JLPT N3 - Practice Test 2 (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：家で、二人が洗ったセーターの干し方について話しています。男の人は、セーターをどのように干しますか。
男の人：このセーター、ハンガーにかけて外に干しておくね。
女の人：ぬれていると重いから、かけると伸びちゃうよ。網の上に広げて干そう。
男の人：丸い、平らな網があったね。あれをベランダにつるす？
女の人：今日は風が強いから、部屋の中にしよう。窓のそばに場所があるよ。
男の人：分かった。セーターは二つに折って載せればいい？
女の人：折ると重なったところが乾きにくいから、袖も広げてね。
男の人：じゃあ、網を持ってくるよ。
ナレーター：男の人は、セーターをどのように干しますか。
'Explanation:
1. Question Intent
This listening question tests the ability to follow a conversation in which two speakers discuss and revise a plan. The listener must identify the final drying method, location, and position of the sweater. The correct answer depends on recognizing which suggestions are rejected and which instructions are ultimately accepted.
2. Answer Choice Analysis
① Incorrect
This image shows the sweater hanging vertically on an ordinary hanger indoors. Although the man initially suggests using a hanger, the woman rejects this method.
ぬれていると重いから、かけると伸びちゃうよ。網の上に広げて干そう。
She explains that the wet sweater is heavy and could stretch if hung vertically. Instead, she suggests spreading it flat on a mesh rack.
Trap: This option reflects the man's initial plan rather than the final decision.
② Correct
This image matches all three conditions established in the conversation: the sweater is placed on a horizontal mesh rack, the rack is indoors near the window, and the sweater is unfolded with its sleeves extended.
今日は風が強いから、部屋の中にしよう。窓のそばに場所があるよ。
The woman chooses an indoor location near the window because it is windy outside.
折ると重なったところが乾きにくいから、袖も広げてね。
She also instructs the man to spread out the sleeves because overlapping fabric would dry less easily. The man's final response confirms that he accepts the instructions.
じゃあ、網を持ってくるよ。
③ Incorrect
This image correctly shows an unfolded sweater on a horizontal mesh rack, but the rack is outside on the balcony.
あれをベランダにつるす？
The man suggests hanging the rack on the balcony, but the woman changes the location to indoors because of the strong wind.
今日は風が強いから、部屋の中にしよう。
Trap: The drying method is correct, but the location comes from a suggestion that was rejected.
④ Incorrect
This image correctly shows the mesh rack indoors, but the sweater is folded in half instead of being spread out.
セーターは二つに折って載せればいい？
The man asks whether he should fold the sweater in half before placing it on the rack. However, the woman explains that folded sections would dry more slowly.
折ると重なったところが乾きにくいから、袖も広げてね。
Trap: This option uses the correct rack and location but represents the man's question rather than the woman's final instruction.
3. JLPT Strategy
- Follow changes in the plan: Pay attention to expressions such as 「〜しよう」, 「〜すればいい？」, and 「〜てね」. A speaker may suggest one action, ask about another, and finally receive different instructions. The final accepted arrangement determines the answer.
- Separate visual details: For picture-based listening questions, track the location (ベランダ or 部屋の中), drying method (ハンガー or 網), and sweater position (折る or 広げる). Here, 「部屋の中」 and 「袖も広げてね」 are especially important for distinguishing the correct image from the distractors.
ナレーター：合唱の練習で、女の人が先生と話しています。女の人は、次に、この部分をどのように練習しますか。
女の人：先生、この部分、何度歌っても、みんなより遅れてしまうんです。
男の先生：音の高さは合っていますよ。ただ、言葉をはっきり言おうとして、途中が長くなっていますね。
女の人：歌詞をゆっくり読む練習をしたほうがいいですか。
男の先生：言葉は言えていますから、今はリズムを練習しましょう。まず、歌わずに手をたたいてみてください。
女の人：先生のピアノに合わせるんですか。
男の先生：今回はピアノは弾きません。私が数えますから、それに合わせてください。
女の人：分かりました。歌詞をつけるのは、そのあとですね。
男の先生：ええ。リズムが取れるようになったら、また歌ってみましょう。
ナレーター：女の人は、次に、この部分をどのように練習しますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify the next action in a sequence of instructions. The listener must distinguish between the student's suggestions, the teacher's actual instructions, and activities planned for later. The key is recognizing both what the student will do and what she will follow to keep the rhythm.
2. Answer Choice Analysis
① Incorrect
This option suggests reading the lyrics while following the teacher's counting. Although the teacher will count the rhythm, he does not instruct the student to read the lyrics.
言葉は言えていますから、今はリズムを練習しましょう。
The teacher explains that her pronunciation is already adequate and that she should focus on rhythm instead.
Trap: This option combines the correct reference for timing (the teacher's counting) with the student's earlier suggestion about practicing the lyrics.
② Correct
The student will clap her hands in time with the teacher's counting, without singing or using the piano.
まず、歌わずに手をたたいてみてください。
The teacher explicitly instructs her to clap her hands without singing.
私が数えますから、それに合わせてください。
He then explains that he will count and that she should follow his counting. Together, these statements directly support option ②.
③ Incorrect
This option correctly identifies hand clapping as the activity, but incorrectly states that the student will follow the piano.
先生のピアノに合わせるんですか。
今回はピアノは弾きません。
The student asks whether she should follow the teacher's piano, but he explicitly says that he will not play it this time.
Trap: The option combines the correct action with a proposed accompaniment that the teacher rejects.
④ Incorrect
This option suggests singing the lyrics along with the piano. However, the teacher wants the student to practice rhythm through clapping before returning to singing.
歌詞をつけるのは、そのあとですね。
リズムが取れるようになったら、また歌ってみましょう。
The expressions 「そのあと」 and 「〜ようになったら」 indicate that singing with lyrics belongs to a later stage, after the student can maintain the rhythm. The teacher also explicitly states that he will not play the piano during the immediate exercise.
Trap: This option describes a possible later activity rather than the next action requested in the question.
3. JLPT Strategy
- Pay attention to sequence markers: Expressions such as 「まず」 (first), 「そのあと」 (after that), and 「〜ようになったら」 (once someone becomes able to do something) help distinguish immediate instructions from future activities. Since the question asks 「次に」, prioritize what happens first.
- Listen for corrections and rejected suggestions: The student proposes reading lyrics and following the piano, but the teacher redirects her. The phrases 「今はリズムを練習しましょう」 and 「今回はピアノは弾きません」 eliminate several distractors. Focus on the teacher's final instructions rather than the student's questions.
ナレーター：スーパーで、自分で会計をするレジを使っている女の人が、店員と話しています。店員は、画面に出ているパンの数をどうしますか。
女の人：すみません。パンは二つしか買わないのに、画面では三つになっています。
男の店員：同じパンを続けて機械に通しましたか。
女の人：はい。一つ目の音が聞こえなかったので、もう一度通したんです。そのあと、二つ目も通しました。
男の店員：では、一つ目が二回入ったんですね。こちらで直します。
女の人：パンを全部取り消して、最初から通したほうがいいですか。
男の店員：いいえ。余分な一つだけ取り消せば大丈夫です。
女の人：買うほうの二つは、もう通さなくていいんですね。
男の店員：はい。ほかの商品も合っていますから、このままお支払いに進めます。
ナレーター：店員は、画面に出ているパンの数をどうしますか。
Explanation:
1. Question Intent
This listening question tests the ability to understand a correction to a self-checkout transaction. The listener must identify how many items were registered incorrectly, how many should remain, and whether the clerk will cancel all entries or only the extra one. The key is distinguishing the customer's proposed solution from the clerk's actual instructions.
2. Answer Choice Analysis
① Correct
The clerk will cancel one extra entry and leave the two correctly registered items unchanged.
余分な一つだけ取り消せば大丈夫です。
The expression 「余分な一つだけ」 means only the one extra item, while 「取り消せば大丈夫です」 indicates that canceling it is sufficient.
買うほうの二つは、もう通さなくていいんですね。
The customer confirms that the two items she actually wants to buy do not need to be scanned again. Therefore, one entry is removed and two remain.
② Incorrect
This option suggests canceling all three registered entries and scanning the two intended purchases again.
パンを全部取り消して、最初から通したほうがいいですか。
The customer proposes starting over, but the clerk immediately rejects that approach.
いいえ。余分な一つだけ取り消せば大丈夫です。
Trap: This option repeats the customer's suggestion rather than the clerk's decision. The word 「いいえ」 is essential because it explicitly rejects the proposed action.
③ Incorrect
This option suggests canceling two entries and leaving only one registered item. However, the customer intends to purchase two pieces of bread.
パンは二つしか買わないのに、画面では三つになっています。
The phrase 「二つしか買わない」 establishes that she is buying exactly two. Since three were registered, only one needs to be canceled.
Trap: This option reverses the quantities to cancel and retain. Be careful to distinguish the number of incorrect entries from the number of items that should remain.
④ Incorrect
This option suggests leaving all three entries unchanged and proceeding to payment. Although the clerk says payment can proceed, he first needs to correct the extra registration.
余分な一つだけ取り消せば大丈夫です。
ほかの商品も合っていますから、このままお支払いに進めます。
The final statement indicates that the customer can proceed to payment after the bread count is corrected, without making additional changes to the other products.
Trap: The phrase 「お支払いに進めます」 may attract attention, but it does not mean the incorrect quantity should remain unchanged.
3. JLPT Strategy
- Track quantities separately: Identify the intended quantity (二つ), the registered quantity (三つ), and the correction (余分な一つだけ). In numerical listening questions, distinguishing these values is more important than remembering every detail of the conversation.
- Recognize rejected proposals: Questions such as 「〜したほうがいいですか」 introduce suggestions, not confirmed actions. Listen carefully to the response, especially 「いいえ」 and 「〜だけ〜ば大丈夫です」, which establish what actually needs to be done.
ナレーター：靴屋で、女の人が店員と話しています。女の人は、このあと、どの靴を履いて歩いてみますか。
女の人：この靴、右はちょうどいいんですが、左の指が少し痛いです。
男の店員：では、一つ大きいサイズをお持ちしましょうか。
女の人：それはさっき履きました。指は楽だったんですが、歩くと、かかとが抜けそうで。
男の店員：そうでしたか。同じサイズで、横幅が広い形もありますよ。
女の人：それなら指が楽になりそうですね。両方履いてもいいですか。
男の店員：もちろんです。片方だけでは、歩いた感じが分かりませんからね。
女の人：色は黒がいいんですが。
男の店員：試していただけるのは茶色だけです。足に合えば、黒もご注文いただけます。
女の人：はい。今日は足に合うかどうかを見たいので、それでお願いします。
ナレーター：女の人は、このあと、どの靴を履いて歩いてみますか。
Explanation:
1. Question Intent
This listening question tests the ability to follow a customer's preferences and understand how the available options affect her final decision. The listener must identify three details about the shoes she will try next: size, width, and color. The key is distinguishing shoes she has already tried, shoes she would prefer, and shoes actually available for trying on.
2. Answer Choice Analysis
① Incorrect
This option describes brown shoes with the same shape and size as the current pair. Although the color and size are correct, the woman needs a different shape because her left toes hurt.
この靴、右はちょうどいいんですが、左の指が少し痛いです。
同じサイズで、横幅が広い形もありますよ。
The clerk proposes a wider shape while keeping the same size, rather than giving her another pair with the original shape.
Trap: The option includes two correct details, size and color, but overlooks the important change in width.
② Correct
The woman will try brown shoes that are the same size as her current pair but have a wider fit.
同じサイズで、横幅が広い形もありますよ。
The clerk explicitly offers a wider shape in the same size, addressing the discomfort in her toes without increasing the overall shoe size.
試していただけるのは茶色だけです。
Although the woman prefers black shoes, only the brown version is available to try on.
今日は足に合うかどうかを見たいので、それでお願いします。
She accepts the available option because her immediate priority is checking whether the shoes fit comfortably.
③ Incorrect
This option suggests trying shoes with the same shape in a size larger. However, the woman has already tried a larger size and found that it did not fit securely around her heel.
それはさっき履きました。指は楽だったんですが、歩くと、かかとが抜けそうで。
The expression 「かかとが抜けそう」 indicates that her heel felt as though it might slip out while walking. Therefore, increasing the size is not the solution she chooses.
Trap: The clerk initially suggests a larger size, but the woman's response explains why that option has already been rejected.
④ Incorrect
This option correctly identifies the same size and wider shape, but gives the wrong color. The woman prefers black, yet only brown shoes are available for trying on.
色は黒がいいんですが。
試していただけるのは茶色だけです。足に合えば、黒もご注文いただけます。
The clerk distinguishes between the brown shoes available to try immediately and the black shoes that can be ordered if the fit is suitable.
Trap: This option confuses the customer's preferred color with the color she will actually try. The phrase 「黒もご注文いただけます」 refers to a possible future order, not the immediate fitting.
3. JLPT Strategy
- Track each attribute independently: In shopping conversations, listen for changes in size (サイズ), width (横幅), and color (色). An option may contain two correct details but one incorrect detail. Here, the final combination is 「同じサイズ」, 「横幅が広い」, and 「茶色」.
- Distinguish immediate actions from future possibilities: The question asks 「このあと、どの靴を履いて歩いてみますか」, so focus on what the woman will try next. Expressions such as 「さっき履きました」 refer to past actions, while 「足に合えば、黒もご注文いただけます」 describes a conditional future possibility. Neither determines the shoes she will try immediately.
ナレーター：ホテルで、男の人がフロントに電話しています。ホテルの人は、明日の朝、何時に男の人の部屋に電話しますか。
男の人：明日の朝、起こしていただきたいんですが。
ホテルの女の人：はい。何時をご希望ですか。
男の人：六時半にお願いします。携帯の目覚ましが使えなくなってしまって。
ホテルの女の人：かしこまりました。朝食は七時からですが、お召し上がりになりますか。
男の人：はい。七時半ごろ食べに行きます。
ホテルの女の人：お出かけは何時のご予定ですか。
男の人：八時です。タクシーは自分で呼びます。
ホテルの女の人：承知しました。では、お休みなさいませ。
ナレーター：ホテルの人は、明日の朝、何時に男の人の部屋に電話しますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify a specific time from a conversation containing several different times. The listener must distinguish between the requested wake-up call, breakfast, and departure. The key is connecting the correct time to the action mentioned in the question: when the hotel staff will call the man's room.
2. Answer Choice Analysis
① Incorrect
7:30 a.m. is the time the man plans to go to breakfast, not the time of his wake-up call.
七時半ごろ食べに行きます。
The expression 「七時半ごろ」 means around 7:30, and 「食べに行きます」 refers to going to eat.
Trap: This time is part of the man's morning schedule, but it is associated with breakfast rather than waking up.
② Incorrect
8:00 a.m. is the man's planned departure time from the hotel.
お出かけは何時のご予定ですか。
八時です。タクシーは自分で呼びます。
The hotel staff asks when he plans to leave, and he answers 8:00. The mention of calling a taxi confirms that this time relates to departure.
Trap: This is another clearly stated time, but it answers a different question from the one asked by the narrator.
③ Correct
The hotel staff will call the man's room at 6:30 a.m., as he explicitly requests a wake-up call at that time.
明日の朝、起こしていただきたいんですが。
六時半にお願いします。携帯の目覚ましが使えなくなってしまって。
The man politely asks to be woken up the following morning and specifies 6:30. He also explains that his phone alarm has stopped working, which clarifies why he needs the hotel's assistance.
The staff's response, 「かしこまりました」, confirms that the request has been accepted.
④ Incorrect
7:00 a.m. is when breakfast service begins at the hotel, not when the man will receive his wake-up call.
朝食は七時からですが、お召し上がりになりますか。
The particle 「から」 indicates the starting time of breakfast service. This is information provided by the hotel staff, not a time requested by the man.
Trap: This time appears immediately after the wake-up call is confirmed, making it easy to confuse the two events if the listener does not track their purposes.
3. JLPT Strategy
- Connect times to actions: When several times are mentioned, associate each one with its purpose: 「起こす」 at 6:30, 「朝食」 from 7:00, 「食べに行く」 around 7:30, and 「出かける」 at 8:00. Do not choose a time simply because it is mentioned clearly or repeatedly.
- Identify the question's key verb: The narrator asks 「何時に男の人の部屋に電話しますか」. Since the conversation begins with 「起こしていただきたい」, the relevant time is the requested wake-up call. Focus on the time directly connected to that request rather than the other events in the morning schedule.
ナレーター：駅で、男の人が駅員に聞いています。男の人は、これから、どの電車に乗りますか。
男の人：森駅に行きたいんですが、次の急行で行けますか。
女の駅員：急行は森駅には止まりません。一つ先の川駅で降りて、反対方向の普通電車で戻ることになります。
男の人：森駅は、ここから川駅までの途中にあるんですね。普通電車で直接行くこともできますか。
女の駅員：はい。急行のあとに来る普通電車なら、乗り換えずに行けます。ただ、到着は急行を使う場合より遅くなります。
男の人：今日は大きい荷物があるので、乗り換えたくないんです。その普通電車にします。
女の駅員：分かりました。このホームには、山駅行きと海駅行きの普通電車が来ます。
男の人：どちらも森駅に止まりますか。
女の駅員：いいえ。山駅行きは途中で別の線に入ります。海駅行きに乗ってください。
男の人：海駅行きなら、急行でも普通でもいいんですか。
女の駅員：行き先が同じでも、急行が止まる駅は変わりません。
ナレーター：男の人は、これから、どの電車に乗りますか。
Explanation:
1. Question Intent
This listening question tests the ability to follow route explanations and identify the train the passenger ultimately chooses. The listener must distinguish between express and local trains, understand the difference between a train's destination and the stations where it stops, and recognize the passenger's preference for avoiding transfers. The correct answer requires combining the train type and its destination.
2. Answer Choice Analysis
① Incorrect
This option describes an express train traveling to 川駅. Although taking the express train and transferring at 川駅 is a possible route, the man decides against it because he does not want to change trains.
急行は森駅には止まりません。一つ先の川駅で降りて、反対方向の普通電車で戻ることになります。
The station employee explains that the express train does not stop at 森駅. The passenger would have to travel past his destination and return on a local train.
今日は大きい荷物があるので、乗り換えたくないんです。
Trap: This option represents a possible route discussed earlier, but not the route the passenger ultimately chooses.
② Correct
The man chooses a local train bound for 海駅 because it stops at 森駅 and allows him to travel without transferring.
急行のあとに来る普通電車なら、乗り換えずに行けます。
The station employee confirms that the local train arriving after the express can take him directly to his destination.
その普通電車にします。
The man explicitly chooses that local train.
海駅行きに乗ってください。
The station employee then specifies which local train he should take. Therefore, the correct combination is 海駅行き and 普通電車.
③ Incorrect
This option correctly identifies a local train but gives the wrong destination. The local train bound for 山駅 does not follow the route needed to reach 森駅.
山駅行きは途中で別の線に入ります。海駅行きに乗ってください。
The station employee explains that the 山駅-bound train branches onto another railway line. She explicitly directs the passenger to take the 海駅-bound train instead.
Trap: Both local trains arrive at the same platform, but they do not necessarily serve the same stations. The listener must distinguish the train's destination from its stopping pattern.
④ Incorrect
This option gives the correct destination displayed on the train, 海駅, but the wrong train type. The man needs a local train because the express does not stop at 森駅.
海駅行きなら、急行でも普通でもいいんですか。
行き先が同じでも、急行が止まる駅は変わりません。
The man asks whether either an express or a local train bound for 海駅 would work. The station employee clarifies that sharing the same destination does not change where the express train stops.
Trap: This option exploits the confusion between 「行き先」 (destination) and 「止まる駅」 (stopping stations). A train can travel toward the correct destination without stopping at the passenger's intended station.
3. JLPT Strategy
- Track train type and destination separately: Expressions such as 「急行」, 「普通電車」, and 「〜行き」 provide different pieces of information. Here, the listener must combine 「普通電車」 with 「海駅行き」. Identifying only one correctly is not enough.
- Prioritize the final decision and corrections: The phrases 「乗り換えたくない」 and 「その普通電車にします」 establish the passenger's decision. The later instructions 「海駅行きに乗ってください」 and 「急行が止まる駅は変わりません」 clarify the exact train. In JLPT listening, pay particular attention to explanations following questions such as 「〜でもいいんですか」, because they often eliminate a plausible distractor.
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：小説を書いた女の人が、読者に話しています。この小説の中で、女の人が実際に経験したことは、どれですか。
女の人：新しい小説を読んでくださって、ありがとうございます。この話は、主人公が電車で旅をして、知らない町で降りるところから始まります。そのとき、似ているかばんを間違えて持って降りてしまうんですが、これは私が学生のころにやってしまったことなんです。実際には駅員さんに相談して、自分のかばんもすぐに戻ってきました。小説では、かばんの持ち主を探すうちに昔の友達と出会いますが、そこから先は私が考えました。途中で主人公を助ける電車の乗客は、兄から聞いた旅行の話をもとにしています。最後に主人公が海の近くで店を開くのは、友達がいつかやりたいと言っていたことです。私は今も、海から遠い町で暮らしています。
ナレーター：この小説の中で、女の人が実際に経験したことは、どれですか。
Explanation:
1. Question Intent
This listening question tests the ability to distinguish between an author's real-life experiences, fictional events, stories heard from others, and another person's future wishes. The listener must identify which event in the novel actually happened to the author herself. The key is recognizing expressions that indicate personal experience and separating them from descriptions of fictional or secondhand events.
2. Answer Choice Analysis
① Incorrect
This option describes meeting an old friend while traveling. Although this event occurs in the novel, the author explicitly states that she invented this part of the story.
小説では、かばんの持ち主を探すうちに昔の友達と出会いますが、そこから先は私が考えました。
The phrase 「そこから先は私が考えました」 indicates that the events from that point onward were created by the author rather than taken from her personal experience.
Trap: The event appears in the novel, but appearing in a story does not mean it actually happened to the author.
② Correct
The author personally experienced accidentally taking someone else's bag when getting off a train during her student years.
そのとき、似ているかばんを間違えて持って降りてしまうんですが、これは私が学生のころにやってしまったことなんです。
The expression 「これは私が学生のころにやってしまったこと」 explicitly identifies the incident as something the author herself did in the past.
The verb 「持って降りてしまう」 describes taking the bag while getting off the train, with 「〜てしまう」 conveying that the action happened unintentionally or had an unfortunate result.
実際には駅員さんに相談して、自分のかばんもすぐに戻ってきました。
The expression 「実際には」 introduces what really happened afterward, further confirming that the bag incident was based on her personal experience.
③ Incorrect
This option describes opening a shop in a town near the sea. However, the author explains that this idea came from something her friend wanted to do someday.
最後に主人公が海の近くで店を開くのは、友達がいつかやりたいと言っていたことです。
The phrase 「友達がいつかやりたいと言っていたこと」 refers to her friend's wish, not an event that the author experienced.
私は今も、海から遠い町で暮らしています。
The author adds that she still lives in a town far from the sea, reinforcing the distinction between her own life and the novel's ending.
Trap: This option confuses another person's future aspiration with the author's actual past experience. The word 「いつか」 is important because it indicates an unspecified future time.
④ Incorrect
This option describes being helped by a stranger on a train. The author explains that this part of the novel was based on a travel story she heard from her brother.
途中で主人公を助ける電車の乗客は、兄から聞いた旅行の話をもとにしています。
The expression 「兄から聞いた」 indicates that the information came from her brother, while 「〜をもとにしています」 means that the fictional event was based on that story.
Trap: The author used a story from someone else's account as inspiration. Hearing about an event is different from experiencing it personally.
3. JLPT Strategy
- Identify the source of each event: Pay attention to expressions such as 「私が〜やってしまったこと」 (personal experience), 「私が考えました」 (invented by the author), 「兄から聞いた」 (heard from her brother), and 「友達が〜と言っていた」 (something her friend said). These expressions reveal whether an event belongs to the author's life, someone else's account, or the fictional story.
- Focus on 「実際に」 in the question: The question asks what the author actually experienced, not simply what happens in the novel. Listen for explicit personal-experience markers such as 「私が学生のころに」 and 「実際には」. Avoid selecting an event merely because it is described in detail or seems realistic.
ナレーター：係の人が、今夜の星を見る会について話しています。雨が降っていない場合、会を開くかどうかは、何で決めますか。
男の係員：今夜の星を見る会について、ご案内します。雨の場合は中止ですが、雨が降らなくても、風が強いと中止にすることがあります。星を見るための道具が倒れると危ないので、外に置いて安全に使えるか、夕方、係の者が確かめます。曇っているだけなら、予定どおり集まっていただいて大丈夫です。雲が動くのを待つ間は、室内で星の写真を見ながら説明します。申し込んだ方が少なくても、会は開きます。開催するかどうかは、午後五時にホームページでお知らせしますので、家を出る前にご覧ください。
ナレーター：雨が降っていない場合、会を開くかどうかは、何で決めますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify the condition that determines whether an outdoor event will take place. The listener must distinguish between safety requirements, weather conditions that do not necessarily cause cancellation, alternative indoor activities, and the number of participants. The key is understanding that the question specifically excludes rain and asks what other factor determines the decision.
2. Answer Choice Analysis
① Correct
The event will take place only if the equipment can be used safely outdoors. Strong wind may cause cancellation because the equipment could fall over.
雨が降らなくても、風が強いと中止にすることがあります。
The expression 「雨が降らなくても」 indicates that cancellation is possible even when it is not raining.
星を見るための道具が倒れると危ないので、外に置いて安全に使えるか、夕方、係の者が確かめます。
The staff will check whether the equipment can be placed and used safely outside. This safety assessment determines whether the event can proceed when there is no rain.
② Incorrect
This option suggests that the event depends on having enough participants. However, the announcement explicitly states that the event will take place even if only a small number of people have registered.
申し込んだ方が少なくても、会は開きます。
The expression 「少なくても」 means even if the number is small, showing that attendance is not a condition for holding the event.
Trap: The number of participants may seem like a reasonable factor in organizing an event, but the speaker explicitly rules it out.
③ Incorrect
This option suggests that the event depends on whether staff can explain the stars indoors. However, the indoor explanation is presented as an activity to do while waiting for the clouds to move, not as a condition for holding the event.
雲が動くのを待つ間は、室内で星の写真を見ながら説明します。
The phrase 「待つ間は」 indicates what participants will do during the waiting period. It does not establish a requirement that determines whether the event will proceed.
Trap: This option confuses an alternative activity during the event with a condition for deciding whether to hold it.
④ Incorrect
This option suggests that the event depends on whether stars can be seen through gaps in the clouds. However, cloudy weather alone does not prevent the event from taking place.
曇っているだけなら、予定どおり集まっていただいて大丈夫です。
The expression 「曇っているだけなら」 means that if the only issue is cloudiness, participants may gather as scheduled.
The staff also explains that participants can wait for the clouds to move while viewing photographs indoors. Therefore, immediate visibility of the stars is not the deciding factor.
Trap: Since the event involves observing stars, visibility seems like an obvious requirement. However, the announcement distinguishes cloudy skies from unsafe conditions caused by strong wind.
3. JLPT Strategy
- Distinguish cancellation conditions from acceptable conditions: Pay attention to the contrast between 「雨が降らなくても、風が強いと中止にすることがあります」 and 「曇っているだけなら、予定どおり」. These statements show that strong wind may cause cancellation, while cloudiness alone does not.
- Identify the actual decision criterion: The question asks 「何で決めますか」, so look for an explicit assessment rather than general information about the event. The phrase 「安全に使えるか、夕方、係の者が確かめます」 directly identifies what the staff will check. Remember that 「〜かどうか」 expresses whether a condition is met, making it particularly useful in questions about decisions and requirements.
ナレーター：職場で、男の人と女の人が話しています。女の人が、働く時間を午後から午前に変えたのは、何をするためですか。
男の人：来月から、午前中に働くんですね。お子さんの保育園の時間が変わるんですか。
女の人：いえ、保育園は今までと同じです。実は、資格の試験を受けることにしたんです。夜は子どもと一緒に寝てしまうので。
男の人：それで、昼間に勉強する時間を作るんですね。
女の人：はい。仕事が終わってから迎えに行くまで、図書館で勉強しようと思っています。
男の人：朝、保育園へ送るのは大丈夫ですか。
女の人：それは夫がやってくれます。ただ、今より混んだ電車に乗ることになるのは、ちょっと大変ですね。
男の人：夕方は、お母さんの買い物も手伝っているんでしたね。
女の人：ええ。でも、それは土曜日にまとめて行くことにしました。試験までは、この生活を続けてみます。
ナレーター：女の人が、働く時間を午後から午前に変えたのは、何をするためですか。
Explanation:
1. Question Intent
This listening question tests the ability to identify the main reason for a change in someone's work schedule. The listener must distinguish between the woman's actual purpose, responsibilities handled by other family members, and inconveniences resulting from the change. The key is understanding why she switched from afternoon to morning work.
2. Answer Choice Analysis
① Correct
The woman changed her working hours to create time to study for a qualification exam before picking up her child from daycare.
実は、資格の試験を受けることにしたんです。夜は子どもと一緒に寝てしまうので。
She explains that she has decided to take a qualification exam but often falls asleep with her child at night, making evening study difficult.
仕事が終わってから迎えに行くまで、図書館で勉強しようと思っています。
The expression 「仕事が終わってから迎えに行くまで」 establishes the period between finishing work and picking up her child. She intends to use this time to study at the library.
Therefore, the purpose of changing her schedule is to secure study time.
② Incorrect
This option suggests that she changed her schedule to commute on less crowded trains. However, the new schedule will actually make her commute more crowded.
今より混んだ電車に乗ることになるのは、ちょっと大変ですね。
The expression 「今より混んだ電車」 means a train that is more crowded than the one she currently takes. She describes this as a disadvantage of the schedule change.
Trap: This option uses a real detail from the conversation but reverses its meaning. The crowded commute is an inconvenience she accepts, not the reason she changed her hours.
③ Incorrect
This option suggests that she changed her schedule so she could take her child to daycare in the morning. However, her husband is responsible for that task.
朝、保育園へ送るのは大丈夫ですか。
それは夫がやってくれます。
The expression 「夫がやってくれます」 indicates that her husband takes care of dropping off their child. The daycare schedule itself has not changed.
保育園は今までと同じです。
Trap: The conversation mentions daycare several times, but the important distinction is between taking the child to daycare in the morning and picking the child up later. Her study time is scheduled before pickup, not for morning drop-off.
④ Incorrect
This option suggests that she changed her working hours to help her mother with shopping in the evening. However, she has moved that responsibility to Saturdays.
それは土曜日にまとめて行くことにしました。
The expression 「土曜日にまとめて」 indicates that she has decided to handle the shopping assistance together on Saturdays rather than continuing the previous evening arrangement.
Trap: Helping her mother is a genuine responsibility, but the change to Saturday is an adjustment made to accommodate her new routine, not the main purpose of changing her working hours.
3. JLPT Strategy
- Distinguish purpose from consequences: When a question asks 「何をするためですか」, identify the action the speaker wants to accomplish. Here, 「資格の試験を受けることにした」 establishes her motivation, and 「図書館で勉強しようと思っています」 identifies the intended activity. The crowded commute and changed shopping arrangements are consequences of her new schedule, not its purpose.
- Recognize time relationships: The structure 「仕事が終わってから迎えに行くまで」 defines a specific time window: after work finishes but before picking up the child. In listening questions, expressions such as 「〜てから」, 「〜まで」, and 「〜ことにしました」 help establish the order of activities and distinguish the original reason for a decision from later adjustments.
ナレーター：マンションで、女の人と男の人が話しています。女の人は、今度の避難訓練があることを、何で知りましたか。
女の人：今度の日曜日、避難訓練があるんですね。
男の人：ええ。郵便受けにお知らせが入っていましたよね。
女の人：まだ郵便受けを見ていないんです。さっき、エレベーターに乗ったとき、中のポスターを見て知りました。
男の人：そうでしたか。集合場所は分かりますか。
女の人：はい。そのあと、ホームページで詳しい説明を読みました。裏の駐車場ですよね。
男の人：そうです。隣の部屋の方も参加するそうですよ。
女の人：じゃあ、当日会えそうですね。まだ引っ越してきたばかりなので、知っている人がいると安心です。
男の人：私も参加するので、よろしくお願いします。
ナレーター：女の人は、今度の避難訓練があることを、何で知りましたか。
Explanation:
1. Question Intent
This listening question tests the ability to identify the original source of information. The listener must distinguish between how the woman first learned about the evacuation drill, where she later obtained additional details, and other sources mentioned in the conversation. The key is recognizing the sequence of events and identifying which source first informed her about the drill.
2. Answer Choice Analysis
① Incorrect
The woman visited the apartment building's website, but only after she had already learned about the evacuation drill.
そのあと、ホームページで詳しい説明を読みました。
The expression 「そのあと」 means "after that," indicating that she checked the website later. She used it to obtain more detailed information, including the meeting location, rather than to discover that the event was happening.
Trap: This option confuses the source of additional information with the source of the initial announcement.
② Incorrect
The man mentions that a notice was delivered to the mailboxes, but the woman explicitly states that she has not checked hers yet.
郵便受けにお知らせが入っていましたよね。
まだ郵便受けを見ていないんです。
The word 「まだ」 combined with 「〜ていない」 indicates that she has not yet performed the action. Therefore, although the notice was available, she did not learn about the drill from it.
Trap: The man assumes that she received the information through the mailbox notice, but her response corrects his assumption.
③ Correct
The woman first learned about the evacuation drill from a poster displayed inside the elevator.
さっき、エレベーターに乗ったとき、中のポスターを見て知りました。
This sentence directly identifies both the place and the source of the information. The expression 「〜を見て知りました」 means that she learned about something by seeing or reading it.
The word 「さっき」 indicates that this happened a short time before the conversation. She subsequently checked the website for additional details.
④ Incorrect
The conversation mentions a neighbor, but only in connection with participation in the evacuation drill.
隣の部屋の方も参加するそうですよ。
The man says that the person living next door will apparently participate. There is no indication that this neighbor told the woman about the event.
Trap: The neighbor is mentioned in the same conversation, but the information concerns who will participate, not how the woman originally learned about the drill.
3. JLPT Strategy
- Distinguish first discovery from later confirmation: The question asks 「何で知りましたか」, meaning how the woman learned about the event. Pay attention to 「ポスターを見て知りました」 versus 「そのあと、ホームページで詳しい説明を読みました」. The first identifies the original source, while the second describes a later action.
- Listen for corrections and sequence markers: Expressions such as 「まだ〜ていない」, 「さっき」, and 「そのあと」 establish what has not happened, what happened earlier, and what happened afterward. In JLPT listening, these markers help eliminate distractors that mention genuine details but place them at the wrong point in the sequence.
ナレーター：プールの受付の人が、初めて来た人に説明しています。水泳用の帽子を持っていない人が、入場料のほかに、返してもらえないお金として払うのは、何のお金ですか。
女の受付の人：初めてのご利用ですね。こちらが入場券です。ロッカーには百円玉が必要ですが、使い終わって鍵を開けると戻ってきます。水泳用の帽子はお持ちですか。お持ちでなければ、受付でお買い求めください。帽子の貸し出しはしていません。タオルは無料でお貸しできますが、お預かりする五百円は、タオルを返していただくときに全額お返しします。髪を乾かすドライヤーは更衣室にあり、料金は入場料に含まれています。プールの中には荷物を持ち込めませんので、ロッカーに入れてください。
ナレーター：水泳用の帽子を持っていない人が、入場料のほかに、返してもらえないお金として払うのは、何のお金ですか。
Explanation:
1. Question Intent
This listening question tests the ability to distinguish between additional charges, refundable deposits, and services included in the admission fee. The listener must identify which payment is required for someone who does not own a swimming cap and will not be refunded. The key is understanding the difference between paying for a purchase, temporarily depositing money, and using a free or included service.
2. Answer Choice Analysis
① Incorrect
Borrowing a towel requires a temporary deposit of 500 yen, but the entire amount is returned when the towel is given back.
タオルは無料でお貸しできますが、お預かりする五百円は、タオルを返していただくときに全額お返しします。
The expressions 「無料で」 and 「全額お返しします」 indicate that borrowing the towel is free and the deposit is fully refundable.
Trap: Although the customer must initially provide 500 yen, this is a refundable deposit rather than a permanent expense. The question specifically asks about money that will not be returned.
② Incorrect
Using a locker requires a 100-yen coin, but the coin is returned when the locker is unlocked after use.
ロッカーには百円玉が必要ですが、使い終わって鍵を開けると戻ってきます。
The expression 「戻ってきます」 indicates that the money comes back to the user. Therefore, the locker does not require a non-refundable payment.
Trap: The phrase 「百円玉が必要」 may suggest an additional fee, but the following explanation clarifies that the money is returned.
③ Incorrect
The hair dryer does not require an additional payment because its usage fee is already included in the admission price.
髪を乾かすドライヤーは更衣室にあり、料金は入場料に含まれています。
The expression 「〜に含まれています」 means that something is included in a larger amount or category. Since the question asks about money paid in addition to admission, the hair dryer does not qualify.
Trap: The word 「料金」 indicates that the service has a cost, but it does not necessarily mean the customer must pay separately.
④ Correct
A visitor who does not own a swimming cap must purchase one at the reception desk. Unlike the locker coin or towel deposit, this payment is not refunded.
水泳用の帽子はお持ちですか。お持ちでなければ、受付でお買い求めください。
The expression 「お持ちでなければ」 means "if you do not have one," while 「お買い求めください」 is a polite expression asking the customer to purchase something.
帽子の貸し出しはしていません。
The reception staff explicitly states that swimming caps are not available for borrowing. Therefore, a visitor without one must buy it, making this the additional non-refundable expense.
3. JLPT Strategy
- Distinguish purchases from refundable deposits: Pay attention to expressions such as 「お買い求めください」 (purchase), 「戻ってきます」 (is returned), and 「全額お返しします」 (the full amount will be refunded). These expressions establish whether money is permanently spent or only temporarily provided.
- Identify all conditions in the question: The question specifies 「帽子を持っていない人」, 「入場料のほかに」, and 「返してもらえないお金」. The correct option must satisfy all three conditions: the person does not have a swimming cap, the payment is additional to admission, and the money will not be returned. Do not select an option simply because it mentions a required payment.
ナレーター：結婚式に招待された女の人が、男の人と電話で話しています。女の人の家族は、式と、そのあとの食事会に、それぞれ誰が参加しますか。
男の人：来月の結婚式、来てくれるんだね。ありがとう。
女の人：こちらこそ。娘のことなんだけど、式の会場には小さい子は入れないんだよね。
男の人：うん。ごめんね。でも、そのあとの食事会は大丈夫。子どもの食事も用意できるよ。
女の人：よかった。娘も連れていきたいんだけど、ちょうど式の時間に昼寝するの。夫には、その間、家で娘と待っていてもらうつもり。
男の人：分かった。じゃあ、食事会の席は大人二人分でいいかな。
女の人：娘の分もお願い。昼寝が終わったら、夫が連れてくるから。
男の人：ああ、そういうことね。子ども用の椅子も用意しておくよ。
女の人：ありがとう。私は式から出るので、先に一人で行くね。
男の人：うん。食事会は別の建物だから、そっちの地図も送るよ。
女の人：助かる。夫にも見せておくね。
ナレーター：女の人の家族は、式と、そのあとの食事会に、それぞれ誰が参加しますか。
Explanation:
1. Question Intent
This listening question tests the ability to identify which family members will attend two separate events: a wedding ceremony and the meal afterward. The listener must follow arrangements involving the woman, her husband, and their daughter, distinguishing between who attends the ceremony and who joins the later meal. The key is understanding the sequence of events and how the family's plans accommodate the child's nap.
2. Answer Choice Analysis
① Correct
Only the woman will attend the wedding ceremony, while all three family members will participate in the meal afterward.
夫には、その間、家で娘と待っていてもらうつもり。
The woman explains that she intends to have her husband stay home with their daughter during the ceremony.
娘の分もお願い。昼寝が終わったら、夫が連れてくるから。
She asks the man to prepare a place for her daughter as well, explaining that her husband will bring the child after her nap.
私は式から出るので、先に一人で行くね。
This confirms that the woman will go alone to attend the ceremony. Her husband and daughter will join her afterward for the meal.
② Incorrect
This option suggests that all three family members will attend both the ceremony and the meal. However, the daughter cannot enter the ceremony venue.
式の会場には小さい子は入れないんだよね。
The man confirms this restriction, and the woman arranges for her husband to remain at home with their daughter during the ceremony.
Trap: All three family members will attend the meal, but this does not mean they will also attend the ceremony.
③ Incorrect
This option correctly states that only the woman will attend the ceremony, but incorrectly excludes the daughter from the meal.
じゃあ、食事会の席は大人二人分でいいかな。
The man initially suggests preparing seats for two adults, but the woman corrects him.
娘の分もお願い。昼寝が終わったら、夫が連れてくるから。
The daughter will join the meal after waking from her nap, so the meal is not limited to the couple.
Trap: The phrase 「大人二人分」 may suggest that only two adults will attend. However, this is merely the man's initial assumption, which the woman immediately corrects.
④ Incorrect
This option correctly identifies that all three family members will attend the meal, but incorrectly states that both the woman and her husband will attend the ceremony.
夫には、その間、家で娘と待っていてもらうつもり。
The husband will stay home with their daughter during the ceremony rather than accompany his wife.
私は式から出るので、先に一人で行くね。
The expression 「先に一人で行く」 explicitly confirms that the woman will go ahead alone.
Trap: The husband will eventually attend the meal, but his participation in the later event does not mean he will attend the earlier ceremony.
3. JLPT Strategy
- Track participants separately for each event: When a question includes 「それぞれ誰が参加しますか」, identify the participants for each event independently. Here, the ceremony has one participant from the family (the woman), while the meal has three (the woman, her husband, and their daughter). Do not assume that attending one event means attending both.
- Pay attention to corrections and time expressions: The phrases 「その間」, 「昼寝が終わったら」, and 「先に一人で行く」 establish the sequence of events. Also, the exchange 「大人二人分でいいかな」 followed by 「娘の分もお願い」 shows a correction to the initial arrangement. In JLPT listening, the final confirmed plan is more important than an earlier suggestion or assumption.
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：男の人が、旅行のお土産について話しています。
男の人：旅行のお土産を選ぶとき、僕は渡す人が普段どんな生活をしているか、考えるようにしています。前に、有名なお菓子を大きな箱で買って、一人暮らしの叔父に渡したことがあるんです。喜んでくれたんですが、あとで、食べきれなくて近所に配ったと聞きました。一方、妹には、小さなタオルをあげたことがあります。妹は毎日運動するので、今でもよく使っているそうです。もちろん、その土地らしいものを探すのも、旅行の楽しみですよね。僕も店の人に、どれが人気か聞くことはあります。ただ、人気があるからといって、渡す人にも合うとは限りません。今度の旅行では、叔父には少しずつ飲めるお茶を選ぼうかなと思っています。
ナレーター：男の人が、お土産選びについて一番伝えたいことは何ですか。
① ナレーター：その土地で人気のあるものを、店の人に聞いて選ぶとよい。
② ナレーター：食べ物は、周りの人にも配れる量を選ぶとよい。
③ ナレーター：食べ物より、長く使い続けられるものを選ぶとよい。
④ ナレーター：渡す人の暮らしを考えて、使ったり食べたりしやすいものを選ぶとよい。
Explanation:
1. Question Intent
This listening question tests the ability to identify the speaker's main message rather than focusing on individual examples. The man describes two past gift-giving experiences, explains what he learned from them, and discusses his approach to choosing souvenirs. The listener must distinguish his central recommendation from supporting details about popularity, quantity, and practicality.
2. Answer Choice Analysis
① Incorrect
This option suggests choosing popular local products based on recommendations from shop staff. Although the man sometimes asks about popular souvenirs, he explicitly explains that popularity alone does not guarantee a suitable gift.
僕も店の人に、どれが人気か聞くことはあります。
ただ、人気があるからといって、渡す人にも合うとは限りません。
The expression 「〜からといって、〜とは限りません」 indicates that one fact does not necessarily lead to another. A souvenir being popular does not mean it will suit the recipient.
Trap: This option uses a genuine detail from the speech but presents a secondary consideration as the speaker's main recommendation.
② Incorrect
This option suggests choosing food in quantities large enough to share with other people. However, the man's experience with his uncle demonstrates the opposite concern.
あとで、食べきれなくて近所に配ったと聞きました。
The uncle could not finish the large box of sweets and had to distribute some to his neighbors. The speaker uses this experience to illustrate why a gift should match the recipient's circumstances.
Trap: The option mentions an actual event from the story, but incorrectly turns an unintended consequence into a recommendation.
③ Incorrect
This option suggests that reusable gifts are always preferable to food. The man gives an example of a towel that his sister continues to use, but he does not conclude that non-food gifts are generally better.
妹は毎日運動するので、今でもよく使っているそうです。
The towel was suitable because his sister exercises every day, not simply because it was a reusable item.
今度の旅行では、叔父には少しずつ飲めるお茶を選ぼうかなと思っています。
He is also considering giving his uncle tea, showing that food and drink can be appropriate when they suit the recipient.
Trap: This option overgeneralizes one successful example and creates a comparison between food and non-food gifts that the speaker does not make.
④ Correct
The speaker's central message is that souvenirs should be chosen according to the recipient's lifestyle, making them convenient to use or consume.
旅行のお土産を選ぶとき、僕は渡す人が普段どんな生活をしているか、考えるようにしています。
This opening statement directly establishes his approach: considering how the recipient normally lives.
The two examples reinforce this principle. His uncle struggled to finish a large box of sweets because he lives alone, while his sister regularly uses the small towel because she exercises every day.
今度の旅行では、叔父には少しずつ飲めるお茶を選ぼうかなと思っています。
His plan to choose tea that can be consumed gradually demonstrates how he applies this lesson. The correct answer captures the general principle connecting all these examples.
3. JLPT Strategy
- Identify the main idea through repeated themes: When a speaker provides several examples, look for the principle connecting them. Here, 「普段どんな生活をしているか」 introduces the main idea, while the experiences involving the uncle and sister illustrate it. The correct option expresses this general principle rather than repeating one example.
- Pay attention to contrast and qualification: Expressions such as 「一方」, 「ただ」, and 「〜からといって、〜とは限りません」 help reveal the speaker's reasoning. In particular, 「人気があるからといって、渡す人にも合うとは限りません」 rejects the assumption that popularity guarantees suitability. These expressions are especially useful in JLPT questions asking 「一番伝えたいことは何ですか」.
ナレーター：町の新聞を作っている女の人と、町内会の男の人が電話で話しています。
女の人：今月の新聞に載せた、駅の裏の古い家の記事のことで、お電話しました。
男の人：ああ、長い間、誰も使っていないと書いてありましたね。
女の人：ええ。でも、今は近所の方たちが、週に一度、布の袋などを作る場所として使っているそうなんです。
男の人：そうですよ。私も先週、そこで作った袋を見せてもらいました。
女の人：十分に調べずに記事にしてしまいました。次の新聞で訂正しますが、出るのは来月なんです。
男の人：では、今週の町内会の集まりで、そのことを皆さんに伝えましょうか。
女の人：お願いできますか。新聞を読んで、もう使われていない建物だと思っている方もいるでしょうから。
男の人：分かりました。袋作りに参加する人も募集していますが、その案内もしますか。
女の人：その活動は、改めて取材して紹介したいと思っています。今回は、記事の間違いが早く伝わると助かります。
男の人：では、集まりの最初に話しておきますね。
ナレーター：女の人が電話をした主な目的は何ですか。
① ナレーター：袋作りの活動に参加する人を集めてもらうこと。
② ナレーター：新聞の記事に間違いがあったことを皆に伝えてもらうこと。
③ ナレーター：古い家を何に使うか、町内会で相談してもらうこと。
④ ナレーター：次の新聞で紹介するために、袋作りの様子を教えてもらうこと。
Explanation:
1. Question Intent
This listening question tests the ability to identify the main purpose of a telephone conversation. The listener must distinguish between the woman's immediate request, a future plan to publish a corrected article, and other activities mentioned during the discussion. The key is recognizing what she wants the man to do at the upcoming neighborhood association meeting.
2. Answer Choice Analysis
① Incorrect
This option suggests that the woman wants the man to recruit participants for the bag-making activity. Although the man offers to announce that participants are being recruited, the woman redirects his attention to correcting the newspaper's misinformation.
袋作りに参加する人も募集していますが、その案内もしますか。
今回は、記事の間違いが早く伝わると助かります。
The expression 「今回は」 emphasizes what she wants to prioritize on this occasion: making sure people learn about the mistake.
Trap: Recruiting participants is a real activity mentioned in the conversation, but it is the man's additional suggestion rather than the woman's main request.
② Correct
The woman's main purpose is to ask the man to inform local residents that the newspaper article contained incorrect information.
十分に調べずに記事にしてしまいました。次の新聞で訂正しますが、出るのは来月なんです。
She acknowledges that the article was published without sufficient investigation and explains that the correction will not appear until next month.
では、今週の町内会の集まりで、そのことを皆さんに伝えましょうか。
お願いできますか。
The man offers to explain the situation at this week's neighborhood association meeting, and the woman accepts his offer.
今回は、記事の間違いが早く伝わると助かります。
This statement confirms her priority: ensuring that the incorrect information is corrected among residents as soon as possible.
③ Incorrect
This option suggests that the woman wants the neighborhood association to discuss how the old house should be used. However, the building is already being used for a community activity.
今は近所の方たちが、週に一度、布の袋などを作る場所として使っているそうなんです。
The expression 「〜として使っている」 indicates that the building is currently being used as a place for making cloth bags and similar items.
Trap: The old house is central to the conversation, but its future use is not being debated. The problem is that the newspaper incorrectly described its current use.
④ Incorrect
This option suggests that the woman called to ask the man for details about the bag-making activity for a future newspaper article. Although she intends to cover that activity later, it is not the immediate purpose of her call.
その活動は、改めて取材して紹介したいと思っています。
The expression 「改めて取材して」 indicates that she intends to investigate or report on the activity separately at another time.
今回は、記事の間違いが早く伝わると助かります。
She contrasts that future reporting plan with her immediate concern about correcting the misinformation.
Trap: This option confuses a future intention with the reason for the current telephone call. The woman mentions future reporting but does not ask the man to provide information about the activity now.
3. JLPT Strategy
- Distinguish the immediate purpose from secondary topics: When a question asks 「主な目的は何ですか」, identify what the speaker primarily wants to accomplish through the conversation. Here, 「今回は、記事の間違いが早く伝わると助かります」 directly expresses the woman's priority, while recruitment and future reporting are secondary topics.
- Pay attention to contrast and time expressions: The phrases 「次の新聞で訂正しますが、出るのは来月」, 「今週の町内会の集まり」, and 「改めて取材して」 establish different time frames. The newspaper correction and future interview will happen later, but the woman wants residents informed this week. In JLPT listening, this distinction helps identify the main purpose when several plausible activities are mentioned.
ナレーター：博物館の職員が、新しくできたコーナーについて話しています。
女の職員：動物の骨の展示室に、触って楽しめるコーナーができました。これまで、骨はガラスの向こうにあったので、後ろ側の形が見えにくいという声がありました。そこで、本物と同じ形の模型を用意しました。手に持って向きを変えると、写真では分かりにくい部分も調べられます。例えば、鳥の頭の模型では、目の周りの形を指で確かめることができます。細かいところが見えにくい方にも、形を知っていただけますし、子どもと大人が一緒に比べることもできます。模型なので、触っても本物の骨を傷つける心配はありません。本物はこれまでどおり、隣のガラスケースの中に展示しています。
ナレーター：この話では、新しいコーナーのどのような役割を主に説明していますか。
① ナレーター：触ったり動かしたりして、動物の骨の形を詳しく知ってもらうこと。
② ナレーター：本物の骨を長く保存するために、展示する数を減らすこと。
③ ナレーター：動物の骨の模型が、どのように作られるかを知ってもらうこと。
④ ナレーター：動物の骨の写真を、いろいろな方向から撮れるようにすること。
Explanation:
1. Question Intent
This listening question tests the ability to identify the main purpose of a new interactive museum exhibit. The listener must distinguish between the exhibit's primary educational function, the advantages of using replicas, and activities that are not mentioned. The key is understanding why visitors are encouraged to touch and move the models of animal bones.
2. Answer Choice Analysis
① Correct
The main purpose of the new area is to help visitors understand the shapes of animal bones in greater detail by touching and moving realistic models.
手に持って向きを変えると、写真では分かりにくい部分も調べられます。
The staff explains that visitors can hold the models and change their orientation to examine details that are difficult to understand from photographs.
例えば、鳥の頭の模型では、目の周りの形を指で確かめることができます。
This example demonstrates how visitors can explore the shapes of bones through touch.
The new area also makes the exhibits more accessible to people who have difficulty seeing fine details and allows adults and children to compare the models together. These benefits support the central educational purpose.
② Incorrect
This option suggests that the museum is reducing the number of real bones on display to preserve them. However, the staff explicitly states that the real bones remain on display as before.
本物はこれまでどおり、隣のガラスケースの中に展示しています。
The expression 「これまでどおり」 means "as before," indicating that the existing display arrangement has not changed.
模型なので、触っても本物の骨を傷つける心配はありません。
Although using replicas prevents visitors from damaging the original bones, the staff does not mention reducing the number of specimens on display.
Trap: This option takes a genuine advantage of using replicas—protecting the originals—and adds an unsupported action: reducing the number of real bones exhibited.
③ Incorrect
This option suggests that visitors will learn how models of animal bones are made. However, the explanation focuses on how visitors can examine the models, not how they are manufactured.
そこで、本物と同じ形の模型を用意しました。
The staff explains that models with the same shapes as the real bones have been prepared. No information is provided about the materials, construction methods, or model-making process.
Trap: The repeated mention of 「模型」 may make model production seem relevant, but the models are tools for learning about bone shapes rather than the subject of a manufacturing demonstration.
④ Incorrect
This option suggests that the new area allows visitors to photograph animal bones from different angles. However, the staff discusses physically moving the models to examine their shapes, not taking photographs.
手に持って向きを変えると、写真では分かりにくい部分も調べられます。
The expression 「写真では分かりにくい部分」 refers to details that are difficult to understand through photographs. The models allow visitors to investigate those details directly.
Trap: This option combines two genuine elements from the explanation—changing the viewing angle and photographs—but incorrectly presents photography as the purpose of the new area.
3. JLPT Strategy
- Identify the problem and its solution: The staff first explains that the back of the bones was difficult to see through the glass display, then introduces the solution with 「そこで」. This structure connects the original problem to the new models, helping reveal the exhibit's main purpose.
- Distinguish the main function from secondary benefits: Expressions such as 「手に持って向きを変えると」 and 「指で確かめることができます」 describe what visitors can actually do. Protecting the original bones is an additional advantage, but the central purpose is helping visitors understand their shapes. For questions asking 「どのような役割を主に説明していますか」, choose the option that best summarizes the overall function rather than one isolated detail.
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：昨日、友達のコートを自分のものだと思って、家に持って帰ってしまいました。今日、返しに来たので、間違えたことを友達に謝ります。何と言いますか。
① 男の人：ごめん、自分のと間違えて持って帰っちゃった。
② 男の人：ごめん、貸してもらったのに返すのを忘れちゃった。
③ 男の人：ごめん、持って帰ってもらうのを忘れちゃった。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to choose an appropriate apology for accidentally taking someone else's belongings. The listener must understand the situation, identify who performed the action, and distinguish between taking something by mistake, forgetting to return something borrowed, and forgetting to ask someone to take something home.
2. Answer Choice Analysis
① Correct
This response correctly explains that the speaker accidentally took the friend's coat home because he mistook it for his own.
ごめん、自分のと間違えて持って帰っちゃった。
The expression 「自分のと間違えて」 means mistaking something for one's own. Here, 「自分の」 refers to the speaker's own coat, with the noun omitted because it is understood from context.
「持って帰っちゃった」 is the casual spoken form of 「持って帰ってしまった」. The auxiliary 「〜てしまう」 conveys that the action was completed with an unintended or regrettable result, making it natural in an apology.
② Incorrect
This response apologizes for forgetting to return something that was borrowed.
ごめん、貸してもらったのに返すのを忘れちゃった。
The expression 「貸してもらった」 means that someone lent something to the speaker. 「返すのを忘れちゃった」 means that the speaker forgot to return it.
However, the narrator explains that the speaker took the coat by mistake, not that the friend had lent it to him.
Trap: Both situations involve returning another person's belongings, but the reason for the apology is different. Borrowing something and accidentally taking it are not equivalent.
③ Incorrect
This response means that the speaker forgot to arrange for someone else to take something home.
ごめん、持って帰ってもらうのを忘れちゃった。
The structure 「〜てもらう」 indicates receiving the benefit of another person's action. Therefore, 「持って帰ってもらう」 means having someone take something home.
In the given situation, the speaker himself took the friend's coat home by mistake. He is not apologizing for forgetting to have someone else take it.
Trap: This option contains the familiar expression 「持って帰る」, but adding 「〜てもらう」 changes who performs the action. The speaker is no longer the person taking the item home.
3. JLPT Strategy
- Identify the reason for the apology: The narrator explicitly says 「自分のものだと思って」 and 「間違えたことを友達に謝ります」. These expressions establish that the problem was a mistaken identification of the coat. Look for a response containing 「間違えて」 rather than one describing borrowing or forgetting.
- Pay attention to auxiliary verbs: 「〜てしまう」 often expresses an unintended or regrettable result, making it useful in apologies. In contrast, 「〜てもらう」 indicates that another person performs an action for the speaker. Recognizing this distinction helps eliminate grammatically natural responses that do not match the situation.
ナレーター：友達と食事をして、これから会計をします。自分のほうが高いものを食べたので、半分ずつではなく、それぞれが食べた分を払うことを提案します。何と言いますか。
① 女の人：私のほうが高かったけど、二人で半分ずつにしない？
② 女の人：私のほうが高かったから、それぞれ自分の分を払わない？
③ 女の人：私のほうが高かったから、今日は全部私が払ってもいい？
Explanation:
1. Question Intent
This JLPT listening question tests the ability to choose an appropriate suggestion in a restaurant payment situation. The speaker ate a more expensive meal and wants to propose that each person pay for what they individually ordered, rather than dividing the total bill equally. The key is distinguishing between splitting the bill in half, paying separately, and offering to pay the entire bill.
2. Answer Choice Analysis
① Incorrect
This response suggests dividing the total bill equally between the two people, even though the speaker's meal was more expensive.
私のほうが高かったけど、二人で半分ずつにしない？
The expression 「半分ずつ」 means that each person pays half. The conjunction 「けど」 introduces a contrast between the unequal meal prices and the suggestion to split the total equally.
Trap: Although the speaker acknowledges that her meal was more expensive, she proposes exactly the payment method the narrator says she wants to avoid.
② Correct
This response correctly proposes that each person pay for their own meal because the speaker's food was more expensive.
私のほうが高かったから、それぞれ自分の分を払わない？
The expression 「私のほうが高かった」 indicates that the speaker's meal cost more than her friend's. The particle 「から」 introduces this as the reason for her suggestion.
「それぞれ」 means "each individually," while 「自分の分」 refers to each person's own share or portion of the bill.
The negative question 「払わない？」 functions as a casual suggestion, meaning "Shall we each pay for our own?" rather than a statement that they will not pay.
③ Incorrect
This response suggests that the speaker pay the entire bill herself, rather than having each person pay for their own meal.
私のほうが高かったから、今日は全部私が払ってもいい？
The expression 「全部私が払う」 means that the speaker will pay the full amount. The grammatical pattern 「〜てもいい？」 asks whether doing something is acceptable or permitted.
Although offering to pay for everything could be a reasonable gesture, it does not match the narrator's instruction to propose separate payments.
Trap: This option uses the correct reason, 「私のほうが高かったから」, but proposes a different payment arrangement. Recognizing the reason alone is not enough; the proposed action must also match.
3. JLPT Strategy
- Identify the requested payment arrangement: The narrator specifies 「半分ずつではなく、それぞれが食べた分を払う」. The contrast 「〜ではなく」 explicitly rejects equal splitting and establishes separate payment as the intended action. Focus on the payment proposal rather than simply identifying who ate the more expensive meal.
- Recognize suggestions expressed as negative questions: In casual Japanese, 「〜ない？」 often functions as an invitation or suggestion, as in 「払わない？」 or 「行かない？」. It does not necessarily express refusal. Also, distinguish 「半分ずつ」 (half each), 「それぞれ自分の分」 (each person's own share), and 「全部私が」 (the speaker pays everything), since these expressions describe three different ways to pay.
ナレーター：友達が、熱い鍋を素手で持とうとしています。取っ手も熱いので、横にある布を使うように注意します。何と言いますか。
① 女の人：その布も熱いから、取っ手を直接持ったほうがいいよ。
② 女の人：その鍋、熱いうちに布で拭いておいたほうがいいよ。
③ 女の人：取っ手も熱いから、その布でつかんだほうがいいよ。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to choose an appropriate warning in a potentially dangerous situation. A friend is about to pick up a hot pot with bare hands, and the speaker must advise them to use a nearby cloth because the handle is also hot. The key is understanding the intended action and distinguishing between holding, wiping, and touching a hot object directly.
2. Answer Choice Analysis
① Incorrect
This response advises the friend to hold the pot's handle directly because the cloth is supposedly hot.
その布も熱いから、取っ手を直接持ったほうがいいよ。
The expression 「直接持つ」 means to hold something directly, without using a protective object. However, the narrator explicitly states that the handle is hot and that the friend should use the nearby cloth.
Trap: This option mentions both the cloth and the handle, but reverses the intended safety advice. It recommends direct contact instead of protection.
② Incorrect
This response suggests wiping the pot with a cloth while it is still hot, rather than using the cloth to hold it safely.
その鍋、熱いうちに布で拭いておいたほうがいいよ。
The verb 「拭く」 means to wipe, while 「〜うちに」 indicates doing something while a particular condition still exists. Therefore, 「熱いうちに」 means while the pot is still hot.
The expression 「〜ておく」 in 「拭いておいたほうがいい」 suggests performing the action in advance or for some practical purpose. However, the situation requires preventing a burn, not cleaning the pot.
Trap: This option correctly mentions using a cloth with a hot pot, but the action 「拭く」 does not match the narrator's instruction to use the cloth for holding the handle.
③ Correct
This response appropriately warns the friend that the handle is hot and advises using the cloth to hold it.
取っ手も熱いから、その布でつかんだほうがいいよ。
The expression 「取っ手も熱いから」 explains the reason for the warning: the handle is also hot.
「その布でつかむ」 means to grip something using that cloth. The particle 「で」 identifies the tool or means used to perform the action.
The grammatical pattern 「〜たほうがいい」 expresses advice or a recommendation. Here, 「つかんだほうがいい」 naturally advises the friend to grip the handle with the cloth rather than touch it with bare hands.
3. JLPT Strategy
- Identify the required action: The narrator says 「素手で持とうとしています」 and 「横にある布を使うように注意します」. These establish the unsafe action and the desired correction. Look for a response that advises using the cloth to hold the pot, not wiping it or holding it directly.
- Distinguish verbs and instruments: 「持つ」 means to hold or carry, 「つかむ」 means to grip or grasp, and 「拭く」 means to wipe. Also, recognize 「〜たほうがいい」 as advice. In this question, the combination 「布でつかんだほうがいい」 matches both the required action and the appropriate warning.
ナレーター：エレベーターを降りたいのですが、前に人がいて通れません。その人に何と言いますか。
① 女の人：すみません、先に降りていただいてもいいですよ。
② 女の人：すみません、ちょっと通していただけますか。
③ 女の人：すみません、ドアを開けておいていただけますか。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to make a polite request in an everyday situation. The speaker wants to exit an elevator but cannot pass because someone is standing in the way. The listener must distinguish between asking someone to let them through, giving someone permission to exit first, and requesting that the elevator door be kept open.
2. Answer Choice Analysis
① Incorrect
This response gives the other person permission to exit the elevator first, rather than asking them to make room.
すみません、先に降りていただいてもいいですよ。
The expression 「先に降りる」 means to get off first. 「〜ていただいてもいいですよ」 indicates that the speaker is allowing the other person to perform an action, rather than requesting permission to pass.
Trap: This option contains polite language and the verb 「降りる」, which matches the elevator situation. However, it expresses permission rather than the request needed to get past someone.
② Correct
This response politely asks the person standing in front to let the speaker pass.
すみません、ちょっと通していただけますか。
The verb 「通す」 means to let someone pass through. In this context, 「通して」 asks the other person to make room so the speaker can get through.
The grammatical pattern 「〜ていただけますか」 is a polite request asking someone to perform an action for the speaker. The word 「ちょっと」 softens the request and makes it sound more natural.
This directly matches the situation because the speaker needs the person in front to move enough to allow passage.
③ Incorrect
This response asks the other person to keep the elevator door open, but the problem is that someone is blocking the speaker's path.
すみません、ドアを開けておいていただけますか。
The expression 「開けておく」 means to leave something open or keep it open for a purpose. Combined with 「〜ていただけますか」, it becomes a polite request to keep the door open.
Although this could be useful in another elevator situation, it does not directly ask the person to move or allow the speaker to pass.
Trap: This option is a grammatically appropriate polite request, but it solves a different problem from the one described by the narrator.
3. JLPT Strategy
- Identify the exact obstacle: The narrator says 「前に人がいて通れません」. The important verb is 「通れる」, the potential form of 「通る」, meaning to be able to pass. The correct response must address the inability to pass, making 「通していただけますか」 the appropriate request.
- Distinguish requests from permission: 「〜ていただけますか」 politely asks someone to do something, while 「〜ていただいてもいいですよ」 gives permission for someone to do something. Similar-looking expressions can have different communicative functions, so pay attention to whether the speaker is asking for help or allowing an action.
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：今、電話で話せる？無理なら、あとでかけ直すけど。
① 女の人：ごめん、今電車の中だから、あとでお願い。
② 女の人：分かった。私が電話するまで待っててほしいんだね。
③ 女の人：そうだったんだ。さっきは話せなかったんだね。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to respond appropriately to a casual telephone conversation. The man asks whether the woman can talk now and offers to call back later if she is unavailable. The listener must understand the conditional offer and choose a response that naturally addresses the man's question.
2. Answer Choice Analysis
① Correct
This response appropriately explains that the woman cannot talk at the moment and asks the man to call again later.
ごめん、今電車の中だから、あとでお願い。
The expression 「今電車の中だから」 gives the reason she cannot talk now. 「あとでお願い」 is a natural, shortened request asking the man to call back later.
This directly matches the man's offer:
無理なら、あとでかけ直すけど。
The man offers to call again if talking now is inconvenient, and the woman accepts that offer.
② Incorrect
This response incorrectly interprets the man's statement as a request for the woman to call him later.
分かった。私が電話するまで待っててほしいんだね。
The expression 「私が電話するまで」 means "until I call," while 「待っててほしい」 means wanting someone to wait.
However, the man says:
無理なら、あとでかけ直すけど。
The verb 「かけ直す」 means to call again. Here, the man is offering to make the next call himself, not asking the woman to call him.
Trap: This option reverses who will perform the action. Understanding the implied subject of 「かけ直す」 is essential.
③ Incorrect
This response refers to an inability to talk in the past, but the man is asking about the present.
そうだったんだ。さっきは話せなかったんだね。
The expression 「さっき」 refers to a short time ago, while 「話せなかった」 is the past negative potential form of 「話す」, meaning that someone could not talk.
The man's actual question is:
今、電話で話せる？
He wants to know whether the woman can talk now, not whether she was able to talk earlier.
Trap: This option uses vocabulary related to the same activity, talking on the phone, but changes the time reference from the present to the past.
3. JLPT Strategy
- Recognize conditional offers: The structure 「無理なら、あとでかけ直すけど」 means that if talking now is inconvenient, the speaker can call again later. The conditional 「なら」 introduces the situation, while 「けど」 softens the offer and leaves room for the listener's response.
- Track subjects and time expressions: Distinguish 「今」 from 「さっき」 and identify who will perform 「かけ直す」. In Japanese, subjects are frequently omitted when understood from context. Here, the man is offering to call back, so an appropriate response can simply accept that offer with 「あとでお願い」.
男の人：参加しない人だけ連絡するんだって。私は行くつもりだから、連絡してないよ。
① 女の人：そっか。連絡しなかったから、参加できなくなったんだね。
② 女の人：なるほど。行くかどうか、まだ決めてないんだね。
③ 女の人：そういうことか。返事がないから欠席とは限らないんだね。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to understand a participation confirmation rule and draw a logical conclusion from it. The man explains that only people who will not attend need to contact the organizer. The listener must recognize that the absence of a reply does not necessarily mean someone will be absent.
2. Answer Choice Analysis
① Incorrect
This response incorrectly assumes that failing to contact the organizer means the man can no longer participate.
そっか。連絡しなかったから、参加できなくなったんだね。
The expression 「参加できなくなった」 means that someone has become unable to participate. However, the man explicitly explains that only people who will not attend need to contact the organizer.
参加しない人だけ連絡するんだって。
Trap: This option assumes that contacting the organizer is required for participation, when the actual rule is the opposite.
② Incorrect
This response suggests that the man has not yet decided whether to attend.
なるほど。行くかどうか、まだ決めてないんだね。
The expression 「行くかどうか」 means whether someone will go, while 「まだ決めてない」 indicates that no decision has been made yet.
However, the man clearly states his intention to attend.
私は行くつもりだから、連絡してないよ。
The grammatical pattern 「〜つもり」 expresses a person's intention or plan. Therefore, the man has already decided that he intends to go.
Trap: This option confuses not sending a reply with being undecided. In this situation, the lack of contact is consistent with the man's intention to participate.
③ Correct
This response correctly recognizes that someone who has not replied is not necessarily absent.
そういうことか。返事がないから欠席とは限らないんだね。
The expression 「〜からといって、〜とは限らない」 conveys that a particular fact does not necessarily justify a certain conclusion. Here, the shorter construction 「返事がないから欠席とは限らない」 means that having no reply does not necessarily indicate absence.
This matches the man's explanation:
参加しない人だけ連絡するんだって。私は行くつもりだから、連絡してないよ。
Since only nonparticipants are required to contact the organizer, someone planning to attend may not send any reply. The woman's response correctly captures this implication.
3. JLPT Strategy
- Pay attention to restrictive expressions: The particle 「だけ」 in 「参加しない人だけ」 is essential because it limits the notification requirement to people who will not participate. Missing 「だけ」 can completely reverse the interpretation of the rule.
- Recognize conclusions that are not necessarily true: The pattern 「〜とは限らない」 means that something is not necessarily the case. In this question, 「返事がない」 does not automatically mean 「欠席」. Also, distinguish 「行くつもり」 (intending to go) from 「まだ決めてない」 (not having decided yet), since they describe different states of intention.
女の人：話の途中ですみません。「それ」って、どの道具のことですか。
① 男の人：その道具は、昨日買ってきたんですよ。
② 男の人：あ、ねじの横にある、小さい道具のことです。
③ 男の人：その道具は、使い終わったら戻してください。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to respond appropriately to a casual dinner invitation. The listener must understand that everyone will eat together at the man's house, but each person is responsible for bringing their own food. The key is interpreting 「各自で」 and distinguishing between eating together, having food prepared by the host, and eating separately at home.
2. Answer Choice Analysis
① Incorrect
This response assumes that the man will prepare food for everyone.
ありがとう。みんなの分を作ってくれるんだね。
The expression 「みんなの分」 means everyone's portions, while 「作ってくれる」 indicates that someone will prepare something for the benefit of others.
However, the man explicitly says:
食べるものは各自で持ってくることにしてるんだ。
This means that each person is expected to bring their own food, not that the host will cook for everyone.
Trap: The invitation 「うちで一緒に夕飯どう？」 may suggest that the host will provide dinner, but the following sentence establishes a different arrangement.
② Correct
This response appropriately accepts the invitation and confirms that the woman will bring her own meal.
いいね。じゃ、自分のお弁当を持っていくよ。
The expression 「自分のお弁当」 refers to her own packed meal, while 「持っていく」 means to take something to another location.
This directly matches the man's explanation:
食べるものは各自で持ってくることにしてるんだ。
「各自で」 means that each person is individually responsible for bringing food. The difference between 「持ってくる」 and 「持っていく」 also reflects the speakers' perspectives: the man describes people bringing food to his house, while the woman describes taking food there.
③ Incorrect
This response incorrectly assumes that everyone will eat at their own homes.
分かった。食事はそれぞれの家で食べるんだね。
The expression 「それぞれの家で」 means at each person's respective home. However, the man explicitly invites the woman to eat together at his house.
今夜、うちで一緒に夕飯どう？
The expressions 「うちで」 and 「一緒に」 establish both the location and the shared nature of the meal.
Trap: This option confuses bringing food individually with eating separately. 「各自で」 describes who is responsible for providing the food, not where everyone will eat.
3. JLPT Strategy
- Identify what 「各自で」 modifies: In 「食べるものは各自で持ってくる」, the phrase 「各自で」 modifies 「持ってくる」. It means that each person brings their own food. It does not imply that everyone eats separately. Pay attention to the verb connected to expressions such as 「各自で」 and 「それぞれ」.
- Distinguish 「持ってくる」 from 「持っていく」: 「持ってくる」 describes bringing something toward the speaker's location or reference point, while 「持っていく」 describes taking something away from it. Since the dinner is at the man's house, he naturally says 「持ってくる」, while the invited woman says 「持っていく」. Both expressions describe the same arrangement from different perspectives.
男の人：今夜、うちで一緒に夕飯どう？食べるものは各自で持ってくることにしてるんだ。
① 女の人：ありがとう。みんなの分を作ってくれるんだね。
② 女の人：いいね。じゃ、自分のお弁当を持っていくよ。
③ 女の人：分かった。食事はそれぞれの家で食べるんだね。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to respond appropriately to a conditional request. The woman asks whether she can have a box if the man intends to throw it away. The listener must understand who owns the box, who wants to receive it, and how the man can naturally respond. The key is distinguishing between giving, receiving, and disposing of an object.
2. Answer Choice Analysis
① Incorrect
This response reverses the direction of the request by suggesting that the man will receive a box from the woman.
ありがとう。じゃ、君の箱をもらうね。
The verb 「もらう」 means to receive something from someone. Here, 「君の箱をもらう」 indicates that the man will receive the woman's box.
However, the woman asks:
この箱、捨てるなら私にくれない？
She wants the man to give her the box, not the other way around.
Trap: This option uses vocabulary related to transferring an object, but reverses who gives and who receives it.
② Incorrect
This response suggests that the man will throw away the box if the woman does not need it.
分かった。君がいらないなら、捨てておくね。
The expression 「君がいらないなら」 means "if you don't need it," while 「捨てておく」 means to throw something away in preparation for a later situation or for convenience.
However, the woman's request indicates that she wants the box if the man intends to discard it.
Trap: This option contains the same concepts of not needing something and throwing it away, but reverses whose intention matters. The woman is asking to receive the box, not saying that she does not want it.
③ Correct
This response appropriately declines the woman's request because the man still needs the box.
ごめん、まだ使うから、あげられないんだ。
The expression 「まだ使うから」 explains that the man still intends to use the box. Therefore, the condition in the woman's request—throwing it away—is not satisfied.
「あげられない」 is the negative potential form of 「あげる」, meaning that the speaker cannot give something to another person.
The response is natural because the man politely explains why he cannot give her the box.
3. JLPT Strategy
- Track the direction of giving and receiving: In 「私にくれない？」, the woman asks someone to give something to her. From the man's perspective, giving the box would be expressed with 「あげる」, while receiving something would use 「もらう」. These perspective differences are essential in JLPT response-selection questions.
- Recognize conditional requests: The expression 「捨てるなら」 means "if you are going to throw it away." The woman is not ordering the man to discard the box; she is asking to receive it under that condition. Since the man still needs it, 「まだ使うから、あげられないんだ」 is a logically appropriate response.
女の人：この箱、捨てるなら私にくれない？
① 男の人：ありがとう。じゃ、君の箱をもらうね。
② 男の人：分かった。君がいらないなら、捨てておくね。
③ 男の人：ごめん、まだ使うから、あげられないんだ。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to respond appropriately to an apology in an everyday social situation. The woman apologizes because someone has made the effort to visit a shop, only to find it closed. The listener must recognize the apology, understand the nuance of 「せっかく〜のに」, and choose a response that naturally reassures the speaker.
2. Answer Choice Analysis
① Correct
This response appropriately reassures the woman and suggests an alternative plan.
気にしないで。ほかの店に行こうよ。
The expression 「気にしないで」 means "don't worry about it" or "don't let it bother you." It is a natural response when someone apologizes for an unfortunate situation.
「ほかの店に行こうよ」 uses the volitional form 「行こう」 to suggest going to another shop together. This is appropriate because the original shop is closed.
The response both accepts the apology and offers a practical solution.
② Incorrect
This response apologizes for having someone come on a day off, which reverses the situation described by the woman.
こちらこそ、休みの日に来てもらって悪かったね。
「こちらこそ」 means "likewise" or "I should be the one saying that," while 「来てもらって」 indicates that someone came for the speaker's benefit.
However, the woman is apologizing because the shop is closed, not because the man asked her to visit on her day off.
Trap: The expression 「休みの日」 may seem connected to 「店が休み」, but the meanings differ. 「店が休み」 means the shop is closed, while 「休みの日」 refers to a day off or a non-working day. The response also changes who is apologizing and why.
③ Incorrect
This response thanks the woman for opening the shop despite it being closed.
ありがとう。休みなのに店を開けてくれたんだね。
The expression 「休みなのに」 means "even though it is a day off" or "despite being closed." 「店を開けてくれた」 indicates that someone opened the shop for the speaker's benefit.
However, the woman explicitly says:
店が休みでごめんね。
The shop is closed, and there is no indication that anyone opened it for them.
Trap: This option uses the same context of a shop being closed but introduces an action that did not happen. It also responds with gratitude instead of acknowledging the apology.
3. JLPT Strategy
- Recognize the nuance of 「せっかく〜のに」: In 「せっかく来てくれたのに」, 「せっかく」 emphasizes that someone made a special effort, while 「〜のに」 expresses disappointment because the result was not what was hoped for. The woman feels sorry that the man's effort was wasted because the shop is closed.
- Identify the communicative function: When someone apologizes with 「ごめんね」, a natural response often includes reassurance, such as 「気にしないで」 or 「大丈夫だよ」. In JLPT response-selection questions, focus on whether the reply matches the speaker's emotional intention and the actual situation, rather than simply matching vocabulary from the dialogue.
女の人：せっかく来てくれたのに、店が休みでごめんね。
① 男の人：気にしないで。ほかの店に行こうよ。
② 男の人：こちらこそ、休みの日に来てもらって悪かったね。
③ 男の人：ありがとう。休みなのに店を開けてくれたんだね。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to respond appropriately to an offer to lend something temporarily. The man offers his bicycle for the woman to use until her own bicycle is repaired. The listener must distinguish between borrowing an item, receiving help with a repair, and understanding when the borrowed item should be returned.
2. Answer Choice Analysis
① Correct
This response appropriately accepts the man's offer and promises to return his bicycle once the woman's own bicycle has been repaired.
助かる。自分のが直ったら返すね。
「助かる」 expresses gratitude for help that makes a situation easier. 「自分のが」 refers to the woman's own bicycle, with 「自転車」 omitted because it is understood from context.
The grammatical pattern 「〜たら」 expresses a condition or time relationship. Here, 「直ったら返す」 means that she will return the borrowed bicycle once her own has been repaired.
This directly matches the man's offer:
私の自転車でよければ、君のが直るまで使って。
He allows her to use his bicycle until hers is repaired, and she agrees to return it afterward.
② Incorrect
This response incorrectly assumes that the man is offering to repair the woman's bicycle.
ありがとう。私の自転車を直してくれるんだね。
The expression 「直してくれる」 means that someone will repair something for the speaker's benefit.
However, the man's actual offer is:
私の自転車でよければ、君のが直るまで使って。
He offers to lend his bicycle while hers is being repaired. He does not say that he will perform the repair himself.
Trap: This option focuses on 「直る」 but changes it to 「直してくれる」. The intransitive verb 「直る」 describes something becoming repaired, while the transitive verb 「直す」 describes someone repairing something. The man's statement does not identify who will repair her bicycle.
③ Incorrect
This response incorrectly states that the woman will borrow the man's bicycle after her own has been repaired.
分かった。自分のが直ったら借りに行くね。
The expression 「借りに行く」 means to go somewhere to borrow something. Combined with 「直ったら」, it indicates that she will borrow the bicycle after hers is repaired.
However, the man offers his bicycle for use during the repair period.
君のが直るまで使って。
The expression 「直るまで」 means until the bicycle is repaired. Therefore, she should borrow his bicycle before her own is fixed, not afterward.
Trap: This option confuses 「〜まで」 with 「〜たら」. The first establishes how long an action continues, while the second introduces a condition or a point after which another action occurs.
3. JLPT Strategy
- Distinguish 「〜まで」 from 「〜たら」: In 「君のが直るまで使って」, 「〜まで」 establishes the endpoint of the borrowing period. In 「自分のが直ったら返す」, 「〜たら」 identifies when the bicycle will be returned. Both expressions are compatible because borrowing continues until the repair is completed.
- Recognize offers and verb distinctions: 「私の自転車でよければ」 is a polite, modest way to offer something, meaning that the other person may use the speaker's bicycle if it is suitable. Also, distinguish 「直る」 (to be fixed) from 「直す」 (to fix something). In JLPT listening, small changes in verbs and temporal expressions can completely change the intended meaning.
男の人：私の自転車でよければ、君のが直るまで使って。
① 女の人：助かる。自分のが直ったら返すね。
② 女の人：ありがとう。私の自転車を直してくれるんだね。
③ 女の人：分かった。自分のが直ったら借りに行くね。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to respond appropriately to a polite greeting between people who have not seen each other for some time. The listener must recognize 「お変わりありませんか」 as a conventional expression asking whether someone has been well, rather than interpreting it as a literal question about changing or replacing something.
2. Answer Choice Analysis
① Incorrect
This response asks the woman to exchange something for a different item.
いいえ、別のものに交換してください。
The expression 「別のものに交換する」 means to exchange something for another item. However, the woman is not discussing a product or requesting an exchange.
Trap: This option exploits the similarity between 「変わる」 (to change) and 「交換する」 (to exchange). Although both involve change, they have different meanings and communicative functions.
② Correct
This response naturally answers the woman's polite inquiry about the man's well-being.
ええ、おかげさまで元気にしています。
「おかげさまで」 is a polite expression of gratitude commonly used when saying that one is doing well. It conveys appreciation for the kindness or support of others.
「元気にしています」 indicates that the speaker has been doing well and remains in good health or spirits.
This appropriately responds to:
お久しぶりです。お変わりありませんか。
The woman greets someone she has not seen for a long time and politely asks whether he has been well. The man's response confirms that he has.
③ Incorrect
This response asks the woman to change a schedule or plan.
はい、予定を変更していただけますか。
「予定を変更する」 means to change a schedule or plan, while 「〜ていただけますか」 is a polite request asking someone to perform an action.
However, the woman's question concerns the man's well-being, not an appointment or schedule.
Trap: This option contains 「変更」, another word associated with change. The listener might connect it to 「お変わりありませんか」, but the expression is a social greeting rather than a request about changing plans.
3. JLPT Strategy
- Recognize conventional greetings as complete expressions: 「お久しぶりです」 and 「お変わりありませんか」 frequently appear together when people meet after a long time. The second expression politely asks whether the other person has been well. Avoid interpreting 「変わり」 only through its literal meaning of change.
- Match the communicative function: When someone asks about your well-being, a natural response includes expressions such as 「おかげさまで元気です」 or 「元気にしています」. In JLPT response-selection questions, identify whether the speaker is greeting, requesting, apologizing, or offering something before evaluating the alternatives. Words with similar meanings, such as 「変わる」, 「交換する」, and 「変更する」, do not necessarily belong to the same conversational context.
女の人：お久しぶりです。お変わりありませんか。
① 男の人：いいえ、別のものに交換してください。
② 男の人：ええ、おかげさまで元気にしています。
③ 男の人：はい、予定を変更していただけますか。
Explanation:
1. Question Intent
This JLPT listening question tests the ability to respond appropriately when someone points out a clothing mistake. The woman notices that the man is wearing his sweater inside out because the seams are visible on the outside. The listener must distinguish between wearing clothes inside out, reversing the front and back, and turning clothes inside out for washing.
2. Answer Choice Analysis
① Incorrect
This response interprets the woman's comment as advice about how to wash the sweater.
そっか。洗うときは裏返したほうがいいんだね。
The expression 「洗うときは」 means "when washing," while 「裏返したほうがいい」 suggests that turning the sweater inside out would be better.
However, the woman is pointing out how the man is currently wearing his sweater, not explaining how to wash it.
Trap: This option correctly uses 「裏返す」 but applies it to washing clothes rather than correcting the way the sweater is being worn.
② Incorrect
This response assumes that the man has confused the front and back of his sweater.
あ、前と後ろを間違えたんだね。
The expression 「前と後ろを間違える」 means to confuse the front and back of something.
However, the woman specifically identifies a different problem:
そのセーター、裏返しに着てない？縫い目が外に出てるよ。
The visible seams indicate that the sweater is inside out, not necessarily that its front and back are reversed.
Trap: Both situations involve wearing clothes incorrectly, but 「裏返し」 refers to the inside and outside, while 「前と後ろ」 refers to the front and back.
③ Correct
This response correctly acknowledges that the sweater is inside out and explains how the man will fix it.
本当だ。脱いで、表に返して着直すよ。
「本当だ」 expresses the man's realization that the woman is correct.
「脱いで」 means to take off the sweater, while 「表に返して」 means to turn it right side out, so the correct outer surface faces outward.
「着直す」 combines 「着る」 (to put on or wear clothing) with 「直す」 (to redo or correct an action), meaning to put the sweater on again correctly.
This directly addresses the problem described by the woman.
3. JLPT Strategy
- Distinguish clothing orientation expressions: 「裏返し」 means inside out, while 「前と後ろ」 refers to front and back. The expression 「縫い目が外に出てる」 provides the decisive clue because visible seams on the outside indicate that the sweater is being worn inside out.
- Recognize 「〜直す」 as redoing an action: When attached to the stem of another verb, 「直す」 can mean doing something again to correct or improve it. For example, 「着直す」 means to put clothing on again, while 「書き直す」 means to rewrite something. Here, 「表に返して着直す」 describes the appropriate correction rather than merely acknowledging the mistake.
女の人：そのセーター、裏返しに着てない？縫い目が外に出てるよ。
① 男の人：そっか。洗うときは裏返したほうがいいんだね。
② 男の人：あ、前と後ろを間違えたんだね。
③ 男の人：本当だ。脱いで、表に返して着直すよ。
Explanation:
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