Get unlimited worksheets

Category: Speaking & Conversation

  • Speaking: Agreeing and Disagreeing Politely (PDF)

    Speaking: Agreeing and Disagreeing Politely (PDF)

    Agreeing and disagreeing politely is the B1–B2 functional-speaking skill that powers discussion without damaging relationships. The worksheet covers phrases for full agreement (Absolutely, I completely agree), partial agreement (I see your point, but…), polite disagreement (I’m not sure I’d go that far), and strong disagreement (I have to disagree). Learners build the diplomatic-discussion skill that Cambridge B1+ Speaking rewards.

    This worksheet builds B1–B2 speaking fluency with agreement and disagreement phrases.

    What’s inside:

    • A phrase bank organised by response type and strength
    • Dialogue completion: respond appropriately to opinions
    • Role-play scenarios: discussion on a debatable topic
    • Strength-calibration task: match response strength to phrase
    • Teacher Notes with intonation guidance

    Common challenges: Bluntness in disagreement at B1 — No, you’re wrong sounds rude; I see what you mean, but I’m not sure preserves the relationship. Partial agreement: That’s true to some extent, but…. Tone signals: even polite phrases can sound rude with wrong intonation.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking. Part of the Functional English collection — the natural next step is Giving Advice: Would You.

  • Speaking: Expressing Opinions Phrases (PDF)

    Speaking: Expressing Opinions Phrases (PDF)

    Expressing opinions is the central B1 functional-speaking skill that powers discussion. The worksheet covers phrases for stating opinions (In my view, I think, From my perspective), giving reasons (The main reason is, This is because), and supporting with examples (For instance, To give an example). Learners build the opinion-articulation skill that B1+ Cambridge Speaking rewards.

    This worksheet builds B1 speaking fluency with opinion-expression phrases.

    What’s inside:

    • A phrase bank organised by opinion function (state, support, exemplify)
    • Sentence-completion drills with opinion structures
    • Role-play scenarios: express opinions on light topics
    • Strength-calibration task: match opinion strength to phrase strength
    • Teacher Notes with pair-work setup

    Common challenges: Overuse of I think at B1 — varying with In my view, I’d say, From my perspective signals fluency. Strength calibration: I strongly believe (full commitment) vs I tend to think (qualified). Reason-and-example backing: every opinion needs a reason.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Functional English collection — the natural next step is Agreeing and Disagreeing Politely.

  • Speaking: Telephone English (PDF)

    Speaking: Telephone English (PDF)

    Telephone English is the high-stakes functional-speaking skill that workplace and consumer contexts both demand. The worksheet covers the formulaic phrases of professional phone calls — opening (This is X speaking, How can I help?), holding (Could you hold the line? Bear with me), transferring (I’ll put you through, Let me transfer you), taking messages (Can I take a message? I’ll make sure they get it), and closing (Thank you for calling, Have a good day). Learners build phone-specific fluency in measured-professional register.

    This worksheet builds B1–B2 speaking fluency with telephone English.

    What’s inside:

    • A phrase bank organised by phone-call phase
    • Role-play dialogues: caller and receiver in different scenarios
    • Multiple-choice on the most appropriate phone phrase for each context
    • Production task: record a 2-minute phone-call role-play
    • Teacher Notes with intonation and pacing guidance

    Common challenges: Phone-specific phrases that aren’t predictable from general English — I’ll put you through, Bear with me, May I ask who’s calling. Intonation matters more on phone: rising for politeness, falling for finality. Spelling-out conventions: That’s J for Juliet, E for Echo.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto BEC Preliminary and BEC Vantage. Part of the Functional English collection — the natural next step is Asking for Clarification and Checking Understanding.

  • Speaking: Asking for Clarification and Checking Understanding (PDF)

    Speaking: Asking for Clarification and Checking Understanding (PDF)

    Asking for clarification is the central B1 functional-speaking skill that lets learners recover from any communication breakdown. The worksheet covers phrases for repeating (Sorry, could you repeat that?), confirming (Did you say…?), rephrasing (In other words…), and checking that the listener has understood (Does that make sense? Are you with me so far?). Learners build the metacommunication skill that distinguishes confident communicators from passive ones.

    This worksheet builds B1 speaking fluency with clarification phrases.

    What’s inside:

    • A phrase bank organised by clarification function (repeat, confirm, rephrase, check)
    • Dialogue completion: choose the appropriate clarification phrase
    • Role-play scenarios: practice clarifying in workplace and everyday contexts
    • Multiple-choice on register and politeness levels
    • Teacher Notes with intonation guidance

    Common challenges: Politeness in clarification at B1 — What? Eh? Huh? sound rude; Sorry, could you say that again? is polite. Confirming without sounding doubtful: Just to confirm, you said…. Cultural variation: explicit comprehension-checking is more common in English than in many L1s.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Functional English collection — the natural next step is Expressing Opinions: Phrases.

  • Speaking: Small Talk and Social English (PDF)

    Speaking: Small Talk and Social English (PDF)

    Small talk and social English is the A2 speaking skill that fills queues, lifts, waiting rooms, and casual social moments. The worksheet covers the topics that work as small talk (weather, sport, travel, the journey, the venue) and topics that don’t (politics, religion, salary, family politics). Learners build the social-comfort fluency every traveller, student, and worker needs.

    This worksheet builds A2 speaking fluency with small-talk patterns.

    What’s inside:

    • A phrase bank of small-talk openers and continuers
    • Topic-suitability sort: which topics work, which don’t
    • Dialogue completion: build a 3-turn small-talk exchange
    • Pair work: practise small-talk scenarios
    • Teacher Notes with cultural-awareness guidance

    Common challenges: Topic appropriateness varies across cultures — questions about salary, marital status, age that are normal in some cultures are off-limits in English-speaking small talk. Extending past one turn: Lovely weather requires a follow-up, not just Yes. Reading social cues for when to disengage.

    For: Adult and teenage learners (14+) at CEFR A2, in pre-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge A2 Key (KET) Speaking. Part of the Conversation Starters & Warm-Ups collection — the natural next step is Talking About the Future: Plans and Dreams.

  • Speaking: Conversation Starters General (PDF)

    Speaking: Conversation Starters General (PDF)

    Conversation starters general is the foundational A2–B1 speaking skill that opens any social situation. The worksheet covers everyday openers (How’s it going? How was your weekend? What have you been up to?), follow-up responses (Not too bad, can’t complain, the usual), and the polite back-and-forth that prevents conversational silence. Learners build the social-opening fluency that everyday English requires.

    This worksheet builds A2–B1 speaking fluency with conversation openers.

    What’s inside:

    • A phrase bank of openers and responses
    • Dialogue completion: complete casual exchanges
    • Pair work: practise opening conversations on different topics
    • Multiple-choice on the most natural casual response
    • Teacher Notes with role-play setup

    Common challenges: Over-formal openers at A2–B1 — How do you do? sounds archaic. The How are you? greeting expects a brief positive answer, not a literal status report. Cultural difference: explicit conversational opening is more important in English-speaking culture than in some others.

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge A2 Key (KET) and B1 Preliminary (PET) Speaking. Part of the Conversation Starters & Warm-Ups collection — the natural next step is Small Talk and Social English.

  • Speaking: Pronunciation Word Stress and Intonation (PDF)

    Speaking: Pronunciation Word Stress and Intonation (PDF)

    Word stress and intonation is the A2–B1 pronunciation skill that distinguishes natural English from translated-sounding English. The worksheet covers the basics: stress placement in two- and three-syllable words (PHOtograph, phoTOGrapher), sentence stress patterns (content words stressed, function words weak), and basic intonation contours (rising for yes/no questions, falling for statements). Learners build the suprasegmental fluency every Cambridge Speaking task assesses.

    This worksheet builds A2–B1 speaking fluency with word stress and intonation.

    What’s inside:

    • Reference tables for word-stress patterns and intonation contours
    • Listening-and-marking drills: identify stress placement in heard words
    • Production drills: read aloud sentences with marked stress
    • Pair work: shadowing exercises with audio model
    • Teacher Notes with pronunciation drilling guidance

    Common challenges: L1 stress patterns transfer — Spanish second-to-last stress, French final stress, German first-syllable preference. English stress is unpredictable and must be learned per word. Sentence stress is rhythm-based, not word-based — function words weaken.

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study. Supports Cambridge A2 Key (KET) through C2 Proficiency (CPE) Speaking. Part of the Pronunciation collection — the natural next step is Pronunciation: ed Endings.

  • Speaking: Debate Practice Motion Cards (PDF)

    Speaking: Debate Practice Motion Cards (PDF)

    Debate practice motion cards is the B2 structured-debate skill that combines analytical thinking with rhetorical performance. Each motion card presents a debate topic (This house would ban single-use plastics, This house believes that social media has done more harm than good) and asks teams to argue for or against. The worksheet provides full debate structure: opening statement, supporting arguments, rebuttal, summary. Learners build the formal-debate fluency that university and professional contexts increasingly require.

    This worksheet builds B2 speaking fluency through structured debate.

    What’s inside:

    • 15 debate motion cards on contemporary topics
    • A phrase bank for opening, supporting, rebutting, summarising
    • Debate-structure template with timing for each speaker
    • Pair-work and four-person team setups
    • Teacher Notes with role allocation and assessment

    Common challenges: Rebuttal at B2 — strong debaters address the opposing argument directly, weak debaters just state their own position again. Maintaining role: arguing the assigned side regardless of personal view. Time discipline: short, focused turns beat long, meandering ones.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study with partners. Maps onto Cambridge B2 First (FCE) Speaking and C1 Advanced (CAE) Speaking. Part of the Discussion & Debate collection — the natural next step is Storytelling: Tell Me About a Time.

  • Speaking: Storytelling Tell Me About a Time (PDF)

    Speaking: Storytelling Tell Me About a Time (PDF)

    Storytelling tell me about a time is the B1–B2 narrative-speaking skill — and the format of behavioural interview questions used in workplaces worldwide. The worksheet covers the STAR structure (Situation, Task, Action, Result), narrative-tense usage, dialogue integration, and reflection on what was learned. Learners build the personal-narrative fluency essential for interviews, networking, and Cambridge Speaking long-turns.

    This worksheet builds B1–B2 speaking fluency with personal narrative.

    What’s inside:

    • 15 Tell me about a time when prompts
    • The STAR framework with examples
    • Narrative-tense reference: Past Simple, Past Continuous, Past Perfect
    • Pair-work setup with structured listening and feedback
    • Teacher Notes with interview-prep guidance

    Common challenges: STAR structure at B2 — strong narratives have all four parts; weaker ones skip Task or Result. Narrative-tense layering: Past Simple for main events, Past Continuous for background, Past Perfect for earlier action. Reflection: what did I learn from the experience?

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B2 First (FCE) Speaking and supports interview preparation. Part of the Discussion & Debate collection — the natural next step is Describing a Photo or Image.

  • Speaking: Presenting and Public Speaking (PDF)

    Speaking: Presenting and Public Speaking (PDF)

    Presenting and public speaking is the B2 monologue skill that powers professional and academic communication. The worksheet covers the standard presentation structure (opening hook, agenda, main points, conclusion, Q&A), signposting language (To begin with, Moving on to, In conclusion), audience engagement (rhetorical questions, eye contact, pacing), and handling Q&A. Learners build the public-speaking fluency essential for professional and university contexts.

    This worksheet builds B2 speaking fluency with presentation skills.

    What’s inside:

    • A reference frame for presentation structure (opening, body, conclusion)
    • Signposting-phrase bank
    • Practice tasks: deliver a 3-minute presentation on a familiar topic
    • Self-assessment checklist
    • Teacher Notes with feedback rubric

    Common challenges: Signposting at B2 is the band-discriminator — strong presenters signal structure explicitly. Pacing: balance content density with audience absorption. Audience engagement: questions and eye contact replace reading from notes.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B2 First (FCE) Speaking long-turn and supports BEC Vantage. Part of the Discussion & Debate collection — the natural next step is Debate Practice: Motion Cards.

  • Speaking: Discussion Would You Rather B2 (PDF)

    Speaking: Discussion Would You Rather B2 (PDF)

    Would you rather B2 elevates the discussion format to upper-intermediate level with more substantive dilemmas (Would you rather lose your sense of smell or your ability to read? Would you rather be highly successful in a career you dislike, or moderately successful in a career you love?). The format requires extended reasoning, value-clarification, and engagement with trade-offs. Learners build the analytical-discussion fluency that B2 Cambridge Speaking rewards.

    This worksheet builds B2 speaking fluency through substantive Would You Rather discussion.

    What’s inside:

    • 25 Would you rather questions on substantive topics
    • A phrase bank for justifying, qualifying, and exploring trade-offs
    • Multi-turn discussion prompts: each item supports 3+ turns
    • Pair-work setup with structured discussion
    • Teacher Notes with timing and management

    Common challenges: Sustained reasoning at B2 — strong B2 speakers maintain extended turns of 30–60 seconds, weaker speakers stall after 15 seconds. Values-articulation: connecting choice to underlying preferences. Hedging strong claims: all things being equal, in principle, on balance.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B2 First (FCE) Speaking. Part of the Discussion & Debate collection — the natural next step is Presenting and Public Speaking.

  • Speaking: Talking About the Future Plans and Dreams (PDF)

    Speaking: Talking About the Future Plans and Dreams (PDF)

    Talking about the future plans and dreams is the A2–B1 speaking skill that combines future tense work with personal sharing. The worksheet covers vocabulary and structures for short-term plans (tomorrow, next weekend), medium-term (next year, in three years), and longer-term dreams (one day, eventually). Learners build the future-discussion fluency every social and Cambridge Speaking context requires.

    This worksheet builds A2–B1 speaking fluency with future-discussion patterns.

    What’s inside:

    • A phrase bank for short-term plans, mid-term goals, and long-term dreams
    • Time-frame matching: choose appropriate verb forms for each time scale
    • Pair-interview: ask and answer questions about plans and dreams
    • Production task: write and then speak about your own future
    • Teacher Notes with grammatical-form integration

    Common challenges: Will vs going to vs Present Continuous for future — the choice signals the speaker’s certainty and planning. I’m going to study medicine (decided plan) vs I’d like to study medicine (aspiration). Hedging certainty about long-term dreams: I hope to, I’d love to, ideally.

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge A2 Key (KET) and B1 Preliminary (PET) Speaking. Part of the Conversation Starters & Warm-Ups collection — the natural next step is Warm-Up Activities: 10 Quick Starters.

  • Speaking: Expressing Preferences I’d Rather (PDF)

    Speaking: Expressing Preferences I’d Rather (PDF)

    Expressing preferences is the B1 functional-speaking skill that lets learners articulate choice. The worksheet covers phrases for stating preferences (I’d rather, I’d prefer, I’d sooner), comparing options (Rather than, As opposed to), and qualifying preferences (To be honest, On second thoughts). Learners build the preference-articulation skill that everyday decision-making conversation requires.

    This worksheet builds B1 speaking fluency with preference-expression phrases.

    What’s inside:

    • A phrase bank with would rather, would prefer, would sooner structures
    • Sentence-completion drills with preference forms
    • Role-play scenarios: decision-making in pairs
    • Multiple-choice on the correct grammatical form of preference phrases
    • Teacher Notes with pair-work setup

    Common challenges: Would rather + base form vs Would prefer + to-infinitive — the grammatical patterns differ. I’d rather + past tense for talking about others’ preferred actions: I’d rather you didn’t. Cultural variation: directness in preference varies across cultures.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Functional English collection — the natural next step is Telephone English.

  • Speaking: Discussion Would You Rather B1 (PDF)

    Speaking: Discussion Would You Rather B1 (PDF)

    Would you rather B1 is the structured-discussion format that gives B1 learners decision-and-justification practice in a low-pressure, high-engagement frame. Each item presents two choices (Would you rather have superpowers or be able to time travel?) and asks the speaker to choose, justify, and consider trade-offs. Learners build the decision-justification fluency that distinguishes B1 fluent speakers.

    This worksheet builds B1 speaking fluency through Would You Rather discussion.

    What’s inside:

    • 25 Would you rather questions sequenced from light to substantive
    • A phrase bank for choosing, justifying, and considering trade-offs
    • Discussion-extension prompts: What if the situation changed to X?
    • Pair-work setup with role rotation
    • Teacher Notes with timing and management

    Common challenges: Justifying at B1 — strong speakers give a reason and a counter-consideration; weak speakers just state the choice. I’d rather X because Y, but then again Z. Maintaining engagement on light topics: humour and creative justification work better than serious analysis.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Discussion & Debate collection — the natural next step is Discussion: Would You Rather B2.

  • Speaking: Describing a Photo or Image (PDF)

    Speaking: Describing a Photo or Image (PDF)

    Describing a photo or image is the central B1–B2 long-turn speaking skill — and the exact format of Cambridge Speaking Part 2. The worksheet covers structural moves: opening (The photo shows…), foreground and background description, action and atmosphere identification, and speculation (It looks as if, I think they might be). Learners build the 1–2 minute monologue fluency that B1–B2 Cambridge Speaking tests directly.

    This worksheet builds B1–B2 speaking fluency with photo-description format.

    What’s inside:

    • A phrase bank organised by description phase (opening, location, action, speculation)
    • Sample photos with model descriptions
    • Step-by-step description framework
    • Production task: describe a photo for 1–2 minutes
    • Teacher Notes with Cambridge exam-prep guidance

    Common challenges: Structure at B1–B2 — strong candidates open with overview, then move from foreground to background, action, atmosphere. Speculation language: It looks as if, I’d say, perhaps, it seems that. Filling the time: 1–2 minutes is long when content runs short.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps directly onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking Part 2. Part of the Discussion & Debate collection — the natural next step is Discussion: Would You Rather B1.

  • Speaking: Giving Advice Would You (PDF)

    Speaking: Giving Advice Would You (PDF)

    Giving advice is the B1 functional-speaking skill that combines hedging with helpfulness. The worksheet covers phrases for direct advice (You should, You ought to, I’d advise), softer suggestion (Why don’t you, Have you considered, You might want to), hypothetical advice (If I were you, I would), and warning (I wouldn’t, Be careful with). Learners build the advice-giving fluency every B1 Cambridge Speaking task requires.

    This worksheet builds B1 speaking fluency with advice-giving phrases.

    What’s inside:

    • A phrase bank organised by advice strength and hedging level
    • Dialogue completion: respond to problems with appropriate advice
    • Role-play scenarios: advisor and advice-seeker in different situations
    • Multiple-choice on the most suitable advice phrase
    • Teacher Notes with pair-work setup

    Common challenges: Advice-as-imperative at B1 — Do this, don’t do that sounds bossy. If I were you, I would is the most natural English advice structure but requires Second Conditional. Modal verbs for advice: should, ought to, could, might want to.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Functional English collection — the natural next step is Expressing Preferences: I’d Rather.

  • Conversation Questions: Family and Relationships (PDF)

    Conversation Questions: Family and Relationships (PDF)

    Family and relationships is the most universal speaking-practice topic — every learner has people in their life to talk about. The questions in this worksheet move from concrete description (How many siblings do you have? What do your parents do?) to comparison (Who are you most similar to in your family?), to reflection (How have your relationships with family changed over time?). Learners build extended-answer speaking fluency on a topic they know inside out.

    This worksheet builds A2–B1 speaking fluency through family and relationships discussion.

    What’s inside:

    • 20 open conversation questions sequenced from easier to harder
    • Pre-discussion vocabulary box with family and relationship terms
    • Follow-up question patterns to keep conversations extending
    • Speaking-frame phrases for description, comparison, and reflection
    • Teacher Notes with pair-work setup and timing

    Common challenges: Extending answers beyond two sentences — learners need explicit modelling of answer + reason + example + comparison. Family vocabulary at A2–B1 includes step- and half-family terms. Politeness about sensitive areas (divorce, estrangement) — questions are designed to allow vague answers.

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge A2 Key (KET) Speaking Part 1 and B1 Preliminary (PET) Speaking. Part of the Conversation Questions collection — the natural next step is Conversation Questions: Travel and Adventure.

  • Error Correction: Register and Style (PDF)

    Error Correction: Register and Style (PDF)

    Error correction register and style is the C1 advanced self-editing skill that targets the subtle register-and-style errors that distinguish C1 fluency from B2 polish. The worksheet covers errors in formality matching (get in academic writing), academic-register slippage (using show where demonstrate is needed), idiomatic over-reach (using idioms in formal writing), connotation mistakes (childish vs childlike), and over-nominalisation in academic prose. Learners build the stylistic self-editing skill that C1 examiners reward directly.

    This worksheet builds C1 self-editing fluency with register and style errors.

    What’s inside:

    • A bank of 25 sentences with one register or style error each
    • Error-category labels with explanatory notes
    • Rewriting task: produce register-appropriate alternatives
    • Self-check protocol for own academic and formal writing
    • Teacher Notes with C1 assessment criteria

    Common challenges: Register-precision at C1 — recognising that get is fine in some contexts and disastrous in others. Idiom-appropriateness: when to use, when to avoid. Connotation tracking: childish (negative) vs childlike (positive) — same root, opposite charge.

    For: Adult and teenage learners (14+) at CEFR C1, in advanced classes, 1:1 lessons, or self-study. Supports Cambridge C1 Advanced (CAE) and C2 Proficiency (CPE) Writing assessment. Part of the Error Correction collection — the natural next step is Learner Error Awareness: German Speakers.