WACE German Second Language key terms

A stated aim or intention. In listening and reading tasks, questions often ask why a speaker acts or writes, so recognising words that signal purpose helps you choose the correct reason rather than a detail.

A personal view or opinion about something. Exam tasks frequently ask you to identify what a speaker thinks, so listen for phrases such as meiner Meinung nach, ich finde and ich glaube rather than factual statements.

To agree with someone or something. In dialogues, one speaker may support another's view using ja, genau, stimmt or das sehe ich auch so; recognising agreement prevents mistaking it for disagreement.

To disagree or contradict. Signals include nein, das stimmt nicht, aber and im Gegenteil. In listening tasks these markers show a change of position, which is often the point tested.

The time of day. Announcements give times using both the twelve-hour and twenty-four-hour systems, and expressions such as halb acht (7:30) or Viertel vor neun (8:45) are commonly tested in scheduling tasks.

An appointment or scheduled meeting. Listening texts often involve changing, confirming or cancelling an appointment, so note the day, time and place as they are spoken and watch for corrections.

A delay, especially in transport. Station and airport announcements mention delays with phrases like der Zug hat 20 Minuten Verspätung, and questions often test how late something will be.

A public announcement, for example at a station, airport or shop. These short spoken texts usually give one or two key facts, so listen for names, times, platforms and numbers rather than every word.

A railway track or platform from which a train departs. Announcements pair it with numbers, as in Abfahrt von Gleis drei, and listening questions often ask which platform a traveller needs.

A connection, such as a connecting train, bus or flight. Travellers ask whether they will make their connection, and announcements warn when a connection is at risk because of a delay.

A notice, advertisement or classified ad. Reading tasks use short ads to test whether you can find a specific detail, such as price, contact details or conditions, without reading every word.

A small classified advertisement, often for jobs, housing or second-hand goods. These texts are dense with abbreviations, so practise decoding shortened words and extracting the key offer or requirement.

A headline or title. Skimming headlines first gives you the topic and text type before detailed reading, which helps you predict vocabulary and locate answers faster under time pressure.

The main point or central message of a text. Many reading questions ask for the overall meaning rather than a detail, so identify what the writer most wants the reader to understand.

A specific piece of information within a text, such as a number, name or condition. Detail questions require careful scanning; beware of distractors that appear in the text but answer a different question.

A conclusion drawn from evidence in a text rather than stated directly. Inference questions ask what the writer implies, so combine clues such as tone, choice of words and what is left unsaid.

The surrounding words or situation that help determine meaning. When an unknown word appears, use the sentence around it and the text type to guess its sense rather than stopping to translate.

A word with a similar meaning to another. Reading and listening tasks often rephrase the question using different words from the text, so matching synonyms is a core comprehension skill.

The opposite of a word or idea. Recognising opposites helps you eliminate wrong options and understand contrast, which writers signal with words such as aber, jedoch and im Gegensatz zu.

The meaning of a word, phrase or text. In reading tasks you may be asked what an expression means in context, so consider the whole sentence rather than the most common dictionary sense.

The way a letter or email addresses its reader, for example Sehr geehrte Damen und Herren or Liebe Frau Meier. Choosing formal or informal address correctly is essential for register in writing tasks.

A greeting or closing formula in correspondence. Formal letters end with Mit freundlichen Grüßen, informal ones with Viele Grüße or Bis bald; using the wrong closing breaks the required register.

The polite form of address using Sie, used with strangers, officials and in formal writing. Mixing Sie and du within one text is a common error that examiners penalise in writing tasks.

A paragraph. Well-structured writing organises ideas into clear paragraphs, each with one main point, linked by connectors; this improves coherence and is part of the assessment criteria.

A conjunction or linking word such as weil, obwohl, deshalb or trotzdem. Correct use joins ideas smoothly and shows grammatical control, but each connector affects word order, so check the verb position.

The structure or organisation of a piece of writing. Before writing, plan an introduction, body paragraphs and conclusion so the text answers the task fully and reads logically from start to finish.

Rewording a sentence while keeping its meaning. It helps you show range of language and avoid repeating the prompt's wording, but the rewritten sentence must keep correct grammar and word order.

Word order within a sentence. German places the finite verb in second position in main clauses and at the end in subordinate clauses, and errors here are among the most frequent in written work.

Pronunciation. Clear pronunciation supports intelligibility in speaking tasks; pay attention to vowel length, the sounds ch and ü, and final consonants that differ noticeably from English habits.

Stress placed on a syllable or word. German stress often falls on the first syllable of native words, while stress shifts in words of foreign origin; correct stress makes speech easier to follow.

The rising and falling melody of speech. It signals questions, surprise or completion, and using it appropriately makes a spoken contribution sound natural rather than flat or uncertain.

A conversation or discussion. Speaking tasks often involve a dialogue with the examiner or a partner, so practise turn-taking, asking follow-up questions and responding to what the other person actually says.

A discussion in which views are exchanged. In oral tasks you may need to give an opinion, support it with reasons and respond to a counter-argument, using phrases that keep the exchange flowing.

Fluency, the ability to speak with reasonable flow. Pauses for thought are normal, but frequent long hesitations and switching to English interrupt communication and reduce the fluency mark.

Describing a picture or visual prompt. A structured description moves from the general scene to details and then to interpretation, using prepositions of place and present-tense verbs consistently.

A role played in a simulated situation, such as asking for information or complaining. Role-play tasks test functional language, so learn set phrases suited to the situation and register.

A follow-up question asked to check or clarify something. Asking a sensible question shows active listening and keeps a conversation going, which examiners reward in interactive speaking tasks.