Saitama 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 extra words sit between them.

Keeping verbs in a passage or answer in a logical time frame, shifting tense only when the meaning requires a change of time or a general truth.

A verb form made with have or has plus a past participle, used for actions continuing to now, recent results, or experiences without a stated past time.

Two time markers used with perfect forms: since points to a starting point such as a year or day, while for measures a length of time such as two years.

Telling what someone said without quoting directly, usually shifting the verb back one tense and adjusting pronouns and time words like tomorrow to the next day.

A question embedded in a longer sentence, which keeps statement word order after the question word, as in Do you know where he lives?

The pattern of auxiliary or be before the subject in direct questions, and subject before verb in embedded or indirect questions.

A short phrase such as isn't it or do they added after a statement to ask for agreement or confirmation, using the opposite polarity and the same auxiliary.

Forms used to compare two things or point to the extreme among three or more, made with -er/-est or more/most, including irregular forms like better and best.

A structure placing an adjective or adverb between two as words to show equality, as in This bag is as light as that one; not as ... as shows inequality.

Using to plus a verb base to state why something is done, as in I went to the station to meet my friend.

A verb form ending in -ing used where a noun would go, such as Reading is fun or I enjoy swimming, including after prepositions.

A reduced clause built from an -ing or past participle that replaces a full relative clause, as in The girl standing there is my sister.

An adjective formed from a verb, where -ing describes what causes a feeling and the past participle describes who feels it, as in boring and bored.

A word such as who, which, or that that joins a describing clause to a noun and stands for that noun inside the clause.

A pattern that introduces that something exists or is present, choosing is for one item and are for several, with the following noun controlling the verb.

The distinction between nouns you can count with a number, which take a or an and plurals, and mass nouns like water or advice, which take much or little.

Quantifiers for an unspecified amount: some usually appears in positive statements and offers, while any usually appears in negatives and questions.

A singular word naming a group, such as team or family, which normally takes a singular verb in exam English even though it refers to several people.

A helping verb such as can, must, should, or may that adds ability, obligation, advice, or possibility and is followed by a verb base form.

Phrases such as Could you please or Would you mind that soften an instruction into a courteous request, often followed by a specific verb pattern.

The exchange of a suggestion of help or food and a suitable reply, where acceptance is direct and refusal usually adds thanks plus a reason.

Expressing regret with phrases like I'm sorry or I'm afraid, and answering an apology with a set phrase such as That's all right or No problem.

Saying thank you for a favor and replying with an expected formula such as You're welcome or Not at all, matched to the formality of the situation.

Polite ways to signal that you did not catch something, such as Could you say that again? or Pardon?, which keep the conversation going.

A short sound or phrase like I see, Really, or Uh-huh that shows a listener is following, without taking a full turn in the conversation.

Working out an unstated meaning, such as a speaker's feeling, location, or next action, by combining clues in the words with background knowledge.

The purpose behind an utterance, whether to invite, warn, complain, or suggest, which may differ from the literal meaning of the words used.

The central point a passage or talk is built around, which the other sentences support, often stated near the beginning or end.

The sentence in a paragraph that announces what the paragraph is about and controls the details that follow it.

A fact, example, or reason that backs up the main idea and can usually be located by scanning for names, numbers, or repeated key words.

Reading quickly with eyes moving over the text to locate one specific piece of information, such as a time, price, or name, without reading every word.

Reading rapidly for the general sense of a text by focusing on headings, first sentences, and repeated words rather than on every detail.

The writer's or speaker's feeling toward the subject, such as hopeful, critical, or amused, shown through word choice rather than stated directly.

A pronoun or phrase such as it, they, or the former that points back to something already mentioned, which you must identify to follow the text.

A linking word or phrase such as however, therefore, or in addition that signals how one sentence relates logically to the one before it.

A task type requiring you to choose where a missing sentence best fits, judged by the linking words and the flow of ideas around each gap.

Reading notices, timetables, posters, or leaflets to answer practical questions, matching conditions such as day, price, or place to the correct option.

Comparing each requirement in a question with the qualifications listed in a chart or notice, eliminating options that fail even one condition.

Writing a short original English text on a given topic with a clear structure, relevant content, and correct grammar, spelling, and punctuation.

Producing a functional message such as a note, email, or invitation that fits a stated reader, purpose, and situation, using appropriate greeting and closing.

The level of formality in language, chosen to suit the reader and situation, ranging from casual wording for a friend to polite wording for a teacher.

Meeting a stated length requirement by planning content first, counting words, and cutting repetition or adding one supporting detail as needed.