代名詞の範囲なのですが添削をお願いしたいです ちょっとした解説もしていただけるとありがたいです！ お願いします！ 1-1 13-3 2-3 14-2 3-2 ... 続きを読む

(1) (2) (3) (4) (5) (7) -8) 0) 1) 2) -) I gave her a book, but she didn't like ( (2) it ) ( one "Would you like a cup of coffee?" "I've just had ( (1 it (2 that 3 My computer is old-fashioned. I want ( a new one ( (1) new one The population of Beijing is larger than ( 1 it is that is His report is better than ( you I don't like this bag. Would you show me ( 1 (2) other one They enjoyed playing tennis ( 1 each other She has two dogs. One is white and ( 1 another 2 other Some people like hot weather; ( another ). your ) who drive too fast will have to pay a heavy fine. Those 2 Anyone 3 ). (2) one another To know is one thing, and to teach is ( (1) (2 another one I have three boxes here. One is full of books and ( 1 other (2) the ones A my friend other ) told me about the school. (2) ). 3 My a friend She showed me two pictures, but I liked ( (1) none (2) neither 3 new computer ) London. 3 )? 3 ) is black. (3) some ) don't like it. )." 3 one 3 that of 3 with each other Someone yours another others ) are empty. the other others other A friend of me ) of them. (3) some (4) 4 any 4 those of them 4 Everybody another ones (4) 4 4 something that of you (4) each another the other the others the other the other (4) A friend of mine all

合っていますか？💦

3 go back more than anything else one~ (and) the other ... 帰る 何よりも 1つは~、もう1つは… 7 8 9 その教授は日本のいくつかの大学で講義をし、 イギリスへ帰って行った。 きつい運動をした後は、何よりもシャワーを浴 びたい。 私たちは猫を2匹飼っている。 1匹は黒くて、 もう1匹は白い。

教えてください🙇‍♀️

1 toing Both Picasso's Guernica and the children's Ibebi boob o forilW..om paintings show us the importance of peace. In "Kids' Guernica," children in over 50 countries have worked together to create colorful paintings and share a wish for peace. As they work, they learn to respect others who have neblino yd betnind p.83 different backgrounds in this world. STUDY IT! Peace can exist in places where people respect each other regardless of race, religion and culture.

「,well behind 」の部分の構造、意味を教えてください。

[Review] Back in the late sixties, thinkers on both sides of the Atlantic were troubled by problems which may seem strange to us today: they were worried that the leisure age which they believed was fast approaching would leave people with too much time on their hands. They were worried that the work ethic was losing its grip on a new rebellious generation and they pondered how they would motivate people to work. They needn't have worried. The much-predicted "leisure age" promised by technology has not materialized. In fact, quite the reverse: people are working harder than ever. There is less leisure time and, most surprising of all, the very workers with the greatest bargaining power are choosing to work the hardest. The problem is the burnout of white- collar Britain. For over a century, the average number of hours spent working over a lifetime slowly declined in Britain. The historian James Arrowsmith has calculated that in 1856 our ancestors put in 124,000 hours over a 40-year working life and, by 1981, it was 69,000. There it remained for a decade, but in the early nineties it began to increase again. On average full-time British workers now put in 80,224 hours over their working life, and that figure rises to 92,000 for those on a 50-hour week, which is common among the self- employed, the skilled, and professional and managerial workers. Many are working the kind of hours that would have been familiar to factory workers in the middle of the 19th century. The only difference is that now it's the bosses who are more likely to be putting in the hours than those on the shop floor. Britain has followed a US model of all work, no play, in contrast to continental Europe. Full-time workers in Britain now work the longest hours in Europe an average of 43.6 hours per week compared with an EU average of 40.3. Even more marked is the difference in holidays between Britain and continental Europe; the UK has, on average, 28 days a year, well behind France with 47, Italy with 44 and Germany with 41. Add the difference in weekly hours and holidays and it amounts to the British working almost eight weeks a year more than their European counterparts. -

丸で囲ったsheって人ではなく物も指していいんですか？

置構文の把握 ⑨ 文頭の<Not only〉は倒置の仕掛け人 次の英文の下線部を訳しなさい Outside Central and South America, Great Britain was the main 80 ruling source of settlers. Not only could she provide pienty of emigrants, but her rulers and ministers tended to dislike white colonies and did not stand in the way of their independence. (日本大) The memories of the American War of Independence went deep. 倒置が起きるのには原因があることは前課で学びました。 すなわち、否定の 解 法 副詞(句)が文頭あるいは節の頭にくると、倒置が起きるのでしたね。まずは、 主語の前後に注目して, SV の語順を確認しながら、例題にあたってみましょう。 まず、第1 文。 S は Great Britain ですが, SVCと新順に変化はないですね。ここ では 「大英帝国は移住者の主たる源であった」と書かれています。 また、文頭の Outside を 「~の外で｣ と訳したのでは意味が不明です。 なじみの語も,文脈にそっ た理解が大切です。 (→例題: 語句)。 では, 第2文。 Not only could ... で, 助動詞 could の前に主語(S) がありません ね。 読み進むと, could の後に代名詞の主格 she があり, これがSで倒置になってい ることに気づきます。また,この she とは,文の流れから英国のこととわかります。 could (助動詞) she (S) provide (動詞の原形) が理解できましたね。 大量の 移民 て だけではなく ことができた 英国はを供給する Not only could she provide plenty of emigrants, but ~ <形) S (助) (倒置) Vt O 倒置がキャッチできたら,原因を考えましょう。 再度文頭に立っている語句,ここ では Not only という語句を確認します。 これを通常の語順に直すと, She could not only provide ~, but ... となりますね。 <not only ~ but (also) ...〉は普通は「~だ けでなく･･･も」という相関語句です。この not only が文頭にきたために倒置が起こ 【例題:語句 outside N = except N ｢Nを除いて｣ / source 图源 / provide V を供給す る / emigrant (国外に出ていく) 移民/ruler 图支配者 / stand in the way of N 「N の邪魔をする」 / deep 副深く (まで)

赤線で引いた部分がよくわかりません。 どういうことでしょうか？ 教えて欲しいです。 よろしくお願いいたします。

1) や (2) の 別解 y=5k+2 13) IN 321 (1) x2-y2=(x+ylx-y) であるから、与え られた等式を変形すると (x+y)(x-y)=15 xyは自然数であるから, x+yは2以上の自然 数xyは整数である。 また, x+y>x-yであるから 4.2. (x+y, x-y) = (15, 1), (53) (x,y)=(8,7),(4,1) よって 参考 (x+y)+(x-y)=2x であるから, 2数の和 は偶数である。

高3 英語表現 至急、答えのみで大丈夫なので教えていただきたいです。よろしくお願いします。

第16章 391 000 時制の一致と話法 (a) He said that he had been learning English for five years. (b) He said, "( ) English for five years." He has been learning 3 I had been learning 392 (a) Ms. White said to us, "Don't talk to each other while I am speaking." 00 (b) Ms. White told us ( ) talk to each other while she was speaking. nothing but ℗ not 3 none not to He is learning I have been learning 393 (a) He said to us, "Please don't wait for me if I am late." (b) He asked us ( ) ( 394 (a) She said to him, "Did you sleep well last night?" (b) She asked him ( ). if she slept well last night 3 if he had slept well the night before hor"] 395 (a) She said to him, "Were you here yesterday?" (b) She asked him ( 397 John asked me ( ) would leave. 000 that you ℗ that I ) he had been there the day ( ) wait for him if he was late. Sand 396 (a) My mother said to me, "Did you finish your homework?" (b) My mother asked me ( ) my homework. if I finish 3 if I would have finished ) help ( if he can sleep well at night that I slept well the night before if I had finished if I would like to finish Next Stage pp.184 3 when I (*) 〈大東文化大 > <岐阜女子大> 4 when you E AGE < 亜細亜大 > Point 129 ). <藤女子大 > ERO (olah <駒澤大 > <駒澤大 > 398 (a) My father said to me, "I'm going to repair the fence. Help me, please." (b) My father told me that ( ) was going to repair the fence and asked me ( ). <藤女子大 〉

見にくかったらごめんなさい。 290の問題がよくわかりません。 答えを見て、「また~」のところで理解か出来なくなりました。どうして操作②を間に挟む必要があるのでしょうか？ 文章では分かりにくくて、図で説明していただきたいです。自分でも答えから図を作ったのですが、途中か... 続きを読む

貝 *290 8Lの桶に油が8L入っている。 次の①~③の操作のみを行って, この油を 4L ずつに分ける手順を, ①~③を左から順に並べることで答えよ。 ただし, ①~③はいずれも複数回行ってよいものとする。 教 p.149 ① 桶から5L入る枡に5Lの油を入れる。 ② 5L入る枡から3L入る枡に移せるだけ油を移す。 ③ 3L入る枡から桶に3Lの油を戻す。

写真の(4)1行目について、どうしたらこのように変形するのかが分かりません。 そこまでの過程を教えていただきたいです。 また同じような問題があったとかどこを見ればいいのかも教えていただきたいです。 よろしくお願いします。

て1 別解 (4) xy-4x+2y+1=(x+2)(y-4) +9 であるから, 与えられた方程式を変形すると (x+2)(y-4)=-9 積が9になる整数 x+2, y-4の組は (x+2, y-4)=(1, -9),(-9,1),(3,-3), (-3, 3), (9, -1), (-1, 9) よって (x, y)=(-1, -5), (-11, 5), (1, 1), (-5, 7), (7, 3), (-3, 13) B問題, 応用問題

赤線の引いてあるところが分かりません。 いきなりこんな式が出てきて、何をしているのか何故そうなったのかを知りたいです。 また、この問題の場合は別解の方が簡単でしょうか？ よろしくお願いいたします。

31であり、こ 4 次の等式を満たす整数x,yの組を1つ求めよ。 *(1) 24x+19y=1 (2) 43x+18y=5 が自然数のとき 7 +10と2月は互いに