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GENERAL ENGLISH · C2 PROFICIENCY COURSE · PROFICIENCY (C2)

ACTIVATE
YOUR
GRAMMAR: 1
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1 Warm up

Discuss the following questions.

1. Have you taken a speaking exam before? Do you have any tips or strategies that worked well for
you?
2. Which grammar topics have you found most challenging to master?
3. What do you think is the most difficult part of the speaking exam?

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ACTIVATE YOUR GRAMMAR: 1

2 Grammar: inverted adverbial phrases

Part A: Look at the box below.

• Placing a negative adverbial phrase at the start of a sentence creates a different emphasis
or focus. The basic structure is as follows:

negative adverbial + auxiliary verb + subject + main verb

• Here are some examples of inversion with a negative adverbial phrase:

Never have I seen such a beautiful sunset.

Under no circumstances will I tolerate such behaviour.

Not only did she miss her flight, but she also lost her luggage.

Rarely do I go on holiday.

• In each of these sentences, the negative adverbial phrase comes at the beginning,
followed by the auxiliary verb, subject, and then the main verb. Negative adverbial
phrases that might be used, include: never, seldom, rarely, scarcely, no sooner, hardly,
in no way, and not until.
• It is important to remember that this structure is quite formal, but it can be used in the
speaking exam as you are expected to show off your grammatical knowledge. A good
opportunity to use this structure is in Part 1 of the speaking exam, as the examiner is
likely to ask you an open question.

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Part B: Rewrite the following sentences so that they are inverted.

1. She rarely goes out after dark.

2. I hardly ever eat fast food.

3. We had never seen such a strange animal.

4. They had no sooner left the party than the police arrived.

5. The bus didn’t arrive until after midnight.

6. She seldom speaks to strangers.

7. He had never before tasted such delicious food.

8. They hardly ever watch TV in the morning.

3 Speaking: part 1
Part A: Look at the box below.

• Part 1 of the speaking exam involves a brief conversation between the interlocutor and
the candidates. Lasting around two minutes, this section tests the candidates’ ability
to provide information about themselves. Following an initial greeting, in which the
candidate states where they come from and whether they are working or studying, the
interlocutor asks one question, selected from a list of six.
• The candidates do not need to talk to each other in this part of the test, though they may
if they wish. There is a broad range of topics that you might be asked about, but they
often focus on leisure activities, studies and/or careers, daily routines, and future plans.

• Do not give single-word answers. Elaborate, but do not give spawling, long-winded
answers either. Giving concise answers while highlighting your level of English through
the use of complex vocabulary and grammar is key to excelling in this part of the test.
• And remember the first two questions – "Where are you from?" and "Are you working or
studying?" – are always the same and can therefore be prepared for.

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Part B: Now, using inverted adverbial phrases, take turns in answering the following questions.

1. Is your home town an interesting place to live?

2. How much free time do you have at the moment?
3. How often do you cook for yourself?
4. Do you have a lot of opportunities to visit other countries?
5. How important is the internet to you?

4 Grammar: cleft sentences

Part A: Look at the box below.

• Cleft sentences are a type of sentence structure in which a single sentence is divided into
two parts to emphasise a particular aspect of the sentence.
• There are two main types of cleft sentences: It-clefts and Wh-clefts.

• It-clefts: In an It-cleft sentence, the word "it" is used as an imaginary subject, followed by
the verb "to be" and the emphasised element.

It was the cake that I baked yesterday that everyone loved.

• Wh-clefts: In a Wh-cleft sentence, a wh-word (such as "what", "who", "where", "when" etc.)
is used to emphasise the element that the speaker wants to highlight.

What I love most about this city is the food.

• In Part 2 of the speaking exam, cleft sentences can be used to emphasise a particular
aspect of a topic or question. For example, if the topic is "technology," the speaker might
use a cleft sentence, such as:

It’s the convenience of having everything in one

device that makes smartphones so popular.

• In that way, you emphasise the reason the speaker thinks smartphones are popular. Cleft
sentences can help to clarify and focus the speaker’s point, making their response more
effective and persuasive.

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Part B: Transform the following sentences into cleft sentences, using the word in brackets.

1. The beautiful landscape was the highlight of the trip. (It)

2. I knew I had made a mistake when I saw her disappointed face. (When)

3. I will never know why the concert was cancelled. (Why)

4. I have just found my French book. (It)

5. I really need a vacation. (What)

6. The section on railways was particularly boring. (What)

7. I’m not sure why I lent her the money. (Why)

8. It is the afternoon heat I find most taxing. (It)

5 Speaking: part 2

Part A: Look at the box below.

• Part 2 of the CPE exam is a four-minute conversation between you and your partner.
The conversation is based on a decision-making task, and you will be given written and
visual materials to help you.
• The interlocutor will show you a set of pictures and ask an introductory question about
two of them (or about a single picture). After a minute of discussion, you and your partner
will be given a decision-making task based on the same set of pictures.
• You will need to use the information from the pictures and your discussion to make a
decision and explain your reasoning. You will then discuss your decision and answer any
follow-up questions from the interlocutor. This part of the exam tests your ability to
communicate effectively in a decision-making context and to use English to express your
opinions.

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Part B: First look at pictures A and D and discuss how art has helped us to understand more about
the world we live in. You have about one minute for this.

picture A picture B

picture C picture D

Part C: Now, look at all the pictures from (A-D). I’d like you to imagine that the government is thinking
of providing free creative courses and wants to produce a leaflet to publicise the fact. Talk about the
importance of creativity and decide which picture would be most effective for the cover of the leaflet.
You have about three minutes for this.

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6 Focus on vocabulary for agreeing/disagreeing

Match two halves to create phrases for agreeing or disagreeing.

Group 1:

1. We see... a. how I feel.

2. I couldn’t agree... b. with you more.

3. That’s exactly... c. to say that.

4. You have... d. eye to eye.

5. I was just going... e. a point there.

Group 2:

1. I take your... a. to differ.

2. I beg... b. on,shall we?

3. That’s not always... c. point, but...

4. Let’s just move... d. agree to disagree.

5. We’re going to have to... e. the case.

7 Speaking: part 3
Part A: Look at the box below.

• Each candidate is given two minutes to speak on a question provided. After the first
candidate has finished, the second candidate is asked a related question, which they have
around one minute to answer. This process is then repeated for the second candidate.
• After both candidates have spoken, the interlocutor asks some general questions related
to the topic discussed. This takes roughly four minutes.

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Student A: Answer the following question.

How is shopping changing? You may reference:

• E-commerce.
• Amazon.

• High street shops.

Both candidates will now engage in a discussion by answering a series of questions.

1. What is your opinion on the popularity of Internet shopping?

2. Do you believe that high street shops will eventually disappear?
3. Is online shopping a safe option?
4. Can big supermarket chains effectively compete with companies like Amazon?
5. Should the government exercise greater control over companies selling products on the Internet?

Student B: Answer the following question.

What are some of the benefits of reading? You may reference:

• entertainment
• education

• self-esteem

Both candidates will now engage in a discussion by answering a series of questions.

1. Do you believe that the era of printed books is coming to an end?

2. Should there be a greater focus on developing children’s creative writing skills in education?
3. If you were in a situation where you could only save one book from a fire, which book would you
choose?
4. In your opinion, is reading fictional literature considered unproductive?

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8 Language point: linking words

Part A: Put the following linking words into the correct categories.

albeit as a corollary contingent upon ergo hence

in light of moreover nevertheless notwithstanding on top of that

1. causation and
consequence:
2. contrast and
concession:
3. addition and
emphasis:
4. consideration and
context:

Part B: Choose the correct linking word or expression to complete the sentences.

1. We have invested heavily. __________, the company’s profits have declined significantly this year.

a. In light of b. Nevertheless c. On top of that

2. I need to spend hours studying this week for my exams; __________ I will not be attending the
game.
a. ergo b. contingent upon c. moreover

3. __________ what happened last week, please take care when crossing the street.

a. As a corollary b. In light of c. Albeit

4. She received a massive pay rise, __________ the new car.

a. albeit b. nevertheless c. hence

5. __________ that she wasn’t qualified on paper, the interviewer recommended her for the job.

a. Notwithstanding b. Ergo c. In light of

6. The number of prisoners increased __________ of the government’s determination to tackle crimes.

a. on top of that b. albeit c. as a corollary

7. She got up, __________ unsteadily, to collect the award

a. hence b. albeit c. ergo

8. The book told an interesting story. __________, it was well-researched.

a. Notwithstanding b. In light of c. Moreover

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9 Additional extension/homework: writing a review

You belong to a reading group which recently read a graphic novel. You have agreed to write a review
of it for the group’s website. In your review, you should give your opinion of the graphic novel format
used for the book and say whether you think it is a good way of telling a story. Write your review in
280-320 words.

Basic structure that can be adapted for any CPE review question.

1. Title: This should be clear and snappy in order to attract the reader’s attention. You might
include the title of what you are reviewing.
2. Introduction: Begin with a brief overview of the subject matter - in this instance a graphic
novel.
3. Positive points: In the second paragraph, describe the positive aspects of the graphic
novel and its format as a way of telling a story. For example, one could write about how
the use of visuals enhances the reader’s understanding of the narrative or how the use
of panels allows for a unique pacing of the story.
4. Negative points: In the third paragraph, describe any weaker points of the graphic novel
and its format as a way of telling a story. This could include criticism of the style of the
artwork or the layout of the panels.
5. Complementary Paragraph: Summarise the good and the bad points of the graphic novel
and its format to make an objective assessment. For instance, one could mention that
while the graphic novel format has some drawbacks, it can be a powerful way to convey
complex emotions and ideas in a succinct and engaging way.
6. Recommendation: In the final paragraph, provide a recommendation or comment based
on your opinion. This could include your final thoughts on the format’s strengths and
weaknesses, and whether or not you would recommend it to others.

....................................................................................................

....................................................................................................

....................................................................................................

....................................................................................................

....................................................................................................

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TEACHER MATERIALS · PROFICIENCY (C2)

ACTIVATE YOUR GRAMMAR: 1

Key

1. Warm up

2 mins.
Explain that the lesson looks at the different parts of the speaking exam while highlighting different grammatical
structures that can be used. Correct any mistakes students make while overseeing their discussion.

2. Grammar: inverted adverbial phrases

Part A:
3 mins.
Go through the following instructions about how to form inverted adverbial phrases as a class, elicit examples,
and ask students how they might use them in different parts of the exam.
Part B:
5 mins.
Students should attempt the exercise individually at first. Offer guidance where necessary.

1. Rarely does she go out after dark.

2. Hardly ever do I eat fast food.
3. Never had we seen such a strange animal.
4. No sooner had they left the party than the police arrived.
5. Not until after midnight did the bus arrive.
6. Seldom does she speak to strangers.
7. Never before had he tasted such delicious food.
8. Hardly ever do they watch TV in the morning

3. Speaking: part 1

Part A:
5 mins.
Read through the guide as a class, ensuring they understand what the first part of the exam involves.
Part B:
5 mins.
These questions can be discussed as a class or the students can be divided into groups. Ensure that they are using
the grammar point correctly.

4. Grammar: cleft sentences

Part A:
5 mins.
Go through the grammar explanation below, asking students for examples. Tell students that often the easiest
way to form cleft sentences in which they express an opinion is by using "it".

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Part B:
5 mins.
Students should attempt the exercise individually at first, using the guide above to inform their answers. After
they have completed the task, ask students if it is possible to form different cleft sentences using words other
than the ones in brackets.

1. It was the beautiful landscape that was the highlight of the trip.
2. When I saw her disappointed face, I knew I had made a mistake.
3. Why the concert was cancelled, I will never know.
4. It is my French book that I have just found.
5. What I really need is a vacation.
6. What was particularly boring was the section on railways.
7. Why I lent her the money, I’m not sure.
8. It is the afternoon heat I find most taxing.

5. Speaking: part 2

Part A:
5 mins.
Elicit from students what they understand about Part 2, then read through the short guide below, making sure
they understand what they will be asked to do.
Part B:
5 mins.
Ask students to try to use cleft sentences when answering each part of this exercise. You can either do this as a
class or split the group up into pairs or small groups, assisting them when necessary.
Part C:
5 mins.
Students should talk about each image in as much detail as possible, using descriptive language and wide-ranging
grammatical structures, before reaching a decision.

6. Focus on vocabulary for agreeing/disagreeing

5 mins.
Tell students that there may be more than one answer that is grammatically correct, but that does not mean it is
an expression. State a series of opinions, such as "it is more difficult being a student now than 20 years ago", and
ask students to use the terms to debate them using the expressions from the exercise.
Group 1:

1. → d. 2. → b. 3. → a. 4. → e. 5. → c.
Group 2:

1. → c. 2. → a. 3. → e. 4. → b. 5. → d.

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ACTIVATE YOUR GRAMMAR: 1

7. Speaking: part 3

5 mins.
Split the class into pairs and moderate as they take turns in answering the initial questions. Students do not have to
reference the points below the questions if they do not want to – they are only there to give the candidates ideas.
Alternatively, you might want to turn the discussion questions into a class debate to make it easier to moderate or
they can do it in pairs. Also, the exercise does not feature a related question for the second candidate following
the initial question as it would make the exercise overly complex.
Tell students to use expressions for agreeing and disagreeing from the previous section. You may want to turn it
into a game, giving students a point each time they use one of the expressions.

8. Language point: linking words

Part A:
5 mins.
Ask students to complete the task individually and then compare answers. The number of words required for each
box is stated in brackets.

1. CAUSATION AND CONSEQUENCE: hence ≀ ergo ≀ as a corollary

2. CONTRAST AND CONCESSION: nevertheless ≀ albeit ≀ notwithstanding
3. ADDITION AND EMPHASIS: moreover ≀ on top of that
4. CONSIDERATION AND CONTEXT: in light of ≀ contingent upon
Part B:
5 mins.
Ask students to explain why they chose their answer and why it could not be the alternatives. Ask them to give
further examples using the more complicated terms. Two of the words from the table are not required.

1. b. 2. a. 3. b. 4. c. 5. a. 6. c. 7. b. 8. c.

9. Additional extension/homework: writing a review

45 mins.+
Go through the tips below and come up with ideas as a class on how they might answer the question. Explain that
the guide can be used for review questions in general. Ensure they understand they should review the format, not
just the graphic novel itself.

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