Saga Public High School Entrance Examination - English key terms

The short spoken reply a student gives to a single line of dialogue, chosen from options that differ by politeness, setting, or meaning. It tests whether the reply fits the speaker, place, and purpose.

A listening task where part of a conversation is missing and the student picks the line that fits the flow of the exchange. Correct answers keep the topic, tense, and level of politeness consistent.

The level of formality in language, ranging from casual talk with friends to formal speech with teachers or officials. Choosing the wrong register makes a reply sound rude or oddly stiff.

A word or phrase such as please, would you mind, or could I that softens a request or offer. These markers signal respect and are often the deciding difference between two otherwise similar answer choices.

A fixed phrase used to perform a social action, such as apologizing, inviting, thanking, or asking permission. Students should memorize whole phrases rather than translate them word by word.

A question embedded in another sentence, using statement word order, as in Do you know where the station is? The subject comes before the verb, and no helping verb is added.

A short question added to the end of a statement, such as isn't it? or did they? The tag uses the opposite polarity of the main clause and repeats its auxiliary verb and subject.

A helping verb such as be, do, have, will, or can that carries tense, aspect, or modality while the main verb supplies the meaning. Auxiliaries control question forms, negatives, and tag questions.

Keeping verb tenses logical across a passage so the time frame does not shift without reason. Reported speech, time clauses, and conditionals each have their own patterns that exam items often test.

Telling what someone said without quoting directly, which usually shifts tense back and adjusts pronouns and time words, as in She said she would come the next day.

A sentence with an if-clause and a result clause. Real conditions use present plus future; unreal present conditions use past plus would; unreal past conditions use had plus would have.

A verb form used for wishes, demands, and hypothetical situations, as in I wish I were taller or She insisted that he stay. The base form appears after certain verbs of demand.

A phrase built on an -ing or -ed form that modifies a noun or adds information, as in Walking home, I saw a cat. The implied subject must match the subject of the main clause.

A modifier whose implied subject does not match the subject of the main clause, creating an absurd reading, as in Having eaten lunch, the door was opened. Writers fix it by naming the real doer.

A clause beginning with who, which, that, or whose that describes a noun. Defining clauses add essential information without commas; non-defining clauses add extra detail and take commas.

The arrangement of subject, verb, object, and modifiers in a sentence. English relies on order to show meaning, so misplaced adverbs or adjectives can change or confuse the message.

A pair or group of words that native speakers habitually use together, such as make a decision or heavy rain. Exam items often test which verb or preposition naturally partners a noun.

A verb combined with a particle that creates a new meaning, such as give up, look after, or turn down. Some are separable and some are not, which affects pronoun placement.

A small word such as in, on, at, for, or by that links a noun to the rest of the sentence and shows time, place, or relation. Fixed combinations must be memorized.

The base form of a verb, with or without to, used after certain verbs, adjectives, and nouns. Some verbs take only a gerund, some only an infinitive, and some accept either with a meaning change.

An -ing form used as a noun, as in Swimming is fun or I enjoy reading. It can be the subject, object, or object of a preposition, and some verbs require it instead of an infinitive.

The central point a passage makes about its topic, broad enough to cover the whole text but specific enough to exclude details. Wrong options are usually too narrow, too broad, or off-topic.

The sentence, usually near the start of a paragraph, that states what the paragraph is about. Locating it quickly helps a reader predict the content and answer main-idea items.

A fact, example, or reason that backs up the main idea of a passage. Detail questions ask for information stated directly, so the answer must be checked against the exact wording.

A conclusion a reader draws from clues in the text rather than from a stated sentence. The correct answer must be supported by evidence, while wrong ones go beyond what the passage allows.

Information in nearby words or sentences that helps a reader guess the meaning of an unfamiliar word. Examples, contrasts, and definitions in the text are the most common types.

A pronoun or phrase such as it, they, this, or the former that points back to something already mentioned. Questions ask what the word refers to, and the answer lies earlier in the text.

The way sentences in a passage are tied together using pronouns, repeated words, and linking adverbs. Cohesion questions ask which sentence fits a blank so the whole paragraph flows logically.

A linking adverb such as however, therefore, or in addition that shows how two ideas relate. Choosing the right one requires deciding whether the ideas contrast, cause, or add to each other.

The reason a writer produced a text, such as to inform, persuade, entertain, or warn. The purpose shapes tone and structure, so identifying it helps eliminate answer choices that do not fit.

The writer's attitude toward the subject, shown through word choice, as in humorous, critical, or sympathetic. Tone questions ask for an adjective that matches the feeling of the whole passage.

Restating a sentence or idea in different words while keeping the meaning. Correct answer choices often paraphrase the passage, so matching exact wording is a warning sign, not proof.

Catching the overall meaning of a spoken passage without understanding every word. Students should focus on the speaker's purpose and key nouns, letting unknown vocabulary pass by.

Listening to catch specific information such as a time, price, name, or number. Previewing the question before the audio plays tells the student exactly what to listen for.

Writing brief keywords, numbers, or symbols while listening so answers can be checked afterward. Notes should be short abbreviations, since full sentences distract from the continuing audio.

A wrong answer choice designed to look tempting, often by repeating a word heard in the audio or passage. Recognizing why a distractor is wrong is as important as finding the right answer.

Two words that differ in only one sound, such as ship and sheep or light and right. Pronunciation items use these to test whether a student hears and produces the contrast correctly.

The extra loudness and length given to one syllable in a word or one word in a sentence. Correct stress makes speech understandable, and misplaced stress can change a word's meaning.

The rise and fall of the voice across a sentence. Falling pitch usually marks statements and wh-questions, while rising pitch marks yes-no questions and signals uncertainty or politeness.

The smallest unit of sound that distinguishes meaning in a language, such as the /p/ in pat versus the /b/ in bat. English has around forty-four phonemes, including many vowel contrasts.

Joining two or more short sentences into one clear sentence using conjunctions, relative clauses, or participle phrases. It tests control of grammar while keeping the original meaning unchanged.

A short plan listing the topic sentence and the supporting points of a paragraph before writing. It keeps a composition focused and prevents the writer from drifting off the assigned topic.

The number of words a composition task requires, usually stated as a minimum. Writing far below it loses marks for content, while writing far above it wastes time and invites errors.