J 受験ヒーロー

高校生の英語ドリル 第033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：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／完了と期間／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／修理と再利用：報告書の情報・推論／庭づくり：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 完了と期間の表現を文の中で使う。
  • 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。
  • 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：前置詞 + 関係代名詞

This is the town in ___ I grew up.

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. what
  2. that
  3. where
  4. which

セクション2：動名詞の受動態

She dislikes ___ interrupted.

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 being
  2. being
  3. been
  4. be

セクション3：数量表現

There is ___ hope, so we should keep trying.

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

セクション4：助動詞・過去の後悔

You should ___ me earlier.（伝えるべきだった）

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

セクション5：使役動詞

The teacher made us ___ the essay again.

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

セクション6：完了と期間

I ___ him since we graduated.（今まで一度も会っていない）

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. didn't see
  2. wasn't seeing
  3. don't see
  4. haven't seen

セクション7：強調構文

It was yesterday ___ I met her.

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. which
  2. who
  3. that
  4. what

セクション8：否定の語法

Not ___ students agreed; some opposed the plan.

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. none
  2. neither
  3. all
  4. no

セクション9：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション10：前置詞 + 動名詞

I'm looking forward to ___ you.

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. seeing
  2. see
  3. saw
  4. seen

セクション11：修理と再利用：報告書の情報・推論

This report concerns a project at the community hall. The team, including Sota, aimed to help younger children by working with toys. One visible outcome was a repaired toy. Resources included a screwdriver. The report focuses on how the team revised its approach after reviewing what happened during the first session.

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 advertise luxury products.
  2. To prove that experts were unnecessary.
  3. To help younger children.
  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 repaired toy
  3. a weather forecast
  4. a national law

問13（5点）

Why were some objects set aside?

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

問14（5点）

Which principle guided the decisions?

  1. Reuse should be balanced with safety and expertise.
  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：庭づくり：体験記の情報・推論

When Hana arrived at the greenhouse, the team already had a clear objective: to observe new plants. Working with seeds, they eventually produced a growth chart. Hana contributed a paper cup. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 observe new plants.
  2. To prove that experts were unnecessary.
  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 weather forecast
  2. a national law
  3. a growth chart
  4. a travel ticket

問17（5点）

Why was the first comparison inconclusive?

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

問18（5点）

What would improve the next comparison?

  1. The team should never collect further evidence.
  2. Only the appearance of the final product mattered.
  3. The original approach needed no changes.
  4. Keeping light conditions similar while comparing care schedules.

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 learning a song? 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 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

D. haven't seen

since の起点から現在までの状態には現在完了。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

C. To help younger children.

冒頭の目的を示す to help younger children 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 repaired toy

本文で成果物として a repaired toy が挙げられている。

採点目安：正しい選択肢で5点。

問13

D. 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

A. To observe new plants.

冒頭の目的を示す to observe new plants 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. a growth chart

本文で成果物として a growth chart が挙げられている。

採点目安：正しい選択肢で5点。

問17

B. 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

D. 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：I would evaluate a school project involving learning a song 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：Schools should provide more opportunities for sharing a recipe 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。