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 that person's name in the last column on the worksheet and move on to speak to someone else. This process continues until the students have completed the worksheet with different names. At the end of the activity, students tell the class the names they wrote on their worksheet and 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. Students begin by matching the verbs love, like, dislike and hate with pictures. Students then sort ten food and drink items according to their preferences. Next, in pairs, students take turns asking and answering Do you like...? questions about the ten food and drink items. 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 sentence form.
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. First, students complete sentences about their favourite things in the first column. Next, in pairs, students take turns asking and answering What's your favourite...? questions to find out about their partner's favourite things, writing their answers in the last column. Finally, students tell the class about their own favourites and their partner's favourites by reading their completed sentences aloud.
This productive likes and dislikes guessing game helps students practice expressing preferences in positive and negative statements and asking Do you like...? questions. First, students read each statement and write I like or don't like in the column marked 'Me' based on their own preferences, e.g. 'I like speaking English.' Next, in pairs, students guess their partner's preferences for the same statements by writing He/She likes or doesn't like in the 'My partner' column, e.g. 'He likes speaking English.' Students then take turns finding 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 wins.
In this enjoyable expressing favourites game, students ask and answer questions about their favourite things and score points for matching answers. First, students answer questions about their favourite things and write down their answers. Next, in pairs, one student goes first and asks the same questions to their partner, e.g. 'What's your favourite item of clothing?' Their partner responds by making a complete sentence, e.g. 'My favourite item of clothing is my blue T-shirt.' The student then notes down their partner's answers. Each time their partner gives a matching answer, the student puts a tick and scores a point. When all the questions have been asked, the two students swap roles. After that, students pair up with a new partner and repeat the activity. When the students have finished, they add up their points. The student with the highest score wins. Afterwards, students tell the class who they have the most matching favourites with.
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. Students then complete sentences about the person's name and personality or character, e.g. 'She is kind, funny, nice and friendly.' Students then move on to write sentences about why they like the person and what the person does that they appreciate, e.g. 'I like it when she tells jokes and plays games with me.' Finally, students take turns showing their drawings to the class and reading their sentences aloud.
In this free likes and dislikes speaking activity, students ask Do you like...? questions and reply with degrees of feeling. First, in pairs, students take turns asking Do you like...? questions to their partner, who replies using one of eight phrases to express their degree of feeling. The student then writes their partner's answer in sentence form using the third-person singular, e.g. 'Harry really likes swimming.' After that, students pair up with someone with the same A or B worksheet and tell each other the name of the person they interviewed. The two students then take turns asking and answering questions about their previous partner using the third-person singular, e.g. 'Does Harry like swimming?' 'Yes, he really likes swimming.' 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 class survey about their preferences. First, students complete 12 statements with their preferences. Students then go around the class asking their classmates 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 wrote in their statement (e.g. really like), the student writes the person's name in the 'Same answer' column on the worksheet. If not, the student writes the classmate's name and opinion in the 'Different answer' column. The two students then move on and find new partners. This process continues until the students have completed the worksheet with different names and information. Next, 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.' Finally, students 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, students write a sentence about something they love, really like, dislike or hate. Students then give the slips of paper to a group leader. Next, students write the names of their group members on a worksheet. The group leader then reads the favourite words and sentences to the group members, and everyone writes down who they think wrote each one. After that, students go around their group asking 'Did you...?' questions to check their guesses for the favourite words. Students reply 'Yes, I did' or 'No, I didn't' accordingly. For each 'yes' response, students score one point. Next, students go around the group again asking a 'Was it you...?' question to each group member to check their guesses for the sentences. Students reply 'Yes, it was' or 'No, it wasn't.' 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 match sentence halves together to form 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 activity, students create dating profiles and then match people together according to their preferences. First, in pairs, students complete each male or female profile with information about that person's likes and dislikes. Each pair then joins up with another pair, who 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 based on their preferences. Pairs then take turns reading each profile to the other pair. The group discusses the profiles and matches the people together based on 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.
This useful Do you like...? questions activity helps students practice various phrases for expressing preferences. First, in pairs, students take turns asking Do you like...? questions from prompts to their partner, who responds using a phrase to express preference. Students also ask follow-up questions and make notes on their partner's preferences. Afterwards, students read their notes and write a short text about their partner's likes and dislikes, e.g. 'Kate loves going to the beach and quite likes camping. However, she can't stand doing housework, etc.' Finally, students tell the class about their partner's likes and dislikes by reading their texts.
In this free expressing preferences worksheet, students practice phrases for expressing likes, dislikes and indifference. First, students complete sentences expressing likes and dislikes. Students then use words from a box to complete phrases expressing indifference. Next, students match questions about likes and dislikes to responses. After that, in pairs, students use the language from the worksheet to create a dialogue expressing their likes, dislikes and indifference. Finally, students present their dialogues to the class.
In this entertaining likes and dislikes game, students play Charades by miming and guessing sentences that use different phrases for expressing likes and dislikes. A player from Team A comes to the front of the class and is given a sentence card, e.g. 'I love learning English.' The player then has one minute to use gestures and actions to mime the sentence to their team. When a team member says a word that is in the sentence, the player writes it on the board. The player also nods their head to indicate yes or no to help direct their team to the right answers. If Team A guesses 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. When the sentence has been guessed, a player from Team B 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 and non-irritation. First, in pairs, students take turns asking Does it bother you when...? questions to their partner, who replies using an expression of irritation or non-irritation from the worksheet. The student then ticks the corresponding box next to the question and asks follow-up questions to gain more information, e.g. 'What do you usually do when someone...?' This process 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.
