(2)教えてください🙇‍♀️ 全然分かりません💦

B 基礎を使いこなす □(1) 次の文中の [ ] にあてはまる語句を書け。 (R4 和歌山改) [ めい 明治時代に、明治政府は北海道に [ という役所を置き, おうべい 移住者を多く集め、 欧米の農業に学んで農耕地を広げた。 p.64 (15点×4> 得点 6~7行 1 せいにゅう (2) 資料1は, 2020年に全国で生産された生乳の生産量の地方別割合と, 全 国で生産された生乳の牛乳等向けと乳製品向けに処理された量の地方別割 合をそれぞれ示している。 AとYにあてはまるものの組み合わせを、次の [ ア~エから1つ選び, 記号で書け。 (R4 京都改) コ E イ A-牛乳等 Y - 関東 ア A - 牛乳等 Y - 北海道 ウ A-乳製品 Y-北海道 touto! OLE 他の I A-乳製品 Y- 関東 県と比べた北海道の農家1戸あたりの耕 → / 60 点 資料 1 生乳の生産量の地方別割合 解説・解答集 p.25 20 40 60 80 100% A 向けに処理された量の地方別割合 100% 20 60 80 B向けに処理された量の地方別割合 20 0 40 X 地方 |九州地方 | 中部地方 60 80 100% 地方 東北地方 |その他 (農林水産省資料)

(3)②の問題文の理解ができません…｡ 分かりやすく言い換えてもらえないでしょうか💦 お願いしますm(_ _)m

2 光の性質 ********* 図1のように, 1 めもりが10°の角度めもりつ 図1 光の 道すじ えんばん き円盤の上に半円形ガラスを置き, AとBの間か B 半円形 ガラス 図3 B らに光を入射させて入射角を変えたときの反射 くっせつ 角, 屈折角を測定し、表の結果を得た。 次に、図 図2 2のように、CとDの間に光源装置を移動させ、 直線OCと入射する光のなす角が20℃になるよう にガラスの円の中心に光を入射させた。さらに, 図3のように、図2の状態からOを中心としてガ ラスを円盤上で時計回りに25°回転させ, 光の道 すじを調べた。 2 (E)(福島改) (1) 作図力UP 図1で,入射角 が70° のとき, 半円形ガラス 入射角 10°20°30°40° 50°60° 70°80° 反射角 10°20°30°40°50°60° 70°80° 屈折角 7° 13°2Q°26°31°36°40°42° の円の中心で反射した光の道すじを点線 (----) , 屈折した光の道 すじを実線(-) で 解答欄の図にかき入れなさい。 (2)図2で、光の屈折角の大きさは何ですか。 (3) 図3で ① 半円形ガラスを時計回りに回転させることにより、 入 射角が大きくなり、光がすべて反射した。 この現象を何といいます か。 また②直線OCと半円形ガラスの円の中心で反射した光の道 すじとのなす角は何か。 0~180の範囲の数値で答えなさい。 B (13点×4) # A 角度めもり つき円盤 Compone 750 wwwww ID 一光の 道すじ 光の 道すじ (1) (2) 入射する光の A 道すじ」 (3) 半円形 ガラス B 30 ⑩回全反射 角度めもり つき円盤 670900 70° 。

thatの用法を解説して頂けないでしょうか…(><) お恥ずかしながら文法がからきしだめでして💦

す。) 2. Science has evolved enough to know that all colors exist in the visible light part of the electromagnetic spectrum. (科学は十分に発展し、すべての色 が電磁スペクトルの可視光線部分に存在することを明らかにしました。)

(5)が分かりません。東経140度ではなぜダメなのですか?また、なぜ西経40度になるのですか? 教えてください🙇‍♀️

とじこんで保存し、あとで復習しよう。 1 世界の姿をおさえよう! 次の地図を見て、 あとの問いに答えなさい。 地図 1 (2) X 地図 2 [ アジア 「とうきょう きょり 中心 (東京) からの距離 と方位が正しい地図 -200- 東京の -60- (1) 北アメリカ大陸 (2) オセアニア 州 HEROE ⑩③ 太平洋取る ロサンゼルス (3) 80 オセアニア ヨーロッパ アフリカ ]州 DIDA (3) 三大洋のうち, 地図中のXの海洋名を書きなさい。 (1) 地図 1中のAの国が属する大陸名を書きなさい。 世界を六つの州に分けた場合, 地図中のBの国が属する州名を 次から1つ選びなさい。 120 120 10++ (61) ( 10点×5) ④④ 北東 160% 201 まるひろ (5) 東経140 西経40度 (3) Xの海洋は,三大洋 のうちで面積が最大だよ。 (4) 地図2中の東京から見て, ロサンゼルスはどの方位にあるか。 次か ら1つ選びなさい。 [北東 北西 南東 南西 ] (5) 地図2中のYの経線の経度を, 東経・西経を明らかにして書きなさい。 度

すべてわかりません…教えてください！

Unit 4 長文問題 もしも時間を戻せたら? 1 ) able to change the past? If you Do you ever wish you (1) had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. (3) 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 Targ ①関係 2157 (4) A very common answer he found was, “If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. ) hurt their 5 Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "(7)I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. tu P e g n t

教えてくださる方お願いします！！至急です！！ 長文が苦手で教えてください

26 Unit 4 長文問題 もしも時間を戻せたら? 1 Do you ever wish you ( ) able to change the past? If you had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 A very common answer he found was, "If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) ) hurt their friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 5 Another common answer was about pets. If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 66 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. Target ①関係代名詞 ②仮定法・間接疑問文 turn back (時計を) 巻き戻す pleasantly 心地よく expected to 〜するだろうと思う good majority , t take back 取り消す apparently どうやら~らしい close to 〜近く be nice to 〜にやさしい concern for 問1 (1) ( 〜への気遣い配慮 Pag 2 junk food ジャンクフード 問3 い。 ( 問 問 (4) (6) 1

すみません、至急お願いします。 問1から問9まで教えてください🙇‍♀️

Unit 4 長文問題] もしも時間を戻せたら? ) able to change the past? If you 1 Do you ever wish you (2) had that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. Hou 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the which he received from his students were for the good of answers (う) others. Target ① 関係代名詞 ②仮定法・間接疑問文 66 4 A very common answer he found was, “(4)If I could turn back the clock, I would take back some things that I said to a friend.” Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 7) hurt their 5 (7) (6) Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. turn back and M (時計を) 巻き戻す pleasantly 心地よく expected to 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. 〜するだろうと思う good majority , t take back 取り消す apparently close to どうやら~らしい t be nice to 〜にやさしい de 問 1 (1) ( 問2 問3 い。 1.9 ( junk food ジャンクフード concern for . 〜への気遣い、配慮 (4

（4）の問題ですが、答えがWere you waitingだったのですが、Did you waitedに置き換え可能ですか？ また、不可能ならば、その理由も教えていただけると嬉しいです

(3) 駅まで急ぐ必要はない。 You ( ) such a rumor! )(. )( ) hurry to the station. (3) ALIZ (4) しばらくの間、彼女を待っていたのですか。 )( ) ( ) for her for a while? (4) (5) 親に対して失礼であってはいけない。 You ( x (2) dont lought were Have Did to have not believe to to you you waited (690x? waiting waited.

中2英語のkeyワークの114と115ページの答えおしえてほしいです！！！

reaking. 10 I would 《短縮形に》 ( fresh 形 ■ 15 切符,チケット Stories 4 meg 1 18 ちょっと聞いて。 12 T 114 ) ] 13 ■ 1⑩6 what? ☐0 ( 19 Why don't we ...? □ ① fruit 名 key chain 名( Tシャツ ポイント 電話での表現・誘うときの表現 電話で使う表現と, 誘うときの表現 電話で使う表現 練習問題 ☐ 1 次の日本文に合う英文になるように, □(1) [電話で〕 もしもし、こちらはリズです。 □ (2) 〔電話〕 コウジさんをお願いできますか。 (3) ちょっと聞いて。 Guess ? □ (4) 動物園に行きませんか。 Yumi: Hello, this is Yumi. ( ① ) est 2009 ar Hello. (もしもし｡) / This is .... (こちらは･・・です。) / Can Ⅰ speak to...? Speaking. (私です。) ・相手を誘うときの表現 Why don't we ...? (...しませんか。) / Shall we ...? (・･･しましょうか。) / Let's.... (しましょう。) 「誘いに応じるとき・断るときの表現 Sure. (もちろん [はい, いいですとも]。) / Yes, let's. (そうしましょう。 Next time. (今度ね。) / I'd like to, but.... (そうしたいですが, ...｡) I'm sorry, I can't. I have (すみません、できません。 私は…があります。) に適する語を書きなさい。 Bob: (②) Yumi: Hi, Bob. I'll go camping with my family next Sunday. ⑩4 ひまな □⑦ いっしょに (trom) Bob: Oh, I'd like to, but I'm going to visit my grandparents. Yumi: Isee. ( ④ ) Bob: Sure. Thank you. □② [ we go to the zoo? T ･･・･さんをお願いできますか 〕□③〔 〕口④[] is Liz. 語句の bou ユミ (Yumi) とボブ (Bob)が電話で話しています。 次の対話文の(①)~(④)に適するものを 1つずつ選び,記号で答えなさい。 DO DO so □ ⑩0 飲 □ 13 お speak to Koj fol 128 1 □ (1 ア Speaking. イ Why do you go campl ウ Next time. I Can I speak to Bob オYes, let's. カ Why don't we golphl

答えは、アです。 エは全ての角が同じになり、平行四辺形といえるとおもっているのですが、どうしてちがうのですか？

6 次の四角形ABCDで、 いつでも平行四辺形になるのは次のう ちどれですか。 記号ですべて選びなさい。 【完答2点《知・技》】 ア AB=DC, AD=BC ⑦ AB=DC, AD // BC ① AD // BC 小 + ∠A=∠B, ∠B=∠D ROWOH SHO