英検2級無料模試【第107セット】Reading31問＋Writing2題｜独自33題・全解答・全文和訳と根拠

問1

The city decided to ______ additional funds to repairing public playgrounds.

1. calculate
2. allocate
3. translate
4. illustrate

問2

Officials must ______ the safety rules consistently at every public pool.

1. encourage
2. inform
3. replace
4. enforce

問3

Using refillable bottles can be a more ______ choice than buying disposable ones every day.

1. sustainable
2. temporary
3. ordinary
4. immediate

問4

The class was asked to ______ the survey data before writing conclusions.

1. interrupt
2. invent
3. interpret
4. insert

問5

Only students who submit the form by Friday will be ______ for the travel grant.

1. available
2. responsible
3. eligible
4. familiar

問6

The students were ______ to speak at first, but practice made them more confident.

1. reluctant
2. obvious
3. efficient
4. regular

問7

The experiment helped children ______ facts from guesses.

1. distribute
2. describe
3. discuss
4. distinguish

問8

The new timetable made bus transfers more ______ for passengers.

1. expensive
2. efficient
3. curious
4. distant

問9

Due to strong winds, the organizers decided to ______ the outdoor event.

1. postpone
2. promote
3. preserve
4. provide

問10

Students can ______ to the project by recording local bird sightings.

1. consist
2. arrive
3. contribute
4. depend

問11

The school must ______ its computers to prevent unexpected problems.

1. obtain
2. maintain
3. contain
4. attain

問12

The center will ______ participants with the necessary safety equipment.

1. prevent
2. persuade
3. perform
4. provide

問13

Online instructions are not always a suitable ______ for practical training.

1. substance
2. suggestion
3. subject
4. substitute

問14

The campaign aims to ______ residents to use bicycles on short journeys.

1. estimate
2. encourage
3. ignore
4. prevent

問15

______ the high cost, the town decided to preserve the historic building.

1. Although
2. Because
3. Despite
4. Unless

問16

Participants must complete the online safety course ______ entering the laboratory.

1. prior to
2. in charge of
3. as well as
4. because of

問17

The printed maps contained several errors. ______, the office decided to replace them.

1. Nevertheless
2. Consequently
3. Meanwhile
4. Similarly

学校の防災用品点検

A high school stored emergency food and water in several classrooms. Teachers assumed that the supplies were ready for use, (18) ______ a student committee discovered that some items were past their expiration dates. The students recommended checking all storage areas regularly. They also created a simple checklist (19) ______ teachers could record when each item had been inspected. The school adopted the checklist and agreed to (20) ______ supplies before they expired. The students learned that having supplies is not enough if no one checks their condition.

問18：空所(18)の答えは？

1. but
2. because
3. unless
4. therefore

問19：空所(19)の答えは？

1. despite
2. even if
3. rather than
4. so that

問20：空所(20)の答えは？

1. delay
2. translate
3. replace
4. reduce

全文和訳：ある高校は教室に非常用の食料や水を保管していた。教員は備蓄が使えると思っていたが、生徒委員会が期限切れ品を発見した。生徒たちは定期点検を勧め、各品目の点検日時を記録できるようチェック表を作成。学校は表を採用し、期限切れ前に備蓄を交換することにした。

図書館の多言語案内

A public library found that some visitors had difficulty understanding instructions written only in Japanese. The staff decided to create short guides in several languages. Volunteers checked the translations, (21) ______ the staff checked whether the signs were easy to read from a distance. The library placed the new guides near the entrance (22) ______ visitors could find them without asking for help. After one month, fewer people asked basic questions at the desk. However, the staff decided to (23) ______ the guides again because some visitors still misunderstood the borrowing rules.

問21：空所(21)の答えは？

1. while
2. because
3. unless
4. despite

問22：空所(22)の答えは？

1. although
2. so that
3. because of
4. unless

問23：空所(23)の答えは？

1. donate
2. interrupt
3. evaluate
4. estimate

全文和訳：公共図書館で日本語だけの案内を理解しにくい利用者がいた。職員は複数言語の短い案内を作成し、ボランティアは翻訳を、職員は遠くからの読みやすさを確認した。質問せず案内を見つけられるよう入口付近に置き、基本的な質問は減ったが、貸出規則を誤解する人が残ったため再評価することにした。

Eメール｜オンライン職業体験説明会の変更案内

From: Career Experience Office To: Student Participants Subject: Updated Information for Monday’s Session Thank you for registering for the online career experience session on Monday. The session was originally scheduled to begin at 4:00 p.m., but it will now start at 4:30 p.m. because one of the guest speakers has a school event earlier that afternoon. We expect to finish at 6:00 p.m. You will receive a meeting link by email on Sunday evening. Please test your microphone beforehand, but you do not need to turn your camera on. During the first half, two engineers will describe their work. In the second half, students will join small groups to discuss questions. Each group will have a university student volunteer to help keep the conversation going. If you have a question you want the speakers to answer, send it to our office by 10:00 a.m. on Monday. Questions submitted later may still be discussed, but we cannot promise that the speakers will have time to address them. The session is free, and there is no need to register again.

問24：Why was the starting time changed?

1. The students requested a longer discussion.
2. The online system was permanently closed.
3. The session will end later than planned.
4. One of the speakers has another event earlier that day.

問25：What should participants do before joining?

1. Turn their cameras on during every activity.
2. Buy a meeting ticket.
3. Check that their microphones work.
4. Visit the school in person.

問26：What will happen in the second half?

1. Both engineers will give another lecture.
2. Students will take an official qualification test.
3. Participants will leave the online room.
4. Small-group discussions supported by university volunteers.

問27：Why should students submit their questions by 10:00 a.m.?

1. Every question must be written on paper.
2. Later questions might not be addressed because of limited time.
3. The meeting link will be deleted after that time.
4. Submitting a question is necessary to register.

全文和訳：月曜のオンライン職業体験はゲスト講師の予定により16時から16時30分開始に変更され、18時に終了予定。会議リンクは日曜夜に送付される。マイクの事前確認は必要だがカメラの起動は不要。前半は技術者2人の仕事紹介、後半は大学生ボランティア付きの小グループ討論。講師への質問は月曜10時までに送れば優先的に扱われ、後からの質問は取り上げられない可能性がある。無料で再登録不要。

説明文｜学校給食の残りを減らす調査

Several schools have tried to reduce food waste by letting students choose between two portion sizes. Supporters hope that smaller portions will reduce the amount of food left on plates. However, schools also need to make sure that students receive enough nutrition. At one school, teachers recorded the weight of food left after lunch for three weeks. During the first week, all students received the same portion size. During the next two weeks, students could choose a regular or smaller portion. The school measured less leftover food after the change, and many students said they appreciated being able to choose. Still, the teachers did not claim that portion choice was the only reason. The lunch menus were different each week, and some dishes were more popular than others. The school plans to repeat the trial using similar menus and to ask nutrition specialists whether students are getting enough food. Teachers believe that reducing waste and protecting students’ health should be considered together.

問28：What is one reason schools offer different portion sizes?

1. To reduce food left on plates.
2. To eliminate the need for nutrition specialists.
3. To shorten school lessons.
4. To make every meal taste the same.

問29：How was the trial organized at the school?

1. The first week used one portion size; later weeks offered a choice.
2. Students prepared their own meals every day.
3. The same menu was used throughout all three weeks.
4. Only teachers were allowed to choose portion sizes.

問30：Why did teachers avoid a definite conclusion?

1. The staff had never weighed leftover food.
2. Every student refused smaller portions.
3. Different weekly menus could also influence how much students ate.
4. No students answered the questions.

問31：What does the school plan to check?

1. Whether all meals can be replaced by snacks.
2. Whether lunch breaks should be removed.
3. Whether students can cook lunch without adults.
4. The results with similar menus and whether students receive enough nutrition.

全文和訳：複数の学校では給食の大きさを2種類から選べるようにして食べ残しを減らそうとしているが、栄養の確保も必要。ある学校は最初の週に同じ量を配り、続く2週間は普通盛りと少なめを選べるようにしたところ食べ残しの重量が減った。ただし週ごとに献立が違い人気の差もあるため、盛り付けの選択だけが原因とは断定できない。今後は似た献立で再試行し、栄養専門家にも意見を求める。