英検準2級プラスのbreak down・break out・break into・break up｜熟語の独自40問【全訳】

慶英会 塾長｜慶應義塾大学卒・英検1級
中高一貫校の学校英語・NEW TREASURE・英検対策を専門とするオンライン個別指導塾です。塾長紹介

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英検準2級プラスの長文・会話では、break down・break out・break into・break upを状況で区別する必要があります。break down＝機械が故障する／説明を分解する、break out＝突然起こる、break into＝建物などに無断で侵入する、break up＝集団が分かれる／解散するという代表的な意味を、慶英会の独自40問で学びます。短文12問・書き換え12問・長文4題16問、全解答と全文和訳付きです。

結論｜breakを使う句動詞は主語と対象で変わる

• break down：車・機械・設備などが故障する。The bus broke down.。break a task down into stepsは課題を細かく分ける。
• break out：火災・争い・病気などが突然起こる。An argument broke out.。
• break into A：部屋・建物などに無断で侵入する。Someone broke into the office.。別の文脈では急に何かを始める意味もある。
• break up：人々が小グループに分かれる、集団が解散する。break up into teamsとThe band broke up.を区別。

同じbreak upでも「4班に分かれて活動を続ける」のと「クラブが解散して存在しなくなる」のでは意味が異なります。またbreak downは故障だけでなく、複雑な説明を小分けする意味にも使われます。何がbreakしたのかを確認するのが読解のポイントです。

英検準2級プラス公式形式との関係

日本英語検定協会の準2級プラスReadingは短文語句空所補充17問、長文語句空所補充6問、長文内容一致8問です。公式試験内容。本記事は慶英会が独自に制作した英語演習であり、公式問題や過去問ではありません。

Part 1｜breakの句動詞空所12問

break down / break out / break into / break upから、文脈に合う表現を時制に合わせて入れてください。

問1

Our school bus ___ on the way to the museum, so another bus was sent.

問2

The teacher helped students ___ the difficult project into smaller steps.

問3

An argument suddenly ___ during the discussion, but the teacher calmed the group.

問4

According to the report, someone ___ the locked storage room at night.

問5

The class will ___ into four small groups to discuss their ideas.

問6

The old music club decided to ___ after most members graduated.

問7

The museum’s air conditioner ___ during a very hot afternoon.

問8

Please ___ this long explanation into three clear parts.

問9

A small fire ___ in an empty storage shed while the volunteers were working outdoors.

問10

The news said that a person had ___ the museum office without permission.

問11

The larger team decided to ___ into pairs for the next activity.

問12

The club did not want to ___ because it still had plans for next year.

Part 2｜句動詞による言い換え12問

指定された表現を用いて、故障・発生・侵入・分割・解散を正確に表す英文に直します。模範解答は一例です。

問13

The printer stopped working unexpectedly. Use break down.

問14

Divide the assignment into four small tasks. Use break down.

問15

A loud disagreement began suddenly. Use break out.

問16

Someone entered the locked room by force. Use break into.

問17

The students divided themselves into small groups. Use break up.

問18

The team ended its activities and stopped existing. Use break up.

問19

The old projector suddenly stopped working. Use break down.

問20

The instructor divided a long task into five stages. Use break down.

問21

A small fire started suddenly in the kitchen. Use break out.

問22

A burglar entered the store illegally by force. Use break into.

問23

The large meeting group separated into three teams. Use break up.

問24

The band decided to disband after graduation. Use break up.

Part 3｜学校・博物館・地域の4長文16問

長文では設備が故障したことと行事が中止されたことを混同せず、争いの発生・班への分割・建物の侵入などを区別します。

長文1｜学校の科学発表会｜映写機の故障と作業の分割

Reading passage（慶英会オリジナル）

A school organized a science presentation day for younger students. Before the first presentation, the old projector broke down and could no longer show images. The teacher arranged for another projector to be brought from a different room. While waiting, the organizers broke the program down into shorter activities so visitors would not have to sit without anything to do. During one discussion, a small argument broke out over which group should present first, but the teacher resolved it by checking the published timetable. Later, the students broke up into four teams to explain their projects to visitors. The event continued, although its first presentation began ten minutes late. The organizers explained that the projector failure had not canceled the entire science day.

問25. What broke down before the first presentation?

A. A school bus ／ B. The old projector ／ C. A library computer ／ D. An air conditioner

問26. What did organizers do while waiting?

A. Cancel the whole event ／ B. Remove every exhibit ／ C. Break the program into shorter activities ／ D. Send all visitors home

問27. What caused a brief argument?

A. The order of group presentations ／ B. The price of tickets ／ C. The museum opening hours ／ D. The number of books

問28. What happened after the delay?

A. The science day ended ／ B. All projects were canceled ／ C. The projector was sold ／ D. The event continued with students in teams

長文2｜地域博物館｜停電と不正侵入の調査

Reading passage（慶英会オリジナル）

A local museum was preparing a small historical exhibition. One evening, the security system stopped sending alerts because part of its network equipment broke down. The next morning, staff found that someone had broken into a locked storage area. The museum reported the incident to the responsible authorities and began a formal investigation. The director broke the work down into three tasks: checking what was missing, examining the damaged door, and reviewing the equipment records. Staff broke up into small teams so that each task could be handled carefully. The museum did not claim that the equipment failure alone had caused the incident. Public exhibition rooms remained open, although the storage area was closed during the investigation. Visitors were told that the inquiry was still continuing.

問29. Why did the security system stop sending alerts?

A. A student canceled the museum ／ B. Some network equipment broke down ／ C. The museum was permanently closed ／ D. Visitors had left early

問30. What did staff discover the next morning?

A. A new exhibit ／ B. A missing timetable ／ C. A forced entry into a locked storage area ／ D. A new research room

問31. What was one of the three investigation tasks?

A. Reviewing equipment records ／ B. Planning a food festival ／ C. Selling museum tickets ／ D. Canceling every public event

問32. What was the status of public exhibition rooms?

A. They were permanently closed ／ B. They were moved to another city ／ C. They were used for the investigation only ／ D. They remained open

長文3｜英語クラブ｜班分けと突然の議論

Reading passage（慶英会オリジナル）

An English club had grown so large that its members found it hard to hold discussions together. The teacher suggested breaking up into groups of four. Each group would choose a short text and break it down into three parts: the main idea, supporting examples, and a conclusion. During the first meeting, a disagreement broke out about which text should be used, but the members decided to vote instead of arguing. Later, the club’s old recording device broke down, so one group used a borrowed recorder. Some students worried that the club would break up permanently because the activities had become difficult. The teacher explained that dividing into smaller groups did not mean ending the club. The next meeting was scheduled for the following Friday.

問33. Why did the teacher suggest smaller groups?

A. To cancel the club ／ B. To make discussions easier ／ C. To close the school ／ D. To increase equipment costs

問34. What three parts did groups use for reading?

A. Only dates and names ／ B. Only unknown words ／ C. Main idea, examples, conclusion ／ D. Pictures, prices, weather

問35. How was the disagreement about text choice resolved?

A. By a vote ／ B. By ending the club ／ C. By canceling the next meeting ／ D. By giving away the recorder

問36. Did dividing into groups mean the club would disband?

A. Yes, immediately ／ B. Yes, after Friday ／ C. Only if every group agreed ／ D. No

長文4｜地域センター｜設備故障と班の再編成

Reading passage（慶英会オリジナル）

A community center was holding a workshop about emergency communication. The instructor had prepared a large electronic display, but the display broke down during the introduction. Staff switched to printed materials instead. To help everyone follow the lesson, the instructor broke the instructions down into smaller steps. When a sudden disagreement broke out about the order of activities, the instructor asked participants to check the printed plan. The group then broke up into three teams to practice reporting information. The center explained that technical problems had delayed the workshop but had not changed its main purpose. No one had broken into the building; the discussion was simply about scheduling. Participants later shared suggestions for improving the next session.

問37. What broke down during the introduction?

A. A school bus ／ B. The electronic display ／ C. The building entrance ／ D. A library printer

問38. Why did the instructor break instructions into smaller steps?

A. To cancel the program ／ B. To change all activities ／ C. To make the lesson easier to follow ／ D. To avoid printing

問39. What caused the brief disagreement?

A. The order of activities ／ B. A stolen device ／ C. A weather warning ／ D. Visitors’ names

問40. What did participants do after checking the plan?

A. Leave the center ／ B. Close the building permanently ／ C. Remove equipment ／ D. Divide into three teams for practice

復習方法｜動詞の主語を最初に見る

• break downの主語が機械なのか、目的語が説明・手順なのかを判断する。
• break outでは何が突然始まったかを本文から特定する。
• break intoは侵入先と、許可の有無に注目する。
• break up into groupsは活動の再編成であり、クラブ自体の解散と混同しない。
• 翌日と一週間後に全40問を再解答し、設備故障が行事中止を意味するか本文の事実だけで答える。

よくある質問

break downは「故障する」以外に意味がありますか？

あります。break a large task down into smaller stepsは大きな課題を小さな段階に分ける意味です。

break outとbreak intoの違いは？

break outは争い・火災などが突然起こること、break intoは部屋・建物などに侵入することを表す場合があります。主語・目的語を確認してください。

break up into groupsは解散ですか？

グループに分かれることを示し、活動を続ける場合もあります。一方The club broke up.はクラブが解散した意味になります。

関連する慶英会の無料教材

• give up・give away・give out・give backの独自40問
• come across・come up with・come out・come alongの独自40問
• explore・examine・investigate・researchの独自40問

英検準2級プラスの熟語と長文読解、NEW TREASUREの学校英語を一体的に学習したい場合は、慶英会の最大1か月無料体験・学習相談をご確認ください。本教材は無料で申込み不要です。

公式形式の出典：日本英語検定協会「準2級プラスの試験内容」。本記事の英文・問題・全解答・全文和訳は慶英会が独自に制作しました。

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慶英会 塾長｜慶應義塾大学卒・英検1級。中高一貫校の学校英語・NEW TREASURE・英検対策を専門としています。塾長の経歴・指導方針を確認する