2番から全部答え教えてください。答え合わせします

lt 福島県 @ 27年 英語 誠問題3 | 店春先生 (MEndo) が生徒に話した次の周の英語の授業の と⑨の質問の答えとして最も適当なものを, ア なさい。 ① When wil the stndents talk about ther 合vorite singers? アァ On Monday. イ On Tuesday. ウゥ On Wednesday. エ On Friday. ②⑫ How many English songs wl the students Hsten to the アァ One. イ TYo. ウ Three. エ Four 予定を開い ~ーエの中か 5それぞれ-っぶ、 English clax 2 次の1)こ(3)の問いに答えなさい。 (1) 次ののこ③は, それぞれ A と B との対話です。( )に からそれぞれ一つずつ選びなさい。 ① (47ez sczoo7 〕 信: Does your sister work m Kyoto? B: Yes. She js a teacher She( ) math af high school now ア feach イ teaching ウ teaches エ fanght @ (7 gz zzg7が5ヵ c/Zss ) 信: 1 have a quesnon about Canada. Is the language ( B: Yes, but some People speak other ]anguages, too. ア ther using イ usmg there ⑧ (47 sczoo7) 人A: Thavea headache,and T feel cold. B: Thats too bad。 ( ) ア You should talk to a teacher ウ You ae the Hospital. エ Tl go to bed eary た 6 、人は ABの対后です ( ) 内の語句を正しく並べかえて。 文を完成さきなさい. だし, て還に来る画は大文字で書き始めなさい、 〔47 oe ] 人る最も適当なものを。 ァュ+, ) Engjish? ウ these nsed エ used there イ TI take ir 5 Ilbe a nece brthday present for him. っょFIY り革語です。 [| - cl⑨ を対話が成り So に,⑧-⑨の瑞交 さゆ 【4 2 zoの) せこして最も適当なものぁゃ. アーエの中から一選びな ID Bi of course に ⑥ Diq you make 2 ささ you. にK語 、 ⑯ May I have more? : No, に ジ (還 SSter ia ぐ⑥ Here you are. の eg麗人る SS ィ (販届 -@ 四引 $国-$ ? (還る届る的

下のquestionの答えってなんですか?

and went in the city She Mother Toress learned many things hike nursing the back to Kolkata。 She jived in 。 Me of the poGrest place "hered tagether some children from the neigbortiood。 She 5 them the alphabet by writing letters on the ground with a stick ie showed the children how to yash。 and she gave each ofiihe還議 Tiece of soap. She also went ot and begged for food for he 59 She loved children She liked to talk about a jle be who brought to_her by some Sjsters。 He was suflering fm5記5 stomachache」 "So T sat the child down and This morning? Nothing. Last mighi stomachache came from hungerP

下のquestionの答えってなんですか?

er rees Nearmed any things ke nartng tne gk. snd wen Pacr fo Rolkata。 8he lived fn cns of th pooreet places in the qt She 中thered together mome children from the neighborhood. She tmught Them the alphabet by writing letterw on the ground with a mtick he showed the children how to yah, and she gave each of them a riece of soap。 She also went out and begged for food for the poor She loved children very much。 She liked to talk about a little "ho was brought to her by some Siaters。 He was suffering from a 【 stomachache. So 1 sat the child down and asked when he lasr This morning? Nothing. Last night? Nothing Yesterda The stomachache came from hungerr 上ome poor children in Kolkatee. Logerier (1か所に集める eml 6りん we kaednwee 件

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 ＿＿＿＿＿... 続きを読む

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 ＿＿＿＿＿... 続きを読む

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.

1の問題、関係代名詞と気づかずとteachにしてしまいます。関係代名詞と気づくポイントとかありますか？

IT ie 図 次の各組の英文がほぼ同じ内容に なるように, ( )内に適する1 語を順に答えなさv 基 「havea brother teaching nglieh. ニニ Ipave a brother ( )( ) English. 2 Can you use this new computer? = Doyou( )(6 ) to use this new computer?

③⑦⑩⑪の( )の動詞を適する形になおすとどうなりますか？一語とは限りません

ka Nas tsend iing in Sapporo. The friend is a Japanese boy named Akio. aaa Ns taumily hived near Dicks house in New York Last year Akios family Sapporo. Since then Dick and Akio (write) letters to each other many Gimes. Akio's broth | aaysinNew York Therehe goes to college and studies American history | 。 Didkhas wanted to visit Sapporo for a long time. The chance came at last. asHe (written / got / Engiish / letter in /a). Itwasfrom( ⑥⑮ ) m his letter Ao asked Dick 。(come) to Sapporo with Akios brother ths winter 。Dick Thappy when he read the letter He shouted,“This is the most wonderful letter ( ) Tha er reeeived。 Tcan enjoy (ski) with Akiol can go skiing on the hills 。(cover) with snowP 0 Now Dick is looking forward to visiting Akio's city, Sapporo. N (浅) mowe : 引っ起す uec

全て回答お願いします。

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少しだけでも良いのでお願いします

(人 ( インててを2/レセッ しプイYYうし人委和えが8 k) About twenty の⑦ funior high school students eleaned (he beach at のdaiba, Ok, Ia Saturday。 One of the students said, “Cleaning jl Was hard woOrk。 But We ar@ jappy 1hat We ( の do ) iL" Anoher student said, “We should clean it eyery month" They Iink ii important ( ② ) clean he beach, and @ Ihey worked very hard。 They are mermbers ( の ) te Science Club ofa junior high school in Tokyo and studying Bout 有i宮 fn he gea Degr Tokyo。 The sea water is much ( の clean ) han it was ③ fjfty yearg ago, and (here a「e の many_ 中fferent kinds of fish. Aman says, "Tim happy 19 know that the junior igh 8ehool students cleaned fhe beach.?" He hinks more young DeODle 8hould De interested in life jn the sea. He hopes thaf the sea will always be clean. ⑰ (の② ) (の@) を適切な形に書き換え ( ② ) (の ) に入るろ語句を書きなさ!。 ② 下線都め、ぢ、②、のを日本語で書きなさい。

何て書けば良いでしょうか？

ールの内容である。 次の章は. 丈化モンターに行った日の夜に Ahice がTaro に送っ にーー 1 Dear Taro, T had a lot of fon today. T have 1oved Japanese_sweets since 1 visited Japan im November last YeP T joined the Japanese sweets class at our city's cultural 衣eN Al of theefndont。 ar tom fconmteies。 sa | the teacher speaks easy Japanese. 1 like eating Japanese sweets very much. | Now。after joining the class, 1 Hike to make them *a5 Wai。 1 usually make thhem and eat them during the class. )T also make them at home. My mother | ]ikes them)very much. ジ It was Yesterday,on my birthday, my mother gave me a great *present. an *apron. She said, *Please make Japanese sweets *in this apron。 1 was very happy. The apron. is very important to me nom. What present *made | you happy? Tf you have one, please tell me about 直. Your friend, Alice 語寺プレゼント ーを [注] as well 同様に pre59 反 ニーを身につけて make 一“