J 受験ヒーロー

高校生の英語ドリル 第025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：間接疑問／仮定法過去／比較・否定／未来完了／仮定法過去完了／比較・倍数／分詞構文／wish／完了不定詞／疑問詞 + 不定詞／交流と案内：報告書の情報・推論／自然観察：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 比較・倍数の表現を文の中で使う。
  • 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。
  • 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：間接疑問

I wonder why ___ so early.

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

セクション2：仮定法過去

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

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

セクション3：比較・否定

No other student runs ___ than Mika.

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

セクション4：未来完了

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

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

セクション5：仮定法過去完了

If she had left earlier, she ___ the train.

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

セクション6：比較・倍数

This room is twice as ___ as that one.

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. larger
  2. large
  3. largest
  4. more large

セクション7：分詞構文

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

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

セクション8：wish

I wish I ___ speak French fluently.

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. will
  2. can
  3. could
  4. am

セクション9：完了不定詞

She seems ___ the answer already.

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

セクション10：疑問詞 + 不定詞

We haven't decided which route ___ yet.

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

セクション11：交流と案内：報告書の情報・推論

This report concerns a project at the station. The team, including Honoka, aimed to help visitors find their way by working with town routes. One visible outcome was a visitor guide. Resources included a map. The report focuses on how the team revised its approach after reviewing what happened during the first session.

At first, the group translated every instruction word for word. Some visitors still misunderstood what to do. The group then added examples and simple illustrations, and asked visitors to describe the next step. This revealed where instructions were unclear. Translation remained useful, but checking understanding became part of the process rather than an assumption based on the existence of a translated text.

問11（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To help visitors find their way.
  3. To advertise luxury products.
  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 weather forecast
  3. a national law
  4. a visitor guide

問13（5点）

Why did the group add examples and illustrations?

  1. Every visitor already understood all instructions.
  2. Word-for-word translation had not ensured understanding.
  3. Visitors asked for longer sentences only.
  4. Translation was forbidden.

問14（5点）

How did the group check understanding?

  1. Only the appearance of the final product mattered.
  2. The team should never collect further evidence.
  3. The original approach needed no changes.
  4. By asking visitors to describe the next step.

セクション12：自然観察：体験記の情報・推論

When Haruto arrived at the beach, the team already had a clear objective: to learn about the sea. Working with shells, they eventually produced a shell drawing. Haruto contributed a pencil. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 prove that experts were unnecessary.
  2. To learn about the sea.
  3. To advertise luxury products.
  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 national law
  4. a shell drawing

問17（5点）

Why was the low count difficult to interpret?

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

問18（5点）

What information would help future comparisons?

  1. Weather conditions and observation duration.
  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）

What can students learn through 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。

セクション14：目的に合う英作文

問20（5点）

Should schools provide more opportunities for repairing a bag? 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. 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2

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3

C. faster

than の前に比較級 faster。

採点目安：正しい選択肢で5点。

問4

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5

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6

B. large

倍数 + as + 原級 + as。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

B. To help visitors find their way.

冒頭の目的を示す to help visitors find their way 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. a visitor guide

本文で成果物として a visitor guide が挙げられている。

採点目安：正しい選択肢で5点。

問13

B. Word-for-word translation had not ensured understanding.

後半の問題と判断を結び付ける。根拠：At first, the group translated every instruction word for word. Some visitors still misunderstood what to do. The group then added examples and simple illustrations, and asked visitors to describe the next step. This revealed where instructions were unclear. Translation remained useful, but checking understanding became part of the process rather than an assumption based on the existence of a translated text.

採点目安：正しい選択肢で5点。

問14

D. By asking visitors to describe the next step.

後半の改善方針をまとめると By asking visitors to describe the next step.。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 learn about the sea.

冒頭の目的を示す to learn about the sea 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 shell drawing

本文で成果物として a shell drawing が挙げられている。

採点目安：正しい選択肢で5点。

問17

C. 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：Through growing plants, 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。

問20

解答例：Schools should provide more opportunities for repairing a bag 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。