J 受験ヒーロー

高校生の英語ドリル 第018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：主語と動詞の一致／動名詞／分詞・名詞修飾／倒置・条件／時制・過去完了／関係副詞／結果節／譲歩・前置詞／慣用表現／時・条件節／自然観察：体験記の情報・推論／スポーツ：インタビューの情報・推論／目的に合う英作文

学習ポイント

  • 主語と動詞の一致の表現を文の中で使う。
  • 動名詞の表現を文の中で使う。
  • 分詞・名詞修飾の表現を文の中で使う。
  • 倒置・条件の表現を文の中で使う。
  • 時制・過去完了の表現を文の中で使う。
  • 関係副詞の表現を文の中で使う。
  • 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・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：主語と動詞の一致

Each of the students ___ a notebook.（現在形を選ぶ）

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. having
  2. had
  3. have
  4. has

セクション2：動名詞

He avoided ___ about the problem.

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. talk
  2. to talk
  3. talked
  4. talking

セクション3：分詞・名詞修飾

The people ___ near the door are volunteers.

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. standing
  2. stands
  3. stand
  4. stood

セクション4：倒置・条件

___ I known the truth, I would have acted differently.

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. Had
  2. Did
  3. Was
  4. Have

セクション5：時制・過去完了

By the time we arrived, the train ___ already left.

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. is
  2. had
  3. will
  4. has

セクション6：関係副詞

This is the place ___ we first met.

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. where
  2. what
  3. who
  4. which

セクション7：結果節

The book was so interesting ___ I read it twice.

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. as
  2. that
  3. for
  4. to

セクション8：譲歩・前置詞

___ the rain, we continued the match.

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

セクション9：慣用表現

I would rather ___ at home tonight.

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

セクション10：時・条件節

I'll wait here until he ___.

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

セクション11：自然観察：体験記の情報・推論

When Haruto arrived at the beach, the team already had a clear objective: to learn about the sea. Working with shells, they eventually produced a shell drawing. Haruto contributed a pencil. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

The group kept records of what they saw and where they looked. On one visit, they saw very few examples, but heavy rain had shortened the observation period. They did not interpret the low count as proof of a permanent change in the area. They decided to record the weather and time spent looking so that later comparisons would account for differences in observation conditions.

問11（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To learn about the sea.
  3. To advertise luxury products.
  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 national law
  4. a shell drawing

問13（5点）

Why was the low count difficult to interpret?

  1. The records already proved a permanent change.
  2. Every observation lasted exactly the same time.
  3. Rain had reduced the time available for observation.
  4. The group had never visited the area.

問14（5点）

What information would help future comparisons?

  1. Weather conditions and observation duration.
  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：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15（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16（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17（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18（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13：目的に合う英作文

問19（5点）

Should schools provide more opportunities for 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）

How would you evaluate a school project involving reading with a friend? 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. has

Each は単数扱いなので現在形では has。

採点目安：正しい選択肢で5点。

問2

D. talking

avoid の目的語は動名詞。

採点目安：正しい選択肢で5点。

問3

A. standing

自ら立っている people を修飾する現在分詞。

採点目安：正しい選択肢で5点。

問4

A. Had

If I had known の if を省略して Had I known。

採点目安：正しい選択肢で5点。

問5

B. had

到着という過去より前の出発を had + 過去分詞で表す。

採点目安：正しい選択肢で5点。

問6

A. where

後ろの we first met は完結した節。場所の where。

採点目安：正しい選択肢で5点。

問7

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8

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9

B. stay

would rather + 動詞の原形。

採点目安：正しい選択肢で5点。

問10

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11

B. To learn about the sea.

冒頭の目的を示す to learn about the sea 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

D. a shell drawing

本文で成果物として a shell drawing が挙げられている。

採点目安：正しい選択肢で5点。

問13

C. Rain had reduced the time available for observation.

後半の問題と判断を結び付ける。根拠：The group kept records of what they saw and where they looked. On one visit, they saw very few examples, but heavy rain had shortened the observation period. They did not interpret the low count as proof of a permanent change in the area. They decided to record the weather and time spent looking so that later comparisons would account for differences in observation conditions.

採点目安：正しい選択肢で5点。

問14

A. Weather conditions and observation duration.

後半の改善方針をまとめると Weather conditions and observation duration.。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 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16

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17

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18

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19

解答例：Schools should provide more opportunities for studying town history 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。

問20

解答例：I would evaluate a school project involving reading with a friend 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。