英検準2級プラス面接No.2｜3コマで行動者が変わる独自8場面32課題【全模範説明】

Two students made a poster for a library reading event. However, a librarian noticed that the date on the poster was wrong. She told the students about the mistake. They checked the event schedule and corrected the poster before it was displayed. The librarian did not make the correction herself.

【3場面の和訳】生徒2人が読書行事のポスターを作った。司書が日付の誤りに気づいた。生徒たちは日程を確認してポスターを修正した。

【注意点】誤りを見つけたのは司書、訂正したのは生徒。

The science club prepared a small display about the weather. When a technician checked the equipment, she found that a sensor was not working. The technician repaired the sensor. After that, the students tested it again and used the results in their display. The students did not repair the equipment themselves.

【3場面の和訳】科学クラブが天候の小さな展示を準備した。技術者がセンサーの故障に気づいた。技術者が修理し、生徒が再び試した。

【注意点】修理を実施したのは技術者、再テストは生徒。

Students suggested putting signs near the school hall because visitors sometimes got lost. The principal reviewed their idea and approved the plan. After receiving permission, office staff placed the signs near the main entrance. In this situation, students proposed the solution, but they did not approve or install it themselves.

【3場面の和訳】生徒たちがホールの混乱を減らす標識を提案した。校長が計画を検討して承認した。事務職員が入口近くに標識を設置した。

【注意点】提案・承認・設置の3行動を別の人が担当。

Volunteers planted seedlings in a community garden. A heavy rainstorm later damaged some supports around the plants. Garden staff provided new supports because the old ones were no longer safe. The volunteers then installed them to protect the seedlings. The staff supplied the materials, while the volunteers carried out the repair.

【3場面の和訳】ボランティアが共同菜園に苗を植えた。強い雨で支柱が壊れた。菜園職員が新しい支柱を用意し、ボランティアが設置した。

【注意点】新しい支柱を供給した人と、設置した人を区別。

Students designed labels for new recycling containers because some people were confused about sorting waste. Parent volunteers checked the wording and printed the labels. Finally, school staff attached them to the containers. Each group had a different role: students planned the message, parents printed it, and staff completed the installation.

【3場面の和訳】生徒が新しい分別箱のラベルを考えた。保護者ボランティアが文言を確認して印刷した。学校職員がラベルを箱へ貼った。

【注意点】設計、印刷、貼付の担当者が異なる。

Students prepared a small exhibition about local history. After it opened, visitors told a curator that some labels were difficult to read. The curator shared this problem with museum staff. They enlarged the text and replaced the labels. The visitors reported the issue, but museum staff made the improvements.

【3場面の和訳】生徒グループが地域史の展示を準備した。訪問者が学芸員に表示が読みにくいと伝えた。博物館職員が文字を大きくしてラベルを交換した。

【注意点】訪問者は問題を報告し、職員が実際に改善した。

Students collected opinions about an afternoon bus service in their town. Some residents wanted a later return bus because their appointments often ended late. The students shared these requests with town officials. After reviewing them, officials announced another survey. They did not announce a new bus schedule yet.

【3場面の和訳】生徒が午後のバスについて意見を集めた。住民の一部がもっと遅い復路を求めた。町の担当者は要望を検討し、新しい調査を発表した。

【注意点】住民の要望がそのまま運行決定になったわけではない。

A student wrote a speech for a school event. Her teacher read it and suggested making the introduction clearer. The student revised the speech, and two classmates listened to her practice. They gave feedback about her speaking speed. The teacher offered advice, but the student made the changes herself.

【3場面の和訳】生徒が学校行事のスピーチを書いた。教師が導入を明確にするよう助言した。生徒が修正した後、同級生2人が聞いて意見を伝えた。

【注意点】助言者・修正者・最終確認者を取り違えない。