NCEA Level 3 Spanish key terms

Way of speaking or writing that shows respect and distance, using usted or ustedes, full verb forms and polite formulas. Needed for letters, applications and interviews in the Writing and Speaking external standards.

Relaxed style used with friends and family, using tú or vosotros, contractions and everyday vocabulary. Candidates must switch between this and formal style depending on audience and purpose.

Addressing someone with tú instead of usted. Choosing correctly signals social relationship; using tú with an older stranger or official can seem rude in a formal written task.

Letter with a set structure: greeting such as Estimado señor, body paragraphs, closing formula and signature. Common Writing task format where layout, register and connectors are all assessed.

Closing line of a letter or email, for example Atentamente or Un saludo cordial. The choice depends on how formal the relationship is and how the message began.

Word or phrase that links ideas and shows their relationship, such as sin embargo, por lo tanto or además. Using a variety raises the score for coherence and organisation in Writing.

Presenting reasons and evidence to support an opinion, often with a clear stance, examples and a conclusion. Many Level 3 writing tasks ask candidates to give and justify a viewpoint.

A stated view on a topic, usually supported by reasons. Tasks often require expressing agreement or disagreement politely and distinguishing fact from personal belief.

Short review of a film, book, event or product that describes it and gives a judgement. Requires evaluative adjectives and a recommendation, and is a frequent writing genre.

Brief account of the main points of a text or recording, leaving out detail and examples. Tests whether a candidate has understood the message rather than individual words.

The central message a text or recording conveys, which other sentences support. Identifying it is the first step in most reading and listening tasks before details are considered.

A particular piece of information such as a name, time, price or reason. Questions often ask for these even when the overall meaning is clear, so close reading is essential.

Working out meaning that is suggested but not stated directly, for example a speaker's attitude from tone or word choice. Higher-level questions reward this skill.

The reason a writer or speaker produced the text, such as to persuade, inform, warn or entertain. Recognising it helps candidates judge which details matter.

The attitude conveyed by language, for example ironic, serious, enthusiastic or critical. Intonation and word choice signal it in listening passages, and adjectives signal it in reading.

Verb used with a pronoun that refers back to the subject, as in levantarse or sentirse. Common in descriptions of daily routine and in impersonal constructions like se habla español.

Verb that changes meaning or grammar when used with a pronoun, such as irse versus ir or quedarse versus quedar. Mistakes here are frequent and affect accuracy marks.

Verb mood used for wishes, doubt, emotion, impersonal statements and after certain conjunctions, as in Espero que vengas. Level 3 tasks expect controlled use after set triggers.

Past tense for ongoing situations, habits and background description, as in Cuando era niño, jugaba. Contrasting it with the preterite is a core accuracy point in narrative writing.

Past tense for completed actions and single events, as in Ayer fui al cine. Choosing between it and the imperfect changes the meaning of a narrative.

Verb form used for commands, instructions and advice, such as Hazlo or No lo hagas. Appears in recipes, signs and persuasive writing, and has irregular forms worth memorising.

The person who receives the action or benefits from it, often marked by a or introduced by le, les, me, te, nos. Verbs like gustar and doler follow this pattern.

Word or phrase that places an event in time, such as ayer, hace dos años or mientras. They guide tense choice and help listeners follow the order of events.

Two-verb structure expressing nuance, such as ir a plus infinitive for future plans, estar plus gerund for ongoing action, or acabar de plus infinitive for recent events.

Understanding spoken Spanish from announcements, interviews, dialogues and reports. Candidates must catch gist and detail despite natural speed, accents and background noise.

Pronunciation pattern typical of a country or area, affecting sounds, rhythm and some vocabulary. Listening passages may include Latin American and Peninsular voices.

Rise and fall of the voice that signals questions, emphasis, surprise or irony. It carries meaning beyond the words and is assessed in spoken interaction.

How clearly and accurately words are spoken, including vowel sounds, stress and linking. In Speaking, clarity matters more than imitating a particular accent.

Ability to keep speaking at a natural pace with few long pauses, even while searching for words. A key criterion in spoken tasks alongside range and accuracy.

Two-way spoken exchange where a candidate asks, answers, reacts and keeps a conversation going. Assessed in conversation tasks, so prepared questions and follow-ups help.

Spoken exchange with another person, involving turn-taking, clarification and appropriate register. Candidates should practise managing both familiar and unexpected topics.

Short prepared talk on a topic, usually with an introduction, main points and conclusion. Structure and linking words matter as much as vocabulary and grammar.

Explaining something in different words, often when the exact term is unknown. It keeps speech flowing and shows the examiner the candidate can communicate around gaps.

The subject a text, recording or task deals with, such as health, technology, environment or migration. Identifying it quickly narrows what vocabulary to expect.

Word that looks like an English word but means something different, such as actual (current) or embarazada (pregnant). Misreading these causes avoidable comprehension errors.

Link word that orders events, such as primero, luego, antes de and al final. Essential for narrating a story or describing a process in a clear sequence.

How well sentences and paragraphs hold together through pronouns, link words and repetition of key ideas. Assessed in writing and expected in extended spoken answers.