19番以外の解説してほしいです🙇🏻⋱

doing e TOEIC READING Part 5 Incomplete Sentences AnswerHub A word or phrase is missing in each sentence. Select the best answer to complete the sentence. x 13. He promised (A) not be (C) not being × 14. I want you (A) finish (C) to finish X 15. Please let us (A) know ✓ (C) to know x 16. They made her (A) sign (C) signing x 17. This book will help us (A) will understand (C) understanding 18. I don't mind (A) drive goin (B) not to be late again. (D) being not the job by 10 tomorrow morning. (B) finishing (D) will finish if we can help you. (B) knowing (D) will know F text Que D Yo A B D for B eithe the contract against her will. I loo (B) signs (D) to sign B C help+N+ do Yours more about linguistics. Gear (B) understand D. Human (D) understood B if you are tired. ()(B) to drive (D) driven (C) driving 19. Would you like something (A) drink (0) (C) drinks ✓ (B) drinking (B) (D) to drink smas (A) C A B (A) to be (C) has been 20. Richard was a great tennis player and he lived 100 years old. (B) being (D) to have been A B (A) ta (B) p (C) pe (D) ac 34 STEP-UP SKILLS FOR THE TOEIC® L&R TEST: Level 1-Basic- (A) Bet (B) Eith (C) Neit (D) Both

答えは②なんですけど、他の選択肢はどこがダメなのか分かりません。解説が欲しいです。おねがいします🙇🏻‍♀️

1. () the general election will be put off is certain. d①What A2 ② That (3) Whether ④ If ad 2 I was surprised at th 1 1 1 「

色つけたところで真数条件からｘ２乗+√2>0になると考えてはいけないのですか？

演習 例題 194 対数方程式の解の個数 00000 は定数とする。 xの方程式{10g2(x2+√2)}2-210g2(x2+√2)+α=0の実数 解の個数を求めよ。 指針 012 前ページの演習例題 193 同様,おき換えにより, 2次方程式の問題に直す。 変数のおき換え 範囲に注意 10gz(x2+√2)=tとおくと, 方程式は t2-2t+a=0 (*) ・基本 183 √√2の値の範囲を求め,その範囲におけるtの方程式(*)の解の個 数を調べる。それには, p.239 重要例題 149 と同様, グラフを利用する。 なお、10gz(x2+√2) =tにおけるx と tの対応に注意する。 SELECT 解答 log2(x2+√2)=t……… ① とおくと, 方程式は 01(S) $0.0> (Sogoln) (1) つけたいきる 力を高めたいきめに t²-2t+a=00248.0 1108.0>Sorgol>01.0 Jetst より,x2+√√2であるから より,x2+√√2 であるから 210 211 212 213 214 215 27 218 219 220 221 223 log2(x2+√2)≧log2√2 1 したがって t≥ 227 228 229 230 231 22 233 234 ② EST

40行目のForは接続詞として働いているのでしょうか？ それと、問2の答えの②が謝りな理由が分からないので教えて頂きたいです。よろしくお願いいたします。

-第 13 講 however, is no. experience "Red" is not a color contained in an object. It is an 30 involving reflected light, a human eye, and a human brain. We experience red only when light of a certain wavelength (say, 600 nanometers) reflects from an object (in ② the midst of other reflections at other wavelengths), and only while a receiver translates this contrasting range of light into visual sensations. Our receiver is the 対をなす 15248 human *retina, (which uses its three types of photoreceptors, called *cones, to convert 35 the reflected light into electrical signals made meaningful by a brain. In a retina that's missing a medium or long cone, light at 600 nanometers is experienced as gray. And in the absence of a brain, there is no experience of color at all, only reflected light in the world. 脳の欠 (2) Even with the right equipment in place, the experience of a red apple is not a ST 40 done deal. For the brain to convert a visual sensation into the experience of red, it must possess the concept "Red." This concept can come from prior experience with apples, roses, and other objects you perceive as red, or from learning about red from other people. (Even people who are blind since birth have a concept of "Red" that they learn from conversations and books.) (Without this concept, the apple would be 45 experienced differently. For instance, to the Berinmo people of Papua New Guinea, apples reflecting light at 600 nanometers are experienced as brownish, because Berinmo concepts for color divide up the continuous *spectrum differently. These riddles about apples and trees invite us, as perceivers to

接続詞の問題ですが全く分かりません、、一応書いてあるところもほんとに勘です、、教えてください🥲🥲

②2 同じ意味になるように空所に適切な語を入れなさい。 53. (a) There is no possibility of his success. (b) There is no possibility ( ) he will ( yea 54. (a) You can use my car on condition you drive carefully. ~という条件でもしならば (b) You can use my car as (far) as you drive carefully. 55. (a) I felt so sick that I could not keep standing. (b) I felt (s) sick ( ) keep standing. < 東京理科大 > 〈中京大〉 () sloeg tot bad at mob/911 40 with 3 次の英文の下線部には誤っている箇所が1箇所ある。 その番号を選び, 正しい形に直しなさい。 56. Future generations will grow up knowing of a black man ③ can be elected president ④ of the United States. That <東邦大〉 12 57. For the life of me, I can't figure out how Jim was able to get such an unbelievable 前 score on the math test despite he studied less than anyone in our class. 58. The dancer's movements. While ~cite racks of" feet move very rapidly that our eyes can < 早稲田大 > hardly follow their 〈立命館大 > for

英語得意な人お願いします！ 中3の私が使っている教科書の本文なのですが、下の文にasを入れる理由が分かりません。💦 誰かわかりやすく教えてくれると嬉しいです！！、、

✓なぜ?? Sadako was selected as a member of the relay team for the shools Sports day. サダコは学校の運動会のためのリレーチームの メンバーに選ばれました。

補語と副詞の違いを教えてください🙇‍♀️

目的語と補語の見分け方を教えて欲しいです🙏

以前画像3枚目の様に修飾限定予告のthatというものを習ったので今回もその形なのかと思い、それらのと入れずに訳してしまったのですがこのthoseの識別は文脈判断ということでしょうか？ 教えて頂きたいです。よろしくお願いいたします。

実理 K The starting point for today's *meritocracy, of course, is the idea that intelligence exists and can be measured, like weight or strength or fluency in French. The most obvious difference between intelligence and these other traits is that all the others are presumably changeable. If someone weighs too much, he can go on a その人 →Heyで受けるのが一般的 5 diet; if he's weak, he can lift weights; if he wants to learn French, he can take a course. But in principle he can't change his intelligence. There is another important difference 原則として MV between intelligence and other traits. Height and weight and speed and strength and サフィス体例 関係性が強い文がくる even conversational fluency are real things; there's no doubt about what's being 間違いなん measured. Intelligence is a much murkier concept. Some people are generally (2) m2 Vogue 10 smarter than others, and some are obviously talented in specific ways; they're chess 天才 S masters, math *prodigies. But can the factors that make one person seem quicker than another be measured precisely, like height and weight? Can we confidently say that one person is 10 percent smarter than another, in the same way we can say he's 10 へんて、いつだっ S percent faster in the hundred-yard dash? And can we be confident that two thirds of 櫂へん 言いかえ 15 all people have IQs within one standard deviation of the norm that is, between 90 ように and 110 - - as we can be sure that two thirds of all people have heights within one standard deviation of the norm for height? Yes, they can, and yes, we can. besure least, are the answers that the IQ part of the meritocracy rests on. Those, at (3)-

サはなぜこうなるのですか？ 解説よろしくお願いします🙇‍♀️

SELECT SELECT 104 難易度★★ 目標解答時間 12分 90 60 多項式x+27 を因数分解すると x3+27=(x+ アー x+ である。 方程式x+27 = 0 の虚数解のうち、虚部が正のものをαとし,もう一つの虚数解をβとする。 Bは I と一致し、 |α|=| オ である。 I の解答群 1 ⑨a - a ② -a (3) a a α” が実数となる最小の自然数nは カ である。 a -B[カ] = キ であるから, α+αβ+2= ク である。 また,α10 +10 - -3 ケコ である。 kを自然数として,w=1とする。複素数平面上で複素数 w,w,w, を表す点をそれぞれ A1, A2, A3, ...... とし, これらの点を複素数平面上で示した図を考える。 YA 右の図1のように, 点 A1, A2, A3, ...... が原点Oを中心とする一つの円周 A2 A1, A7 A3 A6 上にあるのは, w= a サ のときである。 XC A4 A5 図1 また,w=1のときの点 A1, A2, A3, を示した図は シ である。 シ については,最も適当なものを,次の①~④のうちから一つ選べ。 ① YA VA A2 A1, A7 A3 A6 A4 A5 ← , X Az Ai A3 O A2 VA VA A1 A4 A5 AI 10 x A3 JAZ Ai A2 TAI X A6 x A3 O x A5 ATT A5 A3 A4 (配点 15) <公式・解法集 122 123 124