問5にて質問です。 問5はeventuallyと同じ意味になるのは2だと思ったのですが何故4になるのですか？　あと、2、4同じ意味でした… 問4は結局わかったのですが出来たら一応翻訳お願いします。難易度そんなに難しくないと思うので解答よろしくお願いします　長文一応はっつけ... Read More

韻 / 【21】 Which of the following CANNOT take the place of the word を よめます3 *demand" 1 in Paragraph Six?. る 1 ) right (2) need (のae 4) necessity 殊<作む ow に *eventually' as used in Paragraph Seven? 2に sf 2の 】 nm the middle (0) mem フぃに 1銘記 (| 5 【22】 Which of the following is closest in meaning to the word

かっこに入るものを教えてください！ 理由もいたたけるとありがたいです。

B : No. TI call back later, 4 ) People in America and people in Britain speak English, but they sometimes use different words to meanthe( )thing. ※ Britaimn: イギリス

(4)ってどこから③って言うことがわかるのですか？

We can sopply the orecast data but。 in order for it to work。 the mipamies must ompletely change their approaches" he says. Cs troe that thie male還iamg a major risk。 but T can safely say that it has produced resntsy Wiile the government and bosinesses nvolved in the food indnstry have begun to take measures to cut food loss. it is important for hooseholds to also do theirr bit Remember。 households produce 2.82 milion tons of food waste ewery years The Japan Times August 12 2017 (1) 人所| 16 |] -| 15 | に入る最も半切な6るのを次の中からそれぞれつ選び語そ の番号をマークで 。 ⑩ ewa maeh @ fw @ me FL 7 」@ sms ahaf ⑧ wmesame 。 @ ae ⑩ amahze analyzed 。 ③ analyzes 。 @ ams (2) [持続可能な開発のための国達の21907ジェンダ」 があげている人呈和の前江林 値として. 最も適切なものを次の中から1つ選び。 その香号をマークゃよ ⑩ 紹3他トン ④ $6代5万トン @ 交4億3千万トン ⑳⑨ 約1値3万トン (3) 下義部1) の"Other leghlaton" が日指していることとして。 本玉に六べられでいる昌 も導切なものを次の中から 1 つ選び, その番号をマークせよ。 ⑩ 3Re をスローガンとして策李的に食品放棄物を減らす。 @ 政育が決めた是を超えて食品を廃抹した條業に告務を課す

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... Read More

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e second group talked a lot. But they Were not able to find the right answers by themselves, and finally he gave them some advice. 。 Later the two groups were given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... Read More

This artcle shows sharing ideas with other students iS useful for learning. In ome experiment,(Dtwo groups of a few students tried to solve the same math problems 品 different ways. Those math problems were very difficult. The students both groups ha about equal math skills. Im the first group, students were told to ISten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their oDinionSs. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. Ihe students the second group talked a lot. But they were not able to find the right answers by ト temselves, and finally he gave them some advice. Tater, the two groups were given a test on the same kind of math problem. Can You gueSS the results? ② | By working hard together without asking for the teacher's help, 季e students remembered better how to solve the problem. 1 think puttmg our heads together to solve problems iS more important than just getting the answers in a Short Hme.

My new telephone is just the ( )as my brother's ()にはいる英単語を選ぶのですが 私はdifferentかと思ったら解答はsameでした。 differentでも通じるような気がします。 どうやって見分ければ良いですか？

全て回答お願いします。

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4つとも意味が大体同じだと思うのですが なぜ答えが1になるのでしょうか？

間間ニニ 154 @ Part 1 文法 422 My doctor ayayS ils to me ( ) a teacher アロ 還生 2 0 ①jike ② resemble ⑧ sarne ④ similar &凌天才 ) the most notal

これがわかりません、、教えてください🙇‍♀️🙇‍♀️🙇‍♀️🙇‍♀️🙇‍♀️

9る| 久美(Kum) さんはお父さんとアメリカ旅行に います。次の1 4 の場面に合う対話になるよ 1 文は3 語以上とする 0 [ws @( 行き。 レストランで食事を注文しようとして )ー③の英文を完成させなさい。なお. TI wil have the same. 1 also want something to drink. 2 We have many kinds of juice. There is *a drink menu if yo like- *a drink menu 飲み物のメニュー

thatとthoseのちがいを教えてください

16 The quality of school facilities in Japan iS at ab5out the same le 。 金 mnBrtan. ⑪⑩ as one @ asthat S @ asthose ⑳⑲ sothat 。 (Wi人<の