Table Of Content

AWaywith rds ResourceP ack2 a Vocabularya ctivities Intermediateto upper f intermediate .: StuartR edmanR, obertE llis with GeraldineM ark Advisorye ditor:M ichaelM cCarthy F-,,*C-_nqvr nRrDGE qP uNryERSrrY PRESs PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAN'{BRIDGE The Pitt Building Trumpington Street,C ambridge,U nited Kingdom CANIBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK 40 West2 0th Street,N ew York,N Y l00l I-+21l, USA 477 WilliamstownR oad, Port Melbourne, VIC 3207,A ustralia Ruiz de Alarc6n 13,2 8014N {adrid,S pain Dock House,T he \\raterfront,C ape Town 8001, South Africa http :/ /wnv.cambridge.org O CambridgeU niversity Press1 997 The pagesi n this book marked A Way with Words Resource Pack 2 lillfFn'iO'Zfq-:,IlA O Carnbridge University Press 1997 may be photocopiedf ree of chargef or classroom useb y the purchasingi ndividual or institution.T his permissiont o copy doesn ot extendt o brancheso r additionals choolso f an institution.A II other copyingi s subjectt o permission from the publisher. Firstp ublished1 997 Sixthp rinting 2003 Printed in the United Kingdom at the University PressC, ambridge Typeseti n N{onotypeB askervillel I / l2pt and Rotis Semi Sans A catalaguree cordfotrh isb ookis auailablefromth eB ritishL ibrarl ISBN 0 521+ 7777B ResourceP ack2 Contents page Introduction Thanks and acknowledgements I I Learning 12 Newspapers WorksheetI 2 WorksheetI 4B Worksheet2 + 13 Men and wornen Worksheet3 6 WorksheetI 50 2 Working with your dictionary 14 Words around the house WorksheetI B WorksheetI tro Worlaheet 2 l0 .,2 15 Going places 3 Looking after yourself WorksheetI 54 WorksheetI L2 Worksheet2 t+ Worksheet2 56 Worksheet3 5B 4 Collocation 16 Hurnans and nature WorksheetI l6 Worksheet1 60 Worksheet2 62 5 Money and finance WorksheetI IB 17 People WorksheetI 64 6 Connecting words in a texts Worksheet2 66 WorksheetI 20 Worksheet2 22 18 Putting things in order Worksheet3 oA Worksheet I 6B Worksheet4 26 Worksheet2 IU Worksheet3 /z 7 Work Worlaheet I 2B 19 Nouns Worksheet2 30 WorksheetI 74 Worksheet3 32 Worksheet2 76 B Verbs and verb patterns 20 Affixation WorksheetI 3oi+ Worksheet I 7B Worksheet2 36 Worksheet2 BO 9 Ways of looking at things 2l Is it right? WorksheetI 3B Worksheet1 82 Worksheet2 B4 l0 Changes WorksheetI +0 22 Phrases and phrasal verbs Workshee2t 42 WorksheetI B6 1l Prepositions and phrases 23 Ways of saying things Worksheet1 4+ Worksheet I BB Worksheet2 46 til Introduction A Wry with WordsR zsourcPea ck2 is a new resourceb ook for teachersc ontaining photocopiablem aterialsf or usei n the classroom.T he activitiesi n the pack come from the original A Wol with WordsB, ooks 2 and3, and in a limited number of exercisesn ew activitiesa nd listening material have been added. Who is it for? A wol with wordsR esourcPea ck2 is for adults and upper secondarys tudentsa t the intermediate and upper-intermediatel evel.A t a slightly higher level, however,s tudentsm ay alsow elcome the opportunity to revisev ocabularyw hich they already know but rarely use,a nd in somec asesle arn a number of important words which have slippedt hrough the net. A Wol uith Wordsis designedt o be flexible. It can be usedt o supplementa coursebook,f or a vocabularyo ption, or to add variefy to a Iisteningo r reading class. Howi s it organised? The 23 units deal with topics which might typically be included in coursebools at this level, e.g. travel, crime, relationships, along with a number of linguistically based units which concentrate on important features in vocabulary learning e.g. prefixes and suffixes, and phrasal verbs. The units are not graded in any way, so it is possible to work through the pack in any order, selecting the units or worksheets which will be of most interest and relevance to your students. What doesa unit consisot f2 Most units have two, and occasionally three or four worksheets, with each worksheet containing a series of staged activities around a target group of lexical items. These activities serve to guide the learners to the meaning of the target items in a variety of diflerent ways, and then provide controlled andlor freer practice. Some worksheets may require as little as twenty minutes, others may take twice that long; much will depend on the amount of interest generated by 'open-ended' the actMties which allow for freer practice and are a feature of many of the worksheets. With each worlsheet, there is also an accompanying page of teacher's notes containing answer keys and a list of key words and expressions from the worksheet. Mainf eatures . An approach which recognises that vocabulary does not just mean single words: compounds, phrases,a nd even, on occasions,w hole sentencesc an be items of vocabulary. . Ideas and activities to help students to become more e{ficient vocabulary learners. These include suggestions for storing words, remembering them, and recycling them. . Constant encouragement throughout to make full use of the context, dictionaries, fellow students, the teacheq knowledge of the world, and so on. In this way, students are creatively involved in the learning process and should, over a period of time, become much more self-reliant. . A wide range of exercise types to keep students motivated and cater for a range of di{Ierent learning styles. . An attempt throughout the material to provide students with the opportunity to use the vocabulary they are learning and so facilitate long term retention. vt Thanks We would like to extend our thanks once again to all the peoplew ho helped us with the original A Wal with WordsB, ooks 2 and 3:JeanneM cCarten (commissioninge ditor), Mike McCarthy (advisorye ditor), Ruth Gairns, Eun Bahng, Michael Swan, and the teachersa t The London School of English and The Bell LanguageI nstitute, London. Finally, thanla to our deske ditorsJudith Aguda and Alison Silver,a nd the rest of the production team at CUP For this new ResourceP ack,w e would alsol ike to thank Lindsay \ rtrite for settingt he project in motion; Geraldine Mark for all her work and creativity in adapting and improving the original material to fit this new format; N6irin Burke and IsabellaW igan for their supervisiono f the project at its various stagesa nd the rest of the designa nd production team ar cuP Acknowledgements The authors and publishersa re grateful to the authors,p ublishersa nd others who have given permissionf or the useo f copyright material identified in the text. It has not been possiblet o identi$' the sourceso f all the material useda nd in such casest he publishers would welcomei nformation from copyright owners. Harper Collins Publishersf or the definitions of lzauea nd km on pp.9 and l0 from the Collins CobuildD i.ctionar(l1 995);O xford University Pressf or the definition off ud on p. 10 from the OxfordA duanceldz arnns Dbtinnaryo f CurrattE nglish;C ambridge University Pressf or the definition of refueo n p.l0 from the CambridgInet mnatinnaDl ittinnaryo f English( 1995);R obert Harding Syndicationf or the article on p. 15 from Optinnbs y Antonia Rowlandson;S olo Spdication for the Manhood cartoon on p. 15 from the DaifuM ail and the article on p. 87 from the Mail onS undayM; irror SyndicationsI ndications International for the articleso n p. 2l from the Daifu Mirror and the article on p. 43 from the SundayM irror; Penguin Bools Ltd for the table on p. 3l @ CaryL. Cooper,R achael Cooper and Lynn H. Eaker;Royal Mail for the photograph on p.43; ProfessorN orman Myers for the article on p. 6l from Tfu GuardianB; . Kapadia and WWF-UK for the photograph on p.61; The Guardianfor the newspapera rticles on p. 85. Illustrationsb y Simon Turner, Ros fuquith, Amanda Abbitt and PeterM undee Book design by Barnabas Haward Workshee1t Answers a This is the answer to the crossword: I Textf or 2a J ? Read out the following text. t Well, what I do is I've got one of theseb oxesf or record cards like they use in libraries and then you need somer ecord cards to go in it. Apart from the record cards themselvesy ou also have to divide the cards into five sectionsi n the box, so I use thosed ivider cards in di{ferent colours you needj ust four of them. Now when you find a new word or phrase,y ou can write it down on the card - but the cleverp art is what you write on the other side.I usually put down a translation in German, and then an example sentencei n English so that I can uset he word correctly. Oh, and I also put down the part of speech you know-whether it's a noun or verb or adjectiveo r whatever. Then the card goesi n the fust sectiono f the box. When you've got about thirty cards in your first sectiony ou can start testingy ourself.I usually do this for about tvvoo r three minutes each evening.I look at one side of the card and try to remember what's on the other side.I f I get it right then I move that card to the next sectiono f the box. If not it staysi n the sames ection. By the time the card getst o sectionf ive the last section- and if I get it right, then that meanst hat I know that word becauseI 've got it right five times and I just throw the card away. You should try it. It works for me. Keyw ordsa nde xpressions Nouns Adjectives Verbs battle fear q/nonym blunt attack keep up bear gun tools illegal defend look (it)up butcher's insect vehicle loose detest rub out cutlery knife vet stale erase sew definition rifle weapon error stapler Other words o-d expressions it's a kind,/type of it's the place where it's a personw ho it's the stuffyou usef or it's a synonym for get on well with it's the generalw ord for part ofspeech it's the oppositeo f Learning 1 Irrhzk**Eff O Do you sornetirnes find it difficult to fi.nd the particular word or phrase you 1' need? Cornplete the crossword below: 16 If you don't know the answery ou shouldI ooki t ... in your dictionary.( 2) 19 A synon;.'rnfo r rubo ut.( 5) 20 A synonl'rn for misnke(. 5) DO\\N i Soldiersm ay fight one of thesei n a war. (6) o The personw ho treatss ick animals.( 3) The oppositeo f kgal.( 7) J + The stuff1'ouu sef or rvashing yourself.( 4) 5 The generalw ord lor gun, knife, etc.( 6) ACROSS 6 It's spelth ke lcneabuts oundsli ke 6 The oppositeo ffruh bread. (5) l;now(. 3\ 7 Often confusedr ,'r'ith/o sa(.5 ) 10 The placew herey ou get meat.( 7) B I don't get on very well ... my II They're a kind of fruit. (6) boss.( 4) to The oppositeo f export(.6 ) l.l 9 He wasr unning sol ast I couldn't l5 It's pronouncedhkej iuand bger, .... ..( +,2) and hast wo different meanings.( 4) 12 What you get at school.( 9) I7 A qp. ofvehicle.( 3) 14 The oppositeo f defend(6. ) IB A qp. of insect.( 3) b Sorrr. of the clues in the crossword are cofillrron ways of explaining new words and phrases. Write your own exarnples using these phrases, and then see if a paf,tner can grress the word/phrase: It's ... the oppositeo f ... a synongn for ... the thing/stuffyou usef or ...ing a kind/t1pe of ... a person who ... the place where ... the generalw ord for... A Does this happen to you? f Your teacher will tell you about one systerrr which rnight help you to rernernber vocabulary. It is the systern that Peter, a student frorn Zurich uses. Listen and note down each stage of his systern. b Wort with a pa^rtner. You each need four pieces of paper (approxirnately l0 crn x l0 crn). One of you should look at the words in list A and the other should look at the words in list B. A cucumber' tools stapler melt B solicitor blunt pour cutlerv Using a dictionary, find the rneaning of each word. On the back of each piece of paper write: I the part of speech( i.e. noun, verb, etc.). 2 a translation for the word, or a definition, or a picture. 3 a short example sentence. Now teach these new words to your pa^rtner. A Way with Words Resource Pack 2 J'JlmIJnnlZEl-tUaO Carnbridge University Press 1997 Workshee2t " Answers I weather 5 fond 1a t 2 purchase 6 picku p 3 tell / wrn 4 avoid B quid b ,orrr. information (uncountablen oun) good at (prepositionf ollowing good) brush it up (positiono f pronoun with a separablep hrasal verb) enjoy studying (gerund after ajo) very intensivec ourse( adjectivem ust come before the noun) said or told me (direct object after tzll,btt not sa2) ver y nice to stay (ag reapt lzasureis too formal) write to me (dropm ea lineist oo informal) omit'I remain' (unnecessarilyfo rmal) Keyw ordsa nde xpressions Nouns Adjectives Verbs desert colloquial avoid guess brush sth. up purchase pick sth./sb.u p quid Other words and expressions drop sb. a line keen (on) fond (of) Yours faithfully good (at sth.) 4 Learning 1 I[ltifl[{tEtrl 1 ? It is not enough just to know the rneaning of words - you rnust also know the r g"rttttttar of vocabulary otherwise you will rnake a lot of rnistakes in speaking and writing. Exatnple: l( dl4l.r\k) figar. (dependifso llowed by the preposition oz) Can you find a word frorn the box which is being described in each of the sentences below? avoid weather pick up purchase go out fond guess quid desert win tell keen I It's an uncountablen oun. 2 It's a word which is usually usedi n formal situations,a nd is more common in written English than spokenE nglish. 3 It's a transitivev erb so it must be followed by an object. 4 It's a verb which is followed by a gerund (an -zzgf orm). 5 It's an adjectivew hich is followed by the preposition o;f 6 It's a separablep hrasalv erb. 7 It can be a verb or a noun, and as a verb it is irregular. B It's a very informal (colloquial)w ord so normally it is only usedi n spoken English. b In the following letter there are a nurnber of rnistahes. Correct the rnistakes and then explain to a partner why you have rnade these changes. c/ San Fernando 239 C5rdoba 14003 Sparn Dear Sir, I would like an information about English courses at your schoof in July and August. f studied English for six years at school and in my job I read many books and articles in English so r am quite good in understanding the language. My problem is speaking because I don't have anw onnrrrfunifies fo nre.r'i sp c,o T negfl a course lruvv srrf vPyvt vv Flsvv+ to brush up it. I enjoy to study but I only have one month so I would like a course very intensive - perhaps five or slx hours a day. A friend recommended your school and also sai-d me t.hat you arrange accommodation. It would be a great pleasure for me stay with an English family but I woul-d like to live near the school, if possible. If you need more information you can drop me a l-ine at my home address or mv work address. I remain, Yours faithfully ,Tu,r^ ryutz A Way with Words Resource Pack 2 GMnfJntrElElina@ Carnbridge University Press lggT