Grade Pre-1 Start from the next page....Grade Pre-1 4 (10) After his retirement from ofﬁce, the former mayor started an organization dedicated to the ( ) of homelessness from his

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1準級

� 2 �

Grade Pre-1Start from the next page.

2019年度第1回検定一次試験（準1級） copyright2019　公益財団法人日本英語検定協会無断転載・複製を禁じます

Grade Pre-1

� 3 �

(1) The general refused to ( ) information about the military’s strategy forthe war to the media. He was worried that doing so might help the enemy.

1 fracture 2 disclose 3 invoice 4 withstand

(2) The man wrapped his dog’s leash around a post and tied a ( ) in it tomake sure the dog could not run out of the yard.

1 chunk 2 horn 3 prop 4 knot

(3) A: Margaret has lots of ideas about how to increase the company’s profits.B: Yeah, but most of them are ( ). That’s why the bosses ignore them.1 impassable 2 immeasurable 3 impractical 4 immediate

(4) Religious issues have been a ( ) theme in the author’s books. Hisnewest book is no different, as it focuses on the role of women in Easternreligions.

1 recurrent 2 swift 3 nautical 4 frantic

(5) Despite the benefits for humans, many people say medical experiments onanimals are not ( ) because they cause too much suffering.

1 equivalent 2 ethical 3 extravagant 4 ethnic

(6) Many students complained the book was very difficult to understand in places,so the teacher tried to ( ) those sections using simpler language.

1 paraphrase 2 contradict 3 obstruct 4 scorn

(7) Lately, more people have been trying to reduce the amount of garbage theycreate by avoiding ( ) items such as paper plates and plastic knives andforks.

1 disposable 2 admirable 3 industrious 4 ingenious

(8) Jane’s boss asked her to ( ) to finish the work she was given morequickly. She promised that she would do her best.

1 exceed 2 endeavor 3 entice 4 exhale

(9) The couple was awoken in the night by an ( ) who broke a windowand entered their home. Whoever it was had left by the time the police arrived.

1 administrator 2 inspector 3 originator 4 intruder

To complete each item, choose the best word or phrase from among

the four choices. Then, on your answer sheet, find the number of the

question and mark your answer.1


Grade Pre-1

� 4 �

(10) After his retirement from office, the former mayor started an organizationdedicated to the ( ) of homelessness from his city.

1 declaration 2 attachment 3 elimination 4 supplement

(11) Jeff would love to go on vacation in Europe, but his low salary makes it( ) impossible for him to save enough money for such a trip.

1 virtually 2 tenderly 3 vividly 4 diagonally

(12) The government adopted new environmental regulations and stated thatcompanies that fail to ( ) will be fined.

1 evade 2 comply 3 stare 4 horrify

(13) Yesterday, many flights to Paris were canceled because of ( ) weatherconditions. Now that the weather has improved, flight schedules have returned tonormal.

1 victorious 2 needy 3 conventional 4 adverse

(14) The politician had been very popular, so his funeral ( ) stretched overseveral city blocks. Supporters followed the car carrying his body all the way tothe church.

1 gaze 2 summit 3 friction 4 procession

(15) Despite his ( ) appearance, the teacher created a relaxed atmosphere inhis classroom, and he was gentle and kind to his students.

1 shallow 2 stern 3 lean 4 aquatic

(16) A: I really think the Johnsons ( ) their daughter.B: Yes, they give her whatever she wants. She never has to work for anything.1 rotate 2 spoil 3 rehabilitate 4 gargle

(17) Clare’s hands began to ( ) with fear moments before she walked onstage for her violin solo. After she played the first note, however, she felt morerelaxed.

1 tremble 2 magnify 3 sympathize 4 harass

(18) When Horst dropped his plate on the floor, it broke into many small( ). He cleaned them all up carefully so that he would not step on oneand hurt his foot.

1 fragments 2 diagrams 3 monarchs 4 novelties

1


Grade Pre-1

� 5 �

(19) The datasecurity consultant warned that the company’s computers were( ) to virus attacks and needed to be made safer.

1 vulnerable 2 instructive 3 stale 4 genuine

(20) Stephan has been ( ) by his manager to lead the new advertisingproject. He is nervous but also excited to be given such a responsibility.

1 encased 2 minimized 3 designated 4 interrupted

(21) The flowers had very long ( ), so Glenda had to cut them beforeputting them in a vase.

1 tombs 2 bolts 3 stems 4 ashes

(22) Rodolfo’s boss, Susan, was angry with him when the client canceled thecontract, but his colleagues ( ) him. They told the boss it was not hisfault.

1 stuck up for 2 slipped by3 talked down to 4 grew into

(23) The musician started his career as a traditional jazz pianist, but his music later( ) and developed into a unique style of jazz.

1 skimmed over 2 branched off3 tipped over 4 scratched out

(24) The management tried to end the strike by offering a small pay increase, but theunion decided to ( ) until workers were also offered more vacation days.

1 hold out 2 wash away 3 pass out 4 blast off

(25) Raquel ( ) the poor children she often saw asking for money on thestreet. She always offered them her spare change, and she brought them foodwhenever she could.

1 turned down 2 packed up 3 aired out 4 felt for


Grade Pre-1

� 6 �

The Mud AngelsIn Florence, Italy, artists such as Michelangelo and Botticelli created works

that remain among the world’s greatest treasures. In 1966, however, steady rainscaused the Arno River to flood, burying the city in mud. Dozens died, and around5,000 families lost their homes. ( 26 ), huge numbers of priceless books andartworks in churches, museums, and libraries were damaged and in danger ofbeing lost forever.

Residents were too busy dealing with the disaster to save the artworks, andofficials were slow to provide aid. As word spread, however, volunteers, whobecame known as “mud angels,” arrived. Mainly youths, they came from all overthe world to clear tons of mud and rescue over a million books and almost athousand artworks. According to many historians, this effort ( 27 ). AfterWorld War II, heightened interest in other countries and a growing network ofyouth hostels led to an increase in youth travel. In fact, many of the volunteershad been backpacking through Europe when the disaster occurred, and simplyaltered their plans and went to Florence.

The flood ( 28 ). Donal Cooper, an art historian at Britain’s Universityof Cambridge, says, “The postflood response stands as a great achievement ofinternational collaboration and laid the foundations for Italian excellence in artconservation.” The situation’s urgency inspired new restoration methods, raisingartconservation standards. Additionally, Florence’s museums began conductingregular emergency drills. However, many authorities believe more should be doneto control the river, such as building additional reservoirs upstream to hold excesswater, if a future disaster is to be avoided.

(26) 1 For instance 2 Rather 3 Nevertheless 4 What is more

(27) 1 was influenced by a social trend 2 put a huge strain on the city3 remains difficult to explain 4 came too late

(28) 1 inspired a new type of art2 can also be seen in a positive light3 also caused damage outside Florence4 nearly became a more serious emergency

Read each passage and choose the best word or phrase from

among the four choices for each blank. Then, on your answer sheet,

find the number of the question and mark your answer.2


Grade Pre-1

� 7 �

The ThabaTseka Development ProjectIn 1975, the World Bank funded the ThabaTseka Development Project,

which attempted to provide aid in the African nation of Lesotho by improvinglivestock management. It was based primarily on a report claiming local peoplerelied heavily on primitive farming customs and did not sell their cattle at marketbecause they had little knowledge of the economy. Project leaders thereforerecommended not only creating more roads, markets, and other types ofinfrastructure but also educating farmers. However, the ( 29 ). In his 1994analysis of the project, The Anti-Politics Machine , James Ferguson of StanfordUniversity pointed out that people in the region earned most of their income fromwage labor rather than farming, and were already familiar with agriculturalmarkets.

The ThabaTseka project generally failed to reach its goals. According toFerguson, the aid workers who were in charge ( 30 ). They saw cattle asproducts to be bought and sold in a cash economy, whereas cattle owners inThabaTseka were largely unwilling to sell cattle for cash because the animalsserved as status symbols, particularly for men. Cattle were also a form of securityto be kept in case the owners encountered unexpected financial difficulties.

While Ferguson’s work dealt with Lesotho, it offers lessons for developmentprojects worldwide. All too often, outsiders come in with only limited knowledgeof a region and attempt to fix complex problems by offering technical solutionsthat do not address the underlying causes. ( 31 ), it is unlikely that suchsolutions will offer a true, longterm benefit to the people they are intended tohelp.

(29) 1 amount of time was limited2 farmers had already received aid3 report had not been accurate4 local cattle were not fit for export

(30) 1 had warned that this would happen2 were unfamiliar with the local culture3 tried to profit from the situation4 could not cooperate with each other

(31) 1 Despite this 2 In contrast 3 Otherwise 4 Not surprisingly

2


Grade Pre-1

� 8 �

Hostile ArchitectureBenches with armrests in the middle, uneven concrete surfaces, and spikes around

the edges of fountains are examples of hostile architecture, a form of urban design aimedat influencing social behavior in public spaces. The goal is to discourage people fromusing such spaces for purposes such as sleeping, skateboarding, or hanging out forextended periods of time. Governments and businesses are installing such features inresponse to complaints from people who feel threatened in environments where homelesspeople or teenagers gather, where skateboarders engage in risky behavior, or wherecriminals make drug deals. To supporters, hostile architecture is essential. They claim itserves society by defending the public against unacceptable behavior and troublemakingindividuals, even though it makes spaces both unattractive and uncomfortable.

Architectural historian Iain Borden of University College London argues that suchdesign is simply the most recent strategy for welcoming some populations while rejectingothers. He says hostile architecture suggests that we are regarded as citizens only when“we are either working or consuming goods directly.” Hostile architecture allows peopleto take short breaks in public spaces say, after buying something but discouragesanyone from spending time resting or socializing. Londonbased architect James Furzer isalso critical of this approach, saying, “If we designed a building where people didn’t wantto stay for too long, because it’s hostile and uncomfortable, have we succeeded in ourjobs as architects? I don’t think so.”

Critics say rather than installing structures that simply push homeless people andteens to other places, officials should deal with the roots of the problem by, for example,prioritizing shelters, affordable housing, and programs to both reduce the number ofhomeless and get teenagers involved in productive activities. Furthermore, they sayarchitecture can be used to influence behavior in a different way. “I feel we need todesign spaces that encourage good behavior,” argues Furzer.

Read each passage and choose the best answer from among the

four choices for each question. Then, on your answer sheet, find the

number of the question and mark your answer.3


Grade Pre-1

� 9 �

(32) What argument is given in favor of hostile architecture?1 It is important in order to ensure that governments are quick to repairdamage to publicly funded structures.

2 It promotes employee satisfaction by encouraging workers to spend moretime in outside areas during break periods.

3 It helps businesses protect themselves by forcing criminals to operate inopen areas that can be easily observed.

4 It is necessary to ensure public safety in spite of the fact that it may reducethe appeal of shared spaces.

(33) According to Iain Borden, hostile architecture1 can sometimes have an effect on public behavior that is opposite to what itsdesigners originally intended.

2 can actually make public spaces more comfortable since it improves theflow of pedestrian traffic in crowded areas.

3 sends the message that people are only considered to be true members ofsociety when they are earning or spending money.

4 is designed by architects who care more about how spaces look than howcitizens will want to use those spaces.

(34) What is the main point suggested in the third paragraph?1 The use of hostile architecture only lessens the symptoms of societalproblems, while ignoring the actual causes.

2 Homeless people and others who spend time in public spaces must beconsulted about their design.

3 Although homeless people and teenagers often intentionally damagearchitecture, the damage is usually minor.

4 Hostile architecture shows that architects are prioritizing their own financialgain over the opportunity to help society.


Grade Pre-1

� 10 �

The Uncertainties of Celiac DiseaseIt seems unlikely that wartime circumstances would help solve a medical mystery,

but that is what happened during World War II. Before the war, a Dutch doctor had beenobserving a puzzling condition in which local children with apparently healthy eatinghabits were unable to absorb nutrition from their food. They were losing weight andexperiencing digestive problems. Then, in the winter of 1944, the German army cut offfood supplies to the Netherlands. Thousands of Dutch citizens, left with little to eat butgrass and tulip bulbs, died of starvation. Many children who had been sick from themysterious disease, however, saw their symptoms improve dramatically. When bread wasreintroduced to Dutch diets, the children got sick again. The connection was clear:something in the children’s normal diet specifically in the staple food of bread wascausing serious health problems.

Since that time, the cause of the children’s illness, now known as celiac disease, hasbeen identified as a group of proteins called gluten. Gluten is found in many grains,especially wheat, and it can cause an immune system problem in humans in which thebody attacks its own cells. In the case of celiac disease, which affects around 1 percent ofpeople worldwide, gluten causes a response that damages the intestines and prevents thegut from absorbing nutrients. Although the cause of celiac disease had been identified, themore researchers studied it, the more mysterious it seemed. They found that althoughabout 30 percent of people with European heritage carry the genes associated with celiacdisease, 95 percent of those people can eat gluten without experiencing any problem.Some other factor, it seems, is responsible for causing the symptoms.

One possible explanation is related to modern hygiene practices. A study of childrenliving in towns across the border from each other in Finland and Russia showed that fivetimes as many Finnish children suffered from celiac disease. This seemed strange becauseboth populations share a very similar genetic background and history, and similar types ofwheat are eaten in the towns. The average income in the Russian town, however, is onefifteenth that of the neighboring Finns, and because sanitation practices are poorer, theRussian children are exposed to more bacteria. The researchers suspect this is behind thehigher incidence of celiac disease in developed countries. Without exposure to bacteriathat were once common in human environments, the immune system may overreact tosubstances such as gluten, leading to conditions such as celiac disease and allergies.

3


Grade Pre-1

� 11 �

(35) What was observed during World War II?1 There was an increase in the rates of serious diseases among Dutch childrenwho started eating more German foods.

2 Many sick Dutch children experienced an improvement in their health whentheir access to a staple food was cut off.

3 Health benefits were observed when some Dutch and German adults addedgrass and tulip bulbs to their regular diet.

4 Dutch children who ate a lot of bread weighed much more than Germanchildren who had a similar diet.

(36) Researchers have discovered that the symptoms of celiac disease1 have become more severe because of increases in the quantity of wheat thatpeople regularly consume.

2 occur to some degree in the majority of people whose ancestors came fromEuropean countries.

3 can actually lead to increased absorption of nutrients in around 1 percent ofpeople with the condition.

4 occur in only a small percentage of the people whose genes put them at riskfor the condition.

(37) What do the researchers who studied children in neighboring Russian andFinnish towns believe?

1 The Russian children were more likely to have celiac disease because of thehigh amount of bread in their diet.

2 The symptoms of celiac disease were more severe in the Finnish childrenbecause they ate a certain type of wheat.

3 The Russian children’s living circumstances were responsible for their lowerrates of celiac disease.

4 The Finnish children got sicker because they were exposed to bacteriaknown to cause allergic reactions.


Grade Pre-1

� 12 �

Oxford and CambridgeBetween the fourteenth and nineteenth centuries, more than 100 universities were

founded or reestablished on the European continent. In England, however, only twouniversities, Oxford and Cambridge, existed until the 1820s. This was because of the“Stamford Oath,” enacted in 1334 by King Edward III, which made all graduates ofOxford and Cambridge swear they would not pass on the knowledge they had acquired tostudents outside of the two existing institutions. The oath was mandatory and strictlyenforced. In 1686, for example, Oxford graduate Charles Morton faced criminal chargesfor establishing an independent academy in London. After repeated arrests, he eventuallyimmigrated to North America, where he became president of Harvard College.

The Stamford Oath allowed Oxford and Cambridge to maintain a monopoly overhigher education in England for centuries. To enforce the oath, they needed the supportof the government, which was closely tied to the nation’s religious establishment. Boththe government and the country’s official church happily cooperated, as the monopolyallowed them to quickly and efficiently identify and put an end to movements thatthreatened their authority. The fourteenthcentury Lollard movement that emerged amongintellectuals at Oxford, for example, criticized things such as the taxexempt status of thechurch and called for reforms. In response, the government and the church united tosuppress the protesters until the movement was driven underground. Furthermore, atCambridge in 1570, students rebelled against laws put in place by Queen Elizabeth Iwhich forced the university to ban ideas that went against the church’s teachings. Threestudents involved in this rebellion were the early leaders of the Puritan religiousmovement, and they faced persecution by English authorities until they immigrated toNorth America.

In the early nineteenth century, the government and church underwent a period ofcrisis that damaged their cooperation and authority. Taking advantage of this, intellectualsbegan questioning the unique status of Oxford and Cambridge and, in 1827, succeeded intheir efforts to end the Stamford Oath. Around that same time, London University beganenrolling students. A radical experiment, the school was established with neither fundingnor consent from the government or the church, and it was made clear that religious faithwas not an admission requirement. Though this led both the government and the churchto speak out against the new institution’s establishment, they were unwilling or unable toinvolve themselves in actively attempting to close down the new university.

By the end of the nineteenth century, instead of opposing new English institutions,Oxford and Cambridge had become involved in creating them. For instance, BenjaminJowett, an Oxford teacher, was a strong advocate for founding a new university inBristol, and funds were raised at Oxford for this purpose. Jowett’s support for Bristol waspart of a plan whereby Oxford would broaden its reach through the establishment of newinstitutions. These would loyally educate students in line with Oxford’s principles, andtheir most capable graduates would be brought to Oxford. As it turned out, however, thenew universities remained wholly independent, eventually lessening the longstandinginfluence of Oxford and Cambridge in English public life.

3


Grade Pre-1

� 13 �

(38) What was true of England between the fourteenth and nineteenth centuries?1 Universities on the European continent were considered so superior toEnglish ones that there was little demand for new universities in England.

2 England had far fewer universities than the rest of Europe becausegraduates were prohibited from teaching at new educational institutions.

3 The reputations of England’s two universities were so well established thatother universities in Europe were unable to compete with them.

4 Charles Morton’s establishment of an educational institution in London hada significant effect on the way the public viewed education.

(39) The government and church in England united in support of Oxford andCambridge to

1 ensure that attacks on the Lollard and Puritan movements did not spreadoutside the universities.

2 enable intellectual movements in England to compete with those occurringin continental Europe.

3 put a stop to the crisis that had resulted from the universities having to paymore taxes than other institutions.

4 make it easier to prevent the rise of groups of intellectuals who challengedthe accepted political or religious order.

(40) In the third paragraph, what do we learn about London University?1 Students there encouraged students at other universities to oppose the“Stamford Oath” by ignoring attempts to legally enforce it.

2 It was established by people whose ultimate goal was to become a part ofeither Oxford or Cambridge.

3 The government approved its establishment in order to show its willingnessto make changes and therefore gain popularity with the public.

4 It was established without the permission of the ruling powers in Englandand was criticized by them because of this.

(41) What was Benjamin Jowett’s idea for the English highereducation system?1 He wanted to end Oxford’s rivalry with Cambridge in order to improve theoverall quality of education in England.

2 He believed connections with a group of new institutions could expand hisuniversity’s influence throughout England.

3 He wanted to decrease universities’ association with the government byensuring each one could become financially independent.

4 He believed that Oxford’s courses needed to be brought more in line withthe university’s original educational standards.


Grade Pre-1

� 14 �

●Write an essay on the given TOPIC.● Use TWO of the POINTS below to support your answer.● Structure: introduction, main body, and conclusion● Suggested length: 120 150 words●Write your essay in the space provided on Side B of your answer sheet.Any writing outside the space will not be graded.

TOPICDo you think that Japanese consumers will buy more importedproducts in the future?

POINTS● Globalization● Government policies● Price● Quality

English Composition4


Grade Pre-1

� 15 �2019年度第1回検定一次試験（準1級） copyright2019　公益財団法人日本英語検定協会無断転載・複製を禁じます

Grade Pre-1

� 16 �

Listening Test

Part 1

No. 1 1 To invite her to go running.2 To tell her the party is canceled.

3 Because she quit the rowing team.

4 Because he heard she had the flu.

No. 2 1 The garden will be worth the effort.2 They should have hired someone.

3 The flower garden will be hard to design.

4 They still have a lot more digging to do.

No. 3 1 They moved without telling her.2 Mike told her that they are both sick.

3 They did not go to Mike’s Christmas party.

4 They have not been in touch recently.

No. 4 1 He will have little free time.2 He will have to find a roommate.

3 He will need a parttime job.

4 He will live with Mary’s cousin.

Part 1 Dialogues: 1 question each Multiple-choice

Part 2 Passages: 2 questions each Multiple-choice

Part 3 Real-Life: 1 question each Multiple-choice

There are three parts to this listening test.

※ Listen carefully to the instructions.


Grade Pre-1

� 17 �

No. 5 1 Simplify the remodeling plans.2 Pay extra for the work.

3 Hold the reception elsewhere.

4 Postpone the wedding party.

No. 6 1 She is a difficult customer.2 She is too aggressive.

3 She is popular with the staff.

4 She is not polite to the customers.

No. 7 1 Start practicing for his speech.2 Calculate how long the presentation will take.

3 Finish preparing the materials for their talk.

4 Present the budget proposal.

No. 8 1 Confirm the couple’s reservation.2 Cancel the couple’s reservation.

3 Ask the headwaiter for a better table.

4 Offer money to the headwaiter.


Grade Pre-1

� 18 �

No. 9 1 The store would not give him a replacement camera.2 The manufacturer did not repair his camera properly.

3 The store did not have the same camera in stock.

4 The warranty on his camera did not cover the repairs.

No. 10 1 His policy has already expired.2 He will have to pay more to keep the same policy.

3 His policy has been renewed by his company.

4 He should ask his company for a cheaper option.

No. 11 1 The Beijing post office will be closed on Monday.2 The delivery fee is too high.

3 The letter will not arrive on time.

4 The website’s information is incorrect.

No. 12 1 Gradually replace their light bulbs.2 Wait for further price reductions.

3 Cut electricity costs another way.

4 Shop online for LED bulbs.

Listening Test


Grade Pre-1

� 19 �

(A) No. 13 1 Students can actually teach each other well.2 Teaching ability affects student performance.

3 Charisma is more important than teaching experience.

4 Teachers are satisfied with their salaries.

No. 14 1 Sending them on overseas training programs.2 Giving them plenty of inclass practice.

3 Having them study in graduate programs.

4 Getting them evaluated by their students.

(B) No. 15 1 Few runners complete the race.2 It now takes place in many states.

3 Runners must compete in teams.

4 It was designed to keep prisoners fit.

No. 16 1 By making runners collect pages from books.2 By asking volunteers to monitor runners.

3 By having runners report on each other.

4 By changing the route regularly.

Part 2


Grade Pre-1

� 20 �

(C) No. 17 1 Find ways to get feedback from the public.2 Modify the content of existing shows.

3 Predict which shows audiences would like.

4 Hire people to perform in new shows.

No. 18 1 Executives listen carefully to audiences’ opinions.2 Executives are strongly influenced by creators’ opinions.

3 Audiences’ tastes change regularly.

4 Creators are better at judging the ideas of others.

(D) No. 19 1 It had little impact on Sri Lanka.2 It badly affects arabica coffee.

3 It has recently begun to affect other plants.

4 It was first discovered in Colombia.

No. 20 1 They were difficult to grow.2 They were expensive to produce.

3 Their taste and smell were not good enough.

4 Their resistance did not last.

Listening Test


Grade Pre-1

� 21 �

(E) No. 21 1 By changing the appearance of their products.2 By selling the same products to adults and children.

3 By frequently changing their products’ names.

4 By reducing the price of their products.

No. 22 1 They come in more color choices.2 They are made with lowerquality materials.

3 They help female skiers compete with men.

4 They are not popular among highlevel female skiers.

(F) No. 23 1 He found a way to grow penicillin on fruit.2 He tested penicillin on human patients.

3 He recommended using penicillin for cleaning.

4 He sold equipment for producing penicillin.

No. 24 1 Penicillin was produced in large amounts.2 People understood the dangers of bacteria.

3 A new kind of disease was cured.

4 Other antibiotic drugs were developed.


Grade Pre-1

� 22 �

(G) No. 25 Situation: You are applying for a university teaching position.You have only published one article. The interviewer gives

you the following advice.

Question: What should you do first?

1 Make a small change to your résumé.2 Request to meet with the head of the department.3 Provide a copy of your unfinished article.4 Contact the textbook publisher.

(H) No. 26 Situation: You must fly to Dublin, Ireland, urgently and returnto Los Angeles by July 22. You can only spend $2,000. A

travel agent tells you the following.

Question: Which option should you choose?

1 The direct flight with Cloverleaf Airways.2 The EuroAm flight with a connection in London.3 The direct flight with AirDream.4 The Blue Stream and Sungate flights.

Listening Test

Part 3


Grade Pre-1

� 23 �

(I) No. 27 Situation: You bought a coat eight days ago. Today, the samestore is advertising it for a lower price online. You call thestore to ask about a refund of the difference.

Question: What should you do next?

1 Wait to be called back.2 Go to the store this afternoon.3 Speak directly to the manager.4 Apply for a credit card.

(J) No. 28 Situation: You are talking to a salesperson about trading inyour car for another one. You can afford $300 in monthlypayments but do not want to make a down payment.

Question: Which vehicle should you choose?

1 The hybrid sedan.2 The SUV.3 The minivan.4 The station wagon.

(K) No. 29 Situation: You are an international student in your firstsemester of college. A curriculum coordinator is explainingthe English requirements. Your placementtest score was 74.

Question: Which English class should you register for now?

1 English I.2 English II.3 English Plus.4 English Academic.


■一次試験の結果について■1）英検ウェブサイトでの解答速報（http:/ /www.eiken.or.jp） 6月3日 13:00以降2）結果通知方法◆個人申込みの場合一次個人成績表に合否結果を記載して，6月25日までに送付します（合格の場合は、一次個人成績表の右上部分が二次受験票になります）。未着の場合は6月25日以降に英検サービスセンター03（3266）8311（平日9:30～17:00）までお問い合わせください（お問い合わせの際には個人番号もお知らせください）。

◆団体申込みの場合一次個人成績表は6月25日までに申込責任者あてに送付します（個人あてには送付しません）。6月26日までに二次受験票を受け取っていない場合は，申込責任者へお問い合わせください。

■二次試験について（一次試験合格者のみ）■ ※試験日程は必ずご自身で事前にご確認ください。1）試験日Ａ日程：6月30日（日）Ｂ日程：7月7日（日）・二次試験の受験日は，Ａ日程・Ｂ日程のうち，申込方法・希望受験地等に基づき協会が指定します。試験日・受験会場・集合時間は二次受験票（一次個人成績表の右上部分）で通知します。これを切り離して受験会場にお持ちください。

・いかなる場合も二次受験票で指定された試験日・受験会場・集合時間での受験となり，変更はできません。・日程区分については，英検ウェブサイトの【二次試験のＡ／Ｂ日程の区分けについて】をご確認ください。・ダブル受験（隣接した2つの級を一緒に受験）の場合，それぞれの級について二次受験票に記載の日程での受験となり，級により異なる日程での受験となる場合があります。

・年齢は申込時に申請した生年月日に基づいて算出します（一次試験の答案に異なる生年月日を記入されても反映されません）。

・申込情報に不備がある場合，協会が指定した日時での受験となり，【二次試験のＡ／Ｂ日程の区分けについて】のとおりの日程とならない場合があります。

・一部特別会場（海外・離島等），障がい者特別措置にて二次試験を受験する場合についてはＡ日程とします。2）受験地（希望の受験地を選べます）・下記の二次試験受験地番号表をみて，希望の受験地番号を解答用紙（準会場で受験している場合は志願票）の所定欄に記入・マークしてください。

■二次試験受験地番号表■ ※横浜・東京・大阪は下記，島部・海外は右記参照 ※受験地は周辺エリアを含む

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