J 受験ヒーロー

高校生の英語ドリル 第014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：結果節／譲歩・前置詞／慣用表現／時・条件節／目的節／知覚動詞／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／デザイン：インタビューの情報・推論／食と交流：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 結果節の表現を文の中で使う。
  • 譲歩・前置詞の表現を文の中で使う。
  • 慣用表現の表現を文の中で使う。
  • 時・条件節の表現を文の中で使う。
  • 目的節の表現を文の中で使う。
  • 知覚動詞の表現を文の中で使う。
  • 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。
  • 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：結果節

The book was so interesting ___ I read it twice.

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. as
  2. that
  3. for
  4. to

セクション2：譲歩・前置詞

___ the rain, we continued the match.

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. Even though
  2. Despite
  3. While
  4. Although

セクション3：慣用表現

I would rather ___ at home tonight.

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. staying
  2. stay
  3. to stay
  4. stayed

セクション4：時・条件節

I'll wait here until he ___.

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. come
  2. coming
  3. comes
  4. will come

セクション5：目的節

Speak clearly so that everyone ___ hear you.

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. can
  2. for
  3. as
  4. to

セクション6：知覚動詞

I saw him ___ the door.（動作の全体を表す原形を選ぶ）

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. opens
  2. open
  3. opened
  4. to open

セクション7：名詞節whether

___ we can finish on time remains uncertain.

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. Whether
  2. If
  3. Because
  4. Despite

セクション8：主語と動詞の一致

Neither answer ___ correct.

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. are
  3. is
  4. have

セクション9：関係代名詞what

This is ___ I was looking for.

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. whose
  2. which
  3. that
  4. what

セクション10：前置詞 + 関係代名詞

This is the town in ___ I grew up.

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. what
  2. that
  3. where
  4. which

セクション11：デザイン：インタビューの情報・推論

Interviewer: What was your project about?

William: We met at the storage room to work with labels. We wanted to help people return shared tools. I brought a ruler, and together we produced a label set. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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 replace every activity in the town.
  2. To help people return shared tools.
  3. To prove that experts were unnecessary.
  4. To advertise luxury products.

問12（5点）

Which outcome is mentioned in the passage?

  1. a weather forecast
  2. a national law
  3. a label set
  4. a travel ticket

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 first version contained no information.
  4. The creators disliked all attractive designs.

問14（5点）

What lesson did the group learn?

  1. An attractive appearance does not guarantee usability.
  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12：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15（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16（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17（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18（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13：目的に合う英作文

問19（5点）

How can beginners be encouraged to try making a poster? 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 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

B. that

so + 形容詞 + that節で結果を表す。

採点目安：正しい選択肢で5点。

問2

B. Despite

名詞句 the rain に前置詞 Despite が続く。

採点目安：正しい選択肢で5点。

問3

B. stay

would rather + 動詞の原形。

採点目安：正しい選択肢で5点。

問4

C. comes

未来の出来事でも until の副詞節は現在形。

採点目安：正しい選択肢で5点。

問5

A. can

so that + 主語 + can + 原形で目的。

採点目安：正しい選択肢で5点。

問6

B. open

see + 人 + 動詞の原形で動作の全体を見る。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

B. To help people return shared tools.

冒頭の目的を示す to help people return shared tools 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 label set

本文で成果物として a label set 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 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16

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17

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18

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19

解答例：Beginners can be encouraged to try making a poster 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：Schools should provide more opportunities for growing plants 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。