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英語 中学生

すみません(. .`) 英語の宿題で未来の自分へのメッセージを書くものがあるんですけど、それを例に書いてあるような内容を自分に合う仕事について書きます。 薬剤師について書きたいので、時間がある方お願いいたします🙇⋱

STEP 3 自分に合うと思う仕事について考えて,「10年後の自分へのメッセージ」を書きましょう。 【例】 Dear future me, 未来の自分へ 導入 I am writing from 2021. How's everything? 2021年から手紙を書いています。元気ですか? When I watched the baseball game on that day, あの日の野球の試合をみたとき,わたしはとても I was very excited. Do you remember the game? ワクワクしました。あの試合を覚えていますか?選 The players were great and the team won the 手は素晴らしく,チームも勝ちました。彼らのような game. I want to be a baseball player like them. I 内容 選手に私もなりたいです。毎日野球を練習し, 良 will practice baseball every day and be a good い選手になります。もし私が野球選手になること player. If I can be a baseball player, I want to play ができたら,アメリカでプレイしたいです。だから, in the U. S. A. So, it is important to study English 英語を熱心に勉強することが大切です。 hard. Are you a baseball player now? あなたは今,野球選手ですか? まとめ[結び) Take care, 体に気をつけて Keisuke ケイスケ

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英語 高校生

黄色い○から下がわかりません!!教えて欲しいです!!!🙇‍♀️ 上に例文が載っているのですが、英語の意味がいまいちわからなくて解けません🤧

Lesson 6 Grammar Class 1-( D No( )Name ( 過去完了形(had + 過去分詞) G-1 過去のある時点に,それより以前に起こった出来事が影響していることを表す。 The train had already left when we reached the station.(完了·結果) a. cf. The train left at seven o'clock, b. Kate had never traveled abroad before she got maried. (経験) c. Jack had stayed in Africa for two weeks when he left there. (継続) 使役動詞(make / let / have) + 0 + 動詞の原形 G-2 「O に~させる」 の意味を表す。 The police officer made him open his suitcase. a. (く強制的に>~させる) b. They let the traveler stay at their house.(<許可して> ~させる) I had the driver carry my bags to the hotel. (く依頼して> ~させる,してもらう) C。 Exercises- 日本語の意味に合うように,( )に適切な語を入れなさい。 G-1 1 1. 東京へ戻る前に, 周生さんはロシアに3か月滞在していた。 Shusei ( had )( Stayed ) in Russia for three months before he came back to Tokyo. 2. 周生さんを以前テレビで見たことがあったので, 私は彼のことを知っていた。 had I knew Shusei because I ( )( watched ) him on TV before. 3. 私が廃油を持って来たときには, 周生さんはすでに別の地域へ行ってしまっていた。 had ) to another area when I brought him waste oil. )already ( gone 4. 周生さんの計画を開く前, 人々は彼に廃油を一度も持って来なかった。 had Shusei ( People ( had ) never ( )him waste oil before they heard of Shusei's project. 2( )内の動詞を使い、 全文書き直しなさい。 G-2 1. The officers Shusei his car at the border.(made, stop) The officers Shusei made his cor stop at the border. 2. The officers finally Shusei the country. (let, enter) . Shusei many people around the world waste oil. (had, collect) Shusei the engine of Vasco-5 in Lisbon in June. (made, start) We Shusei the purposes of his adventure. (had, explain)

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英語 高校生

この英文の()に入る言葉が全然分かりません。 分かるところだけでも大丈夫なので説明してほしいです!

|1| The conversation begins with a British professor talking to a Japanese professor about a lesson he had conducted with his Japanese students. He explains how one of his students ( ① ) him by referring to one of the colors of traffic lights as blue 及する 指角する ( 2 ) of green. The Japanese professor points out that in the Japanese language some objects that are usually thought of as green in many languages are ((3 ) using a Japanese word for blue. The British professor then describes similar ( ④ ) in other languages and cultures, such as that of the Berinmo in Papua New Guinea. They also discuss how Japanese and other languages also have ( ⑤ ) words for light blue and blue. 特称もべろ 2| This leads to a discussion about whether Japanese people are( ⑥ ) different things when they look at objects, or whether they are just ( ⑦ ) different terms to describe them. The British professor then brings up a study that investigated how bilingual speakers of Greek and English ( ③ ) different shades of blue. He notes that the conclusion of the study was that those people who spent more time in the UK were ( 9 ) likely to describe the shades of light blue and blue as very different from each other. 3 The Japanese professor continues the conversation by bringing up a second study that further examines the idea that language can( 10 ) the way we think. This study involved Japanese and English speakers and found that the Japanese speakers judged shades of light blue and blue to be further apart. Both professors conclude the discussion by noting the ( ① ) in interpreting the results of these studies, with the Japanese professor observing that language could be influencing thought or that other ( 2 ) factors could be at work. (D) separate (B) cultural (F) effect (A) assessed (C) characteristics (G) society (H) in contrast (E) less (K) disagreeing (O) surprised (S) designed (W) seeing (L) more (1) using (J) instead (N) mistakes (P) dificulty (M) felt (T) critical (X) increasing (Q) need (R) affect (U) reinforce (V) referred )6(W) へ の( )の( C ) ⑤ ( の( 9

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