令和8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
- 大問1 — 5問
- 大問2 — 4問
- 大問3 — 7問
- 大問4 — 7問
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A1〕（4点）¶
＜対話文1＞を聞いて、質問に答えなさい。
Question: What is the best way for Becky to learn Japanese?
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Using a dictionary.
- イReading picture books.
- ウTaking lessons.
- エWatching Japanese movies.
解答・解説
答え イ Reading picture books.
Becky は “I read picture books every day. They help me understand Japanese. That is the best way for me to learn it.” と言っています。
辞書（often use）や授業（take lessons）も挙げていますが、best と言っているのは絵本を読むことです。日本映画は Jim へのおすすめで、Becky 自身の方法ではありません。
〔問A2〕（4点）¶
＜対話文2＞を聞いて、質問に答えなさい。
Question: Who will Yumi and John ask to help them?
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Ms. Tanaka.
- イKota.
- ウShun.
- エAyaka.
解答・解説
答え エ Ayaka.
Yumi は最初 Ms. Tanaka に聞こうとしますが、先生は Kota と Shun と話し中。そこで John が “how about going to ask one of my classmates, Ayaka? She is good at math.” と提案し、Yumi が “Let’s ask her to help us.” と同意します。
よってエ Ayaka。Kota と Shun は先生と話している人で、頼む相手ではありません。
〔問A3〕（4点）¶
＜対話文3＞を聞いて、質問に答えなさい。
Question: What will Mike buy for his sister as a birthday present?
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New soccer shoes.
- イA soccer ball.
- ウA Great Rabbits’ T-shirt.
- エA Great Rabbits’ cap.
解答・解説
答え ウ A Great Rabbits’ T-shirt.
候補が順に消えていきます。
・新しいサッカーシューズ → 祖父が買う予定
・サッカーボール → すでにいくつか持っている
・Great Rabbits のキャップ → よくかぶっている（持っている）
最後に Kate が提案した Great Rabbits’ T-shirt に Mike が “I like your idea. I’ll do that.” と答えているのでウ。
コツ：候補が複数出る問題は、消えた理由に×をつけながら聞くと確実です。
〔問A4〕（4点）¶
〔問題B〕の英文（Helen 先生のスピーチ）を聞いて、質問に答えなさい。
<Question 1> How long has Helen worked at the school?
Helen 先生が中学校の授業で行ったスピーチ
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. I enjoy my life in this school. I have worked here for two months. Today, I’ll talk about my favorite things about this school.
First, everyone is friendly. Many students always say “Hello” to me. And I have been doing English club activities for a month. The members there try to communicate with me in English.
Second, the view from the fourth floor is beautiful. Some students told me that I could see a beautiful view of the mountains from there. I have lived in Japan for ten months, and I have seen many nice views. The view from this school is the best of all.
Third, students in this school work hard in many activities. I talked about music with students yesterday. Some of them have practiced singing together for three months. They’re going to sing songs at the town theater next month. I’m going to go there to listen to the songs.
This school is special for me. Thank you.
- アFor two months.
- イFor a month.
- ウFor ten months.
- エFor three months.
解答・解説
答え ア For two months.
Helen 先生は冒頭で “I have worked here for two months.” と言っています。
ほかの数字と区別しましょう。
・a month … 英語部の活動をしている期間
・ten months … 日本に住んでいる期間
・three months … 生徒たちが歌の練習をしている期間
よってア。
〔問B2〕（4点）¶
〔問題B〕の英文を聞いて、質問に英語で答えなさい。
<Question 2> Why is Helen going to go to the town theater next month?
Helen 先生が中学校の授業で行ったスピーチ
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. I enjoy my life in this school. I have worked here for two months. Today, I’ll talk about my favorite things about this school.
First, everyone is friendly. Many students always say “Hello” to me. And I have been doing English club activities for a month. The members there try to communicate with me in English.
Second, the view from the fourth floor is beautiful. Some students told me that I could see a beautiful view of the mountains from there. I have lived in Japan for ten months, and I have seen many nice views. The view from this school is the best of all.
Third, students in this school work hard in many activities. I talked about music with students yesterday. Some of them have practiced singing together for three months. They’re going to sing songs at the town theater next month. I’m going to go there to listen to the songs.
This school is special for me. 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）
正答例
To listen to the songs.
スピーチでは “They’re going to sing songs at the town theater next month. I’m going to go there to listen to the songs.” と言っています。
質問は Why（なぜ）なので、目的を答えます。To listen to the songs.（歌を聞くため）と、to 不定詞で答えるのが自然です。
Because ～ の形で書く場合は、Because she wants to listen to the songs. のように文の形を整えましょう。
自分で確かめるポイント
- listen（聞く）と songs（歌）が入っているか
- To ～. または Because ～. の形になっているか
- つづりと大文字・ピリオドを確かめたか
大問2 資料を読む・Eメール¶
〔問1〕（4点）¶
高校生の Ryota とカナダからの留学生の Paul は、二人のクラスメイトの Sayuri が行った調査について話をしている。
(A) 及び (B) の中に、それぞれ入る単語・語句の組み合わせとして正しいものはどれか。
Ⅰ If you did a homestay in another country, which Japanese gift would be the best to bring for your *host family?（Note: Forty students answered this question.）
| Japanese gift | 割合 |
|---|---|
| Chopsticks | 30% |
| Sembei | 27.5% |
| Uchiwa | 17.5% |
| Green tea | 10% |
| Tenugui | 10% |
| Other | 5% |
- ア(A) Chopsticks (B) Green tea
- イ(A) Sembei (B) Green tea
- ウ(A) Chopsticks (B) Tenugui
- エ(A) Sembei (B) Tenugui
解答・解説
答え エ (A) Sembei (B) Tenugui
(A) Ryota は「いちばん人気だと思った」と言いますが、Paul は “it is next to the most popular gift in the survey.” と答えます。グラフで1位は Chopsticks（30%）、2位が Sembei（27.5%）。よって (A) は Sembei。
(B) Paul が選んだのは「伝統的で毎日使える」もの。Ryota は「美しくて速く乾くから人気」と補足し、Paul は「10%の生徒が選んだ」と言います。乾くのが速く10%なのは Tenugui です（Green tea も10%ですが「乾く」は当てはまりません）。
よってエ。
〔問2〕（4点）¶
Ryota と Paul は、国際交流イベントについてのウェブサイトを見ながら話をしている。
(A) 及び (B) の中に、それぞれ入る語句の組み合わせとして正しいものはどれか。
Ⅱ 二人が見ているウェブサイトの一部（Tokyo Kita Hall の国際交流イベント）
| Time | Program name | Contents |
|---|---|---|
| 10:00 a.m. ～ noon | Drawing pictures | Drawing pictures of famous sightseeing spots in the world. |
| 10:00 a.m. ～ noon | Cooking lesson | Cooking different foods with foreign teachers and eating them. |
| 10:00 a.m. ～ noon | Making *toys | Making traditional toys with volunteers from other countries. |
| 1:00 p.m. ～ 2:30 p.m. | Fashion show | Enjoying a fashion show and wearing traditional clothes from other countries. |
| 1:30 p.m. ～ 2:30 p.m. | World cultures movie | Seeing a movie about unique cultures and lives in different countries. |
| 1:30 p.m. ～ 3:00 p.m. | Music performance | Listening to various kinds of music and playing some instruments. |
- ア(A) Drawing pictures (B) Fashion show
- イ(A) Cooking lesson (B) Fashion show
- ウ(A) Drawing pictures (B) Music performance
- エ(A) Cooking lesson (B) Music performance
解答・解説
答え イ (A) Cooking lesson (B) Fashion show
(A) Ryota は「何かを作るのが面白そう」と言い、Paul は「そのプログラムでは他の国の食べ物が楽しめる」と続けます。午前で両方に当てはまるのは Cooking lesson（作って食べる）です。Making toys は作れますが食べ物ではありません。
(B) 条件は2つ。
① Paul は3時30分にピアノのレッスンがあり、2時30分までしかいられない → 3時までの Music performance は不可。
② 「見るより自分でやる方が面白い」 → 見るだけの World cultures movie は不可。
残るのは Fashion show（1:00〜2:30、伝統衣装を着る）。Ryota の “We can stay until the end of that program.” とも合います。
よってイ。
〔問3〕（4点）¶
Paul が Ryota に送ったEメールの内容と合っているのは、次のうちではどれか。
カナダに帰国した Paul が Ryota に送ったEメール
Dear Ryota,
Thank you for everything while I was in Japan. My best experience was visiting the international exchange event. Through my stay in Japan, I realized that learning about different cultures is very interesting.
I saw a poster about a Japanese calligraphy class at a local center in my country last month. I like looking at calligraphy works in books. I would like to write kanji well. So, I decided to take the class. Two weeks later, I tried Japanese calligraphy for the first time in that class. I tried some kanji, but they didn’t look good. Then my calligraphy teacher said to me that I was doing well. He also told me, “You should imagine kanji in your mind before writing.” That advice helped me improve my writing. Now, I follow his advice and practice. I like doing calligraphy better than looking at works. Japanese calligraphy is now my hobby. I hope I can show you my works someday.
I know you enjoy taking pictures as a hobby. Is there something that you are going to start to do as a new hobby? If you are going to do that, please tell me about it.
I’m looking forward to hearing from you soon.
Yours,
Paul
- アPaul saw a poster about a Japanese calligraphy class at the international exchange event.
- イPaul heard from Ryota that Paul should imagine kanji in his mind before writing.
- ウPaul hoped that Ryota would see Paul’s Japanese calligraphy works someday.
- エPaul likes looking at works of calligraphy more than doing calligraphy now.
解答・解説
答え ウ Paul hoped that Ryota would see Paul’s Japanese calligraphy works someday.
ウが正解：“I hope I can show you my works someday.” と一致します。
ほかが誤りである理由：
ア ポスターを見たのは自分の国の地域センター（a local center in my country）で、国際交流イベントではありません。
イ 「書く前に漢字を思いうかべなさい」と言ったのは 書道の先生（my calligraphy teacher）で、Ryota ではありません。
エ “I like doing calligraphy better than looking at works.” とあり、逆です。
〔問3(2)〕（12点）¶
Paul は「新しい趣味として始めようとしていることがあれば教えてほしい」と書いてきました。Ryota の返事の中に入る三つの英語の文を書きなさい。
＜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のEメールとすること。
○ Paul 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。
カナダに帰国した Paul が Ryota に送ったEメール
Dear Ryota,
Thank you for everything while I was in Japan. My best experience was visiting the international exchange event. Through my stay in Japan, I realized that learning about different cultures is very interesting.
I saw a poster about a Japanese calligraphy class at a local center in my country last month. I like looking at calligraphy works in books. I would like to write kanji well. So, I decided to take the class. Two weeks later, I tried Japanese calligraphy for the first time in that class. I tried some kanji, but they didn’t look good. Then my calligraphy teacher said to me that I was doing well. He also told me, “You should imagine kanji in your mind before writing.” That advice helped me improve my writing. Now, I follow his advice and practice. I like doing calligraphy better than looking at works. Japanese calligraphy is now my hobby. I hope I can show you my works someday.
I know you enjoy taking pictures as a hobby. Is there something that you are going to start to do as a new hobby? If you are going to do that, please tell me about it.
I’m looking forward to hearing from you soon.
Yours,
Paul
Ryota が送る返事のEメール
Hello, Paul,
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 interested in Japanese culture.
I will try to answer your question. I’m still taking pictures as a hobby. And there is one thing I’m going to start to do as a new hobby. I’ll tell you about it.
（ここに三つの英語の文を書く）
I’m looking forward to seeing you again.
Your friend,
Ryota
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）
解答例
I am going to study a new language. That will help me communicate with people in other countries. I want to learn about a different culture through a language.
この例では、①取り上げること ②それがどうだったか ③くらべた感想、の順に三文で書いています。
書くときのコツ
・むずかしい単語は使わなくて大丈夫です。知っている語で確実に書きましょう。
・一文を短くすると、文法のまちがいが減ります。
・前後の文（I’ll tell you about … と I’m looking forward to …）に自然につながるかを最後に読み返しましょう。
自分で確かめるポイント
- 三つの英文で書けているか
- 取り上げた内容が一つにしぼれているか
- 理由や具体例が入っているか
- 前後の文につながる内容になっているか
- 大文字・ピリオド・三人称単数のsを見直したか
大問3 対話文¶
Haruto・Kenta・Shiho・Mary 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。
〔注〕Clean-up Committee 美化委員会 committee 委員会 worthwhile やりがいのある encourage ～ to … ～に…するように促す separate 分別する gardening club 園芸部 lounge 休憩室 borrow 借りる classical music クラシック音楽
〔問1〕（4点）¶
⑴ I think so, too. の内容を、次のように書き表すとすれば、□ の中に、下のどれを入れるのがよいか。
Kenta also thinks that □ .
- アhaving school cleaning activities in Mary’s school in Australia sounds worthwhile
- イmaking their school a comfortable place sounds worthwhile
- ウworking harder for their school than last year sounds worthwhile
- エhaving a good discussion about the main goal of the committee sounds worthwhile
解答・解説
答え イ making their school a comfortable place sounds worthwhile
直前で Shiho は “It’s ‘making our school a comfortable place.’ That sounds worthwhile.” と言っています。
Kenta の I think so, too. はこの内容に同意しているのでイ。
ウは Kenta が I think so, too. のあとに続けて言った自分の決意です。ア・エは worthwhile とは結びついていません。
〔問2〕（4点）¶
⑵ I’m happy to hear that from you. の内容を、次のように書き表すとすれば、□ の中に、下のどれを入れるのがよいか。
Kenta is happy because Mary thinks that □ .
- アtheir school is always clean because of the work of the committee members
- イshe should ask him about the committee’s activities in their school
- ウHaruto cleaned his classroom carefully with his classmates last year
- エthe committee should tell students to clean their classrooms every year
解答・解説
答え ア their school is always clean because of the work of the committee members
直前で Mary は “Our school is always clean because of the work of the committee members.” と言っています。
Kenta は昨年から委員なので、委員の働きをほめられてうれしかったのです。よってア。
イは Kenta が Mary に言ったこと。ウはこのあとの Haruto の発言。エは本文にない内容です。
〔問3〕（4点）¶
⑶ I think it can be a new way to reach our main goal. とあるが、このように Shiho が言った理由を最もよく表しているのは、次のうちではどれか。
- アMaking a poster helps students learn how to clean better.
- イSharing the idea of the poster at the meeting will be good.
- ウSeeing something beautiful helps students feel comfortable.
- エTelling students to separate trash in the right way is important.
解答・解説
答え ウ Seeing something beautiful helps students feel comfortable.
Shiho は「教室に花を置こう」と提案し、Haruto に「掃除の活動ではない」と言われます。そのあと Shiho は “Seeing something beautiful helps students feel comfortable.” と理由を述べています。
委員会の目標は「学校を快適な場所にすること」なので、美しいものを見て快適に感じられるなら目標に近づく、という理屈です。よってウ。
ア・イ・エはポスターやごみの分別についての話で、花の提案の理由ではありません。
〔問4〕（4点）¶
⑷ Now I think I have another way to reach our main goal, too. の内容を最もよく表しているのは、次のうちではどれか。
- アMary thinks that Shiho can borrow some CDs from the music room.
- イMary thinks that she can talk to the music teacher about music.
- ウMary thinks that classical music can help people relax in cafes.
- エMary thinks that students can listen to some relaxing music in the lounge.
解答・解説
答え エ Mary thinks that students can listen to some relaxing music in the lounge.
下線部のあと Mary は “We have a school lounge, right? We should help students enjoy listening to music there.”「そこでリラックスできる音楽を流せる」と説明しています。よってエ。
ア 音楽室からCDを借りられると言ったのは Shiho。
ウ クラシック音楽の話をしたのも Shiho です。
イは本文にありません（先生に話そうと言ったのは Haruto）。
〔問5〕（4点）¶
⑸ I’m looking forward to doing that. の内容を、次のように書き表すとすれば、□ の中に、下のどれを入れるのがよいか。
Haruto is looking forward to □ .
- アhelping their teacher tomorrow
- イimproving their ideas together
- ウdoing the usual activities
- エreading books in the school lounge
解答・解説
答え イ improving their ideas together
直前で Shiho は “We can improve our ideas together.” と言っています。Haruto の that はこれを指すのでイ。
ア 先生に話すのは明日ですが、「手伝う」とは書かれていません。ウは Kenta の発言の一部。エは静かな場所を求める生徒の話です。
〔問6〕（4点）¶
次の英語の文章を、本文の内容と合うように完成させるとき、(A) 及び (B) の中に、それぞれ入る単語の組み合わせとして正しいものはどれか。
At first, Haruto couldn’t understand (A) idea because it wasn’t about a clean-up activity. Then (B) helped Haruto understand the idea.
- ア(A) Shiho’s (B) Kenta
- イ(A) Shiho’s (B) Takuya
- ウ(A) Mary’s (B) Kenta
- エ(A) Mary’s (B) Takuya
解答・解説
答え ア (A) Shiho’s (B) Kenta
(A) 「教室に花を置く」という Shiho の提案に対し、Haruto は “That isn’t a clean-up activity.” と理解できずにいました。
(B) そこで Kenta が「Haruto、見方を変えるべきだよ」と言い、Shiho の考えを言いかえて説明しました。そのあと Haruto は “I see.” と納得しています。
よってア。
Takuya は園芸部の友人で、この場にはいません。
〔問7〕（4点）¶
Haruto たちと話した日に、Mary が書いた日記の一部を読み、(A) 及び (B) の中に、それぞれ入る単語の組み合わせとして正しいものはどれか。
Mary が書いた日記の一部
Today, I talked with my friends Haruto, Kenta, and Shiho after school about the activities of the Clean-up Committee. Shiho remembered the main goal of our committee and shared an interesting idea to reach that main goal. I liked her idea very much.
Kenta knew a lot about the (A) activities of our committee. He said he would work harder than last year. He brought a poster showing how to separate trash. Shiho told Kenta that his poster would be (B) to students in our school. I thought so, too.
During the talk, I told my friends about my own idea. They thought it would be (B) and gave me some advice. I was happy about that. I hope my idea will make our (A) school life more comfortable. I’m excited about helping with the activities of our committee this year.
- ア(A) new (B) helpful
- イ(A) new (B) clear
- ウ(A) daily (B) helpful
- エ(A) daily (B) clear
解答・解説
答え ウ (A) daily (B) helpful
(A) 1つ目は「Kenta は委員会の □ 活動をよく知っていた」。昨年から委員なのでふだんの（daily）活動です。2つ目は「私のアイデアが □ 学校生活をより快適にしてほしい」。本文の Kenta の発言 “make our daily school life more comfortable” と一致します。両方に入るのは daily。
(B) 1つ目は Shiho がポスターについて言った “Your new poster will also be helpful”。2つ目は Mary のアイデアについて。どちらも helpful が当てはまります。
よってウ。
（clear は昨年のポスターのメッセージについての語なので、どちらにも合いません。）
大問4 長文¶
高校生 Tomomi とダンス部の物語です。〔問1〕〜〔問4〕はこの本文について答えます。
〔注〕cheer 声援 audience 聴衆 community center 公民館 energetically 元気よく satisfied 満足している performer パフォーマンスをする人 kindergarten 幼稚園 seem to ～ ～のように思える generation 世代 mainly 主に
Tomomi was a second-year high school student. She was in the Dance Club of her school. She and other Dance Club members often created original dances for music that they liked. When they danced at their high school, many friends came to see them every time. When they danced well and got big *cheers from *audiences, they felt happy.
One day in April, Mr. Matsumoto, the club teacher, said to the members, “I have good news from the town *community center. We have two chances to dance in town festivals. Would you like to dance in the festivals? They will be held in June and July.” Yuko, the leader of the club, said, “Yes. I think we should do that.” Tomomi and the other members agreed and hoped local people would enjoy their dancing.
On the festival day in June, all the members danced *energetically at the community center. Mr. Matsumoto said that he was happy with their dancing. But Tomomi didn’t look *satisfied. Yuko asked Tomomi, “What’s wrong? We all danced very well.” Tomomi said, “I think so, too. But I don’t think that the audience enjoyed our dancing very much.” Yuko said, “I see. Actually, the cheers from the local audience were not so big today. We didn’t dance well enough to get big cheers. Let’s practice more from tomorrow.” The next day, Tomomi and other club members started to practice for the next festival. But Tomomi sometimes remembered the June festival and felt nervous.
One day in June at school, Tomomi asked Mr. Matsumoto, “Will the local audience enjoy our dancing next month? I think that our dancing will be better than last time. But I’m very worried.” Mr. Matsumoto said, “I know that you have been practicing your dancing hard. But you have to become better *performers, too.” Tomomi asked, “Better performers?” Mr. Matsumoto said, “Yes. You should be both dancers and performers. Have you ever done any other performances outside of school?” Tomomi thought for a moment, and she told him about her experience of working for a *kindergarten with some classmates from her junior high school. At that time, they were asked to sing a song by children there. She chose a song that little children would enjoy. She said, “We didn’t sing very well, but the children enjoyed the song and sang together with us.” Mr. Matsumoto said, “That’s wonderful. Why did the children enjoy your song?” She tried to answer his question, but she couldn’t. She thought, “We just sang a song which *seemed to be popular among children.”
At home later on that day, she was watching a music program on TV with her brother, Koji, and her grandfather. Koji was an elementary school student. Then Tomomi heard a song which she liked very much. She said to them, “This song is very popular among students in my school.” Her grandfather said, “Sorry, I don’t know the song. I don’t listen to this kind of music.” Koji said, “Well, I like anime songs. Everyone likes different kinds of songs.” Tomomi said, “Oh, I see….” She thought, “We believed that the audience at the festival would also like songs that we liked. But, actually, maybe they didn’t like them.” She realized that it was important for a performer to think about things which audiences will enjoy. She decided to tell other members about this new point of view.
The next day at the meeting, Tomomi shared this view with other members. The members thought that it was necessary for them to change their way of thinking. Yuko said, “OK. We have one month to prepare something new for the audience that will come to the next festival. Let’s think again about our dance music and ways of dancing.” At first, they talked about the different *generations of local people at the last festival. They were *mainly children, their parents, and their grandparents. The Dance Club members decided to choose songs for older people. They looked for websites and found a lot of lists of old songs that seemed to be popular among older people, such as parents and grandparents. The members created original ways of dancing for those songs. For little children, they created cheerful dances for popular anime songs.
On the festival day in July, all the audiences gave a big cheer for each dance by the members. Many older people sang or danced to songs from their generation. Little children stood up and danced to the anime songs. Everyone at the festival knew that people from different generations were having a good time. They felt especially happy to see that. Yuko said to Tomomi, “I’m very happy that everyone enjoyed our performance.” Tomomi said, “Me, too. Now we are good performers.”
On her way home from the second festival, Tomomi thought about the experiences of the two festivals. She said to herself, “On that day in June, Mr. Matsumoto and my family helped me realize an important thing about performing. I’ll never forget it.” She decided to become a better dancer and a better performer.
〔問1〕（4点）¶
I think we should do that. の内容を、次のように書き表すとすれば、□ の中に、下のどれを入れるのがよいか。
I think we should □ .
- アgive big cheers to local people in the town festival
- イhear good news from the town community center
- ウdance in the town festivals in June and July
- エhave two chances to dance in our school
解答・解説
答え ウ dance in the town festivals in June and July
Mr. Matsumoto は “Would you like to dance in the festivals? They will be held in June and July.” とたずねています。これに Yuko が答えた発言なので、that ＝ 6月と7月の町の祭りで踊ること。よってウ。
ア 声援を送るのは聴衆の側で、部員はもらう側です。
エ 踊るのは学校ではなく町の祭りです。
〔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、記号で答えなさい。
- ア Tomomi’s grandfather said that he didn’t know the song Tomomi liked very much.
- イ Tomomi and other Dance Club members often created their original dances for music that they liked.
- ウ Tomomi couldn’t answer Mr. Matsumoto’s question about her experience at the kindergarten.
- エ People from different generations had a good time at the second festival.
解答・解説
答え 1番目 イ 2番目 ウ 3番目 ア 4番目 エ
本文の流れに沿って並べます。
イ 好きな音楽でオリジナルの踊りを作っていた（第1段落・いちばん最初の説明）
↓
ウ 6月、幼稚園の体験について先生の質問に答えられなかった（第4段落）
↓
ア その日の夜、祖父が「その歌は知らない」と言った（第5段落）
↓
エ 7月の2回目の祭りで、いろいろな世代が楽しんだ（第7段落）
よって イ → ウ → ア → エ。
コツ：ウとアは同じ日の出来事です（“At home later on that day”）。学校での出来事が先、家での出来事があとになります。
〔問3(1)〕（4点）¶
次の文を、本文の内容と合うように完成しなさい。
On the festival day in June, □ .
- アYuko said that the Dance Club members danced very well
- イall the Dance Club members danced energetically, and Tomomi was satisfied
- ウMr. Matsumoto said that he was happy with the cheers from the Dance Club members
- エthe Dance Club members started to practice for the next festival
解答・解説
答え ア Yuko said that the Dance Club members danced very well
6月の祭りの日、Yuko は Tomomi に “What’s wrong? We all danced very well.” と言っています。よってア。
イ 元気に踊ったのは事実ですが、Tomomi は didn’t look satisfied（満足していなかった）ので誤りです。
ウ Mr. Matsumoto が満足したのは踊り（their dancing）で、声援ではありません。声援はむしろ大きくありませんでした。
エ 練習を始めたのは The next day（翌日）です。
〔問3(2)〕（4点）¶
次の文を、本文の内容と合うように完成しなさい。
One day in June at school, □ .
- アchildren enjoyed Tomomi’s song and sang together
- イTomomi was very worried about working for a kindergarten
- ウTomomi’s classmates asked children in a kindergarten to sing a song
- エMr. Matsumoto asked Tomomi about other performances outside of school
解答・解説
答え エ Mr. Matsumoto asked Tomomi about other performances outside of school
学校で Mr. Matsumoto は “Have you ever done any other performances outside of school?” とたずねています。よってエ。
ア 子どもたちが歌を楽しんだのは中学生のときの思い出で、6月の学校での出来事ではありません。
イ Tomomi が心配していたのは次の祭りのことです。
ウ 歌をたのんだのは幼稚園の子どもたちの側（they were asked to sing a song by children）で、関係が逆です。
〔問3(3)〕（4点）¶
次の文を、本文の内容と合うように完成しなさい。
On the second festival day, □ .
- アYuko said that the Dance Club members were good performers
- イTomomi decided to become a better dancer and a better performer
- ウall the audiences felt especially happy to get a big cheer
- エmany older people got up and danced to anime songs
解答・解説
答え イ Tomomi decided to become a better dancer and a better performer
2回目の祭りからの帰り道で、Tomomi は “She decided to become a better dancer and a better performer.” とあります。よってイ。
ア 「今は私たちはよいパフォーマーだ」と言ったのは Tomomi で、Yuko ではありません。
ウ 特にうれしく感じたのは「いろいろな世代が楽しんでいるのを見て」であり、「大きな声援をもらって」ではありません。
エ アニメソングで踊ったのは little children。年配の人は自分の世代の歌で歌ったり踊ったりしました。
〔問4(1)〕（4点）¶
次の質問の答えとして適切なものはどれか。
What did the Dance Club members do for older people who would come to the second festival?
- アThey found lists of songs that seemed to be popular among older people.
- イThey created cheerful songs and original ways of dancing for older people.
- ウThey talked about the generations of older people who came to their high school.
- エThey shared their ways of dancing with older people at the meeting.
解答・解説
答え ア They found lists of songs that seemed to be popular among older people.
本文には “They looked for websites and found a lot of lists of old songs that seemed to be popular among older people.” とありアが正解。
イ cheerful な踊りを作ったのは小さな子ども向けのアニメソングに対してです。また「歌を作った」のではなく、踊り方を作りました。
ウ 世代について話したのは前回の祭りに来た地元の人についてで、高校に来た人ではありません。
エ 会議で共有したのは部員どうしの考えで、年配の人とではありません。
〔問4(2)〕（4点）¶
次の質問の答えとして適切なものはどれか。
What did Tomomi realize from her experiences of the two festivals?
- アShe realized that she and the Dance Club members had to practice to be a good audience.
- イShe realized that audiences liked songs which were very popular among students in her school.
- ウShe realized that it was necessary for local audiences to change their ways of thinking about performers.
- エShe realized that it was important for a performer to think about things which audiences will enjoy.
解答・解説
答え エ She realized that it was important for a performer to think about things which audiences will enjoy.
本文には “She realized that it was important for a performer to think about things which audiences will enjoy.” とそのまま書かれておりエが正解。
ア よい聴衆になるための練習ではなく、よいパフォーマーになることが主題です。
イ Tomomi が気づいたのは逆のこと（自分たちが好きな歌を聴衆も好きとは限らない）です。
ウ 考え方を変える必要があったのは部員たちであって、地元の聴衆ではありません。
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A1〕 | イ |
| 1 | 〔問A2〕 | エ |
| 1 | 〔問A3〕 | ウ |
| 1 | 〔問A4〕 | ア |
| 1 | 〔問B2〕 | 記述 |
| 2 | 〔問1〕 | エ |
| 2 | 〔問2〕 | イ |
| 2 | 〔問3〕 | ウ |
| 2 | 〔問3(2)〕 | 記述 |
| 3 | 〔問1〕 | イ |
| 3 | 〔問2〕 | ア |
| 3 | 〔問3〕 | ウ |
| 3 | 〔問4〕 | エ |
| 3 | 〔問5〕 | イ |
| 3 | 〔問6〕 | ア |
| 3 | 〔問7〕 | ウ |
| 4 | 〔問1〕 | ウ |
| 4 | 〔問2〕 | 1番目 イ 2番目 ウ 3番目 ア 4番目 エ |
| 4 | 〔問3(1)〕 | ア |
| 4 | 〔問3(2)〕 | エ |
| 4 | 〔問3(3)〕 | イ |
| 4 | 〔問4(1)〕 | ア |
| 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8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。