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2級のespecially・specially・particularly・specificallyは意味が重なる場合もあるため、全てを別の日本語に固定すると誤答につながります。「特に」「特別な用途のために」「ある特定の」「具体的に何を指定したか」を、修飾する語と文脈で見分けることが重要です。
慶英会が独自に作成した4択20問・書き換え12問・独自4長文の内容一致12問＝計44課題を、全正答・和訳要旨・解説付きで掲載します。似た副詞が同じ英文でどちらも自然になる場合は無理に片方を誤答とせず、品詞や構文から答えを一意に選べるよう問題を構成しています。
結論｜特に・特別に・具体的にを区別
| 表現 | 中心となる意味 | 例 |
|---|---|---|
| especially | 特に、とりわけ | The guide is especially useful for beginners. |
| particularly | 特に、ことさらに | The second result is particularly important. |
| specially | 特定の目的に合わせ特別に | A map was specially designed for visitors. |
| specifically | 具体的に、特定の事柄を明示して | Please state specifically which date changed. |
| specific＋名詞 | 明確・具体的な | We need specific figures. |
| particular＋名詞 | ある特定の・とりわけの | One particular issue was the cost. |
注意：especiallyとparticularlyは多くの文脈で意味が重なります。speciallyとspecificallyも用途・焦点が近い場合があります。specific informationのspecificは形容詞で、specifically requestedのspecificallyは副詞という品詞差をまず確認してください。
英検2級の試験内容と本教材
英検協会の2級試験内容ではReading短文17問・長文空所6問・内容一致8問などが出題されます。本記事は慶英会独自の語法・読解教材であり、公式過去問ではありません。
第1部｜語形と文脈の4択20問
問1
The museum is ___ popular among families with young children.
- especially
- special
- specific
- particular
正答と判断理由
A（especially）。especially popular＝特に人気がある。形容詞popularを修飾する副詞。
問2
The booklet was ___ designed for people who prefer large print.
- special
- specially
- specific
- particular
正答と判断理由
B（specially）。specially designed＝特定の用途に合わせて特別に設計。
問3
Please give a ___ example rather than a general statement.
- specifically
- particularly
- specific
- specially
正答と判断理由
C（specific）。specific example＝具体的な例。名詞exampleを形容詞で修飾。
問4
The teacher asked ___ for the date on which the experiment began.
- special
- particular
- specific
- specifically
正答と判断理由
D（specifically）。specifically asked for the date＝求める情報を具体的に指定。
問5
One ___ problem was the lack of space near the entrance.
- particular
- particularly
- especially
- specially
正答と判断理由
A（particular）。particular＋名詞は「ある特定の・とりわけの」問題。
問6
The instructions are ___ helpful for first-time users.
- particular
- particularly
- specially made
- specific
正答と判断理由
B（particularly）。particularly helpful＝特に役立つ。ほかの副詞との意味の重なりは本文で解説。
問7
The center prepared a ___ booklet for new volunteers.
- especially
- specially
- special
- particularly
正答と判断理由
C（special）。special＋名詞booklet。特別に用意した冊子。
問8
This equipment is used ___ to measure room temperature.
- special
- particular
- specific
- specifically
正答と判断理由
D（specifically）。specifically to measure＝用途を具体的に示す副詞。
問9
The guide was ___ careful when checking safety instructions.
- especially
- special
- specific
- particular
正答と判断理由
A（especially）。especially careful＝特に注意深い。副詞＋形容詞。
問10
The museum provides ___ designed maps for visitors with low vision.
- special
- specially
- particular
- specific
正答と判断理由
B（specially）。specially designed＝その目的のために設計した。
問11
The report gives ___ figures for each month.
- particularly
- specially
- specific
- specifically
正答と判断理由
C（specific）。specific figures＝個別の具体的数値。名詞figuresを修飾。
問12
The organizer asked the speakers to address the safety question ___.
- specific
- special
- particular
- specifically
正答と判断理由
D（specifically）。address specifically＝特定事項を明確に取り上げる。
問13
This ___ workshop is available only to registered students.
- particular
- particularly
- specially
- especially
正答と判断理由
A（particular）。particular workshop＝この特定の講習会。副詞は名詞直前に使えない。
問14
The device was ___ built for use in wet conditions.
- special
- specially
- specific
- particular
正答と判断理由
B（specially）。specially built＝その用途向けに製作した。
問15
Please explain the ___ reason for the delay.
- specifically
- especially
- specific
- specially
正答と判断理由
C（specific）。specific reason＝具体的な理由。
問16
The question asks ___ about the final decision, not about earlier discussions.
- special
- particular
- specific
- specifically
正答と判断理由
D（specifically）。specifically about＝質問対象を限定する。
問17
A ___ feature of this guide is its large diagrams.
- special
- particularly
- specially
- specifically
正答と判断理由
A（special）。special feature＝その冊子ならではの特徴。
問18
The examples are ___ useful when students are reviewing grammar.
- particular
- particularly
- special
- specific
正答と判断理由
B（particularly）。particularly useful＝復習時に特に有用。
問19
The center made a ___ request for information about maintenance costs.
- especially
- specially
- specific
- specifically
正答と判断理由
C（specific）。specific request＝費用に関する明確で具体的な依頼。
問20
The library asked ___ whether the new signs had been tested.
- special
- particular
- specific
- specifically
正答と判断理由
D（specifically）。specifically whether＝試験の有無を明確に尋ねる。
第2部｜特別な目的・程度を保つ書き換え12問
モデル英文の副詞に注目し、発言の焦点や目的を変えないようにしてください。
問21
The guide was designed for visitors who cannot easily read small text.
模範英文と解説
The guide was specially designed for visitors who cannot easily read small text.
特定の利用目的に合わせた製作でspecially。
問22
The program is useful to many students, especially to those using it for the first time.
模範英文と解説
The program is especially useful to first-time students.
多くの生徒の中でも初めて使う人への有用性を特に強調する。
問23
Please state the exact reason rather than a general reason.
模範英文と解説
Please state the specific reason rather than a general explanation.
具体性をspecific＋名詞で表す。
問24
The organizer wanted to know the exact starting time.
模範英文と解説
The organizer asked specifically for the starting time.
何について尋ねたかを具体的に指定する。
問25
A single problem was discussed during the meeting.
模範英文と解説
One particular problem was discussed during the meeting.
ある特定の問題を取り上げる。
問26
The teacher emphasized that the last paragraph was important.
模範英文と解説
The teacher said that the last paragraph was particularly important.
最後の段落を特に重要だと強調する。
問27
A separate booklet was prepared for new volunteers.
模範英文と解説
A special booklet was prepared for new volunteers.
新人向けに別に用意された特別な冊子という意味を保つ。
問28
The tools were produced for a particular science experiment.
模範英文と解説
The tools were specially made for a particular science experiment.
実験専用の目的に合わせた製作。
問29
The students were interested in the project, above all in its environmental benefits.
模範英文と解説
The students were especially interested in the environmental benefits of the project.
とりわけ環境面に関心。
問30
The school requested exact information about the cost.
模範英文と解説
The school requested specific information about the cost.
specific informationは具体的な情報。
問31
The organizer wanted a detailed explanation of what went wrong.
模範英文と解説
The organizer asked specifically what had gone wrong.
問題点を明確に特定して質問する。
問32
The town chose equipment made for severe weather.
模範英文と解説
The town chose equipment specially designed for severe weather.
厳しい天候向けの特殊用途設計。
第3部｜独自長文4題・内容一致12問
博物館、学校の報告書、公園の温度調査、ボランティア研修を題材に、特別用途・具体的な根拠・未測定の成果を区別します。
長文1｜弱視の来館者向け博物館ガイド
A museum prepared a new guide specially designed for visitors who have difficulty reading small letters. It uses large diagrams and short explanations. The guide is especially useful in rooms where the lighting is low. Staff asked specifically whether visitors could understand the safety instructions without additional help. Some visitors reported that the guide was clearer, but the museum has not measured how long it takes people to complete a tour with the new material.問33｜For whom was the guide specially designed?
- Visitors who struggle with small text
- People buying train tickets
- Staff who repair buses
- Students attending a cooking class
問34｜What did the staff ask specifically about?
- The price of bus fares
- Whether safety instructions were understandable
- The museum’s annual profit
- The number of parks nearby
問35｜What has not been measured?
- Whether the guide has diagrams
- Whether visitors gave feedback
- Tour completion time with the new guide
- Whether the guide was prepared
日本語要旨・正答と本文根拠
博物館は小さな文字を読みづらい来館者向けに特別設計の案内を制作。図が大きく、暗い部屋で特に有用。職員は安全説明を助けなしで理解できたか具体的に質問。明確さへの感想は得たが巡回所要時間は未測定。
問33：A（Visitors who struggle with small text）。small text difficult visitors。
問34：B（Whether safety instructions were understandable）。specifically whether visitors could understand safety instructions。
問35：C（Tour completion time with the new guide）。time to complete tour unmeasured。
長文2｜学校の研究報告書の修正
Students at a school prepared a report about water use in public buildings. Their teacher asked for specific figures rather than general claims that the town was saving water. One particular problem was that the report compared buildings of very different sizes. The teacher suggested that the students explain the comparison method more carefully. The final report included the new information, but the group had not checked whether all buildings had reduced their actual consumption.問36｜What did the teacher request?
- A new school uniform
- Specific figures instead of general statements
- More photographs without descriptions
- A museum entrance ticket
問37｜What was a particular problem with the report?
- It had no students
- It contained no buildings
- It compared buildings of different sizes
- It was written in the wrong year
問38｜What claim is not fully supported?
- All buildings reduced water use
- A teacher made a suggestion
- The report was revised
- The group compared buildings
日本語要旨・正答と本文根拠
学校研究報告は「節水した」という一般論ではなく具体的な数値を要求された。建物の大きさが違うまま比較している問題もあり比較法を修正。報告書は改善したが全建物で使用量が減ったことは未検証。
問36：B（Specific figures instead of general statements）。specific figures requested。
問37：C（It compared buildings of different sizes）。particular problem of building-size difference。
問38：A（All buildings reduced water use）。actual consumption not checked for all。
長文3｜公園での気温観察と特別な温度計
A science club used a small device specially made for measuring temperatures close to the ground. Students collected figures at several points in a town park and found one area that was particularly warm in the afternoon. They asked specifically whether that area received less shade. However, the students had not measured every possible influence, including wind and the surface material. Their teacher said they should describe the observations without claiming that a single cause had been proven.問39｜What was the device specially made to measure?
- Bus arrival times
- Library opening hours
- Temperatures near the ground
- The weight of schoolbags
問40｜What did students specifically investigate?
- Whether shade was more limited in one area
- Whether museums had free tickets
- How many visitors owned cars
- Whether every road was closed
問41｜Why should the students avoid claiming one proven cause?
- They had no observations
- They did not measure all possible influences
- The device had no readings
- No teacher reviewed the work
日本語要旨・正答と本文根拠
科学クラブは地表付近用に作られた特殊な温度計を使用。午後に特に暖かい場所があり日陰との関連を具体的に調べたが、風・地面材質などすべての要因は未測定。原因を単一断定しない指導を受けた。
問39：C（Temperatures near the ground）。specially made for ground temperatures。
問40：A（Whether shade was more limited in one area）。asked about less shade。
問41：B（They did not measure all possible influences）。wind and surface material unmeasured。
長文4｜地域ボランティアのオンライン講座
A community center held an online training session for new volunteers. The organizer prepared a special checklist covering safety and communication. The checklist was especially helpful for participants who had never used the center’s software before. After the class, staff requested specific feedback on the registration steps, not general comments about the whole website. The center has collected replies but has not yet decided which parts of the registration process to change.問42｜Who found the checklist especially useful?
- New users of the software
- Only long-serving museum directors
- People not attending the session
- Train drivers working nearby
問43｜What feedback did staff specifically request?
- The park’s opening hours
- Comments on registration steps
- Information about school uniforms
- The price of tablets
問44｜What is not yet decided?
- Whether the session was held
- Whether the checklist exists
- Which registration steps should be changed
- Whether feedback was requested
日本語要旨・正答と本文根拠
地域センターは新人ボランティア向けオンライン研修を開催。安全・連絡の特別チェックリストは初めてソフトを使う人に特に役立った。職員はサイト全体ではなく登録手続きへの具体的な感想を求めた。意見は集まったが修正箇所は未決定。
問42：A（New users of the software）。first-time software users。
問43：B（Comments on registration steps）。feedback on registration process only。
問44：C（Which registration steps should be changed）。changes not decided。
よくある誤り
| 誤文 | 確認すること |
|---|---|
| The teacher gave specifically examples. | The teacher gave specific examples. |
| One particularly problem was time. | One particular problem was time. |
| The booklet was special designed. | The booklet was specially designed. |
| 特別用途の機器＝全ての結果が改善した | 用途と実際の効果を別の情報として読む |
7日間の復習
- 1〜2日目：4択20問を10問ずつ。
- 3〜4日目：書き換え12問を6問ずつ。
- 5〜6日目：4長文の12問を2題ずつ。
- 7日目：英検2級公式過去問で情報の焦点を示す副詞を探す。
FAQ
especiallyとparticularlyは明確に使い分けられますか？
両方とも「特に」の意味で自然に使える英文が多くあります。文の焦点や使い慣れた連語から判断してください。
speciallyとspecificallyの違いは？
speciallyは特別な目的に合わせて、specificallyは何かを具体的に指定してという意味が中心ですが、文脈で重なることもあります。
specificとspecificallyの違いは？
specificは形容詞、specificallyは副詞です。a specific reasonとspecifically explainで確認できます。
本記事の44課題は公式過去問ですか？
いいえ。慶英会が独自に作成した教材です。
関連無料教材
中高一貫校の英語と英検2級をつなぐ文法・Readingの個別学習は慶英会の最大1か月完全無料体験・学習相談をご利用ください。
公式参考情報
公益財団法人日本英語検定協会｜2級試験内容。掲載英文と44課題は慶英会独自制作です。
especially・speciallyの文法から施設案内の実戦へ：英検2級無料模試【第7セット】では、実用的な案内・費用・安全条件を読む独自英文に進めます。
英検対策を個別に相談したい保護者様へ
慶英会 塾長｜慶應義塾大学卒・英検1級
塾長の経歴・指導方針を確認する
今の級から次の級へ進むために、語彙・文法・長文・英作文・面接のどこを優先するか。慶英会では、学年と目標級、受験予定に合わせてオンライン個別指導をご案内しています。
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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