Hello, Class! This is Tomomi from MEL School.
How are you?
火曜日はプレゼンテーションをしましたね。
改善点は、次回に活かしましょう。
See you next week!
Tomomi
2026年9月3日木曜日
Lesson Report MEL-1 Lα September 2nd, 2026
Hello, Class! This is Tomomi from MEL School.
How are you?
昨日はプレゼンテーションをしました。回数を重ねるごとに上達していきますね。
次回も頑張りましょう。
See you next week!
Tomomi
2026年9月2日水曜日
Lesson Report Advanced September 2, 2026
Hello, Class! This is Towako from MEL School.
How are you doing?
Today, we practiced two important skills: listening to understand and retell information, and identifying the main idea when reading.
In ELST, we also connected the topic of music to our own experiences. In Q Skills, we continued exploring our Unit Question, “Can you believe what you read online?” As we move on to misinformation in the media, being able to identify what a writer is really saying will become even more important.
See you week!
Towako
ELST — Narration
B2.1 #3: The Influence of Music
You listened to the narration, took notes, and explained what you heard to your partner.
Then, you discussed:
What kind of music do you listen to when you are down?
After sharing your own experiences, we checked the script together and studied important words and phrases.
The goal of Narration is not to remember every word you hear. Listen for the important information, organize it in your mind, and explain it in your own words.
Q Skills for Success Reading and Writing -2
Unit 1: Communication and Media
Can you believe what you read online?
Reading Skill: Identifying the Main Idea of a Paragraph
We learned how to identify the main idea of a paragraph.
You chose the main idea of each paragraph and then returned to Reading 1: Staying Safe Online to find the key sentences that supported your answers.
Finding an answer is not enough. Academic reading requires you to ask:
What information in the text supports my answer?
You discussed your evidence with a partner and compared your reasoning.
Reading 2: Recognizing Misinformation in the Media
We then started our second reading about misinformation in the media.
Before reading the article, you studied the new vocabulary and used the context to decide which meaning of each word was appropriate.
Finally, you previewed the article and predicted what it might say.
As we continue this reading, think about our Unit Question:
Can you believe what you read online?
How can we decide whether information is trustworthy? Let's explore this question further next time.
Lesson Review
Lesson Report MEL-4 September 1, 2026
Hello, Class! This is Towako from MEL School.
How are you doing?
今週は、夏休み前に学習した基礎英語 Level 2のストーリーをShadowingで復習し、ペアでRetellingに挑戦しました。ストーリーの場面を思い出しながら、自分の言葉でどこまで再現できましたか？
Bridge Workでは、borrow, Let me ..., How about ...? など、日常会話でよく使う表現を練習しました。今回も、英文をただ覚えるのではなく、場面と意味をイメージして英語を再現することを意識しました。
See you next time!
Towako
中学生の基礎英語 Level 2（7月号）
(p. 94–) Lesson 80
Shadowingでストーリーを復習したあと、Exampleを確認し、ペアでRetellingをしました。
今回のストーリーには、
be used to / as ... as / comparatives / superlatives / must
など、これまで学習した表現がたくさん使われています。
一文ずつ暗記するのではなく、まず場面を思い出し、知っている英語を使ってストーリーを再現することがポイントです。
Bridge Work Book 2
Chapter 17 Unit 2
Could you lend me some money?
(p. 85–86) Verbs to Learn #11 / Exercise-2
borrowを使った表現を練習しました。
教科書を閉じて、
Listen → Catch the meaning → Reproduce
の流れで英文を再現。その後、短い会話を使ってRole-playをしました。
一部の英文を隠した状態でも、会話の流れから表現を思い出す練習をしました。
(p. 87) Grammar and Communication-3
Let me ... / How about ...?
「〜しましょうか」「〜はどう？」と、相手に申し出たり提案したりするときの表現を学びました。
ここでも、まず教科書を閉じて英文を聞き、意味を考えてから口頭で再現しました。
Exerciseでは、会話を完成させてPair Role-play。さらに、英文を見ずに会話を聞いてNotesを取り、内容についてのQuestionにも答えました。
英語を聞く → 場面を理解する → 必要な情報をつかむ → 英語で再現する
という流れを少しずつ身につけていきましょう！
Homework
ELST
3級トレーニング Unit 12 #12-2
Lesson Review
Lesson Report MEL-5 September 1st, 2026
ELST
Reading A2.2 #5 過去分詞・現在完了・受動態の使い方
Practice individually. => Check the meaning
*Write down the words you didn’t know. => Put them in My 練習帳.
=> Talk with a partner about the new things they learned from the article.
Bridge to MEL-3
Chapter 28 Unit 2
(p.45)
Review: Grammar and Communication 3 #4,5
Exercise-3
#2 Work individually => Read and check => Pair repeating.
(p. 47) Grammar in Use: Traveling to Oxford-1
Read the text individually for 2 min.
Visualize the story. => Close the textbook. => The teacher asks questions about the story, and students write the answers in the chat room.
Where are Ron and his family at the beginning of the story?
→ They are at the Los Angeles airport.
Where are they going?
→ They are going to London.
What does Ron want to write his history report about?
→ The history of England.
What kind of airplane are they going to take?
→ The Airbus A380.
What is Cindy doing after reading her books?
→ She is taking a nap
Open the textbook. => Read the text out loud together. Complete the text. Check the answers.
Speech Navigator 2
Post their script on GC.
Lesson review
2026年8月31日月曜日
Lesson Report Advanced August 31, 2026
Hello, Class! This is Towako from MEL School.
How are you doing?
Today, we explored how rare rainfall can dramatically change a desert environment—and how the same water can also become extremely dangerous.
In our grammar work, we focused on relative pronouns. Some of you found it challenging to create your own sentences using relative clauses. Remember, grammar is not something we learn just to complete exercises. We learn new grammatical structures because they allow us to express more complex and precise ideas.
When you use a relative clause, try starting with two simple ideas and think about how you can connect them into one sentence.
See you next time!
Towako
<Lesson Review>
ELST
Reading B2.1 #4: Floods in Death Valley
You first worked on the reading individually and copied the text into your notebook. Then, you studied important grammar and vocabulary with a partner.
The article introduced an interesting contrast in Death Valley. Rare, heavy rainfall can cause dormant seeds to sprout at the same time, creating a spectacular “super bloom” and temporarily transforming the desert into a “valley of life.”
However, heavy rainfall can also cause dangerous flash floods.
We connected the reading to recent flood incidents in Nepal and the Grand Canyon and discussed how quickly flash floods can become destructive.
You then wrote a Japanese translation on Google Classroom and practiced reading the text aloud.
The goal is not just to translate the sentences. As you read, try to visualize what is happening and understand how the ideas in the text are connected.
Bridge Work -3
Chapter 34 Unit 1
Ron has a bike he bought last year.
(p. 135) Vocabulary in Use
Words Related to Disabilities and Care
We reviewed vocabulary related to disabilities, accessibility, and care, including:
wheelchair, disabled, handicapped, nearsighted, blind, deaf / hard of hearing, care worker
We also discussed how words can have different meanings depending on context. For example, nearsighted can describe someone's vision, but it can also describe a person or idea that does not consider the future carefully.
(p. 131) Relative Pronouns
You wrote six sentences about yourself using relative pronouns and shared them with the class.
Creating your own sentences was more challenging than simply completing a grammar exercise. A useful way to think about a relative clause is to begin with two separate ideas and combine them.
For example:
I have a friend.
She speaks three languages.
↓
I have a friend who speaks three languages.
The relative clause who speaks three languages allows us to add specific information about a friend without starting another sentence.
The important question is not just, “Which relative pronoun should I use?” Think first:
What exactly do I want to say?
Grammar gives you more ways to organize your ideas and communicate them clearly and precisely.
Lesson Review
2026年8月29日土曜日
Lesson Report MEL-4 August 29th, 2026
中学生の基礎英語レベル２（7月号）
(p. 94-) Lesson 80
Listen and take notes. => Describe the situation according to the description in the textbook and their own notes. The teacher shares the example. => Students try retelling in pairs. (2 min.)
Emilia is talking to Shingo. She has an idea. Emilia and Matt are used to life in Japan, so they want to help Aunt Charlotte with the chores. When Shingo sees the list of chores, he wants to say, “That list is as long as my arm!” Unfortunately, he can’t make himself clear.
Emilia is asking Shingo about cleaning in Japan. Shingo tells her people in Japan take out the garbage and vacuum. He also says they have to clean the tatami. Emilia asks if she can use her handkerchief to clean it. Shingo wants to say, “You should use a bigger cloth than that," but he can’t explain it well.
Emilia made a list of chores. She is explaining it to Shingo. Matt can dust high places and hang the laundry. Emilia will do other chores, and they will ask Charlotte to vacuum.Emilia says, “That is the easiest job in the house.” Unfortunately, Shingo can’t understand what she means.
Shingo and Emilia are going to a store to buy cleaning supplies. They find bathtub cleaner and window cleaner. When Emilia thanks him for taking the time to help her on a workday, Shingo realizes he needs to go and wants to say, “I must be going.” He instead says, “Oh… let’s go.”
Bridge Work Book 2
Chapter 17 Unit 2: Could you lend me some money?
(p. 84) Grammar and Communication-1 #9-11: SVOO
Close the textbook. Listen, catch the meaning, reproduce orally, and type the sentences in the chat room. => Open the textbook. Study the examples.
Exercise-1
#1-c. Complete the sentences individually. => Read and check together. => Pair repeating.
#2. Complete the conversation individually. => Read and check together. => Role-play.
(p. 85) Grammar and Communication-2: Could you …?
Study the examples. => Listen and read.
Exercise-2
#1. Complete the short conversations orally together. => Role-play with the text blank so they can practice reproducing the expressions. => Fill in the blanks individually
Speech Navigator Level 2
Unit 2 People around Me
The teacher checks students’ speech drafts on Google Classroom.
(p. 14) Sample Talk
Listen and fill in the blanks.
ELST
ELST 3級 トレーニング Unit 12 #12-1
Lesson review
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