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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.

英語スピーチで尊敬してる人について発表するんですけど、下記の英語は破滅的に間違えていると思います。 後、自分が考えていた要点と全く違くなっているところがあります。なので直したほうがいいところを指摘してください Hello,everyone. I'm going to tal... Read More

このアクセントの28から31まで教えていただけると嬉しいです！どこが違うのかを教えて欲しいです。

(④⑬) (⑤) ンジUSM afraid と make と difficult knowing と keep と difficult D「 次の各語群の単語で, 下線部の発音がどれかー は 4 を, ESに も異なる場合は5をマーク クしなさい。 28< (1) throw ⑫) 1 (3) tho ovght 29>(1) sweater (2) near ⑬ leaf 30. (1) together (2) cloth (3) over 3「、 1) both (2②) borrow (3) coast 32. (1) gentle (2) gesture (3⑬ group | 【数 学】 (50分) <満点 :100点> ウケ

この文章の9行目にある"Its"は 「 a group “Earth the space ship”」か、 「 to improve situation 」 どちらを指していますか？

る山本敏晴さんも< ilness im shock(ed) ak⑪I oto wasji elementary school,/he infernational ntarnetonl erafion pafients) jpeNonGyI improve limprai goollgom so77er ro 一 goルg7ew 一

これの②教えてほしいです🙇‍♂️

Ken is a junior high school student. He likes English very much. He often reads English books and listens to English songs. At school, he likes to talk with his English teacher Ms. Brown. Everyone in his class knows that he can speak English very well. One day, in an English class、 Ms. Brown said. “Today you wi talk with your group members about your favorite season. Lets make small groups. Each group should have three or four members. I want you to enjoy this new *activity" Ken felt very excited because he liked to speak English in front of other People. 2 activity 活動 物。。o ②の質問に, それぞれ指定された語数の英文で答えをなさい。た だし, 符号 (, . 27! など) は, 語数には含まないものとします。 ① What does Ken like to do with Ms. Brown at school? (6語以上)

訳して欲しいです！ i join the group fight i dont knovw they just wanna stand, no need to fight TAT

私は中学校最後の団体戦で 3位に入賞できて 本当に嬉しかったです を英語訳してくれませんか？ よろしくお願いします！