入試概要AO入試公募制推薦入試94 英公募制推薦入試語数公募制推薦入試学生公募制推薦入試物化公募制推薦入試学国公募制推薦入試語一般入試一般入試英語一般入試日本史一般入試世界史一般入試生物一般入試化学一般入試数学一般入試国語音楽実技一般入試出題傾向 / 対策 出題のねらい 英語 出題傾向 学習対策 前

94

入試概要

ＡＯ入試

公募制推薦入試 公募制推薦入試 英 　　　　　 語 公募制推薦入試 数 　　　　　 学 公募制推薦入試 生 　　　　　 物 公募制推薦入試 化 　　　　　 学 公募制推薦入試 国 　　　　　 語

一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

一般入試 出題傾向／対策・出題のねらい

〈出題傾向〉

　前期Ａ方式と後期は、大問数と形式は同じだが、前期Ａ方式は

80分、後期は60分ほど（ 2 科目120分）で時間設定が異なる。後期

は前期より設問数は少ないものの、長文の語数も難易度もほぼ変

わらないので、相当なスピードで処理する力が求められる。Ⅰ・

Ⅱともに説明文、評論文、エッセイを素材にした長文読解。Ⅰは

今年度から形式が変わり、各設問で与えられている英語に続く最

も適当なものを、 3 つの選択肢から選ぶ出題になった。文脈把握

力を問う問題が中心で、段落ごとに文脈を押さえて、スピードを

持って読み進めることと、照合箇所と選択肢の英文の正確な読み

が要求される。Ⅱも文脈把握力を問う問題が中心だが、語句やあ

る程度まとまった文を、英語で言い換える力も要求されている。

Ⅲは会話文の空所補充（ 8 問）。英文がかなり長いのが特徴である。

設問は文脈を押さえて適文を選択する問題。Ⅳは文法・語法・熟

語を中心とした 4 択空所補充（前期Ａ方式10問、後期 8 問）で、標

準レベルの出題である。Ⅴは構文やイディオムを中心とした日本

文付きの語句整序（ 5 問）。こちらも頻出の標準的な知識が問われ

ている。

　前期Ｂ方式は60分程度の時間設定（ 2 科目で120分）。長文読解

はⅠだけで、Ⅱは会話文の空所補充（12問）、Ⅲは日本文付きの語

句整序（ 6 問）、Ⅳは文法・語法・熟語を中心とした 4 択空所補充

（11問）である。前期Ａ方式と設問数が異なるので、時間配分には

注意する必要がある。

〈学習対策〉

　今年度から一部形式が変わったものの、全体の分量と時間設定

を考えると、相当なスピードで解く力が求められている。標準的

な知識を問う文法・語法・熟語の問題に加えて、文脈把握を中心

とする長文読解問題、そして、こちらも文脈を問う会話文問題と、

いずれも英文がかなり長いのが本学の問題の特徴である。秋以降

に実戦的に過去問題を解いて、時間配分の感覚を身につけてもら

いたい。

　「速く」「正確に」問題を処理するために必要なこと、それは、

単語、熟語、文法・語法の知識を反復して定着させる訓練を本番

直前まで継続することである。また、これと並行して長文に取り

組み、実際に文脈を押さえて読み進める訓練も大切である。いき

なり本学の長文に取り組むのではなく、まずは300～450語程度の

長文から始めて、時間を設定し、その時間内に設問を解くことに

取り組もう。その際、主題と結論（筆者の主張）を意識して、段落

ごとの主旨を押さえながら読む訓練を重ねる。また、設問箇所を

中心に構造、構文、指示語、省略、因果関係、逆接語などに留意

して、正確に読む訓練も同時に必要とされる。内容一致問題は、

照合箇所の英文と設問の選択肢の英文の正確な意味を押さえるこ

とが求められている。

　本学の会話文問題は、英文がかなり長く、すべて文脈を問う問

題である。会話の定型表現を問題集 1 冊で一通り押さえたあとで、

本学の過去問題で練習をして文脈を把握する訓練をしていこう。

英　語

全体を通して

　基本的な英語の力を総合的に測ることを大きなねらいとしてい

ます。具体的には、次の 4 つの力を試しています。

1 ．ある程度の量の英文を正確に早く読め、かつその内容を英語

で理解し、表現する能力

2 ．基本的な口語表現の知識を用いて、会話の自然な流れを理解

し、会話を組み立て直す能力

3 ．基本的な文法・語法・語彙力

4 ．基本的な文法・構文を用いて、英文を構成する能力

前期Ａ方式（ 1 月29日）

　Ⅰはハワイのフラの伝統と文化についてのエッセイです。正誤

問題により、文章の内容が把握できているかどうかを問うていま

す。

Ⅱは「左利き」を主題にした長文です。正しい語句の意味と内容

把握を問う形式が中心です。英文を正確に読み、論旨の展開を把

握する力を求めています。

　Ⅲはアルバイトについての友人同士の会話を材料にして、全体

の流れを読み、空所を埋める問題で、口語表現力と自然な会話を

組み立てる力が必要です。

　Ⅳは基本的な文法・語法・語彙を問う問題です。

　Ⅴは基本的な英作文・構文能力を問う整序問題です。

前期Ａ方式（ 1 月30日）

　各設問の構成・目的は、 1 月29日のものと全く同様です。Ⅰは

アイコンタクトについてのエッセイ、Ⅱはアメリカの大学で留学

を希望する学生についての長文、Ⅲは嫌いな食べ物についての会

話が題材となっています。

前期Ｂ方式（ 1 月31日）

　Ｂ方式は、試験時間が短いため、 4 問からなっています。　　　　　　　　　

　Ⅰは言語を構成する音声と食べ物の関係についての文章で、正

誤問題により、文章の内容が把握できているかどうかを問うてい

ます。

　Ⅱはマラソン大会へオンライン登録する方法についての会話を

材料にして、全体の流れを読み取り、空所を埋める問題で、口語

表現力と自然な会話を組み立てる力が必要です。

　Ⅲは基本的な英作文・構文能力を問う整序問題、Ⅳは基本的な

文法・語法・語彙を問う問題です。

後期（ 3 月 8 日）

　各設問の構成・目的は、前期Ａ方式のものとほぼ同様です。Ⅰ

は幼い頃に父が撮ってくれた写真についてのエッセイ、Ⅱは各国

の首都についての文章、Ⅲは両親が外出する予定の日についての

家族の会話が題材となっています。

〈出題のねらい〉

103

入試概要

ＡＯ入試

公募制推薦入試 公募制推薦入試 英 　　　　　 語 公募制推薦入試 数 　　　　　 学 公募制推薦入試 生 　　　　　 物 公募制推薦入試 化 　　　　　 学 公募制推薦入試 国 　　　　　 語

一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

percussive［注8］sounds. Alternately, the ‘ukulele commonly accompanies contemporary hula, along with the guitar or piano. The ‘ukulele has remained an inextricable［注9］part of Hawai‘i’s identity since Portuguese immigrants［注10］brought it to the islands in the 19th century.

Hawaiian culture existed without the written word until western contact, so Hawaiians passed down knowledge orally and through dance. Through chant and movement, hula narrates place; honors goddesses and gods, such as Pele, goddess of fire; celebrates nature’s surroundings, from birds to waterfalls; and records genealogy［注11］and human emotion. “Kaulilua,” for example, is one of Merrie Monarch’s most performed ancient hulas. The mele likens a woman to the island of Kaua‘i’s verdant Mount Wai‘ale‘ale.

［注1］ bleacher seat 屋根のない観覧席 ［注2］ legislature 議会 ［注3］ coronation 戴冠式 ［注4］ scrutinize 詳しく調べる ［注5］ deliberations 審議 ［注6］ parse 記述する，説明する ［注7］ attire 衣装 ［注8］ percussive 打楽器のような ［注9］ inextricable 欠くことのできない ［注10］ immigrant 移民 ［注11］ genealogy 系譜

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⑴ Information in paragraph one suggests that hula dancing will soon be an Olympic sport.

thousands of hula dancers compete each spring in the Merrie Monarch Festival.

tickets for the Merrie Monarch Festival are hard to get. 解答番号は 1 。 ⑵ The expression “Merrie Monarch” refers to

King Kala¯kaua. Miss Aloha Hula. Robert Ke‘ano Ka‘upu IV.

解答番号は 2 。 ⑶ In paragraph three, the underlined phrase reclaiming hula’s place in

Hawaiian society most nearly means

choosing the best place in Hawai‘i for a hula performance. making hula dancing popular and important again in Hawai‘i. restoring special celebrations of the king in Hawaiian society.

解答番号は 3 。 ⑷ According to paragraph five, scoring is most heavily based on

the dancers’ costumes. the dancers’ facial expressions. the interpretation of a song.

解答番号は 4 。

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次の文章を読んで，本文の内容に合うように，後の ⑴ ～ ⑹ の英語に続く最も 適当なものを，それぞれ ～ の中から1つずつ選び，マークしなさい。

Every spring, thousands of hula fans descend upon the Hawaiian town of Hilo and line the bleacher seats［注１］at Edith Kanaka‘ole stadium. Thousands more across the islands those unable to make it to Hilo themselves watch live broadcasts on their televisions or computer screens. All these people are showing up and tuning in for the beloved Merrie Monarch Festival, sometimes referred to as “the Olympics of hula.” It is arguably the world’s most prestigious (and consistently sold out) hula competition.

The three-day competition is part of several week-long events held throughout Hilo, home of Merrie Monarch since 1963. They include exhibition hula performances, a Hawaiian arts fair, an individual hula competition for the Miss Aloha Hula title, and a royal parade through downtown. In 2019, 23 halau (hula groups) will compete for a panel of seven judges. Upwards of 29 groups have competed in previous years.

Much credit is given to King Kala¯kaua, the last of Hawai‘i’s kings, for reclaiming hula’s place in Hawaiian society. He was elected to the throne in the 1870s by the Hawaiian legislature［注2］, and often hosted hula-filled celebrations, including at his coronation［注3］. Merrie Monarch was Kala¯kaua’s endearing nickname and it is his contribution to hula that the competition honors every year.

“It’s electrifying,” says Robert Ke‘ano Ka‘upu IV, who grew up in Hilo. Ka‘upu has participated in the invitation-only competition for the last 30 years as a spectator, dancer, chanter, costumer, and now as kumu hula. In short, a kumu hula, sometimes abbreviated as just kumu, is a hula instructor, but they are also part historian and cultural guide, responsible for passing down Hawaiian traditions to their students from

表2［左ページ］から問題開始

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the kumus that came before them. His halau, Ha¯lau Hi‘iakaina¯makalehua, will return to Merrie Monarch this year. “I don’t get excited like this for any other competition,” he says.

During the festival, every inch of a performance is scrutinized［注4］. Dancers are evaluated and earn points for the way they enter and exit the stage, their facial expressions, posture, costume, lei, and adornment, says Ka‘upu. However, the bulk of scoring is placed on the kumu’s interpretation of a song, known as a mele, and how well dancers interpret their kumu’s vision of the performance.

To assist in deliberations［注5］, every competing group provides judges with a fact sheet that corresponds to each performance. These fact sheets, which are due before the competition, explain everything from a mele’s background to the meaning of the lei that dancers wear “so [the judges] get a better understanding of what each halau is doing,” says Ka‘upu. He adds that his halau will submit more than 70 pages of fact sheets to the judging panel for the competition this year. Judges bestow high scores to those who best personify technical excellence, and ultimately the expression of Hawaiian identity through chant and dance.

Individual and group performances fall into two categories: hula kahiko and hula ‘auana. Hula kahiko, or ancient hula, is hula before missionaries from New England arrived. Hula ‘auana is its contemporary counterpart and the type of hula visitors to Hawai‘i typically see at a luau or shopping mall performance. While footwork in ancient and modern hula remains largely consistent, hula kahiko and hula ‘auana in general can be parsed［注6］by the instruments used and by dancers’ attire［注7］, notes Dr. Taupouri Tangaro¯, director of Hawaiian culture and protocols at University of Hawai‘i at Hilo, in an email. Dancers competing in the ancient hula category might use ‘Ili ‘ili, pairs of smooth pebbles arranged in each dancer’s hands to create

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（時間80分）

104

入試概要

ＡＯ入試

公募制推薦入試 公募制推薦入試 英 　　　　　 語 公募制推薦入試 数 　　　　　 学 公募制推薦入試 生 　　　　　 物 公募制推薦入試 化 　　　　　 学 公募制推薦入試 国 　　　　　 語

一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

⑸ According to paragraph seven, hula kahiko, or ancient hula, is accompanied by the ‘ukulele, along with the guitar or piano. sometimes performed by dancers who have pairs of small pebbles called ‘Ili ‘ili.

the kind of hula dancing tourists would see in a shopping mall or luau performance.

解答番号は 5 。 ⑹ According to the passage, before people from the west made contact

with Hawaiian people in Hawai‘i,

Hawaiian people wrote down and recorded their history in books about hula.

hula dance was one way to transmit Hawaiian culture. the ‘ukulele was brought to Hawai‘i by Portuguese immigrants.

解答番号は 6 。

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次の文章を読んで，後の ⑴ ～ ⑽ の各問いに答えなさい。

What do Albert Einstein, Napoleon and Leonardo da Vinci all have in common? The answer is that they were all left-handed. Being left- or right-handed, referred to as ‘

Ⓐhandedness’, is a very noticeable point of

difference between individuals. The data is not entirely clear on the proportion of left-handed people in the world, but it is thought that between ten and fifteen percent of people are left-handed. In addition to left- and right-handedness there are other systems. Cross dominance refers to people who use one hand more to do some activities and the other hand to do other activities. For example, if a person uses their right hand to write and uses their left hand to hold a tennis racket, they would be classified as cross-handed. This is an extremely rare situation, with only about 1% of people being cross-handed. Even rarer is the case of people who are ambidextrous, that is, people who can use either hand equally well to perform tasks. The natural ability to use both hands equally well is very unusual, but, surprisingly, people can learn to be ambidextrous, as in the case of piano players.

Right-handedness is by far the most common type of handedness in the world. Studies by scientists and researchers suggest that between 75% and 90% of the world’s population is right-handed. Many of the simple ways in which our world is organized tend to be easier for right-handers than left-right-handers. Everyday items such as can-openers, corkscrews and scissors are all designed with right-handers in mind. (If you don’t believe me, try opening a wine bottle with your left hand and you’ll see how

Ⓑawkward it is.) The computer mouse is another case of

an everyday item that is used in a very different way by left-handers and right-handers. Even in writing systems such as English, handwriting is easier for right-handers, as the writing moves from left to right and

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Ⓒthe writer’s hand is not moving over and covering the writing as it is

done.

Keyboards for typewriters and computers are an interesting case for the study of left-handedness. The original typewriters were purely mechanical instruments. The letters were fixed at the end of thin metal arms or ‘typebars’ and they often got stuck together if keys were pressed at the same time or in quick succession. To solve this problem typewriter keyboards were designed with the most common letters in the left part of the keyboard so that typists would have to use their left, weaker hand a lot. This slowed down typing and reduced problems. The design was clearly made with right-handers in mind. The design of the QWERTY keyboard, named for the first six keys at the top left of the keyboard, had become established and is used now for computers,

Ⓓ they are electronic and do not have moving parts. Handedness is not just a question of using daily items.

ⒺThere are

deep cultural views about left- and right-handedness. In many European languages the word for right is connected to other words meaning correct, legal, or proper. The word ‘dexterous’, which means skillful, is based on the Latin word for right. Compared to this, left-handedness was often seen as clumsy, unlucky, evil and so on. The French word gauche means both left and clumsy, unsophisticated or socially awkward. The English word ‘sinister’, which means evil, scary or disturbing, is directly connected to the Latin word for left.

In East Asia left-handedness was also traditionally seen as undesirable and left-handers were often encouraged to use their right hands for writing. The writing systems based on Chinese form characters in a complex way and it was thought that left-handed writers would not be able to write these characters correctly.

ⒻThe difficulty is subjective

and may have been based in the prejudices of teachers who wanted

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Ⓖuniformity, rather than practical concerns about readability.

But

Ⓗthe news is not all bad for left-handers. Not only have

attitudes changed and children are no longer forced to switch hands, but evidence suggests that left-handers may enjoy some advantages over right-handers in certain sports. In sports that do not require players to interact with each other, such as swimming and running, handedness does not seem to be important. However, in sports such as tennis, baseball, and badminton, where players interact with each other and arm movements are important, left-handers seem to enjoy an advantage. Although only about 10 percent of the population are left-handed, in Major League Baseball approximately 40 percent of hitters and 30 percent of pitchers are left-handed. Left-handed baseball players may play in ways that are unexpected to players that are used to right-handed players. The benefits of being left-right-handed are even clearer for interactive sports where the players are close to each other. In fencing, approximately half of all participants are left-handed.

ⒾOlder views about left-handedness seem to be fading and modern

society seems to be much more accepting of left-handedness. There are an increasing number of items such as left-handed can openers, playing cards and zip fasteners that are designed with the left-hander in mind. There is even an International Left-Handers day, held on August the thirteenth every year to celebrate all things left-handed and asserting the rights of left-handers everywhere.

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105

入試概要

ＡＯ入試

公募制推薦入試 公募制推薦入試 英 　　　　　 語 公募制推薦入試 数 　　　　　 学 公募制推薦入試 生 　　　　　 物 公募制推薦入試 化 　　　　　 学 公募制推薦入試 国 　　　　　 語

一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

⑺ 下線部 Ⓖ uniformity に最も近い意味を表すものを，次の ～ の中から 1つ選び，マークしなさい。解答番号は 13 。 politeness sameness stability unchangeability

⑻ 下線部 Ⓗ the news is not all bad for left-handers の説明としてふさわ しくないものを，次の ～ の中から1つ選び，マークしなさい。 解答番号は 14 。

In some sports, left-handers can be in a stronger position than right-handers.

It has become easier for handed children to switch their left-handedness.

Prejudices against left-handers have been reduced. The number of items designed for left-handers is increasing. ⑼ 下線部 Ⓘ Older views about left-handedness seem to be fading に最も

近い意味を表すものを，次の ～ の中から1つ選び，マークしなさい。 解答番号は 15 。

Older opinions about left-handedness seem to be getting worse. Older people don’t tend to express their views about left-handedness.

Recently, negative opinions on left-handedness seem to be gradually disappearing.

To state views about left-handedness seems to be out-of-date.

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⑽ 本 文 の 内 容 に 合 う よ う に，次 の1・2の 与 え ら れ た 部 分 に 続 く 16 ・ 17 に入れるのに最も適当なものを，それぞれ ～ の中から1つずつ選び，マークしなさい。

1．It is true that right-handers 16 解答番号は16 。 find many daily items easier to use than left-handers do. improved typewriter keyboards in cooperation with left-handers. sometimes enjoy some advantages in fencing or tennis. suffer from the prejudices of teachers.

2．This author thinks that 17 解答番号は17 。 in interactive sports, left-handed players have clear benefits because almost half of all players are left-handed.

in non-team sports, left-handed players are often at a disadvantage.

left-handed baseball players have an advantage over right-handed players because the number of hitters is bigger than the number of pitchers.

left-handed baseball players tend to have an advantage because their plays are sometimes unexpected for right-handed players.

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⑴ 下線部 Ⓐ handedness に関する本文の説明としてふさわしくないものを， 次の ～ の中から1つ選び，マークしなさい。解答番号は 7 。

About one in ten people is left-handed in general. It is possible to train some people to be ambidextrous. Pianists are a good example of ambidextrous people.

The number of cross-handed people is almost the same as that of ambidextrous ones. ⑵ 下線部 Ⓑ awkward に最も近い意味を表すものを，次の ～ の中から 1つ選び，マークしなさい。解答番号は 8 。 dangerous difficult embarrassing unkind

⑶ 下線部 Ⓒ the writer’s hand is not moving over and covering the writing as it is doneの説明として最もふさわしいものを，次の ～ の 中から1つ選び，マークしなさい。解答番号は 9 。

Handwriting is harder to understand than text that is written on a computer.

If right-handers write in a poor way, their writing is difficult to read.

The writing of right-handers is not concealed by the writers’ hand while writing.

When the writer’s hand doesn’t move smoothly, their writing

becomes unreadable.

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⑷ Ⓓ に入れるのに最も適当な語句を，次の ～ の中から1つ選 び，マークしなさい。解答番号は 10 。 as if because even though therefore

⑸ 下線部 Ⓔ There are deep cultural views about left- and right-handedness.の例として最もふさわしいものを，次の ～ の中から1つ選 び，マークしなさい。解答番号は 11 。

In many European languages, the word for left has rather negative meanings.

Left-handed people are sometimes evil and clumsy.

There have been serious conflicts between right-handers and left-handers.

Traditionally, people in East Asia promoted left-handed writing. ⑹ 下線部 Ⓕ The difficulty の内容として最も近い意味を表すものを，次の

～ の中から1つ選び，マークしなさい。解答番号は 12 。 It is difficult for left-handers to write Chinese letters accurately. It is difficult to keep the tradition of the writing systems based on Chinese.

It is difficult to switch from left-handedness to right-handedness. It is difficult for Westerners to write Chinese letters.

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ＡＯ入試

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一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

次の会話の意味が通るように， 18 ～ 25 に入れるのに最も適 当な表現を，後の ～ の中から，それぞれ1つずつ選び，マークしなさい。 ただし，同じ記号は1度しか使えません。解答番号は 18 ～ 25 で，空欄番 号と同じ番号の解答欄にマークしなさい。

Amy: Hi, Ellen. How’s it going? Are you busy?

Ellen: Oh, hi there Amy. 18 I’m meeting up with Samantha and Julie later. They have a class until 4 o’clock so I said I would wait for them here.

Amy: Oh, that’s nice. Are you doing anything special? How is Samantha? I haven’t seen her since that concert we went to last month.

Ellen: She’s fine. She’s got some big test next week or something, so she’s working hard on getting ready for that. But she said she wanted to meet up today and go out for a while. 19

Amy: Yeah, I know what she means. Anyway, on another topic, I wanted to ask you if you are doing any part-time job at the moment. I remember you were saying that you were looking for something, like in a café or restaurant or something.

Ellen: Yeah, that’s right. I was thinking about going abroad this summer. 20 Kelly and I were talking about it. You know, Kelly from the badminton club.

Amy: Oh, yeah, Kelly Richards. 21

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Ellen: That’s her. So, I was thinking that I need to save some money if we are going to go abroad. Even though I’m busy with school and study and club and stuff, I thought I could get a job for a couple of days a week and start saving.

Amy: Right. I remember you telling me. 22 You know that I’m working at that Italian restaurant a few nights a week?

Ellen: Oh, yeah. It’s that one just down at the back of the station. On Grey Street, right? What was it called again?

Amy: Valentino’s.

Ellen: Yeah. So, is there a job available there?

Amy: Yeah. What happened is they hired a new waitress. She was supposed to start last weekend. But the day before she was supposed to start, she called and said she’d been in an accident and broken her leg.

Ellen: Oh, no. That’s terrible.

Amy: So she can’t come now. And the reason they hired her is because one of the other waitresses that had been working there suddenly quit. She said she was going to move to London. She only told us two days before she left.

Ellen: Really? So, I guess you are really looking for someone.

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Amy: Yeah. We were really busy on Saturday and we were two staff members short. It was very difficult. The boss has put a sign up in the window calling for applications. And he put a notice in the listings magazine, but we haven’t got anyone yet.

Ellen: Okay. So what days are you needing someone? And what are the hours?

Amy: Well, the days we really need someone are Friday and Saturday. Those are always busy. But part-time staff can work up to three days. So, if you wanted to, you could come in on another day as well.

Ellen: I see. So I could choose the other day, right? Because I’ve got the badminton club on Tuesday and Wednesday, so those days would be no good.

Amy: Yeah, Francis, the guy who schedules the shifts, is usually pretty flexible.

Ellen: Okay. That’s nice to know. And how about the hours? I mean, what time do you usually start and finish?

Amy: 23 The weekdays are not so busy, so it’s a shorter shift. I usually start at about six or six thirty on Wednesdays and finish around ten.

Ellen: Oh, that sounds quite good. Yeah, I reckon I could do that.

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Amy: 24 I get eight pounds fifty an hour.

Ellen: Eight fifty? That’s pretty good. When I was working at the supermarket last year, I was only getting seven twenty. Amy: How much? Seven twenty? That’s pretty poor.

Ellen: Yeah. I only did it for a couple of months. I’ve done waitress work before, so I know how to do it. So, what should I do?

25

Amy: Oh, I don’t know. I tell you what. I’ll call Francis a bit later and find out what he prefers and I’ll give him your phone number so he can get in touch with you. How does that sound? Ellen: Fine. I’ll wait and see. So, maybe see you at work this weekend. Amy: Yeah, I hope so! It will be a great help.

And the money is not bad.

No, I’m just killing time listening to some music and checking my messages.

She used to be in my sociology class. Should I give them a call, or go in or something? That’s the reason I’m asking.

Well, I usually work from five to ten-thirty on Friday and Saturday. You know, get away from the books.

You know, like backpacking, or maybe just a beach holiday somewhere.

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一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

次の ⑴ ～ ⑸ の日本語の内容を表すように（ ）内の語を並べ替えた場合， （ ）の中で3番目と6番目にくる語の記号を，それぞれ ～ の中から1 つずつ選び，マークしなさい。 ⑴ その結果の知らせは予想よりもずっと早く届いた。

The news（ came expected much of result sooner than the）.

解答番号は3番目 36 ，6番目 37 。 ⑵ 我々は，その可能性について調査しなければならないという結論に達した。 We have（ be concluded into looked must

possibility that the）.

解答番号は3番目 38 ，6番目 39 。 ⑶ あの時点で，目標を達成するための適切な方法について決定すべきであった

のだ。

We（ decided have on ought proper the to way）to meet the goal at that point.

解答番号は3番目 40 ，6番目 41 。 ⑷ 私はケビンがその事業に参加することを当然のことと思っていた。

I（ for granted it Kevin participate that took would）in the project.

解答番号は3番目 42 ，6番目 43 。 ⑸ 遅刻の言い訳をして，彼は恥ずかしくなった。

He（ after an embarrassed excuse for found himself making）his delay.

解答番号は3番目 44 ，6番目 45 。 （英語問題 おわり）

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次の ⑴ ～ ⑽ の各文の に入れるのに最も適当な語句を， ～ の中から，それぞれ1つずつ選び，マークしなさい。

⑴ If you have 26 questions, don’t hesitate to ask.

解答番号は 26 。

almost any few most

⑵ The staff members 27 job includes night shifts generally get

paid more. 解答番号は 27 。

that when who whose

⑶ 28 you get to know her, I’m sure you’ll love her.

解答番号は 28 。

Even Once That Whether

⑷ Excuse me, but this is a non-smoking area. Would you 29 from smoking here? 解答番号は 29 。

recall refrain remind resist ⑸ After long hours of work, he 30 exhausted last night.

解答番号は 30 。 could be might be

must have been would be

⑹ I bought a brand-new car last week, but there’s something wrong

with 31 engine. 解答番号は 31 。

an another some the

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⑺ She 32 Italian for five years when she visited Rome for the first time in 2010. 解答番号は 32 。

had been learning has been learning has learned is learning

⑻ If the sun 33 rise in the west, I would never change my position on this matter. 解答番号は 33 。

been to made to used to were to ⑼ The Internet is playing 34 significant a role in our life that

we cannot imagine a future without it. 解答番号は 34 。

much so such very

⑽ Could you 35 me the way to Kiyomizu-Gojo Station? 解答番号は 35 。 educate instruct teach tell

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一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

次の文章を読んで，本文の内容に合うように，後の ⑴ ～ ⑹ の英語に続く最も 適当なものを，それぞれ ～ の中から1つずつ選び，マークしなさい。

You’ve doubtless had the experience when, across a noisy, crowded room, you lock gazes with another person. It’s almost like a scene out of the movies the rest of the world fades to grey while you and that other soul are momentarily connected in the mutual knowledge that they are looking at you and you at them.

Of course, eye contact is not always so exciting it’s a natural part of most casual conversations, after all but it is nearly always important. We make assumptions about people’s personalities based on how much they meet our eyes or look away when we are talking to them. And when we pass strangers in the street or some other public place, we can be left feeling rejected if they don’t make eye contact.

This much we already know from our everyday experiences. But psychologists and neuroscientists have been studying eye contact for decades and their intriguing［注1］findings reveal much more about its power, including what our eyes give away and how eye contact changes what we think about the other person looking back at us.

For instance, a recurring［注2］finding is that gazing eyes grab and hold our attention, making us less aware of what else is going on around us (that ‘fading to grey’ that I mentioned earlier). Also, meeting someone’s gaze almost immediately engages a raft of［注3］brain processes, as we make sense of the fact that we are dealing with the mind of another person who is currently looking at us. In consequence, we become more conscious of that other person’s agency［注4］, that they have a mind and perspective of their own and, in turn, this makes us more self-conscious.

You may have noticed these effects particularly strongly if you’ve

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ever held the intense gaze of a monkey or ape at a zoo: it is almost impossible not to be overcome by the profound［注5］sensation that they are a conscious being judging and scrutinising［注6］you. In fact, even looking at a portrait painting that appears to be making eye contact has been shown to trigger［注7］a swathe of［注8］brain activity related to social cognition［注9］that is, in regions involved in thinking about ourselves and others.

Not surprisingly, the drama of realising we are the object of another mind is highly distracting［注10］. Consider a recent study by Japanese researchers. Volunteers looked at a video of a face while simultaneously［注11］ completing a word challenge that involved coming up with verbs to match various nouns (to take an easy example, if they heard the noun “milk”, a suitable response would be “drink”). Crucially, the volunteers struggled much more at the word challenge (but only for the trickier nouns) when the face in the video appeared to be making eye contact with them. The researchers think this effect occurred because eye contact even with a stranger in a video is so intense that it drains our cognitive reserves.

Similar research has found that meeting the direct gaze of another also interferes with our working memory (our ability to hold and use information in mind over short periods of time), our imagination, and our mental control, in the sense of our ability to suppress irrelevant［注12］information. You may have experienced these effects first hand, perhaps without realising, whenever you have broken eye contact with another person so as to better concentrate on what you are saying or thinking about. Some psychologists even recommend looking away as a strategy to help young children answer questions.

As well as sending our brains into social overdrive［注13］, research also shows that eye contact shapes our perception of the other person who meets our gaze. For instance, we generally perceive people who make

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more eye contact to be more intelligent, more conscientious and sincere (in Western cultures, at least), and we become more inclined to believe what they say.

［注1］ intriguing 興味深い ［注2］ recurring 繰り返し見られる ［注3］ a raft of たくさんの ［注4］ agency 力 ［注5］ profound 深い ［注6］ scrutinise 詳しく調べる ［注7］ trigger 引き起こす ［注8］ a swathe of 幅広い ［注9］ social cognition 社会的認知 ［注10］ distracting 人の気をそらす ［注11］ simultaneously 同時に ［注12］ irrelevant 関係のない ［注13］ overdrive 活発な活動

⑴ In paragraph two, the underlined part make assumptions means form beliefs. have dreams. take notes. 解答番号は 1 。

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⑵ Gazing into another person’s eyes

is something monkeys and apes do when their brain activity is being studied.

makes a person more conscious of what is going on around him or her.

will make a person more aware of himself or herself.

解答番号は 2 。 ⑶ The information in paragraph five suggests that

looking at portraits of people engaging in eye contact is a good way to study our brain activity.

monkeys and apes in zoos need to engage in a certain amount of eye contact every day for social reasons.

people who stare at the eyes of someone in a painting may start engaging in thoughts about the person in the painting.

解答番号は 3 。 ⑷ In paragraph six, the volunteers in the study

had to drink some milk while making eye contact with a face in the video.

struggled much more when the face in the video looked away from them.

took longer to answer when the face in the video seemed to make eye contact with them.

解答番号は 4 。

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一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

art and culture before they got married; parents also

Ⓒperceived study

abroad as a safer way for their daughters to travel. Today,

Ⓓeven in colleges that enroll a majority of men, those who

study abroad are disproportionately women. Take Purdue University, for example. Men account for 57 percent of the student body but only 41 percent of undergraduates who go abroad, according to a university spokesperson. Since 2013, the number of Purdue undergraduates studying overseas

Ⓔannually has doubled to around 2,600 as part of a

university-wide effort to increase global awareness among its students. The percentage of men going abroad, however, has remained the same.

What’s puzzling to campus administrators is that the numbers aren’t budging［注7］even as they pitch study abroad as necessary for future employment to students who, even more so than in past years, are worried about their job prospects. “Having a significant experience abroad is

Ⓕcritical to understanding the world they’re going to work in

after graduation, ” says Michael Brzezinski, Purdue’s dean of international programs.

That focus on employability is one reason why the composition of majors studying abroad has shifted toward STEM and business just not the men in those majors. As a result, study-abroad leaders have started to focus on another explanation for why men don’t go abroad: complacency［注8］. Simply put, they don’t want to leave their friends and comfort zone. A study of 2,800 students at two- and four-year colleges found that the more male students interacted with their peers defined as anything from spending time with a friend or a dorm hallmate［注9］the less likely they were to go abroad. But peer interaction did not have such an impact on women, the researchers found.

Samantha Brandauer, who runs Dickinson College’s study-abroad office, told me she has experienced this first hand. In her past job at

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Gettysburg College, she teamed up with a colleague to convene［注10］student focus groups on why men didn’t go abroad and what the college could do about it. What she discovered was a “bro mentality” among men in college a culture where male students don’t want to leave their friends to study abroad and are heavily influenced by their classmates in making choices about what to do in college. “Part of this is a messaging problem because the way we talk about study abroad as a transformative experience just doesn’t resonate［注11］with college-age men,” Brandauer says. “They don’t want to be transformed.”

Like at other schools, only about one-third of Dickinson students who study abroad are men, Brandauer told me. When male students do go overseas, she says they are often encouraged by a trusted coach or mentor［注12］on campus, or they study abroad with a group of their friends. “The key is attracting those students who have some inclination and then lowering barriers and creating incentives,” she added.

ⒼTo persuade men to study abroad, some campuses are making

programs more explicitly about employability, appending［注13］internships to existing

Ⓗones and adding options in locations like China and the Middle

East where students might picture themselves working some day. Building study-abroad programs into the fabric of the undergraduate curriculum helps lower the perceived barriers, says Purdue’s Brzezinski, so that male students don’t view going away as an added burden on top of planning their coursework each semester［注14］.

［注1］ enrollment 登録者数 ［注2］ surge 急増 ［注3］ disparity 不均衡 ［注4］ hospitable 適した ［注5］ degree requirement 卒業要件

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⑸ People may break eye contact with others when they want to make everything around them fade to grey. they want to remember something important. they want to study the brain activity of young children.

解答番号は 5 。 ⑹ In paragraph seven, the underlined part mental control can most

closely be defined as

experiencing interference without help from psychologists. keeping out unimportant information.

sensing unnecessary eye contact through our suppressed brains. 解答番号は 6 。

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次の文章を読んで，後の ⑴ ～ ⑼ の各問いに答えなさい。

Even as new enrollments［注1］of international students at colleges in the United States have declined over the past two years, the number of American students studying abroad continues to grow. Some 332,700 students studied overseas in the 2016-17 academic year, up 17 percent from five years ago and 27 percent from a decade ago.

But there is one group of students underrepresented in the surge［注2］of undergraduates going overseas: men. In 2016-17, women accounted for more than two-thirds of American students studying abroad, a proportion that

Ⓐhas remained constant for more than a decade.

Colleges have long blamed the gender disparity［注3］on the simple fact that women outnumber men on campuses and tend to major in disciplines that historically have accounted for a large share of overseas programs, such as the humanities, social sciences, and foreign languages. Ⓑ , fields dominated by men, mostly STEM (science, technology, engineering, and mathematics) disciplines, have a reputation for being less hospitable［注4］to overseas study because of demanding degree requirements［注5］.

But STEM majors now represent the largest group of students abroad, making up a quarter of all undergrads overseas. Business, another major popular with men, comes in a close second at 21 percent. Both academic fields have surpassed the social sciences, which led the pack until 2012.

And while women account for 56 percent of the 19.3 million undergraduates enrolled at U.S. institutions, up from 42 percent in the 1970s, administrators who run study-abroad programs say the gender gap in overseas study predates［注6］the shift in overall enrollment. Part of that is historical. In the early 1900s, women in college went abroad for

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公募制推薦入試 公募制推薦入試 英 　　　　　 語 公募制推薦入試 数 　　　　　 学 公募制推薦入試 生 　　　　　 物 公募制推薦入試 化 　　　　　 学 公募制推薦入試 国 　　　　　 語

一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

［注6］ predate 先行する ［注7］ budge 変動する ［注8］ complacency 自己満足 ［注9］ dorm hallmate 寮の仲間 ［注10］ convene 招集する ［注11］ resonate 共感を与える ［注12］ mentor 助言者 ［注13］ append 追加する ［注14］ semester （2学期制の）学期

⑴ 下線部 Ⓐ has remained constant に最も近い意味を表すものを，次の ～ の中から1つ選び，マークしなさい。解答番号は 7 。

has not changed has kept changing has never been the same has steadily grown

⑵ Ⓑ に入れるのに最も適当なものを，次の ～ の中から1つ選 び，マークしなさい。解答番号は 8 。 By accident From now on Meanwhile Nevertheless

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⑶ 下線部 Ⓒ perceived に最も近い意味を表すものを，次の ～ の中から 1つ選び，マークしなさい。解答番号は 9 。 faced looked regarded seemed

⑷ 下線部 Ⓓ even in colleges that enroll a majority of men, those who study abroad are disproportionately womenに 最 も 近 い 意 味 を 表 す も の を，次の ～ の中から1つ選び，マークしなさい。解答番号は10 。

even in colleges where most students go abroad, the majority of them are female

even when there are more male students on campus, the majority of students studying overseas are women

some colleges enroll more male students because they are less likely to study overseas

the proportion of male students to female students in colleges affects motivation for studying abroad

⑸ 下線部 Ⓔ annually の意味として最もふさわしいものを，次の ～ の中 から1つ選び，マークしなさい。解答番号は 11 。 continuously firstly regularly yearly

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⑹ 下線部 Ⓕ critical の意味として最もふさわしいものを，次の ～ の中か ら1つ選び，マークしなさい。解答番号は 12 。 explanatory risky serious vital

⑺ 下線部 Ⓖ To persuade men to study abroad のための方策としてふさわ しくないものを，次の ～ の中から1つ選び，マークしなさい。 解答番号は 13 。

decreasing the amount of coursework in study-abroad programs developing employability skills in study-abroad programs making study-abroad programs part of the university curriculum offering new locations in study-abroad programs

⑻ 下線部 Ⓗ ones の内容として最もふさわしいものを，次の ～ の中から 1つ選び，マークしなさい。解答番号は 14 。 campuses internships programs students

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⑼ 本 文 の 内 容 に 合 う よ う に，次 の1～3の 与 え ら れ た 部 分 に 続 く 15 ～ 17 に入る最も適当なものを，それぞれ ～ の中か ら1つ選び，マークしなさい。

1．According to paragraph one, 15 解答番号は 15 。 an increasing number of American students are studying overseas recently.

more American students chose to study abroad a decade ago. more international students are expected to study in America in ten years.

the number of international students in America has continued to decrease for a decade.

2．According to paragraph four, of undergraduates who study abroad,

16 解答番号は 16 。

25 percent major in STEM. less than 20 percent major in business. STEM is far more popular than business. the social sciences have been the most popular major. 3．According to paragraph nine, male students are NOT 17

解答番号は 17 。 closely connected with their friends.

eager to have liberating experiences in foreign countries. interested in STEM and business anymore.

reluctant to move away from familiar circumstances.

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英語〔Ａ方式 1 /30〕

111

入試概要

ＡＯ入試

公募制推薦入試 公募制推薦入試 英 　　　　　 語 公募制推薦入試 数 　　　　　 学 公募制推薦入試 生 　　　　　 物 公募制推薦入試 化 　　　　　 学 公募制推薦入試 国 　　　　　 語

一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

Brian: Yeah, it’s funny thinking back to my childhood days and remembering all the things I didn’t like. I never used to eat any fish. I mean, we didn’t really eat much fish in my house anyway. My mum and dad sometimes had it, but my brothers and I would never eat it. 21

Ken: I didn’t really like fish when I was a kid either. I think it might be something to do with the smell. You know, some kinds of fish have a really strong smell when you cook them. Brian: That’s right. I think it’s interesting to think about foods we do

and don’t like. I mean, sometimes it’s the taste, but sometimes it’s the smell or texture that is the problem. 22 She says she doesn’t mind the taste and if they are cut up really small she doesn’t notice them, but she absolutely hates the texture of them.

Ken: Yeah, I can understand that. For me, I really don’t like octopus, you know. It just feels really rubbery in my mouth. Even though I can eat a lot of foods now that I didn’t like when I was a kid, I just can’t get used to that.

Brian: Yeah, for me it’s blue cheese. I mean, I like most kinds of cheese. 23 But that really strong-smelling blue cheese, I just can’t bear it.

Ken: Yeah, I guess we all have things that we just don’t like and are never going to like, no matter how many times we try them.

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Brian: 24 You know, like if you go to some ethnic restaurant. I went to an Ethiopian restaurant one time. The food was pretty good.

Ken: Oh really? What was it like? I can’t imagine what Ethiopian food is.

Brian: Well, it was like a kind of meat stew. It was pretty spicy. But the interesting thing was, there were no knives or forks or anything. 25 There was, like, this huge piece of bread, like a flat bread, and you just used that to dip into the stew.

Ken: Oh, that sounds interesting.

But mind you, I’m always ready to try some new things. Especially on pizza or something.

I’m the same with egg.

Like, I’ve got this friend who absolutely can’t stand onions. My poor mum always had to cook something different for us. There is dressing too.

They are pretty harmless. You just ate it with your fingers.

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次の会話の意味が通るように， 18 ～ 25 に入れるのに最も適 当な表現を，後の ～ の中から，それぞれ1つずつ選び，マークしなさい。 ただし，同じ記号は1度しか使えません。解答番号は 18 ～ 25 で，空欄番 号と同じ番号の解答欄にマークしなさい。

Ken: Okay, let’s sit here.

Brian: Right. We are lucky to get a seat. It’s pretty crowded in here. Ken: Yeah, the cafeteria is always busy between twelve and about one

thirty. It can be kind of difficult to find a seat.

Brian: To tell the truth, I don’t really come here very much. I mean, the food is not bad, and it’s pretty cheap, but I usually just buy a sandwich or something at the convenience store and eat outside on a bench, you know?

Ken: Yeah, I sometimes do that too. Here, do you want some ketchup? I picked up a couple of packs. 18 For the salad. Here you are.

Brian: Oh, yeah, great. Thanks for that. I completely forgot. You have to have ketchup with fries, right? I mean, it’s just necessary.

Ken: Yeah. On the topic of ketchup, I was in Holland last year and when you get fries there, they serve them with mayonnaise, not ketchup. I was a bit surprised the first time I got it.

Brian: I bet. Can you get tomato ketchup as well? I mean, if you ask

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for it.

Ken: Yeah, they have it too. Here’s a funny thing. I really like tomato ketchup, but I don’t like tomatoes that much. Isn’t that strange? I mean, I can eat tomatoes if they are sliced up small. You know, in a salad or something, and there are not too many of them. But I can’t eat a big piece on its own.

Brian: I know. 19 If it is in something, you know, like a salad or a sandwich or something like that, I can eat it. But just an egg on its own, no way. You know, like, just a boiled egg or a fried egg, like you get with a full breakfast, with bacon, sausage and stuff.

Ken: Yeah.

Brian: Well, I usually just leave it on the side. I’m a bit better now, but when I was a kid, I couldn’t eat egg at all. It used to drive my mum crazy!

Ken: I know. When I was a kid I was a pretty picky eater. I mean, there were lots of foods that I just wouldn’t touch. I never liked mushrooms.

Brian: Mushrooms? 20

Ken: Right. I can eat them now, but I hated them when I was a kid. I think it was the texture I didn’t like. I mean, the feeling in my mouth. You know, they are so soft and a little bit spongy.

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112

入試概要

ＡＯ入試

公募制推薦入試 公募制推薦入試 英 　　　　　 語 公募制推薦入試 数 　　　　　 学 公募制推薦入試 生 　　　　　 物 公募制推薦入試 化 　　　　　 学 公募制推薦入試 国 　　　　　 語

一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

次の ⑴ ～ ⑽ の各文の に入れるのに最も適当な語句を，後の ～ の中から，それぞれ1つずつ選び，マークしなさい。

⑴ People always want more, 26 rich they are.

解答番号は 26 。 even if however unless whatever ⑵ Kevin spoke fluent Spanish, 27 surprised me very much.

解答番号は 27 。

such that what which

⑶ 28 from a day’s work, she went to bed much earlier than

usual. 解答番号は 28 。

After exhausting Exhausted Exhausting Having exhausted

⑷ You must continue to practice the piano until the bell 29 for

lunch. 解答番号は 29 。

rang rings should ring will ring ⑸ She 30 sings like an angel, but dances gracefully.

解答番号は 30 。 far from had better

not only would rather

⑹ I can’t believe there was an audience of 31 two thousand at

the concert. 解答番号は 31 。

all the more no less than none the less still more

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⑺ I had my suitcase 32 to my room by a bellboy.

解答番号は 32 。 carried carry carrying to carry ⑻ Jack was glad 33 Mary when she needed it the most.

解答番号は 33 。 having help to that he can help

to have helped with helping

⑼ Never 34 we dream of such success. 解答番号は34 。

did had have little

⑽ 35 Tracy be given another chance, she would pass the test. 解答番号は 35 。

Had If Should Unless

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次の ⑴ ～ ⑸ の日本語の内容を表すように（ ）内の語を並べ替えた場合， （ ）の中で3番目と6番目にくる語の記号を，それぞれ ～ の中から1 つずつ選び，マークしなさい。 ⑴ あのかわいそうな少年を手助けすることができて，本当にうれしかった。 I（ happy help more poor than that

to was）boy.

解答番号は3番目 36 ，6番目 37 。 ⑵ 彼女は泣きたい気分だったが，できるだけ彼から感情を隠そうとした。

She felt like crying, but she tried as（ as could emotions hard her hide she to） from him.

解答番号は3番目 38 ，6番目 39 。 ⑶ トムはその新しい計画を実行するのにずっと反対している。

Tom（ been carrying has new opposed out the to）plan.

解答番号は3番目 40 ，6番目 41 。 ⑷ 陰で他人のことを笑いものにしてはいけない。

You should（ backs behind fun make not of others their）.

解答番号は3番目 42 ，6番目 43 。 ⑸ 彼が車を修理してもらうのにいくらかかりましたか。

How much did（ car cost have him his it repaired to）? 解答番号は3番目 44 ，6番目 45 。 （英語問題 おわり）

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英語〔Ａ方式 1 /30〕

113

入試概要

ＡＯ入試

公募制推薦入試 公募制推薦入試 英 　　　　　 語 公募制推薦入試 数 　　　　　 学 公募制推薦入試 生 　　　　　 物 公募制推薦入試 化 　　　　　 学 公募制推薦入試 国 　　　　　 語

一般入試

一般入試英語 一般入試日本史 一般入試世界史 一般入試生物 一般入試化学 一般入試数学 一般入試国語

音楽実技

［注12］ transmit 伝える ［注13］ embodiment 実現，具体化 ［注14］ chronic 慢性の ［注15］ testify 証言する

⑴ The information in paragraph one suggests that

even one-year-old babies have difficulty recognising different sounds in their native language.

it is extremely difficult for adults to distinguish sounds in a language other than their mother tongue.

older learners still have almost the same level of talent to pronounce the sounds of foreign languages that younger ones have.

解答番号は 1 。 ⑵ According to the passage, many languages use

between 100 and 2,000 different sounds. fewer than 100 different sounds. more than 100 different sounds.

解答番号は 2 。 ⑶ In paragraph two, the underlined word diet most nearly means

a limited amount of food allowed in a weight-losing program. a particular type of food eaten for medical purposes. the food usually eaten by a person or group.

解答番号は 3 。

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⑷ According to the passage, labiodentals are

commonly used in cultures catching and eating wild animals. not often used in agricultural societies.

rarely used in societies which rely on hunting.

解答番号は 4 。 ⑸ The replacement of p with f in European languages had to do with

hunter gatherers’ custom of eating softer foods. the bigger lower jaws farmers had to chew with. the lower frequency of biting with the front teeth.

解答番号は 5 。 ⑹ The author believes that

our language may be at least indirectly affected by what we eat. our thoughts are entirely determined by the number of sounds in our language.

the cause of some diseases can be partly explained by the shapes of our jaws. 解答番号は 6 。

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次の文章を読んで，本文の内容に合うように，後の ⑴ ～ ⑹ の英語に続く最も 適当なものを，それぞれ ～ の中から1つずつ選び，マークしなさい。

Babies have an astonishing talent that adults entirely lose. By the age of one, they can recognise the significant noises in the babble［注1］around them and group them into a language. When we have lost this capacity as adults, it becomes enormously difficult to distinguish between sounds that are glaringly different to a native speaker.［ . . . ］ This is because the range of possible sounds that humans use to convey meaning may be as high as 2,000, but few languages use more than 100 and even then the significant noises the phonemes［注2］of a language each cover a range of sounds and so blur［注3］distinctions which would change the meaning of a word in other languages.

But where do these phonemes come from and why do they shift over time ? New research suggests that the apparently arbitrary［注4］distribution of some sounds around the world may be partially explained by diet. This is unexpected. We’d rather think of language as the product of our thought, rather than of the arrangement of our teeth. In reality, though, any given language must be both.

Hunter gatherer［注5］languages very seldom use the sounds known as labiodentals［注6］those such as f and v that are made by touching the lower lip with the upper teeth. Only two of the hundreds of Australian aboriginal［注7］languages use them, for example. But in cultures that have discovered farming, these consonants［注8］are much more common. The argument goes that farmers eat more cooked food and more dairy than hunter gatherers. Either way, they need to chew much less, and to bite

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less with their front teeth. So farmers grew up with smaller lower jaws and more of an overbite［注9］than their ancestors who had to bite through tougher foods. It became easier for them to make the labiodental consonants instead of purely labial［注10］ones: one example is that f came to take the place of p. Romans said “pater” but English speakers［ . . . ］ say “father”.

Beyond these particular changes, the story highlights the way in which everything distinctively［注11］human is both material and spiritual: speech must combine sound and meaning, and the meaning can’t exist or be transmitted［注12］without a physical embodiment［注13］of some sort. But neither can it be reduced to the purely physical, as our inability to understand or even to recognise foreign languages makes clear. The food we eat shapes our jaws, and our jaws in turn shape the sounds of our language. The ease with which we eat probably shapes our thought too, as anyone who has suffered chronic［注14］toothache could testify［注15］. What we eat may have shaped the sounds of our language, but how we eat changes how we feel and what we use language to express.

［注1］ babble 話し声 ［注2］ phoneme 音素（語の意味を区別する機能をもつ音声の最小単位） ［注3］ blur 不明瞭にする，あいまいにする ［注4］ arbitrary 恣意的な，任意の ［注5］ hunter gatherer 狩猟採集民 ［注6］ labiodental 唇歯音 ［注7］ aboriginal アボリジニ（オーストラリア先住民）の ［注8］ consonant 子音 ［注9］ overbite 上の歯が下の歯よりも出ている状態 ［注10］ labial 唇音 ［注11］ distinctively 明確に，特徴的に 英

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英語〔Ｂ方式 1 /31〕

（時間：他の試験科目 1 科目とあわせて 2 科目で120分）