結論：NEW TREASURE（ニュートレジャー）Stage 2 Lesson 4の『Takashi’s Speech About the Sanshin』対策では、三線の特徴と歴史を英語で整理し、スピーチの主題・接続詞・確かな事実と意見の違いを読めるようにします。三線は3本の弦を持つ沖縄の伝統楽器です。沖縄県によれば原型が14世紀末ごろ中国から琉球へ伝わり、その後地域の音楽文化として発展しました。慶英会独自のスピーチ・説明文2題、内容理解24問と英作文8問、全解答を無料公開します。
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）
Ｚ会の公式カタログでStage 2 Lesson 4の題材が三線のスピーチであることを確認したうえで制作した慶英会独自の補充教材です。出版社のRead本文や音源を転載していません。文化・歴史の説明は沖縄県と国立劇場おきなわ、政府広報の公式情報を照合し、架空の生徒の活動と明確に区別しています。
まず確認する三線の基本情報
- 3本の弦：three strings／a three-stringed instrumentで説明できる。
- 歴史：原型は14世紀末ごろ中国から琉球へ伝わり、地域の音楽に合わせて改良・発展した。
- 演奏：組踊などの伝統芸能、民謡や現代音楽に使われる。
- 楽譜：工工四（kunkunshi）と呼ばれる独特の記譜法がある。
英語スピーチで『全員』『絶対』を安易に使わない
『沖縄で親しまれている』という情報だけで『沖縄県民全員が三線を弾く』とは言えません。Many people use …／It is often played … のように、根拠に合った範囲で説明しましょう。海外の文化について話すときにも大切な姿勢です。
三線と文化・歴史を紹介する4文モデル
Today I would like to introduce the sanshin. It is a three-stringed instrument associated with Okinawan music. It has developed through a long history and is used in different kinds of performances. I hope you will learn more from trustworthy sources and performances.
問題編｜オリジナルRead2題・全32問
Read 1｜Takashi’s New Speech: What Makes the Sanshin Special?（369語）
公式文化資料を参考に新規執筆したスピーチ。
Hello, everyone. Today I would like to introduce the sanshin, an important instrument in Okinawan music. The word sanshin is connected with the instrument’s three strings. People use the instrument to support songs and performances, but we should not say that everyone in Okinawa plays it. The sound of the sanshin is familiar to many listeners, although individuals may have different experiences with it.
Official information from Okinawa Prefecture explains that an earlier form of the instrument arrived in the Ryukyu Islands from China around the end of the fourteenth century. The instrument later developed within the local musical culture. This history does not mean every detail of an instrument made today is exactly the same as one made hundreds of years ago. Musical traditions can preserve knowledge while changing over time.
The National Theatre Okinawa explains that sanshin music first became established in court settings and later spread more widely. The instrument has been used in traditional performing arts such as kumiodori and in folk songs. It can also be heard in newer styles of music. The theatre describes a notation system called kunkunshi, which learners may study when they begin to play.
Kunkunshi notation is not simply the same as the standard five-line staff used in many Western music lessons. A student should ask a teacher or experienced musician how the symbols work instead of guessing from their appearance. Different musical cultures can represent sounds and playing techniques in different ways, and those systems deserve careful study.
For a fictional English project, I listened to a permitted performance recording. I noticed the instrument’s sound and tried to explain what I heard. I could not identify the age of the particular instrument or the life story of the performer from the sound alone. My teacher reminded me to separate observation from imagination, so I wrote down the questions I still wanted to ask.
If you hear sanshin music, listen to how the instrument supports the singer and how the rhythm changes. I hope you will learn more from trustworthy sources and actual performances. A cultural speech should not only describe a musical instrument; it should show respect for the people who have developed and passed on the tradition.
- Q1. How many strings does the sanshin have?
- Q2. With which Japanese region is the instrument associated?
- Q3. About when did an early form reach the Ryukyu Islands?
- Q4. From where did that early form arrive?
- Q5. Did the instrument remain completely unchanged over centuries?
- Q6. Where was sanshin music initially established according to the theatre?
- Q7. Name one traditional performance related to the sanshin.
- Q8. What is kunkunshi?
- Q9. Did the narrator copy a recording without permission?
- Q10. Can an instrument’s exact age be established from the recording alone?
- Q11. What does ‘those systems’ in paragraph four refer to?
- Q12. Retell the message of the speech in two English sentences.
Read 2｜A Class Prepares an Original Sanshin Presentation（374語）
架空の学校活動であり、三線演奏者の実際の発話ではありません。
Students at a fictional junior high school planned a short cultural presentation. One group chose the sanshin because members wanted to understand how music can connect people with history. Their teacher suggested starting with Okinawa Prefecture’s website and the National Theatre Okinawa. The students were told to use their own English words and to check the rights attached to photographs, songs, and sound recordings.
The first draft began, ‘Every person in Okinawa plays the sanshin.’ Yui liked the sentence because it sounded exciting, but Ken asked where the evidence came from. Official sources described the instrument’s importance, yet they did not prove that every resident played it. The students changed the sentence to ‘The sanshin is important in many forms of Okinawan music.’ That statement was more accurate.
Next, the group wrote about the instrument’s history. They learned that an earlier form came from China around the end of the fourteenth century. A student wanted to replace ‘around’ with an exact date, but the teacher explained that the source gave an approximate time. The group kept the qualified statement rather than invent a day or year.
Ken also read an introduction to kunkunshi notation. At first, he assumed the symbols were just another version of the five-line staff he had learned in class. A teacher helped him find a reliable explanation of the notation’s own system. Ken realized that a musical score can carry information in different ways, and understanding another tradition requires more than a quick look.
The class rehearsed a short speech and made drawings of a three-stringed instrument. They did not copy official photographs into the handout. Several volunteer listeners said the first version of the speech was too fast, so the students added short pauses between ideas. They recorded this feedback but did not claim that the revised version would be clear to everyone.
After the presentation, Yui wrote a reflection. She said that the group had learned how to explain an instrument while distinguishing facts from personal opinions. Ken added that permission and attribution mattered even in a small school project. The students planned to visit an appropriate performance or museum if they had the chance, and they listed the official information sites at the end of their handout.
- Q13. What was the topic of the presentation?
- Q14. Which institutions were suggested as information sources?
- Q15. What was wrong with the group’s original claim about every resident?
- Q16. What did the team say instead?
- Q17. Why did the students keep the word ‘around’?
- Q18. Where did an earlier form of the instrument come from?
- Q19. What notation system did Ken investigate?
- Q20. Why was his first assumption inaccurate?
- Q21. Did the students reproduce official photos without checking rights?
- Q22. What feedback did the volunteers give?
- Q23. Did the revised speech prove every listener would understand?
- Q24. Retell the project in two English sentences.
英語スピーチ・英文法8問（Q25〜Q32）
- Q25. Correct the phrase ‘a three strings instrument’.
- Q26. Explain ‘around the end of the fourteenth century’.
- Q27. Combine using that: The sanshin is an instrument. It is used in Okinawan music.
- Q28. Rewrite using a gerund subject: It is important to check sources.
- Q29. Combine with although: The speech was short. It included important facts.
- Q30. Correct the overstatement: Every Okinawan song uses the sanshin.
- Q31. Make a polite English question about the instrument.
- Q32. Write two sentences: one fact and one opinion.
全32問の解答・本文根拠
内容理解と英作文は各1点の32点満点で練習できます。意味の等しい自然な別解も認めますが、出典にない歴史を付け足したり、全体へ一般化したりしないでください。
Read 1の全解答（Q1〜Q12）
- Q1. Three. — The opening paragraph gives its main physical feature.
- Q2. Okinawa. — The topic is Okinawan music.
- Q3. Around the end of the fourteenth century. — An approximate period from Okinawa Prefecture.
- Q4. From China. — The second paragraph identifies the origin.
- Q5. No. — Musical traditions developed and adapted.
- Q6. In court settings. — The third paragraph describes its early context.
- Q7. Kumiodori or folk songs. — Both appear in paragraph three.
- Q8. A notation system used for sanshin music. — It is not identical to the Western five-line staff.
- Q9. No. The recording was permitted. — The classroom recording is explicitly authorized in this fictional story.
- Q10. No. — The narrator avoids unsupported claims.
- Q11. Different systems of musical notation. — The preceding sentence introduces notation systems.
- Q12. The sanshin is a three-stringed instrument important in Okinawan music. Its history and notation deserve careful learning and respect. — Cultural history and respectful learning are central.
Read 2の全解答（Q13〜Q24）
- Q13. The sanshin. — First paragraph states the topic.
- Q14. Okinawa Prefecture and the National Theatre Okinawa. — Both are official institutions.
- Q15. It generalized without evidence. — Importance does not imply that everyone plays the instrument.
- Q16. The sanshin is important in many forms of Okinawan music. — They replaced an unsupported universal claim.
- Q17. The historical date was approximate. — Do not invent a precise year.
- Q18. China. — The history paragraph identifies it.
- Q19. Kunkunshi. — The fourth paragraph states the name.
- Q20. The notation was not merely the standard five-line staff. — Different notation traditions are not identical.
- Q21. No. — They made their own drawings.
- Q22. The initial speech was too fast. — The students added pauses.
- Q23. No. — The study involved limited volunteer feedback.
- Q24. The class prepared an original speech about the sanshin using official sources. It corrected an unsupported claim and considered the rights of photographs and recordings. — Accurate source use and respectful communication are the core.
Q25〜Q32の模範解答
- Q25. A three-stringed instrument. — Use a compound adjective before a noun.
- Q26. An approximate period near the end of the 1300s. — Around signals approximate dating.
- Q27. The sanshin is an instrument that is used in Okinawan music. — Relative pronoun introduces a passive clause.
- Q28. Checking sources is important. — Gerund subject.
- Q29. Although the speech was short, it included important facts. — Concession.
- Q30. The sanshin is used in many forms of Okinawan music. — Avoid unsupported universal claims.
- Q31. How do musicians play the sanshin? — A relevant open question.
- Q32. The sanshin has three strings. I think learning about Okinawan music is valuable. — Separate documented fact and personal opinion.
7日間の復習と自己紹介スピーチへの応用
1〜2日目にRead1で歴史・文化・接続詞を確認し、3〜4日目にRead2で事実と推測・引用許可の違いを整理します。5日目は応用8問を白紙で英作文し、6日目は三線を紹介するオリジナル6文スピーチを作り、音読します。7日目に全32問を再テストし、発表の長さよりも正確さ・構造・根拠を確認してください。
よくある質問
三線は何本の弦がありますか？
3本です。
工工四は五線譜と同じですか？
いいえ。三線音楽に使われる伝統的な記譜法です。
沖縄の歌は全て三線で演奏しますか？
そのように一般化する根拠はありません。様々な演奏形態があります。
教科書のTakashiのスピーチを転載していますか？
いいえ。全て慶英会が独自制作した英文と問題です。
関連教材・慶英会無料相談
学校のNEW TREASUREでReadのスピーチや英問英答・発表に難しさを感じる場合、慶英会が学校の範囲表・誤答案に応じて学習順を整理します。最大1か月完全無料体験・学習相談はこちら。
最大1ヶ月無料体験授業受付中！（残り枠わずかです！）
最大1ヶ月の「完全無料」指導体験
平均2~3時間のレッスン ＋ 毎日LINEサポート付き
ご入塾前に、慶英会の圧倒的な指導品質をじっくりご体感ください。
無料体験だけで成績が上がる方も続出!!
保護者様の教育相談も無料で承ります。
1.学年 2. 学習目標 3.体験ご希望をお送りください。
⚠️【塾長直接指導の残り枠わずか】
枠が埋まり次第終了となります。お早めにお申し込みください。
参考にした一次情報
2026年10月26日公式情報確認。本記事の本文・32問・全解答は慶英会独自制作で、学校の教科書・配布問題・原音声や写真の転載ではありません。