東京都の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。

大問1　リスニング

問題文

問題A　

次のア～エの中から適するものをそれぞれ一つずつ選びなさい。

【放送内容】
問題Aは、英語による対話文を聞いて、英語の質問に答えるものです。ここで話される対話文は全部で三つあり、それぞれ質問が一つずつ出題されます。質問に対する答えを選んで、その記号を答えなさい。

＜対話文 1＞
Yuji: Hi, Mary. Do you know about the new bookstore that opened last week?
Mary: I don’t know about it, Yuji. I usually go to the store next to the supermarket.
Where is the new one?
Yuji: It’s near the station. It’s very big.
Mary: I want to go there. Please tell me how to get there.
Yuji: I’m going to go there this Sunday. How about going there together?
Mary: That’s nice. Where do you want to meet?
Yuji: Let’s meet at our school at ten.
Mary: OK.
Question: Where are Yuji and Mary going to meet at ten on Sunday?

＜対話文 2＞
Grace: Have you seen my umbrella, Bob?
Bob: I haven’t seen it, Grace. But you had it when we were walking in the park.
After that, we went to the restaurant to eat lunch.
Grace: Maybe I left it in the restaurant. I have to go back.
Bob: I will go there with you.
Grace: Is that OK?
Bob: No problem.
Grace: Thank you. My grandmother bought it for my birthday.
Bob: Really? Let’s go now.
Question: What will Grace and Bob do?

＜対話文 3＞
Tom: What did you do last weekend, Sana?
Sana: I enjoyed shopping with my sister, and we watched a movie. Its name is
“Amazing Memory.” Do you know that movie, Tom?
Tom: Of course. It’s famous. How was it?
Sana: It was wonderful. I want you to see it.
Tom: I really want to see it because the story is from my favorite book.
Sana: Is it from a book? I want to read it. I will go to the library tomorrow.
Tom: You don’t have to go there. I have the book. I will bring it for you tomorrow.
Sana: Thank you.
Question: What does Sana want Tom to do?

＜対話文 1＞
ア At the new bookstore.
イ At the supermarket.
ウ At the station.
エ At their school.

＜対話文 2＞
ア They will walk in the park.
イ They will eat lunch.
ウ They will go to the restaurant.
エ They will buy an umbrella.

＜対話文 3＞
ア She wants him to enjoy shopping.
イ She wants him to see a movie.
ウ She wants him to read a book.
エ She wants him to go to the library.

問題B

＜Question 1＞では、下のア〜エの中から適するものを一つ選びなさい。
＜Question 2＞では、質問に対する答えを英語で書きなさい。

【放送内容】
これから聞く英語は、ある商業施設の館内放送です。内容に注意して聞きなさい。
あとから、英語による質問が二つ出題されます。
＜Question 1＞ では、質問に対する答えを選んで、その記号を答えなさい。
＜Question 2＞ では、質問に対する答えを英語で書きなさい。

Hello, everyone. Thank you for coming to Tokyo Shopping Center. We have two
areas and one event hall. You are in the Blue Area now. A new flower shop opened two
weeks ago in this area. In that shop, World Flower Week started last week. You can see
and buy flowers from many countries.
If you want to eat something, please cross the bridge and walk to the Green Area.
There are more than thirty restaurants there. You can enjoy eating many kinds of food.
We are having an ice cream festival this week. You can eat ice cream with fruit, such as
bananas, strawberries, or peaches. Go and try some.
Next to the Green Area, there is an event hall. You can see a performance there
every day. Today, you can enjoy a show by some comedians. It starts at five p.m. After
the show, you can take pictures with the comedians in the hall. We hope you have a
good time. Thank you.
When did the flower shop open?
What can people do with the comedians in the event hall after the show?

＜Question 1＞ What made Emily happy?
＜Question 2＞ What does Emily want the students to do in the future?

＜Question 1＞
ア Two weeks ago.
イ Last week.
ウ This week.
エ Today.

解答・解説

問題A

対話文 1　エ

対話文の要約: YujiとMaryが、新しくオープンした書店について話しています。YujiはMaryを誘い、日曜日に一緒に行こうと提案します。集合場所について話し合い、最終的に「Let’s meet at our school at ten.」（10時に学校で会おう）と決まります。
質問: Where are Yuji and Mary going to meet at ten on Sunday?（YujiとMaryは日曜日の10時にどこで会う予定ですか？）
解答: 対話文の最後の部分で、二人がat our school（彼らの学校で）会うことを決めているため、答えは「エ」となります。

対話文 2　ウ

対話文の要約: Graceが傘を探しており、Bobが一緒に探してあげると言っています。傘をなくした可能性のある場所は、二人が昼食をとったレストランです。Graceの「Maybe I left it in the restaurant. I have to go back.」（たぶんレストランに忘れたわ。戻らなくちゃ）という発言に対し、Bobは「I will go there with you.」（君と一緒に行くよ）と答えています。
質問: What will Grace and Bob do?（GraceとBobは何をする予定ですか？）
解答: 二人は、Graceが傘を忘れたと思われるthe restaurant（そのレストラン）に戻る予定です。したがって、答えは「ウ」となります。

対話文 3　イ

対話文の要約: TomとSanaが、Sanaが週末に見た映画「Amazing Memory」について話しています。この映画はTomのお気に入りの本を原作としていることが分かります。SanaはTomにこの映画を見てほしいと思っている様子です。Sanaの「I want you to see it.」（あなたにそれを見てほしい）という発言が、Tomに向けたSanaの希望を示しています。
質問: What does Sana want Tom to do?（SanaはTomに何をしてほしいと思っていますか？）
解答: SanaがTomにsee a movie（映画を見る）ことを望んでいることが、対話文中の「I want you to see it.」というセリフから明らかです。「it」は直前の話題である映画「Amazing Memory」を指しています。したがって、答えは「イ」となります。

問題B

Question 1　ア

放送内容の要約: 東京ショッピングセンターの館内放送です。新しい花屋が「two weeks ago」（2週間前）にオープンしたことが述べられています。
質問: When did the flower shop open?（その花屋はいつオープンしましたか？）
解答: 放送内容の「A new flower shop opened two weeks ago…」という部分が直接的な答えです。したがって、答えは「ア」となります。

Question 2　They can take pictures.

放送内容の要約: イベントホールのショーの後について説明されています。「After the show, you can take pictures with the comedians in the hall.」（ショーの後、ホール内でコメディアンと一緒に写真を撮ることができます）と述べられています。
質問: What can people do with the comedians in the event hall after the show?（ショーの後、イベントホールで人々はコメディアンと何ができますか？）
解答: 放送文の「take pictures with the comedians」という部分が答えとなります。質問が「what can people do」で始まっているため、「They can…」の形で答えるのが自然です。したがって、答えは**They can take pictures.**となります。

大問2　

問題文

次の各問に答えよ。

1. 高校生の Akari とアメリカからの留学生の Lucy は、ある週末の予定について話をしている。(A) 及び (B) の中に、それぞれ入る単語・語句の組み合わせとして正しいものは、下の ア~エのうちではどれか。ただし、下の I は、二人が見ているタウンフェスティバルのチラシの一部である。

Akari: Hi, Lucy. Do you have a plan for the weekend? Lucy: Nothing special. Akari: OK. There is a town festival for two days at Tokyo Nishi Park this weekend. This is information about it. Can you come with me? Lucy: Sure. I’m free on both Saturday and Sunday. Akari: A friend told me she would play in Band Performances from four o’clock. Lucy: Oh, I love music. I want to see the performances. Akari: Then let’s go there on (A) Lucy: What else can we enjoy at the festival?

Akari: Food, activities, and games…. We can enjoy many things. Lucy: What activities can we do? Akari: When I came to the festival last year, I did Painting a Plate and experienced Tea Ceremony, *sado. I think we can do some things like that. Lucy: Sounds exciting. Akari: Well, do you know how to get to the park? Lucy: I’m not sure. Should we go to Yuzu Station? It is closer than Ajisai Station to the park. But I’ve never taken the North Line. I usually take the South Line to go to school. Akari: The nearest station on the North Line from your house is Sumire Station. If we used that station, you would need to take a bus to get there and that would take a long time. Lucy: Really? So, you mean we should go to (B) , right? Akari: Yes. Then you can use the line that you usually use. Let’s meet there at twelve thirty.

ア (A) Saturday (B) Yuzu Station
イ (A) Sunday (B) Yuzu Station
ウ (A) Saturday (B) Ajisai Station
エ (A) Sunday (B) Ajisai Station

2. Akari と Lucy は、タウンフェスティバルの会場で、タウンフェスティバルのパンフレットを見ながら午後の予定について話をしている。(A) 及び (B) の中に、それぞれ入る単語・語句の組み合わせとして正しいものは、右のページのア~エのうちではどれか。ただし、右のページの II は、二人が見ているパンフレットの一部である。

Akari: It’s twelve forty-five now. Look. The
activity area has different kinds of activities.
Let’s do two of them before four o’clock.
Lucy: Yes, let’s.
Akari: Two activities are from one o’clock and the other activities are from three o’clock. We can do Making a *Key Ring or Making a *Photo Frame first. Which should we do? Lucy: How about doing (A) ? I want to make one for my sister. Akari: Good idea. And, if we choose that, we will have time to go to the food area and the game area. Lucy: Yes. We will be able to enjoy them for about one hour before the activities that start at three o’clock. Akari: What should we do from three o’clock? Lucy: Let’s see…. both activities look good to me. Akari: I often played kendama when I was an elementary school student. Have you played it before? Lucy: I have seen it, but I’ve never played it. Is it fun? Akari: Yes. It’s a lot of fun, but it may be a little difficult for you. Lucy: I see. Well, I know about the other activity. I have played one in a music class before. It was very exciting. Akari: Oh, you enjoyed it. Lucy: I want to do it again. So I choose (B)

〔注〕 key ring キーホルダー photo frame 写真立て

ア (A) Making a Key Ring (B) Wadaiko
イ (A) Making a Photo Frame (B) Wadaiko
ウ (A) Making a Key Ring (B) Kendama
エ (A) Making a Photo Frame (B) Kendama

3. 次の文章は、アメリカに帰国した Lucy が Akari に送ったEメールの内容である。

Dear Akari,
Thank you for everything while I was in Japan. I enjoyed visiting various places with you. The Town Festival was one of them.
I talked with many people there in Japanese. It was a
good experience for me.
Through my stay in Japan, I realized using Japanese was a lot of fun.
I am still studying Japanese in America. Recently, I have been writing a diary in
Japanese. It is for my Japanese class. At first, it was very difficult for me.
But my
Japanese class teacher said to me, “Practicing is important.” I practice writing more
and more every day at home.
My Japanese class teacher sometimes gives me advice
about my Japanese. Yesterday, I showed my diary to him. He read it and said to me,
“Your Japanese is getting better!” I was happy to hear that. I will keep practicing
Japanese very hard. I hope I can write a letter in Japanese to you someday.
Do you have something that you want to practice more? Please tell me about it.
I’m looking forward to hearing from you soon.
Yours,
Lucy

(1) このEメールの内容と合っているのは、次のうちではどれか。
ア Lucy hoped she could write a letter in Japanese to her Japanese class teacher someday.
イ Lucy sometimes got advice from Akari about her Japanese in America.
ウ Lucy was happy because she heard her Japanese was getting better.
エ Lucy was writing a diary in English for her English class.

(2) Akari は Lucy に返事のEメールを送ることにしました。あなたが Akari だとしたら、Lucy にどのような返事のEメールを送りますか。次の<条件>に合うように、下の【 】の中に、三つの英語の文を書きなさい。

<条件>
○ 前後の文につながるように書き、全体としてまとまりのある返事のEメールとすること。
○ Lucy に伝えたい内容を一つ取り上げ、それを取り上げた理由などを含めること。

Hello, Lucy,
Thank you for your e-mail. I hope you are well. I really enjoyed spending time with
you in Japan. I’m happy to hear that you are still practicing Japanese.
I will answer your question. You asked me, “Do you have something that you want to
practice more?” I’ll tell you one thing.
【 】
I hope to visit some places in Japan with you when we meet again.
I’m looking forward to getting a letter in Japanese from you.
Your friend,
Akari

解答・解説

1　エ

この問題は、AkariとLucyの会話を読み解き、二人がいつ、どこへ行くかを判断する問題です。

(A) に入る単語
Akariは、友達が「Band Performances」に午後4時から出演すると言っています。
Lucyは「I want to see the performances.（その演奏を見たい）」と答えています。
タウンフェスティバルのチラシを見ると、バンド演奏は**土曜日（Saturday）**に開催されることが分かります。
したがって、二人はバンド演奏を見るために土曜日に行くことを決めたと推測できます。

(B) に入る単語
Lucyは、Yuzu Stationが公園に近いことを知っていますが、彼女が乗ったことがない北ラインにあるため、行き方が分かりません。
Akariは、北ラインのSumire Stationを利用するとバスに乗る必要があり、時間がかかると説明しています。
Akariは「Then you can use the line that you usually use.（そうすれば、あなたがいつも使う路線を使える）」と提案し、Lucyは「So, you mean we should go to (B) , right?」と返しています。
Lucyが普段利用しているのは南ライン（South Line）で、地図を見ると、南ラインの駅はAjisai Stationです。
したがって、二人はいつも利用している南ラインのAjisai Stationへ行くことにしたと分かります。

以上のことから、(A)はSaturday、(B)はAjisai Stationとなり、答えはエです。

2　ア

この問題は、AkariとLucyがタウンフェスティバルで何をするか、パンフレットを見ながら決める会話を読み解く問題です。

(A) に入る単語
二人は午後1時から始まる2つの活動「Making a Key Ring」と「Making a Photo Frame」から1つを選ぶことになります。
Lucyは「How about doing (A)? I want to make one for my sister.」と提案しています。
パンフレットを見ると、「Making a Key Ring」の欄に「For your family or friends」と書かれています。一方、「Making a Photo Frame」にはそのような記述はありません。
したがって、妹のために何かを作りたいLucyが選んだのは「Making a Key Ring」だと推測できます。

(B) に入る単語
午後3時から始まる2つの活動「Kendama」と「Wadaiko」から1つを選ぶことになります。
Akariは「Kendama」について「it may be a little difficult for you.」と話しています。
それに対し、Lucyは「I have played one in a music class before. It was very exciting. I want to do it again.」と答えています。
「音楽の授業でやったことがある」というヒントから、楽器である「Wadaiko」だと分かります。

以上のことから、(A)はMaking a Key Ring、(B)はWadaikoとなり、答えはアです。

３ （1）ウ　（2）I want to practice making cookies more. My father often teaches me how to make them. I will be happy if I can make delicious cookies.

(1) Eメールの内容に合うもの
ア: 「I hope I can write a letter in Japanese to you someday.」とあり、手紙を書きたい相手はAkariです。先生ではありません。
イ: 「My Japanese class teacher sometimes gives me advice about my Japanese.」とあり、アドバイスをくれるのは先生です。Akariではありません。
ウ: 「He read it and said to me, ‘Your Japanese is getting better!’ I was happy to hear that.」とあり、日本語が上達していると聞いて嬉しかった、という内容に合っています。
エ: 「I have been writing a diary in Japanese. It is for my Japanese class.」とあり、書いている日記は日本語で、日本語の授業のためです。
以上のことから、答えはウです。

(2) Akariからの返信Eメール

<条件>に合うように、返信を作成します。
条件1: 前後の文とつながり、まとまりのある返信にする。
条件2: 練習したいことを1つ取り上げ、その理由などを含める。
条件3: 3つの英語の文で書く。

例の答えの解説
I want to practice making cookies more. (もっとクッキー作りを練習したいです。) – 練習したいことを具体的に述べています。
My father often teaches me how to make them. (父がよく作り方を教えてくれます。) – なぜそれを練習したいのか、その理由（きっかけ）を述べています。
I will be happy if I can make delicious cookies. (おいしいクッキーが作れるようになったら嬉しいです。) – 練習を続ける動機や、達成したときの気持ちを表現しています。

この3つの文は、質問に対する答えとして具体的で、理由や感情も含まれており、自然な会話の流れになっています。

大問3　読解問題

問題文

次の対話の文章を読んで、あとの各問いに答えよ。

Koji, Yuka, and Akito are junior high school students in Tokyo. Olivia is a student from Australia. They are talking in their classroom after school.

Koji: What are you reading, Yuka?
Yuka: I’m reading a book about stars. I like looking at stars.
Olivia: Do you know about stars seen from Australia? (1)They are wonderful.
Yuka: I know. I have seen them on TV.
Akito:Oh, are you interested in stars?
Yuka: Yes. Now I sometimes go to a science museum to learn about them. I enjoy learning
about stars thanks to my sister.
Koji: Did you become interested in stars then?
Yuka: That’s right. This summer, I saw stars from the top of a mountain with my family.
She explained about one bright star to me.
Olivia: Did you become interested in stars then?
Yuka: Yes. Then I started to learn more about them.
Akito: (2)That’s nice, Yuka.
Yuka: Thank you.
Akito: I’m interested in many things, but I don’t usually try to learn more about them.
Yuka: Learning is fun. I also enjoy science class. I want to visit Australia to see beautiful stars someday.
Olivia: That’s nice.
Akito: Do you have something that you are interested in, Olivia?
Olivia: Yes. Japanese food. Onigiri is my favorite. I tried some in Australia, but I was surprised to see so many kinds of onigiri in Japan. And I can get delicious onigiri easily at convenience stores.
Yuka: I see.
Olivia: I learned that some of them included local products from different areas in Japan. For example, I found onigiri with kombu from Hokkaido and with umeboshi from Wakayama. That was interesting for me. (3)After that, I started to learn more about Japanese food.
Akito: What do you mean?
Olivia: First, I checked some websites to learn about onigiri. I found out why some prefectures have become famous for their local products. Now I know more about the *geography of Japan. Things in daily life can become a good start for learning.
Koji: I agree with you. I sometimes learn about English words seen in textbooks and in other places.
Akito: For example?
Koji: I learned the expression “free time” in English class last year. Last month, I saw the expression “free ticket” on the Internet. (4)Then I got interested in the word “free.”
Olivia: What was interesting about it, Koji?
Koji: The word “free” was used with different meanings. I didn’t know why “free” was used in that way.
Akito: I have never thought about that. What did you do?
Koji: I used my dictionary at home and checked “free,” but I didn’t understand the reason. The next day, I asked my English teacher, Ms. Evans, about the word. She taught me about the word and some other expressions using “free.”
Akito: I think you enjoy learning, Koji.
Yuka: Akito, you can also start learning about something you are interested in. For example, your favorite movies, books, or this town.
Akito: This town… When I was waiting for friends near our school, I saw a sign on a street on a hill.
Olivia: A sign? What did it say?
Akito: The history of the street was written on it. The name of the street was the name of a famous person from the Edo period. That person lived near the street.
Koji: There are some other streets on hills. How about looking for signs about them? I know some of them have names.
Akito: (5)That’s a good idea. I think that learning more about this town may be a good chance to enjoy learning history. I’ll go around and look for some more signs today.
Olivia: I want to go with you.
Koji: Let’s all go together.
Yuka: Sounds exciting.

〔注〕 geography 地理 hill 坂 period 時代

問1

(1)They are wonderful. の内容を最もよく表しているのは、次のうちではどれか。

ア Olivia thinks stars seen on TV are wonderful.
イ Olivia thinks stars seen in a book are wonderful.
ウ Olivia thinks stars seen from Australia are wonderful.
エ Olivia thinks stars seen in a science museum are wonderful.

問2

(2)That’s nice, Yuka. とあるが、このように Akito が言った理由を最もよく表しているのは、次のうちではどれか。

ア Yuka became interested in stars and started to learn more about them.
イ Yuka visited Australia to see beautiful stars.
ウ Yuka enjoys learning about stars thanks to Akito.
エ Yuka went to an elementary school with her sister to learn about stars.

問3

(3)After that, I started to learn more about Japanese food. の内容を、次のように書き表すとすれば、【 】の中に、下のどれを入れるのがよいか。
After Olivia learned that some onigiri included local products,【 】

ア she found onigiri with kombu from Hokkaido and with umeboshi from Wakayama
イ she found out why some prefectures have become famous for their local products
ウ she learned she could get delicious onigiri easily at convenience stores
エ she learned there are many kinds of onigiri in Japan

問4

(4)Then I got interested in the word “free.” とあるが、このように Koji が言った理由を最もよく表しているのは、次のうちではどれか。

ア Koji saw the expression “free time” on the Internet last month.
イ Koji didn’t learn any expression using “free” in English class last year.
ウ Koji used his dictionary to check the meaning of the word “free” at home.
エ Koji didn’t know why “free” was used with different meanings in two expressions.

問5

(5)That’s a good idea. の内容を最もよく表しているのは、次のうちではどれか。

ア Going around the town with friends is a good idea for Akito.
イ Looking for signs about other streets on hills is a good idea for Akito.
ウ Seeing the person who lived near the street on a hill is a good idea for Akito.
エ Learning about the name of a famous person from the Edo period is a good idea for Akito.

問6

次の英語の文を、本文の内容と合うように完成するには、【 】の中に、下のどれを入れるのがよいか。
Olivia said she learned about her favorite Japanese food from【 】 .

ア websites
イ signs
ウ textbooks
エ movies

問7

次の文章は、Koji たちと話した日に、Olivia が書いた日記の一部である。
(A) 及び (B) の中に、それぞれ入る単語の組み合わせとして正しいものは、下のアーエのうちではどれか。

Today, I talked with my friends Koji, Yuka, and Akito about learning new
things. Yuka was interested in stars. When she went to a mountain, her
sister (A) her about a star. Then Yuka started to learn about stars.
I talked
about one of my experiences with Japanese food. Onigiri became a (B) for
me to learn more about the geography of Japan. I think we can start learning
about things in our daily lives.
When Koji wanted to learn about a word in
English, he asked a teacher, Ms. Evans. She (A) him about the word “free.”
He enjoys studying English. I hope looking for signs will give Akito a (B) to
enjoy learning.

ア (A) asked(B) chance
イ (A) asked(B) product
ウ (A) taught(B) product
エ (A) taught(B) chance

解答・解説

この問題は、Koji, Yuka, Akito, Oliviaの4人の生徒の対話文を読んで、内容に合致する答えを選ぶ読解問題です。対話文を丁寧に読み解き、各質問が指す内容を正確に把握することが重要です。

問1　ウ

「(1) They are wonderful.」は、直前のOliviaの台詞「Do you know about stars seen from Australia?」を受けています。
theyは、直前に話題に上がった「stars seen from Australia」（オーストラリアから見える星）を指します。したがって、Oliviaはオーストラリアから見える星が素晴らしいと考えている、ということになります。

問2　ア

「(2) That’s nice, Yuka.」とAkitoが言ったのは、Yukaが星に興味を持つきっかけについて話した直後です。
Yukaは「This summer, I saw stars from the top of a mountain with my family. She explained about one bright star to me.」と言い、さらに「Then I started to learn more about them.」と続けています。
Akitoは、Yukaが星に興味を持ち、それについてもっと学び始めたことに対して「That’s nice」と言っているのです。

問3　イ

「(3) After that, I started to learn more about Japanese food.」は、Oliviaが「I learned that some of them included local products from different areas in Japan.」と話した直後の台詞です。
Oliviaが日本の地域特産品を使ったおにぎりがあることを知った後で、日本の食べ物についてもっと学び始めた、という文脈です。
したがって、【 】に入るのは、おにぎりに地域特産品が含まれていることを知った後に、Oliviaが学び始めた内容です。
その後、Oliviaは「I checked some websites to learn about onigiri. I found out why some prefectures have become famous for their local products.」と説明しています。これがまさに、彼女が学び始めた内容です。

問4　エ

「(4) Then I got interested in the word “free.”」とKojiが言ったのは、彼が「free time」という表現と「free ticket」という表現を見た後です。
彼は、「The word “free” was used with different meanings. I didn’t know why “free” was used in that way.」と説明しています。
つまり、2つの異なる表現で「free」が違う意味で使われていることに気づき、なぜそうなるのか分からなかったため、興味を持ったということです。

問5　イ

「(5) That’s a good idea.」は、Kojiの提案に対してAkitoが言った言葉です。
Akitoは、たまたま見た看板に街の歴史が書かれていた話をしました。
それに対し、Kojiは「There are some other streets on hills. How about looking for signs about them?」と提案しています。
Akitoは、この「他の坂道にある看板を探す」というKojiの提案を「That’s a good idea.」と評価しています。

問6　ア

Oliviaが好きな日本の食べ物（おにぎり）について、何から学んだか問われています。
Oliviaは「First, I checked some websites to learn about onigiri.」と述べています。
したがって、彼女が情報を得たのは「websites」です。

問7　エ

この問題は、日記の空欄に適切な単語の組み合わせを入れる問題です。対話文の内容を要約した文になっています。
(A)
Yukaの姉が星について説明した場面では、「She explained about one bright star to me.」とあります。
Kojiの先生が単語について教えた場面では、「She taught me about the word and some other expressions using “free.”」とあります。
したがって、共通して当てはまるのは「taught」です。（「教える」という意味）

(B)
Oliviaが日本語を学ぶきっかけについて、「Onigiri became a (B) for me to learn more about the geography of Japan.」と述べています。これは、「きっかけ」を意味する言葉が入ります。
Akitoが学ぶのを楽しむきっかけについて、「I hope looking for signs will give Akito a (B) to enjoy learning.」と述べています。これも「機会」や「きっかけ」を意味する言葉が入ります。
選択肢の中で、両方の文脈に合うのは「chance」（機会、きっかけ）です。

大問4　読解問題

問題文

次の文章を読んで、あとの各問に答えよ。
(＊印の付いている単語には、本文のあとに〔注〕がある。)

Shota was a first-year high school student. In July, he and one of his friends, Kento, saw a
poster at school about summer volunteer programs for high school students. There was a list
of the programs on the poster. Shota found some programs that he was interested in, such as
working at an art museum or at a library.
Kento was also interested in the volunteer programs. He said, “Volunteer work at an
art museum. I don’t know much about art, but I’ll try that. The work sounds interesting.”
Shota also wanted to do that. But he always got nervous when he tried something new.
He thought that he couldn’t do the volunteer work and felt sad.
One day in the summer vacation, Shota visited the art museum which was on the list of
volunteer programs. He wanted to see famous pictures. Some high school students were
doing volunteer work there. Some students were standing near the entrance and telling
people where to go first. Shota saw Kento in the museum shop. Kento was putting some
cups and books on shelves. Those goods had famous pictures on them. He saw Shota and
said, “I’m happy to see you here, Shota. Have a good time!” Then one woman asked Kento
questions about an artist. He answered her with a smile. Shota was surprised and said to
him, “You explained that well.” Kento said, “Thank you. I learned about famous artists from
the staff. I really like this job.” Kento looked very happy.
After Shota got home, he talked with his older sister, Emi. Shota said, “I went to an art
museum to see famous pictures. Kento is doing volunteer work there and having a good
experience. I wish I could try new things like him.” She said, “I know. You should stop
worrying too much when you are thinking about trying something new. Are you interested
in doing volunteer work?” Shota said, “Well, I like this city, and I’d like to work for local
people.” Emi hoped that he could do it.
One day in September, Emi showed Shota a poster about the local sports day. She knew the
local committee members were looking for some high school students to work on the day as
volunteer staff. Emi said, “You said you wanted to work for local people. I hope this will be a good
chance for you to do that.” Shota was very interested, but he was also nervous. Emi continued,
“I did this work last year. I worked on relays as a staff member. I was happy to help runners.
I cannot do that work this year, but I think you should try it.” Shota finally decided to do the work.
On the local sports day, many people came and enjoyed sports. Shota was nervous, but
he did the job he was told to do. It was to guide people to gates. During a break time, he
saw some staff members who were trying to carry many water bottles. At first, he didn’t say
anything to them, but he wanted to help them. Then he asked one of the staff members, “Can
I help you carry these?” The staff member said, “Yes, please.” After they finished carrying
them, the staff member said, “Thank you for helping us, Shota.” He was so happy about it
that he tried to help other staff members, too. Kento was also there. He was with his family
to enjoy the day. He saw Shota. Kento went to him and said, “We are having fun. How is
your job?” Shota said, “Great!” Shota was very busy, but he enjoyed the day.
Later, Shota talked with Emi at home. He said, “Thank you so much for encouraging me
to try to do the work.” Emi said, “I gave you information about the sports day. You decided
to do the work and helped staff members and other people. That was great.” Shota smiled
and said, “I learned one thing today. It is important for me to take action without worrying.”
Shota got *confidence through the experience. He was proud of himself.

〔注〕 committee 委員会 confidence 自信

問1

Shota also wanted to do that. の内容を，次のように書き表すとすれば，【 】の中に，下のどれを入れるのがよいか。
Shota also wanted【 】.

ア to find volunteer programs, such as working at an art museum or a library
イ to see a poster about volunteer programs for high school students
ウ to try the summer volunteer work at an art museum
エ to get interested in the summer volunteer programs

問2

次のア〜エの文を，本文の内容の流れに沿って並べ，記号で答えよ。

ア Shota heard that Kento really liked the volunteer work.
イ Shota was very busy during the local sports day, but he enjoyed the day.
ウ Shota visited the art museum that was on the list of volunteer programs.
エ Shota said that he would like to work for local people.

問3

次の(1)〜(3)の文を，本文の内容と合うように完成するには，【 】の中に，それぞれ下のどれを入れるのがよいか。

（1）When Shota saw Kento in the museum shop,【 】.
ア Kento was standing near the entrance and telling people where to go first
イ Kento was putting some cups and books on shelves
ウ Kento was learning about famous artists from the staff
エ Kento was asking questions about an artist to a woman there

（2）After Shota got home from the art museum, Emi told him that【 】.
ア he should talk with Kento about trying new things
イ he would have a good experience when he was doing volunteer work with Kento
ウ he should stop worrying too much when he was thinking about trying something new
エ he would see famous pictures there and got interested in art

（3）On the local sports day,【 】.
ア Shota was told to guide people to gates
イ Shota went to Kento’s family and talked to them
ウ Shota was so nervous that he couldn’t do his job
エ Shota asked the staff to help him carry water bottles

問4

次の(1)，(2)の質問の答えとして適切なものは，それぞれ下のうちではどれか。

(1) Why did Emi show Shota a poster about the local sports day?
ア Because she hoped it would be a good chance for him to look for other students to work on that day.
イ Because she hoped it would be a good chance for him to work for local people.
ウ Because she wanted Shota to enjoy a relay as a runner on that day.
エ Because she wanted Shota to do volunteer work with her.

(2) What did Shota learn through the experience of his volunteer work?
ア He learned that it was important for him to help Emi to decide to do volunteer work.
イ He learned that giving information to staff members was important for him.
ウ He learned that it was important for him to be encouraged by other people.
エ He learned that taking action without worrying was important for him.

解答・解説

問1　ウ

「Shota also wanted to do that.」は、直前のKentoの台詞「I’ll try that. The work sounds interesting.」を受けています。
thatは、Kentoが言及した「Volunteer work at an art museum」（美術館でのボランティア活動）を指しています。
したがって、Shotaがやりたかったのは「美術館での夏のボランティア活動を試すこと」です。

問2　ウ→ア→エ→イ

時系列順に出来事を並べる問題です。
ウ: Shotaが夏休みに美術館を訪れたのは、ボランティア活動のポスターを見た後、そしてKentoに会う前です。これが物語の最初の出来事です。
ア: 美術館でShotaはKentoに再会し、「I really like this job.」という言葉を聞きます。これは、ShotaがKentoがボランティア活動を本当に楽しんでいることを聞いた出来事です。この出来事は美術館でのことなので、ウの直後です。
エ: 美術館から帰宅後、Shotaは姉のEmiと話す中で「I’d like to work for local people.」（地元の人々のために働きたい）と言います。これは、美術館での出来事の後です。
イ: 地元のスポーツ大会でのボランティア活動の様子です。これはEmiにポスターを見せてもらった後で、物語の結末にあたります。
したがって、正しい順序は「ウ→ア→エ→イ」です。

問3　（1）イ（2）ウ（3）ア

文章の内容に合うように文を完成させる問題です。

(1)
Shotaが美術館を訪れた場面で、Kentoを見つけたときの状況が書かれています。
本文には「Shota saw Kento in the museum shop. Kento was putting some cups and books on shelves.」とあります。したがって、ShotaがKentoを美術館のショップで見たとき、Kentoはカップや本を棚に並べていました。

(2)
Shotaが美術館から帰宅し、姉のEmiと話したときのEmiの助言についてです。
Emiは「You should stop worrying too much when you are thinking about trying something new.」（何か新しいことを試そうと考えるときに、心配しすぎるのはやめるべきよ）と言っています。したがって、EmiがShotaに伝えたのは、心配しすぎないようにすることです。

(3)
地元のスポーツ大会での出来事についてです。
Shotaが担当した仕事について、本文には「he did the job he was told to do. It was to guide people to gates.」（彼はするように言われた仕事をした。それは人々をゲートへ案内することだった）とあります。したがって、Shotaは人々をゲートへ案内するように言われました。

問4　（1）イ（2）エ

（1）
EmiがShotaにスポーツ大会のポスターを見せた理由を尋ねています。
本文には、「She knew the local committee members were looking for some high school students to work on the day as volunteer staff. Emi said, “You said you wanted to work for local people. I hope this will be a good chance for you to do that.”」とあります。
Emiは、Shotaが以前「地元の人々のために働きたい」と言っていたことを知っていたため、それが良い機会になることを期待してポスターを見せました。

(2)
Shotaがボランティア活動の経験を通して何を学んだかを尋ねています。
物語の最後の部分で、ShotaはEmiに「I learned one thing today. It is important for me to take action without worrying.」（今日一つ学んだことがある。それは、心配せずに行動を起こすことが自分にとって重要だということだ）と言っています。これが、彼がボランティア活動を通して得た最も重要な教訓です。

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