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英語 高校生

至急お願いしたいです。 この回答を教えてください!

[PSponig Reading 目標 20分 速読問題 次の英文を2.5分で読んで, 1. の問いに答えなさい。 Sports shoes for children, who want to run fast. are now enjoying great popularity in Japan. Children play all sorts of sports in Japanese primary and secondary schools, and every school also holds a sports day as a special school event. Both short and long distance races are run around curved tracks in the school grounds but the "centrifugal force can make it hard to 5 stay on your feet when racing around the sharp bends on both ends of the track, and some children do slip and fall. As a matter of fact. wearing these shoes won't make them run faster. The shoes do, however. grip firmly to the ground and that makes the children less likely to slip and better able to run their best. So why do they grip the ground so well? The secret is in the "sole. A normal grip pattern consists of "symmetrical lines which cross 10 the sole horizontally. On thes hoes, though, the lines are not "parallel, and there are rubber "studs on the soles. and they are positioned differently. The tracks used in athletics are "regulated by *the International Association of Athletics Federations, and one of the rules is that you must run around the track 'anticlockwise. Think about what happens when you run around a bend anticlockwise. Which parts of your feet take the most pressure? The left 15 sides on both feet, and those places which take the most pressure are also the parts most likely 4. The to slip, and so the shoes are designed with a number of studs in these important areas. studs are each about one millimeter long and a centimeter in diameter. They put studs on the left side of each sole, which grip the ground tightly. The precise number varies depending on the size of the shoe. They are placed on the outer side of the left shoe and the 20 inner side of the right shoe. (321 words / 大阪工業大学) 1 218 1. この英文で話題となっているスポーツシューズの靴底を表す絵として最も適当なものを. 次の a. ~d. から選びなさい。 (5点) b. a. right left right left /22 right 4. 下線部(3)が指すものを, 日本語で簡潔に説明しなさい。 left /10] /10] d. _right 5. 下線部 (4)が指すものとして最も適当なものをa~d. から一つ選びなさい。 a. Japanese primary and secondary schools b. mothers who buy their children's shoes c. the children who want to run fast /40 left 精読問題もう一度英文を読んで,次の問いに答えなさい。 2. 文法 下線部 (1) の和訳として最も適当なものをa~d. から一つ選びなさい。 (6点) a. しかし, 遠心力のせいでトラックの両端のところでぴったり止まることはむずかしく、 中には ラインからずれてしまったり 転んだりする子もいる。 b. しかし, 遠心力のせいでトラックの両端の鋭いカーブでは靴が足に強く密着し, 中にはつまず いたり倒れたりする子もいる。 c. しかし, 遠心力のせいでトラックの両端の鋭いカーブを回るときにしっかりと姿勢を保つこと ができなくなり、 中には滑って転んでしまう子もいる。 d. しかし、遠心力のせいで足はトラックをはみ出してしまい, トラックの両端では大きく折れ曲 がって, 中には倒れ込みながらゴールする子もいる。 3. 下線部(2) の and は何と何とを結びつけていますか。 それぞれを英語で答えなさい。 /100 (8点) (9点) (7点) d. the developers of these shoes 6.全体把握 本文の内容と合っているものにはT, 合っていないものにはFと答えなさい。 (各1点) (ア) Sports shoes for children have become a great hit in Japan. ( (イ) Children in Japan run around curved tracks in the school grounds every day. ( (ウ) Sports shoes actually make the children run faster. (エ) The studs on the soles are all different sizes. ( ( (オ) Different sizes of sports shoes have different numbers of studs. ( ) ) )

未解決 回答数: 1
英語 高校生

34〜41の答えを教えてください。

A long email from Japan arrived in the computer of Bill Perkins, who worked in an office in London. The message was from a company in Tokyo that Bill's company had just sent a large order to. Bill read it once and then once (注1) named Steve to read. Steve read it and also looked again, looked puzzled, and then gave it to a colleague" confused. The letter began by praising the English company. () It then mentioned that some goods had been damaged during shipping (2) to Japan, and then the letter happily 34 (v) This kind of letter may work well in Japan, 35 it is not very successful as international communication. The letter 36 the reader to read between the lines to understand the problem and to sympathize with the company. (5) Of course, it also wanted Bill and Steve's company to rectify the trouble. But the letter did not spell out (4) that message very 37 . So Bill and Steve were thinking of just ignoring it. But then they received more correspondence from the Japanese company, this time with a specific request for action. It was an hour later when a second letter arrived that contained 38 for the first confusing letter. It also stated the intent of the Japanese company concerning the damaged goods. They wanted the replacement items shipped as soon (25) would foot as possible with no charges. Bill and Steve were happy once again because their insurance company the bill 16), and the goods would arrive in about ten days. (2) The Japanese company didn't follow the standard international business pattern in its communication. But the English company was 39 , too, because they hadn't realized that there was a deeper meaning to the letter. Bill and Steve had only looked at the communication's surface. It seems to me that both sides could benefit from a seminar on international understanding. (1) colleague: (2) shipping: (**) * (注3) rectify: 対応する (注4) spell out : 詳しく述べる (5) insurance company (注6) foot the bill: 費用を払う t (Terry O'Brien et al. Simply Reading, Simply Writing NAN'UN-DO) 6

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英語 中学生

問6でなぜunderstoodではだめなのですか? わかるではないということですか? 教えてほしいですお願いします🙏

(注) Graph 1 TAIと一緒に働くことに抵抗がありますか」 に対する (アメリカ) 20.7 5.3 4 拓也 (Takuya) さんは、 クラスメートの彩 (Aya) さん ジュディ (Judy)さんと 「科学技術と人々の生活」をテーマとした高校生による国際会議 (international conference) の発表者として選ばれました。 国際会議で発表する前に、拓也さんは発表の 内容についてクラスの生徒たちに説明しています。 グラフ(graph)とクラスでの説明の原 稿を読んで、あとの各問に答えなさい。 46.4 (62%) 27.5 ■非常にある ある程度ある □あまりない □まったくない 領域別学習判定 34.0 Graph 2 「Aと一緒に働くことに抵抗がありますか」 に対する回答結果 (日本) 17.8 19.9 MESEN BION 45 S AI AI air conditioner: エアコン BM (単位:%) 28.3 ■非常にある ある程度ある □あまりない □まったくない (artificial intelligence) Graph 3 「今後取得したいAIを活用するための力 技能等は何ですか」 に対する回答結果(複数回答可) 50 40 30 20 evaluate: 評価する performance be ready to 〜 : 〜する準備ができている 10 a - 5 - 23.5 19.9 Al $ AI M するための力作る技能 Al 活用方法を 考える力 I'm Takuya. My classmates, Aya and Judy, and I decided to talk about AI in our lives at the international conference. AI is like a brain in a machine. In our lives, we can see many kinds of machines with AI like smartphones, robot cleaners, and air conditioners. Last weekend, I found a robot with AI at a new shopping mall. It said, " "I said, "Where can I buy a CD here?" Then the robot answered the question quickly. I was very surprised. At the international conference, we are going to show examples of machines with Al first, and then we are going to talk about a difference between Japanese and American people. Aya found Graph 1 and Graph 2 on the Internet. The question in あ of the American them is, "How do you feel when you have to work with machines with AI? The graphs show the answers to the question. Graph 1 shows that about people are not happy to work with machines with AI. In America, people are often evaluated by their work performance. So they are afraid of losing their jobs when job than them. Graph 2 shows that more than 50% of the (2) machines with Al do Japanese people think it is OK to work with machines with AI. Judy found another graph. It's Graph 3. People over 20 years old answered the % of the Japanese people think they don't question on the graph. It shows about need to learn any skills to use AI. I believe the Japanese people will need to learn the I think Japanese people skills. We should do something to improve the situation. should be ready to live with machines with AI. But from the graph, we can also see that some of the Japanese people want to (A) AI and think about how to use it. I'm B) a lot of ( C ) Japanese people are interested in AI. Machines with AI are part of our lives. We should think about how to ( D ) our lives by using AI. Aya, Judy and I are going to ask the students some questions about living with AI at (3) the conference. What questions will we ask at the conference? We haven't We are going to talk about the questions later. Thank you for listening. 15.2 力や技能を 身につける ■アメリカ □ 日本 brain : shopping mall : ショッピングモール T

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