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Personal Progress Plan      TERM 2      Units 5-9

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Personal Progress Plan      TERM 2      Units 5-9

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Please take advantage of the activities included here to improve specific aspects of your CAE Test Performance

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CAE Use of English Part 2 Open Cloze - Practice with Answers & Explanations

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CAE Use of English Part 2 Open Cloze - Practice with Answers & Explanations

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CAE Use of English Part 2 - EngExam.info

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Practice exercises for CAE (C1) Use of English, Part 2. Each exercise has answer keys and explanations. Some of the exercises have additional vocabulary

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About
WORD FAMILY FRAMEWORK OF GENERAL ENGLISH
What is the Word Family Framework (WFF)? The WFF is a searchable resource for teachers and learners of English that consists of over 22,000 vocabulary items arranged according to six levels aligned to the Common European Framework of Reference.

What can the WFF be used for? The WFF can be used by institutions, teachers and learners to construct target vocabularies for individual learning, syllabus and lesson planning, materials design and exam preparation. It can be used for two different types of vocabulary selection:
'Vertical searches'

identifying all the vocabulary items at one CEFR level

identifying all the items at several CEFR levels

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How can the WFF be searched? The WFF can be searched in three main ways:

1 For horizontal searches to look for a particular word or item, type the term you
are looking for in the search box:

Then click the Start box:

2 For vertical searches to find all the items at one or more CEFR levels, tick ( ) all the CEFR levels you want:

Then click the Start box:

3 To download the complete WFF, click the Download box:

How does the WFF link to the Common European Framework (CEFR)? The CEFR includes statements about the vocabulary range of a learner at each of six levels, A1 to C2:

The CEFR's descriptors make quantitative statements about the learner's vocabulary repertoire at each level, but stop short of stating how large this repertoire might be at each level or which vocabulary items would be appropriate for each level. However, the CEFR invites users of the Framework to ' consider and where appropriate state:

which lexical elements (fixed expressions and single word forms) the learner will need/be equipped/ be required to recognise and/or use;

how they are selected and ordered.'

It is just this selection and ordering of lexical elements that the WFF offers to users.

How large is the WFF? The WFF includes more than 22,000 words and vocabulary items. It starts with a list of some 6000 of the most common and useful , arranged alphabetically for easy access. Most headwords provide the starting point for a word family, which includes the cognates, derivatives and compounds which make up the family. All family members are then presented across a number of levels, so that the relative value of each item may be quickly determined. The approximate numbers of headwords and the vocabulary items generated can be seen in this table:

How were the words in the WFF chosen? The vocabulary items presented in the WFF have been chosen from a survey of a large number of published sources and wordlists produced in the UK, USA, Germany, Europe and China. These lists vary in size and function, and the items in the lists were selected according to differing criteria. The research that preceded the development of the WFF therefore began by surveying these lists in detail to identify the levels of agreement between these different sources. In this way, the WFF presents a consensus of views about the level of each vocabulary item.

How does the WFF differ from dictionaries and wordlists? Traditionally, dictionaries and wordlists present lexical items in alphabetical order. The WFF, however, presents words in word families. Each family may include items that depart from strict alphabetical order. So, for example, the family includes words such as devalue, evaluate and invaluable, which would be widely separated from value, valuable and in a conventional dictionary or list. They are presented together here because it is widely believed that seeing words as members of a family rather than in isolation promotes effective vocabulary learning:

What is column X and how do I use it? As can be seen here, in addition to the six levels aligned to the CEFR, the WFF includes a column X. This column includes extra members of word families which are either a) off the A1-C2 scale or b) not included in the main scale because there is insufficient data in the research data. It presents items of various kinds:

Learners and teachers may select from column X the items which they find useful and easy to learn or teach. In this way, the WFF allows users not only to select vocabulary at a particular level (vertical searching), but also to look across levels at items within the same family (horizontal searching).

What does the WFF not include? The WFF includes a wide range of over 22,000 items of English vocabulary. It covers both British and American English, with variant spellings ( honour/honor) and variant terms ( lift/elevator). However, it is a framework of general English and so it does not include vocabulary items from academic, business, scientific or technical English. Neither does it include dialect or obsolete words found outside the common core of British or American English.

Can I adapt the WFF to my own context? It is recognized that the WFF may not be fully appropriate for all learners or all learning situations. For this reason, the WFF will incorporate an interactive dimension, and users are invited to discuss their views and the ways they use the WFF with the British Council and other users in the WFF discussion forum (click for access). Our intention is that this discussion will lead to the introduction of a facility which will enable users to download and adapt the WWF to their particular local contexts.

The WFF was developed for the British Council by Richard West, who would like to acknowledge the contributions made by Dr Wendy Scarlin and Mrs Judy Hermitte.

Instructions

The Word Family Framework can be used in three main ways, using a different part of the home page:
1. Horizontal search for a word or word family
To see a word or complete word family with their CEFR/WFF levels, put a word into the search box and then click on:
2. Vertical search for CEFR/WFF levels
To see all the words at one or more levels, tick ( ) all the boxes you require:

You can choose as many levels as you like, in any combination. Then click on:
3. Show all words - Download the complete WFF
To download a PDF file with the complete WFF, click on:

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WORD FAMILY FRAMEWORK OF GENERAL ENGLISH What is the Word Family Framework (WFF)? The WFF is a searchable resource for teachers and learners of English that consists of over 22,000 vocabulary items arranged according to six levels aligned to the Common European Framework of Reference. What can the WFF be used for?

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The Cheapside Hoard is a hoard of jewellery from the late 16th and early 17th centuries, discovered in 1912 by workmen using a pickaxe to excavate in a cellar at 30–32 Cheapside in London, on the corner with Friday Street. They found a buried wooden box containing more than 400 pieces of Elizabethan and Jacobean jewellery, including rings, brooches and chains, with bright coloured gemstones and enamelled gold settings, together with toadstones, cameos, scent bottles, fan holders, crystal tankards and a salt cellar.

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What is an inversion with a negative adverbial?

In formal English, we can place a negative or restrictive adverb at the beginning of a sentence to make the sentence more emphatic or dramatic. When we do this, the adverb is then followed by an inversion: auxiliary verb + subject (+ verb). See the example below:

When there is no auxiliary verb, we use do/ does (present) or did (past) as auxiliary.

Common adverbs used with this structure

In the table below you can see some of the most common negative or restrictive adverbials that are sometimes used at the beginning of the sentence for emphasis.

Hardly, barely, scarcely, no sooner

We normally use hardly ... when, barely ... when, scarcely ... when, and no sooner ... than in narratives with past perfect in the inversion.

Adverbial + clause + inversion

Note that after some adverbials, such as only if and only when we use a subordinate clause (subject + verb), and that the inversion is never in the subordinate clause but in the main verb of the sentence. Check the sentence below:

The same happens with other adverbials, such as not since and not until; we use a subordinate clause (subject + verb), and the inversion is never in the subordinate clause but in the sentence's main verb. Check the sentence below:

If you are in doubt, it's always useful to look at the sentence without the negative adverbial at the beginning.

The main subject and verb are at the beginning of the sentence, and this is the element that must be in the inversion.

Not

We must always use not followed by another element before the inversion.

Adverbs of frequency

We can also use inversion after the negative or restrictive adverbs of frequency, such as seldom, rarely, or never.

We often use never to talk about experiences. In that case, we normally use present perfect or past perfect.

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Inversion with negative adverbials - adding emphasis - Test-English

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Inversion with negative adverbials. In formal English we can place a negative or restrictive adverb at the beginning of a sentence to make the sentence more emphatic or dramatic. When we do this, the adverb is then followed by auxiliary verb + subject.

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PROS & CONS OF OCCUPATIONS

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CHOOSING A PLACE TO LIVE

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APPLYING FOR A JOB

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VACATIONS

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FREETIME LOCATIONS

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STAYING HEALTHY

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WAYS OF LEARNING

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SAVING MONEY

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COMMUTING

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Open World Advanced Workbook ANSWER KEY & Audioscripts

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Open World Advanced Workbook ANSWER KEY & Audioscripts

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Inversions for CAE - Using Advanced Grammar

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Inversions for CAE - Using Advanced Grammar

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Inversions for CAE - Using Advanced Grammar

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Cleft Sentences Explanation and Interactive Practice

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Cleft Sentences Explanation and Interactive Practice

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Exercises Explanation Downloads

Cleft sentences - adding emphasis

Exercise 1

Choose the correct option to complete the sentences below.

What are cleft sentences?

Cleft sentences are complex sentences that are used to emphasise one particular part of a sentence. They are particularly useful in writing where we cannot use intonation for emphasis, but they are also frequently used in speech.

Types of cleft sentences

The reason why, the thing that, the person/people who, the place where, the day when...

We can focus on an element of the sentence by using these structures with a relative clause. We use the relative pronouns in the same way we use them in any relative clause.

It + be + phrase + relative clause

Instead of the person who, the thing that, etc. we can also use an introductory it, the verb be in any verb tense that we may need, and the element that we want to focus on.

We can use who/which or that after a noun phrase, e.g. Sheila, the book, etc. But we should use that after adverbial phrases, e.g. under the mattress, on Monday, etc.

Note that we can also use when after noun phrases, but not after adverbial phrases. Compare:

It's Monday when I have to call.

It's on Monday that I have to call.

The thing/s that = What/All

We can also use what or all (more emphasis) instead of the thing/s that to focus on an element of the sentence.

What + subject + do/does/did/ + is/was + (to) infinitive

We use this structure when we want to focus on the verb or verb phrase. In these structures, we can use an infinitive with or without to.

What happens is (that) ... / What happened was (that)

We use this structure when we want to focus on a whole sentence, and not only on an element in the sentence.

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Cleft sentences - adding emphasis - Test-English

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Cleft sentences. What I need, all I need, what happens is, the person who, the thing that, introductory it. Advanced English grammar exercises.

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Comprehensive Explanation, Examples & Interactive Practice Exercises

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In this post we look at the difference between concession and simple contrast, and at the various words and expressions we can use to express concession and contrast. As well as information about these, there are ten exercises to give you plenty of practice in using them.

Words and expressions used to express concession

The Basics

although, though, even though

despite, in spite of

Getting more advanced

while, whilst, whereas

nevertheless, however, even so, all the same

much as

no matter how / what etc

however, whatever, whoever etc

adjective + as / though

but still, but even so, but all the same

(and) yet

Even more exotic

when, if, albeit

may ... but

Contrastive emphasis with auxiliaries

We'll also look briefly at 'reducing' concession clauses, at fronting concession clauses and at something called Yes, But arguing.

Introduction - the difference between contrast and concession.

Look at these two sentences

Mary prefers coffee, but Peter prefers tea

Although Mary usually prefers coffee, today she's drinking tea.

In the first example we have a simple contrast. There's no reason why Peter should prefer coffee just because Mary does.

But in the second example, we have something a little unexpected, something slightly surprising. Because Mary prefers coffee, we might expect her to be drinking coffee today, but no, she's decided to have tea instead.

The second sentence is an example of concession, when something unexpected happens - Mary's drinking tea today - even though we have conceded something else - that is to admit that something else is true - that Mary usually prefers coffee.

Note - with simple contrast, we are usually comparing a similar aspect of two different people, things or situations. With concession, we are often contrasting two different aspects of the same person, thing or situation.

Ex 0 - introductory exercise - Contrast or concession?

Whether something expresses concession or contrast is open to interpretation, so the answers in this first exercise reflect my ideas, not necessarily some golden rule.

Contrast clause or concession clause (aka Concessive clause)? A short note.

Look at these two example sentences adapted from a grammar book:

Some books for learners would call the first clause in both of these sentences concession clauses. Others would call them both contrast clauses. This particular book calls the first one a concession clause and the second a contrast clause, but not many books make that distinction.

There is not a big difference between contrast and concession, and a lot of the examples we'll be looking at express both concession and contrast to varying degrees. It's an area where even linguists have problems: in one academic paper, the writer calls concession a 'fuzzy' (not clear, confused) concept, so it's not worth getting too worried about the difference.

Section 1 - the basics

1a. Expressing concession with although, though, even though

The usual way of talking about concession is to have a clause starting with although, though and even though, which are are (subordinating) conjunctions (sometimes called subordinators). The concession clause can come before or after the main clause.

Although and though are synonymous, but although is probably more common in writing while though is thought to be more informal.

Sometimes it only makes sense to use although etc with only one part of the sentence. It must make sense for the main clause to logically follow on from the concession clause:

Although I was rather tired, I decided to stay up to see the late movie.
I was rather tired, although I decided to stay up to see the late movie.

But sometimes you have a choice, depending on your point of view:

Although the film was a bit long, it was quite enjoyable.
Although the film was quite enjoyable, it was a bit long.

Though as an adverb.

Note that we can also use though (but not although and even though) as an adverb, to mean ' however'. In this use it can also come at the end of the sentence

That's what she says, but what she really thinks, though, I have no idea.

We'd better be going. - We've still got plenty of time, though.

we don't know them very well

we'd never met before

there was a light on upstairs

I really like her

they still lost

I've never met him

we live in the country

she never went to university

1b. Expressing concession with despite, in spite of

These have a similar meaning to although and also express concession. But they are prepositions, so they can be only be followed by:

a noun or noun phrase
In spite of the bad weather, we had a great time

a pronoun
Everything seemed to go wrong, but we had a really good time in spite of it all .

an -ing form (gerund) or gerund phrase -
Despite telling him three times, he still forgot.

If we want to follow them with a full clause (that's to say, subject + verb), we need to add 'the fact that',

But this is rather formal and long-winded, and it's usually better to use although instead:

There is no difference in meaning between despite and in spite of, but some people prefer to use despite in writing, probably because it is shorter. This Ngram graph shows how the use of despite is increasing in popularity in books, both British and American:

Exercise 1b

Choose the best option

Click on your preferred option to underline it

Exercise 1c - Convert from although to despite

Section 2 - more advanced

The conjunction while is not only used to talk about time.

As a conjunction, while is usually used to talk about a time relationship between two events:

But while also has two other uses:

1.

It can be used to express a contrast, especially when comparing the same aspect of two different people, things or situations, etc. The while-clause can come first or second, but most commonly seems to appear second.

2.

We can also use while to express concession, when it can usually be replaced by although. In this meaning the while-clause always comes first. (See note at end).

Note - We need to make sure when using while for contrast or concession that there isn't any confusion with the time meaning:

While it was Peterson who scored the first two goals, the third was headed in by Jennings.
- This makes the sense of contrast, rather than time, clearer. Or we could avoid while altogether:

Peterson scored the first two goals and/but the third was headed in by Jennings.

I believe in the Loch Ness monster, whereas / while my brother doesn't.

Whereas / While she likes jazz, I prefer opera.

He is quite tall, while / whereas his brother is rather short.

This seems to be especially true when we contrast something that goes against the norm, against the majority, or against the trend, or when we point out a negative contrast. In these cases, the whereas-clause often comes first:

Whereas (While) more than ninety percent of British children go to state schools, a recent study has shown that as many as 50% of the top jobs in the country are held by people who were educated at elite 'independent' (i.e. private) schools.

Whereas (While) most of the party's MPs support the government on this issue, a small handful are determined to vote against the party line.

Whereas (While) sales have been excellent for most of the summer, for some reason we're not sure about, they declined in August.

Whereas (While) most patients recover from this illness fairly quickly, a few develop complications, which can cause the illness to linger.

Comparing although, while and whereas.

This is the most versatile of the three: on the one hand it can convey concession with almost no idea of contrast:

Although I'd already eaten, I decided to go with some friends for a sushi anyway.

On the other, it can refer to simple contrast with very little idea of concession:

Although I get on well with Peter, I don't like his brother very much.

Although while is usually used for simple contrast, we can often also use it in a very similar way to although. When used with a concessive meaning like this, it should express some sort of contrast, but that contrast can be very soft, and not necessarily comparing two similar things.

While/Although we've only known each other a short time, we get on really well.

Brian Garner, in Garner's Modern American Usage, calls while 'a more relaxed and conversational term than although or whereas'.

Whereas is the most restricted of the three, used to express a strong contrast between two people, things or situations. It can only be used to express concession when this strong contrast also exists:

Whereas / While I've only known Mark for a short time, I've known his brother for much longer.

In this sentence, we are directly comparing two similar situations (how long I've known Mark compared with how long I've known his brother), so whereas is possible. There is a slight element of concession in that you might possibly expect me to have known his brother for much the same time as I've known him.

While / Whereas we've only known each other a short time, we get on really well.

But in this second sentence, we are talking about concession without any real idea of contrasting, and especially not of contrasting like with like, so whereas wouldn't work here.

4. Summary

although - mainly used for concession, with some overlap into contrast.

whereas - mainly for strong contrast, with some overlap into concession.

while - can usually be used for both concession and contrast.

There isn't a lot of information available about the exact differences in the use of although, while and whereas, so the answers in this exercise reflects my own interpretation of the differences between them. You can read my comments after you've done the exercise.

Choose the word that fits best by clicking on it. Sometimes both answers are possible, so try and decide which the sentence expresses more strongly - concession (although / while), or contrast (whereas / while).

If using while for concession, remember to put the while-clause first, but if it simply expressed contrast, I'd put it second.

Tip

Both while and whereas would be good words to work into your written work (whereas is in the Academic Word List, for example). But until you get really familiar with it, I'd reserve whereas for pure contrast, and put the whereas-clause second.

As we've seen, even though is a stronger version of although and means despite the fact that. Even if, however, introduces a condition, and is more like whether or not.

Even though he's busy, I think you should ask him.
= Despite the fact that he's busy, ...
I know that he's busy - we know that the information in the concessive clause is true.

Even if he's busy, I think you should ask him.
= Whether or not he's busy, ...
I don't know for sure whether he's busy or not - the information in the concessive clause may be true, but we don't know for certain.

Exercise 3

even though or even if - choose the best option

Click on your preferred option to underline it

4. Other ways of introducing an unexpected contrast

4a. Conjunctive adverbs and adverbials

We can also express contrast and concession with adverbs and adverbial expressions. In writing, these adverbs and adverbial expressions usually start a new sentence, or follow a semicolon or dash ( - ), and are themselves followed by a comma.

My wife likes the mornings best. I, however, prefer the evenings.

on the other hand
The West coast is quite wet. On the other hand, it is also quite warm.

in contrast
The West coast is quite wet. In contrast, the east coast is much drier.
In contrast to the east coast, the west coast in quite wet.

Concession

nevertheless, nonetheless (more formal)
We'd seen the film before. Nevertheless, my wife wanted to watch it again.

I'd rather have watched the football - however, I agreed to watch the film.

It was a quite good film. Even so, I'd have preferred to watch the football.

all the same
I quite enjoyed it; all the same, I prefer something a bit more lively.

We can also put however and nevertheless at the end of the second sentence or clause.

My wife likes the mornings best. I prefer the evenings, however.

We'd seen the film before. My wife wanted to watch it again, nevertheless.

Tip

Advanced foreign learners no doubt already use however and on the other hand, but if you don't already do so, now would be a good time to add nevertheless and in contrast to your armoury. They are especially useful in academic writing.

See also the section on as ... as ...

4c. It doesn't matter / no matter how /what etc

It didn't matter how hard he tried, he just couldn't do it.

No matter how hard he tried, he just couldn't do it.

(Even though he tried very hard)

4d. however, whatever, whichever

We can also use however, whatever etc in a similar way to no matter how/what etc.

I Will Be Right Here Waiting For You

Sung by Bryan Adams and written by Richard Marx. (hat tip to a commenter at anglisci.pl)

Wherever you go, whatever you do
I will be right here waiting for you
whatever it takes, or how my heart breaks
I will be right here waiting for you

4e. Adjective + as/though + subject + linking verb

Look at these two sentences:

In the second example, the adjective has been fronted and followed by though. Fronting like this is sometimes used with adjectives and linking verbs such as be, seem, appear, become, look, sound etc. This is done for effect or emphasis.

Note - in the fronted version we can only use though, not although or even though.

In Section 6b, we look at less common forms of fronting, with other types of word. See also the section on as ... as ...

Exercise 4b

Match the sentence halves, giving special emphasis to the adjectives by moving them to the front of the sentence and adding though, as in the example.

It sounds fascinating

He is rich

He was exhausted

He was outclassed

He is good

His answer was unlikely

It may seem strange

The train is fast

The food was delicious

but still
He ran his best race yet, but still managed to come almost last.
(even though he ran his best race yet)

but even so
There may be some problems, but even so, I think we should go ahead.
There may be some problems, but I think we should go ahead even so.
(even though there may be some problems)

but all the same
He made a big mistake, but all the same, I think we should give him a second chance.
He made a big mistake, but I think we should give him a second chance all the same
(even though he made a big mistake)

The neighbourhood is only five minutes from the city centre; yet it is a haven of peace and quiet.
(even though the neighourhood is only ten minutes from the city centre)

He put in his best performance to date, and yet failed to even win a medal.
(even though he put in his best performance to date)

They finally agreed, albeit reluctantly, to accept our offer.

They made their way up the hill, albeit rather slowly.

She finally accepted his idea, albeit with some hesitation.

He tried as hard as he could, albeit without much success.

5e. Contrastive emphasis with auxiliaries

I don't like jam, although I do like marmalade.

We don't usually like his films, but we did like his last one.

They've never been to Paris, although they have been to France several times.

He can't snowboard, although he can ski quite well.

6. Some advanced points

6a Non-finite and verbless concessive clauses

-ing forms - active meaning

3rd forms - passive meaning

Verbless constructions

While certainly a gifted musician, he was rather outclassed in this competition.(while
he is certainly a gifted musician)

He is fitter than most fifty-year-olds though well into his eighties.(though
he is well into his eighties)

6b Fronting of concessive clauses

Adverbs

Nouns

Verbs

Fail though she did this time, she didn't give up hope of passing eventually.
(although she failed this time).

Confident as she was, she soon came unstuck in the interview. (British English)
(even though she was confident)

NB. Causal meanings

7. Yes, But arguing - claim | concession | counter-argument.

1. put forward a claim or argument
Dogs make the best pets for children

2. concede there might be other arguments against your claim (= Yes)
Yes, cats are more independent and need less looking after, perhaps.

3. return to your original claim, strengthening it (= But)
But dogs give children more sense of reponsibility.

Yes - yes, it is true (that), admittedly, granted, of course, there is no doubt (that), true, to be sure

But - but, however, nonetheless, even so, all the same, still

8. Bringing it all together

Exercise 8a

Complete the sentences by entering ONE word into each gap.

Exercise 8b

Choose the word or expression that fits best by clicking on it.

Some examples of whereas-clauses from the media and the BNC

Where they express pure contrast

Where they suggest a strong element of concession

Whereas most modern performance cars encourage aggression through their virulence, the Stag suppresses it while getting there just as quickly. (British National Corpus)

Here, the writer is not simply contrasting the (Triumph) Stag - a British sports car produced in the 1970s - with another sports car, but is suggesting that it was different from most other 'modern' sports cars. In this way the information about the Stag is slightly surprising or unexpected, so I think we can talk of concession here.

Whereas the French Ministry of Culture alone has 7,000 officials, the entire European Commission has less than double (12,911) to deal with all policies. (British National Corpus)

In this example, the concession comes from the writer's implying that the European commission is surprisingly small when compared with national governments - the key word here is alone.

Yet whereas US GDP stands roughly where it was just before the financial crisis broke, the UK's GDP is some 4pc below. Why the difference? (The Guardian)

I think there is concession here (strengthened by that opening 'yet') in that the writer seems rather surprised that the UK's GDP is so low compared with that of the US.

Whereas only four per cent of people at any one time have major depression, around one third suffer symptoms of the minor variety. (The Guardian)

Considering how few people suffer from major depression, it is perhaps surprising (concession) that as many as a third suffer from minor depression.

I think women in sport are perceived as being not very feminine, not very girly, whereas we can be. (The Guardian)

A rare example of a whereas-clause used for concession appearing in second position. The information in the whereas-clause is contrary to the general perception (although would fit here) - hence the concession.

Other (ambiguous) examples of whereas-clauses in first position

But whereas Bristol's A&E (Accident and Emegency) departments are filling up by midnight with fight injuries, you rarely see as much as a scuffle in Bilbao. (The Guardian)

Here, the writer is comparing alcohol use among young people in Southern European with that of the British, the main subject of his article. The information in the main clause contrasts with the general theme of his article - that (in Britain) alcohol and violence often go together.

They ate dairy products, but whereas much of it in Jamaica was home-reared, ours comes, less healthily, from mass production. (The Guardian)

The author (a British journalist of Jamaican descent) is comparing what Jamaican emmigrants ('they') ate back home in Jamaica with what they now eat in Britain. The information in the whereas-clause is rather positive, whereas that in the main clause is rather negative.

Reference

A note on the relative use of concession words and expressions

Related posts

Links

Oxford Advanced Learner's Dictionary Usage Notes

There are useful notes on contrast and concession at these entries.

Although, despite etc

While and whereas

Yes, But arguing

At Google Books

These are only extracts. At the time of publishing this post, the relevant sections were available for viewing.

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In this post we look at the difference between concession and simple contrast, and at the various words and expressions we can use to express concession and contrast. As well as information about these, there are ten exercises to give you plenty of practice in using them.

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Look at these examples to see how we use ellipsis:

You can use my car whenever you want to.
[You can use my car whenever you want to use my car.]

Sounds lovely!
[That sounds lovely!]

We started watching the first episode but had to turn it off.
[We started watching the first episode but we had to turn it off.]

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

In informal conversation, we commonly leave out words. This is called ellipsis. We can use ellipsis when the meaning is obvious without the missing items.

We can use ellipsis in the following situations.

After linkers

We don't have to repeat the subject after the linkers and, but and or.

We had a late dinner and [we] went to bed. Once the kids have left for school, I read a book or [I] do some baking.

If the repeated subject is with the verb be, we can omit both the subject and be.

Clare is working a lot at the moment and [she's] getting up really early. She's growing up and [she's] starting to want more alone time.

Note that ellipsis doesn't work after other linkers, such as before, after, because, when and while.

We watch TV after we have dinner.
We watch TV after have dinner.

We can often avoid repeating part of a verb phrase after to.

A: Have you tried that new restaurant yet?
B: No, I wanted to [try that new restaurant], but it's on the other side of town.
Some people give up sugar completely, but I didn't want to [give up sugar completely].

After auxiliaries and modals

We can also avoid repeating part of a verb phrase after auxiliaries and modals.

I hadn't noticed it, but my son had [noticed it].She said she'd get back to me by the end of the week and she has [got back to me by the end of the week].They were getting ice creams because I said they could [get ice creams].

Omitting subject pronouns

Sometimes we can miss out the pronoun, because it's obvious who or what we're talking about.

[It/That] Sounds familiar![It] Wouldn't have occurred to me.

Omitting subjects and auxiliary verbs

Sometimes we can miss out both the pronoun and the auxiliary verb that goes with it. This is most common in informal questions and particularly with the verbs want and have got.

[Do you] Want some coffee?[Have you] Got a lot of homework?

Omitting auxiliary verbs

In other informal questions, we can leave out the auxiliary verbs be, have and do.

Note that this doesn't work with I or it.

Do this exercise to test your grammar again.

Language level

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Do you know how to leave out words to make your English sound more natural? Test what you know about ellipsis with interactive exercises and read the explanation to help you.

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Learning Resources (Quiz): C1. Ellipsis and Substitution - Test your knowledge on Ellipsis and Substitution for the ADVANCED level of English.

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ALL CONDITIONALS – MIXED CONDITIONALS, ALTERNATIVES TO IF, INVERSION

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ALL CONDITIONALS – MIXED CONDITIONALS, ALTERNATIVES TO IF, INVERSION

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Zero, first, second, third and mixed conditionals

You can see a full explanation of type 0, type 1, type 2 and type 3 conditional with examples.

Mixed conditionals

We use mixed conditionals if we want to mix talking about the present and the past in the same sentence. The mixed conditional is a combination of the second and the third conditional:

➪ We can use past simple or continuous in the if-clause (to refer to the present or future), and would/ should/ might have + past participle in the main clause (to refer to the past).

➪ We can also use past perfect in the if-clause (to refer to the past), and would/ should/ might + infinitive (to refer to the present).

Alternatives to if in conditional sentences

As long as / provided (that) / providing (that) / on condition (that) / only if

We can use the expressions as long as, provided/providing (that), on condition (that), or only if instead of if when we want to emphasize the condition that needs to be present so that something can happen or be done.

Whether or not

We use whether or not when there are two alternatives and we want to say that something will happen or will be true in any of those two alternatives. Compare:

Even if

We also use even if with a similar meaning to 'whether or not'. It is used to emphasize that something will still be true or will happen if another thing happens.

Suppose/supposing

We normally use suppose or supposing at the beginning of a sentence to make someone imagine a situation. It means 'what would happen if', or simply 'if' (imagining a situation).

Inversion in conditional sentences

Should you find

In first conditional sentences it's possible to use should at the beginning of the sentence instead of if. This form is formal and it's quite common with an imperative form in the main clause.

Had we arrived

In third conditional sentences, we can invert the auxiliary verb had and leave if out. Had we arrived = If we had arrived.

Had they looked further into the data, they might have realised there was a mistake.

Were we to announce

We can also find cases of inversion with this structure: were + subject + to. + infinitive. It is used to talk about f uture improbable events (like the second conditional).

Were we to announce the truth, we would receive a lot of criticism. (=If we announced ...)

Were they to buy a new house, they would need to sell the old one first. (=If they bought ...)

Negative forms: should I not, had we not, were we not

When should, had or were are negative, contracted forms are not possible, and not is used after the subject.

Should you not wish to retake the test, you must let us know before the end of June. (NOT Shouldn't you wish)

Had you not refused my invitation, we would have had the most incredible time in our lives. (NOT Hadn't you refused)

Were you not my brother, I would call the police. (NOT Weren't you)

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All conditionals - mixed conditionals, alternatives to if, inversion - Test-English

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We use zero and first conditionals to talk about possible situations, and we use the second and third conditional for hypothetical situations. Mixed conditionals are a combination of second and third conditional. Check our complete grammar explanation and do our three online exercises. B1-B2 English grammar online.

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All you need to know and more.

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Reported speech: indirect speech - English Grammar Today - a reference to written and spoken English grammar and usage - Cambridge Dictionary

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Exercises Explanation Downloads

Wishes and regrets - I wish/if only

Exercise 1

Choose the correct options to complete the text.

I wish/if only - Grammar chart

I wish I did

We can use wish + subject + past simple to talk about things that we would like to be different in the present or future (but which are very unlikely or not possible).

I wish I had done

We can use wish + subject + past perfect to talk about things that happened in the past and that we regret (we would have wanted them to be different).

I wish you would do

We can use wish + person/thing + would + infinitive when we talk about situations that annoy us and we would like them to change, or to stop.

I wish you would stop biting your nails. I hate it when you do it.

I wish it would stop raining. It's been three days!

We CANNOT use this structure to wish about ourselves (do NOT use I wish I would).

If only

We can use if only instead of I wish with very similar meaning. The only difference is that if only is more emphatic.

/ were a bit taller!*

If only you would make a bit of an effort. You are wasting your life!

Note that we can use were instead of was with I/ he/she after I wish/ if only.

We are working on this!

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Wishes and regrets - I wish/if only - Test-English

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Wishes and regrets. I wish you did. I wish you would do. I wish you had done. I wish, if only. If only I were. Upper-intermediate English grammar.

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Using Mixed conditionals - BBC English Class

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A review of conditionals: BBC English Class

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Let me just be upfront about something: all course reviews are not created equal. Some are better than others. Then again, who am I to judge, right? Truth is, the best course reviews are the ones that provide a lot of substance for the reader to actually learn from.

For instance, it's one thing if a review reads:

"This class was stupid, and the professor was lame. Waste of time."

That just sounds like it was written by a disgruntled student. However, it would be taken much more seriously if there were meaningful details added. Here's a better example:

"Eng 201 (Analytical reading and writing) with Professor Smith was an okay experience, but could have been made better if more care would have been placed into grading. The workload itself was intense because of the analytical component, on top of all the heavy reading. But there was never any feedback on the graded assignments themselves, making us wonder if he even cared to read through them. The textbooks ended up costing two weeks worth of my pay, and while we did go though much of it-I can't honestly say I retained much of the info. Completing this class didn't make me a better writer, but at least I got the credits. A win is a win."

I know, that required much more effort. But isn't it so much more helpful for the reader? That being said, here are some additional points you would want to consider including, as you write course reviews for your online community.

General course overview

Offer up a line or two on the course content and objectives. This will help the reader better understand what the course is about. I know, it's all listed online anyway. But firsthand accounts are next level.

How the course is organized

It would be helpful if you can include the format of lectures, assignments, and exams. Does attendance matter? Does everything come down to exam grades? Is the course lecture-based, discussion-based, or a combination of both?

Materials used in the course

Are the course materials accessible? Are they actually useful? Worth the price? Worth keeping?

Supplementary technology and resources

Does the course make use of online platforms or study materials? How effective are they?

Workload

Would the average student find the workload to be manageable? What are your thoughts about the time and effort that went into this course?

The professor

No, I'm not referring to the meaningless chili pepper hotness scale. I'm referring to the professors teaching style, approach to the material, and effectiveness in engaging the students.

Level of difficulty

What do you think-was the course particularly challenging? The good kind of challenging, or the bad kind?

Vibes in the classroom

How would you describe the overall atmosphere in the classroom? What about the level of interaction between students and the professor? How big was the class, and how did it affect the overall learning experience?

Time management

Can you offer up some tips and strategies that worked for you in terms of time management?

Real-world relevancy

How would you say this course's content is relevant to your field of study? It's okay to say it isn't. Ahem, I'm sure you can relate to the meme below.

General enjoyment factor

How much did you enjoy and look forward to this course? Did this course add a little extra pep to your step? Did it positively impact your learning experience?

Final thoughts

This is where you would any additional comments or insights that may be useful to other students considering the course.

I know all this is a lot. Don't feel intimidated-you definitely don't need to touch on all these points. You're a busy person after all! But if you're writing a course review anyway, try to touch on at least a couple of these. It'll add a lot of weight to the quality of your review.

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Writing a course review? Include these points to make it substantially impactful!

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Let me just be upfront about something: all course reviews are not created equal. Some are better than others. Then again, who am I to judge, right? Truth is, the best course reviews are the ones...

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Lists of English words | WordExample.com

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Complete lists of English words by category: pronunciation, length, beginning, ending, type, phonetics. Perfect for teachers, learners, linguists and computational linguistics.

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CAE Speaking Part 2: Discourse Markers ANSWER KEY

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CAE Speaking Part 2: Discourse Markers ANSWER KEY

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In this article, you will find lots of useful CAE speaking tips, descriptions and advice to help you pass the speaking part of the C1 Advanced (CAE) exam.

C1 Advanced (CAE) Speaking: General Tips & Advice

1. lt is imperative that you practice with someone in group or pair activities, thereby helping you to interface convincingly by starting conversations and responding suitably.

2. Listen closely to the interlocutor's questions and instructions and make use of the written prompts on the visuals page to remind yourself what you have to accomplish in the task.

3. React to the visuals you are given that accompany the tasks, while relating them to the test items rather than merely describing them.

4. Familiarise yourself with the examination format and be conscious of what is expected from you in each part. You should be prepared with the right kind of language for each section of the test, whereby you are providing personal information, exchanging opinions speculating, agreeing or disagreeing politely and/or negotiating.

5. Remember to speak clearly so that the interlocutor and examiner can hear you.

6. Refrain from pausing too long before you speak. A short pause is acceptable to organise your thoughts, though anything longer will impede your ability to express a sound response. Paraphrase if you cannot remember a word or phrase and try to extend your answers rather than give merely one-word responses.

7. Organise a "mock" test with someone who has a strong command of English to simulate the exam environment.

8. Feel free to ask the interlocutor to repeat the answers or questions if you need clarification.

CAE, FCE, CPE

Speaking Practice (On-line)
Find your speaking partner, practice and prepare for exams together.
Use our base of questions/topics to prepare for your speaking exam
FCE CAE CPE

C1 Advanced (CAE) Speaking: Part I - Interview (Tips)

Description: A conversation between the interlocutor and each candidate (spoken questions).

Part I provides you with the opportunity to demonstrate your skill at using general social and interactional language and talk about yourself and your interests, career plans etc. The interlocutor asks you and the other candidate for basic information about yourself and then expands the scope of the discussion by asking questions about leisure activities, travel, holiday experieces etc. You are not asked to actively speak with the other candidate at this section of the exam. This merely serves as a warm-up to the more involved parts of the speaking exam to follow in the latter sections.

CAE Speaking Tips for Part I

Respond promptly to the interlocutor with complete answers that are extemporaneous in nature. Avoid rehearsed speeches as they are easily spotted and may be inappropriate based on the context.

Learn to 'think on your feet' and provide answers to questions quickly even if you have little practice with a particular subject matter.

Make use of a range of tenses, structures and rich vocabulary during this part of the exam. This will foster a positive impression and provide you with the confidence to perform at a high level during the other parts of the exam.

C1 Advanced (CAE) Practice Tests!
Sample papers, online practice tests & tips. Track your progress online.

C1 Advanced (CAE) Speaking: Part 2 - Long Turn (Tips)

Time: A 1-minute 'long turn' for each candidate, plus 30-second response from the second candidate. The total time for Part 2 is 4 minutes.

Description: An individual 'long turn' by each candidate, with a response from the second candidate. In turn, the candidates are given a pair of photographs to talk about.

Part 2 provides you with the opportunity to speak for one 1 minute without interruption. Each candidate is presented with a set of pictures and asked to comment on each and react to them. A prompt is given to you in the form of a direct question written above the pictures. You are asked to compare and contrast, speculate and express viewpoints about two of the three pictures shown. You will be asked to comment on your fellow candidate's response for approximately 30 seconds.

Practise speaking for extended periods of time so that you become familiar with speaking for one minute uninterrupted. Sometimes candidates finish their long turn too soon, for they are unprepared for how long one minute takes.

Collect pictures from various forms of media and group them into sets and speculate on what might you be asked to talk about in a Part 2 task in the exam.

Avoid 'closure' cues such as " That's it." or " I'm done." Speak until the interlocutor says, "Thank you." With this approach, you will maximise the time available for each! -minute long turn.

Spend time organising your ideas coherently. Become familiar with useful phrases that link ideas and compare images. Develop your own list of appropriate phrases during your preparation providing you with a broad range of language and structures to draw on when necessary

CAE Speaking Tips for Part 2

C1 Advanced (CAE) Speaking: Part 3: Collaborative Task (Tips)

Time: A 2-minute discussion followed by a 1-minute decision-making task. The total time for Part 3 is 4 minutes.

Description: A two-way conversation between the candidates.

You will be provided with oral instructions and written prompts to form the foundation for the two tasks. You are required to discuss some or even all of the prompts related to a question, expressing and justifying opinions as well as speculating. Then, you will be asked another question which you will be asked to engage your fellow candidate in working towards a decision through negotiation.

Employ conversation fillers like "Well" or " Let me see" to give yourself some more time to gather your thoughts. Of course, refrain from overusing these expressions as it will limit your range of language. Adopt a strategy of engaging your fellow candidate in the talk, though avoid relying on him or her too much.

Maintain a notebook of phrases that facilitate your ability to interject your thoughts politely or manners of soliciting a response from the other candidate. Develop a range of expressions to seem natural and to avoid repetition.

Avoid the tendency to rush through the prompts in the discussion. it is more effective to deal with several of them in depth rather than trying to explore all of them superficially.

Focus on formulating your own original thoughts on the visual stimuli provided. Merely agreeing or echoing what your fellow candidate says will not facilitate your ability to demonstrate your command of the language.

Simulate the exam environment with a friend or colleague to practise expressing your opinion, interjecting your thoughts and soliciting a response from another person. This will enable you to become more comfortable with the exam format.

CAE Speaking Tips for Part 3

C1 Advanced (CAE) Speaking: Part 4: Discussion (Tips)

Description: A discussion on topics related to the collaborative task (spoken questions).

When practising Part 3, try to predict what types of questions you may encounter in Part 4. Try this with a friend or classmate and exchange feedback and ideas to enrich your depth of knowledge.

Note you are not being evaluated on your ideas, rather simply on your ability to express them.

Remember to not interrupt your fellow candidate or trying to monopolise the discussion.

Train yourself to respond quickly to the questions you are asked by using expressions that enable you to play for time such as: "Well that's something I've never considered, though, I'd have to say ... ".

Refine your skills over time under simulated test conditions, especially in terms of time requirements. In addition, the impression you make at the end of the exam is equally important as the one you make at the beginning.

This section of the exam evaluates your skill at engaging in a conversation based on the content raised in the collaborative task in Part 3. For Part 4, the interlocutor will moderate the discussion by asking questions that expand upon the topics explored in Part 3. The questions may well focus on more abstract issues as the discussion develops.

CAE Speaking Tips for Part 4

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CAE Speaking - Tips and Description | C1 Advanced | engxam.com

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A review is usually written for an English-language magazine, newspaper or website. The main purpose is to describe and express a personal opinion about something which the writer has experienced (e.g. a film, a holiday, a product, a website, etc.) and to give the reader a clear impression of what the item discussed is like.

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Writing practice to help you write clear, well-structured texts about complex subjects. Texts include essays, proposals, articles, reports, reviews and emails.

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Connectors, Links & Transitional Words and Phrases

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Connectors, Links & Transitional Words and Phrases

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Reflexive Pronouns Explanation with Practice Exercises

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Reflexive Pronouns Explanation with Practice Exercises

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The reflexive pronouns are:

We use a reflexive pronoun as a direct object when the object is the same as the subject of the verb:

We can use a reflexive pronoun as direct object with most transitive verbs, but these are the most common:

We do not use a reflexive pronoun after verbs which describe things people usually do for themselves:

He washed in cold water.
He alwaysshaved before going out in the evening.
Michaeldressed and got ready for the party.

We only use reflexives with these verbs for emphasis:

He dressed himself in spite of his injuries.
She's old enough towash herself.

Level: intermediate
We use reflexive pronouns as an indirect object when the indirect object is the same as the subject of the verb:

We use reflexive pronouns as the object of a preposition when the object is the same as the subject of the verb:

but we use object pronouns, not reflexives, after prepositions of place:

and after with when it means accompanied by:

We use reflexives with the preposition by:

to show that someone did something without any help:

The children got dressed by themselves.
I prepared the whole mealby myself.

to show that someone was alone:

He lived by himself in an enormous house.
She walked homeby herself.

We use reflexive pronouns intensively to emphasise the person or thing we are referring to:

especially if we are talking about someone very famous:

Sir Paul McCartney himself sang the final song.

We often put the reflexive pronoun at the end of the clause when we are using it intensively for emphasis:
Level: advanced
Some verbs change their meaning slightly when they have a reflexive pronoun as direct object:

Would you like to help yourself to another drink?
= Would you like to take another drink?
I wish the children would behave themselves.
= I wish the children would behave well.
He found himself lying by the side of the road.
= He was surprised when he realised that he was lying by the side of the road.
I saw myself as a famous actor.
= I imagined that I was a famous actor.
She applied herself to the job of mending the lights.
= She worked very hard to mend the lights.
He busied himself in the kitchen.
= He worked busily in the kitchen.
I had to content myself with a few euros.
= I had to be satisfied with a few euros.

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Learn about reflexive pronouns like myself, herself and yourselves and do the exercises to practise using them.

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Grammar-Quizzes › Adverbials › Adverbs › Adverbs for Degree

Express intensity - how much?

A Degree Adverb Modifies

Logically, degree modifiers are not used with absolute words; for example, "He's rather dead." Test this by using rather before: absolute, entirely, eternal, fatal, final, finite, identical, immortal, infinite, mortal, opposite, perfect, right, straight, opposite or unique.

clear (v) - informal for completely

eloquently (adv) - skillfully, expresses ideas and opinions well

Also see How / What expressions.

(Swan 568)

With Secondary Meanings for Degree

Manner vs. Degree-variation in meaning
deep / deeply
A Partial List

Degree Adverbs with -ly Suffix

¹ is also a focusing adverb.

² literally (1) the primary or strict meaning of a word; (2) word for word; (3) without exaggeration, actually; (4) in effect, very nearly; virtually

³ See degree adverbs before prepositions and quantifying expressions

Pop-Q - A little bit

(Huddleston 583-4)

Modifying a Verb

Placement

He totally enjoys giving speeches.
adverb - verb object

He is totally enjoying giving speeches.
aux - adverb - verb object

He enjoys speaking very much.
verb object adverb

Modifying a Preposition

Placement - Modifying Prepositions

BEFORE THE PREPOSITION

Word Use for "Degree"

See this page Modifiers to Prepositions.

Modifying an Adverb

Placement - Modifying Adverbs

BEFORE AND AFTER

This politician speaks as persuasively as Churchill.

Excessive: (1) we don't believe him, or (2) we have never heard any one like him before; unprecedented.

Word Use for "Degree"

Negatives

Modifying Adjectives

Placement - Modifying Adjectives

BEFORE AND AFTER

His speech was as amazing as Churchill's. (comparison)

Word Use for "Completeness"- How complete?

An Ambiguous Modifier Placement

AMBIGUOUS MODIFIER (UNCLEAR)

POSSIBLE MEANINGS

He believes absolutely everything you tell him. Which word does absolutely modify?

ambiguous (Adj) - something that is unclear, confusing, or not certain, especially because it can be understood in more than one way

So/Very, Too, Enough

Related pages: Too / Enough + Infin, So & Such - that , "So" Phrases

Expressions

Negatives

Words not modifiable by degree adverbs

Gradable Absolutes

* not used / ~ requires a special context

over (Adv) - excessive

Pop-Q " Rather Unique"

(Huddleston 6 §2.2)

Errors and Solutions

Error and Solution

* not used / ~ requires a special context

Resources

Burchfield, R. W., and H. W. Fowler. "literally." Fowler's Modern English Usage, Oxford UP, 2004.

Garner, Bryan A. "literally." Garner's Modern American Usage, 3rd ed., Oxford University Press, 2009.

Huddleston, Rodney D., and Geoffrey K. Pullum. The Cambridge Grammar of the English Language. Cambridge UP, 2002.

"literally." Merriam-Webster's Dictionary of English Usage. Merriam-Webster, 1994.

Image

"UFV - Student Research Day." By ufv, Flickr, 10 Apr. 2014. Licensed under CC BY 2.0. Accessed on 12 Apr. 2018.

Succeeding by Degree

Complete the sentence with a degree adverb.

1. Select the response from the list that best completes the sentence.

2. Compare your response to the feedback by clicking the "check" button.

Emphasizing Your Viewpoint

Decide which degree adverbs can complete the sentence.

1. Select one or more options. (Usage varies depending on local speech patterns.)

2. Compare your response to the feedback by clicking the "check" or "check 11-16" button.

The Pros and Cons of Internships

Read the Context

Finding jobs continues to be difficult for young people graduating from college. The job market has been slow to improve. Those people who do find jobs have to be clever to get into a company for an interview. Many are happy to take non-paying internships in order to get work experience. After the internship, an intern hopes to be hired or at least be recommended for another job.

The intern's presence in the office can be helpful. In a good internship, an intern is treated with respect, does a wide variety of tasks, and learns job skills. In a bad internship, an intern is treated rudely, asked to do ordinary tasks, and receives little compensation. After the internship is over, the intern may or may not be in a better position to find a paying job.

pros and cons (expr.) - the good and bad aspects; pro "for" , con "against"

get hired ( get passive) - to successfully manage to be offered a regular, paying job

intern (N) - a person who works for a company in exchange for the learning experience (sometimes paid and sometimes not paid).

internship (N) - a job that lasts for a short time, that someone, especially a student, does in order to gain experience

be compensated (V) - paid, rewarded

Decide on the best location to add the given degree adverb(s) to the sentence.

1. Edit the sentence in the text box.

2. Compare your edit with the feedback by clicking the "check" button.

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Express intensity with degree adverbs (modifying verbs, adverbs and adjectives); examine meaning and placement: very, too, totally, completely, so, etc.

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Structuring a coherent Essay for the C1 Exam

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Structuring a coherent Essay for the C1 Exam

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Type your word into the search and get a range of Vocabulary

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Type your word into the search and get a range of Vocabulary

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WORD FAMILY FRAMEWORK OF GENERAL ENGLISH

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Prepare for Exam Success: C1 Advanced self-access learning

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Prepare for Exam Success: C1 Advanced self-access learning

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Wordwall - Create better lessons quicker

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Group sort - Drag and drop each item into its correct group.

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Subject & Object Questions Exercise

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Direct & Indirect Questions Video with Audio & Text

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C1 Advanced is a thorough test of all areas of language ability.

The updated exam (for exam sessions from January 2015) is made up of four papers developed to test your English language skills. You can see exactly what's in each paper below.

The formats below are the same for both the paper-based and computer-based exams.

Reading and Use of English
(1 hour 30 minutes)
See sample paper

Shows you can deal confidently with different types of text, such as fiction, newspapers and magazines. Tests your use of English with different types of exercise that show how well you can control your grammar and vocabulary.

2 parts

You create two different pieces of writing, such as essays, letters/emails, proposals, reports and reviews.

Tests your ability to follow and understand a range of spoken materials, such as interviews, radio broadcasts, presentations, talks and everyday conversations.

Speaking
(15 minutes per pair of candidates; 23 minutes per group of three)
See sample paper

4 parts

Shows you can take part in a conversation by answering and asking simple questions. Your Speaking test will be conducted usually face to face with one or two other candidates and two examiners. One of the examiners (who could be online, examining remotely) talks to you and the other examiner listens. This makes your test more realistic and more reliable. Examiners may use their mobile phones for entering marks using an app.

openbook What's in the Reading and Use of English paper?

The C1 Advanced Reading and Use of English paper is in eight parts and has a mix of text types and questions.
Summary

Time allowed:

1 hour 30 minutes

Lengths of texts:

3,000-3,500 words to read in total.

Texts may be from:

Newspapers and magazines, journals, books (fiction and non-fiction), promotional and informational materials.

Part 1 (Multiple-choice cloze) Part 2 (Open cloze) Part 3 (Word formation) Part 4 (Key word transformations) Part 5 (Multiple choice) Part 6 (Cross-text multiple matching) Part 7 (Gapped text) Part 8 (Multiple matching)
compose What's in the Writing paper?

In the two parts of the C1 Advanced Writing paper, you have to show that you can write different types of text in English.
Summary

Number of questions:

Part 1: one compulsory question
Part 2: one question from a choice of three

Task types:

A range from: essay, letter/email, proposal, report, review.

Part 1 (Compulsory question) Part 2 (Situationally based writing task)
playlist What's in the Listening paper?

The C1 Advanced Listening paper has four parts. For each part you have to listen to a recorded text or texts and answer some questions. You hear each recording twice.
Summary

Recordings may be from:

Monologues: radio broadcasts, speeches, talks, lectures, anecdotes, etc.; or interacting speakers: radio broadcasts, interviews, discussions, conversations, etc.

Part 1 (Multiple choice) Part 2 (Sentence completion) Part 3 (Multiple choice) Part 4 (Multiple matching)
megaphone What's in the Speaking paper?

The C1 Advanced Speaking test has four parts and you take it together with another candidate.

There are two examiners. One of the examiners conducts the test (asks you questions, gives you the paper with things to talk about, and so on). The other examiner listens to what you say and takes notes.
Summary Part 1 (Interview) Part 2 (Long turn) Part 3 (Collaborative task) Part 4 (Discussion)

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What is in the C1 Advanced exam? Information about the Reading, Writing, Listening, and Speaking papers for computer and paper-based tests.

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Cambridge C1 Advanced Exam...All you need to know!

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Cambridge C1 Advanced Exam...All you need to know!

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Read through the C1 Advanced Exam Format And/Or the C1 Advanced Information for Candidates Handbook then do the Quiz

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Cambridge Dictionary | English Dictionary, Translations & Thesaurus

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The most popular dictionary and thesaurus for learners of English. Meanings and definitions of words with pronunciations and translations.

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You can join your teacher's class with the Class key: 8Rq7-CRni after you have created your free account using the codes in your Student Book and Workbook. Signing up gives you access to the Supplementary Digital Material for your Open World Advanced Couse

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Cambridge One | Cambridge University Press

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Cambridge One is a mobile-friendly learning environment for English language learners and teachers.

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Class audio

The audio files for the exercises in the Student's Book and Workbook for each level can be downloaded from the link above.
Video/audio QR links

If you don't have access to a QR reader to view the video and audio links in the Student's Book, use the correlation tables with links above to access online all the audio and video.

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Open World | Cambridge University Press Spain

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Open World                              Advanced Writing Bank

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Open World                              Advanced Writing Bank

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Open World Advanced                              Speaking Bank

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Open World Advanced                              Speaking Bank

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Interactive Grammar Exercises - Revision

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Interactive Grammar Exercises - Revision

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https://test-english.com/explanation/a2/will-vs-be-going-to/

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Reciprocal Pronouns Explanation with Practice Exercises

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Reciprocal Pronouns Explanation with Practice Exercises

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We use the reciprocal pronouns and one another when two or more people do the same thing.

Peter and Mary helped each other.
=Peter helped Mary and Mary helped Peter.
We sent one another Christmas cards.
=We sent them a Christmas card and they sent us a Christmas card.
They didn't look at each other.
=X didn't look at Y and Y didn't look at X.

We also use the possessive forms each other's and one another's:

They helped to look after each other's children.
The group of students often stayed inone another's houses.

Note that we do not use reciprocal pronouns as the subject of a clause.

Reciprocal pronouns and plural reflexive pronouns ( ourselves, yourselves, themselves) have different meanings:

John and Fred talk to each other regularly.
= John talks to Fred and Fred talks to John.
John and Fred regularly talk to themselves.
= John talks to himself and Fred talks to himself.

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Learn about the pronouns each other and one another and do the exercises to practise using them.