A selection of English ESL first class 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

There are 40 slogans. I divide the class into 2 teams.  I show the slogan. The students must guess whose slogan it is. Whichever team guesses first wins the point. (I teach English in Spain. I made sure the slogans were popular in Europe.)

World-Famous Slogans Game

This ppt was created for my first grade online ESL speaking class. The students practiced using prepositions of place: in, on, under. They look at the pictures and say where the person/animal/object is. 

Prepositions of Place - in, on, under

These slides will help and guide your students to write their first semi-formal letter or email assignment. Feel free to edit and use in your classroom.

Inside you will find:

-rules

-example

-homework

EASY how to write a semi formal letter or email A2 B1

This animated powerpoint presentation acts as a good review for children who are studying and learning about school subjects. 



The animation first shows a picture, and the learners are to guess the name of the subject. The then name of the subject is the second animation on each slide. They get immediate gratification if/when they´ve answered correctly. 



The presentation itself is simple, clear and visual, and can be adapted to suit the needs or reflect the school subjects of your learners. 



I often use it to review the school subjects and to ask basic questions like "Do you like ´X´ (subject) Why or why not?" "At what time do you have ´x´ class? "What is your favourite subject?" etc.

School Subjects: Review

This is a PPT I've used in a speaking class with my Chinese high school students. 



They enjoyed the photos and first commented on them. Then I'd stimulated a conversation on questions. 



Talking about annoying things parents and teachers do are the most popular once. 



Hope you can enjoy! 



Annoying things_Conversation

- devide class into to groups

- unscrable the word +  make 1 or 2/3... sentences with this word

- first group get the point

Body parts

This presentation was made  for the first day of the school year to help my young students revise classroom rules.I hope it will be useful for your students ,too.Enjoy!

Classroom rules

Useful sheet for students to introduce themselves on the first class.

First, they fill with personal information and then share it to the class.

Introducing Yourself To The Class

I have designed this PowerPoint to practice speaking in my classes. It is appropriate for elementary & pre-intermediate levels. It includes different topics, like daily routines, favourite types of music, favourite cartoons, etc. You may find it useful in the first session of your classes to break the students' ice. Hope it works.

Speaking Time

Here is a PPS for classroom English. The first few  PPS are a sort of FC, in order to show the words you should clic on the picture. After having gone through the words you can play the game where the kids have to choose the right word that goes with the picture.

The school year is nearly over so enjoy your summer holidays.

Lena

Classroom English

This game plays just like the popular board game, Battleship®. ***How to set up this game template***1. Come up with 32 review questions and answers. 2. Type the questions into the “Type review question here.” text boxes on slides 3-34. One question per slide.3. Keep a list of the questions and answers with you, so you know what the answers are (just in case you get caught off-guard).***How to play Battleship***



1. Divide your class into two even teams. It’s fun to do boys vs. girls if the numbers are roughly equal!2. Have them sit in a groups (with their teams) and have each team select a captain. The captain is the only person who can pick squares and provide answers. It gets too confusing, otherwise. One team is the Red Team and will try to destroy the three ships hiding beneath the blue squares. The other team is the Blue Team and will try to destroy the three ships hiding beneath the red squares.3. Choose which team will go first. I like to flip a coin.4. Have the first team select which square they want to attack. Then, click on their selection in the gray “Questions” box. This will take you to the question that corresponds with that square.5. Read the group the question. Give them 1 minute to discuss and provide an answer.6. If the answer they provide is correct, click on the “Return to Board” box. Then, click on the box that they selected. IF there is part of a ship behind that box, you can click on the ship and a bomb will explode on it. After the box has been clicked and the ship has been bombed (if applicable), their turn is over and the other team gets to go.NOTE: If both parts of a ship have been destroyed, you can reduce the number of ships remaining in the “Ships Remaining” text box. 7. If the answer they provide is incorrect, click on the “Return to Board” box. Their turn is now over and the other team gets to go.8. The game continues until one team has successfully destroyed all three of their opponents ships.

Battleship Game Power Point Template

The same vocabulary as in Say the Word 1, but in a different order. A simple game to practice vocabulary and speaking. The students are divided into groups (the size of the groups depends on the number of students in your class). The first group starts by sending one student to the front of the classroom. This student is standing in front of the class, facing the rest of the students from his group so that he cannot see what is on the screen behind him. The teacher (or a students from one of the other groups) starts the presentation and measures 2 minutes (or some other amount of time). The students from the first group, who can now see the first word on the screen, are trying to explain it to the one who is facing them and cannot see it. They cannot use any words that contain the same root. When the student guesses the word, the teacher clicks and the next word appears. For each correctly guessed word, the team gets a point (It is a good idea to mark the points after each correctly guessed word with a short chalk line on the blackboard). If the students do not know the meaning of the word or cannot think of a way to explain it, they can say „next“ and skip that particular slide, but they can do this three times at most. After two minutes, the teacher says „the time is up“ and counts all the points. Then it is the second team’s turn. After all teams have had a go, the next round can start. The vocabulary in this particular presentation is at A1, A2 or occasionally B1 level. 

201 First class English ESL powerpoints