【１】 次の英文の（ ）内の語を、必要があれば適当な形に直して書き入れなさい。
ただし、２語になるものもあります。
１． Mike can swim as ( good ) as John.
２． Love is the ( important ) of all.
３． Rika is ( pretty ) than my wife.
４． The weather today is much ( bad ) than yesterday
５． He had the ( much ) money in the village.
６． Which is ( useful ) , this map or that one?
７． We hope ( see ) you again someday.
８． Did you finish ( read ) the book?
９． We expect you ( pass ) the examination.
１０． I thought that I ( hear ) the doorbell.
１１． He continued ( walk ) in the rain.
１２． I told him not ( do ) such a thing again
１３． Jack came into the room without ( say ) a word.
１４． I’d like ( see ) her someday.
１５． Don’t be afraid of making mistakes in ( speak ) in English.
１６． We agreed ( start ) earlier than usual.
１７． They were able ( build ) the long bridge.
１８． The students stopped ( talk ) and began to study.
１９． It is interesting for me ( see ) stars
２０． We are interested in ( shop ) at the store.
【2】 正しい単語を選択肢の中から選びなさい。
Maria is a talented musician. She ___ play the piano and the violin.
a) must
b) can
c) will
d) should
The students ___ attend the workshop tomorrow to improve their writing skills.
a) must
b) could
c) shall
d) might
You ___ finish your assignment before the deadline to get a good grade.
a) should
b) can
c) will
d) must
We ___ go to the airport now; otherwise, we’ll miss our flight.
a) might
b) must
c) could
d) would
My parents ___ let me go to the concert if I finish my homework.
a) may
b) should
c) will
d) can
The doctor said that the patient ___ undergo surgery as soon as possible.
a) should
b) must
c) can
d) would
In extreme weather conditions, residents ___ evacuate their homes for safety reasons.
a) might
b) shall
c) could
d) must
Students ___ be allowed to use a calculator during the math exam.
a) can
b) will
c) should
d) must
The manager insisted that the report ___ submitted by the end of the day.
a) would be
b) might be
c) should be
d) will be
You ___ consider the consequences before making such an important decision.
a) can
b) may
c) shall
d) must
次の空欄に、anything but または nothing but のいずれかを正しく入れなさい。
1. After the intense workout, I wanted __________ a refreshing drink to quench my thirst.
2. The room was filled with __________ laughter and joy as friends celebrated the happy occasion.
3. She claimed to be an expert, but her presentation offered __________ a string of clichés and generalizations.
4. Despite the chef’s reputation, the meal was __________ a culinary masterpiece.
5. The detective found __________ a few scattered clues at the crime scene.
6. The professor’s lecture was __________ a tedious recitation of facts, with no engaging discussion or analysis.
7. When asked about the missing keys, she could remember __________.
8. The art gallery displayed __________ breathtaking paintings from various renowned artists.
9. The challenge was difficult, and the contestants gave it their all, but the results were __________ disappointment.
10. I searched the entire house and found __________ that resembled the missing book.
文の中に適切な語を選んでください。
11. She was an experienced hiker, __________ she confidently navigated through the rugged mountain trails.
a. moreover
b. suddenly
c. despite
d. always
12. The concert, __________ featured a variety of musical genres, drew a diverse audience.
a. who
b. which
c. because
d. quickly
13. She insisted on paying for dinner, ____________ I had already offered to cover the bill.
a. although
b. despite
c. even if
d. even so
14. After the heavy rain, __________ flooding the streets, the city implemented better drainage systems.
a. and
b. therefore
c. completely
d. when
15. The old library, __________ housed a vast collection of rare books, was a treasure trove for researchers.
a. but
b. where
c. so
d. which
英語の歴史を知る②
これまでのあらすじ：
英語が主要な言語となる以前、ブリテン諸島ではかつて、ケルト人として知られる集団が存在していました。
彼らは、他の文化が到来する前に、長い間、独自の言語を用いて交流していました。ケルト語は、遥か昔の鉄器時代から、ブリテン諸島で広く使用されていました。この地域では、ケルト人の主要なグループにはブリトン人とゲール人が含まれていました。
ブリトン人は現在のイングランドとウェールズに住んでおり、一方でゲール人はスコットランドとアイルランドに居住していました。彼らが話していた言語は「島嶼ケルト語」として知られています。
彼らは古ウェールズ語、古コーンウォール語、古ブルトン語など、複数のブリトン語を使用していました。ケルト人は島々全体にわたり、独自の王国と地域を築いていました。
イギリス諸島に住むケルト人は、農業を主体とした穏やかな生活を営んでおり、歴史の舞台裏では、ローマ帝国の登場によって大きな変革が迫られることとなりました。
The arrival of the Romans in the British Isles, especially in England, occurred during the first century BCE. The Roman conquest of Britain under Emperor Claudius in 43 CE marked the beginning of significant Roman influence in the region. The subsequent centuries saw the establishment of Roman towns, forts, and infrastructure, contributing to the cultural and linguistic changes.
Nevertheless, the Celts did not remain silent. One notable event was the Boudican Revolt in 60/61 CE. Queen Boudica of the Iceni tribe led a major uprising against Roman rule, resulting in significant battles and the destruction of Roman settlements, including Londinium (modern-day London).
The rebellion was a response to perceived Roman oppression, particularly regarding issues of taxation, mistreatment of the Iceni people, and the confiscation of their lands.
Boudica led a coalition of Celtic tribes, including the Iceni and the Trinovantes, in a series of fierce and destructive attacks against Roman settlements. The rebels successfully sacked and burned several Roman towns, including Londinium (London) and Verulamium (St Albans). The Roman historian Tacitus provided an account of the events in his work “Annals.” Boudica’s forces were ultimately overwhelmed, and she is believed to have died during or after the conflict.
Roman influence gradually permeated various aspects of Celtic life, including language, culture, and governance. The process unfolded over several centuries, and while it’s challenging to provide a detailed chronicle, some key developments characterize this period of Roman rule.
The Romans established a network of towns, forts, and roads, contributing to the urbanization of certain areas. Cities like Londinium (London) became prominent centers of Roman administration and commerce. The construction of infrastructure facilitated trade, communication, and the spread of Roman culture.
Latin, the language of the Roman conquerors, began to influence the local Celtic languages. While the Celtic languages persisted among the population, Latin inscriptions, military orders, and the presence of Roman officials contributed to a linguistic shift. Bilingualism likely became common among the people.
The Celtic people interacted with Roman culture, adopting certain aspects while also influencing Roman practices. This cultural exchange is evident in artifacts, art, and architectural styles of the time. Roman technologies and architectural techniques, such as the construction of bathhouses and villas, left an enduring mark.
The Romans introduced their system of governance, incorporating elements of Roman law and administration. Local elites may have participated in Roman governance structures, creating a hybrid system that combined Roman and Celtic elements.
The Roman presence in Britain persisted for several centuries, but by the early 5th century, the Roman Empire faced internal challenges and external threats. As a result, Roman legions were withdrawn from Britain around 410 CE. This departure left a power vacuum, contributing to the subsequent Anglo-Saxon and Viking invasions and the establishment of new kingdoms.
It’s important to note that while Roman influence was significant, it did not completely erase Celtic culture or languages. Instead, it laid the groundwork for a complex intermingling of Roman and Celtic elements, creating a unique blend that characterized the cultural landscape of post-Roman Britain.
1. When did the Romans arrive in the British Isles, particularly in England?
a. 1st century CE
b. 2nd century CE
c. 3rd century BCE
d. 4th century BCE
2. What marked the beginning of significant Roman influence in Britain?
a. Battle of Verulamium
b. Boudican Revolt
c. Construction of bathhouses
d. Arrival of Julius Caesar
3. Who led the Boudican Revolt against Roman rule in 60/61 CE?
a. Julius Caesar
b. Queen Boudica
c. Emperor Claudius
d. Trinovantes leader
4. What was one of the main reasons for the Boudican Revolt?
a. Roman architectural influence
b. Mistreatment of the Iceni people
c. Roman withdrawal from Britain
d. Linguistic changes
5. Which Roman historian provided an account of the Boudican Revolt in his work “Annals”?
a. Seneca
b. Livy
c. Tacitus
d. Cicero
6. What were the results of the Boudican Revolt for Roman settlements, including Londinium?
a. Flourished and expanded
b. Sacked and burned
c. Abandoned voluntarily
d. Strengthened Roman rule
7. What language began to influence local Celtic languages during the Roman rule?
a. Greek
b. Celtic
c. Latin
d. Anglo-Saxon
8. How did Roman infrastructure contribute to the spread of Roman culture?
a. By building forts
b. By establishing trade routes
c. By enforcing Roman laws
d. By constructing bathhouses
9. In what century did the Roman legions withdraw from Britain?
a. 1st century BCE
b. 2nd century CE
c. 3rd century BCE
d. 5th century CE
10. What characterized the cultural landscape of post-Roman Britain?
a. Complete eradication of Celtic culture
b. Exclusive adoption of Roman practices
c. Complex intermingling of Roman and Celtic elements
d. Preservation of Roman governance structures
Answers:
a
b
b
b
c
b
c
b
d
c
英語で考える習慣をつける: 和文を英語に訳すとき、単なる言葉の対応だけでなく、文脈や意味を理解しながら訳すことが求められます。これにより、英語での論理的思考や表現が養われ、英語脳を育むことができます。共通テストなど量が多く時間的に厳しいテストで生徒が苦しむ理由はリーディングなどの受動的な学習に偏っているからです。能動的な学習は単語の覚えも速くなり、思考力も鍛えられます。
括弧に日本文を読み適切な英単語を入れなさい。
1.ある日、サムは日本の文化に引き付けられました。
( ) day Sam ( ) ( )( ) Japanese culture.
2.マイクの夢は叶いました。
Mike’s dream ( ) ( ).
3.キムはまた町の便利さ無しでの生活の仕方を学びました。
Kim ( ) learned ( ) ( ) ( ) ( ) city conveniences.
4.北極圏は地球の他の地域に比べて2倍のスピードで温暖化が進んでいます。
The Arctic is ( )( ) twice as fast as the rest of the Earth.
5.選出基準はユネスコの一般会議で決められました。
The selection standards ( ) ( ) at the UNESCO General Conference.
6.それらは世界自然遺産で登録されていますか？
( ) they ( ) ( ) a world heritage site.
7.その山々は、ユーカリの葉から油性のミストのせいで、青く見えます。
The mountains look blue ( ) ( ) an oily mist from the Eucalyptus leaves.
8.その自然美は保存されています。
The natural ( ) is ( ).
9. ベニスの多くの島々は運河と橋によって繋がれています。
Venice’s many islands ( ) ( ) by canals and bridges.
10. ベニスは魅力的ですが、多くの問題を抱えています。
Venice is ( ), but it has ( ) ( ).
11.多くの観光船波を作ります。 そして土壌がその波によって損傷します。
Many ( ) ships ( ) ( ), and the ground ( ) ( ) by the waves.
12.富士山は多くの人々に創造的な着想を与えます。
Mr.Fuji ( ) many people ( ).
次の各組の文がほぼ同じになるようにしなさい。
1.I was late for school because there was an car accident.
I was late for school ( ) ( ) an car accident.
2. Can we see pandas in Japan?
( ) pandas ( ) ( ) in Japan?
次の文章を読み以下の問題に答えなさい。
You got tired of the city noise and serious stuff, so you decided to explore a cool, peaceful place. The air there is different – cleaner and fresher – and it feels like nature is giving you a big thumbs-up. As you walk around, you see a wild place that you really want to check out – it’s like a dream come true. ** tired of ～：に飽きている。stuff:もの、こと
You end up staying in a camp in the faraway tundra, which is a big, cold area with not many trees. The people there are called the Inuit. They live by hunting for meat and collecting berries for food. The Inuit have a long history of living together with the land, animals, and plants, like a big family.
You learn that the bear, a strong and tough animal, is just roaming around freely. That reminds everyone of the wild beauty surrounding the camp. The Inuit start telling stories about how their way of life is connected to the land and its animals, and they talk about some problems they’re facing because of global warming. The tundra is getting warmer, making it harder to find enough food. *roam:うなる
These stories make you realize that things are changing, and the camp, once a busy and happy place, is now facing challenges because of these changes. The Inuit’s stories become like a wake-up call, telling us that we all need to be more careful about how we treat nature. The tales teach us that our actions can have a big impact on the environment, and we should do our best to take care of the world around us.
問題
1.What is the tundra ?
a. A crowded city
b. A type of camp
c. A faraway, cold area with few trees
d. An attractive amusement park
2.Who are the people in the camp?
a. The Inuit
b. The Bear People
c. The Rock Stars
d. The Citizens
3.How do the Inuit get their food?
a. Order it online
b. Hunt for meat and gather berries
c. Fish in the nearby river
d. Buy it from a store
4.Why is global warming mentioned in the passage?
a. To discuss the Inuit’s love for the world
b. To talk about the bear’s favorite weather
c. To highlight challenges the Inuit face, like finding enough food
d. To explain the different animals in the tundra
下線部を和訳しなさい。