Osaka Public High School Entrance Examination - English key terms

A word such as who, what, when, where, why, or how that begins a question and signals the kind of information the answer must contain. Listening and interview tasks often depend on catching this word.

Understanding the main point of a spoken passage without catching every word. Candidates identify who is speaking, what the topic is, and what the speaker wants, then answer questions about the overall meaning.

Catching specific facts in speech, such as a time, price, place, or name. The answer usually appears once, so candidates should note numbers and proper nouns while the recording plays.

An answer choice or detail that sounds plausible but is wrong. In listening tasks, a number or name may be mentioned and then corrected, so the first figure heard is often a distractor.

Saying the same idea with different words. Exam questions rarely repeat the exact wording of a passage, so candidates must recognise when a question restates the text's meaning.

The central point a passage makes about its topic. It is broader than any single detail and is often stated in the first or last sentence, or must be inferred from the whole text.

A sentence, usually near the start of a paragraph, that states what the paragraph is about. Finding it quickly helps candidates predict the content that follows and answer structure questions.

A fact, example, or reason that explains or proves the main idea. Detail questions ask who, what, when, or how many, and the answer can usually be located in one specific sentence.

A conclusion drawn from clues in the text rather than from a stated fact. Inference questions ask what the writer suggests or what a character probably feels, so answers must be supported by evidence.

The reason a writer produced the text, such as to inform, persuade, warn, or entertain. Recognising purpose helps candidates judge tone and choose answers that fit the whole passage rather than one line.

The attitude a writer expresses through word choice, such as friendly, critical, hopeful, or neutral. Tone questions require attention to adjectives and verbs rather than to the facts alone.

Moving the eyes quickly over a text to find one piece of information, such as a date or a name, without reading every word. It is the fastest strategy for detail questions on notices and timetables.

Reading quickly for the general sense of a passage, often by looking at headings, first sentences, and repeated words. It is used before close reading to build a mental map of the text.

The word or idea that a pronoun or substitute word points to, such as what 'it' or 'this' means in a sentence. Pronoun-reference questions test whether candidates can trace these links accurately.

The way sentences are linked so a text reads as one whole, using pronouns, repeated words, and connectors like however or therefore. Cohesion clues help candidates order sentences correctly.

A word or phrase such as because, although, however, or in addition that shows the logical link between ideas. Choosing the right connector is a common item type in grammar and in sentence-ordering tasks.

A word that joins words, phrases, or clauses, for example and, but, or, because, and while. Candidates must know which conjunctions pair with which sentence patterns and meanings.

The form of a verb that shows when an action happens, such as present, past, or future. Tense questions often depend on time words like yesterday, now, or next week elsewhere in the sentence.

A word or phrase that signals when something happens, such as last year, at the moment, or by next Friday. These signals usually decide which tense a blank requires.

The rule that a verb must match its subject in number and person, as in 'she goes' but 'they go'. Long subjects and phrases between subject and verb often hide the true subject in test items.

A verb form used as an adjective or in a larger verb phrase, such as the -ing form or the past participle. Items often test choosing between interested and interesting, or bored and boring.

The base form of a verb with 'to', as in 'to study' or 'to be'. Some verbs are followed by an infinitive and others by a gerund, and this choice is a frequent exam point.

An -ing verb form used as a noun, as in 'Reading is fun' or 'I enjoy swimming'. Candidates must recognise when a verb pattern requires a gerund rather than an infinitive.

The form of an adjective or adverb used to compare two things, such as taller, more careful, or better. Items often test the correct pattern, as in 'as tall as' or 'much taller than'.

The form of an adjective or adverb used to compare three or more things, such as the tallest or the most beautiful. It normally appears with 'the' and names one member of a group.

The words a, an, and the, used before nouns. Choosing between them depends on whether the noun is countable, already known to the reader, or mentioned for the first time.

A word such as in, on, at, for, or by that shows a relationship of place, time, or direction. Fixed phrases like 'good at' or 'interested in' are commonly tested.

A clause with its own subject and verb that cannot stand alone as a sentence, often beginning with because, if, when, or that. Recognising its boundary is essential for reordering and combining sentences.

A word such as who, which, that, or whose that introduces a clause describing a noun, as in 'the girl who won'. Reordering items often hinge on placing this clause correctly.

The accepted sequence of subject, verb, object, and modifiers in an English sentence. Reordering tasks test this directly, especially the position of adverbs and of question forms.

Joining two short sentences into one longer sentence using conjunctions, relative pronouns, or participles. The result must keep the original meaning and follow correct grammar.

A brief written reply, usually a phrase or one or two sentences, that answers a question about a text. Answers should use the question's wording and avoid copying long passages.

A short restatement of a text's main points in the writer's own words. A good summary keeps the central idea and essential facts, leaves out examples, and stays within the word limit.

The opening sentence of a written answer that states the point directly before supporting it. In short responses it helps the reader see immediately that the question has been answered.

A brief plan listing the main points and their order before writing. In timed composition, a three-line outline keeps the essay organised and prevents repetition or missing content.

A group of sentences about one point, usually starting with a topic sentence and ending with a link to the next idea. Clear paragraphing is part of the composition score.

The number of words in a piece of writing, which exam instructions often set as a minimum and maximum. Candidates should practise counting so they neither fall short nor exceed the limit.

A short spoken statement giving your name, school, interests, and goals. In interview-style tasks it should be prepared, natural, and about thirty to sixty seconds long, ending with something that invites a follow-up question.

A question asked after your first answer to get more detail, such as 'Why do you like it?' or 'How often do you do it?'. Preparing reasons and examples for your stated interests makes these easier to answer.

Asking for something to be repeated or explained, using phrases like 'Could you say that again?' or 'Do you mean...?'. Using it politely is better than guessing or staying silent.

How clearly words are spoken, including stress, rhythm, and individual sounds. In oral tasks, clear pronunciation matters more than a native accent; slow, steady speech is easier to follow.