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But do people really know which items on restaurant menus are the most fattening? In fact, research has shown ‘that sometimes even experts cannot tell which foods have the most calories. Therefore, some people have been arguing that there should be laws, to make restaurants tell customers exactly how ‘many calories are contained in each item they sell. (BARRE 20005 2 Hk 3 HMC OUTH, REMIT, MINIC A EON TUS PE DPE ORME LE. TOLT. REMET 5 MALOU HERS TUS CARE FELET, MRO L omy CABEBEL TO BTERMPOSTEN TRS LMM Lo Lt HoT, AEOMPS SMROMME TU, POI PLO ASE BELTS PO 2 RET 3. AW, XERBBRN TSM, AML ENTLY SUBALIME C, MEEN TOS HX EA 1 OOS ERS. (BOC EMF SFA ENR) 1 DOI IP7 (BH) CbUT, BEX (BED SM ERASH) CRN (FMLERASHTL) ORME FEZ EHTS. Che SMORC OWT, [MERA SIC TR £, 38h su, (ZUFzb) For some time now, English has established itself as the most commonly used language in the world. 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FAI BEE APRSREBS A UES hh K, CL THRICMT EL 9 RAT OM EH A RES, CEFR PRICES < ADF BMEE UTBASNS EC, BARI HUT SHRED PEMA LY AT LOMB BBE 6 TC So MN PRD 5 ORBP BIE LAER £5] 8H NTHONTC BYAFA HHI, PREY ACORBBAEN ORR EM CIEM C8 x Vo hEE BI, HAT SLO MwA CHE NEBRL, BMCEOT CECE SLHAS. BURL, IERIE Cardo U2 ba, ML AIL (58) PSOEMBLAI (1) ET, ZOHEHF KMMENTHS, HPS 1 MBA CHOBE, EU TBA TIE 4 HRA EV SROB ROBHNHS, DE", RAZOLAVEDEL RED IABRCBU BRE, CORD MRR TERY TOPVEWIFER SEMA 2 Hitt CH HATS. SHOCMBRERAOS SER, UL TRARCan-do YAH BABAC SUT CEFR EMO EHS ENEBATHS. a ® SB, COLITRRARE IRE TRRES ACCES oh (it) PARES CRA OWA, FC WPRSRAOMMBREL EM <8 URLEGET. HRDMORM DS, MITE BAKES, HROMOAG ERG CRE WEEER LES EK, ARIAL TS AAI TERELSFEROLEMB GMT SECS (, BEM £ HOU REEYERE LTH ToT NSZECMBLET. 195SHS (= BIBLE + Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford Universty Pras. Bll > 3 —. BRIAR — 3 N— 2 http:/wnw50.ishikawa-c.ed ip! BIR BE > 4 — .(2008). [All English BE L PRS EATS | OEE ER ORABOME), http://www.ishikawa-c.ed jp/content/tashikana/ 2005jire/05H40/05NA0 hie PREE. (2007). v K-47 ERO BEL, Ri ARE. PEE - RACHA - BPH (2010), (BY —F + LOAD 2 71 FOR KASH. RE « ATHRIE + RELI - SAUER (2008). 198 SERWSHRONA—z hs OAMBAAA ORAL. FR: ANGHRAE. MERA. (2007). MRA =F aL TA! [SAO PE | ISTEP RIM 1 - 2A, 44-48. ABR (20088). 17°47 KIDAEMUVY AR> Dich AE TH —HERENIO HE EB ‘T—I. STEP BULLETIN, vol.20, 149-165 1H BWR .(2008b). A Study of Dictation. [541A 24 -Fh—-BRAPAA BRAK! B23, 27-30, Bill : SRAPACARY 9 — MBAR. (2000). RATTLER .[F 7 OR ERUL YARD TA Cts TEM SE MICANC—I, [STEP REBNAH) 5 GAB, 3841, 1 BB W.(2010a). The Effective Methods for Oral Introduction. [SEER 7 4 — 5 4 — SRST BAG) 4S, 3642. Bll: SRAPAT ARR o—, ABR W. (2010). 58 PAAR [ITE AE CBR ETI BARRA HY SEED 196 Bik AWOROBHC WTI. K: BATRA SRA + HUGBIF 2010). [AXOABIBWEI: bY 4 CEFR ESR ADSL PGMEORR—ARAFAS BPBORA CHOC) (HRBRA I 4-5 GRANTHAM) H 4,312 Bll: SRAFAMBSRARL > 3. + XEBHEH (2010). (ERE MEH A REBR) J, p.347. + HEIHC (2006). (= RASER 5 8 HAR PT HMR OR ANNE. 4 BRIERE (2006). RAB Can-co ) Xb ‘+ RARE RS (2009, 2010), SARA 2 AAA (2009). [SMT AAO RR) R RRABAR HAS © ESRADS + ERI — « HEFFHK - BARA (2009). [ ‘RA SARE). BOR: ANSREREE EDF ABA (2004). (HEMP BIC MIT SA, LEU ALR SR FPA (2008). [ADR OEE ESM) RH: SRS {TrHVFES. (2008). [FEHB Can-do ') % hI £8 Wing HNEICRET 5 RAEORE M2 RL 3 OZ + € Favs T—]. STEP BULLETIN, vol.20, 251-261. PRA (2009). [RBMMO L OORT 7 =v 7), Be : AES ‘SpAg+h) (2009). [38K — hb) OMEM S| RD ‘S46 B) (2010). (HCH Rit. ‘*Wajnryb, R.(1990). Grammar dictation. Oxford: Oxford University Press, * Wills, J. (1996). A Framework for task-based learning Harlow, UK: Longman, Wills, (2008). [22 2 2° 3 L BERERR |. 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According to the research, there are quite a lat of techniques that lucky people use for their banefits without thinking thom. These techniques do nat create chances, but rather, improve people's ability to notice chances. (ELEMENT English Course Il Lesson 3.6) RA TU RAR FARCRY SU ARAL OR Today, I'm going to tell you about the daily life of American high school students. Some parts are very similar to that of Japanese students, but others are quite different. For example, some American high school students drive to school. You may say you can't imagine it, but there isa class to get a driver's license in some schools. Some schools, have huge parking lots for students who come to school by car. Let me tell you another example of American high ‘school life: We don't wear school uniforms. Some people believe that if we were to wear a school unifor, everyone will be seen as the same, We don’t think that we can show our own character with uniforms, Do you think there is a big difference between American high school students and Japanese high school students? (RAFAH) Today, I'm going to tell you about high school in America. Some parts are very similar to that of Japanese high school, but others are quite different. For example, students can choose to take the classes that they lke. If they like rmusie, they can choose a music class. If they ike sports, they can choose RE. Of course, teachers wil give students advice about what they should take. Let me tell you another example of American high school. In Japan, teachers ‘move to each classroom, but in America students will move to each classroom. During each lesson, teachers ask students to debate and discuss. Students will raise their hand to ask a question if they have a question. Do you think there isa big difference between American high school and Japanese high school? 199FOS: RRMRAIONT 3 BRE SMELT bane COMAELL, pRAIZIA— INR DALAL AORBINLT, KOD~ OOH AVP THES GOS 1 DROBHCOLIUTS. be OBEAE TAR (E85) OoiTas (EMS) @bswHTRS (EB9) ORR TRS (E89 @kS TRS (EBS) (HS) MANE CES, RIOT DNSRROMEEMMT SE LTE. AROSE LEO MITE) 2-9-8 (WO) 1DONI7I7 (BB) BOT. BMX (BMOFWERASIO ELK BXLEKASWRE) ORPETSILMTES, ©--2--@--0--© (ET) Mita eTSCewceS, O-—-2--0--0--© RS) ARI RMB INT, TONFERASRMEMS CEntTas. 0-28-46 200