2019年度

入試問題集公募制推薦入試（A日程）一般選抜入試（前期A日程）

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・公募制推薦入試（A日程）適性検査 ･･････････････････････････ 2

・一般選抜入試（前期A日程）学力試験問題 国語 ･･･････････ 12

・一般選抜入試（前期A日程）学力試験問題 英語 ･･･････････ 18

・一般選抜入試（前期A日程）学力試験問題 数学 ･･･････････ 24

・一般選抜入試（前期A日程）学力試験問題 理科 ･･･････････ 28

・公募制推薦入試（B日程）論述プラス ･･･････････････････････ 36

・出典一覧

INDEX

1

2

2018

617

ae

a

b

c

d

e

3

<

2018

328

>

10

7

4

(1

) a

bui

ldin

g w

here

im

porta

nt c

ultu

ral,

hist

oric

al,

or s

cien

tific

obj

ects

are

kep

t an

d sh

own

to th

e pu

blic

(2)

a st

ory

for t

heat

er, r

adio

or t

elev

isio

n(3

) a

larg

e op

en a

rea

with

gra

ss a

nd tr

ees,

espe

cial

ly in

a to

wn

(4)

a p

lace

whe

re tr

ains

and

bus

es re

gula

rly st

op so

that

pas

seng

ers c

an g

et o

n an

d of

f(5

) a

sm

all

stic

k of

a w

hite

or

colo

red

subs

tanc

e, u

sed

for

writ

ing

or d

raw

ing

on a

bl

ackb

oard

(1) A

: Let

’s (

) l

unch

at t

he c

afet

eria

.

B: S

orry

, I’m

not

hun

gry

now

.

hav

e

give

go

k

eep

(2) H

e has

not

retu

rned

(

).

alre

ady

nev

er

s

till

yet

(3

) A: I

nee

d yo

ur h

elp.

B

: Wha

t do

you

(

) me

to d

o?

adv

ice

a

dvis

e a

dvis

able

a

dvis

or(4

) Fre

nch

is (

) i

n m

any

Afr

ican

cou

ntrie

s, su

ch a

s Cam

eroo

n, N

iger

, Mal

i, an

d C

had.

s

peak

ing

spe

ak

s

poke

s

poke

n(5

) Kei

Nis

hiko

ri (

) t

enni

s sin

ce h

e w

as fi

ve y

ears

old

.

w

as p

layi

ng

had

pla

yed

p

layi

ng

h

as b

een

play

ing

(6) I

will

arr

ive

(

) Kan

sai I

nter

natio

nal A

irpor

t aro

und

ten

o’cl

ock.

at

b

y

in

o

n(7

) My

pare

nts u

nder

stan

d so

me

Engl

ish

(

) the

y ca

nnot

spea

k it

at a

ll.

a

nd

b

ut

or

s

o(8

) We

do n

ot h

ave

(

) que

stio

ns fo

r the

psy

chol

ogy

teac

her.

any

no

n

one

s

ome

(9) I

hav

e los

t my

smar

tpho

ne.

I mus

t buy

(

).

it

o

ne

th

at

them

(1

0) H

is u

ncle

(

) car

e of

by

the

hosp

ital s

taff

.

h

as ta

ken

tak

es

t

ook

was

take

n

My

nam

e’s

Kei

th. W

hen

I firs

t arr

ived

in J

apan

, the

cou

ntry

was

a m

yste

ry to

me.

I

coul

dn’t

spea

k th

e la

ngua

ge, s

o I

had

no id

ea w

hat p

eopl

e w

ere

talk

ing

abou

t. I

coul

dn’t

even

rea

d th

eir

body

lan

guag

e si

nce

the

Japa

nese

use

diff

eren

t ge

stur

es.

I fe

lt pr

etty

usel

ess

as a

per

son,

sin

ce I

cou

ldn’

t rea

d an

ythi

ng w

ritte

n in

the

new

spap

er, o

r on

sig

ns.

How

cou

ld I

surv

ive?

I of

ten

laug

h at

the

troub

le I

had

on

the

first

day

of

my

first

job.

I h

ad p

hone

d a

lang

uage

sch

ool b

ecau

se I

had

to g

o th

ere,

and

then

teac

h a

coup

le o

f cla

sses

sta

rting

that

very

eve

ning

. The

lady

who

m I

spok

e to

on

the

phon

e ga

ve m

e so

me

usef

ul d

irect

ions

to

get t

o th

e sc

hool

. I to

ok th

e su

bway

, and

got

off

at t

he c

orre

ct st

atio

n.

I w

as s

till u

nder

grou

nd a

nd f

aced

with

a c

hoic

e of

fou

r tu

nnel

s. Ea

ch w

as f

ull o

f

peop

le a

nd s

hops

. I c

hose

the

seco

nd fr

om th

e le

ft, w

alke

d a

little

and

sta

rted

to m

emor

ize

som

e of

the

dist

inct

ive

shop

s ...

a b

aker

y, a

rest

aura

nt, a

nd a

cof

fee

shop

. I m

anag

ed to

get

to w

ork

and

finis

hed

my

less

ons

at n

ine.

I w

ent

dow

n th

e st

airs

to

the

unde

rgro

und

shop

ping

stre

et a

nd s

topp

ed i

n ho

rror

. Ev

ery

shop

was

shu

ttere

d up

and

all

my

visu

al

refe

renc

es h

ad d

isap

pear

ed. I

t to

ok a

ver

y lo

ng t

ime

for

me

to f

ind

my

way

hom

e th

at

nigh

t.

(ad

apte

d fr

om S

impl

y Re

adin

g, S

impl

y W

ritin

g)

1

(1)

(4)

TF

TF

(1)

(2)

(3

)

(4)

2

5

6

7

8

9

２０１９年度　公募制推薦入試（A日程） 適性検査 【解答例】

国語

英語

10

理科（生物基礎）

理科（化学基礎）

11

0

12

(1)

(7) : 1 19

6

12

7

: :

: :

( )

( )

( )

8 A B C

9

( )

( ) 10

(1) a e

1

2

3

4 5

13

(2) 6 10

6 10

(3)

11

(4) 12

12

(5) 13

(6) 14

( ) ( ) ( ) ( ) ( )

(7) 15 19

15 15

16 16

17 17

18 18

19 19

14

(1)

(6) : 1 25

6

)

7

8

9

10

(1) a e

1 2 3 4

5

15

(2) 6 10

6 10

(3)

11 12 13

(4) 14

(5) 15 20

15 16 17 18 19 20

(6) 21 25

21 21

22 22

23 23

24 24

25 25

16

17

-210 -1 11 20 -2

0

18

.

My mother’s relatives suffered terribly from the atomic bombing during the Pacific War because they lived in the

central part of Hiroshima City, and she lost her baby brother and sister. The atomic bombs that the United States dropped on

Japan massacred three hundred thousand civilians, but as the history scholar Ronald Takaki remarks in Hiroshima: Why

America Dropped the Atomic Bomb, it was clearly not a military necessity to drop atomic bombs on Japan, which had already

lost its fighting potential toward the end of the war. The fact is that the United States wanted to use its destructive new weapon

primarily in order to intimidate*1 the Soviet Union*2 and force the Russians to accept American leadership and domination of

the post-war world. Nevertheless, the great majority of Americans justify their country’s decision to drop the bombs and

blindly believe the Secretary of the Army Henry L. Stimson’s*3 claim that one million American soldiers would have been

killed if the United States had not done so. My mother, genuinely shocked by Americans’ ignorance about the atomic bombing,

thought that the citizens of Hiroshima needed to learn English in order to tell the world about the horrors of atomic bombs and

the need to abolish nuclear weapons. Therefore, she encouraged me to study English since early childhood. She sent me to an

English school when I was 3 years old, asked my grandparents, who often went abroad, to buy English-language picture books

and LP records*4, and ordered records of Mother Goose rhymes from Maruzen.

It was only when I encountered William Faulkner’s novels that I started studying English diligently of my own

accord*5. Faulkner, one of the leading American novelists, unreservedly described the tragic situation of the American South

and received a Nobel Prize. When I read his novels at the age of 18, I was extremely shocked because his techniques were

very innovative, and above all, because the social situation of the American South depicted in them essentially resembled that

of Hiroshima. That is to say, both suffered devastation*6 in wars with the government of the United States. Faulkner said about

his birthplace, “The South is dead, killed by the Civil War,” and I too have felt that Hiroshima, my hometown, was killed by

the atomic bomb. I empathized*7 with Faulkner and read his novels one after the other, and my interest in him developed into

a career as a scholar of his works.

I made considerable progress with my English as a result of reading Faulkner in the original. I believe that his style is

the most complicated and esoteric*8 in the world of literature, except for James Joyce’s Finnegans Wake. For example, in

Faulkner’s novels, the majority of sentences are extremely long because he employs a lot of relative clauses*9 and participial

constructions*10. He used difficult words freely and often coined new ones. In addition, the Southern dialect and

African-American English appeared frequently in his works. I read Faulkner closely while constantly referring to dictionaries

and glossaries. Consequently, I became proficient in English and could read any text in English.

(adapted from My Home, My English Roots Volume 1) intimidiate*1 the Soviet Union *2

the Secretary of the Army Henry L. Stimson *3 L LP records*4 LP of my own accord*5 devastation *6 empathize*7 esoteric *8 relative clauses*9 participial constructions*10

1 10

1

2

3

4

5

6

7

8

9

10

19

A Disaster Medical Assistance Team (DMAT) is a group of medical personnel*1 who provide rapid-response medical

care during large-scale natural disasters, transportation crashes, industrial accidents, terrorist attacks, or other incidents. It was

the lack of readiness to deal with the Great Hanshin-Awaji earthquake of 1995 that showed Japan that it needed to create its

own DMATs, which were finally introduced in 2005.

DMATs are trained medical teams that are ready to respond to an emergency in its very early stages (48 to 72 hours after

its occurrence) and to work on triaging*2 the most severely affected victims. There are usually five to six members on each

team (typically, doctors, nurses, and coordination staff) who have completed specialist-training programs sponsored by the

Japanese government and are certified*3 in disaster medicine. In the aftermath*4 of the Great East Japan Earthquake of 2011,

some 340 DMAT teams from all over Japan operated in the affected area for nearly two weeks.

Japan Medical Association Teams (JMAT), on the other hand, work at secondary locations like shelters or first aid

stations. JMAT teams are slightly smaller than DMAT teams, with only one doctor, two nurses, and one coordination person.

They provide the second stage of care. It is their role to cope with the sick and injured until normal medical services can be

restored*5, and they are usually in place for a few days to one week. For the 2011 earthquake and tsunami, about 1,400 teams

were dispatched*6.

Japan experiences more earthquakes than any other country. In the event of a large quake, the three stages of medical

care should be coordinated to provide a smooth transition from DMAT to JMAT to local medical staff. It is required that these

teams respond quickly to a disaster in any region of the country. They must also be ready to get to remote locations that are

often hard to reach. Many elderly people live in remote rural areas, which make for added complications.

Nowadays, disaster medicine plays a vital*7 role in the aftermath of any large-scale incident. Smooth operation and

cooperation between the volunteer medical personnel and the coordination staff in DMAT and JMAT teams can mean the

difference between life and death for many people.

(from Mindfulness: Developing Personal and Environmental Awareness)

) personnel*1 triage*2 certify *3 aftermath*4

restore*5 dispatch*6 vital*7

20

1 . 5

1 The statement that best reflects the main message of the article is _________.

people need to be more prepared for disasters in Japan

there is a shortage of certified professionals to help during disasters in Japan

coordination between the two medical teams can help save more lives

Japan needs more medical teams in rural areas to help elderly people during disasters

2 The passage mentions the Great Hanshin-Awaji earthquake of 1995 to show that _________.

Japan’s most common disasters are earthquakes

the medical response was not fast enough

there are many stages in a response to a natural disaster

it is easier to respond to natural disasters in cities than in rural areas

3 The Great East Japan earthquake of 2011 is mentioned because __________.

it was one of the worst natural disasters in Japan

it was a natural disaster that happened to elderly people in rural areas

it showed how DMATs were able to provide medical services in the local areas affected by the disaster

it is another example of how Japan was unprepared for a natural disaster

4 One of the main differences between DMATs and JMATs are that JMATs __________.

provide a larger staff to deal with more serious medical problems

provide care until victims can get treatment from a normal medical center

are not part of the three stages of medical care following a disaster

do not have trained doctors on staff

5 The main advantage of the DMATs over other medical services is that __________.

they can get to places quickly where medical services are not readily available

they can treat victims of natural disasters for several weeks

they provide shelters and first aid stations for disaster victims

they can provide services that a normal hospital can provide

21

. -1 1 10

(1) Please 1 the line. I will put you through to Mr. Ueda.

bring close give hold

(2) “ABC Airlines announces the departure of flight 503 for Bangkok. All passengers please 2 through gate No. 5.

Thank you.”

board carry look take

(3) Hanyu Yuzuru is known 3 a two-time Olympic gold medalist.

among as by to

(4) Statistics show that many people will live 4 a hundred in the near future.

to be to give to have to keep

(5) He found the map by 5 among those books.

chance nature opportunity way

(6) Children 6 parents are dead are referred to as ‘orphans.’

that which whom whose

(7) China is twenty times 7 as Japan.

as large large larger the largest

(8) 8 the hotel a little earlier, I could have caught the train.

Had I left Have I left I had left I left

(9) I hurried to the station 9 I wouldn’t miss the train to Kyoto.

for that so that such that that

(10) Ten years 10 since they graduated from this university.

have passed had passed were passing will pass

-2 11 20

1

Through its use of 11 electric “i-POT” Zojirushi launched its “Mimamori Hotline” project in 2001 12 help

monitor the elderly who live alone. In this 13 , every time the elderly user presses the i-POT’s button, 14 signal is

sent to the system center. The center 15 sends an e-mail message to the PC or mobile phone of one 16 the user’s

family members, who may live 17 away from the user. Because the air-pot is regularly used 18 home every day,

the elderly user’s daily habits can 19 monitored through the i-POT’s signal patterns. The messages from 20 center

confirm the user’s safety at home.

(from A Visit to Amazing Kansai-based Companies)

a an at be far

of system the then to

22

23

0

24

25

26

27

0

28

A B 1 11 A B

A

B

11

29

30

5 7

31

32

33

２０１９年度　一般選抜入試（前期A日程） 【解答例】

国語

英語

数学

34

理科（生物基礎）

理科（化学基礎）

35

36

コース 日程 科目 執筆者名 書名 発行所 発行年 備考

公募制推薦入試（A日程）

11/3 国語 朝日新聞2018年6月17日(日曜に想う)「おもてなし」って、だれを? 朝日新聞社 2018年

(日曜に想う)「おもてなし」って、だれを?朝日新聞2018年6月17日承諾番号19-0943朝日新聞社に無断で転載することを禁じる

11/3 国語 朝日新聞2018年3月28日ことばの広場 朝日新聞社 2018年

ことばの広場 朝日新聞2018年3月28日承諾番号19-0943朝日新聞社に無断で転載することを禁じる

11/3 英語

Terry O'Brien三原 京立本 秀洋木村 博是

Simply Reading, Simply Writing 南雲堂 2016年

一般選抜入試（前期A日程）

2/1 国語 今井 むつみ ことばと思考 岩波書店 2010年

2/1 国語 多木 浩二 スポーツを考えるー 身体・資本・ナショナリズム 筑摩書房 1995年

2/1 英語 斎藤 兆史（監修） My Home, My English Roots Volume1The Experiences of 15 Japanese Teachers of English 松柏社 2013年

2/1 英語

園城寺 康子名木田 恵理子柏原 洋子井上 麻未

MINDFULNESSDeveloping Personal and Environmental Awarenessこれからの健康的な社会へ

南雲堂 2016年

2/1 英語

井上 治住屋 和子Lance BurrowsAmy Miyamoto森本 道孝吉野 成美

A Visit to Amazing Kansai-based Companies英語で知る日本の企業秘話 松柏社 2012年

公募制推薦入試論述プラス（B日程）

11/4 小論文 朝日小学生新聞2018年5月31日 朝日学生新聞社 2018年

出典一覧

37

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