線③のwouldってどうやって訳すんですか？？

a different thing inside of me. When I saw the faces of the other sta 201 was thought they were worrying about her, too. Our teamwork 35 31 knew missing just one player would *period, our team was ten points behind not goin make a big difference. In the

分かりません。よろしくお願いします。

次の英文の( なさい｡ (1) My bag is too ( small 内に入れるのに最も適切なものをカ~ケの中からそれぞれ一つずつ選び、その記号で答え ) because it has a lot of textbooks. heavy beautiful colorful ), it's too expensive. Though Inside ) to have been a police officer when he was young. shot blown said (4) My classmate Bill fell ( ) during the lesson. Our teacher scolded him. almost * asleep dreamy (5) Every year, my teacher visits foreign countries ( while between during (2) I do not like the color of the shirt. ( Besides While (3) His father is ( hoped mainly ) his summer holidays. along

質問です。 こういう並べ替えの問題が苦手です。 ポイントや文法の順番を教えて下さい！

1 次の各組の英文がほぼ同じ内容を表すように、( )内の語(句)を なさい。ただし, 文頭にくるものも小文字になっています。 (1) My father bought me this computer. →(this computer / my father/me/for / bought). (2) My sister must do a lot of homework today. → My sister (homework / a lot of / has / to ) do today. (3) Mary will get a birthday present from Jane tomorrow. →(will / a birthday present / Mary / Jane/ give) tomorr

ふたつの文の意味は似ているのにどうして書き出しが違うんですか？あと、2個目の問題は、どうしてI was useではないんでしょうか？

a (1) 私は日本で作られたコンピュータを使っているわ。 made I was Japan in a computer I use a computer that [which] was made in Japan. use id: (2) ぼくが使っているコンピュータは中国製だよ。 made that China in the computer The computer that I use was made in China. use

このThereのあとはどうしてHadではなく、Wereなんですか？

□ (3) 私の部屋にコンピュータがあればいいのになあ。 there a computer in my room,

svo to do型って書いてあるんですけど不定詞と違うんですか？？

SVO to do 型で英文が読める テーマ 12551 ASVO to do 型の3パターン/ト 1 「伝達」 系 tell / advise / ask / remind 2 「因果」系 → enable / allow/ cause / encourage/ persuade 「認識」系 expect / want / would like 例題 次の英文の赤字の単語の役割を意識して、意味を考えなさい。 <1> He told me to wait in the room. 〈2〉 His mother advised him to become a doctor. 〈3〉 Her help will enable me to do the job sooner. 〈4〉 The salesperson persuaded me to buy a computer. 〈5〉I expect it to rain heavily tomorrow. 解答・ 前ページの ①「伝達」 ~する」 ③ 英文 <1> tel tell 和言 i

空所アについてです。わたしは①を選んだのですが、不正解でした。解説によると、「manyではwhatが導く名詞節全体を修飾できないから」らしいのですが、いまいちピンときません。何故manyじゃだめなのですか？教えてください。

Unit 1 Unit 2 Unit 3 3 H GXJ FIX [人間] 290 words 空所が多めの文は前後のつながりを丁寧に追うこと。 次の英文を読んで, 設問に答えなさい。 出題大学 広島経済大学 制限時間10分 6 p.21 The composer Mozart is famous for showing a talent for music when he was just a small child. However, ( 7 ) Mozart produced in his early years is not considered to be particularly outstanding. He didn't produce his first true masterpiece* until he was 21; pretty s young to be sure, but Mozart ( 1 ) already been composing for years by this time. 10 The figure of 10,000 hours has been suggested as the amount (1 of serious practice or study needed to truly master a skill. That is nearly two hours a day, every day, for 14 years. Natural ability is, of course, an important factor in success, but even someone as talented as Mozart couldn't become a "great" composer until he had put in* 10,000 hours of hard work. The same can be said of golfer Tiger Woods and computer genius Bill Gates. Most people in developed countries can expect to have a healthy life of at least 70 years, or 613,608 hours. Although that seems like a ot of hours, most people spend about a third of them asleep. Take way all the hours we "lose" moving from place to place, eating, etc., well as the time spent at work or school, and the amount of free me we have starts to look quite limited.

【中１】写真の一ページがわからないです。教えてください。

次の絵を見て、対話文を完成させましょう。 RF (1) A:① 8:② (2) A:0 B:② is the black dog? the table. (2) is your sister's birthday? Saturday, November 20. 3 次の英文を下線部をたずねる文に書きかえましょう。 (1) This is Ms. Okada. is this? (2) My unicycle is in the schoolyard. your unicycle? (3) Aya uses a computer. (4) I have three pencils. Aya do? (2) where is の短縮形を使うよ。 (4) 数をたずねる文にしよう。 do you have ? ( 8点×4> (3) あなたは週末に何のスポーツをしますか。 [play / sports/on/what / you/weekends/do/?] (6 x 3) 4 次の日本文に合う英文になるように、[ ]内の語や符号を並べかえ, 全文を書きましょう。 (1) あれは誰の教科書ですか。 [ that / textbook/whose/is/?〕 (2) 優斗はいつ彼の犬を散歩させますか。 [does / walk / Yuto / dog / when/ his / ?]

見にくいかもしれませが、最後の文の前に有り得る説の具体例を語っていてそれを最後に、有り得る説の1部と言ってるので最後の文a few はthe fewじゃないとおかしくないですか

But they were not especially more creative (as a result of their C S outdoor walk) (than (when, in a repeat of the experiment, they 【和訳 V 5 It really seems S V 分詞構文 walked on an indoor treadmill, facing a blank wall)). しかし、何もない壁に向かって屋内のルームランナーで歩く実験を繰り返したと きと比べて、屋外で歩いた結果、 特別に創造的になったというわけではなかった。 弱酸としての性質 that it's the walking that is important for stimulating creativity, and not the surroundings> . S V (It's A that ~, and not B 「~なのはAであって、 B ではない」 (強調) 類は、水 和訳 創造性を刺激するのに重要なのは歩くということであって周囲の環境ではない ようである。 9 1 Just how a brief, casual walk alters <the various mental processes S [related to creativity] (how が名詞節を作り、Sになっている) remains unclear, but the effect lasts (for only a C S V short time), (making it distinct from any permanent physical changes [that exercise might produce inside the human brain]). 和訳 短時間の気軽な散歩が創造性に関わるさまざまな精神的プロセスをどのように 変化させるのかはまだ明らかになっていない。しかし、その効果は短時間しか 持続しないので、運動が人の脳内に生じさせ得る何らかの永続的な肉体の変 化とは違ったものである。 語句 permanent 「永続的な｣ 2 The primary effect might be < that walking improves mood, and S C S 0 creativity blossoms more easily (within a positive mind)>. V 和訳 主な効果は、散歩が気分をよくして、 その前向きな精神状態だと創造性がより S On the other hand), walking might change the direction of energy V that (otherwise) would be devoted, (by intention or not), to would は仮定法で、 otherwise が節の代わり restraining wild, creative thought). It's possible C 一方で散歩は、それをしていないときには意図的にあるいは無意識のうちに自 由な創造的思考を抑制することに向けられるであろうエネルギーの方向を変え るのかもしれない。 be devoted to -ing ｢~に向けられる」 0 RS V its own rational controls>. that walking allows the brain to break through some of 真S S 0 C 和訳 散歩のおかげで脳がそれ自体の論理的制御の一部を打ち破ることができるとい う可能性もある。 語句 rational 「論理的」 But those are only a few of many likely explanations, the research S V C student said, (adding < that she would probably go for a walk later (to V S V 分詞構文 help her think of some other possible theories and creative help 囚原形) experiments for testing them)>). 和訳 しかし、それらは多くのもっともらしい説明の一部にすぎないと研究生は語った。 そして、他のいくつかの可能性がある理論と、 それらの理論を検証する、創造 的な実験が思いつきやすくなるように、後で散歩に出かけるかもしれないとつけ 加えた。

このような英語長文のsvocの振り方が分かりません。コツなどあればこの写真の例文を使って教えて欲しいです。

4 Part 2 Part 3 30 18 Vol. II FL 20 本文 21 22 レーズ23~24 ¹A flexible perspective is necessary / when we deal with social problems. // 2For 教科書 pp.58-59 instance, / many children in South Africa / once died from diseases. // ³It was because called "Hope Soap." // they didn't wash their hands enough. // To get children to wash their hands regularly, / a toy was put / inside each piece of soap.// 5Children became eager / to wash their hands / because they wanted to get the toy. // The soap used in this successful program / was bi nid deen At 'Let's look at another example. // In 1995,/ more than a million volunteers / went to A We 1 Loa 1 pers 2 die 4 reg help / after the Great Hanshin-Awaji Earthquake. // However, it was difficult / to match communication/in disaster areas. s. // volunteers' skills with victims' needs. // 10 Later, / dekimasu zekken was created / to solve 5 eas 8 mc 2 C (1) d this problem. // 1¹ Volunteers wrote their skills / on sheets of paper / and put them on their backs. // ¹2 Dekimasu zekken still brings people together and promotes a C B 31 5 6