Fineの本当の使い方

「fine」はどういう意味ですか?

日本では英語の教科書で変な英語がいっぱいありまます。今日「FINE」について話しましょう。
最も頻繁2つ一例は「I’m fine.」と「The weather is fine.」です。

I’m fine.

 

 

 

 

もし「How are you?」を聞かれているなら、どのように答えますか?学校の教科書では「I’m fine.」よく書いてあります。皆様は「元気です」というのは答えられていること思います。実は違います。「I’m fine.」というのは英語で「普通」という意味です。英語のネイティブにとって、「I’m fine.」と言ったら、「話したくない」か「今日は悪いことがありました」を表します。態度が悪いというの伝われています。適当な答えは「I’m great」です。文法的な違うけど,「I’m good.」と「Not bad.」もよく言います。

The weather is fine.

教科書でよくある文は「The weather is fine.」です。意味は「いい天気です」、「晴れています」など。意味理解できるけど、問題はこの使い方が古いです。私のお祖母ちゃんもそんな文法を使わないんです。今日は「The weather is nice.」か「The weather is good.」と言います。

どうして私の教科書で違うことが書かれていますか?

言語はずっと変化しています。だから、昔の言葉と文法は今使わない場合はよくあります。あいにく、教科書が作られ次第、新しい文法と単語と使い方もう生まれていた。教科書は年上教授によって書かれていて、古いことが更新されていません。生きている言語を習うために生きている人々と話さなければならないんです。

An ALT’s Guide to EIKEN: Pre-2 and 3 Interview Procedure and Scoring

Man, Woman, Question Mark, Problems, Clouds

 

 

 

 

Several times a year I have students rush to me begging me to help them prepare for their EIKEN interview. Students only take the interview if they pass the paper test, so they usually don’t even think about it until the results come out (which is about two weeks before the interviews are scheduled). For me, it’s a time of frustration and overwork, and it was very stressful when I was a new ALT and had just barely learned what EIKEN is. How can we help our students prepare for their interviews in such a short amount of time? The first step is understanding what is expected of the students during the interview.

English, Language, School, Studying, Education

Interview Flow

  1. The student will wait for their name to be called. At the door, they should ask, “May I come in?” before entering.
  2. There will be a card turned over on the desk, but they should not look at it. First there will be a simple greeting. This is where the judgement of the student’s attitude begins.
  3. After that, the student will read the passage. They will be scored on their pronunciation and answers to questions.
  4. For those taking Pre-2, after reading the passage and answering a question about it, they will have to describe some pictures (which I will explain in a different post).

 

Scoring

*disclaimer: While I do provide point values (obtained here and here), I do  not advise telling students a score for their practice interview. As I am not an EIKEN interviewer, I am uncomfortable scoring the students and artificially raising their confidence, or possibly making them think they no longer need to prepare. If their actual interview score and the score I give them on the practice interview do not match closely, I believe it damages their belief in themselves and in you as their teacher. Rather, I suggest you mentally take a score for yourself, then based on that, guide the students toward improving their weak points.

For both of these, the minimum score is 19 points, with a total possible score of 33 points.

Attitude (3 Points)

Smiley, Emoticon, Anger, Angry, Anxiety, Ball, CalmStudents are scored on their attitude during the interview. Several aspects are taken into account when scoring their attitude.

  1. Clothes and Greeting Correctness (clean clothes, hair neat, proper bow, etc).
  2. Speaking Volume
  3. Eye Contact
  4. No Silence (if they don’t understand, they should say “I’m sorry, I don’t understand.”)

Students should try to appear clean, friendly, and positive during the interview. This is difficult for a lot of students who are naturally quiet and shy. Such students may need more practice interacting with strangers for this interview.

 

Passage Pronunciation (5 Points)

  1. They should read the passage, beginning with the title.
  2. If they don’t know words, students should focus on the flow and pronunciation of their reading overall rather than quick speed or re-reading words they make mistakes on.
  3. Rather than pronounce words one-by-one, the students should read the passage as one piece and be careful about speed and rhythm.

The students are given 20 seconds to read the passage silently. Students can usually read the words they know easily even without preparation time. Therefore, I instruct my students to try to think about the pronunciation of words they don’t recognize, and to identify connecting words (for example “and the” usually becomes “an-tha” when we’re speaking) so that they can aim for more natural pronunciation, during this time. I’ve found that even if the students don’t pass the interview, their reading skills increase dramatically from this practice.

 

Q&A (25 Points)

Turn On, Turn Off, Question Mark, Note, Duplicate

  1. The first question is about the passage. The second and third are about the pictures. The fourth and fifth questions are about the student.
  2. If they don’t understand, they should not stay silent. Even if they can’t make sentences, they should say simple words.
  3. They don’t have to use difficult grammar. They should express themselves as simply as possible.

Because this section has the highest point value, it’s good to practice this many times. I even sometimes re-do the same practice interviews with the students to confirm that they truly understand and can answer the questions.

Answering Questions

Patterns
  • If the question begins with “Why“, they should answer “Because….
  • If the question begins with “How“, they should answer “By VERBing…
  • A subject noun contained in the question is often changed to a pronoun in the answer.
    • For example, if the question is, “What do some people like to do on the weekends?” the answer should be something like, “They like to go camping.”

These patterns take time to become ingrained, so I usually write some examples on the board, and then when they start to answer incorrectly, I point to the board and say, “Whyyyyy?” or “Hooooow? to draw their attention to their mistake, which they can them correct themselves.

Questions 4 and 5

A lot of students struggle with questions 4 and 5. Question four on grade 3 is a free question, like “What is your hobby?” Question 5 is a yes or no question. The answers should be one simple sentence for each.

On Pre-2, both question 4 and 5 are yes or no questions. Be sure to emphasize that the answer to “Do you” questions should be “yes” or “no” first, as I have many students skip it and jump into a longer sentence. For example, the question might be, “Do you like cooking?” and instead of saying “yes” or “no”, my students jump to, “I like making cakes.”

Those taking Pre-2 have to give two sentence answers. They have problems answering more than one sentence because they struggle to think deeply about the questions. For instance, if the question is, “Do you think students should participate in clubs”, and the student says, “Yes”, they might give the reason, “Because being in clubs in healthy”. Their reason for giving this answer is that they are in a sports club. However, they will fail to clearly link their thinking and their words. An acceptable answer might be something like, “I think clubs are healthy. Students can play sports with others and build strong bodies.”

Students can also use their own experiences, or even lie, to answer these questions, which they they usually don’t realize is okay. If they struggle, I will give them some examples of how to answer, and also give them a chance to try to answer again (though they usually struggle to make their own ideas after hearing your idea, so sometimes it’s better to move on to a new practice question).

Tips and Tricks

  1. After about 10 seconds of silence, the interviewer will repeat the question whether or not the student asks for it. This leads to point deduction, so students should be careful.
  2. If students need to hear the question again, they can say, “Could you repeat the question, please?” at least one time per question without losing points. It’s best if the students have no begun to answer the question when they ask to hear it again. They should try not to say it more than once per question to avoid losing points.
  3. Even if they don’t need to hear the question again, the students can say, “Could you repeat the question please.” Instead of listening to the question again, they can use this extra time as thinking time and organize their thoughts and grammar.

Hare, Bunny, Magician, The Witch, White Bunny

That’s all for now. If you have any questions or information you’d like me to add, please feel free to contact me!

英検準2級の面接で答える方法: Picture A

最近私の生徒たちが英検の面接を準備しています。他の生徒たちも心配していると思うから、みんな様に助言を差し上げたいんです。

Interview, Job, Icon, Job Interview, Conversation

今日, 1つ部分だけを話したいんです。準2級で絵2つがあります。その2つがAとBといいます。このポストでは Picture Aのことを助言を差し上げたいんです。このレベルを受けてる生徒はAの部分に困っています。Aでは多い人がいて、生徒たちが彼らの行動を表しなければならないです。生徒たちは動詞よく忘れてしまいます。だからよく出てくる動詞リストを作りました。このリストで英語と日本語と英語の進行形と例文が書いてあります。この絵では沢山の句動詞が出てきます。こんな動詞が覚えづらいだらかしっかりと勉強しなければならないです。たまに特別な文法や使い方がありますので、ちゃんと見て気をつけてください。その変な状態は記事の表で赤字で表されています。

 

English

Japanese 進行形

例文

get on 乗る getting on A woman is getting on the train.
get off 降りる getting off A man is getting off the elevator.
get in 入る getting in A woman is getting in a car.
get out of 出る getting out A man is getting out of a car.
take (a picture) (a photo) (写真を)撮る taking (a picture)

(a photo)

A boy is taking a picture.
throw away 捨てる throwing away A girl is throwing away a can.
draw (a picture) 絵を書く drawing a picture A girl is drawing a picture.
clean 掃除する cleaning A man is cleaning the room.
clean (glasses) メガネを拭く cleaning A man is cleaning his glasses.
use 使う using A boy is using the computer.
talk on the phone 電話で話す; 電話をかける talking on the phone A woman is talking on the phone.
wave 振る waving A woman is waving (her hand).

*“her hand”言わなくていいです。

A girl is waving a flag (旗).

wrap 包装する wrapping A man is wrapping a box.
look at を見る looking at A girl is looking at a map.
read 読む reading A man is reading a newspaper.
pour 注ぐ pouring A woman is pouring a drink.
put on 着る;かぶる;かける;履く putting on A man is putting on glasses.
take off 脱ぐ;外す taking off A woman is taking off her jacket.
brush (hair) 髪を梳かす brushing A woman is brushing her hair.
walk with 人の dog 犬に運動をさせる walking with 人の dog A girl is walking with her dog.
fix

repair

修理する fixing

repairing

A man is fixing the door.
carry 運ぶ carrying A man is carrying a box.
pull 引く pulling A woman is pulling a cart.
push 押す pushing A man is pushing a cart.
put もの in どこ 入れる putting ものin どこ A man is putting bags in his car.
take もの out of どこ 出す taking もの out of どこ A girl is taking a bottle out of her bag.
open 開ける opening A boy is opening the curtain.
close 閉める closing A man is closing the umbrella.
turn off 消す turning off A boy is turning off the TV.
turn on つける turning on A girl is turning on the radio.
paint 塗る painting A man is painting the wall.
plant 植える planting A woman is planting flowers.
put もの on どこ 置く putting on A woman is putting plates on the table.
water 水をやる watering A boy is watering the flowers.
play する playing Two boys are playing video games.
eat 食べる eating A girl is eating cake.
make 作る;建てる making A boy is making a robot.
feed 餌をやる feeding A girl is feeding the rabbits.
chase 追いかける chasing A woman is chasing a dog.
listen to を聞く listening to A girl is listening to music.
buy 買う buying A man is buying a movie ticket.
go upstairs 階段を上がる going upstairs A man is going upstairs.
go downstairs 階段を下る going downstairs A woman is going downstairs.
wash 洗う washing A boy is washing his hands.

 

文のパターンがあります。そのパターンは「A 人 (man / woman / boy / girl, など) BE動詞 (am, is, are, など) 動詞ing.」です。文の最後で名詞もよく必要です。例えば「A man is watching TV」。動詞以外、生徒たちは2つものよく忘れてしまいます。1番目はBE動詞です。彼らは「A man closing the curtain」とかとよく言います。2番目は進行形で答えるのを忘れてしまいます。例えば、「A man is close the curtain」と言います。私の生徒たちの中でこの2つは1番多い問題です。

The Three Kubari’s: Expressing Consideration for Others

I recently started studying for N2. Today, my Japanese coworker explained the three くばり’s to me. They’re all related to taking care of something or someone, and they sound similar, so let’s look at their differences. We can understand and remember them by recognizing the meaning of the first kanji in the word. And, because I just got a WACOM tablet, as a bonus you receive crude, crappy drawings! Please enjoy~.

 

配り (めくばり)

This one is pretty straight forward. (め) means “eye”. This means to keep watch of something or someone. For example, this is used to talk about how a parent watches over a child.

The next two are really similar in meaning. They roughly translate to “to be considerate” or “to be thoughtful” of others. What’s the difference?

配り (きくばり)

The first kanji, (き) has several meanings, but here the most appropriate meaning is “atmosphere” or “mood”. The connotation of this word is that you see a situation now and you are considerate in the moment. For example, if you see your coworker is struggling with a situation, you might step in and help them. In essence, you are reading the atmosphere of a situation and being considerate of it.

配り (こころくばり)

The first kanji in this one, (こころ) means “heart” or “mind”. [CULTURE NOTE: In Japan, the heart and mind are the same. Whereas in Western culture we often feel with our heart and think with our head, in Japanese culture thoughts and feelings both come from the heart.] The connotation of 心配りis that you are always considerate of a certain person. For example, you might have a very close friend, lover, or family member who you are always thinking about and being considerate of no matter what. That person is always in your heart.

よく間違える英語:「は」って「is」イコールしないよ。

私は中学生と高校生に約3年間英語を教えているんです。よく見る間違えが一つです。多くの生徒たちが「は」というのは「is」という意味するのを思います。生徒たちがそのとり考えるというのはなんでだろう。それは全然違います。このポストで明らかにしたいんです。

この問題初めて遭遇した時は高校生だった。高校2年生の頃、神奈川県の日本人の留学生が私の学校に来ました。その時私は日本文化に興味があって、日本語のことを根本的な知識を持っていた。英語で書いてある日本語の教科書で「は」が英語で意味が全然ないって習いました。だから日本語の文法の話題について話した時、日本人の留学生がとても混乱になりました。彼女は「は」って絶対に「is」という意味だと言いました。あの時に、この女性がなんで自分自身の言語のことを分からないかって不思議がった。

3年間日本に教えてから、それが大問題気がついた。日本人の先生方が適切な訳だという教えているかどうか分からない。それ場合があるなら、そんな先生方が悪いだと思います。順番的に「は」と「is]は文で同じところによく入れるけど、そんなにシンプルじゃないんです。意味が全然関係ないから、もし生徒たちにこのとおり教えるなら、彼らはずっと大き問題があるんです。

もし最初から正しくない文法を学ぶなら、あとで直すことは難しいです。それ故、一緒に使い方確認しましょう。

「is」ってどんな文法ですか?

ISは特別な動詞です。「be動詞」と呼ばれる動詞です。辞書の形は「to be」です。人で次第に変わる動詞です。この動詞はものの存在を伝わります。日本語では存在を伝わるのために「いる」、「ある」、や「です」を使います。だから、「be動詞」を訳したいなら、先の言葉一つが必要です。

普段に「be動詞」の現在形か過去形見られます。下記のリストを見てください。

   人                                                                現在形                 過去形

  I     私                                                                am ですいる                 was でしたいた

  we / they 私たち / 彼ら                                 are    ですいる                                                               were でしたいた

  he / she / it      / 彼女 / それ                        is       ですいるある                                                   was でしたいたあった

*気を付けてー「it」は生きてないものだから、「いる」使わないべきです。

「be動詞」の使い方をちゃんと分かるように、例文を見ましょう。

部屋内でいます

There is a cat in the room

昨日その机の上にペンありました

There was a pen on that desk yesterday.

私たち学生です

We are students

じゃあ、自分自身で練習しましょう。下の英文を翻訳してみて、終わったら答え確認できます。

  1. They are my friends.
  2. My mom (mother) is a teacher.
  3. We were at school on Saturday.
  4. He was sleeping in his room.
  5. The book is in that bag.

 

Continue reading “よく間違える英語:「は」って「is」イコールしないよ。” >

JLPT Test Day: Frustrations and Reflection

(How I spent my Saturday)

As many of you know, the JLPT was on Sunday, December 3rd.  I took the N4 during university and I passed the language and grammar/reading sections, but I had never been to Japan then and my listening skills were terrible, so I failed that section and the whole test. After being in Japan for two years, I felt taking the N4 again would be a waste of time and money, so I jumped to N3 (intermediate). This post will share my feelings about test day.


RANT

The JLPT is the top proficiency test for Japanese in the world, and you need it as proof of your ability if you want to get a job using Japanese. Because of the significance of the test, the proctors are pretty strict. If you do a small thing wrong, you get a warning (indicated by a yellow card). If you do something so wrong that your test results are deemed invalid, you get a red card.

There were some special rules for this test. Phones had to be turned off (of course) and placed in a plastic bag, which then had to be put inside of your own bag. Your bag and coat/jacket had to be under your chair at all times during testing. You had to use a traditional wristwatch without sounds or timers, as our room did not have any clocks. Erasers had to have the paper cover taken off. You could use mechanical pencils, but you could not have led cases on the desk during the test.

It amazed me at how many people didn’t know proper test taking procedures. During the test, a man behind me kept mumbling to himself. Every time the proctors gave instructions, he complained (in Japanese, so everyone could understand him) about how pointless it was, and that everyone knew the rules, so we should just get on with it. He was angry when he got a yellow card. Another woman continued furiously filling in bubbles after time had been called, and was also confused and even scoffed when she got a yellow card. At the very end of the test, people got up and started to leave before we were given the “okay” from the proctors, and some of them said nasty things directed at the proctors. I can’t understand why you would pay money and then sit through such a long test just to possibly have your results thrown out because you were too impatient and couldn’t wait two minutes for an explanation of then the test results would be released and how to access them. It’s a test, guys, take it seriously or don’t take it at all.


Rant Finished…

Overall, I think it was a pretty good experience. I didn’t feel totally lost, but I know for a fact that I made some stupid mistakes. I surprisingly had time to finish the test, look over my answers again, make some changes, and then still had five or ten minutes left. When I struggled, it wasn’t because of grammar, as I was expecting, but instead was because my vocabulary skills were lacking. Soon, I’ll post some resources for studying, advice for taking the test, and talk about a few aspects of the test that I know for sure I made mistakes on. I hope to help you get 100% on your test.

Stay tuned~.

Made in America: The difference between 産, 製, 作, and 品

I was recently studying for the JLPT N3.  For those of you who don’t know, this stands for the Japanese Language Proficiency Test. The lowest level is N5, and the top level (equivalent to a native speaker) is N1. The level I took is N3, around intermediate level. While it’s not quite where I hoped to be after four years of university and two years of living in Japan, if I pass it I’ll be grateful.

I stressed and crammed a lot. After I finished a test and checked my answers, I always analyzed why I got a question wrong so that I could try to avoid the same mistakes on the actual test. I have many practice test books. The good ones have the answers as well as an explanation of each answer. However, the official JLPT N3 practice test, does not have explanations (not so helpful for students studying alone).

(Me trying to understand Japanese by myself)

I turned to my Japanese co-workers for help.

Made in America

In the book, the following sentence appears:

このオレンジはアメリカ (  ) です。

This means

This orange is (     ) America.

 

The answer options are:

産(san)         製 (sei)          作(saku)          品(hin)

From what I could tell, they all mean a product. I looked each one up in the dictionary to find out the difference.

 

Native of; product of

-made; make

Work, production, harvest, yield

Item, article

Even after looking up the meanings in the dictionary, I was still pretty lost. My Japanese co-worker was able to clear it up for me.

This mean “product”, but it refers to a natural product, like a crop or resource.

This mean “made”, as in “man-made”. So, this is used to signify a product that was made by humans, like bags or TVs.

This is another product made by people. It usually refers to a work of art, like a statue or painting.

This means a “product”, but it’s not used after a country’s name. The best way my co-worker could explain it to me is that “It’s simply wrong”.

The Answer!

While they all mean roughly the same thing, their usage is difference. In the above example, because the product is “oranges”, we have to use  because it’s a natural resource of the U.S.

 

I hope this helps clear up this question for you guys!

 

 

(This post has nothing to do with Trump–sorry if I mislead you).