J 受験ヒーロー

高校生の英語ドリル 第031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：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／分詞・感情／使役・受動／主語と動詞の一致／動名詞／分詞・名詞修飾／修理と再利用：インタビューの情報・推論／庭づくり：メールの情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 分詞・感情の表現を文の中で使う。
  • 使役・受動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。
  • 動名詞の表現を文の中で使う。
  • 分詞・名詞修飾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：the比較級

The harder you work, the ___ you learn.

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. more
  2. many
  3. much
  4. most

セクション2：人への評価

It was kind ___ you to help.

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. to
  2. for
  3. with
  4. of

セクション3：慣用表現

There is no point in ___ about it now.

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

セクション4：進行形の受動態

The hall is ___ repaired now.

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. been
  3. being
  4. have

セクション5：提案のthat節

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

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. be
  2. is
  3. was
  4. been

セクション6：分詞・感情

We were ___ by the surprising result.

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. amazes
  2. amazing
  3. amaze
  4. amazed

セクション7：使役・受動

We were made ___ outside.

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 wait
  2. wait
  3. waiting
  4. waited

セクション8：主語と動詞の一致

Each of the students ___ a notebook.（現在形を選ぶ）

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. having
  2. had
  3. have
  4. has

セクション9：動名詞

He avoided ___ about the problem.

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. talk
  2. to talk
  3. talked
  4. talking

セクション10：分詞・名詞修飾

The people ___ near the door are volunteers.

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. standing
  2. stands
  3. stand
  4. stood

セクション11：修理と再利用：インタビューの情報・推論

Interviewer: What was your project about?

Nina: We met at the school hall to work with chairs. We wanted to keep useful furniture. I brought a paintbrush, and together we produced a painted chair. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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 keep useful furniture.
  2. To replace every activity in the town.
  3. To prove that experts were unnecessary.
  4. To advertise luxury products.

問12（5点）

Which outcome is mentioned in the passage?

  1. a national law
  2. a painted chair
  3. a travel ticket
  4. a weather forecast

問13（5点）

Why were some objects set aside?

  1. Every object was beyond repair.
  2. They needed skills beyond those of the beginners.
  3. The group wanted to throw away all objects.
  4. Only new objects were allowed in the room.

問14（5点）

Which principle guided the decisions?

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

セクション12：庭づくり：メールの情報・推論

Dear project members, Thank you for helping us share fresh food. At our meeting at the community garden, we worked with vegetables and prepared a vegetable box. Leo supplied a basket. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

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 advertise luxury products.
  2. To replace every activity in the town.
  3. To share fresh food.
  4. To prove that experts were unnecessary.

問16（5点）

Which outcome is mentioned in the passage?

  1. a weather forecast
  2. a vegetable box
  3. a national law
  4. a travel ticket

問17（5点）

Why was the first comparison inconclusive?

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

問18（5点）

What would improve the next comparison?

  1. Keeping light conditions similar while comparing care schedules.
  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）

Should schools provide more opportunities for 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 watching birds? 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. 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2

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3

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4

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5

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6

D. amazed

驚きを受けた人の状態には amazed。

採点目安：正しい選択肢で5点。

問7

A. to wait

make の受動態では to不定詞が必要。

採点目安：正しい選択肢で5点。

問8

D. has

Each は単数扱いなので現在形では has。

採点目安：正しい選択肢で5点。

問9

D. talking

avoid の目的語は動名詞。

採点目安：正しい選択肢で5点。

問10

A. standing

自ら立っている people を修飾する現在分詞。

採点目安：正しい選択肢で5点。

問11

A. To keep useful furniture.

冒頭の目的を示す to keep useful furniture 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 painted chair

本文で成果物として a painted chair が挙げられている。

採点目安：正しい選択肢で5点。

問13

B. 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

D. 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

C. To share fresh food.

冒頭の目的を示す to share fresh food 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 vegetable box

本文で成果物として a vegetable box が挙げられている。

採点目安：正しい選択肢で5点。

問17

C. 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

A. 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：Schools should provide more opportunities for growing plants 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：Schools should provide more opportunities for watching birds 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。