A selection of English ESL how to describe things or people in english ppt slides

The introduction of the verb to be.

The verb "to be" is an old man and he has 3 sons (am, is, are). The verb "to be" is too old to work, so his sons work for him. Each son has friends (personal pronouns)...etc



Exercises. Describe the picture using pronouns and am/is/are

the verb to be + personal pronouns with exercises

This is a game for children to teach a proper use of There is/are structure. Pupils' task is to choose a correct version on the basis of the picture shown in the presentation. The pictures show characters from famous films and some home&furniture vocabulary. The game may be used in class on interactive board or screened on the wall.

there is/are interactive game

Some common activities people do everyday + simple present grammar point

DAILY ACTIVITIES

This slide presents the use of there is, there are and questions with How many..? to talk about wild animals quantity. It also includes questions with "where" and prepositions in, on, under, next to to talk about animals' location. It has some oral tasks to practice. I hope you find it useful :)

There is - There are - how many - prepositions  - where

This is a game in the form of a presentation. You can choose the number of the image by drawing lots, or put the numbers in a hat and pull out one by one. The game can be displayed on the screen of the projector, the children take turns calling the number of the picture that they have drawn. Students repeat modal verbs in pairs: can't, shouldn't, and aren't allowed, and make sentences with them.



Classroom rules game

In this presentation children learn the 5 senses and some body parts. There are some exercises and one slide shows a song about the 5 senses. The children also learn some easy sentences.

5 Senses and body parts

The objective of this lessons is to have the students describe what they see. The pictures are photoshopped and they can use lines as: it looks like, I think that, there is, there are, etc. It is supposed to be an interactive lesson, in which the teacher and the student can talk about what the student is describing and what he thinks about the picture.

Describe what you see

This is a powerpoint presentation about some food containers. 

you can use it to present the vocabulary

I hope you find it useful.

I hope you find it useful.

I hope you find it useful.



Containers partitives

Powerpoint to prompt students to practise their oral skills using the Simple Past. No simple answers allowed. They should use connectors and expressions learnt so far, apart from using the past tense correctly.l

Speaking - Using The Past Tense

Present Simple vs. Present Continuous Clothes game to repeat the theme Clothes. Class 5, Spotlight 5, module 7b. You need to start the presentation in slide show mode, then fill in the gaps in the sentence and select the answer option.

Present Simple vs. Present Continuous Clothes game

Family members vocabulary with "The Simpsons" family. Vocabulary: brother, sister, mother, father, grandfather, grandmother (+ parents and grandparents). With interactive games.

Family Members

This is my first ppt concerning IELTS speaking part 1, it includes a couple of general tips and also deals with the topic of family.



It starts off with a list of a few topics students will likely have to talk about in part 1. I have other ppts for these topics.



Next is a do or don't game where students decide what is good be behaviour for the exam, feel free to add more general things like smile etc :). I find that this works well with some example answers from another worksheet.



The family section starts with a table, have the students fill it out and then compare with their neighbours. Ask the students to define the words above the table and use a few in their descriptions.



Next is a skeleton answer. Students must construct an answer to the question using some of the points, but not all. They should also use the phrases on the right to add extra information to the points. Answers may vary but the aim is to ensure answers flow nicely and don't include anything unnecessary.



The next slide is an extension of the vocabulary from the first family slide. I recommend you go through them and ask individuals to make new sentences with the underlined phrases to show they know it.



Slide 7 is a selection of family questions from pat IELTS tests to give your students an authentic style test.



Slide 8 is an activity style I like to do often for IELTS where students must imagine something different from their real life and give answers based on that. Ask the students to choose a family picture and answer the questions from the previous slide in a new way.



Finally, there is a quick question slide with topics that you give at random to students for them to create questions on new topics, it is useful to test students on their quick responses.



Check out my other IELTS ppts for more topics and techniques

IELTS speaking: describing and family

how to describe things or people in English

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

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215 How to describe things or people in English English ESL powerpoints