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Author: Andreas

  • Speaking: Discussion Would You Rather B2 (PDF)

    Speaking: Discussion Would You Rather B2 (PDF)

    Would you rather B2 elevates the discussion format to upper-intermediate level with more substantive dilemmas (Would you rather lose your sense of smell or your ability to read? Would you rather be highly successful in a career you dislike, or moderately successful in a career you love?). The format requires extended reasoning, value-clarification, and engagement with trade-offs. Learners build the analytical-discussion fluency that B2 Cambridge Speaking rewards.

    This worksheet builds B2 speaking fluency through substantive Would You Rather discussion.

    What’s inside:

    • 25 Would you rather questions on substantive topics
    • A phrase bank for justifying, qualifying, and exploring trade-offs
    • Multi-turn discussion prompts: each item supports 3+ turns
    • Pair-work setup with structured discussion
    • Teacher Notes with timing and management

    Common challenges: Sustained reasoning at B2 — strong B2 speakers maintain extended turns of 30–60 seconds, weaker speakers stall after 15 seconds. Values-articulation: connecting choice to underlying preferences. Hedging strong claims: all things being equal, in principle, on balance.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B2 First (FCE) Speaking. Part of the Discussion & Debate collection — the natural next step is Presenting and Public Speaking.

  • Speaking: Talking About the Future Plans and Dreams (PDF)

    Speaking: Talking About the Future Plans and Dreams (PDF)

    Talking about the future plans and dreams is the A2–B1 speaking skill that combines future tense work with personal sharing. The worksheet covers vocabulary and structures for short-term plans (tomorrow, next weekend), medium-term (next year, in three years), and longer-term dreams (one day, eventually). Learners build the future-discussion fluency every social and Cambridge Speaking context requires.

    This worksheet builds A2–B1 speaking fluency with future-discussion patterns.

    What’s inside:

    • A phrase bank for short-term plans, mid-term goals, and long-term dreams
    • Time-frame matching: choose appropriate verb forms for each time scale
    • Pair-interview: ask and answer questions about plans and dreams
    • Production task: write and then speak about your own future
    • Teacher Notes with grammatical-form integration

    Common challenges: Will vs going to vs Present Continuous for future — the choice signals the speaker’s certainty and planning. I’m going to study medicine (decided plan) vs I’d like to study medicine (aspiration). Hedging certainty about long-term dreams: I hope to, I’d love to, ideally.

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge A2 Key (KET) and B1 Preliminary (PET) Speaking. Part of the Conversation Starters & Warm-Ups collection — the natural next step is Warm-Up Activities: 10 Quick Starters.

  • Speaking: Expressing Preferences I’d Rather (PDF)

    Speaking: Expressing Preferences I’d Rather (PDF)

    Expressing preferences is the B1 functional-speaking skill that lets learners articulate choice. The worksheet covers phrases for stating preferences (I’d rather, I’d prefer, I’d sooner), comparing options (Rather than, As opposed to), and qualifying preferences (To be honest, On second thoughts). Learners build the preference-articulation skill that everyday decision-making conversation requires.

    This worksheet builds B1 speaking fluency with preference-expression phrases.

    What’s inside:

    • A phrase bank with would rather, would prefer, would sooner structures
    • Sentence-completion drills with preference forms
    • Role-play scenarios: decision-making in pairs
    • Multiple-choice on the correct grammatical form of preference phrases
    • Teacher Notes with pair-work setup

    Common challenges: Would rather + base form vs Would prefer + to-infinitive — the grammatical patterns differ. I’d rather + past tense for talking about others’ preferred actions: I’d rather you didn’t. Cultural variation: directness in preference varies across cultures.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Functional English collection — the natural next step is Telephone English.

  • Speaking: Discussion Would You Rather B1 (PDF)

    Speaking: Discussion Would You Rather B1 (PDF)

    Would you rather B1 is the structured-discussion format that gives B1 learners decision-and-justification practice in a low-pressure, high-engagement frame. Each item presents two choices (Would you rather have superpowers or be able to time travel?) and asks the speaker to choose, justify, and consider trade-offs. Learners build the decision-justification fluency that distinguishes B1 fluent speakers.

    This worksheet builds B1 speaking fluency through Would You Rather discussion.

    What’s inside:

    • 25 Would you rather questions sequenced from light to substantive
    • A phrase bank for choosing, justifying, and considering trade-offs
    • Discussion-extension prompts: What if the situation changed to X?
    • Pair-work setup with role rotation
    • Teacher Notes with timing and management

    Common challenges: Justifying at B1 — strong speakers give a reason and a counter-consideration; weak speakers just state the choice. I’d rather X because Y, but then again Z. Maintaining engagement on light topics: humour and creative justification work better than serious analysis.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Discussion & Debate collection — the natural next step is Discussion: Would You Rather B2.

  • Speaking: Describing a Photo or Image (PDF)

    Speaking: Describing a Photo or Image (PDF)

    Describing a photo or image is the central B1–B2 long-turn speaking skill — and the exact format of Cambridge Speaking Part 2. The worksheet covers structural moves: opening (The photo shows…), foreground and background description, action and atmosphere identification, and speculation (It looks as if, I think they might be). Learners build the 1–2 minute monologue fluency that B1–B2 Cambridge Speaking tests directly.

    This worksheet builds B1–B2 speaking fluency with photo-description format.

    What’s inside:

    • A phrase bank organised by description phase (opening, location, action, speculation)
    • Sample photos with model descriptions
    • Step-by-step description framework
    • Production task: describe a photo for 1–2 minutes
    • Teacher Notes with Cambridge exam-prep guidance

    Common challenges: Structure at B1–B2 — strong candidates open with overview, then move from foreground to background, action, atmosphere. Speculation language: It looks as if, I’d say, perhaps, it seems that. Filling the time: 1–2 minutes is long when content runs short.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps directly onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking Part 2. Part of the Discussion & Debate collection — the natural next step is Discussion: Would You Rather B1.

  • Speaking: Giving Advice Would You (PDF)

    Speaking: Giving Advice Would You (PDF)

    Giving advice is the B1 functional-speaking skill that combines hedging with helpfulness. The worksheet covers phrases for direct advice (You should, You ought to, I’d advise), softer suggestion (Why don’t you, Have you considered, You might want to), hypothetical advice (If I were you, I would), and warning (I wouldn’t, Be careful with). Learners build the advice-giving fluency every B1 Cambridge Speaking task requires.

    This worksheet builds B1 speaking fluency with advice-giving phrases.

    What’s inside:

    • A phrase bank organised by advice strength and hedging level
    • Dialogue completion: respond to problems with appropriate advice
    • Role-play scenarios: advisor and advice-seeker in different situations
    • Multiple-choice on the most suitable advice phrase
    • Teacher Notes with pair-work setup

    Common challenges: Advice-as-imperative at B1 — Do this, don’t do that sounds bossy. If I were you, I would is the most natural English advice structure but requires Second Conditional. Modal verbs for advice: should, ought to, could, might want to.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Functional English collection — the natural next step is Expressing Preferences: I’d Rather.

  • Fixed Expressions: Social Situations (PDF)

    Fixed Expressions: Social Situations (PDF)

    Fixed expressions for social situations are the formulaic phrases native speakers use without thinking — and that learners often miss because they’re not predictable from general vocabulary. Nice to meet you. How do you do? Long time no see. Take care. Have a good one. Have a safe trip. Best of luck. Sorry to hear that. Congratulations! Well done. Cheers (thanks). No worries. My pleasure. Don’t mention it. Each phrase has a specific social function — greeting, parting, sympathising, congratulating — and a register that matters. The worksheet trains B1 learners to deploy the right phrase for the social moment.

    This worksheet builds B1 fluency with high-frequency fixed expressions in social-interaction contexts.

    What’s inside:

    • Fixed-expression bank with 25+ phrases grouped by social function (greeting, parting, sympathy, congratulation, response)
    • Dialogue completion: choose the right fixed expression for the social moment
    • Register sort: classify each phrase by formality level (formal, neutral, casual)
    • Cross-cultural comparison: how do these social functions work in your language?
    • Full Answer Key plus Teacher Notes with role-play extension

    Common challenges: Cultural translation is the central issue — How are you? in English is a greeting (expects Fine, thanks), not a genuine enquiry; many languages take the greeting literally. Cheers in British English replaces thank you in many casual contexts and is also a parting word. Register: How do you do? sounds formal-to-archaic; Hi, nice to meet you is the modern default. Response pairs matter: Thanks → No worries / My pleasure / Don’t mention it.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Fixed expressions are core to Cambridge B1 Preliminary (PET) Speaking and are directly tested in everyday-conversation listening. Part of the Word Building & Style collection — the natural next step is Collocations: Make and Do, which returns to the foundational collocation-pair work.

  • Conversation Questions: Family and Relationships (PDF)

    Conversation Questions: Family and Relationships (PDF)

    Family and relationships is the most universal speaking-practice topic — every learner has people in their life to talk about. The questions in this worksheet move from concrete description (How many siblings do you have? What do your parents do?) to comparison (Who are you most similar to in your family?), to reflection (How have your relationships with family changed over time?). Learners build extended-answer speaking fluency on a topic they know inside out.

    This worksheet builds A2–B1 speaking fluency through family and relationships discussion.

    What’s inside:

    • 20 open conversation questions sequenced from easier to harder
    • Pre-discussion vocabulary box with family and relationship terms
    • Follow-up question patterns to keep conversations extending
    • Speaking-frame phrases for description, comparison, and reflection
    • Teacher Notes with pair-work setup and timing

    Common challenges: Extending answers beyond two sentences — learners need explicit modelling of answer + reason + example + comparison. Family vocabulary at A2–B1 includes step- and half-family terms. Politeness about sensitive areas (divorce, estrangement) — questions are designed to allow vague answers.

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge A2 Key (KET) Speaking Part 1 and B1 Preliminary (PET) Speaking. Part of the Conversation Questions collection — the natural next step is Conversation Questions: Travel and Adventure.

  • Proverbs: Meaning and Usage (PDF)

    Proverbs: Meaning and Usage (PDF)

    Proverbs are the fixed-expression layer of culturally embedded English wisdom. A stitch in time saves nine. Don’t count your chickens before they hatch. The early bird catches the worm. When in Rome, do as the Romans do. Better late than never. Actions speak louder than words. Birds of a feather flock together. Every cloud has a silver lining. Don’t judge a book by its cover. Beauty is in the eye of the beholder. Each proverb carries a compact moral or observation in fixed form — learners must learn the whole phrase, recognise its meaning in context, and judge when (rarely) to use it productively.

    This worksheet builds B2 fluency with high-frequency English proverbs in receptive and selectively productive contexts.

    What’s inside:

    • Proverb bank with 25+ high-frequency proverbs and their meanings
    • Matching task: pair the proverb with its meaning
    • Gap-fill in conversational contexts: choose the right proverb for the situation
    • Cross-cultural comparison: does your language have an equivalent proverb?
    • Full Answer Key plus Teacher Notes on register (proverbs are mostly conversational) and frequency

    Common challenges: Proverbs are mostly informal-to-neutral — using them in academic writing sounds odd. Direct translation of L1 proverbs rarely works in English. Frequency matters: some proverbs (better late than never) are common; others (a watched pot never boils) are rare. The worksheet emphasises recognition for high-frequency proverbs and selective productive use.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study. Proverbs supplement Cambridge B2 First (FCE) and C1 Advanced (CAE) Reading-Use of English idiom recognition. Part of the Word Building & Style collection — the natural next step is Fixed Expressions: Social Situations, which extends proverbs into the broader fixed-phrase territory.

  • Slang: Common British Expressions (PDF)

    Slang: Common British Expressions (PDF)

    British slang is the conversational register that distinguishes textbook English from real spoken English. Knackered (very tired), gutted (very disappointed), chuffed (very pleased), cheers (thanks; goodbye), mate (friend), brilliant (excellent), dodgy (suspicious or low-quality), fancy (want), posh (upper-class), quid (pound, money), bloke (man), take the mickey (tease) — none of these is predictable from general English study, and learners who encounter them in real conversation or British media need explicit exposure.

    This worksheet builds B1–B2 awareness of high-frequency British slang in conversational and media contexts.

    What’s inside:

    • Slang bank with 30+ high-frequency British expressions, with neutral-English equivalent and example use
    • Multiple-choice items in dialogue context
    • Register-shifting task: rewrite formal sentences with slang equivalents
    • Recognition task: identify the meaning of slang in short scene extracts
    • Full Answer Key plus Teacher Notes on regional and class variation

    Common challenges: Register awareness is the central issue — British slang is informal and informal-only; using it in writing or formal speech sounds odd. Regional and class variation matters: cuppa (cup of tea) is universal British; bairn (child) is Scottish/Northern. False friends are dense: pissed (UK = drunk, US = angry); fag (UK = cigarette, US = derogatory slur); fanny (UK = vulgar female anatomy, US = bottom). Productive use should be cautious; receptive recognition is the main goal.

    For: Adult and teenage learners (14+) at CEFR B1 to B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study — particularly learners watching British media or planning to live in the UK. Useful supplement to Cambridge exam preparation. Part of the Health & Body collection — the natural next step is Slang: Common American Expressions, which covers the parallel American-English register.

  • Slang: Common American Expressions (PDF)

    Slang: Common American Expressions (PDF)

    American slang is the conversational register of US media — and increasingly of global English through film, TV, music, and online culture. Awesome (excellent), cool (good), to be into something (interested in), to hang out (spend casual time), bummed (disappointed), to flake (cancel last minute), legit (legitimate, real, good), no biggie (no problem), bucks (dollars), guys (gender-neutral plural address). Many have entered global English; others remain US-specific. The worksheet trains B1–B2 learners to recognise and selectively deploy high-frequency American slang.

    This worksheet builds B1–B2 awareness of high-frequency American slang in conversational and media contexts.

    What’s inside:

    • Slang bank with 30+ high-frequency American expressions, with neutral-English equivalent and example use
    • Multiple-choice items in dialogue context
    • Register-shifting task: rewrite formal sentences with slang equivalents
    • Recognition task: identify the meaning of slang in short scene extracts
    • Full Answer Key plus Teacher Notes on regional and generational variation

    Common challenges: British-vs-American splits are central — biscuit (UK = cookie / US = scone-like bread); chips (UK = fries / US = crisps); trash (US) vs rubbish (UK). Generational variation matters: lit, sus, slay are Gen Z-coded and sound forced from older speakers. Internet origin: many newer American slang terms come from Black American Vernacular English (AAVE) and have specific cultural origins learners should know about before using productively.

    For: Adult and teenage learners (14+) at CEFR B1 to B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study — particularly learners consuming American media or working with American clients/colleagues. Part of the Health & Body collection — the natural next step is Body Parts and Health Basic, which returns to the literal anatomy-and-health vocabulary base.

  • Phrasal Verbs: Mixed Practice B2 (PDF)

    Phrasal Verbs: Mixed Practice B2 (PDF)

    Mixed practice B2 phrasal verbs is the consolidation worksheet that brings together phrasal verbs from all source domains for cumulative B2 review. The format mirrors Cambridge B2 Reading-Use of English phrasal-verb tasks: more nuanced items than B1, with closer-meaning distractors and more idiomatic phrasal verbs across all domains. Learners build the recognition-under-pressure skill that B2 exam contexts require.

    This worksheet builds B2 cumulative phrasal-verb fluency.

    What’s inside:

    • 30 mixed phrasal verbs drawn from all source domains, calibrated to B2 difficulty
    • Multiple-choice items in mixed context
    • Cambridge-style key-word transformation tasks
    • Recognition speed drill
    • Full Answer Key plus Teacher Notes with FCE exam-prep guidance

    Common challenges: Closer distractors at B2 — take up (begin a hobby) vs take on (assume responsibility) vs take over (assume control) all share the verb take. Idiomatic-phrasal-verb recognition: let down (disappoint), bring out (publish), take in (deceive) — meanings not predictable from parts. Register: B2 items include both casual and more formal phrasal verbs.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study — particularly Cambridge candidates. Maps onto Cambridge B2 First (FCE) Reading-Use of English Part 4. Part of the Learning, Change & Mixed Practice collection — the natural next step is Phrasal Verbs: Change and Progress.

  • Phrasal Verbs: Formal vs Informal Register (PDF)

    Phrasal Verbs: Formal vs Informal Register (PDF)

    Formal vs informal register phrasal verbs is the B2 register-awareness worksheet. The pattern: most phrasal verbs are casual/neutral register; their Latinate single-word equivalents are formal/academic. Find out → discover / ascertain; put up with → tolerate; get rid of → eliminate; put off → postpone; go up → increase; come back → return; think about → consider; make up → invent / fabricate. Strong B2 writers switch registers fluently.

    This worksheet builds B2 register-shifting fluency with phrasal verbs.

    What’s inside:

    • A register table pairing phrasal verbs with formal Latinate equivalents
    • Register-shifting drill: rewrite informal sentences in formal style
    • Multiple-choice on appropriate verb for each register context
    • Production task: write the same content for casual and academic audiences
    • Full Answer Key plus Teacher Notes

    Common challenges: Register-awareness at B2 — knowing when a phrasal verb is acceptable (spoken English, casual writing) vs when its Latinate alternative is required (academic essays, formal reports). Over-formalisation: using commence where start fits is stilted. Maintaining register-consistency within a single text.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) and C1 Advanced (CAE) Writing. Part of the Learning, Change & Mixed Practice collection — the natural next step is Phrasal Verbs: Mixed Practice B1.

  • Phrasal Verbs: Mixed Practice B1 (PDF)

    Phrasal Verbs: Mixed Practice B1 (PDF)

    Mixed practice B1 phrasal verbs is the consolidation worksheet that brings together phrasal verbs from all source domains for cumulative B1 review. The format mirrors Cambridge B1 Reading-Use of English phrasal-verb tasks: verbs appear without category labels, learners must recognise them across everyday, communication, work, money, travel, sport, and learning domains. Learners build the recognition-under-pressure skill that B1 exam contexts require.

    This worksheet builds B1 cumulative phrasal-verb fluency.

    What’s inside:

    • 30 mixed phrasal verbs drawn from all source domains
    • Multiple-choice items in mixed context
    • Cambridge-style gap-fill with phrasal-verb completion
    • Recognition speed drill
    • Full Answer Key plus Teacher Notes with PET exam-prep guidance

    Common challenges: Recognition-under-pressure at B1 — phrasal verbs in isolation are easier than embedded in mixed context. Cumulative review surfaces gaps in phrasal-verb inventory. Particle-precision testing: many items distinguish similar phrasal verbs.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study — particularly Cambridge candidates. Maps onto Cambridge B1 Preliminary (PET) Reading-Use of English. Part of the Learning, Change & Mixed Practice collection — the natural next step is Phrasal Verbs: Mixed Practice B2.

  • Phrasal Verbs: Money (PDF)

    Phrasal Verbs: Money (PDF)

    Money phrasal verbs is the B1–B2 collection covering financial actions. Pay off (clear a debt fully), pay back (return money to a person), pay in (deposit money), pay out (release a sum), get by (manage with limited money), get away with (escape consequences), put aside (save for later), come into (inherit), run out of (deplete), splash out (spend lavishly), save up (accumulate savings), take out (withdraw; borrow), write off (cancel a debt). Learners build the financial phrasal-verb fluency.

    This worksheet builds B1–B2 fluency with money phrasal verbs.

    What’s inside:

    • A phrasal-verb bank with 20 money verbs
    • Multiple-choice items targeting financial-context precision
    • Gap-fill in banking and personal-finance contexts
    • Production task: describe your spending or saving habits using three phrasal verbs
    • Full Answer Key plus Teacher Notes

    Common challenges: Particle precision in money verbs — pay off (loan), pay back (person), pay in (deposit), pay out (release) — each has a distinct meaning. Direction matters: splash out (spend) vs save up (save). False friends: German zahlen maps to pay, but specific German particle verbs (einzahlen, auszahlen, zurückzahlen) don’t map one-to-one.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) and BEC Vantage. Part of the Work & Money collection — the natural next step is Phrasal Verbs: Work and Career.

  • Phrasal Verbs: Learning and Education (PDF)

    Phrasal Verbs: Learning and Education (PDF)

    Learning and education phrasal verbs is the B1 collection covering study-related actions. Brush up on (review and improve), look up (consult a reference), work out (figure out), figure out (solve mentally), catch on (understand), fall behind (lag), drop out (leave a course), hand in (submit work), hand out (distribute materials), go over (review), come up with (invent), think over (consider carefully). Learners build the education phrasal-verb fluency.

    This worksheet builds B1 fluency with learning and education phrasal verbs.

    What’s inside:

    • A phrasal-verb bank with 20 education verbs
    • Multiple-choice items in study and classroom contexts
    • Gap-fill in study-planning and feedback contexts
    • Production task: describe your learning habits using three phrasal verbs
    • Full Answer Key plus Teacher Notes

    Common challenges: Synonym pairs at B1 — work out and figure out both mean solve mentally; nearly interchangeable. Catch on (understand) vs catch up (reach level). Particle precision: hand in (submit) vs hand out (distribute) — opposite directions. Register: most are neutral; catch on is slightly informal.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Reading-Use of English. Part of the Learning, Change & Mixed Practice collection — the natural next step is Phrasal Verbs: Formal vs Informal Register.

  • Phrasal Verbs: Sport (PDF)

    Phrasal Verbs: Sport (PDF)

    Sport phrasal verbs is the A2–B1 collection covering athletic and fitness actions. Warm up (prepare body for exercise), cool down (recover after exercise), work out (exercise; also: figure out a problem), take up (start a sport or hobby), give up (quit), knock out (eliminate from competition), drop out (leave a course or competition), kick off (start a game or event), send off (eject from game), score off (score against opponent). Learners build the sports and fitness phrasal-verb fluency.

    This worksheet builds A2–B1 fluency with sport phrasal verbs.

    What’s inside:

    • A phrasal-verb bank with 18 sport verbs
    • Multiple-choice items targeting sport context
    • Gap-fill in sports commentary and fitness contexts
    • Production task: describe a sport or fitness routine using three phrasal verbs
    • Full Answer Key plus Teacher Notes

    Common challenges: Sport-specific particles at A2–B1 — warm up (prepare body) vs cool down (recover) are mirror pairs. Take up (begin) vs give up (quit) describe opposite stages of involvement. Work out has two distinct meanings — exercise (fitness) and figure out (problem-solving).

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge A2 Key (KET) and B1 Preliminary (PET). Part of the Movement, Travel & Sport collection — the natural next step is Phrasal Verbs: Movement and Direction.

  • Phrasal Verbs: Relationships (PDF)

    Phrasal Verbs: Relationships (PDF)

    Relationships phrasal verbs is the B1 collection focusing on personal relationships. Get on with (have a good relationship), fall for (fall in love with), break up with (end a relationship), make up (reconcile after argument), go out with (date), settle down (commit to long-term relationship/home), hit it off (immediately get along), take after (resemble a family member). Learners build the relationship phrasal-verb foundation.

    This worksheet builds B1 fluency with relationship phrasal verbs.

    What’s inside:

    • A phrasal-verb bank with 18 relationship verbs
    • Multiple-choice items targeting particle precision
    • Gap-fill in personal-narrative contexts
    • Production task: describe relationships in your life using three phrasal verbs
    • Full Answer Key plus Teacher Notes

    Common challenges: Particle distinctions at B1 — get on with (general good relationship) vs get along with (same meaning, alternative phrasing). Fall for (fall in love) vs fall out with (have a serious argument). Take after (resemble a relative) vs look after (care for someone).

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Reading-Use of English. Part of the Everyday Actions & Communication collection — the natural next step is Phrasal Verbs: Technology.