英検準2級プラスのkeep up with・catch up with・fall behind・keep track of｜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Eメール・長文で、keep up with・catch up with・fall behind・keep track ofを取り違えると、学習や作業の「進度を維持」「遅れを取り戻す」「遅れる」「進捗を記録する」という異なる状況を読み誤ります。keep up with＝ついていく、catch up with＝追いつく、fall behind＝遅れる、keep track of＝記録・把握するが中心です。慶英会の独自40問（空所12・書き換え12・長文4題16問）を全解答・全文和訳付きで学習できます。

結論｜4つの表現は「遅れ」の段階が違う

• keep up with A：Aと同じペース・水準を保つ。keep up with the class / keep up with a fast speaker。
• catch up with A：Aに遅れていた状態から追いつく。catch up with classmates。たまった仕事を片付ける場合はcatch up on homeworkとも言う。
• fall behind in A / fall behind schedule：学習・作業などが予定より遅れる。fall behind in reading。
• keep track of A：Aの進捗・数量・変化を記録して把握する。keep track of mistakes / keep track of reading time。

例えば3回欠席して課題が遅れた生徒が、表を使って未完了の課題を記録し、補習を受けてクラスに追いつく、といった文章では、fall behind → keep track of → catch up with → keep up withという関係になります。重要なのは、追いついたからといってすべての内容を完全習得したとは限らないことです。

英検準2級プラスの公式形式との関係

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、長文空所補充6問、長文内容一致8問です。公式の試験内容。本教材の例文・長文・解答は慶英会が独自に制作した練習問題です。公式過去問ではありません。

Part 1｜進度と記録の空所補充12問

それぞれの英文に合う熟語を入れます。catch up onは未処理の課題、catch up withは人や水準に追いつく、という前置詞の違いも確認してください。

問1

The teacher spoke too quickly, and several students could not ___ the explanation.

問2

After missing two lessons, Hana studied the recordings to ___ her classmates.

問3

Without regular practice, the club began to ___ in preparing for the speech contest.

問4

The students used a weekly checklist to ___ how many assignments they had finished.

問5

The new vocabulary lessons were challenging, but Ken managed to ___ the class.

問6

The library extended the deadline so that students who were absent could ___ their work.

問7

Some volunteers ___ because the equipment was delivered two days late.

問8

Please ___ the books you borrow so none of them is returned late.

問9

The guide walked slowly enough for the younger visitors to ___ the group.

問10

The group added an extra meeting to ___ after losing a week to bad weather.

問11

If the team does not finish the early stages, it may ___ schedule.

問12

The museum records visitor numbers every day to ___ changes during the year.

Part 2｜指定句動詞で言い換える12問

元の内容を変えず、問題文で指定された句動詞を使って英文を作り直します。解答例以外にも文法的に自然で意味が等しい別解があります。

問13

The student stayed at the same learning speed as her class. Use keep up with.

問14

After several absences, he worked hard until he reached his classmates’ level. Use catch up with.

問15

The team’s project became slower than its planned schedule. Use fall behind.

問16

She recorded her daily reading time to monitor it. Use keep track of.

問17

I cannot follow the speed of this speaker. Use keep up with.

問18

We needed to finish unfinished homework. Use catch up on.

問19

The group did not complete tasks as quickly as planned. Use fall behind.

問20

Use this chart to monitor the number of books borrowed. Use keep track of.

問21

The teacher slowed down so that students could follow. Use keep up with.

問22

We missed three meetings and need to reach the other teams again. Use catch up with.

問23

By the planned deadline, the team had completed fewer tasks than required. Use fall behind.

問24

The secretary recorded how many visitors attended each week. Use keep track of.

Part 3｜学校・図書館・地域活動の独自4長文16問

各英文を読んで「何が遅れたか」「どんな方法で進捗を記録したか」「何に追いつけたのか」を整理します。主語や進度の基準が異なる選択肢に注意してください。

長文1｜英語授業の学び直し｜進度を追うチェック表

Reading passage（慶英会オリジナル）

At a junior high school, students started using a new English reading book. During the first two weeks, most students were able to keep up with the lessons. However, Aya missed three classes because she was sick and began to fall behind in reading assignments. Her teacher suggested a recovery plan. Rather than trying to finish everything in one night, Aya would read one missed passage each day and ask about difficult expressions. She also used a simple table to keep track of the pages she completed and the questions she answered incorrectly. After two weeks of review, she was able to catch up with her classmates on the main reading tasks. The teacher pointed out that catching up did not automatically mean Aya had mastered every new word. She would continue reviewing vocabulary while taking part in the current lessons. The school shared the plan as an example of manageable, gradual recovery rather than promising identical results for everyone.

問25. Why did Aya fall behind in reading assignments?

A. She had to change schools ／ B. She missed three classes due to illness ／ C. The school canceled every lesson ／ D. She refused all homework

問26. How did Aya keep track of her progress?

A. By asking everyone to finish for her ／ B. By using only a calendar of holidays ／ C. By recording completed pages and incorrect answers ／ D. By canceling her current lessons

問27. What could Aya do after two weeks of review?

A. Catch up on the main reading tasks ／ B. Master every English word ／ C. Finish the entire year’s curriculum ／ D. Stop attending lessons

問28. What did the teacher NOT claim?

A. That Aya was sick ／ B. That gradual review was possible ／ C. That new vocabulary should be reviewed ／ D. That catching up meant mastering every new word

長文2｜図書館のデジタル講座｜出席と理解度は別

Reading passage（慶英会オリジナル）

A town library offered a six-week digital skills course for older residents. Each week introduced a different practical activity, such as sending messages and using online maps. A few participants found it hard to keep up with the speed of the demonstrations. To help them, the staff added short practice periods after each explanation. One participant missed the third session and fell behind in learning how to save documents. A volunteer arranged an extra review so that the participant could catch up with the rest of the group. The library kept track of attendance and the number of tasks participants completed, but it did not treat these numbers as a complete measure of ability. Some people attended every session yet still needed help with certain tasks. The final report said the support had been useful according to participant feedback, while noting that further practice would be needed before everyone could work independently.

問29. Why were extra practice periods added?

A. The room was always empty ／ B. Some learners could not keep up with demonstration speed ／ C. The course was canceled ／ D. Participants requested longer holidays

問30. Which session did one participant miss?

A. The first ／ B. The second ／ C. The third ／ D. The sixth

問31. What data did the library keep track of?

A. Attendance and completed tasks ／ B. Participants’ private bank details ／ C. Every visitor’s travel history ／ D. All residents’ exam scores

問32. Why was attendance not a complete measure of ability?

A. Attendance records were destroyed ／ B. No one attended ／ C. All learners mastered everything immediately ／ D. Some regular attendees still needed help

長文3｜地域の河川清掃｜進捗を取り戻す

Reading passage（慶英会オリジナル）

A community group was preparing a cleanup along a local river. Volunteers planned to complete five tasks before the event: choosing a safe route, arranging equipment, inviting participants, preparing signs, and confirming rubbish collection. During the first week, heavy rain prevented the group from checking the route, and the project fell behind schedule. The organizer worried that volunteers would not be able to keep up with the revised timetable. A smaller team was asked to catch up on the missed route checks once the weather improved. Another member used a shared checklist to keep track of what had been completed and who was responsible for each remaining task. By the final planning meeting, four of the five tasks were finished; rubbish collection still needed confirmation. The group therefore did not announce that preparations were fully complete. Instead, it sent a notice explaining the one remaining condition.

問33. Why did the project fall behind schedule?

A. A museum was closed ／ B. Heavy rain delayed route checks ／ C. The volunteers had no checklist ／ D. All signs were already printed

問34. What did a smaller team try to catch up on?

A. Printing new textbooks ／ B. Delivering food ／ C. Missed route checks ／ D. Changing the school timetable

問35. How many of the five tasks were complete by the final meeting?

A. Four ／ B. Three ／ C. Two ／ D. Five

問36. Why did the group avoid claiming all preparations were complete?

A. The route had been canceled ／ B. No volunteers signed up ／ C. The checklist was missing ／ D. Rubbish collection was not yet confirmed

長文4｜博物館の展示準備｜担当の遅れを可視化

Reading passage（慶英会オリジナル）

A small history museum planned to open a new exhibition in three months. The design team was developing labels and interactive activities, while another team was repairing old displays. At first, the repair team could keep up with the planned schedule, but one replacement part arrived late and the team fell behind. The director decided to hold a short meeting twice a week to keep track of each team’s progress. Instead of asking employees to work without breaks, the museum moved some nonessential decorations to a later phase and asked another technician to help with repairs. Two weeks later, the repair team had caught up with the updated schedule, though the exhibition had not opened yet. The director explained that ‘catching up with the schedule’ meant completing work according to the revised plan; it did not mean that every remaining activity was finished. Staff continued to test the displays before opening day.

問37. Why did the repair team fall behind?

A. A replacement part arrived late ／ B. The exhibition was canceled ／ C. No displays needed repairing ／ D. The museum had no director

問38. How did the museum keep track of team progress?

A. By selling more tickets ／ B. By closing the exhibition permanently ／ C. By holding two short meetings a week ／ D. By removing all staff

問39. What helped the repair team catch up?

A. Canceling all repairs ／ B. Extra technical help and rescheduling decorations ／ C. Reducing visitor capacity ／ D. Removing all display labels

問40. What was still true after the repair team caught up?

A. All work in the museum had finished ／ B. The exhibition was already open ／ C. No testing was needed ／ D. The exhibition had not opened yet

復習｜7日間で使い分けを定着させる

• 1日目：keep up withとcatch up withを自分の学習状況で1文ずつ書く。
• 2日目：catch up on homeworkとcatch up with classmatesの違いを説明する。
• 3日目：fall behind scheduleの主語を人・チーム・計画に変えて3文作る。
• 4〜5日目：keep track ofを使い、課題・誤答・学習時間の記録を英文で説明する。
• 6〜7日目：4長文を再解答し、何が完了済みか・まだ未完了かを根拠とともに示す。

よくある質問

keep up withとcatch up withの違いは何ですか？

keep up withは遅れずについていくこと、catch up withはすでに生じた遅れを取り戻して追いつくことです。

catch up with homeworkは正しいですか？

文脈により言うこともありますが、たまった宿題を片付ける意味ではcatch up on homeworkが一般的です。クラスメートに追いつくならcatch up with classmatesが自然です。

keep track ofは記録するだけですか？

単に書き留めることだけでなく、変化や位置・進捗を継続して把握することも表します。keep track of progressが代表例です。

関連する慶英会の無料教材

• improve・enhance・develop・strengthen｜改善と成長の独自40問
• process・procedure・step・stage｜手順・工程の独自40問
• 相関と因果｜進捗データの読み取りに役立つ独自40問

英検準2級プラスの熟語・長文を、学校のNEW TREASUREや定期テスト対策に結び付けたい方は、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。教材は無料・申込み不要です。

公式出典：日本英語検定協会「準2級プラスの試験内容」。英文・問題・解説・和訳は慶英会が独自に作成した学習用素材です。

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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