副詞節のthatがあり得ない理由がよくわからないのですが、この黄色いとこの意味を具体例で教えて欲しいです。

It(S) is (V) true (C), he (S) is (V) kind (C) ことは また,冒頭で述べたように「Itは前の何かを受ける」ことが多いのですが、次の 「つな boib of の詞」が必要なのに姿が見えない。「つなぎ」の万能語は that です。 ると(That SVX] is said. ですが, 通常は It is said [that SVX]. としま+ つの条件がそろったときは,[Itは形式主語」と決めてかまいません。 00円 1. It isの後が形容詞か過去分詞。 2. that SVが見えた。 oblg Niganeg (tis +形容詞 過去分詞)の後に形容詞節(3D関係詞節) が続くはずはありません。 なぜなら,修飾する名詞がないからです。 副詞節の可能性も, so/such がないこと E 1o 90

画像の問題を教えてください‼︎🙇🏻‍♂️

1 以下の英文を読んで,次の問いに答えなさい。 red, the color that teachers long have used to grade papers. Parents objected po。 5 writing, they asserted, was stressful. So the principal put red on the blacklist. Red has become so negative that some principals and teachers will not touch (1) Joseph Floriska*, principal of Stevens Elementary in Pittsburgh, has teachers grade with more pleasant-feeling tones* so that their instructional messages do not seem as critical or insulting. “There's been a broad shift in grading. It's taken 10 a turn from Here's what ( it. (2a) )' to Here's what( (2b))" Floriska said. “We're still pointing out mistakes, but the method in which it's delivered is more positive." da T imuibom サっd e adT Purple has emerged as a new color of choice for many educators. That is a Sound approach, said Nancy Eiseman, a color specialist on the ties between colors 15 and communication. Purple may be rising in popularity, Eiseman said, because teachers know it is a mix of blue and red. "You still have the element of danger the red - but it's kind of subtle, hidden. directed at students." It is in the color, rather than being But reading and writing specialist Janet Jones helps teachers take (s) a different 20 approach. The students at Berry Elementary School in Waldorf, Maryland, edit* each other's papers, so that, by the time teachers add their markings, the colors they use aren't that important. "I don't think changing to purple or green will make a huge difference if the teaching doesn't go along with it," Jones said. “If you avoid the color red, the students might not be as frightened, but they also might not become better writers." 記事使用許諾: AP Images 主)grade 「~を採点する」 edit「(~に)手を入れる,(~を)修正する」 Joseph Floriska 「ジョセフ·フロリスカ (人名)」 tone「色調」

この和訳どうでしょうか？？ (3)の手先の器用さのところがどう訳していいかよくわかりませんでした🙇🏻‍♀️ 見ていただけると嬉しいです❗️

3 Volunteers hot only quthered リ but also trom 'abroad after earthqualke fromi other. parts of the country parte to help people with rescue operationS You should get along with others aroud you to live contortably 2) To make delicious dish it is qood for our health demahd rich imagination and to be deft 3) SO

下線部3のsoは何を表しているのですか？

く比 るので、 彼らはスピーチをより理解十 (4)(~thing+形容詞》の語順に (1)「あなたはたくさんの水を飲み (2)「あなたはスミスさんをどれく は(have[has]+主語+過去分 (3)「私はこの本を借りたいので (4)「これは世界で最も小さい動 もよいのです。 もし問を置かずに話したら、あなたは緊張, speech)の方法に したものです。これをEんで、後の 問いに答えなさい。 In many schools, students learn *how to tell their ideas to others, and they may have chances to make a speech. Speaking well is important in your life, so that experience will help you a lot in the future. To make a good speech, you should try to speak ina big voice. Also, you should choose and use the words carefully., *Listeners will be able to hear you easily if you do 5 Oso. Using your hands is useful too. Listeners will see how you move your hands and then understand the *main point in your speech. If you try these things, you can *improve your speech. However, there is another way to make your speech better. Have you ever tried to use a “*pause" while vou make a speech? You don't say any words but listeners can still understand you. *Actually, ②_[make/greatest /is/ways / df/ to / one / it 1he l a wonderful speech, but ③whyisit so *effective? 10 First, yeu can get *attention from listeners. For example, put a pause before you say important things. Your listeners will *pay more attention to you. When you take a pause, your listeners will think, "The speaker stopped talking, but why?" Then they will try to listen to your next words more carefully. Second, a pause can give listeners time to think, so they can understand the speech better. 15 If your speech *continues without a pause, *it is difficult for the listeners to understand your message well. However, if you stop and wait for a little before or after you say an important thing, the listeners can *follow your speech more easily. Third, puttinga pause is also good for *speakers. If you speak without a pause, you may get too nervous, and you'll not be able to remember your message. What's ④ (go) to happen to you 2 then? A good speech will be difficult to make. However, when you speak with some pauses, you will not feel so nervous, and you will not forget the point of your speech. Then, you can speak with *confidence. Some people think thatit's not good to stop talking while others are listening to you. That may be true ina *conversation. However, when you make a speech, you usually speak toa group of people, and the speaking time is given only to you, so taking a pause becomes an effective way of talking. There are several *tips to be a wonderful speaker. How about trying to put a pause when you make a speech next time? (注) how to~ : どうやって~したらよいか listener:聞き手 pause:(話の)間 actually :実は improve~: ~を改善する main point:要点 attention:注目 pay attention to~: ~に注目する effective:効果的な it is ~(for人) to : ……することは (人にとって) ~だ follow~:~についていく continue:続く speaker: 話し手 confidence:自信 conversation:会 3

わかる問題だけでも構いません、解答お願いします(´；ω；｀)

)内に適切な語を入れなさい。 hin n 【3】 次の各組の英文の意味がほぼ同じになるように( (1) (a) He listened carefully so that he might not miss a single word. (b) He listened carefully so ( ) not to miss a single word. (2)(a) The good old days are gone and will never return. (中央大) (b) The good old days are gone never ( w tt bg o (3)(a) She was so proud that she could not ask for his advice. (b) She was ( ) proud ( ) for his advice. (愛媛大) (4) (a) Her hair was so long thatit touched the floor. (b) Her hair was so long ( ) ) touch the floor. (北海学園大 (5) (a) He had the kindness to drive me home. ni daignd i ( ob ot (b) He was kind ( ) to drive me home. (工学院/改

写真の5問が分かりません。 教えていただきたいです。 よろしくお願いします🙇‍♀️

【3)次の各組の英文の意味がほぼ同じになるように( ) 内に適切な言 (1)(a) He listened carefully so that he might not miss a single word. (b) He listened carefully so ( ) not to miss a single word. (2) (a) The good old days are gone and will never return. (b) The good old days are gone never ( (3) (a) She was so proud that she could not ask for his advice. (b) She was( ) proud ( ) for his advice. (4)(a) Her hair was so long that it touched the floor. (b) Her hair was so long ( ) touch the floor. (5) (a) He had the kindness to drive me home. (b) He was kind ( ) to drive me home.

so 〜as to ・・・ 〜enough to ・・・ too〜to・・・ so 〜that・・・ これら全て結果:とても〜なので・・・ 程度:・・・なほど〜 と意味を表せますか？ 違いなどあったら教えて欲しいです。

1枚目も2枚目もso thatとあるのですが、1枚目は、とても〜なので…と訳していて、2枚目はthatが関係代名詞になっているのですが、どのように見分けるのですか？ 2枚目は、関係代名詞というか同格ですが、、 また、同格と関係代名詞の見分け方も教えてほしいです！ たくさんす... Read More

演習 52 次の英文の下線部を訳しなさい。 Soa thatel解説 解答→別冊: p.31) A motoring friend of mine sometimes obliges me to concede that you can see quite a lot of countryside through the window of a car. Indeed, there are now so/many 'scenic drives' that the visitors to the countryside may feel deprived if their view is not framed/in a car windscreen. (専修大)

何故ここatではダメなのですか？

(3) They go to chúrch her *ring. く例> and「そして、 ~と」。 but 「しかし」. or 「または、それとも」. so 「それで」など。 中心となる文に説明する文を結びつける。→ (2)~(5) 接続詞 意味 接続詞 意味 もし~ならば ~ということ ~の時に that if when because / as ~なので ~なので、~以来 ~だけれども before ~の前に since after ~の後に though 「とても~なので…」 (5) so ~ that S can't 「とても~なので…できない」は too ~ to so ~ that を用いて書きかえられる。 ( )に on, in, at, for のうち適当なものを入れなさい。 何でダ×なの?? Let's Try 2 (1) Let's sit ( ogeend bench. lered ベンチに座りましょう。 ) the morning. 私は朝6時に起きます。 ) Christmas Day. (2) I get up ( 6t)) six ( (3) They go to chúrch ( 彼らはクリスマスの日に教会に (4) She is looking ( for 彼女は指輪を探しているとこ | Key Points/ 前置詞は名詞または代名詞の前に置かれ, 一つのまとまった意味を表す。 時を青す使い方→(2) · (3), 手段·目的 原因

8番の問題なのですが、答えはsaveを使っているのですがなんでhelpではダメなのかが分かりません。

D) stars in the sky ④ little 0VV AOI n 6. It's cloudy. I can see ( 1 not (2) no (3) any me to cook meals quickly 7. This *pressure cooker ( D made ② let 3 enabled 4 took a2)) us a lot of trouble. ③ make 8. This software will ( ④ take <① help 9. This chapter ( (2save us about how to make yOur prese 1 reads 2 tells. 3 writes ④ calls Complete the sentences SO-that they mean the same thin