大問5　英作文

問題文

次のA~Cのひとつづきの絵と英文は, ケイコ (Keiko)がオーストラリアを訪れていたときのある日のできごとを順番に表しています。 A の場面を表す 〈最初の英文〉に続けて、Bの場面にふさわしい内容となるように、【】の中に適する英語を書きなさい。 ただし,あとの〈条件〉にしたがうこと。

〈最初の英文〉
One day, Keiko tried to go to ABC Park alone. At the station, she asked a man, “Where is the bus terminal?” The man answered, “It’s by the west exit of the station.”

When she got to the bus terminal, there were three buses, a red one, a blue one, and a yellow one. Keiko asked a woman there, “I want to go to ABC Park. 【】 the park?”

“Yes, I do. The blue one. The fifth stop from here is ABC Park. Have a nice day,” the woman answered. “Thank you very much,” Keiko said.

〈条件〉
① bus, goes とknowを必ず用いること。
② ①に示した語を含んで、【】内を7語以上で書くこと。
③ the park? につながる1文となるように書くこと。
※短縮形 (I’m やdon’tなど) は1語と数え, 符号(, など)は語数に含めません。

解答・解説

（例）Do tou know which bus goes to

大問6　読解

問題文

次の英文は, 高校生のカイト (Kaito) が英語の授業で行った人工知能についての発表の原稿です。 英文を読んで、あとの(ア)~(ウ)の問いに答えなさい。

Hi, I’m Kaito. Today, I will talk about AI *devices. We use many kinds of AI devices like *robots, *drones, and *smartphones. Al devices collect a lot of information, remember it, and use it to do work given by humans. I think AI devices can make our lives better. There is still a lot of work AI devices cannot do, but they can do some work to make our lives easier. Through my speech, I want you to learn more about AI devices and to imagine how we can live with them in the future.

I didn’t know anything about AI devices before I joined an event about them this summer. It *was held by Kamome City. At the event, I learned about many kinds of AI devices. I saw a robot that worked like a doctor. When a woman told the robot that she had some problems with her body, it asked her some questions, and gave her *suggestions to make her feel better. A man from Kamome *City Office said to me, “Though this robot can work like a doctor, (①). It cannot *replace a doctor. But there will be more robots working in hospitals in the future.” At the event, I started thinking about ways to make AI devices that can help humans.

After I went to the event, I started to learn more about AI devices. I’ve learned that AI devices are used in many different ways. For example, AI
devices help farmers. Look at this *graph. It shows the changes in the number of farmers in 2010, 2015, and 2020 in Japan and how old they were in each year. The number of farmers became smaller, and the *percentage of the farmers who were 60 years old and older than 60 years old became larger. And now, AI devices *are expected to be a great help to farmers.

I went to another event to learn how AI devices actually help farmers. One robot I saw there helped farmers pick tomatoes. The robot has a *camera on it to collect a lot of information about the tomatoes. It remembers the shapes and *colors of *ripe tomatoes and decides when to pick the tomatoes. When it decides to pick the tomatoes, it picks them with its arms. Farmers send the tomatoes that the robot has picked to the tores. At this event, I talked with a farmer who used the *tomato-picking robot. I asked him, “What do you think about working with the robot?” He said, “I don’t think robots and humans can do all of the same work. But (②) Today, robots have become very important. The number of young people who want to be farmers has become smaller, because a farmer’s work is hard and needs much experience. If robots can do the hard work for farmers, they will improve farmers’ lives. I hope more young people will want to become farmers.”

AI devices are used in our lives in many ways. I’ve learned that it is difficult for us to live without AI devices in today’s world. However, we need to
remember AI devices are not perfect. Al devices can remember all the information they collect, but (③). So, we always have to think about
effective ways of using them. I hope that more AI devices will be used to help people. AI devices, like the doctor robot and the tomato-picking robot, can improve our lives. So, I want to make AI devices that can work well with humans to make our lives better in the future. That’s my dream. Thank you for listening.

(ア)

本文中の下線部が表す内容として最も適するものを、次の1~4の中から一つ選び、その番号を答えなさい。

(イ)

本文中の(①)~(③)の中に,次のA~Cを意味が通るように入れるとき, その組み合わせとして最も適するものを,あとの1~6の中から一つ選び, その番号を答えなさい。
A. there are things it cannot do
B. humans have to teach the devices how to use it
C. robots can do some work humans do

1.　①-A　②-B　③-C
2.　①-A　②-C　③-B
3.　①-B　②-A　③-A
4.　①-B　②-C　③-A
5.　①-C　②-A　③-B
6.　①-C　②-B　③-A

(ウ)

次のa~f の中から、本文の内容に合うものを二つ選んだときの組み合わせとして最も適するものを、 あとの1~8の中から一つ選び, その番号を答えなさい。
a. Kaito wants his audience to imagine a future with AI devices in his speech.
b. Kaito found at the event he joined that the doctor robot couldn’t give a woman suggestions.
c. Kaito learned at the event he joined that Japanese farmers didn’t like using AI devices.
d. The tomato-picking robot does a lot of work such as sending tomatoes to the stores.
e. Robots will improve farmers’ lives by doing the hard work that farmers do.
f. Kaito’s dream is to make AI devices that can replace humans.

1. a,c
2. a,e
3. a,f
4. b,d
5. b,e
6. c,d
7. c,f
8. d,e

解答・解説

(ア)　1

農家の人数は減っているから1，4に絞られ、60歳以上が増えているから、1が正解と分かる。

(イ)　2

空所前後の内容や接続詞を根拠に、つながりの良いものを選べばよい。

(ウ)　2

aは第一段落の最終文、eは第四段落の最後から2文目を参照すればよい。

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大問7　読解

問題文

次の(ア)の英文とリスト (List), (イ)の英文とポスター(Poster)やリストについて,それぞれあとの質問の答えとして最も適するものを, 1~5の中からそれぞれ一つずつ選び、その番号を答えなさい。

(ア)

Becky is a high school student in Australia. She is going to stay at Miki’s house in Kamome City. Miki and Becky are sending messages to each other on their *smartphones.

質問:What will be in 【 】?
1.Wakaba 2.Momiji 3.Kaede 4.Komachi 5.Sakura

(イ)

Daisuke is a high school student. He is talking with Mr.Green at school.

Mr. Green:Hi, Daisuke. What are you doing?
Daisuke:I’m looking at this poster. I’m going to join this speech *contest.
Mr. Green:That’s great! You have one week before the *deadline. Have you sent the things to take part in the first *round?
Daisuke:No, I haven’t. I have just got an *application form and I have decided the topic of my speech.
Mr. Green:Oh, what is the topic of your speech?
Daisuke:I will talk about Japanese culture. I have already found some interesting books about it and I have read them. I’ll write a *summary of my speech next.
Mr. Green:Well, I think you should write your *script first. When your script is finished, you can write the summary quickly.
Daisuke:OK. I’ll do that. After that, I will practice how to *gesture during my speech. I think gesturing well is important in an English speech.
Mr. Green:I think that is important, too. But speaking well is more important. So, you should practice speaking English before the voice *recording. You should practice gesturing after sending the voice recording for the second round.
Daisuke:Thank you. I’ll make a list of the things to do for the speech contest now.
Mr. Green:That’s good! Good luck!

質問:What will be in (①), (②),(③),(④),and(⑤)on the list?
1.　①-イ　②-オ　③-ア　④-エ　⑤-ウ
2.　①-イ　②-オ　③-ウ　④-エ　⑤-ア
3.　①-オ　②-イ　③-ア　④-ウ　⑤-エ
4.　①-オ　②-イ　③-ア　④-エ　⑤-ウ
5.　①-オ　②-イ　③-ウ　④-エ　⑤-ア

解答・解説

(ア)　4

「日曜日に営業していること」「割引を含めて、最も安く昼食を食べられること」「地元の野菜天ぷらを食べられること」に合致するものを選べばよい。

(イ)　4

「あなたは最初に原稿を書くべきだ。原稿を書き終えれば、概要を速く書ける」「音声録音の前に、英語を話す練習をするべきだ。2回戦用の音声録音を送った後で、ジェスチャーの練習をするべきだ」を参照すればよい。

大問8　読解

問題文

次の英文を読んで、後の(ア)~(ウ)の問いに答えなさい。
Ayumi and Masao are Kamome High School students. One day in Jane, they are talking in their classroom after school. Then, Ms.White, their English teacher, talks to them.

Ms.White:Hi, Ayumi and Masao. What are you doing?
Ayumi:We are talking about the school festival in September. Masao and I are in the cooking club, and our club is going to do something about the future of Japanese rice.
Ms.White:Rice? That’s interesting. Why are you so interested in rice?
Masao:Because we think we should eat more rice. My grandfather *grows rice in Tohoku and sends his delicious rice to my family every year. He is always happy when my family says we enjoy eating his rice, but he worries about the future of Japanese rice.
Ms.White:Oh, why does he worry about it?
Masao:He said, “The rice *consumption in Japan has been *decreasing a lot because of *changes in our *eating habits.”
Ms.White:Oh, really?
Masao:Yes. After I heard that, I used the Internet and found ①this *graph. It shows the amount of rice one person ate in a year in Japan from 1962 to 2020. In 1962, one person ate 118.3kg of rice. In 2000, one person ate about 55% of the amount in 1962, and, in 2020, one person ate a smaller amount of rice than in 2000.
Ayumi:After Masao showed me this graph, I became interested, too. So we decided to do something about the future of Japanese rice at the school festival. We wanted everyone to become more interested in Japanese rice.
Ms.White:Then, what are your ideas?
Masao:I joined a *volunteer activity to grow rice last month. The activity began in May and will finish in August. I’ve been learning how to grow rice. At the school festival, I want to make a presentation about Japanese rice by using the graph and the pictures I took during my volunteer activity.
Ms.White:That’s great!
Ayumi:Ms. White, look at ②these two graphs. To know what the students in my school like to eat, I asked 40 students, “Which do you like the best, bread, noodles, or rice?” Bread is the most popular among them, and more than 80% of them like bread or noodles better than rice. Bread and noodles are *made from *wheat flour. Then, I started to think about making something by using *rice flour *instead of wheat flour.
Masao:Ms. White, look at the other graph. I asked the 40 students, “What do you eat for breakfast?” More than 50% of them eat bread for breakfast. So, our club decided to make rice flour bread. I think eating bread made from rice flour will increase rice consumption in Japan.
Ayumi:So, our club will talk about Japanese rice in Masao’s presentation and sell rice flour bread at the school festival. We hope everyone will be more interested in Japanese rice and like our rice flour bread.
Ms.White: I think that is a very good idea. I can’t wait to listen to Masao’s presentation and eat your rice flour bread!

One day in September, after the school festival, Ayumi and Masao are talking in the classroom after school. Then, Ms. White talks to them.

Ms.White:Hi, Ayumi and Masao. The rice flour bread was wonderful, and everyone enjoyed Masao’s presentation.
Masao:Thank you. After the school festival, I used the Internet and learned more about rice and *wheat. Japan *imports about 90% of the wheat it uses. What will happen if enough wheat doesn’t come from foreign countries?
Ms.White: I think bread, noodles, and other food made from wheat flour will become very expensive.
Ayumi:But I don’t think Japanese people can 【】 because their eating habits have changed a lot, and many Japanese people eat food made from wheat flour.
Ms.White:You may be right. How about rice?
Masao:Oh, we grow enough rice in Japan, and we should eat more rice. Let’s find ways to increase our rice consumption.
Ayumi:Let’s do that! We can create new *recipes to use rice flour.
Ms.White:When your club members cook next time, please let me know!
Ayumi:Sure.

(ア)

本文中の下線部①と下線部②が表す内容を、①はア群、②はイ群の中からそれぞれ選んだ時の組み合わせとして最も適するものを、あとの1~9の中から一つ選び、その番号を書きなさい。

1. ①-A　②-X
2. ①-A　②-Y
3. ①-A　②-Z
4. ①-B　②-X
5. ①-B　②-Y
6. ①-B　②-Z
7. ①-C　②-X
8. ①-C　②-Y
9. ①-C　②-Z

(イ)

本文中の【】の中に入れるのに最も適するものを次の1~4の中から一つ選び、その番号を答えなさい。
1. stop eating food made from wheat flour
2. continue to eat food made from wheat flour
3. increase their wheat consumption
4. eat more rice and stop using rice flour

(ウ)

次のa~f の中から、本文の内容に合うものを二つ選んだときの組み合わせとして最も適するものを、あとの1~8の中から一つ選び、その番号を答えなさい。
a. Masao’s grandfather always sends his rice to Kamome High School for the school festival.
b. Masao thinks that changes in people’s eating habits have increased rice consumption in Japan.
c. Masao decided to make a presentation about Japanese rice by using his experiences during his volunteer activity.
d. Ayumi made bread by using wheat flour because bread was the students’ favorite food.
e. Masao thinks that eating more rice flour bread is a good way to increase rice consumption in Japan.
f. Ayumi and Masao want to create new recipes that use wheat flour because rice is not popular.

1. a,c
2. a,d
3. b,d
4. b,f
5. c,e
6. c,f
7. d,e
8. e,f

解答・解説

(ア)　5

「2000年の1人あたりの米消費量は、1962年の量の約55％だった」を参照。
約118kg×0.55＝約65kgとなるので、グラフBが適切。

(イ)　1

空所前後の内容をもとに、つながりの良いものを選ぶ。

(ウ)　5

cはマサオの4回目の発言の最終文より、eはマサオの5回目の発言の最終文を参照。

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