Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... Read More

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e second group talked a lot. But they Were not able to find the right answers by themselves, and finally he gave them some advice. 。 Later the two groups were given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... Read More

This artcle shows sharing ideas with other students iS useful for learning. In ome experiment,(Dtwo groups of a few students tried to solve the same math problems 品 different ways. Those math problems were very difficult. The students both groups ha about equal math skills. Im the first group, students were told to ISten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their oDinionSs. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. Ihe students the second group talked a lot. But they were not able to find the right answers by ト temselves, and finally he gave them some advice. Tater, the two groups were given a test on the same kind of math problem. Can You gueSS the results? ② | By working hard together without asking for the teacher's help, 季e students remembered better how to solve the problem. 1 think puttmg our heads together to solve problems iS more important than just getting the answers in a Short Hme.

まるさんの答えはどれですか？

③④ My grandfather sent me a shirt ( 。 )immdia ア make イ was made ウ making ②④ We can get newideasby ( 。 )withalotof ア talking イ talked ウ記 ⑫) 次ののー④の( ) 内の語を対話の流れに人

和訳おねがいします！

no 15 People enijoy talkin "talk' a lot withot wo Something important Body 1anguage is Wave an arm 還taIk alot at sehool, work and plsy Bt YS fdS語We often use a kind of “body language” CO shoW 9 ideas or feehngs. tge of gestures、 We point a Rnger Close an 7 WIBmother part of the body 一 to shoY sometbing We nt to Sa7Im Gter 6mds we *talo yith these gestures- っWe cannot SS wang htmdfeda6gestures very dax itis neturl oerPr0 9 feehngs through body language. eoplelalll6Yerlthe6EIG TS gestures、In eyery country, tbere are geSHT3 thatisa7』HelloandlG66dB7e” This does not mean that everyone IT the orld uses the same body language, though. S0metimes lthe same gesture can mean different things in different countries. Once, a Russian leader yisited the United States. oeHe_ put bis Im6Vem iihead and held them together This gesture is used by American bogers after they have won。But to a Russian,this body language meanS。 <You show us great honor. Thank you very much.” 20 相ere is another example。TIf you put your thumb and forefinger together t0 make a circle, 志 means “OR' in North America、 However, athis gesture means “zero” or "worthless” in France。 Tn Japan, means "money" elf you want to talk to people who speak a different language、 learning ords in a new language is not enough You will have to learn some new gestures, t00. 2 (250 words)

センター2019なのですが、①のquiteって、どんな意味で使われていますか？quite a fewはかなり多くの、という意味になるので今回も日常的には使えないもの、という引っ掛けだと勘違いしてしまいました

識する思師への贈り物について相談で枯 ンー ぁは人 p が エタ| 32 | に入れるのに最も適当なものを 『 0うちからーつずつ恒べ f9 sar Thanks for coming in on a Saturday、everyone. It wasnt eaSWi 表 fmda time for us allto sit down and talk. As you know、 Ms. Guillot Ss retiring this year. It is our responsib抽ty to arrange a gt for her, behalf of all current and former students. We dont have ee a ミ before her party。 so Td really tike to reach a final decision today。 Di YOu come up with any ideas? ge @ Alec Not exacty。 but Tve heard that many teachers getiboted after retirement. 1 don't think we should get her something Hike a painting。 because it would just sit on the wall. If we buy her something that ake he moSt 9 pn 中 bal tea 3ppreciation all her students have for her more often. Yan: Thanks、Alex。 So you think giving her something Ls」 would be appropriate rights < 0 She can nse qate regulary 19 make her house look mice 1 share at the retirement party Ye students made ourselves

翻訳お願いします！

人 Have you ever read the picture book 5mwzy2 Swimmy and the other httle sh get together and pretend to be one big fsh. By doing so, they are able to drive away (追い払う) a big enemy fish. This story shows why many animals, fish, birds and insects (昆虫) gather together in nature. By acting together, they protect themselves from enemies, find food, and raise (育て2 children. PTher inteligent behavior (賢い行動) as a group enables them to survive in the real world, as Swimmy and bis fellow fish do in the picture book. Scientists think that the study ofwhat they call 'collective intelligence"(集国としての知 can be helpful to us humans. collective intelligence ofants. They watched ants mislowing down. Among the swarm (群れ) of ment out for food and came back. mark the path with a chemical called ants simply follow the signals on the am6lswarm as a wholeis! The scientis 記語n give us a hint for solvyins our

なぜ④はだめなのですか？ セ　2020

5文章の左にある(])、 lm人/まが なお, 交 に答えよ< っ(A・B)に のを読み 軸 奄点 39 入間gののをし ⑥Mはパラ ey roads running throuai eartob mA res im dfferent pco に le have created vario 9 さ 才 and their uSe Lansport things. and sem and safeb。 Throughow rms Of m 、計 避 imperstive for societis 2 id ue st all aroum 7hese now cis le to move Tartes have enabled people hese roufes 記ormaien from one place to amother 9 ickiy jmformati important in our daily Hves. jistopr they have been iy on knd。 They graduay re often fonmed natural Eary routes were 0 oer iong periods of tmme while PeoPIe Pa PC jane turming point in their history arrived when the firs incant turmi led them on foot か jm andient dimes. Once this happened, people Jeeped me importance of welhmaintained routes. Therefore, towms. di and cmiire comtries improved them in order to prosper. As a resull j Became more convenient。 communities greweconomies evolved, and cuitures expanded。 The importance of land routes increased further。 especialjy after the appearance of automobiles。 ) People have estabished routes on water。too. Rivers and canals have erved as effective routes for people to move around and carry things。 For fsrance ji the od japanese city of Edo, water routes were used for the Transporration of agricultural products, seafood, and wood. which supported Te GyS lfe and economy People have also opened routes across the sea. The seaways, which developed based on winds。 waves Yater depths、 am Cestine geography, were "for the nawigation of ships。 particularly im miy by wind power Tel could hanel great dtanes and go tb places The days when they moved mai Using these sea routes Ca routes emerged, leadimg to te exchange of natural Sources, products ang ideas. Th i adi y。 ThiS in tum、helpea on の

Are you for ( ) against my ideas ? 各個に入る英単語一文字ってなんですか？

a a b a a bの答えであってますか？お願いします。

B. Words i In Context、Complete each Sentence with the correct answer 1. Ifpeople agree, they have about a subject. 8.the same idea b. different ideas 2. If you drink tea instead of coffee, you drink a. tea b. both tea and coffee 3. An example of an item of clothing js a. Warmth b. ajacket 4. A jelong dream is something you have all your lie. a. wanted to do b. tried to stop doing 5. If you reach a place,youare__ _ 8etthere. a. able to b.not able to 6. If you return to SOmeWhere, OU 80 there a. for the frst time b. again

20がわかりません 消去法的に③だとは思いますが、消去法を使わないで説明してください あか

の中から1つすつ世ばのでと The Btart renguee9 @r ounde signgr an stures Ahat Language can be 0 as a 凌? DBS1 thini These ng to all member9of a grOVP- rel t the same 1 』 to represent things whether )t of Symbolic language considered a animalsjs considered 1 人 to what can be detected 2 the senseS responding to the presence/of the stranger. It cannot express its attitude toward strangere without a stranger at hand. Dog appear capable/of expressing wiya、 名w basic ideas 一 hostihity, affection, hunger, the desire to staorる0, andる few others. ike many other animals, dogs seem able to communicate only about the 0 example。 a dog wants to go outside, 志 ! <4有な simple ttersandin( 20 may scratch a door hine. Tt is not known when humans frst discovered the symbolic power (ef 。 VariOuS theorieWfabout this discovery Most involve Janguage.)Phere are,/how imagining a simple てoincidence of events: a primitiye man dg for clam(en 8 utterances are used skil. 19 t is thought to consistoE response) 2 。 dog barks at a strangery2 記 beachl As he digs, he makes sounds,人At one oint, he bites into an especially tasty clam. Thenext aound he makes he associates with the pleasant experiencc oftaste) He ponte to the clam/and makes the sound agan, einforcingthe sound witha 21 ),they have a sound to smile @ pleasure) His companions understand. ( someone they use for suggesting that it is time to go clam have found a good clam.