Methods of teaching comparison of degrees adjective in english

Selling things with comparative and superlative
Perhaps the most real-life use of these forms is in trying to sell something such a product to a customer, a service to a client, a change in your company to your boss, a holiday plan to your other half, an academic theory to a conference audience, or the idea of coming to your country to someone you meet abroad. You could bring this idea of selling into the class with a spoken or written text on the topic, but I tend to do so with gaps to fill in sales pitches, presentation hooks, etc, moving from that into analysing/ classifying successful and unsuccessful sales language.
Comparative and superlative brainstorming games
One student chooses something and then everyone takes turns making different comparisons with that and other people, places, objects, etc, perhaps for points. The same adjective but different collocations also counts as a different comparison. Whenever someone repeats exactly the same sentence as before or says something that the other people think isn’t true, they lose a point. They then do the same thing with the next person’s choice of thing.
Comparative and superlative boasting games
I based this on the game Yuppies in one the Communication Games books, where students pretend to be two nouveau riche idiots taking turns saying “My car is rarer than your watch” and “That’s true, but my watch is more beautiful than your car”. This can also work with added superlatives like “I can’t argue with that, but my car is by far the fastest in the world”. However, you will need to add something to make sure there is a range of language such as a rule that they can’t use each form (“much”, “most” with no adverb, etc) more than once.
Comparative and superlative discussion questions
Discussion questions can include comparative and superlative forms (“What the most realistic way of solving the planet’s problem with CO2?”, “Do you agree that this city is getting uglier? What can be done about it?”, etc) and/ or be designed to produce this language in the answers (“How different are the capital and second city of your country? Do you think they should be made more equal?” etc). In the former case, to produce more intensive practice of this language you can give gapped questions for students to complete as they ask them to each other, e.g. “Is it _______ (good) to learn a few words really thoroughly than to learn lots of vocabulary quickly?” Alternatively, after they finish the speaking activity, you can test them on their memory of the language that they just saw in the questions.