A selection of English ESL eyes ppt slides

Physical description: hair (length, shape, colour) and eyes (size, colour).

Verb "have got"

Hair and Eyes

Googly Eyes Review was inspired by Muxi ESL and Andy the ESL guy.



In this game students simply review the content that the eyes are looking at. You can play by getting your students to close their eyes and then having them race to say the correct answer when the chime sounds. Features of the face and backgrounds can be changed at the click of a button. For more of our ESL game releases just visit www.ready2goesl.com

Googly Eyes Review

Our story today is called "The Boarded Window." It was written by Ambrose Bierce. Here is Shep O\'Neal with the story.

In 1830, only a few miles away from what is now the great city of Cincinnati, Ohio, lay a huge and almost endless forest.



The area had a few settlements established by people of the frontier. Many of them had already left the area for settlements further to the west. But among those remaining was a man who had been one of the first people to arrive there.



He lived alone in a house of logs surrounded on all sides by the great forest. He seemed a part of the darkness and silence of the forest, for no one had ever known him to smile or speak an unnecessary word. His simple needs were supplied by selling or trading the skins of wild animals in the town.



His little log house had a single door. Directly opposite was a window. The window was boarded up. No one could remember a time when it was not. And no one knew why it had been closed. I imagine there are few people living today who ever knew the secret of that window. But I am one, as you shall see.



The man\'s name was said to be Murlock. He appeared to be seventy years old, but he was really fifty. Something other than years had been the cause of his aging.



 Jane Eye 1

This is a reading activity about discovering animal eyes

Main content from Read and Discover 1 Oxford Eyes



Key vocabulary: name of different animals and their eyes

The activity helps to improve reading comphrension; provide factual information about eyes of animals in nature. 





Reading Discovering Animal eyes

Ppt is created to practice the skills of animals recognition and the target phrase "Whose eye is it?" - "It is the eye of ... " or " It ...'s eye". Very good classroom excersise

Animals. Whose eye is it?

This ppt was created for my second grade online ESL speaking class. The students practiced using 'has got' & 'hasn't got' with eye color, hair color and basic hairstyles. 

Eyes & Hair: has got & hasn't got

Revision  of basic vocab / spelling etc... with a points based system for correct answers. The 3 answers  for each of the 15 slides are on slide 34- 
Best used with PowerPoint 2010 as it's animated and hyperlinked.

I spy with my little eye

Students will be able to study new vocabulary words (Passengers, Ferris Wheel, Total and so on) about the famous "The London Eye" Ferris wheel in London. 



Superlatives like "high - highER - highEST" 



Writing Practice. Put seven words in the gaps

The London Eye - Vocabulary + Writing Practice

this ppt a picture story with long vowel -a words family. all key words from vowel pattern -ey. in this story used 5 words of vowel pattern -ey. good practice for pronunciation.

long vowel a. vowell pattern -ey

Questions for all 10 episodes of Through the Dragon's Eye (BBC 1989, available on Youtube). It is important to read and note the questions before each part, and then go over answers before doing the same for part 2. (All episodes appear in two separate links).



 https://www.youtube.com/watch?v=v9MXx9xej10&list=PL44F2EF09768DF6A0

Through the Dragon's Eye Preview Questions

Students have to watch the video and fill in the gaps. The words range from Can/Do/don't/Pronouns. Sort of a review ! The worksheet will be uploaded to my profile as well! The PPT includes the answer key all ready for class!

Frankie Vallie - Can't take my eyes off of you

This is a PPT which introduces students to foods from around the world...from Japan, to India to Mexico...all over the place! It's a good vocabulary development activity, a very good set of visual images with interesting text. I hope you can find a way to use it. Maybe ask students to try to draw a picture of their favorite type of world food based on the ppt. 

Food from around the world - a feast for the eyes!

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

48 Eyes English ESL powerpoints