This lesson is based on the communicative approach, you will encounter lead in topics to discuss, followed by a free kahoot to engage them, then pre listening tasks and listening tasks about this celebration. It is targeted to ESL or EFL students.

St. Patrick's Day (A2 to C1 levels)

This presentation includes random images, the students must link them together to create different stories.

 
The images are random and don't have a clear relation between them, I would recommend this for intermediate or advanced students.

 
You can add aditional rules such as create a story in past tense or present continous etc.

 
I made it thinking of using it in 3 classes, 10 pictures per day, but you can make them use more or less according to your needs and the level of your students.

Let's create a story - Creative speaking practice

This presentation includes the questions of spelling name and last name as well as the alphabet pronunciation and some examples.
It also has a slide with personal information questions to review basic communication.

Alphabet, spelling and personal info questions

A little practice exercise for younger learners who are practicing food vocab or present simple sentences.
The second slide serves as an example of the kind of answer they should give, the rest of the slides don't have answers.

Food vocab and present simple practice

These slides can be used as flashcards to walk students throug vocabulary of twelve food items. There is also a slide that allows you to link the text with the image for each piece of vocabulary.

Food Vocabulary Flashcard Slides

Students learn job vocabulary, match words with  translation make phraese, sentences with them. Students tell about their future jobs. Ask and answer the questions.

Dream job Vocabulary, discussion, do test, write jobs to the phrases

To comprehend the Reflexive Pronouns the student might also follow some steps, which are going to be important to formulate a clear idea and sequence of the facts. 

Reflexive Pronouns rules


This is a very basic activity that's designed to give Japanese students more specific adjectives to describe food. It has a secondary goal of teaching students to be more aware of spelling in English. It was designed to work as a taster lesson at an Open Campus, but can be expanded to a full lesson or used as a warm-up or revision exercise. The lesson plan and handouts have been uploaded as separate documents.


Slide 2: Overview of lesson aims.


Slide 3: Students are paired up, set volunteer to work with student if there is an odd one out. Students introduce themselves to each other. Short call and response activities to lower affective filter and make students more comfortable.


Slide 3: Class ask their partner “What’s your favourite food?”. Teachers monitor and observe, help with pronunciation. This gets prior knowledge about food in English to the front of student’s heads.


Slide 4: Class work in pairs. Give the handouts out (one per each pair of students). Tell the students that they are going to write a list of food on the right-hand side of the sheet. The class have 90 seconds to complete their lists. Teachers monitor and observe, help with spelling, make sure students write in English and stay on the right-hand column.


Slide 5: Briefly go over what adjectives are (形容詞/ けいようし) and ask class to share any adjectives they know that describe food, write them on the board.  Have the class pass their sheets to another pair. Give the class roughly 90 seconds to write an adjective next to each food in the adjective column on the left of the handout.  Some students might not know any food adjectives, this is fine. There is a list of common food adjectives on the back that they can use. Emphasise that there is no wrong answer, you are focused on grammar rather than logical meaning. Give the class 90 seconds or so to add in some adjectives.


Slide 6: Ask for some volunteers to give the foods on their list, make sure they include the adjective and the food. 


Slide 7: Describe the concept of the “Word Kitchen” to the class. That customers want food with the same letters as their name.


Slide 8: Show class the picture of Cait, the first customer and write “CAIT” on the whiteboard. Ask the class to volunteer something from their list of food for Cait to eat. When class suggest something, write it on the board, cross out any letters in “Cait” that are also in that food’s name. For example, if a student suggests “Sweet Cake” then you cross out “C”, “a” and “t”. Keep asking for volunteers until all the letters have been crossed out.


Slide 9: Repeat with Reggie if you have time. I would recommend doing this to reinforce to the students how the activity works.


Slide 10: Repeat with Stephen if you have time. I would only recommend doing this if the majority of the student’s still don’t understand how 


Slide 11: Hand out the sheets of paper for students to write on. The students will write a name, and their partner will have to suggest a food (with an adjective) for them to eat. They’re following the same rules as the previous activities and need to cross out letters that appear in both words. Once they complete they swap partners. Encourage class to count up the letters they match and these are their points.


Slide 12: Check how many points everyone has. The person with the most points gets some chocolate!


Slide 13: Thank students for coming! Tell them to enjoy the rest of the Open Campus event.

"Word Kitchen" - Adjectives for describing food (1/3 PRESENTATION SLIDES)

Some helpfull vocabulary to use when giving and recieving directions 
 Fill in the missing words to form sentences 
 Follow directions and note down the final location

Asking and following directions in English A2

in teams of 2, the students take turn to ask questions about where are the buildings they don't have. Their partners have the answers. Practice preposition and speaking

English ESL Powerpoints

Newest powerpoints

Most popular powerpoints daily

Most popular powerpoints weekly