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質問の種類

英語 中学生

(1)なぜ、ウではなくエになるのかの理由を教えてほしいです 見づらくてすみません🙇‍♀️

これを読んで、あとの問いに答えなさい。 Hi, I'm Kaito. Today, I will talk about Al "devices. We use many kinds of Al devices lik use it to do work given by humans, I think Al devices can make our lives better. There "robots, "drones, and "smartphones, AI devices collect a lot of information, rememberi still a lot of work AI devices cannot do but they can do some work to make our lives easi Through my speech, I want you to learn more about Al devices and to live with them in the future. imagine how It was held by Kamome City At the event, I learned about many kinds of AI devices I didn't know anything about AI devices before I joined an event about them th that can help humans. we ca this summe 9 with her body, it asked her some questions, and gave her suggestions to make her fee better. A man from Kamome City Office said to me, Though this robot can work like doctor, (D). It cannot replace a doctor. But there will be more robots working in hospitals in the future." At the event, I started thinking about the ways to make Al device nt, I started to learn more about AI devices. I've learned that A this graph. It shows the "changes in the number of farmers in 2010, 2015, and 2020 in devices are used in many different ways. For example, AI devices help farmers. Japan and how old they were in each year. The number of farmers became smaller, and the "percentage of the farmers who were 60 years old and older than 60 years old became larger And now, AI devices are expected to be a great help to farmers. After I went to the event, 605799 Look saw graph : グラフ camera:カメラ changes in color(s): 下線部が表すグラフとして Changes in the number of farme ウ 250 (万人) 200 179.8 175.7 150 152.4 100 138.2 50 27A 2010 ° 37.5 2015 C60 years old and older than younger than 60 years old. Changes in the numbe (万人) 250 200 161.6 175 150 108.9 100 13 50 50 62.7 0 2010 60 years old and younger than t )~( (2) 1 を,あとのア~ there are B humans C robots c ア ウ 1-A 1- B 1 I went to another event to learn how AI devices actually help farmers. One robot I there helped farmers pick tomatoes. The robot has a "camera on it to collect a lot of information about the tomatoes. It remembers the shapes and "colors of "ripe tomatoes and decides when to pick the tomatoes. When it decides to pick the tomatoes, it picks them with its arms. Farmers send the tomatoes that the robot has picked to the stores. At this event, talked with a farmer who used the "tomato-picking robot. I asked him, "What do you think about working with the robot?" He said, "I don't think robots and humans can do all of the same work. But)(2). Today, robots have become very important. The number of young people who want to be farmers has become smaller, because a farmer's work is hard and needs much experience. If robots can do the hard work for farmers, they will improve farmers' lives. I hope more young people will want to become farmers." AI devices are used in our lives in many ways. I've learned that it is difficult for us to live without AI devices in today's world. However, we need to remember AI devices are not perfect. AI devices can remember all the information they collect, but 3). So, we always have to think about effective ways of using them. I hope that more AI devices will be used to help people. AI devices, like the doctor robot and the tomato-picking robot, can improve our lives. So, I want to make AI devices that can work well with humans to make our lives better in the future. That's my dream. Thank you for listening. (E) device(s): robot(s): ロボット drone(s): ドローン smartphone(s): スマートフォン be held 開催される suggestion(s): * City Office T replace: ~に取って代わる BC (3)次のa~ ano あとのア a Kait Kai Ka d Th Ro K eイアオ

解決済み 回答数: 1
英語 高校生

比較についての問題を解いてみました! 明日授業があるので間違っていたら教えて欲しいです🙏 よろしくお願いします!

1 [ ]内の語を必要があれば適切な形にして,英文を完成させなさい。 (3) Taro runs (1) Japan is Ti smaller (2) I drank water as る) much. fastest (4) That camera is the most expensive る) more difficult. で す。 247 (5) Math is 2 日本語の意味に合うように,( 内に適切な語を入れなさい。 A than Australia. [small] as Cathy. [much] in my class. [ fast] of the three. [ expensive] than English for me. [difficult ] (1) これは,私の人生で私のおかしたずば抜けて一番ひどい過ちだ。 This is (by) (far ) the worst mistake I've ever made in my life. (2) 私のいとこのケイは私より16か月年少だ。 My cousin Kei is 16 (months) (older) (than) me. (3) 新しいモデルは、以前のものより3倍重い。 The new model is three(flmes) (as › cheavy ) as the former one. 3 下線部の表現に注意して、次の英文を日本語にしなさい。 (1) The sooner you finish, the earlier you can go home. 早く終えれば終えるほど、早く家に帰れる。 (2) Call your parents as soon as possible. できるだけ早く両親に電話しなさい。 (3) The older you get, the wiser you become, 19 is > 歳を取れば取るほど、賢くなる。 ]内の語を並べかえなさい。 4 日本語の意味に合うように,[ (1)燃料費は昨年の平均より19パーセント高い。 The cost of fuel is [ higher / percent / than / nineteen] the average last year. ABC The cost of fuel is nineteen percent higher tharine average last year. (2) 私はできるだけ静かにドアを閉めた。 | closed the door [as/as/ could / quietly/1]. I closed the door as quietly as I could. (3) 私のイヌはあなたのイヌほど人なつこくない。 My dog is [yours/friendly/not/as/as ]. My dog is not as friendly as yours (4) たくさんの情報を得ることができるほど、その問題をよりいっそうきちんと理解できる。 The more information you get, [ you / more / understand / clearly / the / can ] the subject. The more information you get, the more clearly you. the subject. can understand 23

解決済み 回答数: 2
英語 高校生

下線部(4)に関して、この質問に込められているDaveの気持ちを基本後で説明しなさい に対して 申し訳なさだと思ったんですけどこれってどんな意味があるんですか

4 20 Chapter 1 英文を読んで、 設問に答えなさい。 物語 271 words Time: 35 minutes Ted had a son, but his son had no mother. Ted and his seven-year-old A-1 son, Dave, lived alone. Ted was not very rich, so he had to work hard every day. One evening, Ted was driving home after his hard work. He was very 5 tired, but he loved his son. "(A) Dave must be feeling lonely now. I have to go home as soon as possible." He hurried home, but he came back home at nine o'clock. Dave was still awake when he saw his father, and said, "Dad, how much do you make an 時きゅうないとどうなの? 10 hour?" 息子 15 Ted got angry at his son. He was not making enough money for their living. And he was too tired to stay calm "Why do you ask (1)such a silly question when I come home from hard work? I make twenty dollars an hour. Is that good enough for you?" "I'm sorry, Dad. But... (B) will you give me ten dollars?" "Another silly question! Just go to bed and sleep! Right now!" A-2 After Dave went to his room, Ted sat down on his sofa and had a drink. (2)He came to himself again, and thought he was wrong to his son. He went 自分自身のうに into Dave's room. fr 理性をとりどす. "I'm sorry, my son. I didn't want to get angry with you. Here's your ten dollars." A-3 "Thank you, Dad!" 25 Dave got up and opened his treasure box. He had another ten dollars in it. When Ted saw this, (3)he got angry again. "Why do you want another ten dollars? You already have ten dollars!" But Dave asked, watching his Dad's eyes, "(4)Dad, can I buy your one hour with these twenty dollars?" come to oneself. begin acting and thinking like one's normal self A-4 「速読」 1. x >

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英語 高校生

解説の1番最初に同じ形〜とありますがそれはどういうことでしょうか?

Les 次の英文を Chw reality years. The and annoye again and s The an see it. We do so it is perception: possible ac senses a process int then exper therefore of the num process sig of our brai our brain's 方 発音する / way beginner [] 初級者、初心者/exception 例外/2 pronounce [動] 法 / make oneself understood 人の考えを理解してもらう (直訳「人の言っているこ と)を理解される状態にする」→「人の考えを理解してもらう, 話が通じる」となりま す)/considerable たくさんの/* diverse 圏 さまざまな、多様な/background 名 背 環境/* conscientious 誠実な真面目な/meet a need ニーズを満たす、要求に 応える / feedback 反応 (参考) 意見/aspect圏観点 / on a regular basis 定期的に *consistently 一貫して/indicate示す / be pleased with ~~に満足している ' devise 考案する / assignment 課題/ encourage 人 to 原形 人に~するよう に促す 推奨する/ advise 人 of ~ 人に~を伝達する/community-based 形 地域密着 型の/facility 施設設備/report 報告する 業に発音指導を取り入れ始 ドバックで目立たなくなっ て彼女の初級クラスに出る。 ラスはときに,現在の受講 るようになりつつあるとに ' gradually [] だん 文法・構文 be keen to 原形 / how to 原形という直前の文と同じ形が使われており、ど ちらも「英語を話せるようになりたいと思っている」 という内容です。 このように同じ形 の反復は同じ意味になります (Rule 25p.103)。 a colleague of ours は, a friend of mine 「友人のうちの1人」 と同じ構造で、「私たちの同僚のうちの1人」という意味です (文章で初出の場合は,まだ特定されていないのでmy colleague や my friend とは言わない 場合が多いです)。 "At first 「初めは」は、「初めは~だった。 だけど・・・」という形で後 ろに but や however が続くことが多いです。 今回も次の文の冒頭でHowever が使われてい ますね。 ちなみに 後半のandは動名詞のカタマリ2つ (devising と advising~)を結 んでいます。 〈these + 名詞〉は「まとめ表現」です。 直前の内容がわからなくても 「授 業に変化を加えた」 のだと推測できます。 oqqo gniesomni bogswoona fari] ainomngian 2 'Vicki (gradually) came to understand (that (what the students (really) wanted o> was not an increased opportunity [to speak], but explicit instruction [on how to speak〕 (that is), explicit instruction [in pronunciation]〉. She realized she had been avoiding (actually) teaching pronunciation how to go about it)). 3 (Once she was (a little) unsure (because she os (v) V (o) instruction 指導/on 音/2go about ~~に" 度、かつて」と区別して ~ もはや~ない / feat かつての/attend 2 あふれかえる/be 文法・構文 漢方 2 be unsur ますが,後ろに what は 「接続詞」 で, On much so that ~は「 SV 構文 「とても〜 で」という意味 ( に移っていた前の め、和訳では「そ learning to speak いう意味です(「 1 (When ter (seemingl

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地理 高校生

グラフのA,Cのどちらがザンビア、オーストラリアになるのかの見分け方がよく分からないです、教えてくださいm(_ _)m

問3 難民の受入れ先に興味をもち, 受入れに関する動向を調べた。 カエデさんは, 次の文章ア〜ウは, イタリア, オーストラリア, アフリカのザンビアのいずれ かにおける難民の受入れ状況について述べたものであり、後の図2中のA~C は、それぞれの難民の受入れ数を示したものである。 オーストラリアに該当す ある文章と凡例との正しい組合せを,後の①~③のうちから一つ選べ。 3 ア 2002年まで内戦が続いた隣国から多くの難民を受け入れてきた。難民の 自立や社会への統合を進めるため, 滞在許可や土地を与える取組みがある。 イ 移民国家であり,1970年代のベトナム戦争で発生した難民を多く受け入 れた。2001年以降は保護を求めて流入する難民への対応を厳しくした。 ウ北アフリカなどから多くの難民が流入している。2010年以降,難民数や 負担が増大し,国内では受入れに否定的な意見もある。 万人 35 万58 cam-A 年 *-, A 17.B 30 A ----- B C 25 20 限定 階 15 10 5 0 1980 1985 1990 2000 1995 2005 2010 2015 2020年 UNHCR の資料により作成。 図2 難民の受入れ数の推移 ① ② ③ [⑤ ④ ⑥ ⑦ ⑨ 文章 ア ア ア イ イ イ ウ 0 ウ ウ 凡例 A B C A B A B C

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