英語4技能対策

「添削くん」受講者自身が用意した問題を投稿する方法(例:TOEFL Task 2)

過去問など、受講者ご自身が用意した問題の解答文を問題の種類・質問を添えて投稿できます。 解答文の文字数により添削結果をお届けする際ポイントが消化されます(~180 words – 1ポイント、 181~350 words – 2ポイント、351~500 words – 3ポイント)


FREE Writing (受講者が問題を用意する)投稿の手順

1 . マイページ 「添削くん」をクリック



_________________________________________________________________

2. 注意書きを確認して「OK」をクリック

_________________________________________________________________

3.  名前、メールアドレスを入力、FREE WRITINGを選んで 「Next」をクリック


_________________________________________________________________


4.  直接回答を入力を選び 問題の種類(例:TOEFL Independent Task)

と 質問を入力した後で解答文(エッセイ)を入力して「Next」をクリック

* 「直接入力」の他にファイルを投稿する方法もございます。



_________________________________________________________________

5.  講師を指名しない(No)を選んで 「Submit」をクリック

発音トレーニング Pronunciation Pairs

┃ Pronunciation Pairs     Second Edition

( 全 50レッスン )


こちらのレッスンは、「ポイントプラン」又は「月額制プラン」で受講いただけます。

 お申し込みは「料金案内」からお手続きください。


▮ レッスンの特徴

初級上から中級レベルの学習者を対象とする、発音のテキストとして好評のPronunciation Pairsの第2版です。 音と綴りの対応やイントネーション、ストレスはもちろん、英語の音声全般を扱っています。ミニマルペア、対話文、ゲーム、パズル、会話文などを使った豊富なアクティビティを収録しています。

通じやすい発音のコツを知りたい方、流暢さを身に付けたい方、リスニング能力を伸ばしたい方など、英会話に興味がおありならばどなたでもご参加いただけます。


Contents  & サンプル教材

使用テキスト:Pronunciation Pairs   Second Edition(Cambridge University Press)

使用テキストAmerican Accent Trainingを使ったレッスンの詳細はこちら


発音トレーニング American Accent Training


American Accent Training    Third Edition

(全 50レッスン )

注:レッスン数は目安です。 受講者の進行状況で変わることがございます。


こちらのレッスンは、「ポイントプラン」又は「月額制プラン」で受講いただけます。

 お申し込みは「料金案内」からお手続きください。


▮ レッスンの特徴


American Accent Trainingでは、ただ発音を練習するだけではなく、アメリカ人にとって聞き取りやすい発音を習得することができます。


日本人が無理にネイティブの発音をまねようとしても逆に聞き取りにくくなってしまったり、ネイティブに理解されなくなってしまったりということはよくあります。


当レッスンではそんな間違った発音の覚え方を見なおし、ネイティブと同じ発音を身に付けていくことができます。


Contents (目次)  50レッスン           

注:レッスン数は目安です。 受講者の進行状況で変わることがございます。


使用テキスト:American Accent Training 3rd Edition ( BARRON’S)


使用テキストPronunciation Pairsを使ったレッスンの詳細はこちら


Introduction: Read This First 

         Preliminary Diagnostic Analysis 

Chapter 1    The American Sound

           Voice Quality                                                                 

           Intonation and Attitude                                    

Chapter 2    Psycholinguistics                                      

Chapter 3    General Pronunciation                                                 

Chapter 4    American Intonation                                         

Chapter 5     Syllable Stress                                                            

Chapter 6    Complex lntonation                                

          Two-Word Phrases                                        

Chapter 7    Phrasing                                            

Chapter 8    The Miracle Technique                       

Chapter 9     Grammar in a Nutshell                        

Chapter 10   Reduced Sounds                                      

Chapter 11   Word Connections                                  

Chapter 12    Cat? Caught? Cut?                                      

Chapter 13   Tee Aitch                                                    

Chapter 14   The American T                                           

Chapter 15   The American R                                             

Chapter 16   The El                                                          

Chapter 17    S or Z?                                                          

        Mid-Point Diagnostic Analysis                                  

Chapters 1-17    Review and Expansion                                        

Chapter 18    More Reduced Sounds                                             

Chapter 19   “V” as in Victory                                                         

Chapter 20    Tense and Lax Vowels                                              

Chapter 21    The Ridge                                                              

Chapter 22    Grammar in a Bigger Nutshell                                   

Chapter 23    Practical Application                                                  

Chapter 24    Nasal Consonants                                                     

Chapter 25    Throaty Consonants      


サンプル教材


                                           

Medicine(医師、医療) 1&2 目次 サンプル教材

Medicine 1

市販教材:Oxford English for Careers   ネット通販などでお買い求めください

Contents

  1. Presenting complaints
  2. Working in general practice
  3. Instructions and procedures
  4. Explaining and reassuring
  5. Dealing with medication
  6. Lifestyle
  7. Parents and young children
  8. Communication
  9. Working in psychiatry
  10. Terminal illness and and dying
  11. Working in a team
  12. Diversity at work


サンプル教材

TOEFLスピーキング Perfect Master Advance サンプル教材


Advance  サンプル教材とレッスンの流れ


Question 2    Independent Task      意見や立場を選択する問題

スピーキングのみ


Question 3         Integrated Task     大学生活に関する問題

リーディング→リスニング→スピーキング


Question 4         Integrated Task     大学の講義に関する問題

リーディング→リスニング→スピーキング


Question 6         Integrated Task     大学の講義に関する問題

リスニング→スピーキング

TOEFLスピーキング Perfect Master Intermediate サンプル教材


Intermediate  サンプル教材とレッスンの流れ


Question 2    Independent Task      意見や立場を選択する問題

スピーキングのみ


Question 3         Integrated Task     大学生活に関する問題

リーディング→リスニング→スピーキング


Question 4         Integrated Task     大学の講義に関する問題

リーディング→リスニング→スピーキング


Question 6         Integrated Task     大学の講義に関する問題

リスニング→スピーキング

TOEFLスピーキング Perfect Master Basic サンプル教材


Basic  サンプル教材とレッスンの流れ


Question 2    Independent Task      意見や立場を選択する問題

スピーキングのみ


Question 3         Integrated Task     大学生活に関する問題

リーディング→リスニング→スピーキング


Question 4         Integrated Task     大学の講義に関する問題

リーディング→リスニング→スピーキング


Question 6         Integrated Task     大学の講義に関する問題

リスニング→スピーキング

TOEFLスピーキング Perfect Master Basic サンプル教材

サンプル教材とレッスンの流れ

Question 2    Independent Task      意見や立場を選択する問題

スピーキングのみ


Question 3         Integrated Task     大学生活に関する問題

リーディング→リスニング→スピーキング


Question 4         Integrated Task     大学の講義に関する問題

リーディング→リスニング→スピーキング


Question 6         Integrated Task     大学の講義に関する問題

リスニング→スピーキング


Perfect Master (Advance) Question 3 レッスンの流れ

TOEFL スピーキング Question 3 学習ステップ


マイチューター 「TOEFL スピーキング Perfect Master (Advance)」 カリキュラムでは、

Question 3  対策として、やや難易度の高い様々なトピックを使い、

以下の流れで効果的、実践的な練習を繰り返し、スコアアップへ導きます。


目標スコアー 100点(Speakingセクション 25点)を目指す受講者に適した

カリキュラムになっています。


学習ステップ

ステップ   1 リーディング 学生生活に関する方針についての短い文章を読む

ステップ   2  チェックテスト リーディング内容の理解度をチェックするための質問に解答します。

ステップ   3  リスニング    関連する会話を聞き、主張と理由をメモ取りします。

ステップ   4   スピーキング  試験同様の質問に対し、解答へ導くため用された

5つの質問に解答します。

ステップ   5   スピーキング  5つの解答を基にメモを見ずに解答を述べます。

ステップ   6   比較と復習  模範解答を聞いて、自分の解答と比較します。  
 

ステップ 7 自己採点   毎回自己採点を記録してください


▮ Read

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.

Note-Taking メモ取り

______________________________________________________________________________________________________________________________________________________________________________________________________


● 質問


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   Opinion ___________________________________________

2   First reason _________________________________________

3 Details_______________________________________________

4   Second reason _______________________________________

5 Details _______________________________________________

解答例


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?

Topic Development

4 How fully did you answer the question?

5 How coherently did you present your ideas?


Perfect Master (Intermediate) Question 3 レッスンの流れ

TOEFL スピーキング Question 3 学習ステップ

マイチューター 「TOEFL スピーキング Perfect Master (Intermediate)」 カリキュラムでは、

Question 3  対策として、試験問題標準レベルで様々なトピックを使い、

以下の流れで効果的、実践的な練習を繰り返し、スコアアップへ導きます。


目標スコアー 80点(Speakingセクション 20点)を目指す受講者に適した

カリキュラムになっています。


学習ステップ

ステップ   1 リーディング 学生生活に関する方針についての短い文章を読む

ステップ   2  チェックテスト リーディング内容の理解度をチェックするための質問に解答します。

ステップ   3  リスニング    関連する会話を聞き、主張と理由をメモ取りします。

ステップ   4   スピーキング  試験同様の質問に対し、解答へ導くため用された

5つの質問に解答します。

ステップ   5   スピーキング  5つの解答を基に解答を作り上げます。

ステップ   6   比較と復習  模範解答を聞いて、自分の解答と比較します。  
 

▮ Read

STEP 1    | Reading | Read the following passage about a campus situation.


University Tutoring System

The new university tutoring system begins on August 22. Students will no longer have face-to-face tutoring sessions. Instead, an online tutoring system will be implemented. The computer-based r tutoring system will allow students to receive tutoring help twenty-four hours a day, seven days a week, instead of only during regular school hours, Students will benefit from expanded access to tutors. Also, the computer-based system will relieve students of stress from the crowded tutoring centers. Students will no longer need to be present on campus for tutoring. They will be able to access the computer-based system from any computer with an  Internet connection.



STEP 2   | Comprehending 読解力テスト | Answer the following questions to make sure you understand the reading


1 What is the notice about?

2  What is the first reason for the new tutoring system?

3  According to the notice, how will it benefit the students?

4  What is another reason for the new tutoring system?

5  According to the notice, how will it benefit the students?

1 Issue __________________________  

2  First reason __________________________ 

3  Details  ____________________     

4  Second reason ____________________      

5  Details  _________________________


Comprehending  解答例

1 . The notice is about how the university will change from

face -to-face tutoring to a computer-based tutoring

system.


2. One reason for the changes is that only offering

tutoring services during regular school hours is not

enough for the students.

3. Students will have access to tutoring twenty-four

hours a day, seven days a week.

4. Another advantage for the change in the tutoring

system is that it will eliminate crowded, stressful

tutoring centers.

5. Students will be able to access the tutoring network

from any computer with the Internet connection.

▮ Listen

STEP 3 | Listening & Note Taking | Listen to a conversation on the same topic, and take notes.


スクリプト

M: This new tutoring system will be great.

W: I’m not so sure about that.

M: Really? What do you mean?

W: First of all, a lot of students don’t even know how to

type very fast. Some cannot even type at all. This will

make the tutoring sessions really slow.

M: Right. Ty ping skills will be really important.

W: Sure they will. When students are tutored face to

face, they don’t have to worry about typing though.

They can just focus all of their energy on what they’r

learning. I think that’s more efficient.

M: You may be right.

W: There’s something else, too. Students must have

a good computer at home in order to access the

computer-based system. Many students will have to

upgrade their current computer or even buy a new

one. I know a lot of students who don’t even have a

computer at home. It will be very expensive for a lot

of students to get access to tutoring now_

M: That’s a good point.

W: I think it might be better to stick with the old system.

Note-Taking メモ取り

______________________________________________________________________________________________________________________________________________________________________________________________________


● 質問

Q     The woman expresses her opinion of the new computer-based tutoring system. State her opinion and explain the reasons she 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 woman’s opinion of the new tutoring system?

2 What does the woman say about students’ typing skills?

3 Why is this important to the new tutoring system?

4 What does the woman say about computers?

5 Why does she think it will be difficult for some students to buy new computer?

1   Opinion ___________________________________________

2   First reason _________________________________________

3 Details_______________________________________________

4   Second reason _______________________________________

5 Details _______________________________________________

解答例

1. The woman does not think it is a good idea for the

university to switch to a computer-based tutoring

system.

2. The woman says that some students either cannot

type or type very slowly.

3. She claims the lack of typing skills will make the

tutoring system slow.

4. The woman claims that students will either have to

upgrade their computers or else purchase n曲ones.

5. She thinks upgrading or purchasing new computers

will be too expensive for students.


▮ Speak

STEP 5   | Response 解答| Make your response using the above information

The notice describes____________      , The woman thinks_____________

______  One reason is___________________________________________

_____________ During the conversation, the woman says______________

________________________________________________________________

______________________    Another reason is________________________

_________    The woman states that_________________________________

________________________________________________________________

STEP 6  | Compare 比較 | Listen to a sample response, and compare it with yours.


Sample Response 模範解答

The notice describes a new university tutoring system.The woman is against the university’s decision to replace face-to-face tutoring with a computer-based tutoring system. First, she believes that students will require excellent typing skills in order to take advantage of the new tutoring system. However, she states that many students lack the ability to type well enough, so the new tutoring system will be much slower than the face-to-­face system. To her, the inability to type well will hinder the learning process for some students. Second of all, she believes many students will have to upgrade their computers or even buy new ones. According to the woman, this will be very expensive for many students. She believes the former face-to-face method of tutoring is better for students than the new computer-based tutoring system.



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