A selection of English ESL cards ppt slides

This flashcard set used for teaching numbers 1 to 10 to young learners:

Image cards of bears for counting practice

Number cards 1 to 20

Numbers with attractive cartoon  images.

The spelling of numbers 1 to 20.

Number Count 1 to 20 Flash Card

!6 sets of flashcards to pirnt and laminate so kids can form sentences using them.You can use with other picture flaschards and mix with adjectives cards so they make descriptive sentences

Flash cards for I like a/an

The "Organ System Card Game" activity is a science-based educational game designed to help students learn about the human body’s organ systems in a fun and interactive way.

Organ System Card Game Activity Science Flashcards

Highly interactive as there are many triggers on the slide.  There are a few boo boos in the pictures that I will change on the next version.  This is not a template.  Instructions found on slide one in the notes.

Colours, Animals and Numbers Card Game

You need each card in two ex. Each player gets 5 cards, the rest goes into the deck. The objective of the game is to make as many identical pairs as possible, asking other players for the matching card.

The structure of the question is: "Are you in the (room in the house)?

The structure of the answer is: "Yes I am" (the asked player pass the card) or "No I am not, move on" (the requesting player picks a card from the deck).

The "rooms" are: bedroom, bathroom, toilet, living room, dining room, kitchen, study, hall, corridor, attic, cellar, roof, balcony, terrace, garage, garden.

Card Games - Rooms in the House

Click on start and then click on one of the red ovals that appear in the center.  A card will appear.  Click on it and have the students form a sentence with one or more of the words shown (future tense or present tense).  It may also predict your future.

Future Tarot Cards Random Game - For 2 Teams

Instructions for students to write their own Mother's Day postcards. For ESL students or students with lower language abilities, the worksheet provides sentence examples for them to follow. 

Write a Mother's Day card to your mom

Interactive Trivia Game with 52 questions on dates, hours, seasons, months, celebrations. Use a deck of cards, student takes a random card, you click on the card and s/he answers the question. Press the "check" button and then return to the first slide. If the answer is correct, the student/group keeps the card; if the answer is incorrect, they discharge it. Don't reuse cards discharged on the same game to avoid repeated questions. The winner is the student/group holding more cards at the end of the game. Hope they have fun.

Cards Game-Dates, Months, Seasons, Celebrations (52 questions)

Use these flashcards before reading the book, Inside a House That is Haunted. Once the students learn the words, they can participate in the story and have fun with it. 

Inside a House That is Haunted Flash Cards

Sumo - this activity is best suited to younger students, tween & teens.

How to play:

1. Drill the words first.

2. Print out full page slides.

3. Select two 'wrestlers' who stand face-to-face, with their hands behind their backs.

4. Select two of your slides.

5. Place them in the hands of your students.

6. The idea for them to maneuver around each other in order to identify the card behind their opponent's back.

7. First one to get round his/her partner and identify the word correctly wins.



Note: you will need a fairly big open space to do this activity successfully.



Taboo/Hot Seat - best suited for older teens and adults.

How to play:

1. Drill the words first.

2. Split your class into different teams (two is best, but if you have a large class, any number could be used).

3.	Sit the students facing the board.

4.	Then take an empty chair - one for each team - and put it at the front of the class, facing the team members. These chairs are the 'hot seats‘.

5.	Then get one member from each team to come up and sit in that chair, so they are facing their team-mates and have their back to the board.

6.	As the teacher, have a list of vocabulary items that you want to use in this game.

7.	Take the first word from that list and write it clearly on the board.

8.	The aim of the game is for the students in the teams to describe that word, using synonyms, antonyms, definitions, rhymes with etc. to their team-mate who is in the hot seat - that person can't see the word!

9.	The student in the hot seat listens to their team-mates and tries to guess the word.

10.	The first hot seat student to say the word wins a point for their team.

11.	Then change the students over, with a new member of each team taking their place in their team's hot seat.



For more teaching tips, activities and nifty ideas, be sure to check out our blog: https://www.awesome-esl.com/blog





/eɪ/ /ɔɪ/ /aɪ/ Sumo cards & Taboo/Hot Seat Activity

This is just like the game Spot It or Doble!, but with words that are easy. It's great for children who are just learning some English. There are around 50+ fruits/vegetables on the cards. Put two cards from the deck face up on the table. The game is to identify the fruit/vegetable that shows up in both cards. The first student to shout it out keeps one of the cards. The person with the highest number of cards at the end of the game wins.

Spot-it card game (fruits and vegetables)

Pupils are talking english, are trying to gather as many identical pairs as they can, are trying to win and are having fun. Meanwhile they are practicing forming questions and giving answers using the present simple. I made 6 pairs for each of the personal pronouns she-he-it, as my pupils were making an awful lot of mistakes with these. I also added 3 pairs for each of the other personal pronouns. 36 pairs in all, a cover, instructions and rules of the game are all included in the document. Print, cut and enjoy!

Go fish game present simple (card 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

2,398 Cards English ESL powerpoints