学年

質問の種類

英語 中学生

英語の問題を解いていたのですが、明らかにマスがおかしいので、質問しに来ました… これ違うよ!ってやつがあったら教えて欲しいです

21 毎朝6時30分に起きます 前置詞2:時を示す前置詞, その他 / 接続 時を示す削 詞 at 「~(時刻)に」. on 「~(曜日、 日)に」、 in 「~の内に」、 for 「~の間に」、 since 「~以 のIget up at six thirty every morning. その他の前置同 with 「~といっしょに」、 by 「~によって」、 for 「~のために」. in 「~を着て」 until [hil] 「~まで」、 by 「~までに」, before 「~の前に」、 after 「~のあとに」 私は毎朝6時30分に転 2 He bought a watch for his daughter. 彼は娘に時計を買ってあ ●接続詞 語句や文を結びつける働きをする。 and 「そして」. but 「しかし」. or 「あるいは」. when 「~す before 「~する前に」、 after 「~したあとで」. because 「~なので」. if 「もしも~ならば」. that 「~とし 3 Shall we eat lunch before our train comes? 電車が来る前に昼食をと! A日本語の意味を表すように, 下から適切な前置詞を選び空所に入れなさい。 1. Tom plays tennis >時を示 wnth Ann every Sunday. (トムは毎週日曜日にアンとテニスをします。) ●at ある時 at ni (9時 2. Hiroshi has lived in Yamagata _for ●on ten years. ある す (博史は山形に10年間住んでいます。) on ( (10 0 3. I take piano lessons Fridays. on ●in 比 (私は金曜日にピアノのレッスンを受けます。) す in 4. She looks good in that sweater. (彼女はあのセーターを着るとすてきに見えます。) fer in om B 日本語の意味を表すように, 下から適切な接続詞を選び空所に入れなさい。 1. When I came home, he was sleeping. (私が帰宅したとき, 彼は眠っていました。) 2. They were glad beca use they passed the exam. 9 (彼らは試験に受かったので、 うれしかったです。) 03. it rains, I will stay home. (もし雨が降れば, 私は家にいます。) 04. I think that he is a great actor. (彼はすばらしい俳優だと思います。) that when beeause-

解決済み 回答数: 1
英語 高校生

以下の写真はソフィー・ハウの「世界をより良くするための教訓」という文章の一部なのですが、オレンジで線を引いた部分をどのように訳せば良いか分からないため、教えてください。 hold someone to accountで「~に責任を問う」ということから、「そのゴールは私によ... 続きを読む

Wales is a small but progressive country, the only country in the world to have legislated to protect the interests of future generations, the only country to have appointed someone independent to oversee this. Across the world, our systems of government, of politics, of economics have tended to act in the short term. And often, the decisions that are taken discount the interests of future generations and the planet. But in Wales, we're trying to change that by passing a law which requires not just our government but all of our main public institutions to demonstrate how they're acting for the long-term and how the decisions they take don't harm the interests of those yet to be born. And so as a mum of five and the world's only future generations commissioner, I want to share with you today some of the lessons we've learned about how we're trying to leave the world better than we found it. First of all, you must involve people in setting long-term goals. Ask them: What's the Wales or the world you want to leave behind to your children and your grandchildren? We held a national conversation -- the Wales We Want -- and people told us, "We want a low- carbon economy. We want you to help us keep people well rather than just treat them when they're ill. We want connected communities and a more equal Wales." And our government legislated to set seven national well-being goals to achieve that. Each institution has to demonstrate how they're meeting those goals, and they're held to account by me. You have to focus on the interconnections between different aspects of well-being. You need to talk often about why it's just as important to public health as it is to the environment to tackle high levels of air pollution, why diversity in the workforce is just as important to economic prosperity as it is to addressing inequality. Our institutions have a legal duty to act beyond their immediate remit to recognize those connections, work with unusual suspects. And so we're seeing hospitals in Wales working with the National Botanic Gardens to create spaces for nature on their sites. We're seeing offices in our environmental agency helping to find solutions to tackle childhood

解決済み 回答数: 1