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ISBN: 978 019 4620048
Printed in Hong Kong
ACKNOWLEDGEMENTS
lustrations by Anne Cakebread pp 12, 13, 20, 21, 58, 79; Mark Duffin pp 36, 56, 62, 86, 115, 116, 164, 197, 198; Stephane Gamain p 8; Nick Hawken pp 38, 53, 55, 93, 100, 174; Gavin Reece pp 30, 40, 48, 67, 78, 92; Willie Ryan pp 29, 41, 47, 51, 60, 64, 66, 76, 77, 87, 89, 97, 103,
104, 119, 120, 135; Tony Sigley pp 32, 61, 99, 118, 179
Commissioned photography by MM Studios pp 7, 8 (hand and pencil), 53 (kidney), 53 (carp)
‘The publisher and authors would also like to thank the following for permission to reproduce photographs: Alamy pp 44 (earthquake/Yoshiaki Nagashima/ Pacific Press Service), 46 (gorilla/David Fleetham), 52 (plum/Tim Hill), 52 (grapefruit/Keith Leighton}, 52 (avocadojfconotec), 52 (passion fruit) foodfolio), 52 (papayaliconotec), 52 (pomegranate/Keith Leighton), 52 (spinachjignazuri), 52 (chick peas/Sara Danielsson/Bon Appetit), 52 (fennel/Tim Hill), 52 (artichoke/Sue Wilson), 52 (asparagusJEmilio Ereza), 52 (beetroot/Emilio Ereza), 52 (parsley|artpartner-images com), 52 (mint/foodfolio), 52 (basil/foodfolio), 52 (thymejfoodfolio), 52 (rosemary/foodfolio), 53 (trout/Brigitte Krauth/Bon Appetit), 53 (Tim Hill), 53 (squid/Iconotec), 53 (lobster/Dieter Heinemann/Photostock), 53 (ctabjD Hurst), 53 (clam/Theresa Raffetto/Bon Appetit), 74 (hospital ward|WR Publishing), 84 (house/Malcolm Fairman), 98 (police arrest] Arthur Turner), 114 (oil paints/Andrew Paterson), 114 (watercolours} Chris Rose), 116 (Dex Image), 124 (Rio Carnival/Demetrio Carrasco Jon Arnold Images Ltd), 153 (Sam/John Eccles), 159 (Janine Wiedel
Photolibrary), 171 (niceartphoto), 174 (Tony Craddock/Images Etc Ltd); Corbis pp 24 (Franck Seguin/TempSport), 42 (the eartb/NASA), 42 (rainforest/Louise Murray/Robert Harding World Imagery), 44 (hurricane/Henry RomerojReuters), 44 (volcanojfim Sugar), 46 (eagle] Daniel J Cox), 47 (shark/Stuart Westmorland), 74 (operating theatre] Mediscan), 90 (Georges Seurat , Bathers at Asniéres, 1883-84, The National Gallery/By kind permission of the Trustees of the National Gallery, London), 90 (Georges Seurat, Sunday Afternoon on the Island of La Grande Jatte, 1884-86, The Art Institute of Chicago/The Gallery Collection), 98 (courtroom/Heide Benser/zefa), 114 (portraitJSelf- Portrait by Mary Cassatt ca 1880/Smithsonian Institution, Washington DC), 114 (landscape/ Vincent van Gogh, Landscape with Green Corn, 1889/The Gallery Collection), 114 (still life/ Paul Cezanne, Fruit on a Cloth, ca 1890/The Gallery Collection),114 (abstract painting/ Wassily Kandinsky, Improvisation with Green Center (No 176), 1913/Burstein Collection/Barney Burstein © ADAGP, Paris and DACS, London 2008); Courtesy of Gecko Headgear p 146 (www-geckoheadgear.com); Getty Images pp 22 (DanjJustin Pumfrey/Iconica), 22 (Giles|Victoria Snowber} Photographer's Choice), 28 (Marilyn Monroe/Alfred Eisenstaedt/Pix Incffime & Life Pictures), 28 (Bill Clinton/Scott Morgan), 44 (drought] Angelo CavallijStone), 46 (lion/Dave King/Dorling Kindersley), 46 (tiger] Dave King/Dorling Kindersley), 46 (monkey/Tatsuhilo Sawada/amana images), 46 ({ly/James Cotier/Stone), 46 (whale|Jeff Hunter/Riser), 46 (mosquito/Frank Greenaway/Dorling Kindersley), 52 (raspberry/ Kevin Summers/Photographer’s Choice), 52 (fig/Chuistian Teubner] StockFood Creative), 52 (broccoli/Kevin Summers/Photographer's Choice), 74 (x-ray/Vincenzo Lombardo/Photographer's Choice), 83 (Jonnie Miles), 101 (3D4Medical.com), 104 (Alexander Nemenov/AFP),
124 (La Tomatina festival JJose JordanJAFP), 158 (London Express/ Hulton Archive), 165 (E Dygas), 193 (Lyn Holly/Photographer's Choice RR); MorgueFile.com pp 84 (brick wall/bosela), 84 (stone wall/bosela); Photolibrary.com pp 44 (tidal wave/Vince CavataiofPacific Stock), 53 (veal/Philip Wilkins/Eresh Food Images), 53 (cod/Maximilian Stock Ltd/Eresh Food Images}, 53 (oyster/Maximilian Stock Ltd/Fresh Food Images), 153 (Jake/Uirika Malm/Nordic Photos), 154 (Photodisc): Punchstock pp22 (Kaz/Stockbyte), 46 (bee/Don Farrall/Photodisc), 46 (shark/DLILLC), 52 (apricot/C Squared Studios/Photodisc), 52 (celery/ Stockbyte), 53 (calf’s liver /Foodcollection.com), 53 (duck meat)
Foodcollection.com), 53 (rabbit meat/Foodcollection.com), 53 (sea bass] Foodcollection.com), 53 (mussel/Melba Photo Agency), 98 (fingerprints] Steve Allen/Jupiterimages/Brand X), 152 (Marcy Maloy/Photodisc}, 153 (Boss/Purestock), 155 (Stockbyte); Rex Features pp 37, 124 (cherry blossom festival/Sinopix Photo Agency Ltd); Royalty-free pp 46 (leopard/Photodisc), 46 (spider/Photodisc), 46 (elephant/ingram), 46 (camel/Photodisc}, 46 (bear/Photodisc}, 46 (snake/Photodisc), 47 (snake) Ingram), 52 (coconut/Ingram), 52 (leck/Photodisc}, 52 (sweetcorn Stockbyte), 173 (Photodisc); Science Photo Library p 74 (scan{just SPL)
Trang 4
Contents
== aoe ——— ———
Introduction 5
Starter unit 7 Daily life
1 ó2 2 16 [can describe a range of food 52
17 [can talk about diets and cooking 54 Learn Ing 18 Tcan talk about money 56
9 an talka
1 1can talk about vocabulary learning 10 ĐỘ 0000015010101 21S5Ầ0 be Ặ ` 20 Ican talk about injuries 60 2 Ican describe my progress and aims 12
ae 21 Ican talk about cars and driving 62
3 Ican understand a learner’s dictionary 14 5: mm IS eh 4 Ican talk about English punctuation 16 aoe ni e mavel pr Ovlers and accidents
Review 18 23 can talk about clothes and fashion 67
Review 70
People
5 [can talk about appearance 20 Getting things done
ae a Chic 22 24 Ican describe a visit to the dentist 73 là ah a Tu Ze 25 Ican describe hospital procedures 74 a Hà an coer ue 28 26 Ican explain household tasks 76 2 ' eee ok oe ms dĩ i su 27 Ican describe housework 78
10 Tcan talk about weddings and [unerals 30 5ã li na cơ 79
EMER th Review 80
The world around us Describing things
_ š oa oe = vững hi ` 29 Tcan describe urban life 82 C22771 TL lẻ 30 [can describe parts of a building 84 13 Tecan describe the climate 41 a
TT ee ener ” 31 Ican describe objects 86 161 sats ee mia seme o ie 32 Ican describe the senses 88 ihc bes imino oc 33 Ican describe a painting 90
Review 49 34 Ican describe actions 92
Review 94
Trang 5Social and political issues
35 Tcan talk about crime
36 Tcan describe the justice system 37 Ican discuss health issues
38 Lcan talk about politics
39 Ican talk about war and peace 40 Ican talk about events in history
Review
Media and entertainment
41 1can understand newspapers 42 Ican talk about films
43 [can talk about art and photography 44 Ican talk about music
45 Ican talk about people and places in sport
46 Ican describe sporting events
47 Ican talk about books 48 I can describe [estivals
Review
Work and study
49 Tcan get through exams 50 Ican describe university life
51 Lean apply for a job
52 Ican describe jobs 53 Ican describe a career
54 Ican describe working conditions Review
Business
55 Ican talk about finance 56 Ican talk about companies
57 Ican describe a successful business 58 Ican discuss marketing Review 4 CONTENTS 96 98 100 102 104 106 107 110 112 114 116 118 120 122 a 126 129 130 132 134 136 138 139 142 144 146 148 Social English
59 Ican express probability
60 Ican explain similarities and differences
61 Ican make arrangements to meet
62 Ican discuss my likes and dislikes
63 [can give my opinion
64 Ican talk about rules
65 Ican discuss hopes and plans
66 Ican express dissatisfaction 67 Tcan understand warnings
Review
Language
68 Tcanuse link words
69 Lcanuse a range of adjectives
70 [can express time and place 71 Ican.use prepositions in phrases 72 can use prefixes
73 Icanuse suflixes 74 Ican use verb patterns 75 Tcan use phrasal verbs 76 1can use a range of adverbs Review Styles of English T can recognize informal English » i
8 [can write a formal letter 79 Ican understand abbreviations
and short forms
80 I can understand American English Review
Vocabulary building tables Answer key
Trang 6Introduction
What is Oxford Word Skills?
Oxford Word Skills is a series of thrée books for students to learn, practise, and revise new vocabulary
elementary and pre-intermediate (CEF levels A1 and A2) intermediate and upper-intermediate (CEF levels B1 and B2)
advanced (CEF levels C1 and C2)
Intermediate: Advanced:
There are over 2,000 new words or phrases in each level, and all of the material can
be used in the classroom or for self-study
How are the books organized?
Each book contains 80 units of vocabulary presentation and practice Units are between one and three pages long, depending on the topic New vocabulary is presented in manageable quantities for learners, with practice exercises following immediately The units are grouped together thematically in modules of four to nine units At the end of each module there are further practice exercises in the review units, so that learners can revise and test themselves on the vocabulary learned At the back of each book you will find:
© vocabulary building tables © an answer key for all the exercises
e a list of all the vocabulary taught with a phonemic pronunciation guide anda unit reference to where the item appears
‘There is a CD-ROM at each level with oral pronunciation models for all the vocabulary taught, and further practice exercises, including listening activities
What vocabulary is included?
At Intermediate level, the vocabulary includes:
© a wide range of common topics, money, health issues, relationships
© words and phrases needed in social interaction, e.g giving opinions, making
arrangements to meet
e areas of lexical grammar, e.g prefixes and suffixes, link words
There is an emphasis on high-frequency vocabulary in everyday spoken English, but also vocabulary from different types of written text, e.g job advertisements, magazine articles, web pages, and warning signs At Advanced level, learners encounter more figurative meanings of vocabulary items, more idiomatic language, and a wide range of collocations
The series includes almost all of the words in the Oxford 3000™, which lists the 3,000 words teachers and students should prioritize in their teaching and learning The list is based on frequency and usefulness to learners, and was developed by Oxford University Press using corpus evidence and information supplied by a panel of over 70 experts in the fields of teaching and language study In addition, we have included a wide range of high frequency phrases, e.g, don’t bother, 1 haven't a clue, as well as items which are extremely useful in a particular context, e.g a filling al the dentist's
Trang 7We have taken great care to ensure that learners will be able to understand the meaning of all the new words and phrases as used in the particular contexts by supplying a clear illustration, a glossary definition, or an example of each word or phrase Learners
should be aware that many English words have more than one meaning They should
also be aware that nouns may be countable in some senses and uncountable in others
They should refer to an appropriate learner's dictionary for information on other
meanings and structures and on countability (See ‘How to learn new words’ in the Starter unit for advice.)
How can teachers use the material in the classroom?
New vocabulary is presented through different types of text, including dialogues, tables, and visuals The meaning of new vocabulary is explained in an accompanying
glossary unless it is illustrated in visuals or diagrams Particularly important items are
highlighted by means of ‘spotlight’ boxes
Here is a procedure you could follow:
Students study the presentation for 5-10 minutes (longer if necessary)
© You answer any queries the students may have about the items, and provide a
pronunciation model of the items for your students to repeat
® Students do the first exercise, which they can check for themselves using the
answer key, or you can go over the answers with the whole class
© When you are satisfied, you can ask students to go on to further exercises, while you monitor them as they work, and assist where necessary
When they have completed the written exercises, students can often test
themselves on the new vocabulary using the cover card enclosed with the book
The material has been designed so that students can cover the new items while they look at the visuals, glossaries, or tables and test themselves This is a simple,
quick, and easy way for learners to test themselves over and over again, so there
is no pressure on you to keep searching for different exercises
© After a period of time has elapsed, perhaps a couple of days or a week, you can use the review exercises for further consolidation and testing
© You will often notice the headings ‘About you’ or ‘About your country’
These indicate personalized exercises which give learners an opportunity to
use the new vocabulary within the context of their own lives Students can
write answers to these, but they make ideal pair work activities for learners to
practise their spoken English while using the new vocabulary If you use these as speaking activities, students could then write their answers (or their partner's answers) as follow-up In the answer key, possible answers for these activities are provided by proficient non-native speakers from different parts of the world
How can students use the material on their own?
The material has been designed so that it can be used effectively both in the classroom or by learners working alone If working alone, learners should look at the Starter unit first For self-study, we recommend that learners use the book alongside the CD-ROM, as it gives them a pronunciation model for every item of vocabulary, as well as further practice exercises They can check their own answers and use the cover card to test themselves One advantage of self-study learning is that students can select the topics that interest them, or the topics where they most need to expand their knowledge
Trang 8
Starter
A How to use a unit
You can listen to the words on the CD-ROM
and practise the pronunciation Or you can
Study the new words look at the word list (page 233) to find out
They are in bold type how to say the words
A glossary explains
B Choosing a book 6 tile ce ‘ibe name of book poy mee the new words cover the outside part fa book, magazin
boo attract sb's sth atteacts your attention it iy i eco + atenion freshman
— —= browse spend timepleasunllyina shop th, looking things
Ios rowing pa bastop at poked
‘up o paperback Debeek hat baked ines } paperback sabook witha thick paper cover n0 ean Feadable cary orinterestin (ahardbad hos a bard coer tore A recommencstio by tend te sid hale gretodss ox be Unie ‘ister real cra wall it ) cm HO eee ge ence cst
: Ss ` " ¬ fouthor #5! wasreally pleased, : ok rcp acrad a Nui th rough costal tars skim
= ant chepter cone oftheparisinto vided, whit a Books Looked mowah he i ‘chapler- sets forcinating |
A ‘spotlight’ tells you about important words fascinating «very interesting
adisives isstigawell + past participle well writ “orlkle) avell fafortmed (= knowing alot about subject, well known
@ Tick (1) the conrect sentence ending
> Who is the author gvft _]?
1 The cover attracted my chapter! attention 11 2 The author was well known (weil written 3 {read the second title C1 chaprer 1
3 Thụ bo looled vay msfspel loefidomedL]
5 Ione the cheaper on, 2 bong e rack CT paperok
6 {was in a bookshop the other day, just attracting C1] browsing |
© complete the text
yc srt tence bk Hs at» His book might atvact fot of 2) a knob grad) ` Do the exercises Check ieee ‘money by dag wa ites thata gest) ¢ 1H being aublshed in badback | your answers in the andi) Fread he fst (1c about sling things an the nee, and its `
realy (6)¢ cousin in bed wath hs laptop; tab ily Buti funny book and is (wel = {couldnt putt down On the front 7) ¢ there’ pict of my answer key (page 203) © sour YOU Write your answers, or ask another student,
MEDIA AND ENTERTAINMENT 123 Use the vocabulary to
write or speak about yourself in ‘ABOUT YOU' or ‘ABOUT ed YOUR COUNTRY’ @ Fick he conect column [F rasntkEsilcRmmemstbiyuyhnedd0le edi mm sả ‘Tenant nec be ere ad | + el no psn sme neon 4 Anemehpsvis arranged winter
“Taare, oc wont hatin
Use the cover card to {ovate meetin tain T— = =]
test yourself 5 amano ene Mest wll bssmee |
There's more practice in the review units and on the CD-ROM
Trang 98 B How to learn new words get together, get together
e Repeat the words and phrases two or three
times to help you remember them 4988 sorry albout sth tL sth = _ regret | eel ụ 1 did or didn t 4 s the facL that l6 COUT
hae a vöu (xử hsb) = have an angcy—
_ Ân th Dad lack night
¢ Write down new words in a notebook,
with the meaning in English or your own
language, or draw a picture
¢ Write down any other important information about a word or phrase, e.g words that often go together (a serious
relationship) or constructions with verbs
(regret the fact that) Write your own example sentences si een
Perfect Weekend Channel Five nan 'Wednesday 9 p.m — 14 P _ ề ‘become friends
_ Thai i ‘of young people who one anotl nother each ¢ Ta HE HE: at oniverity, and nO, get together (of tw:
five years later, gt together fora weekend social reason But things soon go wrong John doesn’t get on go wrong used whe
wath a now realizes they hà hà situation or relatioi
Tai vhisFee ngrtethefdttdte5MT , up with Amy, the githe used fogs BOC Giá dạo my knotw beore
h versity), and Keith does n
ee eS lie Amy’s old friends This creates tension int map Am on tangjghn dop3peAHBBEEð- —.— reeretsit/dolng + 1d soon there's a big row Amy f 2 eT bó ites tension in the ’s inst the bei ‘no interests that ay eu or did't de - ‘other And th ¢ Use a highlighter pen to help you remember difficult words STARTER
@ complete the text
Milo and I got to know one (1) ancther when we wori
summer We had a lot in (2) Common and got on really well, buts serious (2) relationship at the time Then it all went (4) -srÔng, had a big (5) Arqument and he (6) split up with her We st
‘out with each other almost immediately, but Milo soon (8) regretted
relationship with Inez, He (9) vealized _ he was still in love with her, was a big mistake
3w knoo one (1) _and la lotin (2) _comnon and got on
ipat the time Then it all went
Use a pencil for the exercises Check your answers, then rub them out and do them again a week later
You can do the exercises in the review units, or the CD-ROM exercises, after each unit Or
do them a month later to test yourself, perhaps
after you've studied all the units in that module (e.g ‘The world around us’)
Look at the vocabulary building tables at the
back of the book (page 202)
Go to the website (www.oup.com/elt/wordskills) for more useful materials and more practice
Buy a good dictionary for your
level The Oxford Wordpower
Dictionary (Oxford University Press) is very good for
intermediate learners
WORDPOWER
Trang 10€ Abbreviations and symbols
N [noun — fe usu | usually
V verb ¢ countable noun (A countable noun can be
ADJ | adjective used with a/an and can have a plural form.)
Apy | adverb u uncountable noun (An uncountable noun
orp | opposite (for example, modest is the cannot usually be used with a/an and opposite of arrogant) i usually has no plural form.)
ynonym (a word that means the same as pr | past tense (the past simple form of an another word; for example, drawback is a irregular verb) _
|_ synonym of disadvantage) TH a ink | informal (Ifa word or phrase is informal, sth | something (used in glossaries and tables,
you use it when you are speaking to friends e.g regret sth) wane F
or people you know well.) sb | somebody (used in glossaries and tables, rm | formal (Ifa word or phrase is formal, you | e.g dismiss sb)
use it at important and serious times with etc | used at the end ofa list to show there are people you don’t know well, or in written other things, but you aren't going to say English.) = | them all
pL | plural c.g | for example (as in: jewellery, c.g earrings,
SING) singular 7 necklace)
Vowels Consonants
i: see Isix/ p pen
happy “heœpi/ b bad I sit t tea o ten d did = hat k cat a: father g got D got tf cheap a saw đã jam uo put /pot/ f fall u casual /keœzuel/ v verb u: too /tu:/ 9 thin,
A cup /kaAp/ ð this
bird /ba:d/ SO
2 about /ebaot/ Zz zero /zrerao/! er say /ser/ J shoe Mux
20 80 /ge0/ 5 television /telvizn, telrvizn/ ai ve V/ h hat /heU
AU now /na0ƒ/ m map /mep/
or boy /bar/ n no /mao/ 12 near /ma(r)/ T sing, /sm/ ea hair /hea(r)/ 1 leg /leg/ Ø2 sure /[oa()/ T red /red/
j yes /jes/ w wet /wet/