JLPT N3 - Day 1 - 3 (Question Skills Practice)
JLPT Question Skills Practice (Optional)
Before solving full JLPT-style questions, practice the smaller skills that help you understand how each question type works.
These exercises focus on recognizing clues, reducing possible answers, finding relevant evidence, and understanding how information is connected.
After completing the skill practice, continue to the regular JLPT-style exercise page.
Try each exercise first without opening the answer. After answering, use Show to check the answer and the short strategy explanation.
1. Sentence Ordering
Goal: Learn to see sentence fragments as connected chunks instead of trying every possible order.
Focus on grammatical dependencies, particles, noun modification, and fixed patterns.
🔗 Level 1 — Connection Recognition
Find fragments that naturally or grammatically connect to each other.
Goal: Build the habit of recognizing strong chunks such as 「Vて + もらう」 or 「Nについての + N」.
1: Choose the continuation that forms a noun-modifying chunk.
地域の環境についての → ＿＿＿＿
C
Explanation: The key skill is recognizing that 「についての」 must directly modify a noun. 「発表」 can form the chunk 「地域の環境についての発表」, while 「調べています」 and 「気づきました」 are verbs and cannot follow 「についての」 in this structure. In similar ordering questions, first identify which fragments require a noun immediately after them.
2: Choose the connection that expresses receiving help from another person.
用紙の書き方を教えて → ＿＿＿＿
B
Explanation: The key clue is 「教えて」, which can connect to a giving/receiving expression. 「教えてもらいました」 means the speaker received the favor of being taught, so it matches the idea of receiving help from another person. In similar questions, identify whose benefit or perspective is being expressed: 「〜てもらう」 focuses on the person receiving the action.
3: Choose the continuation in which 「教科書を読む」 describes what the time is used for.
教科書を読む → ＿＿＿＿
A
Explanation: The key skill is recognizing a noun-modifying relationship: 「教科書を読む」 directly describes 「時間」, forming 「教科書を読む時間」. The other choices create different grammatical patterns, but they do not make 「読む」 describe a noun meaning “time.” In similar questions, look for a following noun that the preceding verb phrase can modify directly.
🧩 Level 2 — Constraint & Elimination
Identify required connections and impossible connections without reconstructing the whole sentence immediately.
Goal: Reduce the search space before solving the final JLPT ordering question.
1: Identify the TWO fragment pairs that must connect directly. Do not reconstruct the whole sentence yet.
この店では、＿＿ ＿＿ ＿＿ ＿＿。
1. についての
2. 聞くことができます
3. 交換の条件
4. 説明を
C
Explanation: This exercise trains you to identify fixed local connections before solving the full order. 「交換の条件」 naturally connects to 「についての」, and 「説明を」 must connect to 「聞くことができます」 because 「説明」 is the object of 「聞く」. In similar questions, first lock together fragments whose particles or grammatical forms strongly require each other, then arrange the remaining chunks.
2: The intended sentence is a polite request. Which fragment must come immediately before fragment 2?
この用紙に、＿＿ ＿＿ ＿＿ ＿＿。
1. いただきたいんですが
2. かどうか
3. 書いて
4. 来店が可能
A
Explanation: The key constraint is that 「かどうか」 must attach directly to the clause it turns into an embedded yes/no question, here 「来店が可能」. This gives the chunk 「来店が可能かどうか」, which can then be the content of 「書いていただきたいんですが」. In similar ordering questions, first identify fragments like 「かどうか」 that require a complete clause immediately before them.
3: The speaker received permission to practise before giving a presentation. Which connection is impossible in the intended sentence?
先生に＿＿ ＿＿ ＿＿ ＿＿、みんなの前で発表しました。
1. 発表の練習を
2. もらった
3. あとで
4. させて
C
Explanation: The key dependency is 「させてもらう」, which forms one unit expressing that the speaker was allowed to do something, so 「4 → 2」 must stay together. 「発表の練習を」 also connects naturally to 「させて」 as the action being permitted. Therefore 「2 → 4」 is impossible; in similar questions, eliminate orders that break a fixed grammar pattern before reconstructing the whole sentence.
2. Grammar in Context
Goal: Understand how grammar works across connected sentences, not only inside one isolated sentence.
Track result, contrast, sequence, reference words, and the logical flow of the text.
🔍 Level 1 — Relation Identification
Identify the relationship between sentences before selecting a connector or grammar form.
Goal: Recognize discourse functions such as result, contrast, limitation, and sequence.
1: 昨日は気温が低かったです。外で長い時間待っていました。＿＿＿＿、体がすっかり冷えてしまいました。
What relationship should the missing expression show?
B
Explanation: The key clue is the cause-and-effect flow: being outside for a long time in low temperatures leads directly to the body becoming cold. For similar Grammar in Context questions, identify whether the sentence after the blank is a result, contrast, reason, or continuation of the preceding information.
2: 通信販売なら、家で買い物ができます。＿＿＿＿、買う前にスニーカーを履いてみることはできません。
How does the second sentence relate to the first?
A
Explanation: The first sentence presents a benefit of online shopping, while the second introduces a drawback that limits that benefit. For similar questions, look for a shift from a positive point to a restriction, disadvantage, or exception.
3: 昨日は図書館で本を返しました。＿＿＿＿、駅前の店で食材を買って帰りました。
What relationship connects the two actions?
A
Explanation: The two actions form a simple chronological sequence: first the speaker returned books at the library, and afterward bought groceries near the station before going home. For similar questions, check whether the events are connected by time order rather than by cause, explanation, or substitution.
🔁 Level 2 — Reference & Flow
Track what words such as 「それ」 and 「そこ」 refer to, or decide where a sentence fits naturally.
Goal: Follow the flow of information instead of reading each sentence independently.
1: 私は地域の気温について文章を書きました。発表では、教科書の写真も見せるつもりです。先生にそれを読んでもらうと、「気温が変わった理由も書くといいですね」と言われました。
What does 「それ」 refer to?
B
Explanation: The key is to identify the most natural antecedent of 「それ」. Because the teacher later comments on what should also be written, 「それ」 must refer to the文章 the speaker wrote, not the photo or the reason. For similar questions, trace pronouns back to the nearest noun or idea that also fits the action that follows.
2: 図書館の入口の隣には、本を返すためのポストがあります。昨日、本を返しに行くと、入口に「今日は休館です」と書いてありました。私はそこに本を入れて帰りました。
What does 「そこ」 refer to?
C
Explanation: The clue is the action 「本を入れて」: books can naturally be put into the return box, not into the entrance or the library interior in this context. For similar reference questions, match the demonstrative with the place or object that makes the following action logically possible.
3: Choose where the following sentence belongs.
店の人に相談すると、大きいサイズに交換してくれました。
［A］
先週、通信販売でブーツを買いました。
［B］
家で履いてみると、きつくて足が痛くなりました。
［C］
今は足も痛くならず、毎日履いています。
C
Explanation: The inserted sentence must come after the problem is identified and before the final improved situation. The flow is therefore problem → action taken to solve it → positive result. For similar questions, track how each sentence functions in the sequence rather than relying only on repeated vocabulary.
🧠 Level 3 — Missing Flow Element
Choose the missing sentence or information that makes the whole paragraph logically consistent.
Goal: Combine information before and after the blank instead of solving from one sentence alone.
1: 昼休みに図書館へ行って、本を返すつもりでした。ところが、仕事が終わらず、昼休みには行けませんでした。＿＿＿＿。仕事が終わった午後六時に図書館へ行き、その日のうちに本を返すことができました。
ChoicesC
Explanation: The missing sentence must make the final action possible: the speaker goes to the library at 6 p.m. and successfully returns the book that day. Therefore, the library must still be open after 6 p.m. For similar questions, use the sentences after the blank to determine what condition or fact must logically be true.
2: 通信販売で買ったスニーカーがきつかったので、交換してもらうつもりでした。タグも納品書も残っていました。店のウェブサイトには、「外で使用した物は交換できません」と書いてありました。＿＿＿＿。そのため、交換の条件を満たしていないことがわかり、妹にあげました。
ChoicesA
Explanation: The missing sentence must explain why the sneakers no longer satisfy the store’s exchange conditions. Since items used outside cannot be exchanged, the statement that the speaker wore them outside provides the necessary cause for the conclusion that follows. For similar questions, connect the stated rule before the blank with the consequence after it.
3: 地域の人たちに地球環境について発表するので、教科書を読んで文章を書きました。友達に読んでもらうと、「難しい言葉が多いね」と言われました。＿＿＿＿。もう一度読んだ友達が「これなら子どもにもわかるね」と言ってくれたので、その文章を使うことにしました。
ChoicesC
Explanation: The missing sentence must solve the problem identified by the friend: the text contains too many difficult words. Replacing them with simpler, commonly used words directly explains why the friend later says that even children can understand it. For similar questions, connect the problem before the blank with the result after it and choose the action that best bridges them.
3. Short Passage
Goal: Learn to identify exactly what the question asks and where the evidence is in a short text.
Do not choose an answer just because it repeats words from the passage.
🎯 Level 1 — Question Target
Decide what information the question is asking you to locate.
Goal: Distinguish the target from other true details in the passage.
1: Passage
明日の発表は午後二時からです。発表する人は、一時半までに教室に来てください。聞きに来る人は、一時五十分から入れます。
Question
発表する人は、何時までに教室に来なければなりませんか。
What information should you look for?
C
Explanation: The question asks specifically about the deadline for people who will give the presentation, so the relevant information is 「一時半までに」. For similar short-passage questions, first identify exactly who and what the question is asking about, then ignore nearby times or details that refer to different people or events.
2: Passage
この窓口では、証明書の発行を申し込むことができます。発行には一日かかりますので、申し込んだ翌日に、こちらで受け取ってください。郵便では送っていません。
Question
証明書は、どうやって受け取りますか。
What information should you look for?
B
Explanation: The question asks about the method of receiving the certificate, so the key information is 「こちらで受け取ってください」 and the note that it is not sent by mail. For similar short-passage questions, match the question word and verb with the exact type of information needed before looking at the details around it.
3: Passage
土曜日に友達と料理をする予定でしたが、友達が仕事で来られなくなりました。日曜日なら二人とも時間があるので、日曜日に変えました。食材は土曜日に買います。
Question
料理をする日を変えたのは、どうしてですか。
What information should you look for?
A
Explanation: The question asks why the cooking day was changed, so the relevant information is the reason the original Saturday plan became impossible: the friend could not come because of work. For similar short-passage questions, focus first on the function of 「どうして」 and locate the sentence that gives the cause, not the new plan or related details.
🔎 Level 2 — Evidence Matching
Find which part of the passage contains the information needed to answer the question.
Goal: Separate relevant evidence from details that are true but do not answer the question.
1: Passage
この図書館は駅から少し遠いですが、私は毎週通っています。家では弟たちが遊んでいて、静かに本を読めません。図書館の二階は静かなので、ゆっくり読めます。帰りには、近くの店でパンを買います。
Question
この人がこの図書館に通っているのは、どうしてですか。
Which information provides the strongest evidence?
A
Explanation: The strongest evidence is the contrast between the noisy home environment and the quiet second floor of the library, where the speaker can read comfortably. For similar questions, choose the detail that directly explains the person’s behavior, not information that is merely descriptive or incidental.
2: Passage
金曜日に友達が家に来るので、一緒に晩ご飯を作ります。食材は木曜日に買うつもりでしたが、その日は店が休みだとわかりました。そこで、水曜日に買っておくことにしました。金曜日は仕事のあと、まっすぐ家に帰ります。
Question
食材を予定より早く買うことにしたのは、どうしてですか。
Which information provides the strongest evidence?
C
Explanation: The decisive evidence is that the store is closed on Thursday, the day the speaker originally planned to shop. That directly explains why the shopping was moved to Wednesday. For similar questions, identify the detail that causes the change in plan rather than details that only describe the surrounding situation.
3: Passage
発表の練習をしたとき、友達から「後ろの席では声が聞こえにくい」と言われました。私は文章が長すぎるのかと思っていましたが、友達は「長さはちょうどいい」と言いました。それからは、教室の後ろにいる人にも聞こえるように練習しました。
Question
この人は、練習で何に気をつけるようになりましたか。
Which information provides the strongest evidence?
B
Explanation: The strongest evidence is the final change in the speaker’s practice: making sure people at the back of the room could hear. For similar questions, distinguish between the problem noticed, the speaker’s initial assumption, and the actual adjustment made afterward.
After completing these skill exercises, continue to the JLPT-style practice page and apply the same strategies without the extra guidance.
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