意味の違いがよくわかりません。 「生徒たちのそれぞれはノートを持っている」と「それぞれの生徒はノートを持っている」は何がちがうんですか？ 解説お願いします。

1. each + 単数名詞 ・「それぞれの~」 という意味で、 単独の個々を指 す 名詞は必ず単数形 例: • Each student has a notebook → それぞれの 生徒はノートを持っている Each dog is friendly. それぞれの犬は人懐っ こい

一行目、adoptingは何故分詞ではなくて動名詞とわかるんですか？

5 23 (So), (far from a benign human adopting a wolf puppy), it is more likely 仮S V 動名詞の意味上のS 変化を表す表現 「比例」 のas → that a population of wolves adopted us). 24 (As the advantages of dog 真S S' O' ownership became clear), we were as strongly affected (by our relationship C S V 過去への推量 「~だったかもしれない」 [with them])(as they have been (by their relationship [with us])) 25 Dogs may (even) have been the catalyst [for our civilization]. 語句 noteboo SV 訳 23 よって, 優しい人間が子オオカミを受け入れたのでは決してなく, オオカミの 集団が私たちを選んだというほうがあり得る話だ。 24犬を飼っていることの利点 が明らかになるにつれて, 犬が人間との関係によって影響を受けてきたのと同じ くらい, 人間も犬との関係によって強く影響を受けていた。 25 犬は、人間の文明 に変化を起こすきっかけを作ってきた可能性さえある。 採用する 選ぶ/ 23 far from ~決して~でない/benign 形 優しい / adopt puppy (キツネなどの)子, 子犬/25 catalyst 圈 きっかけを作るもの/civilization 名 文明 文法・構文 23 動名詞adopting ~ の前に,意味上のS(a benign human) が明示されて います(意味上の 「主語」なので, 「優しい人間が子オオカミをペットにしたこ と」という意味です)。 24 文頭のAs は, become という 「変化を表す表現」があ ることから「比例 (~につれて)」の意味だと判断できます。 後半は ~ as they have been {affected} by their relationship ~ から, affected が省略されています。 ~ 55

最後の文の関係代名詞thatは何を指しているのでしょうか？教えて頂きたいです。よろしくお願いいたします。

→ Butがくる。 Indeed, this tendency is found often enough that it suggests a principle: とばしよみ we skim. 当てはまる。 And the better we are at something, the more likely we are to skim. This is true not 初見演奏 only in subjects like reading but in other fields, like music. Musical sight-reading is 楽語 the ability to play music from a printed score for the first time without the benefit o practice. Good sight readers don't read music note by note; they scan for familia 注 patterns and for cues (to those patterns.) Indeed, good sight readers seem to proces おんぷ B 1つずつ A groups of notes as a single perceptual unit. To use a metaphor: they see constellation 5) individual stars. (6) V This is what allows them to play with the speed an luidity that other musicians must practice to achieve. VK Viもある。 t これによって彼らは んになる

この文章の理解ができません。とくに赤の四角で囲ってある部分の訳ができないので教えてください。

The difference between a verbal participle and a gerund is not always obvious, but note what is really said in each of the following. Do you mind me asking a question? Do you mind my asking a question? In the first sentence, the queried objection is to me, as op- posed to other members of the group, asking a question. In the second example, the issue is whether a question may be asked at all.

タイトルをのぞいた6行目のthat was it って文法的にどうなっているんですか？

Your English teacher has asked all students to find an inspiring story about someone who gained confidence and to give a short presentation on "self- You have found this story in a book of short stories confidence", using notes. from the UK. How an Elephant Taught Me to Believe in Myself Sky Morgan I could see the goal line in front of me. Just a few more yards. My legs were burning but nothing was going to stop me. I could see an opposition player running towards me, but I knew she wouldn't make it. I dived and pushed the ball into the ground just over the line. Try!2 I looked up to see my teammates running towards me cheering. The whistle went and I knew that was it. We had won our first rugby game of the year! I'd been playing in the school team now for a year and it felt fantastic. As we walked off the pitch smiling, Coach Janet waved me over. antastic./ My smile dropped. I knew what she was going to say. t/Sh "Sky, that was fantastic! Best try of the game," she said as she patted me on the back. "Sit down for a moment." She waited for me to sit before she began "The county trials are next week. I know...," she saw my expression. "I know you don't feel ready. But you are ready, Sky. You're our best player, You just need the confidence." She sighed. "Just think about it, will you?" 2 aribbe to

この文章のa postingって分詞構文のbeingの省略と考えても訳的にも文法的にも問題なくないですか？

No. 省略 64 64 文と名詞(句)の同格は and this is を補おう② Peter was assigned [to do research on earthquakes] and S₁₂ V1 nobibros 接 spent the next six years 〈working 〈as a geologist〉〉, and this was V2 O2 M2 a posting that he welcomed}, and he was a fine choice. C 0' S' V' 接 S2 V2 C2 詞構文 ? 日本語訳例 ピーターは地震研究を命じられ、次の6年間を地質学者として研究することに費や ※1 したが,それは彼が喜んで受け入れた任命だった。 そして、 彼はまさに適任者であ ※2 ※3 った。 ※1 was assigned to (V) の訳は 「~を割り当たられた」 「~を任命された」 「~の担当となった」 などでも可です。 ※2 spent ~ working as a geologist の訳は「地質学者として~を過ごした」 でも可です。 なお、 the next six yearsの訳として 「今後6年間」 「向こう6年間」は不可です。 ※3 a fine choiceの訳として 「優れた選択」 では意味が通りません。 「上の者が彼を選んだのはす ばらしいことだ」ということが訳に出るように 「彼が選ばれたのはすばらしいことだった」 とし てもよいでしょう。

誤りを直す問題なのですが、どう直せばいいのか教えてください。

Each winter, a snow festival is taken place in Sapporo, to the delight of residents and tourists.

問4の（2）についてです 私は（2）に「先生を思い出す」と言う意味でウを選んだのですが、答えはアでした。なぜウだと不適なのか教えていただきたいです🙇🏻‍♀️😭

(配点 23) Everyone wants to do well on tests. Here is some advice from successful students on how to do well on tests. Listen to the teacher from the first day of class for hints about what is important. For example, the teacher will emphasize the important information by repeating it or telling you it is important. When you look over your textbook and notes again, you should already know what is important. After each lecture, look over your notes again. Come to class ready to ask questions about what you don't understand. C Look at the visual aids the teacher uses. For example, if the teacher asks you to look at a diagram or graph in your textbook, make sure you understand why that diagram or graph is important. There may be a question on the test that asks about that diagram. Study for an essay exam. Students who prepare for essay exams do better on all types of exams. Students need to know more information for essay exams than for true/false or short-answer exams. There are no hints on the exam itself, so students must learn more for essay exams. To prepare for an essay exam, always read the *material twice before you start taking notes. When you read the material the first time, it may seem difficult. When you read the material the second time, it will seem easier. This is similar to when you (1) have to find the way to a friend's house for the first time. The second time you go to your friend's house, it's easier because you know the way. It may even seem shorter because you don't have to slow down as much to check street names or landmarks. The same is true with the material you read. The second time you will already know the words and ideas. In China, they lp to stop de After you've read the material twice, take notes. At this point, you'll find that you know some of the material and can focus on what is most important. Don't ignore *footnotes in your reading. Sometimes teachers think the information in a footnote is important and will ask a question about it. Write down the important information in is in the years t your notes. After you take notes, go back and add your opinions to them. Write down For food in the desert. the ideas that you agree with and the ideas that you disagree with. People remember ants ex large number

答えと考え(メモ)は合っていますでしょうか、、😭😭

訳 todo 12. The woman spoke English() for me to understand too+形~すぎて~できない 1 fast 998 ② faster 13. “I think I'll give Jim some advice." “That is unnecessary. He is ( 1 old he decides ③ so old to decide as がないX 14. We left early ( ① as for ③ so fast 〈 大阪学院大 〉 ④too fast 私が理解するには早すぎる ) for himself." 自分で決めるには十分大人なので ②old enough to decide ④ enough old to decide enough は old (千葉工業大) のうしろ ) to avoid heavy traffic on the roads. so as to do <目的> ② as in 3 so as ④ so that otonavi混んでる道を避けるためにはやく出発した <岩手医科大〉 15. Sunlight is needed in order for the process of photosynthesis ( ) place in plants. in order ③ taking ④ taken todo <愛知医科大 take place 行かれる植物が光合成のプロセスを行うために日光は必要 ) forget the important suggestions that he made. ① that is taken② to take 16. I took notes ( ① so as not to 3 so far as not 提唱 so long as to 4 as soon as to 17. The bad weather made them ( ① postponed 〈日本歯科大〉 彼がつくった重要な提案を忘れないために私はノートをとった ) the picnic. ② to postpone ③ postpone made 使役動詞~させる=原形不定詞を用いる -> ④ postponing 〈名城大〉

教えてください！？！！

3 各文の文型をア~オから選び ( )に入れなさい. また, 各文の下線部は 文のどの要素か, ae から選び〔 〕に入れなさい. (1) The sky turned red at sunset. 13 (1) )( ] (2) Could you show me your notebook? (2) (3) The moon is shining brightly. ( (3 (4) We climbed Mt. Fuji last summer. ()( ) [ ] (a (5)We elected him class president. () ( ) [ア. S+V イ.S+V+ C ウ. S+V+O 1. S+V+0 +0 オ. S + V+O+C1 [ a. 主語 b. 動詞 c. 補語 d. 目的語 e. 修飾語1