静岡県高校入試 国語 - Independent practice case studies
静岡県高校入試 国語 - Independent practice · Put your knowledge to work in context.
This independent Shizuoka high-school entrance Japanese page reviews kanji and vocabulary, grammar and expression, reading, classical-language foundations, and composition revision. It combines an archived local practice bank with selected Japanese native-script supplements. Some prompts and explanations use English, so it is a mixed-language learning resource rather than an authentic Japanese-only examination simulation. Reading items supply the context needed for their questions, and the original fictional cases provide their complete passages or notes. Topics on this exam: 漢字・語彙, 文法・表現, 文章の読解, 古典の基礎, and 作文・推敲. The 静岡県高校入試 国語 - Independent practice case studies are 4 cases and about 658 words.
1Two meanings with the same pronunciation
A fictional student edits two sentences for a school newsletter. The first is 「新しい地域の調査に、カンシンを持った。」 The second is 「仲間の粘り強い努力に、カンシンした。」 The surrounding notes explain that the first writer became interested and wanted to learn more, while the second writer admired the effort. These notes are part of the exercise and remove the ambiguity that a bare pronunciation could create. The student must select suitable characters, then explain the contrast in meaning rather than claiming that identical sounds always require identical spelling.
167 words, under 1 min2A plan for finding books
Read the entire original fictional passage: 「図書委員になった私は、新しい本を目立つ場所に並べた。ところが、友人は『読みたい本がどこにあるか分からない』と言った。私は初め、その言葉を少し残念に思った。しかし、友人と一緒に棚を回るうちに、自分には当たり前の分類が、初めて来た人には分かりにくいのだと気づいた。翌週、私は棚の案内を作り直した。」 The exercise does not state that borrowing increased afterward or that the friend intended to criticize the narrator personally. Students must trace the narrator's change in understanding and explain the function of the contrasting turns. Keep the eventual action distinct from a measured outcome, because no outcome data are supplied. Identify the observation that leads the narrator to reconsider the first interpretation.
135 words, under 1 min3An original classical-style exchange
This newly written teaching passage has no claimed historical author: 「子、庭に出でて、落ちたる実を拾ひけり。父、『いづこに持ち行くぞ』と問ふ。子、『鳥の来る所に置かむ』と言ふ。父、ほほゑみて、『道をふさがぬ所に置け』と言ひければ、子、木のもとに置きて帰りぬ。」 For this exercise, a note gives いづこ = where and 木のもと = at the foot of the tree. The complete action sequence is supplied. Students should distinguish the child's intended action from the father's instruction and from the final completed action. There is no statement that a bird later ate the fruit.
151 words, under 1 min4A response that must use evidence
An invented assignment asks for an opinion on improving a school event. It requires one concrete example and a final paragraph that summarizes the writer's view. A student's notes say that a display table was crowded last year, visitors sometimes waited to read the explanations, and the organizing group now proposes two smaller display areas. The notes contain no measured visitor counts or safety assessment.
205 words, about 1 min