Nara Public High School Entrance Examination - English key terms

The most important point a whole passage or talk is making, stated or implied. Unlike a detail, it covers everything the text says, so a correct answer must fit every paragraph, not just one line.

A specific fact, example, number, or reason a writer uses to explain or prove the main idea. Detail questions ask what, who, when, where, or how much, and the answer is usually found in one sentence of the text.

The sentence, often first in a paragraph, that announces what the paragraph is about. Finding it quickly gives you the paragraph's subject before you read the rest, which saves time on long reading sections.

A conclusion you draw from clues in the text rather than from a sentence that says it directly. Inference answers must be supported by the passage; an answer that is merely true in real life but not hinted at is wrong.

Reading quickly through a text looking only for one piece of information, such as a name, date, or price, without reading every word. It is the fastest method for chart, timetable, and notice questions.

Reading a passage fast to catch its general subject and structure before answering questions. You look at the title, first sentences, and repeated words rather than details, then return to read closely where needed.

Information around an unknown word, such as a definition, example, contrast, or cause, that lets you guess its meaning. Examiners often test this by asking what a word most nearly means in the passage.

Saying the same meaning with different words. Correct reading answers are usually paraphrases of the text, not exact copies, so matching identical wording alone can lead you to a trap choice.

A short statement of a text's central points in your own words, leaving out examples and repetition. In writing tasks it must contain the key information only, without your personal opinion unless asked.

A linking word or phrase such as however, therefore, for example, or in addition that shows how two ideas connect. Noticing it tells you whether the next sentence agrees, contrasts, gives a reason, or gives a result.

A word that joins words, phrases, or clauses, for example and, but, because, although, or while. Choosing the right one depends on the logical relation between the two parts, not on length or sound.

A group of words with a subject and verb that cannot stand alone as a sentence, often beginning with because, when, if, or that. It attaches to a main clause and often comes before it in written English.

Who, which, that, whose, or whom, used to connect a describing clause to a noun, as in the girl who won. In Japanese schools the resulting clause is often called a 'contact clause' when the pronoun is omitted.

The -ing or -ed form of a verb used as an adjective or in a phrase, as in the running boy or the letter written yesterday. Present participles usually describe an active meaning; past participles usually describe a passive or completed one.

A sentence pattern in which the receiver of the action becomes the subject, formed with be plus the past participle, as in the window was broken. It is used when the doer is unknown, unimportant, or obvious.

The verb form that shows when an action happens, such as present, past, or future, and whether it is simple, progressive, or perfect. Time words like yesterday, now, and since usually decide which tense is correct.

The rule that a verb must match its subject in number, as in he plays but they play. Errors often hide when words sit between subject and verb, or with each, everyone, and news, which take singular verbs.

A noun you can count with numbers and that has a plural form, such as book, books. Uncountable nouns like information, advice, and furniture take no plural and no a or an, which is a frequent test point.

The words a, an, and the. Use a or an for one unspecified countable thing, the for something already known or unique, and no article for general plurals or uncountable nouns used in a general sense.

A short word such as in, on, at, by, for, or with that shows place, time, or relation. Fixed combinations like interested in, good at, and arrive at must be memorised because the choice is not logical.

A verb combined with a particle that creates a new meaning, such as give up, look after, or turn down. The particle can change the meaning completely, so the whole phrase must be learned as one unit.

A fixed expression whose meaning cannot be worked out from its separate words, such as under the weather or a piece of cake. Examiners test whether you know the whole phrase, not the individual vocabulary.

A way of asking that softens the demand, using could you, would you mind, or I was wondering if. The response must match the form, so would you mind takes not at all or of course not, not yes.

A spoken or written offer to join an event, often with accept and decline patterns such as I'd love to or I'm afraid I can't. Situational questions test whether your reply fits the relationship and the formality.

An expression of regret for a mistake or trouble, typically I'm sorry for, I apologise for, or excuse me. The correct reply is usually an acceptance such as that's all right or no problem, not a new apology.

The rise and fall of the voice across a sentence. In English, falling pitch usually marks statements and wh-questions, while rising pitch marks yes/no questions and shows surprise or uncertainty.

The extra loudness and length given to one syllable in a word or one word in a sentence. Wrong stress can make a word hard to understand even when every sound is pronounced correctly.

A unit of pronunciation containing one vowel sound, such as the three beats in com-pu-ter. Counting syllables helps you place stress and split words correctly at line breaks in writing.

A speech sound made without blocking the airflow, such as the sounds in see, sit, bed, and cat. English has far more vowel sounds than letters, so learners must train their ears to hear the differences.

A speech sound produced by partly or fully blocking airflow, such as p, b, t, d, k, and g. Pairs like l and r or b and v are often confused and are common targets in listening and pronunciation items.

Two words that differ in only one sound, such as light and right, or ship and sheep. Listening questions use them to check whether you can hear a distinction that changes meaning.

The system that links letters and letter groups to the sounds they represent, such as sh in ship or ea in read. Knowing the common patterns helps you read unfamiliar words aloud and spell them correctly.

A letter written in a word but not pronounced, as in the k of know, the b of climb, or the e of make. Recognising these patterns prevents spelling mistakes and mispronunciation in reading-aloud tasks.

A writing task that reports what a graph, table, or pie chart shows. A good answer states the overall trend first, then gives the key figures with dates and units, without inventing reasons for the data.

A group of sentences about one point, usually starting with an indented or blank line. In longer passages and in your own writing, each paragraph should carry one clear idea before moving to the next.

The subject a talk, passage, or composition is about, expressible in a few words. Distinguishing the topic from the main idea keeps you from choosing an answer that is too broad or too narrow.

Writing short keywords, numbers, and symbols while listening so you can answer questions afterwards. Use abbreviations and leave out grammar, because the goal is to record facts, not full sentences.

A listening or reading task in which you fill blanks in a notice, table, or application with words from the recording or text. Check spelling, word limits, and whether a number or a name is required.