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Preparation Course
Cambridge Institute
Plaza de España 6, 28013
Student’s Booklet
917 587 556
arronde@cambridgeinstitute.net
FORMAT OF THE CAE EXAM
Cambridge English: Advanced (by University of Cambridge ESOL Examinations) is a thorough and demanding
test of all areas of language ability. It consists of five papers. Each contributes 20% of the total marks
available: Reading and Use of English, Writing, Listening, and Speaking.
The task types are the following: Multiple-choice cloze, open cloze, word formation, key word
transformation, multiple choice, crosstext multiple matching, gapped text, multiple matching.
For Parts 1–3, each correct answer receives 1 mark. For Part 4, each correct answer receives up to 2 marks.
For Parts 5–7, each correct answer receives 2 marks. For Part 8, each correct answer receives 1 mark.
Part 1 consists of a text in which there are eight gaps (plus one gap as an example). Each gap represents a
missing word or phrase. The text is followed by eight sets of four words or phrases, each set corresponding
to a gap. Candidates have to choose which one of the four words or phrases in the set fills the gap correctly.
Candidates are required to draw on their lexical knowledge and understanding of the text in order to fill the
gaps. Some questions test at a phrasal level, such as collocations and set phrases. Other questions test
meaning at sentence level or beyond, with more processing of the text required. A lexico-grammatical
element may be involved, such as when candidates have to choose the option which fits correctly with a
following preposition or verb form.
2
PART 2: OPEN CLOZE
Part 2 consists of a text in which there are eight gaps (plus one gap as an example). Candidates are required
to draw on their knowledge of the structure of the language and understanding of the text in order to fill the
gaps. In this part, as there are no sets of words from which to choose the answers, candidates have to think
of a word which will fill the gap correctly. The focus of the gapped words is either grammatical, such as
articles, auxiliaries, prepositions, pronouns, verb tenses and forms; or lexicogrammatical, such as phrasal
verbs, linkers and words within fixed phrases. The answer will always be a single word. In some cases, there
may be more than one possible answer and this is allowed for in the mark scheme. The absence or misuse of
punctuation is ignored, although spelling, as in all parts of the Use of English component, must be correct.
Part 3 consists of a text containing eight gaps (plus one gap as an example). At the end of some of the lines,
and separated from the text, there is a stem word in capital letters. Candidates need to form an appropriate
word from given stem words to fill each gap. The focus of this task is primarily lexical, though an
understanding of structure is also required. It tests the candidates’ knowledge of how prefixes, suffixes,
internal changes and compounds are used in forming words. Candidates may be required to demonstrate
understanding of the text beyond sentence level.
3
PART 4: KEY WORD TRANSFORMATION
Part 4 consists of six questions (plus an example). Each question contains three parts: a lead-in sentence, a
key word, and a second sentence of which only the beginning and end are given. Candidates have to fill the
gap in the second sentence so that the completed sentence is similar in meaning to the lead-in sentence. The
gap must be filled with between three and six words, one of which must be the key word. They key word
must not be changed in any way. In this part of the paper the focus is both lexical and grammatical and a
range of structures is tested. The ability to express a message in a different way shows flexibility and
resource in the use of language. The mark scheme splits the answers into two parts and candidates gain one
mark for each part which is correct.
Part 5 consists of one long text, drawn from a variety of sources which include fiction. The text is followed by
six 4-option multiplechoice questions which are presented in the same order as the information in the text so
that candidates can follow the development of the text. This task tests detailed understanding, including
opinions and attitudes expressed; the ability to distinguish between, for example, apparently similar
viewpoints, outcomes or reasons. Candidates should be able to deduce meaning from context and interpret
the text for inference and style. They should also be able to understand text organisation features such as
exemplification, comparison and reference, including lexical reference. The final question may depend on
interpretation of the text as a whole, e.g. the writer’s purpose, attitude or opinion.
4
PART 6: CROSS-TEXT MULTIPLE MATCHING
Part 6 consists of four short texts, on a related theme, followed by multiple-matching prompts. In total, there
are four questions. Candidates must read across texts to match a prompt to elements in the texts. The
prompts require candidates to read across the four texts to understand the opinions and attitudes expressed
in order to identify agreement and disagreement between the writers. The items only provide information
on the subject of the opinion, not the opinion itself: this is for the candidate to identify. Candidates may need
to identify an opinion expressed in one of the texts and then identify which other text shares or contradicts
this opinion, or they may need to identify which text differs from the other three in terms of an expressed
opinion.
PART 7: GAPPED-TEXT
Part 7 consists of one long gapped text from which six paragraphs of equal length have been removed and
placed in jumbled order after the text, together with a seventh paragraph which does not fit in any of the
gaps. The text is usually from a non-fiction source (including journalism). This part tests comprehension of
text structure, cohesion, coherence, and global meaning. Candidates are required to decide from where in
the text each paragraph has been removed. Each paragraph may be used only once, and there is one
paragraph that candidates do not need to use. Candidates need to read the gapped text first in order to gain
an overall idea of the structure and the meaning of the text, and to notice carefully the information and ideas
before and after each gap as well as throughout the whole of the gapped text. They should then decide
which paragraphs fit the gaps, remembering that each letter may only be used once and that there is one
paragraph which they will not need to use.
5
PART 8: MULTIPLE MATCHING
Part 8 consists of one or two sets of questions followed by a single page of text: the text may be continuous,
or divided into sections, or consist of a group of short texts. In total, there are 10 questions and four to six
options. Candidates are required to match the questions with the relevant information from the text. To do
this, they need to understand detail, attitude or opinion in the question, and locate a section of text where
that idea is expressed, discounting ideas in other sections which may appear similar, but which do not reflect
the whole of the question accurately. Some of the options may be correct for more than one question. In
addition to the use of letters, e.g. A–F, the range of possible answers may be presented in the form of a list
of, for example, names or people or places, titles of books or films or types of occupation.
6
PAPER 2: WRITING (1 HOUR AND 30 MINUTES)
The paper contains two parts. Candidates are required to complete two tasks: a compulsory one in Part
1 and one from a choice of three in Part 2. The tasks are the following: essay, letter/email, proposal,
report, review. Each question on this paper carries equal marks.
Task type and focus: Candidates are required to write an essay based on two of the bullet points. They
will be asked to explain which of the two points is more important in a given respect, and to give
reasons for their opinion. The main purpose of the essay task is to allow candidates to underline
relevant salient issues on a topic, and to support an argument with subsidiary points and reasons. An
essay should be well organised, with an introduction, clear development, and an appropriate conclusion.
The essay task is constructed to enable candidates to demonstrate their ability to write at the level of
the Cambridge English: Advanced Writing test. Candidates should be careful to read every part of the
task and not to omit any required development of the topic.
Task format: The Part 1 task will be an essay on a given topic. There will be no choice of tasks in this
Part. The task will outline a topic which is to be written about as a followup to an academic activity, such
as attending a panel discussion or watching a documentary. A set of notes on the topic will be provided,
consisting of three bullet points plus three short opinions related to the bullet points.
7
PART 2: QUESTIONS 2-4
Task type and focus: Writing one from a number of possible text types based on a
contextualised writing task.
Format: Candidates have a choice of task. The tasks provide candidates with a clear context,
topic, purpose and target reader for their writing. The output text types are:
• letter/email
• proposal
• report
• review
Task type and focus: Part 2 tasks may include any of the following: a letter, a proposal, a report or a
review. The different task types are intended to provide frameworks in which candidates can put
together and develop their ideas on a topic, with a specific purpose for writing and target reader in
mind. Candidates will be expected to show awareness of the style and tone required by a task, and must
be prepared to demonstrate appropriate use of two or more of the following functions as specified in
the task: describing, evaluating, hypothesising, persuading, expressing opinion, comparing, giving
advice, justifying and judging priorities.
Task format: Part 2 consists of three tasks from which candidates must choose one. Each task in Part 2
specifies a context, a purpose for writing and a target reader. Attention to every element in the question
is essential for an effective response, and candidates should be careful to choose language which is
appropriate to the chosen task.
8
PAPER 3: LISTENING (APPROXIMATELY 40 MINUTES)
The paper contains four parts. Each part contains a recorded text or texts and corresponding
comprehension tasks. Each part is heard twice. There are 30 questions for this paper.
Candidates are advised to write their answers in the spaces provided on the question paper while
listening. There will be 5 minutes at the end of the test to copy the answers onto a separate answer
sheet. Candidates indicate their answers by shading the correct lozenges or writing the required word or
words in capital letters in a box on the answer sheet.
The instructions for each task are given in the question paper, and are also heard on the recording.
These instructions include the announcement of pauses of specified lengths, during which candidates
can familiarise themselves with the task and, for some items, predict some of the things they are likely
to hear. A variety of voices, styles of delivery and accents will be heard in each Listening paper to reflect
the various contexts presented in the recordings, as appropriate to the international contexts of the test
takers.
Task type and focus: Multiple choice. Feeling, attitude, opinion, purpose, function, agreement,
course of action, gist, detail, etc.
Format: Three short extracts from exchanges between interacting speakers with two multiple-
choice questions on each extract.
Number of questions: 6
Each correct answer in Part 1 receives 1 mark.
Part 1 consists of three unrelated short texts. These texts are approximately 1 minute in length and
involve two speakers. Texts are taken from a wide range of real-life contexts and, therefore, contain a
correspondingly wide range of topics, voices and styles of delivery. There are two 3-option multiple-
choice questions on each text.
9
PART 2: SENTENCE COMPLETION
Task type and focus: Sentence completion. Specific information, stated opinion.
Format: A monologue lasting approximately 3 minutes. Candidates are required to complete the
sentences with information heard on the recording.
Number of questions: 8
Each correct answer in Part 2 receives 1 mark.
Part 2 features an informational monologue of approximately 3 minutes in length. Texts typically take
the form of talks, lectures or broadcasts, aimed at a non-specialist audience, and are delivered in a
neutral or semi-formal style. A series of eight independent sentences reports the main ideas from the
text and candidates show their understanding of what they have heard by completing gaps in these
sentences. There is one gap per sentence, which is completed by a single word or short phrase from the
listening text. The task focuses on the retrieval of specific information, and stated opinions from the text
and questions follow the order of information presented in the text. Correct spelling is expected at this
level. Both US and British English spellings are accepted.
Task type and focus: Multiple choice. Attitude, opinion, agreement, gist, feeling, speaker
purpose, function, detail.
Format: A conversation between two or more speakers of approximately 4 minutes. There are
six multiple-choice questions, each with four options.
Number of questions: 6
Each correct answer in Part 3 receives 1 mark.
Part 3 features interviews and discussions, involving two or more speakers. The text is approximately 3–
4 minutes in length and typically takes the form of a broadcast interview or discussion aimed at a non-
specialist audience.
A series of six 4-option multiple-choice questions focuses on the attitude and opinions of speakers, both
explicitly stated and implied. The questions may also focus on either detailed or gist understanding, and
test feeling, purpose, function and agreement. Questions follow the order of information presented in
the text.
10
PART 4: MULTIPLE MATCHING
Task type and focus: Multiple matching. Gist, attitude and opinion, main points, speaker
purpose, feeling, interpreting context.
Format: Five short themed monologues, of approximately 30 seconds each. Each multiple-
matching task requires selection of the correct options from a list of eight.
Number of questions: 10
Each correct answer in Part 4 receives 1 mark.
Part 4 consists of a series of five short monologues on a theme. The text is 3–4 minutes in length with
each monologue lasting approximately 30 seconds. The monologues represent spontaneous speech,
delivered in an informal spoken style by speakers with a range of backgrounds and voices. There are two
parallel multiplematching tasks, each with a different focus. In each case, the correct option has to be
chosen from a list of eight. The series of monologues is heard twice, but candidates may approach the
tasks in either order. Each task focuses on a different aspect of gist understanding, for example:
interpreting context; identifying main points, attitudes, feelings and opinions; or speaker purpose.
11
PAPER 4: SPEAKING (APPROXIMATELY 14 MIN)
The Speaking test contains four parts. There are two candidates and two examiners. One examiner acts
as both interlocutor and assessor and manages the interaction either by asking questions or providing
cues for candidates. The other acts as assessor and does not join in the conversation. The task types are
the following: short exchanges with the interlocutor and with the other candidate; a 1-minute individual
‘long turn’; a collaborative task involving the two candidates; a discussion.
PART 1: INTERVIEW
Task type and format: A short conversation between the interlocutor and each candidate
(spoken questions).
Focus: The focus is on general social and interactional language.
Timing: 2 minutes
Part 1 gives candidates the opportunity to show their ability to use general social and interactional
language and talk about themselves and their interests, experiences, plans for the future, etc. The
interlocutor asks candidates for some information about themselves, then widens the scope of the
questions by asking about, e.g. candidates’ leisure activities, studies, travel and holiday experiences, and
daily life. Candidates are expected to respond to the interlocutor’s questions, and to listen to what their
partner has to say. The candidates are not actively invited to talk to each other in this part of the test.
This short social exchange is a natural way to begin an interaction, and it gives candidates time to settle
before dealing with the more specific tasks in Parts 2, 3 and 4.
12
PART 2: LONG TURN
Task type and format: An individual ‘long turn’ for each candidate with a brief response from the
second candidate. In turn, the candidates are given three pictures to talk about.
Focus: The focus is on organising a larger unit of discourse; comparing, describing, expressing
opinions and speculating.
Timing: A 1-minute ‘long turn’ for each candidate, plus a 30-second response from the second
candidate. The total time for Part 2 is 4 minutes.
In Part 2, candidates are given the opportunity to speak for 1 minute without interruption. Each
candidate is given a different set of pictures and asked to comment on and react to them. Prompts are
given to the candidates in the form of two direct questions; these are written above the pictures.
Candidates are asked to compare, express opinions and speculate about two pictures from a set of
three.
Candidates have the opportunity to show their ability to organise their thoughts and ideas, and express
themselves coherently in appropriate language. The listening candidate is also asked to comment briefly
(for about 30 seconds) after their partner’s long turn. They should not, however, speak during their
partner’s long turn. Candidates will always be asked to speculate about something which relates to the
focus of the visuals. They will never be asked to merely describe the visuals.
13
PART 3: COLLABORATIVE TASK
Task type and format: A two-way conversation between the candidates. The candidates are
given spoken instructions with written stimuli, which are used in a discussion and a decision-
making task. The conversation is divided into a discussion phase (2 minutes) and a decision
phase (1 minute). Candidates are given approximately 15 seconds to initially read the task
before starting to speak.
Focus: The focus is on sustaining an interaction, exchanging ideas, expressing and justifying
opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision
through negotiation, etc.
Timing: 4 minutes
In Part 3, candidates are given spoken instructions and provided with written prompts to form the basis
for two tasks which they carry out together. They are expected to discuss some or all of the prompts in
relation to a question, expressing and justifying opinions, evaluating and speculating. They are then
asked another question which will engage them in negotiating towards a decision related to the written
prompts that they have previously discussed. The instructions for the first task will begin with the words:
‘Here are some… and a question for you to discuss’. The sheet with the written prompts and a central
question will then be placed in front of the candidates. The candidates are given 15 seconds to read the
question and the prompts. This is made clear to the candidates with the instruction: ‘First you have
some time to look at the task.’ The task gives candidates the opportunity to show their range of
language and their ability to invite the opinions and ideas of their partner. Candidates are expected to
share the interaction in this way and to initiate and respond appropriately. After the candidates have
discussed the question with relation to the prompts they will be given another task in which they are
asked to make a decision. The instruction for this will be: ‘Now you have about a minute to decide…’ The
decision will be related to the prompts they have just been discussing. They are assessed on their ability
to use the language of negotiation and collaboration while doing this. However, they are not penalised if
they fail to reach a negotiated decision. There is no right or wrong answer to the task.
14
PART 4: DISCUSSION
Task type and format: A discussion on topics related to the collaborative task (spoken
questions).
Focus: The focus is on expressing and justifying opinions, agreeing and/or disagreeing and
speculating.
Timing: 5 minutes
In Part 4, the interlocutor directs the interaction by asking questions which encourage the candidates to
discuss further and broaden the topics introduced in Part 3. The questions often focus on more abstract
issues as the discussion develops. This part of the test gives candidates an opportunity to show their
ability to exchange information, express and justify their opinions, and agree or disagree with one
another. It also provides candidates with an opportunity to show that they are capable of discussing
topics and certain issues in more depth than in the earlier parts of the test.
15
DOs AND DON’Ts AT CAE
DO
Parts 1–4
Read extensively to build up a wide range of vocabulary in different contexts.
Check your spelling in all parts of the test.
Make sure you transfer your answers to your answer sheet as you finish each part.
Read the surrounding context before giving an answer.
Read the instructions, the information about the texts, the titles and the texts before starting to
answer.
Read the texts again to check your answers make sense.
Check that the answer has the right meaning and that it fits in with both the local grammatical
context and with the text as a whole (Parts 1, 2 and 3).
Parts 5–8
Read the instructions very carefully – they set the scene and give you initial orientation.
Skim through the text for general understanding.
Highlight or underline important words in the questions.
Decide what type of question you are answering and then employ the correct reading skill,
especially in the multiple-choice part.
Link the questions to areas or sections in the text before reading closely.
Remember that questions come in the same order as the answers in the text in the multiple-
choice part of the paper.
Experiment with the order of the parts and the questions within the parts. Come back to them
later, if necessary.
Select your answer based on meaning and then check that it fits with the language in the text.
Use the coherence and cohesion in the text to help you with this.
Use a wide context in the text to help you find answers. Do not read narrowly or just a few lines
before and after the point where you find your answer.
Use paraphrasing of ideas rather than individual words in the questions to help you identify the
answer in the text.
Check that your selected answer fully answers the question and not only in part.
Answer all the questions – no marks are deducted for incorrect answers.
Decide why the three ‘distractors’ are wrong in each multiple-choice question and make sure
the extra paragraph does not fit (Part 7).
Reread the whole text when you have placed all the paragraphs (Part 7).
16
DON’T
Parts 1–4
Parts 5–8
Don’t use your world knowledge or personal opinions to answer the questions.
Don’t select an answer after reading only one section in the multiple-matching parts of the
paper.
Don’t spend too much time on any one part of the paper.
Don’t forget to transfer all your answers to the answer sheet.
Don’t be put off by or get stuck on difficult vocabulary – it may become clear by reading on or by
later rereading.
Don’t reread every section for every question (Parts 5 and 8).
WRITING PAPER
DO
Read the task carefully and plan an answer which addresses all the content points of the task.
Try to develop each point fully.
Demonstrate a good range of vocabulary and structures as well as writing accurately to get a
good mark.
Consider who the ‘target reader’ is and the genre (e.g. newspaper article, formal letter) for
each question and try to write in an appropriate style and tone.
Think carefully about whether the task requires you to persuade or justify your opinion and
make sure you do this in your answer.
Read the opening paragraphs and instructions in Part 1 very carefully to make sure you know
what your role is and who you are writing to. (Part 1)
Plan your answer. Remember, you do not necessarily need to use all the input information.
Usually, part of the task is to select the appropriate information. (Part 1)
Try to use your own words when using information from the input. (Part 1)
Select your question carefully. Consider the vocabulary, grammatical structures and register
required by the task. (Part 2)
Allow time to check through what you have written.
DON’T
17
Don’t write answers that are much longer than the word limit as this means you may have
included a lot of irrelevant material. Plan your answer carefully to avoid this.
Don’t use a pencil.
LISTENING PAPER
DO
Listen to and read the instructions to understand what you have to do.
Think about the topic, the speaker(s) and the context as you read the questions.
Use the pause to read the questions and try to predict the answers.
Remember that the order of information matches between the information/questions on the
page and the order of information in the recording.
Check your answers during the pause between the first and second listening.
Copy your answers carefully onto the answer sheet and check that you have followed the
numbering correctly.
Try to use the actual words you hear on the tape (Part 2).
Check that your answer makes sense in the gap. Look at the information both before and after
the gap when checking your answer. (Part 2) Check that your answer is correctly spelled (Part 2).
Copy only the missing words onto the answer sheet (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’T
18
SPEAKING
DO
Show you can communicate effectively.
Give full and extended responses.
Raise the level of your language above the ordinary.
Listen carefully to what the examiner has asked you to do.
Remember the instructions and focus on the task set.
Speculate on the content of the visual material, even if you are not sure what they show.
Involve your partner in the conversation and create opportunities for them to speak.
DON’T
Don’t panic if you cannot remember, or do not know, a particular word. Just keep going and
paraphrase instead.
Don’t merely describe the visuals.
Don’t speak during your partner’s ‘long turn’.
Don’t let your partner always ‘take the lead’. You also must initiate at times.
Don’t waste your opportunities to show the examiners what you can do.
Don’t speak too quietly. Remember, the examiners need to hear what you are saying.
19
WRITINGS
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.
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.
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.
20
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:
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....)
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.
21
ESSAY
Useful language
Expressing an opinion
22
Layout of Essays
Introduction
Paragraph 1
- Briefly states three or more main ideas which will be explained in body of paper.
Main body
Conclusions
Final Paragraph
- Brings closure to the essay
- Briefly restates the three main ideas (without repeating the exact words in the introduction)
- May end with strong statement or an appeal to the emotions
* The exact number and division of paragraphs will depend on the specific instructions for each
essay task
23
REPORTS
Useful Language
To begin reports:
Recommending:
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
24
PROPOSALS
A proposal is a formal, informative piece of writing which outlines plans and/or suggestions for a future course
of action, and is submitted for approval by a bank manager, superiors at work, a business customer, relevant
authorities, etc.
b a main body in which each aspect should be presented under separate subheadings; and
c) a conclusion in which you summarize all points mentioned above and, if necessary, express your own
opinion.
Useful Language
To begin a proposal:
To end a proposal:
25
Layout of Reports and Proposals
To: ...........................
From: .......................
Subject: ...................
Date. ........................
Introduction
Paragraph 1
Main body
Recommendations (only for Reports. Proposals don´t take a separate subheading for recommendations
because the Proposal as such is a recommendation)
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
26
ARTICLES
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. Its purpose may be to provide
information, describe a place/event/experience, etc, present an opinion or balanced argument, offer
advice/suggestions, etc.
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.
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.
27
Points to consider
1. An article usually has a brief title: this should attract the reader’s 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.
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.
28
REVIEWS
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.
Useful Language
To begin reviews:
To end reviews:
29
Review Writing 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.
30
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.
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...
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/queries.
31
Letter of application Writing 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:
/ 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.
32
Useful Language
To begin letters
Mild complaint:
I am writing to complain about/ draw your attention to (the problem of )... express my
disappointment/dissatisfaction with ...
Strong complaint:
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
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.
33
34
COMMON PROOFREADING SYMBOLS
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.
35
COMMON PROOFREADING ABBREVIATIONS
36
PHRASAL VERBS
39
Please fill in the form with your
fill something in to write information in blanks (Br.E.)
name, address, and phone number.
The form must be filled out in
fill something out to write information in blanks (N.Amer.)
capital letters.
I always fill the water jug up when it
fill something up fill to the top
is empty.
We don't know where he lives. How
find out discover can we find out?
reveal hidden information about His wife gave him away to the
give someone away
someone police.
My father gave me away at my
give someone away take the bride to the altar
wedding.
40
My little sister gave the surprise
give something away ruin a secret
party away by accident.
The library was giving away old
give something away give something to someone for free
books on Friday.
I have to give these skates back to
give something back return a borrowed item
Franz before his hockey game.
My boyfriend didn't want to go to
give in reluctantly stop fighting or arguing
the ballet, but he finally gave in.
give to many people (usually at no They were giving out free perfume
give something out
cost) samples at the department store.
I am giving up smoking as of
give something up quit a habit
January 1st.
My maths homework was too
give up stop trying
difficult so I gave up.
My brother tried to go after the
go after someone follow someone thief in his car.
41
The police asked the man to hand
hand something over give (usually unwillingly)
over his wallet and his weapons.
stay positive (N.Amer., Hang in there. I'm sure you'll find a
hang in
informal) job very soon.
Hang on while I grab my coat and
hang on wait a short time (informal)
shoes!
Instead of going to the party we are
hang out spend time relaxing (informal)
just going to hang out at my place.
He didn't say goodbye before he
hang up end a phone call
hung up.
hold someone/something I had to hold my dog back because
prevent from doing/going
back there was a cat in the park.
Jamie held back his tears at his
hold something back hide an emotion grandfather's funeral.
42
Can you look over my essay for
look something over check, examine
spelling mistakes?
search and find information in a We can look her phone number up
look something up
reference book or database on the Internet.
My little sister has always looked up
look up to someone have a lot of respect for
to me.
Josie made up a story about why we
make something up invent, lie about something
were late.
We were angry last night, but we
make up forgive each other
made up at breakfast.
My sisters made me up for my
make someone up apply cosmetics to
graduation party.
mix something up confuse two or more things I mixed up the twins' names again!
His uncle passed away last night
pass away die
after a long illness.
It was so hot in the church that an
pass out faint
elderly lady passed out.
The professor passed the textbooks
pass something out give the same thing to many people
out before class.
I passed up the job because I am
pass something up decline (usually something good)
afraid of change.
Thanks for buying my ticket. I'll pay
pay someone back return owed money
you back on Friday.
That bully will pay for being mean
be punished for doing something
pay for something to my little brother.
bad
I picked out three sweaters for you
pick something out choose
to try on.
point I'll point my boyfriend out when he
indicate with your finger
someone/something out runs by.
put what you are holding on a You can put the groceries down on
put something down
surface or floor the kitchen counter.
The students put the substitute
put someone down insult, make someone feel stupid teacher down because his pants
were too short.
We are putting off our trip until
put something off postpone
January because of the hurricane.
The neighbours put the fire out
put something out extinguish
before the firemen arrived.
I have to put the crib together
put something together assemble
before the baby arrives.
put up with I don't think I can put up with three
tolerate
someone/something small children in the car.
put clothing/accessories on your Don't forget to put on your new
put something on
body earrings for the party.
run into I ran into an old school-friend at the
meet unexpectedly
someone/something mall.
run over drive a vehicle over a person or I accidentally ran over your bicycle
someone/something thing in the driveway.
run over/through Let's run over/through these lines
rehearse, review
something one more time before the show.
The child ran away from home and
run away leave unexpectedly, escape
has been missing for three days.
43
We ran out of shampoo so I had to
run out have none left
wash my hair with soap.
send something My letter got sent back to me
return (usually by mail)
back because I used the wrong stamp.
Our boss set a meeting up with the
set something up arrange, organize
president of the company.
The police set up the car thief by
set someone up trick, trap
using a hidden camera.
I want to shop around a little before
shop around compare prices
I decide on these boots.
act extra special for people watching He always shows off on his
show off
(usually boastfully) skateboard
You should sleep over tonight if the
sleep over stay somewhere for the night (informal)
weather is too bad to drive home.
sort something We need to sort the bills out before
organize, resolve a problem
out the first of the month.
You will lose weight if you stick to
stick to continue doing something, limit yourself
the diet.
something to one particular thing
switch something The light's too bright. Could you
stop the energy flow, turn off
off switch it off.
switch something We heard the news as soon as we
start the energy flow, turn on
on switched on the car radio.
I take after my mother. We are both
take after
resemble a family member impatient.
someone
take something He took the car brakes apart and
purposely break into pieces
apart found the problem.
take something I have to take our new TV back
return an item
back because it doesn't work.
take off start to fly My plane takes off in five minutes.
take something Take off your socks and shoes and
remove something (usually clothing)
off come in the lake!
take something Can you take the garbage out to the
remove from a place or thing
out street for me?
My grandparents took us out for
pay for someone to go somewhere with
take someone out dinner and a movie.
you
tear something I tore up my ex-boyfriend's letters
rip into pieces
up and gave them back to him.
When I think back on my youth, I
think back remember (often + to, sometimes + on)
wish I had studied harder.
think something I'll have to think this job offer over
consider
over before I make my final decision.
throw something We threw our old furniture away
dispose of
away when we won the lottery.
turn something decrease the volume or strength (heat, Please turn the TV down while the
down light etc) guests are here.
turn something I turned the job down because I
refuse
down don't want to move.
44
Your mother wants you to turn the
turn something off stop the energy flow, switch off
TV off and come for dinner.
It's too dark in here. Let's turn some
turn something on start the energy, switch on
lights on.
increase the volume or strength Can you turn the music up? This is
turn something up
(heat, light etc) my favourite song.
Our cat turned up after we put
turn up appear suddenly posters up all over the
neighbourhood.
I'm going to try these jeans on, but I
try something on sample clothing
don't think they will fit.
I am going to try this new brand of
try something out test
detergent out.
The kids used all of the toothpaste
use something up finish the supply
up so we need to buy some more.
We have to wake up early for work
wake up stop sleeping
on Monday.
warm You can warm your feet up in front
increase the temperature
someone/something up of the fireplace.
I always warm up by doing sit-ups
warm up prepare body for exercise
before I go for a run.
Most of my make-up wore off
wear off fade away before I got to the party.
45
TIPS FOR SPANISH SPEAKERS
46
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.
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.
47
Make Do Take Pay
Classifiers
48
VERBS FOLLOWED BY PREPOSITIONS
49
Verbs followed by with:
50
Verbs followed by on:
51
GRAMMAR REFERENCE
State verbs
We don´t usually use the continuous with state verbs. These are commonly:
Verbs which express opinions, feelings or knowledge, e.g. assume, believe, disagree, hate, hope,
know,
like, love, prefer, realize, regret.
These are used to talk about things which happened repeatedly in the past but don´t happen now: When I
was small, my mother would read to me in bed. While she was reading to me, my father used to wash up
the dinner things.
- Use USED TO, not WOULD to talk about past states which no longer exist: There would be a grocer´s
opposite the bus station, but there´s a supermarket there now.
- USED TO only exists in the past. In has no other tenses. (Note: The negative is didn´t use to) e.g. He
didn´t use to be so short-tempered. The question form is Did she use to…? Did you use to enjoy when you
were a kid, because I hated it?
- Use the past simple when you say how many times you did something: Charlie used to be a very
successful tennis player. He won the junior championship three times.
We use the present perfect with time adverbs that connect the past to present: just, already, since, so far,
up to now, yet, today (when it is still the same day), this morning (when it is still the same morning): Have
you seen any good films lately? Britain has only won the World Cup once so far. Have you had any
interesting phone calls this morning?
52
EXPRESSING PURPOSE, REASON AND RESULT
with the purpose verb + -ing Teresa got up early with the
of / with the intention of studying before
going in to university.
intention of
53
Spelling rules for affixes and inflections (-ed, -ing)
Affixes are either prefixes [syllables added before the word: dispose, propose) or suffixes (syllables added after
the word: expectant, expectancy, expectation). In the CAE exam spellings must be correct for the answer to be
considered correct. Below are some spelling rules when adding affixes.
Double the final consonant when you add -ed,-ing, -er, and -est to:
A one-syllable word which ends in consonant-vowel-consonant: run – runner, clap-clapping (but bend –
bending, strange- stranger, bad badly, etc). But final w, x and y never doubled: flowed, taxing.
Verbs of two or more syllables which end in consonant-vowel-consonant and the final syllable is stressed:
occurs-occurrence, forget-forgetting, admit-admittance (but forgetful, developing)
Verbs which end in “L” after one vowel in British English (in American English they may not double): travel-
traveller, cancel-cancellation.
Change Y to i:
In words which end in Y after a consonant, the Y becomes I when a suffix is added: happy-happiness, try-
trial/tries, study-studious, family-familiar, rely-reliance.
If there is a consonant before it and the suffix begin with a vowel (-er, ed, -ing, -ance, -ation): nonsense-
nonsensical, amaze-amazing, sane-sanity.
Note these exceptions: words ending in –ce, -ge, -ee: noticeable, knowledgeable, disagreeable.
The final –e is not dropped when the suffix begins with a consonant: safe-safety, arrage-arrangement,
disgrace-disgraceful (exception: argue-argument).
Adding prefixes
When a prefix is added (before the word), the spelling does not change: dis-, un- and ir-:appoint-disappoint,
satisfied-dissatisfied, truthful-untruthful, necessary-unnecessary, relevant-irrelevant.
Note: Use il-, im- and ir- (not IN-) before words beginning with L, M, P or R: illegible, immodest, impractical,
irresponsible.
54
NO, NONE, NOT
No
It means NOT ANY or NOT EVEN ONE. It can be used with countable or uncountable nouns: I have no idea
of what you´re talking about. There were no car on the road at that time of the morning.
It´s used with comparative words and different: The traffic is no worse than it was at the same time
yesterday. I had to work late every evening last week, and so far this week has been no different.
None
It´s a pronoun and means NOT ONE, NOT ANY or NO PART OF. It can be used with countable nouns,
uncountable nouns and other pronouns. It is most commonly followed by OF: None of my friends,
knows/know it´s my birthday today. None of the milk in the fridge is fresh.
It can also be used without a noun: “How much coffee do we have?” None. (at all). We need to buy some
more bananas; there are none left.
Note: In formal written English NONE is considered to be a singular word and is followed by a singular verb:
None of my colleagues speaks Spanish. However, in everyday speech plural verbs are more commonly
used: None of this morning´s flights have been delayed.
Not
It´s mainly used to make verbs negative and is often contracted to n´t. You haven´t answered my question.
Shoe told me not to phone her after 10pm.
It can also make a word or a phrase negative: Not many people voted in yesterday´s election. Not everyone
can win the lottery.
Some verbs which express likes and dislikes, e.g. dislike, enjoy, loathe, (don´t) mind, (can`t) stand: She can
´t stand getting stick in a traffic jam. But note the following exceptions:
hate/like/love/prefer are usually followed by the –ing form but are sometimes followed by the
to infinitive (see below).
ing form but are sometimes followed by the to infinitive (see below)
would + hate/like/love/prefer is always followed by the to infinitive (see below).
Certain verbs, e.g. admit, appreciate, avoid, can`t help, consider, delay, deny, finish, imagine, involve, keep,
mind, miss, postpone, prevent, report, resist, risk, suggest: The prime minister has just finished speaking.
With no difference in meaning: begin, can´t bear, cease, convince, continue, hate, intend., like, love,
propose, start: I`ve just started to learn / learning to ski. He had intended to leave / leaving the party before
midnight.
Note: With the verbs like, love, hate there can be this slight difference in meaning:
I like to clean my car every week. (=focus on the result of the activity)
55
I like cleaning my car every week. (=focus on the activity itself, i.e. I enjoy cleaning it)
With different meanings:
1. We saw the plane take off. (=focus on the result of the activity.)
2. We saw the plane taking off (=We saw only part of the process.)
forget
1. I forgot to phone my brother. (= I didn`t phone him)
2. I`ll never forget phoning my sister that night. (=I phoned her and I recall it well.)
remember
1. Tom remembered to close he Windows before he left. (=He did something he had to do; he didn`t forget.)
2. Tom remembered closing the windows before he left. (=He recalled doing it.)
go on
1. He won his first race when he was seven and went on to break the world record. (=Breaking the World
record was something he did later.)
2. He went on walking even though he was exhausted. (=He didn´t stop walking)
mean
1. I`m sorry, I didn`t mean to be rude. (=intend)
2. If we want to catch the early train, it`ll mean getting up at 5.00. (=involve)
regret
1. I regret to inform you that you have not passed the test this time. (= be sorry about something you are about
to say – often because it is bad news.
2. He now regrets taking the day off work. (= He wishes he hadn`t taken the day off.)
stop
1. We´d better stop to look at the map (=stop what you are doing in order to do something else)
2. There´s nothing you can do about it, so stop worrying. (=finish worrying)
try
1. I´ve been trying to repair my computer all morning (=attempt something difficult)
2. Have you tried kicking it? (=do something which might solve a problem)
56
RELATIVE CLAUSES
Relative clauses contain a main verb and begin with a relative pronoun (that, which, who / whom, whose) or a
relative adverb (when, where, why)
Use that, who, whom, whose to refer to people: Max is the boy whose father is a firefighter. A firefighter is
someone who puts out fires. The firefighter that rescued me was only 19 years old. Note: whom is formal and
is used mainly with prepositions: the person to whom this letter is addressed is in Madrid.
Use that and which to refer to things: The tree that was blown down in the storm was over a hundred years
old. The book which won the prize was written by a 19 year old girl.
Use when to refer to times: The weekend is a time when many people relax.
Use where to refer to places: The place where they live is in the middle of nowhere.
Use why to refer to reasons: The reason why I’m late is that my flight was cancelled.
Relative clauses can be at the end of the sentence, or can be embedded in another clause: Madrid is the city
where I grow up. Madrid, where I grow up, is the capital of Spain.
There are two main types of relative clauses: identifying (or defining) and non-identifying (or non-defining):
The relative pronoun in an identifying relative clause defines the noun which immediately precedes it, and is
therefore essential to the meaning of the sentence: The couple who brought me up were not my real parents.
(The relative clause tells us which couple)
Non-identifying relative clauses add additional information, but are not essential to the meaning of the
sentence: The hotel, which has a hundred bedrooms, is on the outskirts of the city.
Another type of non-identifying clause is a comment clause. In these we use which to introduce a comment
on a previous clause or phrase: It had been raining non-stop for the 24 hours, which is why I didn’t go out. We
were stuck in the traffic jam for 3 hours, which I found really frustrating.
Notes: In writing, non-identifying relative clauses are separated from the main clause by commas. My car,
which is 7 years old, has already run 2,000 km. In speech, slight pauses are used to show that a relative clause
is non-identifying.
Notes: the pronoun that cannot be used instead of who or which to introduce a non-identifying relative clause.
57
Prepositions in time expressions
Use at:
(Note: We can also say: We can discuss it over / during lunch tomorrow)
With the weekend, Christmas and Easter: What are you doing at the weekend? (Note: in American English:
What are you doing on the weekend? Is also possible.)
With night when talking about nights in general, not a particular night: The traffic noise makes it difficult for
me to sleep at night. (See in the night below, under “parts of the day”.)
Use in:
Use on:
For particular dates, days or parts of days: I’m going on holiday on July 22nd. We’re having a party on
Saturday if you’d like to come. We always go bowling on Friday nights.
58
Conditionals
1st conditional
Form
Use
To talk about very possible or probable situations in the present or future: If you miss the last train home, you
can always stay at my place.
2nd conditional
Form
Use
To talk about less possible or improbable situations in the present or future: If I got the job, I’d have to move
to Bristol.
To talk about imaginary situations or events in the present: If I had more money, I’d travel first class on the
train. (I’m imagining having more money, contrary to the facts: I don’t have much money. I don’t travel first class
on the train.)
3rd conditional
Form
If / unless + past perfect simple or continuous tense – would have / could have / might have + past participle
(been, done, eaten, etc.)
Use
To talk about imaginary situations or events I the past: If you had been born in the 19th century, you would have
travelled to work by horse (imaginary, contrary to the facts: you weren’t born in the 19 th century; you’re
imagining a journey to work in the 19th century.)
In all types of conditional sentence the conditional clause (starting with if / unless) is understood and therefore
often omitted: How would you communicate with someone whose language you couldn’t speak? – I’d use sign
language.
If one part of the sentence speaks about the present / future and the other part about the past, 2 nd and 3rd
conditionals can be “mixed”:
If I hadn’t met Julia when I was travelling in Bulgaria last year (3rd conditional) we wouldn’t be married now (2nd
conditional.)
Anastasia would never have bought such an expensive book (3rd conditional), if she wasn’t studying the subject
for her PhD (2nd conditional.)
59
Other conditional structures
If it weren’t / wasn’t / hadn’t been for + noun: If it weren’t for Karol’s sense of adventure, we wouldn’t have
mounted this expedition.
If + noun / pronoun + were to + infinitive (formal): If the company were to lower the fares, we’d have more
money for other things.
You can:
Give advice using if I were you + I would + infinitive: If I were you, I’d take the laptop as hand luggage.
Make criticisms or strong requests using:
If you would + infinitive – would + infinitive
If you’d stop making so much noise, perhaps we’d all be able to enjoy the programme.
Make polite formal requests using the following (listed from quite formal to very informal):
o I’d appreciate it if you would / could: I’d appreciate it if you could hand in the report by Thursday. (Note: this
form can also be used for making polite complaints or criticisms: I’d appreciate it if you’d make less noise!)
o If you’d be so kind as to + infinitive (- will + infinitive): if you’d be so kind as to close the window.
Use at:
When a place is thought of as a point, not an area (including at home, at school, at work, at university): I’ll
meet you at the airport when you arrive.
To talk about an event involving a number of people: Tina met Joe at Charlie’s wedding.
For addresses: She lives at Number 11, Abbey Road.
Use in:
When a place is thought of as somewhere with an area or space: Gary lives in a small flat at the top of a
tower block.
For cars and taxis: Let’s talk in the car.
Normally with in class, in hospital, in prison, in court: He studied for a law degree while he was in prison.
With people or things which form line: Wait in the queue!
For the world: It’s the tallest building in the world.
Use on:
To talk about a position in contact with a surface: We’ve hung that picture you gave us on the wall above the
fireplace. She lay on the beach soaking up the warm spring sunshine.
To talk about a position on something thought of as a line, e.g. a coast, a road, the outskirts, the edge, etc:
Keyhaven is a small village on the south coast. There were huge traffic jams on the motorway yesterday
evening.
With means of transport apart from cars and taxis (see above): Hi Karen – I’m on a train and I’ll be getting to
you about six. OK?
For technology: I’ve seen him on television. I’m afraid she’s on the phone at the moment.
With left and right: You’ll find the post office on your left just past the supermarket.
With lists: I’ll put “sausages” on the shopping list.
With premises, farm, floor and island: It’s on the fifth floor.
60
ARTICLES
A/an is used for something general or non-specific, or when we refer to something for the first time: have you
got a bicyle? (= any kind of bicycle) He’s a good gymnast. (= one of many). There’s a tennis club in our town.
Other uses:
The is used when we know what is being discussed, e.g. it may be something specific, it may have been
mentioned before, or there may be only one of it: When is the furniture arriving? (= the local college, the only
one)
We also use the with plural countable nouns to refer to something known, to something specific or to
something that has been mentioned before: Grades are given according to accuracy and creativity. The
grades range form A-F.
No article
With plural countable nouns and uncountable nouns with a general meaning: Cats chase mice. Pollution is
ruining our towns and cities.
In certain phrases which relate to places, institutions or situations: Did you go to university? (= Were you a
student?) What did you do in class today? (= What did you learn?)
Other similar phrases: be in / go to church, court, hospital, prison; be at / go to sea, school, university, work;
be at / go home.
If a sentence starts with a clause introduced by whereas, while, though, although and even though, even if,
despite, etc, a comma is used to separate the first clause from the rest of the sentence: Even though I felt ill, I
thoroughly enjoyed the party.
No comma is used if these clauses come after the main clause: I thoroughly enjoyed the party.
However and nevertheless are followed by and sometimes also preceded by commas: I enjoy going to the
gym. However, I can’t stand running. I enjoy going to the gym. John, however, can’t stand it.
Comment adverbials
Express how certain the speaker is about something. Some common adverbs: certainly, definitely, possibly,
probably, undoubtedly: She´s definitely happier now than she wes when she first arrived in the country.
Some common adverbs: frankly, personally, unfortunately, surprisingly: I, personally, would only emigrate if I
was sure it would improve my standard of living.
Some common adverbial phrases: in my opinion, quite honestly, generally speaking, to my surprise: Quite
honestly, I don´t think you should have given him so much money.
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Express the speaker´s opinion of their or someone else´s actions: cleverly, kindly, mistakenly, strangely,
foolishly, etc. (These adverbs depend on the action taken and therefore it is not possible to provide a list of
the most common ones): The government has mistakenly, I think, put restrictions on immigration from certain
countries. (i.e. I think the government´s action is a mistake): Strangely, I haven´t heard anything from her
since she moved house. (I.e. I think her failure to communicate is strange.
Comment adverbials are often placed at the beginning of the sentence: Frankly, if I could choose, I´d leave
Manchester and migrate back to the country.
In the middle position in the sentence (between the subject and the adverb): She was unfortunately
extremely late for the appointment.
Or at the end of the sentence: Demetrio is thinking of emigrating to Australia, apparently.
NOTE: In writing, comment adverbials are usually separated from the rest of the sentence by comma when
used at the beginning or the end of the sentence.
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Abilities in each of the skill areas
CAE is a general proficiency examination at Level C1 in the Council of Europe´s Common European Framework of
Reference. It is at Level 2 in the UK National Qualifications Framework.
For CAE, there are three passing grades, A, B, and C. Candidates who have achieved a Grade A have demonstrated
ability at Council of Europe Level C2.Candidates who have not achieved a CAE passing grade (Council of Europe Level
C1) but have demonstrated ability at the level below this, are awarded a certificate stating Council of Europe Level B2.
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 Europe´s 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, C1 and B2.
Overall CAN advise on or talk complex sensitive issues, CAN understand various documents including the finer
general understanding colloquial references and deal points of complex texts, and CAN write letters and
ability confidently with difficult questions. meeting notes with good expression and accuracy.
Overall CAN contribute effectively to meetings and seminars CAN read quickly enough to cope with an academic
general within own area of work or keep up a casual course, and CAN take reasonably accurate notes in
ability conversation with a good degree of fluency, coping meetings or write a piece of work which shows an ability
with abstract expressions. to communicate.
Social & CAN pick up nuances of meaning/opinion. Can understand complex opinions/arguments as
Tourist expressed in serious newspapers.
CAN keep up conversations of a casual nature for an CAN write most letters (s)he is likely to be asked to do;
extended period of time with abstract/cultural topics such errors as occur will not prevent understanding of the
with a good degree of fluency and range of expression. message.
Work CAN follow discussion and argument with only CAN understand the general meaning of more complex
occasional need for clarification, employing good articles without serious misunderstanding.
compensation strategies to overcome inadequacies.
CAN deal with unpredictable questions CAN, given enough time, write a report that
communicates that desired message.
Study CAN follow up questions by probing for more detail. CAN scan texts for relevant information, and grasp main
topic of the text.
CAN deal with unpredictable questions.
CAN write a piece of work whose message can be
followed throughout.
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