令和7年度 都立高校入試 英語¶
都立高校入試過去問に挑戦！¶
全部解かなくて大丈夫です。3問だけのコースもあります。答えたその場で丸つけと解説が出ます。
スマートフォンでは、この大きなボタンから全画面で開くのがおすすめです。下のプレビューでもそのまま解けます。
コースの選び方
- まず3問だけ — 1分で終わります。まずはここから
- リスニング 5問 — 大問1。台本を読んで答えます
- 短い読解 3問 — 大問2。チラシやEメールを読む
- 対話文 7問 — 大問3。長めの対話を読む
- 長文 5問 — 大問4。まとまった文章を読む
まちがえた問題だけをあとでやり直せます。とちゅうでやめても、解いたところは保存されます。
リスニングについて
本番の大問1は放送を聞いて答える問題です。音声は公開されていないため、ここでは東京都教育委員会が公開しているリスニングCD台本を読んで答える形にしています。本番の練習としては、家の人に読み上げてもらうのもおすすめです。
じっくり読む¶
以下は全23問の問題と解説です。各問題の下にある「解答・解説」をタップすると、答えと考え方が開きます。
大問1 リスニング¶
問題A ＜対話文1＞（4点）¶
対話を聞いて（台本を読んで）、質問に答えなさい。
Question: Where are Yuji and Mary going to meet at ten on Sunday?
本番は放送を聞いて答える問題です。ここでは音声のかわりに、東京都教育委員会が公開しているリスニングCD台本を読んで答えます。
- アAt the new bookstore.
- イAt the supermarket.
- ウAt the station.
- エAt their school.
解答・解説
答え エ At their school.
Yuji の最後のせりふ “Let’s meet at our school at ten.”（10時に学校で会おう）が答えです。新しい本屋は駅の近く（near the station）にありますが、待ち合わせは学校。「話題に出た場所」と「待ち合わせ場所」を混同しないことがポイントです。
問題A ＜対話文2＞（4点）¶
対話を聞いて（台本を読んで）、質問に答えなさい。
Question: What will Grace and Bob do?
本番は放送を聞いて答える問題です。ここでは音声のかわりに、東京都教育委員会が公開しているリスニングCD台本を読んで答えます。
- アThey will walk in the park.
- イThey will eat lunch.
- ウThey will go to the restaurant.
- エThey will buy an umbrella.
解答・解説
答え ウ They will go to the restaurant.
Grace は “Maybe I left it in the restaurant. I have to go back.”（レストランに置いてきたかも。戻らないと）と言い、Bob が “I will go there with you.” と答えています。公園を歩いたのも昼食をとったのも過去のこと。これからレストランへ行くのが正解です。
問題A ＜対話文3＞（4点）¶
対話を聞いて（台本を読んで）、質問に答えなさい。
Question: What does Sana want Tom to do?
本番は放送を聞いて答える問題です。ここでは音声のかわりに、東京都教育委員会が公開しているリスニングCD台本を読んで答えます。
- アShe wants him to enjoy shopping.
- イShe wants him to see a movie.
- ウShe wants him to read a book.
- エShe wants him to go to the library.
解答・解説
答え イ She wants him to see a movie.
Sana の “I want you to see it.”（あなたにその映画を見てほしい）が答えです。it は映画 “Amazing Memory” を指します。本を読みたいのはSana自身、図書館に行かなくていいと言われたのもSanaなので、ほかの選択肢は主語が入れかわっています。
問題B ＜Question 1＞（4点）¶
商業施設の館内放送を聞いて（台本を読んで）、質問に答えなさい。
Question 1: When did the flower shop open?
ある商業施設の館内放送
本番は放送を聞いて答える問題です。ここでは音声のかわりに、東京都教育委員会が公開しているリスニングCD台本を読んで答えます。
Hello, everyone. Thank you for coming to Tokyo Shopping Center. We have two areas and one event hall. You are in the Blue Area now. A new flower shop opened two weeks ago in this area. In that shop, World Flower Week started last week. You can see and buy flowers from many countries.
If you want to eat something, please cross the bridge and walk to the Green Area. There are more than thirty restaurants there. You can enjoy eating many kinds of food. We are having an ice cream festival this week. You can eat ice cream with fruit, such as bananas, strawberries, or peaches. Go and try some.
Next to the Green Area, there is an event hall. You can see a performance there every day. Today, you can enjoy a show by some comedians. It starts at five p.m. After the show, you can take pictures with the comedians in the hall. We hope you have a good time. Thank you.
- アTwo weeks ago.
- イLast week.
- ウThis week.
- エToday.
解答・解説
答え ア Two weeks ago.
“A new flower shop opened two weeks ago”（2週間前に開店した）が答えです。“World Flower Week started last week”（先週始まった）はイベントの話。「開店」と「イベント開始」を読み分けましょう。
問題B ＜Question 2＞（4点）¶
商業施設の館内放送を聞いて（台本を読んで）、質問に英語で答えなさい。
Question 2: What can people do with the comedians in the event hall after the show?
ある商業施設の館内放送
本番は放送を聞いて答える問題です。ここでは音声のかわりに、東京都教育委員会が公開しているリスニングCD台本を読んで答えます。
Hello, everyone. Thank you for coming to Tokyo Shopping Center. We have two areas and one event hall. You are in the Blue Area now. A new flower shop opened two weeks ago in this area. In that shop, World Flower Week started last week. You can see and buy flowers from many countries.
If you want to eat something, please cross the bridge and walk to the Green Area. There are more than thirty restaurants there. You can enjoy eating many kinds of food. We are having an ice cream festival this week. You can eat ice cream with fruit, such as bananas, strawberries, or peaches. Go and try some.
Next to the Green Area, there is an event hall. You can see a performance there every day. Today, you can enjoy a show by some comedians. It starts at five p.m. After the show, you can take pictures with the comedians in the hall. We hope you have a good time. Thank you.
解答・解説
答え 記述問題（自分で書いてから、下の解説と見くらべましょう）
模範解答は They can take pictures. です。放送文の “After the show, you can take pictures with the comedians in the hall.” が根拠。質問の形に合わせて答えるのがコツで、What can people do? と聞かれたら They can 〜. の形で返します。
自分で確かめるポイント
- 英語の文で答えた
- 「写真をとることができる」という内容を書いた
- can を使って答えた（They can take pictures. など）
大問2 資料を読む¶
〔問1〕（4点）¶
AkariとLucyがタウンフェスティバルのチラシ（Ⅰ）を見ながら話しています。A と B に入る組み合わせとして正しいものはどれか。
Ⅰ Town Festival in Tokyo Nishi Park
| Date | Time | |
|---|---|---|
| Saturday, June 18 ／ Sunday, June 19 | 1:00 p.m. – 5:00 p.m. |
| Special Stage Program | From 3:00 to 3:30 | From 4:00 to 5:00 |
|---|---|---|
| Saturday, June 18 | Chorus | Dance Performances |
| Sunday, June 19 | Rakugo Show | Band Performances |
We also have a food area, an activity area, and a game area!
| Ways to the Park | |
|---|---|
| Five-minute walk from Yuzu Station | （North Line） |
| Ten-minute walk from Ajisai Station | （South Line） |
- アA Saturday ／ B Yuzu Station
- イA Sunday ／ B Yuzu Station
- ウA Saturday ／ B Ajisai Station
- エA Sunday ／ B Ajisai Station
解答・解説
答え エ A Sunday ／ B Ajisai Station
A: Band Performances は日曜（Sunday, June 19）の4時から。友だちが出るので Sunday に行きます。
B: Lucy は “I usually take the South Line” と言っており、Akari も「いつも使う路線が使える」と答えています。South Line の駅は Ajisai Station。Yuzu Station は近いけれど North Line なので、バスが必要になってしまいます。
〔問2〕（4点）¶
二人がパンフレット（Ⅱ）を見て午後の予定を相談しています。A と B に入る組み合わせとして正しいものはどれか。
Ⅱ Activity Area
| Program | Time |
|---|---|
| Making a Key Ring | From 1:00 to 1:50 |
| Making a Photo Frame | From 1:00 to 2:30 |
| Wadaiko | From 3:00 to 3:50 |
| Kendama | From 3:00 to 3:50 |
〔注〕key ring キーホルダー／photo frame 写真立て
- アA Making a Key Ring ／ B Wadaiko
- イA Making a Photo Frame ／ B Wadaiko
- ウA Making a Key Ring ／ B Kendama
- エA Making a Photo Frame ／ B Kendama
解答・解説
答え ア A Making a Key Ring ／ B Wadaiko
A: Key Ring は1:00〜1:50、Photo Frame は1:00〜2:30。「そのあと食べ物エリアとゲームエリアを約1時間楽しめる」と言っているので、1:50に終わる Making a Key Ring を選びます。
B: Lucy は「音楽の授業で演奏したことがあり、またやりたい」と言っています。けん玉は「見たことはあるがやったことがない」。よって Wadaiko（和太鼓）です。
〔問3〕(1)（4点）¶
LucyがAkariに送ったEメールの内容と合っているものはどれか。
Lucy から Akari へのEメール
Dear Akari,
Thank you for everything while I was in Japan. I enjoyed visiting various places with you. The Town Festival was one of them. I talked with many people there in Japanese. It was a good experience for me. Through my stay in Japan, I realized using Japanese was a lot of fun.
I am still studying Japanese in America. Recently, I have been writing a diary in Japanese. It is for my Japanese class. At first, it was very difficult for me. But my Japanese class teacher said to me, “Practicing is important.” I practice writing more and more every day at home. My Japanese class teacher sometimes gives me advice about my Japanese. Yesterday, I showed my diary to him. He read it and said to me, “Your Japanese is getting better!” I was happy to hear that. I will keep practicing Japanese very hard. I hope I can write a letter in Japanese to you someday.
Do you have something that you want to practice more? Please tell me about it.
I’m looking forward to hearing from you soon.
Yours,
Lucy
- アLucy hoped she could write a letter in Japanese to her Japanese class teacher someday.
- イLucy sometimes got advice from Akari about her Japanese in America.
- ウLucy was happy because she heard her Japanese was getting better.
- エLucy was writing a diary in English for her English class.
解答・解説
答え ウ Lucy was happy because she heard her Japanese was getting better.
本文に “Your Japanese is getting better!” I was happy to hear that. とあるのでウが正解。
ア: 手紙を書きたい相手は先生ではなくAkari。イ: アドバイスをくれるのは Akari ではなく日本語の先生。エ: 日記は英語ではなく日本語で、日本語の授業のため。1語だけ入れかえた選択肢に注意しましょう。
〔問3〕(2)（12点）¶
あなたがAkariだとしたら、Lucyにどのような返事のEメールを送りますか。Lucyの質問「Do you have something that you want to practice more?」に対して、英語の文を3つ書きなさい。
〈条件〉前後の文につながるように書き、全体としてまとまりのある返事にすること。Lucyに伝えたい内容を一つ取り上げ、それを取り上げた理由などを含めること。
Lucy から Akari へのEメール
Dear Akari,
Thank you for everything while I was in Japan. I enjoyed visiting various places with you. The Town Festival was one of them. I talked with many people there in Japanese. It was a good experience for me. Through my stay in Japan, I realized using Japanese was a lot of fun.
I am still studying Japanese in America. Recently, I have been writing a diary in Japanese. It is for my Japanese class. At first, it was very difficult for me. But my Japanese class teacher said to me, “Practicing is important.” I practice writing more and more every day at home. My Japanese class teacher sometimes gives me advice about my Japanese. Yesterday, I showed my diary to him. He read it and said to me, “Your Japanese is getting better!” I was happy to hear that. I will keep practicing Japanese very hard. I hope I can write a letter in Japanese to you someday.
Do you have something that you want to practice more? Please tell me about it.
I’m looking forward to hearing from you soon.
Yours,
Lucy
Akari からの返事（下線部を書く）
Hello, Lucy,
Thank you for your e-mail. I hope you are well. I really enjoyed spending time with you in Japan. I’m happy to hear that you are still practicing Japanese.
I will answer your question. You asked me, “Do you have something that you want to practice more?” I’ll tell you one thing.
ここに英語の文を3つ書く
I hope to visit some places in Japan with you when we meet again.
I’m looking forward to getting a letter in Japanese from you.
Your friend,
Akari
解答・解説
答え 記述問題（自分で書いてから、下の解説と見くらべましょう）
模範解答は I want to practice making cookies more. My father often teaches me how to make them. I will be happy if I can make delicious cookies.
この問題は12点と配点が大きいので、必ず書きましょう。コツは、①何を練習したいか → ②その理由や今の状況 → ③そうなったらどう思うか の3文構成にすること。むずかしい単語を使う必要はありません。
自分で確かめるポイント
- 英語の文を3つ書いた
- 「もっと練習したいこと」を1つ挙げた
- それを挙げた理由や説明を書いた
- 前後の文（I'll tell you one thing. / I hope to visit...）とつながっている
- 主語と動詞のある文になっている
大問3 対話文¶
Koji・Yuka・Akito・Olivia の4人の対話です。〔問1〕〜〔問7〕はこの本文について答えます。
Koji, Yuka, and Akito are junior high school students in Tokyo. Olivia is a student from Australia. They are talking in their classroom after school.
〔注〕geography 地理／hill 坂／period 時代
〔問1〕（4点）¶
They are wonderful. の内容を最もよく表しているのはどれか。
- アOlivia thinks stars seen on TV are wonderful.
- イOlivia thinks stars seen in a book are wonderful.
- ウOlivia thinks stars seen from Australia are wonderful.
- エOlivia thinks stars seen in a science museum are wonderful.
解答・解説
答え ウ Olivia thinks stars seen from Australia are wonderful.
直前で Olivia は “Do you know about stars seen from Australia?” と言っています。この stars seen from Australia（オーストラリアから見える星）が They の中身です。テレビで見たと言ったのは Yuka なので、主語のちがいに注意しましょう。
〔問2〕（4点）¶
That’s nice, Yuka. とあるが、Akito がこのように言った理由を最もよく表しているのはどれか。
- アYuka became interested in stars and started to learn more about them.
- イYuka visited Australia to see beautiful stars.
- ウYuka enjoys learning about stars thanks to Akito.
- エYuka went to an elementary school with her sister to learn about stars.
解答・解説
答え ア Yuka became interested in stars and started to learn more about them.
直前で Yuka は「（妹の説明で）星に興味をもった。それからもっと学び始めた」と話しています。これを受けての That’s nice なのでア。
イ: オーストラリアにはまだ行っていない（someday＝いつか）。ウ: きっかけは Akito ではなく妹。エ: 小学生なのは妹で、山で星を見たのです。
〔問3〕（4点）¶
After that, I started to learn more about Japanese food. の内容を次のように書き表すとき、□に入るのはどれか。
After Olivia learned that some onigiri included local products, □.
- アshe found onigiri with kombu from Hokkaido and with umeboshi from Wakayama
- イshe found out why some prefectures have become famous for their local products
- ウshe learned she could get delicious onigiri easily at convenience stores
- エshe learned there are many kinds of onigiri in Japan
解答・解説
答え イ she found out why some prefectures have become famous for their local products
After that のあと、Olivia はウェブサイトを調べ “I found out why some prefectures have become famous for their local products.” と言っています。これが「もっと学んだ」中身なのでイ。
ア・ウ・エは、いずれも学び始める前に気づいたことです。
〔問4〕（4点）¶
Then I got interested in the word “free.” とあるが、Koji がこのように言った理由を最もよく表しているのはどれか。
- アKoji saw the expression “free time” on the Internet last month.
- イKoji didn’t learn any expression using “free” in English class last year.
- ウKoji used his dictionary to check the meaning of the word “free” at home.
- エKoji didn’t know why “free” was used with different meanings in two expressions.
解答・解説
答え エ Koji didn’t know why “free” was used with different meanings in two expressions.
Koji は授業で free time を、ネットで free ticket を見て、“The word ‘free’ was used with different meanings. I didn’t know why.” と言っています。ちがう意味で使われている理由が分からなかったから興味をもったのでエ。
ア: ネットで見たのは free ticket。ウ: 辞書を引いたのは興味をもったあとの行動です。
〔問5〕（4点）¶
That’s a good idea. の内容を最もよく表しているのはどれか。
- アGoing around the town with friends is a good idea for Akito.
- イLooking for signs about other streets on hills is a good idea for Akito.
- ウSeeing the person who lived near the street on a hill is a good idea for Akito.
- エLearning about the name of a famous person from the Edo period is a good idea for Akito.
解答・解説
答え イ Looking for signs about other streets on hills is a good idea for Akito.
直前で Koji が “How about looking for signs about them?”（坂の標識をさがしてみたら）と提案しています。them は other streets on hills を指すのでイ。
ウ: 江戸時代の人物なので会うことはできません。
〔問6〕（4点）¶
本文の内容と合うように、次の文の□に入るのはどれか。
Olivia said she learned about her favorite Japanese food from □.
- アwebsites
- イsigns
- ウtextbooks
- エmovies
解答・解説
答え ア websites
Olivia は “First, I checked some websites to learn about onigiri.” と言っています。好きな日本食（onigiri）について学んだのはウェブサイトから。標識（signs）は Akito の話、教科書（textbooks）は Koji の話です。
〔問7〕（4点）¶
Olivia が書いた日記の (A) と (B) に入る単語の組み合わせとして正しいものはどれか。
Olivia が書いた日記の一部
Today, I talked with my friends Koji, Yuka, and Akito about learning new things. Yuka was interested in stars. When she went to a mountain, her sister (A) her about a star. Then Yuka started to learn about stars. I talked about one of my experiences with Japanese food. Onigiri became a (B) for me to learn more about the geography of Japan. I think we can start learning about things in our daily lives. When Koji wanted to learn about a word in English, he asked a teacher, Ms. Evans. She (A) him about the word “free.” He enjoys studying English. I hope looking for signs will give Akito a (B) to enjoy learning.
- ア(A) asked ／ (B) chance
- イ(A) asked ／ (B) product
- ウ(A) taught ／ (B) product
- エ(A) taught ／ (B) chance
解答・解説
答え エ (A) taught ／ (B) chance
(A): 「her sister (A) her about a star」「She (A) him about the word」。どちらも教えた側なので taught。asked（たずねた）だと意味が逆になります。
(B): 「Onigiri became a (B) for me to learn more」「looking for signs will give Akito a (B) to enjoy learning」。どちらもきっかけの意味なので chance。product（産物）では文意が通りません。
同じ記号には同じ語が入るので、両方の文に当てはまるかを確かめましょう。
大問4 長文¶
高校生 Shota の物語です。〔問1〕〜〔問4〕はこの本文について答えます。
本文
Shota was a first-year high school student. In July, he and one of his friends, Kento, saw a poster at school about summer volunteer programs for high school students. There was a list of the programs on the poster. Shota found some programs that he was interested in, such as working at an art museum or at a library. Kento was also interested in the volunteer programs. He said, “Volunteer work at an art museum. I don’t know much about art, but I’ll try that. The work sounds interesting.” Shota also wanted to do that. But he always got nervous when he tried something new. He thought that he couldn’t do the volunteer work and felt sad.
One day in the summer vacation, Shota visited the art museum which was on the list of volunteer programs. He wanted to see famous pictures. Some high school students were doing volunteer work there. Some students were standing near the entrance and telling people where to go first. Shota saw Kento in the museum shop. Kento was putting some cups and books on shelves. Those goods had famous pictures on them. He saw Shota and said, “I’m happy to see you here, Shota. Have a good time!” Then one woman asked Kento questions about an artist. He answered her with a smile. Shota was surprised and said to him, “You explained that well.” Kento said, “Thank you. I learned about famous artists from the staff. I really like this job.” Kento looked very happy.
After Shota got home, he talked with his older sister, Emi. Shota said, “I went to an art museum to see famous pictures. Kento is doing volunteer work there and having a good experience. I wish I could try new things like him.” She said, “I know. You should stop worrying too much when you are thinking about trying something new. Are you interested in doing volunteer work?” Shota said, “Well, I like this city, and I’d like to work for local people.” Emi hoped that he could do it.
One day in September, Emi showed Shota a poster about the local sports day. She knew the local *committee members were looking for some high school students to work on the day as volunteer staff. Emi said, “You said you wanted to work for local people. I hope this will be a good chance for you to do that.” Shota was very interested, but he was also nervous. Emi continued, “I did this work last year. I worked on relays as a staff member. I was happy to help runners. I cannot do that work this year, but I think you should try it.” Shota finally decided to do the work.
On the local sports day, many people came and enjoyed sports. Shota was nervous, but he did the job he was told to do. It was to guide people to gates. During a break time, he saw some staff members who were trying to carry many water bottles. At first, he didn’t say anything to them, but he wanted to help them. Then he asked one of the staff members, “Can I help you carry these?” The staff member said, “Yes, please.” After they finished carrying them, the staff member said, “Thank you for helping us, Shota.” He was so happy about it that he tried to help other staff members, too. Kento was also there. He was with his family to enjoy the day. He saw Shota. Kento went to him and said, “We are having fun. How is your job?” Shota said, “Great!” Shota was very busy, but he enjoyed the day.
Later, Shota talked with Emi at home. He said, “Thank you so much for encouraging me to try to do the work.” Emi said, “I gave you information about the sports day. You decided to do the work and helped staff members and other people. That was great.” Shota smiled and said, “I learned one thing today. It is important for me to take action without worrying.” Shota got *confidence through the experience. He was proud of himself.
〔注〕committee 委員会／confidence 自信
〔問1〕（4点）¶
Shota also wanted to do that. の内容を次のように書き表すとき、□に入るのはどれか。
Shota also wanted □.
- アto find volunteer programs, such as working at an art museum or a library
- イto see a poster about volunteer programs for high school students
- ウto try the summer volunteer work at an art museum
- エto get interested in the summer volunteer programs
解答・解説
答え ウ to try the summer volunteer work at an art museum
直前で Kento は “Volunteer work at an art museum. … I’ll try that.” と言っています。Shota も「それをやりたかった」ので、美術館でのボランティアに挑戦すること＝ウ。
ア・イ・エは「プログラムを見つける／ポスターを見る／興味をもつ」で、すでに終わったことです。
〔問2〕（4点）¶
次のア〜エの文を、本文の内容の流れに沿って並べたとき、1番目〜4番目に来るものを答えよ。
ア Shota heard that Kento really liked the volunteer work.
イ Shota was very busy during the local sports day, but he enjoyed the day.
ウ Shota visited the art museum that was on the list of volunteer programs.
エ Shota said that he would like to work for local people.
解答・解説
答え 1番目 ウ 2番目 ア 3番目 エ 4番目 イ
正しい順番は ウ → ア → エ → イ。
ウ: 夏休みに美術館を訪れる。ア: そこで Kento が「この仕事が好き」と言うのを聞く。エ: 家で Emi に「地域の人のために働きたい」と話す。イ: 9月の地域の運動会で忙しく働き、楽しむ。
全部正しく並べたときだけ得点になります。
〔問3〕(1)（4点）¶
本文の内容と合うように、□に入るのはどれか。
When Shota saw Kento in the museum shop, □.
- アKento was standing near the entrance and telling people where to go first
- イKento was putting some cups and books on shelves
- ウKento was learning about famous artists from the staff
- エKento was asking questions about an artist to a woman there
解答・解説
答え イ Kento was putting some cups and books on shelves
本文に “Shota saw Kento in the museum shop. Kento was putting some cups and books on shelves.” とあるのでイ。
ア: 入口に立っていたのはほかの生徒。エ: 質問したのは女性で、Kento は答えた側です。
〔問3〕(2)（4点）¶
本文の内容と合うように、□に入るのはどれか。
After Shota got home from the art museum, Emi told him that □.
- アhe should talk with Kento about trying new things
- イhe would have a good experience when he was doing volunteer work with Kento
- ウhe should stop worrying too much when he was thinking about trying something new
- エhe would see famous pictures there and got interested in art
解答・解説
答え ウ he should stop worrying too much when he was thinking about trying something new
Emi は “You should stop worrying too much when you are thinking about trying something new.” と言っています。これがそのままウ。心配しすぎるのをやめるように、という助言です。
〔問3〕(3)（4点）¶
本文の内容と合うように、□に入るのはどれか。
On the local sports day, □.
- アShota was told to guide people to gates
- イShota went to Kento’s family and talked to them
- ウShota was so nervous that he couldn’t do his job
- エShota asked the staff to help him carry water bottles
解答・解説
答え ア Shota was told to guide people to gates
本文に “It was to guide people to gates.”（門まで案内する仕事）とあるのでア。
イ: Kento の方から Shota に近づきました。ウ: 緊張したが仕事はやりとげました。エ: 手伝いを申し出たのは Shota の方で、逆です。
〔問4〕(1)（4点）¶
Why did Emi show Shota a poster about the local sports day? の答えとして適切なものはどれか。
- アBecause she hoped it would be a good chance for him to look for other students to work on that day.
- イBecause she hoped it would be a good chance for him to work for local people.
- ウBecause she wanted Shota to enjoy a relay as a runner on that day.
- エBecause she wanted Shota to do volunteer work with her.
解答・解説
答え イ Because she hoped it would be a good chance for him to work for local people.
Emi は “You said you wanted to work for local people. I hope this will be a good chance for you to do that.” と言っています。地域の人のために働く good chance と考えたのでイ。
ウ: リレーで走るのではなく運営スタッフの話。エ: Emi は今年はできないと言っています。
〔問4〕(2)（4点）¶
What did Shota learn through the experience of his volunteer work? の答えとして適切なものはどれか。
- アHe learned that it was important for him to help Emi to decide to do volunteer work.
- イHe learned that giving information to staff members was important for him.
- ウHe learned that it was important for him to be encouraged by other people.
- エHe learned that taking action without worrying was important for him.
解答・解説
答え エ He learned that taking action without worrying was important for him.
最後に Shota は “It is important for me to take action without worrying.”（心配せずに行動することが大切）と言っています。これがそのままエ。この文章全体のテーマでもあります。
答え一覧¶
見直し用です。考え方は各問題の「解答・解説」を開いてください。
| 大問 | 問 | 答え |
|---|---|---|
| 1 | 問題A ＜対話文1＞ | エ |
| 1 | 問題A ＜対話文2＞ | ウ |
| 1 | 問題A ＜対話文3＞ | イ |
| 1 | 問題B ＜Question 1＞ | ア |
| 1 | 問題B ＜Question 2＞ | 記述 |
| 2 | 〔問1〕 | エ |
| 2 | 〔問2〕 | ア |
| 2 | 〔問3〕(1) | ウ |
| 2 | 〔問3〕(2) | 記述 |
| 3 | 〔問1〕 | ウ |
| 3 | 〔問2〕 | ア |
| 3 | 〔問3〕 | イ |
| 3 | 〔問4〕 | エ |
| 3 | 〔問5〕 | イ |
| 3 | 〔問6〕 | ア |
| 3 | 〔問7〕 | エ |
| 4 | 〔問1〕 | ウ |
| 4 | 〔問2〕 | 1番目 ウ 2番目 ア 3番目 エ 4番目 イ |
| 4 | 〔問3〕(1) | イ |
| 4 | 〔問3〕(2) | ウ |
| 4 | 〔問3〕(3) | ア |
| 4 | 〔問4〕(1) | イ |
| 4 | 〔問4〕(2) | エ |
出典・原本¶
問題・正答は東京都教育委員会の公開資料によります。原本は以下から確認できます。
- 令和7年度都立高等学校入学者選抜 学力検査問題及び正答表（東京都教育委員会）
解説はYELL for ALLが独自に作成したものです。図・表は原本の画像ではなく、問題文の条件や数値から作り直しています。