Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... Read More

This artcle shows sharing ideas with other students iS useful for learning. In ome experiment,(Dtwo groups of a few students tried to solve the same math problems 品 different ways. Those math problems were very difficult. The students both groups ha about equal math skills. Im the first group, students were told to ISten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their oDinionSs. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. Ihe students the second group talked a lot. But they were not able to find the right answers by ト temselves, and finally he gave them some advice. Tater, the two groups were given a test on the same kind of math problem. Can You gueSS the results? ② | By working hard together without asking for the teacher's help, 季e students remembered better how to solve the problem. 1 think puttmg our heads together to solve problems iS more important than just getting the answers in a Short Hme.

Q1、②の□□に適する分を次のアからエから1つ選びなさい ア、the first group got much better results than thesecond group. イ、the second group got... Read More

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e second group talked a lot. But they Were not able to find the right answers by themselves, and finally he gave them some advice. 。 Later the two groups were given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-

教えて下さい！ 見にくくてすみません汗

アドバイスをいたたは、、 しょう .病縛 カリ 6 だけまゃん WM2atG 3うい2まいたか et の 素通のバーティ me some advice? 一Sure. hei2 wrong Could you このくる ことを考えているのですが。 IT 5結細 急 時間はありますか。 二生還VOii eo。 tme? の6 ーー the party next week.

全訳してください！ ◽︎のところはもう答えがわかってるので◽︎で書いといてください！

aro 1 Mr Smith。 you are a very good speaker of Japaneset Mr Smithh。 : Thank you,Taro. Letarted tolearn it atmy hih school Taro OH eally! 1eitpopular for Amercan students to study Japanese? Mr Smith : No。there arent many students who study Japanese. For example。 more students took Spanish at my high schooL Taro : Tsee. ofa/ Mr Smith : Oh,youspeak Spanisht aro No. “og/ js the only Spanish 1 know. Tn our Enghish classes, weve learned how to say "Helo"" in different countries around the world。 Ithink FRe to know why you decided to study Japanese- Mr.Smith :OK. He told me a lot about Japanese music. movies. and sports、 1 really Hiked Japanese culture and wanted to know more. Thanks to him、+ decided to start studying Japanese- Do you think Japanese is difficult to learn2. Taro Jr. Smith 。: Well、now,1think Tcan communicate with Japanese people in my danly hte here。 butTstill have some problems when 1 use Taro ② MD Smith 。 : First some Japanese words are very difcult to pronounce、 Also the word order in Rnglish and in Japanese is diRNerent. 4aro : Tagree. 1often make mistakes with it when 1 speak Enghsh. Mr。 Smith 。: Dontworry! Your nghish is wonderful and can understand you very well. aro : Thank you, Mr. Smith。 Tike studying Enghsh and want to be able to speak ngHish better。 Could you gtve me some advice (Engsh / better ! to | my / make)? Smithh。 : OK。 you study hard and learn many new words。 you1L get more knowledge- But you can never be a good speaker of Enghish without using 直 aro : What do you mean?. Jr Smith : Tmeanyou ave to speak nghish more you wantto be able to speak tt beter Yon should use it in your daily ie。 4aro : Thankyou。 Tltry

わからないので教えてください。早めに教えていただけるとありがたいです！

2 | 次の英文が正しい文になるように, ( )内の語を1つ選び書きなさい。 She gave me some fruit ( by with, of ) a smile. twant to ( be. do, work ) a baseball player. We need to hear ( for, in about ) the news. Toften ask my sister ( with, to for ) some advice. Use the computer (in. by,、 on ) the right Way-

この長文の4番のdわかりますか？

because my Enghish is not good. 二 lm Yu Your Fngheh is go bu yo Simions clearly。 For cxample, You must say YS | "Yen btTdomty No" sitOk 生生 OK. 上9 opt yo and yr umdetand cach other. you have any more advice, Mr. Brown? | Can show pictures of your family and your sho 。 | E They will learm about your tife in Japa, 1 iaeal Tl ty TP POTe op ge ongem w |

この問題教えてください、！

道案内の文でThank you のあとに何が入るか分かりません！

英語のAETの先生にお礼の手紙を書くのですが、何を書けばいいですか？ 英文でもお願いしますm(_ _)m

英文にしてほしいです。 今朝のテレビのニュースを見るまで 我が家の庭は、木を一本切って以前より広くなったように思える。 父はたくさんの助言を私にしてくれた。