A selection of English ESL be supposed to 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

Powerpoint presentation with a lot of exercises, such as: read and translate, fill in gaps, remake sentences. It is supposed to be done with Ss with A1-A2 level of English. The objective is to revise some grammar and vocabulary knowledge. You can show it to your students on a big screen with the help of projector.

Terraria game

The objective of this lessons is to have the students describe what they see. The pictures are photoshopped and they can use lines as: it looks like, I think that, there is, there are, etc. It is supposed to be an interactive lesson, in which the teacher and the student can talk about what the student is describing and what he thinks about the picture.

Describe what you see

This mini lesson takes about 15 minites. Students are supposed to discuss how actresses and actors lose or gain weight for a role. It deals with the topics of health and cinema. The vocabulary focus is on the expressions "to lose/gain weight", "to go on a diet", "to play a role". It focuses on such grammar aspect as Past Simple Tense (questions and full statements).

To be an actor

It's a snakes & ladders game which is about fruits. You need to make 2 dices to be able to play this game. (one has numbers 1-3 to run boxes, other one has 3 '':)'' and 3 '':('' expressions)

For ex. Student A rolls two dices. It's 2 and '':)'' face. he/she go to the 2nd box and make a sentence according to ':)' 



(They are supposed to use likes '':)'' and dislikes '':(''. 

Likes and dislikes game

This is a speaking activity helping learners to practise indirect questions. Learners are supposed to act as passers-by who are presented with a number of situations and are asked to produce an appropriate question. Originally, these situations were to be given to ss in cards, with ss moving around the class and assuming their role. However, I decided to create a ppt for the needs of online classes. I hope you like it! 

Indirect Questions Speaking

That's a game for groups of any size. Students are supposed to roll a 12-sided dice and the number facing up is the number of the sentence. They just have to make a question or complete a sentence correctly. After all number are taken, there's a bonus slide that could be used with everybody: whoever makes the highest number of sentences using the pictures will get an extra point (or 5! Who knows? :) )

Chores - game

I suggest viewing the PPTX file directly because there are bars covering many examples and exercises. The teacher is supposed to be telling a story and the bars fade out as the teacher narrates the situations (to frame the meaning correctly). The animations are slow so that they can be noticed over Zoom (which greatly reduced the frames per second). The presentation is a tiny bit more focused on meaning than form in my opinion. 

Result Clauses

This is a little story in the form of PPTs based on vocabulary one of my classes was supposed to learn about terms applying to television shows. If you want to get students involved, have one student after another read one PPT after another. There are questions to be answered afterwards too. You can model answers for the students or give the students a day and have them try to answer the questions the next day out loud.

The Brown Family Argues about What to Watch on TV

This project represents: a short summery, the main characters and an extract from the play (to be or not to be). 

I made this presentation for my student who was going to learn this extract by heart. Therefore he didn't need to read the whole play.

A short summery may be printed and be read by your student(s). It doesnt suppose to read it from the screen. 

For learning the extract I used a tape. You may choose any in in the Internet and use it as well.

To be or not to be from Hamlet by William Shakespeare

This PowerPoint is suppose to introduce learners of all ages to traditions that the UK has around Christmas time. 



It begins with an image of a house decorated with lots of Christmas lights. Next the teacher moves on to talk about Pantomimes- It might be good here to show a short clip or advert for a Christmas Pantomime.

Next is Christmas Dinner with images of Roast Turkey, Potatoes, Steamed Vegetables and Yorkshire Puddings. 



We then move on to Christmas Crackers and what they consist of.

Christmas Sweets are next with Christmas Pudding, Candy Canes, Mince Pies and Gingerbread men.



Finally the students are asked what they do for Christmas and the traditions they have.



22 Be supposed to English ESL powerpoints