PEIC Level 5 (C2) cheat sheet

Skimming is a fast, selective reading strategy for gist and text structure; scanning is a targeted search for specific information such as names, dates, or figures.

Inference questions require evidence-based conclusions not explicitly stated; the correct answer must be supported by the text, not by prior knowledge.

Cohesion is created by reference (pronouns, demonstratives), substitution, ellipsis, conjunction, and lexical chains; identifying these links is essential for C2-level comprehension.

Discourse markers signal logical relationships: contrast (however, nevertheless), addition (moreover, furthermore), cause (consequently), and concession (although, while).

A text's register (formal, informal, academic, journalistic) is signalled by lexical choice, syntactic complexity, and use of passive or nominalised structures.

For gapped-text tasks, predict the missing content type (noun phrase, verb phrase, connector) before reviewing options; grammatical fit and semantic coherence must both be satisfied.

Authorial stance is conveyed through evaluative adjectives, modality (may, might, must), and hedging; distinguishing fact from opinion is a core C2 reading skill.

At C2 level, lexical items may carry connotative or idiomatic meaning; literal interpretation of figurative language leads to incorrect answers.

A C2-level essay requires a clear thesis statement, logically sequenced paragraphs, and a conclusion that synthesises rather than merely restates.

Cohesive devices at C2 include lexical chains, referencing (this, such, the former), and complex subordination; overuse of basic connectors (and, but, also) lowers the band.

Register must remain consistent: formal writing avoids contractions, slang, and vague quantifiers (a lot of, things, stuff).

Hedging language (tends to, arguably, it may be the case that) is appropriate for cautious claims; overgeneralisation (everyone knows, always, never) weakens academic writing.

Nominalisation (the implementation of, the failure to) increases informational density and is characteristic of C2 academic prose.

Sentence variety is achieved through fronted adverbials, cleft sentences (It is X that...), inversion after negative adverbials, and participial clauses.

A topic sentence states the paragraph's controlling idea; every subsequent sentence must develop, illustrate, or qualify it.

Word count and task requirements are hard constraints; exceeding or ignoring them affects task achievement regardless of language quality.

Predicting content from the question stem and options before listening reduces cognitive load and improves selective attention.

Distractors in listening tasks often repeat words from the recording but distort the relationship (e.g., wrong agent, wrong time, negation); matching words is not matching meaning.

Signposting language (firstly, moving on, to sum up, incidentally) marks discourse structure and helps locate answers in extended monologues.

Inference in listening requires integrating tone, stress, and context; a speaker's rising intonation may signal uncertainty or a question rather than a statement.

Note-taking should capture content words (nouns, verbs, adjectives, numbers) and logical relationships, not full sentences.

Connected speech features-elision (next day → nex' day), assimilation (ten bikes → tem bikes), and weak forms (can /kən/, of /əv/)-can obscure high-frequency words at C2 speed.

Numbers, dates, and proper nouns are common answer targets; they may be corrected or revised mid-sentence, so the final mention is usually the operative one.

Paraphrase recognition is essential: the correct option rarely repeats the recording's exact wording.

Fluency at C2 is characterised by smooth, effortless flow with only natural pauses for thought; filled pauses (um, er) and self-correction are acceptable if not frequent.

Discourse management requires extending turns with reasons, examples, and counter-arguments rather than giving one-sentence answers.

Lexical resource at C2 includes idiomatic expressions, collocation, and precise word choice; circumlocution is a repair strategy, not a demonstration of range.

Grammatical range is shown through complex structures: conditionals, passive voice, relative clauses, inversion, and modal perfects.

Pronunciation features assessed include individual sounds, word stress, sentence stress, intonation, and connected speech; intelligibility is the primary criterion.

Interactive communication involves initiating, turn-taking, and responding appropriately to the interlocutor; monologues without engagement limit the score.

In long-turn tasks, a structured response (introduction, two developed points, conclusion) supports coherence and helps manage time.

Formal vs. informal language should match the task; using slang in a formal discussion or overly academic language in a casual exchange is a register error.