英語長文の和訳問題です。 1枚目は問題、2枚目は回答になります。 ④の(for example〜...)や最後の文の(as opposed to〜...)のように、括弧で表されている文章が和訳をする時にどの位置に入るのかを見分ける方法を教えていただきたいです。 括弧で表... 続きを読む

is more open to bias than direct observation, however. Of particular concern)are social desirability effects, which occur when some people try to present themselves in a favorable light (for example, by saying that they exercise more than they actually do). Still, the survey method has produced many important results. For example, before (Masters and Johnson conducted their research on the human sexual response, most of the available information on how people behave sexually (as opposed to how laws, religion, or society said they should behave) came from

至急お願いします！

次の1~5の日本文の意味を表すように、 語を補いなさい。 )内の語(句)を使って、下線部分に適切な英 1. 彼女は給油するためにガソリンスタンドに立ち寄った。 (car, fill up) 《英語》She stopped 2. 私は日本に私の服を送るための箱を探している。 (clothes, box, Japan, send) 《英語》I am looking for 3.彼はファイナンシャルプランナーになるために勉強している。 (become, financial, study) 《英語》 He is 4. 彼女は子供に料理を教えることのできる場所を借ります。 (cooking, kids, place, teach) 《英語》 She rents 5. キャシーは彼に仕事を引き継いでもらいたがっていた。 (business, take over) 《英語》 Cathy wanted at a gas station. planner. Ⅱ 次の英文を読んで、 下記のペアワークやグループワークに取り組みましょう。 ◎ CD 70 DL 70 A good work-life balance enables us to divide our energy between our home and work priorities. It also enables us to reduce stress and anxiety both at work and at home. In an effort to strike an optimum work-life balance, I struggle to find anything like a balance between work and doing something for myself at all. I want to travel to places in Asia to diversify my life. I hope to stay physically and mentally fit. I hope that my life will not always be as busy as it is right now. Notes 1. enable O to do 「○が…することを可能にする」 2. divide ○ ○ を分ける」 3. priority 「優先事項」 4. reduce 「○ を減らす」 5. optimum 「最適な」 6. struggle to do 「･･･ しようと努力する」 7. at all 「とにかく」 8. diversify ○ ○ に厚みを持たせる」 9. stay C 「Cのままでいる」 Pair/Group Work ペアまたはグループになって質問をしたり、答えたりしましょう。

なぜこの文章はSV…がなく、to不定詞だけなんでしょうか 訳し方がわかりません

1 SPACE JUNK It is hard to believe that space itself can be polluted by human efforts), but 助(皮)Vi it is true even the outer limits can face damage. We have trashed the orbits our 副 助 Vt O spacecraft travel through. So much so that, before every launch of a space shuttle, NASA's high-speed computers run for a full 24 hours on just one element of the M... flight to choose a safe orbit, so that the shuttle will not be destroyed (by colliding) (Vi) M with some other man-made orbiting body) M 形 F!! 71% 形 ace is in fact

Competition among teams has been working extremely ---- to achieve the goal of increasing productivity. ①effective ②effect ③effects ④effe... 続きを読む

英語がとっても苦手で何が書いてあるか全く分かりません。 明日の朝提出しなければならないのでどなたか解いてください。お願いしますお願いします。

44 15 20 25 30 Lecturer 10 Class times Office hours* Classroom Textbook Reading Read the following passage and answer the questions. English Writing Core I 43 ► This course is for foreign students to learn basic academic writing skills. The course is divided into three classes according to the results of a placement test. ► The placement test is on Tuesday, September 2 at 9:00 in Bldg. 10 Room 1. ▸ After the test, students must visit the student office by September 9 to register. This is a half-year course, and students who have completed one level can enter the next level in the spring term without taking the placement test. Level 1 Level 2 Level 3 Prof. Smith Friday 9:00 a.m.-10:30 a.m. Friday 10:45 a.m.-12:00 p.m. Bldg. 12 Room 1 "Advanced Writing Strategies Level 1: This course introduces students to the basics of English academic writing. Students will begin by learning how to write a coherent paragraph and then apply this skill to writing a five-paragraph essay. They will learn how to create an effective thesis statement, topic sentences, introduction and conclusion, as well as how to organize supporting sentences logically. Students are required to submit one single-paragraph composition, one essay outline and two essays on pre-selected topics at the end of the course for assessment. | 43-45 英 Green Valley University, Autumn Semester Level 2: In this course students focus on gaining an in-depth understanding of the form and function of *argumentative writing and compare and contrast representative essays. Emphasis is placed on writing effective thesis statements and developing paragraphs. Students also learn effective citation, paraphrasing and summarizing skills. Reading academic articles to improve their writing style and vocabulary is a key feature of this course. Assessment is based on two short essays and a paraphrasing and summarizing task. 4 Bldg. 19 pre-selected 24 paraphrase Prof. Simpson Prof. Wheeler Wednesday 9:00 a.m.-10:30 a.m. Monday 10:30 a.m.-12:00 p.m. Wednesday 10:45 a.m-12:00 p.m. Monday 1:20 p.m.-2:50 p.m. Bldg. 10 Room 1 "Have Fun Writing" Bldg. 10 Room 5 "Essay Writing Skills" Level 3: For more experienced students, this course aims to develop advanced essay. writing skills. Emphasis is placed on taking a position in an argumentative essay, researching, evaluating sources and logically developing ideas throughout the essay Students will also learn how to effectively integrate a range of sources into their writing. Assessment is based on one long essay on an academic topic chosen by the student. (379 words) * office hours: 大学の研究室などで教員に面談が可能な時間帯 thesis statement: (エッセイの) 主題文 argumentative: Words & Phrases 32 9 Prof. 20 assessment 29 take a position 15 coherent 21 in-depth 31 integrate A into B 19 composition 24 citation 31 a range of~ Read the passage and put T (True) or F (False) in the brackets. (各2点) (1) Students cannot choose the level of the course they want to take. (2) Students who have finished the level 2 course can enter the level 3 course without taking a test. ( ) (3) All students, whichever level they are taking, must submit at least one essay on a topic chosen by the student for assessment. ) 2 Questions Answer the following questions. [1] Choose one word which has the same pronunciation as the underlined part of the following word from the passage. (4点) thesis a. beneath b. breathe c. worthy d. smooth [2] Complete the answer to the following question. "What is a placement test?" "It is a test to [3] Hiroshi wants to see the lecturer of the Level 2 course to ask some questions. Tell him what to do to see the lecturer. (6点) [4] Choose the suitable word for each blank. (1) Level 1 students focus on how to write logical and well paragraphs. a. devised b. organized c. known (2) Level 3 students have to make their opinion essay. a. correct b. decent c. clear [5] Choose the suitable phrase for the blank. "Level 2 students are required to fully understand a. what argumentative writing is b. how important it is to write an effective thesis statement c. what the basic structure of English academic writing is d. how argumentative writing is evaluated 3 Listening Quiz (1) a. Visit the lecturer at the specified time. b. Go to Room 1 in Building 10 by September 9. d. spoken d. different (5点) c. Buy the textbook during the specified period. d. Register at the student office by the closing day. (2) a. To learn how to organize supporting sentences logically. b. To improve their writing style and vocabulary. c. To create an effective thesis statement. d. To develop ideas logically throughout the essay. (各4点) Listen to the recording and choose the best option. in an argumentative (5点) 45 回 (各3点) 33

比較級の単元なのですが、四角1の(4)はなぜこのような和訳になるのですか？

160 Unit 17 THIRD STAGE Her second [Reading] 1 次の英文を日本語に直しなさい. □ (1) That boy is as bright* as a university student. あの男の子は大学生くらい頭がいいです。 □ (2) My brother received* more chocolates than me on Valentine's Day. Valentine's Day [ for 私の兄はバレンタインに私立多くのチョコレートを受 (3) My father looks much busier this week than last week. 父が先週末より今週末のほうが疲れてみえます Her second novel is not so famous as her first one 彼女の2冊目の小説は1冊目より有名ではないです。 (5) Because of your efforts*, we were able to get better results* this y あなたの努力のおかげで、私達は良い結果を見ることがで (6) My test score* was ten points* lower than yours. 私のテストの点数はあなたのよりも10. 低かったです。 7) The population* of this country is much larger than that of Japan. その国の人口は日本よりも大きいです。 2 次の各文の [ ]内の語句を並べかえて全文を書きなさい. また, その文を日本語 (1) Your essay on Japanese culture than / better /is/mine / much ]. Your essay on Japanese culture is much better (日本語) あなたの作文は私のよりもとても良いです。 日本の文化についての (2) I can't understand your English. Can [more/ speak / a little / sl can't undactoureel T bl

Aか、Bか教えてください！

1~5の文を読み、個人旅行派(a) と団体ツアー旅行派(b)、 どちらの意見か判断しましょう。 1. Traveling on your own allows more flexibility in your schedule. 2. Traveling on your own could be dangerous. 3. It is a good chance to be independent. 自立する良い機会です。 a/b 一人で旅行することで、スケジュールの柔軟性が高まります。 一人旅は危険ですか a/b a/b a/b 団体ツアーで旅行すると費用が安くなる a/b 4. It is efficient because a tour company will arrange everything for you. ツアー会社が手配してくれるので 5. Traveling in a group tour would cost less.

英読解の問題です。 すっかり忘れてしまったため何も分かりません。 2問教えて欲しいです。お願いします><

2022 P=HT 6. 次のお知らせを読み、 (1) ~ (2) のA~Dで適切なものに○をつけなさい。 [4×2=8] TO: All staff From: Erin Liner, Manager Date: July 15 Subject: Our survey Dear all. We have finished reviewing the data which we received from the recent customer satisfaction survey. I would like to share the most important findings, and how we can improve on certain areas of our work. Overall, customers were happy with the quality of our service. the helpfulness of our staff, and the range of products we offer. However, there were some negative comments which we can begin to work on. A common complaint was that there are not enough foreign titles in the store, especially Japanese comics. I will ask John Calman to research some of the most popular series and make sure we start carrying them from the fall. As Gita Pradesh spent her college years in Tokyo, I will ask her to assist. Better signage was another thing which people wanted. They spend a lot of time looking for the right section and it frustrates a lot of customers. This is something we can improve immediately, so I will speak to Alice Moore today about making the signs easier to see, and adding more if necessary. Finally, we got some comments about having a small cafe in the store. Nowadays, people want to have a coffee while reading or browsing, and it could be a new source of profit. Mario Venetti will make a report on the feasibility and deliver it next month. Thank you for all your efforts in making us the best we can be. Erin Liner Manager (1) What is the purpose of the e-mail? (A) To ask staff to create survey questions (B) To share details of customer feedback (C) To inform staff of recent changes (D) To invite staff to apply for new positions (2) Where does Ms. Liner most likely work? (A) At a café (B) At a movie theater (C) At a clothing shop (D) At a bookstore 以

2️⃣（1）の問題なんですが、答えには He is what we call a genius in foreign language learning. とありました。 私は He is what we call a genius about learning a fo... 続きを読む

2 英語に直しなさい。 (1) (genius) 彼は外国語を学ぶことに関してはいわゆる天才だ。 (2) 彼はいわゆる時の人だ。 (the man of the day) (3) これはいわゆる逆効果というものだ。 (the reverse effect)

（2）と（5）の単語が何が入るかわからないです。 うまく訳ができません。

次の英文の 2911 (a) significant MAS (f) outlook )に当てはまる単語を (a) から (j) から選び、その単語の記号を入れましょう。 消極的 不完全 強調される (d) imperfect (c) negative Ak (h) attitude (e) emphasized # # ₂ 7 3/4 (i) remarkably 認する (b) refer 217 (56 (g) connected Blony sil (1) Communicative ability is (e) in 征服する (i) conquer 0 in second lar second language teaching theory. (2) She had to ( ) her bad habit of smoking heavily when she drank. (3) China has a long history (with Confucianism and Taoism. (4) The results of the experiment are not statistically ( A ). (5) I think it is not an ( ) that adults should have. (6) I am happy to know that this medicine is (effective. (7) What noun does this "it" () to? ---Actually, I don't know. (8) The () on nature differs from religion to religion. 根本的に (9) Language is fundamentally (2) in the Zen way of thinking. (10) In the Shinto way of thinking, we have to avoid using (C) words.