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Category: Vocabulary

  • Education and Learning Vocabulary (PDF)

    Education and Learning Vocabulary (PDF)

    Education and learning vocabulary covers the lexical foundation of academic life. Primary school, secondary school, high school, college, university, undergraduate, postgraduate, degree, bachelor’s, master’s, PhD, course, module, semester, term, lecture, seminar, tutorial, exam, test, assessment, assignment, essay, dissertation, deadline, grade, mark, scholarship, tuition fees, campus, library, faculty, professor, lecturer, tutor, student, classmate. The worksheet trains B1 learners to discuss educational pathways, read course materials, and write about learning experiences.

    This worksheet builds B1 fluency with education-and-learning vocabulary in academic-and-personal contexts.

    What’s inside:

    • Vocabulary box with 40+ education terms grouped by category (institutions, qualifications, activities, people)
    • Multiple-choice items distinguishing similar terms (lecture / seminar / tutorial)
    • Education-system comparison: UK vs US vs your country
    • Personalised production: describe your educational background and learning goals
    • Full Answer Key plus Teacher Notes with discussion extension

    Common challenges: False cognates and system differences are dense — German Gymnasium is grammar school / secondary school (not gymnasium). UK college (between school and university, or university component) vs US college (university). Faculty in UK means academic department; in US means academic staff. UK grades (A to G) vs US grades* (A to F).

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Education vocabulary is core to Cambridge B1 Preliminary (PET) Speaking Part 1 and B2 First (FCE) Writing. Part of the Education & Academic collection — the natural next step is Academic Vocabulary: AWL Sublist 1, which moves into the formal academic register.

  • Health and Fitness Vocabulary Extended (PDF)

    Health and Fitness Vocabulary Extended (PDF)

    Health-and-fitness vocabulary at B1 extends from medical-survival English into the lifestyle and wellbeing discourse that dominates contemporary English-language media. Exercise, work out, train, jog, lift weights, do yoga, stretch, warm up, cool down for activity. Balanced diet, calories, nutrients, protein, carbs, vegan, vegetarian for eating. Wellbeing, mental health, stress, anxiety, mindfulness, sleep quality, recovery for the broader holistic-health register. The worksheet trains B1 learners to read fitness content, follow gym instructions, and discuss lifestyle topics in conversational and exam contexts.

    This worksheet builds B1 fluency with the extended health-and-fitness vocabulary range.

    What’s inside:

    • Vocabulary box with 35+ items across exercise, nutrition, and wellbeing
    • Multiple-choice items targeting collocation accuracy (do exercise / go jogging / work out)
    • Gap-fill in fitness-and-lifestyle texts (gym posters, wellness-blog extracts)
    • Personalised production: describe your own fitness routine and lifestyle goals
    • Full Answer Key plus Teacher Notes with discussion extension

    Common challenges: Do vs go vs play with sports is the recurring trap — do yoga, go swimming, play football. Collocations: get into shape (not make), lose weight (not take off), stay fit (not keep). False friends in fitness: German Fitness means general physical condition; English fitness means cardiovascular and muscular health more specifically. Diet in English can mean both food intake (a balanced diet) and weight-loss programme (she’s on a diet).

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Health-and-fitness vocabulary is core to Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking and Writing. Part of the Health & Body collection — the natural next step is Slang: Common British Expressions, which covers the informal register adjacent to everyday health-and-feeling talk.

  • Social Media Vocabulary (PDF)

    Social Media Vocabulary (PDF)

    Social media vocabulary is the fastest-changing zone of contemporary English — and one of the most important for B1+ learners who consume English content online. Post, share, like, comment, reply, retweet, repost, follow, unfollow, block, unblock, mute, tag, hashtag, mention, DM (direct message), feed, story, reel, livestream, viral, trending, influencer, algorithm, engagement, follower count, content creator. The worksheet trains B1 learners to discuss social-media use critically and read platform-specific English.

    This worksheet builds B1 fluency with social media vocabulary in discussion and content contexts.

    What’s inside:

    • Vocabulary box with 35+ social-media terms grouped by category (actions, content, people, metrics)
    • Platform-comparison task: which terms apply to which platforms
    • Gap-fill in social-media-discussion contexts
    • Multiple-choice items distinguishing similar terms (post / share / repost)
    • Personalised production: describe your own social-media use and how it has changed
    • Full Answer Key plus Teacher Notes with debate extension

    Common challenges: Verb-noun pairs are dense — post / a post, like / a like, share / a share, comment / a comment, follow / a follower. New terms appear constantly: cancel culture, doomscrolling, ratio, mid arrived in English-language social media after 2020 and may need explicit teaching. False friends from L1 social-media terms: many languages have loaned English terms with shifted meaning — posting in German often means online forum posts specifically.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Social-media vocabulary is core to Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking and Writing. Part of the Technology & Media collection — the natural next step is Science and Technology Vocabulary, which moves from everyday tech into broader science discussion.

  • Technology and Gadgets Vocabulary (PDF)

    Technology and Gadgets Vocabulary (PDF)

    Technology and gadgets vocabulary covers the everyday-device English every learner uses constantly. Smartphone, laptop, tablet, desktop, monitor, keyboard, mouse, touchpad, charger, wireless, Bluetooth, Wi-Fi, app, software, hardware, operating system, device, screen, browser, search engine, password, username, account. Verbs: download, upload, install, update, restart, log in, log out, sign up, charge, unplug, connect, disconnect, sync. Together, this is the vocabulary every B1 learner needs to use English-language devices and apps.

    This worksheet builds B1 fluency with technology and gadgets vocabulary in everyday-device contexts.

    What’s inside:

    • Vocabulary box with 35+ tech terms grouped by category (hardware, software, actions)
    • Picture-labelling for device components
    • Gap-fill in tech-support and tutorial contexts
    • Multiple-choice items distinguishing similar verbs (download / upload, install / update)
    • Personalised production: describe the devices you use daily and one you couldn’t live without

    Common challenges: False friends are dense — German Handy is mobile phone (not handy/practical); German Beamer is projector (not BMW). British vs American: mobile phone (UK) vs cell phone (US), aerial (UK) vs antenna (US). Verb-particle precision: log in / log on / log off / log out. Tech English is highly Americanised globally — download / upload loaned into most languages but with shifted meanings.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Tech vocabulary is core to Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking and Reading. Part of the Technology & Media collection — the natural next step is Social Media Vocabulary, which extends device vocabulary into the platform-and-content dimension.

  • Emotions and Feelings Vocabulary (PDF)

    Emotions and Feelings Vocabulary (PDF)

    Emotions-and-feelings vocabulary is where the -ed / -ing adjective distinction matters most. I’m bored (how I feel) vs the lesson is boring (what causes the feeling). I’m interested in history vs history is interesting. Beyond the -ed/-ing pair, B1 learners need the broader emotional range: anxious, nervous, frustrated, overwhelmed, content, satisfied, proud, disappointed, grateful, irritated, furious, devastated. Intensifiers add precision: slightly, fairly, quite, really, absolutely, extremely shift the emotional dial in everyday usage.

    This worksheet builds B1 fluency with emotions vocabulary and the -ed / -ing adjective distinction.

    What’s inside:

    • Vocabulary box with 25+ emotion adjectives in -ed / -ing pairs where applicable
    • Multiple-choice items targeting the cause/feeling split
    • Gap-fill with intensifier choice (slightly bored, absolutely exhausted)
    • Personalised production: describe a recent emotional experience using three target words
    • Full Answer Key plus Teacher Notes on the I am boring fossil and how to fix it

    Common challenges: I am boring / I am interesting are the embarrassing classic fossils that this worksheet targets directly. False friends include Spanish embarazada (pregnant, not embarrassed); German peinlich maps to embarrassing, not painful. Strong-vs-weak adjective collocations: absolutely exhausted / very tired (correct) vs absolutely tired / very exhausted (wrong).

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Emotion vocabulary is core to Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking and Writing — particularly in personal-experience descriptions. Part of the Everyday Life & People collection — the natural next step is Clothes and Fashion Vocabulary, which returns to concrete everyday-life territory.

  • Describing Personality and Character (PDF)

    Describing Personality and Character (PDF)

    Personality vocabulary moves from concrete observable description into evaluative, often nuanced territory. Outgoing, reserved, ambitious, easy-going, hard-working, lazy, generous, mean, patient, impatient, confident, shy, creative, practical anchor the everyday adjective set. B1 learners extend into more specific lexis: self-conscious, perfectionist, considerate, thoughtful, decisive, indecisive, impulsive, methodical. The challenge is precision and connotation — confident (positive) vs arrogant (negative) describe a similar surface behaviour with very different judgments.

    This worksheet builds B1 fluency with personality-and-character vocabulary, with explicit attention to positive vs negative connotation.

    What’s inside:

    • Vocabulary box with 30+ personality adjectives, grouped by trait type (sociability, motivation, emotional, intellectual)
    • Connotation sort: classify each adjective as positive, negative, or neutral
    • Gap-fill in personality-description paragraphs
    • Personalised production: describe someone you know using three traits and concrete examples
    • Full Answer Key plus Teacher Notes with discussion extension

    Common challenges: Connotation is the central B1 challenge — stubborn (negative: refuses to change) and determined (positive: pursues goals) describe similar behaviour with opposite judgments. False friends: German sympathisch doesn’t mean sympathetic; it means likeable. Spanish sensible is sensitive, not sensible. Adjective + preposition collocations: good at maths, bad at sports, interested in history, worried about money.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Personality vocabulary is core to Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking and Writing — particularly descriptive paragraphs and character-focused stories. Part of the Everyday Life & People collection — the natural next step is Emotions and Feelings Vocabulary, which extends character description into emotional-state language.

  • 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.

  • Shopping Vocabulary: High Street and Online (PDF)

    Shopping Vocabulary: High Street and Online (PDF)

    Shopping vocabulary spans two parallel worlds in modern English: high-street shopping (shop assistant, fitting room, receipt, refund, exchange, in stock, out of stock, sale, discount) and online shopping (add to cart, checkout, delivery, tracking number, returns policy, customer reviews, free shipping). Both share underlying transactional language (how much is it?, can I pay by card?, do you have this in a smaller size?) and both need fluency with prices, sizes, and quantities.

    This worksheet builds A2 control of shopping vocabulary across high-street and online contexts.

    What’s inside:

    • Vocabulary box organised by shopping context (in-store, online, customer service)
    • Dialogue completion: shop assistant + customer in a clothes shop
    • Online-shopping interface gap-fill (checkout flow vocabulary)
    • Personalised production: describe a recent purchase, online or in-store
    • Full Answer Key plus Teacher Notes with role-play extension

    Common challenges: Buy vs pay for trips up learners — I bought a jacket (I purchased it) vs I paid for the jacket (I gave money for it). Online-shopping vocabulary is heavily Anglo-American — cart (US) vs basket (UK), checkout universal. False friends include Spanish mercado (market, not supermarket); German Discount tends to mean a specific retailer chain rather than a price reduction.

    For: Adult and teenage learners (14+) at CEFR A2, in pre-intermediate classes, 1:1 lessons, or self-study. Shopping vocabulary is heavily tested in Cambridge A2 Key (KET) and B1 Preliminary (PET) Speaking and Writing. Part of the Everyday Life & People collection — the natural next step is Describing People: Appearance, which extends the everyday-vocabulary work into people-description territory.

  • Family and Relationships Vocabulary (PDF)

    Family and Relationships Vocabulary (PDF)

    Family and relationships vocabulary covers the people every learner talks about: mother, father, sister, brother, grandmother, grandfather, aunt, uncle, cousin, nephew, niece, in-laws, partner, friend, colleague, neighbour. Modern English adds the wider relationship lexis: step-sister, half-brother, ex-husband, best friend, close friend, acquaintance. Combined with descriptive adjectives (close, distant, supportive, complicated) and verb collocations (get on with, take after, fall out with), the worksheet builds the relationship-description vocabulary every A1–A2 learner needs.

    This worksheet builds A1–A2 fluency with family and relationship vocabulary in describing-and-comparing contexts.

    What’s inside:

    • Vocabulary box with 30+ family and relationship terms, plus key collocations
    • Family-tree labelling tasks
    • Gap-fill in family-description paragraphs
    • Personalised production: describe your own family and key relationships
    • Full Answer Key plus Teacher Notes with discussion extension

    Common challenges: False friends are dense in this domain — Italian parenti is relatives not parents; German Bekannte is acquaintance not known. The cousin terminology is gender-neutral in English (cousin = male or female), unlike many L1s. Step-and-half family terms can be culturally unfamiliar: step-father (mother’s new partner), half-sister (shared parent).

    For: Adult and teenage learners (14+) at CEFR A1 to A2, in beginner and pre-intermediate classes, 1:1 lessons, or self-study. Family vocabulary is core to Cambridge A2 Key (KET) Speaking Part 1 and informal-email Writing. Part of the Everyday Life & People collection — the natural next step is Shopping Vocabulary, which extends everyday vocabulary into transactional contexts.

  • Daily Routines Vocabulary (PDF)

    Daily Routines Vocabulary (PDF)

    Daily routines vocabulary anchors the lexicon every learner uses in their first month of class: wake up, get up, have breakfast, brush my teeth, get dressed, leave the house, take the bus, start work, finish work, get home, watch TV, go to bed. Combined with time expressions (at seven o’clock, in the morning, around midday, at the weekend, every day) and frequency adverbs (always, usually, often, sometimes, rarely, never), this is the productive base that lets A1 learners describe their lives.

    This worksheet builds A1 confidence with daily-routines vocabulary in the present simple, with focus on time-of-day expressions and frequency adverbs.

    What’s inside:

    • Vocabulary box with 25+ routine verb phrases, organised by time of day
    • Picture sequencing: order the activities chronologically
    • Gap-fill in routine descriptions with verb-and-time-expression slots
    • Personalised production: write six sentences about your weekday and your weekend routine
    • Full Answer Key plus Teacher Notes with pair-interview extension

    Common challenges: Verb-phrase memory is the central A1 challenge — have breakfast / take a shower / make the bed are unit phrases that need to be learned whole, not assembled from parts. Get up vs wake up is the recurring distinction: wake up (eyes open), get up (leave the bed). Frequency-adverb word order traps: I always work (before main verb), I am always tired (after be).

    For: Adult and teenage learners (14+) at CEFR A1, in beginner classes, 1:1 lessons, or self-study. The routines lexis maps directly onto Cambridge A2 Key (KET) Speaking Part 1 and informal-writing tasks. Part of the Everyday Life & People collection — the natural next step is Family and Relationships Vocabulary, which extends the daily setting into people-and-relationships vocabulary.

  • Jobs and Occupations Vocabulary (PDF)

    Jobs and Occupations Vocabulary (PDF)

    Jobs and occupations vocabulary covers one of the most personally consequential lexical areas: how learners describe what they do. Teacher, doctor, nurse, engineer, accountant, lawyer, manager, designer, chef, mechanic, electrician, plumber, sales assistant, receptionist anchor the everyday range. Employed, unemployed, self-employed, freelance, full-time, part-time, retired, on maternity leave describe employment status. Collocations matter: work as a teacher, work in a hospital, work for a tech company, run my own business. The worksheet builds the everyday job-vocabulary every A2 learner needs to handle introductions, interviews, and CV writing.

    This worksheet builds A2 fluency with jobs and occupations vocabulary in describing-and-comparing contexts.

    What’s inside:

    • Vocabulary box with 40+ job titles grouped by sector (healthcare, education, services, technical, business)
    • Picture-matching task for visual anchoring
    • Job-description gap-fill: complete sentences about what each role involves
    • Personalised production: describe your current or future job in three sentences
    • Full Answer Key plus Teacher Notes with role-play (mock interview) extension

    Common challenges: Job, work, career, profession all translate to single words in many L1s — job (specific position), work (general activity, uncountable), career (long-term professional life), profession (qualified field). Gender-neutral terms now standard in English: firefighter (not fireman), flight attendant (not stewardess), police officer (not policeman). Prepositions trip up: work as a teacher (role), work for a school (employer), work in education (sector).

    For: Adult and teenage learners (14+) at CEFR A2, in pre-intermediate classes, 1:1 lessons, or self-study. Jobs vocabulary is core to Cambridge A2 Key (KET) Speaking Part 1 and B1 Preliminary (PET) introductions. Part of the Work & Money collection — the natural next step is Money and Personal Finance Vocabulary, which extends jobs into the income-and-finance dimension.

  • Home and Furniture Vocabulary (PDF)

    Home and Furniture Vocabulary (PDF)

    Home and furniture vocabulary is the lexical foundation for talking about where you live: kitchen, living room, bedroom, bathroom, study, hallway for rooms; sofa, armchair, wardrobe, chest of drawers, bookshelf, fridge, cooker for furniture and appliances. The collection also covers high-frequency prepositions (on the floor, in the corner, next to the window, opposite the door) needed for describing position. Together, these form the vocabulary every A1–A2 learner needs to describe their home — and to handle the rental, hotel, and accommodation conversations real life demands.

    This worksheet builds A1–A2 fluency with home-and-furniture vocabulary in describing-and-comparing contexts.

    What’s inside:

    • Vocabulary box organised by room, with 40+ items
    • Picture-labelling task for furniture and appliances
    • Gap-fill in description paragraphs (a flat tour, a hotel-room description)
    • Personalised production: describe your own home or favourite room
    • Full Answer Key plus Teacher Notes with picture-description extension

    Common challenges: British/American splits trip up learners — flat (UK) vs apartment (US), wardrobe (UK) vs closet (US), cooker (UK) vs stove (US). False friends from German: Garderobe is cloakroom or hallstand, not wardrobe. Plural-vs-singular: furniture is uncountable (no a furniture, two furnitures).

    For: Adult and teenage learners (14+) at CEFR A1 to A2, in beginner and pre-intermediate classes, 1:1 lessons, or self-study. Home vocabulary is heavily tested in Cambridge A2 Key (KET) Speaking Part 1 and informal-email Writing. Part of the Everyday Life & People collection — the natural next step is Daily Routines Vocabulary, which extends the home setting into action-based language.

  • Word Formation: Prefixes and Suffixes (PDF)

    Word Formation: Prefixes and Suffixes (PDF)

    Word formation through prefixes and suffixes doubles the effective vocabulary of any B1–B2 learner. Prefixes: un-, dis-, mis-, in-, im-, ir-, re-, pre-, over-, under-, anti-, co-, ex-, inter-, multi-, post-, sub-, super-, trans-. Suffixes: -able, -ible, -al, -ial, -ic, -ical, -ous, -ive, -ful, -less, -ish, -ese, -tion, -sion, -ment, -ness, -ity, -ence, -ance, -er, -or, -ist, -ism, -ise, -ify, -ate, -en. Each prefix and suffix carries semantic and grammatical information. The worksheet trains B1–B2 learners to decode and produce derived forms systematically.

    This worksheet builds B1–B2 fluency with prefix-and-suffix word formation.

    What’s inside:

    • Prefix and suffix tables with meanings and example pairs (happy → unhappy → unhappiness)
    • Multiple-choice items testing prefix and suffix meaning
    • Word-family expansion: from one root, derive all reasonable forms
    • Cambridge-style word-formation gap-fill tasks
    • Full Answer Key plus Teacher Notes with FCE/CAE Use of English Part 3 extension

    Common challenges: Negative-prefix choice is the central B1 trap — unhappy, dishonest, illegal, irregular, impatient — there is no general rule; learners must memorise the pairs. Spelling shifts: able → ability, happy → happiness. Word-class shifts matter for grammar: -tion / -ment / -ness / -ity form nouns; -able / -ous / -ic form adjectives; -ly forms adverbs; -ise / -ify form verbs. False friends in word formation: Spanish eventualmente exists but doesn’t mean eventually.

    For: Adult and teenage learners (14+) at CEFR B1 to B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Word formation is heavily tested in Cambridge B2 First (FCE) Use of English Part 3 (a dedicated word-formation task type). Part of the Word Building & Style collection — the natural next step is Word Families: Common Patterns, which extends prefix-suffix work into the full word-family network.

  • Collocations: Common Verb-Noun Pairs (PDF)

    Collocations: Common Verb-Noun Pairs (PDF)

    Common verb-noun collocations at B1–B2 extend beyond make / do / have / take into the broader collocational network of natural English. Pay attention, pay a visit, pay a compliment, pay the bill. Catch a cold, catch a train, catch fire, catch your breath. Save time, save money, save a life, save the day. Spend time, spend money, spend the weekend. Keep a promise, keep a secret, keep in touch, keep an eye on. Break a promise, break the law, break a record, break the silence. These are the verb-noun pairs that distinguish natural-sounding B2 English from translation-flavoured B1 English.

    This worksheet builds B1–B2 fluency with common verb-noun collocations in everyday and analytical contexts.

    What’s inside:

    • Collocation bank with 40+ verb-noun pairs grouped by verb (pay, catch, save, spend, keep, break, run, hold)
    • Multiple-choice items targeting collocation accuracy
    • Gap-fill in mixed contexts (news, dialogue, opinion)
    • Rewriting task: replace incorrect verb choices with the correct collocation
    • Full Answer Key plus Teacher Notes with FCE/CAE prep extension

    Common challenges: Borrow vs lend is one of the recurring traps — but verb-noun collocation errors are usually L1-driven: German Geld machen maps to earn / make money; Pause machen to take a break. Each pair must be learned individually. Frequency matters: pay attention is universal; pay your dues is more idiomatic; pay through the nose is heavily idiomatic. The worksheets focus on high-frequency core collocations first.

    For: Adult and teenage learners (14+) at CEFR B1 to B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Collocation accuracy is a direct band-discriminator in Cambridge B2 First (FCE) Writing. Part of the Word Building & Style collection — the natural next step is Word Formation: Prefixes and Suffixes, which extends vocabulary work into morphological territory.

  • Collocations: Have and Take (PDF)

    Collocations: Have and Take (PDF)

    Have and take are the second pair of B1 collocation traps after make / do. Have tends to suggest possession, experience, or undergoing: have breakfast, have lunch, have a shower, have a meeting, have a problem, have a baby, have an idea, have time, have a good time. Take tends to suggest action, movement, or duration: take a photo, take a break, take medicine, take time, take responsibility, take a chance, take notes, take an exam, take the bus. Some pairs are interchangeable (have a shower / take a shower), some are not (have lunch only; take notes only). The worksheet trains the B1 learner to internalise the high-frequency have / take collocations.

    This worksheet builds B1 fluency with have / take collocations in everyday and workplace contexts.

    What’s inside:

    • Collocation table with 30+ have and take pairs grouped by topic
    • Multiple-choice items targeting have vs take choice
    • Gap-fill in everyday-and-workplace contexts
    • Comparison task: which pairs allow both (have / take a shower) and which don’t
    • Personalised production: write five sentences using different have / take collocations

    Common challenges: Overlap with make / do creates four-way confusion at B1 (have an idea, make an idea, take an idea, do an idea — only have works). Regional variation: have a shower (BrE) and take a shower (AmE) are both fine internationally; have lunch universal, take lunch sounds odd. False friends: German eine Pause machen maps to take a break, not make a break.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Have / take collocations appear in Cambridge B1 Preliminary (PET) and B2 First (FCE) Reading-Use of English. Part of the Word Building & Style collection — the natural next step is Collocations: Common Verb-Noun Pairs, which broadens collocation work beyond make / do / have / take.

  • Collocations: Make and Do (PDF)

    Collocations: Make and Do (PDF)

    Make and do are the two most-confused verbs in B1 English. There is no rule for which one to use — each collocates with specific nouns, and learners must memorise the pairs. Make tends to suggest creating or producing: make a decision, make a difference, make a phone call, make a mistake, make an effort, make progress, make a mess, make money. Do tends to suggest performing or completing an activity: do homework, do the washing-up, do exercise, do business, do research, do your best, do a favour. The worksheet trains B1 learners to internalise the highest-frequency make / do collocations.

    This worksheet builds B1 fluency with make / do collocations in everyday and workplace contexts.

    What’s inside:

    • Collocation table with 30+ make and do pairs grouped by topic
    • Multiple-choice items targeting make vs do choice
    • Gap-fill in everyday-and-workplace contexts
    • Memory-game task: match the noun to make or do
    • Personalised production: write five sentences using different make / do collocations

    Common challenges: L1 transfer is the central trap — most languages use one verb where English splits make / do. German machen covers both; Spanish hacer covers both. So make homework (wrong) and do a mistake (wrong) are the universal beginner errors. Mnemonic: make something new exists; do something happens. Even that rule has exceptions (make sense, do business) — at B1 it’s safer to memorise high-frequency pairs.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study. Make / do collocations are tested directly in Cambridge B1 Preliminary (PET) Reading-Use of English. Part of the Word Building & Style collection — the natural next step is Collocations: Have and Take, which extends the same skill into the next pair of overworked English verbs.

  • Job Interview Vocabulary (PDF)

    Job Interview Vocabulary (PDF)

    Job-interview vocabulary covers one of the most personally consequential professional contexts: how learners present themselves to a prospective employer in English. Apply for a position, send a CV / resume, cover letter, references, qualifications, experience, skills, strengths, weaknesses, achievements, salary expectations, notice period, start date, benefits package, role, responsibilities, team fit, career goals. The worksheet covers the productive vocabulary B1–B2 learners need to participate confidently in a job interview in English.

    This worksheet builds B1–B2 fluency with job-interview vocabulary in interview practice contexts.

    What’s inside:

    • Vocabulary box with 35+ interview terms grouped by phase (application, interview, follow-up)
    • Multiple-choice items targeting collocation accuracy (meet the requirements, fit the role, gain experience)
    • Interview-question gap-fill: complete standard interview Q&A
    • Role-play scenarios with interviewer and candidate prompts
    • Personalised production: write your own three-sentence answers to Tell me about yourself, What’s your greatest weakness?, Why do you want this role?

    Common challenges: CV (Latin curriculum vitae, UK and EU) vs resume (US) is the central terminology split. Hiring manager (US) vs recruiter / HR (UK) varies. STAR method (Situation, Task, Action, Result) for behavioural questions is unfamiliar to learners outside English-speaking professional culture. False friends: German Bewerbung maps to application; Lebenslauf maps to CV. Position, role, job often used interchangeably but vary in formality (position > role > job).

    For: Adult and teenage learners (14+) at CEFR B1 to B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study — particularly job-seekers and learners preparing for English-speaking workplaces. Tested in Cambridge BEC Vantage, BEC Higher, and embedded in B2 First (FCE) Writing tasks. Part of the Work & Money collection — the natural next step is Numbers, Dates and Prices, which provides the foundational numeracy work professional English depends on.

  • Advertising and Marketing Vocabulary (PDF)

    Advertising and Marketing Vocabulary (PDF)

    Advertising and marketing vocabulary covers the persuasive-business-English register that fills brand campaigns, product launches, and consumer-facing communication. Target audience, market segment, demographic, brand identity, brand awareness, USP (unique selling point), positioning, market share, conversion rate, customer journey, call-to-action, lead generation, retention, engagement, reach, impression, ROI (return on investment). The worksheet trains B2 learners to read marketing texts, understand campaign briefs, and discuss commercial communication critically.

    This worksheet builds B2 fluency with advertising and marketing vocabulary in campaign and analytical contexts.

    What’s inside:

    • Vocabulary box with 35+ marketing terms grouped by function (audience, brand, campaign, metrics)
    • Marketing-brief gap-fill targeting key vocabulary
    • Multiple-choice items distinguishing similar terms (reach vs impression, engagement vs conversion)
    • Production task: write a short campaign brief for a product of your choice
    • Full Answer Key plus Teacher Notes with case-study extension

    Common challenges: Acronyms are dense — KPI, ROI, CTA, USP, SEO, PPC, B2B, B2C — and need explicit unpacking. Persuasive register is full of superlative claims that learners need to read sceptically (revolutionary, breakthrough, game-changing). False friends: German Reklame maps to advertising in older usage but feels outdated; Werbung is the modern term. Marketing-English is heavily Americanised globally — trash talk, snail mail, no-brainer feel natural in US marketing English and forced elsewhere.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study — particularly working professionals in marketing, sales, communications, or media. Tested in Cambridge B2 First (FCE), C1 Advanced (CAE), and BEC. Part of the Work & Money collection — the natural next step is Job Interview Vocabulary, which extends business-and-marketing English into the career-application dimension.