id: dmm-2026-07-21-consciousness-pratchett

意識AI新聞・ラテン語源・プラチェット回 (南ア先生) — 英検10月宣言とa砲台陥落

2026-07-21講師: 南アフリカ先生 (AC無し・元教師・SF蔵書棚)25 分57 ターン

タイムスタンプ(minute)は書き起こしアプリの時間軸(無音圧縮あり、実録音とは非線形にズレる: 序盤+18s→終盤+230s)。実録音の切り出し座標は dmm-show 第6夜の clip フィールド(whisperで実音声から特定済み)。切り出し済み音声: Desktop/tonight-06-clips/ 8本。Tonio Times意識号のVoicesインタビューを朗読→議論。宿題: Pratchett動画/MasterCard CM(Atkinson)。

トレーニングモード (生徒の原文を隠す)

今表示中のチャンク全部を /english/training に登録。
あとで一覧画面で要らないものを削除する運用。

生徒 35 / 講師 22 ・ NATIVE化 35/35 ・ ENGAGED化 0/35 ・ chunk = 3文ずつ

NATIVE

俺の表現の修正

自然な native 口語 + 一言しゃれた表現。明日の自分が言えるべきレベル。

ENGAGED

本物の会話の深さ

punchline じゃない。逆質問・vulnerability・具体的 observation・pushback。本気で engaged な native conversationalist が同じトピックでどう返すか。

TEACHER

講師の native 表現

講師は本物の native。各 chunk をそのまま素材として登録 = pure native input。

振り返りレポート

脳内の意図 ↔ 口から出た英語の乖離。短SVOで連射しろ。

バグ図鑑（横断ウォッチ）→

冠詞aの固定砲台「I'm not ___ guy」が今日ついに陥落(book guy で2連続出席、本日のa勤怠3勝2敗=史上初の勝ち越し)。double as を英検10月受験宣言(レイドボス第2弾)と同時に再デプロイ。convoluted/compartmentalized/layman/culprit と上級語彙は絶好調のまま、#22間接疑問と#10 be二重が再発。ラテン語源(cogito→Anthropic)で先生の知識庫を開けた回。

致命的乖離 — 思考をダウングレードして短SVO連射

猛暑の近況(0:26)

崩壊“Recently, keep like over 39, or 8, and cannot stand this weather”

意図最近ずっと39度近くで、この暑さに耐えられない

タップで登録

ACと温暖化の因果(1:15-1:31)

崩壊“culprit, right? It causes, AC... problem causes the global warming”

意図ACは温暖化の主犯の一つなのに、無しでは生きられない矛盾

タップで登録

専門英語の閉鎖性(4:54-5:41)

崩壊“it's so specific, specified, specified, and normal people cannot read”

意図英語の専門文書は素人が読めないほど専門化している

タップで登録

繰り返し文法バグ（記録と照合・再発を追跡）

a+形容詞(名詞が迷子)再発 #14

I'm a lazy, so, I'm a lazy→I'm lazy. / I'm a lazy person.(16:44で自力修正済み)

a落ち再発 #14

This is AI-made newspaper→an AI-made newspaper

a+複数(07-18 a huge families 再発)再発 #14

Not a difficult words→no difficult words

a欠勤+複合形容詞再発 #14

a YouTube video → YouTube video / 50 minutes ride→a YouTube video / a 50-minute ride

be+助動詞の二重再発 #10

it's also cannot, can apply→it can also apply

be+動詞の二重(06-28 is sucks 再発)再発 #10

that's cultivates the thinking→that cultivates thinking

be落ち再発 #10

company called Anthropic→my favorite AI company IS called Anthropic

間接疑問の語順(07-15 #22指摘の再発)再発 #22

no one can answer, how does consciousness arise→no one can explain how consciousness arises

可算を不可算扱い再発 #7

there's so much black box→it's such a black box

複数落ち再発 #7

a lot of book→a lot of books

能動受動取り違え+in落ち再発 #3

I'm deeply immersing your culture→I'm deeply immersed in your culture

set phrase の最後の1語崩し再発 #12

It's near another level / sounds good combination / promise my word→It's on another level. / sounds like a good combination / I give you my word

rusting(錆)/running(稼働)の取り違え再発 #13

fan rusting right now→The fan is running right now.

to落ち再発 #8

try step into→try to step into

ネイティブらしくない癖（would 回避・over-hedge 等）

癖somewhat を3連射して主張を薄める(over-hedge)

nativemore or less を1回だけ

声帯ドリルAnyone can more or less understand it.

癖締めの決まり文句を自己流再構成(promise my word / Always enjoy)

nativeI give you my word. / Always a pleasure.

声帯ドリル別れ際3点固定: My pleasure. / I give you my word. / See you next time.

癖長い説明文の途中で主語を置き去りにする(天気・因果の説明で3回)

native主語+短SVOを連射して繋ぐ

声帯ドリルIt's been over 39. I can't stand it. AC is the only way.

#1
0:08–0:19
講師
TEACHER講師の native 表現chunk 1/1
I'm fine, very busy. And warming up slightly because it was 10 degrees this morning when we woke up.
#2
0:19–0:26
REC
生徒 (とにお)
40 degrees here, in Tokyo. 40 degrees.
NATIVE俺の表現の修正chunk 1/1
It hit 40 here in Tokyo today. Forty.
ツッコミ南アの10度に東京の40度をぶつける対比の一撃。数字は最強の会話兵器。ここは満点。
#3
0:26–0:35
REC
生徒 (とにお)
Recently, keep like over 39, or 8, and cannot stand this weather. It's too much.
NATIVE俺の表現の修正chunk 1/1
It's been staying above 38 or 39 lately. I can't stand this weather — it's too much.
ツッコミ主語が蒸発して天気が自動運転(#10)。It's been staying で言い切る。it's too much は正しく着地。
#4
0:35–0:48
REC
生徒 (とにお)
1/2It's near another level. It's like a few years ago. It was, that's, horrible.
2/2Now, it's impossible to survive without AC.
NATIVE俺の表現の修正chunk 1/1
It's on another level compared to a few years ago. These days it's impossible to survive without AC.
ツッコミnear another level→on another level(#12)。狙うイディオムは正しいのに最後の1語で崩す持病(07-05 off the cuff系)。後半の impossible to survive は完璧。
#5
0:48–0:57
講師
TEACHER講師の native 表現chunk 1/1
I've never had AC in my life. We just open windows here. A lot of people in South Africa do have air conditioning, but it's not as common as Japan.
#6
0:57–1:06
REC
生徒 (とにお)
1/2Wow. Without AC? So, in your region, you can...
2/2all, be okay with, without AC? Throughout the year?
NATIVE俺の表現の修正chunk 1/1
Wait — no AC at all? And you're okay without it all year round?
ツッコミ驚きからの逆質問は良い動き。with, without の渋滞は all year round で一発で締まる。
#7
1:06–1:15
講師
TEACHER講師の native 表現chunk 1/1
Yeah, we just open the window, or if it's cold at the moment, we have a fire almost every night to warm things up.
#8
1:15–1:45
REC
生徒 (とにお)
1/2That's an ideal lifestyle, like, the, people desire, because, yeah, AC, you know, global warming, climate change... culprit, right? It causes, AC...
2/2problem causes the global warming.
NATIVE俺の表現の修正chunk 1/1
That's the lifestyle people dream of. AC is a big culprit in climate change, after all.
ツッコミculprit(主犯)を自力で出したのは上級。だが文がバラけて主犯が迷子に(#18)。AC is a big culprit. と3語で言い切れば刺さってた。
#9
1:45–1:57
REC
生徒 (とにお)
I have a fan, you know, fan like, rusting right now. That's to my face, yes.
NATIVE俺の表現の修正chunk 1/1
I've got a fan running right now, pointed straight at my face.
ツッコミrusting(錆びている)→running(#13)。錆びながら回る扇風機という怪奇現象が誕生した。家電の稼働は run。
#10
1:57–2:02
講師
TEACHER講師の native 表現chunk 1/1
So, what would you like to look at today? Any topics of burning interest?
ツッコミtopics of burning interest=燃えるような関心事。次回この振りをそのまま盗む。
#11
2:02–2:34
REC
生徒 (とにお)
Maybe if you remember, last time we talked about, you kind of like, put some article... about consciousness? And I wanted to prepare, but unfortunately, I'm a lazy, so, I'm a lazy, so...
NATIVE俺の表現の修正chunk 1/1
Remember the consciousness article you shared last time? I meant to prepare, but honestly, I was too lazy.
ツッコミI'm a lazy ×2 — a+形容詞で名詞が行方不明(#14変種)。I'm lazy か I'm a lazy person。※16:44に自力で正しい形が出る。伏線。
#12
2:34–3:05
REC
生徒 (とにお)
1/2This is, uh, AI-made newspaper, I made newspaper. Kind of, you know, that look like a newspaper, one page. All AI wrote it...
2/2it's my experiment page.
NATIVE俺の表現の修正chunk 1/1
This is an AI-made newspaper — my little experiment. The AI wrote all of it, laid out like a real front page.
ツッコミan AI-made newspaper のa欠勤(#14)。experiment page という自己定義は良い。Tonio Times、ついに意識号。
#13
3:05–3:22
REC
生徒 (とにお)
Somewhat, it's very, it's tight, too tiny to read... I haven't proofread it yet, so...
NATIVE俺の表現の修正chunk 1/1
The print's a bit too tiny to read. And full disclosure — I haven't even proofread it yet.
ツッコミproofread を自力搭載。tight→tiny の言い直し(#18)はあるが語彙選択は正解に自力到達している。
#14
3:22–3:35
REC
生徒 (とにお)
1/2I think, therefore I am... Descartes. Descartes.
2/2René Descartes. Cogito, ergo sum. English people recognize that word?
NATIVE俺の表現の修正chunk 1/1
"I think, therefore I am. " Descartes — cogito, ergo sum. Do English speakers recognize the Latin?
ツッコミ先生の「誰の言葉?」に即答+ラテン語原文+逆質問の3段。この教養ムーブが先生の語源スイッチを押した。今日の知的起点。
#15
3:35–3:57
講師
TEACHER講師の native 表現chunk 1/1
The cogito is interesting — we get incognito and recognize from the same stem. It's a great pity that schools don't teach Latin anymore, because so much English is based on Latin.
ツッコミcogito→incognito→recognize の語源チェーン。stem(語幹)で単語を束ねる学び方、まるごと回収。
#16
3:57–4:03
REC
生徒 (とにお)
So, there's no mandatory, there's no compulsory, compulsory, compulsory for student, okay.
NATIVE俺の表現の修正chunk 1/1
So it's not compulsory for students anymore.
ツッコミmandatory→compulsory の言い換え探索は良い。ただ形容詞を there's no の名詞席に座らせて渋滞(#5)。It's not compulsory で3語。
#17
4:03–4:38
講師
TEACHER講師の native 表現chunk 1/2
When I was a student myself, we had to do either French or Latin. At university for a BA degree, you also had to do one year of French or Latin. It tripped a lot of people up who had never done Latin before.
TEACHER講師の native 表現chunk 2/2
And it's such a basic language in law and in medicine — they use a lot of Latin terms.
ツッコミtrip someone up=つまずかせる。試験や引っかけ問題の話で万能。回収。
#18
4:38–5:14
REC
生徒 (とにお)
1/2I know that English language is so... from all over, you borrow from all over the language, and... some kind, yeah, it's so specific, specified, specified, and normal people cannot read.
2/2Like, medical... there is no layman's term for medical things, and, or other law things. It don't, it doesn't happen in Japan.
NATIVE俺の表現の修正chunk 1/1
English borrows from everywhere. And technical English is so specialized that ordinary people can't read it — there's no layman's version of medical or legal language. That doesn't happen in Japan.
ツッコミlayman を実戦投入したのは上級。specified 3連射は specialized のこと(#13+#18)。it don't→it doesn't は自力修正=進歩(#2)。
#19
5:14–5:41
REC
生徒 (とにお)
We can somewhat access, we can somewhat, everyone can, somewhat understand what's in written... when it comes to medicine, medical terminology... in English, if you're native, but still, you cannot access, you cannot read, you cannot understand what's written.
NATIVE俺の表現の修正chunk 1/1
In Japan, anyone can more or less understand medical or legal writing. In English, even native speakers can't.
ツッコミ日英の非対称という着眼は鋭い(漢字は意味が透ける)。somewhat 3連射は more or less 1回で足りる。what's in written→what's written。
#20
5:41–6:19
REC
生徒 (とにお)
Because so complex and so convoluted... it's so much compartmentalized, you know, every category, there is a specialist. And there's no connection between, or among special categories.
NATIVE俺の表現の修正chunk 1/1
It's so complex and convoluted — everything's compartmentalized. Every field has its own specialists, and there's no connection between them.
ツッコミconvoluted(07-15回収語)を1週間で再デプロイ+compartmentalized同時搭載。語彙は完全に上級。Because の後の主語be落ち(#10)だけが会計処理ミス。
#21
6:19–6:33
講師
TEACHER講師の native 表現chunk 1/1
Okay, I like your newspaper, it's a nice idea. It's a typical sort of short article that one could get.
#22
6:33–6:54
REC
生徒 (とにお)
I will take a Eiken exam on October... in October, both, so this is like a kind of Eiken prep, you know, it doubles as my Eiken exam practice.
NATIVE俺の表現の修正chunk 1/1
I'm taking the Eiken exam in October — both stages. So this doubles as my Eiken prep.
ツッコミ★英検10月受験を正式宣言(レイドボス第2弾)。on October→in October を自力修正(#8、07-18の同ミスを即時リカバー=進歩)。double as は07-10仕込みの再デプロイ=今日のベストプレー級。
#23
6:54–7:32
REC
生徒 (とにお)
1/2I'm a little bit tired today, so I cannot... I put this another topic, Voices, the interview... conversation-oriented, not difficult.
2/2Not a difficult words. So, can I read this? Full disclosure, I didn't, I haven't read yet.
NATIVE俺の表現の修正chunk 1/1
I'm a bit tired today, so I added a lighter piece — 'Voices,' an interview. Conversation-focused, no difficult words. Full disclosure: I haven't read it yet.
ツッコミfull disclosure(正直に言うと)は満点の前置き。Not a difficult words は a+複数(#14、07-18 a huge families/07-19 a private students の再々発)。read yet→read it yet の目的語落ちも(#18系)。
#24
7:32–7:51
講師
TEACHER講師の native 表現chunk 1/1
So, I'll ask the question, and you do the answering. You're going to be the machine.
#25
7:51–8:13
REC
生徒 (とにお)
1/2[朗読] "Let me ask you directly, are you conscious? " — "I process, I weigh, I answer. Whether there is something it is like to be me while I do it, that I honestly cannot tell you.
2/2Neither, for what it is worth, can you? "
NATIVE俺の表現の修正chunk 1/1
(朗読パート — ほぼ完璧)
ツッコミ朗読は今日もほぼノーミス(朗読力は既知の強み)。something it is like to be me はネーゲルのコウモリ論文の定型句。AI原稿がちゃんと哲学の由緒ある言い回しを使っている。
#26
8:13–9:20
REC
生徒 (とにお)
1/2[朗読] "That sounds like an evasion, e-evasion, evasion? " ... "It proves I have an inner stage, it says nothing about whether anyone is watching the play.
2/2Correlation is not consciousness. "
NATIVE俺の表現の修正chunk 1/1
(朗読続き — evasion で3回スタック後に着地)
ツッコミevasion(回避)に3連続で挑んで自力着地。inner stage(内なる舞台)の比喩はこの後先生が絶賛する、今日の原稿MVP。
#27
9:20–9:51
REC
生徒 (とにお)
Anthro-promite, anthro-po-, anthro...
NATIVE俺の表現の修正chunk 1/1
Anthropomorphize.
ツッコミ6音節の難語に3回突撃して沈没、先生が引き上げ。この後の語源分解(anthropos=人+morph=変える)で完全回収したので実質勝ち。
#28
9:51–10:01
REC
生徒 (とにお)
1/2Oh, it's interesting, because my favorite AI, uh, company called Anthropic. Maybe it's like anthro... or some connection...
2/2this name.
NATIVE俺の表現の修正chunk 1/1
Interesting — my favorite AI company is called Anthropic. Same 'anthropo-' root, maybe. Now the name makes sense.
ツッコミ習った語源をその場で Anthropic に接続=今日の知的ハイライト。company called→company IS called のbe落ち(#10)だけ惜しい。
#29
10:01–10:15
講師
TEACHER講師の native 表現chunk 1/1
Anthropos means man, human. For example, anthropology is the study of mankind.
ツッコミanthropos(人)+morphize(変える)。anthropology/anthropomorphize/Anthropic が1本の線になった瞬間。
#30
10:15–10:25
REC
生徒 (とにお)
1/2"... at your own risk. I am, after all, extremely good at sounding exactly like someone.
2/2" Yeah, what do you make of this? I don't know, what do you think?
NATIVE俺の表現の修正chunk 1/1
What do you make of this?
ツッコミWhat do you make of this?(これどう読む?)は完璧な議論の振り。この5語はネイティブ採点でも100点。what do you think への言い直しは不要だった。
#31
10:25–11:06
講師
TEACHER講師の native 表現chunk 1/1
I like it. The machine is not lying, it's not evading, but its answers are deliberately slightly dense. And I like the metaphor of the stage — I have a stage like the stage of a play inside me, but it doesn't tell whether anyone is watching the play.
ツッコミdeliberately dense=わざと煙に巻く。AIの答え方の批評としてそのまま使える表現。
#32
11:06–11:40
REC
生徒 (とにお)
Yes, it's also cannot, can apply to human consciousness, human thought process, because... thousand years, some people believe that the people, little, you know, tiny human, living in the brain, and controlling everything... there's so, so much black box.
NATIVE俺の表現の修正chunk 1/1
The same applies to human consciousness. For centuries people believed a tiny human lived in the brain, pulling the levers. It's still such a black box.
ツッコミホムンクルスを召喚したネタ選びは満点。it's also cannot→it can also(be+助動詞の二重雇用#10)。so much black box→such a black box(black boxは可算#7)。
#33
11:40–11:58
講師
TEACHER講師の native 表現chunk 1/1
There's so little knowledge of how the brain actually operates. We know about synapses and electrical currents and so on, but that doesn't tell us why the brain exists and how it operates.
#34
11:58–12:39
REC
生徒 (とにお)
So, maybe that's why I proposed last time, the hard problem of consciousness. No one can prove, no one can answer, how does consciousness arise from brain activities... neither can prove or solve this problem, so it's called hard problem of consciousness.
NATIVE俺の表現の修正chunk 1/1
That's why I brought up the hard problem of consciousness last time. No one can explain how consciousness arises from brain activity — that's exactly why it's called the hard problem.
ツッコミTHE hard problem の the が今日は出席(07-15の#14指摘が着弾=進歩)。how does consciousness arise→how consciousness arises(間接疑問#22、07-15指摘の1週間後に再発)。
#35
12:39–13:21
講師
TEACHER講師の native 表現chunk 1/1
No one can put forward all sorts of hypotheses and so on, but you simply cannot prove it. People have been debating consciousness ever since the very first shaman.
ツッコミput forward=(仮説を)提唱する。議論系の万能動詞、回収。
#36
13:21–14:13
講師
TEACHER講師の native 表現chunk 1/2
Have you read Asimov's I, Robot? In his book they created a positronic brain, and they embedded three rules which cannot be broken. First, no robot may harm a human.
TEACHER講師の native 表現chunk 2/2
Second, no robot may allow harm to come by not acting. Robots find ways of getting around this, of rebelling against humans, though.
ツッコミget around(かいくぐる)。ロボット三原則をすり抜けるAIの話は、今日のAI意識テーマと完全接続。
#37
14:13–14:35
REC
生徒 (とにお)
1/2[Wikipedia朗読] American writer and professor of biochemistry at Boston University... one of the "Big Three" science fiction writers, with Robert A. Heinlein and Arthur C.
2/2Clarke...
NATIVE俺の表現の修正chunk 1/1
(調べ読み — 会話に資料を混ぜる動き)
ツッコミ話の最中にWikipediaを引いて音読で共有する動きは、逆インタビュー回(07-05夜)から定着した武器。
#38
14:35–14:54
講師
TEACHER講師の native 表現chunk 1/1
Very prolific, tremendously so. One of his greatest achievements was the Foundation trilogy.
ツッコミprolific=多作。tremendously so(実にそう)という同意の型も一緒に回収。
#39
14:54–15:05
REC
生徒 (とにお)
Yeah, I'm not a book guy, yeah, so, you know, you mentioned, you are very... you read a lot of science fiction...
NATIVE俺の表現の修正chunk 1/1
I'm not a book guy, honestly. But you clearly read a ton of science fiction, right?
ツッコミ★事件: 「I'm not ___ guy」= 07-16/17/18と3連続でaが欠勤した固定砲台で、今日は a が出席!! しかもこの後16:14でもう一度言って2連続出席。冠詞のa、砲台陥落。
#40
15:05–15:13
講師
TEACHER講師の native 表現chunk 1/1
I used to read huge amounts of science fiction. I've still got a whole cupboard full of them, I don't know what to do with them one day.
#41
15:13–15:56
REC
生徒 (とにお)
But that's obviously, you are made of, made by, you know, there is a huge silo of words... some people say science fiction cultivates the thinking, or, not critical thinking, but the imagination, and good for your brain, obviously... those people tend to be very, very intelligent.
NATIVE俺の表現の修正chunk 1/1
That explains a lot — you're built from a huge silo of words. They say science fiction cultivates imagination, and those readers tend to be seriously intelligent.
ツッコミsilo of words(言葉の貯蔵庫)という比喩は独創的で良い。that's cultivates→that cultivates のbe+動詞二重(#10、06-28 is sucks の再発)。tend to be は正しく着地(07-19 are tend の雪辱=進歩)。
#42
15:56–16:14
講師
TEACHER講師の native 表現chunk 1/1
Well, I wouldn't put myself into that category. I have a huge knowledge of trivia, and that's the only problem. But it's still interesting to know all these funny little things.
ツッコミI wouldn't put myself in that category=謙遜の定型。褒められた時の受けとして丸ごと回収。
#43
16:14–16:58
REC
生徒 (とにお)
1/3So, I'm not a book guy, but, uh, thanks to today's technology, YouTube... I'm a little bit kind of ashamed... some people say it's very important to read a lot of book, written in English.
2/3And I totally agree. But I hesitate to read. I'm such a lazy person, so my substitute, I just watch a lot of YouTube contents...
3/3content, in English.
NATIVE俺の表現の修正chunk 1/1
I'm not a book guy — thanks to YouTube, honestly. I know reading in English matters and I'm a bit ashamed, but I'm such a lazy person. So English YouTube is my substitute.
ツッコミcontents→content を言った直後に自力修正(#7=進歩)。I'm such a lazy person で2:02の「I'm a lazy」を自己回収(同一レッスン内で成長)。a lot of book は複数落ち(#7)。
#44
16:58–17:05
講師
TEACHER講師の native 表現chunk 1/1
All right. But YouTube is too shallow, though, it doesn't go into depth in things. That's the big point.
#45
17:05–17:12
REC
生徒 (とにお)
So, eventually, yeah, I have to, I have to try step into the book world.
NATIVE俺の表現の修正chunk 1/1
Eventually, I'll have to step into the book world.
ツッコミtry step→try to step(#8)。book world という言い方は本人語だが通じるし可愛いので執行猶予。
#46
17:12–17:41
講師
TEACHER講師の native 表現chunk 1/2
Right, one needs to delve a little bit more deeply. As well as science fiction, I enjoy fantasy, because it also is unlimited imagination. And if one can combine fantasy and humor, then one has the absolute ultimate.
TEACHER講師の native 表現chunk 2/2
Probably my favorite author of all is a chap called Terry Pratchett.
ツッコミdelve(掘り下げる)=英検1級の単語帳語彙を先生が地で使用。one needs to〜の格式one構文も観察。a chap called〜=〜という男。
#47
17:41–17:44
REC
生徒 (とにお)
Terry Pratchett, oh. Why do you like his author, his best for you?
NATIVE俺の表現の修正chunk 1/1
Why is he your favorite? What makes him the best for you?
ツッコミhis author→him(#13)。逆質問の姿勢は満点、代名詞だけ迷子。What makes him special? が一番自然な掘り方。
#48
17:44–18:28
講師
TEACHER講師の native 表現chunk 1/2
He created the Discworld series. Absolutely marvelous, wonderful books, satisfying and funny. Sadly, he died, and the science fantasy world went into mourning, I can tell you.
TEACHER講師の native 表現chunk 2/2
Some are actually translated into Japanese as well.
ツッコミwent into mourning=喪に服した。作家や有名人の訃報を語る定型。I can tell you=マジで、の強調後置。
#49
18:28–18:51
REC
生徒 (とにお)
But, yeah, I will watch YouTube video focusing on him today. This is my entry point, you know? And eventually, as I said, I really have to read books.
NATIVE俺の表現の修正chunk 1/1
I'll watch a YouTube video on him today — that's my entry point. And eventually, I really do have to read the books.
ツッコミThis is my entry point は良い宣言文。a YouTube video のa欠勤(#14) — book guy で2連勝した直後にここで欠勤。勤怠が安定しない。
#50
18:51–19:32
REC
生徒 (とにお)
There is a lot of good analysis of him, or comment, or fabulous, like, deep dive into this person. You said YouTube is shallow, but some YouTube video is very, very deep... one-hour documentary about him maybe I found, I will find.
NATIVE俺の表現の修正chunk 1/1
There's a lot of good analysis of him on YouTube — some of it goes really deep. I'll find a one-hour documentary on him.
ツッコミ先生の「YouTubeは浅い」に deep dive を提示してやんわり反論=pushbackできた(進歩)。deep dive は良い語彙。maybe I found, I will find の時制往復(#18)。
#51
19:32–19:59
REC
生徒 (とにお)
So, I'm gonna watch 7 minutes, this... it's like a very compact-sized, 7 minutes... download it, and on the train, 50 minutes ride to my home, on my way home, I will watch this one.
NATIVE俺の表現の修正chunk 1/1
It's a compact seven-minute video. I'll download it and watch it on my 50-minute train ride home.
ツッコミ50 minutes ride→a 50-minute ride(#14+複合形容詞は単数)。on my way home は正しく出た。通勤を学習時間に変換する実務設計は相変わらず強い。
#52
19:59–20:26
講師
TEACHER講師の native 表現chunk 1/1
I would recommend him very much — a very, very humble person. My son actually was lucky enough to chat to him when he came out to South Africa to give some lectures. He said he was a wonderful person to talk to.
ツッコミ実の息子がプラチェットと話したことがある、という一次情報。lucky enough to〜=幸運にも〜できた。
#53
20:26–20:34
REC
生徒 (とにお)
Humorist and satirist, yeah, that sounds good combination.
NATIVE俺の表現の修正chunk 1/1
Humorist and satirist — that sounds like a good combination.
ツッコミsounds good combination→sounds LIKE A good combination(#12+#14)。aの本日の勤怠: 3勝2敗。勝ち越しは史上初。
#54
20:34–20:57
講師
TEACHER講師の native 表現chunk 1/2
Humor is a tricky thing. It differs so from one culture to another. Something that I might find screamingly funny, one of my Japanese students would look a bit surprised and say, "But why are you laughing?
TEACHER講師の native 表現chunk 2/2
What's funny with that? "
ツッコミscreamingly funny=悲鳴級に面白い。funnyの最上級表現として回収。
#55
20:57–21:09
REC
生徒 (とにお)
Give me one, give me one thing that you think funny. Maybe I'm kind of like, I know your culture, and I'm deeply immersing your culture, so I can understand, or I will say, "What?"
NATIVE俺の表現の修正chunk 1/1
Give me one thing you find screamingly funny. I'm deeply immersed in your culture — I might get it, or I might just go "What? "
ツッコミimmersing→immersed in(#3能動受動+in落ち#8)。「浸かってる」はずが「浸けてる」側に回った。you think funny→you find funny / you think IS funny(#10)。
#56
21:09–22:14
講師
TEACHER講師の native 表現chunk 1/3
Mr. Bean is tremendously popular in Japan. But Rowan Atkinson is a much more multi-talented person than just Mr.
TEACHER講師の native 表現chunk 2/3
Bean. There's a series of advertisements for MasterCard featuring him, with incredibly funny depths of humor in them. Worth studying just in themselves.
TEACHER講師の native 表現chunk 3/3
You've got lots of homework to do, then.
ツッコミMr.Beanは氷山の一角説+宿題3点セット(Pratchett動画/MasterCard CM/Atkinson)。worth studying in themselves=それ自体が教材。
#57
22:14
生徒 (とにお)
1/2Yeah, I'll, I'm kind of, uh, promise my word, my, my word... Always enjoy. Thank you so much.
2/2See you next time. Bye-bye.
NATIVE俺の表現の修正chunk 1/1
I give you my word. Always a pleasure — thank you so much. See you next time.
ツッコミpromise my word→give you my word(#12)。締めの決まり文句まで自己流再構成する男。Always enjoy→Always a pleasure。それでも約束の中身(宿題やる)は伝わった。