A selection of English ESL adjectives with –ed or -ing ppt slides

Adjectives with –ed or -ing

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

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)

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

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

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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

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)

Improv game / Role play / Miming or drama activity

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

This powerpoint was prepared in order to improve Middle School students' understanding of adjectives. Character slides attached in the presentations were entertaining to play hot-seat and practice the target structure.

Adjectives with -ed or -ing

This is a pairwork activity with timed slides. After 30 seconds a bell sound signals that is time to swap roles. Students use the present simple, the past simple and the present perfect together with adjectives.

Speaking activity using adjectives -ed and -ing

This is a powerpoint presentation on differences between adjectives ending in -ing and -ed. Vocabulary is presented along with multiple choice activity. For teenagers and adults.

-ing x -ed

powerpoint that i created using a short movie, called "present", about a little boy and a puppy. i used it to show the difference between adjectives finished with -ed and with -ing.

adjectives with -ed and -ing

Presentation for kids. It's a game for kids (fun activity). You can use this worksheet to memorize new words (Back to school). 
This downloadable printable is a great resource for elementary school at Beginner (pre-A1) and Elementary (A1) level. It is aimed at teaching vocabulary about sschool in English, and was designed for strengthening your students' Spelling, Reading, Listening and Writing skills. The exercises come with the solutions.

Back to school

ok so where should i start. this is a practice i made to teach my oly one student, so i need to cover all this characters to be able to teach and earn some money tommorro. 

modal verbs

This presentation is very useful to practice the parts of the house and furniture with kids. It includes images and sound with the pronunciation of the different items. 

My Home

When to teach adjectives ending in -ed and -ing 
 
This is a great lesson to use with pre-intermediate students. Though parts of it can be used with beginner students and as a review for more advanced students. The point of this lesson is to give students the ability to differentiate between similar-looking adjectives in English. When teaching adjectives ending in –ed and –ing you will cover words like boring and bored which tend to confuse new speakers. So if you find that one of your students is struggling with adjectives this is the right lesson to teach. 
 
What students will learn in this lesson 
 
This lesson plan is interactive and engaging because it contains so many activities and opportunities for students to speak about themselves. In it, students will learn new vocabulary words as well as complete different grammar and speaking exercises. Students will also practice the pronunciation of similar-sounding and spelled words. They will fill in the blanks of sentences and practice choosing the correctly written sentences. Many students love getting the chance to make sentences with new words and in this lesson, you will prompt them to do. In all honesty, this lesson is fun for both students and teachers. 
 
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Free ESL Lesson Download: Adjectives ending in —ed and —ing 

reading with listening link,and several exercices to practice new vocabulary and gramar and listening. this could be also helpful for IELTS test to give students a background of adavanced text. 

Coca-Cola

ITS TO SHOW FIRE TROUBLE AND ALSO ITS AN IMAGE UR STUDENTS COULD SEE IT. 
IT HELPS STUDENTS TO SEE BAND HAVE AN IDEA ON WHAT WE R TALKING ABOUT THERE IS NOTHING MORE TO SAY JHGFDSERTYHJKJHBVCXZ<AWERTYHUJIKOKJUHYGFDSASDFGTYHUJIOIUYTREWQAWSERTYUIOPOIUYTFRDESA<ZXCVGBHNJKLÑPLOKIJUHYGTFRDESA<ZXCVGBHNJMKLÑPLOIUYGTFRDESAZXCVBHNJMK,LKJHGFDXSZA<ZXCVBHNJMK,L.ÑLKIJHYFDSZA<ZXCVBHNJMK,L

FLASHCARDS

Learning objective: BTEOTL, L will be able to describe a famous landmark in their city, region or country 
Target comp: Interact, interpret, produce 
Domains: Oral & Written. 
Target structures: Adjectives / sequencers. 
Materials: pictures, white board, listening script. 
 
Cross cur comp: 
-Intel comp: He can understand verbal and non-verbal messages. 
-Met comp: He can work on his own, in pairs and within a group. 
-com comp: He can reinvest language in a real life situation. 
-Pers and soc comp: He socializes through oral exchanges. 
 
Core values: Being proud of the national heritage / openness to the world

let\'s visit london by Bougherara Zineb 

A is used with singular countable nouns that begin with a consonant. 
e.g: have a nice day. 
An is used with singular countable nouns that begin with a vowel. Can I have some ice-cream?

13 English ESL powerpoints: adjectives with –ed or -ing