NEW TREASURE Stage3 Readのリテリング36問｜独自英文3本を3文・5文で語り直す【全モデル】

Paragraph 1. Our school music club had spent three weeks preparing for a small performance. In the classroom, the violin sounded strong while the cello seemed unusually quiet. The students assumed that the cello player, Hana, needed to play louder. Hana tried, but she became tired and said that the balance still did not feel right.

Paragraph 2. Two days before the performance, the group moved to the larger hall for its first full rehearsal. To everyone’s surprise, the violin and cello sounded quite different from the back row. The teacher asked students to listen from several places in the hall instead of judging the sound only from the stage. They discovered that the room changed how clearly different instruments could be heard.

Paragraph 3. Rather than ask Hana to work harder, the group changed where the players sat. They also adjusted the direction of a music stand that had been blocking part of the sound. During the final rehearsal, students sitting in the back said that they could hear both instruments more clearly. The club did not claim that it had found the perfect arrangement for every room.

Paragraph 4. After the concert, Hana wrote one sentence in her notebook: ‘Sometimes you have to move to another place to understand the problem.’ She was not only talking about music.

1. Q1. 誰の楽器が小さく聞こえたか。

   モデル回答・再話の着眼点を表示

   Model answer: Hana’s cello seemed quiet.

   解説：第1段落でcello playerがHanaと分かる。

2. Q2. 最初にメンバーが考えた対策は何だったか。

   モデル回答・再話の着眼点を表示

   Model answer: They thought Hana should play louder.

   解説：第1段落。本人の演奏の音量を上げる案。

3. Q3. Hanaがその対策を試した結果は。

   モデル回答・再話の着眼点を表示

   Model answer: She became tired, and the balance still did not feel right.

   解説：結果は改善とは限らず疲労が生じた。

4. Q4. 大きなホールで何が分かったか。

   モデル回答・再話の着眼点を表示

   Model answer: The instruments sounded different from different seats.

   解説：後方席からの聞こえ方が教室とは異なった。

5. Q5. 教師が求めた観察方法は。

   モデル回答・再話の着眼点を表示

   Model answer: The students listened from several places in the hall.

   解説：ステージ上だけで判断しないこと。

6. Q6. 生徒が実際に変更したことを2点挙げる。

   モデル回答・再話の着眼点を表示

   Model answer: They changed the players’ positions and adjusted a music stand.

   解説：配置と譜面台の向きを変更。

7. Q7. 最後の練習で後方の生徒が報告したことは。

   モデル回答・再話の着眼点を表示

   Model answer: They could hear both instruments more clearly.

   解説：more clearlyで、音の伝わり方の改善を表す。

8. Q8. 全てのホールで最適な配置だと証明できたか。

   モデル回答・再話の着眼点を表示

   Model answer: No. They did not make that claim.

   解説：会場ごとの音響条件は違う可能性がある。

9. Q9. Althoughを使い「音量を上げても解決しなかった」を1文で。

   モデル回答・再話の着眼点を表示

   Model answer: Although Hana tried to play louder, the balance did not improve as expected.

   解説：譲歩と実際の結果を結ぶ模範例。

10. Q10. 3文だけで順序を保って英語で再話する。

    モデル回答・再話の着眼点を表示

    Model answer: The club thought Hana needed to play louder. After listening from different seats, the students realized that the room affected the sound. They changed the arrangement and heard both instruments more clearly.

    解説：問題→発見→対応の3文。

11. Q11. 5文で、Hanaの反応も含めて再話する。

    モデル回答・再話の着眼点を表示

    Model answer: The music club was preparing for a concert. Hana’s cello sounded too quiet in the classroom. She tried playing louder, but it did not solve the problem. The students then listened from different places in the hall and changed their positions. The new arrangement helped them hear both instruments more clearly.

    解説：時系列・発見・結末を5文で保持。

12. Q12. 最後のHanaの言葉が比喩的に意味することは。

    モデル回答・再話の着眼点を表示

    Model answer: Changing your viewpoint can help you understand a problem.

    解説：音楽以外の状況にも当てはまると解釈できるが、特定の将来の出来事は描かれていない。

Paragraph 1. A group of students planned to visit a local science event as part of their research project. The online program listed a workshop that interested them, along with two times: registration opened at nine in the morning, and the workshop began at eleven. Yuto read the first time and told his friends that the workshop would start at nine.

Paragraph 2. When the group checked the details together, Mina noticed the heading ‘Registration’. She explained that the first time referred to opening the registration desk, not the beginning of the workshop. There was another condition: participants had to arrive before ten thirty to confirm their places. The workshop also had a limited number of seats, so registering online did not guarantee entry if someone arrived too late.

Paragraph 3. The students made a simple plan. They would meet at the station at nine thirty, travel to the event center, and check in before ten thirty. Yuto wrote the three times on one page, adding a short label beside each. He also saved the official notice so that the group could check it again if the plan changed. They avoided making a claim about the travel time because they had not yet checked a route.

Paragraph 4. On the day of the visit, the group arrived early enough to check in. Yuto said that the most useful part of the preparation had not been memorizing numbers. It had been connecting each number to the action it described.

13. Q13. Yutoが最初に間違って伝えた開始時刻は。

    モデル回答・再話の着眼点を表示

    Model answer: He said that the workshop would start at nine.

    解説：午前9時は登録受付開始時刻。

14. Q14. 実際のワークショップ開始時刻は。

    モデル回答・再話の着眼点を表示

    Model answer: It was scheduled to begin at eleven.

    解説：本文内の架空イベントでは午前11時。

15. Q15. Minaが発見した見出しは。

    モデル回答・再話の着眼点を表示

    Model answer: She noticed the heading ‘Registration’.

    解説：時刻が示す行動のラベル。

16. Q16. 参加場所を確定する到着条件は。

    モデル回答・再話の着眼点を表示

    Model answer: They had to arrive before ten thirty.

    解説：「10時30分より前」という期限。

17. Q17. オンライン登録だけで必ず参加できるか。

    モデル回答・再話の着眼点を表示

    Model answer: No. Late arrival could prevent entry.

    解説：席数制限とチェックイン期限がある。

18. Q18. 待ち合わせ時刻と場所は。

    モデル回答・再話の着眼点を表示

    Model answer: At the station at nine thirty.

    解説：午前9時30分、駅。

19. Q19. Yutoは時刻のそばに何を付けたか。

    モデル回答・再話の着眼点を表示

    Model answer: A short label explaining each action.

    解説：時刻を行動と対応させた。

20. Q20. 公式案内を保存した目的は。

    モデル回答・再話の着眼点を表示

    Model answer: To check the details again if the plan changed.

    解説：変更時の再確認。

21. Q21. 移動時間を断定しなかったのはなぜか。

    モデル回答・再話の着眼点を表示

    Model answer: Because they had not checked a route yet.

    解説：未調査の情報を事実としない。

22. Q22. beforeを使い、到着条件を英文1文に。

    モデル回答・再話の着眼点を表示

    Model answer: The group had to arrive before ten thirty to confirm their places.

    解説：期限を示すbefore。

23. Q23. 3文で予定の問題と修正を再話する。

    モデル回答・再話の着眼点を表示

    Model answer: Yuto confused registration time with workshop time. Mina pointed out the difference and the check-in deadline. The group planned three labeled times and arrived early enough.

    解説：誤解→確認→対策・結果の順。

24. Q24. 5文で4つの時刻をすべて含めて再話する。

    モデル回答・再話の着眼点を表示

    Model answer: Yuto first believed the workshop would start at nine. Mina explained that nine was the registration opening time and eleven was the workshop time. They also had to check in before ten thirty. The group planned to meet at the station at nine thirty. They checked the official notice and arrived in time.

    解説：本問の時刻は4つ登場するが、登録9時／集合9時半／期限10時半／開始11時をすべて保った5文。

Paragraph 1. Students from two schools in different countries wanted to exchange ideas about local food traditions. They originally planned one long online meeting. When their teachers checked the proposal, however, they realized that the proposed time would be during normal classes at one school and late in the evening at the other. The groups had also prepared long presentations, leaving almost no time for questions.

Paragraph 2. Instead of cancelling the exchange, the students divided the activity into three steps. First, each group would record a short introduction to a local dish, explaining its ingredients and why it was meaningful to them. Before sharing recordings, the students would check that everyone shown or heard had agreed. Second, each group would send two questions in writing. Third, the schools would arrange a shorter live meeting at a time they both considered practical.

Paragraph 3. The written questions changed the students’ presentations. One group had planned to describe only how a dish was cooked, but the other school’s questions asked when families usually ate it and whether the recipe had changed over time. As a result, the students interviewed relatives and added a short explanation about the dish’s place in their community. They avoided claiming that every family followed the same tradition.

Paragraph 4. The live meeting was shorter than originally planned, yet the discussion felt more focused. The groups learned that a useful exchange does not always require everyone to be online for a long time. Careful preparation can make a brief conversation meaningful.

25. Q25. 交流のテーマは。

    モデル回答・再話の着眼点を表示

    Model answer: Local food traditions.

    解説：食文化の紹介と相互理解。

26. Q26. 最初の長時間会議案にあった2つの問題は。

    モデル回答・再話の着眼点を表示

    Model answer: The time was inconvenient, and the presentations left little room for questions.

    解説：時差と発表時間の構成。

27. Q27. 代わりに採用した手順はいくつか。

    モデル回答・再話の着眼点を表示

    Model answer: Three steps.

    解説：録画紹介→書面質問→短いライブ会議。

28. Q28. 録画紹介で説明する内容は。

    モデル回答・再話の着眼点を表示

    Model answer: The dish’s ingredients and why it mattered to the students.

    解説：食材と本人たちにとっての意味。

29. Q29. 録画共有前に確認することは。

    モデル回答・再話の着眼点を表示

    Model answer: That everyone appearing or speaking had agreed to share it.

    解説：本人の同意。

30. Q30. 第2段階の内容は。

    モデル回答・再話の着眼点を表示

    Model answer: Each group sent two questions in writing.

    解説：書面の質問を2つずつ交換。

31. Q31. 質問によって発表内容はどう変わったか。

    モデル回答・再話の着眼点を表示

    Model answer: After interviewing relatives, the students added a short explanation about the dish’s place in their community.

    解説：作り方だけでなく、地域の中でその料理が持つ意味を補足。質問にあるwhetherは「変わったかどうか」であり、変化したと断定しない。

32. Q32. 生徒が避けた断定は。

    モデル回答・再話の着眼点を表示

    Model answer: They did not claim that every family followed the same tradition.

    解説：家族の多様性を保持。

33. Q33. 短いライブ会議の利点は何だったか。

    モデル回答・再話の着眼点を表示

    Model answer: The discussion became more focused.

    解説：長さより事前準備・論点の明確さが有効だった。

34. Q34. Instead ofを使い変更した会議計画を英文にする。

    モデル回答・再話の着眼点を表示

    Model answer: Instead of holding one long meeting, the groups exchanged recordings and written questions before a shorter discussion.

    解説：instead of＋-ing。

35. Q35. 3文で計画・変更・結果を再話する。

    モデル回答・再話の着眼点を表示

    Model answer: The two schools first planned one long online meeting, but the timing was inconvenient. They exchanged recorded introductions and written questions before a shorter live meeting. The questions helped make their discussion more focused.

    解説：計画→変更→結果の3文。

36. Q36. 5文で、交流の質を高めた点も含め再話する。

    モデル回答・再話の着眼点を表示

    Model answer: Students in two countries wanted to discuss local food traditions. Their first plan was difficult because of the meeting time and long presentations. They decided to share recordings and written questions first. Those questions encouraged students to explain the traditions behind their dishes. A shorter live meeting then became more focused.

    解説：時差・準備・内容改善・結末を5文で示す。