Cambridge: Young Learners (YLE)

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)

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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: 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: unmixing and 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

In this slide show with Tintin characters, students have to conjugate the verbs using the good tenses. In each sentence there are two verbs (in their infinitive form), so they have to understand which verb has to be conjugated in the Past Continuous and which verb has to be conjugated in the Preterit.

TINTIN: Past Continuous VS Past Simple

This worksheet is to teach the students some phrasal verbs to use when communicating. It is made up with pictures to show and conversation to practice speaking. 

Phrasal verbs for speaking

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

This a power-point file with all the necessary information and examples for students to understand comparative and superlative forms. There are pictures that introduce the forms and a table of different examples.  

Comparatives and Superlatives

The teacher displays through the projector some slides with an illustrated form of the jobs and also with sounds, the teacher shows rapidly the slides with the clues and then gives them time to guess. After the clues are displayed on the whiteboard the students try to guess the word and raise their hands to answer out loud. After the student speaks, the correct answer is shown.

Guess The Job 

This is a simple but effective way to present greetings and farewell. Words such as hello, goodbye, morning, afternoon, evening and night, also, phrases like what's your name? , Nice to meet you too are present. There are some animation too.

Greetings and Farewell

Wh questions explanation. Then brief explanation of the use of  what / who / where with examples. Then short game to review the correct use of these 3 wh questions. For advanced students ask them to build the complete question based on the pictures.  Finally a worksheet to check the if the students understood the objective. 

Wh questions: What / Who / Where

A very basic first worksheet covering positive and negative forms of the verb 'to be', ie was and were, wasn't and weren't. There are no question forms. 
At the top of the sheet the forms are given in both positive and negative forms, with a singular and plural layout. 
The first exercise is on positives and the second on negatives. The final exercise is jumpled with ticks and crosses indicating whether the answer should be positive or negative.

Past Simple of To Be

ITA A FUN WAY JUST TO PRATICE THIS GRAMMAR STRUCTURE ;) AND ALSO AS A TEACHERS WE CAN REALIZED IF OUR STUDENTS LEARNED THE TOPIC OR NO. I REALLY LIKE IT HOPE YOU CAN USE WELL

PRESENT SIMPLE GAME

Topic: vegetables 
Words: 
- Pumpkin 
- Mushroom 
- Onion 
- Broccoli 
- Cucumber 
- Cabbage 
- Potato 
- Tomato 
- Carrot 
- Eggplant 
- Spinach 
- Green beans 
- Red chili 
- Pepper 
- Turnip 
- Ginger 
- Garlic 
- Radish 
- Bitter melon 
- Cauliflower 
Sentences: 
- Do you like carrots? Yes, I do/No, I don’t. 
- What vegetable do you like? I like cucumbers. 
- What do you eat today? I eat mushrooms. 
- What do you need? I need four tomatoes. 
- What do you want? I want some cabbages. 
 
Click here to watch the video: 
<a href="https://www.youtube.com/watch?v=tMtSbnhitoE&t=6s" target="_blank" title="https://www.youtube.com/watch?v=tMtSbnhitoE&t=6s">https://www.youtube.com/watch?v=tMtSbnhitoE&t=6s</a>

Vegetables 

This is a memory game to practice action verbs and numbers with kids. Please, follow these steps: 
1. A child says two numbers. 
2. The teacher clicks on those numbers. 
3. If the pictures of these cards coincide, the children say and perform the action contained on the cards. 
4. On the other hand, If the cards are different, the teacher clicks on the "X" symbol of the cards and continues asking for new numbers. 
5. The game finishes when all the actions are found. 
6. You can play again by clicking on "start". 
I hope you enjoy it!

Actions Game

In this video, you can teach kids the difference when using has got and have got. There are examples and a mini activity at the end of it. You find the grammar form, then some examples, after that a mini multiple-choice activity and at the end a yes-no questions activity. Enjoy

142 English ESL powerpoints