1.

Form the degrees of comparisons:

1. nice NICER than the NICEST
2. short shorter than the shortest
3. young younger than the youngest
4. new newer than the newest
5. old older than the oldest
6. careful more careful than the most careful
7. modern more modern than the most modern
8. popular more popular than the most popular
9. dangerous more dangerous than the most dangerous
10.expensive more expensive than the most expensive
11.little less least
12.bad worse worst
13.good better best
14.much/many more most
2. Fill in the missing forms of the degrees of comparisons:

1.high higher highest

2. small. smaller smallest
3.large larger the largest
4. heavy heavier heaviest
5. new newer newest
6. interesting More interesting the most interesting
7. beautiful More beautiful The most beautiful
8. difficult more difficult The most difficult
9. creative More creative The most creative
10. careful More careful the most careful
11. bad worse worst
12. much/many more the most
13. good better best
14. little less least
3. Choose the correct variant:
1. Mary is ___ than Kate.
a) tall b) taller c) the tallest
2. Tom is ___ than Bob.
a) short b) shorter c) the shortest
3. Bill reads ____ than Ben.
a) much b) more c) the most
4. Pam is ___ than Helen.
a) old b) older c) the oldest
5. Mona’s dress is ___ than Pam’s dress.
a) cheap b) cheaper c) the cheapest
6. Nick is ____ than Mike.
a) fast b) faster c) the fastest
7. Tim is ____ than his brother.
a) helpful b) more helpful c) the most helpful
8. This text is ___ than that text.
a) difficult b) more difficult c) the most difficult
4. Fill in the correct form of the word: SUPERLATIVES!
1. July is the hottest (hot) month of the year.
2. My bike is the cheapest (cheap).
3. This is the highest (high) tree in this park.
4. Peter is the best (good) runner at school.
5. Mona is the cleverest (clever) student in our class.
6. This task is the most (difficult) in the test.
7. The traffic on this road is the most dangerous (dangerous).
8. It is the heaviest (heavy) box here.
9. My granny is the oldest (old) in our family.
10. This car is the most expensive (expensive) here.
11. Liz is the fattest (fat) girl in our street.
12. This is the best (good) translation.
13. It is the most popular (popular) film now.
14. I think it is the coldest (cold) day today.
15. It is the biggest (big) size of the dress.
16. Bob is the best (good) student in our class.

5. Comparative or superlative?
1. April is warmer (warm) than January.
2. August is the hottest (hot) month of the year.
3. November is colder (cold) than September.
4. It is the oldest (old) tree in this park.
5. My mobile is more expensive (expensive) than yours.
6. This text is the easiest (easy) text in the book.
7. It is the most boring (boring) film this week.
8. Pam’s hair is longer (long) than Kate’s hair.
9. I think it is the longest (long) day.
10. The most beautiful (beautiful) place is Paris.
11. These cakes are the best (good) in this shop.
12. Your car is cheaper (cheap) than mine.
13. Bob is taller (tall) than Nick.
14. Sam is the tallest (tall) boy in our class.
15. Tom is two years younger (young) than Paul.
16. This building is the most beautiful (beautiful).

6. Correct the mistakes:

1. I have the heaviest bag.
2. Tom is the best in our group.
3. Helen is thinner than Pam.
4. Mona is happier than Liz.
5. Tony is older than Pete.
6. This apple is the sweetest.
7. Your watch is cheaper than mine.
8. The tree is the oldest in the street.
9. My house is more expensive than yours.
10. This animal is the most dangerous in the zoo.
11. Sam gets up earlier than Bill.
12. This building is the most modern in this town.
13. February is the coldest month of the year.
14. May is warmer than March.
15. Bill is faster than Nick.
16. This test is the most difficult.

Karin Kukkonen, Ylva Østby and Ida S. Bernhardt:

Reading habits during the COVID-19 pandemic

The COVID-19 pandemic entailed a sudden change of all aspects of our everyday life.
Many were confined to their homes in isolation, unable to attend cultural events due to
infection prevention. Reading literature, however, remained as one cultural activities still
available, even as libraries closed. How has this situation affected reading habits in
Norway? How do people read and relate to literature in a time of crisis?

Literary reading has for many years been used as a tool to support mental health. Readers
can use a literary narrative to express and mirror their own feelings, and they is invited to
explore possible, fictional scenarios related to their own problems, by following the
characters through the narrative. Literature can also provide the individual reader with a
sense of community with the other readers, and the characters in the book. Comments in
the social media and newspaper columns were quick to speculate about changes in
people’s reading situations due to the COVID-19 crisis. The effects seem to vary: some
report being less able to concentrate, while others enjoy the opportunity to dive into long
reads to pass time in quarantine, or shield off the brutalities of the world outside.
Newspapers and magazines offered reading lists to match the COVID-19 situation,
suggesting plague- or isolation-related fiction and non-fiction (e.g. The New York Times,
March 12th 2020). But many questions remain: To what extent do such social displays of
“coping through reading” reflect people’s actual reading habits and experiences? Do
people use literature to aid emotion regulation in the pandemic crisis? And how has the
ongoing change in living conditions changed the experience of literary reading?
Building on two short-term surveys that provide “snapshots” of people’s views on
reading books and their reading habits, we now investigate the changes in reading
during the pandemic further. By conducting qualitative interviews with readers, we
want to get a closer look at people’s experiences with literature during the pandemic
and discover themes and issues within and beyond the earlier survey studies.
 Karin Kukkonen is Professor in Comparative
Literature Ylva Østby is Lecturer in Psychology
Ida Stange Bernhardt is Lecturer in Psychology

LCE - Literature, Cognition and Emotions

https://www.hf.uio.no/english/research/strategic-research-
areas/lce/

Karin Kukkonen, Ylva Østby e Ida S. Bernhardt:

Hábitos de lectura durante la pandemia de COVID-19

La pandemia COVID-19 supuso un cambio repentino en todos los aspectos de nuestra
vida cotidiana. Muchos fueron confinados a sus casas en aislamiento, sin poder asistir a
eventos culturales debido a la prevención de la infección. La lectura de literatura, sin
embargo, permaneció como una actividad cultural aún disponible, incluso cuando las
bibliotecas cerraron. ¿Cómo ha afectado esta situación a los hábitos de lectura en
Noruega? ¿Cómo se lee y se relaciona la gente con la literatura en un momento de crisis?

La lectura literaria se ha utilizado durante muchos años como una herramienta para
apoyar la salud mental. Los lectores pueden utilizar una narrativa literaria para expresar y
reflejar sus propios sentimientos, y se les invita a explorar posibles escenarios ficticios
relacionados con sus propios problemas, siguiendo a los personajes a través de la
narración. La literatura también puede proporcionar al lector individual un sentido de
comunidad con los demás lectores y los personajes del libro. Los comentarios en los
medios sociales y las columnas de los periódicos se apresuraron a especular sobre los
cambios en las situaciones de lectura de la gente debido a la crisis de COVID-19. Los
efectos parecen variar: algunos informan de que son menos capaces de concentrarse,
mientras que otros disfrutan de la oportunidad de sumergirse en largas lecturas para pasar
el tiempo en cuarentena, o para protegerse de las brutalidades del mundo exterior. Los
periódicos y revistas ofrecían listas de lectura que coincidían con la situación de COVID-
19, sugiriendo ficción y no ficción relacionadas con la plaga o el aislamiento (por
ejemplo, The New York Times, 12 de marzo de 2020). Pero aún quedan muchas
preguntas: ¿Hasta qué punto estas demostraciones sociales de "sobrellevar la situación a
través de la lectura" reflejan los hábitos de lectura y las experiencias reales de la gente?
¿Utiliza la gente la literatura para ayudar a regular las emociones en la crisis de la
pandemia? ¿Y cómo ha cambiado el actual cambio en las condiciones de vida la
experiencia de la lectura literaria?
Basándonos en dos encuestas a corto plazo que proporcionan "instantáneas" de las
opiniones de la gente sobre la lectura de libros y sus hábitos de lectura, ahora
investigamos más a fondo los cambios en la lectura durante la pandemia. Mediante la
realización de entrevistas cualitativas con los lectores, queremos conocer más de cerca las
experiencias de la gente con la literatura durante la pandemia y descubrir temas y
cuestiones dentro y fuera de los estudios de encuestas anteriores.
Karin Kukkonen es Profesora de Literatura Comparada Ylva Østby es Profesora de
Psicología
Ida Stange Bernhardt es profesora de psicología
LCE - Literatura, Cognición y Emociones

https://www.hf.uio.no/english/research/strategic-research-
areas/lce/

NOMBRE: JUSTO JESUS FLORES PEREZ FECHA: 24/07/20

CARRERA: ADMINISTRACION Y M.E TURNO: P-N-A
CICLO: IX