1 It’s a noisy restaurant.
This one’s noisier.
2 It’s an interesting restaurant.
This one’s more interesting.
4 Give your opinions. Compare these things. Use the adjectives in brackets.
I think cats are friendlier than dogs.
ORI think dogs are friendlier than cats.
1 cats and dogs (friendly) 2 tea and coffee (good) 3 letters and emails (nice) 4 TV and the radio (interesting) 5 English and your language (easy) 6 men and women (tidy)
7 trains and planes (safe)
8 a headache and toothache (bad) 9 football and athletics (popular) 10 the USA and Australia (big)
5 46.3 Drill. Listen. Give the response.
1 This is a big restaurant.
Yes. It’s the biggest restaurant in the town.
2 This is an expensive shop.
Yes. It’s the most expensive shop in the town.
6a Your life What (or Who) is … ? – the largest room in your house – the most popular sport in your country – the nicest meal that you’ve ever had – the most difficult thing in English – the most famous person in your country – the worst school subject
– the best car in the world
– the most expensive thing that you’ve ever bought
– the best thing that you’ve ever done – the worst thing that you’ve ever done b Compare your answers with a partner.
GRAMMAR
Comparatives and superlatives
46
Now I can ...
compare people, places, and things.
✓
46 The Red Dragon is a small restaurant. It’s very popular, so it’s usually busy. The food is good, but the chef has got a bad temper.
Sandy’s restaurant is smaller than The Red Dragon, but it’s more popular, so it’s usually busier. The food is better, but the chef has got a worse temper.
Mount Etna is the
smallest restaurant in the town, but it’s the most popular so it’s always the busiest. It’s got the best food. Unfortunately, the chef has got the worst temper.
03 E4L Pre-int 33–48 5P.indd 46 29/10/08 09:24:16
EFL PRE_INT TB_92-107.indd 103 5/10/11 11:52:43
© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Student’s Book p.47 1 Where do you normally shop? Why?
– at the supermarket – on the Internet
– at local shops – at the market
2a 47.1 Listen. Where do the people normally shop? Complete the first column of the table.
shops reasons
1 Peter 2 Susan 3 Anjit 4 Birgit 5 Troy
b Listen again. What reasons do the people give? Write the correct letters in the table above. There may be more than one reason.
a It’s cheaper.
b The food is fresher.
c I can shop 24/7.
d You can buy everything in one shop.
e It’s friendlier and more personal.
f Parking is easier.
g It’s more convenient.
h All the small shops have gone.
c Write about each person.
Peter shops … because …
Language note not as … as
We use not as … as for comparatives.
1 The supermarket is cheaper than the local shops.
The local shops aren’t as cheap as the supermarket.
2 The local shops are friendlier than the supermarket.
The supermarket isn’t as friendly as the local shops.
3a What do the people say about these things?
1 Peter – wine
2 Susan – when she was a child 3 Anjit – opening hours 4 Birgit – South Africa 5 Troy – home delivery
b Listen again and check your answers.
4a Your life Answer these questions.
1 How often do you shop ... ? – at a supermarket
– at local shops – at a street market – at a shopping centre – on the Internet 2 Which do you prefer?
3 Where do you normally buy food?
4 Which of the opinions from exercise 2b do you agree with?
b Discuss your answers with a partner.
5a Writing Read the text about shopping.
I usually go to the local shops and the market, because I think the food is fresher. However, I go to the supermarket for heavy things like sugar and drinks.
You can park there easily, but it isn’t as friendly or personal as the local shops. On the other hand, the local shops are often more expensive.
b Write a paragraph about your own shopping habits. Compare the different ways of shopping. Give your reasons.
SKILLS
Listen and write
47
Now I can ...
compare different kinds of shopping.
47
03 E4L Pre-int 33–48 5P.indd 47 10/8/07 08:44:50
Warm-up
• Collect pictures of items you can buy in shops, e.g. a bottle of shampoo, a cake, a jacket, a newspaper, a stamp, a chicken, an apple. Check understanding of vocabulary.
• Put students in pairs. Hold up a picture. Students have to write down shops where you can buy the item, e.g. a bottle of shampoo – at a chemist’s, an apple – at a greengrocer’s.
• Go through as a class. Elicit the names of the shops and check pronunciation.
1 • Ask questions about the pictures, e.g. What can you see?
What would you find in each place?
• Go through the places to shop. Elicit / Teach: market, convenient, delivery.
• Say: I normally shop at a supermarket because it’s convenient.
Nominate individual students to say where they shop and why, using the same model.
2a • Tell students to listen to the five conversations and write where each person does their shopping.
• Play audio 47.1 twice.
• Go through the answers as a class.
1 at the local shops 2 at the supermarket 3 at the supermarket 4 at the market and the local shops 5 on the Internet
b • Read through the reasons. Elicit / Teach: fresh, 24/7, personal.
• Tell students to listen again and write why Peter does his shopping at the local shops. Play the first conversation twice. Elicit: e – It’s friendlier and more personal.
• Repeat with each conversation.
1 e 2 f, h 3 d, g 4 b 5 a, c
c • Write: Peter shops because . on the board. Point to the first gap. Ask: Where does Peter shop? Elicit: at the local shops. Point to the second gap for the reason. Elicit: it’s friendlier and more personal.
• Put students in pairs. Tell them to use the information in the table to write sentences about each of the people.
• Go through the answers as a class.
1 Peter shops at the local shops because it’s friendlier and more personal. 2 Susan shops at the supermarket because parking is easier and all the small shops have gone. 3 Anjit shops at the supermarket because he can buy everything in one shop and it’s more convenient. 4 Birgit shops at the market and the local shops because the food is fresher. 5 Troy shops on the Internet because it’s cheaper and he can shop 24/7.
• Focus on the Language note. Drill each example as a class, then individually.
• Write: The local shops are more expensive than the supermarket. The food in the local shops is fresher than the food in the supermarket. on the board. Ask students to rewrite the sentences using not as … as. Elicit: The supermarket isn’t as expensive as the local shops. The food in the supermarket isn’t as fresh as the food in the local shops.
Not as … as means less … than, so the sentence Tom isn’t as old as Mary gives us two pieces of information: Tom and Mary are different ages and Mary is older than Tom.
Students may think that it only means Tom and Mary are not the same age and assume that the sequence of information is not important.
3a • Go through the list of items. Elicit / Teach: opening hours, home delivery.
• Put students in pairs to discuss and answer the questions.
b • Tell students to listen to audio 47.1 again to check their answers. Play the audio.
• Go through the answers as a class.
1 He goes to a small wine shop in the town centre because the man there knows a lot about wine. 2 There were a lot of local shops (a baker’s, a butcher’s, and a greengrocer’s). 3 The shops in the town are only open from nine to five thirty and he’s at work then. The supermarket’s open longer hours and every day. 4 The tomatoes in the supermarket are from South Africa. 5 He orders his shopping on the Internet and the supermarket delivers everything to his house.
4a Your life
• Go through the first and second question. Tell the class about you, e.g. I shop at a supermarket once a month, but I prefer to shop on the Internet because it’s easier.
• Nominate individual students. Ask questions about their shopping habits, e.g. How often do you shop on the Internet?
Do you prefer a street market or a supermarket?
• Tell students to read and answer the questions. Monitor.
b • Put students in pairs to discuss their answers.
• Nominate students to tell the class about their partners.
5a Writing
• Focus on the writing task. Read through the text together.
Ask questions to check comprehension, e.g. Where is the food fresher? What does the writer buy at the supermarket?
• Tell students to read the text again and find three examples of comparatives. Elicit: fresher, not as friendly or personal as, more expensive.
b • Tell students to look at the words in bold. Elicit / Explain that we use words like these to contrast ideas.
• Write: The food at the market is fresher. It’s easier to park at the supermarket. on the board. Put students in pairs to rewrite the sentence using however, but, and on the other hand. Go through the sentences together.
The food at the market is fresher. However, it’s easier to park at the supermarket. The food at the market is fresher, but it’s easier to park at the supermarket. The food at the market is fresher. On the other hand, it’s easier to park at the supermarket.
• Ask students to look at the text again. Say: Find a word we use to give a reason. Elicit: because.
• Tell students to write a paragraph about their own shopping using however, but, on the other hand, and because.
• Put students in pairs to read and check each other’s work.
• Nominate students to tell the class about their partner.
• Focus students’ attention on the can do statement: Now I can compare different kinds of shopping.
Follow-up
• Use a chain game to revise shops and products from this cycle. Arrange the class in a circle. Say: I went to the greengrocer’s and bought some strawberries. The next student has to make a sentence with a different type of shop and a product that you can buy in that shop, e.g. I went to the flower shop and bought a plant. If someone repeats a shop or a product, they are out of the game.
Resource activity pages 220 and 277
teacher’s notes lesson 47 Students review comparatives and use them to compare different types of shopping.
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© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
• Put students in pairs to practise. Monitor.
There are several differences between American and British names for clothes. These include:
shorts (AE = shorts / short pants), swimming costume (AE= bathing suit), trainers (AE = sneakers), trousers (AE
= pants), underpants (AE = shorts / briefs), vest (AE = undershirt), waistcoat (AE = vest).
4a • Play audio 48.2 for students to familiarize themselves with the speakers’ voices.
• Go through the questions.
• Tell students to listen to the first conversation and answer the questions. Play the first conversation twice. Elicit:
shoes, they’re too loose, a smaller size, no.
• Play the rest of the audio. Go through the answers as a class.
conversation 1: 1 shoes 2 they’re too loose 3 a smaller size 4 no conversation 2: 1 a jumper 2 it’s too tight 3 a larger size 4 yes conversation 3: 1 jeans 2 they’re too short 3 a longer leg 4 yes
b • Nominate two students, A and B, to make the first
conversation using exercise 1 as a model. A is the assistant and B is the customer. Check pronunciation.
• Put students in pairs. Tell them to make one of the conversations. Monitor.
• Ask pairs of students to act out their conversation. Check pronunciation.
5 Speaking
• Tell students to think of an item of clothing that they want to buy.
• Put students in pairs. Tell them to use the conversation in exercise 1 and their items of clothing to make new conversations. Monitor.
• Ask pairs of students to act out one of the conversations.
Check pronunciation.
English in the world
• Elicit / Teach: bargain.
• Focus on the signs. Drill each item as a class then individually.
• Tell students to write the signs in their own language.
• Nominate a student. Ask: (Magda), how do you say ‘Sale’ in (Polish)? Put students in pairs to practise.
• Focus students’ attention on the can do statement: Now I can ask about and buy clothes.
Follow-up
• Give students one minute to look at the picture in exercise 1 and memorize the details. Tell them to close their books.
• Ask questions, e.g. What colour is the shirt? Are there any skirts in the picture? How many shoes are there?
• Put students in A/B pairs. Tell them to choose a picture from a previous lesson. As have one minute to memorize the details and Bs ask questions about the clothes in the picture, then they choose another picture and swap roles.
Resource activity pages 221 and 277 Review and Wordlists Lessons 41–48 Student’s Book pages 93–94
Warm-up
• Put students in pairs and give them two minutes to look at the picture of the clothes shop in exercise 1. Tell them to write down as many items of clothing as possible.
• Go through the words as a class. Write new words on the board and check comprehension.
1a • Elicit / Teach: extra large, changing room, tight.
• Go through the sizes. Drill each one and check pronunciation.
• Ask questions about the picture, e.g. Where are the people?
Who are they? What do you think the man is asking?
• Play audio 48.1 for students to read and listen.
• Focus on the question: What size shirt does the man buy?
Tell students to read the text again and find the answer.
Elicit: extra large.
• Ask questions about the text, e.g. What was wrong with the first shirt? What size was it? How much does the man pay?
b • Nominate two students to act out the conversation. Check pronunciation.
• Put students in pairs to practise both roles. Monitor.
2a • Focus on the Everyday expressions. Tell students to cover the text in exercise 1.
• Write: Can I t this shirt on, please? on the board. Ask students to supply the missing word. Elicit: try.
• Put students in pairs to complete the expressions.
b • Tell students to check their answers in the conversation in exercise 1.
• Go through the answers together. Drill each expression as a class then individually.
try, rooms, How, What, size, any
• Focus on the Language note. Drill the examples.
• Tell students to cover the labels. Ask: What’s the first picture? Elicit: It’s too tight. Repeat with different pictures, then put students in pairs to practise. Monitor.
• Write: It’s too small. on the board. Ask: Where does the adjective go? Elicit: After ‘too’. Repeat with It isn’t big enough. to elicit that the adjective goes before enough.
• Point to the first two pictures. Ask students to rewrite the sentences using enough. Go through the sentences together.
It isn’t loose enough. They aren’t tight enough.
3 • Elicit / Teach: shorts.
• Write: Can I try ___ shorts on, please? How are ___? Point to the gaps. Elicit: these, they.
• Put students in pairs. Tell them to change the conversation in exercise 1 using shorts instead of shirt. Remind them that shorts are plural.
• Go through the text. Elicit the following changes:
Can I try this shirt on, please? → Can I try these shorts on, please?
How is it? → How are they?
It’s too tight. → They’re too tight.
What size is that? → What size are those?
Have you got it in a larger size? → Have you got them in a larger size?
This is an extra large. → These are extra large.
Is that any good? → Are they any good?
This one’s fine. → These ones are fine.
I’ll take it. → I’ll take them.
teacher’s notes lesson 48 Students learn and practise expressions for asking about and buying clothes.
107
Student’s Book p.48
ENGLISH FOR EVERYDAY LIFE In a clothes shop
48
Now I can ...
ask about and buy clothes.
48 1a 48.1 Read and listen. What size shirt does the man buy?
b Practise the conversation with a partner.
2a Complete the expressions.
Everyday expressions Buying clothes Can I t this shirt on, please?
The changing r are over there.
H is it?
W size is that?
Have you got it in a larger s ? Is that a good?
b Check your answers with the conversation in exercise 1.
Language note too / enough
It’s too tight. They’re too loose.
It’s too small. It isn’t big enough.
3 Change the conversation in exercise 1.
Start like this.
Customer: Excuse me. Can I try these shorts on, please?
4a 48.2 Listen to three conversations.
Answer the questions each time.
1 What does the person try on?
2 What’s wrong with it / them?
3 What does he / she ask for?
4 Does he / she get it / them?
b Work with a partner. Choose one of the conversations.
5 Speaking Work with a partner. Make new conversations in the clothes shop.
Customer Excuse me. Can I try this shirt on, please?
Assistant Yes. The changing rooms are over there.
Customer Thank you.
Later ...
Assistant How is it?
Customer It’s too tight.
Assistant What size is that?
Customer Large. But it isn’t big enough. Have you got it in a larger size?
Assistant Yes. Here you are. This is an extra large.
Customer Thanks.
Later ...
Assistant Is that any good?
Customer Yes. This one’s fi ne, thanks. I’ll take it.
Assistant Anything else?
Customer No, thank you.
Assistant That’s £45 then, please.
English in the world Bargains
What are these signs in your language?
50% off Sale
Closing Down Sale Everything Must Go!
Buy now Pay later BUY 1 GET 1 FREE