KPG English flashcards
KPG English · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Main idea
- The central point that the whole passage supports. It is broader than any single detail and is usually stated in the first or last paragraph.
- Inference
- A conclusion that follows necessarily from stated evidence without being directly stated. If an answer needs outside knowledge, it is not a valid inference.
- Vocabulary in context
- The meaning of a word as used in a specific sentence. Test by substituting each option; the correct option keeps the sentence logical, even if it is not the most common meaning.
- Author's purpose
- The reason the writer produced the text, such as to inform, persuade, compare, or criticize. Answers are verb phrases, not topic labels.
- EXCEPT question
- A question asking which option is NOT supported by the passage. Check each option against the text; the answer is the one contradicted or never mentioned.
- Pronoun reference
- The noun phrase that a pronoun such as 'it' or 'they' replaces. Find the nearest preceding noun that agrees in number and makes sense.
- Topic sentence
- The sentence that states the main idea of a paragraph, usually first. All other sentences in the paragraph should support or explain it.
- Thesis statement
- A single sentence in the introduction that states the essay's central claim. Every body paragraph must support it, and the conclusion restates it.
- Cohesion
- The use of transition words and repeated key terms to connect ideas across sentences. Examples include 'however', 'therefore', and 'for instance'.
- Paraphrase
- Restating an idea in different words and different sentence structure while keeping the meaning. Changing only synonyms is not sufficient.
- Semicolon use
- A semicolon joins two related independent clauses without a conjunction. It cannot join a clause and a phrase, and it does not replace a colon before a list.
- Hedging
- Language that softens a claim, such as 'may', 'suggests', or 'tends to'. Academic writing uses hedging instead of absolute statements.
- Subject-verb agreement
- The verb must match the head noun of the subject, not a noun in a prepositional phrase. 'The list of items is' is correct; 'are' is wrong.
- Gerund after preposition
- A verb following a preposition takes the -ing form, not the infinitive. Correct: 'interested in learning'; incorrect: 'interested in to learn'.
- Present perfect
- Formed with have/has plus past participle. It connects a past action to the present and pairs with 'since' and 'for'.
- Third conditional
- If + past perfect, would have + past participle. It describes an unreal past situation and its imagined result, not a future possibility.
- Comparative forms
- Use -er or 'more' plus 'than' for comparison, and 'as ... as' for equality. Never combine both: 'more better' and 'as tall than' are errors.
- Collocation
- A conventional word pairing such as 'make a decision', 'do research', or 'heavy rain'. Collocations are tested more often than rare vocabulary.
- Indefinite pronoun agreement
- Words like each, everyone, anybody, and neither are singular and take singular verbs and pronouns in formal written English.
- Word formation suffixes
- Noun suffixes include -tion, -ment, and -ness; adjective suffixes include -ful, -less, and -able. The suffix shows the part of speech a blank requires.
- Correction signal words
- Words such as 'actually', 'instead', and 'on second thought' signal that the speaker is changing information. The later information is the answer.
- Paraphrase distractor
- A listening answer that restates the audio in different words. It is usually correct, while options that repeat exact words are often traps.
- Rising intonation
- A rise at the end of an utterance usually marks a yes/no question. The answer typically appears in the next speaker's turn.
- Note-taking for listening
- Record nouns, numbers, and transition words rather than full sentences. This keeps pace with the audio and preserves the structure of the passage.
- Implied meaning
- Information suggested by tone, stress, or logical consequence rather than stated directly. Inference items ask about this, not about literal content.
- Lecture main idea
- The topic stated in the opening sentence and summarized near the end. Middle details support it but do not replace it as the answer.
- Word stress
- The syllable that receives primary emphasis in a word, such as PREsent (noun) versus preSENT (verb). Stress can change meaning and is scored in speaking.
- Connected speech linking
- Final consonants link to initial vowels across word boundaries, as in 'an apple' pronounced 'a-napple'. This affects listening and pronunciation scores.
- Fluency
- The flow of speech judged by pauses and continuity, not by accent. Occasional self-correction is acceptable if communication continues.
- Clarification request
- A phrase such as 'Could you repeat that?' or 'Do you mean ...?' used when a question is unclear. It is scored as interaction, not as failure.
- Discourse markers
- Words like 'well', 'so', and 'let me think' that organize speech and replace filler sounds such as 'um'. They support fluency scores.
- Opinion task structure
- State a position, give one reason with an example, and conclude with a restatement or concession. This three-part pattern organizes speaking responses.