J 受験ヒーロー

高校生の英語ドリル 第006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：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／不定詞の意味上の主語／前置詞 + 動名詞／非制限用法／倒置・否定語／間接疑問／交流と案内：活動記事の情報・推論／自然観察：報告書の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 不定詞の意味上の主語の表現を文の中で使う。
  • 前置詞 + 動名詞の表現を文の中で使う。
  • 非制限用法の表現を文の中で使う。
  • 倒置・否定語の表現を文の中で使う。
  • 間接疑問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：助動詞・過去の後悔

You should ___ me earlier.（伝えるべきだった）

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

セクション2：使役動詞

The teacher made us ___ the essay again.

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

セクション3：完了と期間

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

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

セクション4：強調構文

It was yesterday ___ I met her.

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. which
  2. who
  3. that
  4. what

セクション5：否定の語法

Not ___ students agreed; some opposed the plan.

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. none
  2. neither
  3. all
  4. no

セクション6：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション7：前置詞 + 動名詞

I'm looking forward to ___ you.

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. seeing
  2. see
  3. saw
  4. seen

セクション8：非制限用法

My uncle, ___ lives in Osaka, is a doctor.

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. what
  2. whom
  3. who
  4. that

セクション9：倒置・否定語

Never ___ seen such a view.

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. did I have
  2. I have
  3. I did
  4. have I

セクション10：間接疑問

I wonder why ___ so early.

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. did she leave
  2. she did left
  3. she left
  4. left she

セクション11：交流と案内：活動記事の情報・推論

A student project led by Misaki began at the school entrance. Its purpose was to help new students feel welcome. Members worked with greetings, and the first practical outcome was a welcome sign. Misaki brought a name card, but the organizer emphasized that equipment was only one part of a successful project.

At first, the group translated every instruction word for word. Some visitors still misunderstood what to do. The group then added examples and simple illustrations, and asked visitors to describe the next step. This revealed where instructions were unclear. Translation remained useful, but checking understanding became part of the process rather than an assumption based on the existence of a translated text.

問11（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To help new students feel welcome.
  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 welcome sign
  3. a travel ticket
  4. a weather forecast

問13（5点）

Why did the group add examples and illustrations?

  1. Translation was forbidden.
  2. Visitors asked for longer sentences only.
  3. Every visitor already understood all instructions.
  4. Word-for-word translation had not ensured understanding.

問14（5点）

How did the group check understanding?

  1. Only the appearance of the final product mattered.
  2. The team should never collect further evidence.
  3. The original approach needed no changes.
  4. By asking visitors to describe the next step.

セクション12：自然観察：報告書の情報・推論

This report concerns a project at the hill. The team, including Yuto, aimed to learn about changes in the sky by working with clouds. One visible outcome was a sky diary. Resources included a camera. The report focuses on how the team revised its approach after reviewing what happened during the first session.

The group kept records of what they saw and where they looked. On one visit, they saw very few examples, but heavy rain had shortened the observation period. They did not interpret the low count as proof of a permanent change in the area. They decided to record the weather and time spent looking so that later comparisons would account for differences in observation conditions.

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 learn about changes in the sky.
  4. To advertise luxury products.

問16（5点）

Which outcome is mentioned in the passage?

  1. a weather forecast
  2. a national law
  3. a travel ticket
  4. a sky diary

問17（5点）

Why was the low count difficult to interpret?

  1. Rain had reduced the time available for observation.
  2. The records already proved a permanent change.
  3. Every observation lasted exactly the same time.
  4. The group had never visited the area.

問18（5点）

What information would help future comparisons?

  1. Only the appearance of the final product mattered.
  2. Weather conditions and observation duration.
  3. The team should never collect further evidence.
  4. The original approach needed no changes.

セクション13：目的に合う英作文

問19（5点）

What can students learn through practicing a sport? 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 would you evaluate a school project involving 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

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2

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3

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4

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5

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6

D. for

行為の重要性を示す形容詞では for + 人 + to不定詞。

採点目安：正しい選択肢で5点。

問7

A. seeing

look forward to の to は前置詞なので動名詞。

採点目安：正しい選択肢で5点。

問8

C. who

コンマを伴い、人を主語として補足する who。that は非制限用法で使わない。

採点目安：正しい選択肢で5点。

問9

D. have I

否定語 Never が文頭なので have と主語を倒置。

採点目安：正しい選択肢で5点。

問10

C. she left

間接疑問は why + 主語 + 動詞。

採点目安：正しい選択肢で5点。

問11

B. To help new students feel welcome.

冒頭の目的を示す to help new students feel welcome 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 welcome sign

本文で成果物として a welcome 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. Word-for-word translation had not ensured understanding.

後半の問題と判断を結び付ける。根拠：At first, the group translated every instruction word for word. Some visitors still misunderstood what to do. The group then added examples and simple illustrations, and asked visitors to describe the next step. This revealed where instructions were unclear. Translation remained useful, but checking understanding became part of the process rather than an assumption based on the existence of a translated text.

採点目安：正しい選択肢で5点。

問14

D. By asking visitors to describe the next step.

後半の改善方針をまとめると By asking visitors to describe the next step.。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

C. To learn about changes in the sky.

冒頭の目的を示す to learn about changes in the sky 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 sky diary

本文で成果物として a sky diary が挙げられている。

採点目安：正しい選択肢で5点。

問17

A. Rain had reduced the time available for observation.

後半の問題と判断を結び付ける。根拠：The group kept records of what they saw and where they looked. On one visit, they saw very few examples, but heavy rain had shortened the observation period. They did not interpret the low count as proof of a permanent change in the area. They decided to record the weather and time spent looking so that later comparisons would account for differences in observation conditions.

採点目安：正しい選択肢で5点。

問18

B. Weather conditions and observation duration.

後半の改善方針をまとめると Weather conditions and observation duration.。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 practicing a sport, 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：I would evaluate a school project involving watching birds by asking participants what they learned and observing whether they could explain their decisions. I would also check whether beginners felt included. A finished product alone might not show the full value of the learning process.

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。