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英検2級の分詞構文・Having＋過去分詞50問｜主語の一致・原因・時系列と長文読解

編集・運営：慶英会公式ブログ（運営・編集方針）

慶英会　塾長

慶英会　塾長
慶英グループ CEO
一般選抜にて慶應義塾大学合格（英語入試正答率97％）
成績優秀者（慶應義塾維持会奨学生）として
慶應義塾大学を卒業（2023年）

一般財団法人 慶應連合三田会
慶應義塾横浜三田会 会員

高校在学中に英検1級取得
公益財団法人 日本英語検定協会「成績優秀者」に選出
中高主要科目で「オール5」
（最高評価・高校偏差値70）

国内最高峰の英語スピーチコンテスト
「高円宮杯全日本中学校英語弁論大会」
横浜市大会入賞・神奈川県大会進出

米国高校留学中、唯一の日本人として
全米最大級の高校生リーダーシップ団体
「FBLA」主催の英語スピーチコンテストに出場
ニューヨーク州大会準優勝・全米大会進出

米国の在籍高校代表として
「シカゴ国際模擬国連会議」に出場

慶應義塾大学在学中より英語指導を行い
「英語個別指導オンライン塾｜慶英会」を設立

小学生から、現役英語講師・英検面接官を含む
社会人まで数百名以上を指導

米国ニューヨーク州の高校留学時の写真
米国ニューヨーク州の高校留学時の写真
（最前列左から2人目：塾長）
慶英会　塾長

慶英会　塾長
慶英グループ CEO
一般選抜にて慶應義塾大学合格（英語入試正答率97％）
成績優秀者（慶應義塾維持会奨学生）として
慶應義塾大学を卒業（2023年）

一般財団法人 慶應連合三田会
慶應義塾横浜三田会 会員

高校在学中に英検1級取得
公益財団法人 日本英語検定協会「成績優秀者」に選出
中高主要科目で「オール5」
（最高評価・高校偏差値70）

国内最高峰の英語スピーチコンテスト
「高円宮杯全日本中学校英語弁論大会」
横浜市大会入賞・神奈川県大会進出

米国高校留学中、唯一の日本人として
全米最大級の高校生リーダーシップ団体
「FBLA」主催の英語スピーチコンテストに出場
ニューヨーク州大会準優勝・全米大会進出

米国の在籍高校代表として
「シカゴ国際模擬国連会議」に出場

慶應義塾大学在学中より英語指導を行い
「英語個別指導オンライン塾｜慶英会」を設立

小学生から、現役英語講師・英検面接官を含む
社会人まで数百名以上を指導

米国ニューヨーク州の高校留学時の写真
米国ニューヨーク州の高校留学時の写真
（最前列左から2人目：塾長）

英検2級Readingの長文で Walking to the station, … や Having completed the report, … を読み違えてしまう方へ。学校英語の分詞構文は形だけ覚えても、実際の英文で『誰が行動しているか』『何が先に起きたか』『理由なのか同時進行なのか』が判断できなければ、長文の内容一致で失点につながります。慶英会では分詞構文と後置修飾を区別する独自4択30問、主語の不一致を直す12問、独自説明文2題・内容一致8問の計50問を制作しました。NEW TREASUREなどで学んだ文法を英検2級の読解力へ転用する練習です。

結論｜文頭の分詞構文は、まず主節の主語を確認する

Walking to the library, Mai noticed a new sign. では歩いているのはMaiです。Walking to the library, the sign was noticed by Mai. と書くと標識が歩いているように見える不自然な構造になりかねません。意味が曖昧ならWhen Mai was walking … のように主語を明示する方が安全です。

英検2級の公式Reading形式【2026年度】

英検協会の2級試験内容では、短文の語句空所補充17問、説明文の長文空所補充6問、Eメール・説明文の内容一致8問が出題されます。分詞構文単独の公式出題数は定められていません。本記事は文構造の読解に絞った慶英会独自の補強教材です。

分詞構文・後置修飾を見分ける表

構文例読む重点
-ing分詞構文Walking home, Aya noticed …Walkingの主体はAya
完了分詞構文Having checked the plan, staff …checkedが主節より前
過去分詞の省略When asked, the manager answered.聞かれたのはmanager
名詞の後置修飾students waiting near the gatewaitingはstudentsを説明
条件If used correctly, it may help.適切に使うことが前提

独自4択30問｜分詞構文の主語・前後関係・意味

1．-ing分詞構文｜主節と同じ主語

文頭の-ing句の動作主は通常、主節の主語と一致します。意味は文脈により時間・原因などへ変わります。

独自短文1

Walking to the library, Mai noticed a new sign.

  1. Mai was walking when she noticed a sign.
  2. A librarian was walking while Mai slept.
  3. The sign walked toward Mai.
  4. Nobody noticed the sign.
正答・分詞構文の主語と意味

A．Mai was walking when she noticed a sign.。Walking の主体は主節主語Mai。

独自短文2

Using the guide, the visitors found the correct room.

  1. The guide searched for visitors.
  2. The visitors used the guide and located the room.
  3. The room used the guide.
  4. Visitors never entered the building.
正答・分詞構文の主語と意味

B．The visitors used the guide and located the room.。Usingの動作主はvisitors。

独自短文3

Checking the schedule, the teacher noticed a mistake.

  1. A student changed the schedule.
  2. The schedule corrected itself.
  3. The teacher checked it and found an error.
  4. The teacher never reviewed the schedule.
正答・分詞構文の主語と意味

C．The teacher checked it and found an error.。Checkingの主体はteacher。

独自短文4

Carrying a heavy bag, the student walked slowly.

  1. The teacher carried the bag.
  2. The bag moved itself.
  3. The student ran quickly.
  4. The student carried the bag while walking.
正答・分詞構文の主語と意味

D．The student carried the bag while walking.。Carrying とwalkedの主語が同じ。

独自短文5

Feeling tired, the volunteers took a short break.

  1. Because they felt tired, the volunteers rested.
  2. A visitor ordered them to work harder.
  3. The volunteers had finished every job.
  4. The volunteers were feeling excited only.
正答・分詞構文の主語と意味

A．Because they felt tired, the volunteers rested.。tiredが休憩の理由。

独自短文6

Noticing the delay, the passengers checked the timetable.

  1. The driver repaired the bus.
  2. The passengers saw the delay and checked the schedule.
  3. The bus announced the results.
  4. The passengers ignored the delay.
正答・分詞構文の主語と意味

B．The passengers saw the delay and checked the schedule.。Noticingの主体はpassengers。

2．原因・結果と同時進行｜文脈で決める

Seeing … は『見たので』になる場合も、『見ながら』になる場合もあります。主節との論理を確認します。

独自短文7

Seeing dark clouds, the students moved indoors.

  1. They moved indoors before observing anything.
  2. Clouds moved the classroom.
  3. After noticing dark clouds, students went inside.
  4. The sky became clear.
正答・分詞構文の主語と意味

C．After noticing dark clouds, students went inside.。雲を見たことが移動のきっかけ。

独自短文8

Listening carefully, he wrote down the instructions.

  1. He listened only after taking notes.
  2. Someone else wrote the instructions.
  3. He refused to listen.
  4. He took notes while listening carefully.
正答・分詞構文の主語と意味

D．He took notes while listening carefully.。並行する動作。

独自短文9

Knowing the room was closed, the organizer chose another location.

  1. The organizer knew about the closure and changed locations.
  2. The room decided to close the organizer.
  3. The organizer had no information.
  4. The room was not closed.
正答・分詞構文の主語と意味

A．The organizer knew about the closure and changed locations.。既知の閉鎖が別会場を選ぶ理由。

独自短文10

Opening the window, the teacher let fresh air into the room.

  1. A student locked the window.
  2. The teacher opened it, allowing air inside.
  3. A window opened the teacher.
  4. No fresh air entered.
正答・分詞構文の主語と意味

B．The teacher opened it, allowing air inside.。openingの主体はteacher、結果は換気。

独自短文11

Comparing the two plans, staff found the cheaper option.

  1. The plans compared themselves.
  2. Staff already knew all answers.
  3. Staff compared plans and identified the lower-cost one.
  4. Visitors bought both plans.
正答・分詞構文の主語と意味

C．Staff compared plans and identified the lower-cost one.。比較したのはstaff。

独自短文12

Reading the notice, the man realized that the event had moved.

  1. The notice read itself.
  2. The event was canceled.
  3. He never saw the notice.
  4. The man learned the change through reading.
正答・分詞構文の主語と意味

D．The man learned the change through reading.。readが変化を理解した原因。

3．Having + 過去分詞｜主節より前に完了した行動

Having completedなどは、主節の行動より前に完了したことを強調できます。

独自短文13

Having completed the report, she sent it to the manager.

  1. She finished the report before sending it.
  2. The manager wrote the report.
  3. She sent it before finishing.
  4. The report was never sent.
正答・分詞構文の主語と意味

A．She finished the report before sending it.。報告書完成→送付の順。

独自短文14

Having checked the equipment, the volunteers began the activity.

  1. The equipment began the activity.
  2. The volunteers checked it first, then began.
  3. The volunteers checked after the event only.
  4. Someone canceled all tasks.
正答・分詞構文の主語と意味

B．The volunteers checked it first, then began.。点検が先。

独自短文15

Having received the confirmation email, Ken printed the ticket.

  1. Ken had no email.
  2. He printed before receiving anything.
  3. Ken received confirmation before printing.
  4. The ticket was canceled.
正答・分詞構文の主語と意味

C．Ken received confirmation before printing.。メール受信→印刷。

独自短文16

Having studied the results, the committee requested more information.

  1. The committee had never seen the results.
  2. The results requested the committee.
  3. Information arrived automatically.
  4. The committee studied the findings before requesting more.
正答・分詞構文の主語と意味

D．The committee studied the findings before requesting more.。結果の検討後に追加情報を要請。

独自短文17

Not having received a reply, the center sent a reminder.

  1. The center had no reply and therefore reminded the recipient.
  2. The recipient had already replied.
  3. The reminder was sent before the first message.
  4. The center received the reply twice.
正答・分詞構文の主語と意味

A．The center had no reply and therefore reminded the recipient.。返信が届かなかったため督促。

独自短文18

Having saved an extra copy, the student used it when the laptop failed.

  1. The extra copy was saved afterward.
  2. The copy had been saved before the problem occurred.
  3. The teacher had deleted every file.
  4. No laptop problem occurred.
正答・分詞構文の主語と意味

B．The copy had been saved before the problem occurred.。backup was saved earlier。

4．受動・省略形｜When asked / If used など

When asked, … や If used correctly, … は従属節の一部が省略された形として理解できます。

独自短文19

When asked about the new schedule, the manager explained the changes.

  1. The manager asked every visitor.
  2. The schedule answered questions.
  3. The manager answered when someone asked.
  4. Nobody discussed the schedule.
正答・分詞構文の主語と意味

C．The manager answered when someone asked.。when the manager was asked。

独自短文20

If used correctly, the equipment can be safe for beginners.

  1. It is always safe without conditions.
  2. It is prohibited for every beginner.
  3. It is safe only after disposal.
  4. Proper use is a condition for safety.
正答・分詞構文の主語と意味

D．Proper use is a condition for safety.。if it is used correctly。

独自短文21

Although designed for adults, the app can help some older students.

  1. The app was intended for adults but can help some older students.
  2. All adults must use the app.
  3. The app was designed by students.
  4. The app cannot be used by anyone.
正答・分詞構文の主語と意味

A．The app was intended for adults but can help some older students.。although it was designed …。

独自短文22

When repaired, the device will be returned to the center.

  1. The center repaired it last year.
  2. The device will be returned after it is repaired.
  3. The device was sold.
  4. Repair will never occur.
正答・分詞構文の主語と意味

B．The device will be returned after it is repaired.。when it is repaired、未来の条件。

独自短文23

If approved, the new route will begin in spring.

  1. Approval is complete.
  2. The route began last spring.
  3. The route depends on approval.
  4. Every route will close.
正答・分詞構文の主語と意味

C．The route depends on approval.。if it is approved。

独自短文24

Once completed, the guide will be sent to registered families.

  1. Families finished the guide already.
  2. All families received it last year.
  3. The guide must be printed by them.
  4. The guide will be sent after completion.
正答・分詞構文の主語と意味

D．The guide will be sent after completion.。once it is completed。

5．分詞構文と後置修飾を区別｜誰が行動するか

-ingが名詞を修飾する場合と、文全体の付帯状況を示す場合は異なります。

独自短文25

The student waiting at the entrance has a green notebook.

  1. The student at the entrance is waiting.
  2. The notebook is waiting.
  3. Every student is waiting.
  4. The entrance has a notebook.
正答・分詞構文の主語と意味

A．The student at the entrance is waiting.。waitingはstudentを後ろから修飾。

独自短文26

Waiting at the entrance, the student checked the timetable.

  1. The timetable was waiting.
  2. The student waited and checked the timetable.
  3. A teacher waited for the student.
  4. No one checked the timetable.
正答・分詞構文の主語と意味

B．The student waited and checked the timetable.。文頭のWaitingの動作主はstudent。

独自短文27

The devices used by volunteers must be checked afterward.

  1. The devices used the volunteers.
  2. Every volunteer needs training.
  3. Devices that volunteers used require checks.
  4. All devices have already been checked.
正答・分詞構文の主語と意味

C．Devices that volunteers used require checks.。used by volunteersはdevicesの後置修飾。

独自短文28

Using the devices, volunteers practiced basic repairs.

  1. The devices practiced repairs.
  2. The teacher used the volunteers.
  3. No equipment was used.
  4. Volunteers used devices during their practice.
正答・分詞構文の主語と意味

D．Volunteers used devices during their practice.。usingの主体はvolunteers。

独自短文29

A guide explaining the safety rules was posted online.

  1. The online guide explains safety rules.
  2. The safety rules posted the guide.
  3. A visitor lost every guide.
  4. The guide was never posted.
正答・分詞構文の主語と意味

A．The online guide explains safety rules.。explainingはguideの内容を説明。

独自短文30

Explaining the safety rules, the instructor showed the equipment.

  1. The equipment explained the rules.
  2. The instructor explained the rules while showing equipment.
  3. No instruction was given.
  4. The guide was posted online.
正答・分詞構文の主語と意味

B．The instructor explained the rules while showing equipment.。Explainingの主体はinstructor。

独自修正12問｜分詞構文の主語がねじれる英文を直す

英文の語順が正しくても、文頭の分詞の行為者が主節の主語と合わなければ不自然になることがあります。主語を明示した節へ戻す練習をします。

意味がずれた英文の修正1

Walking toward the station, the rain became heavier.

修正例・根拠

While Aya was walking toward the station, the rain became heavier.

雨が歩いたように見えるdangling participleを修正。

意味がずれた英文の修正2

Reading the email, the deadline was discovered.

修正例・根拠

Reading the email, Ken discovered the deadline.

メールを読んだ人物を主節主語に。

意味がずれた英文の修正3

Having completed the survey, the results were sent by the students.

修正例・根拠

After the students completed the survey, they sent the results.

完了した主語をstudentsと明示。

意味がずれた英文の修正4

When asked about the event, the timetable was explained by the manager.

修正例・根拠

When asked about the event, the manager explained the timetable.

質問されたのはmanagerでありtimetableではない。

意味がずれた英文の修正5

Using the online system, the room was booked by the visitors.

修正例・根拠

Using the online system, the visitors booked the room.

Using の動作主をvisitorsへ一致。

意味がずれた英文の修正6

Having checked the costs, the plan was changed.

修正例・根拠

After the officials checked the costs, they changed the plan.

誰が費用を検討したかを明示。

意味がずれた英文の修正7

Being tired, the room was closed by the volunteers.

修正例・根拠

Because the volunteers were tired, they closed the room.

部屋が疲れたような構造を修正。

意味がずれた英文の修正8

When repaired, the technician will return the device.

修正例・根拠

Once the device is repaired, the technician will return it.

repairedの対象がdeviceだと明確にする。

意味がずれた英文の修正9

Having learned about the delay, an alternative route was chosen.

修正例・根拠

After the passengers learned about the delay, they chose another route.

知った人物と選択者を明示。

意味がずれた英文の修正10

Looking at the map, the entrance was difficult to find.

修正例・根拠

While the visitors were looking at the map, they found the entrance difficult to locate.

mapを見る主体と難しさの主体を一致。

意味がずれた英文の修正11

If used properly, beginners can operate the device safely.

修正例・根拠

If beginners use the device properly, they can operate it safely.

文意は通るが、分詞が修飾する対象をより明確にする。

意味がずれた英文の修正12

Not having enough information, a decision was postponed.

修正例・根拠

Because the committee lacked enough information, it postponed the decision.

情報不足の主体をcommitteeへ明示。

独自長文2題・内容一致8問

独自説明文1｜学校のオンライン発表

Having prepared their slides in advance, a group of students arrived early for the science presentation. When asked about the project, they explained how the model could save water. However, the projector suddenly stopped working. Not having another cable, the teacher suggested using a classroom computer. The students had saved their slides online, so they could open the file without using their own laptop. After checking the new computer, they continued the presentation. A visitor who attended the event later asked whether the students had measured long-term water savings. They answered that the model was still being tested.

読解1

What happened before the group arrived?

  1. They prepared the slides.
  2. They bought a new projector.
  3. Visitors measured water savings.
  4. The teacher repaired the cable.
正答と本文の根拠

A．They prepared the slides.。Having prepared → 準備が先。

読解2

Who explained the model when asked?

  1. The projector
  2. The students
  3. The visitor
  4. The library director
正答と本文の根拠

B．The students。When asked, they explained。

読解3

What did the teacher suggest?

  1. Canceling the project
  2. Leaving school
  3. Using a different computer
  4. Buying a new model
正答と本文の根拠

C．Using a different computer。teacher suggested a classroom computer。

読解4

What remained unconfirmed?

  1. The slides existed
  2. A projector failed
  3. Students made a model
  4. Long-term water savings
正答と本文の根拠

D．Long-term water savings。still testing and not yet measured。

独自説明文2｜地域の修理ボランティア

A community center organized a repair event for household items. Having completed safety training, volunteers inspected the tools before visitors arrived. The organizers displayed signs explaining which items could be repaired. When asked about old electrical devices, staff said that certain repairs required professional workers. Some visitors used basic sewing equipment, while others learned how to maintain bicycles. Noticing that several tools needed replacement, the staff recorded maintenance costs. The center has not yet measured how much waste the event prevented. Officials will compare repair costs and residents’ feedback before deciding whether to hold another event.

読解5

What happened before visitors arrived?

  1. Volunteers completed training and checked tools.
  2. The event ended.
  3. All tools were discarded.
  4. Residents measured waste.
正答と本文の根拠

A．Volunteers completed training and checked tools.。Having completed training。

読解6

Who explained restrictions on electrical repairs?

  1. Every visitor
  2. Center staff
  3. A train driver
  4. A school student
正答と本文の根拠

B．Center staff。staff said certain repairs need specialists。

読解7

What did staff notice?

  1. The event had no visitors.
  2. No repairs were possible.
  3. Several tools required replacement.
  4. All items were new.
正答と本文の根拠

C．Several tools required replacement.。Noticing several tools needed replacement。

読解8

What is still unknown?

  1. The event’s location
  2. Whether tools were inspected
  3. Whether sewing equipment was used
  4. The total waste prevented
正答と本文の根拠

D．The total waste prevented。not yet measured amount of waste prevented。

間違えやすい5つの確認

  1. 文頭の-ingは主節と同じ主語か
  2. Having＋過去分詞は何より前に完了したか
  3. When asked、If usedなどの省略主語は何か
  4. 名詞の後ろの分詞を、文頭の分詞構文と混同していないか
  5. 意味が曖昧ならbecause・whenなどの節へ戻してよいか

7日間の学習順

1〜5日目に4択30問を毎日6問、6日目に12の修正、7日目に2長文を解きます。解説の英文を丸暗記するのではなく、初見の公式過去問で主語と動作の関係を正確に説明できるか確かめてください。

よくある質問

分詞構文は必ず『〜しながら』と訳しますか？

いいえ。時間・原因・付帯状況など文脈で異なります。日本語訳を先に決めず、分詞と主節の関係を考えます。

Having＋過去分詞は必ず過去完了と同じですか？

主節より前に完了した行動を示す場合が多いですが、文全体の時制・文脈で時間関係を判断します。

主語が曖昧な分詞構文はどう直しますか？

When the students finished … のように、行動する人物を節の主語として明示すれば分かりやすくなります。

この50問だけで英検2級Readingの合否が分かりますか？

できません。文構造理解のための独自教材で、公式CSEスコアへ換算することはできません。

関連教材・主な公式出典

慶英会制作・塾長監修（慶應義塾大学卒・英検1級）。短文30問、英文修正12問、独自長文2題と内容一致8問を当塾で制作しました。英検協会・NEW TREASUREの本文の転載はしていません。

慶英会の関連無料教材：分詞・受動態を復習した後、義務・可能性・完了を読み分ける方へ、must be・may be・should beの独自50問をご利用ください。慶英会独自の問題・全解答を公開しています。

英検2級を分野別に続けて学ぶ：慶英会の英検2級無料教材・総合案内では、語彙・長文・英文要約・意見英作文・リスニング・面接の教材を一覧で確認できます。

英検対策を個別に相談したい保護者様へ

慶英会塾長のプロフィール写真

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。

最大1か月完全無料体験・学習相談をご希望の方は、慶英会公式LINEからご連絡ください。LINEでは「学年・現在の英検級・目標級・受験予定時期」を分かる範囲でお送りください。

慶英会公式LINEで無料体験・相談

LINEを開いた後、「無料体験希望（ブログ・英検）」または「学習相談希望（ブログ・英検）」とメッセージをお送りください。ボタンを押すだけでは相談の受付は完了しません。LINEをご利用になれない場合は、メールで学習相談もできます。

指導内容・無料体験の条件を先に確認したい方へ：英検対策の相談を始める前に、慶英会公式サイトで指導内容・料金・無料体験の対象と条件を確認できます。無料体験の回数や受付状況は変わる場合があるため、最新の案内を優先してください。個別の学習相談は上の公式LINEをご利用ください。

受講内容・無料体験の条件と受付状況は無料体験のご案内で確認できます。相談だけでも受け付けています。

慶英会 塾長

最大1ヶ月無料体験授業受付中！（残り枠わずかです！）

最大1ヶ月の「完全無料」指導体験
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ご入塾前に、慶英会の圧倒的な指導品質をじっくりご体感ください。

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