JLPT N3 - Day 4 - 6 (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 Completion
Goal: Learn to identify what grammatical or semantic function the sentence requires before choosing a form.
Instead of guessing from grammar shapes alone, look for clues such as purpose, cause, possibility, obligation, condition, or result.
๐ Level 1 — Function Recognition
Identify the relationship the sentence is trying to express before thinking about a specific grammar pattern.
Goal: Train yourself to ask “What meaning is required here?”
1: ๆจๆฅใฏ็ฒใใฆใใใฎใซ、ใชใใชใ็ ใใพใใใงใใ。
What relationship does 「ใฎใซ」 express?
A
Explanation: 「ใฎใซ」 marks a contrast between what would normally be expected and what actually happened. Being tired would normally make sleeping easier, but the result was the opposite, so the relationship is a situation and an unexpected result. For similar questions, look for a result that goes against the natural expectation created by the first clause.
2: ๅบใใใฆใใ้ใซ้จใ้ใใใใใใชใใฎใง、็ชใ้ใใฆใใใพใ。
What function does 「้ใใฆใใใพใ」 serve?
C
Explanation: 「〜ใฆใใ」 shows an action done in advance because of a later possibility or need. Here, the possibility of rain while the person is away motivates closing the window beforehand, so it functions as preparation for a possible later situation. For similar questions, look for an action taken now to prevent or prepare for something later.
3: ใใฎ้จๅฑใฏ、้ใใชใ้ใใชใปใฉๅๅผทใใใใใงใ。
What relationship is expressed?
B
Explanation: The 「〜ใชใ〜ใปใฉ」 pattern links two changing degrees: as the room becomes quieter, studying becomes easier. This expresses a change in degree producing a corresponding change. For similar questions, look for paired expressions showing “the more X, the more Y.”
⚖️ Level 2 — Grammar Contrast
Compare grammar forms that are all familiar but do not express the same relationship.
Goal: Eliminate forms that are grammatically possible in other contexts but do not fit this meaning.
1: ๅงใๅฎถใซใใใใฉใใใใใใพใใใงใใใ、็้ขใ่ฆใใจ、ใใคใๅบใใใใจใใซๅฑฅใ้ดใใใใพใใ。ใพใ ๅคใซใใ（ ）。
ChoicesB
Explanation: The missing shoes provide visible evidence that leads the speaker to infer the sister is probably still outside. 「ใใใงใ」 fits because it expresses a conclusion based on observed evidence, while 「ใฏใใใใใพใใ」 would mean something is impossible or cannot be true. For similar questions, distinguish evidence-based inference from strong logical impossibility.
2: ็ถใฏไป、้ป่ฉฑใง่ฉฑใใฆใใพใ。「้ป่ฉฑไธญใฏ่ฉฑใใใใชใใง」ใจ่จใใใใฎใง、้ป่ฉฑใ（ ）、ใใฎๆ็ดใ่ฆใใพใ。
ChoicesB
Explanation: The father explicitly said not to speak to him while he is on the phone, so the letter must be shown after the call has ended. 「็ตใใฃใฆใใ」 expresses that sequence: first the phone call finishes, then the next action happens. For similar questions, use the surrounding instruction or condition to determine which event must come first.
3: ้ใ่ท็ฉใไธไบบใง้ใถใฎใฏๅคงๅคใงใใใ、ๅ้ใๆไผใฃใฆใใใ（ ）、ๆใฃใฆใใใใๆฉใ็ตใใฃใฆๅฉใใใพใใ。
ChoicesA
Explanation: The friend’s help produced a positive result: the work finished earlier than expected and the speaker was relieved. 「ใใใใง」 fits because it marks a beneficial cause, while 「ใใใง」 is typically used when the result is negative or undesirable. For similar questions, check whether the consequence is presented positively or negatively.
๐ง Level 3 — Constraint Identification
Identify the decisive grammatical or semantic clue that makes one form fit and rules out competing forms.
Goal: Use sentence constraints independently to justify your choice instead of relying on familiarity or intuition.
1: ๆ่ฟใฏๅฟใใใฆ、ๆฏใซ้ป่ฉฑใงใใพใใใงใใ。ไปๆฅใฏไปใใไธๅๅใ ใๆ้ใใใใพใ。ใใฎใใจใฏ、ใพใไปไบใงใ。ๆ้ใใใ（ ）、ๆฏใซ้ป่ฉฑใใฆใใใใจๆใใพใ。
Candidates:
1. ใใกใซ
2. ใใใใใชใใฎใง
3. ใฏใใใชใใฎใง
Choose the candidate and quote the information that establishes both certainty and a limited opportunity.
1 — ใใกใซ
Clues: 「ไปๆฅใฏไปใใไธๅๅใ ใๆ้ใใใใพใ」／「ใใฎใใจใฏ、ใพใไปไบใงใ」
Explanation: 「ใใกใซ」 fits because the speaker has a certain but limited window of opportunity: 「ไปๆฅใฏไปใใไธๅๅใ ใๆ้ใใใใพใ」 establishes that time is available now, while 「ใใฎใใจใฏ、ใพใไปไบใงใ」 shows that this opportunity will soon end. For similar questions, look for both a current state that definitely exists and a clear indication that it will change or disappear.
2: ๆ่จใ่ฆใใจ、ใใๅ
ซๆไบๅๅใงใใ。ไนๆใพใงใซไผ็คพใซ็ใใชใใใฐใชใใพใใ。ๆญฉใใจไธๅๅใใใใพใใ、ใฟใฏใทใผใชใไบๅใงใ。ใปใใซ่กใๆนๆณใฏใใใพใใ。ใฟใฏใทใผใง่กใ（ ）。
Candidates:
1. ใใใใใพใใ
2. ใใใใใพใใ
3. ๅฟ
่ฆใฏใใใพใใ
Choose the candidate and identify the deadline and travel information that determine the answer.
2 — ใใใใใพใใ
Clues: 「ใใๅ ซๆไบๅๅใงใใ。ไนๆใพใงใซไผ็คพใซ็ใใชใใใฐใชใใพใใ」／「ๆญฉใใจไธๅๅใใใใพใใ、ใฟใฏใทใผใชใไบๅใงใ。ใปใใซ่กใๆนๆณใฏใใใพใใ」
Explanation: 「ใใใใใพใใ」 fits because the deadline leaves only one workable option. It is already 8:50 and the speaker must arrive by 9:00, while walking takes thirty minutes but a taxi takes only five; 「ใปใใซ่กใๆนๆณใฏใใใพใใ」 confirms there is no alternative. For similar questions, combine the time constraint with the available options and identify when only one choice remains possible.
3: ๅผใฏ็ใพใใฆใใไธๅบฆใๅคๅฝใธ่กใฃใฆใใพใใ。ๅผใๅปๅนดๅคๅฝใงๅใใฆใใ（ ）。
Candidates:
1. ใซ้ใใใใพใใ
2. ใใใใใพใใ
3. ใฏใใใใใพใใ
Choose the candidate and quote the fact that determines the answer.
3 — ใฏใใใใใพใใ
Clue: 「็ใพใใฆใใไธๅบฆใๅคๅฝใธ่กใฃใฆใใพใใ」
Explanation: 「ใฏใใใใใพใใ」 fits because the statement that he worked abroad last year directly conflicts with the established fact 「็ใพใใฆใใไธๅบฆใๅคๅฝใธ่กใฃใฆใใพใใ」. This grammar expresses strong logical impossibility based on known information. For similar questions, identify whether a candidate claim contradicts a definite fact already given.
2. 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.
๐ Level 1 — Connection Recognition
Find fragments that naturally or grammatically connect to each other.
Goal: Build the habit of recognizing strong chunks such as 「Vใฆ + ใใใ」 or 「Nใซใคใใฆใฎ + N」.
1: Which continuation connects directly to the given verb form?
่ตคใกใใใๆณฃใ → ＿＿＿＿
A
Explanation: 「ๆณฃใ」 is the ใพใ-stem of 「ๆณฃใ」, so it connects directly to 「ๅงใใ」 to form 「ๆณฃใๅงใใพใใ」, meaning the action began. For similar ordering questions, first identify the verb form, then look for grammar patterns that attach specifically to that form.
2: Choose the continuation in which 「ๆณณใใ」 directly modifies a noun.
ๅญไพใงใๆณณใใ → ＿＿＿＿
B
Explanation: 「ๆณณใใ」 can directly modify a noun, so 「ๅญไพใงใๆณณใใใใผใซ」 forms a complete noun phrase. The key skill is recognizing the relative-clause connection, where a plain-form verb comes immediately before the noun it describes.
3: Which continuation connects directly to the given verb form?
ใใใซ่ปใๆญขใใฆ → ＿＿＿＿
B
Explanation: 「ๆญขใใฆ」 is the ใฆ-form, and 「〜ใฆใฏใใใพใใ」 attaches directly to this form to express prohibition. For similar ordering questions, identify the verb form first and then match it with a grammar pattern that requires that exact connection.
๐งฉ 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 connections that form the comparison pattern.
ใใฎๆ็ใฏ、＿＿ ＿＿ ＿＿ ＿＿。
1. ใปใฉ
2. ้ฃในใใฐ
3. ๅฅฝใใซใชใใพใ
4. ้ฃในใ
B
Explanation: The comparison pattern is 「Vใฐ + Vใ + ใปใฉ」, so 「้ฃในใใฐ」 must connect to 「้ฃในใ」, and 「้ฃในใ」 must connect to 「ใปใฉ」, forming 「้ฃในใใฐ้ฃในใใปใฉ」. For similar questions, recognize the fixed internal structure of the grammar pattern first, then attach the remaining clause afterward.
2: Which numbered fragment must come immediately before fragment 3?
ๆฏใ＿＿ ＿＿ ＿＿ ＿＿、ๅคงๅใซไฝฟใฃใฆใใพใ。
1. ใใใ
2. ไฝใฃใฆ
3. ใชใฎใง
4. ใใฐใ
C
Explanation: 「ใชใฎใง」 must follow a noun or ใช-adjective expression, so 「ใใฐใ」 must come immediately before it, giving 「ใใฐใใชใฎใง」. The remaining fragments form 「ๆฏใไฝใฃใฆใใใใใฐใ」, so for similar questions, use attachment constraints first to eliminate impossible fragment connections.
3: Which connection is impossible in the completed sentence?
้ง
ใฎ＿＿ ＿＿ ＿＿ ＿＿。
1. ใจใใ
2. ๅบใงใ
3. 「ใใใ」
4. ้ฃใซใใใฎใฏ
C
Explanation: The completed structure is 「้ง ใฎ้ฃใซใใใฎใฏ『ใใใ』ใจใใๅบใงใ」. 「ใจใใ」 must come after the name it labels and before 「ๅบใงใ」, so the connection 「ใจใใ → 『ใใใ』」 is impossible. For similar questions, use fixed noun-labeling patterns such as 「XใจใใN」 to determine which fragment order cannot occur.
3. 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.
๐ 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: ใใฎ็บใงใฏ、ๅญฃ็ฏใซใใฃใฆๆฅฝใใฟๆนใ้ใใพใ。ๆฅใฏๅทใฎ่ฟใใง่ฑใ่ฆใใใจใใงใ、ๅคใฏๅทใงๆณณใใพใ。
How does the second sentence develop the first?
A
Explanation: The first sentence gives a general idea that ways of enjoying the town vary by season, and the second sentence provides concrete examples for spring and summer. This is an example relationship, where specific cases illustrate a broader statement. For similar questions, identify whether the following sentence explains, limits, contrasts with, or exemplifies the previous one.
2: ็งใฏไปๅบฆใฎๆ
่กใซ、ใใฎๅฐใใใใฐใใๆใฃใฆใใใพใ。้ป่ปใฎไธญใงใ้ช้ญใซใชใใชใใใใงใ。
What role does the second sentence play?
A
Explanation: The second sentence gives the reason for choosing the small bag: it will not be in the way on the train. The 「〜ใใใงใ」 ending explicitly marks this as an explanation of the preceding decision. For similar questions, look for sentence-final forms that signal how one sentence relates to the previous one.
3: ใใฎๅบใงใฏ、ๆ็ใไธใค้ ผใใจ้ฃฒใฟ็ฉใ็กๆใซใชใใพใ。ใใ ใ、ๅคใฏ้ฃฒใฟ็ฉใฎใ้ใๆใใชใใใฐใชใใพใใ。
How does the second sentence relate to the first?
A
Explanation: 「ใใ ใ」 introduces an exception or restriction to what was just stated. The first sentence presents the free-drink service generally, while the second shows that it does not apply at night, so it limits the scope of the service. For similar questions, watch for connectors like 「ใใ ใ」 that narrow or qualify a previous statement.
๐ Level 2 — Reference & Flow
Track what words such as 「ใใ」 and 「ใใ」 refer to, or decide where a sentence fits naturally.
Goal: Follow the flow of information instead of reading each sentence independently.
1: ๅ
ใฏ、ไฝใฎใใใซๆฏๆไผ็คพใพใงๆญฉใใใจใซใใพใใ。ๆญฉใใใใฎ้ดใ่ฒทใฃใใใใงใ。็งใๅใใใจใๅงใใใใฎใงใใ、ๅฎถใใไผ็คพใพใงๆญฉใใจไบๆ้ใใใใพใ。
What does 「ๅใใใจ」 refer to?
A
Explanation: 「ๅใใใจ」 refers back to the brother’s main action, walking to work every morning, not to the supporting detail about buying shoes. The following sentence confirms this by discussing how long it would take the speaker to walk from home to work. For similar questions, identify the main referenced action and then use the next sentence to verify that interpretation.
2: ๅฑฑ็ฐใใใฏ、็งใซ「ๅๅพใฏไผ่ญฐๅฎคใไฝฟใใพใ」ใจ่จใใพใใ。ใใฎใใจ、ไฝ่คใใใใ「ๅๅพ、ไผ่ญฐๅฎคใง่ฉฑใใพใใใ」ใจ่ใใใพใใ。็งใฏ、ๅฑฑ็ฐใใใใ่ใใใใจใไฝ่คใใใซไผใใฆ、ๅฅใฎ้จๅฑใง่ฉฑใใใจใซใใพใใ。
What does 「ๅฑฑ็ฐใใใใ่ใใใใจ」 refer to?
C
Explanation: 「ๅฑฑ็ฐใใใใ่ใใใใจ」 refers to the information Yamada directly told the speaker: that he would use the meeting room in the afternoon. The later decision to use another room confirms that this earlier information is the relevant reference. For similar questions, trace expressions like 「่ใใใใจ」 back to the specific information received from that person, then check whether the following action matches it.
3: Choose where the following sentence belongs.
็ถใไธ็ทใซ่กใใใใจ่จใฃใใฎใง、ใใไธๆ่ฒทใใพใใ。
［A］
ๆฅๆๆฅใฎๆ ็ปใฎๅ็ฌฆใ、่ชๅใจๅฆนใฎๅ、ไบๆ่ฒทใใพใใ。
［B］
ใใใง、็งใจๅฆนใจ็ถใฎไธไบบใๆ ็ปใ่ฆใซ่กใใพใ。
［C］
็ถใจๆ ็ปใ่ฆใใฎใฏไน
ใใถใใชใฎใง、ๆฅฝใใฟใงใ。
B
Explanation: The sentence must come after the initial purchase of two tickets, because 「ใใไธๆ」 means one more ticket in addition to those already mentioned. It also leads directly into 「ใใใง、็งใจๅฆนใจ็ถใฎไธไบบใ…」, which describes the result of having three tickets. For similar questions, use reference words such as 「ใใไธๆ」 and result markers such as 「ใใใง」 to determine the required sentence order.
๐ง 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: ๅฆนใจ็งใฏ、ๅใๆ ็ปใๅฅใ ใฎๆฅใซ่ฆใพใใ。็งใฏๆๅพใซไบไบบใใพใไผใใใฎใง、ใใใใ็ตใใๆนใ ใจๆใใพใใ。ๅฆนใฏ「ใพใไผใใใใใฉ、ๆฌกใฎๆฅใซใฏๅฅใใใฎใง、ๆฒใใ」ใจ่จใใพใใ。＿＿＿＿。ไปๅบฆใฏไธ็ทใซ่ฆใฆ、่ฆใใใจใง่ฉฑใใฆใฟใใใงใ。
ChoicesA
Explanation: The missing sentence needs to summarize the contrast just described: the speaker focused on the reunion, while the sister focused on the later separation. 「ๅใๆ ็ปใงใ、็งใจๅฆนใงใฏๆๅพใฎไบไบบใซใคใใฆ่ใใใใจใ้ใใพใใ」 fits because it generalizes that difference and leads naturally to the idea of watching together and discussing it afterward. For similar questions, look for a sentence that both summarizes the preceding details and prepares the next sentence.
2: ๆฅ้ฑ、ๅ้ใๆณใพใใซๆฅใพใ。ๅ้ใๅฏใใจใใซไฝฟใ็ฉใ่ถณใใชใใฎใง、ๆฏๅธใ่ฒทใใใใจๆใฃใฆใใพใใ。ๅงใซ็ธ่ซใใใจ、「ใใกใซไฝฟใฃใฆใใชใๆฏๅธใใใใ」ใจ่จใฃใฆใใใพใใ。＿＿＿＿。ๅ้ใๅธฐใฃใใ、ๆดใฃใฆๅงใฎๅฎถใซ่ฟใใคใใใงใ。
ChoicesA
Explanation: The next sentence says the blanket will be washed and returned to the sister after the friend leaves, so the missing sentence must describe temporary borrowing. 「ๅ้ใใใ้ใ ใ、ๅงใฎๆฏๅธใๅใใใใจใซใใพใใ」 fits both the earlier problem and the later return. For similar questions, use the sentence after the blank to determine what state or action must already be established.
3: ๅ ใใ「้ๆๆฅใฎๅคใซ็ใ」ใจใกใผใซใๆฅใใฎใง、ๅค้ฃใ็จๆใใใคใใใงใใ。ใใจใงๅ ใซ้ป่ฉฑใใใจ、ไปไบใฎใใจใงๅบ็บใใใใ、็ใใฎใฏๅคๅไธๆใใใซใชใใจ่จใใพใใ。ๅค้ฃใฏ้ป่ปใซไนใๅใซ้ฃในใใใใงใ。＿＿＿＿。ๆฌกใฎๆฅใฎๆใฏไธ็ทใซ้ฃในใใใฎใง、ใใณใจๅตใฏ่ฒทใฃใฆใใใพใ。
ChoicesC
Explanation: The brother says he will eat dinner before getting on the train, so there is no need to prepare dinner for him at home. 「ๅ ใฏ้ไธญใง้ฃในใใฎใง、ๅฎถใงใฏๅ ใฎๅค้ฃใ็จๆใใชใใใจใซใใพใ」 fits that information and contrasts naturally with the next sentence, where breakfast will still be prepared. For similar questions, track how new information changes an earlier plan and choose the sentence that reflects that update.
4. Medium Passage
Goal: Learn to keep a simple mental map of a passage and connect information across different parts.
Focus on the role of each section and how causes, examples, changes, and conclusions relate.
๐บ️ Level 1 — Passage Mapping
Identify the role played by each paragraph or section.
Goal: Read for structure instead of trying to remember every sentence.
Passage
［1］
็ฅๆฏใฏ้ ใใซไฝใใงใใใฎใง、็งใฏๆฏๆ、ๅญไพใฎๅ็ใ้ใฃใฆใใพใ。ๅใฏๅ็ใ ใใ้ใฃใฆใใพใใใ、ๅ
ๆใใ、ๅญไพใ่ฉฑใใใใจใ็ญใๆธใใฆ้ใใใใซใชใใพใใ。
［2］
ไพใใฐ、ๅ
ๆใฏ้จใฎๆฅใฎๅ็ใซ、「ไปๆฅใฏ็ฉบใๆณฃใใฆใใใญ」ใจๅญไพใ่จใฃใใใจใๆธใใพใใ。็ฅๆฏใฏ้ป่ฉฑใง、「ๅ็ใ่ฆใชใใ่ชญใใจ、ไธ็ทใซใใใใใชๆฐๆใกใซใชใใ」ใจ่จใฃใฆใใพใใ。
［3］
ๅ็ใใใใฐ、ๅญไพใฎ้กใไฝใฎๆ้ทใใใใใพใ。่จ่ใๆธใใฆใใใฐ、ไฝใ่ใใฆใใใใไผใใใใจใใงใใพใ。ใใใใใไธกๆนใ้ใใใจๆใฃใฆใใพใ。
1: What is the main role of Paragraph 1?
ChoicesB
Explanation: Paragraph 1 establishes the baseline activity—sending photos every month—and then introduces the recent change of adding short notes about what the child said. For similar passage-mapping questions, identify whether a paragraph is setting up the situation, giving an example, or drawing a conclusion before focusing on individual details.
2: What is the main role of Paragraph 2?
ChoicesA
Explanation: Paragraph 2 gives a concrete example of the new habit introduced earlier and then shows the grandmother’s positive reaction to it. For similar passage-mapping questions, look at how a paragraph functions in the larger structure: setup, example/evidence, or conclusion.
3: What is the main role of Paragraph 3?
ChoicesC
Explanation: Paragraph 3 explains the different value of photos and written words and then concludes with the writer’s intention to continue sending both. For similar passage-mapping questions, look for evaluative statements followed by a future plan, which often signal a concluding paragraph.
๐ Level 2 — Information Relationship
Connect information from different parts of the passage.
Goal: Recognize relationships such as cause → result, example → main point, or problem → response.
Passage:
［1］
็งใๅใใฆใใไผ็คพใซใฏ、ๅฐใใใญใใใณใใใใพใ。ไปฅๅใฏ็คพๅกใใใใใใ่ถใ่ฒทใฃใฆใใฆ、่ชๅใฎๆบใซ็ฝฎใใฆใใพใใ。ๅใใ่ถใใใใคใใใ、ใพใ ๆฎใฃใฆใใใฎใซ、ๆฐใใใ่ถใ่ฒทใไบบใใใพใใ。
［2］
ๅ
ๆใใ、ใฟใใชใง้ฃฒใใ่ถใฏใญใใใณใฎไธใคใฎๆฃใซ็ฝฎใใใจใซใใพใใ。่ขใซใฏ้ใใๆฅใๆธใ、ๅ
ใซ้ใใ็ฉใใ้ฃฒใฟใพใ。ๆฐใใ่ฒทใๅใซใฏ、ๆฃใ่ฆใฆ、ใพใ ใ่ถใๆฎใฃใฆใใใ่ชฟในใพใ。
［3］
ไปใฏ、ใพใ ๆฎใฃใฆใใใ่ถใจๅใ็ฉใ่ฒทใใใจใๅฐใชใใชใใพใใ。ใใ 、่ชๅใ ใใง้ฃฒใฟใใใ่ถใฏ、ๅๅใๆธใใฆ่ชๅใฎๆบใซ็ฝฎใใฆใใใใใจใซใชใฃใฆใใพใ。็งใ、ๅฎถใใๆใฃใฆใใใ่ถใฏใใใใฆใใพใ。
1: Which information from Paragraph 1 explains the need to check the shelf in Paragraph 2?
ChoicesC
Explanation: Paragraph 1 identifies the problem: people sometimes bought new tea even though some was still left. Checking the shelf before buying directly addresses that problem by showing whether tea is already available. For similar questions, match a later action or rule to the specific earlier problem it is designed to solve.
2: How do Paragraphs 2 and 3 distinguish where tea is kept?
ChoicesB
Explanation: Paragraph 2 says tea for everyone is kept on the kitchen shelf, while Paragraph 3 says tea for personal use may be kept at the employee’s own desk. The distinction is therefore based on who the tea is intended for, not when it was opened or where it was obtained. For similar questions, compare the categories each paragraph assigns to different rules or locations.
3: Which explanation best connects the change in Paragraph 2 with the result in Paragraph 3?
ChoicesB
Explanation: Paragraph 2 introduces the rule of checking what tea is still available before buying more, and Paragraph 3 gives the result: duplicate purchases have decreased. The key relationship is action → consequence: knowing what remains on the shelf reduces unnecessary repeat purchases. For similar questions, identify the new procedure first, then find the later result that directly follows from it.
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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