城南静岡中学校の週1回多読を英作文へ｜独自英文4編・読解32問とReading Log模範例【全解答】

慶英会 塾長｜慶應義塾大学卒・英検1級
中高一貫校の学校英語・NEW TREASURE・英検対策を専門とするオンライン個別指導塾です。塾長紹介

最大1か月完全無料体験・学習相談｜料金・無料体験の条件

城南静岡中学校では、学校公式サイトに「週に1回の多読授業」が紹介されています。英語の音声を聞きながら読み進める経験は大切ですが、定期テストで英文の内容を根拠付きで説明したり、自分の感想を英語で書いたりするには、読む力から書く力への橋渡しが必要です。慶英会が作成した独自英文4編と計32問、すべての解答、読書記録（Reading Log）の模範例を無料公開します。中1・中2の家庭学習にご利用ください。

結論は「速く楽しく読む多読」と「1つの問いの答えを本文で確かめる精読」を目的で使い分け、最後に3〜6文のReading Logを書くことです。読んだ本の内容をすべて訳す必要はありません。誰が何をしたか、何が変わったか、なぜそう言えるかを、本文の短い手掛かりから説明できるようにします。本記事の英文は慶英会の創作教材であり、学校の指定図書・課題・試験問題ではありません。

城南静岡中学校の公式英語カリキュラムと本教材の位置付け

学校公式「特色・カリキュラム」は、英語を強化したカリキュラムとして週1回の多読授業を案内しています。音声を聞きながら本を読むこと、自然な英語表現や語彙に触れることも説明されています。学校は英語の授業時間を標準より多く設定していると案内していますが、学年ごとの定期テストの出題形式やReading Logの提出義務まで、この公開ページからは確認できません。

本記事は「多読で読んだ内容を、テストの設問や英語表現へつなげたい」という家庭用の補助教材です。学校指定の本文・ワーク・課題がある場合はその指示を優先してください。

多読・精読・Reading Logは同じ学習ではない

本記事のReading Log例は60〜80語程度を目安とした家庭学習用です。学校や英検が求める語数・設問形式と同一ではありません。音声が付属する学校教材は、許可された方法で利用してください。この記事には音声ファイルは添付していないため、黙読・音読からでも始められます。

長文で点を落とす4つの読み違い

• 時刻の変化：SaturdayにできなかったことをMondayに行ったのに、両日同じ行動と考える。
• 発言者の混同：友達の提案を主人公の考えと取り違える。
• 強い言い切り：some / mightをall / alwaysと誤読する。
• 推測の事実化：本文にない理由を事実として要約に書き足す。

以下の4作品では、これらの読み違いを1つずつ練習します。各作品は本文→8問→模範解答→Reading Logの順で進みます。最初は設問だけを読み、本文中に根拠を探してから回答してください。

慶英会オリジナル英文4編・読解32問

Story A｜The New Library Corner

学習テーマ：時間の変化・理由・根拠。次の英文は慶英会が本教材のために作成したオリジナル作品です。

Mika visited the school library every Wednesday. She liked detective stories, but the room became crowded after lunch. One day, the librarian put a small table near the window. Students could borrow short English books and write one sentence about each story. Mika wanted to try the new corner, but she thought her English was not good enough. Her friend Yui said, “You don’t need a long report. Tell me what surprised you.” They read a story about a lost dog. Mika wrote, “The dog returned because a girl followed the marks on its collar.” The librarian smiled and asked where Mika found that information. Mika pointed to the final paragraph. On the next Wednesday, she chose another book, this time without waiting for Yui.

• 問1 Why had the library become crowded?
• 問2 What was put near the window?
• 問3 What did Mika worry about?
• 問4 What did Yui suggest?
• 問5 Why did the dog return in the short story?
• 問6 Where was the evidence for Mika’s sentence?
• 問7 Write an English summary of Mika’s change in one sentence.
• 問8 Write two English sentences: what you liked about this story and why.

Story B｜The Garden After the Rain

学習テーマ：因果関係・予定変更。次の英文は慶英会が本教材のために作成したオリジナル作品です。

The science club planned to plant vegetables on Saturday morning. On Friday, the students checked the weather forecast. It said there might be heavy rain, so their teacher suggested a different plan. The club decided to meet in the classroom first and prepare labels for the plants. At nine o’clock on Saturday, the rain was still strong. Nao and three friends wrote the names of vegetables on cards in both Japanese and English. They also drew simple pictures so younger students could understand them. The rain stopped at eleven, but the soil was too wet to plant anything. The group put the cards in a box and returned on Monday. By then, the soil was dry enough, and they planted the seeds. Nao said, “We didn’t finish on Saturday, but the labels made Monday easier.”

• 問9 What was the club’s original plan?
• 問10 Why did the teacher suggest another plan?
• 問11 Where did the students meet first on Saturday?
• 問12 What did Nao and her friends write on the cards?
• 問13 Why did they add pictures?
• 問14 Why did they not plant seeds at eleven?
• 問15 Summarize the club’s change of plan in one English sentence.
• 問16 Give your opinion in two English sentences: was making labels a useful task?

Story C｜The Market’s Reusable Bags

学習テーマ：発言者・例外・推論。次の英文は慶英会が本教材のために作成したオリジナル作品です。

A small market near the station wanted to reduce plastic waste. The manager asked customers to bring reusable bags. At first, some customers forgot them, and others thought paper bags would always be better. The manager explained that using the same strong bag many times could be more useful than getting a new bag on every visit. She did not say that one material was perfect for everyone. The market put a sign by the entrance, and two students helped visitors understand it. One student, Kenta, noticed an older customer carrying several heavy bottles. Instead of telling the customer to buy another bag, he offered to help carry the bottles to the car. The customer thanked him and said she would bring her own bag next week. Kenta learned that environmental ideas work best when people consider different needs.

• 問17 What problem did the market want to reduce?
• 問18 What did the manager ask customers to bring?
• 問19 Did the manager say paper bags were always best?
• 問20 Where did the market put a sign?
• 問21 Who helped visitors understand the sign?
• 問22 What did Kenta do for the older customer?
• 問23 Write a one-sentence English summary without saying one bag material is always best.
• 問24 Do you agree that helping people matters as much as giving rules? Give a reason in English.

Story D｜A Map with Two Routes

学習テーマ：比較・時刻・指示語。次の英文は慶英会が本教材のために作成したオリジナル作品です。

During a school trip, a group of students visited a history museum. They had forty minutes to explore the building. A guide gave them a map with two routes. The blue route led directly to the exhibition about local trains and took about fifteen minutes. The green route passed an old printing room before reaching the train exhibition and took about thirty minutes. Haru wanted to see both rooms, but some friends had difficulty walking quickly. The students talked and chose the blue route together. They reached the train exhibition early enough to read the explanations carefully. Before leaving, Haru took notes about the old tickets on display. He did not see the printing room that day, but he planned to read about it at home. He realized that choosing fewer things sometimes helps people learn more.

• 問25 How much time did the students have at the museum?
• 問26 Which exhibition did both routes reach?
• 問27 How long did the blue route take?
• 問28 What room did the green route pass first?
• 問29 Why did the students choose the blue route?
• 問30 Did Haru see the printing room that day?
• 問31 Write an English summary of the route decision.
• 問32 In two English sentences, explain whether you prefer a short route or a long route and why.

全32問の解答・読書記録の模範例

Story A｜問1〜8の解答

• 問1：It became crowded after lunch.〔時刻を示すafter lunchが根拠〕
• 問2：A small table was put near the window.〔new cornerの具体物〕
• 問3：She thought her English was not good enough.〔本人の不安〕
• 問4：Yui suggested writing something short about what surprised her.〔長文を書く必要はない〕
• 問5：Because a girl followed the marks on its collar.〔図書室内の「犬の物語」についての説明〕
• 問6：In the final paragraph of the book Mika had read.〔この記事の英文そのものの最終段落と混同しない〕
• 問7：Mika became more confident about reading and writing short English comments.〔変化を一文に〕
• 問8：I liked Yui’s advice. It helped Mika start writing without being afraid of mistakes.〔感想と理由〕

Reading Log模範例： This story is about Mika, who was nervous about writing in English. Her friend Yui told her to write just one sentence about a book. Mika used information from the final paragraph of the book to explain what happened. My favorite part was Yui’s advice because it was simple and kind. I learned that one accurate sentence is a good start.

Story B｜問9〜16の解答

• 問9：They planned to plant vegetables on Saturday morning.〔original plan〕
• 問10：Because heavy rain was possible.〔forecastの情報〕
• 問11：In the classroom.〔最初の集合場所〕
• 問12：The vegetable names in Japanese and English.〔二言語のラベル〕
• 問13：So younger students could understand the labels.〔目的〕
• 問14：Because the soil was still too wet.〔雨が止んだことと土が乾いたことは異なる〕
• 問15：Because of the rain, the club prepared labels on Saturday and planted the seeds on Monday.〔2日分を簡潔に〕
• 問16：Yes, it was useful. The students could use the labels when they planted the seeds on Monday.〔本文根拠付きの意見〕

Reading Log模範例： The science club wanted to plant vegetables on Saturday, but rain changed the plan. The students prepared bilingual labels and pictures instead. They waited until Monday to plant the seeds because the ground was wet. I liked their decision because they used their time well. The story shows that changing a plan does not always mean failing.

Story C｜問17〜24の解答

• 問17：Plastic waste.〔目的〕
• 問18：Reusable bags.〔繰り返し使える袋〕
• 問19：No, she did not. She said no material was perfect for everyone.〔極端な断定を避ける〕
• 問20：By the entrance.〔場所の情報〕
• 問21：Two students, including Kenta.〔人数と人物〕
• 問22：He helped carry her heavy bottles to the car.〔袋の販売ではない〕
• 問23：The market encouraged reusable bags while students helped customers with different needs.〔利便性と環境の両方〕
• 問24：Yes. Rules are easier to follow when people receive practical help.〔理由を明示した解答例〕

Reading Log模範例： This story is about a market that wanted to reduce plastic waste. It asked customers to bring reusable bags but also considered their different needs. Kenta helped an older customer carry bottles instead of asking her to buy another bag. I liked that action because he listened to the customer. I think useful rules should be flexible and kind.

Story D｜問25〜32の解答

• 問25：Forty minutes.〔全体の滞在時間〕
• 問26：The exhibition about local trains.〔共通目的地〕
• 問27：About fifteen minutes.〔青いルート〕
• 問28：An old printing room.〔緑のルートだけにある途中の部屋〕
• 問29：Some friends could not walk quickly, so they chose the shorter route.〔全員が楽しめる選択〕
• 問30：No, he did not. He planned to read about it at home.〔見学と後日の調べ学習を区別〕
• 問31：The students chose the shorter blue route so everyone could enjoy the train exhibition carefully.〔選択と理由〕
• 問32：I prefer a short route. It gives me more time to read and think about each exhibit.〔意見・根拠の例〕

Reading Log模範例： The students at a museum had two routes and only forty minutes. The longer route included an old printing room, but some students could not walk quickly. The group chose the shorter route and spent time reading about local trains. I agreed with their choice because everyone could enjoy the trip. I learned that more places do not always mean more learning.

Reading Logを自分で書く6文の型

読書記録で大切なのは難しい単語の数ではなく、本文にあったことと、自分が考えたことが区別できているかです。「物語ではこう書かれている」を示すときはThe text says…、「自分はこう考える」はI think…から書くと混同を避けられます。

家で続ける14日間の復習｜学校の多読を壊さない

多読の本を読むこと自体を「毎回テスト」と結び付け過ぎると、読書を楽しめなくなる場合があります。学校の読書量を増やす活動と、家庭で設問に答える時間は分けることを勧めます。小さなノートに「読んだ日・主人公・気に入った文・一文の感想」の4点を残すだけでも構いません。

よくある質問

知らない単語は全部調べるべきですか？

多読では物語の流れを追えることを優先し、未知語をすべて調べる必要はありません。一方、設問の答えを左右する接続詞・否定表現・時刻などは精読で確認します。

英検4級・3級の長文対策にも使えますか？

登場人物・原因・時系列・本文根拠を確かめる練習は役立ちます。ただしこの記事の形式は英検本番の選択肢・問題数を再現する模試ではありません。受験時は日本英語検定協会の公式過去問で時間配分と形式を確認してください。

英文を読めても自分の意見が書けない場合は？

いきなり長文感想を書くのではなく「I liked … because …」の2文から始めます。理由は「楽しかったから」だけで終わらせず、本文の具体的な行動や場面を一つ示しましょう。

関連する城南静岡・静岡県の英語教材

• 城南静岡中学校の英語・週1回多読と定期テスト対策
• 城南静岡中1のHere We Go!・Weblio・復習方法
• 静岡県の学校別英語教材一覧

慶英会では、学校の英語の範囲表や返却答案、読解・英作文の苦手な点を確認し、一人ひとりに必要な復習順を整理しています。慶應義塾大学卒・英検1級の塾長が運営するオンライン個別指導塾です。最大1か月無料体験・学習相談はこちら。対象や授業回数などの条件は案内をご確認ください。

参考にした主な公式情報

• 城南静岡中学校公式｜特色・カリキュラム（多読授業・英語）
• 日本英語検定協会公式｜各級の試験内容・過去問

情報確認日：2026年10月27日。学校の公開カリキュラムを参照していますが、作品4編、読解32問、模範解答・Reading Log・14日計画は慶英会の独自教材です。学校指定図書・学校試験の過去問・英検協会公式問題の転載ではありません。

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慶英会 塾長｜慶應義塾大学卒・英検1級。中高一貫校の学校英語・NEW TREASURE・英検対策を専門としています。塾長の経歴・指導方針を確認する