B1 Grammar

FIRST

6C Comparisons – What’s better, what’s best?

Aim B1
PRELIMINARY Grammar
to practise discussion techniques using comparatives and
superlatives
6C Comparisons – What’s better, what’s best?
Activity type
having a lot of
a card prompt speaking activity shopping online
money
being a model designer brands
vs. vs. vs.
vs.
shopping in a shop being a teacher high street clothes
being very happy
Classroom dynamics
pairwork dressing up for a
having a meal in a a job with a high
always arriving
where you planned
restaurant salary
party to go
vs. vs.
vs. vs.
Time taken dressing casually
having a meal at a
friend’s house
a job which offers
satisfaction
ending up in new
places by mistake
15 minutes
getting good scores
doing activities
first time
indoors blogging spending money
Preparation vs. vs. vs.
vs.
making mistakes
doing activities vlogging saving money
and succeeding
You will need one copy of the activity sheet for each pair, outdoors
later
cut into two sets of cards.

Procedure GOOD IMPORTANT BAD FUNNY

1 Divide the class into pairs and give each pair a set of
cards face down in two piles: one pile of white cards CONFIDENT POPULAR EXPENSIVE FRIENDLY
(topics) and one pile of grey cards (adjectives).
2 Elicit the structure of Speaking Part 3 (they talk about a ADVENTUROUS HAPPY MISERABLE BRAVE
topic together for 2 minutes).
3 Ask students to take a card from each pile. They have MAD CHEAP PRACTICAL INTERESTING
2 minutes to discuss the topic, making sure to use the
adjective on the card in a comparative or superlative
form. Allow students 20 seconds before the discussion PHOTOCOPIABLE © Pearson Education Limited 2020 27

to think about how to include the adjective. Set a time of

2 minutes for each discussion, allocating one student in
each pair to keep time.
4 Play continues with students taking turns to discuss the
topics. Allow around 12 minutes for this stage.
5 At the end of the task, ask the class to feed back on their
discussions. What interesting comparisons did students
make? Did students’ opinions vary?

Adaptation and extension

• This activity can be adapted for Speaking Part 2, where
students speak on their own for 1 minute. In pairs,
Student A chooses a card and must speak about that
topic for 1 minute, while Student B keeps time. The roles
are then reversed.
• For stronger students, two adjective cards can be chosen
per topic to increase the difficulty of the task.

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