答え合わせできないのでそれぞれ回答、解説を教えていただきたいです。お願いします🙇🏻‍♀️💦

1 次の対話文を読み, 問いの答えとして最も適当なものをア~エの図の中からそれぞれ1つ選 んで、符号で答えなさい。 (1) (2) Kate: Wow, Japanese convenience stores are interesting! Sota: Why don't you buy something? Kate: I'm thirsty, so I'll get something to drink. Hmm.... Let's see.... I've drunk green tea before, and I can't sleep at night if I drink coffee. Oh, I like apple juice best! I'll have this! Sota: That's a good choice! Question What did Kate choose to buy? ア ORANGE ア Yuriko: When does school usually start in Australia? Sophie: It starts around late January to early February. My school starts from January 31st, so I'll leave Japan on Sunday, January 22nd Question When are they going to meet? Yuriko: Can we meet before you leave? Sophie: Sure, why not? Yuriko: How about January 16th to 20th? When is convenient for you? Sophie: I have to get ready for school, so let's meet on Wednesday! CCCC January 16 CCCC January 18 APPLE ウ COFFEE CCCC January 20 -1. January 22 (3) (③) ( ⑦ )にあてはまる最も適当な語を, 次の5語の中からそれぞれ選んで、正し い形にかえて答えなさい。 (4) (5) (6) I give call use have lose 1 下線部④が指すことを, 日本語で説明しなさい。 下線部⑥に入る最も適切なものを下のア〜エから選んで, 符号で答えなさい。 7 Good bye. I hope to see you again. That's all right. Thank you very much. I'm sorry. I can't help you. Welcome to Canada. Nice to see you again. 本文の内容と一致するものを下のア〜エの中から1つ選び、 符号で答えなさい。 7 When the Canadian students came to school in Japan, the Japanese students spoke English very well. Akira stayed in a dorm with his friends while he was in Canada. When the Japanese students visited the school in Canada, Akira enjoyed lunch after singing a song. I Akira felt Japanese and Canadian people had the same heart through his own experience.

10.11解説見てもよく分からず、教えてほしいです。答えはウとアです。 13.14は第4文型を作っていると解説で書かれていたのですがどれがどれなのかわからないので教えて欲しいです。

10. The food Mother is cooking ( ) delicious. 7. is smelling 1. smelled 7. smells -11. The music ( ) familiar to S 7. sounded 1. heard me. + LWL BOOTH . was heard I. was smelling I. was listened to

黒丸しているところを教えてください!

No.2 Susan: I heard you had lunch at Masato's house. How was it? soup/ Kenji: It was great. (delicious/cooked/the so/his mother/ was). Susan: Wow. Ⅰ want to try it, too. 次の1,2の会話について, それぞれの [ ]内の 13 語を正しく並べかえて, 英文を完成させなさい。 1. (放課後の教室で) Yuki: Mary, what are you doing here? Mary I'm [at/boy/looking/playing/the] soccer Yuki <鳥取県 > Mike Takashi: About ten o'clock. Mike 14 over there. He is so cool. Oh, that's Kenta. He plays soccer very well. 2. (昼休みの教室で) Takashi: Hi, Mike. I'm going to study for the test 18 with my friend on Saturday. Would you like to join us? : I'd love to. When will you start? : I have to clean my room, so I will [call/I / leave/when/you ] my house. 次の12の対話文の [ ]内の語句を並べかえ て, 意味の通る英文を完成させなさい。 ただし, ]内の語句を全部使うこと。 Miki: Why don't we wear the same T-shirts at the school festival? <岐阜県 > 15 17 文を完 た B: Miki: OK. Let's go there. 2. Linda: You look happy. Haru: Yes, I am. Tom (these / gave / beautiful / me/flowers). <高知県 >> (2) 次の会話の下線部について、()内の語を並べか え、意味のとおる英文にしなさい。 Jane: That's a good idea! I (that/ sells/know/ 19 cool/a shop〕 T-shirts near my house. 記号: (1) (2) PRO ( -156-

問8.9の答えが、なぜそうなるのか分からないので、教えてください🙏 ちなみにどちらも3が答えです。

8 A sweet piano sound ( 1 come We can ( submit 2 came ) from the speakers made us feel calm. 13 3 coming 4) to come ) a meeting to decide the next steps for the project. 14 2 invite 3 occur 4 organize

今度、英語でリテリングがあります。 そこでunit6のpart1〜3の場面を紹介するのですが 最後の写真のところにある単語を使って、part1〜3を紹介するのが難しく、どうしても教科書を読み上げるような感じになってしまいます。自分の言葉で表現出来ません。参考にさせて頂きたい... 続きを読む

1 Q. Kota はどんな提案をしましたか。 どうしたの? Kota: What's the matter? Are you in trouble? 113 114 手首 I twisted my wrist while I was playing basketball. 丸の間 I don't think I can play the piano at the chorus contest. Tina: What should we do? We have only a few days until the contest. たった 23の日 ~まで Listen and Read Eri: Kota: I have an idea. Look at this video. There are two people playing one piano. We could try that. ひかえ Tina: Who can play the piano with Eri? 1354 Hajin: I can play a little bit. Eri: Really? Can you help me? We can play together. Hajin: OK. I'll do my best. KEY Last Ans. 表現 ② 答えを 000 New Words matter [mata trouble [trabl twist(ed) [twist wrist [ríst] while [hwáil] few [fjú:] until [ǝntil] ▪be in trouble ▪ a few ~ What's the mo 「どうしたの。」 I have an idea 「考えがある。」 ->) wrist w は発音しない [k] chorus ch の発音に注意

1枚目の画像の問題についてです。2枚目の画像にはこう説明されていますが、答えが3枚目の画像になっているのは 「いっしょに」の成分が「with you」になっているからですか？

日本文の意味に合うように,( )内に適語を入れなさい。 bluora 34 1) 外は暗いよ。 いっしょに行こうか。 一大丈夫です, ありがとう。 It's dark outside. ( ) ( go with vou? I'm OK. thanks.

横で見づらいですが教えて欲しいです 会話系の問題です

ることはない。 Woman: I'm sorry to bother you, Professor Sato. Can I have a minute? Man: Certainly! ( 37 ) fellsny Woman: You gave us a writing assignment on global warming. But I don't know where to start. Man: (38) Woman: Well, I'm thinking about greenhouse gases. Maybe I can write about their effects on our life and the earth. Man: (39) The first thing you should do is to go to the library and find some recent articles on the subject. Woman: Thank you, professor, for your advice. A. What can I do for you? C. That sounds good. Woman: Shota, I'm having a lunch party. Would you like to come? A party? When? Man: Woman: Sunday morning, starting at 11 o'clock. Man: Woman: Man: B. Which topic did you choose? D. I don't think that's a good idea. ( 40 ) But I have to check my schedule first. Oh, I just remembered! I promised my mom I would take care of my little brother that day. Sorry. Why don't you bring him? ( 41 ) Oh, that would be great. I'll let you know. Woman: Good. ( 42 ) A. Here's an idea! C. I hope both of you can come. B. Children are also welcome. boghofong A MD. I'd love to come.

手書きですみません。教えていただきたいです。

○うなりの回数を数えるときに音が大きくなるときと、小さくなるときの、両方をカウントするのか片方だけなのか。 218. CD NEHEAST COP CRSKED HA, HONOR. HRAN IHRE SOUNDATI し 押さえたときそれぞれでも

コミニケーション英語２ Lesson７　Section１ 下のQuestion　Anser　Practiceの解説が知りたいです！

Communication English II Lesson 7 Encouraging Song Section 1&2 Reading Passage Section 1 There are many songs that help people overcome sadness or troubles. Makenaide may be one of them. This song has been encouraging many people for a long time. The lyrics of Makenaide were written by Sakai Izumi, the vocalist of ZARD. It became a hit in 1993. The following year, it was adopted as the theme song for the National High School Baseball Invitational Tournament. Some schools have also been using this song for graduation ceremonies. When the Great Hanshin-Awaji Earthquake occurred in 1995, this song was often aired. Many people were able to recover their spirits by listening to it. The song also cheered people up after the Great East Japan Earthquake in 2011. Unfortunately, Sakai passed away in 2007. However, this song is still popular today. Section 2 What makes this song so attractive? The answer may be in its lyrics. The song has a message of hope for everyone. Let's take a look at the first refrain. Sakai left a piece of paper on which she wrote the lyrics. It shows that she changed a part of them. She replaced the words "Don't stop until the end" with "Keep on running until the end". She may have thought that this sounded more positive. Handout Reading No.15 Text p.94-97 She changed this part while she was actually recording the song. "Which words communicate better?" was the question she always had in her mind. She always searched for words that would encourage people. Don't give up! Just a little farther 負けないで もうすこし Keep on running until the end 最後まで走りぬけて Even though we may be apart どんなに離れてても I'll stand by you with all my heart 心はそばにいるわ Follow the dream you'll catch in the end 追いかけてはるかな夢を 1. Question-Answering Practice Section 1 1. Who wrote the lyrics of Makenaide? The lyrics of Makeneide were written 2. What have some schools been using Makenaide for Sakai Izumi 3. Is Makenaide still popular today? song is still popular today. Section 2 1. What did Sakai leave? 2. Which words did she choose, "Don't stop" or "Keep on running"? She 3. What question did she always have in her mind?

解答を教えてください！本当にお願いします

Lesson6 The Power of Words Scene3 5 When she was 24, she moved to Brazil with her husband. At first, her life there was hard because she couldn't speak Portuguese at all. However, she was andhe Ecatul lucky to become friends with a boy named Luisinho who became her Portuguese #RC Asta teacher. She enjoyed learning the language by listening to his speaking because than (likel speaking way staf it sounded like singing. Amazingly, the meaning of words came across more through his voice when he spoke to her. 6 One day, Luisinho invited her to`dance, but she was too shy to do so. said, "Eiko, you have a heart, and it beats tokutoku tokutoku, right? Human beings are made that way!" listen to that, you can dance. these words, she was stunned. 付状況…しながら father told stories using onomatopoeia. Until meeting Luisinho, she had He If you When she hear Hearing She recalled feeling that tokutoky when her (she s started/ focused only on the meaning of language, but he helped her to see the mystery and Langugo 分かる. _depth of it. She realized that even when we don't know much vocabulary if language has the right rhythm and sounds, it amazingly reaches the listener. FLU あまり~ない