！

‐

年度第回よりライティングテストの出題が 題になります。
忘れずに， つの問題に解答してください。

実用英語技能検定
主催：公益財団法人 日本英語検定協会
後援：文部科学省

2024 年 6 月 2 日（日）実施

準1級
問題冊子の開け方

試験時間
筆記試験（

分）

リスニングテスト（約

分）

注意事項
1. 合図があるまでシールを破いてはいけません。ミシン目に沿って丁寧に破いてください。問題冊子が破れても交換 英検ウェブサイト上での合否結果閲覧についてできません。
2. 試験開始まで，この問題冊子を開いてはいけません。
一次試験の合否結果閲覧は ／ （月） ： から開始と
3. 解答は，ＨＢの黒鉛筆かシャープペンシルを使用して解答用なります。（公開開始時間は級別に異なります。）
紙（マークシート）に記入してください。筆記・
リスニングの解答欄は解答用紙のＡ面（表面），筆記の解答欄は，解答用紙のＢ面（裏面）にあります。解答 なお，合否結果の閲覧には「生涯学習アカウント」が用紙以外に記入した解答は，すべて無効となります。問 必要です。公開当日は閲覧サイトが混雑するため，事題冊子にはメモをしてもかまいませんが，後で解答用紙 前登録をおすすめいたします。※既にお持ちの方は事に解答を書き写す時間はありません。
前登録不要です。
4. 問題内容に関する質問は一切受けつけません。
詳細は英検ウェブサイトからご確認ください。
5. 不正行為をした場合は，答案は無効となります。
6. 他の受験者に迷惑をかける行為を禁じます。
7. リスニングテストの準備時間，およびリスニングテスト中 https://www.eiken.or.jp/eiken/に教室外へ出た場合は，その後教室に戻りテストを受ける result/lifelong-learner/
ことはできません。
8. 携帯電話などは必ず電源を切ってカバンにしまい，絶対 【本会場で受験の方】に使用しないでください。
合否結果閲覧には，生涯学習アカウントと英検 ID と9. 電子機器（ウェアラブル端末を含む）の使用を禁じます。
パスワードが必要です。
10. 携帯電話などの着信音・バイブ音，その他試験を妨げる◆英検 ID は本人確認票に記載されています。
音を発生させた場合は，失格とすることがあります。
◆パスワードは本人確認票に記載されています。ネット
11. 試験終了後，問題冊子は持ち帰ってください。
申込の方は，申込完了メールにも記載されています。
12. 採点結果等については，一切異議申し立てはできません。
13. この試験問題の複製（コピー）を禁じます。また，この試※本人確認票は二次試験でも使用します。試験後も験問題の一部または全部を協会の許可なく他に伝えたり，大切に保管してください。
漏えい（インターネット上に掲載することを含みます）することを禁じます。

A1­ 1 5­ 1 0 5 9 A

シ 合
ー 図
ル が
を あ
破 る
い ま
て で
は
い
け
ま
せ
ん

筆
記
用
具
な
ど
を
使
っ
て
開
け
て
く
だ
さ
い

Grade Pre-1

2024年度第1回検定一次試験（準1級）!2!

Start from the next page.

copyright2024 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

1

To complete each item, choose the best word or phrase from among
the four choices. Then, on your answer sheet, find the number of thequestion and mark your answer.

(1)

All of Raoul’s coworkers respect him for his () ideas. He hassuggested many new and creative ways to improve his team’s performance.
1 defensive
2 innovative
3 abrupt
4 mournful(2)

The doctor was unable to give a speciﬁc () of what was causing thewoman’s headaches. He decided to send her to a specialist for further tests.
1 execution
2 vaccination
3 diagnosis
4 tendency(3)

The kids did not () a single word after they broke the lamp. They
remained silent until their mom came and asked what had happened.
1 scorch
2 intensify
3 exceed
4 utter(4)

Various environmental groups are (will do more to prevent pollution.
1 resigning
2 lobbying) the government to pass laws that
3 violating

4 exhibiting(5)

Jaina often gives talks at business conferences because of her (). Shehas started many companies and successfully manages some of them herself.
1 pasture
2 notation
3 expertise
4 stimulus(6)

The goalkeeper jumped and tried to () the soccer ball with his hand toprevent the other team from scoring a goal, but the ball went into the net anyway.
1 deﬂect2 devour3 deprive
4 deploy(7)

A: It seems strange that Susan is so shy, considering her family.
B: I know. Both of her parents are so (), but Susan hardly everspeaks in class.
1 inept
2 outgoing
3 awkward
4 precise

(8)

By (
), Sarah met an old high school friend from England while she
was on vacation in Australia. She was surprised to meet someone she knew so far
from home.
1 coincidence
2 symptom
3 limitation
4 recession

2024年度第1回検定一次試験（準1級）!3!

copyright2024 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

1(9)

The man was in a lot of pain after surgery, but the medication he took made it(). He was ﬁnally able to rest a bit once the pills took effect.
1 admissible
2 animate
3 bearable
4 coherent( 10 )

A: Should we use () plates for the barbecue?
B: Yeah. It’ll make cleaning up really simple as we can just throw them away
after they’ve been used.
1 imposing
2 disposable
3 elaborate
4 reluctant( 11 )

A: Akari has a real () for math, but I don’t think her current class ischallenging enough.
B: I agree. Let’s look into moving her to an advanced class.
1 misfortune
2 dialect
3 aptitude
4 thorn( 12 )

Kenji’s wet shirt () to his skin as he ran home in the rain without an
umbrella.
1 clung
2 ground3 strained
4 posed( 13 )

A: Ms. Jones, why do I need to rewrite this paper?
B: Your writing is too similar to the sources you used. You need to() those ideas into your own words.
1 moderate
2 conform
3 paraphrase
4 decipher( 14 )

Caleb slowly and carefully picked up all the () of the glass bowl that
had dropped on the ﬂoor. He wanted to make sure he did not miss any pieces.
1 fragments
2 sermons
3 mergers
4 garments( 15 )

A: I really () Amy. She’s so upset.
B: Yeah. Breaking her arm is bad enough, but right before her important
baseball game is even worse.
1 tear into
2 get by
3 part with
4 feel for( 16 )

Kelsey took a client to dinner to discuss a new project, but they only(
) business after they ﬁnished their meal.
1 ran out of
2 came up with 3 got down to
4 looked in on

2024年度第1回検定一次試験（準1級）!4!

copyright2024 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( 17 )

Noah knew he needed to () more effort on the ﬁnal exam if he wanted
to get a good grade in his history class.
1 grow into
2 put forth
3 answer for
4 turn away

( 18 )

When Larry was criticized for not working hard enough, Alice () him.
She said he often stayed late to help others with their work.
1 stuck up for
2 got around to 3 fell back on
4 went in with

2024年度第1回検定一次試験（準1級）!5!

copyright2024 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

Read each passage and choose the best word or phrase fromamong the four choices for each blank. Then, on your answer sheet,find the number of the question and mark your answer.

2

Native American Menus
Before Europeans settled in North America, indigenous people had inhabited
the region for thousands of years. They often lived off the land, eating the animals
they hunted or the foods they gathered from the variety of native wildlife and). In each season, their diet would consist
plants. Many of these groups ( 19of different foods. They would, for example, ﬁsh in the summer, harvest wild ricein the fall, hunt wild animals in the winter, and gather plants in the spring. This
often meant moving their camps to locations where such foods were easy toobtain.
This changed once contact was made with European settlers. They introduced
new foods and established a different way of life. Europeans farmed the land togrow food instead of eating what was growing naturally in the wild. Over time,) Nativemuch of Native American food culture was lost. Now, there is ( 20
American cuisine. Indigenous groups are eager to pass on the traditions of theirancestors to future generations so that their history will not be lost.
Across the United States, several new restaurants have been created that
focus on serving foods that are native to the land. Podcasts and social media posts
regularly feature Native American chefs who are sharing cultural dishes.
Cookbooks featuring recipes using traditional ingredients and offering information), many Nativeon indigenous foods are becoming more popular. ( 21American individuals and families are choosing to celebrate their heritage. They
are going back to their roots and including more indigenous foods in their diets.

( 19 )

1
3

struggled to ﬁnd enough foodtraded with each other2 traveled throughout the year
4 formed larger communities( 20 )

1
3

concern about health issues withmuch less knowledge about

2 an interest in bringing back4 a movement to create new( 21 )

1

What is more

2024年度第1回検定一次試験（準1級）

2

Surprisingly!6!

3 Despite this

4 Otherwise

copyright2024 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

2

Sudden Savant Syndrome
Savant syndrome is a rare medical condition in which people have
exceptional skills in areas like music, art, or mathematics. Until recently, scientists). People either were born with the syndrome,
thought savant syndrome ( 22or they developed it after a serious head injury. However, we now know there isanother scenario called sudden savant syndrome. Without explanation, somepeople suddenly demonstrate amazing skills in areas in which they had no priorinterest or ability.
Take, for example, the case of a woman in her forties who, one day,suddenly felt an urge to create art. Though she had never taken a class or had any
previous experience, she found she could draw amazing pictures with realistic).
details, much like a professional artist. Her newly acquired skills ( 23Reportedly, the woman felt the need to draw and paint for hours, ignoring otheraspects of her life. She had to work hard to ﬁnd a balance that allowed her to livewith her condition.
This overpowering need by people with sudden savant syndrome to act on
their extraordinary skills is just one of the many aspects of the syndrome thatscientists do not understand, including whether the change is permanent or if it isalso found in other family members. With further research, scientists hope todiscover what makes individuals with the syndrome unique from others.
), such investigations may reveal that there are actually fewer( 24
differences than previously thought. Some experts have suggested that theseincredible abilities could be hiding in everyone.

( 22 )

1
2
3
4

occurred more often in young people
could only be treated with medicine
was limited to certain skills
could only occur in two ways

( 23 )

1
2
3
4

also came with some challenges
have made her a lot of money
were not understood by her family
helped her begin a new career( 24 )

1
3

In short
For instance

2024年度第1回検定一次試験（準1級）

2 On the other hand
4 In the same way!7!

copyright2024 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

Read each passage and choose the best answer from among thefour choices for each question. Then, on your answer sheet, find thenumber of the question and mark your answer.

Wolf Packs
There is a widespread idea that wild packs of wolves are led by an aggressive
leader an alpha male that dominates the group, and that this results in violent power
struggles when other members of the group challenge the alpha male. It turns out,
however, that this idea may largely be a myth. It appears to have arisen from research on
captured wolves, which often demonstrated such behavior. Captive packs are usually
made up of adult wolves being forced to live together even though they did not grow up
with each other and are not related, which is why it is common for power struggles insuch packs to result in violence. Research has now found, though, that captive and wild
wolves are too dissimilar to assume that the behaviors of one resemble those of the other.
As one biologist describes it, a wild wolf pack operates much like a multigenerational
human family, while a captive pack has more in common behaviorally with humans inprisons, where strangers are forced to live together.
Biologists studying wild wolves in the 1980s and 1990s made some interestingobservations. They found that a pair of wolves consisting of an older adult male and afemale wolf generally acted as the leaders of a pack composed of their offspring andother adult wolves without partners. All wolves in the pack follow the lead male’s
decisions, and all but the lead male also submit to the lead female. This system appears
to be fully accepted by most wild wolves and is usually enforced by communication
rather than violence. The social structure is also ﬂexible for example, when food is hard
to ﬁnd, the wolf leaders often ensure that the pack’s youngest are fed ﬁrst. Such behavior
demonstrates how these leaders act similarly to the human parents of a large family.
When a signiﬁcant conﬂict does occur among the members, dissatisﬁed wolves may
leave the pack. These wolves often seek out protection in a different pack, while somestart their own pack after ﬁnding a mate. In 2022, researchers discovered that wild wolves
that had started their own pack often had something in common: many of them werecarrying a particular parasite called Toxoplasma gondii. This parasite appears to make thewolves more likely to take bolder and riskier actions, which can aid their survival insome situations. Scientists continue to be fascinated by the social relationships of wild
wolves and their packs.

2024年度第1回検定一次試験（準1級）!8!

copyright2024 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( 25 )The idea of an alpha male wolf is described as a myth because
1 researchers have observed some captured wolves successfully joining packs
in the wild after escaping.
2 the behavior thought to be demonstrated by alpha male wolves has only
ever been seen in human males in prisons.
3 members of captive wolf packs that disagree with each other often end up
forming smaller packs.
4 the concept of alpha male behavior in wolf packs originally came fromobservations of captured wolves instead of wild ones.

( 26 )

What did biologists learn about wild wolves in the 1980s and 1990s?
1 Members of a wild wolf pack tend not to use violence to make sure other
wolves follow the rules of the group.
2 The lead female wolf generally only gives orders to other wolves in thepack that are her own offspring.
3 Many wild packs are likely to be led by the strongest pair of wolves that do
not yet have partners.
4 The power structure of their packs tends to be ﬁrmly ﬁxed until the younger
members have grown into adult wolves.

( 27 )

According to the passage, what did researchers discover about wild wolves thatleft their packs?
1 If they were not able to join a new pack soon after leaving, then theirsurvival rate would dramatically decrease.
2 The actions of those that eventually established their own packs may often
have been inﬂuenced by another organism.
3 Wolves that lived alone were found to have far fewer fatal parasites thanthose that stayed with their packs.
4 Although they did not leave their packs in an unfriendly way, they often
ended up ﬁghting violently with their old packs.

2024年度第1回検定一次試験（準1級）!9!

copyright2024 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

3Feminist Architecture
When looking at a building, not everyone considers the gender of the architect who
designed it. However, in the 1980s, a group of British women architects, frustrated withthe ways that the male­dominated architectural ﬁeld had often failed to take women’s
needs into account, wrote a book describing the goals of their “feminist architecture.” The
group called itself Matrix, and its members designed a variety of community spaces todemonstrate its principles. While the group ofﬁcially dissolved in the mid­1990s, it left
behind architectural designs and an intellectual legacy that continue to shape modern
approaches to architecture.
The most common architectural design philosophy that Matrix sought to change wasconcerned with men’s comfort. Postwar construction in Britain was dominated by anarchitectural system called Le Modulor, ﬁrst created in 1940s France. Following thissystem’s principles, architectural design elements were arranged based on the default
height of the so­called ideal man: just under two meters. While many of these elements,
like tall doorways, did not negatively impact average British women who were slightly
more than one and a half meters tall on average in the 1940s other elements, such as
the tall height of stair steps, made buildings harder for them to navigate.
When Matrix was formed in the 1980s, it did not attempt to redesign the world
according to the needs of the average woman. In fact, one of Matrix’s key arguments
denounced architects’ focus on the “average” person. The members of Matrix reasoned
that architects could produce their greatest work by trying to understand the speciﬁc
needs of a building’s actual users, which meant involving such people in the design
process to identify necessary features and integrate them into the ﬁnal design. They also
argued that simply training more women architects would not remedy the situation.
Instead, they proposed changing the methods and design principles by which architecture
was being taught.
One example of Matrix putting these values into practice when helping design public
spaces in Britain is the Jagonari Women’s Educational Resource Centre, which provides
social services for women. Matrix worked closely with the organization’s administrators
to fulﬁll their needs and address their concerns, including installing narrow, tall windows
protected by bars to help visitors feel safer. In other cases, Matrix employed methods likeminiature models of proposed designs that allowed even people with little knowledge ofarchitecture to rearrange the model rooms freely and feel included in the design process.
Matrix was dedicated to helping other women enter the architecture and designindustry, many of whom carried forward Matrix’s principles in their own work. Although
the group initially fought to address women’s discontent with the biases in architecture, itcame to symbolize much more. Matrix’s members worked with traditionally overlookedminority groups, empowering them to have their voices reﬂected in the public spaces they
inhabited. Even after they stopped working together, many of the women of Matrix
continued to do commendable work in academic and activist spaces, where they havecarried on pushing for change in how architecture is practiced, ensuring that the inﬂuenceof Matrix persists to this day.
2024年度第1回検定一次試験（準1級）! 10 !

copyright2024 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( 28 )

What led to the formation of Matrix?
1 The large number of new groups being established made it difﬁcult forindividual architects to be successful by themselves.
2 Some architects felt that people who used the buildings they designed often
did not care about the person who designed them.
3 The way in which a majority of buildings were designed at the time only
considered the needs of a single group of people.
4 Many women who worked as architects believed that feminist architectureneeded to have a stronger identity.

( 29 )

What do we learn about Le Modulor?
1 The fact that it was created in France meant that architects had trouble
adjusting it to ﬁt the cultural needs of people in other countries.
2 Architects who implemented the system’s design elements were often
criticized for not following the default size for men.
3 A rapid change in the average height of men and women in postwar Britain
meant that buildings designed under the system quickly became difﬁcult touse.
4 Many of the spaces in buildings designed based on its principles were
beneﬁcial in some ways but problematic in other ways.

( 30 )

Matrix argued against a focus on the “average” person because
1 most buildings were used by such a diverse range of people that it would
be impossible to design something that suited everyone.
2 doing so would likely lead architects to overlook the requirements of theactual people a building is primarily used by.
3 the majority of people did not have sufﬁcient knowledge to appreciate themethods and design principles that architects focused on.
4 attempting to involve as many people as possible in the design processoften led to a confusing and unpopular ﬁnal product.

( 31 )

Which of the following statements best describes Matrix’s impact?
1 Many of the architectural techniques pioneered by Matrix eventually cameto dominate the design processes taught in architecture schools today.
2 Although the methods Matrix used to include ordinary people in the design
process of buildings were too simple to be effective, they helped people feelincluded.
3 People who were previously ignored became more conﬁdent to give theiropinions regarding the design of spaces around them.
4 Even though the group’s members no longer do architecture­related work,
designers of public areas continue to take inspiration from their principles.

2024年度第1回検定一次試験（準1級）! 11 !

copyright2024 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

4

English Summary

The writing section consists of two tasks ( and ). Please remember to complete both tasks.
Write your summary in answer box English Summary on Side A of your answer sheet.

● Read the article below and summarize it in your own words as far as
possible in English.
● Suggested length: 60 70 words● Write your summary in the space provided on Side A of your answer
sheet. Any writing outside the space will not be graded.
Schools in some countries have often supplied free lunch to a limited
number of their students. These meals tend to include a variety of foods,
including salads and desserts. Nowadays, there are programs that provide suchlunches to all students. Many in favor of the programs want them to continue.
Supporters point to the beneﬁts. Studies show a relationship between
nutrition and how well students do in school. Therefore, providing a healthy
meal for all students is important. Doing this can improve their concentrationlevels, leading to better test scores. Additionally, free school meal programs haveanother advantage. Many parents today are often extremely busy, giving themlittle time to prepare lunches for their children. The programs, therefore, are ahuge help. This is because parents of all students will be able to spend more time
on work and other child­raising issues.
Critics, on the other hand, say that providing school meals for everyone isproblematic. Schools need to prepare enough meals every day for all students.
However, some students do not completely eat the food that has been prepared.
Consequently, a large amount is left over. The schools have no option but tothrow it away.

2024年度第1回検定一次試験（準1級）! 12 !

copyright2024 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

Continue to the next page.
The writing section consists of two tasks. Please remember to complete both tasks.

2024年度第1回検定一次試験（準1級）! 13 !

copyright2024 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

5

English Composition

The writing section consists of two tasks ( and ). Please remember to complete both tasks.
Write your essay in answer box English Composition on Side B of your answer sheet.

● 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.

TOPIC

In urban areas, should the government encourage vacant land to be
used for farming?
POINTS● Costs● Pollution● Population● Technology

2024年度第1回検定一次試験（準1級）! 14 !

copyright2024 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

2024年度第1回検定一次試験（準1級）! 15 !

copyright2024 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

Listening Test
There are three parts to this listening test.

Part 1

Dialogues:

1 question each

Multiple-choice

Part 2Passages:

2 questions each

Multiple-choice

Part 3

Real-Life:

1 question each

Multiple-choice※ Listen carefully to the instructions.

Part 1
No. 1

No. 2

No. 3

No. 4

2024年度第1回検定一次試験（準1級）

1

The kitchen repair is not necessary.

2

The woman is partly to blame.

3

The sink will have to be replaced.

4

The problem will occur again.

1

Room fees are higher on weekends.

2

Weekday bookings are not available.

3

The reservation cannot be changed.

4

The hotel has increased all of its prices.

1

There might not be enough water provided.

2

It might be canceled because of the weather.

3

His knee could be an issue.

4

He did not train enough.

1

Go home by a different route from usual.

2

Drive part of the way on Highway 402.

3

Avoid driving on Kent Street.

4

Stay at work until the accident is cleared.

! 16 !

copyright2024 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

No. 5

No. 6

No. 7

No. 8

2024年度第1回検定一次試験（準1級）

1

Get information about cleaning the machine.

2

Look for a new washing machine.

3

Go back to their previous laundry soap.

4

Ask someone to repair the machine.

1

She ﬁnds the gym classes too tiring.

2

The gym has become very expensive.

3

She wants to join a different gym.

4

She cannot ﬁnd time to go to the gym.

1

She blamed him for the mess.

2

She does not want to study with him.

3

She does not keep the shared space clean.

4

She stays out late with her friends.

1

Hot food will not be served.

2

The catering company has changed.

3

Dessert is not included.

4

It will be served later than planned.

! 17 !

copyright2024 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

Listening Test

No. 9

No. 10No. 11

No. 12

2024年度第1回検定一次試験（準1級）

1

It was about the wrong topic.

2

It was uploaded to the wrong web page.

3

It was not formatted correctly.

4

It did not have good research sources.

1

Requesting time off from work.

2

Giving his coworkers gifts.

3

Traveling with a food allergy.

4

The woman’s upcoming vacation.

1

He wanted to study with her.

2

He hoped she could open the door.

3

She had Kayla’s phone number.

4

She planned the meeting he was going to.

1

He is good at looking after children.

2

He is new to the neighborhood.

3

He led the meeting last Friday.

4

He used to work for the local government.

! 18 !

copyright2024 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

Part 2(A)

No. 13

No. 14(B)

No. 15

No. 162024年度第1回検定一次試験（準1級）

1

They are not able to fully control locusts.

2

They are not safe to put on crops.

3

Better ones may soon be developed.

4

Their effects are often difﬁcult to predict.

1

It prevents locusts from killing each other.

2

It increases locusts’ ability to smell food sources.

3

It can cause locust swarms to break up.

4

It causes locusts to quickly grow in size.

1

They are unable to run away from predators.

2

The grasses they consume are disappearing.

3

Other birds are using their nests.

4

Other animal species are increasing in number.

1

Shady conditions do not prevent their growth.

2

They have prevented cattle farms from expanding.

3

The government has tried to plant more of them.

4

It is not easy to get rid of them.

! 19 !

copyright2024 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

Listening Test

(C)No. 17

No. 18(D)

No. 19No. 202024年度第1回検定一次試験（準1級）

1

Astronauts frequently need to resupply.

2

Its funding has been increased recently.

3

It is difﬁcult to bring everything needed.

4

It is receiving little public support.

1

They are smaller than average men.

2

They need more resources than female astronauts.

3

They are better suited for long missions.

4

They make up the majority of astronauts.

1

It may have inﬂuenced cultures across much of Asia.

2

None of its buildings have been found.

3

It lasted longer than other civilizations.

4

It is not well understood by researchers.

1

How much power it had in the region.

2

How much importance it placed on social status.

3

What caused it to eventually disappear.

4

What environmental problems it had.

! 20 !

copyright2024 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(E)

No. 21

No. 22(F)

No. 23

No. 242024年度第1回検定一次試験（準1級）

1

It was founded by Igor Savitsky.

2

It receives relatively few tourists.

3

It was once the capital of Uzbekistan.

4

It is home to many famous artists.

1

It contains strong political themes.

2

It was all created by the same man.

3

It was not allowed by the government.

4

It is in the style of Soviet realism.

1

People rarely cooperate with it.

2

It may cause an increase in pollution.

3

It unfairly targets the technology industry.

4

There are many areas that need more grass.

1

They are a source of entertainment for communities.

2

They prevent areas from becoming overly rocky.

3

They can boost the productivity of gardens.

4

They are less likely to cause harm to children.

! 21 !

copyright2024 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

Listening Test

Part 3(G)

No. 25Situation: Your family is expecting guests today. You used theblue towels earlier in the day, and they are now dirty. Yourmother tells you the following.
Question: What should you do last?

(H)

No. 26

1

Make the bed with clean bedding.

2

Start the washing machine.

3

Clean the bathroom.

4

Hang the towels back up.

Situation: You will play a video game for the ﬁrst time. Yourfriend offers to teach you. You have already logged in.
Your friend tells you the following.
Question: What should you do next?

2024年度第1回検定一次試験（準1級）

1

Create a user proﬁle.

2

Choose the number of players.

3

Select the mode of play.

4

Start building a new world.

! 22 !

copyright2024 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(I)

No. 27Situation: You are traveling and need to go from the airport to
the Regal Hotel. You want to take the route with theshortest walking distance. An information counter employee
tells you the following.
Question: How should you get to the hotel?

(J)

No. 28

1

Take the Silver Arrow.

2

Take the Metro South Line.

3

Take the Orange Line.

4

Take the Blue Line.

Situation: You are shopping for a new computer. You want asmall, light laptop, but you are not interested in a tablet.
You hear the following announcement.
Question: Which item should you buy?

(K)

No. 29

1

The Lightning 500.

2The Slick Assistant.

3

The Wizard 50.

4

The BRR Quartz.

Situation: Your company will host a social event for clients.
You have to choose the site. There will be three hundred
guests, and outdoors is preferred. An event planner tells you
the following.
Question: Which site should you choose?

2024年度第1回検定一次試験（準1級）

1

Wingra Hills.

2Charlevoix Manor.

3Park Tower.

4

The Ozark Terrace.
! 23 !

copyright2024 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■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（https://www.eiken.or.jp） 6月3日

13:00以降

2）結果通知方法◆個人申込の場合
一次個人成績表に合否結果を記載して，7月2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7月2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）。
◆団体申込の場合
一次個人成績表は7月2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）。
7月3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）■
1）試験日

Ａ日程：7月7日（日）※試験日程は必ずご自身で事前にご確認ください。

Ｂ日程：7月14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，英検ウェブサイト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），障がい等のある方に関する受験上の配慮にて受験する場合はＡ日程です。
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■ ※東京・大阪・奈良・徳島は下記，島部・海外は右記参照 ※受験地は周辺エリアを含む