J 受験ヒーロー

高校生の英語ドリル 第008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・過去の推量／相関接続詞／可算・不可算／the比較級／人への評価／慣用表現／進行形の受動態／提案のthat節／分詞・感情／使役・受動／デザイン：報告書の情報・推論／展示と学び：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。
  • 慣用表現の表現を文の中で使う。
  • 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。
  • 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・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション2：相関接続詞

She is not only a singer ___ also a writer.

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. but
  2. and
  3. or
  4. so

セクション3：可算・不可算

She gave me useful ___.

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

セクション4：the比較級

The harder you work, the ___ you learn.

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. more
  2. many
  3. much
  4. most

セクション5：人への評価

It was kind ___ you to help.

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. to
  2. for
  3. with
  4. of

セクション6：慣用表現

There is no point in ___ about it now.

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. worrying
  2. worried
  3. to worry
  4. worry

セクション7：進行形の受動態

The hall is ___ repaired now.

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. be
  2. been
  3. being
  4. have

セクション8：提案のthat節

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

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. be
  2. is
  3. was
  4. been

セクション9：分詞・感情

We were ___ by the surprising result.

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. amazes
  2. amazing
  3. amaze
  4. amazed

セクション10：使役・受動

We were made ___ outside.

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 wait
  2. wait
  3. waiting
  4. waited

セクション11：デザイン：報告書の情報・推論

This report concerns a project at the reading room. The team, including Hinata, aimed to show what a story is about by working with book covers. One visible outcome was a cover design. Resources included a pencil. The report focuses on how the team revised its approach after reviewing what happened during the first session.

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 prove that experts were unnecessary.
  2. To show what a story is about.
  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 cover design
  3. a travel ticket
  4. a weather forecast

問13（5点）

Why did the group revise the design?

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

問14（5点）

What lesson did the group learn?

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

セクション12：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15（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16（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17（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18（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13：目的に合う英作文

問19（5点）

How can beginners be encouraged to try 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）

What can students learn through 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。

解答・解説を開く

問1

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2

A. but

not only ... but also ... の対応。

採点目安：正しい選択肢で5点。

問3

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4

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5

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6

A. worrying

no point in + 動名詞で「…しても意味がない」。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

B. To show what a story is about.

冒頭の目的を示す to show what a story is about 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 cover design

本文で成果物として a cover design が挙げられている。

採点目安：正しい選択肢で5点。

問13

B. 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 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16

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17

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18

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19

解答例：Beginners can be encouraged to try helping a new classmate 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：Through growing plants, 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。