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072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：図書館：体験記の情報・推論／食と交流：メールの情報・推論／食と交流：報告書の情報・推論／図書館：報告書の情報・推論／展示と学び：報告書の情報・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：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1（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2（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3（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4（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2：食と交流：メールの情報・推論

Dear project members, Thank you for helping us share a family recipe. At our meeting at the dining room, we worked with soup and prepared a recipe card. Noah supplied a bowl. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

問5（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To advertise luxury products.
  3. To share a family recipe.
  4. To replace every activity in the town.

問6（5点）

Which outcome is mentioned in the passage?

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

問7（5点）

Why did the group add a second food option?

  1. Nobody attended the first event.
  2. Some visitors could not eat the original option.
  3. The original food was unavailable.
  4. They wanted to stop sharing ingredient information.

問8（5点）

What limits the conclusion about attendance?

  1. The team should never collect further evidence.
  2. The original approach needed no changes.
  3. Advertising changed at the same time as the menu.
  4. Only the appearance of the final product mattered.

セクション3：食と交流：報告書の情報・推論

This report concerns a project at the community kitchen. The team, including Aya, aimed to prepare food for volunteers by working with rice balls. One visible outcome was a meal plan. Resources included a lunch box. The report focuses on how the team revised its approach after reviewing what happened during the first session.

The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

問9（5点）

What was the main purpose of the project?

  1. To replace every activity in the town.
  2. To prepare food for volunteers.
  3. To prove that experts were unnecessary.
  4. To advertise luxury products.

問10（5点）

Which outcome is mentioned in the passage?

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

問11（5点）

Why did the group add a second food option?

  1. The original food was unavailable.
  2. They wanted to stop sharing ingredient information.
  3. Some visitors could not eat the original option.
  4. Nobody attended the first event.

問12（5点）

What limits the conclusion about attendance?

  1. Advertising changed at the same time as the menu.
  2. The original approach needed no changes.
  3. The team should never collect further evidence.
  4. Only the appearance of the final product mattered.

セクション4：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13（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14（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15（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16（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5：展示と学び：報告書の情報・推論

This report concerns a project at the art gallery. The team, including Eri, aimed to notice different colors by working with paintings. One visible outcome was an art guide. Resources included a pencil. The report focuses on how the team revised its approach after reviewing what happened during the first session.

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17（5点）

What was the main purpose of the project?

  1. To notice different colors.
  2. To replace every activity in the town.
  3. To advertise luxury products.
  4. To prove that experts were unnecessary.

問18（5点）

Which outcome is mentioned in the passage?

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

問19（5点）

Why was reading time insufficient as a measure?

  1. Dates can never be useful.
  2. The two descriptions concerned different exhibits.
  3. Nobody read either description.
  4. Longer attention did not necessarily show better understanding.

問20（5点）

What additional evidence did the group plan to collect?

  1. Visitors' explanations of the exhibit.
  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 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2

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3

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4

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5

C. To share a family recipe.

冒頭の目的を示す to share a family recipe 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

D. a recipe card

本文で成果物として a recipe card が挙げられている。

採点目安：正しい選択肢で5点。

問7

B. Some visitors could not eat the original option.

後半の問題と判断を結び付ける。根拠：The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

採点目安：正しい選択肢で5点。

問8

C. Advertising changed at the same time as the menu.

後半の改善方針をまとめると Advertising changed at the same time as the menu.。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

B. To prepare food for volunteers.

冒頭の目的を示す to prepare food for volunteers 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

A. a meal plan

本文で成果物として a meal plan が挙げられている。

採点目安：正しい選択肢で5点。

問11

C. Some visitors could not eat the original option.

後半の問題と判断を結び付ける。根拠：The first menu offered a single option, and some visitors could not eat it. The group then invited visitors to state their dietary needs privately. They added a second option and labeled the ingredients. Attendance rose at the next event, but the group did not assume that the menu change was the only cause: the event had also been advertised more widely.

採点目安：正しい選択肢で5点。

問12

A. Advertising changed at the same time as the menu.

後半の改善方針をまとめると Advertising changed at the same time as the menu.。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

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14

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15

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16

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17

A. To notice different colors.

冒頭の目的を示す to notice different colors 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

A. an art guide

本文で成果物として an art guide が挙げられている。

採点目安：正しい選択肢で5点。

問19

D. 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20

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。