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(1) Risa was a quiet junior high school student. She always enjoyed spending time in the school
library, but she felt nervous when she had to speak in front of many people. This summer, however,
something unexpected happened. An exchange student named Mike came from the United States
to study at her school for two months. Mike was a tall, friendly boy who had never been to Japan
before.
(2) One day, her English teacher, Mr. Sato, said, "Risa, you are good at English. Would you please
show Mike around the school this week?" Risa was very surprised. She had never spoken English
with a native speaker, so she wanted to refuse. But Mr. Sato's kind smile made her unable to say
no. "Okay, Mr. Sato," she replied. She knew she had to try.
(3) Risa and Mike started spending time together. Risa found that Mike was really interested in
Japanese traditional sweets, which are called wagashi. "My grandmother has made wagashi for
over thirty years," Risa said. "She has a small shop near the station." Mike's eyes shone. "That's
wonderful! Can we visit her shop? I want to see how wagashi are made."
(4) The next Saturday, Risa took Mike to her grandmother's shop. Her grandmother, who was a
master craftsman, kindly welcomed them. She showed them nerikiri, a type of wagashi that is
easily ( )shaped into flowers or leaves. "These sweets are made from bean paste and sugar," she
explained. Mike was surprised to know that such beautiful things were completely edible. "They
are too beautiful to eat," Mike said, taking a picture of a sweet shaped like a morning glory.
(5) Risa's grandmother showed Mike how to mix the ingredients and shape the sweets carefully.
Mike was clumsy at first, but he learned quickly. Risa helped him and translated her
grandmother's instructions into English. Thanks to the experience, Risa was able to speak English
(イ) more confidently than before. She realized that teaching someone about her culture was a
very enjoyable experience. She felt that the shy girl she had been was finally changing.
次の問いに答えなさい。
1. 本文第2段落の下線部 "unable to say no" と同じ意味になるように、空所に適する語を入れなさ
い。
o She can't say no.
2. 本文第4段落の下線部 "were completely edible" を、能動態に書き換えるとき、空所に適する
語句を入れなさい。
(The chef) made completely edible.
3. 本文第5段落の下線部 "more confidently" が使われている文と比較級の意味が異なるものを、
ア~エの中から一つ選び、記号で答えなさい。
ア. Ken runs faster than Jim.
イ. This bag is bigger than that one.
ウ. The more I learn, the happier I am.
エ This book is easier to read than the last one.
本文の内容に照らして、 次の問いに日本語で答えなさい。
1. 本文第2段落で、 理沙はなぜ英語の先生の頼みを 「断ることができなかった」 のですか。
佐藤先生が優しくんだから。
2. マイクが 「美しすぎて食べられない」と発言した時、 理沙の祖母はマイクに何を伝えましたか。
4段落)
これらの和菓子はあんこと砂糖でできているとうこと
本文第5段落の下線部 (イ) had been が指しているのは、どのような理沙の状態ですか。 日本語
的に説明しなさい。
(イ) She felt that the shy girl she had been was finally changing.
exchange student 交換留学生
refuse: 断る
traditional: 伝統的な
master craftsman 名人、職人
bean paste あんこ
edible: 食べられる
clumsy: 不器用な
confidently: 自信を持って
次の下線部の日本語の意味に最も近いものを、アエの中から一つ選び、 記号で答えなさい。
(ア) shaped (第4段落)
ウ
ア. 色を付けられた イ. 洗われたウ. 形作られたエ. 割られた
静かで図書館で過ごすことを楽が、みんなの前で話術に緊張するという状態。
本文第4段落にある、 次の文を最も自然な日本語に訳しなさい。
• Mike was surprised to know that such beautiful things were completely edible.
マイクはそのような美しいものが完全に食べられることに驚きました。
