Introducing the topic

The teacher presents the topic using the text ex. 3, p. 7. Before reading students have to read the box “Building up a Text” (p. 7) and revise this material for making the task.

Reading

Students read the text and make the task. After reading the teacher pays students’ attention to the translation of the words “elder, the eld­est, taller, younger, the most helpful, the noisiest”.

Answers: 1 B; 2 C; 3 A.

Work with the table

Students work with the table (ex. 4, p. 8) and make the task. The teacher explains the meanings of the names in the table. Pay special attention to the exceptions to the rule (p. 208—209) and use of the word “than”.

Answers: 1 Peter and Tony; 2 Beth; 3 Beth; 4 Jim. and Tony; 5 the Taylors.

Relaxation

It’s necessary to prepare some cards with the adjectives. The tea­cher divides students into three groups, gives the cards to each group.

The teacher shows the pictures (or computer presentation) to the class. The task is to read the adjectives and make a sentence, and present the answer to the class. Students from other groups have to make their own sentences using the degrees of comparison.

Example:

Tall — SI. I’m tall. — S2. I’m (He’s/She’s) taller. — S3. I’m (He’s/She’s) the tallest.

The words for the cards: a) interesting, b) young, c) comfortable,

4. funny.

The pictures for the class:

Answers:

1. The book is interesting. — This book is more interesting than that. — This book is the most interesting.

2. My brother is young. — His sister is younger than my brother. — Our nephew is the youngest in our family.

3. The wooden chair is comfortable. — This white chair is more com­fortable than the wooden one. — This chair is the most comfortable for sitting.

4. A smiley is funny. — This smiley is funnier than the first one. — This smiley is the funniest.

Practice in grammar

Students do ex. 5, p. 7. The teacher may offer another words for training exercise, including good, bad, little, much / many.

Speaking

Rearrange students into two groups using colour slips of paper. One of the groups agrees with Dan and another agrees with Ann. They have to prove their mind (ex. 6, p. 8) as in the example.

Homework

Ex. 7, p. 9, grammar p. 208-209.

Summary

T. Can you say about yourself using adjectives in different degrees of comparison? Think and say to the class.

Students’ answers.

M y Best Friend

Aims and objectives: to present and practice new vocabulary; to develop stu­dents' speaking skills; to develop students' ability of interacting.

Warm up

The teacher's greeting. Good morning, students! I’m glad to see you. How are you?Phonetic exercise

Students revise the sounds [ai], [і], [л]. The rhyme is on the black­board (or in the handouts):

Kitty’s home is in the country,

Betty’s home is in the city.

Kitty likes to stay with Betty,

Betty likes to stay with Kitty.

Betty likes the country best,

Kitty likes the busy city.

That is quite a lucky thing For Betty and for Kitty.

Checking on homework

Some students read their works.

Teacher asks students (the whole class) about formation of adjec­tives’ degrees of comparison.

Lexical self-checking dictation. Teacher dictates the words, students write the adjectives and their forms. Then students go to the black­board one by one and write the adjectives there. After writing and checking, they have to read them.

• Fine — (finer — the finest)

a White — (whiter — the whitest)

• Bad — (worse — the worst)

• Beautiful — (more beautiful — the most beautiful)

• Good — (better — the best)

• Easy — (easier — the easiest)

• Interesting — (more interesting — the most interesting)

• Little — (less — the least)

• Important — (more important — the most important)

• Much / many — (more — the most)