英文和訳の最終チェック（１）
１．In the eighteenth century, a new attitude of mind was spreading among
thoughtful people which was to influence every aspect of life.
２．We indeed hear it not seldom said that ignorance is the mother of admiration.
A falser word was never spoken, and hardly a more mischievous one.
３．It was a tiny incident in itself, but it gave me a better glimpse than I had had
before of the real nature of human beings.
和文英訳の最終チェック（１）
１．正門わきの桜の木下にスポーツカーがとめてありますが、一体どなたのでしょうか。
ドイツ製のようですね。
２．偉人の伝記を読むごとに、私たちは彼らがその境遇をよく利用したことに驚かざるを
得ない。
３．本当の友達というものは、まるで自分ことのように、友達の成功を喜び、またその失
敗を悲しむものである。
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長文読解の最終チェック １－１
【上智大学・法学】
In modern societies, we say（
１
）. We tell children that the only correct
attitude is to disregard racial differences completely. At the same time, we add
that we are proud of being Chinese or South Asian or Irish or African-American or
whatever. But we are lying. I spend most of my time in Asia, and our comic books
— which surely encapsulate* some of our favorite dreams and fantasies — reveal
what we really think on the subject: Caucasians are superior, and we want to be
like them.
Ouch! No! This cannot be true. It would be too painful. But let me show you the
evidence. Every comic on the newsstand outside my office in Hong Kong depicts
heroes with round eyes, straight European noses and fair hair. Not a single one of
the 17 publications for sale features a hero or heroine with Chinese features. No
character has straight black hair, narrow eyes or small, flat noses like the ones
my children have. Hong Kong comic book heroes are incontrovertibly* and without
exception, Caucasian.
In Tokyo, similar rules hold true. Comic heroes are tall, round-eyed,
straight-nosed and often blond. Japanese artists frequently draw eyes as oval
orbs* with the upright measurement exceeding the horizontal measurement, and
they often ink in only the bridge of the nose, ignoring the nostrils. These
techniques make the faces as Caucasian as possible.
The comic-book racial differences between South Asians and Caucasians are
more subtle, but artists still make the necessary adjustments. （ ５ — A ）in
South Asian comics — or in the movies — will you find dark brown skin or the big,
expressive Indian nose. （ ５ — B ）, the heroes and heroines have small noses
and pink skin.
I am（
６ ）suggesting that this is a form of conscious racism forced upon us
by Caucasians. We do it to ourselves, and we do it unconsciously.
Many of Walt Disney’s films have been applauded for their entertaining stories
and appealing music. But that’s not why I’m clapping. I cheer because Aladdin
has a big, hooked nose — a truly mighty Middle Eastern honker*, like some of my
Arab friends. His girl, Princess Jasmine, also sports a sizable schnozzle*. In The
Lion King, set in Africa, Mufasa has wide, flared nostrils and a hot chocolate
- 2 -
voice.
Contemplating this issue has led me to consider a question other Asians may
already have asked themselves: All things being equal, would I prefer to be
Caucasian? Yes, I reply, shocking myself. All men want to be heroes. All heroes
are Caucasian. End of argument.
In the meantime, my five-year-old is progressing well with his reading. The
other day, I laid a bunch of comic books from around the world in front of him
and asked which character he most identified with. He chose a talking beetle
called Dim, from A Bug’s Life, “because he has blue skin and six legs.” But that s
a kid for you. Long may he remain racially color-blind.
Notes
*encapsulate：to
express the main points or ideas of something in
a short form or a small space
*oval
orbs：卵形の眼(球)
*incontrovertible：impossible
*honker,
１．（ １
to dispute
schnozzle：slang expression for nose
）に入るもっとも適当な文はどれか。
(a) some men are created equal
(b) all races are considered equal
(c) all cultures are contributing to world civilization
(d) all men are created to be heroes
２．大人は子供たちにどのようなことを教えているのか。
(a) 漫画から多くのことが学べる。
(b) アジア人は，白人になりたがっている。
(c) 人種的偏見を持ってはいけないが，民族的誇りは持つべきだ。
(d) 人種や民族に関しては，きれいごとを言うべきではない。
３．問題文の第二パラグラフで述べられていることはどれか。
(a) アジアで出版されている漫画本には，中国人はひとりも登場しない。
(b) 私の子供が読む漫画には，中国人らしい登場人物がでている。
(c) 香港の街頭で売っている漫画には，中国人らしい登場人物がでてこない。
(d) 香港の漫画には，女性は別として，男性は全員アラブ人のような人物が登場する。
- 3 -
４．香港と日本の漫画に登場する人物に共通する特徴はどれか。
(a) 丸くて大きな目
(b) 黒 髪
(c) 鼻孔だけの鼻
(d) 長身で筋肉質の体
５．（ A ）と（ B ）に入る最適な語の組み合わせはどれか。
(a) As と So
(b) Rarely と Instead
(c) Hardly と When
(d) Where と Naturally
６．（ ６
）に入るもっとも適当な語句はどれか。
(a) in the way
(b) in a way
(c) in one way or another
(d) in no way
７．著者がアメリカ映画の娯楽作品を高く評価する理由はどれか。
(a) 登場人物たちを本来に近い姿に描いているから。
(b) 登場人物たちを魅力的に描いているから。
(c) 美しい鼻をもった登場人物が多く出てくるから。
(d) 物語，音楽，登場人物どれをとっても観客に感動を与えてくれるから。
８．本文の内容と一致するものはどれか。
(a) 男の子はみんなアラジンのようなヒーローに憧れる。
(b) ディズニーのアニメを観ると，アラブ人やアフリカ人が美しく思える。
(c) アジア人には知らないうちに人種的なコンプレックスを持ってしまう者がいる。
(d) 著者は，アジア人であることに誇りを持っている。
９．二重下線部の内容をもっとも適切に表わしている文はどれか。
(a) ディムの肌の色はずっと変わらないでほしい。
(b) ディムはいつまでも子供たちのヒーローだろう。
(c) 息子はこれからずっと色の識別が出来ないかもしれない。
(d) 息子は人種的偏見をもたないでほしい。
10．本文の主題としてもっとも適当なものはどれか。
(a) アジアの漫画にみるナショナリズム
(b) 根の深い人種的偏見
(c) 最近の児童にみる世界観の変化
(d) 漫画のキャラクターにみる多文化主義
- 4 -
長文読解の最終チェック １－２
【静岡大学・前期】
Kurosawa was born in Tokyo in 1910, the seventh child of a strict soldier-father.
The boy’s early loves were oil painting and literature, including the Western
writing that was so influential in Japan at the time. These interests would become
vitally important throughout his career. The painter’s eye is particularly obvious
in his films, especially in his later ones, and Kurosawa adapted film plots from
such different authors as Shakespeare, Dostoevsky and hard-boiled detective
writer Ed McBain. He stumbled into the movie business as a young assistant
director and scenario writer, directing his first film, Sanshiro, Sugata, at the age
of 33. Five years later, he made Drunken Angel, considered by critics the first true
Kurosawa film. It was also his first collaboration with actor Toshiro Mifune, who
would work with the master 15 more times.
Rashomon was the film that introduced Kurosawa to the outside world, and
that began (1)an uncomfortable relationship with fame that lasted throughout his
whole career. He had the artistic strength to resist compromise, either political or
commercial. But his own producer on Rashomon didn’t understand the film,
which gained attention at home only after receiving international praises.
Kurosawa had occasional commercial difficulties from then on, despite such
major hits in Japan as Yojimbo. His last films were produced with Hollywood
support and money. They were bigger events in the West than in Japan, despite
the kimonos and the films’ medieval setting. At his death in 1998, four decades
after Rashomon, Kurosawa was virtually forgotten in Japan.
(2)The irony is that he was such a Japanese filmmaker. (3)Aside from his
excellent movies about warriors, Kurosawa also told bitter stories of ordinary,
contemporary Japanese, some of them nobodies. High and Low, with Mifune as a
rich businessman tormented by a poor kidnapper, is one. These films have
influenced me greatly with their realism and concern for the common people. My
impression is that through Kurosawa’s films all of us can experience the soul of
Japan, the inner strength of the Japanese people. Yet his own countrymen, in
rather large numbers, accused him of making films to foreigners’ tastes. In the
1950s,
Rashomon
was
criticized
as
- 5 -
exposing
Japan’s
ignorance
and
backwardness to the outside world ― a charge that now seems absurd. In China,
I have faced the same criticism.
Kurosawa has set the example of a cinema with a strong national flavor that
attracts the interest, and the admiration, of the outside world. I tried to put that
lesson to use in my own films. Kurosawa tells me to keep my own Chinese
character and Chinese style. That is his great lesson for Asian filmmakers.
(Adapted from “Akira Kurosawa,” by Zhang Yimou, TIME August 23 ― 30, Vol.
154, No. 7 / 8, pp. 100 ― 102, 1999. The writer Zhang Yimou is a Chinese film
director.)
注
Sanshiro Sugata, Drunken Angel, Rashomon, Yojimbo, High and Low：いずれ
も黒沢明監督の映画作品
torment：ひどく苦しめる
１．下線部(1)で筆者の言う an uncomfortable relationship with fame とは具体的にど
のようなことを指しているかを，本文に即して日本語で述べなさい。
２．下線部(2)で筆者の言う The irony とは具体的にどのようなことかを，本文に即して日
本語で述べなさい。
３．下線部(3)を日本語に訳しなさい。
４．筆者である中国人の映画監督は黒沢監督のどういったところを手本としようと考えて
いますか。日本語で述べなさい。
- 6 -
長文読解の最終チェック １－３
【新潟大学・前期】
Over the last decade or so there have been
(a)dramatic
changes in the
technologies employed for the production and distribution of entertainment and
information. Computer systems have been introduced in a wide range of
situations, from factories to offices to homes. New media, such as cable television,
home video, and satellite systems, are in use in most of the USA and much of the
rest of the world. Other developments, such as high-definition television (HDTV),
direct-broadcast
satellite
systems,
fiber-optics
systems
(or
“electronic
superhighways”), etc., are promised in the near future.
The confluence of these technological developments ― the number and variety
of technological devices and processes introduced or employed at one time ― is
perhaps unprecedented, and has prompted discussion and analysis of a new age:
the information age.
An information society has been claimed by many to be more dependent on
information and service industries, and thus organized and characterized
fundamentally differently from previous eras. It is further argued that information
has become a commodity ― bought, sold and traded in marketplace situations.
Yet, in many ways, the notion of an information society is inherently
problematic, and rather than embracing the concept, I will challenge it on several
points.
First, many technological changes that have prompted discussions of a new age
of information have been introduced into societies which remain fundamentally
the same. In other words, there is as much continuity as change in our “new” age.
To illustrate this concept, it is productive to look closely at one sector of our
society ― the entertainment business ― to examine the extent of the change or
continuity that has accompanied these technological developments.
Second, it might be noted that many of the new technologies associated with an
information age have been introduced and employed for leisure-time activities or
entertainment. In other words, many of the information technologies have been
promoted for their entertainment components, and it would seem that people’s
everyday lives are influenced as much, if not more, by these entertainment and
leisure-time activities as by new information technologies.
- 7 -
Although it could be argued that entertainment is as characteristic of this age
as information, we have heard little about a new entertainment age. And, come to
think of it, both information and entertainment have existed in other historical
periods, so why a new age at all?
Still, it is interesting to consider
(b)why
discussions of an information age
frequently neglect analysis of the entertainment component of information
technologies.
One explanation is that the business of entertainment is often not considered
serious business by economists and other proponents of an information age. More
often emphasis is placed on business and military applications of information
technologies, such as telecommunications and computers, rather than on
consumer communications products, such as home video and cable, that merely
provide diversion.
On the other hand, technological components or economic characteristics of
entertainment are less important to many media scholars or cultural analysts,
who are more interested in studying entertainment products as texts or
measuring audiences or the effects of entertainment messages, thus missing the
possible connections to fundamental components of this new technological era.
Revenues from the media/entertainment business may not compare to other
“information age” industries and other sectors of the economy. For instance, a
survey for 1993 reported domestic sales for the electronics and computer sector
at over $287 billion in 1991. The film industry’s domestic box office revenues for
the same year were a mere $4.8 billion. Comparisons also might be made with the
aerospace industry’s total sales, reported at $134 billion in 1990, and the
chemical industry’s sales of nearly $300 billion in 1991. These sectors easily
dwarf the revenues of the entire media and entertainment sector.
(c)Nevertheless,
the media/entertainment industry has grown considerably
during the last few decades, and increasingly attracts the attention of financiers,
investors and companies outside the traditional entertainment world. New
technologies introduced by some of these companies, plus the integration of
media
and
information
systems,
continue
to
expand
the
markets
for
entertainment commodities.
Furthermore, these media industries distribute important cultural products. It
seems that economic and technological developments in these industries would
be not only of temporary interest, but crucial in understanding the cultural role of
- 8 -
these media and communication products.
At the heart of the entertainment business in the USA (and, indeed, much of
the rest of the world) is a set of corporations commonly referred to as Hollywood.
At one time, these companies were primarily involved in the production and
distribution of motion pictures in the USA and abroad. Many still think of
Hollywood in these terms.
However, films are seen today in many places other than theaters: most often,
in people’s homes on television monitors, via television stations, cable channels,
or home video systems; but also in airplanes, hospitals, schools, universities,
prisons, even in dentists’ chairs. Popular films often start or continue an endless
chain of other cultural products. A film concept or character often leads to a TV
show, video games, and records. Merchandising efforts also include toys, games,
T-shirts, trading cards, soap products, theme park rides, coloring books,
magazines, how-the-movie-was-made books, etc.
The major Hollywood corporations are transnational conglomerates, often
involved in all of these activities. Thus it becomes increasingly more difficult to
distinguish the film industry from other media or entertainment industries.
Indeed, Hollywood ― or those corporations collectively referred to as Hollywood
― can be considered one of the most important parts of the cultural industry,
and no longer as merely involved in the traditional production, distribution, and
exhibition
of
movies.
Thanks
to
motivations, and globalization trends,
technological
(d)Hollywood
developments, commercial
has moved... beyond the silver
screen.
〔注〕confluence
合流
unprecedented
前例のない
proponent 支持者
diversion 気晴らし
dwarf 対照的に小さく見せる
financier 金融機関
investor 投資家
integration 統合
transnational conglomerate
海外に進出する複合企業
１．(a)を具体的に 2 点をあげて説明しなさい。
- 9 -
２．筆者は情報社会についての従来の考え方に異論を唱えているが，筆者の考えを，句読
点を含めて 120 字以内でまとめなさい。
３．(b)について筆者はどのような説明を試みているか，述べなさい。
４．(c)で，なぜ筆者は nevertheless を用いているのか，本文の内容に即して説明しなさ
い。
５．(d)はどういうことか，句読点を含めて 100 字以内で具体的に説明しなさい。
- 10 -
英文和訳の最終チェック（２）
１．It’s in self-sacrifice that a man fulfills himself. It’s in giving all he has to those
who are near and dear to him that he solves the riddle of life.
２ ． In spite of the difficulties that confront industrial civilization, there is a
possibility that stabilization can be achieved and that war can be avoided.
３．Only when we use our ingenuity and energies to give happiness to others
regardless of reward may we achieve happiness ourselves.
和文英訳の最終チェック（２）
１．勉強しているうちに寝込んでしまったらしい。目が覚めると、椅子に座ったままで、
電灯もつけっぱなしである。
２．毎朝どのバスもひどい込みかただ。たいてい１、２台は、誰も乗せないで通り過ぎて
しまう。こんな時、私はイライラする。
３．科学は人間の夢を奪い、詩を奪うという人もあるが、詩や夢こそ科学を発展させたも
のとも言える。
- 11 -
長文読解の最終チェック ２－１
【中央大学・経済】
There are two levels of play. One merely keeps children occupied; the other
contributes to their educational development. Teachers in nursery schools are
concerned with play at the latter level.
The difference between the two levels of play is not easy to detect. Play can
sometimes look good, with the children actively involved, and yet lack the
elements which contribute towards educational growth. In assessing the value of
play situations, teachers should look for the security of the children within the
groups and among known
(a)peers,
for a continuity of care, interest and
involvement from adults sharing the situation, for the appreciation of the
importance of progression, extension and challenge for each child, for possibilities
of a sense of achievement among the children, and for ample time in which to
explore a situation thoroughly.
These needs do not, of course, disappear when a child reaches the infant school.
Infant school teachers should continue to explore the possibilities of play
experiences of various kinds, both for children without pre-school experience and
for those who need extension of the opportunities for experimenting and learning
through play.
Play, it has been said, is ‘the business of childhood’. It is through play that a
child becomes an inquirer, an experimenter, an explorer. Play sets the stage for
learning. Play enables the child to test his competence in many ways without fear
of failure, and this in turn builds up his concept of self and his self-esteem. He
faces problems in play and learns how to overcome them, since play provides an
outlet for his strong feelings. He learns about his relationships with other
children through sharing experiences with them, making friends, and observing
how other children behave. He
(b)suffers
experiences connected with being a boy
or a girl, a leader or a follower, older or younger, stronger or weaker. Play
encourages a child to use language, by providing a variety of first-hand
experiences
which
stimulate
him
to
use
language
for
expression
and
communication. It enables him to develop skills which are necessary to cope with
- 12 -
the complex world in which he is growing up.
All this does not happen by accident. Just as the harvest in the field is the
result of a year’s planning and care, so the fruitful results of play described above
are dependent upon the strategy and tactics of the teacher. This means not only
that materials must be provided and experiences suggested and developed, but
also that adults must be prepared to observe carefully each child’s powers of
concentration, absorption and perseverance, his attention-span and evidence of
the learning he has achieved, and to follow this up with effective support and
encouragement.
Several kinds of play may be going on at the same time, but there is
nevertheless a degree of progression of play sequences. One stage leads to
another, depending on maturation, matching of experiences and interpersonal
relationships. It is important for adults to watch for progression and find routes
for it by providing new materials or experiences. For example, the social
development of children begins with the child playing alone, then playing
alongside but not with other children, then playing together in partnership, and
eventually playing in small group situations. While such progressions cannot be
programmed, adults should be
(c)on
the alert for cues which will enable them to
lead a child on to the next stage.
A child may use the same materials at the end of a year as at the beginning,
but it is the ways in which he uses the materials that demonstrate how much he
has learned.
There are many ways of looking at play, and teachers may, through discussion,
arrive at plans which provide opportunities for learning in many directions.
However, in making plans and in seeing how a particular situation may develop,
teachers must beware of hustling a child along too fast. He will make the best
progress if the initiative is left to him.
In the early stages, a child may appear to repeat an experience almost
obsessively, but in fact children need to recreate their experiences in order to
register their discoveries and perhaps to modify or develop them. Young children’s
thinking is closely associated with physical action, and usually they are unable to
imagine the consequences of actions that they have not tried for themselves.
- 13 -
１．下線部(a)～(c)の意味にもっとも近いものを①～⑤からそれぞれ１つ選びなさい。
(a)
(b)
(c)
①
noblemen
②
teachers
④
seers
⑤
parents
①
permits
②
has
④
tolerates
⑤
appreciates
①
in time
②
at no time
④
on the lookout ⑤
③
friends
③
agonizes
③
on an equal basis
without any effort
２．つぎの①～⑧の各文について，本文の内容に合致する場合は１，合致しない場合は２
をマークしなさい。
①
When teachers in nursery schools are interested in play, they expect it to
help children make educational progress.
②
The requirements in nursery schools as to play situations are
unnecessary in infant schools, where they contribute nothing towards
educational development.
③
By playing, children can ascertain their own abilities and achieve their
own concept of self, because they try their best not to make any mistakes.
④
Play provides various situations in which children are encouraged to use
language to communicate with others.
⑤ In playing, children can acquire many abilities to deal successfully with
the complicated world in which they are developing.
⑥
Once children have learned to play alone, they can move on directly to
the next stage in which they play with other children.
⑦
Children can make the best progress when their teachers refrain from
giving them too many directions and let them act on their own initiative.
⑧
Children are apt to think in terms of bodily actions and, therefore, they
have an idea of the results of things they have not yet done.
- 14 -
長文読解の最終チェック ２－２
【岡山大学・前期】
The American Academy of Paediatrics, which has 55, 000 members, spent two
years examining the impact of television on children, including numerous studies
linking violence on screen to aggressive behaviour, before issuing the viewing
guidelines in the journal Pediatrics.
Members concluded that parents of children under two should play with them
rather than allow them to watch television.
“While certain television programmes may be promoted to this age group,
research on early brain development shows that babies and toddlers have a
critical need for direct interactions with parents and other significant care givers
for healthy brain growth and the development of appropriate social, emotional
and cognitive skills,” the academy says.
“Children under two should be interacting with a puzzle or digging in the dirt ―
anything that is active,” Miriam Baron, chairman of the committee that wrote the
report, said.
(1)Even
after the age of two, the time allowed watching television and videos or
using the Internet and playing video games should be set in advance ― the
academy recommends no more than two hours a day ― and regulated with a
timer. “When the timer goes off, your child’s media time is up. No exceptions,” the
academy says. It also says that parents should constantly monitor what their
offspring are watching.
While discounting the idea that older children are made violent overnight by
watching violence on the screen, the academy says they are vulnerable to the
insidious build-up of the wrong messages from television. Cigarettes and alcohol
are shown as cool and attractive, but carry no health warning. Fighting is often
used as a way to handle conflict successfully.
Parents should also make sure that there are no screens of any sort in their
offsprings’ bedrooms. “Their bedrooms should be a sanctuary, a place where kids
can reflect on what happened that day, where they can sit down and read a
book,” said Ms Baron.
(A)Parents
are also urged not to use television as “an electronic babysitter”.
- 15 -
Plonking young children in front of the screen to keep them quiet not only
discourages them from exercising the brain but stops them exercising their bodies,
helping to create young couch potatoes with a tendency to obesity.
The academy also says parents should complete out questionnaires on their
children’s
(B)“media
history” when they visit the doctor to help him to guide them
in working out a suitable plan for viewing.
British paediatricians heartily approved of the advice. Harvey Marcovitch, an
Oxford consultant and spokesman for the Royal College of Paediatrics and Child
Health, said: “I couldn’t agree more. It is music to my ears.
(2)Every
instinct within
me tells me it is quite right although I know of no scientific evidence to prove it
other than my observations as a paediatrician over the past 30 years.
“Instinctively I would say that small children benefit enormously in interacting
with an adult. They are especially fond of repetition, which is very important, and
that is something that television only does very rarely.”
(注)
paediatrics/pediatrics：小児科学
cognitive：認識の vulnerable：影響を受けやすい
insidious：油断のならない plonk：ポンと置く
obesity：肥満
１．下線部（１）を日本語に訳しなさい。
２．下線部（２）を日本語に訳しなさい。
３．下線部（Ａ）のように考える理由を述べなさい。
４．下線部（Ｂ）は具体的にどのようなことを述べていますか。
- 16 -
長文読解の最終チェック ２－３
【神戸大学・後期】
Two strangers from opposite sides of the United States sit next to each other on
a business trip to Milwaukee and discover that the wife of one of them as in the
tennis club run by an acquaintance of the other’s. This sort of coincidence is
surprisingly common. If we assume each of the approximately 200 million adults
in the United States knows about 1,500 people, and that these 1,500 people are
evenly spread out around the country, then the probability is about one in a
hundred that they will have an acquaintance in common, and more than
ninety-nine in a hundred that they will be linked by a chain of two
intermediates*.
We can be almost certain, then, given
(1)these
assumptions, that two people
chosen at random will be linked, as were the strangers on the business trip, by a
chain of at most two intermediates. Whether they’ll
(a)run
down the 1,500 or so
people they each know (as well as the acquaintances of each of these 1,500)
during their conversation and thus become aware of the two intermediates linking
them is another, more
(b)dubious
matter.
These assumptions can be relaxed somewhat. Maybe the average adult knows
fewer than 1,500 other adults, or, more likely, most of the people he or she does
know live
(c)close
by and are not spread around the country. Even in these cases,
however, the probability of two randomly selected people being linked by two
intermediates is unexpectedly high.
A more experimental approach to coincidental meetings was taken by an
American psychologist, who gave each member of a randomly selected group of
people a document and a (different) “target individual” to whom the document
was to be transmitted. The directions were that each person was to send the
document to the person he knew who was most likely to know the target
individual, and that he was to direct that person to do the same, until the target
individual was reached. He found that the number of intermediate links ranged
from two to ten, with five being the most common number. This study is more
impressive, even if less spectacular, than the earlier simple probability argument.
(2)It
goes some way toward explaining how confidential information, rumors, and
jokes circulate so rapidly through a population.
- 17 -
intermediate
注
介在者
１．下線部（１）these assumptions の内容を具体的に日本語で述べなさい。
２．下線部（２）を日本語に訳しなさい。
３．この文章のテーマを最もよく表すものを下から選び，記号で答えなさい。
(a)
“coincidental” meeting
(b) how information spreads
(c) importance of probability
(d) small America
４．下線部(a)～(c)とほぼ同じ意味をもつものをそれぞれ下から選び，記号で答えなさい。
(a)
(b)
(c)
ア
knock down
イ
look at
ウ
search out
エ
talk about
ア
complicated
イ
curious
ウ
significant
エ
uncertain
ア
by themselves
イ
far away
ウ
nearby
エ
together
- 18 -
英文和訳の最終チェック（３）
１．The people who would do me honor if I were a minister would be the first to
throw a stone at me in adversity.
２．President Lowell of Harvard University once defined a university as a place
where nothing useful is taught.
３．A doctor is so familiar with most of the things that can happen to minds and
bodies that little can startle him.
和文英訳の最終チェック（３）
１．彼女が私と話したいというので、私は得意になった。年長の女の子の中では、私はい
ちばん彼女を尊敬していたからである。
２．暑い太陽の下で泳いでいたのはほんの数日前のことに思えるが、もう朝晩冷気を感じ
るようになった。
３．日本ほど季節によって景色が移り変わる国は世界中にない。（There is … .）
- 19 -
長文読解の最終チェック ３－１
【法政大学・法学】
The United States of America is usually described as a society of immigrants.
However, the first European immigrants were actually not the first people to live
there.
( ｵ )Shortly
after they began to settle the North American continent, these
Europeans met the native American tribes of North America. These native
Americans had been living in North America for a long time; they already had a
highly developed culture and had since made many valuable contributions to
what we now call “American culture.”
First of all, native Americans left a permanent mark on the English language.
(ｶ)The
early settlers borrowed words from native American languages to name the
new places and new things that they had found in the new land. All ( ア ) the
country, one can find cities, towns, rivers, and states with native American names.
For example, the cities of Chicago and Miami are named ( イ ) native American
tribes. The word “potato” is also taken from a native American language.
Art is another area showing the mark of native American contact. Wool rugs
woven by women of the Navajo tribe are highly valued works of art in the United
States. Native American crafts, such as pottery and hand-made leather products,
can also be found ( ウ ) many homes.
Finally, one native American tribe strongly influenced the American form of
government. The Iroquois, who were an extremely large tribe with many branches,
had developed a system of government to keep the various branches of the tribe
from fighting one another. Under this system, each branch was independent in
running its own internal affairs, but the branches acted as a unit when dealing
with outsiders. After the Americans won their independence ( エ ) Britain, they
set up a system of government like that of the Iroquois. The states act
independently in managing state affairs, but they act in unity as a country.
In conclusion, we can easily see from these few examples that many things —
language, art, government — that we now consider “American” can actually be
traced to an older culture. The European settlers have certainly benefited from
their contact with native Americans.
(ｷ)Hopefully,
be equally positive for native Americans.
- 20 -
the contact will one day prove to
１．For each of the blanks — ( ア ), (
イ ), (
ウ ), (
エ ) — choose the most
suitable of the following words. Mark its letter on the mark sheet. Each word
can be used only once.
(a) under
(b) across
(c) from
(e) of
(f)
(g)
to
(d) in
after
２．In which sentence below is the meaning of the word “settle” most similar to the
meaning in the underlined phrase (ｵ)? Select one answer and mark its letter on
the mark sheet.
(a)
We need to settle a date for the meeting.
(b) Native American tribes and the American government have yet to settle
the dispute over land ownership.
(c)
In the 19th century, Europeans made attempts to settle Africa and
Asia.
(d) A sharp word will settle that rebellious young person.
３．In which sentence below is the meaning of the word “borrowed” most similar to
the meaning in the underlined sentence (ｶ)? Select one answer and mark its
letter on the mark sheet.
(a)
The student borrowed a lot of ideas from his mother in writing, the
speech.
(b) Many students have borrowed books from the library to read over the
summer.
(c)
He has borrowed a lot of money from his friends; he is working 20
hours a day so that he can pay them back.
(d) She borrowed a pencil from her classmate because she had forgotten
her pencil case at home.
４．Answer true or false to the following statements. For each statement, mark “T”
for “true” and “F” for “false” on the mark sheet.
(a)
The states in the United States of America can act independently in
matters concerning the country as a whole.
(b) Navajo and Iroquois are native American tribes.
- 21 -
(c)
English was the language of native Americans when the Europeans
arrived in North America.
(d)
The United States of America consists only of immigrants who have
come from different countries.
５．Which of the following statements about the American system of government is
true? Select one answer and mark its letter on the mark sheet.
(a)
There are many branches in the American system of government today;
however, they do not fight one another, unlike in the Iroquois system.
(b) The American system of government combines state independence with
the unity of the country, just as the Iroquois system combined
independence of the branches with the unity of the tribe.
(c) The Americans set up a government like the Iroquois system instead of
the British system because they were no longer under British control.
(d)
The Americans adopted the Iroquois system of government because
they had borrowed other things, such as language and art, from other
tribes already.
６．What does the underlined sentence (ｷ) suggest? Select the best answer and
mark its letter on the mark sheet.
(a)
Native Americans think that the European settlers have borrowed too
many things from them.
(b) Native Americans have not benefited as much as the European settlers
have from the contact between them.
(c)
Americans today do not value what they have borrowed from native
Americans.
(d)
The American system of government is too similar to that of the
Iroquois.
７．Write a one-sentence summary of the passage in English. Write in your own
words and use no more than 15 words.
- 22 -
段落整序の最終チェック（１）
【熊本大学・前期（改）】
①
Today, racism is absolutely disgusting to me. I can think of nothing I dislike
more. Racism, after all, comes about when one group decides that it is better,
more gifted, more intelligent, cleaner, more honorable and therefore more
acceptable, than another. It is based on vanity, prejudice, stupidity, a lack of
knowledge and humanity. And this brings me to a story of one of my friends.
②
Oh, by the way, I almost forgot to tell you. I unlearned racism by getting out
of my own backyard 30 years ago. I traveled, met and worked with people of many
parts of the world, knowing and liking them in the process. I can’t think of a
better way of doing it. The so-called “other people” I got to admire and love were
the ones who, in their own quiet way, inspired me to understand that the world
was not just for me, and never had been. The world, they helped me discover, was
a mosaic of different nationalities, each one contributing something to the
happiness of mankind.
③
When I was a small boy growing up in London, I learned — from my school,
and my uncles and aunts — that people who looked or sounded different were
just that. They were different. They were foreigners. They were aliens. They were
outsiders. And as such, they had to be told to stay their distance and be
discriminated against, because they could not possibly deserve the same rights as
a native-born person. Of course, there was a war on then and it could be said
that things were different. However, I spent much of my 54th birthday telling
myself how lucky I was to have been inspired over the past 40 years to unlearn
this terrible nonsense.
④
She is a young Chinese woman who is married to a Japanese, and who
cannot find a suitable job — despite passing through a British education system
in her native Hong Kong with good grades. Her Japanese is better than mine, and
she can speak standard English much better than most people I know, and could
doubtless teach it. If I owned an English language school and wanted someone
who could communicate with the Japanese students on their level, at their pace,
and who also had a profound knowledge of their language and their culture, I
would immediately hire her. But no one else in Tokyo will, it seems. After all, she
is Chinese. What an amazing paradox from a country that is full of politeness and
generosity.
〔
〕 →
〔
〕 →
〔
- 23 -
〕 →
〔
〕
適語補充の最終チェック（１）
【山形大学・前期（改）】
As we live out our lives, we fashion the connections between neurons that
endow us with an individual, unique brain. Nonetheless, by the time we arrive at
middle age we are fairly fixed as a personality, or we think we are: certainly,
inside the middle-aged brain some processes are starting to slow down a little.
Younger people will have faster reaction times.
Although the middle-aged brain is still evolving and reacting to the environment,
in terms of certain processes it is slowing down ― for example, in the ( １ )
of new skills such as driving. Although younger people do not drive better, they
are better at learning to drive.
Our brain continues to slow down in certain ways but to adapt and change in
others. Most of us nurture the hopes of living a longer time, ( ２ ) reaching
old age. It is well known that we are living longer. In 1900, the life expectancy was
forty-seven, and only 4 per cent of the population was over sixty-five, whereas in
1990 more than 12 per cent of the population was over sixty-five. Twenty per cent
of the population will be over sixty-five by the year 2020. More than any other
( ３ ), we have a greater chance of being in excellent health due to a good diet,
better medical care, and an increasing interest in physical fitness.
However, it is at this final stage in life that the brain starts to diminish in its
( ４ ). There is a 20 per cent loss in brain weight by age ninety, and even by
age seventy there is a 5 per cent loss in brain weight. Why does the brain age?
There are various theories, such as the activation of aging genes that run out of
genetic information, or the genetic program suddenly becomes (
５
) to
random damage over time, or inactive or harmful proteins are suddenly produced.
We still do not know the cause of the devastating diseases of old age ―
Alzheimer’s disease and Parkinson’s disease ― where different parts of the brain
are subject to (
６ ) neuronal loss. However, it is important to realize that
these diseases are actually illnesses; they are not a natural consequence of old
age.
In a recent study of Alzheimer patients, it was found that a certain region of the
brain was less than half the size of that of a non-Alzheimer patient of ( ７ )
age. Even more dramatic was the discovery that the rate of thinning of this brain
region is far greater in Alzheimer patients than in normal aging persons. Thus,
Alzheimer’s disease is a catastrophic event for the brain, with devastating
consequences, but it is not the natural ( ８ ) of us all.
① eventually
② generation
③ destiny
④ subject
⑤ comparable
⑥ acquisition
⑦ massive
⑧ mass
- 24 -
長文読解の最終チェック ３－２
【横浜国立・前期】
Since I have been living alone, many people have recommended that I should
get a microwave oven. That would make it easy for me to prepare a meal for
myself and would save a lot of time. So, earlier this year, during the
post-Christmas sales, I bought myself one. Ever since, I have been wondering how
to figure out what it does for me ― how to do a cost-benefit analysis.
The time-saving business is very tricky. I can buy a frozen chicken potpie, for
example, that would require sixty minutes to heat up in the conventional oven
but could be heated in twelve minutes in the microwave, a saving of forty-eight
minutes.
(A)But
the saving is for my kitchen appliances, not for me. If I use the
conventional oven, I am not going to spend sixty minutes of my time standing
next to the oven and waiting for it to finish. I might spend a few minutes ― say,
five ― putting the potpie in the oven. Then I have fifty-five minutes for myself ―
to read the paper, or write the Great American Novel, or do whatever I do with my
time ― while waiting for the cooking to finish.
(B)Paradoxically,
the time saving is more real the smaller the amount of time to
be saved. Heating up a frozen pizza in the conventional oven, for example, takes
twelve minutes, whereas doing it in the microwave takes only four minutes. The
eight extra minutes that I spend waiting for the conventional oven are too few for
me to use outside the kitchen. If I use the conventional method, I am likely to
spend eight more minutes in the kitchen than if I use the microwave. So, by using
the microwave, I gain eight minutes outside the kitchen.
What is the value to me of those eight minutes? I suppose the conventional
answer is to divide my annual earned income by the number of minutes I spend
working and so arrive at the income I could gain by having another minute at my
disposal.
(C)In
my case, this would be a difficult calculation. The time I spend
“working” is not only the time I spend sitting at my word processor and writing
these essays. It also includes all the time I spend musing about these essays,
while in the shower, or on the bus, or trying to fall asleep, and I have no idea how
much time that is in a year. Anyway, the eight minutes I don’t spend in the
kitchen will probably not be used to earn more income. It will probably be used to
lie down listening to music.
- 25 -
(D)The
eight minutes I would have had to spend in the kitchen if I didn’t have a
microwave, though, would not have been entirely valueless. I can listen to music
there or simply muse about an essay like this or about something else. The basic
fact is that at my advanced age the important use of time is simply being alive.
Still, the time spent outside the kitchen is probably more valuable than the time
spent in the kitchen.
Questions
１．Explain the content of underlined part (A). Answer in Japanese.
２．Translate underlined part (B) into Japanese.
３．Explain the content of underlined part (C). Answer in Japanese.
４．Explain why the author thinks that the eight minutes would not have been
entirely valueless, as mentioned in underlined part (D). Answer in Japanese.
- 26 -
長文読解の最終チェック ３－３
【お茶の水・前期】
On the morning of my forty-second birthday, my husband George informed me
that I was about to be taken to a mystery destination. I followed him to the
subway, where he bought two round-trip tickets to somewhere. After a half-hour’s
ride, we got off at a small town. What could possibly await us here? A three-star
restaurant? A world-class art collection?
I followed George along the sleepy main street and down a steep hill.
“We’re here,” he said.
Then I saw it: an old little shop, with a faded blue sign over the door that said
BOOKSTORE. Inside were 300, 000 used books.
Seven hours later, we left the Riverrun Bookshop carrying nineteen pounds of
books (I weighed them when we got home.)
Now you know why I married my husband. In my view, nineteen pounds of old
books are at least nineteen times as delicious as one pound of fresh caviar. You
may prefer champagne for your birthday, but give me (actually, you can’t, because
George already did) a nine-dollar 1929 edition of Vincent Starrett’s Penny Wise
and Book Foolish, a book about collecting, instead.
Not everyone likes used books. The smears, smudges, underlinings, and food
strains left by their previous owners may strike daintier readers as a little dirty.
When I was young I liked new paperbacks. They were cheap enough to inspire
little guilt when I wrote in them. In those days, just as I believed that age would
affect other people’s bodies but not my own, so I believed my paperbacks would
last forever. I was wrong on both counts. My college paperbacks now explode in
clouds of acidic dust when they are removed from their shelves. Penny Wise and
Book Foolish, on the other hand, remains in good condition at the age of
sixty-eight, its binding still firm and its bottle-green hardcover only slightly faded.
After paperbacks lost their attraction, I converted to second-hand books partly
because I couldn’t afford new hardbacks and partly because I developed a taste
for the careful way they are made ― bound with thread rather than glue, printed
in movable type rather than by computer. I also began to enjoy the sensation of
being a small link in a long chain of book owners. The perfect first editions
cherished by rare-book collectors ― no notes, no signatures, no bookplates ―
- 27 -
now leave me cold. I have come to view margins as writing space for everyone ―
the more notes the merrier. In fact, the only old book I am likely to approach with
uneasiness is one with uncut pages that has never been read. On an earlier
birthday, George gave me a two-volume set of Farthest North, Fridtjof Nansen’s
account of his unsuccessful attempt to reach the North Pole by ship. The edges
were unopened. As I slit them with my fingernail, I was overcome with sadness.
These beautiful volumes had been published in 1897, and not a single person
had read them. I had the urge to lend them to as many friends as possible in
order to make up for all the attention they had missed during their first century.
１．下線部の部分について，作者は夫のジョージのどのようなところにひかれて結婚した
のか，本文の内容から推察して日本語で述べなさい。
２．作者が古本にひかれる理由を３つ日本語で述べなさい。
３．下の（a）～（e）について，本文の内容と合致しているものにはＴを，合致していな
いものにはＦを，解答欄に記入しなさい。
(a)
The author used to like new paperback books because she could write
in them without worrying about ruining an expensive book.
(b) The author’s 1929 edition of Penny Wise and Book Foolish is in better
condition than the paperback books she bought when she was a college
student.
(c) The author thinks that books with notes and comments written in the
margins are a little dirty.
(d) The author is a rare-book collector who is always looking for perfect
first editions to add to her collection.
(e)
The author wanted to lend many people Nansen’s books about his
unsuccessful trip to the North Pole because she enjoyed reading them
so much.
- 28 -
英文和訳の最終チェック（４）
１．We must make a distinction between what we read for our information and
what we read for our formation.
２．Not once can I recall, from my earliest recollections, hearing mother raise her
voice to us in anger.
３．Scientific progress is made step by step, each new point that is reached
forming a basis for further advances.
和文英訳の最終チェック（４）
１．この冬は列車が各地で止まるほど大雪が降っている。（We で始める）
２．本には精読すべき本と速読すべきほんとがあるが、その区別は読む人が自分で判断す
べきである。
３．今後は、わが国に対する国際的な理解を得るように、我々はさらに努力しつづけなけ
ればならない。
- 29 -
長文読解の最終チェック ４－１
【同志社・工学】
Historians are very
(a)cautious
about using the word revolution. (
A
)
journalists, who find revolutions in every twist and turn of political events,
intellectual movements, technological innovations, and new modes of fashions,
historians like to think that their revolutions last more than a month or two, or a
year or two, or even a decade or two. Indeed, some historians, older historians
like myself, are so sparing in their use of the word that they reserve it for
describing changes that dramatically alter the course of entire centuries.
But there are, even the most cautious historians will agree, genuine revolutions.
The French Revolution surely was one such, and probably the American
Revolution. And finally, after the decades of indecision, the industrial revolution
has been admitted to be one of the real revolutions. When I was in graduate
school, the term industrial revolution always appeared in quotation marks to
suggest that it was not really a revolution. Today, even the most conservative
historians agree that it was a real revolution. And having agreed to that, some of
us are prepared to say that we are now witnessing another revolution, a
post-industrial revolution, the electronic revolution. Like all revolutions, this has
(b)consequences
reaching far beyond its immediate context. For it may prove to be
a revolution not only in the library itself ― the way books are catalogued, stored,
and circulated ― but in the nature of learning and education.
The library is, and always has been, the heart of a college. Just as the
laboratory is the territory of the natural sciences, (
B
) the library is of the
human sciences. For it is the library that is the storehouse of the learning and
wisdom that are transmitted from the professors to the students.
If the library is now in the midst of a revolution ― if desks and study rooms in
the library are being transformed into “computer workstations,” and students and
scholars find themselves consulting the Internet more often than books ―
something significant is happening, something far more consequential than a
mere technological innovation. The last time we experienced such an innovation
was the invention of the printing press almost five centuries ago. And that, as we
now know, had important consequences. ( C ) other things, it was responsible
for the creation of libraries. There had been libraries, to be sure, before
Gutenberg’s* invention. The most famous was the library in Alexandria founded
in the fourth century B.C. by Ptolemy I, the king of Egypt ― famous partly
because of its ill-famed destruction by the Roman emperors in the third and
fourth centuries A.D. But other libraries, public and private, survived and
(c)flourished
in Jerusalem, Greece, and Rome. At about the time that Gutenberg
- 30 -
was perfecting his printing press, the Vatican Library was formed; its first
catalogue listed twenty-five hundred volumes. Today, thanks ( D ) Gutenberg, a
good many scholars have that many books or more in their home or office.
The print revolution is the perfect model of the principle of quantity
transformed into quality. The great
(d)leap
in the number of books now available to
each individual or library is almost the least of the consequences of that
revolution. More significant is its democratizing effect ― the liberation of the
culture from the control of a few religious and intellectual elites. The
(e)relative
ease and cheapness of printing transferred the production of books to craft people
and merchants, who were responsible neither to religious nor to political
authorities but only to the demands of the consumer and the market. Thus
short-lived popular books could be produced as cheaply as classical ones.
(ｱ)Not
only ( あ ) numerous ( い ) ( う ) ( え ) ( お ) ( か ) ( き ),
but they could be produced in identical form. Thus every educated person could
have access to the same text of the Bible, and could interpret and judge it
independently without the help of the authorities of church or state. It is no
accident, some historians suggest, that the print revolution
Protestant Reformation*, and
(ｲ)(
あ ) ( い ) (
(f)preceded
the
う ) ( え ) ( お ) ( か ),
they say, the Reformation might have died out or been suppressed as so many
medieval religious rebel groups were.
Now, with the electronic revolution, we are taking that democratizing process a
giant step forward. It is not only the library catalogue that is computerized; the
computer can call up a variety of other catalogues, indexes, data bases, CD-ROMs,
the Internet, as well as books, journals, newspapers, documents, even
manuscript collections from other libraries. Potentially, the electronic revolution
makes even smaller libraries the equivalent of libraries in major research
universities and academic institutions. And it can do more than that. It can make
those books, journals, data bases and so on, “talk to each other,” as computer
enthusiasts say. All you have to do is type in your request for information and the
computer will check the sources, put them together, and present the results for
you on your screen.
[注]
Protestant Reformation
カトリック教会が腐敗したとみなして反旗をひるがえ
し，聖書の教えに基づく信仰を訴えた人々の改革運動
１．空所( A )～( D )に入るもっとも適当なものを次の１～４の中からそれぞれ１つ選
び，その番号を記入しなさい。
( A )
①
With
②
As
③
Like
④
Unlike
( B )
①
as
②
that
③
so
④
such
( C )
①
Among
②
Between ③
During
④
Through
( D )
①
for
②
of
with
④
to
- 31 -
③
２．下線部(a)～(f)の意味・内容にもっとも近いものを次の１～４の中からそれぞれ１つ選
び，その番号を記入しなさい。
（省略）
３．下線部(ｱ)の空所( あ )～( き )に入るもっとも適当なものを下の１～７の中からそ
れぞれ一つ選び，空所( あ )，( え )，( か )に入るものの番号を記入しなさい。
①
produced
② each
③
of
⑤
be
⑥
book
⑦
copies
④
could
４．下線部(ｲ)の空所( あ )～( か )に入るもっとも適当なものを下の１～６の中からそ
れぞれ一つ選び，空所( あ )，( え )，( か )に入るものの番号を記入しなさい。
①
it
②
not
⑤
for
⑥
been
③
had
④
Gutenberg
５．本文の内容に合致するものを次の１～８の中から３つ選び，その番号を記入しなさい。
①
The industrial revolution has never become a subject of serious study
among historians because they have refused to regard it as a real
revolution like the French Revolution.
②
No sooner had Gutenberg invented the printing press than the world saw
its first libraries formed.
③
The only significant consequence of the print revolution is the dramatic
increase in the number of books now available to each individual or
library.
④
Even the democratizing effect brought about by the print revolution could
not break the monopoly of culture held by a few religious and intellectual
elites.
⑤
Some historians suggest that Gutenberg, though not directly, was
responsible for the Protestant Reformation.
⑥
The authorities of church or state strongly encouraged every educated
person to do his or her own interpretation of the Bible.
⑦
The electronic revolution is significantly advancing the democratizing
effect once achieved by the print revolution.
⑧
Owing to the electronic revolution, even smaller libraries now have the
potential to perform the same function as libraries in major research
universities and academic institutions.
６．本文中の太い下線部を日本語に訳しなさい。
- 32 -
段落整序の最終チェック（２）
【大阪外大・前期（改）】
The people of the United States ― like other peoples generally ― “give” names
to their children. These “given” names stand in contrast to the “family names,”
which are inherited, and so, ordinarily, involve no necessity of choice on the part
of the parents or others who may participate in the naming.
① In America, the name is bestowed soon after birth ― usually almost as soon
as the sex of the baby is known. It Is not withheld, as among some peoples, until
some incident gives occasion for it. The name thus bestowed is considered
permanent. Again, in contrast to the practice of other peoples, this name is not
officially replaced by another one at some later period of life, though nicknames
often develop.
Through the period of many centuries during which names have been thus
②
“given,” some conventions or customs have developed. All of these are subject to
exception, but they are practical guides to usage. A few such principles may be
deduced.
③
With rare exceptions the namers select (at least at the conscious level) a name
that is “good,” according to their own standards. They may thus, without much
imagination, choose William or Sarah, but they may also choose something
unusual or bizarre, or even coin a name.
④
The names available from which a name may be selected constitute a kind of
“name-pool”. As many as a thousand names are in continuing use, and the
number is vastly increased for men by the modern custom of using family names
as personal names, as with Craig or Glenn. On the other hand, by mere disuse, a
name may vanish from the name-pool, by simply being forgotten.
⑤
The name is of specific reference to sex. It is “a boy’s name” or “a girl’s name.”
A few exceptions spring up as if by accident ― generally, soon to vanish with the
passage of time. Examples are Francis and Marion, but both of these have used
spelling to signal their difference (Frances and Marian).
Just as names may be lost from the pool by lack of use, so also they may be
added by borrowing from a foreign language, by adoption from literary or biblical
sources, and by coinage. The names thus chosen may have been originally from
Hebrew, Greek, Italian, or some other language, but in their American usage they
have been assimilated to the ways of the English language as spoken and written
in the United States. Jennifer is a case in point, derived as it Is from the Celtic
“Guenevere.”
〔
〕
→ 〔
〕 → 〔
- 33 -
〕 → 〔
〕
→ 〔
〕
適語補充の最終チェック（２）
【富山大学・前期（改）】
If you are born and grow up in Japan, it’s as easy to speak Japanese as any
other language one is born to. Kanji, though, takes much more time to learn than
a language like English or French written in a more or less (
１
) alphabet.
High school graduates are expected to know about 2000 kanji, but those who are
older and wiser will know many more. Because of the difficulty in learning to
write it, Japanese is (
２
) by the U.S. State Department to be among the
most difficult languages in the world.
Learning to speak Japanese as a foreign language is another matter. The
(
３
) system is not difficult ― similar to Spanish, in fact, so that Spanish
speakers of Japanese have less of an accent than English speakers. Word order is
not so important as it is in English, and in many ways the language seems more
(
４
) than others, including English. That’s the good news. The bad news is
that the levels of politeness, which are extremely important in Japanese social
intercourse, are marked in speech so that different words are used (
５
)
upon the relationship with the person being addressed. In addition, unlike the
French, who may act impatiently or even rudely towards a visitor who ought to
but does not speak acceptable French, the Japanese generally do not expect gaijin
to speak much Japanese. Moreover, there is strong (
６
) with the difficulty of
learning another language on the part of the Japanese, many of whom feel they
should be better at English for having studied it six years in school. The result of
all this is that even well intentioned and well motivated Americans often (
７
)
their study of the language early on.
The fact is that it is not easy to start to learn Japanese, or any language, when
one is trying to carry out a full work routine and adjust to all that is new in
another culture. More and more Americans do speak Japanese, but most who do
have studied it in schools (
８
) to going to Japan to work. Americans going to
Japan without language preparation should carry realistic expectations about
what they can and cannot learn. Still, many may be able to learn more than they
think.
①
consistent
②
depending
③
sound
④
sympathy
⑤
prior
⑥
considered
⑦
abandon
⑧
phonetic
- 34 -
長文読解の最終チェック ４－２
【名古屋大・前期】
The scene: a traffic light crossing on a university campus in Japan. Crows and
humans line up patiently, waiting for the traffic to halt. When the lights change,
the birds hop in front of the cars and place walnuts, which they picked from the
adjoining trees, on the road. After the lights turn green again, the birds fly away
and vehicles drive over the nuts, cracking them open. Finally, when it’s time to
cross again, the crows join the pedestrians and pick up their meal. If the cars
miss the nuts, the birds sometimes hop back and put them somewhere else on
the road. Or they sit on electricity wires and drop them in front of vehicles.
Scientists have argued for decades over whether wild creatures, including birds,
show genuine intelligence. Some still consider the human mind to be unique, with
animals capable of only the simplest mental processes. But
(1)a
new generation of
scientists believe that creatures, including birds, can solve problems by insight
and even learn by example, as human children do. Birds can even talk in a
meaningful way.
Some birds show quite astonishing powers of recall. The Clark’s nutcracker, a
type of North American crow, may have the animal world’s keenest memory. It
collects up to 30,000 pine seeds over three weeks in November, then carefully
buries them for safe keeping over an area of 200 square miles. Over the next eight
months, it succeeds in retrieving over 90 percent of them, even when they are
covered in feet of snow.
On the Pacific island of New Caledonia, the crows demonstrate a tool-making,
and tool-using, capability comparable to Palaeolithic man’s. Dr Gavin Hunt, a
New Zealand biologist, spent three years observing the birds. He found that they
used two different forms of hooked “tool” to pull grubs from deep within tree
( イ ).
Other birds and some primates have been seen to use objects to forage. But
what is unusual here is that the ( ロ ) also make their own tools. Using their
beaks as ( ハ ) and snippers, they fashion ( ニ ) from twigs, and make barbed,
serrated rakes or combs from stiff leathery ( ホ ). And they don’t throw the tools
away after one use — they carry them from one foraging place to another.
Scientists are still debating what this behavior means. Man’s use of tools is
considered a prime indication of his intelligence. Is this a skill acquired by
chance? Did the crows acquire tool-making skills by trial and error rather than
planning? Or,
(2)in
its ability to adapt and exploit an enormous range of resources
and living conditions, is the crow closer to humans than any other creature?
- 35 -
Dr Hunt said this of his research: “There are many intriguing questions that
remain to be answered about crows’ tool behavior. Most important would be
whether they mostly learn or genetically inherit the know-how to make and use
tools. Without knowing
(3)that
it is difficult to say anything about their intelligence,
although one could guess that these crows have the capability to be as clever as
crows in general.”
注
Clark’s nutcracker：カナダホシガラス
Palaeolithic：旧石器時代の grub：地虫(甲虫などの幼虫)
primate：霊長類
barbed，serrated rakes：先のとがった，のこぎり歯状のくま手
forage：えさを集める
intriguing：興味をそそる
genetically：遺伝的に
１．第一段落で述べられているカラスの特異な行動を 40 字以上 60 字以内(句読点を含む)
の日本語で説明しなさい。
２．下線部（１），（２）を日本語に訳しなさい。
（１）
（２）
３．Clark’s nutcracker の行動を 40 字以上 60 字以内(句読点を含む)の日本語で説明しな
さい。
４．下線部（３）that の内容を具体的に日本語で説明しなさい。
５．本文中の空所（イ）～（ホ）にあてはまる適切な語を以下の a～e の語群から選び，記
号で答えなさい。
a．crows
b．hooks
c．leaves
- 36 -
d．scissors
e．trunks
長文読解の最終チェック ４－３
【一橋大学・前期】
At a recent professional meeting, a Stanford University researcher discussed
the results of a test of the effects of a drug to control aggression. The trouble is
that the research was carried out on juvenile inmates in a California prison,
creating a lot of legal and ethical problems.
The Stanford research gave groups of juvenile inmates varying doses of an
anti-aggression drug and assessed its effect on their behavior. The controversy
lies in the fact that the researcher reportedly admitted setting the dose so low as
to be a placebo, intentionally denying the
(1)subjects
any therapeutic effect from
the drug.
Federal regulations allow research in prisons under only very limited
conditions : when there is a prospect of direct therapeutic benefit for the subjects.
This means no placebo-controlled trials are allowed.
Research in prisons was not always so limited.
(2)Before
the early 1980s,
prisoners were considered to be a popular research population. Prisoners offered
a controlled environment: No prisoners would be “lost to follow-up.” Prisoners
were highly motivated subjects, whether to earn extra money or other forms of
payment, make up for previous behavior, or get better access to medical care. In
fact, a study performed in the early 1980s demonstrated that research
participation was a popular and highly-valued activity; the most powerful inmates
were the most likely to be research subjects.
But such motivation is precisely why concerned regulators moved to limit
research participation by prisoners. How can subjects give truly voluntary
consent in a setting where freedom is so severely constrained? In the case of the
Stanford research, consent is doubly complicated by the fact that the prisoners
were juveniles.
The Stanford researcher has not yet commented on his motives, but he might
have found inmates a desirable research population for a number of reasons.
(3)For
research into ways to control aggression, whom is it better to study and who
is more likely to benefit than aggressive prisoners? Deceitfully breaking the rules
as he did, however, runs the risk of harming not only subjects but the future of
such research altogether.
- 37 -
注
juvenile：(adjective) young, youthful; (noun) a young person, a youth
placebo：偽薬。薬効はないが患者には薬効があるように信じさせて与える物質。
therapeutic：connected with the cure of disease
１．下線部（１）の“subjects”の説明としてもっとも適切なものを選んで記号で答えよ。
イ） In experiments and the like, subjects are people or animals whose
behavior or reaction is studied and tested.
ロ） Subjects of a discussion, letter, book, etc. are things, people, ideas,
issues, or events that are being discussed, written about, or considered.
ハ） Subjects of a State are its members apart from the supreme ruler.
２．下線部（２）はどのような理由によるか。その理由を 40 字以内の日本語(句読点を含
む)で 2 つ記せ。
３．下線部（３）を和訳せよ。
４．スタンフォード大学の研究者が行なった研究は，法律的にどのような点が問題となる
のか，説明せよ。
- 38 -
英文和訳の最終チェック（５）
１．Failure is only the opportunity more intelligently to begin again. There is no
disgrace in honest failure.
２．Man has now reached a stage of development when war is as damaging to the
intruder as to the victim.
３．The coming of the clock must have caused a great if gradual change in the
social life of England.
和文英訳の最終チェック（５）
１．若い人が、満員のバスの中で老人に席を譲るのは、当たり前のことである。
２．夜だからきれいに見えるんですよ。昼間来てごらんなさい。ずいぶんきたならしい部
屋ですよ。
３．彼はいったん約束したら必ずその約束を実行するが、それは彼が誠意のある人だとい
う何よりの証拠だ。
- 39 -
長文読解の最終チェック ５－１
【早稲田大学・法学】
①
On November 14, 1890, a ship called the Denbighshire sailed out of the port
of Southampton bound for Japan. On board five young women were leaving
behind the security of middle-class Victorian England for a country on the other
side of the world about which they knew almost nothing, but where they had
every intention of spending the rest of their lives. If the ladies faced an uncertain
future, they nevertheless carried in their hearts and minds the unshakable
conviction that their Christian beliefs were the right ones, and that it was their
personal mission to bring this truth to the Japanese people. The five ladies, all
recently enlisted, were going to Japan on behalf of the Church Missionary Society
(CMS), operated by the Church of England. It was only two years before that the
CMS had decided the time was ripe to send single women into the foreign field.
②
At thirty-five Hannah Riddell was the oldest of the group — and the tallest.
With her great height and strong, handsome features, she was a commanding
presence, radiating confidence and energy. But it was not just her physical
appearance that made her seem different from the others. Unlike the majority of
young women missionaries recruited in the late nineteenth century, Hannah had
earned her own living and supported a family. The responsibilities she had
shouldered since her early twenties, and the problems with which she had been
forced to grapple, gave her a self-reliance not normally expected of respectable
ladies in England at that time, but which was to prove vital in the coming years.
Hannah had badly wanted to go to India, where for many years her father had
served with the British army, but the CMS, keen to respond to the Japanese
mission’s urgent request for female workers, posted her instead to Japan.
③
What image of Japan did the new recruits carry with them as they set out on
their great enterprise? They knew that Japan was exotic and quaint, a country
filled with cherry blossoms, which were safe, and geishas, which were not. They
may have seen pictures in magazines of elegant women clad in kimonos carrying
fans, or brightly colored woodblock prints of Mount Fuji and pretty temples in the
snow, which were freely circulating in Europe during the 1880s. They would
certainly have read Isabella Bird’s Unbeaten Tracks in Japan and been thrilled,
even alarmed, at some of her adventures in those parts of the country rarely
visited by foreigners. However, while Japan was undoubtedly exotic, it was, from
the CMS’s point of view, a much less dangerous and diseased place than most
- 40 -
mission stations. Moreover, it was a well-established fact that the Japanese were
clean, polite, educated, and surely, therefore, impatient to hear what Hannah and
her companions were only too eager to tell them.
Together on the ship for over two months, the women had ample opportunity
④
to get to know one another. Grace Nott, small and delicate, made a striking
physical contrast to Hannah, but during the passage they formed a friendship
that was to prove both fruitful and lasting. Both were to be posted to Kumamoto
in Kyushu. Grace obviously relished the voyage. She wrote to the secretary to the
Japan mission in London, expressing enthusiasm over the Christmas services
they had attended at the cathedral in Singapore and the two days they had spent
in Hong Kong as guests of the bishop. Hannah, however, found the passage on
the whole disagreeable. The missionaries traveled second-class and, as was soon
to become abundantly clear to her colleagues, Hannah was not a “second-class”
person, preferring to dress expensively and to conduct her affairs with style. A
further complication was the presence of her pet dog. Throughout Hannah’s long
life her dogs were of the utmost importance to her, and setting out on such a
journey without one would have been unthinkable.
On January 16, 1891, exactly nine weeks after leaving Southampton, the
⑤
Denbighshire docked in Kobe Harbor. Kobe was the last of the treaty ports in
Japan to be opened up to foreign commerce and, in the view of many
contemporary writers, the most agreeable. The approach to the harbor was, by all
accounts, enchanting. The town, seen from the sea, was long and rambling,
consisting mostly of low wooden houses, but with a few lines of stone houses built
in the European style. To the southeast rose thickly wooded hills and to the north
there were uninterrupted miles of rice paddies. The weather was fine when the
Denbighshire dropped anchor, and it is easy to imagine the five missionaries
gathered up on deck, anxious to absorb every new sight and sound before they
got off the boat. No record survives of Hannah’s thoughts as she watched the
novel scene unfold before her. We do not even know whether she felt excited or
apprehensive. She almost certainly did not imagine that she would become
well-known as the founder of one of the first leprosy hospitals in Japan and die
there over forty years later.
語注
leprosy：ハンセン病
１．つぎの（１）～（５）に続くのは A～J のどれか，それぞれ１つずつ選び，括弧内に
入れなさい。
- 41 -
（１）Paragraph ① mainly describes
（
）
（２）Paragraph ② mainly describes
（
）
（３）Paragraph ③ mainly describes
（
）
（４）Paragraph ④ mainly describes
（
）
（５）Paragraph ⑤ mainly describes
（
）
A
everyday life in Japan in the Meiji period.
B
Hannah Riddell’s appearance, character, and background.
C
stereotyped images of Japan common in Britain in the late nineteenth
century.
D
the contrasts between Hannah Riddell and Grace Nott.
E
the contrasts between Japan and other Asian countries.
F
the five young missionaries setting out for Japan.
G
the foundation and history of the Church Missionary Society.
H
the missionaries’ boat arriving in Japan.
I
the problem of leprosy in Japan in the Meiji period.
J
the role of the British army in India.
２．つぎの（１）～（６）にそれぞれ A～E を続けて文としたとき，４つは本文に書かれ
てあることと合致しますが，１つだけ合わないものがあります。それを選んで，マー
クしなさい。
（１）The five missionaries
A
arrived in Japan at the beginning of 1891.
B
intended to stay in Japan for the rest of their lives.
C
left England towards the end of 1890.
D
spent Christmas in Singapore on their way to Japan.
E
were all young women in their twenties.
（２）Hannah
A
did not enjoy the experience of traveling second-class on the boat.
B
sent a letter back to England about her feelings on arriving in
Japan.
C
was independent and self-reliant.
D
was the daughter of a man who had served with the British army in
India.
E
was the oldest and most self-confident of the group of missionaries.
- 42 -
（３）Grace
A
became firm friends with Hannah on board the ship.
B
brought her pet dog with her on the ship.
C
enjoyed the voyage to Japan much more than Hannah.
D
sent a letter back to England about the places she visited on the
way to Japan.
E
was much smaller and shorter than Hannah.
（４）The Church Missionary Society
A
considered
Japan
a
relatively
safe
place
to
send
female
missionaries.
B
preferred not to send Hannah to India.
C
sent Hannah and Grace to Kyushu.
D
started to send out women missionaries in the mid-nineteenth
century.
E
was run by the Church of England.
（５）Kobe
A
already had a few houses built of stone by the early 1890s.
B
had hills and forests to the southeast.
C
had many rice fields to the north.
D
was the first of Japan’s treaty ports to be opened to foreign traders.
E
was the most attractive of Japan’s treaty ports, according to many
observers.
（６）Hannah Riddell’s biographer suggests that the missionaries
A
all came from middle-class social backgrounds.
B
feared that it would be difficult to persuade Japanese people to take
up the Christian faith.
C
knew about geishas in Japan and considered them immoral.
D
must have read Isabella Bird’s book about her travels in Japan.
E
thought of Japan as clean and civilized as well as strange and
exotic.
３．つぎの１～３の各語群(A～E)の中で 第 1 強勢の置かれる音節の母音が他と異なるも
のを 1 つ選び，マークしなさい。
（省略）
- 43 -
段落整序の最終チェック（３）
【東北大学・前期（改）】
①
We will never run out of things to discover — an encouraging fact since the
process of discovery is the driving force of economic growth. If we ever reached a
point at which there were no new discoveries, then resource scarcity would bring
economic progress to a halt. But if we keep discovering new and more valuable
ways to make use of the fixed set of raw materials we can keep creating more
value. The opportunities symbolized by our toy chemistry set mean that growth in
income per person can persist into the indefinite future. It’s up to us to decide if it
will.
②
Many of these possible mixtures are boring. Others are more interesting.
Given sufficient time, iron and oxygen become iron oxide, or rust. Add a spark
and the hydrogen and oxygen explode to produce water vapor. The water is
valuable because plants and animals can do things with water that they cannot
do with oxygen and hydrogen gas alone. In much the same way, human beings
can do things with iron oxide that we can’t do with iron and oxygen alone.
Thousands of years ago, we learned how to use it to make pigment for cave
paintings. Now we spread it on plastic tape to record music and videos and on
computer disks to record data. These simple examples illustrate a general truth :
a combination may have physical properties different from the individual
ingredients. The mixture may be more valuable than its parts.
③
Humans are skillful at converting low-value raw materials into high-value
mixtures. This is, in fact, the essence of economic growth. First, we find new
recipes for mixtures that are more valuable than their ingredients. Then, once we
have a good recipe, we do a lot of cooking. When most people think of economic
activity, they think of the factories where this kind of cooking takes place. But it
is the discovery of new recipes that drives the process.
④
Suppose someone gives you a toy chemistry set containing 60 different
chemical elements from the Periodic Table. How many distinct mixtures can you
make? Working through this simple exercise tells us something significant about
the connection between discovery and economic growth. If you start with just
three chemicals, the number of possible mixtures is small. Imagine one jar
contains oxygen gas; the second, hydrogen gas; and the third, powdered iron.
There are four possible mixtures : oxygen-hydrogen, oxygen-iron, hydrogen-iron
and a combination of all three. However, as the number of basic elements grows,
the number of possible mixtures grows much faster. At 60 basic chemical
elements, there are about 100 billion billion mixtures.
〔
〕 →
〔
〕 →
〔
- 44 -
〕 →
〔
〕
適語補充の最終チェック（３）
【東京工業・前期（改）】
There was a time when people ventured into the jungles of Thailand and
Cambodia to capture wild elephants, using them to do their heavy work for them.
The result was that these (
) creatures became an endangered species in the
region. The population is now down to fewer than 45,000, a situation so
desperate that millions of dollars have been put aside for their protection and
preservation. For more than seven centuries elephants were Thailand’s primary
means of transportation. Now the people of that country must give (
) to the
future of that animal over their own needs; otherwise, or else, elephants may
disappear altogether.
At the turn of the century forest covered as much as 90 percent of Thailand,
and it is assumed that as many as 300,000 elephants may have lived there. The
elephant was an essential part of the life of both princes and peasants. Its image
can be seen on (
) Buddhist temples; a white elephant was once the symbol
that appeared on the national flag.
Thais have many proverbs that mention elephants. A father might tell his son,
“Were you called upon to inspect an elephant, it would be wise to examine its tail.
When (
) a bride, examine her mother. ” (Imagine thinking of an elephant’s
tail as being like someone’s mother!)
The King of Siam, as Thailand was once known, had offered elephants to the
United States. President Lincoln had apparently declined the offer, telling the king
that in his country people used (
) for transportation instead of elephants.
That which was essential in one country might be impractical in another.
Today the situation in Thailand is far from good. And it is no better in Africa,
where elephants once roamed freely across the continent. There farmers have
stripped forests where elephants were living. (
) from each other, they have
taken refuge in small groups in national parks. But even these parks are not safe.
Hunters still come in and shoot them. Farmers would poison straying elephants
to protect their crops from these enormous eaters. After all, an adult can (
)
up to 400 pounds of vegetation in a single day. This is not a happy prospect for a
farmer whose life ― and the lives of whose loved ones ― depends upon his
crops.
We are all involved in subtle interrelationships. We must protect animals as
best as we can, wherever their natural (
) is. But we must also protect the
lives of the people who live near them. If we don’t find a way, all creatures on our
planet will be the losers.
① numerous
② choosing
③ magnificent
④ steam
⑤ habitat
⑥ preference
⑦ separated
⑧ consume
- 45 -
長文読解の最終チェック ５－２
【九州大学・前期】
All learning implies memory. If we remembered nothing from our experiences
we could learn nothing. Life would consist of momentary experiences that had
little relation to one another. We could not even carry on a simple conversation.
To communicate, you must ( A ) the thought you want to express as well as
what has just been said to you.
Suppose one morning you are introduced to a student and told her name is
Barbara Cohn. That afternoon you see her again and say something like, “You’re
Barbara Cohn. We met this morning” Clearly you have remembered her name.
But what exactly did you do? What does memory involve?
Your minor memory feat can be broken down into
(1)three
stages. First, when
you were introduced you somehow deposited Barbara Cohn’s name into memory.
This is the encoding stage. You transformed a physical phenomenon (sound
waves) that corresponds to her spoken name into the kind of code that memory
accepts, and you placed that code in memory. Second, you retained, or stored,
the name during the time between the two meetings. This is the storage stage.
And third, you recovered the name from storage at the time of your second
meeting. This is the retrieval stage.
Memory can fail at any of these three stages. Had you been ( B ) to recall
Barbara’s name at the second meeting, this could have reflected a failure in any
of the stages ― encoding, storage, or retrieval.
(2)So
an understanding of memory
involves specifying what operations occur at each stage in different situations and
how these operations can go wrong and result in memory failure.
Do the three stages of memory operate in the same way in all memory
situations? A good deal of research suggests that they ( C ). Memory seems to
differ between those situations that require us to store material for a matter of
seconds and those that require us to store material for longer intervals ― from
minutes to years. The former situations are said to tap short-term memory, while
the latter reflect long-term memory.
We can illustrate
(3)this
distinction by amending our story about meeting
Barbara Cohn. Suppose that during the first meeting, as soon as you had heard
her name, a friend came up and you said, “Jim, have you met Barbara Cohn?”
That would be an example of short-term memory. You retrieved the name after
only a second or so. Remembering her name at the time of your second meeting
- 46 -
would be an example of long-term memory, for now retrieval would take place
hours after the name was encoded.
When we recall a name immediately after encountering it, retrieval seems
effortless, as if the name were still active, still in our consciousness. But when we
try to recall the same name hours later, retrieval is often difficult, as the name is
no longer conscious. This contrast between short- and long-term memory is
(
D
) to the contrast between conscious knowledge and the subconscious
knowledge we have but are not currently thinking about. We can think of memory
as a vast body of knowledge, only a small part of which can ever be active at any
moment. The rest is passive. Short-term memory corresponds to the active part,
long-term memory to the passive.
１．下線部（１）three stages のそれぞれの具体的内容を簡潔に説明しなさい。
２．下線部（２）を日本語に訳しなさい。
３．下線部（３）this distinction を，文中で述べられている例を用いて説明しなさい。
４．空欄の（Ａ）～（Ｄ）に補うのに最も適切な語を下の語群から選び，解答欄に記入し
なさい。同じ語を２度使用しないこと。
are,
aren’t,
content,
do,
don’t,
opposite,
remember,
remind,
similar,
unable,
undo,
unwilling,
- 47 -
長文読解の最終チェック ５－３
【東京大理・後期】
At one time refrigerators operated using ammonia or sulfur dioxide, both of
them dangerous gases if inhaled in large quantities. There were some deaths
when those early refrigerators leaked. Thus chemists set out to invent a new
chemical that would have the right properties.
(A)It
had to absorb a lot of heat
when it expanded from the liquid to the gaseous form, but it had to have no
harmful biological effects. After a lot of research, the CFCs — chlorofluorocarbons
— were invented for this purpose, and they were seemingly ideal.
(B)The
first hint of trouble came from some fundamental chemical studies on the
molecule ozone, a gas made up of three linked oxygen atoms. F. Sherwood
Rowland and Mario Molina — who shared the Nobel Prize in Chemistry in 1995
with Paul Crutzen for these discoveries — found that chlorine atoms were very
powerful catalysts for the decomposition of ozone in the upper atmosphere.
Ozone down at ground level is actually harmful, contributing to smog and
destroying many common materials. However, the ozone in the upper atmosphere
is very important — it absorbs the particularly high-energy ultraviolet light from
the sun that can be very dangerous to all life on earth, including human life.
(C)What
does this have to do with CFCs?
It turns out that the same high-energy ultraviolet light can break up CFCs to
release chlorine atoms. From what was learned about the rate of this process,
chemists concluded that enough chlorine atoms were likely to be produced, from
the amount of CFCs that we were sending into the atmosphere, to pose a danger
to the ozone layer. At the same time, studies of the atmosphere revealed that the
ozone layer was being temporarily destroyed near
(D)the
South Pole of the earth,
just where the CFCs in the atmosphere were concentrating. The problem occurred
in seasons in which the ultraviolet light was particularly strong, and thus
particularly likely to liberate chlorine atoms from the CFCs.
These facts led to the strong suspicion that CFCs, harmless as they might be
biologically, were not acceptable because of the new risk that had not previously
been thought of seriously. As a result, new chemicals have been invented for use
in refrigerators and air conditioners. These new chemicals do not have the same
ability to destroy the ozone layer that CFCs have, but work is still under way to
- 48 -
find the ideal substitutes.
The lessons from this saga are important. First of all,
(E)chemicals
are not like
people — new chemicals that will be introduced widely should be considered
guilty until proven innocent. This is the way all new medicinal chemicals are
treated, and it is the way other chemicals must be tested. We need to become as
sophisticated as possible about all the complex ways in which chemicals can
interact with our world and its inhabitants, and this needs serious research in
the field of environmental chemistry.
The second lesson is that we can’t simply abandon all progress because of
uneducated fear. Would we be better off if refrigeration had never been invented?
Would we be better off if we were still using the early poisonous refrigerating
chemicals? The CFCs solved all the problems we knew about when they were
invented. When new problems emerged, chemists addressed them by inventing
new chemicals that did the same job that CFCs did, but without causing the
problems. This is the way progress has been made in the past, and it is the way of
the future. The critical need is to learn as much as we can, so we don’t get too
many surprises — undesired effects that we never thought of.
(注)
catalyst：触媒
chlorine：塩素
sulfur dioxide：二酸化硫黄，亜硫酸ガス
ultraviolet：紫外線の
１．下線部（A）を和訳しなさい。
２．下線部（B）はどのようなことか。40 字以内の日本語で述べなさい。
３．下線部（C）の答えを 30 語程度の英文で述べなさい。
- 49 -
４．下線部（D）で何が起こっているか。またどのような時期かを答えなさい。
５．下線部（E）はどのような意味か。本文の内容に沿って 60 字以内の日本語で述べなさ
い。
６．化学物質の地球環境への影響を避けるためにどのようなことが考慮されるべきか。本
文の内容に沿って 80 字以内の日本語で述べなさい。
- 50 -
【解
答】
英文和訳の最終チェック
１．18 世紀には思想家の間に新たな精神的態度が広まり、それが生活のあらゆる面に影響
を及ぼすことになった。
２．賞賛は無知から生まれるというコトバを耳にすることが事実まれではないが、これほ
ど間違っていて、またこれほど有害なことが言われた事はない。
３．その事件は、それだけを取ってみれば小さなことであるが、そのおかげで私は人間の
真の性質について、これまでよりももっとよく知ることができた。
和文英訳の最終チェック
１．There is a sports car parked under the cherry tree(s) by the front gate. I
wonder whose car it is. It looks like a German car, doesn’t it?
２．Whenever we read the lives of great men, we cannot help but be struck by the
fact that they made the best of their circumstances.
３．A true friend would be pleased at (or with) his friend’s success and feel sad
about his failure as if they were his own.
- 1 -
上智大学・法学
１．
b
２．
c
３．
c
４．
a
５．
b
６．
d
７．
a
８．
c
９．
d
10．
b
静岡大学・前期
１．海外では名声が高かったが，国内ではなかなか理解されず，資金難に苦しんだり，外
国人好みだと非難されたりしたこと。
２．海外での高い評価に反して日本ではなかなか理解されず，実は非常に日本的で，日本
の魂や日本人の内面の強さを描いた映画を作ったのに，それに対して外国人好みとす
ら非難されたこと。
３．侍ものの秀逸な映画とは別に，黒沢は，現代に生きるふつうの日本人 — 中にはごく
普通の人 — を描いたほろ苦い物語も作っている。
４．自国の文化の色濃い作品でありながら世界の人びとを引きつける映画作りをするとこ
ろ。
新潟大学・前期
１．コンピュータシステムが工場や事務所から家庭まで幅広い状況で導入されてきたこと
と，ケーブルテレビ，家庭用ビデオ，衛星システムのような新しいメディアがほぼ世
界中で使われていること。
２．新しく到来したと言われている情報化時代の議論を促進してきた多くの科学技術の変
化が，基本的には今迄の社会の中に導入されてきた。そして，情報化時代に関連する
新しい科学技術の多くが余暇活動，あるいは娯楽に対して導入され，使われてきたと
考えている。
３．経済学者などは娯楽産業を重要な産業だとは考えていない。一方，マスメディア論者
は娯楽作品に興味があり，その経済的特質にはさほど興味を示さず，この新しい技術
革新時代の基本構造を見逃している。
４．娯楽産業はかつてはほかの部門に比べて微々たるものだったが，この 20～30 年の間に
かなり成長して経済界の注目をしだいに集めるようになり，文化的により多くの意義
を持つようになったから。
５．科学技術の発展，商業的刺激，地球的規模化という趨勢により，もはやハリウッドが
単なる伝統的な映画の製作，配給，公開の拠点にとどまらず，文化的産業の非常に重
要な拠点の 1 つとなったと考えることができる。
- 2 -
【解
答】
英文和訳の最終チェック（２）
１．人間が自己を実現するのは自己犠牲においてである。持てるもの全てを、身近にいる
親しい人に与えることにおいてこそ、人間は人生の謎を解くのである。
２．工業文明が直面している困難にもかかわらず、安定が実現され、戦争が回避される可
能性もある。
３．報酬の如何を無視して他人を幸福にするために才能と精力を用いるときにのみ、自ら
も幸福になることができる。
和文英訳の最終チェック（２）
１．I seem to have fallen asleep while I was studying. When I awoke, I found
myself sitting on the chair with the light(s) on.
２．All buses are very crowded every morning. In general, one or two buses will
pass on without taking anyone on. When this happens, I get restless.
３．Some people say that science deprives us of our dreams and also our poetry.
But we can also say that it is poetry and dreams that have developed science.
- 3 -
２－１
中央大学・経済
１． （ａ） ③
（ｂ） ④
（ｃ） ④
２． ①
１
②
２
③
２
④
１
⑤
１
⑥
２
⑦
１
⑧
２
２－２
岡山大学・前期
１． 2 歳を過ぎても，テレビやビデオを見たり，インターネットを使ったり，ビデオゲー
ムで遊んでもよい時間 — 小児科学会は 1 日 2 時間以下とするように勤めている —
は前もって決めるべきであり，タイマーによって規制するべきである。
２． 私の直観すべてが，その助言は全て正しいと私に言っています。もっとも，過去 30
年以上にわたる小児科医としての私の観察以外には，それを証明する科学的証拠に
ついては何も知りませんが。
３． 子守りをテレビに任せると，子供は頭を働かせなくなるだけでなく，体も動かさな
くなり，肥満傾向の若いカウチポテト族を生み出すのを助長することになるから。
４． 例えばテレビについて，子供が何歳から，1 日にどのくらい，どのような番組を見て
きたかなど，子供がこれまで接してきたメディアに関する詳しい履歴。
２－３
神戸大学・後期
１． アメリカに住む約 2 億人の成人に，
それぞれ約 1,500 人の知り合いがおり，その 1,500
人の人がアメリカ全土に均等に分散しているという仮定。
２． 秘密の情報やうわさやジョークがどうやってそんなにも速く人の間に広がっていく
かを，そのことがいくらかは説明するのに役立つ。
３． ａ
４． （ａ） ウ
（ｂ） エ
（ｃ） ウ
- 4 -
【解
答】
英文和訳の最終チェック（３）
１．私が大臣であれば私を尊敬してくれる人たちは、私が逆境にあるときには先に立って
私に石を投げるだろう。
２．ハーバード大学のローウェル総長はかつて大学を定義して、実用的なことが何一つ教
えられぬ場所であるといった。
３．医者は人間の心や身体に起こることの大部分に精通しているので、たいていのことに
は驚かない。
和文英訳の最終チェック（３）
１．I was flattered that she wanted to speak to me, because I admired her most of
all the older girls.
２．It seems just a few days ago that we were enjoying swimming under a burning
sun, but it is already a little chilly in the morning(s) and evening(s).
３．There is no country in the world where the change of the seasons bring so
much variety in scenery as Japan.
３－１
法政大学・法学
１． （ア）ｂ
（イ）ｇ
２． ｃ
（ウ）ｄ
（エ）ｃ
（ｃ）Ｆ
（ｄ）Ｆ
３． ａ
４． （ａ）Ｆ
（ｂ）Ｔ
５． ｂ
６． ｂ
７． Many of what we consider “American things” were originally borrowed from
the Native American cultures.
段落整序（１）
〔
③
〕
→
〔
①
〕
→
〔
④
〕
→
〔
②
〕
適語補充（１）
１．⑥
２．①
３．②
６．⑦
７．⑤
８．③
- 5 -
４．⑧
５．④
３－１
法政大学・法学
１． （ア）ｂ
２． ｃ
（イ）ｇ
（ウ）ｄ
（エ）ｃ
（ｃ）Ｆ
（ｄ）Ｆ
３． ａ
４． （ａ）Ｆ
５． ｂ
（ｂ）Ｔ
６． ｂ
７． Many of what we consider “American things” were originally borrowed from
the Native American cultures.
３－２
横浜国立・前期
１． 台所の電気製品としては，従来のオーブンよりも電子レンジを用いたほうが調理の
時間は短くてすむが，私としては，従来のオーブンで調理している間にも，新聞を読
んだり小説を書いたりできるので，電子レンジを使ったからといって時間が節約され
ることにはならない。
２． 逆説的には，節約できる時間が少なければ少ないほど，時間の節約はより現実的な
ものになる。
３． 私が仕事のために費やしている時間はワープロの前に座りエッセイを書いていると
きだけではなく，シャワーを浴びたり，バスに乗っていたり，眠りに落ちようとしな
がら，エッセイについて思いをめぐらせている時間も含まれるので，実際の労働時間
を計算して１分に対する収入を計算するのは困難である。
４． 台所で音楽を聞いたり，エッセイやほかのことについて思いをめぐらせることがで
きるから。
３－３
お茶の水・前期
１． 例えば，古本好きの彼女を誕生日に古本屋に連れて行くように，作者の好みを夫が
よく理解しているところ。
２． 新しいハードカバーの本を買うだけの余裕がないこと。古本の丹念な装丁に対する
趣味が深まったこと。本の所有者によって作られる長い鎖の一部になるという感覚を
楽しむようになり始めたこと。
３． （ａ）Ｔ
（ｂ）Ｔ
（ｃ）Ｆ
- 6 -
（ｄ）Ｆ
（ｅ）Ｆ
【解
答】
英文和訳の最終チェック（４）
１．知識を得るために読むものと、人格の形成のために読むものとを区別しなければなら
ない。
２．一番早い記憶までたどってみても、母が怒って私たちに大声を上げたことは一度も思
い出せない。
３．科学の進歩は段階を追ってなされ、新たに到達された各点は、それ以上の前進のため
の基盤となる。
和文英訳の最終チェック（４）
１．We have had so much snow this year that trains were hold up in many parts
of the country.
２．There are books that are to be read carefully and books that are to be read
rapidly. The distinction must be made by the reader himself/herself.
３．It becomes more important that we (should) make further efforts to have our
country understood by international society.
４－１
同志社大学・工学
１． （Ａ）④
（Ｂ）④
（Ｃ）①
３． （あ）④
（え）②
（か）⑤
４． （あ）③
（え）⑥
（か）④
（Ｄ）④
２．省略
５． ⑤，⑦，⑧
６． 確かにある歴史家たち，つまり私のような年配の歴史家たちは，その言葉を使うこ
とをとても控えていて，世紀全体の流れを劇的に変える変化を述べるためにその言葉
を取っておく。
段落整序（２）
〔
② 〕
→ 〔 ①
〕 → 〔
⑤ 〕 → 〔
４．①
③ 〕
→ 〔 ④
適語補充（２）
１．⑧
２．⑥
３．③
６．④
７．⑦
８．⑤
- 7 -
５．②
〕
４－２
名古屋大・前期
１． 信号で停車中の車の前にクルミを置いたり，電線の上から車の前にクルミを落とし，
車にクルミの殻を割らせて中の実を食べること。
２． （１）鳥も含めた動物は，人間の子供と同様に，洞察力によって問題を解決したり，
手本によって学習することさえできる、と新しい世代の科学者は信じている。
（２）膨大な範囲の資源と生活条件を応用し，利用できるという点で，ほかのいか
なる動物よりもカラスは人間に近いのだろうか。
３． 松の実を 3 週間で 3 万個集め，200 平方マイルにわたる場所に隠しておき，その後 8
ヶ月でその 9 割以上を回収する。
４． カラスが道具を作り使用する知識をほとんどの場合学習するのか，それとも遺伝的
に受け継いでいるのかということ。
５． （イ）ｅ
４－３
（ロ）ａ
（ハ）ｄ
（ニ）ｂ
（ホ）ｅ
一橋大学・前期
１． イ
２． 囚人は追跡調査可能な環境にいて，報酬などを求める強い動機づけも持っていたか
ら。
３． 攻撃性を抑制する方法を研究するのに，攻撃的な囚人以上に被害者に適する人がい
るだろうか，また彼ら以上に恩恵に浴することができそうな人間がいるのだろうか。
４． この研究者は偽薬となるまで服用量を減らし、意図的に被害者に薬効が及ばないよ
うにしたが，これは刑務所内での偽薬治療を禁じるアメリカ合衆国の規定に違反する。
- 8 -
【解
答】
英文和訳の最終チェック（５）
１．失敗とは、もう一度、前よりもっと賢明にはじめるための機械に過ぎない。誠実にし
ていて失敗しても恥じることはない。
２．人間が現在到達している発達段階では、戦争はその犠牲者に対するのと同様な被害を
侵略者にも与えるものとなっている。
３．時計の出現は英国の社会生活に、徐々にではあるが大きな変化を引き起こしたに違い
ない。
和文英訳の最終チェック（５）
１．It is natural that young people (should) give (up) their seats to elderly people in
(or on) crowded buses.
２．You think this room is nice because it is night.
Take a look at it in the
daytime, and you will see how shabby it is.
３．Once he makes a promise, he always carries it out. This shows that he is a
man of great sincerity.
５－１
早稲田大学・法学
１． （１）Ｆ
（２）Ｂ
（３）Ｃ
（４）Ｄ
（５）Ｅ
２． （１）Ｅ
（２）Ｂ
（３）Ｂ
（４）Ｄ
（５）Ｄ
（６）Ｂ
３．省略
段落整序（３）
〔
④
〕
→
〔
②
〕
→
〔
③
〕
→
〔
①
〕
適語補充（３）
１．③
２．⑥
３．①
６．⑦
７．⑧
８．⑤
- 9 -
４．②
５．④
５－２
九州大学・前期
１． 第 1 段落は，音波のような物理現象を記憶に適したある種の符号に変換する段落。
第 2 段落は，符号化された情報を保存する段階。第 3 段落は，保存しておいた情報を
検索する段階。
２． したがって，記憶を理解するには，3 つの段階のそれぞれで，状況に応じてどのよう
な作業が行われるのか，そしてこれらの作業がどのように失敗し，記憶が働かなくな
るという結果につながるのかを明確にする必要がある。
３． バーバラ・コーンという名前を教えられた後すぐにそれを思い出して口に出すとい
った短期記憶と，ある程度の期間をおいた後で再び本人と出会ったときにその名前を
思い出すといった長期記憶との違い。
４． （Ａ）remember
５－３
（Ｂ）unable
（Ｃ）don’t
（Ｄ）similar
東京大理・後期
１． それは，液体から気体になって膨張する際に大量の熱を吸収する必要があるのだが，
生物に有害な影響を与えてはならなかった。研究が重ねられた結果，この目的に合わ
せてフロンが発明され，それは一見理想的であるように思われた。
２． 塩素がオゾン層の破壊に強力に作用していると判明し，フロンが問題視され出した
こと。
３． High-energy ultraviolet light can break up CFCs to release chlorine atoms,
and those atoms pose a danger to the ozone layer which absorbs the harmful
high-energy ultraviolet light.
４． 大気中のフロンが集中している南極上空で，紫外線が特に強くなって，フロンから
塩素原子が極めて放出されやすくなる時期に，オゾン層の破壊が起こっている。
５． 新しい化学物質の導入に際しては，無害であることが証明されるまでは有害だと見
なすべきで，人間の犯罪の場合とは異なる。
６． 化学物質を利用する際には，地球環境や生物への影響について慎重に調査し，予想
外の問題が生じた場合は，同じ機能を果たすが問題は起こさない新物質を発明すべき
だ。
- 10 -

「望みの港へ」

サムナー真規子 01/25/13 テキサス州シュガーランド市

「現代児童文学」とリアリズムファンタジー

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