NEW TREASURE Stage2 Readの話者・意見40問｜誰が提案し、誰が反対した？【独自4対話・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3人以上が話している英文を読むときは、発言の内容だけでなく「誰が提案し、誰が心配し、誰が修正したか」を追うことが重要です。 例えば提案者の言葉と先生が許可したことを取り違えると、未決定の予定を確定済みと誤読してしまいます。慶英会では学校生活のオリジナル対話4題・独自40問・全模範回答と根拠解説を無料で公開しています。

この教材はNEW TREASURE（ニュートレジャー）Third Edition Stage2を学ぶ中高一貫校の中学2年生前後を対象とする慶英会の独自Read・Action発展演習です。出版社の教科書の会話本文や学校の試験問題、出版社公式解答の転載・復元ではありません。音声は付属せず、本文を読みながら学習する形式です。

話者の発言を取り違えない4つの読み方

• 誰の主張か：I think、I suggest、we shouldなどが誰の発言か発話者を確認する。
• 誰の心配か：but、however、might、we have not testedの懸念を主張と混同しない。
• 同意・変更：I agree、instead、I will checkの前後で、考えや役割が変わったか追う。
• 許可・予定：May we …?、not decided、not approvedは、決定ではなく質問・未承認を表す場合がある。

各問は「内容一致の選択肢を選ぶ」だけではありません。人物名を答え、会話のどの発言が根拠かを説明する練習です。実際の学校のLesson・学習範囲に合わせ、未習事項が含まれる場合は習った構文だけを先に学びましょう。

第1題｜図書室の新しい案内地図｜Aki・Sora・Ms. Ito（Q1〜Q10）

慶英会オリジナル対話：発言した人とその発言の関係を考えながら読んでください。

Aki： I think we should offer both paper maps and digital maps. New students do not all use the same kind of device.

Sora： A digital map is easy to update, but buying new tablets would cost too much. We should use the computers the school already has.

Ms. Ito： Before deciding, we should ask a few students to try the maps. We have not tested which map they understand more easily.

Aki： Last week, I asked twenty-four visitors what they preferred. Fourteen preferred paper maps, and ten preferred digital ones. That tells us about these visitors, not every student.

Sora： Then I agree that we need a paper option. But I still worry about printing a new map every time a room changes.

Ms. Ito： We could print a small number of paper maps and update the digital version when necessary. A short trial would let us learn what works.

Aki： That is a useful compromise. Could we start the trial on Monday?

Ms. Ito： Monday is possible, but the library staff have not approved the schedule yet. I will check before we announce a date.

Sora： I can design the digital version. Aki, could you work on the paper version?

Aki： Yes. After the trial, we should ask users whether both versions helped them find classrooms.

問題Q1〜Q10

1. Q1. Who first suggested offering two map formats?
2. Q2. Who warned that new tablets would be expensive?
3. Q3. Who said that the group should test the maps before deciding?
4. Q4. Who asked twenty-four visitors about their preferences?
5. Q5. How many of Aki’s respondents preferred paper?
6. Q6. Who worried about the cost of printing updated paper maps?
7. Q7. Who proposed a small trial using both options?
8. Q8. Did Ms. Ito say that Monday’s trial date was confirmed?
9. Q9. Who offered to design the digital map?
10. Q10. Who would work on the paper map?

全解答・話者特定の根拠Q1〜Q10

1. Q1. Aki. — Aki began by proposing both paper and digital maps.
2. Q2. Sora. — Sora mentioned the cost of buying tablets.
3. Q3. Ms. Ito. — Ms. Ito wanted users to try the maps first.
4. Q4. Aki. — Aki reported a survey of twenty-four visitors.
5. Q5. Fourteen visitors. — Aki distinguished fourteen paper preferences from ten digital preferences.
6. Q6. Sora. — Sora accepted paper maps but raised a printing concern.
7. Q7. Ms. Ito. — Ms. Ito suggested printing a few maps and updating the digital version.
8. Q8. No, she did not. — The staff had not approved the schedule yet.
9. Q9. Sora. — Sora volunteered to create the digital version.
10. Q10. Aki. — Sora asked Aki to prepare it, and Aki agreed.

復習：対話を読み終えたら、提案者・問題点を挙げた人・実行する人・まだ承認していない人を短い英語でまとめてください。

第2題｜文化祭の案内係｜Emma・Ken・Mei（Q11〜Q20）

慶英会オリジナル対話：発言した人とその発言の関係を考えながら読んでください。

Emma： The festival team has moved its planning meeting from Room 201 to the library. It will still be on Thursday, but we will begin at 4:15 p.m.

Ken： I thought the meeting was on Friday. Thanks for correcting me. What time should volunteers arrive for the festival on Saturday?

Emma： They should arrive at the main gate by 9:40 a.m. The festival opens to visitors at 10:00 a.m.

Mei： I can help visitors find the music room. But I cannot arrive before 9:45 because my bus gets to the station late.

Ken： Could you ask the teacher whether Mei can join after the first preparations? We should not assume she has permission.

Emma： I will ask. Also, we have received twenty-four replies to the volunteer form, but only eighteen students said they could attend on Saturday.

Mei： So the festival team should not describe all twenty-four respondents as available volunteers.

Ken： I can prepare a clearer map for the visitors. The current one has very small letters.

Emma： That would help. Please send me the draft by Friday at noon so the teacher can check it.

Mei： I will wait for the teacher’s answer about my arrival time before saying that I can volunteer.

問題Q11〜Q20

11. Q11. Who reported the corrected meeting room?
12. Q12. Which speaker mistakenly believed the meeting was on Friday?
13. Q13. Who explained the difference between volunteer arrival and visitor opening?
14. Q14. Who could not arrive before 9:45 a.m.?
15. Q15. Who suggested asking a teacher rather than assuming permission?
16. Q16. Who reported that eighteen respondents could attend?
17. Q17. Who warned against calling all respondents available volunteers?
18. Q18. Who offered to improve the visitor map?
19. Q19. Who set Friday at noon as the map-draft deadline?
20. Q20. Did Mei confirm that she would volunteer?

全解答・話者特定の根拠Q11〜Q20

11. Q11. Emma. — Emma changed the room from 201 to the library.
12. Q12. Ken. — Ken said he had thought Friday was the meeting day.
13. Q13. Emma. — Emma distinguished 9:40 a.m. arrival from 10:00 a.m. opening.
14. Q14. Mei. — Mei explained her bus schedule.
15. Q15. Ken. — Ken wanted the teacher to decide about Mei’s late arrival.
16. Q16. Emma. — Emma said that eighteen of twenty-four respondents were available.
17. Q17. Mei. — Mei noticed that replies and availability were not the same.
18. Q18. Ken. — Ken volunteered to make a clearer map.
19. Q19. Emma. — Emma requested the draft by Friday at noon.
20. Q20. No, she did not. — Mei said she would wait for permission about her arrival time.

復習：対話を読み終えたら、提案者・問題点を挙げた人・実行する人・まだ承認していない人を短い英語でまとめてください。

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。

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第3題｜科学部の橋の実験｜Yui・Taro・Ms. Kato（Q21〜Q30）

慶英会オリジナル対話：発言した人とその発言の関係を考えながら読んでください。

Yui： Our folded paper bridge held seven books on Monday, while the flat bridge held five. I think folding may help paper carry more weight.

Taro： Perhaps, but the folded bridge was shorter. We did not keep every condition the same.

Ms. Kato： That is an important limitation. Did you use the same paper and support distance in both tests?

Yui： We used the same type of paper, but the distance between the supports was different.

Taro： Then we cannot prove that folding alone caused the two-book difference.

Yui： I agree. We should build two bridges of equal length and compare them again.

Ms. Kato： Please repeat each test several times and record all the results, not just the highest number.

Taro： I can check the support distance and prepare a results table.

Yui： I will make the new bridges. Could we test them next Wednesday?

Ms. Kato： Next Wednesday might work, but the science room is not booked yet. I will confirm the room before approving the date.

問題Q21〜Q30

21. Q21. Who first suggested that folding might be useful?
22. Q22. Who noticed that the bridges were different lengths?
23. Q23. Who asked about paper type and support distance?
24. Q24. Who admitted that the support distance was different?
25. Q25. Who said the results could not prove folding was the only cause?
26. Q26. Who proposed building equal-length bridges?
27. Q27. Who requested several repeated trials?
28. Q28. Who volunteered to prepare the results table?
29. Q29. Who asked about testing next Wednesday?
30. Q30. Was next Wednesday a confirmed testing date?

全解答・話者特定の根拠Q21〜Q30

21. Q21. Yui. — Yui interpreted the seven-versus-five result cautiously with may.
22. Q22. Taro. — Taro raised the difference in bridge length.
23. Q23. Ms. Kato. — The teacher checked whether the comparison was controlled.
24. Q24. Yui. — Yui confirmed the paper was the same but the distance was not.
25. Q25. Taro. — Taro distinguished an observed difference from its cause.
26. Q26. Yui. — Yui suggested a fairer follow-up test.
27. Q27. Ms. Kato. — The teacher wanted more than one measurement.
28. Q28. Taro. — Taro offered to check distances and organize the data.
29. Q29. Yui. — Yui proposed the date as a question.
30. Q30. No, it was not. — Ms. Kato had not confirmed the science room.

復習：対話を読み終えたら、提案者・問題点を挙げた人・実行する人・まだ承認していない人を短い英語でまとめてください。

第4題｜オンライン学校交流｜Lina・Ren・Nao（Q31〜Q40）

慶英会オリジナル対話：発言した人とその発言の関係を考えながら読んでください。

Lina： Our online exchange is now scheduled to start at 5:20 p.m. on Friday. The partner school asked to begin twenty minutes later than first planned.

Ren： Then the old start time was 5:00 p.m. What time should we enter the video room?

Lina： Please join by 5:10 p.m. so we can check the microphones before the exchange begins.

Nao： I have prepared two photographs of our local festival. Can I show both pictures during the exchange?

Ren： Only if the people who can be identified in the pictures have given permission. We should also check the school’s rules.

Nao： I have permission for one photograph but not for the other. I will use the permitted photograph and a drawing instead.

Lina： Each group has two minutes to introduce an activity. Every student should prepare one question for the visitors.

Ren： I will write our group’s short introduction, and Nao can prepare the drawing.

Nao： I also want to record the exchange to review my speaking. Has either school allowed recording?

Lina： No recording permission has been confirmed from both schools. Do not record the meeting, and ask the teachers before sharing screenshots.

Ren： After the exchange, I can collect feedback, but we have no results yet.

Nao： Then we should not claim that the exchange has already improved everyone’s English.

問題Q31〜Q40

31. Q31. Who announced the updated 5:20 p.m. start time?
32. Q32. Who worked out that the original time was 5:00 p.m.?
33. Q33. Who gave the video-room entry time?
34. Q34. Who wanted to use two festival photographs?
35. Q35. Who explained the permission condition for identifiable people?
36. Q36. Who decided to replace one photograph with a drawing?
37. Q37. Who assigned the two-minute introduction to each group?
38. Q38. Who offered to write the group’s introduction?
39. Q39. Who asked whether recording was permitted?
40. Q40. Who said there were no feedback results yet?

全解答・話者特定の根拠Q31〜Q40

31. Q31. Lina. — Lina described the revised schedule.
32. Q32. Ren. — Ren calculated twenty minutes before 5:20.
33. Q33. Lina. — Lina said to enter by 5:10 for the equipment check.
34. Q34. Nao. — Nao proposed showing two photographs.
35. Q35. Ren. — Ren required permission from people shown in the pictures.
36. Q36. Nao. — Nao had permission for only one of the photographs.
37. Q37. Lina. — Lina stated that each group had two minutes.
38. Q38. Ren. — Ren volunteered to write the short introduction.
39. Q39. Nao. — Nao wanted to record the exchange for practice.
40. Q40. Ren. — Ren planned to collect feedback only after the exchange.

復習：対話を読み終えたら、提案者・問題点を挙げた人・実行する人・まだ承認していない人を短い英語でまとめてください。

誰が何を言ったか読解できたら、発言を他人に説明する：Stage2のask・tell・say伝言英作文40問では、依頼・指示・疑問・内容の報告を、代名詞と語順を直しながら一文にまとめます。

3人以上の対話でよくある失点

• 提案と承認を混同する：Could we start on Monday? は実施許可の証拠ではない。
• 提案者と反対者を逆にする：I agree, but … で考えを変えた部分を確認する。
• 数字の対象を混ぜる：24人の返信者と18人の参加可能者は別の数値。
• 発言を聞き違える：モデルを隠し、名前と動詞だけを抜き出して対話を再現する。

7日間の復習

1日目は図書室、2日目は文化祭、3日目は科学部、4日目はオンライン交流の10問ずつを解きます。5日目には発言者別に「提案・懸念・行動・未決定」を4列でまとめ、6日目は友達や先生と役を分けて朗読、7日目には全40問を白紙で再テストします。回答を暗記するのではなく、新しい対話でも話者を取り違えないことが目標です。

FAQ｜話者の意見と筆者の主張は同じ？

一つの会話に複数の意見がある場合、どれが正解ですか？

質問が誰の考えを尋ねているか確認してください。個人の意見と、最後に全員が合意した内容は異なる場合があります。

I agreeと言った人は最初から賛成していましたか？

必ずしもそうではありません。それまでの反対や懸念と、どの点に同意したのかを前後の発言で確認します。

学校の公式会話問題ですか？

いいえ。慶英会が独自制作した架空の4対話・40問です。公式本文・試験問題を転載していません。

答えは人物名だけでもよいですか？

本教材では人物名で答えられますが、学習効果を高めるにはその人の発言の内容も説明してください。学校で完全な英文が指定された場合は従ってください。

次に学ぶ慶英会の無料教材

• Stage2 Read・Actionの主張・根拠・反対意見40問
• Stage2 Actionの追加質問40問
• Stage2 Readの本文根拠40問
• Stage2無料教材一覧

慶英会のNEW TREASURE・Action学習相談

人物の発言や文章の立場を取り違える場合、主語と動詞だけでなく、誰が何を提案・確認・承認したかを分けて学習します。慶英会では中高一貫校の使用Stage・試験範囲・返却答案に合わせたオンライン個別指導を行っています。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。

出版社公式資料・独自教材の位置づけ

• Ｚ会｜NEW TREASURE Third Edition Stage2
• Ｚ会｜Stage2文法問題集・Step5読解演習
• Ｚ会｜教材訂正のお知らせ

確認日：2026年10月28日。4対話の英文、40問、模範回答、解説はすべて慶英会独自制作であり、教科書や学校の問題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