（センター試験バージョン）

 2012年3月3日初稿 2012年3月5日修正 2012年5月28日修正 2014年8月13日修正

まずネットから2012年実施のセンター試験 英語（筆記）の問題（PDF）を入手し，Acrobat 7.1 Standard で「OCRを使用してテキストとして認識」した。取り出したテキストを校正しながらTeXソースを書き直していった。

以下に出力結果とソースを載せておきます。

cnt_eigo2012.tex －platex.exe→ cnt_eigo2012.dvi －dvipdfmx.exe→ cnt_eigo2012.pdf

cnt_eigo2012.pdf（477K bytes, 2014/8/13）

ソース

%
% cnt_eigo2012.tex
%
%  作成者: gbb60166@gmail.com
%　更新日: Aug 13, 2014
%  2012年1月14日実施、大学入試センター試験「英語（筆記）」から引用
%
\documentclass[11pt,b5j]{jsarticle}
\usepackage{plext,tkokugo,jdkintou}
% 上記スタイルファイルは次の URL から入手出来ます。（plextを除く）
% http://homepage3.nifty.com/xymtex/fujitas2/texlatex/index.html#tategumi
%
\usepackage{utf}
% 上記スタイルファイルは次の URL から入手出来ます。
% http://w32tex.org/index-ja.html の utf.tar.xz
% dvioutで表示するときは[Font2]の[ftt:]ボタンを押して ^x\map\ttfonts.map を設定してください
% また [System] で font buffer size を 1024K くらいにしてください。

% dvipdfmxの場合
\usepackage[dvipdfmx]{color}
\usepackage[dvipdfmx]{graphicx}

% dvioutの場合
%\usepackage[dviout]{graphicx}

% dvips を利用して PDF を作るの場合
%\usepackage[dvips]{graphicx}
%\DeclareGraphicsRule{.jpg}{eps}{.bb}{bmeps -c #1}

%   dvipdfmx -p jisb5 cnt_eigo2012
%   dvips -Ppdf -t jisb5 cnt_eigo2012

\makeatletter% +++++++++++++++++++++++++++++++++++++++++++++++++++++

\def\@マークシート#1{\ifcase#1\or {\marksheet 1}\or {\marksheet 2}%
\or {\marksheet 3}\or {\marksheet 4}\or {\marksheet 5}%
\or {\marksheet 6}\or {\marksheet 7}\or {\marksheet 8}%
\or {\marksheet 9}\else\@ctrerr\fi\relax}

\def\マークシート#1{\@マークシート{\@nameuse{c@#1}}}

\def\ps@centertest{\let\@mkboth\@gobbletwo
\def\@oddfoot{\rm\makebox[3.8zw]{} \hfil －\makebox[2zw]{\thepage}－ \hfil{\footnotesize (2110--\thepage)}}
\def\@evenfoot{\rm\makebox[3.8zw]{} \hfil －\makebox[2zw]{\thepage}－ \hfil{\footnotesize (2110--\thepage)}}}

\makeatother% ++++++++++++++++++++++++++++++++++++++++++++++++++++++

\newcounter{toi} \newcounter{subtoi}[toi]   %　問題番号

\def\itemtoi{\refstepcounter{subtoi}%
\item[問\kern2pt{\raisebox{-0.3pt}{\mrksht\arabic{subtoi}}}]\hskip1zw} % 小問

%　gbb60166@gmail.com が作成したフォントの読み込み
\font\marksheet=msheet
\font\mrksht=msheet2
\font\mrkshtmagone=msheet2 scaled \magstep1

%　問、小問の自動ナンバーリング
\def\toi{\refstepcounter{toi}\par% 問
\hspace*{-4.8zw}\makebox[3.4zw][r]{\large\gt 第} \lower.1zw\hbox{\mrkshtmagone\arabic{toi}} {\large\gt 問}%
\hspace{1zw}\hangindent=0zw}

\def\sikaku#1{\ \fbox{\rule[0pt]{0pt}{8pt}\hskip12pt{\mrksht#1}\hskip12pt}\ }

\def\mykasen{\underline{\rule[-4.5pt]{0pt}{12pt}\hskip48pt} }
%\def\mykasen{\vbox{\hbox{\strut \sikaku{24}}\hrule width2cm height-5pt depth8pt} }
%\def\mykasen{\vbox{\hbox{\sikaku{24}}\kern2pt\hrule height-5pt depth6pt} }
%\def\underline#1{\vbox{\hbox{#1}\kern2pt\hrule height1pt depth1pt}}

\def\godangumitwo#1#2#3#4#5{%
\makebox[0.3\textwidth][l]{{\marksheet1}\hskip1zw #1}
\makebox[0.3\textwidth][l]{{\marksheet2}\hskip1zw #2}
\makebox[0.3\textwidth][l]{{\marksheet3}\hskip1zw #3}

\makebox[0.3\textwidth][l]{{\marksheet4}\hskip1zw #4}
\makebox[0.3\textwidth][l]{{\marksheet5}\hskip1zw #5}\\}

\def\nidangumi#1#2#3#4{%
\makebox[0.45\textwidth][l]{{#1}\hskip1zw #2}
\makebox[0.45\textwidth][l]{{#3}\hskip1zw #4}}

\def\yondangumi#1#2#3#4{%
\makebox[0.22\textwidth][l]{{\marksheet1}\hskip1zw #1}
\makebox[0.22\textwidth][l]{{\marksheet2}\hskip1zw #2}
\makebox[0.22\textwidth][l]{{\marksheet3}\hskip1zw #3}
\makebox[0.22\textwidth][l]{{\marksheet4}\hskip1zw #4}}

\def\godangumi#1#2#3#4#5{%
\makebox[0.17\textwidth][l]{{\marksheet1}\hskip1zw #1}
\makebox[0.17\textwidth][l]{{\marksheet2}\hskip1zw #2}
\makebox[0.17\textwidth][l]{{\marksheet3}\hskip1zw #3}
\makebox[0.17\textwidth][l]{{\marksheet4}\hskip1zw #4}
\makebox[0.17\textwidth][l]{{\marksheet5}\hskip1zw #5}}

\pagestyle{centertest}

% ハイフネーションを禁止する ■ 2012/3/5追加
\hyphenpenalty=10000\relax
\exhyphenpenalty=10000\relax
\sloppy

\begin{document}%■■■■■■■■■■■■■■■■■■■■■■■■■■

\vspace*{-10mm}
\hspace*{-20mm}
\begin{minipage}{150mm}

\baselineskip=13pt

\centerline{\fbox{\gt 試験開始の合図があるまで，この問題冊子の中を見てはいけません。}}

\fboxrule=1.5pt

\hfill{\Large\CID{10344}}
\vskip1zh
\hspace*{4zw}{\Huge\gt\kintou{6zw}{外国語}}%
\hskip1zw{\LARGE〔{\gt\kintou{2.7zw}{英語}}\kern-0.5zw（{\LARGE\gt 筆記}）\kern-0.5zw〕}\hskip5zw
$\left(\begin{minipage}[c]{3zw} 200点\\ \hskip5pt 80分 \end{minipage}\right)$

\vskip1zh

\renewcommand{\labelenumi}{\arabic{enumi}}

\hskip2.5zw
\begin{minipage}[t]{37zw}
\parindent=1zw
\gt ドイツ語，フランス語，中国語及び韓国語の問題冊子は，大学入試
センター試験の出願時に，それぞれの科目の受験を希望した者に配付します。
\end{minipage}

\vskip1zw

\hskip3.5zw{\gt\kintou{6zw}{注意事項}}

\begin{enumerate}
\itemindent=1zw \labelsep=1zw \parindent=1zw \baselineskip=16pt \itemsep=3pt \parskip=0pt
\item {\gt 解答用紙には解答欄以外に次の記入欄があるので，それぞれ正しく記入し，マークしなさい。}

\begin{enumerate}
\itemindent=1zw \labelsep=1zw \parindent=1zw \baselineskip=16pt \itemsep=3pt

\item[\CID{7555}] {\gt 受験番号欄}

{\gt 受験番号}\hskip-4pt（数字及び英字）\hskip-4ptを{\gt 記入}し，さらに
その下のマーク欄に{\gt マーク}しなさい。{\gt 正しくマークされていない場合は，採点できないことがあります}。

\item[\CID{7556}] {\gt 氏名欄，試験場コード欄}

{\gt 氏名・フリガナ}及び{\gt 試験場コード}\hskip-5pt（数字）\hskip-5ptを{\gt 記入}しなさい。

\item[\CID{7557}] {\gt 解答科目欄}

{\gt 解答する科目}を一つ選び，科目名の下の\kern1pt{\marksheet!}\kern1ptに{\gt マーク}しなさい。
{\gt マークされていない場合又は複数の科目にマークされている場合は，{\mrksht0}点}となります。

ただし，出願時にドイツ語，フランス語，中国語及び韓国語の問題冊子の配付を希望しなかった者は英語として採点します。
\end{enumerate}

\item この問題冊子は，33ページあります。

\item 解答は，解答用紙の解答欄にマークしなさい。

{\gt 解答番号}{\mrksht10}の{\gt 解答欄}の{\marksheet3}に{\gt マーク}しなさい。\\
\unitlength=1mm
\hspace*{5zw}
\begin{picture}(100,18)(0,0)
\thicklines
\multiput(0,0)(0,16){2}{\line(1,0){77}}
\multiput(0,0)(77,0){2}{\line(0,1){16}}
\put(-8,14){\makebox(0,0){（例）}}
\thinlines
\put(0,7){\line(1,0){77}}
\put(20,0){\line(0,1){16}}
\put(10,11.5){\makebox(0,0){\gt 解答番号}}
%
\put(8.5,3.5){\makebox(0,0){\mrksht1}}
\put(11.5,3.5){\makebox(0,0){\mrksht0}}
%
\put(26,3.5){\makebox(0,0){\marksheet1}}
\put(31,3.5){\makebox(0,0){\marksheet2}}
% ■ \marksheet| は塗りつぶし楕円
\put(36,3.5){\makebox(0,0){\marksheet|}}
\put(41,3.5){\makebox(0,0){\marksheet4}}
\put(46,3.5){\makebox(0,0){\marksheet5}}
\put(51,3.5){\makebox(0,0){\marksheet6}}
\put(56,3.5){\makebox(0,0){\marksheet7}}
\put(61,3.5){\makebox(0,0){\marksheet8}}
\put(66,3.5){\makebox(0,0){\marksheet9}}
\put(71,3.5){\makebox(0,0){\marksheet0}}
%
\put(48.5,11.5){\makebox(0,0){\kintou{9zw}{\gt 解答欄}}}
\end{picture}

\item 問題冊子の余白等は適宜利用してよいが，どのページも切り離してはいけません。

\item 試験終了後，問題冊子は持ち帰りなさい。
\end{enumerate}

\end{minipage}

\renewcommand{\labelenumi}{\マークシート{enumi}}
%\labelsep=1zw

\newpage

%　２ページと３ページは白紙ページのようだ
%\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■
%\mbox{}
%\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■
%\mbox{}
%\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\baselineskip=16pt
\fboxrule=1.5pt

\centerline{\Huge\gt\kintou{4zw}{英語}\kern-0.5zw{\rm（}筆記{\rm ）}}

\vspace*{1zw}

\centerline{{\large\raisebox{1pt}{$\Big($}{\gt 解答番号}
\sikaku{1}～\sikaku{54}\raisebox{1pt}{$\Big)$}}\hspace*{1zw}}

\vspace*{1.5zw}

%%%%%%%%%%%%%%%%%%%%%%%%%%%　一　%%%%%%%%%%%%%%%%%%%%%%%%%%%
\setcounter{sujitoi}{0}
\baselineskip=20pt

\toi 次の問い（{\bf A}・{\bf B}）に答えよ。（配点 14）

\vskip3zh

\noindent
{\bf A} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

それぞれ下の{\marksheet1}～{\marksheet4}のうちから一つずつ選べ。
\end{minipage}

\vskip3zh

\begin{description}%　１番目のdescriptionの始まり

% <<<<<<<<<<<<<<<<<<<< マークシート第1問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi \sikaku{1}

\yondangumi{am\underline{u}se}{c\underline{u}te}{f\underline{u}ture}{r\underline{u}de}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第2問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi \sikaku{2}

\yondangumi{f\underline{ea}ther}{f\underline{e}deral}{g\underline{e}nder}{g\underline{e}ne}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第3問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi \sikaku{3}

\yondangumi{enou\underline{gh}}{lau\underline{gh}ter}{mi\underline{gh}ty}{rou\underline{gh}}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第4問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi \sikaku{4}

\yondangumi{a\underline{cc}use}{cir\underline{c}umstance}{de\underline{c}ay}{fa\underline{c}ility}

\end{description}%　１番目のdescriptionの終わり

\setcounter{page}{4}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\setcounter{subtoi}{0}

\noindent
{\bf B} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

\end{minipage}

\begin{description}%　２番目のdescriptionの始まり

\vskip3zh

% <<<<<<<<<<<<<<<<<<<< マークシート第5問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi modern \sikaku{5}

\yondangumi{athlete}{career}{fatigue}{sincere}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第6問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi religion \sikaku{6}

\yondangumi{calculate}{entertain}{ignorant}{musician}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第7問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi identity \sikaku{7}

\yondangumi{automobile}{disagreement}{electronics}{geography}

\end{description}%　２番目のdescriptionの終わり

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

%%%%%%%%%%%%%%%%%%%%%%%%%%%　二　%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\setcounter{sujitoi}{0}
\baselineskip=20pt

\toi 次の問い（{\bf A}～{\bf C}）に答えよ。（配点 41）

\vskip3zh

\noindent
{\bf A} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

れぞれ下の{\marksheet1}～{\marksheet4}のうちから一つずつ選べ。
\end{minipage}

\begin{description}%　３番目のdescriptionの始まり

\vskip3zh

% <<<<<<<<<<<<<<<<<<<< マークシート第8問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Some companies have \sikaku{8} a new policy of using English as the
official in-house language．

\bigskip

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第9問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Could you show me how to make my mobile phone ring diffelently，
\sikaku{9} who's calling me？

\bigskip

\nidangumi{\marksheet1}{depending on}{\marksheet2}{in spite of}

\nidangumi{\marksheet3}{on behalf of}{\marksheet4}{relying on}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第10問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Ms.~Bell is stuck in a traffic jam．The important meeting will have
finished by the time she \sikaku{10} .

\bigskip

\nidangumi{\marksheet1}{arrives}{\marksheet2}{may arrive}

\nidangumi{\marksheet3}{will arrive}{\marksheet4}{will have arrived}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第11問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi We had the microwave，the toaster and the heater all \sikaku{11} at the
same time，and the circuit breaker switched off.

\bigskip

\yondangumi{in}{on}{up}{with}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

% <<<<<<<<<<<<<<<<<<<< マークシート第12問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Mr. Brown looked over the cliff and found he was standing at the edge of
a \sikaku{12} drop.

\bigskip

\yondangumi{circular}{cubic}{horizontal}{vertical}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第13問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi You can apply for this overseas program on the \sikaku{13} that you have a
letter of recommendation from your teacher.

\bigskip

\yondangumi{condition}{limitation}{requirement}{treatment}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第14問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi I heard Daiki's sisters are twins. Have you met them?"\\
\hspace*{8pt}No, I haven't met \sikaku{14} of them yet."

\bigskip

\yondangumi{each}{either}{every}{neither}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第15問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi You should not let your personal emotions \sikaku{15} in the way of making
that important decision.

\bigskip

\yondangumi{stand}{standing}{to be stood}{to stand}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第16問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Wihich girl is Shiori?"\\
\hspace*{8pt}The one \sikaku{16} had a chat with a moment ago."

\bigskip

\yondangumi{I}{myself}{that}{who}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第17問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi After he joined the travel agency, he worked hard to improve his English
in order to carry \sikaku{17} his duties more effectively.

\bigskip

\yondangumi{away}{back}{off}{out}

\end{description}%　３番目のdescriptionの終わり

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\setcounter{subtoi}{0}

\noindent
{\bf B} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

を，それぞれ下の{\marksheet1}～{\marksheet4}のうちから一つずつ選べ。
\end{minipage}

\bigskip

\def\taiwa#1#2{%
\parbox[t]{6em}{\hfill #1\hspace*{8pt}}%
\parbox[t]{25em}{\baselineskip=20pt#2}}

\begin{description}%　４番目のdescriptionの始まり

% <<<<<<<<<<<<<<<<<<<< マークシート第18問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi \hskip-13.8pt

\taiwa{Guest:}{Hello. There's a problem with my shower．No water's coming out.}
\vskip9pt

\taiwa{Hotel clerk:}{My apologies for the inconvenience. I'll send someone to repair it. \sikaku{18}}
\vskip9pt

\taiwa{Guest:}{No. Actually, I need to take a shower now．Can I move to another room?}

\bigskip

\begin{enumerate}
\item Are you caught in a shower?
\item Could you explain the problem?
\item Could you wait for about an hour?
\item Would you like to change rooms?
\end{enumerate}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第19問 >>>>>>>>>>>>>>>>>>>>>>>>>
\def\taiwa#1#2{%
\parbox[t]{4em}{\hfill #1\hspace*{8pt}}%
\parbox[t]{25em}{\baselineskip=24pt#2}}

\itemtoi \hskip-13.8pt
\taiwa{Maria:}{Kathy's late. Didn't you tell her how to get to our house?}

\taiwa{James:}{No, you were supposed to tell her.}

\taiwa{Maria:}{Oh, I forgot all about it.}

\taiwa{James:}{Then, \sikaku{19}.}

\bigskip

\begin{enumerate}
\item it's no wonder she could be on time
\item she might be lost and wandering around
\item she must have found herself lost in thought
\item you'll locate her house without any problem
\end{enumerate}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\def\taiwa#1#2{%
\parbox[t]{6em}{\hfill #1\hspace*{8pt}}%
\parbox[t]{25em}{\baselineskip=20pt#2}}

% <<<<<<<<<<<<<<<<<<<< マークシート第20問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi \hskip-13.8pt
\taiwa{Anna:}{Will you be able to come to the party on Sunday?}

\taiwa{Stephen:}{I'm not sure because I have a biology report to hand in on Monday.}
\vskip9pt

\taiwa{Anna:}{I see. So, I guess you can't make it then.}

\taiwa{Stephen:}{\sikaku{20}}

\taiwa{Anna:}{I can wait till Saturday night.}

\bigskip

\begin{enumerate}
\item Can you wait till Monday?
\item Do you need my answer now?
\item How long will the party last?
\item What time do we have to come?
\end{enumerate}

\end{description}%　４番目のdescriptionの終わり

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\setcounter{subtoi}{0}

\noindent
{\bf C} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

を完成させよ。解答は\sikaku{21}～\sikaku{26}に入れるものの番号のみを答えよ。
\end{minipage}

\bigskip

\begin{description}%　５番目のdescriptionの始まり

% <<<<<<<<<<<<<<<<<<<< マークシート第21, 22問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Did you install that computer software you bought last week?"

\hspace*{8pt}Yes. And \mykasen \underline{\sikaku{21}} \mykasen \mykasen \underline{\sikaku{22}} use."

\bigskip

\godangumi{easy}{finding}{I'm}{it}{to}% センター試験ではfindingは合わせ字になっていない

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第23, 24問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi The entertainer was happily \mykasen \underline{\sikaku{23}} \mykasen \\
\mykasen \underline{\sikaku{24}} up in the air.

\bigskip

\godangumitwo{arms}{her}{raised}{singing}{with}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第25, 26問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Because he came down with the flu, \mykasen \underline{\sikaku{25}} \mykasen \\
\mykasen \underline{\sikaku{26}} for a week.

\bigskip

\godangumitwo{forced}{he}{stay at home}{to}{was}

\end{description}%　５番目のdescriptionの終わり

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\centerline{（\kintou{7zw}{下書き用紙}）}

\bigskip

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\setcounter{subtoi}{0}

%%%%%%%%%%%%%%%%%%%%%%%%%%%　三　%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\toi 次の問い（{\bf A}～{\bf C}）に答えよ。（配点 46）

\vfill

\noindent
{\bf A} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

ら推測し，\sikaku{27}・\sikaku{28}に入れるのに最も適当なものを，それぞれ下の
{\marksheet1}～{\marksheet4}のうちから一つずつ選べ。
\end{minipage}

\vfill

\begin{description}%　６番目のdescriptionの始まり

% <<<<<<<<<<<<<<<<<<<< マークシート第27問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi

\hspace*{-2zw}
\begin{minipage}[t]{0.97\textwidth}
\hspace*{2em}\baselineskip=20pt
Mr.~Matsumoto is an English teacher who believes English classes should
start with a joke. He always tries hard to create funny jokes. Some of his
students have complained about his jokes being a waste of time. His
colleagues also have advised him not to spend so much time writing jokes.
However, Mr.~Matsumoto is such \underline{an obstinate person} that he will not listen to
them and continues to spend a lot of time making up jokes for his classes.
\end{minipage}

\vfill

In this situation, \underline{an obstinate person} means a person who is \mbox{\sikaku{27}.}

\begin{enumerate}
\item generous to his students
\item unable to reject criticism
\item unwilling to change his mind
\end{enumerate}

\vfill

% <<<<<<<<<<<<<<<<<<<< マークシート第28問 >>>>>>>>>>>>>>>>>>>>>>>>>
\def\taiwa#1#2{%
\parbox[t]{4em}{\hfill #1\hspace*{8pt}}%
\parbox[t]{30em}{\baselineskip=24pt#2}}

\itemtoi

\hspace*{-3zw}
\taiwa{Paul:}{Have you heard about Erina's accident? On a rainy day last month, she
was hurt when she slipped and fell on her knees.}
\vskip9pt

\hspace*{-3zw}
\taiwa{John:}{I know. She had to see a doctor regularly for a month.}

\hspace*{-3zw}
\taiwa{Paul:}{Yeah. Her doctor said she's fine now. I've heard she has already
started taking dance classes again.}
\vskip9pt

\hspace*{-3zw}
\taiwa{John:}{Oh, good. She's \underline{right as rain} then.}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\baselineskip=18pt

In this situation, \underline{right as rain} means \sikaku{28}.

\begin{enumerate}
\item fully recovered
\item really careful
\item very dependent
\end{enumerate}

\end{description}%　６番目のdescriptionの終わり

\setcounter{subtoi}{0}

\noindent
{\bf B} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=18pt

の子どもへの影響について議論している場面の一部である。\sikaku{29}～\sikaku{31}
に入れるのに最も適当なものを，それぞれ下の{\marksheet1}～{\marksheet4}の
うちから一つずつ選べ。
\end{minipage}

\vskip12pt

\def\taiwa#1#2{%
\parbox[t]{5em}{\hfill #1\hspace*{3pt}}%
\parbox[t]{29em}{\parindent=1em \baselineskip=18pt#2}}

% <<<<<<<<<<<<<<<<<<<< マークシート第29問 >>>>>>>>>>>>>>>>>>>>>>>>>
\taiwa{Kenji:}{I think watching television too much is harmful to young children.
I've read that it can delay their speech development. I believe face-to-face
communication is essential for young children to develop their
speech. I know some parents use TV as a babysitter. Maybe they're
very busy, but they should try to make time for their children rather
than just let them watch television. Oh, here comes Hiroshi. Hi, Hiroshi.}

\vspace*{11pt}

\taiwa{Hiroshi:}{Sorry I'm late.}
%\vspace*{9pt}

\taiwa{Miki:}{Hi, Hiroshi. We've just started. We're talking about the effects of
television on young children. Kenji thinks \mbox{\sikaku{29}.}}

\vskip2zh

\begin{enumerate}
\itemindent=1zw \labelsep=1zw \parindent=1zw \baselineskip=16pt
\item parents should talk to their young children about television programs
unless they're busy
\item watching television is good because it enables young children to develop
their speech
\item watching television is harmful for parents because it robs them of
precious time
\item young children who watch television a lot may not learn to talk as early
as they should
\end{enumerate}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\baselineskip=15pt

% <<<<<<<<<<<<<<<<<<<< マークシート第30問 >>>>>>>>>>>>>>>>>>>>>>>>>
\taiwa{Takako:}{I can understand your point, Kenji. But have you ever thought how
busy parents are? They have to take care of the house and kids!
Sometimes it is very convenient to let their young children watch TV. I
think it's OK, as long as the viewing time is limited and the contents of
the programs are checked. Besides, there are educational TV
programs. For example, by watching English TV programs for young
kids, children can get used to the sounds of English.}

\bigskip

\bigskip

\begin{enumerate}
\itemindent=1zw \labelsep=1zw \parindent=1zw
\item busy parents can teach their children the sounds of English by watching
TV programs
\item parents should be encouraged to watch educational TV programs with
their young children
\item the best way to learn English while we are very young is to watch
English TV programs
\item watching TV programs can be good for the education of children if it is
carefully monitored
\end{enumerate}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第31問 >>>>>>>>>>>>>>>>>>>>>>>>>
\taiwa{Hiroshi:}{You must be talking about the effect on very young children. But I
was thinking about children who are a little bit older, like four, five, or
six years old. When I was that age, I often watched action hero
stories. In such stories, the hero eventually defeats the bad character
in the end. Although TV hero stories are far from reality, that kind of
program demonstrates the difference between things you should and
should not do. In real-life situations, we don't always have
opportunities to learn this. Watching TV programs can be one way to
learn right from wrong.}

\taiwa{Miki:}{OK, you seem to be \sikaku{31}.}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\baselineskip=20pt

\begin{enumerate}
\itemindent=1zw \labelsep=1zw \parindent=1zw
\item against watching television because programs are different from reality
\item against watching television because right or wrong can be learned
through experience
\item for watching television because it can teach valuable lessons in life
\item for watching television because programs are the same as reality
\end{enumerate}

\bigskip

again later.}
\vskip9pt

\taiwa{Kenji:}{OK, good idea.}

\taiwa{Hiroshi:}{I agree. See you after class.}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\noindent
{\bf C} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

{\marksheet1}～{\marksheet4}のうちから一つずつ選べ。
\end{minipage}

\vfill

\parindent=20pt

Do you like eating mixed nuts'' while watching TV and movies at home?
Since both almonds and peanuts can be found in the mixed nuts sold at grocery
stores in Japan, you might assume that they are similar types of food. Indeed,
\sikaku{32}.
For instance, they are both nutritious as sources of minerals and
vitamins. At the same time, however, some people can have allergic reactions
to them. According to recent research, many children suffer from peanut and
almond allergies.

Despite these similarities, however, almonds and peanuts are quite
different. First, although they are both called nuts, they are classified
differently in plant science. The almond is considered a drupe. This kind of
plant bears fruit, inside of which is a hard shell with a seed. Other examples
of drupes are peaches and plums, but with almonds, the seed is the part we
eat. In contrast, the peanut is classified as a legume, a type of bean. The
peanut grows underground, while the almond grows on trees. Moreover, each
peanut shell contains from one to three peanuts as seeds, while the almond
fruit has only one seed.

Second, almonds and peanuts \sikaku{33}. Almonds came from the Middle
East. Gradually, they spread to northern Africa and southern Europe along the
shores of the Mediterranean, and later to other parts of the world. Peanuts,
however, were first grown in South America, and later they were introduced to
other parts of the world.

In conclusion, the product that we know as mixed nuts actually \mbox{\sikaku{34}.}
% ■ \mbox{}が無いとピリオドの前で改行されてしまう
Almonds and peanuts are plants which differ greatly, despite their notable
similarities.

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\baselineskip=16pt

% <<<<<<<<<<<<<<<<<<<< マークシート第32問 >>>>>>>>>>>>>>>>>>>>>>>>>
\sikaku{32}

\begin{enumerate}
\item it may be difficult to find some similarities between them
\item many consumers know about differences between them
\item there is a wide variety in each package of mixed nuts
\item they share some interesting characteristics with each other
\end{enumerate}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第33問 >>>>>>>>>>>>>>>>>>>>>>>>>
\sikaku{33}

\begin{enumerate}
\item are produced in different countries today
\item are similar in that both are grown as crops
\item differ in terms of their place of origin
\item originated in the same part of Africa
\end{enumerate}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第34問 >>>>>>>>>>>>>>>>>>>>>>>>>
\sikaku{34}

\begin{enumerate}
\item consists of foods with distinct characteristics
\item contains foods having several similar qualities
\item includes different foods that may harm human health
\item offers good examples of plants defined as true nuts
\end{enumerate}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\setcounter{subtoi}{0}

%%%%%%%%%%%%%%%%%%%%%%%%%%%　四　%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\toi 次の問い（{\bf A}・{\bf B}）に答えよ。（配点 33）

\bigskip

\baselineskip=19pt

\noindent
{\bf A} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

\sikaku{35}～\sikaku{37}に入れるのに最も適当なものを，それぞれ下の{\marksheet1}～{\marksheet4}のうち
から一つずつ選べ。
\end{minipage}

\vskip2zh

Wood used in the construction of homes must be stable. That is, it must
not change size too much. But wood from a tree that has just been cut down
will shrink considerably over time. This shrinkage is caused by moisture
(water) within the wood escaping into the atmosphere. The drying process of
wood is known as "seasoning." There are actually two ways to season wood.
One way is to allow the natural drying process to occur. The other is to put it
in a special oven called a kiln. Kiln drying is much faster than the natural
method.

During the seasoning process, water is removed from the wood until the
moisture content of the wood is approximately equal to the humidity of the air
around it. These changes in size due to shrinkage are not uniform because
changes depend on the kinds of trees, the way trees are cut, and the
surrounding conditions.

It is also important to note that even after seasoning, there will always be
some small changes in size due to changes in the humidity of the surrounding
air. For example, last year, I used a 230 mm wide piece of eastern white pine
wood to make a cabinet door. It changed in width across the grain ({\it Figure 1}),
shrinking by 2 mm from the original in the winter and expanding by 3 mm
from the original in the summer.

The moisture content of wood changes according to the seasons even
when it is kept indoors. Wood is often painted to prevent sharp changes in
moisture content, which cause expansion and shrinkage. However, no paint
can completely block the passage of moisture. Paint only acts to slow down
the transfer of moisture to or from the wood. As illustrated in the graph
({\it Figure 2}), the moisture content of unpainted wood inside a house may change
according to the seasons from 4\% to about 14\%, while the moisture content of
a painted piece of kiln-dried wood in the same house will only vary around the
8\% line. Wood that has been naturally dried to around 13\% moisture content
and then painted will continue to dry gradually until it reaches about the same
percentage of moisture as painted kiln-dried wood.

\centerline{\includegraphics*[clip,width=67.4mm,height=45.9mm]{p19_fig1.pdf}}

\centerline{{\it Figure 1}\hskip1em The eastern white pine wood used in the cabinet door}

\vskip5pt

\centerline{\includegraphics*[clip,width=117.2mm,height=54.1mm]{p19_fig2.pdf}}

\centerline{{\it Figure 2}\hskip1em Seasonal changes in the moisture content of interior wood}

\vspace*{-8pt}
{\footnotesize
\hspace*{22em}(Location: Northern United States)\\[-8pt]
\hfill{\em Understanding Wood: A Craftsman's Guide to Wood Technology}\\[-8pt]
\hspace*{13em}R.B. Hoodley (2000) を参考に作成
}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\begin{description}%　７番目のdescriptionの始まり

% <<<<<<<<<<<<<<<<<<<< マークシート第35問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Between the winter and summer, what was the difference in width across
the grain of the wood used in the cabinet door? \sikaku{35}

\vskip3zh

\begin{enumerate}
\baselineskip=20pt
\item 2 mm
\item 3 mm
\item 5 mm
\item 8 mm
\end{enumerate}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

% <<<<<<<<<<<<<<<<<<<< マークシート第36問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Which of the lines in the graph ({\it Figure 2}) represent painted wood?
\sikaku{36}

\vskip2zh

\begin{enumerate}
\itemindent=1zw \listparindent=1zw
\item A and B
\item A and C
\item A, B, and C
\item B and C
\end{enumerate}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第37問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Which of the following statements is true? \sikaku{37}

\vskip2zh

\begin{enumerate}
%\labelsep=1zw \parindent=1zw \baselineskip=20pt
\itemindent=1zw \listparindent=1zw
\item Kiln-dried wood does not later change size due to the humidity in the air.
\item Oven-dried and naturally dried wood are both influenced by the
surrounding air.
\item The moisture content of painted wood does not change.
\item Wood can be seasoned" by painting it.
\end{enumerate}

\end{description}%　７番目のdescriptionの終わり

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\setcounter{subtoi}{0}

\noindent
{\bf B} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

\sikaku{38}～\sikaku{40}に入れるのに最も適当なものを，それぞれ下の{\marksheet1}～{\marksheet4}のうち
から一つずつ選べ。
\end{minipage}

\vfill

\begin{description}%　８番目のdescriptionの始まり

% <<<<<<<<<<<<<<<<<<<< マークシート第38問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Which of the following statements is true? \sikaku{38}

\vfill

\begin{enumerate}
\item Acton City Stadium will host {\it Seven Funky Rangers'} spring concert.
\item {\it Seven Funky Rangers} are famous for their two top-selling songs.
\item {\it Seven Funky Rangers} will perform several times this year.
\item The legendary {\it Hip Hop Heroes} are the main attraction.
\end{enumerate}

\vfill

% <<<<<<<<<<<<<<<<<<<< マークシート第39問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Which of the following costs \$80 if bought on August 18th? \sikaku{39} \vspace*{-2zh} \vfill \begin{enumerate} \item One class A standard seat. \item One class B standard seat. \item One class B VIP seat. \item One stage front ticket. \end{enumerate} \vfill % <<<<<<<<<<<<<<<<<<<< マークシート第40問 >>>>>>>>>>>>>>>>>>>>>>>>> \itemtoi A family consisting of a father aged 41, a mother aged 40, two boys aged 14, and a girl aged 13, providing proof of age for the children, would \mbox{\sikaku{40}.} \vfill \begin{enumerate} \itemindent=0zw \labelsep=1zw \parindent=1zw \item all be allowed to enter the stage front section \item exceed the maximum number of tickets that can be bought at one time \item receive a 50\% discount on three tickets when purchasing in advance \item receive a 10\% discount when purchasing five tickets at one time \end{enumerate} \newpage%■■■■■■■■■■■■■ コンサートの広告 ■■■■■■■■■■■■■ % 白抜き文字を出力するのに参考にしたサイト % http://www.biwako.shiga-u.ac.jp/sensei/kumazawa/tex/fukuro.html %%%%%%%%%%%%%%%%%%%%%%%%%% poor man's outline %%%%%%%%%%%%%%%%%%%%%%%%%%%% \def\pmoutlinefnt#1{\setbox0=\hbox{#1}% \setbox1=\hbox{\kern-.050em\copy0\kern-\wd0\kern.050em\copy0% \kern-\wd0\kern.050em\copy0}$
\copy1\kern-\wd1\raise.050em\copy1\kern-\wd1\raise-.050em\copy1%
\color[rgb]{1,1,1}\kern-\wd0\kern-.050em\box0
$} \fboxrule=0.4pt \hspace*{-3zw} \fbox{ \begin{minipage}[t]{36zw} \baselineskip=28pt Actan City Stadium \hskip2em http://www.actoncitystadium.us \centerline{\sf\LARGE Acton City Stadium proudly presents} \centerline{{\sf\LARGE the legendary}\kern9pt\pmoutlinefnt{\sf\LARGE Seven Funky Rangers}}%本当は白抜き文字で \centerline{\LARGE Aug.$18^{\rm th}$} \vskip1zh \noindent \begin{small} \baselineskip=13pt The world-famous pop group {\bfseries\itshape Seven Funky Rangers} will play at the Acton City Stadium, {\bf Saturday, August 18th}. Famous for their number one hits {\it Don't Cry No More} and {\it Too Busy Living Life To The Full}, {\bfseries\itshape Seven Funky Rangers} will only perform once this year, so don't miss this chance. Also appearing, {\bfseries\itshape Hip Hop Heroes}. Doors open at 6:00 pm. \vskip1zh \noindent{\bf Ticketing} \noindent Advanced purchase strongly recommended.\\[1pt] Non-reserved tickets available on the day at the door. \def\arraystretch{1.2} \begin{center} \begin{tabular}{|l|l|l|} \hline {\bf Tieket type} & {\bf Price} (advanced sales only) & {\bf Status} \\ \hline % VIP seating & A : \$ 300 & Sold out \\
& B : \$200 & Available \\ \hline Standard seating & A : \$ 80  & Available \\
& B : \$60 & Available \\ \hline Stage front (standingonly) & \$ 50   & Sold out \\ \hline
\end{tabular}
\end{center}

\baselineskip=13pt

*Young people (ages 10-18, proof of age required) receive 50\% off the above prices

*No one under 16 allowed in the stage front section.

*No children under 10 allowed.

*A maximum of five tickets can be purchased at one time.

*Senior citizens (ages 65 and over) receive 10\% off advanced sales prices.

*VIP seating includes food and drinks and a back stage tour.

\vskip1.5zh

\definecolor{DarkGray}{gray}{0.1}

\vskip1.5zh

\centerline{We accept all major credit cards.}
\end{small}

\end{minipage}
}%%% \fbox{ の終わり

\end{description}%　８番目のdescriptionの終わり

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\fboxrule=1.5pt

%%%%%%%%%%%%%%%%%%%%%%%%%%%　五　%%%%%%%%%%%%%%%%%%%%%%%%%%%
\toi 次の文章は，留学プログラムの説明会の中で，バンクーバーの大学に3か

み，下の問い（問1～5）の\sikaku{41}～\sikaku{45}に入れるのに最も適当なものを，そ
れぞれ下の{\marksheet1}～{\marksheet4}のうちから一つずつ選べ。（配点 30）

\vskip2zh
\baselineskip=18pt
\parindent=0pt

{\bf Koji's speech}

My name is Takeda Koji, and today I will talk about my study-abroad
experience in the English Language Program at North Pacific University in
Vancouver last year. First of all, I really liked the intensive English classes
every weekday. My English has improved a lot. All the teachers were friendly
and enthusiastic, and they sometimes stayed late to help us with our projects.
I'm truly grateful to Ms.~Lee, my advisor, who always responded to my
problems promptly.

\vskip2zh

Also, I enjoyed exploring the city. It has many good ethnic restaurants and a
wonderful park near the ocean where interesting events were held every
weekend. I took many weekend trips offered by the program including a visit
to the Native Canadian Art Museum and boat trips to several beautiful islands.

\vskip2zh

On top of that, I totally enjoyed the student life at NPU and attended many
student-organized events on campus. My most precious memory is of
preparing a big exhibit to introduce Japanese culture for the International Fair.
However, there was one problem, that is, computer access. The computer
rooms in the Writing Center were always crowded, especially when students
were writing midterm or final papers, and it was frustrating to wait so long.

\vskip2zh

I have one regret, and it's about my host family. Though my host parents and
their 10-year-old son were nice people, they were so busy all the time. Both
parents worked late, and the boy belonged to the local hockey team. So I often
had to eat alone and didn't have much time to interact with them. I felt
envious of Yuka, who will speak after me, when I went to a barbecue at her
host family's. Now I think I should have consulted the program coordinator

\vskip2zh

Finally, I'd like to say that this program is very good for improving your

\vskip2zh

{\bf Yuka's speech}

My name is Imai Yuka. I was in the same program as Koji at North Pacific
University, though my experience was slightly different from his. First, I
wasn't so satisfied with the courses offered, though the teachers were all
wonderful. There were too many language classes, but only two courses that
covered the history and culture of Canada. I mean, I wish I had learned more
about Canada as well as studied English. Then the benefits would have been
double.

\vskip2zh

Also, I had mixed feelings about the campus life at NPU. I loved the spacious
lawns and nice facilities, but the campus events didn't seem so interesting to
me. I know Koji had a great time at the International Fair, but I wanted to go
to a concert with my host family instead. However, I was impressed by the
wonderful Writing Center with its academic support. Even though it was
sometimes crowded, it was worth the wait. I went there almost every weekend
and learned how to write a good paper.

\vskip2zh

And I almost forgot to say that it was such fun to go around the city,
especially to street fairs and some really great ethnic restaurants. On the
other hand, I didn't take so many trips because there were lots of things going
on with my host family.

\vskip2zh

Actually, what made my stay most exciting and unforgettable was my host
family. My host father is an agricultural engineer and he has worked on
projects in several different countries. Just talking with him was stimulating,
and he, as well as my host mother, always helped me whenever I had problems
with homework, friends, and school activities. My host mother is a violinist
with the local philharmonic, and so we were able to go to the concerts every
month for free. She opened my eyes to classical music, and I promised her
that I would start piano lessons when I came back to Japan. They also have
lots of friends. I met so many people at all the barbecues they had.

\vskip2zh

In my case, the rich cultural experience my host family provided and the host
family themselves were the best part of my stay.

\bigskip

\begin{description}%　９番目のdescriptionの始まり

% <<<<<<<<<<<<<<<<<<<< マークシート第41問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Both Koji and Yuka enjoyed \sikaku{41}.

\bigskip

\begin{enumerate}
\item city exploration
\item class projects
\item English language courses
\item the International Fair
\end{enumerate}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第42問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi What did Koji complain about? \sikaku{42}

\bigskip

\begin{enumerate}
\item His advisor was often out of reach when he needed help.
\item His host family had little time to spend with him.
\item The computer rooms didn't have helpful staff.
\item The language classes were not so interesting.
\end{enumerate}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

% <<<<<<<<<<<<<<<<<<<< マークシート第43問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi What was Yuka's criticism? \sikaku{43}

\begin{enumerate}
\item She couldn't attend the International Fair.
\item She couldn't take weekend trips to beautiful islands.
\item The Writing Center was always crowded.
\end{enumerate}

\bigskip

% <<<<<<<<<<<<<<<<<<<< マークシート第44問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Which of the following statements is true? \sikaku{44}

\bigskip

\begin{enumerate}
\item Koji has a good impression of the school facilities.
\item Koji thinks that his English should have improved more.
\item Yuka has a negative impression of the amount of homework.
\item Yuka has a positive feeling toward her host parents.
\end{enumerate}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

% <<<<<<<<<<<<<<<<<<<< マークシート第45問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Which of the following pairs of pictures best represents two experiences
Yuka described in her speech? \sikaku{45}

\vskip3zh

\unitlength=1mm
\hspace*{-13pt}
\begin{picture}(120,140)(0,0)
\put(60,0){\line(0,1){140}}
\put(0,70){\line(1,0){120}}

\put(30,100){\makebox(0,0){\includegraphics*[clip,width=56mm,height=56mm]{p28_1.pdf}}}
\put(90,100){\makebox(0,0){\includegraphics*[clip,width=56mm,height=56mm]{p28_2.pdf}}}
\put(30,30){\makebox(0,0){\includegraphics*[clip,width=56mm,height=56mm]{p28_3.pdf}}}
\put(90,30){\makebox(0,0){\includegraphics*[clip,width=56mm,height=56mm]{p28_4.pdf}}}

\put(5,133){\makebox(0,0){\marksheet1}}
\put(65,133){\makebox(0,0){\marksheet2}}
\put(5,63){\makebox(0,0){\marksheet3}}
\put(65,63){\makebox(0,0){\marksheet4}}
\end{picture}

\end{description}%　９番目のdescriptionの終わり

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\centerline{（\kintou{7zw}{下書き用紙}）}

\bigskip

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

%%%%%%%%%%%%%%%%%%%%%%%%%%%　六　%%%%%%%%%%%%%%%%%%%%%%%%%%%
\toi 次の文章を読み，下の問い（{\bf A}・{\bf B}）に答えよ。なお，文章の左にある(1)～
(6)は段落の番号を表している。（配点 36）

\bigskip

\parindent=-24pt

(1)\hskip28pt A high school student has a science test on Monday but spends most of
the weekend playing video games and does not start studying until late
Sunday night. This kind of avoiding or delaying of work that needs to be
done is called procrastination. It has been estimated that up to 95\% of
people procrastinate at least sometimes, and about 20\% of them do it too
much. Traditionally, people who procrastinate have been considered lazy,
but research tells us that this is not true. Learning about the roots of
procrastination can help us understand why most people do it to some extent
and also help us decrease our own procrastination. Although researchers do
not agree on all the reasons behind procrastination, there is general
agreement about some factors that can explain it.

\vfill

(2)\hskip28pt The first factor is how pleasant or unpleasant people find a task.
Research shows that people will put off tasks they find unpleasant. Many
high school students may delay cleaning their rooms or doing their
homework. However, many might not delay doing such tasks as responding
to a friend's email. It is important to remember that whether or not a task
is pleasant depends on the individual. For example, someone who loves
bicycles might not delay fixing a punctured tire while someone who does not
may put it off.

\vfill

(3)\hskip28pt In addition to how people feel about the job at hand, the amount of
confidence they have in their ability to do a task is also related to
procrastination. For instance, those who have low expectations of success
are more likely to postpone starting a particular job. Conversely, those who
believe that they can perform well are more likely to take on challenging
tasks rather than avoid them. It should be noted, though, that some
counselors argue that too much confidence can also lead to procrastination:
some people overestimate how easily they can do a particular task and start
too late.

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

(4)\hskip28pt Another factor is whether or not people can exercise self-control. Those
who have less self-control can easily be drawn away from their work.
Accepting an invitation to sing karaoke on a night when you planned to start
working on a presentation could be one example. Self-control, or the ability
to resist temptation and stick to a plan, is something many of us struggle
with. Interestingly, age is said to be associated with self-control. Research
shows that the older people become, the less likely they are to delay doing
their work until the last minute.

\vskip3zh

(5)\hskip28pt Lastly, there is a link between procrastination and how long people must
wait before they see the reward for an effort. For instance, studying hard in
school might not give high school students any immediate rewards; what
they learn might not seem useful to the present. However, studying can
provide them with rewards in the future like the knowledge or skills
necessary to pursue their dreams. Sometimes, it is hard to see the benefit
of making an effort when the reward is too far away. This can explain why
many people do not start saving money for their old age when they are
young.

\vskip3zh

(6)\hskip28pt What are the roots of your procrastination? Because the behaviors
described here seem common to most people, you do not need to completely
change your habits if you only procrastinate once in a while. On the other
hand, if you feel that your procrastination is a problem, the first step to
reducing it is identifying the reasons behind it. Self-help books and websites
give numerous techniques for overcoming procrastination, but it is only by
understanding the roots of the problem that you can choose the appropriate
method for yourself.

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

\setcounter{subtoi}{0}

\noindent
{\bf A} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

れぞれ下の{\marksheet1}～{\marksheet4}のうちから一つずつ選べ。
\end{minipage}

\vfill

\begin{description}%　１０番目のdescriptionの始まり

% <<<<<<<<<<<<<<<<<<<< マークシート第46問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi According to paragraph (2), \sikaku{46}.

\vfill

\begin{enumerate}
\baselineskip=14pt
\item people do not forget unpleasant tasks
\item people who love bicycles learn to fix tires fast
\item people will find different tasks pleasing
\item people will put off tasks to write emails
\end{enumerate}

\vfill

% <<<<<<<<<<<<<<<<<<<< マークシート第47問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Paragraph (3) implies that \sikaku{47}.

\vfill

\begin{enumerate}
\baselineskip=14pt
\item people with low confidence in their ability will start a job earlier
\item people with reasonable confidence in their ability procrastinate less
\item people's confidence to do a task is not associated with procrastination
\item some counselors overestimate the confidence of their clients
\end{enumerate}

\vfill

% <<<<<<<<<<<<<<<<<<<< マークシート第48問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi According to paragraph (4), \sikaku{48}.

\vfill

\begin{enumerate}
\baselineskip=14pt
\item older people tend to demonstrate more self-control
\item people usually exercise self-control without struggle
\item self-control is the eagerness to accept invitations
\item younger people are willing to resist temptations
\end{enumerate}

\vfill

% <<<<<<<<<<<<<<<<<<<< マークシート第49問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi Paragraph (5) argues that many people start saving for old age late
because \sikaku{49}.

\vfill

\begin{enumerate}
\baselineskip=14pt
\item old age seems too distant in time
\item the length of time to old age varies
\item there are other things to worry about
\item there will be little benefit
\end{enumerate}

\newpage%■■■■■■■■■■■■■■■■■■■■■■■■■■

% <<<<<<<<<<<<<<<<<<<< マークシート第50問 >>>>>>>>>>>>>>>>>>>>>>>>>
\itemtoi The author's main argument is that \sikaku{50}.

\begin{enumerate}
\item many people agree about the four explanations of procrastination
\item people who procrastinate are no longer thought of as lazy
\item procrastination has become problematic in our society
\item we can manage our procrastination by understanding its sources
\end{enumerate}

\end{description}%　１０番目のdescriptionの終わり

\noindent
{\bf B} \begin{minipage}[t]{0.97\textwidth}
\parindent=1zw \baselineskip=20pt

のに最も適当なものを，下の{\marksheet1}～{\marksheet4}のうちから一つずつ選び，表を完成させよ。
ただし，同じものを繰り返し選んではいけない。
\end{minipage}

\bigskip

\def\arraystretch{1.5}

% <<<<<<<<<<<<<<<<<<<< マークシート第51, 52, 53, 54問 >>>>>>>>>>>>>>>>>>>>>>>>>
\begin{center}
\begin{tabular}{|c|c|} \hline
{\bf Paragraph} & {\bf Content} \\ \hline %
(1) & \sikaku{51}\\ \hline %
(2) & \sikaku{52}\\ \hline %
(3) & The belief in your abilities\\ \hline %
(4) & Thea bility to keep to a task\\ \hline %
(5) & \sikaku{53}\\ \hline %
(6) & \sikaku{54}\\ \hline %
\end{tabular}
\end{center}

\bigskip

\begin{enumerate}
\item The appeal of a task
\item The phenomenon of procrastination
\item The timing of realizing future gains
\item The way to deal with procrastination
\end{enumerate}

\end{document}
`
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