J 受験ヒーロー

高校生の英語ドリル 第044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：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／相関接続詞／可算・不可算／the比較級／人への評価／慣用表現／発表と協力：体験記の情報・推論／交流と案内：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

  • 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。
  • 相関接続詞の表現を文の中で使う。
  • 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。
  • 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：疑問詞 + 不定詞

We haven't decided which route ___ yet.

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

セクション2：関係代名詞・所有格

I met a writer ___ books are popular.

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. whom
  2. whose
  3. which
  4. who

セクション3：完了形の受動態

The results have ___ published.

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. being
  2. been
  3. are
  4. be

セクション4：譲歩節

___ it was raining, we continued the match.

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

セクション5：助動詞・過去の推量

He must ___ forgotten the appointment.

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. has
  2. had
  3. have
  4. having

セクション6：相関接続詞

She is not only a singer ___ also a writer.

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. but
  2. and
  3. or
  4. so

セクション7：可算・不可算

She gave me useful ___.

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

セクション8：the比較級

The harder you work, the ___ you learn.

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. more
  2. many
  3. much
  4. most

セクション9：人への評価

It was kind ___ you to help.

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. to
  2. for
  3. with
  4. of

セクション10：慣用表現

There is no point in ___ about it now.

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

セクション11：発表と協力：体験記の情報・推論

When Chika arrived at the children's room, the team already had a clear objective: to make children laugh. Working with puppet shows, they eventually produced a show poster. Chika contributed a puppet. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 replace every activity in the town.
  2. To prove that experts were unnecessary.
  3. To advertise luxury products.
  4. To make children laugh.

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 show poster

問13（5点）

What was the purpose of collecting written suggestions?

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

問14（5点）

What remained necessary after collecting suggestions?

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

Interviewer: What was your project about?

James: We met at the classroom to work with school rules. We wanted to make routines easier to understand. I brought a rule sheet, and together we produced a class guide. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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 make routines easier to understand.
  2. To advertise luxury products.
  3. To prove that experts were unnecessary.
  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 class guide
  3. a travel ticket
  4. a national law

問17（5点）

Why did the group add examples and illustrations?

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

問18（5点）

How did the group check understanding?

  1. By asking visitors to describe the next step.
  2. The team should never collect further evidence.
  3. The original approach needed no changes.
  4. Only the appearance of the final product mattered.

セクション13：目的に合う英作文

問19（5点）

What can students learn through 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 can beginners be encouraged to try 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

A. but

not only ... but also ... の対応。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

D. To make children laugh.

冒頭の目的を示す to make children laugh 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 show poster

本文で成果物として a show poster が挙げられている。

採点目安：正しい選択肢で5点。

問13

A. 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 make routines easier to understand.

冒頭の目的を示す to make routines easier to understand 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 class guide

本文で成果物として a class guide が挙げられている。

採点目安：正しい選択肢で5点。

問17

C. 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：Through repairing a bag, 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 learning a song 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。