A selection of English ESL and ppt slides

Students will be exposed to a number of words that possess the combination of "ch". This is primarily meant as a vocabulary builder that also tests students on verb forms. You might try to think of ways you can use it to make it more interactive. Maybe just have individual students read individual slides to practice their pronunciation. 

"ch" words and a review of present, past, present perfect forms of some verbs

A complete the sentence activity to practice present tense sentences with activities a person does, on what day, and what time of the day they do (morning, afternoon, or evening) them. Example sentences. 'He rides his bike on Monday morning.' 'She listens to music on Thursday evening.

What Do They Do on Each Day of the Week? Days, Weekly Routines, and Time

Even pop stars get older. This is how old they were back in 2015. You can get your students to say: he was 41 three years ago - now he is... They should appreciate this activity. 

How Old Are You Pop Star (use to teach age and past/present, be, ago)

This is jeopardy game. You can use it with the ppt " present simple and past simple2". Students play jeopardy game and practice sentence structure "when i was. . . Years old, i liked. . . , now i like. . . "

Present simple and past simple1/ when i was. . . Years old, i liked. . . , now i like. . .

It is a powerpoint presentation to teach the use of 'used to', 'be/get used to' for E2 and Entry 3 ESOL . The slides are self-explanatory and there is a speaking /writing task too at the end.

A powerpoit presentation to teach 'used to' aimed at Entry 2 and Entry 3 ESOL

Young people love comic book super heroes, so I present a number of them with their super powers and the student learns to say, "I would like to have (this super power)." or "I would like to be able to (use this super power"). 

Super heroes and "I would like to..." or "I would like to be able to..."

I gave this lecture today at a Chinese University about how the English Language has developed since Celtic times, the good thing is we can now hear these languages because of "bard core" on YouTube where these talented vocalists do covers of modern songs in archaic languages, eating, Norse, Old English and like my thumbnail Pumped Up Kicks in Anglos Saxon. I have added the link so you can download my PPT if you want to do it. Had to strip out the videos, but all the YouTube Links are there in the right places for you to use. I think the students enjoyed it.

English is Fun - an investigation as to why we have such pesky grammar and pronunciations

COMBUSTION SCIENCE - THE DIFFERENCE BETWEEN RESPIRATION AND COMBUSTION IS EXPLAINED. CONSISTS OF TEN SLIDES WITH TEXTS THAT CONTAIN PICTURES AND DEFINITION OF TERMS ABOUT COMBUSTION AND RESPIRATION AS WELL AS CELLS AND OTHER RELATED PICTURES. 

COMBUSTION PART 2 OF AEROBIC RESPIRATION SCIENCE - THE DIFFERENCE BETWEEN RESPIRATION AND COMBUSTION IS EXPLAINED

Students will be challenged to be able to look at an irregular past tense form of a verb and to change it to the present tense, and vice versa. This is a guided practice exercise which will allow you to call on every student in the class for an answer.

Practicing with irregular past tense verbs - changing the tenses from past to present and back again

Students will learn how to ask questions with "have you got" and "is there" and use short answers to answer. They will have to use / remember the vocab they have learnt thanks to the other powerpoint presentation they studied previously (see my slideshow "6ème_school SUPPLIES"). The presentation is very guided at first and then the students have to be completely autonomous.

School supplies_practise asking questions with "have you got...in your bag?" and "is there... in your classroom"

These worksheets are for the students with upper-intermediate level. The activites are connected with using phrasal verbs and idioms coreectly in diffent contexts.

Worksheets to the book by graham workman making headway – upper-intermediate: phrasal verbs and idioms – oup, 1993

This describes the different types of verb tenses with examples. There is a description of past, present, and future simple tenses. Then, there is a description with examples of simple present and present continuous.

This is a Powerpoint introduction to verb tenses with an emphasis on simple present and present continuous.

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

12,077 And English ESL powerpoints