The document provides information about the Key English Test (KET) Vocabulary List, including:
- The list was developed to guide exam writers and includes vocabulary found in common textbooks and corpus data.
- It is updated annually using corpus data to add and remove words.
- The list covers vocabulary candidates are expected to understand (receptive) and use (productive), but is not exhaustive.
The document is an introduction to the PET Vocabulary List published by Cambridge English Language Assessment. It provides guidance for teachers on the vocabulary needed to prepare students for the Preliminary English Test (PET) and PET for Schools examinations. It explains that the list was developed based on research of language used by learners and is updated annually to maintain relevance. The list includes both receptive and productive vocabulary at CEFR level A2 and is organized alphabetically as well as by topic.
The document provides an introduction and overview of the KET Vocabulary List, which is used to guide item writers in producing materials for the KET examination. It discusses how the list was originally developed, how it covers both receptive and productive vocabulary at the A2 level, and how it is updated annually based on reference to the Cambridge Learner Corpus and English Vocabulary Profile. The summary also notes that the list does not include every word that may appear on the exam and covers both receptive and productive vocabulary.
The document provides information about the KET Vocabulary List:
1. It introduces the list, explaining that it guides teachers in preparing students for the KET exam by covering receptive and productive vocabulary at the A2 level.
2. It describes how the list is organized alphabetically with examples, multi-word verbs, and topic lists, and how it is updated annually based on corpus evidence.
3. It notes that the list is not exhaustive and does not cover all words that may appear on exams or personal vocabulary.
The document provides background information on the Key and Key for Schools Vocabulary List. It discusses how the list was originally developed, how it is organized, and how it is regularly updated. It notes that the list covers both receptive and productive vocabulary at the A2 level and provides examples of word categories included. It also summarizes that the list does not include every word that may appear on exams and is intended as a guide rather than an exhaustive list.
The document provides information about the PET (Preliminary English Test) Vocabulary List, including how it was developed, how it is organized, and how it is updated annually. It notes that the list was originally created by Cambridge ESOL in consultation with experts to guide exam question writers. It covers both receptive and productive vocabulary appropriate for this level but is not an exhaustive list of all words that may appear on the exam. Key points are that the list is updated yearly using corpus data, includes examples of word usage, and covers common topics but excludes sensitive issues.
FAQs about the English Language: VocabularyESL Reading
The document discusses various topics related to the English language vocabulary:
1. There is no definitive count of words in the English language, though estimates range from 600,000-1,000,000 words. The Oxford English Dictionary defines over 600,000 words.
2. While Chinese has the most written characters, estimates suggest English has the largest vocabulary among European languages due to its openness to importing words from other languages.
3. Irregular verbs, which do not follow standard conjugation patterns, are estimated to make up around 180 of the most commonly used English verbs. They are believed to be "fossils" that have survived from ancient Indo-European languages.
4.
This document provides an overview of the format and content of the Key English Test reading and writing exam. It consists of 9 parts that assess a variety of English skills including matching signs, multiple choice questions on vocabulary, grammar and passages, cloze tests, word completion, information transfer and guided writing. The summary provides details on the number and types of questions in each part and includes examples of test questions and guidance on how to approach each task.
This document contains a vocabulary list for the letter K. It includes common words starting with K such as key, kitchen, know, kind, and keep. It also includes less common words like kilogram, kilometer, and keyboard. The list provides the part of speech and definitions or examples for many of the words. It is an alphabetical listing of words for students to learn.
The document is an introduction to the PET Vocabulary List published by Cambridge English Language Assessment. It provides guidance for teachers on the vocabulary needed to prepare students for the Preliminary English Test (PET) and PET for Schools examinations. It explains that the list was developed based on research of language used by learners and is updated annually to maintain relevance. The list includes both receptive and productive vocabulary at CEFR level A2 and is organized alphabetically as well as by topic.
The document provides an introduction and overview of the KET Vocabulary List, which is used to guide item writers in producing materials for the KET examination. It discusses how the list was originally developed, how it covers both receptive and productive vocabulary at the A2 level, and how it is updated annually based on reference to the Cambridge Learner Corpus and English Vocabulary Profile. The summary also notes that the list does not include every word that may appear on the exam and covers both receptive and productive vocabulary.
The document provides information about the KET Vocabulary List:
1. It introduces the list, explaining that it guides teachers in preparing students for the KET exam by covering receptive and productive vocabulary at the A2 level.
2. It describes how the list is organized alphabetically with examples, multi-word verbs, and topic lists, and how it is updated annually based on corpus evidence.
3. It notes that the list is not exhaustive and does not cover all words that may appear on exams or personal vocabulary.
The document provides background information on the Key and Key for Schools Vocabulary List. It discusses how the list was originally developed, how it is organized, and how it is regularly updated. It notes that the list covers both receptive and productive vocabulary at the A2 level and provides examples of word categories included. It also summarizes that the list does not include every word that may appear on exams and is intended as a guide rather than an exhaustive list.
The document provides information about the PET (Preliminary English Test) Vocabulary List, including how it was developed, how it is organized, and how it is updated annually. It notes that the list was originally created by Cambridge ESOL in consultation with experts to guide exam question writers. It covers both receptive and productive vocabulary appropriate for this level but is not an exhaustive list of all words that may appear on the exam. Key points are that the list is updated yearly using corpus data, includes examples of word usage, and covers common topics but excludes sensitive issues.
FAQs about the English Language: VocabularyESL Reading
The document discusses various topics related to the English language vocabulary:
1. There is no definitive count of words in the English language, though estimates range from 600,000-1,000,000 words. The Oxford English Dictionary defines over 600,000 words.
2. While Chinese has the most written characters, estimates suggest English has the largest vocabulary among European languages due to its openness to importing words from other languages.
3. Irregular verbs, which do not follow standard conjugation patterns, are estimated to make up around 180 of the most commonly used English verbs. They are believed to be "fossils" that have survived from ancient Indo-European languages.
4.
This document provides an overview of the format and content of the Key English Test reading and writing exam. It consists of 9 parts that assess a variety of English skills including matching signs, multiple choice questions on vocabulary, grammar and passages, cloze tests, word completion, information transfer and guided writing. The summary provides details on the number and types of questions in each part and includes examples of test questions and guidance on how to approach each task.
This document contains a vocabulary list for the letter K. It includes common words starting with K such as key, kitchen, know, kind, and keep. It also includes less common words like kilogram, kilometer, and keyboard. The list provides the part of speech and definitions or examples for many of the words. It is an alphabetical listing of words for students to learn.
The document provides background information on the Key English Test (KET) Vocabulary List. It explains that the list was developed to guide exam writers in producing KET exam materials and covers vocabulary appropriate for level A2 of the Common European Framework. The list is updated annually based on analysis of language learner data. It includes both receptive and productive vocabulary but is not an exhaustive list of all words that may appear on the exam.
The document provides information about the KET Vocabulary List, which is used to guide item writers in producing materials for the KET examination. It discusses how the list was originally developed, how it is updated annually using Cambridge Learner Corpus data, and how it is organized. The list covers both receptive and productive vocabulary at the A2 level and is not exhaustive of all words that may appear on the KET exam.
The document provides information about the B1 Preliminary Vocabulary List, which is a guide for teachers to the vocabulary needed to prepare students for Cambridge English exams at the B1 level. It notes that the list was developed based on research of language used by learners worldwide and is regularly updated. The list includes both receptive and productive vocabulary and covers common topics but is not exhaustive.
The document provides information about the Cambridge English: Preliminary and Preliminary for Schools Vocabulary List, including:
- The list was originally developed to guide exam writers and includes vocabulary from the Threshold level and other high frequency words.
- It covers both receptive and productive vocabulary at the B1 level and is updated annually based on the Cambridge Learner Corpus and English Profile Wordlists.
- The list is not exhaustive and is intended as a guide for preparing students rather than a prescribed set of words for the exam.
This document provides information about books published by HowToBooks, including titles in their "How To" series on improving English skills. It lists titles on topics like punctuation, essay writing, spelling, increasing vocabulary, and more. It provides contact information for HowToBooks and details about The A to Z of Correct English, a reference book on spelling, punctuation, grammar and word usage.
Trung Tâm Anh Văn Giao Tiếp Biên Hòa (Biên Hòa English Center) chuyên dạy
Anh Văn Giao Tiếp cho người đi làm.
Anh Văn Giao Tiếp cho giới văn phòng.
Anh Văn phỏng vấn xin việc.
Anh Văn du lịch.
Anh Văn xuất cảnh.
Anh Văn Thương Mại.
Anh Văn Phỏng Vấn xin Visa du học Mỹ.
Thông tin liên hệ:Trung Tâm Anh Văn Giao Tiếp Biên Hòa
Địa chỉ: 43A/1 Khu Phố 8A, Phường Tân Biên, Tp Biên Hòa, Tỉnh Đồng Nai.
Điện thoại: 0613 888 168Di Động: 0903 77 47 45 (Thầy Trần) Email:thandongtre@gmail.com
Website: http://anhvangiaotiepbienhoa.com/
Với nhiều năm kinh nghiệm trong việc giảng dạy anh văn giao tiếp cho người đi làm, bạn hoàn toàn an tâm với chúng tôi. Hơn nữa chúng tôi sẽ điều chỉnh chương trình học một cách linh hoạt sao cho phù hợp nhất với từng lớp và từng học viên.
Hầu hết học viên sau khi học với chúng tôi đều có khả năng giao tiếp tốt với người nước ngoài và đạt vị trí cao trong công ty.
Chúng tôi cam kết đầu ra chuẩn cho từng học viên.
Lớp ít người
A Student's Introduction To English Grammar by Huddleston Rodney & Pullum Geo...Sun Waltre
This textbook provides an introduction to English grammar for undergraduate students. It is based on the authors' previous work, The Cambridge Grammar of the English Language, which analyzed English grammar in innovative ways. The analyses from that work are outlined here more accessibly. The book aims to correct errors in older grammar traditions and rebut prescriptive usage manuals. It is intended for students with little or no prior grammar knowledge and requires no background in linguistics. The book contains exercises and other features to provide a foundation for further linguistic study.
What are some of the difficulties Arabic writers face when writing in English? Emina Tuzovic, an English Trainer at The London School of English has vast experience in teaching Arabic learners English. From this experience, she gives solutions on how we, at The London School of English, help Arabic speakers with their writing. The slides contain useful tips for Arabic learners and teachers of English for Arabic students.
https://www.londonschool.com/
This document provides information about a workbook titled "Check Your Vocabulary for English" by Rawdon Wyatt. It was first published in 2001 in Great Britain by Peter Collin Publishing. The workbook contains modules to help students improve their vocabulary for the IELTS exam. Each module presents vocabulary items in context through task-based activities and exercises. The workbook covers both general vocabulary and topic-specific words in areas like education, business, and global problems. It is meant to complement an English dictionary for learners to help them effectively learn new vocabulary.
Check your vocabulary for academic englishWillson Nguyễn
This document appears to be the introduction or preface section of a workbook titled "Check Your Vocabulary for Academic English" by David Porter. It provides advice to students on how to effectively use the workbook to learn new academic vocabulary. It recommends that students use a dictionary to help determine word meanings from example sentences. It also emphasizes the importance of noting collocations, dependent prepositions, and writing one's own examples to aid retention. The introduction concludes by outlining how the workbook is intended to be used to supplement an English for Academic Purposes course.
Here are the matches between the sentences and countries:
1. Cilica, Cappadocia
2. Cappadocia
3. Lycia
4. Moesia
5. Cilica
6. Lycia - the number of over 65s increased slightly
7. Moesia - the number of over 65s increased dramatically
8. Cappadocia - the number of deaths remained fairly constant
9. Lycia - the number of deaths rose noticeably in 1998
10. Cilica - the number of married people fell between 1996 and 1998
11. Moesia - the number of married people rose dramatically between 1996 and 2000
12. Cappadocia - the
английский язык, 5 класс, английский с удовольствием, enjokov89
Here are some key words related to school:
Subject - школьный предмет
Class - класс
Lesson - урок
Homework - домашнее задание
Timetable - расписание
Teacher - учитель
Student - ученик/ученица
School - школа
Holidays - каникулы
Break - перемена
Mark - оценка
3. I ... you a secret!
4. What did she ... to the teacher?
5. Please, ... to me in English.
6. Don’t ... so loudly!
16 Work in pairs. Ask and answer questions
The document provides information about the Key English Test (KET) vocabulary list:
- It was developed to guide item writers for the KET exam and includes high-frequency words.
- The list covers both receptive and productive vocabulary needed for the exam.
- It is updated annually using corpus data to ensure currency.
The document discusses understanding parts of speech and using dictionaries effectively. It provides examples of how the same base word can have different parts of speech and meanings depending on context. It also outlines the key parts of a dictionary entry and how to choose the appropriate meaning of a word by considering context and part of speech. Effective dictionary use involves understanding abbreviations, entries, and being able to interpret idioms.
This document appears to be the introduction or preface section of a workbook titled "Check Your Vocabulary for Academic English" by David Porter. The introduction provides advice to students on how to effectively use the workbook to learn new academic vocabulary. It recommends that students obtain an English dictionary, do the exercises to learn word meanings from context, and maintain a vocabulary notebook with examples. It also provides guidance to teachers on how to use the workbook to supplement an English for academic purposes course, with the goal of equipping students with a core academic vocabulary.
This document provides an introduction to 1001 Vocabulary and Spelling Questions, a book designed to provide review and practice for vocabulary and spelling skills. It contains over 1000 questions organized into three main sections: synonyms, antonyms, and analogies; vocabulary in context; and spelling. The introduction explains how to use the book for study and test preparation. It also provides lists of common English prefixes, suffixes, and word roots to help understand word meanings.
The document summarizes research from three studies about English entrance exams in Japan. The studies analyzed questions from 91 university entrance exams and found that:
1) Around 40% of questions could be answered through a grammar-translation approach, while the proportion of questions requiring higher-level English skills like summarizing and inferencing was increasing.
2) Questions requiring higher skills were more likely to provide instructions in English and require answers in English. They also demanded understanding of longer texts.
3) Most "other" question types referred to immediate linguistic contexts or situational contexts from conversations or passages.
The document provides a vocabulary list to guide item writers for the Preliminary English Test (PET) examination. It includes receptive and productive vocabulary appropriate for the PET level. The list is updated annually using corpus data to add and remove words based on frequency of use. Various notes are provided on how compound words, prefixes/suffixes, and multi-word verbs are included or excluded from the list. Topic lists are also included in appendices to group related words.
This document provides a vocabulary list to guide teachers preparing students for the Preliminary English Test (PET) and Preliminary English Test for Schools (PETfS) examinations. It introduces the background and purpose of the list, which includes both receptive and productive vocabulary appropriate for this level. The list is updated annually using corpus data, and its organization and contents are described, including word sets, prefixes/suffixes, compounds, and topics.
THESIS STATEMENTSThesis statements perform the following functions.docxssusera34210
THESIS STATEMENTS
Thesis statements perform the following functions:
· States central idea of the essay (reveals writer’s purpose)
· Limits the topic covered in the essay
· Controls the selection of evidence to support the essay’s thesis
· Suggests how the writer has organized the essay
· Helps the writer maintain unity in the essay
Simple statements vs. thesis statements
A simple statement is just simply a statement; there is little more to be said.
Example: Applicants must take a test before getting their driver’s license.
A thesis statement contains both a subject (what is being written about) and a focus (what is stated about the subject).
Example: In addition to the standard driver’s test, applicants should also have to take a road rage safety course.
Also, be wary of writing thesis statements that are too broad, too narrow, or statements that contain more than one idea.
(Source for following examples: Langen, John. College Writing Skills with Readings. 5th ed. McGraw-Hill: New York, 2001.)
Examples:
Too Broad: (Too broad is not “incorrect,” however, a thesis with a refined focus is more desirable.)
1. My parents have been the most influential people in my life.
2. Crime is a major concern of everyone in our country.
3. The “baby boom” generation has changed history.
Too Narrow:
1. My parents had only one child.
2. In the last year there have been over twenty robberies in our neighborhood.
3. The members of the post-World War II “baby boom” make up the largest single age group in the United States.
Two or more ideas:
1. My parents helped me grow in important ways, although in other respects I was limited.
2. The problem of overcrowded American prisons must be solved, and judges must start handing out tougher sentences.
3. The “baby boom” generation has had many advantages, but it also faces many problems.
Barbara T. Hebert
Paragraphing Cues
A paragraph is a collection of sentences that pertain to a particular topic. A paragraph has four basic parts: topic sentence, supporting details, sub-details, and a concluding or transitional sentence.
The topic of the paragraph is expressed in the topic sentence which is generally (always for our purposes) the first sentence of the paragraph. The topic sentence is a general statement of the paragraph topic that directly supports the thesis statement; they are the “bones” of the paragraph.
Consider we’re writing an essay about the perks of the Tidewater area. (recalling what you learned about topics / thesis statements, our topic sentences for this topic should explain the perks of the Tidewater area.)
One of our topic sentences may be: The Tidewater area is a great tourist spot. Notice how “general” the sentence is; it does not reveal any detail. So how do we figure out what to add?
We look at the topic sentence to develop Supporting Details, which are the “meat on the bone.” They support the topic sentences by offering clar ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The document provides background information on the Key English Test (KET) Vocabulary List. It explains that the list was developed to guide exam writers in producing KET exam materials and covers vocabulary appropriate for level A2 of the Common European Framework. The list is updated annually based on analysis of language learner data. It includes both receptive and productive vocabulary but is not an exhaustive list of all words that may appear on the exam.
The document provides information about the KET Vocabulary List, which is used to guide item writers in producing materials for the KET examination. It discusses how the list was originally developed, how it is updated annually using Cambridge Learner Corpus data, and how it is organized. The list covers both receptive and productive vocabulary at the A2 level and is not exhaustive of all words that may appear on the KET exam.
The document provides information about the B1 Preliminary Vocabulary List, which is a guide for teachers to the vocabulary needed to prepare students for Cambridge English exams at the B1 level. It notes that the list was developed based on research of language used by learners worldwide and is regularly updated. The list includes both receptive and productive vocabulary and covers common topics but is not exhaustive.
The document provides information about the Cambridge English: Preliminary and Preliminary for Schools Vocabulary List, including:
- The list was originally developed to guide exam writers and includes vocabulary from the Threshold level and other high frequency words.
- It covers both receptive and productive vocabulary at the B1 level and is updated annually based on the Cambridge Learner Corpus and English Profile Wordlists.
- The list is not exhaustive and is intended as a guide for preparing students rather than a prescribed set of words for the exam.
This document provides information about books published by HowToBooks, including titles in their "How To" series on improving English skills. It lists titles on topics like punctuation, essay writing, spelling, increasing vocabulary, and more. It provides contact information for HowToBooks and details about The A to Z of Correct English, a reference book on spelling, punctuation, grammar and word usage.
Trung Tâm Anh Văn Giao Tiếp Biên Hòa (Biên Hòa English Center) chuyên dạy
Anh Văn Giao Tiếp cho người đi làm.
Anh Văn Giao Tiếp cho giới văn phòng.
Anh Văn phỏng vấn xin việc.
Anh Văn du lịch.
Anh Văn xuất cảnh.
Anh Văn Thương Mại.
Anh Văn Phỏng Vấn xin Visa du học Mỹ.
Thông tin liên hệ:Trung Tâm Anh Văn Giao Tiếp Biên Hòa
Địa chỉ: 43A/1 Khu Phố 8A, Phường Tân Biên, Tp Biên Hòa, Tỉnh Đồng Nai.
Điện thoại: 0613 888 168Di Động: 0903 77 47 45 (Thầy Trần) Email:thandongtre@gmail.com
Website: http://anhvangiaotiepbienhoa.com/
Với nhiều năm kinh nghiệm trong việc giảng dạy anh văn giao tiếp cho người đi làm, bạn hoàn toàn an tâm với chúng tôi. Hơn nữa chúng tôi sẽ điều chỉnh chương trình học một cách linh hoạt sao cho phù hợp nhất với từng lớp và từng học viên.
Hầu hết học viên sau khi học với chúng tôi đều có khả năng giao tiếp tốt với người nước ngoài và đạt vị trí cao trong công ty.
Chúng tôi cam kết đầu ra chuẩn cho từng học viên.
Lớp ít người
A Student's Introduction To English Grammar by Huddleston Rodney & Pullum Geo...Sun Waltre
This textbook provides an introduction to English grammar for undergraduate students. It is based on the authors' previous work, The Cambridge Grammar of the English Language, which analyzed English grammar in innovative ways. The analyses from that work are outlined here more accessibly. The book aims to correct errors in older grammar traditions and rebut prescriptive usage manuals. It is intended for students with little or no prior grammar knowledge and requires no background in linguistics. The book contains exercises and other features to provide a foundation for further linguistic study.
What are some of the difficulties Arabic writers face when writing in English? Emina Tuzovic, an English Trainer at The London School of English has vast experience in teaching Arabic learners English. From this experience, she gives solutions on how we, at The London School of English, help Arabic speakers with their writing. The slides contain useful tips for Arabic learners and teachers of English for Arabic students.
https://www.londonschool.com/
This document provides information about a workbook titled "Check Your Vocabulary for English" by Rawdon Wyatt. It was first published in 2001 in Great Britain by Peter Collin Publishing. The workbook contains modules to help students improve their vocabulary for the IELTS exam. Each module presents vocabulary items in context through task-based activities and exercises. The workbook covers both general vocabulary and topic-specific words in areas like education, business, and global problems. It is meant to complement an English dictionary for learners to help them effectively learn new vocabulary.
Check your vocabulary for academic englishWillson Nguyễn
This document appears to be the introduction or preface section of a workbook titled "Check Your Vocabulary for Academic English" by David Porter. It provides advice to students on how to effectively use the workbook to learn new academic vocabulary. It recommends that students use a dictionary to help determine word meanings from example sentences. It also emphasizes the importance of noting collocations, dependent prepositions, and writing one's own examples to aid retention. The introduction concludes by outlining how the workbook is intended to be used to supplement an English for Academic Purposes course.
Here are the matches between the sentences and countries:
1. Cilica, Cappadocia
2. Cappadocia
3. Lycia
4. Moesia
5. Cilica
6. Lycia - the number of over 65s increased slightly
7. Moesia - the number of over 65s increased dramatically
8. Cappadocia - the number of deaths remained fairly constant
9. Lycia - the number of deaths rose noticeably in 1998
10. Cilica - the number of married people fell between 1996 and 1998
11. Moesia - the number of married people rose dramatically between 1996 and 2000
12. Cappadocia - the
английский язык, 5 класс, английский с удовольствием, enjokov89
Here are some key words related to school:
Subject - школьный предмет
Class - класс
Lesson - урок
Homework - домашнее задание
Timetable - расписание
Teacher - учитель
Student - ученик/ученица
School - школа
Holidays - каникулы
Break - перемена
Mark - оценка
3. I ... you a secret!
4. What did she ... to the teacher?
5. Please, ... to me in English.
6. Don’t ... so loudly!
16 Work in pairs. Ask and answer questions
The document provides information about the Key English Test (KET) vocabulary list:
- It was developed to guide item writers for the KET exam and includes high-frequency words.
- The list covers both receptive and productive vocabulary needed for the exam.
- It is updated annually using corpus data to ensure currency.
The document discusses understanding parts of speech and using dictionaries effectively. It provides examples of how the same base word can have different parts of speech and meanings depending on context. It also outlines the key parts of a dictionary entry and how to choose the appropriate meaning of a word by considering context and part of speech. Effective dictionary use involves understanding abbreviations, entries, and being able to interpret idioms.
This document appears to be the introduction or preface section of a workbook titled "Check Your Vocabulary for Academic English" by David Porter. The introduction provides advice to students on how to effectively use the workbook to learn new academic vocabulary. It recommends that students obtain an English dictionary, do the exercises to learn word meanings from context, and maintain a vocabulary notebook with examples. It also provides guidance to teachers on how to use the workbook to supplement an English for academic purposes course, with the goal of equipping students with a core academic vocabulary.
This document provides an introduction to 1001 Vocabulary and Spelling Questions, a book designed to provide review and practice for vocabulary and spelling skills. It contains over 1000 questions organized into three main sections: synonyms, antonyms, and analogies; vocabulary in context; and spelling. The introduction explains how to use the book for study and test preparation. It also provides lists of common English prefixes, suffixes, and word roots to help understand word meanings.
The document summarizes research from three studies about English entrance exams in Japan. The studies analyzed questions from 91 university entrance exams and found that:
1) Around 40% of questions could be answered through a grammar-translation approach, while the proportion of questions requiring higher-level English skills like summarizing and inferencing was increasing.
2) Questions requiring higher skills were more likely to provide instructions in English and require answers in English. They also demanded understanding of longer texts.
3) Most "other" question types referred to immediate linguistic contexts or situational contexts from conversations or passages.
The document provides a vocabulary list to guide item writers for the Preliminary English Test (PET) examination. It includes receptive and productive vocabulary appropriate for the PET level. The list is updated annually using corpus data to add and remove words based on frequency of use. Various notes are provided on how compound words, prefixes/suffixes, and multi-word verbs are included or excluded from the list. Topic lists are also included in appendices to group related words.
This document provides a vocabulary list to guide teachers preparing students for the Preliminary English Test (PET) and Preliminary English Test for Schools (PETfS) examinations. It introduces the background and purpose of the list, which includes both receptive and productive vocabulary appropriate for this level. The list is updated annually using corpus data, and its organization and contents are described, including word sets, prefixes/suffixes, compounds, and topics.
THESIS STATEMENTSThesis statements perform the following functions.docxssusera34210
THESIS STATEMENTS
Thesis statements perform the following functions:
· States central idea of the essay (reveals writer’s purpose)
· Limits the topic covered in the essay
· Controls the selection of evidence to support the essay’s thesis
· Suggests how the writer has organized the essay
· Helps the writer maintain unity in the essay
Simple statements vs. thesis statements
A simple statement is just simply a statement; there is little more to be said.
Example: Applicants must take a test before getting their driver’s license.
A thesis statement contains both a subject (what is being written about) and a focus (what is stated about the subject).
Example: In addition to the standard driver’s test, applicants should also have to take a road rage safety course.
Also, be wary of writing thesis statements that are too broad, too narrow, or statements that contain more than one idea.
(Source for following examples: Langen, John. College Writing Skills with Readings. 5th ed. McGraw-Hill: New York, 2001.)
Examples:
Too Broad: (Too broad is not “incorrect,” however, a thesis with a refined focus is more desirable.)
1. My parents have been the most influential people in my life.
2. Crime is a major concern of everyone in our country.
3. The “baby boom” generation has changed history.
Too Narrow:
1. My parents had only one child.
2. In the last year there have been over twenty robberies in our neighborhood.
3. The members of the post-World War II “baby boom” make up the largest single age group in the United States.
Two or more ideas:
1. My parents helped me grow in important ways, although in other respects I was limited.
2. The problem of overcrowded American prisons must be solved, and judges must start handing out tougher sentences.
3. The “baby boom” generation has had many advantages, but it also faces many problems.
Barbara T. Hebert
Paragraphing Cues
A paragraph is a collection of sentences that pertain to a particular topic. A paragraph has four basic parts: topic sentence, supporting details, sub-details, and a concluding or transitional sentence.
The topic of the paragraph is expressed in the topic sentence which is generally (always for our purposes) the first sentence of the paragraph. The topic sentence is a general statement of the paragraph topic that directly supports the thesis statement; they are the “bones” of the paragraph.
Consider we’re writing an essay about the perks of the Tidewater area. (recalling what you learned about topics / thesis statements, our topic sentences for this topic should explain the perks of the Tidewater area.)
One of our topic sentences may be: The Tidewater area is a great tourist spot. Notice how “general” the sentence is; it does not reveal any detail. So how do we figure out what to add?
We look at the topic sentence to develop Supporting Details, which are the “meat on the bone.” They support the topic sentences by offering clar ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Introduction to the KET Vocabulary List
The KET Vocabulary List gives teachers a guide to the vocabulary needed when preparing students
for the KET examination.
Background to the List
The KET list was originally developed by Cambridge ESOL in consultation with external consultants
to guide item writers who produce materials for the KET examination. It includes vocabulary from the
Council of Europe’s Waystage (1990) specification and other vocabulary which has been shown by
corpus evidence to be high-frequency.
The list covers vocabulary appropriate to this level of English and includes receptive vocabulary
(words that the candidate is expected to understand but which is not the focus of a question), and
productive vocabulary (words that the candidate needs to know in order to answer a question).
The list does not provide an exhaustive list of all words which appear on the KET question papers
and candidates should not confine their study of vocabulary to the list alone.
How the List is Updated
The vocabulary of English changes over time, with words being added and other words falling into
disuse. In order to maintain its currency, the list is updated on an annual basis by the addition and
removal of words, using a corpus-based approach. Suggested additions to the wordlist are collated
and the frequency of these words is obtained by reference to established corpora (electronic
databases). The corpora in question represent receptive and productive language in general
contexts. The main corpora used for the validation of the KET Vocabulary List are:
• the Cambridge Learner Corpus (CLC) which includes over 20 million words of written learner
English;
• the British National Corpus (BNC) which includes 100 million words of written and spoken native
speaker data.
Organisation of the List
• Word sets
Some categories of words a learner at this level might be expected to know are not included in the
alphabetical list but are listed separately. Words formed with common affixes, some compounds and
words from some common word sets, e.g. days of the week are described below and in Appendix 1.
Although some ‘grammar words’ (pronouns, modals, etc.) are included, the ‘Language Specification’
section of the KET Handbook (available under ‘Downloads’) should be consulted for a more
complete listing.
• Exemplification
Example phrases and sentences showing how words might be used are given only where words
with different meanings need to be constrained e.g. the use of bank is followed by ‘I changed my
money in a bank’ i.e. is limited to the idea of a financial institution: candidates are not expected to
know other meanings, such as ‘a river bank’.
• Prefixes and Suffixes
A list of possible prefixes and suffixes is provided in Appendix 2, and these may be combined with
the vocabulary items in the list as appropriate. Words with an affix which is not included in the
appendix are listed separately in the alphabetical list.
3. • Compound Words
Compound words are not included in the list where both individual words are present and the
meaning of the compound is literal and transparent, e.g. coursebook, school children, shopping
centre.
• Multi-word Verbs
All multi-word (or phrasal) verbs that a KET candidate might be expected to know are included in the
list. These verbs include ‘literal’ verbs (i.e. where the meaning is transparent) e.g. sit down, go out
and ‘non-literal’ verbs e.g. look after, get up.
• Topic Lists
In Appendix 3 words have been grouped together under common KET themes, such as ‘The Home’,
‘Jobs and Work’, ‘Food and Drink’.
Unsuitable Topics
Cambridge ESOL examinations must not contain anything that might offend or upset candidates,
potentially affect their performance or distract them during the examination. A number of ‘sensitive’
topics are considered unsuitable for use in KET, for example, war and politics, and vocabulary
relating to these is not included in the Vocabulary List.
Personal Vocabulary
The content of the KET list is general in nature and is unlikely to cover completely the productive
vocabulary that may be required by candidates. Candidates should know the specific lexis they will
need to describe themselves and their lives, for example, work, hobbies, likes and dislikes.
Abbreviations
Abbreviations used in the Vocabulary List are:
abbrev abbreviation or acronym
adj adjective
adv adverb
Am Eng American English
art article
Br Eng British English
conj conjunction
det determiner
exclam exclamation
int interjection
n noun
phr v phrasal verb
pl plural
prep preposition
prep phr prepositional phrase
pron pronoun
sing singular
v verb
Summary of Points to be noted
• The list does not include every word that may appear on a KET paper.
• The list covers receptive and productive vocabulary.
• It is updated every year.
4. A
a, an (art)
able (adj)
• be able to
about (prep)
• What about a cold drink?
• I have about £3.
• a book about animals
above (prep)
act (v)
accident (n)
across (prep)
• The bank’s across the road.
• He walked across the bridge.
activity (n)
actor (n)
actually (adv)
add (v)
address (n)
adult (adj & n)
advanced (adj
adventure (n)
advertisement (n)
aeroplane (n)
afraid (adj)
after (prep)
afternoon (n)
afterwards (adv)
again (adv)
against (prep)
• We watched England play against France.
age (n)
• I don’t know his age.
ago (adv)
agree (v)
• Yes, I agree with you.
• Don’t you agree, Sam?
air (n)
• to travel by air
airport (n)
all (det & pron)
all right/alright (adv)
almost (adv)
alone (adj & adv)
already (adv)
also (adv)
always (adv)
a.m. (adv)
ambulance (n)
among (prep)
and (conj)
angry (adj)
animal (n)
another (det & pron)
answer (n & v)
any (det and pron)
anybody (pron)
anyone (pron)
anything (pron)
anyway (adv)
anywhere (adv)
apartment (n)
apple (n)
appointment (n)
• an appointment with the doctor
area (n)
arm (n)
(a)round (adv & prep)
• to travel around (adv)
• to sit around the table (prep)
arrive (v)
art (n)
artist (n)
as (prep)
• as good as
• as soon as possible
• the same as
ask (v)
assistant (n)
as well (adv)
as well as (prep)
at (prep)
at all (adv)
• It doesn’t matter at all.
aunt (n)
autumn (n)
away (adv)
• He’s gone away.
• It’s two miles away.
B
baby (n)
back (n, adv & adj)
bad (adj)
bag (n)
ball (n)
banana (n)
band (n)
bank (n)
• I changed my money in the bank.
barbecue (n)
baseball (n)
basketball (n)
5. bath (n)
bathroom (n)
be (v)
beach (n)
bear (n)
beautiful (adj)
because (conj)
become (v)
bed (n)
bedroom (n)
before (adv & prep)
begin (v)
beginner (n)
behind (adv & prep)
believe (v)
belong (v)
below (prep)
belt (n)
between (prep)
bicycle (n)
big (adj)
bike (n)
bill (n)
• Can I have my bill, please?
bird (n)
birthday (n)
biscuit (n)
bit (n)
• Just a small bit of cake, please.
black (adj)
blanket (n)
blond(e) (adj)
blouse (n)
blue (adj)
board (n)
• The teacher’s writing on the
(black/white)board.
boat (n)
body (n)
boil (v)
book (n & v)
bookshelf (n)
bookshop (n)
boot (n)
• football boots
boring (adj)
born (adj)
• I was born in Manchester.
boss (n)
both (pron & det)
bottle (n)
bottom (n)
• at the bottom of the stairs
bowl (n)
box (n)
boy (n)
brake (n & v)
bread (n)
break (n & v)
• a break for lunch (n)
• Someone’s broken the window.(v)
breakfast (n)
bridge (n)
bring (v)
brother (n)
brown (adj)
build (v)
building (n)
burger (n)
burn (v)
• He has burnt his hand.
bus (n)
business (n)
businessman (n)
businesswoman (n)
bus station (n)
bus stop (n)
busy (adj)
but (conj)
butter (n)
buy (v)
by (prep)
C
cafe/café (n)
cake (n)
call (v)
• I’ll call (phone) again later this afternoon.
• He’s called John.
camel
camera (n)
camp (n & v)
campsite (n)
can (n & v)
canal (n)
car (n)
card (n)
• birthday card
• credit card
career (n)
careful (adj)
• Be careful!
carpet (n)
carrot (n)
carry (v)
cartoon
6. cash (n & v)
• I’d like to cash this cheque.
cassette (n)
cassette player (n)
cassette recorder (n)
castle (n)
cat (n)
catch (v)
cathedral (n)
CD (n)
cent (n)
centre (n)
centimetre (n)
century (n)
certain (adj)
• I’m certain (+ that clause)
certainly (not) (adv)
chair (n)
change (v & n)
channel (n)
chat (n)
chatroom (n)
cheap (adj)
check (v)
cheers! (exclam)
cheese (n)
chemist (n)
cheque (n)
chicken (n)
child (n)
chips (n pl)
• egg and chips
chocolate (n)
choose (v)
church (n)
cinema (n)
circus
city (n)
class (n)
• a language class
• a first-class ticket
class member (n)
classical
classmate (n)
classroom (n)
clean (adj & v)
clear (adj)
• It’s not clear to me.
clever (adj)
click (v)
climb (v)
clock (n)
close (v)
closed (adj)
close to (prep)
clothes (n pl)
cloud (n)
cloudy (adj)
clown
club (n)
• to join a club
coach (n)
• a coach trip
coat (n)
coffee (n)
cold (adj & n)
colleague (n)
collect
collecting/to collect (v)
college (n)
colour (n)
comb (n)
come (v)
comfortable (adj)
company (n)
• What’s the name of your company?
competition (n)
computer (n)
concert (n)
congratulations! (exclam)
conversation (n)
cook (n & v)
cooker (n)
corner (n)
• the corner of the street
correct (adj)
cost (n & v)
could (v)
country (n)
countryside (n)
course (n)
• a university course
• a main course
• of course (not)
cousin (n)
cow (n)
cream (n)
credit card (n)
cross (v)
• Don’t cross the road here!
crossing (n)
• Use the crossing to cross the street.
crossroads (n)
crowd (n)
crowded (adj)
cry (v)
• The baby’s crying.
cup (n)
7. cupboard (n)
curtains (n)
customer (n)
cut (v)
cycle (v)
D
dad(dy) (n)
daily (adj & adv)
dance (n & v)
dancing
danger (n)
dangerous (adj)
dark (adj)
date (n)
• What’s the date today?
daughter (n)
day (n)
dead (adj)
dear (adj)
• Dear Anne,
decide (v)
degree (n)
• The temperature’s 30 degrees today.
delay (n & v)
• There will be a delay of two hours. (n)
• The flight is delayed. (v)
dentist (n)
department (n)
describe (v)
desk (n)
diary (n)
dictionary (n)
die (v)
difference (n)
different (adj)
difficult (adj)
digital
dining room (n)
dinner (n)
dinosaur
diploma (n)
dirty (adj)
disco (n)
discount (n)
dish (n)
• Chicken and chips is my favourite dish.
do (v)
doctor (n)
dog (n)
dollar (n)
dolphin (n)
door (n)
double (adj)
• a double room
down (adv & prep)
downstairs (adv)
dragon
draw (v)
drawing (n)
dream (n & v)
dress (n & v)
drink (n & v)
drive (v)
driving licence (n)
drum (n)
dry (adj & v)
during (prep)
DVD (n)
DVD player (n)
E
each (det & pron)
ear (n)
early (adj & adv)
earn (v)
east (n, adj & adv)
easy (adj)
eat (v)
egg (n)
electric (adj)
electricity (n)
elephant (n)
else (pron)
• Anything else?
email (n & v)
empty (adj & v)
end (v & n)
engine (n)
engineer (n)
enjoy (v)
enough (det & pron)
entrance (n)
envelope (n)
Euro (n)
even (adv)
evening (n)
ever (adv)
every (det)
everybody (pron)
everyone (pron)
everything (pron)
everywhere (adv)
examination/exam (n)
8. example (n)
• Look at the example first.
• for example
excellent (adj)
except (prep)
exercise (n)
exercise (v)
excited
exciting (adj
excuse (v)
• Excuse me!
exhibition (n)
• art exhibition
exit (n)
expensive (adj)
explain (v)
extra (det)
F
face (n)
factory (n)
fan (n)
fail (v)
fair (adj)
• She has fair hair.
fall (v)
family (n)
famous (adj)
far (adv)
• How far is the next garage?
farm (n)
fashion
fast (adj & adv)
fast food
fat (adj)
father (n)
favourite (adj)
feel (v)
• to feel well
few (det)
field (n)
fill (v)
fill in (phr v)
• to fill in a form
film (n)
find (v)
fine (adj)
• That’s fine!
• I’m fine, thank you.
• The weather is fine.
finish (v)
fire (n)
first (det, adv & adj)
• First… then… (det)
• John came first. (adv)
• first name (adj)
fish (n & v)
fit (adj)
flat (n)
flight (n)
floor (n)
• The bedrooms are on the first floor.
• Don’t leave your clothes on the floor.
flower (n)
fly (n & v)
fog (n)
foggy (adj)
follow (v)
food (n)
foot (n)
• my right foot
football (n)
for (prep)
foreign (adj)
forest (n)
forget (v)
fork (n)
• knife and fork
form (n)
• Fill in this form.
free (adj)
fresh (adj)
• fresh fruit
fridge (n)
fried (adj)
friend (n)
friendly (adj)
from (prep)
front (n)
• in the front of the train
• Stand in front of me.
fruit (n)
fry (v)
full (of) (adj)
fun (n)
funny (adj)
furniture (n)
G
game (n)
9. garage (n)
garden (n)
gas (n)
• a gas cooker
gate (n)
get (v)
get fit (v)
get off (phr v)
• to get off the bus
get on (phr v)
• to get on the bus
get up (phr v)
• to get up in the morning
girl (n)
give (v)
glad (adj)
glass (n & adj)
glasses (n pl)
go (v)
go out (v)
• Are you going out this evening?
golf (n)
gold (n & adj)
good (adj)
goodbye (exclam)
gram(me) (n)
grandchild (n)
grand(d)ad (n)
granddaughter (n)
grandfather (n)
grandma (n)
grandmother (n)
grandpa (n)
grandparent (n)
grandson (n)
grape (n)
grass (n)
great (adj)
green (adj)
grey (adj)
grill (v)
grilled (adj)
group (n)
grow (v)
grow up (phr v)
guest (n)
guest-house (n)
guide (n)
guidebook (n)
guitar (n)
H
hair (n)
hairdresser (n)
hairdryer (n)
half (n & pron)
hall (n)
hallo/hello! (exclam)
hand (n)
happen (v)
happy (adj)
hard (adj & adv)
• hard wood (adj)
• the homework was hard (adj)
• to work hard (adv)
hat (n)
hate (v)
have (v)
have got (v)
have to (v)
he (pron)
head (n)
• My head hurts.
healthy (adj)
hear (v)
heart (n)
heating (n)
• Can you turn the heating on?
heavy (adj)
• a heavy blanket
• How heavy is it?
helicopter (n)
help (v)
her (det & pron)
herself (pron)
here (adv)
hers (pron)
high (adj)
hill (n)
him (pron)
himself (pron)
hip hop
his (det & pron)
hit (v)
hobby (n)
hockey (n)
holiday(s) (n)
home (n & adv)
homework (n)
hope (v)
horse (n)
hospital (n)
hot (adj)
hotel (n)
hour (n)
house (n)
10. how (adv)
hungry (adj)
hurry (v)
hurt (v)
husband (n)
I
I (pron)
ice (n)
ice cream (n)
ice skating
idea (n)
if (conj)
ill (adj)
immediately (adv)
important (adj)
impossible (adj)
improve (v)
in (adv & prep)
include (v)
indoor (adj)
indoors (adv)
information (n)
in front of (prep)
insect (n)
inside (adv & prep)
instead (adv)
instead of (prep)
instructions (n pl)
instrument (n)
insurance (n)
• car insurance
interested (adj)
interesting (adj)
international (adj)
internet (n)
into (prep)
invite (v)
island (n)
it (pron)
its (det)
itself (pron)
J
jacket (n)
jam (n)
• fruit jam
jeans (n pl)
job (n)
join (v)
journalist (n)
journey (n)
juice (n)
jump (v)
just (adv)
• I’ve just seen Tom.
• Just a moment.
K
keep (v)
• May I keep this?
• Keep right!
key (n)
keyboard
• Instrument and computer
kilo(gram[me]) (n)
kilometre (n)
kind (adj & n)
• That’s very kind of you.
• What kind of book do you want?
king (n)
kitchen (n)
kite
knife (n)
know (v)
L
lake (n)
lamp (n)
language (n)
laptop (computer) (n)
large (adj)
last (adj & adv)
late (adj & adv)
• The train is going to be late.
later (adv)
• I’ll see you later.
laugh (v)
learn (v)
leather (n & adj)
leave (v)
• The train leaves at 10 o’clock.
• I left my bag in the cinema.
• There isn’t any milk left.
left (n, adj & adv)
• Go to the left.
• left hand
leg (n)
lemon (n)
lemonade (n)
11. less (det, pron & adv)
lesson (n)
let (v)
letter (n)
level (n)
• language level
library (n)
licence (n)
• driving licence
lie down (phr v)
life (n)
lift (n)
• Take the lift to the third floor.
light (n & adj)
like (v, prep & adv)
• I’d like a drink. (v)
• It’s like an orange but bigger. (prep)
• What’s the weather like? (adv)
line (n)
• draw a line
• the next line
lion (n)
listen (v)
litre (n)
little (adj & det)
live (v)
living room (n)
long (adj)
look (v)
• You look happy.
• Don’t look now!
look after (phr v)
look at (phr v)
look for (phr v)
look out (phr v)
• Look out – it’s going to fall!
lorry (n)
lose (v)
• We lost the game.
• I’ve lost my passport.
lot (det)
• a lot of homework.
lots (det)
loud (adj)
love (n & v)
lovely (adj)
low (adj)
luck (n)
lucky (adj)
luggage (n)
lunch (n)
M
machine (n)
magazine (n)
make (v)
make up
man (n)
manager (n)
many (det)
map (n)
market (n)
married (adj)
match (n)
• football match
matter (v)
• It doesn’t matter.
maybe
me (pron)
meal (n)
mean (v)
meat (n)
mechanic (n)
medicine (n)
meet (v)
meeting (n)
member (n)
• a member of a club
menu (n)
message (n)
metre (n)
middle (n)
• in the middle
midnight (n)
mile (n)
milk (n)
million (n)
mind (v)
• Do you mind if I close the window?
• I don’t mind if…
• Mind your head!
mine (pron)
mineral water (n)
minute (n)
mirror (n)
Miss (n)
miss (v)
mistake (n)
mobile (phone) (n)
modern (adj)
moment (n)
• Just a moment.
money (n)
monkey (n)
12. month (n)
monthly (adj & adv)
moon (n)
more (det, pron & adv)
morning (n)
most (det, pron & adv)
mother (n)
motorbike (n)
motorway (n)
mountain (n)
mouse (n)
mouth (n)
move (v)
Mr (n)
Mrs (n)
Ms (n)
much (det, pron & adv)
mum(my) (n)
museum (n)
music (n)
must (v)
my (det)
myself (pron)
N
name (n)
national (adj)
nationality (n)
nature
near (adv & prep)
nearly (adv)
neck (n)
need (v)
neighbour (n)
never (adv)
new (adj)
news (n)
newsagent (n)
newspaper (n)
next (adj & adv)
next to (prep)
nice (adj)
night (n)
no (det & exclam)
nobody (pron)
no one (pron)
noisy (adj)
noon (n)
no one (pron)
none (pron)
normal (adj
north (n, adj & adv)
nose (n)
not (adv)
note (n & v)
nothing (pron)
now (adv)
nowhere (adv)
number (n)
nurse (n)
O
occupation (n)
o'clock (adv)
of (prep)
of course (not)
off (adv)
office (n)
often (adv)
oil (n)
• car oil
• cooking oil
OK/O.K./okay (exclam)
old (adj)
omelette (n)
on (prep & adv)
once (adv)
• only once
one (pron, det & num)
onion (n)
online
only (adv & adj)
• I only wanted to help.
• the only one
open (adj & v)
opera (n)
opposite (prep)
or (conj)
orange (adj & n)
order (n)
other (det)
our (det)
ours (pron)
ourselves (pron)
out (adv)
outdoor (adj)
outdoors (adv)
outside (prep & adv)
over (prep & adv)
• over 60 people (prep)
• to travel all over the world (adv)
own (adj)
• They cook their own meals.
13. P
pack (v)
• pack a suitcase
page (n)
pain (n)
paint (v & n)
pair (n)
• a pair of shoes
paper (n & adj)
pardon (exclam)
• Pardon?
parent (n)
park (n & v)
parrot
part (n)
• the best part of the day
party (n)
pass (v)
• You pass the station on the left.
• to pass a driving test
passenger (n)
passport (n)
past (prep)
pasta (n)
path (n)
pay (v)
pay for (phr v)
pen (n)
pence (n pl)
pencil (n)
pen-friend (n)
penny (n)
people (n pl)
pepper (n)
per (prep)
perhaps (adv)
person (n)
pet (n)
petrol (n)
petrol station (n)
pharmacy (n)
phone (v & n)
photo(graph) (n)
photography (n)
piano (n)
picnic (n)
picture (n)
piece (n)
pillow (n)
pilot (n)
pink (adj)
pity (n)
• What a pity!
pizza (n)
place (n)
plan (n & v)
plane (n)
• The plane was late.
plant (n)
plastic (n & adj)
plate (n)
platform (n)
• Your train leaves from Platform 8.
play (v & n)
• to play football (v)
• to play the guitar (v)
• a play at the theatre (n)
playground
pleasant (adj)
please (v)
p.m. (adv)
pocket (n)
point (v)
police (n)
police car (n)
police officer (n)
police station (n)
pool (n)
• swimming pool
poor (adj)
pop (n & adj)
• pop music
popular (adj)
possible (adj)
post (v & n)
• to post a letter
• What’s in the post today?
postcard (n)
post office (n)
poster (n)
potato (n)
pound (£) (n)
practice (n)
• football practice
practise (v)
• You must practise if you want to play well.
prefer (v)
present (n)
• a birthday present
pretty (adj)
price (n)
prize (n)
problem (n)
programme (n)
• TV programme
14. project (n)
• a school project
pull (v)
pupil (n)
purple (n)
purse (n)
push (v)
put (v)
put on (phr v)
Q
quarter (n)
• a quarter of an hour
queen (n)
question (n)
quick (adj)
quiet (adj)
quite (adv)
• Are you quite sure?
• quite old
quiz
R
race (n & v)
• a running race
• She raced her brother to the bus stop.
radio (n)
railway (n)
rain (n & v)
raincoat (n)
rap
rather (adv)
• rather old
read (v)
ready (adj)
• When will it be ready?
real (adj)
really (adv)
receptionist (n)
red (adj)
reggae
remember (v)
rent (v)
repair (v)
rest (n & v)
• to have a rest
• ‘Try to rest’, the doctor said.
restaurant (n)
return (n & v)
• my return from holiday (n)
• He returned home late. (v)
• She returned her library books. (v)
rice (n)
rich (adj)
ride (n)
ride (v)
right (n, adj & adv)
• He swam to the right. (n)
• your right hand (adj)
• That’s the right answer. (adj)
• Turn right here. (adv)
river (n)
road (n)
roast (v & adj)
rock (n)
• rock concert
roof (n)
room (n)
• a double room
round (adj)
roundabout (n)
ruin(s) (n)
• Let’s visit the castle ruins today.
run (v)
S
sad (adj)
safe (adj)
salad (n)
sale (n)
• for sale
salt (n)
same (adj & pron)
• at the same time (adj)
• Your watch is the same as mine. (pron)
sandwich (n)
save (v)
• to save money
• to save time
say (v)
school (n)
screen (n)
scooter
sea (n)
seat (n)
second (n & det)
secretary (n)
see (v)
sell (v)
send (v)
sentence (n)
15. several (det)
shall (v)
shampoo (v & n)
she (pron)
sheet (n)
• a bed sheet
shelf (n)
ship (n)
shirt (n)
shoe (n)
shop (n & v)
shop assistant (n)
short (adj)
• a short time
shorts (n pl)
should (v)
shout (v)
show (v & n)
• Show me your photos.
• a film show
shower (n)
shut (v)
sick (adj)
side (n)
• this side of the room
silver (n & adj)
since (prep)
sincerely (adv)
• Yours sincerely
sing (v)
single (adj)
sister (n)
sit (v)
sit down (phr v)
sitting room (n)
size (n)
skate (v)
skateboard (n)
ski (v)
skirt (n)
sky (n)
sleep (v)
slice (n)
slow (adj)
small (adj)
smoke (v)
snack (n)
snow (n & v)
so (conj & adv)
• So, I think it’s right. (conj)
• He ate too much, so he felt ill. (conj)
• He wanted to go but he didn’t say so. (adv)
soap (n)
sock (n)
sofa (n)
soft (adj)
some (det & pron)
somebody (pron)
someone (pron)
something (pron)
sometimes (adv)
somewhere (adv)
son (n)
song (n)
soon (adv)
sorry (adj)
• I’m sorry I’m late.
• Sorry, I don’t understand that.
sound (v)
• That sounds nice.
soup (n)
south (n, adj & adv)
space (n)
speak (v)
special (adj)
spell (v)
spend (v)
spoon (n)
sport (n)
sports centre (n)
spring (n)
• I hate winter but I love spring.
square (n & adj)
stadium (n)
staff (n)
stage (n)
stairs (n pl)
stamp (n)
• Put a stamp on the envelope.
stand (v)
• She was standing at the bus stop.
star (n)
star (v)
start (v)
station (n)
stay (v)
steak (n)
steal (v)
• Someone’s stolen my bag!
still (adv)
stomach (n)
stop (n & v)
store (n)
storm (n)
story (n)
straight (adj)
straight on (adv)
strange (adj)
16. • That’s a strange story!
street (n)
strong (adj)
student (n)
studies (n pl)
study (v)
subject (n)
• What’s your favourite subject at school?
• the subject of a talk
success
such (det)
suddenly (adv)
sugar (n)
suit (n)
• He was wearing a grey suit.
suitcase (n)
summer (n)
sun (n)
sunny (adj)
supermarket (n)
supper (n)
suppose (v)
• I suppose so.
• I suppose you’re right.
sure (adj)
• I’m (not) sure.
surfing
surname (n)
surprise (n)
surprised (adj)
sweater (n)
sweet (n & adj)
swim (v)
T
table (n)
table-tennis (n)
take (v)
• I’ll take it to your room.
• It takes three hours.
take off (phr v)
• She took off her shoes.
talk (n & v)
tall (adj)
taxi (n)
tea (n)
teach (v)
team (n)
teenager (n)
telephone (n & v)
television (n)
tell (v)
temperature (n)
• The temperature was below zero.
tennis (n)
tent (n)
term
terrible (adj)
test (n)
text (v)
text book
text message
than (prep & conj)
thank (v)
the (det)
theatre (n)
their (det)
theirs (pron)
them (pron)
themselves (pron)
then (adv)
there (adv)
these (det & pron)
they (pron)
thin (adj)
thing (n)
think (v)
thirsty (adj)
this (det & pron)
those (det & pron)
through (prep)
throw (v)
thunderstorm (n)
ticket (n)
tidy (adj & v)
tidy up (v)
tiger
tights (n pl)
till (prep)
time (n)
tired (adj)
to (prep)
today (n & adv)
together (adv)
toilet (n)
tomato (n)
tomorrow (n & adv)
tonight (n & adv)
too (adv)
tooth (n)
toothbrush (n)
top (n)
• the top of the page
total (adj & n)
tour (n & v)
tour guide (n)
tourist (n)
17. tourist information centre (n)
towel (n)
town (n)
toy (n)
traffic (n)
traffic lights (n pl)
train (n)
trainers (n pl)
tram (n)
travel (v)
travel agent (n)
tree (n)
trip (n)
trouble (n)
trousers (n pl)
try (v)
try on (phr v)
T-shirt (n)
turn (v)
turn off (phr v)
• Turn the gas off.
turn on (phr v)
• Turn the heating on.
twice (adv)
type (n)
tyre (n)
U
umbrella (n)
uncle (n)
under (prep)
underground (n & adj)
understand (v)
uniform (n)
university (n)
until (prep)
up (prep & adv)
upstairs (adv)
us (pron)
use (v)
useful (adj)
usual (adj)
V
variety (n)
vegetable (n)
very (adv)
video (n)
video recorder (n)
village (n)
violin
visit (v)
visitor (n)
volleyball (n)
W
wait (v)
waiter (n)
waitress (n)
wake up (phr v)
walk (v)
wall (n)
wallet (n)
want (v)
warm (adj)
wash (v)
wash up (phr v)
watch (n & v)
water (n)
way (n)
• Do it this way.
• one-way street
• Is this the quickest way home?
we (pron)
wear (v)
weather (n)
website (n)
wedding
week (n)
weekday (n)
weekend (n)
weekly (adj & adv)
welcome (v)
• Welcome to London!
well (adv & adj)
west (n, adj & adv)
wet (adj)
whale (n)
what (det & pron)
wheel (n)
when (adv)
where (adv)
which (det)
while (conj)
white (adj)
who (pron)
whole (adj & n)
• the whole world (adj)
• the whole of July (n)
whose (pron)
why (adv)
wife (n)
18. wild
will ('ll) (v)
win (v)
wind (n)
window (n)
windsurfing
windy (adj)
winter (n)
wishes (n pl)
• Best wishes
with (prep)
without (prep)
woman (n)
wonderful (adj)
wood (n)
wool (n)
word (n)
work (n & v)
world (n)
worry (v)
would (v)
write (v)
write down (phr v)
wrong (adj)
Y
year (n)
yellow (adj)
yes (exclam)
yesterday (n & adv)
yet (adv)
• Has he arrived yet?
you (pron)
young (adj)
your (det)
yours (pron)
yourself (pron)
Z
zero (n)
zoo (n)
Appendix 1
Word sets
In addition to the words in the alphabetical list, KET candidates are expected to know:
Cardinal numbers
one, two, three, etc. to one thousand
Ordinal numbers
19. first, second, third, fourth, etc. to thirty-first
Days of the week
Monday, Tuesday, etc.
Months of the year
January, February, etc.
Countries, languages and nationalities
English-speaking countries and others, for example, Brazil/Brazilian, Canada/Canadian,
China/Chinese, France/French, Ireland/Irish, India/Indian, Italy/Italian, Spain/Spanish, etc.
Continents
Africa, North America, South America, Asia, Antarctica, Europe
School subjects
geography, history, mathematics, science, etc.
Appendix 2
Affixes
The words in the alphabetical list may be extended by the use of these affixes:
-er with verbs and nouns to make nouns, eg driver, farmer, footballer, shopper, teacher, etc.
-ing with verbs to make nouns (activities), eg fishing, parking, reading, sailing, shopping, etc.
-ly with adjectives to form adverbs, eg carefully, quickly, slowly, usually, etc.
un- with adjectives and adverbs to make negative forms, eg uncertain, unhappy, unhappily,
uninteresting, etc.
Appendix 3
Topic Lists
Natural World and Weather
air grass sea water
beach grow sky weather
cloud hill snow (n & v) west
cloudy hot south wet
20. cold ice space wind
country island spring windy
countryside lake star winter
east moon storm wood
field mountain summer wool
fire north sun world
flower outdoor sunny
fog plant thunderstorm
foggy rain (n & v) tree
forest river warm
Colours
light/dark brown orange red
black green pink white
blue grey purple yellow
Buildings and Places We Live and Work
airport corner market square
apartment crossing museum stadium
bank crossroads newsagent station
bookshop department store office street
building disco park supermarket
bus station entrance petrol station swimming pool
café exhibition police station theatre
campsite exit post office tourist information centre
canal factory railway station town
castle farm restaurant travel agent
cathedral flat river underground
centre guesthouse road university
church hospital roundabout village
cinema hotel ruin zoo
club house school
city library shop
college lift sports centre
Travel and Transport
(aero)plane far passport suitcase
airport flight petrol taxi
ambulance fly petrol station ticket
boat garage pilot tour (n & v)
brake helicopter plane tour guide
bridge journey platform tourist
bus leave police car tourist information centre
bus station left problem traffic
21. bus stop lights railway traffic lights
canal lorry repair (v) tram
car luggage return (n & v) travel
coach machine ride travel agent
country map right trip (n)
crossing mechanic road tyre
crossroads mile roundabout underground (n)
delay (n & v) mirror sailing visit
delayed (adj) miss seat visitor
drive motorway ship way (n)
driver move station wheel
driving licence oil stop window
engine park (v) straight on
engineer passenger street
Food and Drink
apple chocolate hungry piece of cake
banana coffee ice pizza
barbecue cook (n & v) ice cream plate
chips cooker jam potato
biscuit cream juice rice
bit of cake cup kitchen roast (v & adj)
boil cut knife salad
bottle dinner lemon salt
22. bowl dish lemonade sandwich
box drink lunch slice
bread eat main course snack
break (n) egg meal soup
breakfast food meat steak
burger fork menu sugar
burn fish milk sweet (n & adj)
butter fridge mineral water tea
cafe fried oil thirsty
cake fruit omelette tomato
carrot fry onion vegetable
can (n) glass orange waiter
cheers! grape pasta waitress
cheese grill (v) pepper wash up
chicken grilled picnic
Time
afternoon evening morning weekend
a.m./p.m. holidays night weekly
appointment hour noon winter
autumn January - December o’clock year
birthday meeting second yesterday
century midnight spring
clock minute summer
daily moment time
date Monday - Sunday today
day month tomorrow
diary monthly tonight
Communication, Culture and Entertainment
advertisement
art
band
book
call (v)
camera
card
cassette
CD
cinema
click (v)
competition
concert
conversation
dance (n & v)
disco
draw
drawing
drum
DVD
exhibition
email (n & v)
film
fun
game
go out
group
guidebook
guitar
information
internet
journalist
laugh
listen to
look at
magazine
23. mobile (phone)
mouse
museum
music
news
newspaper
opera
paint (v)
painter
party
photo(graph)
photographer
photography
piano
picture
play (n)
pop (music)
practice
practise
present (n)
prize
programme
project
radio
read
rock (concert)
show (n)
sing
singer
song
talk (n)
telephone
television
theatre
ticket
watch (v)
website
writer
Jobs and Work
actor
artist
boss
break
business
businessman
businesswoman
chemist
cleaner
colleague
company
computer
customer
dentist
desk
diary
diploma
doctor
driver
earn
email (n & v)
engineer
factory
farm
farmer
footballer
guest
guide
hairdresser
instructions
job
journalist
king
letter
manager
mechanic
meeting
message
nurse
occupation
office
painter
pharmacy
photographer
pilot
police officer
queen
receptionist
secretary
shop assistant
shopper
singer
staff
student
teacher
tennis player
tour guide
travel agent
uniform
waiter
waitress
work
worker
Body and Health
accident
ambulance
appointment
arm
baby
back
body
break (v)
burn
check (v)
chemist
clean (adj & v)
comb (n)
cut
danger
dangerous
dead
dentist
die
doctor
ear
face
fall (v)
feel (v)
foot
hair
hand
head
hear (v)
heart
hospital
hurt (v)
24. ill
insurance
leg
lie down
medicine
neck
nose
nurse
pain
pharmacy
problem
rest (n & v)
sick
sleep
soap
stomach
tired
tooth
toothbrush
well (adj)
Appliances and Services
camera
cassette
player/recorder
CD
clock
computer
cooker
DVD
electric
electricity
fridge
gas
hairdryer
heating
lamp
lights
mobile (phone)
radio
tape recorder
(tele)phone
television
TV
video
video recorder
Measurements
centimetre
day
degree
gram(me)
half
hour
kilo(gram)
kilometre
litre
metre
mile
minute
moment
quarter
second
temperature
week
year
Documents and Texts
bill
book
card
diploma
email
form
insurance
letter
licence
magazine
menu
message
newspaper
note
passport
postcard
project
ticket
Shopping and Money
assistant
bill
bookshop
buy (v)
cash (n & v)
cent
change (n & v)
cheap
cheque
close (v)
closed (adj)
cost (n & v)
customer
department store
dollar
Euro
expensive
for sale
open (v & adj)
pay (for)
pence
penny
pound
price
shop
shop assistant
shopper
shopping
spend
supermarket
try on