J 受験ヒーロー

高校生の英語ドリル 第037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・条件節／目的節／知覚動詞／名詞節whether／主語と動詞の一致／関係代名詞what／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／交流と案内：インタビューの情報・推論／展示と学び：インタビューの情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 関係代名詞whatの表現を文の中で使う。
  • 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。
  • 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・条件節

I'll wait here until he ___.

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

セクション2：目的節

Speak clearly so that everyone ___ hear you.

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. can
  2. for
  3. as
  4. to

セクション3：知覚動詞

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

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

セクション4：名詞節whether

___ we can finish on time remains uncertain.

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. Whether
  2. If
  3. Because
  4. Despite

セクション5：主語と動詞の一致

Neither answer ___ correct.

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. are
  3. is
  4. have

セクション6：関係代名詞what

This is ___ I was looking for.

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. whose
  2. which
  3. that
  4. what

セクション7：前置詞 + 関係代名詞

This is the town in ___ I grew up.

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. what
  2. that
  3. where
  4. which

セクション8：動名詞の受動態

She dislikes ___ interrupted.

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 being
  2. being
  3. been
  4. be

セクション9：数量表現

There is ___ hope, so we should keep trying.

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

セクション10：助動詞・過去の後悔

You should ___ me earlier.（伝えるべきだった）

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

セクション11：交流と案内：インタビューの情報・推論

Interviewer: What was your project about?

James: We met at the classroom to work with school rules. We wanted to make routines easier to understand. I brought a rule sheet, and together we produced a class guide. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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 make routines easier to understand.
  2. To advertise luxury products.
  3. To prove that experts were unnecessary.
  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 class guide
  3. a travel ticket
  4. a national law

問13（5点）

Why did the group add examples and illustrations?

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

問14（5点）

How did the group check understanding?

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

セクション12：展示と学び：インタビューの情報・推論

Interviewer: What was your project about?

Owen: We met at the history room to work with old maps. We wanted to compare the town over time. I brought a ruler, and together we produced a map display. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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 replace every activity in the town.
  2. To prove that experts were unnecessary.
  3. To advertise luxury products.
  4. To compare the town over time.

問16（5点）

Which outcome is mentioned in the passage?

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

問17（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. Dates can never be useful.
  4. Nobody read either description.

問18（5点）

What additional evidence did the group plan to collect?

  1. Visitors' explanations of the exhibit.
  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）

Is learning alone or with others better when 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）

What can students learn through 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

D. what

先行詞を含む what は「探していたもの」。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

A. To make routines easier to understand.

冒頭の目的を示す to make routines easier to understand 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 class guide

本文で成果物として a class guide が挙げられている。

採点目安：正しい選択肢で5点。

問13

C. 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

D. To compare the town over time.

冒頭の目的を示す to compare the town over time 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 map display

本文で成果物として a map display が挙げられている。

採点目安：正しい選択肢で5点。

問17

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18

A. 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 growing plants. 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：Through making a poster, students can learn how to communicate and solve problems together. They may have different ideas, so they need to listen carefully and explain their decisions. The value of the activity comes from this process as well as from the final result.

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。