J 受験ヒーロー

高校生の英語ドリル 第001回

高校1〜3年生の総復習・標準。20問・各5点・100点、45分。

難易度設計

主要スキル：主語と動詞の一致／関係代名詞what／前置詞 + 関係代名詞／動名詞の受動態／数量表現／助動詞・過去の後悔／使役動詞／完了と期間／強調構文／否定の語法／展示と学び：報告書の情報・推論／発表と協力：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 主語と動詞の一致の表現を文の中で使う。
  • 関係代名詞whatの表現を文の中で使う。
  • 前置詞 + 関係代名詞の表現を文の中で使う。
  • 動名詞の受動態の表現を文の中で使う。
  • 数量表現の表現を文の中で使う。
  • 助動詞・過去の後悔の表現を文の中で使う。
  • 使役動詞の表現を文の中で使う。
  • 完了と期間の表現を文の中で使う。
  • 強調構文の表現を文の中で使う。
  • 否定の語法の表現を文の中で使う。
  • 目的・具体的情報・改善理由・結論を区別し、本文に基づいて判断する。
  • 指定された内容を英語で伝え、例と採点基準で見直す。

問題

セクション1：主語と動詞の一致

Neither answer ___ correct.

問1（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. be
  2. are
  3. is
  4. have

セクション2：関係代名詞what

This is ___ I was looking for.

問2（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. whose
  2. which
  3. that
  4. what

セクション3：前置詞 + 関係代名詞

This is the town in ___ I grew up.

問3（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. what
  2. that
  3. where
  4. which

セクション4：動名詞の受動態

She dislikes ___ interrupted.

問4（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. to being
  2. being
  3. been
  4. be

セクション5：数量表現

There is ___ hope, so we should keep trying.

問5（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. a few
  2. a little
  3. little
  4. few

セクション6：助動詞・過去の後悔

You should ___ me earlier.（伝えるべきだった）

問6（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. told
  2. have told
  3. have telling
  4. have tell

セクション7：使役動詞

The teacher made us ___ the essay again.

問7（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. writing
  2. written
  3. to write
  4. write

セクション8：完了と期間

I ___ him since we graduated.（今まで一度も会っていない）

問8（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. didn't see
  2. wasn't seeing
  3. don't see
  4. haven't seen

セクション9：強調構文

It was yesterday ___ I met her.

問9（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. which
  2. who
  3. that
  4. what

セクション10：否定の語法

Not ___ students agreed; some opposed the plan.

問10（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. none
  2. neither
  3. all
  4. no

セクション11：展示と学び：報告書の情報・推論

This report concerns a project at the art gallery. The team, including Eri, aimed to notice different colors by working with paintings. One visible outcome was an art guide. Resources included a pencil. The report focuses on how the team revised its approach after reviewing what happened during the first session.

The group tested two descriptions of the same exhibit. One contained a long list of dates; the other asked a question and connected the object to everyday life. Visitors spent more time reading the second description. This did not prove that every visitor understood the object better. The group planned to ask visitors to explain the exhibit in their own words before deciding which description supported learning.

問11（5点）

What was the main purpose of the project?

  1. To notice different colors.
  2. To replace every activity in the town.
  3. To advertise luxury products.
  4. To prove that experts were unnecessary.

問12（5点）

Which outcome is mentioned in the passage?

  1. an art guide
  2. a weather forecast
  3. a travel ticket
  4. a national law

問13（5点）

Why was reading time insufficient as a measure?

  1. Dates can never be useful.
  2. The two descriptions concerned different exhibits.
  3. Nobody read either description.
  4. Longer attention did not necessarily show better understanding.

問14（5点）

What additional evidence did the group plan to collect?

  1. Visitors' explanations of the exhibit.
  2. The original approach needed no changes.
  3. Only the appearance of the final product mattered.
  4. The team should never collect further evidence.

セクション12：発表と協力：体験記の情報・推論

When Chika arrived at the children's room, the team already had a clear objective: to make children laugh. Working with puppet shows, they eventually produced a show poster. Chika contributed a puppet. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

During preparation, the loudest members made most of the decisions. The group tried collecting written suggestions before discussion. This brought forward ideas from members who rarely spoke. Some suggestions conflicted, so the group still needed to discuss priorities. The new method did not remove disagreement; it made more people's views available before a decision was made.

問15（5点）

What was the main purpose of the project?

  1. To replace every activity in the town.
  2. To prove that experts were unnecessary.
  3. To advertise luxury products.
  4. To make children laugh.

問16（5点）

Which outcome is mentioned in the passage?

  1. a national law
  2. a weather forecast
  3. a travel ticket
  4. a show poster

問17（5点）

What was the purpose of collecting written suggestions?

  1. To include views that were rarely heard in discussion.
  2. To eliminate every disagreement.
  3. To cancel the activity without discussion.
  4. To give the loudest members more authority.

問18（5点）

What remained necessary after collecting suggestions?

  1. Discussing conflicting ideas and priorities.
  2. The original approach needed no changes.
  3. Only the appearance of the final product mattered.
  4. The team should never collect further evidence.

セクション13：目的に合う英作文

問19（5点）

How can beginners be encouraged to try growing plants? 自分の考えと理由または具体例を、英語30〜50語で書きなさい。

セクション14：目的に合う英作文

問20（5点）

Should schools provide more opportunities for studying town history? 自分の考えと理由または具体例を、英語30〜50語で書きなさい。

解答・解説を開く

問1

C. is

Neither + 単数名詞は単数扱い。

採点目安：正しい選択肢で5点。

問2

D. what

先行詞を含む what は「探していたもの」。

採点目安：正しい選択肢で5点。

問3

D. which

前置詞 in の直後に関係代名詞 which を置く。

採点目安：正しい選択肢で5点。

問4

B. being

受動の動名詞は being + 過去分詞。

採点目安：正しい選択肢で5点。

問5

B. a little

継続を勧める文脈で「少しはある」は a little。little は「ほとんどない」。

採点目安：正しい選択肢で5点。

問6

B. have told

should have + 過去分詞で「…すべきだった」。

採点目安：正しい選択肢で5点。

問7

D. write

make + 目的語 + 原形不定詞。

採点目安：正しい選択肢で5点。

問8

D. haven't seen

since の起点から現在までの状態には現在完了。

採点目安：正しい選択肢で5点。

問9

C. that

It was + 強調部分 + that ... の構文。

採点目安：正しい選択肢で5点。

問10

C. all

Not all は部分否定「全員が賛成したわけではない」。

採点目安：正しい選択肢で5点。

問11

A. To notice different colors.

冒頭の目的を示す to notice different colors が根拠。結果と目的を混同しない。

採点目安：正しい選択肢で5点。

問12

A. an art guide

本文で成果物として an art guide が挙げられている。

採点目安：正しい選択肢で5点。

問13

D. Longer attention did not necessarily show better understanding.

後半の問題と判断を結び付ける。根拠：The group tested two descriptions of the same exhibit. One contained a long list of dates; the other asked a question and connected the object to everyday life. Visitors spent more time reading the second description. This did not prove that every visitor understood the object better. The group planned to ask visitors to explain the exhibit in their own words before deciding which description supported learning.

採点目安：正しい選択肢で5点。

問14

A. Visitors' explanations of the exhibit.

後半の改善方針をまとめると Visitors' explanations of the exhibit.。本文にない極端な断定を避ける。

採点目安：正しい選択肢で5点。

問15

D. To make children laugh.

冒頭の目的を示す to make children laugh が根拠。結果と目的を混同しない。

採点目安：正しい選択肢で5点。

問16

D. a show poster

本文で成果物として a show poster が挙げられている。

採点目安：正しい選択肢で5点。

問17

A. To include views that were rarely heard in discussion.

後半の問題と判断を結び付ける。根拠：During preparation, the loudest members made most of the decisions. The group tried collecting written suggestions before discussion. This brought forward ideas from members who rarely spoke. Some suggestions conflicted, so the group still needed to discuss priorities. The new method did not remove disagreement; it made more people's views available before a decision was made.

採点目安：正しい選択肢で5点。

問18

A. Discussing conflicting ideas and priorities.

後半の改善方針をまとめると Discussing conflicting ideas and priorities.。本文にない極端な断定を避ける。

採点目安：正しい選択肢で5点。

問19

解答例：Beginners can be encouraged to try growing plants by joining a short session with clear instructions. Working with an experienced partner can make it easier to ask questions. Organizers should explain what to bring and make clear that previous experience is not required.

意見・理由・具体例の対応を確認する。評価や参加の条件にも触れると議論が明確になる。別の立場も、論理が通り指定を満たせば正解。

採点目安：立場・指定内容1点、理由・具体例2点、文法・語彙1点、語数・構成1点。解答例との一致を条件にしない。

問20

解答例：Schools should provide more opportunities for studying town history because students can learn by working together. For example, a short activity gives beginners a chance to ask questions and discover new interests. Teachers should offer support so that students with different levels of experience can participate.

意見・理由・具体例の対応を確認する。評価や参加の条件にも触れると議論が明確になる。別の立場も、論理が通り指定を満たせば正解。

採点目安：立場・指定内容1点、理由・具体例2点、文法・語彙1点、語数・構成1点。解答例との一致を条件にしない。