J 受験ヒーロー

高校生の英語ドリル 第046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：慣用表現／時・条件節／目的節／知覚動詞／名詞節whether／主語と動詞の一致／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／図書館：インタビューの情報・推論／修理と再利用：メールの情報・推論／目的に合う英作文

学習ポイント

  • 慣用表現の表現を文の中で使う。
  • 時・条件節の表現を文の中で使う。
  • 目的節の表現を文の中で使う。
  • 知覚動詞の表現を文の中で使う。
  • 名詞節whether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。
  • 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。
  • 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：慣用表現

I would rather ___ at home tonight.

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. staying
  2. stay
  3. to stay
  4. stayed

セクション2：時・条件節

I'll wait here until he ___.

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. come
  2. coming
  3. comes
  4. will come

セクション3：目的節

Speak clearly so that everyone ___ hear you.

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. can
  2. for
  3. as
  4. to

セクション4：知覚動詞

I saw him ___ the door.（動作の全体を表す原形を選ぶ）

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. opens
  2. open
  3. opened
  4. to open

セクション5：名詞節whether

___ we can finish on time remains uncertain.

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. Whether
  2. If
  3. Because
  4. Despite

セクション6：主語と動詞の一致

Neither answer ___ correct.

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. are
  3. is
  4. have

セクション7：関係代名詞what

This is ___ I was looking for.

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. whose
  2. which
  3. that
  4. what

セクション8：前置詞 + 関係代名詞

This is the town in ___ I grew up.

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. what
  2. that
  3. where
  4. which

セクション9：動名詞の受動態

She dislikes ___ interrupted.

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 being
  2. being
  3. been
  4. be

セクション10：数量表現

There is ___ hope, so we should keep trying.

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

セクション11：図書館：インタビューの情報・推論

Interviewer: What was your project about?

Tom: We met at the classroom to work with science books. We wanted to try a simple experiment. I brought a ruler, and together we produced a model bridge. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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 try a simple experiment.
  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 model bridge
  2. a travel ticket
  3. a weather forecast
  4. a national law

問13（5点）

Why did the group begin with the illustrated guide?

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

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：メールの情報・推論

Dear project members, Thank you for helping us reduce waste. At our meeting at the art room, we worked with bags and prepared a repaired bag. Emma supplied a sewing kit. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

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 reduce waste.
  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 travel ticket
  3. a national law
  4. a repaired bag

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. They needed skills beyond those of the beginners.
  4. Only new objects were allowed in the room.

問18（5点）

Which principle guided the decisions?

  1. The original approach needed no changes.
  2. Reuse should be balanced with safety and expertise.
  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）

Is learning alone or with others better when practicing a sport? 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 practicing a sport? 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. stay

would rather + 動詞の原形。

採点目安：正しい選択肢で5点。

問2

C. comes

未来の出来事でも until の副詞節は現在形。

採点目安：正しい選択肢で5点。

問3

A. can

so that + 主語 + can + 原形で目的。

採点目安：正しい選択肢で5点。

問4

B. open

see + 人 + 動詞の原形で動作の全体を見る。

採点目安：正しい選択肢で5点。

問5

A. Whether

文頭の主語節で「…かどうか」は Whether。

採点目安：正しい選択肢で5点。

問6

C. is

Neither + 単数名詞は単数扱い。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

A. To try a simple experiment.

冒頭の目的を示す to try a simple experiment 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

A. a model bridge

本文で成果物として a model bridge が挙げられている。

採点目安：正しい選択肢で5点。

問13

D. 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

A. To reduce waste.

冒頭の目的を示す to reduce waste 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 repaired bag

本文で成果物として a repaired bag が挙げられている。

採点目安：正しい選択肢で5点。

問17

C. 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

B. 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 think learning with others is better when practicing a sport. Partners can share ideas and help each other notice mistakes. However, everyone also needs time to think independently. A good activity should therefore combine discussion with opportunities for each person to practice.

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 practicing a sport 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。