J 受験ヒーロー

高校生の英語ドリル 第026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：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／the比較級／人への評価／慣用表現／進行形の受動態／提案のthat節／庭づくり：体験記の情報・推論／展示と学び：メールの情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • the比較級の表現を文の中で使う。
  • 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。
  • 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：完了形の受動態

The results have ___ published.

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. being
  2. been
  3. are
  4. be

セクション2：譲歩節

___ it was raining, we continued the match.

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

セクション3：助動詞・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション4：相関接続詞

She is not only a singer ___ also a writer.

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. but
  2. and
  3. or
  4. so

セクション5：可算・不可算

She gave me useful ___.

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

セクション6：the比較級

The harder you work, the ___ you learn.

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. more
  2. many
  3. much
  4. most

セクション7：人への評価

It was kind ___ you to help.

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. to
  2. for
  3. with
  4. of

セクション8：慣用表現

There is no point in ___ about it now.

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

セクション9：進行形の受動態

The hall is ___ repaired now.

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. been
  3. being
  4. have

セクション10：提案のthat節

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

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. be
  2. is
  3. was
  4. been

セクション11：庭づくり：体験記の情報・推論

When Hana arrived at the greenhouse, the team already had a clear objective: to observe new plants. Working with seeds, they eventually produced a growth chart. Hana contributed a paper cup. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 observe new plants.
  2. To prove that experts were unnecessary.
  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 weather forecast
  2. a national law
  3. a growth chart
  4. a travel ticket

問13（5点）

Why was the first comparison inconclusive?

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

問14（5点）

What would improve the next comparison?

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

セクション12：展示と学び：メールの情報・推論

Dear project members, Thank you for helping us compare natural materials. At our meeting at the science museum, we worked with rocks and prepared a rock display. Jack supplied a magnifying glass. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

The group tested two descriptions of the same exhibit. One contained a long list of dates; the other asked a question and connected the object to everyday life. Visitors spent more time reading the second description. This did not prove that every visitor understood the object better. The group planned to ask visitors to explain the exhibit in their own words before deciding which description supported learning.

問15（5点）

What was the main purpose of the project?

  1. To replace every activity in the town.
  2. To compare natural materials.
  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 national law
  2. a rock display
  3. a weather forecast
  4. a travel ticket

問17（5点）

Why was reading time insufficient as a measure?

  1. Dates can never be useful.
  2. The two descriptions concerned different exhibits.
  3. Longer attention did not necessarily show better understanding.
  4. Nobody read either description.

問18（5点）

What additional evidence did the group plan to collect?

  1. Visitors' explanations of the exhibit.
  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13：目的に合う英作文

問19（5点）

Is learning alone or with others better when 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。

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 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

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2

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3

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4

A. but

not only ... but also ... の対応。

採点目安：正しい選択肢で5点。

問5

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6

A. more

the + 比較級, the + 比較級 で比例関係。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

A. To observe new plants.

冒頭の目的を示す to observe new plants 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. a growth chart

本文で成果物として a growth chart が挙げられている。

採点目安：正しい選択肢で5点。

問13

B. 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

D. 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

B. To compare natural materials.

冒頭の目的を示す to compare natural materials 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

B. a rock display

本文で成果物として a rock display が挙げられている。

採点目安：正しい選択肢で5点。

問17

C. Longer attention did not necessarily show better understanding.

後半の問題と判断を結び付ける。根拠：The group tested two descriptions of the same exhibit. One contained a long list of dates; the other asked a question and connected the object to everyday life. Visitors spent more time reading the second description. This did not prove that every visitor understood the object better. The group planned to ask visitors to explain the exhibit in their own words before deciding which description supported learning.

採点目安：正しい選択肢で5点。

問18

A. Visitors' explanations of the exhibit.

後半の改善方針をまとめると Visitors' explanations of the exhibit.。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 think learning with others is better when learning a song. 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。

問20

解答例：I would evaluate a school project involving making a poster 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。