結論：NEW TREASURE（ニュートレジャー）Stage 2のReadは、短い英文では理解できても400〜600語程度の英文になると、主語・指示語・時系列・筆者の意見と事実の区別が難しくなります。単語を一つずつ訳すより、段落ごとに「課題→対応→結果→未確認事項」を整理し、設問の根拠を本文から探してください。慶英会はオリジナル長文2題・内容理解30問・全問の根拠解説・英語3文リテリングを本ページに無料公開します。
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）
出版社の2026年版公式カタログではStage 2のReadの目安が約400〜600語とされています。そこでこの教材では、各題をその範囲の長さで作成し、学校で未習の文法は必要に応じて解説を見ながら取り組めるようにしました。本文の学校、人数、調査結果はすべて慶英会の架空の学習素材です。Ｚ会の公式Read本文や定期試験の転載ではありません。
400語以上の自然科学・地理のRead：Lesson6「スマトラ島の森林」オリジナル英文2題・32問でも、公式情報の対象地域、保全活動の目的、未検証の結果を正確に読み分けられます。いずれも慶英会が独自制作し、設問・全解答を無料公開しています。
長文を読み切るための4段階
- 初読：見出しと段落冒頭を読み、誰が何を調べたり改善したりしているかをつかむ。
- 構造：when／because／although／however、分詞・関係代名詞の修飾を整理し、主節の動詞を見失わない。
- 根拠：数字・目的・方法・結果・未測定事項を本文で確認。『よさそう』という印象で答えない。
- 再現：正解を見た後、英文を閉じ、目的・試行・結果を英語3文で説明する。
1回目と2回目で読む目的を分ける
1回目はわからない単語をすべて辞書で調べず、各段落に『問題』『改善』『試行』『評価』などの短いメモを付けます。2回目は設問から必要な情報を特定し、時刻・人数・否定・条件を本文の該当箇所と照合してください。答えを確認するときは必ず「本文のどの英文が根拠か」を説明しましょう。
目次｜オリジナルRead2題・計30問
長文・設問編
Read 1｜The Library Guide That Needed a Second Look（534語）
読書室の案内を改善する物語。登場人物の判断と実際に測定した事実を分けて読んでください。
Every new term, students at Willow School visited the library to learn how to borrow books and find quiet places to read. The library had a simple guide, but most of its information was printed in small letters on one large sheet. A student named Miki watched a new classmate walk around the same shelves three times. He was looking for the science section, but he did not want to interrupt the librarian. Miki wondered whether a clearer guide might help visitors find books without feeling embarrassed.
She brought the idea to the student council, and six volunteers agreed to work with her. First, they asked the librarian which information was most important. The answer surprised them: instead of a long list of library rules, the librarian wanted a map, opening hours, and a short explanation of how to ask for help. The volunteers made three smaller posters with simple English and Japanese labels. They also added pictures of the reading area, the return box, and the information desk. Miki suggested using blue paper, but the others wanted to test whether the color was actually useful.
On Monday, the team showed the posters to ten volunteers who had never used that part of the library. Seven found the science shelves without asking anyone, while three still needed directions. Several participants said that the writing under the pictures was difficult to read from a distance. Miki realized that a beautiful poster was not necessarily an easy poster to use. The team made the letters larger and moved the map closer to the entrance. They did not change the opening hours or the library rules.
The students ran a second test with a different group of ten volunteers. This time, nine participants found the science shelves without asking for directions. One participant still asked the librarian for help, which the team did not consider a failure. The guide was supposed to make information easier to find, not stop students from speaking to people. Miki wrote down the results and carefully noted that each test had included only ten volunteers. She knew that a small test could not tell them what every student would do.
After the posters had been displayed for two weeks, a teacher asked whether the changes had reduced the time students spent looking for books. Miki answered that the team had not measured time. The teacher thanked her for being careful and suggested a future test using the same questions and a larger group. Another student asked whether the new guide had made the library more popular. Again, Miki said that they did not know, because no one had counted changes in the number of visitors.
At the end of the project, Miki wrote a short report for the council. She explained the original problem, the changes made after the first test, and the results of the second test. She also included the questions that remained unanswered. The council decided to check the guide again whenever the library changed its layout. Miki was pleased that the posters were easier to read, but the most valuable lesson for her was different: a useful project needs clear questions, honest records, and a willingness to improve.
設問Q1〜Q15
- Q1. What problem gave Miki the idea for the project?
- Q2. How many students volunteered to help Miki?
- Q3. What three types of information did the librarian want?
- Q4. Why did the group avoid deciding immediately that blue paper was best?
- Q5. How many people were in the first test, and how many found the shelves without help?
- Q6. What specific change did participants suggest?
- Q7. Did the team change the library’s opening hours?
- Q8. How many of the second test participants found the science shelves without asking?
- Q9. Why was the participant who asked a librarian not considered a failure?
- Q10. What important limitation did Miki record about the tests?
- Q11. Could Miki say how much time the posters saved?
- Q12. Did the group prove that visitor numbers had increased?
- Q13. What does ‘she’ refer to in ‘She also included the questions that remained unanswered’?
- Q14. Write a Japanese summary in 70–100 characters.
- Q15. Write a three-sentence English retelling.
Read 2｜A Garden Journal with Missing Answers（498語）
校内菜園でデータの読み方を学ぶ説明文。登場人物の判断と実際に測定した事実を分けて読んでください。
Students at Seaside School grew vegetables in a small garden beside the science building. In April, their teacher invited them to keep a weekly journal so that younger students could learn how plants respond to the weather. Every Friday, a pair of students measured the height of three tomato plants and wrote down how much rain had fallen that week. They also recorded when someone watered the soil. The teacher reminded them that a measurement was not the same thing as an explanation.
At first, the class believed that more rain would always mean faster plant growth. In the first two weeks, however, the information was difficult to interpret. Week One had little rain, but the tomato plants grew well. Week Two had more rain, yet one plant hardly grew. A student named Jun suggested that sunlight might matter, while his friend Aoi wondered whether the soil had been different around each plant. Neither student had enough information to know which idea was correct.
To improve their records, the class added a note about hours of sunlight and decided to use the same ruler every time. They placed labels beside the plants so that the three measurements would not be mixed up. Aoi also suggested measuring the plants at the same time each Friday. She explained that a careful method would not answer every question immediately, but it would make the information easier to compare. The teacher agreed and asked the group to write down changes to its method.
One afternoon, Jun noticed that Plant B had yellow leaves. He wanted to add more water because the soil looked dry. Aoi pointed out that the yellow leaves could have several causes, and the class had not checked them all. They asked the teacher before changing the watering schedule. The teacher examined the plant but did not claim to know the exact cause. Instead, she showed the students how to describe what they could see without pretending to know why it had happened.
At the end of six weeks, the class presented its journal to another group. The students could describe when the plants had grown taller, which weeks had been rainy, and how the watering schedule had changed. They could not prove that rain alone had caused any particular increase in height. The six weeks had included different temperatures and amounts of sunlight, and the class had measured only three plants. The students included these limits in their report rather than hiding them.
When younger students visited the garden, they asked whether the project had been successful. Jun answered that the plants had produced a few tomatoes and the class had learned how to measure carefully. Aoi added that success should not be judged only by the number of tomatoes. They had also learned how to ask better questions, check the meaning of their numbers, and explain what remained unknown. Their journal became a starting point for the next class rather than a final answer about plant growth.
設問Q16〜Q30
- Q16. What three kinds of information did the students record at first?
- Q17. How many tomato plants were measured?
- Q18. What did the students first believe about rain?
- Q19. Did the first two weeks fully support their first belief?
- Q20. What additional factor did Jun suggest?
- Q21. What different factor did Aoi wonder about?
- Q22. Why did the class decide to use the same ruler?
- Q23. When did the students decide to measure the plants?
- Q24. What change did Jun want after seeing yellow leaves?
- Q25. Why did Aoi advise caution?
- Q26. Did the teacher identify the exact cause of yellow leaves?
- Q27. Why could the students not prove rain alone caused growth?
- Q28. What did the younger students ask at the end?
- Q29. Summarize the main lesson in Japanese in 70–100 characters.
- Q30. Retell the story in three English sentences.
全30問の解答・根拠・英語モデル
各長文Q1〜Q13／Q16〜Q28の内容理解は1問1点、各長文最後の日本語要約と英語リテリングは各2点で、1題17点・2題34点満点です。英文で答える設問は意味が同じ自然な別解も認めます。事実と推測を混同した場合は減点して復習対象にしてください。
Read 1 の解答（Q1〜Q15）
- Q1. She saw a new student having trouble finding the science section and thought the guide could be clearer. — Paragraph 1 describes the student’s difficulty and Miki’s idea.
- Q2. Six volunteers. — Paragraph 2: six volunteers agreed to work with her.
- Q3. A map, opening hours, and an explanation of how to ask for help. — Paragraph 2 lists the priorities.
- Q4. They wanted to test whether the color was actually useful. — Preference and tested effectiveness are different.
- Q5. Ten tested; seven succeeded without help. — Paragraph 3 supplies both numbers.
- Q6. The letters under the pictures needed to be larger. — Paragraph 3 says the small writing was difficult to read.
- Q7. No. The team did not change the opening hours or the rules. — The third paragraph explicitly states this limit.
- Q8. Nine out of ten. — Paragraph 4: nine participants.
- Q9. Because the aim was to make information easier to find, not prevent students from asking for help. — The text distinguishes support from discouraging communication.
- Q10. Each test included only ten volunteers, so the results did not describe every student. — Small samples do not automatically describe all students.
- Q11. No. The team had not measured time. — Paragraph 5 explicitly says this.
- Q12. No. It had not counted changes in visitor numbers. — Paragraph 5 distinguishes impressions from measurement.
- Q13. Miki. — The paragraph names Miki as the report writer.
- Q14. Mikiたちは図書室の案内を改良し、少人数のテストで使いやすさの変化を確かめた。ただし、時間短縮や来館者増加は測定しておらず、結果を誇張せず記録した。 — Retain problem, test, measured result and unmeasured effects.
- Q15. Miki and six volunteers created a clearer library guide. After two small tests, more participants found the science shelves without asking for directions. The team did not measure time saved or changes in visitor numbers. — A correct retelling includes purpose, observed comparison, and uncertainty.
Read 2 の解答（Q16〜Q30）
- Q16. Plant height, weekly rainfall, and watering activity. — Paragraph 1 lists the original records.
- Q17. Three plants. — Every Friday they measured three tomato plants.
- Q18. They thought more rain would always mean faster growth. — Paragraph 2 describes an initial belief, not a confirmed conclusion.
- Q19. No. One plant hardly grew even in a rainy week. — Paragraph 2 provides contrary observations.
- Q20. Sunlight. — Jun suggested that sunlight might matter.
- Q21. Differences in the soil around each plant. — Aoi’s proposal concerns soil, not sunlight.
- Q22. To make measurements easier to compare accurately. — Method consistency improves comparability.
- Q23. At the same time each Friday. — Paragraph 3 gives the schedule.
- Q24. He wanted to add more water. — Paragraph 4 states his initial plan.
- Q25. Yellow leaves could have different causes, which had not all been checked. — The observation did not identify the cause.
- Q26. No. The teacher did not claim to know the exact cause. — Paragraph 4 expressly limits the conclusion.
- Q27. Other factors changed and only three plants were measured. — Paragraph 5 identifies temperature, sunlight, and sample size.
- Q28. Whether the project had been successful. — Paragraph 6 contains the question.
- Q29. 生徒たちは菜園の雨量と成長を記録し、測定方法も改善したが、雨だけが成長の原因だとは証明できなかった。数値と推測を分け、分からないことを正確に伝える大切さを学んだ。 — Keep measurement, limits, and learning.
- Q30. The class measured three tomato plants and recorded rain and watering. It improved the methods by tracking sunlight and using the same tools. The students learned that their observations could not prove rain alone caused growth. — Retelling preserves facts and avoids inventing causal proof.
本文の長さより難しい『言い過ぎ』を直す
『見やすくなった』だけで『利用者が増えた』とは言えない
長文①では掲示を改善した後のテスト結果は示されていますが、図書室の来館者数や本を探す時間の変化は測定されていません。したがって、来館者増加や時間短縮を証明できたとは書けません。成果を説明するときは、実際に測定した対象と測定していない項目を分けましょう。
一つの変化だけで原因を断定しない
長文②で雨量と植物の成長を記録しても、温度・日照・土の条件などが同時に変わっているため、雨だけが原因だと証明できません。仮説を考えることと、その仮説を裏付けることは別です。理由を尋ねる設問では、本文が明言しているかを確かめてください。
英語3文リテリングの型
Sentence 1: Who noticed a problem and what was it? Sentence 2: What did the team do? Sentence 3: What was measured, and what was still unknown? の流れを使います。英文を暗唱する必要はありませんが、重要な人数・時制・条件を落としてはいけません。
7日間の演習と復習
1日目はRead 1を初見で解き、2日目はRead 1の誤答の根拠を英文に線で示します。3日目はRead 2を初見で解き、4日目は原因の推測と測定された事実を分けて整理します。5日目に2題の英語リテリングを解答なしで作成。6日目は未習単語ではなく主節と修飾の構造を重点確認し、7日目に30問を再テストしてください。
よくある質問
実際のNEW TREASURE Stage2 Read本文ですか？
いいえ。慶英会のオリジナル英文で、学校・人物・調査結果は架空の設定です。
400〜600語はすべての学校テストで決まっていますか？
いいえ。出版社が示すStage 2 Readの教材本文の目安です。定期テストの文章量や出題形式は学校によって異なります。
単語をすべて覚えてから解くべきですか？
まず主節・段落の主題・指示語を確認して大意をつかみ、意味の理解に必要な単語を後で調べる方法も有効です。
要約で本文にない意見を加えてよいですか？
本文の内容をまとめる問題では、根拠のない因果・人数・効果を足さずに記述してください。
次に解く慶英会の無料教材
- Stage 2の指示語読解36問
- Stage 2のTrue・False・Not Given30問
- Stage 2の要点整理・英文要約24問
- Stage 2の物語・心情推論30問
- NEW TREASURE学習ガイド
学校のNEW TREASURE Readが長くなると、本文は読めても英問英答や内容一致で失点してしまう場合、慶英会では学校の使用Stage・既習文法・誤答案をもとに優先順位を整理します。最大1か月完全無料体験・学習相談はこちら。
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参考にした公式情報・独自教材の明示
出版社の公開情報を2026年10月26日に確認。本教材の2英文・設問30問・解答は慶英会が独自制作した架空の学習教材で、Ｚ会・学校の教科書や問題集の転載ではありません。