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CPE CONTENT, OVERVIEW & FORMAT

Reading and Use of English Paper
Paper/timing

READING and
USE OF ENGLISH
1 hour 30
minutes

Content

Format

Task type and focus

Part 1

Gapped text with eight

multiple-choice cloze
questions.

A single text with eight gaps.

Candidates must choose one
word or phrase from a set of
four to fill each gap.

Part 2

Modified open cloze with

eight questions.

Part 3

One short text with eight

word
formation
questions.

Part 4

Six
key
transformations.

Part 5

Long text with six fouroption

multiple-choice
questions.

A modified cloze test

consisting of a text with eight
gaps. Candidates think of the
word which best fits each
gap.
A text containing eight gaps.
Each gap corresponds to a
word. The stems of the
missing words are given
beside the text and must be
changed to form the missing
word.
Six discrete items with a leadin sentence and a gapped
response to complete in 38
words including a given key
word.
A text followed by 4-option
multiple-choice questions.

Multiple-choice cloze. The main

focus is on vocabulary, e.g. idioms,
collocations,
fixed
phrases,
complementation, phrasal verbs,
semantic precision.
Open cloze. The main focus is on
awareness and control of grammar
with some focus on vocabulary.

Part 6

Gapped text with seven

questions.

Part 7

One long text or several

short texts with ten
multiple-matching
questions.

word

A text from which paragraphs

have been removed and
placed in jumbled order after
the text. Candidates must
decide from where in the
text the paragraphs have
been removed.
A text, or several short texts,
preceded by
multiple-matching questions.
Candidates
must match a prompt to
elements in the
text.

Word formation. The main focus is

on vocabulary, in particular the use
of affixation, internal changes and
compounding in word formation.

Key word transformations.

The focus is on grammar,
vocabulary and collocation.

Multiple choice. Understanding of

detail, opinion, attitude, tone,
purpose, main idea, implication,
text
organisation
features
(exemplification,
comparison,
reference).
Gapped text. Understanding of
cohesion, coherence, text
structure, global meaning.

Multiple matching.
Understanding of detail, opinion,
attitude,
specific information.

Writing Paper
Paper/timing

Content
Part 1

WRITING
1 hour 30
minutes

One compulsory
question.
240280 words

Part 2

Candidates answer
one question from
a choice of five
questions (including
the set text option).
280320 words

Format

Task type and focus

Candidates are required to write an

essay summarising and evaluating
the key ideas contained in two
texts of approximately 100 words
each.
Contextualised writing tasks, each
specified in no more than 70
words.

QUESTION 1
Writing a compulsory essay.
The task focus is discursive.

Either:
QUESTIONS 24
Writing one of the following:
an article
a letter
a report
a review
Or:
QUESTION 5 (see below for set
texts*)

Writing one of the following,

based on reading one from a
prescribed list of two books:
an article
an essay
a letter
a report
a review.
Set texts until December 2013
- Sue Monk Kidd: The Secret Life of Bees (2002); film directed by Gina Prince-Byrewood (2008)
Teachers may choose to prepare candidates for questions on this set text by studying the film as well as, or instead of, the novel.

- Harold Pinter: The Birthday Party (1958)

Listening Paper
Paper/timing

Content
Part 1

Three short extracts

with two threeoption
multiplechoice questions on
each.

Part 2

One long text with

nine
sentence
completion
questions.
One long text with
five
four-option
multiple
choice
questions.
Five short themed
monologues with
ten
multiple
matching questions.

LISTENING
40 minutes

Part 3

Part 4

Format

Task type and focus

Three short unrelated texts lasting

around 1 minute each, consisting
of either monologues or exchanges
between interacting speakers.
There are two multiple choice
questions per text, each with three
options.
A monologue lasting 3 to 4
minutes.

Three-option multiple choice.

Gist, detail, function, purpose,
topic, speaker, feeling, attitude,
opinion, etc.

A text involving interacting

speakers lasting 3 to 4 minutes.

Four-option multiple choice.

Opinion, gist, detail, inference,
agreement.

Five short themed monologues, of

about 35 seconds each. There are
two multiple-matching tasks. Each
multiple matching task requires
selection of the five correct options
from a list of eight.

Multiple matching. Gist, attitude,

main points, interpreting context.

Sentence completion.
Detail, stated opinion.

Speaking Test
Paper/timing

Content

Task type and format

Focus

Part 1

Interview. (2 minutes)

Conversation between the

interlocutor
and
each
candidate (spoken questions).

General interactional
social language.

Part 2

Collaborative task. (4
minutes)

A
two-way
conversation
between the candidates. The
candidates
are
given
instructions with written and
visual stimuli, which are used
in a decision-making task.

Part 3

Individual long turns and

follow-up discussion.
10 minutes (2-minute long
turn for each candidate
and approximately 6
minutes following the
long turns).

An individual long turn from

each candidate followed by a
discussion on topics related to
the long turns. Each candidate
in turn is given a written
question to respond to. The
interlocutor leads a discussion
to explore further the topics
of the long turns.

Sustaining an interaction;
exchanging ideas, expressing
and
justifying
opinions,
agreeing and/or disagreeing,
suggesting,
speculating,
evaluating,
reaching
a
decision through negotiation,
etc.
Organising a larger unit of
discourse, expressing and
justifying opinions, developing
topics.

SPEAKING
16 minutes

and

Task types in the Cambridge English: Proficiency Writing Paper Part 1

In Part 1, candidates are asked to write an essay. The question in Part 1 always has a discursive focus. Discursive
writing is a style used in academic writing and it requires the high level of language competence appropriate at C2
level. In addition, the ability to identify key points from a text is considered important at C2 level. The CEFR states
that at this level candidates should be able to summarise information from different sources, reconstructing
arguments and accounts in a coherent presentation of the overall result.
An essay is usually written for a teacher. It should be well organised, with an introduction, clear development and an
appropriate conclusion. The compulsory Part 1 essay question will involve reading two short input texts on a
particular topic and summarising and evaluating the key points from these texts in the context of a coherent essay
on the topic, including the candidates own views.
The set text essay questions specify what particular aspect of the set text (development of character or significance
of events) should form the content of the essay. Essays may be united by a central idea which provides a point and
purpose to the writing, so they need careful planning. Students should be encouraged to practise organising the
points they wish to make and the textual references that will support these points in order to write a clearly
structured essay with a suitable introduction, development and conclusion.
DISCURSIVE ESSAYS
A discursive essay is a piece of formal writing which discusses a particular issue, situation or problem.
There are three main types of discursive essays:
i. For and against essays present both sides of an issue, discussing points in favour of a particular topic as well as
those against, or the advantages and disadvantages of a particular question. Each point should be supported
by justifications, examples, and/or reasons. The writers own opinion should be presented only in the final
paragraph.
ii. Opinion essays present the writers personal opinion concerning the topic, clearly stated and supported by
reasons and/or examples. The opposing viewpoint and reason should be included in a separate paragraph
before the closing one, together with an argument that shows it is an unconvincing viewpoint. The writers
opinion should be included in the introduction, and summarised/restated in the conclusion.
iii. Essays suggesting solutions to problems, in which the problem(s) associated with a particular issue or
situation are analysed and possible solutions are put forward, together with any expected
results/consequences. The writers opinion may be mentioned, directly or indirectly, in the introduction
and/or conclusion.

A good discursive essay should consist of:

a) an introductory paragraph in which you clearly state the topic to be discussed;
b) a main body, in which points are clearly stated in separate paragraphs and exemplified or justified; and
c) a closing paragraph summarising the main points of the essay, in which you state/restate your opinion,
and/or give a balanced consideration of the topic.

Points to consider

Present each point in a separate paragraph. A well-developed paragraph contains a clear topic sentence,
which summarises the contents of the paragraph, as well as a clear justification, explanation or example in
support of the point presented.
Well-known quotations (e.g. As writer Somerset Maugham once said, It is bad enough to know the past;
it would be intolerable to know the future.), rhetorical questions (e.g. If people today are not concerned
enough about tomorrow, will the future still be there for man?) or though-provoking statements (e.g. The
fact is that ones future is what one makes it. There is no such thing as chance.) are useful devices to
make your composition more interesting.
5

Before you begin writing, you should always make a list of the points you will present.
Do not use informal style (e.g. contacted forms, colloquial language, etc) or very strong language (e.g. I
know, I am sure)
Use appropriate linking words/phrases to show the links between paragraphs, as well as to link sentences
within paragraphs.

Formal style in discursive essays

Discursive essays are written in formal style. The means you should use:
passive voice, impersonal constructions
(e.g. It is argued that ; It is a common belief that )
a range of advanced vocabulary (verbs, adjectives, abstract nouns, etc)
(e.g. heated debate concerning the controversial issue)
formal linking words/phrases (e.g. furthermore, however, nonetheless)
complex sentences with a variety of links, dependent clauses, etc
(e.g. Although it is widely accepted that compulsory military service, which provides an army with
abundant manpower, is beneficial to a countrys ability to defend itself, closer analysis of military
efficiency suggests that it is advanced weaponry which plays a crucial role in)
inversion, especially in conditionals
(e.g. Where this true, we would; Never has this been more obvious)

You should not use:

short forms (e.g. Im, Its) except when these are part of a quotation
colloquial expressions, phrasal verbs, idioms
(e.g. lots of, pup up with, be over the moon about)

simplistic vocabulary (e.g. Experts say they think this is bad, )

a series of short sentences (e.g. Many people think so. They are wrong.)
simple linking words (e.g. and, but, so) except for variety

Useful Tips for Discursive Essays

when writing a discursive essay, YOU SHOULD:
use formal, impersonal style (see Formal Style, p. 3)
use topic sentences to introduce the subject of each paragraph
write well-developed paragraphs, giving reasons/examples
use generalisations (e.g. In most developed countries, education)
use sequencing (e.g. First/ly, Second/ly, etc) and linking words/phrases (e.g. however, although, etc)
make references to other sources (e.g. Experts have proved that)
use quotations, either word-for-word or in paraphrase, being careful to identify the source (e.g. As
Winston Churchill said,)
YOU SHOULD NOT:
use short forms, informal/colloquial language, etc (see Formal Style, p. 3)
use very emotional language (e.g. I absolutely detest people who)
express personal opinions too strongly (e.g. I know); instead, use milder expressions (e.g. All politicians
are)
refer blindly to statistics without accurate reference to their source (e.g. A recent study showed
which study?)
use clichs (e.g. Rome was not built in a day.)
use personal examples (e.g. In my school)

Task types in the Cambridge English: Proficiency Writing Paper Part 2

In Part 2, candidates have a choice of task. The different task types are intended to provide the candidates
with a clear context, topic, purpose and target reader for their writing. For questions 24, the task types used
are article, letter, report, and review.

ARTICLES
AN ARTICLE is written on a particular theme in a style which makes it suitable for publication in an English-language newspaper,
magazine or newsletter. The question identifies the topic for the article, and the type of publication mentioned gives the candidate
guidance as to the appropriate register to be used for example, how academic or lively the article should be. The purpose of an
article is to convey information; it may contain some description and/or narrative, and candidates should bear in mind the need to
engage the interest of their readers. A successful article interests and engages the reader, often with some description, narration
and anecdote. In some cases, a personal angle will be appropriate and a catchy title will attract the readers attention. However,
students must remember there are many different types of article, and that they should check carefully to see what kind of
publication they are being asked to write for. An article in an academic publication will have a very different style and choice of
language from one in an international magazine. It may be appropriate to use headings for the various sections in an article;
whether this is done or not, the article needs to be well planned and paragraphed. Reading and discussing a range of articles from a
variety of publications will be useful preparation here.

An article, in general, is a piece of writing for publication in a magazine, newspaper, brochure, leaflet, etc. It
may be formal or informal in style, depending on its intended readership. His purpose may be to provide
information, describe a place/event/experience, etc., present an opinion or balanced argument, offer
advice/suggestions, etc.
There a/e certain specialized types of articles, however. These include:
1) news reports, which are brief, factual pieces of writing written for publication in newspapers, describing
important current events in a formal, impersonal style;
2) reviews, which are specialized articles written to describe, discuss and/or evaluate a film, book, theatrical
performance. TV series, etc. Such pieces are usually published in a magazine or newspaper.
A successful article should consist of:
an eye-catching title or headline which suggests the topic of the article that follows;
an introduction which clearly outlines the topic(s) to be covered;
a main body of several paragraphs in which the subject is developed in detail
a conclusion which summarizes the topic and/or offers an opinion, comments, recommendations, etc.
Useful clues to write an article
Before you start writing, it is important to decide:
where the article is intended to appear (e.g. magazine, leaflet, etc)
who the intended readers are (e.g. the general public, fellow students, etc)
what the purpose of writing is (e.g. describe, inform, advise, etc)
These abovementioned three factors will determine the style, language and arrangement of your article
The style of the article may be formal or semi-formal, depending on the intended readership; however,
in all articles/news reports/reviews you should avoid extremely vivid description, over-emotional or
over-personal writing, and simplistic vocabulary.
Use suitable descriptive, narrative or argumentative techniques, and expressions which are consistent
with the purpose of the article. Appropriate use of linking words/expressions and a wide range of
vocabulary will make your writing more interesting.
Select and organize the ideas and information you will present in each paragraph carefully, and begin
each paragraph with a clear topic sentence.
Points to consider
1. An article usually has a brief title: this should attract the readers attention and indicate what the article
is about. Articles may also have subheadings before each paragraph

2. Depending on the topic of the article and the type of publication and its readership, you may need to use
formal, impersonal language, or informal language.
3. Articles may be written for a wide variety of purposes and can be descriptive, narrative, discursive, etc.
The techniques, style and expressions used should be appropriate to each kind of writing.
4. Articles for leaflets and brochures are usually informative and/or descriptive, and are written for
advertising purposes, or to provide readers with information, advice or suggestions. They should be
clear, avoiding extremely vivid description and over-emotional, over-personal or simplistic language
5. Select and organize the ideas and information you will present in each paragraph carefully. Begin each
paragraph with a clear topic sentence.

Article Format
Title/Headline
Introduction
Paragraph 1
State the topic of the article
Main Body
Paragraphs 2-3-4-5*
Development of the topic - each new aspect should be presented in a separate paragraph with a clear topic
sentence
Conclusion
Final Paragraph
Summary of the topic and/or opinion/comments/ recommendations)

*The exact number of paragraphs will depend on the specific requirements of each writing task.

REPORTS
A REPORT is written for a specified audience. This may be a superior, for example, a boss at work, or members of a peer group,
colleagues or fellow class members. The question identifies the subject of the report and specifies the areas to be covered. The
content of a report is mainly factual and draws on the prompt material, but there will be scope for candidates to make use of their
own ideas and experience. The purpose of the report must be identified so that the correct information can be selected;
establishing the identity of the target reader will ensure that a suitable style and choice of language is used. It is also important for
students to read the context carefully to identify their role as writer. A report should be well organised and clearly arranged in
sections. Students should be given practice in achieving this, perhaps by using section headings and they should also be given
practice in writing an effective conclusion. Students should also be encouraged to develop an awareness of the language commonly
used in reports, for example the language of describing, comparing, analysing and making recommendations.

Useful Language
To begin reports:

The purpose/aim/intention of this report is to examine/assess/ evaluate the suitability of... for
.../the advisability of (+ ing)/the performance of....
As requested, this is a report concerning/regarding the matter/subject of
This report contains the assessment of... which you requested/asked for,
This report outlines the advantages and disadvantages of...
To end reports, Summarizing:
To conclude/To sum up/In conclusion...,
On the basis of the points mentioned above/On the whole, it would seem that
The only/obvious conclusion to be drawn from these facts is that...

Recommending:
It is (therefore) felt/believed/apparent/obvious (that)... would be ideal for
It would (not) be advisable/advantageous/practical/wise to
I (strongly) recommend/would suggest (that)
My/Our recommendation is that... should be....
I recommend that the best course of action would be ...
A successful report should consist of:
a) an introductory paragraph which clearly states the purpose and content of the report;
b) a main body in which the relevant information is presented in detail under suitable subheadings; and
c) a conclusion which summarizes the information given, and may include an opinion and/or
suggestion/recommendation

Report Format
To: ...........................
From: .......................
Subject: ...................
Date: .......................
Introduction
Paragraph 1
State the purpose and content of your proposal or report
Main body
Paragraphs 2-3-4 (5)*
Present each aspect under separate subheadings
Recommendations
Paragraph 5
Provide some ideas and things that can be done to improve or carry out what you have previously talked
about.
Conclusions
Final Paragraph
General assessment/conclusion/opinion
* The exact number and division of paragraphs will depend on the specific instructions for each report task

REVIEWS
A REVIEW may be about a book, magazine, film, play, or concert, but it may also be about, for example, an exhibition. The target
reader is specified in the question, so the candidate knows not only what register is appropriate, but also has an idea about the
kind of information to include. A review does not merely require a general description of, for example, an event or publication, but
it specifies the particular aspects to be considered. For example, the review may employ narrative, as well as descriptive and
evaluative language, and a range of vocabulary relating, for example, to literature and the media such as cinema or TV. In order to
become familiar with what is required of a review, students should read and discuss a range of reviews such as can be found in
various magazines and newspapers. The language appropriate to a review will include, for example, language for describing,
narrating and evaluating and students should try to extend their vocabulary to include that related to
literature and the media.

A review is a special type of article written for publication in a magazine, newspaper, etc., giving a brief
description or evaluation of a film, book, play, tv/radio program. It may be formal or semi-formal in style,
depending on its intended readership, and is usually written using present tenses.
A successful review should consist of:

an introduction which mentions the title, type of book/play/film etc the setting (when/where),
the theme, the main characters.
a main body of two more paragraphs containing the main pints of the plot (without revealing
the ending), and evaluating such features as the acting, writing style, direction, characters, etc.
a conclusion which includes an overall assessment of the work and/or a recommendation,
usually with justification.
You may also be asked to give reasons why someone should see the film/play or read the
book, how it has influenced you. Note that the number and length of paragraphs varies
depending on the topic.

Useful Language

To begin reviews:

To explain the plot:

The plot revolves around .../involves .../focuses on .../has an unexpected twist.

The story begins with .../unfolds/reaches a dramatic climax when.

Evaluating various features:

This well-written/informative/fascinating/thought-provoking book is

The fill/book/play is set in/tells the story of /is based on
The film/play stars/is directed by/is the sequel to

The play/film/series has a strong/star-studded/mediocre cast.

The acting is moving/powerful/excellent/weak/disappointing/unconvincing.
The plot is grippinq/dramatic/fascinatinq/suspense-filled/fast-movinq.
The plot is far-fetched/predictable/confusing/dull/unimaginative.
The script/dialogue is touching/witty/hilarious/boring/mundane.
It is beautifully/brilliantly/sensitively written/directed.

To end reviews:

You should definitely see/read/Dont miss it/ You might enjoy

All in all, it is well worth seeing / reading, since
On the whole, I wouldnt recommend it, in view of the fact that
It is a classic of its kind/it is sure to be a hit/best-seller

10

Review Format
Title/Headline
Introduction
Paragraph 1
Background: type of story, setting, theme, main characters.
Main Body
Paragraph 2
Main points of the plot
Paragraph 3
Comments on various features e.g. acting, plot, characters, etc.
Paragraphs 4-5*
Explanation, reason/example
Conclusion
Final Paragraph
Overall assessment of work/recommendation
* The exact number and division of paragraphs will depend on the specific requirements of each
writing task.

LETTERS
A LETTER is written in response to the situation outlined in the question. Letters in the Cambridge English:
Proficiency Writing paper will require a response which is consistently appropriate for the specified target reader,
and candidates can expect to be asked to write letters to, for example, the editor of a newspaper or magazine, to the
director of an international company, or to a school or college principal. A letter to a newspaper or magazine may
well include a narrative element which details personal experience; other letters may be more concerned with giving
factual information. It is important that a letter begins and ends appropriately: it may be appropriate at the
beginning to explain the reason for writing, and the letter should have a suitable conclusion. Students should be
encouraged to read and discuss letters in newspapers and magazines as this may help make them aware of the style
of writing required.

Letter of application
A formal letter of application is written when applying for a job or a place on an educational
course. A job application usually includes educational/professional qualifications, details of
previous experience as well as the applicant's qualities and skills. Previous experience should be
presented in a clear order using linking words such as: currently, before this, subsequently, prior to
this, following, whereupon, etc.
Useful Language: Applying for Jobs
1. To begin letters:
I am writing to apply for the post/position of... advertised in yesterday's ...
I am writing in connection with/with regard to the vacancy in your Sales Department, as
advertised in The Times on/of 14th October.
2. Experience/Qualifications:
I am currently/At present I am employed/working as...
I was employed as (position) by (company) from (date) to (date).
During this time, I held the position of .../was responsible for .../my duties included...
I have received training in .../completed an apprenticeship, etc...
My qualifications include .../I am presently studying/attending a course
I am due to take my final examinations in June...
I have/hold/obtained/was awarded a degree/diploma/certificate in...

I have successfully/recently completed a course in (subject) at (place).

11

3.

To end letters:
I enclose/Please find enclosed my CV/references from
I would appreciate a reply at your earliest convenience/as soon as possible.
I would be available for an interview at any lime/until the end of June/etc.
I would be pleased / happy to supply you with any further information/details
Please contact me should you have any further questions/que

Letter of application format

Introduction
Paragraph 1
State reason(s) for writing

Main Body
Paragraphs 2-3-4-5*
Education & qualifications, previous experience, personal qualities, suitability

Conclusions
Final Paragraph
Closing remarks
Full name

* The exact number and division of paragraphs and the order of presenting information will
depend on the specific instructions for each letter-writing task.

Letter of complaint
A formal letter of complaint is written to complain about a problem which has arisen (e.g. faulty
merchandise, rude staff, inaccurate information, etc). It should explain the reasons for the complaint,
and usually includes a suggestion/request/ demand concerning what should be done (e.g. refund,
compensation, etc).
Mild or strong language can be used depending on the writer's feelings and the seriousness of the
complaint, but abusive language must never be used.
Mild Complaint:
I am writing to complain about a factual error in yesterday's newspaper.
I hope that you will give this matter your prompt attention.
Strong Complaint:
I am writing to express my strong disapproval concerning the offensive behavior of an
employee at your company's Winchester Road branch. I demand a full, written apology or I
will be forced to take legal action.
The nature of the complaint should be clearly stated in the first paragraph. Each aspect of the topic
should be presented in a separate paragraph containing a clear topic sentence. Each complaint
should be supported by dear justification.
Useful Language
1. To begin letters
Mild complaint
I am writing to complain about/ draw your attention to (the problem of )... express my
disappointment/dissatisfaction with ...

12

Strong complaint
I am writing to express my annoyance/extreme dissatisfaction with /anger at /protest
about
I regret to/feel I must inform you how appalled/shocked I was ...
2. To end letters:
Mild complaint
I hope/trust this matter will be dealt with/resolved as soon as possible, receive your
immediate attention, not be treated lightly.
I feel that you should .../I am entitled to compensation/a refund/a replacement.
Strong complaint
I (must) insist on .../insist (that)/demand .../warn you that...
Unless this matter is resolved .../Unless satisfactory compensation is offered ...
I will have no choice but to/I will be forced to take further/legal action.

Letter of complaint Format

Introduction
Paragraph 1
State reason(s) for writing

Main Body
Paragraphs 2-3*
State complaint(s) with justification.

Paragraphs 4-5*
Suggest what should be done

Conclusions
Final Paragraph
Closing remarks
Full name

* The exact number and division of paragraphs and the order of presenting information will
depend on the specific instructions for each letter-writing task.

13

THE SET TEXTS

Candidates who choose these questions will be expected to have a good knowledge of the text, or the
film version, and to be able to deal with the themes and ideas of the chosen text. Credit will be given
for content, communicative achievement, organisation and language competence; candidates are not
expected to demonstrate skill in literary analysis. They are expected, however, to read the question
carefully and to address the requirements of the task while clearly referring to specific events or
characters from the set text.
Useful preparation for these questions may be to consider themes which run through the text and
then identify events or characters that exemplify these. Students should be made aware that merely
reproducing, for instance, a summary of a novels plot or outlining its principal message will not
provide a successful answer, and that their statements and opinions must be clearly supported by
evidence from the text.
This option is included to encourage the extended reading which develops candidates linguistic
competence, widens the range of language they encounter and enriches their language study. It also
enables candidates to show in their writing that they have appreciated the themes, characters and
relationships within the text they have read.
A choice of texts is included in order to appeal to different tastes. Alternatively, or in addition,
candidates may choose to watch a film version of one of the set texts. Teachers are best placed to
make a judgement as to which set text on offer may be appropriate and stimulating for a particular
teaching situation. Each text will normally remain on the list for two years.
In Question 5 candidates are required to write one of the following: an article, an essay, a letter, a
report or a review (the characteristics of each are detailed above), but they are not required to
produce literary analysis.

GRAMMAR REFERENCE
Conditional structures

There are four main types of conditional sentences

Zero conditional to express real situations

If/when +present tense/present tense
If I drink coffee in the evening, I cant sleep at night.
First conditional to express real situations
If +present tense / future tense will
If you dont confess, youll be sorry it later.
Second conditional- to express unreal situations
If +past tense / would/could/might
If I had more time, I would go away to Mexico.
If I were you, I would buy this right now.
Third traditional to express unreal situations
If +past perfect /would/could/might +have + past participle
If she hadnt gone to the party, she would have been in a worse mood.
Mixed conditionals if + past tense / would/might/could/should for situations in the
present which affect the past
If I werent so clumsy, I wouldnt have broken your cup.
If + past perfect / would/might/ could + infinitive- for situations in the past which affect the
present
If I had gone to Australia, I would be living a great deal better today.

Inversion and conditionals

Sentences with inversion are more formal than those with if.

First conditional
This often expresses a tentative idea/request/offer, etc.
If you should require some help, please call us.
Should you require some help, please call us.
Second conditional
If you went out in this weather, youd be absolutely drenched.
Were you to go out in this weather, youd be absolutely drenched.
Third conditional
If I had known he was going to be here, I would have stayed at home.
Had I known he was going to be here, I would have stayed at home.
Other conditional structures
If + would / will: if you would wait a moment, he would be with you shortly.
If + would / will: Ill cook dinner, if youll clean the bathroom.
Other words and phrases can be used to introduce conditional clauses:

15

Providing provided that, as/so long as are similar to if.

They are all emphatic forms emphasizing a condition.
Even if introduces an extreme condition
Well, its true, even if you choose not to believe me.
Unless can be replaced by if not or providing not but sometimes works better with except
when.
I wont go to a concert except when/ unless I get free admission.
Supposing should be used at the beginning of the sentence and is often not used as a linking
word, but rather in the sentence setting up the condition.
Supposing/suppose it hails tomorrow. What will we do?
Given that is used when some fact is already known.
Given that this neighborhood is unsafe, it would be unwise to buy any property here.
But for and without are often used with third conditional sentences.
But for his assistance, I would never have managed to survive the train crossing.
Talking about the past
There a number of ways of talking about the past in English.
To talk about complete actions, the past simple is used.
Spain won the 2010 world cup.
To talk about events which occurred regularly or habitually in the past, would or used
to can also be used.
It was our little joke, I would nod, he would smile, and she would look thoughtfully.
I used to play football two or three times a week.
Every winter, May visited her elderly uncle, in Paris.
To talk about something which continued to happen before and after a given event,
the past continues is used.
While Anna was visiting family in Rome, her flat was burnt down.
To talk about a temporarily situation in the past, the past continues is used.
The two families were pending an evening together for the first time.
For information about the past perfect, see also the section on perfect tense on page 180.
Speculating about the past

To express certainty or near certainty about something in the past, the model verb
must is used with have and a past participle.
Those early explorers must have had access to clean water.
You must have seen that play at least a 10 times!

To express uncertainty about something in the past the modal verbs could, may, might
are used with have and a past participle.
I suppose it could have been my fault, though I put everything back correctly.

16

Experts are signifying that the disease may have been carried long distances on the
wind.
We might have met at that conference in 2001?

To express impossibility about something in the past the model verb cant or couldnt
are used with have and a past participle.
You cant have finished all of them, there were so many!
Sonia couldnt have performed last week as she was away.

Using the passive in the past

The passive is formed with the verb be and a past participle.

The telephone was invented by Alexander Graham Bell.
Repairs were being made to the post office at first light this morning.
Both families had been advice to seek legal advice before the trial.

T here are only two passive infinitives that are commonly used in English, the present
and the perfect form.
This meat needs to be eaten before the 19th.
Major cuts to the overall budget seem to have been made by the managing director.

Note that passive infinitives are often used after the verbs appear, prove and seem, as in the second
example above.
Nouns
Nouns can be countable or uncountable.

Countable nouns can:

use a/an or the or some
be used in the plural
take the following determiners: many, a large number of, several, a few, few, a lot of
Uncountable nouns:
can use the or some or nothing
Are used only in a singular form
Can take the following determiners: much, a great deal of, a large amount of, little, a
little, a lot of
Common uncountable nouns include:
Most substances coal, china, flour, etc.
Abstract nouns happiness, admiration, freedom
All sports
Most nouns ending in ing shopping, sightseeing, accommodation, information,
traffic, advice, luggage, luck, weather, work, homework, furniture, evidence
Some nouns can be countable and uncountable with a slight change of meaning.
He has blonde hair. There are hairs on your soup.
The aqueduct is built of stone. I have some stones in my shoe.
Some nouns can be countable and uncountable but completely change their meaning.
Whats the capital of your country?
The company has very little capital to work with.

17

The majority of uncountable nouns can be made singular or plural by adding a

bit/piece of or bits/pieces of. However, there are sometimes specific words which
should be used instead.
A lump of sugar
A shaft of sunlight
Some nouns with a singular form can be treated as singular or plural, depending on
whether the noun is seen as a unit or a collection of people.
The class is/are doing homework at present.
The commitee is/are looking into the matter of poverty.
Some nouns look plural but take a singular verb:
The news is on at 2.00 a.m.
Linguistics is an important part of the language.
Some nouns like police look singular but take a plural verb.
The police are involved in trying to catch the thief.

Possessive forms
Possession can be signalled in English in three different ways using an apostrophe, using of and using
a noun as an adjective.

For people and expressions concerning time and distance an apostrophe is generally
used.
My uncles sister
The boys hat
A years salary
For objects of is generally used
The back of the room
The cover of the book
A noun is often used as an adjective to indicate kind, use or place
A table leg
A shop window
A night flight

Degrees of likelihood

Can is used to express possibility without reference to past, present or future.

He can sound off-key at times when he sings
Could, may and might express present possibility with reference to the future, present
or past.
It may/might/could be a good match/have been a good match
May not and might not express possibility negatively.
Get your ticket for the concert today; there may/might not be many left
Deduction is expressed by must be /must have been, will be / will have been and
should be /should have been.
You must be tired after your match.
Thatll be my piano teacher; I heard her ring the door bell.
She should have been able to sing at the concert; her sore throat was much better.
Impossibility is expressed by cannot / cant and could not.
It cant be a flute; it sounds more like a clarinet.

18

You couldnt have seen the new video it hasnt been released yet.
Could and might can be used to imply criticism or irritation. Intonation is very
important in carrying meaning with these modals.
You might have told me youd be coming late.
You could practice a bit more.
Various expressions can be used to express likelihood:
its a foregone conclusion
the chances are
theres every likelihood
hes bound to
theres a slim/faint chance
its doubtful

Participle clauses
Participle clauses give more information about someone or something. In many ways, their function in
a sentence is similar to defining relative clauses.
The man dancing over there is my father. (The man who is dancing over there is my father)
The painting sol at auction yesterday has already been shipped to London. (The painting that was sold
at auction yesterday has already been shipped to London.)

The position of the clause can affect meaning.

Standing at the top of the hill, I could just see the village. (refers to the subject, I)
I could just see the city standing at the top of the hill. (refers to the object, the city)
Having + past participle refers to previous action.
Having reached the top of the hill, I could just see the city.
Being + past participle is used to express a passive.
The report being published today will force local governments back to the drawing
board.
Past participle ed clauses are used in a similar way.
The images provided by the Hubble Space Telescope have given astronomers fresh
insights.

Inversion
In the normal word order of a sentence, a subject is followed by a verb.
Barcelona offers its visitors an excellent choice of restaurants and some wonderful bars too.
However, sometimes this word order is changed, or inverted. This is usually done to give emphasis
within the sentence. For example, the sentence above could be rewritten as: Not only does Barcelona
offer its visitors an excellent choice of restaurants, but there are also some wonderful bars.

The broad negative adverbs barely, hardly, rarely, scarcely, seldom can be used like
this.
Barely were we into our costumes when it was time to go on stage.
Seldom does a day go by without someone ringing up to complain about the product.
Never and nowhere are used in similar way.
Never had I left more relaxed than that first week on Corsica.

19

Nowhere could we find fresh vegetables, and some dairy products were in short supply
too.
Other negative words and expressions like this are little, no sooner, not.
Little did we realize what we were letting ourselves in for.
No sooner had Rachael arrived than she helped herself to a drink without asking.
Not a single word of thanks did they hear from her.
Inversion also occurs at the end of sentences with neither, nor and so.
Tom didnt feel like facing the press and neither did Grace.
Students havent welcomed these new exams and nor have their teachers.
Charles will be pleased to finish work and so will I.
Sometimes a time clause precedes inversion.
Not until two days later did we remember to call the school.
Only once before have I felt like this about a project.
Sometimes an adjunct of place precedes inversion.
At the end of the path lay the meadows.
In the distance stood the foothills of the Himalayas.
Inversion occurs with certain prepositional phrases.
On no account are you to leave this room!
Under no circumstances can a replacement card be issued.
In no way does that imply defeat.
At no time did you give me an accurate picture of what was going on.
Inversion can occur with so + an adjective.
So loud was the music that we couldnt attempt to chat.
So consistent has Dianes performances been that she has earned the nickname
Strongwoman
Such is used in a similar way to emphasize the extent of something.
Such is the demand for tickets that they are selling at double their face value.

Gerunds and infinitives

Verb + object + to-infinitive

Some verbs include an object before a t- infinitive: consider, warn, allow, believe,
encourage, etc.
I encouraged her to wear her school uniform.
Some verbs dont require an object: decide, refuse, hope, fail, agree, start, etc.
I decided to throw out all the clothes I hadnt worn for a year.
Some verbs sometimes take an object and sometimes dont: hate, help, like, love,
want, prefer, need.
I like to swim every afternoon.
I like you to swim so that you get some exercise.

Verb + (object) + bare infinitive

Some verbs are followed by a bare infinitive after an object: hear, feel, make, notice,
see, watch, let, etc.
I made him shave his beard off.
Her parents let her choose the shoes she wanted.

Verb + to- infinitive or ing?

20

Some verbs are followed by a to- infinitive: agree, aim, ask, demand, prepare, hope,
manage, wish, etc.
I agreed to watch this movie.
Some verbs take either a to-infinitive or ing with little or no change in meaning:
begin, start, cease, continue.
They began singing/to sing early in the concert.
Some verbs take a to-infinitive or ing but change their meaning: go on, stop, try,
remember, forget, regret, mean, come, hear, etc.
They came to accept her opinions. (gradual change)
He came running into the room (way of moving)
He went on to talk about the dress code. (next topic)
He went on talking even when everyone started yawning. (continue)
I mean to wear jeans to the barbecue. (intend)
It means buying a new pair of shoes. (involves)
I regret to say that you are not properly attired. (present / future)
I regret telling her that she looked scruffy. (past)
I remember visiting the Museum of Clothes when I was young. (remember - second
action)
I remembered to post the parcel to her this morning. (remember first action)
They stopped dancing when she came into the room. (ceased)
They stopped to have a cup of coffee halfway through the morning. (reason)
Try to stand up straight. (attempt)
If you cant get the car going, try ringing the garage (experiment)
I heard Madonna sing in London. (once)
I hear the birds singing every morning. (repeated action)

Verb + -ing

Some verbs must have an object before an ing when they are in the active: discover,
observe, see, watch, etc.
I overheard them talking about the new manager.
but
They were overhead talking about the new manager.
Some verbs dont have an object before ing: admit, advise, consider, deny, face,
finish, suggest, etc.
I suggested going to the meeting early.

Past verb forms

Wish

To talk about the present a past tense is used.

I wish I could speak Japanese.

21

To talk about the past a past perfect is used.

If only they had listened to their parents.
To express irritation on criticism of something happening now would is used.
I wish he would stop answering me in Spanish when I want to practice English.
Note: would isnt used if the object and subject are the same.
If only is perhaps slightly stronger than I wish.

Its (about/high) time / would rather

are followed by a past tense to express a present idea with an object.

Its time the government invested in education.
Id rather you learnt Esperanto.
are followed by an infinitive when making a general statement.
Its time to leave.
Id rather learn Chinese than Italian.

As if / though

is used with a past tense to suggest an unreal situation.

He looked as if he had failed the exam. (he hadnt)

Gradable and ungradable adjectives

A gradable adjective can be combined with an adverb like reasonably or extremely to quantify that
adjective. So, for example, you can be fairly happy or very happy. This cannot happen with an
ungradable adjective, as the adjective itself already holds some notion of quantity or degree. These
adjectives can be combined with adverbs like absolutely or totally to add emphasis.
We all feel slightly frustrated by the lack of communication on this project.
Sharon was absolutely furious when she heard the decision.
Adverbs
Deeply
Extremely
Fairly
Immensely
Rather
Very

Gradable adjectives
angry
cheerful
happy
hurt
irritable
upset

Adverbs
absolutely
completely
entirely
totally
utterly

ungradable adjectives
awful
broken-hearted
impossible
terrible
wonderful

Pretty can be combined with both gradable and ungradable adjectives in informal English.
Daniel fins it pretty quiet around here in the evenings, so he often shoots off to town on his
motorbike.
Its pretty amazing that someone who was at deaths door three months ago has just run the
London marathon!

22

Really can also be combined with both types of adjective, though with ungradable adjectives, the
use can only be informal.
For a really comfortable nights sleep, choose Gordons mattresses every time.
Ive just had a really awful run-in with Margot over his marketing plan.
Quite can be combined with both gradable and ungradable adjectives, but there is a change of
meaning.
Im quite busy at work at the moment, but Ive known it much worse. (=fairly)
Youre quite impossible at times sweet wrappers go in the bin not on the floor! (=completely)

Articles

Plural, abstract and uncountable nouns do not need an article if they are used to talk about
things in general. To limit these nouns a definite article is required.
Sport is good for you.
The sport played the most is football.
Singular, concrete nouns require an article, except for some idioms. The definite article is
precise and refers to something, while the indefinite article is vague and more general, or is
used when something is mentioned for the first time.
The runner in first place came from Kenya.
Simon is going to be a runner in the Paris marathon.
No article is used with: certain countries; names of mountains; meals, unless they are formal
ones; bed, school, hospital, prison if they are being used for their intended purpose.
I intend to visit Mexico.
Shes in prison for stealing.
Come down for dinner!
The definite article is used with: rivers, seas, oceans, chains of mountains, gulfs and bays;
newspapers; before musical instruments; before a superlative adjective; hen we know there is
only one of something.
Teresa plays the guitar.
I read the Times
The Sierra Nevada is a beautiful mountain range.
The sky is very blue.
The indefinite article is used when we mean one of something unless we want to emphasize
the amount.
Id like a cup of coffee.
Just one cup, not two.

23

COHERENCE: TRANSITION WORDS

Below is a list of commonly used transition expressions, divided roughly according to meaning.
Addition:
Moreover, furthermore, in addition, also, incidentally, by the way, further, too, again, more important,
next, first, second, etc., firstly, secondly, etc., in the first place, in the second place, etc., last, lastly,
finally, either, as well.
Contrast:
However, yet, in contrast, on the other hand, in any case, on the contrary, still, otherwise, actually, all
the same, at any rate, at the same time, nevertheless, notwithstanding, instead, in spite of this,
anyway, by contrast, in reality, whereas.
Comparison:
Likewise, similarly, in the same way, whereas, in like manner.
Cause, result, purpose:
Therefore, thus, hence, consequently, after all, to be sure, for this reason, accordingly, then, knowing
this, naturally, of course, with this object, with this end, to this end, because of this, with this in mind,
in many cases, by this means, in this way, as.
Example, restatement:
For example, for instance, more specifically, in particular, indeed, namely, specifically, to illustrate, in
other words, in fact, that is, in brief, in short, to summarize, in conclusion.
Time:
afterwards, later on, soon, meanwhile, in the meantime, next, immediately, then, later, at length,
eventually, at the same time, in the same instant, today, nowadays, in the beginning, to begin, in time,
in future, finally, initially, subsequently, simultaneously.
Place:
Here, there, nearby, beyond, further on, opposite, on the opposite side, on the right, on the left,
behind, in back.
Concession:
Although it is true that, granted that, I admit that, it may appear that, naturally, of course.
Summary, Repetition, or Conclusion:
as a result, as has been noted, as I have said, as we have seen, as mentioned earlier, in any event, in
conclusion, to conclude, in brief, finally, in other words, in short, in a word, on the whole, therefore, in
summary, to summarize, to sum up, in a nutshell, all in all.
Chronological:
Presently, the next day, before, during, at length, soon, afterward, after, when, afterward, by that
time, since, while, meanwhile, at that moment, next, from then on, first, within an hour, soon, at last
later, earlier, second, then.
Spatial:
A little farther on, next to Y, in the next room, at the center of the table, at that altitude, across the
way, between those cities, about a centimeter, to the right, beyond this area, just to the left.
When what you have presented leads up to, or supports, or makes a case for what you are about to
say:
24

Therefore, Thus, Hence, Consequently, We can see from the previous that, Because of the previous
[sentence, paragraph, line of reasoning, three points,....] we can see that [or, it is rational to believe
that, or it is reasonable to hold that]... In light of this we can see that
When you have given your conclusion first and want to then give your evidence, support,
justification for it:
The evidence for ... is, The reason(s) for ... is (are), One can see this because, This can be seen because,
This is supported by.
When you are going to "contradict" what has been said before [or contradict what you are about to
say]:
However, But, Nevertheless, In spite of this [or, in spite of the fact that ...,] Despite [the fact that ..., ]
Unfortunately that does not.... Paradoxically, Contradicting that is, While it may seem that.... On the
other hand, The apparent implication is that ... , but; While it may be that..., ; The previous does not
imply/demonstrate/show; We cannot reasonably deduce/infer/assume from this that... ; Although x, y
.... ; While it is the case that..., still.... While it is the case that..., it is not the case that (or it is not true
that, or it is not to be inferred that, or it does not imply that....)
To link together similar things (whether ideas or reasons):
You can just number them; The following n things: [and then number them, or not number them -whichever seems more appropriate]; Similarly, In the same vein, Along with, Accompanying that, Also,
And, Additionally, In addition, Then too, Besides, Moreover, Further, Furthermore.
To say that something is true in "both directions"
Conversely, The converse is also true, And vice versa
To say it is true in only one direction:
The converse is not true, This only goes in one direction, This is only true in this direction.
To explain something further:
For example, Examples of this are, To clarify, ... To say this in another way, In line with that, ...
To change topics:
Moving on to a different point, considering something totally different now, let me digress for a
moment, returning from the digression, returning to the above point about, related to.

25

COMMON PROOFREADING SYMBOLS

Symbol

Meaning

Example

insert a comma

The mayors brother I tell you is a crook.

apostrophe or single
quotation mark

I wouldnt know where to put this base.

insert something

I know it in fact, everyone knows it.

use double quotation marks

My favorite poem is Design.

use a period here

This is a declarative sentence

delete

The elephants trunk is is really its nose.

transpose elements

He only picked the one he likes.

close up this space

Jordan lost his favorite basket ball.

a space needed here

I have only threefriends: Ted, Raoul, and Alice.

begin new paragraph

I knew it, I said. I thought so, she replied.

no paragraph

I knew it, I said.

Hes no good.

26

COMMON PROOFREADING ABBREVIATIONS

Abbreviation

Meaning

Example

Ab.

a faulty abbreviation

She had earned a Phd along with her M.D.

Agr.
See also
P/A and S/V

agreement problem:
subject/verb or
pronoun/antecedent

The piano as well as the guitar need tuning.

The student lost their book.

Awk.

awkward expression
or construction

The storm had the effect of causing

millions of dollars in damage.

Cap.

faulty capitalization

We spent the Fall in Southern spain.

CS

comma splice

Raoul tried his best, this time that wasn't good enough

DICT

faulty diction

Due to the fact that we were wondering

as to whether it would rain, we stayed home.

Dgl

dangling construction

Working harder than ever, this job

proved to be too much for him to handle.

- ed

problem with
final -ed

Last summer he walk all the way to Birmingham.

Frag

fragment

Depending on the amount of snow we get this

winter and whether the towns buy new trucks.

||

problem in parallel form

My income is bigger than my wife.

P/A

pronoun/antecedent
agreement

A student in accounting would be wise to see

their advisor this month.

Pron

problem with pronoun

My aunt and my mother have wrecked her car

The committee has lost their chance to change things.
You'll have to do this on one's own time.

Rep

unnecessary repetition

The car was blue in color.

R-O

run-on sentence

Raoul tried his best this time

that wasn't good enough.

Sp

spelling error

This sentence is flaude with two mispellings.

-s

problem with final -s

He wonder what these teacher think of him.

STET

Let it stand

The proofreader uses this Latin term to indicate that

proofreading marks calling for a change should be ignored
and the text as originally written should be "let stand."

S/V

subject/verb agreement

The problem with these cities are leadership.

verb tense problem

He comes into the room, and he pulled his gun.

Wdy

wordy

Seldom have we perused a document so verbose,

so ostentatious in phrasing, so burdened with too many
words.

WW

wrong word

What affect did the movie have on Sheila?

She tried to hard to analyze its conclusion.

27

WHAT IS A COLLOCATION?
A pair or group of words that are often used together. It sounds natural to native speakers but
students of English have to make a special effort to learn them as they are difficult to guess.
Some collocations are fixed, meaning that they have only one word, for example: take a
photo. No other word is possible there to express a similar meaning, however, some others
are more open and many different words can be used to give a similar meaning as in: keep to
the rules or stick to the rules.
Collocations can be found in:
adjectives and nouns
The doctor ordered him to take regular exercise.
nouns and verbs
The lion started to roar when it heard the dog barking.
noun and noun
Let's give Mr Jones a round of applause.
verbs and adverbs
I vaguely remember that it was growing dark when we left.
verbs and expressions with prepositions
At first her eyes filled with horror, and then she burst into tears.
adverbs and adjective
Are you fully aware of the implications of your action?
Intensifying adverbs:
In English we can used very or very much in different ways using words like highly, utterly,
bitterly, deeply. All this words collocate with other specific words and other combinations
sound unnatural.

Highly: likely, unlikely, unusual, successful, competitive, profitable, effective,

controversial, recommended. (Its used with some probability words likely, unusual-. With the
exception of highly controversial, it usually combines with very positive words. Extremely can also be
used with all the opposite adjectives except recommended)

Absolutely/Utterly: ridiculous, stupid, impossible, wrong, alone appalled, convinced,

devastated, miserable. (Absolutely and utterly slightly formal- combine with adjectives with very
extreme meanings where we cant use very. We say absolutely or utterly exhausted but not very
exhausted, whereas we say very tired but not absolutely or utterly tired. Often, but not always there
words have negative connotations)

Bitterly: disappointing/disappointed, resent, criticize, regret, complain, cry, weep

(carries a feeling of deep sadness, used slightly more in writing than in conversation)

Deeply: ashamed, concerned, shocked, committed, moved, affected, hurt (feelings),

regret, care, religious, unhappy. (collocates mainly with words associated to feelings, used slightly
more in writing than in conversation)

Ridiculously: cheap, expensive, easy, low, high, long, short, small, large, early. (suggests
something extreme, which seems unbelievable or unreasonable)

Strongly: oppose, influence, believe, deny, recommend, support, condemn, suggest,

feel, argue, object (collocates with verbs particularly those that relate to having an opinion.
28

Make

Do

Take

Pay

arrangements for
a change
a choice
a comment
a contribution
decision
an effort
noise
excuse
friends
an improvement
a mistake
a mess
money
trouble
room
a phone call
progress
a difference

your best
nothing
business
damage
harm
experiment
exercises
a favour
your hair
your homework
the ironing,
the cooking,
the shopping,
the washing
some work

a holiday
a trip
a train/bus
a risk
an interest
photos
a chance
advantage of
action
measures
break
a look
a rest
an exam
notes
a seat
someones place
someones
temperature

attention
your respects
tribute
a fine
by credit card
cash
interest
pay someone a
compliment
pay someone a visit
pay the bill
pay the price

Come

Go

Get

Save

come close
come complete
with
come direct
come early
come first
come into view
come last
come late
come on time
come prepared
come right back
come second
come to a
compromise
come to a decision
come to an
agreement
come to an end
come to a standstill
come to terms with
come to a total of
come under attack

go abroad
go astray
go bad
go bald
go bankrupt
go blind
go crazy
go dark
go deaf
go fishing
go mad
go missing
go on foot
go online
go out of business
go overseas
go quiet
go sailing
go to war
go yellow

get a job
get a shock
get angry
get divorced
get drunk
get frightened
get home
get lost
get married
get nowhere
get permission
get pregnant
get ready
get started
get the impression
get the message
get the sack
get upset
get wet
get worried

save electricity
save energy
save money
save one's strength
save someone a seat
save someone's life
save something to a
disk
save space
save time
save yourself the
trouble

Classifiers

A swarm of bees
A bag of flour
A pair of scissors
A box of matches
A pair of sunglasses
A basket of fruit
Bucket of water
Bunch of flowers
Cup of tea
Flock of sheep/birds
Gust of wind
Herd of cattle
Jug of milk
Flight of stairs

Loaf of bread
Carafe of wind/water
Item of luggage
Pack of cards
Pair of tweezers
a pad of paper
Piece of
equipment/cake
Pot of honey
Puff of smoke
School of whales/fish
Slice of cake/bread
Range of hills
Sack of potatoes

Spoonful of sugar
Spot of bother
Team of helpers
Tin or can of beans
Tube of toothpaste
A heap of
a ball of string
a bar of chocolate
a bottle of water
a bunch of carrots
a cube of sugar

29

DOs and DONTs

Reading and Use of English Paper
DOs

Read the instructions, texts and questions very carefully.

Read the sources, titles and subtitles of the texts where given; they are there to help you.
Read each text carefully before you answer the questions to get an overall impression and understanding of
it. (Parts 1, 2 & 3)
Remember, the missing word(s) may be forming part of an idiom, fixed phrase or collocation, so always
check the words around the gap carefully. (Part 2)
Remember, the missing word(s) must fit the context of the passage, so always check that the completed
sentence makes sense in the passage as a whole. (Parts 1, 2 & 3)
Read the questions carefully and check each option against the text before rejecting it. (Part 5)
Keep an overall idea of the development of the text. You will need to check that the extracts chosen to fit the
gaps in the base text fit the progression of the argument or narrative as a whole. (Part 6)
Decide on one answer and avoid writing alternative answers to a question.(Parts 1, 2, 3 & 4)
Feel free to do the parts of the paper in the order that suits you best.
Re-read all your gap-filling work and check that the sentences you have created sound natural. (Parts 1, 2, 3
& 4)
Read the whole text to make sure you understand the writer's arguments before trying to answer questions.
(Parts 1, 2, 3 & 4)
Remember that the missing words are more likely to have a grammatical focus rather than a lexical one.
(Part 2)
Make sure you transfer your answers accurately from the question paper to the answer sheet; correct
spelling is essential. (Parts 1, 2, 3 & 4)
Use the local and global context to help you decide what fills the gaps. (Parts 1, 2, 3 & 4)
Make sure that you think about all the changes a word may require: suffix, prefix, internal, more than one,
singular, plural or negative, change of word class. (Part 3)
Make sure you haven't left out any information from the prompt sentence. (Part 4)
Check your spelling in all parts.

DON'Ts
1.
2.
3.
4.
5.
6.
7.
8.

Don't try to answer any questions without referring carefully to the text.
Don't spend too much time on any one part of the paper.
Don't forget to record your answers on the separate answer sheet.
Don't assume that if the same word appears in the text as well as in an option, this means you have located
the answer. (Parts 5 & 7)
Don't leave any question unanswered you don't lose marks for incorrect answers.
Don't alter the word given. (Part 4)
Don't write more than eight words, including the given word. (Part 4)
Don't write out the full sentence. (Part 4)

Writing Paper
DOs

Read each question very carefully.

Remember that Question 1 is compulsory (essay).
Choose Part 2 questions on the basis of what interests you the most but also bear in mind the task
type.
Decide exactly what information you are being asked to give.
Identify the target reader, your role as writer and your purpose in writing.
Check which task type you are being asked to write.
Organise your ideas and make a plan before you write.
Use a pen, not a pencil.
Write your answers in the booklet provided.
Write in an appropriate style.
Remember in Part 1 to use all the content points and to add your own ideas.
Make sure in Part 2 that you deal with all parts of the question.
Calculate how many words on average you write on a line and multiply this average by the number
of lines to estimate how much you have written don't waste time counting words individually.
Follow the plan and keep in mind your purpose for writing.
Use as wide a range of structure and vocabulary as you can but think carefully about when to use
idioms.
Use paragraphs and indent when you start a new paragraph.
Check for spelling errors and the use of punctuation such as capital letters, apostrophes, commas,
etc.
Cross out errors with a single line through the word/s.
Check structures: subject-verb agreement, tenses, word order, singular and plural nouns.
Make sure that your handwriting can be read by the examiner.

DON'Ts

Don't attempt a set text question if you have not read the book.
Don't attempt a question if you feel unsure about the format.
Don't include irrelevant material.
Don't write out a rough version and then try to write a good copy you will not have time.

31

Listening Paper
DOs

Listen to and read the instructions. Make sure you know what kind of text you will hear, what it is
about and what you have to do in each part.
Think about the topic, the development of ideas and the context as you read the questions. This will
help you when you listen.
Answer all the questions. Even if you are not 100% sure, you have probably understood enough to
make a good attempt!
Be careful of 'word-spotting' (when answers in options appear on the recording but in a different
context).
Remember to pay attention to the role of stress and intonation in supporting meaning.
Write the actual word you hear. (Part 2)
Remember to check your spelling. (Part 2)
Look carefully at what is printed before and after the gap and think about the words which could fit
both logically and grammatically. (Part 2)
Read through both tasks in multiple matching in the pause before you hear the recording
for the first time. (Part 4)
Remember that there are two questions for each speaker. (Part 4)

DON'Ts
Don't spend too much time on a difficult question. Move on to the next question and come back to
the difficult one again later.
Don't complicate an answer by changing or adding extra information. (Part 2)
Don't leave a blank space on the answer sheet. If you're not sure, guess.
Don't worry if you miss a question. Continue with the next question then listen again for
the missing information when you hear the recording for the second time.

32

Speaking test
DOs

Make sure you know what you have to do in each part of the test and the timing involved.
Raise the level of the conversation and discussion above the everyday and purely descriptive.
Make sure you listen to the instructions carefully and focus on the task set.
Listen actively to your partner, develop their ideas and opinions and work with them.
Show interest in and respect for your partner's ideas and views.
Make use of the prompts in your long turn if you want to.
Respond as fully as possible and extend your ideas and opinions, giving reasons where possible.
Remember your partner's name and use it when referring to them.

DON'Ts

Don't let your partner always 'take the lead' you also must initiate.
Don't waffle be direct, get to the point and say what you mean.
Don't speak during your partner's long turn.
Don't waste your opportunities to show the examiners what you can do.
Don't ask the examiners how you have done.
Don't use all the time given for the introductory phase share the time with your partner. (Part 2)

33

VERBS FOLLOWED BY PREPOSITIONS

Verbs followed by in:
Absorbed in something (especially absorbed in her work/a book)
Confide in someone
Be engrossed in something
Implicate someone in something
Involve someone in something
Result in something
Specialize in something
Succeed in something
Verbs followed by for:
Account for something
Allow for something (to take into consideration)
Apologize for something/someone (on their behalf: Let me apologize for Jack.)
Blame someone for something
Care for something/someone
Cater for something/someone
Charge someone for something (make them pay for it)
Count for something (especially: I count for nothing in this company)
Earmark something for a particular use
Pay for someone/something
Verbs followed by of:
Accuse someone of something
Convict someone of something
Remind someone of something
Suspect someone of something
Verbs followed by with:
Acquaint someone with something
Associate something with someone
Charge someone with something
Clutter with something (especially passive: The room was cluttered with boxes)
Coincide with something
Collide with something
Comply with something
Concern with something (usually passive: be concerned with)
Confront someone with something
Confuse someone/something with someone/something
Cram with something (especially passive: be crammed with)
Deal with someone/something
Discuss something with someone
Face with something (especially passive: be faced with)
Ingratiate oneself with someone
Meet with something (especially: meet with an accident)
Pack with something (especially: be packed with)
Plead with someone
Provide someone with something
Tamper with something
Trust someone with something
Verbs followed by from:
Bar someone from a place
Benefit from something
Derive something from something
Deter someone from something
Differ from something
Distinguish one thing from another thing (also distinguish between two things)
Distract someone from something

34

Exempt someone from something

Expel someone from a place
Refrain from something
Resign from something
Result from something
Stem from something
Suffer from something
Translate one language from/into another language
Verbs followed by on:
Base something on something
Blame something on someone
Centre something on something (usually passive: be centered on)
Concentrate something on something
Congratulate someone on something
Decide on something
Depend on someone/something
Elaborate on something
Impose on someone
Insist on something/someone doing something
Pride oneself on something
Verbs followed by against:
Insure something against something
Protest against something
Verbs followed by about:
Argue about something
Be concerned about something (be worried about)
Boast about something
Decide about something
Dream about something
Protest about something
Verbs followed by out:
Phase something out
Verbs followed by at:
Glance at something
Guess at something
Hint at something
Marvel at something
Verbs followed by to:
Answer to something (especially: answer to a description)
Appeal to someone (beg)
It appeals to me ( I like the idea)
Apply oneself to something. (This rule doesnt apply to you)
Attend to something said/heard
Attribute something to someone
Commit oneself to something (especially passive: be committed to)
Confess to something
Devote oneself to something
Prefer one thing to another thing
React to something
Refer to something (This number refers to the next page)
Refer someone to someone (The doctor referred me to a specialist)
Be resigned to something
Resort to something (meaning make sure it is done)
Subject someone to something (stressed: subject)
Succeed to the throne
Be used to doing something

35

PHRASAL VERBS
Verb

Meaning

ask someone out

invite on a date

ask around

ask many people the same question

add up to
something

equal

back something up

reverse

back someone up

support

blow up

explode

blow something up

add air

break down

stop functioning (vehicle, machine)

break down

get upset

break something
down

divide into smaller parts

break in

force entry to a building

break into
something

enter forcibly

break something in

wear something a few times so that it doesn't

look/feel new

break in

interrupt

break up

end a relationship

break up

start laughing (informal)

break out

escape

break out in
something
bring someone
down

develop a skin condition

make unhappy

bring someone up

raise a child

bring something up

start talking about a subject

bring something up

vomit

call around

phone many different places/people

call someone back

return a phone call

call something off

cancel

call on someone

ask for an answer or opinion

Example
Brian asked Judy out to dinner and a
movie.
I asked around but nobody has seen my
wallet.
Your purchases add up to $205.32.
You'll have to back up your car so that I
can get out.
My wife backed me up over my
decision to quit my job.
The racing car blew up after it crashed
into the fence.
We have to blow 50 balloons up for the
party.
Our car broke down at the side of the
highway in the snowstorm.
The woman broke down when the
police told her that her son had died.
Our teacher broke the final project
down into three separate parts.
Somebody broke in last night and stole
our stereo.
The firemen had to break into the room
to rescue the children.
I need to break these shoes in before
we run next week.
The TV station broke in to report the
news of the president's death.
My boyfriend and I broke up before I
moved to America.
The kids just broke up as soon as the
clown started talking.
The prisoners broke out of jail when
the guards weren't looking.
I broke out in a rash after our camping
trip.
This sad music is bringing me down.
My grandparents brought me up after
my parents died.
My mother walks out of the room when
my father brings up sports.
He drank so much that he brought his
dinner up in the toilet.
We called around but we weren't able
to find the car part we needed.
I called the company back but the
offices were closed for the weekend.
Jason called the wedding off because
he wasn't in love with his fianc.
The professor called on me for
question.

36

call on someone

visit someone

call someone up

phone

calm down

relax after being angry

not care for

someone/something

not like (formal)

catch up

get to the same point as someone else

check in

arrive and register at a hotel or airport

check out

leave a hotel

check someone/something
out
check out
someone/something

look at carefully, investigate

look at (informal)

cheer up

become happier

cheer someone up

make happier

chip in

help

clean something up

tidy, clean

come across something

find unexpectedly

come apart

separate

come down with

something

become sick

come forward

volunteer for a task or to give evidence

come from somewhere

count on
someone/something

originate in

cross something out

draw a line through

cut back on something

consume less

cut something down

make something fall to the ground

cut in

interrupt

cut in
cut in

rely on

pull in too closely in front of another

vehicle
start operating (of an engine or
electrical device)

We called on you last night but you

weren't home.
Give me your phone number and I will
call you up when we are in town.
You are still mad. You need to calm
down before you drive the car.
I don't care for his behaviour.
You'll have to run faster than that if you
want to catch up with Marty.
We will get the hotel keys when we
check in.
You have to check out of the hotel
before 11:00 AM.
The company checks out all new
employees.
Check out the crazy hair on that guy!
She cheered up when she heard the
good news.
I brought you some flowers to cheer
you up.
If everyone chips in we can get the
kitchen painted by noon.
Please clean up your bedroom before
you go outside.
I came across these old photos when I
was tidying the closet.
The top and bottom come apart if you
pull hard enough.
My nephew came down with chicken
pox this weekend.
The woman came forward with her
husband's finger prints.
The art of origami comes from Asia.
I am counting on you to make dinner
while I am out.
Please cross out your old address and
write your new one.
My doctor wants me to cut back on
sweets and fatty foods.
We had to cut the old tree in our yard
down after the storm.
Your father cut in while I was dancing
with your uncle.
The bus driver got angry when that car
cut in.
The air conditioner cuts in when the
temperature gets to 22C.
The doctors cut off his leg because it
was severely injured.
The phone company cut off our phone
because we didn't pay the bill.
My grandparents cut my father off
when he remarried.

cut something off

remove with something sharp

cut something off

stop providing

cut someone off

take out of a will

cut something out

remove part of something (usually with

scissors and paper)

I cut this ad out of the newspaper.

do someone/something
over

beat up, ransack (Br.E., informal)

He's lucky to be alive. His shop was

done over by a street gang.

37

do something over

do again (N.Amer.)

do away with something

discard

do something up

fasten, close

dress up

wear nice clothing

drop back

move back in a position/group

drop in/by/over

come without an appointment

drop
someone/something off

take someone/something somewhere

and leave them/it there

drop out

quit a class, school etc

eat out

eat at a restaurant

end up

eventually reach/do/decide

fall apart

break into pieces

fall down

fall to the ground

fall out

separate from an interior

fall out

(of hair, teeth) become loose and

unattached

figure something out

understand, find the answer

fill something in

to write information in blanks (Br.E.)

fill something out

to write information in blanks (N.Amer.)

fill something up

fill to the top

find out

discover

find something out

discover

get something
across/over

communicate, make understandable

get along/on

like each other

get around

have mobility

get away

go on a vacation

get away with

something

do without being noticed or punished

get back

return

get something back

receive something you had before

get back at someone

retaliate, take revenge

get back into something

become interested in something again

get on something

step onto a vehicle

My teacher wants me to do my essay

over because she doesn't like my topic.
It's time to do away with all of these
old tax records.
Do your coat up before you go outside.
It's snowing!
It's a fancy restaurant so we have to
dress up.
Andrea dropped back to third place
when she fell off her bike.
I might drop in/by/over for tea
sometime this week.
I have to drop my sister off at work
before I come over.
I dropped out of Science because it was
too difficult.
I don't feel like cooking tonight. Let's
eat out.
We ended up renting a movie instead
of going to the theatre.
My new dress fell apart in the washing
machine.
The picture that you hung up last night
fell down this morning.
The money must have fallen out of my
pocket.
His hair started to fall out when he was
only 35.
I need to figure out how to fit the piano
and the bookshelf in this room.
Please fill in the form with your name,
address, and phone number.
The form must be filled out in capital
letters.
I always fill the water jug up when it is
empty.
We don't know where he lives. How can
we find out?
We tried to keep the time of the party a
secret, but Samantha found it out.
I tried to get my point across/over to
the judge but she wouldn't listen.
I was surprised how well my new
girlfriend and my sister got along/on.
My grandfather can get around fine in
his new wheelchair.
We worked so hard this year that we
had to get away for a week.
Jason always gets away with cheating
in his maths tests.
We got back from our vacation last
week.
Liz finally got her Science notes back
from my room-mate.
My sister got back at me for stealing
her shoes. She stole my favourite hat.
I finally got back into my novel and
finished it.
We're going to freeze out here if you
don't let us get on the bus.

38

get over something

recover from an illness, loss, difficulty

get over something

overcome a problem

get round to something

finally find time to do (N.Amer.: get

around to something)

get together

meet (usually for social reasons)

get up

get out of bed

get up

stand

give someone away

reveal hidden information about

someone

give someone away

take the bride to the altar

give something away

ruin a secret

give something away

give something to someone for free

give something back

return a borrowed item

give in

reluctantly stop fighting or arguing

give something out

give to many people (usually at no cost)

give something up

quit a habit

give up

stop trying

go after someone

follow someone

go after something

try to achieve something

go against someone

compete, oppose

go ahead

start, proceed

go back

return to a place

go out

leave home to go on a social event

go out with someone

date

go over something

review

go over

visit someone nearby

go without something

suffer lack or deprivation

grow apart

stop being friends over time

grow back

regrow

grow up

become an adult

grow out of something

get too big for

grow into something

grow big enough to fit

I just got over the flu and now my sister

has it.
The company will have to close if it
can't get over the new regulations.
I don't know when I am going to get
round to writing the thank you cards.
Let's get together for a BBQ this
weekend.
I got up early today to study for my
exam.
You should get up and give the elderly
man your seat.
His wife gave him away to the police.
My father gave me away at my
wedding.
My little sister gave the surprise party
away by accident.
The library was giving away old books
on Friday.
I have to give these skates back to
Franz before his hockey game.
My boyfriend didn't want to go to the
ballet, but he finally gave in.
They were giving out free perfume
samples at the department store.
I am giving up smoking as of January
1st.
My maths homework was too difficult
so I gave up.
My brother tried to go after the thief in
his car.
I went after my dream and now I am a
published writer.
We are going against the best soccer
team in the city tonight.
Please go ahead and eat before the
food gets cold.
I have to go back home and get my
lunch.
We're going out for dinner tonight.
Jesse has been going out with Luke
since they met last winter.
Please go over your answers before you
submit your test.
I haven't seen Tina for a long time. I
think I'll go over for an hour or two.
When I was young, we went without
winter boots.
My best friend and I grew apart after
she changed schools.
My roses grew back this summer.
When Jack grows up he wants to be a
fireman.
Elizabeth needs a new pair of shoes
because she has grown out of her old
ones.
This bike is too big for him now, but he
should grow into it by next year.

39

hand something down

give something used to someone else

hand something in

submit

hand something out

to distribute to a group of people

hand something over

give (usually unwillingly)

hang in

stay positive (N.Amer., informal)

hang on

wait a short time (informal)

hang out

spend time relaxing (informal)

hang up

end a phone call

hold someone/something
back

prevent from doing/going

hold something back

hide an emotion

hold on

wait a short time

hold onto
someone/something
hold someone/something
up
keep on doing something
keep something from
someone
keep someone/something
out

hold firmly using your hands or arms

rob
continue doing
not tell
stop from entering

keep something up

continue at the same rate

let someone down

fail to support or help, disappoint

let someone in

allow to enter

look after
someone/something

take care of

look down on someone

think less of, consider inferior

look for
someone/something
look forward to
something

try to find
be excited about the future

look into something

investigate

look out
look out for
someone/something

be careful, vigilant, and take notice

look something over

check, examine

look something up

search and find information in a

reference book or database

look up to someone

have a lot of respect for

make something up

invent, lie about something

make up

forgive each other

be especially vigilant for

I handed my old comic books down to

my little cousin.
I have to hand in my essay by Friday.
We will hand out the invitations at the
door.
The police asked the man to hand over
his wallet and his weapons.
Hang in there. I'm sure you'll find a job
very soon.
Hang on while I grab my coat and
shoes!
Instead of going to the party we are just
going to hang out at my place.
He didn't say goodbye before he hung
up.
I had to hold my dog back because
there was a cat in the park.
Jamie held back his tears at his
grandfather's funeral.
Please hold on while I transfer you to
the Sales Department.
Hold onto your hat because it's very
windy outside.
A man in a black mask held the bank up
this morning.
Keep on stirring until the liquid comes
to a boil.
We kept our relationship from our
parents for two years.
Try to keep the wet dog out of the
living room.
If you keep those results up you will get
into a great college.
I need you to be on time. Don't let me
down this time.
Can you let the cat in before you go to
school?
I have to look after my sick
grandmother.
Ever since we stole that chocolate bar
your dad has looked down on me.
I'm looking for a red dress for the
wedding.
I'm looking forward to the Christmas
break.
We are going to look into the price of
snowboards today.
Look out! That car's going to hit you!
Don't forget to look out for snakes on
the hiking trail.
Can you look over my essay for spelling
mistakes?
We can look her phone number up on
the Internet.
My little sister has always looked up to
me.
Josie made up a story about why we
were late.
We were angry last night, but we made
up at breakfast.

40

make someone up

apply cosmetics to

mix something up

confuse two or more things

pass away

die

pass out

faint

pass something out

give the same thing to many people

pass something up

decline (usually something good)

pay someone back

return owed money

pay for something

be punished for doing something bad

pick something out

choose

point someone/something
out

indicate with your finger

put something down

put what you are holding on a surface or

floor

put someone down

insult, make someone feel stupid

put something off

postpone

put something out

extinguish

put something together

assemble

put up with
someone/something

tolerate

put something on

put clothing/accessories on your body

run into
someone/something
run over
someone/something
run over/through
something

meet unexpectedly
drive a vehicle over a person or thing
rehearse, review

run away

leave unexpectedly, escape

run out

have none left

send something back

return (usually by mail)

set something up

arrange, organize

set someone up

trick, trap

shop around

compare prices

show off

act extra special for people watching

(usually boastfully)

sleep over

stay somewhere for the night (informal)

sort something out

organize, resolve a problem

stick to something

continue doing something, limit yourself

to one particular thing

My sisters made me up for my

graduation party.
I mixed up the twins' names again!
His uncle passed away last night after a
long illness.
It was so hot in the church that an
elderly lady passed out.
The professor passed the textbooks out
before class.
I passed up the job because I am afraid
of change.
Thanks for buying my ticket. I'll pay you
back on Friday.
That bully will pay for being mean to
my little brother.
I picked out three sweaters for you to
try on.
I'll point my boyfriend out when he
runs by.
You can put the groceries down on the
kitchen counter.
The students put the substitute teacher
down because his pants were too short.
We are putting off our trip until January
because of the hurricane.
The neighbours put the fire out before
the firemen arrived.
I have to put the crib together before
the baby arrives.
I don't think I can put up with three
small children in the car.
Don't forget to put on your new
earrings for the party.
I ran into an old school-friend at the
mall.
I accidentally ran over your bicycle in
the driveway.
Let's run over/through these lines one
more time before the show.
The child ran away from home and has
been missing for three days.
We ran out of shampoo so I had to
wash my hair with soap.
My letter got sent back to me because I
used the wrong stamp.
Our boss set a meeting up with the
president of the company.
The police set up the car thief by using
a hidden camera.
I want to shop around a little before I
decide on these boots.
He always shows off on his skateboard
You should sleep over tonight if the
weather is too bad to drive home.
We need to sort the bills out before the
first of the month.
You will lose weight if you stick to the
diet.

41

switch something off

stop the energy flow, turn off

switch something on

start the energy flow, turn on

take after someone

resemble a family member

take something apart

purposely break into pieces

take something back

return an item

take off

start to fly

take something off

remove something (usually clothing)

take something out

remove from a place or thing

take someone out

pay for someone to go somewhere

with you

tear something up

rip into pieces

think back

remember (often + to, sometimes +

on)

think something over

consider

throw something away

dispose of

turn something down

decrease the volume or strength (heat,

light etc)

turn something down

refuse

turn something off

stop the energy flow, switch off

turn something on

start the energy, switch on

turn something up

increase the volume or strength (heat,

light etc)

turn up

appear suddenly

try something on

sample clothing

try something out

test

use something up

finish the supply

wake up

stop sleeping

warm someone/something
up

increase the temperature

warm up

prepare body for exercise

wear off

fade away

work out

exercise

work out

be successful

work something out

make a calculation

The light's too bright. Could you switch

it off.
We heard the news as soon as we
switched on the car radio.
I take after my mother. We are both
impatient.
He took the car brakes apart and found
the problem.
I have to take our new TV back because
it doesn't work.
My plane takes off in five minutes.
Take off your socks and shoes and
come in the lake!
Can you take the garbage out to the
street for me?
My grandparents took us out for dinner
and a movie.
I tore up my ex-boyfriend's letters and
gave them back to him.
When I think back on my youth, I wish I
had studied harder.
I'll have to think this job offer over
before I make my final decision.
We threw our old furniture away when
we won the lottery.
Please turn the TV down while the
guests are here.
I turned the job down because I don't
want to move.
Your mother wants you to turn the TV
off and come for dinner.
It's too dark in here. Let's turn some
lights on.
Can you turn the music up? This is my
favourite song.
Our cat turned up after we put posters
up all over the neighbourhood.
I'm going to try these jeans on, but I
don't think they will fit.
I am going to try this new brand of
detergent out.
The kids used all of the toothpaste up
so we need to buy some more.
We have to wake up early for work on
Monday.
You can warm your feet up in front of
the fireplace.
I always warm up by doing sit-ups
before I go for a run.
Most of my make-up wore off before I
got to the party.
I work out at the gym three times a
week.
Our plan worked out fine.
We have to work out the total cost
before we buy the house.

42

TIPS FOR SPANISH SPEAKERS

-

Write longer sentences by joining ideas together.

Use a range of different tenses.
Bring your piece of writing to a definite end, for example by including a conclusion or a
proper ending.
Use a variety of adverbs in your writing to add interest.
Be careful with false friends ; words that are confused with similar words in Spanish.
Make your writing as interesting and descriptive as you can.
Remember to use a suitable closing expression when writing a letter.
Try to avoid using the word beautiful all the time there are many other adjectives
you can use in English.
Make a paragraph plan before you start writing your answer. Then write your answer
clearly and always leave a line between paragraphs.
Check your use of capital letters.
Check the tenses you use in conditional sentences.
Be careful to spell words with ` silent letters correctly.
Try to be ambitious. Use a range of vocabulary especially different adjectives.
Remember that some nouns are uncountable and have an `s on the end.
Remember to write in the same style throughout an article or essay.
Make sure you use the right linking word in sentences.
Check the negative prefixes you use in word formation.
Revise common verb noun collocations.
Make sure you start each answer well, as a positive first impression is very important.
Check the word order in direct and indirect questions.
Make your writing clear and informative when writing a report.
Use a wider range of language in the exam, even if it is not always accurate.
Be careful to check for any missing punctuation in your writing.
Try to use phrasal verbs in informal writing.
Remember to use consistently formal language in a Part 2 letter of application.
Learn some appropriate phrases and expressions that you could use in an informal
letter or email.
When writing a story, try to think of an interesting and descriptive opening to catch
the attention of the examiner and to set the scene.
Remember to cover all three points needed in a letter of application. Start a new
paragraph for each point and try to explain each point thoroughly.
When writing an article, engage the readers interest by bringing your writing to life.
Learn some phrases with all that you can use to impress the examiner.
When writing a sentence, check that the verb agrees with the subject.
Be careful not to miss out any preposition in your sentences.
Be careful to choose the right word for what you want to say.

43

44

ABILITIES IN EACH OF THE SKILL AREAS

CPE is a general proficiency examination at Level C2 in the Council of Europes Common European
Framework of Reference. It is at Level 3 in the UK National Qualifications Framework.
For CPE, there are three passing grades, A, B, and C. Candidates who have not achieved a CPE passing grade
(Council of Europe Level C2) but have demonstrated ability at the level below this, are awarded a certificate
stating Council of Europe Level C1.
A symbol next to the grade indicates that the candidate was exempt from satisfying the full range of
assessment objectives in the examination.
The Council of Europes Common European Framework covers six levels of language proficiency. Research
carried out by the Association of Language Testers in Europe (ALTE) shows what learners can typically do at
each level. The table below gives examples of typical ability in each of the skill areas for Council of Europe
Levels C2 and C1.

Level C2

Listening and Speaking

Reading and Writing

Overall
general
ability

CAN advise on or talk complex sensitive issues,

understanding colloquial references and deal confidently
with difficult questions.

CAN understand various documents including the finer points

of complex texts, and CAN write letters and meeting notes with
good expression and accuracy.

CAN understand detailed, complex discussions (for

example, in a radio interview.

Can understand complex opinions/arguments as expressed in

serious newspapers.

CAN understand talk about complex or sensitive issues

without awkwardness.

CAN write letters on any subject with good expression and

accuracy.

CAN handle complex, delicate or contentious issues.

CAN understand reports and most articles including complex

ideas expressed in complex language.

CAN argue effectively for or against a case and has

sufficient language to be able to talk about/discuss most
aspects of her/his work.

CAN write lengthy reports with only the occasional, minor

error, and without taking much longer than a native speaker.

CAN understand colloquial asides and cultural allusions.

CAN access all sources of information quickly and reliably.

CAN follow abstract argumentation, for example the

balancing of alternatives and the drawing of a conclusion.

CAN make accurate and complete notes during the course of a

lecture, seminar or tutorial.

Level C1

Listening and Speaking

Reading and Writing

Overall
general
ability

CAN contribute effectively to meetings and seminars within

own area of work or keep up a casual conversation with a
good degree of fluency, coping with abstract expressions.

CAN read quickly enough to cope with an academic course, and

CAN take reasonably accurate notes in meetings or write a
piece of work which shows an ability to communicate.

Social
Tourist

Work

Study

&

University of Cambridg ESOL Examinations provides a results verification service to help organisations and agencies quickly and
securely validate candidates Cambridge ESOL examination results at https://verification.cambridgeesolonline.org