PAU Foreign Language II: English (Castilla-La Mancha) key terms

The central point that a whole text or paragraph is built around. In reading tasks you identify it by asking what the writer most wants the reader to understand, not by copying one sentence.

A sentence, usually near the start of a paragraph, that states what the paragraph is about. The remaining sentences support, illustrate or qualify it, so finding it speeds up comprehension.

A conclusion a reader draws from evidence in the text rather than from an explicit statement. Exam questions often ask what the writer implies, suggests or would probably agree with.

The attitude a writer conveys through word choice and sentence style, for example ironic, critical, enthusiastic or neutral. It is recognised from adjectives, adverbs and evaluative vocabulary rather than stated directly.

Reading quickly for one specific piece of information, such as a date, name or figure, while ignoring everything else. It is the opposite of reading every word in sequence.

Reading rapidly to grasp the general sense of a text, using headings, first sentences and repeated key words. It is used to decide what a passage is about before answering detailed questions.

The way sentences and paragraphs are linked so a text reads as one unit, achieved with connectors, pronouns and repeated vocabulary. Recognising these links helps you follow an argument across sentence boundaries.

A pronoun or determiner such as it, they, this, such or the former that points back (or forward) to something already mentioned. Tracking what it refers to is essential for answering comprehension questions correctly.

A word or phrase such as however, therefore, in addition or despite that signals the logical relation between ideas. Misreading a contrast connector as an addition connector is a common cause of wrong answers.

A word that looks similar in English and Spanish but differs in meaning, such as actually (in fact, not currently) or sensible (reasonable, not sensitive). These cause comprehension errors and are frequently tested.

The habitual pairing of words that native speakers expect together, such as make a decision, heavy rain or deeply concerned. Choosing the natural partner matters more than grammatical correctness in vocabulary tasks.

A verb combined with an adverb or preposition that creates a new meaning, such as give up, put off or come across. The particle cannot usually be guessed, so each combination must be learned separately.

A verb that requires a fixed preposition to complete its meaning, as in depend on, consist of or apologise for. Unlike many phrasal verbs, the preposition cannot be moved after the object.

Building a new word from a base by adding prefixes or suffixes, for example happy, unhappy, happiness. Exam tasks supply a root in capitals and require the correct derived form in the gap.

A letter group added to the front of a word to change its meaning, such as un-, dis-, over- or mis-. Negative prefixes are heavily tested because several can attach to the same root with different senses.

A letter group added to the end of a word, often changing its grammatical class, as -ness makes nouns and -less makes adjectives. Choosing the right suffix depends on the slot the word must fill.

The emotional or evaluative association a word carries beyond its literal meaning, so thin and slim describe the same shape with different attitudes. Register and connotation decide which synonym fits an opinion text.

A word with a similar meaning to another, such as begin and commence. In comprehension tasks the answer option usually rephrases the text with synonyms, so exact word matching is not required.

Expressing the same meaning with different words and structure. It is the core skill of both reading questions, where options restate the text, and writing tasks, where you must avoid copying the prompt.

A single sentence in an essay that states your position on the question. It normally appears at the end of the introduction and every later paragraph should support it.

A claim supported by reasons and evidence rather than mere opinion or assertion. In an opinion essay each body paragraph should present one argument, explain it and illustrate it with an example.

An opposing view that a writer acknowledges before answering it. Including one and then refuting it makes an opinion text more convincing and shows a higher level of written production.

The way a paragraph expands its controlling idea with explanation, example or consequence instead of jumping to a new point. Weak development, with ideas listed but not explained, is a common reason for low marks.

The level of formality appropriate to a situation, ranging from informal spoken style to formal academic prose. Opinion essays require a neutral to formal register, so contractions and slang are usually avoided.

Connectors such as however, although, despite and on the other hand that signal opposition between ideas. Their grammar differs: although takes a clause, while despite takes a noun or gerund.

A clause that cannot stand alone as a sentence and depends on a main clause, introduced by words like because, when, which or if. Correct punctuation and tense sequencing inside these clauses are frequently examined.

A clause that describes a noun, introduced by who, which, that, whose or where. Defining clauses give essential information without commas; non-defining clauses add extra information and are set off by commas.

A sentence expressing a condition, in four main patterns from the real first conditional to the past unreal third conditional. Mixed conditionals combine a past condition with a present result.

A construction where the object of the action becomes the subject, formed with the verb be plus past participle, as in the report was published. It is common in formal and impersonal writing.

A passive structure with it or the subject shifted, as in it is said that or he is believed to be, used to report opinions without naming the source. It is a typical feature of journalistic and academic English.

The pattern have or get plus object plus past participle, meaning that someone else performs the action, as in I had my car repaired. It must not be confused with the present perfect.

A verb such as claim, argue, admit or deny used to introduce someone else's words. Each verb carries a pattern, either verb plus that-clause, plus gerund, or plus object and infinitive.

A task in which a second sentence must be completed so that it means the same as the first, usually with a given word that cannot be changed. Grammar and meaning must both be preserved exactly.

The -ing form of a verb used as a noun, as in swimming is healthy or I enjoy reading. Some verbs and prepositions are followed only by a gerund, which makes it a frequent transformation point.

The base form of a verb, with or without to, used after certain verbs, adjectives and to express purpose. Verbs like decide and promise take to plus infinitive, while others such as make take the bare form.

The rule that tenses in a sentence must be logically consistent, so a past reporting verb is normally followed by a past or past perfect form. Breaking this sequence is a common error in reported speech.

Language such as may, tend to, arguably or it seems that softens a claim and avoids sounding absolute. In opinion writing it signals a balanced, academic voice and protects you from overgeneralising.

A word or phrase that organises a text, such as firstly, in conclusion or moreover. Using a range of them accurately improves coherence, but overuse or wrong choice can reduce the mark.