君はその時計をどこで手に入れたの？ Where did you get the watch? だとダメですか⁇

至急 全て教えてください！！

円4④ The child that Tsaw in the park was Ann's brother 人 ⑳ あな ⑳ 和え M ( )内の指示にしたがって, 日本文の意味を英文で粗しなさい。 円) 私はあなたが何が好きなのか知りません。 (like を使っで) 口(2) 彼女にはじょうずにビアノをひくことができるお姉さんが います。 (関係代名詞を使って) 円(3) 彼が私に話した物語はおもしろかっただ (関係代名詞を使って) 円4 ドアのところに立っている男性は私のおじです。 (関係代名詞を使わないで) 円(5) これは私の父によって書かれた手紙です。 (関係代名詞を使わないで) 次の対話秋を読んで, あとの問いに答えなさい 6okihappy。Iellme( ひ① ) youlool (my father / for / the bike / n lid you get it? Sumprised、I dontknow Why NeWbike, too、Tm still usin 績SO YOU have usedl itior (

翻訳できる人いませんか？

*Oh, ri ht 9 5 espesitonnme2 le asked. So・ 1 Yes.T wrote down tWO- 3 mw. Were there only nVO neg down al ofthem ou want me to WIG Wiliam closed his eyes am _wWho were hey fom ..Was there one ing abou them. Oh no wait! Your mothers leg h on Saturday' d sighed.The ones you didnt write down Mimmm・ remember anythi j。 harang her again- And dont forget lun Amy others2 asked Wilam hopefully No uhars ir No othem: Spike at back in his chair and closed lo remember something. Ah but iE 3 No. its gone.T just cant jis oyes. Then he seemed Jo want 24 your mcssages there was one front an American gi few days ago.Anna、1 think she said: iliams heart stopped. "What did she sy Wellir was a bit stmange. She sai is Anna"' And then she aid.“Call me ar the Riz” And then She gawe a diHerent name: What was he name2 JNo idca. One nameS di思cdle enough to rcmember but いい に Wiliam ran inside. -Hcllo,js that he Ritz Hoti the phone. Can Thelp you、sir2 Er.…1 hope you can、Tm 3 message. Shes staying with "Tim sorry sir We have neb "No, hats right . 1 know lft 。 mesage with my l6 Stupidest person you kno so stupid .… … "Try “Flinttone"!

添削お願いします🙇‍♂️

問 あなたの学校に来たアメリカ人留学生のマイク (Mike)がも うすぐ帰国することになりま した。贈り物をすることになり, どのような物を贈りたいかそれぞれ発表することになりま した。あなたはマイクにどのようなものを贈りたいですか。以下のぐ条件>にしたがって 書きなさい。 く条件> ・最初の文は, Tm going to give him | を用いること。その際, 解答欄の には適切な語句を記入すること。 ・なぜそれを贈りたいか, 理由を含めて書くこと。 ・最初の文も語数に含め, 3 5語以上の英語を用いること。 Tm going to give him

なぜ答えはエですか？教えてください〜お願いいたします❗️

4 こい でosa 葉 ) the staton5 mw を イ get ウ arrive 9 り W 33 my purse, so ! must buy ( ヽ

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.

私は体育大会が一番思い出に残っています。 なぜならみんなで協力して勝利したからです。 この文を英語の文に直してください！ (*' ')*, ,)✨ﾍﾟｺﾘ

ここはなぜwithになるんですか？

を持っていくのを忘れないで。 dont forget to take your umbrella ( 中地。) you.

早く起きることがいい理由を、 主語と動詞を含む4語以上の文で2つ教えてください。 たくさんあれば、全て教えてください‼︎