Unit 8 - Just Go For It (Further Practice Exercises)
Unit 8 - Just Go For It (Further Practice Exercises)
Unit 8 - Just Go For It (Further Practice Exercises)
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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 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 You should exercise more. It will (5) ________ you to lose weight.
B I know, but I’m lazy.
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 ____________________.
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.
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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.
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.
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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) ____________________
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.
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