B2 Grammar

FIRST

6C Comparatives — Comparatives race

Aim Adaptation and extension
to practise using comparative forms • This activity could also be done with only half of one copy
of the sheet. The teacher or one student stands at the front
Activity type and chooses a noun. The different teams of students take
turns asking comparative questions to guess the answers.
a guessing game where students ask questions to guess the
The team who guesses the right answer gets one point.
correct word
This would aid in whole-class corrections as other groups
could be encouraged to contest any incorrect questions to
Classroom dynamics rob that team of their turn. The team with the most points
pairwork or small groups at the end is the winner.
• In pairs, students think of different nouns. They play the
Time taken same game to see who can guess the answers the quickest.
10—15 minutes The other student checks to see whether any common
errors covered in the whole-class feedback appear in their
partner’s questions.
Preparation
You will need one copy of each activity sheet per pair or
B2 Grammar
group, cut into two. FIRST

Procedure 6C Comparatives — Comparatives race

1 Divide the class into pairs or small groups. If using a bit a lot as +er far athlete bee book Canada chilli pepper chocolate
groups, divide each group into two teams. less more much slightly eagle fish France Mexico pencil sharpener
scientist scissors teacher T-shirt
2 Give each student or team a copy of half of the
activity sheet.
3 The first team or student writes one word from the box of
nouns in the first space on the ‘running track’.
4 The opposing student or team then has to ask
comparative questions until they can guess the correct
noun. For example:
A: Is it bigger than a car?
B: Yes, it’s bigger.
A: Is it far bigger than a car?
a bit a lot as +er far athlete bee book Canada chilli pepper chocolate
B: Yes, it’s much bigger. less more much slightly eagle fish France Mexico pencil sharpener
scientist scissors teacher T-shirt
A: Is it Canada?
B: Yes, it is.
5 When the group guesses the answer, it is their turn to
write a noun from the box on their own running track.
Continue until both groups have guessed all five nouns
correctly, or as time allows.
6 Monitor and note down good comparative structures as
well as common errors. Ensure that students are using
the comparative phrases box to make more complex
comparative sentences. PHOTOCOPIABLE © Pearson Education Limited 2020 26

7 Feed back to the whole class at the end of the activity,

drawing their attention to any notes you have made. Ask
students whether they agreed with all of the comparative
answers the other group gave and to give their reasons.

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