解答お願いします。

VI 次の [A]~[D] の日本文に合うように,空所にそれぞれア~カの適当な語句を 入れ, 英文を完成させよ。 解答は番号で指定された空所に入れるもののみをマーク せよ。 〔A〕 講演者の準備不足のせいで,発表を理解するのが我々には非常にむずかしく 感じられた。 Due to the lack of preparation by the lecturer, we (30) ( ) ( ) ( 31 ) ( )(____). ア. difficult I. his presentation I. to 〔B〕 石油価格高騰で石油ストーブをガスに切り替えることを我々は余儀なくされた。 )()(32) ( ) ( 33 ) ( ) The rising cost of oil ( agas heater. 7. forced roommate. ( イ. extremely オ.to 7. because エ. rather not イ. replace *. us 〔C〕 新しいルームメイトとうまくいっていないので,ここにはいたくない。 I would( ) ( 34 ) ( :) ( )(35)( ) my new ア. as ウ. found イ.get along オ. stay here . understand イ. had ウ. the oil heater . with 〔D〕 バーバラは以前持っていた黒色のコートと同じものを買った。 Barbara bought a black coat that ( ) ( 37 ) before. ウ. Ⅰ don't 力. with )( 36 )( )( ) ウ. she

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

至急お願いします 教えてください！

4 次の文の受動態を完成しなさい。 (1) (2)は2通り書きなさい。 (1) Tom showed me this picture. 1 I 2 This picture (2) She gave me this present. 1 I 2 This present (3) We call this flower yuri in Japanese. This flower (4) The children take care of the cat. The cat (8 x 6)

あってるか確認して欲しいです。間違ってたら教えてください。答えは無いです。

(8) (2) at from this angle, the rock resembles a human face. To look PCHA Looking of onse (9) Everybody there prayed for peace with their eyes 1 to close 2 to be closed 4 closed (10) I was texting on my smartphone () our scary teacher came over to me. 1 which 2 when 4 what isa hart (11) ( (12) ( sviovai col ) he was planning to study abroad this 2 As Sisigmoo bast] 1 Although (14) 3 Look) 9 Looked modem ). (青森 3 closing (13) I gave him my email address ( 1 for 2 now 3 where atcere summer, he decided not to do so. 3 Formas de F ) its origin is, Valentine's Day has had a long and romantic history. As long as 2 No matter how 3 Now that ) that he could contact me. 3 so 4 Since 4 Whatever #34 such Kana was so was so happy about her promotion (4) she bought a present for herself. tart vse teum 1, 4 that 2 which 3 if then Sindrom ( 410 (京都 (金城 1

【⠀】の中の語を入れ替えなさい よく分かりません😭教えてください！

読んで, 問1~問7に答えなさい。 *印のついている語句には、 本文のあとに〔注〕 があります。 ( 28点) 1 (In the classroom, Mr. Ito tells the students about the field trip.) Mr. Ito: We are going on a field trip to Keyaki City next month. There are a lot of places to visit. On the day of the field trip, we will meet at Keyaki West Park at 9 a.m. Each group will start there and come back to the park by 3 p.m. So, you have six hours of group time. Ken : Can we decide where to go? Mr. Ito: Yes, but you need to go to one of the four places on the list as a che point, so the teachers can see how you are doing. Today, I [to/to/you/place/want / visit/ *discussion. choose which) as a check point in a group Ken : Mr. Ito: Emma: Mr. Ito: Yui : Mr. Ito: Yui: one. We need more information. Uh, it is hard to choose one. You can use books or the Internet to get information. Can we take a taxi ? No. How much money can we take on the trip? You can bring *up to 3,000 yen for the *fares, *admission tickets, and lunch. 008 blo You can travel on foot, by bus or by train. plo anosy Go I see. Mr. Ito: During the trip, don't forget to take pictures and take notes about something you did. These will help you with your presentation after the trip. OK, please start your group discussions. 〔注〕 discussion 話し合い up to fare admission ticket X* 月1 [ ]内のすべての語を本文の流れに合うように、正しい順序に並べかえて書きなさい。

この部分教えていただきたいです！

Look at the pictures and complete the sentences. Use the words below and change the form if necessary. Ex. [which, be] 1. The girl gave her father 1. 2. The boy tried to [which, make] 2. Ex. The weather forecast said it would be fine today, which was wrong. SERDE [catch up with (~に追いつ <), which] happy. impossible.

（）の答えで、 gaveがgivingと変化する理由がわかりません。教えていただきたいです。 分詞構文です。

5. The boy went up to the girl, and he gave her the present. The boy went up to the girl, ( ) her the present.

3行目のdealの訳し方がわかりません

It's hard for them to wait for the good things in their lives, too. For children, holidays are jor events that they look forward to, and (5) they seem to take forever to come! However, their anticipation of the event can be used to help them learn a great deal about the passage of time, and the meaning of a day, a week, a month. We can help them enjoy the waiting すぎ period and learn from it, too. Studying the calendar will help them begin to understand how time is represented graphically, and will give them a rudimentary* awareness of the relative VT --- funita of time.

2文目の下線部5からのところで訳が それはいつまでたっても来ないように思えるのだ！ と書いてあるのですが否定になってるのはどうしてですか？

It's hard for them to wait for the good things in their lives, too. For children, holidays are major events that they look forward to, and (5) they seem to take forever to come! However, their anticipation of the event can be used to help them learn a great deal about the passage of time, and the meaning of a day, a week, a month. We can help them enjoy the waiting period and learn from it, too. Studying the calendar will help them begin to understand how time is represented graphically, and will give them a rudimentary* awareness of the relative V₁ 6 本

ポイントを読み取ろうと内容を確認しようの それぞれの回答があっているかの確認をお願いします 間違っている場合は回答を教えてください

No. Date 24 S4 ① Why does Sesame Street focus on social issues ? (なぜセサミストリートは社会問題に焦点を当てているのでしょうか?) The answer is related to US history. (答えはアメリカの歴史に関係しています。) Sesume Street started in the US in 1969. (セサミストリートは1969年にアメリカで始まりました。) At that time, the civil rights movement was taking place. (当時は公民権運動が起こっていました。) ⑥ People were fighting to gain equal rights for all races. (人々はあらゆる人種の平等な権利を獲得するために戦っていました。) ⑥ On Sesume Street, humans and monsters of various shapes, sizes, colors, and personalities live together. (セサミストリートでは、さまざま形、大きさ、色、性格を持つ人間とモンスターが一緒に暮らしています。) ⑦ Their diversity shows a world where different people live in harmony. (彼らの多様性は、さまざまな人々が調和して暮らす世界を示しています。) ⑧ Through these characters, children learn how to get along in society. (これらのキャラクターを通じて、子どもたちは社会でうまくやっていく方法を学びます。) ⑨ The characters also help children devclop their inclusive views on people around the world. (また、キャラクターは、子どもたちが世界中の人々に対する包括的な見方を育むのにも役立ちます。) ⑩ Creating a society like Sesame Street is still a work in progress, (セサミストリートのような社会を築くのはまだ途上です。)等くも実現 ① The program continues to send important messages to the world: diversity, equity, and inclusion. (この番組は、多様性、公平性、包括性といった重要なメッセージを世界に発信し続けています。)