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097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：食と交流：インタビューの情報・推論／図書館：活動記事の情報・推論／発表と協力：体験記の情報・推論／自然観察：体験記の情報・推論／食と交流：体験記の情報・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：食と交流：インタビューの情報・推論

Interviewer: What was your project about?

Luke: We met at the market to work with fruit. We wanted to learn about seasonal food. I brought a shopping bag, and together we produced a food calendar. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

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1（5点）

What was the main purpose of the project?

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

問2（5点）

Which outcome is mentioned in the passage?

  1. a food calendar
  2. a travel ticket
  3. a national law
  4. a weather forecast

問3（5点）

Why did the group add a second food option?

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

問4（5点）

What limits the conclusion about attendance?

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

セクション2：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5（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6（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7（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8（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3：発表と協力：体験記の情報・推論

When Chika arrived at the children's room, the team already had a clear objective: to make children laugh. Working with puppet shows, they eventually produced a show poster. Chika contributed a puppet. The team later shared its experience with another group, emphasizing a decision that changed how they approached the work.

During preparation, the loudest members made most of the decisions. The group tried collecting written suggestions before discussion. This brought forward ideas from members who rarely spoke. Some suggestions conflicted, so the group still needed to discuss priorities. The new method did not remove disagreement; it made more people's views available before a decision was made.

問9（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 make children laugh.

問10（5点）

Which outcome is mentioned in the passage?

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

問11（5点）

What was the purpose of collecting written suggestions?

  1. To include views that were rarely heard in discussion.
  2. To eliminate every disagreement.
  3. To cancel the activity without discussion.
  4. To give the loudest members more authority.

問12（5点）

What remained necessary after collecting suggestions?

  1. Discussing conflicting ideas and priorities.
  2. The original approach needed no changes.
  3. Only the appearance of the final product mattered.
  4. The team should never collect further evidence.

セクション4：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13（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14（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15（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16（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5：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17（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18（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19（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20（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.
解答・解説を開く

問1

A. To learn about seasonal food.

冒頭の目的を示す to learn about seasonal food 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 food calendar

本文で成果物として a food calendar が挙げられている。

採点目安：正しい選択肢で5点。

問3

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4

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5

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6

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7

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8

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9

D. To make children laugh.

冒頭の目的を示す to make children laugh 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

D. a show poster

本文で成果物として a show poster が挙げられている。

採点目安：正しい選択肢で5点。

問11

A. To include views that were rarely heard in discussion.

後半の問題と判断を結び付ける。根拠：During preparation, the loudest members made most of the decisions. The group tried collecting written suggestions before discussion. This brought forward ideas from members who rarely spoke. Some suggestions conflicted, so the group still needed to discuss priorities. The new method did not remove disagreement; it made more people's views available before a decision was made.

採点目安：正しい選択肢で5点。

問12

A. Discussing conflicting ideas and priorities.

後半の改善方針をまとめると Discussing conflicting ideas and priorities.。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

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14

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15

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16

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17

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18

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19

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20

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。