A selection of English ESL habits (good and bad) ppt slides

This presentation focusses on the most common adverbs of frequency and their usage with present simple. Identifying the adverb of frequency in a sentence and learning where it has to be put with main verbs and with 'to be' is the main aspect.



At the end there are some short exercises that can be played in the classroom or in an online lesson about word order.

Adverbs of frequency (present simple)

This is a fun speaking activity practicing the structure "used to" to talk about childhood habits and memories. It can be played in pairs or in larger teams, projected on the board. To extend the speaking time and make the activity more challenging, ask the students to speak for a minimum of 30 seconds about each topic!

Used to- childhood memories boardgame

A very slow and thorough introduction to Yes/No- questions (and briefly: short answers) in the present simple.



I found that animated features do not work in most screen sharing tools, so I worked more with individual slides. If you present this in a real classroom where animations work you can delete some 'double' slides.



At the end there are a couple of sentences to practise.



If you like this presentation you might consider using the 'vote up' on top ;)

Present simple - interrogative

The material is a Power PointPresentation that I have used with my A2 students to talk about table manners around the world. It presents funny table manners that I think students might like. 

Table manners around the world

This is a presentation to teach children good habits.

It includes: brush your teeth, take a bath, comb your hair, clean up your toys, eat healthy food and do sport.

Good Habits

The main aim is describe routine through the pictures. Practice present simple. It's useful for begginer students. Describe routines and schedules in small gropus. Conversation activitie.

How often do you

29 questions and students will answer using present and adverbs to describe their habits. If playing with intermediate students, I'd ask them to talk about their habits related to that question. I also added some questions about their use of technology and internet.



Hope your students enjoy the game. Thanks for downloading and have a nice day.

Boardgame - HOW OFTEN DO YOU...? (with rolling dice)

Students will learn and discuss bad habits in this communicative activity.  This subject is easy to talk about so students typically have little trouble thinking about their opinions. 

Bad Habits 

In this presentation, we will take a look at the affirmative, negative and interrogative forms of Present Simple Tense from the contexts. This presentation is created and uploaded to support my collegues around the world. I hope you will find it useful.

Present Simple Tense (Gamified Lesson)

And this is the slide show (with Gaston's characters) I use for the test on Past Continuous and Preterit tenses after having worked in class with the similar one including Tintin's characters. 

Past Continuous vs Preterit PART 2

This activity is appropriate for Intermediate teaching, it helps you to develop students' speaking skill by discussing the most important topic nowadays which is Smartphone addiction. It has also some information, vocabulary, pictures and grammar structures to talk about people's manners. Students describe some pictures according to what they consider impolite, appropriate, rude, sincere, and more adjectives in order to talk about specific manners using Simple present and Simple Past structures. 

SMARTPHONE ADDICTION AND PEOPLE'S MANNERS

In this PPT you will find a list of different foods that will help you fall asleep. Each slide contains the type of food, a picture of the food and a brief explanation why that food makes it easier for us to fall asleep. It's great for an interactive discussion class. Students learn about the health benefits of different types of foods, get an opportunity to give advice to others and discuss their advice with the class. I've been teaching a class about food for more than two years and used this PPT a couple of times. The students always found it interesting. It gives you an opportunity to teach the students something new in their target language as well as using the newly acquired language. I suggest keeping the class loose and fun with a warm up about sleeping habits and what the students do when they can't sleep, followed by a discussion on what you should or shouldn't do to help you sleep. Then introduce the foods on the PPT (you might have to explain some of the more advanced words in simple terms or look those words up in a dictionary) and go through them one by one, giving the students the opportunity to take notes. After you showed the students all the different types of foods, close the PPT and ask the students how many different foods they remember, then ask them to work in groups to come up with a plan on how to incorporate those foods into our diet. 

Foods That Help You Sleep

Habits (good and bad)

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 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

23 Habits (good and bad) English ESL powerpoints