VMBO GL/TL Engels key terms

Reading a text quickly to catch its main idea or general meaning without stopping at difficult words. Candidates use it to answer questions about the topic, purpose or title of a text.

Looking through a text only for one specific detail, such as a name, a date, a number or a place, while ignoring the rest of the words around it.

The sentence in a paragraph that states the main point of that paragraph. It often comes first and helps you predict what the rest of the paragraph will explain.

The most important message a whole text or paragraph wants to give. It is wider than a single detail and is usually tested with questions such as 'What is this text about?'

A question that asks for one specific piece of information that is literally stated in the text, for example a price, a time or a name. The answer is found by scanning.

A question about information the writer does not state directly. You must combine clues in the text with your own knowledge to work out the answer that logically follows.

The feeling a writer shows about the subject, for example positive, critical, neutral, worried or amused. Word choice and punctuation give clues about this feeling.

The feeling or association a word carries beyond its plain meaning. 'Cheap' and 'affordable' describe the same price but suggest very different opinions about the product.

Information in the sentences around an unknown word that helps you guess its meaning, such as a definition, an example, a contrast or a cause-and-effect link.

Working out what an unfamiliar English word probably means by using the surrounding text and your general knowledge instead of a dictionary. This keeps your reading speed up during the exam.

A word in English that looks or sounds similar to a word in your own language and often has a related meaning, such as 'hospital' and 'telephone'. False friends look alike but mean something different.

A word such as he, she, it, they, this or which that points back to something mentioned earlier. Exam questions often ask what such a word refers to.

A word such as however, because, although or therefore that shows how two ideas are connected. Recognising the link helps you follow the writer's argument and answer questions about it.

The kind of text you are reading, for example an advertisement, a letter to the editor, a news report, an instruction or a review. Each type has its own purpose and layout.

What the writer wants to achieve, such as informing, persuading, entertaining, warning or instructing the reader. Questions often ask 'What is the purpose of this text?'

The group of readers a text is written for, such as teenagers, parents, tourists or employees. Word choice, layout and content all give clues about who is being addressed.

The visual organisation of a text, including titles, subtitles, columns, bullet points, bold print and pictures. These features help you find information fast before reading full sentences.

A question format in which you decide whether a statement matches the text, contradicts the text, or is simply not mentioned. 'Not given' means the text gives no information either way.

Listening to a fragment to understand its overall message or situation without catching every word. It is the listening version of skimming and is useful on the first play of a recording.

Listening with one question in mind, for example to hear a price, a platform number or an opening time. You read the question first and then wait for that detail.

A wrong answer that sounds plausible because the same words appear in the recording, but the meaning is different. Listening carefully to the whole sentence helps you reject it.

Saying the same thing with different words. In listening tests the question often paraphrases the recording, so you hear 'costly' while the question says 'expensive'.

A word with a meaning close to another word, such as 'big' and 'large'. Recognising synonyms lets you connect what you hear with the words used in the question.

A word with the opposite meaning of another word, such as 'increase' and 'decrease'. Test questions sometimes use an opposite to check whether you really understood the message.

The rise and fall of the voice and the extra force on certain words. Speakers use them to show surprise, doubt, emphasis or emotion, which can change the meaning of a sentence.

The way words run together in natural spoken English, so 'want to' sounds like 'wanna' and sounds may link or disappear. Knowing this makes fast recordings easier to follow.

A spoken word or phrase such as 'firstly', 'however', 'so' or 'to sum up' that signals what the speaker will do next. It helps you follow the structure of a talk or conversation.

Writing down short keywords, numbers or symbols while listening so you can answer questions afterwards. Good notes use abbreviations and leave out grammar words.

The level of formality in language, ranging from informal chat with friends to formal language in a business letter. Choosing the right register is essential in writing tasks.

The difference between language suited to official letters and applications and language suited to friends, such as 'I am writing to apply' versus 'Just wanted to ask'. Mixing them looks careless.

The opening greeting of a letter or email, for example 'Dear Sir or Madam' in formal writing or 'Hi Sam' in informal writing. It must match the register of the rest of the text.

The final greeting of a letter or email, such as 'Yours faithfully' when you do not know the name, 'Yours sincerely' when you do, or 'Best wishes' informally.

A group of sentences about one idea, starting on a new line. Clear paragraphs, each with its own topic sentence, make a written answer easier to follow and score higher.

The quality of a text whose ideas follow a logical order and connect smoothly, so the reader can follow the writer's line of thought from start to finish.

The way sentences are tied together with linking words, pronouns and repeated keywords. Cohesion is about the glue between sentences rather than the order of the ideas.

The reason you write a text, such as inviting someone, complaining, applying for a job or giving advice. The purpose decides the content, tone and structure of your message.

The minimum and maximum number of words a writing task allows. Staying inside it matters, because work that is far too short or too long can lose marks.

Reading your own text one last time to find mistakes in spelling, grammar, capitals and punctuation. Leaving a few minutes for this at the end of the exam usually gains marks.