NEW TREASURE Stage3の物語文・説明文の読み分け40問｜心情推測とデータの根拠【独自Read4題・全訳】

Mina had spent a week drawing ideas for the school mural. On Monday afternoon, she left her blue sketchbook on a table in the art room while she helped a teacher move some chairs. When she returned the next morning, the book was gone. She remembered seeing Ken near the table on Monday, so she wondered whether he had borrowed it without asking. Ken told her that he had borrowed a ruler but had not touched the sketchbook. Mina was still worried, yet she decided to check the lost-and-found room before accusing anyone. There, a staff member gave her the blue book. It had been found near the window after several papers had blown off the table. Mina felt relieved and apologized to Ken for suspecting him. Ken suggested putting names on the sketchbooks so that they could be returned more easily.

Riku had promised to help a younger student, Noa, practise an English speech after the science club meeting. However, the meeting ended fifteen minutes later than planned. Riku needed to catch the 5:30 bus, and he had to leave the school by 5:20 to reach the stop in time. Noa arrived at 5:05, holding several pages of notes. ‘I cannot remember the whole speech,’ she said quietly. Riku could have told her to practise alone, but he chose to spend ten minutes helping her find three main points. He reminded her to use a short example and to pause between ideas. At 5:15, Noa tried the opening again. She still made mistakes, but her voice was steadier. Riku left at 5:20 and caught the bus. The next day, Noa thanked him. She had delivered the opening without looking at her notes, although she had not finished the entire speech perfectly.

A student volunteer group wanted to make the school building easier for visitors to navigate. The original map contained small room numbers and did not show the main staircase clearly. The group made a new map with larger text, color labels and a marked route to the library. In a small trial, twenty-four visitors tried to find three rooms. Before they used the new map, nine reached all three rooms without asking for help. After the map was introduced, seventeen reached all three rooms without asking. The group was encouraged by the difference, but the trials had taken place at different times of day. Visitor numbers and staff assistance also varied. The report therefore said that the new map might help, not that its design alone had caused the improvement. The group recommended a larger test with more consistent conditions.

A school committee compared printed newsletters with messages sent through the school portal. In the first month, sixty families were invited to read the printed newsletter. In the next month, the committee sent the same type of information through the portal. Thirty-six families completed a questionnaire afterward. Twenty preferred the portal, ten preferred paper and six said both were useful. The committee noted that some families could not check online messages every day. It also did not measure how many people had actually read each announcement. The report therefore recommended keeping printed copies available on request while gathering more information. It did not claim that the portal was preferred by most families in the entire school, because the questionnaire covered only the respondents.