J 受験ヒーロー

高校生の英語ドリル 第017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：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／人への評価／慣用表現／進行形の受動態／提案のthat節／分詞・感情／修理と再利用：体験記の情報・推論／スポーツ：活動記事の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 人への評価の表現を文の中で使う。
  • 慣用表現の表現を文の中で使う。
  • 進行形の受動態の表現を文の中で使う。
  • 提案のthat節の表現を文の中で使う。
  • 分詞・感情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：譲歩節

___ it was raining, we continued the match.

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

セクション2：助動詞・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション3：相関接続詞

She is not only a singer ___ also a writer.

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. but
  2. and
  3. or
  4. so

セクション4：可算・不可算

She gave me useful ___.

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

セクション5：the比較級

The harder you work, the ___ you learn.

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. more
  2. many
  3. much
  4. most

セクション6：人への評価

It was kind ___ you to help.

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. to
  2. for
  3. with
  4. of

セクション7：慣用表現

There is no point in ___ about it now.

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. worrying
  2. worried
  3. to worry
  4. worry

セクション8：進行形の受動態

The hall is ___ repaired now.

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. been
  3. being
  4. have

セクション9：提案のthat節

They suggested that the meeting ___ postponed.（動詞の原形を選ぶ）

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. be
  2. is
  3. was
  4. been

セクション10：分詞・感情

We were ___ by the surprising result.

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. amazes
  2. amazing
  3. amaze
  4. amazed

セクション11：修理と再利用：体験記の情報・推論

When Kai arrived at the science room, the team already had a clear objective: to understand how sound works. Working with radios, they eventually produced a repair record. Kai contributed a notebook. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

Before replacing anything, the group checked whether the problem could be fixed safely. Some objects required only a small adjustment. Others had damage that beginners could not repair. These were set aside for an expert. The organizer explained that keeping an object in use was worthwhile only when it remained safe. Reducing waste did not justify ignoring the limits of the group's skills.

問11（5点）

What was the main purpose of the project?

  1. To advertise luxury products.
  2. To prove that experts were unnecessary.
  3. To understand how sound works.
  4. To replace every activity in the town.

問12（5点）

Which outcome is mentioned in the passage?

  1. a travel ticket
  2. a weather forecast
  3. a repair record
  4. a national law

問13（5点）

Why were some objects set aside?

  1. Only new objects were allowed in the room.
  2. The group wanted to throw away all objects.
  3. Every object was beyond repair.
  4. They needed skills beyond those of the beginners.

問14（5点）

Which principle guided the decisions?

  1. The original approach needed no changes.
  2. Only the appearance of the final product mattered.
  3. The team should never collect further evidence.
  4. Reuse should be balanced with safety and expertise.

セクション12：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15（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16（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17（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18（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13：目的に合う英作文

問19（5点）

Is learning alone or with others better when 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）

How would you evaluate a school project involving 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。

解答・解説を開く

問1

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2

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3

A. but

not only ... but also ... の対応。

採点目安：正しい選択肢で5点。

問4

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5

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6

D. of

人の親切さを評価する kind of you。

採点目安：正しい選択肢で5点。

問7

A. worrying

no point in + 動名詞で「…しても意味がない」。

採点目安：正しい選択肢で5点。

問8

C. being

進行形の受動態は is being + 過去分詞。

採点目安：正しい選択肢で5点。

問9

A. be

提案を表す動詞の that節で原形 be を用いる。should be も可能だが選択肢にない。

採点目安：正しい選択肢で5点。

問10

D. amazed

驚きを受けた人の状態には amazed。

採点目安：正しい選択肢で5点。

問11

C. To understand how sound works.

冒頭の目的を示す to understand how sound works 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 repair record

本文で成果物として a repair record が挙げられている。

採点目安：正しい選択肢で5点。

問13

D. They needed skills beyond those of the beginners.

後半の問題と判断を結び付ける。根拠：Before replacing anything, the group checked whether the problem could be fixed safely. Some objects required only a small adjustment. Others had damage that beginners could not repair. These were set aside for an expert. The organizer explained that keeping an object in use was worthwhile only when it remained safe. Reducing waste did not justify ignoring the limits of the group's skills.

採点目安：正しい選択肢で5点。

問14

D. Reuse should be balanced with safety and expertise.

後半の改善方針をまとめると Reuse should be balanced with safety and expertise.。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 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16

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17

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18

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19

解答例：I think learning with others is better when sharing a recipe. 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：I would evaluate a school project involving sharing a recipe 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。