PAU French II (Extremadura) key terms

Ability to read a French text and extract its main idea, specific details, the author's intention and the meaning of unfamiliar words from context. Tested through multiple-choice or short-answer questions on authentic documents such as articles, advertisements or literary extracts.

The central message or thesis that a whole text or paragraph develops. Identifying it means ignoring secondary details and asking what the writer most wants the reader to retain after finishing the passage.

A conclusion drawn from clues in the text rather than from an explicit statement. Examiners often ask what a character implies, feels or will do next, rewarding readers who connect details instead of searching for a literal sentence.

Any element surrounding an unknown word, such as synonyms, examples, contrasts or punctuation, that helps a reader guess its meaning without a dictionary. Using such clues is a core reading strategy in the exam.

A document written for real communication, not simplified for learners: a press article, blog post, leaflet, letter or literary extract. The PAU exam deliberately uses such material so candidates practise real-world reading.

The broad subject a text deals with, for example immigration, ecology or adolescence. Stating the theme in one or two words is usually the first step before summarising the author's specific argument about it.

A set of words linked by a common topic, such as médecin, ordonnance, patient and hôpital for health. Recognising these clusters helps candidates predict vocabulary and answer questions about a passage's subject.

A word with a meaning close to another, like content and heureux. Exam tasks often ask candidates to find a synonym in the text or to choose the option that best replaces an expression without changing the sense.

A word expressing the opposite of another, such as rare versus fréquent. Recognising opposites supports vocabulary exercises and helps readers follow contrasts that structure an argument in a text.

Rewording a sentence or idea with different vocabulary while keeping the same meaning. It is the skill behind reformulation exercises and behind writing a summary that does not merely copy the original wording.

A French word that resembles an English word but differs in meaning, such as actuellement (currently, not actually) or éventuellement (possibly, not eventually). Misreading these causes comprehension errors and awkward compositions.

The stock of words a learner can recognise and use. For this exam it should cover everyday topics such as family, work, media, environment and technology, plus the connectors and abstract nouns needed in an argumentative composition.

The study of how words are built from roots, prefixes and suffixes, and how verbs and nouns change form. Knowing it lets candidates deduce meanings, form adverbs in -ment and handle gender and number endings correctly.

The system of verb endings that marks tense, mood, person and number. The exam expects control of present, passé composé, imparfait, futur, conditionnel and subjunctive forms of regular and frequent irregular verbs.

The tense chosen to locate an action in time, such as présent, imparfait, passé composé or futur simple. Correct choice depends on aspect: completed event, habitual background, ongoing state or future plan.

The form of the verb that expresses the speaker's attitude: indicative for facts, subjunctive for doubt, wish or necessity, conditional for hypotheses and politeness, imperative for commands. Mood choice is frequently tested in gap-fill items.

A verb mood used after expressions of necessity, doubt, emotion or wish, as in il faut que tu viennes. Candidates must recognise its triggers and form present subjunctive endings for common verbs.

Agreement between words in gender and number, for example between a noun and its adjective or between a subject and its verb. Past participle agreement with avoir and with pronominal verbs is a classic exam trap.

The grammatical categories of masculine or feminine and singular or plural that every French noun and adjective carries. Since gender is not predictable from meaning, learning each noun with its article is essential.

Words such as qui, que, dont and où that link a clause to a noun, as in le livre que je lis. They are tested in sentence-joining exercises and are needed to write varied, cohesive compositions.

A clause dependent on a main clause, introduced by a conjunction, relative pronoun or interrogative word. Building complex sentences with subordinate clauses raises the grammatical range score in written production.

A linking word or phrase that shows the logical relation between ideas: cause (parce que), consequence (donc), contrast (cependant), addition (de plus), illustration (par exemple). Precise connectors are the backbone of a coherent text.

The way sentences are tied together through connectors, pronouns, lexical repetition and consistent tense use so the text reads as a single unit. Examiners reward it when marking the composition.

The logical unity of a text: ideas follow a clear plan, each paragraph develops one point, and nothing contradicts the stated position. It concerns the organisation of meaning rather than surface linking words.

The outline a composition follows, typically introduction, two or three body paragraphs and conclusion. A visible plan prevents digression and helps the reader locate the thesis, arguments and examples quickly.

The opening and closing parts of a composition. The introduction presents the topic and announces the position; the conclusion restates it, summarises the main arguments and may open a brief perspective without adding new evidence.

The position a writer defends in an argumentative text. It should be stated clearly near the start and supported throughout, rather than left for the reader to infer from a list of examples.

A reason offered to support a thesis, usually followed by an example or evidence. Strong compositions combine several distinct arguments rather than repeating one idea in different words.

A concrete illustration that makes an argument credible, such as a statistic, personal anecdote or well-known event. Introduced by par exemple or ainsi, it must genuinely support the point it follows.

A shortened restatement of a text's essential content in the writer's own words, preserving the order of ideas and omitting examples. It tests both reading accuracy and reformulation skill.

The level of formality of language: familier, courant or soutenu. A composition for the exam should stay in standard or formal register, avoiding slang and contractions unless quoting dialogue.

A letter addressed to an institution, company or unknown recipient, following conventions such as a subject line, formal opening and closing formula, and consistent vouvoiement. Layout and register are both assessed.

The conventional closing phrase of a letter, for example Cordialement for a colleague or Je vous prie d'agréer, Madame, mes salutations distinguées for a formal recipient. Choosing the right formula signals register control.

The category a text belongs to, such as news article, blog post, letter, advertisement, dialogue or literary extract. Each genre has typical layout, tone and structures that guide comprehension and production tasks.

The community of countries and regions where French is spoken, in Europe, Africa, the Caribbean, North America and the Indian Ocean. The exam may include texts about its cultural diversity and shared institutions.

Awareness of cultural differences and the ability to interpret behaviour and texts from another culture without judging it by one's own norms. Questions may ask how a French custom differs from the candidate's own.

An oversimplified generalisation about a group, such as a fixed image of the French or of immigrants. Recognising and questioning stereotypes is a recurring theme in francophone texts and in argumentative writing.