慶英会 塾長｜慶應義塾大学卒・英検1級
中高一貫校の学校英語・NEW TREASURE・英検対策を専門とするオンライン個別指導塾です。塾長紹介
茨城県の中高一貫校に通う中1・中2で、英文自体は読めるのに内容一致や英問英答で失点する場合、it／they／this／thatなどの指示語が「何を指すか」を正確にたどれていない可能性があります。指示語の直前にある名詞だけを選ぶと、文全体の考えや複数の選択肢を指すthis／theseを取り違えることがあります。本記事は、慶英会が独自に制作した英文4題・指示語問題32問・全解答と、根拠を探す14日間の復習法です。
対象は茨城県の中高一貫校の中1・中2と保護者です。問題は学校の教科書・NEW TREASURE・英検の過去問を転載したものではなく、慶英会による創作英文です。学校の既習文法や正式な試験範囲を優先し、未習の語彙は先に確認してください。監修：慶英会塾長（慶應義塾大学卒・英検1級）。
結論｜指示語は「直前の単語」だけで決めない
| 指示語 | 確認方法 | よくある誤答 |
|---|---|---|
| it | 単数の物・出来事・状況を指すのか、形式主語・形式目的語なのか文を読み戻す | itの直前にある名詞を何でも選ぶ |
| they／them | 複数の人・物が文脈のどれかを確認。目的格themにも注意 | すぐ前の複数名詞だけを選び、段落の主語を見落とす |
| this／that | 直前の名詞だけでなく、直前の文・行動・考え全体を受けていないか確認 | 一語だけを答え、出来事全体が指示対象であることに気づかない |
| these／those | 複数の選択肢・事柄・人を指すか確認 | 単数名詞や別の段落を選ぶ |
| one／ones | 同種の名詞を繰り返さず、単数・複数の名詞を置き換えているか | 代名詞itとoneを同じと考える |
解き方は①指示語に丸をつける、②前後2文を読む、③指示対象を名詞または出来事の短い日本語で書く、④本文のどこが根拠かを線で示す、の4段階です。「This showed …」のthisが表すのは直前の実験結果・比較行為全体であり、必ずしも一つの名詞ではありません。
学校英語と接続する｜読めるのに内容一致で誤答する生徒へ
指示語の参照先だけでなく、本文から言える範囲も確認する：事実・推論・意見を区別する32問で、it／thisが指す内容を特定した後、その内容から何が言えるかを整理します。本文にない原因や結果を勝手に追加していないかを確かめましょう。
指示語だけでなく、文と文のつながりも読み取る：because／so／although／howeverの独自36問で理由・結果・逆接を練習すると、thisがどの出来事を指すか、段落の論理がどう進むかを説明しやすくなります。
土浦日本大学中等教育学校は単元ごとのUnit Test、Performance Test、まとめ課題など異なる評価の仕組みを公式案内で説明しています。土浦日本大学中等教育学校の学習・評価案内。ただし、この記事の指示語32問が同校のテスト形式や他校の範囲を再現するわけではありません。自校の教材・授業で、指示語が何を受けているか説明する練習として使用してください。
関連する長文の基礎練習：茨城・内容一致32問で本文の数字・否定・根拠を、英問英答32問で質問の意図と根拠英文を練習できます。指示語問題では、選択肢を選ぶだけでなく「it／thisが何を指すか」を具体的な日本語に直して説明してください。
茨城・内容一致32問、英問英答32問と組み合わせると、本文の事実・選択肢・指示語の参照先を別々に練習できます。
慶英会独自の英文4題・指示語32問｜まず答えを隠して読む
各題8問です。答えは本文の前後から探し、「何を指すか」を短い日本語でメモしてから解答表を見てください。固有名詞・教材本文の引用ではなく、慶英会が独自に作成した文章です。
A｜図書委員会の計画（中1基礎）
創作英文： The school library started a new reading project in April. Students could borrow two extra books each month if they wrote a short review. Some students liked this idea because it gave them more time to read. Others thought that it was difficult to finish a review every month. The librarian changed the rule after talking with the students. Now they can write a review after borrowing either one or two books. This has made the project easier for many students. The librarian hopes that more students will join it next term.
| 問 | 指示語の参照先を答える |
|---|---|
| 1 | What does “this idea” refer to? |
| 2 | Who does “them” refer to in “gave them more time”? |
| 3 | What does “it” refer to in “it was difficult to finish a review”? |
| 4 | Who does “they” refer to in “Now they can write a review”? |
| 5 | What does “This” refer to in “This has made the project easier”? |
| 6 | What does “it” refer to in the last sentence? |
| 7 | Why did the librarian change the rule? |
| 8 | Who hopes more students will join the project? |
B｜科学実験の結果（中1〜中2）
創作英文： A science class tested two ways of keeping a plant healthy. Group A placed its plant near a sunny window and watered it every day. Group B put its plant in a darker corner and watered it every three days. At first, some students believed that the second method would save time. However, the plant in the darker corner grew more slowly. The class recorded the height of both plants and compared the results. This showed that light was an important factor, but it did not prove that light was the only factor. The students decided to repeat the experiment with the same amount of water. They wanted to check whether this would change the result.
| 問 | 指示語の参照先を答える |
|---|---|
| 9 | What does “its plant” refer to in Group A? |
| 10 | What does “the second method” refer to? |
| 11 | What does “the class” refer to? |
| 12 | What does “This” refer to in “This showed that light was important”? |
| 13 | What does “it” refer to in “it did not prove”? |
| 14 | What does “They” refer to in the last sentence? |
| 15 | What does “this” refer to in the last sentence? |
| 16 | Did the experiment prove that light was the only factor? |
C｜校内アンケートの読み方（中2標準）
創作英文： The student council asked one hundred students how they used the school courtyard. Sixty students said that they ate lunch there, while twenty used it to study after school. The remaining students chose other activities. The council wanted to make the courtyard more comfortable, so it asked students for suggestions. One suggestion was to add more benches. Another was to put small tables under the trees. The council discussed both ideas, but it did not decide which one to use. Instead, it planned to test them for two weeks. This would help the students compare the two options before making a final decision.
| 問 | 指示語の参照先を答える |
|---|---|
| 17 | Who does “they” refer to in “how they used the courtyard”? |
| 18 | What does “there” refer to? |
| 19 | What does “it” refer to in “used it to study”? |
| 20 | What does “it” refer to in “so it asked students”? |
| 21 | What do “both ideas” refer to? |
| 22 | What does “them” refer to in “test them for two weeks”? |
| 23 | What does “This” refer to in the final sentence? |
| 24 | Had the council already made a final decision? |
D｜交流会の準備（中2発展）
創作英文： Two classes planned an online exchange with students in another country. Each class prepared five questions, and the teachers checked them before the meeting. One question asked about school lunch. Another asked which activities students enjoyed after school. During the exchange, a student could not hear the answer to the second question clearly. She asked the speaker to repeat it. The speaker did so more slowly, and this helped everyone understand the answer. After the meeting, the classes wrote short reports. They compared the reports and found that some students had similar interests, even though they attended different schools. The teachers suggested using these findings to plan the next exchange.
| 問 | 指示語の参照先を答える |
|---|---|
| 25 | What does “them” refer to in “the teachers checked them”? |
| 26 | What does “Another” refer to? |
| 27 | What does “it” refer to in “repeat it”? |
| 28 | What does “so” refer to in “The speaker did so”? |
| 29 | What does “this” refer to in “this helped everyone”? |
| 30 | Who does “They” refer to in “They compared the reports”? |
| 31 | What does “these findings” refer to? |
| 32 | What does “the next exchange” refer to? |
32問の全解答と本文根拠
A｜図書委員会の計画（中1基礎）｜解答
| 問 | 模範解答 | 本文の根拠 |
|---|---|---|
| 1 | The idea that students could borrow two extra books each month if they wrote a short review. | borrow two extra books … if they wrote a short review |
| 2 | The students who liked the idea. | Some students liked this idea |
| 3 | Finishing a review every month. | finish a review every month |
| 4 | The students. | Students could borrow |
| 5 | The change that lets students review after borrowing one or two books. | Now they can write a review after borrowing either one or two books |
| 6 | The reading project. | the project |
| 7 | After talking with the students, the librarian changed it to make the project more manageable. | after talking with the students |
| 8 | The librarian. | The librarian hopes |
B｜科学実験の結果（中1〜中2）｜解答
| 問 | 模範解答 | 本文の根拠 |
|---|---|---|
| 9 | The plant assigned to Group A. | Group A placed its plant |
| 10 | Keeping the plant in a darker corner and watering it every three days. | Group B … darker corner … every three days |
| 11 | The students in the science class. | A science class |
| 12 | The recorded heights and comparison of the two plants. | recorded the height … compared the results |
| 13 | The comparison or result from the first experiment. | This showed … but it did not prove |
| 14 | The students. | The students decided |
| 15 | Repeating the experiment with the same amount of water. | repeat the experiment with the same amount of water |
| 16 | No. The passage says it did not prove that light was the only factor. | did not prove that light was the only factor |
C｜校内アンケートの読み方（中2標準）｜解答
| 問 | 模範解答 | 本文の根拠 |
|---|---|---|
| 17 | The one hundred students who answered the survey. | asked one hundred students |
| 18 | The school courtyard. | used the school courtyard |
| 19 | The school courtyard. | used it to study |
| 20 | The student council. | The council wanted … so it asked |
| 21 | Adding more benches and putting small tables under the trees. | One suggestion … Another was |
| 22 | The two ideas or options. | test them for two weeks |
| 23 | Testing the two options for two weeks. | it planned to test them for two weeks |
| 24 | No. It planned to test the options before making a final decision. | before making a final decision |
D｜交流会の準備（中2発展）｜解答
| 問 | 模範解答 | 本文の根拠 |
|---|---|---|
| 25 | The five questions prepared by each class. | Each class prepared five questions |
| 26 | Another question in the list. | One question … Another asked |
| 27 | The answer to the second question. | could not hear the answer … asked … repeat it |
| 28 | The speaker repeated the answer more slowly. | asked the speaker to repeat it |
| 29 | The speaker repeating the answer more slowly. | more slowly |
| 30 | The two classes. | the classes wrote short reports |
| 31 | The findings that some students had similar interests despite attending different schools. | some students had similar interests |
| 32 | The next online exchange between the classes. | plan the next exchange |
失点を減らすチェック｜指示対象を分類する
- 指示語が単数か複数かを確認する（it／they／them／this／these）
- 直前の一語だけでなく、直前の節・行為・結果全体を受けていないか読む
- 指示語を具体的な名詞や内容に置き換えて、文の意味が通るか試す
- 根拠となる英文を示し、なぜ他の名詞ではないのか説明する
- 本文に書かれていない原因・結果を、指示対象として勝手に追加しない
14日間の復習計画
| 期間 | 学習方法 | 確認 |
|---|---|---|
| 1〜2日目 | 題材Aのit／they／thisを分類し、根拠に線を引く | 単語と文全体を区別 |
| 3〜4日目 | 題材Bで実験の行動・結果・結論の参照先を確認 | Thisが指す内容を一文で説明 |
| 5〜7日目 | 題材Cの数字・アンケート・二つの案を図にする | them／both ideasを正確に答える |
| 8〜10日目 | 題材Dで会話の質問・回答・行為のつながりを追う | so／this／these findingsを説明 |
| 11〜12日目 | 学校の教科書から指示語を5つ探し、何を指すか書く | 学校の本文へ応用 |
| 13〜14日目 | 答えを隠して誤答8問を再テストし、根拠を示す | 初見でも参照先を判断 |
よくある質問
Q．itはいつも直前の名詞を指しますか。
いいえ。前の文で述べた行為・状況・出来事全体を指すこともあります。前後の文を読み、意味が自然につながる対象を選びます。
Q．thisとitの違いは何ですか。
文脈により重なることがありますが、thisは直前の内容や出来事全体をまとめて指すことがあります。品詞と文法的な役割を含め、実際の文の流れで判断してください。
Q．theyとthemは同じ対象ですか。
指す対象は同じ場合がありますが、theyは主格、themは目的格です。文中でどの役割になっているかを確認します。
Q．日本語訳できるのに指示語問題を間違えるのはなぜ？
一語ずつ訳せても、文と文の関係や段落内の情報をまとめられていない場合があります。指示対象を短い日本語で具体化してください。
Q．この32問は学校の試験問題を再現していますか。
いいえ。すべて慶英会の独自制作問題です。学校の範囲・採点基準を優先してください。
慶英会の最大1か月完全無料体験｜長文読解の失点を相談
茨城県の中高一貫校で、長文は読めても指示語・内容一致・英問英答の根拠で失点する場合は、学校名・学年・教材名と、今回の32問で迷った番号を整理してください。慶英会では学校英語と英検を対象にオンライン個別指導と最大1か月完全無料体験を案内しています。学校の先生への質問・補習を先に活用し、それでも解消しない弱点を個別に整理します。慶英会のWeb無料体験・学習相談フォーム。
参考にした主な公式情報
確認日：2026年10月27日。学校別の教科書、学年別進度、採点基準は在籍校の正式資料を優先してください。本記事の英文4題・32問・全解答・14日計画は慶英会の独自制作物です。
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慶英会 塾長｜慶應義塾大学卒・英検1級。中高一貫校の学校英語・NEW TREASURE・英検対策を専門としています。塾長の経歴・指導方針を確認する