慶英会 塾長｜慶應義塾大学卒・英検1級
中高一貫校の学校英語・NEW TREASURE・英検対策を専門とするオンライン個別指導塾です。塾長紹介
英検1級語彙・第17セット無料問題42問です。短文4択22問（全88択）、英文言い換え12問、独自長文2篇・内容一致8問と全解答を公開。今回の中心は学術・行政・社会問題の抽象名詞や形容詞です。語義だけでなく文中の根拠や前置詞との組み合わせを学びます。慶英会独自の非公式教材です。
英検1級Readingの短文語句補充は公式に22問・4択で、日本英語検定協会の試験内容に掲載されています。単語の意味を覚えるだけでなく、accountability for、contingent on、vulnerability toのような連語として定着させましょう。
初見で解く順序
- Q1〜Q22：4択を先に解き、選んだ理由を日本語で説明する。
- Q23〜Q34：英文を意味を変えずに自然な別表現に言い換える。
- Q35〜Q42：長文にある事実・解釈・制約を区別し、根拠とともに選択する。
- その後、全88択の語義と和訳で誤答分析し、3日後に再テストする。
第1部｜上級語彙22問（Q1〜Q22）・全88択
Q1. The council demanded greater ___ over how public research grants were allocated.
A. ambiguity ／ B. resignation ／ C. accountability ／ D. redundancy
Q2. The engineers questioned the ___ of the original plan because replacement parts were not available.
A. feasibility ／ B. diversity ／ C. impartiality ／ D. tenacity
Q3. The researcher acknowledged the ___ of a survey relying entirely on voluntary online responses.
A. precedents ／ B. auspices ／ C. resilience ／ D. limitations
Q4. Financial advisers warned that the projected savings were ___ because maintenance costs had been omitted.
A. unanimous ／ B. overstated ／ C. conclusive ／ D. credible
Q5. The new guidelines sought to reduce ___ in the application process by clarifying eligibility rules.
A. resilience ／ B. ambiguity ／ C. consensus ／ D. compliance
Q6. The evaluation found a striking ___ between the service used by wealthy districts and that available elsewhere.
A. disclosure ／ B. precedent ／ C. convergence ／ D. disparity
Q7. A sudden loss of suppliers exposed the company’s ___ to disruptions in international trade.
A. vulnerability ／ B. compatibility ／ C. autonomy ／ D. precedence
Q8. The mayor said that public enthusiasm was not a ___ for a proper safety inspection.
A. mandate ／ B. catalyst ／ C. substitute ／ D. precedent
Q9. A successful trial did not establish the ___ of the method in every possible setting.
A. discrepancy ／ B. liability ／ C. concession ／ D. applicability
Q10. The independent panel stressed the ___ of reviewing both successful and unsuccessful applications.
A. scarcity ／ B. importance ／ C. incentive ／ D. volatility
Q11. The evidence remained ___ because the comparison group was too small to support a strong conclusion.
A. pervasive ／ B. conclusive ／ C. inconclusive ／ D. unequivocal
Q12. Several organizations called for an ___ review after finding errors in the original figures.
A. independent ／ B. informal ／ C. unwitting ／ D. internal
Q13. The council found that some of the apparent efficiency gains were ___ by additional staffing expenses.
A. offset ／ B. sustained ／ C. prompted ／ D. disclosed
Q14. A reliable program requires ___ monitoring rather than a one-time inspection.
A. incidental ／ B. obsolete ／ C. arbitrary ／ D. continuous
Q15. The committee identified a ___ flaw in the methodology: the survey excluded people who no longer used the service.
A. negligible ／ B. benign ／ C. fundamental ／ D. peripheral
Q16. The pilot project’s results were ___ to broader use only if its conditions could be reproduced.
A. arbitrary ／ B. transferable ／ C. irrelevant ／ D. hostile
Q17. The agency emphasized the need for ___ with data-protection rules when sharing confidential files.
A. conjecture ／ B. confrontation ／ C. compliance ／ D. coincidence
Q18. The institution’s failure to explain its decision led to widespread public ___.
A. distrust ／ B. cohesion ／ C. precedence ／ D. resilience
Q19. The changes were introduced ___ to allow staff time to adjust to new procedures.
A. arbitrarily ／ B. incrementally ／ C. simultaneously ／ D. conclusively
Q20. The review made clear that the scheme’s apparent benefits were ___ on continued funding.
A. inherent ／ B. immune ／ C. equivalent ／ D. contingent
Q21. The council agreed that low participation might reflect ___ barriers rather than a lack of interest.
A. structural ／ B. trivial ／ C. ceremonial ／ D. reversible
Q22. The committee rejected the statement because its central claim was not ___ by the supplied evidence.
A. superseded ／ B. obscured ／ C. substantiated ／ D. exempted
第2部｜英語の言い換え12問（Q23〜Q34）
意味をできるだけ保ち、本文と異なる表現に書き直してください。模範答案以外にも自然な言い換えは成立します。
Q23. The agency must explain its decisions to the public.
Q24. Engineers questioned whether the plan could actually be carried out.
Q25. The researchers noted that the survey had important weaknesses.
Q26. The report exaggerated the estimated savings.
Q27. There were major differences between the two regions.
Q28. The company was easily affected by supply disruptions.
Q29. The study did not produce a firm conclusion.
Q30. Further checks must be conducted by reviewers outside the organization.
Q31. Extra costs canceled out some of the savings.
Q32. The new requirements were introduced little by little.
Q33. The plan could succeed only if funding continued.
Q34. Participation problems were caused by the way the system was organized.
慶英会 塾長｜慶應義塾大学卒・英検1級
塾長の経歴・指導方針
中高一貫校の英語・定期テスト・英検の学習状況を整理し、必要な復習の優先順位を考えたい方は、無料体験・学習相談のご案内をご確認ください。最大1か月完全無料体験の対象・回数・担当講師は、お申し込み時にご案内します。
友だち追加後、学年・教材・困っていることと「学習相談希望（ブログ・記事中盤）」をお送りください。LINEを開くだけでは受付は完了しません。LINEを利用できない方はメールでの学習相談も可能です。料金・無料体験の期間と条件はコース・料金・無料体験のご案内でご確認ください。
第3部｜独自長文2篇・内容一致8問（Q35〜Q42）
Passage 1：学校給食と災害時の地域食料備蓄
Paragraph 1. The fictional city of Ormiston proposed using an expanded school-kitchen network to prepare emergency meals when disasters disrupted private food distribution. Planners argued that school kitchens had trained staff, established hygiene procedures, and facilities located across residential districts. Early community meetings showed enthusiastic support, and the mayor suggested that the plan would automatically make emergency food supplies more equitable. An independent review questioned that conclusion. Some buildings were in flood-prone areas, and the kitchens would be unavailable if their water or electricity supplies failed. Staff were trained to prepare school meals, but not necessarily to handle the demands of an emergency shelter.
Paragraph 2. The council launched a supervised pilot at two schools where backup systems were available. Volunteers practiced distributing meals and checking dietary requirements. The exercise showed that packaging and transport created greater costs than the original estimates suggested. Moreover, participants arrived at scheduled times, so queues and delays did not necessarily reflect conditions in a real evacuation. The city also found that residents with limited mobility might not be able to reach the schools, making home delivery or smaller distribution points necessary.
Paragraph 3. Ormiston proceeded with a limited expansion rather than a universal requirement. Officials decided to assess water and power resilience, food safety, accessibility, and coordination with professional responders. They emphasized that the number of meals prepared during a drill was not proof that food would reach all residents during a disaster. School kitchens could complement emergency supply systems, but the program’s long-term usefulness depended on practical delivery and independent evaluation.
Q35. Why did the reviewer dispute the mayor’s claim?
A. All schools had been permanently closed. ／ B. The number of public meetings was too low. ／ C. Some kitchens could fail during disasters and distribution might be unequal. ／ D. No one had ever prepared meals in a school.
Q36. What unanticipated cost emerged in the pilot?
A. Packaging and transporting meals. ／ B. The purchase of every school building. ／ C. A national textbook revision. ／ D. The closure of all restaurants.
Q37. Why were the exercises not definitive proof of performance?
A. They involved only professional chefs. ／ B. They tested no food preparation. ／ C. All electricity supplies failed. ／ D. Scheduled volunteers did not replicate actual evacuation conditions.
Q38. Which recommendation best reflects the conclusion?
A. Require every kitchen to replace existing emergency suppliers. ／ B. Use suitable school kitchens as a complement subject to safety and access checks. ／ C. Judge success only by the quantity cooked. ／ D. Ignore mobility barriers.
Passage 2：古い工芸技術とオンライン講座
Paragraph 1. A fictional regional craft association introduced short online courses documenting traditional woodworking techniques. The association hoped that experienced artisans could record their methods while younger people gained access to instruction without traveling. Enrollment increased quickly, encouraging organizers to claim that the industry had found a solution to declining apprenticeship numbers. However, instructors pointed out that watching demonstrations was not equivalent to performing a complex task safely. Some techniques involved machinery or materials requiring hands-on supervision, and people without suitable equipment could not practice them independently.
Paragraph 2. The association created a mixed program combining online explanations with supervised workshops. It recorded participation, the skills demonstrated during assessments, and the number of students who continued training. Because many early participants were already interested in traditional crafts, the organizers recognized that their experiences might not represent people who had never considered the profession. The association also reviewed filming permissions and the rights to reproduce designs owned by individual artisans.
Paragraph 3. After two years, a few workshops reported more apprentices, but the evidence was insufficient to attribute that change entirely to the online courses. Regional employment conditions and separate grants for small firms might also have influenced recruitment. The association continued the program but rejected the proposal to measure success solely by video views. It argued that training quality, safe practice, accessibility, and actual progress into apprenticeships were more informative indicators of whether the initiative could preserve the craft.
Q39. Why were online lessons alone considered insufficient?
A. The courses contained no explanation of woodworking. ／ B. Some skills required practical supervision and equipment. ／ C. All artisans refused to teach. ／ D. The regional museum had closed.
Q40. What bias affected the initial participant sample?
A. Most participants had been randomly selected. ／ B. Every participant came from outside the region. ／ C. There were no enrolled students. ／ D. Many participants already had an interest in traditional crafts.
Q41. Why could additional apprentices not be attributed solely to the courses?
A. Other grants and employment conditions may have contributed. ／ B. All workshops had stopped operating. ／ C. The association had not conducted any courses. ／ D. No participants continued training.
Q42. Which measure did the association prefer over video views alone?
A. The number of advertisements. ／ B. The average length of a web page. ／ C. Demonstrated skills and progress toward apprenticeships. ／ D. The number of cameras in workshops.
第1部22問｜正解・全88選択肢の語義と解説
Q1：C. accountability — 求められたのは研究費配分について説明責任を果たすこと。accountability for decisions。
A. ambiguity＝曖昧さ ／ B. resignation＝辞職 ／ C. accountability＝説明責任 ／ D. redundancy＝重複性
Q2：A. feasibility — 部品がなく計画を実施できるか疑わしい。feasibility of a plan。
A. feasibility＝実行可能性 ／ B. diversity＝多様性 ／ C. impartiality＝公平さ ／ D. tenacity＝粘り強さ
Q3：D. limitations — 任意オンライン調査の限界。limitations of evidence。
A. precedents＝先例 ／ B. auspices＝後援 ／ C. resilience＝回復力 ／ D. limitations＝制約
Q4：B. overstated — 維持費を計上していないので節約額の見積もりが過大。
A. unanimous＝全会一致の ／ B. overstated＝誇張された ／ C. conclusive＝決定的な ／ D. credible＝信頼できる
Q5：B. ambiguity — 資格要件の明示によって申請時の曖昧さを減らす。
A. resilience＝強靱さ ／ B. ambiguity＝曖昧さ ／ C. consensus＝合意 ／ D. compliance＝遵守
Q6：D. disparity — 地域間でサービスの質・利用可能性に差がある。disparity。
A. disclosure＝開示 ／ B. precedent＝前例 ／ C. convergence＝収束 ／ D. disparity＝格差
Q7：A. vulnerability — 供給途絶への脆弱性。vulnerability to supply shocks。
A. vulnerability＝脆弱性 ／ B. compatibility＝適合性 ／ C. autonomy＝自律性 ／ D. precedence＝優先性
Q8：C. substitute — substitute for a safety inspection＝安全検査の代わり。
A. mandate＝命令 ／ B. catalyst＝促進要因 ／ C. substitute＝代用品 ／ D. precedent＝先例
Q9：D. applicability — 全環境への適用可能性は1回の試行だけでは実証できない。
A. discrepancy＝不一致 ／ B. liability＝法的責任 ／ C. concession＝譲歩 ／ D. applicability＝適用可能性
Q10：B. importance — 成功申請だけでなく不採択も審査する重要性。
A. scarcity＝不足 ／ B. importance＝重要性 ／ C. incentive＝誘因 ／ D. volatility＝変動性
Q11：C. inconclusive — 比較群が小さく結論を確定できない。inconclusive evidence。
A. pervasive＝広範な ／ B. conclusive＝決定的な ／ C. inconclusive＝結論を出せない ／ D. unequivocal＝明白な
Q12：A. independent — 組織の内部評価でなく独立した再検証が必要。
A. independent＝独立した ／ B. informal＝非公式の ／ C. unwitting＝意図しない ／ D. internal＝内部の
Q13：A. offset — 追加の人件費が効率上の利点を一部相殺。be offset by。
A. offset＝相殺された ／ B. sustained＝維持された ／ C. prompted＝引き起こされた ／ D. disclosed＝開示された
Q14：D. continuous — 一回きりの検査ではなく継続監視。
A. incidental＝付随的な ／ B. obsolete＝時代遅れの ／ C. arbitrary＝恣意的な ／ D. continuous＝継続的な
Q15：C. fundamental — 利用をやめた人を除いた標本は方法の根本的な欠陥。
A. negligible＝無視できる ／ B. benign＝無害な ／ C. fundamental＝根本的な ／ D. peripheral＝周辺的な
Q16：B. transferable — 再現条件がそろう場合に限って他地域に適用可能。
A. arbitrary＝恣意的な ／ B. transferable＝転用可能な ／ C. irrelevant＝無関係な ／ D. hostile＝敵対的な
Q17：C. compliance — compliance with regulations＝規則の遵守。
A. conjecture＝推測 ／ B. confrontation＝対立 ／ C. compliance＝遵守 ／ D. coincidence＝偶然の一致
Q18：A. distrust — 判断理由を説明しないことによる公的な不信。
A. distrust＝不信 ／ B. cohesion＝結束 ／ C. precedence＝優先 ／ D. resilience＝回復力
Q19：B. incrementally — 新手順への適応のため段階導入。incrementally。
A. arbitrarily＝恣意的に ／ B. incrementally＝段階的に ／ C. simultaneously＝同時に ／ D. conclusively＝決定的に
Q20：D. contingent — benefits are contingent on funding＝資金継続が条件。
A. inherent＝内在する ／ B. immune＝影響を受けない ／ C. equivalent＝同等の ／ D. contingent＝条件次第の
Q21：A. structural — 制度上の障壁が参加を妨げた可能性。structural barriers。
A. structural＝構造的な ／ B. trivial＝些細な ／ C. ceremonial＝儀礼的な ／ D. reversible＝可逆的な
Q22：C. substantiated — 提出された証拠が主張を裏づけていない。substantiate a claim。
A. superseded＝取って代わられた ／ B. obscured＝隠された ／ C. substantiated＝裏づけられた ／ D. exempted＝免除された
第2部12問｜言い換えの模範答案と解説
Q23：The agency must demonstrate accountability for its decisions. — 説明責任の言い換え。
Q24：Engineers questioned the feasibility of the plan. — 実行可能性feasibility。
Q25：The researchers acknowledged the survey’s limitations. — 調査の限界limitations。
Q26：The report overstated the expected savings. — overstate＝過大に述べる。
Q27：There was a substantial disparity between the regions. — 地域格差disparity。
Q28：The company was vulnerable to supply disruptions. — be vulnerable to。
Q29：The study was inconclusive. — inconclusive＝結論が出ない。
Q30：Further independent review is required. — independent review＝第三者検証。
Q31：Extra costs offset some of the savings. — offset＝相殺する。
Q32：The requirements were introduced incrementally. — incrementally＝段階的に。
Q33：The plan was contingent on continued funding. — contingent on＝〜次第。
Q34：Participation problems reflected structural barriers. — structural barriers＝構造的な障壁。
第3部8問｜長文の日本語訳・根拠解説
Passage 1の段落別和訳
第1段落：架空のオーミストン市は災害時に学校給食施設を使って食事を提供する案を立てた。学校厨房には訓練された職員や衛生設備があり、住民も賛成したが、すべての住民に公平に食事が行き渡るとは限らない。浸水地域の建物や停電・断水では使えず、職員も避難所での提供に必要な技能をすべて持つとは限らなかった。
第2段落：非常用設備のある2校で訓練したところ、包装や配達の費用が想定以上だった。参加者は決まった時間に来ていたため、実災害の列や遅延を再現しているわけではない。移動が困難な人に届けるためには配達や分散拠点も必要だと分かった。
第3段落：市は一律導入ではなく限定的に拡大し、水・電力の耐性、食品衛生、アクセス、専門職との連携を検証する。訓練で調理した食数は災害時に住民へ届くことの証明ではない。既存の備蓄を補完する策として扱った。
Q35：C. Some kitchens could fail during disasters and distribution might be unequal. — 施設の脆弱性とアクセス格差が残る。
Q36：A. Packaging and transporting meals. — packaging and transport greater costs。
Q37：D. Scheduled volunteers did not replicate actual evacuation conditions. — 予定された参加者の行動と災害状況は異なる。
Q38：B. Use suitable school kitchens as a complement subject to safety and access checks. — 補完と条件付き評価。
Passage 2の段落別和訳
第1段落：架空の地方工芸団体は伝統的な木工技法を短いオンライン講座にした。経験豊かな職人の技術を残し、若者が遠隔で学べる利点があるが、受講者数の急増だけで後継者不足が解決するとは限らない。動画を見ることと危険な機械を安全に使いこなすことは異なり、適切な設備を持たない人は実地練習ができない。
第2段落：団体はオンライン解説と対面で監督を受ける実習を組み合わせ、参加者数だけでなく技能試験や継続者数を記録した。初期受講者には工芸に元々関心の高い人が多く、一般の若者全体の代表ではない。撮影の許可や職人が権利を持つ意匠の再利用も確認した。
第3段落：2年後に弟子入りする若者が増えた工房もあったが、地域の雇用事情や別の補助金も影響しており講座だけの成果とは断定できない。動画視聴数より、実際に得た技能、安全な実習、受講機会、弟子入りへの進展を評価する方針とした。
Q39：B. Some skills required practical supervision and equipment. — hands-on supervision and equipment are essential。
Q40：D. Many participants already had an interest in traditional crafts. — 自発的に関心のある参加者が多い。
Q41：A. Other grants and employment conditions may have contributed. — other grants and conditions confound causation。
Q42：C. Demonstrated skills and progress toward apprenticeships. — real skills and apprenticeships are outcomes。
得点につなげる7日間の復習
- 当日：22問の初見正答率を計り、勘で当たった語も復習対象にする。
- 2日目：間違えた単語とそのコロケーションを例文で確認。
- 3日目：英文言い換え12問を白紙に書き出す。
- 4日目：長文Aの安全・費用・アクセシビリティの対比を整理。
- 5日目：長文Bの動画視聴と技能習得の違いを整理。
- 6日目：正答語句を別の主語・目的語で使う。
- 7日目：全42問を解き直し、理由まで説明できるか再確認。
FAQ
英検1級の抽象語は日本語訳だけ覚えればよいですか？
意味を覚えるだけでは、文脈や似た単語との違いを見落とします。accountability for、vulnerability to、contingent onのように前置詞や目的語もセットにすると、長文とWritingへの転用が容易です。
42問すべてが英検1級の公式問題ですか？
いいえ。公式の形式を参考に慶英会が制作した独自42問です。試験問題そのものを転載せず、独自の文章・選択肢・解説で学べるようにしています。
次に取り組む無料英検1級教材
新作の続編無料教材：英検1級語彙第18セット｜動詞22問・言い換え12問・読解8問。正答だけでなく間違った選択肢や表現の根拠を理解してから、続編の初見問題へ進んでください。全て慶英会独自の非公式教材です。
慶英会の個別指導では語彙・長文読解・Writingの苦手を分析します。最大1か月無料体験・学習相談からお問い合わせください。
参考：日本英語検定協会｜英検1級の試験内容。問題・訳・解答と事例は慶英会独自の非公式教材です。
最大1か月完全無料体験・学習相談受付中
最大1か月の完全無料体験をご案内
学校教材・学力・目標に合わせた個別指導
入塾前に授業の進め方や講師との相性をお確かめください。
学校英語・定期テスト・英検の学習相談にも対応します。
保護者様の教育相談も無料で承ります。
1.学年 2. 学習目標 3.体験ご希望をお送りください。
体験の期間・回数・担当講師・日程は、ご希望と受付状況を確認してご案内します。
慶英会 塾長｜慶應義塾大学卒・英検1級。中高一貫校の学校英語・NEW TREASURE・英検対策を専門としています。塾長の経歴・指導方針を確認する