1In a small town by a river, there was an old wooden bridge. Many students used it every day to go to school. One spring, after heavy rain, part of the bridge was broken, and the town decided to close it.
2Without the bridge, students had to walk thirty minutes more to get to school. Riku, a third-year student, thought, "We cannot wait for a new bridge. It will take years." He talked to his classmates, and they decided to ask the town for help.
3At first, the people at the town office said, "We do not have enough money." But Riku and his friends did not give up. They collected signatures from more than five hundred people and wrote a report about how the closed bridge was making life hard for students and older people.
4The town listened. A local company offered wood, and some carpenters taught the students how to repair it. Every Saturday for two months, students, parents, and carpenters worked together. In July, the bridge was opened again.
5At the opening ceremony, the mayor said, "This bridge was not only made of wood. It was made of your hope and effort." Riku learned that young people can change their town when they work with others.
答え 3（根拠：第5段落） not only A（木だけではない）＋ It was made of your hope and effort. の部分です。比ゆの文は、すぐあとの言いかえで意味をつかみます。
問5 この物語の主題として最も適切なものは？
答え 2（根拠：第5段落） 最後の文の Riku learned that 〜 が主題です。物語の主題は、最後に主人公が学んだこととして書かれることが多いです。
長文2 説明文（高校入試の形）・194語・5段落・問題5問
Robots in Our Lives
1Robots are becoming a part of our daily lives. In the past, most robots worked only in factories. They made cars and other products. Today, however, robots can be seen in many other places, such as hospitals, restaurants, and homes.
2In hospitals, some robots carry medicine and meals to patients. This allows nurses to spend more time talking with patients. In restaurants, robots bring food to the tables. Some cleaning robots can clean the floors of a house while people are out.
3Robots are especially important in Japan because the number of older people is increasing and the number of workers is decreasing. Robots can help do work that people cannot do because they are too busy or because the work is too hard.
4However, some people worry about robots. They think robots may take jobs away from people. Others say that robots cannot understand people’s feelings as well as humans can.
5In the future, it will be important for people and robots to work together. Robots can do simple and hard work, and people can do work that needs kindness and creative ideas. If we use robots well, our lives will become better.
答え 2（根拠：第1段落） 第1段落の In the past, most robots worked only in factories. です。Today, however のあとは今の話です。
問2 How do robots in hospitals help nurses?
答え 3（根拠：第2段落） 第2段落の This allows nurses to 〜 の This は、前の文（ロボットが薬や食事を運ぶこと）を指します。
問3 Why are robots especially important in Japan?
答え 2（根拠：第3段落） 第3段落の because 以下です。
問4 第4段落の役割として最も適切なものは？
答え 2（根拠：第4段落） However, some people worry 〜 で始まる段落です。説明文では、反対の意見を紹介したあとに筆者の結論が来る形がよく出ます。
問5 筆者の考えに最も近いものは？
答え 2（根拠：第5段落） 最後の段落の it will be important for people and robots to work together が筆者の考えです。筆者の考えは最後の段落で確かめます。
長文3 超長文（物語・約300語）・295語・5段落・問題6問
The Lunch Box Project
1Nana was a second-year student at a junior high school in Nagano. Every morning, her grandmother made her a lunch box. It always had rice, vegetables from the garden, and a small piece of fish. Nana liked it, but sometimes she felt a little embarrassed because her friends’ lunch boxes looked more colorful.
2One day in social studies class, her teacher, Mr. Ito, talked about food in Japan. "Japan buys a lot of food from other countries," he said. "But many farmers in our town are getting old, and some fields are not used anymore." Nana remembered her grandmother’s garden and the vegetables she grew every year.
3That night, Nana asked her grandmother, "Why do you grow vegetables every year? It’s hard work." Her grandmother smiled and said, "Because food that grows near us is fresh and safe. And when I grow it myself, I feel thankful to the soil, the rain, and the sun." Nana did not say anything, but she thought about those words for a long time.
4A few weeks later, Mr. Ito gave the class a project: "Think of a way to make our town better." Nana raised her hand. "I want to make lunch boxes with vegetables from local farmers and sell them at the school festival," she said. Her classmates liked the idea. They visited three farms, learned how to cook simple dishes, and made one hundred lunch boxes.
5On the day of the festival, all the lunch boxes were sold in one hour. Many people said, "This tastes like home." One farmer told Nana, "Young people like you give us hope." Nana felt proud. That evening, she said to her grandmother, "From tomorrow, can I help you in the garden?" Her grandmother’s eyes became bright, and she nodded.
答え 2（根拠：第5段落） 直前のナナの言葉 can I help you in the garden? を受けた反応です。動作の理由は、すぐ前の発言をさがします。
長文4 グラフ・表を読む問題（説明文）・197語・5段落・問題6問
Energy Use at Home
1Ms. Hill, an English teacher, showed her students a graph about how a family uses electricity at home. "Which do you think uses the most electricity?" she asked. Many students said "the TV," but the answer was different.
2According to the graph, the air conditioner uses the largest amount of electricity. It uses thirty percent. The refrigerator is second, and it uses fifteen percent. It is used all day, so it needs a lot of electricity even though it is not very large. Lights use a little less than the refrigerator.
3Ms. Hill said, "We cannot stop using air conditioners in summer, because it is dangerous to be in a very hot room. But we can set the temperature a little higher. We can also clean the filter. These things can save electricity."
4Ken, one of the students, said, "I didn’t know that the TV uses less than ten percent. At home, I will turn off the lights when I leave a room and not open the refrigerator door so often."
5Ms. Hill smiled. "Saving electricity is good for the environment and also for your family’s money. Small actions by many people can make a big difference."
問3 Why does the refrigerator need a lot of electricity?
答え 2（根拠：第2段落） 第2段落の It is used all day, so 〜 です。so の前が理由です。even though it is not very large（大きくないのに）とあるので、1は逆です。
問4 ヒル先生がすすめたエアコンの使い方は？
答え 2（根拠：第3段落） 第3段落の But we can set the temperature a little higher. We can also clean the filter. です。But のあとが提案です。
問5 ケンが家ですると決めたことを2つふくむものは？
答え 2（根拠：第4段落） 第4段落の I will 〜 and 〜 の2つです。
問6 この文章の主題として最も適切なものは？
答え 2（根拠：第5段落） 最後の Small actions by many people can make a big difference. です。主題は最後の段落の先生の言葉にあります。
長文5 超長文（物語・400語以上）・416語・6段落・問題7問
The Girl Who Taught Her Grandfather
1Hana was fifteen years old and lived with her parents and her grandfather, Shozo, in a small town. Shozo was seventy-eight. He was a quiet man who used to be a carpenter, and he could make almost anything with wood. But there was one thing he could not do: he could not use a smartphone.
2One evening, Hana found her grandfather sitting alone in the living room with an old phone in his hand. "What’s wrong, Grandpa?" she asked. He sighed. "My friend Taro moved to Fukuoka to live with his son. I want to talk to him, but calling is expensive, and my hearing is not good. Your father says I should send messages, but I don’t know how."
3Hana thought for a moment. "I can teach you," she said. Shozo laughed. "I’m too old to learn new things." But Hana did not give up. The next day, she bought a simple smartphone with her parents and set it up for him. She wrote the steps in large letters on cards: how to turn it on, how to open the message app, and how to take a picture.
4The lessons were not easy. Shozo often pressed the wrong button, and sometimes he got angry. "This is harder than making a chair!" he said once. Hana became tired, too. She was busy with studying for her high school entrance exams. One night, she almost said, "Let’s stop." But then she remembered something. When she was small, her grandfather taught her how to use a saw. She cut her finger a little and cried, but he never got angry. He said, "Everyone makes mistakes. Let’s try again slowly." So Hana said the same words to him.
5About a month later, Shozo sent his first message to Taro. It was only one sentence and a photo of a wooden box he had made. Ten minutes later, the phone made a sound. Taro answered with a long message and a photo of his grandchildren. Shozo read it again and again. Hana saw tears in his eyes.
6Now Shozo sends messages to Taro almost every day. He also sends Hana photos of the things he makes. Last week, he made a small wooden phone stand and gave it to her. On the back, he wrote, "To my teacher." Hana learned that teaching is not only about giving knowledge. It is also about patience and remembering the kindness you received. She is now thinking about becoming a teacher in the future.
答え 2（根拠：第6段落） 第6段落の Hana learned that 〜 の文が主題です。not only 〜（〜だけでなく）It is also 〜 の形に注意します。
長文6 説明文（実験・表）・234語・5段落・問題6問
A Week Without Smartphones
Results of the one-week challenge (30 students)
Question
Before
After
Average sleep time
6 h 20 min
7 h 10 min
Felt tired in class
18 students
9 students
Read a book that week
5 students
16 students
1At Midori Junior High School, thirty students in the third year tried a special challenge. For one week, they did not use their smartphones after nine at night. Their teacher, Mr. Kato, wanted them to think about how smartphones change their daily lives.
2Before the challenge, many students said it would be impossible. "I always talk with my friends at night," one student said. "If I stop, I will miss important messages." Mr. Kato told them, "Just try it. You can tell your friends about the challenge before you start."
3After the week, the students answered some questions. The table shows the results. The average sleep time became fifty minutes longer. The number of students who felt tired in class became half. Also, more than three times as many students read a book that week.
4Many students were surprised. One student wrote, "At first I felt nervous without my phone, but after two or three days, I started to enjoy my free time. I finished a novel that I had stopped reading last year." Another student said that talking with her family at dinner became longer.
5However, not everyone liked the challenge. Some students said that they needed their phones to check homework information from their classmates. Mr. Kato said, "Smartphones are useful tools. The important thing is not to stop using them, but to decide how and when to use them by yourself."
challenge チャレンジ・挑戦、impossible 不可能な、average 平均の、half 半分、three times as many 3倍の数の、nervous 不安な、novel 小説、not A but B AではなくB
問1 What did the students do for one week?
答え 2（根拠：第1段落） 第1段落の did not use their smartphones after nine at night です。一日中使わなかったのではありません。
問2 表と本文から、チャレンジのあとの平均睡眠時間は？
答え 3（根拠：第3段落） 表の After の欄です。本文の「50分長くなった」とも合います（6時間20分＋50分）。
問3 "The number of students who felt tired in class became half." を表で確かめると？
答え 1（根拠：第3段落） 表の Felt tired in class の行です。18の半分は9です。
問4 第4段落の生徒の感想として合うものは？
答え 2（根拠：第4段落） At first 〜, but after two or three days 〜 の形です。気持ちの変化は but の前後で読み取ります。
問5 第5段落の役割として最も適切なものは？
答え 2（根拠：第5段落） However, not everyone liked 〜 で反対の意見を出し、最後に先生の考えがあります。
問6 加藤先生がいちばん伝えたいことは？
答え 2（根拠：第5段落） not to stop using them, but to decide how and when to use them by yourself です。not A but B（AではなくB）の B が言いたいことです。
長文7 超長文（物語・約370語）・374語・6段落・問題7問
The Lost Camera
1Last summer, Daichi went to Hokkaido with his family. On the third day, they visited a famous lake. Daichi was carrying the camera that his grandfather had given him before he died. It was old and heavy, but Daichi loved it because it reminded him of his grandfather.
2At the lake, Daichi took many pictures of the blue water and the mountains. Then his younger sister called him to see a fox near the parking area. He ran to her and watched the fox with her for a few minutes. When they came back to the bench, the camera was gone.
3Daichi looked everywhere, but he could not find it. His parents asked the staff at the visitor center, but no one had seen it. That night at the hotel, Daichi could not eat dinner. "I was careless," he said. "It was the most important thing I had." His mother held his hand and said, "You did not lose the memories of Grandpa. They are in your heart."
4They went back to Osaka without the camera. Two weeks later, a package arrived at Daichi’s house. Inside was the camera and a letter written in English. It was from an old couple from Australia. They wrote, "We found this camera on a bench by the lake. We took it to our hotel, but we had to leave Japan the next day. We found the name and address of a camera shop in Osaka on the bottom of the camera, so we asked the shop. The shop owner remembered your grandfather and gave us your address."
5Daichi could not believe it. His grandfather had bought the camera at that shop forty years ago, and the owner still remembered him. In the letter, there was one more sentence: "We looked at the pictures in the camera. Your pictures of the lake are beautiful. Please keep taking pictures."
6Daichi wrote a long letter back to the couple in English. It took him three days, and he used a dictionary many times. He thanked them and sent them a photo he took at the lake. Now Daichi is studying English harder than before because he wants to visit them in Australia someday and show them more of his pictures.
1From: Mika
To: Ms. White
Subject: Summer program
Hello, Ms. White. I am thinking about joining one of the summer English programs. I want to speak English with many people, but I cannot stay away from home because I take care of my little brother at night.
2Also, I have club practice in the mornings from July 20 to July 31, and my family will travel to Okinawa from August 15 to August 22. I can spend only a little money. Which program do you think is the best for me?
3From: Ms. White
To: Mika
Hello, Mika. Thank you for your e-mail. I think Program C is the best for you. It is free, and you can talk with many people from other countries. It is only two days, so it is easy to join.
4Program A is fun, but you would have to stay away from home. Program D is also good, but you will be in Okinawa then. If you want to practice more, you can also try Program B, because you can join it from home in the evening. Good luck!