（3－産技）

英

語

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。
らん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

Because her father didn’t buy some cake.

イ

Because her father has eaten some cake.

ウ

Because her father didn’t buy the chocolate.

エ

Because her father has eaten her chocolate.

〔No. 2 〕
ア

He will meet his teacher.

イ

He will join the club meeting.

ウ

He will stay with his sister at home.

エ

He will take part in the tournament.

〔No. 3 〕ア

She ate alone.

イ

The meal was terrible.

ウ

She spent so much money.

エ

The restaurant was closed.

〔No. 4 〕
ア

She wants to meet him in the evening.

イ

She wants to get to the meeting in the morning.

ウ

They should meet in the lunch time meeting.

エ

They should get to the office in the morning.

〔No. 5 〕
ア

Ten people will.

イ

There will be eight.

ウ

Six people will.

エ

There will be four.

─ 1 ─

第2部
〔No. 1 〕
ア

Twice a year.

イ

In two hours.

ウ

For two weeks.

エ

Two months ago.

〔No. 2 〕
ア

Why don’t you eat at home?

イ

How about a sandwich?

ウ

We had no time for lunch.

エ

We’ll have curry tonight.

〔No. 3 〕
ア

You can use mine.

イ

You can go home.

ウI’ll call my office.

エ

I’ll see you there.

〔No. 4 〕
ア

No, I’m still doing it.

イ

No, I haven’t written the math textbook.

ウ

Yes, you are writing the report for tomorrow.

エYes, you have finished doing the homework.

〔No. 5 〕ア

Yes, we are going to the lake next weekend.

イ

No, you went to the lake last Saturday.

ウ

We haven’t decided to go out this weekend yet.

エYou have been to the lake twice.

─ 2 ─

2

次の文章を読んで，あとの各問に答えなさい。
（＊印の付いている単語・語句には，本文のあとに〔注〕があります。
）
In the old days, it was difficult to eat fresh food anywhere at any time. Fresh food likemeat, fish, vegetables, and fruit soon becomes ＊rotten when it is warm. A long time ago,people could enjoy fresh apples only in the fall, though we can buy them at a supermarket inany season today. People

live

⑴

in an area far away from the sea could not receive

fresh fish so easily when there were no trucks. However, even when they could not haveenough fresh food, people had to eat something to live in good health, and actually most ofthem were able to⑵

do so. What did they do to prepare daily meals when it was hard to get

fresh food?
People around the world have come up with several ways to ＊prevent food frombecoming rotten. But before reading about their efforts, we need to understand this first:
how does food become rotten? Though we cannot see them, there are usually ＊germs in fresh
food. They like places with a lot of ＊moisture. They live by ＊decomposing ＊protein in thefood, and this makes food rotten. When it is warm and, the number⑶＊

of germs quickly increases and they become more active. So, to prevent the food from being
rotten, we need to kill germs in the food or to make them weaker. This means that we have to
reduce the ＊amount of moisture in fresh food. How did people in the old days solve thisproblem? Let’s look at three traditional ways to ＊preserve food.
The first way is to ＊dry fresh food in the sun. When food is put outside in sunny weather,solar ＊heat takes moisture away from the food. When the amount of moisture in the food isunder 35 %, the number of germs does not increase and we can preserve the food for a while.
Also, drying food has another good point. It makes the food⑷

, so people cancarry a larger amount of dried food more easily. For these reasons, people around the world
began to try this way a long time ago. For example, dried fish was already eaten in Japan
more than 1000 years ago. Dried fruit was enjoyed in Africa and Europe more than 2000
years ago.
The second way is to preserve food with salt. Salt takes moisture away from food, so
germs will not become as active as before when salt is added. Salt also takes the moisture outof the germs’ own bodies and⑸this kills them. When the ＊concentration of salt is more than

10 %, the number of germs does not increase. People have preserved many different kinds offood with salt. Japanese people have eaten vegetables ＊pickled with salt for a long time.
Because they could not go outside so easily during winter, people were often supported bysuch food especially in snowy areas. Also, ［ the lives / meat / with salt / often saved /⑹

preserved ］of many hungry people in Europe hundreds of years ago.

─ 3 ─

The third way is to preserve food with sugar. When we put sugar in food, sugar catches
and holds the moisture in the food. Then, germs cannot act in the moisture when it is＊combined with sugar. Because of this, sugar has the power to prevent food from becoming⑺

rotten. However, we need a large amount of sugar to preserve food with it. The necessary
concentration of sugar is more than 60 %. After the 16th century, sugar became cheaper inEurope and more people were able to buy it. By ＊boiling some fruit with a lot of sugar, people
in Europe made jam as a way to preserve and enjoy fruit even in winter. However, in Japan,
sugar wasexpensive that it was not used so often to preserve food before the⑻

19th century.
As you have read here, food preserved in these traditional ways has supported people’s
lives for a long time. Preserved food has not only helped hungry people but also brought
more fun to daily meals. We can enjoy many different dishes even now because of the foodpreserved in these traditional ways. It is a very useful gift produced through the great effortsof people in the old days.
〔注〕

くさrotten 腐った

prevent ～ from － ing ～が－するのを防ぐ

germ 細菌

moisture 水分

decompose 分解する

protein タンパク質

active 活発なamount 量

preserve 保存する

dry 乾燥させる

heat 熱さいきん

のう ど

concentration 濃度

かんそう

つ

pickle 漬ける

combined with ～ ～と結合した〔問 1 〕

⑴

live

ア

lived

イ

livingウ

to liveエ

have lived

boil 煮るの形として適切なものを選びなさい。

─ 4 ─

〔問 2 〕⑵

do so が表す内容として適切なものを選びなさい。

アenjoy fresh food in all seasonsイ

carry daily meals quickly by truckウkeep their health by eating foodエvisit supermarket to prepare meals〔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the food has much protein in itイ

the food has much moisture in itウ

germs have much protein in their own bodies

エgerms have much moisture in their own bodies〔問 4 〕⑷にはどのような語句が入るのが適切か，選びなさい。

アsofter and largerイharder and fresherウ

colder and heavierエsmaller and lighter〔問 5 〕⑸

this が表す内容として適切なものを選びなさい。

アthe moisture in the food is taken awayイ

people around the world use salt to preserve foodウ

putting salt in the food reduces the number of germs thereエ

the amount of moisture in the germs’ own bodies gets smaller〔問 6 〕 ［ the lives / meat / with salt / often saved / preserved ］of many hungry people⑹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the lives

イ

meat

エ

often savedオpreserved

─ 5 ─

ウ with salt

〔問 7 〕⑺

this が表す内容として適切なものを選びなさい。

アsugar catches and holds the germs in the foodイ

sugar cannot take the moisture out of the foodウgerms cannot be active in the food with sugarエgerms quickly go out of the food with sugar〔問 8 〕

⑻

ア

so

イ

too

ウ

very

エ

quite

にはどのような 1 語が入るのが適切か，選びなさい。

〔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 does food become rotten when we do nothing to preserve it?
ア

Because the moisture in the food is influenced by active germs.

イ ecause active germs decompose protein in the food.
‌Bウ

Because protein is lost from the food when it is warm.

エ ecause the amount of moisture in the food increases in a warm place.
‌B〔問10〕 本文の内容と合っているものを選びなさい。
アW‌ e need to reduce more than half the amount of moisture in the food tomake dried food.

イ he necessary concentration of salt to preserve food is higher than that of‌Tsugar.

ウ

People in Japan had no chance to use salt to preserve food in the old days.

エ eople in Europe used solar heat to make jam as a way to enjoy fruit in all‌Pseasons.

─ 6 ─

次の文章を読んで，あとの各問に答えなさい。

3（＊印の付いている単語・語句には，本文のあとに〔注〕があります。
）
Atsushi is a second-year student of a high school. His school has many courses: the＊regular course, the music course, and so on. He is in the ＊advanced class of the regularcourse.
One day Atsushi went to the school store

buy some bread for lunch. But⑴

only one sandwich was left. Then a tall foreign boy passed by him and took it. The boy said
to him, “Better luck next time!” and went up to the floor of the music course. “He is a student
in the music course,” Atsushi thought. Then the boy looked back and saw Atsushi. Atsushi
was just⑵

enter

the classroom of the advanced class.

After he went home, his sister, Kumi, asked him to come to her club’s concert the nextday. She was in the first year of his school and in the music club.
Next day he went to the school hall. After his sister played the guitar, he saw a tall boy
on the stage and heard the ＊announcement, “Next is a piano ＊solo by John Baker.” Hethought, “That’s him! He took my bread yesterday.” Next moment he heard the strong
sounds of the piano. He thought, “The sound is so clear.” It was a long solo but he felt it
ended quickly. While he was trying to remember all the parts of the solo, the concert ended.
All the people left and he was the only one still there. He looked at the black and white keys
and the black body of the grand piano on the stage. They looked beautiful. He went up to the
piano and hit some ＊keys. He kept hitting them to ＊imitate a part of John’s performance.
Then he heard a voice, “Hey! Advanced Class.” He looked back and found John there. “Youare in the advanced class, right?” Atsushi said, “I’m in Class 2A, but don’t call me that. Callme Atsushi.” He said, “Do you like ＊Beethoven, Atsushi? ［ before / piano / played / you /⑶the ］?” “No, I haven’t,” Atsushi said. “Hit this key, Atsushi,” John said. He did so. ThenJohn told him to hit some others. Atsushi hit them as John said. “Is this a part of yourperformance?” John smiled at him and said, “Yes, it’s Beethoven.” “Oh,” Atsushi said and hit
one key again. “Is the sound strange?” he asked. John said, “...Yes, it needs ＊tuning. I’ll playagain next month and the piano will be well tuned by then. Come and listen to my
performance again. I’ll tell you the date later.”
At home Atsushi studied for the next month’s test at the ＊cram school. He needed to getgood ＊marks to go up to the top class. He often thought about John’s performance. He
thought John practiced hard to make good sounds and said to himself, “I’ll also⑷.”

A week later, John came to Class 2A. He said to Atsushi, “The date of the concert is the
14th of next month.” “The 14th..., I have a test on that day. But what time does it start?”
Atsushi asked. “At three, at the concert hall near the station.” Atsushi would have to get to─ 7 ─

the cram school before 4:50. He said, “I’ll check the time.” John said, “Then come and see mein Classroom 2G.”
During the next week, Atsushi checked the time and thought he could take the test after
the concert. Then he went to Classroom 2G. John was talking with a boy. The boy said, “Hey,are you Atsushi? John was just talking about you.” John asked, “Can you come?” “Yes, but I
have to leave⑸

the place just after it finishes. Do you have the program?” Atsushi said. “Ihaven’t got it yet. But my ＊turn will be the last. When do you have to leave?” “About 4:15,”
Atsushi said. John said, “The concert will finish before then.”At home Atsushi studied harder and sometimes read about the piano’s ＊mechanism. He
was interested in its way of making sounds and thought about studying it at university. Kumi
talked to him, “Today I met John. Will you go to the concert? He looked happy. I thought. But you’ve changed. I’m also happy to find you’re interested in⑹

music now.”
On the 14th, Atsushi hurried to the concert. John’s turn was the last. At the entrance hefound John’s classmate. “Hey, Atsushi. Do you remember me? My name is Mark and we met
in 2G. I’ve kept a seat for you.” Atsushi thanked him.
Atsushi listened to other students’ performances and thought the piano was well tuned.
Then John’s turn came. Atsushi was surprised to find it was better than before. John’s
performance was fullenergy and he never felt nervous about his technique.

⑺

Atsushi felt it was almost perfect. When it ended, people stood up and ＊applauded. Atsushi
couldn’t move from his seat but someone touched his shoulder. It was Mark and he said, “Youhave to go now.

⑻

is 4:12.” Atsushi quickly left. After he got on the train, he saw

his face in the window. He thought, “It’s my turn next.” When he got to the cram school, hefelt he could work hard for his future plan.
The test started.
〔注〕
regular
solo

普通科の

独奏

Beethovenmark

ベートーベン点

applaudadvanced

上級の

けんばん

announcement

key

鍵盤

imitate

tune

調律する

cram school

turn

順番

mechanism

拍手する

─ 8 ─

会場アナウンス

まねる

じゅく

塾

仕組み

〔問 1 〕
ア

on

イ

for

ウ

to

エ

in

〔問 2 〕⑵⑴にはどのような 1 語が入るのが適切か，選びなさい。

enterの形として適切なものを選びなさい。

ア

enter

イ

enteringウ

enteredエenters〔問 3 〕 ［ before / piano / played / you / the ］? を 1 語を補って並べ替え，文脈に⑶合う文にしなさい。ただし，文の最初にくる語は大文字で始めなさい。
〔問 4 〕にはどのような語句が入るのが適切か，選びなさい。

⑷

アmake better sounds

イgive upウ

ask others about itエ

try hard〔問 5 〕⑸

the place が表す内容として適切なものを選びなさい。

アthe hall in Atsushi and John’s school

イJohn’s classroomウ

the concert hall near the stationエ

the cram school〔問 6 〕⑹にはどのような語句が入るのが適切か，選びなさい。

ア

you came to our club and tried to join itイyou played the piano and tuned itウyou have loved Beethoven for a long timeエ

you were only interested in getting good marks

─ 9 ─

〔問 7 〕

⑺

ア

with

イ

of

ウ

from

エ

to

〔問 8 〕

⑻

ア

Now

イ

It

ウ

That

エ

There

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。

〔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。
What is Atsushi’s plan for the future?
ア

It is to support the music club of his high school.

イ

It is to imitate pianists’ performances.

ウ

It is to study the piano’s mechanism for making sounds.

エIt is to take part in a piano concert.

〔問10〕 本文の内容と合っているものを選びなさい。
アA
 tsushi didn’t like Mark very much because he took the last sandwich at theschool store.

イAtsushi knew John’s performances were great before he met him at theschool hall.

ウAtsushi thought about what to study at university after he went to the musicclub’s concert.

エAtsushi started to study music to go to a music college before his sister’s
concert.

─ 10 ─

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）〔No.1〕（3 秒の間）Girl:
Father:Girl:
Father:

Where is my chocolate, Dad? I think I left it on the table.
Oh… I’m sorry. I ate it. Now I’ll go and buy you the same type of
chocolate.
Oh, no! I can’t believe it! You can’t get the same type at any shop.
My friend made it for me.
Don’t be so angry. I’ll buy you some special cake, then.

（3 秒の間）[ Woman ] Question. Why is the girl so angry?
（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. Why is the girl so angry?
（10 秒の間）〔No.2〕（3 秒の間）

Girl:
Boy:
Girl:
Boy:

Bob, will you come to the club meeting after school? Our teacher will tell
us about the tournament next month.
Sorry, I can’t. I’ll go home early today.
Do you have something to do?
Yes, I have to take care of my younger sister at home this afternoon.

（3 秒の間）[ Woman ] Question. What will Bob do after school?
（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. What will Bob do after school?
（10 秒の間）〔No.3〕（3 秒の間）Man:
Woman:
Man:
Woman:

I hear a new restaurant opened near our office last week.
Actually, I had dinner with my friends there yesterday.
Oh, really? How was the food?
It was delicious, but it was too expensive.

（3 秒の間）[ Man ] Question. What was the problem for the woman?
（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. What was the problem for the woman?
（10 秒の間）〔No.4〕（3 秒の間）Woman:
Man:
Woman:Man:

Is it all right for you to meet me at seven?
I don’t think I can get up so early.
I mean seven in the evening.
Oh, I thought we should meet before the lunch time meeting.

（3 秒の間）[ Woman ] Question. When does the woman want to meet the man?
（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）[ Woman ] Question. When does the woman want to meet the man?
（10 秒の間）〔No.5〕（3 秒の間）Man:
Woman:
Man:
Woman:

I will bring my parents to the dinner this weekend.
I will bring my parents and my sister.
Can I also bring my brother, then?
Sure.

（3 秒の間）[ Man ] Question. How many people will be at their dinner?
（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）[ Man ] Question. How many people will be at their dinner?
（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）〔No.1〕（3 秒の間）Man:
How long are you going to stay here?
Woman: ()（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）〔No.2〕（3 秒の間）Boy:
Mom, what’s for lunch?
Mother: ()（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）〔No.3〕（3 秒の間）Man : I have to call my office now, but I cannot find my phone.
Woman: ()(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）〔No.4〕

（3 秒の間）

Girl: Have you finished writing the math report for tomorrow?
Boy: ()（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）〔No.5〕（3 秒の間）Man: Are we going to the lake this Saturday or this Sunday?
Woman: ()(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。
』