4番と5番のわかる人教えて下さい!

(4) 私の両親は私に, ひとりで旅行をしてほしくないと思っています。 My parents do not alone. (5) 健はあなたに, ノートを貸してほしいと頼みましたか。 Did Ken him the notebook?

【 至急⠀】raise3の長文問題なんですけど、単語が難し過ぎるので答え教えて欲しいです！！！！

Grammar Expression| Listening|Speaking /12 Total 12 /9 /100 Reading /14 /21 /44 O Reading 2 速読 問題 次の英文を3分15秒で読んで, 1.の問いに答えなさい。 But the Scottish national costume for In Europe men don't usually wear skirts. men is a kind of skirt. It is called a kilt The Scottish like to be different. They are also proud of their country and its history. and they feel that the kilt is a part of that ほこリにう history. That's why (nthe men still wear kilts at old-style dances and on national 5 holidays. They believe they are wearing the same clothes that Scottish men always used to wear. That's what they believe. However. kilts are not really so old. Before 1730, Scottish men wore a long shirt and blanket around their shoulders. These clothes (2)got in the way when the men started to work in factories. So, in 1730 a factory owner changed 10 the blanket into a skirt: the kilt. That's how the first kilt was made. Then, in the late 1700s Scottish soldiers in the British Army began to wear kilts. One reason for (3this was national feeling: the Scottish soldiers wanted to look different from the English soldiers. The Scottish soldiers fought very hard and became famous. The kilt was part of that fame, and in the early 1800s men all around Scotland began 15 to wear kilts. laThese kilts hadcolorful stripes going up and down and across. Scottish people often believe that the colors of the kilts are part of their family history. In fact, each family just chose the colors they liked best in the late 1800s. This is not the story you will hear today if you are in Scotland. Most Scottish people 20 still believe that kilts are as old as Scotland and that the colors are as old as the Scottish families. Sometimes feelings are stronger than facts! (287 words)

この英文の()に入る言葉が全然分かりません。 分かるところだけでも大丈夫なので説明してほしいです！

|1| The conversation begins with a British professor talking to a Japanese professor about a lesson he had conducted with his Japanese students. He explains how one of his students ( ① ) him by referring to one of the colors of traffic lights as blue 及する 指角する ( 2 ) of green. The Japanese professor points out that in the Japanese language some objects that are usually thought of as green in many languages are ((3 ) using a Japanese word for blue. The British professor then describes similar ( ④ ) in other languages and cultures, such as that of the Berinmo in Papua New Guinea. They also discuss how Japanese and other languages also have ( ⑤ ) words for light blue and blue. 特称もべろ 2| This leads to a discussion about whether Japanese people are( ⑥ ) different things when they look at objects, or whether they are just ( ⑦ ) different terms to describe them. The British professor then brings up a study that investigated how bilingual speakers of Greek and English ( ③ ) different shades of blue. He notes that the conclusion of the study was that those people who spent more time in the UK were ( 9 ) likely to describe the shades of light blue and blue as very different from each other. 3 The Japanese professor continues the conversation by bringing up a second study that further examines the idea that language can( 10 ) the way we think. This study involved Japanese and English speakers and found that the Japanese speakers judged shades of light blue and blue to be further apart. Both professors conclude the discussion by noting the ( ① ) in interpreting the results of these studies, with the Japanese professor observing that language could be influencing thought or that other ( 2 ) factors could be at work. (D) separate (B) cultural (F) effect (A) assessed (C) characteristics (G) society (H) in contrast (E) less (K) disagreeing (O) surprised (S) designed (W) seeing (L) more (1) using (J) instead (N) mistakes (P) dificulty (M) felt (T) critical (X) increasing (Q) need (R) affect (U) reinforce (V) referred )6(W) へ の( )の( C ) ⑤ ( の( 9

「かきこみノート政治経済」という2016年改訂版の参考書を買ってしまったのですが、今のところまだ3章ぐらいまでしか進めてないのですが、今からでも共通テスト対応の新しい参考書を買うべきですか？ 政経は時事問題もでると思うので　結構不安です 誰かアドバイスください。お願いします。

書きこみ ノート 政治経済 《改訂版》 The Notebook for Success in Entrance Exams: Politics and Economics Gakken

1行目の"but"が何詞かを教えて欲しいですm(__)m

たり後ろについて行ったんです 用心のだめに。J (⑧T these travelers had not come to fhe notel / but had inste2dd gone their Sep2r2tC w2YS。/ 2用 これらの旅人たちが市テルにたどり訪がながったら 代わりに別々の道を行って 各入 would have been conyinced / that he had mef a ghost / New stories would have Spread / 2rmonmを は思い込んでいたことだろう 比寺に出会ったと 新しい物略が広まったことだろう ther friends and neighnbors / abouf fhe evl spirits of the bridge / 笠守had not been for (he brighe ノー /ハイー 』】 ちと 』 mロコー ノンテイャクジ2ほョネー一 *ンーーググ ロー ョ ゃ#すエネミー ゃーーョュイネコ ーー

至急🙇‍♀️🙏 Secondly, the notebook of a teacher in a nursery school and parentscommunicate on, '' parent - teacher's notebook '' is. 「2つ目に、保... 続きを読む

Secondly, the notebook of a teacher in a nursery school and parents communicate on, '' parent - teacher's notebook '' is. (2つ目に、保育園の先生と親... 続きを読む

unlessだとなぜ駄目なのですか？

ou had better write the number down in the notebook( ) you forget it、 ① whether {Oiid ③before ④ unless (の導代太

（31）を埋める問題です。 答えは2です。1がダメな理由がよく分かりません。教えください🙇‍♂️

Current captive-breeding programs could give the birds a chance of recovering. However, vultures breed extremely slowly, with females producing only one egg each year. Conservationist Jemima Parry-Jones says ( 31 ). She notes that the Indian government has, in the past, given substantial faunding to tiger-conservation programs. If the government contributed “a tiny percentage of what they put into tiger conservation,” she says, vulture-conservation programs “would be safe and guaranteed.” As it stands, however, the vulture programs struggle to obtain support.

ここでのapproachはどういう意味ですか？

“There is no question in my mind that artificial intelligence needs to be regulated. The question is how.best to approach this,” Pichai said! according to a transcript of his speech at a Brussel-based think tank。 He notedthat there's an important role for governments to play angd和ha