富山県立高校入試 英語｜長文読解

英文A

Last year, our town started a new project called “Small Digital Help.” Many older people in the town had smartphones, but some of them did not use them very often. One day, an older woman came to the station to buy a train ticket. She wanted to use a ticket machine, but she could not find the right button. A junior high school student near her helped her. After that, the town office thought, “Students may be able to help older people with digital tools.”

In the project, students visit the community center twice a month. They do not do everything for the visitors. Instead, they sit next to them and say, “Please try it again. I will help you when you need me.” This is important because people can learn better when they touch the screen by themselves. Students also make guide cards with large letters and simple pictures. The cards are useful because visitors can check them again at home.

At first, some students were nervous. They thought teaching adults would be difficult. But they learned that listening carefully was more important than speaking quickly. One student said, “When I waited and watched, the visitor found the answer by herself. I was happy.” The project is not only for older people. It also helps students learn how to support others in their community.

1 本文の内容に合うものを、ア〜エから1つ選びなさい。

1. ア　町では、すべての高齢者がスマートフォンを毎日使っていた。
2. イ　駅で困っていた女性を中学生が助けた。
3. ウ　生徒たちは券売機を新しく作った。
4. エ　町の事務所はこの活動をやめることにした。

2 空欄に入る文として最も適切なものを、ア〜エから1つ選びなさい。

The main idea of the project is that students should （　　　）.

1. ア　use smartphones instead of older people
2. イ　help people learn by doing things themselves
3. ウ　sell train tickets at the station every day
4. エ　make visitors speak English at home

3 本文中の “This is important” が指す内容を、日本語で具体的に書きなさい。

4 guide cards が役に立つ理由を、日本語で書きなさい。

5 次の英文が本文の内容に合うように、本文中から連続する8語を抜き出しなさい。

Students learned that （　　　）.

英文B

Aiko is interested in local food. When a student from Canada, Liam, visited her school, she decided to introduce a special rice ball from her town. It uses seaweed and small dried fish. Liam said, “I know rice balls, but I have never eaten this kind.” Aiko wanted to explain not only the taste but also the reason people made it.

Long ago, many people in the town worked near the sea. They needed food that was easy to carry and did not go bad quickly. So families used salt and dried fish. The rice ball was small, but it gave people energy. Today, people do not need it for work in the same way, but many families still make it for festivals and school events.

After eating it, Liam said, “It tastes simple, but I can feel the history of your town.” Aiko was glad to hear that. She wrote in her notebook, “Food can tell stories. When we explain local food, we are also sharing the lives of people who made it.”

6 本文の内容に合うものを、ア〜ウから1つ選びなさい。

1. ア　Aiko wanted to introduce a local rice ball.
2. イ　Aiko wanted to stop eating rice.
3. ウ　Aiko wanted Liam to make Canadian food.

7 昔の人々がそのおにぎりを作った理由として最も適切なものを、ア〜ウから1つ選びなさい。

1. ア　海で働く人々が持ち運びやすく、傷みにくい食べ物を必要としていたから。
2. イ　外国から来た生徒に売るため。
3. ウ　学校の英語の授業で必ず使うため。

8 Liam が食べた後に感じたこととして最も適切なものを、ア〜ウから1つ選びなさい。

1. ア　味が複雑すぎて、町の歴史は分からなかった。
2. イ　シンプルな味だが、町の歴史を感じられた。
3. ウ　もう二度と食べたくないと思った。

9 本文の内容に合うように、空欄Aに入る英語1語を書きなさい。

The rice ball used seaweed and small dried （ A ）.

10 本文の内容に合うように、空欄Bに入る英語1語を書きなさい。

Food can tell （ B ）.

11 Aiko がノートに書いた内容をふまえて、地域の食べ物を説明することにはどのような意味があるか、日本語で書きなさい。

12 あなたの地域のものを1つ紹介するとしたら、何を紹介したいですか。理由も含めて、英語で10語以上書きなさい。

この問題が、難しいと感じた方へ

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