結論：NEW TREASURE（ニュートレジャー）Stage 2のReadで英文は一文ずつ訳せるのに段落の順序が分からないときは、『導入→問題→対応→結果』、『質問→方法→観察→限界』など文章の役割を見ます。さらにthis problem／however／after thatの指示語・接続語が、前の段落と次の段落をつなぎます。慶英会が独自に制作した段落整序4題・全32問・正解の根拠・英文要約を無料公開します。
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）
この教材はNEW TREASURE Stage 2のReadや文法問題集Step5の初見英文を読み解く練習です。掲載する4題は慶英会が作成した架空の学校活動であり、Ｚ会のRead本文、学校のテスト・実際の科学研究記録を転載したものではありません。特に大豆の発芽結果は説明用の架空数値です。
段落整序の基本：最初の段落を見つける3つの手掛かり
- 初出の名詞：a project／a problemなど、まだ紹介されていない人・もの・問題を導入する段落は序盤になりやすい。
- 指示語の受け先：this problem／these results／the changeなどが、前の段落のどの内容を指すかを探す。
- 時系列と論理：first／before／after／then／however／thereforeが何に続くかを判断する。
『this problem』から始まる段落はどこに置く？
段落にTo solve this problem, …と書いてあれば、先に『どんな問題なのか』を説明する段落が必要です。単語thisは直前の特定の問題を指していることが多く、問題を説明する前に解決策だけが登場するのは不自然です。
howeverは前の文との対比を示す
The activity attracted visitors. However, no learning test was conducted. では、参加者が来た事実と、学力への効果を測定していない事実を対比しています。howeverがあるだけで段落が必ず最後になるわけではありませんが、対比される内容が前に存在するかを確認できます。
イベント案内では『提案→承認→変更通知』を区別
日時変更を扱う長文で、the teacher proposed Friday at 3とthe school approved Friday at 3は別の状態です。最後に学校の公式案内が出た段階の情報を答える必要があります。Readの内容一致でも、提案のままか承認済みかに注意しましょう。
問題編｜順番がばらばらのオリジナルRead4題
Read 1｜Book Exchange: The Plan and the Result
段落A〜Dを読んで、最初に自然な順序を考えてください。以下の段落は意図的に並び替えてあります。
Paragraph A
On Friday, the students put up the corrected signs. Twenty visitors came to the exchange, and twelve books were taken home under the school’s rules. Several visitors said that the signs were easy to understand. However, the students had not asked all visitors the same questions, so those comments were informal feedback rather than a complete survey.
Paragraph B
A fictional school’s student council wanted to organise a book exchange for younger students. The members chose the library as a location and made an initial plan. However, they discovered that the first set of direction signs did not include the room number. This problem could confuse visitors who were not familiar with the building.
Paragraph C
After the event, the council wrote a short report. It described the number of visitors and books exchanged and explained how the direction signs had been improved. The report did not claim that the activity raised reading scores, because no test had been conducted. The group planned to use what it had learned for a future event.
Paragraph D
To solve this problem, the volunteers added the library’s room number and checked the wording with a teacher. They also prepared a list of which books could be exchanged and when the event would begin. Before publishing the information, the council asked two students who had never visited the library to try following the directions.
設問Q1〜Q8
- Q1. Arrange A–D in the most logical order.
- Q2. Which paragraph introduces the original problem?
- Q3. What does ‘this problem’ in D refer to?
- Q4. Which paragraph describes the visitors arriving at the event?
- Q5. How many visitors came to the exchange?
- Q6. How many books were taken home?
- Q7. Does the report prove better reading scores?
- Q8. Write a two-sentence summary.
Read 2｜Soybean Germination: A Small Fair-Test Plan
段落A〜Dを読んで、最初に自然な順序を考えてください。以下の段落は意図的に並び替えてあります。
Paragraph A
The class prepared two trays, with ten soybean seeds in each tray. One tray was a comparison group, and the other was placed near a teacher-approved magnet. The students tried to keep the water, light, soil and observation period the same. They also decided in advance what counted as a germinated seed, so the measurement would not change after seeing the numbers.
Paragraph B
The students discussed the limits of their evidence. One small trial could not show that a magnet caused a difference in germination for soybeans generally. They also had not measured plant height or future crop production. In their final report, they wrote that a larger study with more trials would be needed before they could make a stronger conclusion.
Paragraph C
For an original classroom exercise, students wanted to ask whether placing a magnet near soybean seeds would affect germination. They did not assume that it would help or harm the plants. Their teacher asked them to compare two groups, record clear observations and avoid presenting a guess as a proven result. All numbers in this learning passage are fictional.
Paragraph D
After the agreed observation period, seven seeds had germinated in the comparison tray, while six had germinated in the tray near the magnet. Some students wanted to say that the magnet had reduced germination. However, the difference was only one seed, and the class did not have evidence to show that the magnet was the cause.
設問Q9〜Q16
- Q9. Arrange A–D in the most logical order.
- Q10. Which paragraph first defines the research question?
- Q11. Which paragraph explains how to make the comparison fair?
- Q12. How many soybean seeds were put in each tray?
- Q13. How many seeds germinated in the comparison tray?
- Q14. What does ‘the difference’ in D refer to?
- Q15. Can this small trial establish that magnets change growth in all soybeans?
- Q16. Write a cautious English conclusion.
Read 3｜A Museum Timeline: Checking a Date Before Display
段落A〜Dを読んで、最初に自然な順序を考えてください。以下の段落は意図的に並び替えてあります。
Paragraph A
The corrected display opened the following week. Visitors could read an accurate caption that identified the museum’s opening year and linked to the official information page. Some visitors asked questions about the history, but the students did not measure how much anyone’s knowledge improved. The class saved the corrected caption for use in a future project.
Paragraph B
When they checked the source, the students noticed that the official website gave a different year. They had copied an old date from an unverified summary. The teacher asked them to record which page supplied the official date and to check whether the year described the museum’s opening or a later renovation. These were separate events and could not share the same label.
Paragraph C
After finding the error, the group revised the caption and asked another student to verify the new version independently. They removed a photograph from their draft because they had not checked whether they were permitted to reproduce it. Instead, they placed a text link to the official museum page. The teacher approved the new caption after checking the evidence.
Paragraph D
A fictional English class planned a small museum-history exhibition. The students wanted to write a timeline with opening dates and important changes. In their first draft, they included a year that nobody could connect to an official museum record. Before printing the poster, the teacher told them to check the original source rather than guessing.
設問Q17〜Q24
- Q17. Arrange A–D in the most logical order.
- Q18. Which paragraph introduces the first unverified year?
- Q19. What did the students learn when checking the source in B?
- Q20. Why did the teacher ask about opening versus renovation?
- Q21. What did the group remove before publishing?
- Q22. What replaced the reproduced image?
- Q23. Did visitors’ questions prove improved historical knowledge?
- Q24. What is the main lesson of this passage?
Read 4｜An English Club Notice: A Changed Meeting Time
段落A〜Dを読んで、最初に自然な順序を考えてください。以下の段落は意図的に並び替えてあります。
Paragraph A
The English club at a fictional school planned a short practice session for Thursday at 4 p.m. The teacher prepared an announcement for club members. Before sending it, she asked the student leaders to check whether the room would be available. Several students had already written the original time in their notebooks, so any later change would need to be communicated clearly.
Paragraph B
The school office approved a new time, and the teacher sent an updated notice through the approved school system. The notice stated that the meeting would be held on Friday at 3 p.m., not Thursday at 4 p.m. It also said that students did not need to bring printed copies of the script because the school would provide them. The leaders asked members to reply if they had questions.
Paragraph C
During the room check, the students learned that the room was already booked for Thursday afternoon. The teacher therefore proposed moving the session to Friday. One leader suggested starting at 3 p.m. so that students could finish before other activities. However, the time could not be announced as final until the school office approved the change.
Paragraph D
After the updated notice was sent, most members confirmed that they had read it. One student still arrived at the original Thursday time and said that he had not checked the new message. The leaders reviewed how they might make future updates clearer, but they did not claim that every member had understood the notice. The club kept the final schedule separate from the original plan.
設問Q25〜Q32
- Q25. Arrange A–D in the most logical order.
- Q26. What was the originally planned meeting time?
- Q27. Why was the original time unavailable?
- Q28. Was Friday at 3 p.m. confirmed when it was first suggested in C?
- Q29. What was the final approved time?
- Q30. Did students have to bring printed scripts?
- Q31. Why did one student arrive on Thursday?
- Q32. Write a short English correction notice using the final time.
全32問の正解・各段落のつながり
各問1点の32点満点を目安に採点できます。段落順の答えだけを暗記するのでなく、どの名詞・指示語・接続語が段落をつないでいるのかを英文から説明してください。自然で同じ意味を表す英語要約の別解も認めます。
Read 1｜正しい順番 B → D → A → C
- Q1. B → D → A → C. — B introduces the plan/problem, D solves it, A reports the event, C reflects afterward.
- Q2. B. — Missing room numbers create a navigation problem.
- Q3. The first signs lacked the library room number. — The reference points back to B.
- Q4. A. — The event is on Friday.
- Q5. Twenty. — A gives the count.
- Q6. Twelve. — The event outcome in A.
- Q7. No. No reading test was conducted. — C distinguishes an activity from measured learning.
- Q8. The council corrected unclear room signs before holding a book exchange. It reported visitor and book numbers but did not claim improved reading scores. — Summary preserves order and limitations.
Read 2｜正しい順番 C → A → D → B
- Q9. C → A → D → B. — Research question → method → observation → limitations.
- Q10. C. — The teacher’s question and fictional status are introduced.
- Q11. A. — The two groups and similar conditions are specified.
- Q12. Ten. — A gives the size of each group.
- Q13. Seven. — D records the observation.
- Q14. Seven versus six germinated seeds, a gap of one. — D compares the two groups.
- Q15. No. — B and D explain the limitations.
- Q16. In this fictional trial, seven comparison seeds and six magnet-group seeds germinated, but the data do not prove that the magnet caused the difference. — Keep the fictional counts and avoid overclaiming.
Read 3｜正しい順番 D → B → C → A
- Q17. D → B → C → A. — Initial draft → fact-checking → correction → opening.
- Q18. D. — The initial draft had an unsupported date.
- Q19. The official website gave a different year. — They found a conflict with an unverified summary.
- Q20. They were different events with potentially different years. — A date needs a clearly defined event.
- Q21. A photograph without checked reproduction permission. — C describes the rights decision.
- Q22. A text link to the official museum page. — They linked readers to the primary source.
- Q23. No. — A states that improvement was not measured.
- Q24. Check the original source and the event a date describes before publishing it. — Accuracy and permissions are central.
Read 4｜正しい順番 A → C → B → D
- Q25. A → C → B → D. — Original plan → conflict/proposal → approved change → follow-up.
- Q26. Thursday at 4 p.m. — A introduces the initial schedule.
- Q27. The room had already been booked. — C explains the conflict.
- Q28. No. The school office still had to approve it. — Proposal and confirmation are different.
- Q29. Friday at 3 p.m. — B gives the approved new schedule.
- Q30. No. The school would provide them. — No obligation, not a ban on paper.
- Q31. He had not checked the updated notice. — D explains the missed update.
- Q32. The English club will meet on Friday at 3 p.m., not Thursday at 4 p.m. Printed scripts will be provided. — Communicate the changed date, time and materials.
答えが合っても復習したい4つの判断
- 初出／再出：a bookが初めて登場し、the bookで再度指されているか。
- 指示語：this problem／the difference／the changeが前の段落の何を指すか。
- 時系列：準備→実施→報告、または提案→承認→通知→振り返りの順序が自然か。
- 観察と結論：測定した値と、証明されていない原因を分ける。
7日間の段落整序トレーニング
1日目はRead1、2日目はRead2、3日目はRead3、4日目はRead4を解きます。5日目にそれぞれ正しい順序へ並べ直し、接続語と指示語に線を引きます。6日目に一つのReadを選んで『導入→問題→対応→結果』を英語4文で要約し、7日目に全32問を再テストしてください。特に順番の理由を言えない設問を優先して復習するのが効果的です。
よくある質問
段落整序は全文を日本語に訳さないと解けませんか？
全文和訳より、各段落の主題・名詞の初出・指示語・時系列に注目すると効率的に読めます。
howeverがあれば必ず最後の段落ですか？
いいえ。対比される内容の位置を探す必要があります。
段落A〜Dは実際の教科書の問題ですか？
いいえ。全て慶英会が独自制作した架空の英文です。
磁石と大豆の数値は実在の研究成果ですか？
違います。文章の順序とデータの読み方を練習するための架空の数値です。
関連する無料教材・慶英会の無料体験
学校のNEW TREASURE Readで指示語やhoweverのつながりを読み落とす場合、慶英会では試験範囲と誤答の理由を分析し、単文和訳から段落のつながりまで段階的に復習します。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。
参考情報と創作教材の明示
2026年10月26日確認。英文4題・全32問と解答は慶英会の独自制作です。教科書本文・学校の過去問・実際の科学研究や訪問記録の転載ではありません。