課題が出たのですが分からないので教えて欲しいです🙇‍♀️

1 日本語に合うように, [ 1. [ do / what / you ] is more important than [ say / what /you ]. 行動は言葉より重要だ。 ]内の語句を並べかえなさい. A 2. Don't put off till tomorrow [ can/ do / you / what ] today. 今日できることを明日まで延ばしてはいけない。 3. [ important /is/what ] in learning English is to practice it every day. 英語を身につけるうえで大切なことは毎日練習することです。 4. You should not believe [ is / on this website / what / written ]. このウェブサイトに書かれていることを信じないほうがいいですよ。

They can learn many things by going to museums. For example, learning environment where they live is very important. 英作文をしています。 live inのi... 続きを読む

英文3文目のdiscovery,the processが同格関係なのかただ同じようなものを並べているのか見分けられなかったのですが見分けるポイントなどはありますか？

process is called learning by instruction. As we all know, however, we can gain knowledge without being taught, This is discovery, the When one person teaches another through speech or writing, this 法 as 節,いわば as の「継続用法」 版に注目してみましょう。次の例を見てくだ process of learning something by observation, examination, or すでに関係代名詞の as を学びましたが,ここではカンマとともに使われる そのほかの重要表現 97 主節の内容を指す関係代名詞 as ;節に注目 それ(を) 私たち we もがを知っているしかしながら 私たちは ことができる を得る all know], however, we can gain [As S cd=ー5 (同格語) V (副) S Vt (関代)O 知識 教えられること 次の英文の下線部を訳しなさい なしに FX (動名)(助)(過分) M→ 0 searching for facts, without being taught. or mott umow ne 第3文も図解で検討しておきましょう。 (東北学院大) これがである This is discovery, o ton 発見 言い換えると 過程 the process (of leaming something (同格語) に関するを学ぶこと 何か 解 法 Vi C S M さい。 によって (by observation, She likes sushi, as is often the case with foreigners. 「外国人によくあることだが、彼女はすしが好きだ」 M→ な、 調査 なしに 教えられること examination, (without being taught)). この文では、as が前の節 She ~ sushi を指していることは明らかですね。ac たい。 節の後にきて主節の内容を指しています。 as の代わりに which も使えます。 M→ (動名)(助)(過分) あるいは 追求すること を 事実 searching(for facts)), or 0 SVX, as discovery, the process of ~の部分は「発見,言い換えれば~を学ぶ過程」とい う同格関係になっていること,また by を共通語とした共通関係を見抜くことがここ でのポイントです。 デ また, 以下のように, as が主節(先行詞)の前に出たり,主節に割って入ったりナス 形もあります。 (文会) 〈全文訳〉人が別の人に話すことで、あるいは文書によって教えるとき、この過 程は教授による習得と呼ばれる。しかしながら、誰もが知っているとおり、 私た ちは教わらずに知識を得ることができる。これが発見で、言い換えると、教わら wずに観察,調査,あるいは事実を追求することによって何かを学ぶ過程である。 2 As , SVX. 3 S, as ., VX, モエ この as は関係代名詞ですから, as 節の中で, 多くは主語になったり,目的語にな ったりしますが, 「~のことだが」「~のように」くらいの訳で処理していいでしょう。 (解説·解答→別冊:p.61) 演習 97 次の英文の下線部を訳しなさい。 You may have experienced some kind of culture shock; but, as is very well では, 例題の第2文, 下線部の As 以下の文に注目してみましょう。As が主節の前 に出た2のパターンですが, この Asは as 節の中でどんな役割を担っているのでしょ known, one of the big impacts of traveling abroad is the strong impression うか。 you receive when you come back home. (大阪電気通信大) 演習:語句 experience VI を経験する/impact固衝撃 195 C そのほかの重要表現

3行目冒頭の「in」はなんのinですか？ なぜthe wayの前にinがあるのに、ここにもあるのでしょうか。

We know that the two *cerebral hemispheres of the brain have different *cognitive capacities. , These can lead to asymmetries in behavior and in the way in which we interpret the world. Many studies suggest that the right hemisphere of the brain is more involved in the perception of emotion and in its expression than the left hemisphere of the brain.

答えｃです なぜcが入るかを説明してほしいです

2 次の英文を読み、 設問に答えなさい。 Although many people think it is a modern phenomenon, , distance learning has been around for at least 200 years in one form or another. Historical examples of long-distance learning include students being sent a series of weekly lessons by mail. The technological advances of the past 20 or so years, however, have meant that this form of education is now a credible to face-to-face learning. Indeed, 1996 the saw establishment of the world's first “virtual university” in the United States, showing how far distance learning has come in a relatively short space of time. While it is now possible to obtain a large variety of online degrees,

関係詞2 課題が出たのですが分からないので教えて欲しいです🙇‍♀️

1 日本語に合うように, [ ] 内の語句を並べかえなさい。 1. [ do/what / you ] is more important than [ say /what / you ]. 行動は言葉より重要だ。 英 md oaT.a 2. Don't put off till tomorrow[ can/ do / you/what ] today. 今日できることを明日まで延ばしてはいけない。 3. [important /is/what ] in learning English is to practice it every day. 英語を身につけるうえで大切なことは毎日練習することです。 語 ot 4. You should not believe [ is /on this website / what/ written ]. このウェブサイトに書かれていることを信じないほうがいいですよ。

不定詞の用法について教えてください🙏

の It is, necessary to learn from mistakes. y Learning trom mistakes 1s necessary. ではだめなのやl Studying English is very impertant. レ7 Oとは準に、 Lt is very im por tant. to S7udy Enghsh " ではだめなのか。 3) Do think 1t possible to persuade him? you ら it と possible a llに なぜ15が入らないのか。

不定詞の用法について教えてほしいです🙇

le Ym ko の It is, necessary to learn from mistakes. 4 Learning trom mistakes 1s necessary. ではだめなのやl。 Studying English is very important. レ7 のとは準に、 . isn Lt 1s very im portant to STudy Enghsh !" ではためなのか。 Do think you ら it と posgible a 間になt">5が入らないのか。 it possible to persuade him?

第3段落5行目のUnfortunately,~their objectives.までが上手く理解できないです。 2枚目の訳を読んでもどういうことを話しているのかわかりません。(文構造がわからないのではなく､日本語訳がわかりません) どなたか教えて下さると幸いです

relies on your ability to work successfully with people from around learning about eultural contexts is unnecessary, If your business succes the world, you need to have an appreciation for eultural differences as well as respect for individual differences. Both are essential. decades and travel frequently for business while remaining unaware and uninformed about how culture impacts you. Millions of people work in global settings while viewing everything from their own cultural perspectives and assuming that all differences, controversy, 音読用白文 It is quite possible, even common, to Work across eultures s.. and misunderstanding are rooted in personality、 This is not dws 1aziness, Many well-intentioned people don't educate themselves about cultural differences because they believe that if they focus on individual difterences, that will be enough. After I published an online article on the differences among Asian cultures and their impact on cross-Asia teamwork,one reader commented, “Speaking of cultural differences leads us to stereotype individuals and therefore put them in boxes with 'general traits" Instead of talking about eulture, it is important to judge people as individuals, not just products of their environment." At first, this argument sounds valid. Of course, individuals, no matter their cultural origins, have various personality traits. So why not just approach all people with an interest in getting to know them personally, and proceed from there? Unfortunately, this point of view has kept thousands of people from learning what they need to know to meet their objectives. If you go into every interaction assuming that culture doesn't matter, you will view others through your own cultural lens and judge or misjudge them accordingly. Ignore culture, and you can't help but conclude, "Chen doesn't speak up- obviously he doesn't have anything to say! His lack of preparation is ruining this training program!" Yes, every individual is different, And yes, when you work with peopie from other cultures, you shouldn't make assumptions about individual traits based on where a person comes from, But this doesnt me * 10回音読CHECK 1 10 2 3 6 8 9 5 94

第１段落の9行目のwhenを関係副詞だと思ってしまい、 研究者たちが脳の各部分が様々な種類の行動を司ることがわかった1960年代から1970年代にこの理論は広く受け入れられるようになった。 と訳してしまったのですがこれは間違ってしまっていますか？？

[way back][in 1861] [with a patient nicknamed Tan]. He was given side and the left side. Scientists began <to study these two sides> The thinking part (of the human brain) has two parts, the right, 構文図解 S M V 0 同格のカンマ「すなわち の齢は1960年代と1970年代に広く少 の名部位が様々な種類の行動を司る。 その脳の右脳·左脳理論によると、 そる人と左脳を使って考える人だ。 そ 人の考え方が異なるのは、 脳の一方 るということはないし、より 「優わ 0° S V 不定詞名詞的用法「~こと」 0 M 、再語に問題を抱える他の8人全 M M 過去分詞の名詞修飾 S this name [due to a speech problem he had」: the only word (h。 V 0 M 関係詞の省略 S 関係詞の省略 M say) was "Tan'. Doctors found <that he had suffered some damoo. V C S V 名詞節のthat the left front part of his brain>. They also found <that eight othew doctors を指す S M V 名詞節のthat 0 people who had language problems all had something wrong with the 言語障害がある人が左脳に問題があったこと same part of their brain>. [From this], the doctors concluded <that M S V 名詞節のthat language was made in the left brain>. This theory became widely S V C accepted [in the 1960s and 1970s](when researchers found that M 「そしてその時」 M each side of the brain controls different types of behavior). 名詞節のthat [According to the right brain/left brain theory], there are two types M M V S of people: those (who think with their right brain) and those (who S' M 道具のwith「~を使って」 think with their left brain). [Of course], almost no one is completely S' M 道具のwith「~を使って」 O brain M S right-brained or left-brained, but their way (of thinking) is different V scientist S [because people mostly use one side of their brain over the other」. M V O begin to do way back M Neither side is more intelligent [than the other], and there is no O patient S due to V C M better' way (to think). M VS speech M suffer have so WTong (の部の思考をつかさどる部