Nagasaki Public High School Entrance Examination - English key terms

The rule that a verb must match its subject in number, so a singular subject takes a singular verb and a plural subject takes a plural verb, even when words sit between them.

The ending added to a present-tense verb when the subject is he, she, it, or a single countable noun, as in 'She walks' or 'The bus stops here.'

A tense formed with have or has plus a past participle, used for experiences, unfinished time periods, and actions whose result still matters now, as in 'I have lost my key.'

The verb form used after have or has and in passive sentences, usually ending in -ed for regular verbs but irregular for many common verbs, as in 'eaten' or 'written.'

A sentence pattern made with be plus a past participle, used when the receiver of the action is more important than the doer, as in 'This bridge was built in 1960.'

A word such as who, which, or that that joins a describing clause to a noun, as in 'the girl who won the race' or 'a book that I borrowed.'

The to-plus-base-verb form used to state a reason or aim, as in 'I went to the library to study' or 'She saved money to buy a bike.'

The -ing form of a verb used as a noun, so it can be a subject, object, or after certain verbs and prepositions, as in 'Swimming is fun' or 'Thank you for helping.'

The form of an adjective or adverb used to compare two things, made by adding -er or by placing more before the word, as in 'taller' or 'more carefully.'

The form of an adjective or adverb used to single out one item from a group, made with -est or most, as in 'the fastest train' or 'the most interesting book.'

A single word naming a group of people, animals, or things, such as team, family, or class, which usually takes a singular verb in standard school English.

A helping verb such as can, may, must, or should that adds ability, permission, obligation, or advice, and is followed by the base form of the next verb.

A question form used to ask for something without sounding rude, typically built with could you, would you mind, or may I, as in 'Could you open the window?'

A sentence that gives a command, instruction, or invitation and begins with the base form of a verb, often without a stated subject, as in 'Turn left at the corner.'

Choosing the reply that fits a short spoken or written exchange, matching the function of the prompt such as greeting, apologizing, declining, or offering thanks.

An expression that says sorry and gives a reason, such as 'I'm sorry I'm late, but the bus broke down,' used to repair a problem politely.

The single most important point a passage makes about its topic, which the supporting details explain, so it is usually broader than any one example.

A fact, example, or reason inside a passage that explains or proves the main idea, often answering who, what, when, where, or how much.

A conclusion a reader draws by combining clues in the text with background knowledge, even though the writer never states that conclusion directly.

The reason a writer produced a text, such as to inform, persuade, entertain, or give instructions, which shapes the words and structure chosen.

The sentence, usually near the start of a paragraph, that announces what the paragraph is about and prepares the reader for the details that follow.

A pronoun or short phrase such as it, they, this, or the former that points back to an earlier noun, so the reader must trace what it stands for.

A linking word such as however, therefore, because, or for example that shows how two ideas relate, whether by contrast, cause, result, or addition.

A task where jumbled words or clauses must be arranged into a correct sentence, using grammar patterns and meaning clues to decide the right order.

The fixed arrangement of subject, verb, object, and modifiers in an English sentence, which differs from Japanese and must be checked when building sentences.

Rewriting a sentence so it keeps the same meaning but changes form, for example from active to passive or from direct to reported speech.

Telling what someone said without quoting exactly, which usually shifts the tense back and changes pronouns and time words, as in 'She said she was tired.'

The change of a verb to an earlier tense inside reported speech, for example present to past, because the reporting verb is already in the past.

Understanding the overall message of a recording without catching every word, by focusing on the speaker's purpose and the situation as a whole.

Listening with a question in mind to catch particular facts such as times, prices, names, or places, ignoring details that the question does not ask about.

Writing short keywords, numbers, or symbols while listening so key facts can be recalled when answering questions after the recording has finished.

Writing down exactly what is heard, which tests the ability to catch sounds, spelling, and small grammar words that are often spoken quickly.

A writing task in which the candidate produces a short connected text on a given topic, organized into an opening, supporting details, and a closing.

Arranging sentences so each paragraph has one clear focus, with a topic sentence, supporting details, and connectors that guide the reader smoothly.

A stated minimum or maximum number of words for a writing task, which the candidate must meet while keeping the content relevant and complete.

A writing or speaking task in which the candidate states what is happening in a scene, using present continuous verbs and clear spatial language.