結論：NEW TREASURE（ニュートレジャー）Stage 2 Lesson 9『Thank You, Kaka Murad』は、中村哲医師の活動を読み、医療と水・食料の問題、灌漑用水路の建設、現地の人々との協働について考える教材です。ペシャワール会の報告によれば、中村医師は1984年にペシャワールの病院で活動を始め、2003年にアフガニスタンのマルワリード用水路建設へ着手しました。2019年12月4日に亡くなりました。慶英会独自の伝記英文2題・全32問・受動態と分詞の解説を公開します。
慶英会 塾長
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一般選抜にて慶應義塾大学合格（英語入試正答率97％）
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慶應義塾大学を卒業（2023年）
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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）
出版社の2026年版カタログでStage2 Lesson9の題材が中村哲医師の生涯であることを確認しました。本記事はペシャワール会・JICAの一次情報を参考に新たに書いた説明文と、架空の学校授業です。中村医師や現地住民が実際に発言していない言葉を引用することはせず、教科書のRead原文も転載していません。
公式資料で確認する中村哲医師の活動
- 医療：1984年にペシャワールの病院で活動を開始し、パキスタン・アフガニスタンで医療に関わった。
- 水への取り組み：干ばつや水不足が生活・健康・食料と関係する中、井戸掘りや用水路の建設にも活動を広げた。
- 2003年：アフガニスタンのマルワリード用水路に着手。工事には現地の人々・技術者・組織が関わった。
- 日本の知恵：山田堰（福岡県朝倉市）などの伝統的な治水の考え方を現地へ応用する際も、環境に合わせた工夫が必要だった。
- 2019年12月4日：アフガニスタンで死去。
確認資料：ペシャワール会｜中村哲医師特設サイト、ペシャワール会｜2011年報告・水利技術、JICA｜中村哲医師の活動と現地住民との協働。
一人で全てを建設したと書かない
『中村医師が全てを一人で造った』という英文は、現地の人々・技術者・職員の働きを無視するため不正確です。The project involved local workers and communities. のように、誰がどんな仕事に関わったかを丁寧に説明することが大切です。
受動態・分詞の後置修飾を伝記から確認
The canal was built with local cooperation. は受動態、the canal built in Afghanistan は過去分詞による修飾、people working on the project は現在分詞による修飾です。主語S・動詞Vと名詞を説明する部分を分けて読んでください。
問題編｜中村哲医師の活動を英語で読む2題
Read 1｜Dr. Tetsu Nakamura: From Medical Work to Water Projects（415語）
公式資料を確認して慶英会が新たに執筆した説明文です。
Dr. Tetsu Nakamura was a Japanese doctor who worked for many years with communities in Pakistan and Afghanistan. His activities became well known through the organization Peshawar-kai and its related medical and irrigation projects. A biography can describe his work, but readers should avoid reducing the lives of the people he worked with to a single simple story. The needs of each community were connected with local conditions and history.
In a report published by Peshawar-kai, Nakamura described his arrival at a hospital in Peshawar in May 1984. He later worked in places where people faced serious problems involving health, water, food, and safety. Providing medical care could help patients, but severe water shortages created problems that medical treatment by itself could not solve. Nakamura and his colleagues therefore became involved in wells and irrigation projects as well as health services.
In the early 2000s, work began on an irrigation canal project in Afghanistan. Peshawar-kai’s historical reports describe the construction of the Marwarid canal, begun in 2003, and the many difficulties faced in planning and maintaining water facilities. The reports explain how local conditions, river flow, floods, and the knowledge of workers shaped the project. A canal cannot be understood only as a line on a map; it needs careful maintenance and cooperation.
Traditional Japanese water-management ideas also influenced some of the engineering approaches. In a 2011 report, Nakamura discussed learning from structures such as the Yamada weir in Fukuoka Prefecture. He explained that a method developed in one place still had to be adapted for different river and land conditions. This illustrates the importance of learning from experience rather than copying a technique without examining the environment.
The Japan International Cooperation Agency later praised Nakamura’s cooperation with local people and his efforts to create irrigation facilities using locally available knowledge and materials. However, this does not mean every construction project was simple or that all regional problems were solved. Official reports discuss difficult weather and changes in circumstances. A careful student should explain a project’s aims and documented work without promising results that have not been verified.
Nakamura died on December 4, 2019, in Afghanistan. Peshawar-kai continues to make historical information and reports available. When studying his life, we should remember that many local workers and community members contributed to the projects. Respectful English writing can describe documented events, the roles of different people, and questions that still need to be investigated. It should not invent words that Nakamura or local residents never said.
- Q1. What was Dr. Nakamura’s profession?
- Q2. Name two countries in which he worked.
- Q3. In which year did he arrive at a hospital in Peshawar, according to the cited report?
- Q4. Why was medical treatment alone not enough in some places?
- Q5. What type of project did the work expand to include?
- Q6. When did work begin on the Marwarid irrigation canal project, according to the passage?
- Q7. Name one challenge for maintaining irrigation facilities.
- Q8. Which Japanese structure influenced some engineering ideas?
- Q9. Did the passage say Japanese techniques could be copied without adapting them?
- Q10. What did JICA praise about his approach?
- Q11. On what date did Nakamura die?
- Q12. Retell the main point in two English sentences.
Read 2｜A Class Learns Why a Canal Is More Than a Number（393語）
架空の学校で行われたとする歴史学習の英文で、実際の証言は含みません。
A fictional class studied the life of Dr. Tetsu Nakamura for an English presentation. The teacher asked them to begin with reliable information from Peshawar-kai and JICA, not with an unverified story found on social media. Students were encouraged to ask why a doctor might become involved in irrigation projects. Their aim was to learn how local needs can lead people to work across more than one field.
The group wrote a timeline beginning in 1984, when Nakamura was working in Peshawar. It then noted that an irrigation canal project began in 2003. A student wanted to add a sentence saying, ‘One doctor built everything by himself.’ Another student pointed out that the reports described engineers, workers, community members, and organizations working together. The class changed the statement to recognize collaboration.
Next, the group studied a report about the Yamada weir and water-management techniques. One student said that a successful method in Japan must work in exactly the same way everywhere. The teacher reminded the class that rivers, soil, climate, resources, and local practices are not identical in all regions. Using an example from one place does not remove the need to adapt it carefully elsewhere.
The students also considered numbers. A report might state that a canal was a certain length or that it supplied water to a particular area at a specific time. However, those figures should not be combined with other figures from different years without checking their meaning. The class decided not to invent a single total that appeared nowhere in the sources. It wanted to make its presentation accurate rather than dramatic.
During practice, a listener asked whether irrigation had solved every difficulty in the region. The group answered that access to water was an important goal, but no one project could be assumed to solve all problems involving health, security, and livelihoods. The teacher encouraged the group to use careful words such as ‘aimed to’, ‘helped’, and ‘was reported’, depending on what the source actually established.
At the end, the students wrote a short reflection about cooperation. They described workers who constructed and maintained facilities, local people who understood their own environment, and organizations that supported the work. They also linked to the original sources. The class learned that a strong biography can respect a person’s achievements while avoiding exaggeration and recognising the efforts of many others.
- Q13. Which two sources did the teacher ask students to consult?
- Q14. What research question guided the project?
- Q15. Which year appeared first on the class timeline?
- Q16. Which canal-project starting year did they record?
- Q17. Why was ‘one doctor built everything alone’ inaccurate?
- Q18. Which traditional Japanese water-management structure was discussed?
- Q19. Why should a technique not be copied unchanged into every country?
- Q20. Why did students avoid combining numbers from different reports?
- Q21. Did the class conclude that one canal solved every regional problem?
- Q22. Give one example of careful wording mentioned by the teacher.
- Q23. Whose contributions did the final reflection recognize?
- Q24. Write a two-sentence summary.
分詞・受動態・情報の根拠8問（Q25〜Q32）
- Q25. Correct: The canal was build by the workers.
- Q26. Rewrite using a participle: The workers who were helping the project came from different areas.
- Q27. Choose: The canal (constructed / constructing) by local workers needed maintenance.
- Q28. Combine: Nakamura was a doctor. He worked on water projects. Use who.
- Q29. Translate: 『その橋は修理された』 into English.
- Q30. What is the difference between a project aim and a measured result?
- Q31. Write an English question about adapting Japanese engineering ideas.
- Q32. Write two sentences with a fact and a limitation.
32問すべての正答・説明
内容理解と英作文は各1点の自習用です。自然な別表現は認められますが、歴史上の年月・医師と地域の人々の役割・事業の目的と確認済みの成果を混同しないようにしましょう。
Read 1の解答（Q1〜Q12）
- Q1. A doctor. — The introduction calls him a Japanese doctor.
- Q2. Pakistan and Afghanistan. — Both appear in paragraph 1.
- Q3. 1984. — The report mentions May 1984.
- Q4. Serious water shortages also affected people’s health and lives. — Water and food problems required other responses.
- Q5. Wells and irrigation canals. — Paragraph 2 describes the change.
- Q6. 2003. — The third paragraph gives the year.
- Q7. River flow, flooding, changing conditions, or maintenance. — The project faced several conditions.
- Q8. The Yamada weir in Fukuoka. — The 2011 report mentions the traditional weir.
- Q9. No. — Local conditions needed to be examined.
- Q10. Cooperation with local people and the use of local knowledge and materials. — The fifth paragraph describes JICA’s view.
- Q11. December 4, 2019. — The final paragraph states the date.
- Q12. Dr. Tetsu Nakamura worked as a doctor and later helped develop irrigation projects in Afghanistan. His work involved local communities, and a careful biography should recognize their roles as well as his. — Preserves profession, water work and collaboration.
Read 2の解答（Q13〜Q24）
- Q13. Peshawar-kai and JICA. — Both are named in paragraph 1.
- Q14. Why a doctor might work on irrigation as well as health care. — It connects water and public well-being.
- Q15. 1984. — Nakamura’s work in Peshawar.
- Q16. 2003. — The timeline refers to the Marwarid project.
- Q17. Projects involved many workers, engineers, organizations and communities. — It was not the work of one person alone.
- Q18. The Yamada weir. — The third paragraph names it.
- Q19. River, soil, climate and local conditions differ. — Adaptation is necessary.
- Q20. The figures could refer to different dates, areas, or measures. — A source-defined denominator and period matter.
- Q21. No. — The fifth paragraph rejects that overclaim.
- Q22. Aimed to, helped, or was reported. — Choose wording supported by the source.
- Q23. Local people, workers, engineers and supporting organizations. — The work was collaborative.
- Q24. Students researched Dr. Nakamura’s medical and irrigation work through official sources. They learned to describe cooperation accurately without inventing numbers or claiming that one project solved everything. — Verification and collaboration are central.
Q25〜Q32の全解答
- Q25. The canal was built by the workers. — Past passive requires built.
- Q26. The workers helping the project came from different areas. — Present-participle modification.
- Q27. constructed — The canal received the action; past participle.
- Q28. Nakamura was a doctor who worked on water projects. — Subject relative pronoun.
- Q29. The bridge was repaired. — A passive sentence does not need an invented agent.
- Q30. An aim states an intended outcome; a result needs documented evidence. — Causal or outcome claims require support.
- Q31. How were the methods adapted to local river conditions? — A question about local context.
- Q32. Nakamura was involved in irrigation projects after working as a doctor. However, those projects should not be described as solving every problem in the region. — Fact and appropriately limited conclusion.
7日間の復習・人物伝記と分詞の英作文
1日目はRead1の年表、2日目に受動態・分詞修飾、3日目にRead2、4日目に事実と未検証の数字を分けて整理します。5日目は英作文8問を白紙で解き、6日目に中村医師の活動と現地の協働を英語3〜5文でまとめます。7日目に32問を再テストし、実在の人物の言葉を創作していないかも確認してください。
よくある質問
中村哲医師はどのような活動をしましたか？
医療に加え、干ばつや水不足に対処する井戸・灌漑用水路の取り組みなどに関わりました。
用水路を一人で建設しましたか？
いいえ。現地の多くの人々や団体・技術者が協働しました。
公式の活動記録はどこで確認できますか？
ペシャワール会の会報・特設サイトやJICAの公開資料です。
これは教科書のThank You, Kaka Muradの本文ですか？
いいえ。慶英会が独自に執筆した説明文と設問です。
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参考にした一次情報
資料確認：2026年10月26日。年月・活動の概要は団体の一次情報を参照し、本文・架空の学校場面・設問32問は慶英会独自制作。実際の発話や教科書本文を転載していません。