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英語 中学生

1945年の4月1日に始まった沖縄戦の間アメリカ軍の島への上陸があり, 80人以上の沖縄の人々が洞窟 に避難したあとその中で自殺したと考えられています。 がこの一文の訳なのですが、believedは何に訳されているのでしょうか??

t forced to commit suicide in the closing days of World War II, police have said. The boys, between the ages of 16 and 19, have said that they destroyed two *signboards and origami paper cranes left by visitors to the Chibichirigama cave between Sept. 5 and last Tuesday, police said Friday. 着 During the *Battle of Okinawa, which started on April 1, 1945, with the landing of the U.S. *army on the island, more than 80 Okinawa people were believed to commit suicide in the cave after taking *refuge there. Similar cases of suicide took place at other places during the battle. Family members of those people who killed themselves at the site during the war discovered the damage last Tuesday and reported it to police. Norio Yonaha, 63, who lost five members of his family in the suicide, told reporters that this was “an *insult to the people who died" there. Bottles and vases left behind by the dead people were also damaged. About 100,000 people, or almost a quarter of the local people, died in the three-month ground battle in Okinawa between the Japanese army and the U.S. army. In total, more than 200,000 (life) were lost, *including those of Americans. (2017, September 16). Japan Times Can you see “Chibichirigama” in the news report? “Gama” means “cave” in Okinawa. We can see natural gama here and there in Okinawa. Himeyurinotou is built on top of one of these gama. During World War II, gama were used as *trenches by the Japanese army and as places of refuge by Okinawa people. [ 7 ] because they had nothing to eat and no medicine for *wounds and sickness. Many were killed by the U.S. army who burned people to death. [ ] because they spoke Okinawa words. Some babies were also killed because they (cry). Many had to commit suicide because the Japanese army ordered then didn't stop to do so. [], but not always. In fact, there were lots of people who died in gama. Gama te us how terrible war is. NAZ

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英語 中学生

この文章に出てくるclassesって何を表しているのでしょうか??普通に授業と言う意味では通じないですよね?

【筆記回 4 中学生4人と留学生のアメリア (Amelia)が、担任の上野先生 (Ms. Ueno) とボランティア活動の内容 について話をしています。 会話とポスターを読んで、あとの問いに答えなさい。 Yuta: Ms. Ueno, we saw the poster for this year's HPVA. This year's activity is to teach Japanese culture. We are interested in joining it. 加 Tomoko: Yes! We can do a lot of things for this event. Ms. Ueno: Good! I think you can do many things in this year's HPVA. When people from America visited our school last year, you were good teachers. Because you learned a lot about Japanese culture. So, I think you will be good teachers for children from foreign country, too. Kana: Yes! We'll join HPVA CULTURE together! I think Amelia can help us because this. is her second year in this school. She learned about Japanese culture with us and her Japanese is very good. Amelia, why don't you teach with us? You can help the children as an interpreter, too. Amelia: ( A ) Thank you. Yuta: Ms. Ueno, is it OK if I make a leaflet for the Japanese culture classes? Ms. Ueno: Sure! Now let's talk about the classes.. Tomoko: Yes. First, what will we do to teach Japanese culture to the children? Mamoru: How about reading picture books of Japanese stories like Momotaro and Kaguyahime to them? I think they will easily understand the stories with pictures. Tomoko: ( B ) Then, can we do something else to make the classes more interesting? Amelia: I think children from foreign countries will be happy to play with Japanese toys. Mamoru: Yes! Let's teach them how to play Karuta! Amelia: Wow! That's a good idea 7 can /they/studying /Japanese /enjoy/ because) Yuta: The children will be glad to learn these two things together! Tomoko: Next, we must decide the date of the classes. Yuta: We must prepare for the speech contest in July, so let's have all the classes in August. Kana: I agree. But I cannot have a class on the 13th because I have to visit my grandparents. Mamoru: We also should not have a class on the 27th. We have to finish our homework... Kana: So we'll have the class on ( 1 ). Now, what should the children do if they war to come? Ms. Ueno: If they want to come, their parents should call me.

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英語 中学生

赤線のところなのですが、回答に訳は書いていたのですがどこで意味?が切れていてどれが接続詞に値するのかなどが分かりません💦どういう風に訳せば分かりやすいのか教えて欲しいです🙇‍♂️

芯のですが I would say that it was about fifteen years ago, a little girl, perhaps ten years old, was sitting in a wheelchair outside the hospital of Maputo, the capital of 1 Mozambique. To my surprise, the girl had no legs. I had a few words with her. She spoke in a very low voice, and 私は彼女に話しかけた it was difficult to catch what she was saying. But I understood that her name was Lilia. Today, many years later, Lilia is one of my closest and dearest friends. No one has taught me as much as she has about the conditions of being human. Also, no one has taught me more であること about poor people's *unprecedented power of resistance, (2 the people who have to live at the lowest of society in a world we all *share and inhabit; so *unjust, brutal and unnecessary. hardest things about The last word is very important. The unnecessary. One of the ③3③ today is that most of the *suffering is unnecessary. As I am writing this sentence, another child dies ( A ) *malaria, and that is unnecessary. At the same time, millions of children will not be able to read this. For them these words will be just strange signs because they simply do not have the *knowledge to understand them. For a writer like me, that is perhaps the biggest *disgrace of today, in the year 2008 millions and millions of children have to live a life in a world which they are *denied the *fundamental human right to learn how to read 4 and writo in

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理科 中学生

❷の(1)(2)(3)と❸(6)教えてください

RA B 練習しよう マグネシウムの加熱と質量 1 0.9g のマグネシウムをステンレス皿に広げて加 熱し、加熱後の物質の質量をはかる操作をくり返し た。 右の図は、このときの加熱した回数と加熱後の 物質の質量との関係をグラフで表したものである。 (1) 加熱後できた物質は何か。 物質名を書きなさい。 量 (2) 0.9g のマグネシウムがすべて酸素と結びつい たのは、何回加熱したときですか。 80 図1 . 鉄粉と活性炭 加熱後の物質の質量〔g〕 加 2.0 1.0 午後 1.5 1.5 後 1.2 の 物 1.0 物 0.0 質 の0. の 0.5 0.3 (3) (2)のとき, 0.9g のマグネシウムと結びついた酸素の質量は何gですか。 (4) マグネシウムと酸素が結びつくときの質量の割合を、最も簡単な整数の比で 表しなさい。 (5) マグネシウムと酸素が結びつく化学変化を化学反応式で書きなさい。 2 化学変化と熱 impres (100円 won m 0 図1のように、ビーカーに鉄粉と活 性炭の混合物を入れ、 食塩水を加えて かき混ぜ温度変化を調べた。 次に、 図2のように、別のビーカーに水酸化 バリウムと塩化アンモニウムをとり 水でぬらしたろ紙をビーカーにかぶせ てかき混ぜ, 温度変化を調べた。 (1) 図1の反応で、 鉄粉と結びつく物質の化学式を書きな さい (2) 図2の反応では, アンモニアが発生する。 アンモニアの化学式を書きなさい。 (3) 反応後,温度が上がるのは, 図1 図2のどちらですか。 また、温度が上が る理由を「化学変化が起こるとき,」 という書き出しに続けて書きなさい。 (4) 反応後,温度が上がる反応を何といいますか。 (5) (4)に対して, 反応後, 温度が下がる反応を何といいますか。 3 銅の加熱と質量 ***an HIRM GOLD D A 2 3 4 5 6 加熱した回数(回) 図2 塩水 食塩水 塩化アンモニウム 水酸化バリウムと *** 化 酸 。 フガバ 水でぬらしたろ紙 1 (1) (2) (3) (4) (5) マグネシウム: 酸素= 2 (1) (2) (3) 図 右の図は, 銅粉をステンレス皿全体に うすく広げてじゅうぶんに加熱したとき の銅の質量と加熱後の物質の質量との 関係をグラフで表したものである。 (1) 銅粉を加熱するとできる物質の化学 式を書きなさい。 (4) (2) 1.2gの銅粉をじゅうぶんに加熱すると,何gの酸素と結びつきますか。 (3) 銅と酸素が結びつくときの質量の割合を, 最も簡単な整数の比で表しなさい。 (5) (4) 2.4gの銅粉をじゅうぶんに加熱すると, (1) の物質は何gできますか。 (5) (1) の物質を7.5g得るには 銅粉が何g必要ですか。 (6) 下線部の操作をする理由を、空気という語を使って書きなさい。 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 銅の質量 〔g〕 ハコツ<こつコツ理科!〉 (6) × 「銅粉を空気と反応しやすくするため。」 100 P 80 → うすく広げるとなぜ反応しやすくなるのか書こう! (4) (5) 3 (1) 理由 化学変化が起こると (2) (3) /100 (3点×5) (6) 日 (3点× 銅: 酸素 =

解決済み 回答数: 1