A selection of English ESL first lesson ppt slides

To say hello, my name's ...

I'm from ...

first lesson

Now you can play a famous quiz game with your students! (elementary)


I made this presentation for the first lesson after summer holidays. You may use it at the end of the school year like revision.


The game is based on HOT SPOT 2 (macmillan) threfore some listening tasks were taken from the book. But you may replace them with your own activities.


A LIST OF TOPICS:personal information, pronouns, numbers, plurals, to be, emotions, sports, family, prepositions of place, there isthere are (listening, speaking), school subjects, have got, food, uncountable nouns, telling the time, present simple, parts of the body, weather, animals.





***The answer for the super game: "fistly, open your eyes"




Jeopardy Knowledge Game

This is an interactive whole group game that allows students to practice speaking about prices and products.  First the students learn the vocabulary necessary to play the game through the powerpoint and then it becomes the game. I originally made this to go with the Korea Public school curriculum for lesson 5 of grade 6 but it is adaptable for any ESL environment. 

How much is it game

Content:



- What is each conditional?

- Go over the form (rule).

- When it is used.

- Basic transformation exercise.

- Longer, more intense transformation sentences.



Format:



- Same format (as indicated above) for each conditional, so easy to prep for the lesson.



- Easy to understand with logical sequencing.



- Extremely easy to scale up/down depending on your students.

(for example, you can do a "Have you ever...?" exercise; or if your students are able, you could get them to prepare "interview questions" and interview each other.)



Additional:

- Font used - DJB Chalk it Up (it's a free font you can download)

First, Second and Third Conditionals

A speaking activity based on idioms. The presentation was built with several idioms, each one with an image, the idiom, its meaning, and an example. Fits private lessons for intermediate/advanced adults as well as high school advanced students. The method is as follows: a picture is shown first, eliciting the student to talk about it and guess what idiom it is about. After some attempts, the title is shown. The teacher then asks its meaning. Same procedure with it by showing the next sentence containing the explanation. Examples are elicited, with the help with the next hidden sentence (shown by the click of the mouse) with the teacher's example. Excellent activity for vocabulary enrichment, fluency, and more.

In class, this projetable might be used partially, as a "five minutes activity" at the end of the lesson or as part of a whole lesson regarding idioms.

Attention: the images were partly taken from Pinterest. Most of the rest were created by the author.

Enjoy!

Idioms - Speaking Activity

This is a PPT lesson designed to get students used to the correct tongue placement to say voiced and unvoiced TH sounds. First Ss are asked to place a finger in front of their lips and they must feel their tongue touch (lick) their finger. Once they've got used to that, the teacher will give each student a lollipop that s/he will hold in front of their lips. With each TH word they say, they'll be able to taste the sweetness of the candy and the tongue placement will have a positive association for them. I used two supplementary YouTube videos of voiced and unvoiced TH words made by The Accent's Way. The students repeated the words with the lollipops. It has been a great success each time I've taught this! 

TH pronunciation (voiced and unvoiced)

I have found this beginner game to be good for reviewing various animal names and helpful for practicing and reviewing Yes, it is! / No, it isn\'t! answers with children and beginner young adult learners.

I recommend that teachers first show the zoomed-in image and question slide and then allow students a moment to decide upon their answer. In a group lesson setting a show of hands for both \'\'Yes, it is!\'\' and \'\'No, it isn\'t!\'\' or team groups with a representative each round to deliver the answer can be fun.

Then once all students have shared their answer aloud the teacher reveals the answer slide. 

Animal Zoom Game (Yes, it is! / No, it isn't!)

This is a presentation that can be used at the first English lesson for kids at kindergartens (age 4-6)

Saying "Hello" and Meeting each other

This presentation is a task-focused lesson plan aimed at making students familiar with questions and strategies in IELTS speaking.



2: Common question stems - use these in combination with slide 3 topics to generate questions with the students in groups. Give some examples first.



4 - 5: Key words activity, students must learn to identify the important words in questions even if they don't understand it in full. Students identify key words and then work out questions from just the key words. Also, it may be necessary to give students some ideas about what they can say if they don't get the question: 

Can you say the question again?

 or 

can you explain *word* please?



6 - 7 rephrasing: students must think of new ways to say the words and phrases on the slide. This is practice for starting answers by rephrasing the question instead of simply using the same words.



8: How to expand your answer using the question words

Who - when - where - why - how - what.

Start with a simple answer phrase and get students to add more information to it.

What to expect from IELTS speaking

This is a power point I made for my TP at university. I started the lesson with a group  discussion of the students' superstitions in their country. The grammar focuses on the first conditional (if + will) as well as vocabulary related to Haloween. All you need to add is to make a mix and match activity with the Halloween vocab and their definitions. They will need to see these words in any type of context to help them. I hope you like it! 

Superstitions first conditional 

This PPT is designed to give your students some techniques that will get them used to the tongue placement neccesary to pronounce TH sounds correctly. The KEY to this lesson is students must first use their finger to feel if their tongue is protruding from between their teeth. Once you've practiced saying words like that, provide your students with a lollipop that they'll hold in front of their lips. When they say a TH sound correctly, they'll be able to taste the lollipop and the positive reward will really help them remember the tongue placement. 

I combined this PPT with two YouTube videos by The Accent's Way. She has clear pronunciation of voiced and unvoiced TH words. 

TH pronunciation lesson (voiced and unvoiced)

Based on a TED talk this is suitable for levels b1 to c1. The link to the ted talk is in the powerpoint. The first questions relate to the video while the last questions are more generally about driving. This is a complete speaking and listening lesson. 

TED talk, driverless cars

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

103 First lesson English ESL powerpoints