なぜ答えがopen なのか詳しく解説お願いします。

)because he needed to examine my 3. The dentist asked me to keep my mouth ( teeth. ア be opened イ open ウ opening エ to open

全くわかりません 教えて下さると助かります！m(*_ _)m

STEP 2|しっかり読み! …辞書や参考書を使いながら、 <Chunk> 左の英文の意味を右側の欄に書き、本文の内容を理解しなさい。 Zへロインに到着後 1 After its arrival in Spain, 他のヨーロy(パ語回にじゃがいもを分さんた。 2 the potato was introduced to other European countries. しかし 3|However, 人々はgロ的なかった Cゃかがいもの作り方 最和は 4| people didn't know how to cook it 葉を食べ物と開違えた 一気になった at first. Some people mistook the leaves for food 8 and became sick 便べて 9 after eating them. このような事件のため “ゃがいもは無視されたきま 長い間 10|Because of incidents ike this, 11| potatoes remained ignored 12| for a long time. しかし、 13 However, 何かがじゃがいもに対する人々の気持ちをかえた 14 8omething changed people's feelings about the potato 15 famine. 15世紀から(7世紀にかけて コーロッパはしばしば非常に穴い天候に苦れがいた。 16 From the 15th through the 17th centuries, 17 | Europe often suffered from very cold weather. (作 中間は失郎しました。 そした人々は創n録でもくなりまた。 多cの国が作物を探しました 鬼、気候で育の可他性ががあります、 ジャがをは良い解決要がした 使らはよく育ちます い地1変で (位らは学養価が高いがる. たくさん言でるニとかできる 50時 P間ご 原2に 18| Crops failed 19 and people died of starvation. 20|Many countries looked for a crop 21 | which could be grown in a cold climate. 22|Potatoes were a good solution. 23|They grow well 24| in cold areas, 25They aro nutritious, 26 And a lot can be grown 27 in n short timo. 28|Gradunlly,。 Words &Phrases> 以下の新出単語の本文で使われている意味を書きなさい。 6

(3)の解答に書かれている「可能性」よいう訳はどの単語から来ているのでしょうか？教えてください。

ii Universities try to address these tendencies by emphasizing the importance of skills like critical thinking and debating. ( A ), what can often happen is that we only critically examine new ideas or beliefs we disagree with. (3)There_is also some_ evidence that_debating can actually strenqthen your_original ideas_ and beliefs rather than makind you question them. So what can we do to avoid the effects of confirmation bias? One solution is to push ourselves to improve our understanding of different viewpoints. One advantage of the university seminar system is that (4)students

英語の長文問題です。問3、問4の答え2.4、2であってると思いますが⁇ 問3の根拠→L4〜6、L39〜42 問4の根拠→全体的に見てそう判断しました。 答え違くない⁇と思ったら何番になるかも教えて下さい💦お願いします🤲

1 m bits 8 ,。 eating ha Y。 ing people'8 6 cle to re8 旭 You are studying 科Yan 0 her gaV@ nutrition. Your もGaC open人 od re8i informafion available at fast fo Americans the busy jifestyle of eve that than COO 2 to be higher in fat and ls Many health experts beji Ss more CO Jeads to eating out at restaurant: king and eating od tend 6 tf home. Unfortunately, restaurant fo rts_ believe that | に exDe choi eals. Health Jesterol than home-cooked Tn 1 i can make ition 1 eopJe becomn, re aware of nutr better choices_when_selecting_what to_eat。 Many restaurants provide petker choi 3 ent e goVernrn iti ntent. Th nformation such as calories and nutrition CO 1 the le are uS1ng asked a study team to examine whether peoP nformation they are given. 陣 局/ mn fact, Jaws and regulations have been created 了 tried to peopes eating habits. Some local governments have ( ules abou adver好sennents for unhealthy food. They have also made r に rOaC what foods and drinks are sold at schools. One successful app taken was to force food companies to use labels explaining what 上沼と7 exacy was in the food they sold. The laws required that the calories る contained jm food and drinks have to be shown. This was good for Sixahom、 foogd naz peope buy and cook at home. Many local governments SCarted reguiring that restaurants show the calorie information. Tn 7acz one Survey found that 54% of large restaurant chains showed 太e calorje mformation on their menus. Tjhe sudy ream hoped to find that the information required by d their awW2areCTCSS Of d about nutrition > 交 10 15 20 25

英語の長文問題です。問１の答え、問２の答え3、1 で合ってますか⁇ 問1の根拠→L15 問2の根拠→L26〜31 答え違くない？と思ったら何番になるか教えて欲しいです☺︎☺︎お願いします🤲

WgrIICSS Of their a 2 s and about nutrition t ・。 eating habi d ticle もO 1 3 le BYou are studying PeoP an ar er gave YO nutrition、 Your teach an od reS information available at faSt fo な le of Americans hat the busア jfestゲ rts bejieve 8 本 1 an higher in 1a ds to be 6 上 that jy, restauran 時 を at home. Unfortunate」 Tealth experts belie - 了% cholestero】 than home-cooked meals. can make |。 rition + 8 eope beco re_aware of nut Many restaurants DrOVide better choices_when_selecting_what_to_ea The iion content. nformation such as calories and nutrition Many health expei re ofte 1 taurantS nnO Jeads to eating out at re5i 電 ooking and eating gOvernrment i the le are uS1ng asked a study team to examine whether DeOP i 1 are g1Ven. に 0い regulations have been created 氏 隔 10 peoples eating habits. Some local governments have ried to imi advertisements for nnnealthy food. They have also made rules about What foods and drinks are sold at schools. One successful approach taken was to force food companies to use labels explaining what (中洛と7 exacJy was jn the food they sold. The laws required that the calories | is 4ふ SS Con4ai imed in food and drinks have to be shown. This was good for foog tnat peop7e buy and cook at home. Many 1ocal governments Starfed requiring tnat restaurants show the calorie information、Tm fac6 one Survey found that 54% of large restaurant chains showed 妨e cajorje information on ther menus. 20 The study team hoped to fnd that the information required by 25

おしえてもらっていいですか？

Some dkidren he o be mn me hosplel beealee 9 mn are examined by doctors and have to get injectionS and e medicine. annot go to school to talk with their fiends or DIV outside. For childi inside a hospital is not very pleasant. However。 hospitals have some exciting eVents e(Plan ) for children、 One popular event is the hospital clowns' visit。 A few times a month. hospital clowns come to the hospital to show the children magic ticks and funny stuntSs. eihey try to make the children happy。 Itis alot of fun for the children 。( see ) hospital clowns, When the children see hospital clowns, they laugh and forget their dificult lie mm the hospital、 They feel better after the clowns' performances. Hospital clowns cannot cure children's ilnesses, but they can give children courage and hope. YYYYてでここくくくくくくくるくるくくるるもるなでるも 人AA @. @の( )内の動詞を適切な形にしなさい。 1 語でなくともかまいません。 、 @ BB 下線部@を, they の内容を明らかにして日本語にしなさい。 (本文の内容について. 次の問いに英語で答えなさい、。 How often do the hospital clowns come to see the chi D 本の内容にあうものにO. あわないものにXを書きなさい。 ] ホスピタル・クラウンは, けがで入院しで天主請記 2 ホスピタル・クラウンは. 手品や曲芸で入院中の子どもた 3 子どもたちは, ホスピタル・クラウンが来るとうに誠 eXamine 検査する、診察する meeton Stunt 曲芸 cure 治療する ま 受

答えていただけると助かります🙇‍♀️💦 With a windmill, we could finally free ourselves from the serious trouble of femine. 【問題】上の文を次のように言い換えるとき、( ... 続きを読む

本文を句、節に区切りました。 添削をお願いします。抜けている所も教えていただけるとありがたいです。 よろしくお願いします。 （）形容詞節 、句 ［］名詞節、句 〈〉副詞節、句 です。

causeithitan iceber EoweverIPonald Q 宮 Mostpeople know lthat the Titanic sanKbes 2 次 本 n may have playe an eypert in physics and a team/of scientisthave examined the role(the mo j the disaster) 5ince the Titanic sank in the early hours of April 15. 1912, resul of ie scholars have puzzled overvhy Captam Edward Smith wasnot( 1 ) wi 5 jcebergs nearby> Smith, the most experienced captain in the White Star Line, had sailed Te had been assigned to the first voyage 6 ling in great lo arnings Norh AHantic sea-Janes on numerouS OccaSionS. the Tiiani6ecause he was a knowledgeable and careful seaman>

ここの部分を解いたのですが解答を無くしてしまったのでどなたか英語が得意な方大まかでいいので正しいと思われる解答を教えていただけませんか？ よろしくお願いします🙇‍♀️🙇‍♀️🙇‍♀️

もラ 間IINミ5 や 〇つつ"ーこ ーーーーーーーー- 1 日本語に合うように : 要ならば適切な形に変える。 中誰かが私の肩をたたくのょ (someone / on / me / i / fsi 2。 私は彼が先生にしかられるのを ( saw / our teacher / 1 / by / him / scold ). 3. 社長は秘書にメモを取らせた。 5 ( had / notes / his Secretary / the president / take ). 4. 診察まで1 時間待たされた。 1( wat / to / make / one hour / before / was ) L was examined. 2 日本語に合うように, 下線部に適切な語句を補いなさい。 1. あなたに私の家族について話をさせてください。 _ about my family. 2。 私は兄に和宿題を手伝ってもらった。 Igot me with my homework. 3。 どうしてそんなふうに思うの? What _ that way? 4. 役の言葉に私は不安を感じた。 His _ umeasy. 9 私たちは英語の単語を毎日 10 個党えさせられた。 _ten English words every day. We

第3問が③になるのはなんでですか？ (問題文みにくかったらすいません)

のうちから一つずつ居べ。 re often accompanied by When we sing or histen to music. our losely at this movement HKoweyAr untl reccntiy, few rescarchcrs had looked reladonship. To cxplore (5 agroup of researchers ar a Belgian university focused on one type of movement. walking. and examined whether people could match their walking tempo with the tempd sic Tn the study, the researchers asked 20 。 to_match their walldng empo to sound fragments_nrescnted in >。 Each set consisted of 34 musical fragments with a lcngtht of 1 minaee each and 6 metronome fragments with a length of 30 seconds cach. The tempo of the fragments ranged from 50 BPM (beats per minute) to 190 BPM. The participants used a portable music player to histen to the fragments through headphones. The researchers recorded the walking tempo (the number of steps taken per minute) with a small recorder attached to one of the shoes worm by each participant. The participants were instructed to start walking at the tempo they perceived as each fragment began and to continue alking at that tempo. There wasa Short pause after each fragment. Durimg each pausc. they had to stop amd Yait for the next fragment.