A selection of English ESL abc ppt slides

A fun ABCD phonics digging activity game. Dig the dirt to reveal ABCD letters and practice phonics.

Helps students to recognize ABCD letters

Fun activity game.

How to play: Have students to click on the dirt to dig it. Once letter is revealed proceed to ask them to name the letter and the sound of that letter.

ABCD digging Game

A powerpoint to present the alphabet. Students learn their ABC and play with actual toy animals, which I have collected in my special bag! It can be used in many ways, as a presentation, as a game, as practice or revision... It's up to you. My students really enjoyed it!

THE A-Z ANIMAL KINGDOM

ABC Lesson 1

Level: A1/ Beginner.



Directions: Introduction to A, B, and  C. Teacher must read sentences. Allow student to repeat each sentence. 



Goal: Student will learn A, B, C, Cake, Boy, and Apple.

Game: Student draws a line to the picture that represents the word. 

Bonus Learning: Spelling Apple, Boy, Cake

End slide: Review the letters



Update: 4/16/2019- Spelling slide

ABCLesson1

This powerpoint is designed to teach beginner pupils the names of the colours along with the phonetic signs. The pupils copy the names of the colours and phonetic signs as you click.



These signs will be useful to learn the pronounciation of the alphabet later on (see my other upload ABC).



NB: this powerpoint requires a special police that you can download safely and for free by clicking on the following link: (page in French)



http://www.espacefr-education.com/cgi-bin/lnkinlte.cgi?l=Rogelet-Henri02



Or see bottom of this page (in French):

http://www.espacefr-education.com/wineduc/profs7.php

What colour is it?

Keep calm and Love Minions! Printable Award with Minions. You can give this to your students after they have been taught the ABCs. 

Keep calm and Love Minions! 

Keep calm and Love Minions! 

Keep calm and Love Minions! 

Minions Alphabet Award

This fun activity will help you to revise some vocabulary on the topics "Food and drinks", "Shopping". To make a word students should use the ABC. They can practise asking questions about shopping and reading of a dialogue. Hope you will enjoy it.

Let's revise!

Slide 1: Title Slide
Title: "Fun with Addition!" 

Subtitle: "Learning to Add Numbers Together" 

Image: Colorful math-related image (e.g., numbers, plus signs) 

Background: Bright and engaging colors

Slide 2: Introduction to Addition
Title: "What is Addition?" 

Content: Explain that addition is combining two or more numbers to get a total. 

Visual: Simple equation (e.g., 2 + 3 = 5) with images of objects (e.g., apples)

Slide 3: Counting with Objects
Title: "Counting with Objects" 

Content: Explain how we can use objects to help us add. 

Visual: Image of small objects like buttons or blocks being counted and added

Slide 4: Number Line Addition
Title: "Using a Number Line" 

Content: Show how to use a number line to add numbers. 

Visual: Illustration of a number line with an example (e.g., 3 + 2 = 5)

Slide 5: Addition with Fingers
Title: "Using Your Fingers" 

Content: Explain how to use fingers to add numbers. 

Visual: Image of hands showing fingers being used to count and add

Slide 6: Addition Practice Game
Title: "Let's Play a Game!" 

Content: Introduce a simple addition game (e.g., rolling dice and adding the numbers). 

Visual: Image of dice and a game board

Slide 7: Addition Flashcards
Title: "Flashcards Fun" 

Content: Show how to use flashcards to practice addition facts. 

Visual: Image of addition flashcards

Slide 8: Story Problems
Title: "Addition Stories" 

Content: Create a story problem involving addition. 

Visual: Illustrated story problem (e.g., "If you have 3 apples and get 2 more, how many do you have?")

Slide 9: Interactive Games
Title: "Online Addition Games" 

Content: Mention educational websites with fun addition games (e.g., ABCmouse, Starfall). 

Visual: Screenshots or logos of the websites

Slide 10: Addition Puzzles
Title: "Solving Puzzles" 

Content: Introduce puzzles that involve matching addition problems with their answers. 

Visual: Image of an addition puzzle

Slide 11: Review and Practice
Title: "Let's Review!" 

Content: Recap the key points and do a few practice problems together. 

Visual: Simple addition problems with space for answers

Slide 12: Conclusion
Title: "Great Job!" 

Content: Congratulate the students on learning about addition and encourage them to keep practicing. 

Visual: Fun and celebratory image (e.g., confetti, happy faces)

Slide 13: Questions and Answers
Title: "Any Questions?" 

Content: Open the floor for any questions or further explanation. 

Visual: Friendly and welcoming image








Addition Activities

A-B-C-D

Keep calm and Love Minions! Printable Bookmarks with the alphabet and Minions. You can give this to your students after they have been taught the ABCs. 

Keep calm and Love Minions! 

Keep calm and Love Minions! 

Keep calm and Love Minions! 

Minion Alphabet Bookmarks

Take a tour of world city, Philadelphia. The slides are aranged like an ABCs picture book. "A is for athletics", "B is for Benjamin Franklin". There are discussion questions students can answer. It is animated and has an extensive bibliography at the end of the slideshow, which would be a good resource for further research. There is also a link to a video clip featuring scenes from the Rocky Film, as Rocky runs through Philadelphia to the Art Museum steps, gathering a crowd of fans with him. All images are licensed under creative commons copyleft or in the public domain and properly cited.

Philadelphia tour

This presentation is made for very young children who just want to know thier ABC. For making them acquainted with alphabets this fit. Very simple with black and white pictures. Looking GOOD!

A to Z Flashcards (Things)

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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

42 Abc English ESL powerpoints