J 受験ヒーロー

高校生の英語ドリル 第030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：比較・倍数／分詞構文／wish／完了不定詞／疑問詞 + 不定詞／関係代名詞・所有格／完了形の受動態／譲歩節／助動詞・過去の推量／相関接続詞／展示と学び：インタビューの情報・推論／庭づくり：報告書の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 関係代名詞・所有格の表現を文の中で使う。
  • 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。
  • 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：比較・倍数

This room is twice as ___ as that one.

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

セクション2：分詞構文

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

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

セクション3：wish

I wish I ___ speak French fluently.

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. will
  2. can
  3. could
  4. am

セクション4：完了不定詞

She seems ___ the answer already.

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

セクション5：疑問詞 + 不定詞

We haven't decided which route ___ yet.

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

セクション6：関係代名詞・所有格

I met a writer ___ books are popular.

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. whom
  2. whose
  3. which
  4. who

セクション7：完了形の受動態

The results have ___ published.

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. being
  2. been
  3. are
  4. be

セクション8：譲歩節

___ it was raining, we continued the match.

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

セクション9：助動詞・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション10：相関接続詞

She is not only a singer ___ also a writer.

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. but
  2. and
  3. or
  4. so

セクション11：展示と学び：インタビューの情報・推論

Interviewer: What was your project about?

Owen: We met at the history room to work with old maps. We wanted to compare the town over time. I brought a ruler, and together we produced a map display. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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 replace every activity in the town.
  2. To prove that experts were unnecessary.
  3. To advertise luxury products.
  4. To compare the town over time.

問12（5点）

Which outcome is mentioned in the passage?

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

問13（5点）

Why was reading time insufficient as a measure?

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

問14（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12：庭づくり：報告書の情報・推論

This report concerns a project at the kitchen garden. The team, including Mina, aimed to learn about different smells by working with herbs. One visible outcome was an herb label. Resources included a small pot. The report focuses on how the team revised its approach after reviewing what happened during the first session.

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15（5点）

What was the main purpose of the project?

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

問16（5点）

Which outcome is mentioned in the passage?

  1. a national law
  2. a travel ticket
  3. an herb label
  4. a weather forecast

問17（5点）

Why was the first comparison inconclusive?

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

問18（5点）

What would improve the next comparison?

  1. The team should never collect further evidence.
  2. Keeping light conditions similar while comparing care schedules.
  3. Only the appearance of the final product mattered.
  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）

How can beginners be encouraged to try sharing a recipe? 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 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. large

倍数 + as + 原級 + as。

採点目安：正しい選択肢で5点。

問2

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3

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4

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5

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6

B. whose

books を修飾する所有格 whose。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

A. but

not only ... but also ... の対応。

採点目安：正しい選択肢で5点。

問11

D. To compare the town over time.

冒頭の目的を示す to compare the town over time 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 map display

本文で成果物として a map display が挙げられている。

採点目安：正しい選択肢で5点。

問13

B. 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

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15

C. To learn about different smells.

冒頭の目的を示す to learn about different smells 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. an herb label

本文で成果物として an herb label が挙げられている。

採点目安：正しい選択肢で5点。

問17

A. 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18

B. 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19

解答例：Beginners can be encouraged to try sharing a recipe by joining a short session with clear instructions. Working with an experienced partner can make it easier to ask questions. Organizers should explain what to bring and make clear that previous experience is not required.

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 reading with a friend. 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。