J 受験ヒーロー

高校生の英語ドリル 第045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：提案のthat節／分詞・感情／使役・受動／主語と動詞の一致／動名詞／分詞・名詞修飾／倒置・条件／時制・過去完了／関係副詞／結果節／図書館：報告書の情報・推論／自然観察：活動記事の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 分詞・名詞修飾の表現を文の中で使う。
  • 倒置・条件の表現を文の中で使う。
  • 時制・過去完了の表現を文の中で使う。
  • 関係副詞の表現を文の中で使う。
  • 結果節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：提案のthat節

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

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. be
  2. is
  3. was
  4. been

セクション2：分詞・感情

We were ___ by the surprising result.

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. amazes
  2. amazing
  3. amaze
  4. amazed

セクション3：使役・受動

We were made ___ outside.

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 wait
  2. wait
  3. waiting
  4. waited

セクション4：主語と動詞の一致

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

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. having
  2. had
  3. have
  4. has

セクション5：動名詞

He avoided ___ about the problem.

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

セクション6：分詞・名詞修飾

The people ___ near the door are volunteers.

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. standing
  2. stands
  3. stand
  4. stood

セクション7：倒置・条件

___ I known the truth, I would have acted differently.

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. Had
  2. Did
  3. Was
  4. Have

セクション8：時制・過去完了

By the time we arrived, the train ___ already left.

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. is
  2. had
  3. will
  4. has

セクション9：関係副詞

This is the place ___ we first met.

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. where
  2. what
  3. who
  4. which

セクション10：結果節

The book was so interesting ___ I read it twice.

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. as
  2. that
  3. for
  4. to

セクション11：図書館：報告書の情報・推論

This report concerns a project at the museum. The team, including Sara, aimed to understand old tools by working with history books. One visible outcome was a timeline. Resources included a pencil. The report focuses on how the team revised its approach after reviewing what happened during the first session.

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 prove that experts were unnecessary.
  2. To advertise luxury products.
  3. To understand old tools.
  4. To replace every activity in the town.

問12（5点）

Which outcome is mentioned in the passage?

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

問13（5点）

Why did the group begin with the illustrated guide?

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

問14（5点）

What does the decision about the expert book show?

  1. The team should never collect further evidence.
  2. The original approach needed no changes.
  3. Different sources can serve different stages of learning.
  4. Only the appearance of the final product mattered.

セクション12：自然観察：活動記事の情報・推論

A student project led by Itsuki began at the lake. Its purpose was to observe animals without disturbing them. Members worked with birds, and the first practical outcome was a bird list. Itsuki brought a pair of binoculars, but the organizer emphasized that equipment was only one part of a successful project.

The group kept records of what they saw and where they looked. On one visit, they saw very few examples, but heavy rain had shortened the observation period. They did not interpret the low count as proof of a permanent change in the area. They decided to record the weather and time spent looking so that later comparisons would account for differences in observation conditions.

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 replace every activity in the town.
  4. To observe animals without disturbing them.

問16（5点）

Which outcome is mentioned in the passage?

  1. a national law
  2. a weather forecast
  3. a travel ticket
  4. a bird list

問17（5点）

Why was the low count difficult to interpret?

  1. The group had never visited the area.
  2. The records already proved a permanent change.
  3. Every observation lasted exactly the same time.
  4. Rain had reduced the time available for observation.

問18（5点）

What information would help future comparisons?

  1. Only the appearance of the final product mattered.
  2. Weather conditions and observation duration.
  3. The team should never collect further evidence.
  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）

How would you evaluate a school project involving 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）

What can students learn through sharing a recipe? 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. 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2

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3

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4

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5

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6

A. standing

自ら立っている people を修飾する現在分詞。

採点目安：正しい選択肢で5点。

問7

A. Had

If I had known の if を省略して Had I known。

採点目安：正しい選択肢で5点。

問8

B. had

到着という過去より前の出発を had + 過去分詞で表す。

採点目安：正しい選択肢で5点。

問9

A. where

後ろの we first met は完結した節。場所の where。

採点目安：正しい選択肢で5点。

問10

B. that

so + 形容詞 + that節で結果を表す。

採点目安：正しい選択肢で5点。

問11

C. To understand old tools.

冒頭の目的を示す to understand old tools 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 timeline

本文で成果物として a timeline が挙げられている。

採点目安：正しい選択肢で5点。

問13

B. 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

C. 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

D. To observe animals without disturbing them.

冒頭の目的を示す to observe animals without disturbing them 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

D. a bird list

本文で成果物として a bird list が挙げられている。

採点目安：正しい選択肢で5点。

問17

D. Rain had reduced the time available for observation.

後半の問題と判断を結び付ける。根拠：The group kept records of what they saw and where they looked. On one visit, they saw very few examples, but heavy rain had shortened the observation period. They did not interpret the low count as proof of a permanent change in the area. They decided to record the weather and time spent looking so that later comparisons would account for differences in observation conditions.

採点目安：正しい選択肢で5点。

問18

B. Weather conditions and observation duration.

後半の改善方針をまとめると Weather conditions and observation duration.。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 repairing a bag 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 sharing a recipe, 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。