Superlatives ESL Games, Activities and Worksheets
Here is an enjoyable superlatives speaking activity to help students practice superlative forms of basic adjectives and use them in questions and responses. In two groups, students complete conversation questions with the superlative forms of the adjectives in brackets. Next, students pair up with someone from the other group and take turns asking the conversation questions to their partner, e.g. 'What is your best subject in school?' Depending on your students' ability, they can give one-word answers or make sentences using the superlative adjective, e.g. 'English' or 'My best subject in school is English.' The other student then writes their partner's answer in the space provided. When the students have finished, they give feedback to the class on their partner's answers by making superlative sentences, e.g. 'Jack's best subject in school is English.'
In this rewarding superlatives game, students guess superlative adjectives in sentences about facts. In pairs, one student begins by guessing the missing superlative adjective in the first fact. Their partner listens and tells the student if they are correct or not. If the student guesses correctly the first time, they score three points and write the superlative in the gap. On the second try, they get two points. On the third try, they score one point. After the superlative has been guessed correctly or three chances have passed, their partner guesses the missing superlative adjective in the second fact, and so on. The student with the most points at the end of the game is the winner. Finally, students review the facts they got wrong and compare worksheets to check their spelling.
In this entertaining superlatives game, students guess how a partner would complete various superlative sentences. First, students read each superlative sentence and complete it with information that is true for them, writing their answers in the 'My answer' column, e.g. 'The hottest month of the year is July.' Next, students pair up with a partner. Working alone, students then guess how their partner would complete each superlative sentence and write their guesses in the 'My partner's answer' column. Next, students take turns finding out if their guesses are right or wrong by reading each sentence along with their guess to their partner, who listens and tells them whether it is correct or not. If the guess is wrong, the partner gives them the correct answer. For each correct guess, students score one point. The student with the most points at the end of the game wins.
Here is a productive superlatives worksheet to help students learn and practice superlative adjectives and sentence structure. First, students write the superlative form of ten adjectives. Students then complete sentences with the superlative adjectives. Next, students match another ten adjectives with their correct superlative forms. After that, students rewrite superlative sentences, correcting the mistakes. Finally, students create their own superlative sentences using adjectives in brackets and then compare their answers with a partner.
In this energizing superlatives game, students perform tasks related to superlatives. Mark boats on the floor using coloured tape. Make each boat just long and wide enough for each team to stand in. Tell the students that they are in crocodile-infested waters and that if they step out of the boat, they are going to be eaten. The teams then perform tasks in the boat by lining up in a certain superlative order, e.g. tallest to shortest. The first team to successfully arrange themselves in the superlative order scores a point. If a student falls out of the boat, that team is out of the round. Play several rounds with the students lining up according to different superlative adjectives each time, e.g. oldest to youngest, longest hair to shortest hair, etc. The team with the most points at the end of the game wins.
Here is a free superlatives game to play in class based on the TV show 'Family Fortunes'. The aim of the game is to guess the top five answers in a superlative category. One student from each team comes to the front of the class. Pick a card at random and read out the heading as a question, e.g. 'What are the most visited countries in the world?' The student who gives the highest-ranking answer wins the choice for their team to play or pass, depending on the difficulty of the category. Students in the playing team then take turns guessing the other top five answers on the card. The playing team gets three lifelines per round. This means if a student in the team gives an answer that is not in the top five, the team loses one lifeline. If the team guesses all the answers, they score ten points. If the team gives three answers that are not in the top five, play passes to the other team. The other team then has one chance to name one of the other top five answers. If they manage to do this, they score ten points. Two new students then come to the front of the class, and so on. The team with the most points at the end of the game wins.
Here is an engaging superlatives game to play in class. In the game, students take part in competitions and write superlative sentences about the results. Tell the students that they are going to take part in a Superlative Olympics. There are ten competitions to enter in total and each student must take part in at least one event. The teams then work out who would be most suitable to take part in each competition. When the teams have chosen a student for each competition, the competitors come to the front of the class and take part in the first event, i.e. the best dancer. If the event is subjective, the class votes for the winner. The competitor who wins each event scores one point for their team. After the event, all team members race to write down a superlative sentence about the result, e.g. 'Emma is the best dancer.' The first team to have all team members do this correctly scores an extra point. This process continues until all the events have been completed. The team with the most points at the end of the game wins.
In this insightful superlatives activity, students conduct a survey in order to complete superlative statements about their classmates. The students' task is to ask the question or questions on their card to everyone in the class in order to complete the superlative statement on their card. Students go around the class asking their superlative questions and noting down each response. When the students have spoken to everyone, they look at their results and then complete the statement with the correct student's name and superlative form of the adjective in brackets, e.g. 'Sam got up the earliest this morning.' Students then report back to the class by reading their statements aloud and giving more details.
In this productive superlative adjectives activity, students find out information about four famous people in history and then ask and answer questions using superlative adjectives. First, students read about the famous person on their card and complete a chart with information about them. Students then complete the information about the other famous people in the chart by finding students who have the other famous people cards and asking them questions. Next, students use the information from the chart to answer superlative questions about the four famous people. In groups, students then discuss three superlative questions on the worksheet and write the answers in the spaces provided. Students then write their own superlative question and ask it to the group. Finally, review the students' questions and answers together as a class.
In this memorable superlative adjectives activity, students complete sentences giving their opinions on different forms of media and then discuss their opinions in groups. Students begin by completing sentences about TV, film, the Internet and music by changing adjectives in brackets to their superlative forms and completing the sentences with their opinions, e.g. 'The most famous band is the Beatles.' Students then take turns telling the group their opinions, e.g. 'I think the most famous band is the Beatles.' The other students listen and agree or disagree based on what they have written. Afterwards, there is a class feedback session to review the superlative adjective forms and find out about the most popular opinions from the class.
In this useful superlatives speaking activity, students practice asking and answering questions that contain superlatives. In groups, students take turns picking up a strip and changing the adjective in brackets in the question into its superlative form. The student then writes the superlative adjective in the question and asks it to the group. Each group member then answers the question in turn by making a superlative sentence, discussing their answers as a group in more detail if they wish. Afterwards, there is a class feedback session to review the superlative adjectives and find out the most interesting answers from each group.
This free superlatives board game can be used to practice or review superlative sentence structure. In groups, students take turns rolling the dice and moving their counters along the board. When a student lands on a square, they use superlatives to talk about the topic on the square for 30 seconds without stopping. If a student can’t think of anything to say, forms a superlative adjective incorrectly, uses the wrong sentence structure, or stops talking before the 30 seconds are up, they go back two squares. The first student to reach the finish wins the game.
This comprehensive superlative adjectives worksheet helps students to practice superlative adjectives and sentence structure. To begin, students categorize adjectives and write them in their superlative form. Next, students complete sentences with the superlative form of adjectives in brackets. Students then move on to rearrange words to form superlative sentences. Lastly, students create their own superlative sentences from prompts.
In this interesting superlatives speaking activity, students ask and answer superlative questions about their town or city. In groups, students take turns picking up a card and making a superlative question about their town or city using the adjective in brackets. The student then asks the question to the group members, who each answer in turn. Next, the group discusses the answers and tries to reach an agreement, writing their agreed-upon answer on the card. The next student then picks up a card, and so on. Afterwards, there is a class feedback session to find out the groups' answers and if they agree or disagree with each other.
In this fun superlatives game, students form true or false superlative sentences with by far to make superlative adjectives sound stronger. In pairs, players take turns choosing an adjective square from the game board and forming a true or false sentence containing the pre-modifier by far followed by the adjective in its superlative form, e.g. 'Chemistry was by far the most challenging course at my high school.' If the sentence is grammatically correct, the other player guesses whether the sentence is true or false. If the other player guesses correctly or the sentence is grammatically incorrect, they write their name in the square. If the other player guesses incorrectly, the player who made the sentence writes their name in the square. Play continues until all the squares have been claimed. The player with the most squares wins the game. When the players have finished, they play again using the game two board.
In this creative superlatives game, students play dominoes by making superlative sentences about something unique using a superlative adjective + noun + that followed by a verb clause. The first player pairs an adjective with a verb by placing one of their dominoes at either end of the domino on the table. The player then makes a superlative sentence about something unique containing the adjective in its superlative form followed by a noun + that, putting the verb in a clause at the end in any form, e.g. 'I will book the most relaxing holiday that I can afford.' The other group members judge the player's sentence. If the sentence is grammatically correct, the domino remains in place. If not, the player takes back the domino. The next player then puts down one of their dominoes at either end of the domino chain, and so on. The first player to get rid of all their dominoes wins the game.
