A selection of English ESL box 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

Guessing game with 30 slides and 5 clues in each one to help you solve what's behind the mistery box.  This game is useful for reviewing vocabulary and create some competition  between teams.  

MISTERY BOX

Mystery-Box is a game where you pick a number/letter and answer a simple question. You are then given a box, students must decide if they want to keep it or give it the other team. Box will contain random points (plus and minus)
PowerPoint was made by others, material was made by me.

Mystery-Box game

24 slides - students follow directions to compare two elements using an adjective given. Some of them have two different answers, but the aim is to compare using all the elements correctly



Click on the check button, right answer they choose to keep or to give the box, Click on the box to see the points added or subtracted. Wrong answer, the adversary chooses to keep or give the box.



Hope your students have fun. Thanks for downloading and have a nice day.

Box Game - Short Comparatives

The objective of this activity is to encourage kids to speak up more, use their imagination and be able to make guesses based on hints that they have gathered. Students ask questions that are answerable by yes or no, then they have to guess what is inside the box. In the last two slides, the role is reversed; the child thinks of an object and makes the teacher ask questions and take a guess.

Game: What's in the Box?

This is a gameplay demo of Super Mario: Mystery Box, a highly customizable game that is great for reviewing English. The full version includes editable text and picture reviews, up to 20 rounds of gameplay and 14 different Mystery Box items.



For more of our ESL games, visit www.ready2goesl.com



Super Mario: Mystery Box demo

Answer the Questions and decide if you keep or give, play in two teams and take turns choosing the questions, the topic is ocean animals and life in oceans, enjoy!

Ocean Life Mystery box game

students reveal clues one at a time and try to guess what's in the box.

simple adaptable and editable game- i have done the first 10...u write the rest (pls replace the first answer with yur pic) thx.

What's in the box? ppt game

This is a PowerPoint game I adapted (didn't create this myself) I used it for vocabulary (crops and condiments) You can change it as you like or even create a grammar version.

It involves a picture of the vocabulary hidden in the middle and 6 folders with hints in them. So I started the game by giving 6 points to each team and I reduced 1 point for each hint the team has revealed. I also added funny or ugly/scary pictures for some surprise effect and if the team gets a nice picture they get 1 point extra or I take away 1 point for an ugly picture. Students get to choose which folder to reveal. it doesn't have to be in order. I kept my clues simple as my kids are kind of beginners.

What's in the Box? Vocabulary game

Go ahead using the > next to the zero in your keyboard. Go until the question and the 3 alternatives appear. Click on the option chosen.



If it's right, the students may choose to keep or to give the box. Click on "keep" or "give". If the answer is wrong the opponent chooses to keep or give the box. Once the points are added or subtracted, click to see next slide.



Hope they have fun and learn. Thanks for donwloading and have a nice day!

Box Game - Conditionals 0, 1, 2

Students have to report and then choose if they keep or give the box to their opponent (if the answer is right). If the answer is wrong, the adversary chooses what to do to the box. Points in the box may be positive or negative.

- 28 slides with 27 sentences -



Hope your students have fun.

Thanks for downloading and have a nice day!

Box Game - Indirect Speech (Reported Speech)

Open "Presentation Full Screen" and click until the students read the rules. Click on "start".

Students choose a letter. Click on the letter.

Students answer, click on "answer" to check.

Click on > to go to the box.

If the answer was right, who played chooses to keep or give the box to the opponent. If the answer is wrong, the opponent chooses to keep or give the box. Once they decided, click on the box. Who got the box now has the points added or subtracted.

Click on the house icon to continue playing.

Box Game - kitchen and laundry room

Simple presentation for young learners. can be used for 5-7 years. Toys; train. doll. computer, bike, ball. Colours: pink, blue, green, orange, purple, black and yellow.

97 Box English ESL powerpoints