If the student stops talking before their time is up, a student from the other team can challenge and continue for the rest of the minute. New Learning and Practice: 1. ? The students then practice asking and answering questions about their favourites. In this entertaining teaching activity, students play a game where they ask and answer questions about favourite things and score points for matching favourites. My life has been quite peaceful because of the ability to understand situations, factors and things that I like and dislike. For example: Student A: apples Student B: I like apples! When these expressions are followed by a verb, the latter is put in the -ing form. Afterwards, the pairs present their dialogues to the class and feedback is given.
This could be someone they know personally or someone famous. The students are divided into teams of two with each team playing against another team. The student asking the question then checks the appropriate box next to the question on the worksheet. The students are divided into pairs A and B and each student is given a corresponding worksheet. Repasa la formación del para conocer mejor esta estructura. This continues until all the questions have been asked and answered. Get everyone to shout out what you have drawn.
I also like white coffee. I like drama movies and sitcoms such as two and half men and the Bing Bang Theory. Students take it in turns to roll the dice and move their counter along the board. Do you like to stay at home or go out with friends at weekends? The students begin by answering questions on the worksheet about their favourite things and writing their answers in the column marked 'You'. Afterwards, students report back to the class on the names they wrote on their worksheet and say what their favourite things are. The students take it in turns to ask their partner the questions on the worksheet, e. The students begin by completing sentences on the worksheet, describing their likes, dislikes and interests.
In this rewarding likes and dislikes activity, students conduct a survey about their preferences. Girlfriend: Well I really love it. The student with the most sentences at the end is the winner. The song runs through the vocab pretty quickly, so play the song at least twice. Do you fancy watching a film tonight? No, I don't feel like it.
I have borne it for my mother's sake--in spite of her dislike of me--and for your sake, because I loved you. How about renting a film instead. Afterwards, the students report back to the class on their partner's irritations. I really hate broccoli, but carrots are ok. However, he doesn't like doing housework', etc.
When the students have finished, each student is given a number card. Each student is given a copy of the worksheet. Though the questions are quite simple, you need to vary your language and give complete answers in order to get high scores. The first team to say the complete sentence scores one point. This continues until all the questions have been asked and answered.
If you have a large class, you can do this in pairs or groups. Expressing likes: I love… I adore… I enjoy… I am into… I am fond of… I am keen on… I am a big fan of… I am crazy about… I am fascinated by… Example: I am a big fan of romantic movies. What are your likes and dislikes? Do you fancy going out tonight? She is to be pitied—she cannot either like or dislike with temper! They will always know and differentiate wrongs and rights. Distaste implies a more or less settled dislike: to have distaste for spicy foods, for hard work. She goes swimming every day. The pair with the most correct guesses wins. Each pair of teams is given a set of cards, which they shuffle and place face down in a pile on the desk.
The student with the most points at the end of the game wins. The next player must roll the die. Therefore, I like going to the stores and physically see as well as try the products. Students begin by creating four 'Do you like…? They are going to make sentences using the food and drink items on the board. Individuals with right perspective of life are most likely to be supportive rather than always seeking help. If the examiner asks your preference between two things, you need to compare them to support your choice.