MATSEC IM Spanish key terms

A mark written over a Spanish vowel to show which syllable carries the spoken stress, and also to distinguish certain words that would otherwise look identical, such as él and el.

The syllable pronounced with the greatest force inside a word. Its position decides whether a word is aguda, llana or esdrújula, and therefore whether a written accent is required.

A word whose stress falls on the third-to-last syllable, for example teléfono or música. Every esdrújula carries a written accent without exception, which makes them easy to recognise in reading tasks.

A written accent used only to separate two words spelled the same but with different jobs, such as sí (yes) and si (if), or más (more) and mas (but). It does not mark spoken stress.

A verb mood used for wishes, doubts, emotions, hypothetical situations and after certain conjunctions. Candidates meet it in reading passages and are expected to use common forms in written opinions and letters.

The verb form used for giving instructions, advice or commands, as in escribe, venga or no hagas. It appears in recipes, signs, directions and informal messages, and is often tested in short writing tasks.

The past tense used for completed actions at a finished point in time, as in ayer fui al mercado. It is essential for narrating events in letters, diary entries and reports about past experiences.

The past tense used for background description, habitual actions and situations in progress, as in cuando era niño jugaba mucho. Contrasting it with the indefinido is a frequent reading and writing focus.

The base form of a verb, ending in -ar, -er or -ir, used after modal verbs, prepositions and in impersonal instructions. Recognising it helps candidates work out meaning without knowing a conjugated form.

The -ando or -iendo form of a verb, used to describe an action in progress, as in está lloviendo. It also appears in set phrases and after verbs of perception in listening and reading texts.

The everyday present tense, used for current facts, routines and near-future plans. It is the first tense candidates need for introductions, describing daily life and arranging appointments in speaking tasks.

A verb used with a pronoun matching the subject, such as me levanto or se llama. Reflexive verbs are common in descriptions of daily routine and in talking about relationships and feelings.

A short word replacing the thing or person acted upon, such as lo, la, los, las, me, te, le. Correct placement before or after the verb matters in both comprehension and production.

A question word such as qué, quién, dónde, cuándo, cómo or cuánto. These carry a written accent in direct and indirect questions, and they signal the information a listening task requires.

A linking word joining clauses or lists, such as y, pero, porque, aunque or sin embargo. Recognising connectors helps candidates follow the logic of a text and improves cohesion in their own writing.

A phrase that organises ideas and shows relationships between them, for example por un lado, sin embargo, además or en conclusión. Examiners reward clear use of these in essays and formal letters.

The polite style used with strangers, officials and in business writing, marked by usted, conditional forms and set greetings. Choosing it correctly is part of the marks for letters, emails and role-play situations.

The relaxed style used with friends, family and peers, marked by tú, colloquial vocabulary and shorter sentences. Candidates must switch between this and the formal register according to the task and audience.

Addressing someone with tú and its verb forms instead of usted. Using it appropriately depends on age, status and setting, and getting it wrong can sound rude in a formal speaking task.

A structured letter or email to an institution or unknown person, opening with Estimado señor or Estimada señora, stating the purpose, developing points in paragraphs and closing with an appropriate formula.

The listening part of the examination, where candidates hear announcements, conversations or interviews and answer questions. Success depends on predicting content, listening for key words and ignoring unfamiliar vocabulary.

Particular details such as times, prices, names or platform numbers that a listening or reading task asks for. Candidates should scan or listen selectively rather than trying to understand every single word.

The central message or purpose of a spoken or written text, as opposed to supporting detail. Identifying it first gives candidates a frame for answering later questions about specific facts.

Working out meaning that is suggested but not stated directly, using context, tone and background knowledge. Questions asking what the speaker implies or how someone feels usually require this skill.

The attitude or mood conveyed by a speaker or writer, such as annoyance, enthusiasm or disappointment. Recognising it helps answer questions about feelings and relationships in listening and reading passages.

A time expression such as ayer, hace dos años, la semana que viene or siempre, which signals which tense is appropriate. Spotting these helps candidates choose correctly between past, present and future forms.

A word with a similar meaning to another, such as barato and económico. Many reading and listening questions rephrase the text, so recognising synonyms is a core comprehension strategy.

A word with the opposite meaning to another, such as caro and barato. Antonym questions test whether candidates understand contrast, which is often signalled by words like pero or aunque.

Saying or writing the same idea in different words. In reading and listening papers, correct answers often paraphrase the original text rather than repeat its exact wording.

A word that looks like an English word but means something different, such as actual (current, not actual) or librería (bookshop, not library). These traps appear frequently in reading tasks.

The surrounding words and situation that help a reader or listener guess an unknown word's meaning. Using context is a practical strategy when a passage contains vocabulary outside the candidate's active knowledge.

A structured discussion in which participants give and defend opinions on a topic. In the speaking test candidates may be asked to agree, disagree politely and support a viewpoint with reasons and examples.

A personal view expressed with phrases such as creo que, en mi opinión or me parece que. Giving and justifying opinions is a central requirement of the spoken interaction and of opinion essays.

A short prepared talk on a familiar topic, often followed by questions. Candidates should structure it with an opening, main points and a closing, and use linking words to guide the listener.

A speaking task in which candidates describe what they see and speculate about it, using present tense for the scene and expressions like parece que for interpretation. Location phrases such as en primer plano are useful.

A dialogue by phone, typically opening with ¿Diga? or ¿Está...? and including requests to repeat or hold. Listening tasks often use these to test understanding of practical arrangements.

A short spoken or written notice, such as a station announcement or a shop advertisement. These are common listening texts, testing whether candidates catch times, delays and instructions quickly.

A short review of a film, book, restaurant or event, giving both description and evaluation. It is a common reading text type and a possible writing task requiring opinion plus recommendation.

An email, which may be formal or informal depending on the recipient. Candidates should know greetings, opening lines, requests and closing formulas for both registers.