Tokushima Public High School Entrance Examination - English key terms

A verb form made with have or has plus a past participle, as in 'I have visited Kyoto.' It connects a past action to the present: experience, a finished result, or an action still continuing.

The verb form used for an action completed at a known past time, as in 'I watched TV last night.' Regular verbs add -ed; irregular verbs change their form.

The third form of a verb, as in go-went-gone. It follows have in perfect tenses and be in passive sentences, and it usually ends in -ed for regular verbs.

A sentence pattern using be plus a past participle, where the receiver of the action becomes the subject, as in 'This bridge was built in 1990.' The doer may be left out.

A word such as who, which, or that that begins a clause describing a noun, as in 'the girl who won.' It replaces a noun already mentioned.

A clause with its own subject and verb that cannot stand alone, often starting with because, if, when, or that. It adds a reason, condition, time, or reported content to the main clause.

A word that joins words, phrases, or clauses, such as and, but, so, because, and although. The choice shows the logical link: addition, contrast, result, or reason.

The base form of a verb preceded by to, as in 'to swim.' It can work as a noun subject, show purpose, or follow certain verbs and adjectives.

A verb ending in -ing used as a noun, as in 'Swimming is fun' or 'I enjoy reading.' Some verbs, such as enjoy and finish, take a gerund instead of an infinitive.

A helping verb such as can, must, should, may, or will that adds ability, obligation, permission, or probability to a main verb. The next verb stays in its base form.

The form of an adjective or adverb used to compare two things, made by adding -er or putting more before it, as in 'taller' or 'more careful', often followed by than.

A verb joined to a particle, such as look after, give up, or turn on, that carries a meaning different from the verb alone. These appear often in short dialogues.

A word that means nearly the same as another, such as 'begin' and 'start'. Vocabulary items often ask you to pick the closest synonym for an underlined word.

A word with the opposite meaning of another, such as 'early' and 'late'. Noticing opposites helps you understand contrasts and answer vocabulary questions.

A group of letters added to the front of a word to change its meaning, such as un- in 'unhappy' or re- in 'rewrite'. Common ones help you guess unfamiliar words.

A group of letters added to the end of a word, often changing its part of speech, such as -ly making adverbs, -ful making adjectives, or -ness making nouns.

The most important point of a whole paragraph or passage, usually found near the beginning or the end. It must cover the entire text, not just one detail.

The sentence that states the main point of a paragraph, often the first one. The other sentences give examples, reasons, or facts that support it.

A fact, example, or reason that explains or proves a paragraph's main point. Detail questions ask you to find or match specific information printed in the text.

A conclusion you draw from clues in the text rather than from a directly stated sentence. A correct inference is fully supported by the passage and by nothing outside it.

A pronoun or phrase such as it, they, this, or the former that points back to something already mentioned. Tracking the referent keeps you from misreading the sentence.

Information near an unknown word - a definition, example, contrast, or restatement - that helps you guess its meaning. Using it saves time in vocabulary questions.

Reading quickly through a passage to grasp its topic, structure, and general meaning without stopping at every word. It is a useful first step before answering questions.

Moving your eyes quickly across a text to find one specific item, such as a name, date, or price, while ignoring everything else.

A word or phrase such as however, therefore, first, or for example that shows how ideas are connected. Noticing them reveals contrast, cause, order, and examples.

Listening to catch the main message or purpose of a conversation rather than every word. It suits questions asking what a speaker mainly wants or where the talk happens.

A listening approach where you focus on particular facts - times, prices, names, numbers - while letting other words pass. Questions often restate these facts in different words.

Two words that differ in only one sound, such as 'ship' and 'sheep', or 'light' and 'right'. Listening items check whether you hear that difference correctly.

An answer choice that seems correct but is contradicted by what the speaker says or by the passage. Careful attention to negatives, numbers, and dates helps you reject it.

Writing brief words, numbers, or symbols while listening so you can answer questions afterward. Notes must stay short so your attention remains on the speaker.

A group of sentences developing one idea, usually opening with a topic sentence and followed by supporting details. Clear paragraphing makes a composition easier for the marker to follow.

A short plan, made before writing, that lists the points you will make and the order you will use. It keeps a composition organized and prevents repetition.

A word or phrase such as first, also, however, or finally that links sentences and signals how ideas relate. Examiners look for them when judging how well a composition flows.

Reading your own writing again to find and fix mistakes in spelling, tense, word order, and punctuation. Leaving a minute for it at the end catches errors before you submit.

A short speech giving your name, where you are from, and something you like or can do. Dialogues and speaking exchanges often begin with this.

A question you ask after someone has spoken, to show interest or get more information, such as 'How often do you practice?' It keeps the conversation moving.

A way of asking someone to do something, using forms such as 'Could you...?', 'Would you mind...?', or 'Please...'. The form you choose depends on the situation and the listener.

Asking a speaker to repeat or explain, with phrases such as 'Could you say that again?' or 'What do you mean?' It is a normal, polite part of conversation.

The way speakers take turns in a conversation, using signals such as a pause, a question, or a short phrase like 'Well, ...'. Noticing them helps you follow dialogue order.