Estonian Upper-Secondary English Exam key terms

The central point a whole text or talk is built around, which every paragraph or section supports. Questions on it ask what the passage is mainly about rather than for one small detail.

A specific fact, example, figure or reason inside a text that backs up the main idea. Detail questions ask you to locate or distinguish such information from statements the text does not make.

A conclusion a reader draws from clues in the text that are not stated outright. Inference questions reward logic based on the passage, not personal opinion or outside knowledge.

Reading quickly for the general sense of a text, usually by looking at headings, first sentences and key words. It is used before detailed reading to decide what a passage is about.

Moving the eyes fast over a text to find one specific item such as a name, date or number, without reading every word. It suits questions that ask where a particular detail appears.

The sentence, often first in a paragraph, that states what the paragraph is about. Recognising it helps you follow the structure of a longer text and predict what follows.

A group of sentences on one point, separated from the next group by a line break or indentation. Each paragraph normally carries one idea that connects to the text's overall argument.

A question type where you decide whether a statement agrees with the text, contradicts it, or is simply not addressed. The last option catches answers you assume but the passage never says.

The essential meaning of a spoken or written text, grasped without catching every word. Listening and reading tasks often ask for the gist before testing finer points.

The writer's or speaker's feeling towards the subject, such as critical, amused, neutral or enthusiastic. It is signalled by word choice and is asked about in reading and listening tasks.

The way sentences and paragraphs are linked so a text reads as one whole, through pronouns, repetition and linking words. Cohesion questions test whether you can follow what each reference points back to.

A word or phrase that ties parts of a text together, for example 'however', 'therefore', 'this' or 'such'. Choosing the right one depends on the logical relation between the ideas around it.

A linking word or phrase showing how two ideas relate, such as addition ('moreover'), contrast ('whereas') or result ('consequently'). Gap-fill tasks often require the connector that fits the logic.

The level of formality in language, from casual speech to formal written prose. Tasks on register ask whether a word or phrase suits its context, such as a job application or a chat with a friend.

The contrast between careful, impersonal wording used in official writing and relaxed wording used among friends, including contractions and slang. Choosing correctly depends on audience and purpose.

To restate an idea in different words while keeping the meaning. Exam tasks often match a question's paraphrase to a differently worded sentence in the text, so spotting synonyms is essential.

A word with a meaning close to another word, such as 'begin' and 'start'. Recognising synonyms lets you connect a question to the passage when the wording is not identical.

A word with the opposite meaning to another, such as 'expand' and 'shrink'. Antonym clues help in vocabulary tasks and in understanding contrast inside a sentence.

The habitual pairing of words that native-like English expects, such as 'make a decision' or 'heavy rain'. Wrong partners sound unnatural even when the grammar is correct.

Information in the surrounding sentence that helps you work out the meaning of an unknown word. Examples, definitions, contrasts and cause-effect links all act as clues.

The grammatical form of a verb that places an action in time and shows whether it is finished, ongoing or repeated. Choosing the right tense depends on time markers and the surrounding narrative.

How a verb presents an action in relation to time, for example as ongoing (progressive) or completed (perfect). It combines with tense, as in 'has been working' versus 'worked'.

The shape a verb takes for person, number, tense or voice, such as 'writes', 'written' or 'writing'. Error-spotting tasks often hinge on an incorrect verb form.

The rule that a verb matches its subject in number and person, so 'the list of items is long' uses a singular verb. Long or interrupted subjects are a common trap.

A structure where the object of an action becomes the subject, formed with 'be' plus a past participle, as in 'the bridge was built in 1900'. It is used when the doer is unknown or unimportant.

A sentence structure where the subject performs the action, as in 'the council built the bridge'. It is usually clearer and more direct than the passive.

A sentence expressing a condition and its result, such as 'If it rains, we will stay in' or 'If I had known, I would have called'. The verb forms change with how real or unreal the condition is.

A helping verb such as 'can', 'must', 'should' or 'might' that adds meaning like ability, obligation or possibility. It is followed by the bare infinitive and takes no '-s' in the third person.

A small word like 'in', 'on', 'at' or 'by' that links a noun or pronoun to another part of the sentence. Fixed combinations with verbs and adjectives must be learned as chunks.

A verb combined with an adverb or preposition to give a new meaning, such as 'give up' or 'look after'. The particle often changes the sense completely, so the whole unit must be learned.

A word that joins words, phrases or clauses, such as 'and', 'but', 'because' or 'although'. It signals the relation between the joined parts and affects punctuation.

A clause introduced by 'who', 'which', 'that' or 'whose' that describes a noun, as in 'the book that I borrowed'. Defining and non-defining types differ in comma use and meaning.

The distinction between nouns you can count with a plural, like 'chair/chairs', and mass nouns like 'advice' or 'information' that take no plural and no 'a'. It affects articles and quantifiers.

The words 'a', 'an' and 'the' placed before nouns. Choosing between them depends on whether the noun is specific, already mentioned, unique or generic.

A word showing how much or how many, such as 'some', 'many', 'few', 'little' or 'a great deal of'. The right choice depends on whether the noun is countable and on positive or negative meaning.

Building new words from a root by adding prefixes and suffixes, such as 'care' to 'careless' or 'carefully'. Gap-fill tasks often give a root word and expect the correct derived form.

An affix added to the start of a word (prefix, e.g. 'un-') or to its end (suffix, e.g. '-ment') to change meaning or word class. Knowing common affixes helps you form and decode unfamiliar words.

The grammatical class of a word, such as noun, verb, adjective or adverb. Identifying it in a gap tells you which form of a given root word the sentence needs.

Writing brief key points while listening, using abbreviations and headings rather than full sentences. It helps you answer detail questions after a recording has finished.

Attending closely to specific facts in a recording, such as times, prices, names or reasons. It usually comes after a first listen for gist and requires catching numbers and small words.

An option or detail in a task that seems right but is wrong, often because it repeats a word from the recording while changing the meaning. Recognising distractors is central to multiple-choice listening.

A spoken phrase that shows the structure of a talk, such as 'firstly', 'on the other hand' or 'to sum up'. Hearing them tells you a new point or a conclusion is coming.

The planned shape of a piece of writing: an introduction stating the position, body paragraphs each with one point and support, and a conclusion. Clear structure is a main criterion in writing assessment.

One or two sentences in the introduction that state the main claim of an essay and the line of argument. Everything after it should develop or defend that claim.

The opening sentence of a body paragraph that announces the point it will develop. It keeps the paragraph focused and links back to the essay's thesis.

A word or phrase used in writing to show how sentences and paragraphs connect, such as 'furthermore', 'in contrast' or 'as a result'. Correct use improves coherence and is rewarded in writing tasks.

Reading your own finished text to find and correct errors in grammar, spelling, punctuation and word choice. Leaving time for it prevents avoidable marks lost in writing tasks.

The number of words in a piece of writing, which exam tasks usually set as a minimum. Writing far under it loses marks for development; going well over wastes time and adds errors.