JLPT N2 Reading Comprehension test

The passage does not suggest avoiding abstract words, but rather defining them clearly.

The passage emphasizes confirming shared meaning, not just whether the meaning is 'correct' in a general sense.

While explaining one's own meaning is part of communication, the core point for logical conversation is mutual understanding, which requires confirming the other person's meaning as well.

The announcement explicitly states: 'ホームページ内の時刻表や運賃表は通常どおり閲覧が可能です。' (Timetables and fare tables on the homepage can be viewed as usual). So, they can be seen.

The reservation system is suspended *during* 2 AM to 4 AM. It will become available *after* 4 AM, but the option states 'after 4 AM it will become available,' which is not the main point of the announcement about the *suspension*.

Similar to option 2, this misinterprets the timing and availability. Timetables and fare tables are viewable *during* the suspension, not only after.

The larvae do not 'find' the food; they are born inside it and eat it from within.

The beetle drops the leaf *with* the egg already wrapped inside, and the larvae eat the leaf, not wrap their own food.

The beetle lays eggs and wraps them in a leaf *before* dropping it, not on already fallen leaves.

The sender already received 2 samples and is specifically asking for the *new* 3 colors, not all 5 colors as new samples.

The sender offers to pay if necessary ('代金が必要な場合は、お支払いします。'), but asking for the price is not the main purpose of the email; the main purpose is to request the samples.

The sender states their *plan* to order 20 of each color once a formal decision is made, but they are not yet asking if they *can* order them. The immediate request is for samples.

While the passage suggests alternatives to competition, it doesn't explicitly state one should 'not compete' but rather that life isn't *only* about competition.

The passage states that diverse choices exist, but not that 'the more choices, the wider the world becomes.' The emphasis is on the *existence* of diversity, not a quantitative relationship.

The passage mentions work and hobbies as examples of diverse ways of living, but it doesn't say that one can *know* various ways of living *through* them. It's about *experiencing* them.

The 'ingenuity' is about tailoring content, not summarizing it for quick consumption.

It's about *individual* interest, not what 'many people' are interested in.

It's about providing information that the user *is* interested in, not information they 'cannot find themselves.'

While preventing fixed ideas is a concern, the solution offered is processing information without bias, not just 'skillfully processing' in a general sense.

The author warns against biased thinking, not suggests processing it skillfully.

The passage emphasizes processing *all* information without bias, not just selecting 'necessary' information.

The passage states that humans are not machines and cannot always work at the same pace, so trying to make the brain work consistently is not the advice.

The author advises *feeling* the waves of efficiency, not ignoring them.

While flexibility might be implied, the direct advice is about setting the initial standard for the schedule, not about changing it when efficiency drops.

The passage suggests adapting to the brain's natural fluctuations, not controlling its state to raise efficiency.

The passage suggests adapting to the waves, not necessarily 'finding a method' to advance work according to them, but rather waiting for the high tide.

The passage implies accepting the waves, not trying to make them smaller to stick to a plan.

While showing the town's people might be part of a photo, the emphasis is on the photographer's unique 'view,' not just documenting the scene.

The passage emphasizes the photographer's unique perspective, not necessarily the 'unique charm' felt by the viewer, which is a result of the photographer's vision.

The passage talks about the photographer's 'view' and 'creation,' not explicitly about conveying 'passion.'

The passage suggests that good photos *can* be taken if one changes their approach, not that they are impossible.

The author criticizes those who stick to old ways and don't take good photos, implying a need for change, not just persistence.

While finding stimulating subjects might be part of the process, the core message is about the photographer's internal perspective and expression, not just the external subject.

The passage doesn't focus on 'capable people' improving manuals, but rather on their ability to apply them flexibly.

The passage explicitly states that 'capable people' apply things on their own ('勝手に自分で応用してしまうのです'), implying they go beyond just following the manual strictly.

The passage states they understand the manual and then apply it, not that they operate without a manual.

The problem is not that they explain as they like, but that their explanation is based on a level of understanding that others don't share.

The issue is not their ability to explain what they *can't* do, but their inability to understand why others struggle with what they *can* do easily.

The passage doesn't say they expect others to do what they *cannot* do, but rather that they expect others to do what they themselves *can* do naturally, without realizing others' difficulties.

Neither passage states that idea generation is 'easy to acquire.' They emphasize effort and a shift in thinking.

While Passage A mentions gathering information, Passage B focuses on 'reverse thinking.' This is not a common point for both.

Passage B mentions changing thinking, but Passage A focuses on information gathering. This is not a common point for both.

Only Passage A explicitly mentions gathering information from various fields. Passage B focuses on a different approach (reverse thinking).

Passage B mentions current trends but advises against *only* researching them. Passage A doesn't focus on current trends.

Passage A mentions 'related fields' but then emphasizes 'other fields' (関連する分野ちく以外). The option misrepresents A's advice. B's advice is correctly stated.

The act is about *imagining* the taste from a book, not actually tasting the real food.

It's not just imagining eating *with* the protagonist, but *becoming* the protagonist to taste it.

The act is about experiencing the food, not just imagining what the protagonist likes.

While thinking about reasons might reveal preferences, the passage emphasizes that the book itself can become interesting through this process.

The passage says one can *think* about waiting for compatibility, not that it *will necessarily* become compatible.

The passage says talking about boring books is preferred because of the 'room for creation,' not that talking about them *finds* interesting parts in the book itself.

The passage states that the joy of creation is present in reading, cooking, and painting, but doesn't compare the *degree* of joy between them.

The passage emphasizes that reading *is* a creative act, not that knowing more from books *increases* the joy of creation.

The passage focuses on the act of reading itself as creative, not on how it enables creativity in daily life, though that might be a side effect.

Yang-san's video length (25 seconds) is too short for the Tourism division (2-5 minutes).

Nagashima-san's video has been previously published, but the contest requires unpublished works.

Harada-san is a junior high student, but the contest requires applicants to be high school students or above.

The deadline for video submission via internet is May 24th, not May 17th (which is for DVD submission).

The video submission deadline via internet is May 24th, not May 10th. May 10th is for application information.

While May 24th is the video submission deadline, the application information must be sent by May 10th. This option only mentions the video deadline.