NEW TREASURE Stage 2 so … that／such … thatの違い40問｜so many・much・too … to【全解答】

結論：NEW TREASURE（ニュートレジャー）Stage 2 Lesson 11のso … that …では、形容詞・副詞ならso clear that／so quickly that、名詞を含む句ならsuch a useful guide that／such useful information thatを使います。さらに数量を表すときはso many books／so much time／so few students／so little waterです。慶英会の独自40問・全解答・書き換え・初見読解で、名詞の可算・不可算と『程度→結果』の文構造を同時に整理します。

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％）
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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
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国内最高峰の英語スピーチコンテスト
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米国高校留学中、唯一の日本人として
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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

Ｚ会のThird Edition Stage2では程度と結果を示すso … that構文が学習内容に含まれます。such … thatは比較・発展表現として扱い、学校の指定範囲に入っていなければ先取り用にしてください。出版社の例文・学校の定期考査問題ではなく、慶英会が独自制作した無料の補充演習です。

最初に覚える3つの文型

• so＋形容詞／副詞＋that節：The notice was so clear that we understood it.／She spoke so clearly that everyone understood.
• such＋名詞句＋that節：It was such a clear notice that everyone understood it.／We received such useful advice that we changed the plan.
• so＋many／few／much／little＋名詞＋that節：There were so many questions that we needed more time.

soとsuchを語順で見分ける

『とても』という日本語は共通していても、英語で直接修飾する中心が異なります。so usefulではusefulという形容詞を、such a useful lessonではa useful lessonという名詞句を表します。so a useful lessonとはしません。

such aとsuch anの違いも発音から判断

such a useful guideはusefulが /j/ の子音のような音で始まるためa。such an interesting storyはinterestingが母音で始まるためan。冠詞の判断もStage2の名詞・冠詞演習とつなげて確認してください。

so manyとsuch manyは混同しない

so many students／so few chairsのような数量の程度は、so＋many／fewを使う基本形です。不可算ならso much information／so little time。これはsuch useful informationと異なる構造です。『名詞が続くから必ずsuch』と覚えると誤ります。

too … toとenough toへの書き換え

The box was so heavy that I could not lift it. はThe box was too heavy for me to lift.と近い意味です。一方、The notice was clear enough for us to read.は『読めた・読める十分な明瞭さ』という肯定の結果です。否定と肯定、誰が動作するかを無視して機械的に入れ替えないでください。

目次と問題の使い方

• Q1〜8：形容詞・副詞のso
• Q9〜16：名詞句のsuch
• Q17〜24：so many／much／few／little
• Q25〜32：too／enoughとの書き換え・英作文
• Q33〜40：学校展示のオリジナル英文読解

問題編｜40問・解答を隠して解く

1．so＋形容詞・副詞＋that（Q1〜Q8）

解答の選択前に、修飾される語は形容詞・副詞・可算複数名詞・不可算名詞のどれかを説明してください。

• Q1. The map was (so / such) clear that everyone in the group could read it.
• Q2. Hana spoke (so / such) slowly that her classmates understood every word.
• Q3. The room was (so / such) noisy that we could not hear the announcement.
• Q4. The weather changed (so / such) suddenly that the students checked the forecast again.
• Q5. The instructions were (so / such) easy that the visitors needed little help.
• Q6. The book was (so / such) interesting that I read it twice.
• Q7. She was (so / such) careful that she noticed an incorrect date.
• Q8. The teacher explained the rule (so / such) clearly that we could rewrite the sentence.

2．such＋（a/an）＋形容詞＋名詞＋that（Q9〜Q16）

解答の選択前に、修飾される語は形容詞・副詞・可算複数名詞・不可算名詞のどれかを説明してください。

• Q9. It was (such a / so) useful lesson that I remembered the main point.
• Q10. It was (such an / so) interesting story that we discussed it after class.
• Q11. They were (such / so) helpful volunteers that the event ran smoothly.
• Q12. There was (such / so) heavy rain that the match was postponed.
• Q13. It was (such a / so) difficult question that few students answered it correctly.
• Q14. The teacher gave us (such / so) clear directions that we reached the hall.
• Q15. It was (such an / such a) unusual idea that the group discussed it carefully.
• Q16. The team received (such / so) useful information that it revised the plan.

3．so many・much・few・littleと名詞の組み合わせ（Q17〜Q24）

解答の選択前に、修飾される語は形容詞・副詞・可算複数名詞・不可算名詞のどれかを説明してください。

• Q17. There were (so many / such many) questions that the teacher extended the discussion.
• Q18. The report included (so much / such much) information that we needed a summary.
• Q19. We had (so little / such little) time that we skipped the optional game.
• Q20. There were (so few / such few) chairs that some students had to stand.
• Q21. The school had (so many / so much) maps that every team could borrow one.
• Q22. They had (so much / so many) homework that they changed their schedule.
• Q23. There was (so little / so few) water in the bottle that we got another one.
• Q24. (So few / So little) students had arrived that the teacher delayed the start.

4．too … to・enough toとの書き換え・英作文（Q25〜Q32）

解答の選択前に、修飾される語は形容詞・副詞・可算複数名詞・不可算名詞のどれかを説明してください。

• Q25. Rewrite: The box was so heavy that I could not lift it. Use too.
• Q26. Rewrite: The explanation was too difficult for me to understand. Use so … that.
• Q27. Rewrite: She spoke so quietly that we could not hear her. Use too.
• Q28. Rewrite: The notice was clear enough for us to read. Use so … that.
• Q29. Correct: It was so a good presentation that everyone listened.
• Q30. Correct: We had such many books that the shelf was full.
• Q31. Translate: 『その説明はとても短かったので私たちは覚えられました』 with so … that.
• Q32. Translate: 『その日はとても寒かったので活動を屋内に変更しました』 with such … that.

5．展示会の初見読解8問（Q33〜Q40）

At a fictional middle school, students prepared a science exhibition. The first map was so confusing that several volunteers could not find the correct room. Hana made a new map with clearer labels. It was such a useful guide that the team chose to place copies near the entrance. However, the class had not measured how much time the new map saved.

The volunteers collected so many questions that the teacher arranged an extra discussion period. There was so much information about the projects that a short introduction became necessary. Ken wrote a summary, but his first version was such a long paragraph that visitors had trouble finding the main point.

Yui rewrote the introduction in shorter sentences. The new paragraph was so clear that a small practice group could answer the basic questions. There were still so few chairs that the volunteers had to change the seating plan. They followed the school’s safety instructions and did not promise that every visitor would have a seat.

After the exhibition, the students reviewed their English. They compared ‘so clear that’ with ‘such a clear explanation that’ and noticed how the adjective and noun changed the grammatical pattern. They also learned that a positive comment from a few visitors could not prove that a new guide had improved test scores or learning across the whole school.

• Q33. Why was the first map a problem?
• Q34. What did Hana prepare?
• Q35. Did the students measure the time saved by the new map?
• Q36. Why was an extra discussion period arranged?
• Q37. What was wrong with Ken’s initial summary?
• Q38. How did Yui improve the introduction?
• Q39. Why did the volunteers change the seating plan?
• Q40. What claim did the team avoid after the event?

全40問の解答と正答理由

40問を各1点で自己採点します。英作文では意味・形容詞／名詞の構造・否定結果が一致する自然な別解も正答にできます。構文の名前だけでなく、that以下が示す結果と、根拠のない追加情報の有無を確認してください。

so＋形容詞・副詞＋thatの解答（Q1〜Q8）

• Q1. so — clearは形容詞。so＋形容詞＋that節。
• Q2. so — slowlyは副詞。so＋副詞＋that節。
• Q3. so — noisyという形容詞をsoが強調。
• Q4. so — suddenlyは副詞。so＋副詞＋that。
• Q5. so — easyは形容詞でso easy that。
• Q6. so — interestingは形容詞。
• Q7. so — carefulという形容詞を修飾。
• Q8. so — clearlyは副詞。

such＋（a/an）＋形容詞＋名詞＋thatの解答（Q9〜Q16）

• Q9. such a — 可算単数lessonの前はsuch a useful lesson。
• Q10. such an — 母音で始まる音のinteresting＋単数名詞story。
• Q11. such — 複数名詞volunteersを含む名詞句。
• Q12. such — 不可算名詞rainを含む名詞句。
• Q13. such a — such a＋形容詞＋可算単数名詞。
• Q14. such — 複数名詞directionsを修飾。
• Q15. such an — unusualが母音の音で始まるためan。
• Q16. such — informationは不可算。such useful information。

so many・much・few・littleと名詞の組み合わせの解答（Q17〜Q24）

• Q17. so many — so many＋複数名詞＋that。
• Q18. so much — so much＋不可算名詞information。
• Q19. so little — so little＋不可算名詞time。
• Q20. so few — so few＋可算複数名詞chairs。
• Q21. so many — mapsは可算複数名詞。
• Q22. so much — homeworkは不可算。
• Q23. so little — waterは不可算。
• Q24. So few — studentsは可算複数。

too … to・enough toとの書き換え・英作文の解答（Q25〜Q32）

• Q25. The box was too heavy for me to lift. — so … that cannot→too … to。誰が持つかをfor meで明確化。
• Q26. The explanation was so difficult that I could not understand it. — too … toと否定結果を対応させる。
• Q27. She spoke too quietly for us to hear her. — quietlyは副詞。toの目的語herを保つ。
• Q28. The notice was so clear that we could read it. — enough toは実行可能、否定結果にしない。
• Q29. It was such a good presentation that everyone listened. — 名詞presentationのある句なのでsuch a。
• Q30. We had so many books that the shelf was full. — many＋可算複数名詞。
• Q31. The explanation was so short that we could remember it. — 程度＋結果のthat節。
• Q32. It was such a cold day that we moved the activity indoors. — such a＋形容詞＋名詞＋that。

読解Q33〜Q40の全解答

• Q33. It was so confusing that volunteers could not find the correct room. — So＋adjective＋that describes the result.
• Q34. A new map with clearer labels. — She revised the guide.
• Q35. No. — The passage explicitly says the time was not measured.
• Q36. The volunteers received so many questions. — So many modifies countable plural questions.
• Q37. It was too long for visitors to find the main point easily. — Such a long paragraph that gives a consequence.
• Q38. She rewrote it in shorter, clearer sentences. — Revision was focused on clarity.
• Q39. There were so few chairs. — So few＋plural chairs expresses shortage.
• Q40. That the guide improved test scores or learning for the entire school. — Feedback was not measurement of the wider effect.

7日間の再テストと誤答分類

• 初日：so＋形容詞／副詞の8問と、なぜsuchではないかの理由。
• 2日目：such＋名詞句、a／an・可算／不可算の組み合わせ8問。
• 3日目：so many／much／few／littleを数量・名詞の数で分類8問。
• 4日目：too … to／enough toの意味と否定を保つ書き換え8問。
• 5日目：初見Read8問を解き、thatの前後の因果が本文に書いてあるか確認。
• 6日目：教科書で習った形容詞8語・名詞8語を使い、オリジナル英文を作成。
• 7日目：40問を白紙で再テストし、同じ型で再び失点したか記録。

よくある質問

so useful informationは正しいですか？

『とても役に立つ情報』ならsuch useful information、『大量の情報』ならso much informationが基本です。

such many booksは正しいですか？

数量の程度を述べる基本形はso many booksです。

so … thatは必ず良い結果ですか？

いいえ。so noisy that we could not hearのように困る結果も表せます。

too … toとenough toは同じですか？

意味が違います。too … toは『〜すぎてできない』、enough toは『〜するのに十分』という意味が基本です。

関連する慶英会の無料教材・無料体験

• too … to・enough to・so … thatの比較40問
• 可算・不可算名詞とmany／muchの40問
• Stage2 Lesson11発展的不定詞の解説
• Stage2文法・Readの学習ガイド

NEW TREASUREのso … that、too … toや数量表現の英文が混ざってしまう場合、慶英会では学校の実際の範囲と誤答案を確認し、意味を保つ書き換えから復習します。最大1か月完全無料体験・学習相談はこちら。

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参考にした出版社公式情報

• Ｚ会｜NEW TREASURE Third Edition Stage2
• Ｚ会｜NEW TREASUREの教材訂正情報

公式情報の確認日：2026年10月26日。問題40問・英文・全解答・解説は慶英会が独自制作し、Ｚ会や学校のテスト問題を転載していません。