FY13CE English key terms

A word that carries nearly the same meaning as another word, such as 'begin' and 'start', so either can often replace the other without changing the sentence's sense.

A word whose meaning is opposite to another word's, such as 'hot' and 'cold'. Antonyms help test takers show they understand contrast in meaning rather than just surface recognition.

A pairing of words that native speakers habitually use together, like 'make a decision' or 'heavy rain'. Choosing the natural partner matters more than literal logic in word-usage questions.

Information in the surrounding sentence or paragraph that hints at an unfamiliar word's meaning, such as a restatement, example, contrast, or cause-and-effect relationship.

A fixed expression whose meaning cannot be worked out from its individual words, such as 'break the ice' meaning to start a conversation. Idioms must be learned as whole units.

A verb combined with a particle or preposition that creates a new meaning, such as 'give up' or 'look after'. The particle often changes the sense completely, so the pair is treated as one vocabulary item.

The level of formality a word or phrase suits, ranging from casual speech to formal writing. A correct word in the wrong register can still be inappropriate, for example slang in a business letter.

The emotional or evaluative shading a word carries beyond its dictionary meaning. 'Thrifty' and 'stingy' describe similar behaviour, but the second sounds critical, so the choice reveals attitude.

The literal, dictionary meaning of a word, separate from any emotional associations. For example, 'snake' denotes a reptile, while its connotation may suggest deceit.

A meaningful word part attached to a root, either at the front (prefix) or the back (suffix). Knowing common affixes lets a candidate guess the meaning and word class of unfamiliar items.

A group of words sharing one root but differing in affixes or word class, such as 'decide, decision, decisive, decisively'. Recognising families helps in word-form gap-fill tasks.

The core part of a word that remains after prefixes and suffixes are removed and that carries the basic meaning, such as 'struct' in 'construct' and 'instruction'.

The rule that a verb must match its subject in number and person, so a singular subject takes a singular verb. Long interrupting phrases often hide the true subject and cause errors.

A group of words containing its own subject and verb. An independent clause can stand alone as a sentence, while a dependent clause cannot and must attach to a main clause.

A group of related words that works as a single unit but lacks a subject-verb pair, such as 'in the morning' or 'the tall man'. A phrase cannot form a complete sentence on its own.

A descriptive word or phrase that seems to modify the wrong element because the intended noun is missing or misplaced, as in 'Walking home, the rain started' where rain appears to walk.

A modifier placed too far from the word it describes, creating confusion or unintended meaning, as in 'She served cake to the guests on paper plates' where the plates seem to belong to the guests.

A word, phrase, or clause that adds information about another element, usually a noun or verb. Adjectives modify nouns, while adverbs modify verbs, adjectives, or other adverbs.

A dependent clause introduced by a relative pronoun such as 'who', 'which', or 'that', used to describe a noun. It may be defining (no commas) or non-defining (set off by commas).

The relationship between a pronoun and the noun it stands for. Clear reference means the reader can identify exactly one antecedent; ambiguous reference leaves the reader guessing.

The noun or noun phrase that a pronoun later replaces. In 'The manager praised her team because they met the deadline', 'team' is the antecedent of 'they'.

A singular word naming a group, such as 'committee', 'staff', or 'audience'. It usually takes a singular verb in formal English, though British usage sometimes allows a plural verb when members act individually.

A word that joins words, phrases, or clauses. Coordinating conjunctions (and, but, or) link equal parts, while subordinating conjunctions (because, although) attach a dependent clause to a main one.

Balancing items in a list or comparison in the same grammatical form, such as 'reading, writing, and speaking'. Mixed forms, like 'reading, writing, and to speak', break the pattern and read as errors.

The central point a passage communicates, usually stated in a topic sentence or implied across several sentences. It is broader than any single detail and should cover the whole text.

A fact, example, statistic, or reason that backs up the main idea. Distinguishing details from the main point is essential in questions asking what the passage is mainly about.

A conclusion drawn from evidence in the text plus reasonable reasoning, rather than stated directly. Inference questions reward readers who connect clues instead of hunting for an exact sentence.

The writer's attitude toward the subject, conveyed through word choice and sentence style, for example ironic, cautious, or enthusiastic. Tone differs from mood, which is the feeling created in the reader.

The reason a writer produces a text, such as to inform, persuade, entertain, or instruct. Identifying purpose shapes how a reader judges which details matter and how claims should be weighed.

A single sentence near the start of an essay that states the central claim and often previews the structure of the argument. Everything that follows should support or develop it.

The sentence, usually first in a paragraph, that announces the paragraph's controlling idea. The remaining sentences should explain, illustrate, or support that idea rather than introduce a new one.

The quality that makes a text flow logically, achieved through clear organisation, consistent focus, and linking devices. A coherent text is easy to follow from one idea to the next.

The surface connections that tie sentences together, such as pronouns, repeated key words, and transitional phrases. Cohesion concerns the links between sentences, while coherence concerns overall logic.

A word or phrase that signals the relationship between ideas, such as 'however', 'therefore', or 'in addition'. Correct transitions make the writer's reasoning visible to the reader.

Restating someone else's idea in your own words and sentence structure while keeping the meaning. Paraphrasing still requires a citation; it is not a way to avoid crediting a source.

A condensed restatement of the key points of a text, much shorter than the original and stripped of examples and repetition. A good summary keeps the original proportion of emphasis.

The language a text is written or spoken in before translation or interpretation begins. In exams, the source language is fixed by the prompt and must not be altered.

The language into which a text is translated or interpreted. Accuracy means conveying the source meaning naturally in the target language rather than copying its word order.

The overall meaning or essential point of a spoken or written message, as opposed to every detail. Listening questions often ask for the gist before testing specific facts.

A listening approach in which the learner focuses on specific facts such as numbers, names, times, or reasons. It usually follows an initial pass for gist.

Recording key points, abbreviations, and signposts while listening so information can be recalled later. Effective notes capture structure and main claims rather than full sentences.

Spoken phrases that signal the structure of a talk, such as 'firstly', 'moving on', or 'to sum up'. Recognising them helps listeners predict what comes next.

The convention by which speakers alternate in conversation, using cues such as pauses, intonation, and phrases like 'may I add something' to claim or yield the floor.

A short spoken word or phrase that manages conversation rather than adding content, such as 'well', 'you know', or 'anyway'. These markers signal shifts, soften statements, or hold the floor.

The way words are sounded, covering individual speech sounds, stress placement, and intonation. Clear pronunciation matters more for intelligibility than for sounding like a native speaker.

The emphasis given to a syllable or word through loudness, length, and pitch. In English, misplaced word stress, as in 'deVELop' for 'deVELopment', can make speech hard to follow.

The rise and fall of the voice across an utterance. It can turn a statement into a question or signal the speaker's attitude, such as surprise or doubt.