J 受験ヒーロー

高校生の英語ドリル 第032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：時制・過去完了／関係副詞／結果節／譲歩・前置詞／慣用表現／時・条件節／目的節／知覚動詞／名詞節whether／主語と動詞の一致／交流と案内：体験記の情報・推論／交流と案内：報告書の情報・推論／目的に合う英作文

学習ポイント

  • 時制・過去完了の表現を文の中で使う。
  • 関係副詞の表現を文の中で使う。
  • 結果節の表現を文の中で使う。
  • 譲歩・前置詞の表現を文の中で使う。
  • 慣用表現の表現を文の中で使う。
  • 時・条件節の表現を文の中で使う。
  • 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。
  • 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：時制・過去完了

By the time we arrived, the train ___ already left.

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. is
  2. had
  3. will
  4. has

セクション2：関係副詞

This is the place ___ we first met.

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. where
  2. what
  3. who
  4. which

セクション3：結果節

The book was so interesting ___ I read it twice.

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. as
  2. that
  3. for
  4. to

セクション4：譲歩・前置詞

___ the rain, we continued the match.

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. Even though
  2. Despite
  3. While
  4. Although

セクション5：慣用表現

I would rather ___ at home tonight.

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. staying
  2. stay
  3. to stay
  4. stayed

セクション6：時・条件節

I'll wait here until he ___.

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. come
  2. coming
  3. comes
  4. will come

セクション7：目的節

Speak clearly so that everyone ___ hear you.

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. can
  2. for
  3. as
  4. to

セクション8：知覚動詞

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

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

セクション9：名詞節whether

___ we can finish on time remains uncertain.

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. Whether
  2. If
  3. Because
  4. Despite

セクション10：主語と動詞の一致

Neither answer ___ correct.

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. are
  3. is
  4. have

セクション11：交流と案内：体験記の情報・推論

When Akari arrived at the community room, the team already had a clear objective: to learn about different experiences. Working with family stories, they eventually produced a story collection. Akari contributed a photo. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

At first, the group translated every instruction word for word. Some visitors still misunderstood what to do. The group then added examples and simple illustrations, and asked visitors to describe the next step. This revealed where instructions were unclear. Translation remained useful, but checking understanding became part of the process rather than an assumption based on the existence of a translated text.

問11（5点）

What was the main purpose of the project?

  1. To replace every activity in the town.
  2. To learn about different experiences.
  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 travel ticket
  3. a story collection
  4. a weather forecast

問13（5点）

Why did the group add examples and illustrations?

  1. Every visitor already understood all instructions.
  2. Visitors asked for longer sentences only.
  3. Translation was forbidden.
  4. Word-for-word translation had not ensured understanding.

問14（5点）

How did the group check understanding?

  1. By asking visitors to describe the next step.
  2. The original approach needed no changes.
  3. Only the appearance of the final product mattered.
  4. The team should never collect further evidence.

セクション12：交流と案内：報告書の情報・推論

This report concerns a project at the station. The team, including Honoka, aimed to help visitors find their way by working with town routes. One visible outcome was a visitor guide. Resources included a map. The report focuses on how the team revised its approach after reviewing what happened during the first session.

At first, the group translated every instruction word for word. Some visitors still misunderstood what to do. The group then added examples and simple illustrations, and asked visitors to describe the next step. This revealed where instructions were unclear. Translation remained useful, but checking understanding became part of the process rather than an assumption based on the existence of a translated text.

問15（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To help visitors find their way.
  3. To advertise luxury products.
  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 weather forecast
  3. a national law
  4. a visitor guide

問17（5点）

Why did the group add examples and illustrations?

  1. Every visitor already understood all instructions.
  2. Word-for-word translation had not ensured understanding.
  3. Visitors asked for longer sentences only.
  4. Translation was forbidden.

問18（5点）

How did the group check understanding?

  1. Only the appearance of the final product mattered.
  2. The team should never collect further evidence.
  3. The original approach needed no changes.
  4. By asking visitors to describe the next step.

セクション13：目的に合う英作文

問19（5点）

Should schools provide more opportunities for 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。

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 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

B. had

到着という過去より前の出発を had + 過去分詞で表す。

採点目安：正しい選択肢で5点。

問2

A. where

後ろの we first met は完結した節。場所の where。

採点目安：正しい選択肢で5点。

問3

B. that

so + 形容詞 + that節で結果を表す。

採点目安：正しい選択肢で5点。

問4

B. Despite

名詞句 the rain に前置詞 Despite が続く。

採点目安：正しい選択肢で5点。

問5

B. stay

would rather + 動詞の原形。

採点目安：正しい選択肢で5点。

問6

C. comes

未来の出来事でも until の副詞節は現在形。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

B. To learn about different experiences.

冒頭の目的を示す to learn about different experiences 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 story collection

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

採点目安：正しい選択肢で5点。

問13

D. Word-for-word translation had not ensured understanding.

後半の問題と判断を結び付ける。根拠：At first, the group translated every instruction word for word. Some visitors still misunderstood what to do. The group then added examples and simple illustrations, and asked visitors to describe the next step. This revealed where instructions were unclear. Translation remained useful, but checking understanding became part of the process rather than an assumption based on the existence of a translated text.

採点目安：正しい選択肢で5点。

問14

A. By asking visitors to describe the next step.

後半の改善方針をまとめると By asking visitors to describe the next step.。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 help visitors find their way.

冒頭の目的を示す to help visitors find their way 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. a visitor guide

本文で成果物として a visitor guide が挙げられている。

採点目安：正しい選択肢で5点。

問17

B. Word-for-word translation had not ensured understanding.

後半の問題と判断を結び付ける。根拠：At first, the group translated every instruction word for word. Some visitors still misunderstood what to do. The group then added examples and simple illustrations, and asked visitors to describe the next step. This revealed where instructions were unclear. Translation remained useful, but checking understanding became part of the process rather than an assumption based on the existence of a translated text.

採点目安：正しい選択肢で5点。

問18

D. By asking visitors to describe the next step.

後半の改善方針をまとめると By asking visitors to describe the next step.。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 making a poster 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 repairing a bag. 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。