A selection of English ESL dice 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

This is the very first PPT game I ever made. 



Enjoy! 



Give me the names of the fruits.

Give me the names of the animals.

Give me the names of the vegetables.

Give me the names of the types of seasons.

Give me names (dice & timer needed) perfect for classin.

I'd like to share this dice because it keeps students engaged and makes PowerPoint games more interesting. I use lots of effects to make games that look like the "real" thing and always look for new things and ideas. 



I'm done with worksheets because I only have online students now and they are useless in online classes, but PowerPoint makes my classes more interesting and effective, that's why I prepare and share them here.



This ppt contains a complete tutorial on how I made this dice, and also contains a rolling dice with buttons to play and stop it.



Hope this keeps your students engaged and helps you to prepare your own game.



Let me know if you have any questions about it.

Self-made random rolling dice (and how to create yours)

This presentation is great for learning containers (a bar of; a packet of, a can of, a tin of...); also a revision of 

THERE IS/ THERE ARE + SOME or 

THERE ISN"T/ THERE AREN"T + ANY

You can learn or revise food (fruit and vegetables) and also there are dices and memory games. Have great lessons with your students! 

Some, any, a lot of, much, many, containers

a guessing game  about countries

roll a dice or choose a clue (1-6) and have the students guess which country is being described.

which ccountry is it?

Well this board can be projected on the screen of a big TV or intelligent board and have fun with students asking and answering questions. What you may do is to bring the power piont presentation, some dice, one for eac pair of students and ask them to take turns and ask and answer the game questions.  You may consider the amount of time you may wish.

Simple Past Tense Question Game

ss choose a color reveal a clue as to who the mstery person is

nb- i added a candy and a dice so they can win points n prizes, but u may wish to delete them.

ps- pls delete slide 11 (i think) as it is me! :) 

guess who 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

I made 30 questions about board, card, tabletop, and dice games. If the students don't know what some of the games are you can explain them. Then have them explain some games from their country that you've never heard of. 

GAMES Conversation Questions

This is an easy board game I made to reinforce/revise basic vocabulary (especially numbers) with my kindergarten class  (5 y-olds), but I think it could be suitable for grade 1 kids as well. They just roll the dice (I made one with numbers 1,2,3 only so the game would last a bit longer!), move their pawn and then follow the instructions on the board. As my 5 y-olds can't read yet, I did this for them. If they answer correctly, they stay where they are; if they don't, they have to move back to where they were. It's then the next kid's turn. The game takes about 10 minutes.

Board Game: Colours, Animals, Numbers 1-10

The children roll a dice, then the teacher clicks on the nuber (1-6) The child can get 1-2 points for a correct/almost correct sentence. When all the numbers from the page were used, you can move to the next ones. There are 5 rounds. !Works correctly on PCs, my tablet just keeps sending me to the main menu whenever I try to click on the number

Make a past simple sentence game

This ppt is designed around film genres and shows various audience reactions to films. Students have to guess the right genre for the right sentence.

I usually spit the class into two teams and use a giant dice to award points (when a team makes a correct sentence they roll the dice and I award them that number of points)

I encourage students to say the full sentence and have the class repeat.



The 6 genres covered are horror, comedy, sci-fi, romance, action, musical.

What kind of film are they watching?

I used the smaller boxes as cards, that I cut out, and used for various games and activities (board games, spinner games, dice games etc.) The larger box worksheets were made for the students to do as homework to review.

64 Dice English ESL powerpoints