J 受験ヒーロー

高校生の英語ドリル 第012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：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／譲歩節／助動詞・過去の推量／相関接続詞／可算・不可算／the比較級／スポーツ：報告書の情報・推論／発表と協力：メールの情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 譲歩節の表現を文の中で使う。
  • 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。
  • 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：wish

I wish I ___ speak French fluently.

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. will
  2. can
  3. could
  4. am

セクション2：完了不定詞

She seems ___ the answer already.

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

セクション3：疑問詞 + 不定詞

We haven't decided which route ___ yet.

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

セクション4：関係代名詞・所有格

I met a writer ___ books are popular.

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. whom
  2. whose
  3. which
  4. who

セクション5：完了形の受動態

The results have ___ published.

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. being
  2. been
  3. are
  4. be

セクション6：譲歩節

___ it was raining, we continued the match.

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. Because of
  2. Although
  3. During
  4. Despite

セクション7：助動詞・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション8：相関接続詞

She is not only a singer ___ also a writer.

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. but
  2. and
  3. or
  4. so

セクション9：可算・不可算

She gave me useful ___.

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

セクション10：the比較級

The harder you work, the ___ you learn.

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. more
  2. many
  3. much
  4. most

セクション11：スポーツ：報告書の情報・推論

This report concerns a project at the tennis court. The team, including Kota, aimed to practice fair play by working with tennis. One visible outcome was a match checklist. Resources included a racket. The report focuses on how the team revised its approach after reviewing what happened during the first session.

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 practice fair play.
  2. To prove that experts were unnecessary.
  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 match checklist
  3. a weather forecast
  4. a travel ticket

問13（5点）

Why did the group change the scoring method?

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

問14（5点）

What was retained after the change?

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

セクション12：発表と協力：メールの情報・推論

Dear project members, Thank you for helping us tell a local story. At our meeting at the theater, we worked with short plays and prepared a stage plan. Sam supplied a costume. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

During preparation, the loudest members made most of the decisions. The group tried collecting written suggestions before discussion. This brought forward ideas from members who rarely spoke. Some suggestions conflicted, so the group still needed to discuss priorities. The new method did not remove disagreement; it made more people's views available before a decision was made.

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 advertise luxury products.
  4. To tell a local story.

問16（5点）

Which outcome is mentioned in the passage?

  1. a travel ticket
  2. a stage plan
  3. a weather forecast
  4. a national law

問17（5点）

What was the purpose of collecting written suggestions?

  1. To eliminate every disagreement.
  2. To cancel the activity without discussion.
  3. To give the loudest members more authority.
  4. To include views that were rarely heard in discussion.

問18（5点）

What remained necessary after collecting suggestions?

  1. Only the appearance of the final product mattered.
  2. The team should never collect further evidence.
  3. Discussing conflicting ideas and priorities.
  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 sharing a recipe? 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 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

B. Although

主語と動詞を伴う譲歩節を Although で導く。

採点目安：正しい選択肢で5点。

問7

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8

A. but

not only ... but also ... の対応。

採点目安：正しい選択肢で5点。

問9

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10

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11

A. To practice fair play.

冒頭の目的を示す to practice fair play 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 match checklist

本文で成果物として a match checklist が挙げられている。

採点目安：正しい選択肢で5点。

問13

B. 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

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15

D. To tell a local story.

冒頭の目的を示す to tell a local story 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 stage plan

本文で成果物として a stage plan が挙げられている。

採点目安：正しい選択肢で5点。

問17

D. To include views that were rarely heard in discussion.

後半の問題と判断を結び付ける。根拠：During preparation, the loudest members made most of the decisions. The group tried collecting written suggestions before discussion. This brought forward ideas from members who rarely spoke. Some suggestions conflicted, so the group still needed to discuss priorities. The new method did not remove disagreement; it made more people's views available before a decision was made.

採点目安：正しい選択肢で5点。

問18

C. Discussing conflicting ideas and priorities.

後半の改善方針をまとめると Discussing conflicting ideas and priorities.。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 sharing a recipe, 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 practicing a sport 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。