Think of examples for the demonstration, and print/copy the student worksheets.
- Revise the use of the comparative form by writing some common pairs on the board. Examples could include:
- a Rolls Royce and a Toyota/a giraffe and a mouse
- English and the language of the country you are teaching in/two famous cities in the country of choice
- Now introduce the concept of a 'plip' and a 'plop'. Think of a pair of common things to be compared, for example, water and wine. The teacher then says I'm going to compare two things and you must guess what the things are. I’m obviously not going to say the name but will use the words plip and plop.
The teacher then compares the two things by saying plip is more delicious than plop. Students are encouraged to guess what plip and plop are. If nobody is correct you can then provide further examples, such as plip is stronger than plop, plip is more expensive than plop, plip is usually more colourful than plop, plip is more alcoholic than plop. After five examples if nobody can guess you can tell the students and explain that you have won a point because nobody guessed.
- Put the students into four groups and give out the worksheets. Provide sufficient time for them to work together to make comparative sentences.
- Now ask the students to read them in turn to the class to see if the other groups can guess the plips and plops. Award points for correct guesses.
Students could write similar plip and plop sentences for students in the class.