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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

この英文見て欲しいです。(日本語も乗せておきます) 訂正箇所などあれば教えて欲しいです🙏 Hello. I am 〇〇〇. I graduated from 〇〇 junior high school. Today I will talk about my favori... 続きを読む

キク　以降がよくわからないので早めに教えてください！

57*** 1からnまでの自然数の積を N とする。すなわち N = n! とする。 (1)n=100のとき 1から100までの整数のうち 2の倍数は 22の倍数は 23の倍数は N ...... アイ個 個 オカ 個 2の倍数は 1個 あり,たとえば 23の倍数(オ刃個)のそれぞれは素因数2を3個もっているが, 2の倍数 22の倍数として1個ずつ数えているから23の倍数1個として数えれば (1853 よい｡ ゆえに,Nは素因数2をキ少 個もち キク N=2 である。 x (奇数) 〈目標解答時間: 18分 〉 と表すことができる。 97 Juns また,Nを2進法で表すと末尾に0がケコ 個並び, 8進法で表すと末尾に 0 がサシ 個並ぶ。 2XJ ³2 (2)Nが素因数2を100個以上もつようなnのうち最小のものは HORS スセソ であり,このときNがもつ素因数の中で最大のものは タチツ - 97 - S

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

答えは④です。 ②と④の違いがいまいち分かりません。 ②「卒業するだろう」 ④「卒業しているだろう」(完了用法) この訳し方は正しいでしょうか？ 2つのニュアンスの違いを教えて欲しいです。 また、なぜ②は間違いなのか教えて欲しいです

17. By the time you visit us again in June, I (d) from university. Ograduate will graduate 3 have graduated 4 will have graduated

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

英語のリーディングの問題を、S V O C 、（） 、→ などを書いていつも訳しています ՞ ՞ 文の構造をしっかり理解しようと思ってしているのですが、テストでだと時間的にやめた方が良いですか ?? 慣れてきたのか最初よりは書き込みも早くなったとは感じますが … ... 続きを読む

a a high school student in Japan> He is from Australia. He finds two of his friends, Hikari a (+"=> in their classroom and talks to them. of our S : Hi, Hikari, Takuma. What are you looking at? : Hi, John. We are looking at *results of a *survey about the school trip) O ↑ In the survey, 243 first-grade students(at our high school were asked the question: "Where you want to go on the school trip?" Look at this *graph. V : Oh, the most popular place is Okinawa. I understand that because we can swim in C beautiful sea and its culture is very interesting. Have you ever been to Okinawa? (1127 くどこ : Yes. I went there on an *elementary school trip and a family trip last year. My best me O s in Okinawa is *snorkeling in the sea. There were a lot of beautiful fish in the water, and S V excited when I saw them. I had a really good time during each of the trips. LEES くりつ) : I went there on the school trip when I was a second-grade student (at junior high s 12x During the trip, we didn't stay at a hotel. <+1>> : Oh, really? Where did you stay then? Sone houses くどこう : We visited some houses and stayed there. I stayed at Mr. Higa's house. He and his Cat=r=" were very kind and did many things for me. For example, they took me to some V places and made me some traditional dishes. I also had an experience (of taking care サトウキビ cane in their field. I had no chance to see sugar cane before coming to that field) S very interesting. Staying with Mr. Higa and his family is my best memory in Okinaw : Wow, you both enjoyed staying in Okinawa. I have become more interested in visi 動名詞 ↑ listening to your stories. 化現在完了形 S : I'm happy about that. If you visit Okinawa, you will like it very much, too. : Well, I've heard that a lot of students go to Kyoto or Nara on the school trip. But (Y" => S SV shows that only fifty students want to go there. I'm a little surprised about that. And V is more popular than Kyoto and Nara 最上 S : Look! Some foreign countries were chosen, too. And your country is the most them all) gift no : I'm happy about that. *Hawaii is also popular, right? 自然と同じくらい SV S V : Yes, it's as popular as Nara. A lot of Japanese people go there on their trips ev S V

（３）のイの解説の波線部分が分かりません。 どこからlだけ長くなっているとわかるのか、どうやってこの式を出したのか教えて頂けると助かります。　

出題パターン 摩擦力を介した2物体の運動 図のように、 水平な床の上に質量Mの板Bがあり,その上に質量mの 物体Aが置かれている。 板Bと床との間には摩擦がないが, 板Bと物体A との間には摩擦がある。 静止摩擦係数をμlo, 動摩擦係数をμとし、重力加 速度の大きさを」 とする。 (i) 速さ A <DBのとき B J30 うまるち駅の条3 MAKSĀ BAGITARS ANUS Ara GENER A AN (1) 板 B に加える力FがFcより小さいとき, 物体 A と板Bは一緒に動く。 (ア)物体A の加速度はいくらか。 TOTESTI 垂直抗力N ml (イ)このとき,物体Aが板 B から受ける力のx成分はいくらか。 (2) 板Bに加える力Fを大きくしていって, 物体Aが板Bの上をすべり 出そうとするとき, 物体Aが板 B から受ける x 方向の力はいくらか。 ま た板Bに加える力F (この力がF)はいくらか。 (3) 板 B に加える力F が Fc より大きいとき,床に対する物体 A, 板 B の 加速度をそれぞれα βとする。 KO (ア)物体A板Bの運動方程式は, それぞれどうなるか。 (イ)物体Aが板Bの上を距離だけ動いて, 板Bの端に到達するまでに 要する時間はいくらか。 右へ行くな N M →DA 解答のポイント! ats “よく出る”｢こすれあう2物体間に働く摩擦力Rの向き」について 図3-3 ように考えてみると, 1KO ISTR 13151S (i) BがAよりも右へいってしまうのを防ぐ向き ( ) AがBよりも右へいってしまうのを防ぐ向き になっている。つまり、摩擦力の向きはいつでも「ずれを防ぐ向き」としてシン HHOU. プルに判定することができる。 ち入り回す DB B 大 右へ行くな B 図3-3 (ii) 速さのとき A AN 6 NV R VA UB

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かっこ内に与えられた語を用いて,各文を書換えよ。 1. It's a pity he is so dull. [wish] (東京商船大) 2. She is three years younger than I. [junior〕 (山梨大) 3. Her father died suddenly, and she had to give up school. [make] (北大)

①だと思ってたら正解②でなんでか分からないので教えてください🙇‍♀️🙏

of TOI ) harder when I was in junior high. H studied 3 hadn't studied od ted: idquontvands Boiten bonqueras 2 not having 1 to (30) I regret (ad air) harder wi tead eid Sons ar 9 jupes pam 4not had studied I be puto i at Q having not studied (31)~(42) に入る語の番号をそ