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GENERAL ENGLISH · C2 PROFICIENCY COURSE · PROFICIENCY (C2)

ACTIVATE
YOUR
GRAMMAR: 2
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1 Warm up
In pairs or small groups, discuss the following questions.

1. How often do you actively study and review grammar rules? What strategies do you use to
reinforce your understanding?
2. Can you share an example of a sentence or construction that you find particularly interesting or
challenging grammatically?
3. How do you differentiate between formal and informal grammar usage? In what contexts do you
tend to use each?

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ACTIVATE YOUR GRAMMAR: 2

2 Grammar: alternative conditional structures

Part A: Look at the following table.

Otherwise I will go to the park; otherwise, I will stay

at home.

Unless You won’t pass the exam unless you study

hard.

But for But for your help, I wouldn’t have finished

on time.

Had it not been for Had it not been for her guidance, I would
have been lost.

As long as You can stay as long as you follow the

rules.

Provided that You can borrow my car provided that you

return it by 6 pm.

Supposing Supposing you won the lottery, what

would you do?

Were it not for Were it not for his assistance, we would

have failed.

On condition that You can come to the party on condition

that you bring a gift.

If...should If it should rain, we will probably stay

indoors.

If... happen to If he happens to call, tell him I’ll be back

later.

If... were to If I were to win the lottery, I would travel

the world.

If so/not If so, please let me know. If not, we can

proceed with the plan.

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ACTIVATE YOUR GRAMMAR: 2

Part B: Now, complete the following sentences with conditional phrases from the table.

Group 1:

1. I will lend you my camera you return it tomorrow.

2. lose my job, I would start my own business.

3. You can borrow my bicycle you return it in good condition.

4. you have a valid ticket, you won’t be allowed to enter the concert.

5. We can walk to the restaurant; , we can take a taxi.

6. need any assistance, don’t hesitate to ask.

7. their support, we wouldn’t have achieved our goals.

Group 2:

1. your quick thinking, the situation could have been much worse.

2. see her, please let me know.

3. You can use my computer you promise to be careful with it.

4. you had a million dollars, how would you spend it?

5. Are you applying for a visa? , please provide the necessary documents.

6. the traffic jam, we would have arrived on time.

Part C: Complete the following text using parts or full conditional phrases.

1
A successful business requires a lot of hard work. , it’s likely to fail.
2
But the support of my team, I would never have been able to
3
achieve my goals. Had it been for their expertise, we would have
4
been lost. we continue to adapt to the changing market, we’ll be
5
left behind. As as we stay focused on customer satisfaction and
6
that we invest wisely, we’ll be able to expand our product line.

7
we get an offer from a potential investor, we’ll have to carefully
8
consider the terms. If the agreement is favourable, we can go on. ,
9
we’ll have to explore other options. it not for our reputation for
10
quality, we wouldn’t have been able to secure our contracts. On
that we deliver on time and meet our client’s expectations, we’ll be able to maintain those
relationships.

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ACTIVATE YOUR GRAMMAR: 2

3 Grammar: adjective order

Part A: When using multiple adjectives to describe a noun, there is a specific order in which they
should be placed. Following the correct order ensures clarity and natural flow in speaking and writing.
Here is the sequence in which they should be placed.

1. Opinion: Start with adjectives that express opinions or attitudes. These describe
someone’s subjective view and include words like beautiful, tantalising, amazing,
interesting, or impeccable.
2. Size: Next, describe the size of the noun. Use adjectives like small, large, tiny, big, or
humongous to convey the physical dimensions.
3. Shape: Describe the shape of the noun using adjectives like round, square, rectangular,
or spherical.
4. Age: Indicate the age of the noun using adjectives like old, young, ancient, or new.
5. Colour: Specify the colour of the noun using adjectives such as teal, fuchsia, or green.
6. Origin: Mention the origin or nationality of the noun with adjectives like, for example,
French or Chinese.
7. Material: Describe the material or substance of the noun using adjectives such as
wooden, metal, glass, or cotton.
8. Purpose: Finally, describe the purpose or function of the noun using adjectives like
cooking, sleeping, or driving.

Remember, not all adjectives will fall into each category, and some
categories may be skipped depending on the specific noun being described.

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Part B: Now, correct the order of the adjectives in the following sentences.

1. She wore a sequined, red, magnificent dress.

2. He carried an Italian, exquisite, leather briefcase.

3. They enjoyed a five-course, French, delicious meal.

4. The art gallery showcased an acrylic, large, bluish painting.

5. She purchased an antique, diamond, rare necklace.

6. He stayed at an eco-friendly, secluded, luxurious resort.

7. She always carried her mahogany, old, Japanese umbrella.

8. She received a ceramic, remarkable, one-of-a-kind sculpture.

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4 Grammar: reporting verbs

When reporting speech, the tense may change depending on the context and the relationship between
the original statement and the reporting verb. The tense changes are made to accurately reflect the
time perspective of the reported information.

Part A: Complete the table with words from the box.

Direct speech Reported speech

1
here

2
, at the moment then/at that moment

3
tomorrow the /next day,
the day after

4
that night

5
yesterday the day , the
previous day

6
the following week/month/year, the week/
week/month/year/etc. month/year after

last week/month/year/etc. the week/month/year before, the

7

week/month/year

8
before, previously, earlier

Some verbs that can be alternatives to say, tell, or ask when reporting speech, include: explain, state,
mention, comment, reveal, suggest, note, add, report, inform, declare, respond, convey, assert, describe,
and express.

Part B: Using verbs from the list above, rewrite the following sentences as reported speech.

Group 1:

1. Helen: "I saw a sunset over the mountains, with hues of orange and purple blended together."

2. Sebastian: "I was lying when I said I didn’t break the pot last week"

3. Aubrey: "I’ve been hiding in plain sight the whole time."

4. Mr Ward: "Over here in London, more than 300 languages are spoken."

5. Anita: "Also, I have an appointment so I will be a bit late this afternoon."

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Group 2:

1. CBC journalist: "The report marks a significant shift from the norm."

2. Mrs Shipley: "To improve customer satisfaction, we can consider implementing a rewards program
next year."

3. Mrs Anderson: "I am running for president."

4. Hassan: "The winner is Team A."

5. Grandfather Sid: "After much deliberation, we will go to the restaurant on the other side of town
tonight."

5 Grammar: whereby and wherein in relative clauses

Part A: Look at the box below.

• Whereby is used in relative clauses to indicate the means or method by which something
happens or is achieved. It serves to establish a connection between the main clause and
the relative clause, clarifying the process or mechanism involved. It is typically used at
the beginning of a relative clause, immediately following the noun or pronoun it modifies.

The company implemented a new system whereby

employees can make alterations as they work.

They devised a plan whereby all team members could contribute their ideas.

• Wherein is used to elaborate on the specific place or situation mentioned in the main
clause. It adds descriptive details or specifies the location in which the action or event
takes place. It is also normally placed at the beginning of the relative clause.

The library, wherein she studied for hours, became her sanctuary.

The country, wherein we spent our vacation, had breathtaking landscapes.

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Part B: Complete the following sentences using either whereby or wherein.

Group 1:

1. Can you explain the process employees can request vacation time?

2. The contract specifies the terms and conditions both parties agree
to resolve disputes through mediation.

3. Could you clarify the context the story takes place?

4. The company implemented a new policy workers are encouraged

to participate in ongoing training programs.

5. Can you provide an example this formula is applied in real-world

scenarios?

Group 2:

1. The report describes the situation the company experienced significant

growth in the past year.

2. We are developing a platform users can easily connect with each

other and share resources.

3. The research paper discusses the experiments the hypothesis was

tested.

4. The legislation outlines the conditions the tax benefits are applicable.

5. Can you describe the method data is collected for this study?

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6 Grammar: had better

Part A: Look at the box.

• "Had better" is a modal verb phrase used to give strong advice or to warn someone about
the potential negative consequences of not following advice. It implies a sense of urgency
and emphasises the importance of taking a specific action. It can be employed in a variety
of different situations.

1) To offer strong advice or recommendations.

You had better wear a coat. It’s freezing outside.

2) To caution someone about the potential negative outcomes if they fail to

follow a piece of advice.

You had better study hard, or you will fail the exam.

3) To convey a sense of urgency and stress the importance of taking immediate

action.

We had better leave now if we want to catch the train.

4) To indicate someone’s duty or responsibility to do something.

He had better apologise for his behaviour. It was completely unacceptable.

5) To express habitual actions that are strongly recommended or advised.

You had better exercise regularly if you want to stay fit.

• It is important to note that "had better" is followed by the base form of the verb without
"to". The negative form of "had better" is "had better not" or "had better not + verb". For
example, "You had better not be late" or "You had better not forget to lock the door."

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Part B: Write sentences using "had better" based on the information.

Group 1:

1. The deadline is approaching quickly.

2. After work, there is normally heavy traffic.

3. The meeting starts in 10 minutes.

4. The restaurant is usually crowded at the weekend.

5. The store closes in 15 minutes.

Group 2:

1. The concert tickets are selling fast.

2. The path is slippery after rain.

3. The dog is known to be aggressive.

4. The exhibition ends next week.

5. The store offers a discount for a limited time.

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7 Optional extension/homework: idioms for discussion

Part A: The following idioms can all be used during discussions. Match the following idioms with the
correct definition.

1. beat around the bush a. argue the opposing viewpoint in order to stimulate a
discussion or challenge the prevailing opinion
2. see eye to eye b. delve into a topic or discussion that becomes
increasingly complex or time-consuming
3. play devil’s advocate c. continue discussing or arguing a point that has already
been resolved or is no longer relevant
4. be on the same page d. avoid getting to the main point or speaking directly

5. put all your eggs in one basket e. have a shared understanding or be in agreement
about something
6. flog a dead horse f. rely heavily on a single option or strategy, which can
be risky
7. go down a rabbit hole g. have the same opinion or agree on something

8. take (sth) with a pinch of salt h. be sceptical or not fully believe or trust something
that has been said or heard

Part B: Complete the sentences using the idioms from Part A. You may need to change the form of
the word.

1. I don’t think we should and rely solely on this one approach. Let’s
consider other options as well.

2. We’ve already addressed this issue, so there’s no need to and keep

discussing it.

3. Let’s try to stay focused on the main topic and not with too many
tangents.

4. I know you probably agree with the idea, but could you and give
us some counterarguments to consider?

5. It’s great that we on this topic, so let’s focus on finding a solution

together.

6. Let’s stop and just state how we really feel.

7. I’m afraid I’ll have to as I don’t think the source of the information
is reliable.

8. It seems that we , so why not move on to the next section?

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8 Optional extension

Discuss the following questions using idioms from the previous section.

1. Should governments prioritise investment in renewable energy sources over traditional fossil fuels?
2. Should access to healthcare be a fundamental right for all citizens?
3. Should social media platforms be responsible for monitoring and regulating the content shared by
their users?
4. Is it ethical for companies to use targeted advertising based on user’s personal data?
5. Is it fair for countries to impose restrictions on immigration for economic reasons?
6. Is it necessary to impose stricter regulations on the use of plastic to reduce environmental pollution?
7. Should animal testing be banned for cosmetic and medical research purposes?
8. Is it more important to focus on economic growth or environmental sustainability?

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TEACHER MATERIALS · PROFICIENCY (C2)

ACTIVATE YOUR GRAMMAR: 2

Key

1. Warm up

5 mins.
Explain that the lesson looks at different grammar points, which can be used in different parts of the C2 exam.
Correct any mistakes students make while overseeing their discussion.

2. Grammar: alternative conditional structures

Part A:
5 mins.
Students should already be familiar with traditional conditional structures that use ‘if’. In this section, students will
learn alternatives, which can be used to change the register or avoid repetition. Go through the table as a class,
asking students how they might use them in different parts of the exam. For example, formal expressions, such
as "were it not for" might be used in formal writing tasks, such as an essay.
Part B:
5 mins.
Having gone through the table, students should complete the sentences below. Elicit further examples to check
comprehension.
Group 1:

1. on condition that 2. If I were to 3. provided that 4. Unless

5. otherwise 6. If you should 7. But for
Group 2:

1. Had it not been for 2. If you happen to 3. as long as

4. Supposing 5. If so 6. Were it not for
Part C:
5 mins.
This is an opportunity to see the expressions in context. Correct any mistakes.

1. Otherwise 2. for 3. not 4. Unless 5. long

6. provided 7. Supposing 8. If not 9. Were 10. condition

3. Grammar: adjective order

Part A:
5 mins.
Ask students to describe something they have or is in the room using as many adjectives as they can, correcting
them if necessary. If students are unsure, they can refer to the table below.
Part B:
5 mins.
Encourage students to correct the sentences without referring to the table above if possible.

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ACTIVATE YOUR GRAMMAR: 2

1. She wore a magnificent, red, sequined dress.

2. He carried an exquisite, Italian, leather briefcase.
3. They enjoyed a delicious, five-course, French meal.
4. The art gallery showcased a large, bluish, acrylic painting.
5. She purchased a rare, antique, diamond necklace.
6. He stayed at a secluded, luxurious, eco-friendly resort.
7. She always carried her old, Japanese, mahogany umbrella.
8. She received a one-of-a-kind, remarkable, ceramic sculpture.

4. Grammar: reporting verbs

Part A:
5 mins.
If students are stuck on any of the answers, get them to think of sentences using the words that are given and
then ask them to alter them to direct/reported speech.

1. there 2. now 3. following 4. tonight

5. before 6. next 7. previous 8. ago
Part B:
5 mins.
Remind students to alter the tense and the time accordingly. There is more than one possible correct answer.
Group 1:

1. Helen described seeing a sunset over the mountains, with hues of orange and purple blended together.
2. Sebastian admitted that he had been lying when he said he hadn’t broken the pot the previous week.
3. Aubrey revealed that she had been hiding in plain sight the whole time.
4. Mr Ward explained that over there in London, more than 300 languages are spoken.
5. Anita added that she had an appointment, so she would be a bit late that afternoon.
Group 2:

1. The CBS journalist noted that the report marked a significant shift from the norm.
2. Mrs Shipley suggested that to improve customer satisfaction, they could consider implementing a rewards
program the following year.
3. Mrs Anderson announced that she was running for president.
4. Hassan declared that the winner was Team A.
5. Grandfather Sid decided that after much deliberation, they would go to the restaurant on the other side of
town that night.

5. Grammar: whereby and wherein in relative clauses

Part A:
5 mins.
Elicit examples from the class before they attempt the exercise. Explain that wherein and whereby are often used
in formal situations and might therefore be appropriate for certain writings.
Part B:
5 mins.
Students should attempt the exercise by themselves initially.

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ACTIVATE YOUR GRAMMAR: 2

Group 1:

1. whereby 2. wherein 3. wherein 4. whereby 5. whereby

Group 2:

1. wherein 2. whereby 3. wherein 4. whereby 5. whereby

6. Grammar: had better

Part A:
5 mins.
Go through the grammar explanation. Students will already be familiar with "ought to" and "should". "Had better"
is an alternative that is typically used when time is of the essence or if the speaker wishes to add extra emphasis.
Part B:
5 mins.
There is more than one answer possible for each sentence.
Group 1:

1. You had better submit your assignment on time.

2. You had better leave now to avoid getting stuck in traffic.
3. You had better hurry up and get to the meeting room.
4. You had better make a reservation in advance.
5. You had better pick up what you need before they close.
Group 2:

1. You had better purchase your tickets as soon as possible.

2. You had better be careful while walking on the path.
3. You had better stay away from the dog.
4. You had better visit the exhibition before it closes.
5. You had better take advantage of the discount while it lasts.

7. Optional extension/homework: idioms for discussion

Part A:
5 mins.
Ask students to give examples. Have they, for example, ever had to play devil’s advocate?

1. → d. 2. → g. 3. → a. 4. → e. 5. → f. 6. → c. 7. → b. 8. → h.
Part B:
5 mins.
Some of the expressions will need to be altered in accordance with the tense of the sentence.

1. put all our eggs in one basket 2. flog a dead horse

3. go down a rabbit hole 4. play devil’s advocate
5. see eye to eye 6. beating around the bush
7. take that with a pinch of salt 8. are on the same page

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8. Optional extension

10 mins.
The CPE speaking exam requires students to interact while discussing different topics, particularly in part 3. This
provides an opportunity for students to showcase their vocabulary and their knowledge of advanced grammatical
structures.
Split the class into pairs and moderate as they discuss the questions. Tell one student to argue for and the other
student to argue against each idea. Alternatively, you might want to turn the discussion questions into class
debates to make it easier to oversee. Ensure they use the idioms from the previous section.

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