年度一般選抜試験問題

英注

語意

事 項

看護学部志願者とリハビリテーション学部志願者では解答すべき問題が一部異なる。
看護学部志願者は〜を解答しなさい。

リハビリテーション学部志願者は〜，を解答しなさい。
看護学部志願者は，別にマークシート式（例） 受験番号を記入し，さらにその下のマーク欄にマークして下さい。

解答用紙が枚ある。
受験番号

リハビリテーション学部志願者は，マークシート式解答用紙と記述式解答用紙の枚ある。
マークシート式解答用紙の受験番号欄に受験番号桁を記入し，マーク欄の該当す

+
"
#$%
&'()
*+
"
#$%
&'()
*!
"
#$%
&+()
*+
"
#$%
&'()
*!
"
#+%
&'()
*

るところをマークしなさい。氏名を記入してはならない。なお，記入した受験番号やマークが誤っている場合および無記入の場合は，当該科目の試験が無効となる。
マークシート式解答用紙に選択する科目名を記入し，その科目コードをマークしなさい。

科目名
英語
国語

数学Ⅰ・数学Ａ
生物基礎・生物
化学基礎・化学
物理基礎・物理

適性能力試験
英語・国語
英語・数学

注意事項の続きは本冊子の裏にあります!

次の対話文を読み，各問いに答えなさい。

Keita: Today’s our lucky day!
Patty:

It sounds like it. What’s going on?

Keita: Just one of the most important summer events in Kyoto.
Patty:

Really? What’s this one called?

Keita:The Gion Festival.

Patty:

Wait a second! I thought the festival we saw in Tokyo was one of themost famous ones.

Keita:

That’s right. But that was just in Tokyo. This is one of the mostimportant festivals in all of Japan.

Patty: （Keita:）, Keita!

No, I’m not! You haven’t seen anything yet. Some of these floats areunbelievable.
）You’re right. Look at that one!

Patty:

Wow!（

Keita:

See what I mean?

Patty:Yeah. I think I’ve got the picture now. It’s huge!

Keita: To be honest, it probably weighs several tons.
Patty: （）Keita: It’s on large wooden wheels, and it’s pulled by long ropes.
Patty:

Oh, that’s smart. Japan sure has lots of festivals. Don’t people get bored
doing the same thing every year? I mean, it seems like a lot of trouble
to go through.

Keita:No.（）You have the same parades year in and year out in

Chicago, don’t you?
Patty:

Yes, I guess you’re right. But our parades are nothing of this scale.

Keita: Well, neither are all of ours. They’re all unique in some way.
⑴

Patty:

Look! There are a lot of spectators in kimono.

Keita:Yeah. We call it yukata, a casual kimono in summer.
――

Patty: （）Keita: Oh, younger people wear the brighter ones and older people prefer
quiet colors, I guess.

問空所（）に入れるのに最も適切なものを，次のａ〜ｄから一つ選び，記号で答えなさい。

問

ａDon’t talk stupidｂIt’s too much

ｃNo way! Enough of your jokesｄ

You are quite exaggerating

空所（）に入れるのに最も適切なものを，次のａ〜ｄから一つ選び，記号で答えなさい。

問ａI couldn’t agree with you more.

ｂ

It doesn’t meet my expectations.

ｃWhat more could you have done?

ｄWhat the heck are you talking about?

空所（）に入れるのに最も適切なものを，次のａ〜ｄから一つ選び，記号で答えなさい。
ａDo you know what this huge float is made out of?

ｂHow do they get a float like this one through the streets?

ｃWhat kind of tool do they use to make such a huge float?

ｄWhy do they make such a huge and heavy thing?

――

問

空所
（）に入れるのに最も適切なものを，次のａ〜ｄから一つ選び，記号で答えなさい。

問

ａSome people get injured every year at this festival.

ｂ

The floats are too heavy to go through the streets.

ｃ

They don’t care about how much the floats cost.

ｄThis is something that people look forward to.

空所（）に入れるのに最も適切なものを，次のａ〜ｄから一つ選び，記号で答えなさい。
ａHow come all the yukatas they wear look so colorful?

ｂWhat kind of materials do they use to dye the yukatas?

ｃ

Why are some of the yukatas more colorful than others?

ｄ

Why do the young like bright colors better than quiet ones?

問

下線部⑴とほぼ同じ内容を表すものを，次のａ〜ｄから一つ選び，記号で答えなさい。
ａAll the parades in Japan are small in scale.

ｂNone of the parades in Japan are large in scale.

ｃ

Not all the parades in Japan are large in scale.

ｄThe parades in Japan aren’t large in scale at all.

――問

Keita と Patty の対話の内容に一致するものを，次のａ〜ｄから一つ選び，記号で答えなさい。
ａKeita feels uncomfortable because

theyencountered

oneoftheweirdest festivals in Kyoto.
ｂThe festival Keita and Patty saw in Tokyo was one of the biggest onesin Japan.
ｃPatty wonders if people in Kyoto won’t get sick of having the same
festival year after year.

ｄPatty saw a lot of young people watching the Gion Festival in quietcolor yukata.

――!

各問いに答えなさい。

問

次の⑴〜⑺の英文中の空所に入れるのに最も適切なものを，それぞれ下のａ〜ｄから一つずつ選び，記号で答えなさい。

⑴

Do not rely on the room clock for the（）time of day.

exact

ｂ explicit

ｃgoodｄ most⑵ａBecause of improved technology, factory （） is expected to rise

this year.
ａoutbreakｂ outcomeｃoutlookｄ output⑶ There is a lively debate about whether any animals （） thanhumans have the ability to speak.
ａbetterｂ inferior

ｃ

less

ｄ other⑷ I thought Jason had been arrested and Brian hadn’t, but it was theother way（）.

ａaround

ｂ out

ｃover

ｄ up

⑸ On（）thought, I agreed to his plan.

ａrepeatedｂ secondｃtwice

ｄ two――

⑹The temple was so enormous that it took our（ａeyesｂ heartｃbreathｄ soul⑺）advice I followed.

I was told to take a bath,（ａitsｂ thatｃwhichｄ whose問）away.

次の各文の下線部⒜〜⒟で，間違っている部分が箇所ずつあります。その間違っている箇所の記号をそれぞれ答えなさい。

⑴

Tom demanded that his sister had returned the key to his car by
⒜

⒝

⒞

⒟

tonight.

⑵ I certainly promised having met Nancy at the exhibition a week later.
⒜

問⒝

⒞

⒟

次のア，イの文の空所に入る共通する語を，下のａ〜ｄから一つ選び，記号で答えなさい。

アI will（）to it that this work is finished by this afternoon.

イ Let’s wait and（）how things will turn out.

ａdoｂgoｃseeｄtake――

!

各問いに答えなさい。

問

次の⑴〜⑷について，与えられた日本文の意味になるように（⒜〜⒠を並べかえるとき，（）
内で前から）の中の番目にくるものとして最も適切なものを，⒜〜⒠から一つずつ選び，記号で答えなさい。

⑴

その仮説はまだ証明されていない。
The⒠⑵hypothesis （ ⒜⒞behas⒟toabadyet ）.

こんなにひどい経験をしたことはほとんどなかった。
Seldom （ ⒜

⒠

⑶

⒝

proved⒝experience

have⒞

⒟

hadI ）like this.

そのスキャンダルのせいで，彼は政治的な力を失った。
The scandal（ ⒜ him⒝ of⒞ his⒟ has⒠ deprived ）political power.

⑷

あなたが話しかけたいと思っているのはどなたですか。
Who is it（ ⒜to⒝⒞ want tothat――⒟you⒠ talk ）?

問次の会話で与えられた日本文の意味になるように（べかえるとき，（）内で前から番目と）の中のア〜カを並番目にくるものの組み合わせとして最も適切なものを，それぞれ下のａ〜ｄから一つずつ選び，記号で答えなさい。

（例） エ―イ （前からマイク：My番目がエで，番目がイを示す。）

代の妹にはときどきイラっとさせられるよ。
teenageオ

getsカａオ―イ

sister （ アｂエ―アオ

making upａオ―カ

ｃ ア―エshe （ アDoesinウエatnervesｄカ―ウ

洗面所で何時間もお化粧をするの？

that?

エonmy ）.

サリー：どうして？
Why’sイtimesｂカhoursイbathroomウspendthe ）?

エ―オ

ｃ カ―アｄイ―ウ

マイク：いや，そんなんじゃないんだ。いつも携帯電話を見ながら僕に話しかけてくるんだよ。
No, it’s not that. She always（ ア toオtalks カａエ―オ

イ atウ meエ lookingwhile ）her cell phone.
ｂウ―エ―ｃ カ―ア―ｄ オ―イ!

次の英文を読み，各問いに答えなさい。

Adults are often embarrassed about asking for help. It’s an act that canmake people feel vulnerable*. The moment you ask for directions, （１ ）,you reveal that you may be lost. Seeking someone’s assistance can make you
feel like you are broadcasting your incompetence*.
New research suggests young children don’t seek help in school, evenwhen they need it, for the same reason. Until relatively recently, psychologists
assumed that children did not start to care about their reputation and peers’
perceptions until around age nine. But a wave of findings in the past few years
has pushed back against that assumption. This research has revealed thatchildren as young as age five care deeply about the way others think about
them. In fact, kids sometimes go so far as to cheat at simple games in orderto look smart.
Our research suggests that, as early as age seven, children begin toconnect asking for help with looking incompetent in front of others. Theirconcern about reputation may have significant consequences, particularly whenit comes to education. At some point, every child struggles in the classroom. Ifthey are afraid to ask for help because their classmates are watching, learning
will suffer. With this knowledge, teachers and caregivers should evaluate theirpractices and consider how they might make children more comfortable withseeking aid.
To learn more about how children think about reputation, we applied aclassic technique from developmental psychology. Kids’ reasoning about theworld around them can be quite sophisticated, but they can’t always explain
what’s going on in their mind. So we crafted* simple stories and then asked
children questions about these scenarios to allow kids to showcase theirthinking.
Across several studies, we asked 576 children, ages four to nine, to predict――the behavior of two kids in a story. One of the characters genuinely wanted tobe smart, and the other merely wanted to seem smart to others. In one study,
we told children that both kids did poorly on a test. We then asked which ofthese characters would be more likely to raise their hand in front of their class
to ask the teacher for help.
The four-year-olds were equally likely to choose either of the two kids as
the one who would seek help. But by age seven or eight, children thought thatthe kid who wanted to seem smart would be （） to ask for assistance.

And children’s expectations were truly “reputational” in nature

they werespecifically thinking about how the characters would act in front of peers. They
could still conceive of situations in which the kid who wanted to seem smart
would seek help: when assistance could be sought privately (on a computer
rather than in person), children thought both characters were equally likely to
ask for it.
We also asked kids about other scenarios. We found that they recognize
several more behaviors that might make a child appear less smart （）fellow kids, such as admitting to failure or modestly downplaying* successes.
Children are therefore acutely aware of several ways in which a person’s
actions might make them appear less astute* in the eyes of others.
Given our findings, it seems quite possible that when children themselves
are the ones struggling, they, too, might avoid seeking out help if they areconcerned about reputation. If so, this reluctance to seek help when others arepresent could seriously impede* academic progress. To improve in any
domain*, one must work hard, take on challenging tasks (even if those tasks
might lead to struggle or failure) and ask questions. All of these efforts can bedifficult when someone is concerned with their appearance to others.
(出典https://www.scientificamerican.com/article/why-kids-are-afraid-to-ask-for-help/)――Why Kids Are Afraid to Ask for Help by Kayla Good, Alex Shaw. Reproduced with permission.
Copyright © 2022 SCIENTIFIC AMERICAN, a Division of Springer Nature America, Inc. All rights reserved.

（注） vulnerable＝weakincompetence＝lack of the ability

crafted＝made something using a special skill
downplaying＝making something less important
impede＝delay the progress

問

空所
（）
，（）
，（

astute＝very cleverdomain＝area）に入れるのに最も適切なものを，それぞれ下のａ〜ｄから一つずつ選び，記号で答えなさい。

（）
ａafter allｂat bestｃ

howeverｄthough（）ａ

far likelyｂless likelyｃmore likelyｄvery likely（）ａat the back ofｂ

behindｃ

in front ofｄin the absence of――

問

次の⑴〜⑶について，本文の内容と一致するように，空所に入れるのに最も適切なものを，それぞれ下のａ〜ｄから一つずつ選び，記号で答えなさい。

⑴）if you

You might feel as if you were showing that you were（ask someone for help.
ａcarelessｂ dishonestｃless kindｄ not strong⑵

Making simple stories, the researchers asked kids questions about

these scenarios that would（）.

ａexplain what kids expectｂ interest all of the kidsｃmake kids confident

ｄ show kids’ way of thinking⑶

At seven, kids start to think that asking for help（）.

is really importantｂneeds a lot of energyｃshows lack of ability

ｄwill earn a good reputation

問ａ

下線部が表す内容として最も適当なものを下のａ〜ｄから一つ選び，記号で答えなさい。

ａ

人に助けを求めるよりも，まず自分でやってみようという気持ちがとても強いこと。

ｂ

自分が失敗をしないように，あらかじめ他人のアドバイスを求めておこうとすること。

ｃ

他人に助力を求めようとすることは，その人に借りを作るように思えてしまうこと。

ｄ

人に援助を求めるということが，自らのひ弱さと無能さを示しているように感じること。

――

〈看護学部志願者のみ解答してください〉
問

下線部

・の表す内容として最も適切なものを，それぞれ下のａ〜ｄから一つずつ選び，記号で答えなさい。

ａas I mentioned education beforeｂbefore we talk about educationｃ

if it were not for education

ｄwith regard to educationａapart from our findingsｂgiving away our findingsｃ

if you have understood our findingsｄwhen we consider our findings

―

―

問

次の〜のうち，本文の内容に一致するものの組み合わせとして最も適切なものを，下のａ〜ｄから一つ選び，記号で答えなさい。

It is still assumed that children don’t care about their reputation tillnine years old.
Children reason the world around them sophisticatedly and they canexplain all the things happening in their mind.
The researchers created two characters in a story: one really wants to
be clever and the other just pretends to be clever.
Children can openly ask for help even when they are concerned about
their reputation.
It is difficult to work hard and take on hard tasks when you areconcerned with your appearance to others.

ａ，ｂ，―ｃ―，ｄ，

〈リハビリテーション学部志願者のみ解答してください〉
問

本文の内容に沿って，子どもの発達過程において生じる問題について，あなたの考えを字以内の日本語で書きなさい。

――

注

意事

項 続 き

解答は，解答用紙の解答欄にマークしなさい。マークは HB・B の鉛筆（シャープペンシル可）で濃くマークしなさい。解答用紙を折ったり曲げたりしてはならない。
例えばと表示のある問に対してｃと解答する場合は，次の（例）のようにマークシートのの解答欄のｃにマークしなさい。

指定欄以外へマークした場合は解答が読み取れなくなる場合があるため，記入しないこと。訂正は，消しゴムできれいに消すこと。
（例）
解答番号

（マークの仕方）
解答欄
ａ ｂ ｃ ｄ ｅ

良い例

悪い例

ａ ｂ ｃ ｄ ｅａ ｂ ｃ ｄ ｅ

リハビリテーション学部志願者は，マークシート式解答用紙に加えて記述式解答用紙・下書き用紙が枚ある。受験番号欄に受験番号桁を記入しなさい。氏名を記入してはならない。

試験終了後には，看護学部志願者は問題冊子の上にマークシート式解答用紙を裏返して置きなさい。リハビリテーション学部志願者は問題冊子の上に記述式解答用紙，その上にマークシート式解答用紙を裏返して置きなさい。解答用紙の回収後は監督者の指示に従うこと。

問題冊子は持ち帰ること。