NEW TREASURE Stage2 Read・Actionの2案比較40問｜費用・利点・条件から英語で判断【全解答】

慶英会 塾長｜慶應義塾大学卒・英検1級
中高一貫校の学校英語・NEW TREASURE・英検対策を専門とするオンライン個別指導塾です。塾長紹介

最大1か月完全無料体験・学習相談｜料金・無料体験の条件

NEW TREASURE Stage2のRead・Actionで2つの案を比較するときは、「自分が好きな案」だけではなく、両方の費用・使いやすさ・利用条件・未確認事項を根拠に判断します。 慶英会では、学校の案内方法・自習室・水やり実験・オンライン交流を題材に、オリジナル4英文・40問と英語の模範回答・根拠解説を無料公開します。

NEW TREASURE ENGLISH SERIES Third Edition Stage2を学ぶ中学2年生前後の生徒向け、ReadからActionの意見発信につなぐ発展教材です。Z会の公式教材本文・学校のテスト・実在する調査結果の転載ではありません。学校の採用版・Lesson範囲を優先してください。

2案比較は5項目で読む

• 目的：何を解決したいのか。Goalを一文にする。
• 数字：費用・人数・割合・所要時間を各案で区別。
• 利点：それぞれの案のadvantagesを一つ以上。
• 制約：disadvantages・安全・教員の監督・参加可能性。
• 判断の限界：どちらが良いと結論できる条件と、まだ確認していないこと。

例えば「紙の案内が60枚×20円なら1,200円」「15枚なら300円」と算出できます。しかしデジタル案内は印刷代がなくても全員がWebサイトを利用できるとは限りません。一つの指標が優れているだけで全条件に最適とは断定しない練習です。

問題の解き方

四つの初見英文を読んで、まずPlan AとPlan Bの目的・利点・条件をメモしてください。次に10問ずつの英問英答へ進みます。最後に1〜2文で提案をまとめ、どんな条件付きの案なのか述べてください。模範と意見が異なっても、数字・条件・根拠が正しければ自然な別解が成立します。40点満点は慶英会の自主学習用です。

第1題｜図書室の読書会｜紙の案内とオンライン案内（Q1〜Q10）

慶英会独自英文：The library committee had to inform students about a reading event on Friday. It considered two ways of sharing the information. Plan A was to print sixty notices and put them in classrooms. Each notice would cost twenty yen to print, so sixty copies would cost 1,200 yen. Paper notices were easy to read without a phone, but changing the event time would mean replacing the old copies. Plan B was to post the notice on the school website. It would not require additional printing costs, and the time could be corrected quickly. However, some visiting families might not have easy access to the website. A survey of twenty students showed that twelve preferred online notices and eight preferred paper notices. The survey included only those twenty students, so the committee did not assume that all families had the same preference. One member proposed combining the two plans: place the notice on the website and print fifteen copies for the school entrance and library. At twenty yen each, the printed part of this combined plan would cost 300 yen. The committee agreed to ask the librarian whether this smaller printing plan was acceptable. It had not approved any plan yet. Students were asked to compare costs, access and the ability to update information before making a recommendation.

設問Q1〜Q10

1. Q1. What was the goal of both plans?
2. Q2. How many paper notices were included in Plan A?
3. Q3. What would Plan A cost for printing?
4. Q4. What was one advantage of paper notices?
5. Q5. What was one advantage of Plan B?
6. Q6. How many surveyed students preferred online notices?
7. Q7. Could the survey prove that every family preferred digital notices?
8. Q8. How many paper notices were in the combined proposal?
9. Q9. What was the printing cost of the combined plan?
10. Q10. Write one balanced recommendation based on the text.

全模範解答・比較する根拠Q1〜Q10

1. Q1. To share information about Friday’s reading event. — 比較の目的は読書会の案内。
2. Q2. Sixty notices. — 案Aは60枚。
3. Q3. 1,200 yen. — 60×20円＝1,200円。
4. Q4. People could read them without phones. — スマホ不要の利点。
5. Q5. It could be corrected quickly without additional printing costs. — 変更に素早く対応できる。
6. Q6. Twelve students. — 20人のうち12人。
7. Q7. No, it included only twenty students. — 家族全体の調査結果ではない。
8. Q8. Fifteen notices. — 併用案では15枚。
9. Q9. 300 yen. — 15×20円＝300円。
10. Q10. The committee could use the website and a few paper notices, but it should confirm the plan with the librarian. — 費用とアクセスを両立し、未承認という条件も保持。

Action追加課題：Plan Aの利点とPlan Bの利点を一文ずつ説明し、最後に「I would choose … because …」を使って、条件を示した提案を一つ書いてください。

第2題｜自習室の候補｜曜日・定員・監督の条件を比較（Q11〜Q20）

慶英会独自英文：At the student council meeting, two rooms were suggested for after-school study sessions. Room A could hold twenty students. It was free on Mondays and Wednesdays from 4:15 to 5:30 p.m., and a teacher had agreed to supervise on both days. The room was near the library, which made it convenient for students who borrowed books. However, Room A had no tables that could be moved for group projects. Room B could hold twelve students and had movable tables. It was free on Tuesdays and Thursdays during the same hours. A teacher could supervise on Tuesday, but no teacher had yet agreed to supervise on Thursday. The council surveyed twenty-eight students. Seventeen preferred a quiet place for individual study, while eleven wanted a place for group discussion. The council did not treat the survey as proof that every student would attend. Some members supported Room A because of its larger capacity and reliable supervision. Others preferred Room B for group work but accepted that Thursday could not be offered without teacher supervision. The council proposed trying Room A on Monday and Room B on Tuesday for two weeks, while collecting comments about the noise level and available seats. The principal had not approved this plan, and the students would have to ask for permission before announcing the trial.

設問Q11〜Q20

11. Q11. What was Room A’s capacity?
12. Q12. Which days was Room A available?
13. Q13. Which room had movable tables?
14. Q14. How many students could Room B hold?
15. Q15. Was supervision confirmed for both of Room B’s available days?
16. Q16. How many students preferred quiet individual study?
17. Q17. How many preferred group discussion?
18. Q18. Why did some council members prefer Room A?
19. Q19. What two sessions did the council propose for a trial?
20. Q20. Was the two-week trial approved by the principal?

全模範解答・比較する根拠Q11〜Q20

11. Q11. Twenty students. — A室は定員20人。
12. Q12. Mondays and Wednesdays. — A室の空きは月・水。
13. Q13. Room B. — 可動式の机はB室。
14. Q14. Twelve students. — B室は定員12人。
15. Q15. No, supervision was confirmed only for Tuesday. — 木曜の監督教員は未確保。
16. Q16. Seventeen students. — アンケートの17人。
17. Q17. Eleven students. — 11人はグループ対話を希望。
18. Q18. It had more seats and confirmed supervision on two days. — 定員と監督条件が利点。
19. Q19. Room A on Monday and Room B on Tuesday. — 提案は月曜A・火曜B。
20. Q20. No, the principal had not approved it yet. — 提案と承認を区別。

Action追加課題：Plan Aの利点とPlan Bの利点を一文ずつ説明し、最後に「I would choose … because …」を使って、条件を示した提案を一つ書いてください。

慶英会 塾長｜慶應義塾大学卒・英検1級
塾長の経歴・指導方針

中高一貫校の英語・定期テスト・英検の学習状況を整理し、必要な復習の優先順位を考えたい方は、無料体験・学習相談のご案内をご確認ください。最大1か月完全無料体験の対象・回数・担当講師は、お申し込み時にご案内します。

公式LINEで英語の学習相談・無料体験を申し込む ↗

Webフォームで英語の学習相談

友だち追加後、学年・教材・困っていることと「学習相談希望（ブログ・記事中盤）」をお送りください。LINEを開くだけでは受付は完了しません。LINEを利用できない方はメールでの学習相談も可能です。

第3題｜学校の植物観察｜2通りの水やり方法の条件を比較（Q21〜Q30）

慶英会独自英文：The gardening club wanted to find a watering schedule that students could follow during a busy school term. Plan A was to water the plants on Monday, Wednesday and Friday, using four liters each time. This plan would use twelve liters every week. Plan B was to water the plants on Monday and Thursday, using six liters each time. The total would also be twelve liters a week. Plan A required students to visit the garden on three afternoons, while Plan B required two visits. Neither plan automatically guaranteed healthier plants. In the first small test, the club placed six plants in each area. Area A followed Plan A’s watering schedule, while Area B followed Plan B’s watering schedule. The plants in Area A received more afternoon sunlight than the plants in Area B. At the end of three weeks, the average height increase was nine centimeters in Area A and eleven in Area B. Some students argued that Plan B must be better because the plants in Area B had grown more. The teacher pointed out that sunlight differed between the areas, so watering schedule alone could not be identified as the cause. The club proposed a second trial with more plants, similar sunlight conditions and the same types of soil. It also planned to record temperatures and any days when watering was missed. No results from the second trial were available yet.

設問Q21〜Q30

21. Q21. How often did Plan A require watering?
22. Q22. How many liters were used per watering under Plan A?
23. Q23. How many liters per week did Plan A use?
24. Q24. How often did Plan B require watering?
25. Q25. How many liters per week did Plan B use?
26. Q26. Which plan required fewer visits?
27. Q27. How many plants were included in each test area?
28. Q28. Which area received more afternoon sunlight?
29. Q29. Which area showed greater average height growth?
30. Q30. Could the club prove that Plan B alone caused the greater growth?

全模範解答・比較する根拠Q21〜Q30

21. Q21. Three times a week. — 月・水・金の3回。
22. Q22. Four liters. — Aは1回4L。
23. Q23. Twelve liters. — 4×3＝12L。
24. Q24. Twice a week. — 月・木の2回。
25. Q25. Twelve liters. — 6×2＝12L。
26. Q26. Plan B. — Bは週2回で、Aの週3回より少ない。
27. Q27. Six plants. — 各エリア6株。
28. Q28. Area A. — 日照が多いのはA。
29. Q29. Area B, by two centimeters. — 11−9＝2cmの差。
30. Q30. No, the sunlight conditions differed. — 水やり以外の条件が異なるため断定できない。

Action追加課題：Plan Aの利点とPlan Bの利点を一文ずつ説明し、最後に「I would choose … because …」を使って、条件を示した提案を一つ書いてください。

第4題｜オンライン交流｜ライブ発表と書面交流を比較（Q31〜Q40）

慶英会独自英文：Two classes wanted to exchange ideas about school festivals with a partner school. Plan A was a live online meeting on Friday at 5:30 p.m. Each group would give a two-minute introduction and then answer one question from the visitors. It would allow students to speak and respond in real time, but several students could not attend at that hour because of club activities. Everyone would have to test the microphones before the call. Recording the meeting or sharing screenshots would require permission from both schools. Plan B was to exchange short written introductions and questions by email. Students could prepare their messages at different times and check the grammar before sending them. However, this plan would not provide immediate spoken conversation. A teacher suggested that students who could attend the live meeting use Plan A, while those who could not attend send a written introduction under Plan B. The class would still need to decide how written questions would be answered. The teacher explained that written messages could be useful practice, but they were not a complete replacement for live speaking. No final plan had been approved. The teachers would first check the partner school’s schedule and whether the groups could receive feedback in both formats.

設問Q31〜Q40

31. Q31. What was Plan A?
32. Q32. When would the live meeting start?
33. Q33. How long was each group’s live introduction?
34. Q34. What was one benefit of Plan A?
35. Q35. Why could some students not attend Plan A?
36. Q36. What was required before recording the live meeting?
37. Q37. What was one advantage of Plan B?
38. Q38. What speaking opportunity did Plan B lack?
39. Q39. What combination did the teacher suggest?
40. Q40. Had the final combination of formats been approved?

全模範解答・比較する根拠Q31〜Q40

31. Q31. A live online meeting. — A案はライブ交流。
32. Q32. Friday at 5:30 p.m. — 金曜17:30。
33. Q33. Two minutes. — グループ発表は2分。
34. Q34. Students could respond to questions in real time. — 即時の対話練習。
35. Q35. Club activities conflicted with the meeting time. — 部活動と時刻が重なる。
36. Q36. Permission from both schools. — 両校の許可。
37. Q37. Students could prepare and check their written messages at different times. — 時間を合わせず文法を見直せる。
38. Q38. Immediate spoken conversation. — 即時の発話練習ができない。
39. Q39. Live meetings for available students and written introductions for others. — 参加できる生徒はライブ、不可能なら書面。
40. Q40. No, it had not been approved. — 確定前で、学校の確認が必要。

Action追加課題：Plan Aの利点とPlan Bの利点を一文ずつ説明し、最後に「I would choose … because …」を使って、条件を示した提案を一つ書いてください。

2案比較で起きやすい失点5つ

• 金額を計算しない：60×20円は1,200円。15×20円は300円。
• 定員と調査数を混同：教室の収容人数とアンケート回答人数は別。
• 許可済みと計画中を混同：proposed／askedはapprovedと異なる。
• 同じ週水量を別の量として扱う：3回×4Lと2回×6Lはともに12L。
• 片方の案の利点だけで結論：使いやすさ・費用・参加条件を一緒に判断。

7日間の復習

1〜4日目は1題ずつ、5日目には4つの案の比較表を自分で作成、6日目は各題について根拠と留保条件を含む英語2文を作成します。7日目に40問を再テストし、数字・反対意見・未決定を正確に答えられるか確認してください。

FAQ

どちらの案が最も良いかは一つに決まりますか？

必ずしも決まりません。何を優先するか、費用や利用条件が何かで結論は変わります。

英作文で自分の立場を書いてよいですか？

はい。与えられた情報に基づいて理由を示し、未確定事項を断定しなければ、自分の立場を述べる練習になります。

実験で成長した数値が大きい案を選べば正解ですか？

日照など別の条件が異なる場合、成長差の原因を水やりだけと断定できません。

これはNEW TREASURE公式のAction設問ですか？

いいえ。慶英会が作成した独自の初見英文と演習です。Z会の公式問題や学校の評価基準を転載したものではありません。

関連する慶英会の無料教材

• Stage2 Readの問題・原因・解決策40問
• Stage2 Read・Actionの主張・根拠・反対意見40問
• Stage2の実験データ・因果関係40問
• Stage2無料教材一覧

NEW TREASUREのRead・Action無料体験と学習相談

本文を正確に読めても、どの案を選びどう説明すればよいか困る場合、数字・条件・英作文の理由を組み立てる練習が役立ちます。慶英会では中高一貫校のLesson・学校進度・返却答案に合わせたオンライン個別指導を実施しています。最大1か月無料体験・学習相談のWebフォームからご相談ください。

参考にした公式資料・独自教材であることの明示

• Ｚ会｜NEW TREASURE ENGLISH SERIES Third Edition Stage2
• Ｚ会｜Stage2文法問題集・Step4英作文・Step5読解
• Ｚ会｜訂正情報

公式教材情報の確認日：2026年10月28日。本教材の4つの英文、各案の数値と設問40問・全模範回答は慶英会の独自制作です。出版社の公式本文・学校の試験や実在の調査結果の転載ではありません。

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慶英会 塾長｜慶應義塾大学卒・英検1級。中高一貫校の学校英語・NEW TREASURE・英検対策を専門としています。塾長の経歴・指導方針を確認する