もし良ければ答えを教えていただきたいです🙇🏻‍♀️՞

2. Change the forms of the words to complete the sentences. 1. I am interested in (study) foreign languages. 2. When I was ten, I decided (be) a singer in the future. 3. She stopped (drink) coffee at night because she couldn't sleep well.

英語がとっても苦手で何が書いてあるか全く分かりません。 明日の朝提出しなければならないのでどなたか解いてください。お願いしますお願いします。

44 15 20 25 30 Lecturer 10 Class times Office hours* Classroom Textbook Reading Read the following passage and answer the questions. English Writing Core I 43 ► This course is for foreign students to learn basic academic writing skills. The course is divided into three classes according to the results of a placement test. ► The placement test is on Tuesday, September 2 at 9:00 in Bldg. 10 Room 1. ▸ After the test, students must visit the student office by September 9 to register. This is a half-year course, and students who have completed one level can enter the next level in the spring term without taking the placement test. Level 1 Level 2 Level 3 Prof. Smith Friday 9:00 a.m.-10:30 a.m. Friday 10:45 a.m.-12:00 p.m. Bldg. 12 Room 1 "Advanced Writing Strategies Level 1: This course introduces students to the basics of English academic writing. Students will begin by learning how to write a coherent paragraph and then apply this skill to writing a five-paragraph essay. They will learn how to create an effective thesis statement, topic sentences, introduction and conclusion, as well as how to organize supporting sentences logically. Students are required to submit one single-paragraph composition, one essay outline and two essays on pre-selected topics at the end of the course for assessment. | 43-45 英 Green Valley University, Autumn Semester Level 2: In this course students focus on gaining an in-depth understanding of the form and function of *argumentative writing and compare and contrast representative essays. Emphasis is placed on writing effective thesis statements and developing paragraphs. Students also learn effective citation, paraphrasing and summarizing skills. Reading academic articles to improve their writing style and vocabulary is a key feature of this course. Assessment is based on two short essays and a paraphrasing and summarizing task. 4 Bldg. 19 pre-selected 24 paraphrase Prof. Simpson Prof. Wheeler Wednesday 9:00 a.m.-10:30 a.m. Monday 10:30 a.m.-12:00 p.m. Wednesday 10:45 a.m-12:00 p.m. Monday 1:20 p.m.-2:50 p.m. Bldg. 10 Room 1 "Have Fun Writing" Bldg. 10 Room 5 "Essay Writing Skills" Level 3: For more experienced students, this course aims to develop advanced essay. writing skills. Emphasis is placed on taking a position in an argumentative essay, researching, evaluating sources and logically developing ideas throughout the essay Students will also learn how to effectively integrate a range of sources into their writing. Assessment is based on one long essay on an academic topic chosen by the student. (379 words) * office hours: 大学の研究室などで教員に面談が可能な時間帯 thesis statement: (エッセイの) 主題文 argumentative: Words & Phrases 32 9 Prof. 20 assessment 29 take a position 15 coherent 21 in-depth 31 integrate A into B 19 composition 24 citation 31 a range of~ Read the passage and put T (True) or F (False) in the brackets. (各2点) (1) Students cannot choose the level of the course they want to take. (2) Students who have finished the level 2 course can enter the level 3 course without taking a test. ( ) (3) All students, whichever level they are taking, must submit at least one essay on a topic chosen by the student for assessment. ) 2 Questions Answer the following questions. [1] Choose one word which has the same pronunciation as the underlined part of the following word from the passage. (4点) thesis a. beneath b. breathe c. worthy d. smooth [2] Complete the answer to the following question. "What is a placement test?" "It is a test to [3] Hiroshi wants to see the lecturer of the Level 2 course to ask some questions. Tell him what to do to see the lecturer. (6点) [4] Choose the suitable word for each blank. (1) Level 1 students focus on how to write logical and well paragraphs. a. devised b. organized c. known (2) Level 3 students have to make their opinion essay. a. correct b. decent c. clear [5] Choose the suitable phrase for the blank. "Level 2 students are required to fully understand a. what argumentative writing is b. how important it is to write an effective thesis statement c. what the basic structure of English academic writing is d. how argumentative writing is evaluated 3 Listening Quiz (1) a. Visit the lecturer at the specified time. b. Go to Room 1 in Building 10 by September 9. d. spoken d. different (5点) c. Buy the textbook during the specified period. d. Register at the student office by the closing day. (2) a. To learn how to organize supporting sentences logically. b. To improve their writing style and vocabulary. c. To create an effective thesis statement. d. To develop ideas logically throughout the essay. (各4点) Listen to the recording and choose the best option. in an argumentative (5点) 45 回 (各3点) 33

1〜7まで解答をお願いいたします。

Check Complete the sentences. Put the verb in brackets into the correct form, -ing or to.... ex.) I really enjoyed ( talking) with you. (talk) 1. Bob and Sally finally decided ( 2. I'm not in a hurry. I don't mind ( 3. Why do you keep ( ) married. (get) ) for Paul to come. (wait ) ) me questions. It's none of your business. (ask ) 4. Joe tried ( ) the door, but he couldn't. (open) 5. "Does Nate know about the accident?" "No, I forgot ( 6. What are the advantages of ( 7. I promised not ( ) in a big city? (live) ) late again. (be) ) him." (tell)

この問題が分かりません 教えてください

5 Many philosophers have argued that nature has little or no [21] can give it. However, we have failed to place sufficient value on key biological resources. For example, though forests are richest in the tropics, these regions contain many of the poorest countries today. Often, the poverty of the local people is blamed for environmental destruction. However, the weakness of property rights in those countries is a more important, but overlooked, factor. Poor eople often do not care about forests, except as a means to gain immediate benefit. To address this, governments in such poor countries need to establish poor people's rights to the biological riches around them, letting them own and manage these natural areas. [22] surely recognize the benefits of maintaining their forests.

この英文において、closedとclosingの違いを教えていただきたいです

1) implete the sentences. Use "with+O+doing / done." 2) y=sinx V 1) Riku is solving math problems [bnossa [textbook, close] with his text book [sweat, run down, facel closed

1番二つともわかりません。教えてください

した。 ます。 ces. 1. LESSON 6 A 「過去のある時点のこと」を、 「それより前のこと」と関連して示す-過去完了 〈had+過去分詞〉 a. When we arrived, the show had already begun. b. I had seen the woman three times by that time. 私たちが着いたときにはもうショーは始まっていた。 *完了・結果 c. Jim had been sick for a week when I visited him. 私はそのときまでに3度その女性を見かけたことがあった。 *経験 d. I lost the map that Mike had given me. 私がジムを訪ねたとき、 彼は1週間病気だった [→病気になって1週間たっていた]。 *継続 私はマイクがくれた地図をなくした。 *大過去 B どんな｢時｣ か説明する関係副詞 when Monday is the day when we do our club activities. F-THE- C どんな「場所」か説明する関係副詞 where This is the room where we practice our speeches. 1. The bus 2. He Look at the pictures and complete the sentences. 2. July3 月曜は私たちがクラブ活動をする日です。 ここは私たちがスピーチの練習をする部屋です。 I was born in the year Ex. Kobe is the city where I was born. July6 when she arrived at the bus stop. three days when he went to see a doctor. Q Follow the examples and introduce your year and place of birth. Ex. I was born in the year when the world exposition was held in Nagoya. *world exposition 万国博覧会 I was born. 75

一番が二つともわかりません。教えてください

Grammar for Expression 3 LESSON 5 A 名詞について説明する現在分詞・過去分詞 a. The setting sun was really beautiful. b. They sell imported cars at that shop. c. Look at the baby sleeping on the bed. d. This is a picture taken in Okinawa. B 長い主語の代わりにItを使う①<It is ~ that....> It is certain that Bill will join our club. C 長い主語の代わりにItを使う ② <It is ~ to do ....) a. It is important to learn about foreign cultures. 外国の文化について学ぶことは大切だ。 君が彼に腹を立てるのは当然だ。 b. It is natural for you to be angry with him. (沈んでいく太陽→)沈む夕日は本当にきれいでした。 あの店では (輸入された車→) 輸入車を売っています。 ベッドで眠っている赤ちゃんを見てごらん。 これは沖縄で撮った [一撮られた] 写真です。 ビルが私たちのクラブに入ってくれるのは確かだ。 Read the following David's diary. Follow the example and complete the sentences Aug. 30th, 2022 I found a photo in my desk this morning. It was taken in Hokkaido when I was a high school student. In the center of the photo, there's the statue of Dr. Clark. My friend, Kaito, is smiling so happily in front of it. I'm also smiling next to him. This trip is still one of my best memories. statue Ex. The boy standing next to Kaito is David. [stand] 1. David found a photo 2. Kaito is the boy . in his desk. [take] the statue of Dr. Clark. [smile 2 Follow the examples and complete the sentences about yourself. 1. Ex. It is possible that I will go abroad next summer. It is possible that 2. Ex. It is difficult for me to get up early every morning. It is difficult for me LESS TOY A a. b C B C 1. 11

回答お願いします。また、どんな話なのかも教えてほしいです🙏

13 20 速読 問題 Reading 1/52 Reading €77 Grammar /16 Writing have no choice but to~ /12 "Unless you're frank here, you'll go hungry all the time." When I was invited to an 次の英文を3分15秒で読んで, 1. の問いに答えなさい。 American woman's house for Christmas, her mother said to me, "We usually don't have a regular breakfast. Will you need breakfast tomorrow?" Out of reserve, I was not able to say "Yes, I will," because (1)that would require her to prepare breakfast for me 5 alone. I had no choice but to say, "No, thank you. (2)Her mother took me at my word, and assumed that I was also in the habit of skipping breakfast. When I was back at the university after the holidays, I (3)brought up the subject with a few Americans. 4)"If you had been in my place, and had needed breakfast, what would you have said?" One person said, "Your friend's mother was being frank, so I'd 00.00% 10 have said frankly, 'If you could prepare a little breakfast, I'm sure I'd enjoy it. (5) Otherwise, I'll eat out." Another person said, "That's not so polite. I'd have asked her politely, 'If you could prepare breakfast for me, I'd appreciate it." They asked me why I had been reluctant to give a frank opinion. I explained the Japanese cultural viewpoint. In Japan, immediately accepting an 15 offer of a meal is regarded as impudent; such an invitation is supposed to be declined at least once. But the host realizes that the guest has declined out of reserve, and makes it a rule to ask a second time. A Japanese guest never insists on being served a meal. The host understands the situation and the feelings of the guest and reacts appropriately. (7) "That idea has no chance at all of working here," one American said with total frankness. She continued, "Unless you're frank here, you'll go hungry all the time." (294 words) /11 reserve [rizá:rv] , be in the habit of ~ing 〜するのが習慣になっている 15 decline [diklain] (丁重に) 断る 19 appropriately [ǝproupriǝtli] 〜するしかない 13 reluctant [rilíktant] 気が進まない 嫌がる 精

なんでwaitingとagesの間にforが必要ないのですか？そういう使い方があるのですか？ 文法的ではなく、意味合い的に教えてほしいです。お知恵を貸してください。よろしくお願いします。

m (2) mplete the conversation. Put in the Past Perfect Continuous of the verbs. chel: How was your job interview? ky: Awful. I felt terribly nervous. () I'd been worrying.. been chel: ky: tired because (1) I've before. (2) I haven't hadn't been So what happened? The woman interviewing me was half an hour late because she had been dealing... (3)..... I had. How did the interview go? said. (4). been. ..... WAIT (1/ worry) about it all week. And I was (1/work) on my project the night working... Lacking.... (1/ not look) forward to the interview at all. wa: ting chel: Cky: Well, I tried to sound confident. (5) (1/read) a book that said that's what you have to do in job interviews. But I don't know if I gave the right answers. why (she/ deal) with an unexpected problem, she (1/ wait) ages, and I'd got even more nervous. "for" ? no Form and use (1-2) Add a sentence with the Past Perfect Continuous to explain why. Look at the pictures to find the reasons.

至急です🙇‍♂️🙇‍♂️ まったくわからないので教えてください😭

v blode 2 The following paragraph talks about school uniforms. 1) Find the topic sentence and underline it. 2) Find a sentence that disturbs the unity of the paragraph and double underline it. 3) Referring to the Study Points on page 92, discuss with your partner what is needed to make the writer's opinion more persuasive. Millal In my opinion, all high school students in Japan should be allowed to wear their own clothes to school instead of having to wear school uniforms. First, if students can choose which clothes to wear every day, they can learn to express their individuality. This year there are so many great fashions for students to choose from. Second, students can learn to take noge sli 132 responsibility for their own appearance. Third, when you wear the clothes that you like, you b joyero can relax and concentrate on your studies better. For all these reasons, allowing high school students to wear their own clothes is a good way to help them become more mature.