JLPT N3 - Practice Test 1 (Listening)
JLPT N3 - Listening
Test your Japanese skills with this JLPT N3 mock exam, featuring JLPT-style questions covering listening. When you're ready, click the Start Test button below to begin.
問題１まず質問を聞いてください。それから話を聞いて、問題用紙の１から４の中から、最もよいものを一つえらんでください。
ナレーター：会議室で、発表の準備をしている二人が話しています。女の人は、このあと、映像を直すために何をしますか。
女の人：映像がスクリーンからはみ出していますね。パソコンで文字を小さくしましょうか。
男の人：文字だけじゃなくて、映像全体が大きいんです。まず、映す機械をスクリーンに近づけてみてください。
女の人：机ごと動かせますね。スクリーンを上げる必要もありますか。
男の人：高さは合っているので、そのままで大丈夫です。
女の人：機械を動かす前に、ケーブルを抜いたほうがいいですか。
男の人：ケーブルは十分長いですよ。つないだまま、映像の大きさを見ながら動かしましょう。
女の人：分かりました。少しずつ動かしますね。
ナレーター：女の人は、このあと、映像を直すために何をしますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify the action the woman will take next to correct a projected image that is too large for the screen. The key is to distinguish between actions that are suggested, rejected, and finally agreed upon.
The correct answer is ① — Move the projector table closer to the screen while keeping the cable connected.
2. Answer Choice Analysis
① Correct — Move the projector closer to the screen
The man explains that the entire projected image is too large and asks the woman to move the projector closer to the screen.
まず、映す機械をスクリーンに近づけてみてください。
The woman confirms that she can move the projector together with its table.
机ごと動かせますね。
The man also instructs her to keep the cable connected while adjusting the image size.
つないだまま、映像の大きさを見ながら動かしましょう。
Finally, the woman agrees to move the equipment gradually.
分かりました。少しずつ動かしますね。
These statements directly support image ①, which shows the projector table moving toward the screen with the cable still connected.
② Incorrect — Raise the projection screen
The woman asks whether the screen needs to be raised.
スクリーンを上げる必要もありますか。
However, the man explains that the screen height is already correct.
高さは合っているので、そのままで大丈夫です。
The expression そのままで大丈夫 means that the current condition is acceptable and no adjustment is necessary. Therefore, she will not raise the screen.
Trap: Raising the screen is explicitly mentioned in the dialogue, but only as a question. The man's response rejects the need for this action.
③ Incorrect — Reduce the text size on the laptop
At the beginning, the woman suggests making the text smaller on the computer.
パソコンで文字を小さくしましょうか。
However, the man clarifies that the problem concerns the entire projected image, not just the text.
文字だけじゃなくて、映像全体が大きいんです。
The expression だけじゃなくて means "not just" and introduces a broader issue. Reducing the text size would not address the overall image size, so the man proposes moving the projector instead.
Trap: This option repeats the woman's initial suggestion. JLPT listening questions frequently include an early proposal that is later replaced by a different solution.
④ Incorrect — Disconnect the projector cable
The woman asks whether she should unplug the cable before moving the projector.
機械を動かす前に、ケーブルを抜いたほうがいいですか。
The man explains that the cable is sufficiently long.
ケーブルは十分長いですよ。
He then explicitly tells her to keep it connected.
つないだまま、映像の大きさを見ながら動かしましょう。
The grammatical pattern 〜たまま expresses maintaining a particular state while performing another action. Here, つないだまま means keeping the cable connected while moving the projector.
Trap: The woman mentions unplugging the cable, but the man gives the opposite instruction. The important distinction is between an action being considered and an action being agreed upon.
3. JLPT Strategy
- Prioritize the final agreed action. When a conversation contains several suggestions, listen for responses that accept or reject them. Here, 分かりました。少しずつ動かしますね。 confirms what the woman will actually do.
- Pay attention to expressions indicating unchanged conditions. Phrases such as そのままで大丈夫 and つないだまま help eliminate options involving unnecessary changes. In this question, the screen stays at the same height and the cable remains connected.
ナレーター：家で、男の人と女の人が料理をしています。男の人は、これからサラダに何を加えますか。
男の人：サラダの味、ちょっと見てくれる？
女の人：うん。塩はちょうどいいけど、油が多くて、少し重い感じがするね。レモンは入れた？
男の人：まだ。冷蔵庫にはあるよ。
女の人：じゃあ、少し入れるといいと思う。それと、歯ごたえがあるものも欲しいね。
男の人：きゅうりを切ろうか。ナッツもあるけど。
女の人：今日は美香も来るよね。ナッツは食べられないって言ってたよ。
男の人：そうだったね。じゃあ、きゅうりにしよう。
女の人：うん。薄く切るより、少し厚く切ったほうがよさそう。
男の人：分かった。塩は足さずに作ってみるね。
ナレーター：男の人は、これからサラダに何を加えますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify which two ingredients the man will add to the salad. The listener must distinguish between ingredients that are already sufficient, ingredients suggested for addition, and ingredients rejected because of another person's dietary restriction.
The correct answer is ③ — レモンときゅうり (lemon and cucumber).
2. Answer Choice Analysis
① Incorrect — 塩ときゅうり (Salt and cucumber)
The woman explains that the amount of salt is already appropriate.
塩はちょうどいいけど、油が多くて、少し重い感じがするね。
The expression ちょうどいい means "just right," indicating that no additional salt is needed.
The man also explicitly confirms that he will not add more salt.
塩は足さずに作ってみるね。
Although cucumber will be added, salt will not. Therefore, this option is incorrect.
Trap: Cucumber is correct, but salt is not. The presence of one correct ingredient can make this option seem plausible. Pay attention to 足さずに, which means "without adding."
② Incorrect — レモンとナッツ (Lemon and nuts)
The woman recommends adding lemon to make the salad taste lighter.
じゃあ、少し入れるといいと思う。
However, nuts are rejected because Mika, who is coming over, cannot eat them.
今日は美香も来るよね。ナッツは食べられないって言ってたよ。
The expression 食べられない means "cannot eat." This establishes the reason nuts should not be included.
The man then decides to use cucumber instead.
そうだったね。じゃあ、きゅうりにしよう。
Therefore, lemon is correct, but nuts are not.
Trap: Nuts are explicitly mentioned as an available ingredient, but availability does not mean they will be used. The later decision overrides the earlier possibility.
③ Correct — レモンときゅうり (Lemon and cucumber)
The woman explains that the salad contains too much oil and suggests adding lemon.
油が多くて、少し重い感じがするね。レモンは入れた？
The man confirms that lemon has not been added yet but is available in the refrigerator.
まだ。冷蔵庫にはあるよ。
The woman then recommends adding some lemon.
じゃあ、少し入れるといいと思う。
She also wants an ingredient that provides a crunchy texture.
それと、歯ごたえがあるものも欲しいね。
After considering cucumber and nuts, the man chooses cucumber because Mika cannot eat nuts.
そうだったね。じゃあ、きゅうりにしよう。
The woman further recommends cutting the cucumber into slightly thicker pieces.
薄く切るより、少し厚く切ったほうがよさそう。
These statements establish that the man will add lemon and cucumber to the salad.
④ Incorrect — 油とナッツ (Oil and nuts)
Both ingredients in this option are unsuitable based on the conversation.
First, the woman points out that the salad already contains too much oil.
油が多くて、少し重い感じがするね。
The expression 多くて indicates an excessive amount of oil, so adding more would not address the problem.
Second, nuts are rejected because Mika cannot eat them.
ナッツは食べられないって言ってたよ。
The man consequently chooses cucumber instead.
じゃあ、きゅうりにしよう。
Neither oil nor nuts is selected for addition, making this option incorrect.
Trap: Both ingredients appear in the dialogue, but they are mentioned as a problem or a rejected possibility. JLPT listening questions often use mentioned-but-rejected information as distractors.
3. JLPT Strategy
- Track changes in decisions. Words such as じゃあ, そうだったね, and 〜にしよう often signal the speaker's final choice. Here, じゃあ、きゅうりにしよう confirms that cucumber is chosen over nuts.
- Distinguish existing ingredients from ingredients to be added. The question asks 何を加えますか, so focus on new additions rather than everything mentioned in the recipe. Expressions such as ちょうどいい, まだ, and 足さずに help determine what is already sufficient, what has not yet been added, and what will be excluded.
ナレーター：クリーニング店で、女の人が店員と話しています。女の人は、スーツをどのように受け取りますか。
女の客：このスーツ、上下ともお願いします。上着だけは金曜日の夜に使いたいんですが。
男の店員：普通の仕上がりは土曜日です。追加料金で、木曜日に仕上げることもできますよ。
女の客：急いでもらう料金は、上下別々にかかりますか。
男の店員：はい。それぞれにかかります。ズボンもお急ぎですか。
女の客：ズボンは来週まで使わないので、普通で大丈夫です。上着だけ早くしてください。
男の店員：分かりました。木曜日は夜七時まで開いています。
女の客：木曜日は来られないんです。金曜日の昼でも受け取れますよね。
男の店員：はい。ズボンは土曜日の午後から受け取れます。
女の客：では、ズボンは土曜日の午後に来ます。
ナレーター：女の人は、スーツをどのように受け取りますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify when the woman will pick up each part of her suit from the dry cleaner. The listener must distinguish between the completion date and the actual pickup date, while tracking the woman's final decisions about express and standard cleaning services.
The correct answer is ① — 金曜日に上着を、土曜日にズボンを受け取る (Pick up the jacket on Friday and the trousers on Saturday).
2. Answer Choice Analysis
① Correct — 金曜日に上着を、土曜日にズボンを受け取る
The woman needs her jacket by Friday evening, so she requests express cleaning for the jacket only.
ズボンは来週まで使わないので、普通で大丈夫です。上着だけ早くしてください。
Although express cleaning allows the jacket to be ready on Thursday, the woman cannot visit the shop that day.
木曜日は来られないんです。金曜日の昼でも受け取れますよね。
The employee confirms that she can pick it up on Friday. He also explains that the trousers will be available from Saturday afternoon.
はい。ズボンは土曜日の午後から受け取れます。
The woman confirms her plan for the trousers.
では、ズボンは土曜日の午後に来ます。
Therefore, she will collect the jacket on Friday at lunchtime and the trousers on Saturday afternoon.
② Incorrect — 木曜日に、上着とズボンを受け取る
The employee explains that express cleaning can be completed by Thursday for an additional fee.
追加料金で、木曜日に仕上げることもできますよ。
However, the woman requests express cleaning only for the jacket, not the trousers.
上着だけ早くしてください。
Furthermore, she explicitly states that she cannot come on Thursday.
木曜日は来られないんです。
Therefore, she will not collect either item on Thursday.
Trap: Thursday is the express completion date, not the actual pickup date. The expression 仕上げる refers to finishing the cleaning, whereas 受け取る refers to receiving or collecting the items.
③ Incorrect — 金曜日に、上着とズボンを受け取る
The woman plans to collect her jacket on Friday because she needs it that evening.
上着だけは金曜日の夜に使いたいんですが。
However, she does not request express cleaning for the trousers because she will not need them until the following week.
ズボンは来週まで使わないので、普通で大丈夫です。
The employee explains that the trousers cannot be collected until Saturday afternoon.
ズボンは土曜日の午後から受け取れます。
Therefore, Friday is correct for the jacket but incorrect for the trousers.
Trap: Both items belong to the same suit, but they receive different cleaning services and have different pickup dates. Do not assume that items submitted together must be collected together.
④ Incorrect — 木曜日に上着を、土曜日にズボンを受け取る
This option correctly identifies Saturday as the pickup day for the trousers. However, Thursday is not the day the woman will collect the jacket.
The employee mentions Thursday as the express cleaning completion date.
追加料金で、木曜日に仕上げることもできますよ。
But the woman explains that she cannot visit the shop on Thursday and asks to collect the jacket on Friday instead.
木曜日は来られないんです。金曜日の昼でも受け取れますよね。
The employee agrees, so the jacket pickup is arranged for Friday.
Trap: This option combines the correct pickup date for the trousers with the completion date for the jacket. It tests whether the listener can distinguish when an item is ready from when the customer actually collects it.
3. JLPT Strategy
- Distinguish completion dates from pickup dates. In service-related conversations, 仕上がり and 仕上げる indicate when work is completed, while 受け取る indicates when the customer collects an item. Here, the jacket is ready on Thursday but collected on Friday.
- Track each item separately and prioritize final arrangements. Listen carefully for expressions such as だけ, 普通で大丈夫, and では. These reveal that only the jacket receives express cleaning and that the trousers will be collected separately on Saturday afternoon.
ナレーター：忘れ物の受付で、男の人が係の人と話しています。係の人は、どの財布を持ってきますか。
男の人：昨日、この建物で財布を落としたんですが、届いていませんか。
女の係員：どんな財布ですか。
男の人：黒くて、二つに折る形です。
女の係員：その形の財布は、二つ届いています。外側に何か特徴はありますか。
男の人：特にないです。中には、家族の写真を入れています。
女の係員：お子さんの写真ですか。
男の人：いえ、両親と僕の三人で撮った写真です。子どもは写っていません。
女の係員：分かりました。お名前は書いてありますか。
男の人：財布には書いていませんが、中のカードにはあります。
女の係員：では、特徴の合うものを持ってきますので、カードのお名前も確認してください。
ナレーター：係の人は、どの財布を持ってきますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify a lost wallet based on its physical appearance and contents. The listener must combine several details, including the wallet's color, shape, photograph, and name markings, while distinguishing confirmed features from incorrect suggestions.
The correct answer is ① — 黒い二つ折りで、大人三人の写真が入った財布 (A black bifold wallet containing a photograph of three adults).
2. Answer Choice Analysis
① Correct — 黒い二つ折りで、大人三人の写真が入った財布
The man describes his lost wallet as black and foldable in half.
黒くて、二つに折る形です。
He also explains that there is a family photograph inside the wallet.
中には、家族の写真を入れています。
When the employee asks whether it is a photograph of his children, he clarifies that the photograph shows himself and his parents.
いえ、両親と僕の三人で撮った写真です。子どもは写っていません。
This confirms that the photograph contains three people: the man and his two parents, rather than children.
The wallet described in option ① matches both the physical appearance and the photograph, making it the correct answer.
② Incorrect — 黒い長財布で、大人三人の写真が入った財布
This option correctly describes the black color and photograph of three adults, but the wallet's shape is incorrect.
The man clearly states that his wallet folds in half.
黒くて、二つに折る形です。
A 長財布 is a long wallet, whereas 二つ折り describes a bifold wallet. The man specifically identifies the second type.
Trap: This option contains several correct details but changes the wallet's shape. In JLPT listening questions, a single mismatched feature is enough to eliminate an answer.
③ Incorrect — 黒い二つ折りで、外側に名前が書かれた財布
The color and shape match the man's description, but the claim that his name is written on the outside is incorrect.
When asked whether the wallet has any distinguishing features on its exterior, he answers:
特にないです。
Later, the employee asks whether his name is written on the wallet.
お名前は書いてありますか。
The man explains that his name is not written on the wallet itself, although it appears on a card inside.
財布には書いていませんが、中のカードにはあります。
Therefore, the name is on an internal card, not on the wallet's exterior.
Trap: The dialogue mentions a name, but its location matters. Do not confuse information written on a card inside the wallet with information written directly on the wallet.
④ Incorrect — 黒い二つ折りで、子どもの写真が入った財布
This option correctly identifies the wallet as black and bifold, but the photograph is incorrect.
The employee initially asks whether the photograph shows the man's children.
お子さんの写真ですか。
The man explicitly rejects that suggestion.
いえ、両親と僕の三人で撮った写真です。子どもは写っていません。
The expression 写っていません means that someone or something does not appear in a photograph. Here, the man clearly states that no children appear in the picture.
Trap: The employee mentions children, but the man immediately corrects that assumption. Questions and suggestions from one speaker should not be treated as confirmed facts until the other speaker responds.
3. JLPT Strategy
- Combine multiple identifying features. In lost-property listening questions, track details such as color, shape, contents, and markings. Here, 黒くて, 二つに折る形, and 両親と僕の三人 together identify the correct wallet.
- Listen carefully for corrections and contrasts. Expressions such as いえ, 〜ていません, and 〜には書いていませんが distinguish incorrect assumptions from actual facts. In this dialogue, they eliminate the options involving children and a name written on the wallet.
ナレーター：バンドのメンバー二人が、土曜日の練習室の予約について話しています。二人は、練習室をどのように予約しますか。
女のメンバー：土曜日、私は二時から四時までなら練習できるよ。その二時間は全部使いたいな。
男のメンバー：僕も大丈夫。ただ、ドラムの健太は三時に来るんだって。それまでは二人だね。
女のメンバー：じゃあ、最初の一時間は二人で歌とギターを合わせよう。部屋は空いてる？
男のメンバー：小さい部屋は二時から四時まで空いてる。大きい部屋は三時からなら使えるよ。
女のメンバー：小さい部屋でもドラムは使えるの？
男のメンバー：うん。楽器はどちらも同じ。ただ、小さい部屋は二人までなんだ。
女のメンバー：健太も来たらすぐ一緒に練習したいね。途中で部屋を移ってもいいかな。
男のメンバー：受付に聞いたら、部屋を変えて予約しても大丈夫だって。
女のメンバー：よかった。じゃあ、私がいる間、三人そろったら一緒に練習できるように予約してくれる？
男のメンバー：うん。健太には、三時より前には来なくていいって伝えておくね。
ナレーター：二人は、練習室をどのように予約しますか。
Explanation:
1. Question Intent
This listening question tests the ability to determine how two band members will reserve practice rooms based on their schedule, the number of participants, and room capacity restrictions. The listener must combine information about available rooms, arrival times, and the group's intention to practice together.
The correct answer is ④ — Reserve the small room from 2:00 to 3:00 and the large room from 3:00 to 4:00.
2. Answer Choice Analysis
① Incorrect — 二時から四時まで、大きい部屋を予約する
The woman wants to practice for the full two hours, from 2:00 to 4:00.
土曜日、私は二時から四時までなら練習できるよ。その二時間は全部使いたいな。
However, the large practice room is only available starting at 3:00.
大きい部屋は三時からなら使えるよ。
Therefore, booking the large room from 2:00 to 4:00 is impossible because it is not available during the first hour.
Trap: This option matches the woman's preferred practice time and provides enough space for all three members, but it ignores the room's availability.
② Incorrect — 三時から五時まで、大きい部屋を予約する
The large room becomes available at 3:00, when Kenta, the drummer, is expected to arrive.
ただ、ドラムの健太は三時に来るんだって。
However, the woman can only practice until 4:00 and specifically wants to use her entire two-hour window starting at 2:00.
土曜日、私は二時から四時までなら練習できるよ。その二時間は全部使いたいな。
Starting at 3:00 would eliminate the first hour of her intended practice, and continuing until 5:00 would extend beyond her availability.
Trap: This option uses the large room at a time when it is available, but it does not respect the woman's schedule. Room availability alone does not determine the correct reservation.
③ Incorrect — 二時から四時まで、小さい部屋を予約する
The small room is available for the entire desired practice period.
小さい部屋は二時から四時まで空いてる。
However, the small room has a strict capacity limit of two people.
ただ、小さい部屋は二人までなんだ。
Kenta will arrive at 3:00, increasing the number of band members from two to three.
健太も来たらすぐ一緒に練習したいね。
Because all three members want to practice together as soon as Kenta arrives, the small room cannot accommodate the group for the second hour.
Trap: This option matches the full practice period and the small room's availability, but it overlooks the two-person capacity restriction. The fact that both rooms have the same instruments does not mean both can accommodate the same number of people.
④ Correct — 二時から小さい部屋を、三時から四時まで大きい部屋を予約する
This option satisfies all the scheduling and capacity requirements.
First, the woman wants to practice from 2:00 to 4:00 without losing any time.
その二時間は全部使いたいな。
From 2:00 to 3:00, only two members will be present because Kenta will arrive at 3:00.
それまでは二人だね。
The small room can accommodate these two members and is available from 2:00.
小さい部屋は二時から四時まで空いてる。
At 3:00, Kenta joins them. Because the small room allows only two people, they need the larger room.
ただ、小さい部屋は二人までなんだ。
The large room becomes available at exactly the right time.
大きい部屋は三時からなら使えるよ。
The man also confirms that changing rooms during the reservation is permitted.
受付に聞いたら、部屋を変えて予約しても大丈夫だって。
Therefore, the appropriate arrangement is to use the small room from 2:00 to 3:00 and then move to the large room from 3:00 to 4:00.
3. JLPT Strategy
- Track time, availability, and capacity together. Listening questions involving reservations often require several conditions to be satisfied simultaneously. Here, the key details are the woman's 2:00–4:00 availability, Kenta's 3:00 arrival, the small room's two-person limit, and the large room's availability from 3:00.
- Pay attention to expressions indicating restrictions and permitted changes. The phrases 二人まで (maximum two people), 三時からなら (available starting at 3:00), and 部屋を変えて予約しても大丈夫 (changing rooms is allowed) provide the reasoning needed to select option ④. Do not assume that the group must stay in one room throughout the practice session.
ナレーター：美容院で、男の人が美容師と話しています。美容師は、男の人の前髪をどうしますか。
女の美容師：今日は、どのくらい切りましょうか。
男の客：横は耳が見えるくらい、後ろも短くしてください。
女の美容師：前髪は、眉が見えるくらいまで切ってもいいですか。
男の客：いえ、前髪は今の長さがいいんです。でも、少し厚くて重い感じがするので、量を減らしてください。
女の美容師：長さは変えずに、軽くするんですね。
男の客：はい。お願いします。
ナレーター：美容師は、男の人の前髪をどうしますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify how the hairstylist will cut the man's bangs. The listener must distinguish between hair length and hair volume, paying attention to the customer's correction of the hairstylist's initial suggestion.
The correct answer is ④ — 長さを変えずに、量を減らす (Keep the same length but reduce the volume).
2. Answer Choice Analysis
① Incorrect — 眉が見える長さまで切る
The hairstylist suggests cutting the man's bangs short enough to reveal his eyebrows.
前髪は、眉が見えるくらいまで切ってもいいですか。
However, the man immediately rejects this suggestion because he wants to maintain the current length.
いえ、前髪は今の長さがいいんです。
Therefore, the hairstylist will not shorten his bangs to eyebrow level.
Trap: The proposed haircut is clearly mentioned, but the customer rejects it. In JLPT listening questions, an initial suggestion is often included as a distractor.
② Incorrect — 横や後ろと同じ長さにする
The man requests shorter hair on the sides and back.
横は耳が見えるくらい、後ろも短くしてください。
However, these instructions apply only to the sides and back of his head, not to his bangs.
For his bangs, he specifically requests that the current length be maintained.
前髪は今の長さがいいんです。
Therefore, the bangs will not be cut to match the length of the sides or back.
Trap: The question specifically asks about 前髪 (bangs), not the entire haircut. Do not apply instructions about other parts of the hair to the bangs.
③ Incorrect — 長さも量も、そのままにする
The man wants to keep the current length of his bangs.
前髪は今の長さがいいんです。
However, he feels that his bangs are too thick and heavy, so he requests a reduction in volume.
でも、少し厚くて重い感じがするので、量を減らしてください。
Therefore, the length will remain unchanged, but the volume will be reduced.
Trap: This option correctly identifies that the length will stay the same, but incorrectly assumes that the volume will also remain unchanged. The contrast introduced by でも is essential.
④ Correct — 長さを変えずに、量を減らす
The man explicitly states that he is satisfied with the current length of his bangs.
前髪は今の長さがいいんです。
However, he wants them to feel lighter because they are currently too thick.
少し厚くて重い感じがするので、量を減らしてください。
The hairstylist confirms her understanding by repeating the requested adjustment.
長さは変えずに、軽くするんですね。
The man then agrees.
はい。お願いします。
The expression 変えずに means "without changing," while 量を減らす means "to reduce the amount or volume." Together, they indicate that the hairstylist will thin out the bangs without shortening them.
This exactly matches option ④.
3. JLPT Strategy
- Distinguish length from volume. In haircut-related conversations, 長さ refers to length, while 量 refers to the amount or thickness of hair. Expressions such as 短くする, 厚い, and 軽くする describe different types of adjustments.
- Listen for corrections and final confirmation. The customer's いえ rejects the suggested shorter bangs, while 長さは変えずに、軽くするんですね summarizes the final decision. When a speaker confirms an instruction and receives はい, that exchange often provides the clearest evidence for the correct answer.
問題２まず質問を聞いてください。そのあと、問題用紙を見てください。読む時間があります。それから話を聞いて、問題用紙の１から４の中から、最もよいものを一つえらんでください。
ナレーター：男の人が、料理のノートについて話しています。男の人は、青い字で何を書いていますか。
男の人：祖母に教わった料理を、ノートにまとめています。最初に聞いた材料と作り方は、黒い字で書いてあります。でも、祖母は四人分、僕は一人分なので、そのまま作るとは限らないんです。水を少なくしたり、煮る時間を短くしたりして、出来上がりがどうだったかも残しています。その部分を青い字にしておくと、元の作り方と比べやすいんですよ。妹が食べに来て感想を言ってくれたときは、小さい紙に書いて、そのページに貼っています。うまくできなかった記録も消しません。同じ変え方をして、また失敗したくないですから。次に教わりたい料理の名前は、忘れないようにノートの最後にまとめています。
ナレーター：男の人は、青い字で何を書いていますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify what the man writes in blue ink in his cooking notebook. The listener must distinguish between the original recipe, the results of his own modifications, his sister's comments, and the names of recipes he wants to learn in the future.
The correct answer is ④ — 自分で変えて作ったときの結果 (The results of making dishes with his own modifications).
2. Answer Choice Analysis
① Incorrect — 妹が料理を食べたときの感想
The man mentions that his younger sister sometimes comes to eat his cooking and shares her impressions.
妹が食べに来て感想を言ってくれたときは、小さい紙に書いて、そのページに貼っています。
However, he writes her comments on small pieces of paper and attaches them to the relevant notebook pages. He does not say that these comments are written in blue ink.
Trap: His sister's comments are recorded in the notebook, but the recording method is different. The question asks specifically about what is written in blue, not everything included in the notebook.
② Incorrect — 祖母から初めて教わった作り方
The man explains that he records the ingredients and cooking instructions originally taught by his grandmother.
最初に聞いた材料と作り方は、黒い字で書いてあります。
The expression 黒い字 means writing in black ink. Therefore, the original recipe instructions are written in black, not blue.
He uses the two colors to distinguish the original instructions from his own changes and their results.
その部分を青い字にしておくと、元の作り方と比べやすいんですよ。
Trap: The grandmother's recipes are the main subject of the notebook, so this option may sound reasonable. However, the explicit color distinction eliminates it.
③ Incorrect — 次に試してみたい料理の名前
The man also records the names of dishes he wants his grandmother to teach him next.
次に教わりたい料理の名前は、忘れないようにノートの最後にまとめています。
These names are collected at the end of the notebook so he will not forget them. The dialogue does not identify this information as being written in blue ink.
The blue writing instead concerns the results of changes he has already made while cooking.
Trap: This option describes another genuine use of the notebook, but it confuses future cooking plans with records of completed cooking experiments.
④ Correct — 自分で変えて作ったときの結果
The man explains that his grandmother's recipes are designed for four people, whereas he usually cooks for one. As a result, he sometimes modifies the original instructions.
でも、祖母は四人分、僕は一人分なので、そのまま作るとは限らないんです。
He gives examples of his modifications, such as reducing the amount of water or shortening the cooking time, and explains that he records how the dish turned out.
水を少なくしたり、煮る時間を短くしたりして、出来上がりがどうだったかも残しています。
He then explains why he writes this information in blue.
その部分を青い字にしておくと、元の作り方と比べやすいんですよ。
The phrase その部分 refers to the preceding information about his cooking adjustments and their results. Writing these notes in blue makes them easier to compare with the original recipe.
He even keeps records of unsuccessful attempts so that he can avoid repeating the same mistakes.
うまくできなかった記録も消しません。同じ変え方をして、また失敗したくないですから。
Therefore, option ④ correctly identifies the information written in blue ink.
3. JLPT Strategy
- Pay attention to references such as その部分. In listening passages, demonstratives often refer to information mentioned immediately before them. Here, その部分を青い字にしておく refers to the man's cooking modifications and their outcomes, not the original recipe.
- Organize information by category. The man distinguishes several kinds of notes: 黒い字 for original recipes, 青い字 for modifications and results, 小さい紙 for his sister's comments, and ノートの最後 for future recipes. Tracking these distinctions helps eliminate options that are mentioned in the dialogue but do not answer the specific question.
ナレーター：町の資料館の人が、音声ガイドについて話しています。今年新しく加わった音声では、何について聞くことができますか。
資料館の女の人：音声ガイドは、入り口で借りることができます。これまでは、町に残る古い建物が、いつ建てられたかという説明が中心でした。今年は、近所のお年寄りにも協力していただきました。子どものころ、家でどんな手伝いをしたか、買い物はどこでしたかなど、ご本人の声で話していただいています。昔の台所の道具を見ながら聞くと、使っていた様子が想像できると思います。道具を作った職人さんの話も入れたかったのですが、今回はお話を聞ける方が見つかりませんでした。資料館を出てから町を歩いてみたい方には、受付で地図をお渡ししています。道順は音声には入っていませんので、地図をご利用ください。
ナレーター：今年新しく加わった音声では、何について聞くことができますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify the topic of the new audio guide recordings added to a local museum this year. The listener must distinguish between information that was already available, newly added content, planned content that could not be included, and information provided through a different resource.
The correct answer is ③ — 昔、この町で暮らした人の生活 (The daily lives of people who lived in this town in the past).
2. Answer Choice Analysis
① Incorrect — 展示品を作った職人の考え
The museum representative mentions that they wanted to include stories from craftspeople who made the traditional tools.
道具を作った職人さんの話も入れたかったのですが、今回はお話を聞ける方が見つかりませんでした。
However, they could not find anyone available to interview, so this content was not included in the new audio recordings.
The expression 入れたかったのですが indicates something they wanted to include, followed by a contrasting explanation showing why it did not happen.
Trap: This option describes planned content rather than content actually included. In JLPT listening, expressions of unrealized intentions often introduce incorrect answer choices.
② Incorrect — 古い建物が建てられた年代
The museum representative explains that previous audio guides mainly discussed when the town's old buildings were constructed.
これまでは、町に残る古い建物が、いつ建てられたかという説明が中心でした。
The word これまでは means "until now" or "previously," indicating that this was the focus of the existing audio guide rather than the newly added recordings.
This year's recordings shift the focus toward personal accounts of everyday life in the past.
Trap: Information about old buildings is genuinely part of the museum's audio guide, but it belongs to the earlier content. The question specifically asks what was newly added this year.
③ Correct — 昔、この町で暮らした人の生活
The museum representative explains that local elderly residents helped create the new audio recordings.
今年は、近所のお年寄りにも協力していただきました。
These residents describe their childhood experiences, including household chores and where they went shopping.
子どものころ、家でどんな手伝いをしたか、買い物はどこでしたかなど、ご本人の声で話していただいています。
These details provide firsthand accounts of how people lived in the town in the past.
The representative also explains that listening while looking at traditional kitchen tools helps visitors imagine how those tools were used.
昔の台所の道具を見ながら聞くと、使っていた様子が想像できると思います。
Therefore, the new recordings focus on the everyday lives and experiences of people who lived in the town long ago, making option ③ correct.
④ Incorrect — 資料館から町を歩いて回る道順
The museum provides maps for visitors who want to explore the town after leaving the museum.
資料館を出てから町を歩いてみたい方には、受付で地図をお渡ししています。
However, the representative explicitly states that walking directions are not included in the audio guide.
道順は音声には入っていませんので、地図をご利用ください。
The expression 入っていません clearly indicates that the information is not included in the recordings.
Trap: Walking directions are available from the museum, but only through a map at reception. The question asks specifically about the audio recordings, not all services offered by the museum.
3. JLPT Strategy
- Identify contrasts between old and new information. Expressions such as これまでは and 今年は signal a change in content. Here, これまでは introduces the previous focus on buildings, while 今年は introduces the newly recorded accounts from elderly residents.
- Distinguish actual content from unrealized plans and excluded information. Phrases such as 入れたかったのですが and 入っていません help eliminate choices describing material that is not included. Focus on what the recordings actually contain rather than everything the speaker mentions.
ナレーター：大学生が、インタビューに協力する男の人と話しています。学生は、男の人の話をクラスでどのように紹介してよいことになりましたか。
女子学生：今日は、お仕事の経験について伺います。聞き間違いを防ぐために、録音してもいいですか。
男の人：ええ。あとであなたが確認するためなら、構いませんよ。
女子学生：ありがとうございます。授業で発表するので、クラスのみんなにも、一部分を聞いてもらえたらと思うんですが。
男の人：声を聞かせるのは、ちょっと。話したことを文章にして紹介するのならいいですよ。
女子学生：分かりました。資料には、お名前と、お話の一部を載せようと思っています。
男の人：仕事で失敗した話もするので、誰の話か分からないようにしてもらえますか。
女子学生：はい。会社の名前も書かないようにします。資料は授業の中だけで使いますね。
男の人：それなら大丈夫です。
女子学生：録音は、私が文章を確認し終わったら消します。
男の人：お願いします。では、最初に働いた店の話からしましょうか。
ナレーター：学生は、男の人の話をクラスでどのように紹介してよいことになりましたか。
Explanation:
1. Question Intent
This listening question tests the ability to understand the conditions under which a university student is allowed to present an interview in class. The listener must identify two important restrictions: whether the student's classmates may hear the original recording and whether the interviewee's name may be revealed.
The correct answer is ③ — 名前を出さず、話の一部を文章で紹介する (Present part of the interview in writing without revealing the interviewee's name).
2. Answer Choice Analysis
① Incorrect — 名前を出さず、録音の一部を聞かせる
This option correctly indicates that the interviewee's name should not be revealed. However, it incorrectly suggests that the student can play part of the recording for the class.
The man permits recording only for the student's personal verification.
あとであなたが確認するためなら、構いませんよ。
When the student asks whether her classmates can listen to part of the recording, he refuses.
声を聞かせるのは、ちょっと。話したことを文章にして紹介するのならいいですよ。
The expression 〜のは、ちょっと is a common indirect way of expressing reluctance or refusal in Japanese. Here, it means that he does not want his recorded voice played to the class.
Trap: The man agrees to being recorded, but this permission is limited to the student's own use. Permission to record does not automatically include permission to share the recording.
② Incorrect — 名前を出して、録音の一部を聞かせる
This option violates both conditions established by the interviewee.
First, the man does not allow his voice to be played in class.
声を聞かせるのは、ちょっと。
Second, he asks the student to make sure that people cannot identify him because he will discuss mistakes from his work experience.
仕事で失敗した話もするので、誰の話か分からないようにしてもらえますか。
The expression 誰の話か分からないように means arranging the presentation so that listeners cannot tell whose story it is.
Therefore, neither revealing his name nor playing his recorded voice is permitted.
Trap: The student initially proposes sharing the recording and including the man's name, but both ideas are rejected or revised during the conversation. Initial plans should not be confused with the final agreement.
③ Correct — 名前を出さず、話の一部を文章で紹介する
The man explicitly permits the student to present his words in written form rather than playing the original audio.
話したことを文章にして紹介するのならいいですよ。
He also requests that his identity remain undisclosed.
誰の話か分からないようにしてもらえますか。
The student agrees and adds that she will not include the company's name either.
はい。会社の名前も書かないようにします。資料は授業の中だけで使いますね。
The man accepts these conditions.
それなら大丈夫です。
Finally, the student promises to delete the recording after she finishes checking the written account.
録音は、私が文章を確認し終わったら消します。
These statements confirm that the student may present part of the interview in writing, without identifying the man. Therefore, option ③ is correct.
④ Incorrect — 名前を出して、話の一部を文章で紹介する
This option correctly identifies that the interview can be presented in written form. However, it incorrectly states that the man's name may be included.
The student initially proposes putting his name and part of his interview in the presentation materials.
資料には、お名前と、お話の一部を載せようと思っています。
However, the man asks that his identity be kept private.
誰の話か分からないようにしてもらえますか。
The student accepts this request and agrees not to include the company's name.
会社の名前も書かないようにします。
Therefore, the written presentation is permitted only if identifying details are excluded.
Trap: This option includes the correct presentation format but retains the student's original plan to reveal the interviewee's name. The man's later request changes that condition.
3. JLPT Strategy
- Track permission and restrictions separately. Expressions such as 〜なら、構いません, 〜のは、ちょっと, and 〜のならいいですよ indicate what is permitted and what is not. Here, recording for personal verification is allowed, but playing the recording in class is not.
- Focus on the final agreement rather than the initial proposal. The student's original plan changes after the man requests anonymity. The phrase それなら大丈夫です confirms his acceptance of the revised arrangement: a written presentation without identifying information. In JLPT listening questions, this kind of final confirmation is often the strongest clue to the correct answer.
ナレーター：女の人が、家族の写真について話しています。女の人が、はっきり写っていない写真もアルバムに残しているのは、どうしてですか。
女の人：旅行の写真をアルバムに入れていたら、友達に「この、はっきり写っていない写真も入れるの？」と聞かれました。最近、娘も私のカメラを使いたがるので、ときどき渡しているんです。娘が撮った写真には、大人なら通り過ぎるような道の小さな花や、私の靴が大きく写っています。きれいに撮れてはいませんが、この子はこんなところを見ていたんだな、と分かるんですよ。だから、そういう写真を何枚か選んで、残しています。同じ場所の写真でも、似たものは全部入れず、一枚にしています。友達から送ってもらった集合写真も、別のページに入れました。色が変になった写真は店で直せるそうですが、娘の写真は今のままにしておくつもりです。
ナレーター：女の人が、はっきり写っていない写真もアルバムに残しているのは、どうしてですか。
Explanation:
1. Question Intent
This listening question tests the ability to understand why the woman keeps some blurry or unclear photographs in her family album. The listener must identify her underlying reason rather than focus only on the photographs' technical quality or how they are organized.
The correct answer is ① — 子どもから見たものを残すため (To preserve what her child saw from her own perspective).
2. Answer Choice Analysis
① Correct — 子どもから見たものを残すため
The woman explains that she sometimes lets her daughter use her camera.
最近、娘も私のカメラを使いたがるので、ときどき渡しているんです。
Her daughter's photographs capture unusual details that adults might not normally notice, such as small flowers along a road or a close-up of the woman's shoes.
娘が撮った写真には、大人なら通り過ぎるような道の小さな花や、私の靴が大きく写っています。
Although the photographs are not technically well taken, they reveal what attracted her daughter's attention.
きれいに撮れてはいませんが、この子はこんなところを見ていたんだな、と分かるんですよ。
This is the main reason she keeps some of them in the album.
だから、そういう写真を何枚か選んで、残しています。
The word だから introduces the consequence of the preceding explanation. She keeps the photographs because they preserve her child's unique way of seeing the world, even if the pictures are blurry.
Therefore, option ① is correct.
② Incorrect — 同じ場所で撮った写真を全部集めるため
This option suggests that the woman keeps the photographs to collect every picture taken in the same location.
However, she explicitly states that she does not include all similar photographs from the same place.
同じ場所の写真でも、似たものは全部入れず、一枚にしています。
The expression 全部入れず means "without including all of them." She selects only one when several photographs are similar.
Her reason for keeping certain unclear photographs is their personal significance, not the goal of collecting every photograph from a location.
Trap: The dialogue mentions photographs taken in the same place, but the woman's statement directly contradicts this option. Pay attention to negative expressions such as 全部入れず.
③ Incorrect — あとで写真の色を直してもらうため
The woman mentions that photographs with unusual colors can apparently be corrected at a shop.
色が変になった写真は店で直せるそうですが、娘の写真は今のままにしておくつもりです。
However, she says that she intends to leave her daughter's photographs unchanged.
The expression 今のままにしておく means "to leave something as it is." This clearly indicates that she does not plan to have her daughter's photographs corrected.
Additionally, the question concerns photographs that are not clearly captured, which is different from having incorrect colors.
Trap: Photo correction is mentioned, but only as a possibility that the woman does not intend to use for her daughter's pictures. The contrast introduced by ですが is important.
④ Incorrect — 写真を送ってくれた友達に見せるため
The woman mentions receiving a group photograph from a friend.
友達から送ってもらった集合写真も、別のページに入れました。
However, this photograph is placed on a separate page. It is not the reason she keeps the unclear photographs taken by her daughter.
The dialogue also does not state that she intends to show the album to the friend who sent the photograph.
Trap: The friend appears in the conversation, both as someone who comments on the album and as someone who sends a photograph. However, neither detail establishes that the woman keeps blurry photographs to show them to that friend.
3. JLPT Strategy
- Listen for explanations of reasons and consequences. Expressions such as 〜ので, 〜から, and だから often reveal why someone makes a decision. Here, the woman's observation that her daughter notices unusual details is followed by だから、そういう写真を何枚か選んで、残しています, directly connecting her reason to her action.
- Distinguish the main reason from surrounding details. The dialogue also mentions similar photographs, color correction, and a friend's group photograph. These are related topics but do not explain why the blurry pictures are preserved. Focus on the personal value expressed in この子はこんなところを見ていたんだな to identify the correct answer.
ナレーター：陶芸教室で、女の人と男の人が話しています。女の人が作ったコップについて、先生はどこがよいと言いましたか。
女の人：見て。私のコップ、できたよ。
男の人：いいね。この明るい青、自分で選んだの？
女の人：うん。でも、もう少しまっすぐにしたかったな。
男の人：少し曲がってるのも面白いよ。先生は何か言ってた？
女の人：持ってみて、「軽くできましたね。これなら毎日使いやすいですよ」って。
男の人：本当だ。僕のよりずっと軽いね。模様はつけなかったんだ。
女の人：細かい模様も考えたけど、今回は色だけにしたの。
男の人：僕も次は、使いやすさを考えて作ってみようかな。
ナレーター：女の人が作ったコップについて、先生はどこがよいと言いましたか。
Explanation:
1. Question Intent
This listening question tests the ability to identify which feature of a handmade cup the pottery teacher praised. The listener must distinguish between the opinions of the teacher, the woman who made the cup, and the man speaking with her.
The correct answer is ③ — 持ったときに軽いところ (The cup feels light when held).
2. Answer Choice Analysis
① Incorrect — 色が明るいところ
The man compliments the cup's bright blue color and asks whether the woman chose it herself.
いいね。この明るい青、自分で選んだの？
However, this compliment comes from the man speaking with the woman, not from the pottery teacher.
The teacher's actual comment concerns the cup's light weight and ease of use.
Trap: The bright color receives positive attention, but the question specifically asks what the teacher praised. It is important to distinguish which speaker expresses each opinion.
② Incorrect — 形がまっすぐなところ
The woman expresses dissatisfaction with the cup's shape because she wanted it to be straighter.
でも、もう少しまっすぐにしたかったな。
The man responds that the slightly curved shape is interesting.
少し曲がってるのも面白いよ。
These statements show that the cup is not perfectly straight. Furthermore, the positive comment about its curved shape comes from the man, not the teacher.
Trap: The cup's shape is discussed, but the woman describes it as something she wanted to improve. The teacher does not praise its straightness.
③ Correct — 持ったときに軽いところ
When the man asks what the teacher said about the cup, the woman reports the teacher's exact words.
持ってみて、「軽くできましたね。これなら毎日使いやすいですよ」って。
The teacher picked up the cup and praised how light it was, explaining that its light weight would make it convenient for everyday use.
The expression 軽くできましたね means that the cup was successfully made lightweight, while 使いやすい means easy to use.
The man then confirms that her cup is much lighter than his own.
本当だ。僕のよりずっと軽いね。
Therefore, the feature praised by the teacher is the cup's light weight when held, making option ③ correct.
④ Incorrect — 模様が細かいところ
The man notices that the woman has not added a decorative pattern to her cup.
模様はつけなかったんだ。
The woman explains that she considered adding a detailed pattern but decided to focus only on the color.
細かい模様も考えたけど、今回は色だけにしたの。
Therefore, the cup does not have the detailed decorative pattern described in this option.
Trap: The phrase 細かい模様 appears in the conversation, but it refers to an idea the woman considered and ultimately did not use. Mentioning a feature does not mean it is present in the finished object.
3. JLPT Strategy
- Identify whose opinion the question asks about. The question asks 先生はどこがよいと言いましたか, so focus on the teacher's evaluation rather than the other speakers' opinions. The phrase 先生は何か言ってた？ introduces the most important evidence, followed by the woman's report of the teacher's words.
- Distinguish completed features from unrealized intentions. Expressions such as 〜たかった and 〜も考えたけど can describe things that someone wanted or considered but did not accomplish. Here, the woman wanted a straighter shape and considered a detailed pattern, while the teacher actually praised the cup's light weight.
ナレーター：会社で、男の人と女の人が、お菓子の新しい箱について話しています。二人の意見が違うのは、どの点ですか。
男の社員：新しい箱、お客さんからは、開けるのが楽になったって言われていますね。僕もそう思います。
女の社員：私もです。前のは、ふたが固かったですからね。
男の社員：色も明るくなって、店で見つけやすそうです。
女の社員：ええ、それはよくなりましたね。ただ、箱が小さくなったので、お菓子まで減ったように感じませんか。
男の社員：そうですか。僕は、前の箱に空いているところが多かっただけで、中の量まで変わったようには見えませんけど。
女の社員：数は同じなんですが、前の箱を覚えているお客さんは、どう感じるでしょうね。
男の社員：そこは、実際に聞いてみたいですね。店の人は、形が四角くなって、上に重ねやすいと言っていましたよ。
女の社員：それも分かります。丸い箱より、置いたときに安定していますね。
ナレーター：二人の意見が違うのは、どの点ですか。
Explanation:
1. Question Intent
This listening question tests the ability to identify the point on which two employees disagree about a new box for sweets. The listener must distinguish between features both speakers evaluate positively and the one feature they perceive differently.
The correct answer is ① — 中のお菓子が少なく見えるか (Whether the sweets inside appear to have decreased in quantity).
2. Answer Choice Analysis
① Correct — 中のお菓子が少なく見えるか
The woman is concerned that the smaller box might make customers think there are fewer sweets inside.
ただ、箱が小さくなったので、お菓子まで減ったように感じませんか。
However, the man disagrees. He believes the previous box simply had too much empty space and that the amount of sweets does not appear to have changed.
僕は、前の箱に空いているところが多かっただけで、中の量まで変わったようには見えませんけど。
The woman then clarifies that the actual number of sweets has not changed, but she remains concerned about how customers might perceive the new packaging.
数は同じなんですが、前の箱を覚えているお客さんは、どう感じるでしょうね。
The important distinction is between actual quantity and perceived quantity. Both speakers accept that the number of sweets is unchanged, but they have different opinions about whether the smaller box makes the contents appear reduced.
Therefore, option ① correctly identifies their disagreement.
② Incorrect — 店で箱を重ねやすくなったか
The man explains that store employees find the new square-shaped boxes easier to stack.
店の人は、形が四角くなって、上に重ねやすいと言っていましたよ。
The woman agrees, noting that the square box is more stable than the previous round design.
それも分かります。丸い箱より、置いたときに安定していますね。
Both speakers recognize the practical advantages of the new shape, so there is no disagreement about stackability.
Trap: This feature is discussed toward the end of the conversation, but the woman explicitly agrees with the man's observation. The final topic is not necessarily the point of disagreement.
③ Incorrect — 箱の色が目立つようになったか
The man comments that the brighter color makes the new box easier to find in stores.
色も明るくなって、店で見つけやすそうです。
The woman immediately agrees with this positive evaluation.
ええ、それはよくなりましたね。
The expression それはよくなりましたね indicates agreement that this aspect has improved.
Therefore, both speakers think the brighter color is beneficial, making this option incorrect.
Trap: The new color receives attention in the conversation, but both speakers share the same opinion. Listen for agreement expressions such as ええ before deciding that a topic represents a disagreement.
④ Incorrect — 箱を開けやすくなったか
The man reports that customers have found the new box easier to open and says he agrees with them.
新しい箱、お客さんからは、開けるのが楽になったって言われていますね。僕もそう思います。
The woman explicitly agrees and explains that the previous box had a stiff lid.
私もです。前のは、ふたが固かったですからね。
The expression 私もです means "I think so too," directly confirming agreement between the two speakers.
Therefore, opening the box more easily is a shared positive evaluation, not a point of disagreement.
Trap: This feature is discussed at the beginning and supported by customer feedback, but the speakers agree about it. The question asks where their opinions differ, not which features have improved.
3. JLPT Strategy
- Listen for agreement and contrast markers. Expressions such as 私もです, ええ, and それも分かります indicate agreement. In contrast, ただ, そうですか, and 〜ようには見えませんけど can introduce reservations or opposing viewpoints. Here, the disagreement begins when the woman says ただ、箱が小さくなったので.
- Distinguish objective facts from subjective impressions. The woman confirms 数は同じなんですが, meaning the number of sweets is unchanged. However, 減ったように感じませんか concerns how the contents appear. JLPT questions often test whether listeners recognize a disagreement about perception rather than an actual difference in quantity.
問題３問題用紙に何もいんさつされていません。この問題は、ぜんたいとしてどんなないようかを聞く問題です。話の前に質問はありません。まず話を聞いてください。それから、質問とせんたくしを聞いて、１から４の中から、最もよいものを一つえらんでください。
ナレーター：レストランを出たあとで、男の人と女の人が話しています。
男の客：この店、インターネットではあまり評判がよくなかったけど、どうだった？
女の客：私はまた来たいな。料理もおいしかったし。
男の客：「料理が出てくるのが遅い」って書いてあったね。確かに、少し待ったけど。
女の客：うん。でも今日は、久しぶりに会って話したかったから、急いで食べ終わらなくてよかったよ。
男の客：店員さんも、注文のとき以外はあまり来なかったね。それが不親切だという人もいた。
女の客：私は、何度も話を止めなくて済んで、楽だった。呼んだらすぐ来てくれたし。
男の客：じゃあ、悪い評判は気にしなくていいってこと？
女の客：そうとも言えないよ。仕事の昼休みに来ていたら、私も困ったと思う。今日は、ゆっくり話せる場所が欲しかったから、ちょうどよかったんだよね。
ナレーター：女の人は、この店の評判について、どう考えていますか。
① ナレーター：料理がおいしければ、待ち時間は評価に入れなくてよい。
② ナレーター：店員が何度も席に来る店のほうが、高く評価できる。
③ ナレーター：実際に行った人の感想なら、自分にも当てはまる。
④ ナレーター：同じサービスでも、利用する目的によって評価は変わる。
Explanation:
1. Question Intent
This listening question tests the ability to understand the woman's overall opinion about restaurant reviews. The listener must identify the main message of the conversation rather than focus on individual details such as food quality, waiting time, or staff behavior.
The key is to recognize that the woman does not completely reject the negative reviews. Instead, she believes that the same restaurant experience can be evaluated differently depending on the customer's purpose and circumstances.
The correct answer is ④ — 同じサービスでも、利用する目的によって評価は変わる (Even with the same service, evaluations can differ depending on the purpose of the visit).
2. Answer Choice Analysis
① Incorrect — 料理がおいしければ、待ち時間は評価に入れなくてよい
The woman says that she enjoyed the food and would like to visit the restaurant again.
私はまた来たいな。料理もおいしかったし。
Although the food was good, she does not claim that waiting time should be ignored when evaluating a restaurant.
She explains that waiting was acceptable on this particular occasion because she wanted to spend time talking with someone she had not seen for a while.
でも今日は、久しぶりに会って話したかったから、急いで食べ終わらなくてよかったよ。
Later, she acknowledges that the same waiting time would have been inconvenient during a work lunch break.
仕事の昼休みに来ていたら、私も困ったと思う。
Therefore, she believes waiting time can matter depending on the situation.
Trap: This option combines two genuine details, good food and a long wait, but incorrectly turns the woman's personal experience into a general rule.
② Incorrect — 店員が何度も席に来る店のほうが、高く評価できる
The man mentions that some online reviewers considered the restaurant's limited staff attention unfriendly.
店員さんも、注文のとき以外はあまり来なかったね。それが不親切だという人もいた。
However, the woman appreciated not being interrupted frequently because she wanted to enjoy her conversation.
私は、何度も話を止めなくて済んで、楽だった。呼んだらすぐ来てくれたし。
She also points out that the staff responded promptly whenever she called them.
Therefore, she does not believe that more frequent visits from the staff necessarily mean better service.
Trap: This option reflects the negative reviewers' expectations rather than the woman's opinion. The same staff behavior can be interpreted as either insufficient attention or welcome privacy.
③ Incorrect — 実際に行った人の感想なら、自分にも当てはまる
The restaurant had received negative online reviews, including complaints about slow service and limited staff attention.
この店、インターネットではあまり評判がよくなかったけど、どうだった？
However, the woman's own experience was positive despite encountering some of the same conditions described by reviewers.
私はまた来たいな。
She also recognizes that the negative experiences reported by other customers may be valid in different circumstances.
そうとも言えないよ。仕事の昼休みに来ていたら、私も困ったと思う。
This shows that she does not automatically assume another customer's evaluation will apply to her. Different purposes can lead to different judgments of the same service.
Trap: The online reviews describe real concerns, but the woman does not treat them as universally applicable. The distinction is between another person's experience and whether that evaluation fits one's own situation.
④ Correct — 同じサービスでも、利用する目的によって評価は変わる
The woman explains that she enjoyed the restaurant even though the food took some time to arrive and the staff did not visit the table frequently.
Because she wanted to spend time talking, these conditions were actually convenient for her.
今日は、久しぶりに会って話したかったから、急いで食べ終わらなくてよかったよ。
She also appreciated being able to talk without frequent interruptions.
私は、何度も話を止めなくて済んで、楽だった。
However, when the man suggests that the negative reviews can simply be ignored, she disagrees.
じゃあ、悪い評判は気にしなくていいってこと？
そうとも言えないよ。仕事の昼休みに来ていたら、私も困ったと思う。
Her final explanation makes her overall perspective clear.
今日は、ゆっくり話せる場所が欲しかったから、ちょうどよかったんだよね。
The expression そうとも言えない means that something cannot necessarily be said to be true. She recognizes that negative reviews may be reasonable for customers with different needs.
The conditional expression 〜ていたら、〜と思う introduces a hypothetical situation. Here, she imagines that she would have been dissatisfied if she had visited during a limited lunch break.
Therefore, option ④ accurately summarizes her opinion: the evaluation of a restaurant depends on what the customer wants from the experience.
3. JLPT Strategy
- Focus on the speaker's overall conclusion. Questions asking どう考えていますか often test the speaker's broader viewpoint rather than a single fact. Here, the woman's final statements, especially そうとも言えないよ and 今日は、ゆっくり話せる場所が欲しかったから, reveal her actual position.
- Pay attention to hypothetical situations and changes in perspective. The phrase 仕事の昼休みに来ていたら、私も困ったと思う shows how the woman's evaluation would change under different circumstances. When a speaker compares an actual experience with a hypothetical one, identify the general principle connecting the two situations.
ナレーター：会社で、女の人と男の人が話しています。
女の社員：昨日の会議では、説明の途中で何度も質問してしまって、すみませんでした。
男の同僚：どうして謝るんですか。
女の社員：予定より長くなりましたし、終わってから一人で聞けばよかったかなと思って。
男の同僚：でも、あのとき、ほかにも分からない人がいたと思いますよ。隣の人も、説明を聞いて「ああ、そういうことか」って言っていましたから。
女の社員：そうだったんですか。私だけが分かっていないのかと思いました。
男の同僚：それに、質問のおかげで、資料の日付が違っていることにも気づけましたよね。あのままだったら、間違った日に作業を始めるところでした。
女の社員：確かに、それは確認できてよかったです。次は、資料をもっとよく読んでから出ます。
男の同僚：ええ。ただ、読んでも分からないことは、その場で聞いてください。会議が少し長くなっても、あとでみんながやり直すよりいいですから。
ナレーター：男の人は、女の人に主に何を伝えたいですか。
① ナレーター：会議を短くするために、質問は終わってからしてほしい。
② ナレーター：会議で使う資料の日付は、女の人に確認してほしい。
③ ナレーター：みんなの理解にも役立つので、会議中の質問を遠慮しないでほしい。
④ ナレーター：資料を読む時間が必要なので、会議の前に早く来てほしい。
Explanation:
1. Question Intent
This listening question tests the ability to understand the man's main message to his female colleague about asking questions during meetings. The listener must distinguish between the woman's concerns about interrupting the meeting and the man's positive evaluation of her questions.
The correct answer is ③ — みんなの理解にも役立つので、会議中の質問を遠慮しないでほしい (He wants her to feel comfortable asking questions during meetings because they also help everyone understand).
2. Answer Choice Analysis
① Incorrect — 会議を短くするために、質問は終わってからしてほしい
The woman apologizes because her questions made the meeting longer than planned. She wonders whether she should have waited until afterward to ask them individually.
予定より長くなりましたし、終わってから一人で聞けばよかったかなと思って。
However, the man does not agree that questions should be postponed. Instead, he explicitly encourages her to ask during the meeting when something remains unclear.
ただ、読んでも分からないことは、その場で聞いてください。
He explains that a slightly longer meeting is better than having everyone redo their work later.
会議が少し長くなっても、あとでみんながやり直すよりいいですから。
Trap: This option reflects the woman's initial concern, not the man's advice. The question asks what the man wants to communicate, so his response takes priority.
② Incorrect — 会議で使う資料の日付は、女の人に確認してほしい
The man explains that the woman's questions helped everyone discover an incorrect date in the meeting materials.
それに、質問のおかげで、資料の日付が違っていることにも気づけましたよね。
He also mentions that without this discovery, the team might have started working on the wrong day.
あのままだったら、間違った日に作業を始めるところでした。
However, he is not assigning the woman responsibility for checking dates in future documents. He uses this example to demonstrate that asking questions can prevent mistakes.
Trap: The incorrect date is an important detail, but it supports the man's broader message rather than being his main request. Do not confuse an example with the speaker's central intention.
③ Correct — みんなの理解にも役立つので、会議中の質問を遠慮しないでほしい
The man reassures the woman that her questions were useful because other participants may also have been confused.
でも、あのとき、ほかにも分からない人がいたと思いますよ。
He supports this observation by explaining that another colleague appeared to understand the explanation better after her questions.
隣の人も、説明を聞いて「ああ、そういうことか」って言っていましたから。
He also points out that her questions helped identify an error in the meeting materials.
質問のおかげで、資料の日付が違っていることにも気づけましたよね。
The expression 〜のおかげで indicates that something positive happened thanks to a particular action. Here, the man emphasizes the benefits of her questions.
Finally, he clearly tells her to continue asking questions whenever she does not understand something.
ただ、読んでも分からないことは、その場で聞いてください。
He believes that taking time to clarify misunderstandings during a meeting is preferable to correcting mistakes afterward.
会議が少し長くなっても、あとでみんながやり直すよりいいですから。
Therefore, the man's main message is that she should not hesitate to ask questions during meetings because doing so benefits the entire group.
④ Incorrect — 資料を読む時間が必要なので、会議の前に早く来てほしい
The woman says that she will read the meeting materials more carefully before attending future meetings.
次は、資料をもっとよく読んでから出ます。
The man acknowledges her intention but emphasizes that she should still ask questions during the meeting if something remains unclear.
ええ。ただ、読んでも分からないことは、その場で聞いてください。
He never asks her to arrive earlier or suggests that she needs additional time at the workplace before the meeting begins.
Trap: This option uses the genuine idea of preparing by reading the materials, but adds an unsupported instruction to arrive early. The man's actual advice concerns asking questions, not arrival time.
3. JLPT Strategy
- Identify the speaker's main intention rather than the other person's concern. Questions such as 主に何を伝えたいですか ask for the central message. Here, the woman apologizes for asking questions, but the man repeatedly explains why her questions were helpful and encourages her to continue asking them.
- Pay attention to examples followed by a direct recommendation. The man gives two benefits of asking questions: helping other participants understand and discovering an incorrect date. His final instruction, その場で聞いてください, connects these examples to his main advice. In JLPT listening questions, the final recommendation often reveals the intended message most clearly.
ナレーター：ラジオで、男の人が休みの日について話しています。
男の司会者：皆さんは、休みの日に何もしなかったら、残念な気持ちになりますか。僕は以前、日曜日の夜になると、出かければよかったとか、部屋を片づければよかったとか、よく考えていました。先週の日曜日も、朝から雨で、買い物にも行かず、家でお茶を飲んだり、昼寝をしたりして過ごしたんです。夕方、友達から電話で「今日は何をした？」と聞かれて、答えに困りました。でも、その夜は久しぶりに、明日からまた働こうという気持ちになれたんですよ。出かけた話や、何かを完成させた話がなくても、僕には必要な一日だったんですね。もちろん、友達と遊ぶ休日も好きです。来週は一緒に出かける予定ですが、毎週、話せるような出来事がなくてもいいかなと思っています。
ナレーター：男の人が、この話で一番伝えたいことは何ですか。
① ナレーター：特別なことをしない休日にも、大切な意味がある。
② ナレーター：休日の予定は、友達と相談して決めるとよい。
③ ナレーター：雨の休日には、家の用事を済ませるとよい。
④ ナレーター：休日には、誰かに話せるような経験をするとよい。
Explanation:
1. Question Intent
This listening question tests the ability to understand the main message of a radio host's reflection on how he spends his days off. The listener must distinguish between specific activities mentioned in his story and the broader lesson he wants to communicate.
The correct answer is ① — 特別なことをしない休日にも、大切な意味がある (Even days off without special activities can have important value).
2. Answer Choice Analysis
① Correct — 特別なことをしない休日にも、大切な意味がある
The man explains that he previously felt disappointed when he spent Sundays without doing anything productive or memorable.
僕は以前、日曜日の夜になると、出かければよかったとか、部屋を片づければよかったとか、よく考えていました。
However, he describes a recent Sunday when he stayed home because of the rain, drank tea, and took a nap.
先週の日曜日も、朝から雨で、買い物にも行かず、家でお茶を飲んだり、昼寝をしたりして過ごしたんです。
Although he had nothing special to report when a friend asked about his day, he realized that the quiet day had helped him feel motivated to work again.
でも、その夜は久しぶりに、明日からまた働こうという気持ちになれたんですよ。
He then expresses the main point of his story.
出かけた話や、何かを完成させた話がなくても、僕には必要な一日だったんですね。
The expression 〜なくても means "even without" or "even if not." Here, it emphasizes that a day can be valuable without outings or accomplishments.
Therefore, option ① correctly summarizes his message: a quiet, uneventful holiday can still provide meaningful rest and renewal.
② Incorrect — 休日の予定は、友達と相談して決めるとよい
The man mentions receiving a phone call from a friend who asks what he did that day.
夕方、友達から電話で「今日は何をした？」と聞かれて、答えに困りました。
He also mentions having plans to go out with friends the following week.
来週は一緒に出かける予定ですが、毎週、話せるような出来事がなくてもいいかなと思っています。
However, he never recommends discussing holiday plans with friends before deciding what to do.
His main point concerns the value of rest, regardless of whether a day includes social activities.
Trap: Friends and future plans are mentioned, but they serve as background details. The speaker does not present planning with friends as advice.
③ Incorrect — 雨の休日には、家の用事を済ませるとよい
The man explains that it rained throughout the morning, so he stayed home instead of going shopping.
先週の日曜日も、朝から雨で、買い物にも行かず、家でお茶を飲んだり、昼寝をしたりして過ごしたんです。
He also mentions that he previously regretted not cleaning his room on Sundays.
部屋を片づければよかったとか、よく考えていました。
However, he does not recommend completing household chores on rainy days. In fact, the experience he describes involves relaxing rather than doing household tasks.
The expression 〜ばよかった expresses regret about something that was not done. Here, it describes his previous way of thinking, not his current recommendation.
Trap: This option combines two real details, rain and household chores, but turns them into advice the speaker never gives. Be careful not to confuse past regrets with the speaker's present conclusion.
④ Incorrect — 休日には、誰かに話せるような経験をするとよい
The man admits that he struggled to answer when his friend asked what he had done during his day off.
夕方、友達から電話で「今日は何をした？」と聞かれて、答えに困りました。
However, he later realizes that having something interesting to tell others is not necessary for a satisfying holiday.
出かけた話や、何かを完成させた話がなくても、僕には必要な一日だったんですね。
He reinforces this idea near the end of his talk.
毎週、話せるような出来事がなくてもいいかなと思っています。
This directly contradicts the idea that people should try to create memorable experiences to share with others every holiday.
Trap: The question from his friend initially makes the man feel uncomfortable, but his final reflection rejects the pressure to have interesting stories. This option reverses the speaker's actual message.
3. JLPT Strategy
- Identify the change between past and present thinking. The expression 以前 introduces the man's former habit of regretting unproductive Sundays, while でも、その夜は marks the beginning of a new realization. In main-idea listening questions, a change in the speaker's viewpoint often reveals the central message.
- Focus on concluding statements rather than individual events. Expressions such as 〜なくても, 必要な一日だった, and 〜なくてもいい express the man's broader conclusion. The rain, his friend's phone call, and his future plans are supporting details, while the main idea is that a holiday can be worthwhile even without special accomplishments.
問題４えを見ながら質問を聞いてください。やじるし（➡︎）の人は何と言いますか。１から３の中から、最もよいものを一つえらんでください。
ナレーター：友達の家で夕飯をごちそうになりました。友達がご飯をもっとすすめてくれましたが、おなかがいっぱいなので、断ります。何と言いますか。
① 女の人：ありがとう。でも、もう少し食べてから帰ります。
② 女の人：ありがとう。でも、もう十分いただきました。
③ 女の人：ありがとう。じゃあ、少しだけお願いします。
Explanation:
1. Question Intent
This listening question tests the ability to politely decline an offer of more food in a social situation. The speaker has already eaten dinner at a friend's house and is full, so the correct response must express gratitude while refusing additional food.
The correct answer is ② — ありがとう。でも、もう十分いただきました。 (Thank you, but I've already had enough.)
2. Answer Choice Analysis
① Incorrect — ありがとう。でも、もう少し食べてから帰ります。
This response begins politely with ありがとう, but the speaker then says that she will eat a little more before going home.
でも、もう少し食べてから帰ります。
The expression もう少し食べて means to eat a little more, while 〜てから indicates doing one action before another.
However, the situation clearly states that the speaker is already full and wants to decline the offer.
おなかがいっぱいなので、断ります。
Therefore, this response does not match the intended action.
Trap: The sentence sounds polite and includes gratitude, but it communicates an intention to continue eating rather than refusing additional food.
② Correct — ありがとう。でも、もう十分いただきました。
This response politely thanks the friend and explains that the speaker has already eaten enough.
ありがとう。でも、もう十分いただきました。
The expression もう十分 means "already enough," clearly indicating that no more food is needed.
The verb いただきました is a humble and polite way of saying that the speaker has received or eaten something. It is especially appropriate when referring appreciatively to food offered by someone else.
The response also matches the situation described by the narrator.
友達がご飯をもっとすすめてくれましたが、おなかがいっぱいなので、断ります。
By combining ありがとう with もう十分いただきました, the speaker expresses appreciation while politely declining the offer.
Therefore, option ② is the most appropriate response.
③ Incorrect — ありがとう。じゃあ、少しだけお願いします。
This response thanks the friend but then accepts the offer of additional food.
じゃあ、少しだけお願いします。
The expression じゃあ introduces a decision in response to the offer, while 少しだけお願いします means requesting just a small amount.
This would be appropriate if the speaker wanted to accept a small additional serving. However, the narrator specifically states that the speaker is full and wants to refuse.
おなかがいっぱいなので、断ります。
Therefore, this response contradicts the required communicative intention.
Trap: Asking for only a small amount may sound modest and polite, but it still means accepting the offer. The question requires a refusal, not a limited acceptance.
3. JLPT Strategy
- Identify the required communicative function before listening to the options. The key word is 断ります, meaning to decline or refuse. Since the speaker is already full, eliminate any response that indicates eating more, even if it sounds polite.
- Distinguish polite acceptance from polite refusal. Expressions such as 少しだけお願いします indicate acceptance, while もう十分いただきました politely communicates that enough has already been received. In JLPT response questions, the most natural answer must match both the situation and the speaker's intention.
ナレーター：友達に土曜日のハイキングに誘われました。行きたいのですが、家の予定を確認しないと、行けるか分かりません。返事を明日まで待ってほしいです。何と言いますか。
① 男の学生：明日までに予定を確認するから、返事はそれからでもいい？
② 男の学生：土曜日は行けるから、詳しい予定は明日教えてくれる？
③ 男の学生：そっちの予定が決まったら、明日までに返事をくれる？
Explanation:
1. Question Intent
This listening question tests the ability to ask a friend to wait for a response about an invitation. The speaker wants to join a Saturday hiking trip but must first check his family's schedule. He needs to communicate that he cannot confirm immediately and would like to reply by tomorrow.
The correct answer is ① — 明日までに予定を確認するから、返事はそれからでもいい？ (I'll check my schedule by tomorrow, so is it okay if I reply after that?)
2. Answer Choice Analysis
① Correct — 明日までに予定を確認するから、返事はそれからでもいい？
This response correctly communicates that the speaker needs to check his schedule before answering the invitation.
明日までに予定を確認するから、返事はそれからでもいい？
The expression 明日までに means "by tomorrow," indicating the deadline for checking his schedule.
The phrase 予定を確認するから explains the reason for delaying his response, while 返事はそれからでもいい？ politely asks whether he can reply afterward.
This matches the situation described by the narrator.
行きたいのですが、家の予定を確認しないと、行けるか分かりません。返事を明日まで待ってほしいです。
The speaker expresses interest without promising that he can attend and asks for more time to decide. Therefore, option ① is correct.
② Incorrect — 土曜日は行けるから、詳しい予定は明日教えてくれる？
This response states that the speaker can definitely attend the hiking trip on Saturday.
土曜日は行けるから、詳しい予定は明日教えてくれる？
However, the narrator explicitly states that he does not yet know whether he can go.
家の予定を確認しないと、行けるか分かりません。
The expression 行けるか分かりません indicates uncertainty about whether attendance is possible.
Furthermore, 詳しい予定は明日教えてくれる？ asks the friend to provide more details tomorrow, rather than asking for extra time to decide.
Trap: This option includes Saturday and tomorrow, but it changes the speaker's intention. He needs to delay his own answer, not request additional trip information after accepting the invitation.
③ Incorrect — そっちの予定が決まったら、明日までに返事をくれる？
This response asks the friend to reply by tomorrow after the friend's schedule has been decided.
そっちの予定が決まったら、明日までに返事をくれる？
The expression そっちの予定 refers to the other person's plans, while 返事をくれる？ asks the other person to provide an answer.
However, the speaker himself needs to check his family's schedule and give the friend a response.
返事を明日まで待ってほしいです。
Therefore, this option reverses who needs to check the schedule and who needs to reply.
Trap: Both this option and the correct answer mention schedules, replies, and tomorrow. The key difference is the direction of the request: the speaker wants his friend to wait for his answer, not to provide an answer.
3. JLPT Strategy
- Identify who must perform each action. In conversational response questions, pay attention to expressions such as 確認する, 返事をする, and 返事をくれる. Here, the speaker must check his own schedule and reply later, while the friend only needs to wait.
- Distinguish deadlines from confirmed plans. The expression 明日までに identifies a deadline, while それからでもいい？ asks permission to respond after completing another action. The speaker has not yet confirmed whether he can attend, so eliminate any option that treats his participation as already decided.
ナレーター：先生が太鼓のたたき方を見せてくれました。説明は分かったので、今度は自分でやってみたいです。先生に何と言いますか。
① 男の人：先生、もう一度同じようにやっていただけますか。
② 男の人：先生、今度は私の代わりにやっていただけますか。
③ 男の人：先生、今度は私にやらせていただけますか。
Explanation:
1. Question Intent
This listening question tests the ability to politely ask for permission to try an activity yourself after watching a teacher's demonstration. The listener must distinguish between asking the teacher to demonstrate again, asking someone to do something on your behalf, and requesting permission to perform the action personally.
The correct answer is ③ — 先生、今度は私にやらせていただけますか。 (Teacher, may I try doing it myself this time?)
2. Answer Choice Analysis
① Incorrect — 先生、もう一度同じようにやっていただけますか。
This response politely asks the teacher to repeat the same demonstration.
先生、もう一度同じようにやっていただけますか。
The expression もう一度 means "one more time," while やっていただけますか is a polite request asking someone to perform an action.
However, the narrator explains that the student already understands the explanation and now wants to try the activity himself.
説明は分かったので、今度は自分でやってみたいです。
Therefore, asking the teacher to demonstrate again does not match the student's intention.
Trap: This option uses an appropriate polite expression when speaking to a teacher, but it asks the teacher to perform the action instead of requesting permission to try it personally.
② Incorrect — 先生、今度は私の代わりにやっていただけますか。
This response asks the teacher to perform the activity on the student's behalf.
先生、今度は私の代わりにやっていただけますか。
The expression 私の代わりに means "in my place" or "instead of me." Combined with やっていただけますか, it requests that the teacher do the action for the student.
However, the student wants to perform the activity himself.
今度は自分でやってみたいです。
Therefore, this option expresses the opposite of the student's intention.
Trap: The sentence includes 今度は, matching the situation, but 私の代わりに changes who performs the action. Pay attention to whether the speaker wants to act personally or have someone else act for them.
③ Correct — 先生、今度は私にやらせていただけますか。
This response politely asks the teacher for permission to let the student perform the activity himself.
先生、今度は私にやらせていただけますか。
The expression やらせていただけますか combines the causative form やらせる with the humble permission-request pattern 〜ていただけますか.
In this context, it means "Would you allow me to do it?" and is appropriate when respectfully asking a teacher for an opportunity to try an activity.
The narrator clearly states that the student understands the explanation and wants to try beating the drum himself.
先生が太鼓のたたき方を見せてくれました。説明は分かったので、今度は自分でやってみたいです。
The phrase 私にやらせていただけますか directly matches the student's desire to perform the action personally with the teacher's permission.
Therefore, option ③ is correct.
3. JLPT Strategy
- Distinguish requests for actions from requests for permission. 〜ていただけますか asks someone to do something for the speaker, while 〜させていただけますか asks permission to perform an action oneself. Here, やっていただけますか requests the teacher's action, whereas やらせていただけますか requests the student's opportunity to act.
- Identify who will perform the action. The key expression in the situation is 自分でやってみたい, meaning that the student wants to try it himself. Eliminate responses containing もう一度 or 私の代わりに because they ask the teacher to act instead.
ナレーター：コンサートの券を一枚持っていますが、その日は仕事で行けなくなりました。券は友達にあげて、自分の代わりに楽しんできてほしいです。何と言いますか。
① 女の人：この券、よかったら買ってくれない？ 私、行けなくなったんだ。
② 女の人：もう一枚買って、一緒に行かない？ きっと楽しいと思うよ。
③ 女の人：この券あげるから、代わりに行かない？ 私、行けなくなったんだ。
Explanation:
1. Question Intent
This listening question tests the ability to offer a concert ticket to a friend and invite them to attend in the speaker's place. The listener must distinguish between giving a ticket for free, selling a ticket, and suggesting that two people attend together.
The correct answer is ③ — この券あげるから、代わりに行かない？ 私、行けなくなったんだ。 (I'll give you this ticket, so would you like to go instead of me? I can't go anymore.)
2. Answer Choice Analysis
① Incorrect — この券、よかったら買ってくれない？ 私、行けなくなったんだ。
This response correctly communicates that the speaker can no longer attend the concert.
私、行けなくなったんだ。
However, the speaker asks the friend to buy the ticket.
この券、よかったら買ってくれない？
The expression 買ってくれない？ means asking someone to buy something. This implies selling the ticket rather than giving it away.
The narrator explicitly states that the speaker wants to give the ticket to a friend.
券は友達にあげて、自分の代わりに楽しんできてほしいです。
Trap: This option correctly mentions that the speaker cannot attend, but it changes the intended action from giving the ticket to selling it. Pay attention to the distinction between 買う and あげる.
② Incorrect — もう一枚買って、一緒に行かない？ きっと楽しいと思うよ。
This response suggests buying an additional ticket so the speaker and friend can attend the concert together.
もう一枚買って、一緒に行かない？
The expression もう一枚 means "one more ticket," while 一緒に行かない？ is a casual invitation to go together.
However, the narrator clearly explains that the speaker cannot attend because of work.
その日は仕事で行けなくなりました。
Therefore, suggesting that they attend together contradicts the situation.
Trap: This option sounds like a friendly invitation, but it ignores the reason the speaker is offering the ticket. She wants her friend to attend instead of her, not together with her.
③ Correct — この券あげるから、代わりに行かない？ 私、行けなくなったんだ。
This response correctly expresses all the important details of the situation.
この券あげるから、代わりに行かない？ 私、行けなくなったんだ。
The expression この券あげるから means that the speaker will give the ticket to the friend. The verb あげる indicates giving something, without requesting payment.
The phrase 代わりに行かない？ is a casual invitation asking the friend to attend in the speaker's place.
Finally, 行けなくなったんだ explains that the speaker's circumstances have changed and she can no longer attend.
This matches the narrator's description.
券は友達にあげて、自分の代わりに楽しんできてほしいです。
Therefore, option ③ is the most appropriate response because it combines giving the ticket, inviting the friend to attend instead, and explaining why the speaker cannot go.
3. JLPT Strategy
- Distinguish giving, selling, and inviting. The verbs あげる (give), 買う (buy), and the expression 一緒に行く (go together) describe different intentions. When the situation says 友達にあげて, eliminate responses that request payment or propose buying another ticket.
- Pay attention to 代わりに and 〜なくなる. The expression 代わりに means "instead of" or "in someone's place," while 行けなくなった indicates a change from being able to attend to being unable to attend. Together, these expressions establish why the speaker offers the ticket and wants the friend to go instead.
問題５問題用紙に何もいんさつされていません。まず文を聞いてください。それから、そのへんじを聞いて、１から３の中から、最もよいものを一つえらんでください。
男の人：明日の集合って、九時じゃなくて九時半だったっけ？
① 女の人：いや、九時だよ。九時半には出発するよ。
② 女の人：九時から九時半まで集まるんだね。
③ 女の人：九時半に変更してほしいんだね。
Explanation:
1. Question Intent
This listening question tests the ability to respond naturally when someone asks for confirmation about a meeting time. The listener must recognize that the man is uncertain whether the meeting time is 9:00 or 9:30 and wants the correct information.
The correct answer is ① — いや、九時だよ。九時半には出発するよ。 (No, it's 9:00. We'll leave at 9:30.)
2. Answer Choice Analysis
① Correct — いや、九時だよ。九時半には出発するよ。
The man asks whether tomorrow's meeting time is 9:30 rather than 9:00.
明日の集合って、九時じゃなくて九時半だったっけ？
The woman directly corrects his misunderstanding.
いや、九時だよ。九時半には出発するよ。
She clarifies that everyone should gather at 9:00 and that departure is scheduled for 9:30.
The expression いや introduces a correction, while 九時半には出発する indicates that they will depart at 9:30.
This is the most natural response because it directly answers the man's question and explains why he may have confused the two times.
② Incorrect — 九時から九時半まで集まるんだね。
This response interprets the two times as a period during which people will gather.
九時から九時半まで集まるんだね。
The expression 九時から九時半まで means "from 9:00 to 9:30," describing a time interval.
However, the man is not asking about a gathering period. He wants to confirm which of two possible times is the correct meeting time.
九時じゃなくて九時半だったっけ？
Therefore, option ② does not directly answer his question.
Trap: This option includes both times mentioned by the man but incorrectly combines them into a time range. Recognize the difference between choosing one time and describing a period using 〜から〜まで.
③ Incorrect — 九時半に変更してほしいんだね。
This response assumes that the man wants to change the meeting time to 9:30.
九時半に変更してほしいんだね。
The expression 変更してほしい means wanting someone to make a change.
However, the man does not request any schedule change. He is simply checking his memory about the previously arranged meeting time.
明日の集合って、九時じゃなくて九時半だったっけ？
The sentence-ending expression 〜だったっけ？ indicates that the speaker is trying to recall or confirm something.
Trap: This option confuses a request for confirmation with a request for modification. The man is asking what the agreed time is, not proposing a new time.
3. JLPT Strategy
- Recognize 〜だったっけ？ as a confirmation expression. It is commonly used when someone is unsure about something they previously knew or heard. Here, the man wants to confirm the meeting time, so the appropriate response should clarify the schedule rather than suggest changing it.
- Distinguish meeting time from departure time. The words 集合 and 出発 refer to different events. In this question, 9:00 is the gathering time and 9:30 is the departure time. Identifying the event associated with each time prevents confusion.
女の人：駅まで歩くより、ここでタクシーを呼んだほうがよくない？
① 男の人：そうだね。タクシーは呼ばないほうがいいね。
② 男の人：そうだね。駅に着いてから呼ぼう。
③ 男の人：そうだね。電話してみよう。
Explanation:
1. Question Intent
This listening question tests the ability to respond naturally to a suggestion. The woman suggests calling a taxi from their current location instead of walking to the station. The listener must identify a response that agrees with both the proposed transportation method and the location where the taxi should be called.
The correct answer is ③ — そうだね。電話してみよう。 (You're right. Let's try calling one.)
2. Answer Choice Analysis
① Incorrect — そうだね。タクシーは呼ばないほうがいいね。
This response begins with an expression of agreement.
そうだね。
However, the speaker then says that it would be better not to call a taxi.
タクシーは呼ばないほうがいいね。
The pattern 〜ないほうがいい means "it would be better not to do something."
This contradicts the woman's suggestion.
駅まで歩くより、ここでタクシーを呼んだほうがよくない？
She is proposing that they call a taxi, not avoid calling one.
Trap: The response starts with そうだね, which sounds like agreement, but the following sentence expresses the opposite action. Always check whether the entire response matches the original suggestion.
② Incorrect — そうだね。駅に着いてから呼ぼう。
This response also begins with agreement, but it suggests calling a taxi after arriving at the station.
駅に着いてから呼ぼう。
The grammatical pattern 〜てから means "after doing something." Here, it means calling a taxi after reaching the station.
However, the woman specifically suggests calling a taxi from their current location instead of walking to the station.
駅まで歩くより、ここでタクシーを呼んだほうがよくない？
The word ここで is important because it identifies where she wants to call the taxi.
Trap: This option includes the correct action of calling a taxi, but changes when and where that action will happen. It ignores the woman's intention to avoid walking to the station.
③ Correct — そうだね。電話してみよう。
This response naturally agrees with the woman's suggestion and proposes taking action.
そうだね。電話してみよう。
The expression そうだね indicates agreement with the woman's idea.
The phrase 電話してみよう combines 電話する (to make a phone call) with 〜てみる (to try doing something) and the volitional form 〜よう (let's do something).
In this context, it means "Let's try calling a taxi."
This directly matches the woman's suggestion.
ここでタクシーを呼んだほうがよくない？
The man agrees to call a taxi from their current location rather than walk to the station. Therefore, option ③ is correct.
3. JLPT Strategy
- Recognize suggestions using 〜たほうがよくない？ This conversational pattern proposes that one action would be preferable to another. Here, タクシーを呼んだほうがよくない？ suggests that calling a taxi is the better choice. An agreeing response should support that action.
- Check the meaning after agreement expressions. All three options begin with そうだね, so that phrase alone cannot identify the correct answer. Focus on what follows: 呼ばないほうがいい rejects calling a taxi, 駅に着いてから changes the location and timing, and 電話してみよう accepts the woman's suggestion.
男の人：車で迎えに来てくれてありがとう。もうバスはないと思って困ってたんだ。
① 女の人：どういたしまして。バスが来てよかったね。
② 女の人：こちらこそ。迎えに来てもらって助かったよ。
③ 女の人：間に合ってよかった。さあ、乗って。
Explanation:
1. Question Intent
This listening question tests the ability to respond naturally when someone thanks you for picking them up by car. The listener must understand who provided the ride, who needed help, and what an appropriate response would be.
The correct answer is ③ — 間に合ってよかった。さあ、乗って。 (I'm glad I made it in time. Come on, get in.)
2. Answer Choice Analysis
① Incorrect — どういたしまして。バスが来てよかったね。
This response begins appropriately with an expression used to acknowledge thanks.
どういたしまして。
However, the woman then expresses relief that the bus arrived.
バスが来てよかったね。
This does not match the situation. The man thanks the woman for coming to pick him up by car because he thought there were no more buses.
車で迎えに来てくれてありがとう。もうバスはないと思って困ってたんだ。
The conversation does not indicate that a bus arrived. Instead, the woman's car provides the solution to his transportation problem.
Trap: The phrase どういたしまして is a natural response to gratitude, but the second sentence introduces information that does not fit the situation. Evaluate the entire response, not just its opening expression.
② Incorrect — こちらこそ。迎えに来てもらって助かったよ。
This response suggests that the woman was the person who received help because someone came to pick her up.
こちらこそ。迎えに来てもらって助かったよ。
The expression 迎えに来てもらって means benefiting from someone coming to pick you up.
However, the man clearly states that the woman came to pick him up.
車で迎えに来てくれてありがとう。
Therefore, the woman is the person providing the ride, not the person receiving it.
Trap: This option reverses the roles of the two speakers. Pay careful attention to the difference between 〜てくれる and 〜てもらう, which indicate different perspectives on giving and receiving help.
③ Correct — 間に合ってよかった。さあ、乗って。
The man thanks the woman for picking him up because he was worried that there were no buses left.
車で迎えに来てくれてありがとう。もうバスはないと思って困ってたんだ。
The woman responds by expressing relief that she arrived in time to help him.
間に合ってよかった。
The expression 間に合ってよかった means "I'm glad I made it in time" or "I'm glad things worked out in time."
She then invites him to get into the car.
さあ、乗って。
The word 乗って is the casual request form of 乗る, meaning to get into or ride a vehicle. In this context, it naturally means "Get in the car."
This response fits both the situation and the relationship between the speakers. The woman acknowledges that she arrived in time and invites the man into her car.
Therefore, option ③ is correct.
3. JLPT Strategy
- Identify who gives and receives help. The expression 迎えに来てくれてありがとう shows that the speaker is thanking someone who came to pick him up. In contrast, 迎えに来てもらって助かった describes receiving that help. Tracking these perspectives helps eliminate responses that reverse the speakers' roles.
- Check whether the response fits the immediate situation. The man needs transportation because he believes the buses have stopped running. The most natural response comes from the person who arrived by car and is ready to give him a ride. The phrase さあ、乗って provides a strong contextual clue because it invites him to get into the vehicle.
男の人1：今度の休み、泳ぎに行かない？見るだけでもいいから、一緒にどう？
① 男の人2：そっか。泳がない人は行けないんだね。
② 男の人2：泳ぐのは苦手だけど、それなら行こうかな。
③ 男の人2：残念。泳ぎに行くのをやめちゃったんだね。
Explanation:
1. Question Intent
This listening question tests the ability to respond naturally to an invitation that offers flexibility. The first man invites his friend to go swimming but makes it clear that participating in the swimming itself is optional. The listener must understand this condition and select a response that appropriately accepts the invitation.
The correct answer is ② — 泳ぐのは苦手だけど、それなら行こうかな。 (I'm not good at swimming, but if that's the case, maybe I'll go.)
2. Answer Choice Analysis
① Incorrect — そっか。泳がない人は行けないんだね。
This response assumes that people who do not swim cannot join the outing.
泳がない人は行けないんだね。
However, the first man explicitly says that simply watching is also acceptable.
見るだけでもいいから、一緒にどう？
The expression 見るだけでもいい means that watching without participating is also fine.
Therefore, people who do not want to swim are still welcome to come along.
Trap: This option incorrectly interprets swimming as a requirement. The key expression 〜だけでもいい indicates that a less demanding form of participation is acceptable.
② Correct — 泳ぐのは苦手だけど、それなら行こうかな。
This response naturally accepts the invitation while explaining that the speaker is not comfortable swimming.
泳ぐのは苦手だけど、それなら行こうかな。
The expression 泳ぐのは苦手 means that swimming is something the speaker is not good at or does not feel confident doing.
However, the first man has already explained that swimming is not required.
見るだけでもいいから、一緒にどう？
The phrase それなら means "if that's the case" and connects the response directly to the condition offered by the first man.
The expression 行こうかな indicates that the speaker is considering going. It communicates a natural, tentative acceptance rather than a firm commitment.
Therefore, option ② is correct because the second man understands that he can join the outing even if he does not swim.
③ Incorrect — 残念。泳ぎに行くのをやめちゃったんだね。
This response expresses disappointment because the speaker believes that the swimming trip has been canceled.
泳ぎに行くのをやめちゃったんだね。
The expression 〜のをやめる means to stop or give up doing something, while 〜ちゃった is a conversational contraction of 〜てしまった.
However, the first man has not canceled the trip. He is actively inviting his friend to join him.
今度の休み、泳ぎに行かない？
His statement that watching is acceptable simply provides another way to participate.
Trap: This option confuses flexibility about participating in an activity with canceling the activity itself. Allowing someone to watch does not mean the swimming trip has been abandoned.
3. JLPT Strategy
- Recognize flexible invitations using 〜だけでもいい. This expression means that even a limited form of participation is acceptable. Here, 見るだけでもいい shows that the invited person does not have to swim. This makes a response expressing willingness to attend despite being poor at swimming appropriate.
- Pay attention to conditional responses such as それなら. The word それなら introduces a decision based on information just provided. In this dialogue, the second man becomes willing to attend because watching is allowed. This logical connection makes option ② the most natural response.
男の人：この地図、細かい字が読めないから、拡大して印刷してくれない？
① 女の人：いいよ。字が大きくなるようにするね。
② 女の人：じゃ、字を小さくして一枚にまとめるね。
③ 女の人：そっか。印刷してほしくないんだね。
Explanation:
1. Question Intent
This listening question tests the ability to understand and respond appropriately to a request. The man cannot read the small text on a map and asks the woman to enlarge it before printing. The listener must identify a response that correctly understands both the problem and the requested action.
The correct answer is ① — いいよ。字が大きくなるようにするね。 (Sure. I'll make the text bigger.)
2. Answer Choice Analysis
① Correct — いいよ。字が大きくなるようにするね。
The man explains that the small characters on the map are difficult to read and asks the woman to print an enlarged version.
この地図、細かい字が読めないから、拡大して印刷してくれない？
The woman agrees and says she will make the text larger.
いいよ。字が大きくなるようにするね。
The expression 拡大する means "to enlarge," while 字が大きくなるようにする means "to make sure the characters become larger."
The grammatical pattern 〜ようにする expresses making an effort or taking action to achieve a particular result.
Her response directly addresses the man's difficulty reading the map and agrees to the requested adjustment. Therefore, option ① is correct.
② Incorrect — じゃ、字を小さくして一枚にまとめるね。
This response suggests making the text smaller and fitting everything onto one page.
じゃ、字を小さくして一枚にまとめるね。
The expression 字を小さくする means "to make the text smaller," which is the opposite of what the man requests.
He specifically explains that the existing text is already too small to read.
細かい字が読めないから、拡大して印刷してくれない？
Making the text smaller would worsen the problem rather than solve it.
Trap: This option describes a plausible printing adjustment, but it reverses the requested change. Pay attention to the contrast between 拡大する (enlarge) and 小さくする (make smaller).
③ Incorrect — そっか。印刷してほしくないんだね。
This response assumes that the man does not want the map printed.
そっか。印刷してほしくないんだね。
The expression 〜てほしくない means "not wanting someone to do something."
However, the man explicitly asks the woman to print the map after enlarging it.
拡大して印刷してくれない？
The expression 〜てくれない？ is a casual request for someone to perform an action. Although it contains a negative form, it functions as a polite, friendly request rather than a refusal.
Therefore, the man wants the woman to print the map, making option ③ incorrect.
Trap: This option exploits the negative form in 印刷してくれない？. In Japanese, negative questions can function as requests, so they should not automatically be interpreted as negative intentions.
3. JLPT Strategy
- Recognize requests using 〜てくれない？ This conversational expression means "Could you do something for me?" despite its negative grammatical form. Here, 拡大して印刷してくれない？ requests both enlargement and printing, not the avoidance of printing.
- Connect the problem with the requested solution. The man says 細かい字が読めない, indicating that the small text is difficult to read. The logical solution is to make the characters larger. In JLPT response questions, eliminate options that contradict either the stated problem or the requested action.
女の人：先輩に「手伝わなくていい」って言われたんだけど、何もしないで見てるのも気になるんだ。
① 男の人：手伝うように頼まれたんだね。早く行ったほうがいいよ。
② 男の人：じゃあ、ほかにできることがないか聞いてみたら？
③ 男の人：見ているのが嫌だって、先輩に言われたんだね。
Explanation:
1. Question Intent
This listening question tests the ability to respond naturally when someone feels uncomfortable about not helping. The woman explains that her senior colleague told her she does not need to help, but she feels uneasy simply watching without doing anything.
The listener must recognize the difference between being told not to help and wanting to find another way to contribute.
The correct answer is ② — じゃあ、ほかにできることがないか聞いてみたら？ (Then why don't you ask if there's something else you can do?)
2. Answer Choice Analysis
① Incorrect — 手伝うように頼まれたんだね。早く行ったほうがいいよ。
This response assumes that the woman's senior colleague asked her to help.
手伝うように頼まれたんだね。
However, the woman clearly states that her senior colleague told her she did not need to help.
先輩に「手伝わなくていい」って言われたんだけど
The expression 手伝わなくていい means "you don't need to help." It indicates that helping is unnecessary, not that help has been requested.
Therefore, advising her to go quickly and help is based on a misunderstanding of the situation.
Trap: This option reverses the meaning of the senior colleague's statement. Pay attention to the negative form 〜なくていい, which indicates that an action is not required.
② Correct — じゃあ、ほかにできることがないか聞いてみたら？
This response acknowledges the woman's concern and suggests a practical way to handle it.
The woman explains that, although she was told she did not need to help, she feels uncomfortable simply standing and watching.
何もしないで見てるのも気になるんだ。
The man suggests asking whether there is another task she could do.
じゃあ、ほかにできることがないか聞いてみたら？
The expression ほかにできることがないか means "whether there is something else you can do."
The grammatical pattern 〜てみたら？ is a casual way of offering advice or making a suggestion, similar to "Why don't you try...?"
This response respects the senior colleague's original instruction while helping the woman find another possible way to contribute.
Therefore, option ② is the most natural and appropriate response.
③ Incorrect — 見ているのが嫌だって、先輩に言われたんだね。
This response assumes that the senior colleague complained about the woman watching.
見ているのが嫌だって、先輩に言われたんだね。
However, the woman never says that her senior colleague dislikes being watched.
She says that she herself feels uneasy about doing nothing.
何もしないで見てるのも気になるんだ。
The expression 気になる can indicate concern, discomfort, or something bothering the speaker. Here, it describes the woman's own feelings.
The senior colleague's actual statement was simply:
手伝わなくていい
Therefore, option ③ incorrectly attributes the woman's feelings to her senior colleague.
Trap: This option confuses who feels uncomfortable. In Japanese listening questions, identifying the person experiencing an emotion is essential, especially when several people are mentioned.
3. JLPT Strategy
- Distinguish 〜なくていい from a prohibition. The expression 手伝わなくていい means that helping is unnecessary, whereas 手伝わないで directly asks someone not to help. Understanding this distinction prevents misinterpreting the senior colleague's intention.
- Identify whose feelings are being described and choose a helpful response. The expression 気になるんだ communicates the woman's discomfort. The appropriate response should address that concern without inventing another person's feelings or instructions. Suggestions using 〜てみたら？ are especially common in JLPT conversational response questions.
女の店員：お支払いは現金とカード、どちらになさいますか。
① 男の客：現金なら使えますよ。
② 男の客：カードでお願いします。
③ 男の客：カードはお返ししましたよ。
Explanation:
1. Question Intent
This listening question tests the ability to respond appropriately when a store clerk asks a customer to choose a payment method. The listener must understand the polite question and select a response that clearly indicates whether the customer wants to pay with cash or a card.
The correct answer is ② — カードでお願いします。 (By card, please.)
2. Answer Choice Analysis
① Incorrect — 現金なら使えますよ。
This response states that cash can be used.
現金なら使えますよ。
The expression 〜なら introduces a condition or topic, while 使えます means "can be used."
However, the clerk is not asking which payment methods are accepted. She is asking the customer which method he would like to use.
お支払いは現金とカード、どちらになさいますか。
The customer should express his own payment preference rather than explain that cash is usable.
Trap: This option mentions one of the payment methods in the question, but it does not directly answer the clerk's request for a choice. It sounds more like information about available payment methods than a customer's response.
② Correct — カードでお願いします。
This response directly answers the clerk's question by selecting card payment.
カードでお願いします。
The clerk asks the customer to choose between cash and a card.
お支払いは現金とカード、どちらになさいますか。
The expression どちらになさいますか is a polite way of asking "Which would you prefer?" The verb なさる is the honorific form of する, making the question appropriate for customer service.
The phrase カードでお願いします uses the particle で to indicate the payment method, while お願いします makes the request polite and natural.
Therefore, option ② is correct because it clearly communicates the customer's chosen payment method.
③ Incorrect — カードはお返ししましたよ。
This response states that the speaker has returned a card.
カードはお返ししましたよ。
The expression お返ししました is a polite way of saying that something was returned to someone.
However, the clerk is asking how the customer wishes to pay, not whether a card has been returned.
お支払いは現金とカード、どちらになさいますか。
Therefore, this response is unrelated to the clerk's question and does not indicate a payment preference.
Trap: This option includes the word カード, but the action described is returning a card rather than using it for payment. Recognizing the verb is essential for understanding the response.
3. JLPT Strategy
- Recognize polite choice questions. The expression どちらになさいますか is commonly used in stores and restaurants when asking customers to choose between two options. An appropriate response should clearly identify one of the choices, often using 〜でお願いします.
- Focus on the communicative purpose, not just repeated vocabulary. All three options mention cash or a card, but only option ② expresses a payment preference. In JLPT response questions, choose the answer that performs the action requested by the speaker rather than one that merely contains related words.
女の人1：借りてた雑誌、雨でぬらしちゃった。同じのを買って返すね。
① 女の人2：まだ貸してもらってないから、早く読みたいな。
② 女の人2：これから借りるなら、雨にぬらさないでね。
③ 女の人2：わざわざ買わなくていいよ。もう読んだから。
Explanation:
1. Question Intent
This listening question tests your ability to understand a speaker's apology and offer to replace a damaged borrowed item, then identify the most natural response.
The first woman explains that she accidentally got a borrowed magazine wet in the rain and offers to buy an identical copy to return. The correct response should acknowledge this situation and react appropriately to her offer.
2. Answer Choice Analysis
① Incorrect
まだ貸してもらってないから、早く読みたいな。
This response means that the second woman has not borrowed the magazine yet and wants to read it soon.
However, the first woman clearly says:
借りてた雑誌、雨でぬらしちゃった。
The expression 借りてた indicates that the first woman had already borrowed the magazine. Therefore, the response contradicts the established situation.
Trap: This option uses vocabulary related to borrowing and reading, but reverses who has already borrowed the magazine. Pay attention to the speaker's perspective.
② Incorrect
これから借りるなら、雨にぬらさないでね。
This response warns someone not to get the magazine wet if they borrow it in the future.
However, the first woman says:
雨でぬらしちゃった。
The ending ～ちゃった expresses that something has already happened, often with a sense of regret or an undesirable result. The magazine has already been damaged, so a warning about a future borrowing situation does not fit.
Trap: The option repeats the idea of getting something wet in the rain, but changes the time frame from a completed accident to a hypothetical future situation.
③ Correct
わざわざ買わなくていいよ。もう読んだから。
This is the most natural response because the second woman tells the first woman that she does not need to go out of her way to buy a replacement, since she has already read the magazine.
The first woman offers:
同じのを買って返すね。
This means she intends to buy another copy of the same magazine and return it as a replacement.
The expression わざわざ～なくていい communicates that someone does not need to make a special effort to do something. Here, it politely reassures the first woman that replacing the magazine is unnecessary.
The phrase もう読んだから provides a logical reason for declining the replacement: the owner has already finished reading it.
Therefore, option ③ directly responds to both the accident and the offer to replace the magazine.
3. JLPT Strategy
- Identify whether an action is completed or future: Expressions such as 借りてた and ぬらしちゃった describe an existing or completed situation, while これから～なら introduces a future condition. This distinction helps eliminate options ① and ②.
- Listen for the communicative purpose: When a speaker apologetically explains an accident and offers compensation, expect a response that accepts, declines, or discusses that offer. Option ③ naturally declines the replacement and explains why.
女の人：このケーキ、二つ買ったら一つおまけでもらったの。よかったら一つ食べて。
① 男の人：いいの？じゃあ、いただくね。
② 男の人：一つ買うと、二つもらえるんだね。
③ 男の人：三つとも私が食べていいんだね。
Explanation:
1. Question Intent
This listening question tests your ability to understand a shopping promotion, recognize an offer of food, and choose the most natural conversational response.
The woman explains that she received one free cake after buying two cakes. She then offers the man one cake. The correct response should acknowledge and appropriately respond to her offer.
2. Answer Choice Analysis
① Correct
いいの？じゃあ、いただくね。
This is the most natural response because the man expresses mild surprise or appreciation and politely accepts the offered cake.
The woman says:
よかったら一つ食べて。
The expression よかったら means "if you'd like" or "if you don't mind" and is commonly used when making a friendly offer.
The man's response いいの？ confirms that it is acceptable for him to take the cake, while いただくね expresses acceptance using a polite, humble form of "receive" or "have."
Therefore, option ① directly and naturally responds to the woman's invitation.
② Incorrect
一つ買うと、二つもらえるんだね。
This response incorrectly interprets the cake promotion as receiving two cakes when buying one.
The woman explains:
このケーキ、二つ買ったら一つおまけでもらったの。
The expression 二つ買ったら一つおまけ means that buying two cakes results in receiving one additional cake for free. The total is three cakes, not two cakes for the price of one.
Trap: This option uses the same numbers and shopping-related vocabulary but reverses the promotion's conditions. Pay attention to which quantity comes before 買ったら and which quantity is received as おまけ.
③ Incorrect
三つとも私が食べていいんだね。
This response incorrectly assumes that the man is allowed to eat all three cakes.
The woman specifically says:
よかったら一つ食べて。
The key word 一つ limits her offer to one cake. Although she has three cakes in total, she never offers all three to the man.
The expression 三つとも means "all three," which directly contradicts the quantity offered.
Trap: This option correctly recognizes that the woman has three cakes but confuses the total number of cakes with the number being offered.
3. JLPT Strategy
- Separate purchase quantities from offered quantities: In 二つ買ったら一つおまけでもらった, two cakes were purchased and one was received for free. However, 一つ食べて indicates that only one cake is being offered to the listener.
- Recognize common offer-and-acceptance patterns: When someone says よかったら～, a natural accepting response often includes expressions such as いいの？, ありがとう, or いただくね. Focus on the speaker's communicative intention rather than simply matching repeated vocabulary.
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