2.  In most academic subjects it is often nedded to compare and contrast things  The language of comparison and contrast is frequently needed when studying tables and other statistical information

3.  The regular comparative and superlative forms of adjectives and adverbs 1. the endings -er and –est to words with one syllable 2. by placing the words more and the most in front of words with more syllables

4.  A small group of very frequent adjectives: good-better-best, bad-worse-worst, far- further-furthest, many-more-most A small group of adverbs: badly-worse,worst, little-less-least, much- more-most

5. 1. Showing equivalence (i.e. the same): as…as, the same…as, as many…as, as much…as 2. Showing non-equivalence not as/so…as, than, more…than, not as many…as, not as much…as 3. Showing one item compared with a number (i.e. the superlative) 4. Showing parallel increase The more, the merrier

6.  Look at Table 3 (p. 52)  Write at least three sentences comparing the mountains mentioned

7.  Read the text on p. 52  Complete the sentences below the text by choosing from the list of words and phrases

8.  More...than  Greater...than  As many...as  Most  The same...as  Least  Not as many...as  As much... As  More... Than  biggest

9.  Compare the dictionaries and recommend one on the basis of Table 4 (p. 53)

10.  The comparison of two ideas, theories or groups is a common feature of many lectures. When you listen to a lecture that includes comparison, it can be helpful to organize your notes related to each item in diagram form, for example, a Venn diagram. This can help to clarify the similarities or differences between the two items.

12.  Watch Extract 4 of the lecture and make notes on the two types of products, ‘revolutionary’ and ‘me-too’ products, under headings 1-4.  1. Communicating benefits to consumers  2. Taking risks  3. Pricing  4. Being successful/Gaining market share

13.  Compare your notes with another student. Check whether you identified the same points.  Organize your notes on the two types of product using a Venn diagram.

14.  Complete the sentences with the correct form of the adjective in brackets.  1. Innovation is _____ (risky) creating a me-too product.  Prices for me-too products are not _____ (high) for revolutionary products.  People are often __________ (confident) about buying a new product than buying an established product.  Revolutionary products are _________ (expensive) for many consumers to buy.  Early adopters are usually _______ (rich) to take risks with money.

15.  Making general comments or generalising about the information  Generalisations can be made more precise by qualifying them  When we make a qualification, we may be giving our own opinion or interpreting the information  If we are giving our opinion or are interpreting the informaton, caution is needed

16.  Read A Survey of Unemployment (p. 64-65); underline generalisations in the second paragraph

17.  All those registered as unemployed instead of one million  The majority of men instead of 60 % of men  A likelihood of being unemployed instead of a one in eight chance  A little unemployment instead of one in twenty were unemployed

18.  Identify the qualifications of quantity, frequency and probability in the text

19.  Quantity: all, minority, majority, a little, most, a number  Frequency: usually, seldom, generally  Probability: likelihood, undoubtedly, likely, definitely

20.  Impersonal verb phrases: it appears that, it seems that, it tends to be, it is said that, some writers say that, it has been suggested that, it is now generally recognised that  Useful nouns: assumption, claim, estimate, possibility, presumption, chance, likelihood