Likes and Dislikes ESL Games, Activities and Worksheets
In this free favourites Find Someone Who activity, students write about their favourite things and then ask and answer questions to find classmates who have the same favourites. Students begin by writing down their favourite things on the worksheet. Students then go around the class asking and answering What's your favourite questions to find classmates with the same answers. When students find someone with the same answer, they write down that person's name. Afterwards, students report back to the class on the names they wrote on their worksheet and say what their favourite things are.
In this comprehensive likes and dislikes worksheet, students learn and practice how to talk about food and drink preferences using love, like, dislike and hate. First, students match opinion verbs with pictures. Students then sort ten food and drink items, according to their preferences. Next, students work with a partner and take it in turns to ask and answer questions about their likes and dislikes for the ten food and drink items using the example on the worksheet as a guide. After that, students read about food and drink that four people love, like, dislike or hate. Finally, students answer questions about the four people's food and drink preferences.
In this useful favourites speaking activity, students complete sentences about their favourite things and then ask questions to a partner to find out about their favourites. Students start by completing sentences on the worksheet about their favourite things. In pairs, students then practice asking and answering questions about their favourites. Afterwards, there is a class feedback session to find out about the students' favourite things.
This productive likes and dislikes guessing game helps students practice expressing preferences in positive and negative statements and asking questions with Do you like...? First, students read each statement on the worksheet and write I like or I don't like in the column marked 'Me', depending on whether they like or dislike the thing mentioned in the statement, e.g. 'I like (speaking English)'. In pairs, students then guess their partner's preferences for the same statements by writing He/She likes or He/She doesn't like in the 'My partner' column, e.g. 'He likes (speaking English)'. Next, students take it in turns to find out if their guesses are right or wrong by asking Do you like...? questions to their partner, e.g. 'Do you like speaking English?' Their partner then gives their answer. If the student guessed correctly, they put a tick in the last column. If not, the student puts a cross. The student with the most correct guesses in each pair wins.
In this enjoyable expressing favourites game, students ask and answer questions about their favourite things and score points for matching favourites. To start, students answer questions on the worksheet about their favourite things and write down their answers. In pairs, students then take it in turns to ask the questions on their worksheet to their partner and note down their answers, e.g. 'What's your favourite item of clothing?' Each time their partner gives a matching answer, the student scores a point. After that, students repeat the game with a new partner. The student with the highest score at the end of the game wins. Afterwards, there is a class feedback session to find out which two students are the most compatible and share the most favourite things.
In this rewarding favourites worksheet, students draw and write about their favourite person. Students begin by drawing a picture of their favourite person in a box on the worksheet. This could be someone they know personally or someone famous. Next, students complete sentences about the person, including information about the person's name, age, job, appearance and their reasons for liking them. Afterwards, students take it in turns to show their picture and tell the class about their favourite person by reading their sentences aloud.
In this free likes and dislikes speaking activity, students ask Do you like questions and reply using degrees of feeling. Students begin by creating four Do you like questions of their own at the bottom of the worksheet. Next, in pairs, students take it in turns to ask their partner the questions about likes and dislikes on their worksheet. Their partner replies using one of eight phrases from the worksheet to express their degree of feeling. The student then writes their partner's answer in sentence form in the space provided using the third-person singular, e.g. 'Harry really likes drinking coffee'. When everyone has finished, students pair up with someone who has the same worksheet and tell their partner the name of the person they interviewed. The two students then take turns asking and answering questions about the people using the third-person singular. Finally, students report back to the class on their original partner's likes and dislikes.
In this insightful likes and dislikes speaking activity, students conduct a survey about their preferences. To begin, students complete statements on the worksheet with their preferences. Students then go around the class and ask each other What do you think of questions, e.g. 'What do you think of Italian food?' If a classmate replies with the same preference that the student has written in the statement, the student writes down the person's name on the worksheet. If not, the student writes down the classmate's name and opinion. The first student to complete the worksheet with names is the winner. Afterwards, students write a short report about their findings, e.g. 'Sophia and I really like Italian food'. 'I think pop music is really good, but Ryan thinks it's terrible, etc.' Students then read their reports to the class.
In this engaging likes and dislikes game, students guess favourites, likes and dislikes of other students and use past simple yes/no questions to check their answers. In groups, students complete two slips of paper. On the first slip, students write their favourite word. On the second slip, they write a sentence about something they love, really like, dislike or hate. Next, students write the names of their group members on a worksheet. The group leader then reads the favourite words and sentences and the group members write down who they think wrote each one. After that, students go around their group asking a 'Did you write that your favourite word was...?' question to each group member in turn to check their guesses. Students reply 'Yes, I did' or 'No, I didn't' accordingly. Next, students go around the group again asking a 'Was it you who wrote you loved/really liked/didn't like/hated...?' question to each group member. Students reply 'Yes, it was' or 'No, it wasn't'. For each 'yes' response, students score one point. The student with the most points at the end of the game wins.
In this rewarding likes and dislikes game, students match sentence halves together to practice various phrases that express likes and dislikes. In pairs, students have ten minutes to join sentence halves together to make 20 sentences that express preferences. Pairs score one point for each correct sentence. The pair with the highest score at the end of the game is the winner.
In this light-hearted likes and dislikes speaking activity, students create dating profiles and then match people together according to their preferences. In pairs, students look at the pictures on the male or female cards and fill in each profile with information about that person's likes and dislikes. Each pair then joins up with another pair that has an opposite set of cards. Next, students imagine that they run a dating agency called Cupid's. Their task is to match the clients on the cards together for a date, according to their preferences. The pairs then take it in turns to read out each profile to the other pair. Students discuss the profiles and match the people together, according to their likes and dislikes. Students should try to pair up all the men and women if possible and think of reasons for their choices. Afterwards, each group tells the class about their most promising dates.
In this interesting Do you like speaking activity, students find out about a partner's likes and dislikes. This activity covers various phrases for expressing preferences. In pairs, students take it in turns to ask their partner Do you like...? questions from the prompts on the worksheet. Students also ask follow-up questions and make notes on their partner's answers. Afterwards, students tell the class about their partner's likes and dislikes, e.g. 'Tom loves cycling and he's really into playing team sports. However, he doesn't like doing housework, etc.'
In this free expressing preferences worksheet, students learn and practice various phrases for expressing likes, dislikes and indifference. After reviewing the language for expressing likes, dislikes and indifference, students complete sentences on the worksheet with their preferences. In pairs, students then use the language from the first exercise to make a dialogue expressing their likes, dislikes and indifferences. Finally, pairs present their dialogues to the class.
This entertaining likes and dislikes miming game can be used to practice a wide variety of phrases for expressing preferences. In the activity, students play a game of charades where they guess sentences that each use a different phrase for expressing preference. A player from Team A comes to the front of the class and is given a sentence card. The player then has one minute to mime the sentence to their team. When the students say a word that is in the sentence, the player writes it on the board. If Team A manages to guess the complete sentence within one minute, they score two points. If not, the player continues their mime and both teams try to guess the sentence for one point. A player from Team B then comes to the front of the class and so on. The team with the most points at the end of the game wins.
In this fun likes and dislikes board game, students talk about their preferences for 30 seconds. Students take it in turns to roll the dice and move their counter along the board. When a student lands on a square, they talk about the topic on the square for 30 seconds without stopping. If a student can't think of anything to say or stops talking before the 30 seconds are up, they go back two squares. The first student to reach the finish wins the game.
In this intriguing dislikes speaking activity, students answer questions using common expressions of irritation. In pairs, students take it in turns to ask their partner the questions on the worksheet, e.g. 'Does it bother you when people stop at the bottom of escalators?' Their partner replies using expressions on the worksheet to show their degree of irritation, e.g. 'Yes, it gets on my nerves when people do that'. The student asking the question then checks the appropriate box next to the question on the worksheet. This continues until all the questions have been asked and answered. Afterwards, students report back to the class on their partner's irritations.
In this creative likes and dislikes game, students complete descriptions about their likes, dislikes and interests and then guess who wrote other descriptions. First, students complete sentences on the worksheet, describing their likes, dislikes and interests. Students then write their assigned number at the top of the worksheet without showing anyone. Next, collect in the worksheets and stick them up around the classroom. In pairs, students write the names of all the students in the class on a piece of paper. Pairs then walk around the classroom reading the numbered descriptions and deciding which student wrote each one. Afterwards, students take it in turns to read out a description to the class. After a description has been read out, pairs say who they think wrote it and the answer is revealed. Pairs score one point for each correct guess. The pair with the most correct guesses wins the game.
In this expressing preferences game, students practice phrases for expressing likes and dislikes by completing sentences about preferences and finding out who wrote other sentences. In groups, students complete expressing preference phrases on cards with true information about their likes and dislikes. All the students then fold up their cards and put them in a box. Next, students take one sentence card each from the box and go around the class asking yes/no questions to find the person who wrote the sentence. For example, if the card reads 'I'm crazy about travelling and exploring new cultures.' The student would ask 'Are you crazy about travelling and exploring new cultures?' When a student finds the right person, they write their name on the card, keep it and take another one from the box. The student with the most sentences at the end of the game is the winner. Afterwards, students report back to the class on what they found out about their classmates' likes and dislikes.
Here is a fun preferences game to get your students talking about their likes and dislikes. In competing teams of two, students take turns picking up a card and talking about the like or dislike topic on the card using the corresponding phrase for likes or dislikes. If the student manages to do this without stopping or making a mistake with the phrase, they score a point for their team. If the student stops talking or makes a mistake, a student from the other team challenges the player and continues for the rest of the minute. If the student from the challenging team is successful, they score a point for their team. The team with the most points at the end of the game wins.
In this productive would rather and would prefer board game, students practice reforming sentences and questions with would rather and would prefer. One student begins by picking up a card and reading the sentence or question on the card to the first player along with a would rather or would prefer prompt, e.g. 'Do they want to go home early? (would rather)' The player then tries to reformulate the sentence or question using would rather or would prefer as indicated, e.g. 'Would they rather go home early?' If the player does this successfully, they roll the dice and move their counter along the board. If the prompt ends with an ellipsis, the player completes the sentence with their own ideas. This process is repeated with the next player, and so on. The first player to reach the finish wins the game.
