英語（文章題）　令和8年(2026年)

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	2点 × 8問 ＋ 3点 × 19問 ＝ 73点
No	令和8年(2026年)英語
問題原本はこちら → 兵庫県 公立高校入試問題　英語
1	省略 問１はリスニングテストです。
2	あなたは，ふれあいスポーツ大会のボランティアとして， 次の表を示しながら，外国から来た参加者に案内をしています。 英文を読んで，あとの問いに答えなさい。
	問1			文中の [　①　] ，[　②　] ，[　③　] に入る適切なものを， 次のア～オからそれぞれ１つ選んで，その符号を選びなさい。 ア　YELLOW イ　RED ウ　BLUE エ　GREEN ① 答え： ア　 イ　 ウ　 エ　 ② 答え： ア　 イ　 ウ　 エ　 ③ 答え： ア　 イ　 ウ　 エ
	問2			以下の英文は，大会の参加者のコメントです。 [　A　] ，[　B　] に入る適切なものを， あとのア～エからそれぞれ１つ選びなさい。 ① It was fantastic! In the BLUE AREA, I could easily walk on the belt. It wasn’t difficult for me because I do gymnastics. I’m [Ａ] about my sense of balance on it. ア　worried イ　confident ウ　nervous エ　embarrassed 答え：① ア　 イ　 ウ　 エ　 ② I enjoyed playing on the large ground though I'm not so happy with my result. I wish I could [Ｂ]. ア　throw the stick strongly イ　jump on the belt a lot of times ウ　move on the court more quickly エ　get better scores by kicking the ball well 答え：② ア　 イ　 ウ　 エ
	問3			あなたは，ボランティアの体験を英語の授業で発表する準備をしています。 本文の内容に合うように，[　あ　] ，[　い　] に あとのそれぞれの 内の語から４語を選んで並べかえ，英文を完成させなさい。 [あ]　them gave led the to 答え： [い]　anyone enjoy can that to 答え：
3	次の英文を読んで,あとの問いに答えなさい。 [1] Do you remember that you studied with the soroban in elementary school? Do you still use it in your daily life? The soroban is a useful Japanese traditional tool for calculating* numbers. Some people say it was brought from China to Japan at the end of the Muromachi period. After that, a lot of sorobans were produced in Japan and many people used them. Now, the number of people who use sorobans has decreased because of electronic devices. However, sorobans are very useful. Some people in Japan try to keep their traditional sorobans popular. They hope that many people in the world will pay more attention to them. [2] A company in Hyogo has been producing a lot of traditional sorobans. The products are famous because they are high quality. One of the workers said, “We’re very proud of our products. Over 200 processes are necessary to make one soroban. Each worker is responsible for his or her own process. We think our sorobans are the best in the world. As professional workers keeping this Japanese tradition popular, we hope more people will use our sorobans.” [3] To support the soroban industry, a city began a unique project in 2010. In the project, used sorobans were collected, cleaned, and sent to other countries. More than ten thousand sorobans were sent to Tonga*, and elementary school students in the country study with the soroban now. A student said, “I have my own soroban. I can calculate very quickly with it.” One of the teachers said, “The number of students who are good at calculating is increasing. After they began to study with the soroban, they were able to focus in class more and listen to other people more carefully.” [4] Here is another example of Japanese traditional sorobans used overseas. In Romania*, a soroban school held a soroban contest. The teacher said, “We hold the contest because it’s helpful to encourage our students. A girl won the contest, and after that, she told her friends about her experience. The girl was very shy and quiet, but thanks to the soroban, I think she was able to communicate with her friends more. She became more confident and positive!” [5] Today, sorobans are used by many people in over 100 countries because they can improve education. To make them more popular, several interesting ideas were introduced in Japan. For example, there are some colorful sorobans that we have not seen before. Also, there are toy sorobans and even sorobans used as lucky goods. They may seem a little strange, but the manager of the company said, “By making these products, we will keep our traditional tool popular. It is sometimes necessary for us to change our point of view as a company. I hope people who use traditional sorobans will love our new products, too.” Sorobans will keep getting better and attract many people to Japanese culture.  〔注〕calculate 計算する Tonga トンガ王国(国名) Romania ルーマニア(国名)
	問1			次の表は，本文の段落ごとの見出しです。 [ Ａ] ，[ Ｂ] ，[ Ｃ] に入る適切なものを，あとのア～オからそれぞれ１つ選びなさい。 ア　he plans of a soroban school to improve education イ　The challenges of designing new sorobans in a company ウ　The history of the soroban and its situation now エ　The project of sending sorobans to many countries オ　The pride of soroban makers and their wish [A] 答え： ア　 イ　 ウ　 エ　 オ　 [B] 答え： ア　 イ　 ウ　 エ　 オ　 [C] 答え： ア　 イ　 ウ　 エ　 オ
	問2			文中の内容に合うものを，次のア～オから２つ選びなさい。 ア The elementary school students could pay more attention to lessons after they used sorobans. イ The writer said we had to use electronic devices instead of sorobans. ウ The soroban makers believed more people should make traditional Japanese products. エ The teacher of the soroban school thought sorobans helped the girl talk with her friends more. オ The manager said the workers should not change their ways of thinking to protect their products. 答え： ア　 イ　 ウ　 エ　 オ
	問3			本文の題名として適切なものを，次のア～エから１つ選びなさい。 ア The Secret to Make Soroban Contests Successful イ The Good and Bad Effects of the Soroban in Japanese Education ウ The Soroban Spreading Overseas and Ways of Protecting Tradition エ The Efforts to Make Good Sorobans in Foreign Countries 答え： ア　 イ　 ウ　 エ
4	高校生のじゅんさんと留学生のケイトさんが，話をしています。 次の英文を読んで，あとの問いに答えなさい。 Kate : We had a class about disaster prevention* at school today. Do you often have this kind of class in Hyogo? Jun : Yes, we do. Japan has had many disasters in its history. In Hyogo, there was the Great Hanshin-Awaji Earthquake* in 1995. Over thirty years have passed since the earthquake, and many schools have classes to review past experiences. People in Hyogo feel that it’s very important to learn from them. ① though I wasn’t born at that time. Kate : I see. During the class, I thought our teacher and classmates were very positive about preparing for disasters. Jun : Since the earthquake, we have thought about a lot of ways to protect ourselves from disasters. ②Our positive actions have been helpful for developing the latest technology. Kate : What do you mean? Jun : One example is using robots for rescuing people. Kate : Oh, I’ve heard about them before. Can you tell me more about them? Jun : OK. Before the earthquake, robots in Japan were not usually used for rescuing people in disaster areas. They were often used for making products in factories. Kate : Ah, in the process of making cars and computers? Jun : Yes. However, the movements to prepare for disasters became more common in Japan and new robots for rescuing people were invented. ③ . They can approach and rescue people instead of us. Kate : Wow, you know so much! ④Are you a big fan of robots? Jun : That’s right, Kate. In fact, I’m planning to join the “Robot Contest for Rescuing People”. The missions of the contest are to improve technology for rescuing people and to let young people have dreams for the future of technology. Kate : Wonderful. I didn’t know about the contest. Jun : You can see many interesting robots there. As you know, the latest robots have made great progress. Robots with AI can gather information faster than people in an emergency. They will help us find people in need very quickly. On the other hand, they’re still not good at understanding someone’s feelings like human beings. I think people are better at that. Kate : I agree. When we work with robots, we should focus on ⑤our strong point. Jun : Yes. Although AI can do many kinds of things, we need to consider how to use it in effective ways.  〔注〕 disaster prevention 防災 the Great Hanshin-Awaji Earthquake 阪神・淡路大震災
	問1			文中の ① ， ③ に入る適切なものを，次のア～エからそれぞれ１つ選びなさい。 ア The robots can go to dangerous places we cannot enter easily イ The program helps the robots move quickly in factories ウ The earthquake is familiar to me エ The information is new to me ① 答え： ア　 イ　 ウ　 エ　 ③ 答え： ア　 イ　 ウ　 エ
	問2			下線部②の内容として適切なものを，次のア～エから１つ選びなさい。 ア the movements to use more computers in factories イ the efforts to invent a robot that produces cars and computers ウ the movements to prepare for disasters エ the efforts to repair robots with the latest technology 答え： ア　 イ　 ウ　 エ
	問3			下線部④について，ケイトさんが，この発言をした理由として適切なものを， 次のア～エから１つ選びなさい ア Kate noticed robots were used in factories. イ Kate noticed robots were useful. ウ Kate noticed the contest was interesting. エ Kate noticed Jun knew a lot about robots. 答え： ア　 イ　 ウ　 エ
	問4			下線部⑤の内容として適切なものを，次のア～エから１つ選びなさい。 ア the ability to find information quickly in an emergency イ the ability to understand how other people feel ウ the ability to go into dangerous places エ the ability to judge what to invent for the contest 答え： ア　 イ　 ウ　 エ
	問5			次の質問に対する答えとして適切なものを， あとのア～エからそれぞれ１つ選びなさい。 (1) What did robots in Japan often do before the earthquake in Hyogo in 1995? ア They gathered information with AI in an emergency. イ They saved people from disasters. ウ They discovered people in need immediately. エ They produced things like cars and computers. 答え： ア　 イ　 ウ　 エ　 (2) What are the purposes of the “Robot Contest for Rescuing People”? ア To improve the skills of robots that help people and to let young people change their dreams. イ To develop tools for saving people and to help young people have hopes for technology’s future. ウ To protect traditional technology and to show young people how to achieve goals with technology. エ To share the data of factories and to let engineers review their experiences. 答え： ア　 イ　 ウ　 エ
5	次の問いに答えなさい。
	問1			次の英文は，まりあさんが，英語の授業で話す内容です。 ① ～ ③ に入る英語を，あとの語群からそれぞれ選び， 必要に応じて適切な形に変えたり，不足している語を補ったりして， 英文を完成させなさい。ただし，２語以内で答えること。  Do you enjoy your weekends? I love sweets, so I often bake cookies and cakes on weekends. Last week, I made a cake. When I ① it out of the oven, the shape was perfect. I decorated the cake very beautifully. Moreover, it was delicious. I was very happy when my family enjoyed eating my cake. I shouted in my heart, “This must be the best cake I’ve ever ② !” Someday, I would like to have my own cake shop in my town. I am going ③ many foreign countries to learn how to make better sweets after I graduate from high school. [bake keep miss take visit] 答え：① 答え：② 答え：③
	問2			高校生のゆきこさんと留学生のミラさんが，下のポスターを見ながら会話をしています。 次の会話について，英文やポスターの内容に合うように， ( ① ) ～ ( ⑤ ) にそれぞれ適切な英語１語を入れて，会話文を完成させなさい。 Yukiko : Oh, are you looking at a poster about a haiku event? Will you take part in it? Mira : Yes. It will be held on ( ① ), April 2. The poster says the event is for a ( ② ) of haiku. In STEP 1, I can learn about some features and various ( ③ ). Yukiko : Sounds nice. In STEP 2, you’ll make a haiku by observing ( ④ ). For example, you can look at cherry blossoms, butterflies, and frogs. Mira : Yes. I’m especially looking forward to STEP 3 because we can talk about our haiku with ( ⑤ ) other. Yukiko : It seems fantastic! Don’t forget to check the details on the website later. Have fun! 答え：① 答え：② 答え：③ 答え：④ 答え：⑤