When you go to Paris for the week, just take a carry-on. That way you can avoid the long line at baggage claim.
学校で教わる英語：
When you go to Paris for the week, just take a small bag which you can easily carry with you on the airplane. That way you can avoid the long line at baggage claim.
ネイティブのリアル発音:
When ya go da Paris fer the week, jus’ take a carry-on. That way you c’n avoid the long line ’it baggage claim.
同義語、類義語
a small bag which one can easily “carry on” and place in the airplane.
Do you agree or disagree with the following statement? Teachers are responsible for motivating students to learn. Use specific reasons and examples to support your opinion.
prefer型： 挙げられている2つの事柄や意見のうち、どちらを好むかを問うもの。
Some people like to spend their leisure time doing activities with a lot of people. Others prefer to spend their leisure in quiet ways by themselves or with one other person. Which do you prefer? Use specific reasons and examples to support your answer.
❶ They help me stay focused on what I am studying.
❷ They help me gain a wider perspective on the subject.
STEP 3 |Response 解答| Make your response using the above information.
Example : I like studying in groups better than studying alone. First, when I am in a group, everyone can correct one another when we make mistakes. Second, we can explain the things that we do well to others. So, if I am good at something but some other members are not, I can explain it to them to help them understand.
Your Response _________________________________________________
STEP 4 | Compare 比較 | Listen to a sample response, and compare it with yours.
To tell the truth, I really prefer studying in groups. As a matter of fact, I often have trouble focusing when I study alone. But, when I study in a group, I can focus much better. And another thing is that if you study in a group, you can hear more opinions about the subject at hand. So the group helps me gain a wider perspective on the issue I am studying.
The article and the professor are both talking about ( A＆B ). However, the professor claims that ( B ), and he refutes the main points made in the reading passage. The three points of view between the two parties are presented as follows.
First of all, the professor argues that ( B ). This idea questions the article’s point of view that ( A ). In addition, she states that ( B ). She also mentions that ( B ).
Second, the professor takes the position that ( B ). This standpoint is also opposed to the claim in the passage that ( A ). In his opinion, he tells that ( B ). Furthermore, he notes that ( B ).
Finally, the speaker goes further to make a point that ( B ). This viewpoint also refutes the writer’s view that ( A ). In the lecture, she says ( B ). According to the lecture, the professor points out that ( B ). Therefore, the main points made by the professor cast doubt on the main points made in the reading passage.
A response at this level successfullyselectstheimportantinformationfromthe lecture and coherently and accuratelypresentsthisinformation in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.
Jane Austen (1775-1817) is one of the most famous of all English novelists, and today her novels are more popular than ever, with several recently adapted as Hollywood movies. But we do not have many records of what she looked like. For a long time, the only accepted image of Austen was an amateur sketch of an adult Austen made by her sister Cassandra. However, recently a professionally painted, full-length portrait of a teenage girl owned by a member of the Austen family has come up for sale. Although the professional painting is not titled Jane Austen, there are good reasons to believe she is the subject.
First, in 1882, several decades after Austen’s death, Austen’s family gave permission to use the portrait as an illustration in an edition of her letters. Austen’s family clearly recognized it as a portrait of the author. So, for over a century now, the Austen family itself has endorsed the claim that the girl in the portrait is Jane Austen.
Second, the face in the portrait clearly resembles the one in Cassandra’s sketch, which we know depicts Austen. Though somewhat amateurish, the sketch communicates definite details about Austen’s face. Even though the Cassandra sketch is of an adult Jane Austen, the features are still similar to those of the teenage girl in the painting. The eyebrows, nose, mouth, and overall shape of the face are very much like those in the full-length portrait.
Third, although the painting is unsigned and undated, there is evidence that it was painted when Austen was a teenager. The style links it to Ozias Humphrey, a society portrait painter who was the kind of professional the wealthy Austen family would hire. Humphrey was active in the late 1780s and early 1790s, exactly the period when Jane Austen was the age of the girl in the painting.
| リスニング レクチャー
レクチャー （スクリプト）
（赤） ： 解答例の構成に使われている要点。
The evidence linking this portrait to Jane Austen is not at all convincing. Sure, the painting has long been somewhat loosely connected to Austen’s extended family and their descendants, but this hardly proves it’s a portrait of Jane Austen as a teenager. The reading’s arguments that the portrait is of Austen are questionable at best.
First, when the portrait was authorized for use in the 1882 publication of her letters, Jane Austen had been dead for almost 70 years. So the family members who asserted that the painting was Jane had never actually seen her themselves. They couldn’t have known for certain if the portrait was of Austen or not.
Second, the portrait could very well be that of a relative of Austen’s, a fact that would explain the resemblance between its subject and that of Cassandra’s sketch. The extended Austen family was very large, and many of Jane Austen’s female cousins were teenagers in the relevant period, or had children who were teenagers. And some of these teenage girls could have resembled Jane Austen. In fact, many experts believe that the true subject of the portrait was one of those relatives, Mary Ann Campion, who was a distant niece of Austen’s.
Third, the painting has been attributed to Humphrey only because of the style, but other evidence points to a later date. A stamp on the back of the picture indicates that the blank canvas, you know, the actual piece of cloth on which the picture was painted, was sold by a man named William Legg. Records show that William Legg did not sell canvasses in London when Jane Austen was a teenager. He only started selling canvasses when she was 27 years old. So, it looks like the canvas was used for the painting at a time when Austen was clearly older than the girl in the portrait.
▮ Question
Summarize the points made in the lecture, being sure to explain how they respond to the specific arguments made in the reading passage.
| 解答例
（青）： リーディングの要点。
（赤）： レクチャーの要点。
★ レクチャーの要点が中心に構成されているのがわかります
The lecture casts doubt and questions the evidence presented in the reading passage regarding a painting allegedly of Jane Austen.
First, about the family’s recognition of the painting as that of Jane’s as a teenager. The lecturer points out that in 1882, when the Austen family authorized the use of the painting as a portrait of Jane in the publication of her letters, Jane had been dead for 70 years. Hence, the family members who claimed this portrait to be of Jane’s probably have never seen her, and don’t necessarily know how she looked.
While the reading passage presents the resemblance of the face features to prove that the teenager in the portrait is indeed Jane, the lecturer sees otherwise: the teenager in the portrait could have been any cousin or niece of Jane. The lecturer claims that there was much to the date of the portrait based on the stamp on the canvas itself. According to the stamp it was sold by William Legg, who didn’t sell canvas in London when Jane was a teenager. He only began selling canvas in London when Jane was 27 years old.
The sea otter is a small mammal that lives in waters along the western coast of North America from California to Alaska. When some sea otter populations off the Alaskan coast started rapidly declining a few years ago, it caused much concern because sea otters play an important ecological role in the coastal ecosystem. Experts started investigating the cause of the decline and quickly realized that there were two possible explanations: environmental pollution or attacks by predators. Initially, the pollution hypothesis seemed the more likely of the two.
The first reason why pollution seemed the more likely cause was that there were known sources of it along the Alaskan coast, such as oil rigs and other sources of industrial chemical pollution. Water samples from the area revealed increased levels of chemicals that could decrease the otters’ resistance to life threatening infections and thus could indirectly cause their deaths.
Second, other sea mammals such as seals and sea lions along the Alaskan coast were also declining, indicating that whatever had endangered the otters was affecting other sea mammals as well. This fact again pointed to environmental pollution, since it usually affects the entire ecosystem rather than a single species. Only widely occurring predators, such as the orca (a large predatory whale), could have the same effect, but orcas prefer to hunt much larger prey, such as other whales.
Third, scientists believed that the pollution hypothesis could also explain the uneven pattern of otter decline: at some Alaskan locations the otter populations declined greatly, while at others they remained stable. Some experts explained these observations by suggesting that ocean currents or other environmental factors may have created uneven concentrations of pollutants along the coast.
| リスニング レクチャー
レクチャー （スクリプト）
（赤） ： 解答例の構成に使われている要点。
Well, ongoing investigations have revealed that predation is the most likely cause of sea otter decline after all.
First, the pollution theory is weakened by the fact no one can really find any dead sea otters washing up on Alaskan beaches. That’s not what you would expect if infections caused by pollution started killing a lot of otters. On the other hand, the fact that it’s so hard to find dead otters is consistent with the predator hypothesis: if an otter is killed by a predator, it’s eaten immediately so it can’t wash up on shore.
Second, although areas may prefer to hunt whales, whales have essentially disappeared from the area because of human hunters. That means that areas have had to change their diet to survive, and since only smaller sea mammals are now available, orcas have probably started hunting those. So it probably is the areas that are causing the decline of all the smaller sea mammals mentioned in the passage, the seals, the sea lions, and the sea otters.
And third, the uneven pattern of otter decline is better explained by the orca predation theory than by the pollution theory. What happens to otters seems to depend on whether the location where they live is accessible to areas or not. In those locations that areas can access easily, the number of sea otters has declined greatly. However, because areas are so large, they can’t access shallow or rocky locations. And shallow and rocky locations are precisely the types of locations where sea otter populations have not declined.
▮ Question
Summarize the points made in the lecture, being sure to explain how they respond to the specific points made in the reading passage
| 解答例
（青）： リーディングの要点。
（赤）： レクチャーの要点。
★ レクチャーの要点が中心に構成されているのがわかります
The topic discussed here is the investigation of the causes of the disappearance of the sea otter, which is a small mammal that lives in waters along the western coast of North America from California to Alaska. The woman in the lecture argues that the cause of their disappearance is the presence of the predators, especially areas, and not pollution as the reading says.
Firstly, she argues that one of the proofs of their being attacked by the predators is the fact that no one can find any dead sea otters. If the cause was the pollution, many dead sea otters would be found along the shores. In addition, a predator will immediately eat its prey so this is why no dead sea otters were found.
Secondly, the woman in the lecture argues there is another explanation than pollution why smaller sea mammals are all disappearing.She says that, since the whales tend to disappear because of the humans hunting them, the areas had to adapt their food habits to the sea conditions and as a result they have started eating the smaller sea animals available among them sea otters being included.
Thirdly, she argues that the areas cannot access the shallow locations. This is why there are some areas where the sea otters are numerous. It’s not because of uneven concentrations of pollutants.
STEP 1 | Reading 読解| Read the following passage about a campus situation.
Seniors Eligible to Teach Freshman Classes
Central University is beginning a new program in the fall semester Eligible seniors may now co-teach certain classes alongside a professor in their department. Students must have a 3.5 GPA both overall and in their major to qualify as teachers. This program should be of particular interest to students considering pursuing teaching careers-although that is not a requisite to become an instructor. Student-teachers will need to prepare lesson plans and make themselves available for office hours for their students as well. Inquire at the Student Services Office for more information.
STEP 2 | Comprehending 読解力テスト | Answer the following questions to make sure you understand the reading
1 What is the topic of the notice?
2 How can a student become eligible for this program?
3 What kind of GPA does a student need to participate in the program?
4 Which students in particular may be interested in this program?
5 What will students accepted to the program have to do?
1 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
2 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
3 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
4 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
5 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Comprehending 解答例
1. The topic of the notice is a new student-teaching program that the university has decided to create.
2. Students who are excelling academically both in their majors and overall may participate in the program.
3. Students must have GPAs of at least 3.5 in their major and overall in order to qualify as teachers.
4. Students considering teaching careers may be particularly interested in the program.
5. Students will have to turn in lesson plans and conduct office hours, which will give them valuable teaching experience.
▮ Listen
STEP 3 | Listening & Note Taking | Listen to a conversation on the same topic, and take notes.
スクリプト
W: What a silly idea! I can’t believe the school is
entertaining the notion of letting students teach classes.
M: It sounds intriguing to me.
W: You think so?
M: Why not? First, like the announcement says, it would be a great way to get some teaching experience. Think about it. .. It’d look great on an application to graduate school. It might help some students get accepted.
W: Okay, that’s good for the student-teacher, but what about the students taking the classes? I can tell you this … I wouldn’t want a student teaching my class. The student wouldn’t have nearly as much knowledge as a real professor.
M: Well, there is the prospect of that, but the student will just be co-teaching, so I’m not terribly concerned. Anyway, you know, I like the part about the student keeping office hours.
W: Because?
M: My professors are always busy and often don’t have time to chat. It’d be easier and, frankly, more comfortable, going to a student to ask my questions. It’s not like my questions are so difficult that an upperclassman wouldn’t be able to answer them.
The man expresses his opinion of the co-teaching program the university is creating. State his opinion and explain the reasons he gives for holding that opinion.
STEP 4 | Organizing 解答の組み立て | Ask yourself the following questions and organize your ideas.
1 What is the man’s opinion of the new co-teaching program?
2 What does he think a result of the program will be?
3 In what way will that help the students in the future?
4 What does he feel about the student-teachers having to keep office hours?
5 How does he compare the time professors have to the time students have?
1. In the man’s mind, the program is a good idea and is worth supporting.
2. First, he thinks that doing student-teaching will benefit the students in the program.
3. He feels that putting it on their resumes will look good when they apply to graduate schools and might even help some of them get accepted.
4. Another reason is that he is encouraged by the fact that the student-teachers would have to keep office hours.
5. He mentions that most of his professors have no time , to chat, but he thinks students would.
▮ Speak
STEP 5 | Speaking 解答| Now say your response out loud, and record your time. While you are speaking, do not look at the written response.
Response time 45 seconds Your speaking time seconds
STEP 6 | Compare 比較 | Listen to a sample response, and compare it with yours.
Sample Response 模範解答
The topic of the notice is a new student-teaching program the university has decided to create. In the man’s mind, the program is a good idea and is worth supporting. He cites a couple of reasons to defend his opinion. First, he thinks that doing student-teaching will benefit the students in the program. He feels that putting it on their resumes will look good when they apply to graduate schools and might even help some of them get accepted. Another reason is that he’s encouraged by the fact that the student-teachers would have to keep office hours. He believes students having office hours is better than professors having them. He mentions that most of his professors have no time to chat, but he thinks students would. Also, most of his questions could be answered by upperclassmen, so he wouldn’t have to bother his professors so much.
STEP 7 自己採点
Delivery
1 How clearly did you speak your response?
Language Use
2 How well did you control language structures to convey your ideas?
3 How appropriately did you use vocabulary to convey your ideas?
