京都府の2025年3月実施の令和7年度（2025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。

 京都府の公立高校入試情報はこちら

大問1

問題文

次の英文は，高校生の洋太（Yota）が英語の授業で書いた作文である。これを読んで，問い（1）～（8）に答えよ。

“Please think about the clothes you have in your house. Do you have any clothes you haven’t worn for a few years?” Our *home economics teacher asked us this question in a class. I said, “I have some clothes like that.” Some of my classmates also ①（answer） the question. Then, our teacher said to us, “In this city, people *throw away one thousand *tons of clothes as garbage every year. People can still wear *most of the clothes, but they *are burned.” I was surprised to know that there are many clothes like that.
After school on that day, I talked with Shoko about that home economics class. She is one of my classmates, and we are members of the *student council. I said to her, “Do you remember our teacher talked about a problem about clothes? I want to do something to *reduce the number of clothes people throw away as garbage.” She said, “I want to do so, too. What can we do?” I said, “Well, ②［（ア） me /
（イ） activity / （ウ） introduce / （エ） interesting / （オ） let / （カ） an］ to reduce the number of those clothes. There is a *flea market in this city. Why don’t we join it and sell clothes?” She said, “That’s a good idea. Let’s talk about that with the other members of the student council.”
The next day, Shoko and I talked with the other members of the student council about joining the flea market. They understood what Shoko and I wanted to do and thought the idea was good. After that, ③I talked with Shoko and the other members to make the plan for the flea market. I said to them, “How can we collect clothes?” Shoko said, “Let’s collect clothes from the students of our school. They may have
clothes they don’t wear.” Another member said, “Why don’t we make posters to ask them to bring such clothes?” I said, “Good. Then, how should we use the *profits we will get by selling the clothes?” After a few minutes, Shoko said, “We will join the flea market to reduce the number of clothes people throw away as garbage. So, I think we should *donate the profits to an *organization that works to protect the
environment.” We thought that idea was good, and we wanted to do that. Then, we told our teachers about the plan for the flea market. The teachers said, “That’s a great idea. We will help you do your activity.”
A few days later, we made the posters and showed them in the classrooms. Also, we told the students in our school about our *purpose of joining the flea market. The next week, we collected the clothes. Many students brought their clothes to us. I didn’t think we could collect so many clothes. I was happy that ④they understood our idea about joining the flea market.
The day of the flea market came. After it started, I said to Shoko, “I’m nervous because I’m not sure that people ⑤（visit） the flea market will buy clothes from us.” Shoko said, “I understand how you feel. But let’s do our best.” Then, many people came and bought clothes from us. When the flea market ended, I said to Shoko, “Some clothes are still left, but we sold most of the clothes. Selling clothes was hard, but
it was fun. I’m glad that I met many people who wanted to buy the clothes. I’m also glad that I sold the clothes to them.” Shoko said, “I enjoyed the flea market. We did a great job!”
The next day, I *looked back on the flea market with the members of the student council at our school. I said, “Joining the flea market was a great experience. I was surprised that people bought many clothes from us.” Another member said, “I was happy that we reduced the number of clothes people throw away as garbage. However, （　　⑥ 　　）. What should we do about them?” Shoko said, “I’m reading a book
about a company. The company *makes bags from clothes people don’t wear. Let’s create things like that.” I said, “Sounds good. I didn’t have such an idea.”
Through the experience I had this time, I learned that many people will work together with us if we take action. Also, I found that we can get a lot of new ideas by talking with other people. I’m glad that I realized these things. I will take action when I want to do something that I have never done before.

（注） home economics　家庭科
throw away ～　～を捨てる
ton　トン（重さの単位）
most of ～　～の大部分
are burned　燃やされている
student council　生徒会役員会
reduce ～　～を減らす
flea market　フリーマーケット
profit　利益
donate ～ to …　…に～を寄付する
organization　団体
purpose　目的
look back on ～　～を振り返る
make ～ from …　…から～を作る

(1) 下線部①（answer）・⑤（visit）を，文意から考えて，それぞれ正しい形にかえて1語で書け。

(2) 下線部②の［　　　］内の（ア）～（カ）を，文意が通じるように正しく並べかえ，記号で書け。

(3) 次の英文は，下線部③について説明したものである。これを読んで，下の問い（ａ）・（ｂ）に答えよ。
Yota talked with Shoko and the other members of the student council about the plan for the flea market. All the members thought about ways to【　ⅰ　】 from the students of their school.
They also thought about ways to use the profits. When Shoko told her idea about the ways to use the profits, Yota and the other members 【　ⅱ　】 .
（a） 本文の内容から考えて，【　ⅰ　】に入る表現として最も適当な部分を，本文中から2語で抜き出して書け。
（b） 本文の内容から考えて，【　ⅱ　】に入る表現として最も適当なものを，次の（ア）～（エ）から1つ選べ。
（ア） agreed with her
（イ） asked her about the profits
（ウ） got some posters
（エ） reduced the number of the clothes

（4）下線部④が指す内容として最も適当なものを，次の（ア）～（エ）から1つ選べ。
（ア）　the students who sold the clothes at the flea market
（イ）　the students who bought some clothes at the flea market
（ウ）　the students who brought their clothes for the flea market
（エ）　the students who showed posters about the flea market in the classrooms

（5）　（　　⑥ 　　）に入る表現として最も適当なものを，次の（ア）～（エ）から1つ選べ。
（ア）　we still have some clothes people didn’t buy at the flea market
（イ）　we have to tell the students in our school that we will join the flea market again
（ウ）　we want to be members of the student council
（エ）　we don’t know how to reduce the number of clothes people throw away as garbage

（6）本文の内容から考えて，次の〈質問〉に対する答えとして最も適当なものを，下の（ア）～（エ）から1つ選べ。
〈質問〉　Why did Yota feel glad on the day of the flea market?
（ア）　Because he did his best to join the flea market alone.
（イ）　Because he saw many people who wanted to get the clothes and sold them to those people.
（ウ）　Because he understood Shoko’s feelings about joining the flea market.
（エ）　Because he found so many clothes he wanted to buy at the flea market.

(7) 本文の内容と一致する英文として最も適当なものを、次の（ア）～（エ）から1つ選べ。
（ア）　Yota’s home economics teacher asked Yota’s classmates to bring the clothes they had in their house.
（イ）　Shoko said that she wanted to donate the clothes to an organization to protect the environment.
（ウ）　The members of the student council helped their teachers in their school join the flea market.
（エ）　Shoko talked about a company that made bags from clothes when she looked back on the flea market.

（8）　次の英文は，この作文（essay）を読んだ高校生の桜（Sakura）と留学生のヘレン（Helen）が交わしている会話の一部である。これを読んで，下の問い（ａ）・（ｂ）に答えよ。

Helen :　Wow, your bag is cute.
Sakura:　Thank you. My mother made it from clothes I didn’t wear.
Helen :　 Great. That is a good way to reduce the number of clothes people throw away as garbage. I have been thinking about the 【　ⅰ　】 about such clothes since I read Yota’s essay.
Sakura:　 In his essay, he says he learned about it in his home economics class. He wanted to do something about it, and he talked with the other members of the student council about the flea market. Then, he joined it with them.
Helen :　 That’s right. Yota got 【　　ⅱ　　】 by communicating with others. Doing so will be an important thing when we want to do something that we have never done before. I’ll try to talk with others like Yota in such a situation.

（a）本文の内容から考えて，【　ⅰ　】に入る最も適当な語を，次の（ア）～（エ）から1つ選べ。
（ア）book
（イ）experience
（ウ）job
（エ） problem

（b）本文の内容から考えて，【　　ⅱ　　】に入る表現として最 も適当な部分を本文中から5語で抜き出して書け。

解答・解説

(1) ① answered　⑤ visiting
(2) （オ）→（ア）→（ウ）→（カ）→（エ）→（イ）
(3) (a) collect clothes　 (b) (ア)
(4) (ウ)
(5) (ア)
(6) (イ)
(7) (エ)
(8) (a) (エ)　 (b) a lot of new ideas

(1)

①は「～に答えた」という過去の出来事なので、動詞の過去形 answered。

⑤は「flea market を訪れる人々＝people visiting the flea market」という現在分詞の形容詞用法。

(2) Let＋人＋動詞の原形（「～に～させる」）⇒　和訳：「面白い活動を紹介させてください。」

(3)
(a) 本文“Let’s collect clothes from the students of our school.”を参照。
(b)本文に We thought that idea was good, and we wanted to do that.とある。つまり、Shoko の意見に「同意した」。

(4) 前文：「Many students brought their clothes to us.」→ つまり “they” は 服を持ってきた生徒たち。

(5) 前の文：「I was happy that we reduced the number of clothes people throw away …」→ 「でもまだ残っている服がある」という流れ。

still have＝「まだ持っている」　　people didn’t buy＝「人々が買わなかった」

(6) 本文“I’m glad that I met many people who wanted to buy the clothes. I’m also glad that I sold the clothes to them.”を参照。

be glad that …＝「～ということをうれしく思う」

(7) （ア）教師が服を持ってくるように頼んだ → ×（質問しただけ）

（イ）翔子は「服」を寄付したい → ×（利益を寄付したい）

（ウ）生徒会が教師を助けた → ×（教師が生徒を助けた）

（エ）翔子が会社の話をした → 〇

(8)

(a) 本文の冒頭に「Our teacher asked about the problem about clothes」とある。　　和訳：「そんな服についての問題のことを考えていた。」
(b)本文中の「we can get a lot of new ideas by talking with other people」から抜き出す。　　和訳：「人と話すことで多くの新しい考えを得た。」

大問2

問題文

次の英文は，高校生の理恵（Rie）と留学生のサラ（Sarah）が，二人で行うダンスパフォーマンスについて交わしている会話である。下のリスト（list）を参考にして英文を読み，下の問い（1）～（4）に答えよ。

（1）【　①　】に入る最も適当な1語を書け

（2）【　　②　　】・【　　③　　】に入る組み合わせとして最も適当なものを，次の（ア）～（エ）から1つ選べ。
（ア）　②　the sea　　③　talking with you
（イ）　②　the life　　③　talking with you
（ウ）　②　the sea　　③　practicing with you
（エ）　②　the life　　③　practicing with you

（3）本文とリスト（list）の内容から考えて，下線部④にあたるものとして最も適当なものをリスト（list）の中の（ア）～ （オ）から1つ選べ。

（4）本文とリスト（list）の内容と一致する英文として最も適当なものを，次の（ア）～ （エ）から1つ選べ。
（ア）　Sarah watched a dance performance of Rie in America, so Sarah wanted to dance like her.
（イ）　Sarah loves the song which has the motions like a robot in the dance.
（ウ）　Sarah has never heard the song which has lyrics written for people trying to do their best.
（エ）　On the list, Rie and Sarah can find that a person who played the piano well made “Subway”.

(1) in
(2) (ア)
(3) (エ)
(4) (イ)

(1) “be interested in ～ing” ＝「～することに興味がある」

(2)

②リスト（ア）「Bird」にはThis song is about birds flying by the beach.とある。つまり、「海辺（beach）」→ “the sea” を思い出す。

③I have thought about all the songs on the list by 【③】.I want to know more about your favorite anime and try the dance for the song which was used for the anime.　これは、理恵との会話（talking with you）で考えを深めた、という流れ。

(3) サラの最後の発言より、理恵の好きなアニメに使われた曲を選んでいることが分かる。

理恵は文中でHow about this song? I like it very much because it is used in my favorite anime.… Your dance teacher says that the dance is beautiful but it is the most difficult on the list.と発言。

リスト（エ）Rain → “The dance for this song is beautiful, but it is the most difficult on this list.”と一致する。

(4)

(ア)サラはアメリカで理恵のダンスを見て、彼女のように踊りたいと思った。→×サラはアメリカで理恵のダンスを見たわけではない。
(イ)サラは、ダンスにロボットのような動きがあるその歌が大好きだ。→〇
(ウ)サラは、「頑張る人のために書かれた歌詞を持つ歌」を聞いたことがない。→×サラも聞いたことがある。
(エ)「ピアノが上手な人が作ったのは “Subway”」→×ピアノを弾いた人が作ったのは “Breakfast”

大問3

問題文

それぞれの質問に対する答えとして最も適当なものを（ア）～（エ）から1つずつ選べ。

放送内容
3は（1）・（2）の2つがあります。それぞれ短い会話を放送 します。次に，Questionと言ってから英語で質問をしま す。それぞれの質問に対する答えとして最も適当なものを， （ア）・（イ）・（ウ）・（エ）から1つずつ選びなさい。会話と質問は2 回放送します。

（1）
A : It’s hot today, so let’s eat some ice cream at that shop over there.
B : OK. Oh, that boy in the shop is Riku. He and I are on the same baseball team.
A : Do you mean the boy who is holding a towel?
B : No, he is Riku’s brother. Riku is next to him. Riku is using a phone.
Question : What is Riku’s brother doing?

（2）
A : Hi, Akari. Which is the best of the four seasons to visit Alba City?
B : Well, I think fall is the best. The city has a famous festival in fall.
A :Can we eat some special food in the festival? Will we wear special clothes?
B :No, but we can enjoy listening to music and dancing in the festival. I will show you some pictures of the festival last year.
Question: Why does Akari think fall is the best season to visit Alba City?

（1）
（ア）　He is eating some ice cream.
（イ）　He is playing baseball.
（ウ）　He is holding a towel.
（エ）　He is using a phone.

（2）
（ア）　Because it has a festival to enjoy special food.
（イ）　Because it has a festival to enjoy wearing special clothes.
（ウ）　Because it has a festival to enjoy looking at beautiful pictures.
（エ）　Because it has a festival to enjoy music and dancing.

解答・解説

(1) (ウ)
(2) (エ)

(1) 質問は「リクの弟は何をしていますか？」。Aのセリフで「the boy who is holding a towel（タオルを持っている少年）」が出てきて、
Bが「No, he is Riku’s brother.」と言っているので、リクの弟＝タオルを持っている少年
(2)質問は「なぜ秋がアルバシティを訪れるのに一番よい季節だと思うのですか？」。Akari（あかり）は「秋（fall）」が一番いい理由として：The city has a famous festival in fall… we can enjoy listening to music and dancing in the festival.と発言。つまり、秋に行くと「音楽やダンスを楽しめるお祭り」があるから。

大問4

問題文

それぞれの質問に対する答えとして最も適当なものを、 （ア）～（エ）から1つずつ選べ。
放送内容
これから、レイナとホワイト先生の会話を放送します。会話を放送します。つづいて、英語で2つの質問をします。 それぞれの質問に対する答えとして最も適当なものを、（ア）・（イ）・（ウ）・（エ）から1つずつ選びなさい。 会話と質問は2回放送します。

Reina : Hello, Ms. White. Can I ask you a question?
Ms. White : Hello, Reina. OK.
Reina : Can you tell me what countries you have been to?
Ms. White : Sure. After I studied at a college in America, I went to France and studied science there for one year. After that, I went to China and worked there as a science teacher. Then I came to Japan and became an English teacher two years ago.
Reina : That’s great. I traveled abroad with my family last year. It was fun, and I want to study abroad in the future.
Ms. White : I see. Where do you want to study?
Reina : I want to study in Australia.
Ms. White : What do you want to study there?
Reina : I want to study art. I learned about a special kind of art in that country, and I want to know more about it.
Ms. White: I see. Are you doing anything to study in Australia?
Reina : I’m reading a book about art in the world. I bought it last week. Also, I study English hard. I often practice speaking English with my brother after dinner.
Ms. White: Great. I hope you can study in Australia.
Reina: Thank you.
Question (1) : Where did Ms. White work as a science teacher?
Question (2) : Which one is true about Reina?

（1）
（ア）中国
（イ）日本
（ウ）アメリカ
（エ）フランス

（2）
（ア）2年前に，家族と一緒に海外旅行を楽しんだ。
（イ）オーストラリアで科学を学びたいと思っている。
（ウ）先週，世界の芸術に関する本を買った。
（エ）夕食の前に兄と英語を話す練習をよくしている。

解答・解説

(1) (ア)
(2) (ウ)

(1) 質問は「ホワイト先生はどこで理科の先生として働いていましたか？」。ホワイト先生の2番目の発言に，After that, I went to China and worked there as a science teacher.とあるので答えは（ア）中国。
(2)質問は「レイナについて正しいものはどれですか？」。会話の後半でレイナが I’m reading a book about art in the world. I bought it last week.と発言しているので、答えは(ウ)。

大問5

問題文

それぞれの会話のチャイム音のところに入る表現として暇も適当なものを，（ア）～（エ）から1つずつ選べ。

放送内容
5は（1）・（2）の 2つがあります。それぞれ短い会話を放送します。それぞれの会話の最後の応答の部分にあたるところでチャイム音を鳴らします。 このチャイム音のところに入る表現として最も適切なものを，（ア）・（イ）・（ウ）・（エ）から1つずつ選びなさい。

（1）
A : Excuse me. I want to buy a birthday present for my brother.
B : Sounds nice. Well, how about this cap?
A : That’s great, but it may be too small. Can I see a bigger one?
B: 〈チャイム音〉

（2）
A : Mary, are you okay? You don’t look good.
B : Oh, Rika, I’m tired because I was running for 30 minutes in this park. Is there a store to buy something to drink?
A : Yes, you can get there if you walk for a few minutes from this park. I’ll tell you where it is.
B: 〈チャイム音〉

（1）
（ア）　Sorry, we don’t have a different color of this cap.
（イ）　Sorry, we don’t have a bigger size of this cap.
（ウ）　Sure, we will bring a smaller cap soon.
（エ）　Sure, we will give this cap as a birthday present to you.

（2）
（ア）　Thank you. Then I’ll show you how to get there.
（イ）　Thank you. I’ll look for the train to get there.
（ウ）　Thank you. But I don’t have to go there.
（エ）　Thank you. I’ll go there to buy water.

解答・解説

(1) (イ)
(2) (エ)

(1) 「Can I see a bigger one?（もっと大きいのを見てもいいですか？）」に対して、「すみません、それはありません」または「あります」などの形になるはず。よって答えは（イ）Sorry, we don’t have a bigger size of this cap.（すみません、この帽子の大きいサイズはありません。）。
(2) 「お店の場所を教えてあげる」に対して、（エ）「Thank you. I’ll go there to buy water.（ありがとう。水を買いにそこへ行くね。）」が適切。

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高い合格率の秘訣は、指導経験豊富な先生の指導力に加え、1対1の指導でお子さん一人ひとりの状況に合わせた、お子さんだけのカリキュラムで勉強が進められるから！
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お子さんにとって「成果が出る勉強法」ってどんな勉強法だと思いますか？
お子さんそれぞれに、個性や性格、学力の差もあります。そんな十人十色のお子さん全員に合う勉強法ってなかなかないんです。
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やる気アシストには、決まったカリキュラムはありません。お子さんの希望や学力、得意や不得意に合わせて、お子さんだけのカリキュラムで指導を行っていきます。また、勉強法もお子さんそれぞれに合う合わないがあります。無料体験授業では、お子さんの性格や生活スタイルを見せていただき、お子さんにとって効率的な成果の出る勉強のやり方をご提案させて頂きます。