A selection of English ESL likes and dislikes printables with discussion starters, speaking cards, speaking practice

A dialog which revises material from lessons 1-38 of English for Life - beginner. Students practice basic questions and answers  - personal information, time, hobbies, habits, jobs, countries, and nationalities, etc. Great for use in any classroom.

Personal information dialog - English for Life - beginner (revision of lessons 1-38)

There are seven moral / ethical dilemmas to be considered. Have your students work in pairs an discuss possible solutions. Maybe you also can have a class discussion.

Up For Discussion - Moral Dilemmas #1

This worksheet is useful for beginners and elementary students who do not have enough vocabulary about hobbies or free time activities. It includes a sample conversation about likes and dislikes where they can practice the present simple tense. A variation of this task is that learners can create a similar conversation about what they like doing or not by following the example given.

Talking about likes and dislikes

This ESL worksheet is good to talk about likes and dislikes. It can be used for speaking, practice conversation or writing. Useful practice to deepen the understanding and use of Would and allows students to get to know each other.

WOULD YOU RATHER ...? questions

List of usefull phrases for complaining.  Simulate a given situation where you have to complain.   Students can use phrases from the list to make a dialogue.   

Complaining key phrases

Three activities for young/beginner learners to practice likes and dislikes. 

1 Write sentences about the table.

2 Ask and answer questions (pair work)

3 Write about you and your friend answers.

I hope you can use it.

Likes and dislikes

Speaking task for students, which requires some kind of improvisation. Students are given pictures and they have to tell a story according to these pictures. The last exercise contains questions about the students. It can be used as a nice icebreaker.To get a set of 3 similar stories , you can support me with a cup of coffee and go here 
 https://www.buymeacoffee.com/jullschool/e/105719

STORYBOARD 1 Practice English with the pictures

Speaking task for students, which requires some kind of improvisation. Students are given pictures and they have to tell a story according to these pictures. The last exercise contains questions about the students. It can be used as a nice icebreaker.

To get a set of 3 similar stories , you can support me with a cup of coffee and go here 
https://www.buymeacoffee.com/jullschool/e/105719

STORYBOARD 2 Practice English with the pictures

Cut out the cards. Students work in pairs, put the cards face down and Like-Dislike cards face up on the desk. Then they take turns and say whether they like smth or not and explain why. Hope it\'s useful!

Like-Dislike (cards)

This worksheet is for an ESL / ESOL speaking activity about sports.  On the first page, are several examples of short speeches about sports likes and dislikes, about what they do to keep fit.  On the second page, students can write their own speech about their personal likes and dislikes, as well as what they do to keep fit.  Second page includes an area for planning out what they want to say (in the same manner of City and Guilds exams) as well as a place to write out their speech in full.

Language includes like, don't like, play, watch

Images are suited for adults.  Black and white worksheet ideal for photocopying.

Making a simple speech about sports

Students will enjoy drawing the things they like and the things they don't like.

At the same time they will learn and practice English vocabulary.

They may share their drawings with their classmates and talk about their drawings in a funny class.

Things I like - Things I don't like

A nice pairwork activity in which students  answser the grid for themselves in one colour, then ask the questions to their friend  using another colour on the sheet , then they can make comments such as, I don't like cats but Fred does....

Dou you like ?/ pair work activity

Discussion starters, speaking cards

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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Creative Commons Attribution Non-Commercial No Derivatives License

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

44 Likes and dislikes, Discussion starters, speaking cards, Speaking Practice English ESL worksheets pdf & doc