4. Act as Millie, Sandy, Daniel, and Simon.

　 Just now, we know which outdoor activity Amy likes best, which she doesn’t like.

What about other students? Do you want to know their hobbies?

(Show them the diagram on P11. Help them understand it and then talk about it in groups. Then ask them to practise as the four children)

3. Practise it in another way.

　 Now can you understand another kind of diagram?

(very interesting--★★★★★, not interesting--★)

2. Practice using ‘… than’, ‘the most…’, ‘as…as’, ‘not as … as’.

　 Amy

Very interesting　　　　　　　　　　　　　　　　　　　　　　 not interesting

diving　　　　 swimming　　　　 hiking　　　　　　 cycling

　　　　　　 skiing　　　　　　 camping　　　　　

Very dangerous　　　　　　　　　　　　　　　　　　　　　　 not dangerous

hiking　　　　 skiing　　　　　　 cycling　　　　　 swimming

diving　　　 　　　　　　　　　　　　　　　　　　　camping

T: Amy thinks diving is the most interesting outdoor activity.

　 It’s more interesting than swimming and hiking.

　 Hiking is as interesting as camping. But they are not as interesting as skiing and swimming….

　(Ss repeat after the teacher first, and then practise in halves. After they can do it quite well in groups, ask them to practise in pairs.)

1. Presentation

Look at Millie and Amy, who is taller?　 Millie is as tall as Amy.

Peter is taller than Simon.　　 We can also say ‘Simon is not as tall as peter.’

(use these sentences as model, try to lead out the meaning of ‘(not) as tall as’

Practice more so that Ss know how to use ‘… than’ and ‘(not) as … as’.

6. For weaker classes, go through the diary entry and check that they understand all the words and phrases. Ask more able students to think of other adjectives or nouns to fit the context of the sentences. Write the appropriate suggestions on the board.

Extension activity

Ask students to write their own diary entries about some of the ‘best friends’ in this unit. Allow students to read the descriptions of Betty, Max and May on page 4, the letters on pages 12 and 13, and the description of Kate on page 16 again.

5. Ask more able students to work in pairs and check each other’s work. Remind them to write the score in the ‘paw’. For less able students, check answers with the whole class. Explain strategies on how to improve if students have problems. Suggest that they try to learn the adjective and the noun as a unit wherever possible.

4. Tell students that they need to select the correct adjectives and noun phrases to fit the context of the sentences in the diary entry in Part B. set a time limit.

3. For stronger classes, ask students to correct themselves, or divide the class into pairs. Students correct each other’s work and write the score in the ‘paw’.

2. Ask students to read through the table and complete the conversation. Set a time limit.

1. Tell students that they will be able to check their use of adjectives, comparatives and superlatives in the structures they have learned earlier in the unit by doing Part A.