2007年度

三年時編入学・転入学・学士入学試験問題

�@次の英文を読み、設問に答えなさい。

Back in the early 1980s, Lesne Jean-Robert Pean was in serious financial trouble. In bankruptcy court, he had $10 in a savings account and a whole lot more debts than assets. Over the next half-dozen years, he scratched out a living in a variety of jobs. But in 1989, Pean, an economist, landed a job at the headquarters of the World Bank, in Washington, D.C. By the early 1990s, Pean and his family had bought a big house on 3 acres of manicured grounds outside Washington, and he was passing around $100 bills like so much chump change.

“Our dream,” the World Bank’s mission statement says, “is a world free of poverty,” something Pean really understood. The only trouble, bank investigators say, is that he wasn’t focusing so much on helping the poor as he was on helping himself. Pean admitted to bank investigators that he had some $2.5 million deposited in a Swiss bank account, but he says it was family money.

Pean’s activities are no under investigation by federal prosecutors, but to bank investigators the case is far more important than the alleged misdeeds of a midlevel manager whose bank salary never exceeded $166,000 a year. Illegal payments, bribery, embezzlement, and collusive bidding plague bank-funded projects around the world, a U.S. News analysis shows. The scale of the problem is enormous: Knowledgeable analysts believe corrupt practices of one type or another may be associated with more than 20 percent of the funds disbursed by the bank each year.

The World Bank, controlled by 184 member countries, was involved at last count in more than 1,800 projects worldwide-everything from infrastructure improvement to efforts intended to enhance health, nutrition, education, and agriculture. The bank provides loans and grants of more than $20 billion a year, the money raised primarily through the sale of bank-issued bonds and member contributions. Over the past 60 years, the bank has approved loans of more than $50 billion. It is, quite simply, the largest and most influential antipoverty institution operating in developing countries.

For most of its history, World Bank officials ignored complaints about corruption. The word “corrupt” wasn’t uttered in the hallways of the bank’s headquarters in Washington; bank managers worried that confronting those involved in wrongdoings would be an improper intrusion into domestic affairs of sovereign states. That silence ended a decade ago, when the bank launched a campaign against corruption. It was an inspired idea by the bank’s president at the time, James Wolfensohn, who denounced the “cancer of corruption” and went on to create an internal sanctions committee to investigate and punish wrongdoers.

Wolfensohn left the bank in 2005 and was replaced by Paul Wolfowitz, the former No.2 official in the Defense Department, who was a leading advocate for invading Iraq and removing Saddam Hussein from power. Wolfowitz quickly picked up the anticorruption torch. In his 10 months at the helm, he has made it clear that those who cheat and steal from the bank will be caught and punished, both on bank-funded projects overseas and among its workforce of 26,000 staffers and consultants. Sub-Saharan Africa, Wolfowitz says, is his primary target. Corruption “is an incredibly crippling factor on countries’ efforts to develop,” Wolfowitz says, diverting valuable resources from those the bank is trying to help-the world’s desperately poor. Some 300 million people in sub-Saharan Africa live on less than $1 a day, Wolfowitz notes, adding that across the globe, that number is a staggering 1.2 billion.

In two lengthy interviews, Wolfowitz disclosed that he had ordered a sweeping review of a major African program known as AGETIP after U.S. News uncovered evidence showing that the bank had failed to investigate serious allegations of theft in the program during the late 1990s. Wolfowitz wants to know what went wrong. Bank investigators have called in Stuart Eizenstat, a former senior American official who helped draw up the U.S. Foreign Corrupt Practices Act, to direct the inquiry.

U.S. News spent four months examining the World Bank’s corruption and ethics programs. The review focused on the bank’s investigative unit, the Department of Institutional Integrity, and the separate sanctions committee, created to bar corrupt contractors from doing business with the bank/ the picture that emerges from the review is that of an institution struggling to carry out critically important investigative missions in an environment in which, traditionally, staffers have been rewarded with promotions and salary increases for pushing money into project-not for reporting corruption.

1.上の英文の内容および趣旨に合わないものを、a〜iのうちから3つ選びなさい。

a. Lesne Jean-Robert Pean has always been a well-to-do economist who could afford a big house outside Washington.

b. Since Lesne Jean-Robert Pean understood the mission of the World Bank very well, he tried to help the poor to the best of his ability.

c. More than one-fifth of the funds disbursed by the World Bank each year are believed to be associated with corrupt practices of various types.

d. There is no other antipoverty institution operating in developing countries which is bigger and more influential than the World Bank.

e. The World Bank initiated a campaign against corruption about 10 years before Paul Wolfowitz became the president of the organization.

f. Paul Wolfowitz intends to identify and hold responsible those who cheat and steal from the bank, not only on bank-funded projects overseas but also among its workforce of 26,000 staffers and consultants.

g. Paul Wolfowitz draws attention to the fact that, around the world, there are 1.2 billion people who live on less than $1 a day.

h. Stuart Eizenstat has been appointed to direct the inquiry into serious allegations of theft in AGETIP during the late 1990s.

i. World Bank staffers have always been rewarded with promotions and salary increases for pushing money into projects as well as for reporting corruption.

�A次の英文を読み、設問に答えなさい。

The Central Council for Education’s subcommittee on foreign language published a report that recommends English language education be improved in elementary schools. Specifically, it suggests that fifth- and sixth-grades take about one hour of English lessons per week (2-1)as a required subject. English is an international language used for about 80 percent of the information on the Internet. The language is also an indispensable business tool, and the ability to communicate in English will be even more important after elementary school children today grow up. Thailand, South Korea, China and Taiwan already teach English in elementary school (2-2)as a required subject.

In Japan, more parents say they want their children to learn English from an early age., according to survey by Ministry of Education, Culture, Sports, Science and Technology, more than 90 percent of elementary schools across the nation already hold activities for children to listen to and speak English (2-3)as part of the sogo gakushu (comprehensive study) lessons.

In response to the situation, the subcommittee’s proposal recommends that English language education be officially (3)positioned as an elementary school subject.

The recommendation aims to make use of children’s ( 4 ), familiarize them with English sounds and expressions, and encourage them to develop a positive attitude towards communicating in English.

At the same time, possibly out of consideration for critics who say Japanese language education must be given priority, the proposal says the policy is aimed at enhancing children’s interest in languages and advancing their understanding of Japanese.

The proposed goals are worthy. But we do not think English should be made a required subject from the fifth grade.

Although 90 percent of elementary schools already organize English-related activities, the frequency is once a month or less at more than half of (5)them. The disparity among schools is great.

In most cases, the lessons are given by homeroom teachers, but only about 4 percent of elementary school teachers are qualified to teach junior high school English, and very few have studied English teaching methods. If English becomes a compulsory subject, teachers of about 80,000 fifth- and sixth-grade classes across Japan must undergo specialized training.

In conversation and audio-lingual lessons, ( 6 ) teaching assistants play a major role. But there are only about 6,000 of them. The number is too few for the nearly 23,000 elementary schools in Japan. Audio-visual teaching materials have not sufficiently developed to meet the needs of the students.

(7)Niiza, Saitama Prefecture, which has been approved as a special education zone in the government’s initiative to advance structural reform, has been organizing English-related lessons in all public elementary schools from the first grade. The city spends 50 million yen a year to hire teachers and assistants and buy teaching materials. Local governments should know that they need to spend a substantial amount of time and money to prepare schools to teach English properly.

Every time the education ministry changes its policy, children and teachers are thrown into confusion. The ministry must not create further confusion in elementary schools by requiring them to teach English.

A realistic approach is to allow each school to decide how to teach English as part of comprehensive study lessons. Giving the schools more freedom of choice is definitely the best approach to take.

Some people say that having children intently study Japanese provides a firm foundation for their study of English after they enter junior high school. Elementary schools should be give the option not to teach English.

Schools should be allowed to make decisions to meet their needs. For schools eager to advance English education, support should be provided, including dispatches of teaching assistants and providing teaching materials, for example. The ministry should stick to such a supportive role.

2.下線部(2-1)〜(2-3)の説明として最も適当なものを、a〜dのうちから１つ選びなさい。

a.(2-1)と(2-2)の意味が同じで、(2-3)の意味は異なる。

b.(2-1)と(2-3)の意味が同じで、(2-2)の意味は異なる。

c.(2-1)〜(2-3)の意味は、すべて同じ。

d.(2-1)〜(2-3)の意味は、すべて異なる。

3.下線部(3)の意味として最も適当なものを、a〜dのうちから１つ選びなさい。

a. designated b. destined

c. distributed d. distinguished

4.空所( 4 )に入れるのに最も適当な語を、a〜dのうちから１つ選びなさい。

a. accountability b. accomplishment

c. adaptability d. adoption

5.下線部(5)がさししめすものを、a〜dのうちから１つ選びなさい。

a. English-related activities b. 90 percent of elementary schools

c. homeroom teachers d. English teaching methods

6.空所( 6 )に入れるのに最も適当な語句を、a〜dのうちから１つ選びなさい。

a. enthusiastic English-speaking b. entertaining English-speaking

c. naïve English-speaking d. native English-speaking

7.下線部(7)の趣旨として最も適当なものを、a〜dのうちから１つ選びなさい。

a. The writer wants to show that English education can be successfully implemented in elementary schools if a local government spends 50 million yen a year per school.

b. The writer wants to show that a special education zone is essential for proper English education.

c. The writer wants to show that it takes a lot of time and money to prepare elementary schools to teach English properly.

d. The writer wants to show that a frequent policy change by the education ministry causes confusion among children and teachers.

8.本文のタイトルとして最も適当なものを、a〜dのうちから１つ選びなさい。

a. The best way to teach English to children

b. English education: schools should be allowed to decide on lessons

c. No need to teach English to young children in Japan

d. Need for required English education in elementary schools

9.本文の趣旨として最も適当なものを、a〜dのうちから１つ選びなさい。

a. Japanese-rather than English-language education must be given priority in elementary education.

b. The national government has to play a central role in improving English education in elementary schools.

c. English ought to be made a required subject from the first grade.

d. Children and teachers are confused whenever the education ministry alters its policy.