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英語 高校生

「,well behind 」の部分の構造、意味を教えてください。

[Review] Back in the late sixties, thinkers on both sides of the Atlantic were troubled by problems which may seem strange to us today: they were worried that the leisure age which they believed was fast approaching would leave people with too much time on their hands. They were worried that the work ethic was losing its grip on a new rebellious generation and they pondered how they would motivate people to work. They needn't have worried. The much-predicted "leisure age" promised by technology has not materialized. In fact, quite the reverse: people are working harder than ever. There is less leisure time and, most surprising of all, the very workers with the greatest bargaining power are choosing to work the hardest. The problem is the burnout of white- collar Britain. For over a century, the average number of hours spent working over a lifetime slowly declined in Britain. The historian James Arrowsmith has calculated that in 1856 our ancestors put in 124,000 hours over a 40-year working life and, by 1981, it was 69,000. There it remained for a decade, but in the early nineties it began to increase again. On average full-time British workers now put in 80,224 hours over their working life, and that figure rises to 92,000 for those on a 50-hour week, which is common among the self- employed, the skilled, and professional and managerial workers. Many are working the kind of hours that would have been familiar to factory workers in the middle of the 19th century. The only difference is that now it's the bosses who are more likely to be putting in the hours than those on the shop floor. Britain has followed a US model of all work, no play, in contrast to continental Europe. Full-time workers in Britain now work the longest hours in Europe an average of 43.6 hours per week compared with an EU average of 40.3. Even more marked is the difference in holidays between Britain and continental Europe; the UK has, on average, 28 days a year, well behind France with 47, Italy with 44 and Germany with 41. Add the difference in weekly hours and holidays and it amounts to the British working almost eight weeks a year more than their European counterparts. -

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英語 高校生

(5)について質問です。 答えは(A)ですが、自分は"否定的な観点から"で(B)のdenyingを選びました。なぜ(B)が違うのでしょうか。文法的に合わないからなのか英文の意味的に違うのか教えてください

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英語 高校生

この問題の解き方を教えて欲しいです🙇‍♀️

Ⅰ 次の英文を完成させるために,空所に入る最も適切な文を(A)~(D) より選び、その記号をマー クせよ。 ( ) He describes it is a state of ideal experience that can be brought about by tasks that have clear goals and provide immediate feedback. ack() Chess and basketball players, dancers, climbers, and assembly line workers can all experience flow while deeply engaged in their activities. Flow happens at a point of balance between boredom and frustration. (3) On the other hand, if the challenge is too high relative to the individual's skill level, frustration becomes likely. The flow state sets in when the challenge level of the activity meets the skill level of the person. In this sense, flow is related to what we call "fun." () For example, climbers will move on to ascend more demanding rock formations, and chess players will seek to play against more skillful opponents. ✓ (A) One of its defining characteristics is the loss of the sense of self and time because absorption in the task at hand is so complete. (B) Flow, as famously investigated by Mihaly Csikszentmihalyi, is a mental state characterized by deep absorption during challenging activities. (C) Moreover, as our skills improve in the activity, we seek to increase the challenge in order to keep experiencing flow. (D) If an activity provides a level of challenge that is too low relative to the skill level of the person, it becomes boring,

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TOEIC・英語 大学生・専門学校生・社会人

英語がとっても苦手で何が書いてあるか全く分かりません。 明日の朝提出しなければならないのでどなたか解いてください。お願いしますお願いします。

44 15 20 25 30 Lecturer 10 Class times Office hours* Classroom Textbook Reading Read the following passage and answer the questions. English Writing Core I 43 ► This course is for foreign students to learn basic academic writing skills. The course is divided into three classes according to the results of a placement test. ► The placement test is on Tuesday, September 2 at 9:00 in Bldg. 10 Room 1. ▸ After the test, students must visit the student office by September 9 to register. This is a half-year course, and students who have completed one level can enter the next level in the spring term without taking the placement test. Level 1 Level 2 Level 3 Prof. Smith Friday 9:00 a.m.-10:30 a.m. Friday 10:45 a.m.-12:00 p.m. Bldg. 12 Room 1 "Advanced Writing Strategies Level 1: This course introduces students to the basics of English academic writing. Students will begin by learning how to write a coherent paragraph and then apply this skill to writing a five-paragraph essay. They will learn how to create an effective thesis statement, topic sentences, introduction and conclusion, as well as how to organize supporting sentences logically. Students are required to submit one single-paragraph composition, one essay outline and two essays on pre-selected topics at the end of the course for assessment. | 43-45 英 Green Valley University, Autumn Semester Level 2: In this course students focus on gaining an in-depth understanding of the form and function of *argumentative writing and compare and contrast representative essays. Emphasis is placed on writing effective thesis statements and developing paragraphs. Students also learn effective citation, paraphrasing and summarizing skills. Reading academic articles to improve their writing style and vocabulary is a key feature of this course. Assessment is based on two short essays and a paraphrasing and summarizing task. 4 Bldg. 19 pre-selected 24 paraphrase Prof. Simpson Prof. Wheeler Wednesday 9:00 a.m.-10:30 a.m. Monday 10:30 a.m.-12:00 p.m. Wednesday 10:45 a.m-12:00 p.m. Monday 1:20 p.m.-2:50 p.m. Bldg. 10 Room 1 "Have Fun Writing" Bldg. 10 Room 5 "Essay Writing Skills" Level 3: For more experienced students, this course aims to develop advanced essay. writing skills. Emphasis is placed on taking a position in an argumentative essay, researching, evaluating sources and logically developing ideas throughout the essay Students will also learn how to effectively integrate a range of sources into their writing. Assessment is based on one long essay on an academic topic chosen by the student. (379 words) * office hours: 大学の研究室などで教員に面談が可能な時間帯 thesis statement: (エッセイの) 主題文 argumentative: Words & Phrases 32 9 Prof. 20 assessment 29 take a position 15 coherent 21 in-depth 31 integrate A into B 19 composition 24 citation 31 a range of~ Read the passage and put T (True) or F (False) in the brackets. (各2点) (1) Students cannot choose the level of the course they want to take. (2) Students who have finished the level 2 course can enter the level 3 course without taking a test. ( ) (3) All students, whichever level they are taking, must submit at least one essay on a topic chosen by the student for assessment. ) 2 Questions Answer the following questions. [1] Choose one word which has the same pronunciation as the underlined part of the following word from the passage. (4点) thesis a. beneath b. breathe c. worthy d. smooth [2] Complete the answer to the following question. "What is a placement test?" "It is a test to [3] Hiroshi wants to see the lecturer of the Level 2 course to ask some questions. Tell him what to do to see the lecturer. (6点) [4] Choose the suitable word for each blank. (1) Level 1 students focus on how to write logical and well paragraphs. a. devised b. organized c. known (2) Level 3 students have to make their opinion essay. a. correct b. decent c. clear [5] Choose the suitable phrase for the blank. "Level 2 students are required to fully understand a. what argumentative writing is b. how important it is to write an effective thesis statement c. what the basic structure of English academic writing is d. how argumentative writing is evaluated 3 Listening Quiz (1) a. Visit the lecturer at the specified time. b. Go to Room 1 in Building 10 by September 9. d. spoken d. different (5点) c. Buy the textbook during the specified period. d. Register at the student office by the closing day. (2) a. To learn how to organize supporting sentences logically. b. To improve their writing style and vocabulary. c. To create an effective thesis statement. d. To develop ideas logically throughout the essay. (各4点) Listen to the recording and choose the best option. in an argumentative (5点) 45 回 (各3点) 33

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