J 受験ヒーロー

高校生の英語ドリル 第010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：名詞節whether／主語と動詞の一致／関係代名詞what／前置詞 + 関係代名詞／動名詞の受動態／数量表現／助動詞・過去の後悔／使役動詞／完了と期間／強調構文／スポーツ：活動記事の情報・推論／デザイン：活動記事の情報・推論／目的に合う英作文

学習ポイント

  • 名詞節whether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。
  • 関係代名詞whatの表現を文の中で使う。
  • 前置詞 + 関係代名詞の表現を文の中で使う。
  • 動名詞の受動態の表現を文の中で使う。
  • 数量表現の表現を文の中で使う。
  • 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。
  • 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：名詞節whether

___ we can finish on time remains uncertain.

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. Whether
  2. If
  3. Because
  4. Despite

セクション2：主語と動詞の一致

Neither answer ___ correct.

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. are
  3. is
  4. have

セクション3：関係代名詞what

This is ___ I was looking for.

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. whose
  2. which
  3. that
  4. what

セクション4：前置詞 + 関係代名詞

This is the town in ___ I grew up.

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. what
  2. that
  3. where
  4. which

セクション5：動名詞の受動態

She dislikes ___ interrupted.

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 being
  2. being
  3. been
  4. be

セクション6：数量表現

There is ___ hope, so we should keep trying.

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. a few
  2. a little
  3. little
  4. few

セクション7：助動詞・過去の後悔

You should ___ me earlier.（伝えるべきだった）

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

セクション8：使役動詞

The teacher made us ___ the essay again.

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

セクション9：完了と期間

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

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

セクション10：強調構文

It was yesterday ___ I met her.

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. which
  2. who
  3. that
  4. what

セクション11：スポーツ：活動記事の情報・推論

A student project led by Taro began at the playing field. Its purpose was to welcome first-time players. Members worked with soccer, and the first practical outcome was a practice plan. Taro brought a ball, but the organizer emphasized that equipment was only one part of a successful project.

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11（5点）

What was the main purpose of the project?

  1. To replace every activity in the town.
  2. To welcome first-time players.
  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 practice plan
  2. a travel ticket
  3. a national law
  4. a weather forecast

問13（5点）

Why did the group change the scoring method?

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

問14（5点）

What was retained after the change?

  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. A way to monitor participants' progress.

セクション12：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15（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16（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17（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18（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13：目的に合う英作文

問19（5点）

How can beginners be encouraged to try studying town history? 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 studying town history? 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

A. Whether

文頭の主語節で「…かどうか」は Whether。

採点目安：正しい選択肢で5点。

問2

C. is

Neither + 単数名詞は単数扱い。

採点目安：正しい選択肢で5点。

問3

D. what

先行詞を含む what は「探していたもの」。

採点目安：正しい選択肢で5点。

問4

D. which

前置詞 in の直後に関係代名詞 which を置く。

採点目安：正しい選択肢で5点。

問5

B. being

受動の動名詞は being + 過去分詞。

採点目安：正しい選択肢で5点。

問6

B. a little

継続を勧める文脈で「少しはある」は a little。little は「ほとんどない」。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

B. To welcome first-time players.

冒頭の目的を示す to welcome first-time players 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

A. a practice plan

本文で成果物として a practice plan が挙げられている。

採点目安：正しい選択肢で5点。

問13

C. 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14

D. 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15

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16

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17

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18

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19

解答例：Beginners can be encouraged to try studying town history 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 studying town history, 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。