英検準2級の長文空所補充は接続詞だけじゃない｜文の意味を選ぶ独自8長文16問【全訳・全解答】

英検準2級の長文空所補充は、however・thereforeなどの接続語だけではありません。文章の流れに合う名詞句・節・行動の説明を選ぶためには、空所の前後で「問題・理由・対応・結果」がつながるかを確かめる必要があります。慶英会では、独自8長文・全16問、完成英文・長文全文和訳・選択肢の根拠を用意しました。

英検協会の現行準2級には長文の語句空所補充が2問あり、2026年度第1回の公式問題では物語文の2空所で、前後の内容からまとまった語句・節を選ぶ形式が確認できます（公式問題冊子・冊子6ページ、準2級試験内容）。本記事は慶英会が独自に作った8長文16問であり、公式過去問の転載や本番の8長文出題を意味しません。

長文の句・節の意味が弱ければ：in order to／so that／in caseの目的・備えを独自48課題で復習し、理由・目的・結果を正確に読み分けましょう。

長文空所の文脈を理解した後は：too … to・enough to・so … thatの独自8場面40課題で、句・節の意味を保ったまま英文を書き換える力も確認できます。

接続詞以外の空所で確かめる3つの情報

• 空所の前：何が問題になっているか、誰が話しているか、観察の事実かを確認する。
• 空所の後：その原因・対応・結果が説明されるかを確認する。選択肢を入れることで次の文が矛盾しないか検証する。
• 選択肢の強さ：all / every / only / certainly などの強い断定が、本文にない条件を追加していないか見る。

目次：8長文16問の問題編／完成英文・全訳・全解答／復習

問題編｜独自8長文・2空所ずつ全16問

すべての長文を一度読んでから、空所(1)(2)を選びます。どの選択肢も文法上は入るようにしてありますが、本文全体の意味に合うものは各問一つです。

長文1｜学校の修理講座と安全

At Cedar School, students organized a workshop to learn how to repair small household items. They hoped to reduce waste by fixing objects instead of throwing them away. Some students brought old lamps and toys from home. Before the workshop, the teacher checked the items carefully and explained that （Q1）. The class practiced simple repairs using safe materials and learned to recognize problems they should not try to fix themselves. After the workshop, the students decided to （Q2）. They also planned to ask families whether the repairs had made the items useful again.

Q1｜最も適切な語句・節を選ぶ

• 1. every old device could be repaired by children alone
• 2. damaged electrical wires could make some items unsafe
• 3. new tools were always cheaper than old ones
• 4. all broken items had to be thrown away immediately

Q2｜最も適切な語句・節を選ぶ

• 1. sell all the old lamps without checking them
• 2. stop teaching repair skills
• 3. ignore any future problems
• 4. ask adults for help when an electrical item was damaged

長文2｜図書館の新しいお知らせ方式

A public library wanted more families to learn about its weekend activities. The staff considered sending information only through a mobile app. A student volunteer group interviewed families before the library changed its system. They found that some parents used the app every day, while others preferred printed notices. The library director said that （Q3）. The students therefore suggested testing two ways of sharing information for a month. They also recommended （Q4） so that families would not receive different dates from different sources. After the test, they planned to ask which method each family found easier to use.

Q3｜最も適切な語句・節を選ぶ

• 1. all parents had already downloaded the app
• 2. paper notices were illegal in public libraries
• 3. not every family could use the app regularly
• 4. the weekend activities were no longer popular

Q4｜最も適切な語句・節を選ぶ

• 1. keeping event details the same in both formats
• 2. removing all dates from the printed notices
• 3. closing the library during weekends
• 4. sending different event times to each group

長文3｜菜園の新しい通路の効果

Members of a school gardening club wanted more students to visit their garden. They built a wider path and placed two raised planting boxes near the entrance. During a four-week trial, more students visited the garden than before. The members were pleased, but they remembered that a new gardening lesson had also begun during the same period. They understood that （Q5）. Before recommending more construction work, the students decided to （Q6）. They also wanted to ask students who still did not use the garden what prevented them from joining the activities.

Q5｜最も適切な語句・節を選ぶ

• 1. the wider path was certainly the only cause
• 2. every student had already visited the garden
• 3. the new lesson had been canceled
• 4. one increase did not prove which change had caused it

Q6｜最も適切な語句・節を選ぶ

• 1. build five more paths immediately
• 2. compare participation on days with similar weather
• 3. stop collecting information
• 4. require every student to visit

長文4｜文化祭の写真掲載と許可

The school newspaper team wanted to publish photographs from its recent festival. Some pictures showed students giving speeches, while others showed colorful decorations and an empty stage. Before uploading anything, the team checked whether the people in the photographs had agreed to appear online. The teacher reminded everyone that （Q7）. Several students had not yet replied to the permission request. To avoid delaying the whole newsletter, the team decided to （Q8）. The members planned to keep the other photographs private until they had received clear answers from the people shown in them.

Q7｜最も適切な語句・節を選ぶ

• 1. people’s permission should be checked before their photographs are published
• 2. all photographs could be posted without any review
• 3. the school had already removed its newspaper
• 4. students were not allowed to take photographs at festivals

Q8｜最も適切な語句・節を選ぶ

• 1. publish pictures of students who had not replied
• 2. ignore the teacher’s warning
• 3. use photographs of decorations and the empty stage
• 4. sell the pictures to visitors

長文5｜植物の成長とランプの温度

In science class, students wanted to know whether an extra hour of light would make plants grow taller. They used two groups of the same type of plant and gave both groups equal amounts of water. One group received extra light from a small lamp. After a month, those plants were taller. However, the students noticed that （Q9）. Their teacher said they could not be sure that light alone had caused the difference. For the next test, the class planned to （Q10）. They hoped to understand the effect of light without confusing it with another change in the growing conditions.

Q9｜最も適切な語句・節を選ぶ

• 1. the other plants had received no water
• 2. the lamp had also made that group’s area warmer
• 3. the plants had all grown to the same height
• 4. nobody had measured the plants

Q10｜最も適切な語句・節を選ぶ

• 1. use completely different kinds of plants
• 2. stop watering one group
• 3. increase light and temperature together again
• 4. keep the temperature similar for both groups

長文6｜観光案内板と来訪者の読みやすさ

A town asked students to design new signs for a walking route used by tourists. The first signs contained long descriptions of local buildings and several small maps. After the signs were tested, visitors said that （Q11）. The students had wanted to provide as much information as possible, but they learned that too much text could make useful information difficult to find. They therefore decided to （Q12）. They also invited older residents and people who used wheelchairs to test the new signs before making the final versions.

Q11｜最も適切な語句・節を選ぶ

• 1. every visitor already knew the town’s history
• 2. the walking route had disappeared
• 3. some of the writing was too small and difficult to read quickly
• 4. the town wanted to close all walking paths

Q12｜最も適切な語句・節を選ぶ

• 1. make the signs even longer
• 2. use shorter sentences and larger letters
• 3. stop asking visitors for feedback
• 4. remove the signs entirely

長文7｜ロボット部の道具貸出と研修

A school robotics club bought several new tools for a workshop. Members wanted to lend the tools to any interested student, but their teacher asked them to consider safety first. Some tools had moving parts, and students who had never used them might not know how to prevent accidents. The club therefore explained that （Q13）. It also created a form for reporting damaged equipment. During the first week, a student found a cracked battery case. The club leader thanked the student and said that everyone should （Q14）. The damaged battery was stored separately for an adult to examine.

Q13｜最も適切な語句・節を選ぶ

• 1. all students could borrow the tools without instructions
• 2. the workshop had been canceled
• 3. only teachers would ever use the robotics room
• 4. students had to finish safety training before borrowing certain tools

Q14｜最も適切な語句・節を選ぶ

• 1. report damaged equipment and leave repairs to trained adults
• 2. take damaged batteries home immediately
• 3. use cracked batteries for practice
• 4. hide problems to keep the tools available

長文8｜読書チャレンジと参加していない生徒

At Maple School, the library organized a reading challenge and offered a small bookmark to students who finished three books. Many students joined, but some stopped after the first week. The student council asked participants about their experiences. Several said the books they had chosen were too difficult. The students realized that （Q15）. Before changing the number of books required, they decided to （Q16）. They also planned to ask students who had never joined what kinds of stories they enjoyed. The council hoped to make the challenge welcoming without assuming that everyone had the same reading level.

Q15｜最も適切な語句・節を選ぶ

• 1. all students preferred the longest books
• 2. the number of library visitors was zero
• 3. the bookmark prizes were too expensive
• 4. students’ reading levels and interests could affect participation

Q16｜最も適切な語句・節を選ぶ

• 1. offer a wider choice of books at different difficulty levels
• 2. stop the challenge before asking anyone
• 3. require every student to read the same long book
• 4. remove all books from the library

全16問の正答・完成英文・長文全文和訳

正解番号：Q1＝2／Q2＝4／Q3＝3／Q4＝1／Q5＝4／Q6＝2／Q7＝1／Q8＝3／Q9＝2／Q10＝4／Q11＝3／Q12＝2／Q13＝4／Q14＝1／Q15＝4／Q16＝1

長文1｜学校の修理講座と安全の全訳と解答

空所を埋めた英文全文：At Cedar School, students organized a workshop to learn how to repair small household items. They hoped to reduce waste by fixing objects instead of throwing them away. Some students brought old lamps and toys from home. Before the workshop, the teacher checked the items carefully and explained that damaged electrical wires could make some items unsafe. The class practiced simple repairs using safe materials and learned to recognize problems they should not try to fix themselves. After the workshop, the students decided to ask adults for help when an electrical item was damaged. They also planned to ask families whether the repairs had made the items useful again.

日本語全文和訳：Cedar Schoolの生徒たちは、小さな家庭用品の修理を学ぶ講座を開きました。捨てずに直すことで廃棄物を減らしたいと考えたのです。家庭から古いランプやおもちゃを持参する生徒もいました。先生は事前に品物を点検し、電線が傷んだ電気製品は危険になり得ると説明しました。生徒は安全な材料で簡単な修理を練習し、自分では直すべきでない問題を見分ける方法を学びました。講座後、傷んだ電気製品には大人の助けを求めることにしました。また、修理した品物が再び役立ったか家庭にも尋ねる予定です。

Q1 正解2：damaged electrical wires could make some items unsafe
根拠：電気製品の点検をして、安全に直せない問題を見分けるという続きに合う。
不正解の見分け：すべて自分で直せる、すべて廃棄すべき、などの極端な断定は本文と矛盾。

Q2 正解4：ask adults for help when an electrical item was damaged
根拠：危険な修理を自分ですべきでない、という学習の結果として自然。
不正解の見分け：無点検で売る、問題を無視する、は安全という主題に反する。

長文2｜図書館の新しいお知らせ方式の全訳と解答

空所を埋めた英文全文：A public library wanted more families to learn about its weekend activities. The staff considered sending information only through a mobile app. A student volunteer group interviewed families before the library changed its system. They found that some parents used the app every day, while others preferred printed notices. The library director said that not every family could use the app regularly. The students therefore suggested testing two ways of sharing information for a month. They also recommended keeping event details the same in both formats so that families would not receive different dates from different sources. After the test, they planned to ask which method each family found easier to use.

日本語全文和訳：公共図書館では週末の行事をもっと多くの家庭に知らせたいと考え、アプリだけで案内する案を検討しました。変更前に学生ボランティアが聞き取りをすると、アプリを毎日使う家庭もあれば紙を好む家庭もありました。館長はすべての家庭が定期的にアプリを使えるわけではないと話しました。生徒は1か月間、二つの案内方法を試すことを提案し、別々の情報源から異なる日付が届かないよう、両方の内容を同じにすることも勧めました。試行後には、各家庭がどちらを使いやすいと感じたか尋ねる予定です。

Q3 正解3：not every family could use the app regularly
根拠：アプリ派と紙派がいるため、全家庭がアプリを常用するわけではないという結論。
不正解の見分け：全員がアプリを使う、紙が違法、などは示されない。

Q4 正解1：keeping event details the same in both formats
根拠：別々の情報源から異なる日時を受け取らないため、両形式の内容を統一する。
不正解の見分け：違う時刻の掲載では本来の問題が悪化する。

長文3｜菜園の新しい通路の効果の全訳と解答

空所を埋めた英文全文：Members of a school gardening club wanted more students to visit their garden. They built a wider path and placed two raised planting boxes near the entrance. During a four-week trial, more students visited the garden than before. The members were pleased, but they remembered that a new gardening lesson had also begun during the same period. They understood that one increase did not prove which change had caused it. Before recommending more construction work, the students decided to compare participation on days with similar weather. They also wanted to ask students who still did not use the garden what prevented them from joining the activities.

日本語全文和訳：学校の園芸部は利用者を増やすため、幅の広い通路を作り、入口に高い植え付け箱を2つ置きました。4週間の試行で訪問者は増えましたが、同時期に新しい園芸授業も始まっていました。部員は、単に人数が増えただけではどの変更が原因か証明できないと理解しました。さらに工事を勧める前に、天候が似た日の参加数を比較することにしました。まだ菜園を利用しない生徒にも、参加の障害を尋ねる予定です。

Q5 正解4：one increase did not prove which change had caused it
根拠：通路と新しい授業の二つが変化しており、増加の原因を一つに断定できない。
不正解の見分け：only cause とする断定は別の要因を無視。

Q6 正解2：compare participation on days with similar weather
根拠：追加工事の前に、比較条件をそろえて参加人数を調べる方針が自然。
不正解の見分け：即座の大規模建設や調査停止は判断を慎重にする文章と反する。

長文4｜文化祭の写真掲載と許可の全訳と解答

空所を埋めた英文全文：The school newspaper team wanted to publish photographs from its recent festival. Some pictures showed students giving speeches, while others showed colorful decorations and an empty stage. Before uploading anything, the team checked whether the people in the photographs had agreed to appear online. The teacher reminded everyone that people’s permission should be checked before their photographs are published. Several students had not yet replied to the permission request. To avoid delaying the whole newsletter, the team decided to use photographs of decorations and the empty stage. The members planned to keep the other photographs private until they had received clear answers from the people shown in them.

日本語全文和訳：学校新聞は文化祭の写真を掲載しようとしました。スピーチ中の生徒の写真や、飾り・無人の舞台の写真がありました。アップロード前に、写真に写る人がネット公開へ同意したか調べました。先生は、人の写真を公開する前に本人の許可を確認すべきだと注意しました。まだ返事をしていない生徒もいたため、学校だより全体を遅らせないよう、飾りや無人の舞台の写真を使うことにしました。人物写真は明確な返事が得られるまで非公開にする予定です。

Q7 正解1：people’s permission should be checked before their photographs are published
根拠：写真に写る人の公開同意を確認するという全体の流れに一致。
不正解の見分け：許可なく公開できるとは書かれていない。

Q8 正解3：use photographs of decorations and the empty stage
根拠：承諾待ちの人物写真ではなく、人が写らない写真で学校だよりを完成できる。
不正解の見分け：許可を得ていない写真の公開は本文の目的と矛盾。

長文5｜植物の成長とランプの温度の全訳と解答

空所を埋めた英文全文：In science class, students wanted to know whether an extra hour of light would make plants grow taller. They used two groups of the same type of plant and gave both groups equal amounts of water. One group received extra light from a small lamp. After a month, those plants were taller. However, the students noticed that the lamp had also made that group’s area warmer. Their teacher said they could not be sure that light alone had caused the difference. For the next test, the class planned to keep the temperature similar for both groups. They hoped to understand the effect of light without confusing it with another change in the growing conditions.

日本語全文和訳：理科の授業では、光を1時間多くすると植物が高く育つか調べました。同じ種類の植物を二組に分け、同じ量の水を与えました。一方は小さなランプで光を追加しました。1か月後、その組の植物は高く育ちましたが、ランプが置かれた場所は温度も上がっていました。先生は光だけが原因だとは断定できないと説明し、次の試験では二組の温度を同じようにすることにしました。光と別の成長条件を混同せずに影響を確かめたいと考えました。

Q9 正解2：the lamp had also made that group’s area warmer
根拠：光だけでなく温度が変わっていたという別要因。
不正解の見分け：同量の水を与え、身長にも差が出たと本文にある。

Q10 正解4：keep the temperature similar for both groups
根拠：光の影響を温度の変化から切り離すため、温度をそろえる。
不正解の見分け：また両方を同時に変えると原因を分けられない。

長文6｜観光案内板と来訪者の読みやすさの全訳と解答

空所を埋めた英文全文：A town asked students to design new signs for a walking route used by tourists. The first signs contained long descriptions of local buildings and several small maps. After the signs were tested, visitors said that some of the writing was too small and difficult to read quickly. The students had wanted to provide as much information as possible, but they learned that too much text could make useful information difficult to find. They therefore decided to use shorter sentences and larger letters. They also invited older residents and people who used wheelchairs to test the new signs before making the final versions.

日本語全文和訳：町は観光客向けの散策路の案内板を生徒に作ってもらいました。最初の案内には長い建物の説明や小さな地図がありました。試用した来訪者は、文字の一部が小さすぎて素早く読みにくいと答えました。生徒は情報をできるだけ多く載せようとしていましたが、多すぎる文字は必要な情報を探しにくくすると学びました。そこで短い文と大きな文字に直すことにしました。完成前には高齢者や車いす利用者にも試してもらいます。

Q11 正解3：some of the writing was too small and difficult to read quickly
根拠：文章が長く文字も小さかったという課題と改善策の理由に合う。
不正解の見分け：全員が歴史を知っていたわけでも、道が消えたわけでもない。

Q12 正解2：use shorter sentences and larger letters
根拠：伝えたい情報を短くし文字を大きくする改善が自然。
不正解の見分け：長文化は読みにくさを悪化させる。

長文7｜ロボット部の道具貸出と研修の全訳と解答

空所を埋めた英文全文：A school robotics club bought several new tools for a workshop. Members wanted to lend the tools to any interested student, but their teacher asked them to consider safety first. Some tools had moving parts, and students who had never used them might not know how to prevent accidents. The club therefore explained that students had to finish safety training before borrowing certain tools. It also created a form for reporting damaged equipment. During the first week, a student found a cracked battery case. The club leader thanked the student and said that everyone should report damaged equipment and leave repairs to trained adults. The damaged battery was stored separately for an adult to examine.

日本語全文和訳：学校のロボット部は講座用に新しい道具をいくつか購入しました。興味のある生徒に貸したいと考えましたが、先生は安全を先に考えるよう求めました。動く部品があり、初めて使う生徒は事故の防ぎ方を知らないかもしれません。そこで、特定の道具を借りる前に安全研修を終える必要があると説明しました。破損を報告するフォームも作り、初週に一人が電池ケースのひび割れを発見しました。部長は感謝し、壊れた道具は報告して、修理は訓練を受けた大人に任せるべきだと説明しました。壊れた電池は大人が点検するため別に保管されました。

Q13 正解4：students had to finish safety training before borrowing certain tools
根拠：動く部品のある道具を安全に扱うには事前研修が必要。
不正解の見分け：無条件の貸出は安全という主題と矛盾。

Q14 正解1：report damaged equipment and leave repairs to trained adults
根拠：壊れた電池ケースを別保管して大人が点検するという流れに一致。
不正解の見分け：破損を隠す・子どもだけで修理は危険。

長文8｜読書チャレンジと参加していない生徒の全訳と解答

空所を埋めた英文全文：At Maple School, the library organized a reading challenge and offered a small bookmark to students who finished three books. Many students joined, but some stopped after the first week. The student council asked participants about their experiences. Several said the books they had chosen were too difficult. The students realized that students’ reading levels and interests could affect participation. Before changing the number of books required, they decided to offer a wider choice of books at different difficulty levels. They also planned to ask students who had never joined what kinds of stories they enjoyed. The council hoped to make the challenge welcoming without assuming that everyone had the same reading level.

日本語全文和訳：Maple Schoolの図書館は読書チャレンジを開き、本を3冊読み終えた生徒に小さなしおりを配りました。多くが参加しましたが、最初の週でやめる生徒もいました。生徒会が参加者に聞くと、選んだ本が難しすぎた人がいました。読書の習熟度や興味が参加に影響している可能性があると気づきました。必要な冊数を変える前に、難しさの異なる本から選べるようにすることを決めました。参加したことがない生徒にも、好きな物語の種類を尋ねる予定です。全員の読書レベルが同じだと考えず、参加しやすくしたいと考えました。

Q15 正解4：students’ reading levels and interests could affect participation
根拠：本の難しさと参加の継続には関係がある可能性。
不正解の見分け：全員が長い本を好むとは書かれていない。

Q16 正解1：offer a wider choice of books at different difficulty levels
根拠：難しすぎるという意見に応え、難度を選べるようにする。
不正解の見分け：全員に同じ難しい本を指定するのは問題を悪化。

3回で定着させる復習手順

• 初回：8長文16問を解答。どの英文に「問題」「原因」「対応」「結果」があるか線を引く。
• 翌日：正解の文を空所に戻して音読し、空所の前後の意味がつながるか確認する。
• 3〜7日後：未使用の長文空所補充で、単語や接続詞を覚えたからではなく本文の根拠から答えられるか確認する。
• 誤答時：本文にない断定・因果関係・未実施の行動を選んでいないか見直す。

よくある質問

準2級の長文空所補充は必ず接続詞ですか？

違います。本文の意味に合う語句や節を選ぶ場合があります。公式の2026年度問題冊子の設問でも、前後の内容からまとまった表現を選ぶ問題が確認できます。

選択肢が文法的に正しいのになぜ誤答になりますか？

長文空所補充は文法の形だけではなく、前後の文脈と一致する意味を選びます。本文に書いていない理由を追加したり、結果と矛盾する文を選んだりすると誤答になります。

この16問は公式過去問ですか？

いいえ。慶英会が独自に制作した練習問題です。英検協会の公式過去問を転載していません。

本番と同じ制限時間で解く必要がありますか？

この教材は集中練習です。公式のReading・Writingは合計80分ですが、独自8長文16問に公式の時間配分が割り当てられているわけではありません。

関連無料教材と慶英会の学習相談

• 接続詞以外の名詞・動詞を選ぶ独自10長文20問
• however・therefore・insteadの違い10長文30問
• 同じ会話の2空所を解く独自10会話20問
• Eメール長文の次の行動・独自6通36問

慶英会では英検準2級・中高一貫校の英語・NEW TREASUREをオンライン個別指導しています。最大1か月無料体験・学習相談をご利用ください。詳細と条件は公式案内をご確認ください。

出題形式の参考：英検協会・2026年度第1回準2級公式問題冊子／準2級の試験内容。本記事の8長文・16問・全文和訳は慶英会の独自制作です。

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