A selection of English ESL ppt slides with guided grammar production, grammar practice

This PowerPoint Presentation contains information on certain reporting verbs and the structures used after them (infinitives, gerunds, etc). They have the chance to focus on their previous knowledge and then see how to report statements using something else but tell and say. There's the presentation part, drilling exercises, and free practice tasks. The exercises on slides 7-9 may be adapted. If you work with quite a large group/a pair online, copy the slide for a corresponding student (SA/SB) and send it to them in personal messages, divide them into pairs for separate rooms (on Zoom) /or send them their slide in personal messages on social media. If you work face-to-face, customise the slides as cards.

Reporting Verbs. Vocabulary and Grammar

There are twelve questions on modal verbs. It is a simple sentence gap fill exercise. This PPT is easy to edit. Feel free to do so and enjoy using it in class. Enjoy!

Who Wants to Be a Millionaire? Modal Verbs

With the help of the plan you'll teach your students "be going to" to speak about plans and intentions and speak about their summer with words "Holiday activities". There are several tasks to do: speaking, drilling, flashcards, interactive video taken from the Internet. Read the instructions in "NOTES".


Summer Holiday Plans

Powerpoint on sea animals and an introduction of present perfect. Difference present perfect vs past simple. Use of since, for and since with present perfect sentences.

Sea Animals + Present Perfect

This game can be used to practice just about anything.




Students choose a box and write it down.




** You can also have guided writing practice




For example:




I __ hot.
 She __ like juice.


You can have them make a sentence using certain grammar or vocabulary. 


Or have them translate a sentence from their native language.


** This can also be played with children learning the alphabet. Simply have them copy one of the letters.





Behind each box are stars. Stars equal points.




Can be played individually or in teams.

Star Game Template - Choose, Write, Get points! (vocabulary, grammar, etc)

Students see distorted pictures of food; they must guess it and build a sentence using the expressions there is / there are plus a,an,some,many. . . - at the end the will make questions using how much/how many.

Guess the Food Game - There is/there are. How much/how many

This powerpoint tries to explain the usage of English Syntax when writing. It also helps for Grammar classes of C1 students. It would be best used implemented by another in class or online explanation of the grammatical structures of sentences in English,

English Syntax Sentence Structure

Each slide represents an activity/ a talent

students ask each other about their talents :

example: how well can you dance? I can dance very well. . Or " i can't dance at all"

Talents - how well can you. . . ?

The PPT includes explanatory charts for Tenses, Passive Voice, Adjective-Adverbs and Modals Verbs. It also provides oral activities for each grammar topic. These oral activities are taken from Grammarway 3 & 4. 

Grammar Revision

ROLE PLAYWhat is the meaning of the role play?
Role play is the act of imitating the character and behaviour of someone who is different from yourself, for example as a training exercise. Group members have to communicate with each other through role-play. 2. verb. If people role play, they do a role play.

CONVERSATION PRACTICE ABOUT PAST EVENTS

Learning Objectives:

- Understand the concept of compound nouns and how they are formed.
- Recognize different types of compound nouns (open, hyphenated, closed).
- Explain the individual meanings of words within a compound noun and how they contribute to the overall meaning.
- Create and use compound nouns in sentences and written work.
- Recognize and appreciate the creative and expressive potential of compound nouns.


Word Wizards Unite! Exploring Compound Nouns (A1+)

This presentation is for a lesson on going to the doctor. I first presented body parts in the previous class and this activity can be followed by a role play where a student plays the doctor and another student plays the patient describing what's wrong. 
 all images in the presentation are from pixabay.

Going to the doctor: what's hurt/broken/bleeding? Body parts and describing what's wrong.

Guided grammar production

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.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

38 Guided grammar production, Grammar Practice English ESL powerpoints