Cambridge English Preliminary Vocabulary List

The Cambridge English Vocabulary List is an extensive Vocabulary List published by Cambridge English for candidates preparing for the Preliminary and Preliminary for Schools examinations, which correspond to the B1 level on the Common European Framework of Reference (CEFR). It serves as a guide for teachers, indicating the vocabulary students are expected to understand (receptive) and use (productive) during the tests. The list was developed using the Council of Europe's Threshold specification and analysis of the Cambridge Learner Corpus, ensuring it includes high-frequency vocabulary and is updated annually. Beyond the main alphabetical list, the document includes Word Sets for categories like numbers and days, and Topic Lists grouping vocabulary under themes such as Clothes, Education, and Sport, while also noting that topics like war and politics are considered unsuitable.

This bridge course module is designed to familiarize students with the scope, structure, and content of the vocabulary necessary for the Cambridge English: Preliminary and Preliminary for Schools examinations, which corresponds to the B1 level on the Common European Framework of Reference (CEFR).

Bridge Course Module: Preliminary (B1) Vocabulary Mastery

Module Title: Understanding and Activating the Cambridge Preliminary Vocabulary List

Target Audience: Students preparing for the Cambridge English: Preliminary or Preliminary for Schools examinations.

Level: Bridge to B1 CEFR level.

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Module Objectives

The overarching objectives of this module are drawn directly from the structure and guidelines provided in the Vocabulary List:

1. To introduce students to the overall vocabulary guide provided to teachers for preparing students for the Preliminary examinations.

2. To establish student comprehension of vocabulary appropriate to the B1 level on the Common European Framework of Reference (CEFR).

3. To differentiate clearly between receptive vocabulary (words candidates are expected to understand) and productive vocabulary (words candidates need to know to answer a question).

4. To teach students how to interpret the specific constraints and uses of words, particularly where different meanings are limited or exemplified.

Learning Outcomes

Upon completion of this module, students will be able to:

• L.O. 1: Categorise specific vocabulary items (e.g., those from the alphabetical list) as primarily receptive or productive.

• L.O. 2: Demonstrate accurate knowledge of non-transparent multi-word verbs that are included in the list (e.g., find out, get along, give in).

• L.O. 3: Apply core vocabulary correctly within thematic contexts, particularly those related to common Preliminary themes such as 'Food and Drink', 'House and Home', and 'Sport'.

• L.O. 4: Recognise and apply knowledge of common abbreviations used in the vocabulary list, such as n (noun), adj (adjective), mv (modal verb), and phrv (phrasal verb).

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Suggested Activities and Content

Activities/Tasks

Content Focus

I. Introduction to the List and Scope

Description/Key Concepts from Sources:

The list guides preparation for B1-level examinations. It is not an exhaustive list, and candidates should know personal lexis (e.g., hobbies). It incorporates high-frequency corpus evidence.

Activity A: Scope Assessment Discuss what is and is not included in the list. Note that certain sensitive topics, like war and politics, are considered unsuitable and their vocabulary is not included. Students list specific personal vocabulary they might need (e.g., their hobbies or likes/dislikes) based on the instruction that they should know lexis describing themselves and their lives.

Content Focus

II. Receptive vs. Productive Vocabulary

Description/Key Concepts from Sources:

The list covers both receptive (understand) and productive (answer a question) vocabulary.

Activity B: Vocabulary Usage Sort Provide students with a list of words (e.g., words starting with A, B, or C). Ask them to identify which words they must be able to use (productive) and which they only need to recognise (receptive). Focus on core grammatical words (e.g., pronouns, modal verbs) which are included, referencing the need to consult the 'Language Specification' section of the Handbook for a more complete listing.

Content Focus

III. Multi-word Verbs and Context

Description/Key Concepts from Sources:

Multi-word verbs with literal meaning (e.g., come into, sit down) are generally excluded if their components are already listed. Non-transparent verbs (e.g., find out, get along, give in) are listed and exemplified.

Activity C: Phrasal Verb Decipher Present students with several multi-word verbs. For those with non-transparent meanings (like break down meaning 'car has broken down' or end up meaning 'He plans to end up working in Australia'), students must use the provided usage examples to write their own explanatory sentences.

Content Focus

IV. Vocabulary Constraints (Exemplification)

Description/Key Concepts from Sources:

Example phrases or sentences are provided only when words with different meanings need to be constrained.

Activity D: Constrained Meaning Practice Use the example provided in the source: heel followed by 'I can't walk in high heels' to show the word is limited to the idea of shoes, excluding other meanings (such as the part of the body). Students search the list for other words with potentially constrained meanings (e.g., act constrained to a play) and write sentences reflecting only the permitted B1 meaning.

Content Focus

V. Thematic Vocabulary Application

Description/Key Concepts from Sources:

Words are grouped under common themes in Appendix 2, such as 'Food and Drink', 'House and Home', and 'Sport'.

Activity E: Topic List Challenge Select a topic list (e.g., 'Travel and Transport' [153–155] or 'Education' [136–137]). Challenge students to use 10 vocabulary items from that list (e.g., luggage, passport, boarding pass) to create a coherent story or dialogue related to that theme, thereby activating productive vocabulary application.

Assessment Strategy

Assessment should verify the student's ability to use and identify the target vocabulary:

• Quiz: A vocabulary quiz focusing on definitions and use of high-frequency B1 words.

• Gap-fill/Matching: Exercises focusing specifically on non-transparent multi-word verbs and words with constrained meanings, checking understanding of the exceptions noted in the list's guidelines.

• Productive Task: A short writing task (e.g., an email or short description) requiring the student to use specified vocabulary from Appendix 2 Topic Lists (e.g., a minimum of five items from the 'Clothes and Accessories' list) and adhere to B1-level grammatical structures.