英検準1級リスニングPart 2の言い換え対策｜独自12英文・24問・全台本と誤答解説

英検準1級リスニングPart 2は「聞こえた英単語と同じ語を含む選択肢を選ぶ」試験ではありません。放送で使われた表現が、選択肢で別の英語に言い換えられていても、主語・因果・否定・範囲を正しく照合する必要があります。英検協会の現行形式では説明文などのパッセージ内容一致が12問あり、放送は1回です。準1級公式試験内容を参照してください。

慶英会ではオリジナル英文パッセージ12本、選択肢の言い換えに特化した4択24問、全解答・根拠と誤答の分析24件、7日間の復習方法を無料公開します。各英文は社会・科学・環境・教育などを題材に独自作成しました。これは本番の文章量・音声速度・設問配置を完全再現した公式模試ではありません。

音声について：本記事は音声ファイルを収録していません。初見では先に質問・選択肢を見て、家族・講師や端末の英語読み上げ機能によってパッセージを1回聞き、答えを決めてください。文字を読んだ後の理解と、初見の音声理解は分けて測定します。公式音声を使った実戦練習は英検協会の過去問へ進みましょう。

準1級リスニングの関連無料教材：言い換え対策の次に学ぶPart 2の要旨・結論16問。初見1回の聴取と、台本を読んだ後の理解を別々に確認できます。

他の独自教材を探す：準1級の無料教材35記事・技能別総合目次。苦手技能に合わせて、慶英会が公開中の問題と全解答を選べます。

目次：同義の言い換えの見抜き方／独自24問／読み上げ英文12本／全解答・誤答分析／7日復習／FAQ。

Part 2の正答を選ぶ4つの照合ポイント

• 主語と対象：Scientists → researchers、residents → local peopleなど言い換えでも主体が一致するか。
• 因果：Because / therefore / lead toが、選択肢で原因と結果を逆転させていないか。
• 限定：Some、may、might、under certain conditionsなどをall、always、willに強めていないか。
• 結論と例：具体的な一事例を文章全体の主張と取り違えないか。

例えば「研究で2つの特徴が関連していた」は、因果の証明を意味しません。選択肢にproveやcauseが入っていたら、放送にその強い断定を支える根拠があるか確認してください。

独自Part 2の4択24問｜先に質問を確認

以下では、英文の質問を先に確認してから音声を聞く形式を推奨します。台本は次の章にまとめてあるため、最初の挑戦では読まないでください。

パッセージ1｜研究結果と相関の限界

Q1：What did the researchers warn against?

• A. Assuming that students need any sleep.
• B. Treating an association as definite evidence of cause and effect.
• C. Collecting more data before publishing.
• D. Considering other factors in academic performance.

Q2：Why does the team plan to gather more information?

• A. To guarantee that every student receives the same score.
• B. To stop students from changing sleep routines.
• C. To prove the newspaper’s claim without checking it.
• D. To examine whether other factors help explain the observed pattern.

パッセージ2｜学校の学習端末と通信環境

Q3：What problem remained after laptops were distributed?

• A. Every student stopped using borrowed laptops.
• B. Teachers refused to provide digital assignments.
• C. Some learners still faced barriers to completing online work.
• D. The school discontinued all after-class study rooms.

Q4：How did administrators change their evaluation?

• A. They began focusing on students’ ability to finish assignments.
• B. They counted only the price of each laptop.
• C. They required every student to work from home.
• D. They measured the number of devices without considering use.

パッセージ3｜交通手段と地域の利用格差

Q5：What limited the new bus service’s usefulness?

• A. Some intended users could not easily use its booking method.
• B. All buses were replaced with private cars.
• C. Clinics were permanently closed.
• D. The town stopped accepting telephone requests.

Q6：What is the project’s principal objective?

• A. To maximize smartphone downloads regardless of travel.
• B. To discourage older people from visiting shops.
• C. To make necessary journeys possible for more residents.
• D. To remove all public transportation routes.

パッセージ4｜研究の公開と個人情報保護

Q7：Why does the group want to share selected data?

• A. To publicize every patient’s identity.
• B. To replace all medical professionals with software.
• C. To prevent other teams from studying the results.
• D. To allow independent examination and further research.

Q8：What condition does the group place on data access?

• A. No research team may ever examine the information.
• B. Personal information must be protected before records are shared.
• C. Every record must be published without restriction.
• D. Only the original researchers can read their own results.

パッセージ5｜地域の食品回収と運営コスト

Q9：What unexpected difficulty did the businesses encounter?

• A. Customers were legally required to buy new containers.
• B. Too many containers failed to come back for reuse.
• C. The restaurants had no food to serve.
• D. All customers refused to pay deposits.

Q10：Which information became important for evaluating the scheme?

• A. Only how many advertisements were printed.
• B. Only the number of initial participants.
• C. Whether disposable packaging had become illegal.
• D. How frequently containers were reused and what operation cost.

パッセージ6｜歴史資料のデジタル化

Q11：What benefit did online publication provide?

• A. People could examine historical materials without visiting the building.
• B. Original records no longer needed to be preserved.
• C. The museum could guarantee the accuracy of every letter.
• D. All visitors stopped using physical exhibitions.

Q12：Why did the museum slow down new uploads?

• A. Staff wanted to prevent students from viewing maps.
• B. The museum had decided that online access was harmful.
• C. Some items needed their background details to be checked.
• D. Visitors demanded that every photograph be deleted.

パッセージ7｜雨水舗装の効果と保守

Q13：Why is the pavement not suitable as a complete flood solution?

• A. It always increases rainfall.
• B. Its openings make vehicles impossible to use.
• C. Its effectiveness depends on ground conditions and maintenance.
• D. The city has no drainage pipes.

Q14：What did the city prioritize in the trial?

• A. Evidence of actual performance at its chosen locations.
• B. The appearance of environmental advertisements.
• C. The maximum number of different labels.
• D. A guarantee that every road would remain dry.

パッセージ8｜社会人の短時間オンライン講座

Q15：What limitation did the early measurements have?

• A. The lessons were unavailable to working adults.
• B. Participants had never completed any quizzes.
• C. The training center measured only transportation costs.
• D. They did not show whether learners could use the knowledge in new situations.

Q16：How did the instructors respond?

• A. They eliminated all feedback after videos.
• B. They introduced practical tasks and feedback about choices.
• C. They required learners to stop working.
• D. They restricted the course to long classroom lectures.

パッセージ9｜公園の生態系をつなぐ緑地

Q17：What issue do the proposed green connections address?

• A. Animals may have difficulty moving between suitable habitats.
• B. All urban parks have disappeared.
• C. Every species needs identical trees.
• D. Cities want to remove all rivers.

Q18：Why do researchers study different species?

• A. All species behave in the same way.
• B. Trees can never provide any habitat.
• C. The usefulness of a route may vary by animal.
• D. Traffic measurements are unrelated to wildlife.

パッセージ10｜図書館の相談業務と専門性

Q19：What difficulty did volunteers face?

• A. Visitors stopped seeking public information.
• B. Some questions demanded expertise beyond their training.
• C. All guides were withdrawn from publication.
• D. The library refused to offer appointments.

Q20：What role does the new referral system serve?

• A. It requires volunteers to provide medical diagnoses.
• B. It eliminates every need for language assistance.
• C. It prevents residents from contacting government offices.
• D. It directs difficult cases to people with suitable qualifications.

パッセージ11｜遠隔勤務と部門間の連絡

Q21：What problem followed the remote-work trial?

• A. Employees lost all internet access.
• B. The company stopped answering every inquiry.
• C. All workers were required to commute more often.
• D. Coordination problems sometimes delayed customer responses.

Q22：How will the company decide on expansion?

• A. By copying policies from fashionable companies.
• B. By considering service performance together with workers’ experience.
• C. By looking only at the number of home offices.
• D. By measuring commute distances and ignoring clients.

パッセージ12｜学校の科学プロジェクトと測定の質

Q23：What concern did the teacher identify?

• A. The students had refused to visit shaded streets.
• B. Weather was identical at all locations.
• C. Differences in measuring equipment could affect the results.
• D. There was no possible way to measure temperature.

Q24：What lesson did the teacher emphasize?

• A. Reliable methods are more important than confirming an expected result.
• B. A hypothesis is always correct when early numbers agree.
• C. Students should avoid recording observation times.
• D. The class must publish results before checking them.

読み上げ用スクリプト12本｜初回は文字を見ない

初回は読み手だけが以下を開き、受験者には英文を見せずに一度だけ読み上げます。音声を聞いた後に台本を見て、文字なら理解できるかも確認しましょう。

Script 1｜研究結果と相関の限界

A team studying students’ sleep habits found that those who reported longer sleep tended to have higher test scores. Some newspapers described the finding as proof that sleeping longer directly causes better grades. However, the researchers warned that the study only identified an association. Factors such as study routines, stress, and family circumstances might influence both sleep and performance. The team plans to collect additional information before drawing stronger conclusions. Its members say that reporting limitations is necessary even when a simple explanation attracts more attention.

Script 2｜学校の学習端末と通信環境

A school district began lending laptops to students who lacked suitable devices at home. Initially, administrators counted the number of devices borrowed as the program’s main measure of success. Teachers later reported that some students still could not complete digital assignments because their home internet connections were unreliable. The district responded by creating downloadable materials and opening study rooms after classes. Officials now examine whether students can complete their work, rather than judging the project by distribution figures alone. They stress that providing equipment and ensuring access to learning are related but different goals.

Script 3｜交通手段と地域の利用格差

A rural town introduced a bus service that could be booked through a smartphone application. Officials hoped flexible routes would help residents reach clinics and shops. Although initial registration was high, some older passengers struggled to reserve seats because they were unfamiliar with the application. The town added telephone bookings and offered short demonstrations at community centers. Afterward, officials checked not only reservation totals but also which residents were able to travel and whether they reached essential destinations. Their goal was to improve transportation access rather than promote a particular technology.

Script 4｜研究の公開と個人情報保護

A medical research group wanted to make its data available so other scientists could examine the findings. Sharing information might allow independent teams to identify mistakes and explore new questions. However, some records contained details that could reveal patients’ identities. The group consulted privacy specialists and prepared a version that removed identifying information and restricted access to sensitive fields. Its members say that openness can support scientific progress, but releasing all records without safeguards would create unnecessary risks. The team will review requests for access rather than assume every use is appropriate.

Script 5｜地域の食品回収と運営コスト

Several restaurants offered reusable food containers to customers who paid a small deposit. The money was returned when a container was brought back. Many customers initially chose the option, but managers soon noticed that numerous containers were never returned. Washing and transporting replacements also created expenses. The businesses introduced more return points and clearer instructions. They began tracking how often each container was used and how much cleaning cost. The managers now believe the system should be assessed by its repeated use and actual expenses, not by how many customers tried it once.

Script 6｜歴史資料のデジタル化

A local museum began photographing old letters and maps so that people living far away could study them. The online collection attracted visitors who had never been to the museum. Staff then discovered that some photographs lacked information about their dates or original owners. Without proper descriptions, viewers could draw inaccurate conclusions about the past. The museum decided to verify key details before uploading additional images. Curators say that digital access is valuable, but it should not come at the expense of reliable historical context.

Script 7｜雨水舗装の効果と保守

A city tested pavement that allows rainwater to enter the ground through small openings. During moderate storms, this design may reduce pressure on drainage pipes. Engineers warned, however, that the pavement would not prevent flooding everywhere. When soil below becomes saturated, water cannot drain quickly, and dirt can gradually block the openings. The city therefore examined how the surface performed over different seasons and how often it needed cleaning. Officials were interested in whether the material worked under local conditions, not simply whether its environmental label sounded promising.

Script 8｜社会人の短時間オンライン講座

A training center created fifteen-minute online lessons for adults with demanding jobs. The shorter format made it easier for many learners to study between daily responsibilities. Administrators first celebrated high video-view counts and completed quizzes. However, some participants struggled to apply the skills to unfamiliar tasks at work. In response, instructors added projects based on realistic workplace situations and provided feedback on how decisions were made. They now judge the course partly by what participants can demonstrate afterward, rather than simply by how much content they have watched.

Script 9｜公園の生態系をつなぐ緑地

Urban parks can provide valuable habitat for birds and insects, but small animals may need to travel between separate green areas to find food or suitable breeding places. Busy streets and dense buildings can make such movement difficult. Some planners are examining tree-lined routes and planted riverbanks as possible connections. Researchers caution that a corridor useful to one species may not help another. They are collecting observations of different animals and traffic conditions before recommending changes. The goal is to design connections that work for local wildlife, not merely to increase the number of trees.

Script 10｜図書館の相談業務と専門性

A city library began providing short guides in several languages to help new residents understand public-service applications. Volunteers answered common questions, and the service became popular. Soon, however, some visitors arrived with complicated medical or legal problems. Volunteers sometimes felt pressured to provide answers outside their training. The library introduced an appointment system and a list of professional offices for specialized issues. Staff members say the purpose is to make everyday information easier to understand while ensuring that complex decisions are handled by qualified people.

Script 11｜遠隔勤務と部門間の連絡

A company allowed staff to work from home twice a week, hoping to reduce commuting time. Employees generally welcomed the arrangement, but some customers began waiting longer for replies. Staff in different departments did not always know who was available to handle urgent requests. Managers introduced shared communication hours and a clearer process for transferring inquiries. The company plans to evaluate customer response times alongside employee well-being before extending the program. Managers say the issue is not whether remote work is fashionable, but whether the arrangement supports both workers and clients.

Script 12｜学校の科学プロジェクトと測定の質

Students at a secondary school began measuring air temperatures in different parts of their neighborhood. They wanted to discover whether shaded streets remained cooler during summer afternoons. The first set of measurements appeared to support their idea, but their teacher noticed that the students had used different kinds of thermometers at some locations. Because the equipment might produce slightly different readings, the class repeated the survey with consistent instruments and recorded the time of each measurement. The teacher said that a convincing conclusion depends on the quality of the evidence, not just whether early numbers match expectations.

24問の全解答・根拠・誤答の違い

問1｜正解 B

正答：Treating an association as definite evidence of cause and effect.。理由：associationだけでは因果関係の確定にならない。

誤答の確認：Assuming that students need any sleep.／Collecting more data before publishing.／Considering other factors in academic performance.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問2｜正解 D

正答：To examine whether other factors help explain the observed pattern.。理由：追加情報で別要因を調べたい。

誤答の確認：To guarantee that every student receives the same score.／To stop students from changing sleep routines.／To prove the newspaper’s claim without checking it.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問3｜正解 C

正答：Some learners still faced barriers to completing online work.。理由：端末貸出だけでは家庭の通信問題が残った。

誤答の確認：Every student stopped using borrowed laptops.／Teachers refused to provide digital assignments.／The school discontinued all after-class study rooms.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問4｜正解 A

正答：They began focusing on students’ ability to finish assignments.。理由：配布台数でなく課題完了を重視。

誤答の確認：They counted only the price of each laptop.／They required every student to work from home.／They measured the number of devices without considering use.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問5｜正解 A

正答：Some intended users could not easily use its booking method.。理由：アプリ利用の障壁で対象者が予約しづらい。

誤答の確認：All buses were replaced with private cars.／Clinics were permanently closed.／The town stopped accepting telephone requests.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問6｜正解 C

正答：To make necessary journeys possible for more residents.。理由：技術普及より実際の移動機会の改善。

誤答の確認：To maximize smartphone downloads regardless of travel.／To discourage older people from visiting shops.／To remove all public transportation routes.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問7｜正解 D

正答：To allow independent examination and further research.。理由：他の研究者による検証と研究の発展。

誤答の確認：To publicize every patient’s identity.／To replace all medical professionals with software.／To prevent other teams from studying the results.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問8｜正解 B

正答：Personal information must be protected before records are shared.。理由：患者の特定可能性を考慮し匿名化・制限。

誤答の確認：No research team may ever examine the information.／Every record must be published without restriction.／Only the original researchers can read their own results.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問9｜正解 B

正答：Too many containers failed to come back for reuse.。理由：返却されず再利用が成立しにくかった。

誤答の確認：Customers were legally required to buy new containers.／The restaurants had no food to serve.／All customers refused to pay deposits.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問10｜正解 D

正答：How frequently containers were reused and what operation cost.。理由：返却回数・洗浄や輸送費による持続可能性判断。

誤答の確認：Only how many advertisements were printed.／Only the number of initial participants.／Whether disposable packaging had become illegal.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問11｜正解 A

正答：People could examine historical materials without visiting the building.。理由：遠隔地から資料を閲覧できる。

誤答の確認：Original records no longer needed to be preserved.／The museum could guarantee the accuracy of every letter.／All visitors stopped using physical exhibitions.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問12｜正解 C

正答：Some items needed their background details to be checked.。理由：資料の日付や所有者の確認が必要。

誤答の確認：Staff wanted to prevent students from viewing maps.／The museum had decided that online access was harmful.／Visitors demanded that every photograph be deleted.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問13｜正解 C

正答：Its effectiveness depends on ground conditions and maintenance.。理由：地下土壌飽和や目詰まりが制約。

誤答の確認：It always increases rainfall.／Its openings make vehicles impossible to use.／The city has no drainage pipes.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問14｜正解 A

正答：Evidence of actual performance at its chosen locations.。理由：宣伝文句より実測・現地性能を確認。

誤答の確認：The appearance of environmental advertisements.／The maximum number of different labels.／A guarantee that every road would remain dry.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問15｜正解 D

正答：They did not show whether learners could use the knowledge in new situations.。理由：視聴・クイズ完了と実務能力は別。

誤答の確認：The lessons were unavailable to working adults.／Participants had never completed any quizzes.／The training center measured only transportation costs.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問16｜正解 B

正答：They introduced practical tasks and feedback about choices.。理由：実務場面課題と意思決定フィードバックへ変更。

誤答の確認：They eliminated all feedback after videos.／They required learners to stop working.／They restricted the course to long classroom lectures.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問17｜正解 A

正答：Animals may have difficulty moving between suitable habitats.。理由：生息地間の移動障害が中心。

誤答の確認：All urban parks have disappeared.／Every species needs identical trees.／Cities want to remove all rivers.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問18｜正解 C

正答：The usefulness of a route may vary by animal.。理由：種ごとに回廊効果が異なるため。

誤答の確認：All species behave in the same way.／Trees can never provide any habitat.／Traffic measurements are unrelated to wildlife.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問19｜正解 B

正答：Some questions demanded expertise beyond their training.。理由：専門職の知識が必要な問題に対応しきれない。

誤答の確認：Visitors stopped seeking public information.／All guides were withdrawn from publication.／The library refused to offer appointments.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問20｜正解 D

正答：It directs difficult cases to people with suitable qualifications.。理由：専門的な問題は適切な機関へつなぐ。

誤答の確認：It requires volunteers to provide medical diagnoses.／It eliminates every need for language assistance.／It prevents residents from contacting government offices.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問21｜正解 D

正答：Coordination problems sometimes delayed customer responses.。理由：利用時間の不一致で顧客返信が遅れた。

誤答の確認：Employees lost all internet access.／The company stopped answering every inquiry.／All workers were required to commute more often.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問22｜正解 B

正答：By considering service performance together with workers’ experience.。理由：顧客対応と従業員の状態を同時評価。

誤答の確認：By copying policies from fashionable companies.／By looking only at the number of home offices.／By measuring commute distances and ignoring clients.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問23｜正解 C

正答：Differences in measuring equipment could affect the results.。理由：異なる温度計が誤差を生む可能性。

誤答の確認：The students had refused to visit shaded streets.／Weather was identical at all locations.／There was no possible way to measure temperature.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

問24｜正解 A

正答：Reliable methods are more important than confirming an expected result.。理由：期待通りの数字より測定の信頼性。

誤答の確認：A hypothesis is always correct when early numbers agree.／Students should avoid recording observation times.／The class must publish results before checking them.。放送の内容にない情報を付け足したり、否定・数量・条件を変えていないか確認します。

正答率が伸びないときに確認する4原因

• 音声の認識：台本を読めば理解できるが、弱形・語の連結が聞き取れない。
• 語彙・構文：台本を読んでも意味が分からず、主節や前置詞を誤る。
• 論理の取り違え：逆接・条件・因果の後半を見落とす。
• 選択肢の言い換え：本文を理解しても、同義表現と過剰な断定を区別できない。

7日間で24問を復習する

• 1日目：パッセージ1〜2を一度聞き、相関と因果、道具と利用環境を区別。
• 2日目：パッセージ3〜4。サービスの対象者・研究データの条件を把握。
• 3日目：パッセージ5〜6。返却・保守の成果と歴史資料の正確性を確認。
• 4日目：パッセージ7〜8。環境上の便益と実務上の制約、受講数と技能を比較。
• 5日目：パッセージ9〜10。生物種の違いとボランティアの役割の限界を説明。
• 6日目：パッセージ11〜12。会社・研究の評価基準を別表現で説明。
• 7日目：英検協会公式過去問のPart 2を初見で解き、英文台本を読む前の結果と照合。

関連無料教材

準1級Part 2の独自説明文6本・12問／聞き取れない4原因・独自24問／長文の要旨・段落役割を読む6題。

よくある質問

英検準1級のリスニングPart 2は何問ですか？

現行形式では説明文などの内容一致12問です。このページは反復のため24問に増やした独自教材です。

選択肢に放送と同じ単語があれば正解ですか？

必ずしもそうではありません。同義語や言い換えが使われることがあり、主張・条件・論理が一致するかを検証します。

英文台本を最初から見て練習してもよいですか？

意味の理解を学ぶ場合には有効ですが、初見の聞き取りを測る場合は台本を隠して一度聞き、解答後に文字を確認してください。

すべての単語を聞き取れないと正解できませんか？

必ずしも必要ではありません。中心的な主張・理由・例外条件を保持できるかが重要です。

このページには再生できる音声が付いていますか？

録音ファイルは付いていません。講師や端末の読み上げ機能で練習し、協会の公式過去問音源も利用してください。

本番のPart 2と全く同じ難しさですか？

独自教材のため、公式の文章量・速度・難度の完全再現は保証していません。

慶英会の英検準1級・無料体験

慶英会では、リスニングの問題を単に繰り返すだけでなく、聞こえなかった音・語彙・逆接・選択肢の言い換えに分けて練習します。最大1か月完全無料体験・学習相談はこちら。

参考にした主な公式情報

• 日本英語検定協会「準1級の試験内容」：パッセージの内容一致12問・放送1回
• 日本英語検定協会「準1級の過去問・リスニング音源」

公式形式確認日：2026年10月26日。英文パッセージ12本・4択24問と解答・解説は慶英会独自制作です。実在組織の研究実績を報告するものではなく、英検協会の過去問・音源を転載していません。

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