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Free Practice Questions for Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II

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Key Facts: Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II Exam

90 min

Exam duration (1.5 hours)

COPAU Canarias

0–10

Grading scale

Spanish PAU Regulations

4.0

Minimum mark required in Access Phase

Gobierno de Canarias / COPAU

100

Practice questions in this OpenExamPrep bank

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Canary Islands PAU Spanish Language and Literature II (COPAU 2026) is a 90-minute exam evaluating 2º Bachillerato Spanish language and literature mastery across 6 major domain areas.

Sample Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II Practice Questions

Try these sample questions to review concepts for the Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1Which textual typology predominates in a newspaper opinion article aimed at convincing the reader about a particular social issue?
A.Expository-argumentative text
B.Purely narrative text
C.Instructive-normative text
D.Technical-descriptive text
Explanation: Opinion articles articulate a central thesis supported by arguments in order to persuade or convince the reader, combining the exposition of facts with evaluative argumentation. For this reason, they correspond to the expository-argumentative mode typical of opinion journalism.
2In the sentence «Aunque María llegó tarde, ella presentó el informe a tiempo» ('Although María arrived late, she submitted the report on time'), what cohesion mechanism is shown in the relationship between 'María' and 'ella' ('she')?
A.Pronominal anaphora
B.Pronominal cataphora
C.Nominal ellipsis
D.Substitution by hypernym
Explanation: Anaphora is the grammatical cohesion mechanism whereby a pronoun (here, 'ella'/'she') refers back to a lexical unit or referent previously mentioned in the text ('María'). It avoids unnecessary lexical repetition and ensures thematic continuity.
3What type of thematic progression occurs in a text where the rheme (new information) of one sentence becomes the theme (given information) of the next?
A.Linear or chain progression
B.Constant-theme progression
C.Progression with themes derived from a hypertheme
D.Fragmented or chaotic thematic progression
Explanation: In linear or chain progression, the rheme R1 introduced in the first sentence becomes the theme T2 of the following syntactic unit, whose rheme R2 will in turn become T3, favoring a concatenated advance of information.
4Which of the following excerpts shows the greatest degree of evaluative or subjective modalization on the part of the speaker?
A.«El informe técnico analiza las consecuencias ecológicas de la erupción volcánica en La Palma.» ('The technical report analyzes the ecological consequences of the volcanic eruption in La Palma.')
B.«Es lamentable e imperdonable que se siga ignorando la alarmante crisis climática en las islas.» ('It is regrettable and unforgivable that the alarming climate crisis in the islands continues to be ignored.')
C.«El Parlamento de Canarias aprobó la ley con un sesenta por ciento de los votos emitidos.» ('The Parliament of the Canary Islands passed the law with sixty percent of the votes cast.')
D.«La temperatura media registrada durante el mes de julio alcanzó los veintiocho grados Celsius.» ('The average temperature recorded during July reached twenty-eight degrees Celsius.')
Explanation: Subjective modalization is shown through evaluative lexical marks that reveal the speaker's personal judgment, such as affective or axiological qualifying adjectives ('lamentable', 'imperdonable', 'alarmante' — 'regrettable', 'unforgivable', 'alarming'). The other statements have an expository or objective tone.
5According to Roman Jakobson's model, which language function predominates in the sentence: «¡Atiendan bien a la explicación y entreguen el ejercicio antes del mediodía!» ('Pay close attention to the explanation and hand in the exercise before noon!')?
A.Expressive or emotive function
B.Conative or appellative function
C.Phatic or contact function
D.Metalinguistic function
Explanation: The conative or appellative function centers on the message's receiver, seeking to influence their behavior, capture their attention, or move them to action through the use of imperatives, vocatives, and exhortative sentences.
6In Austin and Searle's pragmatic theory of speech acts, which dimension corresponds to the specific intention pursued by the speaker in uttering a statement (such as warning, promising, or requesting)?
A.Non-verbal act
B.Locutionary act
C.Illocutionary act
D.Perlocutionary act
Explanation: The illocutionary act (illocutionary force) is the intentional action performed in saying something (asserting, promising, ordering, thanking, apologizing). The locutionary act is the mere physical, phonetic utterance of the words, while the perlocutionary act refers to the consequences or effects produced in the receiver.
7Which of Paul Grice's conversational maxims is deliberately violated when a speaker responds with irony or an obvious lie?
A.Maxim of Relation (or Relevance)
B.Maxim of Quantity
C.Maxim of Quality (or Truthfulness)
D.Maxim of Manner
Explanation: The Maxim of Quality requires the speaker to tell the truth and not assert anything for which they lack sufficient evidence. By using a lie or opting for irony (saying the opposite of what is meant), this maxim is blatantly violated to generate a conversational implicature.
8Identify the type of deixis marked by the underlined terms in the sentence: «<u>Mañana</u> nos reuniremos <u>aquí</u> para debatir el borrador» ('Tomorrow we will meet here to discuss the draft').
A.Temporal deixis ('mañana'/'tomorrow') and spatial deixis ('aquí'/'here')
B.Social deixis ('mañana') and personal deixis ('aquí')
C.Textual deixis ('mañana') and anaphoric deixis ('aquí')
D.Discursive deixis ('mañana') and cataleptic deixis ('aquí')
Explanation: 'Mañana' ('tomorrow') orients the time of the utterance in relation to the speaker's present moment (temporal deixis), while 'aquí' ('here') situates the physical place relative to the speaker's position (spatial deixis).
9What discursive value does the connector 'sin embargo' ('however') contribute in the sentence «El equipo trabajó sin descanso durante semanas; sin embargo, no alcanzaron el objetivo fijado» ('The team worked tirelessly for weeks; however, they did not reach the set goal')?
A.Counter-argumentative or oppositive
B.Consecutive or conclusive
C.Additive or summative
D.Explicative or reformulating
Explanation: 'Sin embargo' ('however') is a counter-argumentative discourse marker that introduces an obstacle or limits the expected consequence of the first discourse segment, qualifying or contrasting the previous information.
10Which rhetorical stylistic device consists of attributing human qualities or actions to inanimate objects or abstract beings in a literary text?
A.Oxymoron
B.Metonymy
C.Personification or prosopopoeia
D.Synesthesia
Explanation: Personification or prosopopoeia is the rhetorical figure in which attributes, feelings, words, or behaviors typical of human beings are assigned to inanimate entities, animals, or abstract ideas.

About the Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II Exam

The Canary Islands PAU Spanish Language and Literature II examination (Lengua Castellana y Literatura II) is the university entrance test for students completing 2º Bachillerato in the Canary Islands (Tenerife, Gran Canaria, Lanzarote, Fuerteventura, La Palma, La Gomera, El Hierro). It evaluates text comprehension, pragmatic commentary, syntactic analysis, morphological decomposition, semantic relationships, and 20th-century Spanish and Canarian literature movements, authors, and genres.

Exam sponsor: Canary Islands PAU Organising Commission (COPAU) / ULPGC & ULL. The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

The PAU Spanish Language and Literature II examination administered by COPAU (Universidad de Las Palmas de Gran Canaria & Universidad de La Laguna) consists of a written text commentary, syntactic-morphological analysis, semantic exercises, and 20th-century Spanish literature topics lasting 90 minutes.

Time Limit

90 minutes (1.5 hours)

Passing Score

Marked on a 0–10 scale. Minimum 4.0 required in Access Phase to combine with Bachillerato GPA (60% Bachillerato + 40% PAU >= 5.0 to pass).

Exam / Certification Fees

EUR 76.12 base registration fee for PAU Access Phase (set by Gobierno de Canarias / COPAU).

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

20%

Textual Commentary & Pragmatics

Analysis of text typologies, coherence, cohesion, enunciative modalities, register, deixis, modalization, and pragmatic communicative functions.

25%

Syntax & Sentence Structure

Syntactic analysis of compound and complex sentences, subordinate clause functions (substantive, relative, adverbial), verbal periphrases, and values of the pronoun 'se'.

15%

Morphology & Word Formation

Internal structure of words, morphemic segmentation (root, prefixes, suffixes, inflectional endings), derivation, compounding, parasynthesis, and word class identification.

15%

Semantics & Lexicon

Lexical-semantic relations including synonymy, antonymy, polysemy, homonymy, hyperonymy/hyponymy, metaphorical extensions, and etymological development.

12.5%

20th Century Spanish Literature: Movements & Poetry

Literary movements and key poetry from Modernismo and the Generation of '98 to the Generation of '27, post-war social poetry, and mid-century poets.

12.5%

20th Century Spanish Literature: Novel, Theatre & Canarian Authors

Development of 20th-century theatre (Valle-Inclán, Lorca, Buero Vallejo), post-war novel (tremendismo, social novel, experimental novel), and prominent Canarian literary figures (Gaceta de Arte, Tomás Morales, Agustín Espinosa).

Preparing for the Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II Exam

What You Need to Know

  • Passing score: Marked on a 0–10 scale. Minimum 4.0 required in Access Phase to combine with Bachillerato GPA (60% Bachillerato + 40% PAU >= 5.0 to pass).
  • Assessment: The PAU Spanish Language and Literature II examination administered by COPAU (Universidad de Las Palmas de Gran Canaria & Universidad de La Laguna) consists of a written text commentary, syntactic-morphological analysis, semantic exercises, and 20th-century Spanish literature topics lasting 90 minutes.
  • Time limit: 90 minutes (1.5 hours)
  • Exam / certification fees: EUR 76.12 base registration fee for PAU Access Phase (set by Gobierno de Canarias / COPAU). Official sources

Using Our Practice Resources

  • Work through all 100 available questions
  • Review every answer and explanation
  • Track weak areas and revisit them
  • Use our AI tutor for tough concepts

Canary Islands PAU Spanish Language and Literature II / Lengua Castellana y Literatura II: Suggested Study Strategy

1Practice full syntactic tree diagrams for complex sentences containing substantive and relative subordinate clauses.
2Master the classification of 'se' (reflexive, reciprocal, passive reflex, impersonal, aspectual, indirect object variant).
3Learn precise morphological segmentation (lexeme, prefix, derivative suffix, inflectional suffix).
4Memorize key themes, works, and stylistic traits of Generation of '98, Generation of '27, and post-war novelists like Cela, Delibes, and Martín-Santos.
5Review the contribution of Canarian vanguardism, including Agustín Espinosa's 'Crimen' and the cultural impact of 'Gaceta de Arte'.

Frequently Asked Questions

Is this practice bank in the same format as the real Canary Islands PAU exam?

No, and it is important to know the difference. The official Canary Islands PAU paper is a 90-minute examination sat in Spanish and built around commentary on a Spanish text plus open and semi-constructed written answers on language, grammar and literature. Under the 2026 PAU design rules agreed by COPAU and the CRUE, open and semi-constructed responses must account for at least 70% of every paper, so the real exam contains no multiple-choice section. This bank is an English-language multiple-choice study adaptation of the same official 2º Bachillerato syllabus — not an official translation, not a past paper, and not a simulation of the exam format. Use it to drill the underlying knowledge and reasoning quickly, then practise writing text commentaries and extended literary answers in Spanish separately, because that is what the examiners actually mark.

What is the Canary Islands PAU Spanish Language and Literature II exam?

It is the official university entrance examination in Spanish Language and Literature II organized by COPAU (ULPGC and ULL) for 2º Bachillerato students in the Canary Islands.

What is the duration and structure of the exam paper?

The paper lasts 90 minutes and tests text commentary (summarizing, thesis identification, argument analysis), language knowledge (syntax, morphology, semantics), and 20th-century literature topics.

What passing score is required for university admission?

The exam is graded on a 0–10 scale. A score of at least 4.0 in the Access Phase is required to combine with the Bachillerato GPA (60% GPA + 40% PAU, needing a final score >= 5.0 to pass).

Which literary periods and authors are covered?

The exam covers 20th-century Spanish literature including Modernismo, Generation of '98, Novecentismo, Vanguardismo, Generation of '27, post-war theatre and novel, as well as key Canarian authors like Tomás Morales, Agustín Espinosa, and the Gaceta de Arte movement.

How are grammar questions structured on the test?

Grammar items focus on complete syntactic analysis of subordinate clauses, pragmatic value of 'se', verbal periphrases identification, and morphological decomposition into lexemes and affixes.