Lesson 2: Expressing Opinions and Preferences in English

Audience/Level: ESP Spanish L1 Ss, Adult learners at the University of South Florida
Duration: 1 hour total, Level: Beginning Intermediate (B1 Level)
Skills Covered/Target Language: Expressing of opinions and preferences using like and dislike
Learning Objectives:
SWBAT express their own personal opinions about what they like and dislike in a conversation
and in writing (functional) Obj. 1
SWBAT understand and repeat lexical vocabulary associated with likes/dislikes (lexical) Obj.1.2
SWBAT utilize appropriate verbs and sentence structure to respond to others by agreeing or
disagreeing with their opinion appropriately (grammatical) Obj.1.3
Resources/Materials:
Dry Erase board and markers, butcher block paper and access to Powerpoint presentation with
overhead display
Procedure/Activities:
I. Introduction (15 mins.) (Obj. 1.1,1.2)
A) Ss will be asked to brainstorm things that they generally like or really like,
explaining the lexical meaning. They will write down several things in categories of;
sports, hobbies, music and food. Teacher provides examples: I like cats, hiking, pizza.
B) Ss will then be asked to brainstorm a second list of dislikes, provide examples of types
of food or activities. Teacher provides some personal examples to get started: I dislike
rock music and mosquitos!
C) Teacher informs Ss they will use the list later after teacher talk time.
II. Teacher Led and Partner Activities- Expressing What one Likes or Dislikes (30 mins.)
(Obj. 1.1, 1.2,1.3)
1) Expressing Preferences one likes (10 mins.)
(A) Ss will first be asked to read and repeat with the teacher, and the teacher will explain
meaning where necessary, starting with ways to express likes, for example:
I love chocolate. I love playing football. I love
I like animals. I like dancing. I really like sunsets on the beach!
(B) Ss will follow this practice with being shown how to ask and respond to questions about
what they like by demonstration of dialogue below;
What do you like to do in your free time?

*I like reading. I really like watching action/romance movies.

What do you enjoy doing for fun?
I also enjoy running. I also enjoy listening to music.
I'm crazy about the band Beck. I'm crazy about skiing.
.
What is your favorite actor/movie/singer/book?
***Note examples of non-American standard English questions also: Do you fancy a?
Hows about we.? Im rather fond of.
.
is my favorite movie / actor / singer / book, etc.
What do you think looks/feels good?
looks/sounds/smells/tastes/feels good to me.
C) Students should ask a question of two other students near them, and respond to at least two
questions from other students in the classroom, explaining what they like.
2) Partner Work: Expressing Preferences one dislikes (10 mins.)
A) Students will follow a similar pattern to the above Q & A to ask and respond to questions
about what they dislike by demonstration of dialogue below;
- First, the teacher will read and provide examples, taking turns reading the dialogue
provided with students that are called upon.
- Second, students will be asked to generate their own dialogue by asking 2 other students
what they dislike, as in the above scenario.
Examples follow:
Is there anything you (really) hate?
I hate spiders. I hate writing essays. I hate
What dont you like?
I don't like spinach. I don't like being cold. I don't like
Anything you cant stand?
.
I cant stand smoke. I can't stand being late. I can't stand traffic on the highway!
What else are you tired/sick of?
.
Im sick of/fed up with homework. I'm tired of going to boring movies.
Im tired of vegetables.
What bugs you? What annoys you? Anything that drives you crazy?
really bugs me.
makes me mad / angry.
drives me crazy.
annoys me.

3. Partner Work: Expressing Indifference (10mins.)

A) Teacher will provide typical questions and responses listed below, asking student to
repeat or respond accordingly 1-2 times.
B) Students will find a partner and practice asking and answering for what they are going to
do tonight after classes, students must ask 4 questions and then switch roles;
Do you mind if I open the window?
I don't mind.
Does it bother you if I smoke?
It doesn't bother me.
Do you want to go here or there? It doesn't matter to me.
Which movie should we watch?
It makes no difference to me.
Which book do you like more?
It's all the same to me.
What do you want for dinner?
I don't care.
Do you want this one or that one?
I couldn't care less.
III. Group Work: Class Field trip discussion- (15 mins.) (Obj. 1.3)
-Note: Students will use the brainstorming list they generated in Activity I.
A) In this activity, the teacher will provide students time to practice authentic conversation
in order to decide what the class should do for a class field trip at the end of the year,
by sharing likes/dislikes with one another. Begin by asking them to take out their
brainstorming list from the start of class. Also, remind them of modal verbs covered in
past weeks, such as we should, we could..
B) Students will first be asked to form groups of 3 and come up with a plan for their field
trip, using English to describe what they like to do most, and come to an agreement on a
field trip plan. If a group member disagrees and does not like something, they should
also share this. Provide the following conversation example:
Chen: I like to go to the park and go hiking for exercise. It is very beautiful. We
should go to the park.
Lee: I hate the park, I always get sunburn. I like to go walking at the
Mall for exercise. What do you think?
C) A few groups will then be asked to volunteer to present their plan (1 minute talking time)
to describe what their group members like and where they think the class should go,
according to those preferences.
D) Other groups are invited to respond or ask questions and then the class finishes up with a
vote on a the potential field trip ideas.
Additional Information/Background:
The above activities and all 3 lesson plans in this unit are based on an ESP course designed to
work with Spanish speakers in the ESL classroom, towards conversational fluency. Relevant
activities reflect the difficulty many Spanish speakers have with pronouncing a wider away of
vowel sounds and dipthongs in the English language. In addition, the USF facilities staff have

expressed a desire to specifically work on spoken English and expressing desires, likes/dislikes
and expectations in conversations with the students whom they serve. Finally, follow-up lesson
plans in this series add to this focus, more specifically on grammar/lexical items which are
common mistakes for Spanish speakers. The overall goal of this class is to provide daily
communicative competence to staff members that must communicate in English daily with
colleagues and USF students. It is attended on a voluntary basis.