大学進学塾 灘ゼミ ２０２２年度

志望大学対策

○兵庫県立大学・工学部の英語・直近１０か年過去問演習

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氏名〔

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※直前演習として用いる場合は、２，３年分を解けば対策としては十分です。必要に応じて追加して解いてください。文法問題や和訳など特定の出題形式に絞って１０年分を解くことも有益です。

演習問題
Ⅰ

兵庫県立大学・工学部の英語・直近１０年分

Ⅰ-ⅰ………………………………………………………………（１）

１回目（２０２１年） …………………………………………………………………………………（４）□【１】2021 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【２】2021 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【３】2021 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【４】2021 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【５】2021 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：

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Ⅰ-ⅱ

２回目（２０２０年） …………………………………………………………………………………（１６）□【６】2020 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【７】2020 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【８】2020 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【９】2020 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【１０】2020 兵庫県立大学 2/25,前期 工 〔宿題：

Ⅰ-ⅲ

月日まで〕〔済：月日〕

３回目（２０１９年） …………………………………………………………………………………（２８）□ 【１１】2019 兵庫県立大学 2/25,前期 国際商経 社会情報科 工 〔宿題：
月日まで〕〔済：月日まで〕〔済：月日まで〕〔済：日〕□ 【１４】2019 兵庫県立大学 2/25,前期 国際商経 社会情報科 工 〔宿題：
月

月

日〕

□ 【１３】2019 兵庫県立大学 2/25,前期 国際商経 社会情報科 工 〔宿題：
月日まで〕〔済：日〕□ 【１２】2019 兵庫県立大学 2/25,前期 国際商経 社会情報科 工 〔宿題：
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Ⅰ-ⅳ

４回目（２０１８年） …………………………………………………………………………………（３４）□【１５】2018 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【１６】2018 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【１７】2018 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【１８】2018 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【１９】2018 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：

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Ⅰ-ⅴ

５回目（２０１７年） …………………………………………………………………………………（４６）□【２０】2017 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【２１】2017 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【２２】2017 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【２３】2017 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【２４】2017 兵庫県立大学 2/25,前期 工 〔宿題：

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Ⅰ-ⅵ

６回目（２０１６年） …………………………………………………………………………………（５７）□【２５】2016 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【２６】2016 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【２７】2016 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【２８】2016 兵庫県立大学 2/25,前期 工 〔宿題：

月日まで〕〔済：月日〕□【２９】2016 兵庫県立大学 2/25,前期 工 〔宿題：

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Ⅰ-ⅶ

７回目（２０１５年） …………………………………………………………………………………（７２）□ 【３０】2015 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【３１】2015 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【３２】2015 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【３３】2015 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【３４】2015 兵庫県立大学 2/25,前期日程 工 〔宿題：

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Ⅰ-ⅷ

８回目（２０１４年） …………………………………………………………………………………（８６）□ 【３５】2014 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【３６】2014 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【３７】2014 兵庫県立大学 2/25,前期日程 工 〔宿題：

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□ 【３８】2014 兵庫県立大学 2/25,前期日程 工 〔宿題：

Ⅰ-ⅸ

月日まで〕〔済：月日〕

９回目（２０１３年） …………………………………………………………………………………（９４）□ 【３９】2013 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【４０】2013 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【４１】2013 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【４２】2013 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【４３】2013 兵庫県立大学 2/25,前期日程 工 〔宿題：

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Ⅰ-ⅹ

１０回目（２０１２年） ……………………………………………………………………………（１０５）□ 【４４】2012 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【４５】2012 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【４６】2012 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【４７】2012 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕□ 【４８】2012 兵庫県立大学 2/25,前期日程 工 〔宿題：

月日まで〕〔済：月日〕＊ 解答……………………………………………………………………………………………………………（１１５）

3/123【１】2021 兵庫県立大学 2/25,前期 工

次の英文を読んで，設問に答えなさい。

If you are attempting to improve a relationship and develop a greater level of peace and harmony withanother person, and you are trying to change that person in the process, expect (1)the inevitable:
resistance! If you say, “I want you to change to ( ア) our relationship,” the other person will probably

counter with, “I don’t want to change.”
People resist change for many reasons, but there is one basic factor behind them all. When you requestthat individuals change their behavior, you may be challenging a pattern of behavior they have been
following for years. Their *established patterns of *interacting with other people, responding to situations,and performing tasks are deeply rooted in their *self-identity. It’s their way of saying, “This is who I am.”
A request for change becomes a threat to their *self-image and they wonder, What’s wrong with me?

Haven’t I been okay?
Think about it for a moment. When someone asks you to change, how do you feel about yourself at thatmoment? Doesn’t your sense of *self-worth (2)rise *defensively within you? For most people, that’s exactly
what happens. The way change is requested or demanded of us often leaves us feeling that we are wrong
or less than we should be. When a request for change threatens or destroys a means by which our*self-esteem has been *affirmed, our normal response to the change will be resistance.
We agree that it is difficult to get others to change, so we must (イ) ourselves to get along with ourunchanging family members and friends. [A]Change is no less difficult for us than it is for them, but it ispossible. Let’s explore why change, even for us, is so difficult.
Imagine that you’re aboard an airplane heading for a destination across the country. After half an hourof flying, you notice the co-pilot *strolling down the *aisle chatting with the passengers. You think, That’s

all right; the pilot is flying the plane. But then the pilot appears in the aisle alongside the co-pilot. “Who’s
flying the plane?” you ask the pilot as he walks by. “Don’t worry,” he responds. “We’re on automatic pilot.
It flies the plane better than we do. It reacts and responds to flying conditions without having to think.”
Many people find change difficult because they live their lives on automatic pilot. They don’t reallythink about what they do or say. They have an entire *repertoire of *preprogrammed responses *tucked
within them. Whenever they (3)encounter a situation or a relationship, they react without having to think.
Whatever is programmed into them just happens. We are all creatures of habit to a great extent. We may
like to think we’re flexible, but so many things we do take little or no thought. We (ウ

) habits over theyears. We may not be aware of how deeply *ingrained those patterns are until we catch ourselves doing

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them almost *unconsciously.
I play *racquetball every Tuesday, Wednesday, and Thursday morning before going to work. To drive tothe club, I just steer the car east on Interstate 405 to highway 22, then turn north on highway 57. I really
don’t think about it very much. The car seems to know where it’s going. But (4)occasionally I need to go to
the Orange County Airport by staying on Interstate 405. I am so used to turning north on 22 that I must
consciously tell myself, “Stay on 405. Do not take 22 or you will end up at the office or the racquetball clubinstead of the airport.”
Habits ( エ) outside the conscious mind, whereas our choices come from within the conscious mind.

As much as 98 percent of what we do is habit rather than choice. Whatever you do again and again
becomes a habit. If you smile at your co-workers every morning, it will become a habit. If you respond with
defensiveness each time your employees question you, it will become a habit.
Here’s the rule: Whatever you practice, you become. If you argue with people regularly, you become an*argumentative person. If you criticize people often, you become a critical person. If you keep bringing
work home from the office, you become a *workaholic. Repeated behaviors become habits. And are youaware of what it takes to change a habit pattern? To replace a negative behavior with a positive one, youneed a minimum of eighteen days of conscious repetition of that behavior to give it a chance to lock into
your (5)system. A habit seems to have a life of its own. Just like every living being, a habit will (オ ) tostay alive. When you try to change a pattern of behavior, your habit will resist the change. Changing
behavior patterns is a massive battle. It can only be won when you focus on replacing old, negative
behaviors with positive, new behaviors.

注：*established 定着した

*interact 相互に作用する，影響し合う*self-identity 自己同一性の意識*self-image 自己像*self-worth 自分に価値があるという思い*defensively 防御的に

*self-esteem 自尊心*affirm 肯定する

*stroll ぶらぶら歩く*aisle (座席列間の)通路*repertoire 能力範囲

*preprogrammed 前もって決められた*tucked しまい込まれた*ingrained 深く染み込んだ*unconsciously 無意識に

*racquetball (競技)ラケットボール*argumentative 議論好きな，理屈っぽい*workaholic 仕事中毒の人

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問 1 下線部(1)の意味として最もふさわしいものを選んで記号で答えなさい。
(a) 必然的なこと(b) 取り越し苦労(c) 困難なこと(d) 楽に回避できること

問 2 下線部(2)の意味として最もふさわしいものを選んで記号で答えなさい。
(a) よみがえる(b) 生じる(c) 成長する(d) 増える問 3 下線部(3)の意味として最もふさわしいものを選んで記号で答えなさい。
(a) ～に遭う(b) ～に対抗する(c) ～に従う(d) ～に適応する

問 4 下線部(4)の意味として最もふさわしいものを選んで記号で答えなさい。
(a) 頻繁に(b) 徐々に(c) 時折(d) 稀に

問 5 下線部(5)の意味として最もふさわしいものを選んで記号で答えなさい。
(a) 方法(b) 身体(c) 規則(d) 秩序

問 6 (ア)～(オ)に入る最も適切な語を選んで記号で答えなさい。ただし，語の使用は一度のみです。
(a)change

(b)

fight

(c)

(e) develop

問 7 them の内容を明示し，下線部[A]を日本語に直しなさい。

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improve(d)operate【２】2021 兵庫県立大学 2/25,前期 工

次の英文を読んで，設問に答えなさい。

As the world focuses on the *coronavirus, *deforestation continues to *surge in the Amazon rainforest
this year, raising fears of a repeat of last year’s record-breaking devastation ― or worse.
Deforestation in the Brazilian Amazon hit a new high in the first four months of the year, according todata released Friday by Brazil’s National Space Research Institute (INPE), which uses satellite images to(1)track the destruction. A total of 1,202 square kilometers of forest (464 square miles)― an area morethan 20 times the size of Manhattan ― (2)was wiped out in the Brazilian Amazon from January to April,
it found. That was a 55 percent increase from the same period last year, and the highest figure for the first
four months of the year since monthly records began in August 2015. The numbers raise new questions
about how well Brazil is protecting its share of the world’s biggest rainforest under President Jair
Bolsonaro, a far-right climate change *skeptic who advocates opening protected lands to mining andfarming.
“Unfortunately, it looks like what we can expect for this year are more record-breaking fires anddeforestation,” *Greenpeace campaigner Romulo Batista said in a statement.
Last year, in Bolsonaro’s first year in office, deforestation soared 85 percent in the Brazilian Amazon, to
10,123 square kilometers of forest. That loss ― nearly the size of Lebanon ― fueled worldwide alarmover the future of the rain-forest, seen as (3)vital to *curbing climate change. The destruction was (4)driven
by record wildfires that raged across the Amazon from May to October, in addition ( ア) illegal logging,mining and farming on protected lands.
(A)The trend so far in 2020 is all the more worrying, given that the usual high season for cutting down

trees and removing them only starts in late May.
“The beginning of the year is not the time where deforestation normally happens, because it’s raining,
and it’s raining a lot,” said Erika Berenguer, an ecologist at Oxford and Lancaster Universities. “In thepast, when we see deforestation increase in the beginning of the year, it’s an indicator that when
deforestation season starts ... you’re going to see an increase, as well.”Bolsonaro this week authorized the army to *deploy to the Amazon to fight fires and deforestation fromMay 11. He also deployed the army last year, after facing *scathing international criticism (イ )*downplaying the fires. Environmentalists said a better plan would be to give more support to Brazil’s
environmental protection programs. Under Bolsonaro, environmental agency IBAMA has faced staffing
and budget cuts. Last month, the government fired the agency’s top environmental enforcement officer,

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after he authorized a raid on illegal miners that was broadcast ( ウ) television.

Another problem with the government’s military strategy, said Berenguer, is that (5)it has focused
exclusively on fires. That ignores the fact that fires are often caused (エ) illegal farmers and ranchers*bulldozing trees and then burning them, she said. Addressing only the fires “is like me taking*paracetamol because I have a toothache: it’s going to reduce the pain, but if it’s a *cavity, it’s not going tocure it,” she said.
The coronavirus *pandemic is only making things more complicated in the Amazon region. Brazil, whichcontains more than 60 percent of the Amazon, is the *epicenter of the pandemic in Latin America, (オ )nearly 10,000 deaths so far. The state of Amazonas, largely covered in forest, has been one of the hardest
hit. With only one intensive care unit (ICU), the state has been overwhelmed by the outbreak. There arealso fears of the potentially devastating effects the virus could have among *indigenous communities,
which are historically vulnerable to outside diseases.

注：*coronavirus コロナウイルス*deforestation 森林伐採

*surge 一気に加速する*skeptic 懐疑論者

*Greenpeace グリーンピース(国際的環境保護団体の一つ)*curb 抑制する

*deploy 配置につく*scathing 痛烈な*downplay 軽く扱う

*bulldoze ブルドーザーで除去する*paracetamol パラセタモール(解熱・鎮痛薬)*cavity 虫歯*pandemic 世界的流行*epicenter 発生地*indigenous 現地の

問 1 下線部(1)の意味として最もふさわしいものを選んで記号で答えなさい。
(a) 探知する(b) 邪魔する(c) 操作する(d) 運転する

問 2 下線部(2)の意味として最もふさわしいものを選んで記号で答えなさい。
(a) 創り出された(b) ふき取られた(c) 全滅させられた(d) 救われた

問 3 下線部(3)の vital とほぼ同じ意味の表現を選んで記号で答えなさい。
(a)comparatively good

(b)

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relatively important(c)significantly large(d)absolutely necessary

問 4 下線部(4)の driven とほぼ同じ意味の表現を選んで記号で答えなさい。
(a)to be forced to move(b)

to be provided power(c)

to be made to control(d)to be given supplies

問 5 下線部(5)の含意として最もふさわしいものを選んで記号で答えなさい。
(a)the government should be praised(b)

the government is satisfied with its policy(c)the government fails to consider other causes(d)the government does nothing meaningful

問 6 (ア)～(オ)に入る最も適切な語を選んで記号で答えなさい。ただし，語の使用は一度のみです。
(a)by(b) on(c)

問 7 下線部(A)を日本語に直しなさい。

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with

(d)

to

(e) for【３】2021 兵庫県立大学 2/25,前期 工

次の 1980 年代のインドについて書かれた英文を読んで，設問に答えなさい。

Since independence, the government of India has worked to provide a higher standard of living for its
people, whether they live in remote villages or *teeming cities. It has been successful in many of its efforts,
but enormous challenges remain.
One of India’s main goals after independence was to produce food to feed its growing population. Moreland was brought under cultivation. Better farming methods, increased *irrigation, and higher quality
seeds helped to yield more and better crops.
Perhaps the major obstacle to improved *prosperity for farmers in India is the small size of most of thefarms. Only a few families own enough land to support themselves. Almost half of the farmers in India do
not own any land at all.
One answer to the problem is the development of cottage industries. People employed in theseindustries produce goods in their homes using their own tools and machines. They may spin *yarn andweave cloth, or they may produce such items as *brassware, jewelry, leather goods, and *pottery. These
goods can then be sold in the cities and towns.
Although 70 percent of India’s people are farmers, the country is one of the ten largest industrial
nations in the world. India has made great advances in the computer industry and in space research. The
country has recently placed its first communications satellite in orbit. It plans to use the satellite toimprove the nation’s telephone system and to *beam educational programs to rural areas.
A major growth industry in recent years has been the production of consumer goods ― color televisions,videocassette recorders, wristwatches, and automobiles. The growth of the consumer goods industry islargely due to the growth of the urban middle class.
Traditionally, Indian society has been sharply divided between a wealthy minority and a poor majority.
Over the past decade, however, many people, employed as teachers, writers, doctors, and government
workers, have become part of a growing middle class. Others have moved into the middle class after
building successful businesses of their own.
In 1950 only about 16 percent of India’s population could read and write. In 1980 the figure had reached
37 percent and was still rising. This improvement was the result of intensive government efforts to expand
education. Almost every village now has a primary school. (1)Despite the government’s efforts, however,many children either do not attend these schools or drop out very quickly. Often their families need them
to work in the fields. Girls stay home to care for younger brothers and sisters.

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India’s government has also given high priority to improving people’s health. In 1950, the average
Indian’s *life expectancy was only 32 years. By the 1980s it had risen to 55 years, and the government ishoping to increase the figure to 64 years by the year 2000. Unfortunately, many people in India are toopoor to afford food, proper medical care, or even a home. Homeless people live on the streets of India’s
cities, where some beg for food. In cities like Bombay, several thousand sleep on the sidewalks.
One of the government’s efforts to improve health has been directed at improving the water supplies inrural areas. In the past, most Indians drank from open wells, which were breeding grounds for bacteria. In
the early 1980s, the government began drilling deep, machine-made wells, covered to reduce the risk of*contamination. Most villages now have a safe water supply and as a result, diseases such as *malaria
and *cholera have become much less common.

注：*teeming (人が)たくさんいる*irrigation 灌漑*prosperity 繁栄，幸福*yarn 紡ぎ糸

*brassware 真鍮(しんちゅう)製品*pottery 陶器*beam 送信する

*life expectancy 寿命*contamination 汚染*malaria マラリア

*cholera コレラ

問 1 下線部(1)を日本語に直しなさい。

問 2 本文の内容と一致しているものを 3 つ選びなさい。
1．Despite extreme poverty, most families consider themselves better off in a city than in a village.
2．Thanks to the growth in production of consumer goods, each family now owns a car and color
television.
3．Before the government began improving water supplies in rural areas, most people drank fromopen wells.
4．One of India’s main goals is to make great progress in the computer industry.
5．India plans to use its first communications satellite to make it easy for people to communicate
by phone.
6．Better farming methods have contributed to India’s goal of achieving food independence.
7．Girls are unable to receive an education as most villages do not have a school.
8．In an effort to increase life expectancy, the government provides food, medical care, and11/123housing for the homeless.

問 3 本文の題名として最もふさわしいものを選びなさい。
1．Education and Health in India
2．Indian Independence
3．Improved Standard of Living in India
4．Food and Population in India
5．Rural and Urban Life in India

12/123

【４】2021 兵庫県立大学 2/25,前期 工

Write the letter (A－J) for the word that best completes the sentence.

Smart Community
Anika (A) is a faculty member at a major university. Paul (P) is the head of an NGO.

A：

Hello, Paul. Good to see you.

P：

Hello, Anika. I’m happy to see you, too.

A：

So, what brings you to the university?

P：

Just having a look around. I got a short tour of the new lab facilities. Impressive!

A：

Yes, we’re in the middle of some pretty major reforms.

P：

Say, I’m glad I ran into you. I’d like to schedule a meeting to ( 1 ) our upcoming project.

A：

The Smart Community project?

P：

Yes, that’s right. We hope to bring in staff from each of your university’s departments to ( 2 ) on
the project.

A：

Yes, that’s what I ( 3 ); all six departments. It’s exciting to think about.

P：

Yes. We ( 4 ) that by combining the knowledge and skills of each of your departments, we’ll beable to ( 5 ) up with a creative solution to the problem. Your university has the diversity of*expertise to ( 6 ) it happen.

A：

Thank you for saying so. Going through the proposal, I felt that we ( 7 ) in well with the
project’s goals. Given our broad research agenda, I think we’ll be able to ( 8 ) all the bases.

P：

Our group will conduct a needs assessment. We’d like to ( 9 ) your faculty to join us in putting
together an initial survey.

A：

Sure thing. Just ( 10 ) me know how I can help.

P：

Are you in tomorrow?

A：

I’ll be working at home tomorrow. Can we set up an online meeting?

注：*expertise 高度の専門的知識

A．believe

B．collaborate

C．comeD．cover

E．fit

F．invite

G．let

H．make13/123

I．discuss

J．understand

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【５】2021 兵庫県立大学 2/25,前期 工

空所に適語を入れて英文を完成させなさい。

1．私は彼女が流暢にフランス語を話すのを聞いてびっくりした。
I was astonished ()() her speak French fluently.

2．概して，日本人は勤勉な国民だ。
Generally (), the Japanese people are a () people.

3．彼はあやうくトラックにひかれるところだった。
He narrowly escaped ()() by a truck.

4．明日晴れれば，私たちはピクニックに行くつもりです。
If it ()(

) tomorrow, we will go on a picnic.

5．彼はいつも自分の仕事のことについて不平を言っている。
He () always () about his job.

6．来月で彼らは結婚 10 年になります。
They ()() been married for ten years next month.

7．彼はおじいさんの名をとってジムと名づけられた。
He (

)(

) Jim after his grandfather.

8．私が彼女の立場だったら，彼のことを許したでしょうね。
If I had () in her place, I would have () him.

9．世界で 2 番目に高い山は何ですか。
What’s the ()() mountain in the world?

10．彼に限ってあなたを裏切るようなことはしない。
He is the ()() to betray you.

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【６】2020 兵庫県立大学 2/25,前期 工

次の英文を読んで，問いに答えなさい。

(著作権処理の都合により省略)
Abigail Abrams Time, August 7, 2017

《出典》

*census 国勢調査
*government-assigned district 行政が割り当てた地域*biodiversity 生物多様性*aesthetic 美的な*functionality 機能性

問 1 文意に照らして，( 1 )から( 3 )の()に入れるのに最も適切な単語を下から選び，書き入れなさい。
physical，

moreover，

because，

more，

mental，less，

regardless，imaginary

問 2 文意に照らして，(a)から(e)の下線を引いた語に最も意味の近いものを 1 から 4 の中から選びなさい。

(a)guarantee
1．privilege(b)4．undergo

2．foreigner

3．police

4．inhabitant

2．perform

3．shape

4．impress

2．regular

3．individual

4．usualfeature1．highlight(d)

3．attend

resident
1．visitor(c)2．promise

unique1．common(e) escape
1．avoid

2．await

3．absorb

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4．avert問 3 (ア) “a few key qualities”が，具体的に指しているものは何ですか。文意に照らして 1 から 6 のうち当て
はまるものに〇，当てはまらないものには×をつけなさい。

1．giving opportunities for social contact
2．spacious
3．easy to visit
4．having natural beauty
5．good for team sports
6．fit for life transition

問 4 本文中にある(イ) “the opposite”と(ウ) “these settings”が具体的に指す内容を，1 から 4 の中から一つ選
びなさい。

(イ) “the opposite”
1．癒される2．気分が晴れない

3．楽しく過ごす

4．友達と会えない(ウ) “these settings”
1．子どもの心を取り戻すこと

2．自然と切り離されること

3．生活環境が変わること

4．自然の中で楽しむこと

問 5 本文のタイトルとして最もふさわしいものを一つ選びなさい。
1．The Best Ways to Spend Time in Parks
2．What Green Spaces Can Do to Your Mood
3．The Beauty of Nature that Soothes Us
4．Childhood Experience Matters Most

17/123

【７】2020 兵庫県立大学 2/25,前期 工

次の英文を読んで，問いに答えなさい。

There is little doubt that, worldwide, humanity struggles to exist together with other species that
inhabit the planet. Biodiversity includes *pollinating insects we rely on for food, trees and plants thatprovide clean air and water and the network of life underground that keeps soil fertile and productive. It
is the network of life ― we depend on it.
In *Mangabe, a village in *Madagascar, communities live alongside one of the richest, most diverse
rainforests in the world. They make their livelihoods entirely through farming; here the link between
people and the forest is visible and impossible to separate. “If the forest is lost, many things will be lost,”
explains Voahirana Randriamamonjy from the *Malagasy *conservation organization Madagasikara
Voakajy. The optimistic conservationist has been working with the young people of Mangabe’s
communities for the last three years. “It’s not just about the wildlife. Without the forest, there will be no
clean water for people to drink. The soil will lose its fertility and be *eroded away,” she says. “The forest
even provides medicine,” she adds. “(1)It takes hours to walk to a doctor from these villages, so people rely
on natural remedies that grow here.”
Voahirana and her team train the teenage recruits as part of their “Youth for *Lemurs” project. (a)This
community-based mission sets out to provide the new generation of farmers with the skills, knowledge
and tools to be able to grow their food without destroying the forest. Traditionally, Voahirana explains,forest destruction and farming go hand in hand. “The old method is often called ‘slash and burn’ ―cutting down a patch of forest and setting fire to it. Ash makes a good *fertilizer.” But when the *nutrientsin the ash are used up, that cycle of slash and burn starts again. “It causes a great deal of *deforestation
here in Madagascar,” says Voahirana.
That has contributed to an undesirable honor; Madagascar is the world-leader in deforestation. In 2017
alone, 500,000 hectares were cut down ― half a million football pitches of rich, diverse rainforest. Gone.
The situation has become so urgent and terrible that a group of Malagasy and international scientists
have come together to urge the new government here to take steps to preserve the country’s famous
biodiversity. “Madagascar’s unique forests are burning and there are species, threatened by the pet trade,which will disappear in the next few years if things don’t change,” explains Prof. Julia Jones from Bangor
University, UK. “The link to human welfare is often less clear for biodiversity loss than it is for climatechange, but effective conservation is essential. If Madagascar lost its lemurs, its forests, its *coral reefs, itwould be so much poorer.” It is (b)that pattern of destruction that the young people of Mangabe are now

18/123

working to break away from.
The charity ― Madagasikara Voakajy ― will recruit and train a new group of young volunteers in 10
villages around the forest; this year, they are starting in Mangabe. Voahirana, her colleague Harifefitra
and the rest of the team will provide the dozen or so new recruits with tools and seeds, as well as the newskills and knowledge. “They tell us what they want to grow and we give them the training,” explains
Harifefitra. That training consists of how to make *compost as a fertilizer and how to cycle the crops you
grow to produce a better yield. These modern farming techniques may not appear revolutionary, but they
provide life-changing benefits. The techniques enable the same plot to be farmed each season, removing
the need to move into the forest. And they produce higher yields.
The village has an experimental plot where the teenagers practice their skills and try growing newcrops. Lines of sweet potatoes are flourishing and there are papaya and lychee fruit trees at each end.
(2)Since the project began three years ago, older villagers have started coming to the young pioneers foradvice about their methods ― wanting to understand how they achieve their higher yields. “The future of
the forest,” says Voahirana, “depends on these young people. They have these new skills, which they canteach to their kids. So the next generation will be able to farm sustainably.”
But however much people want to protect the forest, says Prof. Jones, “they need to be able to feed theirfamilies. Shifting towards more productive forms of agriculture can be helpful for people and for theenvironment.” But as much as the teenagers of Mangabe are working hard to save their forest, theyoungest, poorest people simply do not have the power and resources to drive change in Madagascar.
“If people want a world in which lemurs live, people in richer countries may well need to be willing tohelp cover some of the costs of protecting that forest,” says Prof. Jones. “This involves supportingorganizations such as Madagasikara Voakajy to do what they do. They work on a small budget, protectingsome of the most threatened species on the planet by working with some of the poorest people on theplanet.”By Victoria Gill
Adapted from BBC News, May 3, 2019*pollinate 授粉する
*Mangabe マンガベ村(マダガスカル北東部の村)*Madagascar マダガスカル(インド洋上にある共和国)*Malagasy マダガスカルの*conservation 保護*erode 侵食する
*lemur キツネザル(マダガスカル島のキツネザル属の霊長類)*fertilizer 肥料*nutrient 栄養

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*deforestation 森林破壊

*coral reef 珊瑚礁*compost 堆肥

問 1 下線部(a)と(b)の内容を示すものとして，最も適切なものを 1 から 4 の中から選びなさい。

(a)this community-based mission
1．the mission which promotes forest destruction and farming to go hand in hand
2．the mission called ‘slash and burn’
3．the mission to prevent climate change
4．the mission to offer teenage recruits new skills and knowledge(b)that pattern of destruction
1．Madagascar cannot be the world-leader in deforestation if things don’t change.
2．People tend to discourage the government to take measures to maintain its biodiversity.
3．When people burn more forests, their welfare will be threatened.
4．More and more young people are promoting the pet trade.

問 2 下線部(1)を日本語に直しなさい。

問 3 下線部(2)を日本語に直しなさい。

問 4 本文の内容に照らして，一致するものを 2 つ選び，番号で答えなさい。
1．People in Madagascar no longer require forests for resources, such as water and food.
2．Through the method ‘slash and burn’, people will be able to maintain the forests for an
unlimited time.
3．International scientists named Madagascar the world-leader in deforestation in order to praise
its leadership.
4．Since the connection between human welfare and biodiversity has been obvious, people in
Madagascar are unlikely to appreciate the importance of forests.
5．The new project in Mangabe provides young learners with not only tools and seeds but also
skills and knowledge, which decreases the need to cut more trees.
6．The ways of making compost and cycling the crops are too revolutionary for villages to get usedto.

20/123

7．Although some people try hard to maintain the forests, they are facing difficulties partly due tothe lack of funds.
8．More rich countries should come to Madagascar in order to protect and preserve the forests
rather than leaving it to the Malagasy people.

21/123

【８】2020 兵庫県立大学 2/25,前期 工

次の英文を読んで，問いに答えなさい。

The Mississippi River is one of the longest rivers in the world, running on the North American continent.
A large amount of literature has been discussing this great river, but there are still plenty of things thatcan be said about it.
There is so much to consider about this American waterway as it runs ( 1 ) ten states ― including
Minnesota, Wisconsin, Kentucky and Louisiana ― it would seem easy to overlook several important
points. Yet, the ability to connect parts of the country remains its most critical component. The Mississippi
provides drinking water for millions and supports a $12.6 billion shipping industry, with 35,300 related
jobs. It’s one of the greatest water highways ( 2 ) earth, carrying commerce and food for the world.
The river is both a natural and cultural treasure for the people. It is the background for countless
American stories and gives constant inspiration to artists and musicians. A famous American novelist,
Mark Twain (1835-1910), noted how much of the 2,320-mile Mississippi’s finest landscape has not been
fully appreciated as people are likely to fix their attention to the lower course of the river. In 1886, he said,“Along the Upper Mississippi every hour brings something new,” which, he said, includes odd islands,*bluffs, *prairies, hills, woods and villages ― everything one could desire to amuse the children. Twain
continued: “ (ア) people ever think of going there, however. We ignore the finest part of theMississippi.” In fact, the Upper Mississippi provides recreation, ranging from fishing, hunting and hiking,to birdwatching. It is also home ( 3 ) a large number of freshwater fishes. One-fourth of all fish species
in North America have been reported in the area.
Historically, Native Americans have lived along the Mississippi River since at least 5,000 years ago. The
river provided transportation, clean water and abundant food, especially freshwater fish. ( A ) equallyattracted the attention of European settlers who first learned of the Mississippi from Spanish explorer
Hernando de Soto in 1541. The river has also been essential to the nation’s growth throughout theindustrial revolution and beyond.
The Mississippi River underwent various changes over time to reduce flood damage. The river once hadlarge areas of *floodplains, land which would be flooded to reduce the water level of the river. (イ ) themajor flood of 1927, a kind of man-made river bank called a levee was constructed to stop the riverflooding. In an attempt to control the river, we have built levees over more than 2,000 miles of theMississippi area, isolating it from surrounding plains. ( ウ), the surrounding places including suchplains were drained and cut off from the river, threatening the vast amount of fish and wildlife that

22/123

traditionally call the Mississippi River home.
These days, the Mississippi is more an over-engineered canal than the dynamic natural system it once
was. ( エ) some areas are reconnecting the floodplain to the river, it still struggles to regain natural

floodplain functions; in many areas levees are seen ( 4 ) the only tool to manage flood risk. As awell-known commentator said, for thousands of years, the Mississippi River provided rich *habitat for
millions of birds and fishes along its 3,000 miles. Then people transformed the big river until it became agiant man-made canal. There are several attempts to help reconnect the Mississippi River to its natural
ecosystem by removing dams and modifying levees to restore lost habitat and river functions. However,there remains plenty of work to be done.
Adapted from American Rivers HP, “Mississippi River”*bluff 断崖，絶壁*prairie 大草原*floodplain 氾濫原，洪水時の遊水地帯*habitat 動植物の生息地

問 1 本文中の空所( 1 )から( 4 )に入る最も適切な語を下の語群から選びなさい。ただし，各語は一度だ
けしか用いることができない。
over，

in，

to，

on

問 2 本文中の空所( ア)から( エ

(ア)

1．Few

(イ)

1．Following

through，

since，

as，)に入れるのに最も適切な語を 1 から 4 の中から選びなさい。

2．A few

3．Many4．All

2．Following to

3．Followed by

4．Having been followed by

(ウ)

(エ)

1．On the other hand

2．Nevertheless

3．By the way

4．As a result

1．However

2．While

3．But

4．In

問 3 文脈から考えて，本文中の空所( A )に入れるのに最もふさわしいものを 1 から 4 の中から一つ選びなさい。
1．Recreation in the Mississippi

2．The Upper Mississippi

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3．Native Americans

4．The richness of resources

問 4 次の 1 から 5 のうち，本文の内容に合致するものに〇，合致しないものに×，本文からは真偽が判断できないものに△をつけなさい。△は 1 つだけである。

1．Mark Twain thought people fully appreciated all of the Mississippi landscape.
2．By isolating the river from the surrounding areas, people transformed a giant man-made canal into anatural waterway.
3．Around twenty-five percent of fish species in North America have been found in the Upper Mississippi.
4．The Mississippi River provides American people with drinking water, which amounts to millions ofdollars.
5．A great number of fish and animals that have long been inhabiting the Mississippi River are currently
threatened.

24/123

【９】2020 兵庫県立大学 2/25,前期 工

次のそれぞれの会話について，空所( 1 )から( 5 )に入るもののうちもっとも適切なものを a から d の中から選びなさい。

Sasha：

Hi Tim. Long time no see!

Tim：

Hey Sasha. Good to see you again.

Sasha：

If you’re free this morning, would you like to come to my office for a coffee and a chat?

Tim：

Well, um, that’s awfully kind of you, ( 1 ) I have to be in my office at that time.

(

1 )a．so I think I can come to you.
b．or I’d like to be in your office.
c．but I don’t think that I can make it.
d．and I can’t take coffee.

Robert：Hi Jane. Why didn’t you come to class last week?

Jane：

Let me tell you what happened. You know, it snowed last week, right? On the way to school,
I slipped and I hit my head on the ground so hard!

Robert：

( 2 )

Jane：

Yeah, so I had to go to the hospital immediately.

Robert：And you couldn’t attend classes.

Jane：

( 3 )

Robert：I hope you’re feeling better soon.

Jane：

Thank you.

(

2 )a．Why did it happen?

b．Did you?

c．Don’t mind.

d．Don’t mention it.

(

3 )a．Really?

b．I don’t know.

d．No, I couldn’t.

25/123c．Yes, I didn’t.

Joan：

This is Jack’s Sweets Market. May I help you?

Dagmar：Yes, I ordered some snacks from you a couple of weeks ago. And I want to order somemore. My name is Dagmar.

Joan：Hi, Dagmar. How many bags of snacks would you like?

Dagmar：

( 4 )

Joan：

I’ll just check that for you. Wait a moment please.

Dagmar：Sure. Thanks.
(10 seconds)

Joan：

Three dollars a bag.

Dagmar：Okay, could I order ten bags?

Joan：( 5 ) Thank you for your order. We will deliver ten bags of snacks to the address you
registered last time.

(

4 )a．What kinds of snacks are contained in the bag?
b．May I have three bags of snacks?
c．Um, what is the price now per bag?
d．Could you check it for me?

(

5 )a．Yes, I will.

b．I’m afraid not.

d．Certainly.

26/123c．That’s right.

【１０】2020 兵庫県立大学 2/25,前期 工

次の英文の( ア)から( エ)の()内の 1 から 7 の語句を，意味の通る文に並び替えたとき，その中で 3 番目と 5 番目にくる語句の番号を記入しなさい。

There has been a lot of research which shows the importance of physical health in avoiding anxiety anddepression. The mind and the body are highly interconnected. In order to be happy, we (ア ) more

exercise, healthier eating, getting enough sleep, being exposed to sunlight and so on.
Also, having good relationships is a big part of being happy. In one study, (イ ) strong ties to friends

and family and they made sure they spent time with them regularly. You also need at least (ウ ) with.

Just one person for a heart-to-heart is enough, together with a network of other relationships. It’s not( エ) things with or to chat to about music or football. That deeper connection is all-important. Somepeople need to learn how to listen to others in order to develop stronger relationships.

(ア)

1．lifestyle2．include

3．make4．to5．changes in

6．our

7．can

(イ)

(ウ)

(エ)

1．were2．people

3．maintain

5．found6．happy7．most1．person

2．personal

3．discuss

5．you

6．feelings

7．who

1．have2．friends

3．lots5．enough

6．of

7．to

27/123

4．to

4．one

4．just to do【１１】2019 兵庫県立大学 2/25,前期 国際商経

社会情報科

工

次の英文を読んで，以下の問いに答えなさい。

What will you do with your long, productive life? 1)Finding work that excites and inspires you will be oneof the keys to a good life. In the past, many people joined large corporations, but I think that, in yourworking life, there will be more opportunities to create your own business, working perhaps with people
from across the world. In order to do this, you will have to find a (1) that you can master and develop

deeply. You will also have to become familiar with and indeed talented at working with people of different
nationalities than your own, who may live far ( a ) the place you were born. Your success will depend on
how creative and innovative you are ― and it is in these diverse relationships that innovation often
develops.
Your father and grandfather ― and your mother and grandmother, if they worked ― tended to spend
their working life in one type of job. Over the 60 years that you may work, you will have the opportunity tocreate much more variety ( b ) what you do. You may take one career path and then switch to anotherafter 20 years, or even after 40 years. Your life will not simply have education at the beginning, work inthe middle and ( 2 ) at the end. Instead, you can expect to experience education and development woven
in at different times all the way through a)it.
The potential length of your life is one of the defining opportunities and obstacles of your generation ―and so will be the extent ( c ) which you will be connected to many billions of people across the world.
Increasingly, your actions, ideas and creativity will be transparent to others. No generation before you had
the technology to do this. 2)There will be enormous potential for you to use this connectivity with billions ofothers to really understand and empathize with them, and to solve tough challenges. Much of your time
will be spent working with people virtually, and so one of the ( 3) you will face is how to create deepfriendships with a small group of people in a way that can be sustained for many years of your life.
Remember that friendship brought great joy to your parents’ lives, just as it will to yours.
The biggest challenge for your generation will be how you decide to use and conserve the earth’s energy,
water and land resources. Many of the ( 4 ) you have inherited in your developed society have reduced
these resources to dangerous levels. In your lifetime, hundreds of thousands of people around the world
will be working to solve these resource challenges, and they will have access to unimaginable technology
to do this. However, you cannot simply look to technology to solve b)this problem. It is for you and yourgeneration to decide what compromises you are prepared to accept between your standard of living andthe quality of your life. Much of the development of the world over the last 100 years has raised the

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standard of living ― for you the challenge will be to raise the quality of life for yourself and others.
You will be faced with choices that go way ( d ) any faced by previous generations. You will be able tochoose what you work on, how you work, where you work and ( e) whom you work. But with crafting aworking life come the responsibilities of wise decision-making. In particular, in an increasingly
transparent world, you will be faced with ( 5 ) for your actions in a way previous generations rarely
were. That means that, in making choices, you will have to consider the compromises you are prepared to
make.
(Lynda Gratton, The Shift: The Future of Work Is Already Here, London: HarperCollins Publishers,
2011 一部抜粋・加筆修正)

1 文脈から考えて，( a )から( e)に入る最も適切な語を下の語群から選び，記入しなさい。(それぞれ一度だけ用いること)
beyond

from

in

to

with

2 文脈から考えて，( 1 )から( 5 )に入る最も適切な語を下の語群から選び，必要に応じて適切な形に変えて記入しなさい。(それぞれ一度だけ用いること)
consequencedifficulty

privilege

retirementskill

3 下線部 a)，b)が表す内容として最もふさわしいものを記号で答えなさい。

a)it(ア) one type of job(イ) one career path(エ) your lifeb)this problem(ア) access to unimaginable technology(イ) how to use and conserve the earth’s resources(ウ) the standard of living(エ) what compromises you are prepared to accept

4 下線部 1)，2)を日本語に訳しなさい。

29/123(ウ) the opportunity

【１２】2019 兵庫県立大学 2/25,前期 国際商経

社会情報科

工

次の英文を読んで，以下の問いに日本語で答えなさい。

Should rich countries try to get their citizens to have more children? Social conservatives generally say
yes. Centrists often tentatively agree, worrying that the financial burden of paying for aging populations
will be intolerable for a shrinking base of young workers. Liberals often counter that having more people
in rich countries would just put pressure on the environment, and that population problems are better
solved by higher immigration.
The truth is, the right answer to this question probably varies from country to country. In the U.S.,
boosting the fertility rate isn’t a big priority. The U.S. has a total fertility rate of 1.8 children per woman,
which is reasonably close to the replacement rate of 2.1 ― i.e., the rate that leads to long-term population
stability. Also, the U.S. tends to be welcoming to immigrants, and (at least, up until now) has been able toattract large numbers of the kinds of skilled immigrants who contribute most to fiscal and financial
sustainability.
But for rich countries in Europe and East Asia, the picture isn’t so rosy. These countries havehistorically defined their national identity less in terms of universal ideals and more in terms of sharedancestry and ethnicity. Liberals would like to change this fact. However, countries such as Germany,
Japan and South Korea probably can’t import enough people to cancel out aging without experiencing
increased nationalism. Also, these countries are in a much worse situation in terms of fertility. Japan’srate is at 1.46, Germany’s at 1.5 and South Korea’s at a startlingly low 1.24. Without more babies, thesecountries’ economies are in danger.
How can the government raise the country’s fertility rate? Singapore’s failure to raise birth rates byencouraging marriage and paying people to have more children has been much publicized, leading some tobelieve that a policy promoting childbirth is useless. But Singapore might be a special case. It’s a city-state,with an extremely high population density. Countries with more room for lower-density suburbs may be adifferent story.
The most obvious solution ― paying people to have children ― sometimes causes a short-term spikein birth rates. But a lot of this is probably due to timing. Parents who were planning to have children atsome point have them earlier in order to claim the benefit immediately. Over the long run, some of these
direct childbearing subsidies leave fertility rates unchanged. Some studies have found that childbearing
subsidies raise fertility rates even after timing effects are removed, but the effect is modest.
But there are two other policies that show more promise as long-term birth rate boosters. These are

30/123child-care subsidies and paid-parental leave. Both of these policies make it easier to bear the burden ofchild-rearing. They allow you to maintain your job and not lose your position on the career ladder in orderto take care of your child. This is probably a lot bigger in financial terms than any government baby bonus
could ever be.
There is encouraging evidence that these policies boost fertility rates. Demographers Olivier Thevenon
and Anne Gauthier surveyed the evidence in rich countries, and found that “policies that facilitate thework-family balance seem to have a strong influence on the decision to have children or not.” In otherwords, it’s not just a timing effect. Policies to make it easier for people to both have children and keep a job
or career change the whole decision of whether or not to have children. Other studies tend to corroborate
this finding.
So countries like Japan, Germany and South Korea do have a way out of their low-fertility trap that
doesn’t require potentially destabilizing levels of immigration. Paid parental leave and heavily subsidized
day care aren’t cheap, but they work. And even countries like the U.S., where the fertility rate isn’t apressing issue, should consider reducing pressure on struggling young parents by adopting some of thesepro-family policies.
(“Rich Nations Need a Cure for the Baby Bust.” Bloomberg. Oct. 31, 2017 一部抜粋・加筆修正)

1 豊かな国が出生数を増やそうとすることに反対する人々の意見を 2 点挙げなさい。

2

ヨーロッパや東アジアの豊かな国々において，国のアイデンティティはどのような観点からとらえられているか，説明しなさい。

3 シンガポールが出生率向上に失敗したことについて，シンガポール特有の事情は何か，説明しなさい。

4 出産給付金のタイミング効果とはどのようなものか，説明しなさい。

5 本文中の下線部が示す内容を説明しなさい。

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【１３】2019 兵庫県立大学 2/25,前期 国際商経

社会情報科

工

次の英文を読んで，150～180 字の日本語でまとめなさい。

(著作権処理の都合により省略)《出典》“Hyogo Woman’s Quest for Fair-trade Coconut Oil Helps Remote Indonesia Island.” The Japan

Times. May 1, 201732/123

【１４】2019 兵庫県立大学 2/25,前期 国際商経

社会情報科

工

Write an essay in English about the following question. (about 100 words)

What was easy and what was difficult during your high school years?

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【１５】2018 兵庫県立大学 2/25,前期 工

次の英文を読んで，問いに答えなさい。

*Confucius taught that the most important thing about acting was what he called “harmony.” If youractions are in harmony ( 1 ) the rest of society, then they are moral actions and you are a good person.
Society, to Confucius, is like music. All the different parts should work together.
According to Confucius, whether your actions (a)fit in with society depends on what everyone else isdoing. You are not alone, but are deeply connected to your group. Other people, then, determine how you
should act. For Confucius, it is terribly important to fit in, no matter who you are.
Confucian philosophy, with its emphasis ( 2 ) social harmony, has been tremendously influential for
centuries. The belief that social harmony is more important than individual desires is at work in many
Asian countries. This belief helps explain the success of communism in China. It also helps explain thefocus on teamwork found in Japanese auto manufacturing and other companies.
This is not to say that all Asians read Confucius. But Confucius’s ideas are (b)in step with a broad*spectrum of Eastern culture, just as *Judeo-Christianity plays a major role in Western thinking, even forpeople who don’t consider themselves religious.
In general, traditional Western philosophy has focused less heavily than Eastern thought on society(3 ) its own sake. Western thought tends to be more *preoccupied with the individual. As a result,people in the West tend to be more *individualistic; they tend to think about themselves as free,independent individuals rather than as holding sharply defined social positions. People in the East, on theother hand, are more *collectivistic in general; they tend to think of themselves ( 4 ) terms of theirrelationships with others.
Democratic values like “freedom” and “equality” reflect Western individualism. These values suggestthat people should be able to do what they want and not worry too much about what society expects themto do. This means they don’t try to look to other people to figure out how to “play their part,” but instead
look inside themselves to find what they want. They also look at rules that they think should apply
equally to everybody.
The *downside of individualism is that individualists sometimes forget how important other people arein their lives. We all need help from other people whether we realize it or not, even if we think we are
independent. Say, for example, a person becomes successful partly because of opportunities resulting frompersonal connections. If this person is an individualist, she is likely to overlook the social connections
involved and (c)take the full credit for her success.

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Not only might this person be *ungrateful, she is likely to be unsympathetic toward people who don’t
have the right connections themselves. (1)Individualists tend to look at those who are unsuccessful as beingat fault for their lack of success. When they see a homeless or an unemployed person, they don’t say tothemselves, “That person needs more help” ― they say “That person should have tried harder tosucceed.”This is only one of the problems with individualism. Another is that it encourages people to becompetitive rather than *cooperative. Individualists tend to (d)be out for themselves, often at the expenseof others.
Still, this doesn’t mean that it’s always better to emphasize the good of society ( 5 ) the good of theindividual. In China, there is a serious problem with people being *exploited ― made to work long, hard
hours for very little pay. The state benefits from their efforts, but is it worth living in a state like thiswhere the same thing could happen to you? Would you want to live in a society in which you had tosacrifice your freedom for the good of the state?

(注)*Confucius 孔子(中国春秋時代の思想家；儒教の開祖)*spectrum 範囲，領域*Judeo-Christianity ユダヤ教とキリスト教に根ざした教義*preoccupied ～に夢中になった，～に心を奪われている*individualistic 個人主義的な*collectivistic 集産主義的な*downside マイナス面，否定的側面*ungrateful 感謝の意を表さない*cooperative 協力的な

*exploit ～を搾取する，食い物にする

問 1 下線部(a)の意味として最もふさわしいものを記号で答えなさい。
(ア) 調和する(イ) 協力する(ウ) 貢献する(エ) 適応する

問 2 下線部(b)の意味として最もふさわしいものを記号で答えなさい。
(ア) ～と対立し(イ) ～と交流し(エ) ～と連合し

問 3 下線部(c)の意味として最もふさわしいものを記号で答えなさい。
(ア) 自分の成功を大いに感謝する(イ) 自分の成功は他者のお陰と思う

35/123(ウ) ～と歩調を合わし

(ウ) 自分の成功はみんな自分の手柄と思う(エ) 自分の成功により自分は信頼されると思う

問 4 下線部(d)の意味として最もふさわしいものを記号で答えなさい。
(ア) 自分の(得になる)ことばかり考えている(イ) 自分以外の人のことばかりを配慮している(ウ) 自分自身のことをダメだと考えてしまう(エ) 自分の力だけに頼って頑張っている

問 5 ( 1 )～( 5 )に入る最も適切な前置詞を下から選んで記号で答えなさい。
(ア) for(イ) in(ウ) with

問 6 下線部(1)を日本語に直しなさい。

36/123(エ) over(オ) on【１６】2018 兵庫県立大学 2/25,前期 工

次の英文を読んで，問いに答えなさい。

The period of the *Renaissance was a time of discovery and learning in Europe. The intellectual climateof the Renaissance was shaped by the philosophical and literary movement of *humanism, which madethe capabilities of the human individual its central concern. A new ideal was born, that of the “universal”
man. The “universal” man was educated in all branches of knowledge and capable of producing*innovations in many of them. Nowadays, we call a person with a wide range of knowledge and creative
talents a “Renaissance man”. *Leonardo da Vinci (1452-1519) was such a person. He lived and worked in
Florence, the heart of the 15th century Italian Renaissance. He was a genius of his time, asking questions
no one had asked, finding patterns in nature no one had observed.
Leonardo was a keen observer. His notebooks are filled with sketches of his observations. He was atalented painter as well. His unique way of learning about nature was a *synthesis of art and science. We
must keep in mind that the terms art and science were not used in the sense in which we understand them
today. To people of Leonardo’s time, arte meant skill (in the sense we still use today when we speak of the“art of medicine,” or “the art of management”), while scientia meant knowledge, or theory. Leonardo
insisted again and again that the “art,” or skill, of painting must be supported by the painter’s “science,” orknowledge of living forms, by his intellectual understanding of their nature and principles.
Leonardo also emphasized that this understanding was a continual intellectual process ― discorso

mentale ― and that painting itself, therefore, was an intellectual endeavor. This conception of painting
sets Leonardo apart from other Renaissance scholars. He saw it as his mission to elevate his art from therank of craft to that of an intellectual discipline equal with the seven traditional liberal arts of the time.
(In the Middle Ages, the seven branches of learning known as the liberal arts began with the “trivium” ofgrammar, logic, and *rhetoric, whose study led to the *Bachelor of Arts degree, then the “quadrivium” ofmathematics, geometry, *astronomy, and music, which led to a degree in the *Master of Arts.)
The third element in Leonardo’s synthesis, in addition to arte (skill) and scientia (knowledge), isfantasia, the artist’s creative imagination. During the Renaissance, confidence in the capabilities of thehuman individual had become so strong that a new conception of the artist as creator had emerged. Indeed,
the Italian humanists were so bold as to compare artistic creation to the creations of God. Leonardo
insisted on the *divine quality of the painter’s creativity. “The godlike nature of the science of painting,”
he wrote, “transforms the painter’s mind into a *resemblance of the divine mind.” Leonardo realized that

fantasia is not limited to artists, but rather is a general quality of the human mind. He called all human

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creation, including works of art, “inventions” and he made an interesting distinction between humaninventions and the living forms created by nature.
Throughout his life, Leonardo referred to himself as an inventor. In his view, an inventor was someone
who created a work of craftsmanship or art by assembling various elements into new patterns that did notappear in nature. This definition comes very-close to our notion of a designer, which did not exist in the
Renaissance. At that time, design was always part of a larger process that included problem solving,
innovation, form giving, decoration, and manufacturing. This process traditionally took place in the fields
of engineering, architecture, crafts, and the fine arts.
It seems to me, then, that the wide-ranging activities and achievements of Leonardo da Vinci are best
examined within the three categories of artist, designer, and scientist. In his own synthesis, the activitiesof the inventor, or designer, like those of the artist, are closely linked to scientia, the knowledge of naturalprinciples. Leonardo once referred to himself as “inventor and interpreter between nature and humans.”(注)*Renaissance ルネサンス*humanism 人間主義，人道主義*innovation 革新*Leonardo da Vinci レオナルドダビンチ(1452－1519；イタリアの画家・彫刻家・建築家・科学者)*synthesis 合成，統合*rhetoric 修辞法*Bachelor of Arts 文学士*astronomy 天文学*Master of Arts 文学修士

*divine 神性の*resemblance 相似，酷似

問 1 Select the letter (A－D) for the statement that best answers the question.

(1)

The “universal man” of Renaissance Europe was someone who
A．had a deep intellectual understanding of ancient Egyptian science.
B．had a keen sense of observation and was talented at painting portraits.
C．had a good understanding of human capabilities including modern art.
D．had a broad range of knowledge as well as talent for creating new things.

(2)

Leonardo insisted that skill in painting
A．is an intellectual and artistic tradition from the Italian Renaissance.
B．is supported by understanding the nature of the form being painted.

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C．is achieved through continual painting of the object again and again.
D．is based on understanding and following the principles of art design.

(3)

Leonardo’s method was unique for his time in that it
A．brought together the seven branches of learning.
B．brought together painting and architecture.
C．brought together philosophy and literature.
D．brought together art and science.

問 2 Complete the following sentences using words from the article.

(1)

In 15th century Europe the term for art meant (), while that of science meant (), ortheory.

(2)

Leonardo believed strongly that the art of ((3)

In Leonardo’s view, the work of the () should be ranked higher than ().

) was to put together various elements into new (not found in nature.

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【１７】2018 兵庫県立大学 2/25,前期 工

次の英文を読んで，問いに答えなさい。

Imagine a world almost entirely unchanged by people: a world of thick forests, blue-green oceans,rushing rivers, and wind-blown grasslands. A world with no roads, no cities, and no farms. Until quite
recently in *geological time, that was how the earth looked. People lacked the skills, knowledge, and tools
necessary to make many changes in the land.
Perhaps most surprising of all, people did not even know how to plant and grow their own food until
around 8000 B.C. Instead, people everywhere on the earth lived as hunters and gatherers. Most were*nomadic, moving from place to place according to the seasons, following herds of *migrating animals, andseeking new supplies of wild plants.
One of the first places where this way of life began to change was in the Middle East. It was in themountainous area of the Middle East that a few groups of people first developed simple farming skills.
These people actively began to change the land to meet their needs in a way that no one before them had
done. They *plowed the earth to loosen the soil, they planted seeds, and they pulled out weeds. They began
to *tame and raise their own animals.
In time, (1)this extraordinary change in the relationship between people and the environment led to evengreater changes in how people lived. Most important, the development of farming and a steady supply offood allowed people to settle permanently in one place.
Once people were able to settle down in one place, they began to form small villages. Many of theearliest farming villages were located in the northern mountains, where the amount of rainfall was
sufficient to grow wheat and *barley. In some of these villages, people developed simple *irrigation skills
to *supplement the rainfall and to produce more *bountiful crops. Early farmers irrigated their fields by
digging *ditches through the banks of a river and thus *diverting some of the water into their fields.
Once people had developed the technology needed to irrigate crops using water from a river, they nolonger needed to depend on rainfall for farming. As a result, they could move south onto the plain of thelower *Tigris and Euphrates rivers, where rainfall was scarce but the waters of the rivers were abundant.
In ancient times, the Greeks called this flat, treeless plain between the two rivers *Mesopotamia.
The move south to Mesopotamia was especially appealing to early farmers, because the land along theserivers was some of the most *fertile in the world. In most years the river flooded, depositing new layers of*nutrient-rich soil along their banks. This meant that farmers could plant crops in the same fields year
after year without using *fertilizer.

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In time, the combination of irrigation and rich soil allowed farmers in the river valley to produce
surpluses ― more than they and their families needed ― of their crops. This surplus of food meant thatsome people in the area could make a living as *artisans, or craftspeople, instead of as farmers. Artisans
could exchange the goods they produced for food from farmers.
As irrigation technology improved, more and more food could be produced on smaller pieces of land.
With animals to carry loads and pull carts, it also became easier to transport the food from the fields to thepeople. With each of these advances in technology, the population grew. In time, it was possible to support
entire cities of people with food from surrounding lands.

(注)*geological 地質学(上)の*nomadic 遊牧の*migrate 移住する，移動する*plow (土)をすきで耕す*tame 飼いならす*barley 大麦*irrigation 水を引くこと，灌漑*supplement 補う*bountiful 豊富な*ditch みぞ*divert ～の方へ向ける*Tigris and Euphrates rivers チグリス，ユーフラテス川(現在のイラクにある)*Mesopotamia メソポタミア*fertile 肥沃な*nutrient-rich 栄養分豊富*fertilizer 肥料*artisans 職人

問 1 下線部(1)を日本語に直しなさい。

問 2 本文の内容と一致しているものを 3 つ選びなさい。
1．New skills and technologies allowed people to settle in one place and form villages.
2．Mesopotamia, an area between two rivers, was rich in nature with many forests and mountains.
3．New technologies and life styles helped to keep the population of villages low.
4．People living in the northern mountains had a hard time as there was little rainfall in the area.
5．Moving to the Tigris and Euphrates rivers was good for farmers because of the rich soil.
6．A steady supply of food allowed people to go back and forth to many places.
7．Irrigation made farmers more dependent on rainfall.
8．New techniques in farming were developed in the mountainous area of the Middle East.

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問 3 本文の題名として最もふさわしいものを選びなさい。
1．Urban Life in Early Mesopotamia
2．Exchange of Goods for Food
3．The Relationship between Rainfall and Farming
4．Early Farming in the Middle East
5．The Development of Complex Cultures

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【１８】2018 兵庫県立大学 2/25,前期 工

Write the letter (A－J) for the word that best completes the sentence.

Sound Technology“B” has just bought a new set of guitar strings and is trying them out. “A” comes into the room.

A：

Nice sound!

B：

I just put on new strings. I really like them. They ( 1 ) a nice, warm sound, don’t they?

A：

Yeah, that is nice.

B：

Do you play?

A：

A little.

B：

Here, ( 2 ) it a try.

A：

Thank you. Hmm. Smooth!

B：

Yes, they’re made with a special coating technology.

A：

Is that right...

B：

If you ( 3 ) closely at regular guitar strings, you’ll ( 4 ) they’re wound around a metal core.

A：

Right, now that you mention it...

B：

The problem is dirt tends to (5 ) in the gaps. Also, natural oils from the fingers ( 6 ) thestrings. This all reduces the quality of sound you get.
A：So, how are these strings different?

B：

The string is coated, so there’re no gaps and it’s protected from *corrosion.

A：

They do ( 7 ) smooth. It’s easy on my fingers and easy to play too.

B：

Nice, huh?

A：

Yeah.

B：

You know, the story behind this technology is interesting.

A：

Oh?

B：

It was developed by a team of engineers who worked together on their own time.

A：

After work?

B：No, actually the company lets workers ( 8 ) ten percent of their time to ( 9 ) new productideas. This particular team would use their time *collaborating on this guitar string project.

A：

Now, that’s a project I’d like to ( 10 ) in on!

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*corrosion 腐食*collaborate 共同研究をする

A．collect

B．damage

C．feelD．spendE．lookF．makeG．notice

H．pursueI．giveJ．be

44/123

【１９】2018 兵庫県立大学 2/25,前期 工)内に適切な語を入れなさい。

次の日本語の意味になるように，(

1．彼は，イギリスはもちろん，フランスに行ったこともある。
He has been to France, ()() nothing of England.

2．彼女は，娘が医者であることを誇りにしている。
She is () of her daughter () a doctor.

3．ここ 3 ヶ月，彼から何の便りもありません。
I() not () from him for three months.

4．彼は，叔父の名をとってスペンサーと名づけられました。
He was () Spencer () his uncle.

5．分別のある人ならそんなことはしないだろう。
A man of ()() not do such a thing.

6．火のないところに煙は立たぬ。
There is () smoke () fire.

7．もし都合がよければ，明日私の家まで来てください。
Please come to my place tomorrow ()() is convenient for you.

8．彼女は高齢にもかかわらず，活動的な生活を楽しんでいる。
She is enjoying an active life in ()() her advanced age.

9．彼がカナダに行ってから 2 年が経ちます。
Two years have ()() he went to Canada.

10．ちょうど空港へ出かけようとした時に電話が鳴った。
I was just () for the airport () the phone rang.

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【２０】2017 兵庫県立大学 2/25,前期 工

次の英文を読んで，問いに答えなさい。

*Agatha Christie is often called the “Queen of Crime.” But Christie was not a thief or a murderer. She
was a very respectable woman. She (1) this title because she wrote some of the most popular

mysteries and detective stories in the world.
Agatha was born in 1890 in Devonshire, England. As a child, she loved to hear and tell stories. Agatha
never went to school, but she was very (a)bright. She loved books and (2 ) herself to read before she wasfive years old.
Agatha wrote her first short story when she was 18 years old. Her first novel, The Mysterious Affair at

Styles, was published in 1920. By then, she was married to Archibald Christie. Soon after, she wrote four
more popular novels. In 1926, The Murder of Roger Ackroyd was published. Some people didn’t like itbecause an unusual character was the murderer. Others called it one of the greatest detective stories of all
time. It (1)(book，that，was，famous，her，the，made).
Christie was very successful. But her marriage was unhappy. Her husband, Archibald, was in love witha woman named Nancy Neele, and Agatha was *devastated. She was also (b)upset because some people
didn’t like her new book. On December 3,1926, Agatha Christie did something very mysterious. She got
into her car, drove away, and disappeared. Someone found her car the next day. Christie’s coat was on theseat and the car lights were on. For ten days, thousands of police officers and volunteers looked for her.
The newspapers wrote stories about the real-life mystery of the mystery writer.
On the eleventh day, someone found Christie at a hotel. She was talking with other guests and acting
very normal. She said her name was Teresa Neele, the same last name as her husband’s lover! Christie
never ( 3 ) her actions, but she and her husband got divorced a short time later. In 1930, she married
Max Mallowan. He was an archeologist, a scientist who studies ancient cultures. He was 14 years younger
than she was. They were very happy together. Christie once said, “(2)It’s wonderful to be married to anarcheologist ― the older you get, the more interested he is in you.”Christie tried to write a novel for Christmas each year. She wrote for over 50 years and produced a(c)remarkable amount of work. She wrote 66 novels, 15 plays, and 157 short stories. Once, one of Christie’s

books saved someone’s life. A little girl was very sick. The doctors tried everything, but she only got worse.
One of the girl’s nurses was reading Christie’s mystery story The Pale Horse. In the story, the murdererkills his victim with a poison called *thallium. The victim’s symptoms described in the book were like thelittle girl’s symptoms. The nurse thought, “Did this little girl *swallow thallium?” She told the doctors

46/123about the case. They ( 4 ) a new medicine and saved the girl’s life.
Agatha Christie liked to write stories about two detectives. Their names were Miss Marple and Hercule
Poirot. Miss Marple is a quiet, unmarried woman who lives in a small village. She notices everything that
happens. She is very bright and always solves the crimes before the police do. Hercule Poirot is a retired
Belgian detective. He has a very good opinion of himself and is very neat and *meticulous. Readers loved
the characters of Miss Marple and Hercule Poirot and always wanted to read their next cases.
Sometime in the 1940s, Christie wrote the last cases for Miss Marple and Hercule Poirot. Readers
wanted more of these stories, so Christie asked for the books to be published after she ( 5 ). She died on
January 12, 1976. Both books became immediate best sellers.
Agatha Christie’s books have sold over a billion copies in English and another billion in over 45 otherlanguages. Her books still continue to sell. She is now the most popular British author in the world andthe fifth best selling author of all time. That is why some call her the “Queen of Crime.”*Agatha Christie アガサ・クリスティー(英国の推理小説作家)*devastated 打ちのめされて，大きなショックを受けて*thallium[化]タリウム*swallow 飲み込む

*meticulous 細部まで気を配って，非常に注意深い

問 1 下線部(1)の()内の単語を並べ替えて英文を完成させなさい。

問 2 下線部(2)を日本語に直しなさい。

問 3 下線部(a)の意味として最もふさわしいものを記号で答えなさい。
(ア) able to be trusted(イ) cheerful and lively(ウ) intelligent; quick to learn(エ) generous and considerate

問 4 下線部(b)の意味として最もふさわしいものを記号で答えなさい。
(ア) disappointed or worried(イ) disregarded or ignored(ウ) discouraged or denied(エ) dismissed or removed

問 5 下線部(c)の意味として最もふさわしいものを記号で答えなさい。
(ア) common or ordinary(イ) unusual or surprising(ウ) good or successful(エ) memorable or unforgettable

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問 6 ( 1 )～( 5 )に入る最も適切な語を下から選んで記号で答えなさい。
(ア) died(イ) explained(ウ) earned(オ) taught(カ) wrote(キ) brought

48/123(エ) tried【２１】2017 兵庫県立大学 2/25,前期 工

次の英文を読んで，問いに答えなさい。

Two centuries ago *Immanuel Kant remarked, “The hand is the window on to the mind.” Modern
science has sought to make good on this observation. Of all the parts of the human body, the hands makethe most varied movements, movements that can be controlled at will. Science has sought to show how
these motions, plus the hand’s varied ways of *gripping, affect how we think.
The image of the “intelligent hand” appeared in the sciences as early as 1833 when, a generation before*Charles Darwin, Charles Bell published The Hand. Bell believed the hand came from God perfectly
designed from the beginning. Bell’s belief was replaced by Darwin’s science. In evolution, Darwin thought,
the brains of apes became larger as their arms and hands were used for purposes other than keeping themoving body steady. With greater brain capacity, our human ancestors learned how to hold things in theirhands, to think about what they held, and eventually to shape the things held: man-apes could make tools,
humans make culture.
Scientists studying evolution once thought that it was the uses of the hand rather than changes in its
structure that have matched the increasing size of the brain. Today we understand that the physicalstructure of the hand has itself evolved and these structural changes have given us modern humans aunique experience of grip. Grips are voluntary actions; to grip is a decision, in contrast to involuntary
motions like *blinking. Mary Marzke, who researches *primate and human evolution, points out threebasic ways we grip things. First, we can hold small objects, like a pencil, between the tip of the thumb andthe *index finger. Second, we can hold an object in the palm of our hand and move it around with our
thumb and fingers. (Though advanced primates such as the chimpanzee can perform these two grips, theycannot perform them as well as we can.) Third is the cupping grip which allows us to hold an object in one
hand while we work on it with the other hand. This grip is even more developed in our species.
Once an animal like ourselves can grip well in these three ways, cultural evolution takes over. Marzke
dates Homo faber’s first appearance on earth to the moment when someone could grip things in order towork them over: “Most of the unique features of the modern human hand, including the thumb, can be
related to...the stresses that would have been *incurred with the use of these grips in the *manipulation ofstone tools.” Thinking then begins about the nature of what one is holding. American slang advises us to“get a grip” or “get a hold of yourself”, in other words, to gain control of oneself. More generally we speak of“coming to grips with an issue” which means to face the reality of a situation. Such figures of speech reflect
the evolutionary *dialogue between the hand and the brain.

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There is, however, a problem about grips, especially important to people who develop an advanced hand
technique or skill. This is how to release or let go. In music, for instance, one can play rapidly and cleanly
only by learning how to come off a piano key or how to release the finger on a guitar string or on a trumpet
valve. In the same way, mentally, we need to let go of a problem, usually temporarily, in order to see better
what it’s about, then take hold of it afresh. Scientists now believe that the physical and *cognitive capacity
to release allows us to let go of a fear or an *obsession. Release is also full of *ethical implication, as when
we surrender control ― our grip ― over others.

*Immanuel Kant ドイツの哲学者*gripping にぎること*Charles Darwin イギリスの自然科学者*blinking (目を)まばたくこと*primate 霊長類の動物*index finger 人差し指

*incur 生じる*manipulation 操作*dialogue 対話*cognitive 認識の*obsession 強迫観念

*ethical implication 倫理的含意

問 1 Select the letter (A－D) for the statement that best answers the question.

(1)

According to the article, which of the following has science sought to explain?
A．The relation between religion and science
B．The relation between the hand and thought
C．The relation between language and ape brains
D．The relation between music and human emotion(2)

According to Charles Darwin, what caused the ape brain to become larger?
A．Apes were constantly moving.
B．Apes had large arms and hands.
C．Apes used their hands for various purposes.
D．Apes were able to balance their large bodies.

(3)

Which of the following summarizes Marzke’s quote in the fourth paragraph?
A．The structure of the human hand changed with the size of the brain.
B．The structure of the human hand changed due to the stress of daily life.
C．The structure of the human hand changed as it was put to use with tools.

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D．The structure of the human hand changed with the development of the thumb.

問 2 Complete the following sentences using words from the article.

(1)

A greater brain capacity allowed apes to learn how to ()() in their hands and to think

about those things.

(2)

The grip which is most ((3)

Scientists believe that the ability to release your finger on a guitar string is similar to being able to()() in humans is called the () of a problem or fear.

51/123) grip.

【２２】2017 兵庫県立大学 2/25,前期 工

次の英文を読んで，問いに答えなさい。

Driving a car is a major responsibility. Often, in their haste to get somewhere, motorists violate statelaws and local *ordinances. Traffic tickets are issued by the police to motorists who violate traffic laws. A
traffic ticket indicates the offense, the date it was committed, and when the offender should appear incourt.
The fines imposed by the court vary from as little as two dollars for a routine parking ticket to as muchas seventy-five dollars for a major offense such as speeding. If you receive a ticket or *summons to appear
in court, you have two choices. You can either admit that you committed the violation and pay the fine bymailing a check or money order for the *specified amount with your ticket to the court. (The address of thecourt is given on the ticket). Or, (1)if you feel the ticket was unfair, you can appear in court on the day
indicated on the ticket and plead your case before a judge.
What happens if you take no action at all and either ignore the ticket or destroy it? You can be sure thatthe court will eventually catch up with you and increase your penalty. Ignoring a ticket is both
*irresponsible and costly.
To protect yourself against unfair penalties, read the ticket carefully. Check to see that it is correctly
filled out, giving your license plate and make of car. *Clerical errors can occur, and if you find one, you canargue that the ticket is *invalid.
If you decide to appear in court to contest the charge, you may plead either “not guilty” or “guilty” withan explanation. The second *plea means that you admit having committed the traffic violation checked off
on your ticket. However, there are special circumstances that you want the judge to know about before
imposing a fine. For example, if you are charged with driving with only one headlight on, you can argue
that you were unaware of it. The headlight might have gone out only minutes before the police officer
stopped you. A parking ticket may be protested if you believe the “No Parking” restriction was not clearly
posted. The charge of making an *improper turn may be excused if you were driving through anunfamiliar town.
The judge will weigh your argument and then reach a decision. He or she has the authority to impose
the full penalty, a reduced penalty, or no penalty.

*ordinance 法令*summons 出頭命令書*specified 記入された*irresponsible 無責任な

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*clerical error 書き誤り

*invalid 無効の*plea 弁解 *improper 不適切な問 1 下線部(1)を日本語に直しなさい。

問 2 本文の内容と一致しているものを 3 つ選びなさい。
1．You have no choice but to pay the fine for any traffic ticket issued by the police.
2．Traffic tickets are often very complicated so you should have a lawyer read it for you.
3．It’s a good idea to carefully read the ticket to make sure all the information is correct.
4．If you receive a ticket for a traffic violation, you should take appropriate action.
5．The judge can decide to double your fine if you show a poor attitude in court.
6．You’re allowed to ignore traffic tickets due to car problems such as a broken headlight.
7．If you think the ticket is unfair, you can explain why and the judge will consider your argument.
8．A traffic ticket shows the offense and how much time you must spend in jail.

問 3 本文の題名として最もふさわしいものを選びなさい。
1．Appearing in Court

2．Imposing a Fine

3．Reducing a Penalty

4．Handling a Traffic Ticket

5．Violating Traffic Laws

53/123

【２３】2017 兵庫県立大学 2/25,前期 工

Write the letter (A－L) for the word that best completes the sentence.

Robotic arms made with 3-D printers

I: Interviewer, K: Mr. Kondo, a tech industry entrepreneur

I：

Hello and welcome to the University of Hyogo’s TechTimes student news program. Hello, Mr.
Kondo. Thank you for taking the time to be with us here today on TechTimes.

K：

My pleasure.

I：

I understand that your company uses 3-D printers to make robotic arms. What is your goal?

K：

Yes. We ( 1 ) to make a practical and affordable robotic arm for people who have lost an arm
due to injury or illness.

I：

I guess we ( 2 ) for granted having the use of two arms.

K：

Yes, we do. We normally don’t think about how easy it is to open a plastic bottle, for example. Most
people hold the bottle in one hand and unscrew the cap with the other.

I：

Sure. Easy enough. I’ve never thought about opening a bottle with one hand.

K：

If you’re one-handed, you have to use your teeth to ( 3 ) the cap, or hold the bottle under one
arm so you can use your good hand to open the bottle. Try it some time. It’s not easy!

I：

I can imagine. What’s the market for robotic arms? Are there a lot of people who need one?

K：

Actually, the domestic market is small and lacks competition which makes them very expensive
and difficult to ( 4 ) here in Japan.

I：

You use 3-D printers in the manufacturing process. Is there some advantage to that?

K：

Yes, there is. With 3-D printers, you can easily manufacture a single product. You don’t ( 5 ) to
make metal molds. That greatly reduces the cost of manufacture.

I：

I see. How much does a robotic arm typically cost?

K：

They ( 6 ) around ¥1.5 million. Right now, most are made by a company in Germany.

I：¥1.5 million! That’s quite expensive, isn’t it!

K：

Yes, indeed. Using 3-D printer technology, though, we think we can ( 7 ) the cost down to
between ¥200,000 and ¥300,000.

I：

That’s quite a reduction! By the way, I hear you introduced your product in the United States.

K：

Yes, we took our robotic arms to a major IT trade show in the U.S. the year before last.

I：

What kind of response did you get?

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K：

The response was good. It was encouraging. People are starting to ( 8 ) the various applicationsof 3-D technology.

I：

Speaking of technology, I’m curious. Can you tell us how the arm works?

K：

Yes, actually we have two types. One uses a sensor to ( 9 ) muscle *contractions that activate
the robotic arm’s fingers. The user then is able to grasp objects. The other type uses a smartphone to(10 ) up *myoelectric signals sent from the brain to control the muscles. The smartphone detects

these and conveys them to the robotic arm.
I：

That’s amazing! Thank you for joining us on TechTimes.

K：

My pleasure!

*contraction 収縮*myoelectric signal 筋電信号

A．aim

B．consist

C．obtainD．removeE．bring

F．detectG．pickH．run

I．conclude

J．needK．realize

L．take55/123

【２４】2017 兵庫県立大学 2/25,前期 工)内に適切な語を入れなさい。

次の日本語の意味になるように，(

1．こんなきれいな鳥を見たことがありません。
This is ()() beautiful bird I have ever seen.

2．彼のおじいさんが亡くなってから 10 年になります。
His grandfather has ()() for ten years.

3．雨が止むまでここにいましょう。
Let’s stay here till ()() raining.

4．彼は，もう少しで凍死するところだった。
He was nearly ()() death.

5．その辞書のどちらも役に立たない。
()() the dictionaries is useful.

6．彼女は，その問題に気づいていました。
She was ()() the problem.

7．彼は，決して経験豊かな弁護士ではない。
He is by ()() an experienced lawyer.

8．彼は，言わば成人した赤ん坊だ。
He is, () it (), a grown-up baby.

9．初心者にしては彼女のバイオリン演奏はわりとよかった。
Her violin performance was pretty good (

)a(

).

10．健康がお金よりも大事であることは言うまでもない。
It (

)(

) saying that health is more important than money.

56/123

【２５】2016 兵庫県立大学 2/25,前期 工

次の英文を読み，問いに答えなさい。

You may be familiar with how water is always cycling around, through, and above the Earth,continually changing from liquid water to water vapor to ice. One way to *envision the water cycle is tofollow a drop of water around as it moves on its way. I could really begin this story anywhere along thecycle, but I think the ocean is the best place to start, since that is ( A ) most of Earth’s water is.
(1)If the drop wanted to stay in the ocean then it shouldn’t have been sunbathing on the surface of thesea. The heat from the sun found the drop, warmed it, and *evaporated it into water vapor. It rose as tiny
drops into the air and continued rising until strong high winds grabbed it and took it hundreds of miles
until it was over land. There, warm *updrafts coming from the heated land surface took the drops, nowwater vapor, up even higher, where the air is quite cold.
When the vapor got cold it changed back into a liquid. If it was cold enough, it would have turned intotiny ice crystals, such as those that make up *cirrus clouds. The vapor condenses on tiny particles of dust,
smoke, and salt crystals to become part of a cloud.
After a while our drop combined with other drops to form a bigger drop and fell to the earth as*precipitation. Earth’s gravity helped to pull it ( B ) to the surface. Once it starts falling there are many
places for water drops to go. Perhaps it would land on a leaf in a tree, in which case it would probably
evaporate and begin its process of heading for the clouds again. If it misses a leaf there are still plenty ofplaces to go.
The drop could land on a patch of dry dirt in a flat field. In this case it might sink into the ground to
begin its journey down into an underground *aquifer as groundwater. The drop will continue moving
mainly downhill as groundwater, but the journey might end up taking tens of thousands of years until(2)(ground，finds，of，back，the，way，it，out，its). Then again, the drop could be pumped out of the ground

via a water well and be sprayed on crops where it will either evaporate, flow along the ground into a
stream, or go back down into the ground. Or the well water containing the drop could end up in a baby’s
drinking bottle or be sent to wash a car or a dog. From these places, it is back again either into the air,down drains into rivers and ( C ) into the ocean, or back into the ground.
But (3)our drop may be a land-lover. Plenty of precipitation ends up staying on the earth’s surface tobecome a component of surface water. If the drop lands in an urban area it might hit your house’s roof, fall
off your roof, go down your driveway to the *curb. If a dog or squirrel doesn’t lap it up it will run down the
curb into a storm sewer and end up in a small stream. It is likely the stream will flow into a larger river

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and the drop will begin its journey back towards the ocean.
If no one interferes, (4)the trip will be fast back to the ocean, or at least to a lake where evaporation could
again take over. But, with billions of people worldwide needing water for most everything, there is a good(D ) that our drop will get picked up and used before it gets back to the sea.
A lot of surface water is used for irrigation. Even more is used by power-production facilities to cool theirelectrical equipment. From there it might go into the cooling tower to be evaporated. This is a quick trip
back into the atmosphere as water vapor. Perhaps a town pumps the drop out of the river and into a watertank. From here the drop could go on to help wash your dishes, fight a fire, water the tomatoes, or flush
your toilet. Probably the local steel mill will grab the drop, or it might end up at a fancy restaurant
mopping the floor. The possibilities are endless ― but it doesn’t ( E ) to the drop, because eventually it
will get back into the environment. From there it will again continue its cycle into and then out of theclouds, this time maybe to end up in the water glass of the President of the United States.

(Adapted from U.S. Geological Survey, HP)*envision 心に描く

*evaporate 蒸発させる，蒸発する*updrafts 上昇気流

*cirrus clouds 巻雲*precipitation (雨，雪，あられなどが)降ること*aquifer 帯水層*curb (舗道の)縁石

問 1 下線部(1)のように述べられている理由として最も適切なものを，次の 1 から 4 の中から選びなさい。
1．Water in the sea may be soon changed into water vapor when it is heated.
2．Sunbathing becomes occasionally dangerous when you stay long at a seaside.
3．The ocean winds can be strong enough to reduce the amount of water in the ocean.
4．On the surface of the ocean water is less movable than in the deep sea.

問 2 (2)の括弧内の語を並べ替えて，意味の通る文にしなさい。

問 3 下線部(3)の内容を最もよく表している文を，次の 1 から 4 の中から選びなさい。
1．Like animals, humans need the soil that they dig out trying to save water.
2．Rainfall makes streams that help keep water running into the ocean.
3．On the surface of the earth there are various places where water moves or stays.
4．Last year more rain fell onto the ground than into the ocean.

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問 4 次の 1 から 5 について，本文の内容に照らして二重下線部(4)の the trip の例と考えることができるものに○，例とはならないものに×をつけなさい。

1．the transportation of water made possible by trains
2．the river water flowing through mountains and cities
3．the evaporation of water of the ocean creating clouds
4．the water running through plant facilities making electric power
5．the rain drops on the ground gradually making streams

問 5 本文の文脈に照らして，A から E までの()に入れるのに，最も適切な語を 1 から 4 の中から選びなさい(解答欄には数字で記入しなさい)。

A
1．when2．where3．why

4．what2．down3．aside4．underB
1．up

C
1．contrarily

2．however

3．surprisingly

2．circumstance

3．evidence

4．eventuallyD
1．chance
4．use

E
1．mean2．stop3．matter

4．follow

問 6 本文全体の説明として最もふさわしいものを 1 から 4 の中から選びなさい。
1．This is an article about how far the sun and the oceans may affect the water cycle.
2．Some explanations are given in this article regarding how clouds are made.

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3．This article introduces scientifically various ways of how water comes to our home.
4．The water cycle is here presented by means of a drop that travels around the earth.

60/123

【２６】2016 兵庫県立大学 2/25,前期 工

次の英文を読み，問いに答えなさい。

In 1748, the British politician and aristocrat John Montagu, the 4th *Earl of Sandwich, used a lot of his
free time for playing cards. One of the problems he had was that he greatly enjoyed eating a snack, whilestill keeping one hand free for the cards. So he came up with the idea to eat beef between slices of toast,
which would allow him to finally eat and play cards at the same time. Eating his newly invented“sandwich,” the name for two slices of bread with meat in between, became one of the most popular meal
inventions in the western world.
Now you are very likely to never forget the story of who invented the sandwich. Or at least, much lesslikely to do so than if it had been presented in *bullet points or another purely information based form. For
over 27,000 years, since the first cave paintings were created, telling stories has been one of our mostfundamental communication methods.
We all enjoy a good story, whether it’s a novel, a movie or simply something one of our friends is
explaining to us that they’ve experienced. But (1)why do we feel so much more engaged when we hear anarrative about events? It’s quite simple. If we listen to a Powerpoint presentation with boring bullet
points, certain parts in the brain get activated. Scientists call these *Broca’s area and *Wernicke’s area.
Overall, it hits our language processing parts in the brain, where we decode words into meaning. And
that’s it, nothing else happens. When we are being told a story, though, things change dramatically. Not
only are the language processing parts in our brain activated, but any other area in our brain that wewould use when experiencing the events of the story are too.
A story can put your whole brain to work. And yet, it gets better. (2)When we tell stories to others thathave helped us shape our thinking and way of life, we can have the same effect on them too. The brains of
the person telling a story and listening to it, can synchronize, says Uri Hasson from Princeton: “When the
woman spoke English, the volunteers understood her story, and their brains synchronized. When she had
activity in her *insula, an emotional brain region, the listeners did too. When her *frontal cortex lit up, so
did theirs. By simply telling a story, the woman could plant ideas, thoughts and emotions into thelisteners’ brains.” Anything you’ve experienced, you can get others to experience the same. Or at least, gettheir brain areas active, too.
Now all this is interesting. We know that we can activate our brains better if we listen to stories. The
still unanswered question is: Why is that? (3)Why does the format of a story, where events unfold one after
the other, have such a profound impact on our learning? The simple answer is this: We are *wired that61/123

way. A story, if broken down into the simplest form is a connection of cause and effect. And that is exactly
how we think.
We think in narratives all day long, no matter if it is about buying groceries, whether we think about
work or our *spouse at home. We make up stories in our heads for every action and conversation. In fact,
Jeremy Hsu found: “Personal stories and gossip make up 65% of our conversations.”
Now, ( ア) we hear a story, we want to relate it to one of our existing experiences. That’s why*metaphors work so well with us. While we are busy searching for a similar experience in our brains, we
activate a part called insula, ( イ) helps us relate to that same experience of pain, joy, disgust or else.

We link up metaphors and literal happenings automatically. Everything in our brain is looking for thecause and effect relationship of something we’ve previously experienced.
When we think of stories, it is often easy to convince ourselves that they have to be complex and detailed
to be interesting. The truth is however, that (5)the simpler a story, the more likely it will stick. Using
simple language as well as low complexity is the best way to activate the brain regions that make us truly
relate to the happenings of a story. This is a similar reason why multitasking is so hard for us. Try forexample to reduce the number of adjectives or complicated nouns in a presentation or article and exchange
them with more simple, yet heartfelt language.

(Adapted from Life Hacker HP, “The Science of Storytelling” by Leo Widrich, 2012)*Earl 伯爵 *bullet points 箇条書き
*Broca’s area ブローカ野(運動性言語中枢)*Wernicke’s area ウェルニッケ野(知覚性言語中枢)*insula 島(とう)：脳部位の一つ*frontal cortex 前頭皮質

*wired 組み込まれた*spouse 配偶者*metaphor 隠喩

問 1 下線部(1)の理由として，正しいものを 1 から 4 の中から選びなさい。
1．We become fascinated when decoding narrated words into meaning.
2．We activate the language processing parts of our brain only.
3．We are likely to feel somehow confused when listening to a story.
4．We use various parts of our brain following the events that are told.

問 2 下線部(2)の内容を最もよく表すものを 1 から 4 の中から選びなさい。

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1．Telling a story to others lets us think about ourselves, while the listeners just follow what wetalk.
2．A way of life for one is not the best one for others, so that we need to tell a story of ourselvescontinuously.
3．The effect of storytelling is to influence others in a way that the story begins circulating amongwider communities.
4．The power of telling a story is effective not only for the mind of the one who tells it but also of
the listener.

問 3 下線部(3)の問いの答えとして，最も適切なものを 1 から 4 の中から選びなさい。
1．Our way of thinking is similar to the way we make up stories.
2．Stories are made up of causes and effects which we know well.
3．The structure of our brain is a model of how we understand.
4．The fundamental organ of our brain is made sensitive to stories.

問 4 ( ア )と( イ)の中に入れるのに最も適切な語を 1 から 4 の中から選びなさい。

( ア )1．whenever

2．whichever

3．however

4．whatever

2．where3．which4．while

( イ )
1．who

問 5 下線部(5)と同様の意味を表すために，下の( ウ )と( エ )の中に入れるのに最も適切な語を，1 から4 の中から選びなさい。

A( ウ) story is likely to be more memorable than the one that is (1．complex

2．low

3．simpleエ ).

4．best

問 6 次の 1 から 6 の英文の内容について，本文で述べられている場合は○，述べられていない場合は×をつけなさい。

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1．why the Earl of Sandwich became enthusiastic with playing cards
2．a history of storytelling fundamental to human social developments
3．how our brain functions when listening to a story
4．logical understanding not connected to how we remember shopping items
5．how we comprehend a story in relation to our experiences
6．the kinds of adjectives and nouns making complex stories

64/123

【２７】2016 兵庫県立大学 2/25,前期 工

次の英文を読んで問いに答えなさい。

Take a class of writing students in a *liberal arts college and assign them to write about some aspect ofscience, and a pitiful moan will go around the room. “No! Not science!” the moan says. The students have acommon problem: fear of science. They were told at an early age by a chemistry or a physics teacher thatthey don’t have “a (a)head for science.”
Take an adult chemist or physicist or engineer and ask him or her to write a report, and you’ll see
something close to panic. “No! Don’t make us write!” they say. They also have a common problem: fear ofwriting. They were told at an early age by an English teacher that they don’t have “a (b)gift for words.”
Both are unnecessary fears to carry through life, and I’d like to help you (c)ease whichever one is yours.
There is a simple principle: writing is not a special language owned by the English teacher. (1)Writing is
thinking on paper. Anyone who thinks clearly can write clearly, about anything at all. Science, clearly
explained, is just another nonfiction subject. Writing, clearly explained, is just another way for scientists
to (d)transmit what they know.
The science assignment that I give to students is a simple one. I just ask them to describe howsomething works. I don’t care about style or any other graces. I only want them to tell me, say, how asewing machine does what it does, or how a pump operates, or why an apple falls down, or how the eyetells the brain what it sees. Any process will do, and “science” can be defined loosely to include technology,
medicine and nature.
A principle of journalism is that “the reader knows nothing.” As principles go, it’s not a nice thing to say,
but a technical writer can never forget it. (2)You can’t assume that your readers know what you assume
everybody knows, or that they still remember what was once explained to them. After hundreds ofdemonstrations I’m still not sure I could get into one of those life jackets that airline flight attendants
have shown me: something about “simply” putting my arms through the straps, “simply” pulling two cords
sharply downward (or is it sideways?) and “simply” blowing it up ― but not too soon. The only step I’m
confident I could perform is to blow it up too soon.
Describing how a process works is valuable for two reasons. It forces you to make sure you know how it
works. Then it forces you to take the reader through the same sequence of ideas and reasons that madethe process clear to you. I’ve found it to be a big step up for many students whose thinking was confused.
One of them, a bright Yale second-year student still spraying the page with unclear general statements at
midterm, came to class in a high mood and asked if he could read his paper on how a fire extinguisher

65/123

works. I was sure we were in for chaos. But his piece moved with simplicity and logic. It clearly explained
how three different kinds of fires are attacked by three different kinds of fire extinguishers. I was
delighted by his overnight change into a writer who had learned to write logically, and so was he. By theend of his junior year he had written an instruction book that sold better than any book I had written.
Many other confused students tried the same cure and have written with clarity ever since. Try it. For
the principle of scientific and technical writing applies to all nonfiction writing. It’s the principle of leading
readers who know nothing, step by step, to a grasp of subjects they didn’t think they had an ability for orwere afraid they were unable to understand.
Imagine science writing as an upside-down pyramid. Start at the bottom with the one fact a reader must
know before he can learn any more. The second sentence broadens what was stated first, making the
pyramid wider, and the third sentence broadens the second, so that you can gradually move beyond fact
into significance and (e)speculation ― how a new discovery alters what was known, what new avenues ofresearch it might open, where the research might be applied. There’s no limit to how wide the pyramid canbecome, but your readers will understand the broad implications only if they start with one narrow fact.

(Adapted from On Writing Well by William Zinsser, 2006)*liberal arts college

教養学部

問 1 二重下線部(a)から(e)の語の意味に最も近いものを選び，番号で答えなさい。

(a)

head：
1．leader(b)2．talent

3．origin

4．front

2．charity

3．capacity

4．favor2．relieve

3．format

4．simplify

2．provide

3．publish

4．transfer

gift：
1．present(c) ease：
1．subside(d)transmit：
1．receive

66/123(e) speculation：
1．investment

2．risk3．theory

4．usefulness

問 2 下線部(1)を日本語に直しなさい。

問 3 下線部(2)を日本語に直しなさい。

問 4 本文の内容に照らして，一致するものを 3 つ選び番号で答えなさい。
1．Many students are now afraid of science because they had few opportunities to study it in aliberal arts college.
2．Adult scientists have a fear of writing since English teachers in their childhood scientifically
proved that they were unable to write properly.
3．A fear of writing is pointless because writing actually requires no unique language that only
skilled people can make use of.
4．Explaining how the eye informs the brain of what it sees will encourage students to revise theirwriting step by step.
5．People are unable to remember how to get into life jackets due to the lack of attention to what
flight attendants demonstrate.
6．Illustrating how a process works produces good writing since it compels writers to present ideas
logically.
7．A bright second year student made his writing teacher confused when he showed his paper on
how a fire extinguisher operates.
8．Troubled students became capable of writing clearly owing to nonfiction writing which wasonce too difficult for them.
9．Excellent science writing begins with one small fact everyone knows which gradually guides
readers to wider applications.

67/123

【２８】2016 兵庫県立大学 2/25,前期 工次の会話文の( 1 )から( 6 )に入れるのに最も適切な単語を a から c の中から選びなさい。

A：

Hello, Satoshi. Here is the picture of our English conversation class I took last week.

B：

Thank you, Mari. I really ( 1 ) you making a copy for me.

A：

No problem. Say, Satoshi, I was ( 2 ) how much longer you are going to be attending our class.

B：

Well, I have to fly home to Japan at the end of next month. I want to travel around Australia for
two weeks before I go.

(

1 )a．accustom(

b．appreciatec．approachb．suggestingc．discussing

2 )a．wondering

A：

Your English is great, Antonio, I’m jealous. How did you learn to speak so ( 3 )?

B：

Well, I took classes in English when I was a high school student in Brazil. Then when I was acollege student, I ( 4 ) one year at a British university. I like English, so I worked very hard at it.

(

3 )a．awfully(b．hardly

c．fluently

b．leftc．went4 )a．spent

A：

Hello, Barbara, I saw you on your bicycle this morning. Do you ride to work every day?

B：

Yeah, Tom, I ride every day, rain or shine.

A：

Really? But isn’t it dangerous with ( 5 ) traffic and all?

B：

Actually, the city has been ( 6() a lot of cycling paths recently.

5 )a．noisyb．many68/123c．heavy(

6 )a．performingb．building

69/123c．riding

【２９】2016 兵庫県立大学 2/25,前期 工)内の単語を並び替え，適切な文にしたとき，その中で 3 番目と 5 番目にくる

次の英文のアからカの(番号を記入しなさい。

Cha was originally produced in the temperate, tropical regions of Southeast Asia. The Japanese word
cha has the same derivation as the English word “tea”. In the same way ( ア ), in Japan cha is essential
in people’s lives. A long-standing Japanese custom ( イ) to enjoy sweets and cha. As made evident by

the fact that Buddhist priests originally used Japanese cha for medicinal purposes, it is known to include
a lot of vitamins and ( ウ).

ア(1．their daily lives

2．make3．part

4．as

5．of

6．tea

(1．at three

2．the afternoon

3．to

4．is

5．have6．refreshment time

(1．for

2．considered

3．is

4．be

5．the health6．very good

7．the British people)

イ

7．in)

ウ

7．to)

Miso is made from soy beans. It is paste-like food mostly brown in color. Many Japanese have miso soupfor breakfast. Miso soup ( エ) a basic soup, for example, tofu, seaweed, or vegetables, then stirring inthe soy bean paste. Soy bean paste is ( オ). Recently, miso soup ( カ) to a balanced diet.

エ(1．adding

2．is

3．by

4．to

5．ingredients

6．made70/123

7．several)オ(1．the Japanese people

2．to

3．that is

4．an

5．food

6．vital7．important)カ(1．been

2．that3．as

4．valued

5．has

6．contributes

7．a health food)71/123

【３０】2015 兵庫県立大学 2/25,前期日程 工

次の英文を読んで，問いに答えなさい。

A coral *reef is made up of many coral colonies all living together. The reef may stretch hundreds ofmiles across, but it is constructed by *coral polyps only a quarter of an inch or less in size. The reef itself isa living, growing organism ― colonies of tiny animals all working together to create the largest
structures on Earth. This is one of the most complex and mysterious *ecosystems known to mankind, andit all works because of the tiny animals that produce the ア huge reef structure.
Over half a billion years ago, before there was any life on land, the seas contained primitive coral reefs,
consisting of sponges and primitive corals. (1)This means that coral reefs are among the oldest イ complex
natural communities still in existence on Earth. While many changes and extinctions in reefs haveoccurred throughout their history, reefs have ウ survived. In fact, some coral reef animals known today arealmost unchanged from (2)(dating from，the age，fossils，of，those，in，found) dinosaurs, 100 million years
ago. Coral reefs are wonderful to see, and rich gardens in the sea, supporting an astonishing amount ofmarine life in a densely packed, thriving marine metropolis. In fact, coral reefs have the largest
abundance and greatest エ diversity of life living together of any place on Earth, including the tropical rain
forests. (3)People often refer to coral reefs as “rainforests of the sea.” In an area with this much diversity oflife, it is easy to think that the tropical oceans are highly rich in nutrients. This is the popular
misunderstanding. Compared to the cold, murky waters of the temperate seas, tropical seas limit the
number of animal plankton, which makes their water clear, yet with very low food resources. Thus, coral
reefs live in nearly *sterile water. A coral reef is a gathering place in the ocean. (4)It is an oasis in a desert,a place which gives shelter and food in an ocean where these things are オ rare. In fact, the entire tropicalocean ecosystem depends on the reef for sustenance.

(Adapted from Oceanic Research Group HP)*reef 礁(しょう)*coral polyps サンゴ虫

*ecosystem 生態系*sterile 不毛な

1．下線(1)の this が指す内容に最も近いものを，次の a から d の中から選びなさい。
a．Coral reefs have sustained a kind of ecosystem from an ancient age.
b．Coral reefs existed in a primitive form when there were no living creatures on land.

72/123

c．Coral reefs consist of sponges and corals which make a marine community.
d．Coral reefs are the only natural habitat dating back to 100 million years ago.

2．(2)の()の中の語句を並べ替え，意味の通る文にしなさい。

3．coral reefs について下線(3)のように述べられている理由を最もよく表すものを，次の a から d の中から選
びなさい。
a．Strange creatures are often found in a tropical ocean.
b．Numberless creatures make up a living organism.
c．Beauty of nature can be seen in the sea.
d．Living things in the sea have something in common with those in forests.

4．下線(4)の理由を最もよく表すものを次の a から d の中から選びなさい。
a．Fishes are always searching for food and shelter in the tropical ocean.
b．Coral polyps produce clearer water for their growth.
c．There are few living creatures in the tropical ocean except coral polyps.
d．There are almost no other places to feed and protect sea animals.

5．文脈に照らして，次のアからオまでの二重下線を引いた単語の意味に最も近いものを選び，a から c の中から選びなさい。

アa．amazingb．highc．massiveb．comparablec．communicative

b．extinguishedc．completed

b．varietyc．numberイ
a．complicatedウa．remainedエa．plenty

73/123オ
a．realb．strange

6．本文のタイトルとして最もふさわしいものを一つ選びなさい。
a．Coral Reefs ― How to Enjoy Summer in the Ocean
b．The Wonder of the Sea ― A Brain Coral Colonyc．Searching for Beautiful Rainforests of the Sea
d．Tropical Ocean Ecosystem ― The Life of Coral Reefs

74/123c．scarce

【３１】2015 兵庫県立大学 2/25,前期日程 工

次の英文を読んで，問いに答えなさい。

In 1790, President George Washington was granted the authority to oversee the selection of a site for apermanent national capital. The city was to be located on the Maryland-Virginia border, along the
Potomac River.
No individual could have been better suited to the task of selecting the capital site than George
Washington. The distinguished general and first president of the United States was also a land surveyor
and farmer, who possessed a great (1)sensitivity to the land. The site he chose early in 1791 was just a few
miles upriver from his estate in Mount Vernon, Virginia.
The eighteenth-century landscape where the city of Washington, D. C. now lies was laid out withpicturesque orchards and corn and tobacco fields, set among the lovely woodlands. Native Americans had
cleared the land and planted crops along the Potomac centuries earlier. By 1790 Georgetown had become athriving tobacco port.
George Washington hired Major Pierre Charles L’Enfant, a European-born engineer who has been
described as an “artist, adventurer, and spectacularly *arrogant visionary” to design the federal city.
L’Enfant brought to the task an intimate knowledge of the great capitals of Europe. The Washington city
plan benefited from L’Enfant’s (2)appreciation of the finest elements of eighteenth century Paris, London
and Rome. Broad avenues were laid out in every direction, radiating from the central axis of the Capitol.
Spacious grounds were planned for stately federal government buildings and there would be plenty ofparks throughout the city.
Both George Washington and Pierre L’Enfant appreciated the need to incorporate trees into the city
plan. Every street, avenue, and federal building was to be generously graced by groves of trees.
While his splendid capital is here for the ages, L’Enfant’s *tenure as the city’s designer met an untimely
end. Disagreements between the board of commissioners overseeing the city’s development and the*temperamental engineer put the ever-*diplomatic George Washington in an uncomfortable position. Fora time, the President managed to calm the commissioners and keep the rebellious L’Enfant in line. But
the efforts of the President were (3)doomed to fail. When Daniel Carroll, one of the area’s wealthiest men,began erecting a house in the middle of where L’Enfant had envisioned New Jersey Avenue, theFrenchman sent out his assistant to tear it down. When the assistant was arrested, L’Enfant himself
attempted to destroy the structure. Washington’s fatherly scolding, “I must strictly *enjoin you to touch noman’s property without his consent,” and numerous similar warnings did little to check L’Enfant’s

75/123

*impetuous behavior. Eventually he was fired.
L’Enfant later submitted a bill to Congress for $95,000, but he was paid less than $4,000 for designing
the capital of the United States. The plan was completed by Andrew Ellicott, who had originally beencommissioned to survey the land for the new capital. Ellicott made minor adjustments to the L’Enfant
map, then removed L’Enfant’s name and signed his own. The map for the new city was known thereafteras the Ellicott map.
Although the visions of Washington’s founders were eventually to become reality, the early years of thecapital city were (4)bleak. During his administration, Thomas Jefferson was forced to witness thewidespread destruction of the area’s trees. Property owners throughout the District cleared the beautiful
stands of native timber from their land for profit, and trees were felled by the poor for use as firewood. The*staunchly democratic Jefferson even expressed a (5)momentary wish for *despotic power, “that, in thepossession of absolute power, I might enforce the preservation of these valuable groves.”
Despite the despair he felt over the destruction of the city’s native trees, Jefferson set to work planting
new trees throughout the District. He personally sketched out a plan to plant *Lombardy poplars along
Pennsylvania Avenue stretching from the Capitol to the White House, and then supervised its execution.
This is the first Washington street tree-planting on record. Drawings and paintings that survive the era
depict the avenue lined with rows of Jefferson’s delicate, *columnar trees.

(Adapted from Melanie Choukas-Bradley, City of Trees: The Complete Field Guide to the Trees of

Washington, D. C.)*arrogant 横柄な*tenure 在職期間

*temperamental 感情の起伏が激しい*diplomatic 人扱いの上手な*enjoin 申しつける*impetuous 衝動的な

*staunchly 忠実な*despotic 専制的な

*Lombardy poplars セイヨウハコヤナギ，ポプラ*columnar 円柱形の

1．本文の内容に照らして，次の下線を引いた(1)から(5)の単語の意味に最も近いものを，a から d の中から選
びなさい。

(1)

sensitivity
a．ambition

b．sympathyc．restriction

76/123d．obsession

(2)appreciation
a．understanding

b．approvalc．obligationd．criticism(3)

doomeda．planned(4)b．consideredc．fatedd．calculatedb．comfortc．enjoyabled．dismalb．pathetic

c．short-lived

d．terrificbleak
a．bright(5) momentarya．monumental

2．次の(1)から(10)までの英文について，本文に照らして正しいものに○，間違っているものに×をつけなさい。

(1)

George Washington was in charge of making the capital city, which is now called Washington, D. C.

(2)

George Washington was not informed of cultivating lands in order to produce crops.

(3)

In the eighteenth-century, Washington, D. C. was a desolate place which had been discarded by
Native Americans.

(4)

Pierre Charles L’Enfant made use of his wide knowledge of European city planning when he designed
the capital city.

(5)

Pierre Charles L’Enfant was a sensible man who was popular among governmental people.

(6)

Washington gave a lot of advice to L’Enfant in order to persuade Daniel Carroll into giving up his
property.

(7)

The Name “Ellicott map” was taken from the person who took over L’Enfant’s designing project.

(8)

There had been woodlands of native timber in the area where Washington, D. C. was located, but
those trees were consumed for various uses.

(9)

Thomas Jefferson, with other property owners, cleared the land of timber in the possession ofabsolute power.

(10)

Thomas Jefferson was the man who first introduced the street plans with trees in the area of

Washington, D. C.

77/123

【３２】2015 兵庫県立大学 2/25,前期日程 工

次の英文を読んで，問いに答えなさい。

There are lots of reasons why people don’t always wear their glasses. They might dislike the way theylook, get teased or simply feel more comfortable without them. Beyond comfort and *aesthetics, though,some people fear that wearing glasses too often will weaken their eyesight, and that they will increasingly
rely on them more often than when first worn.
A study from Nigeria published last year found 64% of students believed that wearing glasses candamage eyes. Research in the Indian state of Karnataka put the figure at 30%, and in Pakistan 69% of
people feel the same way. In Brazil, even medical staff believed that your eyes would gradually get weakeras a consequence of wearing glasses. Is there any evidence to suggest they are right?
There are, of course, two very different reasons why people wear glasses ― short-sightedness, or*myopia, where things in the distance are unclear; and long-sightedness, or *hyperopia, where you can’t
focus on things close up. Long-sightedness is often age-related: (A)many people begin noticing in their 40s
to 50s that it’s difficult to read in low lighting. As we age, the lenses in our eyes gradually harden, making
it more difficult to adjust to different distances. When people get to the stage where their arms aren’t longenough to hold a book or menu far enough away to focus on the text, they choose reading glasses.
What’s surprising is how few trials have been conducted on the prolonged effect of wearing glasses.
(B)Andfrom what we know there’s no persuasive evidence that wearing reading glasses affects youreyesight. Why then do so many people become convinced that glasses have made their eyesight worse?
People may gradually find themselves more and more dependent on their glasses, but it’s because theireyes have continued to weaken with age. So people find themselves needing their glasses more often,
leading them to conclude that the glasses must have made their sight worse, where in fact, there’s no*causal relationship. Whether or not you choose to wear your reading glasses will make no difference toyour eyesight in the long run.
However, (1)the situation is not the same with children. Not wearing the right glasses, or any glasses at
all if they are needed, can have a long-term impact. For decades it was thought that *deliberately
under-correcting for short-sightedness―by giving children weaker glasses than they really needed―might slow down the *elongation of the *eyeball over time and thus slow down the progression of myopia.
The idea was that if you wear glasses to allow you to see clearly in the distance, your eyeball tries toelongate itself when you focus on a close object in order to see it properly.
But a trial conducted in Malaysia in 2002 proved (2)this hypothesis was so wrong it had to be halted a

78/123

year early. A group of 94 children with myopia were *randomized at the toss of coin either to wear thecorrect glasses for their prescription, or to wear glasses that left them slightly short-sighted. When the
study began the children were between the ages of nine and 14, and for the next two years the length oftheir eyeballs were measured at regular intervals. Contrary to an earlier, smaller study from the 1960s,
the children who wore the weaker glasses showed a greater elongation of the eyeball over time. In otherwords their eyesight was gradually getting worse.
Some argue that there’s still not enough evidence to come to any firm conclusions. But limited evidence
suggests it is better to give children the correct glasses, rather than deliberately trying to under-prescribe.
There’s no suggestion that wearing the correct glasses will make their eyesight worse than not wearing
them at all. In fact the longest-ever study of the progression of myopia, which has just published its
23-year findings, suggests (3)the contrary. Back in 1983 a group of children in Finland with myopia wererandomized to various conditions, including reading without glasses. Their myopia progressed a little
faster than those who wore their glasses continuously. After the initial three years of the study, they were
all advised to wear glasses all the time. Twenty years on, there was no difference between the groups.
But, returning to adults, what I find curious is the lack of studies that have been carried out in this area.
We might expect science to have all the answers, but sometimes the studies that seem the most obvious to
conduct haven’t been done. Studies requiring children with myopia not to wear glasses would be*unethical because of the effects it’s known to have on educational achievement and on the developing eye.
But, in principle, this kind of study could be carried out on long-sighted or short-sighted adults. So we’releft with the question of why no one wants to do it. Professor Ananth Viswanathan, Consultant Surgeon at
Moorfields Eye Hospital in London, believes the lack of research is probably due to the absence of any*physiological reason why glasses might damage eyesight.
So it sounds as though this type of study won’t be done any time soon. And while there are plenty ofreasons to choose not to wear glasses, the fear that you might be damaging your eyesight isn’t one of them.

(Adapted from BBC Future)*aesthetics 美しさ*myopia 近視*hyperopia 遠視*causal 因果関係を示す*deliberately 故意に*elongation 伸長*eyeball 眼球*randomize 無作為に選ぶ*unethical 倫理に反する*physiological 生理学的な79/1231．下線部(1)から(3)が示す内容として，最も適切なものを a から c から選びなさい。

(1)

the situation
a．Their eyes have continued to weaken with age.
b．People find themselves needing their glasses less often.
c．Whether or not you wear reading glasses will make no difference.

(2)

this hypothesis
a．Giving children weaker glasses slows down the progression of myopia.
b．You wear glasses to allow you to see clearly.
c．You focus on a close object in order to see it properly.

(3)

the contrary
a．A group of children with myopia were randomized to various conditions.
b．Not wearing glasses makes children’s myopia worse.
c．Children were advised to wear glasses all the time.

2．下線部(A)を日本語に直しなさい。

3．下線部(B)を日本語に直しなさい。

4．本文の内容に照らして，一致するものを 3 つ選びなさい。
(1) Nearly 70% of people in Pakistan consider that wearing glasses would weaken their eyesight.
(2)

30% of people in Karnataka wearing glasses seemed to have damaged their eyes.

(3)When people get old, their eyes get too soft to adjust to various distances when reading.

(4)

When people lose power to hold books away from their body when reading, they decide towear glasses.

(5)

Owing to the studies which have been done so far, people become convinced that reading
glasses are the cause of weakened eyes.

(6)Many people believe that their eyes get weaker because of reading glasses rather than aging.

(7)

With children, wearing weaker glasses can delay the advance of short-sightedness.

(8)

The experiment in Malaysia had to be stopped because children who did not wear proper

80/123

glasses damaged their eyes.
(9)

The study in Finland showed that wearing stronger glasses would worsen their eyesight.

(10)

Research on adults’ eyesight has not been done so far because it might damage eyesight.

81/123

【３３】2015 兵庫県立大学 2/25,前期日程 工

次の会話文の( 1 )から( 6 )に入れるのに最も適当な単語を a から c の中から選びなさい。

A：

You know, I have a feeling this deal isn’t going to work out. I can’t seem to get their salespeople togive me a decent price on the material.

B：

I don’t know. During the last conference call, I thought I could hear them talking about lowering
the base price. I think we should try to ( 1 ) one more meeting. If they still give us the same price,then we’ll have to try another supplier. ( 2 ) we’ll never meet the October deadline.

(

1 )

a．ask

(

b．arrangec．inviteb．Unlessc．However

2 )a．Otherwise

A：

Hello?

B：

Hi, it’s Susan. Can you pick me up at the station after you finish work? It’s ( 3 ) pretty hard.

A：OK, but I’m going to a meeting now, and it won’t finish until six. Can’t you walk home?

B：

I forgot my umbrella.

A：

Well, if you don’t mind ( 4 ), I’ll come when I’m finished here.

(

3 )a．getting(b．rainingc．training

b．walkingc．waiting

4 )a．smokingA：

It ( 5 ) like winter. This weather is really cold for April.

B：

Yeah. I heard the temperature might drop below zero tonight.

A：

Really? I hope not. I’ve just put some new plants in my garden. If it gets too cold, they’ll freeze and
die.

B：

Well, let’s hope it doesn’t get ( 6 ) cold.

82/123(

5 )a．feels(b．comesc．sounds

b．thisc．that6 )a．the

83/123

【３４】2015 兵庫県立大学 2/25,前期日程 工)内の単語を，意味の通る文に並べ替えたとき，その中で 3 番目と 5 番目にく次の英文のアからカの(る単語の番号を記入しなさい。

George had a job interview at a food company last Thursday. Unfortunately, (ア) the company’s

office. He finally got there seven minutes after the interview was scheduled to start. George knows that
this made a bad impression, and he thinks he will not get the job. In the future, George will check that( イ

) he is going to.

ア(1．the

2．got

3．on

4．he

5．way

6．to

7．lost)イ(1．enough time

2．to

3．he

5．has

6．place

7．find)4．thePeople can have very strong feelings about noise. If someone is trying to sleep and there is too muchnoise, ( ウ). For harmony, it’s best to respect other people when they need peace and quiet. For

example, make sure ( エ).

ウ(1．stressed

2．this3．make5．very6．can

7．them)4．feelエ(1．loud

2．music

6．is

7．too)

3．that4．not

5．yourSandy will start college this year. Her parents are going to pay her college fees, but she will (オ ) byherself. Luckily, her bank offers special loans for college students, so she will be able to borrow somemoney. During summer vacation, she’ll ( カ) back.

84/123オ(1．get2．to

3．the money

5．else6．for7．everything)

4．haveカ(1．pay

2．get

6．to

7．job)

3．a85/123

4．it

5．part-time【３５】2014 兵庫県立大学 2/25,前期日程 工

次の英文を読んで，問いに答えなさい。

Regions of the world do not exist in isolation. They are connected to each other in countless ways. For
example, they are linked by the movement of people, goods, and ideas from one region to another; by thesatellite linkages that transport news and information from one region to another; and even by the clothes
that are made in one region and worn by people in another. Regions are also connected to one another by
the movement of natural resources.
The shapes, colors, and conditions of the earth can vary tremendously from one place to another.
Likewise, (1)the many resources that people use and on which they depend are spread unevenly across theplanet. Though one region may enjoy a thousand riches, another may possess key resources necessary forthe first to enjoy its wealth.
Because of this uneven distribution of resources, the regions of the world have become increasinglyinterdependent. Raw materials and manufactured goods are in constant motion between different regionsof the earth. (2)Nations around the world trade what they have for what they do not have in a never-ending
cycle.
The movement of goods traded between nations is an enormous and impressive undertaking. Most ofthese goods are shipped by oceangoing vessels. Such ships can carry a large volume of goods for much lessthan the cost of air transportation. The ocean route between the Middle East and Europe carries more
*tonnage than any other route. Oil tankers use this route to carry *shipments from the oil-rich nations of
the Middle East to the oil-poor nations of Europe. In turn, *freighters follow this route carrying
European-made consumer goods to the Middle East. These two regions are regular partners in the trade of
their resources. But more than that, each depends on the other for resources.
Consider the bicycle for another example of how regions are connected by the movement of resources.
None of the major bicycle-producing nations ― the United States, China, France, Great Britain, Italy,
Japan, South Korea, and Taiwan ― has all the resources necessary to produce bicycles in large numbers.
For example, the United States and Japan lack major deposits of *bauxite, the ore used to make*aluminum. A number of bicycle parts, such as chain-wheels and brakes, are commonly made ofaluminum. Both nations must therefore import bauxite in order to make aluminum. In return, the UnitedStates and Japan export some of their resources to the bauxite supplier. Many bicycle frames are madefrom steel, *chrome, and *molybdenum. Although the United States produces steel and has deposits ofmolybdenum, it has no chrome. The areas of the world that have major supplies of *chromite include

86/123Brazil, Eastern Europe, and Turkey.
Many of the bicycles sold in the United States are produced in another country ― perhaps more than
one country. Some bicycle manufacturers buy components, such as gear shifts, from Japan and ship themto Taiwan for assembly. The finished bicycles are then shipped to the United States for sale.
The manufacture of bicycles is just one example of how trade plays a critical role in the United States
economy. The United Sates is the world leader in the value of the goods and services it produces. Its farms
and factories produce goods that are in great demand around the world. At the same time, the UnitedStates needs resources that are available only from other nations.

(注)*tonnage 積載トン数*shipment 積み荷*freighter 貨物船*bauxite*aluminum アルミニウム*chrome クロム*molybdenum モリブデン*chromite 亜クロム酸塩(鉱物)ボーキサイト

問 1 下線部(1)を日本語に直しなさい。

問 2 下線部(2)を日本語に直しなさい。

問 3 本文の内容と一致しているものを 3 つ選びなさい。
1．A natural disaster in one country can affect the manufacture of goods in other nations.
2．Bicycle production is an example of how one country can be dependent on another for resources.
3．Countries with complex ocean networks have an advantage over those without them.
4．Major railways in Europe are as important as shipping routes for carrying goods between
countries.
5．A government in the Middle East manufactures large ships to carry oil to nations in Europe.
6．Ocean routes are generally used to ship manufactured goods around the world.
7．Countries lacking resources for manufacturing must import them from the countries that havethem.
8．The nations that produce bicycles have the necessary raw materials for their production.

問 4 本文の題名として最もふさわしいものを選びなさい。
1．Transportation and Trade

2．Land and Ocean Transportation

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3．Bicycle Production

4．Shipping Route

5．Manufacture of Goods

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【３６】2014 兵庫県立大学 2/25,前期日程 工

次の英文を読んで，問いに答えなさい。

Spain and Portugal established vast overseas empires during the 1500s, while England remained
preoccupied with problems at home. Even though these problems ( A ) during the 1600s, English
mariners began explorations that allowed England to claim lands on the Americas and Asia. English
merchants founded companies to trade in these new lands, in addition to English companies that traded in
the Baltic and Russia. By the mid-1600s English naval power had become a major force. By the 1700s
Europe began to recognize British naval supremacy on the high seas. At the same time, the British
merchant *fleet began to overtake the Dutch fleet in the amount of goods carried. By the 1760s England’scolonial empire had no serious competition in North America or India.
Shortly after Columbus landed in the Western Hemisphere in 1492, King Henry VII commissioned an
Italian captain named John Cabot to sail to North America. In 1497 and 1498 he explored the coasts of
Newfoundland, *Nova Scotia, and New England. Although Cabot’s voyages gave the English (1)a claim in
the New World, almost a century ( B ) before the English took steps to develop-this territory.
During the reign of Queen Elizabeth I, in the second half of the 1500s, a hardy breed of sea captains
appeared in England. The English called this group of traders and pirates sea dogs. These men ― John
Hawkins, Francis Drake, and Walter Raleigh, among others ― challenged Portuguese and Spanish*monopolies of overseas trade. They also made important voyages of exploration. Sir Francis Drake, forexample, sailed westward from North America across the Pacific Ocean, around the southern tip of Africa,
and north to England. In 1580 he became the first English sea captain to sail around the globe.
However, the English sea dogs were better known for *plundering foreign shipping. They stole from
Spanish ships not protected by *convoys, and they seized slaves being shipped from Africa and sold themin Spanish colonies. The attacks by English sea dogs greatly angered King Philip II of Spain. He protested
to Queen Elizabeth, but she claimed that she was helpless to control (2)them. Secretly she supported thesea dogs and shared what they had stolen. Despite their involvement in piracy, the sea dogs played a partin England’s defeat of the Spanish Armada in 1588, and they strengthened the *seafaring tradition of theisland nation.
The defeat of the Spanish Armada (C ) the English to establish colonies overseas. In 1600 Queen

Elizabeth I granted a *charter to a trading company called the English East India Company.
This company set up trading posts at Bombay, Calcutta, and Madras in India: The company dealt
mainly with local rulers because the *Mogul Empire had declined in power. To gain the support of these

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rulers, the company helped those who were weak, used force without hesitation against those who opposed
the company, and extended generous “gifts” to those who might be swayed by bribery.
The English East India Company eventually set up a few trading posts in Malaya and the East Indies,but India remained the company’s headquarters and chief source of trade and wealth. The English East
India Company rapidly became extremely wealthy and powerful, with a vast fleet of merchant ships andwarships to ( D ) its interests.
Because of its great interest in Asia, England was slow to establish colonies in North America. Initially,
the English explored North America in hopes of finding a northwest passage to India ― a water routearound the Americas to the north and west. The Spanish dominated the southern route around Cape Hornin South America.
Henry Hudson searched unsuccessfully for the northwest passage, but in 1609, on a voyage for the
Dutch, he charted much of the coast of eastern North America and explored the river which now (E )his name. On a voyage for the English one year later, he explored Hudson Bay in northern Canada.
(3)As the search for a northwest passage to India continued, the English began to establish colonies along

North America’s east coast. The first of these colonies were founded by private companies or individuals.
The English established the first permanent settlement at Jamestown, Virginia, in 1607. In 1620 theyfounded the second settlement, Plymouth, in what is now the state of Massachusetts.
The English founded the settlement primarily for commercial purposes since they no longer wanted to
be dependent on imports from Asia. Investors hoped that the settlers would ( F) products that would

make the home country more self-sufficient. However, the North American colonies proved to be (4)adisappointment. Few of the original investors made a profit or even got their money back. Many colonists
had reasons other than profit for settling in the New World. These people hoped to find greater politicaland religious freedom and to make better lives for their families.
As in other colonial empires, the British used slavery in their colonies, especially those in southern
North America and the West Indies. Settlements on the Caribbean islands, such as Barbados, werecommercially successful largely because of slave labor.

(注)*fleet 艦隊*Nova Scotia カナダの南東の州*monopolies 専売権*plunder 略奪する

*convoy 護衛艦*seafaring 航海*charter 特権*Mogul Empire ムガール帝国

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問 1 下線部(1) a claim の意味を，次の中から選びなさい。
(a) 損害賠償(b) 請求(c) 権利(d) 苦情問 2 下線部(2)の代名詞の意味を，次の中から選びなさい。
(a)the attacks by English sea dogs(b)

the sea dogs(c)slaves(d)colonies

問 3 下線部(3)を日本語に直しなさい。

問 4 下線部(4) a disappointment について，具体的に日本語で説明しなさい。

問 5 本文の内容と一致しないものを，次の内から 3 つ選びなさい。
a．1700 年代になると，英国の航海術は優れていた。
b．カボットの探検航海によって英国はアメリカ新大陸を得た。
c．エリザベス 1 世は，海賊と手を組んで，スペインの商船を苦しめた。
d．海賊は英国のスペイン艦隊の撃退に手を貸した。
e．英国はスペイン艦隊に勝って，航海技術をより強めた。
f．英国はインドの地方有力者と，ワイロを使い付き合った。
g．アジアに大きな関心があったために，英国は北アメリカへの植民地化をゆっくりと進めた。
h．ヘンリー・ハドソンは，オランダ人との航海でハドソン湾の探検をした。
i．北アメリカへの植民は，最初民間でなされた。
j．北アメリカでの植民地への移住民は，第一に利益を目指した。

問 6 ( A )～( F)の空欄に入る単語を，次から選び記号で答えなさい。

(a)carries(b) encouraged(c)persisted(d)passed(e) protect

(f)

raise

(g)

have

(h)

had

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【３７】2014 兵庫県立大学 2/25,前期日程 工

Write the letter (a-p) from the list below for the word that best completes the sentence.

Weekend Plans: Meg (M) and Janet (J) are talking in the university cafeteria. Meg has lived in Himeji

her whole life. Janet is an exchange student and lives on campus.

M：

Hi Janet. Long time, no see! Where’ve you been keeping yourself?

J：Oh, hi Meg. I’ve been busy with my studies. I ( 1 ) to finish this report by Friday in Japanese!

M：

Well then, let’s celebrate this weekend, after you ( 2 ) it in! I (3 ) use a break. It’s been sucha long week. How about going on a shopping spree in Osaka?
J：

That sounds like fun, but to ( 4 ) you the truth I have to ( 5 ) my budget this month. I’mafraid I’ll ( 6 ) all my money if I go to Osaka!

M：

You’re right. Actually, I ( 7 ) resist the temptation too.

J：

Isn’t there anything we can do around here in Himeji?

M：

Now that you ( 8 ) it, we could go to Himeji castle. I haven’t been there since I was little.

J：

That’d be great. I’ve been so busy with school that I haven’t been there even once!

M：

Well then, Himeji castle it is! Also, I know a great dessert shop near the station. We can ( 9 ) by
there afterwards: It’ll be my treat!

J：

Thank you, Meg! Now, I think I can finish my report!

M：

Let me ( 10 ) if you need any help.

J：

Arigoto!

a．ask

b．comec．could

d．havee．knowf．lookg．mention

h．pay

i．say

j．shouldk．spendl．stopm．telln．turno．wantp．watch92/123

【３８】2014 兵庫県立大学 2/25,前期日程 工)内に適語を入れて英文を完成させなさい。

次の日本文の意味になるように，(

1．彼女はとてもショックを受けたので，眠ることができなかった。
She was () shocked that she () not sleep.

2．彼は目を閉じて椅子の上に座っていた。
He was sitting on a chair () his eyes ().

3．早寝早起きは健康によい。
()() hours is good for your health.

4．そんな高級車を買えるだけの余裕はありません。
I cannot ()() buy a deluxe car like that.

5．彼女は年のわりに若く見えます。
She () young () her age.

6．彼が亡くなって来月で 10 年になります。
He will have ()() for ten years next month.

7．私は叔父の名をとってマークと名づけられました。
I()() Mark after my uncle.

8．彼女の住所が分かればいいのだが。
I()I() her address.

9．彼女のかばんは，私のかばんより 3 倍高い。
Her bag is three () as expensive () mine.

10．車を運転する時は，いくら注意してもし過ぎることはありません。
You () be () careful when you drive a car.

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【３９】2013 兵庫県立大学 2/25,前期日程 工

次の英文を読んで，問いに答えなさい。

For almost a generation, psychologists around the world have been engaged in a spirited debate (a )a question that most of us would consider to have been settled years ago. The question is this: is there sucha thing as (1)innate talent? The obvious answer is yes. Achievement is talent plus preparation. The
problem with this view is that the closer psychologists look at the careers of the gifted, the smaller the role
innate talent seems to play and the bigger the role preparation seems to play.
*Exhibit A in the talent argument is a study done in the early 1990s by the psychologist K. Anders
Ericsson and two colleagues at Berlin’s elite Academy of Music. With the help of the Academy’s professors,
they divided the school’s violinists into three groups. In the first group were the stars, the students withthe potential to become *world-class soloists. In the second were those judged to be merely “good.” In thethird were students who were unlikely to ever play professionally and who intended to be music teachers
in the public school system. All of the violinists were then asked the same question: over the course of yourentire career, ever since you first picked up the violin, how many hours have you practiced?
Everyone from all three groups started playing at roughly the same age, around five years old. In those
first few years, everyone practiced roughly the same amount, about two or three hours a week. But when
the students were around the age of eight, real differences started to emerge. The students who would end
up the best in their class began to practice more than everyone else: six hours a week by age nine, eight
hours a week by age twelve, sixteen hours a week by age fourteen, and up and up, until by the age oftwenty they were practicing ― that is, purposefully and *single-mindedly playing their instruments with
the intent to get better ― well over thirty hours a week. In fact, by the age of twenty, the elite performers
had each totaled ten thousand hours of practice. The merely good students, ( b ) contrast, had totaled
eight thousand hours, and the future music teachers had totaled just over four thousand hours.
Ericsson and his colleagues then compared amateur pianists with professional pianists. The same
pattern emerged. The amateurs never practiced more than about three hours a week over the course of
their childhood, and by the age of twenty they had totaled two thousand hours of practice. The
professionals, on the other hand, steadily increased their practice time every year, until by the age oftwenty they, like the violinists, had reached ten thousand hours.
The (2)striking thing about Ericsson’s study is that he and his colleagues couldn’t find any “naturals,”musicians who floated effortlessly to the top while practicing *a fraction of the time their *peers did. Nor
could they find any “grinds,” people who worked harder than everyone else, yet just didn’t have what it

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takes to break the top ranks. Their research suggests that once a musician has enough ability to get( c) a top music school, the thing that distinguishes one performer from another is how hard he or she

works. (ｱ)That’s it. And what’s more, the people at the very top don’t work just harder or even much harderthan everyone else. They work much, much harder.
The idea that *excellence at performing a complex task requires a critical minimum level of practicesurfaces again and again in studies of *expertise. In fact, researchers have settled on what they believe isthe magic number for true expertise: ten thousand hours.
“The emerging picture from such studies is that ten thousand hours of practice is required to achieve thelevel of mastery associated ( d) being a world-class expert ― in anything,” writes the *neurologist

Daniel Levitin. “In study after study, of composers, baseball players, fiction writers, ice skaters, concert
pianists, chess players, master criminals, and (ｲ)what have you, this number comes up again and again. Of
course, this doesn’t address why some people get more out of their practice sessions than others do. But noone has yet found a case in which true world-class expertise was accomplished in less time. It seems that it
takes the brain this long to *assimilate all that it needs to know to achieve true mastery.”This is true even of people we think of as *prodigies. Mozart, for example, famously started writing
music at six. But, writes the psychologist Michael Howe in his book Genius Explained,by the standards of mature composers, Mozart’s early works are not outstanding. The earliest pieces
were all probably written down by his father, and perhaps improved in the process. Many ofWolfgang’s childhood compositions, such as the first seven of his *concertos for piano and orchestra,
are largely arrangements of works by other composers. Of those concertos that only contain musicoriginal to Mozart, the earliest that is now regarded as a masterpiece (No. 9, K. 271) was notcomposed until he was twenty-one: by that time Mozart had already been composing concertos forten years.

The music critic Harold Schonberg goes further: Mozart, he argues, actually “developed late,” since hedidn’t produce his greatest work until he had been composing for more than twenty years.

(注)*exhibit A 最も重要な証拠*world-class 超一流の*single-mindedly ひたむきに*a fraction of the time*peer 対等者，同等の者*excellence 優秀さ，卓越*expertise*neurologist 神経学者

(専門的)技術

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わずかな時間*assimilate 理解する，吸収する*prodigy 神童，天才児*concerto 協奏曲

問 1 下線部(1)の意味として最もふさわしいものを選びなさい。
a．of a quality that you have when you are bornb．of a quality that you gain after you are bornc．of a quality that you achieve with preparation
d．of a quality that you can develop over time

問 2 下線部(2)の意味として最もふさわしいものを選びなさい。
a．interesting but not new enough to attract attention
b．interesting and unusual enough to attract attention
c．interesting but not important to a study
d．interesting and expected outcome of a study

問 3 ( a )～( d )に入る前置詞を下から選びなさい。
[by，

into，

over，

with]

問 4 下線部(ｱ)が具体的に意味することを日本語で述べなさい。

問 5 下線部(ｲ)を日本語に直しなさい。

問 6 本文の内容と一致しているものを二つ選びなさい。
1．Only the gifted can achieve great success.
2．Preparation as well as innate talent plays an important role in becoming expert in any field.
3．All pianists who practice from an early age will become successful world-class pianists.
4．If you practice anything for ten thousand hours, it is possible that you can be a world-classexpert.
5．Mozart was a genius, so he didn’t have to make any efforts to compose music.

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【４０】2013 兵庫県立大学 2/25,前期日程 工

次の英文を読んで，問いに答えなさい。

A true democratic government, as opposed to one that only uses the term “democracy” in its name, has anumber of characteristics that distinguish it from other forms of government. Democracy requires that allindividuals must have the greatest amount of freedom consistent with order. No individual, of course, canbe completely free to do absolutely anything he or she wants. That would result in disorder or evenviolence. Rather, democracy requires that all persons be as free as possible to develop their own capacities.
This does not mean that all people are born with equal talents or deserve an equal share of material goods.
Rather, (1)it means that they should have an equal chance to develop their talents to the fullest extent
possible.
Democracy requires that government decisions be based on majority rule, but with the rights of theminority protected. Since democracy means rule by the people, majority rule answers the question of how
the government determines what people want. In a democracy, people usually accept decisions made by
the majority of the voters in a free election. Laws enacted in our *legislatures represent the will of the
majority of lawmakers and are accepted as such by the people and public officials.
At the same time, believers in democracy are concerned about the possible *tyranny of the majority.
Democracy requires that the majority not use its power to *diminish or misuse the rights of the minority.
Further, they believe that the majority must respect the rights of the minority. These can be difficult
standards to meet, especially when society is under great stress. One example of an abuse of the rights of aminority occurred in the United States during World War II.
At the outbreak of the war in 1941, over 100,000 Americans of Japanese descent living on the West
Coast were removed to inland *relocation camps because the government feared they would prove to be
disloyal. Two-thirds of them were native-born Americans. The relocation program caused severe
hardships for many Americans of Japanese descent and deprived them of their basic liberties. Even so, theprogram was upheld as a reasonable wartime emergency measure by *the Supreme Court.
In recent years, however, this wartime action has been severely criticized as an *unjustified denial of
the rights of a group of Americans and as proof that tyranny of the majority can occur in even the mostdemocratic societies. However, the constitutional mechanisms for protecting the rights of minorities did
survive the crisis of the war. After the war was over, some of the victims of *internment used these
constitutional *safeguards to regain property that had been taken from them. In 1948 Congressrecognized the damage done by relocation and offered small compensation payments. Finally, in 1988

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Congress acknowledged the “grave injustice” of the relocation experience and offered payments of $20,000
to each *internee still living.
All genuine democracies have free and open elections. Free elections give people the chance to choose
their leaders and to voice their opinions on various issues. Free elections also help insure that public
officials pay attention to the wishes of the people.
In a democracy, free elections are marked by the following characteristics: First, all citizens have equal
voting power. This means that the votes of all persons carry the same weight ― a principle often
expressed in the phrase “one person, one vote.” Second, all candidates have the right to express their views
freely, and voters have access to competing ideas. Third, citizens are free to organize in support ofcandidates or issues. Fourth, (2)the legal requirements for voting, such as age, residence, and citizenship,
are kept to a minimum so that the largest possible number of people have the right to vote. Thus, forexample, being a member of a certain race or a believer in a certain religion is not a requirement for voting.
Fifth, citizens are able to vote freely by secret *ballot, without *coercion or fear of punishment for theirvoting decisions.
Rival political parties are an important element of democratic government. A political party is a groupof individuals who organize to win elections, conduct government, and determine public policy. In the
United States, we have developed a two-party system in which *the Republicans and *the Democrats havebecome the two major political parties. However, we also have minor parties that often run candidates foroffice.
Rival parties help make elections meaningful. They give voters a choice among candidates representing
different interests and points of view. They also help simplify and focus attention on key issues for voters.
Finally, in democratic countries, the political party or parties that are out of power serve as a “loyal
opposition.” That is, by criticizing the policies and actions of the party in power, they can help make thosein power more responsible to the people.

(注)*legislature 立法府*tyranny 専制(独裁)政治*diminish 小さくする*relocation camps (日系人の)強制収容所*the Supreme Court 最高裁判所*unjustified 不当な*internment 抑留(収容)*safeguards 保護措置

*internee 抑留(収容)された人*ballot 無記名投票*coercion 威圧，弾圧*the Republicans 共和党*the Democrats 民主党

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問 1 下線部(1)の内容を具体的に日本語で説明しなさい。

問 2 下線部(2)を日本語に直しなさい。

問 3 本文の内容と一致しているものを三つ選びなさい。
1．The two-party system in the United States is important as it provides citizens a choice ofcandidates.
2．Laws in a democratic country are enacted by majority vote of the citizens.
3．Many Japanese were put in prison in the United States during World War II.
4．In a democracy, government decisions based on majority rule must also protect the rights of theminority.
5．Democracy is most likely to succeed in countries with a wealthy, educated public.
6．Democracy requires citizens to participate in civic life.
7．True democratic countries oppose countries that are democratic in name only.
8．Free elections are an important element of a democratic country.
9．A democratic country is one in which all people are born with the right to do what they want.

問 4 本文の題名として最もふさわしいものを選びなさい。
1．Democratic Governments

2．Characteristics of Democracy

3．Voting Process

4．Free Elections

5．Citizens’ Rights

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【４１】2013 兵庫県立大学 2/25,前期日程 工

次の英文を読んで，問いに答えなさい。

Socrates, one of history’s greatest thinkers and teachers, lived in Athens from 469 B.C. to 399 B.C.
Trained as a sculptor, Socrates left (1)the profession to become a teacher.
Socrates criticized Athenian education, especially the teachings of the *Sophists, who taught in mostAthenian schools. He believed that they boasted of their wisdom, too often inspiring *conceit in theirpupils. He would not ( a ) himself to be called a Sophist, preferring the term philosopher, a Greek wordthat means “lover of wisdom.” From this term comes our word philosophy, or the study of the mostfundamental questions of reality and human existence.
Socrates wanted people to think for themselves and not imitate their elders. Only then could they(b ) wisdom, which would lead to “right living.” According to Socrates, only evil could result fromignorance. People should depend on reason and logic to guide their lives.
Unlike the Sophists, Socrates did not use the teaching method of memorizing. Instead he asked
questions of anyone he met, anywhere. His purpose was not to receive information but to make people
think in order to answer the questions. Consequently repeating his motto “knowing *thyself,” Socrates
tried to teach people to understand what love, friendship, duty, patriotism, honor, and justice really meant.
He ( c) each person to find his or her own answers to these and other questions. This way of teaching

became known as the “Socratic method.”(2)Although greatly loved because of his wisdom, honesty, and kindness, Socrates also had enemies. Hisquestions often made public officials look foolish. He also criticized democracy. He believed it unwise toelect unskilled people to positions of power, and he distrusted the wisdom of the *Assembly. After all, hesaid, we do not elect doctors or ship pilots ― why should we elect rulers? Crowds of young followers
gathered to hear Socrates mock democracy and its leaders, who did not ( d ) him so amusing.
Though Socrates honored the gods of Athens, his enemies accused him of denying the existence of many
Greek gods. If allowed to live, he would continue to teach because his conscience would force him to do so.
(3)Found guilty and condemned to die by drinking a poison made from the *hemlock plant, Socrates faced

his fate cheerfully. He believed in the immortality of his soul and ( e ) in his search for truth until his
death.
Although Socrates never recorded his ideas, later generations learned of them from the writings of Plato,a wealthy young *aristocrat and the greatest of his students. After the death of Socrates, Plato traveledthroughout the *Mediterranean region. He then returned to Athens and began to teach philosophy on the

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grounds of the Academy, a public park and athletic field.
Plato wrote dialogues, or imaginary conversations among several people, covering such topics asgovernment, education, justice, virtue, and religion. In each dialogue Socrates usually ( f ) as theprimary speaker and asked questions of the others. The dialogues, however, expressed many of Plato’s
theories as well.
In one such dialogue, Socrates asked “What is justice?” To answer the question, Plato wrote theRepublic, a long dialogue describing his concept of the ideal form of government. (4)People, he said, should
do the work for which they are best suited. For example, those noted for their bravery should be in thearmy. People interested in material things such as food, clothing, and luxuries should ( g ) the businessand perform the labor. Plato’s ideal government was an aristocracy ― a government ruled by an upperclass. However, it was not an aristocracy of birth or of wealth but one based on intelligence, reasoning,education, and high ideals. Plato’s ideal “aristocrats” were philosophers, ( h ) for their wisdom, ability,and “correct” ideas about justice.

(注)*Sophist 古代ギリシアの教師*conceit うぬぼれ

*thyself＝yourself*Assembly 議会*hemlock 毒ニンジン*aristocrat 上流階級の人*Mediterranean 地中海

問 1 下線部(1)は何を指しているかを，次の中より一つ選びなさい。
(ｱ) thinker(ｲ) teacher(ｳ) sculptor

問 2 下線部(2)を，日本語に直しなさい。

問 3 下線部(3)の内容を，次の中より選びなさい。
(ｱ) 罪を見つけること(ｲ) 有罪と判決されること(ｳ) 罪をかぶせること(ｴ) 無罪になること

問 4 下線部(4)の意味を，次の中より選びなさい。
(ｱ) 自分が一番好きな職に就くべきだ。
(ｲ) 自分に一番合った職に就くべきだ。
(ｳ) 人に一番よく言われる職に就くべきだ。

101/123(ｴ) historian

(ｴ) 一番見栄えの良い職に就くべきだ。

問 5 本文の内容と一致しているものを三つ選びなさい。
1．ソクラテスは古代ギリシアの教師と仲が良かった。
2．ソクラテスのモットーは，自分で物事を考える事であった。
3．ソクラテスにとって，悪とは無知そのものであった。
4．ソクラテスは，物事を暗記することを人々に勧めた。
5．ソクラテスのする質問に答えたのは，馬鹿な官僚であった。
6．ソクラテスは，アテネの神を毛嫌いしていた。
7．ソクラテスは，膨大な書物を残して死んだ。
8．プラトンの書物の書き方は，会話形式を採った。
9．プラトンの理想国家形式は，金持ちの上級社会人による支配であった。

問 6 ( a )～( h )に入る動詞を，次の(ｱ)～(ｺ)から選びなさい。
(ｱ) acquire(ｲ) allow(ｳ) appeared(ｴ) chosen(ｵ) conduct(ｶ) find(ｷ) persisted(ｸ) urged(ｹ) write(ｺ) wrote

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【４２】2013 兵庫県立大学 2/25,前期日程 工

Write the letter for the word from the list below (a－p) that best completes the sentence.

It’s a hot summer day. Two friends are talking on the veranda.
A：

Thank you for inviting me to your grandma’s house. It’s a nice place.

B：

I thought you might ( 1 ) it. This farmhouse is old, but I ( 2 ) at ease here.

A：

I read somewhere that Japanese houses were designed with hot summers in mind. The bamboo
blinds make it nice and shady and (3 ) the breeze in as well.

B：

Grandma manages to ( 4 ) by without a lot of the modern conveniences.

A：

Yeah, I notice she doesn’t turn on the air conditioner.

B：

Only when it’s really hot. Then she uses it in combination with the electric fan.

A：

In combination?

B：

Yes. You see, the fan helps circulate the cold air generated by the air conditioner so you can(5 ) the air conditioner’s thermostat a couple of degrees higher. That way you can ( 6 )energy.
A：

Oh, I see. I guess everybody’s pretty careful now about energy use.

B：

That’s right. You know, nuclear power plants all over Japan had been ( 7 ) down at one point.

A：

How much does Japan ( 8 ) on nuclear power?

B：

Until recently it had covered almost a third of Japan’s energy needs. That’s been reduced now.

A：

I can see why in the light of recent events.

B：

Anyway...not to change the subject, but my grandma brought us some mizuyokan. Please ( 9 )yourself.

A：

Thank you. Mmm! Delicious! I have to hand it to your grandma. She really knows how to(10 ) cool during these hot summer days.

a．dependb．have

c．let

d．set

e．feelf．helpg．likeh．shuti．getj．increasek．resume

l．stopm．given．keepo．savep．use

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【４３】2013 兵庫県立大学 2/25,前期日程 工)内に適語を入れて英文を完成させなさい。

次の日本文の意味になるように，(

1．彼女に限って，そんな馬鹿なことはしない。
She is the () person () do such a foolish thing.

2．彼は親切にも駅まで車で送ってくれた。
He was kind ()() give me a ride to the station.

3．彼女を来るように説得しようとしても無駄だ。
It is ()() trying to persuade her to come.

4．不思議なことに，ドアがひとりでに開いた。
Strangely, the door opened ()().

5．何事も練習次第。
Practice ()().

104/123

【４４】2012 兵庫県立大学 2/25,前期日程 工

次の英文を読んで問いに答えなさい。

Where can you find a frog that can fly, or a spider that eats birds? The answer is in tropical rainforests.
Tropical rainforests are home to many of the strangest-looking and most beautiful, largest and smallest
animals on the earth. There are so many fascinating animals in tropical rainforests that millions haven’t
been named or even identified yet. In fact, about half of all of the world’s species live in tropicalrainforests.
Scientists believe that there is such a great diversity of animals because rainforests are the oldest
ecosystem on the earth. Some forests in Southeast Asia have been around for at least 100 million years,
ever since dinosaurs walked on the earth. During the Ice Ages, the last of which occurred about 10,000
years ago, the frozen areas of the North and South Poles spread over much of the earth, causing huge
numbers of extinctions. But the giant freeze did not reach many tropical rainforests. ( 1 ), these plants
and animals could continue to evolve, developing into the most diverse and complex ecosystems on theearth.
The nearly perfect conditions for life also help contribute to the great number of species. With
temperatures constant at 24-27 degrees Celsius, the whole year, animals don’t have to worry aboutfreezing during cold winters or finding shade in the hot summers. They ( 2 ) have to search for water,as rain falls almost every day in tropical rainforests. Some rainforest species have populations that
number in the millions. Other species consist of only a few dozen individuals. Living in limited areas, mostof these species are found nowhere else on the earth.
If you were to visit a rainforest, you probably wouldn’t run into many jaguars or monkeys. The only
living animals you could be sure to see are the millions of insects creeping and crawling around in every
layer of the rainforest. Scientists estimate that there are more than 50 million different species of*invertebrates living in rainforests. One scientist found 50 different species of ants on a single tree in Peru.
You would probably only need a few hours of digging around in a rainforest to find an insect unknown toscience.
Insects aren’t the most lovable creatures, but they are sometimes beautiful and always fascinating.
Have you ever heard of an ant that farms? Or ants that act as security guards? Leaf-cutters, or parasol
ants, can rightfully be called the world’s first farmers. They ( 3 ) trees up to 100-feet tall and cut out
small pieces of leaves. They then carry these fragments, weighing as much as 50 times their body weight,
back to their homes. The forest floor is converted to a maze of busy highways full of these moving leaf

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fragments.
You may be amazed that so many different species of animals can all live together. The main secret liesin the ability of many animals to adapt to eating a specific plant or animal, which few other species areable to eat. Have you ever wondered, for instance, why *toucans and parrots have such big beaks? These
beaks give them a great advantage over other birds with smaller beaks. The fruits and nuts from many
trees have evolved with a tough shell to protect them from *predators. In turn, toucans and parrots
developed large strong beaks, which serve as nutcrackers and provide them with many tasty meals.
Many animal species have developed relationships with each other that ( 4 ) both species. Birds andmammal species love to eat the tasty fruits provided by trees. Even fish living in the Amazon River rely on
fruits dropped from forest trees. In turn, the fruit trees depend upon these animals to eat their fruit,
which helps them to spread their seeds to far-off parts of the forest.
In some cases two species are so dependent upon each other that if one becomes extinct, the other will as
well. This nearly happened with trees that relied on the now-extinct *dodo birds. They once lived in
Mauritius, a tropical island located in the Indian Ocean. They became extinct during the late 19th century
when humans overhunted them. The *calvaria tree stopped sprouting seeds soon after. Scientists (5 )concluded that, for the seeds of the calvaria tree to sprout, they needed to first be digested by the dodo bird.
By forcefully feeding the seeds to a domestic turkey, which digested the seeds the same way as the dodo
birds, the trees were saved. Unfortunately humans will not be able to save each species in this same way.
Many species have developed their own kind of camouflage. Every animal has the ability to protect itself
from being someone’s next meal. Insects play some of the best hide-and-go-seek in the forest. The “walking
stick” is one such insect; it blends in so well with the palm tree it calls its home that no one would notice it
unless it moved. Some butterflies, when they close their wings, look exactly like leaves.
The *three-toed sloth is born with brown fur, but you would never know this by looking at it. The green*algae that make its home in the sloth’s fur help it to blend in with the tops of the trees, the canopy, where
it makes its home. But green algae aren’t the only thing living in a sloth’s fur; it is literally “bugged” witha variety of insects. 978 beetles were once found living on one sloth.

*invertebrates 無脊椎動物*toucans オオハシ(巨大なくちばしをもった羽の美しい鳥)*predators 捕食動物
*dodo ドードー(インド洋モーリシャス島などにいた大型で飛べない鳥)*calvaria tree モーリシャス島原生の大型の木*three-toed sloth ミツユビナマケモノ*algae 藻類

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問 1 ( 1 )から( 5 )に入れるのに最も適切なものを選びなさい。

(

1 )a．However(b．mostlyc．oftend．usuallyb．attack

c．fly

d．climbb．cultivatec．transfer

d．benefit

b．eagerlyc．hopefullyd．extremely

4 )a．defect(d．Regrettably

3 )

a．eat

(

c．Moreover

2 )a．rarely(b．Therefore

5 )a．finally

問 2 (1)から(4)の問いに対する答えとして，最も適切なものを a から d の中から選びなさい。

(1)

What is historically important for the development of rainforests?
a．All rainforests are older than dinosaurs.
b．Many rainforests continued to develop their ecosystem during the Ice Age.
c．Some rainforests became extinct about 10,000 years ago.
d．Millions of species are only found in rainforests.

(2)

What contributes to the diversity of species in rainforests?
a．They have warm temperatures and constant rain falls.
b．Many different kinds of insects are hidden in a layer of a rainforest.
c．They are home to parasol ants which bring small pieces of leaves.
d．There are millions of insects that are not scientifically identified.

(3)

According to the passage, which is true?

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a．You are more likely to meet monkeys than other animals in rainforests.
b．Dodo birds became extinct because calvaria trees died away.
c．To avoid eating, some butterflies hide themselves in leaves.
d．Some animals help distribute the seeds of fruit trees.

(4)

Which is an example of camouflage of living creatures?
a．ants carrying leaf fragments on their backs
b．fish eating fruits dropped from trees
c．toucans using their beaks as nutcrackers
d．sloths having algae in their fur

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【４５】2012 兵庫県立大学 2/25,前期日程 工

次の英文を読んで問いに答えなさい。

We’ve used the wind as an energy source for a long time. The Babylonians and Chinese were using wind
power to pump water for irrigating crops 4,000 years ago, and sailing boats were around long before that.
Wind power was used in the Middle Ages, in Europe, to ( 1 ) corn, which is where the term “windmill”
comes from.
The sun heats our atmosphere unevenly, so some parts become warmer than others. These warm partsrise up, other air blows in to replace them ― and we feel a wind blowing. We can use the energy in thewind by building a tall tower, ( 2 ) a large propeller on the top. The wind blows the propeller round,which turns a generator to produce electricity. We tend to ( 3 ) many of these towers together, to makea “wind farm” and produce more electricity. The more towers, the more wind, and the larger the propellers,
the more electricity we can make. It’s only worth building wind farms in places that have strong, steadywinds.
The best places for wind farms are in coastal areas, ( 4 ) the tops of rounded hills, on open plains andin gaps in mountain ― places where the wind is strong and reliable. Some are offshore. To be worthwhile,
you need an average wind speed of around 25 km/h. Most wind farms in the UK are in Cornwall or Wales.
Isolated places ( 5 ) farms may have their own wind generators. Several wind farms supply electricity
to homes around Los Angeles in California.
The propellers are large, to take energy out from the largest possible volume of air. The angle of theblades can be changed, to cope with varying wind speeds, and the generator and propeller can turn to face
the wind wherever it comes from. Some designs use vertical turbines, which don’t need to be turned to face
the wind. The towers are tall, to get the propellers as high as possible, up to where the wind is stronger.
This means that the land beneath can still be used for farming.

問 1 ( 1 )から( 5 )に入る最も適切な単語を，次の a～c の中から選びなさい。

(

1 )a．steam(b．grindc．peelb．withc．towards

2 )

a．of

109/123(

3 )a．build(

c．convertb．inc．underb．which arec．such as

4 )

a．at

(

b．blow

5 )a．likely to

問 2 次の(1)から(5)の英文を読んで，本文に照らして正しいものに○，間違っているものに×をつけなさい。

(1)

European people were the first to use wind power in agriculture.

(2)

The cause of wind lies in the difference of temperature in some parts of the air.

(3)

A wind farm is constructed in places where wind is stronger.

(4)

Most wind farms are situated offshore.

(5)

Vertical turbines turn the generator and propeller to face the wind.

110/123

【４６】2012 兵庫県立大学 2/25,前期日程 工

次の英文を読んで問いに答えなさい。

Chicago is getting ready for a wetter, steamier future. Much of Chicago’s adaptation work is abouttransforming paved spaces. The city’s 13,000 concrete pathways were originally built without drainage
and are a nightmare every time it rains. Storm water pours off the hard surfaces and routinely floods
basements.
As the region warms, Chicago is expecting more frequent and extreme storms. In the last three years,
the city has had two strong storms classified as 100-year events. The sidewalk in front of the high school
on Cermak Road has been widened to include planting areas that are lower than the street surface. Thisnot only encourages more people to walk, but also provides shade and landscaping. In some places, water
will find its way into storage tanks beneath the streets so it can be used later for watering plants or in new
decorative fountains in front of the high school.
Awareness of climate change has filled Chicago city planners with deep (a)concern for the trees. Not only
are they beautiful, but their shade also provides immediate relief to heat. Trees improve air quality byabsorbing carbon dioxide, and their leaves can keep 20 percent of an average rainfall from hitting thepavement. Chicago spends over $10 million a year planting roughly 2,200 trees. From 1991 to 2008, thecity added so many that officials (b)estimate tree cover increased to 17.6 percent from 11 percent. The goal
is to exceed 23 percent this decade.
[1]The problem is that if trees are going to survive, they have to be able to live in hotter conditions.

Chicago has already changed from one growing zone to another in the last 30 years, and it expects tochange several times again by 2070. Knowing this, planners asked experts at the city’s botanical garden toevaluate their planting list. They were told to remove six of the most common tree species. Off came theash trees that account for 17 percent of Chicago tree cover, which is more than any other tree. Gone, too,
are the enormous Norway maples, which provide the most amount of shade.
[2]A warming climate will make them more likely to suffer diseases. Already white oak, the state tree of

Illinois, is on the decline and, like several species of conifer, is expected to be extinct from the region
within decades. So Chicago is turning to swamp white oaks and bald cypresses. It is like the rest of theadaptation strategy: a constant ongoing process to make sure we are as flexible as we can be in facing thefuture.

問 1 下線部(a)～(b)の語の意味に最も近いものを選びなさい。

111/123(a)1．business2．interest

3．relation

4．water

2．calculate

3．neglect

4．admit(b)
1．hope

問 2 下線部[1]を日本語に直しなさい。

問 3 下線部[2]を them の内容を明らかにして日本語に直しなさい。

問 4 本文の内容に照らして，一致するものを 3 つ選びなさい。
(1)

Whenever it rains in Chicago, people suffer from flooding due to the lack of drainage.

(2)

Chicago needs to repair pathways since they are damaged and take in too much water.

(3)

The sidewalk in front of the high school on the Cermak Road was replaced by storage tanks
and new fountains.

(4)

The number of trees in Chicago has increased since 1991, and is expected to increase in thenext ten years.

(5)

Several kinds of trees were already taken away from Chicago, in order to make the city more
attractive.

(6)

The state tree of Illinois is likely to disappear from the region in the future because of
diseases.

(7)

Chicago’s strategy to deal with a warmer climate is to keep to its original plans no matter
what happens.

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【４７】2012 兵庫県立大学 2/25,前期日程 工

次の英文を完成させるために，下の 1 から 12 の中から最も適切な語を選び，その番号を( a )から( j)に入れなさい。

Mother drives to school and child comes out from school.
Child：Hi, Mom. Thanks for coming to ( a ) me up.

Mother：That’s OK. I was in the neighborhood, anyway.

Ch：

I’m glad you came, because my bags ( b ) a lot.

M：

Why is that?

Ch：

I have to ( cM：Well, ( d ) them in the washing machine when we get home.

Ch：

Mom, could you ( eM：Why do you want to go and see Pat?

Ch：

We’re going to ( f ) each other with the science homework.

M：

OK. I’ll ( g ) round by Pat’s house. But make sure you ( h ) back home by nine o’clock.

Ch：

Yeah, no problem.

M：

And ( i ) careful on the way home.

Ch：

Don’t worry. I’m old enough to () my football clothes back because they got wet in the rain.

) me off at Pat’s house on the way home?

j ) after myself.

1．weigh2．bring

3．be

4．look5．hold6．help7．put

8．drive

9．have10．pick

11．get12．drop113/123

【４８】2012 兵庫県立大学 2/25,前期日程 工

次の日本文と同じ意味になるように，()内を並べ替えて英文を完成させなさい。

簡単な学習習慣が成績の向上と結びつきます。大学で，私は十分な睡眠を取ることがどれほど大切か学びました。十分に休息が取れていれば，学習が楽になります。ある研究によると，人は十分な睡眠が取れていない
時には，記憶の効果が上がらないそうです。学生が極度に疲れていれば，授業中に寝てしまう可能性すらあります。よく眠ることが，いかに大学における活動を向上できるかは簡単に分かることです。

Simple study habits can improve your grades. In college, (1)(it，sleep，learned，how，get，is，to，I，
enough，important). When you are well-rested, it is easier to learn. Research shows that when (2)(effective，
memories，people，sleep，their，don’t，aren’t，enough，so). If (3)(tired，might，fall，students，are，class，
they，asleep，in，really). It’s (4)(in school，how，easy，improve，having a good sleep，your performance，to，can，see).

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【解答１】2021 兵庫県立大学 2/25,前期 工
問 1 (a)問6

問 2 (b)ア(c)

問 3 (a)イ(a)ウ

問 4 (c)(e)

問 5 (b)

エ (d)

オ

(b)

問 7 変わることは，家族や友達にとってと同様，自分たちにとっても難しいことであるが，可能である。

【解答２】2021 兵庫県立大学 2/25,前期 工
問 1 (a)問6

問 2 (c)ア(d)

問 3 (d)イ(e)ウ

問 4 (b)(b)

問 5 (c)

エ (a)

オ

(c)

問 7 木々を伐採し取り除く作業の最盛期が 5 月下旬になってようやく始まることを考えれば，2020
年のこれまでの流れは，より一層心配である。

【解答３】2021 兵庫県立大学 2/25,前期 工
問 1 しかしながら，政府の努力にもかかわらず，多くの子どもはこういった(小)学校に行っていない，もしくはすぐにやめてしまう。
問 2 3，5，6

問3 3【解答４】2021 兵庫県立大学 2/25,前期 工
1

I

2

B

3

J

4

A

5

7

E

8

D

9 F

10

G

C

6 H

【解答５】2021 兵庫県立大学 2/25,前期 工
1．to hear
2．speaking diligent [industrious，hard-working など]
3

being hit [struck]4

is fine [sunny，clear]5

is complaining

6

will have7

was named

8

been forgiven

9second highest [tallest]

10

last person [man]【解答６】2020 兵庫県立大学 2/25,前期 工
問1

1 mental

問2

(a)

問3

1．〇

2

2 more(b)

4

3 regardless
(c)

2．×

1

3．〇

115/123

(d)

3

(e) 1

4．〇

5．×

6．×
問4

(イ) 2

(ウ) 4

問5 2

《出典》Abigail Abrams,Time, August 7, 2017

【解答７】2020 兵庫県立大学 2/25,前期 工
問1

(a)

4

(b)

3

問 2 それらの村から医者の所に歩いていくのに何時間もかかるので，[マンガベの]人々はそこに生える自然の薬草に頼っている。
問 3 この計画が三年前に始まって以来，年配の村人たちは彼らの方法について助言を与えるために先駆者の若者たちのところに訪ねてきている。
問 4 5，7 (順不同)《出典》Victoria Gill,BBC News, May 3, 2019

【解答８】2020 兵庫県立大学 2/25,前期 工
問1

1

through

問2

(ア) 1

2 on

3

to

(イ) 1

(ウ) 4

4

as

(エ) 2

問3 4
問4

1．×

2．×

3．〇

4．△

5．〇

《出典》"Mississippi River",American Rivers HP【解答９】2020 兵庫県立大学 2/25,前期 工
1 c

2

b

3

d

4 c

5

d

【解答１０】2020 兵庫県立大学 2/25,前期 工(ア) 5，1(イ) 2，5(ウ) 7，3【解答１１】2019 兵庫県立大学 2/25,前期 国際商経
1

a

from

e

with

b

(エ) 1，6 [4]社会情報科 工inc

116/123todbeyond

2

3

1

skill

2 retirement

4

privileges

5 consequences

a)

(エ)

b)

3

difficulties(イ)41) 自分を刺激し，鼓舞させる仕事を見つけることは，よい人生へと導く秘訣の一つとなるであろう。
2) 何十億という人々を本当に理解し，彼らと共感するために，また，困難な課題を解決するために，
あなたが彼らとのこうした結びつきを利用する可能性は非常に大きいだろう。

《出典》Lynda Gratton "The Shift: The Future of Work is Already Here"<一部抜粋・改変,2011,HarperCollins
Publisher>【解答１２】2019 兵庫県立大学 2/25,前期 国際商経

社会情報科 工1
・豊かな国で人が増えると環境に負荷をかけるだけだということ。
・人口問題は，移民を多くすることでよりよく解決されること。
2 共通の先祖や民族性という観点。
3 シンガポールは人口密度が非常に高い都市であるから。
4 将来，子供を持つことを計画している親たちが，直ちに給付金を請求する目的で，より早い時期に子供をもつこと。
5 子供を持ち，かつ，仕事やキャリアを継続すること。

《出典》Noah Smith "Rich Nations Need a Cure for the Baby Bust"<一部抜粋・改変,2017,Bloomberg>【解答１３】2019 兵庫県立大学 2/25,前期 国際商経

社会情報科 工収録なし

《出典》(Kyodo) "Hyogo woman's quest for fair-trade coconut oil helps remote Indonesia island"<The Japan
Times Online 2017/05/01,一部抜粋・改変>【解答１４】2019 兵庫県立大学 2/25,前期 国際商経

社会情報科 工収録なし

【解答１５】2018 兵庫県立大学 2/25,前期 工

117/123

収録なし【解答１６】2018 兵庫県立大学 2/25,前期 工
収録なし【解答１７】2018 兵庫県立大学 2/25,前期 工
収録なし【解答１８】2018 兵庫県立大学 2/25,前期 工
収録なし【解答１９】2018 兵庫県立大学 2/25,前期 工
収録なし【解答２０】2017 兵庫県立大学 2/25,前期 工
問 1 was the book that made her famous
問 2 考古学者と結婚するのは素晴らしい。だって，年をとればとるほど，自分に興味をもってくれるのだから。
問 3 (ウ)問6

問 4 (ア)1(ウ)

問 5 (イ)

2

(オ)

3

(イ)

4

(エ)

5

(ア)

【解答２１】2017 兵庫県立大学 2/25,前期 工
問1

(1)

B

(2)

問2

(1)

hold，things(3)

let，go

C

(3)

C
(2)

developed，cupping【解答２２】2017 兵庫県立大学 2/25,前期 工
問 1 もしも違反切符が不公正だと思うなら，切符に示された日時に法廷に出頭して判事の前で自分の言い分を申し立てることもできる。
問 2 3，4，7

問3 4【解答２３】2017 兵庫県立大学 2/25,前期 工
1

A

2 L

3

D

4

118/123

C

5

J

6 H

7

E

8

K

9 F

10

G

【解答２４】2017 兵庫県立大学 2/25,前期 工
1．the，most

2．been，dead

3．it，stops

4．frozen，to

5．Neither，of

6．aware，of

7．no，means

8．as，were

9．for，beginner

10．goes，without【解答２５】2016 兵庫県立大学 2/25,前期 工
問1 1

問 2 it finds its way back out of the ground

問3 3
問4

1．×

2．○

3．○

4．×

5．○

問5

A

B

C

D

E

2

2

4

1

3

問6 4

【解答２６】2016 兵庫県立大学 2/25,前期 工
問1 4

問2 4

問3 2

問4

ア

1

イ

3

問5

ウ

3

エ

1

問6

1．×

2．×

3．○

4．×

5．○

6．×

《出典》Leo Widrich "The Science of Storytelling"<2012,Life Hacker HP>【解答２７】2016 兵庫県立大学 2/25,前期 工
問1

(a)

2

(b)

3

(c)

2

(d)

4

(e) 3

問 2 書くこととは紙の上で考えることである。明晰に考えることができる人なら誰でも，どんなことについてでも，明晰に書くことができる。
問 3 読者が，みんなが知っていると思っていることを知っていると思ってはいけない。
問 4 3，6，9《出典》William Zinsser "On Writing Well"<2006>【解答２８】2016 兵庫県立大学 2/25,前期 工

119/123

1

b

2

a

3 c

4

a

5 c

6

b

【解答２９】2016 兵庫県立大学 2/25,前期 工
ア 7，3

イ

3，1

2，6

ウ

エ 6，7

オ 7，6

カ 1，7

【解答３０】2015 兵庫県立大学 2/25,前期日程 工
1．b

2．those found in fossils dating from the age of

3．b

4．d

5．

ア

c

イ

a

ウ a

エ b

オ c

(3)

(4)

(5)

6．d

【解答３１】2015 兵庫県立大学 2/25,前期日程 工
1．

(1)

b

(2)

a

c

d

2．

(1) ○

(2) ×

(3) ×

(4) ○

(7) ○

(8) ○

(9) ×

(10) ○

c

(5) ×

(6) ×

《出典》Melanie Choukas-Bradley "City of Trees: The Complete Field Guide to the Trees of Washington,
D.C."【解答３２】2015 兵庫県立大学 2/25,前期日程 工
1．

(1)

c

(2)

a

(3)

b

2．多くの人々が，40 代や 50 代で暗い照明のもとでは字が読みづらいことに気づきはじめる。
3．そして，私たちにわかっていることからすると，読書用の眼鏡をかけることが視力に影響を及ぼすという説得力のある証拠はない。
4．(1)，(6)，(8)《出典》<BBC Fvuture>【解答３３】2015 兵庫県立大学 2/25,前期日程 工
1

b

2

a

3

b

4 c

【解答３４】2015 兵庫県立大学 2/25,前期日程 工

120/1235a

6 c

ア 7，1

イ

1，7

ウ

3，4

エ 2，4

オ 1，6

カ 5，6

【解答３５】2014 兵庫県立大学 2/25,前期日程 工
問 1 人々が利用し，依存している数多くの資源は，地球全体に不均一に分布している。
問 2 世界中の国々は，自国にあるものを自国にないものと交換し，その循環は決して絶えることがない。
問 3 2，6，7

問4 5【解答３６】2014 兵庫県立大学 2/25,前期日程 工
問 1 (c)

問 2 (b)

問 3 インドへの北西航路の探索が続くうちに，英国人は北アメリカの東海岸沿いに移住地を作り始めた。
問 4 元々の投資家で，利益を上げられたり，資金が返って来たりした人はほんのわずかだったので，落胆を招いたということ。
問 5 b，e，h
問6

A

(c)

B

(d)

C

(b)

D

(e)

E

(a)

F

【解答３７】2014 兵庫県立大学 2/25,前期日程 工
1

d

7 j

2 n

3 c

4 m

8

9

10 e

g

l

5

p

6 k

【解答３８】2014 兵庫県立大学 2/25,前期日程 工
1．so，could

2．with，closed

3．Keeping，early

4．afford，to5．looks，for

6．been，dead7．was，named

8．wish，knew

9．times，as10．cannot，too【解答３９】2013 兵庫県立大学 2/25,前期日程 工
問1 a
問3

問2 b
(a) over

(b)

by

(c)

into

問 4 どれだけ練習量を増やすかが重要であるということ。
問 5 その他の人たち

問 6 2，4

121/123

(d)

with

(f)

【解答４０】2013 兵庫県立大学 2/25,前期日程 工
問 1 万人が自分の潜在能力を自由に高められること。
問 2 できるだけ多くの人たちが参政権を持てるように，年令，居住地，市民権など選挙権を得るための法的要件は最小限に抑えられている。
問 3 2，4，8

問4 2【解答４１】2013 兵庫県立大学 2/25,前期日程 工
問 1 (ｳ)
問 2 ソクラテスは知恵，誠実さ，親切さのため大いに愛されていたが，敵もいた。
問 3 (ｲ)
問6

問 4 (ｲ)問 5 3，8，9

(a)

(ｲ)

(b)

(ｱ)

(c)

(ｸ)

(f)

(ｺ)

(g)

(ｵ)

(h)

(ｴ)

(d)

(ｶ)

(e) (ｷ)5d

6 o【解答４２】2013 兵庫県立大学 2/25,前期日程 工
1

g

7 h

2 e

3 c

4

8

9

10

a

f

i
n

【解答４３】2013 兵庫県立大学 2/25,前期日程 工
1．last，to2．enough，to4．of，itself

5．makes，perfect

3．no，use [good]【解答４４】2012 兵庫県立大学 2/25,前期日程 工
問1

1

問2

(1)

b

2
b

a

(2)

3
a

d

(3)

4
d

d

(4)

5

a

d

【解答４５】2012 兵庫県立大学 2/25,前期日程 工
問1

1

b

2

問2

(1) ×

b

3

(2) ○

a

(3) ○

4

a

5 c

(4) ×

(5) ×

【解答４６】2012 兵庫県立大学 2/25,前期日程 工
問1

(a)

2

(b)

2

問 2 問題は，樹木を生かし続けるには，より暖かい気候の下でそれらを生育させる必要があるとい

122/123

う点である。
問 3 気候が温暖になると樹木は病気にかかりやすくなる。
問 4 (1)，(4)，(6)【解答４７】2012 兵庫県立大学 2/25,前期日程 工
a

10

g 8

b

1

c

2

d

7

h 11

i

3

j

4

e

12

【解答４８】2012 兵庫県立大学 2/25,前期日程 工(1)

I learned how important it is to get enough sleep(2)

people don’t sleep enough, their memories aren’t so effective(3)

students are really tired, they might fall asleep in class(4) easy to see how having a good sleep can improve your performance in school

123/123f

6