J 受験ヒーロー

高校生の英語ドリル 第020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：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／間接疑問／仮定法過去／比較・否定／未来完了／仮定法過去完了／自然観察：メールの情報・推論／デザイン：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 間接疑問の表現を文の中で使う。
  • 仮定法過去の表現を文の中で使う。
  • 比較・否定の表現を文の中で使う。
  • 未来完了の表現を文の中で使う。
  • 仮定法過去完了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：否定の語法

Not ___ students agreed; some opposed the plan.

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. none
  2. neither
  3. all
  4. no

セクション2：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション3：前置詞 + 動名詞

I'm looking forward to ___ you.

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. seeing
  2. see
  3. saw
  4. seen

セクション4：非制限用法

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

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. what
  2. whom
  3. who
  4. that

セクション5：倒置・否定語

Never ___ seen such a view.

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

セクション6：間接疑問

I wonder why ___ so early.

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. did she leave
  2. she did left
  3. she left
  4. left she

セクション7：仮定法過去

If I ___ more time, I would join the club.

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. have
  2. will have
  3. had
  4. having

セクション8：比較・否定

No other student runs ___ than Mika.

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. fastest
  2. as fast
  3. faster
  4. fast

セクション9：未来完了

By next Friday, she ___ the report.（未来完了形を選ぶ）

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. will have finished
  2. will finish
  3. has finished
  4. had finished

セクション10：仮定法過去完了

If she had left earlier, she ___ the train.

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. would have caught
  2. would caught
  3. had catch
  4. will catch

セクション11：自然観察：メールの情報・推論

Dear project members, Thank you for helping us notice small living things. At our meeting at the meadow, we worked with insects and prepared an insect sketch. Grace supplied a magnifying glass. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

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 advertise luxury products.
  2. To replace every activity in the town.
  3. To notice small living things.
  4. To prove that experts were unnecessary.

問12（5点）

Which outcome is mentioned in the passage?

  1. an insect sketch
  2. a national law
  3. a weather forecast
  4. a travel ticket

問13（5点）

Why was the low count difficult to interpret?

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

問14（5点）

What information would help future comparisons?

  1. The original approach needed no changes.
  2. Weather conditions and observation duration.
  3. Only the appearance of the final product mattered.
  4. The team should never collect further evidence.

セクション12：デザイン：体験記の情報・推論

When Nanami arrived at the craft room, the team already had a clear objective: to thank community helpers. Working with cards, they eventually produced a thank-you card. Nanami contributed a pair of scissors. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 replace every activity in the town.
  2. To prove that experts were unnecessary.
  3. To advertise luxury products.
  4. To thank community helpers.

問16（5点）

Which outcome is mentioned in the passage?

  1. a weather forecast
  2. a travel ticket
  3. a national law
  4. a thank-you card

問17（5点）

Why did the group revise the design?

  1. The first version contained no information.
  2. The creators disliked all attractive designs.
  3. Users refused to try it.
  4. Users could not easily find essential information.

問18（5点）

What lesson did the group learn?

  1. The original approach needed no changes.
  2. An attractive appearance does not guarantee usability.
  3. Only the appearance of the final product mattered.
  4. The team should never collect further evidence.

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 watching birds? 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）

Is learning alone or with others better when 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

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2

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3

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4

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5

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6

C. she left

間接疑問は why + 主語 + 動詞。

採点目安：正しい選択肢で5点。

問7

C. had

現在の非現実的な条件には仮定法過去。

採点目安：正しい選択肢で5点。

問8

C. faster

than の前に比較級 faster。

採点目安：正しい選択肢で5点。

問9

A. will have finished

未来の期限までの完了は will have + 過去分詞。指示に従って未来完了形を選ぶ。

採点目安：正しい選択肢で5点。

問10

A. would have caught

過去の非現実的な結果は would have + 過去分詞。

採点目安：正しい選択肢で5点。

問11

C. To notice small living things.

冒頭の目的を示す to notice small living things 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. an insect sketch

本文で成果物として an insect sketch が挙げられている。

採点目安：正しい選択肢で5点。

問13

A. 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

B. 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

D. To thank community helpers.

冒頭の目的を示す to thank community helpers 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

D. a thank-you card

本文で成果物として a thank-you card が挙げられている。

採点目安：正しい選択肢で5点。

問17

D. 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

B. 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：Beginners can be encouraged to try watching birds 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：I think learning with others is better when growing plants. 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。