J 受験ヒーロー

高校生の英語ドリル 第023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：関係副詞／結果節／譲歩・前置詞／慣用表現／時・条件節／目的節／知覚動詞／名詞節whether／主語と動詞の一致／関係代名詞what／庭づくり：報告書の情報・推論／自然観察：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

  • 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。
  • 目的節の表現を文の中で使う。
  • 知覚動詞の表現を文の中で使う。
  • 名詞節whether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。
  • 関係代名詞what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：関係副詞

This is the place ___ we first met.

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. where
  2. what
  3. who
  4. which

セクション2：結果節

The book was so interesting ___ I read it twice.

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. as
  2. that
  3. for
  4. to

セクション3：譲歩・前置詞

___ the rain, we continued the match.

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

セクション4：慣用表現

I would rather ___ at home tonight.

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

セクション5：時・条件節

I'll wait here until he ___.

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

セクション6：目的節

Speak clearly so that everyone ___ hear you.

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. can
  2. for
  3. as
  4. to

セクション7：知覚動詞

I saw him ___ the door.（動作の全体を表す原形を選ぶ）

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. opens
  2. open
  3. opened
  4. to open

セクション8：名詞節whether

___ we can finish on time remains uncertain.

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. Whether
  2. If
  3. Because
  4. Despite

セクション9：主語と動詞の一致

Neither answer ___ correct.

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. are
  3. is
  4. have

セクション10：関係代名詞what

This is ___ I was looking for.

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. whose
  2. which
  3. that
  4. what

セクション11：庭づくり：報告書の情報・推論

This report concerns a project at the kitchen garden. The team, including Mina, aimed to learn about different smells by working with herbs. One visible outcome was an herb label. Resources included a small pot. The report focuses on how the team revised its approach after reviewing what happened during the first session.

The group compared two plots. One received regular care, while the other was checked only occasionally. More plants survived in the first plot. However, the plots also received different amounts of sunlight. The group therefore avoided claiming that the care schedule alone explained the difference. For the next comparison, they planned to use plots with similar light conditions.

問11（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To advertise luxury products.
  3. To learn about different smells.
  4. To replace every activity in the town.

問12（5点）

Which outcome is mentioned in the passage?

  1. a national law
  2. a travel ticket
  3. an herb label
  4. a weather forecast

問13（5点）

Why was the first comparison inconclusive?

  1. The plots differed in sunlight as well as care.
  2. The group had no interest in plants.
  3. No plants survived in either plot.
  4. Both plots received exactly the same treatment.

問14（5点）

What would improve the next comparison?

  1. The team should never collect further evidence.
  2. Keeping light conditions similar while comparing care schedules.
  3. Only the appearance of the final product mattered.
  4. The original approach needed no changes.

セクション12：自然観察：インタビューの情報・推論

Interviewer: What was your project about?

Sophie: We met at the forest path to work with leaves. We wanted to compare seasonal changes. I brought a notebook, and together we produced a leaf chart. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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15（5点）

What was the main purpose of the project?

  1. To compare seasonal changes.
  2. To replace every activity in the town.
  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 travel ticket
  2. a weather forecast
  3. a national law
  4. a leaf chart

問17（5点）

Why was the low count difficult to interpret?

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

問18（5点）

What information would help future comparisons?

  1. Weather conditions and observation duration.
  2. The original approach needed no changes.
  3. The team should never collect further evidence.
  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 would you evaluate a school project involving 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）

How would you evaluate a school project involving 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。

解答・解説を開く

問1

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2

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3

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4

B. stay

would rather + 動詞の原形。

採点目安：正しい選択肢で5点。

問5

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6

A. can

so that + 主語 + can + 原形で目的。

採点目安：正しい選択肢で5点。

問7

B. open

see + 人 + 動詞の原形で動作の全体を見る。

採点目安：正しい選択肢で5点。

問8

A. Whether

文頭の主語節で「…かどうか」は Whether。

採点目安：正しい選択肢で5点。

問9

C. is

Neither + 単数名詞は単数扱い。

採点目安：正しい選択肢で5点。

問10

D. what

先行詞を含む what は「探していたもの」。

採点目安：正しい選択肢で5点。

問11

C. To learn about different smells.

冒頭の目的を示す to learn about different smells 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. an herb label

本文で成果物として an herb label が挙げられている。

採点目安：正しい選択肢で5点。

問13

A. The plots differed in sunlight as well as care.

後半の問題と判断を結び付ける。根拠：The group compared two plots. One received regular care, while the other was checked only occasionally. More plants survived in the first plot. However, the plots also received different amounts of sunlight. The group therefore avoided claiming that the care schedule alone explained the difference. For the next comparison, they planned to use plots with similar light conditions.

採点目安：正しい選択肢で5点。

問14

B. Keeping light conditions similar while comparing care schedules.

後半の改善方針をまとめると Keeping light conditions similar while comparing care schedules.。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

A. To compare seasonal changes.

冒頭の目的を示す to compare seasonal changes 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 leaf chart

本文で成果物として a leaf chart が挙げられている。

採点目安：正しい選択肢で5点。

問17

B. 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18

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19

解答例：I would evaluate a school project involving watching birds 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。

問20

解答例：I would evaluate a school project involving helping a new classmate 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。