教えて欲しいです😭🙇‍♀️

1) 次の文を日本語にしなさい。(5点引) ①We saw a cat whose eyes were brown. He lives in a house whose roof is blue. 3 A girl whose hair was long came here. That mountain whose top is covered with snow is Mt. Fuji. 2)関係代名詞 whose を使って, 2文を1文にしなさい。 (5点引) ①Nancy has a dog. Its name is John. I know a boy. His father is a scientist. the stop. They live in a house. Its roof is green. music.

教えて欲しいです😭🙇‍♀️

2) 次の文に合う英文になるように, 空所をうめなさい。(3点引) ① あなたは私たちが彼のパーティーで会った(その) 少年を覚えて いますか。 Do you the boy we met his party ? ② あのセーターは彼女が着ていたセーターに似ています。 3 That she was looks このシャツはいくらですか? How is this shirt ? (それは)千円です。 それはとても安い。 It is 1,000 the one That is very

Townとcity って両方町って意味だったと思うんですけどどう違うのですか？？

1の（2）が分かりません。教えて欲しいです🙇‍♀️

こに」「だ 春をたず に使う。 - 疑問文 いで主 える。 car. 1 次の文 内の指示に従って書きかえるとき, に適当な語を書き なさい。 □ (1) Meg likes blue. (「何色が好きですか」とたずねる疑問文に) → What color does Meg like? □ (2) That is Kaito's cap. (下線部が答えの中心になる疑問文に) → ・Who is that? □ (3) Ken gave Meg this camera. (下線部が答えの中心になる疑問文に) → Who gave Meg this camera?

(3)のこのような文法の時はisが最後に来ると習ったんですがこの文は違うのでなんでですか？😭

(1) 私は健がいつ来たか知っています。 { when / know I know when Ken came1/ came じろう (2) あなたは次郎がなぜイヌをほしがるのかわかりますか。 { wants / do / you / Jiro / understand p.18-19 why / a dog / ? } CP Do you understand why Jiro wants a dog? (3)ホワイト先生は生徒たちに科学はおもしろいということを示します。 p.22-23 LG {is/shows/science/ interesting the students / Ms. White / that /. } Ms. White shows the students that science is interesting. 2 show that

(2)の英語は、〜好きだと示していますとありますが示すというのはどの単語になるんですか？😭

un 1 例にならって、次の英文を He's sleepy. [Ben's face shows me] ← Ben's face shows me that he's sleepy. (1) Your idea is good. [I'll tell Mr. Miller] I'll tell Mr. Miller (that) your idea is good. (2) Students like baseball the best. [The graph shows that] "graph: 757 The graph shows that students like baseball the best. 「そのグラフは、生徒たちは野球がいちばん好きだと示しています。」 (1) Your I'

穴埋めの問題です。答えと考え方が知りたいです

15 11 10 5 This article shows ( students / *sharing / other / ideas/is/ with) useful for learning. In one *experiment, two groups of a ( あ ) students ( to solve the same math problems in different ways. Those math problems were difficult.] The students in both groups had about *equal math skills. In the first group, the teacher told students to listen to him carefully, and ask him questions about the way to solve the problems. In the second group, he only told to *exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didn't have to talk *among their group members. The students in the 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 (give) a test on the same kind of math problem. Can you *guess the *result? The second group got much group. By (work) hard together without remembered better how to solve the problem. solve problems is more important results than the first (ask) for teacher's help, the students I think *putting our heads together to just getting the answers in a short time.

(1)にはクエスチョンマークがないのにどうして(2)にはクエスチョンマークがいるのですか？！この違い教えてください！また(1)にクエスチョンマークがあっても不正解になりませか？

1 例にならって、次の英文を〔〕の語句で始まる文に書きかえましょう。 What is it? [Please tell me] Please tell me what it is. (1) Where did you go yesterday? [Tell your mother] → Tell your mother where you went yesterday. (2) Who broke that chair? [Can you tell me] 「だれがあのいすを壊したの -> Can you tell me who broke that chair? 私に教えてくれますか。」 疑問詞 who が主語の文。 2 日本語に合う英文になるように,{}の語句を並べかえましょう。 TOIDULLON /is/ good /

Aboutの意味を教えてください.ᐟ‪‪‬.ᐟ‪‪‬

⑵はなぜこの答えになるのか教えて欲しいです。

プレ 2 自己 CAN-DO の語 (句)に自分で1語補って, セリフの内容を表す英語を完成しよう。 (1) お母さんに, 新しいテレビがほしいって言ったんだ。 my mother wanted that a new TV II I told my mother that I wanted a now TV. (2) でも、買うつもりはないって言われちゃった。 she would buy she one that told not But I told she that she would not buy one She told me that