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TOP > 問題集 >  小6英語 エッセイ(中)  集
小6英語 エッセイ(中)  :  英語 演習 "Reverse Culture Shock"

Reverse Culture Shock

During the Christmas and New Year vacation I (1) a trip back to England for two weeks. Not only did I really enjoy my trip, but I also learnt a lot of interesting things about English culture. Since I've come back to Japan I've had the opportunity to consider my trip, and the culturally interesting things about England have become clearer in my mind.

When people go to foreign countries they sometimes experience "culture shock." In other words, they feel (2) and surprised by the foreign country's culture. When this happens the traveler really notices the difference between their culture and the culture of the country that they are in. An interesting (3) is "reverse culture shock." This is when you feel surprised by your own country because you have spent some time in a different culture! When I first arrived back in Britain I experienced a mild form of reverse culture shock. In this newsletter I'm going to talk about some of the things that surprised me.

The first thing that surprised me was the standard of service in English shops and restaurants. In Japan we are used to being treated very (4) when we shop. We tend to be welcomed into shops, thanked for buying things and sent on our way out of the shop with a (5) goodbye. I know that everyone gets treated the same way, but I still enjoy feeling like I'm a special customer. After arriving in Britain my family and I stopped in a motorway service station for something to eat. I was very surprised to find that the staff was neither friendly nor (5). A short time after we ordered we were told that we couldn't have some of the dishes we wanted as they had (6) some ingredients. The staff didn't apologize or even seem to care. Even when we paid they (7) said thank you. I was extremely surprised, as I had forgotten how common this kind of service is throughout Britain. However, a short time later, we went into a supermarket. After we had just paid, the cashier smiled towards my mother and warmly (8) her a good Christmas and New Year. I felt sure that my mother and the lady were close friends, but I was surprised to hear that they had never met before! I have since (9) that British service can be really good or really bad, in comparison with Japanese service.

In addition, I noticed how British food (10) from that found in Japan. Before I went back to Britain I was really looking forward to eating English food. As everyone knows, it isn't the tastiest food in the world, as evidenced by there being a complete lack of English restaurants outside of England, but I still missed it. During my two-¬week-stay I ate as much of the local food as I could, but in the end it all seemed to taste exactly the same. Finally, I can understand the (11) remarks that foreigners make about British cuisine.

Perhaps the most interesting shock that I had was when I noticed the changes that have happened to me over the last few years. On my trip to Britain, 1 realized that I was prepared to noisily (12) and loudly talk with people about fairly private matters. My sister has never been worried about doing this, but I had always kept my voice down. So I was a little surprised when, while we were in a pub arguing about an unimportant political point, that the pub had got quiet and that some people were listening to us! In Japan if I'm talking with a native English speaker I've got into the (13) of not speaking quietly as few people understand what we are saying. Perhaps this is what has led to my change of (14).
The above are just a small selection of things that I found out during my trip. It seems very ironic that we sometimes learn more about something by being away from it than from being near it. 


differs confused wished run out of critical took hardly debate polite habit behavior politely phenomenon concluded


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Question 1: What differences in service do you notice between Japan and the country you came back from?


Question 2: What differences in manners do you notice between Japanese people and the people in the country you came back from?


Question3: What is “polite” or “proper” in one culture isn’t necessarily “polite” or “proper” in another. Give some examples and write your opinion about those differences in your essay.

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小6英語 エッセイ(中)  :  英語 演習 "Donna’s Classroom"

Donna’s Classroom

Donna's fourth-grade classroom looked like many others I had seen in the past. Students sat in five rows of six desks. The teacher's desk was in the front and faced the students. The bulletin board featured student work. In most (1) it appeared to be a typically traditional elementary classroom. Yet something seemed different that day I entered it for the first time. There seemed to be an (2) of excitement.
I took an empty seat in the back of the room and watched. All the students were working on a task, filling a sheet of notebook paper with thoughts and ideas. The ten-year-old student closest to me was filling her page with “I Can'ts.”
"I can't kick the soccer ball very far."
"I can't do long division with more than three numerals."
"I can't get Debbie to like me."
Her page was half full and she showed no signs of stopping. She worked on with determination and (3). Everyone was writing sentences, describing things they couldn't do.
"I can't do ten push-ups."
"I can't hit a ball over the left-field fence."
"I can't eat only one cookie."
By this time, the activity engaged my (4), so I decided to check with the teacher to see what was going on. As I approached her, I noticed that she too was busy writing. I felt it best not to (5). The students wrote for another ten minutes. Most filled their page. Some started another.
"Finish the one you're writing and don't start a new one," were the instructions Donna used to signal the end of the activity. Students were then instructed to fold their papers in half and bring them to the front. When students reached the teacher's desk, they placed their "I Can't" statements into an empty shoe box. When all of the student papers were collected, Donna added hers. She put the lid on the box, put it under her arm and headed out the door and down the hall. The students followed the teacher. I followed the students. They were going to bury their "I Can'ts"! The digging took over ten minutes because most of the fourth graders wanted a turn. When the hole approached three-feet deep, the digging ended. The box of "I Can'ts" was placed at the bottom of the hole and quickly covered with dirt. Thirty-one 10- and 11-year-olds stood around the freshly dug grave site. Each student had at least one page full of "I Can'ts" in the shoe box that had been buried. So did their teacher.
After burying the box, she gave a speech. "Friends, we gather today to (6) the memory of 'I Cant'. While he was with us on earth, he touched the lives of everyone, some more than others. His name, unfortunately, has been spoken in every public building ----- schools, city halls, state capitols and yes, even The White House. We have (7) 'I Can't' with a final resting place. He is survived by his brothers: 'I Can', 'I Will' and his sister: 'I'm Going to Right Away.' They are not as well-known as their famous relative and are certainly not as strong and powerful yet. Perhaps some day, with your help, they will make an even bigger mark on the world."
As I listened to these words, I realized that these students would never forget this day. The activity was (8), a metaphor for life. It was an experience that would (9) in their minds forever. On those rare occasions when a student forgot and said, "I Can't", Donna simply told the student that "I Can't" was dead.
I wasn't one of Donna's students. She was one of mine. Yet that day I learned an (10) lesson from her. Now, years later, whenever I hear the phrase "I Can't", I see images of that fourth-grade (11). Like the students, I remember that "I Can't" is dead.

interrupt  stick undercurrent enduring provided   respects   funeral curiosity symbolic  persistence  honor


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Question1. What were the students in Donna’s class absorbed in?


Question2. Explain about the underlined part (paragraph) in your words.


Question3. What is the message of this story? How will you use the message in the future? Write an essay on this.

Question4. What is the message of this story? How will you use the message in the future? Write an essay on this.

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