パラグラフリーディング simplified

文章を理解し、主要なアイデアやテーマを把握する能力を養うために役立ちます。文章の主要なアイデアを把握することは、情報を整理し、要点を把握するスキルを向上させるうえで重要です。また、論理的思考や文章内の重要な情報を選別する力も養われます。

解く際には、与えられた文章を注意深く読み、文章全体の内容を把握すると同時に、選択肢の中から最も文章に合った主要なアイデアを見つける必要があります。選択肢の中には文章の一部分や詳細な情報が含まれているものもあるかもしれませんが、問題は文章全体の主要なテーマを尋ねています。選択肢を比較し、最も包括的で文章全体を代表するものを選ぶことが求められます。

この能力は、各種受験問題とくに大学共通テストやビジネスさまざまな場面で役立ちます。読解力を高め、大量の情報から肝心な点を抽出する能力を磨くことで、効率的な情報処理が可能となります。また、論文やレポートの要約、会議の議事録作成などで、主要なアイデアを正確に捉えるスキルが重要となります。

Problem 1: The Industrial Revolution

The Industrial Revolution was a big change in how things were made. It happened over 200 years ago and really affected how people lived and worked. Before, things were made by hand in homes or small workshops. During the Industrial Revolution, factories were built and machines were used to make a lot of things.

 

Question: What was the main impact of the Industrial Revolution?

A) It made homes and workshops more popular for making things.

B) It introduced new handcrafted techniques.

C) It changed the way people lived and worked.

D) It made factories and machines unnecessary.

 

Problem 2: Cherry Blossoms in Japan

In Japan, cherry blossoms are famous for blooming in spring, around March or April. These blossoms represent how beautiful and delicate life is. They only stay on trees for a few weeks before falling. Many people in Japan celebrate by having picnics under the cherry blossom trees with friends and family. This tradition is called “hanami,” which means “flower viewing.”

Question: Why do cherry blossoms hold special meaning in Japan?

A) They bring good luck for the whole year.

B) They represent the strength of trees.

C) They symbolize the beauty and fragility of life.

D) They mark the start of winter.

 

Problem 3: The Amazing Human Brain

Our brain controls everything we do. It’s made up of billions of nerve cells, called neurons, that talk to each other with electricity and chemicals. Different parts of the brain do different jobs, like memory, language, emotions, seeing, and moving. The brain can also learn new things and change based on experiences.

Question: What makes the human brain remarkable?

A) Its ability to talk to trees and animals.

B) Its power to control other organs.

C) Its capability to change and learn from experiences.

D) Its capacity to create new cells daily.

 

Problem 4: Social Media and Us

We all use social media to connect with friends, share thoughts, and have fun. But too much of it can make us feel not so good. Studies show that using social media a lot can lead to feeling anxious, sad, lonely, and not sleeping well. So, it’s important to use it wisely and also do other things that make us happy.

 

Question: What is one downside of using social media too much?

A) It helps us sleep better at night.

B) It improves our face-to-face communication skills.

C) It can make us feel anxious and sad.

D) It only affects adults, not teenagers.

 

Problem 5: Going to the Moon

People have been thinking about living on the Moon for a long time. With new space technology, scientists are thinking about sending humans there. This has some challenges, like radiation and not having enough stuff. But some people think it’s a good idea because we can learn new things, maybe go to Mars later, and have another place for people to live.

 

Question: Why are scientists considering sending humans to the Moon?

A) To find out if the Moon is made of cheese.

B) To enjoy picnics on the Moon’s surface.

C) To create challenges for astronauts.

D) To learn new things and prepare for possible trips to Mars.

文章を理解し、主要なアイデアやテーマを把握する能力を養うために役立ちます。文章の主要なアイデアを把握することは、情報を整理し、要点を把握するスキルを向上させるうえで重要です。また、論理的思考や文章内の重要な情報を選別する力も養われます。

 

解く際には、与えられた文章を注意深く読み、文章全体の内容を把握すると同時に、選択肢の中から最も文章に合った主要なアイデアを見つける必要があります。選択肢の中には文章の一部分や詳細な情報が含まれているものもあるかもしれませんが、問題は文章全体の主要なテーマを尋ねています。選択肢を比較し、最も包括的で文章全体を代表するものを選ぶことが求められます。

 

この能力は、各種受験問題とくに大学共通テストやビジネスさまざまな場面で役立ちます。読解力を高め、大量の情報から肝心な点を抽出する能力を磨くことで、効率的な情報処理が可能となります。また、論文やレポートの要約、会議の議事録作成などで、主要なアイデアを正確に捉えるスキルが重要となります。

 

What is the main idea of this paragraph? 

Problem1. The Industrial Revolution was a period of major changes in the way products are made. It took place more than 200 years ago and greatly affected the way people lived as well as the way they worked. In earlier days, people made products by hand. They worked mostly in their own homes or in small workshops. During the Industrial Revolution, many factories were built. Workers used machines to mass-produce goods.

 

A) The Industrial Revolution changed the way people lived and worked.

B) The Industrial Revolution was a period of mass production of goods.

C) The Industrial Revolution took place more than 200 years ago.

D) The Industrial Revolution replaced hand-made products with machines.

 

Problem2. Japan is famous for its cherry blossoms, which bloom in late March or early April. The cherry blossoms, or sakura, symbolize the beauty and fragility of life. They last for only a few weeks before they fall from the trees. Many people in Japan celebrate the cherry blossom season by having picnics under the trees with their friends and family. This tradition is called hanami, which means “flower viewing”.

 

A) Japan is famous for its cherry blossoms, which bloom in late March or early April.

B) The cherry blossoms, or sakura, symbolize the beauty and fragility of life.

C) Many people in Japan celebrate the cherry blossom season by having picnics under the trees with their friends and family.

D) The paragraph describes the cherry blossom season and its significance in Japan.

 

Problem3. The human brain is a remarkable organ that controls all the functions of the body. It is composed of billions of nerve cells, or neurons, that communicate with each other through electrical and chemical signals. The brain has different regions that are responsible for different tasks, such as memory, language, emotion, vision, and movement. The brain is also plastic, which means it can change and adapt to new experiences and learning.

 

A) The human brain is composed of billions of nerve cells that communicate with each other.

B) The human brain has different regions that are responsible for different tasks.

C) The human brain is plastic and can change and adapt to new experiences and learning.

D) The human brain is a remarkable organ that controls all the functions of the body and has various features.

 

Problem4. Social media has become a ubiquitous part of our lives. We use it to connect with friends and family, to share our opinions and interests, to get news and information, and to entertain ourselves. However, social media also has some negative effects on our mental health and well-being. Studies have shown that excessive use of social media can lead to anxiety, depression, loneliness, low self-esteem, and poor sleep quality. Therefore, it is important to use social media wisely and moderately, and to balance it with other activities that enrich our lives.

 

A) To inform the readers about the benefits and drawbacks of social media.

B) To persuade the readers to use social media less and do other activities more.

C) To entertain the readers with stories and anecdotes about social media.

D) To compare and contrast different types of social media platforms and their features.

 

Problem5. Lunar colonization has been a topic of interest for many years. With advancements in space exploration technology, scientists and researchers are considering the possibility of establishing a human presence on the Moon. This endeavor poses numerous challenges, including radiation exposure, resource limitations, and long-duration space travel. However, proponents of lunar colonization believe that it could lead to scientific discoveries, serve as a stepping stone for future Mars missions, and even act as a potential backup location for humanity.

 

A) Lunar colonization’s challenges and potential drawbacks.

B) The role of the Moon as a stepping stone for Mars missions.

C) The scientific discoveries possible through lunar colonization.

D) Advancements in space exploration technology and human presence on the Moon.

precious		linguistic
fundamental		physical
vital		neutral
superior		latter
junior		cruel
elder		violent
steady		primary
stable		overwhelming
inevitable		inclined
equivalent		dull
loose		calm
casual		artificial
plain		abstract
vague		splendid
gradual		eccentric
generous		feasible
innocent		visible
severe		numerous
strict		mere
ashamed		flat
frequent		rough
internal		brief
sufficient		concrete
broad		sensible
spiritual		reasonable

Is English the language people speak in the British Isles? Yes, it is now. But a long time ago, there were different languages and cultures. Nowadays, the region mostly speaks the most important language in the world, which is used a lot in business, trade, and money matters. The region also has lots of interesting stories and events from the past to share. We might wonder why we need to learn English, especially if we’re struggling with our own language like Japanese. Why do we have to remember so many words and similar words to learn, especially when we’re already dealing with difficult kanji practice? And why does your teacher always say “Don’t become a victim of Janglish”?

After reading this, you’ll start to understand some reasons.

Before English became the main language, a long time ago in the British Isles, there were groups of people called Celts. They spoke their own languages for a long time before others came. Celtic languages were dominant in the British Isles a long time ago during the Iron Age and when the Romans were there.

In the British Isles, the main groups of Celts were the Britons and the Gaels. The Britons lived where England and Wales are now, and the Gaels lived in what’s now Scotland and Ireland. The languages they spoke are called “Insular Celtic” languages.

The Britons were the original Celtic people of England and Wales. They spoke different Brittonic languages, like Old Welsh, Old Cornish, and Old Breton. They had their own kingdoms and areas all over the islands.

The Gaels were another group of Celtic people who lived in Scotland and Ireland. They spoke Gaelic languages, like Old Irish and Old Scottish Gaelic. They were organized into clans and tribes.

In the northern part of what’s now Scotland, there were also the Picts. They were Celtic people too, but not as much is known about them because they didn’t write much about themselves.

The Celts lived in different ways in different places and times. They were mostly farmers, growing crops like wheat, barley, oats, and vegetables. They also had animals like cattle, sheep, and pigs for food and resources. They had different groups in their societies, like warriors, craftsmen, farmers, priests (called druids), and storytellers (called bards). Chiefs or important people were in charge. The Celts were also good at making things from metal, like jewelry and weapons, with fancy designs. Their art often had patterns and pictures of animals.

Celtic religion was about many gods and nature. Druids were important for their ceremonies. They used special places like stone circles and forts on hills for their rituals. The Celts celebrated different festivals tied to farming and the sky, like Beltane (May 1st) and Samhain (October 31st), which later influenced Halloween.

Celtic languages were spoken, and stories were passed down by talking, not writing. The groups lived fairly peacefully until the Romans came to parts of the British Isles, especially England. The Romans brought their language, Latin, which affected the Celtic languages and left things like roads and buildings.

The Romans made towns and forts everywhere, and many of these places still have names from Latin. Some names end in “-chester” or “-cester,” which means “fort” in Latin. These names are still used today in modern places.

Even though Latin influenced Celtic languages, it didn’t change them as much as the Germanic languages did. Germanic people came and settled in the British Isles, and their languages slowly took over from the Celtic languages.

Question 1: What language do people mainly speak in the British Isles today?
a) Celtic
b) Latin
c) English
d) Germanic

Question 2: Why do some people wonder about learning English?
a) They don’t like learning languages.
b) They struggle with their own language.
c) English is too easy to learn.
d) They already know English very well.

Question 3: What is a reason for learning English mentioned in the text?
a) It’s the only language spoken in the world.
b) It’s useful for business, trade, and finance.
c) English is the easiest language to learn.
d) It’s the oldest language in the British Isles.

Question 4: What was the main group of Celtic people in England and Wales called?
a) Romans
b) Gaels
c) Britons
d) Picts

Question 5: Which group of Celtic people lived in what’s now Scotland and Ireland?
a) Britons
b) Romans
c) Picts
d) Gaels

Question 6: What role did druids play in Celtic society?
a) They were warriors.
b) They were farmers.
c) They were storytellers.
d) They were priests and spiritual leaders.

Question 7: What was the purpose of stone circles and hillforts for the Celts?
a) They were used for farming.
b) They were used as homes.
c) They were used for religious rituals.
d) They were used for trading.

Question 8: What were Beltane and Samhain?
a) Roman festivals
b) Celtic festivals
c) Religious ceremonies
d) Modern holidays

Question 9: How did the Romans impact the British Isles?
a) They introduced Latin and left behind structures.
b) They brought English to the region.
c) They replaced Celtic languages with Latin completely.
d) They introduced new religions to the Celts.

Question 10: What languages gradually replaced Celtic languages in the British Isles?
a) Latin
b) Germanic languages
c) Gaelic
d) Pictish

Is English the language spoken in the British Isles? Yes, it is now. However, a long time ago, people used to have different languages and cultures. The region now predominantly speaks the most influential language globally, which is used prominently in business, trade, and finance. The region also has a rich history of stories and events to share. We Japanese don’t really know why we have to learn it, for what purpose? Why do we need to learn English, especially when I struggle with my mother tongue, Japanese? Why must we memorize so many words and encounter numerous synonyms to learn, all while I’m already grappling with kanji practice? Why your teacher says “Don’t become a victim of Janglish” all the time? After reading this, you will have some clue to the answer.In the British Isles, before English language being developed, there were groups of people called Kelt, speaking their own languages long before the arrival of outsiders The dominance of Celtic languages in the British Isles can be traced back to the Iron Age and Roman periods.

 

The region was inhabited by various Celtic-speaking peoples. The main Celtic groups present in the British Isles were the Britons, who inhabited what is now England and Wales, and the Gaels, who lived in what is now Scotland and Ireland. These Celtic languages are collectively referred to as the “Insular Celtic” languages.

 

The Britons, also known as Brittonic Celts, were the indigenous Celtic-speaking inhabitants of what is now England and Wales. They spoke various Brittonic languages, which were part of the Celtic language family. These languages included Old Welsh, Old Cornish, and Old Breton. The Britons had established various kingdoms and tribal regions across the islands.

 

The Gaels were another group of Celtic-speaking people who inhabited what is now Scotland and Ireland. They spoke Goidelic or Gaelic languages, which are also part of the Celtic language family. These languages included Old Irish and Old Scottish Gaelic. The Gaels were organized into a system of clans and tribes.

 

In addition to the Britons and Gaels, the northern part of what is now Scotland was inhabited by the Picts. The Picts were a group of Celtic-speaking peoples who left behind little written records, making their culture and language less well-known compared to the Britons and Gaels.

 

The way the Celts lived, their daily activities, and their cultural practices varied across different regions and time periods. The Celts were primarily agrarian societies, relying on farming for their livelihood. They cultivated crops such as wheat, barley, oats, and various vegetables. Livestock, including cattle, sheep, and pigs, were also important for food, wool, and other resources. Celtic societies were organized into clans, tribes, and chiefdoms. The social structure included warriors, craftsmen, farmers, druids (priests and spiritual leaders), and bards (poets and storytellers). Chiefs or nobles held positions of authority. The Celts were also skilled metalworkers, producing intricate jewelry, weapons, and other objects adorned with ornate designs. Their art often featured abstract patterns and animal motifs.

 

Celtic religion was polytheistic and animistic, involving a deep connection to nature and the land. Druids played a central role in religious ceremonies, and sacred sites such as stone circles and hillforts were used for rituals. The Celts celebrated various festivals tied to agricultural cycles and celestial events, such as Beltane (May 1st) and Samhain (October 31st), which later influenced modern holidays like Halloween. Celtic languages were spoken, and oral traditions played a significant role in passing down cultural knowledge, myths, legends, and history from one generation to the next.

 

Although there were conflicts among the groups, they had a relatively peaceful life until the Roman Empire had a significant presence in parts of the British Isles, particularly in what is now England. The Romans introduced Latin, the language of the Roman Empire, which had an impact on the indigenous Celtic languages and left behind a legacy of Roman-built infrastructure and cultural influences. The Romans established settlements, forts, and roads throughout their territories, and many of these place names have Latin origins. These names often survive in modern place names. For example, names ending in “-chester” or “-cester” (from the Latin “castrum,” meaning “fort”) in England are indicative of former Roman settlements.

 

While the Celtic languages were not displaced by Latin, there might have been some level of language shift in certain areas, especially among individuals who interacted closely with Romans. However, there is limited evidence to suggest that Latin completely replaced the indigenous Celtic languages. The influence of Latin on the indigenous Celtic languages of the British Isles was not as profound as the Germanic influence that eventually led to the formation of English. The Germanic migrations and settlements had a more transformative impact on the linguistic landscape of the region, leading to the gradual displacement of the Celtic languages by the Germanic languages.

problem1 What is the primary language spoken in the British Isles today?

a) Celtic
b) Latin
c) Japanese
d) English

 

problem2 Which group of people inhabited what is now Scotland and Ireland?

a) Romans
b) Britons
c) Gaels
d) Picts

 

problem3 What were the primary economic activities of Celtic societies?

a) Trade and craftsmanship
b) Animal herding and trade
c) Farming and herding
d) Fishing and trading

 

problem4 Who played a central role in Celtic religious ceremonies?

a) Warriors
b) Bards
c) Druids
d) Chiefs

 

problem5 What did the Celts celebrate during Beltane?
a) The harvest season
b) Winter solstice
c) May 1st festival
d) Halloween

problem6 What role did druids play in Celtic society?

a) Political leaders
b) Craftsmen and artisans
c) Religious and spiritual leaders
d) Military commanders

 

problem7 How did the Roman Empire influence the indigenous Celtic languages?

a) Introduced the English language
b) Had no influence on language
c) Led to the development of Celtic writing systems
d) Had an impact on the Celtic languages and culture

 

problem8 What linguistic shifts occurred as a result of the arrival of Germanic tribes in the British Isles?

a) The development of Celtic languages
b) The introduction of Latin as the dominant language
c) The displacement of Celtic languages and the rise of Germanic languages
d) The preservation of Celtic languages alongside Germanic languages

 

problem9 What is likely to follow the last paragraph?

a) The development of Celtic languages
b) The modernization of Latin as the dominant language
c) The cooperation of Celtic languages and Germanic languages
d) The introduction of Germanic languages

 

以下の文章を、関係代名詞を使って英訳しましょう。

1. 私の友達が読んでいる本は面白いです。
2. これが私が昨日買った新しい携帯電話です。
3. 彼は昨日会った人が誰かを覚えていない。
4. その山は登る価値があると言われています。
5. 私の家の近くにある公園は子供たちに人気です。

---

関係代名詞を含む少し難しい文章です。英訳しましょう。

1. 名古屋城は、名古屋市内にある歴史的な建造物で、16世紀に建てられた建物で、観光客に人気があります。
2. 名古屋では、味噌カツが特に有名で、これは豚カツに美味しい味噌ソースがかかった料理で、観光客は名古屋で味噌カツを楽しむことができます。
3. 名古屋駅近くにある建物で、オスウィーンドウと呼ばれる場所は、多くのショップやレストランが集まっています。観光客はここでショッピングや食事を楽しむことができます。
4. 名古屋市科学館は、子供たちや科学好きな人々に人気があります。この博物館は、手を動かして楽しみながら科学について学ぶことができる場所です。
5. 名古屋の観光スポットには、美しい庭園や伝統的な建物も含まれています。多くの観光客が名古屋の歴史と文化を探索するために訪れます。

 

関係代名詞（Relative Pronouns）は、主に文中で名詞とその関連情報を結びつける役割を果たす単語です。英語の関係代名詞には以下のものがあります：「who」「whom」「whose」「which」「that」などがあります。

簡単に言うと、関係代名詞は形容詞です。名詞を後方から修飾します。

考え方としては、例えば

“The person who is speaking English is my brother.”

the personの後にwho（関代）があるわけですから、the personを読んだ後に「何するthe personなの？」と頭に思い描くのです。who is speaking English (英語を話している）→　英語を話ししている人となるのです。

ただの人から、英語を話している人になりましたね。

who以外の関係代名詞も同じです。

whom

こちらも人を指す関係代名詞で、フォーマルな文体でよく使われます。ただし、日常会話ではあまり使われません。

例: “The professor whom I admire is giving a lecture.”（私が尊敬する教授が講義をしています。）

Whose:

所有を示す関係代名詞です。所有者を示す名詞の前に置かれます。

例: “The book whose cover is red is mine.”（表紙が赤い本は私のものです。）

Which:

物や動物を指す関係代名詞です。主に非制限性節（先行詞に特定の制限を加えず、追加情報を提供する節）で使用されます。

例: “The car, which is parked outside, belongs to my friend.”（外に駐車している車は友達のものです。）

That:

人や物を指す関係代名詞で、最も一般的に使われるものです。制限性節で使用されることが多いです。

例: “The movie that we watched last night was fantastic.”（昨夜見た映画は素晴らしかったです。）

これらの関係代名詞は、先行詞（関係代名詞が指す名詞）と関係節（関係代名詞を含む節）を結びつける役割を果たします。関係節は、先行詞に関する追加情報を提供し、文の内容を詳細に説明するのに役立ちます。関係代名詞は文法的に重要で、複雑な情報をわかりやすく伝える手助けをしてくれます。

限定詞は、名詞をより具体的に理解させ、文章全体の意味に影響を与えるために非常に重要な役割を果たします。以下の問題に触れ限定詞の重要性を理解してください。
a,an,theを入れなさい。

1. She found ___ interesting book at ___ library.
2. I need ___ new phone because ___ old one broke.
3. Are you going to ___ party tonight?
4. I saw ___ amazing movie last night.
5. Could you pass me ___ salt, please?
6. ___ dog chased me while I was jogging.
7. We visited ___ Louvre Museum during our trip to Paris.
8. He’s going to ___ doctor for ___ check-up.
9. They bought ___ beautiful house near ___ lake.
10. I saw ___ shooting star last night.
11. Can you hand me ___ pencil over there?
12. I like ___ shoes you’re wearing.
13. ___ book on ___ table is mine.
14. Have you seen ___ new exhibit at ___ museum?
15. I’ll take ____ shirt in ____ window display.
16. ___ movie we watched last night was really good.
17. ___ birds in ___ trees are chirping loudly.
18. Is ___ car parked in front of ___ house yours?
19. I want to visit ___ castle on ___ hill.
20. ___ flowers in ___ garden are blooming beautifully.

“each” and “every”どちらか選びなさい。

1. ___ student in the class received a certificate.
2. We planted flowers in ___ corner of the garden.
3. __ child should bring ___ own lunch to school.
4. She gave ___ employee a special thank-you note.
5. They clean ___ room in the house every weekend.
6. ___ guest at the party was greeted with a smile.
7. The team members worked hard, giving their best ___ day.
8. ___ person has their own unique perspective.
9. We go for a walk ___ evening after dinner.
10. The museum displays art from ___ culture around the world.
11. They received a gift from ___ family member.
12. ___ child must complete ___ assignment by tomorrow.
13. ___ morning, I enjoy a cup of coffee before starting work.
14. The team member contributed ___ idea to the project.
15. We need to solve ___ problem one at a time.
16. He donated money to ___ charity that helps homeless people.
17. The students were given ___ textbook for the course.
18. She packed ___ suitcase with clothes for ___ day of the trip.
19. The chef prepares a special dish for ___ customer.
20. ___ musician played a different instrument in the orchestra.

不定詞は、動詞の形式の一つであり、”to” と動詞の原形（原形動詞）を組み合わせたものです。不定詞はさまざまな役割を果たすことができます。主な用途は以下の通りです：名詞的用法:
不定詞が文の中で名詞のように機能し、文の中で名詞が入るところ（主語、目的語、補語など）の役割を果たします。名詞的用法では、不定詞が文の中で名詞としての位置に置かれます。
例:

To study is important.（勉強することは重要です。）（主語としての名詞的用法）
I want to eat lunch.（私は昼食を食べたい。）（目的語としての名詞的用法）
Her dream is to become a doctor.（彼女の夢は医者になることです。）（補語としての名詞的用法）

副詞的用法
不定詞が文の中で副詞のように機能し、動詞や形容詞、副詞などを修飾します。副詞的用法では、不定詞が文の中で動詞や形容詞、副詞の後ろに置かれることが一般的です。

She left early to catch the bus.（彼女は早く出発してバスに間に合った。）（動詞 “left” を修飾）
He is too scared to jump off the cliff.（彼は怖すぎて崖から飛び降りることができない。）（形容詞 “scared” を修飾）
She speaks softly to avoid waking the baby.（彼女は赤ちゃんを起こさないようにそっと話す。）（副詞 “softly” を修飾）
形容詞的用法（Adjective Infinitive）:
不定詞が文の中で形容詞のように機能し、名詞を修飾します。形容詞的用法では、不定詞が名詞の後ろに置かれることが一般的です。
例:

He has a book to read.（彼は読むための本を持っています。）（名詞 “book” を修飾）
The car to buy is the blue one.（買う車は青い車です。）（名詞 “car” を修飾）
これらの用法を理解すると、不定詞の役割がより明確になり、正確な英文の作成が可能になります。不定詞は英語の文法において非常に重要な要素であり、さまざまな文型で幅広く使われます。

練習問題

書く文章には不定詞が含まれています。それぞれの用法と修飾関係を述べて和訳してください。

1. He has a book to read.
2. The car to buy is the blue one.
3. She woke up early to catch the bus.
4. The cake to eat is chocolate.
5. She went to the store to buy some milk.
6. He studied hard to pass the exam.
7. I need a pen to write a letter.
8. He spoke loudly to be heard by everyone.
9. They practice every day to improve their skills.
10. The ice cream was so cold as to make her shiver.
11. She has a plan to start her own business.
12. He brought some tools to fix the broken chair.
13. They work hard to earn money.
14. She arrived early to avoid the traffic.
15. To learn a new language requires dedication.
16. To eat vegetables is good for your health.
17. I love to dance.