答えあっていますでしょうか、、！！🥲🥲

ジョンは試験で忙しい nived to F 11. John is busy ( ) for an examination. be busy (in) doing Dto preparing preparing 2 将来何がおこるかわからない ~するのに忙しい ③ prepared Jon o hablo anied to bists at al ④ prepare pos 〈関西外国語大〉 ture. 3 no to tell 1 what will happen in the future. There is no doing ~できない e is no doing a wo 12. There is ( ) what will 12190 〈大阪 no telling ② not telling 13. It ( ④ not to tell あなたは練習をとおして得点を向上できるのは言うまでもない 〈城西大〉 ) that you can improve your score through practice. It goes without saying that SV 〈大学 ① is not useful saying 3 is without said は言うまでもない aded ② will not help to say Needless to say, SV... ④ goes without saying usult of bliss 〈国士舘大) みじかい休みをとりたい気分ではありませんか feel like doing ~したい気分だ 3 go ④ take <浜松大〉 その店から飲料をとったどろぼうは逃げた ef snd 14. You look tired. Don't you feel ( ) taking a short break? ① love ②like 警察を見るとすぐに 15. On ( ① seen 2 saw the police officer, the thief who took the groceries from the store ran away. ③seeing see 〈高千穂大〉 on doing ~するとすぐに as soon as sv

この文章の理解ができません。とくに赤の四角で囲ってある部分の訳ができないので教えてください。

The difference between a verbal participle and a gerund is not always obvious, but note what is really said in each of the following. Do you mind me asking a question? Do you mind my asking a question? In the first sentence, the queried objection is to me, as op- posed to other members of the group, asking a question. In the second example, the issue is whether a question may be asked at all.

タイトルをのぞいた6行目のthat was it って文法的にどうなっているんですか？

Your English teacher has asked all students to find an inspiring story about someone who gained confidence and to give a short presentation on "self- You have found this story in a book of short stories confidence", using notes. from the UK. How an Elephant Taught Me to Believe in Myself Sky Morgan I could see the goal line in front of me. Just a few more yards. My legs were burning but nothing was going to stop me. I could see an opposition player running towards me, but I knew she wouldn't make it. I dived and pushed the ball into the ground just over the line. Try!2 I looked up to see my teammates running towards me cheering. The whistle went and I knew that was it. We had won our first rugby game of the year! I'd been playing in the school team now for a year and it felt fantastic. As we walked off the pitch smiling, Coach Janet waved me over. antastic./ My smile dropped. I knew what she was going to say. t/Sh "Sky, that was fantastic! Best try of the game," she said as she patted me on the back. "Sit down for a moment." She waited for me to sit before she began "The county trials are next week. I know...," she saw my expression. "I know you don't feel ready. But you are ready, Sky. You're our best player, You just need the confidence." She sighed. "Just think about it, will you?" 2 aribbe to

この文章のa postingって分詞構文のbeingの省略と考えても訳的にも文法的にも問題なくないですか？

No. 省略 64 64 文と名詞(句)の同格は and this is を補おう② Peter was assigned [to do research on earthquakes] and S₁₂ V1 nobibros 接 spent the next six years 〈working 〈as a geologist〉〉, and this was V2 O2 M2 a posting that he welcomed}, and he was a fine choice. C 0' S' V' 接 S2 V2 C2 詞構文 ? 日本語訳例 ピーターは地震研究を命じられ、次の6年間を地質学者として研究することに費や ※1 したが,それは彼が喜んで受け入れた任命だった。 そして、 彼はまさに適任者であ ※2 ※3 った。 ※1 was assigned to (V) の訳は 「~を割り当たられた」 「~を任命された」 「~の担当となった」 などでも可です。 ※2 spent ~ working as a geologist の訳は「地質学者として~を過ごした」 でも可です。 なお、 the next six yearsの訳として 「今後6年間」 「向こう6年間」は不可です。 ※3 a fine choiceの訳として 「優れた選択」 では意味が通りません。 「上の者が彼を選んだのはす ばらしいことだ」ということが訳に出るように 「彼が選ばれたのはすばらしいことだった」 とし てもよいでしょう。

誤りを直す問題なのですが、どう直せばいいのか教えてください。

Each winter, a snow festival is taken place in Sapporo, to the delight of residents and tourists.

答えと考え(メモ)は合っていますでしょうか、、😭😭

訳 todo 12. The woman spoke English() for me to understand too+形~すぎて~できない 1 fast 998 ② faster 13. “I think I'll give Jim some advice." “That is unnecessary. He is ( 1 old he decides ③ so old to decide as がないX 14. We left early ( ① as for ③ so fast 〈 大阪学院大 〉 ④too fast 私が理解するには早すぎる ) for himself." 自分で決めるには十分大人なので ②old enough to decide ④ enough old to decide enough は old (千葉工業大) のうしろ ) to avoid heavy traffic on the roads. so as to do <目的> ② as in 3 so as ④ so that otonavi混んでる道を避けるためにはやく出発した <岩手医科大〉 15. Sunlight is needed in order for the process of photosynthesis ( ) place in plants. in order ③ taking ④ taken todo <愛知医科大 take place 行かれる植物が光合成のプロセスを行うために日光は必要 ) forget the important suggestions that he made. ① that is taken② to take 16. I took notes ( ① so as not to 3 so far as not 提唱 so long as to 4 as soon as to 17. The bad weather made them ( ① postponed 〈日本歯科大〉 彼がつくった重要な提案を忘れないために私はノートをとった ) the picnic. ② to postpone ③ postpone made 使役動詞~させる=原形不定詞を用いる -> ④ postponing 〈名城大〉

関係代名詞について教えてください。２つの参考書で一方は、関係代名詞は「代名詞」です。「つなぎ役」ではありません。とすごく強調して書かれており、もう一方は、関係代名詞は文と文をつなぐ接着剤、と書かれています。大したことには思わない人もいるでしょうが、文法の説明で「接着剤」とい... 続きを読む

guitar, either of which I can also teach you, if yotc My hobbies are composing music and playing a sim clauses." ことがあり り形容 CIRO 解説 ■基解説 関係代名詞は「代名詞」 です。 「つなぎ役」 ではありません。 ① 関係代名詞は、代名詞の分類です。 [注意] 普通の代名詞なので活用変化もします。 ☆「人」を説明する場合 who / whose / whom whom は who になることもあ ☆「物」 を説明する場合 : which/whose / which ② 英語では名詞の後ろに,その名詞の説明文を置くことができます。 [注意] 説明文の中に代名詞を含むことが特異な点です。 前置修飾が基 14 の日本語にはない, 名詞の説明の仕方です。 お ST チ 1. M 第□ 土曜日 7 関係代名詞の用法 前 午後 夜 ] 関係代名詞は文と文をつなぐ接着剤 2つの文を関係代名詞の which を使って1文にする方法は? 文 ① She has read the books. 文 ② David lent them to her. lood

教えてください！？！！

3 各文の文型をア~オから選び ( )に入れなさい. また, 各文の下線部は 文のどの要素か, ae から選び〔 〕に入れなさい. (1) The sky turned red at sunset. 13 (1) )( ] (2) Could you show me your notebook? (2) (3) The moon is shining brightly. ( (3 (4) We climbed Mt. Fuji last summer. ()( ) [ ] (a (5)We elected him class president. () ( ) [ア. S+V イ.S+V+ C ウ. S+V+O 1. S+V+0 +0 オ. S + V+O+C1 [ a. 主語 b. 動詞 c. 補語 d. 目的語 e. 修飾語1

青線で引いている箇所のthatは、強調構文のthatで合っていますでしょうか？🙇🏻‍♀️🙏🏻

The short answer is that we just don't know), but scientists, [including Kelly S S S V' and Mahon], believe <{that there is a potential health risk). 具体例の目印 10 O V S'

I detected a note of regretのnote ofってどんな感じの意味ですか？