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英語 高校生

少し訳したのですが、私の力だけじゃ到底出来そうにないので、どなたかできそうな方教えてください!

74 7ワエテッ析そそやっとも幸生 っロ ーーにの0のNUM 203 -a衝お っ 人るWi eo7和っ Many eople around the worid thoughNt Saturday July 7th。 2007 might be the スタ なで"5、 。。 ロてリオ day of the century. Thatis because in the Gregorian calendar, it was the ucks seventh day of the seventh month of the seventh year。 "This might explain why about three times as many weddings were reported that day in the U.S. as for a typical Saturday in July。 On the other hand, the 18th day of July in 2007 fell on a Friday 一a coincidence many believe brings bad 1uck. Why are these numbers so meaningful to some people? Tan Stewart is a British mathematician and author at the University of Warwick who also publishes an Tnternet web 1og on popular mathematics. He recently wrote an article on number symbotism for the Encyclopedia Britannica online "There is a cultural fascination with numbers, Stewart says。 and people tend to He notes that the number 13 is unlucky for many give them al sorts of significance. Western cultures, but 4 is unlucky for the Chinese, because the Chinese word for four and the Chinese word for death sound very similar. Thus, the numbers themselves dont seem to have any particular features Surprisingly the number 7 is consistently considered lucky。 even for very Eyeryone knows that in Western casinos, a person wins atthe slot dferent cultures. mmachines 下 they get friple sevens, and seven is the most probable outcome of rolling two dice. But even the ancient Greeks thought seven was a special nunnber. Stewart explains that the Pythagoreans in ancient Greece thought the number 3 represented the spiritual world. They associated the number 4 with the four essential elements in the physical world: fire, earth, ar and water. Therefore.7 一 which is 4 plus 3一 was particularly important, he says, because it embodied both the piritua】 world and the material world.

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英語 高校生

このテキスト何だか分かりますか? 分かる方がいたら教えて欲しいです。(´θ`llll)

1 隊 次の英文を読み、問いに答えなさい。(50 ) O 2 me of the most fascinating parts of any child's development, for its parente ar * さい other *onlookers、is the fapl growth of language. inguistゅhave paid 4 good deal attention to the aquisiton of language by children during the past to 2 particulaw一一the resti in fact に seek much f ーー mo now any Coure s hnguistics is likely to offer you at 1計 人 ay helping of research 包申 theories about how (nt happensl (9)There is no Shorta eyof unsolved roblem8。 parent ought to know about. | there are some agreed conclusions that anY for parents to t robably that there 5 no need know exactIy what to er speakers and (3)(3p! The most important one il their language to their children. Every child seems to 10 order to get efficient at languagey Simply. by ohserving oth / are / guessing / rules / the / they)- COこい4 dehiberate attempt by parents to ie ]anguage system is tikely to be at best yaste of time and。 gr mite possib unnecessary source of friction between Par arent and child. The fact is that eVen < are largely in the dark about how children learn ther 1anguage when 辻 come 15 to details, so no parent is jikely to know enough about the child's Way of lean be able to guide it by teaching. Having picked out this one general point, it is hard to select others io mention here because there are 50 manツ equally good candidates 一 the two equally normal, bright children may start speaking at different ages, 20 that children may know' adult forms but use different ones themselves and On. Moreover, (9共 would be wrong tO conclude, from my earlier remarks uselessneSs each 3 to children, that MS is nothing tha

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