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
英検準2級プラスの長文内容一致で、main idea（中心内容）、supporting detail（具体的な補足）、best heading（最適な見出し）を区別しましょう。本文の一つの数字や例だけを全体の主張と間違えず、何を説明したい文章なのかを判断する独自4長文24課題・全文和訳付きです。
対象：中高一貫校中2・中3、高校生のReading対策。4択問題は慶英会の独自練習で、英検公式問題に「見出しを選ぶ」独立設問が必ず出るという意味ではありません。中心内容を把握する学習技術を練習する教材です。
3種類の情報
| 情報 | 役割 |
|---|---|
| main idea | 文章全体を通して何を説明するか |
| supporting detail | 主旨を支える具体例・数字・出来事 |
| limitation | 何が未確認か、どこまで言えるか |
長文の最初・最後の文に主旨がある場合もありますが、本文全体を確認して判断してください。
各長文6課題
- 文章の中心を選ぶ。
- 最適な見出しを選ぶ。
- 細部の内容一致を解く。
- 本文中の補足情報を一つ挙げる。
- 主旨を誇張した見出しを訂正する。
- 中心を表す一文を和訳する。
独自長文1｜図書館の案内表示を使いやすくする
A town library received comments that its entrance signs were hard to understand. Some visitors could not find the quiet study room, while others used the wrong door for returning borrowed books. Staff first considered replacing every sign, but this would have been costly. Instead, the library tested larger letters and clearer direction arrows near the entrance. During the short trial, visitors reported that the new signs were easier to read. However, the library did not measure whether the number of wrong turns had fallen. Staff planned to check actual visitor routes before deciding which other signs to change. The main purpose of the project was improving access to library information, not changing opening hours or selling more books.
- What is the passage mainly about?
- Selling library books
- Making library signs clearer
- Changing exam rules
- Training science teachers
- Which heading best fits?
- All Study Rooms Will Close
- New Books Arrive Today
- Testing Clearer Library Signs Before Wider Changes
- Every Visitor Already Knows the Way
- What remains unmeasured?
- Whether wrong turns decreased
- Whether letters were made larger
- Whether comments were received
- Whether books existed
- 中心ではない補足情報を一つ示す。
- 誇張した見出しを訂正する：The library has proved its signs prevent every visitor from getting lost.
- 一文を訳す：The main purpose of the project was improving access to library information.
全文和訳・6問の正答と根拠
【全文和訳】町の図書館は入口の表示が分かりにくいという意見を受けた。自習室が見つからない人や本の返却口を間違える人がいた。全表示交換は高額なので入口の大きい文字と方向矢印を試すと読みやすいという意見があった。しかし道を間違えた回数は未測定で、追加交換前に実際の経路を確認する予定。中心の目的は情報へのアクセス改善であって開館時間や本の販売ではない。
- B：Making library signs clearer。main focus sign clarity।
- C：Testing Clearer Library Signs Before Wider Changes。trial and broader decision pending।
- A：Whether wrong turns decreased。wrong turns unmeasured।
- Larger letters and direction arrows were tested near the entrance.
- The signs received positive feedback, but changes in actual wrong turns have not been measured.
- この計画の主な目的は図書館の情報を利用しやすくすることだった。
独自長文2｜学校の英語教材を二種類残す理由
A secondary school shared digital English worksheets with students, allowing many learners to check assignments after class. Teachers noticed that some families shared one computer, and several students could not always connect to the system. The school therefore offered printed copies on request. Although preparing both formats required more time, teachers believed that providing an alternative could help students with limited access continue their studies. The school did not decide that electronic materials were ineffective; many students still used them successfully. Its main decision was to keep different methods of receiving the same material, rather than require every learner to use the same device.
- What is the main decision?
- Replace all textbooks
- Close the school computer room
- Use only paper
- Offer both digital and printed worksheets
- Which heading best fits?
- Keeping Access to English Materials Flexible
- Why Every Computer Is Broken
- How to Cancel All Homework
- A New School Uniform Rule
- Why were paper copies useful for some students?
- They had better exam scores
- Devices or internet access were limited
- They disliked all lessons
- Teachers had no digital files
- 中心ではない補足情報を一つ示す。
- 誇張した見出しを訂正する：The school decided digital worksheets never work for students.
- 一文を訳す：Its main decision was to keep different methods of receiving the same material.
全文和訳・6問の正答と根拠
【全文和訳】中学校は電子英語プリントを配布したが、一台のPCを共有する家庭や通信が不安定な生徒がいたため、必要な生徒へ紙版も用意した。二形式は教師の時間を増やすが環境が限られる学習者への配慮となる。電子版が無効という結論ではなく、多くの生徒は利用できている。中心は同じ教材を受け取る複数の方法を維持すること。
- D：Offer both digital and printed worksheets。both formats retained।
- A：Keeping Access to English Materials Flexible。flexible access।
- B：Devices or internet access were limited。limited access।
- Some students shared a computer with family members.
- Digital materials remained useful for many, but printed alternatives helped others.
- 学校の中心的な決定は、同じ教材を受け取る複数の方法を残すことだった。
独自長文3｜公園の歩道整備と安全確認
A town planned to make a popular walking path safer for visitors who use strollers or mobility aids. Workers widened one narrow section and repaired damaged paving stones. During construction, visitors followed a temporary detour that was longer than the ordinary path. The town hoped the completed route would be easier to use, but officials had not measured changes in travel time or accidents. Before reopening the repaired section, a safety officer needed to approve the work. Some residents complained about the temporary inconvenience, while others welcomed the planned improvements. The central issue was managing a safety-related path improvement and its temporary restrictions, not creating a new bus service.
- What is the passage mainly about?
- Road safety work and temporary restrictions
- A new bus service
- Buying school computers
- An examination result
- Which heading fits best?
- The Park Has No Visitors
- Improving an Accessible Path While Managing a Detour
- Every Accident Has Ended
- A School Bus Changes Its Route
- What is required before reopening?
- A paid visitor ticket
- A new bus driver
- Safety approval
- A library card
- 中心ではない補足情報を一つ示す。
- 誇張した見出しを訂正する：The repaired path has already eliminated every accident.
- 一文を訳す：The central issue was managing a safety-related path improvement and its temporary restrictions.
全文和訳・6問の正答と根拠
【全文和訳】町はベビーカーや移動補助具の利用者のため歩道の狭い場所を広げ、壊れた舗装を修理した。工事中は遠回りとなった。完成後の利用しやすさを期待するが移動時間や事故の変化は未測定。再開前には安全担当者の承認が必要。一部住民は不便を訴え、別の人は改善を歓迎した。中心は歩行路の安全改善と一時的な制限で、新しいバス便ではない。
- A：Road safety work and temporary restrictions。path repairs and restrictions।
- B：Improving an Accessible Path While Managing a Detour。accessible path and detour।
- C：Safety approval。safety officer approval।
- Visitors temporarily used a longer detour.
- Safety benefits are hoped for, but accident data and final approval remain unavailable.
- 中心となる問題は安全性に関わる歩道改善と工事中の一時的制限を管理することだった。
独自長文4｜理科部が記録と推論を分ける
A school science club compared how much water two groups of plants used. At first, students planned to measure only the total water in each container. Their teacher explained that the number of plants differed, so totals alone would be misleading. The students then recorded the amount used per plant and kept notes about sunlight and weather. They observed some differences, but they could not determine a single cause because several conditions were not controlled. The club decided to continue measuring before reporting a conclusion. The passage is mainly about designing a fairer comparison and recognizing limits in evidence, not proving that one plant type is always better.
- What is the main learning point?
- One plant always wins
- The school will close its garden
- Making a fairer comparison and recognizing evidence limits
- Every student likes science
- Which heading is best?
- The Perfect Plant Is Found
- Why Gardens Need No Records
- All Weather Conditions Are Identical
- Comparing Water Use More Carefully
- Why were total amounts alone misleading?
- The numbers of plants differed
- The teacher lost the room key
- The study had no water
- The school was closed
- 中心ではない補足情報を一つ示す。
- 誇張した見出しを訂正する：The experiment proved that one type of plant always needs less water.
- 一文を訳す：The passage is mainly about designing a fairer comparison and recognizing limits in evidence.
全文和訳・6問の正答と根拠
【全文和訳】科学部は二群の植物の水使用量を比較した。最初は容器の合計だけを測る予定だったが、植物の本数が違うため教師は誤解を招くと説明。生徒は一株当たりの量と日照・天候を記録した。差は観測したが条件がそろっておらず単一の原因は不明。結論前に測定継続を決めた。中心は公平な比較設計と根拠の限界であり特定の植物が常に優れると証明したわけではない。
- C：Making a fairer comparison and recognizing evidence limits。fair comparison focus।
- D：Comparing Water Use More Carefully。careful comparison।
- A：The numbers of plants differed。different group sizes।
- Students recorded water used per plant and environmental conditions.
- Different results were observed, but multiple uncontrolled conditions prevented a single causal conclusion.
- この文章は主に、より公平な比較の設計と証拠の限界を認識することについて述べている。
復習の方法
各段落を一文で要約した後、全体の中心と直接関係しない細部を区別します。選択肢にalways・everyone・provedなど強い表現があるときは、本当に本文がそこまで述べたか確認してください。
FAQ
Q. 英検準2級プラスで必ず見出し選択問題が出ますか？
いいえ。公式の長文内容一致問題へ応用するための学習課題です。
Q. 一つ目の文だけで主旨を決めてよいですか？
全文の論点と結論も確認してください。冒頭に具体例が置かれる場合があります。
関連教材
長文の主旨をつかむ個別練習は、慶英会の最大1か月完全無料体験・学習相談をご利用ください。
公式参考情報
英検協会｜準2級プラス試験内容。独自4長文24課題・和訳・解答は慶英会が制作しました。
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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