Methods of teaching comparison of degrees adjective in english

-ing and -ed Adjectives
In this engaging adjectives game, students make sentences and questions with -ing and -ed adjectives. Each group of four is given a set of -ing adjective cards and a set of -ed adjective cards. The students shuffle the -ing adjective cards and deal them out evenly. The -ed adjective cards are shuffled and placed face down in a pile on the desk. The students take it in turns to turn over an -ed adjective card from the pile and lay it face up on the desk, e.g. interested. The player with the matching -ing adjective card (e.g. interesting) makes a sentence about him or herself using one of the two adjectives, e.g. 'I think sci-fi films are very interesting'. The player then asks the group a question using the other adjective, e.g. 'Are you interested in sci-fi films?' The group members then answer the question in turn. If the player uses the two adjectives correctly, he or she gets a point. The player then discards both cards. If the player makes a grammar mistake or is unable to make a sentence or question, another student can steal the point by making a suitable sentence and question with the two adjectives. The group then records their answers by writing a sentence, e.g. 'Bruce, Caroline and Chris think sci-fi films are very interesting, but Shannon isn't interested in sci-fi films'. The student with the most points at the end of the game wins. When the groups have finished, they read out their sentences to the class and feedback is given.


Chapter II. Teaching methods of comparative and superlative
adjectives
I’m going to break a recent pattern with my work on this Course work by not saying that “big bigger biggest”, “interesting more interesting most interesting” etc needs more class time. For one thing, most textbooks spend quite enough time on this point. In addition, many mistakes such as “bigger” and “more smaller” are also made by native English speaking children without causing any misunderstanding, and most books already have quite communicative and stimulating speaking tasks on this point. However, there are some contexts such as presentations, IELTS Academic Writing Task 1 and FCE Speaking Part Two where this language comes in particularly useful. In those and other situations students often need extra language explained below such as “far” and “slightly” that books don’t always present. And of course an extra communicative activity or two can’t hurt when planning a lesson!
This article concentrates on presenting and practising comparative and superlative forms together, which makes a lot of sense when students have often already memorised “long longer longest” and many practice activities for one of the forms naturally brings up the other. However, lower level and/ or younger classes can often benefit from splitting up the two grammar points, as this helps to simplify the lessons and to provide revision of comparative forms when the topic of superlatives comes around later. There are therefore also other articles on teaching comparative forms and teaching superlative forms separately on this site.