富山県立高校入試 英語｜長文読解と資料の統合

[1] When Maya moved to a small town in Toyama, she was surprised by the summer festival. The streets were filled with people carrying lanterns, and a group of musicians played large drums. Maya had played the violin for years, but she had never touched a festival drum. At first, she thought the music was only for entertainment. Then an older resident, Mr. Kato, explained that each rhythm told people when to walk, stop, or lift the festival float. The sound was part of the town’s shared memory.

[2] The festival committee, ( A ), had a problem. Many young people had left the town, and fewer children were learning the traditional rhythms. Some members wanted to record the music and play it through speakers. Others believed that recorded sound would make the festival easier to continue, but Mr. Kato disagreed. He said that the important thing was not only the sound. Players watched one another, changed the strength of each beat, and responded to the people carrying the float.

[3] Maya suggested a workshop at the local school. Older players taught the basic rhythms, while students used tablet computers to record short interviews about the meaning of each song. The students then made simple guide cards with rhythm patterns and comments from the players. This did not replace face-to-face practice. Instead, it helped beginners review what they had learned and gave families a chance to talk about the festival at home.

[4] On the day of the festival, Maya joined the youngest drum team. She made one mistake, but the player next to her quickly changed his rhythm and helped the group continue. Maya finally understood Mr. Kato’s point. Tradition stays alive not because every performance is exactly the same, but because people listen, adjust, and pass their knowledge to others. The school project became a new way to share stories across generations.

〔注〕

lantern：ちょうちん　　festival float：祭りの山車　　committee：委員会
rhythm：リズム　　record：録音する　　generation：世代

問1　空欄（A）に入る最も適切な語を、次のア～オから1つ選びなさい。

ア　therefore　　イ　however　　ウ　for example　　エ　also　　オ　instead

問2　下線部Thisが指している内容を、日本語で具体的に書きなさい。

問3　本文の内容と合わないものを、次のア～エから1つ選びなさい。

1. Mayaは町へ引っ越す前から、祭りの太鼓を演奏した経験があった。
2. 祭りのリズムには、山車を運ぶ人々の動きを助ける役割があった。
3. 加藤さんは、録音した音だけでは祭りの大切な部分を十分に残せないと考えていた。
4. 学校の活動は、家庭で祭りについて話すきっかけにもなった。

次のア～エは、本文の段落[1]～[4]の見出しです。問4～問7では、各段落に最も適切なものを1つずつ選びなさい。

問4　段落[1]の見出しを選びなさい。

問5　段落[2]の見出しを選びなさい。

問6　段落[3]の見出しを選びなさい。

問7　段落[4]の見出しを選びなさい。

問8　「世代を超えて物語を共有する新しい方法」という意味になるように、本文中から連続する英語8語を抜き出しなさい。

[1] Cities need fresh food, but bringing vegetables from distant farms uses time and energy. In some places, unused buildings are being changed into vertical farms. In these farms, plants grow on shelves placed one above another. LED lights are fixed above each shelf, and the roots receive water containing nutrients. Because the plants do not need soil, workers can keep the growing area clean and control the amount of water carefully.

[2] A group of students visited a vertical farm near their city. They expected to see a hot greenhouse, but the inside felt more like ( B ). Sensors checked temperature, light, and water every few minutes. When a sensor found a change, the system sent a message to a worker. This allowed the farm to use less water than many outdoor farms. It also made production more stable during heavy rain or very hot weather.

[3] However, vertical farming is not a perfect answer. The lights and air-control machines use electricity, and starting a farm can be expensive. The students learned that growing wheat or large fruit trees on shelves would not be practical. Leafy vegetables, herbs, and small strawberries are better choices because they grow quickly and do not need much space. The farm manager said, “We should use this method where its strengths are useful, not everywhere.”

[4] After the visit, the students discussed how their city could use the idea. One student suggested putting a small farm in an empty store near the station. Another proposed using electricity from solar panels on the roof. A third student wanted local restaurants to buy the vegetables, reducing the distance food traveled. Their teacher reminded them that a good plan must consider cost, energy, workers, and customers together.

[5] The class finally created a proposal for a small test farm. They did not claim that it would replace ordinary farms. Instead, they presented it as one part of a wider food system. Their main conclusion was that new technology becomes valuable when it solves a clear local problem and works together with existing methods.

〔注〕

vertical farm：垂直農場　　nutrient：栄養分　　sensor：センサー
production：生産　　stable：安定した　　herb：香草
solar panel：太陽光パネル　　proposal：提案

問9　空欄（B）に入る最も適切なものを、次のア～ウから1つ選びなさい。

1. a quiet laboratory
2. a crowded outdoor market
3. a traditional rice field

問10　次の4つのイラストは、異なる栽培方法を表しています。本文で説明されているvertical farmに最もよく合うものを、ア～エから1つ選びなさい。

問11　本文の内容に合うものを、次のア～エから1つ選びなさい。

1. 垂直農場では、すべての種類の作物を屋外農場より安く育てられる。
2. センサーは、温度や光、水の状態を定期的に確認していた。
3. 農場の管理者は、普通の農場をすべて垂直農場に変えるべきだと考えていた。
4. 生徒たちは、駅から遠い場所に大規模な小麦農場を造る計画を立てた。

問12　農場の管理者が最も伝えたかったこととして適切なものを、次のア～ウから1つ選びなさい。

1. 新しい技術は、長所が生かせる場所を選んで使うことが大切である。
2. 電気を使う農法は、費用に関係なくすぐに広げるべきである。
3. 垂直農場では、大きな果樹を中心に育てるべきである。

問13　本文中のsensorsの役割として最も適切なものを、次のア～ウから1つ選びなさい。

1. 野菜を駅まで自動的に運ぶこと
2. 温度、光、水の変化を調べること
3. レストランで野菜を販売すること

次の英文は、生徒たちの結論をまとめたものです。問14、問15では、空欄に入る英語を本文中からそれぞれ1語で抜き出しなさい。

問14　空欄（C）に入る1語を抜き出しなさい。

問15　空欄（D）に入る1語を抜き出しなさい。