JLPT Test N1 in 07/2023
ๅ้ก8 ๆฌกใฎๆ็ซ ใ่ชญใใงใ ๅพใฎๅใใซๅฏพใใ็ญใใจใใฆใ ๆใใใใใฎใ1ใป2ใป3ใป4 ใใไธใค ้ธใณใชใใใ
Reading Passage
ๆ ๅ ฑ็คพไผใใใใใฏๆ ๅ ฑๅ็คพไผใจ่จใฃใฆใใใใงใใใใใใงๆธๅฝใซ็ใใฆใใใใจใใใจใใพใๅบใฆใใๆฒ้ณดใใใใพใใใคใพใใใใพใใซใๅคใใฎๆ ๅ ฑใใใฃใฆใใใฎไธญใฎใฉใใๆฌๅฝใชใฎใใไฝใ้ธใใ ใใใใใใใใชใใไปใๆต่กใฃใฆใใใใฎใฎๆ ๅ ฑใซ็ฑๅฟใงใใใฐใใใปใฉใไธ้ใงๆต่กใฃใฆใใใใจใ็ฅใใชใใจ่ชๅใ้ ใใใใใใชใใใใจใใ็ฆใใฟใใใชใใฎใไบบ้ใ็ชใๅใใใฎใๆ ๅ ฑๅ็คพไผใฎ็นๅพดใงใใ
๏ผ2๏ผ
ไปฅไธใฏใใๆธใใใจใใซใคใใฆ่ฟฐในใใใฎใงใใใ
ใๆใฃใใใจใใใ่ใใใใจใใจใใๆฝ่ฑก็ใชๅญๅจใๆๅญใจใใๅ ทไฝ็ใชๅญๅจใซๅคๅใใ็ฌ้ใใใฎ็ญ่ ใฏ่ชๅ่ช่บซใฎใๆใฃใใใจใใใ่ใใใใจใใใ็ดๆฅใ่ชๅใฎ็ฎใงใ่ฆใใใใจใซใชใใใคใพใใๅฎข่ฆณ็ใซใ่ฆณๅฏใใใใใจใซใชใใใใ ใใๆธใใใจใใฏใ่ชญใใใจใใ่ชๅใฎๆ็ซ ใ่ชญใฟใชใใๆธใ้ฒใใใฎใใใๆธใใใจใใไฝๆฅญใชใฎใงใใใ่ฆณๅฏใฏใปใจใใฉๅฟ ็ถ็ใซใๆนๅคใใฎใใใใๅผใณ่ตทใใใใๆใฃใใใจใใใ่ใใใใจใใฎๅพใใ็ใใใๆธใใ็ฌ้ใซๆใ็ฅใใใใใฎใงใใใ
๏ผ3๏ผ
ๆใจๆฏในใฆใขใใๅฃฒใใชใใชใใๅบๅใฎๅใใๆชใใชใฃใฆใใใใจใใใ่กจ็พใฎ้ข็ฝใใๆฐๅฅๆงใฐใฃใใใซ่ตฐใฃใฆใใพใใใใ่ฆใฏใๆฌๆฅใๆใๅคงๅใงใใใฏใใฎๆถ่ฒป่ ๅฟ็ใฎใใใๅๅใซ็ชใใใใฆใใชใใๅๆใใใใฆใใชใใใใใฐ่กจ้ขไธใฎใ่กจ็พใซใใ ใใฃใๅบๅใๅขใใฆใใใใใซๆใใพใใ
ๆถ่ฒป่ ๅฟ็ใฏใๆฌ่ณชใใ่กจ็พใฏใไผใๆนใใจใ่จใๆใใใใพใใใๆใๅคงๅใชๆฌ่ณชใ้่ฆใใใ่กจ้ขไธใฎไผใๆนใฐใใใซ้ใใ็ฝฎใใใใใใซใชใฃใฆใใ็ถๆณใฏใใใใใชใใฎใงใใใใ๏ผๆฌ่ณชใชใใจใใใซ่ฏใไผใๆนใชใฉๅญๅจใใใฏใใใชใใฎใงใใ
๏ผ4๏ผ
่ชใๅใใฐ่ชใๅใใปใฉไปไบบใจ่ชๅใจใฎ้ใใใใ็น็ดฐใซใใใใใใซใชใใใจใใใใๅฏพ่ฉฑใ ใ
ใใใใใใใชใใใไผใใใชใใใจใใๆธๆใใ็ใฟใใๅบ็บใใใใจใใใใฏใไธๅฏๆฌ ใชใใฎใซๅฟใ้ใใใจใงใใใใใฎใใจใงใใฒใจใฏใใ็ฑใๅฏพ่ฉฑใใใใใจใใงใใใใใซใชใใๅฏพ่ฉฑใฎใชใใงใฟใใใใฎๆ่ใใ้ใใฆใใใใใใใ่ใใใใใงๅฃใซใใใไปไบบใฎ็ฐใชใๆใใ่ใใซใใใใพใใใ่ณใๆพใพใใใจใงใใใถใใฎ่ใใๅ็นๆคใใฏใใใใใใ ใ
English Summary & Annotations
็ญ่ ใฎ่ใใซๅใใฎใฏใฉใใใ
Detailed Explanation
Why this is correct:
The passage states that the more enthusiastic people are about trending information, the more anxious they become about not knowing what's popular, fearing they might fall behind. Option 1, 'ๆ ๅ ฑใๆฑใใไบบใปใฉใ็ฅใใชใๆ ๅ ฑใใใใใจใซไธๅฎใๆใใใ' (The more people seek information, the more anxious they feel about not knowing certain information), directly reflects this anxiety described as a characteristic of the information society.
Why other options are incorrect:
The passage does not state that enthusiastic information seekers only know what's popular; rather, it implies they are driven by anxiety about *not* knowing everything popular.
The passage mentions that if one cannot choose what's necessary from vast information, it leads to anxiety about falling behind, but it doesn't state this as a direct consequence of *not being able to choose*. The core anxiety is about *not knowing* what's popular.
The passage describes being enthusiastic about trends as a characteristic that *drives* people in the information society, not as something insufficient for living in it.
็ญ่ ใซใใใจใใๆธใใใจใใซใใฃใฆใฉใใชใใใ
Detailed Explanation
Why this is correct:
The passage explains that when abstract thoughts become concrete words, the writer 'sees' their own thoughts objectively, leading to 'observation' and almost inevitably 'criticism'. It states, 'ใๆใฃใใใจใใใ่ใใใใจใใฎๅพใใ็ใใใๆธใใ็ฌ้ใซๆใ็ฅใใใใใฎใงใใใ' (One realizes the flaws and weaknesses of their thoughts the moment they write them down). Option 3, '่ช่บซใฎๆ่ฆใๆนๅค็ใซ่ฆใใใจใใงใใใ' (One can view their own opinions critically), directly aligns with this idea of self-criticism through writing.
Why other options are incorrect:
While writing can lead to new insights, the passage emphasizes the critical observation of existing thoughts, not necessarily the discovery of new ones.
The passage focuses on the internal process of writing as self-observation and criticism, not primarily on communicating opinions to others.
The passage talks about observing and criticizing one's *thoughts and ideas* (ๆใฃใใใจใ่ใใใใจ), not changes in one's 'kokoro' (ใใใ: heart/mind) in a general sense.
็ญ่ ใฎ่ใใซๅใใฎใฏใฉใใใ
Detailed Explanation
Why this is correct:
The author argues that advertisements are increasingly focusing on 'expression' (ไผใๆน) rather than the 'essence' (ๆฌ่ณช) of consumer psychology. The passage states, 'ๆฌ่ณชใชใใจใใใซ่ฏใไผใๆนใชใฉๅญๅจใใใฏใใใชใใฎใงใใ' (There can be no good way of conveying something where there is no essence). This means that if consumer psychology (the essence) is not captured, the advertisement is not good. Option 2, 'ๆถ่ฒป่ ๅฟ็ใๆใใฆใใชใใฎใฏใ่ฏใๅบๅใจใฏ่จใใชใใ' (An advertisement that doesn't capture consumer psychology cannot be called a good advertisement), directly reflects this core argument.
Why other options are incorrect:
The passage states that things are not selling as well as before, and advertising is less effective, leading to a focus on novelty, but it doesn't explicitly say that capturing consumer psychology is *harder* than before, just that it's being neglected.
The author emphasizes that essence is paramount, but doesn't say expression is unnecessary if essence is captured. Rather, good expression *cannot exist* without essence.
The passage implies that capturing consumer psychology (the essence) is the *most important* thing for effective advertising, not that it's insufficient on its own.
ๅฏพ่ฉฑใซใคใใฆใ็ญ่ ใฏใฉใฎใใใซ่ฟฐในใฆใใใใ
Detailed Explanation
Why this is correct:
The passage defines dialogue as understanding the differences between oneself and others more subtly. It states that starting from the confusion and pain of 'not understanding each other' or 'not being able to convey' is essential, and by opening one's heart to what is indispensable, one can have more passionate dialogues and train one's own thinking. This is because by listening carefully to others' well-considered different thoughts, one begins to re-examine one's own. Option 2, 'ไปไบบใจใฎๆ่ใฎ้ใใๆๆกใใใใจใงใ่ช่บซใฎๆ่ใๆทฑใใใใใ' (By grasping the differences in others' thoughts, one's own thinking can be deepened), accurately summarizes this point.
Why other options are incorrect:
The passage states that dialogue helps understand differences more *subtly*, not that larger differences lead to more passionate dialogue. The passion comes from opening up to the indispensable, starting from the pain of not understanding.
The passage says dialogue starts from the confusion and pain of not understanding, and opening one's heart to the indispensable, but it doesn't explicitly state that this pain is *overcome* to achieve empathy. It's about understanding differences and refining one's own thoughts.
The passage focuses on refining one's *own* thoughts through dialogue and understanding differences, not primarily on improving one's ability to express thoughts to be understood by others.
ๅ้ก9 ๆฌกใฎๆ็ซ ใ่ชญใใงใ ๅพใฎๅใใซๅฏพใใ็ญใใจใใฆใ ๆใใใใใฎใ 1ใป2ใป3ใป4 ใใไธใค ้ธใณใชใใใ
Reading Passage
ใๅธธ่ญใ็ใฃใฆใฟใใใจใใใใจใๅฎใฏใใใๅญฆๅใฎๅงใพใใงใใใใพใใๅๅผทใใๅผทใใฆๅใใใใจใใๅๅ็ใชๅด้ขใๆใคใใฎใงใใใชใใฐใๅญฆๅใฏใๅใใงๅญฆใถใใใจใงใใใๆฅตใใฆ่ฝๅ็ใช่ก็บใงใใ่ชใไธปไฝ็ใช่ก็บใจใใฆๅใใใจใ้ใใฆใๅธธ่ญใจใใใฆใใใใฎใฎ่ฆๆนใ็ใใใใใๅฐใใใใใชใฉใใฆใๅฅใฎ่ฆๆนใ่ฆๅบใใใจใใฆใใใพใใๅญฆๅใฎใๆญฃ่งฃใใฏใฒใจใคใจใฏ้ใใพใใใๅญฆใถใใจใจใฏใๅ็ดใซ็ฅ่ญใๅขใใใจใใใใจใงใฏใชใใใพใใฆใใในใใง่ฆใใใใจใๅใๅบใใใจใงใใชใใใใใ่ชๅใฎใใฎใจใใฆๅ็ทจๆใใฆใใใใจใงใใใใใใซ่จใใฐ่ชๅใฎ็ฉๅทฎใใๅคใใใ่ชๅ่ช่บซใๅคใใฃใฆใใใใจใชใฎใงใใใใใฆใๆใใใใชใๅคง็บ่ฆใใ็ฌๅต็ใชใขใคใใขใ็ใพใใใใใใใพใใใ
ใ็ใใใจใใ่จ่ใฏใ้ๅธธใฏๅฆๅฎ็ใชๆๅณใงไฝฟใใใพใใใไบบใ็ใใใจ่จใใฐใๆฎ้ใฏใใฎไบบใไฟก็จใใชใใจใใใฎใจๅ็พฉใชใใใงใใ็งใใไบบใ็ใฃใฆ็ใใใใใใใงใใใ ใไบบใไฟกใใฆ็ใใฆใใใใจๆใฃใฆใใพใใใใใใไธใฎไธญใงๅฝใใๅใจใใใฆใใไบๆใใ็ใใใใจใๅฟ ่ฆใชๆใใใใพใใใๅธธ่ญใ ใใใใจใใไธ่จใง็ฎใ้ใใใใใใซๅฎๆใซๅใ่พผใพใใฆใใพใใใจใชใใใใใๅฐใใใใใใจใใใซ้ข็ฝใใใจใ่ฆๅบใใฆใใใใใซใใใใฏใไฝไบใไฟก็จใใชใใจใใใใใชๅญไธ็ใช็ใๆนใซ็นใใใฎใงใชใใใใใๅต้ ็ใง่ฑใใชไธ็ใ็ดกใใ ใใฆใใใใใฎใ็ฉๆฅต็ใชๅถใฟใชใฎใงใใ
๏ผ2๏ผ
ๆฅใซ็พใใ่ฑใใใใใใซใฟใฏใชใฏใใขใชใซ็จฎใพใใใใใใจใใ้ฉใในใๆฆ็ฅใๆใฃใฆใใใใซใฟใฏใชใฎ็จฎใฏ็ใใฎใฏ่ฑใๅฒใใฆใใใใใใ2ใถๆๅพใ ใใฏใใใฆๅฐ้ขใซ่ฝใกใ็จฎใฏใใใใซใขใชใใใฃใฆใใฆๅทฃใซ้ใใงใใฃใฆใใพใใ่่ถ่ฒใฎ็จฎใฎๅ ใซ็ฝใ้จๅใใใใใใใ่่ชๅใซๅฏใใ ใจใฉใคใชใพใผใ ใจๅผใฐใใใใฎใ ใใขใชใฏใใฎ้จๅใซๆนใใใ๏ผๆณจ1๏ผใใจใๅใใฃใฆใใใใจใฉใคใชใพใผใ ใฏใขใชใซใจใฃใฆใใใปใฉ้ญ ๅ็ใช็ฉ่ณชใงใใใใใใ
้ใฐใใ็จฎใฏใขใชใฎๅทฃใซ่ฒฏ่ตใใใใใจใซใชใใใใขใชใฏไบๆฅใใใใจใใใฃใใ้ใณ่พผใใ ็จฎใๅทฃใใ้ใณๅบใใฆใใพใใ็จฎใฏๅทฃใฎไธญๆทฑใใจใใใซๆใก่พผใพใใฆใ็บ่ฝใงใใชใใใใใใใฏใซใฟใฏใชใซใจใฃใฆๅฅฝ้ฝๅใ ใใฉใใใฆใขใชใฏใใฃใใ้ใใ็จฎใๆฃใฆใฆใใพใใฎใ ใใใใๅฎใฏ็ใใฆๅฐไธใซ่ฝใกใใฐใใใฎใซใฟใฏใชใฎ็จฎใซใคใใฆใใใจใฉใคใชใพใผใ ใฏใใขใชใฎๅนผ่ซใๅ ฑ้ใใฆๆใคใซใใใซ่ฟใ็ฉ่ณชใๆใฃใฆใใใฎใ ใจใใใใขใชใฏ็จฎใ้ฃใน็ฉใจใใฆ้ใใใใใงใฏใชใใ่ชๅใฎๅนผ่ซใจๆใฃใฆๅทฃใซๆใกๅธฐใใใใใจใใใใใ ใใจใใใ็จฎใใฏใใใฆใใ24ๆ้ใใใใจใใขใชใฎๆญปใใ ๅนผ่ซใฎใซใใใซๅคใใใฎใ ใใใ ใใใใงไปๅบฆใฏใขใชใฏ็จฎใๅทฃใฎๅคใซๆจใฆใซ่กใใฎใ ใจใใใใๆใๅ ฅใฃใฆใใพใใ
๏ผๆณจ1๏ผใใใ๏ผๅฟใๅผใใคใใใใ
English Summary & Annotations
็ญ่ ใซใใใจใๅญฆๅใจใฏใฉใฎใใใช่ก็บใใ
Detailed Explanation
Why this is correct:
The passage contrasts 'ๅๅผท' (study, passive) with 'ๅญฆๅ' (scholarship/learning, active). It states that scholarship is 'ๅใใงๅญฆใถ' (learning by questioning) and a highly active act. It involves questioning common sense, shifting perspectives, and finding new ways of seeing things. It also mentions that learning is not just increasing knowledge or regurgitating facts, but reorganizing it as one's own, changing one's own standards, and changing oneself. Option 3, '่ชใๅใใชใใใใใฎใฎ่ฆๆนใๆจก็ดขใใชใใ่ชๅ่ช่บซใๅคใใฃใฆใใ่ก็บใ ใ' (It is an act of questioning oneself, exploring ways of seeing things, and changing oneself), perfectly encapsulates this active, transformative nature of scholarship as described by the author.
Why other options are incorrect:
While scholarship involves questioning, the passage states that the 'correct answer' is not limited to one, implying it's not just about *seeking* a single correct answer, but about the process of questioning and changing one's perspective.
While scholarship can lead to original ideas, the passage describes it as a process of changing one's perspective and oneself, not solely as an act *for the purpose of* producing original ideas.
The passage explicitly states that learning is not simply increasing knowledge, but reorganizing it and changing oneself, making this option incomplete and potentially misleading.
ๅญฆๅใงใ็ใใใใจใซใคใใฆใ็ญ่ ใฎ่ใใซๅใใฎใฏใฉใใใ
Detailed Explanation
Why this is correct:
The author discusses '็ใ' (doubting/questioning) in the context of scholarship. While 'doubting people' is negative, doubting 'common sense' is necessary. It's about not blindly accepting 'because it's common sense' but shifting perspective to find interesting things. The author states it's not about a pessimistic way of life but 'ใใใๅต้ ็ใง่ฑใใชไธ็ใ็ดกใใ ใใฆใใใใใฎใ็ฉๆฅต็ใชๅถใฟใชใฎใงใใ' (rather, it is an active endeavor to weave a creative and rich world). Option 4, 'ๅธธ่ญใซ็ธใใใใซใใใใพใงใจ็ฐใชใ่ใๆนใ็ใฟๅบใ่ก็บใ ใ' (It is an act of not being bound by common sense and creating different ways of thinking), aligns with this idea of actively creating new perspectives by questioning the norm.
Why other options are incorrect:
The passage does not suggest that doubting helps understand what to believe; rather, it's about questioning what is taken for granted to foster creativity.
While it leads to a 'rich world,' the passage doesn't say it's about *creating new common sense*. It's about questioning existing common sense to find new perspectives.
The author explicitly states that doubting common sense is *not* a negative act, but an active and creative one, contradicting this option.
็ญ่ ใซใใใจใใขใชใฏใชใใซใฟใฏใชใฎ็จฎใๅทฃใซ้ใถใฎใใ
Detailed Explanation
Why this is correct:
The passage explains that the white part at the tip of the Katakuri seed, called elaiosome, is rich in fat and attracts ants. It then clarifies: 'ใขใชใฏ็จฎใ้ฃใน็ฉใจใใฆ้ใใใใใงใฏใชใใ่ชๅใฎๅนผ่ซใจๆใฃใฆๅทฃใซๆใกๅธฐใใใใใจใใใใใ ใ' (It seems ants don't collect the seeds as food, but rather take them back to their nest thinking they are their own larvae). Option 4, '็จฎใใขใชใฎ็ใใๅนผ่ซใ ใจๆใใใใ' (Because they think the seeds are living ant larvae), directly states this reason.
Why other options are incorrect:
While the elaiosome is fatty and attractive, the passage explicitly states ants don't collect seeds as *food*.
The passage does not mention the seeds being essential nutrients for ant growth; it states ants mistake them for larvae.
The passage says the elaiosome has a substance similar to the smell of ant larvae, leading ants to mistake the seeds for their own larvae, not that the seeds *resemble* larvae that would be food.
็ญ่ ใซใใใจใใขใชใฏใชใ้ใใ็จฎใๆจใฆใใฎใใ
Detailed Explanation
Why this is correct:
The passage states that after about 24 hours from when the seed bursts open, the smell of the elaiosome changes to that of a *dead* ant larva: 'ใจใใใ็จฎใใฏใใใฆใใ24ๆ้ใใใใจใใขใชใฎๆญปใใ ๅนผ่ซใฎใซใใใซๅคใใใฎใ ใใใ ใใใใงไปๅบฆใฏใขใชใฏ็จฎใๅทฃใฎๅคใซๆจใฆใซ่กใใฎใ ใจใใใใๆใๅ ฅใฃใฆใใพใใ' (However, about 24 hours after the seed bursts, the smell changes to that of a dead ant larva. That's why the ants then discard the seeds outside the nest). Option 2, '็จฎใใใขใชใฎๆญปใใ ๅนผ่ซใฎใซใใใใใใใใ' (Because the seeds smell like dead ant larvae), is the correct reason.
Why other options are incorrect:
The passage states the *seed's* smell changes to that of a dead larva, not that the seed's smell causes the ant larvae to die.
The passage mentions a change in *smell*, not a change in *color*.
The passage states the smell changes to that of a *dead larva*, which causes the ants to discard it, not that the seed emits a smell that ants dislike in general.
ๅ้ก10 ๆฌกใฎๆ็ซ ใ่ชญใใงใๅพใฎๅใใซๅฏพใใ็ญใใจใใฆใๆใใใใใฎใใ1) 2 ยท 3 ยท 4 ใใไธใค้ธใณใชใใใ
Reading Passage
้ๅธธใใญใใใใซๅฏพใใใใญใฐใใณใฐใฏใใปใณใตใใๅๅพใใๆ ๅ ฑใซๅฟใใฆใญใใใใไฝใใใฎๅๅฟใใใใใใชใใฎใไฝใฃใฆใใใใใจใใฐใ้ๅฎณ็ฉใๅฏ็ฅใใใ้ฟใใใใจใใฃใๅ ทๅใฎใใฎใงใใใใใใใๅใฏใญใใใผใใใฃใจ้ฉๅฝใซใๆๅณใฎใชใๅใใๅซใใฆใใพใใพใช่กๅใๅใใใใซใใใฎใ ใ
300ไปฅไธใฎๅไฝใใญใฐใฉใ ใใใๅไฝใใฟใผใณใๆฌกใ ใซใฉใใใ้ ็ชใง็บ็พใใใใจใใใซใผใซใ700ไปฅไธใใญใฐใฉใ ใใใใใฎ็ตๆ่ค้ใซใๅคๆงใซๅใใญใใใใๅฎ็พใใใใใใใพใงใใใจใ่ชๅใใกใงใใใญใฐใฉใ ใใฉใไฝ็จใใใใใใใใชใใชใใไฝใซๅๅฟใใฆใใฉใใช่กๅใใใใไบๆธฌไธ่ฝใซใชใฃใใ
ใใใชใใญใฐใฉใใณใฐใใใฆใใใใญใใใผใ็ ็ฉถๅฎคใซ็ฝฎใใฆใใใใไฝใ่ตทใใฃใใใๅใใใใผใใฃใณใฐใใใฆใใใจใใ็ช็ถใญใใใผใฏๅใใฎ้ณๅฃฐใ่ช่ญใใใใใใงใฏใชใใใใจ่จใฃใฆๆใใถใใถใใใใชใใใฉใใใธๅใใฃใฆๆญฉใใ ใใใฎใ ใใใใ่ฆใฆๅใใฏๅๆฐใซใจใใใชใใใใใญใใใผใซๆๆใๆใใฆใใพใฃใใๅใใฎ่ฉฑใ่ใใฆใใฆใๅฝผใฏๆใใจใใใใใใใ ใใใฉใใใธ่กใฃใฆใใพใฃใใฎใ ใใใใจใ
ใใกใใใใใฏใใญใใใผใฎไธญใฎใใใใญใฐใฉใ ใใไฝใใใใฃใใใซไฝๅใใใ ใใฎใใจใ ใใ ใใชใซใ้ฆๅฐพไธ่ฒซใใใฒใจใคใฎๆๆๆฑบๅฎๆฉๆงใใ็ใฟๅบใใใ่กๅใงใใใใฎใใใซ่ฆใใใฎใ ใ
ๅใฏใใฎใจใ็ขบไฟกใใใใๅฟใจใฏใ่ฆณๅฏใใๅดใฎๅ้กใงใใใใจใ
้ๅธธใซๅ็ดใชๆฉๆขฐใฎๅใใซใๅฟใๆใใพใใใใจๅใใฐใๆใใใจ่จใไบบใฏๅฐใชใใๅคๅฐ่ค้ใงใใๅ็ใ็ฅใฃใฆใใใฐใใใใฏๅฟใงใฏใชใใใจ่จใใใใใใไบบ้ใฏ่ค้ใงใใใใใใ่ซ็จๅบฆใงใใใใๅใใ็ธๅฝไปฅไธใซ่ค้ใชใใฎใซๅฏพใใฆใฏใ็ธๆใฎใใจใไธใใใใในใฆใฏ็่งฃใใใใชใใ่ชๅใฎ้ ญใฎไธญใงๅฎๅ จใซๅ็พใใใใชใใ่งฃ้ใใใใชใใ็่งฃใใใใชใใปใฉ่ค้ใชใใฎใไป็ตใฟใใใใใใใชใใใใๅ ฅใใใใ ใใฎใ็ฎใฎๅใซใใใจใใใใใคใฏใ็งใฎ็ฅใใชใใจใใใงๅๆใซ็ฌ็ซใใฆ่ใใๅใใฆใใใฎใ ใใใใจใใๆณๅใๅใใใใฎๆตฎใใใงใใๆณๅใซๅๅใใคใใใซใฏใใใใชใใชใใใใใใๅฟใใจๅผใใงใใใฎใ ใ
ๅฟใจใฏใ่ค้ใซๅใใขใใซ็พๅฎ็ใซใใใจใใใใใใใฎๅใใ่ฆใฆใใๅดใๆณๅใใฆใใใใฎใชใฎใ ใใใใฆใใฎๅฟใฏใ่ฆใฆใใๅดใฎ่ชๅใซใใชใใจ้ฝๅใๆชใใใจใใซไบบ้ๅๅฃซใงใใใฐใไบใใซใๅฟใใใใใจๆใใฆใใพใฃใฆใใใใ ใใใฒใจใฏใฟใชใ่ชๅใซใฏๅฟใใใใใจๆใใใใใๅฟใฏใๅฎใฏ่ชๅใฎไธญใซใใใๅใๅใใใๅ ็ใใฆใฟใฆใใใใใใชใใ็ธๆใ่ฆณๅฏใใๆณๅใใใใจใงใใใใใใชใใใฎใชใฎใ ใ
English Summary & Annotations
ใญใใใผใใใปใใฎใญใใใใจ็ฐใชใ็นใฏไฝใใ
Detailed Explanation
Why this is correct:
The passage describes how the author programmed Robopy with '300ไปฅไธใฎๅไฝใใญใฐใฉใ ใใใๅไฝใใฟใผใณใๆฌกใ ใซใฉใใใ้ ็ชใง็บ็พใใใใจใใใซใผใซใ700ไปฅไธใใญใฐใฉใ ใใใใใฎ็ตๆ่ค้ใซใๅคๆงใซๅใใญใใใใๅฎ็พใใใใใใใพใงใใใจใ่ชๅใใกใงใใใญใฐใฉใ ใใฉใไฝ็จใใใใใใใใชใใชใใไฝใซๅๅฟใใฆใใฉใใช่กๅใใใใไบๆธฌไธ่ฝใซใชใฃใใ' (Over 300 action programs and over 700 rules for how action patterns would appear in sequence were programmed. As a result, a robot that moved in complex and diverse ways was realized. At this point, even they themselves didn't know how the programs would work. It became unpredictable what it would react to and what actions it would take). This unpredictability is the key difference. Option 3, 'ใฉใๅใใใจใใใใญใฐใฉใ ใๅคๆฐ็ตใฟ่พผใใ ใฎใงใๅใใไบๆธฌใงใใชใใ' (Because many programs for how it moves were incorporated, its movements are unpredictable), accurately describes this.
Why other options are incorrect:
The passage states Robopy's movements became *unpredictable*, contradicting this option.
The passage doesn't say it judges information itself, but that its complex programming makes its reactions unpredictable.
While it has diverse and complex movements, the passage doesn't claim it can move *naturally like a human*; the focus is on its unpredictability and the perception of 'mind'.
<u>ใฉใใใธๅใใฃใฆๆญฉใใ ใใ</u>ใจใใใใ ใใฎๆ็ญ่ ใซใฏใฉใฎใใใซๆใใใใ
Detailed Explanation
Why this is correct:
When Robopy suddenly recognized their voices and walked away saying 'ใใใงใฏใชใใ' (That's not right), the author and others were taken aback but 'ใญใใใผใซๆๆใๆใใฆใใพใฃใใๅใใฎ่ฉฑใ่ใใฆใใฆใๅฝผใฏๆใใจใใใใใใใ ใใใฉใใใธ่กใฃใฆใใพใฃใใฎใ ใใใใจใ' (felt a will in Robopy. They thought he had something on his mind after listening to their conversation, and that's why he went somewhere). The author then clarifies that it was just a program activating, but it *appeared* as if it was an action born from a consistent decision-making mechanism. Option 3, 'ใใญใฐใฉใ ใไฝๅใใฆใๆๆใใใใใฎใใใซใญใใใผใๅใใใ' (A program activated, and Robopy moved as if it had a will), correctly captures this perception.
Why other options are incorrect:
The author explicitly states it was a program activating, not a mistake in the program leading to a 'will' being born.
The author clarifies that it was a program activating, not Robopy thinking and moving on its own.
The author doesn't state it was a malfunction or against the creator's intent, but rather an unexpected outcome of complex programming that *appeared* intentional.
ใๅฟใใซใคใใฆใ็ญ่ ใฏใฉใฎใใใซ่ใใฆใใใใ
Detailed Explanation
Why this is correct:
The author concludes that 'ๅฟใจใฏใ่ฆณๅฏใใๅดใฎๅ้กใงใใ' (Mind is a matter for the observer). He explains that when faced with something so complex that one cannot fully understand or reproduce its mechanism in their mind (like a complex insect or Robopy), 'ใใใใคใฏใ็งใฎ็ฅใใชใใจใใใงๅๆใซ็ฌ็ซใใฆ่ใใๅใใฆใใใฎใ ใใใใจใใๆณๅใๅใใใใฎๆตฎใใใงใใๆณๅใซๅๅใใคใใใซใฏใใใใชใใชใใใใใใๅฟใใจๅผใใงใใใฎใ ใ' (The imagination works that 'this thing must be thinking and moving independently in ways I don't know.' One can't help but name that imagination. That is what is called 'mind'). Option 4, '็่งฃใใใใชใ่ค้ใชๅใใ่ฆใใจใใซใไบบ้ใๆณๅใใใใฎใ ใ' (It is something humans imagine when they see complex movements they cannot fully comprehend), perfectly summarizes this view.
Why other options are incorrect:
The author states that mind is an imagination when faced with *uncomprehendable* complexity, not that observing with the belief of a mind helps understand its intent.
The author argues that mind is an *imagination* that arises from observing complex movements, not that it has no substance and is meaningless to imagine.
The passage states that even between humans, we feel each other have minds because we cannot fully comprehend each other's complex mechanisms, implying that it *is* something humans imagine even for each other, not that it's impossible to imagine due to complexity.
ๅ้ก11 ๆฌกใฎAใจBใฎๆ่ฆๆใ่ชญใใงใ ๅพใฎๅใใซๅฏพใใ็ญใใจใใฆๆใใใใใฎใใ1ใป2ใป3ใป4 ใใไธใค้ธใณใชใใใ
Reading Passage
็งใฏๆฎๆฎตใใใกใข้ญ๏ผๆณจ๏ผใงใใใไบบใฎ่ฌๆผใซ่กใใจใๅฟ ๆญปใซใกใขใๅใใชใใ่ฉฑใ่ใใพใใใใฃใใใใฎๅ ดใซใใใฎใ ใใใๆๅคง้ๅธๅใใฆๅธฐใใใจ่ใใพใใใใใใฏๅ้ใจใใ ใใชใ่ฉฑใใใฆใใๆใงใใใใใ๏ผใใจๆใฃใใใจใใใใใ่ฉฑใ ใใจๆใฃใใใจใฏใไฝใงใใใฎๅ ดใงใกใขใๅใใใใซใใฆใใพใใใใใงๆใใไฝใใใๆฐใใ็ฅใๅพใใใฎใฏใๅฅใฎๆฉไผใซ่ชๅใฎๅฝนใซ็ซใคใใใใใชใใใใงใใ
ๆฐใใ็บๆณใ่ใๆนใฎใใณใใๅพใใใจใใคใๅ้กๆ่ญใๆใฃใฆใใใฐใไฝๆฐใชใไบบใฎ็บ่จใฎใชใใซใ็บ่ฆใใใใฏใใงใใใกใขใๅใใชใใใฐๅฟใใฆใใพใใพใใฎใงใๅฟ ็ถ็ใซใกใขใๅใใใจใซใชใใพใใๆใๅใใใฆใ่จ้ฒใๅใ็ตๆใ่จๆถใซใๆฎใใใใใชใใพใใใใใใฆๆ่ญๅใปๅฏ่ฆๅใใใใจใๅคงๅใชใฎใงใใ
๏ผๆณจ๏ผใกใข้ญ๏ผ ไฝใงใใกใขใๅใไบบ
B
่ฉฑใ่ใใฆใใๆใซใ่ฆ็ทใไธใใใซใใ ใฒใใใใกใขใๅใฃใฆใใไบบใใใใ็ฑๅฟใใฏไผใใใใ่ณชๅใใใใชใใจ่ๅณใ้ขๅฟใๆใฃใฆ่ใใฆใใใใฆใใใฎใไธๅฎใซใชใใใใฎใใใชไบบใฏใใกใขใๅใใใจใ็ฎ็ใซใชใฃใฆใใพใฃใฆใใใฎใงใฏใชใใใๅคใใฎๆ ๅ ฑใๆญฃ็ขบใซๆธใใจใใใจใซ้ไธญใใฆใใพใใ่ๅฟใชๅ ๅฎนใ้ ญใซๅ ฅใฃใฆใใชใใฎใ ใ
ใใใใฉใใชใซๆญฃ็ขบใซใกใขใๅใฃใใจใใฆใใๅ ๅฎนใ็่งฃใงใใฆใใชใใใฐใใใจใงใกใขใๆดปใใใใจใใงใใชใใๅใ่บซใงใฏใชใใ่ชๅใซๅฟ ่ฆใชๆ ๅ ฑใฏไฝใใ่ชๅใ ใฃใใใฉใใใใใจใใใใใซ่ชๅใจ้ข้ฃไปใใฆใไธปไฝ็ใซ่ใใชใใ่ใใใจใๅฟ ่ฆใ ใใกใขใฏใใใจใง่ฉฑใๆด็ใใ้ใฎๆใใใใซใชใใฐๅๅใงใใใ
English Summary & Annotations
ใกใขใๅใใใจใซใคใใฆใ A ใจ B ใฏๅใฎใใใซ่ฟฐในใฆใใใใ
Detailed Explanation
Why this is correct:
Author A is a 'ใกใข้ญ' (memo maniac) who takes notes diligently to absorb as much as possible and to make discoveries, emphasizing that writing helps with memory and makes things conscious/visible. Author B criticizes people who take notes without looking up, focusing too much on accurate transcription, which leads to not understanding the content. B argues that notes should be a 'ๆใใใ' (clue) for organizing thoughts later, and one should listen actively, relating information to oneself. Therefore, A emphasizes the necessity of taking notes for active learning and utilization, while B warns against taking notes passively without understanding. Option 3, 'Aใฏๅ ๅฎนใๆดป็จใใใใใซๅฟ ่ฆใ ใจ่ฟฐในใBใฏๅใใใจใซ้ไธญใ้ใใฆใฏๆๅณใใชใใจ่ฟฐในใฆใใใ' (A states it's necessary for utilizing content, and B states focusing too much on taking notes is meaningless), accurately captures their differing views.
Why other options are incorrect:
A emphasizes taking notes for discovery and memory, implying quantity can be useful, while B criticizes focusing on *accurate transcription* over understanding, not necessarily quantity over content for A.
B explicitly criticizes focusing on taking *many accurate notes* without understanding, so this is not a common view.
A mentions 'felt something' and 'newly acquired things' which could include impressions, but B's point is about understanding the content, not about whether one can take accurate notes without understanding.
่ฉฑใฎ่ใๆนใซใคใใฆใ A ใจ B ใฎ่ช่ญใงๅ ฑ้ใใฆใใใใจใฏไฝใใ
Detailed Explanation
Why this is correct:
Author A states, 'ๆๅคง้ๅธๅใใฆๅธฐใใใจ่ใใพใใ' (I think about absorbing as much as possible and returning). Author B states, 'ๅใ่บซใงใฏใชใใ่ชๅใซๅฟ ่ฆใชๆ ๅ ฑใฏไฝใใ่ชๅใ ใฃใใใฉใใใใใจใใใใใซ่ชๅใจ้ข้ฃไปใใฆใไธปไฝ็ใซ่ใใชใใ่ใใใจใๅฟ ่ฆใ ใ' (It is necessary to listen actively, not passively, by relating information to oneself, thinking about what information is necessary for oneself, and what one would do). Both emphasize an active approach to listening with the goal of gaining something useful. Option 1, 'ไฝใใๅพใใใจใใๅงฟๅขใง่ใใใจใ้่ฆใ ใ' (It is important to listen with an attitude of trying to gain something), is the common point.
Why other options are incorrect:
A implies absorbing as much as possible *at the moment*, while B emphasizes understanding the content *at the moment* to utilize notes later. Neither explicitly states it's okay not to understand everything on the spot.
A mentions writing helps memory, but B does not share this view; B focuses on active listening and understanding, with notes as a mere 'clue'.
B mentions that not asking questions makes the speaker anxious, implying showing interest is important, but A does not mention this aspect of listening.
ๅ้ก12 ๆฌกใฎๆ็ซ ใ่ชญใใงใๅพใฎๅใใซๅฏพใใ็ญใใจใใฆใๆใใใใใฎใใ1โข 2 โข 3 โข 4 ใใไธใค้ธใณใชใใใ
Reading Passage
ใใใใใพใใใชใใซใๆ่ฒๅญฆใๅฐ้ใจใใ่ ใจใใฆใใใใฏ่จใใใฆใปใใใ็พไปฃๆฅๆฌ็คพไผใฎๅ้กใใใชใใงใใใใงใๆ่ฒใง่งฃๆฑบใใใใจใใใฎใฏใใใ ใใชใใ
็ขบใใซๆ่ฒใฏใไบบ้ใ่ฒใฆใใใจใ้ใใฆใไบบใ ใฎไบบ็ใ็คพไผใฎๆชๆฅใซๅฏพใใฆใไธๅฎใฎ่ฒข็ฎใ็บใใใจใใงใใใใใใใใใใซ่จใใใใฐใใใฎใใใชๆ่ฒใฎๅฝน็ซใกใฎๅบฆๅใใฏใๆฑบใใฆๅคงใใใใฎใงใฏใชใใๆ่ฒใซใฏไธ็ขบๅฎๆงใใคใใใฎใงใใใใใใฏใใใๆๅก้คๆใฎใใญในใใงใ่ซใใใใใๆ่ฒๅญฆใฎๅบๆฌใฎใญใใ ใๆใใใใใจใใฃใฆใใใฎๅใ ใๅญใฉใใ่ฒใคใจใใใใใงใฏใชใใใๆใใใคใใใใชใใฎใซใๅญไพใฎๆนใๅๆใซๅญฆใใงใใใจใใใใจใใใใใใกใใๆๅธซใๆ่ฒๅญฆ่ ใใใใฎ็ขบ็่ซ็ใช่ฒใกใใฉใใซใใใฆๆใพใใๆนๅใซๅใใๅชๅใฏใใใใใชใใจ่จใฃใฆใ่ฒใคใฎใฏๅญใฉใใชใฎใ ใใใใๆๅฐ้ใฎใณในใใงๆๅคง้ใฎใกใชใใใ้ๆใใชใใใใๅฟ ่ฆใชไบบๆใใใฃใกใใใฃใใใ่ณใใใใใฆ๏ผๆณจ1๏ผ็คพไผใซ็ดๅใใชใใใใชใฉใจใใๆณจๆใใใใใใ่ซใ่ฒ ใใใจใฏใงใใชใใ
ใใใซใใใใๆ่ฒใฏใ็ตๆธใฎใใใ ใใฎใใฎใงใใๅ ฑๅไฝใฎ็ถญๆใฎใใใ ใใฎใใฎใงใใๅฎถๆใฎใใใ ใใฎใใฎใงใใชใใๅธๅ ดใใๅฝๅฎถใใๅฐๅๅ ฑๅไฝใใใใใฆๅฎถๆใใใใฃใจๅฝนใซ็ซใคๆ่ฒใใใใๆๅณใฎใใๆ่ฒใใใใจ่จใใใใฉใใใใใๆณจๆใฏใใฉใใฉใชใฎใงใใใใใกใใๆ่ฒใฏใใใใใใฎ่ฆๆฑใซ๏ผ็ขบ็่ซ็ใซ๏ผๅฐใใใค่ฒข็ฎใฏใใใใใใใใใใใฃใฆๆจใ้ฒใใฆใใฉใใใฎ็ฎ็ใฎใใใ ใใซๅ็ๅใปๅน็ๅใใใใจใใใฐใๆ่ฒใฏใใใถใใจๆญชใช๏ผๆณจ2๏ผใใฎใซใชใใใพใใฆใใฟใใชใใฟใใชๆ่ฒใใใใใใใฎๅฉ็ใๅผใๅบใใใจ่บ่ตทใซใชใฃใฆใ๏ผๆณจ3๏ผใใใใช้ๅฐใชๆๅพ ใซๅผใ่ฃใใใๆ่ฒใใใพใๆฉ่ฝใใใจใฏๆใใชใใ
๏ผไธญ็ฅ๏ผ
ๅๆปใฎ็ถใใใฎ็คพไผใงใ่ชฐใใไธๅฎใซๆผใใคใถใใใใกใใใฉใใฎๅใ ใๆ่ฒใซ้ๅฐใชๆๅพ ใๅธๆใ่จใใใจใใฆใใใใใฎ็ตๆใๆ่ฒใใชใใงใๅญฆๆ กๆ่ฒใใๆน้ฉใฎๆณขใซๅใพใใไฝ่ฃใใชใใใใใซใชใฃใฆใใใๆ่ฒใซๅคใใใใจใใใใใจ่ญฆๅ ฑใ้ณดใใใใจใฏใ็ตๆ็ใซใใใฎ็คพไผใจ็คพไผใจๆ่ฒใๆ็ถใใใใใใซใใพไธ็ชๅฟ ่ฆใชใใจใชใฎใงใฏใชใใ ใใใ
๏ผๆณจ1๏ผ ่ณใใใใใฆ๏ผไธ่ถณใชใ
๏ผๆณจ2๏ผ ๆญชใช๏ผใใใใ
๏ผๆณจ 3๏ผ ่บ่ตทใซใชใฃใฆใ๏ผๅฟ ๆญปใซใชใฃใฆ
English Summary & Annotations
<u>ๆฑบใใฆๅคงใใใใฎใงใฏใชใ</u>ใจ่ใใ็็ฑใจใใฆใ็ญ่ ใ่ฟฐในใฆใใใฎใฏใฉใใใ
Detailed Explanation
Why this is correct:
The author states that the usefulness of education is 'ๆฑบใใฆๅคงใใใใฎใงใฏใชใ' (by no means great) because 'ๆใใใใใจใใฃใฆใใใฎๅใ ใๅญใฉใใ่ฒใคใจใใใใใงใฏใชใใใๆใใใคใใใใชใใฎใซใๅญไพใฎๆนใๅๆใซๅญฆใใงใใใจใใใใจใใใใ' (Just because you teach, it doesn't mean children will grow proportionally, and sometimes children learn on their own even when you didn't intend to teach them). This highlights the inherent unpredictability of education. Option 4, 'ๅญใฉใใฏใๆใใใจใใใซ่ฒใคใจใฏใใใใชใใใใ' (Because children do not necessarily grow as they are taught), directly reflects this reason.
Why other options are incorrect:
The passage mentions different demands from society/companies but doesn't state this as the reason for education's limited usefulness in general.
The passage discusses the unpredictability of learning, not the clarity of what '็ใใๅ' (life skills) entails.
The passage mentions that children grow unpredictably, not that education cannot be tailored to individual children.
ๆ่ฒใซใคใใฆใ็ญ่ ใฎ่ใใซๅใใฎใฏใฉใใใ
Detailed Explanation
Why this is correct:
The author argues that education is not solely for economic purposes, community maintenance, or family. 'ๅธๅ ดใใๅฝๅฎถใใๅฐๅๅ ฑๅไฝใใใใใฆๅฎถๆใใใใฃใจๅฝนใซ็ซใคๆ่ฒใใใใๆๅณใฎใใๆ่ฒใใใใจ่จใใใใฉใใใใใๆณจๆใฏใใฉใใฉใชใฎใงใใใ' (Markets, states, local communities, and families all demand more useful and meaningful education, but their demands are disparate). The author warns that if education is rationalized/made efficient for only one purpose, it will become distorted. This implies education serves multiple, often conflicting, purposes and should not be confined to a single one. Option 3, '็นๅฎใฎ็ฎ็ใๆใใใใใซๅญๅจใใใใฎใงใฏใชใ' (It does not exist to fulfill a specific purpose), aligns with this view.
Why other options are incorrect:
The author argues *against* rationalizing/making education efficient for specific purposes, as it would distort education.
The author highlights the *disparate* demands from various entities, implying a single shared purpose is not feasible or desirable.
The author explicitly states that education is not just about being 'useful' in a narrow sense, and warns against evaluating it solely from that perspective, especially when demands are varied.
็ญ่ ใๆใ่จใใใใใจใฏไฝใใ
Detailed Explanation
Why this is correct:
The author concludes by stating that in this stagnant society, everyone is overwhelmed by anxiety and places excessive expectations on education. This leads to school education being swallowed by reforms and losing its flexibility. The author's main point is: 'ๆ่ฒใซๅคใใใใจใใใใใจ่ญฆๅ ฑใ้ณดใใใใจใฏใ็ตๆ็ใซใใใฎ็คพไผใจ็คพไผใจๆ่ฒใๆ็ถใใใใใใซใใพไธ็ชๅฟ ่ฆใชใใจใชใฎใงใฏใชใใ ใใใ' (Perhaps sounding the alarm that we are demanding too much from education is, ultimately, the most necessary thing now to sustain this society and education). This means we should not expect education to solve all societal problems. Option 4, '็พไปฃ็คพไผใฎๅ้กใฎใในใฆใใๆ่ฒใง่งฃๆฑบใงใใใจๆใฃใฆใฏใใใชใใ' (One should not think that all problems in modern society can be solved by education), directly reflects this warning against excessive expectations.
Why other options are incorrect:
The author argues against education trying to meet *all* diverse societal demands, as it leads to distortion and loss of function.
The author argues *against* rationalizing/making education efficient to remove societal anxiety, as it would distort education.
The author suggests that *not* demanding too much from education is necessary to sustain society and education, not that educational reform itself will lead to a stable society.
ๅ้ก13
Reading Passage
ใใใใ้ๅๆๅฎคใฎใๆกๅ
ๅฅๅบทใฎใใใซใๆฅฝใใ้ๅใใพใใใใๅฅๅบทใฅใใใปใณใฟใผใงใฏใไธใคใฎใฏใฉในใๆฏ้ฑ้่ฌใใฆใใพใ(้ๅนด้่ฌ)ใ1ๅใใจใฎไบ็ดๅถใชใฎใงใใ่ชๅใฎใใผในใงๅ่ฌใใงใใพใใ
ใๅฏพ่ฑกใ
ใปไธใฎโ โกไธกๆนใซๅฝใฆใฏใพใๆน
โ ๅธๅ ๅจไฝใใใใใฏๅธๅ ใงๅคๅใใฆใใใ18ๆญณไปฅไธใฎๆน
โกๅฅๅบทใฅใใใปใณใฟใผใฎๅฅๅบทๅบฆๆธฌๅฎใใๅ่ฌๆฅใใ้ๅป1ๅนดไปฅๅ ใซๅใใๆน
โปๅฅๅบทๅบฆๆธฌๅฎใฎๅ ๅฎนใไบ็ดๆนๆณ็ญใฎ่ฉณ็ดฐใฏใใใผใ ใใผใธใงใ็ขบ่ชใใ ใใใ
ๆๆฅ ใฏใฉในๅ ๅ ๅฎน
ๆฐดๆๆฅ ใใณใน๏ผก ๅๅฟ่ ใงใใงใใใใฃใใใใใใณในใใใพใใ
ๆจๆๆฅ ใใณใน B ใชใบใ ใซๅใใใฆ้ใๅใใใณในใใใพใใ
้ๆๆฅ ไฝๆ ๅ จ่บซใไฝฟใฃใไฝๆใใใพใใ
ใๆ้ใ
10:40-12:00 ใไผๅ ดใ็ฌฌไธ้ๅๅฎค ใๆ้ใ1ๅ500ๅ
ใๅฉ็จๆนๆณใ
โไบ็ดใฎไป็ตใฟ
ใป็ณใ่พผใฟใฏๅใฏใฉในๆฏๅๅฟ ่ฆใงใๅ ็้ ใงใ๏ผๅใฏใฉในๅฎๅก 20 ๅ๏ผ
ใปไบ็ดใฎ็จฎ้กใฏใๅบๆฌไบ็ดใจ่ฟฝๅ ไบ็ดใใใใพใใ
โๅบๆฌไบ็ด๏ผใในใฆใฎใฏใฉในใฎไธญใใ้ฑใซ1ๅๅใ ใไบ็ดใงใใพใใๅบๆฌไบ็ดใฏใๅ่ฌๆฅใฎๅใฎ้ฑใใๅฏ่ฝใงใใ
โ่ฟฝๅ ไบ็ด๏ผๅฎๆฝๆฅใฎ2ๆฅๅใซๅฎๅกใซ้ใใฆใใชใใฏใฉในใซ้ใใๅบๆฌไบ็ด1ๅๅใฎใปใใซ่ฟฝๅ ไบ็ดใใงใใพใใ่ฟฝๅ ไบ็ดใๅฏ่ฝใชๅๆฐใฏ้ฑ1ๅใฎใฟใงใใ็ฉบใใฏ2ๆฅๅใใใๅฅๅบทใฅใใใปใณใฟใผ็ชๅฃใ้ป่ฉฑใง็ขบ่ชใงใใพใใ
โไบ็ดๆนๆณ
ใปใใใใ้ๅๆๅฎคใฎไบ็ดใๅใใฆใฎๆนใฏใๅฅๅบทๅบฆๆธฌๅฎใฎ็ตๆ็ฅจใใๆใกใซใชใใ็ชๅฃใงไบ็ดใใฆใใ ใใใๅ่ฌ่ ใซใผใใไฝใใพใใ
ใปไบ็ดใ2ๅ็ฎไปฅ้ใฎๆนใฏใๅฅๅบทใฅใใใปใณใฟใผใซใใไบ็ดๆฉใ้ป่ฉฑใงใใฆใใ ใใใ
โๆ้ใฎๆฏๆใ
ใปๅ่ฌๆฅๅฝๆฅใซใ่ชๅๅไปๆฏๆๆฉใงๆ้ใๆฏๆใฃใฆใใ ใใ๏ผๅ่ฌ่ ใซใผใใๅฟ ่ฆใงใใๅฟใใๆนใฏ็ชๅฃใงๅฏพๅฟใใพใ๏ผใ
ๆจๅๅธๅฅๅบทใฅใใใปใณใฟใผ ้ป่ฉฑ๏ผ 02-1124-45
English Summary & Annotations
ๆฌกใฎ 4 ไบบใฏไปๅนดใฎ4ๆใซใ้ๅๆๅฎคใๅ่ฌใใใใจ่ใใฆใใใใใฎไธญใงใใใฎๆๅฎคใๅ่ฌใงใใไบบใฏ่ชฐใใ ๅๅ ๅนด้ฝข ไฝใใงใใๆ ๅคๅๅฐ ๅฅๅบทๅบฆๆธฌๅฎ ใใใจใซใใ 54 ๆญณ ๆจๅๅธๅ ๆจๅๅธๅค ๅปๅนดใฎ1ๆใซๅใใ ๆจๆใใ 34ๆญณ ๆจๅๅธๅค ๆจๅๅธๅ ๅปๅนดใฎ10ๆใซๅใใ ๅคงๅทใใ 16ๆญณ ๆจๅๅธๅ ใชใ ไปๅนดใฎ2ๆใซๅใใ ใใงใใ 27ๆญณ ๆจๅๅธๅ ๆจๅๅธๅ ไปๅนดใฎ5ๆใซๅใใไบๅฎ
Detailed Explanation
Why this is correct:
To be eligible for the class in April, participants must meet two conditions: 1) Be 18 years or older and either reside in Kihara City or work in Kihara City. 2) Have received a health check-up at the Health Promotion Center within one year of the class date (i.e., after April of last year). Let's check each person: - ใใใจใซใใ (Daniel): 54 years old (OK), resides in Kihara City (OK). Health check was in January last year, which is more than one year before April this year. (FAIL) - ๆจๆใใ (Kimura): 34 years old (OK), works in Kihara City (OK). Health check was in October last year, which is within one year of April this year. (PASS) - ๅคงๅทใใ (Okawa): 16 years old. Fails the age requirement (must be 18 or older). (FAIL) - ใใงใใ (Che): 27 years old (OK), resides and works in Kihara City (OK). Health check is scheduled for May this year, which is *after* the April class date. (FAIL) Therefore, only ๆจๆใใ (Kimura) is eligible.
Why other options are incorrect:
ใใใจใซใใ (Daniel) received his health check-up in January of last year, which is more than one year before the class date in April of this year. The requirement is 'within 1 year'.
ๅคงๅทใใ (Okawa) is 16 years old, but the eligibility requires participants to be 18 years or older.
ใใงใใ (Che) is scheduled to receive her health check-up in May of this year, which is *after* the class date in April. The check-up must be received *before* the class date.
ใทใฃใใณใใใฏใๆฅ้ฑใฎใใใณในAใใไบ็ดใใใใ็ฉบใใใใใฐๆฅ้ฑใฎใไฝๆใใ่ฟฝๅ ไบ็ดใใใใจ่ใใฆใใใใฉใใใใฐใใใใ
Detailed Explanation
Why this is correct:
ใทใฃใใณใใ (Shahin) wants to make an additional reservation for 'ไฝๆ' (Gymnastics) next week. According to the '่ฟฝๅ ไบ็ด' (additional reservation) rules: 1. Additional reservations are only possible for classes that have not reached capacity 2 days before the class date. 'ไฝๆ' is on Friday, so 2 days before is Wednesday. 2. Availability can be checked from 2 days before the class date at the Health Promotion Center window or by phone. 3. For second-time or later reservations, one can use the reservation machine or phone. Therefore, Shahin should check availability by window or phone from next Wednesday onwards, and if there's an opening, make the reservation using the reservation machine or phone. Option 4, 'ๆฅ้ฑใฎๆฐดๆๆฅไปฅ้ใซ็ชๅฃใ้ป่ฉฑใง็ฉบใใ็ขบ่ชใใ็ฉบใใใใใฐใไบ็ดๆฉใ้ป่ฉฑใงไบ็ดใใใ' (Check availability at the window or by phone from next Wednesday onwards, and if there's an opening, make the reservation using the reservation machine or phone), is the correct procedure.
Why other options are incorrect:
The availability for additional reservations can be checked 2 days before the class. 'ไฝๆ' is on Friday, so 2 days before is Wednesday, not Monday. Also, for second-time reservations, the reservation machine or phone can be used, not just the window.
The availability for additional reservations can be checked 2 days before the class. 'ไฝๆ' is on Friday, so 2 days before is Wednesday, not Monday.
While checking availability from Wednesday onwards is correct, for second-time reservations, the reservation machine or phone can be used, not just the window.