大阪府の2023年3月実施の令和5年度（2023年度）入学者の公立高校入試問題の解説をしています。
受験勉強において、過去問を解くことはとても効果的な勉強法です。ぜひ、受験までに一度挑戦し、問題の傾向を掴んでおきましょう。合わせて、対策などをたてられるととても良いですね。
また、過去問で苦手な点が見つかった場合は、そこを中心に試験日当日までにしっかりと対策しておきましょう。

大阪府の英語の問題は、難易度としては全体的に高く、Aがやや易、Bが難、Cが激難といったところです。
Cに至っては大学入試に近いような印象さえ受けます。設問もオールイングリッシュで書かれています。

 大阪府の公立高校入試情報はこちら

【英語A】大問1

問題文

大問1(A・B共通)【話し方・聞き方(リスニング)】

1.トムと里香との会話を聞いて,里香のことばに続くと考えられるトムのことばとして,次のア〜エのうち最も適しているものを一つ選び,記号で答えなさい。

ア. Four hours.
イ. Four times. pos
ウ. Yes, I did.
エ. No, I didn’t.

2.ラジオで天気予報が流れてきました。 その天気予報で 述べられている明日の天気の内容と合うものとして、 次 のア〜エのうち最も適していると考えられるものを一つ 選び, 記号で答えなさい。

3.ジェニーと高志との会話を聞いて、二人が明日,教科書のほかに学校に持っていく必要のあるものの組み合わせを示したものとして,次のア〜エのうち最も適していると考えられるものを一つ選び記号で答えなさい。

4.華とアメリカからの留学生のサイモンが12月のカレンダーを見ながら会話をしています。二人の会話を聞いて,二人がフェスティバルに行く予定の日として,次のア〜エのうち最も適しているものを一つ選び,記号で答えなさい。

ア. The 17th.
イ. The 18th.
ウ. The 24th.
エ. The 25th. 

5.英語クラブに所属する絵里がオーストラリアから来た留学生に学校生活について説明しています。その説明を聞いて,それに続く二つの質問に対する答えとして最も適しているものを,それぞれア〜エから一つずつ選び、記号で答えなさい。

(1)
ア. 3 clubs.
イ. 10 clubs.
ウ. 12 clubs.
エ. 20clubs.

(2)
ア. The students can eat special curry at the school cafeteria every day.
イ. The students from Australia can join only one club activity in the school.
ウ. All the classes show a drama or dance in their classroom at the school festival.
エ. All the students sing a song at the end of the school festival.

6.アメリカに留学をしている由美とホストファミリーのホワイトさんが,ホワイトさんの家で会話をしています。二人の会話を聞いて,それに続く二つの質問に対する答えとして最も適しているものを,それぞれア～エから一つずつ選び,記号で答えなさい。

(1)
ア. At school.
イ. In the garden.
ウ. At her friend’s house.
エ. In her room.

(2)
ア. At 5:00.
イ. At 5:30.
ウ. At 6:00.
エ. At 7:00.

解答・解説

1. イ
2. エ
3. イ
4. ウ
5. (1)エ (2)エ
6. (1)ア (2)ア

大問2

問題文

次の(1)~(10)の日本語の文の内容と合うように,英文中の内のア〜ウからそれぞれ最も適しているものを一つずつ選び、記号で答えなさい。

(1)私は有名な音楽家に会いました。
I met a famous (ア. doctor  イ. musician  ウ. scientist). 

(2)多くの人々は春に桜の花を見に行きます。
Many people go to see the cherry blossoms in (ア.spring イ. autumn ウ. winter ).

(3)私たちは毎日, 私たちの教室をそうじします。
We (ア. clean イ. close ウ. watch) our classroom every day.

(4)そのアドバイスは役に立ちました。
The advice was(ア. funny イ. useful ウ. wrong ). 

(5)もっとゆっくり話してください。 
Please speak more (ア. fluently イ. quickly ウ. slowly).

(6)机の上のあれらのノートは彼女のものです。
W Those notebooks on the table (ア. am  イ. are  ウ. is) hers.

(7)富士山は日本で最も高い山です。
Mt. Fuji is the (ア. highイ. higher ウ. highest ) mountain in Japan.

(8) 私の弟はサッカーをするために公園に行きました。
My brother went to the park (ア. play イ. playing ウ. to play) soccer.

(9)この本はいつ書かれましたか。
When was this book (ア. write イ. wrote  ウ. written) ?

(10)私はとても速く走ることができる女性を知っています。
I know a woman (ア. who イ. which ウ. where) can run very fast.

解答・解説

(1) イ
doctor→医者、scientist→科学者

(2) ア
autumn→秋、winter→冬

(3) ア
close→閉じる、watch→見る

(4) イ
funny→おもしろい、wrong→間違っている

(5) ウ
fluently→流暢に、quickly→早く

(6) イ
am→主語が一人称の時に使うBe動詞、
are→主語が二人称または三人称で複数の時に使うBe動詞
is→主語が三人称で単数の時に使うBe動詞

(7) ウ
high→高い【原形】、higher→より高い【比較級】、highest→最も高い【最上級】

(8) ウ
～するために→【to + 動詞の原形】

(9) ウ
～される→受け身表現。【be + 動詞の過去分詞形】

(10) ア
人を説明する関係代名詞はwho

大問3

問題文

萌(Moe)は日本の高校生です。次の[Ⅰ][Ⅱ]に答えなさい。

[Ⅰ]次は,萌が英語の授業で行った和紙(washi)に関するスピーチの原稿です。彼女が書いたこの原稿を読んで,あとの問いに答えなさい。

(1) 次のうち,本文中の①に入れるのに最も適しているものはどれですか。一つ選び,記号で答えなさい。
ア. from
イ. off
ウ. on
エ. to

(2) 本文中のthem(A)の表している内容に当たるものとして最も適しているひとつづきの英語3語を,本文中から抜き出して書きなさい。

(3) 次のうち,本文中の②に入れるのに最も適してどれですか。一つ選び,記号で答えなさい。
ア. wear
イ. wears
ウ. wearing
エ. to wear

(4) 次のうち,本文で述べられている内容と合うものはどれですか。一つ選び,記号で答えなさい。
ア.萌の友だちが通っていた中学校では,2年生の生徒が和紙作りをすることになっている。
イ.萌は,和紙に興味をもったので,和紙を使って実際にちょうちんを作ってみた。
ウ.萌は,和紙は空気を通さないので,和紙で作られた服を着ると涼しく感じるということを知った。
エ.萌は,和紙で作られた服をすばらしいと考えていて,いつか着たいと思っている。

[Ⅱ]スピーチの後に,あなた(You)が萌と次のような会話をするとします。あなたならば,どのような話をしますか。あとの条件1~3にしたがって(①)〜(③)に入る内容を,それぞれ5語程度の英語で書きなさい。

---

解答・解説

[Ⅰ]
(1) ア
graduate from ～ → ～を卒業する

(2) many interesting things
I became interested in washi, so I read some books about washi. I found many interesting things. I’ll tell you one of them(A).
→【和訳】私は和紙に興味を持ち、何冊か和紙についての本を読みました。たくさん興味深いことを見つけたので、あなたにそれらの内の一つをお話しします。

(3) ウ
名詞を説明する現在分詞。

(4) エ

[Ⅱ]解答例
➀Have you ever made it?

②That is a nice idea.

③I will make a card.

大問4

問題文

次は,高校生の広志(Hiroshi),インドネシア(Indonesia)からの留学生のサリ(Sari),江藤先生(Mr.Eto)の3人が学校で交わした会話の一部です。会話文を読んで,あとの問いに答えなさい。

(1)次のうち,本文中の【 ① 】に入れるのに最も適しているものはどれですか。一つ選び,記号で答えなさい。

(2)本文中の’【 ② 】heard the word.’が「私はその言葉を一度も聞いたことがありません。」という内容になるように,______に英語3語を書き入れ,英文を完成させなさい。

______ heard the word.

(3)本文の内容から考えて,次のうち,本文中の【 ③ 】に入れるのに最も適しているものはどれですか。一つ選び,記号で答えなさい。
ア. How do you eat tempeh?
イ. What does tempeh mean?
ウ. When do you buy tempeh?
エ. Where do you eat tempeh?

(4)本文中の【 ④ 】が「私は彼が作るカレーが好きです。」という内容になるように,次の〔   〕内の語を並べかえて,英文を完成させなさい。

I like 〔   make   he   curry   the   〕.

(5)本文中のthey(A)の表している内容に当たるものとして最も適しているひとつづきの英語4語を,本文中から抜き出して書きなさい。

(6)本文の内容から考えて,次のうち,本文中の【 ⑤ 】に入れるのに最も適しているものはどれですか。一つ選び,記号で答えなさい。
ア. I thought that it was eaten in other countries. 
イ. Ireada book about it in the school library.
ウ. I found it in the supermarket near our schoolI.
エ. I found that tempeh and natto were different when I ate them.

(7)次のうち、本文中のI agree(B).が表している内容として最も適しているものはどれですか。一つ選び,記号で答えなさい。
ア. Sari thinks tempeh is getting popular in Japan.
イ. Sari thinks tempeh is popular food in Indonesia.
ウ. Sari thinks she and Hiroshi can eat tempeh, and compare tempeh and natto together.
エ. Sari thinks learning about food both in her country and in other countries is interesting.

(8)本文の内容と合うように,次の問いに対する答えをそれぞれ英語で書きなさい。ただし,①は3語,②は4語の英語で書くこと。
➀Did Sari show Hiroshi and Mr. Eto a picture of tempeh? 
②What did Hiroshi use to find information about natto yesterday?

解答・解説

(1) イ
主語が‘people in Indonesia’、動詞が‘eat’。

(2) I have never
現在完了形の否定形。have + never + 過去分詞。notではなくneverを使うことで「決して～ない」「絶対～ない」という強い否定を表す。

(3) ア
–本文和訳–
Sari：
That’s right. The ways of eating tempeh and natto are also different. Many people in Japan usually eat natto with rice, right?
→【和訳】その通りです。テンペと納豆では食べ方も違います。日本人の多くは普通ご飯と一緒に納豆を食べますよね？

Mr.Eto：Yes.【 ③ 】
→【和訳】ええ。【 ③ 】

Sari：
We usually fry tempeh. And, we cook tempeh in various ways. For example, my brother cooks curry with tempeh.
→【和訳】私たちは普通テンペを炒めます。またさまざまな方法でテンペを調理します。例えば、私の兄はカレーにテンペを使います。

–問題和訳–
ア→どのようにしてテンペを食べますか。
イ→テンペとはどういう意味ですか。
ウ→いつテンペを買いますか。
エ→どこでテンペを食べますか。

(4) the curry he makes

(5) some people in Indonesia
I think some people in Indonesia always have tempeh to cook at home and they(A) eat it almost every day. 
→【和訳】インドネシアの一部の人々は調理用にテンペを家に常備していて、彼らはそれをほとんど毎日食べています。
彼ら(they)＝インドネシアの一部の人々(some people in Indonesia)

(6) ウ
ア→それは他の国で食べられていたと思います。
イ→学校の図書室でそれについての本を読みました。
ウ→学校の近くのスーパーマーケットでそれを見つけました。
エ→テンペを食べた時、テンペと納豆が違うことが分かりました。

(7) エ
I agree(B)が表しているのは、直前のHiroshiの発言の‘It is interesting to learn about food both in my country and in other countries.’
和訳すると「自国と他国の両方から食べ物について学ぶことはおもしろい。」
ア→サリはテンペが日本で人気になってきていると思っている。
イ→サリはテンペがインドネシアで人気の食べ物だと思っている。
ウ→サリは広志と一緒にテンペを食べ、テンペと納豆の比較ができると思っています。
エ→サリは自国と他国の両方の食べ物について学ぶことはおもしろいと思っている。

(8) ➀ Yes,she did.   ② He used the Internet.
➀I’ll show you a picture.(本文より)
②Yesterday, when I was using the Internet to find information about natto, I found some interesting information.(本文より)

【英語B】大問1

問題文

大問1(A・B共通)【話し方・聞き方(リスニング)】

1.トムと里香との会話を聞いて,里香のことばに続くと考えられるトムのことばとして,次のア〜エのうち最も適しているものを一つ選び,記号で答えなさい。

ア. Four hours.
イ. Four times. pos
ウ. Yes, I did.
エ. No, I didn’t. 

2.ラジオで天気予報が流れてきました。 その天気予報で 述べられている明日の天気の内容と合うものとして、 次 のア〜エのうち最も適していると考えられるものを一つ 選び, 記号で答えなさい。

3.ジェニーと高志との会話を聞いて、二人が明日,教科書のほかに学校に持っていく必要のあるものの組み合わせを示したものとして,次のア〜エのうち最も適していると考えられるものを一つ選び記号で答えなさい。

4.華とアメリカからの留学生のサイモンが12月のカレンダーを見ながら会話をしています。二人の会話を聞いて,二人がフェスティバルに行く予定の日として,次のア〜エのうち最も適しているものを一つ選び,記号で答えなさい。

ア. The 17th.
イ. The 18th.
ウ. The 24th.
エ. The 25th. 

5.英語クラブに所属する絵里がオーストラリアから来た留学生に学校生活について説明しています。その説明を聞いて,それに続く二つの質問に対する答えとして最も適しているものを,それぞれア〜エから一つずつ選び、記号で答えなさい。

(1)
ア. 3 clubs.
イ. 10 clubs.
ウ. 12 clubs.
エ. 20clubs.

(2)
ア. The students can eat special curry at the school cafeteria every day.
イ. The students from Australia can join only one club activity in the school.
ウ. All the classes show a drama or dance in their classroom at the school festival.
エ. All the students sing a song at the end of the school festival.

6.アメリカに留学をしている由美とホストファミリーのホワイトさんが,ホワイトさんの家で会話をしています。二人の会話を聞いて,それに続く二つの質問に対する答えとして最も適しているものを,それぞれア～エから一つずつ選び,記号で答えなさい。

(1)
ア. At school.
イ. In the garden.
ウ. At her friend’s house.
エ. In her room.

(2)
ア. At 5:00.
イ. At 5:30.
ウ. At 6:00.
エ. At 7:00.

解答・解説

1. イ
2. エ
3. イ
4. ウ
5. (1)エ (2)エ
6. (1)ア (2)ア

大問2

問題文

次は,高校生の広志(Hiroshi),アメリカから来たグリーン先生(Mr.Green)インドネシア(Indonesia)からの留学生のサリ(Sari)の3人が学校で交わした会話の一部です。会話文を読んで,あとの問いに答えなさい。

(1) 本文の内容から考えて、次のうち、本文中の①に入れるのに最も適しているものはどれですか。一つ選び、記号で答えなさい。
ア. got
イ. looked
ウ. took
エ. used

(2) 本文中のit(A)の表している内容に当たるものとして最も適しているひとつづきの英語3語を、本文中から抜き出して書きなさい。

(3) 本文の内容から考えて、次のうち、本文中の②に入れるのに最も適しているものはどれですか。一つ選び、記号で答えなさい。
ア. only people living in Japan and Thailand can make fermented soybean food
イ. people living in various areas tell each other how to make popular food through the Internet
ウ. people living anywhere in the world can make similar food because the climate isn’t important for making food
エ. even people living in different areas and countries in Asia can make similar food because the climates, trees and plants of those places are similar

(4) 本文の内容から考えて、次のうち、本文中の③に入れるのに最も適しているものはどれですか。一つ選び、記号で答えなさい。
ア. How is she today?
イ. How about asking her?
ウ. What are you going to do?
エ. Let’s ask her about American food.

(5) 本文中の’【 ④ 】of tempeh now, I could show it to you.’ が、「もし今私が1枚のテンペの写真を持っていたら、それをあなたに見せてあげることができるでしょうに。」という内容になるように、___に英語5語を書き入れ、英文を完成させなさい。

___ of tempeh now, I could show it to you.

(6) 本文中には次の英文が入ります。本文中のア~エから、入る場所として最も適しているものを一つ選び、ア~エの記号で答えなさい。

And, it wasn’t sticky, either. 

(7) 本文の内容から考えて、次のうち、本文中の【 ⑤ 】に入れるのに最も適しているものはどれですか。一つ選び、記号で答えなさい。
ア.  I found that tempeh was interesting food.
イ.  I found a book about tempeh in the school library.
ウ.  I found tempeh in the supermarket near our school.
エ. I found that tempeh and natto were different when I was in Indonesia.

(8) 本文中の⑥が「私はあなたにテンペについて話ができてうれしいです。」という内容になるように次の〔〕[内の語を並べかえて、英文を完成させなさい。

I 〔 am  could  glad  I that 〕tell you about tempeh.

(9) 次のうち、本文で述べられている内容と合うものはど れですか。二つ選び、記号で答えなさい。
ア.  Hiroshi asked Mr. Green where people in America went to buy fermented soybean food.
イ.  Mr. Green knows that there are some kinds of fermented soybean food in Asia.
ウ.  Sari knows that tempeh and natto look different, but she has never eaten natto before.
エ. Sari thinks tempeh is popular only among people in Indonesia.
オ. Hiroshi thinks learning about food in other countries leads him to learning about food in his country.

解答・解説

(1) イ
look for ～→～を探す

(2) some interesting information
according to ～→～によると

(3) エ
you mean ～,right?→あなたがおっしゃるのはつまり～ということですね。
ア→日本とタイに住んでいる人々だけが発酵大豆食品を作ることができる。
イ→さまざまな地域に住んでいる人々がインタネットを通じて、人気食材の作り方をお互いに教え合っている。
ウ→食材づくりにおいて気候は重要でないため、世界中のあらゆる場所に住んでいる人々は似たような食材を作ることができる。
エ→気候や木、植物が似ているため、アジアの異なる地域や国に住んでいたとしても似たような食材を作ることができる。

(4) イ
【前後の和訳】
グリーン先生：
アジアの発酵大豆食品について何か良い情報が見つかるといいね。あ、サリがいるじゃないか。彼女はインドネシア出身だよ。多分彼女は何か知っているんじゃないかな。【 ③ 】
広志：
確かにそうですね！そうしてみます。ねえ、サリ。

(5) If I had a picture
仮定法過去表現【If I + 動詞の過去形～,I could + 動詞の原形・・・.】
→もし私が～だったら、・・・できるでしょうに。

(6) ア
And, it wasn’t sticky, either. →【和訳】そしてそれもまたねばねばいなかったんだ。

(7) ウ
【前後の和訳】
サリ：
最近、テンペは日本で人気になってきているよ。【 ⑤ 】
広志：
本当？この近所でテンペが買えるとは思っていなかったよ。僕はテンペが食べたいし、その上でテンペと納豆を比較してみたい。
ア→テンペは興味深い食材だと知った。
イ→学校の図書室でテンペに関する本を見つけた。
ウ→私たちの学校の近くにあるスーパーマーケットでテンペを見つけた。
エ→インドネシアにいた時、テンペと納豆は違うと知った。

(8) am glad that I could
be glad that S can[could] ～→～できてうれしい

(9) イ・オ
ア→広志はグリーン先生に、アメリカに住んでいる人々はどこに発酵大豆食品を買いに行くか尋ねた。
イ→グリーン先生はアジアにはさまざまな種類の発酵大豆食品があることを知っている。
ウ→サリはテンペと納豆の見た目が異なることを知っているが、これまで一度も納豆を食べたことがない。
エ→サリはテンペはインドネシアの人々の間でのみ人気だと思っている。
オ→広志は他国の食材について学ぶことが自国の食材を学ぶことに繋がると思っている。

大問3

問題文

高校生の美香(Mika)が英語の授業でスピーチを行いました。次の[Ⅰ]、[Ⅱ]に答えなさい。

[Ⅰ]次は、美香が行ったスピーチの原稿です。彼女が書いたこの原稿を読んで、あとの問いに答えなさい。

(1) 本文の内容から考えて、次のうち、本文中の①に入れるのに最も適しているものはどれですか。一つ選び、記号で答えなさい。
ア. disappear
イ. drink
ウ. drop
エ. fall

(2) 本文中の②が、「彼は私が私の壊れたカップを金継ぎの方法で直すのを手伝ってくれました。」という内容になるように、次の〔〕内の語を並べかえて、英文を完成させなさい。

He 〔 broken  helped  me  my  repair  〕 cup with the way of kintsugi.

(3) 次のうち、本文中の③に入れるのに最も適してどれですか。一つ選び、記号で答えなさい。
ア. are using
イ. are used
ウ. were used
エ. have used

(4) 本文中の④に、次の(ⅰ)～(ⅲ)の英文を適切な順序に並べかえ、前後と意味がつながる内容となるようにして入れたい。あとのア〜エのうち、英文の順序として最も適しているものはどれですか。一つ選び、記号で答えなさい。
(ⅰ) However, a cup sometimes broke,and people thought that they could continue to use the broken cup by repairing it.
(ⅱ) At that time, these cups were expensive and getting new ones was not easy, so people used them very carefully.
(ⅲ) Then, they connected the pieces of the cup together with urushi to keep using the cup.

ア. (ⅱ)→(ⅰ)→(ⅲ)
イ. (ⅱ)→(ⅲ)→(ⅰ)
ウ. (ⅲ)→(ⅰ)→(ⅱ)
エ. (ⅲ)→(ⅱ)→(ⅰ)

(5) 本文中の‘Before learning about kintsugi, he 【 ⑤ 】which part was repaired.’が「金継ぎについて学ぶ前、彼はどの部分が直されたのかを誰にも見つけてほしくありませんでした。」という内容になるように、___に英語5語を書き入れ、英文を完成させなさい。

Before learning about kintsugi, he ___ which part was repaired.

(6) 本文の内容から考えて、次のうち、本文中の⑥に入れるのに最も適しているものはどれですか。一つ選び、記号で答えなさい。
ア. easy
イ. impossible
ウ. simple
エ. useful

(7) 本文中のthat(A)の表してる内容に当たるものとして最も適しているひとつづきの英語4語を、本文中から抜き出して書きなさい。

(8) 本文の内容から考えて、次のうち、本文中の⑦に入れるのに最も適しているものはどれですか。一つ選び、記号で答えなさい。
ア. they can’t use it again because connecting the pieces is difficult
イ. no one can use it again because it has many joins
ウ. it can be used again and it because the only one in the world

エ. they think it becomes easy for them to throw it away

(9) 本文の内容と合うように、次の問いに対する答えをそれぞれ英語で書きなさい。ただし、➀は3語、②は7語の英語で書くこと。
➀ Did Mika know the word “kintsugi” before her brother told her about it?
② Why was the idea of decorating the joins with powdered gold strange to Mika at first?

[Ⅱ]スピーチの後に、あなた(You)と美香が、次のような会話をするとします。あなたならば、どのような話をしますか。あとの条件1・2にしたがって、(①)、(②)に入る内容をそれぞれ英語で書きなさい。

解答・解説

[Ⅰ]
(1) ウ
そのカップを落とし、それが壊れる。
ア. disappear→無くす
イ. drink→飲む
ウ. drop→落とす
エ. fall→落ちる

(2) helped me repair my broken
help + O + 動詞の原形→Oが～するのを手伝う

(3) エ
「3,000年以上もの間」という期間が続くので、継続を表す現在完了形が適切。
【和訳】3,000年以上もの間、日本人はものとものをつなげるために漆を使っている。

(4) ア
【前後の和訳】
16世紀には、茶道は一部の人々の中で人気になり、茶道用の特別な茶碗が使われました。【 ④ 】それらの壊れた茶碗を直したあと、人々は継ぎめに金粉を加えることで、それらを美しくできると思った。
(ⅰ)→しかし、茶碗は壊れることもあり、そしてそれを直すことで壊れた茶碗を使い続けることができないかと考えた。
(ⅱ)→当時、これらの茶碗は効果で、しかも新しい茶碗を手に入れることは簡単ではなかった。なので、人々はそれらをとても慎重に使った。
(ⅲ)→その時、その茶碗を使い続けるために、漆を使って割れた茶碗のかけらをくっつけた。

(5) didn’t want anyone to find
Oに～してもらいたい→want O to do
anyoneは否定文で「誰も(～ない)」

(6) イ
ア. easy→簡単な
イ. impossible→不可能な
ウ. simple→単調な
エ. useful→使いやすい
I also felt that the cup was a special thing to me because it was impossible for anyone else to get one with the same joins.
→【和訳】他の誰にも同じ継ぎめのある茶碗を手に入れることは不可能なので、私にとってその茶碗は特別なものだとも感じた。

(7) a way of repairing
When I first heard the word “kintsugi,” I thought it was just a way of repairing. But now kintsugi is more than that(A) to me.
→【和訳】金継ぎという単語を初めて聞いたとき、それはただの直す方法の一つだと思った。しかし今、金継ぎは私にとってそれ以上の意味がある。

(8) ウ
【和訳】
ア. they can’t use it again because connecting the pieces is difficult
→破片をつなぎ合わせることは難しいため、彼らはそれを再び使うことはできない
イ. no one can use it again because it has many joins
→継ぎめが多すぎて、それは二度と使うことはできない
ウ. it can be used again and it becomes the only one in the world
→それは再び使えるようになり、世界でたった一つのものになる。
エ. they think it becomes easy for them to throw it away
→彼らはそれを捨てることが簡単になると思っている。

(9)
➀ No, she didn’t.
② Because she wanted to hide broken parts.
➀第2段落第1、2文から、「金継ぎ」という言葉は兄と話して初めて知った。
②「なぜ最初、金粉で継ぎめを装飾する考えは美香にとって奇妙だったのか。」 第4段落第2文のsoの前「壊れた部分を隠したいと思っていた(ので)」がその理由。

[Ⅱ][解答例]
➀ How long did it take to repair the broken cup?

②
Yes, I do.を選んだ場合：
If we can use things for a long time, we can reduce waste. It is good for the environment.(19語)

【英語C】大問1

問題文

＜PartA＞

Please look at Part A. In this part of the listening test, you will hear five conversations between Kana and Tom. You will hear each conversation twice.
After listening to each conversation twice, you will hear a question. Each question will be read only once and you must choose one answer. Now begin.

1.Kana: Tom, look at this. I painted this picture in the art class.
Tom: Wow, the picture is really good! It looks like a photo! I can’t believe you painted this, Kana.
Question: What does Tom mean?

2.Kana: Hi, Tom. What happened?
Tom : Why do you ask that, Kana?
Kana: Because you look happy. I guess something good happened to you.
Tom : Well, actually, you’re right. Yesterday, I got a ticket from my uncle for my favorite singer’s concert.
Kana: That makes sense.
Question: Which is true about this conversation?

3.Kana: Tom, have you decided what to eat? If you need my help, I’ll explain in English what is written on the menu.
Tom: Oh, I’m OK, Kana. These pictures on the menu help me choose what to eat. They look delicious!
Kana: If this menu were written in both Japanese and English, it would be easier for you to understand it.
Question: Which is true about this conversation?

4.Tom : Hi, Kana. Some members of the music club will hold a concert on the stage in the park near our school.
Kana: It sounds fun, Tom. When will it be held?
Tom : It will be held this Saturday, December the 24th and this Sunday, December the 25th. I’ll be free on Saturday. How about going with me on Saturday?
Kana: Well… I have a piano lesson every Saturday. How about the 25th?
Tom : I’ll go to the theater with my host family on the 25th.
Kana: I see. Oh, now I remember Saturday the 17th was the last piano lesson of this year, so I’ll be free on this Saturday.
Tom : Oh, great!
Question: Which is true about this conversation?

5.Tom : Hi, Kana. What are you doing?
Kana: I’m making a report about the interview. I did at school in April.
Tom : Interview? Sounds interesting!
Kana: Yes, it is. I asked several questions to 100 students in the first grade. And, they chose one answer from three choices.
Tom : What did you ask them?
Kana: First, I asked them, “What is the thing you want to try harder?”. The choices are “Studying, ;,” “Making friends” and “Club activities.” Can you guess which was chosen by the most students?
Tom : Well… I guess the most students chose “Making friends.”
Kana: Well, 38 students chose that. But more students chose “Studying.”
Tom : I see. What was another question?
Kana: I asked, “What is the thing you enjoy the most at school?”. And, the choices are “Studying,” “Talking with friends” and “Club activities.”
Tom: I guess the most students chose “Club activities”.
Kana: That answer was chosen by the first grade students who joined a club activity. But many first grade students haven’t joined a club activity yet. So, more students chose “Talking with friends.
Tom : I understand.
Question: Which is true about this conversation?

1. ア. Tom painted the picture in the art class.
   イ. Tom didn’t think the picture Kana painted was really good.
   ウ. Tom was surprised that Kana painted a really good picture.
   エ. Tom didn’t believe that Kana took the photo in the art class.

2. ア. Kana asked Tom how his uncle was.
   イ. Something good happened to Tom yesterday.
   ウ. Tom wasn’t happy because he lost his ticket for the concert yesterday.
   エ. Kana knew that Tom got a ticket for his favorite singer’s concert before she asked him what happened.

3. ア. Kana told Tom what he should eat.
   イ. The menu was written in both Japanese and English.
   ウ. Tom thought the pictures on the menu were helpful.
   エ. Kana thinks it would be easier to understand the menu if there were some pictures.

4. ア. Kana has a piano lesson on the 24th.
   イ. Kana has a piano lesson on the 25th.
   ウ. Both Kana and Tom were free on the 17th.
   エ. Both Kana and Tom are free on the 24th.

5. ア. Tom answered the interview in April.
   イ. All of the things Tom guessed about the interview were right.
   ウ. In the interview, 38 students chose “Making friends” as the thing they want to try harder.
   エ. In the interview, the number of students who chose “Club activities” as the thing they enjoy the most at school was the biggest.

＜PartB＞
Please look at Part B. In this part of the listening test, you will hear a part of a lesson. It will be spoken twice. After listening to it twice, you will hear two questions. Each question will be read only once and you must choose one answer. Now begin.

Let’s begin today’s English lesson. In this school, every year, the students in the second grade make a drama in English and show it in class. Now, you are sitting in a group of five or six people. You will make a drama with your group members. And, one group from each class will show their drama in the school festival held in November. Now, I will explain what you should do in the lessons. In today’s lesson, you will make a story. I will tell you two important things. First, you need to make your own story. This means you can’t use a story from books or movies. Next, your story must be shorter than ten minutes. In the next lesson, you will start to practice your drama. You need to practice the drama in three lessons next week. You need to speak clearly and fluently in your drama. Each of you needs to remember your own part. In the first lesson next month, you will watch the dramas in class. Each of you has one point, and when you watch the other groups, you will give the point to one group that you like. And, the group which gets the most points will show their drama in the school festival.

Question 1: Which is true about the things the teacher said?
Question 2: Which is not true about the things the students need to do for their drama?

（1）ア. All the students in this school make a drama every year.
イ. The school festival will be held in November.
ウ. The teacher will choose which group will show their drama in the school festival.
エ. The students will make groups of five or six people in the next lesson.

（2）ア. The students need to make a story longer than ten minutes.
イ. The students need to make their own story for their drama.
ウ. The students need to practice their drama in the lessons.
エ. The students need to speak their parts clearly and fluently.

＜PartC＞
Please look at the test paper of Part C. First, please read the information about an event with Korean and Australian students. You have half a minute. Now, begin to read.

Stop reading. Now you are going to hear the conversation between Tom and Kana. They are talking about an event on the Internet with Korean and Australian students. You will hear their conversation and the question about it twice. When you are listening, you can take notes on the test paper about the things they say about the event on the Internet with Korean and Australian students.
Now, listen to the conversation.
Tom: Hi, Kana. Did you read the information our teacher gave us? It is about the event on the Internet with Korean and Australian students. It sounds exciting. How about joining with me?
Kana: I can’t decide, Tom. I want to improve my English skills, but I’m busy.
Tom: Well, I think preparing a speech will take some time. But, the event on the Internet doesn’t take much time. You always say you want to go abroad. To visit Korea and Australia, it will take more time.
Kana: I see… You are right. That is a good point of this event. It takes only two hours. Students who join this event don’t need to spend much time in a plane. And they don’t need to prepare for traveling. But, I think we can learn more things if we visit the countries.
Tom : Well, that’s true. But, also in the event, the students can learn about each other’s countries. That is another good point of the event. They can easily imagine people’s lives and their cultures because the students who make speeches will show some photos. And, they can learn more things by asking questions.
Kana: I see. I want to hear the speeches and ask various questions. But, I still can’t decide about joining the event. Playing games in English sounds difficult.
Tom : It may be difficult, but the students in this school can improve their English skills when they play games. I think that is also a good point of this event.
Kana: I can understand the students can improve their English skills because, during the game, they have to speak English without preparing what they say.
Tom : You’re right. And, they have to communicate without using a dictionary.
Kana: I’m afraid of making mistakes when I speak English.
Tom : Don’t worry. We can help each other. The event will be a great experience for you!
Kana: OK! I will join the event, too!

Question: According to Tom and Kana, what are the good points about the event on the Internet? Write them in English.
You have six minutes to write. Now begin.

解答・解説

＜PartA＞
1　ウ
トムはカナの絵が上手くてまるで写真のようだと言っている。

2　イ
正しいのは昨日トムにいいことがあったということ。

3　ウ
正しいのはメニューに描かれている絵が役に立っているということ。

4　エ
かなの年内最後のピアノ教室は１７日である。

5　ウ
正しいのはウのみ。

＜PartB＞
（1）イ
ア：演劇をするのは２年生のみ
ウ：先生ではなく生徒が学園祭で演劇をするグループを選ぶ
エ：グループを作るのは今回の授業

（2）ア
演劇は10分以内に行わないといけない。

＜PartC＞
（例）The event on the Internet doesn’t take much time. Students who join the event don’t need to spend much time in a plane. They don’t need to prepare for traveling.
They can learn about each other’s countries. They can easily imagine people’s lives and their cultures with some photos. They can learn more things by asking questions.
The students in this school can improve their English skills because, during the game, they have to speak English without preparing what they say.
And, they have to communicate without using a dictionary.

大問2

問題文

Choose the phrase that best completes each sentence below.

（１）I’m ( ) are kind to you.
ア. glad to all that your neighbors hear
イ. glad that hear to your neighbors all
ウ. glad to hear that all your neighbors
エ. your neighbors that glad to hear all

（２）The book ( ) a difficult math question.
ア. answer me helped my father gave me
イ. gave me answer me helped my father
ウ. helped my father gave me answer me
エ. my father gave me helped me answer

（３）I could play basketball ( )practice.
ア. as well as my brother if I had more time
イ. well if I had more time as my brother as
ウ. if time more I had as well as my brother
エ. if I had time my brother as more well as

（４）The soccer player ( ) Japan.
ア. came to many people who is loved by
イ. loved by many people who is came to
ウ. is loved to many people who came by
エ. who is loved by many people came to

（５）( ) wonderful.
ア. The idea sounds in our group shared
イ. Our group sounds the idea shared in
ウ. The idea shared in our group sounds
エ. Our group shared the idea sounds in

（６）I want to know ( ) by plane.
ア. London takes many hours how to go to it
イ. how many hours it takes to go to London
ウ. how to go to London it takes many hours
エ. how many it takes hours to go to London

解答・解説

（１）ウ
「be glad to do」の構文

（２）エ
「help+O+動詞の原形」の構文

（３）ア
仮定法過去の文にする。

（４）エ
関係代名詞の文にする。

（５）ウ
「shared in our group」の過去分詞が「The idea」の主語を修飾する。

（６）イ
間接疑問文の文にする。

大問3

問題文

Read the passage and choose the answer which best completes each blank O and 2, and choose the answer which best completes sentence (3).

In 2021, Osaka Prefecture did research to know what people thought about using a smartphone while walking. The members of the research group asked some questions to 1,000 people over 17 years old. To answer each question, the respondents chose their answers from the choices prepared by the research group. “Do you use a smartphone while walking?” was the first question. 332 of the 1,000 respondents chose “Yes,” and the other respondents chose “No.” The respondents who chose “Yes” were also asked other questions. “Why do you use a smartphone while walking?” was one of the questions. The table shows what respondents in each age group chose as their answers to this question. Each respondent chose only one answer.
We can learn some things from the table. First, in each age group, the percentage of the respondents who chose “To send or read messages” was the highest. More than half of the respondents who were ① chose that answer. Then, it we compare the percentages of the respondents who chose ② the percentage of the respondents who were 60-84 years old was the highest.
According to the research, more than 80% of the “Yes” respondents who chose “Yes” to the first question also chose “Yes” to the question “Do you think using a smartphone while walking is dangerous?” Lets stop using a smartphone while walking.

（注）Osaka Prefecture 大阪府
smartphone スマートフォン
while ~ ing ～している間に
over 17 years old 17歳より年上の
respondent 回答者
table 表
percentage 割合
timetable 時刻表
video 動画

（1）①
ア 18-29 years old
イ 30-39 years old
ウ 40-49 years old
エ 50-59 years old

（2）②
ア “To get information”
イ “To play a game”
ウ “To play, stop, or choose music”
エ “To watch videos or movies”

（3）According to the research,
ア Osaka Prefecture did research to know the percentage of people who have their own smartphone.
イ more than half of all the respondents chose “No” to the question “Do you use a smartphone while walking?”
ウ less than 10% of the respondents in each age group chose “Without thinking anything” to the question “Why do you use a smartphone while walking?”
エ more than 80% of the respondents who chose “Yes” to the first question didn’t choose “Yes” to the question “Do you think using a smartphone while walking is dangerous?”

解答・解説

（１）ア
５０％を超えているのは18-29才の人。

（２）イ
60-84才の人の割合が一番多いのは「To play a game」

（３）イ
1000人中668人が歩きスマホをしないと答えている。

大問4

問題文

Read the passage and choose the answer which best completes each sentence (1)~(5).

Smart agriculture is a new way of agriculture. It I uses machines, Al, and other technology.
Smart agriculture can ① farmers in many ways. One example is a machine working on a large farm. The machine doesn’t need a farmer to drive it. It can work even in bad weather. Such a machine can help farmers do their work and make their working time shorter. Another example is using various kinds of data. Various kinds of data like weather information are used for smart agriculture. Through the Internet, such data can easily be shared by many farmers without talking to each other. In addition, if farmers can use the data analyzed by AI, they can easily judge various tings. For example, they can judge how much water they should give to their farms. They can also judge when to pick vegetables. In the past, farmers judged these things only by using their special skills. To learn such special skills, farmers need a lot of time and experience. This means it is difficult for farmers who have just started agriculture to judge many things. However, by using the data analyzed by AI, farmers who have just started agriculture can easily judge what work they should do or judge when they should do it.
Smart agriculture is also good for the environment. For example, the natural environment of the farm can be kept in good condition by using a drone which has a camera. The drone can easily find which area of the farm really needs chemical fertilizer, fly there, and give chemical fertilizer only to the area, so less chemical fertilizer can be used. In addition, if too much food is produced, some of the food is left and just thrown away. But, by using various data which shows how much food will be needed in the future, it becomes possible to plan how much food farmers should make on their farms, and food waste will be ②.
Actually, in Japan, the number of farmers has been getting smaller and many farmers are old.
This has been a serious problem for agriculture in Japan. Now, more people are paying attention to the environment. Although people can’t solve all the problems in Japan with smart agriculture, it can be one of the choices for both people and the environment.
（注）smart agriculture スマート農業
agriculture 農業
AI 人工知能
data データ
analyze 分析する
drone ドローン
chemical fertilizer 化学肥料
throw away ~ ～を捨てる

（1）The word which should be put in ① is
ア fill
イ invent
ウ receive
エ support

(2) The word which should be put in ② is
ア bought
イ raised
ウ reduced
エ worn

（3）The data analyzed by AI
ア shows how long it takes to learn special skills which people in the past used.
イ helps farmers give much water to their farms although it is not necessary to do so.
ウ can only be shared by farmers through the Internet when they gather at a meeting.
エ tells farmers who have just started agriculture what work to do or when to do it on their farms.

(4) According to the passage, smart agriculture helps farmers
ア make their working time less.
イ produce food which will be thrown away.
ウ make the condition of their farms worse.
エ use more chemical fertilizer.

(5) According to the passage,
ア farmers can’t learn special skills if they don’t use technology used in smart agriculture.
イ the number of people who work in agriculture has been getting bigger in Japan.
ウ people in Japan can solve all the problems they have with smart agriculture.
エ technology like AI or drones can be helpful for people and the environment.

解答・解説

（1）エ
意味的に支える「support」が適する。
（2）ウ
意味的に削減される「reduced」が適する。
（3）エ
AIは農家が何をすべきか教えてくれるお陰で新規参入がしやすくなっている。
（4）ア
本文中に「労働時間が短くなる」とある。
（5）エ
AIやドローンを用いることで人々だけでなく環境にも良い影響がある。

大問5

問題文

Read the passage and choose the answer which best completes each sentence (1)~(5).

There is a Japanese traditional way of repairing broken things like a cup. The way is called “kintsugi.” When people repair something with kintsugi, two things are usually used. One of them is urushi. Urushi is taken from urushi trees and used for connecting pieces. The other one is powdered gold. Powdered gold is used for decorating the joins.
People in Japan have used urushi to connect things together for more than 3,000 years. In the 16th century, the tea ceremony became popular among some people, and cups for the tea ceremony were used. [A] At that time, these cups were expensive. [B] People used the cups very carefully because getting new ones was not easy. [C] However, a cup sometimes broke. [D] Then, they connected the pieces of the cup with urushi to keep using it. And, they thought that ① powdered gold to the joins would make the cup beautiful. At that time, decorating things with powdered gold was already known in the art world. Then, people started to decorate the joins with powdered gold when they repaired things. In this way, kintsugi was known to many people.
When people repair a broken thing like a cup, some people want to hide joins because the joins show that the repaired one was once a broken thing. For those people, the idea of decorating joins with powdered gold may sound strange. However, kintsugi gives people a new idea. If people repair a broken cup with the way of kintsugi, many joins are seen clearly. But, the joins show that it is impossible for anyone else to get a cup with the same joins and the cup is the only one in the world. The cup repaired with kintsugi can make people feel that the repaired cup is more special than the one they used before it broke.
Kintsugi is more than just a way of repairing things. People who try to repair things with kintsugi don’t hide the joins. They believe that the joins make the things special.
（注）
kintsugi 金継ぎ
urushi 漆
powdered gold 金粉
decorate 装飾する
join 継ぎ目
tea ceremony 茶道
hide 隠す

(1)When people want to repair a broken cap with kintsugi, they usually use
ア only one piece of the broken thing.
イ urushi and powdered gold.
ウ a traditional way of breaking things.
エ powdered gold taken from urushi trees.

(2)The sentence “People thought that they could continue to use the broken cup by repairing it.” should be put in
ア [A]
イ [B]
ウ [C]
エ [D]

(3)The word which should be put in ① is
ア adding
イ losing
ウ stopping
エ turning

(4)The words a new idea mean that
ア no one can find any joins on the repaired thing.
イ the thing repaired with kintsugi is something that has never broken.
ウ decorating the joins with powdered gold is strange.
エ the joins show that the repaired thing is the only one in the world.

(5)According to the passage,
ア the tea ceremony became popular because it was easy for people who enjoyed the tea ceremony to get cups for the tea ceremony.
イ the idea of decorating joins with powdered gold sounds strange to some people who want other people to notice which part was repaired.
ウ kintsugi is a way of both reparing things like a broken cup and making the repaired things special.
エ the joins decorated with powdered gold don’t make the thing repaired with kintsugi special because no one can find where the join us.

解答・解説

（1）イ
漆と金粉塗りの2通りの方法があると述べている。

（2）エ
壊れても直して使い続けようと考えたのは高価になったから。

（3）ア
金粉を足すという意味になる。

（4）エ
直したものは、いわば世界に一つだけという発想の転換を行った。

（5）ウ
金継はただ直すための手法ではなく、それをさらに価値のあるものに高める手法であると述べている。

大問6

問題文

Read the passage and choose the answer which best completes each sentence (1), (2), (4), (5) and (6), and choose the answer to the question (3).

Have you heard the word “nudge”? It is an English word which means “to push someone softly to get the person’s attention.” People usually nudge someone when they want to make someone do something without talking to the person. However, the word has a wider meaning in the theory called “nudge theory.” According to the theory, people tend to choose to do something that is easy. They sometimes don’t do something they should do because doing it is a little difficult for them. But, if there is a special situation which makes doing it easy, the special situation has an influence on their actions, and they will do it. In the theory, “nudging” means ①.
Here is an example of “nudging” which has an influence on many people’s actions. In 2020, the Japanese government did research to find how the government could help people reduce the number of plastic bags they use when they shop. In the research, the government made a special situation for the convenience stores which joined the research. In convenience store A, if shoppers dont need a free plastic bag, they show a ‘Refusal Card’ to a clerk. If they don’t show the card, they get a free plastic bag when they pay for their shopping. In convenience store B, if shoppers want to get a free plastic bag, they show a Request Card to the clerk. If they don’t show the card, they don’t get a free plastic bag. Each convenience store has only one type of card: Refusal Card or Request Card” Here are the results of the research. In convenience store A, the number of shoppers who didn’t get free plastic bags didn’t change very much from the number before. However, in convenience store B, the number became clearly bigger than the number before. Before the research, to get a free plastic bag. shoppers did nothing. However, during the research, doing nothing became a part of a special situation. In convenience store A, doing nothing meant shoppers wanted to get a free plastic bag. In convenience store B, doing nothing meant shoppers didn’t want to get a free plastic bag. The special situation of convenience store B helped more people reduce the number of plastic bags they use when they shop.
By “nudging”, you can also help yourself in something you should do. Please imagine that you want to get up at five and study for one hour before going to school. In the morning, your alarm clock rings at five. If the alarm clock is ② to the bed, you can easily stop it without getting out of the bed. After that, you may sleep again. However, if you make the situation a little different, you can get up at five and study. For example, you put the alarm clock far from the bed and put your textbooks next to the alarm clock before going to bed. The next morning, when the alarm clock rings, you can’t stop it if you stay in the bed. ③ In this case, to make a special situation means to put the alarm clock far from the bed and the textbooks next to the alarm clock. The special situation can help you get out of the bed and start to study.
Sometimes, “nudging” is to make a small ④ in the situation, but it can sometimes have a great influence on people’s actions. Now, many people in the world are interested in “nudging.” They think “nudging” is one way of solving various problems, and they are trying to learn how they can use “nudging” to solve them.
（注）
nudge そっと突く
softly そっと
theory 理論
nudge theory ナッジ理論
tend to ~ ～する傾向がある
shopper 買い物客
Refusal Card 辞退カード
Request Card 要求カード
result 結果
alarm clock めざまし時計
ring 鳴る

(1)The phrase which should be put in ① is
ア “to make a situation which makes something more difficult”
イ “to make a special situation which helps someone do something the person should do.”
ウ “to let someone do something without having any influence on the person’s action”
エ “to ask someone what the person should do and tell the person how to do it.”

(2)The word which should be put in ② is
ア close
イ different
ウ open
エ similar

(3)The following passages (ⅰ)~(ⅲ) should be put in ③ in the order that makes the most sense.
(ⅰ)After stopping it, you find your textbooks next to the alarm clock and remember that you have to study.
(ⅱ)Then, you didn’t go back to the bed, and you start to study.
(ⅲ)To stop the alarm clock, you have to get out of the bed, and go to it.
Which is the best order?
ア (ⅱ)→(ⅲ)→(ⅰ)
イ (ⅱ)→(ⅰ)→(ⅲ)
ウ (ⅲ)→(ⅰ)→(ⅱ)
エ (ⅲ)→(ⅱ)→(ⅰ)

(4)The word which should be put in ④ is
ア difference
イ mistakes
ウ technology
エ wish

(5)According to the passages, inconvenience store B,
ア clerks in the convenience store told shoppers to stop without getting free plastic bags.
イ shoppers showed a ‘Refusal Card’ to a clerk if they didn’t need a free plastic bag.
ウ shoppers showed a ‘Request Card’ to a clerk when they wanted to buy a plastic bag.
エ the number of shoppers who didn’t get free plastic bags became bigger than the number before.

(6)According to the passage,
ア people talk to someone when they push the person softly
イ the nudge theory says that people always do something they should do.
ウ many people in the world think “nudging” can be used to solve various problems.
エ the Japanese government did the research to help people get free plastic bags when they shop.

解答・解説

（1）イ
特別な状況を作り出すことで、何かをしやすくする理論の事である。

（2）ア
近いという意味の「close to」が入る。

（3）ウ
アラームを止める→ノートに気づく→勉強をするという流れになる。

（4）ア
少しの違いを生じさせるという意味になる。

（5）エ
コンビニBではレジ袋を使わない人の数が増えた。

（6）ウ
最終段落の内容を参照。

大問7

問題文

Read the following sentences and write your answer in English.

Some people say that reading books is important in our lives, and it helps us in many ways. How does it help us in our lives? Write your idea and after that, write some examples or your experiences to support your idea.

解答・解説

解答・解説略

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