英検準1級リスニングPart 2の要旨・結論を聞き取る｜独自8台本・16問と全解説

英検準1級リスニングPart 2で、英語が聞こえても「結局、何を言いたい説明だったか」が分からない場合、主題・具体例・逆接・結論を区別する必要があります。現行の準1級リスニングPart 2は説明文などの内容一致12問で、各放送は1回です。英検協会の公式試験内容を確認しています。

このページでは慶英会独自の説明文スクリプト8本、主張と結論に特化した4択16問、全解答・根拠と誤答の分析、7日間の復習方法を公開します。既存の選択肢の言い換え対策24問とは異なり、文章全体のメッセージをつかむことに特化した教材です。

音声について：本記事は録音音声付きの模試ではありません。初回は質問と選択肢だけを読み、家族・講師や端末の英語読み上げ機能で本文を1回聞いて解答してください。スクリプトを見てから解いた正答率と、初見の聞き取り結果は分けて測定します。実際の話速・音質は協会の公式音源で確認します。

目次：主題を聞く4手順／独自16問／読み上げ台本8本／解答と根拠／7日復習／FAQ。

リスニングPart 2で主題を聞く4つの手掛かり

• 冒頭：何についての説明かをつかむ。
• しかし／ところが：however、yet、nevertheless以降の制約や問題を聞き逃さない。
• 対応策：そこで誰が何を改善しようとしているのかを保持する。
• 結論：話者が成果を何で評価しているか（数・品質・安全・アクセスなど）を確認する。

本文で示された一つの具体例を、話者の主張全体だと思い込まないようにしましょう。not simply … but … は特に、見た目の数字より実質的な成果を重視する構造として読めます。

慶英会オリジナルPart 2・説明文8本の4択16問

音声を用意できる場合は、次の質問と4択だけを先に読み、台本を見ずに答えます。以下は1パッセージ2問の独自練習形式であり、公式の文章数や設問配置を再現した模試ではありません。

独自パッセージ1｜学校給食の食品ロス

Q1：What is the main point of the passage?

• A. All lunch orders should be reduced by exactly the same amount.
• B. Food waste can be solved by removing every unpopular dish.
• C. The school should reduce waste while still providing suitable meals.
• D. Students should stop eating meals at school.

Q2：Why did the district begin studying portions and absences?

• A. Teachers wanted to eliminate the lunch period.
• B. Meals always remained identical across days.
• C. Kitchen workers had already stopped preparing food.
• D. A uniform reduction could create shortages for some students.

独自パッセージ2｜公共サービスのオンライン予約

Q3：What do officials now consider the most important outcome?

• A. Whether residents can successfully use the booking service.
• B. How many advertisements promote the application.
• C. The number of people who purchase new smartphones.
• D. Whether every office is closed to the public.

Q4：Why did the town introduce telephone booking?

• A. The application could never be downloaded.
• B. Some residents faced barriers to using the online option.
• C. Every resident preferred speaking on the phone.
• D. The town wanted to stop using digital services.

独自パッセージ3｜博物館の資料保存

Q5：What is the museum’s principal position?

• A. Digital copies make all original documents unnecessary.
• B. Museums should remove every online image.
• C. Digital access and preservation of originals are both necessary.
• D. Only visitors who travel to the museum should study history.

Q6：Why did curators disagree with reducing conservation work?

• A. The museum had never produced any digital images.
• B. Visitors refused to study online materials.
• C. Digital files can never be used for education.
• D. Digital images do not preserve every physical property of objects.

独自パッセージ4｜遮熱塗装の導入判断

Q7：What does the school district intend to do?

• A. Test the coatings before considering wider installation.
• B. Install the coatings on every building immediately.
• C. Assume all advertisements are scientifically correct.
• D. Stop measuring classroom temperatures.

Q8：Which statement is supported about potential energy savings?

• A. The savings are guaranteed to be identical at all schools.
• B. They depend on building and environmental conditions.
• C. Maintenance cannot affect the results.
• D. Electricity use has already fallen by half everywhere.

独自パッセージ5｜市民による空気観測

Q9：What does the passage emphasize about citizen-science results?

• A. More observations automatically prove that pollution is increasing.
• B. Volunteers should never participate in research.
• C. Consistent and accurate observations matter more than their number alone.
• D. All measuring devices produce exactly the same readings.

Q10：Why was a common recording procedure introduced?

• A. The volunteers wanted to stop publishing all reports.
• B. Researchers had already established perfect reliability.
• C. The town had eliminated every source of pollution.
• D. Different devices and observation times reduced comparability.

独自パッセージ6｜柔軟な働き方と顧客対応

Q11：What is the company’s main objective?

• A. Keep the benefits of flexibility while improving coordination.
• B. Require every employee to work identical hours.
• C. Eliminate all customer communication.
• D. Replace flexible hours with permanent overnight shifts.

Q12：What prompted the introduction of shared communication periods?

• A. All employees refused to work from home.
• B. Some customers experienced delayed replies.
• C. The company had no customers.
• D. Managers wanted to reduce every employee’s salary.

独自パッセージ7｜生徒同士の学習支援

Q13：How has the school changed its evaluation of the program?

• A. It counts only the number of volunteer tutors.
• B. It has abandoned all assessments.
• C. It focuses more on independent learning than session totals.
• D. It assumes attendance guarantees understanding.

Q14：What were the older students encouraged to do?

• A. Complete every assignment for younger classmates.
• B. Stop checking whether explanations make sense.
• C. Give the same answer without listening to questions.
• D. Guide learners through questions instead of supplying answers immediately.

独自パッセージ8｜洪水予測と複数情報源

Q15：What is the main point of this passage?

• A. Water-level sensors can assist warnings but have limitations.
• B. Sensors make trained observers unnecessary.
• C. Every flood can now be predicted with complete certainty.
• D. Only smartphone users require emergency information.

Q16：Why were alternative communication methods prepared?

• A. All internet access had been permanently banned.
• B. Warnings must also reach residents without smartphones.
• C. Officials wanted to stop using any sensor data.
• D. Every resident had requested printed notices exclusively.

読み上げ用オリジナル台本8本｜初回は読まない

この章には解答の根拠となる情報が含まれます。初回は読み手だけが確認し、受験者は音声を1回聞いて回答してください。

Script 1｜学校給食の食品ロス

A school district began measuring leftover food from its lunches. Teachers initially thought that ordering fewer meals would be the simplest way to reduce waste. However, staff noticed that leftovers varied greatly depending on the menu and whether students were absent. Reducing every order by the same amount might leave some children without suitable meals. The district therefore began recording which foods were left over and asking students about portion sizes. Kitchen workers also reviewed how meals could be prepared more flexibly. Officials say the aim is not simply to reduce the amount of food purchased. They want to provide appropriate meals while avoiding unnecessary waste and keeping the system practical for staff.

Script 2｜公共サービスのオンライン予約

A town introduced online booking for several public services. At first, officials were pleased that many people downloaded the application. Soon, however, the local office received complaints from residents who did not have suitable smartphones or reliable internet access. Some users also found the instructions confusing. The town added a telephone option and revised its information pages. Staff then began checking whether people could complete appointments, rather than focusing only on download totals. Officials say technology should make public services easier to use, not create new barriers for the residents who need them. They plan to expand the system only after reviewing these results.

Script 3｜博物館の資料保存

A museum has begun publishing digital images of historical letters and photographs. Online visitors can examine selected items even if they live far from the city. Some people suggested that the museum should now spend less on preserving the original documents because digital copies were available. The curators disagreed. They explained that photographs might not capture every physical feature of an object and that digital files also require maintenance. The museum therefore plans to develop virtual exhibitions while continuing conservation work. Staff say online access and physical preservation should support each other. Their goal is to give people reliable information without putting the original collections at unnecessary risk.

Script 4｜遮熱塗装の導入判断

Several schools are considering reflective coatings for their roofs. The materials may help reduce heat in classrooms and lower the need for air conditioning. A company advertising the coatings claimed that every building would experience large savings. Engineers warned that actual performance depends on roof design, local weather, and maintenance. They recommended testing selected classrooms and measuring changes in temperature and electricity use. The school district agreed to a limited trial but postponed any decision to renovate every building. Officials want evidence of practical benefits under local conditions before making a large investment. A promising product, they say, should still be evaluated carefully.

Script 5｜市民による空気観測

A community group invited volunteers to measure air quality around local roads. The project attracted many participants, and large amounts of data were collected. Researchers welcomed the public interest but noticed that the volunteers sometimes used different devices at different times of day. As a result, some readings could not easily be compared. The group introduced basic training and a shared recording procedure. Experts also offered to review unusual values before they were published. Organizers say the number of observations is encouraging, but the quality of the measurements is more important for understanding long-term changes. Reliable methods can make citizen participation more useful.

Script 6｜柔軟な働き方と顧客対応

A company began allowing staff to choose some of their working hours. Many employees reported that the arrangement helped them manage commuting and family responsibilities. However, customers occasionally waited longer for answers because workers in different departments were available at different times. Managers introduced shared communication periods and a clearer system for transferring urgent requests. They now assess the policy using both employee feedback and customer response times. The company has not concluded that flexibility is harmful. Instead, it wants to keep the benefits while ensuring that essential work is coordinated. Officials say a successful arrangement must support both staff and the people they serve.

Script 7｜生徒同士の学習支援

A secondary school started a peer-tutoring program in which older students helped younger classmates review difficult subjects. The number of tutoring sessions increased during the term, and organizers initially treated this as evidence of success. Teachers later noticed that some learners attended regularly but could not solve unfamiliar problems without help. The school therefore trained student tutors to ask questions rather than immediately provide answers. It also introduced short assessments before and after selected sessions. Staff now judge the program by how independently learners can use the skills they practise. The goal is not simply to arrange more meetings but to make each session educationally useful.

Script 8｜洪水予測と複数情報源

A town installed sensors to monitor water levels during heavy rain. Some residents believed that the new system would predict every flood accurately. Officials cautioned that sensors could lose power or provide unusual readings that needed checking. They therefore compared measurements with weather forecasts and reports from trained observers. The town also prepared telephone calls and printed notices for residents without smartphones. Managers say the purpose is to support timely decisions and communicate risks clearly, not to offer perfect predictions. They plan to evaluate how effectively warnings reach residents as well as how reliably the equipment operates.

16問の全解答・本文根拠・誤答分析

問1｜正解 C

正答：The school should reduce waste while still providing suitable meals.。本文根拠：全文の要点は食品ロスと適切な給食の両立。

他の選択肢が合わない理由：All lunch orders should be reduced by exactly the same amount.／Food waste can be solved by removing every unpopular dish.／Students should stop eating meals at school.。話者が述べた便益・制約・実際の結論と照合してください。

問2｜正解 D

正答：A uniform reduction could create shortages for some students.。本文根拠：日による需要の差があるため一律削減は不適切。

他の選択肢が合わない理由：Teachers wanted to eliminate the lunch period.／Meals always remained identical across days.／Kitchen workers had already stopped preparing food.。話者が述べた便益・制約・実際の結論と照合してください。

問3｜正解 A

正答：Whether residents can successfully use the booking service.。本文根拠：ダウンロード数より実際の予約完了を評価。

他の選択肢が合わない理由：How many advertisements promote the application.／The number of people who purchase new smartphones.／Whether every office is closed to the public.。話者が述べた便益・制約・実際の結論と照合してください。

問4｜正解 B

正答：Some residents faced barriers to using the online option.。本文根拠：アプリ利用が難しい住民にも利用方法を提供するため。

他の選択肢が合わない理由：The application could never be downloaded.／Every resident preferred speaking on the phone.／The town wanted to stop using digital services.。話者が述べた便益・制約・実際の結論と照合してください。

問5｜正解 C

正答：Digital access and preservation of originals are both necessary.。本文根拠：オンライン公開と原資料保護の両立が結論。

他の選択肢が合わない理由：Digital copies make all original documents unnecessary.／Museums should remove every online image.／Only visitors who travel to the museum should study history.。話者が述べた便益・制約・実際の結論と照合してください。

問6｜正解 D

正答：Digital images do not preserve every physical property of objects.。本文根拠：物理的特徴をすべて再現できず、原資料は保護が必要。

他の選択肢が合わない理由：The museum had never produced any digital images.／Visitors refused to study online materials.／Digital files can never be used for education.。話者が述べた便益・制約・実際の結論と照合してください。

問7｜正解 A

正答：Test the coatings before considering wider installation.。本文根拠：limited trial before large investment。

他の選択肢が合わない理由：Install the coatings on every building immediately.／Assume all advertisements are scientifically correct.／Stop measuring classroom temperatures.。話者が述べた便益・制約・実際の結論と照合してください。

問8｜正解 B

正答：They depend on building and environmental conditions.。本文根拠：効果は屋根・天候・保守などの条件付き。

他の選択肢が合わない理由：The savings are guaranteed to be identical at all schools.／Maintenance cannot affect the results.／Electricity use has already fallen by half everywhere.。話者が述べた便益・制約・実際の結論と照合してください。

問9｜正解 C

正答：Consistent and accurate observations matter more than their number alone.。本文根拠：量ではなく比較可能な記録と品質を重視。

他の選択肢が合わない理由：More observations automatically prove that pollution is increasing.／Volunteers should never participate in research.／All measuring devices produce exactly the same readings.。話者が述べた便益・制約・実際の結論と照合してください。

問10｜正解 D

正答：Different devices and observation times reduced comparability.。本文根拠：条件が異なると測定結果の比較が難しい。

他の選択肢が合わない理由：The volunteers wanted to stop publishing all reports.／Researchers had already established perfect reliability.／The town had eliminated every source of pollution.。話者が述べた便益・制約・実際の結論と照合してください。

問11｜正解 A

正答：Keep the benefits of flexibility while improving coordination.。本文根拠：柔軟性を否定せず調整方法を改善する。

他の選択肢が合わない理由：Require every employee to work identical hours.／Eliminate all customer communication.／Replace flexible hours with permanent overnight shifts.。話者が述べた便益・制約・実際の結論と照合してください。

問12｜正解 B

正答：Some customers experienced delayed replies.。本文根拠：部署間の勤務時間の不一致が返信遅延に関連。

他の選択肢が合わない理由：All employees refused to work from home.／The company had no customers.／Managers wanted to reduce every employee’s salary.。話者が述べた便益・制約・実際の結論と照合してください。

問13｜正解 C

正答：It focuses more on independent learning than session totals.。本文根拠：出席数から初見問題への転用力の評価へ。

他の選択肢が合わない理由：It counts only the number of volunteer tutors.／It has abandoned all assessments.／It assumes attendance guarantees understanding.。話者が述べた便益・制約・実際の結論と照合してください。

問14｜正解 D

正答：Guide learners through questions instead of supplying answers immediately.。本文根拠：tutors ask questions rather than provide answers。

他の選択肢が合わない理由：Complete every assignment for younger classmates.／Stop checking whether explanations make sense.／Give the same answer without listening to questions.。話者が述べた便益・制約・実際の結論と照合してください。

問15｜正解 A

正答：Water-level sensors can assist warnings but have limitations.。本文根拠：センサーの便益と不確実性を同時に保持。

他の選択肢が合わない理由：Sensors make trained observers unnecessary.／Every flood can now be predicted with complete certainty.／Only smartphone users require emergency information.。話者が述べた便益・制約・実際の結論と照合してください。

問16｜正解 B

正答：Warnings must also reach residents without smartphones.。本文根拠：情報が届くこと自体が警報の実効性に関わる。

他の選択肢が合わない理由：All internet access had been permanently banned.／Officials wanted to stop using any sensor data.／Every resident had requested printed notices exclusively.。話者が述べた便益・制約・実際の結論と照合してください。

7日間で要旨の聞き取りを再現する

• 1日目：給食ロス・オンライン予約。見た目の数と実質的な成果を区別。
• 2日目：博物館・遮熱塗装。便益と保護・検証の必要性を聞く。
• 3日目：市民科学・在宅勤務。記録の品質と協働の条件を確認。
• 4日目：学習支援・洪水予測。回数だけでない成果と予測の限界を区別。
• 5日目：4本を台本なしで読み上げてもらい、1文で中心主張を答える。
• 6日目：残り4本も同じ方法で練習し、間違えた理由を分類する。
• 7日目：公式過去問Part 2を初見で解き、台本を見る前の回答・復習後の理解を区別。

ほかの準1級リスニング無料教材

• Part 2の説明文6本・12問
• Part 2の選択肢言い換え・24問
• 聞き取れない原因の診断24問
• 準1級の無料教材総合目次

よくある質問

Part 2は何問ですか？

英検協会の現行形式は説明文等の内容一致12問、放送1回です。ここでは8台本16問の独自演習です。

要旨の問題では最初の一文が正解ですか？

必ずしもそうではありません。後半の問題点や対応策、結論まで聞いて判断してください。

話者の具体例は覚えるべきですか？

必要な場合がありますが、どの主張を支える例なのかを理解することが大切です。

スクリプトを読めば聞けたことになりますか？

なりません。文字での理解と音声を一度聞いて理解する力は別に確認する必要があります。

本記事に音声が付いていますか？

録音音声は付属していません。読み上げ機能や講師・家族による音読と、英検協会の公式音源を利用してください。

過去問と同じ文章が本番で出ますか？

本記事は慶英会のオリジナル素材であり、公式問題の転載や出題予測ではありません。

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参考にした主な公式情報

英検協会「準1級の試験内容」／英検協会「準1級の公式過去問・音源」。

確認日：2026年10月26日。英文台本8本、独自16問と解説は慶英会制作です。公式過去問・本番音源ではありません。

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