Tello Obelisk [Chavín Peru]
former [adjective]フォーマー 前の
occupant [noun]オッキュパント 居住者
divine [verb]ディバイン 予言する
decipher [verb]ディサイファー 読み取る
novel problems まったく新しい問題
Shang Dynasty [China] 殷(いん)王朝
Harappan[Indus] The two greatest cities, Mohenjo-daro and Harappa, emerged circa 2600 BC along the Indus River valley in Punjab and Sindh.
Surya [Indus]
Rig Veda [Indus]is an ancient Indian collection of Vedic Sanskrit hymns.
mercenary [noun] マーセナリー 傭兵
worship [verb] ワーシップ 崇拝する
veneration[noun]ベネレイション 崇拝
via [preposition]バイヤ 介して
distinction[noun] ディスティンクション 区別
Animism [noun]アニミズム 精霊信仰
veneration [noun]ベネレイション 崇拝
interaction [noun]インタラクション 相互作用
rite [noun] ライト 儀式
Baffle [verb] バッフル 困惑させる
wield [verb] ウィールド 握る
slayer [noun] スレイヤー 虐殺者
hieroglyphs [World History] ハイログリフ
Hittites [World History] ヒッタイツ members of a conquering people in Asia Minor and Syria with an empire in the second millennium b.c.
Anatolian [World History] アナトリアン Indo-European people = Turkey
divine [adjective] ディバイン 神々しい
fortification [noun]フォーティフィケーション 要塞
consolidate [verb]コンソリデイト 統合する
arsenal [noun] アーセナル 武器
lenient [adjective]リーニエント 慈悲深い
desolate [verb] デソレイト 荒れ果てる
devise [verb] デバイス 工夫する
monotheistic [adjective] モノスィアスチック of, relating to, or characterized by the doctrine or belief that there is only one God
sustain [verb] サステイン 持続する
lopsided [adjective] ロプサイディド 一方に傾く
gradient [noun] グレイディエント 傾斜
distribution [noun]ディストリビューション 配分
sustain [verb] サスティン 支える
privileged [adjective] プリビレッジド 特権を持つ
artisans [noun] アーティザン 熟練工
agrarian [adjective] アグラリアン 農地に関わる
dike [noun] ダイク 堤防
salinization [noun] サリにゼーション 塩水化
basis [noun] ベイシス 基礎
Hail to thee(you) [phrase] ヘイルトゥジー 万歳 to cheer, salute, or greet
manifest [verb]マニフェスト 現れる
thyself [pronoun] ザイセルフ 汝 =yourself
prosper [verb] プロスパー 繁栄する
inundation [noun] イヌンデイト 浸水氾濫
perpetuity [noun] パペトゥイティ 永遠 =forever
toil [verb] トイル 精を出す
anguish [noun] アングイッシュ 苦痛
imply [verb] インプライ 暗示する
account [verb]アカウント (堅く)原因となる
influx [noun] インフラックス 流入
expedition [noun] エクスペディション 遠征
perpetrator [noun] パーぺトレイター 犯人
deed [noun] ディード 証書
bequeath [verb] ビクイース 譲渡
compensate [verb] コンペイセント 埋め合わせする
dowry [noun] ダウリー 持参金
ewe [noun]イユ 母羊
egalitarian [noun] エガリテリアン 平等主義の
Mesopotamia [Wold History] between two rivers Tigris and Euphrates
ziggurats [Wold History]
Sumerian [Wold History] シュメリアン
Fertile Crescent [Wold History] ファータル クレセント 肥沃な三角州
What he has lost will not be sought for 彼が失った物は見つけられない
cuneiform [noun] キュニアフォーム くさび文字
prominent [adjective]プロムナント 卓越した 飛び出た
inscription [noun]インスクリプション 文字
egalitarianism [noun] イガリタリアニズム 平等主義
booty [noun] ブーティ 戦利品
dignitary [noun] ディグ二タリー 高官
lowly [adjective] ロウリー みすぼらしい
garment [noun] ガーメント 衣類
sought [pp of seek]
intensified [adjective] インテンシファイド 激しくなる
render [verb] レンダー 言い渡す
excerpt [noun] エクサープト 引用
eliminate [verb] エリミネイト はずす
Paleolithic/Stone Age [World History] ペリオリセック 旧石器時代
Neanderthals [World History] ネアンデルトァーズ
hominids [World History] ホミニッズ 人科の動物
Neolithic/New Stone Age Revolution [World History] 二オリシック レボリューション 新石器革命
Pleistocene [World History] プライストシィン The Pleistocene is the first epoch of the Quaternary Period or sixth epoch of the Cenozoic Era.
Homo sapiens first appeared approximately 200,000 years ago.
exploit (resources )[verb] エクスプロイット 活用する
specific [adjective]スペシィフィック 明確な
forage [verb] フォレイジ 探し回る
efficiency [noun] エフェシエンシィ 能率
manipulate [verb] マニピュレイト 操作する
cope (with) [verb] コープ 上手く対応する
sophisticated [adjective] ソフィスティケイティド =advanced
prevalence [noun] プレバレンス 普及している
reliance [noun] ウリライアンス 依存
prior to A [Idiom] プライオアトゥ Aに先立って =before
cultivate [verb] カルティベイト 耕す
irrigation [noun] イリゲイション 灌漑
robustness [noun] ロバストネス 強靭
exclusively [adverb] エクスクレーセブリー もっぱら〜に限って
significant [adjective] シグニフィケント重要な
terrain [noun] トゥレイン 地形
pastoralism [noun] パストロリズム 牧畜
pursuit [noun]パスートゥ 追求
stratification [noun] ストラティフィケーション 階層
tribute [noun] トレビュート 貢物
codification[noun] コーディフィケーション 法典に編むこと
pamper [verb]パンパー 満足させる
distinctive [adjective] ディスティンクティブ 他とは違う 独特な
notion [noun] ノーション ＝idea
(a) mere [adjective] ミーア ほんの
defensible [adjective]デフェンシィボー 正しいとみなされる
Intensive [adjective] インテンシィブ 集約的な
mandatory [adjective]マンデトーリー 義務的 強制的
syncretism[noun]シンクリティズム 宗教などの相反する考えを折衷すること
secure [adjective]シキュア 安全である =safe
permanence [noun]パーマナンス 未来永劫
attain[verb]アテイン成し遂げる=achieve
depict[verb]ディピクト（彫刻などで）表現する
regimented [adjective] レジュメンティド 厳格にコントロールされた
decentralize [verb] ディセントライズド 分散する
stature [noun] スターチュア 身長
refer to =mention to=point out
insist=claim 強く主張する 言い張る[]
Due to not removing cabbege leaves easily, I've changed the recipe from stuffed cabbege to mile-feuille tonight.
■INGREDIENTS■
a whole cabbage
1 slice of bread
milk 50ml
300g pork mince
3 eggs
a half onion chopped
salt 10g
flour little
Soy sauce with fish flavor (for Udon) 30ml
bacon ham 50g
water 300g
■DIRECTIONS■
Remove the cabbage leaves each and boil them for 2 minutes.
Cool down them in the water.
Mix the bread and milk in a bowl first.
Then add and mix eggs, onion, pork, and salt.
Spread the cabbage leaves on the bottom of a big flying pan.
Dust some flour onto the cabbage and smear the pork paste.
Repeat these processes twice.
Pour the water and add the soy sauce with fish flavor and the bacon ham.
For the weight, put a plate on it and cover the pan with a lid, and cook on low flame for 30 minutes.
The Sign of the Beaver is a story of a friendship between a settler and the native Indians in America.
The protagonist named Matt is only 12 years old. He servived with help Atten and his Indian tribe in the wildness.
It was an old time story, but the native American looks like Japanese of today in the population declining.
Atten hated white men though, he must learn English due to equaly contracts.
During this winter holiday, RyuTanMan and I have been reading English books.
In Japan, the comprehension of students declined and this is a big issue.
At the international school where my son attended, the teachers measured the comprehension by Lexile.
The students are required over 400 Lexile points in grade 3 to understand the class. If not, they should have ELS class.
The planning of reading skills can improve comprehen well.
All they have to do is to read neither too difficult nor too easy, but the just right books.
I was really jealous of families who had mixed race children, since they could learn both languages from the parents without so much money, when RyuTan Man was an infant.
However, recently, I realized that these children can't listen to the perfect native language at home.
For instance, if a father is British and a mother is Japanese and the family talk in English at home, their kids can't listen to perfect conversation as both native speakers from their parents.
In case the kids going to the international school, the parents don't need teach English them.
All they have to do is rather have their children listen to their perfect conversation as Japanese native speakers.
Of course, before going to primary school, the parents talk to their kids in English and have them familiarize with it.
When the children go to Japanese school, the parents should talk in English at home, and vice versa.
When I declared we should grow our child as bilingual, my husband said like, "That's impossible, 'cause we are both Japanese."
I really appreciate his tolerant that he always loves us and supports my education policy.
have O PP [Causative Verb]してもらう
I love Jazz, so I have been wanted RyuTanMan to play the saxophone for some time.
But, nevertheless, it was more amazing than I had imagined.
He got the oppotunity to play the violin during his junior-high school days.
I had never thought he would be able to become to play the violin so well.
That wasn't such a afterschool program, but one of main subjects.
The music teacher was Ms. K who has a passion like a flame for her orchestra.
She is a very strict teacher but good at joking as well.
My son and his all classmates liked her class so much.
Unfortunately, she will leave from the school soon.
She started her orchestra when my son had transferred to the school and almost every students went back to home countries last academic year end.
I guess the passion has burned itself out in her.
RyuTan Man enjoy playing the violin in between studies.
A big appriciate her dedicated teaching!
It was another IV day of anticancer treatment today.
After the New Year's Day, the hospital was so crowded, but luckily, my doctor took a reservation of me, 'couse my IV took at least 6 hours. The other patients had to stand in a long queue.
When I told my doctor that I've gained weight about 5kg for this 3 months after surgery.
He said like, "That's great! During this treatment, usually it's hard to take fat."
When RyuTanMan was born, I declared to my husband that he should be bilingual in English and Japanese.
My husband was laughing and said like, "Are you serious? There is no way he can be, 'cause we are both Japanese."
Maybe most of people believe that the better way is one of parents is English speaker and the other one is Japanese speaker.
However, recently, I realized that it is more desirable environment for growing bilingual that the parents are the same language speakers.
During my boy was an infant, Dad and I tried to talk to him in English priority, so that he accepted English naturally.
I considered that as long as living in Japan, he would learn Japanese sooner or later.
Of course, he participated in certain English conversation school when he was half and 1 year-old to get enough English, even though he could not speak at all.
A nice surprise was that my son took to the European teachers, and was never shy.
He never took to Japanese neighbors, and cried loudly everywhere.
You know, many babies of that age, have the term of shyness.
Might be it was affected by my husband appearance that looks like half European....
(To be continued)
This is the latter half.
By the time he entered an elementary school, he became to be able to speak/listen/read/write English, and thanks to KUMON, he was good at Math as well.
Then, he passed the examination, skipped kinder and enrolled the 1st grade of an international school.
At that time, they didn't have ESL class. All of his classmates were native English speakers or students who had been learning English since their preschool.
He made his friends soon.
The international school is a Singaporean school style, so that the studies were very difficult and there were tons of works they had to do.
By the way, if you want your child to be bilingual, it's better to do KUMON as soon as he/she can speak.
Many people mention that returnees are not smart because some of returnees are not good at comprehension of Japanese.
To master of 2 languages takes twice as long as monolingual.
KUMON gives them the base of the all education they'll learn at school, so during the classmates are struggling Maths or Science, my son could have time to study them in Japanese, too.
returnee [noun] リタニー 帰国子女
A twice as long as B [grammar] AはBの2倍かかる
My blog's title means that, "If you keep learning hard something, you will be able to find the better way of the study."
It's true. Bilingual is not that hard to be, if the mom starts early.
I started having my son study when he was 1 and half year old.
He could understand the alphabet and sing the ABC song around 2.
When he was 3, he was so lucky because I found a preschool that teaught the kids in English, where was a 15 minutes ride by bicycle.
He could read books in Phonics and speak daily conversation in English by 4 years old.
We, parents were supposed to let him go to a Japanese elementary school at that time.
But this just tops all of that!
2 years later, we moved to Shanghai and he had learned at Japanese school for 4 months.
At first, I thought learning Japanese was waste of time, since my husband and I are Japanese, so we can teach him.
However it was wrong. Kids need to experience kids' conversation.
Now, I really appreciate that he got the opportunity.
His Japanese skills grew so much.
Bilingual defines the person who can speak 2 languages as native.
(To be continued on the latter half)
have O regular-verb [Causative Verb] させる
have O past-verb [Causative Verb]してもらう