Up¾at 3 Teacher's Book podrecznik nauczyciela plus odpowiedzi ,testy,klucz answer key Page 042

2c

Grammar

Comparison of adjectives

much + comparative adjective

That's much funnier than the others.

It was much more/less exciting than the others.

It was much better/worse than the first one.

(not) as ... as

Sequels are(n’t) as good as first films.

Superlatives

First films are always the best.

The third one is the worst.

Those are the most/least amazing films ever.

Practice

S Write sentences to compare these three films. Use superlatives [not) as ... as or (much) and comparative adjectives.

Answer key

3 The Crunch is as funny as Stars. 4 The Crunch is morÄ™ exciting than Someday Soon.

5 Someday Soon is better than The Crunch. 6 The Crunch is the worst film.

Comprehension

3 Complete the sentences with likes or doesn't like.

1    johnnydeppforpresident doesn't like superheroes.

2 filmfan3    Pirates of the Caribbean.

3 leedsgirl    sequels.

4    rnaxie7_the first Matrix film.

5    batmanlives X-Men 2.

6    northernlad the Lord of the Rings films.

Vocabulary: Adjectives of opinion

4 Listen and repeat. Then find words in the box with similar meanings to the words in bold.

FILM	funny	exciting	good
The Crunch
Stars	fttr	tuto	trfatr
Someday Soon	☆ ☆☆☆☆		iztirtr T-r

1    The Crunch/Someday Soon (funny)

‘The Crunch’ isn't as funny as ‘Someday Soon'. ‘Someday Soon’ is much funmcr than ‘The Crunch’.

2    Someday Soon (funny)

‘Someday Soon ’ is the fjnmest film.

3    The CrunchfStars (fumy)

4    The Crunch/Someday Soon (exciting)

5    Someday Soon /The Crunch (good)

6    The Crunch (bad)

Speak

6 a Ask Ss to suggest three recent films they have seen. Agree on three as a class, and write these on the board. Ask Ss to create a table in their notebook like the one in Exercise 5, with the names of the films and the adjectives provided. Pairs then discuss the films and agree on a number of stars. b Ss write a few sentences summarising their opinions. Go round and monitor what they write. Elicit feedback as a class. They can read aloud some of their ideas and compare as a group.

This may lead to a class discussion on films.

Extra practice

See page 121 in the SB.

•    amazing • amusing • awesome • awful

•    boring • brilliant • confusing • dreadful

•    duli • excellent • fantastic • fascinating

•    sad • scary • terrible

1    It was not interesting. (2)

boring. duli

2    It was frightening. (1)

3    It was funny. (1)

4    It was very bad. (3)

5    The ending was unhappy. (1)

6    It was very good. (5)

7    It was difficult to understand. (1)

8    It was very interesting. (1)

Speak

6a As a class, choose three other films. In pairs, give each film a score from one to six stars for the adjectives in the box.

• funny • sad • interesting • scary • exciting

b Tell the class your ideas. Do you all agree?

'Hairspray ‘ is much funnier than ‘Shrek 3' but ‘The Simpsons Movie' is the funniest.

Q Extra practice

For morÄ™ practice, go to page 121. Oy) Jo J

25

terms. Ss should compare their opinions in pairs or smali groups.

Grammar

Ask one student to read each group of sentences aloud. Get Ss to identify irregular (ibetter/worse) and regular (funnier, morÄ™ exciting) comparative forms. Elicit further examples of both short/long adjectives and build up a table on the board to show how they are formed.

Remind Ss that we use the when forming the

Point out that when we use as ... as, the adjective is urchanged. Ask the Ss to repeat the example sentences chorally, focusing on keeping the weak forms intact.

Practice

5 Look at the example and establish that Ss use the number of stars to compare the films in the table. Ss can work in pairs to write sentences about the films. In feedback you can use these sentences for choraÅ‚ repetition.