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英語 高校生

合ってるか見てください🥲‎

演習 1. My dream is to ( @learn ) how to play the piano. learning ③learned □ 2. ( ) is possible to work online from anywhere in the world. ①That ②t ③What (酪農学園大) have learned (亜細亜大 ) Such 3. ペンギンが飛ぶのは不可能だ。 語順整序 (a penguin / fly/for/is/impossible/it/to). It is impossible for a penguin to fly. 4. 彼女はイギリスのテレビ番組を理解するのは難しいとわかった。 (difficult / she / it / understand / found / to) British TV shows. She found it difficult to understand 5. 何を言ったらいいのかわからなかった。 I didn't (say/to/know / what). Know what to say 6. It was typical ( ①on ②to ) him to get angry about it. ③3 with (名城大) ( 広島修道大 ) (東北芸術工科大) (東洋大) of 7. She wants to come to Japan ( ). ①worked having work to be work to work ( 九州産業大) 8. 彼はその試験に合格するために一生懸命に勉強した。 blue wish (大) (in/the/ worked/ examination / order / he / pass / hard / to). He worked hard in order to pass the examination. 9. We will have to be quiet ( ) wake the baby. (福岡大) ①as so not to ③so as not to 2 as to not so ①not so as to 10. She drove to the airport, ( ) to find that her flight had been cancelled. Donly ⑥in in or in order (3 so blan 11. His story about the painter was interesting to ( ). Obe listened 3 listen ④as (駒澤 (天理 be listened to listen to

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英語 高校生

31行のitは何を指していますか?itがthingを指しているのかとも思ったのですがそれだとundurstandの後に名詞の穴ができてしまっておかしいのではないかと思いました。教えて頂きたいです。

25 out of twenty native Alaskan languages, 冬の最 Although language extinction is sad for the people involved, why should the rest of us care? What effect will other people's language loss have on the future of people who (A): speak English, for example? Replacing a minor language with a more widespread ・ゆる可能 124) = permit . 20 one may even seem like a good thing, allowing people to communicate with each other more easily. But language diversity is as important as biological diversity. といい hot all ~70% Andrew Woodfield, director of the Centre for Theories of Language and Learning 1-14 in Bristol, England, suggested in a 1995 seminar on language conservation that people do not yet know all the ways in which linguistic diversity is important. "The fact is, no one knows exactly what riches are hidden inside the less-studied languages," he says. Woodfield compares one argument for conserving unstudied endangered plants - that they may be medically valuable with the argument for conserving endangered languages. We have inductive evidence based on past studies of well-known danguages that there will be riches, even though we do not know what they will be 単語 をだすことが It seems (B) 30 paradoxical but it's true. By allowing.languages to die out, the human race is destroying 便 4714 things doesn't understand," he argues. (243) Stephen Wurm, in his introduction to the Atlas of the World's Languages in Danger 1-1

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英語 高校生

what it did to succeed.の部分でitはなんですか?? 分かりません、、( -᷅_-᷄ ) 上から4行目です。

ぐ」 ces 第3段落 To learn from an experience, an organism must have a memory to store information to be used later. 2Memory helps an organism learn through trial and error. 3In trial-and- error learning, an organism tries to do a task again and again, sometimes making mistakes, didato but other times succeeding. Eventually the organism figures out what it did to succeed, 5A mouse will learn how to get through a maze to find food at the end by trying different routes again and again. The mouse eventually remembers which routes don't lead to food and which do. 理解するが分かる ut 経験から学ぶためには,生物は後で使えるように,情報を蓄える記憶力を持っていなければ ならない。2記憶は生物が試行錯誤を通じて学習を行うのを助けてくれる。 3試行錯誤による学 習においては,生物は、何度も繰り返して1つの作業を行おうとするが,時には失敗し、ま 時には成功をおさめる。 4やがてその生物は, 成功するために自分が何を行ったのかを理解 る。 5ハツカネズミは異なるルートを何度も試すことによって, 終点にある食べ物を見つける めには迷路をどのように通り抜ければよいかを学習する。 ハツカネズミは,どのルートが食 物のところまで通じていないのか、どのルートが通じているのかを最終的に覚えるのである

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