結論：NEW TREASURE（ニュートレジャー）Stage 2で物語文を読むときは、英文を訳すだけでなく『登場人物が最初に信じたこと』『実際に分かった事実』『その後の行動・心情の変化』を区別することが重要です。とくにthought／might／realized／relieved／however／insteadを手掛かりにすると、本文の事実と人物の推測を混同しにくくなります。慶英会が制作したオリジナル物語2本・読解30問・全解答と根拠説明・英語の3文リテリングを無料公開します。
慶英会 塾長
慶英グループ CEO
一般選抜にて慶應義塾大学合格（英語入試正答率97％）
成績優秀者（慶應義塾維持会奨学生）として
慶應義塾大学を卒業（2023年）
一般財団法人 慶應連合三田会
慶應義塾横浜三田会 会員
高校在学中に英検1級取得
公益財団法人 日本英語検定協会「成績優秀者」に選出
中高主要科目で「オール5」
（最高評価・高校偏差値70）
国内最高峰の英語スピーチコンテスト
「高円宮杯全日本中学校英語弁論大会」
横浜市大会入賞・神奈川県大会進出
米国高校留学中、唯一の日本人として
全米最大級の高校生リーダーシップ団体
「FBLA」主催の英語スピーチコンテストに出場
ニューヨーク州大会準優勝・全米大会進出
米国の在籍高校代表として
「シカゴ国際模擬国連会議」に出場
慶應義塾大学在学中より英語指導を行い
「英語個別指導オンライン塾｜慶英会」を設立
小学生から、現役英語講師・英検面接官を含む
社会人まで数百名以上を指導
（最前列左から2人目：塾長）
本教材は中高一貫校でNEW TREASURE Third Edition Stage 2を利用する中2〜中3程度の読解基礎向けです。Ｚ会公式2026年版カタログではStage 2が全12 LessonとFurther Reading 2本を含み、Readを約400〜600語の英文で学ぶ構成とされています。本記事の独自英文はそれより短い練習素材であり、出版社のReadやFurther Readingの本文・設問は一切転載していません。学校の使用版と試験範囲を優先してください。
物語読解は『感情→根拠→行動の変化』を読む
- 事実：誰が何をしたかは本文の動詞で確定する。例：She deleted the message. は実際に削除した行動。
- 推測：might have lost interest、must have taken itなどは登場人物の判断であり、必ずしも事実ではない。
- 心情：disappointed→relieved→pleasedなどの語と、その感情に至った理由をセットで確認する。
- 解決：誤解の原因を知り、連絡方法や記録方法をどう変えたかを一文でまとめる。
must have done が未習でも意味を取り違えない
登場人物の発言にSomeone must have taken it. が出てきます。これは『誰かが持っていったに違いない』という強い推量であり、持ち去ったことが実際に証明されたわけではありません。文法が未習の場合は『話し手の判断』という意味の読み取りにとどめ、構文の細かな説明は学校で習った段階で行いましょう。
目次｜オリジナル物語2本・全30問
- 物語1｜The Empty Seat at the Book Club・15問
- 物語2｜The Photograph That Was Not Missing・15問
- 30問の正解と根拠
- 人物の心情・行動の復習方法
本文・問題編｜登場人物の視点を区別する
物語1｜The Empty Seat at the Book Club（308語）
読書会で突然来なくなった友人について、主人公が思い込みを修正する物語。出来事・心情・相手の事情を読み分けます。
On the first Friday of June, Nao looked at the empty chair beside her in the school library. It was usually occupied by her friend Emi, who had joined the book club with her in April. Emi had missed two meetings without saying why. Nao felt disappointed. She thought Emi might have lost interest in their project, because Emi had recently said that she was very busy.
The club was preparing short book recommendations for younger students. Nao and Emi had promised to write four cards together. When Emi did not come, Nao wrote the first two cards by herself. She worked until the librarian asked everyone to leave. On the way home, Nao typed a message: ‘You never help me anymore.’ Before sending it, however, she remembered a conversation with their teacher about asking questions instead of making accusations. She deleted the message.
The following Monday, Nao found Emi near the school gate. Emi was carrying a large folder and looked tired. Nao asked whether something had happened. Emi explained that her younger brother had been ill, and she had been helping her family after school. She had tried to email the club, but she had used an old address. Nao listened carefully. She was relieved that Emi had not forgotten their promise, but she also realized that she had judged her friend without knowing the facts.
Emi offered to write two cards at home and bring them on Thursday. Nao suggested that they share their drafts in a document both could open. They also agreed to tell the librarian if their plans changed. At the next meeting, all four cards were ready. When a younger student chose one of the recommended books, Nao smiled. She understood that a successful project depended not only on finishing the work but also on asking people what was really happening.
本文を1回通読したら、主人公の『初めの考え』『新しく判明した事実』『最後の行動』を日本語でメモしてください。その後、Q1〜Q15へ進みます。
- Q1. Why was Emi’s chair empty at two book-club meetings?
- Q2. What was the club preparing?
- Q3. How many recommendation cards had Nao and Emi promised to write together?
- Q4. How many cards did Nao finish alone before Emi returned?
- Q5. What did Nao first assume about Emi?
- Q6. Why did Nao delete her first message?
- Q7. Which expression describes Nao’s feeling before she knew the reason? (A) disappointed (B) proud (C) amused
- Q8. What made Nao feel relieved on Monday?
- Q9. Why had Emi’s attempted email not reached the club?
- Q10. What two changes did the friends agree to make?
- Q11. In ‘She deleted the message,’ who does ‘She’ refer to?
- Q12. Did Nao already know about Emi’s brother when she wrote the first two cards?
- Q13. Can we conclude that Emi received a penalty for missing the meetings?
- Q14. Explain the central change in Nao’s thinking in Japanese.
- Q15. Retell the story in three English sentences.
物語2｜The Photograph That Was Not Missing（333語）
展示会の写真が見当たらず、誰かが持ち出したと疑う場面から、記録確認と協働によって誤解が解ける物語。
For the autumn culture day, students at Cedar Hill School planned an exhibition of photographs taken around their town. The photographs showed old shops, parks, and the river. A student named Kaito was responsible for placing the pictures on the walls, while his classmate Sara checked the labels. Their teacher asked them not to display pictures of people without permission. Everyone understood that the exhibition should tell local stories without ignoring privacy.
On Wednesday afternoon, Kaito noticed that a photograph of a wooden bridge was no longer on the table where he had left it. He searched his bag and the storage box. Then he told Sara, ‘Someone must have taken it.’ Sara did not agree. She said that they should first check the preparation schedule, because another team was using the room that afternoon. Kaito felt embarrassed by his quick accusation, but he still worried that the exhibition would be incomplete.
The next morning, they opened the shared task list. Beside the bridge photograph, someone had written, ‘Moved to the art room for a larger frame, 3:20 p.m.’ The note had been added by Mio, a member of the display team. Kaito realized that he had overlooked the update. When he visited the art room, the photograph was safely inside a new frame. Mio explained that she had chosen a stronger frame because the original one was damaged.
At first, Kaito wanted to add a rule saying that nobody could move a photograph without asking him. Sara suggested a different solution: anyone who moved an item should record its new location and the reason in the shared list. Kaito agreed. He apologized for saying that someone had taken the photograph without checking. On culture day, the display opened as planned. A visitor asked about the old bridge, and Kaito explained its history as described on the approved label. He was happy that the exhibition had gone well, but he was even more pleased that his team had learned how to communicate clearly.
本文を1回通読したら、主人公の『初めの考え』『新しく判明した事実』『最後の行動』を日本語でメモしてください。その後、Q16〜Q30へ進みます。
- Q16. What was the topic of the exhibition?
- Q17. What was Kaito’s responsibility?
- Q18. What privacy rule did their teacher give?
- Q19. Which photograph could Kaito not find on Wednesday?
- Q20. What did Kaito assume had happened?
- Q21. What did Sara suggest checking first?
- Q22. What did the shared list say had happened at 3:20 p.m.?
- Q23. Who had added the update?
- Q24. Why did Mio choose another frame?
- Q25. Where was the photograph when Kaito found it?
- Q26. Which rule did the team finally adopt?
- Q27. How did Kaito respond to his earlier claim?
- Q28. Did the team prove that no item had ever been misplaced at the school?
- Q29. Describe how Sara’s reasoning differed from Kaito’s in Japanese.
- Q30. Retell the story in three English sentences.
全30問の解答・本文根拠
Q1〜Q13・Q16〜Q28の事実・推論問題は各1点、Q14・Q15・Q29・Q30の記述・リテリングは各2点とします。1題17点、2題34点満点です。模範文と同じ表現でなくても、核心情報と時系列が正しい自然な英文・日本語であれば認めます。
物語1｜Q1〜Q15の答え
- Q1. Because she had been helping her family while her younger brother was ill. — Paragraph 3 gives the explanation. The character’s earlier speculation was not the true reason.
- Q2. Short book recommendations for younger students. — Paragraph 2 identifies the target readers and the activity.
- Q3. Four cards. — Four is the total plan, not the number Nao completed alone.
- Q4. Two cards. — Nao wrote the first two cards herself.
- Q5. She thought Emi might have lost interest in their project. — This is Nao’s inference, not an established fact about Emi.
- Q6. She remembered advice to ask questions rather than make accusations. — Her decision changed after recalling the teacher’s conversation.
- Q7. (A) disappointed — The story explicitly uses ‘felt disappointed’.
- Q8. She learned that Emi had not forgotten their promise. — The text says Nao was relieved that Emi had not forgotten.
- Q9. She had used an old email address. — An outdated address is the stated reason; no claim about a system outage is given.
- Q10. They would share drafts in a common document and inform the librarian when plans changed. — These steps are stated in the fourth paragraph.
- Q11. Nao. — Nao had typed the message and then deleted it.
- Q12. No. She learned that explanation the following Monday. — The events are in different paragraphs and chronological order.
- Q13. No. The story does not report any penalty. — The absence of a stated penalty is not evidence that one was imposed.
- Q14. 最初は友人が活動への興味を失ったのかもしれないと考えたが、事情を質問してから判断する大切さに気づいた。 — The answer should describe initial assumption → questioning → revised judgment.
- Q15. Nao thought Emi had lost interest when she missed two book-club meetings. She later learned that Emi had been helping her family while her younger brother was ill and that Emi had used an old email address. They changed how they shared work and finished their four cards. — A valid retelling preserves the misunderstanding, explanation, and resolution.
物語2｜Q16〜Q30の答え
- Q16. Photographs of places around the students’ town. — The first paragraph lists old shops, parks, and the river.
- Q17. Placing the photographs on the walls. — Sara checked labels; the responsibilities differed.
- Q18. Do not display photographs of people without permission. — The rule was about consent to display identifiable people.
- Q19. A photograph of a wooden bridge. — It is a photograph of the bridge, not the physical bridge.
- Q20. He assumed that somebody had taken it. — This was an unsupported accusation at that point.
- Q21. The preparation schedule. — Another team had been using the room, making the schedule relevant.
- Q22. The bridge photograph had been moved to the art room for a larger frame. — Both location and purpose appear in the list.
- Q23. Mio, a member of the display team. — The third paragraph names Mio.
- Q24. The original frame was damaged, so she selected a stronger one. — The condition of the old frame—not a change to the picture—was the reason.
- Q25. In the art room, inside a new frame. — The text specifies both location and condition.
- Q26. Anyone moving an item should record the new location and the reason in the shared list. — Sara’s solution was chosen instead of Kaito’s first proposal.
- Q27. He apologized for making an accusation before checking. — His apology shows that he revised his judgment.
- Q28. No. The story only resolves the bridge photograph incident. — It provides no school-wide record.
- Q29. Kaitoは写真がないことから盗まれたと考えたが、Saraは日程・作業記録を確かめてから判断しようとした。 — Contrast inference with evidence checking.
- Q30. Kaito thought someone had taken a bridge photograph from the exhibition room. Sara suggested checking the shared schedule, and they learned that Mio had moved it for a stronger frame. The students improved their recording rule and opened the exhibition as planned. — The retelling should include the mistaken assumption, the evidence, and the solution.
心情や主題が分からないときの復習
『主人公の考え』を『筆者が確定した事実』にしない
物語1のNaoは『Emiが興味を失ったのかもしれない』と考えますが、実際は家族の事情と古いメールアドレスが原因でした。物語2ではKaitoが『誰かが持ち去ったに違いない』と考えたものの、記録を見ると別の部屋へ移動されていました。推測と事実の差が物語の中心です。
視点が変わる箇所に線を引く
but／however／instead／later／realizedなどの語があるとき、前後で何が変化したかを記録します。『友人を責めるメッセージを削除した』『共有リストへ移動理由を記録するルールに変えた』という行動の変化は、心情を理解する根拠にもなります。
物語の3文リテリングは『誤解→証拠→解決』で
全文を暗唱する必要はありません。1文目で誰が何を勘違いしたか、2文目で新たに分かった情報、3文目でその後の行動や学びを示してください。複雑な関係代名詞を無理に使うより、短くても筋道の通った自然な英文を目指します。
7日間の読解・リテリング復習
1日目は物語1を初見で解き、2日目は物語1の心情が変化した箇所と代名詞の参照先を再確認。3日目に物語2を解き、4日目は人物の推測と記録から確定した事実を2列に分けます。5日目には英文を隠し、各物語を英語3文で言い直します。6日目は登場人物が一つ違う行動を選んだらどう変わるかを短く英作文。7日目に30問を再実施して、同じ誤読が残っていないか確認します。
よくある質問
これはNEW TREASUREのFurther Reading本文ですか？
いいえ。慶英会が独自に書いた架空の物語です。公式テキストのFurther Readingと同じ作品ではありません。
登場人物の考えと実際の出来事のどちらで答えますか？
設問が『何を信じたか』なら人物の推測を、『実際に起きた理由』なら判明した事実を答えます。問いの視点を確認してください。
本文にない処罰や人物の年齢を推測してよいですか？
いいえ。根拠がなければ事実として書けません。分からない情報は不明と判断してください。
Stage 2で過去完了などが未習の場合はどうしますか？
物語の時系列を読んだうえで、学校で既習の文法を中心に理解してください。未習の構文は参考扱いにし、学校の授業に合わせて学習を進めます。
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参考にした公式情報・著作権
公式情報確認：2026年10月26日。学校名・登場人物・出来事を含む英文、設問、解答はすべて慶英会が制作した架空の教材です。実在の学校の出来事や、Ｚ会提供の本文の転載ではありません。