eachは単数扱いするのになぜsをつけないのですか？

310 000 who (法政大学) In order to improve efficiency, we must find a solution to each major problems in our school. bes E

日本語に合うように並び替える問題です。教えてください。よろしくお願いします

3.次の日本語に合うように、[ ]内の語句を並べかえなさい. (1)そこには信号がないので,道を渡るときは自分で判断せざるを得ない。 There is no traffic signal there, so we crossing / forced to / exercise / are / our own judgment / when the road. There is no traffic signal there, so we the road. [see / enables / television / what is going on / us / to 〕 in every corner of the world. (2) テレビのおかげで私たちは世界中のいたる所で起きている出来事を見ることができます。 in every corner of the world. (3) その学校が学生に対しオリエンテーション合宿を行うようになったのはほんの最近だ Only [ decided / offer / the school / students/to/has/ recently ] an overnight orientation. Only an overnight orientation.

（　）に適語を入れる問題です。教えてください。よろしくお願いします。

2. 次の各組の文がほぼ同じ意味になるように,( )に適当な1語を入れなさい。 There is no hope that he will recover. (1) There is no hope of his ( ). Mariko drives carefully. (2) Mariko is a careful ( ). (3) (4) (My brother speaks Chinese well. My brother is a ( ( ) of Chinese. (As he is in good health, he can work very hard. His health enables him ( ) ( As it snowed heavily, we could not go to school. (5) A heavy snow prevented us ( )( very hard. ) to school.

この問題でどうしてdoneはちがうのか教えてほしいです！！

問題演習 STEP 2 それぞれの設問の指示にしたがい、 問題を解きなさい。 358 次の文の間違っている箇所を1つ選び、正しく直しなさい。 Ms. Kato made her students to do some work safter school on Friday. 聞 (SER 2回目 1回目 第5文型の 358 1 to do do 使役動詞のv' は･･･ made を見て、 SVOCを予想します。 her students がs' to do がv' と考え たいところですが、 使役動詞は v' に to ~の形はとりませんね。 原形 / to 不定詞は裏表の関係で、 使役 知覚動詞は原形がとれる to不定詞はと らない)のでしたね。 和訳 カトウ先生は金曜日の放課後、 生徒に作業をさせた。 (神戸学院大学) 359 次の文の間違っている箇所を1つ選び、正

この問題で作業をさせただから過去分詞のdoneだと思ったんですがどうしてdoなのか教えてほしいです！！

358 次の文の間違っている箇所を1つ選び、正しく直しなさい。 000 Ms. Kato made her students to do some work ③ after school on Friday. 358 (1) to do ->do 使役動詞のv'は・・・ madeを見て、 SVOCを予想します。 her students s、to do がv と考え たいところですが、 使役動詞はv' に to ~の形はとりませんね。 原形/to 不定詞は裏表の関係で、 使役 知覚動詞は原形がとれる to不定詞はと らない)のでしたね。 . 翻訳カトウ先生は金曜日の放課後、生徒に作業をさせた。 (神戸学院大学)

この、only withのところは初めてと訳すんですか？ 訳し方がよく分からなくて教えて欲しいです🙇🏻‍♀️՞

例題 44 Historians have described how life periods became demar- S 'S' V cated (in Western societies over the past centuries. Only with industrialization and the appearance of a middle class and formally organized schools did childhood become a clearly definable period of time.) 読解プロセス S (E) demarcate: to mark by bounds; to draw the line <群馬大>

並び替えです。教えてください。

(1) 私が研究レポートを完成するのに10日かかった。 It [research paper / ten days / me / took / to complete / my ]. It (2)大学の授業は高校で経験したものよりもっと難しいです。 The classes in university are [challenging/experienced/I/in/more / than / those ] high school. The classes in university are high school. (3)人生に高い理想を抱くこととそれを実現することは別物である。 To have [is / in life / realize them / one thing/to/ another / high ideals/, and ]. To have

教えてください。よろしくお願いします🙇

1.次の( )に適当な冠詞を入れなさい。ただし、不要ならば×を入れなさい。 (1) In general, ( (2) Pass me ( (3) He will be ( ) wine is made from grapes. ) salt, please. ) Edison. (4) I don't mind eating fast food three times ( (5) A human being is ( (6) He said that ( (7) This is ( (8) Even if ( ) day. ) only animal that is gifted with speech. ) mother of invention. ) necessity is ( ) house where Shakespeare was born. ) sun were to rise in ( (9) The rescue worker grabbed the man by ( (10) The knowledge of first aid is of ( ) west, I would never change my mind. ) hand. ) great use. (11) He was at ( (12) Mother went to see the school festival by ( ) train. ) loss as to what to do.

訳の良い教師かどうかの「どうか」はwhetherの訳でなく意訳ですよね？

(Whether at an elementary or high school level), M one sign (of a good teacher) is [whether he or she can find out S VC-> 核 8' 助 V' MA a student {who is in trouble and help that student get out of it], O'₁ 8"V" C" V'2 0'2 02 日本語訳例 である。 小学校でも高校でも,よい教師かどうかを決めるのは、その先生が困っている生徒 に気づいてその子が困難から抜け出すのを手助けしてやることができるかどうか 42 1/15

10番が分かりません、、ほかの答えはあってますでしょうか🥲🥲

2 which 7. The school has a laboratory ( 1 that 3) students can perform their own experiments. in a labora (+) 3 in that that X4 in which dom s 8. I am not in a position ( 1 which ) I can comment on that. 2 what 3 when #9765] a position 7 ④where 〈名古屋工業大 〉 9. Paris is a city ( which ) I really want to visit. a city 2 of which 4 what ←場所 3 where 〈拓殖大 10. His house is very close to () I live. )929qBlege 1 where ③ which place 11. The day 1 what WO2 the place which (4) that 先行詞 jedw① 直し <松山大 > 関連 ) we started business was cold and cloudy. The day (##) when b 12. This is the reason ( 1 why 2 why sono+whichで言いかえられる…? 3 which 4 when on which だからwheno <先行詞 関 ) I didn't come yesterday. The reason (1) +1 2 which 3 where → (**) when for which @) だからwhy O onw lis ) we developed the eco-friendly car. 2 how jail bl3 which of gro④who 13. That's ( 1 what 14. My brother, ( 1 which modwe ) lives in Tokyo, works for an 2 whose Carle b③who 19790d w <広島経済大 > IT company. 非限定用法 Ji ob ja ena BOT ④ whom 関係代名詞(東海大) You a be