Advanced English Knowledge and Skills

The official specification divides the English specialization test into Reading Comprehension, Language and Writing. The Language component is largest, but the components interact: grammar and lexis support reading, while reading provides models for writing.

Blueprint used as a study allocation, not a prediction of exact item counts.
Main component	Sub-component	Official weight	Preparation priority
Reading Comprehension	Narrative, descriptive, argumentative, expository and other texts	20%	Retrieval, inference, structure and reformulation
Language	Grammar	25%	Accuracy and form–meaning relations
Language	Communicative functions	5%	Contextually appropriate speech acts
Language	Language and cultural awareness	15%	Metalanguage, structure, register and variation
Language	Lexis	15%	Meaning relations and lexical patterning
Writing	Paragraphs, genres, organization, cohesion and mechanics	20%	Recognizing and diagnosing effective prose

Exam lens. The official document identifies objective multiple-choice questions. Therefore, learn to select, diagnose, compare and justify—not merely to recite definitions.

Source basis. Scope and weighting come from the official Moroccan specification. Explanations are synthesized from the Council of Europe CEFR Companion Volume, British Council LearnEnglish, Cambridge English Grammar Today and Purdue OWL.

How to work with this unit

Understand

Learn the form–meaning relationship, not just the label.

Discriminate

Compare near-correct alternatives and identify the decisive feature.

Retrieve

Answer without notes and explain why distractors fail.

Chapter objectives

Differentiate narrative, descriptive, argumentative and expository texts.
Predict likely structures and language features before close reading.
Use a three-pass procedure under examination conditions.

A genre is not merely a label. It creates expectations about purpose, organization, evidence and language. A text may combine genres, but one communicative purpose is usually dominant.

Genre	Primary purpose	Typical organization	Frequent signals
Narrative	Relate events and their significance	Orientation → complication → development → resolution/reflection	Past tenses, temporal markers, viewpoint, dialogue and action verbs
Descriptive	Create a precise impression	Spatial order, general-to-specific or dominant impression	Adjectives, sensory language, location expressions and comparison
Argumentative	Defend a claim and influence judgment	Position → reasons/evidence → counterargument → response → conclusion	Evaluation, modals, concession, causal links and evidence verbs
Expository	Explain, classify or inform	Definition, classification, sequence, cause–effect, comparison or problem–solution	Technical terms, examples, definitions and logical connectors

The three-pass procedure

Preview: inspect title, source, opening and paragraph beginnings. Form a provisional hypothesis.
Question-led reading: identify whether the item requires a detail, relation, attitude, reference or whole-text judgment.
Verification: return to the relevant lines and test every option. Choose what is fully supported, not merely plausible.

Common trap. Background knowledge can make a distractor sound true. “True in the world” is not the same as “supported by this text.”

Quick check

“The report defines microlearning, divides it into three formats and gives an example of each.” The organization is definition followed by classification and exemplification.

Chapter objectives

Locate specific information without rereading the entire text.
Compare entities using the same criterion.
Distinguish verifiable claims from evaluations, predictions and recommendations.

Scanning

Convert the question into a search key: a date, name, percentage, repeated term, synonym or category. Read a small window around the match because the answer may be expressed indirectly.

Question: Why was the pilot extended? Search keys: pilot, extended, continued, renewed, second phase. Locate the causal clause, not merely the programme name.

Comparison

Compare like with like: cost with cost, purpose with purpose, method with method. A distractor may combine one true statement about A with an unrelated truth about B.

Criterion	Programme A	Programme B	Relationship
Delivery	Weekly seminar	Self-paced modules	Difference
Assessment	Portfolio	Portfolio	Similarity
Target group	New teachers	Experienced mentors	Difference

Fact versus opinion

Statement	Classification	Reason
The survey included 840 participants.	Fact	Numerically verifiable.
The redesigned course is far more engaging.	Opinion	Evaluative comparison.
The policy will probably reduce absence.	Prediction/opinion	Future outcome marked as probability.
The committee recommends a two-year trial.	Reportable fact about a recommendation	Its existence can be verified; its wisdom remains evaluative.

Elimination technique. Absolute words such as always, never, completely are wrong when the text uses often, may, partly or one factor.

Chapter objectives

Resolve anaphora and cataphora through agreement, meaning and discourse focus.
Infer unfamiliar vocabulary from morphology, syntax and context.
Recognize reference, substitution, ellipsis, conjunction and lexical cohesion.

Reference

Anaphora points backward: “The teachers revised the plan. They simplified it.” Cataphora points forward: “When she entered, Dr Patel noticed the silence.” Use agreement, semantic compatibility, grammatical role and discourse prominence.

“The principal discussed the proposal with the teachers after they requested a revision.” The likely referent is the teachers: plural agreement and plausible agency support it.

Vocabulary inference

Cue	Question	Illustration
Morphology	What do prefix, root and suffix suggest?	misinterpretation = wrong understanding.
Syntax	What part of speech fits?	“a remarkably lucid explanation” → adjective.
Definition/apposition	Does the text restate it?	“formative assessment, ongoing feedback used to improve learning.”
Contrast	Is it opposed to a known idea?	“not rigid but adaptable” → flexible.
Example	Do examples reveal the category?	“renewable sources such as solar and wind.”
Cause/result	What effect does it produce?	“The instructions were ambiguous, so groups interpreted them differently.”

Cohesive patterns

Resource	Function	Example
Reference	Points to people or ideas	this finding, they, the former
Substitution	Replaces repeated material	“the blue folder, not the red one”
Ellipsis	Omits recoverable material	“Some agreed; others did not [agree].”
Conjunction	Signals a logical relationship	however, therefore, meanwhile
Lexical cohesion	Links through semantic relations	teacher → instructor → educator

Cohesion is the surface network of links; coherence is the meaningful whole. Connectors cannot repair contradictory or badly ordered ideas.

Chapter objectives

Identify the dominant relation among ideas.
Distinguish topic from structure.
Use signal words as evidence without relying on them mechanically.

Pattern	Central question	Signals	Outline
Definition	What is it?	refers to, means	Term → category → features → example
Classification	What types exist?	types, categories, divided into	Principle → categories → examples
Sequence	In what order?	first, next, finally	Stage 1 → Stage 2 → Stage 3
Cause–effect	Why, and with what result?	because, leads to, consequently	Cause → mechanism → effect
Comparison–contrast	How alike or different?	similarly, whereas, unlike	Block or point-by-point
Problem–solution	What is wrong and what can be done?	challenge, remedy, proposal	Problem → criteria → solution → evaluation
Argument	What position is defended?	should, evidence, although	Claim → support → counterclaim → rebuttal

Do not confuse topic and structure. “School transport” is a topic. “Comparison of two transport systems by cost and reliability” is an organization.

“Large classes create three difficulties: reduced feedback, longer correction time and limited participation. The first… The second… The third…” Dominant pattern: classification/listing of effects.

Chapter objectives

Separate perspective from subject matter.
Infer tone from clusters of lexical, syntactic and rhetorical evidence.
Distinguish attitude, mood and intention.
Predict continuation from unresolved discourse functions.

Point of view

Literary point of view asks who perceives and narrates: first person, third-person limited or omniscient. In articles and emails, viewpoint also concerns how an issue is framed.

Evidence	Inference
“I could not see what the others were planning.”	First-person limited knowledge.
Private thoughts of several characters are revealed.	Third-person omniscient.
An article foregrounds taxpayer cost but omits learner outcomes.	Economic or fiscal framing.

Tone and attitude

Approving

constructive, promising, carefully designed

Critical

short-sighted, flawed, troubling

Cautious

may, appears, preliminary, to some extent

Ironic

Literal praise conflicts with context: “A brilliant plan—if the aim was confusion.”

Purpose, attitude, mood and intention

Purpose: the response sought—inform, explain, persuade, complain, request, warn or entertain.
Attitude: the writer’s evaluation.
Mood: the emotional atmosphere—tense, hopeful, bleak.
Intention: what a speaker attempts through an utterance.

“I would appreciate a written explanation and confirmation that the charge has been removed.” Purpose: complaint plus request for corrective action.

Predicting continuation

A paragraph ending with a problem often moves to causes or solutions. A concession usually prepares a limitation. A narrative complication predicts attempted resolution.

Chapter objectives

Preserve meaning while changing wording and structure.
Reject distortion, copying and unsupported additions.
Select main ideas and omit minor detail.

A paraphrase remains approximately as specific as the source but changes linguistic form. Preserve participants, time, modality, scope and degree.

Source/candidate	Evaluation
Source: “Limited feedback may reduce novice teachers’ confidence.”	Key constraints: limited, may, reduce, novice.
“Beginning teachers can become less confident when feedback is insufficient.”	Faithful paraphrase.
“A lack of feedback always destroys teachers’ confidence.”	Distorted: may became always; reduce became destroy.
“Limited feedback may lower novice teachers’ confidence.”	Too close for an extended paraphrase.

Paraphrase operations

Change clause structure: active/passive, verbal/nominal, coordination/subordination.
Change word class: the committee decided → the committee’s decision.
Use accurate synonyms and change order.
Preserve technical terms when substitution reduces precision.
Keep hedges: might is not will; some is not all.

Summary hierarchy

Retain the controlling idea, major support and essential conclusion. Remove examples, repetition and decorative detail unless central.

Effective summary: “The report argues that mentoring can improve teacher retention, but only when institutions provide trained mentors, protected time and defined roles.”

Summary traps. Reject options that add judgment, focus on one example, reverse the position or omit a decisive qualification.

Chapter objectives

Choose articles through definiteness, countability and reference.
Distinguish determiners from quantifiers.
Apply quantity expressions accurately.

Form	Core meaning	Example
a/an	One non-specific singular count noun; first mention; classification	“She proposed a solution.”
the	Identifiable/unique reference; shared knowledge; second mention	“I read a report. The report was detailed.”
Zero article	General plural/non-count reference	“Feedback supports learning.”

Simplified order: predeterminer + central determiner + number/order + adjective + noun: all those first three demanding tasks. Two central determiners normally cannot co-occur: the my book → my book.

Count plural	Non-count	Both	Meaning
many, few, a few, fewer	much, little, a little, less	some, any, enough, a lot of	few/little ≈ almost none; a few/a little = some
each, every + singular	—	all	each highlights individuals; every covers all members

Trap. Information, advice, research, equipment, furniture are normally non-count. Use a piece of advice.

Chapter objectives

Interpret tense and aspect.
Maintain logical tense relationships.
Select gerund or infinitive complements by pattern and meaning.

Form	Typical use	Example
Present simple	States, routines, truths, schedules	“The course begins on Monday.”
Present continuous	Temporary activity, arrangement, change	“The team is revising the rubric.”
Past simple	Completed event in finished past time	“They published it in 2024.”
Past continuous	Background/in-progress past activity	“While they were working, the system failed.”
Present perfect	Past connected to present; unfinished period	“Researchers have identified three patterns.”
Past perfect	Earlier past relative to a later past point	“The meeting began after everyone had arrived.”
Future perfect	Completion before a future point	“By June, they will have completed three cycles.”

Some stative verbs resist progressive aspect: know, believe, belong. Meaning can change: “I think it is fair” (opinion) versus “I am thinking about it” (activity).

Pattern	Examples	Illustration
verb + -ing	avoid, consider, enjoy, suggest	“They suggested revising the schedule.”
verb + to-infinitive	agree, decide, hope, refuse	“They agreed to revise it.”
verb + object + to-infinitive	advise, allow, encourage, tell	“The mentor encouraged her to apply.”
preposition + -ing	before, without, interested in	“Before submitting, check the file.”

remember to do = remember a required action; remember doing = recall.
stop to do = pause in order to; stop doing = discontinue.
try to do = attempt; try doing = experiment.

Chapter objectives

Express ability, permission, obligation, advice, possibility and deduction.
Interpret force and politeness.
Form modal perfects.

Function	Forms	Key contrast
Ability	can, could, be able to	could general past ability; managed to one successful event
Permission	can, may, could	Tentativeness and formality vary by context
Obligation	must, have to, need to	mustn’t = prohibition; don’t have to = no necessity
Advice	should, ought to, had better	had better often implies consequences
Possibility	may, might, could	Degree depends on context
Deduction	must, can’t, may/might	“She must be busy” is inference, not obligation

Modal perfect pattern: modal + have + past participle.

must have forgotten: strong past deduction.
might have missed: possible past event.
should have checked: criticism/regret.
needn’t have printed: it happened but was unnecessary.
could have applied: unrealized possibility.

Critical contrast. “You mustn’t share it” prohibits. “You don’t have to share it” removes obligation.

Chapter objectives

Control countability, number and possession.
Maintain clear reference and agreement.
Distinguish major pronoun classes.

Count: a criterion/two criteria; an analysis/several analyses.
Non-count: evidence, feedback, progress, knowledge.
Collective: team, committee, staff; agreement may reflect unit or members and varies by variety.
Compound: the head is usually final: two classroom observation reports.

When the supervisor spoke to the teacher, she was worried.
The teacher looked worried when the supervisor spoke to her. The revision removes ambiguous reference.

Use a reflexive when subject and object are the same: “She assessed herself.” Use it emphatically: “The director herself answered.” Do not use it as a formal substitute for me: contact Ahmed or myself → contact Ahmed or me.

Chapter objectives

Choose prepositions of time, place, movement and abstract relation.
Learn dependent prepositions as lexical patterns.
Distinguish prepositions from particles.

Domain	Contrast	Examples
Time	at point; on day/date; in period	at 9; on Tuesday; in August
Place	at point/institution; on surface; in enclosure	at school; on the desk; in the room
Movement	to, into, onto, through, across	“walked into the office and across the room”
Duration	for length; since starting point	for two years; since 2024

Learn dependent patterns as units: responsible for, interested in, capable of, comply with, depend on, contribute to, distinguish between, object to. A preposition takes a noun phrase or gerund: “object to changing the procedure.”

Particle test. “Look up the word” permits “look the word up”; “look after the child” is inseparable in this meaning.

Chapter objectives

Coordinate equal units.
Subordinate clauses for logical relations.
Use correlative structures in parallel form.

Type	Forms	Example
Coordinating	and, but, or, nor, for, so, yet	“Simple, yet powerful.”
Subordinating	because, although, if, unless, while	“Although it is simple, it needs practice.”
Correlative	both…and; either…or; not only…but also	“Both accuracy and fluency.”
Conjunctive adverb	however, therefore, moreover	“The sample was small; therefore, the conclusion was cautious.”

Maintain parallelism: “both identifying errors and explaining corrections”, not “both identifying errors and an explanation of corrections.”

Independent clause + comma + coordinating conjunction + independent clause.
Independent clause + semicolon + conjunctive adverb + comma + independent clause.
Introductory dependent clause + comma + independent clause.

Chapter objectives

Distinguish phrases, finite clauses and non-finite clauses.
Identify noun, relative and adverbial clauses.
Diagnose fragments and run-ons.

A phrase has a head but no full subject–finite verb relation: the carefully revised policy.
A finite clause contains tense/modality: the committee revised the policy.
A non-finite clause uses infinitive/participle: to improve access; having reviewed the data.

Clause	Function	Example
Noun clause	Subject, object or complement	“What the team discovered changed the plan.”
Relative/adjective clause	Modifies a noun	“The plan that the team proposed.”
Adverbial clause	Time, reason, condition, concession, etc.	“They revised it because the evidence changed.”

Simple: one independent clause. Compound: two or more independent clauses. Complex: independent + dependent. Compound-complex: at least two independent + dependent.

Length is irrelevant. “After the long meeting in the district office” is a phrase and fragment. “She agreed” is a complete simple sentence.

Restrictive relative clauses identify the noun and usually have no commas. Non-restrictive clauses add supplementary information and use commas; standard usage does not use that in them.

Chapter objectives

Form passive constructions across tenses and modals.
Choose passive according to focus.
Recognize reporting and causative patterns.

Pattern: subject + BE in the required form + past participle (+ by-agent).

Active	Passive	Focus
The panel evaluates applications.	Applications are evaluated by the panel.	Process/applications
They have revised the criteria.	The criteria have been revised.	Result; agent unimportant
Schools must submit the form.	The form must be submitted by schools.	Required item

Unknown agent: “The window was broken.”
Obvious/irrelevant agent: “Results will be announced.”
Topical process: “Each application is scored twice.”
Impersonal reporting: “It is believed that…” / “The reform is believed to…”

Have/get something done means arrange for someone else to act: “The school had the network repaired.” Get + participle is often less formal and event-focused.

State or passive? “The door is closed” may describe a state. Context and the possible by-agent help.

Chapter objectives

Report statements, questions, commands and requests.
Apply backshift where context requires.
Choose reporting-verb patterns.

Backshift is common after a past reporting verb: present → past; present perfect/past → past perfect; will → would; can → could. It may be unnecessary for still-valid facts or immediate reporting.

Direct: “The course is full.” Reported: “She said that the course was full.” Still-valid notice: “The notice says it is full.”

Reported questions use statement order: “He asked where the meeting was.”
Yes/no questions use if/whether.
Commands/requests: tell/ask/order/warn + object + (not) to-infinitive.

Pattern	Verbs	Example
verb + that-clause	admit, claim, explain, insist	“She explained that the deadline had changed.”
verb + to-infinitive	agree, offer, promise, refuse	“He offered to help.”
verb + object + to-infinitive	advise, remind, tell, warn	“They reminded us to sign.”
verb + -ing	admit, deny, recommend, suggest	“She denied changing it.”
verb + preposition + -ing	apologize for, insist on, object to	“He apologized for arriving late.”

Chapter objectives

Distinguish real, hypothetical and counterfactual conditions.
Form mixed conditionals by time relationship.
Use wish and if only accurately.

Type	Form	Meaning	Example
Zero	if + present, present	General relation	If water reaches 100°C at sea level, it boils.
First	if + present, will/modal + base	Real future possibility	If the file arrives, we will review it.
Second	if + past, would + base	Hypothetical present/future	If I were responsible, I would revise it.
Third	if + past perfect, would have + participle	Counterfactual past	If they had tested it, they would have found the error.
Mixed	Past condition + present result, or reverse	Times differ	If she had accepted, she would be abroad now.

Alternatives: unless = if not; provided that, as long as; inversion: “Had they known, they would have acted.” In case expresses precaution, not the same condition as if.

wish + past: unsatisfactory present.
wish + past perfect: past regret.
wish + would: desired change, often irritation.
wish + could: desired ability/possibility.

Meaning first. Identify time of condition, time of result and whether the speaker treats it as open, hypothetical or impossible.

Chapter objectives

Recognize speech acts in context.
Select expressions appropriate to relationship and setting.
Distinguish grammatical form from pragmatic function.

Function	Neutral	Tentative/formal
Agreeing	I agree.	That is persuasive, particularly because…
Partial agreement	That is partly true, but…	I accept the principle; however, its application may be problematic.
Complaining	The order arrived late.	I am writing to express concern about the delayed delivery.
Certainty	I am certain that…	The available evidence strongly indicates that…
Apologizing	I am sorry for the delay.	Please accept my apologies for the inconvenience.
Requesting	Please send the file.	Could you please send the revised file by Thursday?
Suggesting	Let’s revise it.	It may be worth considering a revision.
Refusing	I cannot attend.	I am afraid I will not be able to attend.

Form and function may differ. “Can you open the window?” is grammatically a question about ability but pragmatically a request. “You might want to check the total” is tactful advice or warning.

Context variables. Consider power, distance, urgency, formality and burden. In an emergency, a direct command may be more appropriate than an elaborate polite request.

Chapter objectives

Classify words by syntactic behavior.
Identify derivation, inflection, compounding and conversion.
Use affixes to infer meaning and class.

Class	Typical role	Diagnostic evidence
Noun	Head of noun phrase	May pluralize, take a determiner or possessive.
Verb	Head of verb phrase	May show tense and combine with auxiliaries.
Adjective	Modifier or complement	May precede noun or follow linking verb.
Adverb	Modifier of verb/adjective/adverb/clause	Flexible position; many, not all, end in -ly.
Determiner	Marks noun-phrase reference	the, this, my, some, each.
Preposition	Heads prepositional phrase	Takes noun phrase or gerund complement.

Derivation: educate → education → educational.
Inflection: teach → teaches/taught/teaching.
Compounding: classroom, feedback cycle, data-driven.
Conversion: email noun → verb without an affix.
Clipping/blending/acronymy: lab, webinar, UNESCO.

Affix	Meaning/class	Example
un-, in-/im-, dis-	negative/opposite	unclear, impractical, disagree
re-, mis-, over-, under-	again, wrongly, excessive, insufficient	reassess, misread, overgeneralize
-tion, -ment, -ity	noun-forming	evaluation, development, validity
-ive, -al, -ous, -able	adjective-forming	formative, cultural, rigorous

Chapter objectives

Identify heads, modifiers and complements.
Distinguish form from function.
Analyze subject, verb, object, complement and adjunct.

In “the extremely useful diagnostic report,” report is the noun head; the is determiner; extremely useful is an adjective phrase modifier.

Expression	Form	Function
After the meeting, we left.	Prepositional phrase	Adjunct of time
The aim is to improve access.	Infinitival clause	Subject complement
We discussed what the survey revealed.	Finite noun clause	Direct object
The candidates seemed confident.	Adjective phrase	Subject complement

Common clause patterns: SV, SVC, SVO, SVOO, SVOC.

SV: Attendance increased.
SVC: The result seems reliable.
SVO: The panel reviewed the evidence.
SVOO: The mentor gave the trainee feedback.
SVOC: The panel considered the evidence insufficient.

Complement versus adjunct. “She put the file on the desk” requires a location complement in this use of put. “She read the file after lunch” uses an optional time adjunct.

Chapter objectives

Identify discourse mode.
Recognize mitigation and intensification.
Evaluate register and interpersonal effect.

Mode	Purpose	Typical realizations
Assertion	Present a proposition as true	Declaratives, evidential verbs, certainty markers
Denial	Reject truth or responsibility	not, deny, no evidence, did not
Objection	Challenge a proposal or claim	I object to…, however…, that overlooks…
Accusation	Attribute wrongdoing	You failed to…, they deliberately…
Politeness	Manage distance and imposition	Indirectness, hedges, apologies, gratitude, conditionals

Mitigation: perhaps, somewhat, may, appears, I am afraid, could you. Intensification: clearly, absolutely, entirely, must, deeply.

Accusation: “You ignored the procedure.”
Mitigated objection: “The procedure does not appear to have been followed in this instance.” The second depersonalizes criticism while retaining the problem.

Chapter objectives

Recognize common systematic differences without ranking varieties.
Interpret vocabulary and conventions contextually.
Avoid stereotypes and overgeneralization.

British tendency	American tendency	Examples
-our	-or	colour/color; behaviour/behavior
-re	-er	centre/center; metre/meter
-ise/-ize both possible	-ize common	organise/organize
Often doubles final l	Often single l	travelling/traveling

British	American	Referent
flat	apartment	Residence in a larger building
lift	elevator	Vertical transport
holiday	vacation	Period away from work/school
queue	line	People waiting
head teacher	principal	School leader; systems vary

British usage more readily uses plural agreement with collective nouns when emphasizing members; American usage more often uses singular.
Have got is especially common in British informal possession.
Recent-event present-perfect versus past-simple preferences can differ.

Avoid false binaries. Many forms coexist and global English users mix conventions. Formal writing should be internally consistent.

Chapter objectives

Interpret meaning in context.
Distinguish near-synonyms by connotation, register and collocation.
Recognize major semantic relations.

Relation	Definition	Example
Synonymy	Similarity, rarely complete identity	begin/start
Antonymy	Opposition	gradable hot/cold; converse buy/sell
Hyponymy	Kind-of relation	oak is a kind of tree
Meronymy	Part–whole	chapter is part of a book
Polysemy	Related senses	head of a person/department/table
Homonymy	Same form, unrelated meanings	river bank/financial bank

Near-synonyms differ in denotation, connotation, register, grammar and collocation. Slim and skinny both imply thinness, but often have different evaluations. Ask and inquire/enquire differ in formality.

Chapter objectives

Recognize conventional word partnerships.
Distinguish grammatical possibility from idiomatic choice.
Record vocabulary in chunks.

Pattern	Examples
Adjective + noun	strong evidence, heavy workload, close attention
Verb + noun	draw a conclusion, meet a deadline, conduct research
Noun + noun	assessment criteria, learning outcome, policy framework
Adverb + adjective	highly effective, deeply concerned
Verb + adverb	strongly recommend, vary considerably
Prepositional pattern	increase in, reason for, access to

make a decision · do research · take responsibility · pose a question
do a decision · make research · do responsibility · put a question

Test method. Read beyond the blank. The answer may depend on the following noun or preposition: capable of doing, ability to do, prevent someone from doing.

Chapter objectives

Distinguish phrasal, prepositional and phrasal-prepositional verbs.
Apply separability rules.
Infer literal and idiomatic meanings.

Type	Structure	Example	Object position
Phrasal	verb + particle	turn down an offer	Often separable; pronoun: turn it down
Prepositional	verb + preposition	rely on evidence	Not separable: rely on it
Phrasal-prepositional	verb + particle + preposition	put up with noise	Object follows full unit

carry out = perform.
point out = draw attention to.
look into = investigate.
come up with = produce an idea.
rule out = eliminate as a possibility.
follow up on = take further action.

Chapter objectives

Recognize figurative meaning.
Match idioms to register and context.
Avoid overusing idioms in formal prose.

Idiom	Meaning	Example
get to the point	State the main idea directly	The speaker finally got to the point.
on the same page	Share an understanding	The team met to ensure agreement.
a grey area	Unclear or unregulated situation	The policy leaves a grey area.
tip of the iceberg	Small visible part of a larger problem	Reported cases may be only the tip.
back to square one	Return to the beginning after failure	Funding loss sent the project back.
read between the lines	Infer unstated meaning	The email indirectly rejects the proposal.

Register. An item may test not only meaning but suitability. Idioms can be too informal for academic writing.

Chapter objectives

Identify a focused controlling idea.
Develop it with evidence and explanation.
Write a closing sentence that synthesizes.

An effective topic sentence identifies the subject and limits it through a controlling idea. “Mentoring is important” is broad. “Structured mentoring improves novice teachers’ adjustment by providing timely feedback and practical knowledge” predicts a focused paragraph.

Useful development sequence: claim → evidence/example → explanation → link to controlling idea.

Topic: Regular low-stakes quizzes can improve learning when used diagnostically.
Support: They reveal misconceptions before final assessment and help teachers adjust instruction. Because marks carry little weight, errors become information rather than permanent failure.
Conclusion: Their chief value lies not in producing grades but in guiding the next stage of teaching and learning.

Chapter objectives

Match language and structure to purpose.
Recognize hybrids and dominant genre.
Avoid genre-specific weaknesses.

Genre	Essential qualities	Common weakness
Narrative	Temporal control, conflict, viewpoint and causal event chain	Chronology without significance; tense inconsistency
Descriptive	Dominant impression, selective sensory detail, spatial logic	Random adjective list
Expository	Clarity, definition, organization and examples	Unsupported assertion or unexplained terminology
Argumentative	Debatable claim, evidence, counterargument and reasoning	Repeated opinion without evidence

Narrative: When the network failed before the presentation, one member opened an offline copy, turning a likely failure into a lesson about preparation.

Descriptive: Labelled folders lined one wall, low shelves held manipulatives, and a round table occupied the bright space beside the window.

Expository: Formative assessment is evidence collected during learning to inform the next instructional decision.

Argumentative: Schools should protect collaborative planning time because isolated preparation weakens curriculum coherence.

Chapter objectives

Choose a pattern that answers the purpose.
Use consistent criteria and logical order.
Recognize mixed patterns and dominant structure.

Pattern	Planning frame	Transitions
Definition	Category + distinguishing features + boundary + example	refers to, in this context, unlike
Classification	Principle + categories + examples	can be divided into, one type
Sequence	Stages in order	initially, next, once, finally
Comparison–contrast	Block or point-by-point with identical criteria	similarly, whereas, both
Problem–solution	Problem + criteria + solution + feasibility	central problem, one response, however
Cause–effect	Cause + mechanism + consequence	because, contributes to, consequently

Causal caution. Sequence is not proof of causation. Match the verb to evidence: is associated with is weaker than causes.

Chapter objectives

Establish context and focus efficiently.
Write a precise thesis.
Conclude through synthesis and significance.

Introduction functions

Orient the reader.
Narrow scope and define terms.
Establish a problem or debate.
State thesis, purpose or organizing principle.

Weak: Education has always been important. There are many opinions about technology.
Improved: As schools adopt digital platforms, access is no longer the only concern; task quality is equally decisive. Technology improves learning only when it supports purposeful interaction, feedback and cognitive challenge.

Conclusion functions

Reframe rather than copy the thesis.
Synthesize reasoning.
State significance, implication or recommendation.
Avoid new major evidence.

Digital access can widen opportunity, but access alone does not guarantee learning. Investment should therefore prioritize pedagogical capacity alongside infrastructure.

Chapter objectives

Maintain one controlling focus.
Use cohesive resources accurately.
Build logical progression.

Unity: every sentence develops the controlling idea. A grammatically correct sentence can still be irrelevant.

Cohesion: use reference, repetition, substitution, parallelism and connectors. Replace vague “This shows…” with “This difference in completion rates shows…”

Coherence: organize logically and use old-to-new information flow: begin with familiar material and end with the new point that the next sentence develops.

Incoherent: Feedback is useful. The programme began in March. Teachers need comments. The building has two computer rooms.
Revision: Feedback is most useful when specific. Instead of “good work,” a teacher can identify the successful strategy and the next improvement. Such comments turn evaluation into guidance.

Chapter objectives

Punctuate clause boundaries and inserted information.
Maintain spelling consistency.
Apply capitalization accurately.

Comma

After an introductory dependent clause.
Between independent clauses joined by a coordinating conjunction.
Around non-restrictive information.
To separate series items and prevent ambiguity.

Semicolon and colon

Semicolon joins related independent clauses.
Use semicolon + conjunctive adverb + comma.
A colon follows a complete clause and introduces explanation, list or example.

Apostrophe

teacher’s notes; teachers’ notes; children’s work.
it’s = it is; possessive its has no apostrophe.

Capitalization and spelling

Capitalize sentence beginnings, proper nouns and official names. Do not capitalize common nouns for emphasis. Use one spelling variety consistently and proofread pairs such as affect/effect, principal/principle, their/there/they’re, complement/compliment.

I can scan for exact details and synonyms.
I compare entities by the same criterion.
I separate fact, evaluation and prediction.
I resolve reference through grammar and meaning.
I infer vocabulary from morphology, syntax and discourse.
I identify cohesive resources.
I recognize organizational patterns.
I infer viewpoint, tone and intention.
I preserve modality in paraphrase.
I summarize whole texts.
I control articles and quantifiers.
I select tense and aspect.
I know gerund/infinitive patterns.
I interpret modal force.
I maintain pronoun clarity.
I know dependent prepositions.
I punctuate conjunctions.
I identify clause types.
I form passive constructions.
I report speech accurately.
I form mixed conditionals.
I select context-appropriate functions.
I identify word formation.
I separate form from function.
I recognize mitigation and accusation.
I recognize variety differences without stereotypes.
I distinguish semantic relations.
I recognize collocations.
I apply phrasal-verb separability.
I interpret idioms and register.
I evaluate paragraph focus.
I distinguish genres.
I evaluate openings and conclusions.
I diagnose cohesion/coherence.
I correct mechanics.

Stage	Approximate time	Action
Initial scan	10 minutes	Check instructions, page count and section distribution.
Reading	45–55 minutes	Local questions before global/inference questions.
Language	120–135 minutes	Secure items first; analytical and flagged items later.
Writing analysis	45–55 minutes	Evaluate purpose, structure, flow and mechanics.
Final review	20–30 minutes	Check omissions, answer-sheet alignment, negatives and qualifiers.

Adjust to the actual test and your performance profile.

Authoritative references

The official specification determines scope. Supplementary institutional sources provide the explanatory framework. All examples, passages and practice items are original.

Moroccan Ministry of National Education, Preschool and Sports — National Centre for School Examinations and Learning Assessment. English specialization test specifications, November 2025 session.
Council of Europe. CEFR Companion Volume (2020) and language versions.
Council of Europe. Reading comprehension.
British Council LearnEnglish. English grammar reference and B1–B2 grammar.
Cambridge Dictionary — English Grammar Today. Words, sentences and clauses; Collocation; Phrasal verbs and multi-word verbs.
Purdue University Online Writing Lab. Paragraphs and paragraphing; Revising for cohesion; Punctuation.

This is an independent study resource, not an official examination paper or scoring commentary.

Advanced English Knowledge and Skills

Objectifs du module

How to work with this unit

Understand

Discriminate

Retrieve

Chapter objectives

The three-pass procedure

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Scanning

Comparison

Fact versus opinion

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Reference

Vocabulary inference

Cohesive patterns

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Point of view

Tone and attitude

Approving

Critical

Cautious

Ironic

Purpose, attitude, mood and intention

Predicting continuation

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Paraphrase operations

Summary hierarchy

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Introduction functions

Conclusion functions

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Comma

Semicolon and colon

Apostrophe

Capitalization and spelling

Authoritative references