今回は「道に迷ったとき（Lost in the City）」に関するリスニング問題を用意しました。観光中に道に迷ったとき、現地の人にどうやって道を尋ねるかを学びましょう！
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 does the tourist want to go? A) The train station B) The City Museum C) The shopping mall D) The central park
Q2. What is the first direction given? A) Walk straight and turn left at the first traffic light B) Walk straight and turn right at the first traffic light C) Walk straight and turn left at the second traffic light D) Walk straight and turn right at the second traffic light
Q3. What will the tourist see on the way? A) A hospital B) A park C) A bus stop D) A police station
Q4. How long does it take to reach the destination? A) 5 minutes B) 10 minutes C) 15 minutes D) 20 minutes
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 City Museum 👉 「I’m looking for the City Museum.」と話している。AやCの選択肢は観光地としてありそうな場所の引っかけ。
✅ Q2. 正解: C) Walk straight and turn left at the second traffic light 👉 「Walk straight down this street and turn left at the second traffic light.」と説明されている。AやDは似た表現の引っかけ。
✅ Q3. 正解: B) A park 👉 「Then, you’ll see a park on your right.」と話している。AやCはよくあるランドマークでの引っかけ。
✅ Q4. 正解: B) 10 minutes 👉 「About 10 minutes on foot.」と説明している。AやCは時間の引っかけ。
リスニングスクリプト
(A: 観光客, B: 地元の人)
A: Excuse me, I think I’m lost. Can you help me? B: Sure! Where are you trying to go? A: I’m looking for the City Museum. B: Oh, it’s not far from here. Walk straight down this street and turn left at the second traffic light. A: Okay, walk straight and turn left at the second traffic light. Got it. B: Then, you’ll see a park on your right. The museum is just across from it. A: I see. How long does it take to get there? B: About 10 minutes on foot. A: Thank you so much! B: No problem. Enjoy your visit!
The book is interesting. It has many pictures. （その本は面白いです。それには多くの写真があります）
I like sports. They keep me healthy. （私はスポーツが好きです。それらは私を健康に保ちます）
My friend gave me advice. This helped me a lot. （友達はアドバイスをくれました。これは私にとても役立ちました）
一般的な言葉から具体的な言葉へ
より具体的な言葉を使うことで、文章が生き生きとします。
例：
eat → have breakfast, enjoy dinner, taste, try
go → walk to, travel to, visit, attend
say → explain, mention, suggest, answer
good → delicious (食べ物), comfortable (場所), friendly (人)
8. 実践例と表現活用のポイント
これまで紹介した表現を実際に使った英作文例を見てみましょう。
テーマ：健康のために運動することの重要性
質問：Do you think exercise is important for students? Why? （運動は生徒にとって重要だと思いますか？なぜですか？）
解答例：
I strongly believe that exercise is important for students. First, regular physical activity helps us stay healthy and strong. For example, when I play basketball twice a week, I rarely catch colds. Second, exercise is also good for our mental health. It reduces stress and makes us feel happy. Finally, through team sports, we can learn valuable skills like teamwork and cooperation. For these reasons, I think all students should make time for exercise.
(60語)
使用した表現：
意見の強調：strongly believe
順序を示す表現：First, Second, Finally
例を挙げる表現：For example
頻度を表す副詞：regularly, rarely
健康関連表現：stay healthy and strong, mental health, reduce stress
結論を述べる表現：For these reasons
テーマ：インターネットの利点と欠点
質問：What are the good and bad points of using the Internet? （インターネットを使用することの良い点と悪い点は何ですか？）
解答例：
The Internet has both advantages and disadvantages. On the positive side, it helps us find useful information quickly. For instance, when I need to research for a school project, I can easily access various resources online. Moreover, the Internet allows us to keep in touch with friends through social media. However, spending too much time online can be harmful. It might cause eye problems and reduce face-to-face communication. In conclusion, we should use the Internet wisely.
(60語)
使用した表現：
対比を示す表現：both… and…, On the positive side, However
例を挙げる表現：For instance
追加情報を加える表現：Moreover
テクノロジー関連表現：find information, access resources, keep in touch
評価形容詞：useful, harmful
結論を述べる表現：In conclusion
9. 語彙力を高めるための学習方法
英検準2級レベルの語彙力を効果的に高めるための学習方法を紹介します。
1. テーマ別単語リストの作成
頻出テーマごとに関連する単語や表現をリスト化しましょう。
方法：
ノートやデジタルツールに「学校生活」「趣味」「健康」などのカテゴリーを作る
それぞれのカテゴリーに関連する単語や表現を追加していく
日常的に見直して覚える
2. フレーズごとに覚える
単語だけでなく、よく使うフレーズとして覚えると実際に使いやすくなります。
例：
「enjoy -ing」→ enjoy reading books, enjoy playing sports
「be interested in」→ be interested in history, be interested in music
「help (someone) to」→ help me to understand, help students to learn
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)
