海外の理科テキストに学ぶ10

４年生(Eネイティブ)理科

Natural Sciences and Technology Grade 4-A

Matters and Materials 

Chapter 2. Solid materials p.146

- - - - - - 

「ローフード」の「ロー」のスペリングと意味を知っていますか？

それに相対するワードは？

What does raw and manufactured mean? 

Where have you heard the word "raw" before? Perhaps it was when someone was talking about your food and they said the meat or vegetables were still raw as they had not been cooked yet. When we talk about raw food, it means the food has not been processed by cooking. When we process something we do something to it to turn it into something else with different properties. 

We can also talk about raw materials. This is when the material is in its natural state. It has not been processed yet. We find raw materials in the environment around us, such as the trees in a forest, or coal and oil underground. But, when this raw material has been processed, meaning humans have changed it, then we call it a manufactured material.

「加工する」という言葉には process という動詞がよく使われます。

manufactureは　「製造する」。

materialは何かな？

Examples of a raw materials are wood and plant fibre. Once wood and fibre have been processed, humans make it into paper. Paper is a manufactured material.

海外の教科書から９

４年生(Eネイティブ)理科

Natural Sciences and Technology Grade 4-A

Matters and Materials 

Chapter 1. Materials around us p.121

- - - - - - 

固体、液体、気体を区別する実験について。

substanceは「物質」

solid, liquid, gas、それぞれ数えられる名詞。

ACTIVITY: Identifying solids, liquids and gases 

INSTRUCTIONS: 

1. Work in pairs 

2. Look at the pictures of the different substances below and decide if they are solids, liquids or gases. 

3. Use the table below place a tick in the right column.

「氷」の変化は大いに勉強になります。

高校生以上は分子レベルで英文を考えてみましょう

海外の教科書から８

４年生(Eネイティブ)理科

Natural Sciences and Technology Grade 4-A

Matters and Materials 

Chapter 1. Materials around us p.116

- - - - - - 

液体のpropertiesを発見する実験と結論です。

INSTRUCTIONS (What you have to do): 

1. Work in groups. Each group MUST test a different liquid. 

2. Select someone in your group to collect a liquid in a container from the teacher. Each group must also collect another empty container and a saucer from your teacher. 

3. Answer these questions while you are studying your liquid.

 Write your answers in the table that follows. DO NOT TASTE THE LIQUID!

 • How does it smell? 

• Can you put your finger through it? • Is your hand dry or wet feeling the liquid?

 • Can you soak the liquid up with a cloth? 

4. Put a small amount of the liquid in the saucer and leave it for a while in a warm place.

 • Was it easy to pour the liquid from one container to another?

 • Can the liquid flow or spread out on a saucer?

 • How will you describe the shape of the liquid, is it fixed does it take the shape of the container?

 • Did the amount of the diｆｆerent liquids remain the same after leaving them in a warm place? 

5. WASH YOUR HANDS AFTER HANDLING THE LIQUID

- - - - -

After doing this activity where we investigated the properties of liquids, we can say that a liquid:

 • can flow, 

• it has no fixed shape, 

• and it takes the shape of the container that it is in. 

This is different to a solid. 

Remember a solid has a fixed shape and you cannot pour a solid!

勉強になる英語ですね、本当に

内容は知っている、でもそれを正確に読んだり書いたりすることは難しい

こうして本物を読んで吸収しましょう。

この写真には、固体も液体も気体も含まれていますね。(教科書からの引用ではありません)

論文アブストラクト10

中学生のスマホ依存症

韓国での研究です。

Smartphone use and smartphone addiction in middle school students in Korea: Prevalence, social networking service, and game use

Abstract　（以下、改行を入れています）

This study aimed to examine smartphone use patterns, smartphone addiction characteristics, and the predictive factors of the smartphone addiction in middle school students in South Korea. 

According to the Smartphone Addiction Proneness Scale scores, 563 (30.9%) were classified as a risk group for smartphone addiction and 1261 (69.1%) were identified as a normal user group. 

The adolescents used mobile messengers for the longest, followed by Internet surfing, gaming, and social networking service use. 

The two groups showed significant differences in smartphone use duration, awareness of game overuse, and purposes of playing games. 

The predictive factors of smartphone addiction were daily smartphone and social networking service use duration, and the awareness of game overuse.

Keywords: awareness, game, health, smartphone addiction, social networking service, use duration

キーワード：　awarenessは認識、use durationは使用時間

次の単語もよく使われます。

　aim　を目的とする

　pattern　パターン

　score　スコア

　group　グループ・群  (ここでは group を risk と normal に分けていますね)

　factor　要因

この研究の被験者たちが一番時間を費やしていたものは何でしょう？読み取れましたか？

論文アブストラクト９

水質に影響するのは何？

タイトルにA reviewとあるように、すでに発表された論文などの総説ですね。

Potential impacts of changing supply-water quality on drinking water distribution: A review

Abstract

Driven by the development of water purification technologies and water quality regulations, the use of better source water and/or upgraded water treatment processes to improve drinking water quality have become common practices worldwide. However, even though these elements lead to improved water quality, the water quality may be impacted during its distribution through piped networks due to the processes such as pipe material release, biofilm formation and detachment, accumulation and resuspension of loose deposits. Irregular changes in supply-water quality may cause physiochemical and microbiological de-stabilization of pipe material, biofilms and loose deposits in the distribution system that have been established over decades and may harbor components that cause health or esthetical issues (brown water). Even though it is clearly relevant to customers' health (e.g., recent Flint water crisis), until now, switching of supply-water quality is done without any systematic evaluation. This article reviews the contaminants that develop in the water distribution system and their characteristics, as well as the possible transition effects during the switching of treated water quality by destabilization and the release of pipe material and contaminants into the water and the subsequent risks. At the end of this article, a framework is proposed for the evaluation of potential transition effects.

"e.g.,"= 「たとえば」