【英文解釈講義第7回】

Added: 2026-05-27

[00:09:45].

[00:12:12]good morning. It's Inaji. Okay, so, today we'd like to proceed with the lesson on interpreting part A. Well, since we didn't finish the last lesson, today we'll start with the third topic, which is information structure. yes. Are you okay? Good morning. So, uh, today we'll be doing a lesson on interpreting sentences, uh, so that's where we'll get started, okay?

[00:12:48]yes. That's how it turned out. Okay, so, I'd like to get started right away.

[00:12:55]This time, it's called verbal stowing, as it says here. Okay, so the question is asking you to think about the meaning of these words, assuming you don't know them, and then choose the one that seems to have the same meaning, using the numbers 1, 2, 3, and 4 as a starting point. yes. So, I'd like the people in the archives to try solving the problem here. Well, it's a bit difficult, and there's a lot going on today, but I'd like you to try your best. yes. So, well, for those of you who are looking at the problem right now, let's think about it together from here on out. Yeah. Well, this is probably going to be difficult. yes. Well then, I think I'd like to give it a try.

[00:13:52]yes. Well, first of all, it's Azu. Here we go.

[00:14:00]yes. Well, I guess they're probably connection specialists. So, the meaning of "Azu" is, well, can you remember it clearly? That's the kind of thing we're going to do, so, let's ask again. Well, actually, um, I guess I'll change it to something around here. Um, so, I'll transfer it later. Okay, so regarding Az's important report, let's go and confirm it. yes. Um, so, in an actual class, this is where we would ask a question, right?

[00:14:29]Um, what's "Aruzu"?

[00:14:32]yes. Uh, so, yes. Well, I'll say something like, "Remember me from Fujita," and then, um, I'll confirm it by saying, "I remember," and it will end up looking like this. Okay, so, uh, information, evacuation, uh, essentials, reasons, proportion, time, and, uh, in that kind of way, uh, in terms of the essentials, well, basically these seven things, uh, so please remember them well. Well, as for how much of this information you should memorize, it varies quite a bit depending on the teacher, so if your teacher says three, then it's three, but I personally wouldn't recommend reducing it to less than five. yes. Um, so, when it comes to information, you use forms like, uh, as, heis, so, uh, he is young, but... So, if it was an evacuation, it would be to the right of that public section, and, well, that's how it went. It was something like that, I think. yes. A little more this way. Here we go. yes. What shape will it become? Okay, so let's get started. Uh, next is, uh, deaccuse. yes. Oh, so this is 's'. yes. Uh, so, yeah. This means it's standing, right? Well, in terms of enduring, the stand can last for 3 minutes, but since we're talking about standing, it would be, well, 1 minute and, uh, something like that. Uh, so, bethem is, uh, AD and, uh, handft, well, this is a bit tricky. yes. Um, so, a handcuff is, yes. Well, you're wondering what it means? Well, if you look it up in the dictionary, it's like, well, something like that. Maybe I should actually look into it. Uh, hand cuff, well, some people might know what it is, but I think most people wouldn't know what it is. yes. Well, "handft" is, you see, the past tense or past participle form of the word "handcuff."

[00:17:04]yes. Well, you see, handcuffs are, well, I'll just say it, handcuffs. So, it looks like he's been handcuffed, right?

[00:17:13]Um, so, what does it mean that the processed molecule is placed there, um, it's the shape, well, this is more like this C, yes. I think it would be good if people could understand it in a way that makes them say, "Huh?"

[00:17:32]Well, a handcuff is, you see, C. So, the form SC has appeared here, that's the form it is in. yes. Okay then, let's take a look at some strawberries. Well, if you look at the finer points of grammar, there are actually a lot of them within this short timeframe. Well, one of them was this Az. yes. Um, so, Az is, well, roughly, um, up until the end of part 1. We can't determine the meaning of this "A" without interpreting it up to this point. So, let's put this Az on hold for now. So, next time with di, uh, what is the basic meaning of this, uh, uh, za, uh, well, it means to find a business card that will become your partner, but this acquis is, well, the past numerator, uh, that's how it's structured. yes. So, I'd like you to think about why this is stuck at Accues. yes. Well, when I take a look, it's quite... Yeah. This has already come up a lot, you know. Uh, plus, well, this is a pattern to consider for a KO. For example, what does "the" mean?

[00:19:02]yes. Well, this is, uh, plus, KO sensei is, uh, what do you call, uh, people, in that sense, uh, if you take the meaning, uh, it's also decided in that sense, uh, well, The Rich is, yes. So, it means something like, "Oh, wealthy people, and..." yes. Yes, that's right. Well, that's what happens with "reach".

[00:19:36]So, the suspect that came up this time... yes. So, it's like, "Um, what does this mean?"

[00:19:48]So, Accuse is, well, do you remember? Accuse AB, so, well, you attack A with B, uh, that's how it works. So, " accuse" means being attacked. So, that means they're the one being attacked. Well, if you ask me why we're being attacked, I mean, you'll probably understand, so I'll just write it down here to explain the meaning, like this. It means something like, "Well, the defendant is..." yes. The defendant is being attacked with the card that they did something wrong, right?

[00:20:30]yes. It ended up looking like this: "Huh?"

[00:20:32]yes. So, deracuses are, well, people who are being tried in court. yes. Well, it's in a shape that looks like it's standing up. Uh, next is be them.

[00:20:50]This "before" picture, well, I wonder if today's students don't find this so strange anymore. Well, when I saw the before picture, I was like, "What is this?" When I ask, "What does 'before' mean?", everyone explains it as "before something." So, you ask, " Before what?" and you say something like, "Well, before something," but then, "Um, so, before what is this 'before them' before?" and " What is this?" a lot of people end up with that kind of expression. And here it is, heave-ho.

[00:21:34]Well, "before" is used to mean "before something," but it can also be used for places. Can you see it? Yes. yes. Oh, so it can be used in different locations too?

[00:21:49]So, you can use it in the form of "before the building" or, well, "before the stairs" or, well, in front of the set, in front of the building. Uh, so, well, Infront You, oh, Infront of. Wait, that's not right.

[00:22:16]yes. So, in front, uh, in that kind of form, uh, it's actually possible to use it, uh, so I'd like you to keep that firmly in mind. yes. Um, is that okay?

[00:22:31]Yes. Oh, it's okay. So, well, um, I've explained it a little, right? It's a short piece, but it's about AS. So, for the purpose, uh, so, it came in the form of Bifa. And then there's this Svc, this shape, what is this, you know, it's a shape, and there's a text written about it, so I guess I need to study this one too. yes. Well, I'm thinking of changing it a bit around here, in that sense. yes. Well, this, you see, it comes up quite often, so I'd like you to make sure you understand it thoroughly with the explanation that follows. So, it 's a pattern where we get S, then V1, and then C. yes. I think there are a lot of people who are like, "Huh? No, no, no, well, I didn't hear anything about that." Well, according to Oni-san, the humanities can be classified into five categories. So, I've been teaching classes and I can classify them into eight categories. Well, you might think, "Hey, this guy isn't in that table," and there are probably a lot of people who think that way, but actually, this text exists in very large numbers. Ah, so it's the pattern where the C comes after the S.

[00:23:53]So, I think that by thinking about the A version together, some people will have an "aha!" moment, so let's try writing it down. Well, I suppose that's the question. Um, here we go. There's a Japanese expression that goes, "Eh, the kidnapped child has returned safely." So, the question was, " Make this into A," and I thought, "What kind of question is this?" and I'd like you to think about it for a bit. yes. Well, if a kidnapped child has returned safely, then, well, the idea of ​​joining in that context might be a bit difficult. The word is "bidnap," and if you use it in the past tense, you get "kitten to child," and that's how it works. yes. Well, I don't think there's any problem around here.

[00:26:04]yes. Well, the kidnapped child... So, all we need to do after that is write a synonym, and if we take a look, it's written in a way that suggests he's returned, so let's go with Kaneback.

[00:26:19]yes. So, the phrase is "and everything went smoothly afterwards," right?

[00:26:24]yes. Well, when we look at it in Japanese, it's written in the form of "safely" or "safely," so let's try writing it like this, using the word "safe." Um, wait a minute.

[00:26:48]yes. Oh, kidnapchildsa. It ended up being a sentence like, "Eh?"

[00:26:53]So, that's how it would look. Well, um, what do you think about this?

[00:27:00]The kidnapchildsafe fre, right? Um, something like that. The question is whether this is correct or not. So, if we look at the sentence structure, "The kidnapchild" is, well, this is an 's', and "Kame" is, well, it probably means "came back", so it's an ' 1'. Uh, so, back then, sa furi, well, this is also welfare. Well, if you think about it in that way, I'd like you to carefully consider what kind of employment relationship this Safely has. Okay, so, this is where " chem" is placed here as a term used when looking for a job. yes. Well, this word "government" does n't mention whether the child was safe or not, but rather the act of returning, the very act of returning, is seen as meaning that the child returned safely. Well, it sounds like they came back without getting into an accident, right?

[00:28:01]yes. Well, with this, with this, we ca n't really say that this accurately expresses the meaning of this Japanese phrase, can we?

[00:28:10]So, the question is, what do we do then?

[00:28:13]Well, Chemvac is pretty much the same. And it says "safe" here. yes. Um, so, in that case, um, in terms of sentence structure, the word " safe" is just placed there as an adjective, and I've said this many times. It's C, right? yes. So, if we look into what was safe, the only conclusion we can draw is that if you have a business card that says "Child," then that's the only way we can think of it. yes. It ended up looking like this: "Huh?"

[00:28:52]Um, is that okay? And then, well, that raises the question, isn't Keim actually a humanities major?

[00:29:00]Well, since they put a "C" for "government" at the back, I guess the chem is 2. So, since there's also a second-sentence usage for "kamu" (to chew), you might think this would be okay, but no, that's not quite right. So, the reason is, well, it means that the document itself has been returned. yes. So, um, unless you're a humanities major, it can't be interpreted as you coming back. Oh, so it's safer to have two humanities majors. It essentially means that things have returned to a safe state. yes. Well, in terms of sentence structure, the structure where C is placed after S1 (subject) is still valid. So, that's how it is, then. So, um, well, if you're asking how we should just keep this in mind, well, first sentence pattern, um, after that, um, yes. Well, that's how I remembered it. Well, after the 1, well, it represents the state of protection. Hold on a second. It's not C.

[00:30:35]Uh, it's a shape, and uh, it's a molecule.

[00:30:52]Hmph. Hmph. I agree.

[00:30:55]yes. It ends up looking like this. Well, in the first sentence, you can put an adjective that indicates the state of protection, or, well, a present numerator or a past numerator, after it, and that's the point of this sentence, well, that's the form. So, when you're doing the first one, the Guardian is in a state that's just sitting there in the background, and the Guardian is employed there. Well, I'd like you to think of it as me explaining things. Okay, so, with that, we can finally see the bigger picture of this text. yes.

[00:31:28]In DearQues, the defendant, well, before them, they haven't come out yet. So, um, he's standing there handcuffed. Yeah. Well, I think I've pretty much figured it out now. yes. Oh, it ended up looking like this. Okay, so let's continue from there. Huh, The Tizens. Um, well, it's this one. So, uh, this is, uh, a humanities major. Safe.

[00:31:59]yes. Oh, this is the seat.

[00:32:02]yes. Um, my throat is a little scratchy, so could you please press the button for coffee?

[00:32:10]Ah, ah, it's delicious. Wow, that's good. yes. Okay, then let's get started. Oh, it's Zasenzasei. yes. Okay, so next time, let's do a little research on the word "safe." Safe. This is a word that's a bit tricky to understand, because it has two different meanings, so please make sure you understand them well. yes. The number one is, uh, safe.

[00:32:45]Yes. It's a safe situation, or rather, it means being in a safe state. We are in a safe situation. Um, so when I say "Energy's Safe," well, what is it? Let's say we were in some kind of battle, and I was like the general, uh, well, how's the energy? Energy is safe, you know? Something like, "Oh, no, it's fine." Oh, well, it seems they'll be using it. Um, and the second one, this is, well, not an external, uh, not an external state, this is, I guess, a form like existence. yes. Well, if you say it's an "energy wallet" because it's a harmless entity, then if you ask what kind of person "energy" is, well, it's like, it's nothing special, so you can think of it in that sense. Well, this is a blended coffee, you see. Oh, Friend Coffee, right? Well, you know, it's really a good time right now, I'd love to make some coffee, but as someone who's pressed for time, it's not really possible to choose and drink coffee, like Manjira or Mocha. I'm sorry. yes. Okay, then let's go. The word " government" can mean both safe and harmless, so I'd like you to think about which it is and read on. yes. So, considering the line of reasoning, well, the defendant is handcuffed, so, well, the citizens should be in a safe state, right?

[00:34:46]Uh, we should be in a safe state, right?

[00:34:49]Well, if you write "art" here, people might wonder what it is, and sometimes it can be a bit of a struggle. I continued reading, wondering what it meant that the citizens weren't safe. And, in this way, it's written as "in this way, in this verbal stalling." yes. So, well, if you do some English before you start studying, and you know the meaning of verbal and stone, then, in this case, you can actually get the answer without having to think about the things I'm talking about now.

[00:35:28]yes. Well, this is a bit of a problem, you know, let's assume the verbal stoning part is empty, uh, empty, uh, well, I was thinking I'd like you to think about it for a bit. Okay, let's give it a try. yes. Um, so I don't understand the meaning of verbal toning this time. Well, so if you read on, it will be in this form, but, well, I'll explain this first, um, yes. Okay, so today we'll be covering the third topic in information structure, and we'll read through some examples together. Oh, so the new information in the entire text will be made concrete in the next section? yes. Okay, so, up until now, let me just confirm once more, uh, if it's SV something, S something, uh, well, the last two parts here and here, uh, have roughly similar meanings. Uh, so, uh, SV something, SV something, uh, this part is the same, uh, this part seems to be the same. Oh, sorry. yes. So, when these parts have similar meanings, or are the same, or have the same meaning, we've been talking about how these parts become the same.

[00:36:44]So, uh, today, well, SV something, SV something, uh, well, if there is any new information here at the very end, uh, this entire following sentence is, uh, a concrete manifestation of this.

[00:37:03]yes. So, it's about making it concrete, you see. I'd like you to think of it in that way. Um, so in that case, the term "verbal stoning" is, well, I don't really understand it. Okay, so, if you're asking what we'll do, please elaborate in the next sentence. That's the way I want you to think about it. Okay, so what happens then is, uh, they, this is s, uh, this is, uh, well, I guess it's 1.

[00:37:33]Yes, it will be in the shape of 1.

[00:37:35]yes. So, what does "squall" mean? Well, it means scolding, or, you know, like shouting loudly, like "Gwaaaah!" That's the kind of meaning it has.

[00:37:46]Oh, a call. yes. It ends up looking like this: "Eh?"

[00:37:55]yes. yes. That's right. Well, um, in the pattern of comrades plus business use, um, well, JP says that there are various patterns, so I think it would be good for those of you watching to take a look. yes.

[00:38:09]Um, so, well, shall we go?

[00:38:11]Say, like this. yes. Well, so, um, this problem, this time, can actually be solved with just this. Um, new information. Um, is this okay? Can you see this? yes. So, when the new information here is presented in a way that it will be elaborated in the next sentence, well, you see, the elaboratement doesn't mean all of this, but rather that some of it will be presented. Why "theycall"? It's like, " Well, this is the correct answer," or something like that. yes. Well, it's in that form, so, you see, the answer will actually come out, well, but, well, let's read the rest of the text. yes. It says that the next one is Seing. Well, as you can see from the fact that it's separated up to "ko" before it, Well, this is, um, a molecular sentence. yes. Uh, so, uh, like yeah. Here we go. So, um, this part, well, how should I put it, the lines, um, are like the trees of all the Earth Warriors in Like, um, so please think of it in that way. So, the next thing I'm going to say is, "That's great." Next, say something like a line of dialogue, and then mumble mumble. So, they scold them, right? So, it's being said in a golden voice, that's the way it's being said. yes. Okay, so this time, we've got something new here called the numerator common fraction, so I thought we could just study the numerator common fraction together. yes. Well, let's give it a try.

[00:40:04]Okay, so the way to grasp the material components is, well, um, I think the best way to master it is to thoroughly study the process of creating the material components from the original form, so, um, how should I put it, um, how to make the component components.

[00:40:37]yes. So, let's get started with that. For example, uh, because, well, let's make it handsome.

[00:41:03]Energy is yes. Um, well, something like this, um, sentence.

[00:41:23]Yes. So, well, um, there was a sentence like this, that's the gist of it. Well, you see, I'm not very good at numerators and common fractions, and there are a lot of them, but, well, let's just make sure we thoroughly review the basics, and I'll also teach you a way to avoid them at the very end, so yes. Well, let's do some research together. Okay, first of all, the procedure is, yes. Well, I'd like you to make sure you understand exactly what steps we'll be taking. Okay, so the first thing is, uh, when you create a molecular sentence, you always need to delete the conjunctions, because two sentences are connected by conjunctions.

[00:42:17]yes. Well, when you want to keep something as a step, you can leave Wen or Weil in a format where it's okay to leave it, but, well, at first, think of it as something you'll delete. yes. Okay, so that's the second one. Well, the guardian is the main character, uh, the guardian, yes. Oh, right, the procedure is different depending on whether they match or not.

[00:42:58]yes. If it matches, delete it. If it's not suitable, leave it. The procedure was something like, "Huh?" Oh, by the way, the remaining part of the sentence is called the independent numerator common fraction, right? yes. Okay, so the third and final step is, um, change the synonym to -ing. So, at that time, uh, beering came up.

[00:44:00]yes. Um, can you see this?

[00:44:03]This is what it looks like.

[00:44:09]yes. It ends up looking like this: "Uh..." Well, the common fraction of a numerator is basically created by following these three steps. So, it would be something like, "Let's try it together for a bit." Well, first there's this connection guy named Bikoz, so we'll delete him, right? yes. Okay, so next I'll look at him. So, this is the same person as the main guardian, Inaji, right? Wait, they are the same person. So, if you erase this, it will look like this, right?

[00:44:44]Huh, delete it. Next, we have a synonym, so we change it to the -ing form. Yes. It ends up looking like this: "Huh?" And, well, the rest is, um, half-calculation, and the rest is the same. Here we go. So, uh, yes. Te te te ne. If you connect them in a way like "eh," it becomes "eh." So, well, I guess I'll change it for now. yes. It ended up looking like this: "Huh?" So, finally, there's this "being" here, so, in this part, well, the "be" is omitted, and it's written as, well, Hansan, uh, energy ispopular am, uh, in that form, well, you can see that it's written before, but if this comma is missing, uh, it can sometimes look like the one we studied earlier. The SC we studied earlier, you know, it looks like the C is coming out around it, so it's not impossible to see it that way, and, well, if there isn't a comma, well, well, it might be a little, well, a mistake.

[00:46:10]Please be careful with the "e" and "te" forms. yes. Okay, so that completes the numerator and common fraction, right?

[00:46:16]easy. This is the common part of the numerator. Okay, so let's try translating it into Japanese as well. Um, the Japanese translation is here.

[00:46:27]Good. yes. Well, what you're asking about is, um, Inaji is, um, good-looking, so, um, he's popular among the students. It's shaped like this, huh?

[00:46:55]Oh, so Energy is popular among the students because he's good-looking? yes. That's right.

[00:47:01]yes. Yeah. I've never experienced that, though. Well, I think the "it's interesting" rating will be very well received. That's probably why. It's a bit difficult to figure out how to recreate the fun and engaging content that we usually have in those videos and classes. Well, I'll be messing around with the combat a bit, and messing around with myself a bit, but I think the lesson itself would probably be really fun if we did it live. yes. Huh? Why is it that my classes are also full of jokes? I mean, in my classes, there really aren't any students who are jokes. Well, I guess, based on my memory alone, there really is only one person. Well, how should I put it, I think he was sick. Well, he did sleep for about that long, but he was the only one who couldn't stay awake during my classes, but I've never seen any other students sleeping in class. Well, by the way, I still keep in touch with that Netako, and we go out for drinks together about once a year. Strangely enough. Well, in the last 23 years, I've been getting contacted by him, and for some reason, I've been drinking with him. yes. Well, it's a rather strange picture. yes.

[00:48:29]Okay, now, let's go back to the original topic.

[00:48:32]So, this is how we created the molecular Kumon. Well, if that's okay, then, um, I've also created a Japanese translation. It looks easy, but I wonder why people say it's difficult. I'd like you to think about that again carefully. Actually, the text I just wrote was created after I looked at the original text and then made a formalized version, and then translated it into Japanese. So, in that case, well, the Japanese translation here, this Japanese translation, this nano de, comes out smoothly, so there's no hesitation at all. Well, but if you imagine that the above sentence is not there, then it becomes, well, be sum, well, energy is popular mantine, and, well, then, you know, it's not clear which conjunction to use to translate this, so, well, it's quite possible that it would end up in this form. So, basically, it's like, which conjunction should I use to translate it? The form is a little hard to understand. So, well, you have to remember this part like this. This is extremely important. I made a mistake. Yes. So, it's a connection that's often omitted, so, well, I'd like you to remember that. So, basically, please keep in mind that Az is the background character. yes. Um, is that okay? Well, it seems like there are quite a few things that can be substituted with Az. So, for example, let's try it. Um, well, uh, when, uh, it indicates time, uh, well, um, the conjunction is because, yes. Oh, this is important too. yes. Uh, and well, then there's O, and if, and these are okay too, and, uh, not F.

[00:51:09]yes. Um, like, A, and, um, these are the six. These six conjunctions are, well, typically omitted conjunctions, so please be sure to remember them. Well, the ones whose meaning can be expressed with "uh" are, frankly speaking, these, these, these, and these. Well, I do n't think "and" is used in that way, but I think it's something that people should be able to understand, so basically, I'd like you to keep in mind that it's used with the meaning of "as". yes. Um, and there's one more thing to be careful about, um, this Wild. If you ask, "What does 'wile' mean in relation to something?", most students will explain it as something like "between something." And, well, they study hard and explain things in a way that implies, "According to one theory, it's such and such, but there's also meaning in that information, right?" yes. Well, but, um, I'd like you to look up this conjunction in the dictionary again, um, the meaning of "while doing something" is also listed there. yes. Oh, you mean while doing that? So, this time, in this supplies document, the conjunctions that are omitted basically mean "while doing" in Weil's case, so I think it would be good to remember that. yes.

[00:52:36]Okay, and then there's this little bit of information that's just a heads-up, but, uh, it's not 100% certain. It's not 100%, but, um, when "when" means "beads," well, there are a lot of sentences, so please make sure you understand that. yes. Well, there's a lot of text. So when I'm thinking about what kind of conjunction is used in the numerator and common part of a sentence, I basically think of "when" or "because". So, if that doesn't work, then the next step would be to consider the one on the right. And, uh, these "A" and "Ru" are, uh, mostly words ending in "bun". Is that okay? But this isn't 100% certain. Well, it's not 100%, it's just a general tendency, so all I can really say is that it might be better to start with this one. Well, you can generally get it right with just these two. So, since it's in that form, when you're interpreting it, I'd like you to think about what the common component of the numerator is. yes. Well, just so you know, this "if" is, um, related to family law, so it's used very often in family law, so when this "if" is used, it's probably because the past tense of the female verb is coming up, so I don't think you'll have too much trouble. So, when it becomes a " zone," the meaning is completely different from the others, and when it takes the form of "what is this?", then all of this is information. So, if you feel that the other five options don't quite suit you, then this is the one you'll end up with. So, it's a good idea to keep this option in mind.

[00:54:41]yes. It ends up being like, "Huh?" So, is it this one? Um, this, uh, the setting here, well, it's a shape that I'm wondering what would be good, uh, the call, uh, this is the main setting. So, the fact that we have a numerator common here means that this is called the numerator-final common, or uh, that's what it's called. Well, if we consider the things at the end of the word, and the things in that form, well, it's one of these two, right? So, they scold Skold, and then say, or, while doing so.

[00:55:30]Ah, yes, well, you see, when I hear the example sentence "handsome guy," the students all react like this, you know. yes. Well, you know, so, it's like, a teacher who is clearly not good-looking is saying that he is good-looking. yes. Well, I think it would be good if you could imagine the students being, well, neat and tidy. yes. Okay, so let's continue for a bit. yes. So, as for Weil, well, it will be decided either way this time, so I think it will be fine whether it's A or Weil. So, you could translate it as, well, they say things like this and then scold loudly, or, well, they scold. And then he even says things like this, so, well, even if I translate it, I think either way would have been fine.

[00:56:27]yes. It was something like, "Um, well..." But, um, well, uh, it to. Oh, thank you.

[00:56:38]yes. But that expression is the one where the bat comes after it, right?

[00:56:43]yes. Uh, yes. Okay, so, let's continue for a bit. Well, here, regarding this molecular punctuation, I think it was around 2010, that a new invention came along, and I'm kind of convinced by it. Well, that's one way for Fumiko to escape, isn't it? I think Professor Takeoka probably came up with this, but, well, remember this. However, I'm not particularly fond of this procedure, so please just keep it in mind as general knowledge.

[00:57:24]So, for "partial commons," all common parts can be translated as "doing something," right?

[00:57:43]yes. Ah, this is it. Well, with Fumiko Kumon, the connection between the preceding sentence and the following sentence is, well, a bit weak, you know, in terms of form, so, you know, thinking about the meaning of conjunctions and whatnot is pointless, it seems pointless. So, it's like, "Okay, just do it all in a quick, drawn-out way." That's what he said, right?

[00:58:05]This is, you know, that thing. Well, it's like saying all stationery items can be abbreviated as "do this and that," which is basically the Takeoka theory. It's like, "Huh?" Well, when I first heard about it, I was like, "Wow!" But the textbooks don't teach it that way, so the key point is whether the university will accept it for the entrance exam. I'm a little worried. So, um, if possible, please process it in this way. yes. Well, I found it very interesting, so I took a look, and they scolded them, and said, well, this: That's doable. That's doable. Fumiko Kōbun, right? Well, it's cool, so, it's cool, it's cool, so, Inaji is popular among the students. Everything works out for me, for me. Wow, this is amazing, isn't it? Something like that.

[00:59:08]yes. Well, as an invention, it's absolutely brilliant. It's like, "Huh?"

[00:59:12]yes. Well, in that sense, and this thing that I heard about, it was Professor Takeoka, and I'm kind of curious about who came up with the invention, or rather, the idea that it was an invention, so I've been thinking about it in that sense. yes. Well, I think it's good to keep this in mind, and if it's not a situation where you absolutely have to translate it into Japanese, then just call it Datadatadatadatadatadata, that's what I think. yes. Oh, it turned out like this. yes. Well, that's a bit long.

[00:59:47]yes. Well, it's still on hold, so I'm wondering what this "safe" means. That's something that's currently on hold. Wait, they said it wasn't safe. So, you're saying that, well, that it's not some kind of nonexistent being?

[01:00:00]Read that carefully. And then, what happened next? U, huh, fellow traveler. Oh, well, it looks like they've written something about a bat. Um, but know that he is true.

[01:00:11]Well, I guess nobody knows that she's beautiful. beautiful. thank you. This part here, on the forehead, well, it's kind of like, "Hands are beautiful."

[01:00:22]yes. Okay, let's go. Uh, you are, uh, reason. It sounds like you're saying you're the reason. So, ourchildren, yes, business card, business card. Well, here, um, since Reason is coming, um, depending on whether the back is complete or incomplete, um, well, what you put in will change. Um, is that okay? Well, normally we would consider it a major noun and read it as an incomplete noun, but, um, AR, um, safe, um, let, um, today, well, we'll leave it at that, um, sentence structure, yes. Well, our child is saying that it's not safe in this neighborhood. Since it's a complete division, we should put Y here this time.

[01:01:11]yes. So, you mean, in that neighborhood, our children, well, can't play safely, or something like that. They stand up and shout loudly, saying something like, "What's the reason we can't play?" " Huh?" That's what this sentence is about. So, if you're wondering who this good guy is, well, it's this guy. It's in the form of "Citizens" and then, uh, "eh."

[01:01:39]Well, in short, the citizens, uh, well, that's how it is, well, they raise their voices to get angry or scold. yes. It's in this shape, uh. So, this "safe" can be understood as, well, the safe meaning I explained earlier.

[01:02:03]yes. Well, then what about this one? It's good, right? Well, the defendant is standing there, and the citizens are saying things like "Bwah," so, this does n't mean that the citizens aren't safe, but rather that they are not an inviolable presence.

[01:02:25]Okay? Uh, we need to get this way, right?

[01:02:27]So, the citizens, uh, in this verbal stoning, uh, it's not nothing, uh, in that sense, yes. That concludes the interpretation up to this point. Well, behind that, well, you see, around here they started something called the Embarrassment Program, and it was Marie Pyzinski, the deputy director, who said that. yes. Well, let's see, is that okay? And with that in mind, let's think about this problem together. It took me an hour just to get there. yes. Uh, yes. So, this part is a rephrasing, a paraphrase, so it's like saying, "Verbal toning is like skolding." Yes, let's take a look. 1st shiiming the accusebyaccingthem loudly. Yeah, this looks good. Uh, I'll verbally attack them. This is a squall, right? Well, by doing so, well, it would be embarrassing for the defendant. This number 1 looks good. And number two, asking theaccusetostop committingclim.

[01:03:33]This is like a wish that the criminal will never commit another crime. Hmm, this is quite different from what I expected from a squall. yes. And the third one is thus. So, they're going to throw a sharp stone at the defendant?

[01:03:50]This is also dangerous. Well, it's dangerous, but if it's a family member, then I guess it can't be helped. yes. It's in a shape like, "Huh?"

[01:04:09]yes. yes. I agree. yes. Well, JP has explained it in detail, so if you're watching the video, it would be good to take a quick look at the comments. yes. Um, so, and, lastly, number 4, pleaching to the so that they repent. yes. Well, I've already studied that. It has two meanings: one is "to do something," and the other is "well, and then I did something." I won't write anymore. The objective and the result. So, since there are no pieces this time, this is the target match. yes. So, they preach to the defendant so that he will feel intense regret, so that he will feel intense regret. He's lecturing, and it's like, "Is number 4 okay?" "Huh, it's not decided by 1 and 4," that student might say. Here, the students come up with something like, "Well, isn't 'preach' acceptable?", and, well, the word "preach" also comes up occasionally. I was asked about this. Um, where did I get it? I've been asked about this, so I'd really like you to remember this. Well, I'm going to give a sermon, but this sermon is more like, "You bastard, you're preaching to the gods." It's not like it's a story about doing things properly, but rather, this is the kind of sermon that you see in churches, where a new father or pastor gives a sermon, saying something like, "The Bible says this," and then encouraging everyone to have a fulfilling week. yes. So, for example, you go to the defendant, right?

[01:06:09]So, they're a group of preachers who, by telling good religious stories to prisoners in South Korea, try to convert them to religion. Uh, so, well, religion, uh, yes, yes, yes. It's a different kind of sermon, isn't it? yes. Well, so this " preach" thing, it just doesn't quite fit the atmosphere, does it? So, it's in this form, so, the answer is number 1, this one. It ended up being like, "Huh?"

[01:06:42]Wow, there were quite a lot of these, weren't there?

[01:06:45]Well, the sentences I've chosen are, you see, sentences that contain a tremendous number of grammatical points, and I've carefully placed them in order from the A-level grammar rules used in school and explained them briefly. Well, now is the time to explain molecular theory. You'll probably start to see that I'm explaining the -ing forms in order. Um, on the other side. yes. Well, it's in that format, so, you know, some of the content that comes after that is also included here, but please be sure to review it thoroughly, so, so, so, so, so that you can say it all, so, so that you can explain it all to others, you haven't done this, right?

[01:07:28]yes. Oh no, this is bad, this is really bad. Oh, you mean Az's important report? Okay, so, what exactly is this "A"? Well, to summarize it briefly, this Akies, this is, well, plus, KOC. Uh, before, uh, hand, uh, government spending, uh, well, this, uh, to put it another way, uh, and, numerator, Kumon, related welfare, uh, in that kind of form, um, is this success? yes. Okay, so please make sure you understand everything thoroughly so you can explain it all. And finally, Azune, this is the defendant, the defendant, uh, standing in front of them, handcuffed. Well, then, it's not exactly "outside the realm." I guess it all comes down to time. Well, if it were me, I'd do it like this, in a way similar to this. Well, I just can't quite picture it. yes. Well, this might be a pattern where we insert "and" here. Here, I'll insert an "and" like, uh, um. I think there will be people who interpret it in that way.

[01:08:37]yes. So, what did you think? Let's continue. Fly over this. Okay, so we've finally returned to the interpretation. yes. Um, it's in the form of Example 1-1. yes. Well, it looks like I ended up buying a whole hour of it. yes. Um, yes. Let's take a short break. It was really heavy.

[01:09:06]yes. It's like, "Huh?" Well, um, yeah, I don't know. Well, if you try to study AV interpretation or something like that, the background information and the knowledge you need to know all of that inevitably takes up this much space. Well, regarding 230 minutes and 1 second. Well, yes. Yeah. I agree. Well, you see, it's kind of inevitable that it ends up being around this much. And, you know, it's like it doesn't quite fit the video, like, this English explanation thing. yes. Well, it seems like there are a few regular viewers who are following me. JP is a hit, and it feels like the people who are really dedicated to him have been there all this time, so I hope you'll take your time and enjoy looking at his work. Each lesson is about 100 minutes long, and it's kind of like teaching regular students, but I hope you'll take it seriously. yes. Um, well, please wait a moment.

[01:10:24]yes. Um, well, please wait a moment. Let me just pause for a moment. Here we go.

[01:11:51]yes. Um, excuse me. Yes, it's not a bathroom break, but rather, um, there's a file I need to download next, and, uh, I forgot to download it. Well, I had it prepared on my computer, so I was just downloading it. yes. Okay, so let's move on to item number two.

[01:12:15]yes. Well, this is, you see, this text, well, well, for those of you who are using the archive, I'd like you to press the pause button here for one day and, well, take a look at it and try to interpret it. Okay, so, well, I guess you're saying, "Please give it a try."

[01:12:29]yes. So, here, I'd like to give an explanation. yes. Okay, then let's go. Oh, it's Grete.

[01:12:41]If this S appears, well, we have to reverse it. Well, whether it's the back, complete, or incomplete, well, you see, we have to make a judgment, that's the situation. So, when JP asked us to do something about the bear damage, well, that's when the topic of bears suddenly came up. I know about gore prints like this. Uh, yes. Um, yes. yes. yes. Oh, I see.

[01:13:20]Well, I'm not sure, it's more like that shape. yes. Well, let's just give it a try. Oh, it's made by Haz. yes. Well, this is, um, it's in the passive voice, isn't it? Well, your body. Well, it's clear that there's no protection, so, uh, this would be a relative noun, uh, something like that. yes. It will take this shape. So, um, it comes down to "byes," and well, I think -3 is the most likely. Well, if this is wrong, we can just adjust it later, like -5 minutes or -4 minutes. Oh, no.

[01:14:02]Zoz is just like this. yes. picture. AD, and, well, it's in that form, and, well, next, there's a word here called Zo. yes. So, we need to think about what this "Zoz" actually is. Generally speaking, it's understood as a major noun, but this wind... yes. Well, it's shaped like this, so, uh, this is... yes. Well, this, um, well, negative is a relative noun, so it modifies "zo," and it's unlikely that this "zo" is a major noun referring to an object. The reason is, well, this one is wind, and, well, the preceding one is Zozu, which means, well, this is a relationship specialist that affects people. yes. So, then, if we're wondering what this "Zoz" is, well, it's equivalent to "people."

[01:15:08]yes. Oh, so, well, there is a usage of "zoz," isn't there?

[01:15:12]Um, "zoz" is sometimes used to mean "people," so if you translate it as "made by people," that would be fine. yes. Um, is this diagram okay? It seems to come up quite often for some reason, doesn't it? The main topic comes up frequently, so make sure you understand it well. So, have stud. This is also in the present perfect tense. Well, I think they're basically humanities types. Oh, you mean Be's Life? Uh, so this is the shape of O, and uh, like this, right? yes. Okay, so then it comes in the form of "is," and then it comes in the wind. And when I look at the front again, there's nothing there, so it looks like this Z is asking me to determine if it's a connector or related species. So, the idea is to carefully examine whether the back is complete or incomplete.

[01:16:07]So, Sam, uh, this is 's', uh, 'have conceive'. Hmm.

[01:16:14]yes. Uh, so, AD, uh, asely human. AD, huh? Uh, it ended up being like this, yes. Um, so, "somehave conceived of him," um, as, well, how do you interpret that from a humanities perspective, um, well, let's think about that for a bit, um, well, if you interpret it as 3, it's a relationship, um, well, once you interpret it, that's the form it takes. So, this time, well, here, we've been doing this all along, but first, what do you think the meaning of "conceive" is?

[01:17:00]Okay, for those of you who don't know what "conceal" means, I'd really like you to take a look. Uh, this Az. Yeah. Um, uh, it was Az. Ah, you mean the meaning of conceal.

[01:17:16]Uh, this is it, that's it. Yes. JP-san, you see. yes. Well, in short, you see, like, well, of A as B, and in the previous lesson, we also considered it as Regard A and B, and, uh, well, Cinco, no, no, no.

[01:17:35]Or, well, that's what you're doing, right?

[01:17:38]In short, there's a certain significance to the fact that the decision is practically made solely by all the wise men. So, just to write this one more time, uh, Vab, uh, it takes the form of, and when you see this, uh, I want you to understand it in the sense that it means, uh, to consider A as b, that is, to consider A as b. Well, looking at the OBs, this one too, well, there's a bit of a concealer there, isn't there? There was an object back then too, this one. Okay, so, if you think of it as conceivable, uh, AB, then it becomes a form where you consider A to be B, and uh, I want you to think about it in a way that makes sense. Well, so, I guess this one is a 1. So, I guess this Z represents a connection. So, the letter after that must be a C, right? I want you to keep in mind that things are generally decided in that kind of way. yes. Well, it ended up looking like this. So, um, so, wait a minute. Um, this is n't closed. Oh, so this is where who have studied The Bears Life is? Here we go. Um, it's here. It's closed here. yes. Uh, it's shaped like this, and, um, if you look at it from Z, it's here. There are two here. Here we go. There's a gap. yes. So, that's how it turned out. So that's okay, and, uh, well, oh, sorry. yes. Well, you see, it might be kind of fun. yes.

[01:19:30]Um, so, let's try translating this sentence into Japanese, um, in that form. Oh, there was one more. This is it.

[01:19:42]yes. Um, well, the one who took up Sam's protection, uh, Sam's, uh, the translation. yes. So, regarding the translation of Sam's role as guardian, well, I'd like to think about this for a bit. yes. So, how should I translate it? This thumbnail.

[01:20:10]yes. Well, regarding the translation of "guardian," there are some people who have just learned the translation method superficially, without really understanding the form.

[01:20:22]Well, there are quite a few people who don't know why it's translated that way. Okay, so I'm going to explain now why this "Sam" is translated this way. yes. Okay, so, for example, I'd like you to think about this sentence for a moment. Uh, study like, uh, Ina, right?

[01:20:49]yes. Uh, yes. Oh, that's great.

[01:20:52]Some people do such and such. This is how you produce medicinal herbs.

[01:20:55]Oh, it's studentlikeen.

[01:20:57]yes. Well, it's like this: Subs is s, Like is 3, Energy is O, and so on. Well, when you say "Sam," some people translate it as "23 people" or "a number of people." So, um, some students said they liked Inagy.

[01:21:38]yes. Let's say someone comes along and translates it in that way. yes. Okay, so first I'd like you to think about whether this is right or wrong. yes. Well, why is this... I mean, it's just a round idiot. yes. So, I asked the students, and they said yes. There are people who call it "Maru," but, well, this one is just no good. Okay, so I'd like you to understand why that's not okay. Well, by the way, right now I'm only looking after a small number of students, but until recently, I was looking after about 100 students per grade, you know, about 100 students per year.

[01:22:26]yes. So, among those students, there are people who say they like Inagy, that they like it to a certain extent. There are quite a few of them. Well, there are quite a few of them. Well, you see, I'm the representative of the school building, so everyone comes in after hearing about my reputation, and basically everyone likes me to some extent, that's the situation. Um, so, at that time, this expression, um, when you say "a few people" in Japanese, um, the number of people you can imagine is probably 23 or 23 people, right? Well, the number is just too small. Well, when I say "a few students," the numbers don't quite add up. Therefore, this sentence is no good. Oh, so this is where the problem lies with Japanese. So, um, if we translate it as "there are students who like Innergy," then yes. Oh, so this is the correct role. So, in that case, this expression doesn't move on to the number of people, does it? yes. Well, so, there are students who like the NG part of Energy, and the number, the number in the background, is, well, dangerous. That's a little early. It's like, you know, my house is completely leaking out, you know? yes.

[01:24:06]Okay, so, let's continue a little further. Uh, Sams Students, uh, that's right, Love Bunaz. Well, if it ends up looking like this, how about this shape?

[01:24:23]Oh, it's "somestudentlove," right? If it's written like this, then, well, what will happen?

[01:24:28]Oh, right. yes. Well, if in the 3 series this was O, and uh, in that shape, then, well, I guess Love is a bit, well, not really there. yes. However, there are a few students who truly love me deeply, and I feel a sense of nostalgia for the students I taught two or three years ago. When I'm teaching a class, or rather, when I'm teaching a class via video like this, I don't really do much motivational talk. Uh, so, well, you see, it's like, how do you go about studying?

[01:25:10]Hey, you guys, let's do this!

[01:25:12]Well, actually, I usually start the class by talking a lot at the beginning of the lesson, like, "Okay, let's do our best today!" and then I start the lesson like that. That's the flow I always have. And that motivational talk really hit home, and there was this girl who was crying inside. I was just sobbing, like, "What's wrong?

[01:25:38]What's wrong?" It was like the teacher's words had really hit me hard, like, "Wow," but he really did care about me, and at graduation, there were even some students who came over and said things like, "I really liked you."

[01:25:54]Well, but as for students like that, you know, really, I don't know, it's like, in '78, it was a case of one person appearing or not appearing at all. The number is very small. Well, there aren't that many students like that. Ah, so you need to create some motivation.

[01:26:14]yes. Well, you know, I just can't seem to get passionate when I'm talking to the camera. This is kind of difficult, you know. yes. Okay, so let's give it a try. So, some of the students love Inergy now, right?

[01:26:40]yes. Um, what kind of sentence is this?

[01:26:43]No, this is round. This can be written as "Maru," right? Well, if we translate that as "a few students love Inaji," then the number of people we can assume that's the case is 23, so, uh, this is okay. Yeah. yes. Oh, so that's what it means, then. Well, if we're imagining the number of people we can expect, for example, 23 people, how many would that be? Well, if there are more than that, then it would mean that there are also so-and-so people. So, there's a bit of a gap here, and if we translate it as, "Um, there are students who love this energy," then, um, this expression doesn't depend on the number of people, so, um, it's okay, right?

[01:27:41]yes. Well, it's in that form, so, um, if it has Sam attached to it, then, um, I think it's okay to translate it as "there is also something at the very end" or "there is something," and, um, my brain has become able to think and translate it in that way, so, um, it has that characteristic. Well, this is, well, Sam's, um, well, translation method, so, it became a point to highlight. yes. Well, this might be a bit of an unexpected twist, but this is what I originally had in mind. So, the idea was to base our thinking on the number of people or the number of objects associated with this Sam, and then consider it from there. yes.

[01:28:34]So, please make sure to keep that in its original form, that's how it will be. yes. Okay, so, well, if we use this to create Japanese, it will take this form. Well, I'd like to give it a try. Well, actually, the answer was this. Well, it would be good to have studied, researched, the biology of the bear. Uh, yes. And, well, the great mistake committed by people was, well, some people considered him to be a complete human being. So that's the situation. yes. Well, I guess it's something like this. Well, by the people who studied the biology of that bear, well, by those people, the relationship was tested and the big mistake was, well, there were some who completely considered the bear to be human. So, if there are people involved, then, well, in that sense, it becomes a perfect, straightforward desire, and, well, in that sense. yes. Okay, so here's the point: this is, well, it's kind of interesting, this is, you know, an interesting piece of writing. So, I'll ask them, in a fairly straightforward way, what they find interesting about it. In my mind, it's like, "Oh, that's interesting." I have some thoughts like, "Huh?" So, what I mean is, well, this person, well, there were some people who considered Ku to be a human being. Well, it's a sentence that points out that it's an apology, but in that sentence that points it out, it says "skin" instead of "skin". Well, you know, even if you don't think of this as a human being, you might think so, because of its shape. yes. Well, so, this is a bit of a sarcastic way of using a business card, and I think it's kind of interesting. Well, I guess it's the shape that makes me think that. yes. So, well, in this text, this Zabea is, you see, just one animal. So, this one is a Ku, this one. Well, I think it would be good if you could take that into consideration. So, this is, well, in the state of this text, well, like JP, you could think of it as the way of life and biology of this bear, not as first place, and that's certainly possible, but, well, the background text was, well, one bear, so I'm sorry about that. Just a little while ago, I was in a situation where I couldn't understand something unless I read the surrounding text, and I was like, " Huh?"

[01:32:55]This is a bit of a " well, I'm sorry" situation. yes. Okay, so, well, there's something we really need to make sure we understand, and I'd like to delve into that a bit more.

[01:33:09]Oh, VAB, you mean? yes. Well, depending on the child, there are quite a few combinations where the fingering for the same word is pretty much determined. So, I thought I'd introduce this here. In my annual classes, I give this to each student and tell them to memorize it. yes. Um, well, here we go. yes. Okay, so it's vA with B, uh, in that form, well, it's a synonym A with something, and this "with" that appears here is, well, it's a form that means giving B to A, or thinking of A and B as being connected. Well, for example, expressions like "to give" or "provide A with B" are well-known, and "combine A with B" means that you think of A and B as being connected, so it takes that form. Well, there was also something like Aleut A with B, right?

[01:34:09]yes. Oh, and there's also VaB, right?

[01:34:12]So, this is a situation where A is being praised or scolded for something related to B.

[01:34:18]yes. Uh, so, Blame AOB, this is set to evacuate, right? Okay, so, in terms of replacement, you need to figure out that it's a system where Substrates A and B are replaced every 10 days.

[01:34:32]So, VAB, right? So, this is giving A to b, like place AB. Oh, and there's also something called blaming B for A, right?

[01:34:44]Um, Blame, look, A and B are reversed here. Well, this is a bit of a problem because of the notation; AB and B are written together. yes. Okay, I'd like you to keep a close eye on this relationship. This often appears on tests, too. Here we go. yes. Okay, next, there's an expression called Va*B, which means changing A to B. Uh, this is a put A*B, right? It's used in the form of changing A to B.

[01:35:12]Well, there are other things too, like Translate A*B. Well, you see, with this "into" in all sorts of things, A changes to B. There are so many different types of turns, like Turn A*B, so let's make sure we memorize them properly. yes. Well, when you use "ob," it's the " ob" in "robbery," so it often carries the meaning of separating or taking something away. So, Separating Light AB, well, to separate, this means to take away Deprive AB. So, VAAtoB means taking A to B, or getting A into the state of B.

[01:35:51]I believe it is correct. I'll add A to B. Uh, RA to B, uh, ASCBA to B, right? So, it's shaped like ADA to B, right? Well, all I have to do is take them with me. This "deuce A to B" means changing A to state B.

[01:36:06]Well, something will probably come out of this too. Redelice Atob, huh? So, it's not like reducing A for the sake of B, but rather the nuance is that A is changed into B.

[01:36:18]yes. Okay, so, ask, well, A considers, it's like thinking it's correct, and then it's A to B. Well, this is, you see, Nankan University, well, it's not exactly a recent trend, but, you see, this comes up quite a lot, and it's like, uh, Well, yeah.

[01:36:40]Okay, here we go. I'll be right there.

[01:36:42]Well, this, um, you see, ADAtoB is, well, a little difficult to write.

[01:36:56]Um, maybe around here? When it's in the form of "add," it means, uh, to add a to b. Atob, huh?

[01:37:13]So, when it becomes a form like "add," or "to," this is an expression that means increasing the number of "a." Well, there are two of these. So, isn't this kind of crazy? Can you see it? It's like, "This is crazy, right?"

[01:37:34]So, if you're asking why it's dangerous, well, this ADA, yes. Well, this is, for example, a pattern where it becomes a relational noun and jumps forward. So, when we're in the process of identifying that Z, the form ADtobe remains, right?

[01:37:56]yes. So, if the Z of the same angle is this one, then the form ADto2A remains here, right?

[01:38:02]Well, basically, it becomes impossible to make a judgment based on that shape, right? So, this is a type of question that used to appear frequently in university entrance exams, a question that tests your ability to distinguish between AD2, ADA to B, and 2A. Well, it's quite easy to get tripped up by it, so I'd like you to think about it carefully. So, I'll be releasing it soon. It will be released soon, so please be sure to remember this one, that's the kind of message it will take. yes. I'd like you to keep this in mind, in the sense that you'll definitely remember it. yes. Oh, it's a Che shape.

[01:38:46]yes. yes. yes. We're already seeing a lot of example sentences. Well, this is wonderful. yes. Well, JP has created a rev for us, so, um, if you're watching the archives, please take a look and think, "Oh, I see," and, um, please study it a little. yes. So, how far did you get? You've gotten this far. yes. Next.

[01:39:10]VAfromB. Well, you can keep B away from A or prevent it from happening. Well, I can only think of it as a way to obstruct it with omelets. Also, remember to distinguish between them. So, "keep A from B" means to keep A away from B.

[01:39:23]So, "Teru A from B" is used to distinguish between them, right?

[01:39:27]Uh, "A from B" means that A is B, and you get A from B. Let's just remember this too. And finally, in VB, which I've introduced over several installments, I think A is B. Well, I've introduced things like Regard ARB and Speak of ARB here. So, anyway, he's a nationally recognized expert. Hey, can you see it from around here? That's it. Everything is visible now. yes. Well, and this whole thing, well, the meaning of the synonym is determined by it, so there are quite a few times when I've been saved by the skin of my teeth. For example, I have a section where I mainly explain the river and river explanation questions from my Nankan exam, and when I'm like, "Wow, this is bad, I don't know the meaning of the synonym," I start to come up with ways to meditate on the meaning of the synonym. Well, this is the absolute best of the bunch. Well, you might be thinking, "Um, I don't know the meaning of this word," but with just this one "All-Knowing Person," you can figure out the meaning. So, um, well, try to find the "All-Knowing Person," and think, "Ah, maybe this means this," and so on, so, um, so, try your best to imagine it. That's what I'd like you to do. Therefore, make sure you remember this well. And, well, I'll introduce this expression soon, so please make sure you keep in mind that ADA to B means to add, and AD to A means to increase. That's how it turned out. Okay.

[01:41:06]yes. Okay, so, after we do example problem 1, part 2, we'll be done for today. It's going to be really easy from here on out. yes. Well, I think I'd like to get it done quickly in that format. Um, I haven't forgotten to explain anything, have I?

[01:41:19]Okay. yes. Okay, so, um, well, for those of you who are watching the archive, please press the pause button here and solve the problem.

[01:41:28]yes. Well, um, the people I'm working with, well, I'd like to explain a little bit now. yes. Um, first of all, uh, Headquars. This " S" stands for headquarters. This is headquarters.

[01:41:42]So, decide, uh, this is a synonym, right?

[01:41:45]Well, the De side is probably made up of humanities students. Okay, so, to best, right? yes. This is O.

[01:41:51]yes. Well, since the decision is 3 minutes, there's no other option but to go with option O.

[01:41:55]So, the best O is, uh, 3, uh, PR is O, and onhim is AD, and so on. yes. So, here we go. So, this is the ON setting. yes. Oh, no. Well, let's start with this. I can't read what "best" means. Um, I don't understand what that means. Well, it ended up looking like this. It's like we went to the mountains, but here, there's this "on" sound, uh, "on" is a sound that's a bit hard to understand as a whole. So, relying on this sound, we'll try to think about this for a bit. yes. So, if we look at the "on" part, it seems to mean something like "to give" or "to make," so I imagine that if we interpret it that way, we can get the idea.

[01:42:52]yes. Uh, why don't we just change that back and, um, give him the Best Award. Hmm, this looks like it might work. It feels like we might be able to do it. So, they'll blame the award on him. Yeah. This is kind of a tricky one, you know?

[01:43:13]Well, so, this time, in the sense of giving meaning to things like "best," I'd like you to think about creating a Japanese medicine after firmly grasping the meaning. Uh, so, then yes. Well, how about something like this?

[01:44:11]So, it means that headquarters, uh, headquarters, uh, decided to give him the book, uh, right?

[01:44:20]yes. Well, in that sense, you can use the one above and do it like this, and well, as long as the sentence is readable, it should be okay.

[01:44:31]thank you. 100 minutes, well, it starts at 7 o'clock, so, well, 100 minutes is, well, 40 minutes. I'm going to shorten this a bit today. This is a short one today. yes. It was like, "Huh?" I'm always a little over budget, though.

[01:44:47]yes. Well, in that sense, and by the way, um, headquarters means the main office. Okay, so please remember this as well. So, the question is why this means headquarters.

[01:45:04]Well, headquarters is a central location, and in the past, the headquarters would be the center of the region, and the local legal affairs would be divided into four parts, 1, 2, 3, and 4, and the headquarters would govern these four parts. That was the general way headquarters were located. So, the division of the area into four parts gave rise to the term "quarter," and since this is the head of one of those quarters, it became known as the headquarters, and thus the term " headquarters" came about. So, this was, well, 5 yuan, and, uh, it was in that form. yes. It was something like, "Huh?"

[01:45:45]Well, if we were to move on to the next section, we wouldn't be able to explain anything in just five minutes, so, uh, that's all for today. yes. Well, I was about to start the lesson, but, well, I guess it's okay.

[01:46:00]yes. So, that's how we'd like to end today's session. yes. So, what did you think of today's content? Well, make sure you review it thoroughly. Let me explain some simple things as well. I've explained the basics as well, um, yes. Well, it's a bit strange why there are multiple of them, isn't it? Well, regarding headquarters, I don't have S, but of course I have the same opinion as JP, but that was the original idea, so I couldn't help but feel like I wanted to do something about it. Well, I'm sorry about this. This is, well, this is how the text was originally written, so I've just included it as is. yes. Oh, I'm sorry. This is also a bit of a mystery to me, isn't it? yes. It's like, "Uh, that's it." Well, so, this time, and, to conclude, well, that's all for today. So, there are a lot of things you need to review, so please make sure to check them carefully. Well, the problems we did only had three of them, so it was a bit difficult, but, well, today we introduced the common fraction of the numerator and so on. yes. Well, I'd really like you to think carefully about the connecting elements yourself, rather than just running away by saying, "Do this and that." yes. Um, and then, well, the S1C format, you see, well, it appears a lot in the entrance exams for universities in the Nankan region.

[01:47:31]This thing produces a ton of results. That happens incredibly frequently, you know. So, this, well, that thing, I'll make sure to keep a close eye on it. So, JP-san gave us that thing where KO just pops up after the synonym. Well, I think it was something like " Comeback Young."

[01:47:49]Well, it's perfectly fine to express it in a way like, "Alive," or "Late," or something like that. Huh? That's not okay at all. I want you to think that way, so I thought it might be a good idea to write it down. yes. Well, here too, there are various ways to translate Sam, so, well, if you can read this sentence properly, as it is a complex sentence, then I think there won't be any problems. Well, if it were a regular university, I think you could definitely handle a structure this difficult, so I'd say, please review it thoroughly. yes. Okay, so that's all for today. thank you very much.