慶英会 塾長｜慶應義塾大学卒・英検1級
中高一貫校の学校英語・NEW TREASURE・英検対策を専門とするオンライン個別指導塾です。塾長紹介
NEW TREASURE Stage5 Third EditionのLesson9は「ストレスを適切に扱えるか」を考える論説文です。定期テスト・大学入試では、「ストレスは常に悪い」「増やせば成績が上がる」という極端な主張を避け、短期的な反応と慢性的な負担、個人差、支援の違いを正確に読む必要があります。WHO・APAの公式情報を確認し、慶英会独自の初見英文8段落と32問・全解答を作成しました。
【独立した補助教材】本ページはＺ会公式カタログのStage5 Lesson9の題材を踏まえた独自演習です。学校や40人調査は架空であり、実在する医学研究・臨床試験の成果を示しません。本文は出版社の教科書本文や和訳の転載ではなく、医療相談に代わるものでもありません。
目次：定義・対比／独自英文／32問／全解答／英文要約／FAQ
ストレスは役に立つ？短期と慢性では何が違うのか
WHOはストレスを困難な状況への自然な反応と定義し、少量のストレスが日常の活動に役立つ場合がある一方、過度なストレスは心身の健康に悪影響を与えうると説明します。米国心理学会も一時的なストレスと慢性的なストレスを区別しています。一部の短期的な状況で役立つ可能性を、長期的なストレスが健康によいという主張に変えてはいけません。
- Acute / short-term stress：短期の反応。状況に応じて覚醒や準備に関係する。
- Chronic stress：長く続く負担。心身に悪影響を与える場合がある。
- Self-report：本人の主観的回答。成績などの客観的指標とは区別。
- Causal claim：AがBを生んだという主張。比較・条件の確認が必要。
- Qualification：may・can・sometimes・not necessarilyなどで表現を限定。
慶英会オリジナル英文｜Pressure, Preparation and Well-Being
架空の高校の討論を題材にした独自英文です。健康の一般情報は公的資料に照合しました。読解では「具体例」「証拠」「条件付き結論」の違いを意識してください。
Paragraph 1. When students hear the word stress, they may think first of tiredness, anxiety, or being unable to control their schedules. Yet pressure can sometimes encourage a person to prepare for a speech or complete an important assignment. Does this mean that more stress will automatically bring better results? That would be an unreasonable conclusion. People respond differently, and the effect of stress depends on its intensity, duration, and surrounding conditions. A brief demand followed by recovery is not the same as continuing difficulty without time to rest. A careful reading of the topic begins by distinguishing these experiences rather than describing all stress as either entirely beneficial or entirely harmful.
Paragraph 2. The World Health Organization describes stress as a natural response to difficult circumstances. Its public guidance notes that a little stress can sometimes help people function in everyday life, but excessive stress may cause physical or mental health problems. The American Psychological Association similarly distinguishes situational pressure from stress that becomes chronic. These explanations are compatible because they discuss different contexts. Nervousness before a presentation may help some people concentrate on preparation; persistent sleep problems or severe distress are not signs that someone simply needs more pressure. Words such as may, can, sometimes, and prolonged determine the strength of a claim and should remain visible in translation.
Paragraph 3. At a fictional high school, two students prepare for a debate about whether all stress should be avoided. Hana says that a deadline sometimes motivates her to study. Leo argues that repeated deadlines without reasonable time to recover can make students feel overwhelmed. Their teacher asks them to define their terms rather than defend opposing slogans. Is the pressure temporary? Can the student change the situation? Is assistance available? Hana eventually revises her argument: manageable, short-term pressure may help some people prepare in certain circumstances. Leo accepts that statement but adds that people experiencing ongoing distress should be supported rather than criticized for lacking determination.
Paragraph 4. The class examines an invented survey of forty volunteers who answered questions about preparation for school presentations. Twenty-four reported that clear schedules made preparation feel easier, while sixteen reported no improvement. These results describe what students said; they do not demonstrate a medical effect. Students’ experience, available time, and workload were not controlled. Nor did the exercise measure exam grades or stress hormone levels. It would therefore be inaccurate to announce that the survey proved stress raises academic achievement. A subjective feeling of readiness may matter, but it should not be confused with a score on an examination or with long-term well-being.
Paragraph 5. The students also examine what happens when pressure does not disappear. Someone struggling to sleep, concentrate, or manage daily tasks may need changes in circumstances and appropriate support. Health organizations recommend paying attention to sleep, daily routines, social connections, and other coping resources, while recognizing that individual responses vary. Advice to think positively is not a substitute for assistance when difficulties persist. A school can establish realistic deadlines, explain how to ask for help, and avoid celebrating exhaustion as a sign of academic excellence. The purpose of support is not to eliminate every challenging task but to help people face necessary challenges without ignoring their health.
Paragraph 6. Hana prepares a revised debate paragraph with four parts. First, she states a limited claim: short-lived stress can sometimes encourage preparation. Next, she gives an example of a student who uses a presentation date to plan practice. She then acknowledges a limitation: the experience does not prove that prolonged stress is desirable. Finally, she recommends reasonable goals, opportunities for recovery, and access to help. Leo agrees that this argument is stronger than either extreme position. A well-constructed paragraph can accept a partial truth in a competing view without surrendering its central point. Such reasoning is especially important in advanced English reading and writing.
Paragraph 7. A student editor suggests the headline, “New Research Shows Stress Always Improves Grades.” The teacher rejects it. The class has not conducted research that could establish such a conclusion, and its fictional survey did not measure grades. The word always is particularly problematic. Even a well-designed study showing an average improvement under specified conditions would not prove that all individuals benefit. The editor changes the headline to, “Students Discuss How Planning and Support May Help Before Presentations.” The revised title is less dramatic but more faithful to the evidence. It refers to the activity actually described and uses may instead of an unsupported guarantee.
Paragraph 8. The class concludes that stress is neither a magical source of motivation nor a sign of personal failure. Short-term pressure may sometimes be useful; intense or chronic stress can be harmful and should not be romanticized. Schools can set meaningful goals while also providing clear expectations and appropriate support. When summarizing the passage, readers must include the qualification rather than claim simply that stress is good. They should also distinguish an illustration, a survey response, a causal finding, and advice based on established health information. What makes an academic argument persuasive is not its confidence alone but the care with which its evidence and limits are presented.
独自32問｜主題・データ・語彙・和訳・英作文
第1部｜事実・条件・数値18問
問1. What misleading generalization does paragraph 1 reject?
問2. Which three conditions may influence stress effects?
問3. How does the text distinguish brief pressure from chronic stress?
問4. Does WHO say a little stress can sometimes help daily activities?
問5. Why are the WHO and APA explanations compatible?
問6. What is Hana’s original argument?
問7. What does Leo emphasize?
問8. What limited claim does Hana eventually adopt?
問9. How many volunteers were in the fictional survey?
問10. How many reported that clear schedules helped?
問11. What proportion is 24 out of 40?
問12. Why does this survey not prove improved grades?
問13. Name two factors not controlled in the survey.
問14. Which daily difficulties are mentioned in paragraph 5?
問15. What four parts organize Hana’s final argument?
問16. Why is the word always problematic in the proposed headline?
問17. What does the revised newspaper title measure?
問18. What is the central conclusion?
第2部｜語彙・重要構文8問
問19. What does compatible in paragraph 2 mean?
問20. What does chronic mean?
問21. What does overwhelmed mean?
問22. Translate: A brief demand followed by recovery is not the same as continuing difficulty.
問23. Translate: Their teacher asks them to define their terms rather than defend opposing slogans.
問24. Translate: A subjective feeling of readiness should not be confused with a score on an examination.
問25. Translate: A paragraph can accept a partial truth in a competing view without surrendering its point.
問26. Translate: The care with which evidence is presented makes an argument persuasive.
第3部｜英作文・要約6問
問27. Write: 「短期の緊張は役立つ場合がある」。
問28. Write: 「慢性的なストレスが必ず役に立つとは言えない」。
問29. Write: 「その調査は成績を測っていなかった」。
問30. Write: 「支援を求めることは弱さの証拠ではない」。
問31. Which phrase is the safer academic claim: ‘can sometimes help’ or ‘always improves’?
問32. Summarize the passage in two sentences.
32問すべての解答と解説
解答1〜18
解答1：That more stress always produces better results.
解説：一律の因果関係を否定。
解答2：Intensity, duration, and surrounding conditions.
解説：本文に明示された三要因。
解答3：By duration and the opportunity for recovery.
解説：一時的負担と継続的負担を区別。
解答4：Yes.
解説：短期的な可能性に限定される。
解答5：They refer to different contexts and durations of stress.
解説：異なる条件を説明しているため矛盾しない。
解答6：A deadline sometimes motivates her to study.
解説：一部の状況での経験。
解答7：Repeated pressure without recovery can be overwhelming.
解説：慢性的負担への注意。
解答8：Manageable short-term pressure may help some people prepare.
解説：may/some/in certain circumstancesの限定。
解答9：Forty.
解説：実在研究の人数ではない。
解答10：Twenty-four.
解説：自己申告の架空結果。
解答11：60 percent.
解説：24÷40=0.6。
解答12：It did not measure grades or establish causation.
解説：指標と研究設計の限界。
解答13：Prior experience and workload (or available time).
解説：群の違いを無視しない。
解答14：Problems with sleeping, concentrating, or everyday tasks.
解説：健康上の支援が必要となりうる兆候。
解答15：Claim, example, limitation, recommendation.
解説：論理的英作文の基本。
解答16：Evidence about a limited situation cannot guarantee an effect for everyone.
解説：全称命題はより強い証拠が必要。
解答17：No causal performance outcome; it describes a discussion about planning and support.
解説：調査内容に整合する題名。
解答18：Brief pressure can sometimes help, but chronic distress may be harmful.
解説：極端な主張を避ける。
解答19〜26
解答19：Able to be true together without contradiction.
解説：矛盾しないこと。
解答20：Continuing over an extended period.
解説：長期にわたる。
解答21：Unable to cope comfortably with the demands.
解説：負担が手に余る。
解答22：回復を伴う短い負担は、困難が続く状態と同じではない。
解説：followed by recoveryがdemandを後置修飾。
解答23：教師は対立する標語を擁護するよりも、用語を定義するよう求める。
解説：rather thanの対比。
解答24：準備ができているという主観的感覚を試験得点と混同すべきでない。
解説：be confused withを区別。
解答25：段落は主張を捨てずに対立する見解の一部の真実を認めることができる。
解説：without＋動名詞。
解答26：証拠がどれほど慎重に提示されるかが、議論を説得的にする。
解説：with whichがcareを説明する。
解答27〜32
解答27：Short-term pressure can sometimes be helpful.
解説：can sometimesを使う。
解答28：Chronic stress is not necessarily beneficial.
解説：not necessarilyを使用。
解答29：The survey did not measure academic grades.
解説：検証した指標に限定。
解答30：Seeking support is not a sign of weakness.
解説：動名詞主語。
解答31：‘Can sometimes help’ is narrower and can be supported with appropriately limited evidence.
解説：主張の確実性の違い。
解答32：Short-term stress can sometimes motivate preparation, while prolonged distress may harm well-being. Schools should provide support and readers must distinguish limited evidence from exaggerated claims.
解説：可能性と限界、支援をまとめる。
英文要約モデルと7日間復習
Stress is a natural response to challenging situations. While brief pressure may sometimes motivate preparation, the effects differ depending on intensity, duration and available support. In a fictional classroom debate, students learn that a self-reported improvement in preparation does not prove higher grades or better health. A balanced conclusion recognizes both the possible benefits of manageable challenges and the risks of prolonged distress. Clear expectations and appropriate support are important.
- 1日目：短期・慢性ストレスの意味を自分の言葉で説明。
- 2日目：架空40人調査の対象・測定項目・60％の分母を確認。
- 3日目：may / can / not necessarilyの限定を省略せず和訳する。
- 4日目：問22〜26の構文と指示関係を確認する。
- 5日目：日英英作文6問を再テストする。
- 6日目：学校指定のStage5 Lesson9本文・Workbookと比較して復習。
- 7日目：誤答を直し、主張→例→限定→結論の英文を独力で組み立てる。
よくある質問
Q. ストレスは多いほど成績が伸びますか？
A. そのようには言えません。短期的な緊張が一部の場面で役立つことはあっても、過度・慢性的なストレスは健康や学習に悪影響を与える場合があります。
Q. 長期的な負担に耐えることが努力の証拠ですか？
A. いいえ。睡眠・学業・生活に支障が続く場合は、信頼できる大人や専門家への相談が大切です。
Q. この文章は教科書の英文と同じですか？
A. いいえ。Stage5の公式テーマを参考に慶英会が制作した独自の読解教材です。
関連教材・無料体験
慶英会では学校の進度に沿った論説文の構造分析・要約・英作文を指導します。最大1か月無料体験・学習相談はこちら。
参考にした主な一次情報
Ｚ会NEW TREASURE 2026年カタログ（Stage5 Lesson9）／WHO（2026）：Stress／American Psychological Association：How Stress Affects Your Health。
次のテーマ：Stage5 Lesson10｜能力主義・教育格差32問で、二つの対立する意見と統計の読み方を学び、英文要約・英作文につなげます。
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慶英会 塾長｜慶應義塾大学卒・英検1級。中高一貫校の学校英語・NEW TREASURE・英検対策を専門としています。塾長の経歴・指導方針を確認する