分からないので教えて下さい!!!

次の問いの答えとして最も適当なものを、①~①のうちから1つ選べ。 Why couldn't Mr. Black and the children go for a swim one day ? 1 Because they had to go to the lake and look into the water. Because Mr. Black couldn't swim well 読解 問1 読解 3 Jill, Ellen, Bob, and Edward lived near a lake. They could go for a swim every day. A man named Mr. Black lived near the lake, too, Sometimes Mr. Black went Because the lake got dirty with garbage, oil and tires. 3 Because they could not get a boat. One day they asked him to go for a swim with them. Mr. Black said, “We can't o a swim. We may never swwim in the lake again. “Why not ?" asked Edward. swimming with the children. 下線部(ア)について,何をするために彼らは出かけたのか,日本語で答えなさい。 問2 「Because the lake is polluted." said Mr. Black. “There's a new Sign at the lake. h says: No Swimming, Polluted." “What is polluting the lake ?" asked Jill. 明3 下線部(イ) peopleが指すものとして、本文中に書かれていないものを、次の0~ ののうちから1つ選べ。 タイヤを捨てた車の所有者 “Let's go down to the lake and look at it." said Mr. Black. (ア) Mr. Black and the children went to the lake on a sunny Sunday. They looked into the water. It wasn't clean. They walked around the lake and they saw why it wasn't の 2 汚水を流した工場の人々 O 湖の近くに住む人々 clean. 3 油を流したボートの所有者 “Look at that *garbage in the water,” said Jill. “That's what's polluting the lake,” Edward saw oil floating on the water. “That oil pollutes the water, too,” said Edward. “It comes from boats on the lake." 下線部(ウ)について, 人々は何がわかっていたのか、 日本語で答えなさい。 問4 “Come here, " said Ellen. “Take a look at this. There are tires in the lake !" “Why would people throw tires into a lake ?" asked Bob. “They just don't stop to think," said Mr. Black. “But they are not the only ones who pollute the lake. The people who run that factory pollute the water, too." Bob looked at Mr. Black. ““What can we do ? How can we stop the pollution ?” he asked. “Well, we must get help from other people. We can't do it alone,” said Mr. Black. Mr. Black had a firiend who worked for a newspaper company. He asked him to help. The next day, the story about the pollution was reported in the newspaper. Many people read about the story. They talked of the pollution. They talked of ways to clean it up. One day ( People met at the lake. They came to clean it up. They cleaned out the garbage. Then they cleaned out the tires. They set up big cans. Then they put signs on the cans. The signs read, “Put Your Garbage Here.” People who lived near the lake came to help. People who had boats came to help. And, people from the factory also came to help. (ウ) They knew that it would take a long time to get the lake clean again. But they did not give up. They all hoped that someday the “No Swimming" sign would come down and the people could swim in the lake again. 注) garbage=ごみ

(It was cold to swim in the sea yesterday)の文に(too)を付け加えるんですけど、どこに付け加えればいいかわかんないです😭教えて下さい！

It was cold to swim in the sea yesterday. Ltoo 」 11

リスニングの答えががわかりません。 耳コピなので 間違いがあるかもしれませんが以下のように聞こえます、答えはどれでしょうか。 Why don ' t we set out the food? a Yes I do that now b We should drive in... Read More

23番の訳を教えて欲しいです

23.1 hear you're moving. O settlement 【ポイント】 be known to^「aへに知られている」=be familiar to^ Write me when you get( 3 3 settle ),OK? ④ setting 【156】 2 settled yet + 3過去分調

1、比較級か最上級か検討がつきません。でも何となく、better thanかなと思います。でも何かと比べているわけではないので😶 2、more important thanだと思います！ 3、最上級と比較級の勉強なのに2番目なんて出てくるんですね。もしこの文が「最も長い... Read More

1. そのニュースを聞いたら、かなり気分が良くなった。 I feel much after hearing the news. 2. テレビの司会者にとって最も大切なことは、 ユーモアのセンスである。 thing for television hosts is a sense of humor. 3. それはテレビの歴史上、 2番目に長いコマーシャルだった。 That was TV commercial in the history of television. 4. テレビは、たいていラジオよりもずっと高価だ。 A TV set is usually much than a radio. [ expensive / good / important / large /long )

Before we reached the harbor, a storm set in. とあったんですけど 何故このsetは三人称単数ではないのですか？

making for〜とならないのはなぜですか？

Sorry, I can't. I'm making tempura. Erika, dinner is ready. Can you set the table?

(10)は、昨日だから過去の話だけど、appearはどうして過去ではないんですか？ 見えるのは今だからってことですか？ 解説お願いします。

C7) The problem ii5 She whether 8)) Did you see フgorag apsetatrs ? 0 him )a deotor. ) It seems for him to be ) He seemg to be ff0) Mike oppears ( )a tpouble with his computer yesterday to hare had O o hare. Stvtcよ第交撃 2)tell 大to m 5 N 10 (ンルするすに言う(Gpじる) whether Oト not → ~をうでない レ 0sk K o v see t 0 + 現在分詞 0~しているのが見える。 するうに頼む ask + ル ( 5 5emls) to た露司) that S V こノリ 14) why 0 T Ce enae

以下の写真はソフィー・ハウの｢世界をより良くするための教訓｣という文章の一部なのですが、オレンジで線を引いた部分をどのように訳せば良いか分からないため、教えてください。 hold someone to accountで｢～に責任を問う｣ということから、｢そのゴールは私によ... Read More

Wales is a small but progressive country, the only country in the world to have legislated to protect the interests of future generations, the only country to have appointed someone independent to oversee this. Across the world, our systems of government, of politics, of economics have tended to act in the short term. And often, the decisions that are taken discount the interests of future generations and the planet. But in Wales, we're trying to change that by passing a law which requires not just our government but all of our main public institutions to demonstrate how they're acting for the long-term and how the decisions they take don't harm the interests of those yet to be born. And so as a mum of five and the world's only future generations commissioner, I want to share with you today some of the lessons we've learned about how we're trying to leave the world better than we found it. First of all, you must involve people in setting long-term goals. Ask them: What's the Wales or the world you want to leave behind to your children and your grandchildren? We held a national conversation -- the Wales We Want -- and people told us, "We want a low- carbon economy. We want you to help us keep people well rather than just treat them when they're ill. We want connected communities and a more equal Wales." And our government legislated to set seven national well-being goals to achieve that. Each institution has to demonstrate how they're meeting those goals, and they're held to account by me. You have to focus on the interconnections between different aspects of well-being. You need to talk often about why it's just as important to public health as it is to the environment to tackle high levels of air pollution, why diversity in the workforce is just as important to economic prosperity as it is to addressing inequality. Our institutions have a legal duty to act beyond their immediate remit to recognize those connections, work with unusual suspects. And so we're seeing hospitals in Wales working with the National Botanic Gardens to create spaces for nature on their sites. We're seeing offices in our environmental agency helping to find solutions to tackle childhood

不等式の場合分けに関する問題で、（2）の問題の方なのですが、回答を見ると場合分けがされています。それは（a＋2）x＜4の時両辺を（a＋2）で割る場合、a＋2が負の数やゼロであった場合のことを考えてやるものですよね。しかし第3枚目の写真の僕の回答は、（a＋2）x＜4から両辺割... Read More

ダー- く アスモ a ー o タラも - の ースー枚 ]-|=0 重要例題37 文字係数の1次不等式 不等式a(x+1)>x+a°を解け。 ただし, aは定数とする。 基本 33 重要 96, (2) 不等式 ax<4-2x<2xの解が1<x<4であるとき, 定数aの値を求めよ。 [(2) 類 駒浮大] 文字を含む1次不等式(Ax>B, Ax<Bなど)を解くときは, 次のことに注意。 *4=0のときは, 両辺を A で割ることができない。 *4<0のときは, 両辺をAで割ると不等号の向きが変わる。 (1)(a-1)x>a(a-1)と変形し, a-1>0, a-1=0, a-1<0 の各場合に分けて解く ー一般に, 「0 で割る」 いうことは考えない A と同じ意味。 o B 2 ax<4-2x<2xは連立不等ax<4-2x 4-2x<2.x まず, ® を解く。その解と④の解の共通範囲が1<x<4となることが条件。 ART 文字係数の不等式 割る数の符号に注意 0 で割るのはダメ! 代から ュー1>0すなわちa>1のとき --1=0すなわちa=1のとき を満たすxの値はない。 -1<0すなわち a<1のとき 「a>1のとき n (a-1)x>a(a-1) の まず,Ax>Bの形 40の両辺をa-1( 割る。不等号の向 x>a Oは 0x>0 らない。 xくa 40>0は成り立たな