A selection of English ESL debate, argumentation printables with general speaking practice, speaking practice

This is a lesson to help students develop fluency in discussions. It includes focus on language for giving opinions, agreeing and disagreeing and lots of discussion topics for speaking practice.


We have a teacher’s copy (including teacher’s notes and an answer key) and a student version which you can email to your class for online lessons.


Level: This is most suited to A2+ / B1 level students.


Time: 40 minutes + (depending on length of discussion/debate)


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Discussion Language

Here you have a list of twenty open-ended questions with the third conditional. They can serve as a warm-up exercise or as a way of actively practicing the third conditional.

Third Conditional Conversation Questions

AIMS:
The major aim of this exercise is to talk about experience.
•	to develop and enhance vocabulary related to everyday situations
•	to practise informal conversation
•	to learn about classmates' experience and attitudes
•	to share important facts about each other

Today - tell me about your day

Undergraduate level
ESL CONDITIONAL PRACTICE 
Print them and let the students to ask among them to practice fisrt, second and third conditional, making questions and asnwering

CONDITIONALS SPEAKING QUESTIONS

This worksheet can serve as a discussion starter or a warm-up activity for your students to engage them in speaking and to work on improving their communication skills. 

Emojis - Conversation Questions

Discuss together the picture. Try to answer questions about the picture about camping. It is suitable as a speaking activity for students of all levels. Answers are included.

Speaking - Picture Riddle

6 different ways to say "agree to" in the form of a dice-game. Introduce the alternative expressions and then roll a dice for each of the 18 sentences in the box to rephrase according to the number on the dice and the corresponding expression or word. Useful for Cambridge exam preparation as it helps to develop range.

Alternatives to "Agree to"

B1–B2 a fun Speaking Investigation Game. Students become detectives after a factory testing machine shuts down. They analyse suspects and staged evidence, discuss theories, then receive secret twist clues. Groups must decide who carried out the sabotage and explain who, how and why, using phrasal verbs (set up, carry out, cover up, find out, shut down). Focus: deduction, teamwork, and persuasive speaking.

My students really enjoyed it -  I put the picture up on the wall on the TV and I played typical detective music in the background as they were discussing  etc  for effect ( all can be found on you tube) .

Who Shut Down Line 3? – Phrasal Verb Mystery Investigation Game

B1+/B2 – Students read a futuristic rescue briefing and practise phrasal verbs through a gap-fill and then a  group mission task. They solve emergency scenarios, present solutions, and use phrasal verbs in group speaking tasks- Map including with Score chart to score the other teams 

instructions- 1) read the scenario with everyone and do the phrasal verb gap fill
2) hand each group (3groups) their rescue card with their own instructions and points
3) each group presents their ideas 
4) OPTIONAL-others in the class mark the group on their presentation and teacher reads out the "winner"
5) the ideal solution has been supplied in the answers for the teacher- 

Reading & Group work-FutureTech Rescue Missions: Phrasal Verbs in Emergency Situations

Speaking practice. Conversation topics - mental health and affirmations. Ideal for more advanced students (B2-C1) level students. Form of the discussion - debate, brainstorming

Affirmations - Questions

Collaborative B2–C1+ lesson: reading, listening, and discussion on NATO & Greenland. Students practise speaking, summarizing facts, and using mixed conditionals naturally.

B2–C1+ speaking (& mini reading/listening) lesson on NATO & Greenland.

Suzanne Vega - Tom's Diner (B1/B2 - listening, discussion questions)
Suzanne Vega - Tom's Diner (B1/B2 - listening, discussion questions)
Link to the song included


Suzanne Vega - Tom's Diner (B1/B2 - discussion qustions)

General speaking practice

Debate, argumentation

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

14 Debate, argumentation, General speaking practice, Speaking Practice English ESL worksheets pdf & doc