NEW TREASURE Stage3 Readの段落見出し・主題選択32問｜初見長文4題・文章構成と要約【全解説】

Paragraph 1. Students in a science club started a garden project to find out whether plants grew differently in sunny and partly shaded areas. They put seeds of the same variety in two plots. Before planting, they predicted that the sunnier plot would produce taller plants. Their teacher asked them to write this as a prediction, not a fact, because the experiment had not yet begun.

Paragraph 2. For four weeks, the students measured the height of several plants every Friday. They also recorded how much water they gave each plot. At the end of the period, the plants in the sunny plot were taller on average. The club prepared a table showing the weekly measurements. Some students wanted to write that sunlight had caused the difference.

Paragraph 3. However, the teacher pointed out that the soil in the sunny plot was deeper. The group had not measured soil quality or the amount of shade during every hour of the day. Therefore, the observation did not establish sunlight as the only cause. The data described a difference, but the reason for it remained uncertain.

Paragraph 4. The students proposed a second trial with more similar soil conditions. They would also record sunlight more carefully and repeat the study over a longer period. In their presentation, they explained the original prediction, the observed results, and the limits of their conclusion. They learned that a useful experiment does not have to prove the first idea right.

1. Q1. Paragraph 1に最適な見出しをA〜Eから選び、段落の働きを説明する。

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   解答：B. A prediction made before planting（Paragraph 1.）

   理由：予測と事実を区別する導入。

2. Q2. Paragraph 2に最適な見出しをA〜Eから選び、段落の働きを説明する。

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   解答：E. Weekly measurements and an observed difference（Paragraph 2.）

   理由：4週間の高さの測定と平均の差が示される。

3. Q3. Paragraph 3に最適な見出しをA〜Eから選び、段落の働きを説明する。

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   解答：A. Why the cause remained uncertain（Paragraph 3.）

   理由：土の深さなどが交絡要因。

4. Q4. Paragraph 4に最適な見出しをA〜Eから選び、段落の働きを説明する。

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   解答：D. Improving the next trial（Paragraph 4.）

   理由：土壌条件と日照の記録を改善する提案。

5. Q5. 筆者は日照だけが原因だと断定しているか。

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   解答：No. Soil depth and other conditions might also affect growth.

   理由：第3段落。観察された結果と原因の証明を分ける。

6. Q6. 4段落全体の展開を日本語で順に説明する。

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   解答：予測→観察結果→結果の解釈の限界→次の検証。

   理由：原因を断定せず改善策へつなぐ論理構造。

7. Q7. 最も適切な全体タイトルはどれか。 A. A Perfect Gardening Method / B. What a Garden Experiment Can and Cannot Show / C. Why All Plants Need Shade

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   解答：B. What a Garden Experiment Can and Cannot Show.

   理由：確認できた差と、まだ証明できない原因が全体テーマ。

8. Q8. 30〜45語の英語で全体を要約する。

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   解答：The science club compared plants in two plots and found that one group was taller on average. However, the soil conditions differed. The students therefore planned another trial rather than claiming that sunlight alone explained the result.

   理由：観察・制約・次の行動を残す模範例。

Paragraph 1. A history club prepared an exhibition about how its town had changed. One member found an old photograph of a street and suggested that it had been taken before a nearby bridge was built. The image looked old, but there was no date on its back. The club agreed that the photograph could be interesting, while the proposed date was only a guess.

Paragraph 2. The students searched a public archive and found a newspaper article that mentioned the same street. The article had a clear publication date. They also compared shop names on an old map with the signs visible in the picture. These sources offered useful clues, but none directly identified the day or year when the photograph had been taken.

Paragraph 3. Two students disagreed about the exhibition label. One preferred a specific year because it would sound more informative. The other argued that giving a year without evidence would mislead visitors. Their teacher asked them to distinguish a confirmed fact from a plausible interpretation. The club decided to use the words ‘date not confirmed’ and explain the clues beside the photograph.

Paragraph 4. Visitors spent time comparing the photo, map, and newspaper clipping. Some asked questions that the club could not answer immediately. Rather than hiding those questions, the students invited visitors to share additional records with the archive. They concluded that a careful exhibition can be engaging even when it openly explains uncertainty.

9. Q9. Paragraph 1に最適な見出しをA〜Eから選び、段落の働きを説明する。

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   解答：E. The attraction and weakness of an undated image（Paragraph 1.）

   理由：写真に撮影年の記載がない。

10. Q10. Paragraph 2に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：C. Comparing several sources（Paragraph 2.）

    理由：アーカイブ・新聞記事・古地図と看板を比較。

11. Q11. Paragraph 3に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：B. Choosing an honest exhibition label（Paragraph 3.）

    理由：根拠のない特定の年を避ける判断。

12. Q12. Paragraph 4に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：A. Inviting visitors into an open investigation（Paragraph 4.）

    理由：追加資料の提供を呼びかけた。

13. Q13. 新聞記事の日付は写真の撮影年を証明するか。

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    解答：No. The article was dated, but the photograph was not.

    理由：同じ場所に関する別資料の発行日と写真の撮影日は別。

14. Q14. この4段落の構成を説明する。

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    解答：写真の発見→資料の照合→情報表示の判断→訪問者との継続調査。

    理由：主張の変化と調査の継続を追う。

15. Q15. 全体タイトルを選ぶ。 A. How to Print Historical Photos / B. A Town That Never Changed / C. An Exhibition That Explains Uncertainty

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    解答：C. An Exhibition That Explains Uncertainty.

    理由：正確性と不確かさを明示する展示が中心テーマ。

16. Q16. 30〜45語の英語で要約する。

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    解答：A history club found an undated photograph and compared it with a map and a newspaper article. The students could not establish its exact date, so they labeled it honestly and invited visitors to help investigate further.

    理由：発見・資料・未確定・対応を含む。

Paragraph 1. Students who volunteered at a community center noticed that first-time visitors often asked where to find a workshop room. The notice on the wall showed room numbers and event times, but it did not explain which entrance visitors should use. Some students thought adding more information would solve the problem, but their teacher suggested observing how people used the existing notice first.

Paragraph 2. The volunteers asked six visitors to read the notice and find the room without additional guidance. Four walked toward a staff-only entrance. The volunteers then discovered that the notice used the word ‘front entrance’, although the entrance facing the station was not the one staff meant. The problem was not a lack of room numbers; it was an ambiguous direction.

Paragraph 3. The students revised the notice by adding two clearly labeled entrance photographs and a simple route map. They also included written directions for people who found small symbols difficult to follow. In a second informal trial, several visitors reached the room without asking for help. The volunteers were encouraged, but they had not measured how long visitors took.

Paragraph 4. The center decided to keep both the printed and online versions. Staff would review the notice whenever access routes changed. The volunteers explained that useful communication should focus on what the reader needs to decide next. A longer message is not necessarily a clearer one.

17. Q17. Paragraph 1に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：D. A problem noticed by volunteers（Paragraph 1.）

    理由：部屋番号はあるが入口案内が分かりにくい。

18. Q18. Paragraph 2に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：A. Testing where the confusion began（Paragraph 2.）

    理由：6人中4人が関係者専用入口へ向かった。

19. Q19. Paragraph 3に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：E. A redesigned guide and its limits（Paragraph 3.）

    理由：写真・地図・文章を追加、所要時間は未測定。

20. Q20. Paragraph 4に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：C. Keeping information useful over time（Paragraph 4.）

    理由：経路変更時の見直しと読み手の次の行動を重視。

21. Q21. 2回目の試行で平均所要時間が減ったといえるか。

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    解答：No. The volunteers did not measure how long visitors took.

    理由：『迷わない人がいた』と『所要時間の改善』は別。

22. Q22. 筆者の段落構成を説明する。

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    解答：問題の把握→試行で原因特定→案内修正と限定→継続的な運用。

    理由：問題解決の文章展開。

23. Q23. 全体に最も適切な題は。 A. How Clear Signs Help Visitors / B. Why More Text Always Works / C. A Competition Between Workshops

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    解答：A. How Clear Signs Help Visitors.

    理由：来場者の行動を考慮した表示改善が主題。

24. Q24. 英語30〜45語でまとめる。

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    解答：Volunteers tested confusing entrance directions and added photographs, a route map, and written directions. In a second trial, several visitors reached the room without help. Travel time was not measured, and staff would review the notice when routes changed.

    理由：問題、対策、観察と未測定の点を区別。

Paragraph 1. A school library proposed a voluntary fifteen-minute reading period after lunch. Teachers hoped that the activity would give students more opportunities to discover books. The program was not designed as a test-preparation class, and participation was optional. Before it started, the organizers asked students which kinds of stories and nonfiction texts they wanted to read.

Paragraph 2. During the first three weeks, librarians recorded the number of books borrowed after lunch. The total rose compared with the previous three weeks. Several students wrote that they liked being able to read without a formal assignment. Still, the records did not show how many pages each student had actually read, and the program had not included a reading comprehension test.

Paragraph 3. Some teachers wanted to announce that the program had improved reading ability. Others urged caution, pointing out that more borrowing did not necessarily mean better comprehension. The school had also introduced a new display of popular books during the same period. That change might have influenced borrowing independently of the reading period.

Paragraph 4. The organizers chose to continue the voluntary program while collecting more specific information. They planned to ask students about their reading experience and, if they later wanted to evaluate comprehension, to choose an appropriate and fair method. The school concluded that increased participation was encouraging but was not proof of every educational benefit.

25. Q25. Paragraph 1に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：C. A voluntary program and its purpose（Paragraph 1.）

    理由：15分・自由参加の読書時間を提案。

26. Q26. Paragraph 2に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：E. Participation records and missing measures（Paragraph 2.）

    理由：貸出数増加とページ数・読解テストの未測定。

27. Q27. Paragraph 3に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：B. Why the apparent success needed qualification（Paragraph 3.）

    理由：貸出数と読解力は別。新展示という別要因もある。

28. Q28. Paragraph 4に最適な見出しをA〜Eから選び、段落の働きを説明する。

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    解答：D. Continuing with a better evaluation plan（Paragraph 4.）

    理由：プログラム継続と測定方法の改善。

29. Q29. 貸出数が増えたことは読解力向上の証拠か。

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    解答：No. The school did not test reading comprehension.

    理由：測定された指標と学力効果の違い。

30. Q30. 4段落の流れを一文で述べる。

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    解答：目的→観察結果→解釈の限界→より適切な評価。

    理由：成功と判断の条件を段落ごとに分ける。

31. Q31. 適切な全体タイトルは。 A. Why Libraries Should Ban Borrowing / B. Measuring What a Reading Program Actually Changes / C. A Test Every Student Passed

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    解答：B. Measuring What a Reading Program Actually Changes.

    理由：何を測定し何を測定していないかを整理する主張。

32. Q32. 英語30〜45語で要約する。

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    解答：A school started a voluntary reading program and saw more books borrowed. However, it did not test comprehension, and another display change might have affected the numbers. The organizers decided to continue the program while planning a more careful evaluation.

    理由：活動→観察→別要因→今後の評価がある。