J 受験ヒーロー

高校生の英語ドリル 第007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：比較・否定／未来完了／仮定法過去完了／比較・倍数／分詞構文／wish／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／食と交流：体験記の情報・推論／スポーツ：メールの情報・推論／目的に合う英作文

学習ポイント

  • 比較・否定の表現を文の中で使う。
  • 未来完了の表現を文の中で使う。
  • 仮定法過去完了の表現を文の中で使う。
  • 比較・倍数の表現を文の中で使う。
  • 分詞構文の表現を文の中で使う。
  • wishの表現を文の中で使う。
  • 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。
  • 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：比較・否定

No other student runs ___ than Mika.

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. fastest
  2. as fast
  3. faster
  4. fast

セクション2：未来完了

By next Friday, she ___ the report.（未来完了形を選ぶ）

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. will have finished
  2. will finish
  3. has finished
  4. had finished

セクション3：仮定法過去完了

If she had left earlier, she ___ the train.

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. would have caught
  2. would caught
  3. had catch
  4. will catch

セクション4：比較・倍数

This room is twice as ___ as that one.

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. larger
  2. large
  3. largest
  4. more large

セクション5：分詞構文

___ the work, she went home.（仕事を終えてから）

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 finished
  2. Finish
  3. Has finished
  4. To finishing

セクション6：wish

I wish I ___ speak French fluently.

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. will
  2. can
  3. could
  4. am

セクション7：完了不定詞

She seems ___ the answer already.

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

セクション8：疑問詞 + 不定詞

We haven't decided which route ___ yet.

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

セクション9：関係代名詞・所有格

I met a writer ___ books are popular.

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. whom
  2. whose
  3. which
  4. who

セクション10：完了形の受動態

The results have ___ published.

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. being
  2. been
  3. are
  4. be

セクション11：食と交流：体験記の情報・推論

When Rina arrived at the bakery, the team already had a clear objective: to compare different shapes. Working with bread, they eventually produced a bread display. Rina contributed a tray. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

問11（5点）

What was the main purpose of the project?

  1. To compare different shapes.
  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. a national law
  2. a bread display
  3. a travel ticket
  4. a weather forecast

問13（5点）

Why did the group add a second food option?

  1. Some visitors could not eat the original option.
  2. The original food was unavailable.
  3. Nobody attended the first event.
  4. They wanted to stop sharing ingredient information.

問14（5点）

What limits the conclusion about attendance?

  1. Advertising changed at the same time as the menu.
  2. The original approach needed no changes.
  3. The team should never collect further evidence.
  4. Only the appearance of the final product mattered.

セクション12：スポーツ：メールの情報・推論

Dear project members, Thank you for helping us help teammates communicate. At our meeting at the gym, we worked with basketball and prepared a team poster. Lily supplied a water bottle. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

The organizer initially ranked participants by speed. This made a few experienced players enthusiastic, but several beginners stopped coming. The group introduced separate personal goals and a cooperative task. They still recorded progress, but no longer used one ranking to represent everyone's success. Different goals allowed participants to challenge themselves without treating every activity as a competition against others.

問15（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To replace every activity in the town.
  3. To advertise luxury products.
  4. To help teammates communicate.

問16（5点）

Which outcome is mentioned in the passage?

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

問17（5点）

Why did the group change the scoring method?

  1. A single ranking discouraged some beginners.
  2. There was no way to record any progress.
  3. Every participant had the same goal.
  4. Experienced players refused to practice.

問18（5点）

What was retained after the change?

  1. The original approach needed no changes.
  2. A way to monitor participants' progress.
  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）

What can students learn through 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。

セクション14：目的に合う英作文

問20（5点）

Should schools provide more opportunities for reading with a friend? 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. faster

than の前に比較級 faster。

採点目安：正しい選択肢で5点。

問2

A. will have finished

未来の期限までの完了は will have + 過去分詞。指示に従って未来完了形を選ぶ。

採点目安：正しい選択肢で5点。

問3

A. would have caught

過去の非現実的な結果は would have + 過去分詞。

採点目安：正しい選択肢で5点。

問4

B. large

倍数 + as + 原級 + as。

採点目安：正しい選択肢で5点。

問5

A. Having finished

完了分詞構文 Having finished は主節より前の完了。

採点目安：正しい選択肢で5点。

問6

C. could

現在の実現していない願望は wish + 仮定法。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

A. To compare different shapes.

冒頭の目的を示す to compare different shapes 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 bread display

本文で成果物として a bread display が挙げられている。

採点目安：正しい選択肢で5点。

問13

A. Some visitors could not eat the original option.

後半の問題と判断を結び付ける。根拠：The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

採点目安：正しい選択肢で5点。

問14

A. Advertising changed at the same time as the menu.

後半の改善方針をまとめると Advertising changed at the same time as the menu.。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 help teammates communicate.

冒頭の目的を示す to help teammates communicate 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 team poster

本文で成果物として a team 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. A single ranking discouraged some beginners.

後半の問題と判断を結び付ける。根拠：The organizer initially ranked participants by speed. This made a few experienced players enthusiastic, but several beginners stopped coming. The group introduced separate personal goals and a cooperative task. They still recorded progress, but no longer used one ranking to represent everyone's success. Different goals allowed participants to challenge themselves without treating every activity as a competition against others.

採点目安：正しい選択肢で5点。

問18

B. A way to monitor participants' progress.

後半の改善方針をまとめると A way to monitor participants' progress.。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 helping a new classmate, 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 reading with a friend 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。