教えてください！

Akemi Hamano, a recruiting consultant at *Hays, says that, with the exception of blue-collar positions, companies are looking for a business level of Japanese ability sufficient for frequent back-and-forth communication and being able to make ( 1 ) together. David Price, client services director at *Robert Half, is more *succinct. "In most cases it's pretty simple - if your co-workers and/or clients can't or won't speak your language, then you must speak (and often read and type) ( 2 )," Price says. At the same time, whereas ( 3 ) for conversational level abilities are high, Alan Adkins, president of *The Refined Group, notes that there is more flexibility when it comes to reading and writing, due to an awareness that learning kanji is hard. The value placed on Japanese ability may not be only related to ease of ( 4 ) top communication. "Many companies also look at business level Japanese ability as a sign of ( 5 ) to Japan as well as solid work ethic as most Japanese people seem to understand how difficult their native language is,” says Anthony Blick, a senior consultant at *PowerUp Solutions. 注) Hays 会社の名前 Robert Half:会社の名前 succinct : 簡潔な The Refined Group : 企業グループの名前 PowerUp Solutions: 会社の名前 ( 1 ) 7. decisions X (2) 7. mine (3) 7. exceptions Y (4) 7. academic X (5) 7. command 7. illustrations 1. yours 1. expectations 1. business 1. commitment . quarrels 7. ours goog . experiences . daily . compassion pre prior 200 I. subscriptions I. theirs I. experiments I. professional I. competition

どちらも、ずっと〜していたという文なのに （1）の方はbeenがなくて （2）はbeenがある理由を教えてください🙇

3③ 日本語に合う英文になるように,空所に適切な語を入れましょう。 (1) 弟は中学に入ってからずっと自分の部屋を欲しがっています。 My brother has school. (2) 彼は横浜に引っ越す前に 000 + A T 10 みました wanted his own room since he entered junior high PNTS fr17

［1］、［2］が分かりません。教えてください。

[1] 次の各問いに答えよ。 (1) 半径3cm の球の体積は アイπcm である。 (2) 半径2cm の球の表面積は ウエπcm²である。 [2] 右の図のような直方体ABCD-EFGHがある (1) 直方体ABCD-EFGH で, 辺AE とねじれ の位置にある辺は, オ本ある。 セ HIGH S 4cm (ii)-***** 500 (平面図) (2)辺AD上に点Iをとり, 3点I, B, E を通 る平面でこの直方体を切って, 三角錐を取り 除いた立体をPとする。 面BEFを正面とし (vi)--**** たときの立体P の投影図は、下の図のカ のようになる。 び番号を答え ① (立面図) 1 C ] にあてはまるものを、選択肢から選 (立面図) ③ 820 (立面図) DIADA E 24cm F (3) (2)の立体Pの体積はキクケ cmである。 A 8cm CHA 立体P 2cm. 4 B B H D 4cm C H F 8cm AS 0 NJAROR O (S G 4cm

5番と6番を教えてほしいです。 お願いします🙇

内の適語を選び○をつけなさい. 奈良は長い歴史を持つ都市です (1) Nara is the city which (have, has) a long history・･・・ラウン先生は高校に通う2人の息子 (2) Mr. Brown has two sons who (attend, attends) high school. (3) All the boys that (was, were) in my class studied hard. 140712193750 (4) Who is the elegant lady that is, are ) walking over there? 271, 7:13 IVt" = (5) The boys who (is, are) flying kites over there (is, (are) Tom and Jim. 16) Look at the sisters whose dog (is, are) running around them. 16T 201

ピンク下線部について これは「put A through B」(AにBを経験させる)の意訳からドラマに出演させる　という意味になっているのでしょうか？ put throughの意味はいくつかあって混乱してしまったため質問します。 以下原文のリンク https://www... Read More

22:49 日 = 4G 26 Why is the 'Barbie' movie bombing in Jap... the japan times 8 I loved playing with Barbie dolls. As a little girl in Michigan, I spent hours putting my dolls through dramas, creating stories alone in my room or in tandem with my best friend who lived next door. Although I have no memory of wanting to look like a Barbie doll - or like any other of my dolls which had thicker waists and flatter feet — I gradually absorbed the culturally prevalent idea that little girls should have dolls that looked like them. With this in mind, I grew up and came to Japan to teach English. One day, at a kindergarten, I was surprised to see that there were no dolls with Japanese features. Aside from the exquisite dolls- in-kimono displayed in glass cases only at the end of winter, none of the dolls in Japan looked Asian. Barbie wasn't popular. She was probably too sexy for Japan. After I married a Japanese high school teacher and had a daughter of my own, I bought dolls for her. Although Barbie dolls were not sold in the local 5

赤い文字で書いてあるのが回答なのですが、解説がないためなぜこうなるのかわかりません。どなたか解説をお願いします🙏🙏

That the scientific progress has been wonderful cannot be denied, but (1)that it of itself gives us the right to look upon ourselves as the most highly civilized people (2)that the world has ever seen is (3)open, at least, to question. 問1. 下線部(1), (2) と近い働きの that を含む英文をそれぞれ選びなさい。5*2 1That man is my uncle brought here by his son. (1) @) (2) 4 That he is innocent is certain. 3The problem was so difficult that none of us could solve it. 4They are the very boys that I've been telling you about.

be standard exercise Lesson7〜9まで、回答を教えて頂きたいです 7.8は私が書き込んでしまっています、すみません

S J そうに違いない そのはずだ Allow:ybnA Should と同じ意味] そういうこともある そうかもしれない ation. んそうだろう かもしれない に違いない ―のはず Exercises (1) 日本語の意味に合うように、( )に適語を入れなさい。 1. 私は夢を見ているに違いない! 1 (mast) be dreaming! 2.テストは3時には終わるはずだ。 The test (should) be over at three o'clock. 3. 彼らは図書館にはいないはずだ。 They (should be in the library. (2) ( )に入れるのに適切なものを, [ ]内から選びなさい。 1. It's cloudy. It (may) rain in the afternoon. 2.It (can) be cold here even in summer. 3. He (can't) be at school now. It's ten p.m. He must be at home. [can/ can't / may] (3) 日本語の意味に合うように( )に適語を入れなさい。 1. 彼は今, 20代の半ばでしょう。 He (would) be in his mid-twenties now. 2. 彼に聞いてごらん。彼はきっと真実を知っているよ。 Ask him. He (will) know the truth. (4)[ ]に示した意味に合うように, 下線部を埋めて英文を完成させなさい。 1. I may have leff my umbrella on the train. [置き忘れたかもしれない] My sister should have won the game. [勝ったはずだ] 3. Something bad musthave to him. [起こったに違いない] 4. She can't have my birthday. [忘れたはずがない] (5)内の語句を使って、 日本語の意味に合う英文をつくりなさい。 お父さんは僕のことを怒っているに違いない。 [ be angry with ] My father must be angry with me. 2. 彼女は私の話を信じていないかもしれない。 [believe my story ] She may not be beliere my story. 3. それがおそらく最もよい解決策でしょう。 [would / the best solution ] Thas would bethe best solution. 4. だれかが警察に電話をしたはずだ。 [ someone / the police] Some one shold have called the police. A Conversation A: It's strange. (2) should be here now. B: Hmm. He [She] may have gone to the wrong place. B Lesson 7 空所に友人の名前を入れ, 下線部をその人のことに言い換えて、会話しましょう。

What day of Kawamoto’s diary impressed you most? Why? ここの問題の和訳と解答例を教えてほしいです。

Let's Read [2] EO 29977 Muty base ==I2+0)-ASTELAT. 1945年5月6日, 子 に投下され。 2 多くの中学生も牲になりました。 当時広島県立広島第二中学校(二中)の WAZI だっくんもその一人です。 くんの日記には、 1944年12月1日から2日前の 1945年8月4日までの日々の出来が SKRY 説明に書かれています。 Before You Read Hit 2. 20 ような生活していたと い出すか 42 自分と同 New Words commute komt 1 stoom or in tečin unfortunately jeniti] delcy(ed) worled saril ceremonyan dind Deignied) (d) lief-1 happen t • ga on Goal Neading を読み取り、 Speaking 筆者に伝え合うことができる。 From the Diary of Kawamoto Itsuyoshi 祝日 河んくんの日記。 拓が手に入りにくい時代だったので、 の伝 書かれています。 April 4 (Wednesday), Sunny Today was a happy day for me. From today, I am going to commute to Nicht. I went to Hiroshima on the 6:50 a.m. steam train. Unfortunately, it was delayed. I was worried, "What will happen to me?" When I arrived at Nicht, the ceremony was already going on. After I explained my delay, they let me in. I sighed with relief. $ 5 300 15 - April 15 (Sunday), Sunny Today is the third Sunday. I went to school and at last we started to study. We had English in the first hour, self-study in the second, history in the third, and math 2 (geometry) in the fourth hour I studied very hard. April 30 (Monday), Sunny For the first time, a bomb was dropped on the city of Hiroshima. It was just before I crossed Enko Bridge. "Grr, thump, thump!" What a frightening noise it made! Then, a thick cloud of smok ruse up. I went there right away and saw a fire burning intensely. - July 6 (Friday) Today was a work day. In the morning, we dug holes bury glass. At lunch, I ate a loquat. Uehara gave it to me. I also ate sume peas and a sweet potato. During our rest time at lunch, we played hide-and-seck. It was a lot of fun. In the afternoon, we carried tree branches. ALBEN (5) 1. What made Kawamclo worried on April 4? Q. 2. When was a comb dropped on Hiroshima for the first time? 下直 New Ward studylbichl] geometryman] rose [] bridge Grup, thumpl pl hightning (staigl naise thick (0) smoka (k) and → Z rosa [ro] fira a LT) gamin mensely Extas dig →Zug [da] hole(e) hol cury Dr glass() loquat Dok Denis] [6] patata ateiion] awet po ato [et potcitou hide-and-sek hiidansi k branch(s)[fiel ............. of lact for the firar time night way for Raiding VERSI [画されている内容 2. 分 LING おおか みやすくなる。 fcipliw 43

when以下の文が分かりません。 問題集の解説では｢分詞構文considerering~の前に接続詞whenが残った形です。｣とありますが、 まずwhenが残った形ということは、元々の完全文から何かしら省略されて、以下の文になっているということで合っていますか？ 元々の完... Read More

赤丸をつけたところが分かりません。ちなみに、【】は副詞句・副詞節、（）は形容詞句・形容詞節、〈〉は名詞句・名詞節です。 1つ目の赤マルは、なぜthat以下が副詞節なのか(自分は名詞節だと思った) 2つ目はの赤マルは、何のofか

[At the turn of the twentieth century, a remarkable horse (named Hans) was paraded [through Germany] [by his owner Wilhelm von S M Osten, a horse trainer and high-school mathematics teacher. Not only could "Clever Hans" understand complex questions (put to him 同格のカンマ 「すなわち」 V S in plain German) 構文図解 M M O 過去分詞の名詞修 [If Tuesday falls on the eighth of the month M - but he could answer them by 0 M M what date is the following Friday?" not only A but (also) B S C S tapping out the correct number] [with his hoof]. [Using this simple V M with 「~を使って」 分詞構文「~して」 M response], it appeared [that Hans could add, subtract, multiply, and S V M add, subtract, multiply, divide divide, tell the time, understand the calendar, and both read and add ~ divide, tell the time, understand the calendar, both words spell words]. Suspicious, the German board (of education) appointed S M M V Being 省略の分詞構文 a commission, (including circus trainers, veterinarians, teachers, and 0 「~を含んだ」 M circus trainers, veterinarians, teachers, psychologists psychologists), to investigate the situation. Surprisingly, they to do C M S concluded [in 1904] <that no trick was involved>. This did not satisfy V V M S O 名詞節のthat the board, and the case was passed [to psychologist Oskar Pfungst) O S V M [for experimental investigation]. [Braving both the horse's and M 名詞節のthat observer of human behavior >. M owner's notoriously bad tempers], Pfungst finally was able to 分詞構文 「~して」 S M V demonstrate <that Hans was no mathematician, but rather a fine not[no] A but (rather) B[ATTB 20 t を使っ 教育