J 受験ヒーロー

高校生の英語ドリル 第024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：動名詞の受動態／数量表現／助動詞・過去の後悔／使役動詞／完了と期間／強調構文／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／庭づくり：メールの情報・推論／修理と再利用：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 動名詞の受動態の表現を文の中で使う。
  • 数量表現の表現を文の中で使う。
  • 助動詞・過去の後悔の表現を文の中で使う。
  • 使役動詞の表現を文の中で使う。
  • 完了と期間の表現を文の中で使う。
  • 強調構文の表現を文の中で使う。
  • 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。
  • 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：動名詞の受動態

She dislikes ___ interrupted.

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 being
  2. being
  3. been
  4. be

セクション2：数量表現

There is ___ hope, so we should keep trying.

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. a few
  2. a little
  3. little
  4. few

セクション3：助動詞・過去の後悔

You should ___ me earlier.（伝えるべきだった）

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. told
  2. have told
  3. have telling
  4. have tell

セクション4：使役動詞

The teacher made us ___ the essay again.

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. writing
  2. written
  3. to write
  4. write

セクション5：完了と期間

I ___ him since we graduated.（今まで一度も会っていない）

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. didn't see
  2. wasn't seeing
  3. don't see
  4. haven't seen

セクション6：強調構文

It was yesterday ___ I met her.

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. which
  2. who
  3. that
  4. what

セクション7：否定の語法

Not ___ students agreed; some opposed the plan.

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. none
  2. neither
  3. all
  4. no

セクション8：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション9：前置詞 + 動名詞

I'm looking forward to ___ you.

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. seeing
  2. see
  3. saw
  4. seen

セクション10：非制限用法

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

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. what
  2. whom
  3. who
  4. that

セクション11：庭づくり：メールの情報・推論

Dear project members, Thank you for helping us share fresh food. At our meeting at the community garden, we worked with vegetables and prepared a vegetable box. Leo supplied a basket. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

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 advertise luxury products.
  2. To replace every activity in the town.
  3. To share fresh food.
  4. To prove that experts were unnecessary.

問12（5点）

Which outcome is mentioned in the passage?

  1. a weather forecast
  2. a vegetable box
  3. a national law
  4. a travel ticket

問13（5点）

Why was the first comparison inconclusive?

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

問14（5点）

What would improve the next comparison?

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

セクション12：修理と再利用：体験記の情報・推論

When Kai arrived at the science room, the team already had a clear objective: to understand how sound works. Working with radios, they eventually produced a repair record. Kai contributed a notebook. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

Before replacing anything, the group checked whether the problem could be fixed safely. Some objects required only a small adjustment. Others had damage that beginners could not repair. These were set aside for an expert. The organizer explained that keeping an object in use was worthwhile only when it remained safe. Reducing waste did not justify ignoring the limits of the group's skills.

問15（5点）

What was the main purpose of the project?

  1. To advertise luxury products.
  2. To prove that experts were unnecessary.
  3. To understand how sound works.
  4. To replace every activity in the town.

問16（5点）

Which outcome is mentioned in the passage?

  1. a travel ticket
  2. a weather forecast
  3. a repair record
  4. a national law

問17（5点）

Why were some objects set aside?

  1. Only new objects were allowed in the room.
  2. The group wanted to throw away all objects.
  3. Every object was beyond repair.
  4. They needed skills beyond those of the beginners.

問18（5点）

Which principle guided the decisions?

  1. The original approach needed no changes.
  2. Only the appearance of the final product mattered.
  3. The team should never collect further evidence.
  4. Reuse should be balanced with safety and expertise.

セクション13：目的に合う英作文

問19（5点）

Should schools provide more opportunities for 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。

セクション14：目的に合う英作文

問20（5点）

What can students learn through 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

B. being

受動の動名詞は being + 過去分詞。

採点目安：正しい選択肢で5点。

問2

B. a little

継続を勧める文脈で「少しはある」は a little。little は「ほとんどない」。

採点目安：正しい選択肢で5点。

問3

B. have told

should have + 過去分詞で「…すべきだった」。

採点目安：正しい選択肢で5点。

問4

D. write

make + 目的語 + 原形不定詞。

採点目安：正しい選択肢で5点。

問5

D. haven't seen

since の起点から現在までの状態には現在完了。

採点目安：正しい選択肢で5点。

問6

C. that

It was + 強調部分 + that ... の構文。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

C. To share fresh food.

冒頭の目的を示す to share fresh food 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

B. a vegetable box

本文で成果物として a vegetable box が挙げられている。

採点目安：正しい選択肢で5点。

問13

C. 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

A. 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

C. To understand how sound works.

冒頭の目的を示す to understand how sound works 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 repair record

本文で成果物として a repair record が挙げられている。

採点目安：正しい選択肢で5点。

問17

D. They needed skills beyond those of the beginners.

後半の問題と判断を結び付ける。根拠：Before replacing anything, the group checked whether the problem could be fixed safely. Some objects required only a small adjustment. Others had damage that beginners could not repair. These were set aside for an expert. The organizer explained that keeping an object in use was worthwhile only when it remained safe. Reducing waste did not justify ignoring the limits of the group's skills.

採点目安：正しい選択肢で5点。

問18

D. Reuse should be balanced with safety and expertise.

後半の改善方針をまとめると Reuse should be balanced with safety and expertise.。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 reading with a friend 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 reading with a friend, 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。