英検2級無料模試【第69セット】Reading31問＋Writing2題｜独自33題・全解答と詳しい根拠【無料】

Reading Part 1｜短文・会話の語句空所補充17問

空所前後の語法、因果関係、対比を確認してください。各問の「正答と和訳」を開くと解説が表示されます。

Reading Part 2｜長文の語句空所補充6問

説明文2題、各3問です。空所単独ではなく、前後の文章が追加・対比・順序・必要条件のどれに当たるかを確かめます。

長文1：Repair Cafés and Learning Communities

Many towns have opened repair cafés where residents bring broken household items and learn how to fix them. At these events, volunteers explain how simple tools work and help visitors repair lamps, clothing, or small appliances. The events are not ordinary repair shops because visitors are expected to take part in the process rather than leave their items with experts.

One advantage is that people can learn useful skills while reducing waste. For example, someone who learns to replace a bicycle light may feel more confident repairing other simple objects. (18), a repair café can create opportunities for neighbors of different ages to meet. Some older residents enjoy sharing skills, while younger visitors may explain how digital devices work.

(19), organizers still face challenges. Some items are unsafe to repair in a public space, and volunteers need to explain these limits clearly. They also need a regular supply of tools and suitable meeting rooms. A few towns have started working with libraries, which already offer public spaces and educational activities.

Because successful events depend on both safety and participation, organizers often begin with a small trial. They collect feedback after each session and make changes (20) opening additional events. This approach allows the program to grow only when enough volunteers and resources are available.

問18

空所（18）に入る最も適切な語句を選びなさい。

1. In addition
2. For this reason
3. Instead of that
4. In contrast

問19

空所（19）に入る最も適切な語句を選びなさい。

1. For example
2. As a result
3. However
4. Similarly

問20

空所（20）に入る最も適切な語句を選びなさい。

1. despite
2. before
3. unless
4. although

長文2：Keeping School Gardens Healthy

School gardens can give students a chance to study food production and the environment. However, gardens require care even during school holidays. If a school begins a large project without deciding who will water the plants, many vegetables may die before students return.

One school developed a plan that shared responsibility among classes and local volunteers. (21), only teachers cared for the garden, and it was difficult for them to visit every day. Later, students created a simple calendar showing which plants needed water and when neighbors could help. The calendar reduced confusion, especially during the summer.

Some parents worried that volunteers might enter the school grounds without supervision. (22), the school did not cancel the project. It created a sign-in procedure and limited work to certain hours. Volunteers also received basic safety instructions. These steps helped the program continue while addressing families’ concerns.

After a year, teachers noticed that the garden was most useful when students recorded both successful and unsuccessful experiments. Students compared different watering schedules and explained what they observed. The school concluded that the garden would remain educational (23) students were given opportunities to analyze the results rather than simply perform routine work.

問21

空所（21）に入る最も適切な語句を選びなさい。

1. At first
2. For instance
3. Instead
4. In particular

問22

空所（22）に入る最も適切な語句を選びなさい。

1. As a result
2. Therefore
3. Nevertheless
4. For example

問23

空所（23）に入る最も適切な語句を選びなさい。

1. even though
2. as if
3. in case
4. only if

Reading Part 3｜長文の内容一致8問

Eメールと説明文の2題、各4問です。主語・期限・必要条件・意見の帰属の違いまで確認してください。

長文1：E-mail｜Community Science Day: Changes to Registration

To: Student Project Leaders

From: Maya Collins, Community Science Day Office

Subject: Final instructions for the November event

Thank you for registering your teams for Community Science Day. We originally planned to hold the outdoor demonstrations in Riverside Park on November 14. Because construction work has continued longer than expected, we have moved those demonstrations to the covered courtyard of the Community Center. The date has not changed. The opening presentation will still begin at 10:00 a.m., but team leaders should arrive by 9:15 a.m. to check their equipment.

Each group may bring up to four presenters. Some teams have asked whether family members can help during the demonstrations. Families are welcome to watch, but only registered team members may operate the equipment. The center will provide tables and electrical outlets. Groups that need extra screens or extension cables must bring their own and have them checked by the safety staff before the opening presentation.

Teams that sent an equipment request before October 20 should receive a confirmation message by October 25. If no confirmation arrives, contact our office rather than submitting the same form again. Please note that receiving a confirmation does not mean the school has approved the team’s experiment. Each school must separately confirm that the activity meets its safety rules.

We will also hold a short online orientation on November 5. Attendance is recommended for first-time participants, but it is not compulsory. A recording and written summary will be emailed to every registered team afterward. We look forward to seeing the results of your projects.

問24

Why was the demonstration location changed?

1. The original park was too small for families.
2. Construction work had not finished as expected.
3. The event date was moved to a later weekend.
4. The Community Center refused to lend equipment.

問25

Which group may operate the equipment?

1. Only the registered student team members.
2. Any family member who attends the event.
3. Any student from the same school.
4. Only the safety staff working at the center.

問26

What should a team do if its confirmation does not arrive?

1. Submit the same request a second time.
2. Ask its school to change the event date.
3. Contact the event office without resubmitting.
4. Assume its experiment has been approved.

問27

What is true about the November 5 orientation?

1. All families must attend in person.
2. First-time teams are required to attend.
3. Only leaders will receive the summary.
4. Registered teams will receive a recording afterward.

長文2：Expository｜Why Some Libraries Lend More Than Books

Public libraries are often associated with books, but some now lend tools, musical instruments, and other useful objects. The main idea is that people do not need to own everything they occasionally use. For instance, a family may need a special cake pan just once a year. Borrowing one can save money and reduce the need to produce items that spend most of their time unused.

These services can also introduce people to new activities. A teenager who is interested in astronomy might borrow a telescope before deciding whether to buy one. Some libraries offer short lessons so borrowers can learn to use equipment safely. Librarians point out that lending an object without instructions can cause damage or discourage beginners.

However, objects are more difficult to manage than ordinary books. Tools may require regular inspections, and musical instruments can be expensive to repair. Several libraries therefore start with a small selection of durable items. They collect information on how often each item is borrowed and what problems users experience, then decide whether to expand the service.

Critics argue that libraries already have limited budgets and should focus on reading resources. Supporters respond that lending useful objects can encourage people to visit libraries and discover their books, classes, and digital services. Still, even supporters recognize that local demand matters: an object-lending program may be worthwhile in one community but unsuitable in another.

Researchers who study these programs say that success should not be measured simply by the number of items on the shelves. A library might own many rarely used objects while struggling to meet users’ real needs. More useful measures include how often items are borrowed, whether participants learn new skills, and whether the service remains affordable to operate over time.

問28

What is one reason libraries lend objects?

1. They want everyone to buy fewer books.
2. They aim to replace all local shops.
3. Borrowers may avoid buying things they rarely need.
4. They can stop repairing musical instruments.

問29

Why do some libraries offer lessons?

1. To help borrowers use unfamiliar equipment safely.
2. To make every borrower become a paid member.
3. To teach librarians how to repair books.
4. To prevent teenagers from borrowing telescopes.

問30

How do several libraries manage the risks?

1. They immediately purchase as many items as possible.
2. They begin small and examine how items are used.
3. They lend only musical instruments to adults.
4. They ask users to repair all damaged items.

問31

What do researchers suggest about evaluating the services?

1. The number of items is the only useful measure.
2. The services should operate the same way everywhere.
3. A program has succeeded if it has expensive objects.
4. Use and learning outcomes matter more than stock size alone.

Writing Part 4｜英文要約（45〜55語）

公式の2025年度以降の指示文は45〜55語で要約する形式です。次の独自英文を読み、主題・2つの利点・2つの課題をできるだけ簡潔に表してください。感想や意見を加える課題ではありません。

Some city libraries have begun offering quiet rooms where residents can study, attend online classes, or work on projects. These rooms are useful because many people do not have a suitable place to concentrate at home. For example, students may share small apartments with family members, and adults may need a place for job training.

Supporters say that these spaces help more people access educational opportunities without paying for expensive facilities. Libraries can also organize short workshops and introduce visitors to books and digital resources related to their studies. As a result, quiet rooms may encourage people who rarely borrow books to use other library services.

However, the rooms require money for maintenance, cleaning, and staff supervision. If visitors reserve rooms but fail to use them, other people lose access to limited space. Some libraries now restrict reservation times and ask users to cancel bookings they no longer need. Whether the service succeeds depends on balancing local demand with available resources.

Writing Part 5｜意見英作文（80〜100語）

TOPIC：Do you think public schools should offer more opportunities for students to learn practical skills outside the classroom?

賛成・反対のいずれかを選び、理由2つを独立させて書きましょう。例は架空でもよいですが、断定的な統計数値の創作は避けましょう。

Reading31問の正答一覧と弱点分析

1B ／ 2A ／ 3C ／ 4D ／ 5A ／ 6B ／ 7D ／ 8A ／ 9B ／ 10C ／ 11A ／ 12B ／ 13A ／ 14A ／ 15B ／ 16C ／ 17A

18A ／ 19C ／ 20B ／ 21A ／ 22C ／ 23D

24B ／ 25A ／ 26C ／ 27D ／ 28C ／ 29A ／ 30B ／ 31D

7日間の復習手順

1. 短文17問の誤答語を、例文ごと自力で言い換える。
2. 長文空所を、順序・逆接・追加の接続関係に書き込んで再解答する。
3. Eメールの変更前後、確認と承認の違いを表にする。
4. 説明文の立場（支持者・批判者・研究者）を区別する。
5. 要約を45〜55語で一から書き直し、原文にない意見を除く。
6. 意見英作文を別の立場でも80〜100語で書き直す。
7. 以前のセットを初見条件で解き、得点でなく誤答原因を比較する。

よくある質問（FAQ）

実際の英検2級の過去問ですか？

いいえ。問題・英文・解答は慶英会独自制作です。形式・問題数・語数の確認に英検協会の公式情報を参照しました。

この模試の正答率で英検合格を予測できますか？

独自教材の正答率は英検CSEスコアと換算できません。内容・構成・語彙・文法などの弱点を分けて復習してください。

NEW TREASUREと並行して勉強するには？

学校の既習範囲を土台にし、本文を段落ごとに要約する・根拠を示す練習を加えると、定期テストの初見読解にもつながります。

次に学ぶ慶英会の無料教材

• 前の第68セット｜Reading31問＋Writing2題
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• 英検2級英文要約・無料教材一覧
• 英検2級・無料模試セット一覧

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参考にした主な公式情報

日本英語検定協会｜英検2級の試験内容／2025年度以降の英文要約の語数指示。公式問題・過去問の転載ではありません。