NEW TREASURE Stage3→Stage4の進級準備40問｜長文・要約・英作文・Projectをつなぐ8週間復習

1. Q1. The teacher which helped me is now our club adviser.

   模範解答・判断の理由

   解答例：The teacher who helped me is now our club adviser.

   解説：先行詞は人なのでwhoまたはthat。whichは使わない。

2. Q2. She seems to completed the report already.

   模範解答・判断の理由

   解答例：She seems to have completed the report already.

   解説：seemsより前に完了した動作は完了不定詞to have completed。

3. Q3. If I had noticed the error, I will have corrected it.

   模範解答・判断の理由

   解答例：If I had noticed the error, I would have corrected it.

   解説：過去の反事実はIf＋過去完了、主節would have＋過去分詞。

4. Q4. He asked me where was the nearest library.

   模範解答・判断の理由

   解答例：He asked me where the nearest library was.

   解説：間接疑問は主語the nearest library＋動詞wasの語順。

5. Q5. Despite it was very cold, the students continued the project.

   模範解答・判断の理由

   解答例：Although it was very cold, the students continued the project.

   解説：despiteの後は原則名詞句。接続詞althoughなら節it was…を導ける。Despite the cold weather,…も別解可。

6. Q6. Not everyone understand the new rules.

   模範解答・判断の理由

   解答例：Not everyone understands the new rules.

   解説：Not everyoneは単数扱い。動詞はunderstands。

7. Q7. Never I had heard such an explanation before.

   模範解答・判断の理由

   解答例：Never had I heard such an explanation before.

   解説：否定的副詞Neverを文頭に置くとhadと主語Iが倒置。

8. Q8. Having finish the experiment, we discussed our results.（誤りを1か所直す）

   模範解答・判断の理由

   解答例：Having finished the experiment, we discussed our results.

   解説：完了分詞構文はHaving＋過去分詞。finishの過去分詞はfinished。主節の主語weが宿題ではなく実験を終えた主体でもある。

Text 1. Students at an imaginary school tried moving some club announcements from paper to a shared digital board. The board made it easier to correct dates after an announcement had been posted. However, several students said they did not always have a device available after school. The club leaders therefore kept a printed summary beside the digital board. The trial showed that information could be updated quickly, but it did not establish that every student received notices more reliably than before. The leaders planned to ask students which formats they could actually access.

Text 2. A fictional community center tested a sign that explained where visitors should return borrowed equipment. The staff noticed fewer questions at the counter during the first week. Nevertheless, they had not recorded the number of visitors, and the week happened to include fewer public activities than usual. They decided not to claim that the sign alone had reduced confusion. Instead, they kept the sign, began recording visitor totals, and planned a comparison over several weeks.

9. Q9. B-1の中心的な改善案は何か。

   模範解答・判断の理由

   解答例：デジタル掲示で訂正しやすくしつつ、印刷した要約も残すこと。

   解説：便利さと利用条件を両立させる工夫が主旨。

10. Q10. デジタル掲示を採用した利点は。

    模範解答・判断の理由

    解答例：掲載後でも日程を直しやすいこと。

    解説：第1文後半にcorrect dates after posted。

11. Q11. 全員が確実に情報を受け取ったと断定できるか。

    模範解答・判断の理由

    解答例：断定できない。

    解説：全員に端末があるわけではなく、受信率も比較検証していない。

12. Q12. B-1を英語25〜35語程度で要約する。

    模範解答・判断の理由

    解答例：The club used a digital board to update announcements quickly but kept printed summaries for students without devices. The trial did not prove that every student received information more reliably.

    解説：利点・利用条件・未証明の点を保つ。

13. Q13. B-2で観察した変化は何か。

    模範解答・判断の理由

    解答例：受付での質問が減ったこと。

    解説：減ったのは質問数で、利用者あたりの質問率は不明。

14. Q14. B-2で未記録だった重要な数値は何か。

    模範解答・判断の理由

    解答例：来場者数。

    解説：number of visitorsを記録していない。

15. Q15. 掲示だけで混乱が減ったと断定できない理由は。

    模範解答・判断の理由

    解答例：イベント数が少ない週で、来場者数も未測定だったから。

    解説：別の原因があり得ることを示す。

16. Q16. B-2の適切な次の調査は。

    模範解答・判断の理由

    解答例：来場者数も測定し、複数週で比較すること。

    解説：最後の文の記述。

17. Q17. Club AのAfterの値はいくつか。

    模範解答・判断の理由

    解答例：15。

    解説：AのAfter列の数値。

18. Q18. Club BのAfterの値はいくつか。

    模範解答・判断の理由

    解答例：18。

    解説：BのAfter列の数値。

19. Q19. Aの増加数はいくつか。

    模範解答・判断の理由

    解答例：3。

    解説：15−12＝3。

20. Q20. Bの増加数はいくつか。

    模範解答・判断の理由

    解答例：3。

    解説：18−15＝3。

21. Q21. AとBは増加数が同じだが、人数の割合は同じか。

    模範解答・判断の理由

    解答例：同じではない。Aは3/20＝15％、Bは3/30＝10％。

    解説：分母（対象人数）が異なる。

22. Q22. 増加率という表現が曖昧な理由を説明する。

    模範解答・判断の理由

    解答例：何に対する割合かで数字が異なるから。

    解説：対象者の割合の増分（3/20、3/30）と元の値に対する増加率（3/12、3/15）は異なる。

23. Q23. Afterの値だけでAとBの取り組みの優劣が決まるか。

    模範解答・判断の理由

    解答例：決まらない。

    解説：人数、開始時点、条件や実施内容を確認する必要がある。

24. Q24. 英語で、二つの集団について確実に言える事実を1文にする。

    模範解答・判断の理由

    解答例：Both groups increased by three, although they had different group sizes.

    解説：測定値の差という事実のみを述べ、原因は断定しない。

25. Q25. Not all the students agreed. を Some … で言い換える。

    模範解答・判断の理由

    解答例：Some students did not agree.

    解説：全員が同意したわけではない＝少なくとも一部が同意しなかった。noneと断定しない。

26. Q26. The number increased from 20 to 28. を byを用いて。

    模範解答・判断の理由

    解答例：The number increased by eight.

    解説：28−20＝8。from/toの値ではなく差分を示す。

27. Q27. We do not know whether the plan will work. を It is uncertain … に。

    模範解答・判断の理由

    解答例：It is uncertain whether the plan will work.

    解説：成否が未確認という不確実性を残す。

28. Q28. The two plans have different advantages. を Each … に。

    模範解答・判断の理由

    解答例：Each plan has its own advantages.

    解説：異なる利点があるという意味を保つ。

29. Q29. Although the trial was short, it offered useful evidence. を Despiteを用いて。

    模範解答・判断の理由

    解答例：Despite the short trial, it offered useful evidence.

    解説：Despiteの後は名詞句the short trial。

30. Q30. The result may have been affected by the weather. を possiblyを用いて。

    模範解答・判断の理由

    解答例：The weather possibly affected the result.

    解説：may have been affectedという可能性をpossiblyで保持。断定しない。

31. Q31. We cannot conclude that the new method always works. を It has not been proved … に。

    模範解答・判断の理由

    解答例：It has not been proved that the new method always works.

    解説：常に有効と証明されていない点を残す。

32. Q32. After the teacher checked the data, the group changed its claim. を Having…で始める。

    模範解答・判断の理由

    解答例：Having had the data checked by the teacher, the group changed its claim.

    解説：groupは教師にデータを確認してもらったため、使役have＋O＋過去分詞の完了分詞構文。Having checked the dataでもグループ自ら確認した意味に変わるのでここでは不適切。

33. Q33. 学校のイベント案内にQRコードを使うことについて、利点と注意点を各1つ英語30〜50語で述べる。

    模範解答・判断の理由

    解答例：QR codes can make event information easy to update. However, some visitors may not have a device or internet connection, so printed directions should also be available. Offering both options would help more people find the information they need.

    解説：利点と例外条件を両方述べる。

34. Q34. 学校図書室の利用時間延長について、becauseとalthoughを使い35〜50語で意見を書く。

    模範解答・判断の理由

    解答例：I support extending library hours because students with afternoon activities may need more time to read. Although the plan could be helpful, schools must consider staff availability and safety before changing the schedule. A short trial could provide useful information.

    解説：理由と条件付きの留保を併記。

35. Q35. グループ発表で全員が同じ役割を担当すべきか。反対意見への配慮を含め35〜50語で。

    模範解答・判断の理由

    解答例：I do not think every member must do exactly the same task. Students have different strengths, so a team can divide responsibilities fairly. However, everyone should understand the whole project and have a chance to contribute, even if their roles are different.

    解説：役割分担と公平性の両方を満たす。

36. Q36. 紙の教材とデジタル教材の併用について、whileを使って35〜50語で。

    模範解答・判断の理由

    解答例：Digital materials are easy to update, while paper copies can be useful when students cannot access devices. Rather than choosing only one format, schools could provide both when practical. The best decision should depend on learners’ needs and available resources.

    解説：比較と実行条件を示す。

37. Q37. 「少人数へのアンケートで満足度が高かった」。これだけで全員が満足すると断定しない英語35〜50語を書く。

    模範解答・判断の理由

    解答例：Most respondents in the small survey said they were satisfied. However, the group was not large enough to represent every student, and those who did not answer might have different opinions. More responses would be needed before making a broader claim.

    解説：観察結果と一般化の限界を区別。

38. Q38. 新しい英語勉強法を試す際の評価方法について、becauseを使って35〜50語で。

    模範解答・判断の理由

    解答例：We should compare similar tasks before and after trying a new study method because one good score may happen for many reasons. It is also important to record study time and initial ability. These details can help us interpret any change more carefully.

    解説：測定条件と変化の解釈。

39. Q39. 学習を助ける音声資料について、メリット・限界を含め35〜50語で。

    模範解答・判断の理由

    解答例：Audio materials can help students practise listening and pronunciation, but not everyone learns best from audio alone. Some students may also need written transcripts. Schools could offer several formats and ask students which resources help them complete the task.

    解説：一つの形式で全員に効果と断定しない。

40. Q40. Stage4の意見文を見据え、賛成・理由・具体例・譲歩を50語前後で書く（テーマ：学校の展示を多言語化する）。

    模範解答・判断の理由

    解答例：I support offering school exhibition information in more than one language because it can help visitors understand the displays. For example, short summaries could explain key ideas without translating every sentence. Although creating accurate translations takes time, students could start with a few important signs and check them carefully.

    解説：主張→理由→実例→制約、という4要素を確認。