ESL Essentials Teacher's Resource Book

Table of Contents
Present Simple
A Day in the Life of a Football Player Writing and Speaking Activity - Elementary - 25 Minutes
Asking about Daily Routines Writing and Speaking Activity - Elementary - 30 Minutes
Dominoes – Present Simple Matching and Speaking Activity - Elementary - 25 Minutes
Just a Normal Day Writing and Speaking Activity - Elementary - 30 Minutes
Question Time Speaking Activity - Pre-intermediate - 25 Minutes
Past Simple
Holiday Romance Writing and Speaking Activity - Elementary - 30 Minutes
Past Tense Irregular Verbs Pelmanism Matching Activity - Elementary - 10 Minutes
Past Tense Talk Writing and Speaking Activity - Elementary - 30 Minutes
What did you do? Speaking Activity - Elementary - 30 Minutes
What did you do last night? Speaking Activity - Elementary - 25 Minutes
Past Simple Question Time Speaking Activity - Pre-intermediate - 25 Minutes
Do you remember? Speaking Activity - Elementary - 30 Minutes
Do you remember? Speaking Activity - Intermediate - 30 Minutes
Present Perfect
Find someone who has… Speaking Activity - Elementary - 25 Minutes
Have you ever…? Writing and Speaking Activity - Elementary - 45 Minutes
Deception Writing and Speaking Activity - Pre-intermediate - 45 Minutes
Love Story Writing and Speaking Activity - Pre-intermediate - 25 Minutes
Present Perfect Speculation Writing and Speaking Activity - Intermediate - 40 Minutes
Future Forms
Chairs of the Future Speaking Activity - Elementary - 30 Minutes
What's in the bag? Speaking Activity - Elementary - 25 Minutes
Will – Predicting the Future Writing and Speaking Activity - Elementary - 25 Minutes
A Week in my Country Writing and Speaking Activity - Pre-intermediate - 40 Minutes
Going to or Will Writing Activity - Pre-intermediate - 25 Minutes
Life in the year 2050 Speaking Activity - Pre-intermediate - 40 Minutes
The Long Weekend Speaking Activity - Pre-intermediate - 30 Minutes
You're going to... Speaking Activity - Pre-intermediate - 30 Minutes
Modal Verbs
Ability Bingo Speaking Activity - Elementary - 25 Minutes
Can & Can't Writing Activity - Elementary - 15 Minutes
David's Day Writing Activity - Elementary - 20 Minutes
Where is it? Writing and Speaking Activity - Elementary - 35 Minutes
Should Survey Speaking Activity - Pre-intermediate - 20 Minutes
10 Rules for English Class Writing and Speaking Activity - Pre-intermediate - 45 Minutes
Likes and Dislikes
Favourites - Find Someone Who… Speaking Activity - Elementary - 25 Minutes
My Favourites Writing and Speaking Activity - Elementary - 25 Minutes
Cupid's Dating Agency Writing and Speaking Activity - Pre-intermediate - 30 Minutes
Do you like...? Writing and Speaking Activity - Pre-intermediate - 30 Minutes
Likes & Dislikes Speaking Activity - Pre-intermediate - 30 Minutes
Stop Bugging Me! Speaking Activity - Pre-intermediate - 25 Minutes
Talk for a Minute Speaking Activity - Pre-intermediate - 30 Minutes
Comparatives and Superlatives
Comparative and Superlative Quiz Writing Activity - Elementary - 25 Minutes
Comparative Cards Writing and Speaking Activity - Elementary - 35 Minutes
Superlative Olympics Writing and Speaking Activity - Elementary - 45 Minutes
Comparatives and Superlatives Card Game Speaking Activity - Pre-intermediate - 30 Minutes
Superlative Media Writing and Speaking Activity - Pre-intermediate - 35 Minutes
Superlative Strips Speaking Activity - Intermediate - 30 Minutes
Food and Drink
Food and Drink Habits Writing and Speaking Activity - Elementary - 30 Minutes
Make a Menu Writing Activity - Elementary - 25 Minutes
Talking about Food Lesson - Elementary - 60 Minutes
What do you cook? Writing Activity - Elementary - 20 Minutes
At the Restaurant Lesson - Pre-intermediate - 60 Minutes
Make a Restaurant Menu Writing Activity - Pre-intermediate - 20 Minutes
Restaurant Dialogue Writing and Speaking Activity - Pre-intermediate - 40 Minutes
Dining Out Speaking Activity - Pre-intermediate - 25 Minutes
What’s for lunch? Writing and Speaking Activity - Pre-intermediate - 45 Minutes
Prepositions of Time, Place and Movement
Draw the Directions Drawing and Writing Activity - Elementary - 40 Minutes
Gold Star Directions Game Reading and Writing Activity - Elementary - 35 Minutes
In, On, At - Dominoes Matching Activity - Elementary - 20 Minutes
In, On, At Writing Activity - Elementary - 25 Minutes
In, On, At Game Speaking Activity - Elementary - 10 Minutes
Prepositions of Place Lesson - Elementary - 45 Minutes
Prepositions Tic Tac Toe Speaking Activity - Elementary - 25 Minutes
Where is my Classroom? Reading and Writing Activity - Elementary - 20 Minutes
Time - Find someone who… Speaking Activity - Pre-intermediate - 25 Minutes
Introductions and Socializing
First Class Interview and Introductions Writing and Speaking Activity - Elementary - 60 Minutes
Interview Question Words Writing and Speaking Activity - Elementary - 25 Minutes
Portraits Speaking Activity - Elementary - 30 Minutes
The People You Meet Writing and Speaking Activity - Elementary - 30 Minutes
My Partner Speaking Activity - Pre-Intermediate - 35 Minutes
Introduction
ESL Essentials contains 70 invaluable teaching activities for Elementary and Pre-intermediate
students. This inspiring resource book makes an excellent supplement to any English course.
There is a wide range of activities, which provide practice in reading, writing and speaking.
You can use these activities to revise specific structures, introduce or round off lessons,
extend your lessons or to supplement a course book.
All the activities have been thoroughly tested out in the classroom. Each activity in this
resource book consists of a photocopiable worksheet. A large number of activities also come
with detailed teacher's notes. The teaching activities contained in this book will provide you
with a great source of ideas for your lessons. All of the materials help promote learning and
clearly restate to the students the language points and topics being covered in the lesson.
In addition, many of the activities can be adapted to suit classes of varying ability and
many of the resources can be extended from the basic activity. The intention of this book is to
provide both teachers and students with enjoyable activities, which will make teaching and
learning fun and interesting.
Paul Adams
Teach-This.com
Permission to copy
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Present Simple © 2013 – Teach-This.com
A Day in the Life of a Football Player

Worksheet A
My name is David Johnson, and I’m from England. I’m a footballer, and I play for Manchester
United in the English Premier League. In England, football matches are usually on Saturday. I
get up at 1) ............. and I have breakfast at nine. I usually have 2) ...................................... In
the morning, I 3) .............................. and read the newspaper. I go to the stadium at about half
past eleven, and have lunch at 4) ............... with the other players. We usually have fish and
vegetables. The match starts at 5) ......................... and finishes at about quarter to five. After
the match, I 6) .................................. with the other players, and in the evening I usually go
to a restaurant with my wife, when I get home I 7) ............................. and then I go to bed at
about half past eleven. I’m usually very tired, and sleep for a long time!
Complete the questions to find out the missing information.
1. What time .................. he .........................................?
2. What .................. he .................... for breakfast?
3. What ....................................... do ......................................... morning?
4. What time ............................................................ lunch?
5. What time ..................... the match ........................ ?
6. What ....................................... do after the match?
7. What ....................................... do when he .................... home?
Now, ask your partner the questions and complete the gaps.

Worksheet B
My name is David Johnson, and I’m from England. I’m a footballer, and I play for Manchester
United in the English Premier League. In England, football matches are usually on Saturday. I
get up at half past seven, and I have breakfast at a) .................. I usually have bacon, eggs,
toast and coffee. In the morning, I b) .............................. and watch TV with my children. I go
to the stadium at about c) ................................. and have lunch at quarter past twelve with the
other players. We usually have d) ........................................... The match starts at three
o’clock, and finishes at e) ........................................ After the match I have a drink with the
other players, and in the evening I usually f) .................................... with my wife, when I get
home I watch a movie on TV, and then I go to bed at about g) .......................................... I’m
usually very tired, and sleep for a long time!
Complete the questions to find out the missing information.
A. What time .................. he .................... breakfast?
B. What ..................................... do .......................................... morning?
C. What time ............................................................... to the stadium?
D. What ..................................... have for lunch?
E. What time .................. the match .................... ?
F. What ..................................... do .......................................... evening?
G. What time .............................................................................. to bed?
Now, ask your partner the questions and complete the gaps.

Before class, make one copy of Worksheet A and one copy of Worksheet B for each pair of
students.
Procedure
Divide the class into two groups, A and B.
Give a copy of Worksheet A to each student in group A, and a copy of Worksheet B to each
student in group B.
Students work in pairs or small groups with people who have the same worksheet. They write
down the questions they need to ask to complete the gaps on their worksheet.
For example:
Worksheet A will need to write: what time does he get up? for question 1.
Worksheet B should write: What time does he have breakfast? for question A.
Pair one student with Worksheet A with another student with Worksheet B.
Students are not allowed to look at each other's worksheet.
They must ask their new partners the questions they have prepared and fill in the gaps on
their worksheets.
When the students have asked all their questions, they can look at each other‘s worksheet
and compare answers and spelling.
Answer Key
Worksheet A
1. What time does he get up?
2. What does he have for breakfast?
3. What does he do in the morning?
4. What time does he have lunch?
5. What time does the match start?
6. What does he do after the match?
7. What does he do when he gets home?
Worksheet B
a. What time does he have breakfast?
b. What does he do in the morning?
c. What time does he go to the stadium?
d. What does he have for lunch?
e. What time does the match start?
f. What does he do in the evening?
g. What time does he go to bed?
Asking about Daily Routines

Fold
What time? What do you do?

You You
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
Someone you know What does he/she do?
My ………………....
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
____________________ __________________________________
Asking about Daily Routines

Students write about their daily routine in the columns marked ‗you‘. Under the time column,
they write the time of their daily activity. In the other column, they write what they do. They
must write this information without letting their classmates see.
Examples:
What time? What do you do?

7:30 am I have a shower.
8:00 am I eat breakfast at home.
They also complete a daily routine about ‗someone they know‘. This could be a friend or
family member. The students have to write this part using the third-person singular.
Examples: My father
What time? What does he/she do?

9:00 am He goes to work.
10:30 am He drinks coffee.
When the students have finished writing, the teacher gives an example of the activity on the
board. The teacher would write a time on the board and ask the students to guess what he or
she does every day at that time. The students have to use the present simple question form
―Do you…? The teacher replies with ―Yes, I do‖ or ―No, I don‘t‖ as appropriate until the daily
activity has been guessed correctly.
Then, the teacher gives another example this time using someone he or she knows. This time
the students have to change the question form to ―Does he/she…?. The teacher replies with
―Yes, he/she does‖ or ―No, he/she doesn‘t‖ as appropriate until the daily activity has been
guessed correctly.
In both examples, the students should use the preposition ‗at‘ and then the time before they
ask the question.
Example: At 5:00pm, do you go home?
Now, begin the activity. Have the students sit in pairs facing each other. They should fold their
paper and so that the ‗What time‘ column is facing their partner and the ‗What do you do‘
column is hidden and facing themselves.
The students take it in turns to read their partner‘s time and guess what they do using the
present simple question form. This is repeated again with someone they know.
Dominoes – Present Simple

Divide the dominoes out equally between two students. One student places a domino in front of them,
and the other student has to make a complete sentence by placing one of his or her dominoes at either
end of the first domino. The students continue taking it in turns to place dominoes until one student has
no dominoes left. This student is the winner. If a student cannot go, they must pick up their card and
miss a turn.
English at I live in the Do you have a They take

school. countryside. car?
you live? They don’t walk to I like surfing the I study

school. internet.
late on What do you do? What are your Where do

Saturdays. hobbies?
up late? I go to by car. I watch TV in the I get up

work evenings.
a big I have two sisters. Where do you work? Do you

office. wake
up at 7am. I like to exercise When do wake up? I work in

after school. you
any Do you fishing? No, I don’t. I get

brothers or like
sisters?
the bus. Yes, I do. How do come to Do you

they school? have
Just a Normal Day

Ask your partner questions about their daily routine using the present simple. Write their
answers in the spaces provided. Example: What time do you wake up?
What time... / wake up? ……………….…………………………………………………...................

/ have breakfast? ..……………………………………………………………...............
/ go to work / class? .………………………................…………………………………
/ start work (school / university)? ..……………………................…………………….
/ have lunch? ..………………………………………………………................………..
/ finish work/class? ..………………………………………………………….................
/ get home in the evening? ….………………………………………………................
/ have dinner? ..……………………………………………………………….................
/ go to bed? ……………………………………………………………………...............
Ask other Do / listen to the music or watch TV in the morning? …………………….................

questions What / have for breakfast? …………………………………………………................
When / have a bath or a shower? ………………………………………….................
How / get to work (school / university)? ……………………………………...............
Where / have lunch? …………………………………………………………................
Do / any exercise? ……………………………………………………………...............
What / do when you get home? …………………………………………….................
__________________________________________________
Just a Normal Day

Ask your partner questions about their daily routine using the present simple. Write their
answers in the spaces provided. Example: What time do you wake up?
What time... / wake up? …………………………………………………..………………...................

/ have breakfast? ..……………………………………………………………................
/ go to work / class? .…………………………………………................………………
/ start work (school / university)? ..………………………………………................….
/ have lunch? ..………………………………………………………………..................
/ finish work/class? ..………………………………………………………….................
/ get home in the evening? ….………………………………………………................
/ have dinner? ..……………………………………………………………….................
/ go to bed? ……………………………………………………………………...............
Ask other Do / listen to the music or watch TV in the morning? …………………….................

questions What / have for breakfast? …………………………………………………................
When / have a bath or a shower? ………………………………………….................
How / get to work (school / university)? ……………………………………................
Where / have lunch? …………………………………………………………................
Do / any exercise? ……………………………………………………………...............
What / do when you get home? ………………................…………………………….
Just a Normal Day

Before class, make one copy of the worksheet for each pair of students and cut as indicated.
Procedure
Use the questionnaire to elicit and revise present simple questions and answers.
Examples:
What time do you wake up?
I wake up at 7:30am.
Do you listen to the music or watch TV in the morning?
Yes, I do. I listen to music. / No, I don‘t.
Next, put the students into pairs.
One student interviews their partner and writes their partner's answers in the spaces provided
and then they swap roles.
Tell the students to ask the questions in a random order so their partner really has to listen.
When both students have finished, students compare their lifestyles and look for similarities
and differences.
As an extension, students could write a paragraph about their partner.

Question Time
Divide the class into groups of four.
The cards should be placed face down in a pile. Each group should have a stopwatch and a piece
of paper for keeping score.
Students take it in turns to play by picking up the top card and asking as many present simple
questions as they can in one minute.
They win a point for each present simple question they ask relating to the topic. Each question they
ask must be answered by someone in the group, before they can ask another question.
The student with the most points at the end of the game wins.
Hobbies? Pets? Favourite movie? Favourite music?
Brothers or Father? Mother? Friends?

sisters?
Hometown? Country? Study or work? Home?
Clothes? Weekends? Every day? Facts?
Languages? Favourite food? TV? The Internet?

Past Simple © 2013 – Teach-This.com
Holiday Romance
Who was the man?
_______________________________________________________
_______________________________________________________
Fold
Where did he go on holiday and who did he go with?
_______________________________________________________
_______________________________________________________
Where did they stay?
_______________________________________________________
_______________________________________________________
Who was the woman?
_______________________________________________________
_______________________________________________________
Where did the man meet the woman?
_______________________________________________________
_______________________________________________________
What did the woman say to the man?
_______________________________________________________
_______________________________________________________
What did the man say to the woman?
_______________________________________________________
_______________________________________________________
Where did they go together and what did they do?
_______________________________________________________
_______________________________________________________
At the end of his holiday, what did the man decide to do?
_______________________________________________________
_______________________________________________________
Holiday Romance
In this activity, students create a story by inventing answers to questions and writing them
down. The language focus is on past simple regular and irregular verbs as well as travel and
holiday vocabulary.
Before class, make one copy of the worksheet for each student.
Procedure
Ask the students to work in groups of five or six.
Tell them that they are going to write a story about a holiday romance by imagining answers
to some questions.
Ask each group of five to six students to sit in a circle.
Give a copy of the worksheet to each student and ask them to write their name at the top and
then fold the paper as indicated.
The students should hand their paper to the person on their right.
The student on the right answers the first question (Who was the man?) by inventing details
and writing the answer in the space provided. The student then folds the paper and passes
the paper to the person on the right who answers the next question and so on.
Make sure the students fold the paper correctly. They shouldn't be able to see what was
written before.
This continues until all the questions have been completed.
Encourage the students to be as imaginative or as amusing as they like.
When the last question has been answered, ask the students to give the story back to the
person whose name is at the top of the worksheet.
This person corrects any mistakes they find, and then reads the story to the group.
When everyone has finished, ask each group to choose the best story from their group. This
story can be read aloud to the class. The class then votes for the best story.
Past Tense Irregular Verbs Pelmanism
bring brought sing sang
buy bought sleep slept
dream dreamt spend spent
fall fell stand stood
feel felt think thought
fly flew read read
lose lost run ran
teach taught wear wore
(To be used with Past Tense Talk)

Past Tense Talk

Write short answers to the following statements. Write your answers down in a random order
in the squares below.
 something you brought to class today

 something you bought yesterday
 what you dreamt about last night
 the last time you fell in love
 how you felt at the beginning of the lesson
 the last time you flew somewhere
 the last thing you lost
 something your teacher taught you last lesson
 the last time you sang
 the last time you slept for less than six hours
 how much money you spent yesterday
 the last time you stood somewhere for a long time
 something you thought was frightening when you were a child
 the last book you read
 the last time you ran more than 100 metres
 something you wore last weekend that you really like
__________________________________________________
Answers
Pelmanism & Past Tense Talk

Before class, make one copy of the Pelmanism cards for every three or four students and one
copy of the Past Tense Talk worksheet per student
Procedure
Past Tense Irregular Verbs Pelmanism

Students work in groups of three or four. Give each group a set of cards and tell them to
spread them out in front of them face down.
Each student turns over two cards. If they find a verb and its irregular past tense, they keep
the cards as a ‗trick‘ and have another turn.
If the cards do not match, they replace them in exactly the same place.
The activity continues until all the cards are matched up. The student with the most tricks is
the winner.
Past Tense Talk
Give each student a copy of the Past Tense Talk worksheet.
Make sure they write their answers in the boxes in a random order. They should write single
words or short phrases, not complete sentences.
When the students have finished writing, they should cut the paper as indicated.
Students work in pairs or small groups, and swap their answer papers. They ask each other
to explain why they have written the items in the squares. Once an explanation for each item
has been given, it can be crossed off.
Encourage them to find out more information by asking suitable follow-up questions.
Students report back to the class on the most interesting things they found out about their
partner(s).
What did you do?
Past Simple Verbs
flew sang bought
saw won lost
told lied ran
left came finished
called brushed drank
went read lent
wrote forgot rode
took sent gave
laughed borrowed followed
slipped chased licked
ate washed watched
made rang broke
opened closed stopped
found asked sat
slept waited fell

What did you do?

To begin this past simple speaking game, choose two team leaders and give each leader a
copy of the past simple verbs list.
Have the leaders stand at opposite sides of the room, with the rest of the class in the middle.
Toss a coin to determine which team leader starts the game.
The winner of the toss chooses a verb from the list. The leader then thinks of a question that
will get an answer using the chosen simple past verb (the question can‘t contain any form of
that verb). The leader then asks the question to one of the students in the middle of the class.
If the chosen student answers correctly, using the simple past tense, that student comes over
to the leader and joins their team. This student becomes the new leader. The new and old
leaders can work together to think of the next question.
The teams take turns to play until there are no more players left in the middle of the room.
The team with the most students at the end of the game wins.
Example
The leader chooses the verb drove.
The leader calls on Darren and asks, ―Darren, how did you get to class today?‖
If Darren replies with a sentence containing drove, such as ―I drove," or ―My friend drove me,‖
he joins that leader‘s team.
If he replies with a different verb—for example, ―I came by car,‖ or ―I walked," or if he uses

any other tense, such as ―I was driving to school today,‖ he has to stay in the middle of the
room.
Then the other team takes their turn.

What did you do last night?

Divide the class into small groups. Give each group a set of picture cards and put them in a pile face
down. The picture cards show what the student did last night. Students take it in turn to pick up a card.
The other students have to try to guess what the student holding the card did last night. They use the
question form ―Did you…?‖ When a student guesses correctly, they keep the picture card. The student
with the most picture cards at the end of the game wins.
Past Simple Question Time

Student Cards
What When What When
Where Who Where Who
Why How Why How
Which What colour Which What colour
How many How much How many How much
What When What When
Where Who Where Who
Why How Why How
What When What When
Where Who Where Who
Why How Why How
Answer Cards
A new phone Last year I went home When I was 12
In a bungalow My girlfriend I went to the cinema My sister
Because I love you By train Because I like it On foot
The shorter one Orange The nice one Red, white and blue
3 A little 10 Just one bottle
Paul Last week A computer game Last night
At a party My father Thailand My teacher
Because I was hot By boat Because it was funny By car
I bought the blue Pink The big one Black and white
one
3000 Quite a lot Just 1 Not too much
Pizza A week ago Toast and coffee 2 years ago
In my pocket My best friend In a restaurant The doctor
Because I was scared By taxi Because I was By plane

hungry
I caught the 7:30 Green The cheaper one Blue
100 A lot 7 Too much

Past Simple Question Time

Before class, make one copy of the student cards for every six students in the class (cut each
copy of the sheet to create six identical boards). Copy and cut up one set of answer cards for
each group of six students. You will also need a paper bag for each group.
Procedure
Divide the class into groups of six students.
Give each player a student card and give each group one set of cut up answer cards in a
paper bag.
The object of the game is to make past simple questions that match the answers on the
answer cards.
Player one begins. He or she takes a card from the paper bag and reads it out.
The other players must try to make a past simple question using a question word or phrase
from their student card to which the word(s) read out from the card could be the answer.
The first player to do this correctly takes the card and answers places it over their question on
the student card.
For example, if 'pizza' is read out, a player could use WHAT from their student card and make
the question ‗What did you eat for dinner?'
In the event of two players asking a question at the same time, the other players can decide
which question is the best in terms of grammatical correctness or inventiveness.
Then it is the next player‘s turn to dip in the bag and read out an answer.
Once players have covered a space on their student card, they cannot use that question word
or phrase any more.
The winner is the player who fills in his or her student card first.
Do you remember? (Elementary)

Ask your classmates the questions below. Don‘t forget to ask follow-up questions such as
where, who, when, why, how, etc.
When did you last……………………………………………………………………………………….?
No Question When Additional
Information
1 … participate in an event or festival
2 … have a nightmare
3 … visit a beach
4 … have a meal at a posh restaurant
5 … kiss/show affection to someone
6 … get a present from someone
7 … fall in love
8 … do homework or an assignment
9 … donate something to people in need
10 … get very angry and lose your temper

Do you remember? (Intermediate)

Ask your classmates the questions below. Don‘t forget to ask follow-up questions such as
where, who, when, why, how, etc.
When did you last……………………………………………………………………………………….?
No Question When Additional
Information
1 … participate in a charitable activity
2 … have a cold
3 … attend a seminar or conference
4 … listen to a speech from a politician
5 … feel emotional
6 … face a challenging issue
7 … purchase new clothes
8 … do something stupid
9 … donate something to people in need
10 … receive unfair judgment

Do you remember?
This activity can be used as an ice breaker or warm-up activity. It is a good introduction
activity to practice talking about past events.
There are two worksheets. The elementary worksheet can be used with younger lower-level
students, and the intermediate sheet can be used with higher-level students or adults.
Procedure
Write a question on the board using the structure from the worksheet.
For example:
When did you last watch a movie at the cinema?
Ask various students for their answers and ask follow-up questions.
What did you see?
Was it a good movie?
When did the movie start?
Who did you go with? Etc.
Correct any grammar mistakes in their answers and check their understanding of the question
structure.
Explain that they are going to ask similar questions to their classmates.
Give out the worksheet and demonstrate the first question with a student. Remind the
students that they must ask for additional information by asking follow-up questions, e.g.
what, where, when, why, how, etc.
After the activity, have a class feedback session. Ask the students to share any interesting
facts or information that they think is worth sharing with the class.
Present Perfect © 2013 – Teach-This.com
Find someone who has…

Walk around the classroom and ask questions using the present perfect tense “Have
you ever…?”
Example: Have you ever had a problem with your teacher?
If someone answers, “Yes, I have,” you write their name on the line provided below and
ask follow-up questions, e.g. Where, When, Why? Etc.
Find a different student for each sentence.
1. ____________ has had a problem with a teacher.
2. ____________ has driven a motorcycle.
3. ____________ has been on TV.
4. ____________ has had a trip on an airplane.
5. ____________ has seen a ghost.
6. ____________ has broken a bone.
7. ____________ has had their heart broken.
8. ____________ has been in a car accident.
9. ____________ has seen someone famous.
10.____________ has performed on stage.

Have you ever…?

TEAM A – VERB CARDS
go fly drink win lose
give make buy take see
break sleep drive have swim
touch sing ride meet watch
TEAM B – VERB CARDS
visit find write take cook
eat fall go lose watch
feel hear break talk drink
meet travel see run feel

Have you ever…?

Explain to the students that they are going to play a card game, but before they play, they
have to prepare some questions.
Divide the class groups of four. Then divide the students into pairs. Give each pair in the
group one set of verb cards. Go through the past participles of the verbs and write some
example questions on the board.
Examples:
make – made write - written
Have you ever made a fire? Have you ever written a love letter?
Have the pairs write a question for each verb. Tell the students the questions should not be
too simple or easy to answer. Go around and help the students if necessary.
When all the groups have finished, explain how to play the game.
Each team puts their cut-up cards face down in a pile in front of the other team. Teams take it
in turns to play.
Team A start and pick up one of team B‘s verb cards from the top of the pile. Team B then
asks one of the players on team A the corresponding ―Have you ever …?‖ question from their
prepared list of questions.
The chosen player from the team A must answer, ―Yes, I have,‖ regardless of whether it‘s true
or not. Team B then asks three follow-up questions. After the three questions have been
asked Team B decide if the player‘s answer is true or false.
The player then reveals the truth. If Team B is correct, they win a point. The team with the
most points at the end of the game wins.
The teacher can give an example from the written questions on the board.
Example:
Teacher: Have you ever made a fire?
Student: Yes, I have.
Teacher: Where did you make a fire?
Student: At a campsite.
Teacher: Why did you make a fire?
Student: Because I was cold.
Teacher: How did you make a fire?
Student: With some wood and a lighter.
Teacher: Hmmm. I think that‘s true.
Student: No, it‘s false. No points for you teacher.
Deception
Write down twelve present perfect sentences about things that you have and haven't done in
your life using the verbs in the box. Some of the sentences should be true and some should
be false.
meet find try play see ride take visit be do eat make
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. _______________________________________________________________________
8. _______________________________________________________________________
9. _______________________________________________________________________
10. ______________________________________________________________________
11. ______________________________________________________________________
12. ______________________________________________________________________
TRUE FALSE
Deception
This fun guessing game teaches students how to use the present perfect to talk about
experiences.
Procedure
Hand out a copy of the worksheet to each student.
Tell the students to write down twelve present perfect sentences about things that they have
and haven't done in their lives using the verbs in the box.
Explain to the students that some of the sentences should be true and some should be false.
The students should try to write sentences that will be hard to guess.
When all the students have finished, ask them to cut out their true and false cards.
Next, split the class into groups. Each group will play against another group.
The groups playing against each other must have the same number of group members.
Groups of three or four work best.
Give one piece of paper to every two groups to keep score.
The two groups sit opposite each other. They then decide which student will go first. This
student reads one of his or her sentences.
Then, the opposing group's players each put down a true or false card depending on whether
they think the statement true or not.
Then, the student reveals the answer. The opposing group gets one point for each correct
guess.
Then, the other group says one of their sentences and so on.
This continues back and forth with one group giving a sentence and the other group guessing
whether it is true or false, until all the sentences have been used up.
The winning team is the one with the most points at the end.
Love Story
1. I MET MUM HIM AGO TWO MONTHS HIS SISTER AND
2. ME HE I HIM I FANCIED LIKED REALISED TOO REALLY AND
3. FIRST MET MY FRIEND SINCE HE BEEN 'S WE
4. MORE WE HAVE AND MORE EACH OTHER BEEN SEEING
5. KIND BEEN SO AND GENTLE HE UNDERSTANDING HAS
6. TOGETHER SEVERAL TRIPS 'VE BEEN WE ON
7. THERE MINDS SO HE MUCH IF TO TELL YOU BUT 'S I HAVEN ASK HIM
8. WELL ACTUALLY WHAT NO WE HAVEN‘T THINKING YOU MUST BE DONE
9. UP TRADITIONALLY VERY HE BROUGHT 'S BEEN
10. HOW CAN I PUT A CARDINAL IS THIS HIS DAD
11. GO TO BED ME REFUSED HE IS TO WITH
12. WEEKS TWO BEEN SINCE ENGAGED HAVE WE

Love Story
Divide the class into teams of three. Tell them they are going to play a present perfect
grammar game and read a love story at the same time.
Students start with the first sentence on their sheet. They have to sort out the jumble words
and make a sensible sentence, adding any necessary punctuation. The first team to call out
the unjumbled sentence wins the points.
Three points will go to the correct team.
Teams that shout out a wrong answer will lose one point.
Tell the students that in addition to being jumbled, three out of the thirteen sentences contain
grammar mistakes.
A team that spots a grammar mistake will get three more points, if they can put it right they
get an additional two points.
A team that sees a mistake where there isn‘t one loses one point.
(Sentences 7, 11 and 12 are the wrong ones.)
If everybody is stuck, then help them by giving the first three words of the sentence in the
right order.
The team with the highest score at the end wins.
Some sentences have other possible correct orders, which the students may come up with.
Answers
1 Mum, I met him and his sister two months ago.

2 I really fancied him, and I realised he liked me too.
3 He's been my friend since we first met.
4 We have been seeing each other more and more.
5 He has been so kind, gentle and understanding.
6 We've been on several trips together.
7 There's so much to tell you, but I haven't asked him if he minds.
8 Well, actually, no, we haven't done what you must be thinking!
9. He's been brought up very traditionally.
10 How can I put this ... his Dad is a cardinal.
11 He has refused to go to bed with me.
12 We have been engaged for two weeks.
(Sentences 7, 11, 12 have been corrected in bold)

Present Perfect Speculation

Working alone, try to guess how many people in your group have done the various
things below. Write your guesses in the column marked How many?
Now work as a group and take it in turns to ask each other "Have you ever...?"
questions to find out the exact number who have done each activity. Write this
number down in the column marked Correct.
Based on the results, fill in the missing words in the sentences below. Choose from
the following:
All of us/Everyone Most of us Some of us Only a few of us

Hardly any of us None of us/No one
How many?
Correct
1 ______________________ has/have stayed up all night. ____________
2 ______________________ has/have eaten goat‘s cheese. ____________
3 ______________________ has/have had a pen friend. ____________
4 ______________________ has/have made a speech in public. ____________
5 ______________________ has/have smoked a pipe or cigar. ____________
6 ______________________ has/have driven a car really fast. ____________
7 ______________________ has/have failed a test or an exam. ____________
8 ______________________ has/have been in hospital. ____________
9 ______________________ has/have visited China. ____________
10 _____________________ has/have been seasick. ____________
11 _____________________ has/have travelled by airplane. ____________
12 _____________________ has/have been to a circus as a child. ____________
13 _____________________ has/have broken a bone. ____________
14 _____________________ has/have climbed up a mountain. ____________
15 _____________________ has/have sent back food at a restaurant. ____________
16 _____________________ has/have made a personal call from work. ____________

Present Perfect Speculation

Procedure
Divide the class into groups of 5-6 students and give each student a copy of the worksheet.
Working alone, students try to guess how many people in the group have done the various
things. They write their guess in the column marked How many?
They now work as a group and take it in turns to ask each other "Have you ever...?" questions
to find out the exact number who have done each activity. They write this number down in the
column marked Correct.
They now fill in the missing words All of us, Some of us, etc. in front of each statement, based
on their results.
As a follow-up, go through the twenty statements with the whole class, taking it in turns to ask
students from the various groups to read out what they have written.
Future Tense © 2013 – Teach-This.com
Chairs of the Future

This activity is useful for reviewing the three future forms.
Have three chairs spaced out in front of the class:
Present continuous Going to Will
Label each chair with the present continuous, going to and will. Tell the students that each
chair represents one of the grammatical forms.
The teacher may wish to give an example by sitting in each chair and making a sentence.
Examples:
I'm meeting my friend tonight.

We‘re going to the cinema.
Then we‘ll probably have something to eat or drink.
The teacher then invites students to come and sit in a chair and say a sentence. The students
come up one by one, sit in a chair, and make a sentence. The teacher should ask concept
questions to the student to make they are sitting in the correct chair.
Example:
Student: I‘m playing computer games tonight.

Teacher: Have you fixed a certain time to play? Are you sure you won‘t change your mind?
If their answers show they‘re sitting in the wrong place, move them to the right chair and get
them to come up with the correct sentence, e.g. I‘ll probably play computer games tonight.
Make sure the students are choosing different chairs by introducing the rule that no chair can
be used more than twice consecutively.
What's in the bag?

This is a simple speaking game for your students to practice talking about future
arrangements using "going to."
You will need a bag to play this game.
Procedure
Have the students sit in a circle.
Tell the class that they have to pass a bag around from student to student. The student who
receives the bag has to look in it and invent something that could be in the bag.
The student who has just passed the bag asks the person with the bag.
―Why have you got a ... in your bag?‖
This student then has to think of an appropriate reply with I'm going to.
For example:
Student 1: passes the bag to Student 2

Student 2: looks in the bag "Why have you got a monkey in your bag?"
Student 1: "I'm going to take it to the zoo."
Student 2: then he/she passes the bag to Student 3, and so on, around the class.
Emphasize that the students should try to think of something unusual or bizarre inside the
bag. This will make it harder for the other students to think of a reason for having it in their
bag.
Students are out of the game if they can‘t think of an appropriate reason or they take too long
to reply. General formulas such as I‘m going to sell it or I‘m going to throw it away are not
allowed.
Play a trial round first to give everybody a chance to get used to the game.
Will – Predicting the Future
Think for a few minutes about your partner’s future. Then, put a tick or cross next to
each statement. If you put a tick, write down a reason why at the bottom of the page.
Then tell your partner your predictions. Were you right or wrong?
I think you will ... /X
... travel around the world. _______
... buy a plane ticket next year. _______
... go overseas to study. _______
... get an ‗A‘ for this course. _______
... go overseas on holiday next year. _______
... cut your hair next week. _______
... get married within 5 years. _______
... eat Japanese food tonight. _______
... get a part-time job this year. _______
... become rich. _______
... ______________________________ (your idea) _______
... ______________________________ (your idea) _______
... ______________________________ (your idea) _______
Why do you think so? Total Correct Predictions

Because ...
A Week in my Country
Imagine you have invited some English speaking friends of yours to spend a week in your
country during the summer. This is the first time they will have visited your country, so you
want to give them a good time and show them as much as possible. Work in small groups,
discuss and decide on a holiday itinerary for you and your English-speaking friends.
Make plans for: what you will do, where you will go, what you will see, what food you will eat,
etc.
Morning Afternoon Evening
Arrive at the airport at

Day 1 9am.
Day 2
Day 3
Day 4
Day 5
Day 6
Depart from the airport

Day 7 at 10pm.
When you have finished, present your holiday plans to the class.
Going to or Will
Decide what is happening in each sentence, e.g. an unplanned decision, first conditional,
plans, offers, promises, predictions / opinions.
Then complete the gaps with going to or will + verb. Use contractions.
1. A: Have you decided what to do on Saturday night?

B: Yes, we‘ve got tickets for the cinema and after that we __________________
dinner at that new Italian restaurant. (have)
2. A: I‘ve had a terrible day today.

B: Sit down, I ___________________ you a cup of tea. (make)
3. A: Who do you think __________________ the World Cup? (win)

B: I don‘t know, but England __________________ it. (not win)
A: I think Germany __________________ it again. (win)
4. A: Please remember to turn off the lights before you leave.

B: Don‘t worry, I promise I __________________. (not forget)
5. A: Which bus __________________ you __________________? (catch)

B: The 5.30 bus. If it arrives on time, I __________________ home at 7.00. (be)
6. A: Would you like a cup of tea or coffee?

B: I __________________ a cup of coffee please. (have)
7. A: What are Kate‘s plans for the summer?

B: Well, first she __________________ with a friend in Thailand (stay), and then she
__________________ to Vietnam. (go)
8. A: What __________________ you __________________ if he doesn‘t phone? (do)

B: I __________________ him. I haven‘t got his phone number. (email)
9. A: How much is this shirt?

B: $14.99.
A: Fine. I __________________ it. (take)
10. A: What __________________ tonight? (do)

B: Well, if I finish work early I __________________ probably __________________
to the pub. (go)
Going to or Will
Make one copy of the worksheet for each student.
Procedure
Review will and going to on the board. Remind the students we use will for offers, promises,
unplanned decisions, predictions / opinions, the first conditional, and we use going to for
plans. Write up some example sentences on the board.
Give each student a copy of the worksheet.
Tell the students to first decide what is happening in each sentence, e.g. an unplanned
decision, first conditional, plans, etc.
Students then complete the sentences with will or going to.
Answer key
1. we’re going to have dinner at that new Italian restaurant. (plans)
2. I'll make you a cup of tea. (offer)
3. A: Who do you think will win the World Cup?

B: I don‘t know, but England won't win it.
A: I think Germany will win it again. (predictions/ opinions)
4. I won’t forget (promise)
5. A: Which bus are you going to catch? (plan)

B: The 5.30 bus. If it arrives on time, I'll be home at 7.00. (promise)
6. I’ll have a cup of coffee please. (unplanned decision)
7. She’s going to stay with a friend in Thailand, and then she’s going to go to Vietnam.
(plans)
8. A: What will you do if he doesn‘t phone? (first conditional)

B: I'll email him. (unplanned decision)
9. A: Fine. I’ll take it. (unplanned decision)
10. A: What are you going to do tonight? (plans)

B: I’ll probably go to the pub. (first conditional)
LIFE IN THE YEAR 2050

Look at the sentences below and put one of the following expressions in the gaps.
will will probably might might not probably won't won't
In the year 2050 ... Does the group

agree?
1. ... people ...................... live on the moon.
2. ... there ........................ be more pollution than there is now.
3. ... there ......................... be drones instead of police officers.
4. ... whales ............................. be extinct.
5. ... people .......................... travel to other planets on holiday.
6. ... life ........................... be more enjoyable than it is now
7. ... students ........................... do all their lessons on the Internet.
8. ... earth ............................ be visited by aliens.
9. ... everyone ........................... watch less TV than they do now.
10. ... the ice caps ............................. have melted.

Life in the Year 2050

Procedure
Distribute a copy of the worksheet to each student. Check students understand that all the
sentences relate to the year 2050.
Students work individually, and choose a word or expression of probability from the box to
complete each gap.
Put students into groups of three or four.
Students tell each other what they have written for each point, giving reasons for their
answers.
Students should discuss any differences of opinion they have and come to a consensus for
each point.
When they have reached agreement, each student should write Yes or No in the second
column on the worksheet, depending on whether the group agrees with their original opinion
or not.
Each group shares their ideas with the whole class, giving reasons for their answers.
The Long Weekend

Times Saturday Sunday Monday
Morning
Lunch
Afternoon
Dinner
Evening
It's a long weekend! Choose seven activities below and write them into your calendar.
Playing a game of ..... Working out at the gym
Going to the pub Going bowling
Playing computer games Meeting friends/family members
Relaxing at home Going clubbing
Going shopping at ...... Studying ......
Going to a concert to see ...... Playing (a sport) ......
Going to the park Watching TV/movies at home
Going to (a place) ...... Visiting .......
Going to the cinema to watch ...... Having breakfast/lunch/dinner at ......
Sleeping in late Going cycling
Now, ask a different classmate to join in each activity.

If they agree, write their name in your calendar next to the activity. If someone asks you do
something and you are free, write their name and the new activity into your calendar.
Useful Language
Would you like to play tennis
I'm visiting a temple. with me on Monday afternoon?
Would you like to come?
What are you doing

on Saturday afternoon?
Sorry, I'm busy then.
What are you doing I'm going bowling
for lunch on Sunday? Nothing, I'm free. with John.
The Long Weekend

In this teaching activity, students use the present continuous to talk about definite plans in the
future. Students also practice making arrangements, inviting, accepting and refusing.
Procedure
Go through the use of the present continuous for definite plans with the class. Ask the
students what their plans are for the weekend. Encourage the students to use the present
continuous in their responses.
Pre-teach how to make arrangements, invite someone to do something and refuse and
accept invitations. There is some useful language at the end of the worksheet. However, you
may wish to go through some more examples with students before you start the activity.
Give each student a copy of the worksheet and explain that there is a long weekend coming
up.
Tell the students to choose seven activities to do over the long weekend. The students then
write the activities into their calendar.
When they have finished, explain to the students that they must try to find a partner for each
activity. Tell them that they must also get involved in other activities and try to fill up their
calendar.
Students walk round the class making arrangements to do activities together. They practice
inviting other students to do things together as well as practice accepting and refusing
invitations.
Students should have a different name for each activity.
The student who manages to fill up their entire calendar is the winner.
After the students have completed the task, they can give some feedback to the class about
their plans.
You're going to ...
You're going to have an exam. You're going to do some exercise.
You're going to give a presentation. You're going to crash your car.
You’re going to ask your teacher a You're going to have a date.

question.
You're going to have a baby. You’re going to parachute from an

airplane.
You're going to go play football. You’re going to dive into a swimming

pool.
You're going to have a driving test. You’re going to fall off a ladder.
You’re going to get on a bus. You’re going to get into bed.
You’re going to eat a delicious meal. You’re going to ski down a mountain.
You’re going to climb a mountain. You’re going to run in a race.

You're going to ...

In this speaking activity, students mime the actions leading up to something they are going to
do. Teams watch their mime and try to guess what they are going to do.
Before class, make one copy of the worksheet and cut it up as indicated.
Procedure
Choose one of the mime cards and mime the actions you would do in preparation for the
action marked on the card, but don't do the action itself. Stop just before the action and ask
the class "What am I going to do?" Let the students guess using the phrase: You're going to...
Divide the class into teams of five to eight.
Tell the students that they are going to take it in turns to do similar mimes for the other
students to guess.
Decide which team is going to play first and ask them to choose a student to do the first
mime. Remind them they must stop just before the action and say, "What am I going to do?"
Give the first player a mime card and explain to the class that, when he or she freezes, only
the members of his or her team are allowed to call out a guess at first.
Team members should consult before guessing. If his or her team does not guess the action
correctly, the other teams are allowed to guess.
Teams score one point for a correct guess.
Continue until all the mime cards have been used. The team with the highest score is the
winners.
If you think your students may be embarrassed to mime in front of the whole class, let them
do the activity in groups.
Modal Verbs © 2013 – Teach-This.com
Ability Bingo
Walk around the classroom and ask your classmates if they can do the things on the Bingo
Card.
Ask yes/no questions using can, e.g. ―Can you wiggle your ears?‖
For boxes with can, find a classmate who answers ―Yes, I can.‖ Write that student‘s name in
the appropriate box and if possible ask them to demonstrate their ability. For boxes with can’t,
find a classmate who answers ―No, I can‘t.‖ Write that student‘s name in the appropriate box.
The first student to have five names in a row, vertically , horizontally, or diagonally,
wins.
Ability Bingo Card
Can wiggle Can speak Can play Can whistle Can name 3
his /her ears 3 languages chess the Happy countries
Birthday in Africa
song
Can play a Can bake Can name 3 Can run 100 Can play
stringed a cake countries in meters in 15 wind
instrument South seconds instrument
America
Can't say a Can tell a Can make Can stand Can play
tongue joke an on golf
twister in English origami bird his / her
head
Can eat with Can swim Can ride a Can spell the Can say the
chopsticks motorbike capital of alphabet
Vietnam backwards
Can spell the Can hold his Can hop Can ice Can ride a
teacher's /her breath backwards skate Skateboard
last name for 45 on one foot
seconds
Can & Can't

Write 'I can' or 'I can t' in the blanks.
_______________ play the guitar.
_______________ swim.
_______________ climb a tree.
_______________ speak French.
_______________ fly.
_______________ run fast.
_______________ make toast.
_______________ play chess.
_______________ sing well.
_______________ skate
_______________ play football.
_______________ fly a kite.
_______________ speak English.
_______________ make cookies.
_______________ play the piano.
_______________ ride a bicycle.
_______________ ski.
_______________ scuba dive.
_______________ dance.
_______________ whistle.
David's Day
David has a lot of things to do today. On his desk are some items he needs to achieve today's
tasks.
The following items are on his desk. What has he got to do?
Items
1. an ATM card
2. a shopping list
3. some letters
4. a dentist appointment card
5. a dry cleaning ticket
6. an electric bill and a gas bill
7. a rental DVD
8. a broken cup and some super glue
Use these words:
post go get mend collect pay buy take back
letters food dentist dry-cleaning money cup DVD
Write sentences about what David has to do.

1. He has to get some money.
2.
__________________________________________________________________________
3.
__________________________________________________________________________
4.
__________________________________________________________________________
5.
__________________________________________________________________________
6.
__________________________________________________________________________
7.
__________________________________________________________________________
8.
__________________________________________________________________________
Now, write about what you have to do today using have to.
__________________________________________________________________________
__________________________________________________________________________
Where is it?
In pairs, write five sentences using modal verbs of obligation and prohibition to describe the
place on your card.
You must... / You mustn't...

You should... / You shouldn't...
You have to... / You don't have to...
Example – a road accident
1. You must remain calm.

2. You should check if everyone is ok.
3. You mustn't forget the details.
4. You should call the police.
5. You have to call your insurance company.
Don‘t make your sentences too easy to guess and try not to use words that relate to the
place.
Keep your card and sentences secret.
Each pair will present their sentences to the class.
The class will try to guess the place.
_________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Where is it?
Places - Give one card to each pair of students.
1. on a bus 2. in a temple
3. in a classroom 4. in a museum
5. at a petrol station 6. in a library
7. on an escalator 8. on a plane
9. in a bank 10. in an exam
11. in a pub 12. at a beach
13. at a football game 14. in a swimming pool
15. in a cinema 16. at a funeral

Should and Shouldn’t for Obligation and Prohibition

Circulate and ask for your classmates‘ opinions on what people should and shouldn‘t do, and
fill in the survey below with the results. Mingle and ask yes/no questions with should, e.g.
―Should people eat meat?‖ You can only have the same classmate‘s name twice.
Should Survey
FIND SOMEONE IN THE CLASS WHO BELIEVES… NAME
1. people shouldn't eat meat. ________________
2. mothers of young children shouldn't work outside the home. ________________
3. teenaged boys and girls should go to separate schools. ________________
4. you should tell the teacher if your friend is cheating on a test. ________________
5. people over 70 years old shouldn't be allowed to drive. ________________
6. a person shouldn't borrow money from friends. ________________
7. men shouldn't cry. ________________
8. a man and a woman should live together before they marry. ________________
9. people should be 21 years old before they're allowed to drive. ________________
10. young people should live with their parents until they marry. ________________
11. people should be allowed to carry guns for self-protection. ________________
12. gambling should be legal. ________________
13. a man should be present when his wife gives birth. ________________
14. teens shouldn't have their own mobile phones. ________________
15. schools should have a dress code. ________________

10 Rules for English Class
Work in pairs. Make a list of ten rules for your English class using modal verbs of obligation
and prohibition.
You must... / You mustn't...

You should... / You shouldn't...
You have to... / You don't have to...
Also, explain why we need these rules.
Example
You must arrive to class on time, so you do not disturb everyone studying.
1._________________________________________________________________________
__________________________________________________________________________
2._________________________________________________________________________
__________________________________________________________________________
3._________________________________________________________________________
__________________________________________________________________________
4._________________________________________________________________________
__________________________________________________________________________
5._________________________________________________________________________
__________________________________________________________________________
6._________________________________________________________________________
__________________________________________________________________________
7._________________________________________________________________________
__________________________________________________________________________
8._________________________________________________________________________
__________________________________________________________________________
9._________________________________________________________________________
__________________________________________________________________________
10.________________________________________________________________________
__________________________________________________________________________
Pairs will read out their rules to the class.
Likes and Dislikes © 2013 – Teach-This.com
Favourites - Find Someone Who…
What’s your You Who has the

favourite…? same answer?
Food
Holiday destination
School subject
Football team
Shopping center
Foreign country
Movie
Band or singer
Type of music
My Favourites
Fill in the blanks with your favourites.
My favourite place is ………………………………………………………………………….

My favourite story is …………………………………………………………………………..
My favourite person is ………………………………………………………………………..
My favourite game is ………………………………………………………………………….
My favourite song is …………………………………………………………………………..
My favourite website is ……………………………………………………………………….
My favourite school subject is ……………………………………………………………….
My favourite animal is ………………………………………………………………………...
My favourite colour is …………………………………………………………………………
My favourite number is ……………………………………………………………………….
My favourite book is …………………………………………………………………………..
My favourite country is ……………………………………………………………………….
My favourite time of the day is ……………………………………………………………….
My favourite language is ……………………………………………………………………..
My favourite article of clothing is …………………………………………………………….
My favourite flower is …………………………………………………………………………
My favourite sport is …………………………………………………………………………..
My favourite musical group is ………………………………………………………………..
My favourite movie is …………………………………………………………………………
My favourite actor is …………………………………………………………………………..
My favourite actress is ………………………………………………………………………..
My favourite day of the week is ……………………………………………………………..
My favourite season is ……………………………………………………………………….
My favourite fruit is ……………………………………………………………………………
My favourite food is …………………………………………………………………………..
My favourite drink is ………………………………………………………………………….
With a partner, practice asking and answering questions about your favourite things.
Example: What is your favourite colour?
My favourite colour is blue.
Cupid's Dating Agency

Men Cards
Client A Name: ......................................... Client B Name: .........................................
I’m very keen on .................. I’m mad about ......................

and ..................................... I and I really like .....................
also love ............................... I think ....................... is very
and I really enjoy ................. interesting, but I find ..........
I think .................................... ................ incredibly boring.
is very relaxing, and I don’t I don’t mind ................... but I
mind ...................................... absolutely loathe ..................
but I really hate ....................
Client C Name: ......................................... Client D Name: .........................................
I really like ..................... and I love ............................... and

.......................... and I’m very ..................................., and I’m
keen on .................................. very interested in ...................
I think ............... is good fun, I really enjoy ...........................
and I quite like ....................... and I quite like ........................
I don’t mind ..........................., as well. I don’t mind ...............,
but I can’t stand .................... but I absolutely loathe .............
Client E Name: ......................................... Client F Name: .........................................
I’m crazy about ..................... I’m mad about ..........................

I also like ....................... and and I also enjoy .......................
............................... I also find and ..................... I find .............
......................... very relaxing. very interesting, and I like
I think .................. can be fun, ...................too. ..........................
but I don’t like ........................ can be really boring, and I can’t
and I really hate ..................... stand ...........................................

Women Cards
Client A Name: ......................................... Client B Name: .........................................
I don't really like ..................... I really enjoy ........................

but I love .................................. and ..............................., and
I’m also very interested in I find .............................. very
................... and ....................... interesting. I’m also keen on
I find ........................ relaxing, ............................. and I quite
but I loathe ...................... Oh, like ....................... too. I think
and I’m crazy about ................ ............................ is good fun,
but I really hate......................
Client C Name: ......................................... Client D Name: .........................................
I like ........................................ I’m very keen on ...................

and ................................., but I and I love ............................ at
can’t stand ............................... the weekends. I also really like
I’m mad about .......................... .......................................... and
and I really enjoy...................... I think ............................. can
I think ................................. can be great fun, and I don’t mind
be very boring, and I absolutely .............................., but I can’t
loathe ........................................ stand........................................
Client E Name: ......................................... Client F Name: .........................................
I’m very keen on ...................... I’m mad about ..........................

and I also really like ................. and I really like .........................
I find ....................very relaxing, as well. I think...........................
and I quite like .......................... can be fun, and I also enjoy
and ....................... I don't mind ...................... and ......................
.......................... but I really hate I don't really like ........................
.......................... and I find.....................................
incredibly boring.

Before class, make one set of six Cupid's Dating Agency cards either men or women for each
pair of students. Make sure there are equal sets of men and women cards.
Put students into pairs (or groups of three). You must have an even number of pairs or groups
for this activity.
Check that students understand the concept of a dating agency, and review the language for
expressing likes and dislikes.
Give each pair/group a set of six Cupid's Dating Agency cards.
Give half the number of pairs/groups the Men set of cards, and the other half the Women set.
Tell students to look at the pictures on the cards and fill in the profile with information that they
think suits the person‘s character.
Group each pair that has men cards with a pair that has women cards.
Students tell one another about the people on their cards, then the whole group decides who
should go on a date with who, based on the information in the profile.
Students should pair up all the men and women if possible, and give reasons for their
decisions.
Students tell the whole class about their most promising dates.
Do you like...?
Student A - Work with a partner. Take it in turns to ask and answer questions about your likes
and dislikes. Make a note of whether your partner likes/dislikes the following:
1. where he/she lives ___________________

2. this town/village ___________________
3. the leader of his/her government ___________________
4. the place where he/she works/studies ___________________
5. chatting online ___________________
6. sending emails ___________________
7. eating Chinese food ___________________
8. going for long walks ___________________
9. getting up late at weekends ___________________
10. watching horror films ____________________
When your partner asks you questions you can answer:
I love it/them. not very much.

Yes, very much. No, not really.
I quite like not at all.
it/them.
When you have both finished, tell the class a few things about your partner, e.g. Kate loves
where she lives, and she quite likes sending emails. However, she hates going for long walks,
etc.
_________________________________________________
Student B - Work with a partner. Take it in turns to ask and answer questions about your likes
and dislikes. Make a note of whether your partner likes/dislikes the following:
1. modern art ___________________

2. watching football ___________________
3. camping ___________________
4. learning English ___________________
5. playing team sports ___________________
6. being with old people ___________________
7. driving/cycling ___________________
8. eating spaghetti ___________________
9. the weather in his/her country ___________________
10. doing the ironing ___________________
When your partner asks you questions you can answer:
I love it/them. not very much.

Yes, very much. No, not really.
I quite like not at all.
it/them.
When you have both finished, tell the class a few things about your partner, e.g. Tom hates
modern art, and he doesn‘t really like cycling. However, he loves eating spaghetti, etc.
Do you like...?
Students take it in turns to ask and answer questions about likes and dislikes. They reply
using different Yes/No phrases (Yes, very much. No, not at all, etc.). After that, the students
make statements about what their partner likes and dislikes, which they present to the class.
Copy and cut out the handouts for Student A and Student B.
Divide the class into pairs - A and B. Give each student a copy of the appropriate handout.
Have the students sit down facing each other, make sure the students hide their handout from
their partner.
Explain that the students must ask "Do you like...?" questions using the list 1 to 10. Give
some examples on how to construct the questions on the board.
Students must write their partner's answers in the spaces provided.
When all the students have finished, they tell the class a few things about their partner.
Likes & Dislikes

Student A
Positive  Negative 
Yes, I love… (100%) No, I don‘t like really like… (40%)

Yes, I really like… (90%) No, I don‘t like ………… very much (30%)
Yes, I like… (75%) No, I don‘t like … (25%)
Yes, I kind of like…(60%) No, I hate … (0%)
Do you like… Write your partner‘s answers below
1. surfing the internet? _______________________________________________
2. swimming? ______________________________________________________
3. dogs? __________________________________________________________
4. studying English? _________________________________________________
5. going to the zoo? _________________________________________________
6. visiting relatives? _________________________________________________
7. shopping? _______________________________________________________
8. listening to dance music? ___________________________________________
9. meeting new people? ______________________________________________
10. going to the dentist? ______________________________________________
11. babies?________________________________________________________
12. getting up early? _________________________________________________
13. being on your own? ______________________________________________
14. spicy food?_____________________________________________________
15. ……………………….? ____________________________________________

Likes & Dislikes

Student B
Positive  Negative 
Yes, I love… (100%) No, I don‘t like really like… (40%)

Yes, I really like… (90%) No, I don‘t like ………… very much (30%)
Yes, I like… (75%) No, I don‘t like … (25%)
Yes, I kind of like…(60%) No, I hate … (0%)
Do you like… Write your partner‘s answers below
1. playing computer games? __________________________________________
2. getting up late? ___________________________________________________
3. doing homework? _________________________________________________
4. studying English? _________________________________________________
5. going to the zoo? _________________________________________________
6. playing badminton? _______________________________________________
7. talking on the phone? ______________________________________________
8. listening to pop music? _____________________________________________
9. cleaning your room? _______________________________________________
10. going to clubs?__________________________________________________
11. fishing? ________________________________________________________
12. hot weather? ____________________________________________________
13. new challenges? _________________________________________________
14. watching movies? ________________________________________________
15. ……………………….? ____________________________________________

Likes & Dislikes

This activity is for asking about likes and dislikes, and replying by expressing degrees of
feeling.
Procedure
Students work in pairs A and B.
First of all, each student creates their own ―Do you like…‖ question in number 15.
Then, student A asks the first ―Do you like…‖ question to student B.
Student B answers using one of the eight expressions at the top of his or her sheet.
Student A writes student B‘s answer in the third person, next to the question number one.
Example:
Student A: Do you like fishing?
Student B: No, I don‘t like fishing very much.
Student A writes, e.g. Tom doesn‘t like fishing very much.
After that, student B would ask a question number one and so on, until all the questions have
been asked.
Extension
When the activity has finished, student A would pair with another student A and student B
would pair with another student B.
Then, each pair practices asking and answering questions in the third-person singular.
Example:
Does Tom like fishing?
No, he doesn‘t like fishing.
Stop Bugging Me!

Student A
Does it bother you when
people …
1 2 3 4 5 6 7 8
1. stop at the bottom of escalators?
2. kiss in public?
3. forget your name?
4. talk too loudly?
5. jump the queue?
6. call you early in the morning?
7. use your things without asking?
8. give out your phone number?
9. sniffle?
10. look at the time when you‘re talking?
11. are late?
12. cancel on you?
I hate it when people …

I can‘t stand it when people …
I could scream when people …
It really bugs me when people …
It drives me up the wall when people …
It gets on my nerves when people …
It makes me crazy when people …
It doesn‘t bother when people …
Stop Bugging Me!

Student B
Does it bother you when
people …
1 2 3 4 5 6 7 8
1. send you junk email?
2. crack their knuckles?
3. fold newspapers incorrectly?
4. don‘t turn off the lights?
5. always make excuses?
6. make a noise when you‘re sleeping?
7. ask your age?
8. don‘t return your things?
9. interrupt you when you‘re speaking?
10. drive too slowly?
11. talk during movies?
12. break their promises?
I hate it when people …

I can‘t stand it when people …
I could scream when people …
It really bugs me when people …
It drives me up the wall when people …
It gets on my nerves when people …
It makes me crazy when people …
It doesn‘t bother when people …
Stop Bugging Me!

This speaking activity teaches students to use common expressions of irritation.
Before the class, make one copy of the worksheets for each pair of students.
Procedure
Write the eight expressions of irritation from the worksheet on the board.
Explain the meanings of each response and give some examples of how these expressions
are used. Point out that there are stronger and weaker responses.
Do something annoying like scratching the board and ask a few students. Does it bother you
when I drag my fingernails across the board?
Have the students respond using the different phrases on the board.
Ask the students what other things bother them in their everyday life.
Divide the students into pairs and hand out copies of worksheet A and B.
Student A asks his or her partner the first "Does it bother you when people ...?" question.
Student B offers an appropriate response according to his or her degree of irritation.
Student A checks the appropriate box on his or her Worksheet.
Students take turns going through all of the questions.
For higher-level ability students, have them extend each question with a follow-up question,
e.g. What do you usually do when someone...?
Have the students report back to the class on their partner's irritations.
Talk for a Minute – Likes and dislikes

Divide the class into small groups. Each group should have two even teams. Each student takes
it in turns to play by talking for a minute about a certain topic. If they do this without hesitation,
they win a point for their team. If they hesitate, the other team can challenge, and continue for
the rest of the minute. If the challenging team finishes the minute, they get a point.
Someone Music you Talk about Talk about

you‘d like to like your favourite your favourite
meet listening to type of weather holiday destination
Your A place Talk about Another language

favourite you‘d love your hometown you‘d like
food to visit and why you like it. to learn
A movie you Jobs you don‘t Talk about a Talk about

think mind newspaper you a sport you
is great doing at home enjoy dislike
reading
A topic you Jobs you hate Talk about your A job you‘d
hate doing home like to have
talking about at home and
why you like it.
A sport you What you like Activities at The day of the

enjoy playing about home week
learning English you enjoy doing you like the most
Talk about a A car Talk about what Something you like

foreign you‘d like you doing at the
food you enjoy to buy like doing at the beach
weekend
Comparatives and Superlatives © 2013 – Teach-This.com
Comparative and Superlative Quiz
Put the words in the correct order. Then write a superlative and comparative sentence using
the adjective.
Example:
town, city, village – big
city, town, village. A city is the biggest. A town is bigger than a village.
1. goldfish, gorilla, human – intelligent …………………………………………………………….
……………………………………………………………………………………………………………
2. lane, motorway, road – wide ………………………………………………………………………
……………………………………………………………………………………………………………
3. plane, car, bicycle – fast …………………………………………………………………………..
…………………………………………………………………………………………………………...
4. baby, adult, teenager – old ………………………………………………………………………..
……………………………………………………………………………………………………………
5. gold ring, diamond ring, silver ring – expensive ………………………………………………..
……………………………………………………………………………………………………………
6. sea, ocean, lake – deep …………………………………………………………………………...
……………………………………………………………………………………………………………
7. tortoise, snail, chicken – slow …………………………………………………………………….
……………………………………………………………………………………………………………
8. mansion, apartment, house – large ………………………………………………………………
……………………………………………………………………………………………………………
9. giraffe, horse, elephant – tall ……………………………………………………………………..
……………………………………………………………………………………………………………
10. Nile river, Amazon river, Mekong river – long ……………………………………….....……..
……………………………………………………………………………………………………………
Comparative Cards
Give one set of jumbled up cards to each pair of students. The students look at the cards and then take it in turns
to put down a card and make a comparative sentence linking the cards together. This continues until all the cards
have been linked with different comparative sentences, e.g. A car is faster than a bus. A bus is bigger than an
elephant, etc. When the students have finished, they can write out the sentences they made.
an elephant a girl a car a bus
an old man a beach a city a baby
a glass of water a cheetah a cup of coffee a pizza
a mouse a sandwich a cat a ski resort
a jacket a bird a t-shirt a plane

Superlative Olympics
Split the class into two or three big teams. Each team will enter their best competitor in each
event. A different competitor must be chosen for each event. The teams will receive one point
for each event won. All team members must write the correct superlative sentence after each
event. The first team to do this wins an extra point.
Superlative Olympic Events
1. The longest hair__________________________________________________________
2. The best dancer__________________________________________________________
3. The biggest mouth________________________________________________________
4. The highest jumper________________________________________________________
5. The widest arm span_______________________________________________________
6. The fastest reader_________________________________________________________
7. The tallest student_________________________________________________________
8. The best singer___________________________________________________________
9. The smartest looking student________________________________________________
10. The student who can hold their breath the longest_______________________________
_________________________________________________________________________
Comparatives and Superlatives Card Game
How to play
Put the students into small groups of 3/4.
Place the topic cards facing up.
Jumble up the adjective cards and put them face down.
Each student in turn picks up an adjective card and chooses a topic. The student has to make
a comparative or superlative sentence using the adjective. The sentence must be related to
the topic.
Each student gets one point for each grammatically correct sentence.
If a student cannot make a sentence, the card goes to the next player and they try to make a
sentence for two points.
Play until all the cards have been used up.
Topic Cards
Sports Countries Transport
Music Films Jobs
Food and Drink People Places


Adjective Cards 1
Slow Fun Interesting
Good Spicy Well-paid
Popular Quick Skillful
Tasty Bad Expensive
Cheap Big Strange
Boring Exciting Fast


Adjective Cards 2
Dramatic Polluted Safe
Healthy Relaxing Hot
Crowded Difficult Smart
Polite Well-paid Noisy
Cool Varied Refreshing
Funny Stressful Easy

Superlative Media
Change each adjective to its superlative form, e.g. the most famous. Then complete each
sentence with your opinion. When you have finished, work in a small group of 3 or 4.
Tell your group members your opinion, e.g. I think the most famous band is Maroon 5.
The other students in your group agree or disagree with you and give their opinions based on
what they have written.
Useful language
 Agreeing – I agree / I think so too / That's so true / Absolutely / Exactly

 Disagreeing – I don't think so / I'm afraid I disagree / I beg to differ
 Questions – Who do you think is the most famous band?
Music
1. The ___________________ (famous) band is ...
2. The ___________________ (relaxing) music is ...
3. The ___________________ (exciting) dance music is ...
4. The ___________________ (good) female singer is ...
5. The ___________________ (good) male singer is ...
6. The ___________________ (bad) pop group are ...
7. The ___________________ (interesting) decade for pop music is / was ...
8. The ___________________ (great) pop group in the world is / was ...
TV and the Internet

1. The ___________________ (interesting) programme is ...
2. The ___________________ (bad) TV programme at the moment is ...
3. The ___________________ (funny) comedy on TV is ...
4. The ___________________ (interesting) presenter on TV is ...
5. The ___________________ (good) news website is ...
6. The ___________________ (popular) social networking website is ...
7. The ___________________ (popular) email is ...
8. The ___________________ (bad) search engine is ...
Cinema
1. The ____________________ (good) film I‘ve seen this year is ...
2. The ____________________ (bad) film I‘ve ever seen is ...
3. The ____________________ (sad) film I‘ve ever seen is ...
4. The ____________________ (exciting) film I‘ve ever seen is ...
5. The ____________________ (beautiful) film soundtrack I‘ve ever heard is ...
6. The ____________________ (interesting) film director is ...
7. The ____________________ (attractive) actor or actress is ...
8. The ____________________ (good) young actor or actress is ...
Superlative Strips
Divide the class into groups of four.
Give each group a set of cut up question cards.
Tell the students to place the cards face down on the table in front of them.
The students take it in turns to pick up a card and ask a question to someone else in the group.
At the end of the activity, each student should tell the class the most interesting thing they
found out.
What is the best thing that has ever happened to you?
What is the best film you have ever seen?
Who is the funniest person you know?
What is the most popular tourist attraction in your country?
What is the stupidest thing you have ever done?
What is the most difficult and least difficult thing about learning English?
Who is the most generous person you have ever met?
Who is the most attractive man or woman you have ever seen?
Which school subjects are/were you best and worst at?
What is the most embarrassing thing that has ever happened to you?
What is the quickest way to get over a cold?
Who is the cleverest person you know personally?

Who is the most influential person in history?
Who are some of the wealthiest people in your country?
When are you happiest?
What is the greatest scientific breakthrough ever?
What is the most you have ever weighed?
What is the fastest you have ever travelled by car?
What is the most daring thing you have ever done?
Which nationalities are the friendliest and least friendly?
What is the most frightening thing that has ever happened to you?
Who is your oldest relative?
Who is one of the most boring politicians in your country?
What is the most dangerous thing you have ever done?
What is the nicest meal you have ever eaten?
What is the closest you have ever been to being seriously injured?
What is your happiest memory of childhood?
What is the most enjoyable holiday or birthday you have ever had?
Food and Drink © 2013 – Teach-This.com
Food and Drink Habits

Find someone with
WHAT … You the same answer
/ eat for breakfast?
/ drink for breakfast?
/ eat for lunch?
/ drink with your

lunch?
/ eat for your dinner?
When …
/ have breakfast?
/ have dinner?
/ eat ice-cream?
/ eat junk food?
Where …
/ like to go out to eat?
/ like to have a picnic?
/ order food from?
/ usually have lunch?

Food and Drink Habits

This writing and speaking activity teaches students to talk about their eating habits. First,
students write about their own eating and drinking habits and then they find other students
with the same habits.
Procedure
Tell the students that they are going to ask and answer questions about food and drink. Ask
the students one of the questions from each category and write some of their answers on the
board. Go through the present simple question structure they will use.
For example:
What do you eat for breakfast? or What do you normally eat for breakfast?
Give a copy of the worksheet to each student.
Ask the students to write information about themselves in the column marked You.
When they have done this, ask them to go around the class asking and answering questions
to find people with the same answers. Tell the students that they must ask one another
questions, not read one another‘s worksheets.
When they find someone with the same answer in their You column, they put that person‘s
name in the Find someone with the same answer column.
Tell the students that they can only put the same name twice. This will encourage them to
speak to as many different partners as possible.
It is a good idea to also introduce the short answer ―So do I.‖
For example:
Student A: What do you eat for breakfast?

Student B: I eat toast.
Student A: So do I. (Students A and B write each other‘s name in the space provided.)
As a follow-up, ask the students to report back on the eating habits of the class.
Make a Menu
______________________________ Restaurant
Starter
1. _____________________________________ Price: _______________
Ingredients: ________________________________________________
2. _____________________________________ Price: _______________
Ingredients: ________________________________________________
3. _____________________________________ Price: _______________
Ingredients: ________________________________________________
Main Course
1. _____________________________________ Price: _______________
Ingredients: ________________________________________________
2. _____________________________________ Price: _______________
Ingredients: ________________________________________________
3. _____________________________________ Price: _______________
Ingredients: ________________________________________________
Dessert
1. _____________________________________ Price: _______________
Ingredients: ________________________________________________
2. _____________________________________ Price: _______________
Ingredients: ________________________________________________
3. _____________________________________ Price: _______________
Ingredients: ________________________________________________
Make a Menu
In this activity, students create dishes for a restaurant menu. Each dish comes with a
description of the ingredients and the price.
Procedure
Tell the students to begin their menu by thinking of a name for their restaurant.
Then, have the students complete the rest of the menu with dishes they like to eat. If you
have an imaginative class, you could ask the students to create new dishes.
When the students have finished, display their menus on the classroom wall for the other
students to see.
As an extension, you could arrange the students into groups of three, one student is the
waiter, and the other two students are the diners. Then, they can practice restaurant role-
plays using the menus they have created.
Talking about Food

Vocabulary and Expressions - The teacher or students can add more as desired.
apples ice cream meal

bacon lettuce hungry
banana meatballs canteen
bread milk cafeteria
broccoli pie delicious
cake potato restaurant
carrot noodles fast food restaurant
cereal tomato junk food
chicken tuna sandwich to take orders
cookies rice to wait to be seated
donuts steak taste
eggs spaghetti to cook
fish sweet tooth vegetarian
hotdog vegetable dessert
Questions and answers for practice
Guided questions for conversation (The teacher can add more questions as desired.)
The students are recommended to use the questions below as a guideline for their
conversations.
1. How many meals a day do you eat?

I have ______ (number) meals a day.
2. Do you usually eat / have breakfast?

Yes, I do / No, I don‘t.
3. What time do you have breakfast / lunch / dinner?

I usually have____________ (meal) at ______ (time).
4. Where do you eat breakfast / lunch / dinner?

I eat ____________ (meal) in / at _____________ (place).
5. What do you have for breakfast / lunch / dinner?

I have _______________ (food) for _____________ (meal).
6. What is your favorite food for breakfast / lunch / dinner?

My favourite food for ____________ (meal) is __________________ (food).
7. With whom do you usually have breakfast / lunch / dinner?

I usually have _____________ (meal) with _____________ (name of person).
8. Are you a vegetarian?

Yes, I am. / No, I‘m not.
9. Do you like eating fruits and vegetables? If so, what are they?
Yes, I do. I like _______________ (name of fruits/vegetables).
No, I don‘t.
10. Do you have a sweet tooth?

Yes, I do. / No, I don‘t.
11. Are you afraid of getting fat?

Yes, I am. / No, I‘m not.
12. How often do you eat at a restaurant /fast-food restaurant?

I _______________ (adverb of frequency) eat at a restaurant.
I _______________ (adverb of frequency) eat at a fast-food restaurant.
13. Do you sometimes fix / prepare your own meals?

Yes, I do / No, I don‘t.
Activity: Use the vocabulary, expressions, and questions above to talk with your partner
about eating.
A:
__________________________________________________________________________
B:
__________________________________________________________________________
A:
__________________________________________________________________________
B:
__________________________________________________________________________
A:
__________________________________________________________________________
B:
__________________________________________________________________________
A:
__________________________________________________________________________
B:
__________________________________________________________________________
What do you cook?

In pairs, write down all the food words you can think of that match with the different cooking
methods. Write all the words in the correct form. Example: Fry an egg. NOT Fry egg.
You will have 10 minutes to write as many words as you can. Then, you will exchange your
sheet with another pair to be marked. You will receive one point for each correctly formed and
spelt food word.
Grill Fry Boil Steam
Total Total Total Total
Grand Total =
At the Restaurant
Make a Restaurant Menu

Ask the students about the last time they had a meal in a restaurant. Ask them what they ate
and go through what different dishes you can find in restaurants.
Explain that the students are going to work in groups of three, and that they are going to
create their own menu. They can create a name for their restaurant and include prices if they
wish. Hand out the blank menu to each group.
Restaurant Dialogue
Tell the students they are going to practice ordering food in a restaurant using the menu they
have created.
Give out a copy of the restaurant dialogue to each group. There are two customers and one
waiter. Explain that the students should use the prompts to act out the restaurant situation.
Give the students time to study the flow chart.
Ask the students to create a dialogue from the prompts.
Explain to the students how to structure the conversation using polite requests.
Example:
Could/May/Can I have …?
I would like …
Would you like …?
Once each group has created and practiced their conversation. Have them act out their
dialogues in front of the class.
Extension
Have the students change roles, so they all get a chance to be the waiter.
Have the two customers stay sat at a table and have the waiters move around from group to
group practicing the dialogue.
Make a Restaurant Menu
______________________
Menu
Starters
________________________
________________________
________________________
________________________
________________________
________________________
Main Courses
________________________
________________________
________________________
________________________
________________________
________________________
Desserts
________________________
________________________
________________________
________________________
________________________
________________________
Restaurant Dialogue
Waiter Customers
Welcome the customers.
Bring the menu over.
Ask what drinks the customers would
like.
Order the drinks.

Read the menu.
Serve the drinks.

Ask what starter and main course the
customers would like.
Order different starters and main courses

and give back the menu.
Take down notes on the customer‘s

orders.
Go and get the food, and bring it to the
table.
Thank the waiter.

Comment on the food.
Ask if the customers would like desserts,

tea, or coffee.
Ask for different desserts and tea or coffee.
Take down notes on the customers'

order.
Go and get the desserts, tea or coffee,
and bring it to the table.
Thank the waiter.
Ask if the customers would like anything

else.
Ask for the bill.
Give the customers the bill.

Create a Dialogue from the Prompts

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Dining Out
1 2 3 4
Invite your guest Telephone the You arrive at the Offer your guest
to a restaurant Swan Restaurant restaurant. Refer a drink before the
one evening. to book a table to your booking. meal.
for two people.
5 6 7 8
Ask the waiter to Find out what Choose Order a starter,

explain a dish on starter and main something to main course, and
the menu. course your drink. Check the some wine for
guest would like. choice with your both of you.
guest.
9 10 11 12
Check your guest Offer your guest Ask the waiter for Offer your guest
is happy with something more more drinks and a dessert.
his/her food. to drink. bread.
13 14 15 16
Suggest a coffee Ask the waiter for There‘s a Find out if the
or liqueur. the bill. mistake on the restaurant takes
bill. Explain it to credit cards.
the waiter.
17 18 19 20
Ask the waiter for Thank your host Ask the waiter to Say goodbye to
a receipt. for the meal. order a taxi for your host. Refer
you. to the next time
you expect to
meet.
How to play
 Work in groups of three or four. Make sure the cards are in the correct order,
starting with number one.
 In turn each player picks up a card and reads out the instructions.
 The two players, on the right of the player who has the card role-play the
situation (e.g. waiter and host, host and guest, etc.).
 Use the menu to help you.
Dining Out
The Swan Restaurant

~ Menu ~
Starters
Chicken Wings $3.95

Fruit cocktail $2.75
French onion soup $2.50
Garlic bread $2.95
Main Courses
Tom Yam Kung $9.00

Grilled Sea Bass $11.95
Roast Chicken $8.50
Lamb Chops $10.00
Salmon Steak $11.00
(All main courses come with French Fries or Rice and Assorted
Vegetables)
Desserts
Strawberry Cheesecake $3.00

Chocolate Cake $4.00
Strawberries and Cream $5.75
Drinks
Mineral Water $1.00
Soft Drinks $1.25
Wine (Red, White) $2.00
Beer $2.00
Coffee $1.25
VAT AND SERVICE CHARGE INCLUDED.

What’s for lunch?

Match each question below with a response on the next page. Write the correct
response next to the question.
Questions Responses
1. Could we have another bottle of the 1.

house white, please?
2. Now, what would you like for dessert? 2.
3. Good afternoon. I booked a table. Can 3.

you search under the name Adams?
4. Could I have the bill, please? 4.
5. Are you ready to order? 5.
6. Do you take credit cards? 6.
7. Would you like to see the specials 7.

board?
8. Would you like to join me for lunch? 8.
9. How's your steak? 9.
10. What wine would you recommend? 10.
11. How would you like to pay? 11.
12. Could I have a receipt, please? 12.
13. How would you like your steak 13.

cooked?
14. We'd like the garlic bread and chicken 14.

wings as starters, and the green curry and
Salmon steak for the main course.
15. Are you sure? How about a coffee? 15.

Responses
a. I'm stuffed. I couldn‘t eat another thing. b. Thanks that sounds good.
c. Yes, I‘m sure. I‘ll have an espresso though. d. Certainly, here it is.
e. Not sure, let me check. f. Yes, we take Visa and MasterCard.
g. Here you go. Please come again. h. Sure. Let me check.
i. Yes, we are. j. No thanks, just the menu.
k. The house white is really good. l. Excellent choice sir.
m. Well-done. n. It‘s excellent.
o. Certainly right away sir.
_____________________________________________________
Write the conversation out in the correct order and practice it with a partner.
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Answer key
Would you like to join me for lunch?

Thanks, that sounds good.
Good afternoon. I booked a table. Can you search under the name Adams?
Sure. Let me check.
Are you ready to order?

Yes, we are.
Would you like to see the specials board?

No thanks, just the menu.
What wine would you recommend?

The house white is really good.
We'd like the garlic bread and chicken wings as starters, and the green curry and
Salmon steak for the main course.
Excellent choice sir.
How would you like your steak cooked?

Well-done
How's your steak?

It‘s excellent.
Could we have another bottle of the house white, please?

Certainly right away sir.
Now, what would you like for dessert?

I'm stuffed. I couldn‘t eat another thing.
Are you sure? How about a coffee?

Yes, I‘m sure. I‘ll have an espresso though.
Could I have the bill, please?

Certainly, here it is.
How would you like to pay?

Not sure, let me check.
Do you take credit cards?

Yes, we take Visa and MasterCard.
Could I have a receipt, please?

Here you go. Please come again.
Prepositions of Time, Place and Movement © 2013 – Teach-This.com
Draw the Directions

1. Go out of the 2. Go along the 3. Go under the 4. Go past the post
classroom. road. bridge. office.
5. Go up the hill. 6. Go down the hill. 7. Go over the 8. Go through the

bridge. park.
9. Go into the zoo. 10. Turn left into 11. Walk past the 12. Turn right at the
the High Street. café. crossroads.
13. Go straight on. 14. Go to the end 15. Go out the 16. Walk past the
of the road. hospital. police station.
17. Take the 18. Turn left at the 19. Go around the 20. My house is the
second on the left. T-junction. roundabout. first on the right.
Write Directions for Your Friend to Draw

Gold Star Directions Game
This game gives students practice at using imperatives, prepositions of movement and place.
Before class, you will need to work out a set of instructions to direct your students from the
classroom you are in to a room or an area of the building, e.g. the reception, the library, the
computer room, etc. Once, they arrive, they continue to read the instructions to find a gold
star, that you will have placed somewhere in the room or area.
You should also place some gold stars around the classroom.
Procedure
Explain to the students that they will play a game and the team with the most gold stars at the
end wins the game.
Introduce useful vocabulary like go up in the lift, first/second/third floor, go down the stairs,
walk through the reception, go through the door as well as prepositions of place and furniture.
Put the students into small teams of 3 or 4.
Explain that you are going to dictate some directions to the students. The directions will be
from the classroom to somewhere else in the building. There they will find one gold star. One
player from each team will race to follow your instructions and get the gold star.
For example:
You: Go out of the room. Turn right and walk to the end of the corridor. Go up the stairs to the
next floor. Then turn right. Walk along the corridor and it‘s the third door on the right. It‘s
under the big desk.
Once, the dictation is complete. Let the players race to retrieve the star.
While the players are out of the room, tell the remaining students that in the class, there are
some more gold stars. Give the teams different prepositions of place and have the students
race to find the stars.
When all the stars have been found, give each team another gold star and send them off to
put their star somewhere in the building. Each team must write instructions from the
classroom to the location of their star.
When all the teams have returned, the teams challenge one another to find their gold star by
following the team‘s instructions.
Gold Star Directions Game

In, On, At - Dominoes

Divide the students into pairs. Divide the dominoes out equally. One student places a domino in front of
them, and the other student has to match the preposition with a time expression by placing one of his
or her dominoes at either end of the first domino. The students continue taking it in turns to place
dominoes until one student has no dominoes left. This student is the winner. If a student puts down a
domino that is incorrect, they must pick up their card and miss a turn. If a student cannot go, they pass
their go.
Christmas in night on 10 at
day minutes
Friday in 9 o’clock on 2012 at
22nd June in noon on winter at
my in 19:30 on the at
birthday morning
May 1st in bedtime on a minute at
Tuesday in half past on 1969 at

two
14th in midday on summer at

February
New in 7 o’clock on May at

year’s Eve
In, On, At
We use:
in for months, years, centuries and long periods
Examples – in August, in summer, in the afternoon, in 1999, in the 1980‘s
on for days and dates
Examples – on Sunday, on the 6th March, on the 25th of December 2012, on New Year‘s Eve
at for a precise time
Examples – at 3 o‘clock, at 10:30am, at noon, at bedtime
Complete the sentences with in, on, or at:
1. I‘m going to my friend‘s house ______ Saturday.
2. I'm going away _____ Christmas.
3. We get on the bus every morning ______ eight and go to school.
4. The class is ______ Monday ______ ten ______ the morning.
5. He was born ___ 1991.
6. I started working on my project ______ seven o‘clock.
7. Classes start ____ the fifth of September.
8. We‘re going to the cinema ______ Sunday morning.
9. We‘ll be back ______ about eleven ______ the evening.
10. The course ends ____ autumn.
11. We‘re leaving early ______ the morning, and we‘ll be back late ______ night.
12. I'm going there to meet her ____ Monday.

13. Disco was popular ____ the 1970s.
14. I‘m normally asleep ____ midnight.
15. I was born ____ the 19th of July.

In, On, At Game
Give each student a copy of the prepositions. Let the students cut them into three preposition
cards. Explain to the students that you will call out time expressions and after each
expression the students have to hold up the correct preposition. If they hold up the wrong
preposition or are too slow, they are out of the game. The winner is the last student left
playing the game.
The teacher should prepare a list of time expressions before the game. For example, June,
Wednesday, night, 1987, the 3rd of June, Tuesday morning, noon, half past three, Winter, my
birthday day, half an hour, etc.
in
on
at
Prepositions of Place
1. Complete the sentences using a preposition from the box.
at in on
1. I enjoy going for walks ________ the countryside.
2. In summer, I love lying ________ the beach and swimming ________ the sea.
3. When I fly, I prefer to arrive ________ the airport before check-in time.
4. I prefer living ________ a big town to living ________ a small village.
5. Sometime in the future I‘d like to have a holiday ________ Thailand and spend a week
relaxing ________ on the beach.
6. I prefer being ________ a cinema, watching a film ________ a big screen, to being
________ my living room ________ home, watching a film ________ television.
7. When friends or relatives are ________ hospital, I always visit them.
8. I live ________ an apartment ________ the ground floor.
9. I prefer a job where I don‘t spend all my time sitting ________ a desk ________ an office.
10. I hate standing ________ a queue ________ a supermarket checkout.

2. Complete the rules.
We use ________ + country/town/village.

________ + position, place.
________ + place inside a building.
________ + surface, floor.
________ + something around us.
3. Tick the statements in exercise 1 that are true for you. Add three sentences that are
true for you using prepositions of place.
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Now, find out which things you have in common with your classmates.
Prepositions Tic Tac Toe
IN ON AT
ON IN AT
AT IN ON
__________________________________________________
June the radio the summer the beach my

hometown
the third school night midnight 10 minutes

floor
class holiday work my January 1st

apartment
5 o'clock Sunday the morning home the wall
midday my birthday Valentine's the bank 2015

day
Prepositions Tic Tac Toe

This game gives beginners an opportunity to practice or review prepositions of place and
time. The game also encourages cooperation within teams and peer correction across teams.
Procedures
Before class, make one copy of the worksheet for every two teams. Cut the worksheet in half.
Then, cut out the cards (bottom half) and put them into an envelope, again one set for every
two teams.
In class, review the use of prepositions to form adverbials of time and place, as well as some
fixed expressions.
Divide the class into small teams, pair off teams, and hand out the material.
The objective of the game is to make grammatically correct sentences in order to form a
vertical, horizontal or diagonal row of Xs or Os (Tic-Tac-Toe).
Teams decided whether they want to be O or X.
The first team to play picks a card from the envelope. Next, they choose a square in the grid
containing the preposition that they think will form a correct adverbial with the phrase on the
card. They then make a sentence with the adverbial.
If the sentence is judged correct by everyone, team A marks the square with an O or X.
The other team proceeds in the same way.
The two teams take turns drawing the cards and making sentences. The game will end either
when one of the teams does Tic-Tac-Toe, or when all the squares have been taken, but if
neither manages to get 3 in a row, it is a draw.
Note: In case a team picks a card for which all the correct prepositions have been taken, they
put it back inside the envelope and draw another card.
They may play this game several times. In that case, each team scores one point every time
they do Tic-Tac-Toe. When the activity is over, they count their points, and the team with the
highest score wins.
As students will probably be playing several times, either have them mark their squares with
different symbols every time they play, or make more copies of the prepositions grid.
Where is my Classroom?
Follow the clues and label each room. Try to find your classroom.
Reception - The reception area stretches across the whole of the front of the building. The lift
is just behind it on the right-hand side of the building.
The lift - It is between the reception area and the Humanities department. Its doors open onto
the main corridor. It is opposite the Women‘s toilet.
The Humanities department - It is between the lift and the student union on the right-hand
side of the building.
The Computer room - It is between the common room and the science lab.
The Common room - It is next to the men‘s toilet.
The Staff room - It is opposite the dean‘s office. It is also just before the canteen.
The Accounting department - It is next to the staff room.
The Communication Arts department - It is opposite the science lab.
The Science lab - It is located between the Accounting department and computer room.
The Men’s toilet - It is opposite the Humanities department, between the women‘s toilet and
the computer room.
The Women’s toilet - It is just behind the reception area on the left-hand side of the main
corridor. The men‘s toilet is next to it.
The Dean’s office - It is opposite the Staff room, next to the canteen.
The Canteen - It stretches all the way across the back of the building at the far end of the
main corridor. It is a very large room.
The Classroom - It is the only room not labeled. Can you find it?
Write a description of the location of your classroom.
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Time - Find someone who …
Find Someone Who… Name More Information
knows how many days there

are in this month
can tell you their brothers’

and sisters’ birthdays
can remember when they

last went to the cinema
knows the date of the next

public holiday
knows the date of their

parents’ wedding anniversary
has the same favourite

month as you
thinks Friday the 13th

is unlucky
did something interesting

yesterday evening
has their birthday in the same

month as you
can remember when they

last wrote an email
Time - Find someone who …

Make one copy of the worksheet for each student.
Procedure
Give one copy of the worksheet to each student in the class.
Explain that they are going to transform the statements on their worksheet into questions and
then go round the class asking one another the questions.
Ask them to work in pairs or small groups for the first part of the activity and to write down on
a separate piece of paper the questions they will need to ask.
Check the questions - there may be several alternatives for one statement.
For example:
Find someone who has their birthday in the same month as you.
When is your birthday?

What month is your birthday?
Is your birthday in July?
Now the students are ready to go around the class asking one another the questions.
When they find someone who answers yes to a question, they put that person‘s name next to
the statement in the space provided. If possible, the student should ask a follow-up question
and write the answer in the next column.
It is very important to tell the students that they can only put the same name twice. This is to
encourage them to speak to as many different partners as possible.
When everyone has finished, ask students to give feedback to the class on what they found
out.
Introductions and Socializing © 2013 – Teach-This.com
First Class Interview and Introductions
Read the first five questions and then create five more interview questions of
your own. When you have finished, work with a partner and interview each
other. Write down your partner’s answers in the spaces below.
1. What is your name and nickname?
________________________________________________________________
2. Where do you come from?
________________________________________________________________
3. What are your interests/hobbies?
________________________________________________________________
4. What‘s your favourite ….......….?
________________________________________________________________
5. What do you want to learn from this class?
________________________________________________________________
6. ________________________________________________________________
________________________________________________________________
7. ________________________________________________________________
________________________________________________________________
8. ________________________________________________________________
________________________________________________________________
9. ________________________________________________________________
________________________________________________________________
10. ________________________________________________________________
________________________________________________________________
Based on your partner's answers complete the text below using your ten answers.
His/Her name is ___________________and his/her nickname is __________________.
He/She comes from ____________ ___.His/Her interests/hobbies are __________
and ____________________. His/Her favourite _______________ is _________ .
He/She wants to learn ____________from this class.__________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Now, introduce your partner to the rest of the class.

Interview Question Words

Students write in the correct question words and then interview each other in pairs.
Student A Your partner’s answer
_________ do you live? ________________________________
_________ do you wake up? ________________________________
_________ is your favourite movie? ________________________________
_________ do you spell you name? ________________________________
_________ old are you? ________________________________
_________ is your birthday? ________________________________
_________ tall are you? ________________________________
_________ does the class finish? ________________________________
_________ is your email address? ________________________________
_________ do you come to class? ________________________________
Student B Your partner’s answer
_________ is your name? ________________________________
_________ are your hobbies? ________________________________
_________ is your hometown? ________________________________
_________ are you? ________________________________
_________ is your best friend‘s name? ________________________________
_________ do you do after class? ________________________________
_________ much do you weigh? ________________________________
_________ is your favourite place? ________________________________
_________ do you eat for breakfast? ________________________________
_________ do you go to bed? ________________________________

Portraits
___________ ___________ ___________ ___________
___________ ___________ ___________

___________
___________ ___________ ___________ ___________

Portraits
In this speaking activity, students find out the names of other members of the class.
Procedure
Give one copy of the worksheet to each student in the class and ask them to draw a ‗portrait‘
of themselves in one of the picture frames. It doesn't have to be the first picture frame.
If there are more than 12 students in the class, divide them into groups and ask each group to
sit in a circle if possible. Now ask the students to give their worksheet to the person in their
group who is sitting on their left.
Students draw themselves again anywhere on the worksheet they have just received. They
should then again pass the worksheet to the person on their left. Repeat the activity until the
students receive the worksheet they started with (that is, the worksheet, which includes their
own portrait).
Each student should now have on their worksheet portraits of all the students in their group.
Now tell the students that they have to try to identify their classmates from their portraits, find
out their names, and introduce themselves.
Demonstrate the language you want them to use by taking the role of Student A in the
following dialogue.
Student A: (pointing to a portrait on his/her worksheet) Is this you?

Student B: Yes.
Student A: What‘s your name?
Student B: Tom.
Student A writes Tom below the correct portrait on their worksheet.
Student A: Hello, Tom. I‘m Jonathan. Nice to meet you.
Student B: Nice to meet you too.
Student B then tries to guess which portrait is Student A.
Student B: Is this you?
Student A: No, sorry that's not me.
Student B: Ok, Is this you?
Student A: Yes.
Student B writes Jonathan below the correct portrait on their worksheet.
When the students are clear on the language they must use, ask them to go around their
group identifying each other and introducing themselves. If they do not guess correctly the
first time, they should keep guessing until they find the correct portrait.
Stop the activity when the students have spoken to all the other students in their group. Each
student now has a record of names and faces of the other students in the class or group.
Ask the students to go around the class or group again without their worksheet and see how
many names they can remember.
The People You Meet

Identity cards
Name: Amelia Atkins Name: Jason Yong
Age: 39 Age: 29
Single/married: married Single/married: married
Address: 11 Green Avenue Address: 11/3 New Street
Austin Phayathai
Texas Bangkok
43691 10400
USA Thailand
Phone number: 614 598 9961 Phone number: 02 255 6694
Email: atikns.a@gmail.com Email: mryong@yahoo.com
Job: manager Job: teacher
Name: Matthew Robertson Name: Marie Jacques

Age: 21 Age: 21
Single/married: single Single/married: single
Address: 22 Ash Road Address: 10 rue des Treuils
Bedminster Johnston
Bristol Bordeaux
BS4 7LT 33000
England France
Phone number: 0117 927 7684 Phone number: 033 4 7935 0565
Email: Email: marieme@aol.com
studentmat@hotmail.com Job: writer
Job: student
Name: Hanzi Yoo Name: Carol Black
Age: 19 Age: 33
Single/married: single Single/married: married
Address: 12 Jingyuan Street Address: 5 Wentworth Road
Beijing Sydney
100746 NSW 4371
China Australia
Phone number: 086 10 6781 8000 Phone number: 02 4412 0071

Email: yoohoo@yahoo.com Email: black.c@hotmail.com
Job: engineer Job: actress
Name: Amy Harris Name: Juan Smith

Age: 25 Age: 61
Single/married: single Single/married: married
Address: New Phoenix House Address: 1238 Rua Visconde
28 Irrawaddy Road Porto Seguro
329560 Sao Paulo
Singapore 04642-000
Brazil
Phone number: 065 6 353 9000 Phone number: 55 11 2845 9964
Email: amy123@yahoo.com Email: brazilio@hotmail.com
Job: doctor Job: dentist
The People You Meet

Student Worksheet
Write the questions you must ask here: Name: ......................................
Age: ......................................
Name:............................................................ Single/married: ......................................
Age:............................................................... Address: ......................................
Single/married:............................................. ......................................
Address:....................................................... ......................................
Phone number:............................................ ......................................
Email: ............................................................ Phone number: ......................................
Job: .............................................................. Email: ......................................
Job: .....................................
Name: ........................................ Name: ......................................

Age: ........................................ Age: ......................................
Single/married: ........................................ Single/married: ......................................
Address: ........................................ Address: ......................................
........................................ ......................................
........................................ ......................................
........................................ ......................................
Phone number: ........................................ Phone number: ......................................
Email: ........................................ Email: ......................................
Job: ........................................ Job: .....................................
Name: ........................................ Name: ......................................

Age: ........................................ Age: ......................................
Address: ........................................ Address: ......................................
........................................ ......................................
........................................ ......................................
........................................ ......................................
Email: ........................................ Email: ......................................
Job: ........................................ Job: .....................................
Name: ........................................ Name: ......................................

Age: ........................................ Age: ......................................
Address: ........................................ Address: ......................................
........................................ ......................................
........................................ ......................................
........................................ ......................................
Email: ........................................ Email: ......................................
Job: ........................................ Job: .....................................
The People You Meet

In this teaching activity, students work in groups of eight. Each student is given an identity
card and a worksheet. The students go around the group and ask and answer personal
information questions in order to complete their student worksheets with information about the
other students' identities.
Before class, make one copy of the identity cards for every group of eight students. Make one
student worksheet for each student.
Procedure
Give each student a copy of the student worksheet.
Draw their attention to the first square. Students must write down the questions they need to
ask to find out the personal information on their worksheet.
Give the students an example for the first question, e.g. What's your name? Then have the
students work in pairs to complete the other questions.
When everyone has finished, check the questions with the class.
Next, put the students into groups of eight. If you have extra students, just make groups
smaller.
Give each student in the group an identity card. Tell the students that they are now the person
on their identity card.
Explain that they are going to go around the class and fill in their student worksheet by asking
one another questions in order to complete the information about each person.
Encourage students to check spelling by asking How do you spell that? where appropriate.
Now ask the students to go around the class and complete their student worksheets with
information about the other students‘ identities.
They must not show their identity card or worksheet to the other students in the class.
My Partner
Interview your partner. Write down his or her answers on the form below.
First name: _______________________ Surname: ________________________
Place of birth: ______________________________________________________
Nationality: ________________________________________________________
Address: __________________________________________________________
How long at above address: ___________________________________________
Other places lived in:_________________________________________________
School/College/University: ____________________________________________
OR
Present job: _______________________________________________________
Reason for learning English: __________________________________________
Started learning English in: ____________________________________________
Other foreign languages spoken: _______________________________________
Interests/Hobbies: ___________________________________________________
Favourite food: _____________________________________________________
Favourite film: ______________________________________________________
Greatest invention: __________________________________________________
Skills: ____________________________________________________________
Good points: _______________________________________________________
Bad points: ________________________________________________________
Ambitions: _____________________________________________________________
My Partner
This speaking activity concentrates on asking personal information questions. The activity
teaches students to ask WH-questions to find out information about their partner. It also
teaches them to use reported speech when giving feedback to the class. This activity works
well with older students.
Divide the class into pairs and give each student a copy of the worksheet.
Students now take it in turns to ask questions and fill in the form. Because the questions are
in-depth, it is important to tell the class that they don‘t have to answer any questions they find
too personal.
Afterwards, each student gives feedback to the class on anything interesting they found out.
Alternatively, students can find a new partner and tell him or her one or two things about the
person they interviewed.

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Table of Contents

A Day in the Life of a Football Player

Complete the questions to find out the missing information.

1. What time .................. he .........................................?

2. What .................. he .................... for breakfast?

3. What ....................................... do ......................................... morning?

4. What time ............................................................ lunch?

5. What time ..................... the match ........................ ?

6. What ....................................... do after the match?

7. What ....................................... do when he .................... home?

A Day in the Life of a Football Player

Complete the questions to find out the missing information.

A. What time .................. he .................... breakfast?

B. What ..................................... do .......................................... morning?

C. What time ............................................................... to the stadium?

D. What ..................................... have for lunch?

E. What time .................. the match .................... ?

F. What ..................................... do .......................................... evening?

G. What time .............................................................................. to bed?

A Day in the Life of a Football Player

Divide the class into two groups, A and B.

Students are not allowed to look at each other's worksheet.

Asking about Daily Routines

What time? What do you do?

Asking about Daily Routines

What time? What do you do?

What time? What does he/she do?

Example: At 5:00pm, do you go home?

Dominoes – Present Simple

English at I live in the Do you have a They take

you live? They don’t walk to I like surfing the I study

late on What do you do? What are your Where do

up late? I go to by car. I watch TV in the I get up

a big I have two sisters. Where do you work? Do you

up at 7am. I like to exercise When do wake up? I work in

any Do you fishing? No, I don’t. I get

the bus. Yes, I do. How do come to Do you

Just a Normal Day

What time... / wake up? ……………….…………………………………………………...................

Ask other Do / listen to the music or watch TV in the morning? …………………….................

Just a Normal Day

What time... / wake up? …………………………………………………..………………...................

Ask other Do / listen to the music or watch TV in the morning? …………………….................

Just a Normal Day

What time do you wake up?

Do you listen to the music or watch TV in the morning?

Yes, I do. I listen to music. / No, I don‘t.

Next, put the students into pairs.

As an extension, students could write a paragraph about their partner.

Hobbies? Pets? Favourite movie? Favourite music?

Brothers or Father? Mother? Friends?

Hometown? Country? Study or work? Home?

Clothes? Weekends? Every day? Facts?

Languages? Favourite food? TV? The Internet?

Ask the students to work in groups of five or six.

Ask each group of five to six students to sit in a circle.

This continues until all the questions have been completed.

Encourage the students to be as imaginative or as amusing as they like.

Past Tense Irregular Verbs Pelmanism

bring brought sing sang

buy bought sleep slept

dream dreamt spend spent

fall fell stand stood

feel felt think thought

ESL Essentials Teacher's Resource Book

ESL Essentials Teacher's Resource Book