teapライティング（タスクB）

【TEAPライティング・タスクB 完全攻略】テンプレート・時間配分・過去問研究・予想問題3題・解答例つき対策のコツ

 

🎓 ULTIMATE TEAP WRITING GUIDE 2026 🎓

TEAP Writing Task B
超絶テクニック集

4段落テンプレート＋グラフ描写の黄金パターン＋パラフレーズ術で
CEFR B2レベルを確実に狙え！模範解答＆予想問題3題つき

📊 5観点の採点基準
⏱ 50分時間配分
✍️ 4段落テンプレ
📝 模範解答＋予想3題

1

Task Bの全体像を完全把握

⚡ TEAP Writing Task Bとは？

グラフ2つ＋新聞記事＋読者の手紙という4つの資料を読み、状況を要約し、提示された解決策を比較し、最後に自分の意見を述べる200語程度のエッセイを書く問題です。TEAPライティングで最も配点が高く、最も難しいとされるパートですが、テンプレートと解法を知っていれば確実に得点できるコスパ最強の問題です。

📋 Task B 問題フォーマット

Your teacher has asked you to write an essay for class using the information below.
● Describe the situation concerning [テーマ] and summarize the main points about the solutions that have been suggested.
● In your conclusion, say which of the solutions you think would work the best based on the reasons given.
● You should write about 200 words.

📰 与えられる4つの資料を理解せよ

資料 内容 使うパラグラフ
📊 グラフ①
（折れ線/棒グラフ）		 問題の推移を示す（大抵は右肩上がりで悪化傾向） 第1段落
📊 グラフ②
（円グラフ）		 問題の内訳・割合を示す（直近年度のデータ） 第1段落
📰 新聞記事
（Education News等）		 専門家や関係者が提案する2つの解決策＋根拠 第2段落
✉️ 読者の手紙
（Letter to the Editor）		 別の立場の人物が提案する2つの解決策＋根拠 第3段落

2

採点基準＆CEFRレベル別攻略 — B2を狙え

🎯 TEAPスコアの仕組み

TEAPライティングは20〜100点のスコアで評価。Task A（要約70語）とTask B（エッセイ200語）の合計で算出。
CEFRレベルとの対応：B2 = スコア61以上（上智大学等の出願に必要） / B1 = スコア42〜60 / A2 = スコア25〜41
→ TEAP合計309点以上で上智・MARCH等の満点換算に！ライティングで75点以上取れば大逆転可能！

📊 Task B 5つの採点観点（CEFRレベル別）

📝 Main Ideas（内容・情報統合）最重要！

全資料（グラフ＋記事＋手紙）の情報を統合・評価できているか？

🏗️ Coherence（論理構成）⬅ テンプレで安定！

4段落構成で一貫した回答？段落内外のまとまりは明確？

🔗 Cohesion（結束性）ディスコースマーカー命！

ディスコースマーカー＆代名詞の照応が適切？文と文のつながりは？

📚 Lexical Range & Accuracy（語彙）パラフレーズで差がつく！

課題文の丸写しではなく言い換え（パラフレーズ）ができているか？

⚙️ Grammatical Range & Accuracy（文法）ミスゼロが基本！

多様な文構造を使えているか？文法ミスが理解を妨げていないか？

📈 B2を取るための5つの条件

✅ Main Ideas：グラフ＋新聞記事＋手紙の全ての資料から情報を統合し、評価する

✅ Coherence：4段落構成で一貫性のある回答。型にはまっていてOK

✅ Cohesion：ディスコースマーカー＆照応（代名詞）を効果的に使い、文のつながりを明確にする

✅ Vocabulary：課題文の語彙をそのまま使わず、同義語・別表現で言い換える

✅ Grammar：多様な文構造を使い、文法ミスがほぼない

💡 最強戦略：Coherenceはテンプレ暗記で確定。Cohesionはディスコースマーカー暗記で確定。この2つを固めれば残りは語彙と文法だけに集中できる！

3

50分の時間配分マスター — 6ステップ戦略

⏱ Task Bに使える時間は約45〜50分！

Writing全体で70分。Task A（要約）に20分 → Task Bには約50分が目安。

STEP 1 ⏱ 5分 — 全資料を読む＋日本語メモ

グラフの傾向（増加/減少）と具体的数値をメモ。記事と手紙はそれぞれの2つの解決策を日本語で箇条書き。

STEP 2 ⏱ 8分 — 第1段落を書く（グラフ描写 約40〜50語）

折れ線/棒グラフ → 「推移＋開始数値＋最終数値」。円グラフ → 「割合を大きい順に列挙」。テンプレに数字を当てはめるだけ！

STEP 3 ⏱ 10分 — 第2段落を書く（新聞記事の要約 約50語）

人物名＋肩書き → 解決策①の要約 → 解決策②の要約。原文を丸写しせず、必ずパラフレーズ！

STEP 4 ⏱ 10分 — 第3段落を書く（手紙の要約 約50〜60語）

第2段落と同じ構造で。記事と手紙で共通する提案があれば言及するとB2加点！

STEP 5 ⏱ 10分 — 第4段落を書く（自分の意見 約40〜50語）

「In my opinion, …」で始め、資料中の解決策のどれが最も有効かを選び、理由を添える。新しい解決策を提案するのではなく、資料の主張をサポートする形で書く！

STEP 6 ⏱ 5分 — 見直し（ここで差がつく！）

スペルミス・冠詞・時制・主語と動詞の一致・語数（190〜210語）を確認。課題文に単語があるのにスペルミスは絶対NG！

4

4段落テンプレート — これを丸暗記せよ

🔥 Coherence評価をB2確定させる絶対ルール

テンプレートに当てはめるだけで「構成（Coherence）」はB2レベルがほぼ確定。難しく考えずに4段落＝グラフ→記事→手紙→意見の順番を守ればOK！

🟢 Task B 4段落テンプレート（完全版）

【第1段落】グラフ描写 — 約40〜50語

In [場所/学校名], [問題] is increasing. In [最初の年], there were [数値], but by [最終年] the number had reached [数値]. Of the [項目] reported in [年], [X]% were [A], [Y]% were [B], [Z]% were [C], and [W]% were [D].

【第2段落】新聞記事の要約 — 約50語

[人物名], [肩書き], proposed two solutions. First, [he/she] thinks that [解決策①のパラフレーズ]. Second, [he/she] suggests that [解決策②のパラフレーズ].

【第3段落】手紙の要約 — 約50〜60語

Meanwhile, [人物名], [肩書き], suggested two ideas. [His/Her] first idea is that [解決策①のパラフレーズ]. Also, [as with 人物名’s proposal,] [his/her] second idea is that [解決策②のパラフレーズ].

【第4段落】自分の意見 — 約40〜50語

In my opinion, [最も有効な解決策] would work the best. [理由の説明 — 2〜3文]. [This/Such measures] would [期待される効果], I believe.

🚨 語数の目安

第1段落40〜50語＋第2段落50語＋第3段落50〜60語＋第4段落40〜50語＝合計190〜210語で指定範囲にピッタリ！

5

グラフ描写の黄金パターン＆表現集

🔥 第1段落はグラフの数字を書くだけ！実は一番簡単！

第1段落は「見たままを英語にする」だけ。数値をそのまま引用するので、パラフレーズも不要。一番楽なパートなので、ここで確実に点を取ろう！

📊 グラフ種類別・万能表現集

📈 折れ線グラフ / 棒グラフ（推移）

• … is increasing / decreasing
• In [年], there were [数], but by [年] the number had reached [数]
• The number rose / grew from [数] to [数]
• There has been a significant increase in …
• … nearly doubled / tripled

🥧 円グラフ（割合）

• Of the [項目] in [年], [X]% were [A]
• The largest proportion was [A] at [X]%
• [A] accounted for [X]% of …
• [A] was followed by [B] at [Y]%
• The remaining [Z]% were [C]

📊 増減を表す動詞（暗記！）

増加：increase / rise / grow / climb / go up
減少：decrease / fall / decline / drop / go down
急激に：dramatically / sharply / significantly
徐々に：gradually / slowly / slightly
横ばい：remain stable / stay unchanged

🔢 数値のつなぎ方

• 割合の並べ方は大きい順！
• 最後の項目は and でつなぐ
• In [年] を文頭に置くと自然
• by [年] = 〜までに（完了形と相性◎）
• 数字は必ず算用数字で書く

💡 スピーキング Part 3にも直結！ — グラフ描写は一石二鳥

TEAPスピーキングのPart 3でもグラフを見て口頭で説明する課題が出ます。ここで練習したグラフ表現はスピーキング対策にもそのまま使えるので、コスパ最強のスキルです！

6

要約＆パラフレーズの極意 — B1とB2を分ける最大のポイント

🚫 丸写し = B1以下！ パラフレーズ = B2への扉

B1レベルの評価は「課題文の語彙に依存しがち」。B2を取るには「適切な同義語や別表現を使って要点を伝える」ことが必須。原文をそのまま書き写すのは最もやってはいけないこと！

🔄 パラフレーズ3つの技法

1

同義語に置き換える

原文：Teachers need more information → 言い換え：Teachers require more knowledge
原文：hold special classes → 言い換え：provide special training

2

文の構造を変える

原文：Students can talk to counselors in private → 言い換え：Hiring more counselors would allow students to discuss their problems privately

3

要約して短くする（情報圧縮）

原文（長い）：The classes in our local schools are simply too large. Teachers cannot handle so many students at once.
→ 言い換え：Class sizes should be reduced so that teachers can spend more time with each student.

📝 頻出パラフレーズ対照表（暗記推奨！）

think → believe / consider / argue
suggest → propose / recommend
important → essential / crucial / vital
problem → issue / challenge / concern
help → assist / support / aid
more → additional / further
because → since / as / due to
should → need to / ought to
many → a large number of / numerous
get better → improve / enhance

7

ディスコースマーカー＆接続表現集 — Cohesion B2の鍵

🔗 場面別ディスコースマーカー完全リスト

📋 順序・列挙

• First, / Second, / Finally,
• First of all, / In addition,
• The first reason is that …
• Another suggestion is …
• … also / as well

⚡ 対比・転換

• However, / On the other hand,
• Meanwhile, / In contrast,
• Although … / While …
• Unlike [人物], [人物] argues …
• … whereas …

🎯 結論・意見

• In my opinion, …
• I believe / think that …
• In conclusion, …
• Therefore, / As a result,
• For these reasons, …

🔍 理由・具体例

• because / since / as
• This is because …
• For example, / For instance,
• such as …
• … so that / in order to

🤝 共通点・類似の表現

• As with [人物]’s proposal, …
• Similarly, / Likewise,
• Both [A] and [B] suggest …
• … shares the same view …
• … agrees with [人物] that …

👤 人物の紹介・言及

• [名前], the principal at …,
• [名前], an experienced …,
• According to [名前], …
• [名前] proposed / suggested …
• [He/She] argues / believes …

💎 B2を取る秘訣：記事と手紙の共通点に言及する

TEAPの記事と手紙には必ず共通する解決策が含まれています。第3段落で “As with [人物]’s proposal, …” のように共通点に言及すると、情報を統合・評価している＝Main Ideas B2レベルの評価が得られます！

8

サンプル問題 完全解説＆模範解答 — Greenhill Schools

📰 公式サンプル問題 — Greenhill Schools の生徒問題行動

問題の概要：

📊 グラフ①（折れ線）：問題行動件数の推移 → 2009年100件 → 2012年250件（右肩上がり）
📊 グラフ②（円）：2012年の内訳 → Fights 34% / Bullying 31% / Smoking 22% / Drug use 13%
📰 新聞記事：Mike Parker校長 → ①教師に生徒が抱える問題への研修を ②スクールカウンセラーの増員を
✉️ 読者の手紙：Sarah Case教師 → ①クラス人数の削減を ②教師への研修を（Parker氏と共通！）

📝 模範解答 — B2レベル（198語）

　 In Greenhill schools, problematic behavior among students is increasing. In 2009 there were 100 incidents, but by 2012 the number had reached 250. Of the incidents reported in 2012, 34% were fights, 31% were bullying, 22% were smoking, and 13% involved the use of drugs.

　 Mike Parker, the principal at North Greenhill High School, proposed two solutions. First, Parker thinks that teachers should be trained to better understand the problems young people face both at school and at home. His second proposal is to hire more school counselors so that students can discuss their problems more easily.

　 Meanwhile, Sarah Case, an experienced junior high school teacher, suggested that class sizes at Greenhill schools should be reduced. This would allow teachers to spend more time with each student. Case also thinks as Parker does that teachers do not know enough about issues like illegal drugs. Therefore, they should be given better training.

　 In my opinion, giving teachers better training would work the best. Teachers must deal with various and complex issues nowadays, so they are required not only to be teachers but also to be counselors, advisors, and, especially, good listeners. Effective training would make this possible, I believe.

🔍 模範解答の徹底分析 — なぜB2なのか？

✅ Main Ideas

全4資料を統合。”Case also thinks as Parker does” で共通点に言及→B2！

✅ Coherence

4段落構成。グラフ→記事→手紙→意見の順で一貫性あり。

✅ Cohesion

Meanwhile / Therefore / First / so that 等のマーカーが豊富。代名詞の照応も明確。

✅ Vocabulary

原文のコピーを避け、”propose” “allow” “deal with” など言い換え多数。

💡 第4段落のポイント

自分のオリジナルの解決策を書くのではなく、資料中の解決策から最も有効なものを選んで理由を述べるのがTask Bの正しい書き方。”not only … but also …” のような構文で文法の多様性もアピール。

9

予想問題3題 — 完全再現版（全資料＋模範解答つき）

以下の3題は本番と同じ形式（グラフ2つ＋新聞記事＋読者の手紙＋指示文）で作成しています。まず自分で書いてから模範解答と比較しましょう！

予想問題 1
高齢者の社会的孤立（Elderly Isolation in Greendale）

Your teacher has asked you to write an essay for class using the information below. Describe the situation concerning elderly isolation in Greendale and summarize the main points about the solutions that have been suggested. In your conclusion, say which of the solutions you think would work the best based on the reasons given. You should write about 200 words.

Community News

There are several ways to address the growing problem of elderly isolation in Greendale. John Harris, a city council member, believes that improving public transportation is the first step. “Many elderly people cannot drive and have no way to get to shops or community events,” said Harris. He wants the city to increase the number of community bus routes, especially in suburban areas.

However, Harris also suggested that other steps are necessary. For example, he proposed building community centers in each neighborhood where elderly residents can participate in activities and meet other people regularly. “If we create places where people can come together, loneliness will decrease naturally,” he said.

LETTER TO THE EDITOR

Dear Editor,

The situation of elderly isolation in Greendale is serious and requires immediate action. As a retired nurse, I have seen many elderly patients who suffer from loneliness. I believe the best solution is to create a volunteer visitor program. Trained volunteers could visit elderly people at their homes regularly to provide companionship and check on their well-being.

I also think that, as Mr. Harris suggested, we need to help elderly people connect with others. However, instead of only building physical centers, we should also introduce online social activities. Many elderly people can learn to use tablets, and virtual gatherings would allow those who cannot leave their homes to stay connected.

Sincerely,
Mary Brooks

📝 クリックして模範解答を表示（約198語）

¶1 In Greendale, the number of elderly people living alone is increasing rapidly. In 2018, there were 800, but by 2023 the number had reached 2,000. The main cause of isolation is difficulty with transportation at 40%, followed by distant family members at 30%, loss of friends at 20%, and other reasons at 10%.

¶2 John Harris, a city council member, proposed two solutions. First, he suggests expanding community bus routes so that elderly residents can travel more easily. Second, he recommends building neighborhood community centers where people can gather and participate in social activities.

¶3 Meanwhile, Mary Brooks, a retired nurse, offered two different ideas. She argues that creating a volunteer visitor program would help reduce loneliness by providing regular companionship. In addition, as with Harris’s emphasis on social connection, Brooks also believes that introducing online activities would allow homebound seniors to stay connected with others.

¶4 In my opinion, expanding community bus services would work the best. Since transportation difficulty is the largest cause of isolation at 40%, improving bus access would directly address this root problem and enable elderly people to participate in community life more actively.

🔍 解答のポイント：
• ¶1：折れ線グラフの推移＋円グラフの割合を大きい順に全て記載
• ¶2：Harris氏の2つの提案をパラフレーズ（”improve” → “expand”、”increase” → “expand”）
• ¶3：“as with Harris’s emphasis on social connection” で共通点に言及 → B2評価ポイント！
• ¶4：円グラフの最大割合（40%）を根拠にした論理的な意見 → 説得力◎



予想問題 2
学校給食の食品ロス（Food Waste at Riverside Schools）

Your teacher has asked you to write an essay for class using the information below. Describe the situation concerning food waste at schools in the Riverside district and summarize the main points about the solutions that have been suggested. In your conclusion, say which of the solutions you think would work the best based on the reasons given. You should write about 200 words.

Education News

Food waste has become a growing problem in Riverside schools. Tom Green, a school nutritionist, thinks that giving students more control over their meals is the key. “Many students leave food on their plates simply because the portions are too big,” Green said. He proposes introducing a system where students can choose the size of their meals — small, medium, or large.

Green also pointed out that many students do not understand the environmental impact of food waste. He wants schools to offer regular food education classes. “If students learn where their food comes from and how much energy is used to produce it, they will think twice before throwing it away,” he said.

LETTER TO THE EDITOR

Dear Editor,

I am writing about the food waste problem in our schools. As a parent of two children at Riverside Junior High, I see how much food is wasted every day. I believe the main issue is that students are not given enough choice. If schools offered two or three different lunch menus each day, students could choose meals they actually want to eat, and less food would end up in the trash.

I also agree with Mr. Green that education is important. Children need to learn about the value of food. Perhaps schools could organize cooking classes or farm visits so that students can see how much effort goes into producing their meals.

Sincerely,
Lisa White

📝 クリックして模範解答を表示（約202語）

¶1 In Riverside schools, the amount of food waste from school lunches is increasing significantly. In 2019, 4 tons of food were discarded, but by 2023 this figure had risen to 12 tons. The main reason is that portions are too large at 38%, followed by disliked menu items at 30%, insufficient time to eat at 20%, and other causes at 12%.

¶2 Tom Green, a school nutritionist, proposed two solutions. First, he suggests introducing a flexible portion system that allows students to select the size of their meals. Second, he recommends offering food education classes to help students understand the environmental cost of wasting food.

¶3 Meanwhile, Lisa White, a parent of students at Riverside Junior High, offered two ideas. She believes that providing multiple lunch menu choices each day would reduce waste. Additionally, as with Green’s view on education, White also argues that hands-on activities such as cooking classes and farm visits would teach children to value their food.

¶4 In my opinion, introducing a flexible portion system would work the best. Since the largest cause of waste is oversized portions at 38%, letting students choose their serving size would directly tackle the root problem and significantly cut the amount of food thrown away.

🔍 解答のポイント：
• ¶1：棒グラフの推移（4t→12t）＋円グラフの4項目を大きい順に全て記載
• ¶2：原文の “choose the size” を “select the size” にパラフレーズ
• ¶3：“as with Green’s view on education” で食育という共通点に言及 → B2ポイント！
• ¶4：38%という最大原因を根拠にした意見。”directly tackle the root problem” で説得力UP



予想問題 3
地方の若者流出（Youth Leaving Hillside Town）

Your teacher has asked you to write an essay for class using the information below. Describe the situation concerning young people leaving Hillside Town and summarize the main points about the solutions that have been suggested. In your conclusion, say which of the solutions you think would work the best based on the reasons given. You should write about 200 words.

Hillside Weekly

The declining youth population in Hillside Town has become a serious concern. Ken Tanaka, the town mayor, believes that attracting businesses to the area is the most important step. “If we offer tax benefits and subsidies to companies that open offices here, more jobs will be created for young people,” Tanaka said at a recent town meeting.

Tanaka also suggested that supporting remote workers who move to Hillside would help. He wants to provide housing subsidies and high-speed internet access for people who work from home. “Remote work is becoming more common, and we should take advantage of this trend,” he explained.

LETTER TO THE EDITOR

Dear Editor,

As a café owner in Hillside, I see fewer and fewer young faces every year. I think the town should create a small business loan program for young entrepreneurs. If young people can start their own businesses here — cafés, shops, tech startups — they will have a reason to stay instead of moving to big cities for employment.

I also support Mayor Tanaka’s idea of making Hillside more attractive for remote workers. The town should invest in coworking spaces and improve internet connectivity. This would not only attract new residents but also create a more lively and connected community for everyone.

Sincerely,
Amy Davis

📝 クリックして模範解答を表示（約200語）

¶1 In Hillside Town, the population of people in their 20s is declining sharply. In 2018, there were 3,000, but by 2023 this number had fallen to only 1,200. According to a survey, the biggest reason for leaving is a lack of job opportunities at 55%, followed by limited entertainment at 28% and fewer educational options at 17%.

¶2 Ken Tanaka, the town mayor, proposed two solutions. First, he suggests attracting companies by offering tax benefits and financial support, which would create more local employment. Second, he recommends providing housing assistance and fast internet access to encourage remote workers to relocate to Hillside.

¶3 Meanwhile, Amy Davis, a local café owner, offered two ideas. She argues that establishing a loan program for young entrepreneurs would give them a reason to remain in the town. Furthermore, as with Tanaka’s emphasis on remote work, Davis also believes that investing in coworking spaces and better internet would attract new residents and revitalize the community.

¶4 In my opinion, attracting businesses through financial incentives would work the best. Since over half of young people leave due to a lack of jobs, bringing more companies to Hillside would directly address the primary cause and create a sustainable future for the town.

🔍 解答のポイント：
• ¶1：折れ線グラフは「減少傾向」→ “declining sharply” + “had fallen to” で表現
• ¶2：原文 “tax benefits and subsidies” → “tax benefits and financial support” に言い換え
• ¶3：“as with Tanaka’s emphasis on remote work” で共通点に言及 → B2ポイント！
• ¶4：55%という圧倒的最大原因をデータ根拠に → 説得力抜群の結論

10

よくあるミス＆最終チェックリスト

🚫 やったら即減点！NG行動 TOP8

❌ 課題文をそのまま丸写しする → 語彙スコアが大幅ダウン。B2は絶対取れない

❌ 4段落構成を守らない → Coherenceが崩壊。3段落や5段落はNG

❌ グラフの具体的数値を書かない → Main Ideasで「全資料を使っていない」と判定

❌ 片方の文章（記事 or 手紙）しか要約しない → Main Ideasが即B1以下に

❌ 自分の意見を書かない / 全く新しい解決策を提案する → 指示文に反している

❌ 200語に大幅に不足 / 大幅に超過 → 190〜210語が安全圏

❌ ディスコースマーカーが全くない → Cohesionが即A2レベルに

❌ 課題文にある単語のスペルミス → 文中にお手本があるのに間違えるのは致命的

✅ 提出前の最終チェックリスト（見直し5分で使え！）

☐ 4段落構成になっているか？（グラフ→記事→手紙→意見）

☐ 全4資料（グラフ2つ＋記事＋手紙）に言及しているか？

☐ グラフの具体的数値を使っているか？

☐ 記事と手紙の共通点に触れているか？

☐ 課題文の丸写しではなくパラフレーズしているか？

☐ ディスコースマーカー（First / Meanwhile / Therefore 等）を使っているか？

☐ 第4段落で「どの解決策が最も有効か」を明確に書いているか？

☐ 語数は190〜210語の範囲内か？

☐ スペルミスはないか？（特に課題文にある単語！）

☐ 主語と動詞の一致・時制の統一は正しいか？

📝 TEAPで頻出！よく間違えるスペル TOP10

❌ enviroment → ✅ environment
❌ goverment → ✅ government
❌ neccesary → ✅ necessary
❌ occured → ✅ occurred
❌ councelor → ✅ counselor
❌ recieve → ✅ receive
❌ seperately → ✅ separately
❌ benifit → ✅ benefit
❌ adress → ✅ address
❌ knowlege → ✅ knowledge

FINAL SUMMARY

CEFR B2を狙う7つの黄金ルール

❶

4段落構成を絶対守る。グラフ→記事→手紙→意見。テンプレ暗記でCoherence B2確定

❷

全4資料に必ず言及する。グラフ2つ＋記事＋手紙のどれか1つでも落とすとB1以下

❸

グラフの具体的数値を書く。第1段落は見たまま書くだけ。最も簡単なパート

❹

丸写し厳禁。必ずパラフレーズ。同義語＋文構造変更で語彙B2を獲得

❺

記事と手紙の共通点に言及。“As with …”で情報統合力をアピール

❻

ディスコースマーカーを豊富に使う。Meanwhile / Therefore / In additionで Cohesion UP

❼

最後の5分は絶対に見直し。スペルミス・冠詞・主語動詞の一致で差がつく

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