C1 Effective Operational Proficiency (Advanced)
Students at the C1 level on the Common European Framework of Reference for Languages (CEFR) have good access to a broad range of language, which allows fluent, spontaneous and almost effortless communication. They have a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.
The discourse skills characterising the previous band continue to be evident at Level C1, with an emphasis on more fluency. They are able to select a suitable phrase from a fluent repertoire of discourse functions to preface remarks in order to get the floor, or to gain time and keep it whilst thinking. They can produce clear, smooth‑flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices.
At the C1 level of proficiency, students should be able to understand a wide range of demanding, longer texts, and recognise implicit meaning. They can express themselves fluently and spontaneously without much obvious searching for expressions. They can use language flexibly and effectively for social, academic and professional purposes. They can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Here are 12 grammar points you might find yourself teaching at this level and an example of each in brackets.
This list of grammar points is a sample for this level and by no means a complete list.
1. Adverbs (It was a long time ago, but I do vaguely remember when we first moved into our new home.)
2. Comparatives (On our bus service, the later you catch a bus, the more crowded it is.)
3. Inversion (Little did I know how much I would come to love grammar.)
4. Future Tenses & Clauses (Paula’s flight is bound to be late although it’s due to arrive at 6 p.m.)
5. Wish/If only (I wish I had studied harder for the exam. Now I have to do it again!)
6. Relative Clauses (I hope I hear from the person with whom I spent hours talking last night.)
7. Mixed Conditionals (If I were more diligent, I would’ve finished my degree at university)
8. Pronouns (When her sister left home, Mary finally had the bedroom all to herself.)
9. Articles (The rise was blamed on continuing uncertainty over government economic policy and couldn’t come at a worse time for the Prime Minister.)
10. Verbs followed by Prepositions (How did Jessica react to news of the award?)
11. Modals (That’ll be Marion. She said she’d phone around now.)
12. Prepositional Phrases (I reckon Martin is on the verge of a nervous breakdown.)
We have chosen one of these grammar points to focus on: Mixed Conditionals
Presentation
When we talk about mixed conditionals, we are referring to conditional sentences that combine two different types of conditional patterns. These combinations are not all that frequent, but the most common combination is when we have a type 3 conditional in the if-clause (if + past perfect) followed by a type 2 conditional (would + infinitive) in the main clause.
Mixed third / second conditional
This combination describes an imagined event in the past and the present result.
If + past perfect, would + verb (infinitive)
If he’d taken the medicine, he wouldn’t still be sick.
He wouldn’t still be sick if he’d taken the medicine.
Mixed second / third conditional
This combination describes a situation which is never true, and the past consequence of this situation.
If + past simple, would have + verb (infinitive)
If you were better at speaking in public, the presentation would have been more successful.
The presentation would have been more successful if you were better at speaking in public.
Practice
Choose the correct answer to complete the sentences below.
