JLPT N4 - Day 13 - 15
JLPT Exercises: Daily N4 - Day 13 - 15
Practice with JLPT-style questions covering the grammar and vocabulary studied in Days 13–15.
（ ）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。
外国から来た人と日本語で話せないので、私の言葉をその人の国の言葉で伝えてくれる（ ）の人を呼びました。
Explanation: The key clue is 「私の言葉をその人の国の言葉で伝えてくれる」, which describes someone who communicates what a person says in another language. 「通訳」 means an interpreter, a person who translates spoken communication between people who speak different languages. 「案内」 refers to guiding or providing information, 「放送」 means broadcasting, and 「修理」 means repairing something, so none of these describe the language-related role required in this situation.
このパンは（ ）ので、歯が弱い祖母も簡単に食べられます。
Explanation: The important clue is 「歯が弱い祖母も簡単に食べられます」, which means the grandmother has weak teeth but can still eat the bread easily. 「柔らかい」 means “soft,” so it directly explains why the bread is easy for her to eat. 「重い」 means “heavy,” 「甘い」 means “sweet,” and 「冷たい」 means “cold”; although these can describe bread, none of them logically explains why someone with weak teeth can eat it easily.
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。
相談
Explanation: 「相談する」 is used when you ask someone for advice or discuss a problem or decision with them. In sentence 2, the speaker talks with a senior person about where to work after graduation, which is exactly the kind of situation where 「相談する」 is appropriate. Sentence 1 is simply reporting a test result, sentence 3 is informing a friend of one’s arrival, and sentence 4 is placing an order, so 「相談する」 does not fit those contexts.
懐かしい
Explanation: 「懐かしい」 is used when something makes you remember the past with warm or nostalgic feelings. In sentence 4, hearing a song that the speaker often listened to as a child naturally brings back memories, so 「懐かしい」 fits perfectly. Sentence 1 describes uncertainty or anxiety about an exam, sentence 2 describes anticipation about a first trip abroad, and sentence 3 describes confusion about a math problem, so 「懐かしい」 is not appropriate in those situations.
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。
その会社の電話番号は、何度（ ）、分かりませんでした。
Explanation: The pattern 「何度〜ても」 means “no matter how many times…” or “even after doing something many times,” and it is used when the expected result still does not happen. Here, the speaker repeatedly tried to look up the company’s phone number but still could not find it, so 「調べても」 fits naturally. 「調べるので」 gives a reason, 「調べると」 normally expresses a result that follows when something is done, and 「調べれば」 means “if [I] look it up,” so they do not match the contrast expressed by 「分かりませんでした」.
A：「弟さんは、もう一人で泳げるんですか。」 B：「はい。去年は泳げませんでしたが、今はもう一人で（ ）。昨日も海で泳いでいました。」
Explanation: The pattern 「〜ようになる」 expresses a change in ability or state, and 「泳げるようになりました」 means that he has become able to swim. This matches the context because he could not swim last year, but now he can, and the following sentence confirms that he was swimming in the sea yesterday. The other choices express a desire, a plan, or an intention to become able to swim in the future, which contradicts the fact that he can already swim now.
子どものとき、私はピアノが嫌いでしたが、母に毎日一時間（ ）。
Explanation: The context says the speaker disliked the piano as a child, so the natural meaning is that the mother made the speaker practice for one hour every day. 「練習させられました」 is the causative-passive form and expresses being made or forced to do something. 「練習させてあげました」 means the speaker allowed or did someone the favor of practicing, 「練習させてもらいました」 means the speaker was allowed to practice, and 「練習してもらいました」 means someone else practiced for the speaker, so these do not fit the situation.
卒業したら田舎へ帰るか、この町で働くか、ずっと迷っていました。でも、昨日、自分で決めました。田舎へは帰りません。来年から、この町で（ ）。
Explanation: The key clue is that the speaker says 「昨日、自分で決めました」, showing that the decision has already been made. 「〜ことにしました」 is used when someone decides to do something, so it fits perfectly with the choice to stay and work in this town. 「働くかどうか分かりません」 means the speaker still does not know, 「働こうか迷っています」 means the speaker is still undecided, and 「働かないつもりです」 means the speaker intends not to work, all of which contradict the context.
先生に料理を習いました。家でも、先生が（ ）作ったら、おいしくできました。
Explanation: The pattern 「〜とおりに」 means “in the same way as” or “just as,” and it is used when someone follows instructions, an example, or a method exactly. Since the speaker learned cooking from the teacher and then made the dish successfully at home, 「教えてくれたとおりに」 shows that they cooked it according to the teacher’s instructions. The other choices express not being taught, checking whether the teacher would teach, or doing something before being taught, so they do not match the successful result described.
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。
この箱は、重い物を ＿＿ ★ ＿＿ ＿＿。
Correct Order
3 → 2 → 1 → 4
Phrase
この箱は、重い物を入れても壊れないので本を運ぶのに使えます。
このプロジェクトは、誰に ＿＿ ★ ＿＿ ＿＿。
Correct Order
4 → 1 → 2 → 3
Phrase
このプロジェクトは、誰に通訳してもらうかを相談してから始めることにしました。
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。
私の学校では、昼休みに音楽を放送しています。月曜日から木曜日までは先生が歌を選びますが、金曜日は学生がⒶ。これは去年からの学校のルールです。
この活動には、誰でも参加できます。歌がⒷ、大丈夫です。自分で歌う必要はありません。放送で聞きたい歌の名前を紙に書いて、教室の箱に入れてください。
箱に入っている紙は、金曜日に放送する歌をⒸ使います。一番多くの人が書いた歌を放送します。名前を書いた紙も、書いていない紙も使いますから、紙に自分の名前はⒹ。歌の名前は、ちゃんと書いてください。
木曜日の昼休みまで申し込めます。その日の午後に先生が紙を調べますが、どの歌を放送するかは、金曜日まで学生には教えません。自分の選んだ歌がⒺ、金曜日の放送を聞いてみてください。
Ⓐ
Explanation: The expression ～ことになっています is used for an established rule, arrangement, or system. Here, the passage contrasts Monday through Thursday, when teachers choose the songs, with Friday, when students are responsible for choosing them, and the next sentence explicitly says that this has been a school rule since last year. 選ぶかどうか分かりません means “it is not known whether they will choose,” which contradicts the established rule; 選んだばかりです means “have just chosen,” which does not fit the description of a regular weekly system; and 選んではいけません means “must not choose,” which directly contradicts the fact that Friday is the day students make the choice. Therefore, only 選ぶことになっています fits both the grammar and the context.
Ⓑ
Explanation: The pattern ～ても means “even if” or “even though” and is used when the result is true despite a certain condition. Here, the text is reassuring students that they can participate even if singing is something they are not good at, which is supported by the next sentence explaining that they do not need to sing themselves. 苦手なので gives a reason (“because [you are] not good at it”), which does not logically explain why participation is okay; 苦手になると means “when/if [you] become bad at it,” introducing a change of ability that the passage does not discuss; and 苦手になってから means “after becoming bad at it,” which also incorrectly suggests a change over time. Therefore, only 苦手でも fits the intended contrast and the surrounding context.
Ⓒ
Explanation: The pattern ～のに使います means “use something for doing...” and expresses the purpose for which an object is used. Here, the papers in the box are used for choosing which song will be played on Friday, which matches the following sentence explaining that the song written by the largest number of students is selected. 選ばないで means “without choosing” and does not express the purpose of using the papers; 選んだので means “because [someone] chose,” which gives a reason rather than a purpose; and 選んでも means “even if [someone] chooses,” which expresses a concessive condition and does not connect naturally with 使います here. Therefore, only 選ぶのに correctly describes what the papers are used for.
Ⓓ
Explanation: The pattern ～なくてもかまいません means “it is okay not to...” and is used when something is optional rather than required. The sentence immediately before this says that both papers with a name and papers without a name will be used, so students do not need to write their own names. 書かなくてはなりません means “must write,” which directly contradicts that information; 書いてはいけません means “must not write,” but writing a name is allowed because papers with names are also accepted; and 書いてあるはずです means “should be written,” which incorrectly suggests that the name is expected to be there. Therefore, only 書かなくてもかまいません matches the rule described in the passage.
Ⓔ
Explanation: The pattern ～かどうか means “whether or not” and is used when the result is uncertain. Here, students are told that they will not know in advance which song will be played, so they should listen to Friday’s broadcast to find out whether their chosen song is selected. 放送されないので means “because it will not be broadcast,” but the result is not known yet; 放送されるそうなので means “because it is said that it will be broadcast,” which incorrectly suggests that the student has already heard that the song was chosen; and 放送されるので means “because it will be broadcast,” which also treats the result as certain. Therefore, only 放送されるかどうか correctly expresses the uncertainty described in the passage.
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。
明日、先輩もお客さんと話すのは、どうしてですか。
Explanation: The speaker can speak English, but because they have only recently joined the company, they do not know the product well yet. The senior employee, on the other hand, has worked with the product for a long time and knows it well, although their English is not strong. Therefore, the speaker will interpret between English and Japanese, while the senior employee will use their product knowledge to answer the customer's questions. The other choices reverse these roles or incorrectly say that the senior employee can explain the product well in English, so only one option matches the information in the passage.
先生へのプレゼントですが、お茶はどうですか。先生は甘い物が好きなので、私は最初、お菓子がいいと思いました。でも、先生は今、歯が痛くて、甘い物は食べないようにしているそうです。花は、ほかのクラスが用意すると言っていました。先生は毎日お茶を飲むし、お茶なら今も楽しめると思います。よかったら、明日一緒に選びに行きませんか。
山田
山田さんがお茶を選びたいのは、どうしてですか。
Explanation: Yamada first considered sweets because the teacher likes them, but the teacher is currently avoiding sweet foods because of a toothache. Flowers are also not a good choice because another class is already preparing them. Since the teacher drinks tea every day and can still enjoy it now, tea is a suitable present that is also different from the other class’s gift. The other choices either change what the other class is preparing or add information that is not stated in the message.
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