Shiga Public High School Entrance Examination - English key terms

The person or thing that performs the action of a verb, or that is described by the sentence. In English it usually comes before the verb and controls agreement, as in 'My brother likes soccer.'

The word that expresses an action or state in a sentence. English verbs change form for tense and for agreement with the subject, for example 'play, plays, played, playing'.

The noun or noun phrase that receives the action of a verb, as 'the ball' in 'He kicked the ball.' It normally follows the verb in English statements.

The fixed arrangement of sentence parts in English, typically subject–verb–object. Japanese learners must reorder words because Japanese marks roles with particles instead of position.

The rule that a present-tense verb takes -s or -es when its subject is he, she, it, or a single countable noun, as in 'She walks to school every day.'

The form of a verb that shows when an action happens, such as present, past, or future. English marks tense on the verb itself, unlike Japanese, which often relies on context.

The form 'have/has + past participle', used for experiences, completed actions with present results, or states continuing to now. Key words include 'ever', 'already', 'just', and 'for'.

The verb form used after 'have' and in passive sentences, usually ending in -ed for regular verbs, as in 'written' or 'eaten' for irregular ones.

The structure 'be + past participle', which puts the receiver of the action first, as in 'This bridge was built in 1990.' The doer can be added with 'by'.

A small word such as in, on, at, to, for, or with that links a noun to another word and shows place, time, or direction. Choosing the right one is a frequent test point.

A sentence that asks something. Yes/no questions begin with a helping verb such as do, does, is, or can, while wh-questions begin with words like what, where, or why.

A question word such as what, who, when, where, which, why, or how. It comes at the start of the question and asks for specific information rather than yes or no.

The form 'to + base verb', used to express purpose, as a noun, or after certain verbs and adjectives, for example 'I went to the store to buy milk.'

The -ing form of a verb used as a noun, as in 'Swimming is fun' or 'I enjoy reading.' Some verbs, like 'enjoy' and 'finish', are followed by gerunds rather than infinitives.

A word such as who, which, or that that joins a clause describing a noun, as in 'the boy who won the race.' It lets two ideas combine into one sentence.

A word such as and, but, because, when, or if that joins words or clauses. Recognizing what relationship it signals helps in both grammar questions and reading.

The forms used to compare things: '-er/more ... than' for two, and 'the -est/most ...' for three or more. Irregular forms include good–better–best.

The pattern 'as + adjective + as', meaning two things are equal in some quality, as in 'This bag is as heavy as that one.' The negative 'not as ... as' means less.

The form showing the highest degree among three or more things, made with 'the -est' or 'the most', as in 'the tallest tower in Japan'.

A present participle (-ing) or past participle (-ed) used like an adjective before or after a noun, as in 'a sleeping baby' or 'the language spoken here'.

A reply that fits the situation, the speaker's intent, and the level of politeness. Test items ask you to choose the line that answers the question naturally rather than literally.

Polite ways to ask someone to do something, such as 'Could you ...?', 'Would you mind ...?', or 'Please ...'. The expected reply is usually an acceptance or a polite refusal.

Phrases like 'May I ...?', 'Can I ...?', or 'Is it all right if I ...?' used to ask whether an action is allowed. Answers often use 'Sure', 'Go ahead', or 'I'm afraid not'.

Short responses such as 'I see', 'Really?', or 'That sounds great' that show you are listening. English speakers use them often, and choosing one that matches the speaker's feeling matters.

Working out who is speaking, where they are, and what they want from clues in the dialogue. This skill decides which response or interpretation is correct.

What a speaker really wants to achieve, which may differ from the literal words. For example, 'It's cold in here' may be a request to close the window.

Reaching a conclusion not stated directly, using evidence in the text. Reading and listening items often ask what will happen next or how a person feels.

The central point a passage or talk is making, usually stated in one sentence. Distinguishing it from supporting details is a core reading and listening skill.

A specific fact, example, or number that explains or supports the main idea. Detail questions ask who, when, where, or how many.

A pronoun or phrase such as it, they, this, or the former that points back to something already mentioned. Finding the exact referent prevents misreading.

The way a passage is organized, for example topic sentence first, then examples, then conclusion. Noticing the pattern helps you locate answers quickly.

Brief notes on names, numbers, times, and places taken while a recording plays. They help answer questions that test memory of specific details.

Picking out the important words in a spoken passage, such as question words, negatives, and numbers, instead of trying to catch every sound.

Writing a short English text under given conditions, such as a word count, a topic, or required information. The content must satisfy every condition to earn full marks.

Producing your own English sentences on a topic, usually with a reason or opinion. Clear structure and simple, correct sentences score better than long, risky ones.

Adding a 'because' clause or a supporting sentence to explain an opinion. Test prompts often require at least one reason, and graders look for a clear link.

The number of words in a piece of writing. Instructions may set a minimum or a range, and going far outside it can lose points even if the English is correct.

Rendering an English sentence into natural Japanese while keeping the meaning. Key steps are finding the subject and verb, then handling modifiers in Japanese order.

Answering a question that asks what a word or sentence means, in Japanese or in simple English. The answer must capture the sense, not just copy the original wording.