（5－産技）

英

語

|

5

注
1

声に出して読んではいけません。

2

問題は

3

1

1

から

意

3 までで，10 ページにわたって印刷してあります。

はリスニングテストです。

リスニングテストは，検査開始直後に行います。
4

受検番号を，解答用紙の決められた欄に記入しなさい。

5

答えは，全て解答用紙の決められた欄に記入しなさい。

6

答えは，特別の指示のあるもののほかは，各問のア・イ・ウ・エのうちから最も適切なものをそれぞれ一つずつ選んで，答えの欄に，その記号を記入しなさい。

7

記号を書くときも，文字を書くときも，明確に書きなさい。

8

答えを直すときは，きれいに消してから，新しい答えを記入しなさい。

9

提出するのは，解答用紙だけです。

1

リスニングテスト（放送で指示があります。
）
第1部〔No. 1 〕
ア

She will check the size of the T-shirts.

イ

She will buy some kinds of T-shirts.

ウ

She will talk about large animals.

エ

She will show some T-shirts to the man.

〔No. 2 〕
ア

Five.

イ

Six.

ウ

Seven.

エTwelve.

〔No. 3 〕
ア

Because he cannot go to the shop.

イ

Because he used another shop’s card.

ウ

Because he could not use his card in the shop.

エ

Because he cannot find his card after shopping there.

〔No. 4 〕
ア

He was taking care of some plants.

イ

He was drinking water in the garden.

ウ

He was giving flowers to his mother.

エ

He was looking for his mother.

〔No. 5 〕
ア

Because she would meet her father at a shop.

イ

Because she could make ice cream at home.

ウ

Because she wanted to eat ice cream.

エ

Because she wanted to go home early.

─ 1 ─

第2部
〔No. 1 〕
ア

Shoes are chosen as a gift.

イ

He’s in the shop.

ウ

The shop near the station sold them.

エ

They’re Jane’s.

〔No. 2 〕
ア

Because it was expensive.

イ

I’ve already bought some food and drinks.

ウ

It was last year.

エ

Because he wants to know the reason.

〔No. 3 〕
ア

After the show.

イ

Twenty minutes ago.

ウ

For one hour.

エAt three thirty.

〔No. 4 〕
ア

Two cars will take us here.

イ

We will need two more fish.

ウ

Two or three will be enough.

エ

We have to make it twice.

〔No. 5 〕ア

Yes, I’ll go to a zoo with my family.

イ

No, my brother and I will go to a library.

ウ

Yes, I get up at seven every morning.

エNo, you didn’t know the plan.

─ 2 ─

次の文章を読んで，あとの各問に答えなさい。

2（＊印の付いている語句には，本文のあとに〔注〕があります。
）
When plants try to leave their ＊offspring, it is important to spread their seeds ＊far away
and to various places. If a plant lives only in one area, the species will face danger. They may
not be able to continue to live if the environment of the place greatly changes. For plants,＊

increasing their living area means⑴. However, there is a problem:

plants cannot move or carry their seeds to different places alone. So they often depend on
the power of other things when they try to spread their seeds. Some of them use the wind,and others use the water power of a river. Another common and effective way for plants to
spread their seeds⑵

the use of animals. Let’s see four interesting examples ofplants’ use of animals as a ＊carrier of their seeds.
Probably, you have had an experience like this: some seeds with ＊burs were ＊attached toyour clothes and you could not remove them easily after you went to the ＊grassy field. You may
not feel happy about these seeds, but this is exactly their ＊strategy.

⑶-アPlants like ＊cocklebur can spread their seeds thanks to their burs. They are attached tohumans’ clothes or animals’ bodies and carried to places far away from the original area. In
many cases, these kinds of plants are not very tall, so humans’ legs or animals’ bodies easily
touch and catch the seeds while they are walking in the grassy field.
Some plants spread their seeds by giving meals to animals. These kinds of plants often
depend on birds. Many birds eat the fruit but its seed is not ＊digested in their bodies. So it
falls on the ground with their ＊droppings. There the seed ＊sprouts and grows. Birds can fly
and move to different places, so they are useful carriers of seeds. Like cherries, ［ this /⑷which / strategy / many plants / use ］have red, yellow, or purple fruits because these colors
can easily attract the eyes of birds.
Ants and ＊violets also depend on each other in a similar way. Violets can spread theirseeds by their own power, but the power is so weak that the seeds do not go far away.
However, ants carry the seeds to a little larger area. A small white

⑶-イ

part

⑸

call

＊

an elaiosome is attached to each seed of a violet, and this is actuallyants’ favorite food. Ants bring the seeds into their ＊nests, and after they eat only theirfavorite part there, violets’ seeds without elaiosomes are not necessary for them. So ants
carry the seeds outside and leave them near their nests. Then, those seeds often sprout
there. Violets can⑹

the living area larger by giving ants meals.

The last example is ＊acorns’ strategy to use squirrels. A squirrel is a small animal with abig ＊tail.

⑶-ウ

Before cold winter, squirrels not only eat many acorns

but also try to hide acorns in various places to save their food. However, squirrels sometimes

─ 3 ─

forget the places of those acorns, and in spring, these acorns sprout there. Though the acorns
which have just fallen on the ground under the tree can sprout, they often stay near theoriginal place. Acorns are a little⑺, so wind cannot move them far away. Acorns

are brought to various places and grow in a larger area because⑻

squirrels do such a thing

before winter.
You may think that plants are weak. They are silent and usually do not try to hurt others.
However, they still survive and can live in various places or in larger⑶-エareas. Plants’ effective use of animals as carriers of their seeds shows you quite a different
side of plants. In fact, they are full of power and wisdom to save their offspring and survive asa species.
〔注〕offspring 子孫

far away 遠く離れた所に

increase 増やす

carrier 運び役

bur とげとげの外皮

attach 付着させる

grassy field 草地

strategy 戦略

cocklebur オナモミ

digest 消化する

droppings ふん

sprout 発芽する

violet スミレ

elaiosome エライオソーム

nest 巣acorn ドングリ

tail しっぽ〔問 1 〕⑴にはどのような語句が入るのが適切か，選びなさい。

アfacing more danger as a speciesイ

having more chances to survive as a speciesウmaking new kinds of seedsエfinding other ways to collect their seeds〔問 2 〕

⑵

ア

is

イ

are

ウ

do

エ

does

にはどのような 1 語が入るのが適切か，選びなさい。

─ 4 ─

〔問 3 〕 次の文は本文中の

⑶-ア

～

⑶-エ

の

どの位置に入るのが適切か，ア〜エの記号で答えなさい。
They cannot run away from the animals which try to eat them.
〔問 4 〕 ［ this / which / strategy / many plants / use ］have red, yellow, or purple fruits⑷

を，文脈に合うように［］内の語句を並べ替えた場合，ア～オの中で2 番目と 4 番目にくる語句を記号で答えなさい。
アthis

イ whichエ

many plants

オ use〔問 5 〕

call

⑸

ア

calls

イ

calledウ

callingエ

to call〔問 6 〕

⑹

ア

take

イ

make

ウ

have

エ

give

〔問 7 〕

⑺

ア

old

イ

hard

ウ

small

エ

heavy

ウ

strategyの形として適切なものを選びなさい。

にはどのような 1 語が入るのが適切か，選びなさい。

にはどのような 1 語が入るのが適切か，選びなさい。

─ 5 ─

〔問 8 〕⑻

squirrels do such a thing が表す内容として適切なものを選びなさい。

アSquirrels try to hide some trees of acorns.

イ quirrels eat a lot of acorns to be healthy.
‌S

ウSquirrels keep acorns in different places.

エ quirrels put various acorns in their nests.
‌S〔問 9 〕 次の質問に対する答えとして，本文の内容と合っているものを選びなさい。
‌How are violets’ seeds spread?
アThey are carried by elaiosomes and sprout in ants’ nests.

イ hey are attached to ants’ bodies and carried to other places.
‌Tウ

They are left near ants’ nests after ants have eaten only elaiosomes.

エ hey are eaten by ants and spread to other places with their droppings.
‌T〔問10〕 本文の内容と合っているものを選びなさい。
ア‌We cannot see the plants like cocklebur because of their burs.

イ irds often spread the seeds of plants which have fruit to eat.
‌B

ウ

Acorns cannot sprout and grow without the help of squirrels.

エPlants are actually strong because they can carry animals.

─ 6 ─

次の文章を読んで，あとの各問に答えなさい。

3（＊印の付いている語句には，本文のあとに〔注〕があります。
）
Yoshiki was a high school student on an international course. He was born in America
and came to Japan last year. His high school had the international course and had many
English volunteer programs for some elementary schools. One day the teacher of his course,
Ms. Brown, told him to teach in one of the schools. This year he was sent there to teach＊arithmetic in English because some boys and girls⑴

came to Japan some months

before needed someone to teach in English.
In the program, Yoshiki taught some boys and girls ＊division. They were nine years old.
“Did you finish your homework?” Yoshiki asked them. Almost all of them said, “Yes!” But one
boy, John, shouted, “I forgot! No one reminded me of it at home.” “John, you shouldn’t
depend on other people!” Yoshiki said.

Yoshiki took time and⑵-アtaught them well.
After the lesson, Yoshiki went to a park and sat down on a bench. Just then a boy wasrunning to him and shouted, “Hey, Yoshiki.” He was David, a classmate in his high school.
“Are you practicing for the ＊race?” Yoshiki asked. David was a member of the track and fieldteam. “Yes, I’ll run in the road relay.” “Road relay...the high school Ekiden ?” Yoshiki asked.
“That’s right. I’ll run in the fifth ＊section.” Then Yoshiki turned and saw another boy who wasrunning to them. He was Tomohisa, their classmate. He was also in the track and field team.
“Will you run in the relay, too?” Yoshiki asked. “Yes, in the fourth section. I’ll ＊hand the＊cloth sash to David. Bye, Yoshiki,” Tomohisa said and they started running again. They ran

out of the park. Then Yoshiki turned and found John there. John looked at Yoshiki and said,“Do you know my brother?” “Your brother? Who’s your brother?” Yoshiki asked. “It’s David,”
he answered. “Oh, I didn’t know that,” Yoshiki said.

“David is⑵-イpracticing hard now. You should try hard, too.” “Yes, but division is⑶

running,” John said. Yoshiki said, “If you can do it, you’ll know the speed of your brother’s
running.” “How?” John asked. “＊Divide the ＊distance by the time. I need to teach you nexttime,” Yoshiki said.
A week later Yoshiki entered the classroom to teach John and the others again. But John
was already writing something in his notebook. The names of David, Tomohisa, and John, andtheir speeds were

⑷

write

in it. “Did you divide the distance by the time?” Yoshiki said

and checked the answers. They were right. John said, “Now I know our speeds. David is thefastest. I divided the numbers.” Yoshiki wanted to find other questions of division for John.
“David and Tomohisa are running faster each time. You should divide the distance by theirtime every day.”⑵-ウJohn said, “OK! After this lesson I’ll do it.”

─ 7 ─

In the next lesson John finished answering the questions and took out his notebook. Now
he did not need much time to ＊calculate. The results of his divisions showed that David andTomohisa really ran faster than before. After the lesson, Yoshiki and John went to the park
together and saw them. “John, will you come and see us on the day of the relay?” they asked.
“Yes! I’ll go and check your time!” John showed them his notebook. “I’ll calculate yourspeeds. I like it now.”
On the day of the relay, John and Yoshiki went to the end of the fourth section. Ms.
Brown was already there to help David’s team and talked with him. She said to Yoshiki, “I’ll goto the end of the fifth section. I’ll send you an email to⑸

you David’s time,” andleft the place. David was ready to run and was waiting for Tomohisa. “Will you check mytime?” David asked.

John said, “Yes, it’ll be your best.” Then David⑵-エshouted, “Tomohisa is coming!” Tomohisa was running after the first two boys. David went to
the end and the cloth sash was handed from Tomohisa to David. Then Tomohisa almost fell
down. A member of his team caught his body. John opened his notebook and started writing
in it. Tomohisa, Yoshiki, and John were sitting down for a long time. Tomohisa said, “I ran
faster. I’m happy about⑹

the result.” He drank some water and asked, “ ［ sent / yet / email /⑺an / you / she ］?” “No, she hasn’t,” Yoshiki said, “But I’m looking forward to getting an email
from her.” John checked his watch and said, “If she sends an email soon, that means Davidhas ＊set his new ＊record.” They heard a sound and Yoshiki’s smartphone showed Ms. Brown’s
email. It said, “David has set a new record for the fifth section.” John jumped up and said,“I’m so happy about his record. I’ll calculate his speed.” Yoshiki was happy because David did
his best and John became good at division.
〔注〕arithmetic 算数

division 割り算

race レース

section 区

hand 手渡す

cloth sash たすき

divide ... by 〜 ... を〜で割る

distance 距離

calculate 計算する

set 確立する

record 記録

─ 8 ─

〔問 1 〕にはどのような 1 語が入るのが適切か，選びなさい。

⑴

ア

who

イ

which

ウ

had

エ

were

〔問 2 〕 次の文は本文中の

⑵-ア

〜

⑵-エ

の

どの位置に入るのが適切か，ア〜エの記号で答えなさい。
He said so because he wanted him to study arithmetic more.
〔問 3 〕にはどのような語句が入るのが適切か，選びなさい。

⑶

アas difficult as

イmore interesting thanウ

different fromエjust like〔問 4 〕

write

⑷

ア

writingイ

written

ウ

write

エ

wrote

〔問 5 〕

⑸

ア

know

イ

tell

ウ

write

エ

calculateの形として適切なものを選びなさい。

にはどのような 1 語が入るのが適切か，選びなさい。

─ 9 ─

〔問 6 〕⑹

the result が表す内容として適切なものを選びなさい。

ア

Ms. Brown believed that they would win.

イDavid said his running time would be his best.

ウJohn could calculate his time.

エ

Tomohisa ran faster than before.

〔問 7 〕 ［ sent / yet / email / an / you / she ］? を，文脈に合うように 1 語を補った上で［⑺］内の語を並べ替えなさい。ただし，文の最初にくる語は大文字で書き始めなさい。
〔問 8 〕 次の質問に対する答えとして，本文の内容と合っているものを選びなさい。
Why did Yoshiki teach boys and girls in an elementary school?
ア

Because Yoshiki was good at arithmetic and wanted to teach them.

イ

Because Yoshiki knew John was David’s brother and wanted to help him.

ウ

Because Ms. Brown told Yoshiki to teach there in a school volunteer activity.

エ

Because Ms. Brown wanted Yoshiki to be better at teaching arithmetic.

〔問 9 〕 次の質問に対する答えとして，本文の内容と合っているものを選びなさい。
Why could John answer arithmetic questions better than before?
ア

Because he kept calculating the speed of his brother’s running.

イ

Because Yoshiki told him to take more time.

ウ

Because he knew about David’s efforts and got his advice.

エBecause David helped him with his homework.

〔問10〕 本文の内容と合っているものを選びなさい。
ア M
 s. Brown did not come to the end of the fourth section on the day of Ekiden .
イ Tomohisa heard about David’s record and decided to run as fast as David thenext time.
ウ Yoshiki felt good because John finally enjoyed studying division.
エ David worried about his record because Tomohisa did not get to the end of
the section first.

─ 10 ─

令和 5 年度

東京都立産業技術高等専門学校入学者選抜学力検査

読み上げ台本（最初に 5 秒の間）
『リスニングテストを行う前に，リスニング問題の印刷の確認を行います。リスニング問題
は 1 ページから 2 ページに印刷してあります。問題が印刷されていない場合や，不鮮明な場合には申し出て下さい。
』（5 秒の間）『これから放送によるリスニングテストを行います。問題用紙の１ページを開いてください。問題は第 1 部と第 2 部に分かれています。第 1 部では，対話とその内容についての質問が，それぞれ 2 度ずつ読まれます。その質問に対する最も適切な答えを選んで，記号で答えなさい。なお，放送中に問題用紙の余白にメモをとってもかまいません。では，第 1 部
を始めます。
』（3 秒の間）[ Man ]〔No.1〕（3 秒の間）Woman:
Man:
Woman:Man:

May I help you?
I want to buy a T-shirt, large size, for my son.
The ones with animal characters are popular.
I want to see some of them.

（3 秒の間）[ Woman ] Question. What will the woman do next?
（5 秒の間）『繰り返します。
』（2 秒の間）（〔No.1〕の繰り返し）（3 秒の間）[ Woman ] Question. What will the woman do next?
（10 秒の間）

[ Man ]〔No.2〕（3 秒の間）

Boy:
Mom:
Boy:
Mom:

Mom, Grandfather gave us twelve oranges.
I’m going to give five of them to my friend.
May I make orange juice?
Yes, you can use the other seven oranges.

（3 秒の間）[ Woman ] Question. How many oranges does the mother want to use?
（5 秒の間）『繰り返します。
』（2 秒の間）（〔No.2〕の繰り返し）（3 秒の間）[ Woman ] Question. How many oranges does the mother want to use?
（10 秒の間）[ Woman ]〔No.3〕（3 秒の間）Woman: Hello. This is A&B supermarket. How may I help you?
Man:
I think I left my points card there today.
Woman: Is it our shop’s card?
Man:
Yes. I used it on the second floor.
（3 秒の間）[ Man ] Question. Why is the man calling?
（5 秒の間）『繰り返します。
』（2 秒の間）（〔No.3〕の繰り返し）（3 秒の間）[ Man ] Question. Why is the man calling?
（10 秒の間）

[ Woman ]〔No.4〕（3 秒の間）Mother: Where have you been, Tom?
Son:
I was giving water to flowers in the garden.
Mother: It’s already time for us to go.
Son:
I know, Mom. I’ll be ready soon.
（3 秒の間）[ Man ] Question. What was Tom doing?
（5 秒の間）『繰り返します。
』（2 秒の間）（〔No.4〕の繰り返し）（3 秒の間）[ Man ] Question. What was Tom doing?
（10 秒の間）[ Man ]〔No.5〕（3 秒の間）Father:Girl:
Father :Girl:

Are you OK, Mary?
Dad, I’m just tired. I can’t walk now.
Well, if you walk a little more, we can eat ice cream at a coffee shop.
I love ice cream! Let’s go.

（3 秒の間）[ Woman ] Question. Why did Mary decide to keep walking?
（5 秒の間）『繰り返します。
』（2 秒の間）（〔No.5〕の繰り返し）（3 秒の間）[ Woman ] Question. Why did Mary decide to keep walking?
（10 秒の間）『これで第 1 部を終わります。
』（5 秒の間）『では，第 2 部に入ります。第 2 部は，質問や発言に対して，適切な応答を選ぶ問題です。質問や発言は 1 文のみで，2 度ずつ読まれます。それに対する応答として，最も適切なものを選んで，記号で答えなさい。なお，放送中に問題用紙の余白にメモをとってもかまいません。では，第 2 部を始めます。
』（3 秒の間）[ Woman ]〔No.1〕（3 秒の間）Man:

Whose shoes are these?

（5 秒の間）『繰り返します。
』（2 秒の間）（〔No.1〕の繰り返し）（10 秒の間）[ Man ]〔No.2〕（3 秒の間）Woman:Why don’t we have a party for him?

（5 秒の間）『繰り返します。
』（2 秒の間）（〔No.2〕の繰り返し）（10 秒の間）[ Woman ]〔No.3〕（3 秒の間）Man:

When will the show start?

（5 秒の間）『繰り返します。
』（2 秒の間）（〔No. 3〕の繰り返し）（10 秒の間）

[ Man ]〔No. 4〕（3 秒の間）Woman: How many carrots will we need to make this dish?
（5 秒の間）『繰り返します。
』（2 秒の間）（〔No. 4〕の繰り返し）（10 秒の間）[ Woman ]〔No. 5〕（3 秒の間）Man:

Do you have a plan for this weekend?

(5 秒の間）『繰り返します。
』（2 秒の間）（〔No. 5〕の繰り返し）（10 秒の間）『これで放送による問題を終わります。
』