JLPT N4 Lesson 10: N4 Capstone — Integrated Review
Comprehensive N4 review: authentic dialogues using all N4 grammar, a reading passage with comprehension questions, a 20-point self-assessment checklist, 30 mixed-level practice questions, and a preview of what awaits at N3.
Overview
This capstone lesson brings together everything you have studied in JLPT N4. Rather than introducing new grammar points, it provides an integrated review through authentic-feeling dialogues, a reading passage, and comprehensive practice that requires you to draw on all ten N4 grammar areas simultaneously. At N4, you have moved from the building blocks of N5 into genuinely expressive Japanese: you can make guesses, report speech, give reasons, describe complex conditions, talk about actions from multiple perspectives, and connect ideas in nuanced ways.
By this point, you should be comfortable with plain form in all its roles, the six te-form compound patterns, the giving/receiving benefactive system, inference patterns, reported speech, the four conditionals, passive and causative voice, purpose and reason distinctions, and noun modification with nominalizers. This lesson also previews what you will encounter at N3 — where grammar becomes more abstract, more formal, and more dependent on register and social context. The jump from N4 to N3 is significant, and understanding where N4 ends will help you target your next learning goals.
Learning Objectives
By the end of this lesson you can:
- Demonstrate active use of all major N4 grammar patterns in integrated conversation and writing.
- Read and comprehend a 200-character Japanese passage with authentic N4-level grammar.
- Self-assess your N4 competency honestly using a 20-item checklist.
- Identify specific N4 patterns that need further review and prioritize your study plan.
New Vocabulary (Review and Extension)
| Japanese | Reading | Romaji | English | Part of Speech |
|---|---|---|---|---|
| 総復習 | そうふくしゅう | sō fukushū | comprehensive review | Noun |
| 統合する | とうごうする | tōgō suru | to integrate, to consolidate | Verb (suru) |
| 振り返る | ふりかえる | furikaeru | to look back, to reflect | Verb (u) |
| 達成する | たっせいする | tassei suru | to achieve, to accomplish | Verb (suru) |
| 向上する | こうじょうする | kōjō suru | to improve, to advance | Verb (suru) |
| 自己評価 | じこひょうか | jiko hyōka | self-evaluation | Noun |
| 課題 | かだい | kadai | task, challenge, assignment | Noun |
| 到達度 | とうたつど | tōtatsu-do | level of attainment | Noun |
| 応用 | おうよう | ōyō | application, practical use | Noun |
| 弱点 | じゃくてん | jakuten | weak point | Noun |
| 強化する | きょうかする | kyōka suru | to strengthen, to reinforce | Verb (suru) |
| 段階 | だんかい | dankai | stage, level, step | Noun |
| 熟練 | じゅくれん | jukuren | skill, proficiency | Noun |
| 上級 | じょうきゅう | jōkyū | advanced level | Noun |
| 展望 | てんぼう | tenbō | outlook, prospect, vision | Noun |
Integrated Dialogues Using All N4 Grammar
Dialogue 1: Friends Planning and Reflecting (Casual)
Mika (M) and Yuta (Y) are planning a study session and reflecting on the N4 exam.
| # | Japanese | Romaji | English | Grammar Focus |
|---|---|---|---|---|
| 1 | M: ユウタ、N4の試験、どうだった？ | Yūta, N4 no shiken, dō datta? | Yuta, how was the N4 exam? | Plain form |
| 2 | Y: 難しかったけど、なんとかできたと思う。 | Muzukashikatta kedo, nantoka dekita to omou. | It was hard but I think I managed somehow. | と思う |
| 3 | M: そうなんだ！文法のセクションはどうだった？ | Sō na n da! Bunpō no sekushon wa dō datta? | Really! How was the grammar section? | Plain form |
| 4 | Y: 条件のところが難しかった。「たら」と「と」を間違えてしまった。 | Jōken no tokoro ga muzukashikatta. "Tara" to "to" o machigaete shimatta. | The conditionals were hard. I made a mistake with "tara" and "to." | てしまう |
| 5 | M: あー、私もそこが苦手だった。先生に説明してもらったのに、忘れちゃった。 | Ā, watashi mo soko ga nigate datta. Sensei ni setsumei shite moratta noni, wasurechatta. | Ah, I was also weak there. Even though I had the teacher explain it to me, I forgot. | てもらう / のに |
| 6 | Y: 次の試験に向けて、もっと練習しておくことにした。 | Tsugi no shiken ni mukete, motto renshū shite oku koto ni shita. | I decided to practice more in advance for the next exam. | ことにした / ておく |
| 7 | M: いいね。一緒に勉強すれば、効率がいいと思うよ。 | Ii ne. Issho ni benkyō sureba, kōritsu ga ii to omou yo. | Sounds good. I think it'll be more efficient if we study together. | ば conditional / と思う |
| 8 | Y: うん。受動態がまだよく分からないから、それを集中的にやってみよう。 | Un. Judōtai ga mada yoku wakaranai kara, sore o shūchūteki ni yatte miyō. | Yeah. I still don't understand passive voice well, so let's try focusing on that. | から / てみる |
| 9 | M: それがいいね！日本語が上手になってきたら、嬉しいよね。 | Sore ga ii ne! Nihongo ga jōzu ni natte kitara, ureshii yo ne. | Sounds good! When our Japanese gets better, it'll feel great. | てくる / たら |
| 10 | Y: 絶対そうなるようにがんばろう！ | Zettai sō naru yō ni ganbarō! | Let's absolutely work hard so that it becomes that way! | ように |
| 11 | M: うん！勉強したことを忘れないように、毎日復習することにしよう。 | Un! Benkyō shita koto o wasurenai yō ni, mainichi fukushū suru koto ni shiyō. | Yeah! So we don't forget what we studied, let's decide to review every day. | ように / ことにする |
Dialogue 2: Workplace Setting (Polite — Passive, Causative, Reported Speech)
New employee Akemi (A) is talking to her senior colleague Nakamura (N).
| # | Japanese | Romaji | English | Grammar Focus |
|---|---|---|---|---|
| 1 | A: 中村さん、先ほど部長に呼ばれました。 | Nakamura-san, sakihodo buchō ni yobaremashita. | Nakamura-san, I was just called by the manager. | Passive |
| 2 | N: そうですか。何か言われましたか。 | Sō desu ka. Nanika iwaremashita ka. | Is that so. Were you told anything? | Passive |
| 3 | A: 新しいプロジェクトに参加するように言われました。 | Atarashii purojekuto ni sanka suru yō ni iwaremashita. | I was told to participate in a new project. | Passive + ように |
| 4 | N: それはすごいですね。どんなプロジェクトですか。 | Sore wa sugoi desu ne. Donna purojekuto desu ka. | That's wonderful. What kind of project is it? | |
| 5 | A: 来年リリースされるという新製品の開発らしいです。 | Rainen rirīsu sareru to iu shinseihin no kaihatsu rashii desu. | Apparently it's the development of a new product that will apparently be released next year. | Passive / らしい / という |
| 6 | N: プロジェクトに選ばれたなら、頑張るしかないですね。 | Purojekuto ni erabareta nara, ganbaru shika nai desu ne. | If you were selected for the project, you have no choice but to do your best. | Passive / なら |
| 7 | A: そうですね。残業させられることもあるかもしれませんが、経験になると思います。 | Sō desu ne. Zangyō saserareru koto mo aru kamoshiremasen ga, keiken ni naru to omoimasu. | That's true. There may be times I'm made to work overtime, but I think it will be a valuable experience. | Causative-passive / かもしれない / と思う |
| 8 | N: 何か分からないことがあれば、いつでも聞いてください。 | Nanika wakaranai koto ga areba, itsu demo kiite kudasai. | If there's anything you don't understand, please ask any time. | ば conditional / こと |
| 9 | A: ありがとうございます。先輩に教えてもらいながら、頑張ります。 | Arigatō gozaimasu. Senpai ni oshiete morainagara, ganbarimasu. | Thank you. I will do my best while having you teach me. | てもらう |
| 10 | N: 部長に選ばれた理由が分かるようになると、仕事がもっと楽しくなりますよ。 | Buchō ni erabareta riyū ga wakaru yō ni naru to, shigoto ga motto tanoshiku narimasu yo. | When you come to understand why the manager chose you, work will become even more fun. | Passive / ようになる / と |
Reading Passage
Read the following passage (approximately 200 characters) and answer the comprehension questions below.
日本語学習について
私は3年前に日本語を勉強し始めた。最初は難しくて、諦めそうになったこともあった。しかし、先生に「毎日少しずつ続けることが大切だ」と言われてから、考え方が変わった。今では、N4のレベルに達することができた。友達に「日本語が上手になったね」と言ってもらえると、とても嬉しい。これからもN3を目指して、もっと勉強していくつもりだ。
Nihongo gakushū ni tsuite
Watashi wa sannen mae ni Nihongo o benkyō shi-hajimeta. Saisho wa muzukashikute, akiramesō ni natta koto mo atta. Shikashi, sensei ni "mainichi sukoshi zutsu tsuzukeru koto ga taisetsu da" to iwarete kara, kangaekata ga kawatta. Ima de wa, N4 no reberu ni tassuru koto ga dekita. Tomodachi ni "Nihongo ga jōzu ni natta ne" to itte moraeru to, totemo ureshii. Korekara mo N3 o mezashite, motto benkyō shite iku tsumori da.
Comprehension Questions
-
いつ筆者は日本語を勉強し始めましたか。 Itsu hissha wa Nihongo o benkyō shi-hajimemashita ka. When did the writer start studying Japanese?
-
最初はどんな気持ちでしたか。 Saisho wa donna kimochi deshita ka. How did the writer feel at the beginning?
-
先生は何と言いましたか。（日本語で） Sensei wa nan to iimashita ka. (Nihongo de) What did the teacher say? (In Japanese)
-
友達に何と言ってもらうと嬉しいですか。 Tomodachi ni nan to itte moraeru to ureshii desu ka. What is the writer happy to be told by friends?
-
筆者は今後どうするつもりですか。 Hissha wa kongo dō suru tsumori desu ka. What does the writer intend to do from now on?
Answers:
- 3年前（3 nen mae — three years ago）
- 難しくて、諦めそうになった（muzukashikute, akiramesō ni natta — it was hard and they nearly gave up）
- 「毎日少しずつ続けることが大切だ」
- 「日本語が上手になったね」と言ってもらえると嬉しい
- N3を目指して、もっと勉強していくつもり
20-Point N4 Self-Assessment Checklist
Rate yourself honestly: ✓ = confident | △ = needs review | ✗ = must restudy
| # | Grammar Point | ✓/△/✗ |
|---|---|---|
| 1 | I can conjugate any verb into all 4 plain-form columns (dict., ない, た, なかった). | |
| 2 | I always use plain form before と思う and と言う, even in polite sentences. | |
| 3 | I can distinguish and use all 6 て-form compound patterns (〜てしまう, ておく, てみる, てくる, ていく, てから). | |
| 4 | I can correctly use あげる, もらう, and くれる based on social direction. | |
| 5 | I understand and apply て-form benefactive patterns (てあげる, てもらう, てくれる). | |
| 6 | I can distinguish all 6 inference patterns by certainty level and evidence type. | |
| 7 | I know the two different meanings of そうだ (appearance vs. hearsay). | |
| 8 | I always use plain form before と in reported speech. | |
| 9 | I can convert direct speech (「 」quotes) to indirect speech. | |
| 10 | I understand when each of the 4 conditionals is used: たら, ば, なら, と. | |
| 11 | I know that 〜と cannot precede requests or personal intentions. | |
| 12 | I can conjugate verbs into passive form (u-verbs: 〜われる; ru-verbs: 〜られる). | |
| 13 | I can conjugate verbs into causative form (〜させる/〜せる). | |
| 14 | I understand and can produce causative-passive (〜させられる). | |
| 15 | I understand the suffering/adversative passive (迷惑の受け身). | |
| 16 | I can distinguish ために vs. ように based on volitional control. | |
| 17 | I know when to use から vs. ので based on formality and context. | |
| 18 | I understand the contrast/regret nuance of のに. | |
| 19 | I can construct relative clauses by placing plain-form clauses before nouns. | |
| 20 | I can distinguish nominalizers の and こと and use fixed expressions ことがある, ことにする, ことになる. |
30 Mixed Practice Questions
Section A: Grammar Transformation (10 questions)
Transform or complete each sentence as instructed.
- 食べます → Plain form past negative: ___
- 「明日来ます」と言った。→ Indirect: 明日___と言った。
- 先生は私を___（叱る, causative-passive）→
- 日本語が話せる___に、毎日練習します。（purpose: state goal）→
- 本を全部読んで___った。（completion/regret contraction）→
- 電気は______を押すと、つきます。（button = ボタン）→
- 友達に宿題を___（手伝う, てもらう form）→
- 彼女はもう帰った___かもしれない。（と/が）→
- このボタンを___と、ドアが開く。（押す）→
- 来年留学する___なった。（external decision）→
Answers:
- 食べなかった
- 来ると（plain form: くる）
- 叱らせられた（叱られる is passive; 叱らせられた = causative-passive)
- ように（話せるように）
- 読んじゃ（読んでしまった → 読んじゃった）
- ボタン（ボタンを押すと）
- 手伝ってもらった
- と（帰ったと）
- 押す（押すと）
- ことに（ことになった）
Section B: Choose the Correct Pattern (10 questions)
Choose the most natural option for each context.
- 田中さんはパーティーに来る【a: かもしれない / b: はずがない】。（You just received an uncertain invitation）→
- このケーキ、【a: 美味しいそう / b: 美味しそう】！（You see it and it looks good）→
- 電車が遅れた【a: から / b: ので】、遅刻しました。（Explaining to boss）→
- 京都に行く【a: なら / b: と】、金閣寺に行ってみてください。（Giving advice based on their plan）→
- 着い【a: たら / b: と】、電話してください。（After-arrival request）→
- 先生は私に本を【a: あげた / b: くれた】。（Teacher gave to me）→
- 毎日走る【a: ために / b: ように】、健康になりたい。（State goal）→
- 頑張った【a: けど / b: のに】、合格できなかった。（Frustration/regret tone）→
- 今、宿題をして【a: いるところ / b: おいた】です。（In the middle of）→
- これは「エコバッグ」【a: の / b: という】商品です。（Introducing product name）→
Answers: 11. a（かもしれない — uncertain） 12. b（美味しそう — stem form for appearance） 13. b（ので — polite context) 14. a（なら — contextual advice） 15. a（たら — after-completion request） 16. b（くれた — gave to me） 17. b（ように — state/ability goal） 18. b（のに — regret/contrast with emotion） 19. a（いるところ — in the middle of） 20. b（という — introducing a named thing）
Section C: Translation (10 questions)
- I think that trip must have been fun. (はず)
- I was made to eat food I didn't like. (causative-passive)
- Let's study together after we eat. (てから)
- Even though it was expensive, I bought it. (のに)
- According to the teacher, the exam will be next Friday. (によると/そうだ)
- I've decided to stop eating sweets. (ことにした)
- The person who taught me Japanese is my friend Tanaka. (relative clause)
- It looks like it's going to rain. (appearance-そうだ)
- I had my friend help me move. (てもらう)
- If you go straight, there's a convenience store. (〜と for directions)
Answers: 21. あの旅行は楽しかったはずだと思う。 22. 嫌いな食べ物を食べさせられた。 23. 食べてから、一緒に勉強しよう。 24. 高かったのに、買ってしまった。 25. 先生によると、試験は来週の金曜日だそうです。 26. お菓子を食べるのをやめることにした。 27. 私に日本語を教えた人は友達の田中さんです。 28. 雨が降りそうだ。 29. 友達に引越しを手伝ってもらった。 30. まっすぐ行くと、コンビニがあります。
What's Next at N3?
Congratulations on completing N4! Here is a preview of the key areas you will master at JLPT N3 (CEFR: B1):
Grammar Expansion:
- 〜ながら (while doing simultaneously), 〜てばかりいる (always doing), 〜っぱなし (leaving something undone)
- More complex conjunctions: 〜上に (in addition to), 〜どころか (far from), 〜わけがない (there's no reason why)
- Formal written expressions: 〜に関して, 〜について, 〜に対して (regarding, about, toward)
- Potential expressions: 〜得る (is possible), 〜ずには（いられない）(can't help but)
- Nominalization and formality: 〜ものだ (should naturally be), 〜ものの (although), 〜はずもない
Vocabulary:
- Approximately 3,000–4,000 total words (about 1,500 new beyond N4)
- Wider range of formal and written vocabulary
- More compound words, idiomatic expressions
Kanji:
- 650 total kanji (approximately 370 new beyond N4)
- More complex kanji used in newspapers and formal documents
Listening:
- Longer and faster conversations
- Ambiguous or implied meanings requiring inference
- More varied speakers and accents
Reading:
- Full newspaper articles, formal letters, instructions
- Implied meaning and logical inference across paragraphs
- Approximately 700–1000 character reading passages
Study Recommendation: The jump from N4 to N3 is one of the largest in the JLPT system. Allow 6–12 months of consistent study, focus on reading authentic materials (graded readers, simplified news), and build listening exposure through podcasts and drama with Japanese subtitles.
Cultural Note
Reaching N4 is a genuinely significant milestone. At N4, you possess the grammatical range to have real conversations: to express what you think, relay what you heard, describe conditions and consequences, frame your role in a social situation through appropriate giving/receiving language, and draw nuanced inferences. This level corresponds roughly to CEFR A2 — you can handle familiar, routine situations in Japanese, communicate basic needs, and understand the main point of straightforward texts.
What separates N4 from N3 is depth and naturalness. N3 learners can read simplified news, handle unexpected conversational topics, and use a wider range of formal and informal registers. The cultural competency at N3 expands significantly: understanding implication, politeness levels beyond the basic polite/casual distinction, and the social weight of specific word choices becomes essential. But all of that is built on the foundation you have now laid. Every grammar pattern at N3 will connect to something you learned at N4. Your journey from あ to 合格 continues — keep going.
Self-Check (Capstone)
- Without looking at notes, list all 4 conditional forms with a one-sentence example of each.
- Explain the uchi/soto distinction and give an example of how it affects your choice of あげる vs. くれる.
- Translate this sentence: 先生に勧められた本を読んでみたけど、思ったより難しくなかった。
- Write a 5-sentence Japanese paragraph about your Japanese learning journey using at least 5 different N4 grammar patterns.
- Which N4 grammar area do you feel least confident about? Write 3 original sentences using that pattern and check them against this lesson's examples.