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lete th 0 Complete the sentences Use the verbs beiow and change to the をの fom り( 。 )Rordlgnnvageeienreeey ae My fworte pesime is ( ele う Jehn olda raly mayjake Teoulant set ) ceeksaherfoedwihowt( 。。) ama riegh / kem weh 7wme | pee worde n We corect oerto ampkte me enwenees ・9 ” U MymoUhermy Hike / staying /jate / doAsmt /wp tmieht 2) Hicisproud 「hie / musidian being /S6/ wodldfsmows / sen /* 3 Wouldyou [me/ he window / shoting / ind js eel coki croose the appropriate form of the verb and complete the sentenoS 」 Hioshi pracBced (to Play / playing ) the viojn hard forthe concert 2 Doyou kmow how io avod (to cry / crying ) when yom crt onions? 3 Iope (to go / going ) to Canada aterthisyear 4 Shc fished (to clean / cleaming ) the room before her mother came home。 5 Hic managed (to finish / finishing ) hisreport by the deadne- 4| Change the verb to the appropriate form and complete the sentences. *⑤ 1 3) remembcr ( visit ) your house when 1 was a student。(共の家を訪ねたのを利えている) jりImustremember (buy ) some bread on my way home Etに世わなければならない) 2) a) The girl stopped ( watch ) TV_ (テレビを見るために半ち正まった) b) The girl stopped ( watch ) TV (テレピを見るのをやめた) 3) 3) Stewart ried (eat ) some zZ4. (を介さでみた) ) Stewart tried ( eat ) ヵZZの. (納豆を食べようとした) 3) 4) My sister regrets (leave ) the company (会社を群めたことを後悔している) Tregret (tell) you thayour fight has been canceled.(半ながちち伝えします) 9 9 TIIneverforget (see ) her or he frst ime.(和らて敵会ったにきのことは決して計れない) 1forgot (give ) him the message from Alice.(伝を伝+ るのをれた) CETTTTCHYTSI本47ZW7誠陰ーーーーーー・ 1) 父の趣味は古いカメラを集めることだ。 2) 私は写真を撮るのを楽しみたし 3) しかし父は私が彼のカメラを使うことを好まない。 HBr7細Mゆ(pi87 衣 ng 形のイメージは 「屋生馬生き生きとした行めを挫写します。 名記として使われる動負は日本后で [こするこ ) がERですが。 ネイティブ・スピーカーはそこに 動き] を感じ取っているととに注意しましよう。 この [動き」 の取 同じように訳される fo 不定賠の 「こすること]」 (一般的内容)と動胃ng形を分けているのです、

この2つのやつで 上は名詞節を導く 下は副詞節を導く ってかいてあるんですけどどういうことですか

複合関係代名詞 7. TI give you whatever You want. (あなたが欲しいものは何でも〉 8. He is always calm, whatever happens. (何が起ころうとも〉 1絵 複合関係代名詞 whatever : 7. 名詞節を導く whatever 「一するものは何でも] (= anything that 8. 副詞節を: の 記】 挨合関係副詞 9. Tsee Lisa whenever go to Tokyo. (狼が東京に行く時 10. Wherever he goes, he always has tyo bodyguards. 〈彼がどこへ行こう 11. He never gives up, however difncult the situation is、 〈どんなに状況: 1 9. 複合関係副詞 whenever : 副詞節を導く。「こする時はいつでも」(9.), 「いっしょう串 10. 複合関係副詞 wherever : 副詞節を導く。「一するところならどこへ[どこで]でも」』 しょうとも」 (譲歩)(10.)。 11. (however+形容詞[副詞]) : 副詞節を導く。「どんなに一でも」 (譲歩) (= no matter he

この問題の答えと、日本語訳お願いします🙇⤵️。

*①ー06 Exercise 2 正しい英文になるように並べ奉えよ。 1. Tdont know [ do / how / to / what / with ] all the things she 1eft here. (1 語不要) ー 1T dont know all the things she left here. 2. Could you give me some advice [ go / on /to / visit / where ] on vacation this summer? (1 語不要)

どちらの文の方が正しいですか？

lf you ( sacrifice somethindg valuable or important, you give it up, usually to obtain something else. 何か貴重なものや重要なものを犠牲にする と、通常は別のものを手に入れるためにそれ を放棄します。

have it experiencedのように、itが間に入るような文法をよく見ますが、これは最後にきています。違いはなんでしょうか？区別の仕方はありますか？

OhDOY Wa 67 上由の味を知った人にとって, それは手放しがたい。 le to ( experienced / give / have / it / once / they/mW

教えてください！

7 Ze 27gz4s wiZz ge preser peyプgcr fezse. se re vvords givem Soppie: ce (you see) a Broadway show? 。 Kate: 。。 Yes,Tjave.Tsaw 7erzoz Kg. up (myfriendssee)ittwoorthrec Smes [2 (it play) on Broadway for 13 years. Sop7e: Wiar cfse (yow do) in New York? jp 。 。 (youelimb)tothetop ofthe Statne ot 了エjbery7 afe: Ao, not yet.

添削お願いします🙇‍♂️

問 あなたの学校に来たアメリカ人留学生のマイク (Mike)がも うすぐ帰国することになりま した。贈り物をすることになり, どのような物を贈りたいかそれぞれ発表することになりま した。あなたはマイクにどのようなものを贈りたいですか。以下のぐ条件>にしたがって 書きなさい。 く条件> ・最初の文は, Tm going to give him | を用いること。その際, 解答欄の には適切な語句を記入すること。 ・なぜそれを贈りたいか, 理由を含めて書くこと。 ・最初の文も語数に含め, 3 5語以上の英語を用いること。 Tm going to give him

(4)ってどこから③って言うことがわかるのですか？

We can sopply the orecast data but。 in order for it to work。 the mipamies must ompletely change their approaches" he says. Cs troe that thie male還iamg a major risk。 but T can safely say that it has produced resntsy Wiile the government and bosinesses nvolved in the food indnstry have begun to take measures to cut food loss. it is important for hooseholds to also do theirr bit Remember。 households produce 2.82 milion tons of food waste ewery years The Japan Times August 12 2017 (1) 人所| 16 |] -| 15 | に入る最も半切な6るのを次の中からそれぞれつ選び語そ の番号をマークで 。 ⑩ ewa maeh @ fw @ me FL 7 」@ sms ahaf ⑧ wmesame 。 @ ae ⑩ amahze analyzed 。 ③ analyzes 。 @ ams (2) [持続可能な開発のための国達の21907ジェンダ」 があげている人呈和の前江林 値として. 最も適切なものを次の中から1つ選び。 その香号をマークゃよ ⑩ 紹3他トン ④ $6代5万トン @ 交4億3千万トン ⑳⑨ 約1値3万トン (3) 下義部1) の"Other leghlaton" が日指していることとして。 本玉に六べられでいる昌 も導切なものを次の中から 1 つ選び, その番号をマークせよ。 ⑩ 3Re をスローガンとして策李的に食品放棄物を減らす。 @ 政育が決めた是を超えて食品を廃抹した條業に告務を課す

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... 続きを読む

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e second group talked a lot. But they Were not able to find the right answers by themselves, and finally he gave them some advice. 。 Later the two groups were given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... 続きを読む

This artcle shows sharing ideas with other students iS useful for learning. In ome experiment,(Dtwo groups of a few students tried to solve the same math problems 品 different ways. Those math problems were very difficult. The students both groups ha about equal math skills. Im the first group, students were told to ISten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their oDinionSs. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. Ihe students the second group talked a lot. But they were not able to find the right answers by ト temselves, and finally he gave them some advice. Tater, the two groups were given a test on the same kind of math problem. Can You gueSS the results? ② | By working hard together without asking for the teacher's help, 季e students remembered better how to solve the problem. 1 think puttmg our heads together to solve problems iS more important than just getting the answers in a Short Hme.