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 EXAM PREPARATION TIPS
FOR C1 & C2 LEVEL CANDIDATES

The following tips have been compiled to help both the teacher and the students while

preparing for the LanguageCert International ESOL C1 or C2 level Exams (Written and Spoken).

After some initial familiarization with both parts of the exams, students may be provided with

the following tips.

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Tips for the LISTENING tasks

Before the Listening tasks

• While practising, remember to always be fully focused.
• Make sure you read the instructions very carefully (e.g. if asked to fill in gaps with up to
5 words, try to stick to the word limit).
• Read all questions and/or answer choices to predict the context and understand the
listening purpose of the task.
• Underline key words in the questions as this may help you remember what to focus on.
• Remember the information asked usually follows the same order as the information on
the recording.
• In the case of gaps to be filled in, get into the habit of reading the adjacent words or
phrases. That will help you guess what kind of word is missing (e.g. a noun, adjective,
verb).
• Be aware that headings, if any, can guide you as to the content of what you are about to
hear. They are very much like a ‘summary’ of the recording you are about to hear.

During the Listening tasks

• Initially, focus on the gist and simply try to understand the general meaning.
• Pay attention to the speaker’s stress/intonation and try to interpret it. This may help you
find the correct answer.
• Listen and choose an answer even if you are not sure about it. A second listening will
follow to confirm whether it was right or wrong.
• Prepare for the next question. That’ll make you feel ready for what will follow and help
you feel more confident.
• Make sure you do not jump to the ‘right’ answer too soon. Wait for the second listening
to confirm your initial answer.
• Remember you may sometimes have to ‘listen between the lines’. So, do not always
expect to hear an explicit answer to some questions.
• Don’t be put off by unknown words. Try to guess them from the context / adjacent words
or sentences.

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After the Listening tasks
• Make sure you have answered all questions. Do not leave any blank answer.
• In the case of multiple-choice questions, follow a process of elimination if you cannot
decide on the right choice.
• Check once more if you have written the number of words allowed (in Part 3).
• Don’t forget that all answers need to be transferred to the Answer Sheet.

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Tips for the READING tasks

Before the Reading tasks

• Remember the main features of the Reading exam (e.g. text types and question types
to be expected, usual focus of texts). It helps to know what may be on the upcoming
exam.
• Know the various strategies that can help you understand a text (e.g. skimming,
scanning, predicting and confirming predictions, guessing helped by the title).
• While training, be aware of linking words and of their function across a text. They may
help better understand it.

During the Reading tasks

• Read all instructions very carefully and don’t rush through the task.
• Do read the title, if any. A title guides you as to the content of the text that follows.
• Always read the text once to get the main idea. That will subsequently help you locate
information if you roughly know where it is.
• Read all questions carefully. They may help you better comprehend the content or the
hidden meaning behind the text.
• Do not waste your time trying to understand the meaning of any new words in the text.
You should be able to understand their meaning through the adjacent sentences.
• Underlining key words or key ideas may help you remember which points are raised,
where you can find them, etc.
• Remember that answers do not usually ‘lift’ words from the text. Do not only look for
the same words, look for paraphrases, too.
• Remember that information you read usually follows the same order as information
requested through questions.
• Select an answer (in the case of a multiple-choice question) even if you are not sure of
it. A second reading will help you confirm whether your answer was right or wrong.
• Divide the time equally between your Reading and Writing tasks. You’ve only got 2 hours
40 minutes for all of them. Keep an eye on the time.
• If you can’t answer a question, carry on and you may come back to it later.
• In the case of a text with removed sentences (Part 2), first try to understand the general
meaning of the text and only then read the provided sentences. Also, remember 2 of the
sentences are ‘distractors’ and will not be used.

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After the Reading tasks
• Always re-read the text and confirm your answers.
• If there are still unanswered questions, write an answer, even if you are not sure it is the
right one.
• Remember there cannot be more than one correct answer to each of the multiple-choice
questions.

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Tips for the WRITING tasks

How to better perform in terms of ‘Task fulfilment’

• Know what to expect in terms of text types to be produced (e.g. informal or formal
letter, email, report, essay, short story, article) and remember their key stylistic features.
• While reading instructions, it may help to underline key words so as to remember what
exactly is required. Be aware, too, that writing off topic is penalized (in terms of ‘Task
Fulfilment’).
• Organise your thoughts on a separate piece of paper. Spend some time jotting down key
points/ideas. A mind map is usually an easy way to organize the structure of your tasks.
• In the introduction, do not copy the topic word for word. Paraphrase it for the
introductory statement.
• While practising, you may write a draft but keep in mind that on your Test Day you simply
do not have time for that.
• Remember to cover all points given in the topic. Otherwise, referring to fewer points
than the ones requested will affect your ‘Task Fulfilment’ grade.
• Keep in mind that in the case of letters/emails, you do not have to write any
address/date. If you are given a word or sentence to start with, start with that.
• Write a few lines or a paragraph for each point given. Remember a paragraph usually
consists of at least 2/3 sentences.
• Write the required amount. Do not risk losing marks if the text is shorter. Also, note that
you will not get extra marks for writing more than required.
• Lastly, keep an eye on timing. Do not risk failing to complete your writing tasks because
of poor time management.

How to better perform in terms of ‘Accuracy and Range of Grammar’

• Avoid complex sentence structure that may negatively affect the coherence and
cohesion of your text.
• Tangibly show you know more than just ‘basic’ grammar while, at the same time,
maintaining cohesion and coherence in your composition.
• Carefully read the topic and think of the grammar to be used (e.g. tenses, active or
passive voice, conditional structures).
• Remember who the intended audience is as it will affect the grammar to be used (e.g. in
a formal letter, avoid using contractions, direct questions, abbreviations).
• Plan to finish early and have time for review (e.g. check for mistakes in tenses, articles
omitted or wrongly inserted, wrong prepositions).

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 • While proofreading, how about using another sheet of paper and hiding the lines below
the one that you are reading? That may help you focus on it.
• Try to remember the kind of mistakes you usually make and see if you’ve made similar
ones again.

How to better perform in terms of ‘Accuracy and Range of Vocabulary’

• Try to display the more or less ‘advanced’ vocabulary you know, vocabulary that reflects
your current level (e.g. use collocations instead of simple words to elevate your style).
Show what you know, not the easiest words that come to mind.
• Avoid generic words. Replace them with more descriptive/ specific ones (e.g. instead of
‘good’, how about using ‘respectable’, ‘outstanding’, ‘remarkable’?).
• Be aware of the topics to be expected and the relevant vocabulary.
• Keep in mind that both British and American spelling are allowed. However, do not
switch from the one to the other. Use only one variety throughout.
• While proofreading your text, check for repetitions, if you’ve forgotten any words, etc.
and make the necessary corrections.

How to better perform in terms of ‘Organisation’

• Avoid jumping into writing. Spend some time on planning.
• Always organise your text into paragraphs and remember each paragraph consists of at
least 2-3 sentences. Every paragraph should have its own function.
• Remember to use a ‘topic sentence’ to introduce what will be discussed in the next lines
and do not forget to use ‘supporting sentences’ to provide further information.
• Do not forget that a paragraph usually closes with a concluding sentence which
summarises the information that has been presented.
• Memorising a few fixed phrases/expressions may help (e.g.: ‘Thank you for taking the
time to …’, ‘I am writing in response to …’, ‘Further to the point raised, …’).
• Use ‘linking words’ and know their meaning, use, position in a sentence, and try to vary
them: do not overuse the same ones throughout your text.

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Tips for the SPEAKING tasks

How to better perform in terms of ‘Task Fulfilment and Coherence’

• Be aware of the format/focus of the exam and what exactly you are asked to do in each
part.
• Try to present your ideas as logically as possible. Signpost the direction of your thoughts
(e.g. by using ‘First of all …’ ‘Then …’, ‘Finally …’).
• Make sure you use the appropriate language/tone, etc. depending on the role assigned
to you, e.g. in Part 2 (role play) or in Part 3 (discussion).
• Feel free to ask for clarifications if you don’t really understand what you have to do or
did not hear the question well. You are not penalized for that. However, you should ask
for any clarification before you respond to the task.
• Try to systematically avoid short/dry answers. Always expand on what you say. Support
what you say with arguments.
• Make full use of all given prompts, e.g. in Part 3 (discussion) and say as much as you can
about all of them. If the Interlocutor interrupts you, that is perfectly all right. You might
have said more than enough!
• Don’t be afraid to disagree with the Interlocutor (e.g. in Part 3).
• Keep in mind that you are given time to think/prepare for Part 4 after being provided
with your topic (30 seconds given).

How to better perform in terms of ‘Accuracy and Range of Grammar’

• While practising, if you realise you make a few grammatical mistakes, carry on. Don’t
interrupt the flow of your oral response. You’ll do better next time.
• Before you answer any question, think of the grammar to be used (e.g. if you are asked
about someone’s annoying habits, pause and think: what tense (s) can/should you use?).
• Avoid complex sentence structure that may negatively affect the coherence and
cohesion of your text.
• Tangibly show you know more than just ‘basic’ grammar while, at the same time,
maintaining cohesion and coherence in your composition.
• Read as much as you can. This will gradually improve your grammar among other things.
• If that can help you, copy sentences that contain some grammar rule, practise them and
memorise them for your Test Day.

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How to better perform in terms of ‘Accuracy and Range of Vocabulary’
• Use the ‘advanced’ vocabulary you know which reflects your current level. Show what
you know, do not resort to the easiest words that come to mind.
• Avoid generic words. Replace them with more descriptive ones (e.g. instead of ‘nice’,
how about using ‘impressive’, ‘striking’, ‘notable’, ‘inspiring’?)
• Remember that the Interlocutor’ s role (pretending to be a friend, a teacher, etc. in Part
2 which is a role play) will affect the style to be used. You may have to use formal or
informal language depending on the instructions given.
• If you can’t remember a word, say it in another way, paraphrase it.
• Be aware of the topics to be expected and the relevant vocabulary.
• Avoid repetitions as far as possible. Use synonyms, paraphrase.

How to better perform in terms of ‘Pronunciation-Intonation-Fluency’

• Try to always speak clearly. Your mark on your Test Day will be affected otherwise. You
may wish to practise with your teacher, classmates or friends.
• While practising, do not aim at perfection. If you are not happy with what you’re
producing, carry on. Try to be more fluent next time and you’ll do better.
• Organise your thoughts before answering questions, especially in Part 2 (role play) and
Part 3 (discussion).
• In class, try to speak in English as much as possible. Think in English and try not to
translate.
• In order to avoid hesitations and pauses, use ‘fillers’ to fill in your silent gaps (e.g.:
‘Well…’, ‘You know…’, Let me think…’, ‘I mean…’).
• For Part 4, practise speaking for up to 2 minutes but start with a shorter duration initially
and progressively aim at the 2 minutes set. You may use a stopwatch to measure time.
• During Part 3, take advantage of the 20 seconds provided. Do not risk running out of
ideas. Jot down key words only.
• In Part 3, when ready, do not resort to a monologue. Ask and answer questions about
the topic and try to reach a compromise.
• Learn to express what you have to say with reasons, evidence, personal experiences.
• Practise at home or in class but try not to memorise answers or you won’t sound natural.
• As you will have to interact with your Interlocutor, remember turn-taking skills are also
important. Know when to talk and when to let him/her talk. Know a few ways to
interrupt, take the turn, add extra information, etc.
• Remember listening is half of your communication. Being fluent in a language is often
the result of listening to a lot of different sources (television, radio, songs, etc.) in that
language.
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