Start 2/5/2000

2002年5月7日 18時12分

”第１回河合塾全統マーク模試”[関西地区５月１２日（日）実施予定]
まであと５日！英語はまずは１６０点/200、出来れば１８０点（９０％）！
第９１回　TOEIC公開テスト：５月２６日（日）
準備期間は・・・あとたった１９日！＝Only １９ days to go!　

TA追記）４２５９９！
KIDSイベントボランテァ急募！→MAILをクリック！
６月２日（日）「京都チャリティファンラン」のスタッフ！９〜１０時間の「やりがいあるお仕事」！交通費は自己負担！昼食つき！




"第１回全統マーク模試対策TA演習（その４−１）

R高校の授業と同様、１）と２）を、相互参照せよ。Good luck!


１）「標準レベル」；以下の指示に従え。


第６問　次の文章を読み、下の問い（A・B）に答えよ。（配点45）

When I was an eight-year-old girl, I was taken for my first music
lesson. Ms. Grozinska, the teacher, was a plain, elderly woman and her
apartment was thick with dust. But in the corner stood a magnificent grand
piano, and when Ms. Grodzinska sat down to play a simple melody for me, I
was amazed to hear such beauty come from under her fingers. As she played,
she altered from a plain woman to someone whose movement were as harmonious
as the sounds she was creating. I knew at once that I wanted to be able to
bring forth sounds like that.
Piano lessons were part of my parents’ ambition for me to have the
better things in life. Musicians in Poland have sacred status, and having
musical talent is an avenue of success open to all. As a first step toward
fame, I was taken for a musical hearing test, and felt the shame of failing
most of it. Later, though, one of my music teachers told me about the
importance of “inner ear” ― the ability to hear feelingly. In this, I
turned out to be better.
Of course, like many children, I hated practicing. It was extremely
dull to go through the finger exercises endlessly, but as soon as I was
given parts of real pieces I learned them with enthusiasm. I didn’t wonder
about what they should sound like ― I seemed to know. Music seemed to me
as clear as words. At the end of twelve months of lessons, Ms.Gronzinska
said to me, “Eva, you have talent.”
It was decided at once that I should train as a professional pianist,
and I immediately entered Cracow Music School. It was an old school that
combined a basic curriculum with a full musical education. Inside, the
atmosphere was warm with the sounds of violins, red-faced kids running
around the narrow hallways, and the heat of competition. We wore a uniform,
which hid social inequalities but the degree of everyone’s talent was
judged constantly.
A performance, of course, was the peak toward which all the students
worked. At the end of my first year at music school, I gave my first public
performance and I approached it with all the calmness of inexperience. When
it was time to play, I felt such joy that I knew nothing could go wrong. I
seemed not to be playing but listening to the music as it poured out of my
fingers. It was a happy moment.
But it was also the last time that I enjoyed such an innocent calm.
From then on performing became more self-conscious, and more difficult. My
childish fearlessness had gone and I had to work harder to get the
necessary combination of will and relaxation.
The time I worked hardest was shortly before my family moved to
Canada, when I was seventeen. Usually, the school resisted making stars of
us, but they decided to make an exception to their policy and allowed me to
give a whole concert by myself. This was a frightening idea―to get through
so many pieces without losing my nerve and concentration―and in
preparation I started practicing like mad. I practiced until my fingers
hurt. I practiced to make absolutely sure that I wouldn’t shame myself. I
practiced until my teacher told me to slow down.
I was more terrified than I had ever been as I sat backstage waiting
to go on, and I got through the program not in that simple joy of my first
performance, but through powerful focusing of mind and will. Afterward,
though, I had my full reward. My friends were particularly generous with
praise, and, most exciting of all, my classmate’s elder pianist-brother, came to tell me how well I'd done and kissed me in an unmistakably adult way. For one glorious moment, music, admiration, and romance all came together, just like they're supposed to be.

A　次の問い（問1〜5）に対する答えとして最も適当なものを、それぞれ下の�@〜�C
のうちから一つずつ選べ。（43）〜（47）

問1 Why did Eva’s parents decide to take her to Ms. Grodzinska? （43）

�@ In Poland, musicians are highly respected.
�A Eva said she wanted piano lessons.
�B In Poland, only rich children become musicians.
�C Eva had already shown musical talent.

問2 What made Eva first decide that she wanted to learn the piano?（44）

�@ She wanted to be rich and successful.
�A She thought the piano music was beautiful.
�B She liked her famous teacher, Ms. Grodzinska.
�C She admired the grand piano in the room.

問3 Why did Eva’s first public performance go smoothly?（45）

�@ Her time to practice for the concert had been limited.
�A She played only parts of easy pieces.
�B Her inexperience prevented her from worrying.
�C She played for her fellow students.

問4 What made Eva practice so hard for her final concert at Cracow Music
School?（46）

�@ She was leaving for Canada soon.
�A She had an opportunity to give a solo concert.
�B She had to play a difficult piece.
�C She was told to practice hard by the teacher.

問5 What was the most thrilling thing about the final concert for Eva?
（47）

�@ She was praised by many of her friends.
�A She was admired by a young pianist.
�B She did not make any mistakes.
�C She did not feel nervous at all.

B　本文の内容と合っているものを、次の�@〜�Gのうちから三つ選べ。ただし、解答
の順序は問わない。（48）〜（50）

�@ When Eva took a musical hearing test, she did well.
�A Eva entered Cracow Music School at the age of nine.
�B At Cracow Music School, they wore a uniform to maintain social class
differences.
�C Eva gave her first public performance at the end of her first year at
Cracow Music School.
�D At every performance she gave, Eva had difficulty in controlling her
nervousness.
�E Eva practiced hard for the final concert, until the teacher told her to
do less.
�F At the final concert, Eva found it easy to concentrate and to finish
the pieces.
�G The boy kissed Eva only to tell her how well she played her music.






２）「”未知の語はそのまま”流速読読解術」

A)設問・選択肢は正確に読もう。
B)本文中に未知の表現がいくつかあっても、太っ腹で全体像をつかもう。


第６問　次の文章を読み、下の問い（A・B）に答えよ。（配点45）

When I was an eight-year-old girl, I was taken for my first music
lesson. Ms. Grozinska, the teacher, was a ”-----な”, elderly woman and her
apartment was thick with dust. But in the corner stood a magnificent grand
piano, and when Ms. Grodzinska sat down to play a simple melody for me, I
was amazed to hear such beauty come from under her fingers. As she played,
she ”-----ed” from a ”-----な” woman to someone whose movement were as harmonious
as the sounds she was creating. I knew at once that I wanted to be able to
bring forth sounds like that.
Piano lessons were part of my parents’ ambition for me to have the
better things in life. Musicians in Poland have ”------” status, and having
musical talent is an avenue of success open to all. As a first step toward
fame, I was taken for a musical hearing test, and felt the shame of failing
most of it. Later, though, one of my music teachers told me about the
importance of “inner ear”（イナァ） ― the ability to hear feelingly. In this, I
turned out to be better.
Of course, like many children, I hated practicing. It was extremely
dull to go through the finger exercises endlessly, but as soon as I was
given parts of real pieces I learned them with "----------". I didn’t wonder
about what they should sound like ― I seemed to know. Music seemed to me
as clear as words. At the end of twelve months of lessons, Ms.Gronzinska
said to me, “Eva, you have talent.”
It was decided at once that I should train as a professional pianist,
and I immediately entered Cracow Music School. It was an old school that
combined a basic curriculum with a full musical education. Inside, the
atmosphere was warm with the sounds of violins, red-faced kids running
around the narrow hallways, and the heat of competition. We wore a uniform,
which hid social inequalities but the degree of everyone’s talent was
judged constantly.
A performance, of course, was the peak toward which all the students
worked. At the end of my first year at music school, I gave my first public
performance and I approached it with all the calmness of inexperience. When
it was time to play, I felt such joy that I knew nothing could go wrong. I
seemed not to be playing but listening to the music as it poured out of my
fingers. It was a happy moment.
But it was also the last time that I enjoyed such an innocent calm.
From then on performing became more self-conscious, and more difficult. My
childish fearlessness had gone and I had to work harder to get the
necessary combination of will and relaxation.
The time I worked hardest was shortly before my family moved to
Canada, when I was seventeen. Usually, the school resisted making stars of
us, but they decided to make an exception to their policy and allowed me to
give a whole concert by myself. This was a frightening idea―to get through
so many pieces without losing my nerve and concentration―and in
preparation I started practicing like mad. I practiced until my fingers
hurt. I practiced to make absolutely sure that I wouldn’t shame myself. I
practiced until my teacher told me to slow down.
I was more terrified than I had ever been as I sat backstage waiting
to go on, and I got through the program not in that simple joy of my first
performance, but through powerful focusing of mind and will. Afterward,
though, I had my full reward. My friends were particularly generous with
praise, and, most exciting of all, my classmate’s elder pianist-brother, came to tell me how well I'd done and kissed me in an unmistakably adult way. For one glorious moment, music, admiration, and romance all came together, just like they're supposed to be.

A　次の問い（問1〜5）に対する答えとして最も適当なものを、それぞれ下の�@〜�C
のうちから一つずつ選べ。（43）〜（47）

問1 Why did Eva’s parents decide to take her to Ms. Grodzinska? （43）

�@ In Poland, musicians are highly respected.
�A Eva said she wanted piano lessons.
�B In Poland, only rich children become musicians.
�C Eva had already shown musical talent（才能）.

問2 What made Eva first decide that she wanted to learn the piano?（44）

�@ She wanted to be rich and successful.
�A She thought the piano music was beautiful.
�B She liked her famous teacher, Ms. Grodzinska.
�C She admired the grand piano in the room.

問3 Why did Eva’s first public performance go smoothly?（45）

�@ Her time to practice for the concert had been limited.
�A She played only parts of easy pieces.
�B Her inexperience prevented her from worrying.
�C She played for her fellow（仲間の） students.

問4 What made Eva practice so hard for her final concert at Cracow Music
School?（46）

�@ She was leaving for Canada（カナダへ旅発つ） soon.
�A She had an opportunity to give a solo concert.
�B She had to play a difficult piece.
�C She was told to practice hard by the teacher.

問5 What was the most thrilling thing about the final concert for Eva?
（47）

�@ She was praised by many of her friends.
�A She was admired by a young pianist.
�B She did not make any mistakes.
�C She did not feel nervous at all.

B　本文の内容と合っているものを、次の�@〜�Gのうちから三つ選べ。ただし、解答
の順序は問わない。（48）〜（50）

�@ When Eva took a musical hearing test, she did well.
�A Eva entered Cracow Music School at the age of nine.
�B At Cracow Music School, they wore a uniform to maintain social class
differences.
�C Eva gave her first public performance at the end of her first year at
Cracow Music School.
�D At every performance she gave, Eva had difficulty in controlling her
nervousness.
�E Eva practiced hard for the final concert, until the teacher told her to
do less.
�F At the final concert, Eva found it easy to concentrate and to finish
the pieces.
�G The boy kissed Eva only to tell her how well she played her music.




正解）
（４３）　１　（４４）　２　（４５）　３　（４６）　２　（４７）　２

（４８−４９−５０）　２−４−６（順序を問わない）



---------------TO BE CONTINUED------------------

2002年5月7日 04時30分

”第１回河合塾全統マーク模試”[関西地区５月１２日（日）実施予定]
まであと５日！英語はまずは１６０点/200、出来れば１８０点（９０％）！

第９１回　TOEIC公開テスト：５月２６日（日）
準備期間は・・・あとたった１９日！＝Only １９ days to go!　

TA追記）４２５４２！
KIDSイベントボランテァ急募！→MAILをクリック！
６月２日（日）「京都チャリティファンラン」のスタッフ！９〜１０時間の「やりがいあるお仕事」！交通費は自己負担！昼食つき！




"第１回全統マーク模試対策TA演習（その３）増補版"

R高校の授業と同様、１）と２）、３）、４）、５）を、相互参照せよ。Good luck!



５）まとめ問題；「問題解法の指針」が示してある以下の解説文の（空所）に適切な語句を入れよ。 熟読して、５月１２日（日）の「マーク模試」に活用せよ！


第１問：
B　次の問（問１〜３）の会話の（17）〜（19）に入れるのに最も適当なものを、そ
れぞれ下の�@〜�Cのうちから一つずつ選べ。

解法）（空所）の次の文がヒントになること多し。 未知の表現"That's it"＝「それだけです」があっても”ビビルナ”！

問1
A: Could I have the tuna salad and a cup of coffee, please?
B: （17）
A: No, that’s it, thanks.→No, thanks. で考えればすぐ正解！

�@ Sure. Anything else?
�A
�B
�C

和訳）
A:ツナサラダとコーヒーいただけますか？
B:（１７）分かりました＝もちろんですとも。他に何か？
A:ノー、それでおしまいです、ありがとう。




解法）（空所）の次の文がヒントになること多し。the number＝the piece＝「曲」を知らなくても、正解に至る。

問2
A: I need the number of Barry Watson.→the number＝the piece＝「曲」
B:（18）
A: Barry. That’s “B” as in“ boy”.→（空所）の次の文がヒント。

�@
�A Did you say Barry Watson or Harry Watson?
�B
�C

和訳）
A:バリー・ワトソンの曲が必要なのですが。
B:（１８）バリー・ワトソンと言いましたか、それともハリー・ワトソンでしたか？
A:バリーです。"Boy"のように"b"で始まるのです。




解法）（空所）の次の文がヒントになること多し。"Come on."＝「さあ」に自信が無くても逃げ切れよう。"mean"が、”マイナスイメージ”の形容詞だろうと、推測できればね。"mean"＝（形容詞）「意地悪な」；「けちな」（＝stingy＝スティンジー）

問3
A: Can you help me with my homework?
B: （19）
A: Come on. Don’t be so mean!

�@
�A
�B
�C　I’d like to, but I want to watch this video.

和訳）
A:私の宿題、手伝っていただけますか？
B:（１９）お手伝いしたいが、このビデオを見たいのです。
A:さあ、意地悪しないでください。




C.　次の問（問1〜3）において、それぞれ下の�@〜�Dの語句を並べかえて空所を補
い、文を完成せよ。ただし、解答は（20）〜（25）に入れるものの番号のみを答え
よ。

解法）"Since S V"＝「〜なのだから」；間接疑問文（高１レベル）　
問１
Since my secretary didn’t take the name of the visitor, I couldn’ be sure [who] had come to [see] me.

�@ see �A be sure �B me
�C who �D had come to

和訳）私の秘書が訪問客の名前を書きとめておいてくれなかったので、私は誰が私に会いに来てくれたのか確信が持てなかった。




解法）選択肢を眺めると、いくつかの組み合わせ可能な語句が見つかる。書き留めておいてから、ちょっと考えてみよう。「後から攻めると」案外、やりやすい。
”比較級＋than ever””give 人　物事””the means of 〜ing””lead a 形容詞　life”＝「〜な生活をおくる」

問２
In the 21st Century, we can expect scientific advances to give more people [than] ever [the means of] leading a comfortable and easy life.

�@ ever �A leading �B more people
�C than �D the means of

和訳）２１世紀には、科学の進歩が今まで以上にもっと多くの人々に、快適で気楽な生活をおくる手段を与えると当然期待できよう。



解法）選択肢と、文末の英文から、"the news made her very sad"を見抜く。「残り」は、”同格のthat"しか考えられない。

問３
Barbara has always been interested in history, so the news that [the museum] was [to close] made her very sad.

�@ made �A that �B the museum
�C to close �D was

和訳）バーバラは今までずっと歴史に興味を持っていた。それで、その博物館が閉鎖されるという知らせが、彼女を大変悲しませた。

2002年5月7日 03時12分

May ７th(seventh), Tues. 2002

”第１回河合塾全統マーク模試”[関西地区５月１２日（日）実施予定]
まであと５日！英語はまずは１６０点/200、出来れば１８０点（９０％）！

第９１回　TOEIC公開テスト：５月２６日（日）
準備期間は・・・あとたった１９日！＝Only １９ days to go!　





"第１回全統マーク模試対策TA演習（その３）"

R高校の授業と同様、１）と２）、３）、４）を、相互参照せよ。Good luck!


１）「基礎の基礎」；以下の指示に従え。

第１問：
B　次の問（問１〜３）の会話の（17）〜（19）に入れるのに最も適当なものを、そ
れぞれ下の�@〜�Cのうちから一つずつ選べ。

問1
A: Could I have the tuna salad and a cup of coffee, please?
B: （17）
A: No, that’s it, thanks.

�@ Sure. Anything else?
�A Yes. Is that all you want?
�B The tomato salad?
�C Would you like the coffee now?


問2
A: I need the number of Barry Watson.
B:（18）
A: Barry. That’s “B” as in“ boy”.

�@ What’s Mr. Watson’s full name?
�A Did you say Barry Watson or Harry Watson?
�B Are you sure the name is Watson?
�C Is Barry a boy’s name or a girl’s name?


問3
A: Can you help me with my homework?
B: （19）
A: Come on. Don’t be so mean!

�@No, but I can give you a helping hand.
�AWhy not? I have plenty of time.
�BYes, of course I can do that for you.
�CI’d like to, but I want to watch this video.




C.　次の問（問1〜3）において、それぞれ下の�@〜�Dの語句を並べかえて空所を補
い、文を完成せよ。ただし、解答は（20）〜（25）に入れるものの番号のみを答え
よ。

問１
Since my secretary didn’t take the name of the visitor, I couldn’t（
）（ 20 ）（ ）（ 21 ）（ ）.
�@ see �A be sure �B me
�C who �D had come to


問２
In the 21st Century, we can expect scientific advances to give （ ）（
22 ）（ ）（ 23 ）（ ） a comfortable and easy life.

�@ ever �A leading �B more people
�C than �D the means of


問３
Barbara has always been interested in history, so the news （ ）（ 24
）（ ）（ 25 ）（ ） her very sad.

�@ made �A that �B the museum
�C to close �D was






２）初心者レベル；以下の問題の正解部が（空所）になっている。文字指定、文字数指定に従い、復元せよ。

第１問：
B　次の問（問１〜３）の会話の（17）〜（19）に入れるのに最も適当なものを、そ
れぞれ下の�@〜�Cのうちから一つずつ選べ。

問1
A: Could I have the tuna salad and a cup of coffee, please?
B: （17）
A: No, that’s it, thanks.

�@ (S---). Anything (e---)?
�A Yes. Is that all you want?
�B The tomato salad?
�C Would you like the coffee now?

問2
A: I need the number of Barry Watson.
B:（18）
A: Barry. That’s “B” as in“ boy”.

�@ What’s Mr. Watson’s full name?
�A Did you (---) Barry Watson or Harry Watson?
�B Are you sure the name is Watson?
�C Is Barry a boy’s name or a girl’s name?

問3
A: Can you help me with my homework?
B: （19）
A: Come on. Don’t be so (m--n)!

�@No, but I can give you a helping hand.
�AWhy not? I have plenty of time.
�BYes, of course I can do that for you.
�CI’d like to, (---) I want to watch this video.




C.　次の問（問1〜3）において、それぞれ下の�@〜�Dの語句を並べかえて空所を補
い、文を完成せよ。ただし、解答は（20）〜（25）に入れるものの番号のみを答え
よ。

問１
Since my secretary didn’t take the name of the visitor, I couldn’t（be sure）（ 20 ）（had come to）（ 21 ）（me）.
�@ (--e) �A be sure �B me
�C (w--) �D had come to



問２
In the 21st Century, we can expect scientific advances to give （more people）（
22 ）（ever）（ 23 ）（leading） a comfortable and easy life.

�@ ever �A leading �B more people
�C (th--) �D the (m---s) of



問３
Barbara has always been interested in history, so the news （that）（ 24
）（was）（ 25 ）（made） her very sad.

�@ made �A that �B the museum
�C (--) (cl---) �D was







３）中級者レベル；以下の問題の正解部、その他が、（空所）になっている。文字指定、文字数指定に従い、復元せよ。


第１問：
B　次の問（問１〜３）の会話の（17）〜（19）に入れるのに最も適当なものを、そ
れぞれ下の�@〜�Cのうちから一つずつ選べ。

問1
A: (C----) I have the tuna salad and a cup of coffee, please?
B: （17）
A: No, that’s (--), thanks.

�@ (S---). Anything (e---)?
�A Yes. Is that all you want?
�B The tomato salad?
�C Would you like the coffee now?

問2
A: I need the (n-----) of Barry Watson.
B:（18）
A: Barry. That’s “B” (--) in“ boy”.

�@ What’s Mr. Watson’s full name?
�A Did you (---) Barry Watson (--) Harry Watson?
�B Are you sure the name is Watson?
�C Is Barry a boy’s name or a girl’s name?

問3
A: Can you (h---) me (----) my homework?
B: （19）
A: (----) on. Don’t be so (m--n)!

�@No, but I can give you a helping hand.
�AWhy not? I have plenty of time.
�BYes, of course I can do that for you.
�CI’d like to, (---) I want to watch this video.




C.　次の問（問1〜3）において、それぞれ下の�@〜�Dの語句を並べかえて空所を補
い、文を完成せよ。ただし、解答は（20）〜（25）に入れるものの番号のみを答え
よ。

問１
(S----) my secretary didn’t take the name of the visitor, I couldn’t（be sure）(---）（had come to）(---)（me）.
�@ (--e) �A be sure �B me
�C (w--) �D had come to



問２
In the 21st (C------), we can (e----t) scientific advances to give （more people）(th--)（ever） the (m---s) (--) （l---ing） a comfortable and easy life.

�@ ever �A leading �B more people
�C (th--) �D the (m---s) of



問３
Barbara (---) always been interested in history, (--) the news （that） the (m----m)（was） (--) (cl---) （m---） her very sad.

�@ made �A that �B the (m----m)
�C (--) (cl---) �D was






４）まとめ問題；「問題解法の指針」が示してある以下の解説文の（空所）に適切な語句を入れよ。 熟読して、５月１２日（日）の「マーク模試」に活用せよ！


第１問：
B　次の問（問１〜３）の会話の（17）〜（19）に入れるのに最も適当なものを、そ
れぞれ下の�@〜�Cのうちから一つずつ選べ。

解法）（空所）の次の文がヒントになること多し。
問1
A: Could I have the tuna salad and a cup of coffee, please?
B: （17）
A: No, that’s it, thanks.→No, thanks. で考えればすぐ正解！

�@ Sure. Anything else?
�A
�B
�C



解法）（空所）の次の文がヒントになること多し。the number＝the piece＝「曲」を知らなくても、正解に至る。

問2
A: I need the number of Barry Watson.→the number＝the piece＝「曲」
B:（18）
A: Barry. That’s “B” as in“ boy”.→（空所）の次の文がヒント。

�@
�A Did you say Barry Watson or Harry Watson?
�B
�C


解法）（空所）の次の文がヒントになること多し。"Come on."＝「さあ」に自信が無くても逃げ切れよう。"mean"が、”マイナスイメージ”の形容詞だろうと、推測できればね。"mean"＝（形容詞）「意地悪な」；「けちな」（＝stingy＝スティンジー）

問3
A: Can you help me with my homework?
B: （19）
A: Come on. Don’t be so mean!

�@
�A
�B
�C　I’d like to, but I want to watch this video.




C.　次の問（問1〜3）において、それぞれ下の�@〜�Dの語句を並べかえて空所を補
い、文を完成せよ。ただし、解答は（20）〜（25）に入れるものの番号のみを答え
よ。

解法）"Since S V"＝「〜なのだから」；間接疑問文（高１レベル）　
問１
Since my secretary didn’t take the name of the visitor, I couldn’t（
）（ 20 ）（ ）（ 21 ）（ ）.
�@ see �A be sure �B me
�C who �D had come to



解法）選択肢を眺めると、いくつかの組み合わせ可能な語句が見つかる。書き留めておいてから、ちょっと考えてみよう。「後から攻めると」案外、やりやすい。
”比較級＋than ever””give 人　物事””the means of 〜ing””lead a 形容詞　life”＝「〜な生活をおくる」

問２
In the 21st Century, we can expect scientific advances to give （ ）（
22 ）（ ）（ 23 ）（ ） a comfortable and easy life.

�@ ever �A leading �B more people
�C than �D the means of



解法）選択肢と、文末の英文から、"the news made her very sad"を見抜く。「残り」は、”同格のthat"しか考えられない。

問３
Barbara has always been interested in history, so the news （ ）（ 24
）（ ）（ 25 ）（ ） her very sad.

�@ made �A that �B the museum
�C to close �D was

2002年5月6日 14時30分

May ６th(sixth), Mon. 2002, the last day of "GW"
GW＝[和製略語]Golden Week＝ゴールデンウィーク

”第１回河合塾全統マーク模試”[関西地区５月１２日（日）実施予定]
まであと６日！英語はまずは１６０点/200、出来れば１８０点（９０％）！

第９１回　TOEIC公開テスト：５月２６日（日）
準備期間は・・・あとたった２０日！＝Only ２０ days to go!　



”全受験生対象：心的態度(=Mental Attitude)向上講座”

１.おいおい、答え合わせして間違ったからといって、いやそうな顔をするな！
心貧しいぞ！出来ない問題を解くために修行しているのだ！

２.おいおい、不安そうな「びくびく」「おろおろ」した表情は見せるな！オレのツキまで逃げるじゃないか！　

３.おいおい、背筋を伸ばして、問題全体に気を配れ！


４.おいおい、問題に適切な区切りをつけて、マーク解答用紙に転記すべし。これが習慣化していないと、一番大事なセンター本試験で、マークミスをしでかす公算大！泣くに泣けない１段ズレの不注意ミス！救済措置はあらへんよ！


５.おいおい、君の時計、止まったままだぞ！　Your watch's run down.＝Your watch's stopped.

６.おいおい、君の時計、火をふきかけているぞ！煙が、煙が・・・・・

７.おいおい、君の頭がオーバーヒートしそうだぞ！

８.腕時計２個と、信頼できる「体内時計」（＝one's "built-in" watch）の連携プレーで不安解消！

９. 試験終了後速やかに（すみやかに）自己採点できるよう、問題冊子にも自分の答えをメモしておこう。

１０. 試験科目の受験順に、当日中に自己採点だ。何？　もちろん、全科目をだ、 You SILLY!

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