J 受験ヒーロー

高校生の英語ドリル 第004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：進行形の受動態／提案のthat節／分詞・感情／使役・受動／主語と動詞の一致／動名詞／分詞・名詞修飾／倒置・条件／時制・過去完了／関係副詞／図書館：メールの情報・推論／図書館：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 進行形の受動態の表現を文の中で使う。
  • 提案のthat節の表現を文の中で使う。
  • 分詞・感情の表現を文の中で使う。
  • 使役・受動の表現を文の中で使う。
  • 主語と動詞の一致の表現を文の中で使う。
  • 動名詞の表現を文の中で使う。
  • 分詞・名詞修飾の表現を文の中で使う。
  • 倒置・条件の表現を文の中で使う。
  • 時制・過去完了の表現を文の中で使う。
  • 関係副詞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：進行形の受動態

The hall is ___ repaired now.

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. been
  3. being
  4. have

セクション2：提案のthat節

They suggested that the meeting ___ postponed.（動詞の原形を選ぶ）

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. be
  2. is
  3. was
  4. been

セクション3：分詞・感情

We were ___ by the surprising result.

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. amazes
  2. amazing
  3. amaze
  4. amazed

セクション4：使役・受動

We were made ___ outside.

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 wait
  2. wait
  3. waiting
  4. waited

セクション5：主語と動詞の一致

Each of the students ___ a notebook.（現在形を選ぶ）

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. having
  2. had
  3. have
  4. has

セクション6：動名詞

He avoided ___ about the problem.

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. talk
  2. to talk
  3. talked
  4. talking

セクション7：分詞・名詞修飾

The people ___ near the door are volunteers.

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. standing
  2. stands
  3. stand
  4. stood

セクション8：倒置・条件

___ I known the truth, I would have acted differently.

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. Had
  2. Did
  3. Was
  4. Have

セクション9：時制・過去完了

By the time we arrived, the train ___ already left.

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. is
  2. had
  3. will
  4. has

セクション10：関係副詞

This is the place ___ we first met.

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. where
  2. what
  3. who
  4. which

セクション11：図書館：メールの情報・推論

Dear project members, Thank you for helping us learn about local birds. At our meeting at the garden, we worked with nature books and prepared a bird guide. Ken supplied a notebook. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

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11（5点）

What was the main purpose of the project?

  1. To learn about local birds.
  2. To prove that experts were unnecessary.
  3. To advertise luxury products.
  4. To replace every activity in the town.

問12（5点）

Which outcome is mentioned in the passage?

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

問13（5点）

Why did the group begin with the illustrated guide?

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

問14（5点）

What does the decision about the expert book show?

  1. Different sources can serve different stages of learning.
  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：図書館：体験記の情報・推論

When Yui arrived at the community center, the team already had a clear objective: to plan a walking route. Working with travel books, they eventually produced a route poster. Yui contributed a map. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 advertise luxury products.
  2. To prove that experts were unnecessary.
  3. To replace every activity in the town.
  4. To plan a walking route.

問16（5点）

Which outcome is mentioned in the passage?

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

問17（5点）

Why did the group begin with the illustrated guide?

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

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）

What can students learn through making a poster? 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 helping a new classmate? 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. being

進行形の受動態は is being + 過去分詞。

採点目安：正しい選択肢で5点。

問2

A. be

提案を表す動詞の that節で原形 be を用いる。should be も可能だが選択肢にない。

採点目安：正しい選択肢で5点。

問3

D. amazed

驚きを受けた人の状態には amazed。

採点目安：正しい選択肢で5点。

問4

A. to wait

make の受動態では to不定詞が必要。

採点目安：正しい選択肢で5点。

問5

D. has

Each は単数扱いなので現在形では has。

採点目安：正しい選択肢で5点。

問6

D. talking

avoid の目的語は動名詞。

採点目安：正しい選択肢で5点。

問7

A. standing

自ら立っている people を修飾する現在分詞。

採点目安：正しい選択肢で5点。

問8

A. Had

If I had known の if を省略して Had I known。

採点目安：正しい選択肢で5点。

問9

B. had

到着という過去より前の出発を had + 過去分詞で表す。

採点目安：正しい選択肢で5点。

問10

A. where

後ろの we first met は完結した節。場所の where。

採点目安：正しい選択肢で5点。

問11

A. To learn about local birds.

冒頭の目的を示す to learn about local birds 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

C. a bird guide

本文で成果物として a bird guide が挙げられている。

採点目安：正しい選択肢で5点。

問13

A. 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14

A. 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15

D. To plan a walking route.

冒頭の目的を示す to plan a walking route 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 route poster

本文で成果物として a route 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. 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：Through making a poster, students can learn how to communicate and solve problems together. They may have different ideas, so they need to listen carefully and explain their decisions. The value of the activity comes from this process as well as from the final result.

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 helping a new classmate 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。