これって②と③どっちでもいい気がするですけど💦なぜ答えが②になるかわかる方いたら教えてください🙇

(立命館大学) 009 You may go home if you ( ) your report. 000 ① finishing (3) finished ② have finished 4 will have finished. 2010 I can't tell if it ( )tomorrow. 方で催 009 現在はない から副詞節を作ります。 inishがありません。今 現在完了 (have finished)」 レポートを仕上げたら、 (松山大学) 010

7.to look の不定詞の用法がわかりません💦

太字の単語や点線の熟語 別冊「入試頻出語彙ノート」 p.4 3 1. 中文 The turning point came soon after I entered high school. One of my teachers 本 recognized my unique atmosphere and way of thinking, then encouraged me to titrohi ru onimotoh mat sohaoa no sofartrid aoy express myself more. At the welcome party for new students, 2 I took the plunge and 2. introduced my background, personality, and desire to get along with everyone. 飯 3. Then several students gathered around me! They accepted me for who I was. At that s 英文解釈 moment I felt I was reborn from my “temporary self"' to my “true self." 仮の自分 4 While I was a high school student, another breakthrough occurred. An acquaintance introduced me to a part-time job 空 as a radio reporter. The announcers 5. 4. there were expected to read a script accurately, 6. 台本 正確に whereas my role was to look at 7. things from a unique perspective and to convey the message in my way. This 10 8. experience helped me to develop my own style. (142 words)

ゼロから始める情報Iの中から質問します。写真にあるプログラムはPythonで書かれています。 4行目のfoodsがFoods でない理由を教えていただきたいです。ミスプリでしょうか？

コソ 例2 1-4 G 1 text = 'Hello!!' 2 print(len(text)) 3 Foods = ['pasta', 'curry', 'sushi'] 4 print(len(foods)) 7 3

今、EUに加盟していないのはスイスとノルウェーだけですか?イギリスも加わりますか。

答え教えてください🥲🙏🏻

A Review the text and fill in the blanks. 1. Steve's idea of learning Japanese: Learning Japanese is a piece of ( 2. Steve's confusing experiences: Wasei-eigo ). The situation is much more ( ). Steve thought it was ... apple juice a white shirt a very large house サイダー ワイシャツ マンション ホットケーキ フライドポテト ブレンド (confused) (confused) (confused) 3. What did Steve learn? ( ) is not a bad thing: it's a first ( In English, they say... soda pop ( ) ) shirt ) ) ( ) ) in learning something new. B You are having trouble learning English. What kind of advice would Steve give you? a. I understand your feelings, but there's nothing that I can do for you. b. Don't be afraid of confusion and making mistakes. c. Don't waste your time learning English. Try to find something more EA DOY interesting. Complete the summary by filling in the blanks. would be (1. Steve is a 16-year-old American boy on homestay in Japan. He thought Japanese ) because many words come from English. He had several confusing experiences. He discovered that English words written in katakana sometimes mean something (2. ) in Japanese. For example, means a (3. very large house. Learning Japanese can be (4. ) in learning something new. is the first (5. ), not a ). However, he feels that confusion [condominium / different / easy / step / confusing ]

この問題なのですが、 書いたとは、判断の根拠を表す不定詞を使うと書いていますが、 ここにbecause〜と続けて書くことは不正解になるでしょうか。

英文 You must be a good student to have written such an excellent report. 訳 「それほどすばらしいレポートを書いたとは,あなたは優れた生徒に違いありません」 「〜に違いない」 は must。 「書いたとは」は判断の根拠を表す不定詞を使う。また「書いた」 と過去であることを示 すため, 「to have +過去分詞」 (不定詞の完了形) を使って表す。 (2) 立

緩衝液とはどのようなもののことをいうのですか？教えてください。

2行目の:の後はharmelessの補足説明と捉えて良いのでしょうか？教えて頂きたいです。

みてめる thing inside out. So I put her through the story in more detail, and it sounded harmless: just a few wooden steps, the whole flight maybe 3 feet high. The child hadn't been knocked out - a sign that the head ticed any changes

2行目のwhenについて質問があります。whenは普通～の時、～するなどの意訳がありますが、稀にwhen節が後に生じる場合もあると認識しています。これは実際本文で出てきた場合どのように見分ければ良いのでしょうか？意味判断ですか...？教えて頂きたいです。

すばらし 想像上の わりな 期間 4045.7 fantastic terms he can invent. For instance, he might say, "The other day I was flying a small plane when I noticed a large group of UFO's approaching. I tried to use my radio to report what I saw, but suddenly the radio wouldn't work. Then the closest UFO began attacking me. I tried to escape, but ..."

下から2段落目のseededについてです。 これは 和訳中での、生まれた、と同義でいいのでしょうか ？ seedには種をまく などの意味があるので、 そこから 芽吹いた →生まれた というような考え方でいいんでしょうか？

45 This impetus* intensified interest in a finding reported in 1980, which provided the first glimmer of hope that a damaged spinal cord might be repaired. Albert Aguayo, now at McGill University in Montreal, Canada, cut rats, spinal cords and showed that they were able to sprout into pieces of tissue grafted from the animals' sciatic nerves. 50 seeded the idea that the lack of regrowth following a spinal injury is partly caused by inhibitory molecules in the spinal cord itself. This