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Contents
Thanks
Enhanced ebook
Introduction
Effective vocabulary learning
1 Learning vocabulary
2 Organising a vocabulary notebook
3 Using your dictionary
4 Guessing and explaining meaning
Topics
5 Countries, nationalities and
languages

6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

The weather
Describing people: appearance
Describing people: personality
Idioms describing people
Relationships
At home
Everyday minor problems
Global problems
Education
Higher education
Work
Business
Sport
Art and literature
Theatre and cinema
Music
Food
Physical geography
Environmental problems
Towns
The natural world
Clothes
Health and medicine
Medicine and technology
Health and lifestyle

31
32
33
34
35
36
37
38
39
40
41

Travel
Holidays
Science and technology
Computers
Communications and the Internet
Social media
The press and the media
Politics and public institutions
Crime
Money
Describing objects

Feelings and actions
42 Belief and opinion
43 Pleasant and unpleasant feelings
44 Like, dislike and desire
45 Speaking
46 The six senses
47 What your body does
48 Praising and criticising
49 Emotions and moods
50 Commenting on problematic
situations

Basic concepts
51 Number, quantity, degree and
intensity

52
53
54
55

Numbers and shapes

56
57
58
59

Sound and light

60

Success, failure and difficulty

Time
Distances and dimensions
Obligation, need, possibility and
probability
Possession and giving
Movement and speed
Texture, brightness, weight
and density

English Vocabulary in Use Upper-intermediate

3

Connecting and linking words
61 Time: connecting words and
expressions

62
63

Condition
Cause, reason, purpose and
result

64
65
66
67

Concession and contrast

68
69

Linking words in writing

Addition
Referring words
Discourse markers in spoken
English
Talking and communicating

Word formation
70 Suffixes
71 Prefixes
72 Roots
73 Abstract nouns
74 Compound adjectives
75 Compound nouns 1: noun + noun
76 Compound nouns 2:
verb + preposition

77
78
79

Binomials
Abbreviations and acronyms
Multi-word expressions

Words and pronunciation
80 Words commonly mispronounced
81 Onomatopoeic words
82 Homophones and homographs

4

English Vocabulary in Use Upper-intermediate

Counting people and things
83 Uncountable nouns
84 Words that only occur in the plural
85 Countable and uncountable nouns
with different meanings

86

Making uncountable nouns
countable

87
88

Collective nouns
Containers and contents

Phrasal verbs and verb-based
expressions
89 Expressions with do and make
90 Expressions with bring and take
91 Expressions with get
92 Expressions with set and put
93 Expressions with come and go
94 Expressions with other common
verbs

Varieties and styles
95 Formal and informal words 1
96 Formal and informal words 2
97 Similes
98 Proverbs
99 The language of signs and notices
100 Headline English
101 US English
Answer key
Phonemic symbols
Index
Acknowledgements

Introduction
To the student
This book has been written to help you learn new vocabulary. You already know a large number
of English words, but to express yourself more fully and in a more sophisticated way at the upperintermediate level, you will ideally need about 4,000 words, so increasing your vocabulary is very
important for your general progress in English. In this book, there are over 2,500 new words and
phrases 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. 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
believe it is a good idea if you do Units 1 to 4 first, as they will help you to work with the rest of the
book in the best possible way.
The Answer key at the end of the book is for you to check your answers to the exercises after you do
them. The Answer 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
exercises, we do not generally provide answers, since this is your opportunity to work completely
independently and in a very personal way, so everyone's answers 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 258.
You should also have a dictionary with you when you use the book. You can use a paper
dictionary or 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 Answer
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.
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. When you have finished it, you can go to the next book in the series,
English Vocabulary in Use Advanced. Along with this book, you can also use the more specialised
titles: English Idioms in Use, English Phrasal Verbs in Use and English Collocations in Use, all of
which are available at intermediate and advanced levels.
Find out more at http://www.cambridge.org/elt

6

English Vocabulary in Use Upper-intermediate

To the teacher
This book can be used in class or as a self-study book. It is intended to take learners from a
lower-intermediate level of vocabulary to an upper-intermediate level. The vocabulary has been
chosen for its usefulness in everyday situations, and we consulted the Cambridge International
Corpus (now known as the Cambridge English Corpus), a written and spoken corpus of presentday English, including a huge learner corpus, to help us decide on the words and phrases to be
included for students at B2 (CEFR) level. The new vocabulary (on average 25–30 items per unit) is
presented with illustrations and 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 the
target vocabulary. The Answer key at the end of the book is for students to check their answers to
the exercises after they do them.
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, number and movement, linking words,
word formation, multi-word expressions, pronunciation and varieties and style, as well as a set
of initial units concerned with ways of learning vocabulary. 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 item. The units in the book can be used in any
order you like, but we would advise doing the initial units (Units 1 to 4) first, as these lay the
foundations for the rest of the book.
The right-hand pages offer a variety of different types of activities, with 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 selfstudy, they can easily be adapted for pairwork, groupwork or whole-class activities in the usual
way. The Answer key sometimes gives alternative answers to the exercises. 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 exercises, we do not generally provide answers, since these
exercises give learners the opportunity to work completely independently and in a very personal
way, so everyone's answers will be very different.
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 learners need 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.
When your students have finished all the units in this book, they will be ready to move on to the
higher-level books in this series: English Vocabulary in Use Advanced, and the advanced levels of
English Idioms in Use, English Phrasal Verbs in Use and English Collocations in Use, by the same
authors as this book.
Find more resources for teachers at http://www.cambridge.org/elt
We hope you enjoy using the book.

English Vocabulary in Use Upper-intermediate

7

Study
unit

1

Learning vocabulary

A

What do you need to learn?

B

What does knowing a new word mean?

Did you know that there are over half a million words in English but that the average native speaker
only uses about 5,000 in everyday speech? You already know many of those 5,000 words. This book
will help you to learn many of those that you do not yet know and it will help you to use them
appropriately and accurately.

It is not enough just to know the meaning of a word. You also need to know:
– which words it is usually used with;
– its grammatical characteristics;
– how it is pronounced;
– whether it is formal, informal or neutral.

So when you learn a word you should make sure that you:
• Learn new words in phrases not in isolation.
• Notice how words commonly go together. These are called collocations and include:

adjectives + nouns, e.g. rich vocabulary, classical music, common sense;
verbs + nouns, e.g. to express an opinion, to take sides;
nouns in phrases, e.g. in touch with, a train set, a sense of humour;
words + prepositions, e.g. at a loss for words, in particular.
• Notice special grammatical characteristics of new words. For example, note irregular verbs,
e.g. undertake, undertook, undertaken; uncountable nouns,
e.g. luggage; or nouns that are only used in the plural, e.g. scissors.
• Notice any special pronunciation problems with new words.
• Check if the word is particularly formal or informal in character, in other words if it has a
particular register.

C

How can you help yourself to memorise words?
Research suggests that some students
find it easier to learn words if they
(a) learn them in groups and (b) make use
of pictures, as shown here.
You can group words in any way you like –
topic, grammatical feature, word root, and
so on. The unit titles in this book might give
you some ideas.

D

How can you help yourself learn more words?
This book will help you to learn vocabulary in a systematic way. However, you can also help yourself
to learn more words and expressions by reading and listening to as much English as possible. Here
are some ideas about things you can read or listen to:
YouTube
academic
or
websites
audio books
professional
magazines
TV
reference material
recipes
poetry
blogs

8

literature

radio, e.g.
BBC World
Service

films

newspapers
songs

fiction
tweets

English Vocabulary in Use Upper-intermediate

(dictionaries,
encyclopedias)

podcasts

sports reports

conversations
with native
speakers

1

Exercises
1.1

Here are some aspects of grammar to be aware of when learning new vocabulary.
Give two examples of words that reflect this aspect of grammar.
1
2
3
4

1.2

scissors

a noun only used in the plural
an uncountable noun
an irregular verb
a noun with an irregular plural

What aspect of pronunciation should you notice about the following words?
3 chemistry
4 answer
5 a record / to record

1 subtle the b is silent

(not pronounced)

2 catastrophe

1.3

Study
unit

6 photograph / photographer /
photographic

Read the text. Use words from the box to complete each 'collocations fork'.
English has a remarkable range of words. Thanks to periods of contact with foreign languages and
its readiness to coin new words out of old elements, English has a particularly large vocabulary.
For example, as well as kingly (from Anglo- Saxon) we find royal (from French) and regal (from Latin).
There are many such sets of words, which make it possible to express subtle shades of meaning.

1.4

coincidence
range

difference
shade

1 a remarkable

range
likeness 2
coincidence

3 a royal

a phrase
new words

4 a subtle

4 to alight (from a bus)
5 to feel gutted
6 a felon

7 to bug someone
8 to zone out

king, queen, prince, princess royalty - duke
sunshade, shady, shadow, shade, to shadow, shadowy
articulate, communicate, convey, express, put across
noun, verb, adjective, adverb
subtle, comb, lamb, crumb, debt, plumber

Draw a picture to help you remember each of the following vocabulary items.
1 circle

1.7

to coin

palace
welcome

A student learnt each of these sets of words as a group. What is the unifying factor for
each group? Can you add one more word to each group?
1
2
3
4
5

1.6

likeness
a term

Write i by the words that are informal and f by those that are formal.
1 guys i
2 a minor
3 Awesome!

1.5

family
suggestion

2 to coin new words

3 screwdriver

4 to drip

Over to you
Look at the suggestions in D. Can you think of any other ideas to add to the list? Think about the ways
of learning vocabulary that you use now, and think about ways you could use more in the future.

English Vocabulary in Use Upper-intermediate

9

Study
unit

2
A

Organising a vocabulary notebook
Organising words by meaning
Try dividing your notebook into different broad sections, with sections for words for feelings, words
to describe places, words for movement, words for thinking, etc.
Charts and tables of various kinds can help you organise your vocabulary. Here is an example for
words connected with music:

Instruments
guitar
cello
piano
B

Types of music

Verbs

Related words

classical (not classic)
folk (not folkloric)
world

play
strum (a guitar)
perform

practice (n) practise (vb)

Building networks of meaning
A network diagram is useful. It can grow in whatever direction you want it to.
sign up
unfriend
someone

tweet

virus

THE WEB
surfing
pop-up

homepage

password

security

social networks

link

C

track
release (an album)

upload
(verbs)

download
post

email
forward

identity theft

junk mail

spam

Collocations and fixed phrases
It is important to know how a word combines with other words (its collocations).
Always record the common collocations of a word as you meet them, e.g.
win (prize, award, medal)
earn (money, a high salary)
gain (time, an advantage)
Where a word is often used in a fixed phrase, always record the whole phrase, e.g.
in a hurry out of touch to and fro now and again

D

Synonyms and antonyms

E

Organising by word class

F

Stress

When you find a synonym (same meaning) or an antonym (opposite meaning) of a word you already
have in your book, enter it next to that word with a few notes, e.g.
urban ≠ rural stop = cease (cease is very formal)

Make a note of the word class of a new word (whether it is a noun, verb, adjective, etc.). Record words
from the same word family together, e.g.
produce (verb or noun)
product (noun) productive (adjective)

Record where the stress falls on a multi-syllable word, especially if the stress changes between word
classes, e.g. produce (verb)
produce (noun) productive (adjective)

Language help
Note any typical errors you make or which your teacher has mentioned.

10

English Vocabulary in Use Upper-intermediate

2

Exercises
2.1

Study
unit

Organise the words into the topics below. Use a dictionary if necessary.
tabloid stress hang out with sb exhaustion podcast overwork
upload a video burnt out blogosphere journalist snowed under with work
casual acquaintance blog be close to sb count on sb be under pressure
topic

words

working too much / too hard

stress

friendship
media

2.2

Here is a list of words a learner of English made in a vocabulary notebook in class.
Organise them in a more efficient way, using the chart.
rush oversleep latecomer
out of breath heavy sleeper
exhausted
nouns

verbs

alarm clock set a clock deep sleep fast asleep
in a hurry breathless nightmare dash yawn

adjectives

collocations

fixed phrases

latecomer

2.3

Change the sentences using a synonym (S) or antonym (A) of the words in bold using
words from the box.
glad

spicy

deprive sb of sth

shot

dissatisfied

chilly

1 I was pleased glad
to hear you'd passed your exam. (S)
2 I got some excellent photos
of the Grand Canyon on my trip to the US. (S)
3 She was happy
with the conditions they offered her in the new job. (A)
4 The prisoners were supplied with
food and medical care. (A)
5 I don't like mild
curries. (A)
6 It's a cold
day today. (S)

2.4

Fill in the missing word forms. Then mark the word stress for each item.
noun

verb

adjective

person

perfection

perfect

perfect

perfectionist

information

inform

politics
economics

*

* Give two adjectives.

2.5

Over to you
Think about your own learning style and which ways of organising vocabulary would work best
for you.

English Vocabulary in Use Upper-intermediate

11

Study
unit

3
A

Using your dictionary
What a good dictionary tells you: the basics
A good learners' dictionary ( in book form or online) can tell you about:
• Pronunciation: this may mean learning some symbols which are different from the letters of

the English alphabet.

T

th in thick

ð

th in then

ʧ

ch in church

S

sh in she

ʤ

j in jam

ʒ

s in pleasure

ŋ

ng in ring

æ

a in bad

ɒ

o in top

O:

or in form

ʊ

u in put

@

a in about

ʌ

u in up

ɜː

ir in bird

• Word stress: often shown by a mark before the syllable to be stressed or by underlining or

bold type, e.g. /əd'venʧə/, /westən/, complicated.
• Usage: how a word is used and any special grammatical pattern that goes with it, e.g.
suggest + clause (not an infinitive) – I suggest you ring her right away.
(NOT I suggest you to ring her right away.)

B

Additional information
• Synonyms (words of similar meaning) and antonyms (opposites), e.g. mislay and misplace
(synonyms), friend ≠ enemy/foe (antonyms).
• Collocations (how words go together), e.g. the adjective firm is often used in these
•

•

•

•

collocations: firm commitment, firm grip, firm believer.
Whether a verb is transitive or intransitive: catch is transitive and must have an object,
e.g. He caught the ball and threw it back to me; laugh is intransitive and does not need an
object, e.g. She laughed when I told her the news.
Whether a word is used for people and/or things. In this entry for the adjective hurtful in
the Cambridge Advanced Learner's Dictionary online,
hurtful /ˈhɜːtfəl/ adjective
we can see that hurtful can be used about what
someone says or about someone:
causing emotional pain:
That was a very hurtful remark!
Word class (often as abbreviations n noun, adj
How can you be so hurtful?
adjective, etc.), and whether a noun is countable or
uncountable.
Information about how words are related to one another through meaning. The Cambridge
Advanced Learner's Dictionary online allows you to see a visual display of the networks of
meaning for a word, as in this display for the adjective fascinating. The Visual Thesaurus
shows related adjectives.
enchanting
enthralling

captivating

entrancing
The adjectives are grouped
according to meaning. This
can be very useful when you
are writing. If you want to
vary your use of adjectives,
you can look up the related
adjectives to see which one(s)
most closely express(es) the
meaning you need.

12

English Vocabulary in Use Upper-intermediate

bewitching

fascinating
absorbing
engrossing

riveting
gripping

3

Exercises
3.1

Pronunciation. What English words are these?
1 /edjʊˈkeɪʃən/
2 /ˈpɑːspɔːt/

3.2

education

3 /ˈliːnɪŋ/
4 /ˈlɪbəti/

5 /rəˈvɪʒən/
6 /ˈbrʌðə/

Underline the stressed syllable of these words. Check your answers in your dictionary.
1 unique
2 elegant

3.3

Study
unit

3 urgently
4 eyebrow

5 record ( verb)
6 thermometer

7 extract ( noun)
8 lifestyle

Look at the grammar patterns which the Cambridge Advanced Learner's Dictionary gives
for these words and then correct the sentences that follow.
1

supply /səˈplaɪ/ ▸ verb [T] to provide something that is wanted or needed, often in large
quantities and over a long period of time: Electrical power is supplied by underground cables. Ο
Three people have been arrested for supplying arms to the terrorists. Ο The company has supplied
the royal family (= provided them with something they need) for years. Ο At the beginning of term,
students are supplied with a list of books that they are expected to read.

Brazil supplies coffee to many countries.

Brazil supplies coffee at many countries.
The officer supplied each soldier a map.
2

deny /dɪˈnaɪ/ verb [T] NOT TRUE 1 to say that something is not true: He will not confirm or deny
the allegations. Ο [+ that] Neil denies that he broke the window, but I'm sure he did. Ο [+ -ing verb]
Neil denies breaking the window.

The Minister denied to have received any money from the oil company. (two answers)

3.4

Put a tick (✓) if these adjectives can be used about a person, or a thing (which could be
an event, an object, a fact, an idea, etc.) or both. Use your dictionary if necessary.
person
sad

3.5

✓

person

thing

damp

lucky

awkward

content

compulsory

A typical dictionary abbreviation for a noun is (n) and for an adjective (adj). What do you
think these abbreviations mean?
(adv) adverb
(prep)
verb [T]

3.6

thing

(pron)
UK
noun [U]

(conj)
noun [C]
verb [I or T]

Over to you
Go to Cambridge Dictionaries Online at http://dictionary.cambridge.org, select the Cambridge
Advanced Learner's Dictionary and look up the adjective damp. Click on the Visual Thesaurus. How
many of the words do you know? Choose four words you don't know and look them up. Record
them in your notebook.

English Vocabulary in Use Upper-intermediate

13

Study
unit

4
A

Guessing and explaining meaning
Working out meaning from context
There are a number of clues you can use to help you understand the meaning of an unfamiliar word.
The context in which the word is used
• Visual clues: for example, a picture in a book or film footage in a TV news broadcast.
• Your own background knowledge about a situation: for example, if you already know that

there has just been an earthquake in a big
city, then you will find it easy to understand
the word 'earthquake' when you hear a
news broadcast about it.
• The words around the unfamiliar word:
for example, 'Tara picked one tall yellow
gladiolus to put in her new vase.' Even if
you have never seen or heard the word
'gladiolus', it is clear from the context that
it is a type of flower.
• Grammatical clues: for example, it is
clear that 'superstitious' must be an
adjective in the sentence 'Alejandro is very
superstitious and would never walk under
a ladder', or that 'gingerly' is an adverb
in 'Mike came gingerly down the stairs,
trying to avoid all the broken glass.'

Similarity to other words you already know in English
A large number of words in English are made up of combinations of other words. You may never have
seen the word 'headscarf', for example, but it is easy to work out that it is a scarf worn on the head.
Units 74–76 will help you improve your skills in understanding how English uses everyday words to
build up new concepts.
Structure
A prefix or suffix may give you a clue: for example, Units 70–72 focus on different aspects of word
formation in English and should help you use those clues to make sense of unfamiliar words.
Similarity to a word you know in your own (or some other) language
If your first language is of Latin or of Germanic origin, you will come across many words in English
that resemble words in your own language. However, English has taken many words from many
other languages too. So make use of any other languages you know.
But remember that some words are false friends – they sound as if they mean the same
but in fact they have a different meaning. For example, gift in English means a present but in German
Gift means poison.

B

14

Explaining unknown words
The following expressions are useful when you are trying to explain what a word or expression
means:
It's probably something (a bit) like (a chair) …
It's got to be something you use for (painting pictures / cleaning the kitchen floor) …
It's a kind of (bird / musical instrument / building) …
I think it must / could mean …

English Vocabulary in Use Upper-intermediate

4

Exercises
4.1

Study
unit

Look at the following text. Before you read it,
see if you know what the underlined words mean.

A tortoise is a shelled reptile famed for its
slowness and longevity. The Giant Tortoise of the
Galapagos may attain over 1.5 metres in length
and have a lifespan of more than 150 years.
Smaller tortoises from Southern Europe and North
Africa make popular pets. They need to be tended
carefully in cool climates and must have a warm
place in which they can hibernate.
Which of the underlined words can you guess from the context or using any other clues?
First make a guess and then check your guesses in the Answer key.

4.2

Use the context to work out what the underlined words mean. Explain them using one or
other of the expressions in B on the opposite page.
1 Above the trees at the edge of the meadow, a buzzard hangs for a moment on the wind before
soaring towards the hills. I think a buzzard must be a kind of bird.
2 According to some sources, the water vole is one of the most rapidly declining creatures in Britain
and a new survey is now being carried out to determine how serious the threat of extinction really is.
3 Using a large chisel and a hammer, Jack managed to knock down the old garden wall.
4 Kate carried in a delicious chicken and noodle soup in a large tureen and we enjoyed several bowls
each.
5 We often used to walk up to the cliff top where we would clamber over the farmer's gate and go right
to the edge where the view was better.
6 Some people get really ratty when they haven't had enough sleep.

4.3

Use your knowledge of other basic English words to help you work out the meanings
of the underlined words and expressions. Rewrite them using simpler words or
explanations for the underlined words and phrases.
1
2
3
4
5
6

4.4

It says on the can that this drink is sugar-free. this drink doesn't contain sugar
I find Caitlin a very warm-hearted person.
I've been up to my eyes in work ever since I got back from holiday.
We walked down a tree-lined street towards the station.
The little boys were fascinated by the cement-mixer.
More and more shops now have their own special store cards and offer you a discount if you use
one of them.

Use your knowledge of prefixes and suffixes to suggest what these phrases mean.
1
2
3
4
5
6
7
8

to redirect a letter to send it to a different address
uncontrollable anger
pre-dinner drinks
bi-monthly report
my ex-boss
anti-tourist feelings
to disconnect the telephone
undelivered letters

English Vocabulary in Use Upper-intermediate

15

5

Countries, nationalities and languages

A

Using 'the'

B

Adjectives referring to people, countries and languages

C

Nationalities

D

World regions

Most names of countries are used without 'the', but some countries and other names have 'the'
before them, e.g. the United States / the US(A), the United Kingdom / the UK, the Netherlands,
the Philippines, the United Arab Emirates / the UAE, the European Union / the EU, the
Commonwealth.

With -ish: British Irish Flemish Polish Danish Turkish Spanish
With -(i) an: Canadian Brazilian Latvian Korean Russian Australian
With -ese: Japanese Chinese Vietnamese Portuguese Maltese Taiwanese
With -i: Israeli Iraqi Kuwaiti Pakistani Yemeni Bangladeshi
With -ic: Icelandic Arabic Slavonic
Some adjectives are worth learning separately, e.g. Swiss, Thai, Greek, Dutch, Cypriot.
Some nationalities and cultural identities have nouns for referring to people, e.g. a Finn, a Swede, a
Turk, a Spaniard, a Dane, a Briton, an Arab, a Pole. For most nationalities we can use the adjective as
a noun, e.g. a German, an Italian, a Belgian, a Catalan, a Greek, an African,
a European. Some need woman/ man/ person added to them (you can't say 'a Dutch'), so if in doubt,
use them, e.g. a Dutch man, a French woman, an Irish person, an Icelandic man.

The Arctic
Scandinavia
Asia

North America

Central
America

Europe
The Mediterranean
North Africa

The Caribbean

The Middle
East

The Atlantic
South America

The Far East
East Asia The Pacic

The Indian Ocean

Southern Africa

Australia

The Antarctic
Antarctica

E

Regional groups and ethnic groups
People belong to ethnic groups and regional groups such as African-Caribbean, Asian, Latin
American, North African, Scandinavian, Southern African, European, Ara...