The Implementation Guidelines for the 8th LL Class

1. Have students bring their “大学見学会クラス報告集” (literally: The Study Tour of Universities). 2. Have students make 10 groups of 4. 3. Each group will be assigned to translate a report of one university out of 9 into English. The 10th group is to make the front cover, to write the summary of the tour, and to compose the table of contents all in English. 4. Ready one laptop computer for each group of students. 5. Student groups can visit the university’s official web page or consult Wikipedia for the university to compose the outline of the university, but should translate their original unique report into English.

Pirates in "The Tosa Diary" (by Ki no Tsurayuki, translated by William N. Porter)

"26 FEB. 21st day. At these words and while still traveling on, he who was ‘the passenger’ noticed the waves, and remembered that the pirates had threatened to take revenge upon him, when once he had left the Province; all his hair turned white, when the waves once more became rough." "28 FEB. 23rd day. The sun shone forth from the clouds, and, as there was said to be danger of pirates during the voyage, he prayed for protection to the Shinto and Buddhist Gods." "3 MAR. 26th day. Can this really b true? As they say the pirates are in chase, the boat is not to start before midnight, and offerings are to be made while rowing. The steersman accordingly offered prayer-papers, and, as these fluttered away to the east, he prayed, ‘Graciously allow our gallant ship to be rowed with all speed in the direction taken by these prayer-papers.’" "7 MAR. 30th day. The wind and rain had stopped; and so, hearing that the pirates never travel by night, the boat set out to cross the Awa Channel at midnight. It was so dark that they could not see which was east and which was west; but men and women prayed earnestly to the Shinto and Buddhist Gods, and so the dreaded channel was crossed in safety. It was not till the Hour of the Tiger or the Hare (4.0 or 6.0 a.m.) that they passed the Isle of Nujima, crossed (the mouth of ) the Tanagawa, and, hurrying on as fast as possible, reached the Sea of Izumi. That day there were no waves upon the sea, thanks to the blessings vouchsafed by the Shinto and Buddhist Gods. Up to date the days passed on board ship amounted to nine-and-thirty days. Now that they had reached the Land of Izumi, there was no further question of pirates."

What does it mean to live on a boat?

We need something to eat, other than fish. Carbohydrate!

What did Japanese pirates believe in?

Buddhism? Shintoism? Or something else?

How did it start to be a pirate?

Living on a boat. Motivated by something.

Nara vs Heian in Tohoku

Motsu-ji Temple is, or is on, a vestige of Heian-style mansion. Even in Kyoto at that time, only a few high-class royal or noble families could live in such a huge mansion. The main building of the temple stands south to a big pond. The north side of the pond gently inclines upward to make a hill toward Mt. Kinkei, a symbol mountain of Hiraizumi. The ancient Heian-style mansion, something like Heian-jingu Shrine in Kyoto today, used to be on the north edge of the pond. Fujiwara Motohira (?-1157?) is said to have built the mansion. Why a Heian-style mansion? The Tohoku District used to be governed officially from Taga Castle, with Nara-style grand government office buildings. The Fujiwara Clan, who was actually ruling the area, might have needed something newer and grander.

Taga-jo Castle in Tohoku District

I visited the ruin of Taga Castle the other day. Matsuo Basho (1644-1694) visited the castle to shed tears to find something 1000-year old, an old stone monument in front of the ruin. The castle was built in 724. The monument was built in 762. Otomo Yakamochi (718-785) was sent to the castle to rule the Tohoku district only to die there. Sakanoue Tamuramaro (758-811) invaded north from the castle. Saigyo (1118-1190), lured by the reputation of the monument, visited the castle. Kitabatake Akiie (1318- 1338) carried out 2 campaigns from the castle to Kyoto to restore the imperial rule. Basho started his trip to Tohoku 5 canturies after Saigyo's death. Almost 13 centuries have passed when I reached the foot of the ruin. I almost shed tears to breathe the same air the predecessors had respired.

To Increase Friends Abroad's Postings

Students who will apply to Osaka University are to be examined on a themed English composition test as a part of the college entrance examination. That's why I gave some 20 students special English composition lessons for 5 days last week. In Osaka University's themed English composition test, students should compose their writing within about 70 words. Lsat week, I picked up 5 themes from the university's past entrance examinations: 1 Do you want to use a time machine, or not? ; 2 What is your proudest experience? ; 3 How do you use the Japanese phrase "mottainai"? ; 4 What bad example shouldn't parents show to their children? ; and 5 What Japanese cultural literacy do you want to tell to foreigners? Some of my students even posted their writings onto Friends Abroad, a mailing list designed to enhance international communication among high school students. In addition, I have been organizing self-expression weekly activities since last April, the first month of our school year. There, students are encouraged to keep diary (or memos?) in English, to combine the materials into a writing, and to post it onto an international communication mailing list, Friends Abroad.

5 Sentence Patterns?

How, or of what, is a sentence composed? In other words, what are the constituents of a sentence? At school, 5 Sentence Patterns with S = Subject, V = Verb, C = Complement, O = Object, and M = Modifier is dominant. However, in their experiment (J. L. Mclelland & A. H. Kawamoto, 'Mechanisms of Sentence Processing: Assigning Roles to Constituents of Sentences', "Parallel Distributed Processing Volume 2", MIT Press, Cambridge, 1986), Messrs. McClelland and Kawamoto employ a kind of cases such as A = Agent, V = Verb, P = Patient, I = Instrument, M = Modifier, F = (implied) Food, S = Self. They even proceed to argue the importance of "cross-connections among the case role units" and "back-connections from the case role units to the sentence-structure units". This matches my empirical knowledge: "Cross-connections among the case role units would add a number of other advantages, as well. They would allow competition among alternative interpretations of the same word at the case-frame level, so that the stronger of two competing interpretations of the same word could effectively suppress the weaker." (p.311) "the addition of back-connections from the case role units to the sentence-structure units. This, too, could have several beneficial effects on the performance of the model. In an extended version of the model with cross-connections and back-connections, the computation performed by the present version of the model would be just the first step in an iterative settling process. This settling process could be used to fill in the features of one reading or another of an ambiguous word at the sentence level, based on the emerging pattern at the case role level. Once filled in, these features could then add to the support for the 'dominant' reading over other, initially partially activated readings --- the whole network would, in effect, drive itself into a stable 'corner' that would tend to represent a coherent interpretation at both the sentence and the case role level." (p.311) "it will become crucial to train the sentence and case role units to represent just the needed conjunctions of features." (p.312)

Visiting Universities as a part of Career Education

The first-year students of Senyo Senio High School formed groups of 20-80 and visited various universities last Thursday; Osaka University, Kobe University, Wakayama University, Nara University of Education, Mie University, Kobe City University of Foreign Studies, the University of Hyogo, the University of Shiga Prefecture, and the University of Tokushima. I led 40 students to Nara. Our bus entered the college gate and turned right to stop just in front of Yamada Hall (Students Hall). Its auditorium became our base of the day. After a short account of the university, we were divided into 2 groups of 20 students, and visited the University Library, Information Processing Facilities, and the Center for Educational Research. After the tour, we had lunch at the cafeteria. They were holding Oita Prefecture "Fair", and I resolutely had "tori-dukushi don" (an all chicken bowl of rice, topped with 2 kinds of chicken somethings and a boiled egg). A professor specializing in Special Needs Education gave us a rough sketch of the university in the auditorium, and, later, an alumnus of Senyo who studies at the university gave us a short introduction of his campus life and answered questions of our students, that is, his juniors. The bus left the woody campus sometime after 14:00 into the hot air of the town, and it took us a little bit more than an hour to get back to our school.

The Implementation Guidelines for the 3rd LL Class

(1) Start your browser. (2) Open the following web-page: http://www.shinko-keirin.co.jp/keirinkan/digital/ (3) Click the button under “Vision Quest English Expression I Advanced” to open: http://www.shinko-keirin.co.jp/keirinkan/digital/taiken/kou/eigo/visionquest_ad/index.html (4) Turn to page 8 of the electronic version textbook. (5) Open the file, “第3回LL授業.ppt”. (6) Let our students present “My Favorite Athlete” according to pages 1-2 of “第3回LL授業.ppt”. (7) Open page 3 of “第3回LL授業.ppt” and tell the students that they are going to introduce each other. (8) Tell the students to open their “Vision Quest English Expression I Advanced” to page 8, and show the page of its electronic version textbook on the screen with the browser. (9) Highlight the sentences of “STEP 1” on the page with a marker the page has, suggesting the students to use those sentences to interview each other. (10) Have the students practice reading aloud those sentences. (11) Highlight the column under “STEP 3” on the page with a marker the page has, suggesting the students to use the format to write introductions of their friends. (12) Open the window of “第3回LL授業.ppt” again to page 4. (13) Start a model interview between JET and ALT, and show a model introduction according to pages 4-6. (14) Turn to page 7, and have the students interview each other and write introductions.

A New Type of "Juken" Industry

It is popular for universities and colleges in Japan, with its birth rate declining, to hold joint meetings and to publish joint telephone-book-like booklets to explain or advertise themselves. The planners and publishers are flourishing. Meetings, events, booklets, brochures, and web-pages are springing up like mushroom, or, if you prefer a Japanese cliche, like bamboo shoot after rain. Nothing, however, really stands out, and some students and their parents are just hurried and pressed. This is where high school teachers are to listen to them.

A Triangularly Composed Torii

Konoshima-ni-masu-amateru-mitama-jinja Shrine has a strange triangularly composed torii just west to its inner main shrine. A torii is usually a gateway at the entrance to a Shinto Shrine. I wonder where the triangularly composed torii (or toriis?) will lead us. If you enter one of those "three" toriis, you will just face a gatepost of the other "two" toriis. That is, the torii is (or the toriis are) a gate (or gates) which will lead to nowhere but to the center of the torii itself (or toriis themselves). And, at the center of the torii(s), there is a pile of stones. Is the pile of stones our goal, our destination?

In Uzumasa, a student gave a teacher counsel.

We took off the subway train at uzumasa-Tenjingawa Station. , the western terminal of Kyoto Municipal Tozai Subway Line. Walking out of a subway station is always tricky to me. I instantly lost my bearings. My daughter pointed a direction without hesitation. "How do you know?" "We should just follow Sanjo Street." A street sign obviously wrote "Sanjo Street." We walked on out into the sunlight, and headed westward along the street. The street is a 2-lane one, but too narrow to provide substantial sidewalks. We had to either face against cars and busses or push through sightseers who were going back to the station. It took far less than half an hour, however, before I found a bush ahead. It was, as I guessed, Koryu-ji Temple. Koryu-ji Temple belongs to the Shingon sect, was founded in 603, and is the oldest one in Kyoto. Its founder, Hata no Kawakatsu, was a Chinese-Japanese and brought advanced technologies at the time, such as weaving and brewing, to Japan. Uzumasa's "masa," Hata, and, interestingly enough, Chinese Qin Dynasty's "Qin" all share the same Chinese character. I pushed on to see a famous wooden statue of Bodhisattva, while my daughter kept taking buildings' pictures. Her major is Architecture. The statue seemed to be lamenting the whole world, with wars, hungers, and ….. with his two fingers slightly touching his cheek, but my daughter argued he just looked just too narcissist. We walked out of the temple into the din and bustle of the street again. None of us, unluckily, had a map, and I led east-north-ward by intuition. After walking for a short time, my daughter insisted to stop. I thought one of the Chinese characters of a tiny shrine's name, Osake-jinja Shrine (literally, Big Wine Shrine) attracted her, but she emphasized that the fact the shrine is dedicated to Qin Shi Huang ( literally; the First Emperor in China, 259 BC-210 BC) interested her. According to a sign at the entrance of the shrine, The emperor's 14th-generation descendant escaped from wars in China, and founded the shrine. After walking eastward for a some while then, when we found Life Supermarket ahead, we, this time luckily enough, found another bush in the south. We walked a little bit too northward. It was Konoshima-ni-masu-Amateru-mitama-jinja Shrine (commonly known as Kaiko-no-yashiro). The shrine was first recorded on a public document in 701, and is supposed to have been founded earlier by Hatas. It has Kokai-jinja Shrine in it, which enshrines silkworms. Sericulture is supposed to have been brought to Japan by Hata clan. As we approached its main inner shrine, we were overtaken by a girl high school student, who, in front of the main shrine, made two bows and two claps in a very formal way. She even made prayers in front of every and each sub-shrines there. Was she very religious, or deeply in need of gods' helps? Or is it just very common in Uzumasa to make prayers formally, and even a teenager girl follow the custom? I felt a little bit abashed and made a formal prayer after her.

Where did Hatas come from? And who were they?

I visited one temple and two shrines in Uzumasa, one of the western areas in Kyoto, today. The Koryu-ji Temple, which belongs to the Shingon sect, was founded in 603 and is the oldest one in Kyoto. Its founder, Hata no Kawakatsu, was a Chinese-Japanese and brought advanced technologies at the time, such as weaving and brewing, to Japan. Uzumasa's "masa," Hata, and, interestingly enough, Chinese Qin Dynasty's "Qin" share the same Chinese character. The two shrines I visited are Osake-jinja Shrine and Konoshima-ni-masu-Amateru-mitama-jinja Shrine. Osake-jinja Shrine is dedicated to Qin Shi Huang ( literally; the First Emperor in China, 259 BC-210 BC). The emperor's 14th-generation descendant is said to have escaped from wars in China, and founded the shrine. Konoshima-ni-masu-Amateru-mitama-jinja Shrine (commonly known as Kaiko-no-yashiro) was first recorded on a public document in 701, and is supposed to have been founded earlier. It has Kokai-jinja Shrine in it, which enshrines silkworms. Sericulture is supposed to have been brought to Japan by Hata clan.

the April issue of Career Education Mews

I handed out the April issue of Career Education Mews of Osaka Prefectural Senyo Senior High School to our students last Thursday. The issue ran a feature on what it is to hang in there on studying. I quoted a famous phrase that perspiration multiplied by our time spent is our effort.

How can we remember new words efficiently?

J. L. Mclelland & D. E. Rumelhart, 'A Distributed Model of Human Learning and Memory', "Parallel Distributed Processing Volume 2", MIT Press, Cambridge, 1986 "We assume that the units are organized into modules." (p.174) "We would imagine that there would be thousands to millions of units per module and many hundred or perhaps many thousand partially redundant modules in anything close to a complete memory system." (p.174) "The state of each module represents a synthesis of the states of all of the modules it receives inputs from. Some of the inputs will be from relatively more sensory modules, closer to the sensory end-organs of one modality or another. Others will come from relatively more abstract modules, which themselves receives inputs from and send outputs to other modules placed at the end of several different modalities. Thus, each module combines a number of different sources of information." (p.174/175) It is very clear where "the sensory end-organs" are, and imaginable where "relatively more sensory modules" are when they are supposed to be "closer to the sensory end-organs." But I wonder where "relatively more abstract modules" are. Are they in the cerebral cortex? The more outer, the more abstract, then? "Memory traces as changes in the weights. Patterns of activation come and go, leaving traces behind when they have passed. What are the traces? They are changes in the strengths or weights of the connections between the units in the modules." (p.176) The traces can be connections themselves which have been left behind between units, can't they? Neurons are interconnected in a unit, units are interconnected in a module, and modules are interconnected in our brain. "Retrieval amounts to partial reinstatement of a mental state, using a cue which is a fragment of the original state." (p.176) So, when we memorize words, we must do it in the way we can build up new connections and change the strengths and weights of the connections. In addition, we have to acquire some appropriate cues so that we can retrieve words in any context.

Read the text and answer the following questions. (2)

After flying about 7,000 kilometers southeast from Japan, you will see from the plane a tiny island nation on the beautiful blue ocean. It is called Tuvalu. The country lies in the middle of the Pacific just (a)below the equator, about 1,000 kilometers north of Fiji. It has nine small islands and has a land area of only 26 square kilometers with its highest point just five meters above sea level. Tuvalu has a population of around 11,000 people, most of whom live in the capital city, Funafuti. The Tuvaluans lead a cooperative life, living ( c ) their surroundings and enjoying the benefits of nature. To ( d ), they catch fish in the coastal waters and grow coconuts, bananas, and pulaka in their fields. Such a peaceful way of life has lasted for more than two thousand years, but now it is ( e ) disappearing. For some reason, all the islands are now sinking slowly but steadily into the ocean. They are vanishing from the face of the earth. From February until April, something strange happens on the islands at high tide: seawater comes out through small holes in the ground twice a day. This is because the soil of the islands is made up of sediments of coral reef, and water easily passes through these sediments. Consequently, as the tide rises, the land becomes filled with water like a sponge. This is happening on some parts of the island. Take a look at the pictures below. Normally there is no water in the square but as the tide rises, puddles start to appear. The puddles get bigger and bigger and are joined by other puddles. Very quickly, a large area of land becomes flooded with seawater. The water goes up to a level of 50 centimeters or higher in some areas, and it sometimes takes days for the water to go down. One man said, “We used to drink the well water until about ten years ago, but now we can't drink it. We can't use it for farming, either. The well water has too much salt in it. Seawater crabs are now living inside the well.” Pointing to his pulaka field, he sighed. “We had to give up growing pulaka. Pulaka cannot survive once their roots are soaked with seawater. Growing it here is just a waste of time.” It became difficult to grow many other vegetables on the island as well. As a result, the Tuvaluans ( f ) but to depend on food brought in from foreign countries. They were beginning to lose their traditional way of life. The fact that Tuvalu is surrounded by the sea was once a blessing for the Tuvaluans, but now, that same sea ( g ) take away their homes and way of life. Along the shores were many sandy beaches with palm trees, where children once gathered and played. Such places do not exist anymore. High tides and strong winds have eaten away almost all the sand as well as palm trees which once lined the shores. “We will stay in this country until we die,” said one elderly woman. “Even if it goes down into the sea, I will not leave this island. Our children may have to go away. I want them to live happily in a new place. But I will stay where I am. This is my home.” What this small island nation is facing is not just a local problem but also a global (b)one. It is believed that daily human activities, especially in industrialized countries, have a lot to do with global warming. Every day we produce a huge amount of greenhouse gases by burning things such as fossil fuels and garbage. Many scientists think that this is speeding up global warming, which ( h ) melting of polar ice and rising of the sea level. One report shows that the sea level may rise by as much as 88 centimeters in the next 100 years. Tuvalu is not the only nation that is going to be affected by the rising sea level. If the sea level continues to rise, coastlines of many other larger countries, including some of Japan's, will also be under the sea. Tuvalu is now in a critical stage of its long history. The people will lose their homeland if global warming continues. This means that a unique culture that took thousands of years to build will not be ( i ) to future generations. Can you imagine losing your homeland forever? Such a tragedy may happen to us in the future, if we do not act quickly. The future of Tuvalu and the earth is ( j ). 1 Choose the most appropriate answer for these questions. (1) What happens at high tide from February until April in Tuvalu? ① Seawater becomes full of the land. ② Seawater becomes to fill the land. ③ Seawater fills the land. ④ Seawater gets to be filled with the land. (2) In what place do Tuvaluans live? ① They live in a place as high as Sumiyoshi High School. ② They live in a place higher than 5 meters above sea level. ③ They live in a place lower than 5 meters above sea level. ④ They live under the water. (3) What is believed to have a lot to do with global warming? ① Daily human activities, especially in industrialized countries, are. ② Daily human activities, especially in industrialized countries, has. ③ Daily human activities, especially in industrialized countries, have. ④ Daily human activities, especially in industrialized countries, is. (4) Why didn’t the elderly woman want to leave Tuvalu? ① Because her children have to go away. ② Because it goes down into the sea. ③ Because it is her home. ④ Because she wants to live happily in a new place. (5) Why can’t some Tuvaluans drink well water these days? ① Because the well water has too much salt in it. ② Because the wells have dried up. ③ Because there are too many sea crabs in the wells. ④ Because they don’t feel well. 2 Paraphrase the underlined phrases of (a) and (b). (a) ① a long way from the equator ② on the equator ③ to the north of the equator ④ to the south of the equator (b) ① home ② island ③ nation ④ problem 3 Are the following sentences true or false? Write T or F. (1) Tuvalu lies about 7,000 kilometers southeast of Japan. (2) The islands of Tuvalu are made up of coral reef sediments. (3) There are still a lot of sandy beaches in Tuvalu, where Tuvaluans can enjoy spending time. 4 Fill in the blanks (c) to (j) using idioms from the box on page 4. Change word forms if necessary.

Read the text and answer the following questions.

“Make every obstacle an opportunity, make every negative a positive” My mother raised me with this rule, and this is how I have lived. In a small town in Texas where I grew up, you were nobody unless you played football. I tried to be a football player, but I was no good. So I wanted to find something else. When I was a boy, I did not get along with my stepfather (1), which frustrated me. But something happened (a)that gave me a chance to get over this problem: I came across my first bike. I was attracted to it and thought, “If I ride the bike on this road long enough, it will take me somewhere better than here.” Rain or shine, I kept on pedaling the bike. When I was 13, I won a triathlon for young cyclists. Not long after that, I won another (2)one. I liked the feeling of being a top junior cyclist in the United States. This was how I started my life with the bike. In 1990, when I was 18, I made my international debut as a cyclist in a race in Utsunomiya, Japan. I was a tough rider but wasn't good at tactics. I needed to use my energy more effectively so that I would not be exhausted by the middle of the race. Although I did my best, I finished in 11th place. In 1993 I won the world championship held in Oslo. My racing skills had become better but still needed improvement. It was in 1995 that I first competed in the Tour de France. (3)I had succeeded in entering the world's toughest race for cyclists, but I was not yet good enough to win it. After the Tour, though, I had the feeling (b)that I was coming into the peak of my career. As one of the world's top riders, I had a mansion, a beautiful sports car, and a fortune in the bank. I thought everything would always go well. Then suddenly came the worst obstacle in my life. The true meaning of the word “fear” became clear to me when I heard the words, “You have cancer.” ( d ) this fear, the fears I had had before meant nothing. “You have cancer in the lungs and brain,” said the doctor. My chance of survival was 40 percent. I was only 25 and I wanted to live. I went through three operations, and a long painful series of chemical treatments followed. I was in constant pain and kept vomiting. I thought the treatment was as bad as, or worse than, the disease itself. It lasted four full months. Miraculously, I became a cancer survivor. The question was whether I should get back to my career. Due to the long, hard chemical treatments, I had lost all my muscles and felt too weak to do anything. I thought riding was no longer for me. I heard people say, “Armstrong is finished. He'll never race again.” I thought of giving up my career as a professional cyclist. I spent most of my time playing golf and watching TV, but it wasn't fun. I felt neither happy nor free. Just then, my coach came to see me. In the garage he looked at my bike and knew I had not been riding it. “You're alive again, and now you need to get back to living,” he said. Then he suggested setting up a training camp in Boone in the Appalachians. I was not quite ready. But it was the place where I had won two races before. It was not a bad place to start again. Taking some time, I ( e ) to get back on my bike. I pedaled many hours day after day. One day, when I was riding uphill in the rain, washed-out yellow and white lettering on the road ( f ). It read Viva Lance, which had been written by a spectator who had seen me in the previous race. As I continued upward, I saw more fading letters under my wheels: Go Armstrong. There I began to see what my life was destined to be. It was simply this: my life was meant for a long, hard climb. I realized what I had to do: to win the Tour. I had sacrificed everything and ( g ) hard training until I took on the challenge of the Tour again in 1999. Very few people expected me to win. In the first half of the race, I saved my energy and stayed back. In the middle part of the Tour, I took the lead and ( h ) it. My bike swayed under me as I pedaled along and I was breathing hard. I kept on riding day in and day out (4), with my energy balanced over the three-week race. I was exhausted, but I kept going on. Going into the final six kilometers, I pedaled on and on with all I had. When I crossed the finish line, the clock showed (c)that I was nine seconds ahead of my closest competitor. I won the Tour! I once read a newspaper article saying, “Lance flew up the hills and mountains of France.” But you never fly up a hill. You struggle slowly and painfully up a hill, and maybe, if you work really hard, you get to the top. Life is full of obstacles. And it is up to you to turn them into opportunities. 1 Paraphrase the underlined phrases of (1) to (4) (1) ① , and football frustrated me. ② , and he frustrated me. ③ , and that frustrated me. ④ , and the small town frustrated me. (2) ① bike ② cyclist ③ tour ④ triathlon (3) ① I had entered the world toughest race in succession ② I had gained successive entry into the world toughest race ③ I had successively entered the world toughest race ④ I had successfully entered the world toughest race (4) ① , and I balanced my energy over the three-week race ② , and my energy balanced the three-week race ③ , and I had my energy balancing the three-week race ④ , and the three-week race balanced my energy 2 Choose the most appropriate latter half of each sentence. (1) Lance had a cancer ① when he was 18 years old. ② when he was 21 years old. ③ when he was 23 years old. ④ when he was 25 years old. (2) Lance finished in 11 the place in Utsunomiya in 1990, ① because he could use his energy effectively. ② because he couldn’t use his energy effectively. ③ because he didn’t do his best. ④ because he was good at tactics. (3) Lance had a training camp in Boone in 1997, ① and a spectator had written “Viva Lance” in 1996. ② and a spectator had written “Viva Lance” the day before. ③ and his coach had written “Viva Lance” in 1996. ④ and his coach had written “Viva Lance” the day before. (4) In the first half of the Tour de France in 1999, Lance saved his energy and stayed back, which meant ① he became good at tactics. ② he wasn’t good at tactics. ③ he couldn’t use his energy effectively. ④ he sacrificed everything. 3 Choose the most appropriate answer for these questions. (1) What did Lance think after he took part in the race in Japan? ① He thought he needed to use his energy more effectively. ② He thought he was coming into the peak of his career. ③ He thought he was good at tactics. ④ He thought, “If I ride the bike on this road long enough, it will take me somewhere better than here.” (2) What did Lance realize when he saw the words “Go Armstrong” on the road? ① He realized he did not need a large fortune. ② He realized he had to win the Tour de France. ③ He realized he should give up racing. ④ He realized riding was no longer for him. (3) Which of the following is the most important message from this story? ① You should decide things on your own. ② You should never give up in your career. ③ You should turn obstacles in your life into opportunities. ④ You should use your energy more effectively. 4 Choose from the following sentences one which has the same use of “that” with (a), (b), and (c) in the text. ① The fact that Tuvalu is surrounded by the sea was once a blessing for the Tuvaluans. ② Many scientists think that this is speeding up global warming. ③ Tuvalu is not the only nation that is going to be affected by the rising sea level. 5 Fill in the blanks (d) to (h) using idioms from the box on page 4. Change word forms if necessary. 6 Are the following sentences true or false? Write T or F. (1) Lance was good at playing football when he was a boy. (2) Lance wasn’t worried about what the doctor had told him. (3) Most people did not think that Lance would win the race before the Tour de France in 1999.