Functional English

Stating
Preferences
Let’s Learn
In this lesson, you will learn how to describe
a preference. You will learn how to use
the following words and expressions:

• prefer
• preference
• like     better than    
• would rather
• than vs. then

Warm-Up
A. Stress B. Syllables C. Practice

The words prefer (verb) and The word prefer has two syllables. Listen to your teacher recite
preference (noun) are pronounced these sentences. Then practise
a bit differently. Notice where • pre | fer them with your teacher:
the stress is.
The word preference • I prefer coffee.
• prefer has three syllables. • I prefer tea.

• preference • pref | er | ence • I don’t have a preference.

• Do you have a preference?

However, when English speakers
say the noun quickly, the middle
syllable disappears:

• pref | rence

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 Stating Preferences
Functional English

Dialogues
Read the dialogues, and practise with a partner.

Dialogue 1

A: Do you like the blue shirt or the white one?

B: I prefer the blue one.

A: Really?

B: Yes, the blue one looks nice with your eyes.

Dialogue 2

A: Which would you rather have, burgers or tacos?

B: I’d rather have burgers.

A: Okay. Would you prefer chicken, beef, or veggie burgers?

B: I don’t have a preference. How about you?

A: I like chicken burgers better than beef burgers. I don’t really like veggie burgers.

B: Let’s have chicken then.

Dialogue 3

A: We can go cycling or swimming. Which do you prefer?

B: I prefer cycling.

A: Me too. The kids like swimming, though.

B: Okay. Let’s go swimming then.

A: How about we go cycling and then swimming?

B: Good idea.

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 Stating Preferences
Functional English

Useful Expressions
Review these common words and expressions.
Recite them together as a class.

A. Preference

Verb Patterns Examples

• I like coffee.
like + noun (+ better than + noun)
• I like coffee better than tea.
like
• I like bowling.
like + -ing (+ better than + -ing)
• I like bowling better than swimming.

• I prefer coffee.
prefer + noun (+ over + noun)
• I prefer coffee over tea.
prefer
• I prefer bowling.
prefer + -ing (+ to + -ing)
• I prefer bowling to swimming.

would + rather (+ verb) A: Would you rather go bowling or skating?

B: I would rather go bowling.
would rather The modal “would” is often used
with “rather” to show or ask about A: Would you rather have steak or chicken?
a future preference. B: I would rather have steak.

Note #1 Note #2
THAN VS. THEN BETTER VS. MUCH

Use “than” to compare. Do not use “better” with “prefer.” Use “much” instead.

• I like reading better than writing. � I prefer coffee better. � I like coffee better.
• I like skiing better than snowboarding. � I much prefer coffee. � I much like coffee.

Use “then” to say “in that case” or “next.”

• You don’t like writing? T hen you read and I’ll write.
• Let’s go skiing first. Then we’ll go snowboarding.

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 Stating Preferences
Functional English

Useful Expressions cont.

B. No Preference

The following expressions can be used when you have no preference.

Be careful about formality.

Expression Formality Note Example

These are some Q: Do you want coffee or tea?

I don’t care. informal ways to say A: I don’t care.
you don’t have a
informal
preference. Use them
with a close friend or Q: Do you want coffee or tea?
I’m not picky.
family member. A: I’m not picky.

This is a more polite way

to say that you have no Q: Do you want coffee or tea?
Either is fine. formal
preference when there A: Either is fine.
are two choices.

This is a way of
saying you don’t Q: Do you want coffee,
informal
It doesn’t matter to me. have a preference tea, or juice?
or formal
when there are more A: It doesn’t matter to me.
than two choices.

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 Stating Preferences
Functional English

Listening Practice
A. Preferences

Listen to these statements. Which does the speaker prefer?

1. a) cake 4. a) typing 7. a) going to the theatre

b) pie b) handwriting b) watching movies at home

2. a) swimming 5. a) eating in 8. a) raking

b) jogging b) going out to eat b) shovelling

3. a) flying 6. a) coffee 9. a) studying online

b) taking the train b) tea b) going to class

B. Choose the Correct Response

Listen to the recording.

Does the speaker have a preference or not?

1. a) preference 4. a) preference 7. a) preference

b) no preference b) no preference b) no preference

2. a) preference 5. a) preference 8. a) preference

b) no preference b) no preference b) no preference

3. a) preference 6. a) preference 9. a) preference

b) no preference b) no preference b) no preference

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 Stating Preferences
Functional English

Speaking Practice
A. Complete the Dialogue

Complete the dialogue, and practise with a partner.

A: I like swimming better                  running.

B: Let’s go swimming                  .

A: But you                  running, don’t you?

B: Yes, I like running better than swimming. But                  is fine.

A: Let’s go for a run and                  go for a swim.

B: Good idea.

B. Change the Dialogue

Read the dialogue, and practise with a partner.

Then change the dialogue to make it informal. Practise again.
Then change the nouns to gerunds (-ing). Practise again.

A: Do you prefer coffee or tea?

B: Either is fine.

A: Let’s have tea then.

B: But you like coffee better than tea, don’t you?

A: No, I actually prefer tea over coffee on a rainy day.

B: Okay. Then let’s have tea.

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 Stating Preferences
Functional English

Review
Task 1

FORMAL OR INFORMAL?

Are the following exchanges formal or informal?

Does the respondent have a preference or not?
Put a check mark () in the correct columns.

Formality Preference

# Dialogue Formal Informal Yes No

Q: What would you rather do, dine in or eat out?

1
A: I’d prefer to dine in, please.

Q: Do you want coffee or tea?

2
A: I don’t care.

Q: Do you want the red one or the black one?

3
A: I’m not picky.

Q: Would you prefer the window or the aisle seat, sir?

4
A: I’m fine with either.

Q: Green or black?
5
A: Black. It goes with your jeans.

Q: Do you prefer white over whole wheat toast?

6
A: I actually prefer multigrain if you have it.

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 Stating Preferences
Functional English

Review cont.
Task 2

COMPLETE THE DIALOGUE

Complete this dialogue on a piece of paper. Recite it with your teacher or with a partner.

Server:                  milk or cream for your coffee?

1.

Customer:                  cream if you have it. Thank you.

2.

Server: Of course.
Do you want to order now, or would you                  wait a few minutes?
3.

Customer:                                                 .
4.

Server: Okay. I’ll take your order now                  . What can I get for you?
5.

Task 3

STATING A PREFERENCE

Work with a partner. Take turns asking questions and responding about
the following topics in front of your teacher. Use a variety of words
and expressions that you learned (prefer / like better / would rather).
Demonstrate your understanding of “than” and “then.”

• colours
• beverages
• food
• clothing
• entertainment
• activities

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 Stating Preferences
Functional English

Speaking / Listening Assessment Tool

Student / Group:                                               

Date CLB Level Assessed By Role-Play Scenario Skill Competency

Stating a Preference I. Interacting with Others

Achieved Achieved With Help Needs Improvement

Criteria

uses a variety of ways to ask

for and state a preference

opens and maintains

a conversation

asks for and gives information

in one-on-one interactions

expresses a lack of
preference in both a
formal and informal way

speaks clearly and loudly

Notes

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 Stating Preferences
Functional English

Learner Reflection
STATING A PREFERENCE

Add check marks () to show what you've learned in this lesson.

Name:                         Date:                        

Yes (very well) Yes (with help) Not yet

Can I...

ask someone about a preference?

state a personal preference?

express that I have no preference?

express preferences in formal

and informal situations?

pronounce prefer and preference properly?

recognize the difference between than and then?

My Notes

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 Stating Preferences
Functional English

Answer Key
LESSON DESCRIPTION: LEVEL: Int / CLB 4–5

In this lesson, students review language and useful expressions TIME: 1 hour
for stating preferences. They practise using formal and informal
TAGS:  functional English, stating a preference,
language in questions and responses and learn to recognize
preferences, likes, dislikes, formal, informal,
and express a lack of preference. Includes listening practice
rather, interacting with others, CLB, LINC, PBLA
and assessment tasks.

Let’s Learn Useful Expressions

Go over the learning objective with your students. Recite the words and expressions and have your students
repeat after you for pronunciation and intonation practice.

Warm-Up
CLB Skill Competencies
Go over the pronunciation differences between prefer and
preference. Review the syllables in spoken English. Speaking: I. Interacting with Others, IV. Sharing Information
Reading: II. Comprehending Instructions

CLB Skill Competencies

(continued on the next page...)
Speaking: I. Interacting with Others, IV. Sharing Information
Pronunciation: Word Stress

Dialogues

Have students practise the dialogues out loud in pairs.

CLB Skill Competencies

Speaking: I. Interacting with Others, IV. Sharing Information

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 Stating Preferences
Functional English

Answer Key cont.

Listening Practice B. CHOOSE THE CORRECT RESPONSE

Play the recording or say each statement out loud for your
A. PREFERENCES students. Your students will listen and circle whether the

Play the recording or read the statements out loud. speaker has a preference or not.

Your students will decide which one the speaker prefers.

# Sentence Answer

# Statement Answer
1 Either is fine. b

1 I like pie better than cake. b

2 I’d rather call than email. a

2 I prefer jogging over swimming. b

3 I’m not picky. b

3 I prefer taking the train. b

4 I like flying better than driving. a

4 I like typing better. a

5 It doesn’t matter to me. b

5 I’d rather not eat in. b

6 I much prefer riding my bike. a

6 I don’t like tea. a

7 Either sugar or honey is fine. b

I like going to the movies better than

7 a 8 You pick. I’m fine with anything. b
watching movies at home.

9 Any of those is okay. b

8 I much prefer raking. a

9 I don’t like studying online. b

CLB Skill Competencies

Listening: I. Interacting with Others

(continued on the next page...)

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 Stating Preferences
Functional English

Answer Key cont.

Speaking Practice Review (Assessment Tasks)

A. COMPLETE THE DIALOGUE The last three tasks are optional and can be used for assessment
purposes and/or review practice. Task 3 includes an assessment
Answers may vary.
tool that you can share with learners so that they understand
1. than your expectations.
2. then
3. prefer / like TASK 1
4. either / swimming
Have students read each dialogue and determine if it is formal or
5. then
informal and if there is a preference or no preference.

B. CHANGE THE DIALOGUE 1. formal / yes

2. informal / no
Students can read the dialogue and practise with a partner.
3. informal / no
Then have them make some changes and perform it for the class.
4. formal / no
Answers will vary.
5. informal / yes
6. formal / yes

CLB Skill Competencies

Speaking: I. Interacting with Others CLB Skill Competencies

Writing: II. Reproducing Information
Reading: I. Interacting with Others

TASK 2

Have students complete the text and practise it

with you or with a partner. Answers will vary.

1. Would you prefer / Would you like / Would you rather have
2. I’d prefer / I’d rather have
3. rather / like to / prefer to
4. Either is fine. / It doesn’t matter to me. / I’d like to order now.
5. then

CLB Skill Competencies

Writing: II. Reproducing Information

Speaking: I. Interacting with Others

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 Stating Preferences
Functional English

Answer Key cont.

Review (Assessment Tasks) cont.

TASK 3

If you want to use this task for summative assessment, hand out
the ready-made Assessment tool (page 9), or personalize your
own from a template in Shared Criteria for Success:
https://esllibrary.com/resources/2352

Place students in pairs and have them discuss their

preferences in front of you and the class (or just for you)
using the subjects provided. Have students take turns
asking about and stating preferences.

CLB Skill Competencies

Speaking: I. Interacting with Others

Listening: I. Interacting with Others

Learner Reflection

When you are finished with this lesson, have your

students reflect on their learning by filling in the chart.

ABOUT THE EMOJI:

The emoji (and their derivatives) used in this lesson are from
Twemoji, an open-source project by Twitter. They are licensed
under CC-BY 4.0. https://github.com/twitter/twemoji

(continued on the next page...)

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 Stating Preferences
Functional English

Answer Key cont.

Canadian Language Benchmarks Summary

OVERVIEW

Stage: 1–2 CLB Range: 4–5* Primary Skill Competency: Speaking – I. Interacting with Others

PAGE TASK SKILL COMPETENCIES

Speaking: I. Interacting with Others, IV. Sharing Information

1 Warm-Up
Grammatical Knowledge (Pronunciation): Word Stress

2 Dialogues 1–3 Speaking: I. Interacting with Others, IV. Sharing Information

Speaking: I. Interacting with Others, IV. Sharing Information

3 Useful Expressions
Reading: II. Comprehending Instructions

5 Listening Practice Listening: I. Interacting with Others

Speaking: I. Interacting with Others

6 Speaking Practice
Writing: II. Reproducing Information

7 Review Task 1 Reading: I. Interacting with Others

Writing: II. Reproducing Information

8 Review Task 2
Speaking: I. Interacting with Others

Review Task 3 (PBLA)** Speaking: I. Interacting with Others

8–9
Includes Assessment Tool Listening: I. Interacting with Others

*Note: **Note:

This CLB range is suggested by ESL Library based on PBLA refers to portfolio-based learning assessment in
the descriptors in the Canadian Language Benchmarks the LINC program (though any teacher can use these tasks
guide: http://www.cic.gc.ca/english/pdf/pub/language- for review or assessment). Visit our Resources section for
benchmarks.pdf Assessment Tools that you can print and personalize for
PBLA: https://esllibrary.com/resources

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 Stating Preferences
Functional English

Answer Key cont.

Canadian Language Benchmarks Summary cont.

PROFILES OF ABILIT Y

The following descriptors from the Canadian Language Benchmarks

apply to this lesson and are used with permission. For more
detailed information see: http://www.cic.gc.ca/english/pdf/pub/
language-benchmarks.pdf and visit: https://www.language.ca/

BENCHMARK THE LEARNER CAN:

Speaking • Ask for and give information about preferences related to common everyday activities. (4)
(4–5) • Express feelings and participate in basic social conversations for some everyday purposes (5)

Listening • Interpret feelings such as interest, likes/dislikes, preferences.

(5) • Understand the gist and some details in moderately complex common and predictable social exchanges.

Writing
• Copy or record an expanded range of information from short texts for personal use.
(4)

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