Tag: A2–B1

  • First Conditional: Real Possibilities (PDF)

    First Conditional: Real Possibilities (PDF)

    The First Conditional describes situations that are real, possible, or likely in the future. If she applies for the job, she will get an interview, If we don’t leave now, we won’t make the meeting. The form is If + present simple, will + base form — and unless (= if not) is a high-frequency alternative for the if-clause (Unless you confirm by Monday, we will give the place to someone else). For less certain outcomes, might, may, and could replace will: If it rains, we might move the event indoors.

    This worksheet builds A2–B1 control of the First Conditional with focus on the unless alternative and the use of might/may/could for less certain outcomes.

    What’s inside:

    • Grammar Box with form, unless as the if not alternative, and might/may/could for less certain outcomes
    • Gap-fill (10 items): two-verb completion with the correct conditional form in both clauses
    • Unless rewriting: convert if + not sentences into unless equivalents
    • Personalised production: complete five conditional starters with your own future plans and possibilities
    • Full Answer Key plus Teacher Notes on the unless register and the no-will-in-if-clause rule

    Common mistakes addressed: will in the if-clause (If she will apply, she will get the job), missing not with unless (Unless you don’t confirm…), and missing third-person -s in the if-clause (If she apply).

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. The First Conditional is heavily tested in Cambridge B1 Preliminary (PET) Writing and Speaking, where real-future hypotheticals appear in informal emails and the discussion part. Part of the Conditionals & Wishes collection — the natural next step is Second Conditional: Hypothetical Situations, which moves into imaginary present and future.

  • Listening: A Travel Booking Dialogue (PDF)

    Listening: A Travel Booking Dialogue (PDF)

    A travel booking dialogue is an A2–B1 listening text in the transactional service-dialogue genre. The audio covers a customer booking flights, train tickets, or hotel accommodation — including preferences (dates, class, refundable), price negotiation, and confirmation. Learners practise tracking multi-step bookings with prices, dates, and choices.

    This worksheet builds A2–B1 listening comprehension through a travel-booking dialogue.

    What’s inside:

    • A travel-booking audio (~4 minutes) with annotated transcript
    • Pre-listening vocabulary box with booking terms
    • Booking-form completion: dates, class, price, confirmation number
    • Multiple-choice on options offered and decisions made
    • Production task: role-play a travel-booking scenario
    • Full Answer Key plus Teacher Notes

    Common challenges: Multi-step transactions at A2–B1 require tracking choices across the dialogue. Booking vocabulary: single, return, one-way, round trip, refundable, non-refundable, peak, off-peak. Price negotiation language: I’m afraid that’s outside my budget, can you do any better, is there a discount for.

    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) Listening. Part of the Travel, Work & Stories Listening collection — the natural next step is A Story: The First Day at Work, which extends transactional listening into narrative.

  • Listening: An Announcement Airport and Train Station (PDF)

    Listening: An Announcement Airport and Train Station (PDF)

    An announcement airport and train station is an A2–B1 listening text in the public-announcement genre. The audio covers several travel announcements — boarding calls, gate changes, train delays, platform alterations — typically delivered with background noise and at moderate pace. Learners practise catching essential information against acoustic interference.

    This worksheet builds A2–B1 listening comprehension through public-announcement audios.

    What’s inside:

    • Several travel-announcement audios with annotated transcripts
    • Pre-listening vocabulary box with travel-announcement terms
    • Detail-finding task: catch flight/train number, gate/platform, time, and reason
    • Multiple-choice on each announcement’s key point
    • Production task: write a short travel-announcement script
    • Full Answer Key plus Teacher Notes

    Common challenges: Background noise tolerance is the central skill — real-world announcements come through speaker systems with reverb. Flight and train numbers, gate references spoken at speed. Formulaic phrases: we apologise for the inconvenience, due to operational reasons, please proceed to gate.

    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) Listening. Part of the Travel, Work & Stories Listening collection — the natural next step is A Travel Booking Dialogue, which extends travel listening into transactional service.

  • Writing: Describing a Person (PDF)

    Writing: Describing a Person (PDF)

    Describing a person is an A2–B1 creative-writing genre that builds descriptive vocabulary and structured paragraph development. The format covers physical appearance (height, build, hair, eyes, distinguishing features), personality and character (with examples), typical behaviour, and the writer’s relationship to the subject. Learners build descriptive-paragraph fluency.

    This worksheet builds A2–B1 writing fluency with person-description format.

    What’s inside:

    • A model person-description with annotated structure
    • Vocabulary box with appearance and personality terms
    • Description-planning template: appearance, personality, behaviour, relationship
    • Sentence-combining task: convert bullet points into flowing description
    • Original-writing task: describe someone you know in 150 words
    • Full Answer Key plus Teacher Notes

    Common challenges: Adjective order in description at A2–B1 — a tall, slim, blonde woman (opinion → size → shape → colour). Showing personality through example rather than naming traits. Cultural sensitivity: avoiding fat (rude); using heavy-set, well-built (neutral).

    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) Writing. Part of the Creative & Descriptive collection — the natural next step is Describing a Place, which extends person description into setting.

  • Speaking: Conversation Starters General (PDF)

    Speaking: Conversation Starters General (PDF)

    Conversation starters general is the foundational A2–B1 speaking skill that opens any social situation. The worksheet covers everyday openers (How’s it going? How was your weekend? What have you been up to?), follow-up responses (Not too bad, can’t complain, the usual), and the polite back-and-forth that prevents conversational silence. Learners build the social-opening fluency that everyday English requires.

    This worksheet builds A2–B1 speaking fluency with conversation openers.

    What’s inside:

    • A phrase bank of openers and responses
    • Dialogue completion: complete casual exchanges
    • Pair work: practise opening conversations on different topics
    • Multiple-choice on the most natural casual response
    • Teacher Notes with role-play setup

    Common challenges: Over-formal openers at A2–B1 — How do you do? sounds archaic. The How are you? greeting expects a brief positive answer, not a literal status report. Cultural difference: explicit conversational opening is more important in English-speaking culture than in some others.

    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 Small Talk and Social English.

  • Articles: A / An / The / Zero Article (PDF)

    Articles: A / An / The / Zero Article (PDF)

    The English article system has three choices that repeat in every noun phrase. A/an (indefinite, first mention, one of many — I had a meeting this morning); the (definite, specific, both speakers know which one — The meeting went well); and zero article (general statements, uncountables, proper names — Communication is key, She works in Berlin). The a/an split goes by sound, not spelling (an MBA, an honour, a university). And the first-mention / second-mention pattern is the universal anchor: I had a meeting this morning. The meeting went well.

    This worksheet builds A2–B1 control of the article system through mixed-text gap-fill in business-email, news-lead, and descriptive contexts.

    What’s inside:

    • Grammar Box with all four choices (a, an, the, Ø), the a/an sound rule, the first-vs-second mention pattern, and unique-reference uses (the sun, the internet, the environment)
    • Gap-fill in mixed text: complete email and news contexts with the appropriate article (or zero article)
    • Institutional contrast: She went to university (general concept) vs The university she attended (specific institution)
    • Personalised production: write a short paragraph about your daily life paying explicit attention to article choice
    • Full Answer Key plus Teacher Notes on the unique-reference exceptions and zero article with meals

    Common mistakes addressed: the with generalising nouns (The communication is key), missing a/an with countable singular nouns (I have meeting at three), and a instead of an before vowel sounds (a hour).

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Article accuracy is tested across every level of Cambridge English — from A2 Key (KET) through B2 First (FCE) — and is a direct band-score marker in Writing. Part of the Articles & Quantifiers collection — the natural next step is Quantifiers: Some / Any / Much / Many, which adds the parallel countable/uncountable decision.

  • Can / Could / Be Able To (PDF)

    Can / Could / Be Able To (PDF)

    Three forms cover ability, possibility, and permission in English: can for present ability and permission (She can speak three languages, Can I ask you something?), could for past ability and polite requests (When I was younger, I could run a marathon, Could you send me the report?), and be able to for the gaps where can and could can’t go — futures, infinitives, and stacked modals (She might be able to help, I will be able to attend next week). The critical distinction at A2–B1: could describes general past ability (She could swim well as a child); was/were able to describes a specific success on one occasion (She was able to finish the report despite the interruptions).

    This worksheet builds A2–B1 control of ability and possibility forms in everyday and workplace contexts.

    What’s inside:

    • Grammar Box with the three forms in their core uses, plus the could / was able to distinction for past ability
    • Gap-fill: complete sentences with can, can’t, could, couldn’t, be able to in present, past, and future contexts
    • Multiple-choice: distinguish general past ability (could) from specific success (was able to)
    • Personalised production: write five things you can / could / will be able to do at different stages of your life
    • Full Answer Key plus Teacher Notes on the no-stacking rule (will can → will be able to)

    Common mistakes addressed: stacking modals (will can attend), missing to in be able to (be able attend), -s on the modal (she cans), and using could for a one-off past success (She could finish the report despite interruptions where was able to is needed).

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Can / could / be able to are tested directly in Cambridge A2 Key (KET) and B1 Preliminary (PET) — particularly in Speaking, where requests, ability descriptions, and polite enquiries are recurring functional needs. Part of the Modal Verbs collection — the natural next step is Must / Have To / Should, which moves into obligation and advice.

  • Travel and Transport Vocabulary (PDF)

    Travel and Transport Vocabulary (PDF)

    Travel and transport vocabulary covers the lexical foundation every traveller needs: flight, train, bus, taxi, underground, ferry, station, airport, terminal, platform, ticket, single, return, departure, arrival, delay, cancellation, gate, check-in, security, customs, baggage, passport, visa, boarding pass. The collection also includes the verb-and-collocation layer (catch a flight, miss the train, board the plane, pick up your luggage) and travel-decision vocabulary (book in advance, last-minute deal, budget travel, all-inclusive, off-peak). The worksheet trains A2–B1 learners to navigate travel English in real-world and exam contexts.

    This worksheet builds A2–B1 fluency with travel and transport vocabulary in booking and journey contexts.

    What’s inside:

    • Vocabulary box with 40+ travel terms grouped by transport mode and journey phase
    • Multiple-choice items targeting collocation accuracy (catch a train, board a flight, miss a connection)
    • Gap-fill in booking-confirmation emails and travel announcements
    • Personalised production: describe a recent journey or holiday
    • Full Answer Key plus Teacher Notes with itinerary-building extension

    Common challenges: Travel, trip, journey, voyage all translate to single words in many L1s — travel (uncountable, general), trip (a single round journey), journey (the experience of travelling), voyage (long, especially by sea). Verb-particle confusion: get on the bus / get in the taxi / get off the train / get out of the car — particles vary with vehicle type. False friends: German Bahnhof maps to station; Spanish estación maps similarly; but terminal in English is airport-specific.

    For: Adult and teenage learners (14+) at CEFR A2 to B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Travel vocabulary is heavily tested in Cambridge A2 Key (KET) through B2 First (FCE) Listening, Speaking, and Writing. Part of the Travel & Geography collection — the natural next step is Environment and Ecology Vocabulary, which extends the travel-and-place lexis into broader environmental territory.

  • Sports and Physical Activities: Do, Play, Go (PDF)

    Sports and Physical Activities: Do, Play, Go (PDF)

    Sports vocabulary in English is governed by a counterintuitive verb-collocation system. Play goes with team and ball sports (play football, play basketball, play tennis). Go goes with sports ending in -ing (go swimming, go running, go cycling, go skiing). Do goes with martial arts, gymnastics, and individual activities (do karate, do yoga, do gymnastics, do athletics). Learners who get the verb wrong mark themselves immediately. The worksheet trains the verb choice plus broader sports vocabulary (team, match, score, score a goal, win, lose, draw, tournament, league, championship).

    This worksheet builds A2–B1 fluency with sports vocabulary, with explicit attention to the do / play / go verb-collocation rule.

    What’s inside:

    • Verb-collocation table showing which sports take do, play, or go
    • Picture matching for sports recognition
    • Gap-fill with the correct verb for each sport
    • Multiple-choice items distinguishing similar collocations (play football / go swimming / do yoga)
    • Personalised production: describe the sports you play, watch, or follow

    Common challenges: Verb choice is the central A2 trap — I make sport (German pattern) doesn’t work; English needs I do sport or sport-specific verb. False friends: Spanish competir maps to compete; German Sport machen maps to do sport. Match (single event), game (single event, also general), tournament (multi-game series) — the terms aren’t interchangeable. Win and lose take direct objects (win the game, lose the match); defeat takes an opponent (defeat the team).

    For: Adult and teenage learners (14+) at CEFR A2 to B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Sports vocabulary is core to Cambridge A2 Key (KET) and B1 Preliminary (PET) Speaking and informal-writing tasks. Part of the Culture & Society collection — the natural next step is Crime and Punishment Vocabulary, which moves from leisure into social-issue territory.

  • Music Vocabulary and Genres (PDF)

    Music Vocabulary and Genres (PDF)

    Music vocabulary covers one of the most universally engaging topics in English learning. Rock, pop, jazz, classical, hip-hop, R&B, electronic, indie, folk, country, reggae, metal for genres. Singer, songwriter, musician, band, group, conductor, composer, DJ for people. Album, single, track, lyrics, melody, beat, rhythm, chorus, verse, bridge for music components. Concert, gig, festival, tour, stream, download, playlist for consumption. Together, the worksheet builds the vocabulary every learner needs to discuss music, read reviews, and participate in cultural conversation.

    This worksheet builds A2–B1 fluency with music vocabulary in conversational and review contexts.

    What’s inside:

    • Vocabulary box with 35+ music terms grouped by category (genres, people, components, consumption)
    • Genre-recognition task with audio extracts or descriptions
    • Music-review gap-fill targeting key vocabulary
    • Personalised production: describe your music taste and favourite artists
    • Full Answer Key plus Teacher Notes with playlist-sharing extension

    Common challenges: Listen to vs hear trips learners up — listen to (active, deliberate) vs hear (passive, incidental). Singular vs plural: band is singular (the band is on tour) but the band are on tour is also acceptable in British English. Collocations matter: play guitar (not play the guitar in many contexts), sing along, go to a concert, stream music, be into (a genre). Generational vocabulary: album (still common), single (common), EP (genre-specific).

    For: Adult and teenage learners (14+) at CEFR A2 to B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Music vocabulary is core to Cambridge A2 Key (KET) and B1 Preliminary (PET) Speaking and Listening. Part of the Culture & Society collection — the natural next step is Film and Cinema Vocabulary, which extends arts vocabulary into the visual-media domain.

  • Describing People: Appearance (PDF)

    Describing People: Appearance (PDF)

    Appearance-description vocabulary is one of the most-needed lexical areas for productive speaking — and one of the trickiest because the conventions are culture-specific. Tall, short, slim, well-built, average height, average build, in her thirties, late forties for body and age. Brown eyes, blue eyes, blonde hair, dark hair, curly, straight, wavy, shaved, balding for hair and eyes. Wears glasses, has a beard, has a tattoo, freckles, glasses for distinguishing features. The collection trains learners to describe people factually and sensitively.

    This worksheet builds A2–B1 fluency with appearance-description vocabulary in picture-talk and crime-witness contexts.

    What’s inside:

    • Vocabulary box organised by feature (height, build, age, hair, eyes, distinguishing features)
    • Picture-description tasks with focus on neutral, factual language
    • Gap-fill in person-description paragraphs
    • Personalised production: describe a family member or friend
    • Full Answer Key plus Teacher Notes with pair-work guessing-game extension

    Common challenges: Cultural sensitivity matters — fat is rude in English; overweight, heavy-set, well-built are neutral alternatives. Age estimation conventions: in her late twenties / mid-thirties / early forties signal range, not exact age. The order of adjectives matters: a tall, slim, blonde woman — opinion → size → shape → age → colour, in that order.

    For: Adult and teenage learners (14+) at CEFR A2 to B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Appearance description is central to Cambridge A2 Key (KET) and B1 Preliminary (PET) Speaking Part 2 (picture description). Part of the Everyday Life & People collection — the natural next step is Describing Personality and Character, which extends physical description into the inner-life dimension.

  • Reading: A Day in the Life of a Chef (PDF)

    Reading: A Day in the Life of a Chef (PDF)

    A day in the life of a chef is an A2–B1 reading text in the “behind-the-scenes” workplace-portrait genre. The text follows a professional chef through a typical day — early-morning market trip, prep work, lunchtime rush, afternoon menu planning, evening service, late-night clean-up. Learners read for sequence, role-specific vocabulary, and the rhythm of a working day in a restaurant kitchen.

    This worksheet builds A2–B1 reading comprehension through a workplace-day-portrait text.

    What’s inside:

    • An A2–B1 reading text (~400 words) on a chef’s typical day
    • Pre-reading vocabulary box with kitchen and culinary terms
    • Comprehension items: chronological sequencing, role-specific detail, gist
    • Vocabulary-in-context: cooking and kitchen-team lexis
    • Writing follow-up: describe a typical day in your own job or studies
    • Full Answer Key plus Teacher Notes

    Common challenges: Time-sequence language at A2–B1 is the central skill — first thing, then, by mid-morning, during, finally. Workplace vocabulary mixes general (shift, break, deadline) with kitchen-specific (prep, line cook, sous chef, head chef, garnish, plate). Present tense for routine description: He arrives at 5 a.m., starts with, finishes at.

    For: Adult and teenage learners (14+) at CEFR A2 to B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge A2 Key (KET) Reading and B1 Preliminary (PET) preparation. Part of the Culture & Lifestyle Readings collection — the natural next step is Travelling on a Budget, which extends workplace-life into the everyday-practical reading domain.

  • Reading: Healthy Eating Fact or Myth (PDF)

    Reading: Healthy Eating Fact or Myth (PDF)

    Healthy eating fact or myth is the A2–B1 reading text that introduces the genre of myth-busting health writing. The text in this worksheet covers common nutrition claims (carbs make you fat, breakfast is the most important meal of the day, organic is always better, you need eight glasses of water a day) and weighs them against current nutritional science. Learners read for claim, evidence, and conclusion — the building blocks of analytical reading at higher levels.

    This worksheet builds A2–B1 reading comprehension through a myth-busting health text, with focus on argument structure.

    What’s inside:

    • An A2–B1 health text (~400 words) on nutrition myths and facts
    • Pre-reading vocabulary box with nutrition and health-claim terms
    • Comprehension items: identify the claim, the evidence, the conclusion for each myth
    • Vocabulary-in-context: hedging language (may, might, tends to, suggests)
    • Writing follow-up: research and present one health myth from your culture
    • Full Answer Key plus Teacher Notes

    Common challenges: Hedged scientific language is the central A2–B1 reading skill — some studies suggest, evidence indicates, may be linked to signal qualified claims, not certainty. Distinguishing claim from evidence: the writer states a popular belief, then shows what research says, then concludes. False-friend nutrition terms: protein, calorie, vitamin translate directly across most L1s.

    For: Adult and teenage learners (14+) at CEFR A2 to B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge A2 Key (KET) and B1 Preliminary (PET) Reading. Part of the Culture & Lifestyle Readings collection — the natural next step is A Day in the Life of a Chef, which extends health/food reading into the workplace-life genre.

  • Speaking: Pronunciation Word Stress and Intonation (PDF)

    Speaking: Pronunciation Word Stress and Intonation (PDF)

    Word stress and intonation is the A2–B1 pronunciation skill that distinguishes natural English from translated-sounding English. The worksheet covers the basics: stress placement in two- and three-syllable words (PHOtograph, phoTOGrapher), sentence stress patterns (content words stressed, function words weak), and basic intonation contours (rising for yes/no questions, falling for statements). Learners build the suprasegmental fluency every Cambridge Speaking task assesses.

    This worksheet builds A2–B1 speaking fluency with word stress and intonation.

    What’s inside:

    • Reference tables for word-stress patterns and intonation contours
    • Listening-and-marking drills: identify stress placement in heard words
    • Production drills: read aloud sentences with marked stress
    • Pair work: shadowing exercises with audio model
    • Teacher Notes with pronunciation drilling guidance

    Common challenges: L1 stress patterns transfer — Spanish second-to-last stress, French final stress, German first-syllable preference. English stress is unpredictable and must be learned per word. Sentence stress is rhythm-based, not word-based — function words weaken.

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Supports Cambridge A2 Key (KET) through C2 Proficiency (CPE) Speaking. Part of the Pronunciation collection — the natural next step is Pronunciation: ed Endings.

  • 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.

  • 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.

  • 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: Technology (PDF)

    Phrasal Verbs: Technology (PDF)

    Technology phrasal verbs is the A2–B1 collection covering the daily tech vocabulary every digital user needs. Log on, log off, log in, log out, sign up, sign in, sign out, plug in, switch on, switch off, charge up, run out (of battery), scroll through, swipe up, swipe down, click on, type in, set up. Learners build the digital-everyday phrasal-verb range.

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

    What’s inside:

    • A phrasal-verb bank with 20 technology verbs
    • Multiple-choice items targeting particle precision
    • Gap-fill in tech-support and tutorial contexts
    • Production task: describe how to set up a device using five phrasal verbs
    • Full Answer Key plus Teacher Notes

    Common challenges: Particle near-synonyms at A2–B1 — log on / log in / sign in (often interchangeable), log off / log out / sign out (often interchangeable). Object placement: plug it in (separable), click on the icon (fixed). False friends in tech vocabulary: many L1s use English loan-words with shifted meaning.

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Part of the Everyday Actions & Communication collection — the natural next step is Phrasal Verbs: Everyday Actions.