英検準2級プラスのfor example・such as・including・namely｜例示・列挙・特定の独自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級プラスでfor example・such as・including・namelyを読み分ける慶英会独自40問。英語の説明文では「具体例を挙げる」ことと「対象の全内容を明示する」ことは異なります。短文語法16問、訂正・言い換え8問、オリジナル長文4題16問を全解答・英文の根拠・全文和訳付きで収録しました。

本教材は慶英会が独自に制作した追加語法教材であり、英検協会の過去問ではありません。英検準2級プラスの公式試験内容ではReadingは短文空所17問・長文空所6問・内容一致8問です。

結論｜例示か、非限定的な列挙か、対象の特定か

for example：文全体の具体例を挙げる。Some clubs use digital tools. For example, students can share notes online.（部活は電子ツールを使うことがあり、例えばノートをネット共有できる）。such as＋名詞句：種類の具体例を挙げる。Tools such as cameras and sensors are useful.（カメラやセンサーといった道具は役立つ）。

including＋名詞句：ある集合に含まれる例を示す。The library has ten devices, including two tablets.（タブレット2台を含めて10台の器具がある）。namely：先に述べた内容を具体的に特定する。Two rooms will be closed, namely Rooms A and B.（閉鎖される2室とは、A室とB室のこと）。

such asやincludingは一般に例示であり、挙げたものがすべてとは限りません。一方「two rooms, namely A and B」では対象が具体的に特定されています。列挙した例の数と全体の数を混同しないことが、長文内容一致の重要ポイントです。

Part1｜短文語法・空所16問

問1｜The school provides tools such (　) tablets and cameras for supervised projects.

A. as ／ B. for ／ C. to ／ D. of

問2｜The town has twelve information signs, (　) three signs near the station.

A. include ／ B. including ／ C. inclusion ／ D. included to

問3｜The library will close exactly two rooms, (　) Rooms C and D.

A. naming ／ B. named to ／ C. namely ／ D. name of

問4｜The center offers many learning resources. For (　), students can borrow science kits.

A. instance of ／ B. examples of ／ C. exemplary ／ D. example

問5｜Students should record environmental conditions such (　) rainfall and temperature.

A. as ／ B. with ／ C. to ／ D. of

問6｜The museum received fifty photographs, (　) six images without dates.

A. include ／ B. including ／ C. included to ／ D. inclusive of to

問7｜The two absent students, (　) Ken and Mei, will receive a new notice.

A. names ／ B. naming of ／ C. namely ／ D. named to

問8｜The guide gives practical advice. For (　), visitors should check updated routes.

A. examples to ／ B. instance to ／ C. example of ／ D. example

問9｜Some equipment, such (　) old batteries, requires special handling.

A. as ／ B. on ／ C. at ／ D. for

問10｜The club prepared twenty safety kits, (　) five with larger print instructions.

A. include ／ B. including ／ C. inclusive of to ／ D. inclusion

問11｜Only two documents were missing, (　) the permission slip and the map.

A. named to ／ B. naming ／ C. namely ／ D. names

問12｜The report lists several possible factors. For (　), temperature may influence the results.

A. example of ／ B. examples to ／ C. exemplary ／ D. example

問13｜Public services, such (　) libraries and museums, need clear instructions.

A. as ／ B. to ／ C. of ／ D. with

問14｜A small group of visitors, (　) several wheelchair users, tested the new path.

A. include ／ B. including ／ C. inclusive to ／ D. inclusion

問15｜The school will review three records, (　) the registration list, attendance log and safety report.

A. named to ／ B. naming of ／ C. namely ／ D. name of

問16｜Some notices contain errors. For (　), an old email may show the wrong start time.

A. examples of ／ B. exemplary ／ C. example to ／ D. example

Part2｜文法の訂正・言い換え8問

問17｜誤文訂正：The park has trees such to pine trees and oak trees.

問18｜誤文訂正：The center has thirty books, include six science books.

問19｜誤文訂正：The two winners, namefully Hana and Ken, received awards.

問20｜誤文訂正：The group has many ideas. For examples, it suggested a new map.

問21｜意味を保つ書き換え：The library offers activities such as reading groups and art lessons.

原文も正しい英文です。列挙がすべてか一部かを変えないように書き換えます。

問22｜意味を保つ書き換え：Three stations are temporarily closed: A, B, and C.

原文も正しい英文です。列挙がすべてか一部かを変えないように書き換えます。

問23｜意味を保つ書き換え：The museum offers several kinds of support. One example is large-print guides.

原文も正しい英文です。列挙がすべてか一部かを変えないように書き換えます。

問24｜意味を保つ書き換え：The school has forty volunteers, of whom eight are trained leaders.

原文も正しい英文です。列挙がすべてか一部かを変えないように書き換えます。

慶英会 塾長｜慶應義塾大学卒・英検1級
塾長の経歴・指導方針

中高一貫校の英語・定期テスト・英検の学習状況を整理し、必要な復習の優先順位を考えたい方は、無料体験・学習相談のご案内をご確認ください。最大1か月完全無料体験の対象・回数・担当講師は、お申し込み時にご案内します。

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Part3｜初見4長文16問・列挙の範囲を読み取る

長文1｜地元図書館のさまざまな学習支援

A public library introduced several services to make its materials easier to use. For example, visitors could borrow large-print books and request audio descriptions of some exhibitions. The library also provided learning tools such as magnifiers and adjustable reading lamps. In one room, staff counted thirty devices, including six tablets and four audio players. However, the manager explained that these ten named devices were examples of the equipment, not the entire collection. Two devices were unavailable because of damaged charging cables, and trained staff were asked to inspect them. The library planned to review its lending rules before expanding the program. In a visitor survey, the manager asked people to assess the usefulness of the services, rather than assume everyone needed the same type of support. Feedback would be collected from people with different reading preferences.

問25｜Which item was mentioned as a type of learning tool?

A. An adjustable reading lamp ／ B. A bus ticket ／ C. A bicycle helmet ／ D. A museum membership card

問26｜How many tablets were included in the equipment count?

A. Four ／ B. Six ／ C. Ten ／ D. Thirty

問27｜What was the total number of devices in the room?

A. Six ／ B. Ten ／ C. Thirty ／ D. Forty

問28｜Why were two devices unavailable?

A. The library had closed ／ B. They had been sold ／ C. The survey was canceled ／ D. Their charging cables were damaged

長文2｜学校の地域史イベントと参加条件

A school organized a local history event with several activities, including short talks and a display of old photographs. The event focused on two historical buildings, namely the old railway station and the original public library. Students used sources such as archived newspapers and photographs to prepare their explanations. One researcher found that the first label had confused the date construction began with the date the station opened. The group corrected the label and cited the relevant newspaper. The school also reminded visitors that the photographs could be shown in class only if the owners’ permission covered that use. Public online publication required another review. At the end of the event, sixty people had registered and fifty-two attended. The organizer reported those two numbers separately and did not say that every registered person had participated.

問29｜What were the two buildings studied in particular?

A. The station and original public library ／ B. The airport and stadium ／ C. Two new schools ／ D. The town hall and a hospital

問30｜What did students use to prepare explanations?

A. Only social media opinions ／ B. Archived newspapers and photographs ／ C. A current bus timetable ／ D. Unverified private messages

問31｜What problem was found in a label?

A. It described a different town ／ B. It omitted the building name ／ C. It confused construction and opening dates ／ D. It included too many photographs

問32｜How many registered people did not attend?

A. Fifty-two ／ B. Sixty ／ C. Twelve ／ D. Eight

長文3｜高校生の科学観測データ

A student research team collected information about how sunlight affected two school gardens. It measured several conditions, including temperature, soil moisture and observation time. The team also recorded possible influences such as wind and differences in plant types. After the first week, one location had higher average temperatures. The team discussed two possible explanations, namely the amount of shade and the position of its thermometer. However, a teacher warned that naming two possible causes did not mean both had been proven. Students moved their instruments to more similar positions and repeated the measurements. They then reviewed the results and wrote a report that separated confirmed observations from hypotheses requiring further testing. The group wanted other readers to understand which details were evidence and which were only suggested explanations.

問33｜What was one measured condition?

A. Soil moisture ／ B. The school uniform price ／ C. The number of museums ／ D. The train schedule

問34｜What possible influence was mentioned as an example?

A. The school library’s hours ／ B. Wind ／ C. The bus fare ／ D. The price of a notebook

問35｜What were the two proposed explanations?

A. Time and school year ／ B. Rain and bus traffic ／ C. Shade and thermometer position ／ D. The teachers and students

問36｜What did the teacher warn about?

A. Students should never record weather ／ B. All instruments were safe to ignore ／ C. The report was already approved ／ D. Naming possible causes did not prove them

長文4｜地域の新しい交通路線と利用報告

A town tested a weekend bus service connecting public places such as a museum, a library and a nature center. The transport office published several types of information, including route maps, opening times and safety notices. During its first month, the service recorded four hundred and eighty passenger trips. Staff explained that this figure described completed trips, not the number of different people who had used the bus. Some visitors traveled twice on the same day or used the service over several weekends. Officials reviewed two main questions, namely whether the route was safe and whether operating costs were reasonable. The council approved additional monitoring but not permanent expansion. A local report suggested that most residents wanted more buses, but the manager said the survey had included only those who chose to respond. The town would gather wider feedback before making a stronger claim.

問37｜What service was being tested?

A. A weekend bus linking public places ／ B. An online school examination ／ C. A library music concert ／ D. A new ferry to another country

問38｜What did the number 480 represent?

A. Four hundred eighty different riders ／ B. Completed passenger trips ／ C. The number of bus drivers ／ D. The number of canceled trips

問39｜What were the two main review questions?

A. Ticket colors and bus names ／ B. Students and school classes ／ C. Safety and operating costs ／ D. Only the weather forecast

問40｜What had not been approved?

A. The use of maps ／ B. More monitoring ／ C. Collecting visitor feedback ／ D. Permanent expansion

復習｜例示と全数は異なる

for exampleやsuch asは具体例、includingは集合の中に含まれるもの、namelyは先の対象を具体的に明示します。例えば30台の器具を説明して「including six tablets」と書かれた場合、タブレットが6台というだけで残り24台の種類は本文の別の情報が必要です。

FAQ｜such asとincludingは同じですか？

例示として意味が重なる場合が多いですが、includingは全体に一部が含まれることを明確にする文脈でもよく使います。

FAQ｜namelyは何を意味しますか？

先に述べた内容を具体的に特定する表現です。Two rooms, namely A and B のように使います。

FAQ｜for exampleとfor instanceはどう違いますか？

具体例を挙げる場合には近い意味で使えます。どちらも文の具体例を導入できます。

FAQ｜公式過去問ですか？

いいえ。慶英会独自の40問です。英検協会の公式過去問も併用してください。

関連記事・無料教材

「特に」と具体化する語法40問 ／ 代替と対比の40問 ／ 第76セットの無料模擬。

慶英会の英検準2級プラス・NEW TREASUREの学習相談は最大1か月無料体験をご確認ください。

公式参考：日本英語検定協会・試験内容。英文・例文・長文・設問・解答と和訳は慶英会の独自制作です。

次の慶英会無料教材：in terms of・regarding・concerning・with regard to｜文章の観点を読む独自40問。例示と限定を確認したあとに、Eメールの観点と話題の違いを練習しましょう。

関連する慶英会の無料教材：列挙の次に｜数値が表す内容・反映・象徴の40問。具体例とデータの全体を混同せず、初見長文で定着させましょう。

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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