A selection of English ESL comparative adjectives printables

In this worksheet, you will find three tasks. In the first one, students have to complete the sentences in comparative form. In the second one, they should use superlative form. In the last task, they are supposed to decide which adjective form to use and complete it with the correct form. Key is not included but if you find it difficult, I will add it. Hopefully, you will find it suitable for your students.

Comparison of adjectives

This is a revision of comparative (firs page) and superlative adjectives (second page). There are exercises to practise them.

Ana:-))

COMPARATIVE AND SUPERLATIVE ADJECTIVES

Describe the man and girl using comparative.  Describe people in your class.

Comparatives

Chuck Norris is back! This time he is facing off with comparative and superlative adjectives. Don't let Chuck down. Prove your knowledge of these adjective forms and win the showdown.

Comparative/Superlative Adjectives 

These exercises will help you to prove your knowledge in thes topic.

comparative and superlative

Comparative and superlative of  adjectives

Comparative and superlative 

Comparative and Superlative Adjectives worksheet. Used for second year ESOL students. Answer key provided.

Comparative and Superlative Worksheet

This is a comprehensive list of conversation questions to get students using the comparative and superlative forms of adjectives.  I have included some vocabulary as support for the conversation.  



Hope you find it helpful.

Comparative/Superlative Conversation

This is a board game about Comparative adjectives VS Superlative adjectives. 



INSTRUCTIONS



ABOUT THE GAME:

- Have students in teams no more than 4 people in order to optimize results.

- Hand the board game to each team and a dice.

- Once students have their material, they need to decide turns (they can play tic tac toe, with a coin, or rock, scissor and paper game).

- Everyone must be where it says Start.

- First person has to throw the dice. If he/she gets 6, he/she will have to go on six spaces. This person will have to create a correct sentence either with Comparative or Superlative adjectives according to the square.



ABOUT THE PICTURES / SENTENCES:

Some of the spaces have a picture and some others have an adjective.

For those who have a picture. Students will have to identify the kind of sentences they have to say, either Comparative or Superlative. They will know the answer for the number of people, or objects in the picture (2 people/things = Comparative; 1 person/thing or more than 2 people/things = Superlative).

Once they have identified the kind of sentence, the students have to say it to the partners. If the sentence is correct, he/she will stay, otherwise, the student will have to go back to the previous space.

For those who have an adjective written, students will have to create a free sentence (Comparative or Superlative) but using the adjective on the space. If the sentence is correct, he/she will stay, otherwise the student will have to go back to the previous space.





Comparative VS Superlative statements

Using comparative and superlative forms of adjectives. Both short and long. 

It's a grammar worksheet. The task is to fill the gaps. No keys. Easy for school students 

Comparative vs. superlative

This worksheet is focused on practicing the use of comparative and superlative forms of adjectives. The student has to compare the appearance of people in the picture

Comparative/Superlative forms of adjectives

Exercise of comparative and superlative form of one-syllable and two-syllables adjectives

COMPARATIVE-SUPERLATIVE

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: Comparative adjectives and structures

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

203 Comparative adjectives English ESL worksheets pdf & doc