|
|
基本セット |
| 目安レベル |
文法の復習 |
留学・日常英会話 |
社会的
トピック |
世界の
ニュース |
意見を述べる |
外部試験対策 |
| 学年 |
英検 |
CEFR |
基礎文法 |
Living Abroad |
General English |
Weblio News |
Communicative Training |
英検 |
GTEC |
TEAP |
TOEFL |
| 中1 |
5級 |
A1 |
基礎文法 1 2 3 |
初級 |
|
|
|
5級 |
|
|
|
| 中2 |
4級 |
|
|
|
4級 |
Core
|
|
|
| 中3 |
3級 |
|
|
|
3級 |
|
|
| 高1 |
準2級 |
A2 |
|
中級 |
中級 |
初級 |
Communicative
Training |
準2級
準2級プラス |
Basic/Advanced |
TEAP |
|
| 高2 |
2級 |
B1 |
|
中級 |
2級 |
TOEFL |
| 高2~ |
準1級
1級 |
B2 |
|
|
上級 |
上級 |
準1級 |
| 1級 |
※ 基本セットの各シリーズは、1クラスごとに1シリーズ・1レベルにてご指定いただけます。
※ SDGs・発展コース・応用トレーニング・プライマリープラン・スピーキングテストについては、担当者へお問い合わせくださいませ。
※ 各教材はweblio英会話以外での利用及び転載、複製利用は禁止となっております。
基礎文法
Grammar
・基礎文法を項目別に学ぶ
・レッスンを通して、授業で習ったことの定着が可能
| Unit |
Title |
EN&JP |
EN |
| 基礎文法1 |
be動詞(I/You) |
 |
— |
| be動詞(This/That) |
 |
— |
| be動詞(What/It is) |
 |
— |
| be動詞(時間・日付) |
 |
— |
| be動詞(He/She) |
 |
— |
| 前置詞・場所(on/under/in) |
 |
— |
| 形容詞 |
 |
— |
| 動詞(like/play/have) |
 |
— |
| 単数形と複数形(pen/pens) |
 |
— |
| 単数形と複数形(We/They) |
 |
— |
| 単数形と複数形(This/These) |
 |
— |
| 単数形と複数形(That/Those) |
 |
— |
| 単数形と複数形(How many/much/long) |
 |
— |
| 疑問詞(Who) |
 |
— |
| 疑問詞(When) |
 |
— |
| 疑問詞(Where) |
 |
— |
| 3人称単数 |
 |
— |
| 所有代名詞(my/mine) |
 |
— |
| 疑問詞(Whose) |
 |
— |
| 命令文 |
 |
— |
| 現在進行形 |
 |
— |
| 助動詞(can) |
 |
— |
| 過去形(was/were) |
 |
— |
| 過去形・一般動詞 |
 |
— |
| 過去形・不規則動詞 |
 |
— |
| What+名詞 |
 |
— |
| 疑問詞の復習 |
 |
— |
| look/get/become+形容詞 |
 |
— |
| 感嘆文 |
 |
— |
| Unit |
Title |
EN&JP |
EN |
| 基礎文法2 |
過去形 |
 |
— |
| 過去進行形 |
 |
— |
| 過去形・疑問詞 |
 |
— |
| 未来形(be going to) |
 |
— |
| 未来形(will) |
 |
— |
| 前置詞・時(from/since/during/by) |
 |
— |
| 疑問詞の復習(道案内) |
 |
— |
| 接続詞(because) |
 |
— |
| 接続詞(that) |
 |
— |
| 接続詞(if) |
 |
— |
| There構文 |
 |
— |
| 動名詞 |
 |
— |
| 助動詞(can, be able to, may) |
 |
— |
| 助動詞(must, have to, should) |
 |
— |
| 助動詞の復習(電話での会話) |
 |
— |
| 第2文型(SVC) |
 |
— |
| 第3文型(SVO) |
 |
— |
| 第4文型(SVOO) |
 |
— |
| 不定詞・名詞的用法 |
 |
— |
| 不定詞・副詞的用法 |
 |
— |
| 不定詞・形容詞的用法 |
 |
— |
| 比較(-er/the est) |
 |
— |
| 比較(more/the most) |
 |
— |
| 比較(as – as) |
 |
— |
| 比較表現の復習(グラフを読む) |
 |
— |
| 接続詞(when) |
 |
— |
| 疑問詞+to不定詞(how to, what to, where to等) |
 |
— |
| SVC+that節(主語+ be動詞+形容詞+ that~) |
 |
— |
| Unit |
Title |
EN&JP |
EN |
| 基礎文法3 |
受動態 |
 |
— |
| 現在完了形・継続 |
 |
— |
| 現在完了形・完了 |
 |
— |
| 現在完了形・経験 |
 |
— |
| 現在完了形・進行形 |
 |
— |
| SVOC(第5文型) |
 |
— |
| 疑問詞、前置詞の復習(道を尋ねる) |
 |
— |
| 使役動詞 |
 |
— |
| It is ~(for 人) to … |
 |
— |
| 頻度を表す副詞(often/sometimes) |
 |
— |
| 関係代名詞(that/who/which) |
 |
— |
| 現在分詞・過去分詞 |
 |
— |
| 丁寧な表現(I would like to) |
 |
— |
| want 人 to do(第5文型) |
 |
— |
| 間接疑問文 |
 |
— |
| 付加疑問文 |
 |
— |
| 否定疑問文 |
 |
— |
| 仮定法過去 |
 |
— |
| 英熟語(be interested in など) |
 |
— |
| S+V(tell/show)+O(person)+that~(主語+動詞(tell)+人+that~)
|
 |
— |
留学・日常英会話
Living Abroad
・実践的に使用できる英語表現を学習
初級
Living Abroad Beginner
| Level |
Title |
EN&JP |
EN |
初級
Beginner |
Greeting |
 |
— |
| Giving a Room Tour |
 |
— |
| Dinner With Your Host Family |
 |
— |
| Offer Help |
 |
— |
| Asking for Directions |
 |
— |
| What’s Your Favorite? |
 |
— |
| Whose Pencil is This? |
 |
— |
| Asking How To |
 |
— |
| Hanging out With Friends |
 |
— |
| How Was Your Day? |
 |
— |
| Dreams |
 |
— |
| Plans for the Weekend |
 |
— |
| Not Feeling Well |
 |
— |
| Shall We Have a Party? |
 |
— |
| Go Shopping |
 |
— |
| Order at a Restaurant |
 |
— |
| Taking Public Transportation |
 |
— |
| Introducing Someone |
 |
— |
| Accepting/Asking for a favor |
 |
— |
| Smaller, but the Fastest Player |
 |
— |
| Tell What You Like Doing |
 |
— |
| Welcome To Japan |
 |
— |
| What Did You Enjoy? |
 |
— |
| Let’s Cook |
 |
— |
| Time to Say Goodbye |
 |
— |
中級
Living Abroad intermediate
| Level |
Title |
EN&JP |
EN |
中級
Intermediate |
Greeting |
— |
 |
| Giving a Room Tour |
— |
 |
| Dinner With Your Host Family |
— |
 |
| Offer Help |
— |
 |
| Asking for Directions |
— |
 |
| What Are You Good At? |
— |
 |
| Whose Pudding Is This? |
— |
 |
| Asking How To |
— |
 |
| Hanging out With Friends |
— |
 |
| How Was Your Day? |
— |
 |
| Dreams |
— |
 |
| Plans for the Weekend |
— |
 |
| Not Feeling Well |
— |
 |
| Holding a Party |
— |
 |
| Go Shopping |
— |
 |
| Order at a Restaurant |
— |
 |
| Taking Public Transportation |
— |
 |
| Talking About Family |
— |
 |
| Accepting/Asking for a favor |
— |
 |
| Which Do You Prefer? |
— |
 |
| What Is She/He Like? |
— |
 |
| My Hometown |
— |
 |
| Enjoy the Differences |
— |
 |
| Let’s Cook |
— |
 |
| Time to Say Goodbye |
— |
 |
社会的トピック
General English
・社会的な話題について学ぶ
・自分の意見を伝える
中級
General English Intermediate
| Level |
Title |
EN&JP |
EN |
中級
Intermediate |
| 科学 (Science) |
— |
 |
| 教育 (Education) |
— |
 |
| テクノロジー (Technology) |
— |
 |
| 文化 (Culture) |
— |
 |
| 歴史 (History) |
— |
 |
| 医療 (Medical care) |
— |
 |
| 環境問題 (Environmental Problems) |
— |
 |
| ビジネス (Business) |
— |
 |
| 学校 (School) |
— |
 |
| 仕事 (Work) |
— |
 |
| エネルギー (Energy) |
— |
 |
| グローバル化 (Globalization) |
— |
 |
| ゴール設定の重要さ (Setting Goals) |
— |
 |
| メディア論 (Media) |
— |
 |
| SNSの功罪 (Advantage and Disadvantage of SNS) |
— |
 |
| 動物保護 (Animal Sanctuary) |
— |
 |
| フェアトレード (Fair Trade) |
— |
 |
| フードバンク(Food Bank) |
— |
 |
| バイオミミクリー(Biomimicry) |
— |
 |
| 大学授業料の無償化 (University tuition) |
— |
 |
| オーバーツーリズム (Overtourism) |
— |
 |
| エコツーリズム (Ecotourism) |
— |
 |
| 文学を学ぶ価値 (The Value of Studying Literature) |
— |
 |
| 24時間営業の是非 |
— |
 |
| 言語と文化(Culture and language) |
— |
 |
| eスポーツ(esports) |
— |
 |
| フィリピンと日本間の食糧輸出入関係(Food supply relationship between the Philippines and Japan) |
— |
 |
| 国際問題へのかかわり方(How students get involved in global issues) |
— |
 |
| 世界遺産のメリット・デメリット(Upsides and downsides of World heritage sites) |
— |
 |
| 浮世絵(Ukiyo-e) |
— |
 |
| 右脳と左脳(Right brain, left brain) |
— |
 |
| グローバル化の歴史と教訓(History of globalization and its lessons) |
— |
 |
| 貧困 (Poverty) |
— |
 |
| 飢餓 (Hunger) |
— |
 |
| 福祉 (Welfare) |
— |
 |
| 女性の権利 (Women’s rights) |
— |
 |
| 水と衛生 (Water and sanitation) |
— |
 |
| 平等 (Equality) |
— |
 |
| 都市計画 (Town planning) |
— |
 |
| 気候変動 (Climate Change) |
— |
 |
| 持続可能な生産と消費 (Sustainable production and consumption) |
— |
 |
| 海の資源 (Resources of the Sea) |
— |
 |
| 陸の資源 (Land Resources) |
— |
 |
| インフラ (Infrastructure) |
— |
 |
上級
General English Expert
| Level |
Title |
EN&JP |
EN |
上級
Expert |
貧困 (Poverty) |
— |
 |
| 飢餓(Hunger) |
— |
 |
| 福祉(Welfare) |
— |
 |
| 教育(Education) |
— |
 |
| 女性の権利(Women’s rights) |
— |
 |
| 水と衛生(Water and sanitation) |
— |
 |
| エネルギー(Energy) |
— |
 |
| 働くこと(Working) |
— |
 |
| 産業(Industry) |
— |
 |
| 平等(Equality) |
— |
 |
| 都市計画(Town planning) |
— |
 |
| 持続可能な生産と消費(Sustainable production and consumption) |
— |
 |
| 気候変動(Climate change) |
— |
 |
| 海の資源(Resources of the sea) |
— |
 |
| 陸の資源(Land Resources) |
— |
 |
| 平和 (Peace) |
— |
 |
| 農業(Agriculture) |
— |
 |
| 難民(Refugee) |
— |
 |
| ワーキングプア(Working Poor) |
— |
 |
| 人口爆発(Population Explosion) |
— |
 |
| オーバーツーリズム(Overtourism) |
— |
 |
| エコツーリズム(Ecotourism) |
— |
 |
| 文学を学ぶ重要さ (The Importance of Studying Literature ) |
— |
 |
| 24時間営業の是非(Advantage and disadvantage of 24/7 shops) |
— |
 |
| フェアトレード (Fair Trade) |
— |
 |
| 科学 (Science) |
— |
 |
| テクノロジー (Technology) |
— |
 |
| 文化 (Culture) |
— |
 |
| 歴史 (History) |
— |
 |
| 医療 (Medical care) |
— |
 |
| ビジネス (Business) |
— |
 |
| 学校 (School) |
— |
 |
| グローバル化 (Globalization) |
— |
 |
| ゴール設定の重要さ (Setting Goals) |
— |
 |
| ソーシャルメディアがもたらすもの(What Social Media Brings) |
— |
 |
| メディアリテラシー (Media Literacy) |
— |
 |
| 動物保護 (Animal Protection) |
— |
 |
| バイオミミクリ-(Biomimicry) |
— |
 |
| フードバンク (Food Bank) |
— |
 |
| 大学授業料の無償化 (University Tuition) |
— |
 |
| 高齢化社会 (Aging Society) |
— |
 |
| 良い睡眠 (Good Sleep) |
— |
 |
| 言語と文化 (Culture and Language) |
— |
 |
| eスポーツ (e-sports)) |
— |
 |
Weblio News
・世界のニュースを題材に様々な話題について触れる
・語彙を増やす
・自分の意見や経験を伝える
| Level |
Title |
EN&JP |
EN |
初級
Beginner |
Wales maintains its recycling rate in the UK for over a decade |
 |
— |
| Stereotypical bore: Why do we judge people as “boring”? |
 |
— |
| Cranfield University professor believes green air travel is achievable |
 |
— |
| UK stores recall chicken products over salmonella fears |
 |
— |
| The Maldives’ floating city starts to take shape |
 |
— |
| Techniques to help you fall back asleep |
 |
— |
| Pets, children’s best friends |
 |
— |
| Don’t hide your stress! Here’s why |
 |
— |
| The country that is “seven years behind” the world |
 |
— |
| Could contact lenses be the next generation of computer screens? |
 |
— |
| Singapore uses rooftop farms to increase food production |
 |
— |
| Rangers to use AI to help protect India’s tigers |
 |
— |
| Scientists in Plymouth identify plastics using computers |
 |
— |
| People to consider switching to EVs |
 |
— |
| Thousands of fish found dead on the River Oder |
 |
— |
| Switzerland’s melting glaciers affect Europe’s water supply |
 |
— |
| California to prohibit the sale of all petrol automobiles in 2035 |
 |
— |
| Study says using renewable energy might result in trillion-dollar savings |
 |
— |
| China, Europe, Africa, and the US experience worst drought |
 |
— |
| City that prioritizes healthy living pedestrians |
 |
— |
| The Door to Hell |
 |
— |
| Children who live in their parents’ shadows |
 |
— |
| More than half of the palm trees in the world are endangered |
 |
— |
| Finland wants to change the way that clothing is made |
 |
— |
| Australia sees a “big shift” in reducing plastic wastes |
 |
— |
中級
Weblio News Intermediate
| Level |
Title |
EN&JP |
EN |
中級
Intermediate |
Wales maintains its recycling rate in the UK for over a decade |
— |
 |
| Stereotypical bore: Why do we judge people as “boring”? |
— |
 |
| Cranfield University professor believes green air travel is achievable |
— |
 |
| UK stores recall chicken products over salmonella fears |
— |
 |
| The Maldives’ floating city starts to take shape |
— |
 |
| Techniques to help you fall back asleep |
— |
 |
| Pets, children’s best friends |
— |
 |
| Don’t hide your stress! Here’s why |
— |
 |
| The country that is “seven years behind” the world |
— |
 |
| Could contact lenses be the next generation of computer screens? |
— |
 |
| Singapore uses rooftop farms to increase food production |
— |
 |
| Rangers to use AI to help protect India’s tigers |
— |
 |
| Scientists in Plymouth identify plastics using computers |
— |
 |
| People to consider switching to EVs |
— |
 |
| Thousands of fish found dead on the River Oder |
— |
 |
| Switzerland’s melting glaciers affect Europe’s water supply |
— |
 |
| California to prohibit the sale of all petrol automobiles in 2035 |
— |
 |
| Study says using renewable energy might result in trillion-dollar savings |
— |
 |
| China, Europe, Africa, and the US experience worst drought |
— |
 |
| City that prioritizes healthy living pedestrians |
— |
 |
| The Door to Hell |
— |
 |
| Children who live in their parents’ shadows |
— |
 |
| More than half of the palm trees in the world are endangered |
— |
 |
| Finland wants to change the way that clothing is made |
— |
 |
| Australia sees a “big shift” in reducing plastic wastes |
— |
 |
| Level |
Title |
EN&JP |
EN |
上級
Expert |
Wales maintains its recycling rate in the UK for over a decade |
— |
 |
| Stereotypical bore: Why do we judge people as “boring”? |
— |
 |
| Cranfield University professor believes green air travel is achievable |
— |
 |
| UK stores recall chicken products over salmonella fears |
— |
 |
| The Maldives’ floating city starts to take shape |
— |
 |
| Techniques to help you fall back asleep |
— |
 |
| Pets, children’s best friends |
— |
 |
| Don’t hide your stress! Here’s why |
— |
 |
| The country that is “seven years behind” the world |
— |
 |
| Could contact lenses be the next generation of computer screens? |
— |
 |
| Singapore uses rooftop farms to increase food production |
— |
 |
| Rangers to use AI to help protect India’s tigers |
— |
 |
| Scientists in Plymouth identify plastics using computers |
— |
 |
| People to consider switching to EVs |
— |
 |
| Thousands of fish found dead on the River Oder |
— |
 |
| Switzerland’s melting glaciers affect Europe’s water supply |
— |
 |
| California to prohibit the sale of all petrol automobiles in 2035 |
— |
 |
| Study says using renewable energy might result in trillion-dollar savings |
— |
 |
| China, Europe, Africa, and the US experience worst drought |
— |
 |
| City that prioritizes healthy living pedestrians |
— |
 |
| The Door to Hell |
— |
 |
| Children who live in their parents’ shadows |
— |
 |
| More than half of the palm trees in the world are endangered |
— |
 |
| Finland wants to change the way that clothing is made |
— |
 |
| Australia sees a “big shift” in reducing plastic wastes |
— |
 |
Communicative Training
・自分の意見を伝える
・理由付けの練習をする
| Unit |
Title |
EN&JP |
EN |
Communicative Training |
| 卒業後 After Graduation |
— |
 |
| コミュニケーション Communication |
— |
 |
| 出会い An Encounter |
— |
 |
| マインドセット Mindset |
— |
 |
| 健康的な生活 Healthy Life |
— |
 |
| 理想的な暮らし Ideal Life |
— |
 |
| ファッション Fashion |
— |
 |
| 住んでいる地域 Living Place |
— |
 |
| 旅行 Traveling |
— |
 |
| 歴史 History |
— |
 |
英検対策
・模試形式で実践に近い形で、講師から細かくフィードバック
・英検の各パートごとに集中的に対策可能
| Unit |
Title |
EN&JP |
EN |
| 実践練習 |
英検5級 1 |
 |
— |
| 英検5級 2 |
 |
— |
| 英検5級 3 |
 |
— |
| 英検5級 4 |
 |
— |
| 英検5級 5 |
 |
— |
| 英検5級 6 |
 |
— |
| 英検5級 7 |
 |
— |
| 英検5級 8 |
 |
— |
| 英検5級 9 |
 |
— |
| 英検5級 10 |
 |
— |
| 英検5級 11 |
 |
— |
| 英検5級 12 |
 |
— |
| 英検5級 13 |
 |
— |
| 英検5級 14 |
 |
— |
| 英検5級 15 |
 |
— |
| 英検5級 16 |
 |
— |
| 英検5級 17 |
 |
— |
| 英検5級 18 |
 |
— |
| Unit |
Title |
EN&JP |
EN |
| 実践練習 |
英検4級 1 |
 |
— |
| 英検4級 2 |
 |
— |
| 英検4級 3 |
 |
— |
| 英検4級 4 |
 |
— |
| 英検4級 5 |
 |
— |
| 英検4級 6 |
 |
— |
| 英検4級 7 |
 |
— |
| 英検4級 8 |
 |
— |
| 英検4級 9 |
 |
— |
| 英検4級 10 |
 |
— |
| 英検4級 11 |
 |
— |
| 英検4級 12 |
 |
— |
| 英検4級 13 |
 |
— |
| 英検4級 14 |
 |
— |
| 英検4級 15 |
 |
— |
| 英検4級 16 |
 |
— |
| 英検4級 17 |
 |
— |
| 英検4級 18 |
 |
— |
| Unit |
Title |
EN&JP |
EN |
| 実践練習 |
英検3級 1 |
 |
— |
| 英検3級 2 |
 |
— |
| 英検3級 3 |
 |
— |
| 英検3級 4 |
 |
— |
| 英検3級 5 |
 |
— |
| 英検3級 6 |
 |
— |
| 英検3級 7 |
 |
— |
| 英検3級 8 |
 |
— |
| 英検3級 9 |
 |
— |
| 英検3級 10 |
 |
— |
| 英検3級 11 |
 |
— |
| 英検3級 12 |
 |
— |
| 英検3級 13 |
 |
— |
| 英検3級 14 |
 |
— |
| 英検3級 15 |
 |
— |
| 英検3級 16 |
 |
— |
| 英検3級 17 |
 |
— |
| 英検3級 18 |
 |
— |
| 英検3級 19 |
 |
— |
| 英検3級 20 |
 |
— |
| Unit |
Title |
EN&JP |
EN |
| パート練習1 |
英検3級パート別 1-1 音読 |
 |
— |
| 英検3級パート別 1-2 絵の描写 |
 |
— |
| 英検3級パート別 1-3 自身に関する質問 |
 |
— |
| 英検3級パート別 1-4 意見を述べる |
 |
— |
| パート練習2 |
英検3級パート別 2-1 音読 |
 |
— |
| 英検3級パート別 2-2 絵の描写 |
 |
— |
| 英検3級パート別 2-3 自身に関する質問 |
 |
— |
| 英検3級パート別 2-4 意見を述べる |
 |
— |
| パート練習3 |
英検3級パート別 3-1 音読 |
 |
— |
| 英検3級パート別 3-2 絵の描写 |
 |
— |
| 英検3級パート別 3-3 自身に関する質問 |
 |
— |
| 英検3級パート別 3-4 意見を述べる |
 |
— |
| パート練習4 |
英検3級パート別 4-1 音読 |
 |
— |
| 英検3級パート別 4-2 絵の描写 |
 |
— |
| 英検3級パート別 4-3 意見を述べる |
 |
— |
| 英検3級パート別 4-4 意見を述べる |
 |
— |