Top 200 Vocabulary Word List for Cambridge C2 Proficiency | Must Know Words for Common Examination Instructions

The 200-word examination instruction list

Cambridge C2 Proficiency instructions can ask you to preserve the meaning of a sentence, integrate and evaluate two texts or develop a spoken response. The key word transformation uses three to eight words. The compulsory writing task combines a summary of source ideas, evaluation and your own reasoning.

The numbered bank combines question directions, answer-format phrases and terms that help you work with the task. Use the official instructions for the exact item and test cycle.

Exam requirements · Worked examples · Fencing Method

Reading and Use of English and compulsory Writing

No.	Instruction or term	What it asks you to do
1	C2 Proficiency	Use the Cambridge English format and sample for this qualification.
2	Reading and Use of English	Complete the language and reading tasks using their own directions.
3	Key word transformation	Rewrite the second sentence with the same meaning using the supplied word unchanged.
4	Three to eight words	Count the words in the gap, including the supplied key word.
5	Open cloze	Supply the single word required by the gap and the surrounding text.
6	Multiple-choice cloze	Choose the option that fits the phrase and meaning in context.
7	Word formation	Change the given stem into a form that fits grammar and meaning.
8	Gapped text	Fit each missing paragraph to the surrounding development and references.
9	Multiple matching	Match each prompt with the relevant section or text.
10	Do not change the key word	Keep the printed form of the supplied word in the completion.
11	Discursive essay	Examine ideas from different angles and develop a clear line of reasoning.
12	Two source texts	Use both short texts as material for the required Part 1 response.
13	Summarise key points	Condense the central ideas from the texts while preserving their meaning.
14	Evaluate the arguments	Judge the reasoning, strengths or limitations of the ideas in the sources.
15	Integrate your own ideas	Use your own relevant reasoning as part of the response to the source texts.
16	240–280 words	Use the length specified for the compulsory Part 1 essay.
17	280–320 words	Use the length specified for the chosen Part 2 response.
18	Compulsory task	Complete the required Part 1 essay.

Writing genres, Speaking and critical reading

No.	Instruction or term	What it asks you to do
19	Choose one of three	Select one of the offered Part 2 Writing tasks.
20	Article	Write for the stated readership and purpose using an appropriate style.
21	Formal letter	Address the named reader with a register suited to the relationship and task.
22	Informal letter	Use a natural personal register while covering the requested content.
23	Report	Organise findings and conclusions so the intended reader can act on them.
24	Review	Evaluate the subject and give the kind of recommendation requested.
25	Communicative Achievement	Use the conventions and tone appropriate to the task and reader.
26	Content	Cover the required points with relevant and accurate information.
27	Organisation	Make the line of reasoning and links between ideas easy to follow.
28	Language	Use a range of precise and appropriate vocabulary and grammar with control.
29	Listening multiple matching	Keep each speaker’s key points separate and apply the stated matching task.
30	Listen twice	Use the two playings to locate and then check the requested meaning or detail.
31	Spoken implication	Use context and wording to recognise an idea suggested rather than stated.
32	Collaborative task	Work with the other candidate to explore the prompt and fulfil the requested decision.
33	Long turn	Give a connected individual answer responding to the stated prompt.
34	Prompt card	Use the topic and ideas provided to organise the response.
35	Discuss the wider issue	Develop ideas beyond the example while staying with the examiner’s question.
36	Discourse management	Make the spoken response relevant, developed and easy to follow.
37	Interactive communication	Listen, respond and extend the shared discussion.
38	Synthesis across sources	Group the two texts’ related ideas while keeping meaningful differences.
39	Distinguish summary from evaluation	State the source idea first, then give a reasoned judgment about it.
40	Abstract argument	Identify the underlying principle or general claim behind the example.
41	Unstated premise	Identify a condition an argument depends on without saying directly.
42	Competing interpretation	Consider a plausible alternative reading before judging the stronger one.
43	Qualified agreement	Explain which part of the idea you accept and under what conditions.
44	Register shift	Adjust formality and tone when the intended reader or genre changes.
45	Lexical precision	Choose wording that captures the exact meaning or degree intended.
46	Discourse marker	Use a phrase that accurately shows contrast, addition, concession or conclusion.
47	Theme across paragraphs	Track how a shared idea develops across the text.
48	Reference chain	Follow names, pronouns and related phrases through the surrounding paragraphs.

Grammar, cohesion and advanced text analysis

No.	Instruction or term	What it asks you to do
49	Decision task	Discuss the requested choice and work towards a decision with your partner.
50	Develop the discussion	Extend a point with a reason, example or response to your partner.
51	Select one task	Complete one of the available Part 2 writing choices.
52	Strength of agreement	Check whether the writers agree fully or only under a stated condition.
53	Partial agreement	Identify the point shared while retaining the part on which views differ.
54	Lexical cohesion	Notice how related words connect ideas across a text.
55	Nominalisation	Identify a noun form that expresses an action or quality when the context needs one.
56	Hedging	Use wording that makes the strength or uncertainty of a claim accurate.
57	Implementation detail	Explain how a proposal could be put into practice.
58	Appropriate recommendation	Make a suggestion that follows from your findings and suits the reader.
59	Sustain a turn	Develop a relevant answer while keeping the ideas connected.
60	Collaborative decision	Respond to the partner and bring the discussion towards the requested choice.
61	One word in each gap	Use one word for each blank when the open-cloze instruction applies.
62	Word form	Decide which grammatical form the surrounding sentence needs.
63	Fixed phrase	Complete the expression with its conventional wording.
64	Sentence completion	Fill the Listening gap with the required detail from the recording.
65	Invite an opinion	Ask your partner to contribute a view during collaborative practice.
66	Support your view	Give a reason or example relevant to the discussion question.
67	Exchange views	Give an opinion and respond to what your partner says.
68	Word ending	Check which form or ending fits the surrounding grammar.
69	Word family	Use related forms to decide whether the sentence needs a noun, verb, adjective or adverb.
70	Cohesive reference	Work out what a linking expression or pronoun refers to.
71	Spoken detail	Listen for the particular fact the item asks about.
72	Speaker attitude	Use the speaker’s wording and tone to infer their stance where asked.
73	Sentence stress	Give appropriate prominence to important words in spoken language.
74	Word order	Arrange the pieces so the sentence works grammatically.
75	Academic tone	Use clear, respectful language appropriate to an academic exchange.
76	Support with an example	Add an example that demonstrates the reason you gave.
77	Main purpose	Identify what the text as a whole is trying to accomplish.
78	Most directly supports	Pick the evidence with the clearest connection to the named claim.
79	Function of a detail	Decide how a detail supports or develops a larger point in the material.
80	Words in context	Choose the sense or expression that fits the local wording and purpose.
81	Reference within the text	Resolve a reference by locating the word or idea it points back to.
82	Transitions	Identify the relationship between ideas before choosing a connecting expression.
83	Illustrative example	Choose a particular case that demonstrates a broader point.
84	Sentence conventions	Choose grammar and punctuation that make the constructed sentence clear.
85	Clause boundary	Identify where one clause ends and the next begins before arranging the sentence.
86	Sentence structure	Use word order and grammatical roles to make a complete sentence.
87	Independent clause	Identify words with a subject and verb that can stand as a sentence.
88	Dependent clause	Identify a clause that needs a main clause to complete its function.
89	Sentence fragment	Recognise words punctuated as a sentence without a complete main clause.
90	Pronoun reference	Match the pronoun to the person or thing it represents.
91	Rhetorical purpose	Identify the job a detail does in the author’s argument.
92	Nonessential clause	Identify a clause that can be removed without changing the intended reference.
93	Parenthetical detail	Identify supplementary information set off from the main sentence.
94	Detail	Find the particular fact needed to answer the question.
95	Writer’s view	Identify the opinion the writer expresses.
96	Contrast	Show how the items differ on a shared point of comparison.
97	Support	Supply evidence that helps establish the claim.
98	In context	Use the meaning that fits this passage or situation.
99	Best supported	Prefer the conclusion backed most directly by the evidence.
100	Example	A particular case used to make a general idea clear.
101	Context	The surrounding information that helps determine meaning.
102	Option	One of the choices the question offers.
103	One to three words	For Listening Part 2, use the number of words the gap instruction permits.
104	Coherence	Make ideas easy to follow in a sensible order.
105	Cohesion	Link sentences and paragraphs so their relationships are clear.
106	Point of view	State your position on the issue when the prompt calls for it.
107	Relevant example	Use an example that genuinely supports the paragraph’s point.
108	Topic sentence	Open a paragraph with a sentence that identifies its main point.
109	Options may be used more than once	Reuse an option only when the question instructions permit it.
110	Words and phrases	Identify the language that carries the meaning needed for the answer.
111	Complete sentences	Use connected sentences where the writing task requires a full response.
112	Reason	The basis for a statement, choice or result.
113	Cross-text connections	Compare how two texts address the same point.
114	Refer back	Connect a word or phrase to the idea it refers to earlier in the text.
115	Communicative purpose	Identify what the writer or speaker is trying to achieve.
116	Refer to	Use the specified passage, figure or notes when responding.
117	Evidence	A fact, detail or observation that supports a claim.
118	Conclusion	The result reached after considering the reasoning or evidence.
119	Summarise a viewpoint	State the writer’s main position and retain qualifications that affect it.
120	Fit the missing paragraph	Use the lead-in and the following text to check the sequence.
121	Select one option	Choose the option that answers the exact question about the text or recording.
122	Listening Part 4 matching	Track the two matching tasks and match each speaker to the relevant choice for each task.
123	Connected response	Use meaningful links between sentences to develop the task.
124	Listening cue	Identify where the relevant detail or change of topic occurs.
125	Speaker contribution	Attribute a main point or viewpoint to the relevant speaker where helpful.
126	Select from the text	Use the interface to pick the exact visible item requested.
127	Relevant supporting point	Include a detail that helps explain the main message.
128	Example in a talk	Identify the point that the example helps explain.
129	Keep the original sense	Check the rewritten sentence for the same meaning and time relationship.
130	Hyphenated word	Check the official counting rule for words joined with a hyphen.
131	Distinguish the speakers	Identify how speakers agree, disagree or add to one another’s points.
132	Fluency and coherence	Keep speaking at a workable pace while organising ideas clearly.
133	Use both paragraph links	Check that a paragraph fits both what precedes and what follows the gap.
134	Synthesise the discussion	Combine related speaker points while retaining important differences.

Core instructions and response checks

No.	Instruction or term	What it asks you to do
135	Recognise	Find a familiar feature in a new example.
136	Identify	Name or pick out the item the question specifies.
137	Select	Choose only the number of options requested.
138	Match	Pair each item with the option that corresponds to it.
139	Complete	Fill in what is missing while keeping the supplied structure.
140	Label	Attach the correct name to the indicated part.
141	Locate	Find the specified detail, point or region.
142	Indicate	Make the chosen feature or answer clear.
143	Record	Write the result in the space and form provided.
144	Answer	Respond directly to the question being asked.
145	Give	Supply the requested fact, example or result.
146	State	Express the required point directly and clearly.
147	Name	Supply the correct term, person or item.
148	List	Set out the requested items separately.
149	Define	Give the precise meaning used in the subject or question.
150	Describe	Report the relevant characteristics, events or pattern.
151	Outline	Give the main steps or points in brief.
152	Summarise	Select the central points and leave out minor details.
153	Explain	Connect the result to its cause, mechanism or reasoning.
154	Compare	Set the items side by side on the same relevant feature.
155	Analyse	Break down the evidence and explain how its parts relate.
156	Interpret	Say what a statement, result or display means in context.
157	Infer	Use clues to reach a conclusion the material implies.
158	Predict	Use available evidence to say what is likely to happen.
159	Suggest	Offer a plausible answer suited to the information given.
160	Justify	Give evidence for the claim and explain how that evidence supports, qualifies or defends it.
161	Evaluate	Weigh relevant evidence or criteria before reaching a judgment.
162	Assess	Judge the extent, value or strength of something using evidence.
163	Discuss	Develop a structured response that considers the relevant issues.
164	Distinguish	Give the feature that lets the reader tell two things apart.
165	Illustrate	Make an idea clear with a relevant example or diagram.
166	Demonstrate	Show how a fact, process or result can be established.
167	Determine	Work from the given information to establish an answer.
168	Estimate	Find an approximate answer using the available clues.
169	Check	Test the answer against the original instruction or condition.
170	Arrange	Put items into the order or grouping requested.
171	Sequence	Put stages into a meaningful order.
172	Classify	Assign each item to a category using the stated rule.
173	Group	Put items with a shared feature together.
174	Order	Sort items by the criterion given in the prompt.
175	Omit	Leave out the indicated item or detail.
176	Include	Make sure the requested part appears in the response.
177	Exclude	Keep the named item or category outside your answer.
178	Based on	Ground the answer in the material named in the question.
179	According to	Use what the specified source says.
180	Most likely	Choose the conclusion with the strongest support among the options.
181	Explicit	Stated directly in the source.
182	Implicit	Suggested by the source and recoverable from clues.
183	Claim	An assertion that can be tested against evidence or reasoning.
184	Assumption	A premise taken as given for the purpose of the question.
185	Condition	A requirement that must be satisfied.
186	Constraint	A restriction that shapes the possible answers.
187	Criterion	A standard used to choose or judge an answer.
188	Source	The particular text, figure, notes or data supplied for use.
189	Passage	A stretch of text provided for reading and answering questions.
190	Statement	A complete assertion to examine or respond to.
191	Section	A group of questions or tasks within a test.
192	Figure	A numbered graph, image or diagram referred to in the task.
193	Table	Information arranged in rows and columns.
194	Trend	The broad direction or pattern over a range.
195	Pattern	A regularity visible across observations or examples.
196	Concession followed by rebuttal	Acknowledge a concern and explain why your main position still holds.
197	Expected benefit	Describe who would gain and how the proposed action would help.
198	Evaluate feasibility	Consider whether a proposal can work under the stated constraints.
199	Respond after your partner’s turn	Offer a relevant comment when invited and connect it to the point just made.
200	Speculate about motivation	Offer a plausible reason for the activity using what the pictures show.

What the examination requires

Four components with different tasks

Cambridge English lists Reading and Use of English and Writing at 1 hour 30 minutes each, Listening at about 40 minutes and Speaking at 16 minutes per pair of candidates. The test is available in digital and paper-based formats. Use the official sample matching your booking.

Reading and Use of English uses the rule for each gap

In Part 4, keep the key word unchanged and complete the gap in three to eight words including that word. Other parts use cloze, word formation or reading tasks. In gapped text, follow the development of the whole text and check references on both sides of the gap.

The Writing tasks have different lengths and purposes

Part 1 is a compulsory 240–280-word essay based on two short texts. Summarise and evaluate their key points, and integrate your own ideas. Part 2 asks you to choose one of three tasks and write 280–320 words. Match the requested article, letter, report or review to its audience and purpose.

Listening and Speaking require attention to the exact prompt

The Listening test has four parts. Cambridge says you hear each recording twice. Follow the item’s format for the requested detail or viewpoint. Speaking has three parts and includes a collaborative task and an individual long turn with related discussion. In the long turn, answer the question on the prompt card and develop a connected response. The official handbook gives two minutes for each individual long turn in Part 3.

• Read the whole instruction before choosing your first step.
• Identify the evidence, person, group or source named in the task.
• Check the response form and any stated limits.

Worked examples of common examination instructions

These original practice examples show how a change in wording changes the response.

Check meaning and count in the transformation

An invented item starts with ‘I only understood the plan after the final meeting.’ The key word is UNTIL. Complete ‘It was not ___ understood the plan’ with until the final meeting that I. The completion contains six words and preserves the timing. Read the entire completed sentence before checking the count.

Bring the two source ideas into one line of reasoning

Suppose two short texts discuss public parks. One argues that unrestricted access encourages use. The other argues that some areas need protection from heavy footfall. A response could identify access and conservation as distinct objectives, then evaluate whether zoning would address both. Include what the evidence does and does not establish.

Explain how a Part 2 genre changes the opening

If a task requests a report to a library manager, state what was reviewed and why. If a review is requested for readers choosing whether to visit, give the reader enough context to understand your judgment. The same observations can serve different jobs depending on audience and purpose.

Check paragraph links on both sides

A paragraph after a gap begins ‘That apparent contradiction disappears once the figures are separated by age.’ The missing paragraph likely needs to establish the apparently inconsistent figures. Check that it also follows the topic or comparison immediately before the gap. A paragraph on the same subject may still fail to connect.

Use the long turn to make a qualified claim

A practice prompt asks whether public spaces should have fixed opening hours. State a position, add a reason and develop one circumstance where a different schedule makes sense. Connect the example to the question. During the discussion, respond to the new point rather than restarting the prepared answer.

Use the Fencing Method to practise instructions

Start with a short sentence you can check. Add one precise detail, then the relationship or action the task calls for. Use the same instruction with fresh material. In a selected-response test, the sentence is a practice check for deciding which option fits.

1. Public access matters.
2. Open public spaces make it easier for people to use them.
3. Open access can encourage use, while some areas may need limits to protect them.
4. Use two new source texts. State each relevant idea, then explain when the two priorities can be reconciled.

Read the eduKate Fencing Method for Vocabulary.

Practise and check your answers

Read each source as an argument

For Part 1 practice, identify one main point from each source and the reasoning behind it. Group the ideas by where they agree or differ. Then write a sentence that evaluates the strength or scope of a point. Use your own example only when it makes that evaluation clearer.

Review the same issue in another genre

Turn the topic of a Part 1 practice essay into a report or review for a specific reader. Plan what the reader needs first and where your judgment belongs. Review the task length and format before reading back for clarity and precision.

Practice 1. A Part 4 answer has nine words. What should you check?

Find a shorter equivalent expression that keeps the required word unchanged and fits the three-to-eight-word limit.

Practice 2. Your Part 1 essay gives an opinion but uses only one text. What needs to change?

Integrate the key points from both sources and evaluate how they relate to your reasoning.

Practice 3. A Part 2 task asks for a review of a course for prospective students. What should guide the details?

Select observations that help prospective students judge whether the course would suit them.

Practice 4. A speaker accepts an idea only in a narrow situation. How should you report the view?

Keep the condition. It defines when the speaker accepts the idea.

Frequently asked questions

Does C2 Part 4 use the same word limit as C1 Advanced?

C2 Proficiency uses three to eight words. C1 Advanced uses three to six.

Is summarising enough for C2 Writing Part 1?

Cambridge asks you to summarise and evaluate the key points and integrate your own ideas into the essay.

Are the two Writing lengths interchangeable?

Use 240–280 words for Part 1 and 280–320 words for Part 2.

Official sources and next reading

• Cambridge English C2 Proficiency exam format
• Cambridge English C2 Proficiency candidate guide
• Cambridge English C2 Proficiency handbook

Related guide in this series · Cambridge C1 Advanced examination instructions

Read eduKateSG’s 200-word vocabulary guide for more ways to group and practise vocabulary.

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