英検2級無料模試【第50セット】Reading31問＋Writing2題｜独自33題・全和訳と根拠解説

問1

The museum needs additional funding to ______ the old wooden exhibits in good condition.

1. expand
2. maintain
3. predict
4. refuse

問2

One possible ______ of changing the school timetable is that some students may lose access to club activities.

1. consequence
2. instruction
3. permission
4. tradition

問3

Children under the age of six are ______ from paying the entrance fee at this museum.

1. dependent
2. different
3. exempt
4. capable

問4

The organizers offered an additional class to ______ the lesson that had been canceled by heavy rain.

1. put off
2. look into
3. take after
4. make up for

問5

Students struggled to ______ the complicated graph because its labels were unclear.

1. make sense of
2. get away with
3. come across
4. bring about

問6

The guide asked visitors to ______ the map on the wall when choosing an accessible route.

1. depend for
2. refer to
3. belong to
4. consist with

問7

The research team did not ______ the early findings as proof that the new material was always safe.

1. predict
2. adopt
3. regard
4. reduce

問8

The number of people using the library increased ______ over several months after opening hours were extended.

1. immediately
2. accidentally
3. traditionally
4. gradually

問9

All laboratory equipment must ______ a safety inspection before students are allowed to use it.

1. undergo
2. announce
3. obtain
4. recover

問10

Teachers were encouraged to put the new ideas ______ practice during the next term.

1. for
2. into
3. without
4. beside

問11

Some students find it hard to ______ to a new school when they have studied in another country.

1. apply
2. achieve
3. adapt
4. attend

問12

The survey results ______ that many residents prefer receiving emergency notices on paper as well as online.

1. removed
2. refused
3. purchased
4. indicated

問13

The committee added captions to the training video ______ help viewers follow the instructions.

1. in order to
2. because of
3. despite
4. instead of

問14

The planner tried to ______ how much the repair project would cost before making a final proposal.

1. participate
2. estimate
3. recognize
4. interrupt

問15

The computer specialist was able to ______ most of the files after the system failed.

1. announce
2. assume
3. recover
4. provide

問16

Every participant is ______ to the same safety regulations, regardless of their experience.

1. aware
2. interested
3. likely
4. subject

問17

The science exhibit will ______ three parts: a short explanation, a demonstration, and a question session.

1. consist of
2. belong to
3. contribute to
4. rely on

長文空所A｜学校のリユース家具プロジェクト

A secondary school wanted to reduce the amount of furniture discarded when classrooms were redesigned. Students suggested repairing old desks instead of purchasing entirely new ones. Some desks had damaged surfaces, while others needed stronger legs. The staff decided to examine each item [18] before choosing what could be repaired safely.

In the first trial, a local carpenter trained students to inspect surfaces and make simple nonstructural improvements. More serious damage was handled by adults with appropriate skills. The project helped students learn how products are made, but the school did not let students perform tasks [19] that might put them at risk.

After six months, the school compared the cost of repairs with new purchases. Several desks were inexpensive to repair, but others required costly parts and labor. Teachers concluded that the best approach was to compare condition, safety, and total cost [20] instead of assuming that all old furniture should be saved.

問18｜空欄[18]

1. without comparing any differences
2. in order to reject every old desk
3. to determine which repairs were appropriate
4. although safety inspection was forbidden

問19｜空欄[19]

1. beyond their training or supervision
2. so that every desk could be repaired immediately
3. without asking how furniture was made
4. even when the work was perfectly safe

問20｜空欄[20]

1. because repair is always less expensive than replacement
2. only after buying new furniture
3. rather than checking individual conditions
4. when deciding whether reuse made sense for each item

長文空所B｜外国語の案内を改善する

A city museum began translating its visitor signs into several languages. Staff originally used automated tools for every translation because they were fast. However, some phrases had unclear meanings, particularly instructions about emergency exits and areas that were closed to the public. The museum therefore invited bilingual reviewers [21] before displaying the new signs.

During the review, staff learned that a literal translation was not always easy to understand. They changed some long sentences into shorter instructions and added symbols to support the text. Visitors also tested whether they could find the correct entrance [22] without needing extra explanations from staff.

Even after the signs were installed, the museum continued collecting comments. Its opening hours and exhibition routes sometimes changed, so the translations needed to be checked regularly. The project showed that accessibility requires ongoing improvement [23] rather than a one-time translation task.

問21｜空欄[21]

1. although no one was concerned about accuracy
2. to check important instructions for clarity and accuracy
3. after removing every multilingual sign
4. without checking the source language

問22｜空欄[22]

1. because the old signs were already perfect
2. even though the museum had removed all maps
3. by following the revised signs and symbols
4. while looking only at the list of ticket prices

問23｜空欄[23]

1. as information and visitors’ needs change over time
2. because the original signs never need to be revised
3. only when the museum stops accepting visitors
4. without listening to feedback from users

Eメール｜若者向け環境発表会の提出条件

From: Central Youth Research Forum
To: Student Teams
Subject: Updated arrangements for the November presentations

Dear Students,

We are pleased to invite your teams to the annual research forum. Each team will have six minutes for its presentation and three minutes for questions. Students may use slides, but every team must submit a written summary of no more than 250 words.

Please send the summary by Tuesday, November 10. Slide files, if you plan to use them, must arrive by Thursday, November 12, so our technical team can test them. An automatic message after uploading confirms only that the files reached our system. It does not show that the slides have been checked or approved.

The forum will take place on Saturday, November 14. Registration begins at 9:00 a.m., and presentations start at 9:45 a.m. We cannot accept new slide files on the day of the event. Please bring a printed copy of your speaking notes in case the display equipment is unavailable.

Thank you for helping us prepare the event.

問24｜Which task is required of every team?

1. Submitting a written summary by November 10
2. Uploading slide files even if none will be used
3. Arriving at the forum on November 12
4. Using a physical model in the presentation

問25｜What does the automatic upload message mean?

1. The slides have been approved by judges
2. The presentation order has been announced
3. The technical team has checked the file
4. The system has received the uploaded files

説明文｜都市の緑化と道路の安全

Some cities plant trees along streets to provide shade during hot summers. Leaves can reduce the direct sunlight reaching pedestrians, and trees may make neighborhoods more attractive. However, the benefits of planting depend on the location, species, and long-term care of the trees.

One city tested new planting methods near two public squares. Volunteers measured shade at different times and recorded whether tree roots affected nearby walking surfaces. The results suggested that certain trees provided useful shade, but a few paths became uneven as roots expanded. City planners recognized that removing every tree would be an unnecessary response, yet ignoring damaged paths could create safety problems.

The city decided to work with experts to choose suitable species and adjust planting locations. It also planned regular checks of walking surfaces, especially near entrances used by people with limited mobility. Officials emphasized that a successful program must consider both environmental benefits and the needs of people using the streets.

問26｜What problem appeared during the trial?

1. No trees provided shade at any time
2. Some walking surfaces became uneven as roots grew
3. The city stopped recording shade altogether
4. Every tree required removal immediately

問27｜How did planners respond?

1. They decided to plant trees without further consideration
2. They banned all pedestrians from public squares
3. They consulted experts about species and locations and planned path checks
4. They removed every tree from the city

問28｜What is the passage mainly about?

1. Why urban trees are always dangerous
2. Why cities should stop investigating heat
3. How to make every street look identical
4. Balancing the benefits of trees with accessibility and maintenance

説明文｜食品表示と学校の買い物実習

A secondary school has introduced lessons in which students compare food labels. The aim is to help learners understand ingredients, nutrition information, and the difference between advertising claims and facts printed on packages. Students examine several products and discuss how to make choices for different needs.

During one lesson, a group noticed that a product advertised as “natural” still contained several ingredients they had not expected. Their teacher explained that a marketing phrase does not automatically provide complete information about a product. Students were encouraged to check the actual ingredient list and any relevant allergy information instead of relying only on the front of the package.

The class also discussed prices and serving sizes. A larger package did not always offer a lower cost per portion, and students calculated the amount of food they would actually use. The teacher emphasized that a good decision may depend on dietary needs, budget, and the reliability of the information available. The lessons are designed to develop careful reading rather than promote a single brand or diet.

問29｜What did the teacher say about the phrase ‘natural’?

1. It guarantees that a food contains no allergens
2. It is the only information needed before buying
3. It does not replace checking the actual ingredients
4. It always means the product is inexpensive

問30｜Why did students compare serving sizes?

1. To see the cost per portion and likely amount used
2. To prove that the largest package is always cheaper
3. To prevent people from reading nutrition information
4. To select only one brand for everyone

問31｜What is the main aim of the lessons?

1. To encourage all students to buy the same products
2. To replace every science class with shopping
3. To teach only the names of popular brands
4. To develop careful decisions based on evidence and individual needs