結論：NEW TREASURE（ニュートレジャー）Stage 2 Lesson 10『A Jackal Met a Man for the First Time』のような民話・物語文では、登場人物の最初の思い込み→新しい経験→行動→考え方の変化を追うことが重要です。さらに関係代名詞ではThe traveller who met the jackal（主格who）とThe traveller who the jackal met（目的格who）を区別します。慶英会が新たに創作した独自動物寓話2題・全32問・英問英答と英文法解説を無料公開します。
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）
慶英会は、中高一貫校の英語・NEW TREASURE対策・英検対策を専門とするオンライン個別指導塾です。学校の授業進度や学力・目標に合わせて指導します。
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慶應義塾横浜三田会 会員
高校在学中に英検1級取得
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中高主要科目で「オール5」
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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」
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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）
Ｚ会2026年公式カタログでStage2 Lesson10が『ジャッカルと人間』という東南アジアの民話を題材にすることを確認しています。ただし、本記事の物語は慶英会が独自に創作した別の寓話です。教科書本文、特定の伝統的な民話の原文、実在する地域住民の体験談ではありません。文化的な由来を特定できない内容を『本当の民話』とは主張しません。
物語の内容一致は4段階で読む
- Initial belief：登場人物は最初に何を信じているか。
- New evidence：実際に何を見たり聞いたりしたか。
- Action：情報を受けて何をしたか。
- Change：考え方がどう変わったか。本文で確かめていないことまで一般化していないか。
主格whoと目的格whoの違い
The traveller who met the jackal ではwhoがmetの主語です。The traveller who the jackal met ではthe jackalが主語で、whoが目的語です。後者のwhoはthe traveller the jackal met のように省略することができます。名詞を説明する節の主語と動詞を先に見つけましょう。
whoとhimを両方書いてしまう誤り
The traveller who I saw him was kind. はhimが目的語として重複しています。The traveller who I saw was kind. またはThe traveller I saw was kind. と書きます。which／thatでも同様に、節の中で同じ目的語を重複させないことが重要です。
問題編｜完全オリジナル物語2題・32問
Story 1｜The Jackal and the Traveller: A New Fable（415語）
慶英会の新しいフィクションです。教科書のジャッカルの民話とは異なる内容です。
On the edge of a forest, a young jackal watched a traveller walking toward a village. The jackal had heard many stories about humans, but he had never spoken to one. Some animals said that all humans were dangerous. Others said that humans always helped animals. The jackal did not know which story to believe. He decided to watch carefully instead of judging the traveller before meeting him.
The traveller was carrying a basket of seeds and a map. He stopped near a stream because the wooden footbridge was missing two boards. The jackal noticed that the traveller looked worried. ‘Why are you waiting?’ he asked. The traveller was surprised to hear a jackal speak, but he answered politely that he did not know whether the bridge was safe.
The jackal remembered a narrow path that went around the stream. He wanted to tell the traveller about it, but he also knew that the path might be muddy after heavy rain. The traveller asked, ‘Have you used the path today?’ The jackal replied that he had used it yesterday, not today. Both understood that yesterday’s experience was useful information but did not guarantee today’s conditions.
Instead of crossing the damaged bridge, they walked together toward the path and checked the ground from a safe place. They could see that part of the path was under water, so they chose to wait until the water level had fallen. The traveller thanked the jackal for sharing information honestly. The jackal thanked the traveller for asking questions rather than blaming him for not knowing everything.
While they waited, the traveller explained that the seeds in his basket were intended for a school garden. The jackal asked why people planted seeds. The traveller said that students wanted to observe how plants grow, but he did not promise that every seed would become a strong plant. The jackal liked that careful answer. He had expected a human to be completely different from the animals he knew, yet they both had questions and limited knowledge.
When the water became lower, the traveller continued on the safer path. The jackal returned to the forest. Later, some animals asked whether humans were always helpful or always dangerous. He answered that he had met one traveller who had treated him respectfully. He could describe that experience, but he could not use one meeting to judge every human. The story ends with a simple lesson: curiosity and careful listening are better guides than easy assumptions.
- Q1. Where did the young jackal first see the traveller?
- Q2. Had the jackal spoken to a human before?
- Q3. What two objects did the traveller carry?
- Q4. Why did the traveller stop at the stream?
- Q5. What question did the traveller ask about the narrow path?
- Q6. When had the jackal last used the path?
- Q7. What did they find when they checked the path?
- Q8. What did they decide to do?
- Q9. For whom were the seeds intended?
- Q10. Did the traveller promise every seed would grow into a strong plant?
- Q11. Did the jackal conclude all humans were helpful?
- Q12. Write a two-sentence summary.
Story 2｜A School Retells a Folktale Without Copying the Textbook（398語）
慶英会の新しいフィクションです。教科書のジャッカルの民話とは異なる内容です。
At a fictional junior high school, students were studying how stories use animals and people to express ideas. Their NEW TREASURE lesson was about a jackal that met a human, so the teacher invited them to write completely new fables in their own English. They were not asked to reproduce the published textbook story. Instead, they created different places, conflicts, and endings while practising relative pronouns and expressions of reason.
One group invented a traveller who carried a basket of seeds. Another group imagined a jackal who had heard conflicting stories about humans. The students agreed that the jackal should learn something through observing an event rather than by accepting rumours. Their teacher said that a convincing story often contains an initial belief, a new experience, and a change in the character’s understanding.
The first draft included the sentence, ‘The traveller who the jackal met him was careful.’ The teacher explained that the object pronoun him was unnecessary because who already referred to the traveller in the relative clause. The group corrected it to ‘The traveller who the jackal met was careful.’ It also tried ‘The traveller the jackal met was careful,’ showing that an object relative pronoun can often be omitted.
Another student wrote, ‘The path that led to the village was safe yesterday.’ The teacher asked whether that proved the path was safe today. The students noticed the difference between a claim about yesterday and a claim about current conditions. They added a sentence describing the water that had risen after rain. The new version was more interesting because the problem was not solved by a simple guess.
The class then compared the two endings. In the first, the jackal declared that every human was kind. In the second, the jackal said that one traveller had treated him respectfully, but he could not judge all humans from one meeting. Most students preferred the second ending because it connected more closely with the actual events of the story. Still, the teacher did not say personal preferences were the same as objective proof.
At the final reading, each group presented an original English story. Students checked that the relative clauses had subjects and verbs, and that pronouns were not repeated unnecessarily. They did not copy any illustrations from the textbook. Their goal was to learn storytelling, grammar, and careful reasoning by writing and revising something of their own.
- Q13. Why did the teacher ask students to write new fables?
- Q14. What did the groups invent for the story?
- Q15. What three stages did the teacher suggest for a convincing story?
- Q16. What was wrong with ‘who the jackal met him’?
- Q17. Give the corrected relative clause.
- Q18. Can ‘who’ be omitted in that corrected object-relative example?
- Q19. Does a safe path yesterday guarantee safety today?
- Q20. What did the students add to explain the changed conditions?
- Q21. What was wrong with the first ending?
- Q22. Why did most students prefer the second ending?
- Q23. Did the class copy textbook illustrations?
- Q24. Retell the learning process in two sentences.
関係代名詞・物語読解の応用8問（Q25〜Q32）
- Q25. Is ‘who’ the subject or object in ‘the traveller who the jackal met’?
- Q26. Can ‘who’ be omitted in ‘the traveller who met the jackal’?
- Q27. Correct: The traveller that I saw him was polite.
- Q28. Combine with a relative clause: This is the map. The traveller carried it.
- Q29. Combine: The path was narrow. It led to the village.
- Q30. Rewrite using although: The jackal was afraid. He asked a question.
- Q31. Make an English question about the story’s evidence.
- Q32. Write two sentences with a lesson about generalization.
全32問の解答・本文根拠
内容理解・英作文を各1点として練習できます。物語の要約では、『作中で1人に会った』という事実を『すべての人はこうだ』という一般化に変えないことが大切です。
Story 1の解答（Q1〜Q12）
- Q1. Near the edge of a forest. — The opening paragraph sets the scene.
- Q2. No. — He had heard stories but had not met one.
- Q3. A basket of seeds and a map. — Paragraph 2 names them.
- Q4. Two boards were missing from the bridge, and its safety was uncertain. — He did not want to cross an unsafe bridge.
- Q5. Whether the jackal had used it that day. — He wanted current information.
- Q6. The previous day. — Yesterday’s experience was not today’s observation.
- Q7. Part of it was under water. — The path might not be safe.
- Q8. Wait until the water level fell. — They did not use the damaged bridge.
- Q9. A school garden. — The traveller explained the purpose.
- Q10. No. — The outcome was not guaranteed.
- Q11. No. He described just one respectful traveller. — One meeting does not establish a universal claim.
- Q12. A jackal and a traveller checked a possible route rather than assuming it was safe. After helping each other, the jackal learned that one experience cannot prove what every human is like. — Include action and lesson.
Story 2の解答（Q13〜Q24）
- Q13. To practise storytelling and relative pronouns without copying the textbook. — The first paragraph explains the task.
- Q14. A traveller with seeds and a jackal that had heard conflicting stories. — Both are new fictional characters in the exercise.
- Q15. Initial belief, new experience, and changed understanding. — Paragraph 2 names the stages.
- Q16. The object pronoun him repeated the object represented by who. — A redundant pronoun in a relative clause.
- Q17. The traveller who the jackal met was careful. — Object relative pronoun; omission of who is also possible.
- Q18. Yes. — The traveller the jackal met … is natural.
- Q19. No. — Conditions could have changed after rain.
- Q20. A sentence about water rising after rain. — New evidence improved the narrative.
- Q21. It generalized about all humans from one encounter. — A universal claim was unsupported.
- Q22. It matched the specific experience without overgeneralizing. — The ending was better supported by the story.
- Q23. No. — Students presented entirely original stories.
- Q24. Students wrote new fables and corrected mistakes in object-relative clauses. They also improved the endings so that characters’ conclusions matched the evidence in the story. — Grammar and critical reading.
Q25〜Q32の模範解答
- Q25. Object. — The jackal is the subject of met.
- Q26. No, not alone. — Who is the subject of met.
- Q27. The traveller that I saw was polite. — Remove redundant him.
- Q28. This is the map that the traveller carried. — Object relative pronoun; can be omitted.
- Q29. The path that led to the village was narrow. — Subject relative pronoun.
- Q30. Although the jackal was afraid, he asked a question. — Concession.
- Q31. What did the jackal actually observe about the traveller? — Asks about events, not assumptions.
- Q32. One traveller treated the jackal with respect. However, one meeting cannot prove what all humans are like. — Observation and limitation.
物語のリテリングと7日間の復習
1日目はStory1の出来事を確認、2日目は指示語と関係代名詞、3日目はStory2を読み、4日目に最初の考えと変化後の考えを比較します。5日目にQ25〜32を白紙で英作文し、6日目は自分で『最初の思い込みが経験で変わる』4文の新しい英文を作ります。7日目に全32問を再テストし、主格・目的格を説明してください。
よくある質問
これはNEW TREASUREのジャッカルと人間の本文ですか？
いいえ。教科書の民話とは別の、慶英会独自創作の動物寓話です。
この民話は実際に東南アジアで語られている話ですか？
本記事の物語は創作なので、その地域の伝統的な民話として紹介していません。
関係代名詞whoはいつでも省略できますか？
目的格なら省略できる場合がありますが、主格whoを一語だけ消すことは原則できません。
動物の行動を人間のように書いてよいですか？
創作寓話では擬人化が使われますが、現実の動物についての科学的事実と混同してはいけません。
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参考にした教材の公式情報
2026年10月26日確認。本記事に登場する人物・ジャッカル・村・出来事は慶英会が独自に創作したもので、特定の伝統的民話やＺ会の本文から転載したものではありません。