英語�U 第１回定期考査問題（２年１組〜３組）

１ 　下線部の発音が他の３つと異なる語を１つずつ選び，番号をマークしなさい。

　(1)　�@international �Amarriage �Blanguage �Cculture (　　　)

　(2)　�@Portuguese �Afamiliar �BJapanese �Cmean (　　　)

　(3)　�@improve �Athrough �BPeru �Cshould (　　　)

　(4)　�@China �Aalive �Bwhile �Crich (　　　)

　(5)　�@custom �Athus �BJapan �Ctongue (　　　)

２　 次の各語の中で，最も強く発音する箇所を１つずつ選び，番号をマークしなさい。

　(6)　vol・un・teer (7)　day・time (8)　re・flect (9)　dif・fi・cul・ty

�@ �A �B �@ �A �@ �A �@ �A �B �C

(10)　com・mu・ni・cate (11)　Ko・re・an (12)　phys・i・cal・ly (13)　en・cour・age

�@ �A �B �C �@ �A �B �@ �A �B　 �C　　　　 �@ 　　�A �B

(14)　a・bil・i・ty (15)　chal・lenged

�@ �A �B �C �@ �A

３　(16)〜(20)と同じ文型を�@〜�Dから選び記号で答えなさい。

(16)　She works for a company.

(17)　She is a teacher.

(18)　She enjoys her volunteer work.

(19)　She teaches the new comers Japanese.

(20)　They keep their identities alive.

�@　Please teach me English.

�A　He stood by the gate.

�B　The medicine tastes bitter.

�C　Let me introduce myself.

�D　He answered the door.

４　（　　）内にあてはまるものをマークしなさい。

Santos : Hiroko, can I ask you a question?

Hiroko : Sure. Go ahead, please.

Santos : I have trouble in using ‘watashi’, ‘boku’, and ‘ore’. What’s the difference between them?

Hiroko : Well, ‘watashi’ is a （　　21　　） word for ‘I’. ‘Boku’ and ‘ore’ are ‘I’ for men.

Santos : A-ha. Then what’s the difference between ‘boku’ and ‘ore’?

Hiroko : ‘Boku’ is more （　　22　　） than ‘ore’. ‘Ore’ is a little （　　23　　） .

Santos : Then I can use ‘boku’ as well as ‘watashi’ in （　　24　　） occasions.

Hiroko : Yes. You’ve got it.

�@polite �Arough �Bformal �Cneutral

５　Lesson 1　Teaching Japanese to Newcomersについて書かれた文章です。設問に答えなさい。

　There are a lot of things to learn from volunteer work. For example, we learn that working for nothing is fun. We also learn that helping others is helping ourselves.

　Ueda Naoko enjoys her volunteer work. She is a volunteer teacher. She is teaching Japanese to ‘newcomers’ to Japan. They have come to live in Japan for their work, study or marriage. They come from many countries, such as Brazil, Peru, China, and Korea. She works for these people in the evening as a volunteer teacher, while she works for a company in the daytime.

　Ueda has some difficulties when she teaches the newcomers Japanese. A major one is how to communicate with those who have just started their lives in Japan. They can speak very little Japanese. In that case she uses English, because some of her students understand English a little.

　But there are a lot of students who do not speak English at all. For them she needs Japanese people who can speak their mother tongues. So Ueda’s class sometimes has Japanese volunteers who can speak Portuguese, Spanish, Chinese, or Korean. They use these languages in class to communicate better.

　There is another good point in using the students’ mother tongues. Using their mother tongues helps them keep their cultural identities.

　In order to enjoy life in Japan, the newcomers have to get familiar with Japanese customs. But this does not mean that they should give up their own cultures.

　How do they keep their identities alive? One of the keys is language. Their identities are reflected in their own languages, so they should use their mother tongues even in a foreign country like Japan. Ueda has learned this through her volunteer work. Now she is working to improve the newcomers’ Japanese and also to keep their own identities.

[1]上の本文の内容を確認するための文である。正しければ１、間違っていれば２をそれぞれマークの25〜32にマークしなさい。

(25) The newcomers’ to Japan have come to live in Japan for their work, study or marriage.

(26) Ueda Naoko teaches Japanese as a volunteer teacher in the daytime.

(27) Ueda needs volunteers who speak their mother tongues.

(28) There is another good point in using the students’ mother tongues.

(29) The newcomers have to get familiar with Japanese customs.

(30) Language is one of the keys to keep the newcomers’ identities alive.

(31)Ueda Naoko is working for improving the newcomers’ Japanese and keeping their own

identities.

(32)If you go to Ueda’s class, you can hear Portuguese, Spanish, Chinese, or Korean.

[2]上の本文を要約したものである。空欄を英語で埋めなさい。

　　There are a lot of things to learn from volunteer work. Ueda Naoko enjoys teaching (　　　1 　　) to newcomers. One of Ueda’s major (　　　2　　　) in her class is communication. Many of Ueda’s students can speak very little Japanese and cannot speak (　　　3　　　) either. So Ueda’s class sometimes needs volunteers who can (　　　4　　　) the students’ mother tongues to help them. Through the volunteer work, Ueda has (　　　5　　　) that using their mother tongues is as important for newcomers as learning Japanese. It helps them keep their own (　　　6　　　).

[3] 上の本文の内容を確認するための日本語の質問文である。日本語で答えなさい。

(1)上田さんの生徒が日本に来る理由は何ですか

(2)上田さんが日本語を教えるときにぶつかる主な困難はどういうものですか

(3)日本語を教えるとき、生徒の母語を使うもうひとつのよい点は何ですか

６　Lesson 2 New Rules for Themselvesについて書かれた文章です。設問に答えなさい。

　Have you ever heard of ‘the Dream League’? It is the baseball league for physically challenged people in Japan. It is not as famous as the American Major Leagues or Japanese professional baseball. At present there are about 700 players on 30 teams in the Dream League.

　Look at the picture of a man throwing a ball. He is a pitcher on the Nagoya Victory team. He plays with one arm and can both catch and throw the ball well. You see a man batting in the other picture. He plays on the Kobe Cosmos. He is a good batter as well as a fast runner. These pictures show that physically challenged people enjoy playing baseball.

　The Kobe Cosmos is a team in the Dream League. Eleven former students from a school for physically challenged children formed the team about 25 years ago. They were encouraged to play baseball by Fukumoto Yutaka, a professional baseball player. He said, “When the rules make baseball difficult to play, why don’t you change them to suit your ability?”

　It was not easy for physically challenged people to make new rules. For example, they wondered whether a batter goes to first base if his crutch is hit by a pitch. They decided that he goes there because the crutch is regarded as a part of the batter’s body. In this way, they made their own rules when they needed to do so. “The most important thing is that we enjoy playing baseball,” said one of the players.

[1]上の本文を要約したものである。空欄を英語で埋めなさい。

‘The Dream League’ is the baseball League for (　　1　　) challenged people in Japan.At present there are about 700players on 30 teams there. One of the teams is called the Kobe Cosmos.

About 25 years ago it was formed by eleven former students of a school for physically challenged children.

They were （　 　2　　) by Fukumoto Yutaka, a professional baseball player.

He suggested that they should change the rules suit their (　　 3 　　) sport.

[2]上の本文の内容を確認するための英語の質問文である。英語で答えなさい。

(1) How many players are there in the Dream League?

(2) How does the player on the Nagoya Victory team play in the picture?

(3) Are physically challenged people enjoying playing baseball in these pictures?

(4) Who encouraged the physically challenged people to play baseball?

(5) What did Mr.Fukumoto say?

(6) What did one of the player say?

[3]上の本文の内容を確認するための日本語の質問文である。日本語で答えなさい。

(1)ドリームリーグとはどのような団体ですか。

(2)神戸コスモスはいつ、どのような人々によって結成されましたか。

(3)体の不自由な人たちの野球のルールを１つ挙げてみよう。

７　英語を日本語にしなさい。

(1)communicate (2)alive (3)company (4)reflect (5)professional (6)throw (7)ability

８　日本語を英語にしなさい。

(1)困難 (2)母語 (3)結婚 (4)上達させる (5)バッター (6)合う、適する (7)規則、ルール

９　日本語の意味を表すように（　　）に適する語を書き入れなさい。

(1)その場合私達は英語を使うべきです。

In that ( )we should use English.

(2)日本での生活を楽しむためには、彼らは日本語を学ぶ必要があります。

In ( ) to ( )life in Japan, they need to learn Japanese.

(3)私の兄はタバコをやめました。

My brother ( ) ( )smoking.

(4)その少年は走るのも泳ぐのも速いです。

The boy can ( ) run ( )swim fast.

(5)ボールを打とうとする選手は打者と呼ばれています。

The player ( ) is trying to ( )the ball is called the( ).

10　意味がとおる文となるように（　　）内の語句を並べかえていってみよう。

(1)She always(interesting / us / stories / tells ).

(2)I (his family / him / questions / ask / didn’t / any / about).

(3)(me / a / as / gave / CD / they )a birthday present.

(4)(pass / you / me / will / milk / the ).