Grade

Type of questions

English Senior High

able タイプとeasy タイプと分けて紹介してますが なぜ分けているんですか? 解く上で何か使う点があるのでしょうか?

181 〈形容詞+ to V〉- able タイプと easy タイプ Uponaoe 1 意味が違う。 ほ。タイプ→ 文の主語Aが to V の意味上の主語でもある。 He is able to walk. 「彼は歩ける」 S) タイプ→ 文の主語Aが to V の意味上の目的語になる。 He walks. の関係 PART 2 同The book is easy to read. 「その本は読みやすい」 read the book の関係 (It is easy to read the book. を変形したものと考えればわかりやすい) 678. 3: be likely to V 「Vする可能性が高い」 >likely は able タイプ。John が make a mistake の意味上の主語であることに 注意。 679. 0:be inclined to V「Vする傾向がある」 >able タイプ。2tend は動詞だから前に are は不要。③④は able タイプではな い。 boan 680. @:be bound to V「必ずVする, Vするにちがいない」 >able タイプ。 681. 2:be willing to V「Vする気がある, Vするのがいやではない」 >able タイプ。反対語は unwilling, reluctant 「気が進まない」。 682. 2:A be easy to V 「AをVするのはやさしい」 >This problem が solve の意味上の目的語であることに注意。easy タイプの構 文では to Vが他動詞なのに後ろに目的語が欠けているのが特徴。したがって目的 語(it)があるO は誤り。この文は It is easy to solve this problem. と書き換 えることができる。 『Check 64) ableタイプの形容詞 D be able to V 「Vできる」 L be certain to V 「必ずVする」 be likely to V 「Vする可能性が高い」 4 be inclined to V「Vする傾向がある」 コbeliable to V 「Vする傾向がある」 Z be due to V 「Vする予定だ」 be eager to V 「とてもVしたい」 2 be supposed toV「Vすることになっている」 be free to V 「自由にVしてよい」 be sure to V 「必ずVする」 O be bound to V 「必ずVする」 O be apt to V 「Vする傾向がある」 |be about to V 「今にもVしそうだ」 | be anxious to V 「とてもVしたい」 きる(3D can)」, 「必ず…する(= must)」のように助動詞的な意味のものが多い。

Solved Answers: 1
English Senior High

答え合わせがしたいので教えてください🙇‍♀️

Come under this heading, and are spending an average of 4 hours each day on care. 60% d of second-year public junior high and 4.1% of second-year public senior high school students |I|次の文を読んで、あとの問いに答えなさい。(~~~~のついた語句は文末に注があります。 |was to create opportunities for the yOung to talk to a school social worker about the domestic issues that were keeping them from attending class without young people who are obliged to help with the care of a family member. It reports that 5.7% has revealed one very different reason for absence, and that is the increase in the number d In its latest study, the Japanese government is making an effort to identify the rees for long-term absence from school. Long-term absence at elementary, junior and senior high levels has various causes, not least of which is the ongoing coronavirus pandemic. The study ow the former, and more than half of the A are looking after a younger brother or siste- though the exact figure is not known. The Asahi Shimbun's article of April 14", 2021 also described the case of one shudee who was looking after a grandparent with dementia because both her parents were working and her absence from school was because she could not get up in the morning. Instead of being treated as a separate reason in itself, like a student's refusal to attend school, or sickness, or economic considerations, family care is put into the category of 'other B to highlight the problem. Despite the recent introduction of reasons'. This does not school social workers, and the understanding that domestic issues are often at the root of school absence, much more needs to be done to provide support to enable these young carers Japanese society still expects the C to have enough time to spend on their studies. family to care for its members. The mental health of these young carers is an important issue, though this problem cannot be solved unless the whole domestic environment in which they are placed Is improved. This has led to the criticism that. although the government study may hdVC nelped to identify some of these young carers, there is not enough actual support bes offered. AS early as 2015, Minami Uonuma City conducted a survey which tried to ldeirers) specific cases in which young children were acting as carers. and then started to p them with real support. D the fear that this might reflect badly on their family.

Waiting for Answers Answers: 0
126/276