Madrid PAU English - Additional Foreign Language key terms

The central point a whole text is making, expressed as a single sentence that covers all its parts rather than one detail. Global-understanding questions usually ask you to pick it from several plausible options.

The general sense of a text or passage, understood quickly without translating every word. Candidates often need it when a question asks what a paragraph is broadly about.

The sentence, usually first in a paragraph, that states what the paragraph will develop. Locating it speeds up questions about paragraph purpose or text structure.

Reading quickly for the overall message, ignoring unknown words and details. It is the standard first pass before answering global-comprehension items about a long article.

Moving the eyes fast over a text looking only for a specific item such as a date, name or figure. Useful for detail questions that ask where something is stated.

A fact, number, name or statement that the text states directly and that a question asks you to locate or confirm. The answer is in the passage, not in your general knowledge.

A conclusion you draw from evidence in the text that is not written out word for word. Inference questions ask what the writer implies, suggests or would probably agree with.

Something a statement suggests without stating it openly, often signalled by words like 'apparently' or 'supposedly'. Recognising implications is central to higher-mark reading items.

The writer's emotional stance towards the subject, for example ironic, critical, enthusiastic or neutral. Tone questions are answered from word choice and punctuation, not from the topic alone.

The position a writer or a quoted person takes towards an issue, such as supportive, sceptical or hostile. Distinguish it from tone: attitude is about the issue, tone about the manner of expression.

The overall side a writer takes in a debate, revealed by concessions, hedging or emphatic claims. Identifying stance helps in questions about the writer's purpose or conclusion.

The reason a text was written, such as to inform, persuade, warn, entertain or compare. Purpose questions are answered by looking at the whole text, not a single sentence.

The group of readers a text is aimed at, which shapes vocabulary, formality and assumed background knowledge. Questions may ask who the text is intended for.

The word or phrase that a pronoun or expression such as 'this', 'they' or 'the former' points back to. Reference questions test whether you can follow links across sentences.

A question type where you decide whether a statement matches the text, contradicts it, or is simply not mentioned. 'Not stated' means the text gives no evidence either way, so do not use outside knowledge.

Restating an idea in different words while keeping the meaning. Correct options in reading tests usually paraphrase the text, so matching exact wording is often a trap.

An incorrect option designed to look attractive, often by repeating a word from the text or mixing two true details. Eliminating distractors is a core reading strategy.

The important word or phrase in a question that you look for or match in the text. Underlining keywords before reading the passage saves time in detail questions.

The way sentences and paragraphs are linked so the text reads as a whole, through pronouns, connectors and repeated ideas. Gap-fill and ordering tasks test it directly.

Words and phrases such as 'however', 'therefore', 'in addition' or 'on the other hand' that connect ideas and signal logical relations. Choosing the right one depends on the relation between the clauses.

A conjunction or adverbial phrase joining clauses, sentences or paragraphs, for example 'although', 'moreover' or 'as a result'. Linkers carry meaning, so the wrong one changes the logic of the sentence.

A word signalling opposition between ideas, such as 'but', 'however', 'nevertheless' or 'whereas'. Note that 'although' introduces a subordinate clause while 'however' starts a new sentence.

Admitting a point that seems to oppose your argument before answering it, often with 'although', 'despite' or 'while it is true that'. It is common in opinion texts and in guided writing.

Softening a claim with words like 'may', 'tend to', 'apparently' or 'it seems', so it is not absolute. Hedged statements are usually safer inferences than categorical ones.

A helping verb such as can, could, may, might, must, should or ought to that expresses ability, possibility, obligation or deduction. Each has distinct uses, and past forms like 'must have done' express deduction about the past.

A sentence structure expressing a condition, in types such as zero, first, second, third and mixed. The third conditional ('if I had known, I would have...') refers to unreal past situations.

A structure where the object of the action becomes the subject, formed with 'be' plus past participle, as in 'The report was published'. It is used when the doer is unknown, obvious or unimportant.

The structure 'have/get something done', meaning you arrange for someone else to do it, as in 'I had my car repaired'. It contrasts with doing the action yourself.

Conveying what someone said without direct quotation, which requires backshifting tenses and adjusting pronouns and time expressions, as in 'She said she would come the next day'.

Moving a verb one step into the past when reporting speech, for example present to past or past to past perfect. It does not apply when the original statement is still true.

A question embedded in a statement, which keeps normal word order and drops the auxiliary 'do', as in 'Could you tell me where the station is?'. Word-order errors here are frequent in exams.

Placing the auxiliary before the subject for emphasis or after a negative adverbial, as in 'Never have I seen such a thing'. It also occurs in conditionals like 'Had I known...'.

A short question added to the end of a statement, matching its auxiliary and polarity, as in 'You haven't finished, have you?'. Falling intonation expects agreement, rising invites a real answer.

The -ing form of a verb used as a noun, as in 'Swimming is healthy' or after prepositions and certain verbs like 'enjoy' and 'avoid'. Some verbs take either gerund or infinitive with a change of meaning.

The base form of a verb, with or without 'to', used after certain verbs, adjectives and to express purpose. Verbs like 'stop', 'remember' and 'try' change meaning depending on gerund or infinitive.

A reduced clause built on a present or past participle, as in 'Having finished the exam, she left' or 'Written in 1920, the novel...'. It replaces a fuller relative or adverbial clause.

A clause introduced by who, which, that, whose or where that describes a noun. Defining clauses are essential to meaning and take no commas; non-defining ones add extra information between commas.

A verb combined with an adverb or preposition that creates a new meaning, such as 'give up', 'look into' or 'put off'. The particle cannot usually be guessed from the base verb.

A habitual word partnership that sounds natural to native speakers, such as 'make a decision' or 'heavy rain'. Exams test them because grammar-correct but unusual pairings still count as errors.

A word that looks similar in English and Spanish but differs in meaning, such as 'actually' (in fact, not currently) or 'assist' (help, not attend). These cause predictable errors in translation and writing.

The level of formality of language, ranging from informal to academic, chosen to suit audience and purpose. A guided composition should stay consistent rather than mixing slang with formal connectives.

The opening paragraph of a composition that introduces the subject and states your position or plan. A clear one gives the examiner an immediate sense of coherence.

A group of sentences developing one idea, marked by indentation or a blank line. Each should have a topic sentence and supporting detail, and a composition normally needs three to five.

The final paragraph that restates the main point, summarises the argument or offers a recommendation. It should not introduce a completely new idea.

Condensing a text or argument into its essential points in your own words, leaving out examples and repetition. It is a common task in guided writing and a check on global understanding.

A letter to an institution or unknown reader, using a polite register, a clear subject, conventional openings and closings, and no contractions. Exam tasks often specify a complaint, application or request.

A composition presenting and justifying a personal view on an issue, usually with an introduction, two or three developed arguments and a conclusion. Balanced discussion of the opposing view strengthens it.

The stated number of words a composition must contain, often given as a range such as 120 to 150. Going far below loses content marks and going far above risks penalties and errors.

A word with a similar meaning to another, such as 'huge' and 'enormous'. Synonym questions test precision, since near-synonyms often differ in register or collocation.

A fixed expression whose meaning is not the sum of its words, such as 'break the ice' or 'a blessing in disguise'. Idioms are usually informal and rarely suit a formal letter.