3 THAT’S ENTERTAINMENT Objectives BACKGROUND INFORMATION Titanic is a film which was released in 1997. It tells the tragic FUNCTIONS Comparing things and actions; asking for and story of a young couple who fall in love on the Titanic’s maiden ofgering help voyage in 1912. It is very loosely based on real events. Directed GRAMMAR comparative and superlative adjectives (review); by James Cameron and starring Leonardo DiCaprio and Kate ( not ) as … as ; making a comparison stronger or Winslet, the film was a huge success with critics and fans. It won weaker; adverbs 11 Oscars including Best Picture and made nearly $2 billion at VOCABULARY types of films; types of TV programmes; the box ofgice, the highest amount of money ever made by a expressions with get single film. The special efgects in the film were ground breaking at the time and included a 227-metre long ship and a 1.3 million litre tank of water. The film also made extensive use of Student’s Book page 30–31 computer-generated imagery (CGI). Spider Man 3 is a superhero film which was released in 2007. READING It was directed by Sam Raimi and starred Tobey Maguire and 1 Books closed. As a warm up, write the following Kirsten Dunst. The film included 900 visual efgects shots. It questions on the board: cost $258 million to make and made nearly $900 million at the box ofgice. How often do you go to the cinema? What is your Monsters is a British science fiction film which was released in favourite type of television programme? How often do 2010. It cost less than $500,000 to make and made $4.2 million you play computer games? Do you like going to the at the box ofgice. It is set in Mexico and tells the story of an alien theatre? invasion. It was written, directed and filmed by Gareth Edwards, Students discuss their answers with a partner. Listen who also created the special efgects. Monsters won Best Independent Movie at the 2011 Scream Awards. to some of their answers with the whole class. Books open. Look at the pictures with students Tell students they are going to read an article about fjlms. Students look at the title and pictures and and ask them to match the words and pictures. Say the words for students to repeat and check complete the exercise. Check/clarify: salaries and budget . Do not give the answer to the question at pronunciation. this stage. Answers 5 1.21 Students read and listen to the text quickly A 1 B 6 C 3 D 4 E 2 F 5 to fjnd the answer to the question. Tell them not to try to understand every word, but to focus on getting 2 SPEAKING In pairs or small groups, students discuss a general understanding of the text. their favourite forms of entertainment from the list. Monitor and help with any questions. Ask some of Answer the students to share their opinions with the rest of the class. 3 3 SPEAKING For variety, pair students with difgerent 6 Read through the instructions with students and partners from those in Exercise 2 or put them check understanding. Check/clarify: crew , cast , extras , in small groups. Students complete the exercise. production work , editing . Students read the article Encourage them to add more adjectives to the list. again, this time focusing on the detail. Check answers 4 You could set a homework research task for students with the whole class. to fjnd out about the four items in the background information box before they come up in the text. You Mixed-ability could then start ofg the lesson by asking students to Weaker students: Ask students to work with a partner and tell the class what they have found out. read the article again to complete the exercise. Stronger students: Ask students to work with a partner and try to answer the questions from memory before reading the article again to check. 40
3 THAT’S ENTERTAINMENT Answers one syllable adjectives ending in consonant + vowel + ● consonant: double the final consonant + - er /- est : big – 1 Titanic, Spider Man 3 2 It won several awards; it got bigger – biggest very good reviews from many film critics. 3 (Possible two syllable adjectives ending in consonant + - y , delete ● answers) It only took three weeks to film; the film crew was ENT the - y and add - ier /- iest : tidy – tidier – tidiest only seven people in a van; it was filmed with digital video; they didn’t use a studio; the only cast were Edwards and a two or more syllable adjectives: add more / most in front of ● few of his friends; no paid extras were used; Edwards did all the adjective: more / most successful the editing and special efgects himself. 4 A year and one irregular adjectives: learn them! far – further – furthest ● month/thirteen months. 1 Ask students to work in pairs and try to complete the sentences before they refer back to page 32 to check. Optional extension Check answers, asking students to tell you which are The text mentions two films that cost more than $200 million the comparatives and which are the superlatives. to make. Professional footballers are paid millions of dollars a year. Ask students if they think too much money is spent You could also give pairs a minute or two at this on entertainment when millions of people in the world stage to discuss how we form comparatives and have very little money. Divide the class into film producers superlatives. In open class, elicit the rules as stated in and people who work for a charity in Africa. Students then the ‘language note’. work with a partner from the same group to write sentences arguing for or against millions being spent on entertainment Answers (charity workers should argue against and film producers for). It is important that students do not give their own 1 cheaper 2 best 3 more expensive 4 most boring opinions as they are playing a role. Monitor and help with any vocabulary questions. When students have finished their sentences, pin them all on the wall for students to read each Optional extension other’s work. Finally hold a vote with students giving their own opinions. Divide the class into pairs and give students three minutes to write as many comparative sentences comparing themselves to each other as possible. The winning pair is the one with Optional extension the most grammatically correct sentences at the end of the three minutes. Find trailers of the three films mentioned in the article and show them on the interactive whiteboard (IWB). Ask students to discuss the trailers and decide which one makes them ( not ) as … as comparatives want to see the film most. 2 Ask students to read through the two examples and answer the questions. Check answers. Explain to students that we use as … as to say two nouns are the same and not as … as to say that the fjrst noun is less than the second. Elicit what is being compared in the Spending wisely fjrst example sentence (extras and actors) and in the 1 To introduce the activity, you might like to describe second (Monsters and Hollywood fjlms). a friend of yours who has expensive tastes. Describe To check understanding at this point, it may be the type of things he/she buys and his/her reasons useful to ask students to produce some sentences of for buying them. Tell students they are going to their own using the construction ( not ) as … as . discuss spending. Read through the sentences in open class and check that they understand the instructions. Answers Students work individually to complete the exercise. 1 Actors 2 No, they don’t. 2 Read the sample sentences in open class and ask Rules students which opinion they agree with. Listen to some of their reasons. Divide the class into small as; as groups and ask students to compare their answers to 3 Ask students to read through sentences 1–8. Go the other questions. As feedback, listen to some of the students’ ideas with the whole class and continue through the examples, asking students to explain why as … as and more … than are used. Students complete the debate. the exercise. Monitor and help with vocabulary as necessary. Let students compare their answers with Student’s Book page 32–33 a partner before listening to some of their ideas with the whole class. If you’re short on time, set this GRAMMAR exercise as homework. Comparative and superlative adjectives (review) Fast finishers Language note Ask students to write as many sentences as possible using not as … as and comparing themselves with people they know. Students may produce incorrect comparatives, e.g. * more interesting that . Remind them we use more … than in English. It may be useful to remind students of the spelling rules for comparatives and superlatives at this point: one syllable adjectives: add -er / -est , e.g. fast – faster – ● fastest 41
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