English vocabulary in use upper-intermediate answers pdf

English Vocabulary in Use: Upper-intermediate includes over 2, new words and expressions which are presented and practised in typical contexts appropriate to this level. A test book is also available for extra practice. English Vocabulary in Use English Vocabulary in Use is a family of self-study and classroom texts for vocabulary development.

The books follow the successful format of the English Grammar in Use titles with presentation of new vocabulary on the left-hand pages and practice exercises on the facing right-hand pages. It offers a wide variety of enjoyable test types and a clear marking system on each page so progress can be easily checked.

This Book is the second advanced level book in the series. It is perfect vocabulary learning book for people aging The PDF book includes the latest edition and is perfect for improving your vocabulary to advance level. English Vocabulary in Use Advanced with answers is the highest level in the family of best-selling vocabulary reference and practice books from Cambridge. Vocabulary is clearly presented and contextualised on left-hand pages, with practice activities on facing right-hand pages.

Whether you're studying on your own or in class, English Vocabulary in Use Elementary covers all the words and phrases you need at this level to understand and be understood in English. This new edition is fully updated to make the book even more relevant and accessible. A modern, three-level series focusing on vocabulary and grammar, ideal for students at intermediate, upper intermediate or advanced level.

Smalzer PDF file, Thirdly, we have access to the Cambridge International Corpus to help inform the choice, presentation and practice of vocabulary items. What is the same about the new edition? What is different about the new edition? In the new edition we have revised each unit to ensure that it is now at upper-intermediate level. We have done this by cutting words that were either too advanced or too easy, replacing them with words more relevant to the level.

Frequency data from the Cambridge International Corpus helped inform our decisions here. We have also clarified our presentation of vocabulary by adding artwork to make the vocabulary easier to understand. There is now more contextualisation of vocabulary and we have also provided more grammar and pronunciation information about the vocabulary we present.

In revising English Vocabulary in Use: Upper-intermediate we have made considerable use of the Cambridge International Corpus of written and spoken English. This enabled us to check that the example contexts for the language presented were the most natural ones. Where necessary, we have suggested different, more frequent, collocations or contexts. The process of updating the materials has also allowed us to introduce some new units as requested by teachers and students.

You will, therefore, find that this edition contains units on: Guessing and explaining meaning Unit 7 , Music Unit 47 and Computers and the Internet Unit Unit 17, New words in English has been totally revised to match changes in the language since our first edition.

In this second edition we have reorganised our units in a slightly more logical fashion and have introduced clearer headings for some of the sections. We have also created a new section, Words and pronunciation. In addition, we have made some other changes to the presentation materials and the exercises that we hope will make the book easier for students to use.

The addition of colour in this edition will, we are sure, be a popular change. We very much hope that students and teachers will continue to enjoy working with English Vocabulary in Use: Upper-intermediate and will approve of the changes we have made. Then look a t anything you wrote in your vocabulary notebook connected with the unit. Then, and most importantly, try t o d o something different with the new words and expressions in that unit in order to help fix them in your memory.

Here are some suggestions: Highlight or underline any words and expressions that you had forgotten or were not sure about. Look a t the unit and choose ten words and expressions that you particularly want or need to learn.

Write them down. Look u p any words that you selected in an English-English dictionary. D o these words have any other uses or associations that might help you learn them?

Looking u p the verb, wish, for example, might lead you to wishbone or wishful thinking. Write anything that appeals t o you in an appropriate phrase or sentence. Perhaps the dictionary can also help you find some other words based o n the same root. Looking u p the noun, employment, will lead you t o the verb, employ, t o the nouns, employer and employee, and, perhaps, to the adjectives employable, unemployed and selfemployed. Write down the words and expressions you wish t o learn in phonetic script.

Use a dictionary to help you. Write down the words and phrases from a unit in your notebook in a different way - put them into a network or a table, perhaps. The next day, ask yourself again: H o w much can I remember? Test yourself. Cover part of a word or phrase. Can you remember the complete word or phrase?

When you have done all the steps above that you feel will be useful to you, close your book and notebook and remind yourself of what you have been studying. H o w much can you remember? Encourage this process by: writing the words and expressions you are trying t o learn in a sentence relating t o your life and interests at the moment. If you come across any of them in use, write them down in their context in your diary or notebook. W h a t can you remember? Answer without looking back at the units.

It may not always be appropriate in your future study t o d o all the steps in B but try them now for practice. Some plans for your work with this book 1 H o w often are you going to revise what you have done?

Every week? Every five units? You might like, for instance, to write revise vocabulary in your diary for the next eight Fridays, if you decided to revise every week. If you use formal language, it may be because you wish to show respect, politeness, or to put yourself at a distance for example, 'official' language.

Informal language can show friendliness, equality or a feeling of closeness and solidarity with someone. You should never use informal language just to sound fluent or clever.

Scales of formality Some groups of words can be put on a scale from very formal to very informal. I very formal offspring abodelresidence alcoholic beverages neutral very informal children houselflat drink kids place booze I Short, monosyllabic informal words Informal versions of words are often short and monosyllabic, as we can see in the right-hand column in the table in A.

They include slang words. Unit 95 has more examples. It cost me ten quid. Can't stop; see you, bye! What's on telly tonight?

Shall I te1e phone them? Her sister's a vet erinary surgeon. I Formality in notices, instructions, etc. You will often see rather formal words in notices and suchlike.

Make sure you know the meaning of the words used so that you could tell someone what the notice says using less formal words. Use a monolingual dictionary to find neutral or more formal words for these: 1 kip 2 a pal 3 a chap 4 cheerio 5 swot 6 ta! Refer to the lefthand page if necessary.

JIM:Well, I have to go and visit my mother and father, and my bicycle's not working, so 1'11 have to take a taxi. JIM: Well, I could, except I want to go because they always have lots of food, and the refrigerator at our flat is empty, as usual.

JIM: Erm.. Say whether you feel the following remarkdsentences are okay, too formal or too informal for each situation described. If the remarklsentence is unsuitable, suggest what the person might say instead. My company is considering.. Mini-quiz: Find words on the left-hand page for the following.

Express these notices in neutral or informal language. English Vocabulary in Use I5 Suffixes Suffixes can change the word-class and the meaning of the word. You can use -er with a wide range of verbs to make them into nouns. It is worth making a special list of these as you meet them, e. Marxism, Buddhism, journalism, anarchist, physicist, terrorist.

Note what happens to adjectives that end in -y: goodness, readiness, forgetfulness, happiness, sadness, weakness. She's thirtyish. He has reddish hair. Come about eightish. Use the suffixes to give the names of the following. Example: A person who plays jazz on the piano. List six jobs you would like to have in order of preference. How many different suffixes are there in your list? Do any of the job names not have a suffix? Rewrite each sentence by changing the underlined words, using a suffix from the left-hand page.

Make any spelling changes needed. Most of his crimes are The Club refuses. Her only fault is. This firm has been very. I found the book very. Can you think of anything in your country which should be nationalised e. Which word is the odd one out in each group and why? The opposite of 'comfortable' is 'uncomfortable', the opposite of 'convenient' is 'inconvenient' and the opposite of 'similar' is 'dissimilar'.

Other examples are 'unjust', 'inedible', 'disloyal'. Unfortunately, there is no easy way of knowing which prefix any adjective will use to form its opposite.

When you learn a new adjective note down whether it has an opposite formed with a prefix and, if so, what it is. Note: in- becomes im- before a root beginning with 'm' or 'p', e. Similarly in- becomes ir- before a word beginning with 'r', and ilbefore a word beginning with 'l', e. The prefix in- does not always have a negative meaning - often it gives the idea of inside or into, e. Although it is mainly adjectives which are made negative by prefixes, un- and dis- car1 also form the opposites of verbs too, e.

The prefix is used here to reverse the action of the verb. Here are some more examples: disagree, disapprove, disbelieve, disconnect, discredit, dislike, dismount, disprove, disqualify, unbend, undo, undress, unfold, unload, unlock, unveil, unwrap, unzip. Many other prefixes are used in English. Here is a list of prefixes which are useful in helping you to understand unfamiliar words. Some of these words are used with a hyphen.

Check in.. Contradict the following statements in the same way as the example. Not all the words you need are on the left-hand page. Example: He's a very honest man. I don't agree.

I think he's dishonest. Which negative adjective fits each of the following definitions? Choose a negative verb from B to fit each of the sentences below.

Put it in the correct form. Example: The runner was disqualified after a blood test. Answer the following questions. The answers are all in the table opposite. Example: He's in favour of the American approach. He's pro-American. Think of two more examples for each prefix in C opposite.

English Vocabulary in Use 19 10 Roots Many words in English are formed from a set of Latin roots with different prefixes and suffixes. Knowing the roots of such words may help you to remember or guess their meaning when you see them in context. These words are usually fairly formal. In their formation, they can perhaps be seen as the Latinate, formal, equivalent of phrasal verbs. Here are some examples of the more common Latm roots, with some of the verbs derived from them.

In each case an example sentence is given with the meaning of the verb in brackets at the end. You'll find some easier to understand than others. Note that for all the verbs listed, there is usually at least one noun and at least one adjective as well.

Here are some examples. Use a dictionary to help you if necessary. Fill in the gaps in the sentences below using words from the table in C. I found it very. Can you work out the meanings of the underlined words in the sentences below? T o help you, here are the meanings of the main Latin prefixes: intro: within, inward o, ob: against in, im: in, into re: again, back 1 2 3 4 5 6 7 8 de: down, from ex: out sub: under trans: across She's a very introspective person and he's also very introverted.

He always seems t o oppose everything I suggest. They have a very good induction programme for new staff in that company. I don't think it is healthy to repress one's emotions too much. Perhaps you can deduce what the word means from the way it is formed.

The documentary exposed corruption in high places. She tried hard to suppress a laugh. She transposed the music for the flute. Think of three other words based on each of the roots listed in B opposite. Put each into an appropriate phrase. Pair the formal verbs below with their phrasal verb equivalents. Thus happiness, intention and shock are abstract nouns whereas, for example, pen, bed and trousers are not.

There are a number of suffixes which are used particularly frequently in the formation of abstract nouns. Some of the most common are -ment, -ion, -ness and -ity.

Here are some examples of abstract nouns using those suffixes. Note: -ship and -hood are usually used in combination with other nouns whereas -th combines with an adjective to form an abstract noun and -dom can combine with either a noun or an adjective.

Here are chance idea reason thought You will find more examples of the use of suffixes in Units 8 and 10 and of abstract nouns in Units 68 and II I Exercises What is the abstract noun related to each of the following adjectives? All the nouns are formed in ways described on the opposite page although not all are listed opposite.

Example: affectionate affection 1 affectionate 5 amused 9 attentive 13 equal 2 excited 6 graceful 10 happy 14 hopeful 3 kind 7 original 11 popular 15 resentful 4 secure 8 stupid 12 weak 16 wise Find at least one more noun using each of the suffixes in B and C. Example: animosity hostility or aggressiveness 1 animosity 5 substitution 9 vision 2 astonishment 6 fame 10 liberty 3 inquisitiveness 7 decrease 11 fury 4 fraternity 8 area 12 wealth I I-4 Complete the following table.

I abstract noun contentment argument emptiness intensity satisfaction sentiment strength adjective verb adverb content ed to content contenedly Which of the words in the list below is being described in the following quotations?

Its meaning is usually clear from the words it combines. The second part of the compound adjective is frequently a present or past participle. A large number of compound adjectives describe personal appearance. Here is a rather far-fetched description of a person starting from the head down. Tom was a curly-haired, sun-tanned, blue-eyed, rosy-cheeked, thin lipped, broad-shouldered, left-handed, slim- hipped, long-legged, flat-footed young man, wearing an open-necked shirt, brand-new, tight-fitting jeans and open-toed sandals.

Another set of compound adjectives describes a person's character. Here is a rather lighthearted description of a girl. The meanings are explained in brackets. Melissa was absent-minded [forgetful], easy-going [relaxed], good-tempered [cheerful], warm-hearted [kind] and quick-witted [intelligent] if perhaps a little big-headed [proud of herself], two-faced [hypocritical], self-centred [egotistical] and stuck-up [snobbish colloquial ] at times.

Another special group of compound adjectives are those where the second part is a preposition. Some of these adjectives are listed below with a typical noun. For example, curly-haired, long-haired, red-haired and straight-haired; first-hand knowledge , first-class ticket and first-born child.

English Vocabulary in Use Exercises Fill each of the blanks to form a new compound adjective. Use a dictionary if necessary. List as many compound adjectives beginning with self, as you can. Mark them P or N for positive or negative characteristics, or write neutral. Answer the questions by using a compound adjective which is opposite in meaning to the adjective in the question. Note that the answer may or may not have the same second element as the adjective in the question.

Example: Is he working full-time? No, part-time. Add a preposition from the list below to complete appropriate compound adjectives. It's definitely a one-. Which of the adjectives from this unit could you use t o describe yourself and other students in your class or members of your family?

English Vocabulary in Use 25 13 Compound nouns - combinations of two nouns A compound noun is a fixed expression which is made up of more than one word and functions as a noun. Such expressions are frequently combinations of two nouns, e. A number of compound nouns are related to phrasal verbs and these are dealt with in Unit Compound nouns may be written as two words, e.

Some expressions are occasionally written with a hyphen and occasionally as two separate words. For instance, both letter box and letter-box are correct. Sometimes they may be written as one word, e.

Compound nouns may be countable, uncountable or only used in either the singular or the plural. There are examples of each of these types below. Check that you understand the meanings of each of the expressions listed. If you understand both elements of the expression, the meaning will usually be clear. If the meaning is not fairly obvious, then it is provided below. Usually the main stress is on the first part of the compound but sometimes it is on the second part.

The word which contains the main stress is underlined in the compound nouns below. Here are some examples of common countable compound nouns. These are never used with an article. Add extra bubbles if you need them. In some cases more than one compound noun can be formed from one particular element. What, for example, are the two expressions listed opposite with blood as an element and what are the two based on control?

Complete the following compound nouns with a noun other than the one suggested opposite. In each case the answer is a compound noun opposite.

Example: 'I had it taken at the doctor's this morning and he said it was a little high for my age. Choose any article in a magazine or newspaper and write down all the compound nouns which you find. Look at all the compound expressions you have worked with in this unit. Mark all those that you feel you need to be able to use yourself rather than just to understand when others use them. In Sections B to E you will see a number of examples of such nouns in context. The meaning of the compound noun is indicated in brackets at the end of the sentence.

To form the plural, 's' is added to the end, e. Nouns based on phrasal verbs often have an informal feel to them and they are particularly common in newspaper reporting. Here are examples of such nouns in use. In response to the pay offer, there was a walk-out at the factory.

The takeover of one of our leading hotel chains has just been announced. What the computer produces depends on the quality of the input. Many of the problems were caused by a breakdown in communications. Guess the meaning of the underlined word from its context. There was a terrible hold-up on the bridge. Which of the words studied on the opposite page would be most likely to follow the adjectives given below? Let's find another one. Here are some more words of this type. In each case the preposition element of the noun is given but the other part is missing.

Choose from the list of possibilities. English Vocabulary in Use 29 15 Words with interesting origins people and places - A number of words in English have originated from the names of people. A number of names of different kinds of cloth originate from place names. The place of origin is shown in brackets.

Complete the networks below with as many other words as you can from the words listed on the opposite page. Don't forget your Let's go somewhere quieter. Where did you get it? Example: wellington red, muddy 1 hooligan 3 stetson 5 leotard 2 pamphlet 4 gypsy 6 biro Now give two nouns that you might expect to follow each of these adjectives.

Example: denim jeans, jacket 1 suede 2 machiavellian 3 spartan 4 tawdry And now suggest how the following sentences could end. Here are some more words of this type in English. Can you explain a their meaning and b their origin? It has taken many expressions from the ancient languages, Latin and Greek, and these borrowings usually have academic or literary associations. From French, English has taken lots of words to do with cooking, the arts, and a more sophisticated lifestyle in general.

From Italian come words connected with music and the plastic arts. German expressions in English have been coined either by tourists bringing back words for new things they saw or by philosophers or historians describing German concepts or experiences. The borrowings from other languages usually relate to things which English speakers experienced for the first time abroad.

For example, from Japanese, tycoon, karate, origami, judo, futon and bonsai. From Arabic, mattress, cipher, alcove, carafe, algebra, harem, mufti and yashmak. From Turkish, yoghurt, jackal, kiosk, bosh [nonsense colloquial ], tulip and caftan; from Farsi, caravan, shawl, taffeta, bazaar and sherbet, and from Eskimo, kayak, igloo and anorak. Use a dictionary to check the meanings of any words you are not sure about.

Is your own language represented on the opposite page? If so, can you add any words to the lists opposite? If not, do you know of any words English has borrowed from your language? There are almost sure to be some. Do the words mean exactly the same in English as in your language? Are they pronounced in the same way? Look at all the words opposite and complete the following networks. Make two or three other networks to help you to learn the words on the opposite page.

Match the adjectives on the left with the noun they are most likely to be associated with, on the right. Example: study algebra 1 karate 4 embargo 7 coup 10 cruise 2 kayak 5 guerrilla 8 confetti 11 sauna 3 mufti 6 cul de sac 9 siesta 12 seminar Give three nouns likely to follow macho and avant-garde. Have some words or expressions been borrowed from English into your own language?

Give some examples. English Vocabulary in Use 33 Onomatopoeic words Onomatopoeic words are those which seem to sound like their meaning. The most obvious examples are verbs relating to the noises which animals make, e. See Unit 73 for more about animal noises. If the vowel sound in a word is short, an onomatopoeic word usually signifies a short, sharp sound. If it is long- indicated in the International Phonetic Alphabet by, : then the word usually signifies a longer, slower sound.

Horses go clip-clop on the road. English Vocabulary in Use Exercises - Which of the consonant combinations listed in C opposite exist in your language? Do they ever have similar associations? Look in your dictionary. Can you find any other examples of words beginning with gr-, cl-, sp- or wh- with the associations described opposite? Which of the words from C opposite fit best in the sentences below.

Almost all the words in C opposite can be both nouns and regular verbs. There is, however, one irregular verb, one word which is only an adjective, one word which is both verb and noun but the noun has a rather different meaning from the verb.

What are these words? Be confident about what you are learning, thanks to Cambridge research into how English is really spoken and written. Get better at studying by yourself, with units on learning vocabulary, personalised practice and an easy to use answer key. You can buy this book with or without an ebook. With the ebook you can listen to new words as well as reading them, bookmark pages, highlight text and add notes to help you remember words.