Certificate in Advanced English

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.

PAPER 1: READING AND USE OF ENGLISH (1 HOUR AND 30 MINUTES)

The paper contains eight parts. For Parts 1 to 4, the test contains texts with accompanying grammar and
vocabulary tasks, and separate items with a grammar and vocabulary focus. For Parts 5 to 8, the test contains
a range of texts and accompanying reading comprehension tasks.

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: MULTIPLE-CHOICE CLOZE

 Task type: Multiple-choice cloze

 Focus: Vocabulary, e.g. idioms, collocations, fixed phrases, complementation, phrasal verbs, semantic
precision.
 Format: A modified cloze containing eight gaps followed by eight 4-option multiple-choice items.
 Number of questions: 8
 Each correct answer in Part 1 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.

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PART 2: OPEN CLOZE

 Task type: Open cloze

 Focus: Awareness and control of grammar with some focus on vocabulary.
 Format: A modified cloze containing eight gaps.
 Number of questions: 8
 Each correct answer in Part 2 receives 1 mark.

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: WORD FORMATION

 Task type: Word formation.

 Focus: Vocabulary, in particular the use of affixation, internal changes and compounding in word
formation.
 Format: A text containing eight gaps. Each gap corresponds to a word. The stems of the missing
words are given beside the text and must be changed to form the missing word.
 Number of questions: 8
 Each correct answer in Part 3 receives 1 mark.

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.

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PART 4: KEY WORD TRANSFORMATION

 Task type: Key word transformation.

 Focus: Grammar, vocabulary, collocation.
 Format: Six separate items, each with a lead-in sentence and a gapped second sentence to be
completed in three to six words, one of which is a given ‘key’ word.
 Number of questions: 6
 Each answer in Part 4 receives 0, 1 or 2 marks.

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: MULTIPLE CHOICE

 Task type: Multiple choice

 Focus: Detail, opinion, attitude, tone, purpose, main idea, implication, text organisation features
(exemplification, comparison, reference).
 Format: A text followed by 4-option multiple-choice questions.
 Number of questions: 6
 Each correct answer in Part 5 receives 2 marks.

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.

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PART 6: CROSS-TEXT MULTIPLE MATCHING

 Task type: Cross-text multiple matching.

 Focus: Understanding of opinion and attitude; comparing and contrasting of opinions and attitudes
across texts.
 Format: Four short texts, followed by multiple-matching questions. Candidates must read across
texts to match a prompt to elements in the texts.
 Number of questions: 4
 Each correct answer in Part 6 receives 2 marks.

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

 Task type: Gapped text.

 Focus: Cohesion, coherence, text structure, global meaning.
 Format: A text from which paragraphs have been removed and placed in jumbled order after the
text. Candidates must decide from where in the text the paragraphs have been removed.
 Number of questions: 6
 Each correct answer in Part 7 receives 2 marks.

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.

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PART 8: MULTIPLE MATCHING

 Task type: Multiple matching.

 Focus: Detail, opinion, attitude, specific information.
 Format: A text or several short texts, preceded by multiple-matching questions. Candidates must
match a prompt to elements in the text.
 Number of questions: 10
 Each correct answer in Part 8 receives 1 mark.

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.

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 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.

PART 1: COMPULSORY TASK.

 Task type and focus: Writing an essay with a discursive focus.

 Format: Candidates are required to write an essay based on two points given in the input text.
They will be asked to explain which of the two points is more important and to give reasons for
their opinion.

 Length: 220–260 words.

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.

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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

 Length: 220–260 words.

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.

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 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.

PART 1: MULTIPLE CHOICE

 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.

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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.

PART 3: MULTIPLE CHOICE

 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.

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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.

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 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.

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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.

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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.

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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.

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 DOs AND DON’Ts AT CAE

READING AND USE OF ENGLISH PAPER

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).

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DON’T

Parts 1–4

 Don’t leave any questions unanswered.

 Don’t give alternative answers for any questions.
 Don’t wait until the end to copy all your answers on to your answer sheet.
 Don’t copy the words on to your answer sheet. Only one letter (A, B, C or D) is necessary (Part
1). 

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

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 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

 Don’t try to write very long answers. 

 Don’t worry if you miss a question. Continue with the next question then listen again for the
missing information when you hear the recording for the second time. 
 Don’t leave a blank space on the answer sheet. If you are not sure, guess. 
 Don’t repeat information which is already in the sentences. (Part 2) 
 Don’t panic. There is plenty of time to write your answers as you listen. (Part 2)

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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.

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 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.

Cause, result, purpose:

Therefore, thus, hence, consequently, after all, to be sure, for this reason, accordingly, then, knowing
this, naturally, of course, with this object, with this end, to this end, because of this, with this in mind, in
many cases, by this means, in this way, as.

Example, restatement:
For example, for instance, more specifically, in particular, indeed, namely, specifically, to illustrate, in
other words, in fact, that is, in brief, in short, to summarize, in conclusion.

Time:
afterwards, later on, soon, meanwhile, in the meantime, next, immediately, then, later, at length,
eventually, at the same time, in the same instant, today, nowadays, in the beginning, to begin, in time,
in future, finally, initially, subsequently, simultaneously.

Place:
Here, there, nearby, beyond, further on, opposite, on the opposite side, on the right, on the left,
behind, in back.

Concession:
Although it is true that, granted that, I admit that, it may appear that, naturally, of course.

Summary, Repetition, or Conclusion:

as a result, as has been noted, as I have said, as we have seen, as mentioned earlier, in any event, in
conclusion, to conclude, in brief, finally, in other words, in short, in a word, on the whole, therefore, in
summary, to summarize, to sum up, in a nutshell, all in all.

Chronological:
Presently, the next day, before, during, at length, soon, afterward, after, when, afterward, by that time,
since, while, meanwhile, at that moment, next, from then on, first, within an hour, soon, at last later,
earlier, second, then.

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....)

To link together similar things (whether ideas or reasons):

You can just number them; The following n things: [and then number them, or not number them --
whichever seems more appropriate]; Similarly, In the same vein, Along with, Accompanying that, Also,
And, Additionally, In addition, Then too, Besides, Moreover, Further, Furthermore.

To say that something is true in "both directions"

Conversely, The converse is also true, And vice versa

To say it is true in only one direction:

The converse is not true, This only goes in one direction, This is only true in this direction.

To explain something further:

For example, Examples of this are, To clarify ... To say this in another way, In line with that...

To change topics:
Moving on to a different point, considering something totally different now, let me digress for a
moment, returning from the digression, returning to the above point about, related to.

21
ESSAY

Useful language

 Expressing an opinion

 It is probably true to say that…

 There can be no doubt that…
 It is simply not the case that…
 Commonly held views

 It is widely believed that…

 No one would dispute the fact that…
 Few people would contest / dispute (the fact) that…
 It is generally agreed that…
 Saying what other people think

 There are those who argue that…

 It has been suggested that…
 It is often claimed that…
 Opponents / Supporters / Proponents of (….) argue that…
 Referring to sources

 All the evidence suggests that…

 A recent survey proved that…
 Judging by the comments made by…
 Interviews with (…) have revealed that…

22
Layout of Essays

Introduction
Paragraph 1

- Hooks the reader and captures his or her attention

- Contains the topic sentence of the essay

- Briefly states three or more main ideas which will be explained in body of paper.

Main body

Paragraphs 2-3-4 (5)*

- Longest section of the essay
- Contains three or more fully developed paragraphs (one paragraph to support each main idea stated in
the introduction)
- Each paragraph contains a topic sentence and at least four to five supporting detail sentences.
- Transition words and phrases help move reader from one idea to the next (example: also, in addition,
another reason, etc.)

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:

 The purpose/aim/intention of this report is to examine/assess/ evaluate the suitability of...

for .../the advisability of (+ ing)/the performance of....
 As requested, this is a report concerning/regarding the matter/subject of
 This report contains the assessment of... which you requested/asked for,
 This report outlines the advantages and disadvantages of...

 To end reports, Summarizing:

 To conclude/To sum up/In conclusion...,

 On the basis of the points mentioned above/On the whole, it would seem that
 The only/obvious conclusion to be drawn from these facts is that...

 Recommending:

 It is (therefore) felt/believed/apparent/obvious (that)... would be ideal for

 It would (not) be advisable/advantageous/practical/wise to
 I (strongly) recommend/would suggest (that)
 My/Our recommendation is that... should be....
 I recommend that the best course of action would be ...

A successful report should consist of:

a) an introductory paragraph which clearly states the purpose and content of the report;
b) a main body in which the relevant information is presented in detail under suitable subheadings;
and
c) a conclusion which summarizes the information given, and may include an opinion and/or
suggestion/recommendation

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.

A good proposal report should consist of:

a) an introduction in which you state the purpose and content of your report;

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:

 The purpose/aim/intention of this report is to outline/present/discuss the future plans/the intended

course of action...
 This report is submitted in support of our request for approval of.../ for permission to /for a loan to allow
us to ...
 This report contains the (relevant) information/details of/concerning ... which you requested/asked for
 This report contains details of/outlines our plans/intentions concerning ...

To end a proposal:

 To conclude/To sum up/In conclusion, our intention is to ...

 The advantage(s) of the approach proposed would be that...
 I feel certain/believe that the course of action proposed above will achieve .../meet with success/answer
the needs of the company.
 I hope/trust that the plan/scheme outlined/presented in this report meets with your approval/will
receive your serious consideration.

25
Layout of Reports and Proposals

To: ...........................
From: .......................
Subject: ...................
Date. ........................

Introduction

Paragraph 1

State the purpose and content of your proposal or report

Main body

Paragraphs 2-3-4 (5)*

Present each aspect under separate subheadings

Recommendations (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.

There a/e certain specialized types of articles, however. These include:

1) news reports, which are brief, factual pieces of writing written for publication in newspapers, describing
important current events in a formal, impersonal style;

2) reviews, which are specialized articles written to describe, discuss and/or evaluate a film, book, theatrical
performance. TV series, etc. Such pieces are usually published in a magazine or newspaper.

A successful article should consist of:

a) an eye-catching title or headline which suggests the topic of the article that follows;
b) an introduction which clearly outlines the topic(s) to be covered;
c) a main body of several paragraphs in which the subject is developed in detail
d) a conclusion which summarizes the topic and/or offers an opinion, comments, recommendations, etc.

Useful clues to write an article

 Before you start writing, it is important to decide:

 where the article is intended to appear (e.g. magazine, leaflet, etc)

 who the intended readers are (e.g. the general public, fellow students, etc)
 what the purpose of writing is (e.g. describe, inform, advise, etc)

These abovementioned three factors will determine the style, language and arrangement of your article

 The style of the article may be formal or semi-formal, depending on the intended readership; however,
in all articles/news reports/reviews you should avoid extremely vivid description, over-emotional or over-
personal writing, and simplistic vocabulary.
 Use suitable descriptive, narrative or argumentative techniques, and expressions which are consistent
with the purpose of the article. Appropriate use of linking words/expressions and a wide range of
vocabulary will make your writing more interesting.
 Select and organize the ideas and information you will present in each paragraph carefully, and begin
each paragraph with a clear topic sentence.

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.

Article Writing Format

Title/Headline

Introduction
Paragraph 1
State the topic of the article

Main Body
Paragraphs 2-3-4-5*
Development of the topic - each new aspect should be presented in a separate paragraph with a clear
topic sentence

Conclusion
Final Paragraph
Summary of the topic and/or opinion/comments/ recommendations)

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

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.

A successful review should consist of:

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

Useful Language
 To begin reviews:

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

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

 To explain the plot:

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

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

 Evaluating various features:

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

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

 To end reviews:

 You should definitely see/read…/Don´t miss it/ You might enjoy…

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

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.

Useful Language: Applying for Jobs

 To begin letters:

 I am writing to apply for the post/position of... advertised in yesterday's ...

 I am writing in connection with/with regard to the vacancy in your Sales Department,

as advertised in The Times on/of 14th October.

 Experience/Qualifications:
 I am currently/At present I am employed/working as...
 I was employed as (position) by (company) from (date) to (date)….
 During this time, I held the position of .../was responsible for .../my duties included...
 I have received training in .../completed an apprenticeship, etc...

 My qualifications include .../I am presently studying/attending a course…

 I am due to take my final examinations in June...
 I have/hold/obtained/was awarded a degree/diploma/certificate in...
 I have successfully/recently completed a course in (subject) at (place).

 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:

 I am writing to express my annoyance/extreme dissatisfaction with /anger at /protest

about
 I regret to/feel I must inform you how appalled/shocked I was ...

 To end letters:

Mild complaint

 I hope/trust this matter will be dealt with/resolved as soon as possible, receive your
immediate attention, not be treated lightly.
 I feel that you should .../I am entitled to compensation/a refund/a replacement.

Strong complaint

 I (must) insist on .../insist (that)/demand .../warn you that...

 Unless this matter is resolved .../Unless satisfactory compensation is offered ...
 I will have no choice but to/I will be forced to take further/legal action.

Letter of complaint Writing Format

Introduction
Paragraph 1
State reason(s) for writing

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

Paragraphs 4-5*
Suggest what should be done

Conclusions
Final Paragraph
Closing remarks

Full name

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

33
34
 COMMON PROOFREADING SYMBOLS

Symbol Meaning Example

insert a comma The mayor´s brother I tell you is a crook.

apostrophe or single I wouldnt know where to put this base.

quotation mark
insert something I know it in fact, everyone knows it.

use double quotation marks My favorite poem is Design.

use a period here This is a declarative sentence…

delete The elephant´s trunk is is really its nose.

transpose elements He only picked the one he likes.

close up this space Jordan lost his favorite basket ball.

a space needed here I have only threefriends: Ted, Raoul, and Alice.

begin new paragraph “I knew it,” I said. … “I thought so,” she replied.

no paragraph “I knew it,” I said. …

“He´s no good”.

35
 COMMON PROOFREADING ABBREVIATIONS

Abbreviation Meaning Example

Ab. a faulty abbreviation She had earned a Phd along with her M.D.
Agr. agreement problem: The piano as well as the guitar need tuning.
See also subject/verb or The student lost their book.
P/A and S/V pronoun/antecedent
Awk. awkward The storm had the effect of causing
expression millions of dollars in damage.
or construction
Cap. faulty capitalization We spent the Fall in Southern spain.
CS comma splice Raoul tried his best, this time that wasn't good enough
DICT faulty diction Due to the fact that we were wondering
as to whether it would rain, we stayed home.
Dgl dangling Working harder than ever, this job
construction proved to be too much for him to handle.
- ed problem with Last summer he walk all the way to Birmingham.
final -ed
Frag fragment Depending on the amount of snow we get this
winter and whether the towns buy new trucks.
|| problem in parallel My income is bigger than my wife.
form
P/A pronoun/antecedent A student in accounting would be wise to see
agreement their advisor this month.
Pron problem with My aunt and my mother have wrecked her car
pronoun The committee has lost their chance to change things.
You'll have to do this on one's own time.
Rep unnecessary The car was blue in color.
repetition
R-O run-on sentence Raoul tried his best this time
that wasn't good enough.
Sp spelling error This sentence is flaude with two mispellings.
-s problem with final -s He wonder what these teacher think of him.
STET Let it stand The proofreader uses this Latin term to indicate that
proofreading marks calling for a change should be ignored
and the text as originally written should be "let stand."
S/V subject/verb The problem with these cities are leadership.
agreement
T verb tense problem He comes into the room, and he pulled his gun.
Wdy wordy Seldom have we perused a document so verbose,
so ostentatious in phrasing, so burdened with too many
words.
WW wrong word What affect did the movie have on Sheila?
She tried to hard to analyze its conclusion.

36
 PHRASAL VERBS

Verb Meaning Example

Brian asked Judy out to dinner and
ask someone out invite on a date
a movie.
I asked around but nobody has seen
ask around ask many people the same question
my wallet.
add up to
equal Your purchases add up to $205.32.
something
back something You'll have to back up your car so
reverse
up that I can get out.
My wife backed me up over my
back someone up support
decision to quit my job.
The racing car blew up after it
blow up explode
crashed into the fence.
blow something We have to blow 50 balloons up for
add air
up the party.
Our car broke down at the side of
break down stop functioning (vehicle, machine)
the highway in the snowstorm.
The woman broke down when the
break down get upset police told her that her son had
died.
break something Our teacher broke the final project
divide into smaller parts
down down into three separate parts.
Somebody broke in last night and
break in force entry to a building
stole our stereo.
break into The firemen had to break into the
enter forcibly
something room to rescue the children.
break something wear something a few times so that it I need to break these shoes in
in doesn't look/feel new before we run next week.
The TV station broke in to report
break in interrupt
the news of the president's death.
My boyfriend and I broke up before
break up end a relationship
I moved to America.
The kids just broke up as soon as
break up start laughing (informal)
the clown started talking.
The prisoners broke out of jail when
break out escape
the guards weren't looking.
break out in I broke out in a rash after our
develop a skin condition
something camping trip.
bring someone
make unhappy This sad music is bringing me down.
down
My grandparents brought me up
bring someone up raise a child
after my parents died.
bring something My mother walks out of the room
start talking about a subject
up when my father brings up sports.
bring something He drank so much that he brought
vomit
up his dinner up in the toilet.
We called around but we weren't
call around phone many different places/people
able to find the car part we needed.
I called the company back but the
call someone back return a phone call offices were closed for the
weekend.
37
 Jason called the wedding off
call something off cancel because he wasn't in love with his
fiancé.
The professor called on me for
call on someone ask for an answer or opinion question.

We called on you last night but you

call on someone visit someone
weren't home.
Give me your phone number and I
call someone up phone will call you
up when we are in town.
You are still mad. You need to calm
calm down relax after being angry down before you drive the car.

not care for

not like (formal) I don't care for his behavior.
someone/something
get to the same point as You'll have to run faster than that if
catch up
someone else you want to catch up with Marty.
arrive and register at a hotel or We will get the hotel keys when we
check in
airport check in.
You have to check out of the hotel
check out leave a hotel
before 11:00 AM.
check someone/something The company checks out all new
look at carefully, investigate
out employees.
check out Check out the crazy hair on that
look at (informal)
someone/something guy!
She cheered up when she heard the
cheer up become happier
good news.
I brought you some flowers to cheer
cheer someone up make happier
you up.
If everyone chips in we can get the
chip in help
kitchen painted by noon.
Please clean up your bedroom
clean something up tidy, clean
before you go outside.
I came across these old photos
come across something find unexpectedly
when I was tidying the closet.
The top and bottom come apart if
come apart separate
you pull hard enough.
My nephew came down with
come down with something become sick
chicken pox this weekend.
volunteer for a task or to give The woman came forward with her
come forward
evidence husband's finger prints.
come from somewhere originate in The art of origami comes from Asia.
count on I am counting on you to make
rely on
someone/something dinner while I am out.
Please cross out your old address
cross something out draw a line through
and write your new one.
My doctor wants me to cut back on
cut back on something consume less
sweets and fatty foods.
make something fall to the We had to cut the old tree in our
cut something down
ground yard down after the storm.
38
 Your father cut in while I was
cut in interrupt
dancing with your uncle.
The bus driver got angry when that
pull in too closely in front of another
cut in car cut in.
vehicle
start operating (of an engine or The air conditioner cuts in when the
cut in
electrical device) temperature gets to 22°C.
The doctors cut off his leg because
cut something off remove with something sharp
it was severely injured.
The phone company cut off our
cut something off stop providing phone because we didn't pay the
bill.
My grandparents cut my father off
cut someone off take out of a will
when he remarried.
remove part of something (usually
cut something out I cut this ad out of the newspaper.
with scissors and paper)
do someone/something He's lucky to be alive. His shop was
beat up, ransack (Br.E., informal)
over done over by a street gang.
My teacher wants me to do my
do something over do again (N.Amer.) essay over because she doesn't like
my topic.
do away with It's time to do away with all of
discard
something these old tax records.
Do your coat up before you go
do something up fasten, close
outside. It's snowing!
It's a fancy restaurant so we have to
dress up wear nice clothing
dress up.
Andrea dropped back to third place
drop back move back in a position/group
when she fell off her bike.
I might drop in/by/over for tea
drop in/by/over come without an appointment
sometime this week.
drop take someone/something I have to drop my sister off at work
someone/something off somewhere and leave them/it there before I come over.
I dropped out of Science because it
drop out quit a class, school etc
was too difficult.
I don't feel like cooking tonight.
eat out eat at a restaurant
Let's eat out.
We ended up renting a movie
end up eventually reach/do/decide
instead of going to the theatre.
My new dress fell apart in the
fall apart break into pieces
washing machine.
The picture that you hung up last
fall down fall to the ground
night fell down this morning.
The money must have fallen out of
fall out separate from an interior
my pocket.
(of hair, teeth) become loose and His hair started to fall out when he
fall out
unattached was only 35.
I need to figure out how to fit the
figure something out understand, find the answer piano and the bookshelf in this
room.

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?

We tried to keep the time of the

find something out discover party a secret, but Samantha found
it out.
get something I tried to get my point across/over
communicate, make understandable
across/over to the judge but she wouldn't listen.
I was surprised how well my new
get along/on like each other girlfriend and my sister got
along/on.
My grandfather can get around fine
get around have mobility
in his new wheelchair.
We worked so hard this year that
get away go on a vacation
we had to get away for a week.
get away with Jason always gets away with
do without being noticed or punished
something cheating in his maths tests.
We got back from our vacation last
get back return
week.
Liz finally got her Science notes
get something back receive something you had before
back from my room-mate.
My sister got back at me for
get back at
retaliate, take revenge stealing her shoes. She stole my
someone
favourite hat.
get back into I finally got back into my novel and
become interested in something again
something finished it.
We're going to freeze out here if
get on something step onto a vehicle
you don't let us get on the bus.
I just got over the flu and now my
get over something recover from an illness, loss, difficulty
sister has it.
The company will have to close if it
get over something overcome a problem
can't get over the new regulations.
I don't know when I am going to get
get round to finally find time to do (N.Amer.: get
round to writing the thank you
something around to something)
cards.
Let's get together for a BBQ this
get together meet (usually for social reasons)
weekend.
I got up early today to study for my
get up get out of bed
exam.
You should get up and give the
get up stand elderly man your seat.

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.

I went after my dream and now I

go after something try to achieve something
am a published writer.
We are going against the best
go against someone compete, oppose
soccer team in the city tonight.
Please go ahead and eat before the
go ahead start, proceed
food gets cold.
I have to go back home and get my
go back return to a place
lunch.
go out leave home to go on a social event We're going out for dinner tonight.
Jesse has been going out with Luke
go out with someone date
since they met last winter.
Please go over your answers before
go over something review
you submit your test.
I haven't seen Tina for a long time. I
go over visit someone nearby
think I'll go over for an hour or two.
When I was young, we went
go without something suffer lack or deprivation
without winter boots.
My best friend and I grew apart
grow apart stop being friends over time
after she changed schools.
grow back regrow My roses grew back this summer.
When Jack grows up he wants to be
grow up become an adult
a fireman.
Elizabeth needs a new pair of shoes
grow out of
get too big for because she has grown out of her
something
old ones.
This bike is too big for him now, but
grow into something grow big enough to fit
he should grow into it by next year.
hand something I handed my old comic books down
give something used to someone else
down to my little cousin.
I have to hand in my essay by
hand something in submit
Friday.
We will hand out the invitations at
hand something out to distribute to a group of people
the door.

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.

Please hold on while I transfer you

hold on wait a short time
to the Sales Department.
Hold onto your hat because it's very
hold onto hold firmly using your hands
windy outside.
someone/something or arms
A man in a black mask held the bank
up this morning.
hold someone/something up rob

Keep on stirring until the liquid

keep on doing something continue doing
comes to a boil.
keep something from We kept our relationship from our
not tell
someone parents for two years.
Try to keep the wet dog out of the
keep someone/something out stop from entering
living room.
If you keep those results up you will
keep something up continue at the same rate
get into a great college.
fail to support or help, I need you to be on time. Don't let
let someone down
disappoint me down this time.
Can you let the cat in before you go
let someone in allow to enter
to school?
look after I have to look after my sick
take care of
someone/something grandmother.
Ever since we stole that chocolate
look down on someone think less of, consider inferior bar your dad has looked down on
me.
I'm looking for a red dress for the
look for someone/something try to find
wedding.
I'm looking forward to the
look forward to something be excited about the future
Christmas break.
We are going to look into the price
look into something investigate
of snowboards today.
be careful, vigilant, and take Look out! That car's going to hit
look out
notice you!
look out for Don't forget to look out for snakes
be especially vigilant for
someone/something on the hiking trail.

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.

I work out at the gym three times a

work out exercise
week.
work out be successful Our plan worked out fine.
We have to work out the total cost
work something out make a calculation
before we buy the house.

45
 TIPS FOR SPANISH SPEAKERS

- Write longer sentences by joining ideas together.

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

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.

Collocations can be found in:

 adjectives and nouns: The doctor ordered him to take regular exercise.
 nouns and verbs: The lion started to roar when it heard the dog barking.
 noun and noun: Let's give Mr Jones a round of applause.
 verbs and adverbs: I vaguely remember that it was growing dark when we left.
 verbs and expressions with prepositions: At first her eyes filled with horror, and then
she burst into tears.
 adverbs and adjective: Are you fully aware of the implications of your action?

Intensifying adverbs:

In English we can used very or very much in different ways using words like highly, utterly,
bitterly, deeply. All this words collocate with other specific words and other combinations
sound unnatural.

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

controversial, recommended. (It’s used with some probability words –likely, unusual-.
With the exception of highly controversial, it usually combines with very positive
words. Extremely can also be used with all the opposite adjectives except
recommended)
 Absolutely/Utterly: ridiculous, stupid, impossible, wrong, alone appalled, convinced,
devastated, miserable. (Absolutely and utterly –slightly formal- combine with
adjectives with very extreme meanings where we can’t used very. We say absolutely
or utterly exhausted but not very exhausted, whereas we say very tired but not
absolutely or utterly tired. Often, but not always there words have negative
connotations)
 Bitterly: disappointing/disappointed, resent, criticize, regret, complain, cry, weep
(carries a feeling of deep sadness, used slightly more in writing than in conversation)
 Deeply: ashamed, concerned, shocked, committed, moved, affected, hurt (feelings),
regret, care, religious, unhappy. (collocates mainly with words associated to feelings,
used slightly more in writing than in conversation)
 Ridiculously: cheap, expensive, easy, low, high, long, short, small, large, early.
(suggests something extreme, which seems unbelievable or unreasonable)
 Strongly: oppose, influence, believe, deny, recommend, support, condemn, suggest,
feel, argue, object (collocates with verbs particularly those that relate to having an
opinion.

47
 Make Do Take Pay

arrangements for your best a holiday attention

a change nothing a trip your respects
a choice a train/bus tribute
a comment business a fine
a contribution damage a risk by credit card
decision harm an interest cash
an effort experiment photos interest
noise exercises a chance pay someone a
excuse a favour advantage of compliment
friends your hair action pay someone a
an improvement measures visit
a mistake your homework pay the bill
the ironing, break
a mess a look pay the price
money the cooking,
trouble a rest
the shopping,
room an exam
the washing
a phone call notes
some work a seat
progress
a difference someone´s place
someone´s
temperature

Come Go Get Save

go abroad get a job save electricity

come close go astray get a shock save energy
come complete go bad get angry save money
with get divorced save one's strength
come direct go bald save someone a
come early go bankrupt get drunk seat
come first go blind get frightened save someone's life
come into view go crazy get home save something to a
come last go dark get lost disk
come late go deaf get married save space
come on time go fishing get nowhere save time
come prepared get permission save yourself the
come right back go mad trouble
go missing get pregnant
come second get ready
come to a go on foot
compromise get started
go online
come to a get the impression
go out of business
decision get the message
go overseas get the sack
come to an
agreement go quiet get upset
come to an end go sailing get wet
come to a go to war get worried
standstill go yellow
come to terms
with
come to a total of
come under attack

Classifiers

 A swarm of bees  Carafe of wind/water  Team of helpers

 A bag of flour
 A pair of scissors
 A box of matches
 A pair of sunglasses
 A basket of fruit
 Bucket of water
 Bunch of flowers
 Cup of tea
 Flock of sheep/birds
 Gust of wind
 Herd of cattle
 Jug of milk
 Flight of stairs
 Loaf of bread
 Item of luggage  Tin or can of beans
 Pack of cards  Tube of toothpaste
 Pair of tweezers  A heap of work (=a lot
 a pad of paper of )
 Piece of  a ball of string
equipment/cake  a bar of chocolate
 Pot of honey  a bottle of water
 Puff of smoke  a bunch of carrots
 School of whales/fish  a cube of sugar
 Slice of cake/bread
 Range of hills
 Sack of potatoes
 Spoonful of sugar
 Spot of bother

48
VERBS FOLLOWED BY PREPOSITIONS

Verbs followed by in:

Absorbed in something (especially absorbed in her work/a book)

Confide in someone
Be engrossed in something
Implicate someone in something
Involve someone in something
Result in something
Specialize in something
Succeed in something

Verbs followed by for:

Account for something

Allow for something (to take into consideration)
Apologize for something/someone (on their behalf: Let me apologize for Jack.)
Blame someone for something
Care for something/someone
Cater for something/someone
Charge someone for something (make them pay for it)
Count for something (especially: I count for nothing in this company)
Earmark something for a particular use
Pay for someone/something

Verbs followed by of:

Accuse someone of something

Convict someone of something
Remind someone of something
Suspect someone of something

Verbs followed by about:

Argue about something
Be concerned about something (be worried about)
Boast about something
Decide about something
Dream about something
Protest about something

Verbs followed by out:

Phase something out

Verbs followed by at:
Glance at something
Guess at something
Hint at something
Marvel at something

49
Verbs followed by with:

Acquaint someone with something

Associate something with someone
Charge someone with something
Clutter with something (especially passive: The room was cluttered with boxes)
Coincide with something
Collide with something
Comply with something
Concern with something (usually passive: be concerned with)
Confront someone with something
Confuse someone/something with someone/something
Cram with something (especially passive: be crammed with)
Deal with someone/something
Discuss something with someone
Face with something (especially passive: be faced with)
Ingratiate oneself with someone
Meet with something (especially: meet with an accident)
Pack with something (especially: be packed with)
Plead with someone
Provide someone with something
Tamper with something
Trust someone with something

Verbs followed by from:

Bar someone from a place

Benefit from something
Derive something from something
Deter someone from something
Differ from something
Distinguish one thing from another thing (also distinguish between two things)
Distract someone from something
Exempt someone from something
Expel someone from a place
Refrain from something
Resign from something
Result from something
Stem from something
Suffer from something
Translate one language from/into another language

50
Verbs followed by on:

Base something on something

Blame something on someone
Centre something on something (usually passive: be centered on)
Concentrate something on something
Congratulate someone on something
Decide on something
Depend on someone/something
Elaborate on something
Impose on someone
Insist on something/someone doing something
Pride oneself on something
Verbs followed by against:
Insure something against something
Protest against something

Verbs followed by to:

Answer to something (especially: answer to a description)

Appeal to someone (beg)
It appeals to me ( I like the idea)
Apply oneself to something. (This rule doesn’t apply to you)
Attend to something said/heard
Attribute something to someone
Commit oneself to something (especially passive: be committed to)
Confess to something
Devote oneself to something
Prefer one thing to another thing
React to something
Refer to something (This number refers to the next page)
Refer someone to someone (The doctor referred me to a specialist)
Be resigned to something
Resort to something (meaning make sure it is done)
Subject someone to something (stressed: subject)
Succeed to the throne
Be used to doing something

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.

 Verbs which describe appearance, e.g. appear, look, seem, resemble.

 Verbs which describe senses, e.g. feel, smell, taste.

 There other verbs: belong, consist, contain, cost, have, own.

Would + infinitive and used to + infinitive

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.

The present perfect tenses

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

Expresses Phrases Followed by Position Examples

purpose So (that) A clause Between He always dresses smartly so
clauses (that) people notice him.

with the purpose verb + -ing Teresa got up early with the
of / with the intention of studying before
going in to university.
intention of

After the main

So as / In order infinitive clause Carla came home early so as
not to have an argument with
her parents
infinitive Dieter goes to the gym every
day to keep fit
reason because at the beginning We'd better postpone the
/ since / as of the sentence meeting till after lunch
because / since / as Fatima
(more
has been delayed.
emphatic) or Because / As / Since he was
between feeling ill, he spent the day in
clauses bed.

in case A clause Take your mobile with

you in case you need to call me.
otherwise After the main Candice always writes things
clause down otherwise [= because if
she doesn't) she forgets them.

because of / due to noun / verb + at the beginning All flights have

/ owing to -ing of the sentence been cancelled because of/
or after the main due to / owing to the bad
clause weather.

For this reason A sentence at the beginning Someone called

of the sentence me unexpectedly. For this
and referring to reason I was late for the
the previous one meeting.

result Consequently/as a A sentence at the beginning Ranjit injured

of the sentence himself in training
consequence/ as a
and referring to yesterday. As a
result the previous consequence, he won't be
one. As a taking part in the match
consequence today.
and as a result
can also be
Keiko didn't write
used at the end
a very good letter of
of the sentence
application. She was
rejected as a result.

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.

Don´t double the final consonant when:

 There are two final consonants: correspond-correspondence.

 If there are two vowels before the final consonant: disappear-disappearance.
 The verb ends in a vowel: interfere-interference
 The stress is not on the final syllable: deepen-deepening.

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.

But not these exceptions:

i becomes Y with –ing: lie-lying, die-dying

Dry-drier / drily but dryness, shy – shyness / shyly; day-daily

Drop the –e:

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.

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 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.

Infinitives and verb + -ing forms

The –ing form of the verb is used after:

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.

 Verbs followed by the infinitive and the –ing form


A small number of verbs can be followed either by the infinitive or by the –ing form.

 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)

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 I like cleaning my car every week. (=focus on the activity itself, i.e. I enjoy cleaning it)
With different meanings:

 Verbs expressing perception (infinitive without to)

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)

Other uses of the ING form:

 as an adjective: that was a really interesting film

 as a noun: (the subject or object of a verb): Driving can be very tiring, especially late at night.
 As part of a participle clause or phrase
 After a preposition: Thank you all for being here. What wrong with lending him my car?

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 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.

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 Prepositions in time expressions

Use at:

 With points of time: at four o’clock, at dawn, at midday.

 With short periods which we think of as points: I’m always short of money at the end of the month.
 With mealtimes: We can discuss it at lunch tomorrow.

(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:

 For periods of time: in 2006, in March, in the autumn.

 For parts of the day: Sam always goes shopping in the morning. (but Sam always goes shopping on
Saturday morning. See below.)
Note: we use at night when talking about nights in general (see above) and in the night to mean during a particular
night: The pavement was wet this morning because it had rained in / during the night.
 To say the period of time before something happens or how long something takes: I’ll call you back in 20
minutes. In six months’ time I’ll have finished university. Clara managed t do all her homework in just 20
minutes.

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.

With occasion: Tatiana has visited us on several occasions in the past.

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Conditionals

1st conditional

Form

If / unless + present simple / continuous tense – will/may/must, etc + infinitive

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

If / unless + past simple / continuous tense – would/could/might + infinitive

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.)

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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.

Other uses of conditionals

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.

AT, IN AND ON TO EXPRESS LOCATION

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.

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ARTICLES

The indefinite article a / an

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:

 To refer to someone’s job or function: She used to be a hotel receptionist.

 To mean one: I have a sister and two brothers. My grandfather lived to a hundred.

The definite article the

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.

THE USE OF COMMAS

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.

Express the speaker´s attitude or opinion about what they say.

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.

However they can also be placed:

 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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63
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.

Level C2 Listening and Speaking Reading and Writing

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.

Level C1 Listening and Speaking Reading and Writing

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 deal with unpredictable questions.
CAN scan texts for relevant information, and grasp main
topic of the text.
CAN write a piece of work whose message can be
followed throughout.

Level B2 Listening and Speaking Reading and Writing

Overall CAN follow up a talk on a familiar topic.

CAN scan texts for relevant information.
general
ability CAN keep up a conversation on a fairly wide range of
CAN make notes while someone is talking or write a
topics.
letter including non-standard requests.

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