千葉県の中高一貫校で英語の but・however・although を読み違える中1・中2へ｜独自36問・全解答

千葉県の中高一貫校で、単語の意味や英文の訳は分かるのに、but・however・although・because・so・thereforeを読み違えて長文の内容を逆に理解してしまう中1・中2・中3へ。接続表現は飾りではなく、理由・結果・逆接・譲歩・代替・条件を示します。単語を訳して終わらず、前の文と後ろの文の関係を確かめることが重要です。慶英会独自の接続表現の選択12問＋初見長文4本24問＝計36問・全解答で、論理の流れを確認します。学校の定期考査や教科書本文を再現したものではありません。

監修：慶英会 塾長（慶應義塾大学卒・英検1級）。監修者プロフィール。学校の指定教材・試験範囲・教員の解説を優先してご利用ください。

接続表現を訳せても、前後関係を間違えると長文の意味が逆になる

The room was closed, so we moved. は閉室が移動の理由です。一方、The room was closed. However, we found another place. のHoweverは「その状況に対して別の対応をした」という対照を示します。Although the room was closed, we continued our meeting. のalthoughは「閉室だった」という条件を認めつつ、会議を続けたという主節を述べています。単語の日本語訳より、前後のどちらが理由・結果・反対方向なのかを確認しましょう。

表現	基本関係	読み取りのコツ	注意
because	理由	なぜ起きたかを後ろの節で説明	結果を表すsoと混同しない
so / therefore	結果・帰結	前の情報から何が起きたか	thereforeは文頭・文中の接続副詞
but / however	逆接・対照	期待と異なること、別の状況を示す	howeverは文頭・句読点に注意
although	譲歩	AだがB、Aを認めてもB	althoughとbutを同じ節で重ねないのが基本
instead / instead of	代替	AでなくBを選ぶ	instead ofの後は名詞・動名詞
unless	否定条件	〜しない限り／if … not	条件文の現在形に注意

文部科学省の読解目標とどうつながるか

文部科学省の中学校学習指導要領・外国語（英語）は、読むことについて必要な情報・概要・要点を捉える目標を示しています。接続表現だけを暗記すれば読解が完成するわけではありませんが、理由・結果・逆接を正確に判断することは、文章全体の要点を取り違えないための一つの練習です。

第1部｜接続表現を選ぶ12問（1〜12）

1. The weather was cold, (but / because) we continued the game.
2. The game was canceled (because / however) the field was wet.
3. The bus was late. (However / Because), the students arrived before the test.
4. (Although / Therefore) Mina was tired, she finished the report.
5. The library was closed, (so / although) we studied in the classroom.
6. The team practiced indoors (instead / because) of going outside.
7. You can borrow the tablet (unless / because) you return it by five.
8. The instructions looked simple. (In fact / Therefore), some students misunderstood them.
9. The first room was busy, (so / however) we moved to another room.
10. (Although / Because) the book was short, it contained many difficult words.
11. She did not take the train. (Instead / Because), she walked to school.
12. The report was not complete; (therefore / although), we checked the figures again.

第2部｜初見長文4本・英問英答24問

以下の文章は慶英会による独自制作です。最初に接続語へ線を引き、前後の文を日本語で「理由→結果」「予想→反対の結果」「条件→結果」のように短くラベル付けします。

長文A｜変更された部屋

,

The English club planned to meet in Room 12 after school. On Tuesday morning, the teacher announced that Room 12 would be used for an examination. The club moved its meeting to Room 18 instead. The activity would still begin at 3:40 p.m., so students did not need to change their arrival time. However, several students read the old notice on their phones and went to Room 12. The club leader contacted them and explained the change. Although the meeting place had changed, the planned activity remained the same. The teacher asked students to check the date on notices before following them.

,

13. Why did the club move to Room 18?
14. What does ‘instead’ show here?
15. What stayed the same?
16. Why does the passage use ‘However’?
17. What does ‘Although the meeting place had changed’ mean?
18. Write a brief summary using one contrast word.

長文B｜雨と植物

,

A class planted beans in small pots. The students watered them every morning, but several plants looked weak after a week. They first thought that the plants needed more water. However, the soil was already very wet, and some roots had begun to rot. The teacher explained that too much water can harm plants just as too little water can. The students moved the pots to a place with better drainage and checked the soil before watering again. As a result, the remaining plants began to grow new leaves. Although the class had made a mistake, it learned to observe the soil instead of following the same routine every day.

,

19. What did the students first think the plants needed?
20. Why is ‘However’ used before the soil description?
21. What caused the plants to weaken according to the teacher’s explanation?
22. What does ‘As a result’ introduce?
23. What lesson did the students learn?
24. Can the passage prove that all weak plants have too much water?

長文C｜アンケートから結論を急がない

,

A student group asked thirty classmates what they liked about studying English. Fourteen students said they enjoyed watching short videos, nine preferred reading stories, and seven liked speaking with friends. The group leader concluded that videos were the best way for everyone to learn. However, the survey asked about preferences, not how much students learned. The teacher suggested a second activity in which volunteers would try different methods and answer the same questions before and after the practice. The group had not conducted that activity yet; therefore, it could not compare the learning results. Although the survey gave useful information about students’ interests, it did not prove that one method improved English more than the others.

,

25. How many students answered the survey?
26. What did the group leader claim?
27. Why does the passage use ‘However’?
28. Why could the group not compare learning results yet?
29. What is the role of ‘therefore’?
30. What does the final ‘Although’ clause show?

長文D｜図書館の新ルール

,

A school library allowed students to use computers until 5:00 p.m. During exam week, many students needed computers to prepare presentations. The librarian extended the closing time to 5:30 p.m., but students still had to return all equipment before leaving. Students could reserve a computer online. However, they could not reserve the same computer for another student. If a student finished early, another student could use the computer after checking with the librarian. Unless students followed these rules, the library would return to its usual closing time. The change gave students more time, although it did not remove the need to share equipment fairly.

,

31. Why did the librarian extend the closing time?
32. What does ‘However’ introduce?
33. What should a student do if they finish early?
34. What does ‘Unless students followed these rules’ mean?
35. What does the final ‘although’ clause mean?
36. What is the main point of the passage?

全36問の模範解答・解説

接続表現12問

1. but　前後が逆接。寒かったが続けた。
2. because　理由を導くbecause。
3. However　前文の不便さと結果が対照的。
4. Although　although＋文で譲歩。
5. so　結果・対応。
6. instead　instead of＋名詞・動名詞。
7. unless　〜しない限り、の条件。
8. In fact　前の印象を修正・補足。
9. so　理由から結果。
10. Although　短いが難語が多い。
11. Instead　代わりに歩いた。
12. therefore　未完成が再確認の理由。

長文A｜変更された部屋｜解答

,

13. Because Room 12 would be used for an examination.　理由を示す。
14. Room 18 replaced Room 12 as the meeting place.　代替。
15. The activity’s starting time and the planned activity.　変更点と不変点を区別。
16. To contrast the new notice with some students’ actions based on the old notice.　新情報に反して古い通知に従った。
17. The location changed, but the activity itself remained the same.　譲歩と主節の関係。
18. Although the club changed rooms, the activity still started at 3:40 p.m.; however, some students followed the old notice.　変更・維持・対照を整理。

長文B｜雨と植物｜解答

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19. More water.　最初の推測。
20. The evidence contradicted their first guess.　最初の仮説との逆接。
21. Too much water may have harmed the plants.　水のやりすぎの可能性。
22. The plants began to grow new leaves after the pots were moved and watering was checked.　結果。
23. They should observe the soil rather than follow a routine without checking conditions.　結論。
24. No, it cannot.　個別の例を一般化しない。

長文C｜アンケートから結論を急がない｜解答

,

25. Thirty students.　合計30人。
26. That videos were the best way for everyone to learn.　主張を特定。
27. The survey recorded preferences, not learning results.　好みと効果の対照。
28. Because it had not conducted the second activity.　未実施が理由。
29. It introduces the conclusion that the group could not compare results.　論理的帰結。
30. The survey was useful for understanding interests, but it did not prove which method worked best.　有用性と限界を両立。

長文D｜図書館の新ルール｜解答

,

31. Many students needed computers during exam week.　理由。
32. A limit on reservations: students could not reserve the same computer for another student.　制限・対照。
33. They should check with the librarian so another student can use the computer.　手順。
34. If students did not follow the rules, the library would return to its usual closing time.　unless＝if not。
35. The extra time did not eliminate the need to share equipment fairly.　利点と制約。
36. The library extended its hours for exam week but kept rules for fair computer use.　変更と維持された条件。

逆接・理由・結果の失点を分類する

誤り	よくある原因	解き直し
becauseとsoの向きを逆にする	理由・結果の主語述語を確認していない	A because B＝Bが理由／A, so B＝Aを受けてB
howeverを理由だと思う	単語の和訳だけで読む	前文への反対・対照を一語で説明
although節だけを答える	譲歩した部分だけ読み主節を落とす	althoughの後と主節を一対で読む
unlessをunless＝ifとだけ覚える	notの含意を忘れる	unless S V＝if S does not Vの意味になる文を作る

7日間の再読モデル

日	すること	確認
1日目	接続表現12問を解く	表現の機能を自分の言葉で説明
2日目	長文A・Bを読む	変更後の情報と理由・結果
3日目	長文C・Dを読む	調査の限界、条件文
4日目	誤答を理由・結果・逆接・条件に分類	何を取り違えたか
5日目	接続表現を隠して前後関係を日本語で説明	単語訳に頼っていないか
6日目	学校の既習長文から接続語を5個探す	実際の授業と接続
7日目	誤答8問を本文ごと再テスト	根拠を説明できるか

この7日モデルは慶英会による自主学習案で、試験得点の上昇を保証するものではありません。学校から指定された教材・提出物や補習を優先して使ってください。

よくある質問

Q．howeverとbutは同じ意味ですか？　A．どちらも対照を示しますが、文法上の使い方・句読点は異なります。butは接続詞として節をつなぎ、howeverは接続副詞として文や節の関係を示します。

Q．althoughの後にはbutを置けますか？　A．標準的な英文では同じ節のつなぎでalthoughとbutを重ねない形が基本です。Although it rained, we played. または It rained, but we played. のように使います。

Q．unlessは必ずif notと言い換えられますか？　A．多くの条件文では「〜しない限り」としてif … notに近い意味ですが、文脈に合わせて主節と条件の関係を確認してください。

Q．千葉県の学校でこの36問がテストに出ますか？　A．いいえ。慶英会の独自練習で、実際の学校の考査や教科書の転載・出題予測ではありません。

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慶英会の最大1か月完全無料体験・学習相談

接続表現を覚えても、長文で理由・結果・逆接を取り違えて失点する場合は、語彙だけではなく文章内の関係を説明できるか確認します。学校の先生の解説や校内補習で改善できる場合はそちらを優先してください。必要に応じ、慶英会の最大1か月完全無料体験・学習相談で学校教材の誤答と学習順を整理できます。

参考にした主な公式情報

• 文部科学省「中学校学習指導要領（平成29年告示）外国語」：必要情報・概要・要点の読解目標
• 文部科学省「中学校学習指導要領解説 外国語編」：目的に応じた読解の考え方

公式資料参照日：2026年10月27日。36問・英文4本・全解答・7日学習計画は慶英会独自制作です。学校の非公開試験問題や教科書本文を転載していません。

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