J 受験ヒーロー

高校生の英語ドリル 第011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：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／仮定法過去／比較・否定／未来完了／仮定法過去完了／比較・倍数／スポーツ：インタビューの情報・推論／図書館：メールの情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 仮定法過去の表現を文の中で使う。
  • 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。
  • 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：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション2：前置詞 + 動名詞

I'm looking forward to ___ you.

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. seeing
  2. see
  3. saw
  4. seen

セクション3：非制限用法

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

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. what
  2. whom
  3. who
  4. that

セクション4：倒置・否定語

Never ___ seen such a view.

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

セクション5：間接疑問

I wonder why ___ so early.

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

セクション6：仮定法過去

If I ___ more time, I would join the club.

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. have
  2. will have
  3. had
  4. having

セクション7：比較・否定

No other student runs ___ than Mika.

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

セクション8：未来完了

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

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

セクション9：仮定法過去完了

If she had left earlier, she ___ the train.

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

セクション10：比較・倍数

This room is twice as ___ as that one.

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

セクション11：スポーツ：インタビューの情報・推論

Interviewer: What was your project about?

Amy: We met at the park to work with running. We wanted to find a comfortable pace. I brought a cap, and together we produced a route map. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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 advertise luxury products.
  2. To find a comfortable pace.
  3. To replace every activity in the town.
  4. To prove that experts were unnecessary.

問12（5点）

Which outcome is mentioned in the passage?

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

問13（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14（5点）

What was retained after the change?

  1. The team should never collect further evidence.
  2. Only the appearance of the final product mattered.
  3. A way to monitor participants' progress.
  4. The original approach needed no changes.

セクション12：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15（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16（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17（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18（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13：目的に合う英作文

問19（5点）

How can beginners be encouraged to try learning a song? 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 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

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2

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3

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4

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5

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6

C. had

現在の非現実的な条件には仮定法過去。

採点目安：正しい選択肢で5点。

問7

C. faster

than の前に比較級 faster。

採点目安：正しい選択肢で5点。

問8

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9

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10

B. large

倍数 + as + 原級 + as。

採点目安：正しい選択肢で5点。

問11

B. To find a comfortable pace.

冒頭の目的を示す to find a comfortable pace 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 route map

本文で成果物として a route map が挙げられている。

採点目安：正しい選択肢で5点。

問13

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14

C. 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 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16

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

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19

解答例：Beginners can be encouraged to try learning a song 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：I would evaluate a school project involving studying town history 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。