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英語 高校生

この話の内容がいまいち理解できません😔 どなたか詳しく教えて頂けると助かります!!!!!!!!!💧 宜しくお願いします!!!!!!!🙇🏽‍♀️🙇🏽‍♀️

0 The English language is full of words which have changed their meanings 3lightly or even dranmatically over the centuries. Changes of meaning can be of a number of I (of の用法)【nice の意味の変遷) different types. Some words, such as nice, have changed gradually. Emotive words tend 例示1企 今例示2 2(文構造) to change more rapidly by losing some of their force, so that awful, which originally とzthe meant ‘inspiring awe', now means Very bad’ or, in expressions such as awfully good, い 5 simply something like *very. In any case, all connection with ‘awe' has been lost. 2 Some changes of meaning, though, seem to attract more attention than others. (0This is perhaps particularly the case where the people who worry about such things 3 (the case where 】 【文構造】 believe that a distinction is being lost. For example, there is a lot of concern at the moment about the words uninterested and disinterested. In modern English, the positive 10 form interested has two different meanings. The first and older meaning is approximately 今説明 4 las の用法) 'having a personal involvement in', as in otniab neit The second and later, but now much more common, meaning is ‘demonstrating or He is an interested party in the dispute. pd cooig 不説明 1s experiencing curiosity in, enthusiasm for, concern for, as in 和 He is very interested in cricket. (2)It is not a problem that this word has more than one meaning. Confusion never 小理由 seems to occur, largely because the context will normally make it obvious which meaning is intended. In all human languages there are very many words which have more than one meaning- this is a very common and entirely normal (3)state of affairs. Most 20 English speakers, for example, can instantly think of a number of different meanings for the words common and state and affairs which I have just used.

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英語 高校生

赤下線の英文のbeing associated~はなぜ分詞構文になるのか分かりそうな方よろしくお願いします。

> 構文·語句解説 h 第1段落 IConsiderable attention has been paid to the size or relative size of the human brain. The first point of interest is that the ratio of brain weight to body is at a maXimum at birth and decreases with age, reaching a fairly steady level by maturity. 3In other wOras, newborn babies have very large brains, relatively speaking, weighing some 300 grans. *This is roughly the size of the brain of an adult male chimpanzee. 5Children and their brains continue to grow for many years, gradually increasing their ability to learn and remember. There have been suggestions that the growth of the brains of children is not steady, but occurs suddenly, each period of rapid growth being associated with a particularly important developmental or intellectual stage. 7These stages could be the ability to reason abstraculy, to taik, or cven to do aritnmetic. SThe idea of sudden brain growth is still around, but has not attracted much enthusiasm. 1人間の脳の大きさ,あるいは相対的な大きさがかなり注目されてきた。 2興味深い第1の点 は,身体に対する脳の重量の比率が出生時に最も大きく, 年齢とともに減少し, 成熟するまで にほぼ一定の水準に到達するということである。言い換えれば,新生児は, およそ300グラム

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英語 高校生

写真2枚目のS Vi Oっておかしくないですか??

1 前置詞の目的語になる節をキャッチ The novelist presents us with people. He tells us what kind oe whether they are good, bad, or indifferent. Within 次の英文の下線部を訳しなさい the limits of a book he tells us what happens to the people brought to our attention. The story depends on what they do, and (成城大) people they are, particularly what they do in relationship with each other. 0 前置詞と結合する (代)名詞を「前置詞の目的語」と言いましたね (→2課)。 解 法それなら,文中で名詞と同じ働きをする名詞節も前置詞の目的語になるはずで す。これがこの課のポイントです。 名開 まず,第1文。ここは問題ありませんね。「小説家は私たちに人間というものを提示 してくれる」という意味です。 次に,第2文と第3文。どちらにも疑問詞または疑問を表す接続詞があります。 tell 「~を…に話す」は2つの目的語(O)をとれる他動詞です。13課では他動詞の後 ]にくくって名詞節と決める技術を学びましたね。第2文はそ の疑問を示す節は[ れで解決します。 き 小説家は ~に…を語ってくれる 私たち(に) He tells us S Vt 01 どんな 種類 の 人間 人々がであるか [what kind(of people) they are], (80) O20→ C S 文英のだ Vi かどうか 人々が である 善良 性悪 またどっちつかず ay ort [whether they are good, bad, or indifferent]. O22→ Vi) CO S C2(等) C3 a erauqaty ood t d [what ~] と [whether ~] の2つの節が tells の直接目的語となる名詞節になっ aom いることが簡単にキャッチできましたね。第3文も同様に, what 節が tells の直接 例題:語句 novelist 固小説家/ present O with N 「OにN を提示する」/indifferen. どっちにもつかない,良くも悪くもない 30

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