KPG English cheat sheet

In a dialogue, the second speaker's reply usually answers the question and contains the key information; the first speaker's statement often sets up a contrast or correction.

Signal words for a change of plan: 'actually', 'on second thought', 'instead', 'rather' - the information after the signal overrides what was said before.

Numbers in listening are often corrected: listen for 'not X, but Y', 'I meant Y', or 'it's actually Y' - the final number is the answer.

Inference items ask what the speaker implies, not what is stated; the correct answer is supported by tone, stress, or a logical consequence of the words.

When a speaker asks a question with rising intonation, the answer is usually in the next turn; when the question is rhetorical, the answer is the speaker's own opinion.

For lecture main-idea items, the opening sentence and the summary sentence near the end usually state the topic; details in the middle are supports, not the main idea.

Distractors in listening often repeat exact words from the audio while the correct answer paraphrases; matching words is not evidence of the correct answer.

Note-taking during longer passages should record nouns, numbers, and transition words (however, therefore, first, finally), not full sentences, to keep pace with the audio.

Main-idea answers must cover the whole passage; an answer that is true only for one paragraph is a detail, not the main idea.

For vocabulary-in-context items, substitute each option into the sentence and check whether the sentence still makes logical sense; the most common dictionary meaning is often a trap.

Inference answers must be necessarily true from the text; if an answer requires outside knowledge or a possible but unstated assumption, it is wrong.

Author's-purpose questions ask why the author wrote the passage (to persuade, to inform, to compare, to criticize); the answer is a verb phrase, not a topic.

Reference questions ('it', 'they', 'this') are resolved by looking at the previous sentence for the nearest noun phrase that agrees in number and makes sense.

Exception questions ('all of the following are true EXCEPT') require checking each option against the passage; the correct answer is the one the passage contradicts or never mentions.

Passage organization questions (compare-contrast, cause-effect, problem-solution) are answered by transition words and paragraph order, not by the title.

When two answers seem correct, the better one is usually more specific and more directly supported by a single sentence or paraphrase in the passage.

Subject-verb agreement: the verb agrees with the head noun, not with a prepositional phrase; 'The list of items is' not 'are'.

Neither/either, each, everyone, anybody are singular and take singular verbs and pronouns in formal written English.

After a preposition, use a gerund (-ing form), not an infinitive: 'interested in learning', 'instead of going'.

Comparatives: use 'than' after a comparative adjective; use 'as ... as' for equality; do not combine both ('more better', 'as tall than' are wrong).

Perfect tenses: 'have/has + past participle' for present relevance; 'had + past participle' for an earlier past event; time expressions like 'since' and 'for' pair with perfect forms.

Conditionals: real (if + present, will), unreal present (if + past, would), unreal past (if + had + past participle, would have + past participle).

Word formation: noun suffixes (-tion, -ment, -ness), adjective suffixes (-ful, -less, -ive, -able), and verb prefixes (re-, dis-, over-) determine the part of speech required in a blank.

Collocation pairs to memorize: 'make a decision', 'do research', 'take responsibility', 'pay attention', 'strong evidence', 'heavy rain' - prepositions and verb-noun pairs are tested more often than rare words.

A paragraph needs one topic sentence, supporting sentences, and a concluding or transitional sentence; a new idea requires a new paragraph.

Formal writing avoids contractions, slang, and first-person pronouns where possible; academic writing uses hedging ('may', 'suggests') rather than absolute claims.

Cohesion is built with transition words: addition (moreover, furthermore), contrast (however, nevertheless), cause (therefore, consequently), example (for instance, namely).

Sentence variety is scored: combine short sentences with subordinating conjunctions (although, because, while) and use participial phrases to avoid repetitive subject-verb openings.

Common punctuation rules tested: comma before a coordinating conjunction joining two independent clauses; no comma between a subject and its verb; semicolon between related independent clauses.

An essay introduction states the topic and the thesis; each body paragraph begins with a claim that supports the thesis; the conclusion restates the thesis without new evidence.

Editing checklist: subject-verb agreement, verb tense consistency, pronoun reference, article use (a/an/the), and preposition choice - these five areas account for most grammar errors in writing tasks.

Paraphrasing replaces both words and sentence structure; changing only synonyms while keeping the original order is not sufficient paraphrasing.

Fluency is judged by pauses and flow, not by accent; self-correction is acceptable if it does not break communication.

For opinion tasks, use a three-part structure: state position, give one reason with an example, and conclude with a restatement or concession.

Pronunciation features that affect meaning: word stress (PREsent vs preSENT), sentence stress on content words, and intonation for questions versus statements.

Connected speech rules: final consonant + initial vowel links (an apple → a-napple), consonant assimilation, and reduction of function words (to, for, and) in fast speech.

When you do not understand a question, ask for clarification ('Could you repeat that?' / 'Do you mean ...?') rather than guessing; this is scored as interaction, not failure.

Fillers such as 'um' and 'uh' reduce fluency scores; replace them with short pauses or discourse markers ('well', 'let me think').

In picture-description or narration tasks, use present continuous for ongoing actions and simple past for completed events; sequence markers (first, then, after that) organize the response.

Turn-taking in paired speaking: respond to your partner's point before adding your own ('I agree with that, and I'd add ...') to demonstrate interaction.