J 受験ヒーロー

共通テスト対策 英語リーディング 全国模試 第050回

高校2〜3年生・大学受験生・受験基礎。20問・各5点・100点、40分。

難易度設計

主要スキル：展示と学び：インタビューの情報・推論／修理と再利用：インタビューの情報・推論／修理と再利用：活動記事の情報・推論／図書館：体験記の情報・推論／図書館：メールの情報・推論

学習ポイント

  • 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。

問題

セクション1：展示と学び：インタビューの情報・推論

Interviewer: What was your project about?

Owen: We met at the history room to work with old maps. We wanted to compare the town over time. I brought a ruler, and together we produced a map display. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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1（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 compare the town over time.

問2（5点）

Which outcome is mentioned in the passage?

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

問3（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. Dates can never be useful.
  4. Nobody read either description.

問4（5点）

What additional evidence did the group plan to collect?

  1. Visitors' explanations of the exhibit.
  2. Only the appearance of the final product mattered.
  3. The original approach needed no changes.
  4. The team should never collect further evidence.

セクション2：修理と再利用：インタビューの情報・推論

Interviewer: What was your project about?

Nina: We met at the school hall to work with chairs. We wanted to keep useful furniture. I brought a paintbrush, and together we produced a painted chair. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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5（5点）

What was the main purpose of the project?

  1. To keep useful furniture.
  2. To replace every activity in the town.
  3. To prove that experts were unnecessary.
  4. To advertise luxury products.

問6（5点）

Which outcome is mentioned in the passage?

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

問7（5点）

Why were some objects set aside?

  1. Every object was beyond repair.
  2. They needed skills beyond those of the beginners.
  3. The group wanted to throw away all objects.
  4. Only new objects were allowed in the room.

問8（5点）

Which principle guided the decisions?

  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. Reuse should be balanced with safety and expertise.

セクション3：修理と再利用：活動記事の情報・推論

A student project led by Riku began at the workshop. Its purpose was to make travel safer. Members worked with bicycles, and the first practical outcome was a safety checklist. Riku brought a clean cloth, but the organizer emphasized that equipment was only one part of a successful project.

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9（5点）

What was the main purpose of the project?

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

問10（5点）

Which outcome is mentioned in the passage?

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

問11（5点）

Why were some objects set aside?

  1. Only new objects were allowed in the room.
  2. The group wanted to throw away all objects.
  3. They needed skills beyond those of the beginners.
  4. Every object was beyond repair.

問12（5点）

Which principle guided the decisions?

  1. Reuse should be balanced with safety and expertise.
  2. Only the appearance of the final product mattered.
  3. The team should never collect further evidence.
  4. The original approach needed no changes.

セクション4：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13（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14（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15（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16（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5：図書館：メールの情報・推論

Dear project members, Thank you for helping us learn about local birds. At our meeting at the garden, we worked with nature books and prepared a bird guide. Ken supplied a notebook. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

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17（5点）

What was the main purpose of the project?

  1. To learn about local birds.
  2. To prove that experts were unnecessary.
  3. To advertise luxury products.
  4. To replace every activity in the town.

問18（5点）

Which outcome is mentioned in the passage?

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

問19（5点）

Why did the group begin with the illustrated guide?

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

問20（5点）

What does the decision about the expert book show?

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

問1

D. To compare the town over time.

冒頭の目的を示す to compare the town over time 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2

A. a map display

本文で成果物として a map display が挙げられている。

採点目安：正しい選択肢で5点。

問3

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4

A. 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5

A. To keep useful furniture.

冒頭の目的を示す to keep useful furniture 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6

B. a painted chair

本文で成果物として a painted chair が挙げられている。

採点目安：正しい選択肢で5点。

問7

B. 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8

D. 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9

A. To make travel safer.

冒頭の目的を示す to make travel safer 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10

B. a safety checklist

本文で成果物として a safety checklist が挙げられている。

採点目安：正しい選択肢で5点。

問11

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12

A. 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13

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14

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15

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16

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17

A. To learn about local birds.

冒頭の目的を示す to learn about local birds 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18

C. a bird guide

本文で成果物として a bird guide が挙げられている。

採点目安：正しい選択肢で5点。

問19

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20

A. 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。