J 受験ヒーロー

高校生の英語ドリル 第038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：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／非制限用法／倒置・否定語／間接疑問／仮定法過去／比較・否定／自然観察：活動記事の情報・推論／修理と再利用：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

  • 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。
  • 非制限用法の表現を文の中で使う。
  • 倒置・否定語の表現を文の中で使う。
  • 間接疑問の表現を文の中で使う。
  • 仮定法過去の表現を文の中で使う。
  • 比較・否定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：完了と期間

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

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

セクション2：強調構文

It was yesterday ___ I met her.

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. which
  2. who
  3. that
  4. what

セクション3：否定の語法

Not ___ students agreed; some opposed the plan.

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. none
  2. neither
  3. all
  4. no

セクション4：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション5：前置詞 + 動名詞

I'm looking forward to ___ you.

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. seeing
  2. see
  3. saw
  4. seen

セクション6：非制限用法

My uncle, ___ lives in Osaka, is a doctor.

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. what
  2. whom
  3. who
  4. that

セクション7：倒置・否定語

Never ___ seen such a view.

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. did I have
  2. I have
  3. I did
  4. have I

セクション8：間接疑問

I wonder why ___ so early.

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. did she leave
  2. she did left
  3. she left
  4. left she

セクション9：仮定法過去

If I ___ more time, I would join the club.

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. have
  2. will have
  3. had
  4. having

セクション10：比較・否定

No other student runs ___ than Mika.

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. fastest
  2. as fast
  3. faster
  4. fast

セクション11：自然観察：活動記事の情報・推論

A student project led by Itsuki began at the lake. Its purpose was to observe animals without disturbing them. Members worked with birds, and the first practical outcome was a bird list. Itsuki brought a pair of binoculars, but the organizer emphasized that equipment was only one part of a successful project.

The group kept records of what they saw and where they looked. On one visit, they saw very few examples, but heavy rain had shortened the observation period. They did not interpret the low count as proof of a permanent change in the area. They decided to record the weather and time spent looking so that later comparisons would account for differences in observation conditions.

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 replace every activity in the town.
  4. To observe animals without disturbing them.

問12（5点）

Which outcome is mentioned in the passage?

  1. a national law
  2. a weather forecast
  3. a travel ticket
  4. a bird list

問13（5点）

Why was the low count difficult to interpret?

  1. The group had never visited the area.
  2. The records already proved a permanent change.
  3. Every observation lasted exactly the same time.
  4. Rain had reduced the time available for observation.

問14（5点）

What information would help future comparisons?

  1. Only the appearance of the final product mattered.
  2. Weather conditions and observation duration.
  3. The team should never collect further evidence.
  4. The original approach needed no changes.

セクション12：修理と再利用：インタビューの情報・推論

Interviewer: What was your project about?

Nina: We met at the school hall to work with chairs. We wanted to keep useful furniture. I brought a paintbrush, and together we produced a painted chair. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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 keep useful furniture.
  2. To replace every activity in the town.
  3. To prove that experts were unnecessary.
  4. To advertise luxury products.

問16（5点）

Which outcome is mentioned in the passage?

  1. a national law
  2. a painted chair
  3. a travel ticket
  4. a weather forecast

問17（5点）

Why were some objects set aside?

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

問18（5点）

Which principle guided the decisions?

  1. Only the appearance of the final product mattered.
  2. The original approach needed no changes.
  3. The team should never collect further evidence.
  4. Reuse should be balanced with safety and expertise.

セクション13：目的に合う英作文

問19（5点）

What can students learn through 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）

How can beginners be encouraged to try 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

C. who

コンマを伴い、人を主語として補足する who。that は非制限用法で使わない。

採点目安：正しい選択肢で5点。

問7

D. have I

否定語 Never が文頭なので have と主語を倒置。

採点目安：正しい選択肢で5点。

問8

C. she left

間接疑問は why + 主語 + 動詞。

採点目安：正しい選択肢で5点。

問9

C. had

現在の非現実的な条件には仮定法過去。

採点目安：正しい選択肢で5点。

問10

C. faster

than の前に比較級 faster。

採点目安：正しい選択肢で5点。

問11

D. To observe animals without disturbing them.

冒頭の目的を示す to observe animals without disturbing them 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

D. a bird list

本文で成果物として a bird list が挙げられている。

採点目安：正しい選択肢で5点。

問13

D. Rain had reduced the time available for observation.

後半の問題と判断を結び付ける。根拠：The group kept records of what they saw and where they looked. On one visit, they saw very few examples, but heavy rain had shortened the observation period. They did not interpret the low count as proof of a permanent change in the area. They decided to record the weather and time spent looking so that later comparisons would account for differences in observation conditions.

採点目安：正しい選択肢で5点。

問14

B. Weather conditions and observation duration.

後半の改善方針をまとめると Weather conditions and observation duration.。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 keep useful furniture.

冒頭の目的を示す to keep useful furniture 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 painted chair

本文で成果物として a painted chair が挙げられている。

採点目安：正しい選択肢で5点。

問17

B. 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

D. 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：Through learning a song, 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。

問20

解答例：Beginners can be encouraged to try reading with a friend 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。