英検2級無料模試【第24セット】Reading31問＋Writing2題｜独自33題・全解答と日本語解説

A secondary school noticed that many uniforms were no longer being worn because they had small tears or missing buttons. The school decided to offer repair lessons rather than ask every family to buy replacement clothing. At first, some students were unsure whether they could repair their own uniforms safely. (18) ___, the teachers provided clear instructions and limited the lessons to simple tasks such as sewing buttons.

The students practiced with spare pieces of fabric (19) ___ they could develop basic skills before working on their own clothes. Volunteers checked the equipment and made sure sharp tools were used carefully.

After the first month, more students said they felt confident about repairs. (20) ___, staff did not claim that the school had reduced overall clothing waste. They still needed information about how long repaired uniforms remained in use.

A school started a reading circle after classes to give students more opportunities to discuss English stories. The first meetings attracted many students, but several participants were quiet and rarely joined discussions. Their teacher asked the students about their difficulties. (21) ___, some said they did not know when to speak or how to begin a response.

The teacher introduced short speaking turns and provided cards with simple questions (22) ___ every student would have an opportunity to explain an idea. Students could also prepare notes before the meeting.

Participation improved during the following weeks. However, the school will not conclude that reading comprehension has improved (23) ___ it compares students’ understanding of unfamiliar texts before and after the program. The teacher wants to separate a change in speaking confidence from actual reading progress.

Subject: Arrangements for the Summer Library Workshop

Dear Teachers,

Thank you for registering your students for the summer research workshop at the Central Library on Tuesday. The workshop begins at 10:15 a.m. Student groups should arrive at reception by 9:55 a.m. so that we can confirm the number of participants and explain how to use the research equipment safely.

The large seminar room is being renovated, so the workshop will be held in the smaller study room on the second floor. The time and activities have not changed. The library will provide tablets, reference books, and note paper. Students should bring their own pencils and school identification cards.

Lunch can be purchased at the library café, but the café will close at 12:30 p.m. for staff training. Anyone planning to buy lunch should do so before that time. Students who bring their own food may eat in the covered courtyard but not in the study rooms.

Groups requiring step-free access or a quiet waiting space should contact us by Monday afternoon. The workshop is free, but schools must arrange and pay for their own travel to the library.

Best regards,
Library Learning Team

Some museums are creating digital collections of historical maps so that students can learn about how their towns have changed. Maps can show where roads, rivers, and public buildings were located many years ago. Digital copies allow schools to study fragile original documents without handling them directly. However, museums need to check that dates and place names are accurate before writing descriptions.

In Eastport, a museum began offering digital maps to school classes. Teachers could download selected maps for lessons after completing a simple registration. In the first month, the number of downloads increased quickly. Some staff suggested that the service had become popular with students. However, the museum had not yet measured how many students actually viewed the maps or used them in class. One teacher might download the same file several times, so the number of downloads was not the same as the number of learners.

The museum interviewed teachers and discovered several problems. Some maps were difficult to read because the labels were small, while others lacked explanations of old place names. The museum therefore added clearer images and short descriptions. It also prepared a guide showing teachers how to compare historical maps with present-day ones. These changes were intended to make the material more useful, but their effects had not yet been studied.

Next term, the museum will ask participating teachers to report how students used the maps and whether they could explain the differences between past and present town layouts. It will also record the time and costs needed to keep the files accurate and available. The museum hopes to expand the collection, but it will consider these results before deciding which maps to digitize next.