LESSON ・ 会話 + 検死 + 解説
★★★本題 — 同じ話の3回目は、台本より口のほうが面白かった。1週間前(10/4)の英検1級一次の失敗談を、note の記事を英語にした AI の台本で読み上げた。相手は、本人の言では試験前夜(10/3、第128夜)に You're testing yourself と言って送り出してくれた講師。この話は3回目である — 第129夜は当日の夜に生で、第130夜は AI の台本で別の講師に、今夜は note 版の台本で。 回数を重ねた分、口が台本を追い越した。①台本の a teacher を、口が are you? と目の前の講師にした(第132夜の another teacher → It's you と同じ)。②台本の measuring stick を、口が yardstick に戻した(第128夜にこの講師の前で本人が使った語)。③台本の矛盾を、口が直した — 台本は「30人が汗をかいていた」と書いた3行後に「汗をかいていたのは俺だけ」と書いていた。本人は読んだ直後に not sweating, but it was tense と事実に戻した。④前回のアドリブと前回の検死の語が、自分の物として出た — muggy / the watch betrayed me / chicken scratch(第130夜のアドリブと講師の拾い)、I was winging it(第130夜の検死の alt)。⑤台本に無い注釈を足した — スマートウォッチは持ち込めない、9月の TOEIC は地震で受けられなかった、a genius idea、debacle、I'm an ancient guy、cold stance、confiscated。★★★本人と講師の人生が交わった所 — 席。本人は台本を止めて聞いた、大学で前に座ったか後ろか。講師 — 前にも後ろにも行かなかった、真ん中、halfway there。そして後ろの席の反響の段で、本人は台本に無い持論を出した — あなたの生徒にも、ノイズキャンセリングの完璧な音ではなく、悪い条件で聴かせてくれ。英検の失敗が、本人がずっと言っている「劣化した音で聴け」の証拠になった。★★講師 — 25分の大半を朗読に明け渡した。詰まった所に3回語を置いた(Watch / Pencil / Turn it off)。題名で笑い、電源の山で Oh my goodness、時間の落ちで I can imagine。締めは It was good speaking to you again。 10/11 日曜(時刻は録音に無い)、25分枠。本人は外から、カメラを切って入った。録音に講師の名前は無い。同じ講師だというのは本人の言葉(You are the last person I talked before the exam)と、講師の I remember you mentioned that / speaking to you again まで。それ以上は推定しない。 ★文法は脇 — 前夜(第134夜)の宿題 ①hear / ②won't / ③pardon my French はすべて NO_CHANCE(音の確認、その場の約束、汚い言葉の場面が来なかった)。今夜の宿題 — 後悔は should have + 過去分詞(☓I should have like wake up / ☓I should know better)/ 試験の準備は prepare FOR(☓help me prepare the test)/ kind of の後ろの人の名詞に a(☓I'm kind of comedian / kind like idiot / kind of, old man)。 ☓3 と 30 が入れ替わった — Three minutes left → 30 minutes left、3:00 → 30:00。時計の話の段落で、時計の数字だけが読めなかった。☓countereffective(第67夜の捏造語)が68夜ぶりに再召喚された。講師は止めなかった。
2026-10-1125 分
検死レポート(ノイズ=直すべき癖)
第135夜。本題 — 同じ話の3回目は、台本より口のほうが面白かった。英検1級一次の失敗談を、note の記事を AI が英語にした台本で、試験前夜に送り出してくれた講師(本人の言)に報告した。台本の a teacher を are you? と目の前の講師にし、measuring stick を yardstick に戻し、台本の矛盾(30人が汗 / 汗は俺だけ)を not sweating, but it was tense と事実に戻した。前回のアドリブと検死の語(muggy / the watch betrayed me / chicken scratch / I was winging it)が台本の外で出た。講師は大学で真ん中の席だった(halfway there)。本人は後ろの席の反響から、講師の生徒にも悪い条件で聴かせてくれと持論を出した。講師は25分の大半を朗読に渡し、Watch / Pencil / Turn it off を置いた。文法の崩れは台本を止めた所に集中 — 後悔の形(should have wake / should know better)、prepare the test、kind of の後ろの a。前夜の宿題3つはすべて NO_CHANCE。
ネイティブらしくない癖
同じ話を繰り返して、前回のアドリブと検死の語を自分の物にする。これは維持する → 前回もらった語を1つ、次の語りで台本の外に出す
台本を止めて相手に質問を投げる(前に座った? 後ろ? / 寝る前にスマホ切る?)。これは維持する → 朗読の途中で1回、相手の人生に話を振る
台本を読んでいる間は崩れず、台本を止めて自分の言葉で話すと崩れる → 台本の外に出る前に、言いたい1文の型を1つ決めておく
倒置・数字・否定を読み飛ばす(Little did I know → fool, did I know / an empty → non empty / Three → 30) → 台本の倒置と数字に印を付け、読む前に1回声に出す
乖離(短いSVOで言い切る練習)
TOEIC を地震で受けられなかったのは自分のミスだ: I should have woken up earlier. / I wasn't prepared enough to get there early.
自分は芸人みたいなもの: I'm kind of a comedian. / I was kind of an idiot.
後ろの席は目立たないから好き: I like to keep a low profile.
1時間半の散歩は逆効果だった: The walk did some damage. / It totally backfired.
講師の生徒にも悪い音で練習させてほしい: I'd recommend that your students practice in bad conditions. / Have them practice with bad audio.
二次試験の準備を手伝ってほしい: Can you help me prepare for the second stage?
生徒Hello.
解説
★外から入った。カメラは切ってある。理由は2行あとで本人が言う。
先生Hello. Hi, Taishi. How are you?
解説
★講師から名前つきの挨拶。
生徒Yeah, I'm... I'm great. How are you?
解説
★挨拶は崩れなかった。
先生Mhm. I'm doing quite well. How... how is your Sunday going, Taishi?
解説
★★日曜の夜。講師は曜日を入れて聞いた。
盗む
How is your Sunday going?
How is your ___ going? = 今日(今週)はどう? 進行形にすると「まだ途中の1日」を聞く形になる。How's your week going? / How's your morning going? と曜日や時間帯を入れ替えるだけで使える。
生徒Yeah, it was... hm, great. You know, no complaints.
解説
★★No complaints が立った。「文句なし」。going(進行中)で聞かれて it was(終わった)で返したが、日曜の夜なのでほぼ終わっている。ここは直さない。
先生Mhm, mhm, mhm. Yeah. Yeah. Well, that's good. That's good. Okay. And how was the Eiken? I remember you mentioned that...
解説
★★★講師のほうから英検を聞いた — I remember you mentioned that。本人が話を出す前に、講師が覚えていた。本人は「試験の前に最後に話したのはあなただ」と後で言う。
盗む
I remember you mentioned that.
I remember you mentioned ~ = 前に〜って言ってたよね。相手が前に言ったことを覚えている、と示す一言。次の会話を始めるときの入口になる。
生徒Ah, sorry. Off your camera. Outside, so... bad connection otherwise.
ネイティブなら
Sorry, my camera's off. I'm outside, so the connection's bad otherwise.
解説
☓Off your camera → MY camera's off。切ってあるのは自分のカメラ。your だと講師のカメラを切れという命令に聞こえる。☓Outside, so bad connection → I'm outside, so the connection's bad。主語と動詞を戻す。
★★「あなたのカメラを切って」と聞こえる1行。講師のカメラは無事だった。本人は自分の話をしている。
先生Okay. Okay, okay.
解説
★講師は理由を聞かずに受けた。
生徒And uh, yeah, to... yeah, to- today, uh, I want to talk about uh, my experience last Sunday, the Eiken exam.
解説
★★今夜の議題を最初に宣言した。last Sunday は正しい。試験は10/4の日曜で、今夜は10/11の日曜。ちょうど1週間。
先生Yeah. Yeah.
解説
★相槌。
生徒You remember I talked maybe the last, yeah, uh, last Saturday before the Eiken exam.
ネイティブなら
Remember? We talked last Saturday, the night before the Eiken.
解説
☓You remember I talked → Remember? We talked。話したのは2人なので we。★the night before the Eiken で「前夜」と1語で言える。
★★★本人の記憶 — 試験前夜(10/3 土曜)に話したのは、この講師だ。番組の記録では、10/3 は第128夜(物差しの夜)。録音に講師の名前は無い。同じ講師だというのは本人の言葉であって、こちらの推定ではない。
先生Mhm.
解説
★講師は否定しなかった。
生徒You are the last person I... I talked before the exam, and you encouraged me. And uh, yeah, I was pretty happy about that. So thank you so much.
And uh, yeah. So, and I, yeah, one week... week ago, I took at the Eiken exam. So can I talk about that story?
ネイティブなら
You were the last person I talked to before the exam. You kind of sent me off.
NEWsent me off
金具だけYou were the last person I talked to before the exam, and you encouraged me. I was really happy about that, so thank you. A week ago, I took the Eiken. Can I tell you the story?
解説
☓the last person I talked → the last person I talked TO。話す相手は to で受ける。文の最後に前置詞が残るのが英語の形。☓I took at the Eiken exam → I took the Eiken。take a test に at は要らない。☓talk about that story → TELL you the story。
★★★今夜の芯 — 本人は、試験前に背中を押してくれた人に、結果を報告しに来た。礼から入った。台本を読む前に、まずこの一言を自分の言葉で言っている。★send someone off = 送り出す。
先生Yes, absolutely. How did that go then, Taishi?
解説
★★講師は Yes, absolutely で受け、すぐ結果を聞いた。
盗む
How did that go, then?
How did ~ go? = 〜はどうだった? 試験、面接、デートなど、終わった出来事の結果を聞く定型。then を最後に足すと「で、どうだったの?」と前の話を受ける感じが出る。
生徒Yeah, uh, it went... Maybe, uh, if Eiken is uh, like a second, uh, two-step, two like, uh, stages. So I took the first stage the other day. So if I pass, uh, I will go to the next stage kind of thing.
ネイティブなら
Well, the Eiken has two stages. I took the first stage the other day. If I pass, I go on to the second stage.
解説
☓if Eiken is like a second, two-step, two stages → the Eiken HAS two stages。仕組みの説明は has で1文。★If I pass, I go on to ~ — 条件の if の中は現在形(本人は正しく pass と言った)。
★★it went... で言いかけて、結果を言う前に試験の仕組みの説明に回った。結果が出ていないので、言えることが仕組みしかない。
先生Yes.
解説
★相槌。
生徒Maybe I think I hope, still, you know, the result is not out yet. So I don't know, but uh, I think I will pass. I'll... I'll make it to the next stage, I guess. I hope so.
ネイティブなら
The results aren't out yet, so I don't know. But I think I passed. I think I'll make it to the next stage. I hope so.
解説
☓the result is not out yet → the RESULTS AREN'T out yet。試験の結果は複数で言うのが普通。☓I think I will pass → I think I PASSED。試験はもう終わっているので、受かったかどうかは過去形。
★★Maybe / I think / I hope / I guess / I hope so — 1ターンに保険が5枚。ただし I'll make it to the next stage は正しく立った。make it to = たどり着く。
先生Okay.
解説
★相槌。
生徒So I have to prepare for the next, second stage. But uh, I want to, yeah, so I put uh, up like some, you know, this material AI wrote. Can I see? Can you see?
ネイティブなら
So I have to prepare for the second stage. Anyway, I put up some material an AI wrote. Can you see it?
解説
★prepare FOR the second stage は正しく立った(後で崩れる)。☓Can I see? → Can you SEE IT? 見えているかを聞くのは相手側。
★★★台本の登場。この話はこれで3回目である — 第129夜は試験当日の夜に生で、第130夜は AI の台本で別の講師に、そして今夜は note の記事を英語の台本にしたもので。★Can I see? → Can you see? と自分で直した。
先生Yes. My Eiken [laughs] My Eiken Disaster. [laughs]
解説
★★★講師は題名を読んで、もう笑った。台本の1行目で1回目の笑いが取れた。
生徒Eiken Disaster. [laughs] Debacle or disaster, whatever you call it.
解説
★★★debacle が立った。台本に無い語。disaster(災害)と並べて、debacle(大失敗、ぶざまな崩壊)を自分で足した。
豆知識
★debacle はフランス語の débâcle から。もとは春に川の氷が一気に割れて流れ出すこと。そこから「総崩れ、大失敗」の意味になった。英語では the Brexit debacle のように、新聞が政治の失敗を書くときによく使う。
先生Uh-huh. Uh-huh. Okay.
解説
★相槌。
生徒But I like to, you know, uh, I'm a... I'm kind of comedian, so I want to make stuff funny, you know. [laughs] So, out of my experience, I, yeah, I want to like uh, kind like a joke stuff out of this, my experience. So, so, this is like, yeah, AI made stuff, so uh, you can follow along easily. Maybe maybe my comment on this, but uh, usually uh, uh, maybe I I'm going to read this article. Okay?
ネイティブなら
I'm kind of a comedian, so I like to make things funny. I wanted to make a joke out of this experience. An AI wrote this, so you can follow along easily. I'm going to read it out, okay?
解説
☓I'm kind of comedian → I'm kind of A comedian。kind of の後ろに人の名詞が来ても、a は残る。今夜の宿題③。 ☓kind like a joke stuff out of this → MAKE a joke out of this。動詞が抜けた。make a joke out of ~ = 〜をネタにする。
★★「俺はコメディアンみたいなもんだ」と講師に名乗った。冠詞の a だけが欠勤した。芸人の名乗りから a が落ちると、職業ではなく形容詞になる。★follow along が立った。
先生Not a problem.
解説
★講師は朗読を受け入れた。ここから先、講師の発話は短い相槌と、詰まった語を渡す数語だけになる。25分の大半を本人に渡した。
盗む
Not a problem.
Not a problem = いいよ、問題ない。No problem より少しだけ丁寧に聞こえる。頼まれごとへの返事の定番。
生徒Yeah. So let me start. Hold on a minute.
"How a 100-yen watch stopped time." Yeah, that's, so $1 shop, you know, uh. So so, I didn't have a, I didn't have an uh, uh, analogue watch, you know what I mean? I I've got I have uh Apple watch, kind of smart smart watch, digital one.
But uh, so you cannot bring that digital one into that the exam, you know what I mean?
ネイティブなら
I didn't have an analog watch. I have an Apple Watch, a smartwatch. But you can't bring a smartwatch into the exam.
解説
☓I have Apple watch → I have AN Apple Watch。商品名でも、1個持っているなら a / an。★an analogue watch の an は正しく立った。同じ1行で、立った an と落ちた an が並んでいる。
★★台本の題を読んだ直後に、台本に無い注釈を足した。なぜ100円の時計を買ったのか — スマートウォッチは試験に持ち込めない。台本はこの前提を書いていなかった。
先生Yes.
解説
★相槌。
生徒Because they are worried about cheating, or some stuff. So only analogue watch, only.
And they don't put, uh, usually, you know, I took the exam in the university. Some kind where university was a uh test uh place.
And uh, usually, you know, there there there is like, huge like, clock on the wall, right?
ネイティブなら
Because they're worried about cheating. So only analog watches are allowed. I took the exam at a university — the test site was a university. Usually there's a huge clock on the wall, right?
解説
☓So only analogue watch, only → only analog watches are ALLOWED。ルールの話は are allowed で閉じる。☓in the university → at A university。会場としての大学は at。どの大学か相手が知らないので a。☓there is like huge clock → there's A huge clock。
★★大学なのに壁に時計が無い、という謎の前振り。冠詞は university の前で the に化け、clock の前で消えた。
先生Yes.
解説
★相槌。
生徒School, university, it should be, but uh no, they don't have it. I don't know why, but uh, you know, to date, I don't know why, but uh they don't put uh large clock on the wall.
So you have to bring your own one, and analogue one.
ネイティブなら
It's a university, so there should be one, but there wasn't. To this day, I don't know why. They don't put a clock on the wall, so you have to bring your own analog watch.
解説
☓they don't put large clock → they don't put A clock。☓your own one, and analogue one → your own analog watch。own の後ろに one は置かない。your own で止めるか、your own watch。
★★to date(今日まで)が立った。I don't know why を2回言った。1週間たっても、壁に時計が無い理由は分かっていない。
豆知識
★試験の監督は、米国では proctor、英国では invigilator と呼ぶ。英国の大学では、試験会場の前に大きな時計を置き、監督が開始と終了の時刻をボードに書くのが一般的。英検の会場は日によって大学や高校を借りるので、教室の設備は会場次第になる。
先生Okay.
解説
★相槌。
生徒And I didn't have. [laughs] So I bought I bought like a... Do you know Daiso? Like a $1 shop. Daiso is a Japanese $1 shop. Very cheap.
Uh...
ネイティブなら
And I didn't have one. So I bought one at — do you know Daiso? It's a Japanese dollar store. Super cheap.
解説
☓I didn't have → I didn't have ONE。have は目的語が要る。前に出た watch を one で受ける。
★★Daiso を英語で説明した — a Japanese $1 shop。正しい。ただし、何を買ったのかを言う前に Daiso の説明に入ったので、買った物が「Uh...」で止まった。
豆知識
★100円ショップは、米国では dollar store、英国では pound shop と呼ぶ。英国の Poundland は1990年創業の1ポンド均一チェーン。ダイソーは海外にも店があり、海外では100円均一ではない。
先生Watch.
解説
★★★講師が1語を渡した — Watch。本人が「Uh...」で止まった所に、買った物の名前を置いた。今夜、講師が語を渡したのは3回(Watch / Turn it off / Pencil)。
生徒Yeah, watch. And uh, no, actually it's not $1, $3. [laughs] But uh, it's it was broken from the start, you know. I was, yeah, shock, you know. I didn't expect, but at least, you know, it's kind like a broken. It's doesn't didn't work at all. Uh, you know, so that's a funny story.
So, opening: okay, I'm going to just read this out loud.
"Okay, so I've got a story for you. Last Sunday was the Eiken Grade 1 test. Spoiler alert: it didn't go smoothly. [laughs] It didn't smooth smoothly at all."
And uh, yeah, maybe I explained already. The night be... "So the night before, I was talking to my teacher." Uh, are you? Maybe. [laughs] I don't know. "Uh, and I said this really thing, like..." Maybe you, yeah. "'You can't trust your own judgment, so you need an outside measurement, like a stick, yard yardstick.' I was so proud of myself, I thought it was quote of the year." For real. "And the teacher just said," uh, maybe you said, I remember. Really uh you definitely didn't remember, but, "'You are testing yourself,' kind of thing. Yeah, fool, you know, did I know. The next day I'd leave my actual measuring tools at home, which is," yeah, "uh, eraser kind of thing, and walking for an hour and a half, yeah."
So, uh, test like started at 2:00 p.m. So there's a, there was, I don't have to I didn't have to wake up early in the morning.
ネイティブなら
Little did I know, the next day I'd leave my actual measuring tools at home.
NEWLittle did I know
金具だけActually, it wasn't a dollar — it was three. And it was broken from the start. I was shocked. It didn't work at all. The test started at 2 p.m., so I didn't have to get up early.
解説
☓I was shock → I was SHOCKED。感情は -ed(shocked / bored / tired)。☓It's doesn't didn't work → It didn't work。☓it's kind like a broken → it was kind of broken。broken は形容詞なので a は要らない。
★★★台本の a teacher が、読み上げる口で目の前の講師になった — Uh, are you? Maybe。 第132夜(another teacher → It's you)と同じことが、今夜も起きた。本人の記憶では、試験前夜に You're testing yourself と言ったのはこの講師である。番組の記録でも、第128夜の講師の発話に You're testing yourself がある。★★台本の measuring stick を、口が yardstick に戻した。yardstick は第128夜に本人がこの講師の前で使った語。台本が言い換えた語を、口が元の語に戻した。☓Little did I know が Yeah, fool, you know, did I know になった。倒置の定型は、初見だと読めない。「バカだね、知ってたっけ」という自虐に変わった。中身としては合っている。
先生Mhm. Mhm.
解説
★相槌。
生徒I was maybe, test, yeah, test started at 2:00, that time. Uh, and uh so last time, for TOEIC, a different test, so uh September, I I I was supposed to take a TOEIC test, but uh, you know, I didn't miss I I missed, you know, because of the delay of train, and earthquake. Did I tell you, uh, story? No?
ネイティブなら
Last time, in September, I was supposed to take the TOEIC, but I missed it because the train was delayed by an earthquake. Did I tell you that story?
解説
☓because of the delay of train → because the train was delayed。名詞(delay)で言うより、the train was delayed と文にするほうが口語。☓Did I tell you, story? → Did I tell you THAT story?
★★台本に無い前日譚 — 9月の TOEIC は、地震と電車の遅れで受けられなかった。だから今回は早く出た。台本は「前回の反省」の一言で済ませていた所を、口が事実で埋めた。
先生Oh. Uh-huh.
解説
★講師はこの話を聞いていなかった。
生徒Yeah, I I you know, I couldn't take a TOEIC test because of uh you know obvious reasons, you know, earthquake and the train delay. But uh I should have like wake up early and uh you know what I mean? Being there in uh... But because so so it's it was somewhat my mistake to, yeah, because I was prepare enough to like go to that place earlier, extra caution. Extra early.
And I almost went late. Uh, well, not almost late, I couldn't take test.
ネイティブなら
I should have woken up earlier. It was partly my fault, because I wasn't prepared enough to get there early, just in case. I wasn't almost late — I actually missed the test.
解説
☓I should have like wake up early → I should have WOKEN up earlier。should have の後ろは過去分詞。今夜の宿題①。 ☓I was prepare enough → I WASN'T prepared enough。not が落ちて、意味が反対になった。準備が足りていたなら自分のミスではない。☓I couldn't take test → I couldn't take THE test。
★★★not が1個落ちて、反省が自慢になった。「準備は十分だった、だから自分のミスだ」。論理が逆立ちしている。★extra caution / extra early は立った。本人が言いたかったのは just in case(念のため)。
先生Mhm.
解説
★相槌。
生徒So, this time, I left super [laughs] yeah, so so that's you know, I I don't want to make a same mistake again, so.
ネイティブなら
So this time, I didn't want to make the same mistake again.
解説
☓a same mistake → THE same mistake。same は必ず the。同じものは1つに決まるから。
★冠詞が同じ席で入れ替わった — the の席に a。同じ失敗をしないための1文で、冠詞が同じ失敗をした。
先生Yes.
解説
★相槌。
生徒I left super early, way too early. And I was going to get there 2 hours early, yes. And, so place wasn't open, you know. It couldn't go into the uh uh place, because you know, it doesn't it didn't open until kind of. And I didn't want to stand outside like a weirdo [laughs] weirdo for an hour, so I got off two sta- ah, so, so. So, I came up a genius idea. I got up I got off two stations early, and walked. And that walk took an hour and a half, 90 minutes. [laughs]
ネイティブなら
The building wasn't open yet, so I couldn't go in. I didn't want to stand outside like a weirdo for an hour, so I came up with a genius idea. I got off two stations early and walked.
解説
☓I came up a genius idea → I came up WITH a genius idea。思いつく = come up with。with が無いと「アイデアが上がってきた」になる。☓It couldn't go into → I couldn't go in。主語は it ではなく I。
★★★a genius idea — 台本に無い1語を、口が足した。台本は「2駅手前で降りて歩いた」と事実だけを書いていた。本人は自分で「天才的なひらめき」と前置きしてから、1時間半歩いた。前置きがあるぶん、落ちが重くなった。
先生Mhm.
解説
★相槌。
生徒It'd be it'd be a little bit too long.
ネイティブなら
That was a little too long.
解説
☓It'd be → That WAS。it'd be は「(もしそうなら)長いだろう」の仮定。終わった散歩は was。
★90分の散歩を、仮定法で振り返った。まだ歩いていない人の感想になった。
先生Mhm.
解説
★相槌。
生徒And it was October, yeah. So I was expecting, you know, it nice warm, lovely weather, I expected.
ネイティブなら
It was October, so I was expecting nice, cool weather.
解説
☓I was expecting it nice warm, lovely weather, I expected → I was expecting nice weather。expecting と expected で同じことを2回言った。1回で足りる。
★★期待していたのは warm な天気、と言った。次の行で、cool のはずだったと言う。期待の中身が1行で入れ替わった。
先生Mhm.
解説
★相槌。
生徒And it was supposed to be cool, but uh nope, it was humid, yeah. Bit uh still like, hm, you know, muggy, kind like uh oh my god, summer, you know, summer is not, yeah, summer kind like uh... Yeah, by by the time I got there, I was clearly a nicely, nicely warm-up, warmed up. "Perfect if you are a about to step into the boxing ring, totally pointless if you are uh you are doing is filling in bubbles with a pencil, yes." [laughs] It was warmed up, but I don't need have to be all warmed up. It's a mental thing, so you don't need your body's, you know, getting ready, you know, adrenaline going, you don't need that. So, but I was, you know, kind like idiot, so. But uh yeah, it's okay.
ネイティブなら
Summer just wouldn't quit.
NEWwouldn't quit
金具だけIt was supposed to be cool, but it was humid. Muggy. Summer just wouldn't go away. By the time I got there, I was nicely warmed up. I didn't need to be warmed up — it's a mental thing. I was kind of an idiot.
解説
☓kind like idiot → kind OF AN idiot。kind of の後ろの人の名詞にも a / an。今夜の宿題③。 ☓I don't need have to be → I didn't need to be。need と have to は1つで足りる(第128夜の you have to need a yardstick と同じ重ね)。
★★★muggy が立った — 第130夜に台本に無いアドリブとして足した語が、6日後の今夜も口から出た。同じ話を3回したことで、前回のアドリブが本人の持ち物になっている。★adrenaline going / it's a mental thing も台本に無い。試験に体の準備は要らない、と理屈まで足した。
先生Mhm.
解説
★相槌。
生徒So, uh, "The Eraser," yeah. "And then I see the uh building, yeah, and I'm relieved, you know, this time, yeah, I made it. So there's no worry about, you know, uh not taking test, you know, I I'm already there. And uh suddenly I think, wait, did I bring an eraser?" You know, I thought I yeah, because it's very easy, you know. You you yeah, because you need an eraser, because you cannot, you have to use, uh, you cannot use ballpen, you know, like a sharpens, how would you say? Like a pencil, you know, real actual.
ネイティブなら
You need an eraser, because you can't use a ballpoint pen. You have to use a pencil or a mechanical pencil.
解説
☓ballpen → ballpoint pen(または pen)。☓sharpens → MECHANICAL PENCIL。シャーペン(シャープペンシル)は和製英語。英語では mechanical pencil(米)/ propelling pencil(英)。
★★シャーペンを英語にしようとして、sharpens(研ぐ)になった。鉛筆を削る動詞である。本人は「how would you say?」と自分で止まった。止まったのは正しい。
豆知識
★英検の答案は、HBの黒鉛筆かシャープペンシルで書く決まりで、ボールペンは使えない。マークシートを機械で読むため。シャーペン = mechanical pencil。シャープペンシルという名前は、早川徳次が大正時代に売り出した「エバー・レディー・シャープペンシル」から。家電のシャープは、この鉛筆から社名を取った。
先生Pencil.
解説
★★講師が語を渡した、2回目 — Pencil。本人の sharpens を直すとは言わずに、言いたかった物の名前を置いた。
生徒Yeah. Not, you cannot use ballpen, you know what I mean? Ink.
"So nope, luckily there were two convenience stores nearby, yeah. And smartphone smart, but smart people don't forget their eraser
解説
★★Ink — 1語でボールペンが駄目な理由を足した。消せないから。☓台本の Smart people を smartphone と読みかけた。このあと、本当にスマホで事件が起きる。
先生Uh-huh.
解説
★相槌。
生徒to begin with, or their watch, just saying." [laughs]
And uh, but I had uh my watch on, and and I checked how long the test was 1 hour before it started. [laughs] Yeah, I didn't check. I was I was so unprepared. And uh 100 minutes, it's very long test for the writing part and reading part. And uh listening is, I remember, uh 38 minutes.
ネイティブなら
I didn't check. I was so unprepared. It's 100 minutes for reading and writing — that's a very long test. And the listening is about 35 minutes.
解説
☓it's very long test → it's A very long test。
★★to begin with を台本に足した — 「そもそも」。台本は smart people don't forget their eraser で止まっていた。★I was so unprepared も台本に無い。自分で自分を刺した。
先生Mhm.
解説
★相槌。
生徒So very long, 2 or 3-hour, right. "Never practiced 100 minutes straight, not once." [laughs]
And uh, "Free Seating," yeah. Next one, "Free Seating."
"So, the room was small, like 20 or 30 people."
解説
★★「100分通しで1回も練習していない」で笑った。自分の台本で自分が笑っている。
先生Mhm.
解説
★相槌。
生徒And uh, last time, I don't know, it's ancient time, like year, uh 10 years ago, more than 10 years ago, I took Eiken exam 10 year more than 10 years ago,
ネイティブなら
That's ancient history.
NEWancient history
金具だけThe last time I took the Eiken was more than ten years ago. Ancient history.
解説
☓I took Eiken exam → I took THE Eiken。☓10 year → 10 YEARS。
★★ancient time — 10年前の自分を古代に置いた。英語には ancient history(大昔の話、もう関係ない話)という定型がある。
先生Mhm.
解説
★相槌。
生徒back in the days. But uh yeah, last time I remember like uh, it's not a free seating. Uh, seat has numbers, yeah. Seat has, channel numbers. So I asked the next next, the guy next to non empty seat. So, I I said, "Is it okay if I sit here?"
And he was a little bit, not nice guy. He didn't even look at me, he just went, [laughs] "Free seating," yeah. "Oh, cold, you know, oh my god, you know, because, okay, 0 degrees. Like everybody knows that dude, dude. [laughs] I'm a I'm an ancient guy, you know, I was old, you know. Everybody like in their 20s, or like uh teenagers, you know. So, I'm kind of, old man, you know. [laughs] And me, I've been a black row, back row guy, I sit, yeah. Yeah, maybe it's, so it's like a universal thing. You don't want to, you don't want to sit in a front row, right?
ネイティブなら
Last time, the seats had numbers. So I asked the guy next to an empty seat, "Is it okay if I sit here?" He wasn't very nice. Everyone else was in their twenties or teens. I'm kind of an old man.
解説
☓seat has numbers → the seats HAD numbers。10年前の話なので過去。☓the guy next to non empty seat → next to AN EMPTY seat。non が付いて、空席が満席になった。☓not nice guy → not a very nice guy。☓I'm kind of, old man → kind of AN old man。今夜の宿題③。
★★★台本の an empty seat を non empty seat と読んだ。隣に誰か座っている席に座らせてくれ、と頼んだことになる。冷たく返されたのは、そのせいかもしれない。★★I'm an ancient guy — 台本に無い自己紹介。周りは20代と10代。10年前の英検を「古代」と言った男が、自分も古代人にした。☓kind of の後ろの a が、今夜2回目の欠勤。
先生Yeah.
解説
★相槌。
生徒Did do you remember your university day? You you do you, you sit in the back, or front? Which which...
ネイティブなら
Back in your university days, did you sit in the back or the front?
解説
☓do you sit → DID you sit。大学時代の話は過去。☓your university day → your university DAYS。「〜時代」は days で複数。
★★★台本を止めて、講師に質問した。ここから講師の人生が入ってくる。
先生No, I never went to the I never went to the front. I went to the middle. [laughs] Yeah.
解説
★★★講師の答え — 前にも後ろにも行かなかった。真ん中。本人の二択(前か後ろか)を、第三の席で崩した。
盗む
I never went to the front. I went to the middle.
I never went to ~ = 〜には一度も行かなかった。never は「一度も」。大学時代の習慣を、過去形1つで言い切れる。
生徒The middle? Ah, it's very clever, the middle.
解説
★★The middle? と聞き返して、clever と評した。very は形容詞 clever の前で正しく立った(第133夜の宿題の席)。
先生Yes, yes, yes. You know, it's more like, okay, halfway there, you know. [laughs] Yeah.
解説
★★講師の理屈 — 真ん中は「半分は来た」。
盗む
It's more like, okay, halfway there.
halfway there = 半分まで来た、道半ば。本来は進み具合を言う語(We're halfway there)。講師は教室の席に当てて、前にも出ず後ろにも逃げない、を一言で言った。
豆知識
★教室の前列と中央の列には「アクションゾーン」という名前がある。1970年の教室観察研究(Adams & Biddle)で、先生とのやりとりが前の席と真ん中の列に集中することが記録された。講師の真ん中の席は、その中に入っている。
生徒Oh, the middle is the best, maybe. Yeah, I didn't expect that answer. Okay.
解説
★★I didn't expect that answer が立った。後ろの席の男が、真ん中の席に負けを認めた。
先生[laughs] Okay.
解説
★笑い。
生徒The back back guy, not the best, the middle. [laughs] Interesting.
Yeah, so, but uh you know, I was yeah, I'm kind like uh, very very back, and then, you know, I'm like back guy.
ネイティブなら
So the back-row guy isn't the best — the middle is. Interesting. I'm a back-row guy.
解説
☓I'm like back guy → I'm a back-row guy。a が落ちた。back guy だと「背中の男」になる。
★背中の男。
先生Back guy, yeah.
解説
★★講師は本人の言葉を繰り返して受けた — Back guy。直さずに乗った。
生徒A little bit of sneak, you know. A little bit uh, yeah, uh, try to, how to say, hide my existence, you know. Very very low, very very back. And, "Remember that, it comes back to bite me," as a so. [laughs]
ネイティブなら
I like to keep a low profile.
NEWkeep a low profile
金具だけI'm a bit sneaky. I try to hide — I like to keep a low profile.
解説
☓A little bit of sneak → I'm a bit SNEAKY。sneak は動詞(こっそり動く)。人の性質は形容詞の sneaky。
★★★「自分の存在を消したい」を、how to say で探した。英語には keep a low profile(目立たないようにする)がある。本人の very very low はほぼ正解だった — 低くするのは姿勢ではなく profile。★it comes back to bite me は台本どおり読めた。
先生[laughs]
解説
★笑い。
生徒Yeah. So that this next one is funny, you you it's actually funny. "The phone that wouldn't die. Uh, then the proctor says," yeah, examiner says, you know, "'Please turn off your phones.' And uh I hold down the power bottom, uh, and uh, instead of turning off," so, [laughs] this one I didn't know how to, you know, because I bought new phone, maybe, to back, also couple months ago, already, I have, but uh I never ever turned off my phone. Maybe today's day and days, you know, you you...
Did you turn off your camera uh phone before bed, before go go to bed?
ネイティブなら
I bought a new phone a couple of months ago, and I'd never turned it off. Nobody does these days, right? Do you turn off your phone before you go to bed?
解説
☓I bought new phone → I bought A new phone。☓today's day and days → THESE DAYS。☓Did you turn off ... before go to bed → DO you turn off your phone before you GO to bed? 毎晩の習慣は現在形。before の後ろは主語+動詞(before you go)か -ing(before going)。
★★★台本を止めて、2回目の質問 — 寝る前にスマホを切るか。proctor を examiner と自分で言い換えた。☓power button が power bottom(底)になった。電源の底を長押しした。
先生No.
解説
★★講師の答え — No。本人と同じ側だった。
生徒Do you? Yeah, yeah, you know, so the you know, yeah, so I didn't, you know. The old one, I knew how to uh put down,
解説
★「電源を切る」の動詞が出てこない。put down は「置く」。
先生Turn it off.
解説
★★★講師が語を渡した、3回目 — Turn it off。本人の put down の途中に、正しい句を置いた。本人は0秒で復唱した。
盗む
Turn it off.
turn off は、目的語が代名詞(it / them)なら間に挟む — turn it off。☓turn off it とは言わない。名詞なら turn off the phone / turn the phone off のどちらでもいい。
生徒turn turn it off, but uh, [laughs] new one, so I tried, like uh, you know, old one stuff, and it didn't work. Instead of like turning it off, uh, AI activated. [laughs]
ネイティブなら
I knew how to turn the old one off, but with the new one, I tried the same thing and it didn't work. Instead of turning off, the AI came on.
解説
☓AI activated → the AI CAME ON / the AI got activated。activate は「起動させる」。AI が自分で起動したなら came on か got activated。
★★★台本でいちばんの山。電源を切ろうとしたら、AI が起きた。
先生[laughs] Oh my goodness, Taishi.
解説
★★★講師が声を出して笑った — Oh my goodness。今夜いちばん大きな反応。台本の山で、ちゃんと笑いが取れた。
盗む
Oh my goodness.
Oh my goodness = なんてこと、うそでしょ。Oh my God を柔らかくした言い方。驚きと笑いの両方に使える。
生徒AI activated, and, yeah, yeah, yeah, so I [laughs] and it says, "Hey, how can I help you?" you know. I want [laughs]
解説
★★AI の台詞を声色で再現した — Hey, how can I help you? 助けてほしかったのは、電源の切り方だった。
先生Mhm.
解説
★相槌。
生徒You know, uh, so, "And I bought that phone months ago, and I had never turned it off, yeah, not one time, and I had no idea how, you know. And uh so, uh, yeah, frantically swiping and," you know, "the all the thing, you know, I tried, but uh, you know, proctor just walks over." And the Eiken is very strict rule. You, uh, actually proctor check, your phones off, how to say, whether your phone's off. So I can I couldn't lie. So, proctor just walks over and takes, [laughs] my phone got confiscated. [laughs] Because I couldn't turn off.
ネイティブなら
The Eiken has very strict rules. The proctors actually check whether your phone is off, so I couldn't lie. The proctor just walked over and took it. My phone got confiscated, because I couldn't turn it off.
解説
☓the Eiken is very strict rule → the Eiken HAS very strict RULES。☓proctor check, your phones off → the proctors CHECK WHETHER your phone is off。本人は how to say で止まって whether を自分で出した。☓I couldn't turn off → I couldn't turn IT off。講師が30秒前に渡した it が、ここで落ちた。
★★★confiscated が立った — 没収された。台本の takes を、口が got confiscated に格上げした。★whether を自分で探し当てた。ただし直前に講師が渡した turn it off の it は、30秒で消えた。
先生Oh my. Oh my.
解説
★★講師は2回、Oh my。
生徒Yeah, yes. Yeah, this is like another side story. "And mine was the only phone," yeah, that's uh, [laughs] I was so embarrassed, it was embarrassing thing. "Mine, yeah, that that was mine the only phone confiscated in the whole room." [laughs] "And guess who looked over? Yeah, that ice-cold guy." [laughs]
ネイティブなら
Mine was the only phone confiscated in the whole room. I was so embarrassed. It was so embarrassing.
解説
☓it was embarrassing thing → it was AN embarrassing thing / it was SO embarrassing。embarrassed(本人の気持ち)と embarrassing(出来事)は正しく使い分けた。
★★embarrassed と embarrassing を、1行で正しく分けた。落ちたのは thing の前の an だけ。
先生[laughs]
解説
★笑い。
生徒You know. "And people always look at uh you, exactly when you don't want them to, yes." True.
解説
★★台本を読んで、自分で True と判定した。
先生Mhm.
解説
★相槌。
生徒"And, uh, 'Hero with two watches,' yeah." That that is, that was nice story. I I I I got a little moved. Japanese people are tend tend to be kind kind of stuff.
"Okay, now, the best part of the day. There was a woman sitting right in front row," you know, because he's ready she's ready, she knows uh voice echoes, and she knows, you know, it's better to sit in the front row. And uh, very pro, kind of ready, hm, yeah, well-prepared, "right in front of the speaker," yeah,スピーカーのシーン, "and uh one, on her desk, two pencils, on one eraser, one watch, and uh backup watch." [laughs] She she had a backup watch.
ネイティブなら
That was a nice story. I was a little moved. Japanese people tend to be kind. She knew the sound would echo, so she sat in the front row. She was really well-prepared.
解説
☓that was nice story → that was A nice story。☓Japanese people are tend to be → Japanese people TEND to be。tend は動詞。are は要らない。☓he's ready → SHE's ready。☓voice echoes → the SOUND echoes。スピーカーの音は voice ではなく sound。
★★★台本の女性を、口が先に説明した — なぜ前の席だったか。台本は最後まで種明かしを取っておく構成だった。本人は登場の時点でネタを明かした。★well-prepared / I got a little moved が立った。☓he と she が1行で入れ替わった。
先生Wow.
解説
★★講師の Wow — 予備の時計に。
生徒"And right before the test," ah so, "some some guy raised his hand, you know, and says, 'I forgot my watch,' and uh there's no, you know, watch on the wall, so"
ネイティブなら
Right before the test, some guy raised his hand and said, "I forgot my watch." And there was no clock on the wall.
解説
☓watch on the wall → CLOCK on the wall。壁に掛かるのは clock、腕に巻くのが watch。☓raised ... and says → raised ... and SAID。
★★壁に watch が掛かった。腕時計を壁に掛けると、だいぶ小さい。
先生Mhm.
解説
★相槌。
生徒you know, "and that, but proctor goes very strict, you know, cold stance, 'And there are no clocks in this room.' See, and he he just froze, and this woman, without a word," he said some word to this guy, "hand him, but uh" It was truly hand him her spare watch. So he bows, she gives a tiny nod, and goes back to the face, facing toward legend, [laughs] legend. Legend.
Yeah, it's a very good story.
And I wanted, you know, but you know, but I wanted a watch, too, [laughs] because, but I couldn't raise my hand, because I was wearing one, you know, broken one. You cannot wear, by the way, broken one. You can't wear a watch and ask for a watch, yeah. That's true.
"And the watch with a super power, yeah."
And so my watch, I bought it, I said, already explained, and uh, you know, 100-yen shop, $1 shop,
ネイティブなら
Without a word, she handed him her spare watch. He bowed, she gave a tiny nod and went back to facing forward. Legend. I wanted a watch too, but I couldn't raise my hand, because I was wearing one — a broken one.
解説
☓he said some word → SHE。台本の woman を he で受けた(今夜2回目)。☓broken one → A broken one。
★★★台本の without a word の直後に、口が he said some word to this guy と足した。台本は「何も言わずに」と書いていた。口は「何か一言言った」と言った。どちらが事実かは、この書き起こしからは判定できない。第130夜の法則(盛った台本を、口が事実に戻す)なのか、ただの読み違いなのか、分母はここまで。★cold stance — 台本に無い語。監督の口調を「冷たい構え」と言った。★Legend を3回。
先生Mhm.
解説
★相槌。
生徒the other the day before.
Okay, technically it was, yeah, [laughs] $3, but whatever.
"And at 2:00," yeah, test started uh 2:00, "so I set it to I set it to 2:00, and the second I did that, I knew it was broken, yeah. It was acting weird the night before," [laughs] but stupid of me, I was like, okay, it will probably fix itself by tomorrow. I believe I believed in my cheap watch, and I it the the watch betrayed me. I really, [laughs] I believe in my 100-yen.
"And the room was hot, yeah, and uh that's makes things worse. Yeah, the room was hot, uh uh, and 30 people sweating."
Uh, not sweating, but uh yeah, it's it was tense, you know what I mean? Because it was before the test, so everybody is kind of nervous, right?
"And about 30 minutes in," uh, in my, this actually happened, "my brain was fried. Oh my god, still hot, you know, my CPU was not working, you know, fried.
And, my brain was fried, and looked around and, but uh surprisingly," you know, "I was the only one sweating, because I was the only one who just walked [laughs] 90," yes, because warm-up did a damage to my body, you know what I mean? 90 minutes walk, uh, didn't help me, and countereffective. "And so, no clock on my wall, on the wall, my phone was with with the proctor, and my watch was lying to my face. I was probably the one person in the room who had no idea what time it was, yes.
So I I panicked," you know, because I couldn't check that time, and rushed through everything so as much as possible. And they and this, you know, because only proctor said, you know, "30 minutes left," it's too late. I was already done, because [laughs] Yeah, I rushed through thing. Well, it was, I don't know, yeah, but uh I rushed so hard, I had time so time to spare, but uh you know, so I was panicking and uh so, it's not, uh, maybe not going to good, because I I finished before the test, uh fini-, but still, it's I I was so in a rush, maybe score's not going to good, you know what I mean? Because I yeah, I just, you know, rushed through everything.
"And after the test, my watch said, 30:00, 3:00 p.m. The clock in the lobby said, 4:00." [laughs] This is what, yeah, so I yeah, I, you know, wow, what a nice job. Uh, the $3, $3 watch
ネイティブなら
The walk totally backfired.
NEWbackfired
金具だけStupid me, I thought it would fix itself by morning. I believed in my cheap watch, and it betrayed me. The walk did some damage — it was totally counterproductive. My score might not be good, because I rushed through everything.
解説
☓warm-up did a damage → did SOME damage / did damage。damage(損害)は数えない。第133夜のカードの do damage が、1日で a 付きで出た。☓countereffective → COUNTERPRODUCTIVE。第67夜に召喚した捏造語の再召喚。☓maybe score's not going to good → my score MIGHT NOT BE good / my score's not going to BE good。be が2回とも落ちた。☓it will probably fix itself → it WOULD probably fix itself。「〜だろうと思った」の中は would。
★★★台本の嘘を、口が直した — 30 people sweating → not sweating, but it was tense。台本は「30人が汗をかいていた」と書き、3行後に「汗をかいていたのは俺だけ」と書いていた。AI の台本が自分で矛盾していた。本人の口が、その場で事実に戻した。第130夜の法則が、今夜も働いた。★★★the watch betrayed me — 第130夜のアドリブが、今夜も出た。my CPU was not working も台本に無い。☓3 と 30 が入れ替わった。台本の Three minutes left を 30 minutes left と読み、3:00 を 30:00 と読んだ。ロビーの時計は 4:20 が 4:00 になった。時間の話をしている段落で、時計の数字だけが読めなかった。☓countereffective — 第67夜の捏造語が、68夜ぶりに再召喚された。講師は止めなかった。
先生Watch.
解説
★★講師が語を渡した — Watch(今夜2回目の Watch)。本人が $3, $3 で詰まった所に、続きの名詞を置いた。
生徒could do to you. [laughs]
"My watch had the power to slow down time, in a in a manga, that's a strong power, strongest power ever. In a test room, it's the worst one possible, yes."
ネイティブなら
Look what a $3 watch can do to you.
解説
☓what a nice job, the $3 watch could do to you → LOOK WHAT a $3 watch CAN do to you。「〜がこんなことをしてくれる」は Look what ~ can do。
★★★台本の落ち — 時間を遅くする能力。漫画なら最強、試験会場なら最悪。台本どおり着地した。
先生I can imagine. [laughs]
解説
★★講師の評 — I can imagine。
盗む
I can imagine.
I can imagine = だろうね、想像つくよ。相手の大変だった話への共感の一言。I can only imagine にすると「想像もつかないほど大変だったろう」になる。
生徒Yeah. [laughs] But you know, I didn't watch, you know, I I noticed like uh yeah, uh you know, I I didn't uh watch my watch once, because already noticed, ah okay, this didn't work. But as it, and uh so, I sat in the very row, very how to say, back back seat, and uh the back row, uh thing, "at home, I practiced," yeah, and it's not good. I I recommend your, uh, your student to listen in a bad condition, with noise-canceling earphone, you always use noise-canceling, perfect, you know, audio condition environment, so everything crystal clear. "But in the test, the audio comes from one speaker at the front. By the time it reaches the back, it's bouncing off the walls. So," I should know better, "I was hearing everything twice," not that bad, but still, oh my god, echoing, so. "So, please sit in the front." So, to you know every, yeah, learn from my mistakes, [laughs] you know, students, your students, you you should advise them to, you know, sit in the front.
ネイティブなら
Have them practice with bad audio. The test won't be crystal clear.
NEWHave them practice
金具だけI didn't look at my watch once, because I already knew it was broken. I'd recommend that your students practice listening in bad conditions, not with noise-canceling earphones. I should have known better. You should advise them to sit in the front.
解説
☓I didn't watch my watch → I didn't LOOK AT my watch。時計を見るのは look at / check。watch は動くものをじっと見ること。☓I recommend your student to listen → I'd recommend that your students listen / I'd recommend having your students listen。recommend は人+to不定詞を取らない。☓I should know better → I should HAVE KNOWN better。今夜の宿題①。★you should advise them to sit は正しく立った — advise は人+to不定詞を取る。
★★★今夜の本題が、ここで台本から出た。台本は「前の席に座れ」で終わっていた。本人はその手前に、自分の持論を足した — 講師の生徒にも、ノイズキャンセリングの完璧な音ではなく、悪い条件で聴かせてくれ。この話の失敗の中から、本人がずっと言っている「劣化した音で聴け」が出てきた。後ろの席の反響は、英検の失敗で、同時にその持論の証拠だった。☓watch my watch — 時計を観賞した。
先生To sit in front, yeah.
解説
★★講師は本人の最後の語を復唱して受けた — To sit in front。
生徒Yes. "And that's when it finally clicked. So that's why the back watch, yeah, backup watch woman," you know, this she she kindly uh gave, you know, uh a back back backup watch to that other other guy, "was sitting right in front of the speaker. She knew, she knew everything."
解説
★★it finally clicked が立った。ここで本人は she を正しく使った。前の段落の he は、ここで直っている。
先生Mhm. Mhm.
解説
★相槌。
生徒Yeah, very pro lady.
And uh, yeah. I'm going to talk about, ah, so, maybe two less than cyber security, maybe I'm going to finish this. [laughs] The topic is about topic, big topic. The essay topic, you know, we have to write uh, you know, some essay.
ネイティブなら
There are two sections left — cybersecurity and the ending. Let me finish this. The essay topic was a big one.
解説
☓maybe two less than cyber security → two sections LEFT。残りは left。less は「より少ない」。
★残り時間を見ながら、締めに向かった。
先生Mhm.
解説
★相槌。
生徒"Should the government invest more in cyber security? What what do you say?" [laughs] I do I have no idea. "And my knowledge of cyber cyber security is basically," okay, "viruses, hackers, and don't use the same password twice," kind of thing, you know, very elementary kind of, that's it, "and that's the whole library. And I had this trick, 10 reasons that work," you know, we uh I maybe explained, you know, two-finger methods, maybe I explained to you many times, one per finger. "So I pull I pulled one out fairness, trust, and education. But uh, it it was mess, it was mess," you know, "all over the place, I was all over the place. How does cyber security connect to education? No idea, I was writing it, and I didn't know. I was winging it, terrible."
ネイティブなら
I had this trick — ten reasons that work for any topic, one per finger. I pulled out fairness, trust, and education. But it was a mess. I was all over the place. I was winging it.
解説
☓it was mess → it was A mess。a mess は数える。☓two-finger methods → the TEN-finger method。理由10個を指10本に割り当てる方法。2本では理由が2個しか無い。
★★★I was winging it — 第130夜の検死が alt で渡した語が、6日後に本人の口から出た。あの夜、本人は I was make it up as I went along と言い、検死は I was winging it を渡した。今夜は台本に無い所で、自分で出した。★I was all over the place も台本に無い。☓ten-finger method が two-finger method になった。何度も説明した、と言いながら、指が8本減った。
先生Mhm.
解説
★相槌。
生徒"So I I just kept writing 'therefore', 'therefore'." [laughs] You know, I used "therefore" a lot. "Like duct tape for duct tape for logic. Basically, my essay was, we should spend money because it's important, therefore we should spend money. [laughs] Kindergarten level. And stretched to 2 200 words. And my handwriting started out," yeah, and I'm a terrible handwriting, handwriting, you know, chicken scratch kind of, "and halfway through, I realized I was running out of space. So the letter uh the let letters got smaller and smaller. I started like a super, and ended up like a packed train. So," and size, yeah, "and for for a second I caught a glimpse of a woman next to me, not cheating, I swear. [laughs] I saw that handwriting, every letter from the at the same size like it was printed, perfectly behaved, and uh all the way to the last line. And meanwhile, I just hoped my eraser crumbs and..."
So closing: "So yeah, lessons learned: bring an eraser, buy a real watch, learn how to turn off your phone, and sit in the front. And then, I walked home an hour and an..."
Thank you so much. [laughs]
ネイティブなら
I have terrible handwriting. Chicken scratch. It started like a spa and ended like a packed train.
解説
☓I'm a terrible handwriting → I HAVE terrible handwriting。I'm だと本人が字そのものになる。☓I started like a super → IT started like a SPA。台本の spa(ゆったりした温泉)を super と読んだ。
★★★chicken scratch — 第130夜の締めで講師が拾って返した語が、今夜は本人の口から台本に無い所で出た。同じ話の3回目で、前回もらった語が自分の物になっている。☓I'm a terrible handwriting — 本人が悪筆そのものになった。☓spa が super になった。ゆったり始まった字が、スーパーで始まって満員電車で終わった。★締めの1文は時間切れで an hour and an... で止まった。最後の90分の徒歩は、今夜も最後まで歩ききれなかった。
先生[laughs]
解説
★★講師は笑って受けた。
生徒Did you enjoy my story? Yeah, yeah, yeah. But uh, I was so happy I, you know, told you about this story, so.
ネイティブなら
Did you enjoy my story? I'm really glad I got to tell you about it.
解説
☓I was so happy I told you → I'm really glad I GOT TO tell you。got to = 〜する機会があった。
★★Did you enjoy my story? — 自分で感想を取りに行った。
先生Mhm.
解説
★相槌。
生徒And I will ex- uh I I will prepare in, and uh as much as may I want to take your class as much as possible, because you know, you helped me you will help me uh prepare the test again, second one. The second one.
ネイティブなら
I want to take your classes as often as I can, so you can help me prepare for the second stage.
解説
☓help me prepare the test → help me prepare FOR the test。prepare the test は「試験問題を作る」になる。受ける側は prepare for。今夜の宿題②。 冒頭(I have to prepare for the next stage)では for が立っていた。同じ夜に立って、落ちた。☓as much as possible → as often as I can。授業の回数は often。
★★★次の約束 — 二次試験の準備を、この講師と。この講師に試験の準備を手伝ってもらう。そのつもりで、試験問題を作ってもらう文になった。
先生Mhm. That's good. Mhm.
解説
★講師は That's good で受けた。
生徒Yeah. So thank you so much.
解説
★礼。
先生Not a problem, Taishi. Not a problem. Thank you so much. It was good speaking to you again, yeah?
解説
★★講師の締め — It was good speaking to you again。again が入った。前にも話した、と講師の側から言った。
盗む
It was good speaking to you again.
It was good speaking to you = 話せてよかった。別れ際の定型。again を足すと「また話せてよかった」。Good talking to you でも同じ。
生徒Yeah. Yeah, great.
解説
★相槌。
先生See you soon.
解説
★講師の締め。
生徒See ya.
解説
★終わり。
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