J 受験ヒーロー

高校生の英語ドリル 第036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：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／倒置・条件／時制・過去完了／関係副詞／結果節／譲歩・前置詞／展示と学び：体験記の情報・推論／展示と学び：活動記事の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 倒置・条件の表現を文の中で使う。
  • 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。
  • 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：分詞・感情

We were ___ by the surprising result.

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. amazes
  2. amazing
  3. amaze
  4. amazed

セクション2：使役・受動

We were made ___ outside.

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 wait
  2. wait
  3. waiting
  4. waited

セクション3：主語と動詞の一致

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

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. having
  2. had
  3. have
  4. has

セクション4：動名詞

He avoided ___ about the problem.

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

セクション5：分詞・名詞修飾

The people ___ near the door are volunteers.

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. standing
  2. stands
  3. stand
  4. stood

セクション6：倒置・条件

___ I known the truth, I would have acted differently.

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. Had
  2. Did
  3. Was
  4. Have

セクション7：時制・過去完了

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

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. is
  2. had
  3. will
  4. has

セクション8：関係副詞

This is the place ___ we first met.

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. where
  2. what
  3. who
  4. which

セクション9：結果節

The book was so interesting ___ I read it twice.

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. as
  2. that
  3. for
  4. to

セクション10：譲歩・前置詞

___ the rain, we continued the match.

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

セクション11：展示と学び：体験記の情報・推論

When Saki arrived at the music room, the team already had a clear objective: to explore different sounds. Working with musical instruments, they eventually produced a sound guide. Saki contributed a recorder. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 prove that experts were unnecessary.
  2. To advertise luxury products.
  3. To explore different sounds.
  4. To replace every activity in the town.

問12（5点）

Which outcome is mentioned in the passage?

  1. a weather forecast
  2. a sound guide
  3. a national law
  4. a travel ticket

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. Nobody read either description.
  4. Dates can never be useful.

問14（5点）

What additional evidence did the group plan to collect?

  1. The original approach needed no changes.
  2. Only the appearance of the final product mattered.
  3. Visitors' explanations of the exhibit.
  4. The team should never collect further evidence.

セクション12：展示と学び：活動記事の情報・推論

A student project led by Nao began at the town museum. Its purpose was to learn about local history. Members worked with old photos, and the first practical outcome was a photo display. Nao brought a notebook, but the organizer emphasized that equipment was only one part of a successful project.

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15（5点）

What was the main purpose of the project?

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

問16（5点）

Which outcome is mentioned in the passage?

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

問17（5点）

Why was reading time insufficient as a measure?

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

問18（5点）

What additional evidence did the group plan to collect?

  1. The team should never collect further evidence.
  2. Visitors' explanations of the exhibit.
  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）

Is learning alone or with others better when helping a new classmate? 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 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

A. Had

If I had known の if を省略して Had I known。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

C. To explore different sounds.

冒頭の目的を示す to explore different sounds 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 sound guide

本文で成果物として a sound guide 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

C. 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 local history.

冒頭の目的を示す to learn about local history 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

A. a photo display

本文で成果物として a photo display が挙げられている。

採点目安：正しい選択肢で5点。

問17

A. 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18

B. 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19

解答例：I think learning with others is better when helping a new classmate. 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。

問20

解答例：Schools should provide more opportunities for learning a song 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。