Aragón PAU English key terms

Understanding a written text well enough to identify its main idea, locate specific details, infer meaning, and recognise the writer's attitude or purpose, then answer questions about it accurately.

The central point a whole text or paragraph is making, usually stated in a topic sentence or implied across several sentences. Distinguishing it from supporting examples is a frequent exam task.

The general overall meaning of a text or spoken passage, grasped quickly without attention to every word. Questions asking what a text is mainly about test gist rather than detail.

A sentence, often first in a paragraph, that announces what the paragraph will develop. Recognising it helps candidates locate answers and understand how ideas are organised.

Reading quickly through a text looking only for particular information such as a name, date or number, ignoring everything else. Useful for matching headings or answering detail questions under time pressure.

Reading a text rapidly to gain a general impression of its content and structure before answering questions. It differs from scanning, which hunts for specific facts.

A conclusion drawn from evidence in the text rather than stated directly. Exam items often ask what the writer implies, so answers must be supported by clues in the passage.

The attitude a writer conveys through word choice and phrasing, for example ironic, critical, optimistic or neutral. Identifying tone helps answer questions about the writer's opinion.

A pronoun or adverb such as it, they, this or there that points back to something already mentioned. Understanding what a reference word stands for is essential for accurate comprehension.

The way sentences and paragraphs are linked through connectors, pronouns and repeated vocabulary so the text reads as a unified whole. Gap-fill tasks frequently test these linking devices.

The logical organisation of ideas in a text so that each part follows sensibly from the previous one. A coherent text has clear progression, even when individual sentences are grammatically correct.

A word or phrase such as however, therefore, in addition or on the other hand that signals the relationship between ideas. Choosing the right connector depends on whether ideas contrast, add or cause.

A word that looks similar in English and Spanish but has a different meaning, such as actual (real, not current) or library (biblioteca, not librería). Misreading these causes comprehension errors.

A word that shares a common origin and similar meaning across two languages, such as important and importante. Cognates help guessing meaning, but some are false friends and mislead.

Working out the meaning of an unfamiliar word from the surrounding sentence rather than a dictionary. Exam texts often contain words whose sense is signalled by examples, contrasts or definitions nearby.

Expressing the same meaning using different words and structure. Multiple-choice options are usually paraphrases of the text, so matching exact wording is often a trap.

A word with a meaning close to another, such as begin and start. Recognising synonyms is central to comprehension questions and to rewriting tasks that require equivalent wording.

A word with the opposite meaning to another, such as generous and mean. Antonyms are often tested in vocabulary items and help clarify meaning through contrast.

Building a word from a base by adding prefixes or suffixes, for example happy to unhappiness. Exam tasks give a root word and require the correct derived form to fit a gap.

A letter group added to the front of a word to change its meaning, such as un-, dis-, re- or over-. Choosing the correct prefix is a common word-formation task.

A letter group added to the end of a word, often changing its word class, as -ness turns adjectives into nouns and -less forms adjectives from nouns. Correct spelling of suffixes matters in gap-fill tasks.

The grammatical category a word belongs to, such as noun, verb, adjective or adverb. Identifying the class needed in a gap tells you which derived form to write.

A habitual pairing of words, such as make a decision or heavy rain, that native speakers use naturally. Exam gap-fills often require the specific verb or adjective that collocates 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 and some are not, which affects word order.

A fixed expression whose meaning cannot be worked out from its individual words, such as break the ice or under the weather. Idioms are tested in vocabulary and comprehension sections.

The form of a verb that locates an action in time and shows whether it is finished, ongoing or repeated, for example present perfect versus past simple. Tense choice is a core grammar area.

The way a verb form presents an action as completed, ongoing or repeated, independent of when it happens. English marks aspect through continuous and perfect forms.

A sentence structure expressing a condition and its result, from zero to third conditional and mixed forms. Candidates must select the correct verb forms in both clauses.

A verb form used after certain expressions of demand, suggestion or wish, as in I suggest that he go or If I were you. It appears in fixed patterns rather than as a general tense.

A structure in which the object of an action becomes the subject, formed with be plus past participle, as in The report was written. Rewriting tasks often require active-to-passive transformation.

Conveying what someone said without quoting directly, which usually involves shifting tenses, pronouns and time expressions, as in She said she was leaving the next day.

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

A clause introduced by who, which, that, whose or where that gives more information about a noun. Defining clauses are essential to meaning; non-defining clauses are set off by commas.

The level of formality in language, ranging from informal spoken style to formal academic writing. Writing tasks are assessed on whether register suits the intended reader and purpose.

A letter written to someone you do not know well, using a polite opening such as Dear Sir or Madam, full forms rather than contractions, and a conventional closing. Register and layout are assessed.

Connectors used in writing to join ideas and guide the reader, such as firstly, moreover, nevertheless and in conclusion. Using them appropriately improves coherence and scores in writing tasks.

The process of expanding a point with explanation, example or consequence so a paragraph fully addresses the task. Underdeveloped ideas are a common reason for losing marks in writing.

The number of words a writing task specifies, usually a range such as 120 to 150 words. Writing far below or far above it can reduce the score or waste valuable exam time.

Understanding spoken English well enough to extract main points and specific details from conversations, announcements or talks, often heard twice, and to answer questions about them.

The patterns of emphasis and pitch change in speech that signal meaning, attitude and emphasis. Recognising them helps listeners interpret a speaker's intention, not just the words.