Methods of teaching comparison of degrees adjective in english

Comparative and superlative battles
Working in pairs, students choose a topic such as superheroes, monsters, beach resorts, countries, capital cities, or inventions. They imagine that they are boasting about how good their (real or imaginary) example of that thing is. They get one point for any positive word that they use, two points for a comparison with their partner’s choice, three points for stronger comparisons (comparative with collocations with strong words like “much”, or superlative), and four points for very strong comparisons (superlative with strong expressions like “by far”). If they are comparing real things such as actual beach resorts, in each case their partner must agree with their sentence for them to get the points (perhaps after some persuasion).
Comparative and superlative bluff
One student makes a statement comparing himself or herself to all people in their family, some people in their family or one person in their family with sentences like “I was shorter than my Dad but as he’s got older I’ve become taller” and “I’m the best at English in my whole extended family, including all my cousins”. The other students try to guess if the statement is true, perhaps after asking questions to get more info such as “How much taller are you now?”
Comparative and superlative SWOT discussion
Prepare a worksheet with problems and/ or opportunities that a company, government, charity etc might have to decide what to do about, such as “The office rent is getting slightly higher every year” and “We increase pay at the rate of inflation every year, but if we do that again this year we will be the lowest paying employer in our sector”. Students discuss what they should do about at least three of those things, perhaps as a roleplay meeting. You can then test them on the comparative and superlative forms and collocations that were on the worksheet.
Designing with superlative and comparative challenge
Groups of students write about and maybe draw monsters, superheroes, robots etc which are “The strongest thing in the world”, “Much taller than the Eiffel Tower”, etc. To make more of a range of language, I would probably limit them to using each structure (“…er” on its own, “much…”, etc) once. They can then vote on the best sounding one from the other groups. You could also give points for any good sentences which no other group thought of.