英検準1級リスニングPart2のit・they・thisは何を指す？独自8台本24問と全解答

英検準1級リスニングPart 2の説明文で、they・it・this・theseが何を指すのか分からなくなると、主張や対策の主体を取り違える原因になります。例えば「自治体が新しい予約方法を追加した。その後Theyが利用者へ案内した」と聞こえた場合、Theyは前に出てきた自治体の担当者を指しているのか、それとも住民を指しているのか、文脈から判断する必要があります。英検準1級の公式形式ではリスニングPart 2は説明文などの内容一致12問・放送1回です。英検協会「準1級の試験内容」を参照しています。

慶英会では、独自リスニング説明文8本、代名詞・指示語の指示先を問う4択24問、読み上げ用の全スクリプト、正答・根拠・誤答の全解説、14日間の復習を無料公開します。既存の長文用の指示語16問とは分け、初見の音声で名詞や行為を記憶できるかに重点を置く教材です。

音声の取り扱い：本記事には録音音声ファイルがありません。問題と4択だけを見て、講師・家族に後半の独自英文を自然な速さで1回読み上げてもらうか、英語読み上げ機能を利用してください。スクリプトを読む前の理解と、読んだ後の理解は別に確認します。本番の音質・放送速度は英検協会の公式過去問音源で確かめましょう。

目次：代名詞を聞く4手順／独自24問／台本8本／全解答／14日復習／FAQ。

they・it・this・theseを聞く4手順

• ①複数か単数か：theyとitが指す候補の人数・物の数を確認する。
• ②直前の名詞だけに飛びつかない：this approachは前の行為・方策全体をまとめることがある。
• ③役割を確認：誰が意思決定し、誰が説明し、誰が利用しているかを区別する。
• ④最後の結論で再検証：指示語を元の名詞句へ戻したとき、主張が自然に通るか。

音声を聞くときに代名詞が現れたら、その直前に登場した「人」「道具」「制度」「データ」を短く記憶します。日本語へすべて逐語訳する必要はありません。

慶英会独自Part 2指示語24問｜受験者用

初回の聞き取りでは、講師・読み上げ担当が下記の8本の英文を1回読みます。受験者は質問・選択肢を見て解答し、英文台本は後半で初めて確認してください。各英文3問の配置は慶英会の独自演習で、本番の問題配置を再現したものではありません。

説明文1｜博物館の写真資料と説明文

Q1：Who does ‘They’ in ‘They also decided’ refer to?

• A. The online visitors.
• B. The archivists.
• C. The original letter writers.
• D. The owners of every photograph.

Q2：What does ‘This approach’ refer to?

• A. Uploading every photograph without review.
• B. Removing all written information.
• C. Offering written summaries when full photographs cannot be published.
• D. Asking every visitor to visit in person.

Q3：What is the museum’s main measure of success?

• A. The total number of images without context.
• B. How fast staff can delete the archives.
• C. The number of visitors who buy cameras.
• D. Visitors’ accurate understanding of the collections.

説明文2｜電話予約もある地域バス

Q4：Who does ‘They announced the new method’ refer to?

• A. Town officials.
• B. Older residents who could not book.
• C. The buses themselves.
• D. Every shop owner.

Q5：What does ‘These responses’ refer to?

• A. The printed bus tickets.
• B. Passengers’ answers to the town’s survey.
• C. A report from the app manufacturer only.
• D. The new bus routes.

Q6：What is ‘this issue’ near the end?

• A. Inability to book by telephone at all.
• B. A ban on smartphone applications.
• C. Difficulty finding suitable departure times.
• D. The absence of any town buses.

説明文3｜海岸のごみ収集と計測

Q7：What does ‘this did not necessarily mean’ refer to?

• A. The first group had worked for less time.
• B. Both groups had identical numbers of volunteers.
• C. The beach had no litter at all.
• D. The larger collected total did not prove worse pollution.

Q8：Who are ‘They’ in ‘They explained’?

• A. The organizers.
• B. The two beach sections.
• C. The objects collected.
• D. All visitors to the beach.

Q9：What does ‘These records’ refer to?

• A. The competition rankings.
• B. Recorded work time and standardized survey observations.
• C. The names of every tourist.
• D. The price of beach equipment.

説明文4｜学校のデジタル教材と端末貸出

Q10：Who are ‘they’ in ‘they had unreliable internet connections’?

• A. The teachers who lent tablets.
• B. The tablets themselves.
• C. Several students.
• D. The school’s administrators.

Q11：What does ‘These difficulties’ refer to?

• A. The lack of any school tablets.
• B. The school’s decision to ban homework.
• C. The absence of study rooms everywhere.
• D. Unreliable home internet connections.

Q12：What does ‘This feedback’ refer to?

• A. Students’ reports about inaccessible learning materials.
• B. The number of borrowed devices alone.
• C. The school’s advertising campaign.
• D. An external examination ranking.

説明文5｜再利用できる食品容器

Q13：What does ‘them’ in ‘Customers could return them’ refer to?

• A. The cafés.
• B. Reusable containers.
• C. The deposits themselves.
• D. The customers.

Q14：Who does ‘They found’ refer to?

• A. The washing machines.
• B. The customers who never returned items.
• C. The cafés or their staff.
• D. The signs.

Q15：What does ‘This finding’ refer to?

• A. All customers returned their containers.
• B. Cleaning required no money.
• C. The deposit had been canceled.
• D. First-time customer totals were insufficient to judge waste reduction.

説明文6｜渡り鳥の追跡装置とデータの限界

Q16：What does ‘it’ in ‘hoped it would reveal’ refer to?

• A. The tracking equipment and its data.
• B. The migration route itself.
• C. The research budget.
• D. The birds’ food.

Q17：What does ‘These gaps’ refer to?

• A. The number of different bird species.
• B. Periods when devices did not record data.
• C. The distance between two nests.
• D. The price of replacement batteries.

Q18：Who are ‘They’ in ‘They also warned’?

• A. The birds.
• B. The devices.
• C. The researchers.
• D. The migration routes.

説明文7｜集合住宅の共同太陽光パネル

Q19：What does ‘they would require’ refer to?

• A. The residents’ electricity bills.
• B. The nearby power stations.
• C. The building’s elevators.
• D. The shared solar panels.

Q20：What does ‘these costs’ refer to?

• A. Installation investment and ongoing maintenance.
• B. Only the price of electricity already consumed.
• C. The residents’ personal travel expenses.
• D. The cost of buying apartments.

Q21：What does ‘This arrangement’ refer to?

• A. Each family installing an independent system.
• B. Shared rooftop solar power with divided costs and savings.
• C. A plan to stop all electricity use.
• D. Moving the building to another town.

説明文8｜公共窓口の多言語案内

Q22：Who does ‘them’ in ‘asked them about complicated legal matters’ refer to?

• A. The librarians who wrote every guide.
• B. The public offices.
• C. The volunteers.
• D. The new residents themselves.

Q23：What does ‘They prepared a list’ refer to?

• A. The volunteers’ unanswered questions.
• B. The legal cases.
• C. The printed guide pages.
• D. The librarians.

Q24：What does ‘This arrangement’ mean?

• A. Referring specialist cases to qualified sources while volunteers handle basic guidance.
• B. Allowing volunteers to decide legal cases.
• C. Canceling all multilingual materials.
• D. Refusing every visitor’s application.

読み上げ用の独自英文スクリプト8本

以下の英文には解答の根拠が含まれています。受験者は初回の音声解答が終わるまで読まないようにしてください。

Script 1｜博物館の写真資料と説明文

A museum created digital photographs of old letters and maps. At first, several images appeared online without reliable dates or information about their original owners. Archivists therefore checked the original documents and added descriptions to the online records. They also decided that some photographs could not be published because they contained private information. Instead, the museum offered short written summaries of those materials. This approach allowed visitors to learn about the collections without assuming that every image could be displayed publicly. Staff said the project should be evaluated by how accurately people understood the history, not simply by the number of photographs uploaded.

Script 2｜電話予約もある地域バス

A town introduced an app for booking small buses that connect neighborhoods with clinics and shops. Some older residents found the app difficult to use, so officials added a telephone reservation service. They announced the new method at community centers and asked local staff to explain it. The town then surveyed passengers who had used either booking method. These responses showed that some people appreciated the choice, although a few still struggled to find a suitable departure time. Planners said that solving this issue would require adjusting the bus schedule rather than changing the reservation system alone.

Script 3｜海岸のごみ収集と計測

Volunteers collected litter along two sections of a beach. One group worked for three hours, while another group worked for only one hour. The first group collected more objects, but the organizers warned that this did not necessarily mean the beach section was more polluted. They explained that the number of volunteers and time spent collecting were different. The team therefore introduced a shared procedure for later surveys and began recording the work time in each area. These records could help the group compare results more fairly during future visits. The aim was to understand pollution patterns, not to compete over who collected the largest number of items.

Script 4｜学校のデジタル教材と端末貸出

A school allowed students to borrow tablets for online homework. Initially, teachers believed that lending enough devices would solve most access problems. However, several students reported that they had unreliable internet connections at home. These difficulties made it hard for them to complete assignments even when tablets were available. The school prepared downloadable lessons and opened a study room after classes. Teachers also asked students to report which materials were still difficult to access. This feedback helped staff distinguish a lack of equipment from problems with connectivity and instructions. They wanted to judge success by completed learning tasks rather than the number of tablets borrowed.

Script 5｜再利用できる食品容器

A group of cafés offered reusable containers to customers who paid a small deposit. Customers could return them after use and receive the money back. However, some containers were never returned, and washing the ones that came back required time and resources. The cafés installed clearer return signs and began checking how frequently each container was used. They found that the number of first-time customers did not by itself reveal whether the project reduced waste. This finding led the businesses to examine actual return rates and the cost of cleaning. The aim was a practical system that could operate safely over time.

Script 6｜渡り鳥の追跡装置とデータの限界

Biologists placed small tracking devices on selected birds to study migration routes. The equipment recorded location data during parts of the journey, and researchers hoped it would reveal movement patterns that were difficult to observe directly. However, some devices stopped recording before the birds returned. These gaps limited what the scientists could conclude about complete routes. They also warned that the size of a device might affect an animal’s behavior, so tracking results needed careful interpretation. The team planned to compare several methods before recommending broader use. It said that collecting more data was useful only when the information could be understood reliably and the animals’ welfare was protected.

Script 7｜集合住宅の共同太陽光パネル

Residents in an apartment building considered installing shared solar panels on its roof. The panels might reduce the amount of electricity purchased from the grid, but they would require an initial investment and regular maintenance. Housing managers estimated these costs and discussed how possible savings should be divided among households. This arrangement was attractive to some residents who could not install equipment separately. However, others wanted clearer information about maintenance responsibility and the method used to calculate bills. The managers therefore delayed a final decision and planned a smaller feasibility study. They said that the number of panels would not be a sufficient measure of a successful project.

Script 8｜公共窓口の多言語案内

A library created multilingual guides to help new residents understand public-service applications. Volunteers answered simple questions, but some visitors asked them about complicated legal matters. The librarians therefore explained that volunteers should not provide specialist advice. They prepared a list of public offices and qualified professionals who could handle such cases. This arrangement allowed volunteers to continue offering basic guidance without taking responsibility for decisions beyond their training. Staff also reviewed the translations and asked users whether instructions were clear. They said the project should be judged by whether people received accurate, appropriate support rather than how many languages appeared on a poster.

全24問の正解・指示先・誤答の注意

問1｜正解 B

指示先：The archivists.。本文の根拠：Archivists checked documents; they refers to those archivists.

誤答の例：The online visitors.／The original letter writers.／The owners of every photograph.。それぞれ本文の主体・行為・参照先が異なります。

問2｜正解 C

指示先：Offering written summaries when full photographs cannot be published.。本文の根拠：The immediately preceding alternative was written summaries of restricted materials.

誤答の例：Uploading every photograph without review.／Removing all written information.／Asking every visitor to visit in person.。それぞれ本文の主体・行為・参照先が異なります。

問3｜正解 D

指示先：Visitors’ accurate understanding of the collections.。本文の根拠：The final sentence contrasts understanding with upload totals.

誤答の例：The total number of images without context.／How fast staff can delete the archives.／The number of visitors who buy cameras.。それぞれ本文の主体・行為・参照先が異なります。

問4｜正解 A

指示先：Town officials.。本文の根拠：Officials added telephone reservations; they announced it.

誤答の例：Older residents who could not book.／The buses themselves.／Every shop owner.。それぞれ本文の主体・行為・参照先が異なります。

問5｜正解 B

指示先：Passengers’ answers to the town’s survey.。本文の根拠：These responses refers to surveyed passengers’ feedback.

誤答の例：The printed bus tickets.／A report from the app manufacturer only.／The new bus routes.。それぞれ本文の主体・行為・参照先が異なります。

問6｜正解 C

指示先：Difficulty finding suitable departure times.。本文の根拠：The nearest preceding problem is departure-time suitability.

誤答の例：Inability to book by telephone at all.／A ban on smartphone applications.／The absence of any town buses.。それぞれ本文の主体・行為・参照先が異なります。

問7｜正解 D

指示先：The larger collected total did not prove worse pollution.。本文の根拠：This refers to the claim inferred from collecting more objects.

誤答の例：The first group had worked for less time.／Both groups had identical numbers of volunteers.／The beach had no litter at all.。それぞれ本文の主体・行為・参照先が異なります。

問8｜正解 A

指示先：The organizers.。本文の根拠：The preceding subject is the organizers.

誤答の例：The two beach sections.／The objects collected.／All visitors to the beach.。それぞれ本文の主体・行為・参照先が異なります。

問9｜正解 B

指示先：Recorded work time and standardized survey observations.。本文の根拠：The team had begun recording work time and using a shared method.

誤答の例：The competition rankings.／The names of every tourist.／The price of beach equipment.。それぞれ本文の主体・行為・参照先が異なります。

問10｜正解 C

指示先：Several students.。本文の根拠：The immediately preceding noun is several students.

誤答の例：The teachers who lent tablets.／The tablets themselves.／The school’s administrators.。それぞれ本文の主体・行為・参照先が異なります。

問11｜正解 D

指示先：Unreliable home internet connections.。本文の根拠：The students had reported connectivity problems.

誤答の例：The lack of any school tablets.／The school’s decision to ban homework.／The absence of study rooms everywhere.。それぞれ本文の主体・行為・参照先が異なります。

問12｜正解 A

指示先：Students’ reports about inaccessible learning materials.。本文の根拠：Teachers asked for reports of materials still difficult to access.

誤答の例：The number of borrowed devices alone.／The school’s advertising campaign.／An external examination ranking.。それぞれ本文の主体・行為・参照先が異なります。

問13｜正解 B

指示先：Reusable containers.。本文の根拠：The object of return is the reusable containers.

誤答の例：The cafés.／The deposits themselves.／The customers.。それぞれ本文の主体・行為・参照先が異なります。

問14｜正解 C

指示先：The cafés or their staff.。本文の根拠：The preceding subject is the cafés.

誤答の例：The washing machines.／The customers who never returned items.／The signs.。それぞれ本文の主体・行為・参照先が異なります。

問15｜正解 D

指示先：First-time customer totals were insufficient to judge waste reduction.。本文の根拠：The previous sentence says initial participation does not establish waste reduction.

誤答の例：All customers returned their containers.／Cleaning required no money.／The deposit had been canceled.。それぞれ本文の主体・行為・参照先が異なります。

問16｜正解 A

指示先：The tracking equipment and its data.。本文の根拠：The clause follows the equipment’s recording of location data.

誤答の例：The migration route itself.／The research budget.／The birds’ food.。それぞれ本文の主体・行為・参照先が異なります。

問17｜正解 B

指示先：Periods when devices did not record data.。本文の根拠：Some devices stopped recording, producing missing data.

誤答の例：The number of different bird species.／The distance between two nests.／The price of replacement batteries.。それぞれ本文の主体・行為・参照先が異なります。

問18｜正解 C

指示先：The researchers.。本文の根拠：Researchers are the plural human subject preceding they.

誤答の例：The birds.／The devices.／The migration routes.。それぞれ本文の主体・行為・参照先が異なります。

問19｜正解 D

指示先：The shared solar panels.。本文の根拠：Panels require investment and maintenance.

誤答の例：The residents’ electricity bills.／The nearby power stations.／The building’s elevators.。それぞれ本文の主体・行為・参照先が異なります。

問20｜正解 A

指示先：Installation investment and ongoing maintenance.。本文の根拠：The two expenses are named just before ‘these costs’.

誤答の例：Only the price of electricity already consumed.／The residents’ personal travel expenses.／The cost of buying apartments.。それぞれ本文の主体・行為・参照先が異なります。

問21｜正解 B

指示先：Shared rooftop solar power with divided costs and savings.。本文の根拠：The previous sentences describe shared solar equipment and cost sharing.

誤答の例：Each family installing an independent system.／A plan to stop all electricity use.／Moving the building to another town.。それぞれ本文の主体・行為・参照先が異なります。

問22｜正解 C

指示先：The volunteers.。本文の根拠：Visitors asked volunteers questions.

誤答の例：The librarians who wrote every guide.／The public offices.／The new residents themselves.。それぞれ本文の主体・行為・参照先が異なります。

問23｜正解 D

指示先：The librarians.。本文の根拠：The librarians introduced referral arrangements.

誤答の例：The volunteers’ unanswered questions.／The legal cases.／The printed guide pages.。それぞれ本文の主体・行為・参照先が異なります。

問24｜正解 A

指示先：Referring specialist cases to qualified sources while volunteers handle basic guidance.。本文の根拠：The previous sentences distinguish routine guidance from specialist advice.

誤答の例：Allowing volunteers to decide legal cases.／Canceling all multilingual materials.／Refusing every visitor’s application.。それぞれ本文の主体・行為・参照先が異なります。

聞き取りで間違えやすい3つの原因

• 人物を入れ替える：officialsの行動をresidentsの行動として理解する。
• 単数のitを単語へ固定する：直前の物だけでなくサービス・仕組み全体を指す場合がある。
• this approachを一つの名詞と誤認：前に説明された手順・対策全体をまとめる可能性を見落とす。

14日間の学習手順

• 1日目：説明文1。Archivistsと資料、written summariesの対象を特定。
• 2日目：説明文2。Officialsとpassengers、this issueを区別。
• 3日目：説明文3。回収量と収集時間、these recordsの内容を確認。
• 4日目：説明文4。Studentsとteachers、通信上の課題を整理。
• 5日目：説明文5。Containersとcafés、this findingを特定。
• 6日目：説明文6。研究機器とデータ、研究者と鳥を区別。
• 7日目：説明文7・8。共有費用とボランティアの役割を確認。
• 8〜10日目：台本を読まずに再聴取し、各they / it / thisを短い日本語メモで示す。
• 11〜12日目：Readingの指示語16問で文字理解を補強。
• 13日目：Part 2の言い換え24問で初見の参照先を確認。
• 14日目：英検協会公式Part 2音源で、聞き取った代名詞が指す情報を説明できるか実戦確認。

関連する慶英会の無料教材

• 長文読解のthis・these・they・former/latter16問
• Part 2の主張・結論8台本16問
• リスニングのディクテーション36文
• 準1級の無料教材総合目次

よくある質問

リスニングでtheyを聞いたら直前の名詞を選べばよいですか？

必ずしもそうではありません。複数かどうかや誰がどの行動をするか、文脈全体で確認します。

this approachは何を指しますか？

直前に説明された方策・手順全体を指す場合があります。物の名前だけを探すのでは不十分なことがあります。

指示語が聞き取れない場合の復習順は？

音そのものが不明か、英文を読んでも参照先が分からないかを分け、台本と前後の文を確認します。

この教材は音声ファイル付きですか？

録音音声は付属していません。講師・家族や英語読み上げ機能による1回読み上げと、公式音源を利用します。

24問は公式試験の問題数と同じですか？

いいえ。慶英会の独自24問です。公式リスニングPart 2は12問で、放送1回の形式です。

Listening以外にも役立ちますか？

Readingでの指示語の理解やWritingの要約で、主体や対策を取り違えない練習にもつながります。

慶英会の英検準1級・無料体験

慶英会では、リスニングの語音認識・文構造・指示語・主張の理解を分けて確認します。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」：Part 2の形式・放送回数
• 日本英語検定協会「準1級の公式過去問・リスニング音源」

公式形式確認日：2026年10月26日。8つの英文・24問・解説は慶英会が制作した独自教材です。英検協会の公式音源・過去問ではありません。

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