All Materials

Students practise I'd like, Would you like…? and Can I have…? to order food and drink, then write a short café conversation.

Students learn this, that, these and those to talk about things in a shop, then write a short dialogue set in a clothes shop.

Students practise subject and object pronouns to talk about calling, texting and emailing people, then write a message asking a friend for help.

Students learn comparative and superlative adjectives to compare hotels, then write a comparison of two places in their own town.

Students learn common adjectives for describing people and things, then write a short description of a friend or family member.

Students learn when to use a, an and some with food and drink words, then write about their favourite meal of the day.

Students practise joining ideas with and, but, or and because to talk and write about their free time and hobbies.

Students learn the present simple to describe daily routines from morning to night, then write about their own day and a friend's.

Students practise basic question forms to get to know a new classmate, then write six questions with their own answers.

Students meet a new person in a role-play and ask and answer questions about name, country, job and free time.

Students use very and really with feelings adjectives to say how they feel, then write about their feelings at different times of the week.

Students use adverbs of frequency such as always, often and never to talk and write about how often they do everyday activities.

Students learn regular and common irregular past simple verbs to talk about last weekend, then write about the places they went and people they saw.

Students use like, love, enjoy and hate with verb + -ing to talk about likes and dislikes, then write about their own preferences.

Students practise my, his, her and possessive 's to talk about family members, then write about their own family's names and jobs.

Students use am, is and are to introduce themselves and talk about other people, then write about themselves and two people they know.

Students learn in, on and at for times, days and parts of the day, then write about their week and daily schedule.

Students use can and can't to talk about abilities at school and in daily life, then write about what they can and can't do.

Students use want to and would like to for travel plans, then write an email to a friend about a trip they want to take.

Students use be going to to talk about future plans, then write about their plans for tomorrow, next weekend and next month.

Students use there is and there are to describe rooms and things in a home, then write a description of their own home.

Students learn the present continuous to describe what people are doing right now, then write about activities happening at home, work or in the street.

Students learn have got and has got to talk about family and possessions, then write about their family and the things they have.

Students ask and answer questions in the present simple to find out what time six people wake up, start work, finish work and go to bed.

Students describe a room with there is and there are, and ask questions to find six differences between two pictures.

Students describe food in a picture with a, an and some, and ask questions to find six differences.

Students ask and answer questions with am, is and are to find out six people's ages, jobs and countries.

Students learn possessive pronouns such as mine, yours and hers to talk about clothes and say who things belong to.

Students learn was and were to talk about the weather and where they were in the past, then write about last weekend.

Students learn to use who, which, that and where to describe jobs and workplaces, then write about a job they know.

Students practise have to for rules and should for advice in a visit to the doctor, then write advice to a sick friend.

Students practise verb + to-infinitive after decide, plan and hope to talk about big decisions, then write about one of their own.

Students learn to use can and could for ability and polite requests in a hotel, then write about a hotel stay.

Students learn vocabulary for meals and eating out, read about a birthday dinner, then write about a special meal they remember.

Students practise some, any, much and many with food and countable and uncountable nouns, then write about a favourite recipe.

Students ask about experiences with Have you ever…? and use the past simple to ask and answer about the details.

Students learn to use the present perfect with ever, already and just to talk about experiences, then write about their own experiences.

Students practise asking and answering questions in the past simple about holidays, then write an interview with a traveller.

Students practise verb + -ing after like, enjoy and hate to talk about technology, then write about how they use it.

Students learn to use be going to for plans and intentions about studying, then write their own learning plan for the year.

Students learn to use will and won't for predictions about the weather, then write a three-day forecast for their town.

Students learn to use might, may and probably to talk about possible plans and the weather, then write about next weekend.

Students learn to use the present continuous for future arrangements and appointments, then write a message about their plans for next week.

Students practise contrasting the present simple and present continuous to talk about housework and routines, then write about life at home.

Students practise imperatives and prepositions of place to give instructions around the home, then write a note for a house-sitter.

Students practise comparatives and superlatives to describe and compare places, then write a short comparison of two places they know.

Students practise must and mustn't to talk about rules and signs, then write the rules for a place they know.

Students learn to report messages with says and tells, practising texts, emails and calls, then write about their own messages.

Students practise forming questions to find out about a new flatmate, then write questions and answers for a flatmate interview.

Students role-play ordering food and being a guest, using words for meals and polite phrases like "Enjoy your meal" and "Help yourself".

Students learn to use the past continuous with while and when to tell a story, then write about a surprising night.

Students practise this, that, these and those while shopping for clothes, then write a conversation in a clothes shop.

Students practise word order with time phrases and frequency adverbs to talk about free time, then write about their own free time.

Students describe a holiday photo in the past simple and ask questions to find six differences between their pictures.

Students practise the past simple, including irregular verbs, to talk about trips and transport, then write about a journey they took.

Students ask and answer questions with will and won't to complete a weather forecast for six cities.

Students learn to use used to for past habits and states to talk about childhood, then write about their own childhood.

Students practise possessive 's and pronouns like mine and yours to talk about belongings, then write an email to a lost property office.

Students learn to use to + verb to say why they go to places in town, then write about a busy Saturday.

Students use although and even though to contrast ideas about work, then write their opinion on a four-day working week.

Students ask and answer future continuous questions to complete a team's diary and find one person who is free for a call at each time.

Students mingle at an imaginary conference, guess facts about other delegates from what they say and check their guesses with question tags.

Students choose between the present perfect and past simple to talk about life experiences, then write about things they have done and when.

Students use should have, could have and might have to talk about past mistakes, then write about a time when something went wrong.

Students use the present perfect continuous to talk about recent activities and their results, then write an email about a hobby or home project.

Students use the third conditional to talk about past decisions and regrets, then write about an important decision and what might have happened instead.

Students use the second conditional to give advice and talk about situations that aren't real, then write a reply to a friend facing a difficult decision.

Students practise zero and first conditionals to talk about technology and its results, then write advice for a friend with a new smartphone.

Students use question tags to check information and keep a conversation going while networking at a conference, then write a follow-up email to a new contact.

Students learn to report statements, questions and commands from interviews, then interview someone and write a short report of what they said.

Students match the halves of zero and first conditional sentences about technology in a memory card game and say each full sentence aloud.

Students use defining relative clauses with who, which, that and whose to describe people and jobs at work, then describe a workplace they know.

Students use the past perfect to talk about earlier events in travel stories, then write about a journey when something went wrong.

Students use used to and would to talk about past habits and how places have changed, then write about the neighbourhood where they grew up.

Students talk about their childhood and how their neighbourhood has changed, using used to, would and remember doing.

Students read and answer quiz questions in the passive about famous inventions, then write two passive quiz questions of their own.

Students learn to use the passive to talk about famous inventions and discoveries, then write about the history of an everyday object.

Students use the future continuous to talk about what they'll be doing at times next week, ask polite questions about plans, and write an email arranging a meeting.

Students learn to use non-defining relative clauses to add information about towns and landmarks, then write a short guide to a town.

Students learn to use despite and in spite of to describe sporting comebacks, then write about someone who succeeded against the odds.

Students hold a short team meeting, agreeing, disagreeing and interrupting politely, and finish with a decision and two action points.

Students build vocabulary for free time and hobbies, including key phrasal verbs, and practise it in B2 First Reading and Use of English Parts 1, 4 and 7 and an essay.

Students build vocabulary for TV, news and online media, use defining and non-defining relative clauses accurately, and practise B2 First Reading and Use of English Parts 2, 4 and 5 and a Part 2 review.

Students learn vocabulary for crime and the courts, use reporting verbs with the right patterns, and practise B2 First Reading and Use of English Parts 3, 4 and 7 and a Part 1 essay.

Students learn vocabulary for art and the theatre, use it-clefts for emphasis, and practise B2 First Reading and Use of English Parts 1, 4 and 6 and an article.

Students build travel vocabulary and use narrative tenses, including the past perfect, through B2 First open cloze, transformation, reading and article tasks.

Students build vocabulary for work and study, including phrasal verbs and word families, and practise B2 First Reading and Use of English Parts 3, 4 and 6 and a Part 2 email.

Students build vocabulary for devices and the internet, practise passives and have something done, and try B2 First Reading and Use of English Parts 1, 4 and 7 and a Part 2 review.

Students build vocabulary for environmental problems and solutions, practise mixed conditionals with unless, as long as and even if, and work through four B2 First exam tasks.

Students build vocabulary for health, fitness and sport, use past modals for regrets and deductions, and practise B2 First Reading and Use of English Parts 3, 4 and 6 and a Part 2 report.

Students build vocabulary for personality and relationships, talk about the past with used to and would, and practise B2 First Reading and Use of English Parts 1, 4 and 5 and a Part 2 article.

Students build vocabulary for money and shopping, choose between the present perfect continuous and simple, and practise B2 First Reading and Use of English Parts 2, 4 and 7 and a Part 1 essay.

Students build vocabulary for homes and places, choose between the future continuous and the future perfect, and practise B2 First Reading and Use of English Parts 1, 3 and 6 and a Part 2 email.

Students practise the future perfect to talk about career and life goals, then write a five-year plan for themselves.

Students choose the attitudinal adverb that fits each short review and explain the attitude it shows.

Students learn to use attitudinal adverbs like frankly and apparently to show opinion in reviews, then write their own online review.

Students practise all forms of the passive to describe changes at work, then write a short report for a newsletter.

Students learn how to open, request, chase and close in professional emails, and write a polite but firm chasing email to a supplier.

Students practise wish and if only to talk about regrets and wishes about city living, then write a housing forum post.

Students learn to use it-cleft sentences to emphasise points when talking about films, then write a short review of a film or series.

Students practise Reading and Use of English Part 4 with passives, have something done and reporting passives, building from controlled practice to two exam-format sets.

Students practise Reading and Use of English Part 4 with reported speech and reporting verbs, building from controlled practice to two exam-format sets.

Students practise Reading and Use of English Part 4 with conditionals, conditional linkers and wish, building from controlled practice to two exam-format sets.

Students practise Reading and Use of English Part 4 with comparatives, superlatives, too and enough, and so and such … that, building from controlled practice to two exam-format sets.

Students practise Reading and Use of English Part 4 with phrasal verbs and fixed phrases, building from meaning and form practice to two exam-format sets.

Students rebuild ten fixed phrases for opening, requesting, chasing, replying and closing in professional emails in a memory card game, then say where in an email each one goes.

Students learn common verb + noun, adjective + noun and adverb + adjective collocations and use them to answer exam-style Part 1 multiple-choice cloze texts.

Students learn common two- and three-part phrasal verbs and choose the right verb or particle to answer exam-style Part 1 multiple-choice cloze texts.

Students learn linking words for contrast, reason, purpose, addition and time, and use the words after each gap to choose the right one in exam-style Part 1 multiple-choice cloze texts.

Students compare a place before and after a makeover and use present perfect passives to say what has been done.

Students learn the prepositions that go with common adjectives, verbs and nouns, and fixed prepositional phrases, and practise them in exam-style Part 2 open cloze texts.

Students revise articles, determiners and quantifiers, and practise them in exam-style Part 2 open cloze texts.

Students revise linking words and the small words inside linking phrases, and practise them in exam-style Part 2 open cloze texts.

Students find out what each of the seven parts of the B2 First Reading and Use of English paper tests and try a short sample of every part, with the answers explained.

Students learn to find evidence in a text for the writer's attitude, purpose and meaning, so they can answer exam-style Part 5 questions and rule out every wrong option.

Students learn to answer Part 5 questions about the writer's purpose and feelings, word meaning and reference, and practise them in two exam-style texts.

Students learn to follow reference words, linkers and time clues so they can put removed sentences back into exam-style Part 6 texts.

Students follow reference phrases, words that sum up and time across paragraphs to put removed sentences back into exam-style Part 6 texts, and learn to rule out the extra sentence.

Students learn what job each sentence does in a paragraph (adding a point, giving an example, showing what really happened) and follow signposts that look back and forward to complete exam-style Reading Part 6 texts.

Students learn to scan for paraphrases and avoid near-miss distractors so they can match questions to the right section in exam-style Part 7 tasks.

Students learn to tell a plan from what really happened, and the writer's view from other people's, so they can avoid near-miss answers in exam-style Part 7 tasks.

Students practise must have, can't have and might have to work out what happened in travel mix-ups, then write a travel mystery.

Students practise the past perfect continuous to explain delays and travel problems, then write about a journey that went wrong.

Students learn to answer common job interview questions, talk positively about their strengths and weaknesses, and structure "Tell me about a time when…" answers with Situation, Task, Action and Result.

Students learn to use so and such … that to describe extreme weather and its results, then write about memorable weather.

Students practise reported speech across all tenses using witness statements, then write a short news report about an incident.

Students tell the story of a past choice in three steps and imagine, with mixed conditionals, how their life would be different now; their partner asks questions and reports one sentence.

Students practise mixed conditionals to talk about life choices and their results today, then write about a turning point in a life.

Students interview witnesses to a café theft and then report what each person said, using reported speech and verbs like deny, admit, claim and insist.

Students learn to form nouns with -ment, -ness, -ion and -ity, including the spelling changes, and practise them in exam-style Part 3 word formation texts.

Students form adjectives with -ful, -less, -ous, -able, -ible, -al, -ive and -y, including spelling changes and negative forms, and practise them in two exam-style Part 3 texts.

Students form negative words with un-, in-, im-, il-, ir-, dis- and mis-, including words with a prefix and a suffix, and practise them in two exam-style Part 3 texts.

Students form verbs with -en, -ise, -ify, en- and re-, put them in the right form for the sentence, and practise them in two exam-style Part 3 texts.

Students form adverbs from adjectives, nouns and verbs, spell the endings and the common spelling traps correctly, and practise them in two exam-style Part 3 texts.

Students organise a report with a title and headings, present survey findings with evidence and make clear recommendations in a B2 First Part 2 report.

Students analyse a model review, practise evaluating and recommending with stronger and softer language and write a B2 First Part 2 review that tells readers who it suits.

Students analyse a model article, practise ways to hook and talk to the reader and write a B2 First Part 2 article that answers every question in the task.

Students analyse an opinion article, practise lively ways to make, support and balance a point, and write a B2 First Part 2 article that gives a clear opinion and answers every question in the task.

Students choose the right style for the reader, answer every point in the task and write a B2 First Part 2 email with a matching opening and ending.

Students write a polite but friendly reply to someone they know, answer every point in the email, ask indirect questions and write a B2 First Part 2 email.

Students analyse a model essay, practise the linking words that organise an argument and write a B2 First Part 1 essay with a clear opinion.

Students support each point with a reason and an example, add their own idea, treat the other side fairly and write a B2 First Part 1 essay.

Students find out what the B2 First Writing paper asks for, compare the five kinds of writing, practise the language and plans that suit each one, and write a review.

Students role-play job interviews, answering competency questions with clear STAR stories and presenting their strengths and weaknesses positively.

Students build word families and negative prefixes around medical research headlines, then write a magazine article about whether health news can be trusted.

Students learn idioms for getting on, falling out and making up, then use them to write a short story about two people who reconcile.

Students learn to hedge claims with cautious language like tend to and it would appear, then write a careful report on a student survey.

Students negotiate three business deals diplomatically, using softening, proposals and conditions to reach an agreement both sides can accept.

Students match strong collocations for public debate in a memory card game and use each pair in a sentence of their own.

Students analyse a supermarket chain's absence and accident figures, then plan and present a health and safety improvement plan to the board.

Students learn the language of workplace health, safety and absence, explain causes and effects, and write an email to a board recommending improvements.

Students match formal words with their everyday equivalents in a memory card game and use each pair to say a sentence in both registers.

Students complete the stories of six small-business founders by asking about the missing steps and answering with perfect participle clauses.

Students learn to switch between informal and formal register in complaints and emails, then write a formal complaint about a faulty product.

Students learn the subjunctive after verbs and phrases like insist and it is essential that, then write a formal notice announcing new rules.

Students learn inversion after negative adverbials like never and hardly for dramatic emphasis, then write an account of a journey that went badly wrong.

Students learn phrasal verbs for change and campaigning, like phase out and crack down on, then write a proposal for making their area greener.

Students role-play an advertising meeting, pitching and challenging a campaign with what-clefts to give their points emphasis.

Students learn strong collocations for public debate, like pose a threat, then write a letter giving their view on a local plan.

Students practise nouns, verbs and adjectives with dependent prepositions to talk about habits and distraction, then write a short article about changing a habit.

Students read short sets of figures and choose the precise verb or adverb to describe each trend, explaining why the other word doesn't fit.

Students learn precise verbs, adverbs and prepositions for describing trends and figures, practise signposting a presentation, then write a short report on a company's sales.

Students practise linking words for contrast and concession, like whereas and albeit, to debate tourism and conservation, then write a balanced essay.

Students learn what-clefts to give emphasis when talking about advertising and campaigns, then write a paragraph about an advert they remember well.

Students learn idioms and fixed expressions for plans and problems through a renovation story, then write a blog post about a project that went wrong.

Students edit wordy sentences down to their essentials, removing redundancy and tautology, and compare their versions with a partner.

Students learn to edit for concision by cutting redundancy and wordiness from a council report, then rewrite a sentence and argue a case succinctly.

Students explore connotation, euphemism and spin in corporate language, then write a plain-speaking email replying to a company announcement full of euphemisms.

Students learn the features of academic style, especially nominalisation, by studying a volunteering report, then turn informal notes into an academic abstract.

Students discuss how shops, towns and habits have changed, using fronting and inversion to give their opinions emphasis.

Students learn fronting and emphatic structures, like gone are the days and such was, then write a feature article about a place that has changed.

Students learn ellipsis and substitution, like do so and that of, to avoid repetition, then write a review of a performance.

Students learn to choose precisely between near-synonyms, like imply and infer, through a festival row, then write a letter to the editor.

Students compare broadsheet and tabloid styles in news reports about library closures, then write one story in both styles.

Students practise paraphrasing without changing meaning and summarising the main points of a text, then write a short summary for a newsletter.

Students choose the precise word from pairs of near-synonyms in a team card game and explain the difference in meaning.

Students analyse rhetorical devices, like the rule of three and rhetorical questions, in a graduation speech, then write a short speech of their own.