Secondary 5 French as a Second Language Basic Programme Ministerial Examination - Québec key terms

The most important point a text or paragraph communicates, which the other sentences support or explain. In reading tasks you often have to pick it from several plausible statements.

A supporting detail that explains, illustrates or qualifies the main idea. It matters for the text but does not carry the central message on its own.

The general subject a text deals with, such as friendship, immigration or the environment. It is broader than the main idea and is usually named in a single word or short phrase.

A conclusion drawn from clues in the text plus your own reasoning, rather than from a statement written out plainly. Exam questions on interpretation frequently require it.

A word, punctuation mark, image or detail in the text that signals meaning indirectly. Noticing indices lets you infer tone, attitude or what happens next.

Meaning that the author implies without stating it directly, often to be tactful, ironic or persuasive. It must be reconstructed from context and tone.

The purpose behind a text: to inform, convince, amuse, criticize or move the reader. Identifying it guides how you interpret vocabulary and tone.

The attitude conveyed by the writing, for example neutral, ironic, enthusiastic or indignant. It is built through word choice, punctuation and sentence rhythm.

Saying the opposite of what is meant, or highlighting a contradiction for effect. In reading tasks, irony often hides a criticism behind apparently positive words.

A text that tells a story through characters, events and a setting, usually organized around a complication and a resolution. Recognizing the structure helps you locate key information quickly.

The typical sequence of a story: initial situation, triggering event, rising action, climax and ending. It is a practical map for summarizing narrative texts.

An event or twist that changes the course of the story and moves the action forward. Identifying them helps you follow plot development in longer texts.

The final part of a narrative in which the complication is resolved or left deliberately open. Questions often ask what the ending reveals about a character.

The voice that tells the story, which is not the same as the author. It may be a character inside the story or an outside observer.

The perspective from which a story is told, for example first person, third person limited or omniscient. It affects what information the reader can access.

A fictional person in a narrative, defined by traits, motives and relationships. Reading tasks often ask you to describe a character or explain their behaviour.

The way a writer builds a character, either directly through description or indirectly through actions, speech and others' reactions. It supports questions about personality and motivation.

A text that defends an opinion using arguments and examples, often addressing a controversial issue. You must distinguish the thesis from the supporting reasons.

The position a writer defends in an argumentative text, usually stated near the beginning or conclusion. It is the claim the arguments are meant to support.

A reason or piece of evidence offered to support a position. Strong arguments are relevant, developed and often illustrated by an example.

An objection to a position, or the opposing view a writer acknowledges before answering it. Recognizing it prevents you from mistaking the author's real opinion.

A concrete case used to illustrate or prove a general statement. In exam questions, examples often carry the detail needed to verify a claim about the text.

A linking word or phrase such as cependant, donc, en effet or par conséquent that shows how ideas connect. These connectors are decisive for questions about cause, contrast and consequence.

A word expressing a logical link between clauses or sentences: addition, opposition, cause, consequence or concession. Misreading one can reverse the meaning of a whole passage.

The reason why something happens, signalled by words such as parce que, puisque, car or en raison de. Questions may ask you to identify or explain it.

The result or effect of an action or event, often introduced by donc, alors, c'est pourquoi or si bien que. Distinguishing it from cause is a frequent reading skill.

A set of words related to the same topic, such as terms of transport or of pollution. Spotting it helps you identify the theme and anticipate unfamiliar vocabulary.

A word with a meaning close to another, such as content and heureux. Exam questions often ask you to find a synonym in the text to show you understood a word.

A word expressing the opposite meaning of another, such as généreux and égoïste. Recognizing opposites helps you interpret contrasts and nuance in a text.

Restating a passage in your own words while keeping its meaning. In written production, paraphrasing sources avoids copying and shows real comprehension.

Expressing an idea again in clearer or different wording, often to check understanding or to integrate information into your own text. It is central to summary and response tasks.

A shortened version of a text that keeps only essential information, written in neutral language and in your own words. It must preserve the main ideas and the order of events.

A brief outline of the ideas and their order before writing. It helps ensure the text has a clear introduction, developed body and conclusion.

The way a piece of writing is organized: introduction, development in paragraphs, and conclusion. Clear structure is explicitly assessed in written production.

The opening part of a text that presents the topic and, in an argumentative text, announces the position. It should engage the reader and set the direction.

The closing part of a text that summarizes the main points and may offer a final reflection or opening. It should not introduce a completely new argument.

A group of sentences developing one idea, usually beginning with a topic sentence. Dividing your text into paragraphs makes your reasoning easy to follow.

The level of formality in language: familier, courant or soutenu. School writing normally requires the courant or soutenu register, with avoidance of slang.

The rule that a past participle agrees with a preceding direct object or with the subject when using être. Errors here are among the most frequent in written production.

Making the verb agree in person and number with its subject, including tricky cases with collective nouns or inverted subjects. It is a core accuracy criterion.

A verb tense formed with an auxiliary (avoir or être) plus a past participle, such as the passé composé or plus-que-parfait. Choosing the right auxiliary is essential.

The verb avoir or être used with a past participle to build compound tenses, or with an infinitive in the future proche. It carries person and number agreement.

A verb mood expressing subjectivity, doubt, wish or necessity, typically after expressions such as il faut que or bien que. Recognizing its triggers improves both accuracy and comprehension.

The rule governing how tenses combine within a sentence, especially in reported speech and conditional structures. It keeps the timeline of a text coherent.

Reporting someone's words, either directly with quotation marks or indirectly with tense and pronoun shifts. Indirect reporting often requires changing tenses and time markers.

Pronouns such as le, la, les, lui, leur, y and en that replace an object to avoid repetition. Their correct placement before the verb is frequently tested.

The element of a sentence that performs the action or about which the verb says something. Identifying it reliably is a prerequisite for verb agreement.

The range of words a learner can understand and use appropriately. In written production, precise and varied vocabulary is assessed alongside grammar.

Correct spelling, including accents, homophones and silent endings. It is part of the linguistic accuracy criterion in written production.

Speaking in a group or in front of others, contributing ideas clearly and at the right moment. It is assessed in oral interaction tasks.

A spoken exchange in which participants take turns, react to each other and negotiate meaning. It is judged on relevance, fluency and ability to keep the conversation going.

A question or comment used to keep a conversation moving or to invite a partner to say more. Effective relances show active listening.

The speed and flow of speech. A steady, moderate débit with natural pauses is easier to understand than fast speech filled with hesitation.

How clearly sounds, liaisons and word stress are produced in speech. It is assessed in oral production because it affects intelligibility.

The ability to speak without excessive hesitation, self-correction or long pauses. It grows through practice in spontaneous, unprepared speaking tasks.

Unprepared speech produced in real time, such as a role play or an improvised answer. It tests the ability to react and express ideas without a written script.

A short prepared presentation on a topic, delivered with a clear structure and supporting points. It is assessed on content, organization and delivery.