A selection of English ESL bottom ppt slides

This topic is entitled: Left and Right; Top to Bottom for Preschool. Identify left and right objects. Identify top and bottom objects. This includes drills for practice.

Left and Right; Top to Bottom - Preschool

CLICK ON SPIN AND STOP, WAIT A FEW SECONDS, CLICK AGAIN AND WAIT A FEW SECONDS FOR THE TORNADO TO STOP ON A NUMBER.  CLICK ON THE NUMBER CLOSEST TO THE BOTTOM OF THE TORNADO.  STUDENT TEAM 1 OR 2 ANSWERS QUESTION AND THEN RETURNS TO GET A POINT.  SCORE UP TO 30.

REFLEXIVE PRONOUNS TORNADO GAME

A funny game for kids who learn words related to weather.







You need to print the board game, and you can print counters and dice for the game too.







How to play:







-Each player puts their counter on the space that says 'start'.



-Take it in turns to roll the dice. Move your counter forward the number of spaces shown on the dice.



-If your counter lands at the bottom of a ladder, you can move up to the top of the ladder.



-If your counter lands on the head of a snake, you must slide down to the bottom of the snake.



-The first player to get to the space that says 'finish' is the winner.



If you are on the space with the picture related to weather, you must name it. If your answer is not correct you have to move back to the space "start"

Game "Snakes and Ladders" - Weather

This game is aimed to drill or revise the Prepositions of Place (in, on, under) for (very) young learners. 

It will help your students to develop their speaking skills as well their attention.

Help the Bear to find his naughty little friend.

Turn off the light using the switcher in the left bottom corner to move the slides.

On, in, under. Prepositions of Place with Masha and the Bear

 You can change topics according to your lesson. For review, practise etc, It works. Students chose squres in English, bottom left example, and there  are questions behind each squre. If there's a treasure they get 10 poits, no treasure 5 points for getting the right answer. no points for a wrong answer. 

left right and center

25 slide game on synonyms and antonyms. Students need to identify the synonyms and by doing that, they also learn the antonyms. At the bottom of the slide, there is a hint that tells the students how many matches there are. Good to expand vocabulary. 

Find the synonyms

Presenting essay writing like a hamburger. Each ingredient represents a part of the essay.

The top bun is the intro, the meat stacks are paragraphs, the cheese slices are linking expressions and the bottom bun is the conclusion.

Essay Writing Hamburger Style

This powerpoint is designed to teach beginners the alphabet and the pronunciation of the letters as well as some phonetics signs.



It draws a link between the pronunciation of colours  and the pronunciation of letters to help the pupils remember that they are pronunced with the same sound. (see my ppt What colour is it?)



I usually have my pupils copy the grid on their copybook, colours included. The last 3 slides show letters randomly to enable the pupils to practice and check they know their alphabet.



NB: this powerpoint requires a special police that you can download safely and for free by clicking on the following link: (page in French)



http://www.espacefr-education.com/cgi-bin/lnkinlte.cgi?l=Rogelet-Henri02



Or see bottom of this page (in French):

http://www.espacefr-education.com/wineduc/profs7.php

The Alphabet

A short powerpoint going over daily routine. Lists the activities but does not give any grammar structures. Meant to introduce the topic of daily routines, and the grammar can be elicited or demonstrated. Covers morning, afternoon, and evening. Not an extensive list of activities but it covers some of the major ones. I used this for a short demo. There are notes in the bottom to give teachers some ideas. 

Daily Routine Powerpoint

Students compare the values for the animals' size, weight, and speed.

To start the game, shuffle and deal all the cards face down. Each player holds their cards so that they can see the top card only.



The player to the dealer’s left starts by reading out a category from the top card (e.g. Height, value 5) The other players then read out the same category from their cards. The one with the best or highest value wins, and that player collects all the top cards, including their own, and moves them to the bottom of their pile. It is then their turn again to choose a category from the next card.



If two or more cards share the top value or data is not available for that particular subject then all the cards are placed in the middle and the same player chooses again from the next card. The winner of the hand takes the cards in the middle as well.



The person with all the cards at the end is the winner.

animal top trumps game

a great interactional game for kids..divide in teams and bring them in competition to make words with the alphabets. there are some rules of the game one alphabet can be used only once in a word, start solving from the top to bottom.changes can be mad as the requirement of the teacher. 

Word creation powerpoint game

A ppt giving the vocabulary for the different parts of a picture: 

at the top/ at the bottom

in the middle/ in the centre

on the left/ on the right

in the corner/ in the bottom right-hand corner

in the foreground/ in the background

Picture description

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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Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

32 Bottom English ESL powerpoints