Basque PAU English cheat sheet

The PAU English reading task typically pairs a 300–450-word authentic text (press article, opinion piece, popular science) with questions in Basque/Spanish instructions but English source text; answers must be in English.

Question types recur: true/false with justification, short-answer wh-questions, lexical substitution (find a word meaning X), reference resolution (what does 'it' refer to), and a synonym/antonym or paraphrase item.

True/false with justification scores only if the quoted or paraphrased evidence from the text supports the verdict; a correct T/F letter alone with no textual evidence earns no credit in most models.

Lexical substitution items require an exact word or phrase from the text, in the same grammatical form as it appears; a paraphrase or a different inflection loses the mark.

Reference questions are answered by naming the antecedent noun phrase, not by restating the whole sentence; check the immediately preceding clause first, then widen to the sentence and paragraph.

Main-idea items ask for a one-sentence summary of the whole text, not the topic of one paragraph; supporting-detail items ask for a specific fact and must not add information absent from the text.

Answers must not import outside knowledge: if the text does not state it, it is not a valid answer, even when factually true.

Time allocation guide: read the text once for gist (3–4 min), read questions (2 min), then answer with targeted re-reading; leave 5 minutes to check that each justification is copied accurately.

Rewrite/transformation items are scored on preserving meaning while applying the required structure: passive voice, reported speech, conditional inversion, relative clause, or modal perfect.

Passive transformation: move the object to subject position, use the correct form of 'be' plus past participle, keep the original tense and aspect, and add 'by + agent' only if the agent is informative.

Reported speech backshift: present→past, past→past perfect, will→would, can→could, may→might; pronouns and time/place markers shift (now→then, today→that day, here→there, tomorrow→the following day).

Conditionals: zero (if + present, present), first (if + present, will), second (if + past, would + infinitive), third (if + past perfect, would have + past participle); mixed conditionals combine a past condition with a present result.

Inversion after negative adverbials: 'Never have I seen…', 'Not only did she…', 'Hardly had he arrived when…'; the auxiliary precedes the subject and the main verb stays in base or participle form.

Verb tense contrast tested repeatedly: present perfect for past action with present relevance or unfinished time, past simple for finished time with a stated past marker, past perfect for the earlier of two past events.

Preposition and collocation items: depend on, insist on, be interested in, be good at, look forward to + -ing, used to + infinitive (past habit) vs be used to + -ing (accustomed).

Word formation: noun suffixes -tion/-ment/-ness/-ity, adjective suffixes -ous/-ful/-ive/-able, negative prefixes un-/in-/im-/ir-/dis-; the derived word must fit the grammatical slot in the sentence.

Phrasal verbs and false friends are frequent: 'actually' = in fact (not 'currently'), 'eventually' = finally, 'assist' = help (not 'attend'), 'sensible' = reasonable (not 'sensitive').

The composition is scored on four criteria: task achievement/content, organisation (paragraphing and connectors), range of grammar and vocabulary, and accuracy; a typical rubric awards roughly equal weight to content and language.

Word count is specified (commonly 120–150 or 130–180 words); staying within ±10% is safe, and a script far under the minimum loses content marks regardless of quality.

Standard structure: one introductory paragraph stating position or framing the topic, one or two body paragraphs each with a topic sentence plus support or example, and a short concluding paragraph.

Register must match the prompt: opinion essays avoid contractions and slang; informal emails or letters to a friend use contractions and direct address; formal letters use 'Dear Sir or Madam' and 'Yours faithfully'.

Cohesive devices to deploy: addition (furthermore, in addition), contrast (however, whereas, despite + noun/-ing), cause (therefore, consequently, owing to), exemplification (for instance, such as), concession (although, even though).

Argumentative prompts require a clear thesis and at least one counterargument acknowledged and rebutted; a purely descriptive answer that never takes a position fails task achievement.

Sentence variety is scored: mix simple, compound and complex sentences, and include at least one relative clause, one conditional and one passive or impersonal construction where natural.

Accuracy traps to check before finishing: third-person -s, subject–verb agreement, article use with generic nouns, spelling of common connectives, and consistent tense across the script.

Where a listening component exists, tasks are typically multiple choice, true/false, or short answer based on short monologues or dialogues played twice; answers are recorded in English.

Distractors are built by echoing words heard in the audio but attached to the wrong speaker, time, or quantity; match the answer to the whole utterance, not to a single overheard word.

Numbers, times, prices and dates are frequent targets and are often corrected mid-utterance ('at three-sorry, half past three'); record the final stated value.

Signposting language signals the answer location: 'however', 'the thing is', 'actually', 'what matters most' typically precede the key information or a reversal of what was said earlier.

Speaker-attitude items require inferring tone from adjectives, intonation and hedges ('I suppose', 'not really', 'to be honest'), not from literal content alone.

Note-taking during the first listening should record keywords and numbers only; use the second listening to confirm or correct and to fill gaps.

Spelling of proper nouns and email-style details must be written as heard; in short-answer items, a grammatically complete phrase is safer than a single word when the question asks 'why' or 'how'.

Locate the answer's paragraph by keyword matching between the question stem and the text before reading in detail.

For 'according to the text' items, reject options that are plausible but unstated.

Justify T/F by quoting a short fragment (max ~15 words) or an accurate paraphrase with line reference.

Distinguish fact from opinion: opinion markers include 'arguably', 'it seems', 'critics claim'.

Vocabulary-in-context items: substitute each option into the sentence and test whether the surrounding logic still holds.

Pronoun-reference chains: trace 'this', 'they', 'such' back to the nearest compatible noun phrase, checking number agreement.

Summary items: the correct option covers the whole text and excludes details limited to one paragraph.

Relative clauses: defining clauses take no commas and allow 'that'; non-defining clauses take commas and forbid 'that'.

Reported questions keep statement word order: 'He asked where I lived', not 'where did I live'.

Causative: 'have/get + object + past participle' for services done by others.

Gerund vs infinitive after verbs: enjoy/avoid/suggest + -ing; want/decide/hope + to-infinitive; stop + -ing (cease) vs stop + to-infinitive (pause in order to).

Comparatives: 'the more…, the more…'; 'not as … as'; 'far/much/slightly + comparative'.

Modals of deduction: must (certain), might/may/could (possible), can't (impossible); past forms add 'have + participle'.

Articles: 'the' with unique/specified referents, zero article with plural or uncountable generics ('Water boils at 100 °C').

Open with a hook or a restatement of the prompt, then a thesis sentence naming your position in one clause.

One idea per paragraph; the topic sentence should be intelligible without the rest of the paragraph.

Target 3–5 sentences per body paragraph; a paragraph of one sentence signals underdevelopment.

Use at least three different cohesive categories; repeating 'and/but/also' caps the organisation band.

Formal email frame: salutation, reason for writing, request or information, closing formula, signature.

Opinion essay frame: introduction, two supporting arguments with examples, one counterargument with rebuttal, conclusion restating the thesis.

Final 3-minute check: word count, verb agreement, articles, spelling of connectives, and that every paragraph relates to the thesis.

Read the questions before the first playing and underline the key noun or number each one targets.

Predict likely vocabulary from the question topic so that synonyms in the audio are recognised as answers.

Dates in British English are usually heard day–month ('the fifth of March'); write them unambiguously.

Negative and comparative statements reverse expectations: 'not as expensive as', 'fewer than', 'rather than'.

When speakers disagree, the second speaker's correction usually carries the answer.

Multiple-choice options that repeat the audio verbatim are often traps; prefer the paraphrase that matches the meaning.

Transfer answers legibly during the pause; unrecorded answers score zero regardless of comprehension.

Skim headings and first sentences to build a text map before answering any item.

If two options seem right, choose the one with direct textual support and no added inference.

Check that quoted justification preserves the original tense and wording; altered quotes can be marked wrong.

Word-meaning items may target a word used in an unusual sense; rely on the sentence, not the dictionary's first sense.

Inference items allow one logical step beyond the text but never two.

Track line or paragraph numbers as you answer to speed up verification.

Budget roughly one minute per question after the initial reading.

Wish/if only: past simple for present regret, past perfect for past regret, 'would' for annoyance at others.

Passive with modals: modal + be + past participle ('must be sent'); perfect passive: modal + have been + past participle.

Question tags mirror the auxiliary and reverse polarity; imperatives take 'will you'.

Countable/uncountable quantifiers: much/little with uncountables, many/few with countables, 'a number of' + plural verb, 'the amount of' + uncountable.

Adjective order: opinion, size, age, shape, colour, origin, material, purpose.

Linking adverbials at sentence start take a comma; 'however' and 'therefore' are not conjunctions and cannot join two clauses with a bare comma.

Spelling rules: double final consonant before -ing/-ed when the stress falls on the final syllable (prefer→preferred).

Choose a position you can support with two concrete examples; vague generalities lose content marks.

Vary sentence openings: adverbial phrase, participle clause, or inversion instead of starting every sentence with the subject.

Replace basic lexis deliberately: 'important'→'crucial', 'big'→'substantial', 'problems'→'drawbacks', but only where the register fits.

Avoid memorised filler; examiners penalise scripts that do not address the specific prompt.

Keep tenses consistent: use present simple for general claims and present perfect for trends up to now.

Count words at the end; if under the minimum, add a supporting example rather than padding the conclusion.

Illegible or crossed-out text is not marked; write the final version clearly.

Numbers may be spelled out or given as figures; convert to one consistent form in your notes.

Listen for discourse markers that open a new section of a monologue ('first', 'moving on', 'to sum up').

Hedged answers ('it depends', 'more or less') signal that a precise option is wrong.

If a detail is missed, keep listening; later context often supplies or corrects it.

For short answers, copy the speaker's own phrasing where possible to avoid introducing errors.

Check that the answer responds to the exact question word used (who/where/why/how much).

In dialogues, note who says what; attributing a statement to the wrong speaker is the most common error.

Identify the text type first: news report (neutral, factual), column (opinionated), or expository (definitions and examples), since this shapes what counts as the main idea.

Scan for capitalised names, figures and dates when a question asks about a specific entity.

Reject options containing absolutes ('always', 'never', 'all') unless the text states them.

For 'what does the author suggest' items, look at the final paragraph, where the stance is usually stated.

Use the question's own vocabulary to find the paragraph, then answer using the text's vocabulary.

Verify that a chosen synonym fits the grammatical category (noun for noun, verb for verb).

Answer in your own words only where the rubric says so; otherwise quote precisely.

Future forms: 'will' for predictions and spontaneous decisions, 'going to' for plans and evidence-based predictions, present continuous for arranged events, present simple for timetables.

'Used to' vs 'would': both mark past habits, but 'would' cannot describe past states ('I used to live', not 'I would live').

Inversion after 'so/such' at the start: 'So difficult was the exam that…'.

Ellipsis and substitution: 'so do I', 'neither did she', 'I hope so' must match the auxiliary of the preceding clause.

Confusable pairs: 'lay/lie', 'rise/raise', 'affect/effect', 'advice/advise', 'practice/practise' (British usage).

Dependent prepositions after adjectives: 'aware of', 'capable of', 'responsible for', 'similar to', 'different from'.

Punctuation rule: no comma between subject and verb, and a semicolon or full stop before 'however' when it joins clauses.

Match the prompt type: 'discuss both views' requires balanced treatment, 'to what extent do you agree' requires a stated degree of agreement.

Introduce examples with 'for instance' or 'a case in point' and keep them to one sentence each.

Concession structure: 'Although X is true, Y remains the stronger argument because…'.

Avoid rhetorical questions and exclamation marks in formal writing.

Use the passive or impersonal 'it is often argued that' to sound objective in opinion essays.

End with a conclusion that adds no new argument, only restatement and implication.

Proofread for comma splices and run-on sentences, the most frequent accuracy errors at this level.

Accents vary; train with British, American and Irish varieties since PAU audio is not restricted to one.

Contractions and weak forms ('gonna', 'wanna', 'kinda') must be decoded into their full forms.

Prices and measurements may be given in different units; the question states which unit it wants.

Sequencing items depend on time markers ('before that', 'meanwhile', 'afterwards').

True/false listening items often hinge on one changed detail (a number, a place, a relationship).

Write answers during the second playing rather than waiting until the end.

Leave no blank: an informed guess has a non-zero chance, an empty box has none.

Paragraph-matching items: summarise each paragraph in three words before matching.

Gap-fill text items require the missing sentence to fit both meaning and cohesion (pronoun and connector links to neighbouring sentences).

Check that the inserted sentence's pronouns have an antecedent in the preceding text.

Ordering items: look for chronological markers and cause–effect links to fix the first and last sentences.

Multiple-choice main-idea options that are too narrow (one detail) or too broad (beyond the text) are wrong.

For attitude questions, note evaluative adjectives and adverbs; neutral reporting contains none.

Re-read the question after choosing to confirm it answers what was asked, not what you expected.

Perfect modals for past speculation: 'must have done', 'can't have done', 'should have done' (regret/criticism), 'needn't have done' (unnecessary but done).

Conditional inversion: 'Had I known…', 'Were I to accept…', 'Should you need help…' replace 'if' with no 'if' retained.

Reported commands: 'told/asked + object + to-infinitive'; negatives use 'not to'.

Purpose clauses: 'to/in order to/so as to + infinitive'; negative purpose 'so as not to/in order not to'.

Result clauses: 'so + adjective + that', 'such + (a/an) + adjective + noun + that'.

Prefix meaning: 'over-' (excess), 'under-' (insufficient), 'mis-' (wrongly), 're-' (again), 'co-' (together).

Collective nouns (team, government) take singular verbs in British English unless the members are emphasised.

Plan for two minutes: jot a thesis, two arguments with examples, one counterargument, and a conclusion.

Keep sentences under about 25 words; long sentences raise the error rate more than they raise the band.

Use precise verbs instead of 'get' or 'do': 'obtain', 'achieve', 'carry out', 'address'.

Formal letters requesting information end with 'I look forward to hearing from you' plus 'Yours faithfully' when unnamed.

Informal writing may use phrasal verbs and idioms; formal writing should prefer single-word equivalents.

Ensure each paragraph's first sentence connects to the previous one with a linking phrase.

Recount tasks (narrative) need a clear time sequence and consistent past tenses, including past perfect for flashbacks.

Identify the genre at the start (announcement, interview, lecture, phone message) to predict structure.

Phone messages usually contain a name, a number, a time and a requested action; capture all four.

Lectures signal definitions with 'that is', 'in other words', 'by which I mean'.

Interviews often include a question–answer pair per item; the answer follows the question directly.

Distinguish the main point from an aside introduced by 'by the way' or 'incidentally'.

Check singular/plural and tense in the final written answer against the question wording.

If two speakers give different figures, the later, confirmed figure is normally correct.

Read the questions before the text when the text is long; it converts a passive read into a search task.

Highlight only the sentence that answers each question to avoid re-reading the whole passage.

For inference, ask what must be true given the text, not what could be true.

Beware of options that are true in general knowledge but absent from the passage.

Check negation scope: 'not all' differs from 'none', and 'few' differs from 'a few'.

Confirm the answer's grammatical fit when the rubric requires a phrase rather than a full sentence.

Transfer answers to the answer sheet exactly as written in the text when quoting is required.

Subject–verb agreement with 'neither…nor' follows the nearer subject; 'either…or' behaves the same way.

Distributives: 'each', 'every', 'everyone' take singular verbs and singular pronouns in formal writing.

'The number of' + plural noun takes a singular verb; 'a number of' takes a plural verb.

Inversion after 'only when/not until' in the main clause: 'Not until later did we realise…'.

Participle clauses: present participle for active simultaneity, past participle for passive, perfect participle ('having finished') for prior action.

Word formation negation: '-less' (careless) vs 'un-' (unhappy); check the derived word's part of speech before supplying it.

Collocations with 'make/do': make a decision, make progress, do research, do harm, do a favour.

Write the thesis in the introduction and echo it in the conclusion with different wording.

Support every claim with a reason or example; unsupported assertions are the main cause of low content scores.

Use contrastive connectors correctly: 'despite + noun/-ing', 'although + clause', 'however + clause or sentence adverb'.

Avoid repeating the prompt verbatim; paraphrase the question in the opening sentence.

Choose British spelling consistently if the variant is specified: 'organisation', 'colour', 'realise'.

Keep the tone consistent throughout; a sudden switch to slang in a formal essay is penalised.

Reserve two minutes to check subject–verb agreement in every sentence containing a long subject.

Note the speaker's relationship (colleague, customer, friend) since it determines the register and the likely request.

Directions and locations require drawing a quick mental map; record left/right and landmarks.

Times may be given in 12- or 24-hour form; convert to the form the answer sheet expects.

Listen for reformulations: speakers often restate a difficult point in simpler words, which is the answer.

Distinguish obligation from suggestion: 'you must' vs 'you might want to'.

In multiple choice, eliminate options contradicted by the audio before choosing among the rest.

Final check: every question has an answer and the spelling of names and numbers is verified.

For vocabulary items, the answer must be the exact word class requested; a noun for a noun, a verb for a verb.

If the rubric says 'in your own words', a verbatim copy scores zero; paraphrase while preserving meaning.

Check whether the question asks for one answer or several; partial lists lose marks.

Use the title and any subheading as a summary of the main idea when the main-idea question is unclear.

Identify the author's purpose (inform, persuade, warn, entertain) from verb choice and evaluative language.

When two paragraphs seem to answer a question, prefer the one where the point is stated explicitly.

Leave nothing blank; a supported guess can earn partial credit in open items.

Transformations must keep the same meaning; changing the tense or adding information invalidates the answer.

Passive to active: the 'by' phrase becomes the subject; if absent, supply a general subject such as 'they' or 'someone'.

Direct to reported: keep the original question word for wh-questions and use 'if/whether' for yes/no questions.

Conditional transformations often require inversion or 'unless' (= if not); 'unless' takes an affirmative verb.

Comparative transformations: 'not as tall as' = 'shorter than'; 'the most' = 'more … than any other'.

Modal paraphrases: 'be able to' = can, 'be allowed to' = may, 'be obliged to' = must, 'had better' = should.

Check the given prompt word is retained exactly and not altered or omitted.

Aim for 4–5 paragraphs in a 150-word essay; more paragraphs than that fragments the argument.

Use one statistic or concrete detail per body paragraph to anchor abstract claims.

Avoid starting consecutive sentences with the same word; vary with adverbials or restructured clauses.

Formal complaint or application letters state the purpose in the first sentence after the salutation.

Keep pronoun reference clear: 'this' should point to a named idea, not to a whole preceding paragraph.

Use 'would' and 'could' for hedging in opinion writing: 'it could be argued that…'.

Before submitting, confirm the script answers the exact question asked, not a related topic you know better.

Familiarise yourself with the instructions before the audio starts; reading time is usually given and should be used fully.

Numbers in the hundreds and thousands may be said in British style ('two hundred and fifty'); transcribe as figures.

Spelling aloud (names, streets) must be written letter by letter; do not guess from pronunciation.

Adjective–noun collocations in the audio are often paraphrased in the options; match meaning, not sound.

In note-completion, respect the word limit stated (e.g., 'no more than three words').

Mark uncertain answers and revisit them during the transfer time rather than stalling.

Confirm the answer fits the grammatical frame of the gap (noun after article, verb after modal).

Skim for the gist in 2 minutes, then read each question and locate its answer before moving on.

Underline the sentence that justifies each answer so it can be checked at the end.

For 'the writer's main purpose' items, eliminate options describing only part of the text.

Check whether a T/F statement reverses cause and effect or swaps the subject and object.

Reject paraphrases that strengthen a hedged claim ('may' → 'definitely').

Confirm the reference of any pronoun in the question itself before searching the text.

Answer in English even when instructions appear in Basque or Spanish.

Time clauses use present tenses for future meaning: 'when she arrives', 'as soon as it finishes', 'before you leave'.

'By the time' + past simple pairs with past perfect in the main clause for completed prior action.

Reported time expressions: 'yesterday'→'the day before', 'last week'→'the week before', 'next month'→'the following month'.

Gerund as subject takes a singular verb: 'Reading novels helps vocabulary'.

Adjectives ending -ed describe feelings; -ing describes the cause: 'I am bored' vs 'the film is boring'.

Phrasal verb separability: pronoun objects must go between verb and particle ('turn it off', not 'turn off it').

Spelling of -ing forms: drop final -e (make→making), change -ie to -y (lie→lying).

State the topic and your position within the first two sentences to satisfy task achievement early.

Use a range of conditional and relative structures to demonstrate grammatical range without forcing them.

Keep the conclusion to three or four sentences: restate the thesis, summarise the two arguments, add an implication.

Avoid absolute claims unless justified; hedge with 'tends to', 'in most cases', 'generally'.

For informal emails, open with 'Hi + name' and close with 'Best wishes' or 'Take care'.

Check that every example is clearly linked to the claim it supports with 'which shows that' or 'this illustrates'.

Read the final script aloud mentally to catch missing words and awkward phrasing.

Identify the topic from the first ten seconds; it frames all subsequent detail.

Listen for the answer to each question in order, since items usually follow the audio sequence.

Distinguish similar-sounding numbers (thirteen/thirty, fifteen/fifty) by the stress pattern.

Note the speaker's opinion markers ('I'd say', 'personally', 'in my view') for attitude items.

Do not change an answer on the second listening unless you hear clear contradicting evidence.

For map or diagram tasks, orient yourself at the stated starting point before following directions.

Ensure the final answer is a complete, grammatical response when the rubric requires one.

Identify the function of each paragraph: introduction, evidence, counterargument, conclusion.

The main idea is usually stated in the first or last sentence of the introduction or conclusion.

For 'which statement is true' items, verify each option against the text and eliminate explicitly.

Watch for scope words: 'some', 'most', 'all' change the truth value of a statement.

Quotations used as justification should be short and directly relevant, not the whole sentence.

If an item refers to a line number, read the sentence before and after it for context.

Check the final answer sheet for numbering errors before handing in.

'So' and 'such' before nouns: 'so + adjective/adverb', 'such + (a/an) + adjective + noun'.

'Too' means excessively and has negative implication; 'enough' follows the adjective ('old enough').

Question formation with prepositions: 'Who did you speak to?' keeps the preposition at the end in informal style.

Indirect questions: 'Could you tell me where the station is?' uses statement order and no auxiliary 'do'.

Negative prefixes with adjectives: 'in-' before most consonants, 'im-' before p/b/m, 'ir-' before r, 'il-' before l.

Compound nouns are usually stressed on the first element; this affects listening recognition.

Check that transformed sentences retain the original punctuation conventions, including commas in non-defining clauses.

Use a clear topic sentence per paragraph, then evidence, then a linking sentence to the next idea.

Prefer concrete nouns and active verbs to strings of abstract nominalisations.

Balance argument length: two developed points beat four underdeveloped ones.

Avoid clichés and memorised openers ('Since the dawn of time'); they signal a generic script.

Use punctuation to control rhythm: a colon introduces an explanation, a semicolon joins related clauses.

Check the word count of the body only; introductions and conclusions should not dominate.

Re-read the prompt at the end to confirm every part of the question has been addressed.

Prepare by reading the answer options for vocabulary you expect to hear in synonym form.

Listen for the stressed word in a sentence; it usually carries the new or contrasted information.

Record abbreviations consistently in notes so they can be expanded accurately later.

In true/false items, a statement may be true in part but false in one detail; judge the whole statement.

When a speaker self-corrects, the corrected version is the answer.

For short answers requiring a reason, use 'because' or a 'to + infinitive' phrase as appropriate.

Verify that no answer contradicts another; contradictions signal a misheard detail.

Match question keywords to text synonyms; exact word repetition is often a distractor.

For 'what does X refer to' items, substitute each candidate into the sentence and check grammatical and logical fit.

Confirm whether a T/F item requires justification; if so, an unsupported verdict earns no marks.

Main-idea answers must cover the whole passage; detail answers must be traceable to one sentence.

Check the text's stance before answering attitude questions; neutral reporting is not endorsement.

Re-read the question's exact wording (e.g., 'according to paragraph 2') before answering.

Leave time to verify spelling of quoted words against the original text.

Tense in time clauses after 'until', 'before', 'after' is present or past, never future.

'Have something done' vs 'get something done': both mean arranging a service; 'get' is more informal.

Reported speech with modal 'must' becomes 'had to' for obligation and 'must' for deduction.

Inversion with 'rarely/seldom/little' at the start of a sentence: auxiliary before subject.

Adjective + preposition + gerund: 'interested in learning', 'good at solving', 'afraid of failing'.

Word formation: '-ity' forms nouns from adjectives (able→ability, possible→possibility, stable→stability).

Check verb patterns after 'suggest' (suggest + -ing or that + subject + base verb), never 'suggest me to'.

Frame the essay around a single controlling idea and make every paragraph serve it.

Introduce counterarguments with 'critics argue that' and rebut with evidence or a logical consequence.

Use precise quantifiers ('a significant proportion', 'the majority of') rather than 'many people'.

Vary sentence length deliberately: a short sentence after two long ones adds emphasis.

Keep formal writing free of contractions, exclamation marks and direct address to the reader.

Check that all examples are relevant to the prompt's specific context, not a generic topic.

Finish with a proofread focused on articles, prepositions and verb forms, the highest-frequency error types.

Use the pause between sections to predict the next topic from the question order.

Listen for the exact question word in the audio; it reveals the type of information expected.

Numbers may be approximate ('around 200'); the answer should reflect the hedge if the question asks for an estimate.

Distinguish main ideas from examples introduced by 'for example' or 'such as'.

For multiple choice, note why each rejected option is wrong; this confirms comprehension.

Write the answer in the same language as the question, normally English.

Check that answers are transferred to the correct numbered line.

Read the first and last paragraph fully; they carry the thesis and conclusion in most exam texts.

Scan middle paragraphs only for question-relevant details.

For synonym items, check the context's connotation (positive/negative) as well as meaning.

Reject options that reverse the text's causal direction.

Confirm that a quoted justification is a complete clause, not a fragment that changes the meaning.

Use line references to resolve ambiguity between similar statements.

Review all answers once for internal consistency with the passage's overall argument.

'Wish' + 'would' expresses irritation at repeated behaviour by others, not a wish about oneself.

'It is time' + past simple for a present obligation that is overdue ('It's time we left').

Prefer 'although' at the start of a clause and 'despite/in spite of' before a noun or gerund.

Passive reporting: 'It is said that…', 'He is believed to have left' for hearsay.

Check that the transformed sentence keeps the same subject where the prompt requires it.

Collective and irregular plurals: 'criteria', 'phenomena', 'data' (formal singular or plural).

Spelling traps: 'accommodation', 'occurrence', 'necessary', 'receive', 'environment'.

Use a range of cohesive devices but avoid overuse; one connector per sentence boundary is enough.

Support opinions with hypothetical or real examples: 'For instance, students who…'.

Keep the introduction short (2–3 sentences) to leave room for developed body paragraphs.

Use nominalisation sparingly for formal effect ('the introduction of the policy'), not throughout.

Avoid repeating the same key noun; use pronouns and synonyms to maintain cohesion.

Check that the register of the closing matches the opening (formal letter to formal letter).

Ensure the final sentence gives a sense of closure, not a new argument.

Identify the number of speakers and their roles before the audio begins, if the rubric allows.

Note discourse markers of contrast ('but', 'although', 'on the other hand') as likely answer locations.

For spelling tasks, write letters as heard and check against known word patterns.

Record times in the format used by the answer sheet to avoid transcription errors.

Listen for repetition: speakers often repeat key information for emphasis.

Confirm that a short answer is grammatical on its own when read in isolation.

Review all answers during transfer time for consistency and completeness.

Identify the text's register and audience to interpret evaluative language correctly.

For inference items, choose the option supported by the most direct evidence, not the most interesting.

Check whether a question asks for the author's view or a quoted person's view; they may differ.

Use paragraph topic sentences to locate evidence quickly under time pressure.

Confirm that a chosen synonym appears in the same form as required by the question.

Reject options that add causal links the text does not make.

Verify that all quoted evidence is copied exactly, including articles and prepositions.

'Unless' already contains a negative; do not add 'not' in the same clause.

'In case' + present simple expresses precaution; 'if' expresses condition.

Reported speech keeps 'could/would/should/might' unchanged; only 'can/may/must' typically shift.

Check the correct auxiliary in question tags after 'I am' ('aren't I') and after imperatives ('will you').

Use 'the' with superlatives and ordinal numbers, and with rivers, seas and plural country names.

Distinguish 'few/little' (negative, not enough) from 'a few/a little' (positive, some).

Ensure word-formation answers match the required number of words stated in the rubric.

Open with a general statement about the topic, then narrow to your specific position.

Use cause–effect chains explicitly: 'because…, therefore…, as a result…'.

Keep the argument linear: finish one point before introducing the next.

Use evaluative adjectives deliberately to signal stance ('a convincing argument', 'a limited measure').

Avoid overlong noun phrases; split them into clauses for clarity.

Check that the conclusion does not simply repeat the introduction word for word.

Final check: spelling of high-frequency words, verb endings, and capitalisation of proper nouns.

Predict the type of answer each question needs (a place, a number, a reason) before listening.

Listen for the stressed content words rather than every word in fast speech.

When two figures are mentioned, note which is old and which is current.

Use intonation to detect questions and confirmations in dialogues.

For matching tasks, cross out used options to avoid duplication.

Check that the answer's tense agrees with the question's tense.

Verify that all answers are legible and correctly numbered.

Use skimming to identify the topic and stance, scanning to locate specific answers.

For 'what is the best summary' items, eliminate options that omit a major section.

Check the function of examples: they usually support the preceding claim, which is the answer.

Reject paraphrases that change modality ('can' → 'must').

Confirm that a word found in the text matches the required part of speech before using it.

Verify that the justification sentence actually supports the T/F verdict chosen.

Re-read the whole answer set once to catch contradictions.

'Had better' + bare infinitive expresses strong advice with an implied consequence.

'Would rather' + bare infinitive, or 'would rather + past simple' for a preference about another person's action.

Inversion after 'nowhere', 'never before', 'on no account' at the start of a sentence.

Use 'so as to' and 'in order to' interchangeably, but 'for + -ing' only for a thing's purpose.

Prepositions of time: 'in' for months/years, 'on' for days/dates, 'at' for clock times and 'at night'.

Check that derived words keep the correct spelling when a suffix is added (happy→happiness, true→truth).

Ensure that transformed sentences do not omit the auxiliary required by the target structure.

Choose the essay structure before writing: for-and-against, opinion, or problem–solution, depending on the prompt.

Problem–solution essays need a stated problem, its consequences, and a concrete proposal.

Use impersonal constructions to present opposing views fairly: 'It is often claimed that…'.

Keep each paragraph to one controlling idea and one piece of supporting evidence.

Check that all connectives are followed by the correct grammatical form (noun, gerund, or clause).

Avoid redundancy: do not repeat the same argument in different words to reach the word count.

Read the final version once for coherence: does each paragraph follow logically from the previous one?

Use the first listening for gist and the second for detail and confirmation.

Note the speaker's attitude words to answer tone and opinion items.

Distinguish fact from opinion in the audio; only facts answer 'according to the speaker' items.

Record numbers immediately; they are easily forgotten.

Check whether the question asks for the main reason or one of several reasons.

Ensure that short answers do not exceed the stated word limit.

Review the answer sheet for numbering and spelling before submission.

Identify the topic sentence of each paragraph to build a quick outline of the text.

Use the outline to locate answers without re-reading the whole passage.

For vocabulary items, check the word's grammatical form and meaning in context.

Reject options that are too general or too specific relative to the question.

Confirm that quoted justifications are relevant and sufficient, not merely nearby.

Check pronoun references against number and gender agreement.

Review all answers for consistency with the text's overall argument.

'By' + time expression pairs with future perfect for completed action before a future point.

'For' + duration and 'since' + starting point are used with perfect tenses.

Check that question forms in reported speech use 'if/whether' for yes/no and retain the wh-word otherwise.

Use 'the' with musical instruments and with superlatives; zero article with most proper names.

Avoid double negatives in standard written English ('I don't have any', not 'I don't have no').

Ensure that phrasal verbs in transformations keep the correct particle and tense.

Verify that derived words fit the sentence's grammatical slot and spelling conventions.

State the purpose of the writing in the first sentence for letters and emails.

Use paragraph breaks to signal a change of focus, not for visual effect.

Support general claims with specific examples drawn from education, work, or daily life.

Use a range of modal verbs to express possibility, obligation and advice appropriately.

Check that formal writing avoids vague quantifiers such as 'a lot of' in favour of 'many' or 'a great deal of'.

Ensure the conclusion follows logically from the arguments presented, not from a new idea.

Proofread for sentence fragments and run-on sentences before submitting.

Read the questions during the preparation time and mark the key information sought.

Listen for synonyms of the question's keywords, since the audio rarely repeats them exactly.

Note the sequence of events in narrative audio using time markers.

Distinguish the speaker's own view from views they report about others.

For multiple choice, choose the option that matches the overall meaning, not a single word.

Check that answers are complete and grammatical when read independently.

Review the answer sheet for legibility and correct numbering.

Read the text once for gist, then answer questions by locating specific evidence.

Underline the sentence that supports each answer for verification.

Reject options that add information not present in the text.

Check whether the question asks for a fact, an opinion, or an inference.

For synonym items, ensure the answer matches the required word class and context.

Confirm that quoted evidence is copied accurately and is relevant.

Review all answers for consistency with the passage's main argument.

Use 'will' for promises and offers, 'going to' for prior plans and evidence-based predictions.

Check the correct form after 'enjoy', 'mind', 'suggest', 'avoid' (gerund) and 'want', 'hope', 'plan' (infinitive).

Use 'the' with unique referents and specified nouns; zero article with generic plurals and uncountables.

Ensure that conditional sentences use the correct tense combination for the intended meaning.

Check that reported speech backshifts tenses and adjusts time and place references.

Verify the spelling and form of derived words in word-formation items.

Confirm that transformed sentences preserve the original meaning and required structure.

Plan the essay before writing: thesis, two arguments, one counterargument, conclusion.

Use topic sentences to guide the reader through the argument.

Support each claim with an example or reason.

Use a range of cohesive devices appropriately and avoid overuse.

Match the register to the task type (formal essay, informal email, formal letter).

Check that the conclusion restates the thesis without introducing new arguments.

Proofread for grammar, spelling and punctuation before submitting.

Use the preparation time to read the questions and predict the answers.

Listen for the main idea first, then for specific details.

Note numbers, names and times accurately during the first listening.

Use the second listening to confirm or correct answers.

Reject options that are contradicted by the audio, even if they contain familiar words.

Ensure short answers are grammatical and within the word limit.

Check the answer sheet for numbering and spelling before submission.

Skim the text for gist before reading the questions in detail.

Locate answers by matching question keywords to text synonyms.

Underline supporting evidence for each answer.

Reject options that are true in general but not stated in the text.

Check that quoted justifications are accurate and relevant.

Confirm the answer's grammatical form matches the question's requirement.

Review all answers for consistency with the passage.

Use the correct tense for finished past actions versus actions with present relevance.

Check subject–verb agreement, especially with long or compound subjects.

Use the correct article with countable, uncountable and generic nouns.

Ensure conditional sentences use consistent tense patterns.

Check reported speech for tense backshift and time/place changes.

Verify the form and spelling of derived words.

Confirm that transformations preserve meaning and use the required structure.

Plan before writing: thesis, supporting arguments, counterargument, conclusion.

Use clear topic sentences for each paragraph.

Support claims with examples or reasons.

Use cohesive devices appropriately and avoid repetition.

Match register to the task type.

Ensure the conclusion follows logically from the argument.

Proofread for grammar, spelling and punctuation.

Read the questions before listening to predict content.

Listen for gist first, then for specific details.

Note key numbers, names and times accurately.

Use the second listening to confirm answers.

Reject options contradicted by the audio.

Ensure answers are grammatical and within word limits.

Check the answer sheet for numbering and spelling.

Read the questions first for long texts to guide scanning.

Locate and underline the evidence for each answer.

Reject options that add unstated information.

Check whether the question asks for fact, opinion or inference.

Match the answer's word class to the question's requirement.

Verify quoted evidence for accuracy and relevance.

Review all answers for consistency.

Choose the tense that matches the time reference and aspect.

Check subject–verb agreement in complex sentences.

Use articles correctly with specific and generic nouns.

Ensure conditionals use consistent tense patterns.

Adjust reported speech for tense, time and place.

Verify derived word forms and spelling.

Preserve meaning in transformations.

Plan the structure before writing.

Use topic sentences to organise paragraphs.

Support claims with examples.

Use cohesive devices appropriately.

Match register to the task.

Ensure the conclusion follows from the argument.

Proofread before submitting.

Read questions before listening.

Listen for gist then detail.

Note key numbers and names.

Use the second listening to confirm.

Reject contradicted options.

Keep answers grammatical and within limits.

Check numbering and spelling.

Skim for gist, then scan for answers.

Underline supporting evidence.

Reject unstated information.

Check question type: fact, opinion, inference.

Match word class to the question.

Verify quoted evidence.

Review answers for consistency.

Match tense to time reference.

Check subject–verb agreement.

Use articles correctly.

Keep conditional tense patterns consistent.

Adjust reported speech.

Verify derived word forms.

Preserve meaning in transformations.

Plan before writing.

Use topic sentences.

Support claims with examples.

Use cohesive devices.

Match register.

Ensure logical conclusion.

Proofread before submitting.

Read questions before listening.

Listen for gist then detail.

Note key numbers.

Confirm on second listening.

Reject contradicted options.

Keep answers grammatical.

Check numbering and spelling.

Skim, then scan for answers.

Underline evidence.

Reject unstated information.

Check question type.

Match word class.

Verify quotations.

Review for consistency.

Match tense to time.

Check agreement.

Use articles correctly.

Keep conditionals consistent.

Adjust reported speech.

Verify word forms.

Preserve meaning.

Plan before writing.

Use topic sentences.

Support with examples.

Use cohesive devices.

Match register.

Ensure logical conclusion.

Proofread.

Read questions first.

Listen for gist then detail.

Note key numbers.

Confirm on second listening.

Reject contradicted options.

Keep answers grammatical.

Check numbering.