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English Senior High

英語表現です!解いていただけると助かります!

教科書 pp.116~118 代名詞 on al pnutton erso "Ineje" dfiw aAny。 Option 2 人称代名詞 > we. you, they がば くぜんと「人々」をさ すことがある。 >所有代名詞: 「~のも の」=〈人称代名詞の 所有格+名詞) >再帰代名詞:他動詞や 前置詞の目的語が主語 「Fill in the blanks and complete the sentences. 0O ) have a lot of snow in winter in our hometown. 私たちの故郷には、 冬にたくさん雪が降ります. ) say that her husband is an actor. 彼女の夫は俳優だと言われています。 ) house is bigger than ( uman Aト と同じ人物やものの塩 あなたたちの家は彼らの家よりも大きいです。 ) lying in the forest. ふと気がつくと, 彼は森の中に横たわっていました. 9304イ 4. He found ( 合に用いる。 5. The children dressed ( ) cheerfully. wir ton ste o C p 子どもたちは,うきうきした気持ちで服を着ました。 6. Ryo set a new record. (1o srto2 ) surprised us. lieme リョウは新記録を作りました. 僕らはそのことに驚きました。 7. Let's go back home. ( |リaohue )is getting dark. 家に帰りましょう. 暗くなってきています。isnidmoo-abiow sisitgon qs enit saoor) 0.9onene edt stolgmos 2 Put the words in the correct order to complete the sentences. itの用法 20gce fAG さす。 >前に出た語-句·文を 1. [the smartphone / to / games /it/fun/play / on/is ]. E >天候-時間·距離など を表す。 2OKOUE 200CL E >形式主語 形式目的語 になる。(→Grammar スマートフォンでゲームをするのは楽しいです. begna gogi t wor ( 2. [ think / that / it / study / children / necessary / should /I] about A environmental problems. Focus 12参照) 指示代名詞 vinb >人やものをさすthis [these] / that [those]. >前に出た節や文の内容 をさすthis/ that. 2Veb s about Lo environmental problems. 私は子どもたちが環境問題について勉強することは必要だと思います。 3. Good manners in my country [ in / different / are / country / those / >すぐ前に出た名詞の繰 your / sometimes / from ]. p COLLSC り返しを避ける that Good manners in my country fon ai by Tiin aeelo1omrV 私の国でのよい作法は,ときにはあなたの国のよい作法とは異なって [those]. vewoH 8ume います。 4.「speaking / to/ similar / of/ that / your way / is ] of your brother. Vobrioid of your brother. あなたの話し方はお兄さんの話し方と似ています。 5. [long/it/does / to / how / take ] get to the library? get to the library? 図書館に着くまでにどのくらい時間がかかりますか.

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English Senior High

解説がありませんでした。答えがなぜこうなるのか教えてください! 松山大学の入試問題です。

1次の1)~15の英文中の空所を埋めるのに最も適当なものをそれぞれの~@から一つ選べ。ただし、ゆは何 も入れないことが正解であることを示すものとする。(松山大学) 1) It 0 is appeared 2) He has a lot of friends 0 talk 3) That attraction is only for children under 13. 0 p 4) It 0 was not rain 5) Iwould like to introduce my friend, Amy, | 0 whom 6) My doctor insisted 0 to hurry not 7) We の 8) I saw the old man 0 enter 9) The empty old mansion down when I was a little boy. 0 p 10 After lunch, my colleague 0 hitted 11) Ten years later, the little girl championships. 0 got 12) How much money 0 was he spend 13) This dictionary is thicker than any 0 other book 14) Let's start the party, 0 will we 15) John managed to help the Japanese lady 0 although that there is a significant difference between the two methods. is appearing 2 appears @ has been appeared 2 to talk 3 talk to I were a couple of years younger! 3 の to talk to 2 Even though | when I went out for a walk. 2 was not raining If only の Now that @ had not been rain |I have been working on for publication. @ whose novel has not rained whom novel 2 whose to have the operation. me hurrying not me to not hurry teachers truly wish to help students enjoy learning. who @ on my not hurrying 2 are that the theater. entered @ being entering to enter on top of the hill for more than two centuries before it was burnt had stood the shoulder and invited me for coffee. has been standing 2 was standing 2 hitted me tapped me @ tapped me on a great skater and won a gold medal in the national became turned grew on his collection of paintings? was spend was he spent was spent in our store. 2 other books 1? 2 shall we another book others 3 won't we his limited command of the language. however の shall not we 2 despite while

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English Senior High

以下の写真はソフィー・ハウの「世界をより良くするための教訓」という文章の一部なのですが、オレンジで線を引いた部分をどのように訳せば良いか分からないため、教えてください。 hold someone to accountで「~に責任を問う」ということから、「そのゴールは私によ... Read More

Wales is a small but progressive country, the only country in the world to have legislated to protect the interests of future generations, the only country to have appointed someone independent to oversee this. Across the world, our systems of government, of politics, of economics have tended to act in the short term. And often, the decisions that are taken discount the interests of future generations and the planet. But in Wales, we're trying to change that by passing a law which requires not just our government but all of our main public institutions to demonstrate how they're acting for the long-term and how the decisions they take don't harm the interests of those yet to be born. And so as a mum of five and the world's only future generations commissioner, I want to share with you today some of the lessons we've learned about how we're trying to leave the world better than we found it. First of all, you must involve people in setting long-term goals. Ask them: What's the Wales or the world you want to leave behind to your children and your grandchildren? We held a national conversation -- the Wales We Want -- and people told us, "We want a low- carbon economy. We want you to help us keep people well rather than just treat them when they're ill. We want connected communities and a more equal Wales." And our government legislated to set seven national well-being goals to achieve that. Each institution has to demonstrate how they're meeting those goals, and they're held to account by me. You have to focus on the interconnections between different aspects of well-being. You need to talk often about why it's just as important to public health as it is to the environment to tackle high levels of air pollution, why diversity in the workforce is just as important to economic prosperity as it is to addressing inequality. Our institutions have a legal duty to act beyond their immediate remit to recognize those connections, work with unusual suspects. And so we're seeing hospitals in Wales working with the National Botanic Gardens to create spaces for nature on their sites. We're seeing offices in our environmental agency helping to find solutions to tackle childhood

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