英検1級二次面接【模擬第6集・無料】｜5カード25トピック・2分スピーチ5本・追質問15問

英検1級二次面接の独自模擬第6集です。5カード・25トピック、約2分を想定した模範スピーチ5本（段落別和訳）、追質問15問と全模範英語回答・解説を公開します。社会的な5テーマを初見で話す練習に対応します。

英検1級二次面接は約10分で、5つのトピックから1題選び、考慮1分、スピーチ2分、関連するQ&Aへ進みます（英検協会・1級二次試験形式）。本教材は慶英会が新規に作成した非公式トピックで、公式過去問ではありません。

英検1級二次面接の新作模擬第7集：5カード25トピック、模範スピーチ5本と段落別全訳、追質問15問の全回答を公開。前セットとは異なる話題で1分準備・2分発話を練習できます。

カードの使い方

• 5題から立場と3理由を作りやすいものを選ぶ。
• 1分準備では暗記せず、立場→理由1→理由2→理由3→結論を考える。
• 2分スピーチを自分で話し、モデルの構成と比べる。
• 追質問には直接答えた後で理由・条件を補う。
• 模範は一つの例であり、異なる賛否や英文も成立する。

模擬カード1｜雇用・給与と透明性

TOPIC 1：Should employers disclose realistic salary ranges in job advertisements?

TOPIC 2：Should companies explain how employee performance is evaluated?

TOPIC 3：Can flexible scheduling increase fairness in recruitment?

TOPIC 4：Should professional skills matter more than university prestige?

TOPIC 5：Should employers publish information about workplace accessibility?

模範スピーチはTOPIC 1に対応。モデルを読む前に自分のスピーチを話してください。

模擬カード2｜修理する権利と資源

TOPIC 1：Should manufacturers supply repair parts for a reasonable period?

TOPIC 2：Can easier repair meaningfully reduce electronic waste?

TOPIC 3：Should product labels describe expected durability?

TOPIC 4：Are repair services more important than incentives to buy new devices?

TOPIC 5：Should governments fund safety training for independent technicians?

模範スピーチはTOPIC 1に対応。モデルを読む前に自分のスピーチを話してください。

模擬カード3｜都市の夜間照明と安全

TOPIC 1：Should cities reduce unnecessary artificial lighting at night?

TOPIC 2：Is protecting nocturnal wildlife a responsibility of urban planners?

TOPIC 3：Should public lighting adjust automatically to actual demand?

TOPIC 4：Can energy-saving policies improve safety and comfort simultaneously?

TOPIC 5：Should residents participate in nighttime lighting decisions?

模範スピーチはTOPIC 1に対応。モデルを読む前に自分のスピーチを話してください。

模擬カード4｜文化財の返還と来歴の調査

TOPIC 1：Should museums seriously consider requests to return culturally significant objects?

TOPIC 2：Is explaining an artifact’s acquisition history essential for museums?

TOPIC 3：Can international museum partnerships improve cultural access?

TOPIC 4：Should local communities influence decisions about their heritage?

TOPIC 5：Is responsible conservation more important than attendance figures?

模範スピーチはTOPIC 1に対応。モデルを読む前に自分のスピーチを話してください。

模擬カード5｜金融リテラシーと学校教育

TOPIC 1：Should schools teach financial literacy as part of the curriculum?

TOPIC 2：Can students learn about financial risk without purchasing products?

TOPIC 3：Should schools teach how to read recurring-payment contracts?

TOPIC 4：Is financial decision-making an important form of critical thinking?

TOPIC 5：Should teachers evaluate advertising claims about financial products?

模範スピーチはTOPIC 1に対応。モデルを読む前に自分のスピーチを話してください。

5テーマの模範2分スピーチ・英文全文と段落別和訳

カード1｜Should employers disclose realistic salary ranges in job advertisements?

模範英文 189語。話速は個人差があるため2分で言えるか実際に確認してください。

第1段落：Employers should generally disclose realistic salary ranges when advertising jobs. This would not remove every unfair practice, but it could help applicants make informed choices, improve recruitment, and encourage more consistent employment conditions. I favor disclosure for three reasons.

和訳：求人では現実的な給与幅を開示すべきだ。不公平をすべてなくすわけではないが、適切な応募判断と一貫した待遇に役立つ。

第2段落：First, job seekers need useful information before investing time in applications and interviews. If compensation is far below what a candidate can accept, both sides may waste resources. A genuine salary range allows applicants to compare opportunities and decide whether a position is suitable.

和訳：第一に、給与条件を事前に知れば合わない求人への応募時間を双方が節約できる。

第3段落：Second, transparency can help people examine differences in treatment. Candidates may notice that similar roles offer different compensation. Such differences do not automatically prove discrimination because responsibilities and experience vary, but clear information makes reasonable questions possible.

和訳：第二に、似た仕事の待遇差を比較できる。ただし経験や責任の違いがあるため、差が直ちに不当とは限らない。

第4段落：Third, publishing ranges can encourage employers to review internal pay policies. Establishing credible figures requires consideration of duties, required skills, and budgets. Consistent explanations may improve trust and reduce unnecessary disputes.

和訳：第三に、企業が職務・技能・予算を踏まえ給与規則を整理し、信頼を高められる。

第5段落：However, an extremely broad range provides little guidance. Employers should describe the actual job and explain how experience affects compensation. I support reasonable disclosure with room for genuine differences, rather than pretending that one salary suits every applicant.

和訳：幅が極端に広い表示は意味が薄い。業務内容と給与差の根拠を示すべきだ。

カード2｜Should manufacturers supply repair parts for a reasonable period?

模範英文 203語。話速は個人差があるため2分で言えるか実際に確認してください。

第1段落：Governments should encourage manufacturers to provide ordinary spare parts and repair information for a reasonable period. Consumers should not have to replace an entire device whenever a small component fails. Greater repairability may improve consumer choice, reduce avoidable disposal, and encourage better product design.

和訳：メーカーは一定期間、一般部品と修理情報を提供すべきだ。小部品の故障だけで全製品を捨てる必要を減らせる。

第2段落：First, repairing products gives households additional options. A phone or appliance that can be repaired safely may remain useful for several years. This can reduce unnecessary spending, particularly for people who cannot easily afford frequent replacements.

和訳：第一に消費者の選択と費用負担の軽減。安全に修理できれば製品を長く使える。

第3段落：Second, production of electronic goods uses energy and materials. Extending a useful product’s life can avoid some of these demands. Nevertheless, the environmental impact depends on electricity consumption, replacement parts, and the effectiveness of repairs. Repair should not be assumed superior in every case.

和訳：第二に資源とエネルギーの節約可能性。ただし旧製品の使用電力や修理の資源を含めて比較する。

第4段落：Third, clear repair information improves accountability. Consumers can compare maintenance expenses and durability instead of judging products only by their initial prices. Manufacturers may have a stronger incentive to design items that can be serviced.

和訳：第三にメーカーの説明責任。耐久性・保守費も購入判断に使える。

第5段落：Safety remains essential. Batteries and high-voltage components can be hazardous, and some repairs require trained professionals. I support accessible common parts and low-risk instructions while preserving standards for dangerous work. Responsible product longevity is the goal, not unlimited repair regardless of cost or risk.

和訳：電池や高電圧部品は危険なため、一般的な修理の支援と専門作業の安全基準を両立する。

カード3｜Should cities reduce unnecessary artificial lighting at night?

模範英文 198語。話速は個人差があるため2分で言えるか実際に確認してください。

第1段落：Cities should reduce unnecessary artificial lighting at night while keeping places that require illumination safe. Streetlights help people travel, but poorly directed or excessive lighting can waste electricity, disturb residents, and affect wildlife. I support a carefully balanced policy for three reasons.

和訳：夜間の不要な人工照明を減らすべきだが、安全に必要な照明は維持する立場。

第2段落：First, lighting that shines into the sky or illuminates empty buildings may consume energy without delivering much practical benefit. Shielding fixtures and using suitable controls can reduce waste while retaining visibility on important paths.

和訳：第一に上空や空の建物を照らす無駄を減らして省エネできる可能性。

第3段落：Second, artificial light can affect nocturnal animals. Some species depend on natural patterns of darkness for movement or feeding. Effects vary across environments, however, so local ecological evidence should guide decisions instead of universal assumptions.

和訳：第二に夜行性動物への影響。種や環境で違いがあるため地域の根拠が必要。

第4段落：Third, residents may benefit from better lighting design. Light entering bedrooms can cause complaints, and excessive brightness can be unpleasant. Directing light toward the places where it is needed may improve comfort without removing necessary illumination.

和訳：第三に寝室への光の侵入など生活環境を改善できる。

第5段落：There is an important safety concern. People walking after dark need to see obstacles and navigate intersections. Simply switching off every light would be irresponsible. Cities should test adjustments and measure visibility, energy use, and local experiences. The objective should be effective light where it is needed and less waste elsewhere.

和訳：全面消灯は危険。歩道や交差点の視認性を検査しながら段階的に調整する。

カード4｜Should museums seriously consider requests to return culturally significant objects?

模範英文 199語。話速は個人差があるため2分で言えるか実際に確認してください。

第1段落：Museums should examine requests to return culturally significant objects through fair and transparent procedures. An automatic rule favoring either return or retention would ignore important differences between collections. Careful examination can support historical understanding, cultural respect, and constructive cooperation.

和訳：文化的に重要な資料の返還要請は公平かつ透明な手続きで検討すべきだ。全件自動返還・全件保有を主張しない。

第2段落：First, how an object was acquired matters. Collections may include purchases, gifts, and contested transfers. Researching provenance can clarify which facts are supported by evidence and which remain uncertain. Publishing these findings helps the public understand the basis for a decision.

和訳：第一に取得経緯。売買・寄贈・争いのある移転を証拠で調べ未確定点を公表する。

第3段落：Second, communities may attach meaning to cultural objects beyond their financial value. Materials can be connected to identity, education, and collective memory. Museums should listen to these perspectives instead of assuming that institutional ownership is the only concern.

和訳：第二に地域の文化的意味。金銭以外の教育・記憶・アイデンティティの価値がある。

第4段落：Third, cooperation can create opportunities while difficult questions are considered. Museums may share conservation expertise, create accessible catalogs, or organize exhibitions by mutual agreement. These efforts can support researchers and communities without predetermining the final outcome.

和訳：第三に保全技術や目録・展示の共有など、結論前でも協力を進められる。

第5段落：Legal obligations, preservation conditions, and the views of different groups must also be evaluated. Returning every requested object immediately may create other problems. I favor independent review, meaningful consultation, and clear explanations. The goal is responsible stewardship and fair cultural access rather than rigid rules.

和訳：法的義務、保全条件、異なる関係者の声を踏まえ、独立した審査で個別判断する。

カード5｜Should schools teach financial literacy as part of the curriculum?

模範英文 200語。話速は個人差があるため2分で言えるか実際に確認してください。

第1段落：Schools should teach practical financial literacy so that students can evaluate common contracts and financial claims. The objective should be independent judgment, not the promotion of any particular financial product. I support these lessons for three reasons: everyday decision-making, critical thinking, and equal access to knowledge.

和訳：金融リテラシーを学校で教えることに賛成。ただし特定商品を宣伝せず自分で判断する力が目的。

第2段落：First, young people will encounter recurring payments, service agreements, and budgets. Understanding the conditions of a contract can help prevent avoidable misunderstandings. These skills are relevant regardless of a student’s future career.

和訳：第一に契約、継続支払い、予算など日常の意思決定に役立つ。

第3段落：Second, financial claims often involve uncertainty. Advertising may emphasize potential benefits while giving less attention to costs or risks. Students should learn to question assumptions, compare alternatives, and distinguish evidence from speculation rather than accept persuasive language automatically.

和訳：第二に広告の効果・費用・リスクを根拠から検証できる。

第4段落：Third, opportunities to learn these skills vary among households. Some families regularly discuss contracts and budgets, while others may have fewer chances to do so. Schools can provide a common foundation without judging individual family circumstances.

和訳：第三に家庭によって知識を学ぶ機会が違うため学校が共通基盤を提供できる。

第5段落：The curriculum should remain age-appropriate and neutral. Students should not be encouraged to take financial risks to complete assignments. Fictional contracts, budgets, and advertisements can be used safely. Financial literacy would fit well with mathematics and civic education because good decisions require both numerical understanding and careful reading.

和訳：年齢に応じて架空の契約・予算を使用し、実際に危険な金融商品を購入させない。数学・公民と連携する。

追質問15問と全模範英語回答・日本語解説

カード1・追質問

Q1：Would disclosure reduce negotiation flexibility?

模範回答1：It might affect some negotiations, but employers can explain how different experience levels fit within a credible range. Transparency need not require an identical salary for every candidate.

日本語解説：幅内の違いを認める。

Q2：Does a difference in advertised salaries prove unfair treatment?

模範回答2：No. Responsibilities, skills, and location may differ. Disclosure invites closer examination, but conclusions require context.

日本語解説：数字だけで差別と断定しない。

Q3：What if the advertised range is extremely broad?

模範回答3：That would provide little practical guidance. A useful range should reflect realistic expectations for a specific role, supported by clear job requirements.

日本語解説：名目だけの開示を避ける。

カード2・追質問

Q4：Should all repairs be allowed without restrictions?

模範回答4：No. High-risk work involving batteries or electrical components may require qualified technicians. Access to spare parts should be combined with safety standards.

日本語解説：安全の制約を保つ。

Q5：Do repairs always reduce environmental impact?

模範回答5：Not necessarily. Energy use, the materials needed for repairs, and the expected additional product life should be considered. A life-cycle comparison is more informative.

日本語解説：修理件数だけで判断しない。

Q6：Could this rule burden smaller manufacturers?

模範回答6：It could. Requirements should consider product categories, safety, and reasonable transition periods. Consumer benefits need to be balanced against practical costs.

日本語解説：事業者の費用も評価する。

カード3・追質問

Q7：Would fewer streetlights reduce public safety?

模範回答7：Poorly designed reductions could. Safety-critical places should retain adequate visibility, and any change should be tested with residents and relevant professionals.

日本語解説：安全上の反論を認める。

Q8：Does light pollution harm every species equally?

模範回答8：No. Responses vary among species and habitats. Officials should use local evidence rather than generalize from a single observation.

日本語解説：一律の影響としない。

Q9：How should officials evaluate a trial?

模範回答9：They can compare energy use, visibility, complaints, and relevant ecological indicators. The number of lamps switched off alone would be an inadequate measure.

日本語解説：成果を複数指標で評価。

カード4・追質問

Q10：Must museums return every object whenever a request is made?

模範回答10：Not automatically. Acquisition history, legal obligations, cultural significance, and conservation conditions differ. Each case requires an evidence-based process.

日本語解説：一律の答えを避ける。

Q11：Can digital reproductions settle ownership disputes?

模範回答11：They can improve access but do not necessarily resolve ownership or cultural meaning. Digital projects may support discussion without replacing it.

日本語解説：複製と所有の権利は別。

Q12：What could institutions do during a long dispute?

模範回答12：They could cooperate on research, conservation training, and access to records while ensuring that these activities do not predetermine the ownership decision.

日本語解説：協働は最終判断に先立って可能。

カード5・追質問

Q13：Could financial lessons encourage risky speculation?

模範回答13：They should not. Schools can teach contracts, budgeting, and uncertainty with fictional examples rather than encourage students to buy products.

日本語解説：教育と投機を区別。

Q14：Shouldn’t these topics be taught only by parents?

模範回答14：Families are important, but learning opportunities vary. Schools can offer a common foundation while individuals and families make their own decisions.

日本語解説：家庭と学校を補完。

Q15：How could teachers assess meaningful understanding?

模範回答15：Students could analyze fictional contracts, identify possible hidden costs, and explain uncertainties. Applying concepts would be more informative than memorizing definitions alone.

日本語解説：技能の応用を評価する。

7日間の練習順序

• 1〜5日目：各カードで1分準備、2分スピーチ、追質問3問を練習。
• 6日目：残りのトピックから5題を選び、立場と3理由を即興で考える。
• 7日目：模範回答を隠して追質問15問へもう一度答える。
• 自宅で録音した場合、内容の一貫性、文法、間を取りながら話せるか検証する。

よくある質問（FAQ）

英検1級二次面接のトピックは何題から選びますか？

現行形式は5題から1題を選びます。この記事には独自5カード・計25トピックを掲載しています。

スピーチは2分間ですか？

はい。準備1分の後、2分間のスピーチと関連する質問応答があります。

模範の立場と異なる意見でもよいですか？

質問に直接答え、一貫した理由で支持できれば、モデルと異なる立場も成り立ちます。

本番ではメモや録音ができますか？

本番のルールは必ず公式案内を確認してください。自宅ではメモなしの準備で練習し、録音は自宅での復習に限定します。

このトピックは公式過去問ですか？

いいえ。慶英会による独自の非公式教材です。

関連する英検1級無料教材

• 二次面接・模擬第5集
• Writing第8セット
• Reading第9セット
• 英検1級無料教材一覧

慶英会の無料体験・学習相談

二次面接で話す理由が重複する、追質問への回答がずれる場合は、論点整理と英語表現を分けて練習すると改善点が明確になります。慶英会の学習相談・最大1か月無料体験をご利用ください。

主な公式参考：英検1級の公式試験内容、英検協会・二次試験サンプル。2026年10月29日確認。本記事の25題・模範英文・質問・訳文は慶英会の独自制作です。

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