A selection of English ESL black english ppt slides

This presentation was created to use for a revision in Grade 4 (age 9-10). There\'s the vocabulary of romms in a house and things we can find in these rooms. After the informative part there is a memory task in which kids have to name things which are hidden under black squares. 

Rooms and things inside rooms 

My students absolutely love this game - you can play it with whatever words come to mind. It's a great warm-up or a filler... So how to play (you surely know it, but...)



1. Students are divided into teams (the best is when there are 3 or 4 people in one group but it's also bad to have more than 5 teams.. you won't be able to control them - but you may also put some students to control the others). 

2. One person from the team turns his back to the black/white board.

3. You can write the words with a chalk/marker or project them on the board.

4. FOR THIS GAME Students who can see the board say the infinitive, the one who can't see the board say the past tense. 

FOR ANOTHER GAMES, with different words - more advanced students describe the word in English, lower levels say the word in their native tongue and the one who cannot see the board say the English version.



They don't have to say the whole sentences, it's just to help them understand what verb it should be.



The solution is in the last slide so that you don't have to think hard what the pictures mean :-)



5. Who says (actually... shout. lot of shouting. be prepared for that) the correct word receives one point for his/her group.

Enjoy!

past simple game

It's the first part - some interesting facts.Here you can find - TRADITIONAL ENGLISH BREAKFAST, BLACK PUDDING. 

 After watching all the parts , you can use my worksheet - BRITISH FOOD (http://en.islcollective.com/worksheets/worksheet_page?id=12397), to remember. My students really liked it and I hope your students will have fun, too.

The second part of this powerpoint you can find here: 

http://en.islcollective.com/worksheets/worksheet_page?id=12470

British Food 1 - powerpoint

Most people in the world have superstitions, although they live in the age of science. Here are some long-standing British superstitions and traditions ...

In Great Britain it is lucky to meet a black cat. Black Cats are featured on many good luck greetings cards and birthday cards in England.



British Superstitions

Summary:



In this presentation, we go over some language related to air travel, vacations, overland travel, and sea/ocean travel.



This is by no means a full/complete list of vocabulary. It contains commonly-used words with an example sentence. 



More info:



Additional words are highlighted with the intention of having students describe, define, use or think about them.



There are prompts to aid teachers/students in eliciting more information out of the students.



Time:



I have used this presentation and when involving students and getting them engaged with the content available, I was unable to get through the entire presentation and ended up getting a  full second hour out of it.



Method:



Works best by letting students read the sentences, followed by you asking them to describe the orange words, use them in sentences or whatever brilliant activity you can think of. As they give you information, you then use this to elicit further information from them. 



For example, mileage points. 



-> ask them how often they fly, and whether they have accumulated points and if so, how many, or whether they have used their points before. 



Do NOT:



Just read out the bold black words, then the sentence and move on to the next word. 



You will bore them to death. 



The presentation works best as an interaction, conversation-based lesson.

Travel Language

Learn Dog, Duck, Horse, Pig and Cow and colours Pink, Yellow, Black and White, and Brown. The animals are on the farm, we also practice asking and answering about animal names and colours.

Simple Farm Animals and Colours

As an ESL teacher, idioms are one of my favorite things to teach. In order to truly understand a language, we have to understand more than just basic grammar conjugations -  we have to know slang, jokes, idioms, and the many other things that make a language unique. If you're looking for something fun and dynamic for your next ESL class, have a look at our lesson plan Idioms Describing People.



An idiom is a unique saying or phrase made up of words that, when combined, take on a whole new meaning than the individual words within the phrase. Idioms are common and students hear them every day, but they might not understand what they mean. They are tricky but important to teach to new English learners, especially as their listening and speaking skills improve.



Idioms Describing People focuses on common idioms we use to describe people, such as “black sheep” and “gold digger”. Students will learn and practice in this exciting, teacher-led activity.



This lesson plan is perfect for teens or adults. Use it in your next online or traditional, screen-enabled ESL class! Students love learning idioms and after this lesson, your students are guaranteed to feel more fluent than ever!



If you want the teacher notes and homework assignment, head to Off2Class.com. While you’re at it, check out the Lesson Library too! All of Off2Class’s lesson plans are ready to teach, with added explanations and follow-up questions. Teaching English has never been easier!



If you found these lessons helpful, share them, and comment below! We love to hear questions and ideas from teachers like you!





Idioms Describing People - ESL/ELL Lesson Plan

This is a very good book for kids to learn and have fun! Yet, the original version is still a bit too difficult for my kids, so I have redesigned it! Hope you like it :)

Ten Black Dots by Donald Crews (Redesigned and revised version)

Classroom Instructions.

Look at the picture and write the correct command. You will find black and white and colour version.

It can be used for honing your students' Speaking, Reading and Writing skills.

Classroom language 

Colors and song. 

 

Red, yellow. blue and green, blue and green. 

orange, purple, black and pink; the last 2 colors can be changed.

And the first part is repeated again. 







COLORS

Akeelah's world is full of slang and idioms which this page can give some practice at sorting out.

"Akeelah and the Bee" vocabulary matching

Kids in groups.  Each group will get one torso and head drawn on the black board.  One kid from each group steps forward.  i give them a question.  first to answer will get to roll a dice.  they draw a body part that matches with the number they roll (look at slide 2 for the chart).  They cant draw more body part than human have (ie: cant do three eyes or two mouths).  This gives the losing team a chance to catch up.  first to finish their body wins.  This lesson was taken from genkienglish.com  

Body Building Game

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

15 Black english English ESL powerpoints