Castilla y León PAU English flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Skimming

Reading quickly for the main idea by focusing on titles, first sentences, and conclusions, ignoring details. It gives a paragraph map before detailed reading.

Scanning

Reading quickly to locate specific information such as names, dates, or numbers. The eyes move over the text until the target word or phrase is found.

Inference question

A question whose answer is not stated directly but can be logically concluded from evidence in the text. Eliminate options that are generally true but unsupported by the passage.

Author's purpose

The reason an author writes: to inform, persuade, criticize, entertain, or compare. Identify it by examining the overall message and the language used.

Tone

The author's attitude expressed through word choice, such as neutral, ironic, critical, enthusiastic, or cautious. Tone is not the same as the reader's emotional response.

Vocabulary in context

A question type that asks for the meaning of a word as used in a specific sentence. Substitute each option into the sentence to check fit with surrounding meaning and register.

Pronoun reference

The noun phrase that a pronoun (it, they, this, these, such) refers to. In reading questions, trace the reference back to the previous sentence or noun phrase.

Main idea

The central point of a paragraph or passage, often stated in the first or last sentence. Distinguish it from supporting details, which explain or illustrate the main idea.

Present perfect

A tense formed with have/has + past participle. It describes past actions with present relevance, experiences, or actions continuing to now, often with for, since, already, yet, ever, never.

Past perfect

A tense formed with had + past participle. It describes an action completed before another past action or time, often used with when, after, before, by the time.

Second conditional

If + past simple, would + infinitive. It describes hypothetical or unlikely present/future situations. Example: If I had more time, I would travel.

Third conditional

If + had + past participle, would have + past participle. It describes hypothetical past situations that did not happen, often expressing regret or criticism.

Passive voice

Formed with be + past participle. The object of an active sentence becomes the subject. Use by + agent only when the agent is important or not obvious.

Reported speech

Indirect speech that reports what someone said without quotation marks. Tenses usually shift back one step, and pronouns and time/place expressions change.

Defining relative clause

A clause that identifies which person or thing is meant. It takes no commas and can use that instead of who or which. Example: The book that I bought is here.

Non-defining relative clause

A clause that adds extra information about a noun already identified. It takes commas and cannot use that. Example: My brother, who lives in Madrid, is a doctor.

Word formation

Creating new words by adding prefixes or suffixes. Common noun suffixes: -tion, -ment, -ness, -ity; adjective suffixes: -ful, -less, -ive, -ous, -able; negative prefixes: un-, in-, im-, dis-, mis-.

Collocation

A habitual combination of words that sound natural together, such as depend on, interested in, good at, make a decision, take a photo. Prepositions after adjectives and verbs are often tested.

Modal verbs

Auxiliary verbs expressing ability, obligation, possibility, or deduction: can, could, must, have to, should, might, may. They are followed by the bare infinitive, except have to and ought to.

Phrasal verb

A verb combined with a particle (on, off, up, out) that creates a new meaning, such as give up, find out, put off, run out of. Learn them in context because particle changes meaning.

Guided composition

A writing task based on given input points or instructions. Use the points as content but paraphrase them and connect ideas with appropriate linking words.

Register

The level of formality in writing. Informal emails use contractions and direct address; formal essays avoid contractions and use impersonal expressions such as It is often argued that.

Paragraph structure

A paragraph typically contains a topic sentence, supporting details, and a concluding or linking sentence. In exam compositions, one main idea per paragraph improves clarity.

Word count

The number of words required by the task, often 120–150 words. Stay within the limit; being significantly under or over can affect the score. Count after writing and edit.

Formal letter opening

Use Dear Sir/Madam when the name is unknown and end with Yours faithfully. Use Dear Mr/Ms + surname when known and end with Yours sincerely.

Informal email opening

Use Hi + first name or Dear + first name, and end with Best wishes, Take care, or All the best. Contractions and phrasal verbs are acceptable.

Opinion essay

A formal composition stating and supporting a viewpoint. Structure: introduction with thesis, body paragraphs with reasons and examples, conclusion restating the opinion.

For-and-against essay

A formal essay presenting advantages and disadvantages of a topic. Use one paragraph for arguments for, one for arguments against, and a balanced conclusion.

Coherence

The logical order and connection of ideas in a text. A coherent text has a clear structure and ideas that follow naturally from one another.

Cohesion

The linguistic links that hold a text together, including connectors, pronoun reference, substitution, and lexical repetition. Cohesion supports coherence.

Linking words

Connectors showing relationships between ideas: addition (furthermore), contrast (however), cause (because), result (therefore), example (for instance), sequence (firstly). Use one per sentence.

Run-on sentence

Two independent clauses joined incorrectly with only a comma (comma splice) or with no punctuation. Fix by using a period, semicolon, or conjunction.