J 受験ヒーロー

高校生の英語ドリル 第021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：分詞構文／wish／完了不定詞／疑問詞 + 不定詞／関係代名詞・所有格／完了形の受動態／譲歩節／助動詞・過去の推量／相関接続詞／可算・不可算／食と交流：活動記事の情報・推論／デザイン：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

  • 分詞構文の表現を文の中で使う。
  • wishの表現を文の中で使う。
  • 完了不定詞の表現を文の中で使う。
  • 疑問詞 + 不定詞の表現を文の中で使う。
  • 関係代名詞・所有格の表現を文の中で使う。
  • 完了形の受動態の表現を文の中で使う。
  • 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。
  • 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：分詞構文

___ the work, she went home.（仕事を終えてから）

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 finished
  2. Finish
  3. Has finished
  4. To finishing

セクション2：wish

I wish I ___ speak French fluently.

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. will
  2. can
  3. could
  4. am

セクション3：完了不定詞

She seems ___ the answer already.

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. having find
  2. to has found
  3. to finding
  4. to have found

セクション4：疑問詞 + 不定詞

We haven't decided which route ___ yet.

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. to take
  2. taking
  3. took
  4. take

セクション5：関係代名詞・所有格

I met a writer ___ books are popular.

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. whom
  2. whose
  3. which
  4. who

セクション6：完了形の受動態

The results have ___ published.

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. being
  2. been
  3. are
  4. be

セクション7：譲歩節

___ it was raining, we continued the match.

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

セクション8：助動詞・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション9：相関接続詞

She is not only a singer ___ also a writer.

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. but
  2. and
  3. or
  4. so

セクション10：可算・不可算

She gave me useful ___.

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

セクション11：食と交流：活動記事の情報・推論

A student project led by Mio began at the kitchen. Its purpose was to welcome new students. Members worked with sandwiches, and the first practical outcome was a lunch menu. Mio brought an apron, but the organizer emphasized that equipment was only one part of a successful project.

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11（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To welcome new students.
  3. To replace every activity in the town.
  4. To advertise luxury products.

問12（5点）

Which outcome is mentioned in the passage?

  1. a lunch menu
  2. a travel ticket
  3. a national law
  4. a weather forecast

問13（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14（5点）

What limits the conclusion about attendance?

  1. Advertising changed at the same time as the menu.
  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：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15（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16（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 first version contained no information.
  4. The creators disliked all attractive designs.

問18（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13：目的に合う英作文

問19（5点）

Should schools provide more opportunities for helping a new classmate? 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）

What can students learn through learning a song? 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

A. Having finished

完了分詞構文 Having finished は主節より前の完了。

採点目安：正しい選択肢で5点。

問2

C. could

現在の実現していない願望は wish + 仮定法。

採点目安：正しい選択肢で5点。

問3

D. to have found

seems より前の完了は to have + 過去分詞。

採点目安：正しい選択肢で5点。

問4

A. to take

which + 名詞 + to不定詞で「どの道を選ぶか」。

採点目安：正しい選択肢で5点。

問5

B. whose

books を修飾する所有格 whose。

採点目安：正しい選択肢で5点。

問6

B. been

have been + 過去分詞が完了形の受動態。

採点目安：正しい選択肢で5点。

問7

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8

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9

A. but

not only ... but also ... の対応。

採点目安：正しい選択肢で5点。

問10

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11

B. To welcome new students.

冒頭の目的を示す to welcome new students 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 lunch menu

本文で成果物として a lunch menu が挙げられている。

採点目安：正しい選択肢で5点。

問13

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14

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15

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16

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：Schools should provide more opportunities for helping a new classmate 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：Through learning a song, students can learn how to communicate and solve problems together. They may have different ideas, so they need to listen carefully and explain their decisions. The value of the activity comes from this process as well as from the final result.

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。