Top 3: Ways not to forget what you’ve learned

2016年 09月 28日 English Tips

Learning English is fun and exciting as you discover new ways to say things and express your thoughts more clearly with “new” vocabulary and grammar. Unfortunately, it can also be very frustrating when you can’t remember those words a few days later.

Why does it happen? And why can it happen many times with the same word? The reason is that you have two kinds of memory: short-term and long-term. You remember the things you learned today in your short-term memory. But you can remember things stored here only a short time because tomorrow they will be replaced with new memories. On the other hand, once things are in your long-term memory, you can recall them anytime in the future. Now, here is the problem - things don’t automatically shift from short-term to long-term memory. They need help.

Here are the top 3 ways to help move the new English you have learned from your short-term memory to your long-term memory.

  • Review immediately. After your lessons, why not take a trip to a café and spend 5-10 minutes going over what you just learned? Or you could wait until later that evening at home. Doing this helps you check that you understand the new piece of language, and reduces the time needed to “relearn” it in the future.
  • Review regularly. To move information to long-term memory, you will need to review it often. It is best to review after 1 day, again after 1 week, and then after 1 month. You should schedule a regular time for review to make sure you remember to do it.
  • Sleep.Getting a good night’s sleep helps your memory. Studies show that people who sleep well remember more information, including a foreign language.

Obviously, there are other important factors that will help you remember English as you learn it (such as using the new words and grammar as often as you can), but review and sleep are
absolutely essential. Good luck and don’t forget, review!

frustrating: いらだたしい、もどかしい
stored: 【動】記憶させる、蓄える
get a good night’s sleep: 熟睡する
absolutely essential: 必要不可欠な

Join our 11th Conversation Group!

2016年 09月 25日 ニュース




Join our 11th Conversation Group!

That’s it!

2016年 09月 23日 スタッフの日常英会話

アメリカ滞在中、まず良く耳にしたのが、会話の途中に多く使われる“...,you know,...”でした。一番最初にこれを聞いたときは「私知らないけど...。」と思ってしまったのを覚えています。そして次ぐ2番目はこの“That’s it!”でした。活発に繰り広げられる英会話の中で、自分が言うより先に相手やグループの中の一人が「○○だよね!」とか「○○のこと?」とどんどんコメントがくるので「そう!それ!」と答える場面が多くなるのでしょうね。そしてお店で何かを注文したり、買ったりする時には「それで全部です。(他には注文はありません)」という意味で使います。

IELTS勉強法:ライティングの秘訣#6: “Task 1の攻略―例題”

2016年 09月 20日 IELTS Tips



IELTS writing task 1: An example.


In the previous tip for IELTS writing task 1, you learned important information about the different parts you should include your answer: an introduction, an overview, specific details, and a summary statement.

Now, let’s look at an example answer so you can understand more clearly. Key points are provided next to each section, but you may wish to look back at the previous tip for more information.

You should spend 20 minutes on this task.

The line graph shows changes in the amount of three types of fast food consumed by New Zealand teenagers from 1975 to 2000.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Write at least 150 words.




This is a nice paraphrase of the title, and it includes the time period shown in the graph.

The line graph compares the fast food consumption of teenagers in New Zealand over a 25-year period, from 1975 to 2000.


The main trend is identified. There are no specific details/data.

Overall, the amount of fish and chips consumed between 1975 and 2000 fell while the number of pizza and hamburgers eaten increased.

Body – Specific details

The information is much more specific. Data and figures from the graph are included to support the statements.

Each paragraph focuses on a different pattern.

In 1975, the preferred fast food with New Zealand teenagers was fish and chips, which they ate 110 times a year. This was far higher than pizza and hamburgers, which were consumed approximately 10 and 5 times a year, respectively. However, over the following 25 years, the consumption of fish and chips steadily declined to finish at just under 40 in 2000.

On the other hand, teenagers consumed considerably more of the other two fast foods. The amount of pizza consumed gradually increased, and by 1995, had overtaken the amount of fish and chips eaten. It then leveled off from 1995 to 2000, being consumed 80 times per year. Hamburgers recorded the biggest increase. From 1975 to 1985, consumption sharply rose and had exceeded that of fish and chips by 1990. It finished at the highest level of the three types of fast food, with consumption at 100 times a year.

Summary statement

Highlights the main points. Does not offer an explanation for the data.

In short, pizza and hamburgers became a more common choice over the period whereas fish and chips were consumed less.

0001 1


2016年 09月 17日 ニュース


キャンペーン期間: 9月20日(火)~10月20日(木)

・1 レッスン40 分のマンツーマンレッスン 8 レッスン(およそ1 カ月分)
・料金:30,000 円 + 税 ※入学金(税込16,200 円、教材費およそ5,000 円含む)
(※IELTS、TOEFL、TOEIC コースご希望の場合は教材費別途要)
・本コースは、ご契約日より1 カ月以内の受講となります。


2016 Trial Campaign (no date)

​Look in the mirror

2016年 09月 16日 English Tips

When someone talks about taking a look in the mirror, they mean they are going to take some time to look at themselves honestly and objectively. The idea is to be 100% honest with ourselves so that we can identify and then fix our weak points.

Also, it is sometimes easy to criticize others, but we often overlook those same faults in ourselves.

Here are a few examples:

  • “After his poor performance on the mid-term test, Nigel had to take a look in the mirror. He realized that he needed to spend more time studying and less time partying.”
  • “The manager blamed his staff for the team’s poor performance. But I think he should take a look in the mirror first!”

誰かがtaking a look in the mirrorについて話していたら、それは時間をかけて正当に、客観的に自分自身を見るという意味です。100%自分に正直になることで自分の弱点を見極め、そして直すことができるのです。




​Top 3: ★Supplementary study books

2016年 09月 14日 English Tips

Some students attempt to study without any books at all, but this is almost always unsuccessful! All Wordwise students have a course textbook and a homework workbook.

These textbooks are great because they direct your learning, provide interesting study material and have useful practice activities. But they are not the only books that language learners should include in their study bag.

The top 3 supplementary (or extra) books students should have are:

  • A personal vocabulary book: This is not an Essential Words for the TOEIC/TOEFL style textbook to help you to prepare for a test. Rather, it a small notebook that you carry around with you at all times. When you hear an interesting new word or expression, you should quickly take out the notebook and write it down. Going through this process, will help you remember the new piece of language. You can also look back through the notebook later to refresh your memory of the new word(s).
  • A dictionary: A traditional print dictionary, or electronic dictionary, is a must-have for every student. You can find the meaning of unknown words, check if nouns are count or non-count, read example sentences and so on. The benefits of a dictionary are countless. However, make sure you don’t rely on your dictionary too much. To learn how to use a dictionary effectively, please check Top 3: Using a dictionary to help you study (16.02.10)
  • A grammar text: Many students simply hate grammar. They think it is difficult to understand, and more importantly, boring to study. Most students' goal is to communicate with other people in English, and so naturally, they want to practice conversations. However, it is very important to remember grammar helps you say your ideas clearly. When you explain yourself more smoothly and clearly in conversations, you will enjoy your English much more!

Note: **I should have also included a reading book. Most successful students read for fun regularly. They may read short stories, graded novels, magazines or online material. It doesn’t matter what you read as long as you enjoy it.

★supplementary : 補う、補足の、付録の
★a must-have: 必需品
★countless: 数え切れない、無数


2016年 09月 09日 スタッフの日常英会話

先日友達から“BTW, I’m sorry I’ve been MIA and just not messaging much.”とメッセージが来ました。BTWはby the way(「ところで…」と話題を変えるときに使います。)の頭文字をとったもので良く使われますが、MIAは初めて見たのですぐに調べてみました。
軍隊用語でmissing in action『作戦行動中行方不明(者)』、『戦闘中行方不明(者)』とありました!もっと調べてみると、若者頻出スラング?!で最近会ってない人を指すのだそうです!”ご無沙汰しててごめんね。“という意味なんですね!
オーストラリア人の友達に聞いてみたところ、アメリカ英語のスラングだそうで、彼自身は飲み会で2次会3次会と続いたときにふと気が付いたらいなくなっている人などを指し、主に自分ではなく誰かを指してMIAを使うそうです。他にもFYI(for your information「参考までに」)やFAQ(frequently asked questions「よくある質問」)など略語はたくさんあります。なんだかかっこいいですよね!

​IELTS勉強法:ライティングの秘訣#5: “Task1の攻略”

2016年 09月 06日 IELTS Tips



IELTS Writing Task 1: How do I answer this?


Task 1 in the IELTS writing test can cause a lot of trouble for students. This is because they have had little or no practice with this type of writing. Basically, Task 1 in the writing section asks you to write 150 words (or more) about some data that has been presented visually – that means it could be shown in a line graph, bar chart, pie chart, table or diagram.

The good news is that with a little practice, you can learn the structure that is required to complete this task well. This is actually great news because, in this section, markers focus a lot on structure.

There are three basic parts that you need to include in your response to a task 1 question:

  • An introduction to the graph/table/chart etc.
  • An overview
  • Specific Details

*4. A summary statementNot needed if you have already written an overview

  • An introduction
  • An overview
  • Give specific details

Your first paragraph should state what the data shows. You can get that information from the title and from the graph. Please note that it is very important that you paraphrase (Use different words)! If there is a time period, you should include it. Your introduction paragraph in Task 1 should only be 1 or 2 sentences.

Here you will need to state the main trend or trends shown in the graph. You should just say what is happening overall. Ask yourself, “What stands out?” Save details and data for later.

Sometimes people will put this overview at the end of their response. In truth, it does not matter if you put it at the end (in the conclusion) or early in the response (in the introduction). However, to get a high score, you need to provide an overview in one of these places.

In the second paragraph(s), or body, you should give more specific details. This must include information and data from the graph (or table).

The key to getting a high score in Task 1 is organizing your body paragraphs effectively. The best way to do is to find patterns in the data and group them together. A great way to find patterns is to look for similarities and differences. Use a separate paragraph for each pattern you identify.

*4. A summary statement

Your conclusion or summary statement should highlight the main point(s) of the graph (or table etc.). It should not offer an explanation for the results. This is not required for the question, and in fact, you will lose points if you include one.

You can begin your summary statement with phrases such as Overall, or In short,

This is an overview of the structure you need to use to achieve a high score. Remember that this is an academic task, so you need to use academic language in your response.

You will also need to practice a lot to develop the skills and language necessary to complete this type of task successfully. Good luck!



2016年 09月 03日 ニュース

9月24日(土)の16:00頃から札幌大通公園のオータムフェスト(11丁目:World Food Parkのあたり)で講師たちが飲んでます! 飛び入り参加大歓迎ですので、どなたでもお気軽に参加してください!