The document provides an excerpt from a famous quote by Albert Einstein about education. It is then analyzed sentence by sentence to explain its meaning. The full quote is translated to Japanese. It states that education is what remains after one forgets what they learned in school. The goal of education should be to train independently thinking individuals who see serving their community as their greatest life purpose.
The document provides an excerpt from a famous quote by Albert Einstein about education. It is then analyzed sentence by sentence to explain its meaning. The full quote is translated to Japanese. It states that education is what remains after one forgets what they learned in school. The goal of education should be to train independently thinking individuals who see serving their community as their greatest life purpose.
The document discusses a passage about world leaders needing more opportunities to communicate with each other beyond what is possible at the UN. It states that most people would agree that leaders need more access to one another, and that summits increase awareness of global issues and problems faced by individual countries. The document then analyzes the passage sentence-by-sentence in Japanese.
The document discusses adverbial clauses in Japanese. It provides 4 examples of sentences containing adverbial clauses and analyzes the structure and meaning of each one. The examples demonstrate different types of adverbial clauses introduced by connecting words like "although", "before", "when", "since", and "if".
1) The document discusses the use of relative clauses in English, which are commonly used for postmodification. It provides 4 example sentences using relative pronouns like "who" and "that" to modify nouns.
2) The examples are analyzed in detail, explaining the antecedents of the relative pronouns and how they link together parts of each sentence.
3) Mastering the use of relative pronouns and being able to identify their antecedents is important for accurately comprehending relationships within sentences.
The document discusses the importance and difficulty level of "that clauses" in English. It provides examples of texts containing that clauses and analyzes the structure and meaning of each that clause. The purpose of the document is to help readers better understand how to identify and interpret that clauses when reading in English.
The document discusses supplementary explanations in English and Japanese texts. It provides 4 examples of sentences containing supplementary explanations in parentheses or dashes. The summaries emphasize understanding the core structure and meaning of the sentences without losing focus on details in the supplementary explanations. Maintaining the subject-verb relationship is important for comprehending the central meaning.
The document discusses the conjunction "and" in Japanese and provides three examples to illustrate its usage. In the examples, "and" is used to connect two equivalent parts of sentences, such as two verbs in an infinitive form or two nouns. Understanding which specific parts of the sentence "and" connects is important for correctly comprehending the meaning.
1) The document discusses identifying subjects in sentences and provides examples from Japanese texts with English translations.
2) It explains that the subject is typically the first noun phrase in the sentence without a preposition.
3) Four examples are given and translated in full to illustrate identifying the subject, even when preceded by a longer prepositional phrase.
The document discusses a passage about world leaders needing more opportunities to communicate with each other beyond what is possible at the UN. It states that most people would agree that leaders need more access to one another, and that summits increase awareness of global issues and problems faced by individual countries. The document then analyzes the passage sentence-by-sentence in Japanese.
The document discusses adverbial clauses in Japanese. It provides 4 examples of sentences containing adverbial clauses and analyzes the structure and meaning of each one. The examples demonstrate different types of adverbial clauses introduced by connecting words like "although", "before", "when", "since", and "if".
1) The document discusses the use of relative clauses in English, which are commonly used for postmodification. It provides 4 example sentences using relative pronouns like "who" and "that" to modify nouns.
2) The examples are analyzed in detail, explaining the antecedents of the relative pronouns and how they link together parts of each sentence.
3) Mastering the use of relative pronouns and being able to identify their antecedents is important for accurately comprehending relationships within sentences.
The document discusses the importance and difficulty level of "that clauses" in English. It provides examples of texts containing that clauses and analyzes the structure and meaning of each that clause. The purpose of the document is to help readers better understand how to identify and interpret that clauses when reading in English.
The document discusses supplementary explanations in English and Japanese texts. It provides 4 examples of sentences containing supplementary explanations in parentheses or dashes. The summaries emphasize understanding the core structure and meaning of the sentences without losing focus on details in the supplementary explanations. Maintaining the subject-verb relationship is important for comprehending the central meaning.
The document discusses the conjunction "and" in Japanese and provides three examples to illustrate its usage. In the examples, "and" is used to connect two equivalent parts of sentences, such as two verbs in an infinitive form or two nouns. Understanding which specific parts of the sentence "and" connects is important for correctly comprehending the meaning.
1) The document discusses identifying subjects in sentences and provides examples from Japanese texts with English translations.
2) It explains that the subject is typically the first noun phrase in the sentence without a preposition.
3) Four examples are given and translated in full to illustrate identifying the subject, even when preceded by a longer prepositional phrase.
6. Mt. Fuji stands impressively
against the blue sky.
(2015年 第2問A 問7)
Copyright Gakushin-Juku All Rights Reserved.
SV (1)
「富士山が青空を背にして、見事に
そびえ立っている」
Mt. Fuji (S) stands (V)
6/46
7. However, more and more people
are moving into urban areas.
(2014年 第3問B 問2)
Copyright Gakushin-Juku All Rights Reserved.
SV (2)
more and more people (S) are moving (V)
「しかしながら、ますます多くの人々が
都市部に移りつつある」
7/46
8. However, when the results were
compared by country, a different
picture emerged.
(2011年 第4問A)
Copyright Gakushin-Juku All Rights Reserved.
SV (3)
a different picture (S) emerged (V)
「しかし、結果が国別に比較された時は、
異なる図式が現れた」
8/46
12. Have you met before?
You look very familiar to me.
(2015年 第2問B 問1)
Copyright Gakushin-Juku All Rights Reserved.
SVC (1)
「前にお会いしたことがありますか?
あなたは私にとても見覚えがあるように
見えます」
You (S) look (V) familiar (C)
12/46
13. Well, with the globalization of
many businesses, knowing a
foreign language has become
increasingly useful in the
workplace. (2014年 第3問C)
Copyright Gakushin-Juku All Rights Reserved.
SVC (2)
「そうですね、多くのビジネスのグローバル
化に伴って、外国語を知ることは職場
でますます有用になってきています」 13/46
14. Well, with the globalization of
many businesses, knowing a
foreign language has become
increasingly useful in the
workplace. (2014年 第3問C)
Copyright Gakushin-Juku All Rights Reserved.
SVC (2) 続き
knowing a foreign language (S)
has become (V) useful (C)
14/46
15. Bell Laboratories developed a
new phonograph that offered
better sound quality; voices
and instruments sounded
clearer and more true-to-life.
(2014年 第6問)
Copyright Gakushin-Juku All Rights Reserved.
SVC (3)
「ベル研究所はより良い音質を提供する
新しい蓄音機を開発した。声と楽器の音が
よりクリアに、より本物そっくりに聞こえた」15/46
16. Bell Laboratories developed a
new phonograph that offered
better sound quality; voices
and instruments sounded
clearer and more true-to-life.
(2014年 第6問)
Copyright Gakushin-Juku All Rights Reserved.
SVC (3) 続き
voices and instruments (S) sounded (V)
clearer and more true-to-life (C)
16/46
20. Copyright Gakushin-Juku All Rights Reserved.
Superstitions are beliefs for
which there is no obvious
rational basis.
(2015年 第3問C)
Superstitions (S) are (V) beliefs (C)
SVC (4)
「迷信は明快かつ合理的な根拠の
ない信仰です」
20/46
22. Also, she's found a part-time
job that she enjoys a lot.
(2014年 第3問A 問1)
Copyright Gakushin-Juku All Rights Reserved.
SVO (1)
she (S) has found (V) a part-time job (O)
「それに、彼女はとても楽しめるアルバイト
を見つけました」
22/46
23. Something you wrote in an
email upset your friend.
(2010年 第2問C 問1)
Copyright Gakushin-Juku All Rights Reserved.
SVO (2)
「あなたがメールに書いた何かが、
あなたの友だちを怒らせました」
Something (S) upset (V) your friend (O)
23/46
24. Copyright Gakushin-Juku All Rights Reserved.
第3文型で大事なのは、
名詞節が文全体の目的語
になる場合です。
特に that節が文全体の目的語に
なることが非常に多い
24/46
25. I heard you're going to travel
around South America with
your friend.
(2014年 第3問A 問2)
Copyright Gakushin-Juku All Rights Reserved.
SVO (3)
「私は、あなたが友だちと南アメリカを旅行
して回る予定ということを聞いてました」
下線部の名詞節(that節)が
文全体の目的語 25/46
26. Our family doctor suggested
that our son get a complete
medical checkup every year.
(2013年 第2問A 問5)
Copyright Gakushin-Juku All Rights Reserved.
SVO (4)
「我が家のホームドクターは、私たちの息子
が毎年人間ドックに入ることを提案した」
この文も下線部の that節が
文全体の目的語 26/46
28. Copyright Gakushin-Juku All Rights Reserved.
SVOO (1)
When I first entered university,
my aunt, who is a professional
translator, gave me a new
English dictionary.
(2009年 第6問)
「私が最初に大学に入った時、プロの翻訳
者である私の叔母が、私に新しい英語の
辞書をくれた」
28/46
29. Copyright Gakushin-Juku All Rights Reserved.
SVOO (1) 続き
When I first entered university,
my aunt, who is a professional
translator, gave me a new
English dictionary.
(2009年 第6問)
my aunt (S) gave (V) me (O1)
a new English dictionary (O2)
※ give O1 O2 「O1にO2をあたえる」
29/46
30. I then showed her the portrait
I had painted as her farewell
gift and said, “This is the real
you!” (2014年 第5問)
Copyright Gakushin-Juku All Rights Reserved.
SVOO (2)
「それから、私は彼女に、別れの贈り物として
描いていた肖像画を見せた。
そして、こう言った。“これが本当のお前だ”」
30/46
31. I then showed her the portrait
I had painted as her farewell
gift and said, “This is the real
you!” (2014年 第5問)
Copyright Gakushin-Juku All Rights Reserved.
SVOO (2) 続き
I (S) showed (V) her (O1) the portrait (O2)
※ show O1 O2 「O1にO2を見せる」
31/46
32. This dance taught them how to
behave like a member of high
society. (2013年 第6問)
Copyright Gakushin-Juku All Rights Reserved.
SVOO (3)
「このダンスは彼らに、上流社会の一員の
ように振る舞う方法を教えた」
This dance (S) taught (V) them (O1)
how to ~の下線部 (O2)
32/46
33. He bought me exactly the same
thing as last year.
(2010年 第2問B 問1)
Copyright Gakushin-Juku All Rights Reserved.
SVOO (4)
「彼は私に、去年と全く同じものを
買いました」
He (S) bought (V)
me (O1) the same thing (O2)
33/46
37. Either way, shopping always
makes me so tired.
(2011年 第5問)
Copyright Gakushin-Juku All Rights Reserved.
SVOC (1)
「どちらにしても、買い物はいつも
私をとても疲れさせます」
37/46
38. Either way, shopping always
makes me so tired.
(2011年 第5問)
Copyright Gakushin-Juku All Rights Reserved.
SVOC (1) 続き
shopping (S) makes (V) me (O) tired (C)
※ make O C 「OをCにする」
38/46
39. One writer, in fact, called the
minuet one of the best schools
of manners ever invented.
(2013年 第6問)
Copyright Gakushin-Juku All Rights Reserved.
SVOC (2)
「実際、ある作家はメヌエットを、今まで
発明された最高のマナーの学校の1つ
と呼んだ」
39/46
40. One writer, in fact, called the
minuet one of the best schools
of manners ever invented.
(2013年 第6問)
Copyright Gakushin-Juku All Rights Reserved.
SVOC (2) 続き
One writer (S) called (V) the minuet (O)
one of the best schools of manners (C)
※ call O C 「OをCと呼ぶ」
40/46
41. When I looked out of the
window last night, I saw a cat
sneaking into my neighbor‘s
yard. (2014年 第2問A 問1)
Copyright Gakushin-Juku All Rights Reserved.
SVOC (3)
「昨夜、窓から外を見た時、私はネコ
が隣の家の庭にこっそり入っている
のを見た」
41/46
42. When I looked out of the
window last night, I saw a cat
sneaking into my neighbor‘s
yard. (2014年 第2問A 問1)
Copyright Gakushin-Juku All Rights Reserved.
SVOC (3) 続き
I (S) saw (V) a cat (O) sneaking (C)
※ see O C 「OがCするのを見る」
42/46
43. Nobody is paying Barbara,
Antonio, or Emily for their efforts,
but all three consider themselves
lucky to be “citizen scientists.”
(2015年 第6問)
Copyright Gakushin-Juku All Rights Reserved.
SVOC (4)
「誰もバーバラやアントニオ、エミリーの労力
に対して報酬を払っていない。
しかし、3人全員は、彼ら自身が"市民科学
者"になれて幸運だと考えている。 43/46
44. Nobody is paying Barbara,
Antonio, or Emily for their efforts,
but all three consider themselves
lucky to be “citizen scientists.”
(2015年 第6問)
Copyright Gakushin-Juku All Rights Reserved.
SVOC (4) 続き
all three (S) consider (V)
themselves (O) lucky (C)
※ consider O C 「OがCだと考える」
44/46