Schleswig-Holstein Abitur English key terms

Listening comprehension task type in which candidates hear a recording, usually twice, and answer questions on gist, detail, or attitude. Answers must be drawn from what is actually said, not from prior knowledge of the topic.

The main point or overall message of a spoken or written text, as opposed to individual details. Gist questions ask what the speaker or author is driving at and are usually answered by summarising rather than quoting.

The skill of extracting specific facts such as numbers, names, dates, or reasons from a text. In listening tasks the answer often appears only once, so candidates must predict what kind of information to listen for.

Writing brief keywords or symbols while listening or reading so that information can be used later. Effective notes record content words and structure rather than full sentences, and use abbreviations the candidate can decode afterwards.

Identifying a speaker's stance, tone, or emotion from intonation, stress, and word choice rather than from explicit statements. Tasks may ask whether a speaker is sceptical, enthusiastic, or resigned, and the evidence lies in how something is said.

The rise and fall of the voice across an utterance, which signals meaning beyond the words themselves. A falling pattern often marks a statement or certainty, a rising one a question, doubt, or unfinished thought.

The emphasis placed on a particular syllable or word in speech. Contrastive stress, as in 'I said Monday, not Tuesday', changes which element of the message is being highlighted and can reverse the apparent meaning.

An option or detail in a task that sounds plausible but is wrong, often because it repeats a word from the recording while misrepresenting the relationship. Recognising distractors means checking what the text actually claims, not just matching vocabulary.

Reading comprehension: the task of understanding a written text and responding to questions on its content, structure, and intent. Answers must be supported by the text, and paraphrasing in the candidate's own words is normally expected.

Reading quickly for the overall sense of a text, for example by looking at headings, first sentences, and conclusions. It is used to decide what a text is about before deciding which parts need close reading.

Running the eye over a text to locate a specific piece of information, such as a date, name, or figure, without reading everything. It relies on recognising word shapes and keywords rather than understanding full sentences.

The sentence, usually near the start of a paragraph, that states the paragraph's central claim. Identifying topic sentences quickly reveals the argumentative structure of an unfamiliar text.

The way a text is organised into blocks, each typically developing one idea and linking to the next. Understanding this structure helps candidates locate evidence and see how an argument progresses.

The way sentences and paragraphs are connected through linking words, pronouns, and repeated references. Cohesive devices such as 'however', 'therefore', or 'this trend' show logical relationships and help readers follow the argument.

A word or phrase that signals the logical relation between ideas, for example contrast ('nevertheless'), cause ('consequently'), or addition ('moreover'). Misreading a connector can invert the meaning of an entire sentence.

A conclusion drawn from evidence in a text without being stated directly. Comprehension tasks often require inference, for example working out an author's opinion from the examples chosen rather than from an explicit statement.

Informal expression for interpreting what a text implies rather than what it states. It involves noticing irony, understatement, or omission and using contextual clues to reconstruct the author's intended message.

The attitude an author conveys towards the subject, such as ironic, critical, sympathetic, or neutral. Tone is established through word choice, imagery, and sentence rhythm, and must be justified with textual evidence.

Mediation: conveying the content of a German-language source into English for a specified reader and purpose. The task is not word-for-word translation but selective, situation-appropriate transfer, often with a given addressee and format.

Adapting a mediated text to the needs of its intended reader, such as a school class, a host family, or a business partner. It involves choosing which information to keep, simplify, or explain, and adopting an appropriate format.

The level of formality in language, ranging from informal colloquial speech to formal written style. Mediation and writing tasks require a register suited to the addressee, and mixing registers unintentionally can sound inappropriate.

A condensed account of a text's main points in the writer's own words, omitting examples and repetition. A good summary states the source, the central claim, and the key supporting arguments in a logical order.

Expressing the meaning of a passage in different words while keeping the content accurate. Paraphrasing demonstrates understanding and avoids copying source wording, which is essential in summaries and analyses.

A word that looks similar in German and English but differs in meaning, such as 'aktuell' (current, not actual) or 'sensibel' (sensitive). False friends cause mediation errors because they seem familiar and are rarely checked.

The writing component, covering text production, analysis of literary or non-fiction texts, and argumentative opinion writing. Candidates must structure their text, support claims with evidence, and use appropriate academic language.

The analysis of a text's content, structure, and language, often applied to a fictional excerpt or a political speech. It requires a clear introduction, a structured main part, and an evaluation linking findings to the guiding question.

An opinion-based writing task in which the candidate takes a position on an issue and defends it with reasons and examples. A strong response acknowledges counter-arguments and reaches a clear conclusion.

The logical sequence in which claims, evidence, and conclusions are arranged in a written text. A coherent line of argument moves from thesis through supporting reasons to a conclusion, with each paragraph linked to the next.

A single sentence stating the central claim of an essay, usually placed in the introduction. It guides the structure of the whole text and should be specific enough to be arguable rather than self-evident.

An objection to the writer's position that is presented and then answered. Including one shows balanced reasoning and strengthens an argumentative essay, provided the objection is fairly stated rather than caricatured.

Referring to a source precisely, for example by line number from the text provided. In Abitur tasks, quotations and references should be brief, accurate, and integrated into the candidate's own sentence.

The viewpoint from which a story is told, such as first-person, third-person limited, or omniscient. It shapes what the reader can know and how sympathetically a character is presented.

The voice that tells a story, which may be a character within it or an external figure. Distinguishing narrator from author is essential when analysing how information and judgements are conveyed.

A deliberate language technique used to persuade or create effect, such as metaphor, anaphora, rhetorical question, or hyperbole. Analysis should name the device, quote it, and explain its function in context.

Examining the language choices of a text, including diction, sentence length, imagery, and rhythm, and relating them to meaning and effect. It goes beyond naming features to explaining why they matter.

A letter written to an institution or unknown recipient, using a formal register, a clear subject line, and conventional openings and closings. In mediation tasks it may be used to convey information to an official body.

The oral examination component, typically a monologue on a prepared topic followed by a discussion with examiners or a partner. Candidates are assessed on fluency, range, accuracy, and interaction, not only on content.

An extended spoken contribution by one candidate, such as a summary of a text or a presentation of a position. It requires clear structure, signposting, and a conclusion so listeners can follow without interruption.

Techniques for managing a conversation, such as asking for clarification, paraphrasing when a word is missing, and taking turns politely. They keep discussion going and demonstrate communicative competence under pressure.

Short expressions used to gain thinking time in speech, such as 'well', 'I mean', or 'that's a good point'. Used sparingly, they sound natural; overused, they weaken fluency and reduce precision.

Spoken markers that show listeners the structure of a talk, for example 'to begin with', 'on the other hand', or 'to sum up'. Clear signposting helps examiners follow an argument and improves coherence scores.

A structured oral talk on a topic, usually with an introduction, main points, and conclusion. In the oral exam it is often followed by questions, so the content must be understood deeply enough to defend.