Mecklenburg-Vorpommern Abitur French key terms

The main claim or position an author defends in a text. In the written production and reading tasks you must identify it and distinguish it from examples or secondary arguments.

A reason offered to support a thesis. Exam tasks often ask you to list an author's arguments in your own words, without copying sentences from the text.

A concrete case, fact, or anecdote used to illustrate or support an argument. Recognising examples helps you avoid mistaking them for the author's main claim.

What the writer wants to achieve: inform, persuade, criticise, amuse, or warn. Questions on intention require you to link content with tone and choice of words.

The attitude conveyed by a text, for example ironic, neutral, polemical, or sympathetic. Identifying tone is often needed to interpret a statement correctly in reading tasks.

Saying the opposite of what is meant, often to criticise. In French exam texts, irony frequently signals a stance, so a literal reading can lead to the wrong answer.

A meaning implied but not stated explicitly. Reading tasks may ask what a sentence suggests, so you must infer from context rather than from single words.

Drawing a conclusion from clues in the text rather than from an explicit statement. It is the skill tested when a question asks what can be concluded or what a person probably thinks.

Understanding the overall meaning, topic, and purpose of a text before dealing with details. Usually the first step in the reading task and useful for orienting yourself quickly.

Targeted reading to find specific information such as numbers, names, dates, or stated reasons. It complements global comprehension and is required for true/false or matching items.

Quickly locating keywords, names, or figures in a text or listening script. Efficient scanning saves time in the exam and supports detailed comprehension questions.

A word or short phrase carrying the essential information of a sentence or paragraph. Identifying keywords helps you answer questions and summarise content concisely.

Expressing the same idea in different words. Exam instructions usually require reformulation, and copying long passages from the source text can cost marks.

Restating a passage with different wording while keeping the meaning. In production tasks it is acceptable only if the source is clearly acknowledged and not merely copied.

A short passage quoted verbatim from a text, marked with quotation marks. Use sparingly and integrate it into your own sentence to support an argument.

A linking word such as cependant, donc, en effet, or par conséquent that shows contrast, cause, or consequence. Correct use improves coherence and is explicitly assessed in writing.

The logical connection of ideas across a text, achieved through linking words, consistent terminology, and clear progression. It is a standard criterion in the written production grid.

The planned organisation of a written text, typically introduction with thesis, body paragraphs each with one argument and example, and a conclusion. Clear structure makes your position easy to follow.

The opening part of a written task: it introduces the topic, states the problem, and announces the plan. A concise introduction signals that you understood the prompt.

The closing part of a written text that summarises the main points and may offer an opening or personal outlook. It should not introduce a completely new argument.

The central question your text addresses, usually formulated in the introduction. A precise problématique keeps the argument focused and prevents mere description of the topic.

The level of formality of language: familier, courant, or soutenu. Written production requires a consistent formal register, while listening texts may deliberately use informal speech.

Conventional closing phrases in a letter or email, such as Cordialement or Je vous prie d'agréer mes salutations distinguées. Choosing the right formula depends on the addressee and relationship.

A letter to an institution, editor, or official, with a formal register, clear structure, and appropriate opening and closing formulas. Common in writing tasks based on a stimulus text.

A factual summary of a text, talk, or event, presenting main ideas in a neutral tone and in your own words. It differs from a commentary, which includes evaluation.

A text combining information from several documents into a coherent whole, without adding personal opinion. It requires grouping ideas by theme rather than summarising each document in turn.

Writing down abbreviated keywords while listening or reading, to be used afterwards for answers. Effective notes record structure and key facts, not full sentences.

Listening for specific information such as numbers, names, or reasons, while ignoring irrelevant parts. It is the main strategy for question-based listening tasks.

Listening for the general meaning, tone, and situation before focusing on details. A first global listening pass usually makes detailed questions easier to answer.

The written transcript of an audio recording. In the exam it is normally not available during listening, so relying on it is not a strategy you can count on.

The speed at which a speaker talks. Fast or natural speech in authentic recordings requires tolerance for incomplete understanding and focus on key information.

The pronunciation pattern of a speaker, which may be regional or foreign. Unfamiliar accents in authentic audio can be practised by listening to varied francophone media.

Conveying information from one language or context to another for a specific reader, for example summarising a French article in German. The focus is on meaning and purpose, not word-for-word translation.

The core principle of mediation: the target text must convey the relevant meaning of the source accurately and understandably, even if the wording changes considerably.

The intended reader of a mediated text, such as a German-speaking friend or a school class. Adapting register, length, and explanation to this reader is explicitly rewarded.

The instruction specifying task type, role, addressee, and required content. Misreading the consigne is a frequent cause of lost marks, so underline key requirements before writing.

The marking scheme showing how points are distributed across content, structure, and language. Knowing the barème helps you allocate time and check whether all required elements are covered.

A word that looks similar in French and German or English but means something different, such as French actuel meaning current rather than actual. They cause comprehension errors in all task types.