100 words for CEFR Level C2 list 1

English course Level C2 English vocabulary at CEFR Level C2 100 words for CEFR Level C2 list 1

These 100 words for CEFR Level C2 list 1 are designed to help you improve your
general English skills, but also to help you prepare for formal English test like IELTS
and PTE.

Tips for using these vocabulary lists:

 look carefully through the list to make sure you know the words and are confident
that you can use them in your written or spoken English.
 look up the meaning of any new words and put them in a sentence.
 make a handwritten note of any new words, ideally in a separate note pad that
you carry with you. Whenever you have a few minutes – waiting for a bus, just
before going to sleep, waiting for the kettle to boil – take out the list and look
through, reminding yourself of the word and the meaning.
 write the new word a number of times – writing down vocabulary will help you
remember it and will also help with spelling.

Another good technique is to type the word into Google and read the example
sentences in the search results.

assemble

assume

attach

autonomy

aware

belligerent

bias

capacity

cattle

challenge

citizen

coincide

collapse

commence
commission

compile

compose

conceive

concept

concurrent

congratulate

conquer

conqueror

conquest

conscience

contiguous

controversy

convenient

culpable

cultivate

curtail

declare

deduce

defendant

delineate

denote

deteriorate

diligent

displace

domain

duplicate

elicit

emphasis
empire

enchant

enclosure

endeavour

energy

entity

equate

erode

erroneous

exacerbate

explicit

extol

exuberant

finite

gender

grace

gregarious

heterogeneous

homogeneous

imminent

incentive

induce

indulgent

infer

ingenuous

intimate

intuition

laconic

levy
mechanism

neglect

obey

opaque

pejorative

philanthropy

philosophy

practitioner

prodigy

prohibit

proliferate

provident

prudent

reflection

rival

sentient

serendipity

speculate

sporadic

stagnation

succumb

superfluous

surreptitious

tenacious

verisimilitude

vestige

vindicate

vitriolic
CEFR Level C2 list 1 vocabulary
exercises
English course Level C2 English vocabulary at CEFR Level C2 CEFR Level C2 list 1 vocabulary exercises

Before you take the practice test below, make sure you have looked through CEFR Level C2 vocabulary list 1.
See how many you can complete! The first 2 letters of each word are given – all you need to do is decide
which word best suits the context .
 
1. In the 1920s, the sale of alcohol was pr by law in the USA.
Show me the answer
PROHIBITED

2. A dog should be trained to ob its owner.

Show me the answer
OBEY

3. In business, it often important to cu relationships with people who have influence.

Show me the answer
CULTIVATE

4. The de was found not guilty and was free to leave the court.
Show me the answer
DEFENDANT
5. He stole the money, but returned it the following day; nobody knew what he had done, but his co

would not allow him to keep it.

Show me the answer
CONSCIENCE

6. Resources such as oil and coal are fi . We should not expect them to last forever.
Show me the answer
FINITE

7. Co has always surrounded this topic and many people have very strong opinions as to the
best way to resolve the problem.
Show answerCONTROVERSY

8. I have to co a list of references for my assignment, but apart from that it is now finished.
Show answerCOMPILE

100 words for CEFR Level C2 list 2

English course Level C2 English vocabulary at CEFR Level C2 100 words for CEFR Level C2 list 2

These 100 words for CEFR Level C2 list 2 are designed to help you improve your
general English skills, but also to help you prepare for formal English test like IELTS
and PTE.
Tips for using these vocabulary lists:

 look carefully through the list to make sure you know the words and are confident
that you can use them in your written or spoken English.
 look up the meaning of any new words and put them in a sentence.
 make a handwritten note of any new words, ideally in a separate note pad that
you carry with you. Whenever you have a few minutes – waiting for a bus, just
before going to sleep, waiting for the kettle to boil – take out the list and look
through, reminding yourself of the word and the meaning.
 write the new word a number of times – writing down vocabulary will help you
remember it and will also help with spelling.

Another good technique is to type the word into Google and read the example
sentences in the search results.

alleviate

allocate

ambiguous

apprehensive

attribute

barber

basin

benefit

bond

bulk

capable

capricious

case

charisma

circumstance

coarse

cognitive

coherent

compensate
complement

complicity

concoct

condone

confess

conform

construct

convivial

criteria

critic

dearth

deceit

define

destructive

deviate

devise

distort

doleful

dominant

dominate

earnest

efface

eliminate

elucidate

emerge

empirical

enclose

encounter

enhance
esoteric

ethic

ethnic

evolve

extraneous

frugal

hierarchy

hypocrisy

ideology

impose

incline

infrastructure

initiate

innovate

insatiable

intrepid

introspective

latent

linguist

lurid

misconception

mundane

negate

observe

perception

petulant

phenomenon

philistine

ponderous
predict

qualitative

reciprocal

reclusive

reflect

rejoice

renaissance

revenue

rift

rivalry

rudimentary

shunned

solemn

sprawl

stifled

sublime

subordinate

taciturn

tangible

tentative

thesis

vehemence

vigilance

CEFR Level C2 list 2 vocabulary

exercises
English course Level C2 English vocabulary at CEFR Level C2 CEFR Level C2 list 2 vocabulary exercises

Before you take the practice test below, make sure you have looked through CEFR Level C2 vocabulary list 2.
See how many you can complete! The first 2 letters of each word are given – all you need to do is decide
which word best suits the context .
 
1. Many governments are not willing to ban the sale of tobacco because of the significant re
generated from tax.
Show me the answer
REVENUE

2. Wealth and resources should be al evenly rather than having such divides between rich and
poor.
Show me the answer
ALLOCATED

3. He was ap about meeting her for the first time, but they ended up having a great time.
Show me the answer
APPREHENSIVE

4. A rebel is defined as someone who does not co to the rules and restrictions of everyday
society.
Show me the answer
CONFORM

5. Adding a little salt to your food while cooking can often en the flavour.
Show me the answer
ENHANCE

6. I failed my last assignment because my work did not meet all of the cr required for a pass
grade.
Show me the answer
CRITERIA

7. The presentation she gave was very co ; I could understand all of her ideas.
Show me the answer
COHERENT

8. Herbal medicines are seen by some to be an ideal co to medicine prescribed by their

doctors.
Show me the answer
COMPLEMENT

100 words for CEFR Level C2 list 3

English course Level C2 English vocabulary at CEFR Level C2 100 words for CEFR Level C2 list 3

These 100 words for CEFR Level C2 list 3 are designed to help you improve your
general English skills, but also to help you prepare for formal English test like IELTS
and PTE.

Tips for using these vocabulary lists:

  look carefully through the list to make sure you know the words and are confident
that you can use them in your written or spoken English.
 look up the meaning of any new words and put them in a sentence.
 make a handwritten note of any new words, ideally in a separate note pad that
you carry with you. Whenever you have a few minutes – waiting for a bus, just
before going to sleep, waiting for the kettle to boil – take out the list and look
through, reminding yourself of the word and the meaning.
 write the new word a number of times – writing down vocabulary will help you
remember it and will also help with spelling.

Another good technique is to type the word into Google and read the example
sentences in the search results.

advocate

ambivalent

animosity

assign

assist

association

automate

available

beast

behalf
beneficiary

brave

bribe

bribery

brief

broadcast

canal

category

cease

chastise

cheat

cite

clarify

collar

combine
 command

commercial

communicate

complex

component

compound

concentrate

confession

confirm

congenial

congratulation

consist

constitute

contemporary
 context

convenience

curse

deference

descent

destruction

dimension

diminish

docile

dormant

duration

eccentric

endangered

futile
 genetic

governor

gratuitous

heritage

hypothesis

illicit

implement

implicate

inherent

inhibit

instigate

intrinsic

irate

lucrative
 lustrous

malign

munificent

nocturnal

nominal

nuance

obligation

oblique

officious

omission

paradigm

perspective

plough

postulate
precipitous

predominant

prodigious

prolific

proprietary

protocol

rebound

refine

reproach

reverberate

revere

sacrifice

salvage

slavery
 squander

strive

sustain

terrestrial

vilify

100 words for CEFR Level C2 list 4

English course Level C2 English vocabulary at CEFR Level C2 100 words for CEFR Level C2 list 4

These 100 words for CEFR Level C2 list 4 are designed to help you improve your
general English skills, but also to help you prepare for formal English test like IELTS
and PTE.

Tips for using these vocabulary lists:

 look carefully through the list to make sure you know the words and are confident
that you can use them in your written or spoken English.
 look up the meaning of any new words and put them in a sentence.
 make a handwritten note of any new words, ideally in a separate note pad that
you carry with you. Whenever you have a few minutes – waiting for a bus, just
before going to sleep, waiting for the kettle to boil – take out the list and look
through, reminding yourself of the word and the meaning.
 write the new word a number of times – writing down vocabulary will help you
remember it and will also help with spelling.

Another good technique is to type the word into Google and read the example
sentences in the search results.

acknowledge
 aspect

assure

attain

attentive

attitude

attrition

authority

avarice

barbaric

beak

breadth

cage

carriage

caution
 ceremony

channel

character

civil

clause

colony

commerce

commodity

compatible

composition

comprise

conduct

confer

confine
conscious

consensus

constant

constrain

consult

convene

core

creep

cryptic

curve

debate

deceive

derive

derogatory
 descend

descendant

destroy

discipline

discrete

discriminate

disparage

diverse

dynamic

egocentric

eminent

endure

engrossed

enigma
 enthral

essence

ethical

evaluate

exploit

flagrant

fracture

govern

imitate

imitation

impediment

implicit

imply

impoverished
indigenous

inherit

integrity

interact

invoke

jeopardy

juvenile

lament

lithe

mediate

nihilism

notorious

noxious

obscure
 omit

orient

ornament

particle

pervade

pioneer

plethora

precursor

regime

scrupulous

shrink

status

subjugate

toil
 venerate

The subjunctive
English course Level C2 The subjunctive The subjunctive

The subjunctive is a grammar form that has no plural form or past form. It is generally used when something is
considered important or desirable. It is part of a highly formal style of English often referred to as ‘The
Queen’s English’.

For example:

 It is essential that every child have educational opportunities.

 It has been suggested that the company invest in new machinery.
 The judge recommended that the prisoner stay in prison for at least 10 years.
Note that ‘do’ is not used in the negative form:

 It is essential that every child not have to pay for educational opportunities.
 It has been suggested that the company not invest in new machinery until next year.
 The judge recommended that the prisoner not stay in prison any longer
The verb be is slightly different to other verbs in the subjunctive, because there is a different past tense form.

 It is important that both parties be available to sign the documents

 I wish it were the weekend!
There are also some fixed phrases that use the subjunctive form:

 God save the Queen (not saves)

 Long live the King! (not lives)
 God bless us all (not blesses)
 Be that as it may…

Test your skills using the subjunctive

in English
English course Level C2 The subjunctive The subjunctive Test your skills using the subjunctive in English

Test your skills with the subjunctive with this exercise. All you need to do is select the
grammatically correct option for each of the pairs of sentences below.
Results

0 of 10 Questions answered correctly

Which sentence is correct?

 It is important that all students is properly prepared for the assignment.

 It is important that all students be properly prepared for the assignment.

Incorrect

Which sentence is correct?

 It is crucial that all witnesses be interview to establish the cause of the

accident.

 It is crucial that all witnesses be interviewed to establish the cause of the

accident.

Incorrect

Which sentence is correct?

 It is essential that she use the time allocated to read the questions
thoroughly.

 It is essential that she use the time allocate to read the questions thoroughly.

Incorrect

Which sentence is correct?

 The angry customer demanded the manager addressing his complaint

immediately.
  The angry customer demanded the manager address his complaint
immediately.

Incorrect

Which sentence is correct?

 All we asked of our CEO is that he been fair and honest.

 All we asked of our CEO is that he be fair and honest.

Incorrect

Which sentence is correct?

 I ask that you being polite when talking to me.

 I ask that you be polite when talking to me.

Incorrect

Which sentence is correct?

 I proposing she make changes to the report then resubmit.

 I propose she make changes to the report then resubmit.

Incorrect

Which sentence is correct?

 It is essential that he is being here for the meeting.

 It is essential that he be here for the meeting.

Incorrect
 Which sentence is correct?

 It has been recommended that the company not employ any new staff until
next year.

 It has been recommended that the company don’t employ any new staff until
next year.

Incorrect

Which sentence is correct?

 The policeman demanded he put down the weapon.

 The policeman demanded he puts down the weapon.

KEY: BBABBBBBAA

Tense review chart

English course Level C2 Review of all tenses and grammar Tense review chart

Talking about the Present and/or recent actions with a relationship to the present

Form Use Example

Tense

Current Routines N.B. Can be

base Most people regularly use one
used with an adverb of frequency
1A Present verb +s form of technology or another on
e.g. always, often, sometimes,
simple for a daily basis, for example a mobile
never; to give further information
he/she/it phone.
on how often the activity occurs.
1B
base
Many people around the world
verb +s Facts (true or true in the mind of
Present speak English as either a first or
for the speaker)
simple second language.
he/she/it

Feelings, opinions, states of

mind, ownership. N.B. Verbs to
1C base describe the above are known as
verb +s stative verbs e.g. hate, adore, Many people think that the death
Present for prefer, think, believe, doubt, have penalty is inhumane.
simple he/she/it etc. They do not express actions
as do active verbs (run, study,
play etc).

1D base
The university does not accept
verb +s
Present Timetables and schedules applications for the new academic
for
simple he/she/it
year after February 15th.

Something happening at the time

of speaking. N.B. Stative verbs are
not used in present continuous
form. (See: Present Simple
be + base Feelings, opinions, states of mind, Fifty students are taking their
2A Present
verb + ownership). For example we say “I IELTS test at the university today,
continuous
ing have a headache” NOT “I am the test started one hour ago.
having a headache” even though
the headache may be occurring at
the time of speaking and is
temporary.

2B A number of volunteers are

be + base Something happening around the
currently developing new
Present verb + time of speaking but considered
educational facilities to help
continuous ing temporary/not permanent
children in the local community.

2C be + base A repeated action that the Many teenagers believe that their
verb + speaker finds negative N.B. In this parents are constantly
ing usage the negative opinion is complaining about their
 expressed by using an adverb
Present behaviour, for example not
such as constantly/always with
continuous the present continuous structure
studying hard enough.

Due to improvements in medical

be + base treatment, people are now living
2D Present
verb + A change or a trend longer. OR People are spending
continuous
ing more and more time surfing for
information on the internet.

The Present Continuous can also be used to talk about the future, please see 2E in “Talking about the
Future”.

Experience up to present time Many university students have

N.B. If we state a specific time in experienced a number of
the past when the action occurred difficulties with their studies.
3A Present
perfect have/has we DO NOT use present perfect,
+ past but the past simple. In the same I have visited 8 different
countries in Europe . I went to
simple participle way if we give any additional
descriptive information about the Europe for the first time in
experience we use past simple or
2002; my favourite country was
Spain .
past continuous.

Recent action that has a present

effect N.B. in this usage the
3B Present present perfect sentence can
perfect have/has
often be changed into a present
+ past
sentence and express the same
simple participle
meaning e.g. I have finished my
exam so now I can relax OR My
exam is over so now I can relax.
The Government has introduced
study incentives for areas of job
shortage such as teaching. (so
now more people may be
interested in studying to become
a teacher)

3C *Present have/has An action that began in the past We have known for many years
perfect + past and continues into the present that there is a link between
simple Also participle often using “for” or “since” N.B. smoking cigarettes and lung
see 4A the action is still happening at the cancer.
time of speaking/writing. We
include for to add information
about duration of time or since to
 say when the action started.

I have completed five units of the

3D Present
have/has An action recently finished which online IELTS course. (I have
perfect
+ past has a present result (focusing on recently finished the units and
simple Also
participle the RESULT of the action) want the listener to know how
see 4B
many units I have completed)

I have worked for my company

An action that began in the past since 1999.
and continues into the present
using “for” or “since” N.B. With I have been working for my
some verbs we can also express company since 1999.
this meaning using the Present
4A have/has
Perfect Continuous form. Verbs In the developing world, people
*Present + been +
which can be used in either simple have been living without
perfect base
of continuous form include: study, adequate food and water for a
continuous verb +
Also see 3C ing
live, work, play, smoke. considerable time.
Remember stative verbs never
take a continuous form. If you are In the developing world, people
unsure whether the verb can be have lived without adequate
used in simple or continuous form food and water for a
it is better to use the simple form. considerable time.

have/has
4B Present I have been studying the online
+ been + An action recently finished which
perfect IELTS course all afternoon. (I want
base has a present result. (Focusing on
continuous the speaker to know how long I
verb + the DURATION of the action)
Also see 3D spent studying)
ing

Talking about the Past

Form Use Example

Tense
 The Government made it
compulsory to wear a seat belt
while travelling in a car to reduce
the number of serious injuries on
past verb
An action that happened in the our roads, for the same reasons
5A Past +ed or
past – it is finished and no longer they should ban the use of mobile
simple irregular
happening now. phones while driving. (While the
past
wearing of seatbelts may still be
compulsory the action of MAKING it
compulsory is finished and in the
past)

A past habit or state which no In the past the majority of children

longer applies. N.B. Used to
used to +
6A Used to emphasises the frequency of the
base verb
action in the past, or the common
nature of the action.
used to play outside with their
friends, but now many spend a lot
of time indoors playing computer
games.

was/were Action already happening at a Last year the Government was

7A Past
+ base specific moment in time in the considering the introduction of new
continuous
verb + ing past. legislation in this area.

My 18th birthday was a very

was/were
7B Past Two actions happening at the memorable time for me. The DJ was
+ base
continuous same time in the past playing great music and everyone
verb + ing
was dancing, it was so much fun.

The President was making an

To show that a longer action was announcement when the news of
interrupted by another past action, the disaster came through.
was/were
7C Past or was happening at the same time
+ base
continuous as a shorter action in the past. N.B. I was studying in high school
verb + ing
Used in a sentence also containing when I met my favourite teacher,
another past verb. she had an enormous impact on
my life because…

8A Past had + To talk about an action that was I had travelled overseas only once
perfect past completed before another action

in the past (to show sequence of
simple participle events). N.B. Used in a sentence
with another past verb.
before I came here to study English.
Many people had already
received their visas before the
immigration law was changed.

To show that a longer action in the

past was in progress up until
had + another past action occurred. E.g. I I had been wondering for some
9A Past
been + had been waiting for three hours time which university course to
perfect
base verb when he finally arrived – once he take but then I decided I wanted to
continuous
+ ing arrived I stopped waiting for him. be a doctor.
N.B. Used in a sentence with
another past verb.

To show that a longer action in the

past was in progress up until a
specific time or event in the past.
E.g. I had been studying at my high
school for 2 years when I met my
had +
9B Past boyfriend. – I did not necessarily By the time I started university, my
been +
perfect stop studying at that point, but family and I had been living in
base verb
continuous meeting my boyfriend shows a Australia for about 12 months.
+ ing
specific time frame in the past.
N.B. Used in a sentence with phrase
describing the past event e.g. when
I met my boyfriend or a specific
date in the past i.e. February 2004.

Talking about the Future

Form Use Example

Tense

10A Future will + Future ‘facts’ (true future facts or The increase in tuition fees will
simple base true from the speaker’s affect the number of students
 enrolling on university courses. It is
(will) verb perspective) likely that the debate on this issue
will continue for some time.

10B Future will + Speaker A: “I am having problems

Decisions made at the time of
simple base studying for my exam” Speaker B:
speaking
(will) verb “Are you? I’ll help you if you like”

Decisions made before the time of

speaking; plans and intentions.
be +
11A Future N.B. Native speakers often I am having a party to celebrate my
going to
(going to) interchange the use of ‘present birthday but I am only going to
+ base
Also see 2E continuous for future plans and invite close friends and family.
verb
intentions’ and ‘going to’ there is
very little difference in usage.

According to financial analysts, the

be + Government is going to increase
11B Future going to A prediction based on present taxes in the next budget. Based on
(going to) + base evidence negative media reports it is likely
verb that the problem is going to get
worse.

Future plans and intentions (often

involving other people) N.B. Native
2E Present
be + base speakers often interchange the use My faculty is planning to have a
continuous
verb + of ‘present continuous for future huge party to celebrate our
Also see
ing plans and intentions’ and ‘going to’ graduation from university.
11A
there is very little difference in
usage.
 An action which will be happening
at a specific time in the future. N.B. “What do you think you will be
will + be
we can talk about future doing five years from now?” “I am
12A Future + base
possibilities/predictions likely to be not sure, but hopefully I will be
continuous verb +
in place by a certain time in the working as a lawyer by then, but I’m
ing
future by adding phrases such as not sure where.”
‘probably’, ‘hopefully’, ‘I think’.

will +
13A Future have + What will have been completed by “I will have completed my university
perfect past a specific time in the future. degree by this time next year.”
participle

will +
have +
14A Future The continuous nature or duration
been “I will have been studying English
perfect of an action by a specific time in
+base for 10 years by next July.”
continuous the future.
verb +
ing

CEFR Level C2 reading test 1 –

ADHD
English course Level C2 CEFR Level C2 Reading tests CEFR Level C2 reading test 1 – ADHD

Challenge yourself! In the time I have used this exercise with my classes, very few students scored 100% –
see what score you can get!
Read the text below and complete the task that follows.

Attention deficit hyperactivity disorder, or ADHD as it is more commonly referred to, is often erroneously
considered to be a relatively modern ailment. In fact, it was first diagnosed as far back as 1845 by Dr Heinrich
Hoffman, although it was not until the turn of the century that ADHD was given medical credence as Dr G. F.
Still presented a paper to the Royal College of Physicians in England. Since that date, many scientists, doctors
and psychologists have vastly increased the fund of information available, slowly reversing the impression that
children with ADHD are simply badly brought up. It is now commonly understood that although most children
have little difficulty in concentrating on a subject, for those with ADHD, attention spans are short.

However, Robert Ashcroft, Headmaster of Oreno College, is sceptical, referring to such diagnoses as a pseudo-
science. The situation, claims Ashcroft, has spawned from a modern trend towards scientifically categorising
our actions, and is simply another argument in a fundamentally flawed society that does not wish to take
responsibility for its behaviour.

Karen Waters is vocal in her opposition to Ashcroft and his supporters. Working with the Mental Health
Board, Waters is concerned that until ADHD is officially recognised, it will continue to be misdiagnosed and
sufferers will not get the help and support they need. It would appear that the tide is turning in her favour, as
all but a few schools around the country have on their staff professionals trained to recognise the signs, but
Waters feels this is not yet enough. Awareness of the condition, she claims, needs to be in all levels of society,
not just in schools.

Although few would argue that the symptoms of ADHD can be problematic at times, not everyone sees ADHD
as a negative thing. It has been argued that where traditional thinking sees lack of attention, others see
boredom and a thirst for action. Those with ADHD are considered to be more creative, more likely to take
risks, both physical and academic, so long as there is stimulation in it. The term ‘attention deficit’ is
misleading, as what we are really seeing is attention inconsistency. These people have a high level of energy
and, if they can find a place in the business community, can work tirelessly and brainstorm with much greater
ease than so-called ‘normal’ people. They are intuitive and can work at problems from a different perspective,
offering a flexibility that is a positive attribute in business. It is not them, argues Waters, but society itself that
is disordered.

With such stalwart champions, it is not beyond possibility that those with ADHD will find the support and
understanding that their condition requires.

Are the following statements TRUE, FALSE OR NOT GIVEN according to the article? Find evidence for
your answer if possible.
1. ADHD is not a new condition.
Show answer TRUE (erroneously considered…modern ailment)
2. It was first identified in a paper presented to the Royal College of Physicians.
Show answer FALSE (diagnosed 1845…Heinrich Hoffman)
3. Ashcroft does not believe in ADHD.
Show answer TRUE (sceptical…pseudo-science)
4. Ashcroft blames families for the situation.
Show answer NOT GIVEN
5. Waters believes ADHD is too easily mistaken for other problems.
Show answer TRUE (misdiagnosed)
6. Not many schools have people available to help.
Show answer FALSE (all but a few schools have…professionals)
7. Most people do not see the negative side of ADHD.
Show answer FALSE (few would argue…problematic at times)
8. The term given to the condition is inaccurate.
Show answer TRUE (term…is misleading)
9. An increasing number of ADHD sufferers are being employed in business.
Show answer NOT GIVEN
10. There is a chance ADHD sufferers will be better understood in the future.
Show answer TRUE (not beyond possibility…find the support and understanding)
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CEFR Level C2 reading test 2 –

Auckland
English course Level C2 CEFR Level C2 Reading tests CEFR Level C2 reading test 2 – Auckland

Test your Level C2 reading skills with this text. Read the article then answer the 10 questions that follow.

Read the following passage and select the best heading for each paragraph.

A. Lapped on all sides by water, it’s hardly surprising that the country’s largest city is a giant aquatic playpen,
with its two harbours, a gulf full of islands, a rugged coast and the highest density per head of pleasure boats in
the world. By ferry, boat or water taxi, some 48 islands make for a perfect cruise. Some offer homes for
commuters and weekend retreaters. Others are only for native birds, flora and fauna, or for lifestylers seeking a
bygone era. Then there is the volcano island of Rangitoto, with a cone so perfectly round it looks the same
wherever you are.
B. Waiheke, a short ferry ride from Auckland, is a popular choice for those who prefer island living.
Auckland’s long and sunny, sometimes humid, but mostly balmy days are at their summer best between
January and April. This time of year brings Auckland dwellers outdoors to savour this lifestyle built on a
nautical backdrop but underlined by artistic and sporting endeavours. The city is home to well over a million,
including the world’s largest Polynesian population and an increasing swell of Asians. It is a colourful tapestry
of culture, cuisine and a sophisticated manner befitting a grown-up metropolis. A free evening concert of
fireworks and orchestra is an annual event in the Auckland Domain, below the majestic Auckland Museum. It
draws a sea of picnickers, complete with chilly bins full of food and fine local wine. In winter, brisk weather is
no deterrent to the thousands who swamp Eden Park to watch an invigorating game of rugby. No matter what
time of year, Auckland always has an event or festival to celebrate.
C. Little wonder that more and more well-heeled and sometimes very famous folk fall for the city’s charm.
They glide in on floating palaces, treating Auckland as a newfound southern Riviera. That they should have
discovered the city and its pleasures is largely due to Team New Zealand bringing two defences of the
prestigious international America’s Cup yacht race to the Hauraki Gulf. The Cup defence sparked a citywide
spruce-up and the creation of a swank new Viaduct Harbour village, teeming with classy restaurants,
boutiques, bars, hotels and apartments. Suburbs of Auckland are never far from beaches as golden sand and
bath-like waters in the sheltered harbourside draw the barbecue brigade and families.
D. The North Shore, the community north of the Harbour Bridge, is well worth exploring. Ferries ply the
harbour between downtown Auckland and Devonport, a sweet village that offers main street browsing and al
fresco cafe lattes in the sun. Mt Victoria and North Head, with their war remnant defence bunkers, rise up
behind the village. They’re perfect places for children to scramble and explore. Picturesque swimming beaches
hug the shores that stretch to the north-east below.
E. The needle-shaped Sky Tower rises from the bustling commercial centre. The tower houses a casino, and
madcap sky jumpers plunge over its side past diners eating in the revolving restaurant. Far below, motorways
slither under and over each other in such a sprawl that one section is simply known as “spaghetti junction’.
From the gourmet and trendy shopping strip of Ponsonby on the city fringe, to fashion-conscious Newmarket,
upmarket Parnell and Remuera, from smart suburban malls to the Pacific Island markets in colourful Otara to
the south, the sprawling city is an ever-changing mosaic.
F. It is a place where, half an hour from the centre, you can fish for snapper, tramp in a national park, or play
golf on some of the most picturesque and challenging courses in the world. Its backyard brims with treats.
There’s a beautiful garden smothered in scented roses. Another is planted by scent for the blind. You can drive
up a volcano called One Tree Hill, fill up on culture and history at galleries and museums or land yourself in a
virtual Antarctic at Kelly Tarlton’s Antarctic Encounter and Underwater World. But for a relaxing reward,
nothing beats the lolling landscape carpeted in vineyards on the city’s outskirts, where a taste or three of some
of the country’s premier wines is a pleasant way to end the day.

Match a title to a paragraph

i. Messing about on the water

ii. Getting out of Auckland
iii. A bird’s-eye view
iv. Overwhelming choices
v. City lights
vi. Harbourside development
vii. Something for every season
viii. Over the Bridge
ix. Bird spotting

1. Paragraph A:
Show answer I
2. Paragraph B:
Show answer VII
3. Paragraph C:
Show answer VI
4. Paragraph D:
Show answer VIII
5. Paragraph E:
Show answer V
6. Paragraph F:
Show answer IV
Show All correct answers

The importance of critical thinking

in English
English course Level C2 Advanced English skills at Level C2 The importance of critical thinking in English

The importance of critical thinking in English. In this section of our course, we will
look at critical thinking- what it is, why it’s important and how it can help you improve your English. Let’s
start with a definition – what is critical thinking?
In short, critical thinking is the ability to think clearly and rationally, to understand logical connections
between things and to decide what is important / factual, and what is not important or incorrect.

So how does critical thinking improve my English? Well, there are lots of different benefits in improving and
developing critical thinking skills:

 it will help you better identify nuances in English vocabulary

 it will help you better understand information you read and hear
 you will have a strong ability to make arguments and points in assignments and presentations
 you will be able to more clearly communicate your message
Before we continue, let’s look at a few important points about critical thinking:

 Critical thinking is not the same as cynical thinking.

Critical thinking means you need to check the facts, to rationally decide what is true and what is not. It should
start from a neutral point – initially, you neither nor disbelieve, agree or disagree – until you have researched a
topic. Cynical thinking is based on the initial idea that everything is false and everyone is lying unless you can
prove differently.

 Critical thinking is a key requirement in tertiary (university level) study for most courses
For many courses you may study in an English-speaking environment, you will need to be able to apply critical
thinking skills. Someone training to be a nurse or doctor, for example, needs to be able to read a medical
journal and identify whether the information is biased or misleading.

 Critical thinking skills may not be the same in all cultures or even across all age groups
You need to be able to apply critical thinking skills at a high level in order to make sure you are not mislead or
accept faulty or false information, but this skills is considered increasingly less important in a school
curriculum, so younger people are perhaps less aware of these skills than their parents’ generation. Added to
that, some cultures value rote learning (simply learning by repetition and acceptance) rather than by considered
thought and debate. In order to fully understand all situations you may find yourself in, improving your
English for critical thinking is essential.
  Critical thinking skills help you identify the 3 categories of misleading information
Critical thinking skills can help with 3 common areas of misleading information:  misinformation
(unintentional mistakes), disinformation (lies which are spread deliberately to deceive people) and
malinformation (information which may perhaps be correct but is intended to harm – gossip, for example).