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076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：自然観察：体験記の情報・推論／食と交流：体験記の情報・推論／自然観察：メールの情報・推論／スポーツ：体験記の情報・推論／修理と再利用：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：自然観察：体験記の情報・推論

When Haruto arrived at the beach, the team already had a clear objective: to learn about the sea. Working with shells, they eventually produced a shell drawing. Haruto contributed a pencil. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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1（5点）

What was the main purpose of the project?

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

問2（5点）

Which outcome is mentioned in the passage?

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

問3（5点）

Why was the low count difficult to interpret?

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

問4（5点）

What information would help future comparisons?

  1. Weather conditions and observation duration.
  2. The team should never collect further evidence.
  3. The original approach needed no changes.
  4. Only the appearance of the final product mattered.

セクション2：食と交流：体験記の情報・推論

When Rina arrived at the bakery, the team already had a clear objective: to compare different shapes. Working with bread, they eventually produced a bread display. Rina contributed a tray. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

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

問6（5点）

Which outcome is mentioned in the passage?

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

問7（5点）

Why did the group add a second food option?

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

問8（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3：自然観察：メールの情報・推論

Dear project members, Thank you for helping us notice small living things. At our meeting at the meadow, we worked with insects and prepared an insect sketch. Grace supplied a magnifying glass. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

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9（5点）

What was the main purpose of the project?

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

問10（5点）

Which outcome is mentioned in the passage?

  1. an insect sketch
  2. a national law
  3. a weather forecast
  4. a travel ticket

問11（5点）

Why was the low count difficult to interpret?

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

問12（5点）

What information would help future comparisons?

  1. The original approach needed no changes.
  2. Weather conditions and observation duration.
  3. Only the appearance of the final product mattered.
  4. The team should never collect further evidence.

セクション4：スポーツ：体験記の情報・推論

When Ren arrived at the sports hall, the team already had a clear objective: to learn to practice together. Working with badminton, they eventually produced a pair-work plan. Ren contributed a towel. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

The organizer initially ranked participants by speed. This made a few experienced players enthusiastic, but several beginners stopped coming. The group introduced separate personal goals and a cooperative task. They still recorded progress, but no longer used one ranking to represent everyone's success. Different goals allowed participants to challenge themselves without treating every activity as a competition against others.

問13（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 learn to practice together.
  4. To advertise luxury products.

問14（5点）

Which outcome is mentioned in the passage?

  1. a pair-work plan
  2. a travel ticket
  3. a weather forecast
  4. a national law

問15（5点）

Why did the group change the scoring method?

  1. Every participant had the same goal.
  2. There was no way to record any progress.
  3. Experienced players refused to practice.
  4. A single ranking discouraged some beginners.

問16（5点）

What was retained after the change?

  1. A way to monitor participants' progress.
  2. The team should never collect further evidence.
  3. The original approach needed no changes.
  4. Only the appearance of the final product mattered.

セクション5：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17（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18（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19（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20（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.
解答・解説を開く

問1

B. To learn about the sea.

冒頭の目的を示す to learn about the sea 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

D. a shell drawing

本文で成果物として a shell drawing が挙げられている。

採点目安：正しい選択肢で5点。

問3

C. 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4

A. 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5

A. To compare different shapes.

冒頭の目的を示す to compare different shapes 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 bread display

本文で成果物として a bread display が挙げられている。

採点目安：正しい選択肢で5点。

問7

A. 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

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9

C. To notice small living things.

冒頭の目的を示す to notice small living things 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. an insect sketch

本文で成果物として an insect sketch が挙げられている。

採点目安：正しい選択肢で5点。

問11

A. 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12

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13

C. To learn to practice together.

冒頭の目的を示す to learn to practice together 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 pair-work plan

本文で成果物として a pair-work plan が挙げられている。

採点目安：正しい選択肢で5点。

問15

D. A single ranking discouraged some beginners.

後半の問題と判断を結び付ける。根拠：The organizer initially ranked participants by speed. This made a few experienced players enthusiastic, but several beginners stopped coming. The group introduced separate personal goals and a cooperative task. They still recorded progress, but no longer used one ranking to represent everyone's success. Different goals allowed participants to challenge themselves without treating every activity as a competition against others.

採点目安：正しい選択肢で5点。

問16

A. A way to monitor participants' progress.

後半の改善方針をまとめると A way to monitor participants' progress.。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 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18

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19

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20

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。