JLPT N3 - Day 1 - 3
JLPT Exercises: Daily N3 - Day 1 - 3
Practice with JLPT-style questions covering the grammar and vocabulary studied in Days 1–3.
（ ）に入れるのに最もよいものを、1・2・3・4から一つ選びなさい。
夕方六時に取りに戻りますので、それまでこの荷物をホテルで（ ）いただけませんか。
Explanation: 預かる means to take temporary care of someone else’s belongings. The clues 取りに戻ります (“I’ll come back to pick it up”) and それまで (“until then”) show that the speaker wants the hotel to keep the luggage until they return. 送る means to send it, 返す means to return it, and 貸し出す means to lend it out; none expresses keeping it for the speaker.
この町では、山だった場所に道や家や店を作る（ ）が進んでいます。
Explanation: 開発 means “development,” including transforming land by building roads, homes, and shops. The phrase 山だった場所に道や家や店を作る describes this process, and 開発が進んでいます indicates that development is progressing. 販売 means “sales,” 使用 means “use,” and 交換 means “exchange” or “replacement”;
つぎのことばの使い方として最もよいものを、1・2・3・4から一つ選びなさい。
記入
Explanation: 記入 means to enter information into a form, designated space, or similar document, such as writing your name and address on a form. It does not normally describe composing a text. For writing an essay (作文), a short novel (小説), or a thank-you letter (お礼の手紙), use 書く instead. The key distinction is entering requested information versus creating a piece of writing.
食材
Explanation: 食材 means ingredients used to prepare a meal, such as vegetables, meat, or eggs, so buying 食材 for dinner is natural. A list of dishes you choose from is a メニュー. Items you wash and put back on a shelf after eating are 食器 (tableware), and something you put soup in is a 容器 (container) or スープ用の器 (soup bowl). 食材 refers to the food used in cooking, rather than menus or objects used for serving and eating.
つぎの文の（ ）に入れるのに最もよいものを、1・2・3・4から一つ選びなさい。
熱があったので、先生に電話で休んでもいいか聞いて、その日は学校を（ ）。
Explanation: ～させていただく politely describes doing something with someone else’s permission. Here, 休んでもいいか聞いて establishes that the student asked permission to be absent, so 休ませていただきました fits. 休んであげました presents the speaker’s absence as a favor to someone else, which does not fit this situation. 休んでいただきました means someone else took time off for the speaker’s benefit, while 休ませてあげました means the speaker allowed someone else to take time off. These last two reverse the roles established by the context.
試験に合格するために毎日三時間も勉強した（ ）、合格できませんでした。
Explanation: のに connects an action or situation with an unexpected result and often expresses disappointment. Studying three hours every day to pass an exam creates an expectation of success, but 合格できませんでした contradicts that expectation. ために and ので would present the studying as the cause of failing, which is not supported by the context. なら introduces a condition (“if that is the case”), whereas this sentence reports an actual effort and its disappointing outcome.
窓口に誰もいなかったので、もう閉館した（ ）が、図書館の人が来て、本を貸してくれました。
Explanation: ～かと思いました expresses an impression that later turned out to be mistaken. The speaker assumed the library had closed because nobody was at the counter, but a staff member then appeared. ～ようと思う requires a volitional form, such as 閉館しよう; ～たつもり describes believing that one has performed an action; and ～たことがある describes a past occurrence or experience. These do not express the visitor’s mistaken impression in this situation.
この仕事はあと二時間はかかるので、夜の十一時から始めても、今日中には（ ）。
Explanation: ～そうもありません expresses that something seems very unlikely to happen. あと二時間はかかる means at least two more hours are needed, so starting at 11 p.m. leaves insufficient time to finish 今日中に (“by the end of today”). 終わるに違いありません expresses certainty that it will finish, 終わりそうです suggests that finishing looks likely, and 終わるはずです expresses an expectation that it will finish. All three contradict the time constraints given.
先生が分からないところを教えてくださった（ ）、一人ではできなかった問題もできるようになりました。
Explanation: おかげで identifies a cause that led to a positive result, often expressing gratitude. The teacher’s explanation helped the speaker become able to solve problems they could not solve alone. せいで usually assigns blame for an undesirable result, so it does not fit this improvement. なら introduces a condition rather than explaining an actual result, and のに signals an unexpected contrast, whereas becoming able to solve the problems is an expected benefit of receiving help.
つぎの文の★に入る最もよいものを、1・2・3・4から一つ選びなさい。
この文章を読んで、＿＿ ＿＿ ★ ＿＿ 思いました。
Correct Order
1 → 3 → 2 → 4
Phrase
この文章を読んで、気温が食材に与える影響についてもっと知りたいと思いました。
窓口で名前を呼ばれたので、＿＿ ＿＿ ★ ＿＿ ありました。
Correct Order
4 → 3 → 2 → 1
Phrase
窓口で名前を呼ばれたので、手続きが終わったのかと思ったら用紙に間違いがありました。
つぎの文章を読んで、文章全体の内容を考えて、ⒶからⒹの中に入る最もよいものを、1・2・3・4から一つ選びなさい。
先週、学校で自分の国の食べ物について発表しました。準備のために図書館へ行こうとしたのは、発表の前日の夕方でした。もう閉館したⒶ。しかし、電話をすると、あと一時間は開いていると分かりました。
次の日の朝には発表があったので、図書館がⒷ本を借りようと思い、急いで出かけました。図書館に着きましたが、必要な本がどこにあるか分からず、自分では見つけられませんでした。窓口で聞くと、図書館の方が一緒に探してくださいました。その方にⒸ、短い時間でちょうどいい本を見つけることができました。
家に帰って発表の準備をし、友達に聞いてもらいました。内容は面白いけれど、本の難しい言葉をそのまま使っているので、分かりにくいと言われました。Ⓓ、よく使う簡単な言葉に変えて、もう一度練習しました。
Ⓐ
Explanation: Verbた + かと思いました」 expresses an initial impression that later turns out to be mistaken. Here, 「しかし」 introduces the discovery that the library was still open, correcting the narrator’s assumption. 「ばかりでした」 and 「ところでした」 would state that it had just closed, rather than describe a mistaken impression. 「ことにしました」 would express a decision to treat the closing as an established fact, which does not fit this situation.
Ⓑ
Explanation: 「〜うちに」 means doing something while a particular condition still holds, before it changes. Since the library will close in an hour, the narrator wants to borrow books while it is still open. 「開く前に」 means before it opens, 「閉まっている間に」 means while it is closed, and 「閉まってから」 means after it closes; none fits the plan to hurry there and borrow books before closing time.
Ⓒ
Explanation: 「〜おかげで」 presents someone’s help as the reason for a positive result: the librarian helped the narrator find a suitable book quickly. 「手伝っていただいた」 respectfully describes receiving that help. 「せいで」 normally attributes an undesirable result to a cause, which does not fit this successful outcome. 「手伝っていただかなくても」 means “even without receiving help,” contradicting the account of needing and receiving assistance. 「のに」 signals an unexpected contrast, but finding the book successfully is an expected result of the librarian’s help.
Ⓓ
Explanation: 「そこで」 introduces an action taken in response to the situation just described. After hearing that the presentation was difficult to understand, the narrator replaces difficult words with simpler ones and practices again. 「例えば」 introduces an example, but this sentence describes a response to feedback. 「それでも」 introduces an action that goes against what the preceding situation would lead us to expect, whereas simplifying the wording follows the feedback naturally. 「それに」 adds another related point, rather than introducing a solution to the problem.
つぎの文章を読んで、質問に答えなさい。答えは、1・2・3・4から最もよいものを一つ選びなさい。
「私」は、今の読み方のどんなところがよいと考えているか。
Explanation: Focus on the sequence marked by 今は and 最後まで読んでから: the writer now finishes reading first, then looks up words in the parts they did not understand well. This allows them to follow the general meaning despite unfamiliar vocabulary and has made reading more enjoyable. They do not look up difficult words beforehand, stop looking up words altogether, or describe asking the teacher questions after reading.
「私」が来月も料理教室に通うのは、なぜか。
Explanation: Notice how それでも introduces a benefit despite the difficulty of recreating the classroom dishes: the writer has learned to decide what to cook using ingredients already in the refrigerator. The phrase 教室と同じ料理を作らなくても shows that the lessons are useful in everyday cooking even without making the exact same dishes. This practical benefit explains the decision to continue attending. The passage does not say that the ingredients have become available nearby or that every lesson teaches inexpensive recipes.
Your results
Vocab
—No results yet
Grammar & Reading
—No results yet
Total
—No results yet
Comments
Post a Comment