ページ3:

II Read the text and answer the following questions. (35)
① Take a look at the following list of numbers: 4, 8, 5, 3, 9, 7, 6. Read them
aloud. Now look away and spend twenty seconds memorizing that sequence
before saying them out aloud again.
2 If you speak English, you have about a 50 percent chance of remembering
that sequence perfectly. If you're Chinese, though, you're almost certain to get it
right every time. Why is that? Because as human beings we store digits in a
memory loop that nins for about two seconds. We most easily memorize
whatever we can say or read within that two-second spin, And Chinese speakers
get that list of numbers-4, 8, 5, 3, 9, 7, 6-right almost every time because,
unlike English, their language allows them to fit all those seven numbers into two
seconds.
③ That example comes from Stanislas Dehaene's book The Number Sense. As
Dehaene explainst
Chinese number words are remarkably (あ). Most of them can be
uttered in less than one-quarter of a second (for instance, 4 is “si" and 7
"qi"). Their English equivalents "four," "seven" are longer: pronouncing
them takes about (of a second. The memory gap between English
and Chinese apparently is entirely due to this difference in length. In
(15-
languages (as divas Arabic, Chinese, English and Hebrew, there is a
cordelation between the time (required to pronounce numbers in a given
language and the memory span of its speakers. In this domain, the prize for
the efficacy goes to the Cantonese dialect of Chinese (whose brevity grants.
residents of Hong Kong an excellent memory span of 10 digits)
④ It turns out that there is also a big dilference in how mutuber-naming
systerns in Western and Asian languages are constructed. In English, we say
数字の記憶に関して特に有効性が高いのは中国語の広東方言であり、
その簡潔さのおかげで、香港の住民は10桁という素晴らしい
記録範囲をもっている。
.
【】
@get Aright 「A(計算、演技など)を正しく行う。
.
・digit 「数字、ケタ」
・Span 「間
・dialect 「方言」
AB 「AにBを与える」
・domain 「領域・分野」
・efficacy 「有効性・効能」
grant A B A B 与える。
.
・ brevity 「〈時の)短さ」←breif
月間!!!
2 Translate the underlined sentence marked (1) into Japanese.
In languages (at diverse as Arabic, Chinese, English and Hebrewr)
~のように多様な
there is a correlation between the time required to pronounce numbers
相関関係
in a given language and the memory span of its speakers.
☆ある~、特定の~
(自分の回答)
記憶の範囲
アラブ国語 英語 ヘブライ語のような様
4
ある特定の
言語の発音に必要とされる時間と、話
できる桁の範囲
。
相関関係

ページ4:

fourteen, sixteen, seventeen, eighteen, and nineteen, so one might expect that we
would also say oneteen, twoteen, threeteen, and fiveteen. But we don't. We use
a different form: eleven, twelve, thirteen, and fifteen. Similarly, we have forty
and sixty, which sound like the words they are related to (four and six). But we
also say fifty and thirty and twenty, which sort of sound five and three and two,
but not really. And, for that matter, for numbers above twenty, we put the
"decade" first and the unit number second (twenty-one, twenty-two), whereas for
the teens, we do it the other way around (fourteen, seventeen, eighteen). The
number system in English is highly (5). Not so in China. Japan, and Korea.
They have a logical counting system. Eleven is ten-one. Twelve is ten-two.
Twenty-four is two-tens-four and so on.
5 That difference means that Asian children learn to count much ( )
than American children. Four-year-old Chinese children can count, on average, to
forty. American children at that age can count only to fifteen, and most don't
reach forty until they're five. By the age of five, in other words, American
children are already a year (3) their Asian counterparts in the most
fundamental of math skills.
6 The regularity of their number system also means that Asian children can
perform basic functions, such as addition, far more easily. Ask an English-
speaking seven-year-old to add thirty-seven plus twenty-two in her head, and she
has to the words to numbers (37+ 22). Only then can she do the
THE
math: 2 plus 7 is 9 and 30 and 20 is 50, which makes 59. Ask an Asian child to
add three-tens-seven and two-tens-two, and then the necessary equation is right
there, embedded in the sentence. No number translation is necessary: It's five-
1 Choose the most suitable word below to fill in the blanks () to
(). Write the letters (A) to (D) that correspond to your answer.
(A) fast
one-third
(B) quick
Bone-quarter
long
(C) one-fifth
(C) developed
(5)(A) standardized (B) irregular
(A) later
(B) faster
(A)) behind
Blate
(A) assign Bcompare
(C) shorter
advanced
Je stick
Dbrief
Done-sixth
(D) countable
(D) slower
Bahead
(D) convert
3 Explain why such is the case with Asian children in the underlined part
marked (2) in Japanese.
○具体例を含めると、説明が難しくなる...
最低限必要なPoint
①アジアの言語は数の表し方に規則性がある点
②数字に置き換える必要がなく、そのまま計算できる点
tens-nine.
ダ
→(正答)
英語とは異なり、アジアの言語は数の表し方が規則的であり、2けた
暗算する際に取を
#1069 40+ toksynt. 9035613
そのまま
計算できるから。

ページ5:

【】
sort of ~ 「多少~ いくらか~」
Megaation 方程式
・embed 「~を組み込む」
* Only V+S~,
(本文)
PIE
Only then can she do....
<訪問内容一問題>
「そのとき(になって)やっと彼女は…できる」
'4 Write for true statements and X for false statements.
((1) According to the author, if the counting system were logical, "oneteen"
would be theoretically more appropriate than "eleven" in English.○
適切である
2 American children have to wait until the age of five before they can learn
to count faster than their Chinese counterparts.
X
(3) Chinese speakers can remember more digits than English speakers
"because they have a longer memory loop.
(4) Unlike in English, in Chinese "decade" unitsl precede number units fin both
10の
the teens and the twenties.) X0
10台
20台
その他
It is highly probable that Chinese speakers in Hong Kong have a slightly
shorter memory span than those in other areas of China. Ox
「英語と異なり、中国語では、13から19まで、および20分のどちらにおいても
『10』の単位は数字の1の位の前におく」
⇒第3段落の終わりと一致しない。
と一致で

ページ6:

III Read the text and answer the following questions. (30)
sight つが目に入る
I walked for half an hour without sighting a habitation Then, just off the
住まい
road, I saw a small frame cottage with a porch and a window lighted by a lamp.
I tiptoed onto the porch and looked in the window; an elderly woman with soft
white hair and a round pleasant face was sitting by a fireside reading a book.
There was a cat curled in her lap, and several others slumbering" at her feet.
[
ひざ
When Mrs. Kelly returned with a glass of ice and a dusty quarter-bottle of
bourbon, she said: "Sit down, sit down. It's not often I have company. Of
course, I have my cats. Anyway, you'll spend the night? I have a nice little
guest room that's been waiting such a long time for a guest. In the morning you
can walk to the highway and catch a ride into town, where you'll find a garage to
ガレージ
fix your car. It's about five miles away."
[ 6 ]
ガチガチと音を立てる
*be due to don
A
1 Where do the following passages go? Choose the number [1] to
[6] in the text.
文脈で難なく選べる!!
[] I said a little whiskey would be very welcome.
(3)
[] I wondered aloud how she could live so isolatedly, without transportation
or a telephone; she told me her good friend, the mailman, took care of all
親切な
誠
her shopping needs. "Albert. He's really so dar and faithful. But he'
due to retire next year. After that I don't know what I'll do. But
something will turn up. Perhaps a kindly new mailman. Tell me, just what
sort of accident did you have?"
I knocked at the door, and when she opened it I said, with chattering teeth
"I'm sorry to disturb you, but I've had a sort of accident; I wonder if I could use
your phone to call a taxi."
[2]
"Oh, dear," she said, smiling. "I'm afraid I don't have a phone. Too poor.
But please, come in." And as I stepped through the door into the cozy room, she
said: "My goodness, boy. You're freezing. Can I make coffee? A cup of tea? I
have a little whiskey my husband left-he died six years ago."
[3]
~を行って取ってくる
While she fetched it I warmed my hands at the fire and glanced around the
猫
room. It was a cheerful place occupied by six or seven cats of varying alley-cat
colors. I looked at the title of the book Mrs. Kelly-for that was her name, as I
later leamed-had been reading it was Emma by Jane Austen, a favorite writer
of mine.
3 Which of the following expressions is closest in meaning to the underlined
expressions marked (1) and (2) Write the letters to (x) that correspond to
your answer.
(1) It's not often have company. 「私に来客があることはめったにない」
I often need someone to help me.
Utility meter has not been checked for long.
It is rare I have a visitor here.
(1)I am neglecting my business these days.
[
4
(5)

ページ7:

・憤然として
When I explained the truth of the matter, she responded indignantly: "You
~に足をふみ入れる
did exactly the right thing.wouldn't set food in a car with a man who had
へのにおいをかぐ
sniffed a glass of wine. That's how I lost my husband. Married forty years,
forty happy years, and I lost him because ( X ). If it wasn't for my cats..."
She stroked an orange tabby purring in her lap.
[ 6 ]
We talked by the fire until my eyes grew heavy. At last: "Forgive my
babbling on. You have no idea how much pleasure it gives me. But it's way past
your bedtime know it is.mine.
She escorted me upstairs, and after I was comfortably arranged in a double
愛の
bed under a blissful load of pretty scrap-quilts, she returned to wish me
goodnight, sweet dreams. Ilay awake thinking about it. What an exceptional
(3)
experience to be an old woman living alone here in the wilderness and have a
stranger knock on your door in the middle of the night and not only open it but
warmly_welcome him inside and offer him shelter. If our situations had been
~を逆にする
reversed I doubt that I would have had the courage, to say nothing of the
は言うまでもなく
generosity. なう
(Notes) tiptoe: to walk silently and stealthily
slumbering: sleeping
cozy: comfortable
tabby: a kind of cat
purr: to make quiet and continuous sound
scrap-quilt a decorative cover for a bed, made with leftover scraps of
many different materials and patterns
2 Choose the most appropriate sentence from (A) to (D) for the blank ( X ).
AK he drank himself to death (飲み様と死んだ)
なぐる。
(B) a drunken man beat him to death in a bar
he was too drunk to notice a fire on the stove
Da drunken driver ran him down
I know it is mos私の寝る時間だ。
~しなければならない。
Ive got to go to bed by now. 「私もそうそうないければ
「ならない」
It is my pleasure to have conversation with you.
() It is still early for me to go to bed.
This is how I spend my time in bed.
ワインを飲んだ男性の車には乗
これが知を亡くした原因
「夫は酷に人が運転した事に
ひかれて挟んだ」と
4 in the underlined part marked (3) in what way did the narrator think
Mrs. Kelly's experience to be exceptional? Explain in Japanese.
(自分の回答)
認識のない「私が扉を叩いて
推測できる!
一人で人里離れた所に住むおばあさんの家に、真
あたたかくて家に迎え入れ、寝床を用意してくれたこと。
聞けるだけでなく、
5 Translate the underlined sentence marked (4) into Japanese.
(自分の回答)
もし私がおばあさんの状況だったとしても、おばあさんのような寛大さは言うまでもなく、
受け入れるも無かっただろうと思う。(正)私は
ただろう
ましてそれほど広い心の持ち主にもなれなかっただろうと
思う.

ページ8:

I
神戸大学文系前期日程 英語 (2013年度)
A team of researchers from the University of St. Andrews in Scotland spent
266 days observing and filming a group of wild chimpanzees in Budongo
Conservation Field Station, Uganda. "The team then studied 120 hours of
footage of the chimps interacting, looking for signs that the animals were
intentionally signaling to each other. According to their research, the animals
use at least 66 distinct gestures to communicate with each other.
② The findings are published in the journal Animal Cognition. Previous studies
(on captive chimps) have suggested the animals have about 30 different gestures.
“So this result shows quite a large repertoire," lead researcher Dr. Catherine
Hobaiter told BBC News. "We think people previously were only seeing ractions
of this, because when you study the animals (in captivityf you don't see all their
behavior. You wouldn't see them hunting for monkeys, taking females away on
'courtships or encountering neighboring groups of chimpanzees."
*captive (a)
捕われの、閉じこめられた。
→
captivity (n)
* repertoire (n)
レパートリー
* fraction (n)
はした、小部分、ほんの少し
* take A away
Aを連れ出す
1 第1段落および第2段落の内容に基づき, St. Andrews 大学のチームが今回
の研究成果を挙げることができた理由を. 「St. Andrews 大学のチームは」に続
けて50字以内の日本語で書きなさい。 ただし、 句読点も1字に数えます。
第1段落
→
生のチョンジー
→
第28年 「捕われ状態(
状態)のチンパンジーでは、すべての行動を
目にすることはできない」
凸まとめると...
(撮影すること。
状態では見られない全ての行動を調べることが

ページ9:

③ "I've spent two years studying these animals. so they know me," said
Dr. Hobaiter. I follow them through the forest and they just (A) me
completely and get on with their daily lives. She and her colleague. Professor
Richard Byrne. carefully examined the footage and categorized each distinct.
gesture. They/looked for clear signs (that the animals were making deliberate
movements that were intended to generate a response from another animal "We
looked to see if the gesturer was looking at the audience." explained Professor
Byrne. "And we looked for persistence, if their action did not produce a result,
they would (B) it."
*get on with.
M
~をどんどん続ける
二人は、チンパンジーが他の
仲間から反応を引き出すこと
が目的で、意図的な動きを
しているという明確な証拠
を探した。
* distinct
* deliberate
合図を送る側
てい
はっきりとした、明瞭な
①故意の意図的な (intentional)
重な
★えている→「的」
*deliberately
①同時にわざと慎重に
* persistence
しつこさ、根強さ
問2 空所 ( A )( E )に入る最も適切な動詞を下から選び、必要があれば
適切な形にして記入しなさい。ただし、それぞれの語は一度しか使えません。
add compare derive ignore repeat
(A) チンパンピーたちはホバイター博士と顔見知り
(警戒心もっていない)
博士がそばにいても気にせず着らしている
(B) persistence
() ignore
身ぶりを示しても相応ない場合、その身ぶりを
↓
(*2) repeat

ページ10:

The team is still studying the footage for the next stage of their project to
figure out what each gesture means. For some of these gestures, the meaning
seems obvious to us. perhaps because as great apes-we make similar
movements. A chimp will often beckon to another group member, or a youngster
will hand shake at another juvenile to entice it to play.
In one piece of footage captured by Dr. Hobaited a mother reaches with her
left arm towards her daughter. "The mother wants to move away and is
gesturing to request that her daughter 'climbs on' her," Dr. Hobaiter explained.
"She could just grab her daughter, but she doesn't. She reaches and holds the
gesture while waiting for a response." When the youngster starts to approach.
the mother repeats the gesture and (C) a facial expression-a "bare-teeth
grin," at which point the daughter climbs on and they move away.
* beckon (v) (n)
手まで描くする
<近くに来るようにとの合図の身振り
* juvenile
少年少女
ex juvenile crive
*grab
*facial
~をつかむ
★「パッとつかむ」というニュアンス
face (n)
顔の顔面の
* grin
歯をみせてにっこりと笑う <at>
問2
(c) 母親は水がりしてきたら、身ぶりを繰り返す
gic facial expression
() adds
714 polbadd
6 "But actions often have effects that their maker did not intend," said
Professor Byrne. "So to understand the intended meaning, it's no good just
discovering a gesture's typical effect. We have to look for what effect makes the
signaler stop gesturing and appear satisfied with the outcome, to be sure that
that was what they intended."
(1)
It's no good doing ~しても無駄だ

ページ11:

7 The results have provided clues about the origins of chimps' gestures,
②
v
suggesting that they are a common system of communication across the species,
(rather than each movement being a learned custom or ritual within one social
group. In fact, by (D) these observations with those of gestures made by
gorillas and orangutans) the researchers showed/there was significant overlap in
the signals (used throughout the family of great apes) Dr. Hobaiter said, "This
supports our belief that the gestures (that apes use (and maybe some human
gestures too)) are (E) from ancient shared ancestry of all the great ape
species alive today."
(1)
注 Budongo Conservation Field Station ブドンゴ保全調査基地
footage 撮影フィルム
courtship (s) 求愛行動:
great ape(s) 大型類人猿
entice 誘う
* clue
手がかり、鍵
* ritual (n)
儀式
問2
(D)
☆
AとBを比較する
compare A with B
ゆ by
ring A with B
イメージ
(E)
☆ be derived from
N
「から出する~い由来する。
Ever
16 derive
3 下線部(1), (2) を日本語に訳しなさい。
v
0
adet effect/mie/ the signaler/stop gesturing
→
<直訳> どのような効果が合図の送り手にするのをやめさせ、
合図の送り手を…のように見えさせるか
効果、結果、応
⇒ 私たちは、どのような結果が得られたら合図を送る側が身振りで
示すのをやめ、その結果に満足しているように見えるのかを探し出す必要が
あります。

ページ12:

(2)
*suggest
分詞構文
→
単純接続 and 'A
suggest
~
☆ ruther than ~
「~というよりむしろ~ではなく」
☆ learned 「身につけた」と訳す!!
www
↓
(答え) その研究結果は、チンパンジーの身ぷりの起源についての↑
与えてくれ、それぞれの動きが、ある社会導団内で身につけた
習慣やきまったやり方というようなものではなく、むしろ種全体に
する仕組みではないかということを示唆している。
AFBに
II 次の文章を読んで、 1~4に答えなさい。 (配点35点)
+税
日 while people can operate successfully within the physical world, they often
do so without a genuine understanding of the physical principles that support it.
Scientific learning is often a challenge to everyday understanding of cause and
effect.
~に関与する
② There are many difficulties Ginvolved in fearning scientific concepts and
making them into ways of thinking about the world.) One of the difficulties in
区別する
learning science is in making distinctions that would not ordinarily be made in
everyday life, such as the distinction(between temperature and heat. Although
the temperature of two ice cubes is the same f even if one ice cube is twice the
size of the other, the effect that they have in cooling a drink is different. Many
students think that the larger ice cube is actually colder than the smaller one.
perhaps as a consequence of the fact that they have different effects in cooling a
drink (A), the temperature of boiling water is the same fregardless of the
amount of water but different amounts of water will transfer different amounts
of heat to the surroundings, and will cool at different rates. Perhaps as a result
of this experience, pupils tend to think that if there is more boiling water, the
temperature of the water will be higher.
x
(A) (7) For example
(イ) Instead ㄑ代わりに>
(On the contrary
( Similarly <同様に>
文脈判断
KI)を和訳せよ。
even if
7
sad: M
. [Although the temprature, the effect that
が軸となることを確認!!!
(答) 2つのは、たとえの角氷がもう一方の2倍の大きさだとしても、
その温度は同じだがそれらが飲み物を冷やす際に及ぼす効果は異なる。
-]

ページ13:

3 空
X
に入れるのに最も適切な文を下から一つ選び、記号で
答えなさい。
S
推理
知覚できない。
(a) In this way, they come to distinguish between heat and temperature.
and understand scientific principles behind it.
Therefore, it is difficult for young children to observe phenomena in
everyday life as they are.
(C) However, it goes without saying that experience in everyday life is more
important than understanding scientific conceptions.
このように
(d) Thus they do not distinguish between heat and temperature, even
though this distinction is important in physics.
直前 子供たち 熱湯の量が多いと冷めにくい 実体験
↓
度が高いと考える
つまり熱温度を区別して考えていない
(F)... d
A second difficulty (in learning scientific concepts) is that they often require
reasoning about non-perceptible aspects of the physical world, and this may be
another source of difficulty for students. It has been argued by Andrea diSessa
that children's first ideas about the physical world) are based on what they
MER
固の
…に矛盾する
perceive in their everyday experiences with physical objects. The difficulties
(caused by this reliance on (B) perceptual experience) are most easily 一性質
exemplified by the studies on pupils' ideas about the particulate nature of (B) (7) another
特殊的
matter. People deal in everyday life with a world that is continuous in which
v
objects are solid and undivided. Yet, to understand many of the changes (they
observe in the world, it is necessary to develop a way of thinking that describes
solid objects bundles of particles,' 'molecules,' or 'atoms-that is,
discontinuous elements that are somehow kept together.
4 Jean Piaget and Bärbel Inhelder were pioneers in the investigation of
children's understanding of the particulate nature of matter. They set out a
指摘する
pattern of investigation by pointing out that it is when children have to
~ようになる
understand change that they come to 'invent' an atomic theory about the world.
Piaget and Inhelder asked children to explain what happened to sugar when it
まぜる
was put into water and then stirred. (C) the younger children seemed to
(1) difficult
(c)
immediate z
<直接>
intentional
Immediate
①すぐめ、即座の
②②直接の
注意!!
へを確立する
As if (33 path>
believe that the sugar somehow disappeared, those at the ages of 11-13 were (1) Because
aware of the fact that if the taste of sugar remained in the water, then the sugar (Just as (5
永続性
itself must still be present in some form. This permanence of a property of
sugar its taste contradicted the apparent disappearance of sugar from the
viewpoint of the older children. In order to eliminate the contradiction, the older
Whereas <->
・特徴
children 'invented' an atomic theory about physical quantities.
注 particulate 微粒子の

ページ14:

4 下線部(3) the contradiction が表す内容を、 第4段落の内容に即して、35字
以内の日本語で説明しなさい。 ただし、句読点も1字に数えます。
水に溶かすには見えないのに緑がするのでそこにある
という矛盾
Ⅲ 次の文章を読んで、 問1~3に答えなさい。 (配点30点)
Today she told me that it was her ambition to walk the Appalachian Trail"
from Maine to Georgia. I asked how far it was. She said, "Some two thousand
miles."
"No, no," I replied, "you must mean two hundred, not two thousand."
*I mean two thousand," she said, “more or less, two thousand miles long.
Ive done some reading too, about people whove completed the journey. It's
amazing."
“Well, you've read the wrong stuff," I said, “You should've read about the
Gones that didn't make it Those stories are more important. Why they gave up is
probably why you shouldn't be going."
多かれ少なかれ
(2)
(1)日本語訳しなさい。
☆ make it 「うまくいく、うまくやり遂げる。成功する」
↑ one's that didn't make it
***
歩き通せなかった人(一部参照)
(君は歩き通せなかった人たちのむきだったんだよ。
*I don't care about that, I'm going." she said with a determined look.
"( A )."
~しようとする
"Listen," said, reaching for words to crush her dream. "Figure it out,
figure out the time. How long will it take to walk two thousand miles? I leapt
up to get a pen and paper. Her eyes followed me, like a cat that was ready to
とびやる
pounce.
“Here now." I said, pen working, setting numbers deep into the paper. "Let's
say you walk, on average, some twenty miles a day. That's twenty into two
thousand, right? It goes one hundred times. And so, one hundred equals exactly
one hundred years. It'll take you one hundred years!"
(B), she said. “One hundred days, not years.
"Oh, yeah, okay, days," I mumbled. I was never good at math. I felt as if
焼きつける ゴム
someone had suddenly twisted an elastic band around my forehead. I crumpled
the paper, turned to her and said, “So if it's one hundred days, what is that?
How many months?"
~をつぶす
leapa BR
席を立つ
・口ごもる
~をくしゃくしゃ
でする

ページ15:

見込む
my
口
(2) 下線部(2)を日本語訳しなさい。
☆ Let's say
~
「仮に~したとすれば、たとえばへしたとして」
仮に君が平均して一日に約20マイル歩くとしよう。
be bound to dom
必ずする
"A little over three." She calculated so fast that I agreed without thinking.
(C)," I said, “because there's bound to be some delay: weather.
shopping for supplies, maybe first-aid treatments. You never know, you have to
make allowances."
"All right, I make allowances, four months."
What have I done? It sounds as if all of this nonsense is still in full swing.
Say more about the time. "Okay," I said, "so where do we get the time to go?
What about my job? What about my responsibilities, your responsibilities too?
What about -?"
"What about I send you a postcard when I finish the trip?" she said, leaving
the room.
1 sat there mouthing my pen. I heard her going down the basement steps.
Pouting now, I thought. She knew she was wrong about this one.
"Seen my backpack?" she called from below. God, she's really going to do
it."( D )," I said. "On the shelf beside the freezer."
4 was angry with myself.
E )," I blurted out.
She had had her way, won without even trying.
"You can't expect to walk the Appalachian Trail
all alone. I stared at my feet. “Sorry." I said to them both, "T'm really sorry
about all of this."
どんどん進んで
have one's way
好き勝手する
注 the Appalachian Trail アパラチア山道(アメリカ東部にある世界最長のハ
イキング道):
pout (ing) すねて口をとがらせる
問
空所( A
)~(
E に入る最も適切な表現を下から選び 記号
で答えなさい。 ただし, それぞれの表現は一度しか使えません。
(ア) Next to mine
(1) Don't be stupid
(ウ) Take mine down too
() My mind is made up
(オ) Fine, but call it four months
(a) A[I]
EL ウエ
B[イ ]
D[ア]

ページ16:

問3 下線部(3)が表す内容として最も適切なものを下から一つ選び、記号で答えな
さい。
(a) her ambition to walk the Appalachian Trail, from Maine to Georgia
(bmy miscalculation in terms of how long the journey was likely to take
(C) her reluctance to make allowances for some delay
(d) what I have done
this nonsense 「このバカげた話」
↑「筆者にとってアパラ歩行するなど
という馬鹿げた話だ」ということは文脈から読みとれる。
ル
(正答) 2

ページ17:

神戸大学文系前期日程 英語 2013年度
ⅣV 次の文章を読んで、 問1と2に答えなさい。 (配点25点)
子どもは人生の意味について問うことはない。 しかし青春期に達すると 愛とは
何か、死とは何か、 自己の未来はどうあるべきか、 神の有無等々さまざまの問いが
ことごと
浮かんでくる。 大切なことは, これらすべての問いの悉くが難問ですぐ答えが
出てこないということだ。 そして解き難い問いを発するところにこそ精神とよばれ
るものの核心が形成されるということである。 不可解なものが我々を育てる。 青春
とは はじめて秘密 (秘めごと) を持つ日だと言ってもよい。 必ずしも恋愛のみに
限らない。 さきに述べたような, 人生に関するさまざまの問いが、 すでに秘めごと
なのである。 なぜなら、それまで親や師や知人から導かれるままに歩んできたの
この問いを境として、 今度は自ら道を求めて行かなくてはならない。 自己の
未来, 自己の生き方については、いかなる名著にも書いていない。親も師も無力で
ある。 自分で一歩一歩を生きてみなければならない。
(亀井勝一郎『青春論』 [一部改変])
同 下線部を英語に訳しなさい。
問2.上の文章を読んで、あなたが青春期に大切だと考えることがらについて、
理由や例を挙げて、40字程度の英語で書きなさい。
(問1)
What is important is that these all questions
are so difficult for adolesent people
that they cannot get the answerg readily.
8/10
鈴木