３の⑴を和訳しなさい。という問題なんですけど、この答えであってますか？

【1】 教科書 P.65~ “Lesson7 The Story of Ruby Bridges” を読んで設問に答えなさい。 (1) When I arrived at the school, protected by federal marshals, Ⅰ saw crowds of people and police officers everywhere. On my way to the front door, the people yelled, spat, and (2) Many white parents ran into even threw things at me. They really seemed to hate me. the classrooms and dragged their children away. They didn't want their children to be in the same school as me. On the second day of school, I met somebody very special. She was my new teacher. She took my mother Mrs. Henry. She was the only teacher who had agreed to teach me. and me into a classroom, but I was the only student there. 《中略》 In December, (3)a few white children came back to school. When I asked a white boy if we could play together, he told me that he couldn't. "My mama said not to because you are black," he said. At that moment, I realized that everything had happened because of the color of my skin. ≪中略≫ (4)Looking back now, the times were changing and I played an important role in bringing about equality in education for children in the US. I think I helped build a bridge between black and white people by going to that school. Regrettably, we still have racial prejudice and discrimination in our society. I will continue to tell my story so that true racial equality can be achieved for all Americans. 黒人は座ったらいけない場所がある 白人と同じ幼稚園には行けない government accept (6) behave oneself (8) gradually (10) prejudice 5.下部 (3)の 政府 を受け入れる 1. 次の英語を日本語に直しなさい｡ (1) treat へを扱う (3) force 無理に~させる。 (4) 努力する (5) make an effort 行儀よく振る舞う (7) crowds of ~ たくさんの~ 徐々に (9) play a role in~ で役割を果たす 偏見 2. 1960 年頃、黒人はどのような人種隔離を受けていたか｡ 教科書 P.66 を読み、 3つ答えなさ 白人と同じテーブルで食事ができない 1. ほとん 2. 少しの 3. 多くの 4. 白人の 6. 下線部 (4)を 7. 以下の1~ 1. 人種 2. 「学 3. 白人 4. 授業 ( 【2】 ( )内 1. (Write 簡単 2. (Study 一生 3. The sir そ 4. (Comp much コ 3. 下線部 (1) を日本語に訳しなさい。 学校に到着したとき、連邦保安官によって守られた。私は人々が混雑していて警察官が 4. 下線部(2)について、 なぜ白人の親たちはそのような行為をしたのか｡ いたるところにいるのを見た。 本文から一文全てを抜き出し、 英語で答えなさい。

自分の答え間違っていると思うので正しい答え教えてください！！

5. (4) Bill accepted our offer was a big surprise to us. →105 ubord van 1 When 2 If 3 What 4 That (B) 6. His new movie is different from his last one, () it's based on a true story. →105 1 in that 2 for that 3 of which 4 with which (*) 7. The waiter asked me ( ) I would like some coffee. →107 if 2 that 3 what 4 which (*) 8. He asked me () she was coming or not. →107 1 whether 2 then 3 what 4 who (★) 9. I like to go up in the mountains ( ) there is some snow. →108 1 however 2 when 3 how 4 that (*) 10. I have known that gentleman ( ) he was a little boy. →108 1 when 2 from 3 during 4 since (4) 11. My daughter didn't start to eat ( ) I got home. →108 1 by 2 of 3 until 4 during (***)

教えてください！！

23. Late ( 1 when ) it was, they set out for their destination. →112 SO how 4 as (*) ven I could follow it. →113 24. The recipe was ( ) simple that even 1 such 2 less 3 so 4 as (#) 25. It was ( 1 so as 3 such 4 what (*) ) a beautiful sight that I took lots of photos. →113 26. As ( ) as I know, this article is one of the most impressive accomplishments in linguistic research. →115 1 long 2 much 3 large 4 far (**) 27. Yoshiko prepared dinner (0) her mother was watching TV. →116 1 while 2 that 3 whether 4 which (*) 28.0 ( ) most of his friends are hard working, he is rather lazy. →116 1 Except that 2 While 3 Despite 4 Since (IKS^) 29. () the bite of the black spider is often very painful, it is not strong enough to kill a healthy adult. →116 1 As soon as 2 Since 3 So that 4 While (*) 30. ( ) he grew older, he became more silent. →117 1 As 2 Though 3 That 4 So (*) 31. I wish we had done () we were told. →11702 that 2 which 3 as 4 just (7) ane vaud 32. ( ) the traffic was heavy this morning, he was almost late for class. →117 1 As 2 Due to 3 So 4 Therefore (**)

providingの前にカンマがついてることで、どんな訳し方になるのか解説お願いしたいです

In contrast, the as an 20 European concept of a fair society assumes a large unifying role for the state active social partner, providing public services and regulating business and society.

2.の下線のdidは強調の助動詞ですか？

(可), ① 私たちすべての人々に影響を与える重大な変化を引き起こしたのは, 破滅的な損害を伴った 第二次世界大戦であった。 (It was the Second World War, (with its ruinous cost,) ( ④ ) (③) (②) (①) the momentous changes that affect us all. 1 about ② brought (3) had 彼女がとても激しく泣いたので、 彼は聞いている間胸がはりさけるような気がした。 So (5) ( ① ) (②) (④) ( ③ ) he felt as if his heart were being torn bitterly did she weep that out while he listened. ① did (2) she ③ that 4 weep which that ③3 少数の作家を除いて, 創造力のある人は,自分を創造的にするものが何であるのかを言葉に できることはめったにない。 ⑤ bitterly Creative people, except for a few writers, can seldom put (⑤) ( ④ ) ( ② (①) (③) makes them creative. 1 is 2 it (3) what into words

高校英語 高二 赤線のWhereってどういう意味ですか？ どんな文法かも教えて欲しいです！

5 20 Joe was a 21-year-old college student and loved traveling. He had already been part-time and saved money during the semesters. Once vacation started, he went to a number of places, and wanted to visit as many places as possible. He worked something?" one of his interesting on a trip somewhere. "Do you want to be a travel writer or friends asked him. Joe answered, "I don't know. Maybe that's an occupation, but I'm thinking of going into journalism. Anyway, the travel experiences will benefit me in any career I choose, I think." One day, Joe was on another trip. He was excited because he had always wanted to travel to that country. There were a lot of interesting places to see, and he had made a detailed plan for the trip. He didn't want to miss anything. That day, he was going to Pendelton, where he was going to catch another bus to go on to Belleview. There were some famous ruins there, and he really wanted to see them. When Joe was waiting for the bus for Pendelton, he met a young local man. He was having trouble with his motorcycle. When he saw Joe, he came up to him and 15 said, "Excuse me, do you know anything about motorcycles?" "What's wrong?" Joe asked. "The engine suddenly stopped, and I don't know what to do." 10 5 In fact, Joe had often fixed his own motorcycle. However, he had to think for a second, because his bus was due to arrive in a few minutes. "Well, let's see if I can help you," said Joe, and he got down to working on the motorcycle. Fifteen minutes later, the engine started again. The bus for Pendelton had left. "Thank you," the young man said. "No problem, I'm glad I could help," replied Joe. The man held out his hand and said, "Hi, I'm Patrick. If it's OK with you, I'd like to invite you to my house." Joe hesitated for a short while. The next bus was leaving in two hours, which was the last one for Pendelton. But Joe decided to accept Patrick's offer. 3

この英文の17行目なんですけど、under the control で〜に支配されてと訳すのは分かるんですけど 日本語訳だと、集中力もまた意志に支配されていなければならない。と書いてあって意志という単語は 書かれてないのに、どうしてこういう訳なるんでしょうか?

14 集中力とは何か 10 Besides the intellect, the power of concentration is a very important quality, which few people acquire except throug education. It is true that it develops naturally to some extent, bu people are not likely to acquire enough concentration without a 5 long period of intellectual education. 2 There are three qualities which distinguish perfect concentra tion from imperfect concentration: perfect concentration should be intense, prolonged and voluntary. Intensity is illustrated by the story of Archimedes. He is said to have taken no notice when 10 the Romans came to kill him, because he was absorbed in a mathematical problem and bent on solving it. To be able to concentrate on the same thing for a long time is essential to difficult achievement. As long as the object is of great interest, this is brought about naturally. 15 Most people can work on a mechanical puzzle for a long time; but this is not in itself very useful. To be really valuable, the concentration must also be under the control of the will. I think 18 it is above all the control of the will that is nurtured by education. Check!! concentration () 183 wo

知覚動詞の後の動詞は原形と習ったんですけど(原形不定詞)なぜ原形じゃないんですか？🙇‍♀️

B 知覚動詞 知覚動詞 V+O+do [doing, done] 5. その少年は1頭のシカが小川を飛び越 えるのを見た。 6. 今朝. 駅でクラスメートが外国人観光 客と話をしているのを見かけた。 7. 空港のアナウンスで自分の名前を呼ば れるのが聞こえた。 The boy watched a deer jump over the stream. This morning I saw a classmate talking with an overseas tourist at the station. I heard my name called in in an announcement at the airport.

問題を解いたのですが答えがないので合っているか分かりません！教えてください🙏

テーマ |文法項目 商取引 受動態 (第4文型の受動態/群動詞の受動態 UNIT 4 Reading Track 18-19 貨幣はどこから生まれ、私たちの生活の中でどんな役割を果たしているのでしょうか。 Do you know what money is? It can be anything that enough people can agree on as a means of exchange. For example, rice can be money if many of the people in your town are willing to accept it as money. But when you are given rice by your 5 *employer and try to use it as money in other towns, you may get in trouble. Before money was invented, A. This way of exchanging *goods or services is called *barter. In a barter, one person must have something to exchange that the other wants. Many thousand years ago, B Later, it was cast into small, usually round, coins to make trading easier. The first coins were probably made in *Anatolia, or 10_ *Asia Minor, during the 7th century B.C. As the Greek and Roman civilizations began accepting coins as money, the rest of the world went along. C in the 13th century. The concept of paper money was not accepted by Western countries until the early 18th century. The early paper money issued in the West was not successful. Their paper money was easily destroyed because of its poor 15 quality. So, merchants would not accept it. Only in the 20th century did it finally stand on its own. Note Today, as new technologies have changed our lives, many transactions are carried out on the Internet. In such trading, e-money or electronic money is used. E-money is the money that exists only in banking computer systems and has no 20 physical form. Once it's stored on your devices, you can pay at restaurants and stores. Before long, people may carry ( @ ) paper money ( 6 ) coins. (294 words) * employer 雇い主 goods. serviceサービス barter Anatolia アナトリア 〔トルコ共和国のアジア側の半島部 ] Asia Minor 小アジア 〔黒海, 地中海, エーゲ海に囲まれたアジア最西部の地域 ] Note transaction EX31 業務 取引などを相手 〈人〉 と 「行う」 「処理する」ことを意味す る transactの名詞形。 英語では 「商取引｣のことをcommercial transaction, またはbusiness transaction という。 JSSUHTU

解いたのですが、答えがなくて合ってるか‪分かりません！教えてください🙏

m 37 Grammar 受動態(第4文型の受動態 / 群動詞の受動態) <S+V+O1+O2〉の文の受動態 2つの目的語をそれぞれ主語にした2通りの受動態の文が考えられる。 ・動詞によっては、一方の受動態が不自然な場合もある。 Bob sent Emi the flowers. (ボブはエミにその花を送った) Target 1 Emi was sent the flowers by Bob. (エミはボブからその花を送られた) Target2 The flowers were sent to Emi by Bob. (その花はボブからエミに送られた Disser 群動詞の受動態 : 群動詞を1語の動詞と考え、ひとまとまりで受動態にする。 Lisa takes care of the cat every day. (リサは毎日そのネコの世話をする) Target 3 The cat is taken care of by Lisa every day. (そのネコは毎日リサによって世話をされる) 1 次の文の下線部を主語にした受動態の文を完成させなさい。 (1) Jack showed me the new guitar. →I was showed the new guitar by Jack (2) Teru gave me this DVD. This DVD_was_gave me by Teru (3) His classmates laughed at him. He was laughed by His class mates 2 日本語の意味に合うように,( (1) 彼の演説はたくさんの人に耳を傾けられた。 内の語句を並べかえなさい。 ( to / a lot of / his speech / listened / by / was) people. His speech was listened to by alot of (2) 私たちは見知らぬ人にその店までの道を教えてもらった。 We (told / a stranger/by/the way / were / to the shop). We were told the way to the shop by a stranger (3) 私は昨日,かわいい女の子に話しかけられた。 (a pretty girl / spoken/by/ was/to/I) yesterday. I was spoken to by a pretty (5点x3=15点) (5点x3=15点) people. _yesterday.