J 受験ヒーロー

高校生の英語ドリル 第047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：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／前置詞 + 動名詞／非制限用法／倒置・否定語／間接疑問／仮定法過去／図書館：体験記の情報・推論／図書館：活動記事の情報・推論／目的に合う英作文

学習ポイント

  • 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。
  • 前置詞 + 動名詞の表現を文の中で使う。
  • 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。
  • 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：使役動詞

The teacher made us ___ the essay again.

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

セクション2：完了と期間

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

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

セクション3：強調構文

It was yesterday ___ I met her.

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. which
  2. who
  3. that
  4. what

セクション4：否定の語法

Not ___ students agreed; some opposed the plan.

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. none
  2. neither
  3. all
  4. no

セクション5：不定詞の意味上の主語

It is important ___ us to check the facts.

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. of
  2. by
  3. with
  4. for

セクション6：前置詞 + 動名詞

I'm looking forward to ___ you.

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. seeing
  2. see
  3. saw
  4. seen

セクション7：非制限用法

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

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. what
  2. whom
  3. who
  4. that

セクション8：倒置・否定語

Never ___ seen such a view.

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

セクション9：間接疑問

I wonder why ___ so early.

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

セクション10：仮定法過去

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

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

セクション11：図書館：体験記の情報・推論

When Yui arrived at the community center, the team already had a clear objective: to plan a walking route. Working with travel books, they eventually produced a route poster. Yui contributed a map. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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 advertise luxury products.
  2. To prove that experts were unnecessary.
  3. To replace every activity in the town.
  4. To plan a walking route.

問12（5点）

Which outcome is mentioned in the passage?

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

問13（5点）

Why did the group begin with the illustrated guide?

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

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：図書館：活動記事の情報・推論

A student project led by Mei began at the reading room. Its purpose was to find stories for younger children. Members worked with picture books, and the first practical outcome was a story map. Mei brought a book bag, but the organizer emphasized that equipment was only one part of a successful project.

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15（5点）

What was the main purpose of the project?

  1. To find stories for younger children.
  2. To advertise luxury products.
  3. To replace every activity in the town.
  4. To prove that experts were unnecessary.

問16（5点）

Which outcome is mentioned in the passage?

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

問17（5点）

Why did the group begin with the illustrated guide?

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

問18（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13：目的に合う英作文

問19（5点）

Is learning alone or with others better when reading with a friend? 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 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。

解答・解説を開く

問1

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2

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3

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4

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5

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6

A. seeing

look forward to の to は前置詞なので動名詞。

採点目安：正しい選択肢で5点。

問7

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8

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9

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10

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11

D. To plan a walking route.

冒頭の目的を示す to plan a walking route 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 route poster

本文で成果物として a route 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. 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 find stories for younger children.

冒頭の目的を示す to find stories for younger children 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 story map

本文で成果物として a story map が挙げられている。

採点目安：正しい選択肢で5点。

問17

A. 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18

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19

解答例：I think learning with others is better when reading with a friend. 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：Beginners can be encouraged to try making a poster 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。