JLPT N3 - Practice Test 1 (Grammar & Reading)
JLPT N3 - Grammar & Reading
Test your Japanese skills with this JLPT N3 mock exam, featuring JLPT-style questions covering grammar and reading. When you're ready, click the Start Test button below to begin.
問題１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。
A「日曜日、この美術館へ行こうと思っているんです。」 B「その美術館へ（ ）、今日中にオンラインで券を買っておいたほうがいいですよ。当日は窓口でもオンラインでも買えませんから。」
A「今、そちらへ向かっています。あと十分で着きます。」 B「分かりました。私もまだ買い物が終わっていないので、着く（ ）、店内を見て待っていますね。」
A「パンを買うために、わざわざ駅まで行ってきたの？」 B「ううん。駅の近くの歯医者に行った（ ）、隣のパン屋にも寄ったんだ。」
この坂道は、元気な若者なら楽に上れるだろう。しかし、足の弱い祖父（ ）、一人で上るのは大変だ。
A「今日は私が夕食を作るから、その（ ）、食器を洗ってくれる？」 B「いいよ。後片付けは任せて。」
A「この箱、誰のですか。」 B「分かりません。でも、持ち主が分かるように、ふたの裏に名前が（ ）はずです。見てみましょう。」
店の前を通ると、おいし（ ）パンが並んでいたので、一つ買ってみた。
A「昨日の夕食は、結局どうしたの？」 B「何も作る気がしなくて困っていた（ ）、母がおかずを持ってきてくれたんだ。」
財布には百円玉が一枚（ ）入っていなかったので、百円のジュースは買えたが、二百円のジュースは買えなかった。
出かける時間になったので、玄関で靴を履いて外へ（ ）としたら、電話が鳴った。
このゲームでは、最後まで残った人が勝ちです。速く走れなくても、最後まで相手につかまり（ ）勝てます。
弟から預かった手紙を、母が読ませてほしいと言った。しかし、弟とは誰にも見せないと約束しているので、母に頼まれても（ ）。
私はこの大会に、選手ではなく、試合の写真を撮るスタッフ（ ）参加します。
問題２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。
この靴は、__ __ ★ __ ので、買いません。
Correct Order
4 → 2 → 3 → 1
Phrase
この靴は、私の足には大きすぎるので、買いません。
弟は、__ __ ★ __ ゲームに夢中になっていた。
Correct Order
1 → 2 → 4 → 3
Phrase
弟は、私が話しかけていることにも気づかないほどゲームに夢中になっていた。
今年の大会は、__ __ ★ __ そうだ。
Correct Order
4 → 2 → 3 → 1
Phrase
今年の大会は、去年の優勝者でさえ勝つのは難しいそうだ。
私が __ __ ★ __ からです。
Correct Order
3 → 1 → 4 → 2
Phrase
私がこの仕事を続けているのは人の役に立てると思うからです。
この映画は、__ __ ★ __ 内容だった。
Correct Order
2 → 1 → 3 → 4
Phrase
この映画は、子ども向けだと思っていたのに大人でも楽しめる内容だった。
問題３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。
中学校を卒業する日に、私たちは十年後の自分に手紙を書いた。先生が保管してくれていたその手紙が、昨日、家に届いた。来週の同窓会で、みんなと一緒に封筒を開ける約束なので、手紙は（Ⓐ）。今は机の引き出しに入れてある。
何を書いたかは細かく覚えていないが、将来の仕事について書いたことは覚えている。当時の夢は、学校の先生になることだった。今は本屋で働いているので、手紙には、（Ⓑ）今の私への質問が書かれているかもしれない。
同窓会では、手紙を読んでから、一人ずつ今の生活を紹介する予定だ。（Ⓒ）、卒業したときの写真もみんなで見ることになっている。友達に会うのは久しぶりなので、楽しみだ。
本屋の仕事では、お客さんに本を紹介する時間が特に好きだ。自分がすすめた本を喜んでもらえると、この仕事を選んでよかったと思う。今の仕事をこれからも続けていきたいと考えている。昔の夢とは違う道に進んだが、今から先生に（Ⓓ）。
手紙を読んだら、当時の自分に返事を書くつもりだ。夢がかなったかどうかを報告するだけではなく、（Ⓔ）も伝えたい。十年前には知らなかった楽しさが、今の生活にはあるからだ。
Ⓐ
1. Question Intent
This question tests your ability to identify the correct expression based on the passage's context and sequence of events.
The writer received a letter written ten years earlier but promised to open it together with former classmates at next week's reunion. The missing expression must indicate whether the writer has already read the letter.
2. Answer Choice Analysis
Option 1: もう読み終えている — Incorrect
This means "have already finished reading." The expression もう indicates that an action has already occurred, while 読み終えている indicates that reading has been completed.
Trap: The letter has already arrived, but receiving it does not mean the writer has read it.
Option 2: みんなより先に読んでしまった — Incorrect
This means "ended up reading it before everyone else." The expression ～てしまった indicates a completed action and can suggest regret or an unintended result.
However, the writer specifically promised to open the envelope together with former classmates.
来週の同窓会どうそうかいで、みんなと一緒に封筒ふうとうを開ける約束
Trap: This option uses the same people and event mentioned in the passage, making it appear contextually relevant. However, it contradicts the agreed sequence of events.
Option 3: 届いてすぐに読んだ — Incorrect
This means "read it immediately after it arrived." The structure ～てすぐに expresses an action performed immediately after another action.
Although the letter arrived yesterday, the passage indicates that the writer is keeping it until the reunion.
今は机の引き出しに入れてある。
Trap: The passage mentions the letter's arrival, but it does not say that the writer read it immediately.
Option 4: まだ読んでいない — Correct
This means "have not read it yet." The pattern まだ～ていない indicates that an expected action has not occurred up to the present moment.
The strongest evidence is:
来週の同窓会どうそうかいで、みんなと一緒に封筒ふうとうを開ける約束なので、手紙は（Ⓐ）。今は机の引き出しに入れてある。
The writer plans to open the envelope next week and is currently keeping the letter in a desk drawer. Therefore, the letter has not been read yet.
The completed sentence is:
手紙はまだ読んでいない。
3. JLPT Strategy
- Identify the timeline: 昨日 (yesterday), 今 (now), and 来週 (next week) establish the sequence of events. Use these temporal clues to determine whether an action is completed or pending.
- Distinguish completion from non-completion: もう～た and ～てしまった describe completed actions, while まだ～ていない indicates an action that has not happened yet. In this question, the future arrangement is the decisive clue.
Ⓑ
1. Question Intent
This question tests your ability to understand the relationship between the writer's past expectations and present reality.
Ten years ago, the writer wanted to become a schoolteacher. The missing expression must describe what the writer's younger self might have expected their future life to look like.
2. Answer Choice Analysis
Option 1: 中学校に入学したばかりの — Incorrect
This means "having just entered junior high school."
The pattern ～たばかり indicates that an action has recently been completed.
However, the letter was written on the day of junior high school graduation, and it was addressed to the writer ten years in the future.
Trap: This option refers to the same school period mentioned in the passage but contradicts the timeline.
Option 2: 本屋で働くことをやめた — Incorrect
This means "having stopped working at a bookstore."
The expression ～ことをやめた indicates that someone has stopped doing an activity.
However, the writer currently works at a bookstore and wants to continue doing so.
今は本屋で働いているので
Trap: This option mentions the writer's actual occupation, but incorrectly suggests that the writer has quit that job.
Option 3: 学校で先生をしている — Correct
This means "working as a teacher at a school."
The passage explicitly states:
当時の夢は、学校の先生になることだった。
At the time, the writer's dream was to become a schoolteacher. Therefore, the younger self might have written questions addressed to a future self who was working as a teacher.
The following sentence establishes the contrast:
今は本屋で働いているので
The writer's actual career differs from the childhood dream, which explains why the letter might contain questions based on an expectation that did not come true.
The completed expression is:
学校で先生をしている今の私への質問
Important: This describes what the younger writer may have imagined, not the writer's actual present occupation.
Option 4: 本屋の仕事を楽しんでいる — Incorrect
This means "enjoying working at a bookstore."
The expression ～を楽しんでいる describes someone currently enjoying an activity.
Although the writer genuinely enjoys working at the bookstore, this was not the career envisioned ten years earlier.
当時の夢は、学校の先生になることだった。
Trap: This option matches the writer's current feelings, making it factually plausible. However, the question concerns what the younger self might have expected when writing the letter.
3. JLPT Strategy
- Distinguish past expectations from present facts: Expressions such as 当時の夢 and 今は signal a contrast between what someone once imagined and what actually happened.
- Pay attention to uncertainty: The expression ～かもしれない indicates possibility, not certainty. The writer does not remember the letter's exact contents, so the correct answer must reflect a plausible past expectation rather than a confirmed fact.
Ⓒ
1. Question Intent
This question tests your ability to select an appropriate conjunction based on the logical relationship between sentences.
The writer describes activities planned for the upcoming class reunion. The missing expression must connect two activities that will take place during the event.
2. Answer Choice Analysis
Option 1: それでも — Incorrect
This means "even so" or "nevertheless." It introduces a statement that contrasts with or goes against what was previously stated.
However, reading letters, introducing current lives, and looking at graduation photographs are compatible activities. There is no contradiction between them.
Trap: それでも can connect two sentences about the same situation, but it requires a contrast or an unexpected continuation.
Option 2: それから — Correct
This means "then," "after that," or "also," depending on the context.
The passage states:
同窓会どうそうかいでは、手紙を読んでから、一人ずつ今の生活を紹介する予定だ。
It then introduces another planned activity:
卒業したときの写真もみんなで見ることになっている。
それから naturally connects these activities, adding the plan to look at graduation photographs together.
The particle も reinforces the idea of an additional activity.
The completed sentence is:
それから、卒業したときの写真もみんなで見ることになっている。
Important: それから can indicate sequence or addition. Here, it introduces another scheduled activity without necessarily specifying its exact order.
Option 3: そのため — Incorrect
This means "therefore" or "for that reason." It introduces a result or consequence of the preceding statement.
However, looking at graduation photographs is not presented as a consequence of reading the letters or introducing current lives.
Trap: Both sentences describe activities at the same reunion, but sharing a topic does not establish a cause-and-effect relationship.
Option 4: 例えば — Incorrect
This means "for example." It introduces a specific example of a previously mentioned general statement or category.
The preceding sentence already describes specific planned activities rather than a broad category requiring examples.
Trap: Looking at photographs is another reunion activity, but the sentence is adding information rather than illustrating a general statement.
3. JLPT Strategy
- Identify the logical relationship: Determine whether the next sentence expresses contrast (それでも), addition or sequence (それから), consequence (そのため), or an example (例えば).
- Look for supporting particles: The particle も in 写真も signals an additional activity, supporting an additive connection such as それから.
Ⓓ
1. Question Intent
This question tests your ability to infer the writer's present intentions by connecting information from different parts of the passage.
The writer originally dreamed of becoming a schoolteacher but now enjoys working at a bookstore. The missing expression must reflect the writer's current attitude toward becoming a teacher.
2. Answer Choice Analysis
Option 1: なれなかったことを後悔している — Incorrect
This means "regret not having become one."
The expression ～ことを後悔している indicates regret about a past event or an unrealized goal.
However, the writer expresses satisfaction with the current occupation:
この仕事を選んでよかったと思う。
There is no indication that the writer regrets not becoming a teacher.
Trap: The writer did not achieve the original dream, but an unrealized dream does not necessarily imply regret.
Option 2: なるために今の仕事を選んだ — Incorrect
This means "chose the current job in order to become one."
The structure ～ために expresses purpose. This option suggests that working at the bookstore is a step toward becoming a teacher.
However, the writer describes bookstore work as a satisfying career in itself.
今の仕事をこれからも続けていきたいと考えている。
Trap: This option connects the past dream with the present occupation, but invents a purpose that the passage does not establish.
Option 3: なりたいとは思っていない — Correct
This means "do not think I want to become one."
The structure ～たいとは思っていない expresses the absence of a current desire or intention.
The strongest evidence is:
今の仕事をこれからも続けていきたいと考えている。
The writer wants to continue working at the bookstore.
The following sentence reinforces the contrast between the former dream and the present decision:
昔の夢とは違う道に進んだが、今から先生に（Ⓓ）。
The completed sentence is:
昔の夢とは違う道に進んだが、今から先生になりたいとは思っていない。
The writer acknowledges having chosen a different path but does not currently intend to become a teacher.
Important: This expresses the writer's present attitude, not a permanent rejection of teaching as a possible future career.
Option 4: なることが今も一番の目標だ — Incorrect
This means "becoming one is still my most important goal."
The expression 今も emphasizes that a situation or feeling continues into the present, while 一番の目標 indicates the highest-priority goal.
However, the writer explicitly states a desire to continue the current occupation:
今の仕事をこれからも続けていきたいと考えている。
Trap: The passage mentions the writer's childhood dream, but that does not mean the dream remains the writer's primary goal today.
3. JLPT Strategy
- Distinguish past dreams from current intentions: Expressions such as 当時の夢, 昔の夢, 今から, and これからも help establish whether a desire belongs to the past, present, or future.
- Use the writer's explicit attitude: Statements such as ～てよかったと思う and ～続けていきたい provide strong evidence of satisfaction and future intentions. Use these clues instead of assuming that an abandoned dream necessarily causes regret.
Ⓔ
1. Question Intent
This question tests your ability to identify the writer's main message by connecting the conclusion with the overall theme of the passage.
The writer plans to reply to their younger self after reading the letter. The missing expression must describe what the writer wants to communicate beyond whether the original dream came true.
2. Answer Choice Analysis
Option 1: 夢とは違う仕事に、どんな喜びを感じているか — Correct
This means "what kind of happiness I find in a job different from my original dream."
The passage explains that the writer enjoys recommending books to customers:
自分がすすめた本を喜んでもらえると、この仕事を選んでよかったと思う。
The conclusion also provides direct evidence:
十年前には知らなかった楽しさが、今の生活にはあるからだ。
The writer wants to tell their younger self about the unexpected happiness found in a different career.
The completed sentence is:
夢がかなったかどうかを報告するだけではなく、夢とは違う仕事に、どんな喜びを感じているかも伝えたい。
The pattern ～だけではなく～も expresses "not only ... but also." The writer wants to report not only whether the dream came true, but also the happiness experienced in the current occupation.
Option 2: 次の十年間で、どうやって昔の夢を実現するか — Incorrect
This means "how I will achieve my old dream over the next ten years."
The expression ～を実現する means "to realize" or "to achieve" a goal.
However, the writer no longer intends to become a teacher and wants to continue working at the bookstore.
今の仕事をこれからも続けていきたいと考えている。
Trap: The passage discusses a ten-year period and an unrealized dream, but it does not suggest a new ten-year plan to achieve that dream.
Option 3: 先生になった自分が、学校でどんな生活をしているか — Incorrect
This means "what kind of life I am living at school after becoming a teacher."
The expression 先生になった自分 describes a version of the writer who has become a teacher.
However, the writer currently works at a bookstore, not at a school.
今は本屋で働いているので
Trap: Becoming a teacher was the writer's original dream, but the question asks what the writer actually wants to communicate about the present life.
Option 4: 中学生の自分が、なぜ先生になりたかったのか — Incorrect
This means "why I wanted to become a teacher when I was a junior high school student."
The expression なぜ～たかったのか introduces an indirect question about a past desire.
However, the writer intends to inform their younger self about present experiences, not explain the younger self's original motivations.
十年前には知らなかった楽しさが、今の生活にはあるからだ。
Trap: This option relates to the original dream, but reverses the direction of the intended message. The writer wants to share something learned over the past ten years.
3. JLPT Strategy
- Pay attention to the final explanatory sentence: The expression ～からだ introduces a reason. Here, 十年前には知らなかった楽しさ explains precisely why the writer wants to share additional information with their younger self.
- Identify the passage's central contrast: The main theme is not simply that the original dream was not achieved. It is that choosing a different path can lead to unexpected satisfaction. In questions about the overall meaning of a passage, choose the option that reflects this broader message rather than an isolated detail.
問題４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。
Ⓐ 今、「私」がすることとして、先生の指示に合っているのはどれですか。
1. Question Intent
This reading comprehension question tests your ability to follow a sequence of instructions and determine the appropriate next action.
The teacher establishes a specific order for reviewing classmates' compositions: ask a question about the content first, allow the writer to respond and add information, and only then correct grammar and kanji.
The question asks what the narrator should do now, before the friend has read the question.
2. Answer Choice Analysis
Option 1: 友達が内容を書き足すまで、質問も書かずに待つ。 — Incorrect
This means waiting without writing a question until the friend adds more content.
However, the teacher requires the reader to ask a question before the writer adds information.
内容についてもっと知りたいところに線を引き、質問を一つ書くように言われている。
Trap: Waiting for the friend to add information is part of the process, but this option incorrectly places that step before writing the question.
Option 2: 漢字を二つ直してから、誰に会ったのか質問を書く。 — Incorrect
This means correcting the two kanji mistakes before asking whom the friend met.
The passage explicitly establishes the opposite order:
文法や漢字を直すのは、書いた人が質問に答えて、内容を書き足した後だ。
Grammar and kanji corrections must occur after the writer has answered the question and added more information.
Trap: The narrator has already noticed two kanji mistakes, making immediate correction seem reasonable. However, the question tests compliance with the teacher's instructions, not what the narrator is capable of correcting.
Option 3: 会った人について自分で説明を書き足し、漢字も直す。 — Incorrect
This means adding an explanation about the person the friend met and correcting the kanji mistakes.
However, the original writer, not the reader, is supposed to answer the question and expand the composition.
書いた人が質問に答えて、内容を書き足した後だ。
Trap: This option mentions both adding information and correcting kanji, which are genuine parts of the activity. However, it assigns the writing task to the wrong person and ignores the required sequence.
Option 4: 会った人について質問を書き、漢字はまだ直さない。 — Correct
This means writing a question about the person the friend met without correcting the kanji mistakes yet.
The narrator identifies something they want to know:
旅行先で誰に会ったのかも気になった。
Since the teacher requires students to ask content-related questions before correcting language mistakes, this option follows the instructions correctly.
The word まだ is particularly important. It indicates that the kanji corrections have not been made yet, but may be made later.
Key distinction: The narrator is not ignoring the kanji mistakes. The corrections are simply postponed until the appropriate stage.
3. JLPT Strategy
- Track the sequence of actions: Pay attention to expressions such as 最初に, ～てから, and ～た後. These indicate when an action should occur. For this question, the correct order is: identify a content question, receive the writer's response and additions, then correct grammar and kanji.
- Separate actions from their timing and performer: Several options mention activities that genuinely belong to the assignment. Check not only what must be done, but also who must do it and when. JLPT reading questions frequently use incorrect sequencing or responsibility as distractors.
使い終わった道具は、どうすればよいですか。
1. Question Intent
This reading comprehension question tests your ability to identify the correct procedure from a public notice.
The notice explains how to use shared gardening tools, including what to do after using them. The question asks which actions are required when someone finishes using a tool.
2. Answer Choice Analysis
Option 1: 水道の近くに置いて、次の人に渡す。 — Incorrect
This means leaving the tool near the water tap and handing it to the next person.
However, the notice specifically identifies tools being left near the tap as a problem:
最近、洗った道具が水道の近くに置かれたままになっていることがあります。
Trap: The option mentions the correct washing location, but incorrectly treats leaving tools there as an acceptable procedure.
Option 2: 小屋に戻してから、ノートに名前を書く。 — Incorrect
This means returning the tool to the shed before writing your name in the notebook.
However, the notebook must be filled out when taking a tool for use:
使うときは、入り口のノートに名前と道具の名前を書いてください。
The structure ～ときは indicates when the action must occur.
Trap: Both returning the tool and writing in the notebook are required actions, but this option places the notebook entry at the wrong stage.
Option 3: 水道で洗ってから、小屋に戻す。 — Correct
This means washing the tool at the water tap and then returning it to the shed.
The notice explicitly states:
使い終わった道具は、畑はたけの横の水道で土を落とし、小屋に戻してください。
The required sequence is to remove the soil using the water tap beside the field and then return the tool to the shed.
The expression ～てから in the answer choice correctly communicates that one action must be completed before the next.
Important: 土を落とす literally means "to remove soil." In this context, washing the tool is an appropriate interpretation because the water tap is used to remove dirt.
Option 4: 管理人かんりにんに渡して、洗ってもらう。 — Incorrect
This means giving the tool to the manager and having the manager wash it.
However, the manager is mentioned only in connection with damaged tools:
道具が壊れてこわれていることに気づいた場合は、自分で直そうとせず、管理人かんりにんに知らせてください。
Users are responsible for cleaning and returning tools themselves. The manager must be notified if a tool is damaged.
Trap: The manager is a real person mentioned in the notice, but the option incorrectly assigns the cleaning responsibility to that person.
3. JLPT Strategy
- Identify instructions and their conditions: Expressions such as 使うときは, 使い終わった道具は, and ～場合は introduce different situations. Match the question to the relevant condition before examining the options.
- Pay attention to action order and location: The notice distinguishes between the 水道, where tools are cleaned, and the 小屋, where tools are stored. JLPT information-retrieval questions often use correct locations or actions in an incorrect order to create distractors.
筆者が、欲しい物を本人に聞いてから贈り物を選ぶのは、なぜですか。
1. Question Intent
This reading comprehension question tests your ability to identify the writer's main reason for choosing gifts after asking recipients what they want.
The writer contrasts the excitement of receiving a surprise with the lasting satisfaction of receiving something useful. The correct answer must reflect both the recipient's preferences and the writer's personal creativity.
2. Answer Choice Analysis
Option 1: 色や形も本人に決めてもらえば、選ぶ時間を短くできるから。 — Incorrect
This suggests that letting the recipient choose the color and shape will reduce the time needed to select a gift.
However, the writer explicitly states:
希望を聞いても、色や形まで決めてもらうとは限らないし
The pattern ～とは限らない means "it is not necessarily the case that." Asking about someone's preferences does not mean letting them decide every detail.
Trap: The option uses the same details mentioned in the passage, but introduces saving time as a motivation that the writer never expresses.
Option 2: 中身を知っているほうが、開けるときの楽しみが大きいから。 — Incorrect
This suggests that knowing what is inside makes opening the gift more exciting.
However, the passage acknowledges the opposite perspective:
確かに、何が入っているか分からない楽しさはある。
The writer accepts that surprises can be enjoyable but places greater importance on the recipient's satisfaction when using the gift.
Trap: This option mentions the excitement of opening a gift, but reverses the argument presented in the passage.
Option 3: 贈り物の中身より、包み方で相手を喜ばせたいから。 — Incorrect
This suggests that the writer values gift wrapping more than the gift itself.
The writer does mention wrapping:
包み方や一緒に渡すカードも自分で考えられる。
However, wrapping and cards are examples of how the writer can add a personal touch. They are not presented as more important than the gift's contents.
Trap: The comparison ～より introduces a priority that the passage does not establish. The writer values both choosing something the recipient wants and adding personal creativity.
Option 4: 自分の工夫も加えながら、相手が喜んで使える物を渡したいから。 — Correct
This means the writer wants to give something the recipient will enjoy using while also adding personal creativity.
Two statements directly support this interpretation:
私は、相手が使うたびにうれしくなる物を渡したい。
The writer wants the recipient to feel happy every time they use the gift.
相手の希望を知ることと、自分なりの工夫をすることは、一緒にできると思う。
The writer believes that understanding the recipient's wishes and adding personal touches are compatible.
Key distinction: Asking what someone wants does not eliminate the giver's creativity. The recipient's preferences guide the gift choice, while the giver can still personalize its details and presentation.
3. JLPT Strategy
- Identify the writer's position after contrast markers: Expressions such as 確かに and しかし often introduce an opposing view before revealing the writer's actual opinion. Here, the writer acknowledges the enjoyment of surprises but prioritizes lasting satisfaction.
- Pay attention to the concluding statement: The final sentence combines the two central ideas: 相手の希望を知ること and 自分なりの工夫をすること. In JLPT questions asking なぜ, the correct option often paraphrases the reasoning established throughout the passage, especially its conclusion.
引っ越しの準備を手伝ってくれてありがとう。明日、私が仕事に行っている間に、机の上の本を箱に入れておいてくれる？ ただ、借りている本は引っ越す前に返すので、箱に入れずに残しておいてね。机には料理の本が二冊あるけれど、青い表紙のほうは姉からもらった本で、白い表紙のほうは隣の人から借りたものです。どちらにも私のメモが挟んであります。白い本のメモは必要なので、抜いて青い本に移しておいてください。
美香
健太さんは、二冊の料理の本をどうすればよいですか。
1. Question Intent
This reading comprehension question tests your ability to follow detailed instructions involving multiple objects and actions.
Mika asks Kenta to pack books before moving, but borrowed books must be left unpacked. The question requires identifying which cookbook should be packed and where a specific memo should be moved.
2. Answer Choice Analysis
Option 1: 青い本のメモを白い本に移し、白い本だけ箱に入れる。 — Incorrect
This option suggests moving the memo from the blue book to the white book and packing only the white book.
However, Mika gives the opposite instructions:
白い本のメモは必要なので、抜いて青い本に移しておいてください。
The memo must be moved from the white book to the blue book, not the other way around.
Furthermore, the white book is borrowed and must not be packed.
Trap: This option includes the correct objects and actions but reverses both the direction of the memo transfer and the book that should be packed.
Option 2: メモを二冊から抜いて、どちらの本も机に残しておく。 — Incorrect
This option suggests removing the memos from both books and leaving both books on the desk.
However, Mika only asks Kenta to remove the memo from the white book and place it in the blue book.
どちらにも私のメモが挟んではさんであります。
Although both books contain memos, the instructions do not require removing both of them.
Additionally, the blue book belongs to Mika and should be packed.
Trap: The mention of memos in both books may suggest that both require the same treatment, but the instructions specifically distinguish between them.
Option 3: 白い本のメモを青い本に移し、青い本だけ箱に入れる。 — Correct
This means moving the memo from the white book to the blue book and packing only the blue book.
The passage establishes ownership:
青い表紙のほうは姉からもらった本で、白い表紙のほうは隣の人から借りたものです。
The blue book was received from Mika's older sister, while the white book was borrowed from a neighbor.
Mika also specifies:
借りている本は引っ越す前に返すので、箱に入れずに残しておいてね。
Therefore, the white book must remain unpacked.
Finally, Mika instructs Kenta to transfer the white book's memo into the blue book.
白い本のメモは必要なので、抜いて青い本に移しておいてください。
Option 3 satisfies both requirements: transferring the memo correctly and packing only the book Mika owns.
Option 4: 白い本のメモを青い本に移し、二冊とも箱に入れる。 — Incorrect
This option correctly transfers the memo from the white book to the blue book.
However, it incorrectly instructs Kenta to pack both books.
借りている本は引っ越す前に返すので、箱に入れずに残しておいてね。
Since the white book belongs to the neighbor, it must be left outside the box.
Trap: The first action is correct, but the second violates the restriction on borrowed books. Both parts of an answer choice must satisfy the instructions.
3. JLPT Strategy
- Track object ownership and restrictions: Associate 青い本 with 姉からもらった and 白い本 with 隣の人から借りた. The restriction 箱に入れずに applies to borrowed books, which determines which book must remain unpacked.
- Pay attention to transfer direction: In the pattern AをBに移す, A is the object being moved and B is its destination. Here, 白い本のメモを青い本に移す means transferring the memo from the white book to the blue book. JLPT questions often reverse the source and destination to create distractors.
問題５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。
雨の場面では、女の人が傘を持って家に入り、窓を閉める。初めは「ひどい雨だね」という言葉を聞いたら音を止める予定だった。しかし、女の人は日によって話す速さが違い、その言葉の後も窓が開いていることがあった。そこで、言葉ではなく、窓が完全に閉まった瞬間に音を止めることにした。
本番では、女の人が家に入った後、傘を落とした。台本にはない出来事だったが、女の人は傘を拾い、せりふを続けた。私は音を流したまま待った。女の人が窓に手をかけたときも、まだ止めなかった。練習より長い場面になったが、決めておいた動きに合わせて操作できた。
終演後、見に来た友人は「外の雨と、家の中の静かな感じがよかった」と話した。私が雨の音を担当したと伝えると、「そうだったの？ 音の係がいることまで考えなかった」と驚いた。それを聞いた監督は「うまくいったね」と言った。私は舞台に出ていなかったが、友人の感想を聞いて、自分もあの場面を作った一人なのだと感じた。
「私」が練習で客席の一番後ろに座ったのは、どうしてですか。
1. Question Intent
This reading comprehension question tests your ability to identify an explicitly stated reason for an action.
The narrator was responsible for playing recorded rain sounds during a theater performance. The question asks why the narrator sat at the very back of the audience seating during rehearsal.
2. Answer Choice Analysis
Option 1: 女の人に操作そうさする手元を見せないため。 — Incorrect
This means "to prevent the actress from seeing the narrator's hands operating the equipment."
The passage does not mention hiding the sound controls or preventing the actress from seeing them.
Trap: The narrator operates sound equipment behind the scenes, so this explanation may seem plausible. However, it is not supported by the passage.
Option 2: 雨の音が外まで聞こえるか調べるため。 — Incorrect
This means "to check whether the rain sounds could be heard outside."
The narrator was seated at the back of the audience area, not outside the theater.
客席の一番後ろに座った。
Trap: Since the narrator is responsible for sound, checking its audibility may seem reasonable. However, the passage explicitly identifies a different purpose.
Option 3: 友人と一緒に芝居しばいの感想を話すため。 — Incorrect
This means "to discuss impressions of the play together with a friend."
The friend appears later in the passage, after the actual performance:
終演後、見に来た友人は「外の雨と、家の中の静かな感じがよかった」と話した。
The narrator's decision to sit at the back occurred during rehearsal, not after the performance.
Trap: This option uses a real event from the passage but places it at the wrong time. The distinction between 練習 and 終演後 is essential.
Option 4: 舞台の一部分だけでなく、全体を見るため。 — Correct
This means "to see the entire stage rather than just one part of it."
The passage directly states:
練習では、舞台全体の様子を確認するため、客席の一番後ろに座った。
The structure ～ため expresses purpose or reason. Here, 舞台全体の様子を確認するため means "in order to check the overall condition of the stage."
Option 4 accurately paraphrases this information:
- 舞台全体の様子を確認する → 舞台の一部分だけでなく、全体を見る
- Both expressions emphasize observing the stage as a whole.
Key distinction: The correct answer does not repeat the original sentence word for word. It preserves the same meaning using different expressions.
3. JLPT Strategy
- Locate explicit purpose expressions: When a question contains どうして, search for expressions such as ～ため, ～ので, ～から, or ～ように. In this passage, ～確認するため directly provides the answer.
- Recognize paraphrases: JLPT reading questions frequently replace expressions from the passage with equivalent wording. Here, 舞台全体の様子を確認する and 舞台の一部分だけでなく、全体を見る express essentially the same purpose.
本番で女の人が傘を落とした後、「私」が音を流し続けたのは、どうしてですか。
1. Question Intent
This reading comprehension question tests your ability to understand the reason behind a character's decision during an unexpected event.
During the performance, the actress accidentally drops her umbrella. The narrator continues playing the rain sound instead of stopping it. The question asks why the narrator makes this decision.
The key is to connect the rule established during rehearsal with what happened during the actual performance.
2. Answer Choice Analysis
Option 1: 傘かさを拾ひろう音が客席に聞こえないようにすることにしたから。 — Incorrect
This means "because the narrator decided to prevent the audience from hearing the sound of picking up the umbrella."
Although continuing the rain sound might have masked other noises, the passage never states that this was the narrator's intention.
Trap: This option provides a plausible technical explanation, but it introduces a purpose not supported by the text.
Option 2: 音を止める合図にした動作が、まだ終わっていなかったから。 — Correct
This means "because the action chosen as the signal to stop the sound had not yet been completed."
During rehearsal, the narrator changed the timing rule:
そこで、言葉ではなく、窓が完全に閉まった瞬間しゅんかんに音を止めることにした。
The rain sound should stop only when the window is completely closed.
During the actual performance:
女の人が窓に手をかけたときも、まだ止めなかった。
Even when the actress placed her hand on the window, the narrator did not stop the sound because the window had not yet been completely closed.
The unexpected umbrella incident did not change the established stopping condition.
Key distinction: The signal was the completion of a physical action, not the actress's dialogue or the amount of time that had passed.
Option 3: 女の人がせりふを最初から言い直すのを待つことにしたから。 — Incorrect
This means "because the narrator decided to wait for the actress to repeat her lines from the beginning."
However, the passage states:
女の人は傘かさを拾ひろい、せりふを続けた。
The actress picked up the umbrella and continued speaking. She did not restart her lines.
Trap: The unexpected event interrupted the planned performance, but the text does not indicate that the dialogue was restarted.
Option 4: 練習と同じ長さになるまで、雨の場面を続ける予定だったから。 — Incorrect
This means "because the narrator planned to continue the rain scene until it reached the same duration as during rehearsal."
However, the passage explicitly states:
練習より長い場面になったが、決めておいた動きに合わせて操作そうさできた。
The scene became longer than during rehearsal, but the narrator successfully followed the previously established physical cue.
Trap: This option refers to rehearsal timing, but the narrator had deliberately chosen not to rely on fixed timing or spoken dialogue.
3. JLPT Strategy
- Identify changes in the original plan: The structure 初めは～予定だった。しかし～そこで～ことにした shows a progression from an initial plan to a revised decision. In this passage, the final rule is to stop the sound when the window closes completely.
- Distinguish an unexpected event from the actual reason: The dropped umbrella explains why the scene became longer, but not why the sound continued. For questions asking どうして, trace the action back to the rule or intention established earlier in the passage.
友人の反応を聞いて、監督が「うまくいったね」と言ったのは、どうしてだと考えられますか。
1. Question Intent
This reading comprehension question tests your ability to infer a character's reasoning by connecting the beginning and end of a passage.
The director says 「うまくいったね」 after hearing the friend's reaction to the performance. The question asks why the director considered the scene successful.
The key is to compare the director's original objective with what the friend actually experienced.
2. Answer Choice Analysis
Option 1: 友人が予定外の出来事に気づき、係の対応のよさを評価ひょうかしていたから。 — Incorrect
This suggests that the friend noticed the unexpected incident and praised how well the sound operator handled it.
However, the friend never mentions the dropped umbrella or the narrator's response to it.
Trap: The unexpected incident is important to the story, but the friend's reaction does not show awareness of it.
Option 2: 友人が雨の音の作り方に関心を持ち、担当した人を知ろうとしていたから。 — Incorrect
This suggests that the friend became interested in how the rain sound was produced and wanted to know who was responsible.
However, the friend's actual reaction was:
「そうだったの？ 音の係がいることまで考えなかった」と驚おどろいた。
The friend was surprised to learn that someone was responsible for the sound effects. There is no indication of an interest in the recording technique or the operator's identity.
Trap: The friend discusses the rain sound, but appreciating the atmosphere is different from being interested in the technical production.
Option 3: 友人が登場人物の動きよりも、録音ろくおんした雨の音を楽しんでいたから。 — Incorrect
This suggests that the friend enjoyed the recorded rain sound more than the characters' movements.
However, the director's original instruction was:
音そのものに注目してもらう必要はない。
The director did not want the audience to focus specifically on the sound effect.
The friend also never compares the enjoyment of the rain sound with the characters' movements.
Trap: This option mentions the rain sound, but incorrectly turns it into the main attraction of the scene. The expression ～よりも introduces a comparison that the passage does not support.
Option 4: 友人が音の操作そうさを意識せず、場面の中の天気や静けさを感じていたから。 — Correct
This means "because the friend experienced the weather and quiet atmosphere within the scene without consciously noticing the sound operation."
At the beginning, the director explains the desired effect:
登場人物が本当に雨の中から帰ってきたように感じてもらいたい。
The director wants the audience to feel as though the characters have genuinely returned from the rain.
After the performance, the friend comments:
「外の雨と、家の中の静かな感じがよかった」
This shows that the friend experienced the intended contrast between the rainy outdoors and the quiet interior.
The friend's surprise further supports this interpretation:
「音の係がいることまで考えなかった」
The sound effects contributed naturally to the scene without drawing attention to the technical work behind them.
Key distinction: The performance succeeded not because the audience noticed the quality of the sound effects, but because those effects helped create a believable atmosphere.
3. JLPT Strategy
- Connect an initial objective with a later result: When a passage begins with someone's goal and ends with their evaluation, compare the two. Here, the director's goal was to create a realistic atmosphere, and the friend's reaction demonstrates that this goal was achieved.
- Recognize indirect evidence: The friend does not explicitly say that the sound operation was successful. Instead, the reaction 「音の係がいることまで考えなかった」 indirectly confirms that the sound effects felt natural. JLPT inference questions often require interpreting what a reaction implies rather than relying only on direct statements.
例えば、月曜日の朝、かかとの修理が必要な靴を預かった。作業自体は十分ほどだが、その前に預かった靴の修理が残っていた。また、その靴に使う接着剤は、塗った後、十分に乾くまで待たなければならなかった。その間、店員は別の靴を直していた。その靴を渡せるようになったのは午後だった。
仕上がりの予定は、こうした時間も考えて決める。それでも、作業を始めてから、外からは見えなかった傷みが見つかる場合がある。予定を変える必要があれば、その時点でお客さんに電話する。電話では、遅れる理由と、新しく受け取れる日時を説明している。
私は、お客さんに「急いでいますか」と聞くだけでは十分ではないと思う。「いつ使う予定ですか」と聞けば、必要な日までに直せるか、預かる前に相談できるからだ。また、短い作業時間だけを伝えると、その場で待てば受け取れると思わせてしまう。預かるときには受け取れる日時を伝え、途中で事情が変わったら改めて知らせる。お客さんが自分の予定を立てられるようにすることも、店の大切な仕事だ。
この店で靴に番号の札を付けるのは、何のためですか。
1. Question Intent
This reading comprehension question tests your ability to identify the purpose of a specific procedure described in the passage.
The shoe repair shop attaches numbered tags to customers' shoes. The question asks why the shop uses these tags.
2. Answer Choice Analysis
Option 1: 修理しゅうりにかかる時間を記すため。 — Incorrect
This means "to record the time required for repairs."
Although the passage discusses repair times, it does not indicate that numbered tags are used to record this information.
Trap: Repair time is an important topic in the passage, but it is unrelated to the stated purpose of the tags.
Option 2: 靴を修理しゅうりする順番を決めるため。 — Incorrect
This means "to determine the order in which shoes should be repaired."
The passage mentions that some shoes were received before others:
その前に預かった靴の修理しゅうりが残っていた。
However, this does not mean numbered tags determine the repair order.
Trap: Numbered tags might logically suggest a sequence, but the passage assigns them a different purpose.
Option 3: どの部分を修理しゅうりするか示すため。 — Incorrect
This means "to indicate which part of the shoe needs repairing."
The passage states:
修理しゅうりする場所をお客さんと確認し、一足ずつ番号の札ふだを付けて預かる。
The shop confirms the repair location with the customer and attaches a numbered tag to each pair of shoes.
However, these are separate procedures. The passage does not state that the numbered tag identifies the part requiring repair.
Trap: This option combines two actions mentioned in the same sentence, incorrectly treating the purpose of one as the purpose of the other.
Option 4: 預かった靴の持ち主を区別するため。 — Correct
This means "to distinguish the owners of the shoes received by the shop."
The passage directly explains the purpose of the numbered tags:
同じ色や形の靴でも、誰のものか分からなくならないようにするためだ。
Even if different customers' shoes have the same color or shape, the numbered tags prevent confusion about ownership.
The expression ～ないようにする indicates taking measures to prevent an undesirable situation.
The correct answer paraphrases the original statement:
- 誰のものか分からなくならないようにする → Prevent confusion about ownership.
- 持ち主を区別する → Distinguish between different owners.
Both expressions describe the same purpose.
3. JLPT Strategy
- Look for explicit purpose expressions: When a question asks 何のためですか, search for structures such as ～ため, ～ように, and ～ないようにする. Here, ～分からなくならないようにするためだ directly explains the reason for the tags.
- Distinguish nearby information from the actual reason: The passage mentions repair locations, numbered tags, and repair schedules. Do not assume that nearby details share the same purpose. Identify which information directly explains the action in the question.
月曜日に預かった靴の例から、どのようなことが分かりますか。
1. Question Intent
This reading comprehension question tests your ability to distinguish between active repair time and the total time required before a customer can collect their shoes.
The example describes a repair that requires approximately ten minutes of work but cannot be completed for collection until the afternoon. The question asks what this example demonstrates.
2. Answer Choice Analysis
Option 1: 接着剤せっちゃくざいが乾かわくのを待つ間は、ほかの靴の修理しゅうりも止めておく必要がある。 — Incorrect
This suggests that employees must stop repairing other shoes while waiting for the adhesive to dry.
However, the passage explicitly states:
その間、店員は別の靴を直していた。
The employee was repairing other shoes during the waiting period.
Trap: The adhesive requires drying time, but this does not mean all repair work must stop. The option incorrectly extends a restriction on one pair of shoes to other repairs.
Option 2: 午後に渡したのは、作業を始めてから見えない傷みが見つかったためだ。 — Incorrect
This suggests that the shoes were ready in the afternoon because previously hidden damage was discovered after repairs began.
The passage does mention this possibility:
作業を始めてから、外からは見えなかった傷みが見つかる場合がある。
However, this is presented as a general situation that may occur, not as something that happened in Monday's example.
The actual reasons for the delay were earlier repair work and the time required for the adhesive to dry.
Trap: This option takes a genuine statement from another paragraph and incorrectly applies it to the specific example. The expression 場合がある indicates a possibility, not a confirmed event.
Option 3: 前の靴の修理しゅうりを終えれば、その後は作業に必要な十分だけで渡せる。 — Incorrect
This suggests that once the earlier repairs are finished, the shoes can be collected after only ten more minutes.
However, the passage explains that the adhesive also needs time to dry:
その靴に使う接着剤せっちゃくざいは、塗ぬった後、十分に乾かわくまで待たなければならなかった。
The ten-minute repair duration does not include all the waiting time.
Trap: The option correctly recognizes the delay caused by previous repairs but ignores the additional drying period.
Also, 十分ほど in 作業自体は十分ほど refers to approximately ten minutes, while 十分に乾かわく means "to dry sufficiently." These expressions use the same kanji but have different readings and meanings.
Option 4: 店員がその靴を直していない時間も、受け取るまでの時間に含まれる。 — Correct
This means "the time during which the employee is not actively repairing those shoes is also included in the time until they can be collected."
The passage establishes the distinction directly:
しかし、修理しゅうりに必要な時間と、受け取れるまでの時間は同じではない。
The Monday example provides two reasons:
- Other shoes were waiting to be repaired first.
- The adhesive required additional drying time after application.
As a result:
その靴を渡せるようになったのは午後だった。
Although the actual repair work took approximately ten minutes, the total time before collection was much longer.
Key distinction: 作業に必要な時間 refers to the time required to perform the repair, while 受け取れるまでの時間 includes waiting periods and other necessary delays.
3. JLPT Strategy
- Identify the main principle before analyzing the example: The statement 修理に必要な時間と、受け取れるまでの時間は同じではない introduces the central distinction. The following example demonstrates that principle through a concrete situation.
- Separate specific events from general possibilities: Expressions such as ～場合がある describe something that can happen, while ～ていた and ～なければならなかった describe circumstances in the example. Do not treat a general possibility as a confirmed event.
Ⓒ 筆者の考えに合う、お客さんへの対応はどれですか。
1. Question Intent
This reading comprehension question tests your ability to identify the writer's overall opinion and apply it to appropriate customer service procedures.
The writer believes that a shoe repair shop should understand when customers need their shoes, provide realistic collection times, and communicate promptly if plans change.
The correct answer must reflect all these principles.
2. Answer Choice Analysis
Option 1: 作業に必要な時間を伝えて預かり、使用する日に間に合うかどうかは、修理しゅうりが終わってから確認する。 — Incorrect
This suggests telling customers how long the repair work takes and checking whether the shoes will be ready by the required date only after completing the repair.
However, the writer emphasizes:
必要な日までに直せるか、預かる前に相談できるからだ。
The shop should discuss whether the repair can be completed by the required date before accepting the shoes.
Furthermore, the writer explains that repair duration and collection time are not necessarily the same.
Trap: The option mentions communicating repair times, but it postpones an important discussion until after the repair is completed.
Option 2: 使用する日を聞いて預かり、予定が変わるときは、初めに約束した受取日時になってから知らせる。 — Incorrect
This suggests asking when customers need their shoes but waiting until the originally promised collection time to inform them of a delay.
The first action agrees with the writer's opinion. However, the second contradicts the passage:
予定を変える必要があれば、その時点でお客さんに電話する。
The expression その時点で means "at that point" or "as soon as that situation arises" in this context.
Customers should be informed when a schedule change becomes necessary, not when the original collection time arrives.
Trap: The option begins with a correct procedure but includes an incorrect notification time. Both conditions must match the passage.
Option 3: 使用する日を聞いて預かり、その日に間に合う修理しゅうりについては、受け取れる日時の案内をしない。 — Incorrect
This suggests asking when the customer needs the shoes but not providing a collection time if the repair can be completed by that date.
However, the writer explicitly states:
預かるときには受け取れる日時を伝え、途中で事情が変わったら改めて知らせる。
The shop should communicate the expected collection date and time when accepting the shoes, regardless of whether the repair can meet the customer's deadline.
Trap: Meeting the customer's required date does not eliminate the need to provide a specific collection time.
Option 4: 使用する日と仕上がりの予定を確認して預かり、変更が必要になったら、理由と新しい日時を知らせる。 — Correct
This means confirming when the customer needs the shoes and the expected completion schedule before accepting them, then explaining the reason and new collection time if a change becomes necessary.
The passage supports this procedure in several places.
First, ask when the shoes are needed:
「いつ使う予定ですか」と聞けば、必要な日までに直せるか、預かる前に相談できるからだ。
Second, communicate the expected collection time:
預かるときには受け取れる日時を伝え
Third, explain any changes promptly:
電話では、遅れる理由と、新しく受け取れる日時を説明している。
Option 4 combines all three requirements without contradicting the passage.
Key distinction: The writer is not concerned only with completing repairs efficiently. The shop must also provide reliable information so customers can organize their schedules.
3. JLPT Strategy
- Identify the writer's central opinion: For questions containing 筆者の考えに合う, focus on statements expressing the writer's beliefs, especially ～と思う, ～からだ, and concluding sentences. Here, the final statement establishes the main principle: お客さんが自分の予定を立てられるようにすることも、店の大切な仕事だ。
- Check every condition in each option: Distractors often combine correct actions with incorrect timing. Pay particular attention to contrasts such as 預かる前 versus 修理が終わってから, and その時点で versus 約束した受取日時になってから.
問題６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。
農園の売り場には、表面に薄い傷があるりんごも並んでいる。これは育つ間に枝に触れてできたもので、兄が中まで傷んでいないことを確かめている。普通のりんごと同じように保存できるが、見た目を気にする人が多いため、値段を下げている。一方、収穫のときに落として柔らかくなったものは、ここには並べず、すぐ加工する場所へ運ぶ。
ある日、毎年来る客が小さいりんごの箱を選んだ。「家族が減ったから、小さいほうが一人で一個食べられるんです」と言う。箱に入っているりんごの重さの合計は、大きいものの箱と同じだ。ただ、小さいりんごの箱には、より多くの個数が入っている。その客は、買う量を減らしたいのではなく、切って残すことを避けたかったのだ。
私は売り場に、大きさと値段だけでなく、選ぶときの参考になる説明を置くことを提案した。兄は賛成したが、「この箱がおすすめ、と一つに決めないでほしい」と言った。実際、傷のない大きなりんごを選ぶ客も、味より見た目を大事にしているとは限らない。遠くに住む親に喜んでもらいたくて、毎年同じ箱を送る客もいる。
今、私は説明を書く準備をしている。安い箱にも安心して選べる理由があることを伝えたい。ただ、高い箱を選ぶのが無駄だと思われる説明にはしたくない。りんごを食べる場面は、買う人によって違う。売る側が知っている違いを伝え、その先は客に考えてもらえる売り場にしたい。
兄の説明によると、今年この農園で大きいりんごが小さいものより高く売れるのは、どうしてですか。
1. Question Intent
This reading comprehension question tests your ability to identify the actual reason for a price difference and distinguish it from an incorrect assumption.
The narrator initially believes that larger apples are more expensive because they are sweeter. However, the older brother explains that the price difference is related to popularity and limited availability, not sweetness.
2. Answer Choice Analysis
Option 1: 取れる数が少なく、農園のうえんが贈おくり物用の販売だけに限っているから。 — Incorrect
This suggests that larger apples are expensive because they are scarce and the farm sells them exclusively as gifts.
The passage confirms that larger apples are relatively scarce:
大きいりんごは贈おくり物として人気があるが、数が少ない。
However, it does not state that the farm restricts their sale to gift purchases.
Trap: This option combines a confirmed fact with an unsupported restriction. The expression ～だけに限っている introduces exclusivity that the passage never establishes.
Option 2: 贈おくり物に向いていて、小さいものより甘く育てるのが難しいから。 — Incorrect
This suggests that larger apples are suitable as gifts and more difficult to grow sweet than smaller apples.
However, the brother explicitly states:
今年うちで取れたものは、大きさによる甘さの違いはほとんどないよ
There is almost no difference in sweetness based on size among this year's apples.
The passage also does not mention any special difficulty in growing larger apples to be sweet.
Trap: This option correctly recognizes the popularity of larger apples as gifts but introduces an unsupported explanation involving sweetness and cultivation difficulty.
Option 3: 贈おくり物にしたい人が多いのに、取れる数が限られているから。 — Correct
This means "because many people want to give them as gifts, but the number available is limited."
The brother explains:
大きいりんごは贈おくり物として人気があるが、数が少ない。そのため、小さいものより高く売れるのだそうだ。
The explanation establishes two factors:
- High demand: Larger apples are popular as gifts.
- Limited supply: Relatively few larger apples are harvested.
These factors explain why larger apples can be sold at higher prices.
The option paraphrases the original statement:
- 贈おくり物として人気がある → 贈おくり物にしたい人が多い
- 数が少ない → 取れる数が限られている
Key distinction: The higher price reflects demand and scarcity, not superior sweetness.
Option 4: 甘さの違いがほとんどなく、買う人が大きさだけで選んでいるから。 — Incorrect
This suggests that larger apples are expensive because their sweetness is similar to smaller apples and customers choose apples based only on size.
Although the first part is supported by the passage, the second part is not.
The brother explains that larger apples are popular as gifts and relatively scarce. He does not claim that customers make their decisions based exclusively on size.
Trap: This option includes a true statement about sweetness but attaches an incorrect explanation for the higher price. The word だけ is especially important because it excludes other purchasing considerations.
3. JLPT Strategy
- Follow contrast and cause-and-effect markers: The passage uses ところが to reject the narrator's original assumption and そのため to introduce the actual consequence. When answering どうして questions, identify which information directly leads to the stated result.
- Watch for unsupported additions: Expressions such as ～だけに限っている, ～のが難しい, and ～だけで can make an otherwise plausible option incorrect. Verify every part of an answer choice rather than selecting it because one statement matches the passage.
表面に薄い傷があるりんごと、落として柔らかくなったりんごについて、文章の内容に合っているものはどれですか。
1. Question Intent
This reading comprehension question tests your ability to distinguish between two categories of apples based on their condition and how the farm handles them.
The passage describes apples with minor surface scratches and apples that became soft after being dropped. The correct answer must accurately explain what happens to each type.
2. Answer Choice Analysis
Option 1: どちらも中が傷いたんでいなければ、値段を下げて同じ売り場に並べる。 — Incorrect
This suggests that both types of apples are sold at reduced prices in the same sales area, provided their interiors are not damaged.
However, the passage explicitly distinguishes their treatment:
一方、収穫しゅうかくのときに落として柔やわらかくなったものは、ここには並べず、すぐ加工する場所へ運ぶ。
Apples that became soft after being dropped are not displayed for sale. They are sent for processing.
Trap: This option applies the condition used to evaluate scratched apples to both categories, ignoring the different handling procedures.
Option 2: 表面だけに傷きずがあるものは安く売り、落として柔やわらかくなったものは加工に回す。 — Correct
This means "apples with only surface scratches are sold at lower prices, while apples that became soft after being dropped are sent for processing."
The passage explains the treatment of scratched apples:
普通のりんごと同じように保存できるが、見た目を気にする人が多いため、値段を下げている。
These apples can be stored normally, but their appearance makes them less attractive to some customers, so they are sold at reduced prices.
For dropped apples, the passage states:
収穫しゅうかくのときに落として柔やわらかくなったものは、ここには並べず、すぐ加工する場所へ運ぶ。
These apples are not displayed for sale and are instead taken for processing.
The expression 加工に回す accurately summarizes 加工する場所へ運ぶ in this context.
Key distinction: Minor surface damage affects appearance and price, while apples that have become soft from being dropped are handled through a different process.
Option 3: どちらも保存には向かないが、傷きずが薄うすいものだけは売り場に並べる。 — Incorrect
This suggests that neither type of apple is suitable for storage, although apples with minor scratches are still displayed for sale.
However, the passage explicitly states:
普通のりんごと同じように保存できる
Apples with minor surface scratches can be stored in the same way as ordinary apples.
Trap: The option correctly identifies which apples are displayed but incorrectly states that both types are unsuitable for storage. The word どちらも makes the incorrect claim apply to both categories.
Option 4: 表面に傷きずがあるものは早く食べる必要があるため、安くして売る。 — Incorrect
This suggests that scratched apples are sold at reduced prices because they need to be eaten quickly.
However, the passage gives a different reason:
見た目を気にする人が多いため、値段を下げている。
The discount is related to customers' concerns about appearance, not reduced storage life.
The passage also confirms that these apples can be stored normally.
Trap: This option correctly identifies that scratched apples are cheaper but incorrectly explains why. A correct result does not make an incorrect cause acceptable.
3. JLPT Strategy
- Recognize contrast markers: The expression 一方 introduces a contrast between two categories. In this passage, it separates apples with minor surface scratches from apples that became soft after being dropped. Track the treatment of each category independently.
- Distinguish appearance from actual condition: The passage uses 見た目 to explain the lower price of scratched apples and 保存できる to establish that their storage quality is not affected. Avoid assuming that a lower price automatically indicates faster spoilage or more serious damage.
毎年来る客が、小さいりんごの箱を選んだ理由は何ですか。
1. Question Intent
This reading comprehension question tests your ability to distinguish between the total quantity purchased and the size of individual apples.
A regular customer chooses a box of smaller apples because their family has become smaller. The question asks what practical reason explains this choice.
2. Answer Choice Analysis
Option 1: 一個この大きさを変えるためではなく、買う個数こすうを少なくするため。 — Incorrect
This suggests that the customer wants to reduce the number of apples purchased rather than change the size of each apple.
However, the passage states:
小さいりんごの箱には、より多くの個数こすうが入っている。
The box of smaller apples actually contains more individual apples.
Trap: This option reverses the relationship between individual size and quantity. The customer chooses smaller apples, not fewer apples.
Option 2: 箱全体の重さを減らすためではなく、一個こを残さず食べやすくするため。 — Correct
This means "not to reduce the total weight of the box, but to make it easier to eat an entire apple without leaving any leftovers."
The customer explains:
家族が減ったから、小さいほうが一人で一個こ食べられるんです
Smaller apples are more convenient because one person can finish an entire apple.
The passage also clarifies:
箱に入っているりんごの重さの合計は、大きいものの箱と同じだ。
The total weight of both boxes is the same, so the customer is not buying a smaller quantity by weight.
The decisive evidence is:
その客は、買う量を減らしたいのではなく、切って残すことを避さけたかったのだ。
The customer wants to avoid cutting an apple and leaving part of it uneaten.
Key distinction: The customer is changing the size of each apple for convenience, not reducing the total amount purchased.
Option 3: 家族で一個こを分けるためではなく、一箱を一日で食べ終えるため。 — Incorrect
This suggests that the customer wants to finish an entire box in one day rather than share individual apples with family members.
The passage only explains that smaller apples allow one person to eat a whole apple without leftovers.
There is no information about finishing an entire box in one day.
Trap: This option correctly recognizes the desire to avoid sharing or dividing individual apples, but adds an unsupported time limit and consumption goal.
Option 4: 食べる量を変えるためではなく、大きいりんごより長く保存するため。 — Incorrect
This suggests that the customer chooses smaller apples because they can be stored longer than larger apples.
However, the passage never states that smaller apples have a longer storage life.
The actual reason is to avoid leaving part of an apple after cutting it.
Trap: Avoiding leftovers might appear related to food preservation, but the text does not establish any difference in storage duration between large and small apples.
3. JLPT Strategy
- Pay attention to explicit corrections of assumptions: The pattern ～のではなく～ describes what is not the reason before identifying the actual reason. Here, 買う量を減らしたいのではなく、切って残すことを避けたかったのだ directly explains the customer's motivation.
- Distinguish individual units from total quantities: 一個 refers to one apple, 個数 refers to the number of apples, and 重さの合計 refers to their combined weight. JLPT questions often use these related quantities to construct plausible but incorrect alternatives.
兄の意見を受けて、「私」が作ろうとしている売り場は、どのようなものですか。
1. Question Intent
This reading comprehension question tests your ability to identify the writer's overall objective by connecting the brother's advice with the conclusion of the passage.
The writer wants to provide useful information about different apple boxes without deciding which option is best for every customer. The correct answer must reflect both informed choice and individual preferences.
2. Answer Choice Analysis
Option 1: 安い箱でも味は変わらないことを伝え、贈り物にも安い箱を選んでもらう売り場。 — Incorrect
This suggests creating a sales area that encourages customers to choose cheaper apple boxes, even for gifts, by explaining that the taste is similar.
However, the writer explicitly states:
ただ、高い箱を選ぶのが無駄だと思われる説明にはしたくない。
The writer does not want customers to think that choosing an expensive box is a waste of money.
Trap: The writer wants customers to understand that cheaper apples can also be a good choice, but this does not mean encouraging everyone to buy cheaper boxes.
Option 2: 客が値段で迷わないように、家庭用は小さい箱、贈り物用は大きい箱と決めて勧める売り場。 — Incorrect
This suggests recommending smaller boxes for household use and larger boxes for gifts according to fixed categories.
However, the brother specifically advises against choosing a single recommended option:
「この箱がおすすめ、と一つに決めないでほしい」
The passage also explains that different customers may choose similar products for different reasons.
Trap: Smaller apples may be convenient for individual consumption, and larger apples may be popular as gifts. However, these tendencies should not become fixed rules for every customer.
Option 3: 値段や見た目だけでは分からない違いを伝え、客が自分の使い方に合わせて選べる売り場。 — Correct
This means "a sales area that explains differences not apparent from price or appearance alone, allowing customers to choose according to how they intend to use the apples."
The writer first proposes providing additional information:
私は売り場に、大きさと値段だけでなく、選ぶときの参考になる説明を置くことを提案した。
The writer wants to provide explanations that help customers make informed decisions.
The conclusion establishes the main objective:
りんごを食べる場面は、買う人によって違う。
売る側が知っている違いを伝え、その先は客に考えてもらえる売り場にしたい。
The farm should explain relevant differences while leaving the final choice to the customer.
Key distinction: The goal is not to identify one universally superior product. It is to help each customer choose an appropriate product based on individual needs and circumstances.
Option 4: 客が使い方を説明しなくても済むように、農園が最もよい箱を一つ決めて示す売り場。 — Incorrect
This suggests that the farm should select one best box for customers so they do not need to explain how they intend to use the apples.
However, this directly contradicts the brother's advice:
「この箱がおすすめ、と一つに決めないでほしい」
It also contradicts the writer's conclusion:
その先は客に考えてもらえる売り場にしたい。
The writer wants customers to make their own decisions, rather than having the farm choose for them.
Trap: The option presents a convenient shopping experience, but convenience through a single recommendation is not the objective described in the passage.
3. JLPT Strategy
- Connect advice with the final conclusion: When a question asks about a character's intention after receiving advice, identify both the advice and the character's resulting plan. Here, 一つに決めないでほしい establishes the restriction, while 客に考えてもらえる売り場にしたい expresses the final objective.
- Distinguish providing information from making decisions: The expression 違いを伝える means communicating differences, while 客に考えてもらう means allowing customers to consider those differences themselves. In main-idea questions, avoid alternatives that turn flexible guidance into rigid recommendations.
問題７以下は「ブンプロ旅行社 ゴールデンウィークツアー」の案内である。これを読んで、その下の質問に答えなさい。答えは、１・２・３・４から最もよいものを一つえらびなさい。
中村さんは、家にある次の服を持っていこうと考えています。案内によると、受け付けてもらえるのはどれですか。
1. Question Intent
This information-retrieval question tests your ability to identify which clothing item satisfies all the acceptance requirements for a clothing exchange event.
The notice specifies that accepted clothes must be appropriate for autumn or winter, washed and clean, and free from holes or damaged buttons and zippers.
2. Answer Choice Analysis
Option 1: 洗濯せんたくして汚よごれは落ちていて、穴あなや壊こわれた部分もない夏用のズボン。 — Incorrect
This describes summer trousers that have been washed and have no damage.
Although the clothing meets the cleanliness and condition requirements, the notice explicitly excludes summer clothing:
夏用の服、下着、靴は受け付けません。
Trap: This option satisfies the quality requirements but violates the seasonal restriction. Meeting most conditions is not sufficient.
Option 2: 洗濯せんたくして汚よごれは落ちているが、ファスナーが壊こわれている冬用のコート。 — Incorrect
This describes a winter coat that has been washed but has a broken zipper.
The notice requires:
穴がなく、ボタンやファスナーが壊れていないこと。
Even though the coat is appropriate for winter and has been cleaned, its damaged zipper makes it unacceptable.
Trap: The item satisfies the season and cleanliness requirements, but fails the condition requirement.
Option 3: 汚よごれや壊こわれた部分はないが、着た後まだ洗濯せんたくしていない秋用のズボン。 — Incorrect
This describes autumn trousers without visible dirt or damage, but they have not been washed since being worn.
The notice explicitly requires:
洗濯してあり、汚れやにおいが残っていないこと。
The expression 洗濯してある indicates that the clothes must already have been washed.
Trap: Being visibly clean is not equivalent to meeting the washing requirement. The clothes must actually have been washed, even if no dirt is visible.
Option 4: 洗濯せんたくして汚よごれは落ちていて、穴あなや壊こわれた部分もない冬用のセーター。 — Correct
This describes a winter sweater that has been washed, is clean, and has no holes or damaged parts.
It satisfies all the relevant requirements:
- Season: Winter clothing is accepted.
- Cleanliness: The sweater has been washed and the dirt removed.
- Condition: There are no holes or damaged parts.
The notice establishes these requirements:
今回は、大人用・子ども用の秋・冬の服を集めます。
次の条件を両方満たしている服をお持ちください。
Option 4 is the only choice that satisfies the seasonal restriction and both clothing-condition requirements.
3. JLPT Strategy
- Check every requirement independently: The expression 条件を両方満たしている means that both stated conditions must be satisfied. In addition, the seasonal restriction applies. Check season, cleanliness, and physical condition before choosing an answer.
- Watch for partial matches: JLPT information-retrieval questions often present choices that satisfy most requirements but violate one important rule. Expressions such as ～が, まだ～ていない, and ～ている can reveal the disqualifying detail.
林さんは交換券を3枚持っています。大人用のコートを1着と、子ども用の服を1着、合わせて2着選びたいと思っています。次の服はすべて会場にあります。持っている券で選べて、希望にも合う組み合わせはどれですか。
1. Question Intent
This information-retrieval question tests your ability to combine numerical information from a table with specific purchasing requirements.
Hayashi has three exchange tickets and wants exactly two items: one adult coat and one piece of children's clothing. The correct combination must satisfy both the ticket limit and the clothing requirements.
2. Answer Choice Analysis
Option 1: 大人用のコート1着と、子ども用のコート1着。 — Incorrect
This combination includes one adult coat and one children's coat.
According to the notice:
- Adult coat: 2 tickets.
- Children's coat: 2 tickets.
- Total: 4 tickets.
Although both clothing requirements are satisfied, Hayashi has only three tickets.
Trap: The combination matches the requested clothing categories but exceeds the available ticket limit.
Option 2: 大人用のコート1着と、大人用のセーター1着。 — Incorrect
This combination includes one adult coat and one adult sweater.
- Adult coat: 2 tickets.
- Adult sweater: 1 ticket.
- Total: 3 tickets.
The total is within the available budget, but Hayashi specifically wants one item of children's clothing.
大人用のコートを1着と、子ども用の服を1着、合わせて2着選びたいと思っています。
Trap: The ticket calculation is correct, but the combination does not satisfy the requested clothing categories.
Option 3: 大人用のセーター1着と、子ども用のコート1着。 — Incorrect
This combination includes one adult sweater and one children's coat.
- Adult sweater: 1 ticket.
- Children's coat: 2 tickets.
- Total: 3 tickets.
Although the combination uses exactly three tickets and includes children's clothing, Hayashi specifically wants an adult coat, not an adult sweater.
Trap: This option satisfies the ticket limit and includes both adult and children's clothing, but substitutes the wrong adult garment.
Option 4: 大人用のコート1着と、子ども用のセーター1着。 — Correct
This combination includes one adult coat and one children's sweater.
According to the table:
- Adult coat: 2 tickets.
- Children's sweater: 1 ticket.
- Total: 3 tickets.
It satisfies all three requirements:
- Includes exactly one adult coat.
- Includes exactly one piece of children's clothing.
- Requires no more than the three available tickets.
The notice also states:
持ってきた服と違う種類やサイズの服も選べます。
This confirms that participants are not restricted to choosing the same type or size of clothing they originally brought.
Key distinction: A valid combination must satisfy both the numerical ticket limit and the requested clothing categories.
3. JLPT Strategy
- Identify mandatory conditions before calculating: The phrase 大人用のコートを1着と、子ども用の服を1着 establishes two separate requirements. Eliminate combinations that do not include an adult coat or children's clothing.
- Calculate the total only after checking item types: For this question, the adult coat requires two tickets, leaving one ticket for children's clothing. Since a children's sweater or pair of trousers costs one ticket, either would fit the remaining allowance. Among the given options, only one combination meets every condition.
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