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英語 高校生

答えを教えて欲しいです

Past Tense, Past Progressive (2) Warm Up! (1) ( に入れるのに正しくないものを1つ選んでください。(b) Warm Up He began to practice karate only ( ). 1. recently 2. two weeks earlier 3. these days 4. one week ago Part 2: Grammar Section 《解説と解答》 「彼はつい最近 (2週間早く; 先週) 空手の練習を始めた」 という意味ですから、 3. these days のみが、 過去形の動詞と共に使えない表現です。 these days は 「このごろ (最近)」 という意味で すが、 現在形 現在進行形や現在完了形とともに用います。 Warm Up! (2) ( に入れるのに最適な表現を1つ選んでください。 John didn't want to see me because he () his lunch. 1. once had 2. was having 3. has 4. took 《解説と解答》 「ジョンは昼食中だったので、私に会いたがらなかった」 という意味ですから、 ジョンが私に会い たがらなかった理由を完成させます。 私に会いたがらなかった時に進行していた動作が「昼食を取る」 ことですから 2. was having の過去進行形にするのが適切です。 なお、 have lunch の have は 「食 べる (eat) 」 の意味ですから、この意味の場合haveは進行形で用いることができます。 Exercise 5: Fill in the blanks in these sentences with one of the choices below. 3. A pine tree (a) stands 1. While Cindy. (a) was playing (b) is playing (c) played her violin yesterday, two of her strings broke. (d) has played up late the night before to 2. My paper was due yesterday, so I complete it. (a) stayed (b) stood (b) would stay (c) stay (d) am staying at the gate, and a girl was standing in its shade. (d) standing (c) was standing 4. The car wasn't here yesterday because Jane takes the bus, but the drivers were on strike. (a) uses (b) is using (c) has used 5. One of the boys (a) fall (b) falls 6. When the door bell rang, I (a) take (b) am taking 7. Mr. Brown (a) leave (b) is leaving (d) was using in the river, but I dived in and saved him. (c) were falling (d) fell a shower. (c) was taking the office only a minute ago. (c) was leaving 8. During the last earthquake books (a) fall it. She generally (b) are falling (c) had been falling (d) taking (d) left from the shelf. (d) fell Unit 4 Exercise 6: Fill in the blanks in the passage below with the correct form of the verb in parentheses. The first one is done for you. Mark (live) lives in Japan. His family (come) five years ago, when his father (start) Osaka. At that time Mark was still only 10 years old, and he (do) not want to leave America. But now, he (have) Osaka, and he likes living there. During the last summer vacation, Mark (go) United States with his parents. They (visit) Washington D.C., and Boston, and (enjoy) They also (go) Mark's grandparents. His grandparents (be) see Mark. One evening, as they (eat) the telephone (ring) Mark and his parents (talk) over one hour. Now Mark is back in Osaka. He (want) his grandparents again. He is (plan). America by himself next time. to Japan his own business in many friends in back to the New York, seeing the sights. to a small town in Connecticut to (see) very happy to a big chocolate cake, It was Mark's aunt in California. with her one after another for to (visit) to go to

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英語 中学生

英語、塾まであと10分だから助けて( ¯−¯ )

13 定着 基本文③ 次の英文がなりたつように, (1) People call Ken-chan. (2) His performance made (3) Mr. Ito gave (4) Their efforts に適する語を( (he, his, him, himself) excited. (they, their, them, theirs) (we, our, us, ours) (come, keep, give, take ) に適する語を書きなさい。 a lot of homework. the city clean. 4 定着 基本文③ 次の日本文にあう英文になるように, (1) 人々の前で話すことは私を緊張させます。 in front of people (2) 多くのよいコメントがその歌手を有名にしました。 Many nice comments the singer (3) みんなが彼女をプリティ・キティと呼びます。 Everyone (4) ボランティアの活動が町を美しく保っています。 Volunteer activities the town Pretty Kitty. 内から選んで書きなさい。 □ 意味も確認しよ 5 定着 基本文 ③ 次の日本文にあう英文になるように, ( )内の語(句) を並べかえなさい。 (1) その本は彼女を作家として有名にしました。 The (famous/as/ made/book / a/writer/ her). (3) 5人の子供たちがスミス夫人をいつも忙しくしています。 (Mrs. Smith / always/ busy / children / five / keep). nervous. (2) 私は妹に誕生日ケーキを作ってあげました。(cake/a/my/made/ birthday/I/ sister). (4) その物語を読むとあなたはとても悲しくなるでしょう。 ( sad / will / the story / very/you/reading/make) .

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英語 中学生

すべてわかりません…教えてください!

Unit 4 長文問題 もしも時間を戻せたら? 1 ) able to change the past? If you Do you ever wish you (1) had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. (3) 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 Targ ①関係 2157 (4) A very common answer he found was, “If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. ) hurt their 5 Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "(7)I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. tu P e g n t

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英語 高校生

教えてくださる方お願いします!!至急です!! 長文が苦手で教えてください

26 Unit 4 長文問題 もしも時間を戻せたら? 1 Do you ever wish you ( ) able to change the past? If you had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 A very common answer he found was, "If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) ) hurt their friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 5 Another common answer was about pets. If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 66 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. Target ①関係代名詞 ②仮定法・間接疑問文 turn back (時計を) 巻き戻す pleasantly 心地よく expected to 〜するだろうと思う good majority , t take back 取り消す apparently どうやら~らしい close to 〜近く be nice to 〜にやさしい concern for 問1 (1) ( 〜への気遣い配慮 Pag 2 junk food ジャンクフード 問3 い。 ( 問 問 (4) (6) 1

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英語 中学生

すみません、至急お願いします。 問1から問9まで教えてください🙇‍♀️

Unit 4 長文問題] もしも時間を戻せたら? ) able to change the past? If you 1 Do you ever wish you (2) had that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. Hou 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the which he received from his students were for the good of answers (う) others. Target ① 関係代名詞 ②仮定法・間接疑問文 66 4 A very common answer he found was, “(4)If I could turn back the clock, I would take back some things that I said to a friend.” Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 7) hurt their 5 (7) (6) Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. turn back and M (時計を) 巻き戻す pleasantly 心地よく expected to 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. 〜するだろうと思う good majority , t take back 取り消す apparently close to どうやら~らしい t be nice to 〜にやさしい de 問 1 (1) ( 問2 問3 い。 1.9 ( junk food ジャンクフード concern for . 〜への気遣い、配慮 (4

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英語 高校生

英語の文法についての質問です。 一枚目と二枚目の緑の蛍光ペンを引いたところなんですが合っているかどうか確認していただきたいです。 三枚目にさんこう資料を載せてあります。 お願いします🙇‍♂️

CUTTING EDGE 1-03 英語の変遷 言語に関する面白いことの1つはそれが時とともに変化していくさまである名A (1) One interesting thing about languages is the way that they change over time. In English, everything from spelling to vocabulary 熟を経験する to ①pronunciation has ②gone through major changes over centuries. In fact, to a modern speaker, the English of 1,000 years ago is like a foreign language! 熱にさかのぼる 当時、 The history of English ③dates back around 1,500 years. (2) At ヨーロッパの複数の集団がイランドeans ④inaded England, bringing their that time, groups of Europeans 副詞M 一面に侵入する。 languages with them. These ⑤gradually developed into Old English. だんだんと. Later, in_1066, England was invaded by the Normans, from France. これによってその言語に重要な変化がもたらされ、今日我々が中英語と呼ばれる (3) This caused the language [go] through an important shift, leading to 関係詞ものになった。 続く500年以上の間、その言語は what we now call Middle English. (4)Over the next 500 years, the さらなる変化を経て最終的に近代英語へと変化した。結局は 回進化する language ⑥underwent ⑦ further shifts, ⑧eventually Devolving into ~続する 脳されんだ 英語が現在に至るまで発展する間に Modern English [evolvingの用法】 (5) As the language has developed 「接続」 多くのことが変化した down to the present day, many things about it have changed. 明白な Pronunciation is one of the most obvious areas of change. For example, in Old English, people said “hus” and “mus.” Now we say 最近では、アメリカ、イギリス、オーストラリア、そして他の地域での "house" and "mouse." (6)These days, there are also many differences 英語の発音の名Aしかたにも効くの違いがある。 in the way that English is pronounced in the USA, the UK, Australia. どこかその他の所で、 and Welsewhere. When people who speak the same language live in BE AE places separated by great 12distances, the language undergoes 13rapid changes in each place. 囲急速な Spelling has also gone thorough interesting changes. For example, in Old English, people wrote "riht." A "g" was added in Middle English, making the spelling "right." Also, in the ④4 distant 18世紀および past, people did not always follow standards of spelling. (7) In the 18th 学者のような学者たちが辞書を著し、英語のつづりをより 19世紀に(アヴェブスター and 19th centuries, scholars like Noah Webster wrote dictionaries 形一貫性のあるものにした。 FRED 貫した that made English spelling more 1⑥6 consistent. But different standards were decided on in England and the USA, so some differences remain - for example, "color" vs. “colour.”

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