解答についての注意点
１ 解答用紙は、マーク式解答用紙と記述式解答用紙の２種類があります。 筆答試験後にリスニングテストを行いますが、リスニングテストの問題用紙と解答用紙は筆答 テスト終了後に配付します。 ２ 大問 １ と大問 ２ については、マーク式解答用紙に、大問 ３ と大問 ４ については、記述式 解答用紙に記入してください。 ３ 解答用紙が配付されたら、まずマーク式解答用紙に受験番号等を記入し、受験番号に対応する 数字を、鉛筆で黒くぬりつぶしてください。 記述式解答用紙は、全ての用紙の上部に受験番号のみを記入してください。 ４ 大問 １ と大問 ２ の解答は、選択肢のうちから、問題で指示された解答番号の欄にある数字 のうち一つを黒くぬりつぶしてください。 例えば、「解答番号は １ 」と表示のある問題に対して、「 ３ 」と解答する場合は、 解答番号 １ の欄に並んでいる ① ② ③ ④ ⑤ の中の ③ を黒くぬりつぶしてください。 ５ 間違ってぬりつぶしたときは、消しゴムできれいに消してください。二つ以上ぬりつぶされて いる場合は、その解答は無効となります。 ６ その他、係員が注意したことをよく守ってください。 指示があるまで中をあけてはいけません。 平成31年度大阪府・大阪市・堺市・豊能地区公立学校教員採用選考テスト中学校 英語
次の（１）～（25）の各英文の（ ）内に入る最も適切な語（句）はどれか。 ①～④から一つ選べ。
（１）Sinceitsestablishment,thecosmeticcompanyhashadapolicynottouse（ ）inanyof itsproducts.
①ingredients ②preservatives ③shortcomings ④symptoms
解答番号は １ （２）Thestadiumisexpectedto（ ）upto30,000peopleaftertherenovation.
①accommodate ②endure ③populate ④underestimate
解答番号は ２ （３）Whenthefestivalisheld,goatsareallowedto（ ）freelyinthisarea.
①excel ②insist ③roam ④sweep
解答番号は ３ （４）Heis（ ）outwhenIgotoseehim.
①impartially ②invariably ③mutually ④profoundly
解答番号は ４ （５）Asthenumberofsalesincreases,thefutureofthecompanybecomesmore（ ）. ①costly ②equivalent ③numerous ④promising
解答番号は ５ （６）Smartphoneswillplayamore（ ）roleinhealthcareinthefuture.
①current ②genetic ③lunar ④significant
解答番号は ６ （７）Itissaidthatthegingkoisthe（ ）treeofOsaka.
①ceaseless ②representative ③spontaneous ④stable
解答番号は ７ （８）Howdidit（ ）thatyouwereabsentfromschool?
①comeabout ②comeaway ③comethrough ④cometo
解答番号は ８ （９）Employeesofthecompanyhavesetdaily（ ）toreach.
①architect ②interference ③poll ④quotas
解答番号は ９ （10）WhenIgotacertificateofqualification,Ifeltasenseof（ ）.
①achievement ②assembly ③examination ④intuition
解答番号は 10
（11）Ican’tdothecrawl,backstrokeorbreaststroke,（ ）thebutterfly. ①letalone ②letby ③letdown ④letout
解答番号は 11 （12）Itwilltakealongtimeto（ ）whattheprofessorsaid.
①accompany ②assimilate ③fabricate ④transplant
解答番号は 12 （13）Ifyoupurchasethegoodsatthatshop,itacceptsreturns（ ）.
①approximately ②previously ③sparsely ④unconditionally 解答番号は 13 （14）Youshouldnoteatverymuch（ ）yourcondition.
①considering ②identifying ③obtaining ④resisting
解答番号は 14 （15）Agoodplayerdoesnot（ ）makeagoodcoach.
①fluently ②namely ③necessarily ④roughly
解答番号は 15 （16）We’reworriedabout（ ）homealone.
①oursonstay ②oursonstaying ③oursontostay ④stayingourson 解答番号は 16 （17）Whenyouopenabankaccount,therearesomecases（ ）youwillneedtofillinyour
cellphonenumber.
①how ②what ③where ④which
解答番号は 17 （18）I（ ）myhousekeyonthetableyesterdaywhenIcamehome.
①laid ②lay ③lie ④lied
解答番号は 18 （19）（ ）hardtheworkis,Ihavedecidedtofinishit.
①However ②Whatever ③Whenever ④Wherever
解答番号は 19 （20）Thefamoussingerhas4pets.Oneisarabbit,and（ ）areparrots.
①another ②other ③theother ④theothers
解答番号は 20 （21）Apersonnexttomewassittingonthebenchwith（ ）.
①closehiseyes ②closinghiseyes ③hiseyesclosed ④hiseyestoclose 解答番号は 21
（22）Youcan’tentertheschool（ ）youridentificationcardhasbeenpresented. ①despite ②unless ③whether ④why
解答番号は 22 （23）IwanttobeabletoplayMozartonthepianobythetimeI（ ）fromhighschool. ①amgraduating ②graduate ③graduated ④hadgraduated
解答番号は 23 （24）（ ）youraddress,Icouldhavedeliveredtheumbrellayouforgottoyourhouse. ①HadIknown ②HaveIknown ③WereIknown ④WouldIhaveknown
解答番号は 24 （25）（ ）allthecakesmadebyafamouspastrychefhadbeensoldwhenIreachedtheshop. ①Almost ②Every ③Many ④Much
解答番号は 25
次の英文を読み、あとの（１）～（８）の問いに答えよ。
Creativity is like scientific research in that it involves doing things that haven’t been done before. As such, creative endeavors are essentially experiments, and if they are really unique, youhavenoideawhatwillhappen.Thegreatnewsisthatyoualreadyhavevastexperience with experimentation. Your entire life is one big experiment, from the moment of your conception,whentwouniquecellscametogethertocreateyou,totoday,whereyougetto（ ア ） everymomentofyourday.Fromthetimewearebabies,wedoexperimentstotesthowthe worldaroundusworks.Wenaturallyfigureoutwhathappenswhenwecryandwhathappens when we laugh. Learning how to walk and to talk requires a long series of trial-and-error experiments.Aswegetolder,wedosimilarexperiments,figuringouthowtoreadandwrite, andwhentotalkandwhentolisten.Nobodyhasa（ イ ）forlife,andeverydayisfilledwith endless opportunities to try something new in order to see what happens. Each experiment ─ whetheritworksasexpectedornot─providesvaluableinputonthepathtobreakthroughideas. Experimentationisbothapersonalmind-setandavalueinallorganizationsandcommunities.
Individualswhowanttoincreasetheircreativityneedtobeopentotryingthingstheyhaven’t donebefore,evenwhentheresultsarecompletelyuncertain. A ,organizationsthat wanttobemoreinnovativeneedtobesupportiveofexperimentationandtocommunicatethat individuals won’t be penalized for experiments that don’t work out as expected. As a result, experimentationisrelevantintheInnovationEngineintwoplaces─attitudeandculture.Each communityshouldbedesignedtoencourageexperimentation,andeachindividualneedstofeel freetoexperiment.
２
Unfortunately,ournaturaltendencytoexperimentisusuallynotsupportedorencouragedby （ ウ ）teachingtechniquesandworkenvironments,whereteacherslectureandmanagerstell theiremployeeswhattodo.AccordingtoarecentstudybyLauraSchulzatMIT,givingpeople factsandspecificdirectionsratherthanallowingthemtodiscoverinformationontheirownnot onlyinhibitstheirnaturalexperimentation,butdullstheircuriosity.Hereisashortexcerptfrom anarticlebyJonahLehreraboutthisresearch: Thisresearchconsistedofgiving4-year-oldsanewtoyoutfittedwithfourtubes.Whatmade thetoyinterestingisthateachtubedidsomethingdifferent.Onetube, B ,generateda squeakingsound,whileanothertubeturnedintoatinymirror.
The first group of students was shown the toy by a scientist who declared that she’d just founditonthefloor.Then,assherevealedthetoytothekids,she“accidentally”pulledoneof thetubesandmadeitsqueak.Herresponsewassheersurprise:“Huh!Didyouseethat?Letme trytodothatagain!”Thesecondgroup,incontrast,gotaverydifferentpresentation.Insteadof feigning surprise, the scientist acted like a typical teacher. She told the students that she’d gottenanewtoyandthatshewantedtoshowthemhowitworked.Then,shedeliberatelymade thetoysqueak.
After the demonstration, both groups of children were given the toy to play with. Not surprisingly, all of the children pulled on the first tube and laughed at the squeak. But then somethinginterestinghappened: C
Instead of being satisfied with the squeaks, they explored the other tubes and discovered all sortsofhiddensurprises.Accordingtothepsychologists,thedifferentreactionswerecausedby the act of instruction. When students are given explicit instructions, when they are told what theyneedtoknow,theybecomelesslikelytoexploreontheirown.（ エ ）isafragilething. Itisimportanttokeepinmindthatweperformexperimentseverysingledaywhenwedo
thingsassimpleasintroducingourselvestosomeonenewortryinganewfood. ⅰ Asa result, we get lots of opportunities to practice responding to unexpected results and learning fromeachoneofthem. ⅱ Theyknowthateachexperimentoffersvaluablecluesonthe pathtounderstanding.Asthesayinggoes,“Geniusistheabilitytomakethemostmistakesin theshortestperiodoftime.” ⅲ Eachofthosemistakesprovidesexperimentaldataandan opportunity to learn something new. ⅳ Like scientists, we need to stop looking at unexpectedresultsasfailures.Bychangingourvocabulary,bylookingat“failures”as“data,”we enhanceeveryone’swillingnesstoexperiment.Thisisabigidea! TinaSeelig,“inGenius-ACRASHCOURSEONCREATIVITY-” （１）本文中の（ ア ）に入る最も適切な語を、①～④から一つ選べ。 解答番号は 26 ①break ②conceal ③design ④remove 出典：TinaSeelig,“inGenius-ACRASHCOURSEONCREATIVITY-” （HarperOne） 151ページ13行目から154ページ15行目まで
（２）本文中の（ イ ）に入る最も適切な語を、①～④から一つ選べ。 解答番号は 27 ①benefit ②choice ③script ④sense
（３）本文中の Ａ と Ｂ に入る適切な語句の組合せを、①～④から一つ選べ。 解答番号は 28 ①ＡForthetimebeing Ｂforinstance ②ＡForthetimebeing Ｂontheotherhand ③ＡInaddition Ｂforinstance ④ＡInaddition Ｂontheotherhand （４）本文中の（ ウ ）に入る最も適切な語を、①～④から一つ選べ。 解答番号は 29 ①annual ②innovative ③international ④traditional
（５）下線部feigningについて、本文中の意味と最も近い語を、①～④から一つ選べ。
解答番号は 30
①fake ②subtle ③sudden ④warm
（６）本文中の C に入る最も適切な文を、①～④から一つ選べ。 解答番号は 31 ① Whilethechildrenfromthefirstgroupfiguredouthowtoplaywiththetoysoonafter theexplanation,thoseinthesecondgrouphadtoaskalotofquestions. ② Whilethechildrenfromthefirstgroupsoonstartedtodosomethingelse,thoseinthe secondgroupplayedwiththetoyforalongtime. ③ Whilethechildrenfromthesecondgroupquicklygotboredwiththetoy,thoseinthe firstgroupkeptonplayingwithit. ④ Whilethechildrenfromthesecondgroupquicklylearnedhowtoplaywiththetoy,those inthefirstgroupquicklygotboredwithit. （７）本文中の（ エ ）に入る最も適切な語を、①～④から一つ選べ。 解答番号は 32 ①Curiosity ②Endeavor ③Obedience ④Value
（８）本文中の ⅰ から ⅳ のうち、次の英文を入れるのに最も適切な場所を、①～④から
一つ選べ。 解答番号は 33
Trained scientists know this well and, therefore, do their best to design experiments that answeranimportantquestion,nomatterwhatthespecificresults.
次の英文を読み、あとの（１）～（７）の問いに答えよ。
EveninancientGreece,theimportanceofface-to-faceinteractionovermerewordsonapage wasrecognised.Socrateswarned:‘Everyword,whenonceitiswritten,isbandiedabout,alike among those who understand and those who have no interest in it.’ ①Nowadays, the screen provides the opportunity for abandoning interpersonal interaction on an unprecedented scale, andwithitawholesalereductionintheriskofsocialinteractionandhenceembarrassment.No onecanseeyoublush,hearyourvoicegosqueaky,feelyourdamppalms,norcanyoupickup ontheseall-importantcuesfor（ ② ）howtheotherpersonmightbereacting.
In 2012, the British communications watchdog, Ofcom, produced their ninth annual CommunicationsMarketreport.ThedirectorofresearchforOfcom,JamesThickett,wasacutely awareofthesignificanceofthedeclinethattheyfoundatthetimeinthenumberofmobilecalls by1percentandoflandlinecallsby10percent.Heconcluded:
In just a few short years, new technology has fundamentally changed the way that we communicate. ③ In their place, newer forms of communications are emerging which don't require us to talk to each other, especially among younger age groups. This trendissettocontinueastechnologyadvancesandwemovefurtherintothedigitalage. Ofcomreportedthattheaveragepersonwasnowsending50textsaweek.Astaggering96
percentofyoungpeopleaged16to24wereusinginstantmessage（non-oral）communication,
④be it email, text message or a social network, every day to contact friends and family.
Meanwhile,verbalcommunicationoverthephoneorinpersonhasbecomecorrespondinglyless popular,withonly63percenttalkingface-to-facewithfriendsorfamilydaily.
AlthoughDigitalNativesmayprefernon-oralcommunication,throughtextmessagingorthe Internet,thetypeofemotionalsupportthatcanbeprovidedbytheseformsofcommunication turns out to be very inferior. Researchers at the University of Wisconsin-Madison asked the followingquestion:couldthecontentaloneofanemotionallysupportiveconversationbetweena parentandateenagerconveyreassurance,orwouldthetoneofvoiceand/orphysicalpresence oftheparentalsoplayarole?Intheexperiment,teenagersperformedastressfultask,andwere thencomfortedbytheirparentsoverthephone,inpersonorthroughinstantmessaging,orhad noparentalcontactwhatsoever.Salivarylevelsofcortisol（amarkerofstress）andoxytocin（an indication of bonding and well-being）were measured after the comforting conversation. Teenagerswhospokewiththeirparentsoverthephoneorinpersonreleasedsimilarlevelsof oxytocin,andshowedsimilarlevelsoflowcortisol,indicativeofareductioninstresslevels.In comparison, those who instant-messaged their parents released no oxytocin and had salivary
３
cortisollevelsashighasthosewhodidnotinteractwiththeirparentsatall.⑤Thus,whilethe younger generation may favour non-oral modes of communication, in regard to providing emotionalsupport,messagingappearscomparabletonotspeakingwithanyoneatall.
The⑥communicationonline/extent/in/thisincrease/to/whichisnotjustasymptom but a cause affecting young people's ability to socialise and empathise in face-to-face conversationshasnotyetbeenempiricallyestablished.Suchreluctancetomakehumancontact withsomeone,especiallyastranger,maybethroughafearof,orsimplyalackofpracticein,this mostbasicofhumantalents.However,neitheralternativebodeswellforsociety.Imaginethat you'veneverhadmuchpracticeatface-to-facecommunicationbecause,fromanearlyage,you've interacted with others mostly through a screen. Instead of body language, tone of voice and physicalcontact,thedominantvehicleforexpressioniswords.It'shardlysurprisingthatmany peoplecomplainthatthey'vebeenmisinterpretedwhenchattingthroughsocialmedia.（ ⑦ ） SusanGreenfield,“MINDCHANGE” （１）下線部①の意味を日本語で書け。 （２）空所②に語句を入れ、前後で意味がつながるようにしたい。最も適切なものを次から一つ選び、 その語句を書け。 bringingabout / settingout / shiftingabout / workingout （３）本文中の空所 ③ 内に入る最も適切な文を一つ選び、その記号を書け。
ア Digital Natives are finding new ways to connect with each other across technological barriers.
イ Insteadofasmallcircleoffriends,youngpeopletendtohaverelationshipswithothers throughsocialmedia.
ウ Manyyoungpeople,broughtupwiththesaferoptionofcommunicatingoffline,preferto haveface-to-faceinteractions.
エ Talking face-to-face or on the phone are no longer the most common ways for us to interactwitheachother. （４）下線部④について、本文中の意味と最も近いものを次から一つ選び、その語句を書け。 eventhoughitis / inwhichitis / whetheritis / whileitis 出典：SusanGreenfield,“MINDCHANGE” （RiderBooks） 134ページから137ページ15行目まで
（５）下線部⑤の意味を日本語で書け。
（６）下線部⑥の語（句）を、文全体の意味が通るように並べ替えよ。 （７）空所⑦に入るのに適している文を一つ選び、その記号を書け。
ア Children today have to learn how to show their emotions with words because they cannotlearnitatschool.
イ Howevermuchyoumaydiscussyouremotions,thestatementsjustcannotliveupto truefacialexpressions.
ウ Infact,peoplewhousedtobereluctanttosocialisewithotherpeoplewhenyoungtend tobebetteratconveyingtheiremotionsonline.
エ In turn, this might mean that cyber relationships are indeed very different from real onesanditisimpossibletolearnhowtodoit. 次の（１）、（２）の問いに答えよ。 （１）下線部の内容を表す英語を書け。 外国語教育の目標が外国語によるコミュニケーション能力の素地や基礎を育成することである ことを考えると、他者と対話を図ることやその大切さを指導することは外国語教育にとって核と なるものである。外国語教育における対話的な学びとは、表面的なやり取りのことではなく、他 者を尊重して情報や考えなどを伝え合い、自らの考えを広げたり深めたりすることである。 （「小学校外国語活動・外国語 研修ガイドブック」（平成29年６月30日 文部科学省）より） （２）中央教育審議会「幼稚園、小学校、中学校、高等学校及び特別支援学校の学習指導要領等の 改善及び必要な方策等について（答申）」（平成28年12月21日）において、指導する語彙数は実際 のコミュニケーションにおいて必要な語彙を中心に充実していくと述べられている。中学校学習 指導要領（平成20年３月告示）において1,200語程度とされていたものが、1,600語～1,800語程度 に整理された。 これらを踏まえ、中学校英語教員としてどのようなことに留意して語彙指導を行うか。 100語以上の英語で書け。 解答の際は、次の記入例にならって書き、コンマやピリオドなどの記号は語数に含めないこと。 ４
記入例
