A selection of English ESL dialogue practice printables

Directions: practice the following conversations with a partner.



Conversation 1: Calling a child’s school

A: Ring! Ring!

B: Hello, you have reached Alpine academy. This is Carol. How may I help you?

A: Hi, my name is Eleanor Wright. I am calling to inform you that my child is sick and will not be in school today.

B: What is your child’s name?

A: Anna Wright.

B: How do you spell that?

A: Anna is spelled A-N-N-A, and Wright is spelled W-R-I-G-H-T.

B: Thank you. What grade is Anna in?

A: She is in second grade.

B: And what is her teacher’s name?

A: Mr. Roberts

B: All right. Thank you for calling.

A: You’re welcome.

B: Goodbye.

A: Okay bye.



Dialogue Practice

This handout can be used to practice a dialogue at a restaurant, using basic, but essential language.  There is a dialogue, followed by sorting of Drinks and Food, and some pictures which should be labeled with options at the end.  It can be expanded into more complex language according to students´ level. 

At the Restaiurant - Dialogue Practice

This is a detailed reading comprehension worksheet to practice the different dialogues for when you are going or are at the doctor's office. It focuses on a number of common expressions and questions. It practices possible symptoms and questions. It includes 4 different dialogues all of which have custom comprehension questions to ensure the students understanding and engagement. After completion, this Worksheet could also be used to speaking drills or role-play activities amongst students. It is the ultimate lesson plan for practicing conversations for the doctor's office!

At the Doctor's Office Dialogue Practice, Common Expression and Vocabulary

A nice warm up or end of class speaking/writing activity. Talking about people's professions. Lots of adjectives and nouns. You can get the whole class involved in talking about each person described, and then lead onto getting them thinking about other professions and how to talk about them. 

What Is My Job?

Easy and useful dialogue giving students a hint on buying clothes. Can be used for first lesson or as a practice. It can be altered into a gap fill exercise or used as a sample for other data as well.



Shopping for clothes dialogue sample

A sheet for students to read, and then put into practice. Great warm up speaking activity. Teaching students to say how they feel with the rule that they cannot use the word 'fine'. 

Adjectives - How Are You?

This gap filling activity allows for building up skills in using ten most commonly used irregular verbs through completing ten short question - answer exchanges. These short dialogues can be role-played by learners. Answer sheet is included.



This resource can be used on it's own or (recommended) as a follow up activity for "My Journey To Manchester: Irregular Verbs" - another worksheet from my collection.



On my page you can also find a set of cut-up matching cards with the target irregular verbs: these can be used either as a warming up / revising activity before working on the worksheet, or as a recap in the end of the lesson.



Hope this new worksheet will be well liked by you. Looking forward to reading your comments! :)





My Journey To Manchester: Gap Filling With Irregular Verbs

Very simple two person dialogue using simple present, present continuous, some descriptions with adjectives.  And question sheet follows for comprehension practice.

Two Person Dialogue: Present Tense

Giving directions practice using a map of London, and writing a dialogue based on asking for directions in London.



You may need to copy the map (on the second page) into a separate publisher document in order to print it big enough to read.

Giving Directions Dialogue

Students use follow up questions to make two simple dialogues longer and more interesting.  Students can then practice the dialogue and act out the role-play.  

Using Follow up Questions to build a dialogue

This is a review page that I made for 3 different levels of ESL YL. All within Grades 1-3. 

I left the level on the top of each page so that you can see the breakdown; however, it is easily editable so you can remove/replace. This is because there are some repeat phrases on each page. The phrases are also editable (although you may need to un-group the boxes to edit) 

This worked really well for my YL as we had Term Test coming up and they needed to practice particular phrases. I allowed the students to pretend  to be the teacher and ask each other questions so that they could practice both question and response. 

Speaking Test Review

A sketch/ role play. A conversation between 2 students about sports. I use it at the end of the project about sports. My students read it, practice their understanding and  pronunciation  and use it to prepare their own sketch (part 2)

Enjoy!



A sketch/ role play. A conversation between 2 students about sports. I use it at the end of the project about sports. My students prepare their own sketch using the first sketch as a model (Talking About Sports: part 1)

Enjoy!

This copyright license allows others to use my work for personal or classroom use only. Uploading the work on any internet sharing platforms, personal websites, blogs, PINTEREST or any commercial use is not permitted for others

Sketch: Talking About Sports (part 1)

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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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

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

66 Dialogue Practice English ESL worksheets pdf & doc