Q1. What is the students’ project about? A) The American Revolution B) The American Civil War C) World War II D) The Industrial Revolution
Q2. What part of the project will the male student work on? A) The effects of the war B) The battles of the war C) The causes of the war D) The key figures in the war
Q3. Where will they meet to work on the project? A) In the classroom B) In the library C) At a café D) At Student A’s house
Q4. When will they meet? A) On Wednesday before class B) On Thursday after school C) On Friday afternoon D) On Saturday morning
解答と解説
答え合わせをして、しっかり理解しましょう！
Q1. 正解: B) The American Civil War 「I was thinking about the American Civil War.」と話している。AやCの選択肢は似たテーマでの引っかけ。
Q2. 正解: C) The causes of the war 「You can research the causes, and I’ll work on the effects.」と話している。Aの「effects」やDの「key figures」は会話中の単語を利用した引っかけ。
Q3. 正解: B) In the library 「Let’s meet in the library.」と話している。Aの「classroom」やDの「Student A’s house」は引っかけ。
Q4. 正解: B) On Thursday after school 「How about Thursday after school?」と提案している。AやCの選択肢は似た時間帯の引っかけ。
リスニングスクリプト
(A: 学生, B: クラスメート)
A: Hey, have you started working on our history project? B: Not yet. I’m not sure where to begin. A: We need to choose a historical event and make a presentation. B: Right. I was thinking about the American Civil War. What do you think? A: That’s a good idea! We could focus on the causes and effects of the war. B: Sounds great! Should we divide the work? A: Yes. You can research the causes, and I’ll work on the effects. B: Okay. When should we meet to put everything together? A: How about Thursday after school? B: That works for me! Let’s meet in the library. A: Perfect!
定型表現を覚える（例：In my opinion, / I think that / For example, など）
意見を述べる際のフレーズを練習する
6. 実際の出題例と解答例
出題例1：学校生活に関するテーマ
問題： Do you think students should wear school uniforms? Give your opinion. （生徒は学校で制服を着るべきだと思いますか？あなたの意見を述べなさい。）
解答例：
I think students should wear school uniforms. First, uniforms make all students equal. No one can show off expensive clothes, so students feel comfortable. Second, uniforms help us save time in the morning because we don’t need to choose what to wear. Finally, uniforms create school identity. When I wear my uniform, I feel proud of my school. For these reasons, I support school uniforms.
(59語)
解説：
冒頭で質問に対する明確な立場を示しています
3つの理由（平等性、時間の節約、学校への帰属意識）を簡潔に説明しています
最後に意見をまとめています
基本的な接続詞（first, second, finally）を使って文章の流れを整えています
出題例2：日常生活に関するテーマ
問題： Which do you prefer, studying alone or studying in a group? Write your opinion. （一人で勉強することとグループで勉強することのどちらが好きですか？あなたの意見を書きなさい。）
解答例：
I prefer studying alone because it helps me concentrate better. When I study by myself, I can focus on difficult subjects without being distracted by others. For example, I always study math alone in my room, and I can solve problems faster. Also, I can make my own study schedule and take breaks when I need them. However, group study is good for discussing ideas. In conclusion, studying alone works best for me.
(60語)
If you accept our proposal, we will deliver the products by next month. (ご提案をお受けいただければ、来月までに製品をお届けします)
If + 過去形, would + 動詞
実現可能性が低い・仮定の条件
If we reduced the price, would you consider increasing the order volume? (価格を下げた場合、注文量を増やすことをご検討いただけますか)
If + 過去完了形, would have + 過去分詞
過去の事実に反する仮定
If we had known about your requirements earlier, we would have prepared a different proposal. (あなたの要件を早く知っていれば、別の提案を準備していたでしょう)
Unless
「〜でない限り」という否定条件
Unless we receive your payment by Friday, we cannot proceed with the shipment. (金曜日までにお支払いいただかない限り、出荷を進めることができません)
譲歩を表す表現
交渉の中で譲歩や妥協を示す表現も重要です。
Although/Though/Even though: Although we usually require full payment in advance, we can make an exception in your case. (通常は前払いを要求していますが、あなたの場合は例外を設けることができます)
Despite/In spite of: Despite the tight deadline, we are willing to take on this project. (納期が厳しいにもかかわらず、このプロジェクトを引き受ける用意があります)
However: We understand your budget constraints. However, we cannot reduce the price any further. (予算の制約はわかります。しかし、これ以上の値下げはできません)
丁寧な要求・提案
交渉では丁寧な表現を使うことで、相手に好印象を与えることができます。
Would you consider + 動名詞: Would you consider extending the payment terms to 60 days? (支払い条件を60日に延長することをご検討いただけますか)
Would it be possible to + 動詞: Would it be possible to schedule a follow-up meeting next week? (来週フォローアップミーティングを設定することは可能でしょうか)
I was wondering if + 文: I was wondering if we could discuss the delivery schedule in more detail. (納期スケジュールについてもう少し詳しく話し合えればと思っています)
We would appreciate it if + 文: We would appreciate it if you could reconsider our proposal. (提案を再考いただければ幸いです)
意見の不一致を表現する
交渉では意見の不一致が生じることもありますが、それを丁寧に表現することが重要です。
I understand your position, but…: I understand your position, but we have some concerns about the timeline. (ご立場は理解していますが、スケジュールについて懸念があります)
I see your point, however…: I see your point, however, we need to consider the impact on quality. (ご指摘はわかりますが、品質への影響を考慮する必要があります)
I’m afraid we cannot agree to…: I’m afraid we cannot agree to these terms as they stand. (申し訳ありませんが、現状のこれらの条件には同意できません)
While I appreciate…, I must point out that…: While I appreciate your offer, I must point out that it doesn’t address our main concern. (オファーには感謝しますが、当社の主要な懸念事項に対応していないことを指摘しなければなりません)
Buyer:The price you’re offering seems quite high compared to what we’ve seen from other suppliers. (ご提示の価格は、他のサプライヤーから見積もられた価格と比べてかなり高いように思います)
Seller:I understand your concern about the price. However, our product offers superior quality and durability that will save you money in the long run. Additionally, we include comprehensive after-sales service. (価格についてのご懸念は理解しています。しかし、当社の製品は長期的にはお金を節約できる優れた品質と耐久性を提供しています。さらに、包括的なアフターサービスも含まれています)
Buyer:I appreciate the quality aspect, but our budget for this project is limited. Is there any way you could offer a discount if we increase the order quantity? (品質面は評価しますが、このプロジェクトの予算には限りがあります。注文数量を増やした場合、割引を提供していただくことは可能でしょうか)
Seller:Yes, we could certainly consider a volume discount. If you increase your order by 20%, we could offer a 10% reduction in the unit price. (はい、数量割引を検討することは可能です。注文を20%増やしていただければ、単価を10%引き下げることができます)
契約条件の交渉
契約条件の交渉の例:
Client:We’ve reviewed the contract, and we’re concerned about the payment terms. Net 30 days is too short for our accounting process. (契約書を確認しましたが、支払い条件について懸念があります。30日以内の支払いは当社の経理処理にとって短すぎます)
Service Provider:I see. What payment terms would work better for your company? (なるほど。どのような支払い条件が御社に適していますか)
Client:We typically work with Net 60 days for all our vendors. (通常、すべてのベンダーに対して60日以内の支払い条件で取引しています)
Service Provider:Net 60 would be challenging for us. However, we could agree to Net 45 days if you could commit to a minimum 12-month contract instead of the proposed 6 months. (60日は当社にとって厳しいです。ただし、提案されている6ヶ月ではなく、最低12ヶ月の契約にコミットしていただければ、45日以内の支払い条件に同意できます)
納期交渉
納期交渉の例:
Customer:According to your proposal, delivery would take 8 weeks, but we need these items by the end of next month for a major event. (ご提案によると納期は8週間とのことですが、来月末の主要イベントまでにこれらの品目が必要です)
Supplier:I understand the urgency of your situation. While our standard production time is indeed 8 weeks, we might be able to expedite the process. (状況の緊急性は理解しています。当社の標準製造時間は確かに8週間ですが、プロセスを迅速化できる可能性はあります)
Customer:That would be greatly appreciated. What would be the earliest possible delivery date? (それは大変ありがたいです。最短での納期はいつになりますか)
Supplier:We could possibly deliver within 6 weeks, but there would be a 15% expediting fee. Alternatively, we could ship the items in two batches – 50% in 5 weeks and the remaining 50% in 8 weeks at no additional cost. (15%の特急料金で6週間以内に納品することは可能です。あるいは、追加費用なしで5週間で50%、8週間で残りの50%の2回に分けて出荷することもできます)
問題例1: (Part 5 穴埋め問題) The sales team is willing to _____ on the price if the customer agrees to a three-year service contract. (A) compromise (B) compensate (C) compete (D) complicate
問題例2: (Part 5 穴埋め問題) _____ we receive your signed agreement by Friday, we will be able to begin work on the project next week. (A) However (B) Unless (C) Provided that (D) Despite
From: j.peterson@rexontech.com To: m.suzuki@nichibon.co.jp Subject: Re: Contract Terms Negotiation
Dear Mr. Suzuki,
Thank you for your prompt response to our proposal. I understand your concerns regarding the payment schedule. While our standard terms are 30 days, we are willing to extend the payment period to 45 days as a gesture of goodwill. However, we would need to maintain the minimum order quantity as specified in the original agreement.
Regarding the warranty period, if you could commit to a two-year contract instead of one year, we would be able to extend the warranty from 12 to 18 months.
Please let me know if these adjustments would work for your company. I’m confident that we can reach an agreement that benefits both our organizations.
Best regards, James Peterson Account Manager Rexon Technologies
質問: What is the main purpose of this email? (A) To reject the client’s request (B) To propose alternative terms (C) To terminate negotiations (D) To confirm a final agreement
解説: このメールは、クライアントの懸念に対応し、代替条件を提案しています。支払い期間を30日から45日に延長し、2年契約へのコミットメントと引き換えに保証期間を延長することを提案しています。よって正解は (B) To propose alternative terms です。
Q1. What kind of job is the interview for? A) A restaurant waiter B) A barista at a café C) A cashier at a supermarket D) A hotel receptionist
Q2. What experience does the applicant have? A) Working at a bakery B) Working as a waiter at a restaurant C) Working as a barista D) Working as a cashier at a convenience store
Q3. What are the main tasks of this job? A) Taking orders, making drinks, and handling cash B) Cooking meals and serving food C) Cleaning tables and washing dishes D) Delivering food to customers
Q4. When is the applicant available to work? A) Only on weekdays B) Only on Sundays C) Only on Saturdays D) On both Saturdays and Sundays
解答と解説
答え合わせをして、しっかり理解しましょう！
Q1. 正解: B) A barista at a café 「Hi, welcome to Sunny Café! Are you here for the part-time job interview?」とあるので、カフェの仕事と分かる。Aの「restaurant」やCの「supermarket」は引っかけ。
Q2. 正解: B) Working as a waiter at a restaurant 「I have experience working at a restaurant as a waiter.」と話している。Cの「barista」やDの「cashier」は仕事に関連するが不正解。
Q3. 正解: A) Taking orders, making drinks, and handling cash 「This job requires taking orders, making drinks, and handling cash.」と店長が説明している。Bの「cooking meals」はレストランの仕事で、引っかけ要素。
Q4. 正解: C) Only on Saturdays 「I can work on Saturdays, but I have classes on Sundays.」と話している。Dの「both Saturdays and Sundays」は引っかけ選択肢。
リスニングスクリプト
(A: 店長, B: 応募者)
A: Hi, welcome to Sunny Café! Are you here for the part-time job interview? B: Yes, I saw the job ad and I’m really interested. A: Great! Have you ever worked at a café before? B: No, but I have experience working at a restaurant as a waiter. A: That’s good. This job requires taking orders, making drinks, and handling cash. Do you think you can manage that? B: Yes, I’m good at multitasking, and I learn quickly. A: Perfect! We need someone who can work on weekends. Are you available then? B: I can work on Saturdays, but I have classes on Sundays. A: That’s fine. We mostly need help on Saturdays. When can you start? B: I can start next week! A: Excellent. We’ll give you a call soon. Thanks for coming today! B: Thank you!
While some people believe that social media negatively affects teenagers’ mental health, I think it has more positive aspects. For instance, it allows young people to connect with friends and family, especially those who live far away. In my case, I was able to maintain relationships with my classmates during the pandemic through social media platforms.
構成面で評価を高めるポイント
明確な段落構成
導入（Introduction）：トピックの提示と自分の立場
本論（Body）：主張とその根拠（複数のパラグラフに分ける）
結論（Conclusion）：主張の要約と最終的な意見
効果的な接続詞の使用
段落間のつながりを示す: firstly, secondly, finally
対比を示す: however, on the other hand, in contrast
例示を示す: for example, for instance, such as
結論を示す: in conclusion, to sum up, therefore
一貫性のある流れ
一つの段落に一つの主題
論理的につながるように順序立てる
良い構成例：
(導入) The question of whether students should wear uniforms at school is widely debated. In my opinion, school uniforms are beneficial for several reasons.
(本論1) Firstly, uniforms create a sense of equality among students, regardless of their economic background.
(本論2) Secondly, wearing uniforms helps students focus on their studies rather than their appearance.
(結論) In conclusion, although some may argue that uniforms limit individual expression, I believe the benefits of creating equality and focus outweigh this concern.
語彙面で評価を高めるポイント
多様な語彙の使用
同じ単語の繰り返しを避ける
同意語（シノニム）を使い分ける
適切な表現レベル
中級以上の語彙を適切に使用
慣用句や熟語を効果的に取り入れる
正確な単語選択
日本語からの直訳ではなく、適切な英語表現を選ぶ
ニュアンスの違いに注意する
語彙の多様性の例：
I like this movie. The movie is interesting. The movie has good actors.
I enjoy this film. The plot is engaging and the cast delivers outstanding performances.
文法面で評価を高めるポイント
基本文法の正確さ
主語と動詞の一致
時制の適切な使用と一貫性
冠詞の正確な使用
複雑な構文の適切な使用
関係詞を用いた複文
分詞構文
仮定法
文の長さと構造のバランス
短文と長文をバランスよく使用
単文と複文を適切に組み合わせる
複雑な構文の例：
I think education is important. We need to study. It helps our future.
I believe that education, which provides us with essential knowledge and skills, is crucial for our future success.
問題: Do you think high school students should wear uniforms? Why or why not?
合格ライン解答（70%程度の得点）
I think high school students should wear uniforms. There are three reasons.
First, uniforms make all students equal. Rich students and poor students wear same clothes, so there is no difference.
Second, uniforms help students focus on study. If students wear free clothes, they think too much about fashion.
Third, uniforms are good for school identity. When people see the uniform, they know which school the student is from.
In conclusion, I think uniforms are good for high school students.
(86語)
解説：
内容：主張は明確で3つの理由を挙げている。ただし、具体例が乏しい。
構成：導入・本論・結論の基本構成はできている。
語彙：基本的な語彙が中心で、多様性に欠ける。
文法：単純な構文が中心で、文法的な誤りは少ない。
高得点解答（90%以上の得点）
The question of whether high school students should wear uniforms is controversial. I strongly believe uniforms are beneficial for several reasons.
Primarily, uniforms create equality among students. When everyone wears the same outfit, socioeconomic differences become less visible, reducing potential bullying based on clothing brands. At my school, this policy decreased tension between different social groups.
Furthermore, uniforms help students focus on academics rather than appearance. Without pressure to choose trendy outfits, students can dedicate more energy to their studies.
However, some argue that uniforms restrict self-expression. While valid, I believe students can express individuality through extracurricular activities.
In conclusion, though there are arguments against uniforms, their benefits of promoting equality, focus, and school identity outweigh the drawbacks.
(99語)
Whether studying alone or in a group is more effective depends on learning styles and subjects. I believe a balanced approach combining both methods works best.
Studying alone offers key advantages. It allows better concentration without distractions. When I study math, working independently helps me focus on complex problems. Individual study also enables students to progress at their own pace.
Group study provides different benefits. It facilitates the exchange of ideas, enhancing understanding through discussion. When analyzing literature with classmates, I discover perspectives I hadn’t considered. Explaining concepts to others also reinforces my own knowledge.
In conclusion, while both methods have merits, alternating between individual and group study based on the specific task is the most effective approach to learning.
(97語)
特徴：
二項対立の問題に対して、バランスの取れた視点を示している
具体的な科目例（数学、文学）を挙げて説得力を高めている
個人的な経験を交えつつ一般性も保っている
テーマ2：テクノロジー
問題: Do smartphones help or harm students’ education?
Smartphones have transformed education, bringing both benefits and drawbacks to students’ learning. In my opinion, their educational advantages outweigh the negative aspects when used properly.
The benefits of smartphones are significant. They provide instant access to information, enabling students to research topics and expand knowledge beyond textbooks. Educational apps also offer interactive learning experiences. During my studies, language learning apps improved my English vocabulary considerably.
However, smartphones can distract students. Notifications from social media and games interrupt studying, and some students struggle with managing screen time. Excessive smartphone use can reduce academic performance.
To maximize benefits while minimizing drawbacks, schools should teach responsible usage rather than banning smartphones. By promoting digital literacy and establishing guidelines, smartphones can become valuable educational tools.
In conclusion, smartphones offer important learning opportunities when used mindfully.
(100語)
特徴：
導入部で論点を明確にし、自分の立場を示している
利点と欠点の両方に触れ、バランスの取れた議論を展開
個人的経験と調査結果の両方を根拠として挙げている
解決策も提案し、単なる意見表明にとどまらない発展的な内容
テーマ3：社会問題
問題: Should teenagers have part-time jobs while they are students?
Whether teenagers should work part-time while studying involves valid arguments on both sides. I believe part-time jobs can benefit students if hours are moderate and balanced with academics.
Working part-time offers important advantages. It provides practical experience that classroom education cannot. Through my weekend café job, I developed skills in customer service, time management, and teamwork—valuable for my future career. Earning money also teaches financial responsibility.
However, excessive working hours can hurt academic performance. Students working more than 20 hours weekly often see declining grades and increased stress. Some may prioritize immediate income over education, limiting future opportunities.
The ideal approach is balance. Limited work hours (10-15 weekly), understanding employers, and flexible schedules during exam periods allow teenagers to gain experience without compromising education.
In conclusion, moderate part-time work offers valuable life skills while preparing teenagers for careers, provided academics remain the priority.
(98語)
“We have implemented a methodology to facilitate the optimization of operational efficiency.”
“We have created a method to improve efficiency.”
短い文を使う
“The results of the market research that we conducted over the past six months, which included surveys, interviews and focus groups with potential customers in our target demographic, indicate that there is a significant opportunity for our new product line in the Asian market, particularly in countries like Japan and South Korea, where consumer interest was notably high.”
“Our six-month market research shows a significant opportunity for our new products in Asia. Japan and South Korea showed particularly high consumer interest.”
冗長な表現を避ける
“At this point in time, we are in the process of developing a new system.”
“We are now developing a new system.”
能動態を優先する
“The decision was made by management to increase investment.”
“Management decided to increase investment.”
数字と具体例を効果的に使う
数字や具体例を使うことで、抽象的な概念を理解しやすくし、説得力を高めることができます。
数字と具体例の効果的な使い方:
改善前: “Our new system is much faster than the old one.”
改善後: “Our new system processes orders 40% faster than the old one, reducing wait time from 3 minutes to just 1.8 minutes per transaction.”
改善前: “Customer satisfaction has improved significantly since implementing the new service protocol.”
改善後: “Customer satisfaction scores have increased from 3.2 to 4.5 out of 5 since implementing the new service protocol. In particular, our ‘problem resolution’ rating has jumped by 65%.”
改善前: “The market for our products is growing in several countries.”
改善後: “Our market share has increased in three key regions: 12% growth in North America, 23% in Europe, and a remarkable 47% in Southeast Asia, particularly in Vietnam and Thailand.”
適切な接続表現で論理的なつながりを強化
接続表現を使うことで、ポイント間の論理的なつながりを明確にし、聴衆の理解を助けます。
論理関係
接続表現
使用例
追加情報
In addition, Furthermore, Moreover, Additionally
“Our new product is cost-effective. Moreover, it requires minimal training for users.”
対比・対照
However, On the other hand, In contrast, Nevertheless
“The initial investment is significant. However, the long-term savings will outweigh the costs.”
原因・結果
Therefore, As a result, Consequently, Thus
“Customer complaints increased by 15%. As a result, we implemented a new quality control process.”
例示
For example, For instance, Such as, To illustrate
“We need to expand into new markets. For instance, the Southeast Asian market shows great potential.”
目的
In order to, So that, To achieve this
“In order to increase market share, we propose a three-phase marketing strategy.”
要約・結論
In conclusion, To summarize, In summary, Overall
“To summarize, our new approach offers three key benefits: reduced costs, improved efficiency, and higher customer satisfaction.”
3つの法則 (Rule of Three): 重要なポイントを3つにまとめる 例: “This solution is faster, cheaper, and more reliable than our current system.”
対比 (Contrast): 対立する概念を並べて効果を高める 例: “We can either continue with the status quo and fall behind our competitors, or embrace innovation and lead the market.”
反復 (Repetition): 重要な言葉やフレーズを繰り返して強調する 例: “Our vision is to create sustainable solutions. This vision guides our product development. This vision shapes our corporate culture.”
逆説 (Paradox): 一見矛盾する表現で注目を集める 例: “By spending more on this new technology now, we will actually save money in the long run.”
引用 (Quotation): 権威ある人物の言葉を引用して信頼性を高める 例: “As Peter Drucker once said, ‘The best way to predict the future is to create it.’ That’s exactly what our new initiative aims to do.”
“Thank you for that question.” “That’s an excellent question.” “I appreciate you bringing that up.”
質問を確認する
必要に応じて質問の内容を確認し、理解していることを示す
“If I understand correctly, you’re asking about…” “So your question is regarding…” “Let me make sure I understand your question…”
簡潔に答える
ポイントを絞って明確に回答し、長すぎる説明は避ける
“The short answer is…” “There are three main reasons for this…” “Based on our research, we found that…”
正直に対応する
答えがわからない場合は誠実に認め、フォローアップを約束する
“That’s a good question, but I don’t have that specific information right now. I’ll find out and get back to you by tomorrow.” “I’d like to research that more thoroughly before giving you a definitive answer.”
全体に向けて答える
質問者だけでなく全員に向けて回答し、情報を共有する
“For everyone’s benefit, let me explain that…” “This is relevant for all of us because…”
英検2級のリスニングでは、日常会話を理解し、適切な選択肢を選ぶ力が求められます。今回は「道案内（Asking for Directions）」に関するリスニング問題を用意しました。今回は少し難易度を上げ、会話中に出てきた単語が不正解の選択肢にも含まれるように工夫しています。設問を確認しながら、実践的なトレーニングをしましょう！
リスニング問題
会話を聞いて、以下の質問に答えてみましょう。
Q1. Where is Green Café located? A) Next to the bank B) Next to the supermarket C) Across from the supermarket D) In front of the bank
Q2. Which direction should the tourist turn at the bank? A) Right B) Left C) Go straight D) Turn around
Q3. What landmark is mentioned as a reference point? A) A school B) A supermarket C) A post office D) A library
Q4. What mistake did the tourist almost make? A) Turning right instead of left B) Going to the wrong café C) Taking the wrong bus D) Asking the wrong person
解答と解説
答え合わせをして、しっかり理解しましょう！
Q1. 正解: B) Next to the supermarket 「The café is next to the supermarket.」と言っている。Aの「bank」は引っかけ選択肢。
Q2. 正解: B) Left 「Turn left at the bank.」と指示している。Aの「Right」は観光客の誤解を利用した引っかけ。
Q3. 正解: B) A supermarket 「The supermarket will be on your right.」と出てくる。Aの「school」やDの「library」は不正解だが、紛らわしい要素として追加。
Q4. 正解: A) Turning right instead of left 「Okay, so I go straight and turn right at the bank?」と間違えそうになっているシーンがある。
リスニングスクリプト
(A: 観光客, B: 通行人)
A: Excuse me, could you tell me how to get to Green Café? B: Sure! Go straight for two blocks and turn left at the bank. The café is next to the supermarket. A: Okay, so I go straight and turn right at the bank? B: No, turn left at the bank. The supermarket will be on your right. A: Got it! So, Green Café is next to the supermarket, right? B: Yes, that’s right! A: Thank you so much! B: You’re welcome!
会話を聞いて、以下の質問に答えてみましょう。
答え合わせをして、しっかり理解しましょう！
Q1. 正解: B) The American Civil War
「I was thinking about the American Civil War.」と話している。AやCの選択肢は似たテーマでの引っかけ。
このリスニング音声は「ElevenLabs」（
I like this movie. The movie is interesting. The movie has good actors.
I enjoy this film. The plot is engaging and the cast delivers outstanding performances.
