Shiga Public High School Entrance Examination - English cheat sheet

Skim the question stems before the passage to set a reading purpose; mark the paragraph that answers each stem.

Short passages on this exam usually test one of: main idea, true/false detail, pronoun reference, or vocabulary in context - identify which type before answering.

Main-idea answers must cover the whole passage; an option that is true but only about one sentence is a detail trap, not the main idea.

For true/false items, verify each option against a specific line; the correct option is fully supported, distractors add words like always, never, only, or all.

Pronoun questions (it, they, this, one): replace the pronoun with each candidate noun and check that the sentence still makes sense grammatically and logically.

Long passages: the first and last sentences of each paragraph usually carry the topic sentence; the author's conclusion often appears in the final paragraph.

Order-of-events items: locate time markers (first, then, after that, finally, in those days) and build a timeline before matching options.

Inference items: the answer must follow necessarily from the text; if it requires outside knowledge or guessing, it is wrong.

Vocabulary-in-context: substitute each option into the original sentence and keep only the one that preserves the passage's meaning and tone.

Numbers, times, prices, and dates are the most frequent traps: write digits as you hear them and note the unit (yen, minutes, a.m./p.m.).

Listen for contrast markers - but, however, actually, in fact - because the speaker often corrects an earlier statement that appears in a distractor.

Question words decide the target: who = person, when = time, where = place, why = reason, how = method or degree.

In dialogue questions, the answer is usually in the second or third turn, not the opening line.

Direction and route tasks: track left/right, next to, across from, between, and go straight; sketch a simple map while listening.

When a speaker says 'I'd rather…', 'I was going to… but…', or 'not … anymore', the final plan or state differs from the first-mentioned one.

If two options are mentioned, the correct one is the option the speaker agrees with or acts on, not the one rejected.

Prepare by predicting likely vocabulary for the situation (school, store, station, restaurant) from the question before the audio starts.

Word-order items: build the sentence around the verb; English order is subject + verb + object, with adverbs of frequency before the main verb but after be.

Relative pronouns: who for people, which for things, that for both in defining clauses, whose for possession, where for places, when for times.

Participles after nouns: a running boy (active), a broken window (passive); choose -ing when the noun does the action, -ed when it receives it.

Infinitives vs. gerunds: decide by the preceding verb - want/hope/plan/decide + to do; enjoy/finish/stop/mind/practice + doing; stop to do = pause in order to, stop doing = quit.

Comparatives: as … as for equality, -er/more … than for inequality, the -est/the most for the superlative; never combine more with -er.

Tense signals: ago and yesterday force the past; since and for with a perfect tense; if/when clauses take present tense for future meaning.

Passive voice: be + past participle; use it when the doer is unknown or unimportant, and keep the object of the active sentence as the new subject.

Function words: a/an for countable singular first mention, the for shared or previously mentioned nouns, no article for general plurals and abstract nouns.

Conjunctions: because (reason), although (contrast), so (result), if (condition); check that the logic, not only the grammar, fits.

Match the response to the function of the prompt: request → acceptance/refusal; apology → acceptance or explanation; invitation → accept/decline with reason.

Questions beginning with 'Would you like…?' or 'How about…?' take a response about willingness or suggestion, not a yes/no fact answer.

Polite refusals in English usually include a reason or an alternative: 'I'd love to, but…', 'Sorry, I can't - I have to…'.

When someone says 'Thank you', natural replies are 'You're welcome', 'Not at all', 'My pleasure'; 'No, no' is not standard English.

Offers with 'Shall I…?' or 'Can I help you?' are answered by accepting or declining the help, not by answering an information question.

'How are you?' is a greeting, not a health question; the expected reply is short and positive with a return question.

Telephone and shop openings are fixed patterns: 'May I speak to…?', 'Who's calling, please?', 'Can I take your order?', 'Here you are.'

If the response option repeats information already given, check whether the prompt actually asked a question; statements need reactions, not answers.

Answer every prompt point in order; Japanese exam rubrics award marks per content point, so a missing point loses marks even if the English is good.

State the topic sentence first, then support with one reason and one example; end with a short conclusion or opinion.

Keep sentences short and controlled: subject + verb + object, then add time, place, and reason in that order.

Use linking words to show structure: first, second, for example, also, however, so, finally.

Check subject–verb agreement, third-person -s, plural -s, articles, and tense consistency as the four highest-frequency error sources.

Word-count tasks: count words after writing and adjust by adding a reason or example rather than filler adjectives.

Spelling counts: common exam words to verify are because, friend, together, interesting, difficult, beautiful, receive, and Wednesday.

For opinion tasks, use 'I think that … because …' and avoid absolute claims (everyone, always) that are hard to support.

Translate meaning, not word order: find the English subject and verb first, then render the Japanese sentence with the verb at the end.

Relative clauses and participles modify the noun before them; in Japanese, place the modifying clause before the noun with の or a plain form.

Pronouns must be resolved: replace he/she/it/they with the actual noun from context, or omit it when Japanese naturally drops the subject.

Articles and plurals usually disappear in Japanese; do not force 一つの or たち unless the number or plurality is the point.

Passive English often becomes Japanese passive (〜される) or an intransitive form; choose the natural Japanese voice, not a literal one.

Time and condition clauses: translate if/when as もし〜ならば/〜するとき and keep the tense relation natural in Japanese.

Meaning-explanation items require paraphrase in Japanese, not translation: state who does what, and why, in plain language.

Watch idiom and phrasal verbs (look after, give up, take care of) - translate the whole unit, never word by word.