A selection of English ESL bomb ppt slides

Simpsons Bomb Game. Students pick a letter and answer the questions they are given. All questions are about their own personal opinions. They are then given points (sometimes negative). To be played in teams.

Simpsons Bomb Game

students have to guess the occupation by looking at clothing or items used in the field, they have to spell the occupation, there is also a section where they have to talk about their parents jobs or their jobs. this ppt bomb game focuses on speaking.

occupations bomb game

An extremely fun way to review material involving all students. Particularly fun to use near the holidays

Super Mario Bomb Game

I take no credit for this, I used a template and riddles from worksheets. The riddles are about animals, jobs and things in your house. This is for higher levels students

Riddles - Super Mario Bomb Game

This lesson talks about the sources of water, who need water and what we can do with water. this lesson is to help kids know the relevant of water .The teacher can ask kids questions about how humans, animals and plants need water. Flash cards are also included.

water  Doraemon PPT Bomb Game

Use a ball to play this game.  Any student holding the ball when the bomb explodes has to answer the following question. Have fun with the kids . but be careful. This game tends to get a bit roudy sometimes.

Feelings Lesson Pass The Bomb Game

This game  is about birthday is for Mom which includes flash cards that allows kids to choose a birthday present for their Mom. More kids also will learn how use these words on the flash cards to construct simple sentences. Have fun with your kids with this lesson. the game also include other simple questions from my previous lessons. Enjoy

Mom birthday -super-mario-bomb-game-fun-activities-games

An interactive group game for grammar skills focused on past simple tense. Each group will have a turn to choose a number. Students gain dollar points as they correctly answers the questions in each chosen number. But if they choose the number with a bomb they automatically loose all their scores and will go back to zero.

Past tense interactive game

A game like powerpoint presentation about Easter. It aims at revising vocabulary about Easter through clip arts and questions. It can be played with students divided into two teams or as a whole class game. The game has 2 boards and each board has  20 squares. The students have to either name the picture or create a sentence with the picture or answer a question. If the answer is wrong they lose 1 point.There are a bomb and a treasure hidden in each board. If they find the bomb they lose 3 points, if they find the treasure they win 3 points.It is designed for elementary students but it can be also used with students with special educational needs. As a follow-up activity, students can write sentences using these words or they can write a simple short story. I hope you like it!!

Easter game

This game plays just like the popular board game, Battleship®. ***How to set up this game template***1. Come up with 32 review questions and answers. 2. Type the questions into the “Type review question here.” text boxes on slides 3-34. One question per slide.3. Keep a list of the questions and answers with you, so you know what the answers are (just in case you get caught off-guard).***How to play Battleship***



1. Divide your class into two even teams. It’s fun to do boys vs. girls if the numbers are roughly equal!2. Have them sit in a groups (with their teams) and have each team select a captain. The captain is the only person who can pick squares and provide answers. It gets too confusing, otherwise. One team is the Red Team and will try to destroy the three ships hiding beneath the blue squares. The other team is the Blue Team and will try to destroy the three ships hiding beneath the red squares.3. Choose which team will go first. I like to flip a coin.4. Have the first team select which square they want to attack. Then, click on their selection in the gray “Questions” box. This will take you to the question that corresponds with that square.5. Read the group the question. Give them 1 minute to discuss and provide an answer.6. If the answer they provide is correct, click on the “Return to Board” box. Then, click on the box that they selected. IF there is part of a ship behind that box, you can click on the ship and a bomb will explode on it. After the box has been clicked and the ship has been bombed (if applicable), their turn is over and the other team gets to go.NOTE: If both parts of a ship have been destroyed, you can reduce the number of ships remaining in the “Ships Remaining” text box. 7. If the answer they provide is incorrect, click on the “Return to Board” box. Their turn is now over and the other team gets to go.8. The game continues until one team has successfully destroyed all three of their opponents ships.

Battleship Game Power Point Template

Students will practice using the past progressive (continuous) tense to describe various outdoor activities. Students can play in teams. Each student can choose an activity which will reveal a certain number of points. Don't choose the bomb!

Outdoor Activities Game

This presentation was created to help my students expand on their story writing abilities. There are so many elements to writing a good story that I recommend that you break up the lesson into various sections, otherwise the students are bombarded with too much information.

 Writing a Good Story

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

18 Bomb English ESL powerpoints