NEW TREASURE Stage4・5のテスト直後24時間｜記憶チェック40項目＋独自16問【全解答】

答案が返る前にできる独自16問｜記憶メモと本文の事実を分ける

対象：NEW TREASURE Stage4・5の試験直後、答案がまだ返ってこない高校生。目的は正誤を推測して決めつけることではなく、記憶している設問・迷った構文・時間不足の状況を記録し、返却後の分析材料にすることです。以下の本文・仮想メモ・16問は慶英会独自制作であり、実在校のテストではありません。

独自英文｜Bilingual Directions for a School Festival

At Eastbrook High School, a student team developed bilingual direction signs for visitors to a cultural festival. The original signs had been copied from a map that was two years old. Before printing the new versions, the students asked the building manager to check every route. They discovered that a staircase near the music rooms was closed for repairs, although the old map still showed it as an entrance. The team replaced that instruction with a route through the main hallway. On Wednesday afternoon, twelve volunteer visitors tested the revised signs. Nine said that they could find the art room without asking for help. However, the test did not record how long each person needed, and the volunteers had all visited the school before. One student wrote that the signs had solved the problem for every visitor. The teacher asked her to revise the sentence because the evidence was too limited. The manager agreed to a second trial with first-time visitors, provided that the signs did not block any emergency notices. The school had not yet approved permanent installation. In its next report, the team planned to distinguish what had been observed from what still required checking.

模擬記憶メモ｜合っているものと誤っているものが混在

1. The map used in the original signs was recent.
2. The staircase near the music rooms was closed for repairs.
3. Twelve volunteers tested the signs on Wednesday.
4. Nine had no trouble finding the art room.
5. The trial measured time needed by each visitor.
6. All volunteers were visiting the school for the first time.
7. The manager approved permanent signs.
8. A second trial was possible if emergency notices remained clear.

問題H1〜H8｜本文の事実を確認する

問H1：Was the original map current or two years old?

問H2：Why could visitors not rely on the old staircase route?

問H3：When and how many volunteers tested the new signs?

問H4：What did nine volunteers report?

問H5：Did the trial measure how long each visitor needed?

問H6：Had the volunteers all visited the school before?

問H7：Was permanent installation approved?

問H8：What condition applied to another trial?

問題H9〜H16｜記憶メモを検証し、次の学習につなげる

問H9：Classify note 1 as correct or incorrect.

問H10：Classify note 3 as correct or incorrect.

問H11：Classify note 5 as correct or incorrect.

問H12：Classify note 8 as correct or incorrect.

問H13：A student remembers only that a question mentioned a staircase, not what it asked. Should the student write a definite answer?

問H14：What should be recorded if the student was unsure about the meaning of ‘provided that’?

問H15：Write a cautious one-sentence memo about the possible value of the signs.

問H16：What should happen when the actual marked answer sheet is returned?

独自英文の全文和訳

イーストブルック高校で、生徒の班は文化祭の来訪者向けに日英併記の案内板を作った。元の案内板は2年前の地図を写したものだった。新しい版を印刷する前に、生徒は施設管理者へすべての経路の確認を依頼した。その結果、音楽室付近の階段が修理のため閉鎖されていると分かったが、古い地図にはまだ入口として表示されていた。班はその案内を、中央廊下を通る経路に置き換えた。水曜の午後に12人のボランティア来訪者が修正版を試し、そのうち9人は人に尋ねず美術室を見つけられたと述べた。しかし、一人ひとりが何分かかったかは記録しておらず、ボランティアは全員それまでに学校を訪れたことがあった。ある生徒は案内板がすべての来訪者の問題を解決したと書いた。教師は証拠が限られているため、その文の修正を求めた。管理者は、案内板が緊急時の掲示を妨げないことを条件に、初めて訪れる人を対象とした2回目の試行に同意した。恒久設置はまだ承認されていなかった。次の報告書では、観察された内容と引き続き確認が必要な内容を区別する予定だった。

全16問の解答・本文根拠・誤答理由

解答H1：It was two years old.　確認：事実の記憶。根拠：The original signs had been copied from a map that was two years old.。解説：「最近の地図」と書いたメモ1は誤り。

解答H2：The staircase near the music rooms was closed for repairs.　確認：本文根拠。根拠：a staircase near the music rooms was closed for repairs。解説：閉鎖中の階段を通ることはできない。

解答H3：Twelve volunteers tested them on Wednesday afternoon.　確認：日時・人数。根拠：On Wednesday afternoon, twelve volunteer visitors tested。解説：日付と人数を分けて残す。

解答H4：They could find the art room without asking for help.　確認：回答者の感想。根拠：Nine said that they could find the art room without asking for help.。解説：9人が自分で見つけたと回答。全員ではない。

解答H5：No.　確認：測定の有無。根拠：the test did not record how long each person needed。解説：回答者の感想と移動に要した時間の測定は別。

解答H6：Yes.　確認：対象者の条件。根拠：the volunteers had all visited the school before。解説：初めての来訪者での結果ではない。

解答H7：No. Only another trial was conditionally accepted.　確認：承認の範囲。根拠：had not yet approved permanent installation。解説：2回目の試行と恒久設置を区別。

解答H8：The signs must not block emergency notices.　確認：条件節。根拠：provided that the signs did not block any emergency notices。解説：安全条件を守る必要がある。

解答H9：Incorrect.　確認：メモの真偽。根拠：a map that was two years old。解説：「最近の地図」は本文と一致しない。

解答H10：Correct.　確認：メモの真偽。根拠：On Wednesday afternoon, twelve volunteer visitors。解説：時期・人数が本文と一致。

解答H11：Incorrect.　確認：メモの真偽。根拠：did not record how long each person needed。解説：時間測定をしたと書くのは誤り。

解答H12：Correct.　確認：メモの真偽。根拠：provided that the signs did not block any emergency notices。解説：試行の許可条件と一致。

解答H13：No. Record the topic as remembered, and mark the precise question as unconfirmed.　確認：記憶と推測の区別。根拠：The exact question is unknown from the student’s memory.。解説：答案未返却の段階で正答したと決めつけない。

解答H14：The expression, the likely confusion with a reason clause, and the need to review conditions.　確認：復習の手掛かり。根拠：provided that is the relevant expression。解説：正誤の断定より、返却後に確かめるべき具体箇所を記録。

解答H15：Nine of twelve repeat visitors said they could find the art room unaided, but the trial did not test first-time visitors.　確認：要点の保存。根拠：nine … twelve … all visited … before。解説：観察と一般化できない部分を同時に残す。

解答H16：Compare it with the memory notes, identify actual error causes, and create a targeted retest plan.　確認：返却後の再診断。根拠：Real marked answers replace tentative memory notes as the record.。解説：記憶メモだけで得点・誤答数を決めない。

実際の試験後24時間メモ｜5行だけ記録する

試験直後のメモは答案の代わりではありません。問題内容の記憶が曖昧な場合は『未確認』と書き、提出済みの自答案や採点を創作しないでください。学校の答案が返却されて初めて、誤答原因を確定します。教科書・試験問題は転載しません。

関連：Stage4総合ガイド／Stage5総合ガイド／返却後の失点→教材対応表／最大1か月完全無料体験・学習相談。

出版社の一次情報：Ｚ会Stage4 Third Edition／Ｚ会Stage5 Third Edition。掲載英文・模擬メモ・演習16問と和訳・全解答は慶英会独自制作。