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英語 中学生

(1) (2) (3) の問題解説して欲しいです。

(1)本文の空欄 A にあてはまるように、次のア~エの英文を正しく並べ替えましょう。 (まとまりのある文章を構成する力] ア My father looked very sad when he heard what she said. イ Two weeks later, he sold his boat. 【4点】 ウ After we arrived at San Juan Island, my mother looked at my father. エ My mothers said to the father, "You must sell the boat when we go home.” [ ]-[ ]→[] (2) 次のア~キの7つの英文を Eric の物語の流れに合うように正しく並べかえましょう。 物語の概要を読み取る力&まとまりのある文章を構成する力] ア They saw many whirlpools and some water came into the boat. 【6点 (完全解)】 イ Eric's mother got angry and said to the father, “You must sell the boat.” エ オカキ When Eric was a Junior High School student, his father bought a small motorboat. One day, his family was going to San Juan Island on the motorboat. Two weeks later, his father sold his boat. To get to San Juan Island, they must go between two other islands. His father laughed and said, “We did it! That was exciting!" [ 14[ ] [ J[ ] [ ][] (3) 本文を読み、 次の質問に英語で答えましょう。 物語のポイントを正確に読み取る力] 【各3点 ① How did he get to San Juan Island?uid ② How long did it take to go from Seattle to San Juan Island? ③ Why was it dangerous? ④ What did Eric's mother say to his father? I carfW. W

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英語 高校生

promisingの具体的な内容が下のオレンジの部分となっているのですが、上の緑の部分がだめな理由をどなたか教えてください。

20 15 Rothblatt believes that within twenty years, "mind clones*" will be humanity's biggest invention. (2) The concept of cloning human brains and placing them inside robotic bodies has been described in numerous science fiction works. However, Google director Ray Kurzweil believes that our bodies may be replaced by machines 第2段落 P P C ロスプラットは「頭脳 クローン」が人類最大 の発明になると信じて いる。 グーグル社の 人々の身体はやがて様 重役カーツワイルも、 械に置き換わり、デジ タル的に不死身となる。 人間が現れると信じて いる。 彼は著書の中 で、超知的な「トラン スヒューマン」が様々 な問題を解決すると同 時に、通常の人間をご within ninety years and that some people will become digitally immortal*. His 1999 book The Age of Spiritual Machines: When Computers Exceed Human Intelligence describes one possible future in which the boundaries between biological human intelligence and digital artificial intelligence blur*. Kurzweil mentions a possible 流の市民だと見なす future that seems both (3) promising and terrifying. If super intelligent transhumans* become hundreds of times smarter, many problems such as hunger, war, and pollution 【前途有望な未来像】 could be solved. However, (4)there is no guarantee that such computer-based 【恐ろしい未来像①】 ↑ intelligence would act “fairly” by ordinary human standards. According to Kurzweil, during the late 21st century humans who become part of super-intelligent AIsystems* 【恐ろしい未来像②】 来像を描いている。 might start to regard ordinary humans as second-class citizens. At some point, 25 ordinary people simply will not be able to keep up with the super-intelligent 【恐ろしい未来像③】 ↑ "transhumans." If you had the choice and could afford it, would you upload your own consciousness onto a computer? Would you like to purchase a robotic version brofis of yourself?

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英語 高校生

写真の黄色い線の部分の文構造を教えていただきたいです🙇 また、 ①ifは「ーかどうか」で訳していいのか ②thisは何を指しているか ③itは何を指しているか も教えていただきたいです。 よろしくお願いします💦

Phil Hello. This is 6 Minute English from BBC Learning English. I'm Phil. Beth And I'm Beth. Phil So, Beth, we're talking about the best education systems in the world today. You went to school here in Britain. What do you think of the British education system? Do you think it could be the best? Beth I think that it's quite good, there's probably a couple of things that I personally would change about it, but I would say it's quite good, but maybe not the best in the world. Phil Well, in this programme, we're going to be talking about the Pisa rankings. Beth The rankings are based on tests carried out by the OECD, that's an international organisation, every three years. The tests attempt to show which countries are the most effective at teaching maths, science and reading. But is that really possible to measure? Well, here is former BBC education correspondent Sean Coughlan talking to BBC World Service programme 'The Global Story'. Sean Coughlan When they were introduced first of all, that was a very contentious idea, because people said 'how can you possibly compare big countries... how can you compare America to Luxembourg or to, you know, or to parts of China, or whatever?' Phil Sean said that the tests were contentious. If something is contentious, then it is something that people might argue about it's controversial. So, at first, Pisa tests were contentious because not everyone believed it was fair to compare very different countries. Beth Phil, I've got a question for you about them. So, in 2022, Singapore was top of the reading rankings. But which of these countries came second? Was it: a) The USA? b) Ireland? or, c) The UK? Phil I think it might be b) Ireland. Beth OK. Well, we will find out if that's correct at the end of the programme. A common pattern in the Pisa rankings is that the most successful countries tend to be smaller. Talking to BBC World Service programme 'The Global Story', Sean Coughlan tells us that many large countries from Western Europe don't score that highly in the rankings. Sean Coughlan They're being outpaced and outperformed by these fast, upcoming countries - you know, Singapore, or Estonia, or Taiwan, or those sort of places which we don't historically think of as being economic rivals, but I suppose the argument for Pisa tests is, if you want to have a knowledge economy, an economy based on skills, this is how you measure it. Phil We heard that many large European countries are being outpaced by smaller nations. If someone outpaces you, they are going faster than you - at a higher pace.

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英語 中学生

1番下、2つありますが、どういうことですか?

資料編 sit send spend stand teach tell think 原形 (おくる) (すわる) 現在形 過去形 send(s) 過去分詞 sent ...ing sit(s) sent sat [sæt] sending (過ごす) spend(s) sat spent sitting (立っている) stand(s) spent stood spending (教える) teach(es) stood taught standing ( 話す,教える) (思う) tell(s) taught told teaching told think(s) thought telling understand (理解する) understand(s) thought understood thinking understood (勝つ) win(s) understanding won win won winning be A.B.CU (...753) am, is/are begin (始める) begin(s) was / were began been (bín] being begun [bigán] break (破る) break(s) beginning broke [bróuk] broken [bróukan] breaking choose (選ぶ) choose(s) chose [tfóuz] chosen [tfóuzn] choosing do (する) do, does did done [dán] doing draw (かく) draw(s) drew [drú:] drawn [dró:n] drawing drink (飲む) drink(s) drank [dræŋk] drunk [dráŋk] drinking eat (食べる) eat(s) ate eaten [í:tn] eating fall (落ちる) fall(s) fell fallen [f5:lǝn] falling give (与える) give(s) gave given [gívn] giving go (行く) go(es) went gone [gó:n] going grow ((しだいに)・・・ になる) grow(s) grew [grú:] grown [gróun] growing know (知っている) know(s) knew known T knowing ride (乗る) ride(s) rode ridden [rídn] riding rise (のぼる) rise(s) rose [róuz] risen [rízn] rising see (見る) see(s) saw seen seeing show (見せる) show(s) showed shown [foun] showing sing (歌う) sing(s) sang [sæŋ] sung sán singing sink (しずむ) sink(s) sank [sæŋk], sunk, sinking sunk [sáŋk] sunken [sáŋkan] ancaking

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