed to the war zone.
5. headquarter /HED-kwawr-ter/
  -the administrative center of an enterprise
  The headquarter of the United Nations is located in New York City.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
The US Army Finally Gets Its Own Museum
The United States Army has opened its own museum on Veterans Day. The National Museum of the United States Army, located in Fort Belvoir, Virginia, is approximately thirty kilometers from the nation’s capital, Washington, D.C. The museum pursues to share the story of the country’s oldest military service, which dates back to 1775. Interactive and historical displays are housed in the five-story complex. It contains a large number of recovered papers, photographs, artworks, and various types of army equipment. It also includes a World War II Sherman tank, a Vietnam War helicopter, an armored personnel carrier from the 2003 Iraq War, and a horseback riding saddle used by Army Special Forces in the mountains of Afghanistan in 2001. A life-size display during World War II exhibits American forces arriving on the coasts of Normandy, France on Codenamed Operation Neptune, or also referred to as the ‘D-Day’. There are also guns, safety gear, and service awards on display. It also features a recovered clock, frozen at the time of impact from the 9-11 attack at the Pentagon military headquarters.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What is the goal of the National Museum of the US Army?
2. What are some of the things that can be found in the museum?
3. What does the life-size display during World War II exhibit?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What is the significance of having a museum for the US Army?
2. How do you think will the people benefit from the museum?
3. What is your favorite part about the museum based on the article? Please tell me more about it.
4. In your opinion, should the government establish more museums for the public? Why or why not?
5. Which museum do you wish to go to? Why?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Discussion on Columns: ‘Jaws’ Shark Arrives at Motion Picture Museum

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. time-honored /TAHYM-on-erd/
  -considered classic or important because of having existed for many years
  The time-honored tradition has been practiced in the country.
2. rigorous /RIG-er-uhs/
  -severe or difficult, especially because at a high level
  The recent pandemic has called for more rigorous training of the workers who screen passengers entering airport terminals.
3. visual effects /VIZH-oo-uhl i-FEKTS/
  -the process by which imagery is created or manipulated outside the context of a live action shot in filmmaking and video production
  The film “Gravity” is my favorite because of its realistic visual effects.
4. buff /buhf/
  -a person who knows a lot about and is very interested in a particular subject
  Mark and Ben are Marvel buffs.
5. academy /uh-KAD-uh-mee/
  -an organization intended to protect and develop arts, science, language, etc.
  The nominees are also decided by the academy to protect the integrity of the awards.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Jaws’ Shark Arrives at Motion Picture Museum
The terrifying creature from the 1975 American film “Jaws” has found a permanent home in Los Angeles. Bruce is a 45-year-old shark with a length of 7.6 meters and a weight of 547 kilograms. On the set of Steven Spielberg’s time-honored film, Bruce was known for being rigorous to work with. Making him ready to perform was a huge challenge. Years of preparation went into the project, which included a seven-month renovation by visual effects and makeup artist Greg Nicotero. The museum plans to open its doors to the public at the end of April 2021. Since the museum anticipates a significant number of visitors, Bruce will be placed in a spot where the general public will see him for free. Nearly 50 years after making children and adults scared of sea creatures, Bruce is now taking movie buffs to the Academy Museum of Motion Pictures, as the museum’s largest object to date. “We plan on having Bruce greet our visitors for as long as we can keep him up there,” the museum’s director Bill Kramer said, hoping that the creature will make people interested in the history of visual effects and how the shark was created.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. In what year was the film “Jaws” released?
2. How long and heavy is the 45-year-old shark Bruce?
3. What does museum director Bill Kramer hope for the public after they witness Bruce?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. If given a chance, are you willing to see Bruce at the museum? Why or why not?
2. In your opinion, what would be the relevance of Bruce’s transfer to the Academy Museum of Motion Pictures?
3. What classic movie is your favorite? Please tell me more about it.
4. In your opinion, are classic movies better than new ones? Why or why not?
5. If you were to produce or direct your own film that would use visual effects, what would it be all about?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Discussion on Columns: How US Military Invented America’s Favorite Snacks

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. troop /troop/
  -soldiers on duty in a large group
  Troops were deployed to fight the rebels.
2. intensify /in-TEN-suh-fahy/
  -to become greater, more serious, or more extreme, or to make something do this
  During the following month, the pain in her arm began to intensify.
3. renowned /ri-NOUND/
  -famous for something
  Chess is renowned for producing eccentric and socially backward individuals.
4. guacamole /gwah-kuh-MOH-lee/
  -a thick mixture of avocado, tomato, onion, and spices, usually eaten cold
  The salad made a hit as usual, and the guacamole very much pleased all of us.
5. hummus /HUHM-uhs/
  -a soft, smooth food made from crushed chickpeas, oil, and lemon juice
  The hummus was creamy with tahini and lemon, although the pittas were a bit dry.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
How US Military Invented America’s Favorite Snacks
Many of the common food snacks in the United States today were developed by food scientists in the US military. Those military food scientists were tasked with creating food for troops that could be quickly carried, stored, and consumed, such as instant coffee, frozen cookies, and energy bars. During World War II, the production of these foods intensified. Military scientists wanted to produce small, healthy food for troops at that period. The military had to implement a variety of new food processing methods to do this. It also developed a food science research system that is still used today. High-pressure processing is one of the new techniques. This method guarantees that raw food is safe to consume. Guacamole, salsa, and hummus are only a few examples of processed goods that use this technique. Today, some of the world’s most renowned military experts are also looking for a chocolate that does not melt in high temperatures.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What were the military food scientists tasked to do during the global war?
2. What are some examples of food that these scientists have made?
3. What food processing technique did they discover to produce small, healthy food for troops, and how is it used today?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. Which part of the article struck you the most?
2. How would the military scientists’ discoveries benefit us?
3. Do you think that military support needs to be boosted? Why or why not?
4. What do you think must be done to support our military?
5. If you were a food scientist, what would you focus on? Please tell me more about it.
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.

Discussion on Columns: Margaret Atwood Honored with Dayton Literary Peace Prize

PART A_1
Let’s learn vocabulary. Listen and repeat the words and the sentences with your tutor.
PART A_2
1. foster /FAW-ster/
  -to encourage the development or growth of ideas or feelings
  It is important to foster a positive learning environment.
2. negotiate /ni-GOH-shee-eyt/
  -to have formal discussions with someone in order to reach an agreement with them
  Leaders must negotiate in favor of their team.
3. plight /plahyt/
  -an unpleasant condition, especially a serious, sad, or difficult one
  The country should shed light on the plight of farmers.
4. spark /spahrk/
  -to cause the start of something, especially an argument or fighting
  The article has sparked my interest.
5. debate /dih-BEYT/
  -serious discussion of a subject in which many people take part
  Education has been the family’s subject of debate recently.
PART B_1
Let’s read the article. Please read it aloud, and I will check your pronunciation and intonation.
PART B_2
Margaret Atwood Honored with Dayton Literary Peace Prize
Margaret Atwood, a Canadian author, has received the top prize in the International Dayton Literary Peace Prizes. The award recognizes the ability of literature to foster world peace, social justice, and awareness. The award is named after the former American ambassador who negotiated the 1995 Dayton Ohio peace talks that brought an end to the Bosnian war. Since the early 1960s, Atwood’s works have been published. She writes poems, fictional novels, and magazine and news articles. She focuses a lot of her work on women’s plight. Her popular 1985 novel The Handmaid’s Tale was adapted into an American television series. It is the story of a future America in which men have full political influence. The book and its television adaptation sparked a lot of political debate, particularly in the United States. Readers and viewers found the story to be frighteningly similar to recent political events in the United States.
PART C_1
Let’s answer comprehension questions. Please answer them based on the article.
PART C_2
1. What is the significance of the award given to Margaret Atwood?
2. What does Margaret Atwood write?
3. Why did The Handmaid’s Tale spark a lot of political debates?
PART D_1
Let’s discuss the article. Please answer the questions below and express your opinions.
PART D_2
1. What can you say about Margaret Atwood as a writer?
2. Would you read a book by Margaret Atwood? Why or why not?
3. What makes a book worth reading for you?
4. How important is literature in your country?
5. Should books be used to discuss social issues? Why or why not?
REVIEW AND FEEDBACK
Now, let us review the things that you learned in this lesson.
(Please give a short feedback on how your student did on your class.)
Grammar
文法
Pronunciation 発音 Vocabulary
単語
Comprehension
理解
GOOD 文法の誤りはほとんどなく、完全な文章で話すことができる ほとんどの単語をはっきりと正しく発音することができる 習った表現を適切に使うことができる 文章を理解し、質問に正しく答えることができる

FAIR
文法の誤りはあるが、完全な文章で話すことができる 発音の練習が必要な言葉がいくつかある たまにミスはあるが、習った表現を適切に使うことができる 文章を完全に理解するのは難しく、質問に正しく答えられないときもある

POOR
文章で話すのは難しく、単語だけで話すことができる 発音の練習が必要である 習った単語と表現を少しだけ使うことができる 文章を理解するのは難しく、質問に答えるのは難しい
TUTOR FEEDBACK

GRAMMAR
Good: Was able to speak in complete sentences with minimal grammatical errors.
Fair: Was able to speak in complete sentences with evident grammatical errors.
Poor: Was able to speak using words only.
PRONUNCIATION
Good: Was able to pronounce most of the words clearly and correctly.
Fair: Mispronounced a few words.
Poor: Mispronounced most of the words.
VOCABULARY
Good: Used appropriate expressions learned in class.
Fair: Used appropriate expressions learned in class and made a few errors in word choice.
Poor: Used only a few words and expressions.
COMPREHENSION
Good: Was able to understand the passages and answer the questions correctly.
Fair: Had a little difficulty in understanding passages and answering questions.
Poor: Had a hard time understanding passages and answering questions.