A selection of English ESL usa ppt slides

This is a news clip discussing male loneliness in the United States. There are several follow-up questions for students to analyze the information. Do not forget to download both parts of this presentation. It must be split because of the enormous file sizes of the clips.

Male Loneliness--listening to the news (part 1 of 2)

Use the picture clues to guess the hospital themed vocabulary. I created these for Thai Nursing students so the clues for 'wheelchair' is based on local Thai's usage of the clues.

Pictoword - Hospital Edition

ARE YOU A DREAMER? WHAT WOULD YOU DO,IF YOU WERE
IF I WON THE LOTTERY, I WOULD
IF I COULD FLY, I WOULD
IF I WERE THE PRESEDENT OF THE USA, I WOULD
IF IT DİD'T RAIN TODAY, I WOULD
IF TURKEY WON THE FOOTBALL CUP, I WOULD
IF I HAD A SUPER POWER, I WOULD
IF I WERE RICH, I WOULD
IF I WERE FAMOUS, I WOULD
IF I HAD THREE WISHES FOR A GENEI, I WOULD
IF I SAW A BEAR IN MY BALCONY, I WOULD


TEACHING CONDITIONALS TYPE 2 WITH A POWERPOINT PRESENTATION

This is a short presentation on the use of the American phrase, "All set". Additionally, there are many examples of the phrase being used in television programs and films. 

Using the American phrase "All set!"

This is a short presentation on some ways people address one another informally.  Additionally, there are many examples of the words being used in television programs and films. Do not forget to download the other parts of this presentation. It must be split because of the enormous file sizes of the clips.

Methods of address (Part 1 of 4)

This presentation provides a comprehensive overview of active and passive voice in English. It covers the following key areas:

Introduction to Voice:

Explains the concept of voice in grammar.
Highlights the importance of understanding both active and passive voice for effective communication.
Structure of Active Voice:

Describes the basic sentence structure where the subject performs the action (subject-verb-object format).
Provides examples and emphasizes the clarity and directness of active voice.
Structure of Passive Voice:

Details the construction of passive sentences (subject + be + past participle).
Focuses on situations where the action is emphasized over the doer.
Includes examples to illustrate passive voice usage.
Differences and Usage Scenarios:

Compares active and passive voice, highlighting their distinct features.
Discusses scenarios where each voice is preferable, such as active voice for direct communication and passive voice for formal writing or when the doer is unknown.
This presentation aims to enhance understanding and mastery of active and passive voice, enabling more nuanced and precise expression in various contexts.

Understanding Active and Passive Voice in English

This presentation explains the difference among the question terms "why", "how come", and "what for" and provides some examples from films and television clips.

Why, How Come, and What For with examples

The latest news on BTS group's movements during their break. Half of the BTS group was seen arriving home in Korea but the other members remained in the USA. Find out what their plans are for the year ahead with regards to concerts and albums.

Latest BTS News - Half of the BTS Members Return Home

This is a short presentation on the phrases that indicate boring or repetitive speech and actions. Additionally, there are many examples of the phrases being used in television programs and films. Do not forget to download all four parts of this presentation. It must be split because of the enormous file sizes of the clips.

And so on… Phrases that indicate boring or repetitive speech and actions (Part 4 of 4)

Male Loneliness--listening to the news (part 2 of 2)

Project work planning for English teachers on the topic Environment protection. It may be used for planning work with secondary school students to prepare them to work on  their own project. 

Environment protection

Lead-in: To set the context on the theme of ‘our
digital world’. The teacher will use a
picture and verbal prompts to encourage
students to guess the significance of the
picture and then discuss it with the class.
After the students guess “The Internet”
The teacher will ask the students “what
they associate with the internet”
Students will then make a list and share
their answers. Teacher will provide
feedback in open class.

Task  1: Teacher will prompt the students to know
what we will be reading about the
Internet. Teacher will let students know
that the reading has 5 paragraphs and
that the students have to match the
paragraphs to the correct headline.
Teacher will introduce the headlines prior
to the reading. Teacher will instruct
students to work in groups for this task.
Teacher will then send students to
breakout rooms where they will complete
the task. Teacher will hop in and out of
breakout rooms checking in on the
students. After 5 minutes have elapsed of
group work students will share their
answers and the teacher will give
feedback.

Blocking Vocabulary: Teacher will use this time to teach
relevant vocabulary to the reading. The
words are Handful, Claim, and Crash
using various images. Teachers will use
the images to elicit the students and
guide them to the definitions using their
previous knowledge of synonymous
words.

Task 2: Teacher will show a designed set of true
or false questions. Teacher will tell the
students to go back into the reading to
find the answers. Students will return to
their breakout rooms. Teacher will
encourage students to check together
before they leave their breakout rooms.
Students will share their answers with the
class and teacher will provide feedback.

Freer-Practice: Teacher will show various images of
social media apps and explain their
internet usage. Teacher will then prompt
students to discuss their internet usage
habits.
If time allows, teacher will do some
content and language feedback

Cyberspace Reading and Questions

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

342 USA English ESL powerpoints