JLPT Test N2 in 12/2015
問題10 次の(1)から(5)の文章を読んで、後の問いに対する答えとして最もよいものを、1・2・3・4から一つ選びなさい。
55. 今の子どもたちについて、筆者はどのように考えているか。
Detailed Explanation
Why this is correct:
The passage states, "それでは疑問を解く過程で味わう楽しみや、何日もかかって答えにたどり着いた時の喜びを味わうことができない。" (Then, they cannot experience the pleasure of the process of solving doubts, or the joy of reaching an answer after many days.) This directly supports option 3, indicating that children today do not know the joy or pleasure of solving doubts because they are used to being given answers.
Why other options are incorrect:
The passage implies they *do* gain knowledge by memorizing problems and answers, but they don't make the effort to *find* answers or questions themselves. It's not about lacking effort to gain knowledge, but lacking effort in the *process* of discovery.
The passage states they "しなくなってしまったのではないか" (might have stopped) finding even doubts, not that they feel fewer doubts because of abundant knowledge. They are satisfied with memorized knowledge.
The passage suggests they don't even *find* doubts, or they are given answers, so the problem isn't that they can't find answers if they have doubts, but that they don't engage in the process of finding answers.
56. 中島さんが準備すべきこととして、合っているのはどれか。
Detailed Explanation
Why this is correct:
The instructions state "●12月17日(木)までに会社案内パンフレットの準備(20部)" (Prepare 20 copies of the company brochure by Thursday, December 17th). This matches option 3 exactly.
Why other options are incorrect:
The Japanese level confirmation is part of the "事前打ち合わせ" (pre-meeting) on Dec 11th, not Dec 10th.
Meeting Room A needs to be reserved by Dec 10th ("12月10日(木)までに会議室Aの予約"), not Dec 11th.
Meeting Room B does not require reservation ("予約不要") and is for the pre-meeting on Dec 11th. Meeting Room A is the one to be prepared on Dec 18th ("12月18日(金)9時半までに会議室Aの準備").
57. <u>これ</u>とは何か。
Detailed Explanation
Why this is correct:
The sentence before "これ" states: "ヒトは、辛い味、典割なにおい、熱い、冷たいなど、あらゆる手段を使って、食欲を刺激する工夫をしてきたのです。" (Humans have devised ways to stimulate appetite using all sorts of methods, such as spicy flavors, strong smells, hot, cold, etc.) Therefore, "これ" refers to these efforts to make food appealing and stimulate appetite. Option 2 accurately summarizes this.
Why other options are incorrect:
The passage explicitly states that humans *do not* prefer room-temperature food, unlike animals.
The passage talks about general human preferences (hot/cold, spicy, strong smells) to stimulate appetite, not about catering to individual tastes.
While the passage highlights differences between humans and animals, "これ" refers to the *actions* humans took (devising ways to stimulate appetite), not the *awareness* of the difference itself as the primary driver for cooking. The difference is a *result* or *context* of these actions.
58. 筆者がマネージャーに言いたいことは何か。
Detailed Explanation
Why this is correct:
The passage states, "自分じゃ到底できないことも、「できるはずです」と要求していかないと、私の能力 が組織の能力の天井になってしまいます。" (If I don't demand things that I myself absolutely cannot do, saying "you should be able to do it," then my ability will become the ceiling of the organization's ability.) This means managers should demand tasks from staff that even the managers themselves might not be able to do, pushing beyond their own limits. This aligns with option 1. The phrase "自分のことを棚に上げて" (putting oneself aside, i.e., regardless of one's own ability) further supports this.
Why other options are incorrect:
While having capable staff is good, the core message is about *demanding* from staff, not just *gathering* them. The focus is on pushing the organization's capabilities beyond the manager's own.
This contradicts the author's point. The author wants managers to demand things that *they themselves* cannot do, implying pushing staff beyond what might seem immediately achievable, not just what's "according to staff abilities."
The passage talks about the manager's ability becoming the ceiling, not about pushing staff to *their* absolute limit. The emphasis is on the manager's role in setting high demands, even for tasks they can't do, to expand the organization's overall capacity.
59. 対立回人間関係について、筆者が言いたいことは何か。
Detailed Explanation
Why this is correct:
The passage begins by stating that if you stay silent without expressing your unpleasant feelings or objections to avoid displeasing others, the other person loses the chance to understand you, and you cannot interact genuinely. It then says that avoiding conflict by not expressing opinions or asking for support leads to relationships built on misunderstanding. The overall message is that expressing one's own feelings and thoughts clearly is crucial for healthy relationships. This directly supports option 3.
Why other options are incorrect:
The passage argues *against* prioritizing not displeasing others to the point of silence, as it leads to misunderstandings.
While understanding others is generally important, the passage's main point is about *expressing oneself* so that others *can* understand you, and avoiding misunderstandings that arise from *lack of self-expression*.
This directly contradicts the author's advice. The passage warns against silently enduring discomfort, as it prevents genuine understanding and leads to relationships built on misunderstanding.
問題11 次の(1)から(3)の文章を読んで、後の問いに対する答えとして最もよいものを、1・2・3・4から一つ選びなさい。
60. 教える側がよくしてしまうことは何か。
Detailed Explanation
Why this is correct:
The first sentence states, "人間というのは、自分でわかっていることに関しては手早くポイントだけを取り出して 相手に教えて、たくさんの説明をつい省略してしまいがちだ。" (Humans tend to quickly extract only the main points and teach them to others regarding what they themselves understand, often omitting many explanations.) This directly matches option 2, which says they finish explaining what they know with simple explanations (implying omission of details).
Why other options are incorrect:
The passage states they *omit* many explanations, not teach *everything*.
The passage refers to omitting explanations for things they *do* understand well, not things they *don't* understand well.
The passage suggests they should *return to the point where they understood* and explain carefully, implying that their current understanding might be too advanced or simplified for the learner. It doesn't say they *do* teach in the same way they understood, but rather that they *should* adjust.
61. 理想的な教え方とはどのようにすることか。
Detailed Explanation
Why this is correct:
The passage states, "また、すべてを教えるのではなく大部分を伝え、最後の部分は自分で考えて理解させる ようにするのが、理想的な教え方ではないかと考えている。" (Also, I think the ideal way of teaching is not to teach everything, but to convey most of it and let the learner think and understand the final part by themselves.) This directly matches option 4.
Why other options are incorrect:
The passage mentions that active questioning by the learner is important, but it doesn't state that the teacher *asking* questions to confirm understanding is the *ideal way of teaching* overall.
While collaborative thinking might be part of good teaching, the passage emphasizes the learner's *independent* thought for the final part.
The passage suggests *not* teaching everything and letting the learner figure out the last part, which contradicts summarizing everything at the end.
62. <u>ある種の職人技</u>とあるが、どのようなことか。
Detailed Explanation
Why this is correct:
The sentence preceding "ある種の職人技" states: "小学生に大学の講義を聞かせてもチンプンカンプンなように、相手のレベルに 合わせて、相手が必要としていることを教えなければ意味はない。それは、非常に微妙な 調整を必要とする、<u>ある種の職人技</u>だ。" (Just as elementary school students wouldn't understand a university lecture, it's meaningless unless you teach what the other person needs, adjusted to their level. That requires very subtle adjustments, a certain kind of craftsmanship.) This clearly indicates that the "craftsmanship" lies in adapting the content and teaching method to the learner's level and needs.
Why other options are incorrect:
While repetition can be part of teaching, the passage emphasizes *adjustment* to the learner's level, not just endless repetition.
This contradicts the passage, which explicitly states that teaching content beyond the learner's level is meaningless.
The point is not to simplify everything to the lowest common denominator, but to *tailor* the teaching to the *specific* learner's level and needs, which requires subtle skill.
63 <u>そこに注目した</u>とあるが,何に注目したのか。
Detailed Explanation
Why this is correct:
The sentence before the underlined part states, "買ってもらいたかったのにという思いを忘れられず、今でもおもちゃに思いを寄せる大人は意外と多い。" (Surprisingly, there are many adults who haven't forgotten their desire to have toys they wanted but couldn't get, and still have feelings for toys.) "そこに注目した" (focused on that) refers to this fact. Therefore, option 3 is the correct answer.
Why other options are incorrect:
The passage talks about adults who *wanted* toys but couldn't get them, implying they *did* have an interest in toys, not that they didn't play much.
The passage mentions wanting toys they *couldn't get*, not necessarily the ones they *played with*. The focus is on unfulfilled desires and continued affection for toys in general.
This is a consequence or a strategy *after* noticing the adults' continued interest in toys, not what they initially focused on. The focus was on the *existing sentiment* among adults.
64. 大人向けのおもちゃには、どのような工夫があるか。
Detailed Explanation
Why this is correct:
The passage provides examples: "例えば、鉄道模型には特殊な素材を使用し、完成後にインテリアとして飾ることができる。組み立て式のミニギターは組み立て後に本格的な演奏も楽しめるし、色使いが落ち着いたカードのゲームは気持ちをリラックスさせる。このように、大人向けのおもちゃには単におもちゃとして遊ぶだけではない他の魅力がある。" (For example, model trains use special materials and can be displayed as interior decor after completion. Assemble-it-yourself mini guitars can be played seriously after assembly, and card games with subdued colors can relax one's mind. In this way, toys for adults have other appeals beyond simply being played with as toys.) This clearly indicates that they offer value beyond just "playing," such as being decorative, functional, or relaxing. Option 1 summarizes this perfectly.
Why other options are incorrect:
While some might involve advanced aspects (like playing a real guitar), the passage emphasizes *other appeals* (decor, relaxation) rather than just "advanced play."
The examples show additional uses (decor, playing music, relaxation), not necessarily "two or more ways of playing" in the sense of different game rules. The focus is on *different kinds of value*.
The passage does not mention anything about preventing boredom or encouraging repeated play.
65. メーカーにとって大人向けのおもちゃマーケットの何が魅力的なのか。
Detailed Explanation
Why this is correct:
The last paragraph states, "また、大人向けのおもちゃは高いものが多い。高くしたほうが価値があると考えられて人気が出ることさえある。一般的にメーカーは商品価格をあまり高く設定できないものだが、大人向けのおもちゃならできる。おもちゃメーカーにとっては魅力的なマーケットである。" (Also, many toys for adults are expensive. They can even become popular because they are thought to have more value if they are expensive. Generally, manufacturers cannot set product prices very high, but they can with toys for adults. For toy manufacturers, it is an attractive market.) This clearly indicates that the ability to sell at high prices is a key attraction.
Why other options are incorrect:
The passage mentions sales are increasing, but doesn't compare the volume directly to children's toys or state that they sell *as much*. The attractiveness is about pricing, not necessarily volume.
The passage emphasizes *ingenuity* and *new appeals* for adult toys, not simply reproducing old toys.
While ingenuity is mentioned as necessary to make adults *want* to buy, the *attractiveness for manufacturers* specifically highlighted in the last paragraph is the pricing flexibility.
66. 筆者は、今の若者をどのように見ているか。
Detailed Explanation
Why this is correct:
The passage states, "発展の過程を見ていない彼らは、どういった原理で それらが機能しているのかを知らない。知らなくても、その恩恵を受けることができる。" (Having not seen the process of development, they don't know the principles by which these [devices] function. Even without knowing, they can receive their benefits.) It further adds, "電波がどんなもので、どのような設備によって成り立っているのかを知らない人が多い。" (Many people don't know what radio waves are or what kind of equipment they are based on.) This directly supports option 2.
Why other options are incorrect:
While they might not know inconvenience, the passage's focus is on their lack of understanding of *how* things work, not their lack of experience with inconvenience.
The passage says they don't know the *principles* or *how they function*, not that they can't *feel the progress*. They benefit from it.
The passage doesn't say they don't utilize devices fully; it says they use them without understanding the underlying science.
67. 僕が感じることが一つあるとあるが、何を感じているのか。
Detailed Explanation
Why this is correct:
The passage states, "そういう教育をしているのは、科学が好きな人たちだ。だから、口を揃えてこう言う、「科学の楽しさを子供たちに知ってもらいたい」と。この言葉を聞くた びに、「楽しさ」を押しつけている姿勢を感じずにはいられない。" (Those who provide such education are people who like science. So, they all say in unison, "We want children to know the fun of science." Every time I hear these words, I can't help but feel an attitude of pushing "fun" onto them.) This directly indicates that the author feels science education overly emphasizes "fun."
Why other options are incorrect:
The author notes that *those who teach* are science lovers, but doesn't explicitly state that *only* they can teach it, nor does it challenge that premise. The focus is on *what* they teach (fun).
The author argues *against* this approach, stating that science is not a "leisurely problem" like reading or sports, and avoiding it is impossible in modern society, implying it's beyond just "fun."
The passage doesn't discuss the difficulty of understanding the fun of science for children. It criticizes the *emphasis* on fun.
68. 筆者の考えに合っているのはどれか。
Detailed Explanation
Why this is correct:
The passage concludes with, "読書やスポーツが嫌いな人は、それをしなくても良いだろう。楽しみは、ほかにいくらでもある。しかし,科学を避けることは、この現代に生きていくうえではほとんど無理なのでる。(中略)もはや、好きとか嫌いで片づけられるものではない、ということだ。" (People who dislike reading or sports don't have to do them. There are plenty of other enjoyments. However, avoiding science is almost impossible for living in this modern age. It's no longer something that can be dismissed as 'like or dislike'.) This strongly supports option 1, stating that one cannot live in modern society without being involved with science.
Why other options are incorrect:
While the author says it's not about "like or dislike," the implication is that understanding/engaging with science is a necessity, not something optional like a hobby.
The author doesn't state that science is *naturally less fun*; rather, they argue that its importance transcends the concept of "fun" as a primary motivator for learning it.
The author states it's not about "like or dislike," implying that simply eliminating dislike isn't the goal; rather, it's about recognizing its fundamental necessity for modern life.
問題12 次のAとBの文章を読んで、後の問いに対する答えとして最もよいものを、1・2・3・4から一つ選びなさい。
69. ノートに書く利点について、AとBの考え方で共通していることは何か。
Detailed Explanation
Why this is correct:
Passage A states: "また、ノートに書いておけば、自分の考えを後から見直すこともできます。" (Also, if you write it in a notebook, you can review your own thoughts later.) Passage B states: "ノートをうまく利用すれば、自身の考え を改めて検討することができる。" (If you use a notebook well, you can re-examine your own thoughts.) Both passages mention the benefit of reviewing or re-examining one's own thoughts later, which is captured by option 1.
Why other options are incorrect:
Only Passage A mentions this ("いつでもどこでも書くことが可能だからです" and "メモのように書くことなら気楽にできます"). Passage B does not.
Only Passage B mentions this indirectly as a skill required in work ("新しいアイデアを提示したり...する能力が求められる"), and that writing thoughts helps cultivate such abilities. Passage A does not.
Passage B mentions "自身の気づきや考えを書いて整理する" (writing and organizing one's insights and thoughts), but Passage A suggests *not* classifying or organizing by theme to avoid burden, implying organization isn't the primary common benefit.
70. ノートの書き方について、AとBはどのように述べているか。
Detailed Explanation
Why this is correct:
Passage A states: "仕事に関することは 何でも一冊のノートに書き込んでいくのがいいでしよう。" (It's probably best to write everything related to work into one notebook.) Passage B states: "情報の メモと考えはノートを別にするのがよいだろう。" (It's probably best to separate notebooks for information notes and thoughts.) This directly matches option 4.
Why other options are incorrect:
While A implies writing casually, B emphasizes organizing thoughts, not just writing everything down.
A explicitly advises *against* trying to organize by theme to avoid burden.
A states *not* to classify by theme, and B states to separate information and thoughts, not necessarily "several notebooks" for information.
問題13 次の文章を読んで、後の問いに対する答えとして最もよいものを、1・2・3・4から一つ選びなさい。
Reading Passage
いろんな作家をちょっとずつ読む、というのでは、あまり身につくものがない。ベストセラーになっている話題作をせっせと追いかける、というのはもっとよくない。
ベストセラーになる小説は、とりあえず何かいいところがあって売れているのだから、読めば参考になるではないかと言うかもしれないが、それを読んで参考にしている人がたくさんいる、ということなのだ。みんなが狙っている方向で、自分もやってみるというのでは、目立つこともないわけである。
(中略)
ひとりの作家(あなたにとって、不思議に肌合いがよくて楽しめる小説を書く人)の全小説を読んでみるのは、知らず知らずのうちに、その作家の「小説作法」を感じ取ることである。この人は小説を、このように構成するのだ、そこが心地いいのだ、とわかることである。この人は人間心理を、このように描写する。この人の社会観はこうである、なんてこともわかる。
それがわかれば、似たようなものを書くところまであと一歩、なのである。特別にマネして書こうと思っていなかったとしても、書くものは自然と,その作家の作風と似たものになり、初心者が書いたにしては完成度が高いものになるだろう。
こう反論する人がいるかもしれない。小説を書いて世に発表したいという願望は、自分というものを世間に知らしめたいということであって、つまりは自己表現から出てくるものだ。それなのに、他人の作品をマネているのでは、自分の表現にはならないのではないか。
自己表現のことは、確かにその通りである。しかし、慌てないで順に段取りを踏んで いこうではないか。いきなり自分らしさを出したいと考えるのではなく、まずは世間が振り向いてくれるレベルのものが書けるよう、上達する必要があるのだ。
私の書くものには価値があるのだから、世間は注目しなければならない、と思い込んで しまう人が案外いるのだが、それではなかなか読んでもらえない。
だから、まずはうまく書けるようにならなければいけない。
そのための訓練として、ある作家を熟読しているというのは、大変に有効なのである。
English Summary & Annotations
71. ①<u>もっとよくない</u>とあるが、なぜか。
Detailed Explanation
Why this is correct:
The passage explains: "ベストセラーになる小説は、とりあえず何かいいところがあって売れているのだから、読めば参考になるではないかと言うかもしれないが、それを読んで参考にしている人がたくさんいる、ということなのだ。みんなが狙っている方向で、自分もやってみるというのでは、目立つこともないわけである。" (One might say that bestsellers must have something good about them to sell, so reading them would be helpful, but the point is that many people are reading and referencing them. If you try to do what everyone else is aiming for, you won't stand out.) This directly supports option 3, as following bestsellers means your work will be similar to many others and won't stand out.
Why other options are incorrect:
The passage doesn't mention the changing nature of popular works as the reason for it being "even worse."
The passage acknowledges that bestsellers *do* have good points and *can* be referenced, but the problem is that *everyone else* is referencing them.
The passage doesn't discuss the inability to understand the "true goodness" of popular works. The issue is about originality and standing out.
72. <u>②それ</u>とは何か。
Detailed Explanation
Why this is correct:
The paragraph preceding "それ" describes the benefits of reading *all* novels by "ひとりの作家" (a single author) whom you like. It states that by doing so, you will unconsciously grasp "その作家の「小説作法」" (that author's "novel-writing method"). Therefore, "それ" refers to this specific author's novel-writing method.
Why other options are incorrect:
The passage explicitly advises against reading "いろんな作家をちょっとずつ" (a little from various authors) and emphasizes focusing on "ひとりの作家" (a single author).
The passage advises against chasing "ベストセラーになっている話題作" (bestselling popular works) and focuses on a *favorite* author, not necessarily a popular one.
Similar to option 3, the focus is on a *favorite* author, not necessarily one who wrote many popular works.
73. 筆者によると、小説家になりたい人がまず目指すべきことは何か。
Detailed Explanation
Why this is correct:
The passage addresses the counter-argument about self-expression: "自己表現状のことは、確かにその通りである。しかし、慌てないで順に段取りを踏んで いこうではないか。いきなり自分らしさを出したいと考えるのではなく、まずは世間が振り向いてくれるレベルのものが書けるよう、上達する必要があるのだ。" (Regarding self-expression, that is certainly true. However, let's not rush and proceed step by step. Instead of immediately thinking about expressing one's individuality, one first needs to improve to a level where the public will pay attention to what is written.) This clearly states that the first goal is to improve to a level where one's work is read by others.
Why other options are incorrect:
The author acknowledges self-expression but says it shouldn't be the *immediate* goal. The focus is on *improving* to be read first.
Confidence and publishing are outcomes, but the primary goal is the *improvement* to a readable level.
This is related to self-expression, which the author advises to pursue *after* reaching a certain level of skill that attracts readers.
問題14 右のページは、ある美術館のホームページに載っている体験教室の案内である。下の問いに対する答えとして最もよいものを、1・2・3・4から一つ選びなさい。 下
Reading Passage
体験教室のご案内
館内の体験教室で、ガラス作品作りが体験できます。ご来館の記念に、世界で一つだけの作品を作りませんか。教室はA~Dの4コースで、毎日2回ずつ開催しています。
A:コップに絵をつけよう(60分)
専用の機械を使い、ガラスのコップにオリジナルの絵や模様をつけます。
費用:1,200円
対象年齢:5歳以上
予約:不要
時 間:① 11:45~12:45
②15:00 ~16:00
B :ペンダントを作ろう (60分)
ガラス棒を熱して溶かし、ガラス玉のペンダントを作ります。
費用:1,600円
対象年齢:10歳以上
予約:不要
時 間: ①11:15~12:15 ②15:00 ~16:00
※待ち時間:1時間
C:キーホルダーを作ろう(30分)
カラフルなガラスを並べ、熱で接着します(接着はスタッフが行います)。
費用:1,400円
対象年齢:5歳以上
予約:必要
時 間:①11:00~11:30
②14:00 ~14:30
※待ち時間:2時間
D:お皿を作ろう (30分)
熱で溶かしたガラスを延ばし、好きな形のお皿を作ります。
費用:2,000円 対象年齢:8歳以上
予約:必要
時 間: ①10:15~10:45
②13:30~14:00
※待ち時間:2時間
【参加方法】
● 予約が必要なコースは、3日前までにご予約ください。予約不要のコースは、当日、教室開始の5分前までにお集まりください。
●参加費は、開始前に教室でお支払いいただきます。
●小学生以下のお子様は保護者の方とご一緒にご参加ください。
【注意】
待ち時間について
B~D, のコースで製作した作品は、教室終了後、完全に冷めるまでお持ち帰りいただけません。当日のお持ち帰りをご希望の場合は、それぞれの持ち時間の間、館内を鑑賞しながらお待ちになることをお勧めします。翌日以降の受け取り、郵送も可能です。詳細 はスタッフにお尋ねください。
English Summary & Annotations
74. マルコさんは、一週間後、10歳の子供と一緒に体験教室に参加したいと考えている。 都合で午後1時までには美術館を出なければならないが、作った作品は当日持ち帰りた い。 マルコさんが選べる教室はどれか。
Detailed Explanation
Why this is correct:
Let's check the conditions: 1. **One week later:** This means reservations (if required) are possible. 2. **10-year-old child:** All courses (A, B, C, D) are suitable for a 10-year-old (A: 5+, B: 10+, C: 5+, D: 8+). 3. **Must leave by 1 PM (13:00):** * A (11:45-12:45): Finishes before 13:00. OK. * B (11:15-12:15): Finishes before 13:00. OK. * C (11:00-11:30): Finishes before 13:00. OK. * D (10:15-10:45): Finishes before 13:00. OK. 4. **Take work home on the same day:** * A: No waiting time mentioned, so assumed immediate pickup. OK. * B: 待ち時間:1時間 (1 hour waiting time). Class ends 12:15 + 1 hour = 13:15. This is *after* 1 PM. NOT OK. * C: 待ち時間:2時間 (2 hours waiting time). Class ends 11:30 + 2 hours = 13:30. This is *after* 1 PM. NOT OK. * D: 待ち時間:2時間 (2 hours waiting time). Class ends 10:45 + 2 hours = 12:45. This is *before* 1 PM. OK. Based on these checks, only A and D meet all criteria.
Why other options are incorrect:
D also meets the criteria.
B and C have waiting times that extend past 1 PM, making same-day pickup by 1 PM impossible.
C has a waiting time that extends past 1 PM.
75. 大学生のユウさんは、明日の体験教室に参加したいと考えている。作る物は食器以外が いい。ユウさんの希望に合っていて、参加できる可能性がある教室はどれか。
Detailed Explanation
Why this is correct:
Let's check the conditions: 1. **Tomorrow:** This means reservations for courses C and D (which require 3-day advance booking) are *not* possible. Only courses A and B (no reservation needed) are possible. 2. **Prefer something other than tableware (食器以外):** * A: コップ (cup) - This is tableware. NOT OK. * B: ペンダント (pendant) - Not tableware. OK. * C: キーホルダー (keychain) - Not tableware. OK. * D: お皿 (plate) - This is tableware. NOT OK. 3. **Possible to participate:** * A: No reservation needed. Possible. * B: No reservation needed. Possible. * C: 予約:必要 (Reservation required). Since it's "tomorrow," a 3-day advance reservation is not possible. NOT OK. * D: 予約:必要 (Reservation required). Since it's "tomorrow," a 3-day advance reservation is not possible. NOT OK. Based on these checks, only B meets all criteria.
Why other options are incorrect:
A is tableware.
A is tableware, and D requires a reservation not possible for "tomorrow."
C requires a reservation not possible for "tomorrow."