A selection of English ESL future plan 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

This is a listening task for SS who are using the present continuous to talk about future plans.



You need to click on the audio symbol to play the sound. There are questions for the SS to answer.



Please, as always check for spelling errors ;)

future plans

These slides were made for students to practice talking about their future plans, what they want to do, what they wish to see. 



Another purpose of this Powerpoint is that students get to share their ideas and opinions with their friends about what matters, whether it be about themselves or society, so you can find a tint of social issue conversation their.



In this activity, I made students pair up or make a group of three. Teachers need to make sure to encourage follow-up questions so they can discuss reasons and alternatives too. 



They really liked it. 

Future plan: Speaking activity 

You can teach these slides to students in 4th grade.

They has some examples and how you can make sentences following the appropriate grammar structure. For oral expression.

Future plans-Going to

Go through the PowerPoint and explain about past present and future and tell students today were focusing on future tense going to ...........................................

Grammar Tutorial - Be Going To For Future Plans

Here is a simple PPT which can help students differentiate between the two of them keeping it very easy and simple. I didn't want to include the uses for predictions and promises, I wanted to keep it only for planned and not sure activities because I used it with 4th Graders.

I hope you like the animations and the style of it. I would like to hear your comments and ideas.

Stay safe and healthy!!

Future will vs Be going to

This pptx was created for a review of Future Simple, be going to and present continuous.



Grammar presentation might seem unusual, but the idea was to make a "fight night" between these tenses. 

Every "boxer" makes two punches with grammar explanation and an example. 

There are two rounds but at the end of the second one the referee interferes and helps the blue boxer (because be going to and present continuous are interchangeable for future plans so they are "brothers" in fact and help each other)



Future Forms

A simple powerpoint I used with my elementary students to review future time expressions. It came after they had studied life events and weekend plans. Students pick a number and a time expression and then had to say a correct sentence for both. 

Future time expressions

this is a group activity where the learners are given a place and have to plan a trip using the future tense- going to



this can be adapted to different levels and tense use.

future tense going to - planning a trip

Presentation about some ways you can talk about your future plans and intentions in English (Future with "going to"). How to form the Future with “going to” (Future Intentions)

Future Intentions (Future with "going to")

Please adapt this presentation to suit your needs and your class. This is a fun activity for students learning how to talk about the future using 'going to + verb' 





Planning a trip to London using the future 'going to' tense

In this ESL grammar presentation, students will be able to understand and practice the use of Was, were going to (future in the past) to talk about plans and intentions they had in the past but didn’t happen for some reason. It includes examples and situations where they can use the structure and a dialogue to practice this structure. Some activities were taken from the sources mentioned in the reference. This is intended to be used with adults and young adult learners. Feel free to make any adjustments and corrections if necessary and adapt it to your class.

WAS, WERE GOING TO (Future in the past)

When should you teach the Future Continuous to ESL students?

It’s essential to teach this topic at the right time. Students can feel overwhelmed or demotivated if you start teaching the Future Continuous too early. This lesson is designed for pre-intermediate students (B1 Level on the CEFR framework). Before you begin this lesson, check the following:

- Can your students use the present continuous for actions in progress at the time of speaking?
- Can your students use the simple future with will?
- Have your students had exposure to the past continuous, for actions in progress at a point in the past?

If your students have completed all three points above, they are ready to learn the Future Continuous.

If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

28 Future plan English ESL powerpoints