Year 8
Lesson 46
The best day of my
life!
Keywords
Making comparisons using adjectives
and adverbs
Revising comparatives and superlatives
Recognizing the form of adverbs
Contents
Aims
Learning goals:
Grammar and
functions
adverb, champion, comparative,
cyclist, exciting, high, icon,
rugby, slow, superlative
Giving opinions on famous sports people
Language Analysis
Adverbs are usually formed by adding ly to adjectives:
slowly, quietly
If the adjective ends in y, replace the y with i and add ly:
easily, happily
Some adverbs have the same form as the adjective:
early, fast, hard, high, late, near, straight, and wrong
When comparing adjectives add er for the comparative and est for the superlative. If the one syllable
adjective has a consonant, a vowel and a consonant spelling, the final consonant must be doubled
before adding the ending:
big bigger the biggest
great greater the greatest
Two-syllable adjectives can form the comparative either by adding er or by preceding the adjective with
more. Such adjectives form the superlative either by adding est or by preceding the adjective with most.
Both forms are often used, although one usage will be more common than the other.
clever, cleverer, cleverest
clever, more clever, most clever
For adjectives ending in y, change the y to an i before adding the ending.
busy busier the busiest
happy happier the happiest
Adjectives with three or more syllables form the comparative by putting more in front of the adjective,
and the superlative by putting most in front.
interesting more interesting the most interesting
beautiful more beautiful the most beautiful
Some very common adjectives have completely irregular comparative and superlative forms:
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
good better the best
bad worse the worst
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
Procedure
Lead-in
Key:
Icon
Person
Sport
[cyclist]
[cycling]
[tennis
player]
[tennis]
footballer]
[football]
[swimmer]
[swimming]
Ask students to complete the table. Enquire what
the icons represent.
[basketball
player]
[runner]
[basketball]
[running]
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
Main input
Audio:
1.
William: What’s your favourite sport?
Kate: I love swimming. I can swim faster than all
my friends. I want to be the fastest in my class.
William: You do swim very quickly.
2.
William: Are you playing tennis tomorrow?
Harry: Yes, are you?
William: Yes, I need to practise.
Harry: You don’t need to practise. You’re the best
player in the tennis club.
William: No, I’m not! You’re better than me.
Harry: No, I’m not better than you. You are the
best, I just play a lot.
3.
William: Did you see the 200-metres race?
Emma: Yes, I did. He is a fantastic runner.
Everybody is much slower than him.
William: Yes, he is the greatest Olympic runner
ever.
4.
Emma: What’s your favourite sport?
William: I love watching cycling. It’s very exciting.
Emma: Yes, it is the most exciting sport
especially at the end. That’s the most exciting
part when they cycle so quickly.
William: Yes, I love watching Olympic cycling.
Ask students to listen, watch and then choose the
correct answer.
Point out that comparative adjectives are usually
made by adding er to the adjective.
Point out that regular adverbs are formed by
putting ly at the end of the word.
Extension
See the Handout
Key:
1. Kate can swim faster than her friends
2. Kate wants to be the fastest in the class.
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
3. William is better than him.
4. William is the best player.
5. Everybody is slower than the Olympic
runner.
6. The Olympic runner is the greatest.
7. They cycle quickly.
8. They think the most exciting sport is cycling.
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
Practice 1
Key:
adjective
comparative
superlative
big
bigger
the biggest
exciting
more exciting
the most exciting
high
higher
the highest
great
greater
the greatest
slow
slower
the slowest
fast
faster
the fastest
good
better
the best
bad
worse
the worst
Ask students to choose the correct comparative
and superlative forms.
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
Practice 2
Key:
A: You’re talking very loudly.
Please talk more quietly.
B: I’m sorry I can’t hear you. You’re talking too
quietly. Please can you repeat what you said
more loudly. And could you speak more slowly?
A: OK, I will talk more loudly and less quickly.
But you must stop talking! We are waiting to start
the race. Please wait quietly.
B: OK, I’m very sorry. I’ll run very quickly.
Ask students to complete the text using the
correct form of the word in brackets.
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
Practice 3
Audio:
William: You are talking very loudly. Please talk
more quietly.
Harry: I’m sorry I can’t hear you. You’re talking
too quietly. Please can you repeat what you said
more loudly. And could you speak more slowly?
Key:
You’re talking very loudly.
Please talk more quietly.
I’m sorry I can’t hear you. You’re talking too
quietly. Please can you repeat what you said
more loudly. And could you speak more slowly?
Ask students to complete the sentences using the
adverbs in the box. Ask how we turn adjectives
into adverbs: By adding ly at the end of an
adjective.
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
Practice 4
Key:
William: What’s your favourite sport?
Kate: I love swimming. I can swim faster than all
my friends. I want to be the fastest in my class.
William: You do swim very quickly.
William: Are you playing tennis tomorrow?
Henry: Yes, are you?
William: Yes, I need to practise.
Henry: You don’t need to practise. You’re the
best player in the tennis club.
William: No, I’m not! You’re better than me.
Henry: No, I’m not better than you, I just play a
lot.
William: Did you see the 200-metres race?
Emma: Yes, I did. He is a fantastic runner.
William: Everybody is much slower than him.
Emma: Yes, he is the greatest Olympic runner
ever.
Emma: What’s your favourite sport?
Ask students to select the correct words to
complete the dialogues.
William: I love watching cycling. It’s very exciting.
Emma: Yes, it is the most exciting sport
especially at the end. That’s the most exciting
part when they cycle so quickly.
William: Yes, I love watching Olympic cycling.
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
English to take away
Key:
Students’ own answers.
Ask students to read and answer the questions in
pairs.
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide
Handout
Take a photocopy of the page and cut up the different cards with the actions. Distribute the cut-out
words among the students. Ask them to take turns acting out or showing the actions written on their
piece of paper. Encourage other students to guess the words.
 ---------------------------------------------------------------------------------------------------------------------------
walk fast
speak slowly
get dressed
sing beautifully
get up slowly
quickly
play the drums
walk back and
close the dour
drive a motorcycle
speak English
well
forth nervously
loudly
dangerously
badly
whisper a secret
shout loudly
say be quiet
eat noisily
say hallo
quietly
say no sadly
angrily
ask for the time
swim fast
cheerfully
eat an apple
count from 1 to 0
slowly
quickly
politely
© Young Digital Planet 2014–Core Curriculum for English – Teacher’s Guide