マイチューターの英語4技能対策

Lesson 67　　Live longer

▮ Try Answering the Question Yourself
Consider the various factors that contribute to the longevity of Japanese people, such as diet, healthcare system, lifestyle, and social cohesion.

▮ Sample Answer

“Japanese people live longer due to a combination of factors including a healthy diet rich in fish and vegetables, a robust healthcare system, regular physical activity, and strong community ties that contribute to lower stress levels.”

▮ Words to Learn and Their Meanings about Sample Answer

1. Longevity (長寿): A long duration of life.
2. Diet (食生活): The kinds of food that a person, animal, or community habitually eats.
3. Healthcare system (医療制度): The organization of people, institutions, and resources to deliver health care services to meet the health needs of target populations.
4. Physical activity (身体活動): Any bodily movement produced by skeletal muscles that requires energy expenditure.
5. Community ties (地域社会との結びつき): The relationships and connections among individuals in a community.

▮ Answer the Instructor’s 3 Questions Based on the Sample Answer

1. How does diet contribute to the longevity of Japanese people?
2. In what ways does the healthcare system in Japan support longer life spans?
3. Why are community ties important for reducing stress and promoting longevity?

▮ Mastering Middle School English Grammar

the people we met
the hotel you stayed at (relative clauses)

You can say:
● The bag that he is carrying … or The bag he is carrying… (with or without that)
● …the money that Kate won? or … the money Kate won?

You do not need that/who/which when it is the object:

● Did you find the books you wanted'(or . .. the books that you wanted?)
● The people we met were very friendly. (or The people who we met. ..)
● Everything I said was true. (or Everything that I said …)

We say
● The movie we saw was very good. (110/ The movie we saw it was . . .)

Sometimes there is a preposition (to/in/at, etc.) after the verb:

We say:
. .. the books I told you about. (not the books I told you about them)

You can say (a place) where
● The hotel where we stayed was near the station. (= The hotel we stayed at…)

You must use who/that/which when it is the subject

● l met a woman who can speak six languages. (who is the subject)
● Jack was wearing a hat that was too big for him. (that is the subject)

Example Sentences Based on the Sample Answer and Grammar Practice:

1. The exercises they regularly engage in, which include walking and biking, contribute to their physical well-being.
2. The traditions they practice, which focus on mindfulness and gratitude, have a positive impact on their mental health.
3. The social support networks they have, which provide emotional and practical support, are vital for their overall happiness and longevity.

Make Sentences Based on the Above Example Sentences Yourself:

Lesson 66　　Election

▮ Try Answering the Question Yourself
Think about the factors that might influence the lack of interest among Japanese young people in elections, such as social, economic, and educational aspects.

▮ Sample Answer

“Japanese young people might not be interested in elections due to a feeling of disconnection from the political process, a perception that their vote does not make a difference, and the lack of political education that connects their daily lives to policy making.”

▮ Words to Learn and Their Meanings about Sample Answer

1. Disconnection (切断): The feeling of not being connected or involved with something.
2. Perception (認識): The way in which something is regarded, understood, or interpreted.
3. Political process (政治過程): The steps and methods involved in making and implementing government policies and decisions.
4. Vote (投票): A formal indication of a choice between two or more candidates or courses of action.
5. Policy making (政策立案): The process of creating laws, regulations, and guidelines that govern a community or society.

▮ Answer the Instructor’s 3 Questions Based on the Sample Answer

1. What are some reasons Japanese young people might feel disconnected from elections?
2. How does the perception of the effectiveness of one’s vote influence interest in elections?
3. Why is the connection between daily life and policy making important for increasing interest in elections?

▮ Mastering Middle School English Grammar

If I had… If we went…, etc.

You can say:

● If he had the money, he would buy a car.
　　or　　 He would buy a car if he had the money.

I’d/ she’d / they’d, etc. = I would / she would/ they would, etc.:

● I don’t know the answer. If I knew the answer, I’d tell you.
● It’s raining, so we’re not going out. We’d get wet if we went out.
● Jane lives in a city. She likes cities. She wouldn’t be happy if she lived in the country.
● If you didn’t have a job, what would you do? (but you have a job)
● I’m sorry I can’t help you. I’d help you if I could. (but I can’t)
● If we had a car, we could travel more. (but we don’t have a car, so we can’t travel much)

If (I) was/ were… I wouldn’t go out if I were you.

You can say if I/he/she/it was or if I/he/she/it were:
● It’s not a very nice place. I wouldn’t go there if I were you. (or… if I was you)
● It would be nice if the weather was better.(or… if the weather were better)
● What would Tom do if he were here? (or… if he was here)

Compare:

if I have / if it is, etc.
● I wane to go and see Helen.
　　If I have time, I w ill go today.
(= maybe I’ll have time, so maybe ‘ll go)

● I like that jacket.
　　I’ ll buy it if it isn’t too expensive.
(= maybe it will not be too expensive)

● I’ll help you if I can. ( = maybe I can help)

————————————————————-

if I had / if it was, etc.
● I want to go and see Helen .
If I had time, I would go today.
(= I don’t have time today, so I will not go)

● I like that jacket, but it’s very expensive.
I’d buy it if it wasn’t so expensive.
(= it is expensive, so I’m not going　to buy it )

● I’d help you if I could, but I can’t.

Example Sentences Based on the Sample Answer and Grammar Practice:

1. If the political process were more transparent, young people might feel a stronger connection to it.
2. Young individuals would likely participate more in elections if they understood how policies affected their futures.
3. If there were more initiatives to make voting easier and more accessible, we might see an increase in young voters.

Make Sentences Based on the Above Example Sentences Yourself:

Lesson 65 　　Seppuku

Topic Question ：　Why do samurai commit seppuku?

▮ Try Answering the Question Yourself
Consider the cultural, historical, and personal reasons why a samurai would choose to commit seppuku.

▮ Sample Answer

“Samurai commit seppuku as a way to preserve their honor or take responsibility for their actions. It was seen as a method of dying with dignity rather than falling into the hands of enemies or living in disgrace.”

▮ Words to Learn and Their Meanings about Sample Answer

1. Honor (名誉): A sense of ethical conduct and duty, highly valued by samurai.
2. Responsibility (責任): The state or fact of having a duty to deal with something or of having control over someone.
3. Dignity (尊厳): The state or quality of being worthy of honor or respect.
4. Disgrace (不名誉): Loss of reputation or respect as the result of a dishonorable action.
5. Enemy (敵): A person who is actively opposed or hostile to someone or something.

▮ Answer the Instructor’s 3 Questions Based on the Sample Answer

1. What is the main reason samurai commit seppuku?
2. How does seppuku relate to a samurai’s honor?
3. What alternatives does seppuku present to living in disgrace or captivity?

▮ Mastering Middle School English Grammar

If we go… If you see…, etc.

If can be at the beginning of a sentence or in the middle:

If at the beginning

If we take the bus, it will be cheaper.
If you don’t hurry, you’II miss the train.

                    if in the middle

It will be cheaper if we take the bus.
You’ll miss the train if you don’t hurry.

In conversation, we often use the if-part of the sentence alone:

●　Are you going to the concert?” “Yes, if I can get a ticket.

If you see Ann tomorrow…, etc.

After if, we use the present (not will). We say if you see… (not if you will see) ・
●　If you see Ann tomorrow, can you ask her to call me?
●　If I ‘m late tonight, don’t wait for me. (not if I will be)
●　What should we do if it rains? (not if it will rain)

If and when

If I go out = it is possible that I will go out, but I’ m not sure:
● A: 　Are you going out later?
　 B:　 Maybe. If I go out, I’ll close the windows.

When I go out= I’m going out (for sure):

● A: Are you going out later?
　 B: Yes, I am. When I go out, I’ll close the windows.

Compare when and if:

● When I get home tonight, I’m going to take a shower.
●　If I’m late tonight, don’t wait for me. (not　When I’m late)
● We’re going to play basketball if it doesn’t rain. (not when it doesn’t rain)

Example Sentences Based on the Sample Answer and Grammar practice:

1. If a samurai faced disgrace, he might consider seppuku to preserve his honor.
2. Don’t disrespect the complexity of samurai culture by oversimplifying their traditions.
3. Let’s research more about how the practice of seppuku evolved over time.

Make Sentences Based on the Above Example Sentences Yourself: