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English Senior High

【英語表現Ⅱ】 時制の問題です!わかる方、教えてください🙇‍♀️🙇‍♀️

When I(graduate / will be graduating / have been graduating ) from high Review Exercises 1 5.次の日曜日は、 私は一日中ずっとテスト勉強をしているだろう。[study] まとめの問題 Next Sunday, I for the exam all day. 復習 1英語表現Iの復習: 時制 現在形/現在進行形·未来進行形 未来完了形/過去完了進行形など Lesson 1 3 Put the words in the correct order. Lessen 1 Lesson 2) Lesson 2 1. 恵美は帰宅する前に、しばらく乗馬していた。 Emi [a horse/ been / had / riding | for a while before she came home. 2.来月のそのパーティーでは、 市長はスピーチをしているだろう。 The mayor [ a speech / be / giving / will ] at the party next month. Lesson 2 Lesson 3.空港へのバスは、 朝9時にこの温泉を出発する。 The airport bus [ nine o'clock / at / hot spring / this / leaves ] in the 1 Choose the correct words. 1 1.飛行機は、30分後に出発の予定だ。 The plane ( is leaving / was leaving / left ) in thirty minutes. morning. 4. バレンタインデーまでには、彼女と仲直りしているだろう。 2.高校を卒業したら、ネパールに行きたい。 By Valentine's Day, I [ made up / have / will / with ] her. school, I would like to visit Nepal. 4 Fill in the blanks and complete the sentences. Lesson 1 Lesson 2) 3.彼女は、ダンサーになる前は、スケートをしていた。 She(had been skating / has skated / has been skating) before sho 1.2050年までには、 この氷河は溶けてしまっているだろうと言われている。 (溶ける melt) )()by the year 2050. It is said that this glacier ( dancing. 4.元宇宙飛行士が、来月わが校を訪間の予定だ。 A former astronaut ( mayvisit / has visited / will be visiting )or 2. およそ40年後には、 宇宙エレベーターが人間を宇宙に輸送しているだろう、 と言う科学者もいる。 (輸 送する transport) Some scientists say thata space elevator ( ) people into space next month. in about forty years. 5.遊園地のそのアトラクションは、私たちがそれまで経験したことのないものだった。 That attraction in the theme park was something we( had never experienced / had never been experiencing / have never experienced ) until then. 3.私の曽祖母は、ドレスメーカーだった。ミシンを買うまで、彼女は長い間すべてのものを手で縫って いた。(縫う sew) My great-grandmother was a dressmaker. Before she bought a sewing machine, she ( )( ) ) everything by hand for a long time. 4.兄が新しい仕事を得たら、私を夕食に連れて行ってくれるだろう。 2 Fill in the blanks and complete the sentences. Use the words in the brackets. Change the form, if necessary. Cesson 1Cesson 2 When my brother ( ), he will take me to dinner. 5.最近、学生たちは電子辞書ではなく、紙の辞書を使っている。 Students( )() paper dictionaries, not electronic dictionaries these 1.次の週末までには、 私はこの本を読み終えているでしょう。[finish] By next weekend, I reading this book. days. 2.彼女が来るまで、 彼は3時間ずっと家中を掃除していた。[clean] Before she came, he in and around his house for three hours. 3. 最近、日本の若い俳優は、英語が上手になってきている。[get] These days, young actors in Japan 4. もしあなたがチケット売り場に早く行けば、その日のお芝居のチケットが買えるだろう。[go] If you better at English. to the ticket office early, you will be able to buy a ticket for the play for that day. Review Exercises 1 13

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English Senior High

画像の問題を教えてください‼︎🙇🏻‍♂️

1 以下の英文を読んで,次の問いに答えなさい。 red, the color that teachers long have used to grade papers. Parents objected po。 5 writing, they asserted, was stressful. So the principal put red on the blacklist. Red has become so negative that some principals and teachers will not touch (1) Joseph Floriska*, principal of Stevens Elementary in Pittsburgh, has teachers grade with more pleasant-feeling tones* so that their instructional messages do not seem as critical or insulting. “There's been a broad shift in grading. It's taken 10 a turn from Here's what ( it. (2a) )' to Here's what( (2b))" Floriska said. “We're still pointing out mistakes, but the method in which it's delivered is more positive." da T imuibom サっd e adT Purple has emerged as a new color of choice for many educators. That is a Sound approach, said Nancy Eiseman, a color specialist on the ties between colors 15 and communication. Purple may be rising in popularity, Eiseman said, because teachers know it is a mix of blue and red. "You still have the element of danger the red - but it's kind of subtle, hidden. directed at students." It is in the color, rather than being But reading and writing specialist Janet Jones helps teachers take (s) a different 20 approach. The students at Berry Elementary School in Waldorf, Maryland, edit* each other's papers, so that, by the time teachers add their markings, the colors they use aren't that important. "I don't think changing to purple or green will make a huge difference if the teaching doesn't go along with it," Jones said. “If you avoid the color red, the students might not be as frightened, but they also might not become better writers." 記事使用許諾: AP Images 主)grade 「~を採点する」 edit「(~に)手を入れる,(~を)修正する」 Joseph Floriska 「ジョセフ·フロリスカ (人名)」 tone「色調」

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English Senior High

英語表現の教科書でEMPOWER2です!practiceの答えを教えてください😭😭😭😭😭

LESSON Practice 1 Change the verb to the appropriate form and complete the sentences. 1. These days, many people use online greeting cards instead of traditional cards (make) of paper. 2. Online greeting cards have special features (attract) an increasing number of people. 3. Recently there have been online greeting cards with (move) pictures and music. 4. You don't need a pen or anything (write) with in order to send these online cards to your friends and relatives. 2 Put the words in the correct order to complete the sentences. 1. Congratulations on winning the city's speech contest! [ wonderful / about / speech/ the aging society / was/ your ]. 市のスピーチコンテストでの優勝おめでとう! あなたの高齢化社会についてのスピーチはすばらし かった。 2. [by/a speech / it/ data/ supported / many kinds of / was ]. それはさまざまなデータに裏付けられたスピーチでした. 3. There [ people / to / were/ a lot of / your speech/listening carefully ]. あなたのスピーチにじっくり耳を傾けている人がたくさんいました。 4. As you said, [alot of/ solve/we/right now/have/to/problems ]. あなたが言ったように, 私たちには今すぐに解決しなければならない問題がたくさんあります。 3 This is a farewell card to an exchange student, Kate. She is going back to her country. Put the Japanese parts of the passage into English. Genre We'll miss you so much! Wishing you the best of luck for your new life. Kate, we can't believe you're leaving Japan. ① 私たちにはいろいろな行事についてのすば We'll never forget your hard work in making our らしい思い出がたくさんあります。 exhibition at the school festival successful. Inside the card, ② いろいろな行事で撮られた 私たちの写真があります。 don't forget us! ④ 私たちは,日本についての映画を撮りたいというあなたの夢がかなうことを (③) 楽しかった時間を表しているこれらの写真を見てください, and 願っています。 Have a safe trip. 映画を撮る make a movie >楽しかった時間 some good times FYour Turn の Make a pair and ask your partner the following questions. 1. Think of somebody you want to send a congratulations card to (such as your friend or a Tamily member). Who do you want to send the card to? 2. What will vou write about to congratulate him or her?

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TOEIC・English Undergraduate

教科書の英文の和訳をお願いしたいです。 分からない単語(赤で記入)を調べても 自分の中で和訳ができません…。 授業内で発表など色々あって、そこで 間違うのが怖いので和訳をお願いしたいです…🙇‍♂️

なす多 What is holism()? The medical professional's view of human beings influences. the planning and care provided to patients. For years, the health 従事者 長いp て 提供れる。 care community considered bódy and mind as separate entities, er year Now, it is believed that caréPHOViders need to yiēw an individual s をのてaなす 明電 @ 体的に、ああを as a whole, complete person, not as an assémbly of distinct párts. Viewed in this light, any distúrbance in one part is a disturbance of the whole system, the whole being. Therefore, health care pro- の 体のれれ fessionals must consider how the part of an individual under た下にある concern) relátes to all others and also consider the inferaction 10 and relationship of the individual to the external environment. This view is called holism, a holistic view of humans. :生物じ理、社年的が Humans are an open biòpsychósocial systenm with many inter- めま 提供する: related subsystems. In'brder to ptovide appiopriate healthcare based on a patient's needs, healthcare professionals must focus 15 on the interrelated needs of body, mind, emotion, and spirit. Abraham Maslow's® theory It was Abraham Maslow's human needs théory that offered the frámework for holistic health care. His model includes both 、操供 る的 生理的 心鶏的 怪える 良々に」 physiologic) and psychologic needs, which he arfánges in Order of importance from those essential for phiysical sufVival to those necéssary to develop to the füllest human potential9 Lower-level 20 心体 週不可欠 needs must be met to some extent before higher-level needs can スリ組た、@か。 be addressedio An individual usually persists in trying to meet a 場たす need until it is met. If a need goes unmet, physical disòrders, 25 psychological“imbalance, or death can Maslow's five categories of needs, in hiefarchical order. O Physiologic needs: air, food, water, shelter, rest and sleep, and temperature maintenance) eSáfety and secúrity needs: the need to be safe and to feel 30 OCCur. Below are 野屋eカラーを 所 safe, both in the physical environment and in human rela- tionships; 8 Loye and belónging" needs: the need for giving and receiv- ing love and the need for feeling that one atains®) a place in 所属(優) (7) 脅け人れ a group; OSelf-esteem needs: self-esteem® (feelings of indépéndence, Cumpetence, and self-respect) and estéém from others Toidon 自等 35 独立性 身する

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English Senior High

コミュニケーション英語(ランドマークⅡ advance d)の答えをなくしてしまいました、どなたか教えてくれる方いませんか🙇‍♂️

(札幌大) 次の文章を読んで,下の設問に答えなさい。 Gwen Stefani, lead singer of the pop group No Doubt, released her first solo album, Love, The album introduced to the world the Harajuku B Love, Angel, Music, Baby \arge win Angel, Music, Baby, in November 2002. Girls, who represented trendy Japanese culture. In a magazine interview, Stefani said the idea of using Japanese girls as dancers came to ating lary b 2opened - and her in a dream.(She first sang about this idea in the song “Rich Girl.") Stefani gave each Love, Angel, Music and Baby nd wants of the dancers a name from the title of her album called them the Harajuku Girls in reference to the exciting Tokyo shopping area popular or in Par The Harajuku Girls were instantly interesting and mysterious to young adults in the West. particularly the Gothic Lolita style. They with young people. The Harajuku Girl Mystique* everythin hat woul Their clothes symbolized Tokyo street fashion gaine nd appeared in the music videos for Stefani's new album, and accompanied her to awards turned 」 ceremonies and promotional events. The Harajuku Girls never spoke in public, which added oroduch singer develop other projects. Stefani designed a limited-edition digital camera (produced by a stron to their mystery. op to bu Not only did the Harajuku Girls inspire Stefani in her music making, they also helped the HP) featuring the Harajuku Girls. She also started a product line called "Harajuku Lovers." The line consists of clothing and accessories for men, women and children, as well as products for the home, featuring contemporary Japanese elements. [注] mystique : 神秘 問1.以下の問いに英語で答えなさい。 What are the names of the “Harajuku Girls"? 0en ai onide 問2.以下の質問に最も適切な答えを選びなさい。 (1) What are each of the Harajuku Girls named after? 2. Gwen Stefani's song “Rich Girl." 並べ替 4. The title of Gwen Stefani's album. 1. Japanese female dancers. 3. A popular Tokyo shopping area. (2) Which of the following statements about Harajuku Girls is false? 1. Their clothing represented Tokyo street fashion such as the Gothic Lolita style. 2. They symbolized the positive and aggressive attitudes of Japanese people. 3. They were considered mysterious as they did not speak. 4. They participated in Gwen Stefani's music videos and events. 33 Lesson 4

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English Senior High

この英語の正誤判定の10問の答えが無くて困ってます…誰か、この10問答えを教えてくれないでしょうか?よろしくお願いします

第1 与えられた文に対する説明として正しくないものを, 下から1つ選べ。 (1) People hit by the lack of jobs crowded around the city hall. [ 1 ] ① この文は第1文型である。 ②この文のV (途語動詞)は, hit と erowded の2つである。 ④ hit は過去分詞である。 ① around the eity hall は, erowded を修飾する副詞句である。 (2) The reason why I married her was (a)that she had got me to believe (b)that she had a large fortune. [ 2 ] ① この文は第2文型である。 ② 下線部(a)の that は名詞節を作る。 ③ 下線部(b)の that は名詞節を作る。 ① 下線部(a)のthat が作る節に含まれるのは,believe までである。 (3)(a)Thinking that you know when in fact you (b)don't is a fatal mistake (c)which we all tend to make. [ 3 ] の 下線部(a)のThinking は, 動名詞である。 2 下線部(b)の don't の後には, make が省略されている。 の 下線部(c)は、 mistake を先行詞とする関係代名詞である。 0 この文は,第2文型である。 It may be considered improper for young businessmen (a)to Suggest ideas (b)that differ experienced members of the business. [ 4 ] 0 下線部(a)の to suggest は, 名詞用法の不定詞である。 ② 下線部(b)の thatは, 関係代名詞である。 の 下線部(c)の those は, people の意味である。 02行目のカンマは, older と more experienced とを並列の関係で結 びつけている。 (5) The huge amounts of carbon dioxide contained in plants of rain forests (a)and (b)released during cutting (c)them down contribute significantly to the "global warming" crisis. [ 5 ] の 下線部(a)の and は, contained を結びつけている。 from (c)those of older, more forests と released crisis と

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