Methods of teaching comparison of degrees adjective in english

Comparative and superlative drilling games
As mentioned above, students quite often already know some of these forms in the typical “small smaller smallest” drilling pattern (in the same way that they probably learnt “buy bought bought”, “go went gone”, etc). Although there is obviously no communication in such practice, I tend to encourage it as a way of students learning comparative forms as they come across them, rather than trying to apply rules every time that they want to use these forms (which is obviously much slower and is prone to break down due to the many exceptions). The only major change that I would make to that way of learning these forms is to always insist that students say “the” with superlatives (“boring, more boring, the most boring”). I sometimes also get them to say “than” with the comparative as we drill them (“warm, warmer than, the warmest”, etc). I then add drilling games such as those below to make it fun enough to practise until it starts to stick [6.25].
Comparative and superlative drilling games
Comparative and superlative tennis/ volleyball
One student “serves” by saying an adjective such as “Sad!” and a student on the other side of the desk or room says the comparative form to “return” (“Sadder!”). A student on the first side can then return again with the superlative (“Saddest!”). If there are no mistakes up to that point, the next person returns by starting with a new adjective (“Interesting!)”.
This game can be played with pairs of students or with two teams against each other. It can be played with a real ball going back and forth across the room or desk (being rolled if you have limited room or the students might go wild), but it works almost as well with other things like a ball of paper or an eraser, or with nothing physical at all. The turn goes back and forth until someone makes a mistake, pauses too long or has problems handling the ball (if you are using one). You can score by the rules of tennis, table tennis, badminton or volleyball, or just make up your own scoring system. Alternatively, you can just let the team who won the last rally serve next time without any actually scoring. If someone challenges the other side with something they also don’t know the answer to, I tend to score against that side. If we are playing with a ball which bounces such as a beachball, I let students bounce it up and down as long as they like while thinking of the next thing, but actually catching it or holding it means they lose the point.