J 受験ヒーロー

高校生の英語ドリル 第042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：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／使役動詞／完了と期間／強調構文／否定の語法／不定詞の意味上の主語／発表と協力：報告書の情報・推論／食と交流：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

  • 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。
  • 使役動詞の表現を文の中で使う。
  • 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。
  • 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：関係代名詞what

This is ___ I was looking for.

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. whose
  2. which
  3. that
  4. what

セクション2：前置詞 + 関係代名詞

This is the town in ___ I grew up.

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. what
  2. that
  3. where
  4. which

セクション3：動名詞の受動態

She dislikes ___ interrupted.

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 being
  2. being
  3. been
  4. be

セクション4：数量表現

There is ___ hope, so we should keep trying.

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

セクション5：助動詞・過去の後悔

You should ___ me earlier.（伝えるべきだった）

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

セクション6：使役動詞

The teacher made us ___ the essay again.

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. writing
  2. written
  3. to write
  4. write

セクション7：完了と期間

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

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

セクション8：強調構文

It was yesterday ___ I met her.

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. which
  2. who
  3. that
  4. what

セクション9：否定の語法

Not ___ students agreed; some opposed the plan.

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. none
  2. neither
  3. all
  4. no

セクション10：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション11：発表と協力：報告書の情報・推論

This report concerns a project at the school stage. The team, including Maki, aimed to share a favorite tradition by working with dances. One visible outcome was a dance program. Resources included a scarf. The report focuses on how the team revised its approach after reviewing what happened during the first session.

During preparation, the loudest members made most of the decisions. The group tried collecting written suggestions before discussion. This brought forward ideas from members who rarely spoke. Some suggestions conflicted, so the group still needed to discuss priorities. The new method did not remove disagreement; it made more people's views available before a decision was made.

問11（5点）

What was the main purpose of the project?

  1. To advertise luxury products.
  2. To replace every activity in the town.
  3. To share a favorite tradition.
  4. To prove that experts were unnecessary.

問12（5点）

Which outcome is mentioned in the passage?

  1. a weather forecast
  2. a national law
  3. a travel ticket
  4. a dance program

問13（5点）

What was the purpose of collecting written suggestions?

  1. To eliminate every disagreement.
  2. To give the loudest members more authority.
  3. To include views that were rarely heard in discussion.
  4. To cancel the activity without discussion.

問14（5点）

What remained necessary after collecting suggestions?

  1. Discussing conflicting ideas and priorities.
  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12：食と交流：インタビューの情報・推論

Interviewer: What was your project about?

Luke: We met at the market to work with fruit. We wanted to learn about seasonal food. I brought a shopping bag, and together we produced a food calendar. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

問15（5点）

What was the main purpose of the project?

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

問16（5点）

Which outcome is mentioned in the passage?

  1. a food calendar
  2. a travel ticket
  3. a national law
  4. a weather forecast

問17（5点）

Why did the group add a second food option?

  1. Some visitors could not eat the original option.
  2. Nobody attended the first event.
  3. The original food was unavailable.
  4. They wanted to stop sharing ingredient information.

問18（5点）

What limits the conclusion about attendance?

  1. Advertising changed at the same time as the menu.
  2. The team should never collect further evidence.
  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）

Should schools provide more opportunities for repairing a bag? 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 would you evaluate a school project involving 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

D. write

make + 目的語 + 原形不定詞。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

C. To share a favorite tradition.

冒頭の目的を示す to share a favorite tradition 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 dance program

本文で成果物として a dance program が挙げられている。

採点目安：正しい選択肢で5点。

問13

C. To include views that were rarely heard in discussion.

後半の問題と判断を結び付ける。根拠：During preparation, the loudest members made most of the decisions. The group tried collecting written suggestions before discussion. This brought forward ideas from members who rarely spoke. Some suggestions conflicted, so the group still needed to discuss priorities. The new method did not remove disagreement; it made more people's views available before a decision was made.

採点目安：正しい選択肢で5点。

問14

A. Discussing conflicting ideas and priorities.

後半の改善方針をまとめると Discussing conflicting ideas and priorities.。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 learn about seasonal food.

冒頭の目的を示す to learn about seasonal food 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 food calendar

本文で成果物として a food calendar が挙げられている。

採点目安：正しい選択肢で5点。

問17

A. Some visitors could not eat the original option.

後半の問題と判断を結び付ける。根拠：The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

採点目安：正しい選択肢で5点。

問18

A. Advertising changed at the same time as the menu.

後半の改善方針をまとめると Advertising changed at the same time as the menu.。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：Schools should provide more opportunities for repairing a bag 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。

問20

解答例：I would evaluate a school project involving growing plants 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。