英検準2級プラスのreduce・reuse・recycle・repairの違い｜環境・3R・修理の独自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

最大1か月完全無料体験・学習相談（Web）｜公式LINEで相談｜料金・無料体験の条件

英検準2級プラスで環境問題や学校活動の長文を読むとき、reduce・reuse・recycle・repairは重要な4動詞です。reduceは量を減らす、reuseは同じ物を再利用する、recycleは材料を再資源化する、repairは壊れた物を修理するという違いがあります。慶英会の独自40問（空所12問・書き換え12問・長文4題16問）で、行動と結果を区別し、地域の分別ルールや資源利用に関する英文を正確に読み取る力を養います。全解答と全文和訳付きです。

結論｜reduce・reuse・recycle・repairの違い

• reduce：紙・ごみ・水・電力などの使用量を減らす。reduce waste / reduce electricity use。
• reuse：使った物をそのまま、または簡単な手入れをしてもう一度使う。reuse a bottle / reuse an old frame。
• recycle：材料を処理し、新しい原料・製品として再資源化する。recycle paper into new materials。実際の回収可否は地域・施設の条件による。
• repair：傷んだ機器・家具などを修理して使える状態へ戻す。repair a damaged chair。

環境への効果は必ずしも単純に順位付けできません。何度も洗う物、修理が困難な物、地域で処理できない材料など状況は異なります。本文が示す条件に従って判断し、「recyclable＝どんな地域でも必ずリサイクルできる」とは推測しないことが内容一致の要点です。

英検準2級プラスの公式形式と本教材

日本英語検定協会による準2級プラスの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、題材には科学、自然・環境、学校なども含まれます。公式の試験内容。以下は慶英会が独自作成した練習問題で、公式過去問の転載ではありません。

Part 1｜動詞・受動態を正しく完成する12問

reduce / reuse / recycle / repairを必要な形で空所に入れます。特にbe recycledの受動態と、reusedとの意味の違いに注意してください。

問1

The school replaced single-use cups with washable ones to ___ waste.

問2

Instead of throwing away the same box, students decided to ___ it for storage.

問3

The town collects used cans so they can be processed into new materials and ___.

問4

A technician will ___ the broken printer instead of buying a new one.

問5

The club wants to ___ the amount of paper it uses each month.

問6

Please ___ these name cards at the next event if they are still usable.

問7

Used glass bottles can be ___ into new glass products at suitable facilities.

問8

The museum decided to ___ the damaged chairs before ordering replacements.

問9

Turning off unnecessary lights can ___ electricity use.

問10

The family planned to ___ the shopping bags several times.

問11

The students separated clean paper so the facility could ___ it.

問12

A volunteer offered to ___ the loose handle of the old bicycle.

Part 2｜日本語の意味を変えない書き換え12問

指定された動詞を使い、量の削減、同じ物の再使用、材料の再資源化、故障品の修理の違いを保って英文を書き直します。模範解答は一例です。

問13

The class used fewer sheets of paper this term. Use reduce.

問14

The club used the same containers again. Use reuse.

問15

The facility turned old paper into materials for new paper products. Use recycle.

問16

The library fixed the broken chair. Use repair.

問17

The school wants to use less electricity. Use reduce.

問18

The teacher used last year’s poster boards again. Use reuse.

問19

The community center collected metal cans to make new metal products. Use recycle.

問20

The students fixed their bicycle rather than replacing it. Use repair.

問21

The school lowered the number of disposable cups. Use reduce.

問22

The museum kept and used the old display frames again. Use reuse.

問23

The company processed used plastic into new plastic materials. Use recycle.

問24

The volunteer fixed the damaged bookcase. Use repair.

Part 3｜環境・学校・地域の独自4長文16問

各本文を読んで「何を減らしたか」「何をそのまま再使用したか」「何を修理したか」「どの材料を再資源化できたか」を別々に記録し、正しい選択肢を判断します。

長文1｜中学校の文化祭｜ごみを減らす4つの工夫

Reading passage（慶英会オリジナル）

Students at a junior high school wanted to make their school festival less wasteful. First, they reduced the number of single-use cups by asking visitors to bring reusable bottles. Next, they reused wooden signs from the previous year’s event. The signs needed only new labels, so students did not have to build them again. A recycling company collected clean paper and metal cans after the festival, but it did not accept food-covered paper. The school also repaired several folding tables rather than buying new ones. At the end of the event, the student committee compared the amount of waste with the previous year. They reported a decrease but explained that the festival had also welcomed fewer visitors. Therefore, they did not claim that their methods alone had caused the entire reduction.

問25. How did the students reduce the need for single-use cups?

A. By canceling the festival ／ B. By encouraging visitors to bring reusable bottles ／ C. By buying more paper cups ／ D. By banning all drinks

問26. What was reused from the previous year?

A. Metal cans ／ B. Paper plates ／ C. Wooden signs ／ D. Folding tables only

問27. Which material was NOT accepted by the recycling company?

A. Paper covered with food ／ B. Clean paper ／ C. Metal cans ／ D. Clean recyclable paper

問28. Why did the committee avoid crediting all waste reduction to its measures?

A. The festival was canceled ／ B. No waste had been measured ／ C. The tables were new ／ D. Visitor numbers were also lower

長文2｜地域図書館｜修理と再資源化の優先順位

Reading passage（慶英会オリジナル）

A public library reviewed old furniture and used paper. Several tables had loose legs, but a repair worker said they could still be used after simple repairs. The library repaired those tables instead of replacing them. It also reused cardboard boxes to organize stored books. Some boxes had become too weak, so the staff separated those for recycling according to local rules. To reduce paper use, the library began sending digital notices to visitors who chose that option. However, printed notices remained available for people who preferred them. The manager explained that recycling a material is different from reusing an item without processing it. The library planned to check both costs and visitor needs before expanding the program. No one claimed that every material could be recycled in the same way.

問29. What happened to the tables with loose legs?

A. They were thrown away ／ B. They were replaced with plastic ones ／ C. They were repaired and kept in use ／ D. They were used as recycling bins

問30. How were cardboard boxes reused?

A. For storing and organizing books ／ B. As tables for visitors ／ C. As permanent seats ／ D. As tickets

問31. Who could still receive printed notices?

A. Only staff members ／ B. No visitors ／ C. People who always used the internet ／ D. Visitors who preferred printed notices

問32. What distinction did the manager emphasize?

A. Recycling is identical to repairing ／ B. Recycling material differs from reusing an item without processing it ／ C. All materials are recyclable everywhere ／ D. Digital notices are required for everyone

長文3｜地域の川の清掃｜分別の前に確認すること

Reading passage（慶英会オリジナル）

A youth group organized a cleanup along a local river. The team wanted to reduce litter by preventing it from being left in the area. Volunteers collected plastic bottles, old metal cans, and damaged wooden objects. They separated clean recyclable materials, but the organizer reminded them that the local recycling center did not accept every kind of plastic. Some reusable bottles were washed and used again during future events. One damaged cart was repaired by a volunteer instead of being thrown away. The group could not reuse every object it found because some items were unsafe. At the end of the cleanup, the organizer recorded the types of waste rather than reporting only the total weight. The results helped the group plan how to reduce litter at its next event.

問33. What was the team’s main aim?

A. To build a new bridge ／ B. To buy more plastic bottles ／ C. To close the recycling center ／ D. To reduce litter left in the area

問34. What was true about recycling plastics?

A. Every type was accepted ／ B. Not every type was accepted at the local center ／ C. Plastic could not be separated ／ D. Only wood was accepted

問35. What happened to a damaged cart?

A. It was repaired ／ B. It was shipped abroad ／ C. It was turned into a ticket ／ D. It was left in the river

問36. Why couldn’t all collected objects be reused?

A. The river had no volunteers ／ B. Everything was already broken beyond repair ／ C. Some items were unsafe ／ D. No one wanted to wash bottles

長文4｜博物館の展示準備｜古い資料の活用

Reading passage（慶英会オリジナル）

A small museum prepared an exhibition about the history of local schools. Staff reused several strong wooden frames from an earlier exhibition. Some older frames needed repairs, so the museum arranged for a carpenter to fix them. This reduced the number of new frames the museum had to purchase. Used paper signs that were too damaged to reuse were separated for recycling if the material was accepted locally. The museum also decided to reduce the amount of printed advertising by sharing information through its website and local schools. However, printed leaflets were still provided for visitors who did not use the internet. The director emphasized that the best method depended on the condition of each object and the needs of visitors. The museum planned to compare costs and results after the exhibition.

問37. What did the museum reuse?

A. Plastic bottles ／ B. Old electronic tickets ／ C. Strong wooden display frames ／ D. Broken computers

問38. Who repaired older frames?

A. A carpenter ／ B. A bus driver ／ C. An English teacher ／ D. An exhibition visitor

問39. What was reduced through reuse and repairs?

A. The number of visitors ／ B. The number of schools ／ C. The quantity of historical photographs ／ D. The number of new frames to purchase

問40. Why were printed leaflets still provided?

A. All visitors were required to buy one ／ B. Some visitors did not use the internet ／ C. The website had closed ／ D. No information was available online

復習｜動作と結果を対応させる

• reduce wasteとreduce the amount of paperのように「減らす対象」を説明する。
• reuse a frameとrecycle paper into new materialの違いを、自分の身近な物で例示する。
• repairは修理した対象と、新品を購入したかどうかを本文から確認する。
• 科学・環境の長文ではhowever / but / only if / according to local rulesなどの限定を見落とさない。
• 翌日と1週間後に40問を再解答し、4長文の要点を4動詞を使ってまとめる。

FAQ

reuseとrecycleは同じですか？

違います。reuseは同じ物を繰り返し使うこと、recycleは材料を処理して別の材料や製品へ再資源化することです。英語の長文ではこの違いが重要です。

repairとreplaceはどう違いますか？

repairは壊れた物を修理すること、replaceは別の物と交換することです。修理した椅子を使い続ける場合、必ずしも新しい椅子を購入しません。

recyclableと書いてあれば必ず回収されますか？

必ずしも回収されません。材料自体が再資源化可能であっても、地域や施設によって受け入れ条件が異なります。本文の条件を確認してください。

関連する慶英会の無料教材

• replace・substitute・exchange・switch｜交換・代替の独自40問
• preserve・protect・conserve・maintain｜保存・保護の独自40問
• donate・contribute・sponsor・fund｜地域貢献の独自40問

英検準2級プラスの長文・要約と中高一貫校のNEW TREASUREの学習を連動させたい方は、慶英会の最大1か月無料体験・学習相談をご覧ください。無料教材の利用は申込不要です。

公式情報：日本英語検定協会「準2級プラスの試験内容」。本文・設問・解答・和訳は慶英会が独自に作成したものです。

最大1か月完全無料体験・学習相談受付中

最大1か月の完全無料体験をご案内
学校教材・学力・目標に合わせた個別指導

入塾前に授業の進め方や講師との相性をお確かめください。

学校英語・定期テスト・英検の学習相談にも対応します。
保護者様の教育相談も無料で承ります。

1.学年 2. 学習目標　3.体験ご希望をお送りください。

体験の期間・回数・担当講師・日程は、ご希望と受付状況を確認してご案内します。

公式LINEで無料体験・学習相談Webフォームで無料体験・学習相談料金・無料体験の条件を確認する

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