J 受験ヒーロー

高校生の英語ドリル 第040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：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／提案のthat節／分詞・感情／使役・受動／主語と動詞の一致／動名詞／図書館：活動記事の情報・推論／修理と再利用：報告書の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 提案のthat節の表現を文の中で使う。
  • 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。
  • 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：可算・不可算

She gave me useful ___.

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

セクション2：the比較級

The harder you work, the ___ you learn.

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. more
  2. many
  3. much
  4. most

セクション3：人への評価

It was kind ___ you to help.

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. to
  2. for
  3. with
  4. of

セクション4：慣用表現

There is no point in ___ about it now.

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

セクション5：進行形の受動態

The hall is ___ repaired now.

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. been
  3. being
  4. have

セクション6：提案のthat節

They suggested that the meeting ___ postponed.（動詞の原形を選ぶ）

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. be
  2. is
  3. was
  4. been

セクション7：分詞・感情

We were ___ by the surprising result.

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. amazes
  2. amazing
  3. amaze
  4. amazed

セクション8：使役・受動

We were made ___ outside.

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 wait
  2. wait
  3. waiting
  4. waited

セクション9：主語と動詞の一致

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

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. having
  2. had
  3. have
  4. has

セクション10：動名詞

He avoided ___ about the problem.

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

セクション11：図書館：活動記事の情報・推論

A student project led by Mei began at the reading room. Its purpose was to find stories for younger children. Members worked with picture books, and the first practical outcome was a story map. Mei brought a book bag, but the organizer emphasized that equipment was only one part of a successful project.

Two sources were available: a detailed book written for experts and a shorter guide with clear illustrations. The group chose the guide for the first session, then kept the book for questions that the guide did not answer. Choosing a starting point did not mean rejecting more complex information. It meant arranging information in an order that people could use.

問11（5点）

What was the main purpose of the project?

  1. To find stories for younger children.
  2. To advertise luxury products.
  3. To replace every activity in the town.
  4. To prove that experts were unnecessary.

問12（5点）

Which outcome is mentioned in the passage?

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

問13（5点）

Why did the group begin with the illustrated guide?

  1. It offered an accessible starting point.
  2. They believed expert books were always wrong.
  3. They planned to avoid all further questions.
  4. It was the only source available.

問14（5点）

What does the decision about the expert book show?

  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. Different sources can serve different stages of learning.

セクション12：修理と再利用：報告書の情報・推論

This report concerns a project at the community hall. The team, including Sota, aimed to help younger children by working with toys. One visible outcome was a repaired toy. Resources included a screwdriver. The report focuses on how the team revised its approach after reviewing what happened during the first session.

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 advertise luxury products.
  2. To prove that experts were unnecessary.
  3. To help younger children.
  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 repaired toy
  3. a weather forecast
  4. a national law

問17（5点）

Why were some objects set aside?

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

問18（5点）

Which principle guided the decisions?

  1. Reuse should be balanced with safety and expertise.
  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）

How would you evaluate a school project involving 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）

What can students learn through 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

A. be

提案を表す動詞の that節で原形 be を用いる。should be も可能だが選択肢にない。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

A. To find stories for younger children.

冒頭の目的を示す to find stories for younger children 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 story map

本文で成果物として a story map が挙げられている。

採点目安：正しい選択肢で5点。

問13

A. It offered an accessible starting point.

後半の問題と判断を結び付ける。根拠：Two sources were available: a detailed book written for experts and a shorter guide with clear illustrations. The group chose the guide for the first session, then kept the book for questions that the guide did not answer. Choosing a starting point did not mean rejecting more complex information. It meant arranging information in an order that people could use.

採点目安：正しい選択肢で5点。

問14

D. Different sources can serve different stages of learning.

後半の改善方針をまとめると Different sources can serve different stages of learning.。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 help younger children.

冒頭の目的を示す to help younger children 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 repaired toy

本文で成果物として a repaired toy が挙げられている。

採点目安：正しい選択肢で5点。

問17

D. 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 helping a new classmate 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：Through helping a new classmate, 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。