A selection of English ESL comparative game printables

First student need to find the opposite of the adjectives given in the wordsearch. This way they work on the meaning of the adjectives they will have to use in the comparative form in the second exercise. For an interactive practice game go to: https://en.islcollective.com/resources/projectables/powerpoints_ppt_pptx/comparative_of_superiority_-_hangman_game/comparison-comparative-adjectives/88293



COMPARATIVE OF SUPERIORITY

I've made these as a game to practice some of the most used comparatives (cheaper, more difficult, larger, more expensive etc.). You may play however you like. I usually use them along with a Ladders and Snakes board (everytime a student stops at a ladder or snake square, they must answer one of these questions. If they're at a ladder square and the answer is correct, they may go up. If wrong, they stay where they are. However, if they're at a snake square and the answer is correct, they stay where they are, but if it's wrong, they have to go down). Have fun!

Comparative Questions Flash Cards

I've found this idea here but modified it to a superhero game. Rules are simple. Kids work in pairs and create superhero teams. Cards lay facing the table. One by one kids pick 2 cards and compare superheroes on them. then they pick one of these two heroes to keep. When teams are formed they begin the battle. Kids have to pick the best hero in each category (strength, weight, size, height, age and speed) and lay them on arena (table) face down. Once all the categories are set, Kids reveal the cards and compare heroes in each category. The winner is the one who's won the higher number of category battles. 



Feel free to edit!

Comparative Superhero Game

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

It's a group game designed to practise the use of comparatives and superlatives. I suggest to use it at the end of a lesson on this subject. 

Let the pupils work in groups and read the description to the others in order to identify the monster that is described. The answer is at the bottom of each card. 



PAY ATTENTION! There is a spelling mistake --> skeleton

Halloween quiz (comparative/superlative)

This is very useful with kids, teens and even adults. You can use this as a free drill just make sure of your time and number of students. Have them say the words to practice pronunciation. Don't forget to say "Thank you". I hope you like my job pals.

Memory Game Comparative-Superlative Adjectives

Split the class into two or three big teams. Each team will enter their best competitor in each event. A different competitor must be chosen for each event. The teams will receive one point for each event won. All team members must write the correct superlative sentence after each event. The first team to do this wins an extra point.

Superlative Olympics

comparative forms

for chinese learners 

Chinese in ws. The correct formation of comparatives especially for Chinese speakers. There is Chinese included in the worksheet.

Comparative Adjectives

Flashcards of animals to be used for comparisons. You can laminate them and use them for endless games with your students at  levels from A1 to B1. To practice the comparative , you can have two students pick a card each without showing it to their partner. Then they can have the following dialogue:

A: My animal is stronger than your animal.

B: How strong is your animal?

A:  82

B:Mine is 75

So student A gets student’s B card.

To practice the superlative you can have 3 or more students pick a card each and one of them says: My animal is the strongest of all. And so on. 

There are several ways you can use these cards. You can write your ideas in the comments. Thank you!



Comparisons-Animals

This game creates a very lively situation and makes students produce the Target Language. 

I tried this activity and it was a great success. I hope you will find it handy and helpful too. It's great for every level because you can adapt the content and include more difficult structures for comparative and superlative forms. 

It's great to fix grammar structures and to improve vocabulary.





Instruction stage 1

*PRINT on BOTH SIDES pp. 3-4 and 5-6.

1.	Divide students into pairs. 

Possibly, pair a ‘weak’ student with a ‘strong’ one so that pairs don’t finish too early. 



2.	To each group, give adjectives to one student to mix; 

give comparatives to the other student to mix.



3.	Students couple together the adj. with the right comparative. (tell students to give you back at least one deck of ADJECTIVES for the 2° stage at the end of the activity)*

Instructions stage 2

1.	Divide students into 2 groups.

2.	Take one set of adjs. and pile them up in two sets. Hand them in evenly to the two groups.



3.	Both groups pile up the notes in front of them. 



4.	One student from GROUP 1 picks a note. GROUP 2 discusses and one student tells the class the comparative form plus an example sentence. 



5.	If the student doesn’t make mistakes, the group he represents scores 2 points (1 point extra if they use ‘much’ or ‘a lot’). If they make mistakes, the student who picked the note from the opposite group can try as well. If he/she gets it right, the 

group is awarded 1 point. 



6.	Good structure = 0.5 / Accuracy = 0.5



RULES: 

•	In turn, every student makes an attempt.

•	No points awarded if students do not respect turns. 

•	If a group screws its possibility, the group who gave the wrong answer can try again and, if right, they can be awarded 0,5 points. 



Competition Comparative superlatives 

The pair-work card game consists of two cards that is called "Mix to Fix" as they have to identify the correct comparative adjectives that they have to use to replace the incorrect comparative adjectives in the text but each card contains only half of the list of the correct comparative adjectives while the other card has the other half. They have to decide on which comparative adjectives are used to replace which error. Download other card. This is also available in ESL Printables. Developed by Sirhajwan Idek

Card Game (Comparative Adjective)

This worksheet aims at especially young learners who familiar with family vocabulary. Although it is a vocabulary worksheet, it is also an introduction to comparative and superlative adjectives with the adjectives young & old. I hope your students will enjoy it

Family Puzzle + Comparative & Superlative Adjectives

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

14 Comparative game English ESL worksheets pdf & doc