A selection of English ESL speed date printables

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

 "Speed Date" style lesson.

Students practice using "When was the last time you...." and asking Follow-up questions. 



Designed for 1 hour adult beginners. 

Speed Dating using When was the last time and Follow-up Questions

A fill in the blank practice for 'to be', articles, and time/date in the context of conversations. Could also be used as a conversation prompt.

Conversation Gapfill

A role play game with 12 different characters (6 male, 6 female). It is a speed dating game in which the players talk about themselves, their dreams and aspirations, likes and dislikes, and try to find a matching partner. Includes role play cards, evaluation form for men and women and instructions.

The matchmaking game

This activity aims at pushing the student to discuss on questions dealing with the future. 

I personally use it the way a speed-dating works: 2 minutes for each student and then they change. They have to try and speak as long as possible on the topic chosen by their classmate.

Talking about the future

In this developed version of ALIBI, students play the roles of suspects in a murder mystery, except in this version, there is an actual murderer. You will distribute these character cards (7) to students, and have the rest play police officers. The characters can spend 10 minutes socializing and interacting with each other, while the police officers prepare questions for the investigation (they'll be briefed about the main plot).

After, you can start the interrogation whichever way you'd like (characters interrogated in isolation, or do it as a speed-dating style, each character interviewed by an officer across the class).
Tips: students should not share the "secrets" in their cards (only if absolutely necessary), they also have the freedom to make up additional details about their characters when convenient.

HAVE FUN! :)

Murder Mystery (Clue Game)

A kind of speed dating.  First, students have to make the questions (individual exercise to practise question structures).  Then they have to interview up to 4 different students (oral exercise to practise questions).  Finally, they have to feed back (writen or oral exercise to use the 3rd person sg).

The perfect flatmate

I use these questions as an introduction to relative clauses. I let the students talk together or using speed dating, let them talk with different partners - anything goes, really.
Afterwards, I collect feedback and we start talking about how relative pronouns are used in these questions.
Let me know how it worked out for you!

Relative clauses speaking questions

I watched a beautiful music video by the band Seafret called Wildfire and felt inspired to create a lesson based on it. Students read through the lyrics to identify similes and metaphors. Then read through a set of questions and find definitions to some of the vocabulary. Next, they work with a partner to ask and answer some of the questions. Lastly, they watch the music video.



You may wish to abbreviate the questions, or rephrase them, as some of the language might be too difficult for lower level students.



This lesson would work well with one on speed dating, and is intended for older students.

Figurative Language:  Similes & Metaphors

This is a fun discussion activity to do in an intermediate or advanced classroom of teenagers or adults. 

I use it in an inside-outside circle cooperative structure, but it could be used walking around and talking to different people, or in a "speed dating" style activity.

The students must choose between one or another type of activity and say why they prefer it. Both the person asking the question and the person hearing it should say their opinion.

Passions Inside-Outside Circle

Students must make pairs. One is the interviewer and the other one is the interviewee. While doing the interviewing type of activity, the interviewer must write down the answers of the interviewee. Then, exchange roles. To make it more fun and exciting, you can apply the rules of speed dating game.

Do You Like ~ ?

THIS IS A WRITING ACTIVITY. YOU CAN USE THIS ACTIVITY FOR A SPEED DATING LESSON, IT A READING COMPREHENSION WITH BASIC VOCABULARY.

AS A FOLLOW UP ACTIVITY YOU CAN HAVE A SPEAKING ACTIVITY.

LOVE PROFILE - READING 

After filling in an application form for a date web site, The pupils will work on introducing themselves and telling about their perfect match. Then as a complementary task, they will find the questions to ask someone on a fisrt date, following the elements of the application. To finish they will play a game with role cards and will have to find their perfect match. They will play the speed dating in groups of 8 people.

24 Speed date English ESL worksheets pdf & doc