Državna Matura English key terms

The main overall meaning or central idea of a spoken or written text, as opposed to specific details. Questions often ask you to choose the statement that best summarises what the whole passage is about.

The single most important point that a paragraph or whole text develops and supports. It is usually broader than any one example and is often stated in a topic sentence near the beginning.

A sentence, usually first in a paragraph, that announces what the paragraph will be about. The remaining sentences give examples, evidence or explanation that develop that point.

A fact, example, statistic or reason that backs up the main idea of a text. Detail questions ask you to locate or distinguish such information from statements that are not stated.

Reading quickly to grasp the general topic and structure without attending to every word. It is used before detailed reading and to answer questions about purpose, gist or overall organisation.

Moving the eyes rapidly over a text looking only for a specific piece of information, such as a name, date or number. You ignore meaning elsewhere until the target is found.

A conclusion drawn from evidence in the text rather than stated directly. Inference questions ask what the writer implies, suggests or assumes, and the answer must be supported by clues in the passage.

Something a writer or speaker suggests without saying it outright. Recognising implications means reading between the lines and noticing what is hinted at by word choice, contrast or omission.

The attitude a writer expresses towards the subject, for example humorous, critical, neutral or enthusiastic. Tone is revealed by vocabulary, sentence style and the balance of positive and negative comment.

A pronoun or phrase such as it, this, they or the former that points back or forward to something already mentioned. Reference questions test whether you can identify exactly what such a word stands for.

The way sentences are linked together by grammatical and lexical devices such as pronouns, conjunctions and repeated words. Strong cohesion makes a text read as one connected whole rather than separate sentences.

The logical organisation of ideas so that a text progresses sensibly from one point to the next. A coherent text has a clear structure and ideas follow in an order the reader can easily follow.

An answer option that looks plausible but is wrong, often because it repeats words from the text while changing the meaning. Recognising distractors is central to multiple-choice reading and listening tasks.

To express the same meaning using different words. Correct answers in comprehension tests usually paraphrase the text rather than copy it, so matching exact wording can be a warning sign.

A word with a similar meaning to another, such as begin and start. Recognising synonyms and near-synonyms is essential because questions rarely reuse the exact vocabulary of the passage.

A word with the opposite meaning to another, such as generous and mean. Antonym questions in vocabulary tasks ask you to pick the option that contrasts most directly with a given word.

A habitual pairing of words that native speakers use together, such as make a decision or heavy rain. Collocation questions test whether you know which verb, adjective or preposition naturally combines with a noun.

A verb combined with an adverb or preposition that creates a new meaning, such as give up or look after. Some are separable, allowing an object between the parts, and others are not.

A fixed expression whose meaning cannot be worked out from its individual words, such as a piece of cake for something easy. Idioms are tested in vocabulary sections and appear in listening and reading texts.

Changing a base word into another part of speech or meaning by adding prefixes and suffixes, for example decide to decision or happy to unhappiness. Word formation tasks give a base word that must be adapted to fit a gap.

A letter group added to the front of a word to change its meaning, such as un- in unhappy or re- in rewrite. Knowing common prefixes helps you form negatives and understand unfamiliar vocabulary.

A letter group added to the end of a word, often to change its part of speech, such as -ness in kindness or -less in careless. Suffixes are central to word formation exercises.

The grammatical form of a verb that locates an action in time, such as past, present or future. Tense choice depends on time markers and on whether the action is finished, ongoing or repeated.

The way a verb form shows whether an action is completed, ongoing or repeated, as with simple versus continuous or perfect forms. Aspect works together with tense to express precise timing.

Verb forms made with have plus a past participle, linking an earlier action to a later point in time. The present perfect connects the past to now, while the past perfect places one past event before another.

A verb construction in which the subject receives the action rather than performing it, formed with be plus a past participle, as in the letter was written. It is used when the doer is unknown, obvious or unimportant.

A sentence structure in which the subject performs the action of the verb, as in the committee approved the plan. It is usually clearer and more direct than the passive and is preferred in most writing.

A sentence pattern expressing a condition and its result, such as if it rains, we will stay. Different types show real, unreal present and unreal past situations, each with its own verb forms.

A helping verb such as can, must, should or might that expresses ability, obligation, possibility or advice. Modals are followed by the bare infinitive and have no third-person -s ending.

The way we convey what someone said without quoting them directly, which usually involves shifting tenses and pronouns, as in she said she was tired. Time and place words often change too.

Quoting a speaker's exact words inside quotation marks, as in she said, I am tired. Unlike reported speech, it keeps the original tense, pronouns and time expressions unchanged.

A clause that describes a noun and begins with a relative pronoun such as who, which or that. Defining clauses identify the noun, while non-defining clauses add extra information between commas.

A group of words containing a subject and a verb. A main clause can stand alone as a sentence, but a subordinate clause depends on a main clause to complete its meaning.

A conjunction or connector such as however, although or therefore that shows the relationship between ideas. Choosing the right one signals contrast, cause, result or addition and improves cohesion in writing.

A short word such as in, on, at, by or of that shows the relationship between a noun and other elements, often place, time or manner. Prepositions are frequently tested because they rarely translate directly between languages.

The level of formality in language, ranging from informal chat to formal academic prose. Choosing an appropriate register means matching vocabulary, grammar and tone to the audience and purpose.

A letter written for official or professional purposes, using polite formulas, full forms and a clear structure. It typically opens with a salutation such as Dear Sir or Madam and closes with Yours faithfully.

A message to a friend or acquaintance using relaxed vocabulary, contractions and a friendly tone. It usually has a casual greeting, a brief opening, the main points and a closing remark.

A paragraph in an essay that introduces one main argument, stated in a topic sentence and then developed with explanation and examples. Well-organised essays devote one paragraph to each key point.

An extended piece of writing that presents and supports a position on a question, usually with an introduction, several body paragraphs and a conclusion. It is assessed for content, organisation, range and accuracy.

The stated minimum or maximum number of words allowed for a writing task. Exceeding or falling short of the limit can lose marks, so candidates should plan and check length before finishing.

The set of instructions for a task, stating what to write, who it is for, what points to include and how long it should be. Misreading the rubric is a common cause of lost marks.

The ability to speak smoothly and at a natural pace without excessive hesitation or long pauses. Fluency does not mean speed alone but the capacity to keep communication going despite gaps in vocabulary.

The way words are spoken, including individual sounds, stress and intonation. Clear pronunciation matters more in speaking tests than sounding like a native speaker, especially for intelligibility.

The emphasis placed on one syllable of a word, as on the first syllable of photograph but the second of photographer. Wrong stress can make otherwise correct speech hard to understand.

The rise and fall of the voice across a phrase, which signals meaning such as a question, surprise or completion. Native-like intonation makes speech easier to follow and helps convey attitude.

The way speakers manage who talks and when, using pauses, gestures and phrases such as could I just say something. Good turn-taking shows interactive skill in paired and group speaking tasks.

The exchange of ideas between two or more speakers, involving listening, responding and developing the other person's points. Speaking tests reward active engagement rather than long uninterrupted monologues.

A prompt in a speaking test that gives a topic and bullet points for a short prepared talk. Candidates typically have a minute to plan and then speak for one to two minutes.