J 受験ヒーロー

高校生の英語ドリル 第039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：仮定法過去完了／比較・倍数／分詞構文／wish／完了不定詞／疑問詞 + 不定詞／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／修理と再利用：メールの情報・推論／交流と案内：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 仮定法過去完了の表現を文の中で使う。
  • 比較・倍数の表現を文の中で使う。
  • 分詞構文の表現を文の中で使う。
  • wishの表現を文の中で使う。
  • 完了不定詞の表現を文の中で使う。
  • 疑問詞 + 不定詞の表現を文の中で使う。
  • 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。
  • 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：仮定法過去完了

If she had left earlier, she ___ the train.

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. would have caught
  2. would caught
  3. had catch
  4. will catch

セクション2：比較・倍数

This room is twice as ___ as that one.

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. larger
  2. large
  3. largest
  4. more large

セクション3：分詞構文

___ the work, she went home.（仕事を終えてから）

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 finished
  2. Finish
  3. Has finished
  4. To finishing

セクション4：wish

I wish I ___ speak French fluently.

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. will
  2. can
  3. could
  4. am

セクション5：完了不定詞

She seems ___ the answer already.

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. having find
  2. to has found
  3. to finding
  4. to have found

セクション6：疑問詞 + 不定詞

We haven't decided which route ___ yet.

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. to take
  2. taking
  3. took
  4. take

セクション7：関係代名詞・所有格

I met a writer ___ books are popular.

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. whom
  2. whose
  3. which
  4. who

セクション8：完了形の受動態

The results have ___ published.

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. being
  2. been
  3. are
  4. be

セクション9：譲歩節

___ it was raining, we continued the match.

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

セクション10：助動詞・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション11：修理と再利用：メールの情報・推論

Dear project members, Thank you for helping us reduce waste. At our meeting at the art room, we worked with bags and prepared a repaired bag. Emma supplied a sewing kit. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

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 reduce waste.
  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 travel ticket
  3. a national law
  4. a repaired bag

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. They needed skills beyond those of the beginners.
  4. Only new objects were allowed in the room.

問14（5点）

Which principle guided the decisions?

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

セクション12：交流と案内：体験記の情報・推論

When Akari arrived at the community room, the team already had a clear objective: to learn about different experiences. Working with family stories, they eventually produced a story collection. Akari contributed a photo. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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15（5点）

What was the main purpose of the project?

  1. To replace every activity in the town.
  2. To learn about different experiences.
  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 travel ticket
  3. a story collection
  4. a weather forecast

問17（5点）

Why did the group add examples and illustrations?

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

問18（5点）

How did the group check understanding?

  1. By asking visitors to describe the next step.
  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13：目的に合う英作文

問19（5点）

Is learning alone or with others better when 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。

セクション14：目的に合う英作文

問20（5点）

What can students learn through practicing a sport? 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

A. would have caught

過去の非現実的な結果は would have + 過去分詞。

採点目安：正しい選択肢で5点。

問2

B. large

倍数 + as + 原級 + as。

採点目安：正しい選択肢で5点。

問3

A. Having finished

完了分詞構文 Having finished は主節より前の完了。

採点目安：正しい選択肢で5点。

問4

C. could

現在の実現していない願望は wish + 仮定法。

採点目安：正しい選択肢で5点。

問5

D. to have found

seems より前の完了は to have + 過去分詞。

採点目安：正しい選択肢で5点。

問6

A. to take

which + 名詞 + to不定詞で「どの道を選ぶか」。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

A. To reduce waste.

冒頭の目的を示す to reduce waste 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 repaired bag

本文で成果物として a repaired bag が挙げられている。

採点目安：正しい選択肢で5点。

問13

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14

B. 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

B. To learn about different experiences.

冒頭の目的を示す to learn about different experiences 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 story collection

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

採点目安：正しい選択肢で5点。

問17

D. 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18

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19

解答例：I think learning with others is better when making a poster. 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 practicing a sport, 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。