５の文のget以下のHOMEは帰還という意味で合ってます?

OSTH も 2 13 Gene Kranz, the flight director, grabs a piece of chalk and draws a simple S V 0 0 illustration (on the blackboard). It shows the damaged spacecraft's path [from S V 0 際 outer space, around the moon, and (hopefully) back to the earth's surface]. 5 The C 使 goal is clear:(To get the astronauts home safely), Mission Control has to keep で) に と 「い」 まい SVC 帰る コロン (:) 具体化 S them alive and on the right course (for every minute [of that journey]). 0 C 200 3 C 主任のジーン・クランツは, 1本のチョークを持って黒板に簡単な図を描く。 5 損傷を負った宇宙飛行船が大気圏外から, 月を周回し、そして(願わ を無事に帰還させるために, 宇宙管制センターは彼らが死なないように, 球上に帰還する航路を示すものである。 目的は明確だ。 すなわち宇宙 飛行中に彼らが一瞬たりとも正しい航路を外れないようにする必要がある。 flight director 飛行主任/ grab つかむ/chalk 名 チョーク/illustration 21

この文章の4の文で点線で囲まれてるandあると思うんですけど、解説ではaround.from.back toの三つを天秤にしてるって描いてます。 しかし、日本語訳を見ると、周るとか、からとか、帰還するとか 全部品詞バラバラじゃないですか？ 教えて欲しいです。

S V 23 Gene Kranz, the flight director, grabs a piece of chalk and draws a simple illustration (on the blackboard). * It shows the damaged spacecraft's path [from 4 S V O V 0 outer space, around the moon, and (hopefully) back to the earth's surface]. 5 The goal is clear (To get the astronauts home safely), Mission Control has to keep 1001100 SV C コロン (:) → 具体化 S DOCUT 90608 pilier & F them alive and on the right course (for every minute of that journey]). O C 訳 語句 C 5 V 飛行主任のジーン・クランツは、1本のチョークを持って黒板に簡単な図を描く。 それは,損傷を負った宇宙飛行船が大気圏外から, 月を周回し、そして(願わ くは)地球上に帰還する航路を示すものである。 目的は明確だ。すなわち宇宙 飛行士を無事に帰還させるために、宇宙管制センターは彼らが死なないように、 また飛行中に彼らが一瞬たりとも正しい航路を外れないようにする必要がある。 3 flight director 飛行主任/grab 動 つかむ/chalk 名 チョーク/illustration 名

日本語に直してください お願いします

日本語に直してください お願いします

Lesson 04 Pictograms 教科書 p.46 ピクトグラム ① 1 Look at Picture A. 2 Some people are in a box. Date WPM / 1st /2nd 3 The box goes up and down. 4 What does it mean? 5 You can guess the answer easily. 6 Yes, it is an elevator! 7 How about Picture B? 8 You see a sandwich and a bottle under a roof. 10 It is a convenient place to buy things. 9 It's not a cafe. 11 That's right. 12 It represents a convenience store. 13 These are examples of pictograms. 14 Pictograms are simple pictures. 15 We don't need words to understand them. 14 Lesson 04

最後の文の関係代名詞thatは何を指しているのでしょうか？教えて頂きたいです。よろしくお願いいたします。

→ Butがくる。 Indeed, this tendency is found often enough that it suggests a principle: とばしよみ we skim. 当てはまる。 And the better we are at something, the more likely we are to skim. This is true not 初見演奏 only in subjects like reading but in other fields, like music. Musical sight-reading is 楽語 the ability to play music from a printed score for the first time without the benefit o practice. Good sight readers don't read music note by note; they scan for familia 注 patterns and for cues (to those patterns.) Indeed, good sight readers seem to proces おんぷ B 1つずつ A groups of notes as a single perceptual unit. To use a metaphor: they see constellation 5) individual stars. (6) V This is what allows them to play with the speed an luidity that other musicians must practice to achieve. VK Viもある。 t これによって彼らは んになる

赤線部についてwhat toが「どう〜か」という訳になっているのはなぜですか？🙇🏻‍♀️

40 テレビの子供への影響 179 words 1 Many people are concerned about what television has done to the generation of American children who have grown up watching it. For one thing, TV deprives children of creative imagination Some teachers feel that television has taken away the child's 5 ability to form mental pictures in his own mind, resulting in children who cannot figure out a simple story without visual illustrations. For another, too much TV too early tends to cause children to turn away from real life. As a result, they grow up to be passive spectators who can only respond to action, but not take 10 the initiative in doing anything. 2 Another area for concern is that children are short of tolerance for learning. They don't know what to do with some problems if it takes them too long to solve them, because they have been conditioned to see all problems solved in 30 or 60 minutes on TV 15 3 Television violence in particular has the most serious impact on children, most of whom get used to it and become incapable of 17 sympathizing with the pains of others. Tegala Jasd edited

Now all you need to do to get your lamp glowing is follow the simple instructions below. 訳: ランプを点灯するにあたっては、以下の簡単な説明に沿っていただくだけです。 文構造を教え... Read More

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

問4の（2）についてです 私は（2）に「先生を思い出す」と言う意味でウを選んだのですが、答えはアでした。なぜウだと不適なのか教えていただきたいです🙇🏻‍♀️😭

(配点 23) Everyone wants to do well on tests. Here is some advice from successful students on how to do well on tests. Listen to the teacher from the first day of class for hints about what is important. For example, the teacher will emphasize the important information by repeating it or telling you it is important. When you look over your textbook and notes again, you should already know what is important. After each lecture, look over your notes again. Come to class ready to ask questions about what you don't understand. C Look at the visual aids the teacher uses. For example, if the teacher asks you to look at a diagram or graph in your textbook, make sure you understand why that diagram or graph is important. There may be a question on the test that asks about that diagram. Study for an essay exam. Students who prepare for essay exams do better on all types of exams. Students need to know more information for essay exams than for true/false or short-answer exams. There are no hints on the exam itself, so students must learn more for essay exams. To prepare for an essay exam, always read the *material twice before you start taking notes. When you read the material the first time, it may seem difficult. When you read the material the second time, it will seem easier. This is similar to when you (1) have to find the way to a friend's house for the first time. The second time you go to your friend's house, it's easier because you know the way. It may even seem shorter because you don't have to slow down as much to check street names or landmarks. The same is true with the material you read. The second time you will already know the words and ideas. In China, they lp to stop de After you've read the material twice, take notes. At this point, you'll find that you know some of the material and can focus on what is most important. Don't ignore *footnotes in your reading. Sometimes teachers think the information in a footnote is important and will ask a question about it. Write down the important information in is in the years t your notes. After you take notes, go back and add your opinions to them. Write down For food in the desert. the ideas that you agree with and the ideas that you disagree with. People remember ants ex large number

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〉