Think of examples for the demonstration and make copies of the worksheet.
- Revise the use of the comparative forms by writing some common pairs on the board. Examples could include:
- cheese and chocolate
- an elephant and an ant
- two famous cities
- Now introduce the concept of a 'plip' and a 'plop'. Think of another pair of common things to be compared, for example, water and juice. The teacher then says I'm going to compare two things. I'm going to say 'plip' and 'plop' instead of the names of the things. You must guess what they are.
The teacher then compares the two things by saying, for example, 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 sweeter 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 plip and plop sentences about pairs of things of their choice for the other groups to read and guess.