この英文がなぜ間違えていることになっているのか分かりません💦

bntl asw m sd! 3 次の英文の誤りを正しなさい。誤りがない場合は, ○を書きなさい。 (1) Having born in the US, he can understand English well. (2) There being no vacant seat, I had to stand. (8) The girl was watching TV with eating a hamburger. TOJ00D B e19 1GL3 g (4) Emily spent half an hour te reading a magazine. tn ad Cin) Havent 1 hateva

佐賀大学(平成31年度)の大門3の要約問題について質問です。 添削お願いします。

3 次の英文を読んで、その要旨を300字程度の日本語で書きなさい。句読点も字数に 含めるものとする。(30点) Learning to interpret what others mean is complex. Because we learn early to interpret meanings by the form of expression a person uses, there is much room for misunderstanding. This may lead us to make value judgments and become convinced that a speaker is insincere, dishonest, or disrespectful when we misread the intentions or the significance of a message within a social setting. One example of the need to use and understand socially appropriate messages is in the determination of when a speaker has said no. In many languages and societies, people usually don't say no directly. Instead, they have less direct ways of expressing refusal. The nonnative speaker needs to recognize the ways in which this is done. For example, in Hispanic cultures it is considered inappropriate for servants to say no directly to their employers. Instead, the social norm requires the servant to reply to a request from an employer with the form manana. Although a literal translation of manana is “tomorrow," the most frequently intended meaning for it in this situation is simply “no." But, this is a polite no, since the request has not been refused directly, just postponed. A nonnative employer will wait a long time for service if he or she relies on the literal meaning of the word manana. Still another example of misinterpretation has to do with who may initiate a conversation. In some Asian languages, such as Chinese, Japanese, or Korean, children do not usually initiate conversations with adults and do not speak unless spoken to. In contrast, American children are free, and even encouraged, to initiate conversations with adults. Similarly, whenever there is a perceived difference in status for example, between student and teacher-the inferior usually does not

⑤の問題で解答が The publishing company announced that they would issue a new magazine next week.となっていたのですがこのpublishingは動名詞ですか？

⑤ 電車の中で読書にふけって, 目的の駅で降りるのを忘れてしまうところでした。(the right station) Challengel 和明の助言を読んで,読書についてペアで話し合ってみましょう。

大学1年生です。 英語の穴埋め教えてください🥺

13:53マ 全 a docs.google.com 70)Iused to cry, ( ) anyone or 1ポイント anything, missing my home. * a) didn't know b) knew not c) not knowing d) to not know 71) This machine is believed ( ) 1ポイント invented by him. * a) to be b) to have been c) to have had d) to be having 72)I took a wrong turn and got ( 1ポイント -) in the park. a) lost b) lose c) losing ○ d) have lost

解き方がわからないです お願いします

問6両方とも解き方がわからないです 解説お願いします

至急！教えてください！お願いします🥺

至急！教えてください！お願いします🥺

Master the PatternとMaster the Contentsが分からないので答えを教えていただきたいです！

LEssoN 8 と Master the Pattern | と が軸構文 ーー 現在分詞で始まる句の動作が, 主節の動作と同時に, または続いて起こることを表しま こるこ す rimenting with differ 1 ss 。 pppの 1 heds) ne finally succeeded in making even StrOnger Daper tuDes。 ss 1.A youn9 girl came over to me, smiling happily, > The train left Tokyo at 10:00, arriving in 0saka at 12:40. = and arrived 3 Sayin9 good-bye to Mr. Green, | left his office. = | said good-bye to Mr. Green and left his office. | ea 短く 3し 者 < (頁恒人0” ・ かっこの中の語を適当な形に直して, 正しい文にしなさい. 1. We talked about our future career, ( have ) lunch together. 2.( Say ) something loudly, a tall boy walked up to us. 3. Yumi returned home, ( turn ) on the TV right away. Master the Contents 回 Answer the following questions about part 1. 1. What did Ban design in 19865 2. What did he do to make stronger Daper tubeS? 還 Fi in the blanks and complete the information card about Mr. Ban. 9 Paper tubes are made fom(9 | ⑥ Paper tubes were (@ ) than he expected. | ーーニーーーーーーーー ーーーーニーー

この問題が分かりません、 どなたか教えていただけると嬉しいです。

⑪) (2 ⑬) 9) (⑤) (6) () ) (分詞の限定用法) ( )内の動詞を現在分詞か過去分詞にして, に人れなさい。 A man will catch at a straw。 (drown) This room is stuffy becauseofthe _ windows. (close) They saved the child from the house. (burn) English is a language all over the world. (speak) The student abook in the library is my friend's daughter This is one of the things in the bus. (leave) Look at the mountaim with snow. (cover) The clothes by young people have completely changed. ( (分調の限定用法) 日本文の内容を表す英文になるように, に適切な語を入れな