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英語 中学生

(7)の正誤判定をお願いします。後、アドバイスなどもあったらお願いします🙏

3 き終わ あとに生徒たちがよい本を選ぶ。 2 (7) 下線部④について,あなたはどう思いますか。 あなた自身の意見を,理由を含めて,英文1文で書きなさい。 50%以下 IⅠ think so too because reading books makes us 本誌 p.62~63 1 (1) エ (2) If (3) Reading books is fun (and I can become smarter.) (4) (A) I B ア C ウ (5) イ (6)〈例〉 生徒が大好きな本についてスピーチをし, そのスピーチを聞いたあとに, 最もよ い本を選ぶ。 (7)〈例1〉 I agree with Mr. Tanaka because reading books often gives us useful and interesting ideas. 〈例2〉 I don't think students should read more books because they can get more information through the Internet or TV. 対話文全訳 たなか先生 : 日本の中学生や高校生はあまり本を読まないと言います。 グラフAを見てください。 2011 年から2015年の間, 生徒たちが 「あなたは1か月に何冊本を読みますか。」 という質問に答え ました。 このグラフから何が言えますか。 あゆみ : ①小学生は中学生や高校生よりもたくさんの本を読みました。 です。 小学生は1か月に約10冊の本を読みましたが, 中学生は約4冊を読みま < 15 点> happy 本誌 p.64~65 (1) 1 few ④ afraid [sc becoming difficult to see the (4) 〈例〉 彼らの市の人々に、8月 (5) A lay their eggs B it' 長文全訳 こんにちは、みなさん。 この前の夏、 した。 夜間 ぼくたちは暗い空にとて できました。 それはすばらしい経験で しかし、ここ、この都市でたくさん き夜空を見上げますが、 ここではほん のです。 夜の人工光がぼくたちの生活 にそれほど多くの光が必要でしょうか 星を見ることが難しくなっているの を使い, 「光害」ということばを見つ 環境省は、光害とは日本語で「光の 年の調査によると

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理科 中学生

黒丸しているところを教えてください!

No.2 Susan: I heard you had lunch at Masato's house. How was it? soup/ Kenji: It was great. (delicious/cooked/the so/his mother/ was). Susan: Wow. Ⅰ want to try it, too. 次の1,2の会話について, それぞれの [ ]内の 13 語を正しく並べかえて, 英文を完成させなさい。 1. (放課後の教室で) Yuki: Mary, what are you doing here? Mary I'm [at/boy/looking/playing/the] soccer Yuki <鳥取県 > Mike Takashi: About ten o'clock. Mike 14 over there. He is so cool. Oh, that's Kenta. He plays soccer very well. 2. (昼休みの教室で) Takashi: Hi, Mike. I'm going to study for the test 18 with my friend on Saturday. Would you like to join us? : I'd love to. When will you start? : I have to clean my room, so I will [call/I / leave/when/you ] my house. 次の12の対話文の [ ]内の語句を並べかえ て, 意味の通る英文を完成させなさい。 ただし, ]内の語句を全部使うこと。 Miki: Why don't we wear the same T-shirts at the school festival? <岐阜県 > 15 17 文を完 た B: Miki: OK. Let's go there. 2. Linda: You look happy. Haru: Yes, I am. Tom (these / gave / beautiful / me/flowers). <高知県 >> (2) 次の会話の下線部について、()内の語を並べか え、意味のとおる英文にしなさい。 Jane: That's a good idea! I (that/ sells/know/ 19 cool/a shop〕 T-shirts near my house. 記号: (1) (2) PRO ( -156-

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国語 中学生

不便の価値を見つめ直すの要約かける人居ませんか!至急です!!200字程度です

不便」の価値を見 177 価値を見 SALATEUR POURISTI Balidea NAM VIRT+ NAM ひろ わかみ 「不便」の価値を見つめ直す 川上浩司 不便てよかった。」と感じたことはないだろうか。 くこう尋ねると、たいていの場合、けげんな顔をされる。「便利でよかった」な らばわかるが、「不便でよかった」とはどういうことか、不便でよかったことな んてあるはずがない、というわけだ。 そこにあるのは、「便利はよいこと」で 「不便は悪いこと」という価値観である。実際に、今の世の中は便利であること をもてはやすものであふれている。テレビやインターネットのコマーシャルを見 ていると、「手間要らずで、なんて便利」 「もっともっと便利に」という調子のも のが多い。 私の専門である機械の設計や工業デザインの分野でも、長い間、便利を追求す ることが大きな指針であり続けてきた。手間を省き、便利を追求することこそ、 人の生活を豊かにすることだと考えられてきたのだ。 使う人の手間がかからない よう、また使う人が迷ったり考えたりしなくてもよいようにと、使い方が複雑な ものは単純化され、自動化や効率化、高機能化が進められた。以前より手間のか かるものをわざわざ開発することなど、想像もできない。 私も、元は設計の自動化について研究していた。何か欲しいものがあれば、自 動的に設計してくれるコンピュータを作れたらどんなにかすばらしいだろうと考 えていたのだ。ところが、あるとき、次のような疑問が生じた。 全てを自動化で きれば確かに楽にはなるが、その分、自分で考えることによって得られる達成感 や喜び、技術の向上も望めないことになる。それは、本当に人の生活を豊かにす るデザインなのだろうか、と。確かに、便利になることで楽になるという側面は ある。そして、それが必要な場面もあるだろう。しかし、一様に便利さばかりを 追求し続けることで、私たちの生活や社会は本当に豊かになっていくだろうか。 今、便利の追求以外の新たな発想が求められているのではないか。 らこのような考えから私が着目したのが、これまで見過ごされてきた 「不便」の を新しいデザインに生かせないか、日々研究している。 価値である。私は、不便だからこそ得られるよさを 「不便益」とよび、その発想 そもそも、「不便」とはどういうことだろう。ひと口に「不便」といっても、 人によってその言葉の捉え方はさまざまだ。 それではしっかりとした分析や議論 カラー版 すらすら基本文法 CHIUDE [目標] ●必要な情報を取り出し、結び付け 約する。 ●筆者の主張を要約し、それに対す 分の考えをもつ。 9 工業デザイン 生活に関わ 具や機器のうち、工業的に 生産され、大勢の人々に使 るものの企画や設計。 2 けげん意 9 追求 文 ない要る 要る(いる) 1複雑 対 9 確かに、 12 見過ごす 関 見落とす 見のがす 見誤る

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英語 中学生

文章の内容があまり理解できません。 ざっくりで良いので内容を解説して欲しいです🙇🏻‍♀️

About 50 years ago, I lived in Los Angeles, California. My father took care of my younger sister and me. We played baseball every weekend. My sister and I loved baseball. I knew that my father had a "hero. His name was Ken Smith. He played for a team in *St. Louis. Its name was the Red Birds. My father said that Ken was the greatest player of all *major league baseball players at that time. I also became a big fan of Ken Smith, so I wanted to be like Ken Smith very much. That summer was special because my father *took my sister and me to St. Louis. We went there and came home by *plane. We were going to meet Ken Smith. I almost couldn't believe that. My father's best friend had a big *company in St. Louis, and he knew some of the very important people of the Red Birds. He also knew Ken Smith well. We stayed at my grandmother's house in St. Louis, She said to me, "Jack, I have something special for you." That was a ball with an *autograph by Smith. An *injured player of the Red Birds was in the hospital, and my grandmother worked there. She told him my story, and he got Smith's autograph on the ball. She knew that A but she gave the ball to me. I was sorry for my father, but I was very happy. I liked Ken Smith more. The next day was an exciting day for us. My father's friend helped us, and we could meet Ken Smith before the game. I thought Smith would be kind and big, and I was right. Then I showed him the ball from my grandmother. We talked about it. He asked me about the way to practice baseball, and I talked to him *proudly. *In front of Ken, I felt that I needed to do so. I wanted to be a great baseball player. He *understood. That night we watched a night game of the Red Birds. During the game, I *held my ball, and looked at it many times. A man talked to me. "New ball?" he asked. "Yes, with an autograph," I said and smiled. "Who?" he asked. "Ken Smith," I said proudly. "Really? I don't believe you." "Here, look." "Wow! I'll get it for 20 *dollars right now!" "No, give my ball back to me, please," I said. "You've got a very special thing. Take good care of it!" he said. I knew that the ball was a *treasure for me. The next day, 3I felt it took a long time to get back to Los Angeles. I was excited and I told my friends about my experience with Ken Smith in St. Louis. No one believed me, but I thought that I would never forget my happy feelings then. About 20 years later, my father died. Before the *funeral, I *remembered that he once *asked us to put his *baseball cards and a *baseball in his *casket. I wanted to use my baseball with Ken's autograph for him. My sister also liked my idea. The ball was with my father. A few years later, my sister *got married. Before *wedding finished, my sister started a story. She was a *flight attendant and *flew with the baseball players of Los Angeles Blue Sky and the manager Tom Baylor. Then she told him the story of my old baseball. He understood her story very well. Baylor was a friend of Ken Smith and *promised her to get another ball with Ken's autograph for me. Ken *was very impressed by her story, and sent a baseball with his autograph to Baylor. The ball was then sent to my sister. When she finished the story, I looked up and saw that she was holding a ball. "I have B threw it to me. I remembered that summer and my grandmother. I felt like a child again when I was going home. she said and

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英語 中学生

英語の和訳をお願いします。 第1段落と第2段落がうまく訳せません。 特に第1段落のThree of them 以下や、第2段落の第1文のManga 〜 in Japanese.やIt describes以下です。 It describesのItもなにを指しているか混乱してま... 続きを読む

回 海外で発行されている日本のガイドブックに、漫画とアニメの記事が掲載されています。 記事を読んで、あとの問いに答えなさい。 People around the world now know and love Japanese anime. Some characters are familiar to people who do not usually read manga or watch anime. One of the reasons for this success is the adjustments that were made for viewers overseas Three of them involve titles, characters, and content. 2 Manga and anime titles are, of course, originally in Japanese. Some, like this does not work with all titles. For example, Knights of the Zodiac is originally Seinto Seiya in Japanese. It describes just the main character, but in English, the title was changed to something that relates to the whole story. This made it more attractive to viewers in foreign countries. Characters' names are often changed in manga and anime that are mainly for children. It is hard for children to remember unfamiliar names. With familiar names, children can focus on the story. For example, the character Satoshi in Pokemon becomes Ash in English. The name Ash uses three letters from S-a-t-o s-h-i. Japanese customs are sometimes adjusted for non-Japanese viewers. The adjustments can be small or large. Consider this example of a small adjustment. In anime in Japan, characters eat onigiri. In Western versions, they eat cookies. In manga, they don't change the pictures. Instead they add short explanations. This way, foreign readers can understand Japanese customs and behavior. A large adjustment might be a change in the setting. Consider Kyojin no Hoshi, an anime from the 1970s. In it, the main character Hyuma trains very hard and becomes a professional baseball player. In the Indian version, its main character plays cricket, a popular team sport in India. In short, perhaps anime became more popular because of these adjustments. The language and customs were adapted a little to fit each culture. Think about your favorite manga or anime. The original is probably different.

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