NEW TREASURE Stage 2 Read長文読解3題・24問｜無料オリジナル英文・解答と根拠解説

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

NEW TREASURE（ニュートレジャー）Stage 2のRead対策は、教科書の本文を暗記するだけでなく、初めて見る英文で「誰が・何を・なぜ・どの根拠から」を判断する練習が重要です。 慶英会では物語文・説明文・手紙文の完全オリジナル長文3題と設問24問を無料公開しました。本文を先に読み、答えを確認してから、根拠を英文中で指さすところまで行います。

本教材は中高一貫校のStage 2相当の既習文法（受動態・現在完了・分詞・関係代名詞・接続詞など）を使った独自英文です。Ｚ会公式カタログでStage 2の文法・読解の学習目的を確認していますが、以下の英文は教科書本文・Workbook・学校の試験問題を転載したものではありません。学校ごとのStageと学年、定期考査の範囲を優先してください。

Readの内容一致を解く前に、主語・動詞や英文の区切りが分からない方へ：Stage2 Readの意味のチャンクを区別する独自4長文32問を新たに公開しました。スラッシュは出版社の公式指定ではなく、慶英会の読解補助です。意味を確認してから、このページの内容理解問題へ進めます。

取り組み方｜本文と解答を分ける3段階

• Step 1：タイトルから話題を推測し、本文を最初から最後まで一度読む。分からない単語があっても全体の話をつかむ。
• Step 2：各英文の直後にある8問に、本文を見ながら英語または日本語で答える。True/Falseは根拠となる箇所も記録する。
• Step 3：解答を開いて採点し、間違えた問題の根拠文へ戻る。2回目は本文を閉じ、重要な文を声に出して要約する。

目安は1題15〜25分、合計45〜75分。難しい場合は1日1題で構いません。得点よりも、本文中の根拠を示せるかを重視します。

無料オリジナル長文3題・24問

読解1｜地図より大切だったもの（物語文）

English title: A Shortcut That Wasn’t Shorter（約418語、学校教材とは異なる慶英会オリジナル英文）

On a Wednesday morning, Ms. Aki asked her class to plan a visit to a public library. The students had been there before, but this time they had to choose a route for thirty younger students. Ken opened a map on his tablet. “Route A is seven hundred meters long,” he said. “Route B is nine hundred meters. We should take Route A because it is shorter.” Most of his classmates agreed. However, Hana, who often walked to the library with her grandmother, was not sure. The shortest line on a map did not always mean the easiest journey.

Hana explained that Route A included a narrow staircase and a road that became crowded when a nearby market opened. Route B was longer, but it had wide sidewalks and a crossing with traffic lights. “We need to think about the whole group, not only the distance,” she said. Their teacher did not tell them which route to use. Instead, she asked the students to collect evidence. The next day, six students walked both routes in pairs. They recorded the time, the number of times they stopped, and any places where a large group might have problems.

The results surprised Ken. On a dry morning, Route A took thirteen minutes, while Route B took twelve minutes. The students stopped several times on Route A because they had to wait for people on the stairs. Two days later, it rained. Route A took seventeen minutes, but Route B took thirteen. Hana also noticed a bench under a roof near Route B. The group could wait there if a student needed a short rest. They put their notes into a simple table and explained each result to the class. They did not say that Route A was dangerous for everyone; they said that it was less suitable for their particular group.

At the end of the week, the class voted for Route B. Ken was disappointed for a moment because his first idea had been rejected. Then Hana showed him their report. It included his original map and the new information that everyone had collected. “Without your map, we would not have started,” she told him. Ken smiled and added one final sentence: “A good plan can change when we learn something new.” On the day of the library visit, the younger students arrived together and on time. Ken kept the map, not because it showed the shortest route, but because it reminded him that careful questions can improve an answer.

読解1の設問（8問）

1. Q1. Why did the class have to choose a route?
2. Q2. Which route was shorter on the map?
3. Q3. Name two problems with Route A.
4. Q4. How did the students test the routes?
5. Q5. How long did Route B take on the rainy day?
6. Q6. True or false: Hana said Route A was dangerous for everyone.
7. Q7. Translate: A good plan can change when we learn something new.
8. Q8. What did the map remind Ken of in the end?

読解1の重要語句

• route：経路
• narrow：狭い
• evidence：根拠
• suitable：適した
• particular：特定の
• disappointed：がっかりした

復習の基準：正答できなかった設問は「知らない語句」「複雑な語順」「根拠の取り違え」「質問条件の読み落とし」に分けます。全文和訳だけで終えず、根拠のある1文を自分の言葉で言い直してください。

読解2｜修理できないと言う勇気（説明文）

English title: Twenty Objects, More Than Twenty Lessons（約478語、学校教材とは異なる慶英会オリジナル英文）

A broken zipper, a torn bag, and a toy with a missing wheel may look like rubbish. At one junior high school in an imaginary town, students started a small project called the Repair Corner to test a different idea. They wanted to find out whether some objects could be used again with a little care. The project was not meant to replace professional repair shops. The teacher made one safety rule clear: students could work only on simple, non-electrical objects. Batteries, cables, and machines were not accepted.

During the first month, families brought twenty objects to the classroom. Each object was given a paper ticket with its owner’s name, the problem, and the date. Students worked in pairs, and an adult checked every repair before an object was returned. Twelve objects were repaired. Five needed skills that the group did not have, so their owners were advised to contact specialists. Three were still waiting for suitable materials. The class did not describe those eight objects as successful repairs. Instead, they reported all twenty results so that readers could understand both the achievements and the limits of the project.

The numbers were useful, but the students learned more from the conversations. One boy brought an old backpack that he had used since elementary school. He wanted to keep it because his grandfather had given it to him. A girl came with a torn pencil case and explained that she could not easily find another one of the same size. Other families simply hoped to save money. The students discovered that the value of an object was not always the same as its price. Something that looks ordinary to one person can carry an important memory for another.

At the school festival, the Repair Corner team prepared a short presentation. They showed photographs of the objects before and after the repairs, described the safety rules, and shared the complete results. Some visitors asked why the team had not fixed every object. “Because saying no is sometimes the responsible choice,” answered Mei, the student leader. “We should not pretend that we can do something safely when we cannot.” The team also suggested that visitors consider whether they could repair, share, or donate an item before buying a new one. They did not claim that repairing was always cheaper or better in every case.

By the end of the festival, several younger students wanted to join. The Repair Corner had not become a big business, and no one knew how many objects would be repaired in the next year. However, the students had built a habit that was useful outside the classroom: they learned to ask what could be done, to check the evidence, and to explain the limits of their answer. Their teacher put the final report on the school noticeboard with this title: “Twenty Objects, More Than Twenty Lessons.”

読解2の設問（8問）

1. Q1. What was the purpose of the Repair Corner?
2. Q2. What kind of objects were not accepted?
3. Q3. How many of the twenty objects were repaired?
4. Q4. Why were five objects not repaired by students?
5. Q5. Why did the boy want to keep his old backpack?
6. Q6. Translate: Something that looks ordinary to one person can carry an important memory for another.
7. Q7. True or false: The team said repairing was always the cheapest choice.
8. Q8. What was the most important habit the team learned?

読解2の重要語句

• zipper：ファスナー
• repair：修理する
• specialist：専門家
• material：材料
• responsible：責任ある
• pretend：〜のふりをする

復習の基準：正答できなかった設問は「知らない語句」「複雑な語順」「根拠の取り違え」「質問条件の読み落とし」に分けます。全文和訳だけで終えず、根拠のある1文を自分の言葉で言い直してください。

読解3｜未来の新入生への手紙（手紙文）

English title: Dear New Student（約423語、学校教材とは異なる慶英会オリジナル英文）

Dear New Student,

You may be reading this letter before your first day at our school. Perhaps you are excited. Perhaps you are worried because other students seem to know more English than you do. I felt the same way when I arrived two years ago. On my first English test, I understood most of the questions, but I could not write the answers clearly. I was so embarrassed that I hid the test inside my notebook. I thought that being good at English meant never making mistakes.

One afternoon, I stayed after class and asked my teacher for help. She did not give me a long list of rules. She asked me to choose one sentence that I had written incorrectly. It was a sentence about a book which I had read the previous week. I had written “I have read it yesterday.” My teacher showed me why “yesterday” required the past tense in that sentence. Then she asked me to write two new sentences: one about what I did yesterday and another about what I have done in my life. I finally saw the difference between a finished time and an experience connected with the present.

After that day, I started a small notebook called My Useful Mistakes. Whenever I found an error, I wrote the original sentence, explained the reason, and made a new example. At first, the notebook filled quickly. I did not enjoy seeing so many corrections. However, after a few weeks, I noticed that I was making fewer repeated mistakes. I had also become more willing to ask questions. A friend who was good at speaking joined me, and we checked each other’s writing every Friday. We were not trying to prove which student was better. We wanted to make our next answers clearer.

Now I am in my third year. I still make mistakes, especially when I try to explain a difficult idea. Yet I have learned something important: a mistake that has been understood can become a useful lesson. If you feel lost, do not copy someone else’s perfect notebook. Bring one question to a teacher, take one sentence apart, and try again in your own words. You may not see progress tomorrow, but small changes can become visible when you keep a record. I hope this letter will help you begin. And if you meet a student who is struggling, please share what you have learned. Someone helped me, and you may be the person who helps someone else.

Best wishes, A Third-Year Student

読解3の設問（8問）

1. Q1. How did the writer feel after the first English test?
2. Q2. What sentence did the writer write incorrectly?
3. Q3. Give one correct past-tense version of that sentence.
4. Q4. What did the notebook My Useful Mistakes contain?
5. Q5. How often did the writer and a friend check each other’s writing?
6. Q6. True or false: The writer claims that good students never make mistakes.
7. Q7. Translate: A mistake that has been understood can become a useful lesson.
8. Q8. What should a worried new student do first, according to the letter?

読解3の重要語句

• embarrassed：恥ずかしい
• incorrectly：誤って
• correction：訂正
• willing：進んで〜する
• struggling：苦労している
• visible：目に見える

復習の基準：正答できなかった設問は「知らない語句」「複雑な語順」「根拠の取り違え」「質問条件の読み落とし」に分けます。全文和訳だけで終えず、根拠のある1文を自分の言葉で言い直してください。

Stage 2の長文が読めない原因を4種類に分ける

• 単語・熟語：同じ単語でも文中では意味が変わる。重要語句を前後の主語・動詞と一緒に覚える。
• 文構造：関係代名詞・分詞のかたまりがどの名詞を説明しているか線で結び、主節のSとVを見つける。
• 情報整理：日時・場所・人数・理由・結果を本文の順にメモし、選択肢の言い換えと照合する。
• 設問の条件：always、only、all、notのような限定語で正誤が変わる。全体の印象ではなく根拠文で判定する。

Stage2 Readの内容一致で時間と理由を取り違えた方へ：before・after・because・thereforeを分ける独自4長文32問・全解答を追加しました。出来事の順番と理由・結果を別の矢印にして復習できます。

解き直しシート｜7日間の復習設計

• 当日：本文に段落番号を付け、誤答の根拠となる文に下線を引く。主語と動詞、修飾のかたまりを整理。
• 翌日：解答を閉じ、各段落を日本語で一文要約。続いて英語で本文の要点を三文にまとめる。
• 3日後：初回に間違えた設問8問だけ再テスト。なぜ他の答えではないか説明する。
• 7日後：未見の英文を読み、同じ設問型（事実、理由、推論、語句、要約）に転用できるか検証。

文法が分からないときに戻る教材

読解の失点か文法の失点かを区別：Readで時間をかけても点数が取れないときは、Stage2定期テストの5分野診断40問で語彙・時制・構文・Read・英作文を比較し、Readが弱い場合に本記事の独自3長文24問を復習してください。

• Stage 2 文法総復習48問・全解答：現在の文法力を先に確認
• Lesson 6 受動態30問：is made / was writtenなどを判別
• Lesson 7 現在完了と過去形20問：yesterdayとsinceの違い
• Lesson 9 分詞・後置修飾24問：名詞の説明を読解
• Lesson 10 関係代名詞24問：who/which/thatの後ろを読む

よくある質問（FAQ）

Q. 教科書のReadと同じ長文ですか？

異なります。慶英会の独自英文3題です。教科書本文の転載や学校の過去問配布ではなく、Stage 2相当の英文法を使った初見読解の練習として利用してください。

Q. Stage 2のReadは何語程度ですか？

Ｚ会の2026年版公式カタログでは、Stage 2のRead本文はおよそ400〜600語と説明されています。本ページではまず独自長文の段落間のつながりと設問の根拠を確かめ、慣れたら学校の指定教材に戻る学習を推奨します。

Q. 和訳ができれば読解の得点は伸びますか？

和訳は理解の確認に役立ちますが、それだけでは設問への解答は完成しません。『何を問われているか』『英文のどの部分が根拠か』をセットで説明する練習が必要です。

Q. 3題の正答数が低いとき、何からやり直すべきですか？

単語が原因なら文脈の中で語彙を復習し、構文が原因ならStage 2の文法教材へ、設問の読み違いなら根拠探しへ戻ります。読めない原因を分けずに全文を何度も読むだけでは改善点が分かりません。

中高一貫校の英語・無料体験のご案内

学校のNEW TREASURE、独自プリント、Read、英作文のどれが定期テストの失点原因なのかを整理したい場合、返却答案と試験範囲を合わせて確認すると優先順位が明確になります。慶英会では中高一貫校の英語に対応するオンライン個別指導を行っています。最大1か月の無料体験・学習相談はこちら。空き枠と適用条件は個別にご案内します。

参考にした主な公式情報

• Ｚ会｜NEW TREASURE ENGLISH SERIES Third Edition公式カタログ（Stage 2のRead・Grammar in Use・全12レッスン）
• Ｚ会｜NEW TREASURE公式サイト（教材体系・2026年春の更新点）
• Ｚ会｜教材の訂正情報

英語長文3題・設問24問・模範解答・設問根拠は慶英会の独自制作です。掲載の学校・人物・活動は学習用の創作例で、実在校の実施内容を示すものではありません。出版社の公認教材ではありません。公式資料確認：2026年10月26日。

読解と文法の接続：長文で理解した構文が正しく使えるか、Stage 2 誤文訂正40問で確認できます。

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