空が青いのはどうしてか？という課題があったんですけど、どう説明すれば良いんでしょうか？

これ、あってますか？汗 違うところや空欄のところの答えをお願いします ②に関しては全然分からないので良ければ解説もお願いしたいです

⑨ぐ比較 ①. 次の日本文に合うように適切な語を入れなさい。 Q) The gt な らMAlec hru otoe (にの ) Toyo gs oc cty inpor (東京 Tais dog _相e COtes† oftkethree.(この犬ほ3 (④) 芋g 人 oy hh yesterdgy. (今日は昨日よりも和 PR (5) Speaking Ergjigh 5 MMZlec- 信2 writing計 (英語を話すことは書くことより位単だ) (6) My mother gets up _GClrer- ton (到の母は私より早く起きます) (サッカーはテニスよりも人気がある) <⑦23occer な 0orら than ten Wichg _ のOr le/ic7oi sushr or yaKiniKu2 (寿司と焼き内はどっちかおいしい?) 8 コグ て5) Kawosgki ghe OZT 0o20fful ctyinKonegqMe. 崎は神奈川で一番美しい都市です) (toO) 4rgsr なthe -争921 tmoue grouP imJqPof (嵐は日本で一番有名なグループです) の 次の日本文に合うように適切な語を入れなさY。 /ge (1) AMy sigfer Wi come iorme /ムfeにtoday than yesterdgy.(生は信昌、WE有Hよ 但く放するだろう) にテースをじます> /(②)) 7 Pay teng He がde のド those boyS. ぴょはあの元ら了層ので一 Wic do yod /詠ら etter , summer or winter2 (夏と生どち らの訪が衝き ? ) (4) rcgnswim か st の yo0r prother. (私は若の弟と同 じく らい速く泳げる) Taku. (私はタクほど早く起きられない ) Jmine。 (若のカバンは私のカバンの 3億の大きさです (5) 了cqnt9et 0P __ ーーー一一 一一一 (6) )our pqg sthree = ur bg9 (5 three tjme3 5 Dig gs mine. Lisd. (7) rave CDs (私はリサよりもたくさんCD を持っています)

地方自治についての質問です。 議会の解散が成立した時って地方の議員や首長って解職になるのですか？ それとも、解散して議会のメンバーが変わるだけで解散になった議員も議員として働いているのですか？ 言葉が分かりにくくてすみません。 よろしくお願いします。

〇組のみんな今までありがとう！！ って英語でなんて言いますか？？

学校が休校になってしまい、この授業ができてないのでまったく分からないんです…😅 日本文に直してもらえますか？ お願いします😭

国計ek ii衣 knoW 夫 Lisg osks Joey qggin. "How well d9 7 1 e lab group* 間Se PooID3We nr lnHhGier 本 I? So、iH"S Jen Now she is exciled. “You mean OUR grOUPT 層 or Kafe.” Joey says nofhing. 。 コ cute. Kate Lisa 1hinks for a while and sys. "Jenny IS Ve 届 財 kind and friendly. Which one? Can1 call and fell her? てつ CXD cgoin prety some group excled nothing think(s) while fiendy ec prefty Well かなりよく fOra while しばらくの所

答え合わせしたいので教えてください！

ここ な | 数 EN w As 6 ラ 時| Ye ea for you OK You an see om Da 二な Se We eo one ycar older when we hawe our birthday。 tight? Bot Tp Aesow wc were one year old when we were bom smd became one year oldcr cach Janary 1. not on or bimhdsy。 ICs sm old age countine rmethod. So we were aiways one or two years older than our ・actusl の sae hon Realyz 1didntknowthat で Sm So people oen repomed 。 difereet date for dhar actual Siehdey。 For example. bom in December. but my father repored my birthday was That may be oc reason for many keyewiore for onr age group. イー That's interesingt (吐) age couning method 年齢の数方(method 方法) character 玉池 Ctual 実際の repot … 一を届け出る ア (one gz and one Aagewg (B) Apnl1 イ (4⑭) one number and one ko CB) January 1 リウ onc Ao and one Agggwg (B) Januay1 エ 。(⑭) one number and one Agr (B) Apnl1 3 次の文章はTakuya の祖母を訪問した日の夜に。 Tom が Takuya に送ったE メールの中

答えがなくて困ってます。 教えてください

次の英中の案所+ 8 ほる適するものを次買の語群から選びなきい。 ただし、同じる せん firally the lttle mermaids fiteenth birthday arrived。Her grandmother made her a present 9 3 wrcath of white jiiesf、and she rose ro the surface as jightly as a bubbleina( 1 )oi at The sn had just set and clouds were tinged with* gold and red。 The evening star we ( 2 brightly.and he air was very calm。The sea was as smooth as The jittle mermaid looked 8 Not far away was a threeumasted ship、the sails moiionleSS She could hear faint music。 and as it grew darker hundreds ot Hittle colored lamps were lit making ihe ship appear all he more lovely。、The litlle mermaid swam closer のee she was alongside the ship。she ler the gentle swell ift her* so that she could look in through gporiholel Inside were many inely dressed people. but her eyes ftxed on a handsome young prinee ( 4 ) jarge.dark eyes who was standing in the ( ) oi the group janghing In fact ir was his birthday. too一his sixteenth一and the party was in his honor* After a while the jittle mermaid saw hin go up on deck, and a thousand rockets were fired 6 te sky for 抽m。 At frst the noise frightened her and she dived deep underwater. but wasnt jong before” her curiosity brought her k to the surface. It seemed as though『 絹 the stars were fg into the sea. The little mermaid Was spellbound"、and she could not r cyes o全he your ince. Hewas( 8 handsomel (77e 7 47c7d7. Hans Christian Andersen) (注〕 wreath of white 固es 帳し were tinged wi一 の色 jef fhe gentle swel ji her ゆるやかな きな波のうねりに持ち上げられれて POrthole 船体に いている丸窓 損 始s Honor 王子のための, 王子の誕生日を抗っての # wasnt jong before- すず 半seemed as though一 まる てもたかのよみだった was speljbound 魔法にかけられたように. うっとりした

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 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-

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-