UNIT 8: JUST GO FOR IT – FURTHER PRACTICE

LESSON 1: IS ANYONE HOME: …?

GRAMMAR
SOMETHING / ANYTHING / EVERYTHING …
Use the words to complete the dialogue.

everything nothing everything anywhere anybody

nobody everywhere anything Somebody

A Do you have (1) _________ for your presentation?

B I can’t find my flash drive. I’ve looked (2) _________ for it. Have you seen it (3) _________?
A It’s there in your laptop.
B Oh, yeah. Thanks. Right, I think that’s (4) _________. I don’t think I’ve forgotten (5) ________.
A Do you have any scissors or any sharp objects in your carry-on?
B No, there’s (6) _________ sharp in my carry-on.
A Who’s meeting you at the airport?
B (7) _________ from the company is meeting me.
A Has (8) _________ called you about the change of hotel yet?
B No, (9) _________ has called me about that. I’ll see when I get there. Well wish me luck.
A Good luck. I’m sure it will all go well.

MUST FOR DEDUCTIONS

Match the sentences.

1/ They invited us for lunch. a/ They must be sisters.

2/ He isn’t in the house. b/ She must be sick.
3/ She’s gone home early. c/ He must be in the garden.
4/ He didn’t sleep very well last night. d/ He must be tired.
5/ She remembered my name. e/ They must be at home.
6/ They live next door to you. f/ You must know them.
7/ They look alike. g/ She must have a good memory.

MUST AND CAN’T FOR DEDUCTIONS

Choose “must” or “can’t” to complete the dialogues.
A Hello. Can I speak to Kate, please?
B I’m sorry, there’s nobody here by that name. You (1) _________ have the wrong number.

A I can’t find my flash drive.

B You (2) _________ have left it at home.

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A I’m hungry. Let’s go and get something to eat.
B You (3) _________ be hungry. We just had lunch.

A (a dog barks) I didn’t know that Same has a dog.

B He doesn’t have a dog. This (4) _________ be the right house.

A There’s nobody here. We’ve got the wrong day.

B It (5) ________ be the wrong day. I put this day in my calendar.

A Ellie is Andrew’s sister.

B She (6) _________ be his sister. She doesn’t look like him at all.

LESSON 2: DOES IT MAKE YOU NERVOUS?

PART 1: GRAMMAR
MAKE / LET / HELP
Choose “helps”, “makes” or “let’s” to complete the dialogues.
A What do you do when you are stressed?
B I listen to music. It (1) _________ (helps / lets) me relax.

A I eat chocolate when I’m upset. It (2) _________ (lets / makes) me feel better.
B Really? I usually watch a movie or read a book when I’m upset.

A Do you have a car?

B No, I don’t. My sister (3) _________ (makes / lets) me drive hers.

A I can’t come to Seattle with you.

B Why not?
B The thought of flying in a plane (4) _________ (lets / makes) me nervous.

A You should exercise more. It will (5) ________ you to lose weight.
B I know, but I’m lazy.

PART 2: VOCABULARY – PRESENTATIONS

Choose the correct words to complete the sentences.

anxious criticized keeps you on your toes

over-confident painful embarrassed

1/ I don’t want people to know about this. I’m ____________________ about it.
2/ You can’t help feeling ____________________. Giving a presentation makes everybody feel
nervous.
3/ He thought his presentation was perfect. He was ____________________ about it.

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4/ I have ____________________ memories of being made fun of in school.
5/ They ____________________ me for making my speech too long.
6/ It’s good to be a little nervous. It ____________________.

LESSON 3: AND NOW SOME PRACTICAL ADVICE …

PART 1: GRAMMAR
POSSESSIVE PRONOUNS: MINE / YOURS / HIS / HERS / OURS / THEIRS

his theirs mine yours ours hers

A Whose glasses are these? Are they (1) _________?

B No, they’re not (2) _________. Helen wears glasses. I think they’re (3) _________.

A Are these Antonio’s discs?

B Yeah, they’re (4) _________. He left them here for you.

A Has everybody got a copy of the report?

B Yeah, I think so.
C We don’t have copies yet. These two copies must be (5) _________.

A Can Deniz and Elif pick up their tickets for the conference from you?
B No, they can’t. Mehmet has the tickets now. They’ll have to get (6) _________ from him.

PART 2: VOCABULARY – VOCABULARY PLUS

PRESENTATION EQUIPMENT
Unscramble the words into the correct words.

shlaf vride dilse

bleca soume
motere trolcon glup
ectorproj toppal
neecrs yekdoarb

Choose the correct words to complete the sentences

A I’ve saved everything onto my (1) _________ (flash drive / remote control) for you.
B Thanks. I’ve saved everything onto my (2) _________ (laptop / projector) too.
A You’ll need to take a European (3) _________ (cable / plug) with you.
B OK. Do you think I need to use a (4) _________ (microphone / screen)?
A No, I don’t think so. The room is really small. I think they’ll all be able to hear you without one.

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B I won’t use a (5) _________ (remote control / mouse). I’ll just use the (6) _________ (keyboard /
screen) on my laptop.
A OK. Well, good luck!
NOUNS – ADJECTIVES
Choose nouns to the correct column.

stress nerve show color use

help comfort project success control
peace pain knowledge wonder

Adjectives with suffix -ful Nouns

Use the adjectives on the above exercise to the complete the sentences.
1/ The artist has used lots of colors. The picture is very ____________________.
2/ I think everybody enjoyed the conference. It’s been very ____________________.
3/ Giving a lecture is always ____________________. I’m always nervous.
4/ Thank you very much. You’ve been very ____________________.
5/ That’s a very ____________________ piece of information. I’ll include it in my presentation.
6/ Miranda gave a ____________________ presentation. Everybody really enjoyed it.

DIALOGUE – PHRASAL VERBS WITH GIVE AND TAKE

Replace the words in bold with the phrasal verbs.

take off give it up take up

is giving hers away give me back

A Are you still playing tennis on the weekends?

B Yeah, but I want to stop. (1) ____________________
A Oh, that’s too bad. I thought you enjoyed it.
B I do enjoy it, but Jake has asked me to play squash with him. I’m going to start playing squash.
(2) ____________________
A In that case, you can return the tennis racket I lent you. (3) ____________________.
B Yeah, of course. Do you have a squash racket you could lend me?

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A No, I don’t, but Sarah doesn’t need hers anymore. I’m sure she’ll let you have it.
(4) ____________________
B Really? I’ll give her a call then and ask her.
A It’s a little hot in here.
B Remove your coat then. (5) ____________________

PART 3: LANGUAGE IN ACTION – DIALOGUE

BEGINNING AND ENDING A TALK
Rearrange the sentences below to complete the conversation.
Are there any questions?
I’m delighted to be here this evening to talk about
Good evening. Thank you so much for coming.
That brings me to the end of my presentation.
To sum up, what I’d like to say is …
And if you want to know more, just go to my website.

Teacher Now we’ve listened to the presentation. Let’s discuss the language, the speaker used.
How did the speaker begin her presentation?
Can anyone remember? Yeah, Elif.
Elif (1) _________________________________________________________________
Teacher Yeah, thank you, Amy. That’s a good way to begin. It’s really formal. Can anyone think
of another way to begin?
Yeah, Andre.
Andre How about, (2) ________________________________________________________
Teacher Yeah, that’s good. You can thank everyone for coming. Well, we’re coming to the end of
the lesson now.
(3) __________________________________________________________________
Elif Yeah. If I’m giving a presentation, and I want to direct the audience to my website. What
should I say?
Teacher Any ideas? Yeah, Antonio.
Antonio (4) _____________________________________________________________________
Teacher Perfect. Yeah, Andre.
Andre You haven’t told us how to end a presentation.
Teacher No, I haven’t. What did the speaker say? Can you remember?
Amy She said, (5) “________________________________________________________”

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Teacher Yeah that’s right. And if you want to summarize your presentation, you could say
(6) _______________________________________________________________. That’s
another option. Any more questions?
(pause) No. Well, then. That brings me to the end of my lesson.

PART 4: READING
USING DRAMA FOR WRITING SKILLS
Read the text
Hi, I'm Tom and I work in a school in New York. Last year, I started a project to improve writing
skills for the teenage boys in my class using drama. We chose scenes from two famous books and a
movie – for setting and character, we chose a scene from The Secret Garden where Mary enters the
garden for the first time. For setting and location, we chose a scene from The Iron Giant where the
Iron Giant walks through the wood. For action, dialogue and description, we chose two scenes from
the movie, Shrek.
Acting out scenes from these books and movies helped improve my students' overall confidence
and made them feel more able to write about the scenes. It also helped improve their reading,
listening, and speaking skills and they learned a lot more new vocabulary to use in their writing.
There is a theory that boys prefer reading non-fiction but, in a survey we did at the beginning of the
project, the boys chose fictional stories, poems, myths, and legends as their favorite genres. Stories
let them use their imagination. Anything is possible in a story, so they could be more creative. The
project was a great success. The teachers involved were very positive about the results and the
project had a huge impact on the boys. Their writing improved dramatically and their attitudes about
writing were more positive.

Choose the correct words.

1/ Drama _______________ (helped / didn’t help) the boys to improve their writing skills.
2/ Drama _______________ (made / didn’t make) writing more fun.
3/ Drama _______________ (made / didn’t make) the students’ attitude about writing less positive.
4/ The teachers chose scenes from _______________ (three / two) books.
5/ Fiction helps students to be more _______________ (boring / creative).

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