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Procedure: In pairs, students find different ways of comparing
themselves with each other, and write down or simply say the
appropriate sentences.
You are taller than I am.
Tina has longer hair than I have.
Jaime is older than Luis.

Variation:
To encourage more interaction, tell the students they may
not use aspects (such as height or hair colour) that are immediately
apparent, but only things they have to find out through talking:
Peter has more brothers than I have.
Marie knows more languages than Diane.
As a follow-up, share some of the things participants have
found out with the rest of the class.

Comparing things

Practice of comparatives, both; opposites.

Procedure: Present the class with two different (preferably
concrete) nouns, such as: an elephant and a pencil; the Prime
Minister and a flower; a car and a person (preferably using
vocabulary the class has recently learnt). Students suggest ways of
comparing them. Usually it-is best to define in what way you want
them to compare, for example, by using comparatives:
A pencil is thinner than an elephant.
Or by finding differences:
The Prime Minister is noisy and a flower is silent.
Or similarities:
Both a car and a person need fuel to keep them going.

Variations: You can give a whole set of related nouns together, for
example, names of different foods, animals, household objects, or
well-known people. Then each student can choose which two of
them they wish to compare in each response. If you have a little

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