J 受験ヒーロー

高校生の英語ドリル 第035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：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／可算・不可算／the比較級／人への評価／慣用表現／進行形の受動態／食と交流：インタビューの情報・推論／修理と再利用：活動記事の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 可算・不可算の表現を文の中で使う。
  • 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。
  • 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：関係代名詞・所有格

I met a writer ___ books are popular.

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. whom
  2. whose
  3. which
  4. who

セクション2：完了形の受動態

The results have ___ published.

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. being
  2. been
  3. are
  4. be

セクション3：譲歩節

___ it was raining, we continued the match.

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

セクション4：助動詞・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション5：相関接続詞

She is not only a singer ___ also a writer.

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. but
  2. and
  3. or
  4. so

セクション6：可算・不可算

She gave me useful ___.

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. advices
  2. advice
  3. an advice
  4. many advice

セクション7：the比較級

The harder you work, the ___ you learn.

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. more
  2. many
  3. much
  4. most

セクション8：人への評価

It was kind ___ you to help.

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. to
  2. for
  3. with
  4. of

セクション9：慣用表現

There is no point in ___ about it now.

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

セクション10：進行形の受動態

The hall is ___ repaired now.

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. been
  3. being
  4. have

セクション11：食と交流：インタビューの情報・推論

Interviewer: What was your project about?

Luke: We met at the market to work with fruit. We wanted to learn about seasonal food. I brought a shopping bag, and together we produced a food calendar. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

問11（5点）

What was the main purpose of the project?

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

問12（5点）

Which outcome is mentioned in the passage?

  1. a food calendar
  2. a travel ticket
  3. a national law
  4. a weather forecast

問13（5点）

Why did the group add a second food option?

  1. Some visitors could not eat the original option.
  2. Nobody attended the first event.
  3. The original food was unavailable.
  4. They wanted to stop sharing ingredient information.

問14（5点）

What limits the conclusion about attendance?

  1. Advertising changed at the same time as the menu.
  2. The team should never collect further evidence.
  3. Only the appearance of the final product mattered.
  4. The original approach needed no changes.

セクション12：修理と再利用：活動記事の情報・推論

A student project led by Riku began at the workshop. Its purpose was to make travel safer. Members worked with bicycles, and the first practical outcome was a safety checklist. Riku brought a clean cloth, but the organizer emphasized that equipment was only one part of a successful project.

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15（5点）

What was the main purpose of the project?

  1. To make travel safer.
  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 travel ticket
  2. a safety checklist
  3. a weather forecast
  4. a national law

問17（5点）

Why were some objects set aside?

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

問18（5点）

Which principle guided the decisions?

  1. Reuse should be balanced with safety and expertise.
  2. Only the appearance of the final product mattered.
  3. The team should never collect further evidence.
  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 would you evaluate a school project involving 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。

セクション14：目的に合う英作文

問20（5点）

How can beginners be encouraged to try 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. 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2

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3

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4

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5

A. but

not only ... but also ... の対応。

採点目安：正しい選択肢で5点。

問6

B. advice

advice は不可算名詞。an や複数語尾は付けない。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

A. To learn about seasonal food.

冒頭の目的を示す to learn about seasonal 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12

A. a food calendar

本文で成果物として a food calendar が挙げられている。

採点目安：正しい選択肢で5点。

問13

A. Some visitors could not eat the original option.

後半の問題と判断を結び付ける。根拠：The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

採点目安：正しい選択肢で5点。

問14

A. Advertising changed at the same time as the menu.

後半の改善方針をまとめると Advertising changed at the same time as the menu.。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 make travel safer.

冒頭の目的を示す to make travel safer 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 safety checklist

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

採点目安：正しい選択肢で5点。

問17

C. 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18

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19

解答例：I would evaluate a school project involving reading with a friend 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：Beginners can be encouraged to try repairing a bag 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。