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英語 高校生

高3英語です! 答えが合っているか確認していただきたいです! 間違っていたら訂正お願いします。 テキスト(構文80総合問題演習)

Lesson 6 代名詞の研究 18 1920 隣のテーマ: 18 世間一般の人々を表す you, we, they EXERCISES You're not just learning English; you're learning about the world. we: 自分を含む (あなたを含む世間一般の人々は誰でも) they: 第三者(自分、聞き手を含まない) 「ら」 ただ単に英語を学んでいるのではない。 世界について学んでいるのだ。 A 整序完成 発展 those who ~ 「~する人々」 1. 私たちはあ Those who are learning English are actually learning about the world. [will / we (英語を学ぶ者は、実際には世界について学んでいるのだ。) We このthose は代名詞で 「人々」 の意味。 who~ English が those に係る 。 people who ~ も同じ意味の 2. 私の辞書の The size The size 19 that of ... 「・・・のそれ」 構文80 pose 3.スポーツ = the meaning xit of ... とはできないことに注意 The meaning of globalization is different from that of internationalization. [ like / Som 国際化のそれとは グローバル化の意味は異なる グローバル化の意味と国際化の意味は異なる。 B 書き捨 発展 those of ... 「・・・のそれら」 in fist phnolombio 4. Do you The clothes of Vietnamese women look like those of Chinese women. bus Do (ベトナム人女性の服は中国人女性の服と似ている。) 「the + 複数名詞」の繰り返しを避ける代名詞。 that と違って, 物にも人にも使える。 × them of ... は不可。 5. The h ⇒ Th 6. Ther 20 one ... the other ~ 「 ( 2つのうちの) 1つは・・・で,もう1つは〜」 X80 p.060 T 行ってみたいアジアの国が2つある。 There are two Asian countries | would like to visit. 1つはミャンマーで、 もう1つはブータンだ。 C One is Myanmar and the other is Bhutan. 1つ 1つ もう1つ その他 (残り全部) ●●● 7. On ものが3つ以上の場合 O ものが 2つの場合 O one the others (残り全部に特定) one the other (残りの1つに特定) 1 他の1つ 他のいくつか その他 asibor quo ( 「他の不特定の1つ」 は other に an をつけて another) 8. TH *その他の場合 O ●● bro オ one another others the others (「他の不特定の複数」は others, その残り全部は the others) X oil jedi brunt sed 9. H 発展 some... others ~ 「・・・もあれば, ~もある」 Some countries are industrial, and others are agricultural. (工業国もあれば農業国もある。) C 不特定多数を指す構文。 まずいくつかのものを指して some と呼び, 他のいくつかを指して others と言う。 (不特定多数なので the はつかず, 複数形。) D 10. 導入問題 上の例文を参考に [ ] 内に入る適語を選択肢から選びなさい。 18 環境のことを考えなければいけません。 1: [ You ] must think about the environment. 19 アイルランドの旗はイタリアのそれに似ている。 that ] of Italy. The flag of Ireland is similar to [ 20 2羽のウサギが野原で暮らしていた。 1羽は黒く,もう1羽は白だった。 There lived two rabbits in a field. ] was white. other [ ] was black, and the [ One you one that other 英

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英語 高校生

教えていただきたいです。 よろしくお願いします。

(15) Tadashi ( |東京電機大 ) in Turkey for three years when the earthquake happened. 2. has been 1. was 3. had been 4. would be 慶應義塾大 (16) Next month I ( 1. know ) Alice for 20 years. 2. will have known 3. am knowing 4. will have been knowing ) on a snake. 杏林大 (17) I heard a scream behind me; one of the boys ( 1. step 2. was stepped 3. stepping 4. had stepped 2与えられた指示にしたがって,以下の問いに答えなさい。 A. 日本語の意味に合うように, 1~7の語を並べかえ, 3番目と6番目にくる語の番号を答えなさい。 自分のしようと思うことをふれ回る人間は,たいてい実行はしないものです。 [立命館大] People who go ( 1. what 2. around 3. they 4. about 5. going 6. are 7. talking) to do don't usually do it. B. 次の英文の下線部 ① ~ ④ から不適切なものを1つ選び、正しい形に直しなさい。 立命館大 John @ has been talking on the phone for hours when his friend dropped by his house the other night. 3 4 C. 日本語の意味に合うように、下の1~4から適当なものを選びなさい。 成城大 改題 今年の12月で、 私はここに10年住んだことになる。 ) here for ten years. In December this year, I ( 1. am living 2. have lived 3. have been living 4. will have lived Lesson 02 助動詞 1 与えられた選択肢の中から、もっとも適当なものを選びなさい。 (1) The student did everything she ( 1. can ) to avoid making any mistakes in the test. [北海学園大 3. would 4. will 2. could (2) You ( ) go jogging after dark in this neighborhood. 法政大] 2. had better not 3. not had better 4. had not better to (3) You ( ) a receipt when you bought the book. |近畿大 1. could be obtained 2. were obtaining 3. might be obtaining 4. should have obtained (4) You ought ( 関西学院大 ) the package by special delivery. 2. have sent 1. to have sent 3. to have it sent 4. having sent (5) The car broke down, and we ( |慶應義塾大 4. must get ) a taxi. 1. must have gotten 2. had got to get 3. had to get (6) "Do I have to finish this assignment now?" "No, you ( 3. needn't ). There's no hurry." 1. couldn't 2. mustn't 4. wouldn't 札幌学院大 notes Lesson 011 (15) Turkey [] (17) scream [] Lesson 021 (4) special delivery [] 1. had not better 117

解決済み 回答数: 1
英語 高校生

英語の読解問題です。 これで合っているでしょうか?

Bob 7:45 A.M. Hi, Natasha, I'll probably be late for the 9 o'clock meeting, because the train is delayed. They say the signal at the railroad crossing is out of order. Natasha 7:59 A.M. Hi, Bob! In that case, I can postpone the meeting to this afternoon. I will e-mail the other members right away. Don't worry. Bob 8:01 A.M. Thanks. By the way, did you prepare the sales presentation for the conference on Friday mornings? Natasha 8:02 A.M. I haven't finished it yet. I couldn't hit on a good solution to the problem we discussed at the previous meeting. Bob 8:03 A.M. Oh, that's too bad. Well, we only have a couple of days---we should hurry. I'll help you finish preparing it this afternoon after the meeting is over. You say you didn't come up with a good idea, but don't worry, two heads are better than one. on onder Natasha 8:06 A.M. Thanks very much. I appreciate that. alqoo C) yooooto CASPROEU45 tit vqoootorio Svapo (a 9. Why will Bob be late for the morning meeting?oootoriq no ten (A) Due to a problem with the railway. (B) He woke up late. Matic (C) On account of bad weather. (D) He didn't prepare for the presentation. Fun 10. What day of the week are they messaging each other? (A) Wednesday ver (B) Thursday em MBO (C) Friday (D) Saturday ACCRE 11. What is Natasha's problem? ( noites no op (2) (A) She was absent from the previous meeting.taght seeniaud (B) She was late for the morning meeting. (C) She does not know how to proceed with her work. iqumsini of (D) She forgot to prepare for the sales presentation. 12. At 8:03 a.m., what does Bob mean when he writes "two heads are better than one"? priatum vond boriste ynsamos ent (A) Two managers are preferable to one. (B) They will be more successful as a team. (C)) Different people have different ideas. (D) They should encourage each other. KEMENTES) quanil toubang (2) quenill 録

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英語 高校生

下の5問お願いします

Less Changing Behavior in Unique Ways Comprehension Can-Do Language 人々の行動を変え、社会を向上させる「仕掛け」の機能を理解することができる。 不定詞を適切に用いることができる。 人の行動を変えるだけを見てような方法があるでしょうか。柔軟な考えから生まれた。好ましい行動を促 ▶▶▶ Read the passage. Easy Version 197 words 目標1分58秒 There are some interesting ways to change people's behavior. If you draw a line on the backs of file boxes, people will know where to put them on the shelf. 行動 ファイルボックス If you put a basketball hoop above a toy box, children will want to put away their toys. These ways are ゴール ~を片付ける called triggers. 仕掛け There are other good examples of triggers: the “Piano Stairs” and “The World's Deepest The stairs make piano-like sounds when people use them. The bin makes an [ Bin. ピアノのような interesting sound when people put trash in it. These triggers come from new, flexible ideas. Such ideas are useful to deal with social problems. To make children wash their hands, soap ごみ 柔軟な that has a toy inside was used in South Africa. After the Great Hanshin-Awaji Earthquake, 南アフリカ共和国 阪神淡路大震災 volunteers used dekimasu zekken and showed their skills. Triggers to solve social problems are called social design. You can see it in many Japanese cities or villages. For example, Inakadate Village started to design rice fields as 田舎館村 art, and now many people visit the village. If people give money to Kumamoto Castle for its 熊本城 renovations, they can become "castle lords." In these ways, social design can make our 修復 城主 communities better. Answer T (True) or F (False). (1) Triggers are a good way to change people's behavior. ( :) (2) Both the "Piano Stairs" and "The World's Deepest Bin" make sounds when people use them. (3) Children in South Africa used toys when they washed their hands. (4) A lot of people go to Inakadate Village to visit an art museum. (5) For renovations, the lord of Kumamoto Castle collected money. ( Lesson 4 33 onal kodan-shi rmance : kodan-shi ly

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