A selection of English ESL first class ppt slides

I made this ppt for little kids who just started learning English. Here they will learn how to say "Hello" and introduce themselves "I'm Mike".

Slide 2. There are lots of characters get together on the beach. Suddenly they are starting disappearing. Let's ask them to come back saying: ''Hello, Minion" or "Hello, Areal" etc.

Slides 3 and 4. A little warm up. Just change slides pressing the buttons up and down on your keyboard and do "stand up and sit down'' exercises along with kids.

Slide 5-7. Learn how to say "I'm + name".

Slide 8-13 Neznaika ( is a very famous Russian character who knows nothing. You can choose any other) comes to the woods and hear different animal sounds. Let's help him name animals. (Sounds can be difficult to recognize, you can show them the slide with all animals first (slide 13)). When an animal appears kids repeat after the teacher "I'm Panda (Lion, Crocodile etc.)

After slide 13 kids can say "Hello. My name is ..." one by one. 

Slide 14. It's time to say "Good bye". 

This ppt was created for online teaching. But anyway you can borrow some ideas for offline teaching as well. Enjoy your class.

first class say "hello"

TOPIC: THE WEATHER
GRADE: SECOND GRADE (2ND GRADE)
SKILL: VOCABULARY LEARNING - READING COMPREHENSION
PPT INCLUDES 4 ACTIVITIES AND A GAME  TO PRACTICE VOCABULARY

THE WEATHER - FIRST CLASS

HOW TO PLAY - Divide the class into four teams. Taking turns they try to figure out each word by reading clues (each team can guess 5 words). Encourage students to make wild guesses - there is a solve button which can be pressed at any time to reveal the answer (but students should be sure first and encouraged to use more than one clue). The group scores according to how many clues they used. No points are awarded for wrong guesses. 

FOOD RIDDLES - a Speaking Game

A PPT to check kids' knowledge of how to spell animals names after having dealt with the topic. I always have a competition in class. Class is divided into two teams. One student from each team compete at a time and has to be the first one to say which word is "hidden".

I have no idea why no image comes up but the entire file is there, so don't hesitate to download.

Animals - Guess the word

A spelling game where the letters of animals are scrambled, and students must compete to be the first to unscramble the letters and say the animal. 



I have included fifteen animals within three rounds worth different points. Each round is a bit harder than the previous one. 



Usually, I just split the class girl/boy and have students raise hands to guess and earn points for their team. 



This game is a modified version of islcollective user Mulle's "Animal - Guess the Word" powerpoint game.



All credit to that user for the idea. I have used different animals in case you have already used that game. 

Animal Scramble - Guess the Word

Use this presentation to explain the use of conditional sentences to your students and also get them to practice these grammar structures. Contains Online exercises link that can provide a competition in class. Contains notes.

Conditional Sentences (Zero&First Conditionals)

In this powerpoint I used a bunch of actual zoo signs that warn visitors not to feed the birds, stick their fingers in the lion's cage, etc. I wrote a Conditional 1. warning to go with each picture. First, students have to guess the warning, then on the next click my sentence is displayed. Students had fun with this slide when I used it in class. Bless up, Kisdobos

Zookeeper says ... (Conditional 1. Warnings)

I intended these quotes to serve as discussion starters in a class about big questions. Feel free to keep whichever quote you like best, or feel would serve best to spark a discussion. Think beforehand about what you would ask about your favorite quotes.



As a starter, you can ask students to first finish the sentence: "Life ..." or "Life is ..." 



You can also practice the second conditional by asking students to finish sentences about how they would live their life if they were various people, or in a various situations, e.g.



If I were a homeless person, I would …

If I were dying, I would …

If I were rich, I would …

If I were my teacher, I would …

If I were born the opposite gender, I would …

If I were gay, I would …



Bless up,

Kisdobos

Life. Discussion starter

Cut out and laminate the 24 game cards.



Can be played with 2-6 players. 

Divide the cards between the players.

Choose 1 student to lay the first card. The student who has the picture to match the sentence on the laid card places their card next to the previous card (like dominoes).

The winner is the first person to use all their cards.

School Items Game

This slide helps teacher to explain this topic. At first you can see the artices a and a with some words with animation, this helps you in class because you can interact with your students. at the second part you can see vocabulay and a short exercise to help to develop skills in class. 

Article a-an

The objective of this PPT is to introduce present and past passive sentence structure through a quiz of countries and what they are known for. It is better to do the quiz first as a class activity and then to focus on the form and structrure of the sentences given. Students might be asked to work either in groups or pairs. They read the questions and write down their answers. 

Present and Past Passive 

Objective: use: how often do you do some activities.For example: How often do you use your computer, call your friends, read a book?  It's a ppp. It can be use instead of flascards to introduce the activities and at the end there is a game in which students have to guess the activity of the picture.

tips: FIrst, present the activities, then ask them to guess the activity of the picture. Finally, ask your students to ask their classmates the questions: How often do you...

-read a book?

-cook dinner?

-go to the cinema?

etc... 

it doesn´t have a solution.

 

How often do you...

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

202 First class English ESL powerpoints