A selection of English ESL didn't ppt slides

Guessing game - BINGO addressing past tense simple, in particular questions and negation. e.g. When did Oliver get up? Oliver got up at 6 o'clock. OR "Did Oliver get up at 7 o'clock?" "No, Oliver got up at 6 o'clock".



Activity can be used as a simple speaking activity or as a game version where each student can ask a question. The teacher then answers the questions with "Yes, he ... (got up) at ... o'clock." OR "No, he ... (didn't get up) at ... o'clock."



Moreover, vocabulary of daily routines are repeated.

BINGO: When did Oliver do what?

Game for a review class for beginner students that can read simple questions such as 'Was there a ...?' 'What color ...?' 'How many...?' Students look at the pictures for 15 seconds, try to remember what they see, then try to answer the question to get $. If the font didn't embed properly on your software, it is a free font called "Bebas". If you need more instructions on how to play, look on the Powerpoint page of my site.

The Memory Game - Fun game for review

If you didn't see a tracing font on the previous document, this is a scanned and PPT pasted version of my previous w/sheet. For teachers who don't have a tracing font installed in their word processor. 

Directions w/sheet (scanned Powerpoint version)

This is a presentation about the environment vocabulary. It includes some audios of how the words are pronounced. 



I did not make this vocabulary, I took it from a webpage, you can find the link at the end of the presentation, since I didn't include all of the terms. 

You can also find the names of the fonts I used. 

I used Microsoft Power Point 2013



I've been creating this kinds of presentations for a long time but this is the first time I decide to upload a presentation, I hope you like it. 



Environment Vocabulary

Curiosity didn't kill the cat, but the washing-machine nearly did. This is only a short presentation about positions. Children will probably enjoy the last picture on this.

POSITION behind, under, before, in...

This power point is created in order to repeat the seasons of the year. The students have to listen to the song and then guess the season! The second task is to find the word they didn't hear in the song!  

Four seasons

Although,ın spite of ,despite ,though

 contrast

Although she studies hard , she didn't manage to pass the exam 

 ın spite of her studying hard , she didn't manage to pass the exam.

Alhough,ın spite of 

It has most of the parts of the body. You can encourage your students by giving them extra points with difficult words. I did it with the names of the fingers, it brought laughter because they didn't know the names. So, try to do it your way.

Parts of the body

*The full version of this is too big to upload, so if you want to see more questions, it is on my website and YT channel.* Simple guessing game for practicing simple family / families vocabulary. The sentence pattern is 'Who's he / she?' 'He's my brother.' or 'She's my grandma.' Look at the person with their face covered and guess who it is (mother, sister, brother, father, grandma, or grandpa). In case the font didn't embed properly on your software it is a free font called 'MADE TOMMY'

Family Members - 'Who's He?' Guessing Game

This project represents: a short summery, the main characters and an extract from the play (to be or not to be). 

I made this presentation for my student who was going to learn this extract by heart. Therefore he didn't need to read the whole play.

A short summery may be printed and be read by your student(s). It doesnt suppose to read it from the screen. 

For learning the extract I used a tape. You may choose any in in the Internet and use it as well.

To be or not to be from Hamlet by William Shakespeare

Look at the pictures and make a past tense sentence answering what they did. Some sample words used are 'cleaned, washed, watched, climbed, planted, walked, baked'. A short activity that can be used in a lesson about past tense adding the -ed ending. If the font didn't embed properly, it is a free font called 'Bebas'. Enjoy.

Simple Past Tense Regular Verbs Quiz

I have made this ppt for my students. Since we all in quarantine, I didn't want them to be left behind with the grammar so I made this ppt and a video explaining the rules to them. I have posted only the ppt.The ppt includes detailed rules for question tags. Some of the explanation is necessary along with the presentation. I leave that to teachers since we all know our students and how they learn best. 

Question tags

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

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

44 Didn't English ESL powerpoints