C1 Advanced key terms

To express the same idea using different words, often changing grammar or vocabulary while keeping the meaning. Exam tasks rely on your ability to recognise when a question rewords the text or recording.

A pair or group of words that habitually occur together, such as 'make a decision' or 'heavy rain'. Unnatural word partnerships are a common trap in cloze and multiple-choice vocabulary tasks.

A verb combined with an adverb, a preposition or both to create a new meaning, for example 'put off' or 'come up with'. These are frequent in informal texts and often tested in Use of English.

Changing a base word into a different part of speech or meaning by adding prefixes or suffixes, for example 'hope' becoming 'hopelessness'. This skill is tested directly in Part 3 of Reading and Use of English.

A letter group added to the front of a word to change its meaning, such as 'un-', 'dis-' or 'over-'. Knowing common prefixes helps you form words and guess unfamiliar vocabulary in texts.

A letter group added to the end of a word, usually changing its grammatical class, such as '-ment' turning verbs into nouns. Selecting the correct suffix is central to word-formation tasks.

A text with numbered gaps, each followed by four options, where you choose the word that fits both meaning and grammar. This is Part 1 of the Reading and Use of English paper.

A text with gaps that you complete with one word of your own, with no options provided. It mainly tests grammar and common expressions, and forms Part 2 of Reading and Use of English.

A task where you rewrite a sentence so that it keeps the original meaning, using a given word and a set number of words. This is Part 4 of Reading and Use of English.

A reading task where sentences or paragraphs have been removed from a text and you must put them back in the right place. Pronouns, linkers and repeated ideas are the main clues.

The way sentences and paragraphs are tied together through grammar and vocabulary, for example pronouns, repeated words and linking phrases. Noticing these links helps you follow how a text develops.

To read quickly through a text to get a general idea of its content without focusing on details. It is a useful first step before answering questions about main ideas.

A helping verb such as 'can', 'must', 'should' or 'might' that expresses ability, obligation, possibility or certainty. Choosing the right one is frequently tested in grammar gaps.

The level of formality in language, ranging from very formal to very informal, chosen to suit the reader and the situation. A letter to a friend and a report need very different registers.

The person or group the writing task is addressed to, whose needs and expectations shape your content, tone and layout. Identifying them is the first step in planning any Writing answer.

A piece of formal writing that presents an argument or discussion on a topic, usually with an introduction, body paragraphs and a conclusion. It is the compulsory task in Part 1 of the Writing paper.

The sentence, usually first in a paragraph, that states the main idea the rest of the paragraph develops. Clear topic sentences make an essay easier for the reader to follow.

A short text describing and giving an opinion on something such as a book, film, restaurant or event, often ending with a recommendation. It is one of the choices in Part 2 of the Writing paper.

A formal text that suggests a plan or course of action and explains its benefits, often organised with headings and a clear recommendation. It appears as an option in Part 2 of the Writing paper.

The quality that makes a text easy to follow because ideas are arranged logically and each part connects to the next. It concerns overall structure rather than individual linking words.

A word or phrase such as 'however', 'in addition' or 'as a result' that shows the relationship between ideas. Using these accurately improves the organisation of an essay, report or review.

The overall meaning or main message of a text or recording, as opposed to specific details. Some questions ask for gist, so it helps to listen or read for the general picture first.

An incorrect option or detail that sounds plausible but does not match what the speaker or writer actually says. Spotting distractors is a core skill in multiple-choice listening tasks.

A conclusion you reach from evidence in the text or recording rather than from something stated directly. Listening and reading questions often require inference about reasons, feelings or attitudes.

A task in which you match a set of statements or questions to different speakers or short text sections. Reading the options first and listening for paraphrase are useful strategies.

A listening task in which you write a word or short phrase into gaps in sentences that summarise what you heard. Correct spelling and staying within the stated word limit are essential.

Words and phrases speakers use to show the structure of what they are saying, for example 'firstly', 'moving on' or 'to sum up'. Noticing them helps you predict what is coming next.

The attitude or feeling a speaker or writer conveys through their choice of words, such as humorous, critical or enthusiastic. Tone questions ask about feeling rather than literal content.

A task in which one candidate speaks alone for about a minute, comparing two photographs and answering a written question, while the partner listens. This is Part 2 of the Speaking test.

A task in which two candidates discuss a question together, usually using pictures or prompts, and then reach a decision. It is Part 3 of the Speaking test and assesses interaction.

The way speakers in a conversation alternate, including how they interrupt politely, keep the floor or invite the other person to speak. It is assessed in the interactive parts of the Speaking test.

A sound or short phrase such as 'um' or 'you know' used while thinking or holding the floor. Occasional fillers sound natural, but overusing them reduces your fluency score.

Guessing or hypothesising about something you cannot be certain of, using phrases like 'it might be' or 'they could be'. This is expected in the photograph-based parts of the Speaking test.

Language that makes a statement less absolute or direct, such as 'might', 'tend to' or 'it seems that'. It is useful when giving opinions cautiously or softening disagreement.

The rise and fall of the voice during speech, which can signal meaning, emotion or whether a sentence is a question. It carries important clues in listening and is assessed in speaking.

A word or phrase used in speech to organise ideas or manage a conversation, such as 'well', 'anyway' or 'as I was saying'. Natural use of them is a feature of higher-level spoken performance.