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Aptis Advanced · Speaking · C1

Five invisible structures that separate B2 from C1

For Spanish speakers: cleft sentences, double comparatives, participles, ellipsis and subjunctive, the five structures that separate high B2 from C1.

14 min video (Spanish narration)5 mini-quizzesC1

·The five structures

If you have a solid B2 but feel you are missing the leap in quality towards C1, the video reviews five structures that mark it: cleft sentences, double comparatives, participle clauses, ellipsis and subjunctive. Each one is explained with a simple picture and practised with exercises whose options appear on screen.

1/5Cleft sentences

Cleft sentences put the focus, like a spotlight in a theatre, on the part of the sentence you want to highlight. Spanish speakers find them hard because we usually do this by changing the word order or with intonation.

The spotlight rule: It is or It was, then the word you light up and then that. For people, who is used. The other form starts with What.

  • It was the unexpected delay that caused the problem.
  • What the company needs is a new strategy.

Check what you have learnt

You need 2 out of 3
1.What is the spotlight rule in a cleft sentence?
2.Which sentence puts the focus on the cause of the problem?
3.Which sentence with «What» is correct?

2/5Double comparatives

They express that the more of something, the more of something else, like two connected scales. The rule is: the + comparative, comma, the + comparative.

The typical mistake for Spanish speakers is to forget the the in front of each part. Also, the comparative (more) is used, not the superlative (most).

  • The more information we have, the more difficult it becomes.
  • The deeper you go, the more you realise.

Check what you have learnt

You need 2 out of 3
1.Which sentence is correct?
2.Which typical mistake does the video point out?
3.What idea does this structure express?

3/5Participle clauses

This is pure C1: you fold the sentence like a napkin so that it is shorter and more elegant, and you join ideas without so many because or after. They are hard because they are used less in Spanish.

Key rules: after a preposition the verb ends in -ing; negation is made with not; and if one action happened before another, you use Having + participle.

  • Not knowing what to do, the manager called a meeting.
  • Having submitted the letter, the employee felt relieved.

Check what you have learnt

You need 2 out of 3
1.How do you negate a participle clause?
2.Which sentence is correct?
3.When do you use «Having» + participle?

4/5Ellipsis

It is leaving out information that is already understood, something you do in Spanish without realising. In English it is essential for sounding natural and not repetitive. Imagine you wipe out with a marker what has already been said.

The rule: in short answers or comparisons, do not repeat the main verb; leave only the auxiliary (do, will, can, have…).

  • …but it seems they don't. (instead of don't agree)
  • I'm sure she will. (instead of will call)

Check what you have learnt

You need 2 out of 3
1.Which ellipsis rule does the video explain?
2.Complete with ellipsis: «Some people agree, but it seems they ___.»
3.How would you say «I'm sure she will call» without repeating the verb?

5/5Subjunctive

In Spanish we use it all the time, but in English it is almost invisible, like a candle that is out: it only lights up in very formal or specific situations.

Key rule: after verbs such as suggest, recommend, demand or expressions such as it is vital that…, the verb goes in the base form, without the third-person -s and for all subjects. The other main use is second conditionals: were instead of was.

  • The recommendation is that the committee be informed.
  • If the witness were to testify…

Check what you have learnt

You need 2 out of 3
1.After «recommend», «suggest» or «demand», how does the verb go?
2.Which one uses the formal subjunctive?
3.Which form of «to be» is preferred in a formal second conditional, for all persons?

·Wrap-up

The five structures: cleft sentences to put the focus, double comparatives (the more, the more), participle clauses to shorten sentences, ellipsis to avoid repeating, and the subjunctive. The first step is to be able to recognise them when reading and listening.

Put it together

Now, practise

Choose two of the five structures and write a sentence with each about a subject from your own life. Then say them aloud, without reading them, as if you were answering in the Speaking.

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