30̶

立

英　　

語

英　　　語

問題冊子 2

「問題冊子 2」に印刷されている問題は， 　　から　　までで，2ページから14ページまであります。

2 3

（30ー立）

注　　　意

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次の対話の文章を読んで，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〕がある。）

John, Ken, Emi, and Taro are students at Yurinoki High School. John is a student from the United States. John and Emi are now walking around the school to look for some plants.The two students are going to report the plants in *biology class. Taro, a member of the biology club, and his classmate Ken are working at the school garden.

John: Hi, Ken. Hi, Taro. It’s a nice day, isn’t it? Ken: Hi, John. Hi, Emi. Good to see you here. The cherry trees have just *bloomed.

They are beautiful, aren’t they? John: Yes, very pretty. Their blooming season has started at last.Ken: We can feel spring is here in the air. What are you doing here? Emi: We are looking for a “spring.”Ken: A “spring”? Emi: Our biology teacher told us to report some spring plants. We have to choose ones in

our school. Taro: How about cherry trees?Emi: Umm… I don’t think many students will be interested in them. We see them

everywhere. Taro: But cherry blossoms are used in many parts of our lives.John: How?Taro: You know cherry trees are called Sakura in Japanese. Maybe you have seen the word

in many places. One of my friends’ first name is Sakura. Emi: I’ve heard of some names of towns such as Sakura-Josui or Sakuragaoka.Taro: Here is another example. We have something with those flowers in our *purse.

Guess what it is. John: 　　　　　　　　　　　 I don’t think we have anything with cherry blossoms. Emi: I know. A 100-yen coin! The flowers are on its face.John: I think Japanese people love cherry blossoms. People from other countries often think

of them when they hear of Japan. I want to know more. Ken: I’ve wanted to know one thing about cherry blossoms. In this area, all the cherry

blossoms have just bloomed. I wonder why. Emi: That’s a good question. I also want to know why their blossoms start to fall

*altogether at the same time.John: Interesting! Let’s try and report it, Emi. 　　

After the report about cherry trees in biology class, John and Emi meet Ken and Taro.　　Taro: How was your report?

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Emi: Ken: Great! Tell us about it. Why do cherry blossoms bloom or fall altogether at the

same time? Emi: Before I answer your question, you should know there are many kinds of cherry trees

in Japan. Each kind has its own blooming season. So, cherry blossoms don’t usually bloom or begin to fall at the same time.

Ken: What kind of cherry trees are they in our school?John: They are Somei-Yoshino trees. Taro: Did you know that Somei-Yoshino is a human-made plant, Ken?Ken: A human-made plant?Taro: Somei-Yoshino trees don’t grow in the natural world. They are mixed plants. Some

mixed plants like Somei-Yoshino don’t *pollinate by themselves. They don’t usually *bear any *fruits or *seeds. Somei-Yoshino usually produces no cherries as fruits, either.

Ken: But I sometimes see some little cherries on cherry trees.Taro: If insects such as *bees carry *pollen from another kind of cherry tree, they can

produce cherries. But the seeds don’t grow into the same Somei-Yoshino trees. John: I remember that my grandfather planted two kinds of blueberry trees. He did so

because he wanted to get some blueberry fruits. Ken: How have people spread so many Somei-Yoshino trees all over Japan?Emi: They have grown them by grafting. Ken: Grafting? Taro: A part of a tree is joined to another tree, and they will become one tree, right? Emi: Yes, we can say Somei-Yoshino is a *cloned plant, and all Somei-Yoshino trees have the

same mother tree. If the weather conditions are the same, . Ken: That is surprising information about Somei-Yoshino trees even to many Japanese

people, and now I know the answer. By the way, when did Japanese people begin to plant them?

Emi: A study shows that in the Meiji period they started planting them in many places. Taro: They were first made in the Edo period. *Gardeners in Tokyo mixed two types of

cherry trees to create a new one. That was Somei-Yoshino. Ken: Well, how did your classmates like your report, Emi? Did they say anything about it?Emi: Most of them liked it.Taro: I’m glad your report was *successful.Emi: Actually, one of them added that a lot of English people grew *roses in a similar way.

They have mixed different kinds of roses to increase the *variety.Ken: Maybe .Emi: That’s true. England is often called the Land of the Rose.John: Oh, yes. But Emi, we haven’t enjoyed viewing cherry blossoms yet.Ken: Why don’t we go for a picnic under the cherry trees?Emi: OK. Let’s visit my favorite place this weekend.

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　　On the next Sunday, John, Ken, and Emi go to a river which is famous for Somei-Yoshino.

The cherry blossoms are falling. They are riding bikes by the river.

Ken: Wow! A nice view!Emi: Are you having a good time, John? John: I can’t believe this wonderful view, Emi. The road looks pink with a lot of cherry

blossom *petals.Ken: Why are they so beautiful? Emi: First, you know, all the blossoms here have just begun falling at the same time. John: The timing is great! Emi: Second, the flowers bloom before the *leaves grow. The flowers

⑷【 ① that　② are

③ make　④ the　⑤ special　⑥ this place　⑦ things 】 and *unique. Ken: Surprising!Emi: In addition to this, a plant usually has one flower in one *bud. However, a Somei-

Yoshino bud has four or five flowers in it. You see four or five cherry blossoms are from one *stem on the tree. They are in one bud.

Ken: How many flowers does one tree have? Emi: A good one has more than a hundred thousand. John: Wow! So many! How many petals are there in a flower?Emi: A flower has five petals. There are many petals on the road. Now the leaves are

beginning to grow, and the blooming season will soon end.John: Shall we go for a field trip to enjoy new leaves someday? Ken: Taro will be glad to join us. I’m sure he misses us a lot today. Emi: That sounds like a good idea.

〔注〕 biology　生物 bloom　咲く purse　小銭入れ altogether　いっせいに pollinate　受粉する bear　実を結ぶ fruit　果実 seed　種子 bee　蜂 pollen　花粉 clone　複製する gardener　庭師 successful　うまくいった rose　バラ variety　種類 petal　花びら leaf　葉 unique　独特の bud　芽 stem　茎

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〔問１〕　 〜 の中に，それぞれ次のＡ〜Ｄのどれを入れるのがよいか。その組み合わせが最も適切なものは下のア〜カの中では どれか。

Ａ　How did you do it? Ｂ　What do you mean? Ｃ　I have no idea.Ｄ　It went quite well.

ア Ａ Ｂ Ｄイ Ｂ Ａ Ｃウ Ｂ Ｃ Ｄエ Ｃ Ａ Ｂオ Ｃ Ｂ Ａカ Ｄ Ｃ Ａ

〔問２〕　本文の流れに合うように，　　　　　　に英語を入れるとき，最も適切な ものは次の中ではどれか。　

ア　Somei-Yoshino trees in the same area share the blooming season イ　Somei-Yoshino trees in the same area have different blooming seasons ウ　different types of cherry trees in the same area have the same blooming season エ　different types of cherry trees in the same area start the blooming season altogether

〔問３〕　本文の流れに合うように，　　　　　　に英語を入れるとき，最も適切な ものは次の中ではどれか。

ア　other students realized that your report was boring イ　that information is surprising to a lot of English people ウ　those roses cannot be called human-made plants エ　English people also have a kind of love for roses

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〔問４〕　⑷【 ① that　② are　③ make　④ the　⑤ special　⑥ this place　⑦ things 】 と

あるが，本文の流れに合うように，【　　　　　　】内の単語・語句を正しく並べかえたとき，【　　　　　　】内で２番目と４番目と６番目にくるものの組み合わせとして最も適切なものは次のア〜カの中ではどれか。

２番目 ４番目 ６番目ア ③ ② ⑤イ ③ ⑤ ④ウ ④ ① ⑥エ ④ ⑦ ⑥オ ⑥ ① ④カ ⑥ ⑦ ①

〔問５〕　次の ⑴〜⑷ の文を，本文の内容と合うように完成するには，　　　　　　の中に，それぞれ下のどれを入れるのがよいか。

⑴　Cherry blossoms　　　　　　. ア　are called in many names in Japanese language イ　are often found in life in Japan ウ　are not so special for most Japanese people エ　are the flowers on the face of 500-yen coin

⑵　Somei-Yoshino is　　　　　　. ア　a natural plant which became popular among people in the Edo period イ　a natural plant which was introduced to people in the Edo period ウ　a garden plant which became popular among people in the Edo period エ　a garden plant which was introduced to people in the Edo period

⑶　Johnʼs grandfather needed　　　　　　.ア　two different kinds of blueberry trees to produce some blueberries イ　two different kinds of blueberry trees to increase the varietyウ　two different kinds of insects to make cloned blueberries エ　two different kinds of insects to grow blueberries

⑷　The blooming season of Somei-Yoshino finishes when　　　　　　.

ア　the flowers have just opened イ　the leaves come out ウ　the cherries stop growing エ　the blossoms start to close

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〔問６〕　本文の内容と合っているものを，次のア〜カの中から二つ選びなさい。

ア　Emi and John found some spring plants for the report before they met Ken and Taro. イ　Emi and Ken knew the word Sakura was used only for a plantʼs name. ウ　Cherry blossoms are known as a flower of Japan among foreign people. エ　Emi and Taro decided to report how Somei-Yoshino was first created. オ　Somei-Yoshino is a cloned plant and has its own unique character. カ　The flowers of Somei-Yoshino look original because several petals are in a bud.

〔問７〕　次の文章は，John が家に帰ってから書いた日記の一部である。( a ) 〜 ( d ) に入る最も適切な英語１語をそれぞれ本文中から抜き出しなさい。

　I have learned a lot about Somei-Yoshino trees since last week. I was really surprised to find all Somei-Yoshino trees are grafted. Japanese people donʼt grow Somei-Yoshino trees from the ( a ) in cherries. I donʼt think a lot of people living in Japan know about that fact. Some plants around us are created by humans. I hear people in England have also grown ( b ) like that. I learned some plants donʼt produce anything by themselves. I remember my grandfather planted different varieties of blueberry trees. Iʼm sure he wanted insects to carry a different kind of ( c ) to other flowers to get some blueberry fruits. I wondered how many petals there were in a Somei-Yoshino tree. Emi told me the answer. One good tree has about ( d ) hundred thousand petals. I am looking forward to finding something new in the next field trip.

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このページには問題はありません。

次のページに進みなさい。

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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〕がある。）

Ayako was a high school student living in Tokyo. She liked English very much, and she was interested in a three-week homestay program in Australia during the summer holidays.She was careful about everything, and she went to see her English teacher Mr. Kumagai to ask for some advice. “The purpose of the homestay program is not only learning English but also experiencing something which you cannot do in Japan,” he said. “This is a *school exchange program. That means your host sister will come to our school next year. I hope you will tell *Australian students about Japanese culture and make a strong friendship with your host sister.” After talking to him, Ayako decided to go.

At the end of July, Ayako left for Sydney, Australia. On her way, Ayako was wondering what her life in Australia would be like. She was thinking of making a lot of friends, living in a large house in the country, and having a nice host family. At the airport, Ayako met Emma.Emma would be Ayako’s host sister. She was a high school student, and she lived with her parents and her little sister in Sydney. She lived in a large apartment near a shopping center.

⑴Ayako was surprised.　She thought this place was like her apartment in Tokyo.

Emma said many families in Sydney lived in apartments like Emma’s family. She also said that living in the area was quite convenient for shopping. Then, Emma showed Ayako her room. The room was Emma’s, but she was going to move to her sister’s room. Ayako said sorry to Emma, and Emma said, “

⑵No worries.” Ayako never heard those words and asked

the meaning. “No worries means no problem. No worries is an expression often used in Australia. We cannot live without no worries. We say no worries *instead of you’re welcome when someone says thank you,” Emma explained. Also, she said, “It is Sunday, and tomorrow we will go to school. Take a rest for a while.” Ayako said thank you to Emma, and she said no worries. They laughed.

The next day Ayako started to go to school with Emma.　　　　　　　　　　

Ayako thought she could hear and speak English without difficulty because she studied hard before she came to Australia. However, her Australian teachers and classmates all spoke so fast . She kept quiet for a few days, and she tried to look OK all the time. Ayako was having a difficult time, and Emma wanted to cheer her up. So, Emma decided to make pavlova with Ayako after school. “Pavlova is a traditional Australian cake. You’ll love it. We are going to have afternoon tea with it,” Emma said to Ayako. “We use *the white of eggs. Could you break some eggs?” Emma said to Ayako. They *stirred the white and put sugar in it. Then, they put it into the *oven. When they opened the oven, the cake did not

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look like pavlova. It was burnt. “Something was wrong with it.” Emma started to look for something. “Let’s see. We have some *biscuits, so at least we can have afternoon tea. No worries.” Emma said to Ayako with a smile. Ayako thought Emma was *easy-going and always happy, but Ayako was not. She *was not satisfied with the afternoon tea without pavlova. When Emma found that Ayako was not smiling, Emma felt sad.

On their way to school next day, Emma asked Ayako, “Are you doing OK in class?” Ayako said to her, “I am doing fine.” Emma looked straight at Ayako and said to her, “Do you remember we are host sisters? Sisters have to help each other all the time. If you are having a hard time here, I am the one who helps you.” Ayako was quiet for a while and said that she couldn’t understand English at all in class. As Emma found out that Ayako was having a problem, she told her classmates about it, and they started to help her. At the end of the week, Ayako could even ask the teachers questions in and after class.

⑸Emma’s words really

changed Ayako.In one evening when Ayako and Emma came home, Emma’s father was preparing

*barbeque on the veranda. He said, “You must be hungry. Australian people love having barbeque at home, on the veranda, in the park, or on the beach. It’s part of our culture. What is your special food in Japan?” Ayako said, “I think many Japanese people love sushi. We do not usually make nigiri-zushi, the popular type of sushi, at home, but we make chirashi-zushi. On the plate *vinegar rice is *garnished with many food such as *strips of fried eggs and *dried seaweed. It looks very beautiful. Each family has their own way to make chirashi-zushi.” Emma and her mother were interested in chirashi-zushi and asked Ayako to make it the next weekend, and Ayako said no worries. Ayako was happy .

On the last weekend of the homestay, Ayako made chirashi-zushi to show her thanks to her host family. Emma’s mother liked chirashi-zushi and said to Ayako, “It looks nice, and also tastes good. There are a lot of sushi restaurants in Sydney, but it is my first time to try chirashi-zushi. When do you make chirashi-zushi at home in Japan?” “We make chirashi-zushi when family members gather together. For example, we make chirashi-zushi for the Doll Festival,” Ayako answered. “What is the Doll Festival like?” Emma said. “The Doll Festival is on the third of March, and this is a special day for girls. Families with young girls celebrate this day and wish the girls health and happiness by *setting up special dolls. On that day, we also put peach blossoms and eat chirashi-zushi. Let’s see, I have some photos which were taken at the Doll Festival last year.” Ayako showed them. “Wow, these dolls are really pretty. All the dolls wear Japanese kimonos. We are really impressed with Japanese culture,” Emma’s mother said.

After having chirashi-zushi, Emma took pavlova out of the *fridge. Pavlova had cream and fruit on it and looked nice this time. Emma said, “We could not eat pavlova last time. It was my first time to make it by myself. I wanted to introduce this Australian food to you, but I couldn’t. Ayako,

⑹【 ① you　② delicious　③ wanted　④ I　⑤ to　⑥ pavlova　⑦ have

⑧ experience 】 since then. So I made it again with my mother last night after you went to bed. Could you try some?” Ayako ate it and liked it. Ayako said to Emma, “I came to

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Australia and I had to open the door to the new world, but at first ⑺

I could not.　You always gave me a chance to experience something new. You also encouraged me when I was in trouble. Thank you.” Emma started crying and *hugged Ayako. “I look forward to helping you when you come to Tokyo next year,” Ayako said to Emma.

On her way back to Japan, Ayako looked back on her days in Sydney. As Mr. Kumagai told her, she found a lot of new things in Australia. Before going there, she did not know about herself very well. She only had her own ideas about living abroad. Through her experience, she realized what she could do and what she could not. Ayako *was willing to help Emma in Tokyo next year just as Emma did for her in Sydney.

〔注〕 school exchange program　交換留学プログラム Australian　オーストラリアの instead of 〜　〜の代わりに the white　（卵の）白身 stir　かきまぜる oven　オーブン biscuit　ビスケット easy-going　のんきな be satisfied with 〜　〜に満足している barbeque　バーベキュー vinegar rice　酢飯 garnish　飾る strips of fried eggs　錦

きん

糸し

卵たまご

dried seaweed　海の

苔り

set up 〜　〜を置く fridge　冷蔵庫 hug　抱きしめる be willing to 〜　〜したいと思う

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〔問１〕　⑴

Ayako was surprised. とあるが，このように Ayako が感じた理由を最も よく表しているものは次の中ではどれか。

ア　Ayako thought Emmaʼs place would be an apartment just like Ayakoʼs in Tokyo, but she lived in a larger house which was similar to other peopleʼs in Sydney.

イ　Ayako imagined Emmaʼs house would be close to a shopping place, but her area was not so convenient.

ウ　Ayako wondered what Australian houses would be like, but Emmaʼs home was different from other Australian familiesʼ in Sydney.

エ　Ayako had her own idea about Australian houses, but the place which Emmaʼs family lived in was different from Ayakoʼs original idea.

〔問２〕　⑵

No worries. とあるが，この表現について本文の中で述べられていないものは，次の中ではどれか。

ア　This expression was used by Emma when Ayako said sorry to her. イ　Mr. Kumagai was the first person that told the meaning of this expression to Ayako.ウ　People can hear this expression in lots of situations in Australian daily life.エ　Ayako used this expression to say yes when she was asked to cook a Japanese dish.

〔問３〕　　　　　　　　　　　　の中には次のＡ〜Ｄが入る。本文の流れに合うように正しく並べかえたとき，その組み合わせとして最も適切なものは，下のア〜カの中ではどれか。

Ａ　Ayako felt very shy and didnʼt know what she should do.Ｂ　Everyone in the class looked at Ayako because she was new to them.Ｃ　The help gave her a chance to talk to her new classmates.Ｄ　However, Emma understood Ayakoʼs feelings and introduced her to everyone.

ア　Ｂ→Ａ→Ｄ→Ｃ　　　イ　Ｂ→Ｃ→Ｄ→Ａ　　　ウ　Ｃ→Ａ→Ｄ→Ｂ　エ　Ｃ→Ｂ→Ａ→Ｄ　　　オ　Ｄ→Ｂ→Ａ→Ｃ　　　カ　Ｄ→Ｃ→Ａ→Ｂ

⑶

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〔問４〕　本文の流れに合うように，　　　　　　，　　　　　　 に英語を入れるとき，それぞれ最も適切なものは次の中ではどれか。

ア　that she could understand well and she didnʼt need to ask for any help

イ　that she could not understand at all and she could not ask for helpウ　that she was shocked very much and asked people around her for

helpエ　that she was shocked very much and tried to speak as much as she

could in class

ア　not only because she had Australian barbeque but also because she enjoyed pavlova for the first time

イ　because she could tell Emmaʼs family about Japanese food culture and made chirashi-zushi on that day

ウ　not only because she met Australian food culture but also because she had a chance to talk about Japanese culture

エ　because she enjoyed having barbeque with her host family but they were little interested in Japanese food

〔問５〕　⑸

Emmaʼs words really changed Ayako. とあるが，本文の内容を述べたものとして，最も適切なものは次の中ではどれか。

ア　Ayako was pushed forward to be more positive only in her class.イ　Ayako was encouraged by Emma to introduce some Japanese food to her family. ウ　Ayako was really moved by Emma and decided to ask questions in class just like

before.エ　Ayako was cheered by Emma, and she was not afraid of asking others for help.

⑷ -a ⑷ -b

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〔問６〕　⑹【 ① you　② delicious　③ wanted　④ I　⑤ to　⑥ pavlova　⑦ have　

⑧ experience 】 とあるが，本文の流れに合うように，【　　　　　　】内の 単語を正しく並べかえたとき，【　　　　　　】内で２番目と４番目と６番目にくるものの組み合わせとして最も適切なものは次のア〜カの中ではどれか。

２番目 ４番目 ６番目ア ③ ⑤ ⑧イ ③ ⑦ ⑥ウ ⑦ ① ⑧エ ⑦ ④ ⑤オ ⑧ ③ ⑦カ ⑧ ⑦ ⑥

〔問７〕　⑺

I could not. とあるが，not のあとに省略されている語句を本文中から抜き 出し，文を完成させなさい。

　　　I could not 　 .

〔問８〕　本文の内容に最も合っているものは次の中ではどれか。

ア　Mr. Kumagai said both learning English and having a whole new experience were the purposes of the homestay program.

イ　Ayako enjoyed Australian school life from the beginning because Emma and her classmates helped her in class.

ウ　On the last weekend Ayako made chirashi-zushi for Emmaʼs family, and it was the first time for them to eat it because there are few sushi restaurants in Sydney.

エ　After spending time in Sydney, Ayako learned a lot about herself and believed she could do anything by herself.

〔問９〕　本文の内容を参考にして，あなた自身に関して，次の質問に理由などを 含めて 40 語以上 50 語程度の英語で答えなさい。「,」「.」「!」「?」などは語数に 含めません。これらの符号は，解答用紙の下線部と下線部の間に入れなさい。

　　　What is the most important thing to build a good friendship with foreign people?

30̶

立

英　　

語

英　　　語

問題冊子 2

「問題冊子 2」に印刷されている問題は， 　　から　　までで，2ページから14ページまであります。

2 3

（30ー立）

注　　　意

1

〔問題Ａ〕〈対話文１〉 〈対話文２〉A1

点 点 点

点

点

B1

B2

A2 A3

〈対話文３〉

〈Question１〉

〈Question２〉

〔問題Ｂ〕

合計得点受　検　番　号

英　　　語解　答　用　紙

（30－立）

（a） （b）

（c） （d）

2

〔問１〕 〔問２〕

〔問４〕

（2）（1）

（4）（3）

1

点 点

点

2

4

5⑵

5⑷

3

点

点

点

5⑴

点点

点

5⑶

6

点

点

点

点7（b）

7（d）

7（a）

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7（c）

〔問３〕

〔問５〕

〔問６〕

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50語

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〔問４〕

〔問１〕

〔問５〕⑷-b⑷-a

I could not .

〔問３〕〔問２〕

4（a）

点

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2 3

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〔問６〕

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9点

〔問８〕

の欄には，記入しないこと※