Supposeからchangesまでの構文の取り方を教えてください。takeの意味とandが何を繋いでるのかが分かりません。

support。Suppose We take a race horse and double its height, 1ength, and breadth, without making any other changes. Then we will have

仮定法の問題です。 この問題の9番ついてです。 左が問題、右が答えなんですが If she had stayed in the special room, she would have to pay double. と If she had stayed in the s... 続きを読む

7・ 1 YOU伯還RE 8. fyourhad have more than one joOb, yoU: could have Sa 9.If she had stayed in the special room, She will have to pay douDle. 10. fmy dead father is here, he would be able to give me SOIT@e advice. 4 ved more mon@

答えは3になるのですが、なぜ他の選択肢が間違っているのかが分かりません。教えてください🙇‍♀️🙇‍♀️

182 (@ This pole is twice as ]ong as that one over there. LHD (5) This pole is ( ) that one over there. ① twice longer ② double long of ③ twice the length of ④ twice long to

英検準二級では、関係詞を使った構文はどれくらい出ますか？？ また、これらは全部暗記ほうがいいですか？？

時 了 s double what 5合はwio が用 :yie director made What with lackio希 wemweight

このマーカーが引いてある部分なんですが、 2枚目の写真にあるように what S was で昔のSとあるように、 1枚目のマーカーが引いてある文は He is not what he was. ではダメなんでしょうか？ そしてもし、それでもいいということなら わざわざwh... 続きを読む

の ⑩⑯ 玩行調が人で, 関係詞節がその人の性格や状 行詞は文の補語になっていることが多い。 爆。地位などを表す場合 : 先 He is not We 名2放| that he used to be. (彼はかつての彼とは途う。) / ただし。 (①②の場合[人」 が先行市の の 、、。、 になることが多い。 調のとき, 関係代名詞は hat ではなく,

このマーカーが引いてある部分なんですが、 2枚目の写真にあるように what S was で昔のSとあるように、 1枚目のマーカーが引いてある文は He is not what he was. ではダメなんでしょうか？ そしてもし、それでもいいということなら わざわざwh... 続きを読む

9M放3にに、 クサ 行詞は文の補語 になっているこ とが多い。 He is not 太e | that he used to be. (彼はヵ =He is not what he used to be. (p.230) 。 語sポ7)/のの直人会 |信二生行委ののエミー 開

3番が、なぜbothではダメなのか教えてください

Since he got married, he has not seen( )ofhis parents. ① both ② either ③ neither ④ none The Tigers lost the first game of the doubleheader, but didnt lose( ① all ② both @ either of ④ neither of The fact that a 0 is inexpensive( )that its quaiity is low. ②⑫ is necessary to mean ④ mustnt be meant

教えてください お願いします

下線部の発音が同じものには〇を, 違うものにはXを書きなさい。 和 |遇 2:・ 隊 ED 間 shoot create double 4 | museum 9 | false million swalloWw

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。ちなみに昨年度の追試の問題です)

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.

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.