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Galicia PAU English - First Foreign Language study materials
Galicia PAU English - First Foreign Language study resources

Galicia PAU English - First Foreign Language practice questions

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Question 1Reading comprehension - global understanding of the text

A Galicia PAU reading passage opens with a single sentence that states the writer's overall opinion, then develops examples over four paragraphs. Which option best describes the global structure of the text?

  1. A problem described at length with the solution deliberately withheld
  2. A thesis stated first and supported by illustrative examples afterwards Correct answer.
  3. A comparison of two equally weighted positions with no conclusion
  4. A chronological narrative of events with no stated opinion

Explanation

When the opening sentence carries the writer's stance and later paragraphs add examples, the organisation is thesis-first with supporting illustration. Global understanding requires recognising that the remaining paragraphs serve the initial claim rather than replacing it.

Question 2Reading comprehension - global understanding of the text

In a PAU text, the first paragraph introduces the topic and the final paragraph returns to the same idea in different words. What is the main function of that final paragraph?

  1. To shift the text into a different genre
  2. To list statistical evidence that contradicts the opening
  3. To reinforce the central idea and close the argument Correct answer.
  4. To introduce an entirely new topic for the reader

Explanation

A closing paragraph that restates the opening idea in new wording rounds off the argument and confirms the main point. Recognising this circular pattern is a standard global-comprehension task in the PAU.

Question 3Reading comprehension - global understanding of the text

Which question would best capture the global meaning of a whole PAU article rather than a single detail?

  1. How many people are quoted in the text?
  2. What exact date is mentioned in the third paragraph?
  3. Which adjective describes the weather in the opening?
  4. What is the writer's main point about the topic? Correct answer.

Explanation

Global understanding concerns the overall message, so a question about the writer's main point addresses the whole text. The other options target isolated data retrievable from one line, which is detailed comprehension rather than global.

Question 4Reading comprehension - global understanding of the text

A passage describes how a coastal town changed after tourism arrived, presenting benefits and drawbacks without favouring either. Which statement best summarises the writer's overall position?

  1. The writer refuses to discuss tourism at all
  2. Tourism has been an unqualified success for every resident
  3. Tourism has ruined the town and should be reversed
  4. Tourism has brought mixed consequences that the writer presents neutrally Correct answer.

Explanation

Presenting benefits and drawbacks in balanced measure signals a neutral stance rather than advocacy. Global understanding means inferring the writer's attitude from how evidence is distributed across the text.

Question 5Reading comprehension - global understanding of the text

Which feature most reliably signals the main idea of an expository PAU text?

  1. The number of proper nouns in the passage
  2. The longest word in the title
  3. The idea that recurs across several paragraphs Correct answer.
  4. The last word of each sentence

Explanation

A main idea is normally developed and revisited across paragraphs, so recurrence is the strongest signal. Surface features such as word length or noun density say nothing about importance of content.

Question 6Reading comprehension - global understanding of the text

A text begins with an anecdote about one fisherman and then widens to discuss the fishing industry in Galicia. What is the global function of the opening anecdote?

  1. To prove that statistics about the industry are false
  2. To provide a concrete entry point into a broader issue Correct answer.
  3. To summarise the conclusion before the argument begins
  4. To introduce a character who will be contradicted later

Explanation

An individual case used before a general discussion works as a hook that makes an abstract issue concrete. The wider topic that follows shows the anecdote is illustrative rather than conclusive.

Question 7Reading comprehension - global understanding of the text

Two paragraphs in a PAU passage are linked by the connector 'However'. What does this connector reveal about the global organisation of the text?

  1. The second paragraph repeats the first without change
  2. The second paragraph contrasts with the first Correct answer.
  3. The second paragraph gives an example of the first
  4. The second paragraph abandons the topic entirely

Explanation

'However' is a contrastive connector, so it signals that the following paragraph opposes or qualifies the preceding one. Tracking such connectors helps map the argument's overall movement.

Question 8Reading comprehension - global understanding of the text

A passage presents three separate reasons why a local language policy is controversial. Which option best states the global point these reasons support?

  1. The policy is uncontroversial and widely accepted
  2. The policy has not yet been discussed publicly
  3. The policy has only one minor disadvantage
  4. The policy is contested for several distinct reasons Correct answer.

Explanation

Several distinct reasons offered together support the overarching claim that the policy is contested. Global understanding involves grouping individual points under the single idea they jointly establish.

Question 9Reading comprehension - global understanding of the text

Which option describes a text whose main idea is conveyed by implication rather than by an explicit thesis sentence?

  1. The writer states the main idea directly in the first line
  2. The writer lists the main idea in a bulleted summary
  3. The writer lets recurring examples and tone convey the point Correct answer.
  4. The writer repeats the main idea in every sentence

Explanation

When no sentence states the thesis, the reader must infer it from patterns of example, emphasis and tone. This is implicit main idea, a frequent higher-order task in the PAU reading section.

Question 10Reading comprehension - global understanding of the text

A PAU passage moves from describing a problem, to analysing its causes, to proposing a remedy. Which option names this overall pattern?

  1. Problem–cause–solution organisation Correct answer.
  2. Pure chronological biography
  3. Comparison of unrelated topics
  4. Cause–effect–cause circular organisation

Explanation

Successive stages of problem, causes and remedy form a problem–cause–solution pattern. Identifying such patterns lets a reader predict where the argument is heading.

Question 11Reading comprehension - global understanding of the text

In a text about emigration from Galicia, the writer quotes an emigrant's letter and then comments on it. What does the comment most likely do at the global level?

  1. It replaces the letter with an unrelated statistic
  2. It interprets the quotation and links it to the main argument Correct answer.
  3. It denies that emigration ever happened
  4. It repeats the letter word for word

Explanation

A comment following a quotation typically explains its significance and ties it to the writer's thesis. This shows how evidence and interpretation combine to build the overall argument.

Question 12Reading comprehension - global understanding of the text

Which title would best reflect the global content of a passage arguing that rural depopulation in Galicia has complex causes?

  1. A Complete History of Every Galician Village
  2. Why Rural Depopulation Has No Single Cause Correct answer.
  3. How to Farm in One Easy Lesson
  4. Rural Galicia: A Simple Story of Decline

Explanation

A title for global understanding must capture the central claim, here that the causes are multiple and complex. Titles that oversimplify or narrow the topic misrepresent the passage's overall argument.

Question 13Reading comprehension - global understanding of the text

A passage alternates between the views of supporters and critics of a wind farm. What is the best description of its global purpose?

  1. To narrate the history of a single family
  2. To explain how turbines generate electricity technically
  3. To present two perspectives on a local development Correct answer.
  4. To persuade the reader to oppose wind farms

Explanation

Alternating between supporters and critics signals a balanced presentation of perspectives rather than advocacy. The purpose is to inform the reader about a debate, not to take sides.

Question 14Reading comprehension - global understanding of the text

When a PAU text uses the phrase 'This is not to say that...', what is the writer most likely doing globally?

  1. Conceding a limit to the argument just made Correct answer.
  2. Ending the text with a final conclusion
  3. Repeating the title of the passage
  4. Introducing the main idea for the first time

Explanation

The phrase signals a qualification, acknowledging that the preceding claim should not be overextended. Recognising concessions helps the reader build an accurate picture of the writer's overall position.

Question 15Reading comprehension - global understanding of the text

Which reading strategy is most appropriate for identifying the global meaning of a PAU passage under time pressure?

  1. Skimming topic sentences and the conclusion first Correct answer.
  2. Translating each sentence into the candidate's own language
  3. Counting the paragraphs and dividing by the number of lines
  4. Reading every word slowly before looking at anything else

Explanation

Skimming topic sentences and the closing paragraph gives a rapid map of the argument before detailed reading. This is the standard efficient approach for global-comprehension items in a timed exam.

Question 16Reading comprehension - global understanding of the text

A passage says a new motorway 'promises to transform the region' and later notes that 'many residents remain sceptical'. Which option best captures the global tension in the text?

  1. The project is universally welcomed without reservation
  2. The project has already been cancelled by the authorities
  3. The project is described as both promising and contested Correct answer.
  4. The writer gives no information about local opinion

Explanation

One sentence presents the project positively while another reports scepticism, creating a tension between promise and doubt. Global understanding consists in holding both strands together rather than choosing one.

Question 17Reading comprehension - global understanding of the text

What distinguishes a text's topic from its main idea in the context of global comprehension?

  1. The topic is the subject area; the main idea is the claim made about it Correct answer.
  2. They are identical in every expository text
  3. The topic is always longer than the main idea
  4. The topic is the conclusion; the main idea is the title

Explanation

The topic names what the text is about, whereas the main idea states the specific point the writer makes about that subject. Distinguishing the two prevents vague answers that merely restate the subject.

Question 18Reading comprehension - global understanding of the text

A PAU passage opens with a rhetorical question and then answers it over several paragraphs. What is the global function of that opening question?

  1. To summarise the writer's final recommendation
  2. To apologise for the length of the text
  3. To provide statistical evidence for the argument
  4. To frame the central issue the text will address Correct answer.

Explanation

A rhetorical question at the start poses the issue the rest of the text will resolve, giving the argument a clear frame. The reader can then test each paragraph against that framing question.

Question 19Reading comprehension - global understanding of the text

A passage discusses the return of Galician emigrants' descendants, describing identity, language and belonging. Which option best states its unifying theme?

  1. The negotiation of identity among return migrants Correct answer.
  2. The economic history of the shipbuilding industry
  3. A comparison of regional cuisines
  4. The technical details of passport applications

Explanation

Identity, language and belonging all cluster under the theme of how return migrants negotiate who they are. A unifying theme must cover all the strands rather than one narrow aspect.

Question 20Reading comprehension - global understanding of the text

In a passage where the writer describes a tradition approvingly but notes it is disappearing, which option best captures the overall tone?

  1. Purely neutral with no attitude
  2. Openly hostile and mocking
  3. Nostalgic and mildly concerned Correct answer.
  4. Triumphant and celebratory

Explanation

Approval combined with a note of decline produces a nostalgic tone with mild concern. Tone is a global feature inferred from evaluative language spread across the whole text.

Question 21Reading comprehension - global understanding of the text

What does it mean when a PAU passage is described as having a 'balanced' argument?

  1. The text is divided into exactly two sentences
  2. The text contains no arguments at all
  3. Only one side is presented in detail
  4. Both sides receive comparable attention and neither is dismissed Correct answer.

Explanation

Balance concerns the fair distribution of attention between competing views, not the physical layout of the text. A balanced argument presents both sides seriously before any conclusion.

Question 22Reading comprehension - global understanding of the text

A text states that 'the debate has moved on' and then outlines new concerns replacing older ones. What does this reveal about the text's global development?

  1. A return to the exact starting point
  2. A list of unrelated statistics
  3. A refusal to discuss any issues
  4. A shift of focus from earlier issues to current ones Correct answer.

Explanation

The phrase marks a transition from older concerns to newer ones, so the text develops by shifting focus. Tracking such transitions is essential for following the argument's overall direction.

Question 23Reading comprehension - global understanding of the text

Which option best explains why a summary of a PAU passage should avoid copying long phrases from the original?

  1. A summary must state the gist in the reader's own words Correct answer.
  2. Copying phrases makes the summary too short
  3. The original phrases are always grammatically wrong
  4. Summaries are not allowed to mention the topic

Explanation

A summary demonstrates comprehension by reformulating the central points independently. Reproducing long stretches of the original shows transcription rather than understanding.

Question 24Reading comprehension - global understanding of the text

A passage presents a single case study and then generalises from it. Which option identifies the main risk in reading such a text globally?

  1. Believing the text has no topic at all
  2. Deciding that generalisation is grammatically impossible
  3. Concluding that the case study contains no information
  4. Assuming the conclusion applies more widely than the evidence allows Correct answer.

Explanation

Generalising from one case can overstate the reach of the evidence, so a careful reader notices the gap between example and conclusion. Global comprehension includes judging how far the writer's claim is supported.

Question 25Reading comprehension - global understanding of the text

A PAU text about a local festival mentions its origin, its decline and its recent revival. Which option best summarises the global trajectory?

  1. A static description with no change over time
  2. A technical explanation of festival organisation
  3. A comparison of two festivals in different countries
  4. A chronological arc from origin through decline to revival Correct answer.

Explanation

Origin, decline and revival form a chronological arc across time, which is the overall shape of the passage. Recognising the trajectory allows a concise global summary.

Question 26Reading comprehension - global understanding of the text

A PAU passage describes a Galician coastal village, lists the boats in its harbour, the fish sold at auction and the tourists who arrive in summer, and ends by saying the village 'lives from the sea'. Which option states the global idea the details support?

  1. The auction is the only place where fish can be sold.
  2. The village's economy and daily life depend on the sea. Correct answer.
  3. The harbour needs new boats to attract more visitors.
  4. Tourism has completely replaced fishing in the village.

Explanation

Global understanding asks what the accumulated details add up to, not what any single detail says. Boats, auction and tourists are all presented as parts of one sea-based livelihood, so the closing sentence generalises that dependence.

Question 27Reading comprehension - global understanding of the text

In a PAU text, the first paragraph introduces a Galician craft fair and the remaining paragraphs describe its history, its stalls and its visitors. Which option best identifies the function of the opening paragraph within the whole text?

  1. It gives the writer's final opinion on the fair.
  2. It summarises statistics that the passage then explains.
  3. It presents the subject that the rest of the passage develops. Correct answer.
  4. It offers a counterargument that later paragraphs refute.

Explanation

An introductory paragraph normally announces the topic that subsequent paragraphs expand. Because the later paragraphs describe history, stalls and visitors, they are developing the subject introduced at the start rather than reversing or concluding it.

Question 28Reading comprehension - global understanding of the text

A passage about Galician emigration reports one family's departure in the 1960s, then discusses emigration figures for the whole region across several decades. How is the passage organised globally?

  1. From a general definition to a list of exceptions.
  2. From statistical evidence to a single personal anecdote.
  3. From a comparison of two regions to a conclusion.
  4. From an individual example to a broader regional picture. Correct answer.

Explanation

The movement is from the particular to the general: a family case first, then regional data. Recognising this direction helps the reader see the anecdote as an illustration of the wider phenomenon.

Question 29Reading comprehension - global understanding of the text

A PAU passage about a Galician music festival opens by stating that attendance has doubled in five years. Which option best describes the role of that opening sentence in the passage as a whole?

  1. It introduces a quotation that is never resolved.
  2. It supplies a striking fact that the passage then explains. Correct answer.
  3. It states the writer's personal dislike of the festival.
  4. It defines a technical term used later in the text.

Explanation

A surprising figure at the start usually works as a hook whose causes the rest of the text explores. The reader should expect the following paragraphs to account for the growth rather than to abandon it.

Question 30Reading comprehension - global understanding of the text

A PAU passage on language use in Galicia contains the sentence 'The figures tell only part of the story.' What does this sentence signal about the writer's overall position?

  1. That the statistics in the passage are deliberately falsified.
  2. That statistics alone do not capture the full situation being discussed. Correct answer.
  3. That the writer will avoid all numerical evidence from now on.
  4. That the story of the region has already been fully told.

Explanation

The idiom 'tell only part of the story' concedes the value of the data while insisting that other factors matter. It signals a qualification of the evidence, not a rejection of it.

Question 31Reading comprehension - global understanding of the text

Which option best describes the global meaning of a PAU passage whose paragraphs each describe a different benefit of learning Galician?

  1. Galician should replace Spanish in all schools.
  2. Learning Galician is too difficult for most students.
  3. Learning Galician brings several distinct advantages. Correct answer.
  4. Only one benefit of Galician is genuinely important.

Explanation

When each paragraph adds a separate benefit, the global meaning is the accumulation of those benefits. The reader should not promote one paragraph's point into the whole thesis.

Question 32Reading comprehension - global understanding of the text

A PAU text about a Galician town begins with a description of an empty main square on a weekday morning. Which option best explains the global purpose of that description?

  1. It introduces the writer's childhood memories as the main topic.
  2. It conveys the town's decline before the text explains its causes. Correct answer.
  3. It proves that the town has more shops than residents.
  4. It announces that the passage will be about architecture only.

Explanation

A concrete scene of emptiness is a common way to establish a problem atmospherically before analysing it. The description creates the impression that later explanation will account for.

Question 33Reading comprehension - global understanding of the text

In a PAU passage, a paragraph begins 'Not everyone agrees.' What does this transition indicate about the global structure of the text?

  1. The passage is ending with a summary.
  2. A new unrelated topic is being introduced.
  3. The writer is about to repeat the previous point.
  4. An opposing view is about to be presented. Correct answer.

Explanation

The phrase explicitly announces disagreement, so the reader should expect an alternative position. Recognising this helps the reader track how the argument is balanced rather than assuming a single viewpoint.

Question 34Reading comprehension - global understanding of the text

A PAU passage describes how a Galician village revived a traditional festival after decades without it. The text reports the revival, the reasons behind it and the reactions of older residents. Which option best captures the passage's global focus?

  1. The complete disappearance of local customs.
  2. The recovery of a tradition and how it is received. Correct answer.
  3. The economic cost of organising festivals.
  4. The rivalry between two neighbouring villages.

Explanation

The passage covers a revival, its causes and responses, so the global focus is the return of the tradition and its reception. The other options either contradict the revival or introduce concerns the text does not describe.

Question 35Reading comprehension - global understanding of the text

A PAU text about Galician food production states that local producers face rising costs and then adds that consumer demand for regional products is growing. What does the pairing of these two statements suggest about the passage's global message?

  1. Consumer demand is irrelevant to local producers.
  2. Regional products are becoming less popular with shoppers.
  3. The sector's future depends on how these opposing pressures balance. Correct answer.
  4. The producers have already solved their financial problems.

Explanation

Presenting a pressure and a counter-pressure invites the reader to see the outcome as contingent on their interaction. This is a common way of framing a nuanced global message rather than a simple one-sided claim.

Question 36Reading comprehension - global understanding of the text

Which option best explains why a reader should identify the topic sentence of each paragraph when working out the global meaning of a PAU passage?

  1. Topic sentences contain the only information worth reading in the text.
  2. Topic sentences always appear in the final line of a paragraph.
  3. Topic sentences repeat the title of the passage word for word.
  4. Topic sentences reveal the sequence of ideas that builds the overall message. Correct answer.

Explanation

Topic sentences typically announce each paragraph's contribution, so reading them in order gives a skeleton of the whole argument. This is efficient because it shows how the parts combine into the global meaning.

Question 37Reading comprehension - global understanding of the text

A PAU passage about rural tourism in Galicia says that visitors 'seek authenticity' and later notes that the same visitors expect modern comforts. Which option best describes the global point the writer is making?

  1. Visitors' expectations combine traditional appeal with modern convenience. Correct answer.
  2. Authenticity and comfort are identical concepts for visitors.
  3. Visitors reject all forms of modern accommodation.
  4. Rural tourism in Galicia has failed commercially.

Explanation

The two observations are complementary rather than contradictory: visitors want the traditional atmosphere and contemporary facilities at once. Global understanding means holding both halves of the description together.

Question 38Reading comprehension - global understanding of the text

A PAU passage uses the phrase 'It is worth remembering that...' before introducing a historical fact. What is the global function of this phrase in the argument?

  1. It marks a change to a completely new subject.
  2. It introduces the writer's main conclusion.
  3. It signals that the following fact is unimportant.
  4. It brings in background that qualifies the current discussion. Correct answer.

Explanation

The phrase flags relevant context that the writer wants the reader to weigh alongside the main discussion. It adjusts perspective rather than concluding the argument or changing topic entirely.

Question 39Reading comprehension - global understanding of the text

A PAU text about a Galician city's old quarter describes its restoration, then notes that long-term residents can no longer afford to live there. Which option best states the global tension the passage explores?

  1. The refusal of residents to accept any renovation.
  2. The failure of all restoration work in the city.
  3. A conflict between two rival construction companies.
  4. Physical improvement coexisting with social displacement. Correct answer.

Explanation

The passage sets an improvement against a social cost, which is a tension rather than a simple success or failure. Global comprehension requires naming both sides of that tension.

Question 40Reading comprehension - global understanding of the text

Which option best describes what a reader is doing when summarising the global meaning of a PAU passage in one sentence?

  1. Giving a personal opinion about the topic.
  2. Copying the longest sentence of the passage.
  3. Listing every example mentioned in the text.
  4. Combining the main points into a single unifying statement. Correct answer.

Explanation

A global summary abstracts from the details and unites the main points in one statement. It is neither a quotation nor an inventory of examples, and it reports the text rather than the reader's views.

Question 41Reading comprehension - global understanding of the text

A PAU passage on Galician emigration states that remittances built houses in the region but that many of those houses now stand empty. What does this contrast contribute to the passage's global meaning?

  1. It suggests that emigration had no economic effect at all.
  2. It argues that houses should never be built with foreign money.
  3. It proves that emigrants never sent money home.
  4. It shows that the benefits of emigration were real but not lasting. Correct answer.

Explanation

The two facts together produce a qualified judgement: tangible gains occurred, yet their long-term value is undermined. Global meaning often emerges from such contrasts rather than from either fact alone.

Question 42Reading comprehension - global understanding of the text

In a PAU passage about Galician literature, the writer discusses three novels but draws a general conclusion about the region's literary output. Which option best describes the relationship between the examples and the conclusion?

  1. The novels are exceptions to a rule the writer rejects.
  2. The novels are summarised so that the conclusion can be avoided.
  3. The conclusion applies only to one of the three novels.
  4. The novels serve as evidence for a wider claim about regional writing. Correct answer.

Explanation

Selected examples typically support a broader generalisation, which is the pattern described here. The reader should see the conclusion as resting on the three cases rather than as independent of them.

Question 43Reading comprehension - global understanding of the text

A PAU passage about a Galician environmental dispute presents the arguments of both a conservation group and a local employers' association without endorsing either. Which option best describes the global stance of the text?

  1. It urges readers to join the conservation group.
  2. It secretly supports the employers' association throughout.
  3. It concludes that the dispute cannot be understood.
  4. It reports competing positions in a neutral, informative way. Correct answer.

Explanation

When both sides are presented and neither is endorsed, the global stance is descriptive and even-handed. Readers should not mistake the presence of an argument for the writer's adoption of it.

Question 44Reading comprehension - global understanding of the text

A PAU passage opens with the statement 'Galicia is often described as a land of emigrants' and then examines how that description has shaped the region's self-image. What is the global subject of the passage?

  1. The precise number of Galicians who emigrated last year.
  2. The influence of an emigration narrative on regional identity. Correct answer.
  3. The technical process of obtaining a passport abroad.
  4. A comparison of Galician and Portuguese cuisine.

Explanation

The opening label becomes the object of analysis: the passage asks what the description has done to self-image. That makes identity and narrative the global subject, not migration statistics or unrelated topics.

Question 45Reading comprehension - global understanding of the text

A PAU text about Galician coastal erosion gives several causes and then states that 'no single measure will be enough'. What does this concluding statement reveal about the passage's global argument?

  1. That only one cause is genuinely important.
  2. That the problem has already been fully resolved.
  3. That scientists disagree about whether erosion exists.
  4. That the problem requires a combination of responses. Correct answer.

Explanation

The statement follows a list of several causes and concludes that one measure is insufficient, which implies a combined response. It reinforces the multi-causal framing established earlier.

Question 46Reading comprehension - global understanding of the text

Two PAU passages deal with Galician emigration. The first narrates one woman's return to her birthplace; the second reviews demographic studies of return migration. Which option best describes the difference in their global approach?

  1. Both avoid any discussion of migration.
  2. Both are purely statistical in method.
  3. One is fictional, the other is a poem.
  4. One is personal and illustrative, the other analytical and data-based. Correct answer.

Explanation

The contrast is between an individual narrative that illustrates a phenomenon and a study-based account that generalises from data. Identifying this difference is a core global-comprehension skill when comparing texts.

Question 47Reading comprehension - global understanding of the text

A PAU passage describes a Galician language initiative and, in its final paragraph, concedes that results have so far been modest. How should this concession affect the reader's understanding of the passage's global message?

  1. It shows that the whole passage was satirical.
  2. It contradicts everything stated earlier in the text.
  3. It means the initiative has been abandoned.
  4. It qualifies the initiative's promise without denying its value. Correct answer.

Explanation

A closing concession adjusts the overall claim by acknowledging limits while leaving the earlier positive points intact. Global meaning therefore includes the qualification rather than treating it as a reversal.

Question 48Reading comprehension - global understanding of the text

A PAU passage on tourism in Santiago de Compostela moves between praising the economic benefits of the Camino and warning about overcrowding. Which option best describes the overall rhetorical strategy?

  1. It weighs gains against costs to reach a balanced assessment. Correct answer.
  2. It argues that tourism brings only disadvantages.
  3. It claims the Camino has lost all its religious meaning.
  4. It avoids any evaluation of tourism's effects.

Explanation

Alternating between benefits and drawbacks is the structure of a balanced assessment, in which the writer evaluates rather than simply denounces or celebrates. The global message lies in that weighing process.

Question 49Reading comprehension - global understanding of the text

A PAU passage about a Galician fishing community reports that quotas were introduced, that catches initially fell and that stocks later recovered. What does the sequence of events support as the passage's global conclusion?

  1. Catches fell because of a change in the weather.
  2. Restrictive measures can produce recovery after short-term costs. Correct answer.
  3. Quotas have no measurable effect on fish stocks.
  4. The community abandoned fishing altogether.

Explanation

The sequence moves from regulation to initial loss to later recovery, which supports a conclusion about short-term costs yielding long-term gains. Reading events in order is essential for global inference.

Question 50Reading comprehension - global understanding of the text

A PAU passage about Galician place names explains their Celtic and Latin origins and ends by noting that many are disappearing from official maps. Which option best states the global concern the passage raises?

  1. The loss of linguistic heritage through administrative change. Correct answer.
  2. The rapid growth of new towns in Galicia.
  3. The need to translate all place names into English.
  4. The superiority of Celtic over Latin naming.

Explanation

Etymological explanation followed by a note on disappearance frames the issue as heritage at risk. The global concern is cultural loss, not a ranking of languages or a translation policy.