A selection of English ESL ppt slides with reading for gist (skimming), reading comprehension

Mysterious Stories worksheets are aimed to develop multiple skills and functions. The worksheets are story-based, every page contains a mysterious or detective narrative which is amusing for Halloween and not only!

The worksheets are targeted at Intermediate and higher-level adult learners (B1+). By studying these worksheets the students can at least:

-improve reading comprehension;
-practice speaking and speculating;
-upgrade the vocabulary;
-eliminate some lexical mistakes;
-practice writing stories.

Mysterious Stories - Reading & Speaking

The presentation aims to develop grammar and speaking skills on the topic of “the Passive voice”. The worksheets are suitable for B1-B2 adult or teenage ESL students (intermediate and upper-intermediate).

The worksheets contain:
- the grammar presentation of the Passive voice with examples and graphics;
- practical exercises (fill in the blanks, correct the mistakes, rewrite the sentences, etc.);
- speaking activities (name 3 things; questions for speculation, picture descriptions, etc.);
- reading comprehension (Stonehenge);
- answer key.

Passive Voice - Grammar in Context

It's a mix of activities where students are incouraged to use social media and videos to practice their skimming skill. Here they are going to practice skimming reading posts and comments of a FB group and subtitles of JtV's trailer. 

Skimming skills with Jane the Virgin

In this lsson, you can teach some general social media vocabulary to your students. At the end of the presentation, there is also some examples and a reading text so that you can make some exercises with the target vocabulary.

Social Media Lesson

This ESL resource focuses on fitness vocabulary and engaging activities. It includes the following tasks:
	1.	Listening Exercise:
Listen to a short dialogue featuring Bob, a character preparing to get in shape by going to the gym. The exercise helps learners practice listening comprehension, focusing on vocabulary related to exercise and fitness routines.
	2.	Discussion Questions:
After listening, discuss various types of exercises and activities. Questions focus on personal preferences, types of exercises like running, jumping jacks, push-ups, and stretching.
	3.	Vocabulary Building:
Review key fitness-related vocabulary, such as terms for different exercises, workout routines, and fitness goals.
	4.	Planning Activity:
Plan and organize a group workout with friends for an outdoor day. Discuss how to prepare, choose exercises, and create a fun workout routine.
	5.	Advice Column:
Read and answer questions in an advice column format, addressing fitness-related problems. This section encourages learners to offer advice using problem-solving language and practice their writing skills.
	6.	Reading Passage and Questions:
Read a passage about fitness and wellness, then answer comprehension questions based on the text. This section helps learners improve reading comprehension while reinforcing fitness vocabulary.

workout & wellness

The presentation includes a list of words to describe people's character. At the beginning of the presentation, you can show a video so that students can guess the topic of the lesson themselves. There is also a text to read and assignments based on it.

Describing personality

A powerpoint lesson about Forms of Art. It includes target vocabulary on Visual Arts, Performing Arts and Literary Arts. You can also find some speaking questions and a reading text at the end of the slide.

The ARTS Presentation

Find the rhymes for words 
Answer the questions about the Valentines Day.
Guess the symbols of the day.
Fill in the gaps in the article about how that day appeared.
True/False about the day.

Interactive exercises for children on Valentines Day.

The lesson plan is in the file!

Shortly, there is… discussing a quote, finding pairs, reading, vocabulary understanding check, true / false activity, making a mind map, searching for the author’s opinion, writing activity / homework.

You can find the article here https://drive.google.com/drive/folders/1-jp2oaJS2buigY96CoQVlVw5RMw6Cc-s

Reading B2+ The Triumph of the Book Lesson Guide

This slide introduces Before Reading Strategies suitable for foundation-level or first-year university students in English or Psychology, such as Activating Prior Knowledge, Making Predictions, Skimming and Scanning, and Asking Questions. It explains how these strategies help readers connect to prior knowledge, set a purpose, and find information efficiently. The slide includes clear instructions and examples to guide students in brainstorming, predicting content from titles, and forming curiosity-driven questions. Activities are designed to promote discussion, group research, and critical thinking before reading academic texts.

Reading Strategies- Pre Reading

Lead-in: Discussion based lead-in. Teacher will give students a small sheet and with questions to ask their partner. Students will then share answers.

“Today we are going to talk about fashion and shopping. What do we know about it? Do we like it? Look at the handout and discuss with your partner” 

What was the last piece of clothing you bought?
Where did you buy it? Are you pleased with it?
Why / Why not?
Do you usually buy clothes in the same shop or do
you go to different shops? why?
Have you got or have you ever had a store card?
Why / Why not?


Pre-Teach Vocab: While students are working on their lead-in task with their partner teacher will begin writing vocabulary words on the board. Teacher will try to elicit meaning from students before going over it. Teacher will use CCQ’s to check students understanding. Teacher will model and drill pronunciation. 

“These are some vocabulary words related to fashion and shopping.” Teacher goes over vocabulary. 

Gist-Task: Teacher will explain the reading assignment and show the students the questions. 

“Okay you will read a flier with instructions for a survey. Read the flier and discuss the questions about the flier with your partner.”

What is this flyer for? 
What does the shop want you to do?
What does the shop promise to give you?

-Then teacher goes over the questions with students. 


Controlled Practice: Teacher explains the survey and goes over it. Teacher highlights the word Neutral and very quickly goes over the MFP as it is crucial to the survey. Students complete the survey and share their answers with their partner.


Freer Practice: Teacher tells students to “Talk to their partner about how people dress from your country, and the type of clothing shops you can’t find here.”
Teacher asks students to repeat the instructions to check students understanding. 
Teacher tells students to ask to follow up questions.
Students share with the class what they have learned from their partner.



Fashion Lesson (Reading Based)

Reading for gist (skimming)

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

11 Reading for gist (skimming), Reading Comprehension English ESL powerpoints