J 受験ヒーロー

高校生の英語ドリル 第003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：完了不定詞／疑問詞 + 不定詞／関係代名詞・所有格／完了形の受動態／譲歩節／助動詞・過去の推量／相関接続詞／可算・不可算／the比較級／人への評価／デザイン：活動記事の情報・推論／図書館：インタビューの情報・推論／目的に合う英作文

学習ポイント

  • 完了不定詞の表現を文の中で使う。
  • 疑問詞 + 不定詞の表現を文の中で使う。
  • 関係代名詞・所有格の表現を文の中で使う。
  • 完了形の受動態の表現を文の中で使う。
  • 譲歩節の表現を文の中で使う。
  • 助動詞・過去の推量の表現を文の中で使う。
  • 相関接続詞の表現を文の中で使う。
  • 可算・不可算の表現を文の中で使う。
  • the比較級の表現を文の中で使う。
  • 人への評価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：完了不定詞

She seems ___ the answer already.

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. having find
  2. to has found
  3. to finding
  4. to have found

セクション2：疑問詞 + 不定詞

We haven't decided which route ___ yet.

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. to take
  2. taking
  3. took
  4. take

セクション3：関係代名詞・所有格

I met a writer ___ books are popular.

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. whom
  2. whose
  3. which
  4. who

セクション4：完了形の受動態

The results have ___ published.

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. being
  2. been
  3. are
  4. be

セクション5：譲歩節

___ it was raining, we continued the match.

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. Because of
  2. Although
  3. During
  4. Despite

セクション6：助動詞・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション7：相関接続詞

She is not only a singer ___ also a writer.

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. but
  2. and
  3. or
  4. so

セクション8：可算・不可算

She gave me useful ___.

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. advices
  2. advice
  3. an advice
  4. many advice

セクション9：the比較級

The harder you work, the ___ you learn.

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. more
  2. many
  3. much
  4. most

セクション10：人への評価

It was kind ___ you to help.

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. to
  2. for
  3. with
  4. of

セクション11：デザイン：活動記事の情報・推論

A student project led by Daichi began at the school corridor. Its purpose was to make information easier to find. Members worked with signs, and the first practical outcome was a direction sign. Daichi brought a marker, but the organizer emphasized that equipment was only one part of a successful project.

The first version looked attractive to its creators, but users had trouble finding essential information. The group observed people trying to use it without help. They simplified the layout and increased the contrast of important text. They learned that appearance and usefulness were separate questions. A design could be pleasing while still failing to guide someone who encountered it for the first time.

問11（5点）

What was the main purpose of the project?

  1. To make information easier to find.
  2. To prove that experts were unnecessary.
  3. To replace every activity in the town.
  4. To advertise luxury products.

問12（5点）

Which outcome is mentioned in the passage?

  1. a national law
  2. a direction sign
  3. a weather forecast
  4. a travel ticket

問13（5点）

Why did the group revise the design?

  1. The first version contained no information.
  2. Users refused to try it.
  3. The creators disliked all attractive designs.
  4. Users could not easily find essential information.

問14（5点）

What lesson did the group learn?

  1. An attractive appearance does not guarantee usability.
  2. Only the appearance of the final product mattered.
  3. The original approach needed no changes.
  4. The team should never collect further evidence.

セクション12：図書館：インタビューの情報・推論

Interviewer: What was your project about?

Tom: We met at the classroom to work with science books. We wanted to try a simple experiment. I brought a ruler, and together we produced a model bridge. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

Two sources were available: a detailed book written for experts and a shorter guide with clear illustrations. The group chose the guide for the first session, then kept the book for questions that the guide did not answer. Choosing a starting point did not mean rejecting more complex information. It meant arranging information in an order that people could use.

問15（5点）

What was the main purpose of the project?

  1. To try a simple experiment.
  2. To advertise luxury products.
  3. To replace every activity in the town.
  4. To prove that experts were unnecessary.

問16（5点）

Which outcome is mentioned in the passage?

  1. a model bridge
  2. a travel ticket
  3. a weather forecast
  4. a national law

問17（5点）

Why did the group begin with the illustrated guide?

  1. They believed expert books were always wrong.
  2. It was the only source available.
  3. They planned to avoid all further questions.
  4. It offered an accessible starting point.

問18（5点）

What does the decision about the expert book show?

  1. Only the appearance of the final product mattered.
  2. The original approach needed no changes.
  3. The team should never collect further evidence.
  4. Different sources can serve different stages of learning.

セクション13：目的に合う英作文

問19（5点）

Should schools provide more opportunities for learning a song? 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）

How can beginners be encouraged to try watching birds? 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

D. to have found

seems より前の完了は to have + 過去分詞。

採点目安：正しい選択肢で5点。

問2

A. to take

which + 名詞 + to不定詞で「どの道を選ぶか」。

採点目安：正しい選択肢で5点。

問3

B. whose

books を修飾する所有格 whose。

採点目安：正しい選択肢で5点。

問4

B. been

have been + 過去分詞が完了形の受動態。

採点目安：正しい選択肢で5点。

問5

B. Although

主語と動詞を伴う譲歩節を Although で導く。

採点目安：正しい選択肢で5点。

問6

C. have

must have + 過去分詞で過去の強い推量。

採点目安：正しい選択肢で5点。

問7

A. but

not only ... but also ... の対応。

採点目安：正しい選択肢で5点。

問8

B. advice

advice は不可算名詞。an や複数語尾は付けない。

採点目安：正しい選択肢で5点。

問9

A. more

the + 比較級, the + 比較級 で比例関係。

採点目安：正しい選択肢で5点。

問10

D. of

人の親切さを評価する kind of you。

採点目安：正しい選択肢で5点。

問11

A. To make information easier to find.

冒頭の目的を示す to make information easier to find 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

B. a direction sign

本文で成果物として a direction sign が挙げられている。

採点目安：正しい選択肢で5点。

問13

D. Users could not easily find essential information.

後半の問題と判断を結び付ける。根拠：The first version looked attractive to its creators, but users had trouble finding essential information. The group observed people trying to use it without help. They simplified the layout and increased the contrast of important text. They learned that appearance and usefulness were separate questions. A design could be pleasing while still failing to guide someone who encountered it for the first time.

採点目安：正しい選択肢で5点。

問14

A. An attractive appearance does not guarantee usability.

後半の改善方針をまとめると An attractive appearance does not guarantee usability.。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

A. To try a simple experiment.

冒頭の目的を示す to try a simple experiment 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

A. a model bridge

本文で成果物として a model bridge が挙げられている。

採点目安：正しい選択肢で5点。

問17

D. It offered an accessible starting point.

後半の問題と判断を結び付ける。根拠：Two sources were available: a detailed book written for experts and a shorter guide with clear illustrations. The group chose the guide for the first session, then kept the book for questions that the guide did not answer. Choosing a starting point did not mean rejecting more complex information. It meant arranging information in an order that people could use.

採点目安：正しい選択肢で5点。

問18

D. Different sources can serve different stages of learning.

後半の改善方針をまとめると Different sources can serve different stages of learning.。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：Schools should provide more opportunities for learning a song 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。

問20

解答例：Beginners can be encouraged to try watching birds 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。