J 受験ヒーロー

高校生の英語ドリル 第015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：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／否定の語法／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／スポーツ：体験記の情報・推論／デザイン：報告書の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 否定の語法の表現を文の中で使う。
  • 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。
  • 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：数量表現

There is ___ hope, so we should keep trying.

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

セクション2：助動詞・過去の後悔

You should ___ me earlier.（伝えるべきだった）

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

セクション3：使役動詞

The teacher made us ___ the essay again.

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

セクション4：完了と期間

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

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

セクション5：強調構文

It was yesterday ___ I met her.

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. which
  2. who
  3. that
  4. what

セクション6：否定の語法

Not ___ students agreed; some opposed the plan.

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. none
  2. neither
  3. all
  4. no

セクション7：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション8：前置詞 + 動名詞

I'm looking forward to ___ you.

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. seeing
  2. see
  3. saw
  4. seen

セクション9：非制限用法

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

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. what
  2. whom
  3. who
  4. that

セクション10：倒置・否定語

Never ___ seen such a view.

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

セクション11：スポーツ：体験記の情報・推論

When Ren arrived at the sports hall, the team already had a clear objective: to learn to practice together. Working with badminton, they eventually produced a pair-work plan. Ren contributed a towel. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 prove that experts were unnecessary.
  3. To learn to practice together.
  4. To advertise luxury products.

問12（5点）

Which outcome is mentioned in the passage?

  1. a pair-work plan
  2. a travel ticket
  3. a weather forecast
  4. a national law

問13（5点）

Why did the group change the scoring method?

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

問14（5点）

What was retained after the change?

  1. A way to monitor participants' progress.
  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：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15（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16（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17（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18（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13：目的に合う英作文

問19（5点）

Is learning alone or with others better when 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）

Should schools provide more opportunities for 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

C. all

Not all は部分否定「全員が賛成したわけではない」。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

C. To learn to practice together.

冒頭の目的を示す to learn to practice together 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 pair-work plan

本文で成果物として a pair-work plan が挙げられている。

採点目安：正しい選択肢で5点。

問13

D. 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

A. 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

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16

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17

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：I think learning with others is better when studying town history. Partners can share ideas and help each other notice mistakes. However, everyone also needs time to think independently. A good activity should therefore combine discussion with opportunities for each person to practice.

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 making a poster 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。