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Use of English C1 C2

Aptis vocabulario collocations, aptis, clases aptis, vocabulario aptis, cursos aptis, aptis grammar and vocabulary
Aptis vocabulario collocations
15 abril, 2019
Writing PET, Writing B1 Cambridge,
Writing PET
22 abril, 2019
Use of English C1 C2, Curso C1 C2

Use of English C1 C2

Hi there, our beloved readers!

¿Cómo va la preparación del C1, o esa búsqueda de cursos intensivos Proficiency, o esos ejercicios imposibles de Use of English Advanced? Don’t you worry! Hoy os traemos una dosis fuerte de Use of English nivel C1 C2 que esperamos os que ayude en vuestros exámenes oficiales. El nivel de estos usos en inglés y de los ejercicios ronda entre un CAE y un Proficiency, como bien indica su nombre.

¿Preparados a aprender algo nuevo hoy? Pues…

Use of English C1 C2: Vamos por partes

En primer lugar, en éste artículo explicamos 4 usos diferentes de la lengua inglesa. Cada uno va acompañado de un ejercicio de Use of Englishnivel C1 C2 específico para poner en práctica lo aprendido. En azul poco legible os dejamos las respuestas ;). El Use of English es una de las partes examen CAE y CPE y con nuestras explicaciones esperamos que podéis aprobar vuestro examen más fácilmente. Así mismo, esperamos que incluyáis estos usos en vuestras clases de speaking para brillar como sólo los nativos lo hacen. Y, si os cuestan, podéis venir a los cursos intensivos de inglés C1 C2 que damos en el Salón de Idiomas. ¡Seguro que cumplen con vuestras expectativas!

 

Use of English C1 C2: Inversiones en inglés

Para empezar, como ya decíamos en una entrada anterior, el dominio de las inversiones en inglés es fundamental en un nivel Advanced o Proficiency.

En éste enlace se te explica cómo usarlas, tienes una tabla completa con tipos de inversiones y ejercicios para realizar. Sin embargo, en nuestra entrada Use of English C1 C2 te dejamos también un ejercicio con inversiones para practicar. Y es que nunca sobran unos buenos ejercicios C1 C2.

Inversiones en inglés nivel avanzado

Ejercicio para practicar Use of English C1 C2:

Memo to teaching staff

We have a problem. Rarely (1) ………… we had a student population like this one. (2) …………….since the 1990s can I remember so many troublesome students in our school at any one time. Not only (3) …………… some of them treat the staff with absolute scorn, (4)…………they are also clearly (5)……………on causing as much trouble as possible among their peers. No (6)…………has one broken window been repaired (7)…………….another is mindlessly smashed. (8)………………. has our handyman painted over one piece of graffiti (9)……………..another appears. On (10)………….account can such behaviour be (11)……………to continue. And not for one (12)……………..should the ringleaders think they will not be punished. Only (13)……………..such punishment is carried out will confidence return to the student body and (14) ……………..then will school life return to some kind of normality. Under no (15) ………………will we allow the present state of affairs to continue.

1. have, 2.  Not, 3. do, 4. but, 5. intent, 6. sooner, 7. than, 8. Barely/Hardly, 9. when/ before, 10. no, 11. allowed/permitted, 12. moment, 13. when/if, 14. only, 15. circumstances.

 Condicionales en inglés

Should

Por otro lado, cuando should aparece en frases con if en primer y segundo condicional sugiere que la condición es posible pero improbable. Usamos “will” y “would” u otros modales en la frase principal. Te recomendamos implementar éste uso del should en tu speaking y writing si te preparas para un examen C1 o C2.

If we should agree the contract, we would have to work twice as hard.

Es una estructura formal y bastante similar al sintagma “by any chance“.

If by any chance they do turn up, we’d better tell them what happened.

Would

Además, tenemos Would. Would en frases con if se usa para hacer peticiones formales y para expresar un fuerte deseo de que alguien haga algo.

If you would be kind enough to lend me a hand, we could finish this very quickly. If you would just calm down for a moment, you’d see what I’m talking about.

If……….are/were to

A continuación, una nueva estructura. Parece un poco lío, pero te explicamos. Se usa be to para expresar una condición de una forma bastante formal. Sugiere que el hablante no tiene influencia sobre si la condición se llevará a acabo o no.  Are toam tois to sugiere que la condición puede que se lleve a cabo. Were to (o informalmente was to) pone énfasis en el hecho de que la condición es muy improbable.

If you are to get rid of them, who would tell them?. Supposing you were to win the lottery, how would you spend the money?

Únicamente con were podemos omitir if y comenzar la clase sólo con werewere you to take on more staff, how could we afford to pay them?

Ejercicios condicionales C1 C2:

Fill each of the blank with a suitable word or phrase. 

  1. If this scheme…………..ground, everyone will have to pull their weight.
  2. Should you ever……………….of a helping hand, remember where I am.
  3. Your brakes are making an odd noise; I…………….. to if I were you.
  4. Supposing someone told you that you weren’t fit to do this job, …………..react?
  5. If that wisdom tooth is giving you trouble, I …………….. out.
  6. Considering his age and the seriousness of the operation, it would be a …………….. survived it.
  7. If by any ………… into Mrs Hebden while you’re out, could you give her this note?
  8. If we …………. Friday deadline, some overtime may be necessary.

1. is to get off, 2. be/feel in need, 3. would have them seen, 4. how would you, 5. would/ should have it (taken), 6. miracle if he, 7. chance you bump, 8. are (going) to meet the/ our/ this

 

Enfatizar con whatallit

What

A parte de todo lo demás, para demonstrar un dominio del Use of English C1 C2 tienes que aprender a enfatizar una acción usando estructuras con what do (la estructura entera sería what + sujeto + do + be + infinitivo con o sin to). De hecho, se suele usar esta estructura cuando enseñamos a alguien un procedimiento/pasos a seguir o cuando le contamos sobre una secuencia de eventos. What you do next is fold the top corner back on itself. 

Forma comúnForma con what

He put the pot on the table

I’m going to persuade him to come earlier.

What he did was (to) put the pot on the table.

What I’m going to do is persuade him to come earlier.

Otra forma de enfatizar una acción entera o una serie de acciones con una estructura similar es usando what + happen + be+ that (con subordinada).

What happened next was (that) he dropped it.

What happened was (that) they all run away as soon as they saw the police car coming.

All

También podemos usar all en vez de what para referirnos a “lo único”. Esto sugiere que lo que pasó no es muy importante.

All we are going to do is take your teeth out.

All that happened was that a window was broken.

It + to be + that/who

Para enfatizar sustantivos, podemos usar una estructura con it + be + sustantivo + that/who.

Forma comúnForma enfatizada
Rick run into the office

She threw the jug out of the window.

It was Rick who run into the office.

It was the jug (that) she threw out of the window.

Ejercicio para practicar Use of English C1 C2:

Rewrite each of the sentences in such a way that it is a similar as possible in meaning to the sentence before it. The first word and one other is given as guidance.

Example I know what you did to him. You broke his heart (what/break).

What you did to him is break his heart.

 

1. I know what happened. You lost your nerve, didn’t you?

What/chickened …………………………………………………………………..

2. I know what he did. He upset all his colleagues by being so arrogant.

What/arrogance …………………………………………………………………..

3. Do your best. That’s the only thing that is important.

All/matters …………………………………………………………………………..

4. I know where you made your mistake; you underestimated the competition.

Where/ appreciate ………………………………………………………………..

5. I know why he was attracted to this job; he wanted to give people orders.

What/ authority …………………………………………………………………………………..

1. What happened is/was that you chickened out, isn’t it/wasn’t it/didn’t you? 2. What he did is/was upset all his colleagues with his arrogance or: What upset all his colleagues was his arrogance. 3. All that matters is that you do your best. 4. Where you went wrong/made a mistake is that you failed to/ you didn’t appreciate (the strenght of) the competition. 5. What attracted him to this job is/was having authority over them.

 Nominalización en inglés

A veces es posible usar un grupo de sustantivos en vez de uno o más verbos o de adjetivos. Este proceso se llama “nominalización”.Te recomendamos que completes tu curso intensivo de C1 C2 aprendiendo y usando ésta técnica.

¿Por qué usar la nominalización en inglés? Porque:

  • puede cambiar el énfasis de la frase.
  • acorta la frase y deja más espacio para añadir información nueva.
  • suele haber una preferencia por comenzar una frase con un sintagma nominal más que una verbal.
  • es un estilo más formal, casi siempre académico, y tu examen oficial en inglés C1 C2 suele requerir éste nivel.
  • consigue crear una frase más impersonal, algo muy común en la lengua inglesa.
Forma comúnVersión nominalizada
He had an insatiable appetite for adventure and because of this he became involved in a pioneering expedition to the Artic..

 

They looked at the evidence and realized that there had been a miscarriage of justice.

 

 

It’s always painful when people criticise you.

His insatiable appetite for adventure led to his involvement in a pioneering expedition to the Artic.

The evidence revealed that there had been a miscarriage of justice.

 

This interesting Australian development was possible because of the isolation of these primitive mammals.

 

Criticism is always painful.

Ejercicios para practicar Use of English C1 C2:

Rewrite each sentence using all the prompt words printed below it.

Example: A lot of people have complained in writing to us about how bad the food was.

We have received a large number of written complaints about the poor standard of the food.

1. I’m shocked that most members have responded so negatively to what we proposed.

shock/ response/ proposals /majority

2. The mayor is reputedly proud of the way he looks.

reputation /pride/ appearance

3. A soldier must be brave, level-headed and obedient.

qualities / paramount importance

4. What we spend doesn’t always tally with what we earn.

sometimes/discrepancy/outgoings/earnings

5. It’s distinctly possible that she will not recover from her illness very rapidly.

distinct/ rapid

6. You needn’t pau anything until you’ve received the goods.

There/ make/ before / of

7. She could do with being more confident.

suffers/of

8. I really did intend to try harder this term, but I haven’t succeeded.

every/more/effort/met/no

Soluciones

1. It has come as a shock to me that there was such a negative response to our proposals from the majority of members. 2. The mayor has a reputation for taking pride in his appearance. 3. In a soldier, the qualitis of bravery, level-headedness and obediance are of paramount importance. 4. There is sometimes a discrepancy between our outgoings and (our) earnings. 5. There is a distinct possibility that she will not make a rapid recovery from her illness. 6. There is no need (for you) to make any payment before receipt of the goods. 7. She suffers from (a) lack of confidence. 8. I really had every intention of making more (of an) effort this term, but I have met with no success.  


¡Ojo! Estos son también una muestra de ejercicios que aplicamos incluso en la preparación del ejercicio práctico de inglés para las Oposiciones de maestros.

Esperemos que nuestro artículo con ejercicios de Use of English C1 C2, diferentes a lo común, os ayude en la preparación de vuestros exámenes oficiales. Y, para más información, os invitamos a seguir leyendo nuestro blog.


Use of English C1 C2: Curso Intensivo

Finally, hace tiempo os dejábamos un curso intensivo C1 on-line con los mejores trucos para practicar y alcanzar tu nivel C1 en exámenes oficiales como Aptis Advanced, Trinity ISE III, CAE o Proficiency de Cambridge. Échales un vistazo en éste enlace.

Inglés C1

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