OXFORD Oxford Word Skills [EST YAU a Ruth Gairns and Stuart Redman Learn to use the most important words and phrases in English topic by topicOxford Word Skills ELEMENTARY VOCABULARY Ruth Gairns and Stuart Redman Learn to use the most important words and phrases in English ey Tal Saale OXFORD(Goya caal ‘Acknowledgements. Protines S Ee ere eee 24 Clothes 54 #0 famenis 56 a: Classen Weil’ 12.26 Colours, size and appearance 58 2) Grammar words 3 27 Money. 60 3. Using this book. 14 28 Shopping ~ 62 4 Learning new words. 16 29 Possessions. on 5 Classroom activities m8 1 9 Keene ie 31 Illness 68 A . PUES ee 7 6 Numbers 20 7 Telling the time 2 Ue EONS 8 Days, seasons and dates 24 33 Geography. 7 9 Time words and phrases 26 34 Theenvironment n 35. Countries and nationalities. ™ oa a Tesco i. 10 Parts of the body 2B > Wasthel = tt Desciing people 3038 Animals, insects and birds. 80 12 Physical actions 32 13 Personal information 34 ms Sede verbs 14 Family, 36 39 regular verbs 82 15 Personality 38 40 have got and have. a4 16 Relationships. 40 441. make or do 86 17 Feelings 42 42 get. 88 Noa) 43 see 89 repositions 444 Verbs and nouns with the same form... 90 18 Prepositions: time 44 19 Prepositions: direction AS 20 Prepositions: place 46 21 Prepositions: phrases 48 22 Word + preposition so contents EIPEN ian eked 45. Shopping for food 92 66 School subjects 129 46 Fruit and vegetables 94 67 The education system 130 47 Meat and fish 96 68 University 132 48 Arestaurant table 97 69 Jobs 134 49: Eating ina restaurant 98 70 Describing jobs 136 50 Inacafé 100 71 Jobinterview 138 72 First day at work 139 51 Vehicles and roads 102 52 Buses 104 73 Computers. 140 53 Trains 106 74 Email letters and the internet 142 54 Directions 108 75 Phoning 144 55 Signs and notices 10 LANGUAGE SECTION 4 ues Prien ne 56 My town 112-76 -er/-or/-rnouns 146 57 The countryside 11477 Ang forms: a7, eater 11678 Noun suthxes 148 sa Machen tig 79 Compound nouns 150 60 Bedroom and bathroom. 120 61 Living room 12280 Likes and dislikes 152 Fy) ees 82 Sport 156 62 Adjectives with prefixes 123 83 Music 158 63 Adjective opposites 12484 Films 3 160 64 Common adverbs 126 85 Themedia 162 65 Adverbs of manner 128 86 Books 164 TRE contentsEOmes 87 Arranging a holiday... 166 88 Hotels. 168 89 Airports. 170 90 Types of holiday im Berens 91 Meet and greet 174 92. Ask for information 176 93 Requests and permission 178 94 Invitations and suggestons 180 95 Offers and saying sorry... 182 96 Probably or possibly. 184 NU a assed vate eure 97 Link words 1 186 98 Link words 2 188 99 Phrasal verbs 190 100 Common expressions 192 Vocabulary building 194 Common irregular verbs 198 Answer key 200 {Al Oxford 3000 words which arent keywords... 235 Word lst 236 ‘Abreviations used in the book 256 Contents [ERISpotlight boxes Title Unit Page ‘Title Unit Page aot (of) and a bit (of) 378 have+ noun 6121 about and around. 6 2 havegotand have 40 84 adverbs of frequency 23" [HSS have to+ verb 88169 adverbs of manner 65 128 How long does it lat? 68132 airports. 89 170 How long does t take? 52104 allow and let posussss) 110) how much and how many? ces | 3 amounts of money. 0 hundreds, thousands milions 64 another arc some more oe) (1m) sorry 95183 at. 1B 44 J think s0/I hope so. 6 184 atfistandin the end. 2 48 information. 3B 34 ‘at university in hospital ete 2 49 injuries 32 70 be good at sth 66 129 introductions 174 beilland sick. 3 68 inregular verbs. 2 32 being polite B 178 inegular verbs... 82157 bool/reserve sth 53 107 beep an) boring/bored,interesting/interesed,etc...80 153 last 53 106 both . a) lendand borrow. 93 179 by. 83158 lovefikemhate + ing 80 152 café ba, pub. 50 100 meet and meeting 70 137 capital letters 8 24 menus 4998 centreand card. 79 151 smignt + verb. 87 166 Comparatives and superiatives. “7 ‘minutes toot past ae either... oF or 130 noun + shop. 2% 2 else 100193, order of adjectives 2% 5B employ. 134 people ftom a courtry 3574 ever 398 please and thanks so 101 exams 67131 plural forms of nouns 43 97 feelings and emotions. 7 @ plural nouns and poirs a) flat, house, home 58117 Position of adjectives 68124 forand since 7 preposition + -ing for 2 50 mend. 6 41 quite 1 30 get 4289 realy 1339 900d: looking, beautiful etc. i! Bi record sth and a record 83159 happen and rake place 306s. relationship 40 HERE spotlight boxesTitle salad saying and writing dates and years saying email addresses saying phone numbers. saying what you eat seeand watch. seeyou should + verb ” so and such. somewhere, anywhere, nowhere, everywhere stil. suffix “ion, suffix ment teacher lecturer, professor thing(s) 7 think about and think of. 2 tooand very trouble turn sth ono uncountable nouns in,-im,i,-un used 10+ verb. werbe used with vehicles verbs with games and sport watch se, stn, hear What kind/type/sortof...?. What's he/she like? which or what? whose and belong to someone. word building Unit 46 8 4 15 47 4B 1 31 n 33 Page 95 142 144 89 175 o 139 n 187 148 149 133 16 39 164 18 2 1B 1m 102 156 162 160 38 7 76 18What is Oxford Word Skills? Oxford Word Skills is a series of three books for students to learn and practise new vocabulary. Oxford Oxford Word Skills Word Skills Level 1: Intermediate (CEFR level B1) upper-intermediate/advanced (CEFR levels At and A2) (CEFR levels B2 and C1) There are over 2,000 new words or phrases in each level, andl all of the material can be used in the classroom or for self-study. How are the books organized? Each level contains 100 units cf vocabulary presentation and practice, with a unit being 1-2 pages, depending on the size of the topic. New vocabulary is presented in manageable chunks, then immediately followed up with practice exercises, usually on the same page. The units are grouped within modules containing 3-10 units. A majority ofthe modules are topic-based, eg, People, Food and drink, Study and work, but some modules have a language focus, £9. Prepositions, Adjectives and adverbs, Verbs. The Elementary level also contins: © alist ofall the'spotlight’bores * alist of word:-building tables * alist ofirregular verbs an answer key forall the exercises * Word list an index of all the vocabulary taught with a unit reference to where the item appears Orford Word Sklss directly linked to the Oxford Advanced Leamers Dictionary app, which allows leamers to find the meaning of new words in Englsh and provides a pronunciation model forthe words. You will ind pronunciation ‘exercises throughout the bookwhich refer you to the @ to check the correct pronunciation. HEE troductionWhat vocabulary is included? ‘At Elementary level, the vocabulary includes: ‘a wide range of common topics, eg. clothes, ree time, at the airport «© words and phrases needed in social interaction, eg. inviting people, meeting and greeting + areas of lexical grammar, eg prepositions, verbs, adjectives and adverbs ‘Throughout the three levels the main focus is on high-frequency vocabulary in everyday spoken English, although the bigher levels increasingly add more language from different styles of English as well as more figurative use of language. ‘The selection of vocabulary at each level is based on frequency and usefulness, with the foundation being the Oxford 3000™. This is lst of 3000 words identified by the Oxford YY} University Press ELT Dictionaries team as the most important words for learners f English ‘These items have been divided into four levels in accordance with the CEFR leves (AI, A2, B1 and B2). ‘© The Elementary level includes many iterns from Al, but with the majority of items at A2 level ‘© The Intermediate level has afocus on B1 items from the Oxford 3000, as well as recycling some items from the Allevel ‘© The Upper-ntermediate/Advanced level concentrates on B2 items from the Cxford 3000, but also includes 82 and CC items from the enlarged Oxford S000™ word lst The Oxford 3000 word isis supplemented by the Oxford Phrase List™, containing just under 1,000 phrases considered important for students at these levels; and topic lists from OUP learner's dictionaries, which identify key vocabulary items across a range of 60 topics. By using the Oxford 3000 alongside the topic lists, we are able to focus on high- frequency vocabulary, but alsoto include vocabulary items that may not have a high frequency overall, but will have great value in particular contexts, eg. main course in a restaurant, or hand luggage at an airport. By using the Oxford Phrase List, we are also able to ensure the best coverage of both words and phrases at each level ‘We have taken great care to ensure that learners will be able to understand the meaning of all the new words and phases by supplying a clear illustration, a simple definition, or an example of each word or phrase. Learners should bbe aware that many English words have mote than one meaning They should refer to the Oxford Advanced Learners Dictionary for information on other meanings. In the Elementary level, there is also alist at the back of te book of al the Al items from the Oxford 3000 that have ‘not been taught. The reason fortis is that the Elementary level makes some assumptions about very high frequency level ters which learners should already be familar with. if there are words here that students do not know, they can goto the @ to check the meaning and pronunciation. ey words are sometimes repeated in later units in the book, but may not be highlighted in bold. students do not recognize the word, they should lookin the Word List to see where the itern was introduced and defined, or use the @. Such recycling is usefulfor leamers.To the teacher How can | use the material in the classroom? New vocabulary is presented through: + photographs and illustrations of! up walk un failover, ride. ptsatdown —_ptstood up ptran ptfell over ptrode + tables a tao rent ‘on September 10 Be cnidny erring one Moy Se Tats ey Talay enmy bienday on chess Day «+ different types of text ankedee” aera ee Sremecoacant stent whe hve sgodteaeip fees etary melcier neues Tempesti iecamecueres WHY WE LIKE bepetate ch rome se chet ieomatnd! atotes each other fatmate ‘aperion youve with but notin vat : Riemer | lo Seeman ‘Sophie: I get on very well with Gemma - she’s. =~ vaprer ‘great. I don't know why, because we've got a er Visuals obviously provide a clear guide to meaning; the tables and texts show words being used in natural sentences, with the meaning explained in a glossary (within a table or beside a text). As the input in most sections occupies a page and does not usually exceed 15 items, itis very straightforward to use in the classroom, Here is a procedure you could follow: «Students study the visuals or written text in the presentation for at east ten minutes. This allows time for them to reinforce the connection between the visual input and the meanings, oF to read through the glossary carefully to check the meaning of the new itersin the presentation sentences, dialogue or extended tex. Tell students to look at the extra words includec in the glossary (opposites, synonyms, derivatives, collocations and further examples) as this will help them to expand their vocabulary with minimal effort in many cases. Iti also important to look at the spotlight boxes. This san adcltional feature which picks out an item or items of particular valve, for example, these spotlights on else anc on the difference between far, house and home HDS rocction‘While students are working trough the presentation, you can answer any questions they may have about the items. This is also an opportunity to provide a pronunciation model for your students to repeat; otherwise the presentation stage is going to be a long silent phase. You might want to read a text aloud, or get students to read sections oft etc. ‘* Students can move on to the fist exercise, which they can check for themselves using the Answer Key, or you ‘can go over the answers withthe whole class. This is probably a better approach as you can also discuss why they ‘might have arrived at a wrong answer and focus on / practise pronunciation tis sensible fo work through the exercises chronologically as they tend to progress from receptive practice to controlled productive practice, and then quite often to freer productive practice in the ABOUT YOU / ABOUT YOURCOUNTRY activities '* When you are satisfied with their answers to the first exercise, you can ask students to go on to further exercises, while you monitor them as they work individually or in pairs, and assist where necessary. When they have finished an exercise, you wil find that many of them ~ sentence completion and particularly dialogue completion ~ lend themselves to controlled speaking practice. Students can practise dialogues in pairs or take tin turns to read out complete sentences to eachother, + Student shoul look out fort ff AEM con in each unit When they have completed the written exercises, students cen test themselves on the new vocabulary. The material has been designed so that students can cover the new words beneath a picture (using a book, notebook or piece of paper) while they. (kar th ok and tat thee Ty ex. harp eof ules oe gare ove ‘new vocabulary and look at the meaning, of vice versa. This is a simple, quick and easy way for leamers to test themselves over and over again, so there is no pressure on you to keep searching for different exercises. It is also used to deronstat tse student on evse vocal thelr own tne using tive and check aah * You will often notice the headings ICG or REMIRSNASIITIN these are personalized exercises which give earners an opportunity to use the new vocabulary ina freer way, and within the context of their own, lives. Students can write answers to these, but they make ideal pairwork activites for learners to practise their spoken English while using tye new vocabulary. I you use these as speaking activities. students could then write ‘their answers (or their partners answers) as follow-up. In the Answer Key, possible answers for these activities are provided by both native speakers and proficient non-native speakers from different parts of the world. This may be ‘of particular value toa self study learner, as a way of comparing answers. (BREET How can students use the material on their own? ‘The material has been designed so that it can be used effectively both in the classroom or by learners working alone. IF you want your learners to usethe material for self-study, you can recommend that they use the book alongside the pp, ast gives them a pronuncation model for items of vocabulary, as well as futher practice exercises. For self-study teams in particular. itis also a 300d idea to start with the fist module, which wil help them use the book more effectively, Self-study learners can check their answers to exercises using the Answer Key, and test themselves using the over and check’ procedure explained above. One advantage of self study learning is that students can select the topics that interest them, or the topics where they most need to expand their knowledge. in addition, they have the ‘opportunity with this book to test themselves, as explained above. Introduction [IClassroom vocabulary 1 whiteboard (a1so toard) 2 board pen 3 noticeboard 4m 5 desk 6 a 8 9 chair bag pen coursebook 10 pencil Tl table 12 dictionary B CD 14 CDplayer 15 piece of paper 16 _ exercise book / notebook @ Tick (W) the things you can put in a bag. Put a cross (X) by the things you can’t. > pen 2 desk oO 5 table oO 8 noticeboard > board 3 notice 6 courseboot [] 9 dictionary 1 pencil (J 4 CDplayer F] 7 char = FE] 10. piece of paper © complete the words or phrases. > notebook 1 board 3 notice_ 5 piece of 2 coure_ i 4 exercise _ 6o © Wire your answers. > You sit on one of these. a chair The teacher writes cn this. You find the meanirg of words inthis. You sit behind one of these. You wutte in one of these. The teacher puts information on this. ‘The teacher can play one of these. You can put your banks in this. You study from one of these, © EEBREAD Write four things you've got at home, and four things you haven't got. > Ive got_a dictionary > Thavent gota CD player. HEE earning Enclish QO 0 OoRead this short text. « There are eight words in the first sentence. + Walk is @ regular verb. The past simple is walked. «+ Speak is an irregular verb. The past simple is spoke, and the past participle is spoken. (The past particle is used to form the present perfect: Have you spoken tothe doctor today?) {An old woman walked slowly up the hill. On the way, she spoke toa little boy. ‘Good morning, she said. Look at the different parts of speech. indefinite article noun adverb definitearticle Pia oe) ‘Ah old wonvan walked slowly up ce hill. | asentence adjective verb preposition (On the way, she spoke toa litle boy. ‘Good morning} she said. Phrase pronoun phrase © circle the correct answer. > Aand the are adjecties 1. Aand.an are definite! indefinite atices. 2. Woman isa noun / adjective. 3. Upisa preposition / pronoun. 4 Have sa regular / antrreyukar wes He and she are nouns / pronouns. Goand do are verbs / nouns. Badly and happily ae adverbs / adjectives. ‘Gone ste past simple / past participle of the verb go. evo @ Find the answers for each sentence. > averb have 1. apronou i 2. anindefinite article. Ihave an English lesson now. 3. anoun ‘There's ayoung man 4 anadjective 6 anindefinite article from Rome in the cass. 5 apreposition Thismomning,heaskeda 7 anadverb 9 aregular past simple uestion, and he spoke 8 animeguat pastsimpe 10 ephrase very quiety = = 11 anoun 14 pronoun | think he's in the wrong class. 12 averb, 13 anadecte 15 asentence. © what are the parts of :peech for the other words in the text at the top of the page? > hill poun. WO aac 6a 2 the - 7 we 3 way 8 boy 4 spoke 9 she Sto 10 sid | Learning Engish EI3 } Using this book Learn these words. You need to understand them to do the exercises, tick V = yeson corte) z underline word a mn a ross out word i # cide ead ea complete 1 lke ice cream ire correct/wrong 2+2=4is correct (ALSO right). 2 + 2 = Sis wrong. mistake If th is a mistake, it’s wrong, e.g, Jaglsh. SYN error 2 correct eke sth right, e.g. nglish (wrong), English (right tel sb what mistakes they are making true/false Paris isin France: That's true. ‘Pars isin italy” That's false thesame/different | Srrall and lite are the same (small= tle) Small and big are different. match sth Match 1-3 with a-c. i (with sth) 1 Icome from ¢ 1) English 3 Im. ©) Japan 4 missing If sth is missing, it is not there. eg He comes Tokyo. (The word from is missing) He comes com. Tokyo. cover pur one thing over another thing a | testsb or yourself | Ifyou test yourself, you ask yourself questions to find what you know and understand, e.g. When I test myself on English verbs Ilook atthe verb, then say the ‘meaning in my language. table Théisatable: rere column The table above has gor two columns: one for questions and one for answers Putsthinorder | put things inthe right place or positon: Put these words inorder to make a sentence. bed/I/early /to/ went wert to bed. earl, Short forms and symbols + TVisa short form of telerision. + Assymbol is a sign or picture with a special meaning, e.g. = isa symbol that means equals on isthe sameas:2+2=4 eg. is short for for example: rut, e.g. apples and bananas. OFF short for opposite: Bigs the opposite of small. syn is short for synonym (= a word that means the same as another}: small sy litle, ate. You use ete. t the end of alist to show there are more things, but you don't want to say them all: We bought apples, oranges, bananas, etc. We can say etc. as etcetera’ or and soon. inf ‘means informal. ifa word is informal, you use it when you are speaking to friends or people you know well, butnot in serious writing or important letters. oP formal sth is a short form of something. sb Is a short form of somebody/someone. HERE earning English@ Read the sentences and write your answers. > Putatickat the end ofthis sentence, 7 1. Undetine the third word in tis sentence. 2. Circle the fst word in this sentence. 3 Cross out the last word in this sentence. ‘4 What's the opposite of big? - 5 What’sa synonym for fantastic? 6 Correct the mistakin this sentence 7 What's a more informal word for thank you? 8 Ist true or false that London is in Scotland? 9 What word missing in this sentence? 10. Iseight thirty the same as half past eight? ma 11 Fourteen and twenty-seven is forty-three that right or wrong? 12 Complete the next sentence. Where. you live? ~ | live near the park. © Match te opposites. i formal ¢ 2 wrong the same ws b opposite 1 2 conect —~e informal 7 3 twe 4 diferent 4 synonym @ false © What do these short forms and symbols mean? Write your answers, > OPP opposite 1 eg «osm av 5 3 inf 6 etc @© complete the sentences. > Dodays of the week have a capital letter? Yes, that’s correct/right 1 Youuse nue at the end of alist to show that there are other things but you are not going to say them ail 2. What wordis in the next sentence? went bed early 3. you put something in . YOu putit in the correct place or postion. 4 Mand 12's 26 inti? No, that’. 5 =isa andi means equals O's _ — 6 Imake lots of when | speak but my teacher usualy. me. 7 After each page, | always _ myself on all the new words. often look at the words, the meanings, and then ty to remember and say the meanings. 8 Usisa _ __.. ofthe United States of America 9 Inti exercise, you have to atoewith F105 10 Hiisa more way of saying hello 11 San Francisco is the capital of AMETICA. TYE Of sane? 2 isa synonym for mistake. 13, How many fas this table got? ~ Three, ee or 14 Wehave to the correct answer, €g, looked ar/in the board. 15 Wehave to the wrong answer, eg. | looked at@ehe board. Learning English EILearning new words A How to learn words do sth good for sb; make their life easier ‘Here are some things to help you when you are 40 that other people can heart igi eae feta saya word prenowmcey + Repeat words out loud wo or thre times to een enaeet practise the pronunciation. pod peestackenbeeeic Weeden air Words aotobesic oerecordof money that youhave spent Ies important to keep «record of them because iep a record of sth) ic will help you to remember them. ‘The meaning of smalis‘itle: : do ab with th: use key toopen my door. ‘Write the meaning in English or your own fenton ee ae language. ina certain place: was in difficult situation at ‘Write an example sentence with the new word worktoday because my computer wast working ‘This helps you to undestand how to use the new word. Bren nso Think of situations: can use this We often use things) a takaboutan idea ora subject. Calera ws Sangean eee = We raked aboutors of things. = Artsthe thing that inerests me most. @ complete the dialogtes with one word. > What's this word? ~ Beige, but | don't know the correct pronunciation 1 Was the homework easy? ~ No, it wasn't, but my father me. 2 Did the others hear you? ~ Yes, | said his name out. ™ 3. How-do you know you've read that book? ~ Because | keep a A 4 How did you rememaer her phone number? ~! wrote it 5 Doyouknow the meaning of awful? ~ Yes, bt don't knowhow to it 6 ve broken my mother’s favourite cup. | don't know what to say to rer. ~ What a difficult _ 1 7 Have you got a new computer? ~ Yes, but | don't know how to ityet. Did you talk about the holiday? = Yes, and lots of other © complete the sentences. First, cover the text at the top of the page. Here are some things to help you when you are learning new words. 1 Repeat words two o* three times to practise the pronunciation. 2 Write down new words in It’s important to, nn. 8 fe¢01d of them, 3. Write the __in English or your own language 4 IF you write an example sentence, it helps you to remember how to. anew word, S Thinkof___ where you can use this word, © Answer the questions > Why do you do lots of different things when you are learning new words? Tokelp po understand ard remember fhe : Why do you repeat words out loud? eee Where can you write down new words? Why isi inportant tc do thar? How can you write the meaning? ‘Why do you write an example sentence? os What can you do afte that? fea HE Learning English euaunedon’t know, of It means ‘terrible’ What's tis called in Engl? o> How do you say fils in English? Could you explain ‘No vacaxcies”? TOT Get pone map a | can't remember. oR It's a spoon. Son. oR Fils is French for son, Yes. You see it in a hotel window. It means the hotel {s ull, There are no free rooms. What's the difference between hello and hi? ‘The meaning is the same, but his informal. What's the opposite of big? How do you pronounce tie? Small. It's tke my. Eight is pronounced like night. Is that right/correct? How do you spell apple? I'mnot sure. (sitone 'p’ or two?) © Match 1-6 with a-g. ‘How do you spell your name? How do you say cup in German? ‘What's the opposite of closed? ‘What does tiny meani How do you pronounce weight? Could you explain hello? ‘Come and go mean the same thing. __. @ complete the dialogues. ousunay ‘No, that's wrong. ot That's not right. It's pronounced like wait. Ws A-double P-L-E. double P = two Ps) Very small 1b It'swhat you say when you meet a fiend. ¢ A-double N-A. Its lke wait ‘No, they dont. That's wrong, f (ene een 9 Open > What does awful mean... ?~ Terrible. oe 1 What'sthis__ in English? ~' ~rea hymna 2 How do you pronounce what? ~ i's BY cee e apmlog innecase nnkisG4E 4 What's the difference __ bye and goadbye? ~ Bye is mene nfortal. 5. Penis the same as pencils that ight? ~No, that 6 of interesting? ~ Boring. 7 What ‘enormous meant ~ it means Very big. 8 Couldyou EXIT? ~ You see it on a door. t means you cen go out there. @ Write a question usingeach word. I Learning English [A5 } Classroom activities A Teacher instructions : I want you to write a description of someone b= you finish, compare you know. iy... new jour nswers with a partner. ide an Listen, then follow I'dlike you to i to the conversation. the instructions See | you don't know the make up a story. Pi ‘answer the questions. A in the book. meaning, try See | ‘And don't forget to sayordosth again do the homework, think about things or people to see how they are ferent ‘wordsthat tell what b orsth slike or what happened describe y G look otisten carefully A o thay tes sothatyou doit wel practice n say sththatisnot true srw invent. wordthatelyouwhatyoumst doorhowodosth See ethaaain i Thereis often aspeling change: heat nae when youdonotknow tn sgt pos r 2 youorget odo sth, you don't remember to doit * expla > explanation workthata teacher gives you to doat home: = educate -> education Tim doing my homework. Hm-meahingmy-homework) @ Match 1 ewitha i > repestit.c a takto another studert bout it 1 ralesonebrgwe listen caefuly 2. follow the instructions € sayitagain / 2 payattenton 4. doitafew more times 4 forget. invent something 5 compare with another student say whatit’ ike 6 describe it 9 you don't know, just think of an answer. 7 practseit A [dont remember 8 have a guess. 4 do what it tells you © Complete the table. you don’t know the answer, have a guess. VERB NOUN VERB NOUN > discuss discussion —_ instruct ‘explain invent describe paca practise quess educate © complete the dialogues. > Were you listening? ~ No, the teacher told me to pay. attention Can you say that agcin, please? ~ Yes, it Did you remember your No, tm afaid | forgot to co it. Did you know the answer? ~ No, but had a How can | get bette? ~ You have to more. How do you know theyte diferent? ~ We them Did you the homework? ~ No, | it. 'm sorry, Did you invent that sory? ~ Yes, it Did you write a desciption? ~ No, | just itto her. Gam HE arn o Enatisn, sth youdo, perhaps often Here are activities that students do in the classroom: Macreeameciantes seed a vent ‘the words that come before or after guess the meaning of new words from the context another wordor sentence listen to dialogues eases look up the meaning of new words in a dictionary trond iformatonin a book i 2 groupotfines of wring write a paragraph about something a shor piece of witing about sth. writ a short essay on something ieee me revise vocabulary fiom another lesson Peete at von do written exercises alte words hat sb own ores mayccoorunertd have a conversation abou something in Engl oe have a discaseioa stout something cundiprocs neocons talking about st seriously discuss v © Underline the correct answer. lke to revise/look up the vocabulary after Ive studied it. 1. We read a text / context in class about pop music in the 1970s. 2 I don't need to write alot — just one context / paragraph. 3. We practised the essey / dialogue in pairs, and the teacher Istened to ts. ‘4 The teacher sometimes asks us what contexts / activities we want to do. 5. Ihave to write a discussion / an essay for homework. 6 Youcan understand the meaning from the text / context. 7. We had a discussion / conversation in class about politics. 88 Everyone understooc because it was quit simple / dificult. © complete the sentences. > We started the exerdge___.inclass and finished it for homework, 1 We studied the past nse last week and welre going to ___itthis week 2. | didn't understand so it _____in my dictionary 3 Yesterday, had a in English with my American friend. 4 Yesterday in class we did three ___.0n regular verbs. 5 We listened toa 1 then practised it in pairs. 6 Speaking ismyfavouite in lass. 7 Tm sure you can understand this text it's very _ 8 We had to write an in English about our holidays for homework eo ene Write ycur answers, or ask another student. How often do you read texts in English? What do you read? 2 Do you often use thecontext to help you understand the meaning of anew word? 3 How often do you wate an essay in English? Do you often revise vocabulary? Why? / Why not? What's your favouriteactivity when you are studying English, inside or ouside class? 6 Do youlike listening to dialogues? Do you think listening to them helps you to learn vocabulary? umm Learning English [EIeleven ‘twenty-one forty twelve twenty-two fifty thirteen twenty-three sixty fourteen twenty-four seventy fifteen twenty-five eighty sixteen twenty-six ninety seventeen twenty-seven a/one hundred eighteen twenty-eight nineteen twenty-nine twenty thirty GLOSSARY SM coon ana ‘count When you count you sy numbers neafter another,¢9. -2-3-4-5. | | aboutfaround = abit more oralitle ess than counted the chois- tere were 15. can eountin German. = Howmany students rethere?~ Around/ equal bethesame assth:2+2equal ()4 about 20. (= 18719720720 227) minus less when you take away. 6minus(-)4=2 = Howmuchisit~Itsaboutlaround €10. plus and: added to:4phus( + Howlong ste progam? ~Aboutround @ Write the middle number in words. > 26 twenty-five 6 ai? e 9 65 7 219 2 72 “4 3 6 68 a7 B 449 7 51 92 5 su 6 10 88 90 © write the number in words using about or around. sixty-eight people _about/around seventy people 1 inety-seven euros 5. fortynine dolas 2 nine lessons seventy eight people 3. thirty-one years 7 sixty-eight pounds 4 forty-one students 8 nineteen chairs a © Do the maths. Write your answers in words. > three plus nine equa twelve > tenminus six equals _ four 1. twelve and seventee equals 2. forty-three plus thirty-four equals 3 eighty-seven minus twenty-four equals 4 seventeen plus fourteen equals 5 suty minus thity-stcequals 6 seventeen plus twenry-eight equals @ close your book and count from 1 to 20. Then count from 30 to 100 in tens. Gama HEED rnbers and timeB Large numbers 101 140 200 1,000 1,050 1,250 In numbers over 999, write a comma () between: afone hundred and one 2,000 two thousand (NOT Ewethousends) ‘afone hundred ard forty 100,000 2/one hundred thousand two hundred (nov swo-hundreds) 1,000,000 2/one million a/one thousand 2,000,000 ‘wo million (Not twe-miions) afone thousand and fifty 11900,000,000 _z/one billion a/one thousand two hundred and fifty + thousands and hundreds e.g. 11,000 We sehundreds thousands ancmiions than) when we dont use aspect number, + millions and thousands, ¢. 3,000,000 f; aren hile anvmats) = There were thousands of peopeat the concert. = Therew shopping certre wil cost milions. © Correct the mistakes in the spoken or written number, » Ow evausunay ‘one hundred two one-hundred, and two ‘two hundreds three hundred forty ‘one thousand and fie hundred ‘wo thousand six hurdred fifty seven thousands 42500 the next number in words. 263 dred, and fc 999 5055 11300 999999 2499 324.999 1999999999 1999 @ Write the sentences ir a more general way. Use hundreds/thousands/millions or about/around. wr 1 2 3 4 5 6 4p of flat There are four hundred flats. They said it was three thousand dollars. It's forty-eight minutes. There are six thousard of them. | bought seventeen EOOks... We want to grow four hundred trees, 7 There are about ten t twelve milion people with this problem, pom Numbers and time [EIA7 } Telling the time A What's the time? What's the time? What time is it? i) Ws four o'ock Its (@) quarter pastfour. Its four fifteen It's half past four. It's four thirty. It's (a) quarter to five It's four forty-five. @ Write the times in words. Don't use past orto. Ws five past six. It’s twenty past six. It’s six twenty, ft tS ely eave We use minutes to or minutes past with It's six forty. pumbers which are not iv, tn teen, went or twenty-five. It's three minutes to seven. |x eight minutestotwo (Nor eighttorwo) I's six fifty-seven, = three minutes past six Wor Hwee pasts) OSes > 310 three. ten 615 six fifteen +915 550 2 1025 720 3 335 230 4 645 440 © Write the times in words. Use past and to. > 1230 naif past twilve 640 twenty to seven 1715 ass 2-930 103 31135 245 4350 47 © Look at the timetable and answer the questions. Write your answers in words. Posy pene Dey Per) eee ric) Wren does the fst war leave Bat? A seven twenty-five When does the frst rain after 800 leave Bath? You want to be in London before 10.00. What time is the best train from Swindon? When does the 805 ran from Bath get to Didcot Parkway? When does the 805 rom Bath get to London Paddington? When does the 905 rom Bath get to Reading? (© EROARADAEEEONE Write your answers, or ask another student. What time do banks 2pen and close in your country? What time do most ops open and lose? What time do most restaurants open and co When do most peop start and finish school/work?_ When do you have nck? When doyou have dane fama HERBIE erders and time 2 3 4 5 6B Exact times and periods of time 90am. nine o'clock in the morning 12.00 p.m. (at) midday /noon as 9.00a.m.-1.00p.m. all morning 1 sun 158 just before / nearly / almost two 5.00 p.m. five o'clock in the afternoon 200-5.30 pm. all afternoon (A150 all day from 9.00 - 5.00) 700 p.m. seven o'dlockin the evening 8.02 just after eight 1130 pm, eleven thirty at night 1200am, (at) midnight ¢ ‘moon © same or different? Wrte S or D. > 845 pm./845intheevening > 300pm./neaty 300 p 112.00 at night / midnight 7 843 // nearly quarter to nine 2, 400am./400 in theaftemoon 8 217/quarter past two 3 6.27/ nearly 630 9 1208 pm. /justafter midday 41145 pm. / 1145 at right 10 200 pm.-530pm./allaftemoon 5 almost 7 otclock /just before 700 11 830/just before 900 © 9am.-100pm./allday 12 300.am,/three c'lock © complete the sentences. > Ian meet you if the morning 1. She usualy leaves, before three 2. Ouran was late, andi was eight thirty when we anived, 3 Theppartyends midnight, and then Il getataxi home, 4 Itstarts to get really Fot around: 5 We got there at abou five o'clock —_ the afternoon. 6 | vsually goto bed around 11 o'clock 7 8 ° 0 They are very busy, so they/llbe at work itwas 7 o'clock when we got home. The train leaves after 800, at 8.03. 10 She's there. ‘morning, from nine until lunchtime. © One word is missing in each sentence. What is it, and where does it go? > Igetupjust/seven otiock. before /.2 5 I watch televsion evening 1. mmeeting my fiend midday. 6 | g0 to bed midnight — 2. Lonly drink coffee the morning. 7 Idontt get heme before 10.00 night. 3 | work day in a bank 8 It's three minutes to 8.00 - it's 8.00. 4 see my fiends the evening 9 lahways get up before 700, at 65. fama Numbers and time [EERIE8 } Days, seasons and dates A Days, months and dates DAYSofthe Monday Tuesday Wednesday WEEK Thursday Friday Saturday Sunday MONTHS of January February March April theYEAR May June July August ; September October November December SEASONS — spring (Narch-May) (inBritain) summer (June-August) ‘autumn (September-November) winter (Cecember-February) SPECIAL Christmas Day (25 December) DAYS New Year'sDay (1 January) yourbirthday (the day you were born) etn «apa let Days and months have a capital tet. (NOT monday) January\Nor jntary) @ Put the words in the correct order. Write the numbers in the boxes. 1 Wednesday[] Saturday["] »Monday[i] Friday [7] Tuesday [[] Sunday[] Thursday["] 2 atum E] sping C] winter [] summer [J 3 December [] Mach [] June [] February [] November[] January] October EF] Api EF] wy L] SeptemberE] May E] August E] @ say the days of the week and the months in the correct order. Use the © to help you with pronunciation. Fractise saying the words. © write the next day, month or season. > May Tune > Sunday Monday 1 Monday 6 March 2 August 7 January 3 spring s 8 autumn 4 November 9 Wednesday 5 Friday 1o June (© EGGERIEE Write your answers, or ask another student. Which month is yourbirthday?, Which season do you like best? Why? Which day of the week do you like best? Why? What do you do.on Christmas Day? _ What do you do on New Year's Day? Gama REE Numbers and time What are two other soecial days in the year, and when are they?B Ordinal numbers and dates first 11% eleventh 21% twenty-frst 2 second 12% twelfth 22") twenty-second 3% third 13 thirteenth 23% twenty-third 4% fourth 14% fourteenth 30% thirtieth 58 fifth 15" fifteenth 31" thirty-first sixth 16" sixteenth 7 | seventh 17 seventeenth | Wecanwrtethedatelie this 8° eighth 18% eighteenth —_ 9% ninth, 19" nineteenth [oath ode 10" tenth 20" twentieth Seve yess the this: ' 1995 nineteen ninety-five « 2005 two thousand and six ‘= 2020 twenty twenty ontwo thousand and twenty © Complete the words. > ninth 1 thud 4 fost 7 fo_rteenth 2 twent_eth S eg_th 8 th_steenth 3 fith 6 s\__teenth 9 s_cond © Answer the questi ns below, then practise saying the dates you wrote. ‘MARCH | APRIL MT cwe TF 8 | Gea its eee 456.7: 89 10 || Boag DD M12 13 14 15 16 17_| 15 16 17 1B 19 20 2 18 19 20 21 22 23 24 © ©— 22:23:24 25 26 27 25 26 27 28 29 30 31-29 30 31 Whats > the frst Saturday in March March the third / the third of March, 1 the second Tuesday in Apri? ___ '5 the second Wednesday in Apri? 2. the fist Sunday in Merch? 6 the fist Friday in Apri? 7 3 the third Tuesday in Api? = ~ 7 the fifth Saturday in March? 4 the thicd Wednesdayin March? 8 the fourth Monday in Apri? @ write the dates/yearsas we say them. > 69 the sixth of September 132 anions 725 . 247 paid 8 30n 3 1012 : 9 224 7 4 28 - 10 2015 5151 11. todays date 6 22 : 12. the date next Tuesday Numbersandtime EE9 } Time words and phrases A The past, the present and the future Look at the diary and read the sentences below. It’s midday on Thursday, 1! April MON 1 Moscow MON 8 Jonah & Charlotte 130 MON 15 TUES 2 TUES 9 pay phone bill TUES w dinner with Scott 8.00 ‘WED 3 WED 10 lunch with Ella 1.00 ‘WED 17 meet Logan 145 THUR 4 FRI 5 Bath FRI inema 116 12 meeting 4.00-12,00 THUR 18 Dr Holton 1045 iFRI 19 theatre 8.00 Wheelers café 130, SAT 6 SUN 7 ‘SAT SUN 14 | wasin Moscow last week. | saw Jonah and Charlotte three days ago. thad lunch with Ella yesterday. I went out with Logan last night. I'm going to the cinema this evening. ‘book where you write what you‘te going tad (the past)= 1-7 Apel (the present) = 8-14 Api (the future) = 15-21 Apr before nowsin the gst diary last week thisweek @ Truc oF false? Write Tor F > | was in Moscow lastweek I 1 got back from Moscow two days ago. 2. saw Jonah and Chaiiotte this week 3. I paid the phone bill hree days ago. 4 Imet Logan yesterday 5 | was in London last week Complete the sentences. > Wessaw them at the cinema yesterday evening 1 She saw Paul about tree days 2 won't forget Pedro'sbirthday - | wrote itin my 3 She called me at 10 clock last and three things about this week. > had lunch with Ella @ weekago. 1 (on Thursday evening. 2 five days ago. 3 last weekend. foam HERE Numbers and time 13 stay at will’s | “SAT 20. Callum’s birthday SUN_21_ to Mum and Dad's for lunch Ihave a meeting tomorrow morning. {im staying at Will’ this weekend. {Im going to London for three days next week. Ihave a doctor's appointment next Thursday. {im seeing my parents inten days. last night 180 pesto yesterday evening (Wor 8 appointment ameetingatafixed time often with one person, for work or with a doctordentist, ete intendays,ete. _tendays,et.from now 6 Imgoing tothe cinema this afternoon. 7 Imgoing out tomorrow evening. 8 I'm seeing Scott in four days. 9 lim seeing the doctor in a week. 10 I'm going tothe theatre next Friday, 4 He wants tocome week, not next week. 5 She can't come tomorrow moming. She's got a dentist's 6 Imgoing toltaly week Look at the diary again. It is now Wednesday, 17 April. Write three more things about last week 4 tomorrow moming. 5 in three days. 6 this weekend,B Time words and tenses There are some words about time in English that we often use with particular tenses. fever Doyouever swim nthe winter? (present) om lever been to Moscow? (presen atany time anytime now withthe Have you ever been to Moscow? (present perfect) ston ecocron Sth the present perfect ‘while He often phones while 'm eating. (present continuous) asc ea atau cia es They arrived while! was watching TV. (past continuous) happening) before now or before then but we already | was already therewhen they arrived. (past) Do you want lunch’ ~ No thanks. 've already eaten, Geatinggo okt toe pat rele or (present perfect) inashor period oftime before now (withthe present perfect) rn sed for talking about th that hasnt | went tothe dentist recently. (past) ee haven't seen Tomrecently (present perfect) ee etre Have you seen Alrodovar’s new film yet? (present perfect) recently yet I haven't done my homework yet. (present perfect) We usefor witha period oftime. for trowees simon et. Just Where ore the girls? ~They/ve just left. (present perfect) | | Weusesince witha point time nthe past * since 2003 since lst yea since came to for _ve been in thisjob for three years. (present perfect) England, etc. We often use these words wth the present since perfect We've lived here since we got married. (present perfect) = Ivebeen otuniversty fortwo yeas. [= 1etmown Joe since 2018. © complete the sentence with for or since. lve known her > for ayear > since last year. Teco ago 4 a couple of years 2 ‘along time a | got married a nn AbOUE three months i | was at university, @ Circle the correct answer. > My gitfriend wants togo to Ibiza, but ve@ireadpy yer been there, 1. Paolois in the classroom. 'vejust /yet seen Fim. 6 | want to work abroad, but | havent found a job 2. Lilyarrived while / ever we were having lunch, ‘already / yet. 3 Doyou just / ever goo concerts? 7 Have you ever/ yet driven a bus? 4 We haven't seen them since / for yesterday. & I went to Spain just / recently. | stayed in Seville 5 [haven't been to Turkey recently / already. since / for two weeks © Complete the sentences. > He'sbeen in that fat for three months. 1. Have you finished your English course_ __7~No, ve got another two weeks. 2 Iwas awake when Mum came into my bedroom this morning, | was reading 3. Wheres Sophia? ~ She has ‘gone out. She was here a minute ago. 4 haven't been to the dentist's | must make an appointment. 5 Doyou__ goto that café when youte in town? 6 haven't had lunch tim really hunary. 7. George tried to phone me... | wasin the meeting 18 We haven't seen Joe he left school @ Transiate the words in bold on this page into your own language. Numbers and time EEAhead face | hair eye ear nose mouth tooth (plteeth) 9 chin neck shoulder evounune 12 body skin chest 15 arm 16 hand 17 back 18 waist 19 stomach 20 bottom 21 finger 22 knee 2 leg 24 ankle 25 toe 26 foot (olfeet) 10 } Parts of the body bone GLOSSARY body theta physalfomota person or an animal hhaie(U)—Myhairislong. (WorMyhawsaretong) skin U] covers the outside ofa person oran animal's body. bleed {¥} itispronouncea tke sun.@ Tick) the words which are correct. Put a cross (X) by the words which are wrong. Wegottwo...meyes [7] eas [] backs [] _—anktes_] mrecks [7] waists legs CJ heads] noses[] knees ~[] ~— hands [] arms (] feet [] shoulders] mouths(.]_— teeth [1] © Which word is different? Circle it. Ga hand 4 nose bottom chin hair ankle 5S shoulder chest neck blood stomach 6 teeth legs knees ankle eyes 7 bone brain heart finger s 2 blL__d 6 10 br__n 7 te__h 1 bom echt a st @ |s the pronunciation ofthe underlined vowels the same or different? Write S or D, and use the @ to help you. Practise saying the words. 3. > chest leg > am = anke 1 bone we. 6 blood — fact 2 hand back 7 foot took 3 head heart 8 stqmach bottom 4 knee feet 9 shoulder mouth 5 tooth soon 10 stomach blood . © Which part of the body comes between the other two parts? > eyes nose mouth 1 hand shoulder 4 chest sha head 2 waist _ leg 5 hair Snes OSE 3 ankle = _ toes 6 bottom sa ankle @© Complete the sentences with a part of the body. > Iputthe soap in my and 1. Ican't see ~ there's something in my. ea 2 People have five __ . at the end of each foot. 3. Ihave a problem withthe middle a Of my left hand, 44 You sit on your... 5 lusually wash my. we every two or three days. 6 hada problem with my __. __50 | went to the dentist. FO nen isabout 80 cm. It could be about 77 cm if! eat less. 8 Wehad alot ofsunard now the._______on my hands i bit red, and they feel hot. 9 Canyoustandon one? 10 I cut my finger with a cife, and there was alot of - 11, When my aunt was inhospital, she neatly died: her... 12 If youwant to make good decisions, you have to use your, 13 Mybrother broke a... in one ot his agers. 14 Your skin covers the whole of your pum stopped for several minutes. People SEDescribing people A Height and weight How tall is she? She's ... Ishe thin or fat? He's... How much does he weigh? (Gourds like wht) how ll abi She Sota ‘on hes 175 cm height.cm= centimetres Heweighs 60kz. one's 60kginweight. kg = kilos thin but slim smore postive (sounds the sane as wat describes how heavy sb or sthis puton weight become heave ater oF lose weight @ True or false? Write Tor F. Ifyou are overweight, you aren't sim ‘Average height means not fat and not sim. Quite thin and very thin are the same Put on weight and lase weight are opposites. lfsomeone is fat, they are overweight ‘The answer to How much does he weigh? is 200.cm. ‘How tall are you? isa correct question, ‘Average weight meéns quite sim. Thin and slim meanthe same, but thin is more postive. if you lose weight, you get thinner. ‘Average height and average weight are the same. » 1 2 3 4 5 6 7 8 ° 10 gic | Quite avery common word, andit | means not very ' She’ quite tal (= not very tall but more than average height) "= Heplays the piono quite well. (= not very ‘well but betterthan OK) © complete the dialogues. Don’t use the words in italics in your answer. > Ishe quite short? ~No, he's very tll 1 She's not tall or shor, really, ~ No, shesaverage 2 Ate they quite thin? ~Yes, theyre both very 3 Ishe overweight? ~ Yes, he's getting a bit. 4 Isshe very sim? ~ No, butshes 5 Maxis looking abit fa ~know. He has 6 Isheabout average weight? ~! think so. He 7 Scarietisn't very tllis she? ~No, actually shes quite ___ 8 Ben is looking very sim. ~ Yes, he has 9 This boxis very heaw. ~ Ii? How. 10 Is Willie very tal? ~No, bute’ fam ME e001 slim. 10 klos. 75 kg, alot of weight ‘does it weigh? tal,B Features 1 agood-lookingman 2 aprettyteenager 3 avery attractive 4 amiddle-aged man with dark curly hair with long blonde hair woman with straight —_with short grey hair anda lovely smile ‘an important part of sth, e your face, your eyes ‘person between he ages of 13 and 19 teenage ad) ‘beaut or very nice: alovelysmietress (Gee picture 2) Smile aso a vert: He smiled at me. middle-aged about 45 to60 yeas old © Look at the pictures. Tiue or false? Tor F.If false, correct the mistake. > The girl isnta teenager. F - She is.a teenager, ce She's gota lovely smile She's got dark hair I’salso quite short. The young man isnt hindsome. He'sgotdark hale The woman has got bande hai Herhairis straight. She'sbeautiful Theothermanisoid. 10 Hishairis dark © complete the words in the texts. My sister (15): isa teenager. She's very (1) pr. {and she has a lovely (3) sm, ____ with (@)d_______ brown hair, isoneof her best (4) My brother (18): Is also a(S) te. knows. He got short 7st. My father (52) ‘My mother (50): has short (12) bl______ hai. She was (13)be______ when she was ‘young and she is sti very (M4) at Me (20): Jam nolonger a(15)t_____.__ boy. Im different fiom my sister because I've got (16f_ iar and diferent from my brother because my hairis (17)cu______. And t'm also different from them because, unfortunately, [m not very (189 3 © RWWA Write 110 or three sentences describing yourself using some of the vocabulary from this page. Then look a: the pictures again. Do you think the four people are beautiful/handsome/ attractive? If possible, talk to someone else about them. Sama reoole EIN12 } Physical actions A Using your body limb Eireann cular verbs ‘Mony ofthe verb: above are lrregular: the past simples wot formed by axing ed. Thee isalist ofthe ast simple and past participle forms of al the regular verbs in the book on page 198, See also Unit 39. @ Write the present form of the verbs. > walked val 4. stood up 1 laydown 5 satdown Es 2 fell over 6 goton 3 rode 7 en © complete these sentences with verbs from above > When you go to bed you do this. lie. down 11 When you hear music and you're happy, you do this. 2 When yout tired, you do this or 3 When you don't see something on the floor infront of you, you could do this, 4 When you go.ona bke, you do this. 5 When you'e waitingat the bus stop and the bus arrives, you do this, © complete the sentences. You need the past simple in sentences 6-9. > | sat down ___at my desk and worked for two hours. 1 The children have to when the teacher comes into the classroom, 2. often to work in the summer - it's only twenty minutes on foot 3 want to ‘Mount Kilamanjaro next year. 4 Doyou often when you go to clubs? 5 The doctor asked me to on the bed. 6 The boys into the swimming pool 7 She hher bike to school this morning. 8 |wasiate, sol tothe bus stop, but over and hurt my leg 9 She the bus, went into the station and got atiain >B Using your hands fi push pull ny hold pt held pick sth up put sth down pt put break pt broke give pt gave @ fk, yi , close/shut pt shut drop throw pt threw catch pt caught ‘oP open © cover tne pictures andundertine the correct answers. > Youcan drop aglass /a house. 4 You can push the sky /a person. 1. Youcan open a door /a light. 5 Youcan hold a dictionary /a country. 2. Youcan catch a car / aball 6 Youcan break somejuice / a pencil 3 Youcan throw a book’ a house. 7. Youcan pick up a car/a bicycle © 0 you need two han > shuta dictionary | 5 to do these things? Or can you do them with one hand? > give someone five dictonaries 2 1 pickup acup drop a cup SS) throwa ball catch a ball 2 pickupaTV turmona TV 6 droparuler break a ruler 3 breaka bottle pena bottle 7. cattya door lose a door 4 pulla person catty person 8 pickupa baby holda baby @ complete the sentences with suitable verbs from above. ms the garage door and then three of us _ pushed. she car out. 1 It was cold, so he the window. 2 She the cat and. it in its bed. 3 Imafraid! your best glass and it broke really sory 4 Fourofus the boat out ofthe sea and then italong the beach, s| the baby to Mum and she itin her arms 6! __.....the tall to my brother but he dropped it on the floor. 7 The boxis very heavy. cant itto the car (ea People