因為昨天太晚睡所以很累嗎

因為昨天太晚睡所以很累嗎

結果 (日文) 1:

昨日はもう寝すぎて疲れた？

結果 (日文) 2:

Training Students to Use These Procedures
It is crucial to introduce graphic outlining to students in a positive way. We recommend presenting just one graphic form at a time, following the procedure below.
1. Present at least one good example of a completed graphic outline that matches the type of outline you will teach. Using cooperative learning is a good way to ensure that students examine the sample graphic outline(s) closely.
2. Model how to construct either the same graphic outline or the one to be introduced. Describe the decision making process, and show students how to use frame questions to choose and plan an outline. It is also helpful to model the process of summarizing.
3. Provide procedural knowledge. Discuss when students should use the graphic and why, and what their responsibility is in the learning process. They need to appreciate that, with practice, they can master the technique which will serve them well in other courses. This appreciation should help motivate students to invest the time needed to develop their repertoires of graphic outlining strategies.
4. Coach the students. Have students work as a whole class and then in small groups to plan their first graphics. Ask them to share and compare their outlines with the other groups. Also, ask them to explain how and why they made the decisions that they did. Provide them with ampie feedback. Help them understand that planning and revision are crucial parts of the procedure. Some children think that only weak students should need to rework, their plans.
5. Give the students opportunities to practice outlining individually and independently, and then give them feedback.
In addition to following these steps, educators must address other issues when teaching students these strategies. First, responsibility should shift gradually from the teacher to the student as students become more capable of organizing information for themselves. Even very knowledgeable educators may find it difficult to let students assume more responsibility.

結果 (日文) 3:

昨日は遅く寝たので疲れましたか？