J 受験ヒーロー

高校生の英語ドリル 第029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：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／倒置・否定語／間接疑問／仮定法過去／比較・否定／未来完了／展示と学び：活動記事の情報・推論／デザイン：メールの情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 倒置・否定語の表現を文の中で使う。
  • 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。
  • 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：強調構文

It was yesterday ___ I met her.

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. which
  2. who
  3. that
  4. what

セクション2：否定の語法

Not ___ students agreed; some opposed the plan.

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. none
  2. neither
  3. all
  4. no

セクション3：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション4：前置詞 + 動名詞

I'm looking forward to ___ you.

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. seeing
  2. see
  3. saw
  4. seen

セクション5：非制限用法

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

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. what
  2. whom
  3. who
  4. that

セクション6：倒置・否定語

Never ___ seen such a view.

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. did I have
  2. I have
  3. I did
  4. have I

セクション7：間接疑問

I wonder why ___ so early.

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

セクション8：仮定法過去

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

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

セクション9：比較・否定

No other student runs ___ than Mika.

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

セクション10：未来完了

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

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

セクション11：展示と学び：活動記事の情報・推論

A student project led by Nao began at the town museum. Its purpose was to learn about local history. Members worked with old photos, and the first practical outcome was a photo display. Nao brought a notebook, but the organizer emphasized that equipment was only one part of a successful project.

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11（5点）

What was the main purpose of the project?

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

問12（5点）

Which outcome is mentioned in the passage?

  1. a photo display
  2. a national law
  3. a travel ticket
  4. a weather forecast

問13（5点）

Why was reading time insufficient as a measure?

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

問14（5点）

What additional evidence did the group plan to collect?

  1. The team should never collect further evidence.
  2. Visitors' explanations of the exhibit.
  3. Only the appearance of the final product mattered.
  4. The original approach needed no changes.

セクション12：デザイン：メールの情報・推論

Dear project members, Thank you for helping us invite more people to an event. At our meeting at the art studio, we worked with posters and prepared an event poster. Olivia supplied colored paper. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

The first version looked attractive to its creators, but users had trouble finding essential information. The group observed people trying to use it without help. They simplified the layout and increased the contrast of important text. They learned that appearance and usefulness were separate questions. A design could be pleasing while still failing to guide someone who encountered it for the first time.

問15（5点）

What was the main purpose of the project?

  1. To advertise luxury products.
  2. To invite more people to an event.
  3. To prove that experts were unnecessary.
  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 national law
  3. a weather forecast
  4. an event poster

問17（5点）

Why did the group revise the design?

  1. Users refused to try it.
  2. The first version contained no information.
  3. Users could not easily find essential information.
  4. The creators disliked all attractive designs.

問18（5点）

What lesson did the group learn?

  1. Only the appearance of the final product mattered.
  2. The team should never collect further evidence.
  3. An attractive appearance does not guarantee usability.
  4. The original approach needed no changes.

セクション13：目的に合う英作文

問19（5点）

Should schools provide more opportunities for practicing a sport? 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）

Is learning alone or with others better when practicing a sport? 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. 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2

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3

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4

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5

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6

D. have I

否定語 Never が文頭なので have と主語を倒置。

採点目安：正しい選択肢で5点。

問7

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8

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9

C. faster

than の前に比較級 faster。

採点目安：正しい選択肢で5点。

問10

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11

C. To learn about local history.

冒頭の目的を示す to learn about local history 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

A. a photo display

本文で成果物として a photo display が挙げられている。

採点目安：正しい選択肢で5点。

問13

A. 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14

B. 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15

B. To invite more people to an event.

冒頭の目的を示す to invite more people to an event 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. an event poster

本文で成果物として an event poster が挙げられている。

採点目安：正しい選択肢で5点。

問17

C. Users could not easily find essential information.

後半の問題と判断を結び付ける。根拠：The first version looked attractive to its creators, but users had trouble finding essential information. The group observed people trying to use it without help. They simplified the layout and increased the contrast of important text. They learned that appearance and usefulness were separate questions. A design could be pleasing while still failing to guide someone who encountered it for the first time.

採点目安：正しい選択肢で5点。

問18

C. An attractive appearance does not guarantee usability.

後半の改善方針をまとめると An attractive appearance does not guarantee usability.。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 practicing a sport 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：I think learning with others is better when practicing a sport. 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。