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英語 高校生

青線部分(5と7)を日本語に訳したりする時、文の形が同じなので訳し方が分からないです。分かりやすく見分けのつく方法を教えてください! (語彙力なくてすいません、、、)

A〈助動詞+have+過去分詞>: 過去についての推量(ldfiguo \ bluore) uoy STEP 2 wort 2016 MODI Vow 2mm no 10000:50 F067 1. He must have had a good rest. 7 M 1. shomid (5 2. Imay [might] have left the key at home.hted bed\Iw) 3. She can't [couldn't] have made such a mistake.nanto bluo「〜したはずがない」 4. The accident could have been much worse. 4. 注意 F068 mguo SH kurollok of) Toned bed 「~したに違いない」 TO 「~したかもしれない」 5. He should [ought to] have arrived home by now. (U7) bipone )した可能性がある」 o follow Boy 8. We needn't have hurried. You derd 7. I should [ought to] have taken his advice. 「~したはずだ」 この意味での肯定文は could のみで, can は使えない。 疑問文は, 「〜したということがあるだろ うか」という意味で, can も could も使える。 Can Can [Could] my sister have done it? なお,〈couldn't have + 過去分詞 + 比較級〉 では 「この上なく~だった」 を意味する。 Insblest Woni STEP 2 B 〈助動詞+have+過去分詞>: 過去の行為についての非難・ 後悔 It will n 6. He could have received treatment. 「~できたのに(しなかった)」 I do my hod vor 「~すべきだったのに(しなかった)」 「~する必要はなかったのに(した)」 quibliud eidT ONL

未解決 回答数: 1
英語 高校生

和訳お願いします。

次の英文を読んで, 設問に答えなさい。 [5] The headline grabs your attention: "The ancient tool used in Japan to boost memory." You've been The Japanese art of racking up clicks online more forgetful recently, and maybe this mysterious instrument from the other side of the world, no less! could help out? You click the link, and hit play on the video, awaiting this information that's bound to change your life. The answer? A soroban (abacus). Hmm, () それは私がどこに鍵を置いたか覚えておく助けになりそうには ないですよね? This BBC creation is part of a series called "Japan 2020," a set of Japan-centric content looking at various inoffensive topics, from the history of Hiroshima-style okonomiyaki pancakes to pearl divers. The abacus entry, along with a video titled "Japan's ancient philosophy that helps us accept our flaws," about kintsugi (a technique that involves repairing ceramics with gold-or silver-dusted lacquer), cross over into a popular style of exploring the country: Welcome to the Japan that can fix you. For the bulk of the internet's existence, Western online focus toward the nation has been of the "weird Japan" variety, which zeroes in rare happenings and micro "trends," but presents them as part of everyday life, usually just to entertain. This sometimes veers into "get a load of this country" posturing to get more views online. It's not exclusive to the web traditional media indulges, too but it proliferates online. Bagel heads, used underwear vending machines, rent-a-family services - it's a tired form of reporting that has been heavily criticized in recent times, though that doesn't stop articles and YouTube videos from diving into "weird Japan." These days, wacky topics have given way to celebrations of the seemingly boring. This started with the global popularity of Marie Kondo's KonMari Method of organizing in the early 2010s, which inspired books and TV shows. It's online where content attempts to fill a never-ending pit - where breakdowns of, advice and opinions about Kondo emerged the most. Then came other Japanese ways to change your life. CNBC contributor Sarah Harvey tried kakeibo, described in the headline as "the Japanese art of saving money." This "art" is actually just writing things down in a notebook. Ikigai is a popular go-to, with articles and videos popping up all the time explaining the mysterious concept of ... having a purpose in life. This isn't a totally new development in history, as Japanese concepts such as wa and wabi sabi have long earned attention from places like the United States, sometimes from a place of pure curiosity and sometimes as pre-internet "life hacks" aimed making one's existence a little better. (B) The web just made these inescapable. There's certainly an element of exoticization in Western writers treating hum-drum activities secrets from Asia. There are also plenty of Japanese people helping to spread these ideas, albeit mostly in the form of books like Ken Mogi's "The Little Book of Ikigai." It can result in dissonance. Naoko Takei Moore promotes the use of donabe, a type of cooking pot, and was interviewed by The New York Times for a small feature this past March about the tool. Non- Japanese Twitter users, in a sign of growing negative reactions to the "X, the Japanese art of Y" presentations, attacked the piece... or at least the headline, as it seemed few dove the actual content of the article (shocking!), which is a quick and pleasant profile of Takei Moore, a woman celebrating her country's culinary culture. Still, despite the criticism by online readers, the piece says way more about what English-language readers want in their own lives than anything about modern Japan. That's common in all of this content, and points to a greater desire for change, whether via a new cooking tool or a "Japanese technique to overcome laziness." The Japan part is just flashy branding, going to a country that 84% of Americans view positively find attention-grabbing ideas for a never-ending stream of online content. And what do readers want? Self-help. Wherever they can get it. Telling them to slow down and look inside isn't nearly as catchy as offering them magical solutions from ancient Japan.

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英語 高校生

エレメント2のレッスン6のComprehensionとVocabularyの答え教えてください

96 Comprehension Life 2. Bruce Edwards changed A Reading for main ideas: Choose the best answer. 1. What is the main idea of the passage? a The development of the role of caddies. bThe fighting spirit necessary for athletes. The friendship between a golfer and a caddy. B Reading for details: Fill in the blanks with the words in the box below. There a unnecessary words. Then divide the paragraphs into the following sections. 11 9 3 4 5 16 Caddy for Life 1 2 8 10 a the way people saw caddies b his career from a golfer to a caddy golf courses so that golfers could play safely There was a very (1. ) caddy called Bruce Edwards. ) from high school, he started to work for Tom Watson as a Caddies used to just carry the golf bag for golfers, but Bruce always (3. After Bruce (2. condition of the course. Bruce was also not afraid to (4. ) with the golfer. ), Watson wanted to play less, so Bruce decided to work for Greg After many (5. Bruce missed Watson, and he decided to return to Watson after three years ( After they started to play together again, Bruce began to have some (7. Bruce was (8. ) with ALS, but he continued to caddy for Watson. ) at the US Open. Introduction Becoming Watson's caddy ( Separation and reunion Deadly diagnosis ( The last chance together in the spotlight ( Epilogue ) ) ) Vocabulary A Choose the correct definition 1. What's the distance from 2. I'm glad we have this opp 3. It was heartbreaking to 4. My aunt was taken to hos 5. His name now became a making you (b) the amount an unimpo d a chance to relating to C Listening for details: Listen to the statements and answer T(true) or F(false). 1.( ) 2. ( ) 3. ( ) 5. ( ) 4. ( Both Watson and Bruce (9. 2. Could you move over Watson and Bruce knew this could be their last time together in the (10. Could you move ou Watson asked for (11. ) to do more research on ALS, and Bruce w 3. They sat down and t ) for having someone like Watson with him. (12. They sat down an Paragraph Organization ) B Choose the correct word for 1. She strongly (disagree 2. Is there a (direct / dir Words diagnosed / disagree / exam funding/special/sorro separation /health/spoti thankful/graduated victories / weaker/appea D Retelling the story: Look at the pictures on pages 92-93, and retell the story. 3. He was (desperate / d- C Fill in the blanks to rephra 1. The teacher is now co- The teacher is now - 4. If you really want th If you really want 5. He finally admitted He finally ( - Tips caddy caddy は caddie と綴られる for a golfer)」を意味するとと caddy for a golfer)」 という意 として使えるかどうかをまず推

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英語 高校生

答えが無くて、あってるかどうか添削してください

① ( )内から最も適切な語句を選び,○で囲みなさい。 1. She had her mother (pack / packed) some sandwiches. 2. I hate (his/he) being treated like that. his 3. I'm sorry for (not going / going not) to the party. 4. He is proud of (buying / having bought) the house when he was young. 5. I heard the birds (to sing / singing). 2( 内に入る最も適切な語句を選び, 番号を○で囲みなさい。 1. Dad, if my grades improve by the end of the term, would you mind ( 34678 2 locking ) by my nickname. raising 2 rising 3 to raise 4 to rise 2. "I'd better call our neighbor to ask her to check the door of our apartment." "You don't have to do that. I remember ( ) it when we left." 1 lock 3 to be locked 3. I like ( 1 call 1 allowed 2 being called 4. "Our trip to Tokyo was fun, wasn't it?" "Yes, it was great! I'm really looking forward ( 1 go 2 going 3 5. "Do you still plan to go to Hawaii this winter vacation?" "Yes, and I wish you'd consider ( ) with me." 1 go 2 going 3 to go 6. If the pain in your throat becomes worse, have it ( 2 checking 1 check 3 to check 7. Although her parents had said "no" for a long time, they finally ( alone. 3 to call ->>> 1 2 5 8 10 ) at once. ) my allowance? 〔センター試験〕 4 to lock 4 calling ) there again sometime." [センター試験〕 to go 4 to going 4 to going [センター試験〕 4 checked 4 made 〔センター試験〕 [センター試験] ) her go to Europe 〔センター試験〕 2 got 3 let 3 ( 内の語句を並べかえて, 意味の通る文にしなさい。 1. I was thinking of the speech (called, I had to, make, my name, when I heard ). [センター試験] I was thinking of the speech I had to make when, I heard 2. If we want to (English, in, make, ourselves, understood ), we need not only good language skills but also clear thinking and a broad general knowledge. If we want to make ourselves understood in English language skills but also clear thinking and a broad general knowledge. [センター試験] we need not only good 02.01

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英語 高校生

これの答えはあってますか? あと、4-3の答え知りたいです🙇🏻‍♀️

8 Edo: A Sustainable Society 次の表の空欄を埋めなさい。 policy resource 日本語 政策 ~を扱う 資源 resource 2 下線部の発音が左の語と同じものを1つ選び、記号に○を付けなさい。 1. treat 1. respect ウ.material ウ.role 2. policy ウ. hate 3. mentality respect modesty satisfaction ア. those ア. waste ③ 3 次の語の最も強く読まれる部分の記号に○を付けなさい。 1. val-u-a-ble 2. men-tal-i-ty アイ ア ウエ modesty satisfaction 3. re-spect アイ 日本語の意味に合うように, ( に適切な語を入れなさい。 1. 私の家には寝室が4部屋あります。 さらに、広い庭があります。 My house has four bedrooms. ( IW LESSON & Part4 Edo: A Sustainable Society garden. 2.教育は社会において重要な役割を果たしています。 Education ( plays ) an important (role ) in society. 3. 彼は水と食料を買うのに必要なだけのお金を持っていました。 He had ( )( 日本語 ~を尊重する 謙そん 満足 )(addition), it has a large 5 日本語の意味に合うように,( 内の語(句) を並べかえなさい。 1. 私たちの犬は家族の一員として扱われています。 Our dog (as/treated/is/afamily member ). Our dog is treated as a family member 2.その古時計は長い間使われていたようです。 money to buy water and food. The old clock (seems/used/ have/to/been) for a long time. The old clock_Selus to have been used Parte for a long time.

未解決 回答数: 1