この長文の日本語訳が知りたいです💦 ちなみに教科書はGroveというものを使っています。

文部科学省検定済教科書 高等学校外国語科用 |109 文英堂| コⅢ340 Grove English Communication II New Edition BUN-EIDO

見づらいですが小さい点が選択した答えです。間違っているところ教えてください。

カッコに入る適を選びなさい 1. We are encouraged to attend the workshop ( ) how to deal with difficult customers 1.. learn 2. learns to learn 4. to learning 2. Lenard didn't have a chance ( ) golf during his vacation. 1. play 2. to ply 3. to playing 4.. playing 3. Please do not hesitate( )me if you need further information. 1. contact 2. contacting to contact 4. Contacted 4. We need to finish ( ) the budget plan by the end of the week. 2.. making 1. make 3. to make 4. made 5. Ms. Coleman is in charge of ( )the brochure featuring our new line of furniture. 1. edit 2.. editing 3. being edited 4. edited 6.() the shipment status of your order, please visit our web site 2.. To check 1. Check 3. Checked 4. To be checked 7. When you send your file, please be sure ( ) it is enclosed. 1. confirm confirming 3. to confirm 4. confirmed 8.()things online is quick and easy, as well as cheaper. 2.. Buying 1. Buy 3. To buying 4. To bought 9.We are looking forward ( ) with you in the near future. 2. working 1. work 3. to work to working 10. We had discussed for hours but Mr. Nash avoided ( ) on a roadmap for the new project 1. agree 2.. agreeing 3. to agree 4. to agreeing 11. Don't forget ( ) him about the matter 2. telling 1. tell 3.. to tell 4. to telling 12.1 decided ( ) you soon. to meet 2. to meeting 3. meeting 4. meet 13. Would you mind ( )me your name and address? 2.. telling 1. tell 3. to tell 4. to telling 14. Mr Hunter gave up ()a new car 1. buy 2.. buying 3. to buy 4. to buying 15. He refused ( ) the boy any money. 2.. gving 1.gve 3. to give 4。 to giving 「提出」 ボタンを押してください。

分からないのでお願いします🙇‍♀️

Ive been studying at an American high school for about nine months. Unfortunately, I'm going to go back to Japan next month. But I've had a lot of fun, and I've learned alot during my time here. One of the things I learned is that I shouldn't be afiraid of making mistakes when I speak English. When I first arrived in the US, I was really nervous. I was worried about my English, so I didnt speak much. I felt really lonely. But one day, I went to a school party. I met some international students there. When I talked to them, I noticed that they were making a lot of mistakes in Englisn, but they didn't care. They told me that it was more important to communicate than to try to speak perfect English. Since then, I started to talk to my classmates more. After I started speaking more, I quickly made a lot of new friends. I still make mistakes when I speak English, but I've stopped worrying. Another thingIlearned here is that there are lots of things I don't know about Japan. Many people I've met here are interested in Japan. For example, in my first week of school, my classmates asked me lots of questions about Japan and its culture and history. Sadly, I couldn't answer some of the questions. When I looked for the answers, I discovered that Japanese culture and history were quite interesting. I've been learning about Japanese culture and history since then. I feel sad because I have to leave soon, but I'll never forget mv time in the US. I've learned so much here, and I hope to study here again. (1) When Takeru first arrived in the US, a. he was nervous, and he didn't talk alot. b. he wasn't confident, but he talked to a lot of classmates. he was excited, and he attended many school parties. C. d. his English was perfect and he didn't make any mistakes. (2) What did Takeru notice at the school party? a. Alot of his classmates were international students. b. Alot of his classmates were good at English. c. The international students there were trying to speak perfect English. d. The international students there didn't care about making mistakes in English. (3) How did Takeru learn that there were a lot of things didn't know about Japan? a. He read a book about Japanese history. b. He watched a TV show about Japanese culture. c. He learned some Japanese words from his classmates. d. He couldn't answer some questions about Japan.

スタディサプリでは前置詞プラス関係代名詞は、whichとwhomの後は、文が完全でないといけないと習いました。 なのに、なんで使えるんでしょうか？ また、allの後は、thatを使うのでは、ないのでしょうか？

293 As a result of working at the newspaper, I met my future h 114 ● Part 1 文法 加( のwhen @ which ③ that ④ whow )was also working there. h 第10章 関係詞 293~298 ● 115 294 Last winter I went to Hong Kong, ( ロ expected. のwhen wasn't od 2where it 3where wasn't ) as warm 293 非制限用法の who odo who-uied s od c blot 国本 >「人」が先行詞の主格関係代名詞 who を入れる。 ト非制限用法で that は用いられないので③thatは不可。(→Point 079 の下の説明の 題のの) P国 asn't の which it wasn't わ は bthhih T80n準 294 関係副詞の非制限用法 (セン) ート oin>関係副詞の where と when は, 非制限用法で用いられることがある。 why と how には非制限用法はない。 「Last winter I went to Hong Kong. /2 1nT 110 It wasn't as warm in Hong Kong as I had expected. hot したがって, 関係代名詞を使えば in which it wasn't となるが,その in which を関係副詞 where で言いかえた② where it wasn't が正解。 >where it wasn't の it は寒暖の it。 ) became doctors. 295 She had three sons, all ( ロ 0of whom 3who 200 2which の of which O w 296 He lent me two books, neither of ( )I have read. m Othat @which ③ what の them 6 50 thotnsw) owT9gBg o lond edi nO 標準 all of whom >A of whom/ A of which の形をセットにして節の頭に置き,非制限用 法で用いることがある。 She had three sons. (All of them became doctors. them を whom にし、all of whom を節の頭に置いたもの。 295 w oeC 9d af ad 02091 301 Point 080 om 山 J2of ynM co ) made us forty minuts 297 We got stuck in a traffic jam, ( ロ for the meeting. O which 2 that ③it ④as 296 , neither of which >「He lent me two books. の lI have read neither of them. 考え方は問題295 と同じ。them を which にし, neither of which を節の 頭に置いたもの。 標準 io )I found a waste of time. Itied to solve the problem, ( ロ Owhat 2 which ③ that when 303 daidw Oa aer Point 非制限用法で用いる which の注意すべき用法 297 前文の文内容が先行詞一which w 5ns s今ty t 関 関係代名詞 whichは非制限用法の場合に限って、 前文全体またはその一 部の文内容を先行詞として用いることがある。本問の which は, 前文 体の内容を先行詞とする, 主格関係代名詞。 の け (代以人1そ sdodoY 298 前文の一部の文内容が先行詞-which 人doirtw 診分開番主 させJC1コ中の 本さ 0metokoY O 0 1限 JS 合の行 which は,前文のto solve the problem の内容を先行詞として、 目作 で用いられている( 297)。 なお、 found は「find O C 「OがCだとわ る」の用法であり; その目的語が which になっている。 本日 さりささりっお ] ケのるで 293 その新聞社で働いた結果として、私は未来の夫に出会ったが, 彼もやはりそこで 294 この前の冬,私は香港に出かけたが,そこは私が思っていたほど暖かくはなかった たのだった。 295 彼女には3人の息子がいたが,全員が医者になった。 296 彼は私に本を2冊貸してくれたが、私はそのどちらも読んでいない。 297 交通渋滞に巻き込まれてしまい, それで私たちは会議に40分遅れてしまった。 298 私はその問題を解こうとしたが,それは時間のむだだとわかつた。 293 294 295 296 297 298

四行目のitを示す英語は何ですか？

次の英文を訳しなさい Whatever we may think about mass-production, we can take it as certain that after 150 years of continuous development the system is here to stay; we cannot slow it down, or go back to the old hand methods of production. ortio mi) (松山東雲短大) 名言

この本文で大事な文法や重要な部分を詳しく教えてくださると助かります！🙇‍♀️

日本でのジャガイモ普及の陰には, 一つの恋の物語がありました Potatoes arrived in Japan in 1598 on Dutch merchat ships. Japanese people liked them, and many varieties Part(4 nerchant n5:tfant] arieties [varáiatiz] ariety aráiatil)。 The most popular variety nowadays is the “Danshaku imo (Baron potato).” It was have been grown here. 『adays adèiz] pn [béran] introduced by Baron Ryokichi Kawada in 1907. As a young man, Ryokichi studied in Scotland and fell in love with a Scottish woman named Jeannie. They enjoyed eating hot baked potatoes in the cold winters and [skátland] ish [skátif] ie [dzí:ni] there. They wanted to get married, but they'couldn't because Ryokichi's father opposed the marriage. d) Twenty years later, Ryokichi purchased some farmland in Hokkaido. Remembering his happy times = Imérids] ] 6 with Jeannie, he decided to grow potatoes. After trying different varieties from the U.K. and U.S., he finally =t(id)] found a variety suited to the climate of Hokkaido. 15 Today the potato's journey is still continuing. New varieties are being developed for hot, dry climates. énfall They have the potential to feed millions of people in the future. 商船 da 川田龍吉(宝鑑面

77の正解は2なんですけどなんで4じゃダメなのか教えてください🙇‍♀️

2.73 You( VO tonight. D would have O would ) come with us, since you say you have nothing better to do td bad o Ca 2might as well の shouldn't V (慶態大) 2 74 One may ( ) not know a thing at all as know it imperfectly. ) any more 2 as well 3 had better の so much (福岡大) コ 75 The English of this composition is to0 good. She can't ( )it herself. V O have to write 3 had written 2 have written の be written ad C 1om 2 76 Richard studied so hard ( の that he had not done 3 that he must have done (センター試験) )well on the test. / 2 that he should not have done ④ that he had to be done (センター試験) n 77 She isn't here yet. I am afraid she ( ) her way. lgim ® D may be lost 3 may be having lost may have lost 4) may have been lost 9(京都産業大) ) such a large house. Your wife would have been quite happy の 78 You( in a smaller house. D need not buy 3 will need to buy 2 needn't have bought の needed to buy (玉川大) puortilA nsaia V6d )you last night, but I was too busy. O had to telephone 3 should have telephoned 2ins 2 79 I( bns 2 must have telephoned の should telephone (センター試験) T0O nio Houy | 80 The picture was wonderful. You ( 3 have ) to have seen it. Y の had (センター試験) 0 ought 2 should adT 2 81 My sister ( ) here by now; she took the early train. can arrive O must arrive (センター試験) ④ ought to have arrived may arrive

①の英訳の先生が言った答えが If you are thinking of working abroad in the future でした。しかしそれだとその後に続くwouldがなぜ過去形なのか理解できません。自分の答え的には If you were の方が正しいのではな... 続きを読む

下線部を英語で表現し,パラグラフを完成しなさい。 TRY Complete the following paragraph translating the Japanese text into English. Working Holiday is a system that allows young people to stay abroad, working and going to school. If you want to improve some skills such as language and cooking, or もし将来海外で働こうと考えているなら, it_would be a great chance for you to be exposed to a foreign culture and study in a new environment. ホリデーのビザを申請することを計画する。 毎年多くの日本の若者がワーキング

写真に書かれた英語の文法説明？を日本語で分かりやすく解説して欲しいです。お願いします……！

using participial adjectives USIIg real Iditionals to talk about present and future events%; Unit 2 oresent real conditional: To talk about a true or possible situation in the present, we use if + the imple present in the if clause, and the simple present in the result clause: Ifl have extra money at the end of the week, I get excited. The future real conditional: To talk about a true or possible situation in the future, we use if + the simple oresent in the if clause, and will + base form in the result clause: If you take this medicine, you will feel relaxed. We can also use time clauses to talk about the future. Notice that the structure is the same as the real Conditional: PRESENT: When I have extra money at the end of the week, I get excited. FUTURE: After you take this medicine, you will feel relaxed. Participial adjectives modify the nouns or pronouns they accompany. They are typically formed by adding -ing or -(e)d to a verb-also known as the present and past participle. (Remember, though, that the past participles of some verbs are irregular, such as freeze - frozen.) Generally, the "cause" of the feeling uses the -ing form: Her decision to quit was surprising. And the “receiver" of the feeling uses the -ed form: I was surprised by her decision to quit. ere are some other common participial adjectives: Base verb -ing -ed Base verb -ing -ed annoying annoyed frustrate frustrating frustrated annoy interest interesting interested bore boring bored satisfy satistying satisfied confuse confusing confused shock shocking shocked embarrass embarrassing embarrassed surprise surprising surprised excite exciting excited

字が汚くて申し訳ないのですが、文法など合っているか添削（？）よろしくお願いいたします🙇‍♂️ 問題文:Do you think parents should take their children to museum?

I think that parents shauld take their child ren te muse Um, Fiist, their children be moy interested in art even if they are not intere sted in art. Second , porents can them a:lot. エf they don't alwoys tolk to parents, it's a chance. Therefor, I.think tolk to children to muse um