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English Junior High

(7)の正誤判定をお願いします。後、アドバイスなどもあったらお願いします🙏

3 き終わ あとに生徒たちがよい本を選ぶ。 2 (7) 下線部④について,あなたはどう思いますか。 あなた自身の意見を,理由を含めて,英文1文で書きなさい。 50%以下 IⅠ think so too because reading books makes us 本誌 p.62~63 1 (1) エ (2) If (3) Reading books is fun (and I can become smarter.) (4) (A) I B ア C ウ (5) イ (6)〈例〉 生徒が大好きな本についてスピーチをし, そのスピーチを聞いたあとに, 最もよ い本を選ぶ。 (7)〈例1〉 I agree with Mr. Tanaka because reading books often gives us useful and interesting ideas. 〈例2〉 I don't think students should read more books because they can get more information through the Internet or TV. 対話文全訳 たなか先生 : 日本の中学生や高校生はあまり本を読まないと言います。 グラフAを見てください。 2011 年から2015年の間, 生徒たちが 「あなたは1か月に何冊本を読みますか。」 という質問に答え ました。 このグラフから何が言えますか。 あゆみ : ①小学生は中学生や高校生よりもたくさんの本を読みました。 です。 小学生は1か月に約10冊の本を読みましたが, 中学生は約4冊を読みま < 15 点> happy 本誌 p.64~65 (1) 1 few ④ afraid [sc becoming difficult to see the (4) 〈例〉 彼らの市の人々に、8月 (5) A lay their eggs B it' 長文全訳 こんにちは、みなさん。 この前の夏、 した。 夜間 ぼくたちは暗い空にとて できました。 それはすばらしい経験で しかし、ここ、この都市でたくさん き夜空を見上げますが、 ここではほん のです。 夜の人工光がぼくたちの生活 にそれほど多くの光が必要でしょうか 星を見ることが難しくなっているの を使い, 「光害」ということばを見つ 環境省は、光害とは日本語で「光の 年の調査によると

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English Senior High

9行目、length to beのこのto beはなんですか? 不定詞の形容詞用法なのでしょうか。 to be Cの形は見たことがありません。 教えてください🙇‍♀️

It is only when th another person that a real basis for ed. While some people can make us feel comfortable others make us feel ill at ease and some seem untrustworthy. s has to do with the length of time that they look at us or with how long hold our gaze as they speak. この内容が関係してる等位は後ろ見て、見る!!! のは手前、 Michael Argyle, a pioneer of social psychology and nonverbal communication skills in Britain, found that when Westerners and Europeans talk, their average, gaze commun time 相互に、お互い is 61%, consisting of 41% gaze time when talking 75% when listening and 31% mutual V C 10 mutual gaze was 1.18 seconds. gazing. He recorded the average gaze length to be 2.95 seconds and the length of a We found that the amount (of eye contact) in a typical conversation ranges from 25% to 100%, depending on who's talking and what culture (2) AL'X they're from? When we talk we maintain 40 to 60% eye contact with an average of 注目すべき 80% eye contact when listening. The notable exception to this rule is Japan and some Asian and South American cultures, (where extended eye contact is seen as aggressive 15 or disrespectful. The Japanese tend to look away or at your throat, which can be A *disconcerting for culturally inexperienced Westerners and Europeans. Argyle found that when person A likes person B, he will look at him a lot. This 1 1:1 him 21

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English Senior High

1番のところの答えが欲しいです丸つけします🙇🏻‍♀️できるだけ早くお願いします

10 15 3 experimenting with music. Scientists in an English university are They want to know what music makes customers spend money. What they did was to play different kinds of background music in a restaurant. They watched carefully and recorded what happened. They found that customers spent 22 pounds on average when However, if they played soft, classical music, customers spent over 24 pounds. That's 10 percent more! they played pop music. "According to our research, music does affect people's moods. Classical music makes customers feel rich and sophisticated," says 10 Dr. Adrian North from the University of Leicester. "They then buy luxury items, such as appetizers, desserts and coffee." Interestingly, if there was no background music, the customers spent only 21 pounds on average. They spent less because they skipped some of the luxury items. 5 レストランや喫茶店では音楽を流していますね。 あの音楽によって売上に変化はあるのでしょうか。 の科学者が実験を行いました。 その結果は... POINTS James Davis owns the restaurant where the scientists carried out the research. "Sometimes I play what I like, not what the customers like," he says. "After the research, I'll be more careful. I'll use less pop music! Classical music is what I should play." [東京家政大〕 ). ✓ fewer 7 no (5) In the future, James will play more ( 7 pop 1 jazz イギリス ). more scientist 科学者 experiment 実験をする ) music. customer 客 classical spend 使う on average 平均して ☐ 1 本文の内容に合うように,次の (1)~(5) の()に入る最も適切な語句をそれぞれア〜エか ら選びなさい。 (1) The scientists carried out the experiment in a ( 7 university restaurant concert hall (2) They played various kinds of ( 7 games 1 roles (3) Customers bought more ( 7 salads 1 desserts (4) Customers bought ( research 研究 affect 影響する sophisticated 高級な luxury ぜいたくな when they heard classical music. gifts I department store ) luxury items when there was no music. I bigger background music I musical instruments 29 I main courses 2 I rock アエ イ ウエオ 3 (1 0

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English Senior High

見にくいかもしれませが、最後の文の前に有り得る説の具体例を語っていてそれを最後に、有り得る説の1部と言ってるので最後の文a few はthe fewじゃないとおかしくないですか

But they were not especially more creative (as a result of their C S outdoor walk) (than (when, in a repeat of the experiment, they 【和訳 V 5 It really seems S V 分詞構文 walked on an indoor treadmill, facing a blank wall)). しかし、何もない壁に向かって屋内のルームランナーで歩く実験を繰り返したと きと比べて、屋外で歩いた結果、 特別に創造的になったというわけではなかった。 弱酸としての性質 that it's the walking that is important for stimulating creativity, and not the surroundings> . S V (It's A that ~, and not B 「~なのはAであって、 B ではない」 (強調) 類は、水 和訳 創造性を刺激するのに重要なのは歩くということであって周囲の環境ではない ようである。 9 1 Just how a brief, casual walk alters <the various mental processes S [related to creativity] (how が名詞節を作り、Sになっている) remains unclear, but the effect lasts (for only a C S V short time), (making it distinct from any permanent physical changes [that exercise might produce inside the human brain]). 和訳 短時間の気軽な散歩が創造性に関わるさまざまな精神的プロセスをどのように 変化させるのかはまだ明らかになっていない。しかし、その効果は短時間しか 持続しないので、運動が人の脳内に生じさせ得る何らかの永続的な肉体の変 化とは違ったものである。 語句 permanent 「永続的な」 2 The primary effect might be < that walking improves mood, and S C S 0 creativity blossoms more easily (within a positive mind)>. V 和訳 主な効果は、散歩が気分をよくして、 その前向きな精神状態だと創造性がより S On the other hand), walking might change the direction of energy V that (otherwise) would be devoted, (by intention or not), to would は仮定法で、 otherwise が節の代わり restraining wild, creative thought). It's possible C 一方で散歩は、それをしていないときには意図的にあるいは無意識のうちに自 由な創造的思考を抑制することに向けられるであろうエネルギーの方向を変え るのかもしれない。 be devoted to -ing 「~に向けられる」 0 RS V its own rational controls>. that walking allows the brain to break through some of 真S S 0 C 和訳 散歩のおかげで脳がそれ自体の論理的制御の一部を打ち破ることができるとい う可能性もある。 語句 rational 「論理的」 But those are only a few of many likely explanations, the research S V C student said, (adding < that she would probably go for a walk later (to V S V 分詞構文 help her think of some other possible theories and creative help 囚原形) experiments for testing them)>). 和訳 しかし、それらは多くのもっともらしい説明の一部にすぎないと研究生は語った。 そして、他のいくつかの可能性がある理論と、 それらの理論を検証する、創造 的な実験が思いつきやすくなるように、後で散歩に出かけるかもしれないとつけ 加えた。

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Science Junior High

黒丸しているところを教えてください!

No.2 Susan: I heard you had lunch at Masato's house. How was it? soup/ Kenji: It was great. (delicious/cooked/the so/his mother/ was). Susan: Wow. Ⅰ want to try it, too. 次の1,2の会話について, それぞれの [ ]内の 13 語を正しく並べかえて, 英文を完成させなさい。 1. (放課後の教室で) Yuki: Mary, what are you doing here? Mary I'm [at/boy/looking/playing/the] soccer Yuki <鳥取県 > Mike Takashi: About ten o'clock. Mike 14 over there. He is so cool. Oh, that's Kenta. He plays soccer very well. 2. (昼休みの教室で) Takashi: Hi, Mike. I'm going to study for the test 18 with my friend on Saturday. Would you like to join us? : I'd love to. When will you start? : I have to clean my room, so I will [call/I / leave/when/you ] my house. 次の12の対話文の [ ]内の語句を並べかえ て, 意味の通る英文を完成させなさい。 ただし, ]内の語句を全部使うこと。 Miki: Why don't we wear the same T-shirts at the school festival? <岐阜県 > 15 17 文を完 た B: Miki: OK. Let's go there. 2. Linda: You look happy. Haru: Yes, I am. Tom (these / gave / beautiful / me/flowers). <高知県 >> (2) 次の会話の下線部について、()内の語を並べか え、意味のとおる英文にしなさい。 Jane: That's a good idea! I (that/ sells/know/ 19 cool/a shop〕 T-shirts near my house. 記号: (1) (2) PRO ( -156-

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English Junior High

問1の①②教えてください

2 次の英文は咲 Saki) と貴 (Takashi) が 知人で来日中のスミス氏 (Mr.Smith) と 会話をしている場面と、その後に咲がスミス氏に送ったメールの一部である。 これらを読んで、後の各問に答えよ。 Saki: Mr. Smith: Takashi: You started a Japanese cooking Jug class in London, right? 1011 radiom Yes. I began to think about this class when I was working as a chef in Fukuoka. Look at this. It is a picture of my class. 144. Yem Oh, "Washoku Cooking Class", is that the name of your class? ℗¹) In London, I think it is ( you / better / to / name / for ) say “Japanese food cooking class" THOM mu woy 920 COD Takashi: Mr. Smith: Washoku Cooking Class TADT. bia Mr. Smith: Well, that name was not enough for me. You know what Was Saki: Takashi: 1910M Washoku means, right? XUDA ng of evad i bar it hard tontos I woa loodo Yes, it means traditional Japanese food culture. We learned about it in home YSHIONY economics class. 2 There is some special food (for /is/ you / eaten / which ) annual events, Mr. Smith: Wow, you learned that at school. Many people in London like sushi or tempura, but they don't know a lot about Washoku. AO LOY TENT Do you think people living in London can learn and enjoy Washoku? I have seen that many times in my class. We understand more about Washoku by cooking Japanese food and eating it. We also enjoy the Szasla sousi seasons through the colors and shapes hapes of the food and dishes. be colorat Suoy two VaRar ook buitius mods storw WORD 320 TIRSALT I see. I haven't tried to show Washoku to other people before, but now I want to introduce it to the foreign people around us and enjoy it together. Saki:oo Good idea! Let's do it! We'll tell you about it later, Mr. Smith. T

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