J 受験ヒーロー

高校生の英語ドリル 第022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：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／使役・受動／主語と動詞の一致／動名詞／分詞・名詞修飾／倒置・条件／デザイン：メールの情報・推論／スポーツ：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 使役・受動の表現を文の中で使う。
  • 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。
  • 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：人への評価

It was kind ___ you to help.

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. to
  2. for
  3. with
  4. of

セクション2：慣用表現

There is no point in ___ about it now.

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

セクション3：進行形の受動態

The hall is ___ repaired now.

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. be
  2. been
  3. being
  4. have

セクション4：提案のthat節

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

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. be
  2. is
  3. was
  4. been

セクション5：分詞・感情

We were ___ by the surprising result.

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. amazes
  2. amazing
  3. amaze
  4. amazed

セクション6：使役・受動

We were made ___ outside.

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 wait
  2. wait
  3. waiting
  4. waited

セクション7：主語と動詞の一致

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

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. having
  2. had
  3. have
  4. has

セクション8：動名詞

He avoided ___ about the problem.

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

セクション9：分詞・名詞修飾

The people ___ near the door are volunteers.

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. standing
  2. stands
  3. stand
  4. stood

セクション10：倒置・条件

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

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. Had
  2. Did
  3. Was
  4. Have

セクション11：デザイン：メールの情報・推論

Dear project members, Thank you for helping us invite more people to an event. At our meeting at the art studio, we worked with posters and prepared an event poster. Olivia supplied colored paper. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

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11（5点）

What was the main purpose of the project?

  1. To advertise luxury products.
  2. To invite more people to an event.
  3. To prove that experts were unnecessary.
  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 national law
  3. a weather forecast
  4. an event poster

問13（5点）

Why did the group revise the design?

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

問14（5点）

What lesson did the group learn?

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

セクション12：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 learn to practice together.
  4. To advertise luxury products.

問16（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17（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18（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13：目的に合う英作文

問19（5点）

How can beginners be encouraged to try practicing a sport? 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 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

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2

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3

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4

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5

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6

A. to wait

make の受動態では to不定詞が必要。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

B. To invite more people to an event.

冒頭の目的を示す to invite more people to an event 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. an event poster

本文で成果物として an event poster が挙げられている。

採点目安：正しい選択肢で5点。

問13

C. 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14

C. 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15

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16

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17

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18

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19

解答例：Beginners can be encouraged to try practicing a sport 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 making a poster. 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。