Good times 4
Think Ask students to read the questions. Divide them into two teams and organise a debate. Encourage students to use the phrases that show agreement and disagreement. Feedback on content and accuracy in open class. Homework Workbook Unit 4: Listening, page 32 GRAMMAR 2 Comparatives and superlatives Student’s Book, page 47 Lesson aims • Understand the correct usage of comparatives and superlatives • Practise using comparatives and superlatives LEAD-IN Play Twenty questions . Students have to guess the name of this animal (elephant) by asking you up to 20 yes/no questions. Try to use the target language to preview what the lesson is going to be about. Grammar in context Ask students to complete the task. Tell students to refer to the information in the Remember box to help them. Check their answers. Remind students that they can find more information in the Grammar reference, Unit 4, page 143. Answers a 1, 2 b 2, 4 c 4 d 1, 3 EXTRA SUPPORT In less confident classes, revise comparative and superlative adjectives and elicit from students what the rules are. Elicit from students what word comes after comparative adjectives ( than ), and what word comes before superlative adjectives ( the ). LANGUAGE NOTE Students are tested on comparative and superlative forms in all parts of official exams at this level, but they are specifically tested in Use of English exams. Remind students that they are also useful in oral exams, e.g. for comparing and contrasting photos and comparing ideas and coming to an agreement on the best option. Point out to students that if we want to talk about a quality which is smaller in amount relative to others, we use the forms less (the opposite of comparative more ), and the least (the opposite of superlative the most ). Less is used to indicate that something or someone does not have as much of a particular quality as someone or something else. The least is used to indicate that something or someone has less of a quality than any other person or thing of its kind.
Exam Exam task 3
4.06 Play the recording for students to complete the exercise. Elicit answers from students around the class. Answers 1 A 2 C 3 C 4 B 5 A DIFFERENTIATED LEARNING Ask students to exclude one of the options in each situation. Discuss students’ reasons in open class before you play the recording again. Don’t give away the answers at this point. When you check the answers in Exercise 4, ask students to say which option they excluded on the first listening and if they were right. 4 4.06 Play the recording again for students to complete the exercise. Ask students to compare in pairs before you check in open class. EXTRA SUPPORT Play the recording again for students to note down what the speakers actually say about the incorrect options for each question. You could provide students with a transcript of the listening and ask them to underline the distractors. This is a useful exercise as it is helpful for students to understand how listening tests are constructed. Elicit their answers. Answers 1 B I’m not sure it’s going to be worth paying the fees if this continues. / But it’s not that expensive. C You haven’t lost interest, have you? / No, I love it just as much as ever. 2 C Tim and Sam argued about how much to spend. B Megan wanted to ask all the members to come along but Ben thought it should just be those who come to the meetings regularly. 3 A I spoke to the new director, Karen Phillipson, who described plans to get people involved in activities … C I’m standing outside the new Community Centre, which the mayor says is going to improve life for local residents, particularly young people. 4 A We’ve got a load of old robots that we don’t use anymore … we could put some of those online and make some money. / I agree to a certain extent, but I’m not sure any of that stuff is particularly valuable. It’s all quite old. C It’s probably a better idea than the summer fair we had last year. Do you remember how no-one turned up and we ended up with boxes of cakes to take home? 5 B I didn’t really have a problem learning the moves. / Me neither. C Any Saturday is OK for me at the moment, at least until it gets closer to my exams.
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