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English Senior High

プリントの問題わかる人いますか?教えてください🙇🏻‍♀️

Lesson 7 Review 分詞 Part 2 A Fill in the blanks with the correct form of the words below. feel / be / write / close / hope / think (1) The fans stood in line for hours, ( ) to get tickets. (2) Emily lay on the sofa, ( ) about her new life. (3) Nami was holding my arm with her eyes ( ) tight. (4)( Feeling ) cold, Mina turned on the heating. (5)(Written ) in old Japanese, the story is hard for Tom to read. (6) It( ) extremely hot, we did not go out. B Complete the sentences with the words in brackets. (1)(inished / having / days / afew/the book ) before, she returned it to the library. Heving finiched (2)(being / them/ unable / help / to ), I had to come up with another plan. before, she returned it to the library. had to come up with another plan. (3)(for / not /to/wishing/ work) a company, he started his own business. a company, he started his own business. (4)(forecast / heard/having/weather / the terrible ), we decided not to travel. we decided not to travel. C Fill in the blanks to complete the sentences. (1)彼女の表情から判断すると, 彼女は彼らの申し出に満足している。 (Judging )( from (2)試験に落ちたので, 彼は追試を受けなければならなかった。 ) her expression, she is satisfied with their offer. ( It (3)旅行と言えば,今年はどこかに行くのですか )( being ) the exam, he had to takea makeup exam. (Speating)( of (4)注意して使えば, この家具は何年も持つ。 ) traveling, are you going anywhere this year? ), this furniture will last for years. (5)私はテレビを見ながら眠ってしまった。 (With )TV, I fell asleep.

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English Senior High

佐賀大学(平成31年度)の大門3の要約問題について質問です。 添削お願いします。

3 次の英文を読んで、その要旨を300字程度の日本語で書きなさい。句読点も字数に 含めるものとする。(30点) Learning to interpret what others mean is complex. Because we learn early to interpret meanings by the form of expression a person uses, there is much room for misunderstanding. This may lead us to make value judgments and become convinced that a speaker is insincere, dishonest, or disrespectful when we misread the intentions or the significance of a message within a social setting. One example of the need to use and understand socially appropriate messages is in the determination of when a speaker has said no. In many languages and societies, people usually don't say no directly. Instead, they have less direct ways of expressing refusal. The nonnative speaker needs to recognize the ways in which this is done. For example, in Hispanic cultures it is considered inappropriate for servants to say no directly to their employers. Instead, the social norm requires the servant to reply to a request from an employer with the form manana. Although a literal translation of manana is “tomorrow," the most frequently intended meaning for it in this situation is simply “no." But, this is a polite no, since the request has not been refused directly, just postponed. A nonnative employer will wait a long time for service if he or she relies on the literal meaning of the word manana. Still another example of misinterpretation has to do with who may initiate a conversation. In some Asian languages, such as Chinese, Japanese, or Korean, children do not usually initiate conversations with adults and do not speak unless spoken to. In contrast, American children are free, and even encouraged, to initiate conversations with adults. Similarly, whenever there is a perceived difference in status for example, between student and teacher-the inferior usually does not

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