英作文の確認お願い致します！！！ 問7です。

[4] (That night, Lucy writes in her diary.) 2 His name is Shibusawa Today, my friend Akira talked about a great Japanese person. Eichi. The idea of well-being wasn't popular in the Meiji era, but Shibusawa worked hard for it. I thought that our world has become better than it was in *the past because there were people like him. The future world can also be better if we take action now. There are a lot of things to learn from the past. So I want to learn about other great Japanese people. 〔注〕 the past･･････ 過去 take action ・・・・行動を起こす As Jud 問7 下線部について,もしあなたが好きな日本の偉人について発表するとしたら、だれについて発表 したいですか。発表したい人物の名前を、解答用紙の I want to talk about に続く下線の上に英 語で書き,そのあとに,その人物について2文以上の英語で書きなさい。ただし, 渋沢栄一,福沢 ゆきち おぎのぎんこ 諭吉,荻野吟子は選ばないこと。(4点) ふくざわ

(ゥ）の連立方程式を立てるところを 詳しく解説頼みます(>人<;)

問4 右の図において, 直線 ①は関数 y=xのグラフであり,直線②は 関数 y=-x+αのグラフである。 B 点Aは直線①上の点で,そのx座標は4である。 点Bはy軸上 の点で, 線分AB は x軸に平行である。 点Cは直線 ② 上の点で, 線分AC は y 軸に平行であり, 線分ACとx軸との交点をDとす るとき, AD: DC=2:3である。 y=-x+a (A(4.4) H 2 X (0) ID また,点Eは直線 ②とx軸との交点である。 3 さらに,点Fは直線① 上の点で,そのx座標は-3である。 原点を0とするとき, 次の問いに答えなさい。 F (-3-3) y=main (4:6) (ア) 直線②の式y=-x+αのαの値として正しいものを次の1~6の中から1つ選び、その番号を答え なさい。 y=4 1=3 5 1. a=- 2.a=-2 3. 2 53 4. a=- 32 -6=4mth 4 5. a= 6. a= -1 3 5. m = - 37 6.m=- 13 (イ) 直線 CF の式をy=mx+nとするときの(i)m の値と, (ii)nの値として正しいものを,それぞれ次の 1~6の中から1つずつ選び、その番号を答えなさい。 (i)m の値 1. m = - 23 35 2.m=-- 3.m=-- 47 4. m = - 12 307 (ii) n の値 1. n=-- 14 3 2. n n=- 25 23 3.n= _9 2 4. n = - 5.n=- 25 21 26 6.n=- (ウ)次の 「の中の「お」 「か」 にあてはまる数字をそれぞれ0~9の中から1つずつ選び、その数字 を答えなさい。 点Gは直線①と直線②との交点であり,点Hは線分AC 上の点である。 直線GH が四角形 ABECの お 面積を2等分するとき,点Hのy座標は である。 か

答えを教えてください🙏

◆臨海セミナー小中学部◇ 中3・英語科 英中 カリキュラムテスト(夏期13) [分詞・関係代名詞のまとめ] 氏名:〒 1 次の日本文に合う英文になるように、( 内に適する語を書きなさい。文本日 (1) 彼は昨日トムが会った少年です。 (I) He is a boy ( ))( )()( かつ)(る) yod sais). (4)小山 (2) 私の母が作ったその人形はとてもよいです。 in The doll ( ) ( ( 00) ( ( )( )llol) very nice 増える、 (8) 2 次の各組の英文がほぼ同じ意味になるように適する語を入れなさい。 (1) That cat which is sleeping is Ken's. (10).2'ai gnigsala ai doid iso 1sdT That ( ) cat is Ken's. .a'ne ai tro ( (12) 中庭、法廷 (2) Isaw the boy swimming in the sea. (13) I saw the boy (F )( )( ) (0 JedT ssa adt ni gitimmiwa yod and wsel ( 夜中の12時 ) in the sea.wse l 《温度・角度などの (3) The dinner which was cooked by his mother was very good.o0 26w doidw istnib adT The dinner ( boog) by his mother was very good. ) 150ib 9nT (117) The dinner which his mother (26( was very good ein dourw 19nnib sdT The dinner his mother (boog 19v 25) was very good. ) 19domain 19anib edT (20) 3 次の日本文を関係代名詞を使って英文に直しなさい あなたは公園で野球をしているあれらの少年たちを知っていますか。

かっこ1番がなぜアになるのかわからなくて、かっこ1番がはいる文はどういう意味の分になるのか教えて欲しいです

② 次の英文は,南アフリカ (South Africa)で,世界保健機関(WHO)が石けん (soap)について行ったプロ ジェクト (project) について述べたものです。 これを読んで、あとの問いに答えなさい。 子供に の <岩手改〉 Have you ever heard about “Hope Soapy? It's the nande for a project that WHO started in をうめいな石けん固形 2013. They gave transparent soap bars to children in the poorest part of South Africa. Children) の一部 there suffered from diseases like cholera and diarrhea. Those children lived by a lot of trash 病気のようなコレラかげり and also didn't have the ( 1 ) of washing their hands. At that time many people died of かんせんしょうの病気 those infectious diseases. 石けんを望む 固形 (中略) 高わい ゴシ “Hope Soap" gave another hope to people. Two years later, some seniors started making the 固形石けん 行った soap bars with the help of an NPO. For every soap bar, about 1 dollar goes to the NPO. They 少しの金 got the chance to get a little money. They are also happy to do something for other people. ( good ways / has / people / this project / in / changed). If you think about a problem from a different point of view, you will find a solution. A small idea can be a solution to a problem. Small things may make things better in your daily life. There are many people who need help around you. What can you do for them in your daily life? transparent 透明な bar(s) 固形 disease(s) 病気 cholera and diarrhea コレラや下痢 trash ゴミ die (d) of ~ ~が原因で亡くなる infectious 感染性の NPO 非営利組織 point of view 見方 daily 日常の (1) ① ( )に適する語を, ア~エから1つ選びなさい。 カスタム アcustom せっけい イ design 日記 ウ diary むだづかり I waste senior(s) 高齢者 (ア) (2) 下線部②が 「このプロジェクトは人々をよい方法で変えました」という意味になるように,( )内の語 (旬) を並べかえなさい。 This mient has changed people in loood ways.

並び替えです。 なぜこの並びになるのかがわからないので教えてください

71 18 (4) That (to / an / be / way / collect / may ideal) cans and bottles.

赤線部分のthatはどのような意味ですか? また、2本目の赤線の部分でtoが2つ出てきていますが、どういう意味になっているのですか?

(that) it will be more important to learn mormation (3) I think it is a good idea to save water. To begin with, water is so important water [saving water] is important. In addition, it is easy to start these reasons, I save water every day. that to save to save water. For

問3ってなんで△なんですか？

If you have some ideas, 問2 D My 2 please tell me about I want to play the piano. 問3 E Because I like playing piano. 問1 各3点×3 問2.3 各4点×2 ) that

読み方をカタガナで教えて欲しいです。

?What animals are in danger now? Meg: Have you ever heard of the IUCN Red List? Kaito: No, I've never heard of it. What is it? Meg: The Red List gives us information about endangered animals, birds, plants, and so on. Kaito: What animals are on the list? Meg: Pandas, cheetahs, and gorillas, for example. Kaito: Really? I didn't know that. Meg: Some animals and birds in Japan are also on it. I want everyone to know that. Kaito: Why don't we write an article for our class newspaper? Meg: That's a good idea. [79 words] 15

(2)の英語は、〜好きだと示していますとありますが示すというのはどの単語になるんですか？😭

un 1 例にならって、次の英文を He's sleepy. [Ben's face shows me] ← Ben's face shows me that he's sleepy. (1) Your idea is good. [I'll tell Mr. Miller] I'll tell Mr. Miller (that) your idea is good. (2) Students like baseball the best. [The graph shows that] "graph: 757 The graph shows that students like baseball the best. 「そのグラフは、生徒たちは野球がいちばん好きだと示しています。」 (1) Your I'

穴埋めの問題です。答えと考え方が知りたいです

15 11 10 5 This article shows ( students / *sharing / other / ideas/is/ with) useful for learning. In one *experiment, two groups of a ( あ ) students ( to solve the same math problems in different ways. Those math problems were difficult.] The students in both groups had about *equal math skills. In the first group, the teacher told students to listen to him carefully, and ask him questions about the way to solve the problems. In the second group, he only told to *exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didn't have to talk *among their group members. The students in the 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 (give) a test on the same kind of math problem. Can you *guess the *result? The second group got much group. By (work) hard together without remembered better how to solve the problem. solve problems is more important results than the first (ask) for teacher's help, the students I think *putting our heads together to just getting the answers in a short time.