3年生日々題...A few years ago, (7)Campbell Soup gave up trying to learn our opinions about the ideal-sized meatball after a series of tests showed that we prefer one so big it

３年生日々題

クラス：（）番号（）氏名（）

日付：（）月（）日（）曜日 L( 51 )

反復回数 1 2 3 4 5 6 7 8 9 10

①音読・シャドーイング

②英→日

③日→英

④テスト（採点まですること）

No one knows better than your mother, right? But does she know how much underwear you own?

Jockey International does. Or the number of ice cubes you put in a glass? Coca-Cola knows that we

put 3.2 ice cubes in a glass and (1)prefer cans to pop out of vending machines at a temperature of 2

degrees. Which potato chips do you usually eat first, the broken ones or the whole ones? Try asking a

big snack maker. Big companies know the what, where, how, and when of their (2)consumers’ wants

and demands. They ( 3 ) we don’t even know ourselves. Most companies research us in detail

and (4)collect mountains of facts about our buying habits and preferences.

Did you know that 51 percent of all males pull their left pants leg on first, (5)whereas 65 percent of

women start with the right leg? (6)Nothing about our behavior is sacred. A study showed that 68

percent of consumers prefer their toilet paper to unwind over the spool rather than under. But

Americans are not always easy to figure out. A few years ago, (7)Campbell Soup gave up trying to

learn our opinions about the ideal-sized meatball after a series of tests showed that we prefer one so

big it wouldn’t fit in the can. (221 words)

（注）unwind「（巻いたものが）ほどける」 spool「（糸などを巻き取る車輪状の）枠」

問 1 下線部(2) (4) (5)の類義語を次の 4 つの選択肢の中からそれぞれ一つ選べ。（各 2 点）

(2)類ア producer イ vender ウ advertiser エ customer

(4)類ア gather イ demand ウ respond エ inspect

(5)類ア while イ because ウ therefore エ if

問 2 （ 3 ）に入れる次の語を正しく並べかえよ。（4 点）

[ about/ all/ figure/ of/ out/ sorts/ that/ things/ us]

問 3 下線部(1)を次のように書き換えた場合に（ア）（イ）に入る語を書け。（3 点）

would ( ア ) cans ( イ ) pop out of vending machines at a temperature

of 2 degrees

問 4 下線部(6)で，筆者はどのようなことを言おうとしているのか。35 字以内の日本語で説明せよ。（3 点）

問 5 下線部(7)を和訳せよ。（4 点）

⑤要復習語のまとめ（１０語選んで表を埋めること）埋めた後、何度も反復しましょう。

日本語英語備考（同意語、反意語、派生語等）

語彙の学習に楽な道や王道はない。毎日コツコツ貯金しましょう。

問１ (2) エ (4) ア (5) ア問３ア like〔prefer〕イ to

問４私たちの消費行動について，企業に知られていないことはないということ。（34 字）

３年生日々題


日付：（）月（）日（）曜日 L( 52 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


In fact, almost everything we (1)swallow is closely monitored by someone. Each year, we consume

156 hamburgers, 95 hot dogs, 283 eggs, 5 pounds of yogurt, 9 pounds of cereal, and 2 pounds of peanut

butter. We spend 90 minutes a day munching it.

(2)Of all businesses, however, the (3)prize for research thoroughness may go to toothpaste makers.

Among other things, they know that (4)our favorite toothbrush color is blue and that only 37 percent

of us are using one that’s more than six months old. About 47 percent of us ( 5 ) (6)apply the paste,

15 percent put water on after the paste, 24 percent do both, and 14 percent don’t wet the brush at all.

Thus, most big companies have answers to all the what, where, when, and how questions about

their consumer demand. But (7)to affect demand, companies need the answer to one more question:

they need to know what causes us to want the things we buy. That’s a much harder question to answer.

問 1 下線部(1) (3) (6)の類義語を次の 4 つの選択肢の中からそれぞれ一つ選べ。（各 2 点）(173 words)

(1)類ア consume イ obtain ウ save エ purchase

(3)類ア winner イ award ウ money エ importance

(6)類ア place イ swallow ウ open エ polish


[before/ brush/ on/ our/ put/ we/ water]


( ア ) ( イ ) to affect demand

問 4 なぜ下線部(2)のようなことが言えるのか。80 字以内の日本語で説明せよ。（3 点）

問 5 one の内容を明らかにしながら，下線部(4)を和訳せよ。（4 点）




問１ (1) ア (3) イ (6) ア問３ア in イ order

問４練り歯みがきの製造業者は，消費者の好きな歯ブラシの色や，使用期間，歯ブラシを水で濡らすかど

うか，さらに濡らすタイミングという細かいところまで調査しているから。（79 字）

問５私たちのお気に入りの歯ブラシの色は青で，37％の人しか使用開始後 6 カ月以上になる歯ブラシを

使っていない

３年生日々題


日付：（）月（）日（）曜日 L( 53 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


A basic rule of medical science is that no human life should be used for the benefit of another. Some

people are against human cloning and related techniques for this reason. In cloning, an egg cell is

used to develop (1)ordinary cells. (2)The opponents of cloning insist that this is killing, because it

(3)destroys the potential of the egg to develop into a human being.

Other people (4)oppose cloning because at this stage (5)it is unreliable. In animal experiments, for

example, success rates are very low. Still others ( 6 ) about. They are afraid that (7)cloning will

lead to the production of human beings for body parts. They also fear that cloning might lead to

attempts to create “superior” humans. (127 words)

問 1 下線部(1) (3) (4)の類義語または反意語を次の 4 つの選択肢の中からそれぞれ一つ選べ。

（各 2 点）

(1)類ア inferior イ punctual ウ numerous エ regular

(3)類ア ruins イ withdraws ウ constructs エ decreases

(4)反ア interrupt イ admit ウ defend エ suspect


[about/ cloning/ might/ that/ concerned/ are/ the/ bring/ future]


cloning will lead to the production of human beings in ( ア ) ( イ ) get body parts

問 4 なぜ下線部(5)のように言っているのか。25 字以内の日本語で説明せよ。（3 点）

問 5 this の内容を明らかにしながら下線部(2)を和訳せよ。（4 点）




問１ (1) エ (3) ア (4) ウ問３ア order イ to

問４例えば，動物実験では成功率が非常に低いから。（22 字）

問５クローニングの反対者は，普通の細胞を作り出すのに卵細胞を利用することは殺人であると主張する

が，それはヒトに成長する卵（らん）の可能性を破壊するという理由からだ。

３年生日々題


日付：（）月（）日（）曜日 L( 54 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


Not everyone is against human cloning, however. Some people support cloning if it is for the

purpose of medical treatment, although they oppose the cloning of babies. (1)The medical benefits of

cloning and related techniques, they argue, could be huge. For example, if a heart can be developed

from a patient’s own cell, the body will not reject it. Furthermore, he or she will not have to wait for

someone to die to get a new heart.

Supporters claim that the use of such techniques is not killing. Just as ordinary store-bought eggs

do not develop into chickens, the eggs used for cloning do not develop into human beings by

themselves. (2)They also argue that it is already practically impossible to stop a patient from receiving

medical treatment that in some way depends on cloning and related techniques. Even if one country

bans cloning, there will always be another country that (3)promotes it. The supporters, therefore,

(4)maintain that scientists should have the freedom to experiment and that people should have the

(5)freedom to seek lifesaving treatments. In other words, they feel that cloning should be continued

( 6 ). (7)The debate over this issue is likely to go on for some time. (207 words)


(3)類ア encourages イ rejects ウ requests エ welcomes

(4)類ア support イ preserve ウ insist エ suggest

(5)類ア dependence イ liberty ウ equivalence エ relief

問 2 （ 6 ）に入れる次の語を正しく並べかえよ。（4 点）[ be / clearly shown / harmful / it / is / to / unless ]


The debate over ( ア ) ( イ ) and related techniques is likely to go on for

some time.

問 4 下線部(1)の例としてどのようなことが挙げられているか。50 字程度の日本語で説明せよ。（3 点）

問 5 They の内容を明らかにしながら下線部(2)を和訳せよ。（4 点）




問１ (3) ア (4) ウ (5) イ問３ア human イ cloning

問４患者の自身の細胞から作りだした心臓を体が拒絶することはなく，他人の心臓を待つ必要もなくなる

こと。（48 字）

問５クローン技術を支持する人たちはまた，患者が何らかの方法で，クローニングやそれに関連した技術

に依存する医療を受けるのをやめさせることはもうほとんど不可能であると主張している。

３年生日々題


日付：（）月（）日（）曜日 L( 55 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


① (1)HarvestPlus, an agricultural research organization, is teaching people around the world how

to grow what it calls “smart” crops. Its project in Mozambique is having surprising effects. In 2006,

(2)HarvestPlus workers provided orange sweet potato plants to people in 24 villages in Mozambique.

The workers taught these people how to grow the vegetables. They also explained the importance of

Vitamin A to staying healthy.

② Farmers in Mozambique had been planting white and yellow sweet potatoes, not the orange-

colored ones. The white and yellow potatoes have very little Vitamin A. However, one small, orange

sweet potato has a full day’s (3)supply of Vitamin A. (4)A lack of Vitamin A is dangerous. Without

enough Vitamin A, you face an increased risk of getting a serious disease or dying from infections.

③ The World Health Organization (WHO) reports that around the world, 190 million young children

are not getting enough of this important vitamin in the foods they eat.

④ Economist Alan de Brauw is with the International Food (5)Policy Research Institute and was

involved with the project. He says about 70 percent of children there were Vitamin A deficient.

They were not getting enough Vitamin A.

⑤ “（ 6 ） were Vitamin A deficient. So, you have this huge need for new solutions. If you can

do something through agriculture to increase the amount of vitamin in the diet ... you’re in much

better (7)shape because that’s much more sustainable” than using vitamin supplements. (244 words)

問 1 下線部(3) (5) (7)の類義語または反義語を次の 4 つの選択肢の中からそれぞれ 1 つ選べ。（各 2 点）

(3)反ア demand イ request ウ shortage エ stock

(5)類ア custom イ management ウ politeness エ strategy

(7)類ア condition イ format ウ pattern エ style

問 2 （ 6 ）に入れる次の語句を正しく並べかえよ。（4 点）

[age/ five/ kids/ of/ of/ the/ under/ about 70%]

問 3 下線部(2)を次のように書き換えた場合に（）に入る語を書け。（2 点）

HarvestPlus workers provided people ( ) orange sweet potato plants


問 5 下線部(4)の理由を 45 字以内の日本語で説明せよ。（4 点）




問１ (3) ア (5) エ (7) ア問３ with

問５十分なビタミン A がないと，重い病気にかかったり，感染症で死亡したりするリスクが高まるから。

（45 字）

３年生日々題


日付：（）月（）日（）曜日 L( 56 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


① Anne Herforth, an expert on (1)global food security and nutrition, calls supplements a short-term

“solution to a more (2)fundamental problem, which is people not (3)having access to high-quality

diets.”

② Mr. de Brauw says ( 4 ). At the end of the three-year study, the researchers compared the

health of children in villages growing orange sweet potatoes with those not growing them.

③ (5)Children living in the sweet potato villages had 40% fewer cases of *diarrhea than other boys

and girls. Among children under the age of three, the difference was 50%. According to Mr. de

Brauw (6)showing the effect of a food-growing project on health is very important, or as he says, “a

big deal.”

④ “This is a big deal because nobody has shown in the past that an agricultural production

intervention can have big health (7)impacts ... any health impacts.”

⑤ Experts say that teaching farmers how to grow healthier food is one of the best ways to improve

health. Ms. Herforth says the findings do a good job making the link between food production and

health. It’s important to show that if “you produce a food and it’s available to people to eat and they

like it, then it does good things for health.”

⑥ HarvestPlus is now helping farmers in other countries. In India, the group is helping farmers

grow iron-rich *millet. And in Bangladesh, it is helping farmers grow high-*zinc rice. (239 words)

*diarrhea「下痢」 *millet「キビ」 *zinc「亜鉛」

問 1 下線部(1) (2) (7)の類義語を次の 4 つの選択肢の中からそれぞれ 1 つ選べ。（各 2 点）

(1)類ア geographic イ regional ウ overall エ worldwide

(2)類ア basic イ complex ウ superficial エ tremendous

(7)類ア efforts イ influences ウ results エ symptoms


[a/ children/ effect/ had/ health/ of/ on/ the potatoes/ surprising/ the]

問 3 下線部(3)と同じ用法で使われているものを，次のア～エのうちから 1 つ選べ。（2 点）

ア I regret giving up studying abroad.

イ Not knowing what to do, the girl began to cry.

ウ I saw a cat sleeping on the fence.

エ People living in the village were poor.


問 5 下線部(6)のようにデ・ブロウ氏が言っている理由を 50 字程度の日本語でまとめよ。（4 点）




問１ (1) エ (2) ア (7) イ

問３ア

問５農業生産による介入が健康に対して何らかの影響を与え得るということを示した人はこれまでに１

人もいなかったから。（54 字）

３年生日々題


日付：（）月（）日（）曜日 L( 57 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


① No more TV dinners, no more snacking with Paul McCartney on the kitchen stereo and certainly

no listening to the more intellectual bits of Radio 4 over breakfast. If you want to lose weight, the

best accompaniment to a meal is the sound of your own chewing, a study suggests. Psychologists in

the US have found that people consume less food when they can hear themselves eating. They

believe (1)the effect to be so powerful that even simply telling somebody that they are eating a crunchy

snack makes them eat less. In a considerable (2)benefit to (3)those who cannot get through a packet

of crisps without making the noise of a small gunfight, experiments show that ( 4 ), the less they

eat and they think the flavours are more (5)intense.

② Gina Mohr, assistant professor of marketing at Colorado State University, said the (6)findings

suggested that people who wanted to diet could cut down on distracting sounds. In one experiment,

Dr Mohr and a colleague asked 71 students to sit in a room with a bowl of ten pretzels while wearing

a pair of headphones. (7)Half of the participants had their ears flooded with white noise, *drowning

out the sound of their chewing. They ate an average of four pretzels each. The other half, who were

able to hear themselves eat much more distinctly, took 2.8 each. (234 words)

*drown out ～「～をかき消す」


(2)類ア advantage イ relief ウ respect エ significance

(5)類ア serious イ special ウ strong エ subtle

(6)類ア descriptions イ records ウ discoveries エ theories


[concentrate/ their meal/ more/ the noise/ of/ on/ people/ the]

問 3 下線部(3)を次のように書き換えた場合に（ア）～（ウ）に入る語を書け。（2 点）

those who ( ア ) the noise of a small gunfight whenever ( イ ) （ウ）

through a packet of crisps

問 4 下線部(1)の内容を 45 字以内の日本語で説明せよ。（4 点）





問１ (2) ア (5) ウ (6) ウ

問３ア make イ they ウ get

問４自分自身の食べている音が聞こえている時には摂取する食べ物の量が少なくなるという効果。（42 字）

３年生日々題


日付：（）月（）日（）曜日 L( 58 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


① The marketing psychologists also sat 156 undergraduates down in a room with eight baked

crackers made from *pitta bread. One group read a piece of paper that said: “Our pitta crackers

deliver the crunch you *crave. You’ll love the crispy sound of each bite.” (1)They each ate an

average of one fewer than the other group, who were shown an instruction that emphasised the taste

instead.

② The researchers believe that food (2)manufacturers have long understood this phenomenon.

(3)When the company behind the Magnum brand of ice creams changed their chocolate coating to stop

it slipping off the bar, they *were inundated with complaints. It eventually emerged that people had

largely been buying the bars precisely because they liked the brittleness of the chocolate and crackling

noise it made when they ate it.

③ “(4)To our knowledge, this relationship had not been (5)examined in existing research ( 6 ),”

the authors wrote in the journal Food (7)Quality and Preference. (165 words)

*pitta bread「ピタパン（トルコなどでよく食べられる平焼きパン）」

*crave「をとても強く望む」 *be inundated with ～「～が殺到する」

問 1 下線部(2) (5) (7)の類義語または反義語を次の 4 つの選択肢の中からそれぞれ 1 つ選べ。（各 2 点）

(2)類ア makers イ merchants ウ retailers エ traders

(5)類ア conducted イ detected ウ studied エ summarized

(7)反ア diversity イ purity ウ quantity エ utility


[the consumer environment/ despite/ food sound/ has/ the importance/ in/ that]


As far as ( ア ) ( イ )


問 5 下線部(3)の理由を 50 字程度の日本語で説明せよ。（4 点）




問１ (2) ア (5) ウ (7) ウ問３ア we イ know

問５人〔々顧客〕はそのチョコレートの砕けやすさとそれを食べる時に聞こえるパリパリとした音を気に

入っていたから。（49 字）

３年生日々題


日付：（）月（）日（）曜日 L( 59 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


When it comes to eating, (1)the United States has a lesson to learn from France. I’m not talking

about the kind of elaborate dinners Americans often associate with the French. ( 2 ) and simple.

The difference is that the French eat together. They have managed to (3)preserve a tradition that is

good for everyone’s health ― the family meal.

According to the French government’s Committee for Health Education, 75 percent of the French

eat dinner together as a family and many French schoolchildren still go home for lunch.

(4)These figures haven’t changed much in decades. (5)In the United States, on the other hand,

national studies show that on average, only one family in three sits down for dinner together on a

daily basis. Over the last two decades, there has been a (6)steady (7)decline in the number of American

families that eat together regularly. It looks like the family meal is disappearing. (158 words)


(3)類ア maintain イ alternate ウ develop エ create

(6)類ア drastic イ gradual ウ constant エ abrupt

(7)類ア reduction イ retreat ウ transportation エ tendency

問 2 （ 2 ）に入れる次の語を正しく並べかえよ。ただし文頭にくるものも小文字で示している。（4 点）

[the meals/ many/ eat/ are/ the French/ of/ quick]


the United States has to learn from France about its tradition of the ( ア )

( イ )

問 4 下線部(4)について，この数十年間変わっていないのはどのような傾向か。50 字程度の日本語で説明せ

よ。（3 点）





問１ (3) ア (6) ウ (7) ア問３ア family イ meal

問４フランス人の 75％が家族で夕食をとり，多くのフランス人の生徒たちが昼食を食べに家に帰るとい

う傾向。（48 字）

３年生日々題


日付：（）月（）日（）曜日 L( 60 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


How and why did the family meal start to disappear in the United States? My friends in the United

States have various explanations why meals together aren’t an (1)option for their families. Parents

and children lead hectic lives and there just isn’t time for a sit-down meal. (2)Kids’ sports schedules

run on into dinner hour. After a long day at work, parents are too tired to cook. Teenagers are off on

their own after school. “Everyone likes different foods,” they say, “so what is the point of eating

together?”

Yet study after study shows that having meals together as a family is good for both adults and

children. (3)A University of Michigan study found that mealtime at home was the single strongest

factor predicting better (4)achievement scores and fewer behavioral problems for children. Mealtime

was ( 5 ), studying, worshiping, playing sports or doing arts activities.

Other studies show that (6)children like family meals. In one report, nearly four-fifths of

(7)adolescents cited eating dinner at home as one of their top-rated family activities. In a national

YMCA poll in 2000, when teenagers were asked about their worries, 21 percent rated “not having

enough time with parents” as their top concern. (205 words)

（注）hectic「大忙しの」


(1)類ア entertainment イ addition ウ duty エ choice

(4)類ア victory イ income ウ promotion エ accomplishment

(7)類ア adults イ youths ウ infants エ employees


[far / in / more / powerful / school / spent / than / time]


Kids cannot ( ア ) ( イ ) early in the evening because they

are ( ウ ) to play sports until late..

問 4 下線部(6)のようなことが言える理由について，本文中で述べられている具体例を 40 字以内の日本語で

説明せよ。（3 点）





問１ (1) エ (4) エ (7) イ問３ア have〔eat〕イ dinner ウ scheduled

問４青年のほぼ 5 分の 4 が，最も重要な家族の活動の一つとして家での食事を挙げたこと。（39 字）

３年生日々題


日付：（）月（）日（）曜日 L( 61 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


A modern supermarket is a thing of (1)wonder. Even if it’s snowing outside and summer is a (2)distant

memory, you can buy strawberries, peaches or grapes. If you want root vegetables in the middle of a

heatwave, you can have them. Ex-pat Americans can have their Oreo cookies, while homesick New

Zealanders can console themselves with wine and kiwi fruit. Within days of being picked off the vines,

the fruit is in your trolley, tasting of spring as the leaves are falling outside.

(3)It’s all great until you start contemplating the vast mileage sitting in your shopping basket.

(4)Those kiwi fruits have (5)travelled nearly 20,000 kilometres — or 12,000 miles. They’ve flown in a

plane and travelled by road. (6)By the time they reach the supermarket, they’re responsible for five

times their own weight in greenhouse gases being pumped into the atmosphere. Increasingly, our food

is coming from further and further away, and we’re becoming more and more dependent ( 7 ).

(168 words)

（注）heatwave「熱波」 ex-pat「国外在住の」 console「を元気づける」 vine「蔓つる

」

trolley「ショッピングカート」 contemplate「をじっくり考える」

mileage「総走行〔飛行〕マイル数」


(1)類ア awe イ worry ウ question エ magic

(2)類ア joyful イ remote ウ doubtful エ desirable

(5)類ア toured イ gone ウ moved エ spread


[takes/ us/ it/ on/ get them/ to/ to/ the/ fuel]


Those kiwi fruits have been ( ア ) nearly 20,000 kilometers – ( イ ) is, 12,000 miles.

アイ


問 5 they の内容を明らかにしながら下線部(6)を和訳せよ。（4 点）



問１ (1) エ (2) イ (5) ウ問２ on the fuel it takes to get them to us

問３ア carried〔moved，transported〕イ that

問４いつでも何でも手に入るようにするために莫大な温室効果ガスが排出されているから。（39 字）

問５スーパーマーケットに到着するまでには，それらのキーウィフルーツは，それ自体の重量の 5 倍の重

さの，大気中に排出される温室効果ガスに対して責任がある。

３年生日々題


日付：（）月（）日（）曜日 L( 62 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


This dependence was illustrated very clearly during the September 2000 fuel price protests in Britain.

(1)Inspired by similar actions in France, a group of farmers and lorry drivers decided to blockade the

Stanlow oil refinery in Cheshire. The protest quickly snowballed, and petrol tankers were unable to

leave refineries. (2)Panic buying saw more than 90 per cent of petrol stations run dry. And ( 3 ),

supermarket shelves quickly emptied.

(4)It’s estimated that food now accounts for as much as 40 per cent of all UK road freight, and the

international food trade is increasing faster than the world’s population and food production. In other

words, food is moving around more than ever, and the environmental impact could be huge.

Despite the UK’s cool climate is perfectly suited for growing apples, nearly three-quarters of the

apples eaten in the UK are (5)imported, and more than 60 per cent of Britain’s apple orchards have

been destroyed in the past 30 years. (6)We’re now putting more energy into transporting some (7)crops

than we get out of eating them. For every calorie of lettuce imported to the UK from America’s west

coast, 127 calories of fuel are used. Put it another way: flying over a kilogram of Californian lettuce

uses enough energy to keep a 100-watt light bulb glowing for eight days. (222 words)

（注）lorry「トラック」 blockade「を封鎖する」 refinery「精製所」 petrol「ガソリン」

freight「運送貨物」 orchard「果樹園」 lettuce「レタス」

問 1 下線部(1) (5) (7)の類義語または反意語を次の 4 つの選択肢の中からそれぞれ一つ選べ。（各 2 点）

(1)類ア surprised イ embarrassed ウ reminded エ stimulated

(5)反ア traded イ exchanged ウ exported エ transported

(7)類ア harvest イ livestock ウ creatures エ merchandise


[get/ supplies/ through/ to/ unable/ with]


We get ( ア ) energy out of eating some crops ( イ ) we’re now putting into transporting them.

アイ

問 4 なぜ下線部(2)のようなことが起こったのか。30 字程度の日本語で説明せよ。（3 点）





問１ (1) エ (5) ウ (7) ア問２ with supplies unable to get through

問３ア less イ than

問４抗議行動によって原油タンカーが石油精製所を出られなくなったから。（32 字）

問５速読英単語必修編 p.324-325 参照

３年生日々題


日付：（）月（）日（）曜日 L( 63 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


① One of the most popular ways to (1)demonstrate this year’s (2)severe US winter appeared to be

tossing out a glass of boiling water and watching it freeze instantly in mid-air. Of course, the reason

(3)the fun experiment impressed viewers is because nobody expects boiling water to turn to ice that

quickly. It turns out that contrary to intuitive thinking, it actually freezes faster than cold water!

Why? (4)That’s a mystery still waiting to be solved.

② (5)While this phenomenon has been observed for thousands of years, it was brought to the world’s

attention in 1963 by Tanzanian high school student, Erasto Mpemba.

③ It all began when the young boy was learning to make ice cream in cooking class. After dissolving

the sugar in boiling milk, ( 6 ), before putting it in the ice cream *churner. Too impatient to wait,

Mpemba put his mixture in while it was still hot. To his and everyone’s (7)surprise, his ice cream

was the first to freeze! His explanation appeared so unbelievable that even his teacher thought

Mpemba must be mistaken. (184 words)

*churner「攪拌機」


(1)類ア compensate イ challenge ウ predict エ prove

(2)類ア annoying イ harsh ウ rough エ uncomfortable

(7)類ア applause イ astonishment ウ honor エ horror


[allow/ cool down/ instructed/ the mixture/ the students/ were/ to/ to]

問 3 下線部(3)と同じ意味の文になるように，空所（ア）～（ウ）に適語を入れなさい。（３点）

viewers ( ア ) ( イ ) ( ウ ) the fun experiment

アイウ

問 4 下線部(4)の内容を 20 字以内の日本語でまとめよ。（3 点）





問１ (1) エ (2) イ (7) イ

問２ the students were instructed to allow the mixture to cool down

問３ア were イ impressed ウ with〔by〕

問４なぜ熱湯の方が冷水よりも速く凍るのか。（19 字）〔熱湯の方が冷水よりも速く凍る理由。（17 字）〕

問５この現象は何千年もの間観察されてきたものであるが，1963 年にタンザニアの高校生エラスト・ム

ペンバによって，世界的に注目されるようになった。

３年生日々題


日付：（）月（）日（）曜日 L( 64 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


① Convinced that he had discovered something, Mpemba told a visiting physics professor about his

accidental experiment. Like his teacher, the professor was a little doubtful, but invited him to test

the theory.

② The two began by filling 100 mL beakers with 70 mL samples of water of varying temperatures

and placing them in the ice box of a (1)normal refrigerator. What they (2)noticed was that it took

longer for the water to freeze when the temperature was at 25°C than when it was at a much hotter

90°C. Since then, the (3)phenomenon has been known as the Mpemba effect. However, while the

two were able to demonstrate it, ( 4 ). Over the years, researchers have come up with several

theories.

③ The theory (5)that most believe is (6)fairly straightforward. It is a known fact that hot water

*evaporates faster than cold. Hence, (7)when boiling water is tossed into cold air, some of it turns

into steam and disappears, leaving behind less to turn to ice! Sounds plausible, right? In fact,

Mpemba had thought of this possibility and even tested it. Unfortunately, he found no difference in

the volumes of the ice formed at different temperatures. (202 words)

*evaporate「蒸発する」


(1)類ア inexpensive イ medium ウ ordinary エ universal

(2)類ア announced イ followed ウ observed エ warned

(6)類ア barely イ clearly ウ often エ quite


[could/ find/ for/ it/ neither/ occurred/ a scientific explanation/ why]

問 3 (5)that と同じ用法で使われている that を，次のア～エのうちから 1 つ選べ。（2 点）

ア We were surprised at the news that he had brought.

イ I heard a rumor that he was getting married.

ウ It is a well-known fact that dogs have a keen sense of smell.

エ There’s a possibility that the plan will be cancelled.

問 4 下線部(3)が表している内容を 40 字程度の日本語で説明せよ。（4 点）





問１ (1) ウ (2) ウ (6) エ問２ neither could find a scientific explanation for why it occurred

問３ア問４水の温度が 25℃の時の方が，はるかにもっと熱い 90℃の時よりも，凍るのに長い時間

がかかる現象〔こと〕。（45 字）問５速読英単語必修編 p.336-337参照

３年生日々題


日付：（）月（）日（）曜日 L( 65 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


① A more recent scientific study conducted by Xi Zhang at the Nanyang Technological University

in Singapore (1)attributes the phenomenon to the chemistry between the hydrogen and oxygen

molecules that make up water. (2)The researcher believes that as the temperature rises, it provides

the molecules with a lot of *pent-up energy. When this water is tossed into a cold environment, the

energy ‘jumps’ out in a way similar to how a highly compressed spring would, when released. (3)This

results in the hot water cooling down much more rapidly than cold water, （ 4 ）.

② While all these theories are (5)plausible and explain the phenomenon under certain conditions,

(6)none seems to provide a satisfactory universal solution to this strange physical property that has

(7)confused scientists since Aristotle observed it in 380 BCE. (134 words)

*pent-up「抑圧された」


(1)類ア ascribes イ describes ウ prescribes エ subscribes

(5)類ア affirmative イ apparent ウ convincing エ noticeable

(7)類ア condemned イ depressed ウ inspired エ puzzled


[as/ contain/ does/ energy/ much/ not/ which]

問 3 下線部(6)を次のように書き換えた場合に（ア）～（エ）に入る語を書け。（3 点）

( ア ) seems ( イ ) ( ウ ) ( エ ) a satisfactory universal solution to this strange

physical property

アイウエ


問 5 下線部(3)の内容を 50 字以内の日本語で説明せよ。（4 点）




問１ (1) ア (5) ウ (7) エ

問２ which does not contain as much energy

問３ア it イ that ウ none エ provides

問４その研究者は，水の温度が上がるにつれて，抑圧されたエネルギーが多量に分子に与えられると考え

ている。

問５熱湯の分子の中の抑圧されたエネルギーが冷えた環境に放たれると，解放されたバネのように飛び出

すこと。（49 字）

３年生日々題


日付：（）月（）日（）曜日 L( 66 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


Even with the hard work and caring of many (1)dedicated teachers and concerned parents, the U.S.

continues to have a reading problem. According to the National Center for Educational Information,

38 percent of fourth grade students cannot read and understand a short paragraph of the type found

in a simple children’s book. (2)Results from a 1998 study showed that 60 percent of U.S. teenagers

could (3)comprehend specific facts, but fewer than 5 percent could elaborate on the meanings of the

material read.

(4)No wonder many parents are discouraged, but (5)they needn’t be. By doing simple things like

reading to their child, sharing their thinking about what they read, and telling their child stories, they

can help develop the (6)foundation needed for children to become good readers and learn that ( 7 ).


(1)類ア intelligent イ enthusiastic ウ affectionate エ kind

(3)類ア consider イ mention ウ understand エ recognize

(6)類ア basis イ knowledge ウ building エ institution


[a chore/ a lifetime adventure/ but/ is/ not/ reading]


( ア ) ( イ ) ( ウ ) that many parents are discouraged






問１ (1) イ (3) ウ (6) ア

問３ア It イ is ウ natural

問４子どもに読み聞かせるなどの簡単なことで，読書を好きになるのに必要な基礎を養うことができるか

ら。（47 字）

３年生日々題


日付：（）月（）日（）曜日 L( 67 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


Good readers follow a number of key strategies, whether they’re reading a magazine or a textbook.

Firstly, they create a wide range of mental and (1)visual images as they read, to feel involved with

what they are reading. (2)Then, they use their background and relevant prior knowledge before,

during and after reading to enhance their understanding of what they are reading. They also make

and ask questions before, during, and after reading to clarify meaning, make predictions, and focus

their attention on what’s important.

Good readers infer and determine the most important ideas or themes, and distinguish between

these and unimportant information. Next, they (3)track their thinking while reading, to get the overall

meaning. Finally, if they have trouble understanding specific words, phrases, or longer passages, they

use a wide range of problem-solving strategies including skipping ahead, re-reading, asking questions,

using a dictionary, and reading the passage aloud to "fix-up" their understanding.

(4)Reading is (5)fundamental to success in life. It’s that simple. Reading opens the door to virtually

all other learning. You have to be able to read to learn mathematics, science, history, engineering,

mechanics, political science, (6)not to mention to surf the web or ( 7 ). Basically, you have to be able

to read to succeed. (214 words)

（注）clarify「を明らかにする」

問 1 下線部(1) (3) (5)の類義語または反意語を次の 4 つの選択肢の中からそれぞれ一つ選べ。（各 2 点）

(1)反ア inner イ blind ウ vague エ invisible

(3)類ア follow イ pass ウ describe エ suspend

(5)類ア underlying イ basic ウ alternative エ misleading


[figure/ how/ new/ operate/ out / DVD player/ that/ to]


( ア ) ( イ ) nothing ( ウ ) to surf the web






問１ (1) エ (3) ア (5) イ問３ア to イ say ウ of

問４ほかのどんな学習をするにも読むことは必要で，成功するためには読めなければならないから。

（43 字）

３年生日々題


日付：（）月（）日（）曜日 L( 68 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


① How would you feel if a robot looked after your child? Worried? (1)Anxious? （ 2 ）, if not

more so, and was able to react to every problem and *whim without ever tiring or wanting to

(3)scream? For those (4)studying and working in artificial intelligence (AI), creating (5)this kind of

situation could so easily become a reality.

② “AI is embedded in many educational applications,” explains Janet Read, a professor in child

computer interaction at the University of Central Lancashire, pointing to new gesture recognition and

interpretation technologies. “Brain computer interfaces are detecting mood and (6)emotion and (7)in

the near future robotic and virtual systems might be able to partially take on the care of children.”

(121 words)

*whim「気まぐれ」


(1)類ア concerned イ desperate ウ diligent エ horrified

(3)類ア grieve イ mourn ウ shriek エ sob

(6)類ア caution イ expression ウ feeling エ nerve

問 2 （ 2 ）に入れる次の語を正しく並べかえよ。ただし文頭にくるものも小文字で示している。（4 点）

[as/ as/ if/ intelligent/ robot/ that/ yourself/ was/ what]

問 3 (4) studying と同じ用法で使われているものを，次のア～エのうちから 1 つ選べ。（2 点）

ア He was sure of our team winning the game.

イ It’s no use complaining about it.

ウ I was lying on the sofa, watching a movie.

エ The man wearing a blue shirt is my brother.

問 4 下線部(5)の指す内容を 20 字程度の日本語で説明せよ。（4 点）





問１ (1) ア (3) ウ (6) ウ

問３エ

問４ロボットが子供の世話をするという状況。（19 字）

３年生日々題


日付：（）月（）日（）曜日 L( 69 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


① AI is one of the most exciting fields of technological study, giving computers the ability to ‘think’,

‘learn’ and (1)adapt （ 2 ）. But it is not a technology of the future. (3)It is all around us today,

pervading our everyday lives and allowing us to take advantage of image and voice recognition

software, intelligent web searching and medical advances, the latter made possible thanks to robot

scientists formulating hypotheses and interpreting data. Modern video games use AI to (4)generate

intelligent behaviour in non-player characters. NASA’s Mars Rover was designed to make its own

decisions, stopping and analysing only the rocks it felt would be useful. And more (5)is to come, with

driverless cars and intelligent home systems on their way.

② As a result, many universities have been promoting AI courses and modules for both

undergraduate and postgraduate students. Each of them requires a solid background in computing,

maths and physics and explores knowledge representation, planning and learning. “Studying AI is

perfect for students who can solve problems in (6)abstract ways and devise new angles,” says Dr

Richard Watson, senior lecturer in electronics and computer science at the University of

Southampton. “But AI is also about learning techniques of advanced computer science, so students

should have a broad education in computer science before they tackle it.” For that reason, (7)very

few undergraduate degrees will concentrate entirely on AI. Instead, it tends to be offered as modules

within an overall computer science degree. (246 words)

問 1 下線部(1) (4) (6)の類義語または反意語を次の 4 つの選択肢の中からそれぞれ 1 つ選べ。（各 2 点）

(1)類ア adopt イ adjust ウ adhere エ admit

(4)類ア affect イ imitate ウ produce エ utilize

(6)反ア ambiguous イ concrete ウ imaginative エ solid


[a/ data/ faced/ host/ of/ when/ with]

問 3 (5)is to と同じ用法で使われているものを，次のア～エのうちから 1 つ選べ。（2 点）

ア All I want is to sleep. イ My ambition is to become a doctor.

ウ I know who is to blame エ The ceremony is to start at 9:00.

問 4 It が指すものを明らかにしながら下線部(3)を和訳せよ。（4 点）

問 5 下線部(7)の理由を 40 字程度の日本語でまとめよ。（4 点）




問１ (1) イ (4) ウ (6) イ問３エ

問４ AI は今日の我々の周りの至るところにあり，AI は我々の日常生活に浸透し，我々は AI のおかげで画

像・音声認識ソフトウェアや高度なウェブ検索，また医学の進歩を利用することができているのであ

る

問５学生たちはまず〔先に〕コンピューターサイエンス分野での幅広い教育を受けておくべきだから。（40

字）

３年生日々題


日付：（）月（）日（）曜日 L( 70 )

反復回数 1 2 3 4 5 6 7 8 9 10


②英→日

③日→英


(1)Neglect of the mind-body (2)link by technological medicine is actually a brief aberration when

viewed against the whole history of the healing art. In traditional tribal medicine and in Western

practice from its beginning in the work of Hippocrates, the need to operate through the patient’s mind

has always been recognized. Until the nineteenth century, ( 3 ), despair, or discouragement on the

onset and outcome of illness, nor did they ignore the healing effects of (4)faith, confidence, and peace

of mind. Contentment used to be considered a prerequisite for health.

The modern medicine man has gained so much power over certain diseases through drugs, however,

that he has forgotten about the potential strength within the patient. One (5)elderly physician friend

recently told me of reading the diary of his uncle, also a doctor. In the early years, the diarist always

recorded what happened to the individual or the community prior to an illness or epidemic, but (6)as

medicine became more technological, this part of the history grew less and less important to him and

finally was omitted altogether. Awareness of the mind’s powers was lost (7)as medicine cast out all

“soft” data, the information that’s not easily quantified or scientific. (208 words)

（注）aberration「逸脱」 tribal「部族の」 grief「悲しみ」 onset「始まり」

contentment「心の安らぎ」prerequisite「必要条件」 diarist「日記をつける人」

omit「を除外する」 quantify「を数量化する」


(2)類ア connection イ repair ウ separation エ attachment

(4)類ア suspicion イ trust ウ fondness エ ignorance

(5)類ア aged イ prior ウ superior エ adolescent


[failed/ grief/ medical writers/ note/ of/ to/ rarely/ the influence]

問 3 下線部(7)と同じ用法で使われている as を含む文を次のア～エのうちから選べ。（3 点）

ア As soon as he saw me, he ran away.

イ One must advance in modesty as he or she advances in knowledge.

ウ As he was a professional, he was disqualified from taking part in the team.

エ Try to see as they are.

問 4 下線部(1)について，科学技術的医学の以前の医療行為はどのようなものであったか。50 字以内の日本

語で説明せよ。（3 点）

問 5 this の内容を明らかにしながら下線部(6)を和訳せよ。（4 点）




問１ (2) ア (4) イ (5) ア問３イ

問４患者の心を通じて治療を行うことや，信頼や自信，心の安らぎによる治療効果が受け入れられてい

た。（46字）

問５医学が科学技術化するにつれ，病気あるいは伝染病が発生する前に，個人または地域社会に起こった

ことを記録していた部分は彼にとってだんだん重要ではなくなり，最後には完全に除外されてしま

った。

Documents

3年生日々題...A few years ago, (7)Campbell Soup gave up trying to learn our opinions about the ideal-sized meatball after a series of tests showed that we prefer one so big it