6と9を教えて頂きたいです。m(_ _)m

8) The space elevator has even more potential. We may be able to build space elevators on other planets 5such as Mars, too. By using them, it may be possible to send things 7back and forth between the Earth and other planets. See Figure 2. Like sa hammer throw, we could use the rotation of a planet 9to send things into space without using fuel. 9) The space elevator may soon become a reality. Someday in the future, even elderly people and children may be able to go into space without any special training. 5. such as ~「そのような 6. them は何を指す 7. back and forth 「行ったり来たり 8. a hammer throw 9 • J 」 あちこちへ 彼は、 He travels back and forth between the U.S. and Japan ハンマー投げ J to send 副詞的用法 (目的) の不定詞

Those children were kept from going to school and would be abused. この文のwould がなぜ入るのかを教えて欲しいです。

正解の答えと違うところを教えてください( ᐪ ᐪ )

2. (6) 彼女は犬を3匹飼っていますが、 それらはとても小さいです。 She has three dogs, [][ ] very small. which were

比較級で、「はるかに」と言いたい時に｢far｣を使うと思うのですが、byが前につく時とつかない時を見るので違いを教えて欲しいです🙏🏻

内容を確認しようの(1)の回答を教えてください また、(2)の回答があっているかの確認をお願いします

glad bloos om ◎区切りごとに意味をとりながら、音 音読しよう。 ℗ OriHime is useful / not only for people / with physical disabilities. // OH That 8t9tomitas bne agni TIES bas av worl whe ℗ It is also helpful for those / who have other difficulties. // ® For example, / some workers need to stay home. // care of young children / or elderly family members. // Using OriHime, / 869633 Lax JUR the workers can talk with their coworkers / as if they were in the same Hoitood com They have to take ser assus otomon ni asitilidaaib Isoraydq diw olgo v bellorto 919w stodon ed workplace. // © Also, / OriHime helps some students / who cannot attend adt. Jasky's baggeoiband edt boldsaih school/ for a variety of reasons. // Using the robot, / 5TH HA they can spend ow to yot odli jist esitilidsaib lepiaydq diw slqooq atodon or gniaU time with their friends / as if they were together. // This is exactly what Yoshifuji wanted / when he was young.//able to feel tha SOUNDS cognizow Jodor 1stavs as its Y jodor ant grillostnos Thanks to OriHime, / people can "be" in places / where they could not (S) - be before. // Yoshifuji's robots are changing many people's lives and A HIEROND wa giving them hopes for the future. //a-midolovob itulidor bib vw us se pasive Storago oraiHino drob¹℃-smiHizo ano todW (S

この文のtasksにかかってるthatはなぜbe動詞だけがないんですか？仕事が確認する訳では無いし、be動詞の省略は関係代名詞とセットでやるものだと習いました

8 insufficient effort, not to a lack of intelligence). The children who had been S V2 praised (for their cleverness) worried more about failure, tended to choose tasks [that confirmed what they already knew ], and displayed less tenacity V1 V3 (when the problems got harder). Ultimately, the thrill [created by being told 'You're so clever'] gave way to an increase in anxiety and a dron ſin golf s' 9

教えてください🙏 お願いします！

2. 日本語の意味に合うように 回 1) あのビルを買うなんて彼は金持ちにちがいない。 (that building, be rich, He must be rich to buy that building 2) マリコはプレゼントを1つしかもらえなくてがっかりした。 (one present, to, only, get) Mariko was disappointed 3) 彼女の言うことは理解するのが難しい. Her words 4) ジミーは雑誌を買うために本屋に行った。 (buy, to, a magazine, the bookstore) Jimmy went to 2) It was very foolish 3) The teacher told 4) It was brave 5) He is very shy and it is hard 6) Bob wants (understand, are, to, difficult) 3. ()内の語が不定詞の意味上の主語になるように適当な形に変えなさい。 (必要に応じて for または of を補うこと) 1) It is natural to be angry with him. (you) to say such a thing. (Bill) to play the piano. (I) to tell the truth to him. (she) to speak to his teachers. (he) to visit his house. (we) 4. 日本語の意味に合うように( )内に適語を入れなさい。 エミリーは彼女の好きな俳優に会えて幸せだった. Emily was ( ) 子どもたちが毎日朝ごはんを食べることは大切だ. It is ( ) ( ) children ( )( 3) かぎをなくすとは彼は不注意だった. )() her favorite actor. It was ( ) ( ) him ( 4) 彼女は私にトムに電話をかけないようにと頼んだ。 She asked me ( ).( )( ) breakfast every day. ) ( ) Tom. ) his key.

They hope to restore people's faith〜 とありますが、参考書には hope to doの形は×と書いてあるのになぜこの教科書の文は良いのでしょうか？ どなたか教えてください🙇‍♀️

In the end, they hope to restore people's faith that hard work and honesty will lead to a better life for themselves and their children. 結局 彼らは人々の信念を回復することを望んでいる 懸命に働くことと誠実さがよりよい生活に繋がっていく(という信 自分や自分の子どもたちのための

赤線部の文構造を教えてください🙇‍♀️

migrants are children under the age of 18. Children migrate for reaso many of the same reasons that adults migrate; they move toward jobs or better education and away from poverty and conflict. In some cases, children are taken along as families migrate Other children are in the lead of this

教えてください！

列 f 3.重要 次の各組の2つの文がほぼ同じ意味になるように,( )に適語を入れなさい。 As he was sick, he could not attend the party. (1) (2) (3) (4) (5) (6) (7) (8) (9) Nancy got up and looked around. Nancy got up, ( ) around. Do you know a man whose name is Johnson? Do you know a man ) Johnson? The man who is sitting in the corner is my nephew. The man ( ) in the corner is my nephew. ) sick, he could not attend the party. My bag was stolen at the station. ( ) my bag ( ) at the station. Deeply shocked, I decided never to speak to her again. 1( To be frank with you, your essay is not interesting. Frankly ( ), your essay is not interesting. As it was Sunday, the shops were not open. It ( ) Sunday, the shops were not open. ). 4. 次の文中の適当なところに, 〔 〕内の動詞の分詞形を入れなさい。 (1) I could not make myself because of the noise. [hear] ) I was deeply shocked, I decided never to speak to her again. He stood there, folding his arms. He stood there, with his arms ( (2) I am very sorry to have kept you such a long time. [wait] (3) You should not keep your dog all day long. [chain) (4) Why don't you have your hair shorter? [cut) (5) Don't leave the water. [run) (6) There is no sugar in the pot. [leave) (7) The child returned to his parents. [lose] (8) Cars illegally will be removed. (park) (9) She spent a long time her garden neat. (make) (10) The children took turns rope in the yard. (jump) 〔高千穂大〕