A selection of English ESL be ing ppt slides

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

This presentation is nice for revision of present, past and future continous tenses. Students are to choose the correct variants and fill in the gaps. Pictures make this task more interesting. Enjoy!

Continuous Tenses

Here follows an activity in which the teacher will be able to explain the grammar topic related to present continuous, provide conversation among the student by using the mentioned topic and also have the students practising the struture with online quizzes.

Be + verb ING - Present Continuous 

The objective of this presentantion is to introduce the grammar points "used to" and "will be +verb+ing" to refer to past events and to future expectations. The idea of teaching these two things together was to make the students remember their daily activities as well as to imagine their futures or make plans for it. The final slide presents a drill activity where the students have to create their own sentences. After the introduction you can add up more examples or ask the students to come up with their own out loud and then go into the writing part. This ppt is complemented with a worksheet (you can find it as "Oral presentation: used to vs will be") which can be later used as an oral presentation exercise.

Used to vs Will be

Te lesson helps students identify the taste of food and the ingredients required when making some dishes. The vocabulary on adjectives can be used for speaking exercises between the teacher and students and you can talk about favourite food as well. This is a fun activity.

Food Adjectives

simple tasks on SDGs, one is to match the goals and its meaning, next is to list down the people or things, and the main one is to create a poster according to their choices

Sustainable Development Goals

This worksheet is a presentation aimed at teaching young learners the use of the present continuous with emphasis on verb to be (is, am, are) and the present participle form of verbs (-ing). it has picture prompts thats makes it suitable for young learners who still cannot read but also comes with trace words and the presentation can be printed and given to learners to practice writing skill as well.

The Present Continuous

A power point with gifs emphasizing present participles. Very simple, can be used for any age group. Show the pictures to your students and ask them to guess the action then make appropriate sentences. If it is a beginner group, the second slides are more helpful as they only need to guess the verb adding ing.

Present Participle

It's a ppt introducing the different phases of the moon to young learners.  We introduce the word moon and stars. Then we Introducing the moon phases: crescent moon, half-moon and full moon.  We use adverbs of time and sequence in an easy way to understand.  The lesson is focused on reading and speaking and listening can also be adapted for writing and spelling exercises.

Moon phases

This is a powerpoint to go over points about the present cont tense. The students write down what Sam is doing, then they name the tense and it's form etc and what it is used for. Then I handed out some pictures of people doing 'ing' things (swimming, reading, dancing) and they had to write sentences. Then we watched two clips of Mr.Bean on You tube and they had to describe to a partner what was happening. 

I gave verbs to help and the two clips are Mr.Bean getting ready in the morning and Mr.Bean making a sandwiche. 

Overall he is great for practising the present cont tense as you can describe what he is doing. 

present continuous

A click and go, cookery based PowerPoint designed for high school Thai students. Some slides will require a little editing to suit your personal requirements and student language. The slides contain images and vocabulary regarding kitchen cookery, recipes, utensils, and ingredients. Plenty of opportunity for elaboration and discussion :-)



There is also an optional practical exercise provided at the end. For younger students you may want to use my 'fantasy cookery' idea based around their interests e.g. K-Pop Tarts, BTS Burgers, Wondergirl Waffles, and so on. The included recipe can be used as a template and is useful for pair-work. 



n.b. Please ensure that you have the cartoon regular fonts available on your system.

The Wonderful World of Cooking

In this presentation you will learn how to ask where you want to go and different types of transport in Australia. You can use this as a self study material or in a group class lesson.

Transport

powerpoint presentation to practise be + ing sentences

 look at the pictures and describe the Simpsons

33 Be ing English ESL powerpoints