Пожалуйста, подскажите, правильно ли я сделала перевод с японского языка на русский? - マリさん、川本先生のクラスはあさ(1)早いですか。 - いいえ、あまり早くありません。でもはとてもとおいです。 - じや、早く行きますか。 - ええ、早く行きます。 - 帰りも早いですか。 - いいえ、きょうはすこしおそいです。 - そうですか。学校でおそくまで (2) 何をしますか。 - ビデオを見ます。 - どんなビデオを見ますか。 - 日本の新しいビデオを見ます。 Мари-сан, учитель Кавамото в класс приходит ранним утром? - Нет、не очень рано. Все же ему очень далеко ехать. - Ну что ж, пораньше не желаете ли пойти с нами? - Да, рано пойду. - Нет, сегодня немного задержусь. - Вот как? Что будете делать допоздна в школе? - Видео смотреть. - Что за видео будете смотреть? - О Японии новое видео посмотрю.

私は下記のように理解しましたが、それは正しいですか？ I understood it as the following but is this correct? - 早川さん、きのう学校に行きましたか。 - いいえ、行きませんでした。[うちで本を読みました]。 きょう行きますか。 - ええ、行きます。 ①うちでテレビドセを見ます ②うちでともだちに手紙を書きます ③うえのでさくちの花を見ます ④かんたで古い本を買います 答 1. - 早川さん、きのう学校に行きましたか。 - いいえ、行きませんでした。うちでテレビドセを見ます。 きょう行きますか。 - ええ、行きます。 2. - 早川さん、きのう学校に行きましたか。 - いいえ、行きませんでした。うちでともだちに手紙を書きます。 きょう行きますか。 - ええ、行きます。 3. - 早川さん、きのう学校に行きましたか。 - いいえ、行きませんでした。うえのでさくちの花を見ます 。 きょう行きますか。 - ええ、行きます。 4. - 早川さん、きのう学校に行きましたか。 - いいえ、行きませんでした。かんたで古い本を買います。 きょう行きますか。 - ええ、行きます。 - ああ、[花子]さん。今日は。 - 今日は。 - どこに行きますか。 - どこに行きますか。 - 学校に行きます。 - バスで行きますか。 - いいえ、夕タシーで行きます。 - ああ、そうですか。わたしはバスです。 - じゃ、またあした。 - さようなら。 ① 大山、あきはぱら ② 川本、うえの 答 ① - ああ、大山さん。今日は。 - 今日は。 - どこに行きますか。 - あきはぱらに行きます。 - バスで行きますか。 - いいえ、夕タシーで行きます。 - ああ、そうですか。わたしはバスです。 - じゃ、またあした。 - さようなら。 ② - ああ、川本さん。今日は。 - 今日は。 - どこに行きますか。 - うえのに行きます。 - バスで行きますか。 - いいえ、夕タシーで行きます。 - ああ、そうですか。わたしはバスです。 - じゃ、またあした。 - さようなら。

あやまりますか What are my mistakes? 1. わたしは[ともだちに]手紙を書きます I will write a letter to my friend. [わたし][も]ともだちに手紙を書きます。 I will also write a letter to a friend 2. わたしはともだちに[手紙を]書きます。 I wrote a letter to a friend. わたしはともだちに[手紙も]書きます。 I will write a letter to a friend. 3. 古川さんは[えきで]も[新間]を[買い]ます。 [emoji][emoji]Mr. Furukawa will buy a newspaper at the station. 4. 花子さん[は][きょうとに]も[行き]ます。 Hanako is going to Kyoto as well. 5. ともだちは[学校で]も[ビデオ]を[見]ます。 Friends will watch a video at school. 6 [わたし][も][えんぴつ]で[かんじ]を[書き]ます。 I will also write Kanji with a pencil [わたしは][ともだち]に[手紙]を[書き]ます。 [emoji][emoji]I will write a letter to a friend. 7. [ともだちは][先生に]も[この][かんじ]の[おん][読み]を[間]きました。 [emoji][emoji]Friends of the teacher also came during the reading of this letter. 8. [あした]も[日本語]を[べんきょうし]ます。 I will continue to learn Japanese tomorrow.

Which of these sentences is correct? a Read the article once. Which three features of a language may cause it to affect our personality? 1) The construction of a language. (In Greek, for example, the verb usually comes first, its conjugation (revealing) the tone and meaning of the rest of the sentence, making it easier for the listener to interrupt.) 2) The cultural habits associated with that language. (A study at Baruch College, New York, suggests that culture may also play a part.) 3) The objects are classified in a language. ( In Russian, however, the emphasis is on the shape, not the material, so all of these would merely be ‘little glasses’ or “stakanchiki”.)b Read the text again and match the missing sentences A -H to the gaps 1-6. There are two sentences you do not need to use. 3/A. French has an unusually, large vocabulary, allowing the speaker to find extremely precise words with specific meanings. 4/B. In Russian, however, the emphasis is on the shape, not the material, so all of these would merely be ‘little glasses’ or “stakanchiki”. 1/C. Speaking it will force you to think longer and harder, and you may feel like you played a five - set tennis match after a conversation. 2/D. And yet, his personality seemed to vary. E. After the first ad, they referred to her with positive words, such as ‘self-sufficient’ and strong’, suggesting that they looked up to her. 5/F. A comparative analysis between languages shows that languages may well rewire our minds. 4/G. He and his mentor, Edward Sapir, compared this with English and noticed how the two languages had a completely different system for forming words. H. He claims that it is thoughts that lead to language, and not the other way round. When Jacques was 12(twelve years) old, his mother began speaking to him only in French, his father addressed him only in Greek, and he was sent to an English-speaking day school in Paris. Of course, the child was the same person no matter which of the three languages he was using. 1. ___ “I felt probably ruder and more aggressive in Greek, clear and concise in French, and creative and long-winded in English,” he said. *** Speaking it will force you to think longer and harder, and you may feel like you played a five - set tennis match after a conversation. Jacques' experience of languages seems to concur with a theory developed back in 1931 in the linguistics departament of Yale University. A student by the name of Benjamin Whorf was carrying out some research into the Algonquian language, Shawnee? which was spoken by only 200 people at the time. 2. ___ Their findings led them to develop the 'Sapir-Whorf hypothesis' which claims that the language we speak shapes our experience of the world. *** And yet, his personality seemed to vary. But how is it possible for a language to determine our understanding of the world and therefore affect our personality? The answer may lie in the way that different languages are constructed. In Greek, for example, the verb usually comes first, its conjugation revealing the tone and meaning of the rest of the sentence, making it easier for the listener to interrupt. 3. ___ And in English, words tend to be more adaptable and easier to rhyme. *** French has an unusually, large vocabulary, allowing the speaker to find extremely precise words with specific meanings. Yet construction of a language is not the only determining factor. A study at Baruch College, New York, suggests that culture may also play a part. Researchers showed a group of bilingual Hispanic-American women the same commercial about a woman doing housework, first in Spanish and then in English. 4. ___ But when the women watched the English version, they used the derogatory terms 'traditional' and 'dependent'. Despite the striking contrast between the adjectives, it is not clear whether it was the language itself that influenced the volunteers' choices оr the cultural habits associated with that language. *** He and his mentor, Edward Sapir, compared this with English and noticed how the two languages had a completely different system for forming words. A third determining factor may be the way in which objects are classified in a language. Let's take Russian as an example. A Russian speaker to correctly learn English would associate 'glass' and 'cup' with their translations, 'stakan' and 'chashka'. Yet, in English we call ail sorts of things 'cups' coffee to-go cups. Styrofoam"- cups, plastic cups, paper cups. *** In Russian, however, the emphasis is on the shape, not the material, so all of these would merely be ‘little glasses’ or “stakanchiki”. 5. __ Therefore, in order for the Russian speaker to correctly learn English (or vice versa), he must pay attention to not just direct translations but also to categorizations, in this case shape versus material. Although there seems to be a great deal of evidence supporting the argument that language influences personality, there are obviously those who do not agree. One of the greatest opponents is Stephen Pinkr of Harvard Uniwrsity. *** A comparative analysis between languages shows that languages may well rewire our minds. 6. ___ Consequently, he believes that as long as we can think about something, then we can formulate a way to say it. And so the debate rages on. But as Jacques himself points out: it makes a big difference which language to choose when it comes to discussing a subject like economics!

How to correctly use idioms? c Complete the sentences with an idiom containing the word in brackets. 1. She told me her name, but I can't [get my tongue round it ](tongue) 2. He got and thought Anna was being sarcastic when she was trying to be nice. (stick) [stick to one's guns / stand by one's guns]. 3. Wait, give me a minute. Oh, it's bur just can't think of the word! (tip) [it's on the tip of my tongue]. 4. I didn't mean that at all – I think we're talking __ (cross) [don't cross the bridge until you come to it]. 5. This instruction manual is so confusing, I can’t __ it. (head) [heads or tails] .

What do you think about it? b Replace the bold words in sentences 1-5 with a more formal word or expression. 1. Students will be tested on vocabulary and grammar in this part of the test. lexis 2. Candidates are asked to switch off their mobile phones before the exam. r__ [results] 3. A serious mistake has been found in the manuscript e ___. [expressions] 4. This is an automatically generated email. Please do not attempt to answer it. r __ [return] 5. Children brought up in a bilingual environment may have more than one native language. t __ [tongue]

What's the word I chose wrong? 1. You have to say / (speak) / talk a number of languages to be a flight attendant. 2. The speaker went too fast, so it was impossible to pass for / (pick up) / lake in al the information. 3. Bear in mind that children don't always (say) / talk / tell the truth. 4. Did you manage to brush up / get by / (pick up) any Portuguese while you were in Lisbon? 5. Sorry, I didn't get that. Can you say / speak / (tell) it again, please? 6. How will you (pick up) / get by / pass for in Kyoto if you don't speak any Japanese? 7. He wants to have a few days of, so he needs (to say) / talk / tell to his boss. 8. She needs to (brush up)  / pick up / lake in her French before she takes up her new job in Paris.