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Also available: English Phrasal Verbs in Use Advanced
dictionary.cambridge.org
Cambridge Advanced Learner’s Dictionary NEW FOCUS ON
English Vocabulary in Use Advanced WRITING SECTION With CD-ROM Martin Hewings Mar With CD-ROM ISBN 978 0 521 61403 0 ISBN 978 0 521 61403 0 ISBN 978 0 521 67746 2 ISBN 978 0 521 67746 2 ISBN 978 0 521 68087 5 ISBN 978 0 521 68087 5
0-521-70780-0 MCCARTHY & O’DELL :ENGLISH COLLOCATION in Use in Use Felicity O’Dell 978- 9780 110 7619500 CALD 4 NEW FOCUS ON WRITING SECTION Michael McCarthy ISBN 978 0521 68418 7 ISBN 978 0521 71266 8 ISBN 978 0521 67746 2 ISBN 978 0 521 78807 6 ISBN 978 1 107 61950 0 Felicity O’Dell ISBN 978 0 521 71740 3 ISBN 978 0 521 61956 1 With CD-ROM With CD-R ISBN 978 0 521 70780 0 ISBN 978 1 107 61950 0 CD-ROM 9781107637764
CAMBRIDGE ENGLISH PRONOUNCING DICTIONARY
Cambridge Advanced Learner’s Dictionary ISBN 978 1 107 53930 3 ISBN 978 1 107 63776 4 ISBN 978 0 521 15253 2 ISBN XX ISBN XX ISBN XX c
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Better Learning is our simple approach where anced Gr
With clear defi nitions and over 140,000 words, phrases, meanings, and e
examples, plus hundreds of pictures and illustrations, this dictionary is perfect d
as a reference tool and as a study companion. br Advanced
Informed by the Cambridge International Corpus and correlated to English L ammar in Use
Vocabulary Profi le, it is also perfect for exam preparation.
The CD-ROM contains the complete dictionary and recordings in British and e
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NEW! Focus on Writing section deals with all the essential aspects of
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meanings are known by learners at what level, so you can prioritize your vocabulary learning. er Dictionary drives stronger results. cises C M McCarthy & O’Dell: E
deeper insights help shape richer content that drives stronger results. Free downloadable 9781107539303 with answers with answers
dictionary.cambridge.org NEW FOCUS ON WRITING SECTION With CD-ROM Simon Haines With CD-ROM Mark Nettle audio Discover more: 9780 110 7619500 CALD 4 with Martin Hewings NEW FOCUS ON WRITING SECTION Martin Hewings Discover more: d ISBN 978 0 521 78807 6 ISBN 978 1 107 61950 0 cambridge.org/betterlearning cambridge.org/betterlearning ENGLISH IDIOMS IN USE ADVANCED ISBN 978 1 107 53930 3 ISBN 978 1 108 40349 8 ISBN 978 1 316 62973 4
Better Learning is our simple approach where
deeper insights help shape richer content that 978 1 316 63006 8 drives stronger results. Includes ebook with audio Discover more: cambridge.org/betterlearning https://ielts-thudang.com https://ielts-thudang.com ENGLISH VOCABULARY Vocabulary reference and practice with answers IN USE and ebook Third Edition Advanced Michael McCarthy Felicity O’Dell https://ielts-thudang.com
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Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information thereafter. https://ielts-thudang.com Contents Thanks 5 Travel Introduction 6
25 On the road: traffic and driving 56 Work and study
26 Travel and accommodation 58
1 Cramming for success: study and
27 Attracting tourists 60 academic work 8 The environment
2 Education: debates and issues 10
28 Describing the world 62 3 Applying for a job 12
29 Weather and climate 64 4 Job interviews 14
30 Brick walls and glass ceilings 66
5 At work: colleagues and routines 16
31 Taking root and reaping rewards 68
6 At work: job satisfaction 18 32 The animal kingdom 70 7 At work: careers 20
33 Our endangered world 72
People and relationships
Society and institutions
8 Describing people: positive and negative qualities 22
34 Here to help: customer service 74
9 Describing people: appearance
35 Authorities: customs and police 76 and mannerisms 24 36 Beliefs 78
10 Describing people: personality and
37 Festivals in their cultural context 80 character traits 26
38 Talking about language 82
11 Relationships: friends forever 28
39 History: since the dawn of civilisation 84
12 Relationships: ups and downs 30
40 The haves and the have-nots 86
13 Emotions and reactions 32 41 British politics 88 14 Negative feelings 34
42 International politics 90
15 Birth and death: from cradle to grave 36
43 The letter of the law 92 Leisure and lifestyle 44 War and peace 94
16 Free time: relaxation and leisure 38
45 Economy and finance 96
17 All the rage: clothes and fashion 40
46 Personal finance: making ends meet 98
18 Home styles, lifestyles 42
19 Socialising and networking 44 The media
20 The performance arts: reviews
47 The media: in print 100 and critiques 46
48 The media: internet and email 102 21 The visual arts 48 49 Advertising 104
22 Talking about books 50
50 The news: gathering and
23 Food: a recipe for disaster 52 delivering 106
24 Dinner’s on me: entertaining and eating out 54
English Vocabulary in Use Advanced 3 https://ielts-thudang.com Health
79 Academic writing: making sense 164 51 Healthcare 108
80 Academic writing: text structure 166
52 Illness: feeling under the weather 110
81 Writing: style and format 168 53 Medical language 112
82 Whatchamacallit: being indirect 170
54 Diet, sport and fitness 114
83 Give or take: more vague expressions 172 Technology 84 The way you say it 174
55 Industries: from manufacturing to service 116 Words and meanings
56 Technology and its impact 118
85 Abbreviations and acronyms 176
57 Technology of the future 120
86 Prefixes: creating new meanings 178
58 Energy: from fossil fuels to
87 Suffixes: forming new words 180 windmills 122 88 Word-building and Basic concepts word-blending 182
59 Space: no room to swing a cat 124
89 English: a global language 184
60 Time: once in a blue moon 126
90 Easily confused words 186
61 Motion: taking steps 128
91 One word, many meanings 188
62 Manner: behaviour and body Fixed expressions and language 130 figurative language 63 Sounds: listen up! 132
92 Collocation: which words go 64 Weight and density 134 together 190
65 All the colours of the rainbow 136
93 Metaphor: seeing the light 192
66 Speed: fast and slow 138
94 Idioms for everyday situations and feelings 194 67 Cause and effect 140
95 Brushing up on phrasal verbs 196
68 Spot the difference: making comparisons 142
96 Connotation: making associations 198
69 Difficulties and dilemmas 144 Language variation
70 Modality: expressing facts,
97 Register: degrees of formality 200 opinions, desires 146
98 Divided by a common language 202
71 Number: statistics and quantity 148
99 Language and gender 204 Functional vocabulary 100 In the headlines 206
72 Permission: getting the go-ahead 150 101 Red tape 208
73 Complaining and protesting 152 Answer key 210
74 Apology, regret and reconciliation 154
75 A pat on the back: complimenting Phonemic symbols 276 and praising 156 Index 76 277 Promises and bets 158
77 Reminiscences and regrets 160 Acknowledgements 299
78 Agreement, disagreement Enhanced ebook 301 and compromise 162 4
English Vocabulary in Use Advanced https://ielts-thudang.com Thanks and ackno Thanks wledgements
Joy Godwin wrote two units for the Third Edition: Unit 3, Applying for a job, and Unit 4,
Job interviews. The publishers would like to thank Joy for her contribution to this edition.
English Vocabulary in Use Advanced 5 https://ielts-thudang.com Introduction To the student
This book has been written to help you expand your vocabulary at the advanced level. You already
know thousands of English words, but to express yourself fully and in a sophisticated way at the
advanced level, you will ideally need between 6,000 and 8,000 words, so increasing your vocabulary
is very important for your general progress in English, as well as for any academic, professional or
vocational needs you may have where English plays an important role. At the advanced level, as well
as learning new words, you will need to learn more about the subtle connotations of words, aspects
of register and style and how words combine into collocations, compounds and fixed phrases. In
this book, there are over 3,000 new words and expressions for you to learn. You will find them on the
left-hand page of each unit. Every new word or phrase is used in a sentence, or in a conversation, or
is in a table, or has a picture with it, or has some explanation of what it means. On the right-hand
page there are exercises and other activities to help you practise using the words and to help you
to remember them. Where our research shows that learners frequently make errors, we give you
advice on how to avoid the most common ones, as well as other useful language tips. The book has
been written so that you can use it yourself, without a teacher. You can do the units in any order you
like, but we have grouped them into themes, so you might wish to work through several units on a
particular area of vocabulary before moving to a new one.
The Answer key at the end of the book is for you to check your answers to the exercises after you
do them. The key sometimes has more than one answer. This is because often there is not just
one correct way of saying something. Where you are asked to talk about yourself, in the Over
to you activities, we do not provide answers, since this is your opportunity to work completely
independently and in a very personal way, so everyone’s answer will be very different.
The Index at the end of the book has all the important words and phrases from the left-hand pages.
The Index also tells you how to pronounce words. There is a table of phonemic symbols to help you
understand the pronunciation on page 276.
You should also have a dictionary with you when you use the book. You can use a paper dictionary,
an electronic one, or you can go to Cambridge Dictionaries Online at http://dictionary.cambridge.org.
Access to a dictionary is useful because sometimes you may want to check the meaning of something
or find a word in your own language to help you remember the English word. Sometimes, you will
also need a dictionary for the exercises; we tell you when this is so.
To learn a lot of vocabulary, you have to do two things:
1 Study each unit of the book carefully and do all the exercises. Check your answers in the key.
Repeat the units after a month, and then again after three months, and see how much you have
learnt and how much you have forgotten. Repeating work is very important.
2 Develop ways of your own to study and learn new words and phrases which are not in this
book. For example, every time you see or hear an interesting phrase, write it in a notebook,
and write who said it or wrote it, and in what situation, as well as what it means. Making notes
of the situations words are used in will help you to remember them and to use them at the right moment.
We hope you like this book. You can also go to the other books in the series which have more
specialised titles: English Idioms in Use, English Phrasal Verbs in Use and English Collocations in Use,
which are available at advanced level, as well as Academic Vocabulary in Use. Find out more at the
Vocabulary in Use website: www.cambridge.org/elt/inuse. 6
English Vocabulary in Use Advanced https://ielts-thudang.com To the teacher
This book can be used in class or as a self-study book. It is intended to take learners from an
upper-intermediate level of vocabulary to an advanced level. The vocabulary has been chosen
for its usefulness in everyday situations, and we consulted the Cambridge English Corpus,
a billion-word-plus written and spoken corpus of present-day English which includes a huge learner
corpus, to help us decide on the words and phrases to be included and to help us understand the
typical problems learners encounter at the advanced level. We also consulted the English Vocabulary
Profile to make sure that the words in the book are a representative sample of vocabulary that is
typical of the Common European Framework levels C1 and C2. Visit the English Vocabulary Profile at www.cambridge.org/elt/inuse.
At the advanced level, as well as learning a large number of new words and expressions, learners
are often directing their efforts towards academic, professional or vocational needs, and so we
have tried to offer a modern, sophisticated vocabulary that will underpin their work in other areas.
The new vocabulary (on average 40 items per unit) is presented with explanations on the left-hand
page, and there are exercises and activities on the right-hand page. There is an Answer key and an
Index with pronunciation for all the target vocabulary. The key at the end of the book is for students
to check their answers to the exercises after they do them. The key sometimes has more than one
answer. This is because often there is not just one correct way of saying something. Where students
are asked to talk about themselves, in the Over to you activities, we do not provide answers, since
this gives learners the opportunity to work completely independently and in a very personal way,
so everyone’s answer will be very different.
The book focuses not just on single words, but on useful phrases and collocations, and the vocabulary
is illustrated in natural contexts. The book is organised around everyday topics, but also has units
devoted to basic concepts such as time, modality, manner and varieties and style. Typical errors are
indicated where appropriate, based on information from the Cambridge Learner Corpus, and the
most typical meanings and uses are focused on for each key item.
The right-hand pages offer a variety of different types of activities, some traditional ones such as
gap-filling, but also more open-ended ones and personalised activities which enable learners to talk
about their own lives. Although the activities and exercises are designed for self-study, they can be
easily adapted for pairwork, groupwork or whole-class activities in the usual way.
When the learners have worked through a group of units, it is a good idea to repeat some of the work
(for example, the exercises) and to expand on the meaning and use of key words and phrases by
extra discussion in class, and find other examples of the key items in other texts and situations. This
can be done at intervals of one to three months after first working on a unit. This is important, since
it is usually the case that a learner needs five to seven exposures to a word or phrase before they can
really begin to know it, and no single book can do enough to ensure that words are always learnt
first time. It is especially important at the advanced level to discuss in detail the meanings and uses
of words and phrases and how they combine and collocate with one another.
Your students can also consult the more specialised higher level books in this series: the advanced
levels of English Idioms in Use, English Phrasal Verbs in Use and English Collocations in Use, or they
may wish to work on academic vocabulary by using Academic Vocabulary in Use, all by the same
authors as this book. They can also test themselves on the knowledge they have gained from this
and the other books in the series by using the separate books of tests that accompany the series.
You can find out more at the Vocabulary in Use website: www.cambridge.org/elt/inuse.
We hope you enjoy using the book.
English Vocabulary in Use Advanced 7 https://ielts-thudang.com
Cramming for success: study and 1 academic work A Study and exams
1 study in a very concentrated way
Before an exam, some students cram1 for a short time
for it. Even if you’re a genius2, you’ll
2 an exceptionally clever person
have to do some revision. If the exam
3 exam papers from previous years
happens every year, you can revise by
4 learning purely by repetition
looking at past papers3. Some things 5
can be memorised or learnt (off ) by
/niˈmɒnɪks/ tricks that help heart you remember something, for
. But rote-learning4 is not suff icient
example: ‘i’ before ‘e’ except aft er
for most subjects. It is also possible to
‘c’ is a mnemonic for English
use mnemonics5. However, all things
spelling (e.g. friend, but receive)
considered, the best idea is to bury 6 spend the maximum time
yourself in your books6 and to study studying
intensively7 until you know the subject 7 in a very focused way inside out8. 8 know it completely B Academic writing
composition could be just 50–100 words, oft en used for school work
essay longer than a composition, more serious, hundreds or thousands of words
assignment a long essay, oft en part of a course, usually thousands of words
project like an assignment, but emphasis on student’s own material and topic
portfolio a collection of individual pieces of work; may include drawings and other examples of
creative work as well as writing
dissertation a long, research-based work, perhaps 10–15,000 words, for a degree or diploma
thesis a very long, original, research-based work, perhaps 80–100,000 words, for a higher degree (e.g. PhD)
It’s a good idea to start with a mind map1 when preparing an essay. Always write a first draft 2
before writing up the final version. Your essay should be all your own work; plagiarism3 is a very
serious off ence in colleges and universities. It is an increasing problem because it is so easy to cut
and paste from materials available on the internet, and students have to sign a plagiarism form
to say that the work they are handing in is all their own and that they acknowledge4 any sources
they have used. There is usually a deadline5. Aft er the essay is submitted6, it will be assessed7
and usually you can get feedback8.
1 diagram that lays out ideas for a topic and how they are connected to one another 2 first, rough version
3 /pledərzəm/ using other people’s work as if it was yours 4 give details of 5 date by which you must hand
in the work 6 handed in; formal 7 evaluated and given a grade 8 comments from the teacher/tutor C
Aspects of higher academic study
1 less formal is do research 2 magazines with academic HOME FACULTY RESEARCH articles (we do not use
University academics carry out research1 and are expected to read academic
the word magazine to talk
journals2, which publish papers/articles on specialised subjects. If a library about this kind of academic
does not have a copy of a book or journal, you may be able to access it online3 publication)
or you can usually get it through an inter-library loan4. Open educational
3 get hold of (it) on the internet
resources5 are particularly convenient for many students. Academic study can 4 system where libraries
be very demanding, and some students drop out6, but the majority survive till exchange books/journals with
finals7 and become well-qualified8 members of their future professions. one another
5 online materials that can be freely used by teachers and students anywhere 6 leave the course before the
end 7 last exams before the end of a college or university course 8 with the right formal qualifications 8
English Vocabulary in Use Advanced https://ielts-thudang.com Exer Ex cises er
1.1 Correct the wrong usage of words to do with written work in these sentences.
1 His PhD assignment was 90,000 words long and was on the history of US place names.
2 Little Martha did her first dissertation in school today. It was called ‘My family’.
3 We have to hand in an essay at the end of the course. It can consist of up to five different pieces of work.
4 The teacher gave us the title of this week’s project today. We have to write 1,000 words on the
topic of ‘If I ruled the world’ and hand it in next Monday.
5 At the end of this course, you have to do a 5,000-word thesis which will be assessed, and the
grade will contribute to your final degree.
6 I think I’ll do a study of people’s personal banking habits for my MSc composition. It has to be about 12,000 words.
7 I’ve chosen to do the portfolio instead of the two exams, because I like to do one single piece of
work where I can research something that interests me personally.
1.2 Rewrite this text using words and phrases from the opposite page instead of the underlined words.
When I’m studying in a very focused way because I’m preparing
hard for an exam, I don’t see any point in looking up exam papers
from previous years, nor is there any point in just learning things by
memory. I know some people develop very clever memory tricks
to help them remember the material, but there’s no real substitute
for rereading and going over the term’s work. It’s a good idea to
have some sort of diagram showing different ideas to organise your
thoughts, and memory-learning is useful, but in a limited way. At the
end of the day, you just have to read a huge amount until you feel you know the subject 100%.
1.3 Answer these questions.
1 What do we call the first attempt at writing something, e.g. an essay?
2 What word means ‘the date by which you must do something’?
3 What word means ‘using someone else’s ideas as if they were yours’?
4 What are more formal words for ‘to hand in’ and for ‘to mark’?
5 What phrasal verb do we use when someone doesn’t complete their course?
6 What is another word for an academic article? Where can you read them?
7 What is the name of the system for getting books from other libraries?
8 What word means ‘the comments you get back from the teacher about your work’?
9 What word can you use for a person who is extraordinarily intelligent?
10 What is a more formal way of saying ‘do research’?
1.4 Choose the best word from the opposite page to complete these sentences.
1 If you quote an article in an essay, you must
your source, giving details of author and title. 2 Open educational
can be particularly useful for students who do not have easy
access to a university library. 3 How much
have you done for tomorrow’s maths exam? 4 Don’t forget to sign the
form and hand it in with your dissertation.
5 Some people take a long time to find suitable work even though they are very . 6 Orla has had a
published in the British Medical Journal.
7 All students need a username and password to be able to journals online.
8 Caspar is bound to do well in his mechanics exam – he knows the subject out.
English Vocabulary in Use Advanced 9 https://ielts-thudang.com
2 Education: debates and issues A
Opportunity and equality
All education systems may ultimately be judged in terms of equality of opportunity1. This is often
referred to in the debates over selective2 versus comprehensive3 schooling4. The main issue is
whether everyone has the same opportunities for educational achievement or whether elitism5 of
one sort or another is inherent in6 the system.
League tables7 for schools and colleges may actually help unintentionally to perpetuate8
inequalities, while claiming to promote the raising of standards. Inevitably, league tables divide
educational institutions into good and bad, success and failure, resulting in a two-tier system9,
or at least that is how the public perceives10 it. The ability of better-off11 parents and well-
endowed12 schools to push children towards the institutions at the top of the league may, in the
long term, have the effect of depressing13 opportunity for the less well-off14 or for children from
home environments that do not provide the push and motivation to excel15.
Financial support of different kinds can help to make educational opportunity more equal. There
are, for example, scholarships16 or bursaries17 that make it possible for less privileged youngsters
to afford tertiary18 education. Student loans19 allow undergraduates20 to pay for their tuition
fees21 and living expenses while they are studying. But few would claim that real equality of opportunity has been achieved.
1 when everyone has the same chances 11 richer
2 pupils are chosen for entry, usually for academic reasons,
12 receiving a lot of money in grants, gifts from
though, in the case of some private schools, parents’
rich people, etc. [= endowments]
ability to pay school fees may be a factor in selection 13 reducing
3 everyone enters without exams and education is free, 14 poorer paid for by the government
15 achieve an excellent standard
4 education received at school
16 money given to pay for studies, usually provided
5 when you favour a small, privileged group on the basis of academic merit
6 existing as a basic part of something
17 money given to pay for studies, usually provided
7 lists of schools or colleges, from the best down to on the basis of need
the worst, based on exam results and, sometimes,
18 education at university or college level other criteria
19 money that students can borrow from a bank while 8 make something continue
studying and then pay back once they are in work
9 a system with two separate levels, one of which is
20 students doing a first degree [postgraduates = better than the other
students doing a further degree] 10 sees, considers
21 money paid to receive teaching B
Other debates and issues Language help
Some people think we should return to an
emphasis on the three Rs, the traditional,
Notice how compound adjectives like well-off,
basic skills. [reading, writing and arithmetic]
well-endowed, high-achieving, badly-performing can be
Literacy and numeracy are skills no one
used in comparative and superlative forms, e.g. better-off,
can afford to be without. [the ability to read]
best-endowed, higher-achieving, worst-performing.
[the ability to count / do basic maths]
Curriculum reform is often done for
political reasons rather than for good educational ones.
[changes to what is covered in the national syllabus = plan of what is to be studied]
Nowadays, lifelong/continuing education is an issue, and creating opportunities for mature students
is important. [education for all ages] [adult students older than the average student]
Special needs education is expensive because class sizes need to be small or one-to-one. [education for
children who cannot learn in the normal way, because they have some disability] [one teacher and one pupil, not a group]
Children are unhappy at school if there is a lot of bullying. [threatening behaviour]
Some headteachers complain that getting to grips with constant new government guidelines on what
schools should be doing is a distraction from what they ought to be focusing on. [advice (often official)
on how something should be done] [takes attention away] 10
English Vocabulary in Use Advanced https://ielts-thudang.com Exercises A
Opportunity and equality
2.1 Complete the collocations by filling in the missing words according to the meaning given in brackets.
All education systems may ultimately be judged in terms of equality of opportunity1. This is often 1
tables (lists of schools from best to worst)
referred to in the debates over selective2 versus comprehensive3 schooling4. The main issue is 2
education (entry to schools is decided by exam results)
whether everyone has the same opportunities for educational achievement or whether elitism5 of 3 equality of
(when everyone has the same chances)
one sort or another is inherent in6 the system. 4
inequalities (make inequalities continue) 5
education (at university or college level)
League tables7 for schools and colleges may actually help unintentionally to perpetuate8
inequalities, while claiming to promote the raising of standards. Inevitably, league tables divide
2.2 Rewrite these sentences so they are more formal by using words and phrases from
educational institutions into good and bad, success and failure, resulting in a two-tier system9,
the opposite page instead of the underlined words. Make any other changes that
or at least that is how the public perceives10 it. The ability of better-off11 parents and well- are necessary.
endowed12 schools to push children towards the institutions at the top of the league may, in the
1 Inequality is built into the education system.
long term, have the effect of depressing13 opportunity for the less well-off14 or for children from
2 Giving access only to privileged groups is bad for the country in the long term.
home environments that do not provide the push and motivation to excel15.
3 Education where everyone gets into the same type of school without exams is a basic political
Financial support of different kinds can help to make educational opportunity more equal. There ideal in many countries.
are, for example, scholarships16 or bursaries17 that make it possible for less privileged youngsters
4 A system where there are two levels of schools reduces the opportunities for children from poorer
to afford tertiary18 education. Student loans19 allow undergraduates20 to pay for their tuition
families and favours those from richer families.
fees21 and living expenses while they are studying. But few would claim that real equality of
5 Some private schools have lots of wealth and receive gifts of money, and this means they can have opportunity has been achieved. better resources.
6 All parents want their children to achieve the best possible results at school.
1 when everyone has the same chances 11 richer 12
7 Emphasis on the three Rs is considered by parents to be the key to success.
2 pupils are chosen for entry, usually for academic reasons,
receiving a lot of money in grants, gifts from
8 The government is increasing its provision for education that young people can enter after
though, in the case of some private schools, parents’
rich people, etc. [= endowments]
ability to pay school fees may be a factor in selection 13 finishing secondary school. reducing
3 everyone enters without exams and education is free, 14 poorer paid for by the government 15
2.3 Correct these statements about words or expressions from the opposite page. Correct achieve an excellent standard
4 education received at school 16
each of them twice – once by changing the definition and once by changing the word
money given to pay for studies, usually provided
5 when you favour a small, privileged group on the basis of academic merit being defined.
6 existing as a basic part of something
17 money given to pay for studies, usually provided
1 One-to-one education is another way of saying continuing education.
7 lists of schools or colleges, from the best down to on the basis of need 18
One-to-one education means a situation where there is one teacher and one student.
the worst, based on exam results and, sometimes,
education at university or college level 19
Lifelong education is another way of saying continuing education. other criteria
money that students can borrow from a bank while 8 make something continue
studying and then pay back once they are in work
2 Numeracy refers to the ability to read.
9 a system with two separate levels, one of which is
20 students doing a first degree [postgraduates =
3 A student who is doing a doctorate is an undergraduate. better than the other
students doing a further degree]
4 Excelling is when a pupil uses frightening or threatening behaviour towards another child who is 10 sees, considers
21 money paid to receive teaching
smaller or less powerful in some way.
5 Tertiary education is the stage that follows primary education. B
Other debates and issues
6 Comprehensive schools choose the best students to study there.
Some people think we should return to an
7 Guidelines list schools from good to bad according to their exam results.
emphasis on the three Rs, the traditional,
2.4 Complete each sentence with a word from the opposite page.
basic skills. [reading, writing and arithmetic]
Literacy and numeracy are skills no one 1 Matt won a
because of his excellent academic record.
can afford to be without. [the ability to read]
2 Zara’s parents said that starting a rock band with her friends would be too much of a
[the ability to count / do basic maths] from her studies.
Curriculum reform is often done for
3 The report contains some interesting
on how best to prepare for exams.
political reasons rather than for good educational ones. 4 There were two
students in my class at university, but most of us were just 19.
[changes to what is covered in the national syllabus = plan of what is to be studied]
5 Katia wouldn’t have been able to go to university if her grandparents hadn’t paid her tuition
Nowadays, lifelong/continuing education is an issue, and creating opportunities for mature students for her.
is important. [education for all ages] [adult students older than the average student]
6 Most undergraduates need to take out a student
to cover their costs while they
Special needs education is expensive because class sizes need to be small or one-to-one. [education for study for a degree.
children who cannot learn in the normal way, because they have some disability] [one teacher and one pupil, not a group]
7 Primary schools usually spend a lot of time on the Rs.
Children are unhappy at school if there is a lot of bullying. [threatening behaviour]
8 At university I was lucky enough to have a lot of
tutorials, just me and the tutor!
Some headteachers complain that getting to grips with constant new government guidelines on what
schools should be doing is a distraction from what they ought to be focusing on. [advice (often official)
on how something should be done] [takes attention away]
English Vocabulary in Use Advanced 11 https://ielts-thudang.com 3 Applying for a job A A job ad
1 if you have a passion for something, you like it very much
2 a positive word for something which is exciting and diff icult
FDR BANK Careers Branches About Us Contact 3 if an environment is fast-paced, things happen quickly there
Customer Service Assistant 4 available jobs
5 if you report to someone, he/she is your boss
Do you have excellent communication skills and a genuine passion for1 customer 6
service? Are you looking for a challenging2 role within a fast-paced3 working
experience of this type of job from before environment? 7 all the training you need
FDR Bank has several new openings4 for Customer Service Assistants. Reporting 8 job
to5 the Customer Service Manager, you will be responsible for dealing with customer 9 opportunities for promotion and career
enquiries on the phone and via email. No previous experience6 is necessary development
as full training7 will be given. The post8 offers excellent career prospects9 to 10
candidates who demonstrate leadership qualities10 as we are keen to promote and the ability to lead a group
develop talent within the company.
11 as good as, or better than, other salaries for
We offer a competitive salary11 and an attractive benefi ts package12 including similar jobs
pension, healthcare plan and subsidised13 meals.
12 all the extra benefits that a company off ers
If this sounds like the job for you, then click here to fi ll in the online application (as well as a salary)
form, including details of your salary expectations.
13 partly paid for by the company B A cover letter
You want your application to stand out [be better than others], so you 1 a letter sent with a job
should include a clear, well-written cover letter1 which highlights key application (also called a
points from your CV. Here is a letter sent with the application for the job covering letter) in A above. 2 how you start a letter when you do not know the name of the person you Be sure to are writing to Dear Sir or Madam2 3 specify the practical, direct (not
Please fi nd attached my CV in support of job you are theoretical) Mention
my application for the position of Customer 4 applying for at area of business or activity any studies
Service Assistant. I have just completed my 5 the beginning dealing directly with or training
degree in Business Studies and am keen to of the letter. customers courses you
gain hands-on3 experience in this area. 6 a person who is good at have done
During my course I chose to study several working with others which are 7
modules on banking and fi nance, as I have experience of managing relevant to other people
always been interested in working in this It is important [connected to] 8 to mention how you finish a letter
fi eld4. In addition, I have worked as a part- the role. when you do not know the
time sales assistant in a large department any relevant name of the person you
store for the last two years. This has given experience are writing to
me valuable customer-facing5 experience, as you have, to If you have
well as developing good communication skills show your previous
both with customers and the rest of the suitability for managerial
team. I am a team player6 and I am keen the role. If you experience, can, provide you can say ‘In
to develop my career and gain managerial examples of my previous
experience7 in the future. specifi c projects role as (Sales
Thank you for taking the time to consider you have Manager), I
this application and I look forward to carried out. led a team of hearing from you. [done] (four people).’ Yours faithfully8 Rebecca White 12
English Vocabulary in Use Advanced https://ielts-thudang.com Exercises
3.1 Match the two parts of these business collocations from A and B. 1 healthcare a faithfully 2 team b prospects 3 Yours c plan 4 competitive d a team 5 challenging e application 6 communication f role 7 online g letter 8 lead h player 9 career i skills 10 cover j salary
3.2 Replace the underlined words with a word or phrase from A or B with a similar meaning.
1 You don’t need to have done this job before.
2 As part of my new job, I get meals partly paid for by the company.
3 It’s really important to make your application look different from all the others.
4 Working in the factory over the summer gave me some direct experience of manufacturing.
5 I’m hoping to work in the area of automotive manufacturing.
6 Prism Consulting has a number of positions available for graduates.
7 The ad said the company will provide all the training you need.
8 You should only apply for the job if you have led a team before.
9 The salary isn’t great, but they offer an attractive set of other advantages.
3.3 Look at A and B. Fill the gaps in these sentences, using a word from the box and a suitable preposition.
carried passion relevant reported role suitable support 1 I am sending my CV in
my application for the position of sales team leader. 2 I have a sales.
3 Jakob’s experience is more the job than Sylvana’s. 4 In my previous Sales Representative, I the Sales Manager.
5 While working as a Customer Service Assistant, I also
some research projects for the marketing department.
6 He only has 6 months’ experience as a trainee. I don’t think that makes him the job of quality manager.
3.4 Answer these questions.
1 What do we call a job which deals directly with the customers?
2 How can we describe someone who works well with other people?
3 How should you start a letter to someone whose name you don’t know?
4 What four other words can be used instead of ‘job’ in an advertisement?
5 How can we describe a working environment which is busy and rapidly changing? 3.5 Over to you
Find a job ad that you are interested in and write an example cover letter in English.
English Vocabulary in Use Advanced 13 https://ielts-thudang.com 4 Job interviews A Preparing for interviews
When companies are recruiting1, they often have a set of criteria2 (e.g. three years of
experience in the field, or a degree in a relevant area) which they use to find the most suitable
candidates. If you are shortlisted3 for an interview, make sure you do your homework first:
find out as much as you can about the company, its products, markets, competitors, etc.
If you can, ask a friend to do a trial run4 with you. This will help boost5 your confidence.
The interview may be conducted by a panel [a group of people], probably including your future
line manager6. Don’t forget to make eye contact with all the interviewers while you are talking.
As you arrive for the interview, body language7 is important. Give a firm handshake and
speak up8. This will help to create a good first impression.
1 hiring (new staff) 2 requirements you use to make a decision 3 selected from a larger group 4 a practice
of something new 5 improve or increase 6 the person who is directly responsible for your work 7 physical
movements which show how you are feeling 8 speak (more) loudly and clearly B During an interview
These are examples of things that might be said at a job interview.
A: So, can you talk us through1 your CV?
B: Well, I studied Engineering and then took a job as a trainee2 at F3 Telecom.
A: I’d like to ask about opportunities for professional development3.
B: We have a very good in-house4 training programme for new recruits5.
1 tell us about in more detail 2 a person
Can you give us an example of how you’ve worked well under pressure?
who is learning a new job 3 training given
to employees to increase their knowledge or
How would your colleagues / your supervisor6 describe you?
skills 4 within the company 5 people who
I’m keen to take on7 more responsibility.
have just joined (the company) 6 the person
who checks your work 7 start to have 8 find
someone to do the job 9 time you need to
A: We’re looking to fill the post8 fairly quickly. If you are successful, how soon could you start?
work in your job after you have officially told the company you are leaving
B: The notice period9 on my present job is just two weeks, so I could start very soon. C A job offer Reply Forward Dear Mr Malton,
Thank you for attending the interview last week. We very much enjoyed meeting you. We are delighted to offer you
the position of Trainee Programmer. We believe your qualifications and experience will be an ideal fit for1 the job.
Please review the attached document outlining2 your salary, benefits (including paid leave3) and reporting
structure4, and sign where indicated. Return the document within five business days. Once we have received the
paperwork, we will contact you to arrange your start date.
We look forward to welcoming you as part of our team. Kind regards Melanie Stephens 1 very suitable for
3 time off you are paid for, such as holiday or parental leave 2 giving an overview of
4 company structure and who you report to 14
English Vocabulary in Use Advanced https://ielts-thudang.com Exercises
4.1 Look at A and fill in the tips for a successful interview. 1 Before the interview, your
: find out as much as you can about the
company and prepare answers to common interview questions. 2 If you can, do a
to practise how you will answer the interview questions. 3 You need to create a good
with the interviewers. Dress smartly and professionally. 4 Remember that your
also plays an important part. Don’t forget to smile! This will
make you seem more friendly, and might actually your confidence too.
5 Make sure you greet your interviewer with a . Make when you talk to
them – look at them directly.
6 During the interview, describe all your relevant education and experience to show how you fulfil all the for the job.
4.2 Choose the correct word from A and B to complete the sentences.
1 I’m afraid you’ll have to speak up / eye up / head up. I can hardly hear what you’re saying.
2 We are taking / recruiting / searching people for our new branch in the city centre.
3 If we can’t fill / fulfil / supply the post internally, we’ll have to advertise externally.
4 If I get the new job, I will have to take up / over / on more responsibility, but I will get a salary increase.
5 I don’t like working under pressure / under stress / by force. I end up making mistakes.
6 As part of the programme of reporting structure / professional development / notice period,
we would like to invite you to a session on project management.
4.3 Rewrite the following sentences using expressions from A, B and C.
1 Could you tell us about your previous experience in this field?
2 I think we should give the job to Ruth. She seems perfectly suited to the team.
3 Employees are entitled to 30 days’ holiday.
4 The group of interviewers will include your future line manager.
5 They just called me to say I have been chosen (as one of the best candidates) for an interview.
4.4 Look at B and C opposite. There is one mistake in each of these sentences. Correct the mistakes.
1 Please find attached a document overviewing your working conditions.
2 In some companies the leaving period can be as much as six months.
3 I’m going to be working as a superior, in charge of a team of 4 people.
4 The company doesn’t do any in-office training. It’s all done externally.
5 My begin date for the new job is 1 July.
6 I’m a trainer accountant. I haven’t passed my qualifying exams yet. 4.5 Over to you
• What do you do before a stressful situation to boost your confidence?
• Would you rather have a lot of paid leave or a higher salary?
• Do you work better under pressure? Or do you prefer to have more time?
• Do you enjoy taking on extra responsibility? Or do you find it stressful?
English Vocabulary in Use Advanced 15 https://ielts-thudang.com
5 At work: colleagues and routines A Colleagues
Philip is my opposite number1 in
1 has the same position / does the same job as me
the company’s New York office. We
2 way of communicating and working together
have a good working relationship2
3 working together to achieve shared goals and there’s a lot of day-to-
4 more formal equivalent of opposite number
day collaboration3. Having a
5 /ræˈpɔː/ communication/relationship
counterpart4 like Philip in another branch is a great
6 make decisions without being told what to do
support. Last month we got a new boss, who quickly
7 /ˌhaɪəˈrɑːkɪkəl/ has a structure with important
established a good rapport5 with everyone. She and less important people 8
likes us to take the initiative6. The company is very
a system where some people have the right to get
hierarchical7; there’s a pecking order8 for everything.
benefits/promotions before others 9
I do a job-share9 with a woman called Rose, which suits
an agreement where two people each share the same job
us as we each have childcare responsibilities. My office
10 a policy of sharing desks in an office, so people
uses a hot-desking10 system, so I sit in a different place
sit at whichever desk is free on a particular day
every day. I socialise with my workmates11 outside of
11 colleagues you are friendly with (especially in
work, but we try not to talk shop12 on those occasions.
non-professional occupations); informal
12 talk about work; informal B
During the day (different work patterns)
I do fairly mundane1 tasks. Occasionally I have to meet a deadline2 or they need
someone to volunteer3 for something. Then the job is more rewarding4 and
stimulating5. Sometimes I have a heavy workload6 but at other times it can be quite light.
1 ordinary, not interesting 2 have something finished by a fixed day or time 3 offer to do something without
being asked or told to do it 4 making you feel satisfied that you have done something important or useful, or
done something well 5 encouraging new ideas or new thinking 6 amount of work I have to do
I start work at my machine at seven o’clock when I’m on the day shift. The job’s
mechanical1 and repetitive2. All I ever think about is knocking off3 at three o’clock.
The shift I hate most is the night shift. I start at ten and work till six in the morning.
It’s a bit monotonous4. It’s not a satisfying5 job – I feel I need something a bit more challenging6.
1 you don’t have to think about what you are doing 2 the same thing is repeated every day
3 finishing work; informal 4 boring because it never changes 5 (does not) make me feel pleased
by providing what I need or want 6 that tests my ability or determination
I have a pretty glamorous1 job. I’m a pilot. But the hours are irregular and anti-social2.
I’m not stuck behind a desk3, but long-haul flights can be a bit mind-numbing4; most
of the time the plane just flies itself. We work to very tight schedules5. But I shouldn’t
complain. I feel sorry for people who are stuck in a rut6 or who are in dead-end7 jobs.
1 very exciting, which everyone admires 2 do not enable one to have a normal social life 3 sitting at a
desk all day; informal 4 extremely boring 5 very strict or severely limited timetables
6 stuck/trapped in a job they can’t escape from 7 with no prospects of promotion
I started off as a technician1. After retraining, I worked for a software company, and later I
went in with2 a friend and we formed our own software company as a start-up3 in 2009,
so now I’m self-employed. My husband is freelance4: he works for several different
companies as and when they need work done – he’s a computer programmer5.
1 person whose job involves practical work with scientific or electrical equipment 2 formed a business
partnership with 3 a small business that has just started 4 or works freelance 5 someone who writes computer programs 16
English Vocabulary in Use Advanced https://ielts-thudang.com Exercises
5.1 Correct seven mistakes in this paragraph.
REAL WORKERS, REAL STORIES more stories | about
I’m a tecnician in a factory. I think I have a good work relationship
with my colleagues. I tried to establish a good report with them from
the very beginning. The person I like most is my opposite member in
our offi ce in Paris. My boss likes me to make the initiative. Generally,
when I socialise with my jobmates outside of work, we try not to talk
about shop, but it’s not easy and sometimes we have a good gossip
about colleagues and events at work.
5.2 Match the left and right-hand columns to make pairs of sentences. 1 We oft en work together.
a There are several levels of management.
2 The firm’s rather hierarchical. b Deadlines have to be met. 3 Peter’s my counterpart. c It’s a job-share.
4 We work to a tight schedule.
d Collaboration is a good thing.
5 I don’t think I’ll be promoted before her.
e We do the same job but he’s based in Rome.
6 Jess and I work half-and-half.
f There’s a strict pecking order in the company.
5.3 Use words and phrases from the opposite page to complete these sentences.
1 A good friend suggested we set up a small company together, so I her and we formed a in 2012.
2 I’m really tired; I’ve had a very heavy recently.
3 I don’t want an off ice job. I don’t want to spend all day stuck .
4 I’d hate to feel trapped in my job and to be stuck in .
5 I work for diff erent companies at diff erent times as it suits me. I’m .
6 I used to work for someone else, but now I’m my own boss; I’m .
7 I stopped working in the hamburger restaurant. It was such a dead .
8 When I was working in the factory, all I could think of all day was the moment when I could knock .
9 Being a hospital nurse is a good job, but you can’t go out much with friends. The hours are a bit
. (two possible answers) 10 I find
annoying, because it means I don't have my own desk where I can keep things at work.
5.4 Choose adjectives from the box to describe the jobs below. You can use more than one for
each job. Add other adjectives of your own.
glamorous stimulating repetitive stressful monotonous varied mechanical
mundane challenging mind-numbing rewarding
1 assembly-line worker in a car factory 6 lifeguard on a beach 2 supermarket shelf stacker
7 receptionist at a dentist’s
3 public relations off icer in a multinational company 8 private detective 4 bodyguard to a celebrity 9 refuse collector in a city 5 surgeon 10 night-security guard 5.5 Over to you
Write down words from this unit that relate to your job, or to a job you would like to do in the future.
English Vocabulary in Use Advanced 17 https://ielts-thudang.com
6 At work: job satisfaction A Aspects of job satisfaction
What does job satisfaction mean? [a feeling that your job is worth doing and fulfils you] Is it just
having a pleasant workplace or is it more than that? [the place where you work] Can a run-of-
the-mill job be satisfying? [ordinary, not special or exciting]
Some people are prepared to put up with a stressful or unpleasant job if it means short-term
financial reward. [immediate; opp. = long-term] [money gained]
Staff morale has been very low since the company announced a freeze on pay rises. [amount of
confidence felt by a person or group]
Our new manager is very keen to encourage teamwork to help us solve problems. [working together for a common purpose]
Is job stability more motivating than an exciting, high-risk career? [not likely to change]
After working in the fast-moving fashion industry for six years, Sam has decided to look for a
career with a better work–life balance. [developing or changing very quickly] [the amount of time
spent working compared to the amount of time spent doing things you enjoy]
Daniel’s job in a dynamic new company is often challenging but exciting. [continuously developing]
Chloe is demotivated in her current job following recent changes in the finance sector. [feeling
less enthusiastic about work] She is looking to work in / seeking a career in something more creative, like marketing. Language help
The text has some words with similar meanings connected to work. It is a good idea to learn
them in pairs, e.g. fast-moving and dynamic (industry/profession), seeking a career in …
and looking to work in … . (Note: we say look to, meaning consider or plan, NOT look for.) B
Expressions connected with working life
In many countries, women are allowed maternity leave, and men paternity leave, if they’re having
a baby. If they adopt a child, they may have a right to adoption leave. [time away from work to prepare
for and look after a new baby / adopted child]
What perks (informal) / (extra) benefits (formal) do you get in your job? [extra things apart from salary,
e.g. a car, health insurance]
What’s your holiday entitlement? I get four weeks a year. [number of days you have the right to take as holiday]
Do you get regular salary increments each year? [increases/rises; formal] Do you get performance-related
pay rises? [depending on how well you do your job] Do you get an annual bonus? [extra money paid once a
year, usually based on good performance]
Most people think they are overworked and underpaid. (often said together as an informal, humorous fixed expression)
Because of the recession, the company announced that there would have to be voluntary/
compulsory redundancies. [people losing their jobs, by offering to do so / having no choice]
During the strike, the airport managed to continue running with a skeleton staff of volunteers.
[the minimum number of workers needed to keep operating]
The people on the interview panel at the last job I applied for were so unfriendly that I got very
nervous. [the group of people interviewing someone for a job] 18
English Vocabulary in Use Advanced https://ielts-thudang.com
