（2）の英文を2枚目の下に書いたような文に書き換えることは出来ますか？？

| remember doing 「(過去に)…Cたことを覚えている」(529) 540 go on to do 「さらに続けて…する」 538 want doing 「…される必要がある」%3Dnecd. doing[to be done] 「forget to do 「…することを忘れる」 ( 531) 1regret doing 「-したことを後悔する」 ( 533) 1 forget doing 「-したことを忘れる」 ( 532) |regret to do「残念ながら…する」 第17章 動詞の糖法 538~542● 197 目的語が不定詞動名詞で意味が異なる動詞 整理 49 e1 o do することを見えておく」 (4530) mean to do するつもりである」 ( 535) mean doing 「…することになる」 need to do 「…する必要がある」 ed 「want] doing 「…される必必要がある」 ( 536, 537, 538) - heed to be dare he go on to do 「さらに続けて…する」 ( 540) go on doing 「…·し続ける」 ( 539) try to do 「…しようとする」 (4534) try doing 「試しに…してみる」 stop to do 「…するために立ち止まる」1998 badd od bis *この場合の stop は「立ち止まる」の意味の自動動詞。 stop doing 「…するのをやめる」 (4519) TAE anios Point 135 : get Alto do / have A do, have [get] A done の用法 これらの用法が問われる問題では, 目的語であるAと補語である 「to do/do/ done」 が能動関係になっているか受動関係になっているかを文意から見抜くこと 立番も目目+ at A done

英文の日本語訳について質問します。 下線部のproper pride の訳が、模範解答では「立派な誇り」とあるのですが、私はproper=適度な、適切な　と覚えていた為、適度な誇りと訳しました。文脈から「立派な」の訳を考え出すのは難しいのではないかと思ったのですが、皆さんは... Read More

次の英文のト緑部 The aggressive part of human nature is not only a necessary safeguard against savage attack. It is also the basis of intellectual achievement, of the attainment of independence, and even of that proper pride which enables a man to hold his head high amongst 2mobe his fellows. SWC sd) 1991 ati bortoraral 00g fletlers(神戸大)

この線の部分が上手く訳せません。 どなたか解説お願いします。

10 humans don't change /where they live seasonally. Instead, they have learned to dress warmly and heat their houses. Humans are very adaptable. Generally , we don't wait for evolution to change our responses to the environment; instead, learned Trior onghlos us to resnond quickly to changing circumstances.

この英文のdueってなんですか？どう訳すんですか？

Human brains seem to be changing 人間の脳はインターネ トの頻繁な使用のせい 変化しているように思 due to frequent use of the Internet. る。

青で線を引いた部分の文の構成がわかりません。文の要素の説明して欲しいです🙇‍♀️

will interest anyone who has recently attendeda class reunion - or plans to. Bahrick and 記憶」に関する英文だよ。パラグラフごとに内容を確認しながら読んでみよう。 the 1970s, the noted psychologist Harry Bahrick conducted a landmark study th. Is "colleagues asked hundreds of former high school students to look back at th yearbooks and see whether they could remember the faces of their classmates. What tho 5 discovered is (ア)proof of the power of human memory. For decades after graduation t. memory of fofmer students for the faces of their classmates was nearly undamaged. Evos after nearly half a century had passed, the former students could still recognize seventw three percent of faces of their classmates. But when it came to names, Bahrick found, memories were much worse; after nearly fif.. 10 years the former students could remember only eighteen percent of their classmates names. Names, for whatever reason, donot stick very well in our memories, or they stick only partway, causing us to call our brother-in-law Bob, Rob, or to mistake the author Ernest Hemingway for the actor Ernest Borgnine. Why should we remember faces, but not the names that go with them ? Part of the answer 15 is that (イWhen it comes to memory, meaning is king, Our long-term memory, even for things we've seen thousands of times, is limited. It is prúmarily *semantic, which means that in most daily instances of.remembering what_we mist recallis meaning, not surface details. Take the common *penny, for instance. How well do you think you can remember its features ? In a well-known test, two researchers, Raymond Nickerson and Marilyn Adams. 20 asked just such a question. The answer they got surprised them - and may surprise you. In the test, Nickerson and Adams asked twenty people to do something that sounds really easy: from memory, draw the front and back of a penny. After the drawings were done, Nickerson and Adams graded them to determine how accurately the participants had drawn eight critical features, like the placement of Lincoln's profile on the front of the coin 25 and the placement of the Lincoln Memorial on the back. The results wereA Of the twenty people tested, only one - an *avid penny collector 一 accurately recalled and located all eight features. Of the eight features, the average number recalled and located correctly was just_three. Interestingly, the most frequently forgotten feature was 30 the word “LIBERTY," which appears on the front of the coin, to the left of Lincoln's profile. The findings from the penny-drawing test were conducted a series of follow-up tests to try to confitm what was going on here. Among othe= things, they wondered: If people couldn't recall exactly what a penny looks likeg would the (at least be able to tell the real thing from a fake ? To find out, they showed a new group of people fifteen drawings of the heads side of penny. Only one of the drawings was accurate; the rest were not. The participants' job w to pick the right one. Again, the results were disappointing. the right one. NT ONTO POINT B |enough that Nickerson and Adam: POINT C than half of the people in the study picls (51 注)*colleague =同僚 *vearhook 京竜アル

棒線カ に近い意味を答える問題です。答えはalmostで他は意味的に違うのは分かるのですが、close to が修飾しているのは直後の名詞ですよね？almostは副詞なのになぜ使えるのでしょうか？意味が似ているものを選ぶから文法は関係ないのでしょうか？

grown by slaves working in terrible conditions in the British-governed West Indies*. “In every pound of sugar used, we may be considered (オ) as consuming two ounces of human flesh," wrote Fox. So powerfil woe close to 400,000 British people gave up sugar. (カー his appeal that The sugar boycott greatly affected that most beloved of English ceremonies: afternoon tea. As some scholars say, sugar was an essential reason xrhz tDa hecomo finm1マ, ffi +ho 1700s

3と6の違いについて教えてほしいです。

[ ]内から動詞を選び, 必要ならば形を変えて下線部に入れなさい。選択肢は1度し か使えません。A 2 使役動詞 wrap u9e o lend dkgcusa. 5. My grandmother has her leg chgakecd fepired 1.I had the clerk my gift. his car. 2. My father let my brother 3. I got my classmate me his notebook. 4. Our coach makes us our weak points. once a week. 6. She got her bicycle at that shop. [ check / discuss / lend / repair / use / wrap ] Hints 1. clerk「店員」4. weak point 「弱点」 5.once a week 「週に1度」

toがつく場合とつかない場合の見分け方が分からないので解説お願いします

h b ]内から動詞を選び, 必要ならば形を変えて下線部に入れなさい。 選択肢は1度し か使えません。A 2 使役動詞 Whap uge o lend digcus9. 1. I had the clerk my gift. 2. My father let my brother his car. 3. I got my classmate me his notebook. 4. Our coach makes us our weak points. 5. My grandmother has her legcheckecd once a week. fepaired [check / discuss / lend / repair / use / wrap] 6. She got her bicycle at that shop. Hints 1. clerk「店員」 4. weak point 「弱点」 5.oncea week 「週に1度」

toがつくのとつかないのとの見分け方が分からないので、解説お願いします。

]内から動詞を選び, か使えません。A 2 使役動詞 1. I had the clerk Whap my gift. 2. My father let my brother u9e his car. to lencd okscusa 5. My grandmother has her leg checkecd 3. I got my classmate me his notebook. 4. Our coach makes us our weak points. once a week. 6. She got her bicycle at that shop. [check / discuss / lend / repair / use / wrap] fepirecd Hints) 1. clerk「店員」4. weak point 「弱点」 5.once a week 「週に1度」

rotateとrevolveの違いは何ですか？教えてください🙏

rCANIRU 0014 rotate 動 回転する [róutert] ロウテイト rotation「回転,交替」 D015 revolve 動回転する obisblol [Tválv] リヴァルヴ 図 revolution 「革命」