NEW TREASURE Stage2の物語Readで誰が何をした？｜登場人物・行動・受け渡し40問【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

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NEW TREASURE Stage2のRead・Further Readingで、物語の登場人物が増えたときに「誰が見つけたのか」「誰に渡したのか」「誰が結果を記録したのか」を取り違える場合は、人物名と動詞を組にして読むことが重要です。 慶英会では、学校のノート探し・植物観察・文化祭ポスター・読書パートナーを題材にした独自短編4題・人物の行動を追う40問と全解答・根拠解説を無料公開します。

本教材は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年生前後向けです。登場人物・学校・出来事は慶英会が創作した架空の例であり、Z会の教科書本文、出版社公式問題、学校の定期テスト・実際の生徒の学習記録の転載ではありません。

登場人物を取り違えない4つの読解手順

• Who：誰が行動したか。主語を一人ずつ区別する。
• Verb：find、give、send、check、ask、bringなどの動詞で役割を整理する。
• To whom／For whom：物を誰に渡したか、誰のために運んだかを確認する。
• When：Monday／Tuesday／after／beforeの順番で、予定と実施済みを混同しない。

例：Kota gave the notebook to Aya, and Aya took it to Ms. Mori. では、ノートを見つけた人・先生に持参した人・最終的に受け取った人が異なります。英語が読めても日本語で「コウタが先生に渡した」とまとめてしまう場合は、動詞ごとに誰が行動したかを見直しましょう。

問題の解き方・自己採点

各短編を読み、40の問いへ短い自然な英語で答えます。まず登場人物に印を付け、動詞に下線、物の受け渡しには矢印を書いてください。模範と同じ語句でなくても、行動主体・相手・時点が一致すれば正答です。1問1点の40点満点は慶英会の自主学習用で、学校の公式配点ではありません。

第1題｜なくなったノート｜見つけた人・預けた人・受け取った人（Q1〜Q10）

オリジナル物語P1

On Tuesday morning, Rina could not find her blue English notebook. She remembered using it in Room 204 after school on Monday. Her friend Kota offered to help her look for it, but Rina had to attend a music lesson before lunch. She asked Kota to check Room 204 while she was away.

オリジナル物語P2

That afternoon, Kota found a blue notebook under a desk in Room 204. He opened the front cover and saw Rina’s name. Kota wanted to return it directly, but Rina had already gone home. He met Aya near the teachers’ office and told her what he had found. Aya suggested handing the notebook to their homeroom teacher, Ms. Mori, rather than leaving it on an empty desk. Kota agreed and gave the notebook to Aya, who took it to Ms. Mori.

オリジナル物語P3

Ms. Mori put the notebook in a drawer and sent Rina a school message that evening. Rina read the message at home but could not collect the notebook until Wednesday morning. When she arrived at school, Ms. Mori returned it to her. Rina thanked the teacher and then thanked Kota and Aya separately. She had not lost her notebook on the way to school; she had simply left it in Room 204.

問題編Q1〜Q10

1. Q1. Who first noticed that the blue notebook was missing?
2. Q2. Where had Rina used the notebook on Monday?
3. Q3. Who offered to search Room 204 for Rina?
4. Q4. Who actually found the notebook under a desk?
5. Q5. How did Kota know whose notebook it was?
6. Q6. Who suggested giving the notebook to a teacher?
7. Q7. Who carried the notebook to Ms. Mori?
8. Q8. Who sent Rina a school message about the notebook?
9. Q9. When did Rina finally receive the notebook?
10. Q10. Did Rina lose her notebook while traveling to school?

全解答・誰が何をしたかの根拠Q1〜Q10

1. Q1. Rina. — Rina could not find her own notebook on Tuesday morning.
2. Q2. In Room 204. — The first paragraph identifies the last place she used it.
3. Q3. Kota. — Kota offered to help, and Rina asked him to check the room.
4. Q4. Kota. — Kota found it on Tuesday afternoon.
5. Q5. He saw Rina’s name inside the front cover. — He checked the name rather than guessing from its color.
6. Q6. Aya. — Aya proposed handing it to Ms. Mori.
7. Q7. Aya. — Kota gave it to Aya, and Aya took it to the teacher.
8. Q8. Ms. Mori. — The teacher sent the message on Tuesday evening.
9. Q9. On Wednesday morning. — She received it the next school morning.
10. Q10. No, she left it in Room 204. — The final paragraph corrects that possible misunderstanding.

復習：人物ごとに行動した動詞を2〜3個書き、物や情報が誰から誰へ移ったか短く説明してみてください。物語の心情を推測する前に、本文に明示された行動を正確に捉えます。

第2題｜学校の庭｜種・水・観察記録を担当した人物（Q11〜Q20）

オリジナル物語P1

The gardening club wanted to grow beans in two small areas near the school. On Friday, Hiro brought two bags of seeds from the school storage room. Mika checked the labels to make sure both bags contained the same kind of bean seeds. Nao brought a notebook and drew a simple plan of the garden. The three students decided to plant eight seeds in each area.

オリジナル物語P2

On Monday, Hiro planted the seeds in Area A, while Mika planted the seeds in Area B. Nao did not plant any seeds that day; she wrote down the starting date and the number of seeds. Hiro watered Area A with four liters of water. Mika gave Area B four liters as well. Because the amount of sunlight was different, the students did not claim that later differences in growth would be caused only by watering.

オリジナル物語P3

On Wednesday, Mika noticed that one sign near Area B had fallen over. She asked Hiro to bring a new wooden stick, and he did so during lunch. Nao rewrote the label and attached it to the new stick. A week later, the club measured the young plants. Hiro measured Area A and Mika measured Area B, while Nao recorded both sets of numbers. The students planned to continue the investigation for another three weeks before reporting their results.

問題編Q11〜Q20

11. Q11. Who brought the two bags of bean seeds?
12. Q12. Who checked that both bags held the same kind of seed?
13. Q13. Who first drew the garden plan?
14. Q14. How many seeds were planted in each area?
15. Q15. Who planted the seeds in Area A?
16. Q16. Who recorded the starting date instead of planting seeds?
17. Q17. Did Area A receive more water than Area B on Monday?
18. Q18. Who noticed the fallen sign near Area B?
19. Q19. Who rewrote the label and attached it to the replacement stick?
20. Q20. Who recorded the two sets of plant measurements?

全解答・誰が何をしたかの根拠Q11〜Q20

11. Q11. Hiro. — Hiro collected them from storage.
12. Q12. Mika. — Mika verified the labels.
13. Q13. Nao. — Nao brought the notebook and made the plan.
14. Q14. Eight seeds. — The club decided on eight per area.
15. Q15. Hiro. — Hiro planted A; Mika planted B.
16. Q16. Nao. — Nao kept the notes while the others planted.
17. Q17. No, both received four liters. — Hiro and Mika used equal amounts on that day.
18. Q18. Mika. — Mika saw the problem on Wednesday.
19. Q19. Nao. — Hiro supplied the stick, but Nao made and attached the new label.
20. Q20. Nao. — Hiro and Mika measured, while Nao recorded.

復習：人物ごとに行動した動詞を2〜3個書き、物や情報が誰から誰へ移ったか短く説明してみてください。物語の心情を推測する前に、本文に明示された行動を正確に捉えます。

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

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第3題｜文化祭ポスターの時刻訂正｜作成・確認・再配布（Q21〜Q30）

オリジナル物語P1

Emma and Sora were preparing an English poster for their school’s autumn festival. The festival was planned to open at 10:00 a.m., and the English club’s talk was originally scheduled for 4:00 p.m. Emma wrote the first version of the poster on Monday. Sora checked the spelling and drew a small map showing where visitors could find the talk. Jun, who was helping with printing, made twenty copies on Tuesday morning.

オリジナル物語P2

On Tuesday afternoon, the teacher told Emma that the talk would begin fifteen minutes later than planned because another presentation needed more time. Emma changed the starting time on her computer from 4:00 to 4:15 p.m. However, she forgot to tell Jun about the new version. Jun put the twenty old copies on the noticeboards before he saw the teacher’s updated message. Sora noticed that the printed posters still showed 4:00 p.m. and called Emma.

オリジナル物語P3

Emma immediately sent Jun the corrected file. Jun removed the old posters and printed twenty new copies. Sora checked the new copies before they were posted. She also changed the map note because the talk had been moved from Room 202 to Room 203. This time, Emma asked the teacher to confirm both the new time and the new room. The teacher approved the final poster on Wednesday morning. Visitors were then given the correct information: the English club’s talk would be in Room 203 at 4:15 p.m.

問題編Q21〜Q30

21. Q21. Who wrote the first version of the poster?
22. Q22. Who checked the spelling of the original poster?
23. Q23. Who printed twenty copies on Tuesday morning?
24. Q24. Who informed Emma that the talk time had changed?
25. Q25. Who changed the digital file to 4:15 p.m.?
26. Q26. Why did Jun post outdated copies at first?
27. Q27. Who noticed that the printed posters still showed 4:00 p.m.?
28. Q28. Who removed the old posters and printed replacements?
29. Q29. Who checked the newly printed copies and changed the map note?
30. Q30. When was the final poster approved by the teacher?

全解答・誰が何をしたかの根拠Q21〜Q30

21. Q21. Emma. — Emma created the original version on Monday.
22. Q22. Sora. — Sora checked words and drew a map.
23. Q23. Jun. — Jun was responsible for printing.
24. Q24. The teacher. — The teacher spoke to Emma on Tuesday afternoon.
25. Q25. Emma. — Emma updated the computer file.
26. Q26. Emma had not told him about the corrected file. — Jun used the earlier version without knowing the change.
27. Q27. Sora. — Sora spotted the outdated time.
28. Q28. Jun. — Jun handled both removal and reprinting.
29. Q29. Sora. — Sora checked the copies and updated the room map note.
30. Q30. On Wednesday morning. — The teacher approved the time and room on Wednesday morning.

復習：人物ごとに行動した動詞を2〜3個書き、物や情報が誰から誰へ移ったか短く説明してみてください。物語の心情を推測する前に、本文に明示された行動を正確に捉えます。

第4題｜読書パートナー｜勧めた本・書いた感想・返却した資料（Q31〜Q40）

オリジナル物語P1

At the beginning of the new term, the school started a reading-partner activity. Older students helped younger students choose English books. Mio, an older student, volunteered to help David and Sakura. David wanted to read a story about animals, while Sakura preferred a story about a journey. Mio brought three short books from the library and placed them on a table. She did not choose books for the younger students; she let them read the first pages and decide.

オリジナル物語P2

David chose an animal story and borrowed it on Monday. Sakura chose a journey story but found several words difficult. She asked Mio for help with the first paragraph. Mio showed her how to guess the meaning of one word from the sentences around it, and Sakura wrote the new phrase in her notebook. David later read two chapters at home. He wrote a short summary for Mio, but Sakura decided to draw a small picture to explain her favorite scene. Both methods were allowed.

オリジナル物語P3

On Friday, David gave his written summary directly to Mio. Sakura was absent that morning, so she asked David to take her picture to the library desk. David left the picture with the librarian rather than giving it to Mio himself. The librarian placed it in a folder for Mio. When Mio checked the folder that afternoon, she found Sakura’s drawing. Mio sent both younger students a message thanking them for their work and reminding them that the books should be returned the following Monday.

問題編Q31〜Q40

31. Q31. Who volunteered to guide David and Sakura?
32. Q32. Which student wanted a story about animals?
33. Q33. Which student preferred a journey story?
34. Q34. Who brought three books from the library?
35. Q35. Who asked for help with the first paragraph?
36. Q36. Who showed how to guess a word from surrounding sentences?
37. Q37. Who wrote a short summary after reading at home?
38. Q38. Who drew a picture rather than writing a summary?
39. Q39. Who left Sakura’s picture with the librarian?
40. Q40. Did David give Sakura’s picture directly to Mio on Friday morning?

全解答・誰が何をしたかの根拠Q31〜Q40

31. Q31. Mio. — Mio was the older reading partner.
32. Q32. David. — David preferred the animal subject.
33. Q33. Sakura. — Sakura chose a journey story.
34. Q34. Mio. — Mio placed the books on the table.
35. Q35. Sakura. — Sakura had trouble with several words.
36. Q36. Mio. — Mio taught the strategy.
37. Q37. David. — David wrote a text summary of his animal story.
38. Q38. Sakura. — Sakura chose a visual explanation.
39. Q39. David. — David carried it to the desk for absent Sakura.
40. Q40. No, he left it with the librarian. — Mio collected the drawing from the folder later.

復習：人物ごとに行動した動詞を2〜3個書き、物や情報が誰から誰へ移ったか短く説明してみてください。物語の心情を推測する前に、本文に明示された行動を正確に捉えます。

人物の行動を混同する5つの原因

• 最初に見つけた人と先生に渡した人を同一視する：find／give／takeはそれぞれ別の動作。
• 頼んだ人と実行した人を混同する：ask A to doとA didの関係を読む。
• 原案と訂正後を混同する：first version、updated file、approved posterは別の段階。
• 「記録した」を「計測した」に変える：measureとrecordの役割を分ける。
• he／sheを直前の人物に機械的に結びつける：文脈と動作主体を再確認する。

7日間で人物追跡を定着させる

1〜4日目は1日1短編を解きます。5日目には登場人物・行動・時点の3列表を自分で作り、6日目に本文を見ずに物の受け渡しを英語3文で説明。7日目に40問をもう一度解いてください。物語の全訳を覚えることではなく、新しい初見長文でも行動を取り違えないことが目標です。

物語で人物と行動を整理した次は英作文の指示語：Stage2の曖昧な代名詞40問では、誰が持っている物か、itやtheyが何を指すかを読者へ明確に伝える書き換え演習に進みます。

よくある質問

物語では人物の気持ちも推測すべきですか？

物語全体の理解には役立ちますが、本教材は最初に本文に明示された行動・役割・順序を正確に整理する練習です。感情や動機は別の根拠が必要です。

Whoが何をしたかは英語の完全な文で答えますか？

本記事では人名や短い英語で答えられます。学校で完全文が指定されている場合は、その条件に合わせてください。

本文のitやsheの指す相手が分からないときは？

代名詞の数や文法だけでなく、前の文で何が渡されたか、誰がどこにいたかを確認してください。

これはNEW TREASUREの公式Further Readingですか？

いいえ。出版社の本文や設問とは別に慶英会が独自制作した短編4題・40問です。

関連する慶英会の無料教材

• Stage2 Readのit・they・this指示語36問
• Stage2 Readの3文リテリング36問
• Stage2 Further Readingの物語心情・推論30問
• Stage2 Readの話者・意見40問
• Stage2無料教材一覧

慶英会のNEW TREASURE学習相談・最大1か月無料体験

登場人物の名前は分かるのに主語・目的語や行動順序を取り違える場合は、主節S・Vと人称代名詞の指示対象から復習します。慶英会では使用Stage・学校進度・返却答案に合わせて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・学習相談の申込フォームをご利用ください。

参考にした出版社公式情報

• Ｚ会｜NEW TREASURE Third Edition Stage2
• Ｚ会｜Stage2文法問題集・英作文と読解演習
• Ｚ会｜NEW TREASURE訂正情報

確認日：2026年10月28日。4つの物語・40問・全解答・解説は慶英会独自制作です。教科書、出版社・学校の問題、実在生徒の記録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