社会って英語で表したらsocietyって言いますか？

He studies a low in Harvard University. 彼はハーバード大学で法律を勉強しています。 の「法律」、law はなぜこの文では low に なるんですか？💦教えてください🙇‍♂️

英検準2級のライティングの添削をお願いできないでしょうか、、 問題の条件は、50語〜60語の語数で、意見と理由2つを答えるものです。

QUESTION Do you think/school classrooms /in Japan/should use air conditioners in the summér? ICコン I thnk schel classloms in Japesp shiald use air ordi tioncts in fhe Summer. I here Two veasons tor it . First; we Can stadY more if use air comditioners. we Cam hof Stady well into the hof. This is because We ant Secondi we able tolelax. he need to a tcw 1elax envionmchf at school. we Can

三単現の単.(単数)の時はなぜsがつくのか、複数でもsがつくのに単数でもsがつくなどややこしくて分かりません。 馬鹿なので分かりやすく教えてもらえると有難いです🙇‍♂️

形容詞easily って助動詞の前には来れないんですか？ どこに置けるんですか？

正解 Telephones that people couldeasily carry around appeared in 1987.

英語です、1.2.3.4のどれなんでしょうか？ 解説もして頂けたら嬉しいです😿誰か教えてください、！！

A:Julie studies very hard, ( B:Yes, I heard that she studies for three hours at home every day. ) she? 1 can't 2 doesn't 3 couldn't 4 isn't

英検2級ライティングです。 ダメな点、アドバイス等お願いします🙇‍♀️

いると判断された場合は, 0点と採点されることがあります。 TOPIC の内容をよく Grade 2 4 ライティング 以下の TOPICについて, あなたの意見とその理由を2つ書きなさい。 の観点から理由を書いてもかまいません。 語数の目安は80語~100語です。 外に書かれたものは採点されません。 読んでから答えてください。 TOPIC Some people say that it is good for college students to experience Working at a company. Do you think college students should ao internships? POINTS College studies Future careers Skills

基礎英文解釈の技術100 クジラの公式は理解できるのですが、この文章が理解できません。 特に語句を補っている部分が分かりません。

82 演習 82(問題→本冊:p.165) A man like Kasparov studies chess constantly and has memorized large numbers of openings, closings, and midgame situations, so that in some respects he plays mechanically. A computer can, in principle, do this with greater memory capability and thus, eventually, outmatch any human being. But this no more shows any real superiority than when it carries out vast numbers of mathematical operations simultaneously. 【全文訳】カスパロフのような人は常にチェスを研究して相当数の序盤, 終盤そして中 盤を記憶してしまっていて,その結果,場面によっては機械的にチェスをする。 理 論的にはコンピューターはそれよりも大きい記憶力で機械的にチェスをすることが できるし,それだから結局はどんな人間にも優る。しかし, だからといってコンピ ューターのほうが本当にすぐれていることにまったくならないのは, それが膨大な 数の数学の演算を同時に行う場合と同様である。 【解説】 第1文で前置詞句1like Kasparov は man を修飾している。large numbers of 「相当多くの」。 So that ~ 「その結果~」。 in some respects は, 内容から 「場面によ っては」とした。 第2文の do this は play mechanically のことである。blo arb tud stuo2 bas 第3文の〈no more than>をマークするのがポイント。次のように語句を補うと 意味がはっきりする。 h elS R this no more shows any real superiority ([when it plays chess|) 0 atitのか S Vt S Vt 「これが何ら真の優越性を示すものではないのは」 this は前文の内容を指す

この英文の()に入る言葉が全然分かりません。 分かるところだけでも大丈夫なので説明してほしいです！

|1| The conversation begins with a British professor talking to a Japanese professor about a lesson he had conducted with his Japanese students. He explains how one of his students ( ① ) him by referring to one of the colors of traffic lights as blue 及する 指角する ( 2 ) of green. The Japanese professor points out that in the Japanese language some objects that are usually thought of as green in many languages are ((3 ) using a Japanese word for blue. The British professor then describes similar ( ④ ) in other languages and cultures, such as that of the Berinmo in Papua New Guinea. They also discuss how Japanese and other languages also have ( ⑤ ) words for light blue and blue. 特称もべろ 2| This leads to a discussion about whether Japanese people are( ⑥ ) different things when they look at objects, or whether they are just ( ⑦ ) different terms to describe them. The British professor then brings up a study that investigated how bilingual speakers of Greek and English ( ③ ) different shades of blue. He notes that the conclusion of the study was that those people who spent more time in the UK were ( 9 ) likely to describe the shades of light blue and blue as very different from each other. 3 The Japanese professor continues the conversation by bringing up a second study that further examines the idea that language can( 10 ) the way we think. This study involved Japanese and English speakers and found that the Japanese speakers judged shades of light blue and blue to be further apart. Both professors conclude the discussion by noting the ( ① ) in interpreting the results of these studies, with the Japanese professor observing that language could be influencing thought or that other ( 2 ) factors could be at work. (D) separate (B) cultural (F) effect (A) assessed (C) characteristics (G) society (H) in contrast (E) less (K) disagreeing (O) surprised (S) designed (W) seeing (L) more (1) using (J) instead (N) mistakes (P) dificulty (M) felt (T) critical (X) increasing (Q) need (R) affect (U) reinforce (V) referred )6(W) へ の( )の( C ) ⑤ ( の( 9

解答冊子を無くしてしまったので、分かる方、教えてください

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