Kikutan-Sr.2-Sep.30th

Write the Main Idea in one sentence.

Introduction-Sr.2-Sep.30th

Write to introduce yourself in three sentences.

Review Junior-3 September 28th

Write in English.
ローランド先生はクラスに新しいプロジェクトについて伝えます。生徒たちは外国について発表をするよう言われます。第1グループのメンバーはどの国を選ぶかを話し合っています。彼らのうち全員が異なるバッググランドを持っていて決めるのは難しいです。

Review Junior-3L September 25

Write in English.
ホセは野球の奨学金を得ようと努力しています。彼は毎日何をすべきかを決めたので、今日は糖分をとることを避けなければいけません。ラジオ番組のなかでゲーリーはステーシーという視聴者の電話を受けました。彼女は以前シェフでしたが、娘が成長したので昔の仕事に戻る余裕ができました。

Reporting-Jr.3E-Sep.25th

Write the answers.

Key Communication-Jr.3E-Sep.25th

Write the answers.

Speech-Jr.3E-Sep.25th

Severn Cullis-Suzuki’s Speech at the Rio Earth Summit,

Hello, I'm Severn Suzuki speaking for "ECO" -- the Environmental Children’s Organization.

We are a group of 12 and 13 year-olds trying to make a difference: Vanessa Suttie, Morgan Geisler, Michelle Quigg, and me. We’ve raised all the money to come here ourselves -- to come 5,000 miles to tell you adults you must change your ways.

Coming up here today, I have no hidden agenda. I am fighting for my future. Losing my future is not like losing an election, or a few points on the stock market.

I am here to speak for all generations to come. I am here to speak -- speak on behalf of the starving children around the world whose cries go unheard. I am here to speak for the countless animals dying across this planet, because they have nowhere left to go. I am afraid to go out in the sun now, because of the holes in our ozone. I am afraid to breathe the air, because I don’t know what chemicals are in it.

I used to go in -- I used to go fishing in Vancouver, my home, with my Dad until, just a few years ago, we found the fish full of cancers. And now we hear of animals and plants going extinct every day, vanishing forever. In my life, I have dreamt of seeing the great herds of wild animals, jungles, and rainforests full of birds and butterflies, but now I wonder if they will even exist for my children to see.

Did you have to worry of these things when you were my age? All this is happening before our eyes and yet we act as if we have all the time we want and all the solutions. I’m only a child and I don’t have all the solutions. I don't -- I want you to realize, neither do you. You don’t know how to fix the holes in our ozone layer. You don’t know how to bring the salmon back up in a dead stream. You don’t know how to bring back an animal now extinct. And you can’t bring back the forests that once grew where there is now a desert. If you don’t know how to fix it, please stop breaking it.

Here, you may be delegates of your governments, business people, organizers, reporters, or politicians. But, really, you are mothers and fathers, sisters and brothers, aunts and uncles -- and all of you are someone’s child.

I’m only a child, yet I know we are all part of a family -- five billion strong; in fact 30 million species strong --  and borders and governments will never change that. I’m only a child, yet I know we are all in this together and should act as one single world towards one single goal.

In -- In my anger, I'm not blind; and in my fear, I'm not afraid of telling the world how I feel. In my country we make so much waste, we buy and throw away, buy and throw away, buy and throw away and yet Northern countries will not share with the needy. Even when we have more than enough we are afraid to share; we are afraid to let go of some of our wealth.

In Canada, we live the privileged life. We’ve plenty of food, water, and shelter. We have watches, bicycles, computers, and television sets. The list could go on for two days. Two days ago, here in Brazil, we were shocked when we spent time with some children living on the streets. This is what one child told us: "I wish I was rich and if I were, I would give all the street children food, clothes, medicines, shelter, and love and affection."

If a child on the streets who has nothing is willing to share, why are we who have everything still so greedy? I can’t stop thinking that these are children my own age, that it makes a tremendous difference where you are born; that I could be one of those children living in the favelas of Rio. I could be a child starving in Somalia, or a victim of war in the Middle East, or a beggar in India. I am only a child, yet I know if all the money spent on war was spent on finding environmental answers ending poverty and in finding treaties, what a wonderful place this Earth would be.

At school, even in kindergarten, you teach us how to behave in the world. You teach us to not to fight with others, to work things out, to respect others, to clean up our mess, not to hurt other creatures, to share, not be greedy. Then, why do you go out and do -- do the things you tell us not to do? Do not forget why you are attending these conferences -- who you're doing this for. We are your own children. You are deciding what kind of a world we are growing up in.

Parents should be able to comfort their children by saying, "Everything's going to be all right; it’s not the end of the world, and we're -- and we're doing the best we can." But I don’t think you can say that to us anymore. Are we even on your list of priorities?

My dad always says, "You are what you do, not what you say." Well, what you do makes me cry at night. You grown-ups say you love us. But I challenge you, please, make your actions reflect your words.

Thank you.   

(929 words)

Review-Jr.3E-Sep.25th

1. 傘を持って行くのを忘れないように。(not forget)

2. 学校に着いたら私に電話するのを忘れないように。(remember)

3. 私は授業中に起きていようとしたが、眠ってしまいました。
    (stay awake)　(fall asleep)

Writing-Sr.2-Sep.23rd

Write a paragraph to state which activity is more dangerous than the other.

Give facts and examples to support your opinion.

Examples of comparative activities

skiing or snowboarding, mountain climbing or open water swimming, hunting or fishing, diving or sailing, karate or judo, driving a car or riding a motorcycle, smoking or drinking, eating too much or too little, living alone or studying abroad, traveling to Africa or living in Africa, night walking in a park or graveyard

Use these questions to plan your writing.

1. What two things are you comparing?                                        

2. Do you do these activities? How often?

3. What is dangerous about the first activity?                            

4. What is dangerous about the second activity?

5. Which is more dangerous?

Try These!

Transition words (On the contrary, but, however, nevertheless, in spite of, in contrast, yet, on one hand, on the other hand, rather, or, nor, at the same time, while this may be true.), 

Comparative-Adjectives/Adverbs

Review Junior-3L September 21

Write in English.
アミールはステージでよい演技をし、嬉しくなりました。不運なことに、アミールのお父さんの友人の一人が彼の演技を見て彼の写真を彼のお父さんに送りました。アミールが帰ると、彼の両親は二度としないようにと命じました。彼らはコメディショーを続けることを許さないでしょう。

Research-Jr.3E-Sep.21st

Read Wikipedia about Mitaka, Tokyo on the web.

          

=> Write to introduce Mitaka or your town in five sentences 

=> Talk in the next lesson

Review-Jr.3E-Sep.21st

1. 今日の授業に欠席した生徒はJulieだけでした。（Julie was …）

2. 私はテニスをすることを楽しみます。私はそれを一日中していても気になりません。

3. Fredは1時間以上勉強することが耐えられません。

Review Junior-3L September 18

Write in English.
勉はサラの携帯に電話をかけます。サラが勉にどんな一日だったかを聞くと、彼は彼女に忙しい一日のことを伝えました。彼はラジオ局でインターンをすることに興味があり、そこではゲーリーが番組を持っています。勉がゲーリーにインターンについて聞くと、まずは学校のラジオ局に参加するよう言いました。

Review-Jr.3E-Sep.18th

1. 私たちの英語の先生は、私たちに私たちの好きな食べ物についてプレゼンテーションをさせたい。(want)

2. Fredは彼の両親からいくらかのお金を借りようとしたが、彼らは彼にそのお金を貸すことを拒んだ。

3. 最近、私たちは覚えなければならない動詞が沢山あるようだ。(verb)

Review-Jr.3E-Sep14th

1. もし君がそれをやってみたいのなら、やってみなさい。

     忘れないように、人生は一度しかないよ。(remember)

->それこそまさに私が聞きたかったことです。(need)

2. 私たちの英語の先生は私たちに例文を覚えるまで音読させました。

   （sample sentences, until we remembered）

3. 私の母は、時々私に家に帰る途中にミルクを買ってこさせる。

Summary-Sr.2-Sep.13th

Write a summary of the magazine article in three sentences.

 Use the subjects presented.

This article is about how television makes people believe that the world is more dangerous than it is and how people react to it.

When people see TV news programs that show and overstate violent crimes, people tend to believe that there is more crime than really is.

And then they become more afraid than necessary, less interactive with others and less healthy.

(62 words)

Vocabulary for fear-Sr.2-Sep.13th

Vocabulary of fears; fear, frighten, scare, terrify, horrify

fear (verb) to be frightened of somebody, something or doing something: to fear death

      (noun) the bad feeling for danger or bad thing: a fear of dark/height/flying, fear of losing a job, fear for the future

frighten (verb) to make somebody feel afraid: Sorry, I didn’t mean to frighten you.

  - frightened (adj) afraid, feeling fear: a frightened dog, Don’t be frightened.

  - frightening (adj) making you feel afraid: a frightening experience, It’s frightening to think~

scare (verb) to frighten somebody: The dog scared me. Don’t be scared. scarecrow

     (noun) a situation people are frightened about something: a bomb scare, a scare tactics

  - scared (adj) frightened of something, afraid: I’m scared of heights. He was scared to death.

  - scary (adj) frightening: a scary movie/story/moment

afraid (adj) feeling fear, frightened, worried about: Don’t be afraid of sb/sth/–ing/to do. There’s nothing to be afraid of. I’m afraid of snakes. I’m afraid of going out alone/to go out alone.

terrify (verb) to make sb feel very frightened: I was terrified of the spider.

  - terrifying (adj) : a terrifying experience.

horrify (verb) to make sb feel very shocked or frightened: I was horrified

  - horrifying (adj) : a horrifying experience/story

Note: sb = somebody         sth = something

Review Junior-3L September 11

Write in English.
Amiir は夏休みについて話します。彼は両親が望んだためお父さんの会社でインターンをしました。Paは初めてのqeej の発表会を行いました。彼女は自分の楽器を持ってきていて、クラスメートの前で演奏するようです。

Review-Jr.3E-Sep.11th

1. 友達に欺かれることはとても辛いです。(so much)

2. 私の親は(単数)昨夜夕食後、私に外出させてくれませんでした。

Review Junior-3L September 7th

Write in English.
今日は新学期の一日目です。今年度は高校最後の年なので、みんな意義のあるものにしたいと思っています。サラはミシシッピ川をボートで登り友達と話したことを楽しんだと言っています。ホセの番では、彼は野球の奨学金に申し込んでいると言っています。

Review-Jr.3E-Sep.7th

1. 上手に英語を話したければ、話す練習を沢山して自信をつけることだ。

     (A good English speaker, become confident)

2. 教室では携帯電話の使用は禁止されています（許されていません）

Conditionals-Sr.2-Sep.6th

1. What do you usually do if you forgot to bring the textbook to the class?

2. What do you think you will do if you find a wallet on the ground on your way home?

3. What would you do if you won a ￥1,000,000 lottery?

4. What would you have done if you had had no class today?

5. What do you think you might/would have done if you had woken up at 9:00 this morning?

Writing-Sr.2-Sep.6th

Write about Your Life

Make a timeline with major events from your life. 

Use the questions below to help you with ideas.

1. When and where were you born?

2. Where did you grow?

3. What schools did you go to?

4. What did you study or do?

5. What are your hobbies and interests? 

     When did you develop these interests?

6. What is your life like now? 

     What do you do?

Write a paragraph about your life.

☆ Try These!: Then, After ~, Soon after ~, After that, Before ~, As soon as, When ~

Review Junior-3L September 4th

(1) 私たちは次の授業前にこれらの練習問題をしておくよう言われました。
(2) 私は日曜日にボランティア(volunteer work) に加わらないかと頼まれました。
(3) インフルエンザのたくさんの症例が世界中から報告されてきています。
Many cases of the flu
(4) 教室では携帯電話の使用は禁止されています。（携帯電話を使用することは許されていません）
You aren’t
(5) 食料や水は無駄にされるべきではありません。

Writing-Jr.3E-Sep.4th

What do you think is important to you in your last year of junior high school?

Write your answer in five to eight sentences. 

Review-Jr.3E-Sep.4th

1. あなたの計画は野心的ですね。

  それはやるべきことが沢山あるようですね。（sound）

2. 私は日曜日のボランティア作業に加わらないかと頼まれました。

3. 食料や水は無駄にされるべきではありません。

he,she, or they-Sr.2-Sep.2nd

☆ He or she’ versus ‘they’     from Oxford Living Dictionaries

It’s often important to use language which implicitly or explicitly includes both men and women, making no distinction between the genders. This can be tricky when it comes to pronouns. In English, a person's gender is explicit in the third person singular pronouns (i.e., he, she, his, hers, etc.). There are no personal pronouns that can refer to someone (as opposed to something) without identifying whether that person is male or female. So, what should you do in sentences such as these?

If your child is thinking about a gap year,                       can get good advice from this website.

 A researcher has to be completely objective in                    findings.

[1] You can use the wording ‘he or she’, ‘his or her’, etc.:

If your child is thinking about a gap year, he or she can get good advice from this website.

A researcher has to be completely objective in his or her findings.

This can work well, as long as you don’t have to keep repeating ‘he or she’, ‘his or her’, etc. throughout a piece of writing.

[2] You can make the relevant noun plural, rewording the sentence as necessary:

If your children are thinking about a gap year, they can get good advice from this website.

Researchers have to be completely objective in their findings.

This approach can be a good solution, but it won’t always be possible.

[3] You can use the plural pronouns ‘they’, ‘them’, ‘their’ etc., despite the fact that, technically, they are referring back to a singular noun:

If your child is thinking about a gap year, they can get good advice from this website.

A researcher has to be completely objective in their findings.