未来につながる英作文というワークのこの問題がわからないので教えてほしいですm(*_ _)m度々すみませんが誰かお願いします(＞人＜;)

いた。」 いた。」 5. となる 。 EXERCISE 1 EXERCISE 2 BASIC SENTENCES EXERCISE 3 TRY! 空所に入れるのに最も適当なものを、次のア~エのうちから1つ選び,記号で答えなさい。 1 He didn't go out ( ) stayed in his apartment. 1 nor 7 but 3 It was ( 2 Not only Larry and David but also Peter ( ) come to the airport to see me off. 1 is 7 has have EU I are ) that I went fishing. 7 a so fine day 1 a such fine day so 5 As() as I live, I'll never forget you. 7 far ✓ long so a fine day 4 You must not buy him candy ( ) he cries for it. 7 only if 1 while despite I either 》 many I such a fine day (2009年度 鹿児島大・前期) I even if I soon 13 14 15 16 17 18 1 19 20 65

これの和訳して貰えませんか？

5 Reading Passage 10 15 20 Yuna Kim is one of the world's best figure skaters. At the 2010 Winter Olympics in Vancouver, she set three world records. In fact, one of those world records broke a record she set in 2009. program and a At the Olympics, both male and female skaters perform a short seven program. In the short program, skaters have less than three minutes to perform required jumps, spins, or other moves. While doing these seven things, the skaters also have to show judges how well they can put these elements together into a kind of dance performance on the ice. The long program is similar to the short program except that skaters perform for a longer time and have more required moves. long Before the 2010 Winter Olympics began, many people thought Yuna Kim was likely to win a gold medal. Certainly, there were other women skaters who had the skill to win gold at the Olympics. However, Ms. Kim had an advantage. She had already set a number of world records. In 2007, she set the record for the highest score in a short program with 71.95 points in Japan. The same year she also set the world record for the highest score in a long program with 133.7 points in Russia. Then, in 2009 she beat her own record in the short program by scoring 76.12 in the United States. At that competition, she also became the first woman to score over 200 points with her short and long programs - her combined score was 207.71. The next year at the Winter Olympics in Vancouver, she broke her records again. In the short program, Ms. Kim scored 78.5, a new world record. In the long program, she scored 150.06, another world record. This gave her a combined total of 228.56 points, a third world record! Needless to say, her score was enough to win gold.

まるをつけてる所を特に教えて欲しいです🙇‍♀️できれば他のところも間違ってるところがあったら教えて欲しいです！

主語を決める Lesson 1 1 日本語に合うように,( )に適切な語を入れなさい。 1. 君の笑顔はすてきだ。 (広島国際大 *) )( have. 2. 日本の天然資源は豊かでない。 ( Japan 3. 先日、私のコンピューターはどこか具合が悪くなった。 (成蹊大*) (Something) ( went :) ( wrong ) with my computer the other day. 4. 夏休みが始まるまでにまだ1週間あります。(摂南大*) is ) still ( There ( )( week 66 ) a nice (smile (西南学院大 * ) ). 形 ) ( is )( not i) rich in natural resources. ) to go before the summer vacation begins. 2 日本語に合うように,( )に適切な語を入れなさい。 1. カナダでは何語が話されていますか。(中部大*) What language ( ) ( is 2. 今年はいつもよりずっと雨が多い。 (愛知学泉大*) (We )( have :) ( had 3. 昨日から食欲がなくなってしまったんです。(関西学院大 *) I )( have )((ost 4. 中間テストのできは良くなかったね。 (順天堂大 *) (You ) didn't ( do ) ( well ) on the mid-term exams. 5. この道をまっすぐ行くと, その銀行は右にあります。 (東京理科大 * ) Go straight down this street, you :)( will )( find )(spoken ) in Canada? ) more rain than usual this year. Jan appetite since yesterday. ) the bank on your right. 3 日本語に合うように, 下線部に適切な語句を補いなさい。 1. 「今, 雨が降っていますか。」 「はい, すごく降っていますよ。」 (三重県立看護大) Is it raining. now?" "Yeah. it is 2. 暗くなる前に必ず戻ってきなさい。(つくば国際大*) raining really hard." Be sure to come back before it gets dark. 3. あなたと最後に会ってからどれくらいたちますか。 ( 広島経済大 * ) How long has it been since I saw you last? 4. 外は寒いのでコートを着るようにメアリーが言ってくれました。 (龍谷大*) Mary said I should wear a coat as it was cold out. 5. いちばん近いコンビニエンスストアまでどのくらいの距離がありますか。 ( 足利工業大 *) How far is it to the nearest convenience store? 6. 我慢できない,もしくは不快感を表す場合, 「我慢できない」 と言う。(駒澤大 *) When you want to express impatience or annoyance, you say, ". I can't stand it."

英表DualscopeⅡのUnit17のexerciseの答えを教えてください。

-EXERCISES A Complete the sentences with the words in brackets. (1) I liked life in Osaka best (I / lived / had / there / for / though) only two years. (2) ( even / you / join / if / the volunteer / do not) club, you can still help in the community. 4372 harde o taborn you de 300 bri (3) (what / matter / we / reason / have / no), we must not start a war. (4) Peter will not take any time off ( of / spite / order / in / his doctor's ). (5) ( of / freedom / is / speech / though / even) the basis of democracy, few people understand what it means. (6)( not / whether / or / computers / like / we ), we cannot imagine life without them. une lis 10 1390.in B Fill in the blanks to complete the dialogs. (1) Satoshi: You've lived in Japan for three years. Have you ever been to Kyoto? Olivia: Yes, of course. I always find something new N 京都でどこを訪れても (2) George: Takeshi seems to have overslept and missed the nine o'clock train! Mika: Oh, no! He won't be on time for the ceremony たとえ飛行機で来ても (3) Kate: Is that man your tennis coach? Fred: Yes. He will be seventy next month, but he is still active He jogs five kilometers every morning. Let's Try ! ALLA sd Illw #2910x3 C Express the following in English. (1)たとえ政治に興味がなくても、選挙権をもつ人は投票しなければならない. (2) 結婚で仕事を辞める女性もいるが,最近ではより多くの女性が定年まで仕事を続ける . _________: 彼の年齢にもかかわらず InT [retirement age ] (3)優先座席であろうとなかろうと,いつも自分の席をお年寄りに譲っている.〔priority seat〕 (4)ユニバーサルデザインの普及にもかかわらず,障がいのある人々が街を動き回るのはいまだに 困難だ.〔universal design, disabled people〕 (5)日本は高齢化が急速に進んでいるにもかかわらず,老人ホームの数が十分ではない。 [nursing home]

すべてわかりません…教えてください！

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

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

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

❓のところ教えて欲しいです。！！！！！

To form a society individuals must be related in a certain manner. For instance, if people do not communicate with each other, if they are perpetually in aggressive physical combat, if they do not cooperate with each other, and do so routinely over a period of time, then their interactions are not social and they don't constitute a society.c 早稲田大> 読解プロセス 第1文, CANCISI to 不定詞から始まりますから, プロセス通り, to ~ はどこまでかを決 定しようと考えます。 a society と individuals とはつながらないので, (To form a society) individuals must be related in a certain manner. individuals が主語。 パラグラフの第1文で must ですから, この文 ラグラフのメインセンテンスになりそうです。 第2文, For instance 「例えば｣からですから, 例示何を示すため の例かを意識して, 第1文についての例示説明に入ることも考慮しなが ら読み進んでください。 続いて, if ~ ですから、 どこまでがif節かと思 いながら進むと, また if ~ です。 そしてさらに, コンマで切れて, また if ~ ですから, if節が三つ並んでいるのだろうと決定します。 そして and do so routinely over a period of time, if~, /and do so then their interactions are ~ という区切り方 ??? は if より前に迂f節に対する主節がないので間違いです。 ~部分と･･･ 部 11211 分を if が接続するのであれば, if ~, ... で, 部分と･･･部分はつな がり,さらに and を必要とはしないはずです。 (つまり, if ~, and ふむうむ

直接話法と間接話法の問題の答えを教えてください。

6. 彼女は私に, パーティーに来ないかと尋ねた。 (名桜大 * come to the party. She 7. コンピュータを直してもらったことがあるかと, ピーターは私に聞いた。 (龍谷大 *) Peter asked me computer repaired. 3〈Expressions + α> 日本語に合うように,( )内の語を並べかえて英文を完成させなさい。 1. ある統計調査によると, アメリカ経済は来年回復するようだ。 (青山学院大 * ) (to / survey/a/according), the American economy will pick up next year. According.. to a survey, the American econamy will pick up next year. 2. 私は、私たちと一緒にキャンプに来るように彼女を説得した。(高知大 * ) I (her / into/coming / talked) camping with us. I talked her into.coming.comping with us. 3. 今晩は雨になるらしい。 (八戸工業大 * ) (that/is/I/it/ hear / supposed) to rain this evening. 4. 学生たちは講義に遅れた理由を私に説明した。 (立命館大 *) The students (were/explained / they / to / why / me) late for the lecture. 4〈英作問題〉次の日本語を英語に直しなさい。 5. は下線部のみでよい。 1. 彼は,彼女の仕事の邪魔をしないようにと言われた。 (福岡大 * ) He was told interrupt her work. 2. 彼らは私にその会合を2週間延期することを提案した。 (高崎経済大 * ) 3. 私は彼に 「あなたはそれを正しいと思いますか」 と尋ねました。 (桜美林大*) I asked him. Do a think that's right?" 4. 私は学生たちに休暇中に何をするつもりかと尋ねた。 (埼玉工業大*) 5. 夏になるとしばしば熱中症が問題になる。外が暑いときには屋内にいるようにと医者は言うが、 そのような忠告を聞かない人は多い。(大谷大) 6. お留守だと申しましたら, またお伺いすると言ってその方はお帰りになりました。(京都産業大 * )

エステル結合の個数の求め方を教えてください

問30 末端にヒドロキシ基とカルボキシ基を1つずつもつPET 2.13g には, 1.00 x 10-3 molのカルボキシ基が含まれていた。 このPETの1分子中に 含 まれるエステル結合は,平均して何個か。 2桁の整数で答えよ。 ただし, 答 えが1桁の場合, 10の桁は0(ゼロ) をマークせよ。 100 以上の場合は,z欄 をマークせよ。 (CM₂) f HOT C - of HỌ (CHÍ