教科書crown2 lesson6より 最後のGot coffee or not? Got!を訳してください。 Standard English is the common language of Singapore’s population of 4 million, one of the four official languages that also include Malay, Mandarin Chinese and Tamil. Singlish combines parts of all of these. It is simple and clear. Get to the point. Got coffee or not? Got!
教科書ガイドによれば Mandarin Chinese 標準中国語 (Singlish) get(s) to the point. このように主語を略すのがSinglishの特徴らしい。
俺が考えたのは、 @テキストにrestaurantの写真がある。そこで、このrestaurantで、ここらでコーヒーでも飲むか? と考えたのだけれども、それも変だなあ。。。 ASinglishの特徴は支障なければ主語を略すことだ。:(Singlish) get(s) to the point. その別例として、さらにテキストの写真も関連して:Got coffee or not? Got! かなあぁぁぁぁぁ???? わからん。
For those of you who have not seen the spot before, I have prepared some slides. Let's take a look at them. The first one shows what the structure looks like(♯1). It is 150 meters wide and 26 meters high. The top of the structure rises one meter above the sea. What impression do you get from this side? Do you think it's natural or man-made? Before we try to answer this question, let's take a closer look. The next slide shows a stone structure which looks like a gate (♯2). If you swim through here, you see a pair of large stones standing right in front of you (♯3) Now, this one here shows what apperes to be a road about five or six meters wide (♯4) if you keep going, you get to a stairway. On top of it, there is a flat open area as you can see here (♯5). There are other interesting features at the upper part of the structure. This slide shows something that apperes to be a waterway (♯6). There are also two large rocks that look like turtles (♯7). The last slide shows a place where a round stone, three meters across, is sitting on a base (♯8).
Some scientists don't belive that this stone structure was man-made. They claim that the evidence is not strong enough. some people say that stories about lost civilizations should always be taken with a grain of salt. However, let me just say this. People in Okinawa have long believed that there is a place called Niraikanai at the bottom of the sea, and that it's where their ancestors used to live. Some say it is related to the legend of Urashima Taro and the underwater castle he visited. Since we have often handed down our histry in the form of legends, the belief in Niraikanai and the legend of Urashima Taro may possibly reflect the memory of people who used to live in old Ryukyu. We know that Urashima Taro brought back a tamatebako, a treasure box from the underwater castle. What will scientists bring back from the sea bottom of Okinawa? Will it cause a big change in our understanding of human history, or will it be nothing but “smoke”? we will just have to wait and see. Thank you for listening
・この文は暗記。幅(直径)3メートルのacrossの使い方、関係副詞whereをゲット。 The last slide shows a place where a round stone, three meters across, is sitting on a base (♯8). ・関係代名詞what、関係副詞whereを押さえる。 ・このパートは単なる状況説明だけなので、部分的な設問だけで 深くは突っ込まれないんじゃないの?(はずれたらすまん。)
@「〜するように…する」を表す言い方 ( :[ ]を表す動詞+that節) * 話し手の提案・要求・命令を表す。 1. I would like to suggest that the project be promoted. 2. Our leader order that we should work together. 3. The rule requires that this form should be written in English.
A「万一〜したら」を表す言い方 ( ) *現在や未来において起こりそうにないことを仮定する。 1. If a plant should become extinct in the wild, with its seeds kept in a seed bank, it will not be lost forever. 2. If I should fail the exam, what would my parents say? 3. If I were to live again, I would like to be a singer. cf. 比較しなさい。
B「〜だったかもしれない」「〜できただろうに」などを表す言い方 ( + ) *( )から見た( )の時点の( )・( )・( )を表す。 1. People would have thought that they were dead. 2. You could have come with us if you had arrived in time. 3. Our teacher could have given us an easier test, but he didn't. cf. 次の2つの文を比較しなさい。 The seeds could be used in the future. The seeds could have been used at that time.
C「〜だろう」「〜だと思われる」などを表す言い方 (助動詞 ) *( )を避け、( )な響きを与える。 1. Would you believe me? 2. I would say no to your offer. 3. I would like to join some international volunteer group.
@「〜するように…する」を表す言い方☆that節中では動詞は原形、またはshouldを用いる。 ( 仮定法現在 :[ 提案・要求・命令 ]を表す動詞+that節) * その時点では実現していない 話し手の提案・要求・命令を表す。 1. I would like to suggest that the project be promoted. その計画が促進されるように提案したい。 2. Our leader order that we(should)work together. 上司は共に働くように言った。 3. The rule requires that this form(should)be written in English. その決まりによればこの書体は英語で書かれるべきだ 4. Tom proposed to us that we(should)start with self-introductions. トムはまず自己紹介から始めてはどうかと提案した。
Lesson7-1 How many of you have seen the movie Jurassic Park? It is an about what happens when some scientists bring dexciting movie inosaurs back to life. The dinosaurs have been extinct for millions and millions of years, but they are brought back to life by using their DNA. DNA is a molecule with a code that contains everything needed to built a living thing. Some scientists believe that if you have its DNA, you can make a living thing that has become extinct. But up until now, no one has been able to bring an extinct animal back to life. Jurassic Park is science fiction. What would you think if I told you that living things that have become extinct can be brought back to life? What if I told you that this is not science fiction but science fact? Would you believe me? Look at this plant. Would you believe that this plant was once extinct and that is has been brought back to life? Well, it is true.
Lesson7-2 In 1922 an English scientist discovered an Egyptian king’s tomb in the Valley of the Kings, where he found have thought that they were dead, but he was able to use the seeds from these peas to grow new plants. These peas are now planted and grown all over the world, including England, America, and Japan. Just like the DNA in Jurassic Park, the seeds contain the code necessary to build a living plant. Science fiction becomes fact. The Millennium Seed Bank you are visiting today is trying to conserve plants for the future by collecting and storing seeds from all over England and the world. Since seeds contain the code necessary to make living things, we can use seed banks to save endangered species. Why are we putting so much effort into this project? Why do we need to conserve plants? Most importantly, plants are the basis of life on Earth. They provide food for almost all forms of life, including thousands of animals, birds, and millions of insects. Since not a few plants have been lost, the world’s other living things dependent upon them must have disappeared too.
Lesson7-3 The human cost of the loss of plants would be even more terrible. Plants provide food, fuel, and building materials. Plants are the source of a great many medicines. Already, 25 percent of our medicines come from plants. Yet less than one-fifth of the world’s plants have been studied for the possible benefits they could bring. We have to keep in mind that plants are often lot before we know anything about how much good they could bring to society.
If a plant should become extinct in the wild, with its seeds kept in a seed bank, it will not be lost forever. Seed banks are also a very efficient means of conserving plants, because the seeds take very little space and require little attention. Many thousands of seeds can be stored for each species in a seed bank. As many seeds as there are people in a city could be conserved in a single bottle!
The seeds stored in seed banks could be used in the future to restore environments, or to increase numbers of endangered plants in the wild. They can be used in scientific research to find new ways in which plants benefit society such as in medicine, agriculture, or industry.
Lesson7-4 I would like to emphasize that conserving diversity within a given species is just as important as it is to conserve different species. Every individual plant has its own characteristics, given it an advantage in a particular environment. The more varieties there are for a given species, the greater the chances are for the species to survive.
Seed banks are helping us fight the loss of global plant diversity. In one place we can keep seeds for all kinds of plants from all over the world − grasses from the tropics, plants from our fields and gardens, are wild plants that have never been changed by the hands of human beings.
We have been trying to save the world’s rain forests, grasslands, and wetlands, but even national parks have no guarantee of long-term security. Although seed banks cannot replace the natural environment, they can offer an insurance service to other conservation techniques.
Finally I would like to suggest that the seed bank project be promoted even further in the rest of the world.
【Powwow ENGLISH COURSEU、22ページ】 LESSON 3-1 My father was a diplomat, so we lived in many places in the world. When I was in sixth grade, we moved to Britain from Egypt. I was put in a boarding school that seemed very strict. It was a famous prep school, and everyone was serious about studying. Gradually the poorer students came to be looked down on. By the time I got into ninth grade, I was at the bottom of the class. What was worse was that one day I fought with an older student.
【Powwow ENGLISH COURSEU、23ページ】 LESSON 3-1 He warned me to be careful when I was walking down the hall with my hands in my pockets. I got angry and hit him in the face. For that, I was suspended from school for a month. I returned to japan and stayed with my uncle in Osaka. It was at a book- store there that I found Uemura Naomi's book, Seishun wo Yama ni Kakete. "Mountain climbing?" I thought. I looked through the pages. It looked interesting, so I bought it. Never did I imagine that it was going to change my life
Safe and snug in her sealed-off nest, the female settles down to lay her eggs. There are usually only two or three of them, and they are soft to the tough. These eggs are glued together and are kept warm by the mother's big furry body for about ten days before they are ready to hatch. During this time she does not feed. Despite her hunger she remains inside the chamber for the whole ten days, with her body curled protectively around her babies.
The babies, when they hatch, are tiny-not quite as long as your fingernail. Most Australian mammales keep their newborn young in a pouch in the fur on the underside of the mother, but the platypus does not have a pouch and cannot offer them this kind of protection. This is why it is important to keep them inside a safe nest for the first week of their lives.
The babies soon start to lick the milk that is coming from their mother's nipples. Unlike other mammals her nipples are covered with soft fur. So, they must lick the milk that they find coming out of her fur.
After about sixteen weeks the young are ready to go for their first swim and to find their own food. they set off down the tunnel, which the mother opens for them, and jump into the water. At first they have little success in hunting, but this is not important because their mother will continue to feed them and protect them for several more weeks yet.
A month later the young platypuses can finally take care of themselves and the mother's task is over.
The world of animals is full of surprising discoveries. Some people imagine that we know all the answers and that there is little more to be learned. How wrong they are! Every year new facts come to light, giving us a clearer picture of the strange and wonderful creatures with which we share this small planet.
A judge has ruled that Northern Arizona University violated the civil rights of white male professors by failing to give them raises similar to those received by others. This is the latest development in a lawsuit that was filed in 1995.
If you were lucky enough to be near the stage,people behind you might look like Photo. Photo C shows the audience's joyful faces and their excited movements more vividly than Photo B. Photo B delivers little information about their feelings because it showsmainly the audience's backs. Photos taken from different messages. As you see here, people will use a photo that gives you the impression they want you to feel.
Let's look at another photo to learn one more important thing. It is about framing.Framing is choosing what is in the picture and what is not. What do you see in Photo D? You see two girls chatting in the street. But once you see Photo E, you understand much more about their situation and your feelings are very defferent from before. The choices made in framing can change the viewer's understanding of reality. All visual message (newspaper photos, documentary films and TV news) are framed and edited by photographers, camera crew and editors. It mean visual messages you seein your daily life deliver the senders' messages. Now you that you need some basic "grammar'' to read visual messages. Whenever you watch or read messages, try you check the following points: 1. Think about from which position (distance, angle and side ) the photo is taken. 2. Try to imagine what might be happening outside the scene or framed picture.
"Media literacy'' is the ability to understand how the mass media works and how images and information affect your feelings. Things you've learned in this lesson are just a biginning. Visual messages are always created to affect you in some way. So, it's important to be aware and make important choices about what you are seeing. then the news you see and read about will be useful information. Be a smart "reader.''
My neme is Lucy Aragon. Iam working at Cibola National Forest. I chose to be a forest ranger because I loved nature. When I was young,I used to go camping and hiking with my famiry. Later,I went to college and studied botany,geology,and ecology. I worked in the forests during the summer vacation. I became a forest ranger in 1992.
The Tyger Tyger! Tyger! burning bright, In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare sieze the fire? And what shoulder, & what art, Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand? & what dread feet? What the hammer? what the chain? In what furnace was thy brain? What the anvil? what dread grasp Dare its deadly terrors clasp? When the stars threw down their spears, And water'd heaven with their tears, Did he smile his work to see? Did he who made the Lamb make thee? Tyger! Tyger! burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry?
【Powwow ENGLISH COURSET、53ページ】 LESSON6-4 The encounter with Clown changed Jacques Mayol's course of life. He was offered a job at the Seaquarium, and he began to work as a trainer. He had a lot of things to do. One of them was to dive every two hours to the bottom of the main tank and feed the hungry dolphins with his own hands. This was a hard job. But he soon found it enjoyable. He was able to see Clown very often. One sunny winter day, at lunch time, Jacques jumped into the cold waterof the mein tank. He wanted to swim with Clown. She approached him at once and signed for him to follow her. It was certain that she was waiting for him. Every day, at the same time, Jacques swam with Clown. It continued for weeks. He had nothing to teach her. On the contrary, he learned everything from her. At last, he was able to stay under water for as long as three and a half minutes. Clown and Jacques were not any longer a dolphin and a man, but just a mammal and a mammal.
【CROWN T Lesson7-4】 So photographs tell us a lot. They show us what happened in the past. They sometimes show us things we may not wish to see. The twentieth century was a century of war. There were two world wars, and a cold war, and smaller wars all over the world. A Japanese journalist even called the twentieth century "thirty-six thousand days of suffering." It is perhaps difficult to find any sign of hope in the photos here, but we can if we try. Kim Phuc's story is a good example. With warm support from a great many people, she now enjoys a family life in Canada. She says, "I have to show my son what happened to his mom,to her country, and that there should never be war again." There should never be war again. This is the message we would like the photographs of this exhibition to bring to you today. I would like to leave you with the thought that all this happened not so long ago. Thank you.
The marvelous richness of human experience would lose something of rewarding joy if there were no limitations to overcome. The hilltop hour would not be half so wonderful if there were no dark valleys to traverse. - Helen Keller -
Visual messages are always created to affect you in someway. SO,it's important to be aware and make tha news you see and read about will be usefull informathion. Be a smart "reader."
CROWN[I]のLesson6の7行目なんですが…↓ I knew that somehow I would go to Africa to live with animals, study them, and write books about them. これの「somehow」って、ここでは「どうにかして」と「どういうわけか」、どちらの方が 適当ですかね?? どなたか教えて下さい。
8−3 The second key to being a good speaker is to follow the motto of the Boy Scouts. ――Be prepared. You can prepare in any way you like. You can write your speech out, and read it word for word. You can speak from an outline, or use cards with notes. Whatever method you use, don’t spend the whole speech with your eyes on the paper. Be sure to practice your speech enough so hat you can look up often at your audience.
If the audience understands your main ideas at the beginning, they will follow you more easily through the body of your speech. At the end, try to summarize your most important points in slightly different words from the ones you used in your opening.
8−4 Don’t stay serious if you don’t have to. Even if you’re talking on a serious subject, most audiences will welcome a good joke. Humor is most effective when it reminds the audience of their own experiences. After the laughter, you can relate the joke to the points in your own speech by saying. I think we shouldn’t make problem‐solving more difficult than necessary. Talk is the most important form of social conversation. So why not develop our skills to become the best speakers we can be?
>>141 いやあ、そんなことないですよ。照れるなあ。 実は分かんないとこがあったんですよ。 After the laughter, you can relate the joke to the points in your own speech by saying. の後、何か抜けていませんか?話が続かないようなきがするんですが。 間違いも多いと思いますのでよく授業を聞いてもしよかったら こちらこそ教えてください。
7−1 I was running into the stadium with the Olympic torch in my mind. All the people in the stadium were watching me, and on TV, millions of people around the world too. I was running with an artificial right leg. I lost part of my right arm and part of my right leg when I was working to remove landmines three years before. In the stadium, many smiling children were waiting for me. They danced around me happily. As I looked at their faces, in my mind I could also see the faces of poor disabled children I had met in Cambodia. I saw the face of girl who had stepped on a mine and lost her legs. There was also a boy who had touched a mine that looked like a toy and lost his eyesight. Every day on earth, about 70 people step on landmines and are injured or loose their lives. I couldn’t forget this fact, even during the Olympic Games ――days of hopes and dreams for the future.
7−2 I was a member of a volunteer organization, HALO. HALO,s job was to remove landmines in old war areas. It also taught local people the way to clear landmines. I was sent to Cambodia and then to Mozambique. One day, I was checking the cause of a landmine accident in a village in Mozambique. The day before, a young man had been killed while removing a mine. The sun was high in the sky and it was hot. The job took a lot of careful, patient work. It was no longer that I felt very weak. Too much sun, I thought. I need to rest somewhere. I took three steps back along the same path I had come by. On my third step, “Bang!” My body was thrown up in the air, and then fell hard against the ground. Everything was quiet. I was lying on my stomach. I tried to lift my right arm but it wouldn’t move. It was badly injured. I looked down at my right leg. It had been lost from the knee down.
It was fortunate I survived the accident. But sometimes I thought, “Dying might be the easiest thing to do.” In a hospital in South Africa, my right arm was cut off below the elbow. Later, I was moved to a hospital in London. I started learning to use an artificial arm and leg. With my new arm, I was soon able to make phone calls, use a computer, and so on. However, using my new artificial leg was much more difficult, and painful. I felt irritated and depressed because I wanted to return to a normal life. One Sunday I saw the London Marathon on TV. To win was the only goal of the runners. Suddenly I realized that it is very important to have clear goals. I decided to run in the London Marathon the following year. I was pleased that I now had a clear goal to reach. I slept soundly that night. Later, the mass media heard about my plan. The marathon became a charity event to make money for landmine victims in Cambodia.
It was fortunate I survived the accident. But sometimes I thought, “Dying might be the easiest thing to do.” In a hospital in South Africa, my right arm was cut off below the elbow. Later, I was moved to a hospital in London. I started learning to use an artificial arm and leg. With my new arm, I was soon able to make phone calls, use a computer, and so on. However, using my new artificial leg was much more difficult, and painful. I felt irritated and depressed because I wanted to return to a normal life. One Sunday I saw the London Marathon on TV. To win was the only goal of the runners. Suddenly I realized that it is very important to have clear goals. I decided to run in the London Marathon the following year. I was pleased that I now had a clear goal to reach. I slept soundly that night. Later, the mass media heard about my plan. The marathon became a charity event to make money for landmine victims in Cambodia.
A long long long time ago the Northlands were much colder than they are now. It was so-o-o cold that ― you may not believe ― this even thoughts froze. これもお願いします!
If you thought, "How cold it is!" for example, letters of ice appeared above your head and everyone could read your mind. So in the cold Northlands everyone tried not to think;everyone was afraid that everyone else might read their thoughts. No bears, no penguins, no seals ― nobody thought anything.
A long long long time ago the Northlands were much colder than they are now. It was so-o-o cold that ― you may not believe ― this even thoughts froze. If you thought, "How cold it is!" for example, letters of ice appeared above your head and everyone could read your mind. So in the cold Northlands everyone tried not to think;everyone was afraid that everyone else might read their thoughts. No bears, no penguins, no seals ― nobody thought anything.
One day Wal-Rus was lying on his own special piece of ice. His eyes were closed. He was just thinking, "Well, well...." And these letters were floating over his head Suddenly E-EI put her head up out of the sea. "Hey, Wal, you know what?" she said. "Uh? What?" ho answered slowly. "I've just come back from the Southlands. It's hot there ! So hot. that your thoughts don't freeze. " "Is that right ?" "Yeah It's true ! So, even if someone looks at you and thinks to himself that you have a very big bottom, you can't read his thoughts. It’s too hot for the letters to freeze. " "Who says I've got a big bottom?" said Wal-Rus angrily. "That's only an example ! Hey, why don't we get out of this cold place7 How nice it’ll be to be able to think without worrying about others. I could think anything I wanted to in the Southlands."
Now we are delighted to be told by the chairman of one Japanese auto company that the quality of cars turned out by the company’s factory in the North East is ‘every bit as good as that of the car produced in Japan.’ And we should be delighted. For this is further proof that just as the Japanese beat us at our own game we are now showing that we can beat them at it once again.
こんにちHA!!来週テストがある私をどうか助けてください!!! CROWN Lesson'7の We have to keep in mind that plants are often lost before we know anything about how much good they could bring to society. あと、 p,106のEvery individual plant has their own characteristics, giving it an advantage in a particular environment. お願いします(泣
184さんand185さんどうもあるがとデス☆”本当にくどいんですが、これはきれいに訳せますか? ,,,they can offer an insurance service to other conservation techniques. それらは他の保存技術に保険のサービスを頼める???何が言いたいのぉ!?
A fish encounters a difference between front and back because one is the direction it goes, the other is the direction it comes from. 1.この場合oneはfront、the otherはbackでしょうか? one is the direction it goesのitはa fishでしょうか the other is the direction it comes from.のitは何でしょうか?←この部分がうまく訳せないのですが。。。 2.本来なら because one is the direction it goes, and the other is the direction it comes from. じゃないでしょうか?
>>191 1:そうですな。 one is the direction it goes, the other is the direction it comes from. 前が(魚が)進む方向で、後ろが(魚が)来た方向なのだ。 2:対比が明らかにわかる場合のandは省略できる(,で補ってる)、だったかな。
>>192 Maybe this isn't worth it. thisは、Christpher Reeveが事故で下半身不随になったこと(時間)。 itは、この場合は「be worth it:価値がある」っていう熟語だと考えていいけど、 敢えて意味を持たせるなら「生きていくこと」という意味かな。
UNICORNのLesson9(Fashionについて)の和訳をお願いします。 Lesson9-1 1950s Look at this picture! Can you believe that this dress was introduced in 1947, soon after World War U? This style, called the “New Look,” was designed by Christian Dior. Until the mid-60s, France was the leading country in fashion. The new dress had a flared skirt using expensive fabrics, a tight waist and natural shoulders ─ without shoulder pads. During the war, when times were very hard, people had to spend their money carefully. The clothes they wore show this concern. Most styles were similar ─ plain and simple without much design. These dresses were cheap and practical for everyday wear. After the war, women ware longing for a new change in fashion. This is one reason why Dior’s “New Look” quickly became popular. It reminded women of the beauty and luxury of fashion. In the fashionable West End of London over 700 dresses with the New Look ware sold in two weeks. Dior changed fashion dramatically. We could say that it was a new starting point for the history of fashion.
Lesson9-2 1960s The 1960s was a period of change and rebellion. In Africa a lot of colonies won independence. In the United States, the civil-rights movement finally gave African-Americans more freedom. There were also many protests around the world against the Vietnam War. Young people played an important role at this time, not only in these movements, but in fashion as well. The Beatles, the British rock group, are a symbol of this time. Their music and fashion expressed something new and exciting. Millions of young people imitated their fashion to show they shared in this “new hope” as described by the title of their song. “All You Need is Love.” The fashion model, Twiggy, also made the miniskirt a symbol of the 60s. The miniskirt and the Beatles’ fashion reflected young people’s rebellion against traditional ways. It’s interesting that we still see miniskirts today. Soon this style will have been around for 50 years.
Lesson9-3 1970s The miniskirt was designed by Mary Quant. She was inspired by the short skirts worn by girls in Carnaby Street in London. The streets in the areas where young people gathered ware becoming the birthplace of new fashions. “Street fashion” was developed in two different ways. One was, as we’ve already seen, represented by the way the miniskirt was born. Designers picked up a street fashion and established it as a popular fashion around the world. The other was by young people themselves spreading the fashion by copying what other young people on the streets ware wearing. One good example of the latter us the hippie fashion. Hippies ware young people who opposed and rejected many of the conventional standards and customs of society. They strongly objected to the war and encouraged love and peace. Many of them had long hair and wore bell-bottoms.Their “hippie style” became popular all over the world and dominated the typical fashions of the 1970s.
Lesson9-4 1980s and 1990s The status of women in society greatly increased during this period. In 1979, Margaret Thatcher became the Prime Minister of the UK. Women’s clothes expressed this new “power.” Dresses had big shoulder pads and narrow waistlines that also showed their femininity. In short, women of the 1980s were said to “dress for success.” By the 1990s, when wo-men’s status in society had become established, career women ware now common and accepted. Accordingly, the line between female clothes and male clothes became ambiguous. Fashion became unisex and more flexible. People ware both tight and loose fitting pants; women wore miniskirts and long skirts. Wearing casual clothes also became more accepted for various occasions. Thus, when we look back over the history of fashion, we can understand that popular fashions relate closely to the culture, society, arts, politics, and economic situation as time goes by. Fashion was and will always be one of the main ways that people reflect the lifestyle, the mood and atmosphere of a certain era.
ついでにLesson10もお願いします。 Lesson10-1 More 400 million people in the world speak English as their native language. A much greater number of people speak English as a second language. In fact, the desire to learn English is so great that there are now more students of English in China than there are people in the United States. English has become the world language of business, science, education, and many other fields. For international air travel, over 90 percent of the nearly 200 countries in the world use English. Even the well-known Pasteur Institute announced that it would begin to publish its international journal only in English because too few people were reading it in French. The Internet has also increased the use of English as a global language. English has become the most useful communication tool for getting information from around the world. Because of this many more people will be learning English in the future.
Lesson10-2 When two different languages come into contact, they influence each other in some ways. For example, English has come into contact with many languages in its history. It has borrowed a lot of words from these languages. In fact, it is said that more than 70 percent of all English words have been borrowed from other languages. Thousands of English words come from French. From 1066, the Normans from France ruled England for three husband years. The French rulers introduced new words such as govern and parliament. And you may wonder why the cows and pigs on a farm are called beef and pork at a restaurant. Hundreds of years ago, the rich ruling class of England spoke French, while the poor farm workers used English. The ruling class, who ate the most meat, called it beef or pork, words from French, but people who raised the animals called them cows and pigs. In fact, English has thousands of words which come from over 60 languages around the world ─ shampoo from Hindi, ketchup from Chinese, tsunami from Japanese, sofa from Arabic, potato and canoe from Native American languages, and on and on.
Lesson10-3 Even today, English continues to borrow new words from other languages. However, since English is widely used throughout the world, other languages are now borrowing heavily from English. In Japan, for example, advertisers and songwriters often mix in a few English phrases. And as you know, many words used in Japanese today are borrowed words from English. Words borrowed from other languages often change in meaning and pronunciation from the original. Karaoke is now a popular English word borrowed from Japanese, but you may feel strange when you hear karaoke pronounced in English. Sometimes new words are created from words borrowed from other languages. We have made many original “English words” called wasei-eigo, such as nighter and skin-ship. But it is important to remember that these are Japanese words, which native speakers will probably not understand. Some countries in the world are not pleased that so many English words are becoming part of their native languages. They have tried to slow down the “invasion” of English words.
Lesson10-4 English is also an official language in many countries where English wasn’t spoken originally, such as India and Jamaica. In these countries, people use a style of English which has been influenced by their native languages. In Singapore a lot of people use “Singlish.” As you can guess, this word is created from “Singapore” and “English.” Singlish is a type of English mixed with their native languages, Chinese and Malay. Often the grammar is a little simpler, or just different. For instance, in a shop in Singapore you may hear the customer bargaining with the salesclerk, “Cheaper, can or not?” Singlish has become so popular that there are now Singlish dictionaries. It seems that some people in Singapore dislike Singlish. They think it in useless for international communication. But young people in Singapore say they are well aware of the differences between Singlish and standard English. They say that Singlish is just a fun and dynamic type of English that they like to use among themselves. It is said that, like the people in India and Jamaica, many Singaporeans are proud of their own variety of English.
Lesson10-5 English spoken by native speakers is usually thought of as standard English. It seems that most Japanese people think standard English is the only “correct” English. However, as mentioned before, there are many kinds of English used in the world. For example: Indian students generally use the variety of English common in India, even when they travel abroad; an Indian businessman often speaks English with an Italian accent. Some people think that having too many varieties of English will make international communication in English difficult. However, the well-known linguist David Crystal is optimistic about this problem. He believes that even if many new kinds of English become common in the future, a new form of English, which he calls “World Standard Spoken English,” will develop. People will be using this new form of English at international meetings, and so on. What kind of English is best for you? For now, certainly standard English is the most practical to learn for international communication. However, when you have a chance to speak English with someone, don’t worry if your English is not always “correct” or “perfect.”
Lesson11もお願いします。 Lesson11-1 My father died suddenly when I was sixteen. It happened right after I had spent a week alone with him. My mother and brother were away on a trip, when he suddenly asked me to take several days off from my part-time job. While I was growing up, he was away most of the time and he usually just sat in a chair and drank when he was home. Whenever we asked him about the wars he’d fought in, he would start to cry. It was doubtful whether he would ever recover from his terrible experiences. During that week we spent together, he told me how World War U and Korean War his best friend covered a grenade with his own body to save my father’s life. My dad left very guilty about that. But the greatest guilt of all involved his family: he apologized to me for not having been a good father. Just as I finally became friends with my dad, I lost him. He had come home from World War U with heart disease and high blood pressure. At the end of that week in 1961 when we finally became closer as father and son, he suffered a heart attack.
Lesson11-2 A few months after my father’s death I was still suffering. During my senior year in high school, I started having pains in my stomach. The x-rays showed ulcers. I was hospitalized twice that year. Shortly after entering college, Donna, my high school girlfriend, broke up with me. Also, my uncle, who had become like a new father to me, committed suicide. I had lost all hope and thought of suicide, too. With my mother’s advice, I checked into a mental hospital. My two-week stay there was the turning point in my life. The people who helped me recover the most ware not doctors but my family, friends and roommate, Rudy. Rudy had had three wives and fifteen jobs and lived in his own world, full of failure and despair. People often came to visit me, but no one came to see Ruby. My pain seemed trivial, compared to his deep loneliness. It was then that I realized the importance of love and the people who loved me. I had been surrounded by love but hadn’t let it affect me. I perceived a deep personal truth: I needed to be open to receive love.
Lesson11-3 After leaving the hospital, I knew I wanted to enter a profession that helped people. I decided on a career in medicine. After three years of pre-med studies, in 1967 I entered The Medical College of Virginia. My training in medical school brought me face to face with the American medical system. The doctors told us to concentrate on the physical condition of our patients. I thought it important that we also get to know the personality and lifestyle of each patient well. I liked to have informal chats with my patients and I often joked with them. Some doctors criticized me for this. They said we should keep a “professional distance” between ourselves and our patients. Because of this, there was little joy in the classrooms or the hospital. I wanted to change the system. Medical care becoming more like a business was another big problem. Many doctors ask patients to take expensive medical test, which are often unnecessary, or prescribe many kinds of medicines. This has caused a huge increase in the cost of health insurance, which more than 30 million Americans cannot afford now.
Lesson11-4 The health care system is in crisis. Costs are out of control, and the doctor-patient relationship is in serious trouble. It is a great concern whether this situation will get better or worse in the future. I realized these problems ware closely related with each other. Profit had become more important than sharing emotions, an essential part of good medical care. Experiences during my senior year made me understand those problems more deeply, which strongly affected my future. As part of my training, I chose to work at a free clinic for poor people. It was the chance I had been waiting for! I was now able to practice medicine my way ─ with friendship and humor. One day I wore a red number nose to work. To my delight, close friendships and trust developed more easily with my patients. I realized this was the kind of atmosphere in which I wanted to work: helping others without making profit the main goal. I realized that if I had dreams about improving health care, I would have to carry them out myself.
Lesson10-5 After graduation in 1971, a small group of friends and I set up our clinic in a three-bedroom house in Arlington, Virginia. For the next several years our clinic moved many times. Those first years ware an experiment for us all. When we saw a patient, we would spend hours learning about his or her gamily, friends, job and hobbies. And we never charged for our services. In 1979, we coined the name “Gesundheit Institute,” which means good health in German. The next year we brought 310 acres in the beautiful countryside of West Virginia. Here our dream could truly become a reality. We could create a happy, fun-filled and loving community. We thought it natural that our home-style hospital and health center be free and open to anyone from anywhere. In this setting, patients could easily understand out philosophy: Good health is more than being free of illness. It is connected to nutrition, exercise, hobbies, nature, wonder, creativity, service and peace. We cannot separate the health of individual from the health of the family, the community, and the world. In a word, health is based on happiness.
Manufactured Music Sole sound source: Hear'say CD. The rise and rise of the manufac tured band has led to a complete distortion in the relationship between music and talent. The talent now is exhibited in marketing meetings and style makeovers, relying on stereotypes, perpetuating beauty myths and co-opting musical genres to the point where signature rave patterns and music with drug references appears for young children either as entertainment or to sell merchandise from children's TV shows. The systematic cynicism of selecting a band of unoriginal but realistic survivors from a series of average victims might make for fascinating TV, but does not promote the idea of people in control of their own future or imply how the now standard large financial rewards are for the pursuit of originality, skill or substance.
化学分析の文です。専門用語などわからないところが多いので 分かる人よろしくお願いします。 Methyl 4-(bromomethyl)-benzoate (1.5g, 6.9mmol) and 1.0g of K2C03 were dissolved in 50ml of AN. Tributylamine (1.0ml, 4.2mmol) was added slowly into the solution with stirring. After addition of tributylamine, the mixture was stirred at 100℃ for 24h under nitrogen atmosphere with refluxing. The confirmation of formation of the purposed compound was carried out by thin layer chromatography (TLC). After the reaction was completed, the reaction mixture was separated with silica gel column chromatography (CHCl3/MeOH=9/1) to isolate tributyl-(4-methoxycarbonyl-benzyl)-ammonium bromide. Resulting tributyl-(4-methoxy-carbonyl-benzyl)-ammonium bromide was treated with 50 ml of 1.0 M HCI aqueous solution at 120℃ for 24h under nitrogen atmosphere. After the hydrolysis of methyl ester was confirmed by TLC, the resulting compound, TCBA, was extracted with chloroform and purified with silica gel column chromatography (CHC13/MeOH = 6/4). The chemical yield of the compound was as high as 90.2%.
化学の文ですが、もう1回だけよろしくお願いします。 An ionic complex of TBA and SSA was prepared in order to dissolve SSA in organic porogen because pure SSA could not be dissolved in organic solvent at all. Preparation of the complex are achieved as follows; SSA and TBA was dissolved in water and extracted with chloroform, where the mole ratio between SSA and TBA was in 2:1, through a phase transfer effect of the molecular assembly formed. After the removal of chloroform, transferred ionic complex could be obtained. The obtained ionic complex could be easily dissolved in any organic solvent. In the case of the alternative-template molecule (TCBA), the ionic complex with SSA was also prepared. The symbols and compositions of bulk polymers prepared are summarized in Table 1. All bulk polymers were polymerized with 1.0wt.% of ADVN at 50℃for 24h, after polymerization, the polymers were grinded and washed with MeOH. Then, the polymers apart from P1 were reacted with CH3I to generate the alkylammonium groups. The reaction was carried out in DMSO at 70℃ for 24h as shown in Fig.2.
Manufactured Music Sole sound source: Hear'say CD. The rise and rise of the manufac tured band has led to a complete distortion in the relationship between music and talent. The talent now is exhibited in marketing meetings and style makeovers, relying on stereotypes, perpetuating beauty myths and co-opting musical genres to the point where signature rave patterns and music with drug references appears for young children either as entertainment or to sell merchandise from children's TV shows. The systematic cynicism of selecting a band of unoriginal but realistic survivors from a series of average victims might make for fascinating TV, but does not promote the idea of people in control of their own future or imply how the now standard large financial rewards are for the pursuit of originality, skill or substance.
In many ways, Charlie Brown himself is a loser. He is not a very good student, and he is not good at sports. The pretty little girl in his class pays no attention to him. In a world where wealth and power are so important, Charlie Brown is a failure. But Charlie Brown never really loses. He never feels sorry for himself. He always hopes for a better day tomorrow and keeps on trying. Perhaps that's what make a real winner.
1. Hollywood,in Los Angels,is the world's capital for the movie industry. All kinds of films have been made there,from quick and cheap postwar productions to large-scale epicks like Ben Hur. But across the Atlantic in Britain things are quite different. The film industry has virtually died away,and box office hits are rare.
2. In the romantic comedy called Notting Hill,a stuttering and nervous bookshop owner,Hugh Grant,falls in love with superstar julia Roberts. The American-sponsored British film was a huge success,and it put the formerly run-down Notting Hill area in London on the tourist maps. Now,everyone wants to have their photographs taken outside “Hugh's”from door.
3. In 1996 and 1997 two other British films became well-known. Both were set in the industrial north and the films bitterly attacked Thatcherism. This was a policy of monetarism and self help which had caused weak industries to go bankrupt,resulting in massive unemployment.
4. In Brassed Off,coal miners are caught between accepting the management's severance money and continuing their renowned colliery brass band. The title in a pun which refers to the band,but the expression “brassed off”also means to be angry. On a similar theme,but using more comedy,the film The Full Monty shows how a group of unemployed penniless steelworkers swallow their pride and become an all-male striptease group. The title of this film is a slang expression meaning“everything.” Both films are powerful reminders of how changes in business policy and in politics can destroy the lives of not only individual workers but whole communities.
クラウンT Reading2 Harry saw the ball slowly rise up in the air and then start to fall. He pushed his body forward and pointed down the broom - next second he was speeding down, down, racing the ball - wind in his ears, the shouts of people watching - he shot out his hand - a foot from the ground he caught it, just in time to pull his broom straight, and he landed softly on the grass with the Remembrall safely in his hand.
CROWNの77〜79ページ。 "Well...the sun is green...two and two is five,thungs like that."
"But the sun isn't green.Two and two isn't five."
"I know that!But it's great to be able to think anything you want to, and nobody knows what you're thinking"
Wal-Rus got interested and they decidedto go. They swam and swam,and swam more,and finally arrived in the Southlands. It was veru hot. Even the sea hot. Wal-Rus had not thought anythng yet.
At three thirty that afternoon,Harry,Ron,and their classmates walked quickly down the front steps for their first flying lesson. It was a clear day, with a little wind.
The song was so beautiful that E-El forgot that in the Southlands people did not say what they really thought. She went up to his boat. Suddenly the man threw a net. He pulled her into the boat and his wife cooked her. The family ate her for dinner. Wal-Rus was frozen with shock to see this. "How terrible! We are safe in the Northlands. All of us can read what everybody else thinks." He started to think about going home. However, Wal-Rus didn't leave the Southlands at once. He was fascinated with the idea of thinking freely without worrying that others could read his thoughts. So he stayed in the Southlands to learn how to think. The more he thought,the deeper his thoughts became. "Who are we?" "Where did we come from?" "Why are we here now?" "Where are we going"
274さんありがとうございます。 出来れば続きを…お願いします。 After carefully considering both roads, the speaker of the poem chooses the grassy one, or "the one less traveled by." Then he says that this choice "has made all the difference." Most American school children are taught this poem, often with a lesson that's actually simpler than the poem itself. The lesson goes something like this: we can have an ordinary life by making the same choices otheres make or we can have a richer, more satisfing life by taking risks abd choosing to be difference. Or as the poem says, taking the less traveled road can make all the difference. "To make difference" is an expression that always has a positive meaning in English, wheather you're talking about something big orsmall. If a man tells his wife, for example, that marrying her has made all the difference, he's saying that he's very happy he married her. Orin the case of something samll, you might say that using honey instead of sugar in a cake recipe makes difference. In other words, the honey is what makes the cake taste so good. In frost's poem, of course, saying that the less traveled road has made all the difference suggests that the speaker has made the right choice.
どなたかUNICORN LESON8 訳お願いします。 @ Many people bilieve there,s some secret that makes a person a good speaker. My secret is simply that I think of public speaking as no different from other form of talk. It,s a way to share my thoughts with others. In one sense it,s easier than social conversation because you can control what to talk about, and how to talk about it. However, this also means that you have to have something to say. The first key to being a good speaker, therefore, is to talk about something you know well. When you talk on a subject you don,t know well enough, you,ll be in a difficult situation because: 1. your audience may be bored if they know more about the topic than you do. 2. If you,re not at ease in the subject, you may be ill at ease in your way of speaking. So choose a topic that you know well, and start with your own experience. Then you,ll be more comfortable, and your audience will find it more interesting.
A It was at my coming-of-age ceremony for a Jewish boy that I made my first speech. I was thirteen years old. At first, I didn,t know what to talk about a topic I knew very well - my father. He had died three years before. I recalled my walks and talks with my father down Howard Avenue to Saratoga Park. There he would buy me ice cream and say But don,t tell your mother. She might think it,s too close to dinner. Having ice cream in the park with my father was very nice, but for me, it was our talks that were more important. He,d ask me what I learned in Hebrew school that day. I shared these memories with my audience, and I told them that when I thought of my father, I always remembered our talks in Saratoga Park. Some of the audience said nice things to me after I finished my speech, and I was glad I had shared my memories with them.
B The second key to being a good speaker is to follow the motto of the Boy Scouts - Be Prepared. You can prepare in any way you like. You can write your speech out, and read it word for world. You can speak from an outline, or use cards with notes. Whatever method you use, don,t spend the whole speech with your eyes on the paper. Be sure to practice your speech enough so that you can look up often at your audience. If your problem is how to organize your speech, keep in mind this simple structure for speeches: 1.Tell them what you,re going to tell them. 2.Tell them. 3.Tell them what you,ve told them. If the audience understands your main ideas at the biginning, they will follow you more easily through the body of your speech. At the end, try to summarize your most important points in slightly different words from the ones you used in your opening.
C Don,t stay serious if you don,t have to. Even if you,re talking on a serious subject, most audiences will welcome a good joke. Humor is most effective when it reminds the audience of their own experiences. My friend Jackie Gleason made a good joke about a problem in New York City. The problem was what to do about the traffic jams there. He said, Make all the streets one-way north -then it becomes Albany,s problem. If you make a speech on how to solve some problem , you can use this joke. After the laughter, you can relate the joke to the points in your own speech by saying, Gleason,s joke is telling us we shouldn,t make problem-solving more difficult than necessary. Talk is the most important form of human communication. In fact, a book I read said that one person speaks eighteen thousand words a day, and I don,t doubt that number at all. So why not develop our skills to become the best speakers we can be? Let,s start right now.
(解答例) I thought it difficult to speak in English. That’s why I cannot understand English Grammar well and never talk to foreign people ever before. I’d like to communicate with them but there are few such people around me. When I was junior high school student, my English teacher was assistant language teacher who called ALT. So, I spoke to her every day. My English Power got higher and higher and I came into this Waseda high school. My high school days is so interesting, I am happy every day.
両方の道をじっくり考えた後草の生い茂った道を????? アメリカの子どもはこの詩を授業で教えられて他の人と同じ道を選ぶ事で普通の生活ができる、 もしくはリスクを伴うが満足できる豊かな人生を選べる…みたいな感じですよね。 でも結婚の話しとケーキに砂糖の変わりにハチミツを使うあたり…つめがわかりません。 the one less traveled by とか has made all the difference もイマイチ表現が?です。 HELP ME !
Ladies and Gentlemen, welcome to our exhibition “Looking Back at the Twentieth Century.” We have collected about three hundred photographs here.They will show you something of the history of the past century.
The twentieth century was an age of great progress in science and communications. People's loves became richer and more comfortable. People achieved greater freedom and equality, and seemed to be closer to the dream of liveing a happy life. But it was also an age of terrible wars, and millions of people like you and me went through in the twentieth century. As you look at them, ask yourself : "How would you feel if these were photos of your own family and friends?" some will shock you, some may make you sad or angry. But they will also give you a message for our future. Before you look at the exhibition, I would like to show you two photographs which are particularly important to us. But it was also an age of terrible wars, and millions of people like you and me went through in the twentieth century. As you look at them, ask yourself : "How would you feel if these were photos of your own family and friends?" some will shock you, some may make you sad or angry. But they will also give you a message for our future. Before you look at the exhibition, I would like to show you two photographs which are particularly important to us.
毎度毎度すみません。こちらもお願いします。orz orz Let's start with this one. This photograph was taken by an American photojournalist, Joe O'Donnell, in Nagasaki in 1945. He recently spoke to a Japanese interviewer about this picture: "I saw a boy about the years old walking by. He was carrying a baby on his back. In those days in Japan, we often saw children playing with their little brothers or sisters on their backs, but this boy was clearly different. I could see that he had come to this place for a serious reason. He was wearing no shoes. His face was hard. The little head was tipped back asleep" "The boy stood there for five or ten minutes. The men in white masks walked over to him and quietly began to take off the rope that was holding the baby, That is when I saw that thebaby was already dead. The men held the body by the hands and feet and placed it on the fire. "The boy stood there straight without moving, watching the flames. He was biting his lower lip so hard that it shone with blood. The flame burned low like the sun going down. The boy turned around and walked silently away."
Lesson6−2の本文ですお願いします Kenji:You have spent many years in Africa studying chimpanzees in the wild. In what ways are they like us human being? Jane :You`d be surprised!Their brains are like ours. They also have much to learn in their childhood. The members of achimp family are very close,often helping one another. They can feel sad,happy,afraid ,or angry. They can solve problem and plan for the future. Also,they can be taught to use sign language. Some of them love painting. kenji:So chimpanzees are very smart. What about their character−I mean,are they friendly?Are they cruel? Jane :They are usually friendly,but they can be cruel,just like humans. Kenji:Really?How so? Jane :Well,they patrol their own areas,sometimes attacking chimps from another community. But they can be very kind and loving too. One time,at aboutthe age of three,a chimp called Mel lost his mother and was left alone. We all thought he`d die. But,to our surprise,a twelve-year-old male chimp called Spindle took care of him. Kenji:In what way? Jane :Well,he often let Mel ride on his back and share his nest at night. I often saw him even sharing his food if mel asked for it. chimpanzees can be loving and caring.
Lesson6-3の本文ですお願いします Kenji:Now,let`s talk about the evironment. Today`senvironmental problems must worry you. Jane :Yes,we humans must understand that wild animals have the right to live,and that they need wild places. Besides,there are some kinds of living things that we must not destroy. Many drugs for human diseases come from plants and insects. When we destroy a wild area,maybe we are destroying the cure for cancer and oher diseases without knowing it. Kenji:I see. Jane :Yes.And everything in nature is connected. In a forest,for example,plants and animals make up a whole,complex pattern of life. If we destroy that pattern,all kinds of things can go wrong. Kenji:An example? Jane :Sure.One time rabbits all over England died of disease. Since the foxes didn`t have enoughto eat,they started killing the farmers` chickens. The farmers then killed the foxes,and rats rapidly increased in numbera and destroyed the farmers`grain. The farmers ended up losing as much as they had lost to the rabbits. We humans are in danger of destroying our environment and ourselves along with it.
こんなに早く返信していただきありがとうございます続きなのですがお願いします Kenji:So are you worried about our future? Jane :By no means!My hope lies in young people. They not only know about environmental problems,but actually want to solve them. That`s ehy I decided to start Roots&Shoots. Kenji:What`s that? Jane :Well,it began with a group of high school students in 1991. It is calld Roots&Shoots,because roots are strong and move gradually under the ground, and shoolts seem small and weak,but they can break open brick walls. Kenji:So it`s a kind ofclub for young people trying to solve environmental problems? Jane :That`s right. We now have groups in over fifty countries,with differntactivities in different places. It may be planting trees,starting recycling programs, collecting clothes for the homeless,or sharing your knowledge with disadvantaged kids. The world is a better place when you cause a sad person to smile,when you make a dog wag its tail,orwhen you water a thirsty plant. That`s what Roots&Shoots is all about. Kenji:Some final words before we finish our interview? Jane :We humans are not so different from chimpanzees. But the most important difference is that we can speak and share ideas. Great ideas become greater;problems can be solved. so I want to say that every one of you has a role to play and can make a differnce . Do you want to make the world a better place for humans and animals and the environment? Or not?
CROWN English Series【T】Lesson8-5の後半です。特に最後のまとめの一文がわかりません。よろしくお願いします。
On February 13, 2000, Peanuts lovers all over the world woke to learn that both the Peanuts characters and their author were no more. We had learned to think of them as our friends, but they were now gone. Charles M. Schulz and Peanuts have helped us face this difficult world with their special type of humor and gentle encouragement to carry on. Though there will be no new Peanuts cartoons, the old ones will be read for years to come. They will keep reminding us that true success lies in sensitivity to others, in small acts of kindness, and in the courage to hope even in the face of great difficulty.
後期の試験なのですがうまく訳せないのでよろしくお願いします. Fleet Street Just to the east of St Clement Danse stood the stocks,which were not taken down until 1820,and walking past the spot,a few yards on,where Temple Bar once stood,we come to the boundary of the city of London and the biginning of Fleet Street, where every foot of the way has a story to tell,biginning with Number One,Child`s Bank,which was established in 1671,at the sign of the Marigold,where once had been a tavern.Until this time,the pawnbrokers and goldsmiths of London had acted as bankers, but Child`s was the first house to concentrate entirely on banking. 続きもあるんですがそっちはもう少し考えてみるのでこっちはよ ろしくおねがいします。
@In the summer recess between freshman and sophomore years in college, I was invited to be an instructor at a high school leadership camp hosted by a college in Michigan. I was already highly involved in most campus activities, and I jumped at the opportunity. AAbout an hour into the first day of camp, amid the frenzy of icebreakers and forced interactions, I first noticed the boy under the tree. He was small and skinny, and his obvious discomfort and shyness made him appear frail and fragile. Only 50 feet away, 200 eager campers were bumping bodies, playing, joking and meeting each other, but the boy under the tree seemed to want to be anywhere other than where he was. The desperate loneliness he radiated almost stopped me from approaching him, but I remembered the instructions from the senior staff to stay alert for campers who might feel left out.
BAs I walked toward him I said, "Hi, my name is Kevin and I'm one of the counselors. It's nice to meet you. How are you?" In a shaky, sheepish voice he reluctantly answered, "Okay, I guess" I calmly asked him if he wanted to join the activities and meet some new people. He quietly replied, "No, this is not really my thing." CI could sense that he was in a new world, that this whole experience was foreign to him. But I somehow knew it wouldn't be right to push him, either. He didn't need a pep talk, he needed a friend. After several silent moments, my first interaction with the boy under the tree was over. At lunch the next day, I found myself leading camp songs at the top of my lungs for 200 of my new friends. The campers were eagerly participated. My gaze wandered over the mass of noise and movement and was caught by the image of the boy from under the tree, sitting alone, staring out the window.
I nearly forgot the words to the song I was supposed to be leading. At my first opportunity, I tried again, with the same questions as before: "How are you doing? Are you okay?" To which he again replied, "Yeah, I'm alright. I just don't really get into this stuff." As I left the cafeteria, I too realized this was going to take more time and effort than I had thought -- if it was even possible to get through to him at all. DThat evening at our nightly staff meeting, I made my concerns about him known. I explained to my fellow staff members my impression of him and asked them to pay special attention and spend time with him when they could. The days I spend at camp each year fly by faster than any others I have known. Thus, before I knew it, mid-week had dissolved into the final night of camp and I was chaperoning the "last dance." The students were doing all they could to savor every last moment with their new "best friends" -- friends they would probably never see again.
EAs I watched the campers share their parting moments, I suddenly saw what would be one of the most vivid memories of my life. The boy from under the tree, who stared blankly out the kitchen window, was now a shirtless dancing wonder. He owned the dance floor as he and two girls proceeded to cut up a rug. I watched as he shared meaningful, intimate time with people at whom he couldn't even look just days earlier. I couldn't believe it was him. In October of my sophomore year, a late-night phone call pulled me away from my chemistry book. A soft-spoken, unfamiliar voice asked politely, "Is Kevin there?" F"You're talking to him. Who's this?" G"This is Tom Johnson's mom. Do you remember Tommy from leadership camp? HThe boy under the tree. How could I not remember? "Yes, I do," I said. "He's a very nice young man. How is he?"
IAn abnormally long pause followed, then Mrs. Johnson said, "My Tommy was walking home from school this week when he was hit by a car and killed." Shocked, I offered my condolences. J"I just wanted to call you," she said, "because Tommy mentioned you so many times. I wanted you to know that he went back to school this fall with confidence. He made new friends. His grades went up. And he even went out on a few dates. I just wanted to thank you for making a difference for Tom. The last few months were the best few months of his life." KIn that instant, I realized how easy it is to give a bit of yourself every day. You may never know how much each gesture may mean to someone else. I tell this story as often as I can, and when I do, I urge others to look out for their own "boy under the tree."
<Powwow English Course I> 9-2 China thinks highly of agriculture. It has to get enough grain for its 1.2 billion people. In order to grow grain, a great amount of water is pumped up from under the ground. The trouble is, water tables are dropping in almost every flat area in Chia. In the North China Plain, water tables are dropping by 1.5 meters a year. This is a matter of great concern for the Chinese Government because the plain produces 40 percent of China's grain harvest. Water tables are also dropping in the southern Great Plains of the United States, much of North Africa, and most of India. Scientists found that water tables were dropping at a rate of 1 to 3 meters a year all through India. They say, "In the near future, underground reservoirs in India will dry up." When they do, India's grain harvest will fall by as much as 25 percent. This is not a happy prospect. India is a country where 18 million people are added each year.
後期の試験なんですがやっぱりよくわからず。よろしくおねがいします! @This was Telson`s bank,in Charles Dickens` A Tale of Two Cities, and its early customers included CharlesU,Prince Rupert,Nell Gwyn, Pepys,Dryden and the Duke and Duchess of Marlborough.The story goes that in 1689,when there was a rumour that the bank was in difficulties, Sarah Churchill called for her coach and made a gallant dash round the town,visiting all her friends,collecting as much gold as she could,and driving down to the bank just in time,as the run was starting,to enable the cashier to meet all the demands and restore confidence.
長いんですがこっちもおねがいします! AThere is another story that on a dark winter`s night,during the French Revolution,the bank had a midnight visitor.It was the Marquise de Rambouillet,who left two large chests at the bank for safe-keeping,departed again for France and was never heard of again.when at last the chests were opened,it was found that one contained nothing but a store of decaying foodstuff,but in the other was gold plate and diamonds worth$100,000.
I remember one Korean media have said all asians are the descendant of Korea. I remember one Korean have said English is improved indirectly from Korean language. I remember a professor of a Korean University have said my home country, Taiwan, was the colony of Kogryo in the ancient time. Well, if they think so, why can't they prove it? And I like to ask them that if they hate Japan so much, then why dont they break down the aproximately 3000 schools built by Japanese? Why are they still using the bridges, buildings, and other constructions built by Japanese. In fact, those constructions built from taxes on Japanese people. But I guess koreans never be tought about it. What if Russians occupy the Korean Penisula instead of Japan? Would they have steped the same way as Eastern Europe? Do Koreans know how the Ukiranians treated during WWII? Well, i can easily imagine that Koreans would hate me now.
@The jungle in Cambodia's Ankor region contains many ruins.The most famous one is large temple complex known as Angkor Wat. Angkor was once the capital of the Khmer empire. For more than 500 years,this was a prosperous and impressive place. It is believed that Angkor's population peaked at around 6,000,000. A great number of tourists come to Cambodia to visit these precious ruins.
I'm an architect. What I'm interested in is the architecture. Wonderful,I can't describe it.
>>356の@の続きです Complex in the 1960s,'70s and'80s caused great damage to the ruins at Angkor. The fighting lasted a long time. During that period,it was impossible to repair the site. Thieves,too,contributed to the damage. But, it was neglect that did the greatest harm to this once great city. Fallen pillars, crecked doorways,blocked entrances,fading images. But today the ruins are been restored. Many countries,including Japan are offering technical assistance.These men are using a traditional method to harden the soil. Cambodia's rainy season starts in August. For 3 months,the rains falls heavily on this land. All that water has caused this soil bases to collapse,Chunks break off like pieces of suger. These workers are using techniques that were employed by the original builders. Because of this,the repair work will take a long time.This man is using a wooden hammer to get the job done .It is time-consuming and tough. the 1990s were relatively peaceful for Cambdia. Visitors from all around the world started to arrive. They came to admire the beauty of this ancient city,even while the work was going on. Thanks to dedication of these workers, people can once again marvel at the glories of Ankor.
Salisbury is a city in sour england, Many tourists go there. It is a beautiful, green place,and there are many interesting things there,like these traditional buildings and this old bridge over a quiet river.There are lovely farms nearby,too. there is also Stonehenge. Stonehenge is fairly close to Salisbury.It is this monument of stones,You've probably seen many pictures of it. It is the United Kingdom's most famous icon. It suggests power. and mistory. Work on Stonehenge was started around 300 B.C. and completed in around 1400 B.C. Until recently no one knew for sure exactly why Stonehenge was built. In the twentieth century, however,a serious investigation into the original purpose of Stonehenge was begun,and more in now known about why this rocky monument was put up. This picture will give you a good idea of how things were arranged at Stonehenge. The monument is nearly surrounded by a ditch.It's two outer layers of stones from circles. the inner layer looks like a horseshoe. Some distance from the monument is another stone. It's called the "Hell Stone." Scholars now believe that the Hell Stone played a A role during the summer solstice,the longest day of the year. They proved this by observing what happens at Stonehenge on that day At dawn on the solstice,you can see the sun rising from just behind the Hell stone. Wainwright:Stonehenge was bulit by people who were engaged in agriculture. These ancient people raised sheep and cultivated their fields and had to know something about the changing of the seasons. Knowing when the summer solstice began was very important to them. Stonehenge was probably a kind of calender,you see Perhaps they used it to decide on the best time to start farming. Stonehenge has been marking the passing of time for thousands of years and will certainly keep on going so for many years to come.
Bです The ancient Egyptians made these giant stone tomb.We call them the pyramids.People used to believe that slave made them.New research,however,suggests that the labors worked voluntarily. Researchers working in place called Workmen's Village have discovered some interesting things.Workmen's Village is where the laborers apparenty bulit the pyramids lived.It is very close to the tombs. Today,the place contains a lot of skeletons. And these bones are telling an interesting story. From the skeletons,the researchers can tell that injured workers were given good medical care.Broken arms,for example,were allowed enough time to heal.Such care would not have been offered to slaves.
Further evidence for this theory can be found at the British Museum.
This is an ancient "notebook." It listed the names of the workers,how many times they missed work,and their reasons for being absent.It shows that some of them took days off for personal reasons such as visiting a son's grave or nursing a hangover .Would slaves to do that? But who were these workers,and why did they bulitd these tombs? Experts now belie that they wer farmers,and the pyramids were public works projects. In ancient Egypt,people lived close to the Nile.The land was fertile there.However,the Nile flooded that area every year for four months,beginning in July. During that time,the farmers were out of work. Experts believe that the Egyptian kings did not want to give these out-of-work farmers money for nothing,Therefore,they made them work on something that would benefit man,country,and,of course,king.
Where is the evidence to support this theory?Well,consider this the pyramids were bulit at high speed during priods of Nile flooding.
>>355 レスありがとうございます。 章のタイトルにGrowing up bilingually versus a bilingual upbringingというのがあるので、この章では@とAは区別されているようなのですが、その前後の章の注釈を見て、ちょっと混乱してしまって…。f(^_^;) 文の中で判断するしかないのですね…。orz
クラウンレッスン7−2です。お願いします Let's start with this one. This photograph was taken by an American photojournalist, Joe O'Donnell, in Nagasaki in 1945. He recently spoke to a Japanese interviewer about this picture: "I saw a boy about the years old walking by. He was carrying a baby on his back. In those days in Japan, we often saw children playing with their little brothers or sisters on their backs, but this boy was clearly different. I could see that he had come to this place for a serious reason. He was wearing no shoes. His face was hard. The little head was tipped back asleep" "The boy stood there for five or ten minutes. The men in white masks walked over to him and quietly began to take off the rope that was holding the baby, That is when I saw that thebaby was already dead. The men held the body by the hands and feet and placed it on the fire. "The boy stood there straight without moving, watching the flames. He was biting his lower lip so hard that it shone with blood. The flame burned low like the sun going down. The boy turned around and walked silently away."
3→At ten o'clock P.M. I am flyng for Newfoundland, into a strong wind at a speed of 200 kilometers an hour. Because of the weather,I cannot be sure of how many more hours I will have to fly, but I think it must be between sixteen and eighteen. At twenty-five minutes to eleven, my motor coughs and dies, and the Gull is now powerless above the sea. I sit there and try to control the Gull as it drives to the sea. Surely the cabin petrol tank has run dry too soon. I need only to turn the valve to another tank. But it is dark in the cabin. It is not easy to see a valve that is somewhere near the floor of the plane. I feel around for the torch, find it, and turn the valve. Then I wait. At 90 meters the motor is still dead, and the needle of my altimeter is spinning faster and faster. It is impossible to avoid the thought that this is the end of my flight, but my reactions are not typical. I only feel that all this has happened before. It has all happened a hundred times in my mind, in my sleep, so that now I am not really caught in terror. I don't know how close to the waves I am. Suddenly the motor explodes to life again. I see my hand easing back on the stick, and I feel the Gull climbing up into the storm.
4→I found the lighted ship. The day is breaking. And then I saw the cliffs of Newfoundland wound in ribbons of fog. The night and the storm and caught us and we had been flying blind for nineteen hours. I was tired now, and cold. Ice began to film the glass of the cabin windows,and the fog played a magician's game with the land. But the land was there. After a while there would be New Brunswick, and then Maine-and then New York. I told myself, "Well, if you stay awake, you'll find it's only a matter of time now." Another 640 kilometers of water, and then I'd see the land again-Cape Breton. I would stop at Sydney to refuel and go on. It was easy now. Success breeds confidence. But who has a right to confidence except the Gods? My engine began to shudder before I saw the land again. It coughed and spat black smoke toward the sea. I tried everything, the realization of failure became reality. If I made the land, I would be the first to fly the North Atlantic from England, but from pilot's point of view, a forced landing would be failure. In the distance I saw land. The engine cuts again, and then catches, and each time it comes to life I climb as high as I can get, and then it stops and I glide once more toward the water, to rise and descend again, like a seabird.
The engine cuts once more and she doesn't start again. This time she's as deaa as death. The earth hurries to meet me. I turn and sideslip to dodge the boulders, my wheels touch, and I feel them sink into the earth. The striking my head on the glass of the cabin window, hearing it shatter, feeling blood over my face.
One night in March, I returned home and found my nine-year-old daughter Emma quietly cring. She attends our neighborhood public elementary school in a suburb of Tokyo. "I don't want to go to school anymore," she said. Emma was suffering from something that is sad but all too common in Japanese schools: bullying. Bullying takes many forms. "Boys kick and punch, but girls use their mouths." Emma said to her father. Three girls in her class were trying to ignore her. In the morning, these female classmates would run away screaming when they spotted Emma, as if they had seen something terrible. In the classroom, they would whisper among themselves while looking at her. This can happen to any child. One week later, Emma found out it was somebody else's turn. This time, another girl was picked on because she sits in a certain pose. Sitting differently is enough to attract teasing. Naturally Emma does not like to be different from other kids; individual excallence as well as physical differences encourage bullying.
A child's desire to be like others is encouraged by school policies. Japanese public primary education emphasizes uniformity and conformity. Although children are free to wear what they like, the school curriculum discourages individualism. Last year, Emma's third grade class performed on stage a well-known Chinese classic featuring a monkey with magical powers. As there are never enough roles to go aroud, students share parts. Each of the main characters was performed by two or three students. Everyone has to say a few lines because school policy demands equal oppotunities for all. Last month I attended the graduation ceremony at Emma's school. Sixth-graders were asked what they were looking forward to, and each one of them walked to the center of the gym and announced his or her wish. As I listened, I realized how everyone wants to conform and be like all the other children. Our children are afraid of being alone. One by one, the sixth-graders at the graduation said the same thing. They want to have friends.
ONE WORLDU LESSON2:HELLO FROM "DOWN UNDER" @-途中 Have you ever seen a platypus of Asia? In fact,there is only one place in the world where we can be found and that is Australia. Don't worry if you have never heard of us. Many people haven't,but we would like you to get to know us! A For thousands of years the Aboriginal people of Australia have considered platypuses to be very special. they have created many stories about us that tell why we are special animals. The Aboriginal names for us are mallamgong,boondaburra and tambreet. 一度訳してみたのですが、やっぱり自信がなくて・・・。 お願いします。カモノハシのお話です。
UNICORN lesson14の2の途中からです We are bound for a place 6000 kilometers from here− 3200 kilometers of it unbroken ocean. Most of the way it will be night. We are flying west with the night. So there behind me is Cork; and ahead of me is Berehaven Lighthouse. It is the last light, standing on the last of the land. I watch it, counting the frequency of its flashes− so many to the minute. Then I pass it and fly out to sea. The fear is gone now− not overcome nor reasoned away. It is gone because something else has taken its place; my confidence and trust in my plane. I feel the wind rising and the rain falling hard. The smell of petrol in the cabin is so strong and the roar of the plane so loud that my senses are almost deadened.
PowwowT LESSON9-4 Since water sources are limited,using water efficiently is very important.One possible way is using sprinklers forfarming.We can easily control the amount of water by using them.In other words,sprinkling is more efficient than the traditional flood irrigation―filling rice fields with water. Another possible way is drip irrigation.You can see water dripping directly to the roots of each piant.Drip irrigation was introduced in Israel,and today it is studied in India,Jordan,Spain, and so on.The study has shown that drip irrigation not only saves water but inceases the amount of crops and improves their quality. There are also many other possible ways of saving water in our daily life.Using rainwater is a good example.In the Kokugikan sumo stadium in Tokyo,rainwater supplies 70 percent of the water that is used in the building. We must start saving water now.If not,our rivers and underground reservoirs will dry up tomorrow.
<<Powwow I LESSON9-3>> Some big rivers run dry before they reach the sea. Little water from the Nile reaches the Mediterranean, and the Ganges hardly reaches the Bay of Bengal in the dry season. The Yellow River, the cradle of Chinese civilization, ran dry in 1972 for the first time in China's 3,000-year history. It didn't reach the sea for some 15 days. In 1997, it didn't reach the sea for seven months out of the year. The Yellow River begins in the Tibetan Plateau. On its way to the sea, it flows through eight provinces. The last of these, Shandong Province, produces a fifth of China's corn harvest and a seventh of its wheat harvest. The province depends on the river for half of its irrigation water. In upstream provinces, however, hundreds of big projects to get water for agriculture and industry are under way. What will happen to the Yellow River then?
One Wold English Course T Lesson9-1〜2 Ken challenged the students,"Will anyone in this room come with me to help people in San Francisco?" Matsui instantly raised his hand and was surprised to see several other students do the same. Matsui and 35 other students started packing for the trip on that day. But the problem was that most of them didn't have a passport and the Ministry of Foreign Affairs said it was impossible to issue one quickly.
As children, we have head many times that "it's not polite to stare." And as adults there are frequent reminders of the "rule." If we stop at a trafic light, and the person in the next car looks interesting, we may "steal a glance," but are careful not to apper to stare. Actually, the rule that we apply as adults is, "it's not polite to stare at people whom you don't know very well, unless you can do so without having them notice you." When and if you are noticed, it is necessary to pretend not to have been looking. The "role" for eye contact with friends and acuaintances are quite different from those for strangers. Among close friends, for instance, staring is not only acceptable, but may even be expected. When conversing verbally with even a casual acquaintance, some degree of mutual eye contact is regarded as essential. In such circumstance, "looking" may help in grasping the ideas being discussed and is often taken as an indication of interest and attention. Among intimate friends and lovers,prolonged glances may be exchanged periodically even when no accompanying words are spoken.
There are a number of situtions where eye glances are "optional." For instance, when a speaker asks a question of a large audience, each member of the group may choose to engage or avoid the glance of speaker. The likelihood of being called on to answer is considerably greater if one looks at the speaker than if one looks away from him. In such a situation, nonverbal engagement is read as an expression of interest and as a desire and willingness for verbal engagement. Other situations where eye contact is "optional" include cocktail perties, airplanes, trains, and many work situtions, where one may choose to engage the looks of others or systematically avoid them.
Good O'l Charlie Brown. We can do no great things -only small things with great love. -Mother Teresa- This prizewinning report on PEANUTS and Charles M. Schulz was written by Michelle and Koji, high school students in Sapporo. It appeared in their school newspaper.
Charlie Brown. Lucy. Linus. Snoopy. They have appeared in magazines and newspapers for over half a century. They have hundreds of millions of fans around the world. People who don't know the names of their next-door-neighbor's children know the little "loser" who never stops believing that he can win; the little girl who always gives people advice; the small boy who always has his security blanket with him; and, the best-known of all, the beagle who thinks that he is a fighter pilot or a great writer. They are the main characters in the Peanuts cartoons. Why are these cartoons so popular? Why has Peanuts captured the hearts of people all over the world? Let's look at a few Peanuts cartoons and see if we can find answers to these questions.
>>417 The supplier of text determines the contents, which are covered. Therefore, it is not always meet the demand of learners. On the basis of these two matters, on this research, the purpose is set to develop A method(?).
This spring marks the fifth anniversary of the Committee to Make Ashio Green, a volunteer organization I helped found that plants trees and carries out related activities. A visit to Ashio now shows us both the prosperity Japan has enjoyed during the past century and the great destruction that has come with prosperity. I do not care to pass out blame for the copper poisoning. To regain what we have lost, we must return to the starting point and begin the process of regenerating the land. I am collecting evidence of the destruction and hope one day to open a museum on the environment. Until then, I will plant trees. The committee's organizers have given us the topsoil required to start reforestation, but more must be done. I hope others will join us, bringing soil, young trees, shovels. Indeed, people are answering the call. Last year, in spite of heavy rains that stopped trains, 350 volunteers like these that makes me believe there is still hope for this country.
桐原書店:PRO-VISION ENGLISH READING Lesson 11 section 3 恐れ入りますが、日本語訳を教えてください。 どうか宜しくお願い致します。
Read On In English J語学は暗記だけじゃない!! 宜しくお願いしますm(_ _)m
When Bob was taught French in high school, his main job was to memorize lists of French vocabulary, learn grammatical rules, and memorize phrases and their variants. The key to success in French or in any other kinds of courses. When Bob went to France, his reward for 3 years of study was minimal: he could hardly speak at all, and his understanding of what people were saying to him was virtually nonexistent. His teachers were generally unimpressed with his performance in French, and one even commented to him that it was obvious, based on the mistakes he was making, that he did not have much ability to learn foreign languages. He took the comment seriously, and never again studied a foreign language in school. Bob would have been content never again to learn a foreign language, but circumstances dictated otherwise. As an adult, he was asked to develop a program to be used with schoolchildren in Venezuela. Because the program was to be taught in Spanish, Bob realized, with displeasure, that he would need to learn some Spanish.
He started learning Spanish, but the way he was taught Spanish was entirely different from the way he had been taught French. All of the instruction was in Spanish, and he was totally immersed in the language. He was discouraged from memorizing anything. Rather, he was to learn Spanish by using it. The instruction emphasized practical rather than memory learning. To his surprise, Bob learnd Spanish quickly and well, and within a cople of years was able to go to various Latin-American countries and communicate effectively with people there. Bob did not have much ability to learn foreign Languages. In contrast, Bob's Spanish performance was so stong that Bob was able to reassess his foreign language abilities totally, and to realize that what he lacked was not the ability to learn foreign languages, but the ability to learn them via memorization.
The Japanese language is no longer for the Japanese alone. Rather, it appears to be on its way to gaining recognition as an international language. Accross 99 countries and regions, as many as 1.62 million people are now learning Japanese, according to a survey. Over the past 10 years, the number of Japanese learns overseas has tripled. The increase may be testimony to Japan's stronger identity in the international community. Japan should do its best to help overseas learners of Japanese as a means of deepening mutual understanding between Japanese and people of other nations. A quantitative increase leads to qualitative change. Previously, Japanese was only learned by a handful of specialists on Japan, or those who wished to study at Japanese universities. However, learner's needs and motivations have drastically varied over these years. For instance, at the university level, students learn Japanese to do research in various fields, from economics to technology.
Of particular significance is that no less than 1.09 million middle and high school students in 45 nations and regions are learning Japanese. Australia is even considering introducing Japanese into elementary schools. However, what benefits do educators in these nations think students will gain from studying Japanese? Some surveys show the following: students want to have video tapes whose contents reflect the present Japan, it is difficult to obtain the latest newspapers and magazines, and students cannot get film adaptions of Japanese literature. Efforts to meet these requests will lead to an increase in the number of people who understand Japan. Japan's support for overseas learners of its language has taken various forms to date, including sending teaching specialists overseas and inviting overseas teachers to Japan for training. However, such effots have yet to match the demands of overseas learners, partly because the fever for learning Japanese has spread more rapidly than expected.
Powwow Lesson10-@の途中から、Aの途中まで。 It was October 5, 1957, the day after Sputnik was sent into space. I was a boy in Coalwood, West Virginia. Up to that time, everything important had always happened somewhere else. But, this time, it was in front of my eyes that something historic was happening. In less than a minute, the bright little ball was gone. I had never seen anything so exciting in my life. All of a sudden, I felt that I had to do something important. A On Novenber 3, the Russians launched SputnikU. Roy Lee, O'Dell, Sherman, and I got together in my room. "How about building a rocket by ourselves?" I said. The other boys looked at one another. "Do you know how to build a rocket?" Sherman asked. "Here is a used flashlight. All we have to do is put fuel in it and make a hole at the bottom of it," I said. 宜しくお願いします。
He once said,“If I were given the opportunity to present a gift to the next generation, it would be the ability for each individual to learn to laugh at him self.”
I AM A WEATHERMAN. I study, analyze and forecast the weather every weekday morning on TV. And yet, just like everyone else, I can't do anything about it.
Still, people approach me on the street and demand to know what's wrong with the weather. If there's a dry spell, Ican't get through the supermarket checkout line without hearing complains about brown lawns and dying bushes. When there's a heat wave, the postman always rings twice just to let me know he's tired of it and wants me to “order" a cold front. And when the mercury plungs below freezing and remains there, the gas-station attendant teases me about not coming back until I have “done something" about the cold weather.
I remember one winter night a few years ago. My forecast called for partly cloudly skies with cold and windy conditions. Then the area was hit with unexpected snow storms, and the next day an upset viewer called the television station and demanded to speak to “that weather idiot ". When I answered the phon, she said to come over to her house and “shovel off that six inches of partly cloudy " from her driveway.
Some scinentists say colors can affect our actions and feelings. One such experiment was made by a Canadian scholar. The walls of a school room were orange, white, tan, and brown. He changed the colors to yellow and blue. Students were tested for intelligence before and after thewall color was changed. Some students had higher test scores after the walls were painted yellow and blue. Attendance also was better after the change in colors. And teachers reported that students were less likely to cause trouble.
In 1979, American psy chologist A.Schauss tested the effects of color on people. He discovered that the color pink made people relax. He tested this discovery at an American prison. He found that pink rooms prisoners feel more calm and peaceful.
Researchers are not sure how or why color affects people. Some believe that cells at the back of the eye send signals to the brain when they see some colors. Experiments show, for example, that when people look at warm colors ---red,orange, or yellow---brain activity and blood pressure increase. Breathing becomes faster. The color blue has the opposite effect.
Not all the scientists agree that color really does infulence people in an important way. But some experts continue to use color as a way to infulence people. A dentist's office is painted blue to reduce the fears of patients. And the color orange is often seen in places where people can buy and eat foods quickly, because the color seems to make people feel hungry.
Do you know human beings tend to keep a comfortable distance from those they talk to? This distance seems to vary among different cultures.
People in South america, for example, usually stand quite close together, while North Americans find this uncomfortable and often step back: they tend to feel most comfortable at about fifty centimeters apart. In most Asian countries, there is even more space between two people in conversation. This greater space, they feel, is necessary to show dignity or respect. This matter of space is almost always unconscious, and that is why it is so interesting to observe.
Although North Americans prefer a relatively wide space for talking, they communicate a great deal with their hands---not only with gestures but also by touch.
They put a hand on a person's shoulder or an arm around him to show warmth of feeling. They readily take someone's arm to help him cross a busy street. To many Asians or those from Middle Eastern coutries, such bodily contact is seldom ewlcome.
In all such matters, however, if it disturbs you, a slight hesitation on your part will usually be quickly understood by the other person.
7-2 Let's start with this one. This photograph was taken by an American photojournalist,joe O'Donnell,in Nagasaki in 1945. He recently spoke to a Japanese interviewer about this picture "I saw a boy about ten years old walking by. He was carrying a baby on his back. In those days in Japan,we often saw children playing with their little brothers or sisters on their backs,but this boy was clearly different. I could see that he had come to this place for a serious reason. He was wearing no shoes.His face was hard. The little head was tipped back as if the baby were fast asleep. "The boy stood there for five or ten minutes.The men in white masks walked over to him and quietly began to take off the rope that was holding the baby. that is when I saw that the baby was already dead. The men held the body by the hands and feet and placed it on the fire. "The boy stood there straight without moving,watching the flames. He was biting his lower lip so hard that it shone with biood. The flame burned low like the sun going down. The boy turned around and walked silently away.
7-3の途中 "When my parents first showed me the picture from the newspaper,Icouldn't believe that it was me,because it was so terrible. I want everybody to see that picture,because in that picture people can see what war is. It's terrible for the children. You can see everything in my face.I want people to learn from it."
7-4の途中 "But it was better that Hiroshima and Nagasaki happened. If it didnt,millions of Japaneses would be dead from a land invasion." War sometimes is good when it is against an evil foe like the Japanese fascism."
One day, in chemistry class, Miss Riley led us outside to the football field and did an experiment for us. "This is a mixture of potassium chlorate and suger," she said. Then she struck a match and dropped it on the mixture. At once, a green fire came out with a hiss. All the Rocket Boys looked at one another. "This mixture can be used as rocket fuel!" I said to my self. After class, I went up to Miss Riley and asked, "Can I have what was left over? I want it for rocket fuel." "Sorry, it's too dangerous," she answered. "Why do you want to build a rocket?" "I guess I just want to be a part of it―going into space. If I build my own rockets..." Miss Riley said, "I see. For me, it's the same with poetry. Some times I write poems, and then I can meke a connection with the poets I like." She smiled at me and said, "Don't blow yourself up. I want to keep you in my class, okay?"
American are always moving. They seem to be used to the idea of moving about. It is rare to find the same family living in one house for generations. They do not usually have ancestral houses which have been handed down from their great great grandparents. Many families change their houses several times in their lives.
This may be partly because Americans change their working places more often than we Japanese do. A college professor seldom stays at one university or collage all trough his career as most Japanese ones do. One spring you may find him teaching at the University og California; next fall, he may be at the University of Michigan; then five years later, you may be told he has moved to the University of Texas.
Americans seem not only used to the idea of moving about, but also fond of it. They travel a lot. Many people travel by train, but more and more people travel by airplane. About 500,000people use airplane per day! However, the most common way of traveling is by automobile. In summer, families travel long distances. They load their cars, and cover many miles, often 500 miles or more day. At night, they stay at motels, or moter hotels, which are found almost anywhere in the country. These motels are furnished like homes.
The mobility of the American people is a trait which has arisen from the historical development of the country. America was started by a group of people who moved there from many other countried.
These immigrants were people who were always looking forward to the future. Their land was a virgin land, uncultivated, unknown, full of unewpected dangers, but full of promise. For three centries, the American people kept moving west constantly.
Aside from the poritical and commerical value of foreign languages, there is another reason why language learning is important ─ the human facter. Language is man's vehicle of communication. Without language, it is difficult to communicate. Although gestures andexpressions can help us make our basic intentions understand, they cannot replace words. Ideally we should learn every language, so that we can speak with all the people of the world.
These good results have been achieved,not only by informative,but by persuasive and intimidating advertisements.The prime object was not,of course,to benefit humanity but to sellmore cars,more toothpaste,more alcohol.
The second key to being a good speaker is to follow the motto of the Boy Scouts - Be Prepared. You can prepare in any way you like. You can write your speech out, and read it word for world. You can speak from an outline, or use cards with notes. Whatever method you use, don,t spend the whole speech with your eyes on the paper. Be sure to practice your speech enough so that you can look up often at your audience. If your problem is how to organize your speech, keep in mind this simple structure for speeches: 1.Tell them what you,re going to tell them. 2.Tell them. 3.Tell them what you,ve told them. If the audience understands your main ideas at the biginning, they will follow you more easily through the body of your speech. At the end, try to summarize your most important points in slightly different words from the ones you used in your opening.
C Don,t stay serious if you don,t have to. Even if you,re talking on a serious subject, most audiences will welcome a good joke. Humor is most effective when it reminds the audience of their own experiences. My friend Jackie Gleason made a good joke about a problem in New York City. The problem was what to do about the traffic jams there. He said, Make all the streets one-way north -then it becomes Albany,s problem. If you make a speech on how to solve some problem , you can use this joke. After the laughter, you can relate the joke to the points in your own speech by saying, Gleason,s joke is telling us we shouldn,t make problem-solving more difficult than necessary. Talk is the most important form of human communication. In fact, a book I read said that one person speaks eighteen thousand words a day, and I don,t doubt that number at all. So why not develop our skills to become the best speakers we can be? Let,s start right now.
For villages on the shores of the Bering, Chukuchi and Beaufort Seas melting ice is the enemy.Kivalina,a town battered by sea storms that erode the ground beneath houses,will have to move soon. It will cost $25,0000 for each of the 400 people who live there. Scientists say the melting ice bring more wave action,which eats away at ground that used to frozen for most of the year. Hunters have been lost at sea,and others have been forced to go far beyond the usual hunting grounds to find seals, walruses and other animals.
For thousands of years,theInuit have followed rules that require them to respect animals and the land.The ancestors od Inuit are believed to have arrived in the Western Arctic about 10,000 years ago,coming from Siberia across what was then the Bering land bridge. They learned to live in the new land as they hunted seals, walruses and whales. It was a time"when people and animals could speak together and when spirits of the sea and land controlled both the animal and human world,"according to a report by an Inuit organization.
Thomas Jefferson thought back to his childhood days in the green Virginia countryside.( How different his life had been, when, as a boy, he was living at the very edge of the wilderness. In his wildest childhood dreams, had he ever imaged that events would lead him to such a momentous time?)
People who eat breakfast tend to live longer than those who don't. This is according to reseach from nutritionists in America. These are scientists who study people's eating habits. One study showed a connection between eating breakfast and living a long time. Althogh skipping breakfast may not actually be harmful to our health, reseach into people who live for a long time shows the importance of eating breakfast. One scientisit studied people who lived to be eighty or ninety years old. He found that they had one thing most in common: they all had eaten a big breakfast all their lives. Another study showed that people who eat breakfast have a 20 per cent chance of living longer.
Another interesting finding is that missing breakfast will nor help you to lose weight. In fact, many people who are overweight do not eat breakfast at all. People who are on a diet find it easy to miss breakfast because it is usually a small meal that is eaten in a hurry and so people do not think it is important. However, if you skip breakfast you are likely to eat a bigger lunch and dinner and to snack on unhealthy, fattening foods such as potato chips during the day.
One study showed that people who ate 2,000 calories each day for breakfast lost weight, while those who ate the same 2,000 calories at night gained weight. This may be because we use the breakfast calories as energy during the busy day, but food we eat at night is more likely to stay in our bodies as fat. Another reason is that we eat less for lunch and dinner after eating a big breakfast. If you thought that skipping breakfast was an easy way to diet, you should think again. Eating a good breakfast can actually help you lose weight.
unicornU LESSON2-1 LESSON3-3.4.5の翻訳お願いします。 The sotry of coffee begins around the year A.D. 800. Imagine a young booy, kaldi, watching over his goats in a wide, open field. The afternoon sun is hot, and it has made kaldi sleepy. As he sits down to rest, he notices his goats dancing around in the the field. They have been eating the bright red berries of a bush in the feld. Kaldi jumps up and tries some of the berries himself. Soon he is dancing around together with his goats A monk who is walking by notices this strange sight. He too tries some of the berries and finds that they lift his spirits. Ge takes some of the berres with him back to the other monks. Theyare pleased because the berries help them stay awake during the evening prayers. This is only one legend of the discovery of coffee-and there are many. However, most researchers belive that the field where Kaldi, or someone else, first discovered coffee was in Ethiopia,a country in northeast Africa
LESSON3-3 When we finished, we asked for questions. One student said, "IF you stop child labor in some countries, the whole economy may fall and many people will lose their jobs." Another student asked, "How can the rich peple in the developed countries tell the poor people in the Third World how to raise their children? What will happen to those children after they are taken out of child labor?" Often we had to say that we didn't have an answer. Later that day, I wrote down every question that we couldn't answer. I called one of my oldre friends at the University of Toront. He offered to check the university library for material on child labor. Our group read all the material he could find. Day by day, the answers began to build up. I qut together a three-page latter to the class we had spoken to. It began: "Thank you very much for your challenging questions. We have done resarch on the problems you raised and have found some answers. IF you have more questions, we will be more than happy to respond them." We learned that knowledge was our key.
LESSON3-4 That summer I met Dr. Panuddha Boonpala, a woman from the International Labor Organization in Geneva. She had worked with child laborers in the streets and factories og Thailand. "If you really want to understand the problem of child labor," she told me, "then you should go to South Asia and meet the children yourself." In December that year I left on a 7-week trip to visit Bangladesh, Thailand, India, Nepal, and Pakistan. During the trip I talked with a lot of working children. I met Iqbal's mother, too. I also took part in a demonstration against children held there. My life is divided into two pars―before I went to Asia and after. The trip changed me forever. Iam still being strongly influenced by things I saw and the people I met. My most unforgettable memories will always be those suffering children in South Asia:the face of the young girl who was separating the syringes;the eyesofthe boy in abrick factory who told me he was working to pay off a loan taken out by his grandfather.
LESSON3-5 The prverty was worse than I had imagined. Some people feel a deep semse od despair, but I think that such emotion must take another direction. Instead of despair, I hear a call to action. I hace continued to hear the call to action since I first read about Iqbal. The call has pushed me forward. I belive this is the same call to action that moves workers for human rights around the world. We must not turn our eyes away from the fact that there are millions of children forced to work in violent and dangerous conditions. I will spread the word about the suffering of all the children I met. As citizens of the world, we are all responsible for one another. "We must be the change we want to see,"Gandhi said. That change starts within each one of us and will not end until all children are free to be children.
Lesson 1 第1課 -Saying the Same Thing in Different Ways- 〜異なった方法で同じことを言う〜 Languages differ not only in vocabulary and grammar but also in the kind of information which their native speakers think is important. 言語は、語彙と文法だけでなくそれぞれのネイティブ・スピーカーが重要であると考える情報の種類においても異なります。 According to John Hinds, English speakers and Japanese speakers have different ideas of what has to be included to make sure that the listener fully understands the meaning. ジョン・ハインズによれば、英語を話す人と日本語を話す人には、聞き手が完全に意味を理解することを確認するために含まれなければならないことについての異なった考えがあります。
Recently I took a flight from Los Angeles to Tokyo with a Japanese friend. 最近、私は日本人の友人と共にロサンゼルスから東京まで飛行機にのりました。 It was interesting to see how easily the flight attendant could change from Japanese to English when she asked each of us a question. 客室乗務員が私たちに質問したとき、彼女がとても簡単に日本語から英語へ変えたのを見ることは面白かったです。 She would say to my friend, "Ocha wa ikaga desu ka?" 彼女は私の友達に「Ocha wa ikaga desu ka?(お茶はいかがですか。)」と言います。 Then she would say to me, "Would you like some tea?" その後、彼女は、「Would you like some tea?(お茶はいかがですか?)」と私に言うのです。
While we were still in flight, the flight attendant passed out forms which we were to fill out. 私達がまだ飛行中の時、客室乗務員は私たちが書き込むことになっていた書類を配りました。 When we were close to Tokyo, she came around to see if we had filled the forms out yet. 東京に近づいた時、客室乗務員は私たちがもう書類を記入したかどうかを確かめるためにやって来ました。 She said to me, "Have you filled out the form yet?" 彼女は、「Have you filled out the form yet?(あなたは用紙にもう記入しましたか)」と私に言いました。 To my friend she said, "Yoroshii desu ka?" そして、私の友達には「Yoroshii desu ka?(よろしいですか)」と言いました。
The difference between these expressions is interesting in a number of ways, but the most obvious is that the Japanese does not say very much at all overtly. これらの表現の違いは数多くの点で興味深いのですが、明らかな違いは日本語があまりあからさまには言わないということです。 In terms of the meaning actually conveyed, however, the Japanese expression is as expressive as the English. けれども実際に伝えられる意味に関して、日本語の表現は、英語と同じくらい表現力豊かです。
Similar examples come to mind. よく似た例が思い浮かびます。 If you attend a dinner party in the USA, it is necessary to thank the host or hostess after you have eaten. もしアメリカで晩餐会に出席するならば、食べた後で、ホストまたはホステスに感謝することが必要です。 If there were eight guests, each of them might say something like the following: 8人の客がいるならば、彼らはそれぞれ以下のように言うでしょう:
"Oh, everything was delicious." 「ああ、なにもかもおいしかった。」 "Yes, I especially liked the soup." 「そうですね。私は特にスープが好きでした。」 "Mm, I think the vegetables were great." 「うむ、私は野菜が素晴らしかったと思う。」 "Oh, I've never had such good potatoes." 「ああ、私にはこんなおいしいジャガイモを食べたことは今までなかった。」 "And the fish was great." 「また、魚は素晴らしかった。」 "Where did you get the wine? It was delicious." 「何処でこのワインを仕入れたんですか?とても美味しかった。」 "Did you make the cake yourself? It was really good." 「あなたがこのケーキを作ったんですか?本当に美味しかったです。」 "This coffee really hits the spot." 「このコーヒーは、全く申し分ない。」
While it is unlikely that any eight people have ever said exactly these words in exactly this order, the point is that when people thank someone for a dinner in English, it is important for each person to find something unique to say. 八人の人々が必ずしもこの順序でこれまでにこれらの語を言ったことはありそうもないですが、ポイントは、人々が英語で夕食に対して人に感謝するとき、それぞれの人がそれぞれ別のことを言うのを発見することが重要であるということです。 When I first attended a large dinner in Japan, I remember being shocked at the way people expressed their delight at the meal. 私が日本で最初に大きな晩餐会に出席したとき、私は人々が食事においての彼らの喜びを表現した方法に衝撃をうけたのを憶えている。 While I was busy trying to think of how to say "The sashimi was really good," the others started to talk. 私が「サシミが本当においしかった」と言う方法について考えようとするのに忙しい時、他の人は話し始めた。
"Gochiso-sama," said the first person. 最初の人が、「Gochiso-sama(ごちそうさま)」と言いました。 "Gochiso-sama," said the second, and the third, and soon it was my turn. "Gochiso-sama(ごちそうさま)"、すぐに二人目、及び三人目が言いました。そして私の番でした。 I also said, "Gochiso-sama," but I felt that I hadn't said enough. 私もまた「Gochiso-sama(ごちそうさま)」と言いましたが、満足に言えなかったのを感じました。 Similar situations occur in service encounters as well. よく似た状況は、サービス業との時でも起こります。 When you ask for service from the clerk at a store, it is usually enough just to say, "Onegaishimasu." あなたが店で従業員からのサービスを求めるとき、普通「Onegaishimasu(お願いします)」だけで十分です It is possible, of course, to say, "Kono firumu o genzoshite kudasai," when you hand film to the clerk; もちろん、店員にフィルムを手渡す時、「Kono firumu o genzoshite kudasai(このフィルムを現像してください)」というのは可能であるし; it is possible to say, "Kono okane o watashi no kouza ni irete kudasai," when you hand money to the bank clerk. 銀行にお金を預けるとき「Kono okane o watashi no kouza ni irete kudasa(このお金を私の口座に入れてください)」というのは可能です。 But most times you simply say, "Onegaishimasu." しかし単に「Onegaishimasu.(お願いします)」ということが殆どです。
These examples point to a major difference between Japanese and English, one that is extremely difficult for learners of the two languages to learn fully. これらの例は英語と日本語の間の主な違いを示し、それは2つの言語の学習者が完全に学ぶ事がとても難しいことを示します。 Although it is possible to provide literal translations between Japanese and English for almost any situation, these translations are not always appropriate. あらゆる状況で日本語と英語の間で直訳をすることは可能ですが、これらの翻訳は必ずしも適切であるとは限りません。 We might say that English speakers tend to overspecify verbal content, whereas Japanese speakers tend to underspecify verbal content. 英語の話し手は言葉の内容を過剰に指定する傾向があるのに対して日本の話し手は言葉の内容を省略する傾向があると思うかもしれません。 Some people claim that Japanese speakers focus on situations while English speakers focus on people when they speak. 日本語の話し手は状況に集中するのに対して英語の話し手は人に集中すると主張する人々がいます。 For example, when you report that you have a car, the most common way of doing this in English is to say, "I have a car." 例えば、自動車を持っているとあなたが報告する場合、英語でこれをする最も一般的な方法は「I have a car.(私は自動車を持っています)」と言うことです。 In Japanese, although it is possible to say, "Watashi wa kuruma o motte imasu," it is much more common to say, "Kuruma ga arimasu." 日本語で「Watashi wa kuruma o motte imasu.(私は車を持っています。)」と言うことは可能ですが、「Kuruma ga arimasu(車があります)」と言うほうがはるかに一般的です。 The English speaker requires that a person be mentioned while in Japanese it is preferred that a person not be mentioned. 英語の話し手は、人が述べられることを必要とする一方、日本語では述べられない事が好まれます。
Here is a similar example. ここによく似た例があります。 In English, a wife tells her husband, "My mother called today." 英語では妻が夫に「My mother called today.(私の母は今日私に電話した。)」と話します。 Here the subject of the sentence is "my mother." ここでは、文の主語は、「私の母」です。 If a Japanese wife wants to convey the same message to her husband, she is most likely to say, "Kyo (haha kara) denwa ga atta no yo." もし日本の妻が夫に同じメッセージを伝えたいならば「Kyo (haha kara) denwa ga atta no yo.(今日{母から}電話があったのよ。)と言うでしょう I have placed "haha kara" within parentheses to show that this information does not necessarily have to be specified. この情報が必ずしも明らかにされる必要がないことを示すために括弧の中に「haha kara」を入れました。 But even if it is specified, the noun "haha" is not the subject of the sentence. しかし、たとえそれが明らかにされるとしても、名詞「haha」は文の主語ではありません。 To sum up what I have discussed above, the English speaker and the Japanese speaker will often select different ways to describe the same situation. 私が上に議論したものを要約するために、英語を話す人およびに日本語を話す人は、しばしば同じ状況について話すのに異なる方法を選択するでしょう。 The English speaker will usually focus on the speaker and describe the situation with lots of specific details, which the Japanese speaker may consider unnecessary. 英語を話す人は、通常話者に注目し多くの特定の詳細を備えた状況を話し、一方、日本語を話す人は、それが不必要であると考えるのかもしれない。
全然わかんなぃんです;;お願いします。。 By"creative"I simply mean being able to come up with new solutions to problems for which there are no simple solutions. Being creative means finding new ways to look at the world.
>>588 だから初めからそう言って(ry >>589 そうですかねぇ……orz >>590 不覚にもワラタ >>593 全然わからない時はこんな感じに取りあえず前から訳してみると大まかな意味はとりやすいですよ。 By "creative" 創造性(のある人)によって I simply mean ただ、言いたい。
何を言いたいのか?
being able to come up with new solutions to problems 問題の新しい解決を生み出すことが出来る。(come up with…、…を生み出す)
Unicorn English CourseUのLesson1のPart1の英文です。 日本語訳のわかる方誰か教えていただけませんか?よろしくお願いします。 I:Ms.Murakami,why did you decide to work as a volunteer? M:I began to work as a volunteer when I was 49 years old. Until then I had been a dentist in Niigata. Since my high school days,I have had an interest in health care in the developing countries.While I was traveling in Mali,I saw some UNUCEF workers and thought I myself could become a volunteer there. I:Wasnt it difficult decision for you to leave Japan and start working in a country far from home? M:Not really.Dont you try to help your neighbors when their house is on fire?There is no difference between these two. I:What are you and your organization doing to assist the people in Mali? M:In the beginning ,I just assisted with medical care for the children.But soon I noticed it is not medical care alone that is important.We kept looking for ways to improve their daily living environment. I started various programs such as reading and writing lessons,sewing lessons, and a tree-planting program.
I:Ms.Murakami,why did you decide to work as a volunteer? 村上さん、あなたはなぜボランティアで働こうと思ったのですか。 M:I began to work as a volunteer when I was 49 years old. 私は49歳のときボランティアとして働き始めました。 Until then I had been a dentist in Niigata. それまで私は新潟で歯医者をしてました。 Since my high school days, 高校時代までは、 I have had an interest in health care in the developing countries. 途上国でヘルスケアに興味がありました。 While I was traveling in Mali, マリを旅していたとき、 I saw some UNUCEF workers and thought I myself could become a volunteer there. 私はユニセフで働く人たちを見掛け、そこで私は私自身ボランティアになれると考えました。 I:Wasnt it difficult decision for you to leave Japan and start working in a country far from home? 日本を離れ、家から遠く離れた国で働き始めることを決めるのは あなたにとって難しくなかったのですか?
M:Not really. そんなに(は難しくありませんでした)。 Don't you try to help your neighbors when their house is on fire? もし君の隣人の家が家事だったら、君は彼らを助けようとしませんか? There is no difference between these two. これらふたつには何も違いはありません。 I:What are you and your organization doing to assist the people in Mali? マリの人々を補助するために、あなたやあなたの組織は何をしていますか? M:In the beginning,I just assisted with medical care for the children. 最初は、私はただ子供のヘルスケアを補助するだけでした。 We kept looking for ways to improve their daily living environment. 彼らの日々暮らす環境を向上させるための方法を私たちは探し続けています。 I started various programs such as reading and writing lessons, sewing lessons, and a tree-planting program. 私は、読み書きの授業や裁縫の授業、植林の学習計画のようなさまざまなカリキュラムをはじめました。
At three thirty that afternoon,Harry,Ron,and their classmates walked quickly down the front steps for their first flying lesson. It was s clear day,with a littele wind. The other class was already there,and there were twenty brooms lying in lines on the ground. Their teacher,Madam Hooch,arrived. She had short,gray hair and yellow eyes like a bird. “Well,what are you all waiting for?”she shouted. “Everyone stand by a broom.Come on,hurry up!” Harry looked down at his broom.It was an old one. “Put out your right hand over your broom,”called Madam Hooch from the front,“any say,‘Up!’” “Up!”everyone shouted. Harry's broom jumped into his hand at once,but it was one of the few that did. Hermione's simply rolled over on the ground and Neville's hadn't moved at all. Perhaps brooms,like horses,knew when you were afraid,thought Harry;Neville's broom could hear in his voice that he did not want to do this,he just wanted to keep his feet on the ground.
At three thirty that afternoon,Harry,Ron,and their classmates walked quickly down the front steps for their first flying lesson. It was s clear day,with a littele wind. The other class was already there,and there were twenty brooms lying in lines on the ground. Their teacher,Madam Hooch,arrived. She had short,gray hair and yellow eyes like a bird. “Well,what are you all waiting for?”she shouted. “Everyone stand by a broom.Come on,hurry up!” Harry looked down at his broom.It was an old one. “Put out your right hand over your broom,”called Madam Hooch from the front,“any say,‘Up!’” “Up!”everyone shouted. Harry's broom jumped into his hand at once,but it was one of the few that did. Hermione's simply rolled over on the ground and Neville's hadn't moved at all. Perhaps brooms,like horses,knew when you were afraid,thought Harry;Neville's broom could hear in his voice that he did not want to do this,he just wanted to keep his feet on the ground.
At three thirty that afternoon,Harry,Ron,and their classmates 午後3時30分にハリーとロンと彼のクラスメートたちは walked quickly down the front steps for their first flying lesson. はじめての飛行レッスンのため急いで正面階段を歩き下っていた。 It was s clear day,with a littele wind. 少し風が吹いている晴れ上がった日だった。 The other class was already there, 他のクラスはもうそこに居て、 and there were twenty brooms lying in lines on the ground. 校庭には20本のほうきが何列かに置かれていた。
Their teacher,Madam Hooch,arrived. 彼らの教師のマダム・フーチが到着した。 She had short,gray hair and yellow eyes like a bird. 彼女は短い灰色の髪で、小鳥みたいな黄色い目をしていた。 “Well,what are you all waiting for?”she shouted. 「えー、何をあなたみんなは待っているの?」彼女は叫んだ。 “Everyone stand by a broom.Come on,hurry up!” 「みんなほうきの横に立って!ほら、急いで!」 Harry looked down at his broom.It was an old one. ハリーは彼のほうきを見下ろした。それは古いものだった。 “Put out your right hand over your broom," 「あなたのほうきに右手をかざして」
Madam Hooch then showed them how to get on their brooms,and walked up and down,showing them how to hold the brooms. Harry and Ron laughed quietly when she told Malfoy that he always did it wrong. “Now,when I blow my whistle,you kick off from the ground,hard,”said Madam Hooch. “Don't move your brooms,rise a few feet and then come straight back down by pushing your body forward a little. On my whistle―three―two―” But Neville's was so afraid of being left on the ground that he kicked off before the whistle had even touched Madam Hooch's lips. “Come back,boy!”she shouted,but Neville was rising straight up like a cork shot out of a bottle―twelve feet―twenty feet. Harry saw his scared white face look down as he left the ground,saw him open his mouth and―fall off the broom. CRACK!―there was a loud,nasty sound and Neville lay there,face down on the grass. His broom was still rising higher and higher,and slowly started movung away from them toward the forest. Madam Hooch was looking at Neville. Her face was as white as his.
called Madam Hooch from the front,“any say,‘Up!’” 前からマダム・フーチの声が聞こえてきて、「『あがれ!』と言いなさい」 “Up!”everyone shouted. 「あがれ!」みんなは叫んだ。 Harry's broom jumped into his hand at once, ハリーのほうきはすぐ彼の手に飛び上がったが、 but it was one of the few that did. しかしそれ(そうやってすぐに飛び上がったハリーのほうき)は それら(すぐに飛び上がったほうき)のうちの僅かなものだった。 (つまり他の子のほうきたちは殆ど飛び上がらなかった)
Hermione's simply rolled over on the ground and Neville's hadn't moved at all. ヘルミオーネのほうきはただ校庭をころげまわっただけだったし、 ネビルのはまったく動かなかった。 Perhaps brooms,like horses,knew when you were afraid,thought Harry; たぶんほうきは馬のように、相手が恐れているのを知ってるんだとハリーは思った。 Neville's broom could hear in his voice that he did not want to do this, he just wanted to keep his feet on the ground. ネビルのほうきは、彼がそれ(空を飛ぶ)をしたくない、ただ地に足をついていたいという彼の声が聞こえたのだ。
“Broken arm,”she said quietly. “Come on,boy―it's all right,up you get.” She turned to speak to the others. “Now,all of you,don't move while I take this boy to the hospital! You leave those brooms where they are.Come on,dear.” “Did you see Neville's face?He is stupid!”said Malfoy when they left. He picked up something out of the grass. “And here's that stupid thing his grandma sent him.” The Remembrall flashed in the sun as he held it up. “Give that here,Malfoy,”said Harry quietly.Everyone stopped talking to watch. Malfoy smiled nastily. “I think I'll leave it somewhere for Neville to find later...How about up a tree?” “Give it here!”Harry shouted,but in a second Malfoy had jumped on his broom and taken off. It was true,he really could fly well―he shot toward the top of the buggest tree and called, “Come and get it,Potter!” Harry took up his broom. “No!”shouted Hermione.“Madam Hooch told us not to move―you'll get us all into trouble.”
Madam Hooch then showed them how to get on their brooms, マダム・フーチは彼ら(ネビルとか)にどうやって彼らのほうきに乗るかを見せ、 and walked up and down,showing them how to hold the brooms. 上や下に行ったりして、どうやってほうきを掴むのかを見せた。 Harry and Ron laughed quietly when she told Malfoy that he always did it wrong. 彼女がマルフォニーに「あなたはいつも間違うわね」と言ったとき、 ハリーもロンも静かに笑った。
“Now,when I blow my whistle,you kick off from the ground,hard,”said Madam Hooch. 「さあ、私が笛を吹いたら、強く地面を蹴り上げるのよ」とマダム・フーチは言った。 “Don't move your brooms, 「ほうきを動かさず、 rise a few feet and then come straight back down by pushing your body forward a little. 何フィートか上がって、そしたら少し身体を前に押してすぐに(地面に)戻りなさい On my whistle―three―two―” 私の笛で‥3‥2‥」
But Neville's was so afraid of being left on the ground しかしネビルは地面から離されるのをあまりに恐れたので that he kicked off before the whistle had even touched Madam Hooch's lips. 彼はマダム・フーチの唇に笛がつきさえする前にで蹴り上げてしまった。 “Come back,boy!”she shouted, 「戻りなさい、君!」と彼女は叫んだ。 but Neville was rising straight up like a cork shot out of a bottle―twelve feet―twenty feet. しかしネビルは12フィートか20フィート、ビンから溢れ上がったコーラみたいに真っ直ぐ飛び上がっていた。 Harry saw his scared white face look down as he left the ground, ハリーは彼が地上を去るときの怖がった白い顔を見下ろした。 saw him open his mouth and―fall off the broom. (ハリーは)彼の口をあけて彼(ネビル)を‥‥ネビルが落ちるところを‥‥見た。
CRACK!―there was a loud,nasty sound and ドカン!派手でいやな音が起こり、 Neville lay there,face down on the grass. ネビルは顔を草につっぷして倒れた。 His broom was still rising higher and higher, 彼のほうきはまだ高く高く上り続けていて、 and slowly started movung away from them toward the forest. そしてゆっくり森へ向けて、彼ら(生徒たち)から離れはじめた。 Madam Hooch was looking at Neville. マダム・フーチはネビルを見ていた。 Her face was as white as his. 彼女の顔は彼(飛ぶのを恐れていたネビル)の顔と同じぐらい真っ白だった。
Harry did not listen to her.Blood was pounding in his ears. He jumped on the bloom,kicked hard against the ground and up,up he shot after Malfoy. The air rushed through his hair―and in a great flash of joy he realized he had found something he could do without being taught―this was easy,this was wonderful. He pulled his broom up a little to take it even higher. He heard the cries of girls back on the ground ana a loud shout of joy from Ron. He quickly turned his broom and faced Malfoy.Malfoy looked stunned. “Give it to me,”Harry called,“or I'll push you off that broom!” “Oh,year?”said Malfoy trying to smile,but looking worried. Harry knew,somehow,what to do.He pushed forward and grasped the broom tightly in both hands and with a jump it shot toward Malfoy. Malfoy only just got out of the way in time.Harry made a sudden turn and held the broom steady. A few people below were clapping. “You have no friends up here to save you,”Harry called. It seemed that the same thought had just struck Malfoy. “Catch it if you can,then!”he shouted,and he threw the glass ball high into the air and shot back down toward the ground.
((中略)) He was in a big trouble.Professor McGonagall was running toward them. He got to his feet,but his legs felt weak under him. “Never―in all my time at Hogwarts―” Professor McGonagall could hardly speak with shock,and her glasses flashed angrily, “How dare you!―might have broken your neck.Potter,fellow me,now” Harry could see the nasty smile on Malfoy's face as he turned. He was going to have to leave the school. He just knew it. これで終わりです♪〃
“Broken arm,”she said quietly. 「腕が折れてる」と彼女は静かに言った。 “Come on,boy―it's all right,up you get." 「ほら君‥大丈夫よ、起き上がって」 She turned to speak to the others. 彼女は振り向き他の子に言った。 “Now,all of you,don't move while I take this boy to the hospital! ほら、みんな、私がこの子を病院に連れて行くあいだ君たちは動かないで! You leave those brooms where they are.Come on,dear.” ほうきから離れて。さあみんな。」 “Did you see Neville's face?He is stupid!”said Malfoy when they left. 「お前ネビルの顔を見たか?あいつおかしかったぞ!」マルフォニーが去るとき言った。 He picked up something out of the grass. 彼(マルフォニー)は草から何かつまみあげた。 “And here's that stupid thing his grandma sent him.” 「で、ここにあいつ(ネビル)のばあちゃんがあいつにあげた馬鹿なもんがある」 The Remembrall flashed in the sun as he held it up. 彼がそれを持ち上げると 記憶(?) が太陽の中で光った。
“Give that here,Malfoy,”said Harry quietly. 「それをよこせよ」とハリーは静かに言った。 Everyone stopped talking to watch. みんなそれを見ようと話をやめた。 Malfoy smiled nastily. マルフォニーは嫌なかんじに笑った。 “I think I'll leave it somewhere for Neville to find later... 「俺はこいつをあとでネビルが探せるようにどっかに置いていこうと思うよ‥‥ How about up a tree?” 木の上はどうかな?」 “Give it here!”Harry shouted, 「それをよこせよ!」ハリーは叫んだ。 but in a second Malfoy had jumped on his broom and taken off. しかしすぐにマルフォニーはほうきで飛び上がり浮いた。 It was true,he really could fly well 本当だ、彼は本当に上手く飛べた ―he shot toward the top of the buggest tree and called, ‥‥彼は一番大きい木のてっぺんに向かって(弾丸のように)飛んだ。 “Come and get it,Potter!” 「来て取ってみろよ、ポッター!」 Harry took up his broom. ハリーは彼のほうきを掴み上げた。 “No!”shouted Hermione. 「だめよ!」ヘルミオーネが叫んだ。 “Madam Hooch told us not to move―you'll get us all into trouble.” 「マダム・フーチは私たちに動くなと言ったでしょう‥‥ あなたは私たちを本当に問題に巻き込むわ」
>>625の Harry did not listen to her.Blood was pounding in his ears. He jumped on the bloom,kicked hard against the ground and up,up he shot after Malfoy. The air rushed through his hair― 以降が >>632>>633 に相当すると思うのですがちがくないですか?
Harry did not listen to her. ハリーは彼女に耳を貸さなかった。 Blood was pounding in his ears. 血が彼の耳の中でドンドン鳴っていた。 He jumped on the bloom,kicked hard against the ground and up,up he shot after Malfoy. 彼はほうきの上に飛び乗り、強く地面を蹴って上へ、上へマルフォニーの後ろへ(弾丸のように)飛んだ。 The air rushed through his hair― 風が彼の髪を吹き抜けた‥ ―and in a great flash of joy he realized he had found something he could do without being taught―this was easy,this was wonderful. He pulled his broom up a little to take it even higher.
He heard the cries of girls back on the ground ana a loud shout of joy from Ron
and in a great flash of joy he realized he had found something he could do without being taught―this was easy,this was wonderful. He pulled his broom up a little to take it even higher. He heard the cries of girls back on the ground ana a loud shout of joy from Ron. He quickly turned his broom and faced Malfoy.Malfoy looked stunned. “Give it to me,”Harry called,“or I'll push you off that broom!” “Oh,year?”said Malfoy trying to smile,but looking worried. Harry knew,somehow,what to do.He pushed forward and grasped the broom tightly in both hands and with a jump it shot toward Malfoy. Malfoy only just got out of the way in time.Harry made a sudden turn and held the broom steady. A few people below were clapping. “You have no friends up here to save you,”Harry called. It seemed that the same thought had just struck Malfoy. “Catch it if you can,then!”he shouted,and he threw the glass ball high into the air and shot back down toward the ground.
He was in a big trouble.Professor McGonagall was running toward them. He got to his feet,but his legs felt weak under him. “Never―in all my time at Hogwarts―” Professor McGonagall could hardly speak with shock,and her glasses flashed angrily, “How dare you!―might have broken your neck.Potter,fellow me,now” Harry could see the nasty smile on Malfoy's face as he turned. He was going to have to leave the school. He just knew it.
and in a great flash of joy he realized he had found something he could do without being taught―this was easy,this was wonderful. そして、彼は自分が教わらずとも出来たことに気づき喜んだ。これは、簡単で、素晴らしい物だった。
CROWN T LESSON2 At the very moment when we are living our mundane everyday lives, time in another dimensions is flowing slowly and steadly onward. Whether or not we feel this other time in some corner of our hearts makes all the difference. よろしくお願いします。 いきなり出だしからわけがわからない状態です。 At the very moment????と混乱中
@Today I would like to talk about my trip to Yonaguni Island. Do you know where this island is? As you can see in the map here,it lies in the far west of Japan. The reason why I chose this particular island was that I heard about a huge stone structure found on the sea bottnom near the shore. This spot has often been featured on TV and in books and magazines, so some of you may already know about it. I wanted to do some research on this mysterious structure,and that`s why I decided too visit this island.
AFor those of you who have not seen the spot before. I have prepared some slides. Let's take a look at them. The first one shows what the structure looks like. It is 150 meters wide and 26 meters high. The top of the structure rises one meter above the sea. What impression do you get from this slide? Do you think it's natural or man-made? Before we try to answer this question,let's take a closer look. The next slide shows a stone structure which looks like a gate. If you swim through here,you see a pair of large stones standing right in front of you. Now,this one here shows what appears to be a road about five or six meters wide. If you keep going,you get to a stairway. On top of it,there is a flat open area as you can see here. There are other interesting features at the upper part of the structure. This slide shows something that appears to be a waterway. The last slide shows a place where s round stone,three meters across,is sitting on a base.
CROWN1のReading1 の続きなんですが、すみませんよろしくお願いします! So he left for Northlands.He thought, "I won't have to think any more. How happy I'll be! I won't have a thought in my head." But he was wrong. When he got back home and sat on his own special piece of ice, he just could not stop thinking.And of cource,his ideas floated out of his head at once and froze.As soon as his old friends-the bears,penguins, and seals-read his thougths,they all ran away from him. They thought that it was very rude to think. Poor Wal-Rus! Now he could only think bad things about his old friends. And these thoughts appeared over his head in ice letters. His relationship with his friends in the Nothlands got worse and worse. Finally,he was left all alone on the ice. まだ少し続きがあるんですが、長いと訳しにくいしここまでにしました! 本当に助かってます!お願いしますm(_)m
719の続きです↓ Then it become warmer and warmer in the Nothlands. Thoughts did not freeze in the air, so nobody could read them any more. But Wal-Rus was now in the habit of being alone. He was dreaming of the good old days when he didn't think. He thought :"It was terribly cold,but what a lovely, easy life it was!" これで終わりです!どなたかお願いします(>д<)
He pulled his broom up a little to take it even higher. He heard the cries of girls back on the ground and a loud shout of joy from Ron. CROWN1のHARRY POTTERデスっ!何だか良くわからなぃのですが…誰か助けて下さい! お願いしますっ!!
もしよろしければ、unicorn lesson2-2も訳していただけないでしょうか? before coffee became a drink, it was around A.D.1000 as a kind of food by the Galla people of Ethiopia. the berries were first crushed, mixed with animal fats and eaten on long trips. also, around 1000, coffee plants were taken from Ethiopia to some of the Arabian countries. the drink coffee that we know today probably originated in turkey. often spices such as cinnamon were added for flavor. KivaHan, which opened in the city of Istanbul about 1475, was the first coffee shop in the world. politicians, philosophers, artists, students and travelers all got together for the lively discussions. often musicians could be heard playing there as well. around 1600, Italian traders introduced roasted coffee as a kind of medicine. by 1645, as the drink become more popular, one of the first European coffee houses was opened in Venice. later, coffee houses also became popular places for people to gather.
BIf these features are man-made,what was their purpose? Some researchers believe that this stone stucture was a fortress. Others say that it was a shrine because of the turtle-shaped rocks and the round stone on the base. No one has yet been able to explain fully why the structure was made,if it was actually man-made,it had to built on land. As a matter of fact,scientists belive that there was a long land bridge between Okinawa and China about 200,000 years ago. Since then,under water several times.About 6,000 years ago,it went under water again, and the present geological features of the area were formed. If so,the struc-ture was formed sometime before 6,000years ago. One scientist even claims that old, it means that there was once a very old civlization that has now been lost.
CSome scientists don`t believe that this stone structure was man-made. They claim that the evidence is not strong enough. Some people say that stories about lost civilizations should always be taken with a about lost civilizations should always be taken with a grain of salt. However, let me just say this. People in Okinawa have long believed that there is a place called Niraikanai at the bottom of the sea, and that it`s where their ancestors used the sea, and that it`s where their ancestors used to live. Some say it is related to the legend of Urashime Taro and related to the legend of Urashime Taro and the underwater castle he visited. Since we have often handed down our history in the Nirailanai and the legend of Urashima Taro may possibly reflect the memory of peple who used to live in old Ryulkyu. We know that Urashima Taro brought back a tamatebake,a treasure box from the underwater castle. What will scientists bring back from the underwater castle.
What will scientists bring back from the sea bottom of Okinawa? Will it cause a big change in our understanding will jast have to wait and see.
@ Puanani Wilhelm is an assistant laguage teacher from hawaii,Today she is talking to her students about Hawaiian history and ianguage.
Aloha,everyone! As you know, If you have been there, maybe you noticed that there are many different kinda of people in Hawaii. Some peple call our islands "the melting pot of the Pacific."The first people came to Hawaii over 1,000 years ago from other Polynesian islands. Their descen-dants, like myself, are called "Hawaiians,but we are a minority. There are also many people from different parts of the world: Japan,Korea,China the Philippines,Europe,mad other American staten.Though there are many different races and nationalities,we seem to be getting along very well.
There are lots of different languges too. Of course English is our main language, but did you know that Hawaiian is also an official language? I`d like to tell you a little about it.
AHave you heard people speak Hawaiian before? You all know that aloha means `hello; but it also means `welcome' and `love' Do you know how to say "Tank you" in Hawaiian? We say "Mahalo!" Hawaiian is a very musical language. We have only forty syllables in our language,and the sound is very soft. In the old times, we had no writing system, so our history and our stories were passed on from parents to children by mouth. In the ninetenth century Europeans and Americans came to our island and set our language into the Roman alphabet. By the late nineteenth century,more than ninety percent of the population could read and write Hwaiian. In 1896,however,English was declared the official language,and Hawaiian was no longer taught in schools. By 1902 they had closed all the Hawaiian language schools. It seemed that the Hawaiian language would die out. Then in the early 1970s,we began a movement to revive our native Hawaiian culture and language.
BAs part of the move-ment to revie the Hawiian language, a nursery language, a mursery school callad Punana Leo was set up in 1984. The word punama means 'nest'and leo means 'voice'or 'language'. This school is for chidren from the age of two their mothers,children are taught to use Hawiian all day long. I also went to Punana Leo,amd then,when it was time to enter public school,I went to Kaiapuni. All subjectst there are taught in hawaiiann. started to study English as started to study English as a second language in the fifth grade,so now I can spead both hawiiann and English. The number of young people who can speak Hawaiiann is increas-ing rapidly and more and more familes speak Hawaiian at home. Less than generation age,no one thought that would be jpssible.
C You may wonder why Hawai-ians are so eager to maintain their native language. I think the answer is that language is more than just a means of exchanging information. We see the world around us through the wondow of our language. It enables us through the wondow of our language. It enables us to share the history and culture of our pepole, and so it helps us find our identity. If we lost our lanuage,we lose samething of ourselves. Imagiene that English has taken the place of the Japanese lnguage here in Japan. What happens to your culture and identity? English is useful for communication in many parts of the world, but your mother tongue is an important part of your isentity.
In Japan,too there is a minority language,just as in Hawaii. The Ainu people have lost much of their language and culture. Today, they are trying to revive their traditions.
In this class we are going to study English of course,but I want ou to remember that your mother tongue is the most important language in the world .
On the other hand,in China,where people have always lived in a close society,there was no real tradition of public debate. 後ココだけなんですが、 コンマの後のwhereって、ドウ訳すんですか?? まおうすぐ、学校なんでやばいっす・・汗。 おねがいします。。
lesson2-3もおねがいします。 by 1700 there were nearly 2,000 coffee houses in London. famous philosophers and scholars such as Newton and Halley went there for discussion. We must not forget that the conversations that took place in these coffee houses influenced the political, social and business life of those times. there were no telephones, and post offices were not so efficient as they are now. the surest way of getting news was face-to-face communication. the coffee houses were sometimes called "penny universities" because a person could buy a cup of coffee for one penny and learn more at the coffee house than in class! When some coffee houses asked that customers pay another penny "for quick service," the custom of giving "a tip" was born. For many years, only roasted coffee beans had been brought into Europe. Arabian countries wanted to protect their special drink and product, so exporting a coffee plant was forbidden. However, around 1690, Dutch traders secretly took some coffee plants and started to grow coffee in Ceylon and Java. it became a very good business for them.
lesson2-4もお願いします。 one interesting legend tells how coffee traveled to the New World. In 1714, the Dutch gave a small coffee tree to the King of France, who was very fond of coffee. he protected his new tree with great care. he was against anyone talking a clipping from his tree. one night though, a visiting French official from Martinique, a Caribbean island, secretly took a clipping, which after many years produced hundreds of coffee trees. the Emperor of Brazil sent an official to buy one of these trees. the French refused. but as he was leaving, a French woman who had fallen in love with him gave him a bouquet came thousands of trees. today, the coffee trees of Brazil supply one-third of the world's coffee. Around the world, more than 20 million people work in the coffee business. coffee has became the second-most traded commodity after oil. With over 400 billion cups drunk every year, coffee is the world's most popular drink.
The newspaper announced the death of Alfred Nobel on April 13,1888. The reporter called him "The Dynamite King,"a death merchant, because he had invented the powerful explosive. In fact,his dynamite business had made him a very rich man. The newspaper story continued, giving his age,nationality, and other information about his business,but the 55-year-old Swedish man only read as far as the words"a death merchant." Alfred Nobel sadly put down the newspaper. No,he wasn`t dead−his brother Ludwig had died the day before, and the French newspaper had made a mistake.
続きです All the same,he was disturbed. Was this the way the world was going to remember him? He did not like that idea at all. he had spent his life working for peace in the world. he hated violence and war. He had invented dynamite to save lives. Other explosives used in those days were very dangerous. He wanted people to remember him as a person of peace. Many countries were beginning to build railroads and tunnels, and needed a safe, powerful explosive to construct railroad tracks through mountains. People also needed dynamite to blow up stone in order to construct buildings, dams,and roads. Alfred Nobel invented dynamite for these peaceful uses.
>757 ありがとうございます!!全くわからなかったので助かります。 よろしければ続きもお願いしたいです。 Nobel was very unhappy about the image that the world had of him, but he did not know what to do about it. He thought about the best way for people to use his fortune of nine million dollars after his death. Then, in 1895,a Swedish adventurer named Salomon August Andree made plans to reach the North Pole. People all over the world were excited about Andree`s adventure. Nobel read about his plans,too,and had an inspiration. He finally Knew what to do with his fortune. He wrote a will in which he told people to use his money for an award to honor leaders of science, literature,and peace. He stated that these leaders could be men or women of any nationality.
To cut through the smog of cynicism; to take only the tool of uncompromising love; to manifest the capacity for healing; to make the story of the good Samaritan a living reality; and to live so true a life as to shine out from the back streets of Calcutta -- these things take courage and faith we cannot find in ourselves and cannot be without. I do not speak her language. Yet her life speaks to me, and I am shamed and blessed at the same time. I do not believe one person can do much in this world. Yet there she stood, in Oslo, affecting the whole world. I do not believe in fer idea of God. But the power of her faith shames me. And I believe in Mother Teresa. December in Oslo. The message for the world at Christmas is one of peace. Not the peace of a child in the Bethlehem stable long ago. Nor the peace of a full dinner and a sleep by the fire on December 25. But a tough, vibrant, vital peace that comes from the gesture one simple woman in a faded sari and worn sandals makes this night. A peace of mind that comes from a peace of work.
またクラウンのLESSON1なのですが All of this has meant that individuality was not encouraged. Japanese children today are taught that the nail thatsticks up gets beaten down. American children,on the other hand,are taught that the noisy wheel gets the oil. 以上をお願いしますm(_ _)m
すみません。 クラウンの 「CROWN」English Reading レッスン3のp34、12行目〜の In Barrow, the northernmost city in North America, it means coping with mosquitoes in a place where they did not exist, and rescuing hunters trapped on ice at a time of year when such things never happened. の文章がうまく訳せません。翻訳ソフトを使っても、ヘンな訳しか 出てこないのでどなたかよろしくお願いします。
プログレス、BOOK6のLesson1の短文和訳 It has been shrewdly said that when men abuse us we should suspect ourselves, and when they praise us, them. It is a rare instance of virtue to despise censure that we do not deserve, and still more rare to despise praise that we do. なんですが、何を言いたいのか今ひとつわかりません。 プログレスという教科書は全体にキリスト教の教えがちりばめられていて、 これも200年くらい前のアメリカの牧師の言葉だそうです。
>>774 All of this has meant that individuality was not encouraged." これらが、個々の特徴は促進されるものではない、ということを意味している。 Japanese children today are taught that the nail that sticks up gets beaten down. 今日の日本の子供は、出る杭は打たれる、と教えられます。 American children, on the other hand, are taught that the noisy wheel gets the oil. アメリカの子供は一方、うるさい車輪は油をさしてもらえる、と教わります。
長いけど、良かったら和訳してください。俺は所々しか訳せれないorz。 MILESTONE English Course T
G :Evelyn, what's happening outside ? E :Nothing. I was just admiring the cherry blossoms. Aren't they pretty? G :Yes. Starting a new school year with cherry blossoms is kind of nice. In our country, the school year starts in March and ends in December. So we don't have cherry blossoms at the beginning of the school year. How about in Thailand, Pichai? P :It starts in May and ends in March. How about yours, Evelyn? E :It begins in September and ends in June.
E :I like another thing about Japanese colleges. Classes start at 9 in the morning P :What time did they start when you were in high school ? E :7:30. G :Wow! That early? Our classes also started at 9. So you had to get up really early, Evelyn? E :No, not really. I lived on campus and breakfast was served at the school cafeteria after the second period. P :Our school started at 8. It took me about an hour to get there by bus. But if I went by boat, it only took 30 to 40 minutes. So I usually went by boat. G :You went to school by boat? P :Yes, a large river runs through Bangkok. The traffic on the streets is terrible.
続き P :When were classes over, Evelyn? E :At 2:20. Then we had lunch and a siesta. Sometimes we had club activities from 4 to 5. G :A siesta! That's nice. What club did you belong to? E :I was a member of the Young Farmers Club. We grew different kinds of vegetables, and it was a lot of fun. Did you belong to any club in high school? P :I belonged to the "Rum Thai" Club. Rum Thai means Thai dance. G :I like sports and Japanese culture, so I joined the Judo Club.
G :After the club activity, we sometimes went to a "karaoke" bar because I like pop music. Have you been to a "karaoke" bar in Japan, Evelyn? E :I hear it's fun, but I haven't been to one yet. P :I like pop music, too. Japanese pop music is very popular in Thailand. Did you sing songs in Japanese? G :Not many, but yes. I studied Japanese as well as English at high school. What foreign languages did you study, Pichai? P :I took English and French. And you, Eveelyn? Is English your native language? E :No, but in my high school all classes were taught in English. G :No wonder you speak such good English.
G :イヴリン、外で何かあったの? E :特にないわ。ただ桜の花に見入っていたのよ。Nothing. きれいじゃない? G :そうだね。新学期を桜の花と一緒に迎えるなんてちょっと素敵だね。 僕らの国では、学年は3月にスタートして12月に終わるんだ。 だから学年の初めには桜の花は咲いていないんだ。 ピチャイ、タイではどうなんだい? P :5月に始まって3月に終わるね。イヴリンはどうなの? E :9月に始まって6月に終わるわ。
E :日本の大学にはもう一つ好きなところがあるのよ。 授業が朝9時から始まること。 P :君が高校の頃は何時から始まってたの? E :7:30。 G :へぇ!そんなに早く?僕らも授業は9時スタートだったよ。 それで君は本当に早く起きなきゃいけなかったんだ、イヴリン? E :ううん、そうでもなかったわ。 私は学内(寮)で暮らしてたし、朝食は2限目の後に学校のカフェテリアで食べてたから。 P :僕らの学校は8時スタートだったよ。 学校はバスで1時間ほどのところにあったんだ。 でもボートで行けば、たった30分から40分しかかからなかった。 G :ボートで学校に通ったの? P :うん、バンコクには大きな川が流れてるんだ。道路の交通渋滞はひどいもんだよ。
>>787 P :イヴリン、授業は何時に終わってた? E :2:20。それから昼食をとって昼寝をするの。 4時から5時までクラブ活動がある時もあったわ。 G :昼寝だって!それはいいね。何のクラブに入ってたの? E :私はヤング・ファーマー・クラブ(若者の農業クラブ)のメンバーだったの。 いろんな野菜を育てていて、とても楽しかったわ。 あなたは高校の時何かクラブに所属してた? P :僕は「ラム・タイ」クラブに入ってたね。ラム・タイはタイのダンスのことなんだ。 G :僕はスポーツと日本文化が好きだから、柔道部に入ってたよ。
G :僕はポピュラー音楽が好きだから、クラブ活動の後には時々カラオケに行っていたね。 イヴリン、日本のカラオケ店に行ったことはある? E :面白いとは聞いてるけど、まだ行ったことがないわ。 P :僕もポピュラー音楽が好きだよ。日本のポピュラー音楽はタイでとても人気があるんだ。 君たちは日本語で歌を歌ったの? G :そんなに多くはないけど、歌ったね。僕は高校で英語も日本語も学んだんだ。 ピチャイはどの外国語を学んだの? P :僕は英語とフランス語を勉強したよ。で、イヴリンはどうなの? 英語が君の母国語なの? E :ううん、でも高校では、すべての授業は英語で教えられていたわ。 G :君がそんなに流ちょうに英語を話すのは当然だね。
There's a new theory about how children learn that is becoming popular in classrooms. What's the main idea of this new theory? It's that all children are smart, and the job of teachers and parents is to help children find the style of learning that uses their natural intelligence. According to educator and psychologist Thomas Armstrong, the traditional way of teaching suits some children but not others. Armstrong says, "We need to recognize that different children learn in different ways, and that all these ways of learning are okay." Verbal and logic skills, which are so important in traditional teaching methods, are just two of these intelligences. Armstrong calls these "Word Smart" and "Logic Smart." But he emphasizes that the other intelligences are equally important. So, the question for teaches and parents is this: How do we match children's learning styles to what is being taught ? As he pointed out , most teaching today is based on the first type of intelligence called World Smart , and the second type, Logic Smart. Children who are word smart learn by listening , reading , speaking and writing . Parents of these children need only to encourage them to keep up with their assignments. The other style of traditional teaching , Logic Smart , uses numbers , facts and scientific principles . Children who are logic smart like to observe and experiment on their own . They respond well to questions starting with "What if・・・"
Thirdly, there are the Picture Smart children . These children like to visualize in their mind or actually see what they are learning . For instance , they would learn a lot from a visit to a museum . Next comes the Music Smart children , the fourth kind of intelligence . They readily absorb information presented rhythmically , such as the ABC's or multiplication tables . Fifth are the Body Smart children . Most small children are in this category . They want to touch and feel things when learning . Older Body Smart children might learn faster by performing a historical drama , for example . Following this are the People Smart children , the sixth type . They are very sociable . Group projects , which make children compare notes , discuss and decide , are the best ways for People Smart children to learn . All children can use each of these learning styles , but they naturally use one or more of their stronger styles . Also , a child's preferred style of learning can change from year to year . Knowing which style of learning best suits each child at a particular time can help teachers and parents make learning more fun and rewarding for children .
ォひさし鰤です♪♪ CROWN2のlesson1のこの部分がうまく訳せないんですが・・・ なるべくカッコいい訳教えてください All of this has meant that individuality was not encouraged. ``Japanese children today are taught that the nail that sticks up beaten down. American children, on the other hand, are taught that the noisy wheel gets the oil.
All of this has meant that individuality was not encouraged." これらが、個々の特徴は促進されるものではない、ということを意味している。 Japanese children today are taught that the nail that sticks up gets beaten down. 今日の日本の子供は、出る杭は打たれる、と教えられます。 American children, on the other hand, are taught that the noisy wheel gets the oil. アメリカの子供は一方、うるさい車輪は油をさしてもらえる、と教わります。
UNICORN ENGLISH COURSE 2 のLesson2-2です。 よければ訳お願いします。
Before coffee became a drink, it was around A.D.1000 as a kind of food by the Galla people of Ethiopia. the berries were first crushed, mixed with animal fats and eaten on long trips. also, around 1000, coffee plants were taken from Ethiopia to some of the Arabian countries. the drink coffee that we know today probably originated in turkey. often spices such as cinnamon were added for flavor. KivaHan, which opened in the city of Istanbul about 1475, was the first coffee shop in the world. politicians, philosophers, artists, students and travelers all got together for the lively discussions. often musicians could be heard playing there as well. around 1600, Italian traders introduced roasted coffee as a kind of medicine. by 1645, as the drink become more popular, one of the first European coffee houses was opened in Venice. later, coffee houses also became popular places for people to gather.