Oita Public High School Entrance Examination - English key terms

The most important point a passage or talk makes as a whole, stated or implied. Distractors often describe a single detail or a side remark rather than this central point.

A specific fact, example, or reason inside a passage that explains or proves the main idea. Questions may ask which detail is true, so each option must be checked against the text.

The sentence, usually first in a paragraph, that announces what the paragraph is about. Finding it quickly helps a reader predict the rest of the paragraph and answer gist questions.

A conclusion a reader draws from clues in the text that are not stated directly. The answer must be supported by evidence in the passage, not by personal opinion or guesswork.

The reason a writer produced a text, such as to inform, persuade, entertain, or explain a procedure. Recognizing it helps a candidate judge tone and choose the best summary of a passage.

Reading quickly with the eyes moving over a text to locate one specific item, such as a date, name, or price. It is useful for information-retrieval tasks like timetables and notices.

Reading rapidly for the general sense of a text, often by looking at titles, first sentences, and headings. It saves time before answering questions that need only the overall message.

A word or phrase near an unknown word that hints at its meaning, such as a definition, example, or contrast. Using these clues is a core vocabulary strategy in reading sections.

A word with nearly the same meaning as another word, such as 'begin' and 'start'. Exam questions often ask a candidate to choose the closest synonym for an underlined word in a sentence.

A word with the opposite meaning of another word, such as 'cheap' and 'expensive'. Recognizing opposites helps in questions that ask which option does NOT match the passage.

The form of a verb that shows when an action happens, such as present, past, or future. Choosing the correct tense depends on time words and the surrounding sentences in a dialogue.

A helping verb such as be, do, or have that works with a main verb to form questions, negatives, tenses, or the passive voice. Its correct form must agree with the subject.

The noun or pronoun that performs the action of a verb or that the sentence is about. Finding it is the first step in deciding whether a verb takes a singular or plural form.

The rule that a singular subject takes a singular verb and a plural subject takes a plural verb. Long phrases between the subject and verb often hide the true subject in exam sentences.

A word such as who, which, or that that introduces a clause describing a noun, as in 'the book that I bought'. Choosing the right one depends on whether the noun is a person or a thing.

A linking word such as and, but, because, or although that joins words or clauses and shows their relationship. The meaning of the link, not just grammar, decides the correct choice.

A verb form used as an adjective, such as 'the running boy' or 'a broken window'. Present and past participles are often tested in reduced clauses and in describing feelings.

The -ing form of a verb used as a noun, as in 'Swimming is fun' or 'I enjoy reading'. Certain verbs, such as enjoy and finish, are followed by this form rather than an infinitive.

The base form of a verb with 'to', as in 'to go' or 'to study'. It appears after verbs like want and decide, and in purpose phrases such as 'to learn English'.

A short word such as in, on, at, for, or by that shows place, time, or relation between things. Fixed phrases with these words, like 'good at', must often be memorized.

A pair or group of words that native speakers naturally use together, such as 'take a shower' or 'heavy rain'. Exam items test whether a candidate knows the usual partner word.

A fixed expression whose meaning cannot be worked out from its separate words, such as 'once in a blue moon'. Context in the sentence usually signals the intended meaning.

A linking adverb such as however, therefore, or for example that signals how one sentence relates to the next. It is tested in paragraph-completion and ordering tasks.

A group of sentences about one point, usually beginning with a topic sentence and ending with a closing or linking sentence. Paragraph organization is central to ordering and insertion questions.

A writing task in which notes, pictures, or questions supply the content and the candidate writes connected English. The response must cover every given point and stay within the word limit.

A short plan listing the points to include and the order to present them before writing. In guided writing it keeps the answer organized and prevents leaving out required information.

The maximum or minimum number of words allowed for a written answer. Going far over or under it can lose marks, so candidates should count and adjust content accordingly.

The subject a talk, passage, or writing task is about, usually expressible in a few words. Identifying it early narrows the choices in listening and reading questions.

An important word in a question or in a listening script that carries the needed information, such as a time, place, or number. Listening for it helps locate the answer quickly.

A planned way to handle audio, such as reading the questions first, predicting vocabulary, and noting numbers while listening. These habits reduce panic when speech is fast or unclear.

Writing short symbols, numbers, or abbreviations while listening so information is not forgotten. Notes should be brief so attention stays on the speaker's next words.

To restate a sentence or idea in different words while keeping the meaning. Correct answer options often paraphrase the script rather than repeat its exact wording.

A table or diagram that presents information in rows, columns, or sections, common in information-retrieval tasks. Reading headings and units carefully prevents choosing a wrong number.

A short public message giving rules, times, or announcements, often with headings and bullet points. Questions ask for a specific fact, so extra lines are usually distractors.

A short written message with a greeting, body, and closing, often used in reading tasks and in guided writing. Candidates should notice who writes to whom and what action is requested.

Connecting English with another school subject such as science, history, or health. Tasks may ask candidates to read a short science text or explain data using simple English sentences.

Reading numbers, graphs, or survey results and stating what they show in words. Answers need comparison language such as 'more than', 'twice as many', or 'the most popular'.