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GENERAL ENGLISH · C2 PROFICIENCY COURSE · PROFICIENCY

(C2)

ACTIVATE
YOUR
GRAMMAR:
3
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worksheet

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1 Warm up

Discuss the following questions.

1. What areas of grammar do you find most complicated and why?

2. Does an overemphasis on grammatical accuracy discourage learners from taking risks and
communicating effectively?

3. What methods do you use in order to retain complicated grammar?

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ACTIVATE YOUR GRAMMAR: 3

2 Comment and viewpoint adverbs

Part A: Look at the boxes

below.

• Comment adverbs provide an evaluation of the speaker’s opinion or

attitude toward the information being conveyed to them. It allows
the speaker to set the tone of the sentence before they make their point.

Examples:

Interestingly, the study revealed unexpected results.

Unfortunately, the concert was canceled due to bad weather.

Frankly, I think he made a poor decision.

Surprisingly, she managed to solve the problem on her own.

Regrettably, I cannot attend the event as planned.

• Viewpoint adverbs express the speaker’s perspective on the truthfulness,

certainty, or likelihood of a statement. They indicate the
degree of confidence or belief the speaker has in the information
being presented. Viewpoint adverbs can be useful in the
speaking exam.

Examples:

Clearly, the experiment results demonstrate a significant effect.

Arguably, technology has revolutionized the way we communicate.

Presumably, he will arrive on time, as he usually does.

Allegedly, the company engaged in fraudulent activities.

Evidently, the team has put in a lot of effort to achieve this success.

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ACTIVATE YOUR GRAMMAR: 3

Part B: Fill in the blanks with the given words to complete the response to each statement.

a) clearly b) undoubtedly c) remarkably d) apparently e)

predictably

Statement: I was surprised to hear she got a promotion

Apparently
Response: 1 , she has been working extra hours.

Statement: The woman was arrested for fraud

Clearly
Response: 2, they had taken another look at her accounts.

Statement: He missed the train again.

Predictably
Response: 3 , he was running late.

Statement: The restaurant received a Michelin star.

Undoubtedly
Response: 4 , the food is exceptional and the service is impeccable.

Statement: They discovered a new species of butterfly.

Remarkably
Response: 5, it hadn’t been seen before.

3 Compound adjectives

Part A: Look at the box

below.

• Compound adjectives are used to provide more specific and precise descriptions or
modifications of nouns by combining two or more words together.
• Instead of using multiple adjectives separately, combining them into a compound
adjective ensures that the intended meaning is communicated clearly and efficiently.
• For example, "state-of-the-art technology" immediately conveys a cutting-edge and
advanced form of technology.

• Creating compound adjectives involves combining two or more words to modify or

describe a noun, usually with the aid of a participle adjective.

Examples:

ready-made (adjective + ed participle) money-making (noun + ing participle)

long-serving (adjective + ing participle) well-behaved (adverb + ed participle)

tree-lined (noun + ed participle) fast-growing (adverb + ing participle)

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ACTIVATE YOUR GRAMMAR: 3

Part B: Match two columns to make compound adjectives. These should then be used to replace
the underlined words in the following sentences.

1. deep a. confident

2. time b.
consuming
3. self c. known

4. cold d. rooted

5. fresh e. hearted

6. well f. faced

1. The archaeologists conducted a laborious excavation, meticulously sifting through layers of soil to
uncover ancient artifacts. time-consuming

2. Despite her age, she was youthful with an enthusiasm that made her a natural fit for the
assignment. fresh-faced

3. His ingrained habit of waking up early stemmed from years of following a strict morning routine.
deep-rooted

4. The callous disregard he showed towards the plight of the homeless revealed a lack of empathy
and compassion. cold-hearted

5. The famous actor graciously signed autographs for the excited fans waiting outside the theatre.
well-known

6. She was extremely assured, displaying her expertise in her field of study. self-confident

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ACTIVATE YOUR GRAMMAR: 3

4 Verb + ing/to infinitive with a change in meaning

Part A: Some verbs can be used both with an object + an ing verb or with an object + an
infinitive form of a verb. The resulting sentences have subtle differences in meaning. Consider the
table below.

Verb + object + ing Verb + object + to infinitive

stop Stop asking grandma for We stopped to buy

more food. vegetables from the market.

stop an action interrupt an action in

order to do something
else
regret I sincerely regret missing I regret to inform you that
class last week. your card has been declined.

be sorry about be sorry about

something that delivering bad news
happened
try I tried replacing the valve, I tried to remember her
but it still wouldn’t work. birthday, but I forgot.

attempt something as a make an effort to do

means of solving a problem or achieve something

go on I can’t go on living in these We talked about movies,

conditions. then went on to discuss jobs.

continue stop discussing one

topic and begin another

consider I’m considering going to I consider my sister to be the

Brazil next summer. kindest member of my family.

think about something believe something to

be the case

remember I remember meeting her at a Please remember to find a

conference in Manchester. birthday present.

think about a past event do something that was

intended at a prior
time

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ACTIVATE YOUR GRAMMAR: 3

Part B: Now, using the table as a guide, choose the correct answer from the words in bold.

1. We regret to cancel / canceling the event due to bad weather.

2. They can’t go on to ignore / ignoring the environmental issues.

3. Please remember to lock / locking the door before leaving the house.

4. I considered to study / studying abroad for a semester to improve my language skills.

5. We were driving for hours, then we stopped to watch / watching the migrating swallows from the
banks of the river.

6. She regrets to invite / inviting her best friend to the party.

7. Please remember to turn / turning off the lights before you leave the room.

8. We all consider her to be / being among the smartest in the faculty.

5 Idioms for agreeing and disagreeing

The following idioms can all be used during discussions in the speaking exam or in writing tasks
which require an informal tone.

Match the following idioms with their correct endings.

1. You’ve taken the words a. to my

ears.
2. We’re not on b. the same wavelength.

3. We’re on c. holds much water.

4. That’s d. right out of my mouth.

music
5. I don’t think that argument e. apart on this matter.

6. We’re worlds f. the same

page.
7. That idea g. too far.
is
8. I think you might’ve taken it h. a non-starter.

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ACTIVATE YOUR GRAMMAR: 3

6 The present subjunctive

Part A: Look at the box

below.

• The subjunctive mood is employed to convey hypothetical scenarios or to express

wishes, suggestions, or commands

It is important that she be present.

I demand that everyone have an opportunity to speak.

• Note the form of the verb in these examples:

• Verbs in the present subjunctive do not adhere to typical subject-verb agreement
structures and instead use the infinitive form, regardless of who is speaking. e.g., I
read, she read, we read.
• Sentences using the present subjunctive mood typically consist of two clauses:

1. The main clause includes an indicative verb (for example, "Darren recommended") or a
phrase beginning with "it is" followed by an adjective (for example, "It is required").
2. The subordinate clause is expressed in the subjunctive mood and is often introduced by
the conjunction "that".
• Negative constructions using the present subjunctive are formed by adding the adverb
"not" before the subjunctive verb.

It’s vital that we not miss our flight.

• Verbs that can be used to form the subjunctive, include:

advise ask command demand

desire insist order prefer

propose recommend request suggest

• Adjectives that can be used to form the subjunctive, include:

advisable appropriate best crucial

desirable essential imperative important

necessary unthinkable urgent vital

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ACTIVATE YOUR GRAMMAR: 3

Part B: Rewrite the following sentences using the given

subjunctive.

1. He should arrive after 12 p.m. (essential)

It is essential that he arrive after 12 p.m.

2. We should deal with this problem as soon as possible. (necessary)

It is necessary that we deal with this problem as soon as possible.

3. She wanted him to accompany her. (insist)

She insisted that he accompany her.

4. We must solve the problem right now. (vital)

It is vital that we solve the problem right now.

5. You should tell him immediately. (imperative)

It is imperative that you tell him immediately.

6. The opposition wanted to make all the facts public. (demand)

The opposition demanded that all the facts be made public.

7. They said he shouldn’t be released from prison. (recommend)

They recommended that he not be released from prison.

8. They said that he should be allowed to enter the conference.

They insisted that he be allowed to enter the conference.
(insist)

7 Who versus whom

Part A: Look at the boxes

below.

• Who is a subjective pronoun. Whom is an objective pronoun. Therefore, who is subject

to a verb and whom works as an object in a sentence, with one exception -
after a preposition at the beginning of a sentence or clause. (To whom did you
address that letter?" (Not "To who").

• The difference between who and whom is the same as the difference between I and me,
he and him, she and her, etc.

• If you can replace the word with he or she, then you should use who. However, if you
can replace it with him or her, use whom.

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ACTIVATE YOUR GRAMMAR: 3

Who

— Dave is the one who wants to go.

He/she wants to go. Not him/her wants to go

— I need to know who has the final say.

He/she makes the final decision. Not him/her makes the final decision.

Whom

—With whom am I speaking?

I am speaking with him/her. Not I am speaking with he/she.

—A number of friends went to the party, one of whom was Teddy.

The birthday boy was one of them. Not the birthday boy was one of
they.

Part B: Choose the correct

answer.

1. Who / Whom did they choose for promotion?

2. He saw a young man who / whom he presumed to be the star of the

show

3. This is the lady who / whom I told you about.

4. At the porch, he met two of the poets, one of who / whom he knew.

5. Who / Whom wants pancakes?

6. By the sea lives an old woman with who / whom I would like to talk.

7. Who / Whom is paying for this?

8. Lisa is the girl with who / whom I’m driving to Seville.

9. Who / Whom did the candidate choose to be his first opponent?

10. To who / whom were you talking just now?

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ACTIVATE YOUR GRAMMAR: 3

8 Optional extension

The CPE Speaking Exam requires students to interact while discussing different topics, particularly
in part 3. This provides an opportunity for students to show off their vocabulary and their
knowledge of advanced grammatical structures.

Discuss the following questions using the expressions from section five (page six).

1. Should social media platforms be held responsible for the spread of fake news?
2. Should the voting age be lowered or raised?
3. What are the benefits of homeschooling?
4. Should the use of genetically modified organisms (GMOs) in food production be banned?
5. Is a universal basic income a viable solution to combat poverty?
6. Should the use of plastic bags be completely banned?
7. Is free university education a realistic and beneficial policy?
8. Should animal testing be allowed for medical research?
9. Is the use of nuclear energy a sustainable solution to meet global energy demands?

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