J 受験ヒーロー

高校生の英語ドリル 第028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：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／前置詞 + 関係代名詞／動名詞の受動態／数量表現／助動詞・過去の後悔／使役動詞／修理と再利用：活動記事の情報・推論／食と交流：活動記事の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 前置詞 + 関係代名詞の表現を文の中で使う。
  • 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。
  • 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：目的節

Speak clearly so that everyone ___ hear you.

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. can
  2. for
  3. as
  4. to

セクション2：知覚動詞

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

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

セクション3：名詞節whether

___ we can finish on time remains uncertain.

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. Whether
  2. If
  3. Because
  4. Despite

セクション4：主語と動詞の一致

Neither answer ___ correct.

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. are
  3. is
  4. have

セクション5：関係代名詞what

This is ___ I was looking for.

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. whose
  2. which
  3. that
  4. what

セクション6：前置詞 + 関係代名詞

This is the town in ___ I grew up.

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. what
  2. that
  3. where
  4. which

セクション7：動名詞の受動態

She dislikes ___ interrupted.

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 being
  2. being
  3. been
  4. be

セクション8：数量表現

There is ___ hope, so we should keep trying.

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

セクション9：助動詞・過去の後悔

You should ___ me earlier.（伝えるべきだった）

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

セクション10：使役動詞

The teacher made us ___ the essay again.

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

セクション11：修理と再利用：活動記事の情報・推論

A student project led by Riku began at the workshop. Its purpose was to make travel safer. Members worked with bicycles, and the first practical outcome was a safety checklist. Riku brought a clean cloth, but the organizer emphasized that equipment was only one part of a successful project.

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11（5点）

What was the main purpose of the project?

  1. To make travel safer.
  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 travel ticket
  2. a safety checklist
  3. a weather forecast
  4. a national law

問13（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. They needed skills beyond those of the beginners.
  4. Every object was beyond repair.

問14（5点）

Which principle guided the decisions?

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

セクション12：食と交流：活動記事の情報・推論

A student project led by Mio began at the kitchen. Its purpose was to welcome new students. Members worked with sandwiches, and the first practical outcome was a lunch menu. Mio brought an apron, but the organizer emphasized that equipment was only one part of a successful project.

The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

問15（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To welcome new students.
  3. To replace every activity in the town.
  4. To advertise luxury products.

問16（5点）

Which outcome is mentioned in the passage?

  1. a lunch menu
  2. a travel ticket
  3. a national law
  4. a weather forecast

問17（5点）

Why did the group add a second food option?

  1. Some visitors could not eat the original option.
  2. The original food was unavailable.
  3. Nobody attended the first event.
  4. They wanted to stop sharing ingredient information.

問18（5点）

What limits the conclusion about attendance?

  1. Advertising changed at the same time as the menu.
  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 would you evaluate a school project involving studying town history? 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 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

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2

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3

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4

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5

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6

D. which

前置詞 in の直後に関係代名詞 which を置く。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

A. To make travel safer.

冒頭の目的を示す to make travel safer 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 safety checklist

本文で成果物として a safety checklist が挙げられている。

採点目安：正しい選択肢で5点。

問13

C. 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14

A. 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15

B. To welcome new students.

冒頭の目的を示す to welcome new students 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 lunch menu

本文で成果物として a lunch menu が挙げられている。

採点目安：正しい選択肢で5点。

問17

A. Some visitors could not eat the original option.

後半の問題と判断を結び付ける。根拠：The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

採点目安：正しい選択肢で5点。

問18

A. Advertising changed at the same time as the menu.

後半の改善方針をまとめると Advertising changed at the same time as the menu.。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 studying town history 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 repairing a bag 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。