線が太い手順は、トピックカードを見ながら話します。スピーチのあとの質疑応答まで、カードは手元に置いたままです。
面接委員Hello. Please come in.
回答例Hello.
面接委員May I have your card, please?
回答例Here you are.
面接委員Please have a seat.
回答例Thank you.
面接委員Could you tell me your name?
回答例My name is Haruka Mori.
面接委員How has your day been so far?
回答例Good, thank you. I took a short walk before coming here.
面接委員Here is your topic card.
回答例Thank you.
面接委員Choose one of the five topics and prepare your speech. You have one minute.
スピーチPlease tell us which topic you chose and give your speech. You have two minutes.
回答例を見る質疑応答 1How would you prevent the rooms from becoming expensive to operate?
回答例を見る質疑応答 2Could this service unfairly benefit students over other residents?
回答例を見る質疑応答 3Who would gain most from a quiet study room?
回答例を見る質疑応答 4What would show that a study room is reaching residents who need it?
回答例を見る面接委員That is the end of the interview. Please return your card.
回答例Here you are. Thank you.
面接委員Thank you. Goodbye.
回答例Thank you. Goodbye.
静かな学習場所、移動の負担、情報の伝わり方などを扱う5題です。知っている語の多さより、理由と例がすぐ出る題を選びます。
ポイント 部屋を新設する話だけでなく、既存施設の空き時間を使う例で費用への反論に答えます。
I support funding quiet public rooms, especially in neighborhoods where many people live in small homes. A place to study should not depend entirely on what a family can afford. The first benefit is access. A student may have to share a bedroom with younger siblings, while an adult may be preparing for a qualification after work. Neither person necessarily needs an expensive new building. An unused room in an existing public facility could give them a desk and a few uninterrupted hours. These rooms could also make public spending more useful throughout the day. A meeting room that is empty after a morning event could become a study room in the afternoon. Staff would need clear rules about noise and bookings, but the same space could serve several different groups. Critics may say libraries already do this. In some places they do, but their seats or opening hours may be limited. I would start with a small trial, count actual use, and extend it only where people clearly need it. The aim is reliable access, not impressive construction.
ポイント 追問が指摘した制約に直接答え、実行できる方法を1つ述べます。
I would use existing buildings and begin with limited hours. Local staff could measure occupancy and basic running costs before the city expands the service. Empty rooms should be closed or reassigned rather than kept open just to protect the original plan.
ポイント スピーチを繰り返すだけでなく、別の条件や対象を加えて説明します。
It could if access were restricted to students. I would allow adults preparing for qualifications or doing independent study to use the rooms as well. Clear quiet-use rules would matter more than the age or employment status of the user.
ポイント 質問で指定された人や場面を1つ選び、回答例のように生活や行動がどう変わるかを説明します。
People whose homes are crowded would gain most. For example, someone sharing a bedroom with two siblings may find it difficult to study even when they are motivated. A reliable desk outside the home gives that person a practical chance to concentrate.
ポイント 「I would record how often the study rooms are occupied, at which times, and whether users previously lacked a quiet place」で、この提案に合う確認項目を挙げています。人数だけでなく、実際に役立ったかも説明します。
I would record how often the study rooms are occupied, at which times, and whether users previously lacked a quiet place. A busy room is useful evidence, but I would also compare running costs and check whether opening hours exclude the intended users.
練習用の配点で、各項目の重さを表しています。本番の合否はCSEスコアで決まり、素点からの換算表は公表されていません。
Could you say that again, please?
対面の質疑では聞き取れない点を短く確認します。1級の公開手順には聞き返しの回数・減点規則の記載がないため、他級の説明を1級の明文規則として扱いません。
素点からCSEへの固定換算表は公表されていません。合格率やCSE予測値は表示せず、回答の内容と改善点を返します。
公開されている形式を参考にしたオリジナル問題です。過去問の転載ではありません。
トピック選択と構成を考える時間は合わせて1分です。メモは取れません。スピーチは2分、質疑応答は4分で、追問の数は固定されていません。
難しい題を選んでも、理由が1つしか出なければ話を展開しにくくなります。1分の準備では、賛否、違う理由2つ、例、締めを頭の中に並べます。
追問に対してスピーチ全体を繰り返すと、聞かれた制約に答えられません。費用を聞かれたら費用、例外を聞かれたら例外条件を先に答えます。
1セット5題を見て、理由と例が出る1題を選びます。2分の録音では導入を短くし、理由の仕組みと具体例に時間を使います。全文の暗記を前提にしません。
その後、反対意見や実施方法を問う追問に答えます。知らない数字は作らず、分からない範囲を短く示し、どんな情報があれば判断できるかを述べます。 点数は練習用の配点で表示します。公式の成績やCSEスコアへの換算ではありません。
英検®は、公益財団法人 日本英語検定協会の登録商標です。このコンテンツは、公益財団法人 日本英語検定協会の承認や推奨、その他の検討を受けたものではありません。