追検査

受検番号 第令 和 5 年 度 学 力 検 査 問 題

英時 30 分）語 （14 時 40〈50分～15分間〉

注1

意

解答用紙について⑴

解答用紙は 1 枚で，問題用紙にはさんであります。

⑵

係の先生の指示に従って，所定の欄 2 か所に受検番号を書きなさい。

⑶

答えはすべて解答用紙のきめられたところに，はっきりと書きなさい。

⑷

解答用紙は切りはなしてはいけません。

⑸

解答用紙の ※ 印は集計のためのもので，解答には関係ありません。

2

問題用紙について⑴

表紙の所定の欄に受検番号を書きなさい。

⑵

問題は全部で 5 問あり，表紙を除いて 9 ページです。

〇

最初に「放送を聞いて答える問題」を行います。

〇

印刷のはっきりしないところは，手をあげて係の先生に聞きなさい。

番

1 放送を聞いて答える問題（28 点）
問題は，No. 1 ～ No. 7 の全部で ７ 題あり，放送はすべて英語で行われます。放送される内容についての質問にそれぞれ答えなさい。No. 1 ～ No. 6 は，質問に対する答えとして最も適切なものを，Ａ～Ｄの中から一つずつ選び，その記号を書きなさい。No. 7 は，それぞれの質問に英語で答えなさい。放送中メモを取ってもかまいません。各問題について英語は ２ 回ずつ放送されます。
【 No. 1 ～ No. 3 】（各 2 点）
Listen to each talk, and choose the best answer for each question.
No. 1ＡＢＣＤＡＢＣＤ

No. 2

No. 3Place

123Ａ

Park

MuseumCastleＢPark

CastleMuseumＣMuseum

CastleParkＤ

Museum

ParkCastle

Plan1【 No. 4 ， No. 5 】（各 2 点）
Listen to each situation, and choose the best answer for each question.
No. 4Ａ

OK. I’ve just got the dog.

Ｂ

OK. Show me the game.

Ｃ

OK. The dog can eat now.

Ｄ

OK. I’ll go in a minute.

Ａ Watch your step when you leave the bus.

Ｂ

What a good baseball game!

ＣＤ You should take the bus from bus stop No. 3.

No. 5
You can buy the train ticket there.

【 No. 6 】（各 3 点）
This is a phone message left by Emily, a student from the U.S. Her classmate Rina couldn’t
answer the phone. Listen to Emily’s message and choose the best answer for questions 1, 2 and 3.
Question 1⑴
Ａ

At City Library.

Ｂ

At Sainokuni Elementary School.

ＣAt City Hall.

ＤAt Rina and Emily’s school.

Question 2⑵

Ａ

She’s going to make lunch with Rina.

Ｂ

She’s going to practice reading stories.

Ｃ

She’s going to play outside.

Ｄ

She’s going to read some books she got from her school.

Question 3⑶

Ａ

The program will start next Monday.

Ｂ

The program will start at eight thirty in the morning.

Ｃ

Emily and Rina joined the English speech contest together.

ＤEmily and Rina have a few days before the program.

【 No. 7 】（各 3 点）
Listen to the talk between Taku and Anna, a student from the U.S., and read the questions.
Then write the answer in English for questions 1, 2 and 3.
⑴

Question 1： What will Anna have before going to the picnic?
Answer    ：⑵

）.

Question 2： How will Anna go to the park?
Answer    ：⑶

  She will have a（  She will go there by（）.

Question 3： What did Taku ask Anna to do by this Friday?
Answer    ：  He asked Anna to let him know（the picnic.
2） can come to2 オーストラリアからやってくる留学生の Lucas のために，歓迎会のお知らせを英語で作成します。〔日本語のメモ〕と〔英語のお知らせ〕を読んで，問 １ ～問 ３ に答えなさい。（17 点）〔日本語のメモ〕ようこそ彩の国中学校へ！
２ 年生全員があなたを歓迎します。私たちは学校で歓迎会を行う予定です。いっしょに楽しいことをしましょう。心配する必要はありません。わくわくしますよ！
日にち：４ 月 11 日（火）時間：午前 ９ 時～ ９ 時 40 分
場所：体育館
いっしょに学校生活を楽しもう！
〔英語のお知らせ〕

Welcome to Sainokuni Junior High School!
All the second year students welcome you. We are going to have a welcome
event at school. Let’s do something fun together. You don’tbeＡ①. You’ll!
11B
Time：9 :00 a.m. － 9 :40 a.m.

Date：Tuesday,

Place：School Gym
Let’s enjoy schoolC

問 1 〔日本語のメモ〕をもとに，空欄together!
①に適切な ３ 語以上の英語を書きなさい。
（ ４ 点）～にあてはまる適切な １ 語を，それぞ
問 2 〔日本語のメモ〕をもとに，空欄
ＣＡ
れ英語で書きなさい。なお，省略した形や数字は使わないものとします。（各 ３ 点）
問 3 次は，歓迎会を企画する生徒と ALT の Ms. Parker が ２ 年生に実施するアンケートです。あに ２ 文以上の英文を書きなさなたなら，歓迎会で何をしたいですか。空欄②い。１ 文目は，あなたのしたいことを I want に続けて書きなさい。２ 文目以降はその理由が伝わるように書きなさい。（ ４ 点）
A new student is coming from Australia, and his name is Lucas. To become goodfriends with him, we want to do something fun together. We are going to have a welcome
event at school. What can we do with him during the event? Tell us your ideas.
②33 次は，留学生としてアメリカに行った中学生の Taichi が書いた英文です。これを読んで，
問 １ ～問 ５ に答えなさい。＊印のついている語には，本文のあとに〔注〕があります。（18 点）

I went to the U.S. last year. I stayed with my host family for six months. One day, my hostfather, Mr. Johnson, asked me about kendo, but I couldn’t tell him about it. I was * disappointedwith myself.

The next day, on the way to school, I saw Sara, a student from Hawaii. I told her thestory about my host father. Then she said, “Actually, I’ve been doing kendo since I was nine.
ＡWe can practice together if you want.” I could 〔 was / not / lucky / believe / how / I 〕.

I started practicing kendo with Sara after school. She（）to teach me how to do it

from the beginning because I had no kendo experience. We practiced hard every day. The
other day, she said to me, “Your * skills are getting better. We can show your host family ourkendo matches.”

A month later, we showed our kendo matches to my host family in the garden. I was very
nervous, but I tried very hard. After that, Mr. Johnson said to me, “You did a great job! It wasB

wonderful to watch a kendo match. I want to try kendo.”

Before going to the U.S., I didn’t think * deeply about the traditional culture of my country

because it was too * common to me.

CKendo is just one example. This experience hashelped me learn more about my own country.
〔注〕 disappointeddeeply

がっかりしたskill

深く問 1 本文中の技能

commonＡ～Ｃ

見慣れているのいずれかに，That made me really happy. という 1 文を補います。どこに補うのが最も適切ですか。

ＡＣ～の中から一つ選び，その記号を書きなさい。（ ３ 点）
問 2 〔〕内のすべての語を，本文の流れに合うように，正しい順序に並べかえて書きなさい。（ ４ 点）
問 3 下線部について，（）にあてはまる最も適切なものを，次のア～エの中から一つ選び，その記号を書きなさい。（ ３ 点）
アleft earlyイmade timeウエran fast

問 4 本文の内容に関する次の質問の答えとなるように，（became sad）に適切な英語を書きなさい。

（ ４ 点）

Question： Why was Taichi disappointed with himself when Mr. Johnson asked him about kendo?
Answer：   Because he（）.

問 5 本文の内容と合うものを，次のア～エの中から一つ選び，その記号を書きなさい。（ ４ 点）
アTaichi had kendo experience before going to the U.S., and knows a lot about it now.

イ

Taichi learned a lot about kendo and wanted to show it to people all over the world.

ウ

Taichi practiced kendo hard with Sara to show it to his host family.

エ

Taichi felt his kendo experience would not help him learn more about Japanese culture.
44 次の 1 ～ 4 は，Mr. Aoki と Emi，Sota，Lucie の授業における会話と発表です。これらを読んで，問 １ ～問 ７ に答えなさい。＊印のついている語句には，本文のあとに〔注〕があります。（25 点）
1 〈Mr. Aoki and the students start talking about * food waste in class.〉
At a convenience store, I saw a poster saying “Temaedori.” It asks people to takeEmi：food from the front.
Sota：Stores often make food cheaper when the * expiration date is coming up.

Lucie：

I often see such posters at supermarkets. Why are stores doing this?

Mr. Aoki： They are trying to * reduce the * amount of food waste.
My brother is a college student. On the Internet, he often looks for stores which sellSota：

cheaper food just before the expiration date.
Mr. Aoki： Ａ

Japan has been working

hard to reduce food waste since it
became a serious problem aroundthe world.

Look at Picture 1.

Food Waste in Japan（million tons）
6.0
6

The amount of food waste in 20184

was 6 million * tons. In 2019, new2

rules started to help stores reducefood waste.

0

The amount was2018

reduced in 2020.
食品廃棄expiration date

reduce ～～を減らす

amount問 1 空欄2019

5.2

2020（year）

Picture 1〔注〕 food waste
ton

5.7

賞味期限

量トン（単位）
Ａにあてはまる最も適切なものを，次のア～エの中から一つ選び，その記号を書きなさい。（ ３ 点）
アIt is impossible.

イ

You are kidding me.

ウThat is great.

エ

It is not true.

5

2 〈Mr. Aoki and the students continue talking.〉Because of the new rules, stores inEmi：

Japan are trying to reduce food

Where Does Food Waste Come From?
others3%

waste.

stores11%

Mr. Aoki： Food waste doesn’t only come fromstores. Look at Picture 2. It showsthat about half of food waste isfrom

Brestaurants
16%
factories
23%.

That’s true! Why is such a large

Emi：

homes
47%

Picture 2amount of food * thrown away?
Sota：

I think people buy much more food than they can eat.

Lucie：

I think so, too. To solve this problem, we should make our shopping lists before
going to the store.

Sota：Sounds nice.

Emi：

I like that idea.

Mr. Aoki： G ood, everyone. By the way, there is another reason. Parts of * ingredients arethrown away during cooking. It happens both at home and food * factories.
Lucie：

It’s a difficult problem. How can we solve it?

Mr. Aoki： These days, groups of people have started talking about * upcycling in many places
around the world. Upcycling is a way of reducing food waste by creating new* products out of food that will be thrown away. For the next class, I want you tolook for some upcycled food on the Internet.
〔注〕 throw away ～factory工場

product

製品～を捨てるingredient食材

upcycle ～付加価値を高めて～をリサイクルする

問 2 本文 2 について，Picture 2 が表す情報と本文の流れが合うように，空欄

Bにあてはまる適切な １ 語を英語で書きなさい。（ ３ 点）
問 ３ 本文 2 で，Lucie は，人々が食品を買いすぎてしまうという問題を解決するために，何をすべきだと述べていますか。日本語で書きなさい。（ ４ 点）

6

3 〈Sota gives a speech in class.〉
In the last class, we learned about upcycling around the world. However, you may besurprised to hear that 〔 been / new / making / people / have / things / Japanese 〕 out of foodwaste for a long time. Today, I’m going to talk about upcycled foods in Japan. One example isokara.
Okara is the * byproduct of * soybeans after tofu is made. Tofu became popular among* common people in the Edo period, and okara was also used in cooking as a cheap and usefulingredient. There are traditional Japanese dishes cooked with okara and vegetables. Now, okara
is used in many dishes as a * healthy ingredient because it is low in fat. For example, it is used
to make cakes and cookies. I like okara cakes very much.
In other countries, okara was used as animal food in the past. However, some people
realized Japanese dishes were good for their health, and they developed a machine which madeokara into * powder. Okara powder was easy to use in their own dishes. Today, it is well known
as a healthy and * eco-friendly ingredient.
〔注〕 byproduct

副産物soybean

大豆健康的な

common一般のhealthy

powder粉eco-friendly

問 ４ 〔環境にやさしい〕内のすべての語を，本文の流れに合うように，正しい順序に並べかえて書きなさい。（ ４ 点）
問 ５ 本文 3 の内容と合うように，次の英語に続く最も適切なものを，ア～エの中から一つ選び，その記号を書きなさい。（ ３ 点）
Sota says that okaraア

is often used to make healthy tofu in other countries.

イ

was expensive for common people in the Edo period.

ウ

was an ingredient people in other countries liked in old times.

エis an ingredient that keeps our bodies in good health.

74 〈After the speech, Mr. Aoki and the students start talking again.〉Mr. Aoki： Thank you, Sota. Great job. Does anyone have any opinions?
It is amazing that Japan has a culture of upcycling food. We have many otherEmi：upcycled foods in Japan.
I have another example. Have you ever had a * bread crust snack? It is made ofLucie：

sandwich * leftovers. I like this snack very much.
Sota：I love it, too.

Emi：

I found snacks made of vegetable * peels from food factories.

Lucie：Amazing! There are a lot of upcycled foods around us.

Emi：Even I can create a new upcycled food. Don’t you think so?

Lucie：

Yes, I do. Look for a food that can be upcycled at home, and upcycle it in class.
That will be our new project.

Mr. Aoki： That sounds interesting. OK, our new project is creating upcycled food. For the
next class, please remember to find some food you want to use in upcycling. We’ll
decide what ingredient is the best for the new project.
〔注〕 bread crust snack

パンの耳を揚げた菓子

leftover

料理の残り物

peel （野菜などの）皮問 ６ 本文 1 ～ 4 の内容と合うものを，次のア～エの中から一つ選び，その記号を書きなさい。
（ ４ 点）アA bread crust snack is an example of upcycled food.

イ

Lucie likes a sandwich made from vegetable leftovers.

ウFactories are asking stores to sell cheaper food.

エBecause of new rules, more stores threw away food.

問 ７ 次は，後日の Lucie と Emi の会話です。自然な会話になるように，（）に適切な ３ 語以上の英語を書きなさい。（ ４ 点）
Lucie： Hello, Emi. Did you find any upcycled food?
Emi：Yes. I made jam with peels of oranges my parents grew in the garden.

Lucie： How nice! I want to know（Emi：）the orange jam.

OK. I’ll show you later.

85 次は，あなたの友人である James から届いたメールです。これを読んで，問 １ ～問 ３ に答えなさい。
＊印のついている語句には，本文のあとに〔注〕があります。（12 点）
Hi, how are you doing?
Last week, I took a seven-day trip to Okinawa with my family. I traveled by plane for thefirst time. I really enjoyed the * flight to Okinawa. The * scenery in Okinawa was beautiful

and I like the food there, so I have a lot of happy memories of that place. I will remember

the experience I had in Okinawa forever. The * coral reef is a place for tourists to enjoy water
activities. I was interested in * scuba diving, so I tried it with my brother there. The sea was sobeautiful, and there were a lot of fish. We saw a * sea turtle and swam with it. You said it is hot
and * humid in summer, but I liked the * breeze in Okinawa.

I want to visit Japan again in another season. How about winter? Is it very cold? Whichplace in Japan do you like to visit in winter? I hope to see you in Japan soon.
〔注〕 flight

空の旅

scenery

景色

coral reef

サンゴ礁

scuba diving

sea turtle

ウミガメ

humidbreeze

スキューバダイビング

湿度の高い

そよ風

問 １ 本文の内容に合うように，次の英文の（）にあてはまる最も適切な １ 語を，本文中から抜き出して書きなさい。（ ３ 点）
James can’t forget the sea in Okinawa because it was so（）.

問 ２ 本文の内容と合うものを，次のア～エの中から一つ選び，その記号を書きなさい。（ ３ 点）
アJames は，一人で沖縄に行ったことがある。

イJames は，沖縄の景色だけでなく，食べ物も気に入った。

ウJames は，沖縄でスキューバダイビングができなかった。

エJames は，沖縄でサンゴ礁の保護活動に参加した。

問 ３ 下線部について，あなたが日本で冬に訪ねるのが好きな場所について，James に英語でメールを書きます。〔条件〕に従い，James に伝わるように，Ａに ３ 文以上の英文を書いて，メールを完成させなさい。（ ６ 点）
メール
Hi, James. How are you doing? Thank you for your interesting e-mail.
ASee you!
〔条件〕① １ 文目は，日本で冬に訪ねるのが好きな場所を，I like に続けて，解答欄の①に書きなさい。
②

２ 文目以降は，その理由が伝わるように，２ 文以上で解答欄の②に書きなさい。
（以上で問題は終わりです。
）
9

1

語解答

用

紙追検査

⑴

No. 1

No. 2

No. 3

※

※

※

No. 4

No. 5

※

※

No. 6
※

⑴
⑴

⑵
She will have a（⑶︵ 切 り は な し て は い け ま せ ん ︒︶

英英

4

語

解答用

紙

追検査

⑵

問1
※

問2
※

問3
※）
.
However, you may be surprised to hear that〔

No. 7
※

⑵
⑶

She will go there by（問4）.

※He asked Anna to let him know（）can come〕out of food waste for a long time.

問5

to the picnic.

※

問62

問1
※

※

①You donʼt.

問7※

I want to know（）the orange jam.

Ａ
問2
※

5

Ｂ

問1
※

問2

Ｃ

※

I want問3※

3

Hi, James. How are you doing? Thank you for your interesting e-mail.

②① I like

問3

問1

※

※

I could〔〕
.

問3
※

問4
※

1 〜 3 の計

Because he（）
.

問5
※

第番

See you!

1 〜 3 の計

得点

※

受検番号

第番

解答用紙

受検番号

︵ こ こ に は 何 も 書 い て は い け ま せ ん ︒︶※

問2②