SPM English 1119 key terms

The single most important point a passage or paragraph communicates about its topic. In comprehension questions you often must choose it from several true but secondary statements.

The sentence, usually first in a paragraph, that states what the paragraph is about. Locating it quickly helps you map a passage before answering questions.

A fact, example, statistic or reason that backs up a main idea. Distractors in comprehension items are often true details that do not answer the question asked.

A conclusion you draw from clues in the text rather than from a directly stated sentence. The answer must be logically supported, not merely plausible in real life.

To read very quickly for the general sense or gist of a text, often by looking at headings, first sentences and bold words. Useful before detailed reading of a long passage.

To move the eyes quickly over a text looking for one specific item such as a name, date or number, ignoring everything else until it is found.

Information in the surrounding words or sentences that helps you work out the meaning of an unfamiliar word. Examples include definitions, contrasts and cause-and-effect signals.

A word with a meaning close to another word, such as 'begin' and 'commence'. Vocabulary items in Paper 1 often ask you to pick the closest synonym in context.

A word opposite in meaning to another, such as 'scarce' and 'abundant'. Recognising contrast signals like 'however' or 'unlike' helps you spot them.

A pronoun or phrase such as 'this', 'they' or 'such measures' that points back or forward to something else in the text. Tracking it prevents misreading who did what.

The way sentences and paragraphs are linked so a text reads as one whole. It is achieved through connectors, pronouns, repetition and consistent referencing.

A word or phrase that joins ideas, such as 'furthermore', 'on the other hand' or 'as a result'. Choosing the right one is tested in summary and essay writing.

A linking word showing relationship between ideas: addition, contrast, cause, result, sequence or example. The wrong connector can reverse the meaning of a sentence.

The writer's attitude towards the subject, conveyed through word choice, such as ironic, critical, sympathetic or neutral. Tone questions require evidence from the whole passage.

The writer's reason for producing a text, for example to persuade, inform, entertain or warn. It shapes structure and language and is often asked directly.

The readers a text is aimed at, such as teenagers, employers or the general public. Language register, examples and assumed knowledge all shift with audience.

A shortened version of a text containing only its main points, written in your own words and usually within a set word limit. It must not include examples or your opinion.

To restate a piece of text in different words while keeping the original meaning. Required in summary writing, where lifting whole phrases loses marks.

The level of formality suited to a situation, from casual speech to formal writing. Formal letters avoid contractions and slang; informal messages may use them.

A letter to someone you do not know personally, such as a newspaper editor, principal or company. It uses a polite tone, full forms, and a clear purpose in the opening.

A letter to a friend or relative using relaxed, conversational language, contractions and personal news. Greeting and closing are casual, for example 'Dear Aina' and 'Take care'.

A structured factual text with headings such as introduction, findings and recommendation, written for a specific reader like a principal or club committee. Style is impersonal and factual.

A piece written for publication in a newspaper, magazine or newsletter, often with a headline and a lively opening. It may inform or persuade and addresses a broad readership.

A single sentence in an essay introduction that states the position or main argument you will develop. Everything in the body should support it.

The organisation of a piece of writing into introduction, body paragraphs and conclusion. Each body paragraph normally carries one idea with supporting evidence.

A Paper 1 task where a prompt gives the situation, audience and required points, and you must respond in the specified format and length.

A Paper 1 composition task where you choose a title or opening from several options and write a full essay, narrative or description of about 350 words.

An opening line or short scene that grabs the reader's attention, such as action, dialogue or an unusual statement. It raises interest without giving away the ending.

Conveying what someone said without quoting exact words, shifting tense and pronouns, as in 'She said she was leaving'. Tested in grammar items and useful in summaries.

The rule that a verb must match its subject in number, for example 'The list of items is long'. Interrupting phrases often hide the real subject and cause errors.

Keeping verb tenses logical and consistent within a sentence or passage, shifting only when the time frame genuinely changes. Sudden shifts confuse the reader.

Listening with full attention in order to understand, remember and respond, using cues such as note-taking and checking meaning. It matters for spoken tasks where you must reply.

Listening for the overall meaning of a recording rather than every word. It helps you answer main-idea items before returning for specific details.

Listening to catch specific facts such as times, prices, names or reasons. Predicting what kind of information to expect before the recording plays makes this easier.

Writing brief keywords, symbols and abbreviations while listening so you can recall facts later. Notes should be quick and personal rather than full sentences.

An option or detail that sounds correct but is wrong, often because it was mentioned in the recording with a different outcome. Careful listening exposes it.

A request to repeat or explain something, such as 'Could you say that again?' or 'Do you mean...?'. Using it politely keeps a spoken exchange going.

The convention of letting one speaker finish before another begins, using signals like 'Sorry to interrupt' or 'Go ahead'. It is assessed in paired speaking tasks.

The ability to speak at a reasonable pace with few long pauses or breakdowns, even if some errors occur. It is judged separately from accuracy in speaking tests.

How clearly words are produced, including sounds, stress and intonation. Understandable pronunciation matters more than sounding like a native speaker.

The emphasis placed on one syllable of a word, as in 'PERmit' (noun) and 'perMIT' (verb). Wrong stress can make otherwise correct speech hard to follow.

The rise and fall of the voice across a sentence, signalling questions, lists, surprise or completion. Flat intonation makes speech sound uninterested or unclear.

A speaking task where one candidate talks alone for a set time, often about a picture or prompt, before answering follow-up questions from the examiner.

A short spoken or written cue giving the subject and points to cover in a speaking task. Reading it carefully prevents going off topic.