The comparative is formed by adding er at the end of an adjective which has one or two syllables. E.g. fat – fatter, small – smaller.
In the case of adjectives with two, or more than two syllables, the word more is placed before the adjective. E.g. beautiful – more beautiful, gorgeous – more gorgeous
There are a number of spelling rules to remember:
When an adjective ends in a single vowel and a single consonant, e.g. big, the final consonant is doubled. big – bigger, hot – hotter, sad – sadder, thin – thinner
When an adjective ends in y, e.g. pretty, change y to i and add er. E.g. happy – happier, ugly – uglier, silly – sillier
When an adjective ends in e, e.g close, add r. E.g. wise – wiser, simple – simpler, gentle – gentler.
When an adjective ends in a double consonant, e.g. long, add er. E.g. young – younger, strong – stronger, warm – warmer
The comparative is formed by adding the before the adjective and est to the end of the word. Just like the comparatives, there are a number of spelling rules to remember.
When an adjective ends in y, e.g. pretty, change the y to i and add est. E.g. witty – wittiest, silly – silliest
When an adjective ends in a single vowel and a single consonant, e.g. big, double the last consonant. E.g. big – biggest, mad – maddest, sad – saddest
When an adjective ends in e, e.g. rude, add st. E.g. strange – strangest, wise – wisest, gentle – gentlest
When an adjective has two, or more than two adjectives, add most before the word, E.g attractive – the most attractive, expensive – the most expensive, frightened – the most frightened
Use the following fun games to practise the comparative adjectives:
Comparative Geography is a good cross curricular subject to practise with.
Ask the class to name ten countries. (If they are studying the EU, you could insist on only EU countries).
Divide the class into groups or teams. (Competition and point giving is always encouraging)
Elicit adjectives from the students and write them on the board.
Give the students 5 – 10 minutes to make as many comparative sentences as posible about the countries. E.g. Italy is hotter than Ireland. Greece is the hottest country.
The teams then read out their sentences. Points are given to those which are accurate.
Comparative and superlative observation game.
Divide the class into groups or teams.
Send a member of each group out of the class.
Supply the students with adjectives, e.g. big, small, long etc.
Ask them to make sentences using the adjectives to describe the missing students. E.g. Pepe has the longest hair.
Give points to accurate statements.
Crazy comparative and superlative story. This activity allows the students to be creative. Let them use their imagination!
Elicit some adjectives from the class. Good ones are: silly, dirty, smelly, yucky
Divide the class into groups.
Tell them to think of a strange character.
Get the students to make up stories about their character. E.g. There was an old man. He was older than the other men in his village. He was the oldest man in the world.
The groups then retell their stories to the class.
The funniest one can be voted for.
Alternatively, the students can be asked to tell the story as a chain story around the class. E.g. one student starts with a sentence. There was a dirty dog. The dog was the dirtiest in the street. It was very smelly.
This is similar to the Comparative Geography game.
Have students interview one another. This can be done in front of the class.
Give the students adjectives, example hot, cold, damp, early, late, dry..
Ask how life can be different here to other countries in the European Union, or in the case of mixed nationality groups, how their countries differ. For example, Is your country wetter than here? Do you eat later in your country than here? Do people live longer than here?