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
（最前列左から2人目：塾長）
英検2級の英文要約で、オンラインと対面、紙の教材とデジタル教材など二つの方法を比較する説明文が出ると、どちらか一方の利点だけ残してしまうことがあります。while・whereas・on the other hand・howeverは、比較する対象とその長所・課題を示す大切な手掛かりです。慶英会では比較の情報を逆にしたり、someをallにしたり、期待を確定した結果へ変えてしまった英文を修正する独自24問と、比較を含むオリジナル長文4題・内容一致16問を制作しました。各長文には45〜55語の慶英会独自模範要約を付けています。
結論｜比較文はAの利点・Bの利点・共通課題を整理してから短縮する
紙とデジタルの案内を比べる文章なら、printed guidesは端末がない人に便利、digital guidesは更新が容易、という対応を維持します。二つの利点を入れ替えたり、全員が同じ方法を選ぶと断定したりしないことが重要です。語数を減らすときは個別の例を短縮し、論理の骨格を優先しましょう。
英検2級の英文要約・Writing公式形式
英検協会の2級試験内容では英文要約1題と意見英作文1題が出題されます。公式過去問に示される英文要約の目安は45〜55語です。本教材は比較・対比に絞った慶英会独自教材であり、公式の比較問題や採点済み答案の転載ではありません。
比較の情報を保つ早見表
| 英語 | 役割 | 要約時の注意 |
|---|---|---|
| while / whereas | AとBの対比 | 利点の持ち主を逆にしない |
| on the other hand | 別の見方・対照 | 反対意見と確定情報を区別 |
| both / neither | 両方・どちらも〜ない | some/allへ無断で変えない |
| however | 課題・逆接 | 直前の主張を打ち消す範囲を確認 |
| may / not yet measured | 不確実性 | 実証済みと書かない |
独自24問｜比較対象・利点・制約を入れ替えない
1．比較する主体を入れ替えない
意味を保つ修正1
Original: Online booking saves staff time, while phone booking helps residents without internet. Wrong: Phone booking saves staff time and online booking helps residents without internet.
正確な要約表現・修正理由
Online booking may save staff time, while telephone booking supports residents who cannot use the internet.
便益を受ける人と方式の対応を逆にしない。
意味を保つ修正2
Original: Printed maps are useful without a battery, whereas digital maps can provide updates. Wrong: Printed maps update automatically.
正確な要約表現・修正理由
Printed maps work without batteries, whereas digital maps can offer updated information.
紙とデジタルの利点の対応を正確に。
意味を保つ修正3
Original: Shared bicycles may help short trips, but buses carry more passengers. Wrong: Shared bicycles carry larger groups.
正確な要約表現・修正理由
Shared bicycles may suit short individual trips, while buses can carry more passengers.
それぞれの移動手段の特性を保存。
意味を保つ修正4
Original: Volunteers prepare equipment, while staff check safety. Wrong: Staff prepare equipment and volunteers inspect safety.
正確な要約表現・修正理由
Volunteers prepare equipment, while staff are responsible for safety checks.
行動する主体の入れ替わりを修正。
2．while・whereasを理由・結果と取り違えない
意味を保つ修正5
Original: Some students prefer paper, while others prefer digital materials. Wrong: Everyone chose digital because paper was unavailable.
正確な要約表現・修正理由
Students have different preferences for printed and digital materials.
whileの対比を理由や全面的な傾向へ変えない。
意味を保つ修正6
Original: The old system required phone calls, whereas the new system allows online reservations. Wrong: The new system caused the older telephone system.
正確な要約表現・修正理由
The old system required calls, while the new one supports online booking.
whereasは対比であり因果ではない。
意味を保つ修正7
Original: Rural areas have longer travel distances, while cities may have more transport choices. Wrong: Long journeys cause cities.
正確な要約表現・修正理由
Rural journeys can be longer, whereas cities may offer more transport options.
地域の違いを原因へ変換しない。
意味を保つ修正8
Original: Printed guides are easier for some older visitors, while apps can be updated quickly. Wrong: Older visitors update apps more quickly.
正確な要約表現・修正理由
Some older visitors may prefer print, while apps are easier to update.
two advantages apply to different subjects。
3．一部・多数・全員を混同しない
意味を保つ修正9
Original: Most users liked the app, but some reported technical problems. Wrong: Every user liked it and nobody had problems.
正確な要約表現・修正理由
Most users responded positively, although some experienced technical difficulties.
mostとsomeを残し、全員へ強めない。
意味を保つ修正10
Original: Only registered members can borrow tools, whereas visitors may observe. Wrong: Everyone can borrow.
正確な要約表現・修正理由
Borrowing is limited to registered members, while visitors may observe.
資格条件を維持。
意味を保つ修正11
Original: Some schools offer online lessons, but not every school has reliable internet. Wrong: All schools teach online.
正確な要約表現・修正理由
Some schools offer online lessons, although reliable internet is not available everywhere.
一部と全体を区別。
意味を保つ修正12
Original: A few volunteers joined the program, but many more were needed. Wrong: No volunteers joined.
正確な要約表現・修正理由
Some volunteers joined, but the program needed additional helpers.
a fewは少数ながら存在する。
4．費用・時間の増減を対応させる
意味を保つ修正13
Original: Digital tickets may reduce printing costs, but setting up the system costs money. Wrong: The system has no cost.
正確な要約表現・修正理由
Digital tickets may lower printing expenses, but the system requires setup costs.
便益と初期費用を両方保存。
意味を保つ修正14
Original: The new train is faster, but its ticket is more expensive. Wrong: It is both faster and cheaper.
正確な要約表現・修正理由
The new service saves travel time but costs more.
時間と料金のトレードオフを維持。
意味を保つ修正15
Original: Repaired devices last longer, while new devices may offer better features. Wrong: Old devices always have the best features.
正確な要約表現・修正理由
Repairs may extend device life, while new products can offer additional functions.
それぞれの長所を入れ替えない。
意味を保つ修正16
Original: More study rooms increase capacity but require additional supervision. Wrong: Extra rooms reduce staffing needs.
正確な要約表現・修正理由
More rooms can serve additional students, but they may need more supervision.
利用者増と人員負担を併記。
5．期待・未測定・条件付き計画を保つ
意味を保つ修正17
Original: Teachers expect digital guides to help learning, but the effect has not been measured. Wrong: Scores improved.
正確な要約表現・修正理由
Teachers hope digital guides will help, but learning effects remain unmeasured.
期待と実証を分ける。
意味を保つ修正18
Original: The town may add stations if demand increases. Wrong: Expansion is already approved.
正確な要約表現・修正理由
The town may expand the service if demand rises.
mayとifの限定を保持。
意味を保つ修正19
Original: Staff recorded 80 uses but did not count unique users. Wrong: 80 residents used it.
正確な要約表現・修正理由
Staff recorded eighty uses but did not determine the number of individual users.
回数と人数を混同しない。
意味を保つ修正20
Original: The new system might reduce paper waste, but it has not been tested. Wrong: It reduced waste in every office.
正確な要約表現・修正理由
The system might reduce paper use, although its effect has not yet been tested.
mightとuntestedを保つ。
6．比較対象を明確にして45〜55語へ圧縮
意味を保つ修正21
Original: A library offers paper and digital guides, which are two different formats for explaining exhibits. Wrong: The library replaced paper entirely.
正確な要約表現・修正理由
The library offers both printed and digital guides.
冗長な形式説明を短縮し、両立を維持。
意味を保つ修正22
Original: A school provides lessons online and in classrooms, allowing different students to choose methods. Wrong: All learning is remote.
正確な要約表現・修正理由
A school combines online and classroom lessons to support different learners.
混合型の教育という骨格を残す。
意味を保つ修正23
Original: Public buses carry groups, while bicycle-sharing is useful for short personal trips. Wrong: Both are identical transport methods.
正確な要約表現・修正理由
Buses and shared bicycles serve different transport needs.
両者の違いを概括しても同一視しない。
意味を保つ修正24
Original: A local center offers free classes, but access is limited because the building is small. Wrong: Everyone can attend any session.
正確な要約表現・修正理由
A center provides free classes, but limited space restricts attendance.
無料という便益と定員制約を同時に保存。
比較を含む独自長文4題｜45〜55語の模範要約と内容一致16問
オリジナル英文要約1｜図書館の紙・デジタル教材
A community library gives visitors access to printed books and digital learning materials. Printed books are useful for people who prefer reading on paper or cannot easily use electronic devices. Digital resources, on the other hand, let readers search information and adjust text size. The library hopes that offering both formats will improve access to learning. However, digital materials require maintenance and internet connections, while printed books take up storage space. Staff have recorded usage of both formats but have not yet measured their effects on students’ examination results. The library will review costs before deciding whether to expand either collection.まず比較する対象AとB、それぞれの利点・課題、まだ分からない情報を整理して45〜55語で書きます。
慶英会模範要約（49語）
A community library offers both printed and digital resources. Printed books support readers who prefer paper, whereas digital materials offer search tools and adjustable text. However, each format has different costs and limitations. The library tracks use but has not measured effects on examination results before considering further expansion.原文の比較を確かめる1
Who may especially benefit from printed books?
- Visitors who prefer paper or cannot use devices.
- Only software engineers.
- People seeking automatic updates.
- Visitors without any interest in reading.
正答と本文の根拠
A．Visitors who prefer paper or cannot use devices.。printed helps paper preference/device difficulties。
原文の比較を確かめる2
Which benefit belongs to digital resources?
- No storage costs are possible.
- Searching information and changing text size.
- They never need maintenance.
- They guarantee exam success.
正答と本文の根拠
B．Searching information and changing text size.。search and adjustable text。
原文の比較を確かめる3
Which issue applies to printed books?
- They require an internet connection.
- They can only be read on phones.
- They use physical storage space.
- They cannot be borrowed.
正答と本文の根拠
C．They use physical storage space.。printed take up storage。
原文の比較を確かめる4
What remains unmeasured?
- Use of both formats.
- Whether printed books exist.
- Maintenance requirements.
- Effects on students’ exam results.
正答と本文の根拠
D．Effects on students’ exam results.。effects not yet measured。
オリジナル英文要約2｜地域の交通手段を比較
Several towns are considering ways to improve local transport. Buses can carry many passengers and serve residents who cannot ride bicycles. Shared bicycles, by contrast, may be convenient for shorter trips and can be returned to different stations. Both options require maintenance, but bicycle stations need suitable cycling routes, while bus services need trained drivers. One town has counted passengers on existing buses but has not measured demand for shared bicycles. Officials hope to offer better choices, although expansion will depend on costs and safety conditions. They plan to study different neighborhoods before making a final decision.まず比較する対象AとB、それぞれの利点・課題、まだ分からない情報を整理して45〜55語で書きます。
慶英会模範要約（49語）
Towns are comparing buses and shared bicycles. Buses carry more passengers and help people who cannot cycle, whereas shared bicycles may suit short journeys. Both services need maintenance and suitable infrastructure or staff. Officials hope to improve choices but must assess demand, costs and safety before expanding either option.原文の比較を確かめる5
Which advantage is connected to buses?
- Carrying many passengers and serving noncyclists.
- Being returned to any bicycle station.
- Never needing maintenance.
- Eliminating all driver costs.
正答と本文の根拠
A．Carrying many passengers and serving noncyclists.。buses large capacity and noncyclists。
原文の比較を確かめる6
What makes shared bicycles useful?
- They carry large groups.
- They may serve short trips.
- They do not need safe routes.
- They are free in every town.
正答と本文の根拠
B．They may serve short trips.。short trips / flexible return。
原文の比較を確かめる7
Which requirement is specific to buses in the passage?
- Cycling routes.
- Bicycle docking stations.
- Trained drivers.
- A reading room.
正答と本文の根拠
C．Trained drivers.。bus services need trained drivers。
原文の比較を確かめる8
What information has not yet been gathered?
- Existing bus passenger counts.
- The existence of roads.
- Maintenance needs.
- Demand for shared bicycles.
正答と本文の根拠
D．Demand for shared bicycles.。not measured demand for bicycles。
オリジナル英文要約3｜オンライン・対面の科学講座
A science center organizes in-person workshops and online talks. In-person workshops let students handle safe materials under the supervision of trained instructors. Online talks allow participants living far away to ask researchers questions without traveling. However, the center cannot reproduce every practical experiment through a screen. Meanwhile, students attending in person may need to pay for transport. The center hopes the combination will reach more learners, but it has not recorded whether either format improves long-term scientific understanding. Staff are collecting feedback and will decide which sessions to offer next term after reviewing costs.まず比較する対象AとB、それぞれの利点・課題、まだ分からない情報を整理して45〜55語で書きます。
慶英会模範要約（48語）
A science center combines in-person workshops and online talks. Practical sessions let students use materials with supervision, whereas online talks help distant learners participate. However, hands-on activities cannot always be replicated digitally, and travel can cost money. Long-term learning effects remain unmeasured as staff review feedback and costs.原文の比較を確かめる9
What can students do in person?
- Use safe materials under supervision.
- Avoid all instructor support.
- Join without travel.
- Guarantee exam success.
正答と本文の根拠
A．Use safe materials under supervision.。in-person hands-on supervised。
原文の比較を確かめる10
Who may benefit from online talks?
- Only students living beside the center.
- Participants far from the center.
- Only laboratory technicians.
- People who cannot use the internet.
正答と本文の根拠
B．Participants far from the center.。distant learners participate without travel。
原文の比較を確かめる11
What cannot always be provided online?
- A chance to ask questions.
- Researchers’ explanations.
- Full hands-on practical experiments.
- Any learning materials.
正答と本文の根拠
C．Full hands-on practical experiments.。cannot reproduce every practical experiment。
原文の比較を確かめる12
What has the center not established?
- Whether both formats exist.
- Whether travel can cost money.
- Whether teachers supervise work.
- Long-term improvement in scientific understanding.
正答と本文の根拠
D．Long-term improvement in scientific understanding.。learning outcomes not recorded。
オリジナル英文要約4｜古い設備の修理と買い替え
A town is reviewing how to maintain computers used in public facilities. Repairing older devices may reduce immediate spending and help useful equipment last longer. Buying new devices, however, may offer better security features and lower energy use. Repairs require skilled workers and replacement parts, while purchases can involve substantial upfront costs. The town has recorded how much it spent on previous repairs, but it has not compared the long-term costs of both approaches. Officials plan to test several devices before deciding whether to repair or replace more computers.まず比較する対象AとB、それぞれの利点・課題、まだ分からない情報を整理して45〜55語で書きます。
慶英会模範要約（49語）
A town is comparing repairs with new computer purchases. Repairs may reduce immediate spending and extend equipment life, while newer devices could improve security and energy efficiency. Both approaches have costs. Officials have recorded past repair expenses but will test devices before deciding which option offers better long-term value.原文の比較を確かめる13
What is one possible benefit of repairs?
- Lower immediate spending and longer equipment life.
- Guaranteed new security features.
- No need for skilled workers.
- Every repair being free.
正答と本文の根拠
A．Lower immediate spending and longer equipment life.。repairs reduce upfront cost / extend life。
原文の比較を確かめる14
Which benefit is linked to newer devices?
- Never needing maintenance.
- Potentially stronger security and efficiency.
- Being free to purchase.
- Eliminating all waste.
正答と本文の根拠
B．Potentially stronger security and efficiency.。new devices may offer security and energy savings。
原文の比較を確かめる15
What data have officials recorded?
- Every purchase’s future savings.
- Long-term cost comparison.
- Previous repair spending.
- Students’ examination results.
正答と本文の根拠
C．Previous repair spending.。spent on previous repairs。
原文の比較を確かめる16
What will officials do before a larger decision?
- Replace all devices now.
- End computer use.
- Approve all purchases.
- Test several devices and evaluate costs.
正答と本文の根拠
D．Test several devices and evaluate costs.。test several devices before decide。
要約を書く前の5段階
- AとBの二つの対象を取り出す
- Aに属する利点とBに属する利点を分ける
- 双方の課題・費用・制約を整理する
- 未測定の結果や条件付き計画を保存する
- 45〜55語へ整えた後、A/Bの対応が逆転していないか確認する
10日間の学習手順
1〜6日目に比較の修正24問を各日4問ずつ、7〜10日目にはオリジナル要約4題を毎日1題ずつ解きます。答案の語数とともに、本文のどこで対比が示されたかを明確にしてください。最後は英検協会の別年度の公式問題で初見対応力を確かめます。
よくある質問
英文要約にwhileやwhereasは必ず必要ですか？
必須ではありません。二つの対象の違いが伝わるなら、別の自然な言い換えで表しても構いません。
比較する二つの方法はどちらも書くべきですか？
中心となる比較なら双方の特徴を残すことが重要です。ただし本文で単なる例として列挙されている場合は、語数に応じて一般化できる場合があります。
利点だけを書き、課題を省いてよいですか？
課題が本文の主旨を構成している場合、省略すると内容が偏ります。本文全体の論理を見て判断してください。
模範要約の一字一句の暗記が必要ですか？
必要ありません。独自の模範英文は例であり、重要情報と意味を保った別の英文も考えられます。
関連教材・参考公式情報
慶英会制作・監修（慶應義塾大学卒・英検1級の塾長）。独自修正24問・英文要約4題・内容一致16問はすべて当塾の教材です。自治体や施設、比較例は学習用の架空設定です。
英検2級の別分野も無料で学ぶ：慶英会・英検2級無料教材90選では、語彙・英文法・長文・Writing・Listening・二次面接のオリジナル教材を分野別に確認できます。
英検対策を個別に相談したい保護者様へ
慶英会 塾長｜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
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