Basque PAU English key terms

The central point a whole text communicates, broader than any single detail. In exam reading tasks you often choose a heading or statement that captures the entire passage rather than one supporting fact.

A sentence, usually early in a paragraph, that states what the paragraph is about. Locating it helps you summarise quickly and decide whether a question refers to the whole paragraph or just one line.

Reading quickly for gist, letting your eyes pass over the text to catch headings, first sentences and repeated words. Useful before detailed questions so you know where information sits.

Searching a text rapidly for one specific item such as a date, name or number, without reading everything. Match the exact wording or a synonym from the question, then read the surrounding sentence carefully.

A conclusion drawn from evidence in the text rather than stated directly. Exam questions may ask what the writer implies, so you must combine clues with general knowledge and reject options the passage does not support.

Finding the words in the text that correspond to the question, often through synonyms or paraphrase rather than identical spelling. Recognising these equivalences is central to locating the right paragraph under time pressure.

Expressing the same meaning with different words. Exam questions rarely repeat the passage wording, so spotting paraphrased versions of ideas is a core reading skill and also a useful way to check your own comprehension.

A pronoun or phrase such as it, this, they or the former that points back to something already mentioned. Questions often ask what such a word refers to, so trace it to the nearest suitable noun phrase.

The way sentences and paragraphs are linked so a text reads as one unit, achieved through connectors, pronouns and repeated vocabulary. Understanding these links helps you follow an argument and answer gap-fill questions.

A word or phrase such as however, therefore, in addition or despite that signals the logical relation between ideas. Identifying whether it marks contrast, cause, result or addition is essential for both reading and writing tasks.

The writer's attitude towards the subject, for example ironic, critical, neutral or enthusiastic. Tone questions require you to notice evaluative adjectives and punctuation rather than just factual content.

The reason a text was written, such as to inform, persuade, warn or entertain. Distinguishing purpose from topic prevents choosing an answer that is accurate but does not answer the question asked.

A question type where you decide whether a statement agrees with the text, contradicts it, or is simply absent. The third option traps candidates who rely on general knowledge instead of checking the passage itself.

A question format offering several options from which one is correct. Eliminate clearly wrong choices first, then compare the remaining ones against the exact wording of the text before deciding.

An incorrect option designed to look plausible, often by repeating words from the text while changing the meaning. Noticing a swapped detail, an overgeneralisation or a reversed cause helps you reject it.

Producing the correct derivative of a root word, such as changing happy to happiness or decide to decision. Gap-fill exercises often give a base word and require the form that fits the grammatical slot.

A letter group added to the front of a word to change its meaning, as in un-, dis-, re- or over-. Knowing common prefixes helps you guess unfamiliar vocabulary and form negatives correctly.

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

A habitual pairing of words that native speakers use together, such as make a decision or heavy rain. Exams test these fixed combinations because a grammatically possible alternative can still sound wrong.

A verb combined with an adverb or preposition that creates a new meaning, such as give up or look after. Some are separable and some are not, and the particle often changes the sense completely.

A fixed expression whose meaning cannot be worked out from its individual words, such as break the ice. Recognising common idioms prevents literal misinterpretation in reading and enriches your own writing.

A word with a similar meaning to another, such as begin and start. Exams test whether you can match ideas expressed differently, so building synonym families is more useful than memorising single words.

A word with the opposite meaning to another, such as generous and mean. Antonym questions test precision, since several opposites may exist and only one fits the context given.

Keeping verb tenses logical within a sentence or paragraph, shifting only when the time reference changes. Errors usually appear when a past narrative suddenly slips into the present or a perfect form is misused.

A sentence structure expressing a condition and its result, in forms such as first, second, third and mixed. Each type pairs specific tenses, and exams often test the verb form in the if-clause or main clause.

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

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

A helping verb such as can, must, should or might that expresses ability, obligation, possibility or advice. Each carries a distinct strength, so choosing must rather than should changes the meaning significantly.

A small word such as in, on, at, by or of that links nouns to other elements and expresses relations of time, place or manner. Fixed dependent prepositions, as in depend on, must simply be learned.

A relationship showing difference between ideas, signalled by words such as although, whereas, however or on the other hand. Recognising contrast prevents you from misreading an argument as one-sided.

The level of formality appropriate to a situation, ranging from informal chat to academic prose. A composition for an exam should normally avoid slang and contractions while remaining clear and natural.

An expression such as furthermore, as a result or in conclusion that connects sentences and paragraphs. Used sparingly and accurately, they guide the reader through your argument and improve coherence.

The opening paragraph of a composition that introduces the subject and states your position or plan. A clear, focused opening signals organisation and helps the examiner follow the rest of the text.

A single sentence stating the central claim your composition will defend. It should be specific and arguable, giving the reader a clear expectation of what the body paragraphs will prove.

The number of words in your composition, which the task usually specifies as a minimum and maximum. Falling well short loses marks for development, while exceeding the limit risks irrelevance and errors.

Allocating the exam period sensibly across reading, grammar and writing tasks, leaving minutes to check your work. Rushing the composition usually costs more marks than a slightly slower reading phase.

Re-reading your finished text to correct spelling, agreement, punctuation and tense slips. A short systematic check for third-person -s, articles and plural forms catches many common errors.

Understanding the overall message of spoken text without catching every word. Predict the topic from the question, then focus on stressed content words and the speaker's conclusion rather than minor details.

Extracting specific facts such as times, prices or names from an audio recording. Read the questions before listening so you know which numbers and nouns to note down as they appear.

Writing brief keywords, abbreviations and symbols while listening to capture key information. Effective notes record content words and relationships, not full sentences, so attention stays on the speaker.

The emphasis and pitch patterns of speech that signal meaning, emphasis or attitude. Stressed words usually carry the main information, and rising or falling pitch can mark questions, doubt or completion.