共通テスト英語リーディングです。 最も態度が良かった人を問っているのにどうして最後の文の振り付けとかの話が出てくるのか全くわかりません。 優勝者を聞いてるのか態度が良かった人を聞いてるのかよくわかんないです

Judges' final average scores Song Choice (6.0) Total Dance Contestants / Qualities Attitude Choreography (6.0) (18.0) (6.0) ub Mike 4.9 5.6 6.0 16.5 5.9 5.4 5.2 16.5 |Jane |Jamie 4.9 5.9 5.7 16.5 Susan Toodan ofi (did not perform)dossT hesH oft

この問題が分かりません教えてください

Lesson 19 , od ne mi m om a get their support. 5 He himself was through far-reaching reforms. He abolished slavery, introduced a *bureaucracv and 298628 ig piaum. ofh al nao o litmo of the 2010s, donated about 90% of his salary to charities which helped poor people. The he was often described as the world's *humblest head of state. Not all leaders are like them. Unfortunately, some leaders only care about their statis 15 When their popularity declines, they often try to shift the criticism onto others so as to maintain their power. The class system during the Edo period aimed at dividing people into classes and giving them contentment by encouraging them to look down on the lower classes. Hitler managed to win people's support by setting *Jews up as their enemies. It is quite difficult to satisfy everybody and unite a nation. Nevertheless, good leaders smo ons Tanolaom nd listen to people's voices, including critical ones, to make better policies for the welfare of 20 naw asng-1agie all the people from the perspective of national interests. So when you are qualified to vote, collect as much information as possible about candidates and political parties. It will help Coo b you judge whether they are willing to create a better society or are just trying to ake 25 advantage of their status for their own benefits. Your single vote can make a big differèIto to our future. oiauM 9oitasrf o eysW ) 363 words

この文をthe skill of reasoning and of thinking crtically, habits of analysis and judgement としたときに意味の違いは出てきますか？

「~と関係がある」の意。 1much [a lot] ② something have to do with ③ little ④ nothing 「~と関係が1大いにある ②いくらかある ③ほとんどない 4④全くない」 ■ 3.2 the skills of reasoning and thinking critically, habits of analysis and of judgment 「論理的考察や批判的思考の技術, 分析や判断の習慣」 動 名詞 reasoningは, 「論理(reason) を用いること」 であって, 「推理」と訳すこ ともある。critically は直前の thinking を修飾。「批判的に考察する」とは, 予想 される反論に堪えられるよう自分の考察をより客観的なものに仕上げていくことを いう。 analysis 「分析」は全体を細分化し精査することであるが, judgment 「判 断」は全体について何らかの評価を下すこと。それらを habits「習慣」 という名詞 にまとめているのは、そのような知的行為を日常的に実践

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

critical point2のchapter7の答えを持ってる方いませんか？ いたら見せてほしいです！

CRITICAL POINT 2 GRAMMAR / EXPRESSION / STRUCTURE / IDIOM CONVERSATION / ACCENT / PRONUNCIATION 頻出 英文法。語法。構文·イディオム 会話表現·アクセント·発音 問題演習 ■センター試験~難関大対応 2つのステージで重要頻出事項をスパイラル演習 Second Stage ランダム形式実戦演習 First Stage 文法項目別演習 EMILE

写真のようにinsteadが1番最後にある場合、どのようにかかっていると考えて和訳していけばいいのでしょうか？ よろしくお願いします

China began to be critical of math and science. Because of this change in attitude, people turned away from the study of math/to study 10 plants and medicine instead. It wasn't until the 19th century that the Chinese ATOuld bacomo intouo

in whichとthatはイコールですか？どちらからどちらにも書き換えられますか？ for which to which も

判的に/stereotype Vil (人)を型にはめて見る, 固定観念で見る/ advertising 例題:語句 reality 図現実の出来事, 諸事/ sex discrimination 名性差別/criticall 30 関係副詞が隠れた(the way SV〉 を見落とすな J対 .098 次の英文を訳しなさい 写期9 Educate yourself about the realities of sex discrimination in om sOciety by reading books on the subject and by looking critically at the way men and women are stereotyped on television, in movies and in advertising. 19 トケ arh 合る (東京女子大) 02 これまで関係代名詞が省略された接触節の見抜き方を何回か学びました。次 解 法の英文でもう一度, 接触節を検討しましょう。 室 は第2文 ましょう。 I don't like the way [you treat me]. S VO st (epniris lo) adoxe nA S V 0 [-]の節がway に対する接触節です。実は, you の直前に関係詞 that が隠れて いますが,この that は関係代名詞ではなく(treat は me 以外に0はとらない), 「格」 を持たない関係副詞です。関係副詞 that が使われるプロセスを見てみましょう。 (a) I don't like the way. (b) You treat me in the way. (文全) (b)の文の the way を which に変えて in which としてYou の前に移動。 →I don't like the way lin which you treat me]. 文27って うーう/3をつ行よ! こ in which を that に変えると you I don't like the way that treat できあがり。 01 では、例題でthe way の後のthat の存在を見抜いてみましょう。 s bayalg brs evl" :" enin eovsa mit nt 実態 を教育しなさい Educate yourself(about the realities) 自身 について "sohnevai lo ortiom oit ei M (命令)VD O 性差別 osl ort の における 私たちの 社会 (大キ (of sex discrimination)(in our society) M M ac s

すみません！(2)の答えが④となっているのですが，何故そうなるのかわかる方至急解説お願いします😭 私は，③のShe looked fine.で「元気そうだったよ。」のような答えになると思ったのですが…。大学の過去問で，解説が載っていなものです泣

I 次の(ア)、(イ)の会話が成立するように、(1)~ (3)、(4)~ (6) の空欄に入る最も適切な会話をそれ ぞれの~のの語群中から一つずつ選び番号で答えなさい。 (ア)Kate: Hello, this is Kate speaking. *印の語句には、注があるので参照すること。 no eendanp lo tol s adug INancy: Oh, hi Kate. ( 1) nT9 n balla Jest\eluaoiusg mvowo () itesvinu e oti betimbe aus not Jom TKate: I just wanted to know if Ann is still in the hospital. ot moiaeimbe nimoob birow iedけ esobal Nancy: Well1, she left the hospital last week. She gave me a telephone and(2)eu jest bosibysbaste usiqs Kate: Did she? Good news. Both Ann and I used to enjoy working as volunteers at the St. Mary's M Day-care Center. We are going to have a charitv party there next week. I have been just won lowondering ifI should call her or not. ahoz hong don se uoy ( 8 ) bム agsinsvbs Nancy: You don't need to hesitate to invite her to the party. (o13 lo )mabienq odh 918OV 20 Kate: That's true. I hope she's recovered her strength well enough to attend the party.us 199 Nancy: In any case, I'm sure she will be pleased to hear from you. Jestrerh bas ebsg odt of Kate: Thank you. I will call her today. Can I have her phone number? 清物学人emieimbe tte (1) 0 How about you? 2 What's up? のly す I 3 How come? ④ What about? (2) 0 She was in critical condition. ② She has had a renewed attack of her disease. ③ She looked fine. ④ She sounded all right.VぬJ 部本日 (ト) 昭着不S {o)

なにが入るか教えてください

ーー肖 ⑥) Itis of ( ) importance to maintain the diversity of plants and animals. itical (@ | greedy ⑳ tragic ⑪ clever ⑳ CY1t1 @ js。 で Ii21 砲 偽 を

分かる問題だけでもいいので、Q4、6、7の答えを教えてください！

| 254 DATAL low. tbefore: Aa and his gon are driving roads are Covered with father ijS kileq Read the text and answer the questions be e heard ii c Consider this siory. Perhaps you have heart 隊 ecember and (he hone pole. The ne hospital AS the medical to a championship football game. 【t is late D 1 ashes into a tele snow. The car slips on ice and crashes into teMP 1 in tot Instantly, and the son, critically injured, 18 rushed 0 alks in amd say$ YT camt 1 Tr Wi 10 ting room (he doctO 0 SSSiStants rush the son to the operating 1 nt to think about he mome 9perafe, thaU's my son.” How could this be true? Pause 4 aswer before you read om rtOr 1 oy's mother. Im our Of course, the amswer to the puzzle is that the doetor 5 the boy experience, about half of the people who hear the riddle mnediately agre Out. 7 The other half are confused at first, in Jarge part because they umconSciOuS]y aSsume that doctors should be male. The difficulty of the puzzle is determmned jn large part by gender stereotypes that GSsignl to all members of a social group the characteristics that are shared by most of them. m Short stereotyDes are genleralizatiOnS. We jeamm stereotypes from many sources mcluding our farmilies, rehigion, schools, 5 and the media。 For example, (sa Tecent study amalyzed *prime-time commereials from three major TV networks to see whether any change had occurred im the *representation 9f menl and women since the 1980s. Authors of the Study found tittle change in the roles 吉 which men and women were *cast, that is, they both remained within tradiiional gender roles. hi addition, they found women appeared less oftem as primary characters 2 on most conumercjals, except im wthose for beauty and health products, The problems with stereotypes are ihat they are often too simple and they fa to llow us to see people as individuals. m addidion, negaive Stereotypes can shape our behavior, as we assume cerain things about peoples abihties on the basis of our 8eeralizafions. We should, at all costs, avoid the sisk of relying too heavily pon tnem 25 jimferpreting our world. "On MolO 72.0EAOEZOZOCEOGGGNMTON 5 緒 riddle なぞなぞ. 判じ物 primeime ゴールデンタイムの Jepresentaton 措与, き cast だ役を剤り当てる