J 受験ヒーロー

高校生の英語ドリル 第043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：非制限用法／倒置・否定語／間接疑問／仮定法過去／比較・否定／未来完了／仮定法過去完了／比較・倍数／分詞構文／wish／庭づくり：インタビューの情報・推論／展示と学び：体験記の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 未来完了の表現を文の中で使う。
  • 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。
  • 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：非制限用法

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

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. what
  2. whom
  3. who
  4. that

セクション2：倒置・否定語

Never ___ seen such a view.

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

セクション3：間接疑問

I wonder why ___ so early.

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

セクション4：仮定法過去

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

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

セクション5：比較・否定

No other student runs ___ than Mika.

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

セクション6：未来完了

By next Friday, she ___ the report.（未来完了形を選ぶ）

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. will have finished
  2. will finish
  3. has finished
  4. had finished

セクション7：仮定法過去完了

If she had left earlier, she ___ the train.

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

セクション8：比較・倍数

This room is twice as ___ as that one.

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

セクション9：分詞構文

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

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

セクション10：wish

I wish I ___ speak French fluently.

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. will
  2. can
  3. could
  4. am

セクション11：庭づくり：インタビューの情報・推論

Interviewer: What was your project about?

Ben: We met at the riverside park to work with trees. We wanted to provide shade. I brought a pair of gloves, and together we produced a tree sign. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

The group compared two plots. One received regular care, while the other was checked only occasionally. More plants survived in the first plot. However, the plots also received different amounts of sunlight. The group therefore avoided claiming that the care schedule alone explained the difference. For the next comparison, they planned to use plots with similar light conditions.

問11（5点）

What was the main purpose of the project?

  1. To provide shade.
  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 national law
  2. a travel ticket
  3. a weather forecast
  4. a tree sign

問13（5点）

Why was the first comparison inconclusive?

  1. Both plots received exactly the same treatment.
  2. The group had no interest in plants.
  3. No plants survived in either plot.
  4. The plots differed in sunlight as well as care.

問14（5点）

What would improve the next comparison?

  1. The original approach needed no changes.
  2. The team should never collect further evidence.
  3. Keeping light conditions similar while comparing care schedules.
  4. Only the appearance of the final product mattered.

セクション12：展示と学び：体験記の情報・推論

When Saki arrived at the music room, the team already had a clear objective: to explore different sounds. Working with musical instruments, they eventually produced a sound guide. Saki contributed a recorder. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 prove that experts were unnecessary.
  2. To advertise luxury products.
  3. To explore different sounds.
  4. To replace every activity in the town.

問16（5点）

Which outcome is mentioned in the passage?

  1. a weather forecast
  2. a sound guide
  3. a national law
  4. a travel ticket

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. Nobody read either description.
  4. Dates can never be useful.

問18（5点）

What additional evidence did the group plan to collect?

  1. The original approach needed no changes.
  2. Only the appearance of the final product mattered.
  3. Visitors' explanations of the exhibit.
  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 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）

How can beginners be encouraged to try studying town history? 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. 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2

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3

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4

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5

C. faster

than の前に比較級 faster。

採点目安：正しい選択肢で5点。

問6

A. will have finished

未来の期限までの完了は will have + 過去分詞。指示に従って未来完了形を選ぶ。

採点目安：正しい選択肢で5点。

問7

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8

B. large

倍数 + as + 原級 + as。

採点目安：正しい選択肢で5点。

問9

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10

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11

A. To provide shade.

冒頭の目的を示す to provide shade 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 tree sign

本文で成果物として a tree sign が挙げられている。

採点目安：正しい選択肢で5点。

問13

D. The plots differed in sunlight as well as care.

後半の問題と判断を結び付ける。根拠：The group compared two plots. One received regular care, while the other was checked only occasionally. More plants survived in the first plot. However, the plots also received different amounts of sunlight. The group therefore avoided claiming that the care schedule alone explained the difference. For the next comparison, they planned to use plots with similar light conditions.

採点目安：正しい選択肢で5点。

問14

C. Keeping light conditions similar while comparing care schedules.

後半の改善方針をまとめると Keeping light conditions similar while comparing care schedules.。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 explore different sounds.

冒頭の目的を示す to explore different sounds 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 sound guide

本文で成果物として a sound guide 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

C. 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 would evaluate a school project involving making a poster 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：Beginners can be encouraged to try studying town history 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。