2022/12 JLPT N2 Reading Comprehension test

The passage explicitly states, '情景や物体を眺める時、人の判断はあまり変わらない' (When observing scenes or objects, people's judgments don't change much), implying that multiple opinions are not as necessary for objects as they are for people.

The passage states the opposite: '人物を見る時、人が感じる印象はかなり違うのである' (When looking at people, the impressions people feel are quite different), implying more variability, not more accuracy.

While this might be true in general, the passage focuses on the *number of people* observing, not the *situation* of observation. The core argument is about needing multiple *perspectives* (from different people), not different situations.

The original closing date was September 5th, but it was changed to August 31st, meaning it will become unavailable *earlier* than September 5th, not *from* September 5th.

The passage states, '移転が完了するまでは、6号館のパソコン自習室、および図書館の情報検索室をご利用ください' (Until the relocation is complete, please use the PC study room in Building 6 and the information search room in the library). This means Building 6 is *already* available, not from October 1st. October 1st is the start date for the *new* location (Building 4).

The passage says, '移転先の利用開始は10月1日で変更ありません' (The start date for the new location's use is October 1st, with no change). This means the start date for Building 4 has *not* been moved up.

While adjusting food amount is mentioned (not giving too much when water is cold), the passage primarily links active swimming and good appetite to *water temperature*, not just food amount. The main point for activity and eating is temperature.

The passage discusses keeping goldfish in an '屋内の水槽' (indoor tank) and how temperature affects them. It does not compare indoor vs. outdoor environments, nor does it suggest outdoor is better for eating.

The passage states that maintaining appropriate water temperature (18-20 degrees) makes goldfish active and eat well. It does not mention keeping the *food amount* constant as a condition for active swimming; rather, it advises *reducing* food when water is cold. The key factor for activity is water temperature.

The email asks for sales data of the *old model*, not a comparison of differences between old and new models.

The email states, 'まずこちらから新モデルの概要と今後のスケジュール案を示しご説明します' (First, we will present and explain the overview of the new model and the proposed future schedule from our side [Planning Department]). This task is for the Planning Department, not Mr. Takahara.

The email asks the Sales Department to 'ご意見をお聞かせください' (let us hear your opinions) regarding the Planning Department's proposed schedule, but it does not state that Mr. Takahara needs to *summarize* the Sales Department's opinions *before* the first meeting. The primary task for the first meeting is to prepare sales data.

While enjoying work is mentioned, the author argues that there's a limit to enjoying *given* work. The main point is about choosing work based on what one finds interesting, not just trying to enjoy whatever is assigned.

The author suggests that if work is 'ただ与えられるだけのものだったら' (just something given), there are limits to making it interesting. The emphasis is on finding what *you* find interesting, not just being given interesting work.

The passage does not suggest that any job will become enjoyable if you continue it. Instead, it emphasizes the importance of starting with what you find interesting.

While planning is mentioned, the specific focus for the *first meeting* is on *what to say first*, not the entire coaching plan.

The passage emphasizes planning what *you* will say, not researching the other person in advance.

The passage mentions '最初の一分が一番重要' (the first minute is most important) in the context of the message, but it doesn't say to prepare to speak for exactly one minute. It's about the *content* of the initial message.

The passage explicitly states that immediately after a loss, players are too emotional for productive messages, so immediate feedback is not advised in this specific situation.

While understanding emotions is important ('相手の感情がどうであるか察知する'), the passage does not suggest simply accepting and comforting without criticism. It advises delaying productive discussion until the player is in a state to receive it.

The passage advises against immediate discussion of problem points, stating it's impossible to have a productive discussion right after a loss.

The passage does not categorize books based on difficulty for children, but rather on their purpose (reading vs. researching).

The author mentions that '読むための本' can lead to '挫折する' (giving up) if one gets bored, implying they are not necessarily always enjoyable or easy to read without getting bored.

The author states that books for solving questions ('何か疑問があったときに読む本') are the ones they used to read, and these are the ones for which they *couldn't* write book reports. So, books that solve questions are *not* the type for book reports.

The author doesn't say it's okay not to read if they don't want to. Instead, they suggest finding *other types* of books that children might enjoy to foster familiarity with books.

The author implies that forcing children to read 'reading materials' might be counterproductive. The focus is on finding what they *do* like, not reading many types for the sake of it.

The author suggests that children might like catalogs or songbooks, but this is an example of finding what they like, not a general rule that one *should* start with catalogs over reading materials. The main point is about interest, not a specific starting point.

The passage explicitly states that video expression is '基本的に一方向的な伝達である' (basically one-way communication), unlike conversation, so creators cannot expect two-way interaction.

While making content understandable is important, the passage focuses on clarity and effective communication of the author's intent, not primarily on making it 'enjoyable' in a broad sense.

The author aims for the viewer to understand the author's '思考や意志' (thoughts and intentions), but not necessarily to have the *same* thoughts. The emphasis is on clear transmission of information, assuming the viewer knows nothing, rather than forcing identical thinking.

The passage advises against conveying *too much* information, even if the audience knows little. The point is to convey *necessary* information, not *many* pieces of information.

The passage emphasizes clarity and conciseness ('必要なことだけを整理して伝えるべき'), not necessarily conveying detailed content ('内容を詳しく伝える').

The passage states '言葉を選び、話の順番を考えることに似ている' (similar to choosing words and thinking about the order of speech), implying that both word choice (meaning) and order are important, not that one is more important than the other.

The passage doesn't focus on whether the goals are achievable by adults, but rather on the *type* of goal (success-oriented) that adults impose.

The issue is not that children can't think of the goals, but that adults impose their own definition of 'dream' (success) onto children, which might not align with the child's true feelings.

The passage states that children are sensitive to adults' intentions ('大人の意図を、子どもは敏感に察知します'), implying they *do* understand the implied expectations, not that they show no interest in the goals themselves.

The author suggests that adults' current understanding of 'dream' is too narrow. The point is not to *teach* children what a dream is, but for adults to *understand* children's broader sense of it.

The passage focuses on understanding the *nature* of a child's dream, not on teaching them *how to achieve* it.

While children's anxieties might be part of their dreams, the main point is to understand the *entire* background of their dreams, not just to remove anxieties before discussing them.

Passage A suggests managing tension, not necessarily that thinking about how not to be nervous is meaningless. Passage B suggests not trying to eliminate it, but the reason is different (it can give a good impression). They don't explicitly state it's meaningless to think about how not to be nervous.

Passage A says '緊張している状態でも自分の力を出せるようにしたほうがいい' (it's better to be able to perform even when nervous), implying tension *can* hinder performance if not managed. Passage B says tension can give a good impression, but not that one performs *better* when nervous.

Passage A advises against thinking about failure to prevent increased tension, but it doesn't say that avoiding tension altogether is the way to prevent failure. Passage B suggests not focusing on appearing good to others to reduce tension, but not that less tension *prevents* failure.

Passage A explicitly says to imagine *successful* outcomes, which is thinking about results, just positive ones. Passage B focuses on the *process* of conveying information, not necessarily avoiding thinking about results.

Passage B advises against trying to look good ('自分をよく見せること'). Passage A does not explicitly mention this, focusing more on mental imagery of success.

Passage A advises *not* imagining failure. Passage B advises focusing on the message, not on *why* one is nervous.

The passage states that information is *processed* to create new ideas, not that new information is *added* to existing ideas to get new ones. The focus is on transforming existing information.

While selecting information is part of the process ('情報を選んだり、編集したり'), the core of '加工する' is transforming it into a new form or idea, not just fitting it to one's purpose.

The passage mentions conveying processed information to others, but the definition of '加工する' itself is about transforming it within oneself, not specifically making it clear for others.

The problem is not thinking *too much* about the meaning of information, but rather *not enough* ('熟成させる' means to thoroughly examine and understand the meaning).

While there is a lot of information, the problem identified is not that necessary information becomes invisible, but that the *processing* of that information is neglected.

The author states that '熟成させる' (maturing/processing) takes '多少の時間がかかります' (some time), and that this process is neglected. The problem is *not spending enough time* on processing, not spending too much.

The author explicitly states that acting *immediately* ('すぐに行動を起こせないといけない') is a problem in society. The emphasis is on taking time to process before acting.

The passage focuses on *how to process* information once it's acquired, not on carefully *selecting* information that can be immediately useful for one's actions.

While choice, judgment, and action are mentioned as results of processing, the core message is about the *maturation process* of information *before* those actions, not just learning the process itself.

The family discount (15% off monthly fee and no enrollment fee) is better than the student discount (10% off monthly fee). Only one discount applies, and it's the best one. So, the 10% discount is not applied, and the enrollment fee is waived.

The family discount waives the enrollment fee ('入会金無料'), so she does not pay the enrollment fee.

The '複数のコース・クラス割引' (multiple course/class discount) applies when one person takes multiple courses, not when family members take the same course. The family discount is 15%, not 50%.

The deadline is April 10th, but the fee is not required because she is within 3 months of enrollment.

The deadline for changes is the 10th of the previous month, not the 20th (which is for 休会 - temporary leave). Also, the fee is not required.

The deadline is April 10th, not April 20th.