CROWN English Expression Ⅱ p.25下記の写真の解答を教えてください。お願いします。

m Exercises Lesson 10 形容詞副詞 Part Fill in each blank with a suitable word. 1彼は、栄光(honor) に満ちた人生を送った。 He lived a life ( ) honor. 2最近は、多くの若者が失業している。 A large ( 3何か間違ったことをしてしまったかもしれない。 viser who ) of young people are unemployed these days. encourages I may have done ( 4一生に一度の機会がやってきた。 ) wrong. once-in-a-lifetime ) comes a once-in-a-lifetime opportunity. = not likely to happen again 2 Put the words in parentheses in the correct order. 1彼は十分に勉強しなかったので、 試験に合格しなかった。 (didn't /enough / hard / he/ since / study), he wasn't successful in the test. 2都心にアパートを借りるには、 多額の金が必要だ。 ●downtown 「都心に」〈副り同) > You need(a/amount/ an apartment /large/ money / of / to rent) downtown. 3彼女のアドバイスは、私たち全員に大いに役に立った。 を準備している) Her advice was (all / help/much / of / to/us). 4食卓には、食べ物がほとんど残っていなかった。 句は名詞の後に置かれる。 There was (anything/ eat/ hardly /left/ to) on the table. Complete the sentences. ants in Tokyo. 1その金庫(safe) を開けるのは不可能だった。 rants in Tokyo. The safe 2経済に興味がないなら、その新聞は面白くないだろう。 That newspaper won't be 3なりたかった自分になるのに、 決して遅過ぎることはない。 (ジョージ·エリオット) in economics. に/24国 I ●what you might have been 「あなたがなっていたかもしれないもの」 to be what you might have been. [by George Eliot] しなところはない (多量の Put the Japanese sentences into English. 4 彼が突然、 学校を中退したのは驚きだった。 ●leave 「(学校を) 中退する」 2彼らは、 危うくその電車に乗り遅れるところだった。 ● 「危うく」→ 「ほとんど」 (多数の ③ 私たちのクラスのほとんど全員の生徒が、 その試験を受けた。 ④彼女は、 多くの困難 (difficulty) を乗り越えることができた。 ●get over~ 「~を乗り越える」 んど全ての 下線部分を言い換えて、 高校生活で最も驚いた経験について、 ペアで会話しましょう。 TRY A: What was your most surprising experience in high school? B:It happened during a school excursion. When I was about to eat lunch in a field, a kite suddenly flew down from the sky and took my lunch away. ●kite 「トビ」 25

下線文　前後の日本語訳教えてください

One day, Mary was defeated by Betty in a race. That was a first experience for h She *was shocked. After the race, Mary wasn't able to *improve her times. First, s began to practice harder. Then she asked her coach to tell her other ways to pract swimming. She followed each of them. But that didn't work. She didn't know what do. Betty also practiced hard, and improved her times. Mary stopped going to t swimming club. Mary's family worried about her. They gave her some *advice. Her mother said

この問題の解説をお願いします！

II 次の失文の空欄に入れるのに最も適切な語(旬) を、それぞれ下の①~④のうちから一つ つ 選びなさい。 ノ take off your jacket because it is a little bit chilly in here. 3③ You( don't have to 0 have not (2 ought tó ought not 12. He suddenly closed his eyes ( ) to say something important. のYand as much 2 but 3 as if 13. He is a popular artist ( ) pictures are very expensive.. which の/whose 2 that who 14. My supervisor insisted that the report ( before the meeting. be submitted (2 should submit (3 submit should have submitted 15. If ( ) he had taken his teacher's advice. の any 2 not 3) pnly 4 SO 16. The lady ( )the horse couldn't see the dog coming behind them. rides 2) 'rode (3 was riding の riding 17. ) Sunday, I went to church with my family. It was 2 Because ③/Being It being 18. He finally decided to quit ( 1 to smoke to have smoked 'smbking 4) smoke 19. We held our mother's birthday party, and my niece came (。 ) her whole family. の from 2 along with ④ together

合っているか見ていただきたいです。 よろしくお願いします！！

(3点×5) に適する語を入れなさい。 に, It seems that her sister likes sports. Cero Her sister seems to ite I'm ashamed I made a mistake. sports. I'm ashamed of my 「Ken got up early in order to catch the frst train. making a mistake. Tal he might catch the first train. Ken got up early se (It is natural that she should say so0. 50 as IS It is natural fok her to say so. Father gave me some money as well as advice. Father gave me valk advice but also some money.

答え合わせがしたいので教えてください🙇‍♀️

Come under this heading, and are spending an average of 4 hours each day on care. 60% d of second-year public junior high and 4.1% of second-year public senior high school students |I|次の文を読んで、あとの問いに答えなさい。(~~~~のついた語句は文末に注があります。 |was to create opportunities for the yOung to talk to a school social worker about the domestic issues that were keeping them from attending class without young people who are obliged to help with the care of a family member. It reports that 5.7% has revealed one very different reason for absence, and that is the increase in the number d In its latest study, the Japanese government is making an effort to identify the rees for long-term absence from school. Long-term absence at elementary, junior and senior high levels has various causes, not least of which is the ongoing coronavirus pandemic. The study ow the former, and more than half of the A are looking after a younger brother or siste- though the exact figure is not known. The Asahi Shimbun's article of April 14", 2021 also described the case of one shudee who was looking after a grandparent with dementia because both her parents were working and her absence from school was because she could not get up in the morning. Instead of being treated as a separate reason in itself, like a student's refusal to attend school, or sickness, or economic considerations, family care is put into the category of 'other B to highlight the problem. Despite the recent introduction of reasons'. This does not school social workers, and the understanding that domestic issues are often at the root of school absence, much more needs to be done to provide support to enable these young carers Japanese society still expects the C to have enough time to spend on their studies. family to care for its members. The mental health of these young carers is an important issue, though this problem cannot be solved unless the whole domestic environment in which they are placed Is improved. This has led to the criticism that. although the government study may hdVC nelped to identify some of these young carers, there is not enough actual support bes offered. AS early as 2015, Minami Uonuma City conducted a survey which tried to ldeirers) specific cases in which young children were acting as carers. and then started to p them with real support. D the fear that this might reflect badly on their family.

なぜこうなるのか教えて下さい🙇🏻‍♀️ あとこゆ形の問題苦手すぎてミス多いので解くコツとか勉強法あったら合わせて教えて下さると嬉しいです！数こなして慣れていくしかないですかね…？

問2 Professor: Your presentation was great, but let me point out one thing. Student: Yes, professor. Professor: You spoke a little fast, so other students couldn't catch you. Student: Thank you for your advice. I'll 24 follow. (A) prepare A) Jat a slower speed (A that is easy to B) speak (B) in a hurry B) with your 問3 James: Isee Koichi running in the park on the weekends. Saki: Me too. I've already seen him three times after work. James: I 25 just a coincidence. Saki: He might be training hard for the marathon race in secret. (A) cannot help D concluding this is (A) less than (B) cannot help but (B) doubt if he is B)more than 一→

赤本の問題です。 上からエ、アであっていますか？？

問3 A: Do you drink coffee every morning? B: Yes. ( 6 ) I'm slow in the morning. A: Only in the morning? B:( 6 )Actually, I'm slower in the morning. 5の選択肢 ア. It's hard to get to sleep. ウ. It's time to go to bed. ⑥の選択肢 ア. You never know. イ. It never gets me up. エ,It always wakes me up. イ. Don't make fun of me. エ. Please goahead. ウ.Thanks for the advice.

明日テストです。誰か分かる方助けてください！ 例題20-⑵ 力学的エネルギーとバネの問題が わかりません🙏🙏🙏🙏

ばねによる振動と力学的エネルギー 例題20 ためらかな水平面上の壁に,ばね定数 5.0N/m のばねの一端を固定し,他 →基本問題 132, 標準問題 135 端に質量0.80kg の物体をつける。 ばねが自然の長さとなる点0から物体 を引いて、4.0×10-2m伸ばした点Aで静かにはなすと, 物体は水平面上 4.0×10-2m 00000000 を振動した。次の各間に答えよ。 (1) 点Aにおける物体の弾性力による位置エネルギーは何Jか。 (2) 物体が点0を通過するときの速さは何 m/s か。 (3)ばねの縮みの最大値は何mか。 づ×540.04= a10 2.10 0.106 物体はばねの弾性力だけから仕事をされるの 指針 で,その力学的エネルギーは保存される。 (1) U=→kx? を用いて計算する。 (2) 点0では,ばねが自然の長さであり, 物体の弾性力 による位置エネルギーは0である。 (3)ばねの縮みが最大となる位置では, 物体の速さが 0となり, 運動エネルギーは0となる。 解説 -×5.0×(4.0×10-3)?=Dx0.80×° 2 2 0=0.010 リ=0.10m/s (3) ばねの縮みの最大値をx[m]として, その位置と点 Aとで,力学的エネルギー保存の法則の式を立てると, ×5.0×x=ラ×5.0×(4.0×10-) (1) 弾性力による位置エネルギーU[J]は, x=(4.0×10-2)? x=4.0×10-°m U=-kx?=;×5.0×(4.0×10-)* Advice ばねにつながれた物体の振動では, 振動の中 心で速さが最大, 振動の両端で速さが0となる。 =4.0×10-3J (2) 点Aと点0において, カ学的エネルギー保存の法 則の式を立てると, Dacio

教えてください！

仮定法を使った表現1 (I wish +仮定法)「(今)~すれば[であれば]なあ」、 「(あのとき)~したら[であったら]よかったのに」 (as if +仮定法)「まるで~する[である]かのように],「まるで~した[であった]かのように」. ■(f only +仮定法) 「~しさえすればなあ」。 「~しさえしていたらよかったのに」。 ■(t is (high) time + S +仮定法過去) 「もうs は~してよいころ[とき]だ」。 O A 次の( )から適切な語句を選びなさい。 15. I wish I (am / were) a bird. 16. I wish I (have studied/ had studied) English harder. 17. I wish he (has not failed / had not failed) the examination. 18. I wish it (will stop / would stop) raining. 19. He acts as if he (is / were) a gentleman. 20. He talked as if he (made / had made) this building himself. 21. My mother speaks as if she (is / were) a teacher. 22. He told me about the novel as if he (read / had read) it. 23. If only I (can / could) meet Mary. 24. If only I (took / had taken) his advice at that time. 25. If only I (can / could) speak English as well as Kenji. 26. If only he (went / had gone) to the concert last night. 27. It is high time you(go / went) bed. 28. It's already eight. It's high time you (leave / left) for work. B次の日本語の意味に合うように, ( )に適切な語を入れなさい。 )I could swim. (泳げればなあ) ) she ( 29. I ( 30. She talks( )C ) the actress. (まるでその女優に会ったことがあるかのように) 31. If ( )I had my own car. (自分の車さえあればなあ) 32. I ( ) bought that book. (買っておけばよかった) 33. I ( ) there ( ) forty-eight hours in a day. (48時間あればいいのに) 34.( ) gone there with him. (行っていればよかったのに) ) home. (もう家に帰る時間ですよ) 35.( ) is( ) you( 36. I ( ) that summer in Hokkaido. (北海道で過ごしていたらなあ) ) he ( )a movie star. 37. He talks ( (まるで映画スターのように) ) Some- ) she( 38. She looks ( thing strange. (不思議なものでも見たかのような顔をしている)

答えが無くて、わかるものだけでも良いので教えてください。 丸ついてるのは関係ありません。

1. Most of the people who listened to the band/seemed with their performance. (A) excitement (B fun C) Ampressed D moving 2. Her father offered to turn down the radio/so that she could concentrate on her homework, but she said she didn't bother (B)/matter (C) ymind D need 3. They prefer to keep their old houses rather than building new ones it is very hard ánd expensive to maintain older ones. (A)/because even though on the contrary D) regardless 4.A more advanced model (of this computer SOOn. (A) has been introduced B) is going to introduce (C) is introducing D)/will be introduced V 5.I wish you making that noise. are going to stop B)had better stop (C) have stopped (D) would stop