A selection of English ESL accidents ppt slides

this powerpoint shows students how and why we use could have - should have - would have - to express lost opportunities.   each modal is treated separately and explanations and examples are given.  At the end there are some exercises with the key on the last page.

MODALS OF LOST OPPORTUNITY powerpoint

What does this lesson plan on natural disasters include?

The purpose of this lesson is to introduce vocabulary around natural disasters. This natural disasters lesson plan contains controlled and free tasks to promote fluency in speaking. This lesson does not include a reading activity. It is an intermediate-level lesson plan that contains matching activities, speaking prompts, quote analysis, data analysis, and opinion questions. With all that said, this lesson plan will allow you to learn a lot about your student and their opinions on different topics.

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An Intermediate ESL Speaking Lesson Plan On Natural Disasters

SOME DANGEROUS SITUATIONS AT SCHOOL AND HOW TO PREVENT. LOOK AT THE PICTURES, WHAT ARE THE CHILDREN DOING? MUST FOLLOW THE RULES IN THE SCHOOL. PLAY A GAME: SELECT THE CORRECT ACTION

HOW TO BE SAFE AT SCHOOL

When we report questions, there is no inversion of the subject and auxiliary in the reported clause (the word order is the same as in statements) and we do not use a question mark.

some ti mes we report the questions immediately like reporting someone's speech on the phone .this way we use only the present simple for the reporting verb and we call it direct reported which is completely different from direct speech " The exact speech of someone " 

Wh-questions

REPORTING CLAUSE + WH-CLAUSE (WITH NO INVERSION)



When we report a wh-question, we repeat the original question word (who, what, when, where, how etc.) in the reported clause:



Rebecca: Where do you live?

Rebecca asks me where I live.



Tim: Who are you waiting for?

Tim wants to know who I am waiting for.



A wh-clause can be used to report exclamations:



Ivan: How funny!

Ivan exclaim how funny it is.

reported Speech 

Past modals.Students have to guess what happened to the characters in the picture and then make prediction , give advice etc using the past modal prompts.Speaking or writing activity.Good idea to review non regular verb previously.

Making Predictions With Modal Verbs

Prepare to Laugh:

 
Get ready for a fun and engaging session where we'll explore the lighter side of English language and culture.
Challenge Accepted:

 
Your mission, should you choose to accept it, is to try not to laugh as we delve into various funny videos, images, and stories.
Analysis Mode:

 
After each video, we'll discuss why it's funny. Pay attention to the elements that tickle your funny bone, and get ready to share your insights.
Keep a Straight Face:

 
The challenge is on! Can you resist the urge to laugh while we analyze humor? Test your poker face and see if you can maintain composure.
Reflect and Enjoy:

 
As we wrap up, take a moment to reflect on what you've learned about humor in English. Feel free to share your favorite moments and any new discoveries.
Get Ready to LOL:

 
Now that you know what's in store, get comfortable, and let's dive into the world of laughter and learning together!


Try not to laugh lesson (all levels)

A and an can only be used with nouns in the singular if we don't mean a special thing or person. Some can only be used in the plural if we don't know the exact amount of something or if we use nous we can not count, e.g. liquids



A, an and some

Analytical Expositions to improve Reading skill.Some direction to assign the material, consisting of:
1. Read aloud of all the material
2. Give attention to the direction, sign of the text

ANALYTICAL EKSPOSITIONS

From 1845 to 1852, there was a potato .. in Ireland, people had nothing to eat and about 1 million people died.
Drought
Storm
Famine
Floods
Earthquake
Landside
Tornado
Floods


Quiz Disaster level A2

The topic and main language goal of this resource, e. G. "a day in the life of the lessmore family (picturethe topic and main language goal of this resource, e. G. "a day in the life of the lessmore family (picture

The topic and main language goal of thh

Are you scrolling down to find suggestions about tyres? We are providing new and use tyres for your cars and jeeps. And also you can get many accessories related to your cars. So hurry up and don't waste time visit our professional website to get the parts of your own car.

Tips To Tyre Change For Your cars, Trucks, And Other Vehicle.

Interesting activities for new vocabulary, grammar and for speaking which can be helpful for young learners to improve their level of English and to have an easy communication. 

Title: my free time. presentation

Accidents

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

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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 describe things or people 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>

Get here and you are ready to study in English at university

14 Accidents English ESL powerpoints