A selection of English ESL comparison: comparative adjectives and structures ppt slides

This is a PowerPoint for students learning comparatives.

It develops the idea of using long adjectives as comparatives.

The 2nd slide has been left blank for you to recap what you have taught your students about using short adjectives as comparatives, before moving through the activities using long adjectives.

Please make sure your students are aware of what syllables are. A good website for syllables is -

https://www.howmanysyllables.com/

Please check the PowerPoint for spelling mistakes 

Enjoy!

Comparatives- long and short adjectives 

This powerpoint is aimed at training grammar skills by practicing comparative constructions "as...as", "not so...as" and improving vocabulary skills on the topic "Character traits".

Constructions "as...as" and "not so...as"

First, we begin with a bit of vocabulary to express how you like something over another. Then, vocabulary to express your opinion in a more elaborated speech and also be able to debate with another partner.

Expressing opinion

Students need to type in the comparative of superiority. There is always a sentence and a picture given, but not the adjective which students need to figure out.

COMPARATIVE OF SUPERIORITY - hangman game

Students can play in two teams, forming sentences to compare different modes of transport (using the comparative), for example: 'a car is slower than a plane' 

Click on the corresponding square in the grid to reveal how many points the sentence is worth. (in slide show mode)

Transport comparative points game

This is a great challenge for your students. You can use this as a class game or you can divide the students into groups and they can compete as groups. The questions are also a way to practice comparatives and superlatives

trivia quiz with comparatives and superlatives

This is a fairly comprehensive ppt helping students prepare for part 3 questions that require comparing two things.



The first two slides are introductions to phrases used for comparing and a basic refresher on how to turn regular adjectives into comparative or superlative ones.



Slide 4 is a free practise task where students have to compare things using the prompt words.



5 and 6 are more ielts focused with a quick brainstorming tasks where students must quickly come up with comparisons and then some actual IELTS questions, taken from past exams.

IELTS Speaking part 3 comparing

Comparative adjectives. Tall/short, sweet, warm/cold, wide/narrow, cheap/expensive, big/small, old/young, long/short, good/bad, fast/slow. Total of 10 slides. Mostly exercises!

Comparative adjectives

Use the cards with the Harry Potter characters to make comparisons (superiority, equality, inferiority). Ask your pupils, "what are they like?" and then, let them compare Harry Potter, Hermione Granger, Ron Weasley, Rubeus, Hagrid, Draco Malfoy, and Voldemort. 

Cards with the Harry Potter characters

A two part powerpoint worksheet. 

Print and distribute the three business types among your students and have them discuss the merits of each and compare them using the questions.



After the students have decided what might happen in the future move on to a group activity where students design a business of their own and explain why it's a good idea.



The last part of the ppt has questions for IELTS and an activity where students identify popular brands and discuss the business behind them and why they are successful.

IELTS Businesses and Brands

After introducing and reminding some basic vocabulary about the city and the country and have a brief chat about them, comparing the two. I enjoy using visual aids in the class, so do my students. Please enjoy :)

City vs Country Comparison

A short presentation / speaking activity to teach and allow students to become familiar with comparative adjectives. I designed this as an introduction to the topic to be followed by a grammar/conversation worksheet which can be found here:



https://en.islcollective.com/english-esl-worksheets/grammar/comparative-adjectives-and-structures/comparing-things-grammar-and-conversation/121304



Hope you find it useful in your class.

What's the difference? Comparing Things

Comparison: Comparative adjectives and structures

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

64 Comparison: Comparative adjectives and structures English ESL powerpoints