A selection of English ESL ppt slides with upper-intermediate (b2)

Presentation detailing the differences between and uses of the verbs 'bring', 'take', 'get' and 'fetch'.



Presenter notes show more specific information.



Online sharable worksheet available: 

resources.blackbirdenglish.com/bring-take-get-fetch

Bring, Take, Get, Fetch

A powerpoint to introduce the AMERICAN Civil war; the causes and the declaration of independence.Nice pictures are concluded and the text are contextualized.You can use it to talk about the American civil war and the independence from GREAT BRITAIN.

AMERICAN INDEPENDENCE PRESENTATION

VOCABULARY IN ENGLISH-SPANISH OF THE BOOK "THE AFRICAN MASK" BY GÜNTER GERNGROSS OF HELBLING PUBLISHING.

FULLY EDITABLE AND YOU CAN ADAPT IT TO YOUR OWN NEEDS.

VOCABULARY IN ENGLISH-SPANISH OF "THE AFRICAN MASK" BY GÜNTER GERNGROSS

This PowerPoint can be used to explain the steps of a writing process, specifically for an informal letter to a friend. It includes organisation, register, language, and further tips for a writing of this type and a sample email at the end. The idea is the present this PowerPoint while also explaining what the content means in greater detail. Could be used for exam preparation for FCE (although it does not necessarily follow the exact prompt of an FCE writing, it can be an introduction to writing emails) or for C1 students as a more general guide. 

Writing Guide with Sample - A letter to a friend

The powerpoint includes theory about verbs with gerund or to-infinitive, verbs that can be followed by both, with or without a difference in meaning. There are lots of examples and exercises added. At the last slide there are even links to online exercises provided for extra practice. 
This material is designed for uppermediate or advanced learners of English.

Gerund or to-infinitive

It talks about some conspiracy theories connected to it

Apollo Moon Landing

It is vital for language learners to know and use idioms since they are part of daily language. This ppt will support students' understanding of idioms via images and explanations. Hope my colleagues like it.Teachers can use it as a follow up activity related to measurements or just do it to introduce different idioms and continue with asking students to work in groups and prepare their own flashcards or posters about the idioms studied.

IDIOMS 

Students have to say the names of these imaginary animals or people. 

They are  legendary, mythical, or mythological creatures,  fictitious, imaginary and often supernatural animal, often a hybrid, sometimes part human, whose existence has not or cannot be proved and that is described in folklore or fiction but also in historical ...

Find out the name of these imaginary animals or people FC/GTDGT

A selection of the the Greatest Books Since 2000.

Students have to find out the title of them according to the images.

This list is generated from 116 "best of" book lists from a variety of great sources, and we have chosen some of them.



Find out the  title of these books GTDGT

This lesson teaches 3 songs: The Star Spangled Banner, God Bless America, and America the Beautiful.  I usually take 3-5 Fridays to go through this complete lesson.  I introduce it by telling them we have a National Anthem, but that for various reasons, some would like to change it.  I then play for them the 3 songs and ask them to start to think about which they like best.  I encourage them, as we go through each song, to form an opinion based on the words and message of the song and the tune.  For each song I give a handout with various words taken out (I will try to include those), and the word bank at the bottom.  Once we have done that, then I use the power point presentations to help them understand the background and message of each of the songs. Finally, at the end they have to write a paragraph about which song they would choose and why, and we tally up the votes and see which song has the majority.

The National Anthem Debate

Lesson plan Powerpoint presentation about the solar system. Adapted for dyslexic students, with highlighted words, easy to follow text. If you would like the Google form quiz I created for this lesson plan, let me know.

The Solar System

This lesson is the 2nd part of the lessons about coffee. The lesson is focused on reading comprehension, encourages discussions and personal experiences sharing. Materials include articles and videos.

Coffee| Part 2

Upper-intermediate (B2)

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

2,491 Upper-intermediate (B2) English ESL powerpoints