(2)の文章構造を教えて欲しいです。 コロンで挿入されている部分が特に分かりません。 if〜は名詞節を導けますか？

One recent Halloween my five-year-old son entered a *pumpkin-decorating contest at his school. He proudly took his entry to his school. It was a wild combination of *carvings, paint and feathers which he had constructed himself. We placed it among the other creative pumpkins witches, a snowman, and even a 5 bubble-gum-blowing pumpkin (wearing a baseball cap. I thought that the judges were going to have a tough time choosing a winner. They must have thought the same thing, because when we returned to the school that evening, we discovered all the pumpkins had been awarded the same black-and- gold ribbon>My son, eagerly looking to see if his entry had won, kept asking me, 10 "Which pumpkin won? Where's the winner?” What could I say? "Well, it looks like everyone won. Look. You got a ribbon, son!" Kids are smart. "Yeah, but who won?" he asked. I could sense his disappointment - and my own. Why have a contest if you're not going to pick a winner? > I understand that the school was trying to convey that everyone had done a great 15 job, but I worry [that (3)ª a different message was sent that losing is a hardship no one O should face 7

答え教えてください🙏🏻💧

Lesson 15 不定詞 ③ 1 ( 内から適切なほうを選びなさい｡ 1. I wasn't told when to (begin / be begun) the meeting. 2. The charm seems to (have come / come) off the keychain again. 3. The report needs to (have submitted/ be submitted) by Monday. 4. The kind man showed me (what/how) to get to the station. 5. James seems to (have had / be having) a good time with his family now. 2 日本語に合うように,( に適切な語を入れなさい。 1. どちらのバスに乗ったらよいかわかりますか。 Do you know ( ) ( ) ( 2. 彼女は困っているようだ。 She ( ) ( )( 3. 彼らはここまで走ってきたようだ。 They appear ( ) ( ) ( 4. 私たちは誰を主役に選んだらよいかについて話し合った。 We talked about ( )( 5. 誰の提案を採用したらよいだろうか。 I'm wondering ( ) suggestion ( 6. どこで昼食を食べたらよいか教えてください。 Please tell me ( )( )( 7. 彼は彼女に紹介されてうれしかった。 He was happy ( ) ( 8. ドロシーは昨夜からずっと働き続けていたようだ。 Dorothy seems to ( ) ( ) in trouble. 6. Kevin wanted her to love him. Kevin wanted to ) take? ) choose as a leading part. ) here. ) adopt. It seemed 2. The textbook is said to be the best for learners of French. It is said 3. We believe that he was innocent of the crime. He is believed 4. I was at a loss what I should buy for her birthday. I was at a loss what 5. I can't make a paper crane. I don't know how ) introduced to her. 36 ) lunch. ) working since last night. 3 各組の文がほぼ同じ意味になるように, 下線部に適切な語句を補いなさい。 1. Mike seemed to know the answer to the question. her. 2. to 以下の時制が seemと同じか以前 かを考える。 3. submit 提出する 4. leading part 主 役 5. suggestion 提案 adopt 採用する 7. 不定詞の受動態。 1~3. 時制に注意。 2. learner 学習者 3. innocent 無罪の crime 犯罪 4. at a loss 困って 5. paper crane 折り鶴 6. 受動態を使って 表す。

動名詞の単元です。分からないので教えてください🙇🏻

4 ]内の動詞を使って英文を完成させなさい。 her. [give] 日本語に合うように、[ 1. 彼女に忠告しても無駄です。 It's 2. その選手はゴールした後も走り続けた。 The athlete Leven after he reached the finish line. [run] 3. 私はかつて大都市に住んでいたので, ラッシュアワーの電車に乗ることに慣れている。 rush-hour trains because I in a big city. [get on] I 4. 彼女はその男性と会うことを楽しみにしてい She 5. あの絵画は何度も見る価値がある。 That painting is the man. [meet] 総合 Hovedin many times. teniunion f 30 01 @ bad ad2 At upy 450 ar [see]

お願いします♪

24 かっこ内の正しい語の番号を記せ。 (高知大) (慶大) He (1 told 2 said) he was coming at six. He (1 lay 2 laid) the book on the table. Go to my room and (1 take 2 carry 2 carry 3 bring) me the (杏林大) book. 1. 2. 3. 4. He (1 wrote 2 painted 3 drew) my face on the black- board. (慶大) 5. Would you (1 mind 2 enjoy 3 like) to come to the cinema with us? (一橋大) 6. I never see this album without (1 remembering 2 remind- ing) my happy school days. (立教大)

分かるところだけでも大丈夫なので教えてください🙏

htu たんです 0 いてはど 2 # 2 P 49 ()内に入る適切な語を書きましょう。 1"( ) you ( 2 "What do you want to do today? Play a game?" “I ( movie ( ) play a game." P 57 ( )内の語句を並べ替えて、会話を完成させましょう。 1 "Where (held / the rock concert / was )?" "It was held in the concert hall." ) a cup of coffee?" "Yes, please." 2 "My house (being / painted / is) now." "When will it be finished?” )( 3 "Excuse me, cell phones (here/ used / be / cannot)." "I'm sorry." #P 6 7 4 "Her second novel (published / be /is/ to / going) soon." "I can't wait to read it." 5 "This song (played / been / at / has ) lots of weddings." "It is so romantic." 2 ( )内の語句を並べ替えて、 英文を完成させましょう。 1 It is (for us / important / study / to) history. With this knowledge, we can understand world news more deeply. 2 Kate got up at three (on TV / the soccer game / to / watch ). I missed the 4 Are you ) watch a 3 My parents (go / let / me / won't ) abroad. I want to be independent of them. serious? (allow / can't/I/ to /you) do such a terrible thing. 5 You have a toothache. You should (a dentist / check/have/ your teeth). game. 6 We are so grateful for all your help. We would (accept / like / this gift / to /you). 7 It was nice (of / say / "Thank you" / to /you) to your mother. I guess she's happy.

答え合ってるか見てほしいです！

次の日本語を英文にしましょう。 (1) その国では, 英語が話されています。 English is (2) その絵は私の父によって描かれました。 The picture was 16038355 spoken in Painted that by country my father.

関係代名詞を使って英語にして欲しいです！ 1 彼によって作られたラーメンを私は食べたい。 2 これが30年前、岡本太郎氏によってかかれた絵です。 3 あそこで座っているおばあさんは誰ですか。

応答にあう文を選択せよという問題です。僕はオかクで悩みました。正解はクでした。この判断はどうやってしたらいいのでしょうかお願いします。

2 次の()内から適切なものを選び,○で囲みなさい。 (1) The box was broken by (he, his, him). (2) Music is (loves, loving, loved) by many people. (3) These letters (are, were, was) sent to me yesterday. (4) The work (wasn't, didn't, isn't) done by John last night. (5) (Did, Were, Was) this picture painted by Picasso ? 3 次の文の答えとして最も適するものを下から選び, 記号で答えなさい。 (1) Was that chair made by your brother? (2) Are these books read by many children? (3) Who built this house? (4) Were these books written by Yasunari Kawabata? (5) What language is spoken in the country? My brother did. Yes, it was. It's Chinese. Yes, there are. He was my I Yes, they were. No, they aren't. English is. brother. 4 次の文を指示に従って書きかえなさい。 (1) John was invited to Emi's birthday party. XK) (2) The temple is visited by many students. (1)

高校1年の論理表現1（英語）です。 私は家の事情で授業が受けられていなかったので、 学校の勉強がわかりません。 教材は教科書のVisionQuestです 写真の問題を教えてください...！ 多くてすいません よろしくお願いします🙇‍♀️🙇‍♀️ 途中までも募集してます((... 続きを読む

に入る厳し適切な語を考えましょう。 ja vaja serbest sileueuĄ ノート 1 ( 1. "You often to the gym, ( 2. "She isn't amber of the brass band, ( "( she isn't." 3. "( will run the marathon?" "Ted ( 4. "( 5. "( ored ovom strobuta ) (To teple )?" "(1 ) (Si)?" ) have a party this weekend." "Wow! Wow! ( ), I do." S A i danza e olduon avad Fum " your cell phone after 9 p.m." "OK, I'll try." ) a great idea!"

左の英文の内容をよく表しているものを右から一つ選ぶ問題です 教えていただきたいです🙇‍♀️

The problem with such criticism, however, is that it fails to address the clear distinction between professional skill and craft. Admitting that this difference exists is crucial. Before the 17th century, it can be argued, there was little difference between the master craftsman and the professional artist. The work of both was created for, and judged by, society as a whole. However, during the age of European expansion a class of professional artists gradually emerged. Their work was not aimed at, or designed to be under- stood by, the ordinary citizen. It was created to suit the tastes and experiences of the ruling class. The "language" they used in their paintings was the language spoken by an elite. Only the elite could "judge" a work of art. Only they could "read" it properly. For over two centuries, therefore, craft-that is, self-taught or local skills-became the poor man's art; it was not considered worthy of discussion by the rich and powerful.